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Lectures are usually complemented by seminars or tutorials that take place the week after the lecture. This subsection assumes that students are given a set of problems and tasks to prepare beforehand and suggests how seminar activities could be structured. First, ask the students to solve simple abstract numerical problems whose solution requires the application of basic knowledge (i.e. formulae, expressions, etc.) acquired during the lecture and through the reading of the assigned material. It is helpful in this case to design your own problems rather than to use problems taken from textbooks (an example is provided at the end of this subsection). In this way you have better control of the gradual development of cognitive skills in students. These problems could then be followed by a set of more complex problems in which students have to show an ability to analyse a specific economic situation or business decision and to produce a solution. These problems are specifically aimed at developing analytical skills, requiring students to break down information into simple components, establish links and produce a solution. In many cases it is possible to combine application and analysis in one single problem. A very simple example could be a problem that gives information about the fixed and variable costs of production of two alternative technologies and the output the firm expects to produce. The students can then be asked to set up the total and average cost functions. This task would require an ability to apply knowledge. The problem can then continue by asking which technology the firm should employ in production. This task requires students to use the results computed in the earlier parts of the problem to produce a solution by suggesting the most efficient technology. Teaching - Case Studies 9 Figure 1 Article introducing the case 'The largest order ever taken to lengthen a luxury liner was revoked yesterday after the Italian owners of the Costa Classica pulled out of a deal, leaving 26,000 tones of steel (worth 51m) beached on the docks of the Mersey. The Cammel Laird shipyard ... was told by Italian cruise operator Costa Crociere that it had postponed delivery of the ship because the work was behind schedule ... union leaders and local MPs began a series of crisis meetings late on Thursday to salvage the contract to build and fit a 45-metre extension to the 56,000 tons Costa Classica, cutting it in half and inserting the new section in the middle... The Italian shipowner had applied for arbitration to find out whether they could postpone or even terminate the contract, arguing that the work was substantially behind schedule and efforts to resolve the dispute commercially had failed...' (Guardian, 25 November 2000)The seminar could conclude with the investigation of a case study. It is suggested that you use a case studies news-clip drawn from leading business newspapers and magazine. The news-clip can be longer than that used in the lecture, even if brief and compact articles should be preferred. Long articles (usually more than 500 words long) can contain too much information that can make the students' analysis difficult and put them off the case. Moreover, time constraints often make it unfeasible to deal with long and complex cases. The investigation of the case study aims to complete the educational taxonomy by inducing students to engage in the synthesis and evaluation of more complex information. Each case study should be accompanied by a set of questions that help students focus their attention on the issues that are relevant to the topic under discussion. It is important to include these questions because, particularly in the early stages of the module, students do not have a clear ability to distinguish important from peripheral information. By attending the lecture and experiencing the approach to case study analysis in the classroom, students should develop some understanding of how to deal with the article. However, in many cases their approach will still be rough and lack the necessary focus. With appropriate guidance and direction, the case study helps students to develop an ability to break down complex information into simple components: analysis is fostered. These simple components can then be linked together and cross-referenced to interpret the actions of economic agents and the strategies of businesses: synthesis is stimulated. This new information is then used critically to evaluate the business strategy against alternative strategies or some set objective: evaluation is triggered. In the early part of the module, the students will find it difficult to approach case study discussion in a structured and rational way. Your role is to coach the discussion and guide the student through a logical and informative investigation. As students develop a better understanding of how to approach case study analysis, your role in the discussion will reduce and you will be required to intervene much less frequently. In later stages of the module, you can start supplying case studies that are not complemented by any question so that students have to show their analytical skills without the guidance of pre-set boundaries. Indeed, the students' ability to engage in the case analysis without the 'guidelines' provided by the questions will reveal their actual development of higher-order skills. Students' preparation is important but not necessary. It is important and desirable because it will generate a speedy and livelier discussion of the case. It is not necessary because the length of the case usually allows a quick reading of the article and an almost immediate ability to engage in the discussion. At the end of each seminar, you can distribute additional case studies for students to analyze and provide a short written report. This would allow students to practice and to strengthen their skills. As discussed below, this additional activity could be managed with the help of a Virtual Learning Environment.

1. An intensification in amount _____ the charge and _____ the measure necessitated.

2. A manufacturer prospect ought to be_________ accepted if it has _____ net contemporary value

3.In a monopolistic competition,____________ a business obtains its maximum-profit position where_________

4. The important perception of Economics___________ about possessions is that the possessions are___________

5. Consider a world without scarcity of resources__________. Then what would be the consequences____________?

6.Who is well-thought-out the _________originator of Microeconomics____________

7. Who is considered the founder of modern Macroeconomics?

8. When investigating the impact of a adjustable__________ on the commercial classification, the other things___________

9. Inputs are collective with knowledge to produce productivities__________. The important inputs (also called factors of construction) are________--

10. Goods fashioned_________ to produce yet supplementary personal property is called____________