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Full download Test bank for Macroeconomics 6e by Olivier Blanchard 0133103064 file pdf free all chapter
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Test bank for Macroeconomics 6e by Olivier
Blanchard 0133103064
Blanchard earned his Bachelors degree at Paris Dauphine University, and his Ph.D. in Economics in
1977 at MIT. He taught at Harvard university between 1977 and 1983, after which time he returned
to MIT as a professor. Between 1998 and 2003 Blanchard served as the Chairman of the
Economics Department at MIT. He is also an adviser for the Federal Reserve banks of Boston (since
1995) and New York (since 2004). Blanchard has published numerous research papers in the field
of macroeconomics, as well as undergraduate and graduate macroeconomics textbooks.
David Johnson is Professor of Economics at Wilfrid Laurier University. Professor Johnson's areas
of specialty are macroeconomics, international finance and the economics of education. He has an
ongoing appointment as C.D. Howe Institute Education Policy Scholar. He most recently was
Fulbright Scholar at the University of California, Santa Barbara from January to June 2008.
Professor Johnson received his undergraduate degree from the University of Toronto in 1978. He
received his Masters degree from the University of Western Ontario and his PhD from Harvard
University
His published work includes the studies of Canada's international debts, the influence of American
interest rates on Canadian interest rates, and the determination of the Canada-United States
exchange rate as well as a comprehensive analysis of elementary school test scores in Ontario,
Alberta and British Columbia. He has also written on monetary policy in Canada and around the
world, both on the goal of lower inflation and on the role of inflation targets. His teaching is in
macroeconomics and international finance. He is co-author of Macroeconomics: Third Canadian
Edition, an intermediate macroeconomics text. One specific teaching interest is in using
spreadsheets to teach intermediate macroeconomics. . Before coming to Wilfrid Laurier in 1985,
David worked for two years at the Bank of Canada. In 1990 he spent a year at the National Bureau
of Economic Research, and in 1999 a year at the University of Cambridge in England. David
Johnson lives in Waterloo, Ontario, with his wife Susan, also an economics professor. When not
studying or teaching economics, he plays Oldtimers' Hockey in the winter and sculls in the summer.
CONSTRUCTIVE TREATMENT
COMMENTS
CONSTRUCTIVE TREATMENT
Usher guests quietly into the room, and place chairs, or allow
pupils to place chairs for them in some part of the room where their
presence will not interfere with school activities. Talk to them, if at
all, so quietly that pupils will not be disturbed in their work. Go on
with school work as though guests were not present; they want to see
the school routine. Your own quiet acceptance of the presence of
guests will help the pupils to regard the visit as less of an event. If the
children stare at guests, attract their attention by some exercise or
talk to them about their work, or let them do some favorite task that
appeals to them strongly. Then, when the company has gone, talk to
them frankly about the matter of staring, and show them how much
more courteous it is not to look at people intently. Never talk about
your pupils to visitors, unless you can say something pleasant of
them; and even compliments should be paid with caution, as the
sweet grace of unconsciousness is easily spoiled in little people. By
your own easy, matter-of-fact politeness to guests, set the pupils a
good example to imitate.
COMMENTS
Miss Olney made several mistakes. First of all, she made her pupils
very conscious of the visitors by putting them upon the platform and
spending her time during lesson-hours talking to them. Company
should never be put upon a platform unless they are to be looked at;
for any child feels that an unusual object, placed directly before him,
must be meant to be seen. Miss Olney had no business asking her
pupils to do what she did not herself do; she spent her time with the
visitors, neglecting her regular program, but asked her pupils to
attend to their lessons. She should have known that voluntary
attention is weak in early childhood, and needs every help to growth.
She made Harvey, Sara, Mary and the little Johnsons very self-
conscious by correcting them before guests, then reproved them for
not going on with their work in complete unconsciousness of
anything unusual. In short, she ignored the value of example in every
way.
Dramatic exercises are a most effective means of reaching small
children, since they offer the elements of vividness and repetition.
COMMENTS
The use of the dramatic method in dealing with faults based on the
exercise of imitative faculties has these recommendations:
1. It presents the new ideal for imitation vividly; it brings it before
the children in action, with words and gestures.
2. It overcomes the physical inertia of unusedness through
practice. Any one can remember cases in his own childhood
in which he resolved to do a certain thing, but failed when the
chance came through sheer lack of practice; the unschooled
muscles refused to do a new, strange thing. Teachers should
be careful to practice the game several times before
suggesting that the action be made a part of daily life.
3. It gives a pleasant association to the new idea; the association of
play is far more pleasant than that of didactic instruction.
Games and plays can be made very interesting and little
children love them.
The best remedies for noises of this sort are intense drive on
interesting work, and indifference to the noise, if there is an apparent
concerted movement to annoy the teacher.
In case you find it needful to speak privately to any pupil, assume
that his motives are good all the way through and that he would like
to lay his pencil down properly. Perhaps the following words will be
appropriate:
“I see you have some difficulty in keeping your pencil. My own
desk has a slant and sometimes gives me trouble on that account. If
we will lay our pencils down carefully in the groove, they will surely
stay where they belong.”
COMMENTS
CONSTRUCTIVE TREATMENT
CONSTRUCTIVE TREATMENT