Wydział Ekonomiczny - Economics (S1)
specjalność: Accounting and Finance in Economic Entities
Sylabus przedmiotu Fundamentals of macroeconomics:
Informacje podstawowe
| Kierunek studiów | Economics | ||
|---|---|---|---|
| Forma studiów | studia stacjonarne | Poziom | pierwszego stopnia |
| Tytuł zawodowy absolwenta | licencjat | ||
| Obszary studiów | charakterystyki PRK | ||
| Profil | ogólnoakademicki | ||
| Moduł | — | ||
| Przedmiot | Fundamentals of macroeconomics | ||
| Specjalność | przedmiot wspólny | ||
| Jednostka prowadząca | Katedra Ekonomii i Rachunkowości | ||
| Nauczyciel odpowiedzialny | Beata Będzik <Beata.Bedzik@zut.edu.pl> | ||
| Inni nauczyciele | |||
| ECTS (planowane) | 6,0 | ECTS (formy) | 6,0 |
| Forma zaliczenia | egzamin | Język | polski |
| Blok obieralny | — | Grupa obieralna | — |
Formy dydaktyczne
Wymagania wstępne
| KOD | Wymaganie wstępne |
|---|---|
| W-1 | The basic knowledge of math and microeconomics |
Cele przedmiotu
| KOD | Cel modułu/przedmiotu |
|---|---|
| C-1 | Familiarizing the students with the basic principles of functioning of the national economy |
| C-2 | Understanding by the students of macroeconomic phenomena and processes and mutual connections between them |
| C-3 | Mastering by the students of the ability to recognize cause and effect relationships on a national scale and their interpretation |
| C-4 | Obtaining by the students of the ability to analyze economic policy run by the government |
Treści programowe z podziałem na formy zajęć
| KOD | Treść programowa | Godziny |
|---|---|---|
| ćwiczenia audytoryjne | ||
| T-A-1 | Market economy model. Its participants and economic dependencies. | 3 |
| T-A-2 | Methods of calculating national income in closed (autarkic) and open economy. | 3 |
| T-A-3 | National income and derivative measures as an indicator of living standard | 3 |
| T-A-4 | Influence of taxes and foreign trade on the market equilibrium in the Keynesian model | 3 |
| T-A-5 | The classical model of the goods market and its conditions | 3 |
| T-A-6 | Interest rate as the price of money balancing the money market. | 3 |
| T-A-7 | The relation of the goods and money market determining the aggregate demand | 3 |
| T-A-8 | Economy’s behavior in the short and long term in the context of the balance of the three markets. | 3 |
| T-A-9 | Dependence of inflation and unemployment in the Phillips model in the short and long term. | 3 |
| T-A-10 | Methods of counteracting inflation in the system of economic policy. | 3 |
| T-A-11 | Economic policy in the open economy | 3 |
| T-A-12 | Analysis of the modern business cycle. Changes in the long-term economic activity and its causes. | 3 |
| T-A-13 | System transformation of the Polish economy and its causes | 3 |
| T-A-14 | Processes of globalization and internalisation of the economy and their consequences. | 3 |
| T-A-15 | Repetition of material and checking the knowledge | 3 |
| 45 | ||
| wykłady | ||
| T-W-1 | The genesis of macroeconomics. The state as an entity of the economic system. State intervention. | 2 |
| T-W-2 | The demand model of the balance of the goods market | 2 |
| T-W-3 | Money and the financial system in a market economy | 2 |
| T-W-4 | The concept and types of unemployment Methods of counteracting unemployment in the neoclassical and Keynesian concept. | 2 |
| T-W-5 | The concept and causes of inflation as a monetary and real phenomenon. | 2 |
| T-W-6 | Exchange rate. Exchange rate policy and balance of payments of the economy. | 2 |
| T-W-7 | The concept of economic growth and development and their assessment measures. Technical and technological progress as factors of economic growth. | 2 |
| T-W-8 | Business cycles of economy and methods of their modification. Main economic theory | 1 |
| 15 | ||
Obciążenie pracą studenta - formy aktywności
| KOD | Forma aktywności | Godziny |
|---|---|---|
| ćwiczenia audytoryjne | ||
| A-A-1 | participation in the auditoriums | 45 |
| A-A-2 | preparing for the classes | 25 |
| A-A-3 | preparing to pass the subject's test | 18 |
| A-A-4 | preparation of a presentation on an indicated theme | 5 |
| A-A-5 | essay preparation | 5 |
| A-A-6 | searching for literature and reading the indicated literature | 10 |
| A-A-7 | Consultation | 12 |
| 120 | ||
| wykłady | ||
| A-W-1 | participation in the classes | 15 |
| A-W-2 | participation in the exam | 2 |
| A-W-3 | reaing the economic literature | 11 |
| A-W-4 | preparing for the exam | 26 |
| A-W-5 | Consultation | 6 |
| 60 | ||
Metody nauczania / narzędzia dydaktyczne
| KOD | Metoda nauczania / narzędzie dydaktyczne |
|---|---|
| M-1 | problem lecture |
| M-2 | information lecture |
| M-3 | conversation lecture |
| M-4 | discussion |
| M-5 | essay |
| M-6 | students presentation on an indicated theme |
Sposoby oceny
| KOD | Sposób oceny |
|---|---|
| S-1 | Ocena formująca: assessment of understanding and analyzing economic phenomena |
| S-2 | Ocena formująca: assessment of the presentation |
| S-3 | Ocena formująca: assessment of the essay |
| S-4 | Ocena formująca: assessment of the test |
| S-5 | Ocena podsumowująca: assessment of the passed classes |
| S-6 | Ocena podsumowująca: assessment of the written exam |
| S-7 | Ocena formująca: assessment of the partial test |
| S-8 | Ocena formująca: Assessment of independent acquisition of knowledge and development of the ability to logically think and present own views |
| S-9 | Ocena formująca: Assessment of independent search, analysis, assessment and use of information |
| S-10 | Ocena formująca: assessment of understanding and analyzing economic phenomena |
| S-11 | Ocena formująca: assessment of cooperation competence and group work |
| S-12 | Ocena formująca: assessment of competence in thinking and acting in an entrepreneurial way |
| S-13 | Ocena formująca: assessment of prasentation |
| S-14 | Ocena formująca: assessment of the student essay |
| S-15 | Ocena podsumowująca: assessment of the exercises part of lecture |
| S-16 | Ocena podsumowująca: exam result (written exam including test questions, tasks to be solved and issues related to problem |
Zamierzone efekty uczenia się - wiedza
| Zamierzone efekty uczenia się | Odniesienie do efektów kształcenia dla kierunku studiów | Odniesienie do efektów zdefiniowanych dla obszaru kształcenia | Cel przedmiotu | Treści programowe | Metody nauczania | Sposób oceny |
|---|---|---|---|---|---|---|
| E_1A_B10_W01 Student defines basic concepts and macroeconomic phenomena | E_1A_W01, E_1A_W13 | — | C-1, C-2 | T-W-8, T-W-7, T-W-5, T-W-4, T-W-1, T-W-2, T-W-3, T-W-6, T-A-14, T-A-12, T-A-10, T-A-9, T-A-13, T-A-11, T-A-8, T-A-7, T-A-6, T-A-1, T-A-2, T-A-3, T-A-4, T-A-5 | M-1, M-2, M-3, M-4, M-5, M-6 | S-2, S-3, S-6, S-4, S-5, S-1 |
| E_1A_B10_W02 Student understands the basic principles of the functioning of the national economy | E_1A_W02, E_1A_W03, E_1A_W13 | — | C-1, C-2, C-3, C-4 | T-W-8, T-W-7, T-W-5, T-W-1, T-W-2, T-W-3, T-W-6, T-A-15, T-A-14, T-A-10, T-A-9, T-A-13, T-A-11, T-A-8, T-A-7, T-A-6, T-A-1, T-A-4, T-A-5 | M-1, M-2, M-3, M-4, M-5, M-6 | S-2, S-3, S-6, S-4, S-5, S-1 |
| E_1A_B10_W03 Student can distinguish between the tools of economic policy conducted by the government and analyze their effects in a basic scope | E_1A_W03, E_1A_W05, E_1A_W07, E_1A_W08 | — | C-4 | T-W-8, T-W-7, T-W-5, T-W-4, T-W-1, T-A-15, T-A-10, T-A-11, T-A-4 | M-1, M-2, M-3, M-4, M-5, M-6 | S-2, S-3, S-6, S-4, S-5, S-1 |
Zamierzone efekty uczenia się - umiejętności
| Zamierzone efekty uczenia się | Odniesienie do efektów kształcenia dla kierunku studiów | Odniesienie do efektów zdefiniowanych dla obszaru kształcenia | Cel przedmiotu | Treści programowe | Metody nauczania | Sposób oceny |
|---|---|---|---|---|---|---|
| E_1A_B10_U01 Student recognizes cause-effect relationships on a national scale and interprets them | E_1A_U21, E_1A_U01, E_1A_U02, E_1A_U04, E_1A_U08, E_1A_U12 | — | C-3 | T-W-8, T-W-7, T-W-5, T-W-4, T-W-2, T-W-3, T-W-6, T-A-14, T-A-10, T-A-9, T-A-13, T-A-11, T-A-8, T-A-7, T-A-6, T-A-1, T-A-4, T-A-5 | M-1, M-2, M-3, M-4, M-5, M-6 | S-2, S-3, S-6, S-4, S-5, S-1 |
| E_1A_B10_U02 Student analyzes the effectiveness of economic policy in the basic scopej | E_1A_U01, E_1A_U08, E_1A_U11, E_1A_U19 | — | C-1, C-4 | T-W-8, T-W-5, T-W-4, T-A-15, T-A-12, T-A-10, T-A-9, T-A-11, T-A-8, T-A-4 | M-1, M-2, M-4, M-5, M-6 | S-2, S-3, S-6, S-4, S-5, S-1 |
| E_1A_B10_U03 Student is able to use graphic models to analyze the regularities and phenomena in the national economy | E_1A_U01, E_1A_U02, E_1A_U07 | — | C-1, C-2, C-4 | T-W-8, T-W-5, T-W-2, T-W-6, T-A-15, T-A-12, T-A-9, T-A-8, T-A-7, T-A-6, T-A-1, T-A-2, T-A-4, T-A-5 | M-1, M-4, M-5, M-6 | S-2, S-3, S-6, S-4, S-5, S-1 |
| E_1A_B10_U04 Student can present views from the scope of basics of macroeconomics in a written form (essay) based on the literature read | E_1A_U13 | — | C-1, C-2, C-3, C-4 | T-W-8, T-W-7, T-W-5, T-W-4, T-W-1, T-W-3, T-W-6, T-A-15, T-A-14, T-A-12, T-A-10, T-A-13, T-A-8, T-A-2, T-A-3, T-A-4, T-A-5 | M-5 | S-3 |
| E_1A_B10_U05 Student has the ability to prepare oral presentations on topics in the field of macroeconomics with the use of multimedia presentations | E_1A_U14 | — | C-1, C-2, C-3, C-4 | T-A-15, T-A-14, T-A-12, T-A-10, T-A-9, T-A-13, T-A-11, T-A-8, T-A-7, T-A-6, T-A-3, T-A-4, T-A-5 | M-6 | S-2 |
Zamierzone efekty uczenia się - inne kompetencje społeczne i personalne
| Zamierzone efekty uczenia się | Odniesienie do efektów kształcenia dla kierunku studiów | Odniesienie do efektów zdefiniowanych dla obszaru kształcenia | Cel przedmiotu | Treści programowe | Metody nauczania | Sposób oceny |
|---|---|---|---|---|---|---|
| E_1A_B10_K01 Student is aware of the importance of economic problems on a macroeconomic scale | E_1A_K04, E_1A_K06 | — | C-2, C-3 | T-W-8, T-W-7, T-W-5, T-W-4, T-W-1, T-W-6, T-A-14, T-A-12, T-A-10, T-A-9, T-A-13, T-A-11, T-A-8 | M-1, M-2, M-4, M-5, M-6 | S-2, S-3, S-6, S-4, S-5, S-1 |
| E_1A_B10_K02 can, in a basic scope, indicate the methods of solving macroeconomic problems by means of economic policy tools | E_1A_K02, E_1A_K09, E_1A_K01 | — | C-4 | T-W-8, T-W-7, T-W-6, T-A-12, T-A-10, T-A-11 | M-1, M-2, M-4, M-5, M-6 | S-2, S-3, S-6, S-4, S-5, S-1 |
| E_1A_B10_K03 Student can supplement and improve the acquired knowledge and skills in the field of issues from the basics of macroeconomics | E_1A_K08 | — | C-1, C-2, C-3, C-4 | T-W-8, T-W-7, T-W-5, T-W-4, T-W-1, T-W-2, T-W-3, T-W-6, T-A-15, T-A-14, T-A-12, T-A-10, T-A-9, T-A-13, T-A-11, T-A-8, T-A-7, T-A-6, T-A-1, T-A-2, T-A-3, T-A-4, T-A-5 | M-4, M-5, M-6 | S-2, S-3, S-6, S-4, S-5, S-1 |
Kryterium oceny - wiedza
| Efekt uczenia się | Ocena | Kryterium oceny |
|---|---|---|
| E_1A_B10_W01 Student defines basic concepts and macroeconomic phenomena | 2,0 | The student can not define the macroeconomic concepts and phenomena |
| 3,0 | Student: - in the area of knowledge he mastered the basic material, - in the field of understanding of knowledge, he mastered the basic concepts and definitions, - in the field of mastering knowledge, he acquired the basic contents of macroeconomic concepts and phenomena, -- in relation to the attitude towards knowledge shows partial indifference and limited interest, -in the field of expressing knowledge, he commits many minor mistakes in content and language; the quality of the speech is partially incorrect | |
| 3,5 | Student: - in the area of knowledge he mastered the basic material, - in the field of understanding of knowledge mastered the basic material, - in the field of mastering knowledge, he acquired the basic program content, - has a medium interest in terms of attitudes to knowledge, - in the field of expressing knowledge, he makes minor mistakes in content and language; the quality of the statements partly incorrect. | |
| 4,0 | Student: - he has mastered almost all of the program material in the field of knowledge, - in the field of understanding of knowledge, he mastered the entire scope of the material almost correctly, - in the field of mastering knowledge, he acquired the main content of the program almost exactly, - shows interest in relation to knowledge, - in the field of expressing knowledge, he commits slight deficiencies; utterances are generally correct. | |
| 4,5 | Student: - in the area of knowledge, he mastered all program material, - in terms of understanding, he mastered all concepts and definitions correctly, - in the field of mastering knowledge, he has thoroughly acquainted with the basic content of macroeconomic concepts and phenomena, - is very interested in terms of attitudes towards knowledge, - in terms of expressing knowledge - he speaks without difficulty and quite freely. | |
| 5,0 | Student: - in terms of knowledge, he goes beyond the curriculum material, - in terms of understanding knowledge - without reservations, - in terms of attitudes towards knowledge, he shows a great interest and cognitive penetration, - in terms of expressing knowledge and the way of speaking, he shows certainty, freedom, uses the correct language. | |
| E_1A_B10_W02 Student understands the basic principles of the functioning of the national economy | 2,0 | The student does not understand the basic principles of the functioning of the national economy. |
| 3,0 | Student: - in the area of knowledge he mastered the basic programm material, - in terms of understanding, he mastered the basic material, - in the field of mastering knowledge, he acquired basic program content, - in terms of attitude to knowledge, shows partial indifference and limited interest, - in the field of expressing knowledge, he commits many minor mistakes in the content and language; the quality of the utterances is mostly erroneous. | |
| 3,5 | Student: - in the area of knowledge he mastered the basic programm material, - in terms of understanding, he mastered the basic principles of the functioning of the national economy, - in the scope of mastering knowledge he acquired the basic content of the material, - has a medium interest in terms of attitudes to knowledge, - in the field of expressing knowledge, he makes minor mistakes in content and language; the quality of the statement is partly wrong. | |
| 4,0 | Student: - in the area of knowledge, he mastered almost all of the program material, - in terms of understanding, he mastered almost all of the material, - in the area of mastering knowledge, he acquired the basic content of the principles of the functioning of the macro-economy almost exactly, - shows interest in relation to knowledge, - in the field of expressing knowledge, commits slight deficiencies in the content and language; the quality of the statements is generally correct. | |
| 4,5 | Student: - in the area of knowledge, he mastered all of the program material, - in terms of understanding, he mastered all the issues correctly, - in the field of mastering knowledge, he acquired exactly the basic content concerning the functioning of the national economy, - is very interested in terms of attitudes towards knowledge, - in terms of expressing knowledge - he speaks without difficulty and quite freely. | |
| 5,0 | Student: - in terms of knowledge, he goes beyond the curriculum material, - in terms of understanding knowledge - without reservations, - in terms of attitudes towards knowledge, he shows a very large interest and cognitive penetration, - in terms of expressing knowledge and the way of speaking, it shows certainty, freedom, uses the correct language. | |
| E_1A_B10_W03 Student can distinguish between the tools of economic policy conducted by the government and analyze their effects in a basic scope | 2,0 | The student can not distinguish economic policy tools and analyze their effects in the basic scope. |
| 3,0 | Student: - in the area of knowledge he mastered the basic program material, - in the field of understanding of knowledge he mastered the basic scope of material, - in the field of mastering knowledge, he acquired basic program content, - in terms of attitude to knowledge, shows partial indifference and limited interest, - in the field of expressing knowledge, he commits many minor mistakes in content and language; the quality of the statements partly wrong. | |
| 3,5 | Student: - in the area of knowledge he mastered the basic programm material, - in terms of understanding, he mastered the basic tools of economic policy and analysis of their effects in the basic scope. - in the field of mastering knowledge he acquired the basic content of the material, - has a medium interest in terms of attitudes to knowledge, - in the field of expressing knowledge, he makes minor mistakes in content and language; quality of the statements partly wrong. | |
| 4,0 | Student: - in the area of knowledge, he mastered almost all of the program material, - in terms of understanding, he mastered all the issues correctly, - in the field of mastering knowledge, he acquired the basic content, - is interested in terms of attitudes towards knowledge, - in terms of expressing knowledge - he speaks without difficulty and quite freely. | |
| 4,5 | Student: - in the area of knowledge, he mastered all program material, - in terms of understanding, he mastered all the issues correctly, - in the field of mastering knowledge, he acquired exactly the basic content, - is very interested in terms of attitudes towards knowledge, - in terms of expressing knowledge - he speaks without difficulty and quite freely. | |
| 5,0 | Student: - in terms of knowledge, he goes beyond the curriculum material, - in terms of understanding knowledge - without reservations, - in terms of attitudes towards knowledge, he shows a very large interest and cognitive penetration, - in terms of expressing knowledge and the way of speaking, it shows certainty, freedom, uses the correct language. |
Kryterium oceny - umiejętności
| Efekt uczenia się | Ocena | Kryterium oceny |
|---|---|---|
| E_1A_B10_U01 Student recognizes cause-effect relationships on a national scale and interprets them | 2,0 | Student does not have the ability to identify cause and effect relationships in the national economy and their interpretation. |
| 3,0 | The student is able to recognize cause-and-effect relations in the economy with a great help from the teacher and to interpret them. | |
| 3,5 | The student is able to recognize cause-and-effect relationships in the economy with the teacher's help and to interpret them. | |
| 4,0 | Student is able to independently describe dependencies and cause-and-effect relations in the economy and to interpret them. | |
| 4,5 | The student is able to independently present and interpret cause and effect relationships in the national economy to a degree greater than the basic one. | |
| 5,0 | The student has a very good ability to describe cause and effect relationships in the economy and their interpretation; he does it correctly, freely, and goes beyond the curriculum | |
| E_1A_B10_U02 Student analyzes the effectiveness of economic policy in the basic scopej | 2,0 | The student is not able to analyze in the basic scope of effectiveness of economic policy. |
| 3,0 | The student is able to analyze the effectiveness of economic policy in a basic scope with a great help from the teacher. | |
| 3,5 | The student is able to analyze the effectiveness of economic policy in the basic scope with the teacher's help. | |
| 4,0 | The student is able to independently analyze the effectiveness of economic policy in the basic scope. | |
| 4,5 | The student is able to analyze independently the basic scope of effectiveness of economic policy. | |
| 5,0 | The student has a significant range of knowledge about economic policy and independently analyze its results to a greater extent than the basic one; using the free way of expression for this purpose. | |
| E_1A_B10_U03 Student is able to use graphic models to analyze the regularities and phenomena in the national economy | 2,0 | The student is not able to use graphical models to analyze phenomena in the macro scale. The student is able to analyze independently the basic scope of effectiveness of economic policy. |
| 3,0 | The student is able to analyze in a basic scope the phenomena in the scale of macros with the help of a teacher, using graphic models | |
| 3,5 | The student is able to analyze economic phenomena on a macro scale with the help of a teacher using graphic models | |
| 4,0 | The student is able to independently analyze economic phenomena in a macro scale by means of graphical models. | |
| 4,5 | Student is able to analyze graphical models independently to the basic extent of economic phenomena in the macro scale. | |
| 5,0 | The student has a significant range of knowledge about economic phenomena to a greater extent than the basic one and can independently analyze them using graphic models; he uses a free way of expression. | |
| E_1A_B10_U04 Student can present views from the scope of basics of macroeconomics in a written form (essay) based on the literature read | 2,0 | Student is not able to present views on the basics of macroeconomics in a written form (essay) based on read literature. |
| 3,0 | Student is able to present views on the basics of macroeconomics in a written form (essay) with the help of a teacher, based on the literature read. | |
| 3,5 | Student with the help of a teacher can present views on the basics of macroeconomics in a written form (essay), based on read literature. | |
| 4,0 | Student is able to independently present views on the basics of macroeconomics in a written form (essay), based on read literature. | |
| 4,5 | The student is able to independently present economic views on the basics of macroeconomics from the basic issues of the subject program in written form (essay). | |
| 5,0 | The student has a significant range of knowledge about the fundamentals of macroeconomics to a greater extent than required and can independently present them in the form of an essay, using the free way of expression. | |
| E_1A_B10_U05 Student has the ability to prepare oral presentations on topics in the field of macroeconomics with the use of multimedia presentations | 2,0 | Student is not able to prepare oral presentations on topics in the field of macroeconomics, with the use of a multimedia presentation. |
| 3,0 | Student is able to present the views on the basics of macroeconomics in oral form with a substantial help of the teacher (multimedia presentation). | |
| 3,5 | Student with the help of a teacher can present views on the fundamentals of macroeconomics in the oral form (multimedia presentation). | |
| 4,0 | Student can independently present views on the basics of macroeconomics in an oral form (multimedia presentation). | |
| 4,5 | Student is able to independently present economic views on the basics of macroeconomics outside the basic subjects of the subject program in an oral form (multimedia presentation). | |
| 5,0 | Student has a significant knowledge of the basics of macroeconomics to a greater extent than required and can independently present them in the form of a multimedia presentation, using the free way of expression. |
Kryterium oceny - inne kompetencje społeczne i personalne
| Efekt uczenia się | Ocena | Kryterium oceny |
|---|---|---|
| E_1A_B10_K01 Student is aware of the importance of economic problems on a macroeconomic scale | 2,0 | Student is not aware of the importance of economic problems on a macro scale. |
| 3,0 | Student has a limited awareness of the importance of economic problems on a macro scale. | |
| 3,5 | Student has an average awareness of the importance of economic problems on a macro scale. | |
| 4,0 | The student is very aware of the importance of economic problems on a macro scale. | |
| 4,5 | Student is very aware of the importance of economic problems on a macro scale, he is looking for answers to ways of solving them. | |
| 5,0 | Student has a very awakened awareness of the importance of economic problems on a macro scale, he also realizes those that go beyond the implemented program, he is looking for an answer to the ways of solving them, guided by his own curiosity. | |
| E_1A_B10_K02 can, in a basic scope, indicate the methods of solving macroeconomic problems by means of economic policy tools | 2,0 | Student is not able to indicate in a basic scope ways of solving economic problems by means of economic policy tools. |
| 3,0 | Student is able to indicate in a basic way how to solve economic problems with the help of economic policy tools with a great help from a teacher. | |
| 3,5 | Student can, with the help of a teacher in a basic scope, indicate ways of solving economic problems by means of economic policy tools. | |
| 4,0 | Student is able to indicate in the basic scope methods of solving economic problems by means of economic policy tools. | |
| 4,5 | Student is able to identify ways of solving economic problems independently by means of economic policy tools. | |
| 5,0 | Student is able independently to indicate ways of solving economic problems independently through the use of economic policy tools. | |
| E_1A_B10_K03 Student can supplement and improve the acquired knowledge and skills in the field of issues from the basics of macroeconomics | 2,0 | Student can not complete and improve the acquired knowledge and skills. |
| 3,0 | Student can, to a limited extent, supplement and improve the acquired knowledge and skills. | |
| 3,5 | Student is able to supplement and improve the acquired knowledge and skills to a medium degree. | |
| 4,0 | Student is able to supplement and improve the acquired knowledge and skills to a large extent. | |
| 4,5 | Student can independently supplement and improve the acquired knowledge and skills within the current program without teacher inspiration. | |
| 5,0 | Student can independently supplement and improve the acquired knowledge and skills in the field beyond the current program without the teacher's inspiration, guided by his own cognitive curiosity. |
Literatura podstawowa
- Karl E. Case, Ray C. Fair, Sharon E. Oster, Principles of Macroeconomics, Pearson, 2017, 12th
- Paul Krugman; Robin Wells, Macroeconomics, 2018, fifth edition
- Dov M. Gabbay, Paul Thagard, John Woods, Uskali Mäki, and John Woods, Philosophy of Economics, 2012
Literatura dodatkowa
- Burda M., Wyplosz Ch., Macroeconomics, A European Text, Oxford University Press, New York, 2009
- Neva Goodwin, Jonathan M. Harris, Julie A. Nelson, Brian Roach, Mariano Torras, Macroeconomics in Context, Routledge, Second edition, 2015