Wydział Ekonomiczny - Economics (S1)
Sylabus przedmiotu Microeconomics:
Informacje podstawowe
| Kierunek studiów | Economics | ||
|---|---|---|---|
| Forma studiów | studia stacjonarne | Poziom | pierwszego stopnia |
| Tytuł zawodowy absolwenta | licencjat | ||
| Obszary studiów | charakterystyki PRK | ||
| Profil | ogólnoakademicki | ||
| Moduł | — | ||
| Przedmiot | Microeconomics | ||
| Specjalność | przedmiot wspólny | ||
| Jednostka prowadząca | Katedra Ekonomii i Rachunkowości | ||
| Nauczyciel odpowiedzialny | Błażej Suproń <Blazej.Supron@zut.edu.pl> | ||
| Inni nauczyciele | Irena Łącka <Irena.Lacka@zut.edu.pl> | ||
| ECTS (planowane) | 7,0 | ECTS (formy) | 7,0 |
| Forma zaliczenia | egzamin | Język | polski |
| Blok obieralny | — | Grupa obieralna | — |
Formy dydaktyczne
Wymagania wstępne
| KOD | Wymaganie wstępne |
|---|---|
| W-1 | mathematics on level of secondary school; elementary knowledge about the functioning of the economy |
Cele przedmiotu
| KOD | Cel modułu/przedmiotu |
|---|---|
| C-1 | learning and understanding by students of basic economic concepts and categories |
| C-2 | getting to know and understanding by students the rules of functioning of economic systems, with particular emphasis on the market economy |
| C-3 | showing students the phenomena of imperfection and inefficiency of the market and methods of their regulation by means of state policy |
| C-4 | students understand the operation of economic mechanisms in a microscale, including market activities |
| C-5 | familiarize students with the theory of the consumer and the producer together with their preparation for interpreting the problems of business practice and for assessing the rationality of business (business decisions) of enterprises and households |
Treści programowe z podziałem na formy zajęć
| KOD | Treść programowa | Godziny |
|---|---|---|
| ćwiczenia audytoryjne | ||
| T-A-1 | The problem of scarcity. The production capacity curve. The essence of alternative costs. Classification of goods | 3 |
| T-A-2 | Socio-economic systems. The role of economic activity in the economic system. | 3 |
| T-A-3 | Tools and methods of economic analysis. | 3 |
| T-A-4 | Analysis of demand and supply. Market equilibrium and market mechanism. | 3 |
| T-A-5 | Market imbalance and changes - graphic models and tasks. Dynamic market analysis - a spiderweb model. | 3 |
| T-A-6 | Flexibility of supply and demand - tasks. | 3 |
| T-A-7 | Theory of household behavior and consumer demand. | 3 |
| T-A-8 | Economic theory of production in the short and long time. | 3 |
| T-A-9 | The theory of costs in the short and long time. Scale effects and their causes. | 3 |
| T-A-10 | The company's balance in the conditions of monopolistic competition. | 3 |
| T-A-11 | Business balance in the conditions of oligopoly. | 3 |
| T-A-12 | Land and land rent. | 3 |
| T-A-13 | Capital market - tasks. | 3 |
| T-A-14 | Economy of well-being. | 3 |
| T-A-15 | Presentations of students on given topics. | 3 |
| 45 | ||
| wykłady | ||
| T-W-1 | The subject of economics. Basic economic concepts. | 2 |
| T-W-2 | Market and market mechanism. Circular market model. | 2 |
| T-W-3 | Static analysis of the market. | 2 |
| T-W-4 | Flexibility of supply and demand - theoretical issues. | 2 |
| T-W-5 | The theory of consumer choice. | 2 |
| T-W-6 | Economic decisions of the entrepreneur. | 2 |
| T-W-7 | Production costs in the short and long time. | 2 |
| T-W-8 | Company balance in the conditions of perfect competition. | 2 |
| T-W-9 | Company balance in monopoly conditions | 2 |
| T-W-10 | Markets for production. | 2 |
| T-W-11 | Employment and wages on the labor market. | 2 |
| T-W-12 | Material capital. | 2 |
| T-W-13 | Theory of division. Income and living standards. | 2 |
| T-W-14 | Social aspects of microeconomics. | 2 |
| T-W-15 | Social aspects of microeconomics. Role of government. | 2 |
| 30 | ||
Obciążenie pracą studenta - formy aktywności
| KOD | Forma aktywności | Godziny |
|---|---|---|
| ćwiczenia audytoryjne | ||
| A-A-1 | presence | 45 |
| A-A-2 | preparation for tests | 10 |
| A-A-3 | preparation for exercises | 26 |
| A-A-4 | preparing a presentation | 10 |
| A-A-5 | preparing the project | 15 |
| A-A-6 | participation in consultations related to project preparation | 12 |
| A-A-7 | colloquium | 2 |
| 120 | ||
| wykłady | ||
| A-W-1 | participation in lectures | 30 |
| A-W-2 | reading literature | 15 |
| A-W-3 | preparation for the exam | 37 |
| A-W-4 | exam | 2 |
| A-W-5 | consultation | 6 |
| 90 | ||
Metody nauczania / narzędzia dydaktyczne
| KOD | Metoda nauczania / narzędzie dydaktyczne |
|---|---|
| M-1 | lecture with multimedia presentation |
| M-2 | discussion |
| M-3 | solving exercises |
| M-4 | explanation, explanation |
| M-5 | student presentations |
Sposoby oceny
| KOD | Sposób oceny |
|---|---|
| S-1 | Ocena formująca: assessment of a partial colloquium |
| S-2 | Ocena formująca: assessment of independent acquisition of knowledge and development of the ability to logically think and present their own views |
| S-3 | Ocena formująca: evaluation of independent search, analysis, evaluation and use of information |
| S-4 | Ocena formująca: assessment of understanding and analyzing economic phenomena |
| S-5 | Ocena formująca: assessment of cooperation competence and group work |
| S-6 | Ocena formująca: assessment of competence in thinking and acting in an entrepreneurial way |
| S-7 | Ocena formująca: assessment of the presentation made on a given topic |
| S-8 | Ocena formująca: assessment of the prepared essay on a given topic |
| S-9 | Ocena podsumowująca: assessment of the exercises part of lecture |
| S-10 | Ocena podsumowująca: exam grade (a written exam including test questions, tasks to be solved and problem-related issues) |
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_B5_W01 the student has knowledge about basic economic problems | E_1A_W01, E_1A_W02, E_1A_W03, E_1A_W08 | — | C-1, C-2, C-3 | T-W-1, T-W-2, T-W-6, T-A-1, T-A-2, T-A-14 | M-1, M-2, M-4, M-5 | S-1, S-2, S-3, S-4, S-7, S-8, S-9, S-10 |
| E_1A_B5_W02 the student has knowledge about the functioning of economic systems, in particular the market economy | E_1A_W01, E_1A_W02, E_1A_W03, E_1A_W05 | — | C-2, C-3 | T-W-15, T-A-2 | M-1, M-2 | S-1, S-2, S-3, S-4, S-6, S-8, S-9, S-10 |
| E_1A_B5_W03 the student has knowledge of the functioning of economic mechanisms in a microscale, in particular the functioning of the market | E_1A_W04, E_1A_W05, E_1A_W06 | — | C-1, C-3, C-4 | T-W-2, T-W-3, T-W-4, T-W-10, T-W-11, T-A-3, T-A-4, T-A-5, T-A-6 | M-1, M-2, M-3, M-4 | S-1, S-2, S-9, S-10 |
| E_1A_B5_W04 student is able to characterize market structures and explain business decisions of entrepreneurs in these structures | E_1A_W04, E_1A_W05, E_1A_W08 | — | C-4, C-5 | T-W-8, T-W-9, T-A-10, T-A-11 | M-1, M-2, M-4, M-5 | S-1, S-2, S-3, S-5, S-6, S-7, S-9, S-10 |
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_B5_U01 student is able to use basic economic terms and categories | E_1A_U01, E_1A_U02, E_1A_U04 | — | C-1, C-2 | T-W-1, T-A-1, T-A-2, T-A-15 | M-1, M-2, M-4, M-5 | S-1, S-4, S-7, S-8, S-9, S-10 |
| E_1A_B5_U02 the student has the ability to understand and analyze economic and social phenomena | E_1A_U21, E_1A_U02, E_1A_U07 | — | C-1, C-4 | T-W-2, T-W-3, T-W-6, T-W-13, T-W-14, T-A-4, T-A-5, T-A-7, T-A-8, T-A-9, T-A-15 | M-2, M-4, M-5 | S-1, S-4, S-5, S-6, S-9, S-10 |
| E_1A_B5_U03 the student has the ability to prepare oral presentations using multimedia presentations | E_1A_U14 | — | C-1, C-2, C-3, C-4 | T-A-15 | M-5 | S-7, S-9 |
| E_1A_B5_U04 the student is able to present economic views in a written form (essay, paper) on the basis of read literature | E_1A_U13 | — | C-2, C-3, C-4 | T-W-13, T-W-14, T-W-15, T-A-2, T-A-14 | M-2, M-4 | S-2, S-3, S-4, S-8, S-9 |
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_B5_K01 student is aware of the importance of economic problems and the role of business entities in solving them | E_1A_K09 | — | C-2, C-4, C-5 | T-W-13, T-W-15, T-A-2, T-A-8, T-A-10, T-A-11 | M-1, M-2, M-4, M-5 | S-1, S-2, S-8, S-10 |
| E_1A_B5_K02 the student is able to supplement and improve acquired knowledge and skills | E_1A_K02 | — | C-1, C-2, C-4 | T-A-6, T-A-13, T-A-15 | M-2, M-3, M-4, M-5 | S-1, S-2, S-9, S-10 |
| E_1A_B5_K03 the student has the competence of cooperation in the group | E_1A_K01 | — | C-2, C-4, C-5 | T-A-1, T-A-2, T-A-3, T-A-4, T-A-5, T-A-6, T-A-9, T-A-10, T-A-11, T-A-15 | M-2, M-3, M-5 | S-2, S-4, S-5, S-7 |
Kryterium oceny - wiedza
| Efekt uczenia się | Ocena | Kryterium oceny |
|---|---|---|
| E_1A_B5_W01 the student has knowledge about basic economic problems | 2,0 | The student does not have basic knowledge about the most important economic problems in the microeconomic approach. |
| 3,0 | Student: - in the area of knowledge he mastered the basic programming material, - in the field of understanding of knowledge mastered the basic material, - in the field of mastering knowledge, he acquired the basic program content, - in relation to the attitude towards knowledge shows partial indifference and limited interest, - in the field of expressing knowledge, she commits many minor mistakes in content and language; the quality of the speech is partially wrong. | |
| 3,5 | Student: - in the area of knowledge he mastered the basic programming 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, she 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 basic 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 the field of understanding of knowledge, he mastered all program content, - is very interested in terms of attitudes towards knowledge, - in the field of expressing knowledge and the manner of expression - he speaks without difficulty quite easily. | |
| 5,0 | Student: - in terms of knowledge, it goes beyond the curriculum material, - in terms of understanding knowledge - without reservations, - in terms of attitudes towards knowledge shows great interest and cognitive interest, - in terms of expressing knowledge and the way of speaking, it shows certainty, freedom, uses the correct language. | |
| E_1A_B5_W02 the student has knowledge about the functioning of economic systems, in particular the market economy | 2,0 | The student does not know the basic issues related to the functioning of economic systems, in particular the market economy. |
| 3,0 | Student: - in the area of knowledge he mastered the basic programming material, - in the field of understanding of knowledge he mastered the basic scope of material, - in the field of mastering knowledge, he has acquired the basic programe content, - in terms of attitude to knowledge, shows partial indifference and medium interest, - in the field of expressing knowledge, she makes 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 programming material, - in the field of understanding of knowledge he mastered the basic programming material, - in the field of mastering knowledge, he acquired the basic program content, - in terms of knowledge shows a medium interest, - reveals minor errors in the content and language in terms of expressing knowledge; 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 the field of understanding of knowledge, he mastered almost all of the material, - in the field of mastering knowledge, he acquired the essential program content almost exactly, - shows interest in relation to knowledge, - in the field of expressing knowledge, he commits slight deficiencies; his statements are usually correct. | |
| 4,5 | Student: - in the area of knowledge, he mastered all program material, - in the field of understanding of knowledge, he mastered all programming contents, - in the field of mastering knowledge, he acquired all program content, - is very interested in terms of attitudes towards knowledge, - in terms of expressing knowledge and the way of expression - he speaks without difficulty, with some freedom. | |
| 5,0 | Student: - in terms of knowledge, it goes beyond the curriculum material, - in terms of understanding knowledge - without reservations, - in the field of mastering knowledge, he acquired all program content, - in terms of attitudes towards knowledge shows a lot of interest and cognitive curiosity, - in the field of expressing knowledge and the way of expression - he speaks freely, confidently and using the correct language. | |
| E_1A_B5_W03 the student has knowledge of the functioning of economic mechanisms in a microscale, in particular the functioning of the market | 2,0 | The student has no basic knowledge about the functioning of economic mechanisms in a microscale, in particular the functioning of the market. |
| 3,0 | Student: - in the area of knowledge he mastered the basic programming material, - in the field of understanding of knowledge mastered the basic material, - in the field of mastering knowledge, he acquired the basic material, - in terms of the attitude to knowledge, it shows partial obscenity and average interest, - in the field of expressing knowledge, they make many minor mistakes in the content and language; the quality of the statements is usually incorrect. | |
| 3,5 | Student: - in the area of knowledge he mastered the basic programming material, - in the field of understanding of knowledge mastered the basic material, - in the field of mastering knowledge, he acquired the basic contents of the program - has a medium interest in terms of attitudes to knowledge, - in the field of expressing knowledge, she makes minor mistakes in content and language; the quality of the statements partly incorrect. | |
| 4,0 | Student: - in the area of knowledge, he mastered almost all of the program material, - in the field of understanding of knowledge, he mastered almost all material, - in the field of mastering knowledge, he acquired the basic content of the material almost exactly, - shows interest in relation to knowledge, - in the field of expressing knowledge, he commits slight deficiencies; utterances are usually correct. | |
| 4,5 | Student: - in the area of knowledge, he mastered all program material, - in the field of understanding of knowledge, he mastered all material correctly, - in the field of mastering knowledge, he acquired the essential content of the material exactly, - is very interested in terms of attitudes towards knowledge, - in terms of expressing knowledge - he speaks without difficulty, as far as he is free. | |
| 5,0 | Student: - in terms of knowledge, it goes beyond the curriculum material, - in terms of understanding knowledge - without reservations, - in the field of mastering knowledge, he absorbed all the material content very well, - in terms of attitudes towards knowledge shows a lot of interest and cognitive curiosity, - in terms of expressing knowledge - he speaks confidently, correctly and correctly. | |
| E_1A_B5_W04 student is able to characterize market structures and explain business decisions of entrepreneurs in these structures | 2,0 | The student has no basic knowledge of market structures and entrepreneurial behavior (making economic decisions) in various types of market structures. |
| 3,0 | Student: - in the area of knowledge he mastered the basic programming material, - in the field of understanding of knowledge mastered the basic material, - in the field of mastering knowledge, he acquired the basic program content, - in terms of attitude to knowledge, it shows partial indifference and medium interest, - in the field of expressing knowledge, she commits many minor mistakes in content and language; the quality of the statements is usually incorrect. | |
| 3,5 | Student: - in the area of knowledge he mastered the basic programming material, - in the field of understanding of knowledge mastered the basic material, - in the field of mastering knowledge, he acquired the basic content of the program almost exactly, - has a medium interest in terms of attitudes to knowledge, - in the field of expressing knowledge, she makes minor mistakes in content and language; the quality of the statements partly incorrect | |
| 4,0 | Student: - in the area of knowledge, he mastered almost all of the program material, - in the field of understanding of knowledge, he mastered almost all of the material, - in the field of mastering knowledge, he acquired the basic content of the program 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 usually correct | |
| 4,5 | Student: - in the area of knowledge, he mastered all program material, - in the field of understanding the knowledge he mastered the whole material, - in the field of mastering knowledge, he absorbed the essential curricular content, - is very interested in terms of attitudes towards knowledge, - in terms of expressing knowledge - he speaks freely, without difficulty and correctly. | |
| 5,0 | Student: - in terms of knowledge, it goes beyond the curriculum material, - in terms of understanding knowledge - without reservations, - in the field of mastering knowledge, he acquired all program content, - in terms of attitudes towards knowledge shows a lot of interest and cognitive curiosity, - in terms of expressing knowledge - he speaks freely, without difficulty and with correct language. |
Kryterium oceny - umiejętności
| Efekt uczenia się | Ocena | Kryterium oceny |
|---|---|---|
| E_1A_B5_U01 student is able to use basic economic terms and categories | 2,0 | The student can not use basic economic concepts and categories. |
| 3,0 | The student is able to use the substantial help of the teacher with the use of basic concepts and economic categories. | |
| 3,5 | The student is able to use the teacher's help with basic economic concepts and categories. | |
| 4,0 | The student is able to use basic economic terms and categories. | |
| 4,5 | The student is able to use himself more than basic terms and economic categories. | |
| 5,0 | The student has a significant range of economic concepts and categories, which he uses independently in a correct and free manner. | |
| E_1A_B5_U02 the student has the ability to understand and analyze economic and social phenomena | 2,0 | The student does not have the ability to understand and analyze economic and social phenomena. |
| 3,0 | The student has a limited ability to understand and analyze economic and social phenomena in the attitudinal range, requiring substantial teacher support. | |
| 3,5 | The student has the ability to understand and analyze economic and social phenomena at a basic level, requiring some teacher's help. | |
| 4,0 | The student has full ability to understand and analyze economic and social phenomena at a basic level in an independent manner. | |
| 4,5 | Student is able to independently understand and analyze economic and social phenomena in relation to the entire material and freely express themselves on the subject. | |
| 5,0 | The student understands socio-economic phenomena in the microeconomic aspect and is able to analyze them independently, going beyond the program material. | |
| E_1A_B5_U03 the student has the ability to prepare oral presentations using multimedia presentations | 2,0 | The student can not independently prepare oral presentations using a multimedia presentation. |
| 3,0 | The student is able to prepare an oral presentation with the help of a teacher, using a multimedia presentation. | |
| 3,5 | The student is able to prepare an oral presentation with the help of a teacher using a multimedia presentation. | |
| 4,0 | The student can independently prepare an oral presentation using a multimedia presentation, using the teacher's instructions. | |
| 4,5 | The student is able to independently choose a topic within the basic program content and prepare an oral presentation using a multimedia presentation without teacher's guidance. | |
| 5,0 | The student is able to independently select the subject from outside the material of the main program and prepare an oral presentation using the multimedia presentation without the teacher's instructions. | |
| E_1A_B5_U04 the student is able to present economic views in a written form (essay, paper) on the basis of read literature | 2,0 | The student can not present economic views in a written form (paper) on the basis of read literature. |
| 3,0 | The student is able to present economic views in a written form (paper) on the basis of read literature with the help of a teacher. | |
| 3,5 | The student is able to present economic views in a written form (paper, essay) based on read literature with some teacher's help. | |
| 4,0 | The student is able to present economic views in a written form (paper, essay) based on read literature using teacher's instructions. | |
| 4,5 | The student can independently present economic views in a written form (essay) in the field of material covered by the program, using the literature. | |
| 5,0 | The student can independently present economic views in a written form (essay) in the field of material going beyond the program, using the literature. |
Kryterium oceny - inne kompetencje społeczne i personalne
| Efekt uczenia się | Ocena | Kryterium oceny |
|---|---|---|
| E_1A_B5_K01 student is aware of the importance of economic problems and the role of business entities in solving them | 2,0 | The student is not aware of the importance of economic problems and the role of business entities in solving them. |
| 3,0 | The student demonstrates the awareness of the importance of some economic problems and the role of business entities in solving them to a small extent, under the influence of the teacher's inspiration. | |
| 3,5 | The student demonstrates the awareness of the importance of economic problems and the role of business entities in solving them to a small extent, under the influence of the teacher's inspiration. | |
| 4,0 | The student independently demonstrates awareness of the importance of most economic problems and the role of business entities in solving them to a large extent. | |
| 4,5 | The student independently demonstrates to a large extent the awareness of the importance of economic problems (as part of the program material) and the role of business entities in solving them. | |
| 5,0 | Student independently shows a very high awareness of the importance of economic problems (going beyond the program) and the role of business entities in solving them. | |
| E_1A_B5_K02 the student is able to supplement and improve acquired knowledge and skills | 2,0 | The student can not complete and improve the acquired knowledge and skills. |
| 3,0 | The student can, to a limited extent, supplement and improve the acquired knowledge and skills under the influence and with a significant teacher's help. | |
| 3,5 | The student is able to supplement and improve the acquired knowledge and skills under the influence and with the help of a teacher. | |
| 4,0 | The student is able to supplement and improve the acquired knowledge and skills to a large extent. | |
| 4,5 | The student can independently supplement and improve the acquired knowledge and skills within the current program without teacher's inspiration, guided by his own cognitive curiosity. | |
| 5,0 | The student is able to independently supplement and improve the acquired knowledge and skills in the field beyond the current program without the teacher's inspiration, guided by their own cognitive curiosity and interests. | |
| E_1A_B5_K03 the student has the competence of cooperation in the group | 2,0 | The student does not have the competence to cooperate with other participants of the course, does not show interest in the common task to do, can not plan and perform assigned duties within the team. |
| 3,0 | Student in elementary, limited scope has the competence to cooperate in a group. To a limited extent shows interest in a common task to be carried out. He ineptly plans and performs work within the assigned duties in the team. | |
| 3,5 | The student plans and performs work at the basic level at every stage of its creation as part of the tasks assigned by the team. | |
| 4,0 | Student is able to specify the goals of his own work and distributes or helps to divide tasks with other team members. He can use contextual information to carry out tasks in a group. | |
| 4,5 | The student is able to independently plan and specify goals and actively participate in the separation of tasks and their implementation at every stage of work. | |
| 5,0 | The student is able to independently plan, specialize objectives and distribute tasks and control cooperation (motivate, supervise and control) team members and on the timeliness and method of presenting results. |
Literatura podstawowa
- Begg D., Fischer S., Dornbusch R., Economics, McGraw-Hill, London, 2005
- Varian H. R., Intermediate Microeconomics: A Modern Approach, W. W. Norton & Co Ltd, New York, London, 2006
- Bergstrom T. C., Varian, H. R., Workouts in Intermediate Microeconomics, W. W. Norton & Co Ltd., New York, London, 2006
Literatura dodatkowa
- Besanko, D., Braeutigam, R. R., Microeconomics, John Wiley&Sons, 2008
- Case, K. E., Fair, R. C., Principles of Microeconomics, Prentice Hall, 2006
- Krugman P., Wells R., Microeconomics (Third Edition), Worth Publishers, 2008