Masters in Applied Economics Course Curriculum

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Masters in Applied Economics Course Curriculum

MASTERS IN APPLIED ECONOMICS Demand for workers with backgrounds in economics is growing! In particular, those with strong quantitative skills will have outstanding employment opportunities in business and government. We have designed a one year master’s degree program to allow you to obtain these valuable skills. The program includes training in methods that will make you competitive in this growing market. The program includes courses in economic modeling and forecasting as well as applied courses in energy and health economics; two very important markets in the Houston area! Applications will be available at www.applytexas.org each fall for admission in the following fall semester. *Applications will only be accepted for the fall semester. Please see “Steps in the Admission Process” at http://www.uh.edu/class/economics/graduate/admissions/index.php for more information. BENEFITS OF THE PROGRAM: gain important job skills for use in many industry and government positions earn a complete master’s degree in one calendar year choose between our thesis or internship options opportunity to participate in an internship with a local employer as part of your program or opportunity to write a thesis with one of our faculty researchers COURSE CURRICULUM: 30 SEMESTER HOURS OF CREDIT Microeconomic Analysis – 4 hours Energy Economics – 3 hours Macroeconomic Analysis – 4 hours Econometrics – 4 hours Financial Analysis, etc) – 3 hours Health Economics – 3 hours Internship or Thesis – 6 hours Economic Forecasting – 3 hours PRE-REQUISITES Admission to the program is competitive. To be considered for admission each applicant must have been awarded a baccalaureate degree from an accredited institution and have maintained at least a 3.00 GPA (A=4.00) over all course work attempted have maintained at least a 3.0 GPA in the most recent 60 semester hours of undergraduate course work attempted and have completed the following pre-requisite courses: ECON 3332 Intermediate Microeconomics, ECON 3334 Intermediate Macroeconomics, ECON 4365 Introduction to Econometrics and MATH 1431 Calculus I or MATH 1314 Calculus for Business and Social Science. have taken the Graduate Record Examination (GRE) Please note that this is a full time day only program during the fall and spring semester. We intend to summer term. .

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Topics in Applied Economics VII: Economic History
Topics in Applied Economics VII: Economic History 2017-2018 Academic Year Master of Research in Economics, Finance and Management 1. Description of the subject Topics in Applied Economics VII Code: 32366 Total credits: 3 ECTS Workload: 75 hours Term: 3rd Type of subject: Optative Department of Economics and Business Teaching team: Claudia Rei (Vanderbilt University) Topics in Applied Economics VII 2. Teaching guide Introduction This course explores topics of interest to economic historians such as the long run international convergence/divergence pattern, institutions and property rights, the industrial revolution, population growth and migration, inequality, and cultural persistence. We focus mostly on the West and the specificities that allowed for its rise so to understand the region’s long-term economic success. To this end, we will first study historical changes in the medieval economy and then focus on the consequences of the industrial revolution. Students will have the opportunity of getting familiar with recent (and not so recent but classic) economic history research, understanding the methodology used in the economic analysis, and applying the economics concepts learned in Micro and Macro Theory Contents The reading list fully based on paper that can be accessed online through the university network. Every paper denoted by * will be discussed by the instructor during the class. Every paper denoted by # will be discussed in class by a student or a group of students. Non-marked papers are listed for interested students who would like to know more on a given topic. Every paper denoted by * or # can be covered in the final exam. THE FIELD OF ECONOMIC HISTORY Carlos, A.
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On Israel's "Hyperinflation"
SAE./No.127/September 2018 Studies in Applied Economics ON ISRAEL'S "HYPERINFLATION" Tal Boger Johns Hopkins Institute for Applied Economics, Global Health, and the Study of Business Enterprise On Israel's \Hyperinflation” Tal Boger∗ Johns Hopkins University Institute for Applied Economics, Global Health, and the Study of Business Enterprise. September 2018. Abstract Affected by the worldwide ”Stagflation” of the 1970s caused by sharp oil price rises in 1973 and 1979, Israel experienced elevated inflation rates in the 1970s. These inflation rates not only continued but also accelerated into the 1980s, as Israel saw its inflation hit triple digits at the turn of the decade. This inflation worsened, and peaked in 1984 and 1985. Noticing the sharply rising in- flation rates in Israel, many journalists and academics dubbed Israel's bout of inflation a hyperinflation, and have questioned its exclusion from the Hanke-Krus World Hyperinfla- tion Table. However, an analysis of Israel's CPI data - as reported by the Israel Central Bureau of Statistics - shows that Israel's inflation rates fell short of hyperinflation by a sizable margin. Analyzing Israel's primary CPI data, we find conclusive evidence that Israel did not hyperinflate in the 1980s, despite many credible analyses to the contrary. Keywords: Hyperinflation, Israeli inflation 1. Introduction On October 14, 1984, Hobart Rowen wrote an article for The Washington Post titled \Israel's Hyperinflation: Ravaged State of Economy a Threat to Israel's Survival." In the article, Rowen writes that \[Israel] now must deal with the reality of a hyperinflation that is running over 400 percent, and in a few days may be measured at the incomprehensible level ∗Tal Boger is a senior at Beth Tfiloh Dahan Community High School.
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Economics.Pdf
Economics 1 ECONOMICS Anne B Royalty Associate Professor G Bryan School of Business and Economics Martin Sparre Andersen Dora GichevaG 462 Bryan Building Christopher Aaron SwannG 336-256-1010 Martijn Van HasseltG http://economics.uncg.edu Assistant Professor Anne Royalty, Department Head Nir Eilam Dora Gicheva, Graduate Program Director Marie C. HullG Sebastian Laumer Mission Timothy Ryan Moreland G The Department of Economics supports the teaching, research, and Matthew Arnold Schaffer service missions of the university and the Bryan School of Business and Senior Lecturer Economics. The department’s undergraduate courses and programs G Jeff K. Sarbaum prepare students for the competitive global marketplace, career and professional development, and graduate education. Its innovative Lecturer graduate programs, the M.A. in Applied Economics and the Ph.D. in Eric S Howard Economics with a focus on applied microeconomics, provide students with a mastery of advanced empirical and analytical methods so they can G Graduate-level faculty conduct high-quality research and contribute to the knowledge base in business, government, nonproﬁt, and research settings. The department • Economics, B.A. (https://catalog.uncg.edu/business-economics/ conducts high-quality nationally recognized research that supports its economics/economics-ba/) academic programs, promotes economic understanding, and fosters • Economics, B.S. (https://catalog.uncg.edu/business-economics/ economic development in the Triad and in the State. economics/economics-bs/) • Economics Undergraduate Minor (https://catalog.uncg.edu/business- Undergraduate economics/economics/economics-minor/) Economics is a discipline concerned with the choices made by people, • Applied Economics, M.A. (https://catalog.uncg.edu/business- ﬁrms, and governments and with public policies that affect those economics/economics/applied-economics-ma/) choices including protection of the environment, the quality and cost of health care, business productivity, inflation and unemployment, poverty, • Economics, Ph.D.
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(BAECON) Option in Applied Economics (61 Semester Units) Catalog Fall 2016 Major Catalog Date
Bachelors of Arts in Economics (BAECON) Option in Applied Economics (61 Semester Units) Catalog Fall 2016 Major Catalog Date: Name CIN Last First MI Email Phone Term Admitted Adviser's Signature Date Student's Signature Date SEMESTER - LOWER DIVISION ECON CORE COURSES (15 Units) Prerequisites Completed? ACCT 2100 Principles of Financial Accounting 3 CIS 1200 Business Computer Systems 3 ECON 2010 Principles of Economics I: Microeconomics 3 ECON 2020 Principles of Economics II: Macroeconomics 3 ECON 2010 ECON 2090 Applied Business and Economic Statistics I 3 MATH 0930 or completion of GE B4 SEMESTER - UPPER DIVISION ECON CORE COURSES (15 Units) Prerequisites Completed? BUS1 3050 Business Communication (wi) 3 ECON 3030 Money, Banking, and the Economy 3 ECON 2020 ECON 3090 Applied Business and Economic Statistics II 3 ECON 2090 ECON 4030 Macroeconomics 3 ECON 2020 2 ECON 4910 Data Analysis, Reporting and Presentation 3 See Note 2 Note 1: BUS 3050 is designated as a Writing Intensive (wi) course. A grade of "C" or better is required to satisfy the Graduation Writing Assessment Requirement (GWAR). Note 2: ECON 4910 is the capstone course for the program. Students must take ECON 4910 after they have completed all other required upper division option courses. SEMESTER - OPTION: Applied Economics (31 Units) Semester - Required Lower Division Course (4 units): Prerequisites Completed? MATH 2110 Calculus I 4 MATH 1040 or 1081 & 1083 with C or better grade Semester - Required Upper Division Courses (12 units): Prerequisites Completed? ECON 4010 Mathematical
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Changing the Dominant Paradigm in Economics: How to Understand & Confront Critical Aspects of Economic Globalization
CADMUS, Volume 2, No.5, October 2015, 119-133 Changing the Dominant Paradigm in Economics: How to understand & confront critical aspects of Economic Globalization Maria de Lourdes Rollemberg Mollo* Associate Fellow, World Academy of Art & Science; Professor, Department of Economics, University of Brasília, Brazil Abstract This article addresses the discussion proposed by the World Academy of Art & Science (WAAS) about the need to build a new paradigm to confront the challenges of the global society and to move across to a New Society discussing specific problems related to economic globalization and proposing changes. The ways in which economic orthodoxy and heterodoxy analyze the role of the State and the question of sustainability of development and the problems of environmental sustainability depend on their different views or theoretical arguments about the role of the market. The article contrasts the mainstream economics arguments to support the free market context of globalization with Post-Keynesian and Marxist’s skeptical or critical views. Finally, it proposes some strategies to face the critical aspects analyzed making suggestions to move to another dominant economic paradigm. 1. Introduction This article seeks to address the discussion proposed by WAAS about the need to build a new paradigm to confront the challenges of the global society (Jacobs, 2014) and to transit to a New Society (Šlaus, 2014), discussing specific problems related to economic globalization and proposing changes. In order to circumscribe the contribution of this article, it is necessary, first, to define what economic globalization means, highlighting the critical aspects to be discussed, while recognizing the benefits and challenges of globalization itself.
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1 Introduction
Theroleofincomeinmoneydemandduringhyper-inflation: the case of Yugoslavia 1 ZORICA MLADENOVIC´ 2 Faculty of Economics, University of Belgrade BENT NIELSEN 3 Department of Economics, University of Oxford 27 March 2009 Abstract: During extreme hyper-inflations productivity tends to fall dramatically. Yet, in models of money demand in hyper-inflation variables such as real income has been given a somewhat passive role, either assuming it exogenous or to have a negligible role. In this paper we use an empirical methodology based on cointegrated vector autoregressions to analyse data from the extreme Yugoslavian episode to investigate the role of income. The analysis suggests that even in extreme hyper-inflation the monetary variables and real income are simultaneously determined. The methodology enables a description of the short term adjustment of the variables considered. Keywords: Cointegration, hyper-inflation, income, money-demand 1Introduction During extreme hyper-inflations productivity tends to fall dramatically. A 50% fall was observed for the German episode of the 1920s and a 70% fall was observed for the Yugosla- vian episode of the 1990s. Yet, in models of money demand in hyper-inflation variables such as real income has been given a somewhat passive role. This has come about in various ways. One strand of the literature has followed the work of Cagan (1956), who assumed a money demand relation involving real money and inflation only, while the effect of real income is negligible. Another strand of literature lead by Calvo and Leiderman (1992) work with a utility maximising model in which the budget constraint involves in- come as an exogenous variable. In that kind of the model a money demand is derived from micro assumptions.
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The Applied-Ethical Structural Synthesis of International Development 1
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“Modern” Economics: Engineering and Ideology
Working Paper No. 62/01 The formation of “Modern” Economics: Engineering and Ideology Mary Morgan © Mary Morgan Department of Economic History London School of Economics May 2001 Department of Economic History London School of Economics Houghton Street London, WC2A 2AE Tel: +44 (0)20 7955 7081 Fax: +44 (0)20 7955 7730 Additional copies of this working paper are available at a cost of £2.50. Cheques should be made payable to ‘Department of Economic History, LSE’ and sent to the Economic History Department Secretary. LSE, Houghton Street, London WC2A 2AE, UK. 2 The Formation of “Modern” Economics: Engineering and Ideology Mary S. Morgan* Economics has always had two connected faces in its Western tradition. In Adam Smith's eighteenth century, as in John Stuart Mill's nineteenth, these might be described as the science of political economy and the art of economic governance. The former aimed to describe the workings of the economy and reveal its governing laws while the latter was concerned with using that knowledge to fashion economic policy. In the twentieth century these two aspects have more often been contrasted as positive and normative economics. The continuity of these dual interests masks differences in the way that economics has been both constituted and practiced in the twentieth century when these two aspects of economics became integrated in a particular way. Originally a verbally expressed body of scientific law-like doctrines and associated policy arts, in the twentieth century these two wings of economics became conjoined by a set of technologies routinely and widely used within the practice of economics in both its scientific and policy domains.
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Core Courses for the Master of Science in Applied Economics Program Courses Descriptions: ECON 6500
Core Courses for the Master of Science in Applied Economics Program Courses Descriptions: ECON 6500 - Microeconomic Analysis This course covers microeconomic analysis applied to public policy problems with an emphasis on practical examples and how they illustrate microeconomic theories. Policy issues such as pollution, welfare and income distribution, market design, industry regulation, price controls, tax policy, and health insurance are used to illustrate the abstract principles of microeconomics. ECON 6510 - Macroeconomics Analysis This course covers applied macroeconomic models used by federal agencies to explain and predict economic behavior. Course emphasizes macroeconomic data: NIPA accounts, GDP, construction and application of CPI, labor force data, and economic indicators. Students will also study a selected set of current macroeconomic topics including models of economic growth, economic fluctuations, monetary policy, the Great Recession, inflation, and financial markets. ECON 6520 - Foundations of Empirical This course covers fundamental aspects of Research mathematical economics, data management and interpretation emphasizing sampling, descriptive statistics, index numbers and construction of aggregated variables. Students will learn basic probability theory and statistics. The course will include an introduction to multiple regression analysis using STATA statistical software. ECON 6530 – Econometric Modelling and This course covers refinements and Forecasting generalizations of multiple regression analysis. Topics can include: panel data methods, instrumental variables, quasi-experimental methods, time series analysis, limited dependent variables, and sample selection corrections. ECON 6540 - Financial Economics This course applies microeconomic theory and applied econometric techniques to the study of financial institutions and markets for financial assets. Students will learn how economists model and estimate the value of financial assets. The economic and empirical models are of interest to public policy makers and private wealth managers.
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Luiz De Mello Director, Policy Studies Branch, Economics Department
Luiz de Mello Director, Policy Studies Branch, Economics Department Contact information [email protected] Education PhD in Economics, University of Kent, United Kingdom, 1993 MA in Economics, University of Kent, United Kingdom, 1990 BA in Economics, University of Brasília, Brazil, 1989 Professional experience OECD, 2005-present International Monetary Fund, 1999-2004 University of Kent, United Kingdom, 1993-98 Selected publications In academic journals “Population ageing and local governments: Does engagement with the local community change over the lifecycle?”, Local Government Studies, Vol. 47(2021), pp. 364-85. “The Global Crisis and Intergovernmental Relations: Centralisation and Decentralisation Ten Years On”, Regional Studies, Vol. 54 (2020), pp. 942-57 (with João T. Jalles) “Cross-Country Evidence on the Determinants of Inclusive Growth Episodes”, Review of Development Economics, Vol. 23 (2019), pp. 1818-39 (with João T. Jalles). “Greying the Budget: Ageing and Preferences over Public Policies”, Kyklos, Vol. 70 (2017), pp. 70–96 (with S. Schotte, E.R. Tiongson and H. Winkler). “Inequalities in Latin America: Trends and implications for Policy”, Hacienda Pública Española (Review of Public Economics), Vol. 219 (2016), pp. 93-120 (with Monica Brezzi). “Au-delà du PIB, en-deçà du PIB. Mesurer le bien-être territorial dans l’OCDE”, Revue de l'OFCE, Presses de Sciences-Po, Vol. 0 (2016), pp. 11-32 (with M. Brezzi and E. Laurent). “The global economic outlook and prospects for Latin America and the Dominican Republic”, Ciencia y Sociedad, Vol. 40 (2015), pp. 467-76. 1 “Households’ Intergenerational Structure and Participation in Associational Activities: The Role of Interpersonal Trust”, Journal of Economic and Social Research, Vol.
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The Integration of Economic History Into Economics
Cliometrica https://doi.org/10.1007/s11698-018-0170-8 ORIGINAL PAPER The integration of economic history into economics Robert A. Margo1 Received: 28 June 2017 / Accepted: 16 January 2018 Ó Springer-Verlag GmbH Germany, part of Springer Nature 2018 Abstract In the USA today the academic field of economic history is much closer to economics than it is to history in terms of professional behavior, a stylized fact that I call the ‘‘integration of economic history into economics.’’ I document this using two types of evidence—use of econometric language in articles appearing in academic journals of economic history and economics; and publication histories of successive cohorts of Ph.D.s in the first decade since receiving the doctorate. Over time, economic history became more like economics in its use of econometrics and in the likelihood of scholars publishing in economics, as opposed to, say, economic history journals. But the pace of change was slower in economic history than in labor economics, another subfield of economics that underwent profound intellec- tual change in the 1950s and 1960s, and there was also a structural break evident for post-2000 Ph.D. cohorts. To account for these features of the data, I sketch a simple, overlapping generations model of the academic labor market in which junior scholars have to convince senior scholars of the merits of their work in order to gain tenure. I argue that the early cliometricians—most notably, Robert Fogel and Douglass North—conceived of a scholarly identity for economic history that kept the field distinct from economics proper in various ways, until after 2000 when their influence had waned.
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BA in Economics-Mathematical Economics
B.A. in Economics-Mathematical Economics Economics is the study of how individuals and societies organize the production and distribution of goods and services. Economics is also concerned with the historical development of economies along with how various groups and classes interact within the economy. All policy issues in modern societies have an economic dimension, and so the study of economics provides students the ability to understand many of the fundamental problems faced by society. Further, because economics emphasizes systematic thinking and the analysis of data, training in economics offers excellent preparation for careers in industry, nonprofits, and government. Economics also provides excellent preparation for many professions including law, education, public administration, and management. OVERVIEW OF MAJOR SALARY OUTLOOK The B.A. in Economics: Mathematical Economics provides What you major in has a bigger impact on your future the student with rigorous training in economic theory, data earnings than what school you attend. For instance, surveys analysis, and the analysis of public policy. It also provides show that those who major in economics earn, on average, students with a solid foundation of mathematics. more both in their first jobs and in mid-career than those who major in almost all other majors, including Finance, The major involves a consideration of how individuals, Business, Mathematics, Sociology, Political Science, and firms, and governments balance costs and benefits to Psychology. achieve their goals. Further, the major considers the larger institutional and macroeconomics structures that shape the The likely reasons for these higher earnings include that decisions of economic and non-economic actors. economics majors can go into many different fields and receive analytical training that is valued highly by many CAREER OPPORTUNITIES employers.
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