What assessment or assurance of learning methods are used or suggested for this module? (For example: 1-minute paper, Muddiest Point, Quiz/Test Items, Oral Presentation, Student Feed-back, among others). What did or didn't work?
Eac matrix for pre-test
This matrix maps the Pre-Test on three assessment spaces by (1) locating it within the ADEM curriculum, (2) identifying the targeted moral learning objectives, and (3) singling out the AACSB ethics criteria targeted in the exercise.
Muddiest point exercise
This short assessment exercise allows students to reflect on the strong and weak points of this module.
General eac module assessment form
This brief assessment form, adopted from one used in EAC workshops by Michael Davis of IIT, provides a general comprehensive survey of the different aspects of this activity.
Pedagogical commentary
Any comments or questions regarding this module? (For example: suggestions to authors, suggestions to instructors (how-to), queries or comments directed o EAC community, pitfalls or frustrations, novel ideas/approaches/uses, etc.)
Pre-test
This exercise provides students from a variety of disciplines who are in their first or second year of college with basic skills to help them develop arguments that support or refute ethical positions. Also, it will allow students to practice skills that can be applied outside the context of computing. A textbook exercise provides the template from which this activity has been developed. Originally, it asked students to consider whether the activity depicted in a scenario constituted a computer crime. This modification provides more room for discussion, helps illustrate that ethical issues are not just "black or white," and allows students to discuss related ethical issues outside the context of computers and information and technology.
Step 1: students individually evaluate and discuss whether scenarios are ethical
The first step of the exercise is to have students individually evaluate 8 to 10 scenarios using the following 3 questions:
1. Do you think this situation is common/realistic? (Yes or No)
2. Do you think this situation is ethical or unethical? (Ethical or Unethical)
3. Do you think others may disagree with you? (Yes or No)
The first question emphasizes the fact that we are considering real-world issues. The second question asks students to provide an intuitive answer by evoking an honest, anonymous opinion on the issue. The third question serves to illustrate that the issues are not "black or white".
Scenarios can be taken from a variety of sources: textbook exercises, newspapers, movies, and from any other source that suggests something provocative and realistic.
Step 2: informal discussion of scenarios
In step one, students begin by reflecting on the issues individually. In step two, the instructor leads an informal discussion of a few scenarios. For example, the class could consider whether using a computer at work to send e-mail to relatives is ethical. This simple statement can easily generate 20 to 30 minutes of lively discussion. Our experience has been that some students will advocate one extreme (that the action is unethical) while others will argue the other extreme (that the action is customary and ethically permissible). Many students will try to secure the middle ground by citing circumstances in which it is ethically permissible (when workers are taking a break) and when it is impermissible (when a worker spends too much time doing this).
In economics, a perfect market refers to a theoretical construct where all participants have perfect information, goods are homogenous, there are no barriers to entry or exit, and prices are determined solely by supply and demand. It's an idealized model used for analysis,
When MP₁ becomes negative, TP start to decline.
Extuples Suppose that the short-run production function of certain cut-flower firm is given by: Q=4KL-0.6K2 - 0.112 •
Where is quantity of cut flower produced, I is labour input and K is fixed capital input (K-5). Determine the average product of lab
Kelo
Extuples Suppose that the short-run production function of certain cut-flower firm is given by: Q=4KL-0.6K2 - 0.112 •
Where is quantity of cut flower produced, I is labour input and K is fixed capital input (K-5). Determine the average product of labour (APL) and marginal product of labour (MPL)
Quantity demanded refers to the specific amount of a good or service that consumers are willing and able to purchase at a give price and within a specific time period. Demand, on the other hand, is a broader concept that encompasses the entire relationship between price and quantity demanded
Ezea
ok
Shukri
how do you save a country economic situation when it's falling apart
Economic growth as an increase in the production and consumption of goods and services within an economy.but
Economic development as a broader concept that encompasses not only economic growth but also social & human well being.
Shukri
production function means
Jabir
What do you think is more important to focus on when considering inequality ?
sir...I just want to ask one question... Define the term contract curve? if you are free please help me to find this answer 🙏
Asui
it is a curve that we get after connecting the pareto optimal combinations of two consumers after their mutually beneficial trade offs
Awais
thank you so much 👍 sir
Asui
In economics, the contract curve refers to the set of points in an Edgeworth box diagram where both parties involved in a trade cannot be made better off without making one of them worse off. It represents the Pareto efficient allocations of goods between two individuals or entities, where neither p
Cornelius
In economics, the contract curve refers to the set of points in an Edgeworth box diagram where both parties involved in a trade cannot be made better off without making one of them worse off. It represents the Pareto efficient allocations of goods between two individuals or entities,
Cornelius
Suppose a consumer consuming two commodities X and Y has
The following utility function u=X0.4 Y0.6. If the price of the X and Y are 2 and 3 respectively and income Constraint is birr 50.
A,Calculate quantities of x and y which maximize utility.
B,Calculate value of Lagrange multiplier.
C,Calculate quantities of X and Y consumed with a given price.
D,alculate optimum level of output .
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Source:
OpenStax, Ethics across the curriculum modules for eac toolkit workshops. OpenStax CNX. May 07, 2007 Download for free at http://cnx.org/content/col10414/1.2
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