What is the expected short-run effect on the equilibrium levels of income, employment, and the domestic exchange rate? Explain carefully and use diagrams to illustrate your answers, where necessary.

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Money multiplier

1(a). First, explain the concept of the money multiplier. Then from the information that the narrow money supply (M1) in a hypothetical Canadian economy [with a competitive banking system in which banks produce only demand deposits] is $1750 million,and the idle excess reserves drain coefficient (e) is 3%, the desired cash reserve ratio (r) for demand deposits is 8%, and the currency/deposit ratio (c) is 30%, apply the multiplier model discussed in class or chapter 15 of the textbook to determine and calculate:

(i). The equilibrium level of the monetary base (MB);

(ii) The equilibrium level of demand [chequable] deposits (D);

(iii) The total amount of cash reserves held by banks (BCR), the amount of currency (C) held by the non-bank public;

(iv) The amount of bank loans (BL) and

( v ) The values of the deposit multiplier (dm) and the money multiplier (mm).

(vi) Use diagrams to ILLUSTRATE your answers, where necessary. (10 marks)

1(b). If the economy, however, faces a situation of inflationary pressures, and the monetary authorities implement a macroeconomic policy package (consisting of both contractionary monetary policy and contractionary fiscal policy) to respectively decrease the monetary base by 25% and increase taxes which, in turn, causes the currency/deposit ratio to increase by 25%. Other things being equal,

(i) Calculate the percentage change in the equilibrium level of the money supply after the total policy change and illustrate your answer with an appropriate diagram. (Marks)

1( c ). Now, assume that the money demand function in the above economy stays the same after the policy change.

(ii) What is the expected short-run effect of the total change in the money supply on the equilibrium interest rate of this economy? Explain carefully and illustrate with appropriate diagram(s);

(iii) What is the expected short-run effect on the equilibrium levels of income, employment, and the domestic exchange rate? Explain carefully and use diagrams to illustrate your answers, where necessary. (5 marks).

1(d). If you were an economic advisor, what policy package would you have INSTEAD recommended to deal with the macroeconomic problem stated in the above question? Explain and DEFEND your answer. (5 marks)

4(a). Imagine an economy made up of the people and commodities in the Table 1 below. Each column refers to the commodity listed at the top and each row to the person listed at the left. A positive entry indicates the number of units of the commodity that someone has and is willing to sell. A negative entry indicates the number of units of the commodity that the person wants to buy. Each of these entries refers either to the quantities supplied or demanded given a price of ten dollars per unit of each commodity. For example, Elizabeth has two bushels of potatoes to sell. She wants to buy two hours of child guidance services for her daughter.

Table 1: A hypothetical 331 economy

Potatoes Dance Lessons Child guidance

Elizabeth, the potato farmer +2 0 -2
Anthony, the dance instructor -2 +2 0
Hassan, the child psychologist 0 -2 +2

Notice that all the rows and columns add up to zero. That means we have an equilibrium price system. Each person is able to trade for what is wanted and the quantities demanded and supplied are equal at the given prices.

(i) Assume Elizabeth has twenty dollars. Construct a set of money-using trades that clears the market. . Comment on your answer.

(ii) Construct a set of barter or indirect barter transactions that clears the market. Hint: Remember that services such as dance lessons or child guidance cannot be passed through an intermediary. Comment on your answer.
(15 marks)

4(b). Suppose mortgage rates rise from 5% to 10% but the expected rate of increase in housing prices rises from 2% to 9%, justify whether people would be more or less likely to buy a house? Explain carefully. (5 marks)

What is the tone of this piece? If you were the director, how would you instruct Lady Macbeth to verbally recite these lines? Would there be a change at any point? If so, where and what would it be?

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Multiple Choice Question Test

LADY MACBETH: Glamis thou art, and Cawdor; and shalt be
What thou art promised: yet do I fear thy nature;
It is too full o’ the milk of human kindness
To catch the nearest way: thou wouldst be great;
Art not without ambition, but without
The illness should attend it: what thou wouldst highly,
That wouldst thou holily; wouldst not play false,
And yet wouldst wrongly win: thou’dst have, great Glamis,
That which cries ‘Thus thou must do, if thou have it;
And that which rather thou dost fear to do
Than wishest should be undone.’ Hie thee hither,
That I may pour my spirits in thine ear;
And chastise with the valour of my tongue
All that impedes thee from the golden round,
Which fate and metaphysical aid doth seem
To have thee crown’d withal.

[Enter MESSENGER]
What is your tidings?

MESSENGER: The king comes here to-night.

LADY MACBETH: Thou’rt mad to say it:
Is not thy master with him? who, were’t so,
Would have inform’d for preparation.

MESSENGER: So please you, it is true: our thane is coming:
One of my fellows had the speed of him,
Who, almost dead for breath, had scarcely more
Than would make up his message.

LADY MACBETH: Give him tending;
He brings great news.

[Exit MESSENGER]

The raven himself is hoarse
That croaks the fatal entrance of Duncan
Under my battlements. Come, you spirits
That tend on mortal thoughts, unsex me here,
And fill me from the crown to the toe top-full
Of direst cruelty! make thick my blood;
Stop up the access and passage to remorse,
That no compunctious visitings of nature
Shake my fell purpose, nor keep peace between
The effect and it! Come to my woman’s breasts,
And take my milk for gall, you murdering ministers,
Wherever in your sightless substances
You wait on nature’s mischief! Come, thick night,
And pall thee in the dunnest smoke of hell,
That my keen knife see not the wound it makes,
Nor heaven peep through the blanket of the dark,
To cry ‘Hold, hold!’

[Enter MACBETH

INSTRUCTIONS:
1) Underline all phrases to do with ambition (or which indicate an ambitious, determined tone).
2) Annotate the text with hashtags (at least 10) to summarize what is being said. The first one has been done for you.
3) Find and label any links to the topic of the supernatural.
4) Take a different colored pen, and underline any words with negative / dark connotations.
5) Identify a line which foreshadows what is to come, and label it.
6) Identify and label 2 examples of metaphor.
7) Annotate the whole passage with stage directions for Lady Macbeth (when should she move? Any props? Standing? Sitting? Etc.)
8) Go back to Page 3, and add to the character profile.

DISCUSSION QUESTIONS:
1) What are your first impressions of Lady Macbeth in this scene?

2) What is the tone of this piece? If you were the director, how would you instruct Lady Macbeth to verbally recite these lines? Would there be a change at any point? If so, where and what would it be?

3) Are you surprised by Lady Macbeth’s reaction to Macbeth’s letter? Explain why or why not.

4) When Lady Macbeth calls on the spirits to “unsex” her, she wants them to take away her femininity: why?

Define Microeconomics, the economic concepts presented in the course, and describe at least three (3) fundamental economic questions that all economies must decide.

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Paper #2

Define Microeconomics, the economic concepts presented in the course, and describe at least three (3) fundamental economic questions that all economies must decide.

Define Microeconomics, the economic concepts presented in the course, and describe at least three (3) fundamental economic questions that all economies must decide.

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Paper

Directions: Summarize the question stated below with a minimum of eight hundred (800) words.

Define Microeconomics, the economic concepts presented in the course, and describe at least three (3) fundamental economic questions that all economies must decide.

Explain which topic covered in the course applies to each article, and provide your reaction to the article based on what you have learned in our course.

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Course applies to each article

Explain which topic covered in the course applies to each article, and (3) provide your reaction to the article based on what you have learned in our course. For example, you should be able to show first what the article indicates was the cause and whether you agree. A paragraph for each article

Suppose that a computer glitch causes you to lose all the observations for which . Will OLS still provide an unbiased estimator of if you estimate Model 1 using the remaining data? Explain.

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Final Exam | Gradescope

https://www.gradescope.com/courses/309868/assignments/1699503/submissions/new 2/13

Q1.2   (2 Points)
Suppose that a computer glitch causes you to lose all the observations for which . Will OLS still provide an unbiased
estimator of if you estimate Model 1 using the remaining data? Explain.

Q1.3  (2 Points)
Suppose that a computer glitch causes you to lose all the observations for which household size is greater than 6. Will OLS still provide an unbiased estimator of if you estimate Model 1 using the remaining data? Explain.

Q1.4  (2 Points)
Suppose that, contrary to our assumption above, our data was not generated as a random sample from the population. Instead, data was collected by issuing a population-wide voluntary survey that consumption will OLS still provide an unbiased estimator of if you estimate Model 1? Explain.

Q2 Electricity Consumption and Temperature (10 Points)

You are interested in whether the daily average temperature is a good predictor of electricty consumption. Specifically, you would like to estimate the following population regression model:

Model 1:
where is daily electricity consumption in day and is the average daily temperature.
You have data on the daily amount of electricity consumed over the summer in a single randomly chosen house in California.

What specific theory (model) do economists use to determine Gross National Product (GDP) and the average price level? Applying this model, how do economists use Monetary and Fiscal Policy to bring the economy to a desired level of GDP?

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 COVID Essay

Instructions
This is a take-home, open-book assignment. Each student has one week to upload their work to Chalk & Wire AND Canvas. Multiple uploads are allowed, but only the last dated successful upload will be accepted. The final submission should be between 500 and 800 words, excluding references. Each student must complete their work independently, without collaboration or consultation with anyone, in any format. Proper citation is expected when other people’s work is mentioned.

In your answer you should identify and define in detail multiple theories. You should explain in detail how these theories are applied in the discipline of this course. You should provide detailed examples to illustrate how the theories can be applied. Please do NOT put your name on your document.

Writing Prompt

The study of Macroeconomics involves the analysis of economic activity at the aggregate level. Topics include the measurement and determination of national output, total spending, the level of employment, the average price level, interest rates and the forces contributing to their change over time. What specific theory (model) do economists use to determine Gross National Product (GDP) and the average price level (e.g., Consumer Price Level or CPI)? Applying this model, how do economists use Monetary and Fiscal Policy to bring the economy to a desired level of GDP? Provide specific examples to illustrate your points.

How much do students owe in debt? Who do they owe to? What are the collection practices? Why does this constitute a crisis on a personal level? What makes this threaten “economic collapse” as you write?

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Debt in the Education Sector and the Necessity for Organizational Reform

Before launching into analysis and also solutions to the student debt crisis, explain the crisis. How much do students owe in debt? Who do they owe to? What are the collection practices? Why does this constitute a crisis on a personal level? What makes this threaten “economic collapse” as you write? Spend more time breaking down how student debt works, per the assignment prompt. Save writing about solutions until the very end (conclusion) if at all.
Your thesis should extract a lesson from this specific case of student debt that can be applied to other debt crises.

This essay assignment asks that you research a significant debt crisis (past, current, or impending) and make an analytical argument as to its political significance beyond the events of its specific history. You may consider a particular market of consumer debt or a certain case of sovereign debt within a specific geography and historical period (e.g., medical debt crisis in the US post 9/11). Include details of the crisis’ history, causes, and effects that are relevant to your overall argument. This is not a book report—be selective about the descriptive information you include and provide citations for all such information. The bulk of the essay should ratherbe composed of your analysis of the economic, political, historical, and geographic factors that structure this specific debt crisis, and your argument as to the overall political lesson we can glean from engaging with this specific case.

In the course of your analysis, you may want to consider the following: What constitutes this case as a crisis? How is this debt crisis classed, racialized, gendered, and otherwise prejudicial and/or predatory in its structure and consequences? Who profits from the crisis and who are most adversely impacted in terms of exposure to risk, access to assistance, and adverse health impacts? What type of discourse (explanatory genres, narrative representations) surround this debt crisis and what capitalist myths and notions of morality, human nature, the state and society does this discourse naturalize? What is the role (potential or actual) of austerity, stimulus, relief, (corporate) welfare in structuring the crisis and its resolution? Engaging with these questions should function in service to your overall argument, in which you derive a generalizable political lesson from this particular case of debt-related crisis.

another resource: https://www.federalreserve.gov/publications/2021-economic-well-being-of-us-households-in-2020-student-loans.htm

Create different visualizations using each of the variables over the time period with data to show the relationship between GDP and each of its components. Which components seems to determine the behavior of the GDP? How can you identify unemployment or inflation from the GDP graph?

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GDP behavior over the period 2001-01 to 2020/21


Project Goals
The main goal of this project is to help students to build skills in data analysis by applying the  methods learned to measure the Gross Domestic Product (GDP) and identify business cycles, and by drafting a two–page report on this analysis.
Learning objectives
Upon completing this research project, the student will be able to:
–Describe the GDP and its components;
–Collect data on the GDP components and use them as well as the GDP equation to measure
GDP;
–Graph GDP;
–Describe the relationship between the GDP and each of its components.
–Identifying business cycle and its primary phases.

Components of the project
This project includes two components:
–Creation/construction of a graph on the key macroeconomic indicators using FRED data;  and
–Drafting of a two–page analysis of the components of the Gross Domestic Product.
–You may also complete a Big Data cognitive course (Big Data 101) before going onto the
project. This would earn you extra credit towards the project.

1.Completion and certification of the cognitive class on Big Data 101 (Due by November 10, 2021)
Your assignment here is to complete successfully the three–hour cognitive course

Big Data 101.
To complete the course,

open the link below and follow the instructions
https://cognitiveclass.ai/courses/what-is-big-data
–At the top right–hand corner of the screen click Sign-Up and create an account. Be sure to use your First and Last name.
–After signing up, log in to the Cognitive Class System.
–After logging in, at the top right side of the screen, search the term “Big Data 101.”
–Click the course labeled “Big Data 101.” (Red Image not the archived class)
–Next click the blue button labeled “Enroll” to enroll in the course.

2. Fred Graph

With the attached excel file, use the data components of GDP to evaluate the equation of GDP, that is:
𝑮𝑫𝑷=𝑪+𝑰+𝑮+(𝑴−𝑿)

Next, show a graphical representation of these variables and check that 𝑮𝑫𝑷=𝑪+𝑰+𝑮+(𝑴−𝑿)


3. Written Report on the GDP
Draft a two-page report on the GDP behavior over the period 2001-01 to 2020/21 (latest date with available data). This report should include a description of the steps taken to construct the graphs, and an analysis of the business cycle over this time period. Make sure you describe the different phases of business cycle present in the GDP data, that is, describe recession period (decrease in GDP of more than 6 month), expansion (increase in GDP), peak (the highest GDP during the expansion), and trough (lowest GDP during the recession).

Use the GDP equation and data on GDP components to evaluate the equation. Is the [𝑪+𝑰+𝑮+(𝑴−𝑿)] for each year really equal to the GDP values for those years provided in the FRED data?

Create different visualizations using each of the variables over the time period with data to show the relationship between GDP and each of its components. Which components seems to determine the behavior of the GDP? How can you identify unemployment or inflation from the GDP graph?

Next, determine the proportion (share) of GDP made up of consumption ©, investment (I), government spending (G), and net exports (M-X, that is Xn). What GDP component has the largest share?

What have you learned about measuring GDP from this assignment? Be sure to cite, using APA, any findings to back your argument and provide a bibliography.

What is Planned Economics and What is the Free Market? What are the ideas of Keynes and Hayek? How well and where has Keynes Ideas been implemented? How well and where has Hayek Ideas been implemented?

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Planned vs. Free Market

1. What is Planned Economics and What is the Free Market?
2. What are the ideas of Keynes and Hayek?
3. How well and where has Keynes Ideas been implemented?
4. How well and where has Hayek Ideas been implemented?
5. Overall which has proven to be the most successful and why do you make the claim that it is the most successful Economic System.