November 16, 2011, by EP
A while ago, our Econ Fundamentals class played the game Cashflow. We all learned somethings about what sustainability means. Sustainability is about having money flow in a positive direction for you. In the game, one way to get out of the “rat race” was to increase your passive income — the money one earns from assets — to be greater than your expenses.
“Progression and Recession” created on PhotoPeach
Later, we were instructed to create our own board games. The purpose of this was to bring together everything we had learned about how money is given value, the banking system, how money is created and destroyed and sustainability. In groups, we worked together to create a board game that was both simple to play and had players learn something about economic fundamentals. In the game that two other students and I created, the goal of the game was to end with a good retirement. There are many ways to end a game of economics, such as in Cashflow where a player would get out of the rat race and move on to land on their dream. The goal of ours was retirement because we wanted our players to go through the motions of an average life and budget their accounts to have the most money set aside as possible.
Our game took players through a path of progression and regression. A player’s movement on the board depended on chance — such as in life where there are crossroads which don’t allow one to have a choice. However, the individual choices that our character could make were to manage their earnings and to plan ways to hold onto career/EDU points.
During the first half of the game, players were in the “student region” of life. In this time, when players land on a black square they can choose a card from the white deck. This deck contains cards that tell a player where to move — to progress of regress. The length of their movements depends on the intensity of the card. For example, if a card says that you graduated from your sophmore year of high school with awards then you would be allowed to advance three spaces diagonally, left or right. Inversely, if the card says you had bad attendance you would be forced to move back two spaces diagonally, left or right. Players go through these cards until they reach the top line of the board. Their experiences through school would have given them certain skills that are necessary for some jobs, such as doctor, teacher, mechanic, businessman, artist, or athlete (which are the available careers in our game). Their school portfolio would say which job they are best suited for depending on their skills and EDU points.
During the career half, the game becomes much more individualized. Players would no longer share a deck; they each have a unique deck made for their career. The same rules of movement apply as players still receive their commands for direction from the cards they choose. At this point, the pattern of the game is meant to mirror the pattern of an economy. Progression and regression fluctuate, so to sustain oneself it is important to place one’s money in a place of trust but at the same time to see that giving back to the community is also necessary. Although the cards would say they wouldn’t always benefit financially, the players could get career points for doing something for the community they serve.
November 8, 2011, by admin
Everyone who lives in the world of business and industrialization knows that there is a system to it. In economics, we are forced as a society to play by the rules of progressive and recessive progress. For my class, I was assigned a group project where myself and two other students were looking to design a board game to represent this economic system. By organizing the process of developing this board game, we first developed a short powerpoint slideshow to condense all of the morals and ethics of our game.
In this particular board game, we wanted to incorporate the idea of progression and recession within individual lifestyles according to educational influence. In society, education is an important basis for deciding the complexity and success of your job as an adult. Therefore, we decided to look at a game that can mathematically measure the values of success from educational life and how it effects your career success. Some people may have a longer time getting to that job, and may not have the best graduating record from a high school perspective. Which then varies directly with the type of college diploma you receive and how that effects your career path. These are calculated in our game through 2 systems of point values: 1. student education points (Student EDU) 2. income salary rates.
Student Life: In the beginning of the game, you are on one side of the board which represents the path as a student trying to develop their portfolio in high school and college. There is a white card deck and each player chooses 1 card every time you land on a black tile. Depending on where you land and the card you receive in each turn, you are given a specific direction of progression or recession. You can either move forward on the corresponding black tiles up or down depending on what the card entails as your progress or fail as a student. Then depending on the card’s description of movement, you have a 50% chance throughout the entire game of landing on scattered spots which will earn you 5 Student EDU points. Therefore by the end of that side of the game, you may have more Student EDU points than the other player and may graduate sooner. This will then transition into the next side of the board when you are gaining points for your career.
Career Life: The amount of student points you have increases your income salary whenever you land on a blue tile marked in green. This will represent how much your education impacts your career success. Each user can either be a mechanical engineer, a teacher/professor, or a doctor. Since these three fields have many different levels within the fields, we chose these because when the salary changes we can assume the particular job has a different job level. For instance, the medical field can have nurses or surgeons, mechanical engineering can have auto mechanics and rocket engineers, and educational experts can be teachers or professors.
November 8, 2011, by DC
Keys to Green on PhotoPeach
November 8, 2011, by GL
Our group GL, HT and DC made a board game called “The American Dream.” In our board game, we tried to incorporate our knowledge from Economic Fundamentals. For example, we applied risk, the banking system, stock market and property management into our board game. We also learned about budgeting, while we bought supplies for our board games. Some valuable lessons we learned is teamwork and time management.
Keys to Green on PhotoPeach
November 8, 2011, by admin
-For our economic fundamentals class, we created a board game in groups. We incorporated the banking system and risk into our board game which we called “Rags to Rolex”. The objective of the game is to choose one of three career choices and to make it from rags, to riches, and then the rolex circle. To do this, you have to be successful in your careers and handle your money wisely.
November 8, 2011, by GF
For our economic fundamentals class, we created a board game in groups. We incorporated a banking system and risk into our board game which we called “Rags to Rolex”. (Here is a slideshow demonstrating our board game).
The objective of the game is to choose one of three careers and to make it from rags, to riches, and then to the rolex circle. To do this you have to be successful in your career and handle your money wisely.
November 8, 2011, by admin
In Econ/Fundamentals we are designing a board game that will encompass all the topics that we are cover in our class. We decided to create a board game that allows the players to go through their lives from the time that they are a young adults until retirment. We used progression points to determine what career each player would get and how far they would go in each respective career. Each player has to manage their investments and money. The player with the most money for their retirement wins.
Progression and Recession on PhotoPeach
October 18, 2011, by GF
For economic fundamentals we wrote a paper from watching “Inside Job”. In this paper, I’ve researched the reign of Alan Greenspan, his effect on our economy, why he was so strong on the movement in deregulating derivatives, and how we can step up and possibly reverse the mess he’s made out of our economy.
October 18, 2011, by GL
By: Gina Laff
What are the similarities and differences between the economy during the great depression and economic collapse of 2008?
Purpose: In our economic fundamentals class, we got the chance to write this paper for our second milestone. I believe this milestone will help me understand the importance and challenges of the economy. When we get older, we will be able to have an advantage in knowing what to do with our money and how to take care of it. In my specific case, I will be able to know what to stay away from economically. We watched a movie called “The Inside Job” which explains how the American economy has similar and different issues effecting how the way we look at money is decided.
Here is an excerpt from my paper….
Living in this society we face many problems. In the end some how they all go back to the same problem, money. The U.S economy has always had issues struggling to keep the economy sturdy. Our most recent and top issue is finding a way to get out of trillions of dollars in debt, which puts a huge amount of pressure on all consumers. Our world wide economic collapse followed the stock market crash of 1929, in which unemployment remained high for an extended period, and many businesses failed. Due to WW2 we had the chance to boost the stocks up and keep the economy steady for about 40 years. We did a great job up until the 2000’s when our economy crashed once again. Mortgage loans doubled and money became and even more important focus with the to the high end investors. In my analysis I will be researching how the new age and old age of the economy differ as well have many similarities. Unfortunately since the great depression we have yet to control the chaotic yearning for money. How ever it seems to me that their are more similarities in the economic past. Issues that might have saved us if only we had the ability to use trial and error effect. We could have prevented this from happening a second time. This paper will show the similarities and differences between the 1920’s and 2008’s economic issues we have been facing.
October 18, 2011, by HT
The purpose of this piece is to answer the question of “Why the U.S. government spend too much money on military?”.This piece was for my Economic Fundamentals course. I wrote this paper because I wanted to know more about why the U.S. Government spent too much money on military. I wrote this paper not because of I have a lot of military experience. I just wanted to share my opinions of where the government should spend money than military.
Today, the U.S. government are spending more money on military instead of helping other people. The U.S government is spending too much money on military because they want to fight the war on terrorism. In this paper, This study will focus on government spending and the mortgage crisis. This research will look at the military expense and how it effects mortgage. This paper will also look at how the government buy bad mortgages.
Please refer the following link to my paper: Why the U.S government spend too much money on military?