Module ACB-1300:
Economeg CORE

Module Facts

Run by Bangor Business School

20 Credits or 10 ECTS Credits

Semester 1 & 2

Organiser: Mr David James

Overall aims and purpose

Mae'r modiwl hwn yn darparu cyflwyniad i Economeg drwy ddilyn y maes llafur y prosiect CORE (Curriculum in Open-access Resources in Economics). Bydd y cwricwlwm CORE yn arfogi myfyrwyr i ddeall sut y mae'r economi wedi esblygu a sut mae'n gweithio trwy ddod â datblygiadau mewn ymchwil economeg dros y tri degawd diwethaf i’r cwricwlwm, ynghyd â gwersi o hanes economaidd a phrofiad cymharol gwahanol wledydd.

Course content

Bydd y modiwl yn rhoi trosolwg o hanes datblygiad economaidd byd-eang ac yn cyflwyno rhai o'r technegau a'r modelauy y mae economegwyr yn eu defnyddio. Bydd y modiwl yn ystyried modelau o ddewis unigol a damcaniaeth gêm; ymddygiad cwmniau a rhyngweithio yn y farchnad, yn ogystal â modelau y macroeconomi. Bydd y modelau hyn yn cael eu defnyddio i ddeall nodweddion y gorffennol â'r byd cyfoes, gan gynnwyd twf poblogaeth a thwf economaidd; anghydraddoldeb, cylchoedd busnes a newid hinsawdd. Bydd y modiwl yn egluro mesurau newidiynnau economaidd a chysyniadau o effeithlonrwydd economaidd

Assessment Criteria

threshold

Trothwy: D- to D+ (40-49%): Dim o bwys wedi ei hepgor neu'n anghywir o ran defnyddio gwybodaeth/sgiliau. Rhywfaint o ddealltwriaeth o elfennau damcaniaethol/cysyniadol/ymarferol. Cyfuno theori/ymarfer/gwybodaeth i'w weld yn ysbeidiol wrth gyflawni amcanion y gwaith a asesir.

excellent

Rhagorol: A- i A + (70%+): Perfformiad rhagorol. Defnyddio'r wybodaeth berthnasol yn gywir. Dealltwriaeth ragorol o elfennau damcaniaethol/cysyniadol/ymarferol. Integreiddio da o theori/ymarfer/gwybodaeth wrth geisio cyflawni amcanion y gwaith a asesir. Tystiolaeth gref o ddefnyddio sgiliau creadigol ac adfyfyriol.

good

Da: B- i B +(60-69%): Perfformiad da iawn. Defnyddir y rhan fwyaf o'r wybodaeth berthnasol yn gywir. Dealltwriaeth dda o elfennau damcaniaethol/cysyniadol/ymarferol. Integreiddio da o theori/ymarfer/gwybodaeth wrth geisio cyflawni amcanion y gwaith a asesir. Tystiolaeth o ddefnyddio sgiliau creadigol ac adfyfyriol.

C- to C+

Lefel Arall: C- i C + (50-59%): Llawer o’r wybodaeth a’r sgiliau perthnasol wedi’u defnyddio'n gywir at ei gilydd. Dealltwriaeth ddigonol o elfennau damcaniaethol/cysyniadol/ymarferol. Integreiddio gweddol o theori/ymarfer/gwybodaeth wrth geisio cyflawni amcanion y gwaith a asesir. Peth tystiolaeth o ddefnyddio sgiliau creadigol ac adfyfyriol.

Learning outcomes

  1. Dangos gwybodaeth eang o hanes datblygiad economaidd a digwyddiadau economaidd hanesyddol allweddol

  2. Dangos dealltwriaeth o natur amrywiol y sefydliadau economaidd ac effeithiau polisi'r llywodraeth

  3. Dangos dealltwriaeth o ddulliau dadansoddol: cymhwyso cysyniadau economaidd craidd a rhesymu economaidd

  4. Dangos dealltwriaeth o gysyniadau economaidd ar ffurf llafar, graffigol a rhifol.

Assessment Methods

Type Name Description Weight
COURSEWORK Prawf lluos-ddewis [x4]

Bydd 10 cwestiwn lluos-ddewis ym mhob prawf, gyda'r myfyrwyr i'w cwblhau yn eu hamser eu hunain. Fel canllaw, dylai'r myfyrwyr sydd wedi paratoi yn drylwyr fedru cwblhau prawf mewn llai na 10 munud.

15
EXAM Arholiad diwedd semester 2

Bydd cyfuniad o gwestiynau lluos-ddewis a chwestiynau traethawd byr. Ceir dewis o ba draethodau i'w hateb

35
COURSEWORK Prawf Lluos-ddewis [x4]

Bydd 10 cwestiwn lluos-ddewis ym mhob prawf, gyda'r myfyrwyr i'w cwblhau yn eu hamser eu hunain. Fel canllaw, dylai'r myfyrwyr sydd wedi paratoi yn drylwyr fedru cwblhau prawf mewn llai na 10 munud.

15
EXAM Arholiad diwedd semester 1

Bydd cyfuniad o gwestiynau lluos-ddewis a chwestiynau traethawd byr. Ceir dewis o ba draethodau i'w hateb.

35

Teaching and Learning Strategy

Hours
Private study

Ymchwil personol a darllen wedi ei gyfeirio. Paratoi ar gyfer darlithoedd. Adolygu deunydd darlith. Paratoi a chwblhau profion lluos-ddewis. Adolygu ar gyfer arholiadau diwedd semester.

160
Lecture

Un darlith 2 awr pob wythnos

40

Transferable skills

  • Literacy - Proficiency in reading and writing through a variety of media
  • Numeracy - Proficiency in using numbers at appropriate levels of accuracy
  • Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
  • Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
  • Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting

Subject specific skills

  • Abstraction. From the study of economic principles and models, students see how one can abstract the essential features of complex systems and provide a useable framework for evaluation and assessment of the effects of policy or other exogenous events. Through this, the typical student will acquire proficiency in how to simplify while still retaining relevance. This is an approach that they can then apply in other contexts, thereby becoming more effective problem-solvers and decision-makers.
  • Analysis, deduction and induction. Economic reasoning is highly deductive, and logical analysis is applied to assumption-based models. However, inductive reasoning is also important. The development of such analytical skills enhances students' problem-solving and decision-making ability.
  • Quantification and design. Data, and their effective organisation, presentation and analysis, are important in economics. The typical student will have some familiarity with the principal sources of economic information and data relevant to industry, commerce, society and government, and have had practice in organising it and presenting it informatively. This skill is important at all stages in the decision-making process.
  • Framing. Through the study of economics, a student should learn how to decide what should be taken as given or fixed for the purposes of setting up and solving a problem, i.e. what the important 'parameters' are in constraining the solution to the problem. Learning to think about how and why these parameters might change encourages a student to place the economic problem in its broader social and political context. This 'framing' skill is important in determining the decision-maker's ability to implement the solutions to problems.

Resources

Talis Reading list

http://readinglists.bangor.ac.uk/modules/acb-1300.html

Reading list

Carlin et al. (2016) “The Economy”. This is an open resource e-book published by the CORE project: http://www.core-econ.org/

Pre- and Co-requisite Modules

Courses including this module

Compulsory in courses:

Optional in courses: