Money, Banking,
and Financial Markets
Chapter 17:
Monetary Policy and Exchange Rates
Power Point Slides by Jim Butkiewicz
CHAPTER 17 Monetary Policy and Exchange Rates
Learning Objectives
This chapter introduces you to issues involving:
Exchange rates and stabilization policy
The costs of exchange-rate volatility
Exchange-rate policies
Fixed exchange rates
Currency unions
Monetary Policy & Exchange Rates
1
1
This chapter examines exchange-rate policy.
CHAPTER 17 Monetary Policy and Exchange Rates
Exchange Rates and Stabilization Policy
Monetary policy actions change exchange rates:
An increase in interest rates reduces net capital outflows and appreciates the currency.
This is part of the transmission of monetary policy.
Many non-monetary factors can change exchange rates:
A loss of confidence by asset holders or a shift in commodity prices will change exchange rates.
If such events destabilize the economy, a central bank will react attempting to restore stability.
Monetary Policy & Exchange Rates
2
2
Shifts in monetary policy can be causes of exchange-rate movements or reactions to exchange-rate movements.
CHAPTER 17 Monetary Policy and Exchange Rates
Exchange Rates and Aggregate Expenditure
Assume that confidence in the country of Boversia improves, reducing net capital outflows (NCO) in terms of the local currency (the bover).
The NCO curve shifts left, appreciating the real exchange rate (ε) and reducing net exports (NX).
The fall in NX shifts the AE curve to the left.
If the real interest rate is held constant, the shift of AE causes a recession.
Monetary Policy & Exchange Rates
3
3
A loss of confidence shifts NCO to the right, increasing NX, shifting AE to the right, and creating an economic boom and increased inflation.
Figure 17.1 Rising Confidence in Boversia
When Boversia’s assets become more attractive to foreign savers, its net capital outflows fall and its real exchange rate rises. The higher exchange rate reduces net exports (A), shifting the aggregate expenditure curve to the left (B). If the central bank holds the real interest rate constant, output falls.
Real exchange rate, ε
Bovers
(A)
NCO1
NCO2
NX
Real interest rate, r
Output, Y
(B)
AE1
AE2
Y*
Real interest rate chosen by central bank
Monetary Policy & Exchange Rates
CHAPTER 17 Monetary Policy and Exchange Rates
Offsetting Exchange-Rate Shocks
To keep real output at potential after the improvement in confidence, the central bank lowers the real interest rate.
The lower real interest rate increases net capital outflows and depreciates the real exchange rate part of the way back to its original value, so net exports remain lower than their original value.
The lower real interest rate increases investment and consumption, offsetting the fall in net exports and keeping real output at potential.
Monetary Policy & Exchange Rates
5
5
The central bank could lower rates further to keep net exports at their original value, but this is ...
the ppt of this chapter is in attachmentChapter 17 End of Ch.docxlourapoupheq
the ppt of this chapter is in attachment
Chapter 17 End of Chapter Quiz
1. Suppose that firms in Boversia gain confidence in the economy, so domestic investment rises for any given interest rate. For now, assume that net capital outflows don’t change. What happens to output and the real exchange rate when the Boversian central bank holds the real interest rate constant? (Hint: Stick to the assumptions made in chapter 17.)
A. Output increases and the real exchange rate increases.
B. Output increases and the real exchange rate decreases.
C. Output increases and the real exchange rate stays constant.
D. None of the given answers are correct
2. Suppose again that investment rises in Boversia. In this case, assume that higher confidence in the economy also causes a decrease in net capital outflows. What happens to output and the real exchange rate when the Boversian central bank holds the real interest constant. (Hint: Stick to the assumptions made in chapter 17.)
A. Output increases and the real exchange rate increases.
B. Output increases and the real exchange rate decreases.
C. Output increases and the real exchange rate stays constant.
D. None of the given answers are correct.
3. Consider the scenario in Figure 17.4: a rise in confidence causes a fall in net capital outflows, and the central bank adjusts the interest rate to keep the exchange rate constant. For this case, what happens to consumption and investment.
A. C increases, I increases.
B. C increases, I is constant.
C. C is constant, I decreases.
D. C is constant, I is constant.
4. Suppose government spending rises in Boversia, shifting the AE curve outward. The central bank would like to keep both output and the real exchange rate constant. How can policymakers accomplish these goals through a combination of an interest-rate adjustment and capital controls.
A. The central bank has to increase the real interest rate and prevent capital outflows.
B. The central bank has to increase the real interest rate and prevent capital inflows.
C. The central bank has to decrease the real interest rate and prevent capital outflows.
D. The central bank cannot achieve the two goals simultaneously.
5. Compare two statements about exchange rates by former Treasury Secretary Henry Paulson, both from 2007: (1) “A strong dollar is in our nation’s interest.” (2) “The currency [China’s yuan] needs to appreciate, and it needs to appreciate faster.” Are the two statements consistent with one another?
A. The two statements are consistent because both imply a yuan appreciation.
B. The two statements are consistent because both imply a dollar depreciation.
C. The two statements are not consistent.
D. There is not enough information to judge the consistency of the two statements.
6. What is the difference between an appreciation and a revaluation of a currency?
A. Appreciation implies th.
1.Suppose that firms in Boversia gain confidence in the economy,.docxAlyciaGold776
1.
Suppose that firms in Boversia gain confidence in the economy, so domestic investment rises for any given interest rate. For now, assume that net capital outflows don’t change. What happens to output and the real exchange rate when the Boversian central bank holds the real interest rate constant? (Hint: Stick to the assumptions made in chapter 17.)
A.
Output increases and the real exchange rate increases.
B.
Output increases and the real exchange rate decreases.
C.
Output increases and the real exchange rate stays constant.
D.
None of the given answers are correct
2.
Suppose again that investment rises in Boversia. In this case, assume that higher confidence in the economy also causes a decrease in net capital outflows. What happens to output and the real exchange rate when the Boversian central bank holds the real interest constant. (Hint: Stick to the assumptions made in chapter 17.)
A.
Output increases and the real exchange rate increases.
B.
Output increases and the real exchange rate decreases.
C.
Output increases and the real exchange rate stays constant.
D.
None of the given answers are correct.
3.
Consider the scenario in Figure 17.4: a rise in confidence causes a fall in net capital outflows, and the central bank adjusts the interest rate to keep the exchange rate constant. For this case, what happens to consumption and investment.
A.
C increases, I increases.
B.
C increases, I is constant.
C.
C is constant, I decreases.
D.
C is constant, I is constant.
4.
Suppose government spending rises in Boversia, shifting the AE curve outward. The central bank would like to keep both output and the real exchange rate constant. How can policymakers accomplish these goals through a combination of an interest-rate adjustment and capital controls.
A.
The central bank has to increase the real interest rate and prevent capital outflows.
B.
The central bank has to increase the real interest rate and prevent capital inflows.
C.
The central bank has to decrease the real interest rate and prevent capital outflows.
D.
The central bank cannot achieve the two goals simultaneously.
5.
Compare two statements about exchange rates by former Treasury Secretary Henry Paulson, both from 2007: (1) “A strong dollar is in our nation’s interest.” (2) “The currency [China’s yuan] needs to appreciate, and it needs to appreciate faster.” Are the two statements consistent with one another?
A.
The two statements are consistent because both imply a yuan appreciation.
B.
The two statements are consistent because both imply a dollar depreciation.
C.
The two statements are not consistent.
D.
There is not enough information to judge the consistency of the two statements.
6.
What is the difference between an appreciation and a revaluation of a currency?
A.
Appreciation implies that a currency becomes more valuable as measured in units of foreign currency while a revaluation implies that the currency becomes less valuable as measured in un.
But resolving this legacy issue with continued application of past interventionist instruments does not incentivize the much needed structural reforms and private capital market activities. Financial repression has induced a re-allocation of capital across markets and greatly enhanced the role of public markets at the detriment of private market activities. Artificially low – or in some cases even negative – interest rates break the credit intermediation channel which can crowd out viable private investors.
Name 1. The table shows the number of days per week, x, that 100.docxgilpinleeanna
Name
1. The table shows the number of days per week, x, that 100 students use the gym at a local high school.
x
frequency
Relative
frequency
Cumulative
frequency
0
3
1
12
2
33
3
28
4
11
5
9
6
4
1. The table shows the number of days per week, x, that 100 students use the gym at a local high school.
a. Complete the table
b. Display the information as either a pie chart, a horizontal bar chart, or a vertical bar chart.
c. Determine the mean, median, minimum frequency, maximum frequency, range, Q1, Q3 and the standard deviation, Sx
d. Based on the information and chart, what can you say about the distribution.a. Complete the table
b. Display the information as either a pie chart, a horizontal bar chart, or a vertical bar chart.
c. Determine the mean, median, minimum frequency, maximum frequency, range, Q1, Q3 and the standard deviation, Sx
d. Based on the information and chart, what can you say about the distribution.
Theme one is to identify the types of cultures or models of cultures and how they work or fit within an organization
Learning Activity #1
Using your reading material create a chart that describes the type, characteristics of the culture, associated values that would be important to keep the culture alive, and kinds of organizations structures that work best for culture. Compare and contrast them in your explanation of the chart. For instance what culture might work for Joe at the new sawmill and then which one might work at Purvis' shoe company.
Theme two: How to Create, Change, and Align Culture to the Structure and Vision.
Organizational Structure
Preface:
A leader’s job is to create the direction for the company to move forward. The leader does this in steps. Here are the steps of the process:
First, the leader designs the vision and mission for the company and second, the leader must establish an organizational structure which promotes the vision, mission and empowers the employees to keep the forward movement in the organization.
In creating the structure various factors must be considered.
· First and foremost is the purpose of the company or organization. What type of structure will best accomplish that goal? Certainly a company like UPS needs a somewhat rigid structure that is set up to focus on procedure and time sensitivity. Since UPS has as its goal to get the correct parcels to the right customers in the fastest way possible, variance in procedures or ways of accomplishing the tasks would never work. A tight delineated structure is imperative.
· Along with the purpose the leader must look at the vision of the organization. Where does the leader want the organization to go? How best can the structure provide for the future? Will the vision call for expansion into other countries or simply call for product development changes? Do you plan a struct ...
Name _____________________Date ________________________ESL.docxgilpinleeanna
Name _____________________ Date ________________________
ESL 408 Remembered Event Worksheet
1) What is the most memorable, significant event in your life?
2) What important lesson(s) or applications are there from this event?
3) Complete the chart below. Add at least 5 details to each part of the storyline.
Story Element
Details
Exposition
Rising Action
Climax
Falling Action
Resloution
...
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Similar to Money, Banking, and Financial MarketsChapter 17Moneta.docx
the ppt of this chapter is in attachmentChapter 17 End of Ch.docxlourapoupheq
the ppt of this chapter is in attachment
Chapter 17 End of Chapter Quiz
1. Suppose that firms in Boversia gain confidence in the economy, so domestic investment rises for any given interest rate. For now, assume that net capital outflows don’t change. What happens to output and the real exchange rate when the Boversian central bank holds the real interest rate constant? (Hint: Stick to the assumptions made in chapter 17.)
A. Output increases and the real exchange rate increases.
B. Output increases and the real exchange rate decreases.
C. Output increases and the real exchange rate stays constant.
D. None of the given answers are correct
2. Suppose again that investment rises in Boversia. In this case, assume that higher confidence in the economy also causes a decrease in net capital outflows. What happens to output and the real exchange rate when the Boversian central bank holds the real interest constant. (Hint: Stick to the assumptions made in chapter 17.)
A. Output increases and the real exchange rate increases.
B. Output increases and the real exchange rate decreases.
C. Output increases and the real exchange rate stays constant.
D. None of the given answers are correct.
3. Consider the scenario in Figure 17.4: a rise in confidence causes a fall in net capital outflows, and the central bank adjusts the interest rate to keep the exchange rate constant. For this case, what happens to consumption and investment.
A. C increases, I increases.
B. C increases, I is constant.
C. C is constant, I decreases.
D. C is constant, I is constant.
4. Suppose government spending rises in Boversia, shifting the AE curve outward. The central bank would like to keep both output and the real exchange rate constant. How can policymakers accomplish these goals through a combination of an interest-rate adjustment and capital controls.
A. The central bank has to increase the real interest rate and prevent capital outflows.
B. The central bank has to increase the real interest rate and prevent capital inflows.
C. The central bank has to decrease the real interest rate and prevent capital outflows.
D. The central bank cannot achieve the two goals simultaneously.
5. Compare two statements about exchange rates by former Treasury Secretary Henry Paulson, both from 2007: (1) “A strong dollar is in our nation’s interest.” (2) “The currency [China’s yuan] needs to appreciate, and it needs to appreciate faster.” Are the two statements consistent with one another?
A. The two statements are consistent because both imply a yuan appreciation.
B. The two statements are consistent because both imply a dollar depreciation.
C. The two statements are not consistent.
D. There is not enough information to judge the consistency of the two statements.
6. What is the difference between an appreciation and a revaluation of a currency?
A. Appreciation implies th.
1.Suppose that firms in Boversia gain confidence in the economy,.docxAlyciaGold776
1.
Suppose that firms in Boversia gain confidence in the economy, so domestic investment rises for any given interest rate. For now, assume that net capital outflows don’t change. What happens to output and the real exchange rate when the Boversian central bank holds the real interest rate constant? (Hint: Stick to the assumptions made in chapter 17.)
A.
Output increases and the real exchange rate increases.
B.
Output increases and the real exchange rate decreases.
C.
Output increases and the real exchange rate stays constant.
D.
None of the given answers are correct
2.
Suppose again that investment rises in Boversia. In this case, assume that higher confidence in the economy also causes a decrease in net capital outflows. What happens to output and the real exchange rate when the Boversian central bank holds the real interest constant. (Hint: Stick to the assumptions made in chapter 17.)
A.
Output increases and the real exchange rate increases.
B.
Output increases and the real exchange rate decreases.
C.
Output increases and the real exchange rate stays constant.
D.
None of the given answers are correct.
3.
Consider the scenario in Figure 17.4: a rise in confidence causes a fall in net capital outflows, and the central bank adjusts the interest rate to keep the exchange rate constant. For this case, what happens to consumption and investment.
A.
C increases, I increases.
B.
C increases, I is constant.
C.
C is constant, I decreases.
D.
C is constant, I is constant.
4.
Suppose government spending rises in Boversia, shifting the AE curve outward. The central bank would like to keep both output and the real exchange rate constant. How can policymakers accomplish these goals through a combination of an interest-rate adjustment and capital controls.
A.
The central bank has to increase the real interest rate and prevent capital outflows.
B.
The central bank has to increase the real interest rate and prevent capital inflows.
C.
The central bank has to decrease the real interest rate and prevent capital outflows.
D.
The central bank cannot achieve the two goals simultaneously.
5.
Compare two statements about exchange rates by former Treasury Secretary Henry Paulson, both from 2007: (1) “A strong dollar is in our nation’s interest.” (2) “The currency [China’s yuan] needs to appreciate, and it needs to appreciate faster.” Are the two statements consistent with one another?
A.
The two statements are consistent because both imply a yuan appreciation.
B.
The two statements are consistent because both imply a dollar depreciation.
C.
The two statements are not consistent.
D.
There is not enough information to judge the consistency of the two statements.
6.
What is the difference between an appreciation and a revaluation of a currency?
A.
Appreciation implies that a currency becomes more valuable as measured in units of foreign currency while a revaluation implies that the currency becomes less valuable as measured in un.
But resolving this legacy issue with continued application of past interventionist instruments does not incentivize the much needed structural reforms and private capital market activities. Financial repression has induced a re-allocation of capital across markets and greatly enhanced the role of public markets at the detriment of private market activities. Artificially low – or in some cases even negative – interest rates break the credit intermediation channel which can crowd out viable private investors.
Name 1. The table shows the number of days per week, x, that 100.docxgilpinleeanna
Name
1. The table shows the number of days per week, x, that 100 students use the gym at a local high school.
x
frequency
Relative
frequency
Cumulative
frequency
0
3
1
12
2
33
3
28
4
11
5
9
6
4
1. The table shows the number of days per week, x, that 100 students use the gym at a local high school.
a. Complete the table
b. Display the information as either a pie chart, a horizontal bar chart, or a vertical bar chart.
c. Determine the mean, median, minimum frequency, maximum frequency, range, Q1, Q3 and the standard deviation, Sx
d. Based on the information and chart, what can you say about the distribution.a. Complete the table
b. Display the information as either a pie chart, a horizontal bar chart, or a vertical bar chart.
c. Determine the mean, median, minimum frequency, maximum frequency, range, Q1, Q3 and the standard deviation, Sx
d. Based on the information and chart, what can you say about the distribution.
Theme one is to identify the types of cultures or models of cultures and how they work or fit within an organization
Learning Activity #1
Using your reading material create a chart that describes the type, characteristics of the culture, associated values that would be important to keep the culture alive, and kinds of organizations structures that work best for culture. Compare and contrast them in your explanation of the chart. For instance what culture might work for Joe at the new sawmill and then which one might work at Purvis' shoe company.
Theme two: How to Create, Change, and Align Culture to the Structure and Vision.
Organizational Structure
Preface:
A leader’s job is to create the direction for the company to move forward. The leader does this in steps. Here are the steps of the process:
First, the leader designs the vision and mission for the company and second, the leader must establish an organizational structure which promotes the vision, mission and empowers the employees to keep the forward movement in the organization.
In creating the structure various factors must be considered.
· First and foremost is the purpose of the company or organization. What type of structure will best accomplish that goal? Certainly a company like UPS needs a somewhat rigid structure that is set up to focus on procedure and time sensitivity. Since UPS has as its goal to get the correct parcels to the right customers in the fastest way possible, variance in procedures or ways of accomplishing the tasks would never work. A tight delineated structure is imperative.
· Along with the purpose the leader must look at the vision of the organization. Where does the leader want the organization to go? How best can the structure provide for the future? Will the vision call for expansion into other countries or simply call for product development changes? Do you plan a struct ...
Name _____________________Date ________________________ESL.docxgilpinleeanna
Name _____________________ Date ________________________
ESL 408 Remembered Event Worksheet
1) What is the most memorable, significant event in your life?
2) What important lesson(s) or applications are there from this event?
3) Complete the chart below. Add at least 5 details to each part of the storyline.
Story Element
Details
Exposition
Rising Action
Climax
Falling Action
Resloution
...
Name Bijapur Fort Year 1599 Location Bijapur city.docxgilpinleeanna
Name: Bijapur Fort
Year: 1599
Location: Bijapur city in Bijapur District of the Indian state of Karnataka
The fort precinct is studded with the historical fort, palaces, mosques, tombs and
gardens.
Built by Yusuf Adil Shah, during the rule of Adil Shahidynasty.
https://en.wikipedia.org/wiki/Bijapur,_Karnataka
https://en.wikipedia.org/wiki/Bijapur_district,_Karnataka
https://en.wikipedia.org/wiki/States_and_territories_of_India
https://en.wikipedia.org/wiki/Karnataka
https://en.wikipedia.org/wiki/Adil_Shahi
Name: Adham Khan's Tomb
Year: 1561
Location : Qutub Minar, Mehrauli, Delhi,
Built for 16th-century tomb of Adham Khan, a general of the Mughal Emperor Akbar.
It consists of a domed octagonal chamber in the Lodhi Dynasty style and Sayyid
dynasty early in the 14th century.
https://en.wikipedia.org/wiki/Qutub_Minar
https://en.wikipedia.org/wiki/Mehrauli
https://en.wikipedia.org/wiki/Delhi
https://en.wikipedia.org/wiki/Adham_Khan
https://en.wikipedia.org/wiki/Mughal_Emperor
https://en.wikipedia.org/wiki/Akbar
https://en.wikipedia.org/wiki/Lodhi_Dynasty
https://en.wikipedia.org/wiki/Sayyid_dynasty
https://en.wikipedia.org/wiki/Sayyid_dynasty
These two objects are both tomb and have it’s own style form certain dynasty.
I chose these two objects is because they are both architecture and I can talk more about
how different dynasty influences the design of the architecture.s
Week 10 Assignments – XBRL
DUE DATE: Sunday midnight of Week 6, submitted in a MS Word (or Excel if
computations required) document with filename format:
Last First_Week X hwk.doc or .xls Make sure your name appears on each page of the
homework using the header function.
Homework questions:
1. Why do you think it took from 1999, when the XBRL concept was invented, until 2009
for the SEC require that public filers adopt?
2. From the PWC Webcast on XBRL, what are the differences between the “bolt-on” and
“embedded” approach to XBRL?
3. If you worked in the Finance and Accounting department of a company, how could you
use XBRL tags to help in your job? Could XBRL tagging help other functions in a
company do their jobs?
4. US public filers are required to begin tagging and reporting financial data using XBRL
beginning in 2009. From earlier in this course, they also have many major projects that
are required now or in the coming years (IFRS, Fair Value, etc.). Aside from the obvious
benefit of job creation for CPA’s and the companies which provide these
services/software ☺, what impact do you think these requirements are going to have on
companies? Will this divert attention and resources from their core business or will this
be like all other changes they go through (e.g. SOX), an intense implementation then
business as usual?
...
Name _______________________________ (Ex2 rework) CHM 33.docxgilpinleeanna
Name: _______________________________ (Ex2 rework)
CHM 3372, Winter 2016
Exam #2 Re-work
Due Wed, 3/2/16
1. Make the ketone below from 13C-labeled formaldehyde and propane. Make certain to keep
track of your labels throughout your synthesis. (27 points)
O
Name: _______________________________ (Ex2 rework)
2. (a) The reaction below can form two possible diastereomeric products. Draw the structures of
both products, and the mechanism of the formation of either one. (4 points)
O
1. LiAlH4
2. NH4Cl, H2O
(b) What characterizes a thermodynamic product of a reaction (any reaction)? What
characterizes a kinetic product of reaction? (2 points)
(c) Which product from part (a) would you expect to be the thermodynamic product? Why? (2
points)
(d) Which product would you expect to be the kinetic product? Why? (Note that this is not
necessarily the "non-thermodynamic" product.) (2 points)
(e) When this reaction is performed, regardless of what the temperature is, only one of the two
possible products is ever formed. Which one? (1 points)
(f) Why is the other diastereomer never formed? What must occur in order for it to be formed,
which will never occur with this particular reagent? Why? (3 points)
(g) Although the other diastereomer is never formed directly in this reaction, gentle heating with
aqueous acid will isomerize the initial product into the other diastereomer. Draw the mechanism
of the isomerization, and comment on why this isomerization occurs -- why one diastereomer
will react completely to form the other. (5 points)
Name: _______________________________ (Ex2 rework)
3. This page seems like it was tough on Q#3. Let’s see if you do better the second time around.
From the three alcohols shown, provide syntheses for the molecules below. For any SN2 or E2
reactions, use only non-halogen leaving groups – use a different leaving group which was
covered in Ch. 11. (12 points)
From: Make:
OH
OH
CH3 OH
O
O
CH3
O
O
O
Name: _______________________________ (Ex2 rework)
4. (a) Once again, write the oxidation state of the metal (each complex is neutral, Nickel is
Group 10; OTf is triflate, CF3SO3-), number of d electrons, and total valence electrons for the
metal in each complex, and indicate what type of reaction is occurring. (8 points)
H Ni
OTf
PPh3
Ni
OTf
PPh3H
Ni
OTf
PPh3
Ni
OTf
PPh3
Ni
OTf
PPh3
H
(b) What are the reactant(s) and product(s) of the reaction? (This time, they are not drawn for
you.) (2 points)
(c) If the ethylene molecule were deuterated completely (CD2=CD2), where would the deuterium
atoms end up in the product? Draw the structure, showing the position(s) of the deuterium
atoms. Assume the catalytic cycle has run several times already. (2 points)
Name: _______________________________ (Ex2 rework)
5. (a) I defined a conjugated system gener ...
Name 1 Should Transportation Security Officers Be A.docxgilpinleeanna
Name:
1
Should Transportation Security Officers Be Armed?
It is the opinion of this writer that Transportation Security Officers (TSOs) should not be
armed. It is my intent to illustrate that point in this paper. During my research I will weigh the
advantages and disadvantages of arming TSOs, examining each side of the argument. I will also
offer a potential solution that while costly will still prove to be less costly than arming TSOs.
What has led to this discussion? For a majority of our society it takes years and certain
events to take place in our lives for change to occur. Those events include graduating High
School/College, getting married, or having children. In a matter of only five short minutes on
the morning of November 1st, 2013, some individual’s lives changed forever. On that morning
Paul Anthony Ciancia, age 23, opened fire in Terminal 3 of the Los Angeles International
Airport (LAX). His senseless acts killed a TSO, while injuring six other individuals. The
shooting has been debated over and over again on whether it is a terrorist act or not. The
activities before, during, and after the shooting will show the acts were certainly a terrorist
attack. But more importantly could any deaths or injuries have been avoided if the TSOs were
armed? These is the question that will continue to be debated and one that will be addressed in
this paper.
Synopsis of the event that led up to this argument:
Shortly after being dropped off at the airport by his roommate, Paul Ciancia pulled out a
rifle and began opening fire. He was carrying luggage that was filled with a semiautomatic .223
caliber Smith & Wesson M&P-15 rifle, five 30-round magazines, and hundreds of additional
rounds of ammunition ("Lax shooting suspect," 2013). Walking up to the TSA checkpoint,
Ciancia pulled out a rifle and opened fire hitting TSO Gerardo Hernandez in the chest. Ciancia
Name:
2
then apparently moved into the screening area where he continued to fire striking two other
TSOs and a male citizen. According to eye witnesses, Ciancia continually asked civilians if they
were TSA officers, when they said “no” he moved on without shooting them ("Lax shooting:
Latest," 2013). Ciancia made it as far as the food court some five minutes after the first shots
were fired. He was then surrounded by LAX police officers who engaged him in a gunfight.
Shortly after the gunfight ended Ciancia was taken into custody where he had to be transported
to a nearby trauma hospital for gunshot wounds (Abdollah, 2013).
In total eight individuals had to be treated at the scene. Four victims were treated for
gunshot wounds, while the others were treated for other injuries ("6 hospitalized after," 2013).
The sole suspect Paul Ciancia was carrying a note on him that stated he “wanted to kill TSA”
and describe them as “pigs”, the note also mentioned “fiat currency” and “NWO” ("Lax shooting
...
Name Don’t ForgetDate UNIT 3 TEST(The direct.docxgilpinleeanna
Name: Don’t Forget
Date:
UNIT 3 TEST
(The directions and procedures for this test are the same as for the previous Unit test.)
Save this test on your computer, and complete the questions by marking correct answers with the “text color” function in WORD ( ) located on the “home” toolbar.Please attach your completed test to the assignment submission page.
Section I
Please identify problems of vagueness, overgenerality and ambiguity (double meaning) in the following passages. Then explain briefly how/why the passage exemplifies that problem. (Some examples may contain more than one problem.)
1. Who was Hitler? He was an Austrian.
__vague
__overgeneral
__ambiguous
Explanation:
2. The judge sanctioned the firm's criminal conduct.
__vague
__overgeneral
__ambiguous
Explanation:
3. "Turn right here!"
__vague
__overgeneral
__ambiguous
Explanation:
4. (From a Student Code of Conduct- Sexual impropriety in the dorms after 6:00 pm is forbidden.
__vague
__overgeneral
__ambiguous
Explanation:
5. Did Donald win the election? Well, he did get quite a few votes!
__vague
__overgeneral
__ambiguous
Explanation:
6. How are Henry’s finances? Oh, he’s really quite well off!
__vague
__overgeneral
__ambiguous
7. Bertha Belch, as missionary from Africa, will be speaking tonight at the Calvary Chapel. Come and hear Bertha Belch all the way from Africa.
__vague
__overgeneral
__ambiguous
Explanation:
8. Lower Slobovia can’t be a very well-run country. I mean, it’s not particularly democratic!
[Careful: Think about the various aspects of these claims before answering.]
__vague
__overgeneral
__ambiguous
Section II. Definitions
Please indicate whether the following are stipulative, persuasive, lexical or precising definitions.
9. Postmodern means a chaotic and confusing mishmash of images and references that leaves readers and viewers longing for the days of a good, well-told story.
__ stipulative
__ persuasive
__ lexical
__ précising
10. A triangle is a plane figure enclosed by 3 straight lines.
__ stipulative
__ persuasive
__ lexical
__ precising
11. An arid region, for purposes of this study, is any region that receives an average of less than 15 inches of rain per year
__ stipulative
__ persuasive
__ lexical
__ precising
14. A Blanker is someone who sends holiday cards without signatures or personalized messages
__ stipulative
__ persuasive
__ lexical
__ precising
15. Tragedy, in literary terms, means a serious drama that usually ends in disaster nd that focuses on a single character who experiences unexpected reversals in fat, often falling from a position of authority and power because of an unrecognized flaw or misguided action
__ stipulative
__ persuasive
__ lexical
__ précising
Section III. Strategies for Defining
Please indicate whether the following lexical definitions are ostensive definitions, enumerative definitions, definitions by s ...
Name Add name hereConcept Matching From Disease to Treatmen.docxgilpinleeanna
Name: Add name here
Concept Matching: From Disease to Treatment
Using your textbooks, complete the empty squares on the table below to match specific diseases with their pathology, pathophysiology and pharmacological treatment. Be sure to use appropriate medical terminology when adding information. You should review two different sources at a minimum to develop your brief synopses.
Example of completed row:
Disease
Body system
Signs/Symptoms
Pathophysiology
Treatment(s) (Pharm & Other)
Acne vulgaris
Integumentary system
Non-inflammatory comedones or inflammatory papules, pustules or modules. Symptoms can include pain, erythema and tenderness
Release of inflammatory mediators into the skin, with follicle hyperkeratinization, Propionibacterium acne colonization, and excess production of sebum
Depending on severity, topical mediations include benzyol peroxide or retinoid drugs. Hormonal drugs (such as oral contraceptives), and in some cases antibiotics may be used for severe inflammatory acne. Nonpharmacological treatments include dermabrasion or phototherapy
Disease
Body System
Signs/Symptoms
Pathophysiology
Treatment(s)
Atopic Dermatitis
Multiple Sclerosis
Squamous cell carcinoma
Osteoporosis
Osteosarcoma
Rheumatoid arthritis
Epilepsy
Psoriasis
Alzheimer’s Disease
...
Name Abdulla AlsuwaidiITA 160Uncle VanyaMan has been en.docxgilpinleeanna
Name Abdulla Alsuwaidi
I
TA 160
"Uncle Vanya"
“Man has been endowed with reason,
with the power to create, so that he can add to what he's been given.
But up to now, he hasn't been a creator, only a destroyer.
Forests keep disappearing, rivers dry up,
wild life's become extinct, the climate's ruined,
and the land grows poorer and uglier”
The play “Uncle Vanya” written by Anton Chekhov is a pearl of the classics of Russian literature. Anton Chekhov left a great legacy in a form of his plays and short stories for the classics of world literature. Without a shadow of doubt, this masterpiece, written by one of the most prominent the Russian playwrights of his time, should be read with further analysis and discussion. “Uncle Vanya” is a realist play and Chekhov tried to make its scenes as true-to-life as possible. Chekhov spent one year writing “Uncle Vanya” and introduced a number of changes between the years 1896 – 1897. The final version of his play is famous worldwide. The plot of the play narrates a heartbreaking story of how the main hero, Ivan Petrovich Voynitsky or Uncle Vanya that was a rather calm and quiet man undergoes a moral “rebirth” developing a spirit of a rebellion. Uncle Vanya, the main hero of the play, can be characterized as a bitter aging man who spent his life in toil working for his brother-in-law. Chekhov depicted the character of uncle Vanya as a misanthrope who recognized the miserable nature of other characters.
Moreover, Chekhov’s play also involves a number of other important issues that are experienced by the play’s characters. These issues include the feeling of pointless life lacking meaning, missed opportunities, and the most touching feeling of blind admiration. It should be admitted that Chekhov used to create hidden meaning in his plays to make the readers think critically not only of his work but of their lives either. Therefore, in the play, Chekhov made every character individualistic. For instance, the central character in the play, Uncle Vanya, cares about patrimony and the Serebryakov’s family’s property. Throughout the play, uncle Vanya finds himself dismissed and rejected without the right for an opinion. Chekhov also pointed out the suffering of other characters who struggle to change their lives for better. The play consists of a number of personal dramas that are interconnected.
It can be stated that Chekhov included a number of opposite lines in his play such as the choice between obedience or riot, feeling of admiration and disrespect. The following lines from the play demonstrate the feeling of disappointment and understanding the pointlessness of a situation: “”I’m mad — but people who conceal their utter lack of talent, their dullness, their complete heartlessness under the guise of the professor, the purveyor of learned magic — they aren’t mad” (Uncle Vanya). Uncle Vanya is concerned about the wasted years and the thought of how his life could look like in case he used the opportun ...
Name Add name hereHIM 2214 Module 6 Medical Record Abstractin.docxgilpinleeanna
Name: Add name here
HIM 2214 Module 6: Medical Record Abstracting
Instructions: In this medical record abstracting assignment you will first need to download and the records (history & physical, surgery consultation, operative report, pathology report and discharge summary) for a patient with digestive system problems. (Recommend reading them in the order listed).
Save your answers to the following related questions in this document and submit them for this module's assignment.
1. Define the terms diverticulosis and diverticulitis.
2. What is the pathophysiology of diverticulitis?
3. What is a hiatal hernia?
4. Describe some of the signs or symptoms a person with a hiatal hernia might have.
5. What is a pulmonary embolus?
6. What was the etiology (cause) of the pulmonary embolus for this patient?
7. What is gastritis?
8. Which problem is likely a contributor to the patient’s Type II diabetes mellitus?
9. What was the purpose of the barium enema?
10. What does the abbreviation HEENT stand for?
11. What is thrombophlebitis?
12. What is a surgical resection?
13. Define anastomosis.
14. What is ferrous gluconate and what is it used to treat?
15. What condition is the drug Darvocet used to treat?
16. What are electrolytes?
17. What is exogenous obesity?
18. Where is the femoral pulse found/taken?
19. Where is the popliteal pulse found/taken?
20. What is hepatosplenomegaly?
21. Which condition(s) is/are the drug Humulin used to treat?
22. What is an adenocarcinoma?
23. Which condition(s) is/are the drug Lanoxin used to treat?
24. What is the purpose of ordering the blood test PTT?
25. What is a colon stricture?
26. What is/are the etiologies associated with colorectal cancer?
27. What is the medical term for gallstones?
28. Which condition(s) is the drug Zantac used to treat?
29. What does the pathology report indicate about the spread of the carcinoma in this patient?
30. What is the etiology of Type II diabetes mellitus?
· Academic arguments are designed to get someone to agree with the author, who may use pathos (emotion), logos (logic and facts) and ethos (authority and expertise) to persuade.
Academic arguments are not about ranting, screaming or otherwise increasing conflict, but in fact are the opposite: They attempt to help the other person understand what the author believes to be right (opinion) based on the evidence presented (authority, logic, facts).
For your topic for your final paper, what kinds of arguments can you develop for your claim (thesis, main idea)?
Health Record Face Sheet
Record Number:
005
Age:
67
Gender:
Male
Length of Stay:
3 days
Service:
Inpatient Hospital Admission
Disposition:
Home
Discharge Summary
Patient is a 67-year-old male. He saw the doctor recently with abdominal pain and constipation. A barium enema showed diverticulosis and perhaps a stricture near the sigmoid and rectal junction. He was scoped by the doctor, who saw a stricture at that point and sa ...
Name Sophocles, AntigoneMain Characters Antigone, Cre.docxgilpinleeanna
Name:
Sophocles, Antigone
Main Characters: Antigone, Creon (the King), Ismene (Antigone’s sister), the Chorus, the Guard, Haimon (Creon’s and Euridike’s son), Euridike (Creon’s wife/Haimon’s mother), Teiresias (the prophet), the messenger.
1. Aristotle writes that the tragic hero suffers from a harmartia or error. Who is the tragic hero of the play? Why do you think so?
2. Who is in the right? Antigone? Creon? Both? Neither? Why?
3. What makes this play tragic?
4. What is the role of the chorus in this production? How do they fit into the play?
5. What do you think about the way the production differentiates between divine law and human law? Which characters do you think are more closely linked to what (kind of) law?
6. Why is this art? What is the relationship between Antigone and a painting or a statue, such that we can call them both art?
...
N4455 Nursing Leadership and ManagementWeek 3 Assignment 1.docxgilpinleeanna
N4455 Nursing Leadership and Management
Week 3 Assignment 1: Financial Management Case Study v2.2
Name:
Date:
Overview: Financial Management Case Study
One of the important duties of a nurse leader is to manage personnel and personnel budgets. In this assignment, you will assume the role of a nurse manager. You will use given data to make important decisions regarding budgets and staffing.
Some nurse managers have computer spreadsheets or software applications to help them make decisions regarding budgets and staffing. You will only need simple mathematical operations* to perform the needed calculations in this assignment because the scenario has been simplified. Furthermore, some data have been provided for you that a nurse leader might need to gather or compute in a real setting. Still, you will get a glimpse of the complexity of responsibilities nurse leaders shoulder regarding financial management.
· To calculate the percent of the whole a given number represents, follow these steps:
Change the percentage to a decimal number by moving the decimal twice to the left (or dividing by 100).
Multiply the new decimal number by the whole.
Example: What is 30% of 70?
30%= .30; (.30) × 70 = 21
· To find out what percentage a number represents in relation to the whole, follow these steps:
Divide the number by the whole (usually the small number by the large number).
Change the decimal answer to percent by moving the decimal twice to the right (or multiplying by 100).
Example: What percent of 45 is 10?
10 ÷ 45 = .222; so, 10 is 22% of 45.
* You will only need addition, subtraction, multiplication, and division.
Case Study
You are the manager for 3 West, a medical/surgical unit. You have been given the following data to assist you in preparing your budget for the upcoming fiscal year.
Patient Data
ADC: 54
Budget based on 5.4 Avg. HPPD
(5.4 HPPD excludes head nurse and unit secretaries)
Staff Data
Total FTEs
37.0 Variable FTEs
1.0 Nurse Manager
2.2 Unit Secretaries
40.2 Total FTEs
Staffing Mix
RN
65%
LVN
20%
NA
15%
Average Salary Scale per Employee
(Fringe benefits are 35% of salaries)
Nurse Manager
$77,999.00 per year
Registered Nurses (RN)
$36.00 per hour
Licensed Vocational Nurses (LVN)
$24.00 per hour
Nurse Aides (NA)
$13.50 per hour
Unit Secretary (US)
$11.25 per hourRubric
Use this rubric to guide your work on this assignment.
Criteria
Target
Acceptable
Unacceptable
Question 1
Both % and FTEs column totals within ± 2 of correct answers
(13-16 Points)
Either % or FTEs column totals within ± 2 of correct answers
(5-12 points)
Neither % nor FTEs column totals within ± 2 of correct answers
(0-4 points)
Question 2
All column (except Hours and Salary) totals within ± 2 of correct answers
(17-20 Points)
At least 4 column totals within ± 2 of correct answers
(5-16 points)
Less than 4 column totals within ± 2 of correct answers
(0-4 points)
Question 3
A. Table
All ...
Name Habitable Zones – Student GuideExercisesPlease r.docxgilpinleeanna
Name:
Habitable Zones – Student Guide
Exercises
Please read through the background pages entitled Life, Circumstellar Habitable Zones, and The Galactic Habitable Zone before working on the exercises using simulations below.
Circumstellar Zones
Open the Circumstellar Zone Simulator. There are four main panels:
· The top panel simulation displays a visualization of a star and its planets looking down onto the plane of the solar system. The habitable zone is displayed for the particular star being simulated. One can click and drag either toward the star or away from it to change the scale being displayed.
· The General Settings panel provides two options for creating standards of reference in the top panel.
· The Star and Planets Setting and Properties panel allows one to display our own star system, several known star systems, or create your own star-planet combinations in the none-selected mode.
· The Timeline and Simulation Controls allows one to demonstrate the time evolution of the star system being displayed.
The simulation begins with our Sun being displayed as it was when it formed and a terrestrial planet at the position of Earth. One can change the planet’s distance from the Sun either by dragging it or using the planet distance slider.
Note that the appearance of the planet changes depending upon its location. It appears quite earth-like when inside the circumstellar habitable zone (hereafter CHZ). However, when it is dragged inside of the CHZ it becomes “desert-like” while outside it appears “frozen”.
Question 1: Drag the planet to the inner boundary of the CHZ and note this distance from the Sun. Then drag it to the outer boundary and note this value. Lastly, take the difference of these two figures to calculate the “width” of the sun’s primordial CHZ.
CHZ Inner Boundary
CHZ Outer Boundary
Width of CHZ
NAAP – Habitable Zones 1/7
Question 2: Let’s explore the width of the CHZ for other stars. Complete the table below for stars with a variety of masses.
Star Mass (M )
Star Luminosity (L )
CHZ Inner Boundary (AU)
CHZ Outer Boundary (AU)
Width of CHZ (AU)
0.3
0.7
1.0
2.0
4.0
8.0
15.0
Question 3: Using the table above, what general conclusion can be made regarding the location of the CHZ for different types of stars?
Question 4: Using the table above, what general conclusion can be made regarding the width of the CHZ for different types of stars?
Exploring Other Systems
Begin by selecting the system 51 Pegasi. This was the first planet discovered around a star using the radial velocity technique. This technique detects systematic shifts in the wavelengths of absorption lines in the star’s spectra over time due to the motion of the star around the star-planet center of mass. The planet orbiting 51 Pegasi has a mass of at least half Jupiter’s mass.
Question 5: Zoom out so that you can compare this planet to those in our solar system (you can click-hold-drag to change t ...
Name Class Date SKILL ACTIVITY Giving an Eff.docxgilpinleeanna
Name Class Date
SKILL ACTIVITY
Giving an Effective Presentation
Directions: Read the information about oral presentations. Then
complete an outline for your own presentation.
One kind of oral presentation is a speech in which you explain
a position, or opinion, about an issue. After your speech, the
audience asks questions and you answer them. Preparing is the
first step. Use the following list as a guide to prepare.
• Decide what opinion you will take—for or against—and why.
• Write a short opening statement that gives your opinion.
• Gather facts and examples that support your opinion.
• Write a short conclusion that restates your opinion.
• Brainstorm a list of questions that your audience might ask.
Write down answers to the questions.
• Practice your presentation. Keep track of how long your
speech takes.
When you make the presentation, follow these steps:
• Begin with your opening statement.
• Give facts and examples that support your opinion.
• Conclude by stating your opinion again in different words.
• Answer questions from the audience. Listen carefully to make
sure you understand each question.
• While you are speaking, remember to look at your audience.
• Speak loudly and clearly so they can hear you.
Directions: Prepare and give a presentation on the following
topic: Is the increase in temporary employment a good thing for
American workers? Copy the following outline onto your own
paper to begin organizing your ideas.
I. Your opening statement:
II. Facts and examples that support your opinion:
1–5.
III. Your conclusion:
IV. Questions the audience may ask:
1–5.
V. Answers to these questions:
1–5.
BODY%RITUAL%AMONG%THE%NACIREMA%%
Horace%Miner%
%
From%Horace%Miner,%"Body%Ritual%among%the%Nacirema."%Reproduced%by%permission%of%the%
American%Anthropological%Association%from%The%American%Anthropologist,%vol.%58%(1956),%pp.%
503S507.%
%
Most%cultures%exhibit%a%particular%configuration%or%style.%A%single%value%or%pattern%of%perceiving%
the%world%often%leaves%its%stamp%on%several%institutions%in%the%society.%Examples%are%"machismo"%
in%Spanish>influenced%cultures,%"face"%in%Japanese%culture,%and%"pollution%by%females"%in%some%
highland%New%Guinea%cultures.%Here%Horace%Miner%demonstrates%that%"attitudes%about%the%
body"%have%a%pervasive%influence%on%many%institutions%in%Nacireman%society.%
The%anthropologist%has%become%so%familiar%with%the%diversity%of%ways%in%which%different%peoples%
behave%in%similar%situations%that%he%is%not%apt%to%be%surprised%by%even%the%most%exotic%customs.%
In%fact,%if%all%of%the%logically%possible%combinations%of%behavior%have%not%been%found%somewhere%
in%the%world,%he%is%apt%to%suspect%that%they%must%be%present%in%some%yet%undescribed%tribe.%%This%
point%has,%in%fact,%been%expressed%with%respect%to%clan%organization%by%Murdock.%In%this%light,%
the%magical%beliefs%and%practices%of%the%Nacirema%present%such%unusual%aspect ...
Name Speech Title I. Intro A) Atten.docxgilpinleeanna
Name:
Speech Title
I. Intro:
A) Attention getter --
B) Purpose Statement --
C) Thesis --
II. BODY
A) Main Point Number 1:
a)
b)
c)
transition --
B) Main Point Number 2:
a)
b)
c)
transition --
C) Main Point Number 3:
a)
b)
c)
transition –
III. CONCLUSION:
A) Summary statement --
B) Memorable conclusion --
References
List all references on a separate page with the word “References” centered at the top.
Name: Suepin Nguyen
Hygiene Saves Lives
I. Intro: To give an informational speech about Ignaz Philipp Semmelweis
A) Attention getter – On each square centimeter of your skin, there are about 1,500
bacteria. That’s a lot of germs. According to a study conducted by Michigan State
University researchers, 95% of people do not properly wash their hands long enough to
kill the infection causing germs and bacteria (Jaslow, “95 Percent of People Wash Their
Hands Improperly: Are You One of Them?”).
B) Purpose Statement - That’s gross. While I can’t force you to wash your hands, perhaps
today I can help you realize just how much history and evidence is behind this crucial
bathroom ritual.
C) Thesis – Today, I will inform you all about Ignaz Philipp Semmelweis by discussing first
about his practice and studies, second about his scientific methods that saved a lot of
lives, and third about the germ theory we all take for granted.
II. BODY:
A) Main Point Number 1: To begin, I want to introduce Ignaz Philipp Semmelweis.
a) Ignaz Semmelweis became a physician and earned his doctorate degree in medicine
in 1844. This time period was known as the start of the golden age of the physician
scientist” (NPR.org). This means that doctors were expected to have scientific
training. Doctors were more interested in numbers and collecting data (Justin Lessler,
an assistant professor at Johns Hopkins School of Public Health).
b) In 1846, Dr. Semmelweis showed up for his new job in the maternity clinic at the
General Hospital in Vienna. Due to the time period, Dr. Semmelweis thought like a
physician scientist and wanted to figure out why so many women in maternity wards
were dying from childbed fever (Davis, “The Doctor Who Championed
Hand-Washing and Briefly Saved Lives”).
c) So what did he do? He collected data of his own. He studied two maternity wards in
the hospital. One was staffed by all male doctors and medical students, and the other
by female midwives. He tallied up the number of deaths in each ward and found that
women in the clinic staffed by doctors and medical students died at a rate 5 times ...
n engl j med 352;16www.nejm.org april 21, .docxgilpinleeanna
n engl j med
352;16
www.nejm.org april
21, 2005
1630
P E R S P E C T I V E
verse populations and less inclusive health care pro-
grams, cautioned Joanne Lynn, a senior research-
er with the RAND Corporation and director of the
Washington Home Center for Palliative Care Stud-
ies in Washington, D.C. “There isn’t a huge demand
for assisted suicide in good care systems, but there
could be a huge demand in much less adequate care
systems,” Lynn said.
Psychiatrist Linda Ganzini of Oregon Health and
Sciences University agrees that her state’s high-
quality system of palliative care is the factor most
responsible for keeping the number of assisted-sui-
cide cases low. “Your safety net is your end-of-life
care and your hospice care,” she said. “It’s not the
safeguards that you build into the law.”
1.
Colburn D. Why am I not dead? The Oregonian. March 4,
2005:A01.
2.
Tolle SW, Tilden VR, Drach LL, Fromme EK, Perrin NA, Hedberg
K. Characteristics and proportion of dying Oregonians who person-
ally consider physician-assisted suicide. J Clin Ethics 2004;15:111-8.
3.
Ganzini L, Nelson HD, Lee MA, Kraemer DF, Schmidt TA,
Delorit MA. Oregon physicians’ attitudes about and experiences
with end-of-life care since passage of the Oregon Death with Dig-
nity Act. JAMA 2001;285:2363-9.
4.
House of Lords Select Committee on the Assisted Dying for
the Terminally Ill Bill. Volume I: Report. HL Paper 86-I.
The story of Terri Schiavo should be disturbing to
all of us. How can it be that medicine, ethics, law,
and family could work so poorly together in meet-
ing the needs of this woman who was left in a per-
sistent vegetative state after having a cardiac ar-
rest? Ms. Schiavo had been sustained by artificial
hydration and nutrition through a feeding tube
for 15 years, and her husband, Michael Schiavo, was
locked in a very public legal struggle with her par-
ents and siblings about whether such treatment
should be continued or stopped. Distortion by inter-
est groups, media hyperbole, and manipulative use
of videotape characterized this case and demon-
strate what can happen when a patient becomes
more a precedent-setting symbol than a unique hu-
man being.
Let us begin with some medical facts. On Feb-
ruary 25, 1990, Terri Schiavo had a cardiac arrest,
triggered by extreme hypokalemia brought on by an
eating disorder. As a result, severe hypoxic–ische-
mic encephalopathy developed, and during the sub-
sequent months, she exhibited no evidence of high-
er cortical function. Computed tomographic scans
of her brain eventually showed severe atrophy of
her cerebral hemispheres, and her electroenceph-
alograms were flat, indicating no functional activ-
ity of the cerebral cortex. Her neurologic examina-
tions were indicative of a persistent vegetative state,
which includes periods of wakefulness alternating
with sleep, some reflexive responses to light and
noise, and some basic gag and swallowing respons-
es, but no signs of emotion, wi ...
Name:
Class:
Date:
HUMR 211 Spring 2018 - Midterm
Copyright Cengage Learning. Powered by Cognero. Page 1
Indicate the answer choice that best completes the statement or answers the question.
1. Each of the following is considered the business of social welfare except:
a. telling people how to live their lives.
b. ending all types of discrimination and oppression.
c. providing child-care services for parents who work outside the home.
d. rehabilitating people who are addicted to alcohol or drugs.
2. Which of the following statements is consistent with the residual view of social welfare?
a. Recipients are viewed as being entitled to social services and financial help.
b. Social services and financial help should be provided to an individual on a short-term basis, primarily during
emergencies.
c. It is associated with the belief that an individual’s difficulties are due to causes largely beyond his or her
control.
d. There is no stigma attached to receiving funds or services. In this view, when difficulties arise, causes are
sought in the society, and efforts are focused on improving the social institutions within which the individual
functions.
3. Which of the following is consistent with an institutional view of social welfare?
a. Social services and financial aid should be provided only when other measures or efforts have been exhausted.
b. Causes for client’s difficulties are sought in the society.
c. Clients are to blame for their predicaments because of personal inadequacies.
d. Recipients are required to perform certain low-grade work assignments to receive financial aid.
4. The Elizabethan Poor Law of 1601 established three categories of relief recipients:
a. the insane, the poor, and the disabled.
b. the insane, dependent children, and the poor.
c. the able-bodied poor, the impotent poor, and dependent children.
d. the disabled, wives of prisoners, and the poor.
5. Before 1930 social services and financial assistance for people in need were provided primarily by _____.
a. churches and voluntary organizations
b. federal and state institutions
c. richer European countries
d. the military
6. President Clinton and the Republican-controlled Congress abolished Aid to Families with Dependent Children (AFDC)
in 1996 and replaced it with:
a. Welfare Services for Single Mothers.
b. Temporary Assistance to Needy Families.
c. Conditional Aid to Single Parents.
d. Assistance for Poor Families.
Indicate whether the statement is true or false.
Name:
Class:
Date:
HUMR 211 Spring 2018 - Midterm
Copyright Cengage Learning. Powered by Cognero. Page 2
7. One of the businesses of social welfare is to provide adequate housing for the homeless.
a. True
b. False
8. In the past, social welfare has been more of a pure sci ...
NAME ----------------------------------- CLASS -------------- .docxgilpinleeanna
NAME ----------------------------------- CLASS -------------- DATE -----------
THE
Source Articles from
WALL STREET JOURNAL.
CLASSROOM EDITION
Chapter 17 International Trade
This article from the April2004 Wall Street Journal Classroom Edition offers a
broader view of a long-running trend in global trade: the movement of manufacturing
jobs to other countries. In "Two-Way Street," Journal staff reporters Joel Millman
and Norihiko Shirouzu explain that while many manufacturing jobs are indeed
streaming out of the U.S., some foreign companies are eagerly creating new manufac-
turing jobs in the U.S.
Before reading the article, you may want ro look up the following terms: proxim-
ity, incentives, rhetoric, value chain.
uBut free trade works both
ways, and just as U.S.
companies look overseas
for workers, a lot of foreign
companies have been
expanding their operations
in the U.S. and creating new
jobs for Americans. The
attractions for them are better
business conditions, proxim-
ity to the ever-expanding U.S.
consumer market, and the
promise of incentives that
many U.S. communities offer
to attract new investment.''
Free trade has hammered a lot of U.S. towns, making it easier for companies to send manu-facturing jobs south of
the border or overseas, and
idling hundreds of American
factories and tens of thousands
of workers.
But free trade works both
ways, and just as U.S. compa-
nies look overseas for workers,
a lot of foreign companies have
been expanding their opera-
tions in the U.S. and creating
new jobs for Americans. The
attractions for them are better
business conditions, proximity
to the ever-expanding U.S.
consumer market, and the
promise of incentives that
many U.S. communities offer
to attract new investment.
In 1999, for example,
Gruma, Mexico's largest pro-
ducer of corn flour and tor-
tillas, wanted to extend its
sa les territory in the eastern
U.S. The manufacturer found
that the quickest way was to
buy a rival, Barnes Foods, ven-
dor of the regional Pepito
brand in Goldsboro, N .C ..
After closing the $12 million
transaction, Gruma found something else: a com-
munity eager to offer incentives to persuade the
Mexican company to invest
millions more.
Within a year, Gruma
delighted Goldsboro by agree-
ing to buy an empty warehouse
the city owned outside rown.
The building had sat for four
years, after officials spent more
than $1 million trying to mar-
ket it as parr of an industrial
park. By promising to invest
$13 million locally, and add
100 jobs to Barnes's payroll,
Gruma got $200,000 chopped
off the building's sale price and
another $200,000 in grants to
defray infrastructure costs.
Gruma also received job-cre-
ation tax credits to offset
almost $200,000 annually
from its state corporate income
tax. Ultimately, the Mexican
company well exceeded the
n urn ber of new hires it
promised, tripling its Golds-
boro work force to nearly 200. ...
Name Understanding by Design (UbD) TemplateStage 1—Desir.docxgilpinleeanna
Name:
Understanding by Design (UbD) Template
Stage 1—Desired Results
Q Established Goals:
Students will understand to add and subtract of the numbers.
Understandings:
The student will understand some of the terms and symbols that are very important to add or subtract numbers.
Essential Questions:
What does the mean plus or add?
How can we find the different between two numbers?
What does “=” mean? And when can we use it?
Students will know the most popular of the three symbols:
1- "+" to add the numbers.
2- "-" to subtract the numbers.
3- "=" to equal the numbers.
Students will be able to
· Use the terms 'add, plus, equals, minus, and the difference between them'.
· Use number line to model and determine the difference between two numbers, e.g. “Difference between 7 and 4 is 3”.
· Use the symbols for plus (+), minus (–) and equals (=).
Stage 2 – Assessment Evidence
Performance Tasks:
•
I am math teacher (R) and I have been hired by the principal and council (A) of The School of Riyadh for elementary students who are 11 years old. The exercise will target the addition and subtraction of the math. I must illustrate and define each one. (G) I am going to use audio aids in teaching them then the students are going to write down new ideas in a table that I have made in a booklet. (P) The table contains topics and underneath each topic, there are three boxes that contain each pillar. Each box has to have the particular picture that defines each pillar and must be colorful as well. All this is in stapled booklet. (S) The cost of the tablet and booklets are $100. This task must be completed in one week (S2).
Other Evidence:
How were addition and a subtraction derived? (E)
How is addition translated to sunbathing? (I)
How is addition or subtraction use in our world? (A)
How does addition compare to subtraction? (P)
How can I best recognize addition and subtraction? (SK)
Stage 3 – Learning Plan
Learning Activities:
Differentiated Instruction
White Cube
(Basic Level)
EXPLAIN
Big Idea:
INTERPRET
APPLICATION
PERSPECTIVE
Unit:
Cubing Examples
using
the Six
Facets of
Understanding
EMPATHY
SELF-KNOWLEDGE
Differentiated Instruction
Red Cube
(Intermediate Level)
KNOWLEDGE
Big Idea:
.
COMPREHENSION
APPLICATION
ANALYSIS
Unit:
Cubing Examples
using
Bloom’s Taxonomy
SYNTHESIS
EVALUATION
Differentiated Instruction
(Advanced Level)
ThinkDOTS
Sternberg’s Triarchic Model
●
SC
Big Idea:
●●
SA
●●●
SC
●●
●●
SP
Unit:
Cubing Examples
using
ThinkDots and
Sternberg
●●●
●●
SP
KEY:
SC = Creativity
SP = Practical
SA = Analytical
●●●
●●.
SA
G
U
Q
S
T�
OE
L
L
Running head: KEEPING SCORE 1
Keeping Score
Jillian Grantham
Grantham University
KEEPING SCORE 2
Abstract
Proposed changes to Little League scoring policies can seriously affect the elements that make
this game not only popular, but beneficial to th ...
Name MUS108 Music Cultures of the World .docxgilpinleeanna
Name MUS108 Music Cultures of the World Points /40
Winter 2018 Exam 2
(Take Home, open notes – NOT open book)
Matching – (1 point each, 8 points total)
Match each term with one of the following cultures by writing the corresponding letter in the blank space:
A. India
B. Bali
C. Ireland
1. _______sitar
2._______kilitan telu
3._______kecak
4._______gamelan
5._______Sean-nós
6._______beleganjur
7._______alap
8._______céilí
9. Describe Irish music. Please include information from each of the 3 different “eras” discussed in the book. (4 points)
10. Describe a raga in detail, with much attention paid to form, instruments, and development/barhat. (4 points)
11. What effect did the potato famine have on the culture and music of Ireland? (6 points)
12. What is ombak? Please explain it in detail, including how it is achieved. (4 points)
13. What is the difference between ceili and session? (2 points)
5. Listening Exercise – 12 points ( 4 points each) Sound Files are on Moodle!!!
Listen to the sound clips. See if you can guess what culture/tradition they come from. You may even be able to guess the type/form of music. Please write down your thought process. What are the clues? Why might it be from one particular culture? Listen to instruments, form, texture. The right answer is not the goal. What I need to see is your reasoning. You could get full credit even if you guess the wrong culture, provided your reasoning is sound. Complete sentences are not needed; lists are fine.
Clip 1.
Clip 2.
Clip 3.
...
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Money, Banking, and Financial MarketsChapter 17Moneta.docx
1. Money, Banking,
and Financial Markets
Chapter 17:
Monetary Policy and Exchange Rates
Power Point Slides by Jim Butkiewicz
CHAPTER 17 Monetary Policy and Exchange Rates
Learning Objectives
This chapter introduces you to issues involving:
Exchange rates and stabilization policy
The costs of exchange-rate volatility
Exchange-rate policies
Fixed exchange rates
Currency unions
Monetary Policy & Exchange Rates
1
1
This chapter examines exchange-rate policy.
CHAPTER 17 Monetary Policy and Exchange Rates
Exchange Rates and Stabilization Policy
Monetary policy actions change exchange rates:
An increase in interest rates reduces net capital outflows and
appreciates the currency.
This is part of the transmission of monetary policy.
2. Many non-monetary factors can change exchange rates:
A loss of confidence by asset holders or a shift in commodity
prices will change exchange rates.
If such events destabilize the economy, a central bank will react
attempting to restore stability.
Monetary Policy & Exchange Rates
2
2
Shifts in monetary policy can be causes of exchange-rate
movements or reactions to exchange-rate movements.
CHAPTER 17 Monetary Policy and Exchange Rates
Exchange Rates and Aggregate Expenditure
Assume that confidence in the country of Boversia improves,
reducing net capital outflows (NCO) in terms of the local
currency (the bover).
The NCO curve shifts left, appreciating the real exchange rate
(ε) and reducing net exports (NX).
The fall in NX shifts the AE curve to the left.
If the real interest rate is held constant, the shift of AE causes a
recession.
Monetary Policy & Exchange Rates
3
3
A loss of confidence shifts NCO to the right, increasing NX,
shifting AE to the right, and creating an economic boom and
increased inflation.
3. Figure 17.1 Rising Confidence in Boversia
When Boversia’s assets become more attractive to foreign
savers, its net capital outflows fall and its real exchange rate
rises. The higher exchange rate reduces net exports (A), shifting
the aggregate expenditure curve to the left (B). If the central
bank holds the real interest rate constant, output falls.
Real exchange rate, ε
Bovers
(A)
NCO1
NCO2
NX
Real interest rate, r
Output, Y
(B)
AE1
AE2
Y*
Real interest rate chosen by central bank
Monetary Policy & Exchange Rates
CHAPTER 17 Monetary Policy and Exchange Rates
Offsetting Exchange-Rate Shocks
To keep real output at potential after the improvement in
confidence, the central bank lowers the real interest rate.
The lower real interest rate increases net capital outflows and
depreciates the real exchange rate part of the way back to its
4. original value, so net exports remain lower than their original
value.
The lower real interest rate increases investment and
consumption, offsetting the fall in net exports and keeping real
output at potential.
Monetary Policy & Exchange Rates
5
5
The central bank could lower rates further to keep net exports at
their original value, but this is not necessary to maintain output
stability.
Figure 17.2 Rising Confidence and Output Stabilization
As in Figure 17.1, higher confidence in Boversia shifts both the
NCO curve and the AE curve to the left. But now the central
bank reduces the real interest rate to keep output at potential
(B). This action shifts the NCO curve to the right but does not
fully offset the shift caused by higher confidence. The real
exchange rate rises above its initial level (A).
ε
Bovers
(A)
NCO1
NCO2
NX
NCO3
Effect of r
Effect of higher confidence
r
5. Y
(B)
AE1
AE2
Y*
Monetary Policy & Exchange Rates
Confidence and Stability
A decrease in confidence shifts NCO right, reducing the real
exchange rate and shifting AE right, increasing output.
The change in output changes inflation along the Phillips curve.
Shifts in confidence and exchange rate changes destabilize
output and inflation.
CHAPTER 17 Monetary Policy and Exchange Rates
Monetary Policy & Exchange Rates
A decrease in confidence has the opposite effects of an increase.
7
Rising Confidence in Boversia
The Phillips curve captures the positive short-run relationship
between output and inflation.
π
Y
Phillips curve
Monetary Policy & Exchange Rates
6. Figure 17.3 Effects on Components of Spending
When confidence in Boversia rises and the central bank
stabilizes output, the exchange rate rises and the interest rate
falls. These changes have offsetting effects on aggregate
expenditure.
Overall, output is constant.
Real exchange rate (from in confidence of foreign savers;
only partly offset by real interest rate)
Real interest rate by central bank
Net exports
Consumption
Investment
Monetary Policy & Exchange Rates
CHAPTER 17 Monetary Policy and Exchange Rates
Offsetting Exchange-Rate Shocks
Due to time lags and uncertainty about policy effects, central
banks dampen the effects of exchange-rate shifts, but exchange-
rate shocks still result in some output instability.
In small countries exports are a large percentage of GDP, so
central banks react strongly.
In the U.S. exports are about 15% of GDP, so the Fed focuses
more on domestic factors and usually pays little attention to
exchange rates.
Monetary Policy & Exchange Rates
7. 10
10
In some small countries exports can be half or more of GDP.
This is comparable to states within the United States. For most
states, trade with other states is a very large percentage of a
state’s GSP (Gross State Product).
CHAPTER 17 Monetary Policy and Exchange Rates
Risk and Global Economic Integration
Exchange-rate risk discourages international trade and capital
flows, favoring domestic markets and assets.
Reducing international trade reduces economic growth.
International trade promotes comparative advantage.
Competition from trade makes domestic producers more
efficient.
Trade helps spread technologies.
Capital flows, an important source of finance in developing
countries, are reduced by volatile exchange rates.
Monetary Policy & Exchange Rates
11
11
Exchange-rate risk hurts the global economy.
Exchange Rate Policies
Central banks use several methods to control exchange rates.
Interest-rate adjustments
Foreign-exchange interventions
Capital controls
Policy coordination
CHAPTER 17 Monetary Policy and Exchange Rates
8. Monetary Policy & Exchange Rates
Each method of stabilizing exchange rates has drawbacks.
12
CHAPTER 17 Monetary Policy and Exchange Rates
Exchange-Rate Policies and Their Pitfalls
Monetary Policy & Exchange Rates
13
13
Insert table 17.1 here.
CHAPTER 17 Monetary Policy and Exchange Rates
Interest Rate Adjustments
Interest rate adjustments offset shocks to exchange rates.
Increased real interest rates increase the real exchange rate, and
vice versa.
Interest rate adjustments to stabilize exchange rates can conflict
with the rates needed to stabilize output and inflation.
The real interest rate adjustment needed to keep exchange rates
constant after a shock to NCO results in a change in output.
A shock to AE that requires an interest rate change will change
the exchange rate, which may be undesirable.
Policymakers look for alternative ways to stabilize exchange
rates that don’t affect output or inflation.
Monetary Policy & Exchange Rates
9. 14
14
The goals of internal and external balance may conflict.
Figure 17.4 Stabilizing the Exchange Rate
Here, increased confidence shifts the NCO curve to the left, but
the central bank lowers the interest rate enough to reverse the
shifts completely. The real exchange rate doesn’t change (A).
The lower interest rate pushes output above potential despite the
inward shift of the AE curve (B).
ε
Bovers
(A)
NCO2
NX
NCO3 = NCO1
Effect of r
Effect of
higher confidence
Real exchange rate days constant
r
Y
(B)
AE1
AE2
Y*
Monetary Policy & Exchange Rates
10. Figure 17.5 A Domestic Shock and Output Stabilization
Here, Boversia’s AE curve shifts due to a domestic shock. The
central bank reduces the real interest rate to keep output
constant (B). The lower interest rate shifts the NCO curve to the
right, reducing the real exchange rate (A).
ε
Bovers
(A)
NCO 1
NX
NCO 2
Effect of r
Central bank reduces r to keep Y constant
r
Y
(B)
AE1
AE2
Y*
Monetary Policy & Exchange Rates
CHAPTER 17 Monetary Policy and Exchange Rates
Foreign-Exchange Interventions
Foreign-exchange interventions are purchases and sales of
foreign currencies by central banks.
Interventions requires international reserves, which are liquid
11. assets held by central banks that are denominated in foreign
currencies.
Reserves are typically held in bonds of the foreign government.
Trading domestic currency for a foreign currency increases
international reserves, and vice versa.
When a central banks sells foreign currency, it first sells its
foreign bonds to obtain the foreign currency.
Monetary Policy & Exchange Rates
17
17
In 2007 the Fed owned about $70 billion of international
reserves.
Figure 17.6 Foreign Exchange Interventions
and International Reserves
Central bank trades its currency for foreign currency…
…uses foreign currency to buy foreign assets
International reserves increase
Central bank sells foreign assets for foreign currency…
…trades foreign currency for own currency
International reserves decrease
OR
Monetary Policy & Exchange Rates
12. CHAPTER 17 Monetary Policy and Exchange Rates
Effects of Interventions
Interventions affect exchange rates by changing the supply and
demand for currencies.
If the Fed sells dollars for euros, the supply of dollars increases
and the dollar depreciates.
If Boversia’s central bank uses domestic currency to buy
foreign currency that it uses to buy foreign assets, NCO shifts
to the right, reducing the real exchange rate, and vice versa.
Monetary Policy & Exchange Rates
19
19
Interventions are an alternative way of stabilizing the exchange
rate.
Figure 17.7 Interventions and the Exchange Rate
Purchases of foreign currency by the central bank raise net
capital outflows and reduce the real exchange rate (A). Sales of
foreign currency have the opposite effects (B).
ε
Bovers
(A) Central bank buys foreign currency
NCO 1
NCO 2
ε
Bovers
(B) Central bank sells foreign currency
NCO 1
NCO 2
13. NX
NX
Monetary Policy & Exchange Rates
CHAPTER 17 Monetary Policy and Exchange Rates
Why Interventions?
Exchange-rate stabilization using interest rates has the
undesirable side effect of changing output and inflation.
Intervention stabilizes the exchange rate without changing
interest rates.
If the exchange rate remains constant, net exports are constant
and the AE curve doesn’t shift, so output and inflation remain
constant.
Monetary Policy & Exchange Rates
21
21
Intervention stabilizes the exchange rate without creating an
inflationary boom.
Figure 17.8 Interventions and the Exchange Rate Stabilization
Here, increased confidence shifts the NCO curve to the left, but
the central bank reverse the shift by purchasing foreign
currency. The exchange rate does not change (A). The AE curve
does not move and the central bank holds the interest rate
constant, so output does not change (B).
14. ε
Bovers
(A)
NX
NCO3 = NCO 1
Effect of intervention
Effect of
higher confidence
NCO 2
r
Y
(B)
AE
Y*
Real exchange rate days constant
r chosen by central bank
Monetary Policy & Exchange Rates
CHAPTER 17 Monetary Policy and Exchange Rates
Who Intervenes?
The Bank of Japan sold yen repeatedly in 2003 and 2004,
attempting to hold down the yen’s value to stimulate exports
and increase output.
Mexico and South Korea bought their own currencies in 2008-
2009 in response to falling confidence in their economies.
The Fed traded currencies frequently in the 1970s and 1980s,
but recently the Fed and ECB don’t intervene, as they doubt the
effectiveness of intervention.
Monetary Policy & Exchange Rates
15. 23
23
Japan sold yen worth 10% of GDP in 2003 and 2004 in an effort
to stop appreciation and stimulate exports.
CHAPTER 17 Monetary Policy and Exchange Rates
Capital Controls
Capital controls are regulations that restrict capital inflows or
outflows.
Both governments and central banks impose capital controls.
Controls take different forms: requiring approval to purchase
assets and taxes or forbidding entry into a country.
Capital outflows may be restricted to direct savings toward
domestic investment; inflow controls may prohibit foreign
ownership of domestic assets.
Monetary Policy & Exchange Rates
24
24
Mexico restricts foreign ownership of real estate and natural
resources.
CHAPTER 17 Monetary Policy and Exchange Rates
Effects on Exchange Rates
A restriction on capital outflows shifts NCO to the left, and vice
versa.
Capital controls ease the trade-off between output and
exchange-rate stability.
Capital controls can offset other shocks affecting exchange
rates, such as a loss of confidence.
In the 1997-1998 East Asian crisis, most central banks
16. increased interest rates in response to increased capital
outflows, causing recessions in their countries.
Alternatively, Malaysia restricted capital outflows and lowered
its interest rates, recovering faster than the other affected
countries.
Monetary Policy & Exchange Rates
25
25
Other Asian countries affected by the crisis raised interest rates
and suffered longer recessions.
Figure 17.9 Capital Controls and the Exchange Rate
If Boversia’s government or central bank imposes restrictions
on capital outflows, the NCO curve shifts to the left and the
exchange rate rises (A). Restrictions on capital inflows have the
opposite effects (B).
ε
Bovers
(A) Restrictions on Capital Outflows
NCO 1
NCO 2
ε
Bovers
(B) Restrictions on Capital Inflows
NCO 1
NCO 2
17. NX
NX
Monetary Policy & Exchange Rates
CHAPTER 17 Monetary Policy and Exchange Rates
The Critique of Capital Controls
Economists argue that controls impede the flow of saving to its
most productive uses.
Even in cases such as Malaysia, where controls appear to have
provided short-run assistance, controls will reduce foreign
investment in a country.
The U.S. abolished a tax on foreign asset purchases in 1974, but
many developing countries still have controls.
Thailand imposed controls in 2006 to stop its currency from
appreciation, but the result was a stock market crash and
controls ended.
The Thai case shows a problem with controls.
Monetary Policy & Exchange Rates
27
27
Many countries have abolished capital controls.
CHAPTER 17 Monetary Policy and Exchange Rates
Policy Coordination
Appreciation of one currency is also a depreciation of other
currencies, so officials of different countries discuss exchange
rates because many countries are affected by any change.
In 1985 a strong dollar led to calls for trade restrictions in the
U.S., so the U.S., Europe, and Japan signed the “Plaza
18. Agreement” to work to depreciate the dollar.
In 2000, the U.S., Europe, and Japan agreed to try to boost the
value of the euro, but intervention didn’t have much effect on
exchange rates, explaining why the Fed and ECB don’t
intervene.
Since the effects of intervention are questionable and interest
rate adjustments may be necessary, central banks prefer freedom
to set interest rates and thus don’t make exchange-rate
commitments.
Monetary Policy & Exchange Rates
28
28
In 2003-2004 U.S. officials criticized Japan which intervened to
weaken the yen, because U.S. officials wanted a stronger yen to
increase demand for U.S. exports.
CHAPTER 17 Monetary Policy and Exchange Rates
Fixed Exchange Rates
A floating exchange rate is a policy that allows the exchange
rate to fluctuate in response to economic shocks.
A fixed exchange rate is a policy that holds the exchange rate at
a constant level.
Fixed exchange rates better promote international trade and
capital flows since this policy eliminates exchange-rate risk.
Monetary Policy & Exchange Rates
29
29
19. Most central banks allow exchange rates to float due to the
drawbacks of the policies used to control exchange rates.
CHAPTER 17 Monetary Policy and Exchange Rates
Mechanics of Fixed Exchange Rates
Assume Boversia fixes the value of its currency to the dollar at
2 bovers per dollar.
To keep the price fixed it buys and sells dollars which is
foreign-exchange intervention.
If capital flight occurred, the central bank would sell dollars to
support its exchange rate, but it would eventually run out of
dollar reserves.
To maintain the exchange rate the central bank must increase
interest rates, restrict capital outflows, or both, or else the
exchange rate will fall.
Monetary Policy & Exchange Rates
30
30
A country’s ability to support its currency is limited by its
international reserves.
CHAPTER 17 Monetary Policy and Exchange Rates
Devaluation and Revaluation
A fixed exchange rate is a nominal rate, e.
Real exchange rates, ε, matter for the economy:
ε = eP/P*
where P is the domestic price level and P* is the foreign
price level.
A fixed nominal rate does not fix the real rate, since price
levels can change.
An increase in the domestic price level, with a fixed nominal
rate, increases the real exchange rate, reducing net exports and
20. output.
An increase in the foreign price level reduces the real exchange
rate and makes imports more expensive, hurting consumers.
Monetary Policy & Exchange Rates
31
31
Net exports are determined by real, not nominal, exchange
rates.
CHAPTER 17 Monetary Policy and Exchange Rates
Devaluation and Revaluation
Countries change fixed exchange rates to offset the effects of
price level changes.
Devaluation is resetting of a fixed exchange rate at a lower
level.
Revaluation is resetting of a fixed exchange rate at a higher
level.
A devaluation or revaluation fixes the exchange rate at a new
level.
Monetary Policy & Exchange Rates
32
32
Devaluation lowers the real exchange rate.
A Fixed Exchange Rate: Pros and Cons
CHAPTER 17 Monetary Policy and Exchange Rates
21. Monetary Policy & Exchange Rates
Insert table 17.2 here.
33
CHAPTER 17 Monetary Policy and Exchange Rates
Loss of Independent Monetary Policy
A benefit of fixed exchange rates is the encouragement of
international trade and capital flows.
The costs of fixed exchange rates are the policies that must be
used to control the exchange rate: capital controls or interest
rate adjustments.
If interest rates are used to stabilize exchange rates, they cannot
be used to stabilize the economy.
The central bank cannot change the interest rate to offset
expenditure shocks because doing so would change the
exchange rate.
Monetary Policy & Exchange Rates
34
34
With fixed exchange rates, monetary policy cannot be used to
stabilize the economy.
CHAPTER 17 Monetary Policy and Exchange Rates
Loss of Independent Monetary Policy
If interest rates increase in the U.S., NCOs will increase in
Boversia unless the interest rate is increased in Boversia.
Thus, the Fed sets the interest rate in Boversia.
The economic conditions in the U.S. may differ from those in
Boversia, making U.S. policy inappropriate for Boversia.
22. The U.S. may raise rates to stop a boom, while higher rates
worsen Boversia’s recession.
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With fixed exchange rates, small countries relinquish their
monetary policies to a large country.
CHAPTER 17 Monetary Policy and Exchange Rates
Controlling Inflation
Loss of monetary independence is a cost of fixed exchange
rates.
A fixed exchange rate is a monetary rule that can prevent high
inflation.
Inflation in Boversia will move close to the U.S. inflation rate.
Higher initial inflation in Boversia increases its real exchange
rate, reducing net exports, real output, and lowering inflation to
the U.S. level.
Fixed exchange rates can be used to stabilize inflation.
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36
In the 1980s Israel fixed its exchange rate to the dollar in
conjunction with other policies to reduce inflation.
Figure 17.10 Fixed Exchange Rates and Inflation
Boversia fixes its exchange rate against U.S. dollar
If inflation in Boversia > inflation in the United States…
23. Boversia’s real exchange rate
Boversia’s net exports
Boversia’s inflation rate
AE
Y falls below Y*
Monetary Policy & Exchange Rates
CHAPTER 17 Monetary Policy and Exchange Rates
The Instability of Fixed Exchange Rates
Eventually policymakers change the value of fixed exchange
rates or switch to floating rates.
The process of reducing inflation through fixed exchange rates
requires a recession, which is painful.
People may expect the central bank will devalue the exchange
rate rather than continue the recession.
Since devaluation hurts foreign owners of domestic assets,
capital flight occurs in the high-inflation country.
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38
Expectations of devaluation are a one-way bet against a fixed
exchange rate.
Figure 17.11 The Instability of Fixed Exchange Rates
24. If Boversia’s real exchange rate is high, reducing output…
people expect devaluation of the bover, which will cause losses
to foreign owners of Boversian assets
capital flight from Boversia
r needed to prevent Boversia’s exchange rate… but this would
Y
Boversia’s central bank devalues
Monetary Policy & Exchange Rates
CHAPTER 17 Monetary Policy and Exchange Rates
The Instability of Fixed Exchange Rates
Capital flight depletes a central bank’s international reserves,
forcing an increase in interest rates or a devaluation.
Expectations of devaluation are self-fulfilling.
Currency speculation helps cause devaluations.
A speculative attack is the strategy of selling a currency with a
fixed exchange rate, to force and profit from a devaluation.
The goal of fixed exchange rates is to stabilize the exchange
rate, but speculative attacks cause large, sudden changes in
exchange rates.
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A speculative attack is an attempt to force a policy change on a
central bank.
25. CHAPTER 17 Monetary Policy and Exchange Rates
A Brief History of Fixed Exchange Rates
The gold standard was a system of fixed exchange rates in
which each country fixed the value of its currency in terms of
gold; the gold standard broke down during the Great
Depression.
Forty-four countries established the Bretton Woods system of
fixed exchange rates in 1944.
Fixed rates were believed to be essential for trade.
Interest-rate adjustments, capital controls, and interventions
would maintain fixed rates.
U.S. inflation caused a real appreciation, causing people to
expect a U.S. devaluation.
In 1971 a speculative attack forced an 8% devaluation of the
dollar and another attacked on the U.S. dollar resulted in a 10%
devaluation in 1973.
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41
In the 1950s Milton Friedman began advocating floating
exchange rates.
CHAPTER 17 Monetary Policy and Exchange Rates
A Brief History of Fixed Exchange Rates
Rates “temporarily” floated after the 1973 attack, but fixed
rates were never restored, since floating rates allow for
independent monetary policies and avoid speculative attacks.
Since 1973 most advanced countries have had floating rates as
they prefer independent monetary policies.
Europe’s ERM was an exception but that was a temporary step
toward the euro.
26. In the 1970s through the 1990s, many developing countries
fixed their exchange rates to the U.S. dollar, but speculative
attacks forced many of these countries to float their exchange
rates.
Today small countries with links to larger economies have fixed
exchange rates as do oil exporters who fix exchange rates to the
U.S. dollar.
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42
The world price of oil is set in terms of dollars, so the fixed
exchange rate stabilizes the flow of revenues to the oil
producers.
CHAPTER 17 Monetary Policy and Exchange Rates
Currency Unions
A currency union is a group of countries that has adopted a
single money, an extreme version of fixed exchange rates.
The euro is a currency union created by 11 countries in 1999
and used by 17 countries in 2011.
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43
The euro area is the world’s largest currency union.
CHAPTER 17 Monetary Policy and Exchange Rates
The Euro Area
The Exchange Rate Mechanism was created in 1992 to reduce
27. fluctuations and ultimately fix exchange rates, leading to the
euro in 1999.
To adopt the euro, countries must be members of the European
Union and have good economic policies.
The policy requirements include a budget deficit less than 3%
of GDP and low inflation.
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44
The Maastricht Treaty was the agreement creating the euro.
The Birth of the Euro
In 1999 15 countries belonged to the European Union, but only
11 adopted the euro.
Two countries, Sweden and Greece, did not meet the economic
criteria to join the euro, and England and Denmark chose not to
join.
A goal of the European Union is economic integration,
including removal of trade barriers and capital controls.
CHAPTER 17 Monetary Policy and Exchange Rates
Monetary Policy & Exchange Rates
The single currency facilitates price comparisons between
countries.
45
CHAPTER 17 Monetary Policy and Exchange Rates
The Euro Area Grows
Greece met the economic criteria in 2001 and joined the euro.
28. Between 2004 and 2007 the EU admitted 12 new countries; as
of 2011 five have joined the euro: Slovenia, Slovakia, Estonia,
Cyprus, and Malta.
Other new members are eager to join, but some do not yet meet
the economic criteria.
The U.K., Denmark, and Sweden remain outside the union.
The public in Denmark and Sweden recently voted to retain
their national currencies.
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46
All of the new EU members must eventually join the euro.
CHAPTER 17 Monetary Policy and Exchange Rates
European Monetary Policy
The Eurosystem runs monetary policy for the euro area.
The European Central Bank (ECB) has a six-member Executive
Board.
The president of the ECB chairs the Board and serves a single
eight-year term.
Monetary policy sets interest-rate targets at monthly meetings
of the Governing Council, comprised of the Executive Board
and 15 governors from countries’ national central banks
(NCBs).
As the euro area includes more than 15 countries and will
expand further, governors of NCBs will take turns on the
Council.
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47
The NCBs perform functions similar to the Federal Reserve
Banks in the United States.
Figure 17.12 The Euro Area, 2011
The countries shaded in orange used the euro as their currency
in 2011.
SWEDEN
NORWAY
DENMARK
NETHERLANDS
LUXEMBOURG
BELGIUM
GERMANY
POLAND
BELARUS
UKRAINE
CZECH REPUBLIC
SLOVAKIA
AUSTRIA
SLOVENIA
ITALY
SWITZERLAND
FRANCE
SPAIN
PORTUGAL
MOROCCO
ALGERIA
TUNISIA
MALTA
CYPRUS
GREECE
30. BULGARIA
SERBIA
BOSNIA AND HERZEGOVINA
ROMANIA
HUNGARY
LITHUANIA
LATVIA
ESTONIA
FINLAND
UK
IRELAND
Monetary Policy & Exchange Rates
CHAPTER 17 Monetary Policy and Exchange Rates
The Economics of Currency Unions
A currency union increases economic integration that promotes
trade and capital flows.
A currency union has several advantages:
Exchange rates are absolutely fixed at 1:1, and speculative
attacks are impossible.
The costs of exchanging currencies is eliminated.
Price comparisons in different countries are facilitated,
increasing competition.
Research has found that integration has increased, as have
capital flows.
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49
The euro’s creators hoped the euro would increase integration
31. and speed economic growth.
CHAPTER 17 Monetary Policy and Exchange Rates
One-Size-Fits-All Policy
The drawback of currency unions is the loss of independent
monetary policy.
Critics argue that different areas in Europe require different
interest rates:
The 2010 Greek debt crisis required increased interest rates,
resulting in a recession with 12% unemployment.
If Greece had its own currency, it could loosen monetary policy,
depreciating the currency, increasing net exports and helping
the recovery, but being a euro member prevents this.
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50
The United States is a currency union for its 50 states, and
different states at times would benefit from independent
monetary policies.
CHAPTER 17 Monetary Policy and Exchange Rates
The Politics of Currency Unions
The creation of the euro is part of a political movement toward
European unity that began after World War II.
A goal of unity is to avoid future conflicts.
Eastern European countries view the euro as breaking with their
Communist past and a tie with Western Europe.
Nationalists who prefer to maintain national identity oppose the
euro as a threat to countries’ identity.
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One reason the UK has opted out of the euro is due to a desire
to remain independent.
CHAPTER 17 Monetary Policy and Exchange Rates
More Currency Unions?
There are two currency unions in Africa and one in the Eastern
Caribbean.
Other unions have been proposed; however, opposition remains
strong.
The winner of the 1999 Nobel Prize in Economics, Robert
Mundell, has proposed a world currency.
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A world currency would require a world central bank.
CHAPTER 17 Monetary Policy and Exchange Rates
Chapter Summary
Shocks such as shifts in asset holders’ confidence cause
fluctuations in exchange rates, destabilizing output and
inflation.
Central banks adjust interest rates to offset the effects of
exchange rates on output and inflation.
In countries with high levels of foreign trade, such as Canada,
adjustments to exchange-rate movements are a major part of
monetary policy.
Monetary Policy & Exchange Rates
33. Chapter Summary
Exchange rate fluctuations create risk for importers and
exporters of goods and owners of foreign capital.
Exchange rate risk decreases international trade and capital
flows, reducing economic efficiency and international trade.
CHAPTER 17 Monetary Policy and Exchange Rates
Monetary Policy & Exchange Rates
CHAPTER 17 Monetary Policy and Exchange Rates
Chapter Summary
Central banks have several tools to stabilize exchange rates, but
each has drawbacks.
Adjusting interest rates stabilizes exchange rates, but may
destabilize output.
Central banks try to influence exchange rates with foreign-
exchange interventions, but the effectiveness of this policy is
questionable.
Capital controls help control exchange rates, but impede the
flow of savings to the most productive uses.
Exchange-rate policies can be coordinated, but this may cause
frictions.
Monetary Policy & Exchange Rates
CHAPTER 17 Monetary Policy and Exchange Rates
Chapter Summary
A central bank fixes its nominal exchange rate by buying and
selling its currency at a fixed rate and supports the exchange
34. rate with interest-rate adjustments and/or capital controls.
Policymakers devalue or revalue fixed exchange rates.
Changing the exchange rate offsets drift due to different
inflation rates.
Monetary Policy & Exchange Rates
CHAPTER 17 Monetary Policy and Exchange Rates
Chapter Summary
Countries with fixed exchange rates sacrifice independent
monetary policies and cannot adjust interest rates to stabilize
output.
Fixed exchange rates prevent high inflation by tying a country’s
inflation rate to that of another country.
Speculative attacks cause a collapse of fixed exchange rates.
From 1944 to 1973 most countries had fixed exchange rates as
members of the Bretton Woods system and have adopted
floating exchange rates since then.
Monetary Policy & Exchange Rates
CHAPTER 17 Monetary Policy and Exchange Rates
Chapter Summary
A currency union is a group of countries with a common
currency.
The euro area is the world’s largest currency union.
The primary advantage of currency unions is promotion of
economic integration; the primary drawback is a single
monetary policy that might not be appropriate for all countries,
as illustrated by Greece’s 2010 debt crisis.
The impetus for the euro was political: a common currency
symbolizes European unity.