Business Economics II 3 Credit Equivalent

Evaluate economic, political, regulatory, legal, technological, and social contexts to address organizational challenges in a global society.

Projects

Number Title Description Credit Equivalent
BEII 100 Government Budget Process

The goal of this project is to expose students to the budget process and what it takes to balance a budget in a dynamic world. Students will research the main sources of federal government revenues and the main categories of federal government outlays to differentiate between the federal government budget deficit and the national debt. Students will also identify the various options available to the federal government to balance its budget and explain why it seems so difficult for the federal government to do so. Students will also research whether spending cuts or taxes are the best way to balance the federal budget and make specific recommendations for addressing current budget problems. Finally, students will complete a budget puzzle and explain the inherent tradeoffs in balancing a budget. They will also rationalize their budget, along with identifying the potential winners and losers of their decisions.

Required text: Saylor Academy. Principles of Macroeconomics. (2012). (Materials provided with project.)

  • Demonstrate a working knowledge of economic terms and concepts.
  • Apply economic models of gross domestic product, business cycles, unemployment, and consumer price index at the macro level.

Co-Requisites:

  • BEI 100: Microeconomic Market Analysis I

    BEI 100: Microeconomic Market Analysis I

    In this project, students will analyze the market that they work in or worked in at some point in their life. Questions that student address will include the following: What is the product/service? What are the product characteristics? Who are the consumers? Who are the competitors? They will also identify any changes in prices and the reasons/factors behind the changes. They will then use the supply and demand model to explain a recent price and/or output change in the marketplace. Finally, they will come up with a hypothetical economic change that can impact the future price and output/production in the market and explain their reasoning using the supply and demand model. The goal of this project is to make students aware of the importance of analyzing both consumption and production sides of any market. A related goal is to help students identify the factors behind changes in consumption or production sides of the market that ultimately would lead to changes in the equilibrium prices and production levels.

    Required text: McEachern, W. A. Microeconomics: A contemporary introduction. 9th Edition (2012). Mason, OH: South-Western Cengage Learning. ISBN: 978-0538453714.

    • Demonstrate a working knowledge of economic terms and concepts.
    • Apply microeconomics models of supply and demand to analyze the impact of economic factors on product markets.
1
BEII 105 Business Cycle Analysis

The goal of this project is to encourage students to explore the differences and similarities between the causes of the two most recent U.S. economic recessions. Students will also evaluate the effectiveness of the monetary and fiscal policies (demand-side and supply-side) that were designed to combat each recession. Students will also recommend and explain specific fiscal and monetary policies that they would have personally preferred to see implemented. Finally, students will explain why the Great Depression was relatively worse than the Great Recession of 2007 to 2009.

Required text: Saylor Academy. Principles of Macroeconomics. (2012). (Materials provided with project.)

  • Analyze the effectiveness of monetary and fiscal policies on the economy.
  • Explain how changes in aggregate supply and aggregate demand affect business cycles.
  • Illustrate the significant relationships between employment, unemployment, inflation, and output in the short and long term.

Prerequisites:

  • BEII 100: Government Budget Process

    BEII 100: Government Budget Process

    The goal of this project is to expose students to the budget process and what it takes to balance a budget in a dynamic world. Students will research the main sources of federal government revenues and the main categories of federal government outlays to differentiate between the federal government budget deficit and the national debt. Students will also identify the various options available to the federal government to balance its budget and explain why it seems so difficult for the federal government to do so. Students will also research whether spending cuts or taxes are the best way to balance the federal budget and make specific recommendations for addressing current budget problems. Finally, students will complete a budget puzzle and explain the inherent tradeoffs in balancing a budget. They will also rationalize their budget, along with identifying the potential winners and losers of their decisions.

    Required text: Saylor Academy. Principles of Macroeconomics. (2012). (Materials provided with project.)

    • Demonstrate a working knowledge of economic terms and concepts.
    • Apply economic models of gross domestic product, business cycles, unemployment, and consumer price index at the macro level.
2
Number
BEII 100
Title
Government Budget Process
Description

The goal of this project is to expose students to the budget process and what it takes to balance a budget in a dynamic world. Students will research the main sources of federal government revenues and the main categories of federal government outlays to differentiate between the federal government budget deficit and the national debt. Students will also identify the various options available to the federal government to balance its budget and explain why it seems so difficult for the federal government to do so. Students will also research whether spending cuts or taxes are the best way to balance the federal budget and make specific recommendations for addressing current budget problems. Finally, students will complete a budget puzzle and explain the inherent tradeoffs in balancing a budget. They will also rationalize their budget, along with identifying the potential winners and losers of their decisions.

Required text: Saylor Academy. Principles of Macroeconomics. (2012). (Materials provided with project.)

  • Demonstrate a working knowledge of economic terms and concepts.
  • Apply economic models of gross domestic product, business cycles, unemployment, and consumer price index at the macro level.

Co-Requisites:

  • : Microeconomic Market Analysis I

    : Microeconomic Market Analysis I

    In this project, students will analyze the market that they work in or worked in at some point in their life. Questions that student address will include the following: What is the product/service? What are the product characteristics? Who are the consumers? Who are the competitors? They will also identify any changes in prices and the reasons/factors behind the changes. They will then use the supply and demand model to explain a recent price and/or output change in the marketplace. Finally, they will come up with a hypothetical economic change that can impact the future price and output/production in the market and explain their reasoning using the supply and demand model. The goal of this project is to make students aware of the importance of analyzing both consumption and production sides of any market. A related goal is to help students identify the factors behind changes in consumption or production sides of the market that ultimately would lead to changes in the equilibrium prices and production levels.

    Required text: McEachern, W. A. Microeconomics: A contemporary introduction. 9th Edition (2012). Mason, OH: South-Western Cengage Learning. ISBN: 978-0538453714.

    • Demonstrate a working knowledge of economic terms and concepts.
    • Apply microeconomics models of supply and demand to analyze the impact of economic factors on product markets.
Credit Equivalent
1
Number
BEII 105
Title
Business Cycle Analysis
Description

The goal of this project is to encourage students to explore the differences and similarities between the causes of the two most recent U.S. economic recessions. Students will also evaluate the effectiveness of the monetary and fiscal policies (demand-side and supply-side) that were designed to combat each recession. Students will also recommend and explain specific fiscal and monetary policies that they would have personally preferred to see implemented. Finally, students will explain why the Great Depression was relatively worse than the Great Recession of 2007 to 2009.

Required text: Saylor Academy. Principles of Macroeconomics. (2012). (Materials provided with project.)

  • Analyze the effectiveness of monetary and fiscal policies on the economy.
  • Explain how changes in aggregate supply and aggregate demand affect business cycles.
  • Illustrate the significant relationships between employment, unemployment, inflation, and output in the short and long term.

Prerequisites:

  • BEII 100: Government Budget Process

    BEII 100: Government Budget Process

    The goal of this project is to expose students to the budget process and what it takes to balance a budget in a dynamic world. Students will research the main sources of federal government revenues and the main categories of federal government outlays to differentiate between the federal government budget deficit and the national debt. Students will also identify the various options available to the federal government to balance its budget and explain why it seems so difficult for the federal government to do so. Students will also research whether spending cuts or taxes are the best way to balance the federal budget and make specific recommendations for addressing current budget problems. Finally, students will complete a budget puzzle and explain the inherent tradeoffs in balancing a budget. They will also rationalize their budget, along with identifying the potential winners and losers of their decisions.

    Required text: Saylor Academy. Principles of Macroeconomics. (2012). (Materials provided with project.)

    • Demonstrate a working knowledge of economic terms and concepts.
    • Apply economic models of gross domestic product, business cycles, unemployment, and consumer price index at the macro level.
Credit Equivalent
2