The following analysis is taken from tutor2u.net.
I think this analysis is complete. I have been making random drawing then trying to related an isolated economic concept to it. I think this cartoon would be effective if I couldn't just Google the answer. Drawing the picture took 20 minutes. There was not much learned on my part. In the end, public education will lose the battle if all students can just Google the answers.Evaluation: Problems with the use of active "demand-management" policies(1) The measurement of output: Where are we in the cycle? Where are we going? How fast? Will we know when we get there? Inaccuracies in estimating the possible trade-offs in macroeconomic policy(2) Time lags in the policy process: measurement, decision, execution and then effectiveness of policy changes(3) What kind of fiscal policy? Spending (on what?) or tax cuts (for whom?)(4) Will spending (fiscal policy) ‘crowd-out’ other spending, either directly or indirectly?(5) Will changes in fiscal or monetary policy affect other economic objectives - such as the exchange rate, the trade balance and the provision of public services?(6) Fiscal policy is weak (ineffective) when investment is very sensitive to interest rates and when consumers pierce the veil and attempt to offset the actions of the government (e.g. saving a tax cut, or increasing their saving when higher government spending leads to expectations of higher taxes in the future)(7) Monetary policy is weak (ineffective) when consumers are willing to hold large quantities of money rather than spend them even when interest rates are very low
In drawing this cartoon, I tried to find a way to use the Internet as a complement to instruction but move to the top of Bloom's taxonomy. I don't think this happened here. I could be that students without Internet access might have the advantage of the actual learning process.