---Originally published by Denae Mongeon at ECON 260 Comp Econ Systems – Spring 2017 – Denae Mongeon
Continue reading "Topic 9 – Migration & Development and a little contradiction"
---Originally published by Denae Mongeon at ECON 260 Comp Econ Systems – Spring 2017 – Denae Mongeon
Continue reading "Topic 9 – Migration & Development and a little contradiction"
---Originally published by Brittney at ECON 260 Comp Econ Systems – Spring 2017 – Brittney Baley
---Originally published by Brittney at ECON 260 Comp Econ Systems – Spring 2017 – Brittney Baley
---Originally published by OpenLCC Admin at ECON 260 Comp Econ Systems – Spring 2017 – Chibuzor Ogbonna
---Originally published by OpenLCC Admin at ECON 260 Comp Econ Systems – Spring 2017 – Chibuzor Ogbonna
---Originally published by Denae Mongeon at ECON 260 Comp Econ Systems – Spring 2017 – Denae Mongeon
---Originally published by Denae Mongeon at ECON 260 Comp Econ Systems – Spring 2017 – Denae Mongeon
For this week we turn to another issue that poses complex challenges to societies involving their choice of economic system. This is the question of education and the care of children. This is another area where economic systems, the societal arrangements for dealing with scarcity and value production, have had to evolve as nations have developed or industrialized.
For a moment, let’s consider a very poor, un-developed nation. Some of the poorest nations today are in central and sub-Saharan Africa, but even they are rapidly growing beyond the state I’m considering. I’m thinking back to before the industrial revolution. Life was short – 30-40 years was generally max life expectancy. It wasn’t because nobody lived longer but rather because infant (before age 5) mortality was so high. So put yourself in the (non-existent) shoes of two adults then. You scraped out a living doing subsistence farming. Very labor intensive, but simple labor. The rational choice was to have lots of kids for two reasons. First, most of the them wouldn’t live to survive to adulthood, so it made since to up the odds by having several. Second, by the age of 6 a child could start doing labor on the farm. By 6, they could generate enough value from labor to offset the additional food cost of feeding them. More kids = more production.
The industrial revolution, and now the computer revolution, changes all that. We have machines for simple unskilled labor. To make kids valuable, we have to educate them. That takes time. It also takes time for that investment in education to pay out. It does pay out, but only over decades. To complicate matters, the pay-out is both to the individual and to the society as a whole – what we call positive externalities.
The U.S., dating back to pre-colonial times in New England, along with England was a leader in the world in pioneering public education. That is, education paid for by the public and required by law. People pay taxes as a society and those taxes fund the education. Since the entire society benefits, it is a good investment. It also solves the financing problem for the student (or their parent). Older people pay taxes now to educate the young. When the young get older, they will be more productive and pay taxes to educate the next generation. It’s what’s called an “intergenerational transfer”. By the time of WWII, nearly all kids were getting a high school education. In the post-WWII era, we expanded this approach to college by funding the GI Bill and colleges/universities directly. In the 1960’s in some states, notably California, college and university education, even at University of California Berkeley, was free to California residents.
As you’ll see in the first reading, things have changed since then. Ok, you know from your own tuition bills that college isn’t free anymore – at least not in the US. But the free college concept as a social good is still alive in other countries such as Germany and Denmark.
To participate in this discussion, read the three required readings below and respond. As usual, you may choose to respond by writing a post on your blog and categorizing it as ECON 260, or create a new front-page post on this site, or use the reply/comment link to this post.
Topic 8- Education, Families, Children
Starting points for additional research if you are interested or your project relates to this topic:
Ok, folks, it’s the midpoint of the semester.
It’s been a very rocky start to this semester, I’ll admit. First, a mea culpa. Much of that is on me. This course so far hasn’t been up to my normal standards. It’s not an excuse but here’s why. I made a critical mistake. Note to self: don’t make 3 major innovations in the pedagogy/design of a course at the same time again! I like what we’re trying to do in this course, course-design-wise, but it’s been a lot rougher on my workflow-wise than anticipated. In addition, I had no clue what the election and political developments would do to me work wise this year. While this course demanded a lot more time on my part to find readings, etc. than anticipated, it happened just as I was getting asked to speak at a LOT of events this year, including a talk/panel discussion in London (yes, that London) about “Open Education in a Time of Trump and Brexit” at an international conference. Bottom-line, apologies aside, I pretty sure we’re ready to rock now. I have readings and posting up to date AND postings prepared for coming weeks. So we should be able to get back on schedule and reach some interesting conclusions.
So what’s to do? In particular, what do you need to do? There are 8 weeks left. The way to think about what you need to do is to think of working on two parallel, sometimes connected tracks. There’s the weekly discussion topics track and your blog posts-book project track. They all come together in the last week with your final exam which is actually an extended reflective blog post. So a brief summary of what you need to do from here is: Continue reading
In this post I’m going to recount how to do your blog post assignments and describe what you need to write about and when in blog posts. This includes your book-based research project. Be sure to click the “read more” to read the rest of this post.
After you’ve read your book, you need to develop a summary and review of the book. First, let me say what I’m NOT looking for. I’m not looking for a traditional academic research paper. This is about using the web to get ideas across to your fellow students and anybody else out there in the Internets. When other students finish reading the page for your book review(s), they should have a good idea
Every one of these books has a “message” – something the author is trying to persuade readers to do, think, or believe. When I and the other students view your post, we need to understand both the “message” the author is pushing AND what you think about it. Do you agree? Disagree? Why? Why not? What do you think the author should have considered but didn’t? Did this book change your thinking? Or did it just make you angry? Or just bored? What would you like to ask or say to the author if you could? Continue reading
Food, and therefore agriculture/farming/herding, has always been a critical piece of any economic system ever since complex societies formed millennia ago. Agriculture continues to be a difficult issue in organizing an economic system today but unlike for hundreds of years, the problem really isn’t “how to grow enough food for everybody”. Worldwide, thanks to technology like tractors & fertilizer, improved science of agriculture, and improved food preservation/distribution, we’ve actually solved the “not enough” problem in the last hundred years. Now the problems are difficult. The hunger or malnutrition remains a problem in many places but it’s a distribution/access/income problem while too much food is actually wasted or destroyed.
No the problems tend to three fold in my view. First, there are power relations. Picking and harvesting food is still often low-paying, difficult, painful labor fraught with risks from pesticides and other dangers. Higher income people in developed countries such as the US increasingly aren’t interested in such work, so it’s necessary to use labor from less developed countries. But what are the conditions they work under? Do we use immigrants and grow here (benefitting our landowners)? Or do we let them grow in their country and import the produce (who gets the profit?)? This labor problem is made much harder because farming is very capital intensive. And capital intensive industries tend towards corporate concentration and not the free-market competitive ideal we like to think. Continue reading
I thought I had posted this, but apparently I forgot to hit the publish button, so catching up.
For Topic 6, let’s take an introduction into Income Inequality. It’s a topic that for many decades in the late 20th century and early 21st century wasn’t given much attention in either academic economics literature OR in discussions by politicians. This was for several related reasons. First, there was a carry-over from the cold war. Starting in the 1940’s and 1950’s, communism was demonized both academically and politically, that any research or political talk of income inequality risked associating the author with communism too. Then, starting in the 1970’s and growing in the 1980’s and onward the economic-political system was taken with what we call “neo-liberalism”. Neoliberalism is a very pro-market, pro-corporate approach to capitalism that seeks to minimize government involvement in any aspects of the economy as well as promote globalism. Essentially, all US presidents from Reagan through Obama have been neoliberal. It remains to be seen how neoliberal Trump will be. Continue reading
Update Feb 19: Hi folks, well this has been a real lesson for me this semester. What’s the lesson you ask? Don’t make 3 major innovations/experiments in the course at the same time, especially when it wasn’t clear I’d teach the class until a few weeks before semester started. Here’s where we are:
For topic 5, we’re going to take a look at Trade, Globalization, and Corporatism.
I’ve assembled 4 readings to start. You are, of course, welcome to discover other articles on your own and bring them to our discussion. Read a description plus links below the fold…
Just one required reading for this topic, but it’s fairly long/involved. It’s the Wikipedia entry for Economic Systems. What I like about this reading is that it really helps bring out the variety and complexity of economic “systems”. It really is much, much more complex than the simple “capitalism vs. communism vs. socialism” that we are often taught in K-12 schools or that are used in popular political discourse.
I suggest doing two things here. First, explore. Don’t just read the text, follow some of the links in the article to gain a richer understanding. Second, it’s worthwhile to remember this article. It will make a useful starting point for some additional research for when you start writing longer posts on your blog or when you write about the book project.
https://en.wikipedia.org/wiki/Economic_system
Obviously the first step in your book review project is to select your book, obtain a copy, and read it. The purpose of this post is to help you figure what book to read. I really urge you to shop and browse for a book that corresponds to what you said you were most interested in when we started this course. To help jump start your browsing, I’ve the link below will take you to a list I created on Amazon. These are books that I’ve run across that I thought might be interesting for ECON 260 students. I’ve read some of them. Others are on my to-do list, so I don’t take a book being on this list as an endorsement that it’s an excellent book!
Jim’s List of Books for ECON 260 on Amazon. (will open in new tab)
Note: I’m using Amazon here mostly for the convenience of building and linking the list. Don’t feel like you need to buy it from Amazon. Consider a library as on option
If you want to use reply to this post to let me know what your book will be, that’s fine.
---Originally published by Denae Mongeon at ECON 260 Comp Econ Systems – Spring 2017 – Denae Mongeon
You now have your own blog/website on LCC’s new scholarly commons. The commons is called OpenLCC.net and student blogs/websites are located at Voice.openlcc.net. (there’s a directory of the more than 150 student blogs so far – it’s a bit disorganized and not pretty but that’s because it’s a work-in-progress).
You might be wondering why you’ll be asked to post some things on your own blog site when we already have a discussion site going on the course hub at compsys17.econproph.net. That’s a good question. There are three reasons.
Our conversation, the talking to each other and replying/responding, takes place on the course hub site. But sometimes, especially later in the course, you’ll have need to make longer, more in depth posts. Instead of commenting on something else, you’ll be wanting to make a statement of your own with research support or images/videos. You’ll do that writing on your blog/website and publish it there. If you simply check a “category” box to categorize your post on your own site as ECON260 (there’s instructions), your post will be not only be published on your site, but the course hub site will automatically find it, make a copy from your site, and post that copy into the course hub with a link back to your site. All that happens auto-magically in the background. That way you publish on your site but other students get to see/notified of what you wrote.
To get started, see the How To Use Your Blog-Website page. It can also be found in the menu bar under the How To tab.
Update: You should have now received a new email to your LCC Student email account with a “different” password and a login address to your personal scholarly blog on Voice.OpenLCC.net. The emails were sent out at 8:30pm on Monday, Feb 6. If you don’t see it in your inbox at first, please check the “SPAM” folder (click the “more” on your Gmail interface- below the inbox).
I have lots of instructions and a full schedule of readings/topics in draft that will be posted tomorrow.
One of our first topics is the death of the American Dream -well, at least I think the dream is dead. I recently gave a talk at the LCC Centre for Engagement on the question. Based on the historical analysis I’ve done, I’ve concluded it is indeed dead. So below here you’ll see a link to my blog post on the topic. I wrote a little about how I approached the topic and then I’ve got my Powerpoint slides embedded in the post and links to five other articles that formed some of the main sources I used for my analysis.
Additional articles to read related to this blog post (links are both here and contained in the above blog post from Econproph.com)
Ok, I’ve been missing in action for 10 days and that’s a problem. Actually, it’s my problem and I’m going to fix it. I apologize. Briefly, I am working tonight on a batch of new readings, creation of your blogs (for longer posts), and a full schedule of topics for the remainder of semester based on your posts of what you’re interested in. That will get posted on Tuesday, Jan 31. In the meantime, you will likely receive 2 emails to your student email address (userid@mail.lcc.edu, the Gmail-based one). They will mention info about a password, etc for your blog. Please don’t delete them. I will explain tomorrow.
— sorry for delays, jim
Hello, my name is Alice. As you can see my introduction is kind of late but that’s because I was just recently added into this class and I had some login issues that have just been resolved. I’ve taken all of the other economics classes at LCC and just decided that it’d be more beneficial to finish an associates in economics and transferring these credits to MSU to pursue a bachelors degree, maybe.
After taking micro and macro economics, I’ve come to the realization that I really do enjoy studying economics. I am interested in studying the aspects international economics in regards to US big business, how the economics of gentrification works, healthcare, and federal aid programs works (if that fits into this category).
Hello, my name is Kody. I am currently closing in on my 2 year mark at LCC, majoring in Economics. I plan to further my education at a 4 year institution and achieve a Bachelor’s degree in Economics or Finance. I attended Michigan State for one year after graduating high school, and the following summer I joined the United States Army where I served about 3 1/2 years. Ever since ending my enlistment I have moved back to Michigan, working and going to school.
Some topics that interest me are some of the basic macro-systems revolving around central banking and trade. I would also like to see how the other aspects of a country’s economy such as healthcare, employment and labor, and government budgets play a role in our country’s growth economically. We can then use our knowledge of our own systems and then compare and contrast them with other nation’s practices whether they be underdeveloped or super power entities.