Think Like an Economist
Economics is the social science that studies the production, distribution, and consumption of goods and services.
D&D Larix, LLC, operates a Natural Resources Economics and Finance Division known as Forest Econometrics, and a Business Economics training foundation known under the names of Microeconomics, Macroeconomics, International Economics, and International Business. The Forest Econometrics platform is managed mainly through the accompanying website Forest-Econometrics. The college class theme site is managed on this domain at this Economics menu item.
Econometrics is the application of mathematical and statistical techniques to economics in the study of problems, the analysis of data, and the development and testing of theories and models. We accomplish this through a variety of techniques applied to the specifics of the situation we are addressing.
Our services are focused on addressing a wide variety of natural resource and environmental issues concerning economics: commodity valuation, price projections, cost forecasting, operations analysis for productivity and profitability, developing management and taxation policy based on social, financial and political constraints, optimization of business operations, and land resource valuation for appraisal purposes.
We Use a Different Approach and it works
Commonly Taught Topics
- Econometric Design & Forecasting
- Economics with near-term and far-reaching perspectives
- Cost & Price Forecasting
- Resource Valuation
- Operations Research & Optimization
- Multi-Linear Econometric Analysis
- Forestland Taxes
- Estate Planning
- Creation of Business Chart of Accounts
- Determination of Original Basis & Current Basis
- County Property Tax Category Selection and Qualification
- Carbon Sequestration
- Policy Development
- Determination of periodic carbon increment (PCI)
- Verification of Carbon contracts and sequestration rates
- Theme Training Topics
- Resource Economics & Finance
- Forestland property valuation using Income Capitalization Approach from USPAP Guidelines
- Short Courses and Guest Lecturers on request
Arrange with us the training for your organization as a single presentation, full-day, 2-day, 3-day, week-long or semester course program.
Learning Starts Before the Class Opens
Topics taught in economics and finance, by D&D Larix, are brought to learners through unique combinations of lecture videos watched before class-events on YouTube. These are the videos you see referenced on this site and on the Dr. Bill Economics YouTube Channel, and on the FRASS: Forest Resource Analysis System Software YouTube Channel. These videos are specifically made for the classes taught by Dr. Schlosser, whether they were minted for a college semester class, or for a short-course delivered for a client.
In Class we Discuss
Students come from a broad array of backgrounds, each one building on what they knew before ever entering the class. Each student also has vision of what is to be gained through the classes they attend and participate in. This is where our classes take on a different light of understanding. The pre-class materials watched as videos establish the ‘concrete’ learning facts and figures, while ‘abstract’ understanding comes through application of topics to each person’s understanding.
It is seen when a student applies the concepts about price forecasting demonstrated to delivered log prices through the Real Price Appreciation Forecast Tool, and applies those same concepts to forecasting the costs of building logging roads, or forecasting the commodity price of lentils on farm land. It is the application of established ideas to personal experiences that leads to understanding.
This is what we do.
Discussions Build Opportunities
Class sessions build the topics discussed into examples seen in the real world. Some changes to criteria are discussed, like “what happens when this variable changes from this to that?” These simple questions can lead to prognostications by everyone involved to expand discussions to new horizons. It is rather interesting to guide these events to consider ‘expected’ proceedings in the marketplace and how changes would impact some groups, businesses, or people.
As instructors, we try not to dominate the class, instead we engage students to become involved with each other, develop explanations and situational examples to explain their understanding. Those discussions build through examples to create opportunities everyone can mentally grow with. Learning economics does not happen because you know what “Keynes” said and when he said it. It happens when the ideas are integrated into everyday understanding of events.
Learning, Training, Education Events
We Will Continue this Training Discussion
Presentations, short-courses, long-term training opportunities.
College / University Classes
Dr. Bill, of D&D Larix, has been a faculty member teaching classes in a variety of natural resource topics and in economics and business management. His class sessions have been considered by many of his peers to be unique, challenging, and using an approach different from the traditional teaching profile. His students have responded with exceptionally high praise when saying, “This was the most time consuming class I ever took, but it was also the class where I learned more than I ever learned in any class ever before!”
When he first started teaching college classes, he used the traditional slideshow while teaching classes. Discussions were usually made as part of the structured presentations. His teaching approach evolved as technologies advanced to enable several different tools useful for student engagement. Dr. Bill uses the Learning Management System (LMS) hosted at colleges and universities to virtually interact with his students. This begins with welcome videos he makes for each class, used to acquaint students with materials and expectations. Students receive e-mail messages, from daily to several times a week, to guide expectations through the class.
Each student takes on-line quizzes weekly through the LMS and confidentially receives their scores on these as tasks are completed. Discussion Board events give a platform where students Define and Discuss with Example the terms they select for the weekly topics. These are reviewed and commented on by their class-peers to continue the discussion through the semester.
Assignments, or tasks, through the class use a combination of software tools like spreadsheets, word processor, presentation, and database tools. He has built several YouTube videos giving example of how to use these software tools to complete the tasks he assigns in class. Students can complete their tasks in a Windows Operating System, on a MacIntosh, or a Linux computer. All platforms are welcome.
In each class, each student is tasked to prepare and deliver a Term Report using a class-topic they select. Students use their software program and integrate software tools to create a Style Sheet, create and use a References citation database, make in-document references for figures and tables. The end of the report includes the automatically generated References Cited record. The term report is delivered through the first half of the semester in 4 parts, each building on the previous version.
After the term report is approved, each student makes a presentation on a program like PowerPoint to prepare a 10 minute presentation to their peers. Students make a written narration of their presentation, set slide-timing and animation for each slide. They record their narration, digitally master their audio tracks, then synchronize them with their slide show’s screens. Each student creates a 10 minute YouTube video they place on their own YouTube Channel to submit for this event.
This student production is linked on the class LMS platform where each student views and comments on the video production of their peers. This is a multifaceted assignment for each student receiving attentive comments by their peers. Students extend the discussions for each video produced.
While students may have entered the class to study Microeconomics, International Business, Geospatial Analysis, or even multi-spectral image analysis, the term report and video production tasks give students a different perspective of their topics. Student engagement rose to the high levels through this integration.
Adult Education Opportunities
Dr. Bill, of D&D Larix, was a Cooperative Extension System faculty member for over 6 years years before he accepted a position to work on a US State Department, US Agency for International Development (USAID) project in the newly independent states of the former Soviet Union. In these capacities he has developed and delivered training programs for adult learners. Some of his students came from the ranks of non-industrial forestland owners in the rural regions he worked. Other students have been professionals holding degrees in their professional science and seeking skills in new technologies and understandings.
Just as students in classrooms can watch YouTube videos ahead of classroom meetings, adult learners can watch specifically minted shows by Dr. Bill to prepare them for the adult-learner sessions. Lecture videos are not the time when new knowledge is imparted to the student: it is a time to establish some terms, concepts, and ideas in the minds of those seeking new skills and mental-capabilities. After watching the YouTube videos created for the training event, students participate in classroom sessions and a field-tour event to convert the ideas and concepts into practical knowledge.
Attendees at these sessions can watch the YouTube videos for the class using a desktop computer, laptop, tablet, or SmartPhone device with audio play capabilities. These videos can we watched as many times as the learner wants. There is not cost to the student for this portion of the training event.
Examples explored in these live-sessions concentrate on the tangible facts of the topics studied. The lecture portion of the events are moved to the virtual arena. Live class sessions concentrate on discussions, scenario, hypothesis testing, and abstraction. This makes the adult learners comfortable with the exercise while expanding their newly-found knowledge.
Interestingly, the YouTube video logs associated with these sessions show an initial peak of video viewership ahead of the planned classes, as expected. But, after class viewership gets additional views as well. Adult learners will watch these shows before and after the training sessions are delivered. Successful training events are before- and after-class sessions happen.
Learning is a process, not a product.
No Videos of Talking Faces
Adult Education Opportunities
An interesting aspect of YouTube videos made by Dr. Bill is to watch them and recognize that his talking face is not seen on these videos. Some ‘virtual videos’ are produced by educators who set a video camera to record them talking to the screen. While this is the standard practice for news shows conducting interviews and for broadcasters wanting to connect with their viewers, it is not something Dr. Bill endorses.
“Talking Faces are a Distraction.” says Dr. Bill.
He creates videos centered on text documentation, videos of activities, charts and graphs. Instead of dedicating 25% of the screen to the ‘talking face’, Dr. Bill uses subscripts created from his video narration text to play in sync with the video show. These subscripts perfectly match the narration delivered in English (his native language), and can be translated by the YouTube online translations with increased accuracy.
Give it a try, it works.
Think Like an Economist
It is time to begin
Contact us to begin the training opportunities for your agency, association, company or group. We want to work with you to make economic concepts a part of your success. Think Like an Economist and send us that e-mail.