000			02132 a2200313 4500
003			MN-UlNUM
005			20240429120959.0
008			110605s2003 nyud 001 ||eng d
020			_a0-07-286892-9
040			_afirst lib
082			_a330
084			_a65 _bS 32 _2Surah bichig _q65
100	1		_aSchiller, Bradley R
240	1	0	_a65 S 32
245	1	0	_aThe Economy Today
250			_a9th ed
260			_aNew York _bMcGraw-Hill Book, Irwin _c2003
300			_a770
500			_aОУХНУС 11-12
505			_aThe terrorist attacks of September 11, 2001, increased the demand for economic education. In the immediate aftermath of those attacks, there was worldwide anxiety about the stability of the U.S. economy. Would the attacks topple the already-teetering U.S. economy into a deep and prolonged recession, dragging the world economy down with it? Or would the U.S. economy bounce back from the terrorists' "external shock" before much damage was done? Overnight, the field of economics attracted a larger and more attentive audience. That audience wants to know how the economy works, how global economies interact, and whether governments can assure economic security. Can we deliver the goods? Can we explain how the pieces of the economy fit together? Can we identify the circumstances that justify government intervention in the marketplace? Can we explain how and why the Federal Reserve's lightning-fast injections of liquidity averted a financial meltdown in the aftermath of the terrorist attacks? Or why airport security might be a "public good" requiring government subsidy? Or why "saving Social Security" took a back seat to saving the economy in budget debates? Last, but far from least, can we convey all this information in a manner that students will actually absorb?
510			_aBasic Concepts _aMeasuring mocro outcomes _aCyclical anstability _afiscal policy options _amonetary policy options
520			_aАнгли хэл
546			_aEnglish
653			_aeconomics
653			_amonetary policy
653			_aproduct market
653			_ainternational economics
942			_cBK
999			_c5991 _d5991