Dr Humberto Barreto earned his PhD from the University of North Carolina, Chapel Hill in 1985 with a specialization in the history of economic thought. In his teaching and writing, Barreto applies a pedagogical philosophy that eschews formalism and abstraction in favor of concrete problems and hands-on learning. He shows students how economists think, manipulate models, and use data. Barreto has previously been a Fulbright Scholar in the Dominican Republic, has won several teaching awards, and has given workshops all over the world on how to improve the teaching of economics and econometrics.

• Preface; Software requirements and opening a macro-enhanced workbook; Introduction: why simulation and Excel?; Part I. Charting in Excel: 1.0 Introduction; 1.1 Simple scatterplot and double y charts: HowToChart.xls; 1.2 The shaded (recession) chart: recessionChart.xls and EconChart.xla (add-in); 1.3 Summary; Part II. Economic Growth Literacy: 2.0 Introduction; 2.1 Setting the scene; 2.2 Attaining economic growth literacy: MaddisonData.xls; 2.3 Summary; Part III. The Solow Model: 3.0 Introduction; 3.1 Capital accumulation: KAcc.xls; 3.2 The golden rule: GoldenRule.xls; 3.3 Population growth: Population.xls; 3.4 Technological progress: TechProgress.xls; Part IV. Macro Data via FRED in Excel: 4.0 Introduction: FRED.xla (add-in); 4.1 GDP: GDP.xls; 4.2 Unemployment: Unem.xls; 4.3 Inflation: Inflation.xls; 4.4 Money: Money.xls; Part V. The Keynesian model: 5.0 Introduction; 5.1 Keynesian cross: KCross.xls; 5.2 Money market: MoneyMarket.xls; 5.3 The ISLM model: ISLM.xls; 5.4 The ISLMADAS model: ISLMADAS.xls; 5.5 Summary; Part VI. Epilogue.

'For professors, this text is a wonderful complement to an intermediate macro course. Using Excel in class really brings the material to life, and using Excel in assignments helps to build [students'] economic intuition while giving them a marketable skill. And the material can be used piecemeal - you can pick and choose which bits to put in your course. All macro teachers should think seriously about bringing this approach into the classroom.' Sean Brocklebank, University of Edinburgh

Dr Humberto Barreto earned his PhD from the University of North Carolina, Chapel Hill in 1985 with a specialization in the history of economic thought. In his teaching and writing, Barreto applies a pedagogical philosophy that eschews formalism and abstraction in favor of concrete problems and hands-on learning. He shows students how economists think, manipulate models, and use data. Barreto has previously been a Fulbright Scholar in the Dominican Republic, has won several teaching awards, and has given workshops all over the world on how to improve the teaching of economics and econometrics.

• Preface; Software requirements and opening a macro-enhanced workbook; Introduction: why simulation and Excel?; Part I. Charting in Excel: 1.0 Introduction; 1.1 Simple scatterplot and double y charts: HowToChart.xls; 1.2 The shaded (recession) chart: recessionChart.xls and EconChart.xla (add-in); 1.3 Summary; Part II. Economic Growth Literacy: 2.0 Introduction; 2.1 Setting the scene; 2.2 Attaining economic growth literacy: MaddisonData.xls; 2.3 Summary; Part III. The Solow Model: 3.0 Introduction; 3.1 Capital accumulation: KAcc.xls; 3.2 The golden rule: GoldenRule.xls; 3.3 Population growth: Population.xls; 3.4 Technological progress: TechProgress.xls; Part IV. Macro Data via FRED in Excel: 4.0 Introduction: FRED.xla (add-in); 4.1 GDP: GDP.xls; 4.2 Unemployment: Unem.xls; 4.3 Inflation: Inflation.xls; 4.4 Money: Money.xls; Part V. The Keynesian model: 5.0 Introduction; 5.1 Keynesian cross: KCross.xls; 5.2 Money market: MoneyMarket.xls; 5.3 The ISLM model: ISLM.xls; 5.4 The ISLMADAS model: ISLMADAS.xls; 5.5 Summary; Part VI. Epilogue.

'For professors, this text is a wonderful complement to an intermediate macro course. Using Excel in class really brings the material to life, and using Excel in assignments helps to build [students'] economic intuition while giving them a marketable skill. And the material can be used piecemeal - you can pick and choose which bits to put in your course. All macro teachers should think seriously about bringing this approach into the classroom.' Sean Brocklebank, University of Edinburgh

Dr Humberto Barreto earned his PhD from the University of North Carolina, Chapel Hill in 1985 with a specialization in the history of economic thought. In his teaching and writing, Barreto applies a pedagogical philosophy that eschews formalism and abstraction in favor of concrete problems and hands-on learning. He shows students how economists think, manipulate models, and use data. Barreto has previously been a Fulbright Scholar in the Dominican Republic, has won several teaching awards, and has given workshops all over the world on how to improve the teaching of economics and econometrics.

• Preface; Software requirements and opening a macro-enhanced workbook; Introduction: why simulation and Excel?; Part I. Charting in Excel: 1.0 Introduction; 1.1 Simple scatterplot and double y charts: HowToChart.xls; 1.2 The shaded (recession) chart: recessionChart.xls and EconChart.xla (add-in); 1.3 Summary; Part II. Economic Growth Literacy: 2.0 Introduction; 2.1 Setting the scene; 2.2 Attaining economic growth literacy: MaddisonData.xls; 2.3 Summary; Part III. The Solow Model: 3.0 Introduction; 3.1 Capital accumulation: KAcc.xls; 3.2 The golden rule: GoldenRule.xls; 3.3 Population growth: Population.xls; 3.4 Technological progress: TechProgress.xls; Part IV. Macro Data via FRED in Excel: 4.0 Introduction: FRED.xla (add-in); 4.1 GDP: GDP.xls; 4.2 Unemployment: Unem.xls; 4.3 Inflation: Inflation.xls; 4.4 Money: Money.xls; Part V. The Keynesian model: 5.0 Introduction; 5.1 Keynesian cross: KCross.xls; 5.2 Money market: MoneyMarket.xls; 5.3 The ISLM model: ISLM.xls; 5.4 The ISLMADAS model: ISLMADAS.xls; 5.5 Summary; Part VI. Epilogue.

'For professors, this text is a wonderful complement to an intermediate macro course. Using Excel in class really brings the material to life, and using Excel in assignments helps to build [students'] economic intuition while giving them a marketable skill. And the material can be used piecemeal - you can pick and choose which bits to put in your course. All macro teachers should think seriously about bringing this approach into the classroom.' Sean Brocklebank, University of Edinburgh