Customer Reviews

Economics: AS and A Level (Cambridge International Examinations)

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I have used this text twice to teach AS-Level economics. First, being a UK text, it focusses on trade and exchange rates more than an economics text for students in less trade-dependent countries. That alone is no flaw.

Understanding economics as taught in English poses definite challenges: In English many economics concepts sound very alike, yet mean different things. Economic theory's abstractness only adds to the problem and the fact that few adolescents [who take AS-levels] know much about the world of affairs makes the problem worse. Accordingly economics writers should lay out matters in fewest words possible, with direct syntax, and straining reader imagination least. With many economics texts, not just this one, readers spend significant time wondering what the author's point is or why they are reading what is before them.

This text is well laid out in sections on different topics, yet too often those sections lack clarity. Many sentences are clumsy; some are simply wrong. Producing an error-free text is hard. Producing a text effective for learning is harder. An economics text should not be for those, who already know economics, can spot its errors, and offer better explanations. An AS-Level economics text should be for youngsters presumably starting with zero grasp of economics

Likely cause for this text's errors and often clumsy prose, is having six authors, all in different cities.

What accounted for problems named in the prior paragraph (above) is not known for sure, but one can easily imagine that (1) the publisher had a deadline, which the authors were (2) still in a rush to meet, and (3) with little or no prior coordination among themselves, the six authors (4) hastily submitted their portions, which the publisher's editor (5) had too little time to review and correct [as a near printing deadline loomed]. Or (6) the publisher's editor was not up to reviewing and correcting any economics text.

This text depends greatly on instructors to unscramble and even decipher. If young students lack that resource, they should be already wise in the workings of the world of affairs or be budding Newtons.

The following outline often helps me explain new words or concepts.

1. Concept name.
2. What concept does. [Most important]
3. How concept is applied.
4. Why knowing concept matters.
5. What else the concept may tie in with.

This outline is not the ultimate solution to explaining new material. Help from those with greater experience is most welcome.

like new but have grated pages and many seals but is perfect the contend is old but is perfect for study for the cie papers

As a teacher of Economics, I believe this textbook matches very well the requirements of the Cambridge A/AS Level relevant syllabus. Bamford and colleagues provide students with the right tools needed to succeed in the exams. Each chapter includes an introduction, self-assessment tasks, cases, summary and key words: all of these parts cooperate in giving the students a wide vision of the topics. The text is a must for any AS Level or A Level Economics candidate. While many Economics manuals are considered unclear and unfriendly by the students, this book can really satisfy the young demanding reader with the foundations of Economics. The language is simple and plain, while concepts remain always rigourous. Bamford and colleagues cover especially well the price system, international trade, economic efficiency, government intervention. The figures are clear and can be understood by anyone with a background in elementary algebra. The chapter about preparing for examinations is useful. The book would work well as the right handbook for students who are interested in Economics also beyond A/AS Level. In my opinion, Bamford and colleagues have written a text that can also serve as a solid starting point for the first year of the university. I have really appreciated this book and I would like the idea of translating it for the Italian market.