MAILING LISTS

I was wondering if anyone might have examples of unit objectives that
they'd be willing to share or can point me to. I'm trying TBL for the
first time in my Money and Banking class and I'm having a difficult time
writing them. For example, the first obvious unit covers (i) what money is
(ii) core concepts of financial markets (time has value, risk requires
compensation, and so forth), and (iii) an introduction to financial
instruments and markets. These are the first 3 chapters of the text.

The material is largely factual. It isn't entirely clear to me what that
"doing" part should be here other than supply definitions. It seems easier
to define "doing" in a math class; one might have "students will be able
to integrate polynomials."

         - Bill


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         | Bill Goffe                 [log in to unmask]          |
         | Department of Economics    voice: (315) 312-3444     |
         | SUNY Oswego                fax:   (315) 312-5444     |
         | 416 Mahar Hall             http://cook.rfe.org       |          
         | Oswego, NY  13126                                    |
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| "...no spy has ever been caught [by] using the polygraph."                |
|   -- "The Polygraph and Lie Detection," from the National Academies'      |
|      National Research Council. It goes on to state "national security    |
|      is too important to be left to such a blunt instrument..." since     |
|      there is too much trust in it (so other security steps are not       |
|      taken), people can be trained to defeat it, and it produces too many |
|      false positives.                                                     |
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