| Ders Adı | Kodu | Yarıyıl | T+U Saat | Kredi | AKTS |
|---|---|---|---|---|---|
| Macro Economıc Theory I | IKT 535 | 0 | 3 + 0 | 3 | 6 |
| Ön Koşul Dersleri | |
| Önerilen Seçmeli Dersler | |
| Dersin Dili | Türkçe |
| Dersin Seviyesi | YUKSEK_LISANS |
| Dersin Türü | Zorunlu |
| Dersin Koordinatörü | Prof.Dr. AHMET GÜLMEZ |
| Dersi Verenler | Prof.Dr. AHMET GÜLMEZ, |
| 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 deeply. |
| 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) Section3 |
| 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) Section8 |
| 13 | Inflation and Monetary policies | Romer, David. (1996) Section9, Blanchard ve Fischer (1992), Section11 |
| 14 | Unemployment | Romer, David. (1996) Section10 |
| Kaynaklar | |
|---|---|
| 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 | ||||||
| 2 | They have perfect knowledge They have perfect knowledge about general microeconomic theory through numeric and graphical methods | ||||||
| 3 | They have perfect knowledge about general macroeconomic theory through numeric and graphical methods | ||||||
| 4 | They know econometricThey have perfect knowledge about international trade theory through numeric | ||||||
| 5 | They know econometric theories and have ability to solve economic problems by using these theories | ||||||
| 6 | They make academic studies when needed to economic perspective | ||||||
| 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 | ||||||
| 8 | they have ability of translation at language orally and written | ||||||
| 9 | they use basic computer programs helping to make economic analysis | ||||||
| 10 | they have proffecional, social and scientific etic value | ||||||
| Değerlendirme Sistemi | |
|---|---|
| Yarıyıl Çalışmaları | Katkı Oranı |
| 1. Ara Sınav | 50 |
| 1. Proje / Tasarım | 25 |
| 1. Performans Görevi (Seminer) | 25 |
| 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 | 6 | 96 |
| Mid-terms | 1 | 2 | 2 |
| Final examination | 1 | 1 | 1 |
| Toplam İş Yükü | 147 | ||
| Toplam İş Yükü / 25 (Saat) | 5,88 | ||
| Dersin AKTS Kredisi | 6 | ||