Universities strive to acquire resources to improve learning outcomes for students. This paper describes technology introduced in core undergraduate business classes and students' assessment of their value. Despite their widespread use, student enthusiasm for them was tepid. It also gauges student preferences for pedagogical methods and finds the preferred method was power point lectures, independent of the type of the course. Homework ranked second for quantitative classes, while in-class discussions ranked second for qualitative classes.
In incomplete market models, agents with homothetic preferences over one non-durable consumption good and exposed to idiosyncratic income shocks use precautionary savings as an instrument to smooth consumption across different contingencies. The magnitude and role of precautionary savings is therefore essential LIST OF TABLES .
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