Educational guide | ||||||||||||||||||||||||||||||||||||||||
IDENTIFYING DATA | 2018_19 | |||||||||||||||||||||||||||||||||||||||
Subject | EUROPEAN ECONOMIC ANALYSIS | Code | 00511032 | |||||||||||||||||||||||||||||||||||||
Study programme |
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Descriptors | Credit. | Type | Year | Period | ||||||||||||||||||||||||||||||||||||
6 | Optional | Second |
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Language |
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Prerequisites | ||||||||||||||||||||||||||||||||||||||||
Department | ECONOMIA Y ESTADISTICA |
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Coordinador |
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ngonr@unileon.es calvf@unileon.es |
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Lecturers |
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Web | http:// | |||||||||||||||||||||||||||||||||||||||
General description | In this subject we will go through the main economic policies of the european integration process to analyse how they affect the economic performance of the various member countries of the European Union. | |||||||||||||||||||||||||||||||||||||||
Tribunales de Revisión |
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Competencias |
Code | |
B5096 | |
B5105 | |
B5110 | |
B5112 | |
C2 |
Learning aims |
Competences | |||
Identify advantages and disadvantages of european economic integration process and evaluate the impact of decreasing in trade barriors across the creation of common market and monetary integration. In adition, to know why some european countries have decided to take part in EU integration project, and evaluate economic disparities between member States. | B5096 B5105 B5110 B5112 |
C2 |
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Contents |
Topic | Sub-topic |
Part 2: Economic analysis | unit 4. Macroeconomic indictators unit 5. Demographic trends and migration unit 6 . Labour market unit 7. Energy and climate change |
Part 1: the basis of the UE | unit 1. Figures of European Union: A leadership history unit 2. Knowing the past, understanding the present unit 3. The complexity of EU machinery: understanding the engine |
Planning |
Methodologies :: Tests | |||||||||
Class hours | Hours outside the classroom | Total hours | |||||||
25 | 0 | 25 | |||||||
5 | 5 | 10 | |||||||
Seminars | 15 | 0 | 15 | ||||||
Other methodologies | 20 | 0 | 20 | ||||||
Lecture | 10 | 0 | 10 | ||||||
4 | 10 | 14 | |||||||
Mixed tests | 2 | 0 | 2 | ||||||
10 | 44 | 54 | |||||||
(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies |
Description | |
Semminars | |
learning based on tasks | |
Seminars | |
Other methodologies | Students will be involved in projects as radio post program or service learning. All of them quite active activities |
Lecture | According to the general program, students will receive informal lectures about the topics of the subject. |
Personalized attention |
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Assessment |
Description | Qualification | ||
Mixed tests | Tests and others | 10% | |
Learning Based on tasks | 30% 40% |
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Other comments and second call | |||
<p>Students will be involved in seminars and other activities programned under Jean Monet Module. The attendance to seminars are compulsory to all students and included in learning based on tasks evaluation. Students will be involved in methodology of flipped classroom that means a huge percentage of sefl study and a lot of practical work in classs </p> |
Sources of information |
Access to Recommended Bibliography in the Catalog ULE |
Basic |
, EUROSTAT , , |
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Complementary | |
Recommendations |
Other comments | |
This subject is especially indicated to Erasmus students who want to learn and work with Spanish and English language. This subject is not indicated to those Erasmus students that prefers travel to learning. It is required more than 90% of attendance in classes. |