Summarize the article/dataset macroeconomics

Learning Goal: I’m working on a business multi-part question and need an explanation and answer to help me learn.

I have Provide an example of the assignment

In Module 7, we move our attention from a closed economy setting to an open economy. In this module, you will see how to derive the national income accounting identity in the context of an open economy. We will examine the reasons for trade and see how net exports and capital flows are determined. We will see how net exports are impacted by economic policy models and finally end with an introduction to exchange rates.

Summarize the article/dataset/personal experience

Begin by summarizing the article. Follow this by showing its relevance to that week’s material. End with a couple of discussion questions for your fellow classmates. Make sure to provide a link to the article you are discussing. If the article is not publicly available (e.g. it is behind a paywall, or it requires a subscription to access), please print out a copy of the article as a pdf file and attach it to your student presentation so that others can read it. It can be based upon some (macroeconomic) data that you have uncovered. Provide some representation of the data (using a table or graph), and then discuss any ideas or insights that you may have. You should link back to any relevant theories covered in the class that week.


Your student presentation should be structured in the following way and include the following 4 sections (that must be easily identifiable with section headers):


  • If you choose option 1, please start by listing the name of the article (along with a hyperlink to it), and the source of the article. Use the Media Bias (Links to an external site.) site to classify and determine the appropriateness of the source you are using for non-academic articles. Note: Non-academic articles that are considered to be acceptable will come from sources that fall either in the (a) least biased (Preferred); (ii) left-center bias; or (iii) right-center bias categories. Non-academic articles from sources outside of these are ineligible. Make sure to list how the Media Bias site categorizes the source – this is required for non-academic articles.
  • If you choose option 2, please start by listing the name(s) of the data series you wish to present, along with the source.
  • If you choose option 3, begin with a 1 sentence summary that highlights the relevancy of your experience to the topic of the week.


  • Begin by summarizing the article. Follow this by showing its relevance to that week’s material. End with a couple of discussion questions for your fellow classmates. Make sure to provide a link to the article you are discussing. If the article is not publicly available (e.g. it is behind a paywall, or it requires a subscription to access), please print out a copy of the article as a pdf file and attach it to your student presentation so that others can read it.
  • The example doesn’t have to fit everything we discuss in a week; a part of, or subtopic is just fine.


  • In this section, highlight the relevant concepts and make sure to demonstrate the underlying mechanisms using the models studied in class. The expectations for doing this increase starting the week of Module 3 once we begin to get into actual modeling of the economy.
  • Remember, it is your burden to show how the example is a good one for that week’s topics. You are partially assuming the role of the teacher here, and your primary audience is the rest of the class. The presentations are for them, not for me.


  • You must include a few questions (2-3) at the end of your discussion as a possible prompt for further discussion by your classmates. The questions should encourage further exploration into the topic and should not be “easy”.
  • If you have had trouble understanding the material for that week, frame these questions in a way to help you understand the material better. Perhaps someone else in the group has a better handle on the material and can share their insights.
  • You are then required to lead the ensuing discussion that follows. Respond to questions posed by your fellow group members, pose new questions, discuss, analyze any responses etc.


  • Appropriate length of what *you* write for a text-based presentation should be around a full page of text (500-600 words or so). This is necessary for the presentation to have sufficient information and depth for the ensuing discussion. It may need to be longer if the presentation is of a personal experience which likely won’t have an external reference source. Alternative means of making presentations (videos, etc.) are acceptable as long as they provide a similar level of depth described for text presentations.
  • The presentation must be made by the end of Wednesday of the relevant week to allow sufficient time for respondents to post.
  • Other contributions to the discussion must be made by the end of the Sunday following the presentation.
  • Students are organized into groups for the purposes of presentations and discussions so that they are a little less chaotic. Please present and comment only in the forum for your group. Group assignments will be made during the first week of class.

In addition, there is a natural tendency for students to try to combine politics with economics, particularly given that economics is often used as a tool to inform policymakers. In today’s world, there is an abundance of policy issues that are up for debate, and it is often difficult to disentangle fact from “alternative facts”. Given that we are in a university, I highly encourage you all to exchange ideas and thoughtfully debate them. However, please keep in mind that I will only be assessing you on your mastery of economics. A large part of what I am trying to assess (within both the presentations and discussions) is whether you have gained fluency with the underlying concepts, and the transmission mechanisms within the models covered, and can you relate them to others. To that end:

  • I know that this should go without saying, but please be respectful of the opinion of others.
  • If you disagree with the point that another student is making, further the conversation by making evidence (data) -based arguments. Do not simply say “… you are wrong …” or “… here is another article that says the opposite…”. Instead go to the actual data source and demonstrate what the data actually says. Were the conclusions drawn from credible data sources? Is the argument being made logically sound? Is the argument correctly utilizing the model being covered in class?
  • Critical thinking is an essential element of economic analysis. As you consider the merits of any argument, think about the following: (i) Are the assumptions correct? (ii) What would the model predict should happen; (iii) are the results consistent with the data?; (iv) are the results robust?
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