Ders Adı | Kodu | Yarıyıl | T+U Saat | Kredi | AKTS |
---|---|---|---|---|---|
Advanced Macroeconomic Theory | IKT 612 | 0 | 3 + 0 | 3 | 6 |
Ön Koşul Dersleri | None |
Önerilen Seçmeli Dersler | |
Dersin Dili | Türkçe |
Dersin Seviyesi | Doktora |
Dersin Türü | Zorunlu |
Dersin Koordinatörü | Dr.Öğr.Üyesi ÜNSAL OZAN KAHRAMAN |
Dersi Verenler | Dr.Öğr.Üyesi ÜNSAL OZAN KAHRAMAN, |
Dersin Yardımcıları | |
Dersin Kategorisi | Diğer |
Dersin Amacı | Teaching the macro economics konowledge to students at advanced level; Analysing the subjects of investment theory, money and conjuncturel movements deply |
Dersin İçeriği | Consumption and Investment, Infinite horizon models, New growth theories, Keynesian conjuncturel theories, Economic cycle movements, Inflation and monetary policies |
# | Ders Öğrenme Çıktıları | Öğretim Yöntemleri | Ölçme Yöntemleri |
---|---|---|---|
1 | Analyse the growth model of Solow by using theoretical and numerical methods. | Question-Answer, Brain Storming, | Testing, Oral Exam, Homework, |
2 | Summarize real business cycle model (RBC model). | Discussion, Brain Storming, | Testing, Oral Exam, Homework, |
3 | Interpret the growth models of Ramsey, Cass and Koopmans and their main results regarding long-term growth. | Discussion, Brain Storming, | Testing, Oral Exam, Homework, |
4 | Describe the differences between new growth models and neoclassical growth models in an obvious and definite way. | Discussion, Brain Storming, | Testing, Oral Exam, Homework, |
5 | Summarize the relationship between inflation and money policies in depth. | Discussion, Brain Storming, | Testing, Oral Exam, Homework, |
6 | Summarize the reasons and results of economic fuluctations according to the traditional Keynesian approach. | Discussion, Brain Storming, | Testing, Oral Exam, Homework, |
Hafta | Ders Konuları | Ön Hazırlık |
---|---|---|
1 | Solow growth model | Romer, David. (1996) Section 1 |
2 | Infinite horizon models, Overlaping generatşon models ,Ramsey-Cass Koopmans Model | Romer, David. (1996) Section2 Blanchard ve Fischer (1992), Section 3 |
3 | Infinite horizon models, Overlaping generatşon models; Diamond Models | Romer, David. (1996) Section 2, Blanchard ve Fischer (1992), Section 3 |
4 | The new growth theories(1) R&D Models | Romer, David. (1996) Section3 |
5 | The new growth theories(2) R&D Models | Romer, David. (1996) Section 3 |
6 | Reel Cycles theory | Romer, David. (1996) Section4, Blanchard ve Fischer (1992), Section7 |
7 | Traditional keynesian konjonctural theories | Romer, David. (1996) Section5 |
8 | Microeconomic fundamentals of imperfect nominal harmony (1)Lucasian models | Romer, David. (1996) Section6 |
9 | Microeconomic fundamentals of imperfect nominal harmony (2) Progressive price harmony | Romer, David. (1996) Section6 |
10 | Microeconomic fundamentals of imperfect nominal harmony (3) New keynesian theory | Romer, David. (1996) Section6 |
11 | Consumption | Romer, David. (1996) Section7 |
12 | Investment | Romer, David. (1996) Section 8 |
13 | Inflation and Monetary policies | Romer, David. (1996) Section9, Blanchard ve Fischer (1992), Section11 |
14 | Unemployment | Romer, David. (1996) Section10 |
Kaynaklar | |
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Ders Notu | |
Ders Kaynakları | Blanchard, O. J. and Fischer, S. (1992). Lectures on Macroeconomics. Cambridge, Massachusetts: MIT Press. ROMER, David (2001), Advanced Macroeconomics, 2 nd Edition, New York:Mc Graw-Hill |
Sıra | Program Çıktıları | Katkı Düzeyi | |||||
---|---|---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | |||
1 | they constitute an idea in economic subjects analitically and advocacy this idea coherent and critique the ideas constituted by others | X | |||||
2 | They have perfect knowledge They have perfect knowledge about general microeconomic theory through numeric and graphical methods | X | |||||
3 | They have perfect knowledge about general macroeconomic theory through numeric and graphical methods | X | |||||
4 | They know econometricThey have perfect knowledge about international trade theory through numeric | X | |||||
5 | They know econometric theories and have ability to solve economic problems by using these theories | X | |||||
6 | They make academic studies when needed to economic perspective | X | |||||
7 | They are specialists at some of theese areas:public economics, industrial economics,money and banking economics, environment and natural sources economics, labour economics, knowledge and property economics, international trade and finance economics, economic growth and development | X | |||||
8 | they have ability of translation at language orally and written | X | |||||
9 | they use basic computer programs helping to make economic analysis | X | |||||
10 | they have proffecional, social and scientific etic value | X |
Değerlendirme Sistemi | |
---|---|
Yarıyıl Çalışmaları | Katkı Oranı |
1. Ödev | 5 |
1. Kısa Sınav | 5 |
2. Kısa Sınav | 5 |
1. Ara Sınav | 85 |
Toplam | 100 |
1. Yıl İçinin Başarıya | 50 |
1. Final | 50 |
Toplam | 100 |
AKTS - İş Yükü Etkinlik | Sayı | Süre (Saat) | Toplam İş Yükü (Saat) |
---|---|---|---|
Course Duration (Including the exam week: 16x Total course hours) | 16 | 3 | 48 |
Hours for off-the-classroom study (Pre-study, practice) | 16 | 4 | 64 |
Mid-terms | 1 | 2 | 2 |
Quiz | 1 | 5 | 5 |
Assignment | 1 | 5 | 5 |
Oral Examination | 1 | 10 | 10 |
Performance Task (Laboratory) | 1 | 20 | 20 |
Toplam İş Yükü | 154 | ||
Toplam İş Yükü / 25 (Saat) | 6,16 | ||
Dersin AKTS Kredisi | 6 |