Teaching Feedback and Teaching Quality
|Table 1. Content and Coverage|
|1. The material was covered in enough depth for my needs.||2. Then material covered helped me to tackle the assessment tasks effectively.|
|3. The material was covered at the right depth with regard to my previous learning.||4. The teacher showed how topics and theories in the unit were related to each other.|
Table 2. Knowledge
|5. My lecturer had current knowledge of the subject.||6. My lecturer seemed well informed on the material presented.|
|7. My lecturer was well informed in related subject areas.||
Table 3. Communication
|8. My lecturer explained concepts clearly.||9. My lecturer had a style of presentation that allowed me to take adequate notes.|
|10. My lecturer used examples, applications, analogies, or illustrations that increased my understanding.||11. My lecturer communicated his/her enthusiasm for the subject.|
Table 4. Engagement.
|12. My lecturer used a style of presentation that held my interest.||13. My lecturer encouraged students to participate in the class.|
|14. My lecturer was made to feel that I was a valuable member of the class.||15. My lecturer was motivated to work hard in this unit.|
Table 5. Organization
|16. My lecturer was well prepared for each class.||17. Different learning activities were well coordinated.|
|18. My lecturer set out clear objectives for each teaching session.||19. My lecturer used class time effectively.|
- Rival – one person consuming a good prevents another person from consuming that same good.
- Excludable – provider of a good or service can restrict sales to paying consumers.
- public health
- national park
- police force
- national defense (army and navy to protect the nation)
- suburban roads (e.g. roads around Curtin University)
- Community Business District (CBD) roads (e.g. roads in downtown Miri)
- Tigers (the animals and not the beer)
- broadcast TV (over the airwaves)
- Foxtel (Similar to a channel on Astro)
- Central bank: Sells assets that removes funds and money from the banking system
- Bank reserves: Banks have less funds to lend and borrow
- Cash rate: The interest rate rises
- Other interest rates: interest rates usually move together. If the cash rate increases, then other interest rates tend to rise.
- Interest rates affect the economy.
- Consumers reduce their consumption (C) and increase their savings because they can earn greater interest rates from their bank accounts.
- Businesses reduce their investments (I) because their borrowing costs rise.
- Central bank removes money from the economy, making money more scarce.
- Thus, money becomes more valuable.
- Currency would appreciate.
- Exports (X) fall while imports (M) rises.
- Equation relates changes in Aggregate Demand, AD = C + I + G + X – M
- Since C, I, and X fall while M increases, the aggregate demand shifts leftward.
- Both real GDP and the price level fall, which causes deflation and rising unemployment.
- Note – The Reserve Bank of Australia directly controls the cash rate and would increase it for contractionary monetary policy.
Applying Ideas and Concepts of Economics to Current Events
Figure 1. Screenshot of Gapminder
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 School of Economics and Finance. 28 Feb 2014. 1234 Economics 100. Curtin Business School, Miri Sarawak Campus.
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