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January 07 , 2010

Basic Economics for Students and Non-Students Alike


I believe that you will find this to be a useful resource: whether you are a student who finds the material easy to understand or a student who is having problems understanding one or more topics covered in your economics class; whether you are taking an introductory economics course or an intermediate-level course; whether you are studying economics because you are interested in the subject or because you are required to take the subject; whether you are a student at all or simply somebody who wants to understand economics; whether you are interested in further studies or if you simply want to become better-informed as a citizen, voter, political “junkie”, or somebody trying to keep up with current events; whether you are looking for a learning resource in addition to other resources or if you are looking for a primary resource; or if you are an educator who wants an inexpensive resource for your students to use for any of the above reasons.
You can use Basic Economics for Students and Non-Students Alike to learn the concepts involved in economics whether or not you are comfortable with the graphs, math, and statistics that people normally associate with economics. Graphs are not included, but both the graphs and the concepts behind them are explained; only basic math is included, and you can even skim over the math and still come away with an understanding of the concepts; statistics is not included at all.
This resource is an easy way to learn concepts relating to economics and the economy. It is a product of thousands of hours spent online, teaching basic concepts in economics to hundreds of students worldwide over the course of the past several years. From back and forth communications, I have discovered the explanations for the concepts that students find easiest to understand, as well as the areas that most often get misunderstood and under-emphasized.
I have worked with students located throughout the United States and from many different countries, on six different continents; students from many different school systems with different points of emphasis; students with different levels of knowledge, different backgrounds, and different levels of interest in the subject. I have received numerous comments and testimonials regarding the teaching methods that I incorporate in Basic Economics for Students and Non-Students Alike.

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