help microeducate and microfranchise 3 billion jobs

Norman Macrae Youth Foundation NMYF -net of The Economist's pro-youth economist

yale -ok so this was 2008 curriculum - if i was teaching this today i would only keep 10% of this - computation has changed so much eg blockchain -the economics they heard as standard even then was opposite to fathers because there are 2 opposite models

economics designed so big get biggger richer get richer

economoics of small enterprise  including poorest - this second economics aims to maximise 7 billion people livelihoods and growth creating 3 billion new jobs - renew planet , end poverty renew every community capacities for children and families to grow, gamechanging in coding l;ike jack ma

- the other one replaces people by machines

- continues big btrother paradigm -= doesnt get anywhere near achieving any millennum goal which spending bilions on ad budget messaging and getting macroeconomic to rule over collapsing systems -eg way subprime did and still is


Economics and Computation

ECON 425/563 and CPSC 455/555

Lectures | Course Information | Reading Materials | Homework | Exams


1.  September 4, 2008: Course Overview, Introduction. [slides]
2.  September 9, 2008: Games with Complete Information, Pure Strategies, Mixed Strategies, Nash Equilibrium. (AGT Chapter 1) [notes]
3.  September 11, 2008: Dominance Solvability, Rationalizability, Correlated Equilibrium, Bayesian Games. (AGT Chapter 1) [notes]
4.  September 16, 2008: Mechanism Design, Auctions, Vickrey-Clark-Groves Mechanism. (AGT Chapters 9 and 10) [notes]
5.  September 18, 2008: Theory of Computation, Computational Complexity, P, NP, PSPACE. [notes]
6.  September 23, 2008: Coping with NP-hardness: Special Cases and Approximation Algorithms.
7.  September 25, 2008: Internet History, Architecture, and Routing. [slides]
8.  September 30, 2008: Routing Games. [slides]
9.  October 2, 2008: Distributed algorithmic mechanism design and interdomain routing.
10.  October 7, 2008: Network-formation games.
11.  October 9, 2008: Combinatorial Auction: Complements and Substitutes, Vickrey-Clarke-Groves mechanism [notes]
12.  October 14, 2008: Combinatorial Auctions: Ascending Price Algorithm, Gross Substitute Property [notes]
13.  October 16, 2008: Exam 1: Questions and Answers
14.  October 21, 2008: Combinatorial Auctions: Linear Programming, Duality, Walrasian Equilibrium. [notes]
15.  October 23, 2008: Sponsored Search Auction: VCG and Generalized Second Price Auction
16.  October 28, 2008: Sponsored Search Auction: Envy Freeness and Linear Programming
17.  October 30, 2008: Sponsored Search Auction: Incomplete Information and Ascending Auction
18.  November 4, 2008: Online Privacy [slides]
19.  November 6, 2008: Digital Copyright [slides]
20.  November 11, 2008: An Economic Analysis of DRM [paper]
21.  November 13, 2008: Recommender Systems and Collaborative Filtering [slides]
22.  November 18, 2008: Reputation and Trust [notes]
23.  November 20, 2008: Friedman and Resnick's "Pay Your Dues" strategy for repeated games with cheap pseudonyms (AGT Chapter 27) and overview of information markets (see Pennock's tutorial slides).
24.  December 2, 2008: Guest lecture on real combinatorial auctions by William Walsh of CombinetNet. Overview and background reading can be found here.
25.  December 4, 2008: Exam 2: Questions and Answers

Course information

Time and location: TTh 2:30 - 3:45 pm, BCT 102

Course Description: A mathematically rigorous investigation of the interplay of economic theory and computer science with an emphasis on the relationship of incentive compatibility and algorithmic efficiency. Particular attention is paid to the formulation and solution of mechanism-design problems that are relevant to data networking and Internet-based commerce. Suitable for mathematically inclined advanced undergraduates and first- or second-year graduate students in Computer Science, Economics, or closely related fields. Some familiarity with basic computational theory and basic microeconomic theory is helpful but not a formal prerequisite. The course both satisfies the QR requirement and counts as a CS-major elective.

Instructors: Dirk Bergemann and Joan Feigenbaum
Note: Professor Feigenbaum suffers from repetitive-strain injury and cannot handle large amounts of email. Students should not send her email about this course but rather should contact her through the TA, through her assistant (, x6-1267), during class, or during her office hour.

Textbook: Algorithmic Game Theory, eds.: Noam NisanTim RoughgardenEva Tardos, and Vijay Vazirani, Cambridge University Press, 2007. This book is available at Labyrinth Books (290 York St.). On this page, it's referred to as "AGT."

TA: Aaron Johnson

Office hours:

Professor Dirk Bergemann: Tuesdays, 1:00 to 2:30 pm
Professor Joan Feigenbaum: Thursdays, 11:30 am to 12:30 pm and by appointment
TA Aaron Johnson: Wednesdays, 2:30 to 3:30 pm and by appointment

Topic outline:

  • Review of basic microeconomic theory and basic computational theory
  • Routing in data networks
  • Combinatorial auctions
  • Sponsored search
  • Privacy and security
  • Reputation management


October 2, 2008: First HW due
October 14, 2008: Second HW due
October 16, 2008: First Exam (in class)
October 24, 2008: Fall semester drop date
October 30, 2008: Third HW due
November 13, 2008: Fourth HW due
December 2, 2008: Fifth HW due
December 4, 2008: Second Exam (in class)

Reading Materials


Algorithmic Game Theory, eds.: Noam NisanTim RoughgardenEva Tardos, and Vijay Vazirani, Cambridge University Press, 2007. This is the textbook for the course. It is available at Labyrinth Books (290 York St.)

Alternative introductory material (on reserve in Becton Library)

An Introduction to Game Theory, by Martin J. Osborne, Oxford University Press, 2004.
A Course in Game Theory by Martin J. Osborne and Ariel Rubinstein, MIT Press.
Computers and Intractibility: A Guide to the Theory of NP-Completeness by M.R. Garey and D.S. Johnson, Freeman, 1979.
Introduction to Algorithms (2nd ed.) by T.H. Cormen, C.E. Leiserson, and R.L. Rivest. MIT Press and McGraw Hill, 2001. (1st edition published in 1990)

Leisure reading

John Von Neumann: The Scientific Genius Who Pioneered the Modern Computer, Game Theory, Nuclear Deterrence, and Much More by Norman MacRae.
A Beautiful Mind: The Life of Mathematical Genius and Nobel Laureate John Nash by Sylvia Nasar.
Breaking the Code by Hugh Whitemore. Amber Lane Press, 1987. First performed in London's West End in 1986 and NY's Broadway in 1987.


Homework 1a (Due Thursday, October 2nd)
This is the first half of the first homework. The second part will be posted on Tuesday, Sept 23 (after the second CS-review lecture), and both parts of HW1 are due on 10/2.
Homework 1b (Due Thursday, October 2nd)
This is the second half of the first homework.

Homework 2 (Due Tuesday, October 14th)
Ch 11, # 3, 7, and 8 (Pushed to HW3.)
Ch 14 # 5 and 7 [Errata] 
Ch 19 # 1, 4
Problem on selfish routing.

Homework 3 (Due Tuesday, November 4th)

Homework 4 (Due Thursday, November 13th)

Homework 5a (Due Tuesday, December 2nd)
This is the first part of the fifth homework. There is a second part that will be posted by Tuesday, Nov. 18. Both parts of HW5 are due on 12/2.
Homework 5b (Due Tuesday, December 2nd)
This is the second and final part of the fifth homework.


Exam 1

Exam 1 in ECON 425/563 // CPSC 455/555 will be given in class on Oct 16, 2008.

It will cover five basic topics:

  1. Different types of equilibria or solution concepts
  2. Finding solutions (in the sense of 1 above) of specific games
  3. Combinatorial auctions
  4. The Internet as an economy, as exemplified by interdomain routing
  5. Games on graphs (routing games and graph-formation games)

This material is covered in

  • AGT Chapters 1, 9, 11.1, 11.2, 11.3, 11.7, 14.1, 14.3, 18.1, 18.2, 18.3, 18.4, 19.1, and 19.2
  • Notes and slides from September 9, September 11, September 16, September 25, and September 30, and
  • Homework assignments 1 and 2.

Exam 1: Questions and Answers

Exam 2

Exam 2 in ECON 425/563 // CPSC 455/555 will be held in class on December 4, 2008 and will cover the following topics:

  1. Sponsored search auctions
  2. Recommender systems and collaborative filtering
  3. Reputation and trust
  4. Information markets

To study for this exam, you should review:

  • Lecture notes and slides for October 23, 2008 through November 20, 2008
  • Homework assignments 3 and 5
  • The survey articles by Resnick et al. mentioned in homework assignment 5a
  • Sections 26.1, 26.2, 26.5, 27.1, 27.2, 27.3, 28.1, 28.2, and 28.3 of AGT
  • Practice Questions for Information Markets [Solutions]
    These questions about information markets should be useful in studying for Exam 2. This is just a study aid, not an assignment; you need not hand it in and won't be graded on it.

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not a macrae curriculum and not my favorite one but this illustrates how many opposite curriculum of economics and world trade are now doping the waves - pick which one you really want your mindset to be run by

  • “Policymakers, NGO activists, and businesspeople in developing countries are increasingly aware of the importance of good data and rigorous evidence for designing and choosing policies and projects — and implementing them effectively,” says Esther Duflo, the Abdul Latif Jameel Professor of Poverty Alleviation and Development Economics in the Department of Economics.

    “Policymakers, NGO activists, and businesspeople in developing countries are increasingly aware of the importance of good data and rigorous evidence for designing and choosing policies and projects — and implementing them effectively,” says Esther Duflo, the Abdul Latif Jameel Professor of Poverty Alleviation and Development Economics in the Department of Economics.

    Photo: Francisca de Irruarrizaga

  • “Policymakers, NGO activists, and businesspeople in developing countries are increasingly aware of the importance of good data and rigorous evidence for designing and choosing policies and projects — and implementing them effectively,” says Esther Duflo, the Abdul Latif Jameel Professor of Poverty Alleviation and Development Economics in the Department of Economics.

    “Policymakers, NGO activists, and businesspeople in developing countries are increasingly aware of the importance of good data and rigorous evidence for designing and choosing policies and projects — and implementing them effectively,” says Esther Duflo, the Abdul Latif Jameel Professor of Poverty Alleviation and Development Economics in the Department of Economics.

    Photo: Francisca de Irruarrizaga


MIT announces MITx MicroMasters program in development economics, with path to full master’s degree

Institute to offer its first “blended-only” master’s program, in data, economics, and development policy.Watch Video

Office of Digital Learning 
December 5, 2016

A new master’s degree in data, economics, and development policy (DEDP), announced today by MIT and offered by its renowned Department of Economics, represents a new path to earning an MIT master’s degree. The program is the first to be available solely to online learners who have earned another new credential, the MITx MicroMasters in DEDP, also announced today by the Institute.

The MicroMasters program is open to anyone in the world. Its courses are offered online via edX by faculty based at MIT’s Department of Economics, widely recognized as the global center of research in development economics, and the Abdul Latif Jameel Poverty Action Lab (J-PAL), a world leader in policy-relevant research. Students who perform exceptionally well in the MicroMasters program in DEDP may be eligible to continue their education on campus at MIT, ultimately earning a master’s degree — the first to be offered by MIT’s Department of Economics. The MicroMasters program is now open for enrollment for courses beginning in February 2017; the DEDP master’s degree will launch in 2019.

Performance in the online MicroMasters in DEDP will be a key selection criterion for those students who complete this program and then apply to the MIT master’s program. Upon acceptance, these students’ online work will be converted to credit and they will come to MIT for a single semester to earn an accelerated master’s. In the summer following their semester in Cambridge, Massachusetts, they will also complete a capstone experience — consisting of an internship and corresponding project report — to apply the skills they have acquired. Through this unique “inverted” admissions process, the blended master’s program opens new doors for those seeking education at MIT.

“Policymakers, NGO activists, and businesspeople in developing countries are increasingly aware of the importance of good data and rigorous evidence for designing and choosing policies and projects — and implementing them effectively,” says Esther Duflo, the Abdul Latif Jameel Professor of Poverty Alleviation and Development Economics in the Department of Economics. “To become good producers and consumers of evidence, they need staff with a strong quantitative and analytical background. Today, few programs provide such training, and the available options are expensive and time-consuming. The blended master’s in DEDP, anchored at MIT, the home of J-PAL, is an ideal solution to this challenge.”

A program 15 years in the making

“The world of development policy has become more and more evidence-based over the past 10-15 years,” says professor of economics Ben Olken, who co-created the MicroMasters in DEDP program with Duflo and Ford Professor of Economics Abhijit Banerjee. “Development practitioners need to understand not just development issues, but how to analyze them rigorously using data. This program is designed to help fill that gap.”

This decade-and-a-half shift toward practical, empirical research and rigorous impact-evaluation methods aligns with the broader international development community’s focus on evidence-based policy and results-based development. Ever-evolving dynamics within developing countries, institutional challenges inherent in poverty, and the rising costs of economic intervention — which can run to billions of dollars — have made development policy increasingly complex.

To navigate these new realities, the governments and organizations responsible for implementing poverty relief programs must build their capacity and capabilities. The MicroMasters program and master’s in DEDP help to answer this demand and strengthen local capacity to produce and understand empirical research.

“I’ve worked in government and international agencies, and know how important a thorough grounding in economics and data analysis is to good policymaking,” says Rachel Glennerster, executive director of J-PAL. “Our aim with this MicroMasters is to give people — wherever they are in the world — the skills they need to bring the best analytical tools and empirical evidence to bear to help solve the world’s most pressing problems."

A longtime advocate for reducing poverty through evidence-based policy, J-PAL is well-suited to collaborate on the new programs. The organization has developed customized training sessions for a wide range of groups, including the International Labor Organization, UNICEF India, and the government of Gabon.

A major step for MicroMasters

MIT launched the first MITx MicroMasters credential, the MicroMasters in supply chain management, in October 2015. Since then, over a dozen universities have adopted the MicroMasters model, which enables online learners to take a semester’s worth of master’s-level courses on the edX platform, then complete a master’s degree in an accelerated path on campus.

The MicroMasters in DEDP brings innovation one step further by offering a brand new pricing structure based solely on income. Students are charged a personalized course fee determined by their ability to pay, no matter where in the world they live. There are no formal prerequisites for enrolling in the MicroMasters, which removes a major barrier in access to education, and the number of courses a learner takes at one time is flexible as well.

The MicroMasters in DEDP equips students with the practical skills and theoretical knowledge to tackle some of the most pressing challenges facing developing countries and the world’s poor. Through five online courses and five in-person proctored exams at facilities around the globe, the MicroMasters in DEDP prepares learners to bring a data-driven perspective to development policy.

Students will acquire a theoretical foundation in microeconomics, probability, and statistics while gaining practical experience through exposure to real-life scenarios and step-by-step training on how to conduct randomized controlled evaluations, a method used by J-PAL affiliates to measure the impact of a policy or program. Learners will also develop the ability to carry out the economic analyses of programs, get involved in hands-on data analysis, and acquire key skills needed to run randomized evaluations in the field.

“Students who earn the MicroMasters credential and master’s degree in DEDP will come out ready to be leaders in their field and to change the world,” says Duflo. “They’ll acquire the tools to be creative, analytical thinkers who will reinvent antipoverty policy. And they’ll gain the courage and skills to put all their ideas to the test, and fail, and try again until they succeed.”

“My ideal world is one where development practitioners come at whatever they are doing as a matter of solving a problem with the best tools, sharpest ideas, and the most sophisticated learning strategies available to them,” says Banerjee. “Poverty is a solvable problem, as long as we have the patience to keep trying and the will and the clarity to keep learning from our experience; I hope that this program will serve as a midwife to that process.”

Topics:online learningMassive open online courses (MOOCs)Graduate, postdoctoralOpenCourseWareTechnology and societyClasses and programsEdXMITxDevelopmentAbdul Latif Jameel Poverty Action Lab (J-PAL)Office of Digital Learning

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health catalogue; energy catalogue

Keynes: 2025now - jobs Creating Gen

how poorest women in world build

A01 BRAC health system,

A02 BRAC education system,

A03 BRAC banking system

K01 Twin Health System - Haiti& Boston

K02 Twin YouthWorldBanking: Haiti& Bkash (BRAC)

K03 Twin Open Society : Budapest-Rome - Economists and Peace Champions

A04 Africa & Asia's 5 Billion Peoples eleraning satellite Yazmi

A05 Triplet Open Apps Media Labs of Ethiopia and MIT and Ma-Lee (worldwide China)

Job creation case Y01 Foundation of Grameen Bank- good news in association with

B01 Bangladesh economical miracle of 15 million poorest village mothers grasssroots networking -good news reporting with and and


online library of norman macrae--correspondence welcomed on 42 year curriculum of Entrepreneurial Revolution and net generation as most productive time to be alive -

MA1 AliBaba TaoBao

Ma 2 Ali Financial

Ma10.1 DT and ODPS
Ma 10,2 grameen inteldt

Ma 10.3 IHUB/Usha Kenya DT

Ma 10.4 Kenya nanocredit

Ma 10.5 MIT top ten mobile app labs of open tech

Ma 10.6 berners lee www

KMAS1 Kimchoices KMAS1.1 Ki-Moon KMAS1.2 Sun F Yang Lan

W4E1 telecentres for girls jobs

W4E2 womens nanocredit










MEDIALABNegropronte > Yazmi


AFM00 Samara and AfricaStar and Yazmi
AFM10 IHUB/Ushahidi
AFM11 MIT Media Lab Africa
AFM12 MIT D-lab and Abdul Latif with Toyota
AFM121 Polak last mile multinationals africa –eg green energy and clean water distrib
AFM13 Ibrahim Foundation
AFM14 Africa24tv
TB1 Free University and Jobs Schools
TB11 Open Learning Campus Africa
AFM15 Young Africa Society –world bank ypa milennials’ goals 2.1
AFM2 Jamii Bora –end slums youth banking and partner labs
TB20 Primary financial literacy curriculum – eg Afaatoun out of Orphanages
AFM21 Bridges primary schools
TB21 Love of self- empowerment curriculum – eg Maharishi (TB1)
TB22 Coding curricula from primary up
AFM31 Kiva Africa
AFM32 Acumen
AFM33 BRAC African Girl Jobs-creating banking
AFM34 Eagri-Africa
AFM35 African health millennials www –and PIH Rwanda, Free Nursing College Africa
AFM36 Mara Foundation
AFM5 Nanocredit
AFM6 USADBC - diaspora association benchmarking african food security value chains
AFM61 –diaspora multi-country celebrations eg AfricaTip (AgeTip)
AFM612 Makerfaireafrica
BOM1 berners lee
BOM2 mit every students an entrepreneur
BOM21 MIT100k
BOM3 mit media lab -open source wizard entrepreneurs and new commons
BOM30 Negroponte $100 Laptop
BOM31 Joi Ito
BOM32 reclaim our learning
BOM4 MIT open education movement
BOM5 Legatum
BO51 Legatum millennials and fans
BOM52 networks of cashless banking technolgists
BOM53 innovations journal
BOM6 partners in health/brigham womens hospital
BOM61 value chain networks club inspired by pih and world bank millenials
BOM62 ypchronic
BOM64 Haiti training hospital - connector of neraly free nursing college
BOSF1 Kiva and puddle
BOSF2 Khan Academy
BOSF3 Coursera segment interested in Open Learning Campus

communications and community banking links series 1 and 2

Out of The Economist since 1972 Macrae's viewpoint Entrepreneurial Revolution argues that the net generation can make tremendous human progress if and only if educators, economists and all who make the biggest resource integrate youth job creating into the way their worldwide purpose and impact is valued join in ... 43rd Entrepreneurial Revolution Youth Networks Celebration..

job creation survey

discuss valuation video

Norman Macrae Foundation


Wash DC tel 1 301 881 1655




For how many of The Economist's first 175 years was it the most effective mediator of sustainability exponentials of humanity all over the planet


best million-youth moocs hosted by economists


discuss valuation video

hottest youth-spring question of our life and times-can online education end youth unemployment for ever ? yes but only if you help map how!

moocyunus launches youtube competition -what would purpose of youth's favorite free online university be?

join blog of moocyunus


 The Economist- when first seeing youth experiment with digital networks in 1972,

Season's most urgent collaboration debates:

next 100 million jobs nursing

42nd year of 7 wonders if thinkpad of The Economist's genre of Entrepreneurial Revoution

40 years of notes from archives of entrepreneurial revolution 1-7 a...


help catalogue top 100 microfranchises


help catalogue 100 short videos on right old muddle of anti-youth economists..

Dad (Norman Macrae) created the genre Entrepreneurial Revolution  to debate how to make the net generation the most productive and collaborative . We had first participated in computer assisted learning experiments in 1972. Welcome to more than 40 years of linking pro-youth economics networks- debating can the internet be the smartest media our species has ever collaborated around?


Foundation Norman Macrae- The Economist's Pro-Youth Economist

5801 Nicholson Lane Suite 404 Rockville MD 20852   tel 301 881 1655 email

Main Project webs including as lead open education partner of mandela elders and branson

2013 = 170th Year of The Economist being Founded to End Hunger

2010s = Worldwide Youth's most productive and collaborative decade

 1972: Norman Macrae starts up Entrepreneurial Revolution debates in The Economist. Will we the peoples be in time to change 20th C largest system designs and make 2010s worldwide youth's most productive time? or will we go global in a way that ends sustainability of ever more villages/communities? Drayton was inspired by this genre to coin social entrepreneur in 1978 ,,continue the futures debate here

world favorite moocs-40th annual top 10 league table

  • 1) e-ME
  • 2) 8 week tour of grameen curriculum and uniting human race to poverty museums
  • 3) 8 week tour of brac curriculum and mapping microeducation summit for post 2015 milennium goals

send votes to , Macrae Foundation

  • 4) 8 week tour of africa's free university and entrepreneurial slums
  • 5 what to do now for green energy to save the world in time
  • 6 nurses as 21st world's favorite information grassroots networkers and most economical cheerleaders more



  • 7 how food security as a mising curricululum of middle schools can co-create more jobs than any nation can dream of
  • 8 pro-youth economics and public servants
  • 9 celebrating china as number 1 creditor nation
  • 10 questions worldwide youth are asking about what was true last decade but false this decade because that's what living in the most innovative era means

archives at The Economist


Number 1 in Economics for Youth

The unacknowledged giantcelebrate unacknowledged giant

dannyboyle chrispatten butler-sloss marianowak tomhunter MYunusgeorgesoros bernerslee michael palin

Timeless ER from The Economist's Unacknowledged Giant (aka dad Norman Macrae) A  b  c ;;1997 a;;; 1983 a ;;;1976 a b;;; 1972 a ;;; 1962 a 1956 a - correspndence with optimistic rationalists always welcome -


from please help in 2 ways -nomination of collaboration 100; testify to world's largest public broadcasters such as BBCthat this survey needs their mediation now

Intercapital searches for replicable youth eonomic franchise



10 9 8 7 6 5 4 3 2 1 0

Brussels Poland
London-Glasgow Nordica: S D N
Spain .Kenya
Brazil Joburg



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