Economic Integration of Pakistan: An Empirical Test of Purchasing Power Parityinventionjournals
This paper empirically analyses the substantiation of (PPP) purchasing power parity theory in Pakistan. For finding the associationin exchange rate’sprecariousness and inflation rate’sdisparity between Pakistan and its thirteen major trading partners, study used OLS method, and for long run relationship applied co-integration, error correction model and panel co-integration technique over the time span of 1972Q1- 2012Q3. OLS results are shown very small values of R 2 . But co-integration, Unit root test results and Panel tests’ results revealed the existence of long run equilibrium relationship between Pakistan and sample countries. The error correction terms also exposed and confirmed the speed of adjustment from disequilibrium to long run equilibrium condition at significant level.Panel unit root test and panel co-integration test by Pedroni also revealed that expected inflation rate differential have a positive andsignificant effect on exchange rate change between Pakistan and its trading partners during the sample period. The results also provided thestrong evidence thateconomic integration between foreign exchange markets and commodity markets among the sample countries is very high. For getting the proper fruits of globalization it is required to enhance the canvas of exports quantity and numbers of export items
International Journal of Mathematics and Statistics Invention (IJMSI) is an international journal intended for professionals and researchers in all fields of computer science and electronics. IJMSI publishes research articles and reviews within the whole field Mathematics and Statistics, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Economic Integration of Pakistan: An Empirical Test of Purchasing Power Parityinventionjournals
This paper empirically analyses the substantiation of (PPP) purchasing power parity theory in Pakistan. For finding the associationin exchange rate’sprecariousness and inflation rate’sdisparity between Pakistan and its thirteen major trading partners, study used OLS method, and for long run relationship applied co-integration, error correction model and panel co-integration technique over the time span of 1972Q1- 2012Q3. OLS results are shown very small values of R 2 . But co-integration, Unit root test results and Panel tests’ results revealed the existence of long run equilibrium relationship between Pakistan and sample countries. The error correction terms also exposed and confirmed the speed of adjustment from disequilibrium to long run equilibrium condition at significant level.Panel unit root test and panel co-integration test by Pedroni also revealed that expected inflation rate differential have a positive andsignificant effect on exchange rate change between Pakistan and its trading partners during the sample period. The results also provided thestrong evidence thateconomic integration between foreign exchange markets and commodity markets among the sample countries is very high. For getting the proper fruits of globalization it is required to enhance the canvas of exports quantity and numbers of export items
International Journal of Mathematics and Statistics Invention (IJMSI) is an international journal intended for professionals and researchers in all fields of computer science and electronics. IJMSI publishes research articles and reviews within the whole field Mathematics and Statistics, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
This paper uses NIESR’s global econometric model, NiGEM, to analyse possible adjustment paths for the US current account, if its current level of 6 per cent of GDP proves unsustainable. Nominal exchange rate shifts have only a transitory impact on current account balances, so any long-term improvement of the US current account balance would require a real and sustained reduction in domestic absorption, or a rise in foreign absorption. This could be effected through a sequence of exchange rate movements driven by a gradual rise in the risk premium on US assets. This would induce a permanent change in the real exchange rate, and would also reduce domestic absorption in the US due to a rise in real interest rates. Global policy coordination, which involved raising domestic demand in countries such as China and Japan, could speed the process of adjustment and ease the negative impact on the US economy.
Authored by: Ray Barrell, Dawn Holland, Ian Hurst
Published in 2007
Foreign Exchange
Rate Deterrntnatton
and Forecastlng
The herd instinct among forecasters makes sheep
look like
independent thinkets- -Edgar R Fiedler'
LEARNING OBJECTIVES
*E,xaminehowthesupplyanddemandforanycunencycanbeviewedaSanassetchoice
issue within the portfolio of investors'
{& -bxplore how the three malor approaches to excnange rate determlnatron-pailty con-
ditioot, the balance of payments, and the asset approach-combine to explain the
numerous emerging market currency crises experienced in recent yeals.
* Observe how forecasters combine technical analysis with the three major theoretical
approaches to forecasting exchange rates'
What determines the exchange rate between currencies? This has proven to be a very diffi-
cult question to answer. Companies and agents need foreign currency for buying imports, or
*uy
"urn
foreign currency by exporting. Investors, investing in interest-bearing instruments
in ioreign
"orrntri"5
and currencies, fixed-income securities like bonds, shares in publicly
traded cimpanies, or other new types of hybrid instruments in foreign markets, all need for-
eign currenty. Tourists, migrant workers, speculators on currency movements-all of these
ec;nomic agents buy and sell and supply and demand currencies.every day.This chapter
offers somJ basic theoretical frameworks to try to organize these elements, forces, and
principles.'
Cirapter 7 described the international parity conditions that integrate exchange rates
with inflation and interest rates and provided a theoreticai framework for both the globai
financial markets and the management of international financial business. Chapter 4 pro-
vided a detailed analysis of how an individual country's international economic activity, its
balance of payments, can impact exchange rates. This chapter extends those discussions of
exchange rate determination to the third school, the asset market approach.
gxiiOit 9.1 provides an overview of the many determinants of exchange rates. This road
map is first organized by the three major schools of thought (parity conditions, balance of
payments appioach, asset market approach), and second by the individual drivers within
i6or" uppro*hes. At first glance the idea that there are three sets of theories may appear
daunting, but it is important to remember that these are not competing theories, but rather
contplementary theories.Without the depth and breadth of the various approaches combined-
out ubility to capture the complexity of the global market for currencies is lost. The chapter
concludes with the Mini-Case, The Japanese Yen Intervention of 2010, detailing Japan's
return to its guidance of market value.
234
cHAPTER I Foreign Exchange Rate Determination and Forecasting
The Determinants of Foreign Exchange Rates
Parity Conditions
1. Reiative inflation rates
2. Relative interesl rates
3. Forward exchange rates
4. lnterest rate parity
235
ls there a well-developed
and liquid money and capi.
ARTICLE ASSIGNMENT INFORMATIONInformation coming from Syllabus.docxfredharris32
ARTICLE ASSIGNMENT INFORMATION
Information coming from Syllabus:
Team Article Presentation Details
a. During the first week, you will be required to form teams of 2-3 students. You can do this by self-selecting yourself into Groups (left menu bar of Blackboard) along with fellow students you wish to work with. The groups are automatically capped at 3 and will not permit additional enrolment. This team will stay constant throughout the course and will work on the Article Presentation as well as the Term Paper.
b. Each team will be randomly assigned a specific article from the empirical readings in your course pack, or another current event/article to be announced by the instructor. These readings are usually either an analytical or empirical research paper that tests the theories in the earlier part of your course pack. Each of them requires you to read them carefully, understand the topic of the research paper, understand the methodology used to study the specific topic and then evaluate the findings of the author(s).
c. The team will then prepare a power point presentation on the article that provides a complete summary of the research/analysis, including your own critique or stance on the problem being studied.
d. Finally, the team will make a brief presentation to the class on the specific assigned date. All team members must participate in the presentation. Prepare the presentation as if you are teaching that article to the class.
Team Article Presentation
The Instructor will assign a specific article from the custom text which your team will present to the class including a thorough analysis of the article. The articles in the reading are essentially analytical or empirical research studies and will require some effort to understand, synthesize, and present to the class. Prepare to make this presentation as if you are teaching that article to the class. You will need to make a Power Point presentation that should be uploaded to Blackboard by the end of the sixth week. The grading rubric for this presentation is as follows.
Team Presentation Rubric (Online Format)
Presentation Component
Unacceptable
0 Points
Acceptable
1 Point
Good
2 Points
Excellent
3 Points
Coverage of article
Very incomplete, significant gaps, or biased summary of article
Complete but cursory presentation of the articles, does not necessarily identify the big picture
Generally thorough and balanced but awkward, needs better sequencing and identification of the big picture
Thorough coverage of article, identifies key issues and balanced treatment of perspectives
Understanding and Critique
little or no reasoning, explanation, or evidence provided
Reasoning and evidence presented but not well organized or poor sources
Good logical reasoning and evidence, but not integrated
Logical reasoning integrated with authoritative references on key points
Graphics and Visuals
Poor quality graphics and presentation of material is illegible and inconsistent, ...
Purchasing power parity a unit root, cointegration and var analysis in emergi...Giwrgos Loukopoulos
The purpose of this study is to investigate the validity of the absolute version of the purchasing power parity (PPP) of a sample of four advanced and four emerging countries covering the period from 1993 to 2014. To examine the existence of PPP we apply the Augmented Dickey-Fuller, DF-GLS and KPSS tests for non-stationarity, and the Johansen procedure for cointegration between exchange rates and consumer price indices. The impulse response function presents a graphical view which is consistent with impressions from the statistics of stationarity tests. We also employ the variance decomposition method to analyze the movements in the exchange rates and the price indices that are caused by their own shocks, and shocks caused by other variables. With respect to half-life estimates, the results from a shock to the real exchange rate range from 9,76 to 77,39 months. Overall, unit root tests show that absolute PPP may hold, but this depends on the country and the selected method. In contrast, the Johansen approach does not support the existence of PPP in any country.
week 6 Discussion 1 Chapter 12 –From the chapter reading, we l.docxhelzerpatrina
week 6
Discussion 1
Chapter 12 –From the chapter reading, we learned that e-mail is a major area of focus for information governance (IG) efforts and has become the most common business software application and the backbone of business communications today. In addition, the authors provided details to support their position by providing 2013 survey results from 2,400 corporate e-mail users from a global perspective. The results indicated that two-thirds of the respondents stated that e-mail was their favorite form of business communication which surpassed not only social media but also telephone and in-person contact.
Q1: With this detail in mind, briefly state why the e-Mail has become a critical component for IG implementation?
100- 150 words is enough with atleast 1 reference
According to Franks and Smallwood (2013), information has become the lifeblood of every business organization, and that an increasing volume of information today has increased and exchanged through the use of social networks and Web2.0 tools like blogs, microblogs, and wikis. When looking at social media in the enterprise, there is a notable difference in functionality between e-mail and social media and has been documented by research – “…that social media differ greatly from e-mail use due to its maturity and stability.” (Franks & Smallwood, 2013).
Q2: Please identify and clearly state what the difference is?
100 -150 words is enough with atleast 1 reference
COMMODITY PRICES, CONVENIENCE YIELDS, AND INFLATION
Nikolay Gospodinov and Serena Ng*
Abstract—This paper provides evidence that the two leading principal
components in a panel of 23 commodity convenience yields have statisti-
cally and quantitatively important predictive power for inflation even after
controlling for unemployment gap and oil prices. The results hold up in
out-of-sample forecasts, across forecast horizons, and across G7 countries.
The convenience yields also explain commodity prices and can be seen as
informational variables about future economic conditions as conveyed by
the futures markets. A bootstrap procedure for conducting inference when
the principal components are used as regressors is also proposed.
I. Introduction
M ONETARY authorities seem to hold a long-standingview that commodity prices have inflationary conse-
quences, and thus the ability to predict future commodity
price movements can be important for the time path of
economic policies. As the Federal Reserve chairman, Ben
Bernanke, remarked,
Rapidly rising prices for globally traded commodities
have been the major source of the relatively high rates
of inflation we have experienced in recent years, under-
scoring the importance for policy of both forecasting
commodity price changes and understanding the factors
that drive those changes (2008).
In spite of the general view that commodity price move-
ments have inflation implications, the formal link between
inflation and commodity prices is not thorough ...
Baltic dry index paper as predictor of economic activity and stock returnsneiracar
The Baltic Dry Index as a Predictor of Global Stock Returns,
Commodity Returns, and Global Economic Activity¤
Gurdip Bakshia† George Panayotovb‡ Georgios Skoulakisc§
Determinants of the implied equity risk premium in BrazilFGV Brazil
This paper proposes and tests market determinants of the equity risk premium (ERP) in Brazil. We use implied ERP, based on the Elton (1999) critique. The ultimate goal of this exercise is to demonstrate that the calculation of implied, as opposed to historical ERP makes sense, because it varies, in the expected direction, with changes in fundamental market indicators. The ERP for Brazil is calculated as a mean of large samples of individual stock prices in each month in the January, 1995 to September, 2015 period, using the “implied risk premium” approach. As determinants of changes in the ERP we obtain, as significant, and in the expected direction: changes in the CDI rate, in the country debt risk spread, in the US market liquidity premium and in the level of the S&P500. The influence of the proposed determining factors is tested with the use of time series regression analysis. The possibility of a change in that relationship with the 2008 crisis was also tested, and the results indicate that the global financial crisis had no significant impact on the nature of the relationship between the ERP and its determining factors. For comparison purposes, we also consider the same variables as determinants of the ERP calculated with average historical returns, as is common in professional practice. First, the constructed series does not exhibit any relationship to known market-events. Second, the variables found to be significantly associated with historical ERP do not exhibit any intuitive relationship with compensation for market risk.
Authors:
Sanvicente, Antonio Zoratto
Carvalho, Mauricio Rocha de
FGV's Sao Paulo School of Economics (EESP)
Econ 6301 Applied Microeconomic Theory
READING ASSIGNMENT #2
Ch 3 Demand
Reading: “What is the Price Elasticity of Housing Demand?”
Eric A. Hanushek and John M. Quigley
The Review of Economics and Statistics
Vol. 62, No. 3 (Aug., 1980), pp. 449-454
Read the above article and answer the following questions.
1. Describe the paper’s conceptual framework. Do you agree with this framework? What are some of its limitations?
2. Describe the model used to estimate housing demand.
3. Work through the math described in the paper to make sure that you know how the authors obtained equations (4) and (5). What are the main differences between equations (4) and (5)?
4. Briefly describe the data from the Housing Allowance Demand Experiment. Why are these data good for this study? What are some of the limitations of the data? How do you think these issues might affect the results?
5. Describe the empirical results. Why do the long-run and short-run price elasticities differ?
6. How do the results in this paper differ from results found by previous studies? Why?
7. Would the results from this study hold in today’s market? Discuss.
ABGB 302: Week 3 Case Study Assignment
Describe the source of the dispute and the results of the case in WTO (40 points)—U.S.-E.U Beef Hormone case study.
Note: 250 words each for the source of dispute and the results rendered by WTO—500 words total.
This week's case study is about U.S.-EU Beef hormone. The dispute was argued in the WTO.
The question is: Describe the source of the dispute and the results of the case in WTO—U.S.-E.U Beef Hormone case study.
Note 250 words each for the source of dispute and the results rendered by WTO. That will be 500 words in total.
This is a very easy case study. Here I'm asking you to describe the source of the dispute and the results rendered by the WTO in this case.
The content component will be writing what was the source and the decision rendered by the WTO.
The application component is expanding on the case--like putting meat on the bones. The source of the dispute (250 words)--talk about the issue, countries involved, background why this case came to WTO, what is WTO, why it was created, who were the parties to the dispute, why hormone-fed beef is good in the US and bad in the EU. What is EU (the composition of EU countries) their trade policy in beef?
Next part is that the WTO gave the decision, what was the decision and how it affects beef trade. Has the EU allowed the US to export hormone-fed beef? Include all these points in your application (200 words).
Organization and grammar (4 points)... usual stuff as mentioned in the rubric.
AGB 302 Grading Rubric – Case Studies Fall B – 2018
Evaluation Criteria Excellent Very Good Adequate Needs Improvement No Credit
Content
(18 points)
Complete and
organized
submissions that
adhere to all
assignment
instructions.
Submission is missing
minor elements
and/or is not well-
organized and/or
miss ...
Konvergoituvatko eri maiden tuottavuustasot? Lähentyvätkö kehittyvät maat kehittyneitä maita? Mitkä maaryhmät konvergoituvat? Tässä tutkimuksessa pyritään antamaan vastauksia edelle esitettyihin kysymyksiin tarkastelemalla työn tuottavuuden absoluuttista konvergenssia ja sigma-konvergenssia Penn World Table 9.0 aineistolla. Absoluuttisella konvergenssilla tarkoitetaan yksinkertaistaen sitä, että mitä alempi taso jollakin taloudellisella mittarilla on suhteessa muihin maihin, sitä suurempi on sen kasvuaste. Sigma-konvergenssilla tarkoitetaan sitä, että jonkin taloudellisen mittarin eri maiden tasojen hajonta pienenee jollakin aikavälillä. Tässä tutkimuksessa testataan konvergoituvatko tiettyjen maaryhmien tuottavuustasot. Nämä maaryhmät ovat seuraavat kansainväliset organisaatiot: OECD, EU ja APEC. Lisäksi testataan konvergoituvatko seuraavien maanosien maat keskenään: Afrikka, Aasia, Eurooppa ja Etelä-Amerikka. Tulosten mukaan konvergoitumista esiintyy seuraavissa maaryhmissä: OECD, EU, APEC, Eurooppa ja Aasia. Tulosten mukaan Afrikassa ja Etelä-Amerikassa konvergoituminen on kuitenkin epävarmaa tai jopa olematonta.
· Describe strategies to build rapport with inmates and offenders .docxgerardkortney
· Describe strategies to build rapport with inmates and offenders in a correctional treatment or supervision program.
· Describe the effect of group dynamics on facilitating programs.
· Describe techniques for establishing a therapeutic environment.
Generalist Case Management
Woodside and McClam
https://phoenix.vitalsource.com/books/9781483342047/pageid/44
https://phoenix.vitalsource.com/#/books/9781323128800
https://phoenix.vitalsource.com/#/books/9781483342047
https://phoenix.vitalsource.com/#/books/9781133795247
https://phoenix.vitalsource.com/#/books/1259760413
Use book and two outside sources.
At least 100 words per question
THANKS
1 The Role of the Correctional Counselor CHAPTER OBJECTIVES After reading this chapter, you will be able to: 1. Identify the functions and parameters of the counseling process. 2. Discuss the competing interests between security and counseling in the correctional counseling process. 3. Know common terms and concerns associated with custodial corrections. 4. Understand the role of the counselor as facilitator. 5. Identify the various personal characteristics associated with effective counselors. 6. Be aware of the impact that burnout can have on a counselor’s professional performance. 7. Identify the various means of training and supervision associated with counseling. PART ONE: A BRIEF INTRODUCTION TO COUNSELING AND CORRECTIONS There are many myths concerning the concept of counseling. Although the image of the counseling field has changed dramatically over the past two or three decades, much of society still views counseling and therapy as a mystic process reserved for those who lack the ability to handle life issues effectively. While the concept of counseling is often misunderstood, the problem is exacerbated when attempting to introduce the idea of correctional counseling. Therefore, the primary goal of this chapter is to provide a working definition of correctional counseling that includes descriptions of how and when it is carried out. In order to understand the concept of correctional counseling, however, the two words that derive the concept must first be defined: “corrections” and “counseling.” In addition, a concerted effort is made to identify the myriad of legal and ethical issues that pertain to counselors working with offenders. It is very difficult to identify a single starting point for the counseling profession. In essence, there were various movements occurring simultaneously that later evolved into what we now describe as counseling. One of the earliest connections to the origins of counseling took place in Europe during the Middle Ages (Brown & Srebalus, 2003). The primary objective was assisting individuals with career choices. This type of counseling service is usually described by the concept of “guidance.” In the late 1800s Wilhelm Wundt and G. Stanley Hall created two of the first known psychological laboratories aimed at studying and treating individuals with psychological and e.
· Debates continue regarding what constitutes an appropriate rol.docxgerardkortney
· Debates continue regarding what constitutes an appropriate role for the judiciary. Some argue that federal judges have become too powerful and that judges “legislate from the bench.”
1. What does it mean for a judge to be an activist?
2. What does it mean for a judge to be a restrainist?
· Although conservatives had long complained about the activism of liberal justices and judges, in recent years conservative judges and justices have been likely to overturn precedents and question the power of elected institutions of government.
3. When is judicial activism appropriate? Explain.
· To defenders of the right to privacy, it is implicitly embodied in the Constitution in the First, Fourth, Fifth, Ninth, and Fourteenth Amendments. To opponents, it is judge-made law because there is no explicit reference to it under the Constitution. The right to privacy dates back to at least 1890, when Boston attorneys Samuel Warren and Louis Brandeis equated it with the right to be left alone from journalists who engaged in yellow journalism.
4. In short, do you believe a right to privacy exists in the federal Constitution. Why or why not?
.
More Related Content
Similar to ~ ) Pergamon J o u n t a l q f l n t e r n a t i o n a l Mo.docx
This paper uses NIESR’s global econometric model, NiGEM, to analyse possible adjustment paths for the US current account, if its current level of 6 per cent of GDP proves unsustainable. Nominal exchange rate shifts have only a transitory impact on current account balances, so any long-term improvement of the US current account balance would require a real and sustained reduction in domestic absorption, or a rise in foreign absorption. This could be effected through a sequence of exchange rate movements driven by a gradual rise in the risk premium on US assets. This would induce a permanent change in the real exchange rate, and would also reduce domestic absorption in the US due to a rise in real interest rates. Global policy coordination, which involved raising domestic demand in countries such as China and Japan, could speed the process of adjustment and ease the negative impact on the US economy.
Authored by: Ray Barrell, Dawn Holland, Ian Hurst
Published in 2007
Foreign Exchange
Rate Deterrntnatton
and Forecastlng
The herd instinct among forecasters makes sheep
look like
independent thinkets- -Edgar R Fiedler'
LEARNING OBJECTIVES
*E,xaminehowthesupplyanddemandforanycunencycanbeviewedaSanassetchoice
issue within the portfolio of investors'
{& -bxplore how the three malor approaches to excnange rate determlnatron-pailty con-
ditioot, the balance of payments, and the asset approach-combine to explain the
numerous emerging market currency crises experienced in recent yeals.
* Observe how forecasters combine technical analysis with the three major theoretical
approaches to forecasting exchange rates'
What determines the exchange rate between currencies? This has proven to be a very diffi-
cult question to answer. Companies and agents need foreign currency for buying imports, or
*uy
"urn
foreign currency by exporting. Investors, investing in interest-bearing instruments
in ioreign
"orrntri"5
and currencies, fixed-income securities like bonds, shares in publicly
traded cimpanies, or other new types of hybrid instruments in foreign markets, all need for-
eign currenty. Tourists, migrant workers, speculators on currency movements-all of these
ec;nomic agents buy and sell and supply and demand currencies.every day.This chapter
offers somJ basic theoretical frameworks to try to organize these elements, forces, and
principles.'
Cirapter 7 described the international parity conditions that integrate exchange rates
with inflation and interest rates and provided a theoreticai framework for both the globai
financial markets and the management of international financial business. Chapter 4 pro-
vided a detailed analysis of how an individual country's international economic activity, its
balance of payments, can impact exchange rates. This chapter extends those discussions of
exchange rate determination to the third school, the asset market approach.
gxiiOit 9.1 provides an overview of the many determinants of exchange rates. This road
map is first organized by the three major schools of thought (parity conditions, balance of
payments appioach, asset market approach), and second by the individual drivers within
i6or" uppro*hes. At first glance the idea that there are three sets of theories may appear
daunting, but it is important to remember that these are not competing theories, but rather
contplementary theories.Without the depth and breadth of the various approaches combined-
out ubility to capture the complexity of the global market for currencies is lost. The chapter
concludes with the Mini-Case, The Japanese Yen Intervention of 2010, detailing Japan's
return to its guidance of market value.
234
cHAPTER I Foreign Exchange Rate Determination and Forecasting
The Determinants of Foreign Exchange Rates
Parity Conditions
1. Reiative inflation rates
2. Relative interesl rates
3. Forward exchange rates
4. lnterest rate parity
235
ls there a well-developed
and liquid money and capi.
ARTICLE ASSIGNMENT INFORMATIONInformation coming from Syllabus.docxfredharris32
ARTICLE ASSIGNMENT INFORMATION
Information coming from Syllabus:
Team Article Presentation Details
a. During the first week, you will be required to form teams of 2-3 students. You can do this by self-selecting yourself into Groups (left menu bar of Blackboard) along with fellow students you wish to work with. The groups are automatically capped at 3 and will not permit additional enrolment. This team will stay constant throughout the course and will work on the Article Presentation as well as the Term Paper.
b. Each team will be randomly assigned a specific article from the empirical readings in your course pack, or another current event/article to be announced by the instructor. These readings are usually either an analytical or empirical research paper that tests the theories in the earlier part of your course pack. Each of them requires you to read them carefully, understand the topic of the research paper, understand the methodology used to study the specific topic and then evaluate the findings of the author(s).
c. The team will then prepare a power point presentation on the article that provides a complete summary of the research/analysis, including your own critique or stance on the problem being studied.
d. Finally, the team will make a brief presentation to the class on the specific assigned date. All team members must participate in the presentation. Prepare the presentation as if you are teaching that article to the class.
Team Article Presentation
The Instructor will assign a specific article from the custom text which your team will present to the class including a thorough analysis of the article. The articles in the reading are essentially analytical or empirical research studies and will require some effort to understand, synthesize, and present to the class. Prepare to make this presentation as if you are teaching that article to the class. You will need to make a Power Point presentation that should be uploaded to Blackboard by the end of the sixth week. The grading rubric for this presentation is as follows.
Team Presentation Rubric (Online Format)
Presentation Component
Unacceptable
0 Points
Acceptable
1 Point
Good
2 Points
Excellent
3 Points
Coverage of article
Very incomplete, significant gaps, or biased summary of article
Complete but cursory presentation of the articles, does not necessarily identify the big picture
Generally thorough and balanced but awkward, needs better sequencing and identification of the big picture
Thorough coverage of article, identifies key issues and balanced treatment of perspectives
Understanding and Critique
little or no reasoning, explanation, or evidence provided
Reasoning and evidence presented but not well organized or poor sources
Good logical reasoning and evidence, but not integrated
Logical reasoning integrated with authoritative references on key points
Graphics and Visuals
Poor quality graphics and presentation of material is illegible and inconsistent, ...
Purchasing power parity a unit root, cointegration and var analysis in emergi...Giwrgos Loukopoulos
The purpose of this study is to investigate the validity of the absolute version of the purchasing power parity (PPP) of a sample of four advanced and four emerging countries covering the period from 1993 to 2014. To examine the existence of PPP we apply the Augmented Dickey-Fuller, DF-GLS and KPSS tests for non-stationarity, and the Johansen procedure for cointegration between exchange rates and consumer price indices. The impulse response function presents a graphical view which is consistent with impressions from the statistics of stationarity tests. We also employ the variance decomposition method to analyze the movements in the exchange rates and the price indices that are caused by their own shocks, and shocks caused by other variables. With respect to half-life estimates, the results from a shock to the real exchange rate range from 9,76 to 77,39 months. Overall, unit root tests show that absolute PPP may hold, but this depends on the country and the selected method. In contrast, the Johansen approach does not support the existence of PPP in any country.
week 6 Discussion 1 Chapter 12 –From the chapter reading, we l.docxhelzerpatrina
week 6
Discussion 1
Chapter 12 –From the chapter reading, we learned that e-mail is a major area of focus for information governance (IG) efforts and has become the most common business software application and the backbone of business communications today. In addition, the authors provided details to support their position by providing 2013 survey results from 2,400 corporate e-mail users from a global perspective. The results indicated that two-thirds of the respondents stated that e-mail was their favorite form of business communication which surpassed not only social media but also telephone and in-person contact.
Q1: With this detail in mind, briefly state why the e-Mail has become a critical component for IG implementation?
100- 150 words is enough with atleast 1 reference
According to Franks and Smallwood (2013), information has become the lifeblood of every business organization, and that an increasing volume of information today has increased and exchanged through the use of social networks and Web2.0 tools like blogs, microblogs, and wikis. When looking at social media in the enterprise, there is a notable difference in functionality between e-mail and social media and has been documented by research – “…that social media differ greatly from e-mail use due to its maturity and stability.” (Franks & Smallwood, 2013).
Q2: Please identify and clearly state what the difference is?
100 -150 words is enough with atleast 1 reference
COMMODITY PRICES, CONVENIENCE YIELDS, AND INFLATION
Nikolay Gospodinov and Serena Ng*
Abstract—This paper provides evidence that the two leading principal
components in a panel of 23 commodity convenience yields have statisti-
cally and quantitatively important predictive power for inflation even after
controlling for unemployment gap and oil prices. The results hold up in
out-of-sample forecasts, across forecast horizons, and across G7 countries.
The convenience yields also explain commodity prices and can be seen as
informational variables about future economic conditions as conveyed by
the futures markets. A bootstrap procedure for conducting inference when
the principal components are used as regressors is also proposed.
I. Introduction
M ONETARY authorities seem to hold a long-standingview that commodity prices have inflationary conse-
quences, and thus the ability to predict future commodity
price movements can be important for the time path of
economic policies. As the Federal Reserve chairman, Ben
Bernanke, remarked,
Rapidly rising prices for globally traded commodities
have been the major source of the relatively high rates
of inflation we have experienced in recent years, under-
scoring the importance for policy of both forecasting
commodity price changes and understanding the factors
that drive those changes (2008).
In spite of the general view that commodity price move-
ments have inflation implications, the formal link between
inflation and commodity prices is not thorough ...
Baltic dry index paper as predictor of economic activity and stock returnsneiracar
The Baltic Dry Index as a Predictor of Global Stock Returns,
Commodity Returns, and Global Economic Activity¤
Gurdip Bakshia† George Panayotovb‡ Georgios Skoulakisc§
Determinants of the implied equity risk premium in BrazilFGV Brazil
This paper proposes and tests market determinants of the equity risk premium (ERP) in Brazil. We use implied ERP, based on the Elton (1999) critique. The ultimate goal of this exercise is to demonstrate that the calculation of implied, as opposed to historical ERP makes sense, because it varies, in the expected direction, with changes in fundamental market indicators. The ERP for Brazil is calculated as a mean of large samples of individual stock prices in each month in the January, 1995 to September, 2015 period, using the “implied risk premium” approach. As determinants of changes in the ERP we obtain, as significant, and in the expected direction: changes in the CDI rate, in the country debt risk spread, in the US market liquidity premium and in the level of the S&P500. The influence of the proposed determining factors is tested with the use of time series regression analysis. The possibility of a change in that relationship with the 2008 crisis was also tested, and the results indicate that the global financial crisis had no significant impact on the nature of the relationship between the ERP and its determining factors. For comparison purposes, we also consider the same variables as determinants of the ERP calculated with average historical returns, as is common in professional practice. First, the constructed series does not exhibit any relationship to known market-events. Second, the variables found to be significantly associated with historical ERP do not exhibit any intuitive relationship with compensation for market risk.
Authors:
Sanvicente, Antonio Zoratto
Carvalho, Mauricio Rocha de
FGV's Sao Paulo School of Economics (EESP)
Econ 6301 Applied Microeconomic Theory
READING ASSIGNMENT #2
Ch 3 Demand
Reading: “What is the Price Elasticity of Housing Demand?”
Eric A. Hanushek and John M. Quigley
The Review of Economics and Statistics
Vol. 62, No. 3 (Aug., 1980), pp. 449-454
Read the above article and answer the following questions.
1. Describe the paper’s conceptual framework. Do you agree with this framework? What are some of its limitations?
2. Describe the model used to estimate housing demand.
3. Work through the math described in the paper to make sure that you know how the authors obtained equations (4) and (5). What are the main differences between equations (4) and (5)?
4. Briefly describe the data from the Housing Allowance Demand Experiment. Why are these data good for this study? What are some of the limitations of the data? How do you think these issues might affect the results?
5. Describe the empirical results. Why do the long-run and short-run price elasticities differ?
6. How do the results in this paper differ from results found by previous studies? Why?
7. Would the results from this study hold in today’s market? Discuss.
ABGB 302: Week 3 Case Study Assignment
Describe the source of the dispute and the results of the case in WTO (40 points)—U.S.-E.U Beef Hormone case study.
Note: 250 words each for the source of dispute and the results rendered by WTO—500 words total.
This week's case study is about U.S.-EU Beef hormone. The dispute was argued in the WTO.
The question is: Describe the source of the dispute and the results of the case in WTO—U.S.-E.U Beef Hormone case study.
Note 250 words each for the source of dispute and the results rendered by WTO. That will be 500 words in total.
This is a very easy case study. Here I'm asking you to describe the source of the dispute and the results rendered by the WTO in this case.
The content component will be writing what was the source and the decision rendered by the WTO.
The application component is expanding on the case--like putting meat on the bones. The source of the dispute (250 words)--talk about the issue, countries involved, background why this case came to WTO, what is WTO, why it was created, who were the parties to the dispute, why hormone-fed beef is good in the US and bad in the EU. What is EU (the composition of EU countries) their trade policy in beef?
Next part is that the WTO gave the decision, what was the decision and how it affects beef trade. Has the EU allowed the US to export hormone-fed beef? Include all these points in your application (200 words).
Organization and grammar (4 points)... usual stuff as mentioned in the rubric.
AGB 302 Grading Rubric – Case Studies Fall B – 2018
Evaluation Criteria Excellent Very Good Adequate Needs Improvement No Credit
Content
(18 points)
Complete and
organized
submissions that
adhere to all
assignment
instructions.
Submission is missing
minor elements
and/or is not well-
organized and/or
miss ...
Konvergoituvatko eri maiden tuottavuustasot? Lähentyvätkö kehittyvät maat kehittyneitä maita? Mitkä maaryhmät konvergoituvat? Tässä tutkimuksessa pyritään antamaan vastauksia edelle esitettyihin kysymyksiin tarkastelemalla työn tuottavuuden absoluuttista konvergenssia ja sigma-konvergenssia Penn World Table 9.0 aineistolla. Absoluuttisella konvergenssilla tarkoitetaan yksinkertaistaen sitä, että mitä alempi taso jollakin taloudellisella mittarilla on suhteessa muihin maihin, sitä suurempi on sen kasvuaste. Sigma-konvergenssilla tarkoitetaan sitä, että jonkin taloudellisen mittarin eri maiden tasojen hajonta pienenee jollakin aikavälillä. Tässä tutkimuksessa testataan konvergoituvatko tiettyjen maaryhmien tuottavuustasot. Nämä maaryhmät ovat seuraavat kansainväliset organisaatiot: OECD, EU ja APEC. Lisäksi testataan konvergoituvatko seuraavien maanosien maat keskenään: Afrikka, Aasia, Eurooppa ja Etelä-Amerikka. Tulosten mukaan konvergoitumista esiintyy seuraavissa maaryhmissä: OECD, EU, APEC, Eurooppa ja Aasia. Tulosten mukaan Afrikassa ja Etelä-Amerikassa konvergoituminen on kuitenkin epävarmaa tai jopa olematonta.
Similar to ~ ) Pergamon J o u n t a l q f l n t e r n a t i o n a l Mo.docx (20)
· Describe strategies to build rapport with inmates and offenders .docxgerardkortney
· Describe strategies to build rapport with inmates and offenders in a correctional treatment or supervision program.
· Describe the effect of group dynamics on facilitating programs.
· Describe techniques for establishing a therapeutic environment.
Generalist Case Management
Woodside and McClam
https://phoenix.vitalsource.com/books/9781483342047/pageid/44
https://phoenix.vitalsource.com/#/books/9781323128800
https://phoenix.vitalsource.com/#/books/9781483342047
https://phoenix.vitalsource.com/#/books/9781133795247
https://phoenix.vitalsource.com/#/books/1259760413
Use book and two outside sources.
At least 100 words per question
THANKS
1 The Role of the Correctional Counselor CHAPTER OBJECTIVES After reading this chapter, you will be able to: 1. Identify the functions and parameters of the counseling process. 2. Discuss the competing interests between security and counseling in the correctional counseling process. 3. Know common terms and concerns associated with custodial corrections. 4. Understand the role of the counselor as facilitator. 5. Identify the various personal characteristics associated with effective counselors. 6. Be aware of the impact that burnout can have on a counselor’s professional performance. 7. Identify the various means of training and supervision associated with counseling. PART ONE: A BRIEF INTRODUCTION TO COUNSELING AND CORRECTIONS There are many myths concerning the concept of counseling. Although the image of the counseling field has changed dramatically over the past two or three decades, much of society still views counseling and therapy as a mystic process reserved for those who lack the ability to handle life issues effectively. While the concept of counseling is often misunderstood, the problem is exacerbated when attempting to introduce the idea of correctional counseling. Therefore, the primary goal of this chapter is to provide a working definition of correctional counseling that includes descriptions of how and when it is carried out. In order to understand the concept of correctional counseling, however, the two words that derive the concept must first be defined: “corrections” and “counseling.” In addition, a concerted effort is made to identify the myriad of legal and ethical issues that pertain to counselors working with offenders. It is very difficult to identify a single starting point for the counseling profession. In essence, there were various movements occurring simultaneously that later evolved into what we now describe as counseling. One of the earliest connections to the origins of counseling took place in Europe during the Middle Ages (Brown & Srebalus, 2003). The primary objective was assisting individuals with career choices. This type of counseling service is usually described by the concept of “guidance.” In the late 1800s Wilhelm Wundt and G. Stanley Hall created two of the first known psychological laboratories aimed at studying and treating individuals with psychological and e.
· Debates continue regarding what constitutes an appropriate rol.docxgerardkortney
· Debates continue regarding what constitutes an appropriate role for the judiciary. Some argue that federal judges have become too powerful and that judges “legislate from the bench.”
1. What does it mean for a judge to be an activist?
2. What does it mean for a judge to be a restrainist?
· Although conservatives had long complained about the activism of liberal justices and judges, in recent years conservative judges and justices have been likely to overturn precedents and question the power of elected institutions of government.
3. When is judicial activism appropriate? Explain.
· To defenders of the right to privacy, it is implicitly embodied in the Constitution in the First, Fourth, Fifth, Ninth, and Fourteenth Amendments. To opponents, it is judge-made law because there is no explicit reference to it under the Constitution. The right to privacy dates back to at least 1890, when Boston attorneys Samuel Warren and Louis Brandeis equated it with the right to be left alone from journalists who engaged in yellow journalism.
4. In short, do you believe a right to privacy exists in the federal Constitution. Why or why not?
.
· Critical thinking paper · · · 1. A case study..docxgerardkortney
· Critical thinking paper
·
·
· 1.
A case study.
Deborah Shore, aged 45, works for a small corporation in the Research and Development department.
When she first became a member of the department 15 years ago, Deborah was an unusually creative and productive researcher; her efforts quickly resulted in raises and promotions within the department and earned her the respect of her colleagues. Now, Deborah finds herself less interested in doing research; she is no longer making creative contributions to her department, although she is making contributions to its administration.
She is still respected by the coworkers who have known her since she joined the firm, but not by her younger coworkers.
Analyze the case study from the psychoanalytic, learning, and contextual perspectives: how would a theorist from each perspective explain Deborah's development? Which perspective do you believe provides the most adequate explanation, and why?
2. Interview your mother (and grandmothers, if possible), asking about experiences with childbirth. Include your own experiences if you have had children. Write a paper summarizing these childbirth experiences and comparing them with the contemporary experiences described in the text.
3. Identify a "type" of parent (e.g., single parent, teenage parent, low-income parent, dual-career couple) who is most likely to be distressed because an infant has a "difficult" temperament. Explain why you believe that this type of parent would have particular problems with a difficult infant. Write an informational brochure for the selected type of parent. The brochure should include an explanation of temperament in general and of the difficult temperament in particular, and give suggestions for parents of difficult infants.
4. Plan an educational unit covering nutrition, health, and safety for use with preschoolers and kindergartners. Take into account young children's cognitive and linguistic characteristics. The project should include (1) an outline of the content of the unit; and (2) a description of how the content would be presented, given the intellectual abilities of preschoolers. For example, how long would each lesson be? What kinds of pictures or other audiovisual materials would be used? How would this content be integrated with the children's other activities in preschool or kindergarten?
5. Visit two day care centers and evaluate each center using the information from the text as a guide. Request a fee schedule from each center. Write a paper summarizing your evaluation of each center.
Note:
Unless you are an actual potential client of the center, contact the director beforehand to explain the actual purpose of the visit, obtain permission to visit, and schedule your visit so as to minimize disruption to the center's schedule.
6. Watch some children's television programs and advertising, examine some children's toys and their packaging, read some children's books, and listen to some children's recor.
· Coronel & Morris Chapter 7, Problems 1, 2 and 3
· Coronel & Morris Chapter 8, Problems 1 and 2
A People’s History of Modern Europe
“A fascinating journey across centuries towards the world as we experience it today. ... It is
the voice of the ordinary people, and women in particular, their ideas and actions, protests
and sufferings that have gone into the making of this alternative narrative.”
——Sobhanlal Datta Gupta, former Surendra Nath Banerjee
Professor of Political Science, University of Calcutta
“A history of Europe that doesn’t remove the Europeans. Here there are not only kings,
presidents and institutions but the pulse of the people and social organizations that shaped
Europe. A must-read.”
——Raquel Varela, Universidade Nova de Lisboa
“Lively and engaging. William A Pelz takes the reader through a thousand years of
European history from below. This is the not the story of lords, kings and rulers. It is the
story of the ordinary people of Europe and their struggles against those lords, kings and
rulers, from the Middle Ages to the present day. A fine introduction.”
——Francis King, editor, Socialist History
“This book is an exception to the rule that the winner takes all. It highlights the importance
of the commoners which often is only shown in the dark corners of mainstream history
books. From Hussites, Levellers and sans-culottes to the women who defended the Paris
Commune and the workers who occupied the shipyards during the Carnation revolution in
Portugal. The author gives them their deserved place in history just like Howard Zinn did
for the American people.”
——Sjaak van der Velden, International Institute of Social History, Amsterdam
“The author puts his focus on the lives and historical impact of those excluded from
power and wealth: peasants and serfs of the Middle Ages, workers during the Industrial
Revolution, women in a patriarchic order that transcended different eras. This focus not
only makes history relevant for contemporary debates on social justice, it also urges the
reader to develop a critical approach.”
——Ralf Hoffrogge, Ruhr-Universität Bochum
“An exciting story of generations of people struggling for better living conditions, and for
social and political rights. ... This story has to be considered now, when the very notions of
enlightenment, progress and social change are being questioned.”
——Boris Kagarlitsky, director of Institute for globalization studies and social
movements, Moscow, and author of From Empires to Imperialism
“A splendid antidote to the many European histories dominated by kings, businessmen
and generals. It should be on the shelves of both academics and activists ... A lively and
informative intellectual tour-de-force.”
——Marcel van der Linden, International Institute of Social History, Amsterdam
A People’s History
of Modern Europe
William A. Pelz
First published 2016 by Pluto Press
345 Archway Road, London N6 5AA
www.pluto.
· Complete the following problems from your textbook· Pages 378.docxgerardkortney
· Complete the following problems from your textbook:
· Pages 378–381: 10-1, 10-2, 10-16, and 10-20.
· Pages 443–444: 12-7 and 12-9.
· Page 469: 13-5.
· 10-1 How would each of the following scenarios affect a firm’s cost of debt, rd(1 − T); its cost of equity, rs; and its WACC? Indicate with a plus (+), a minus (−), or a zero (0) whether the factor would raise, lower, or have an indeterminate effect on the item in question. Assume for each answer that other things are held constant, even though in some instances this would probably not be true. Be prepared to justify your answer but recognize that several of the parts have no single correct answer. These questions are designed to stimulate thought and discussion.
Effect on
rd(1 − T)
rs
WACC
a. The corporate tax rate is lowered.
__
__
__
b. The Federal Reserve tightens credit.
__
__
__
c. The firm uses more debt; that is, it increases its debt ratio.
__
__
__
d. The dividend payout ratio is increased.
__
__
__
e. The firm doubles the amount of capital it raises during the year.
__
__
__
f. The firm expands into a risky new area.
__
__
__
g. The firm merges with another firm whose earnings are countercyclical both to those of the first firm and to the stock market.
__
__
__
h. The stock market falls drastically, and the firm’s stock price falls along with the rest.
__
__
__
i. Investors become more risk-averse.
__
__
__
j. The firm is an electric utility with a large investment in nuclear plants. Several states are considering a ban on nuclear power generation.
__
__
__
· 10-2 Assume that the risk-free rate increases, but the market risk premium
· 10-16COST OF COMMON EQUITY The Bouchard Company’s EPS was $6.50 in 2018, up from $4.42 in 2013. The company pays out 40% of its earnings as dividends, and its common stock sells for $36.00.
· a. Calculate the past growth rate in earnings. (Hint: This is a 5-year growth period.)
· b. The last dividend was D0 = 0.4($6.50) = $2.60. Calculate the next expected dividend, D1, assuming that the past growth rate continues.
· c. What is Bouchard’s cost of retained earnings, rs?
· 10-20WACC The following table gives Foust Company’s earnings per share for the last 10 years. The common stock, 7.8 million shares outstanding, is now (1/1/19) selling for $65.00 per share. The expected dividend at the end of the current year (12/31/19) is 55% of the 2018 EPS. Because investors expect past trends to continue, g may be based on the historical earnings growth rate. (Note that 9 years of growth are reflected in the 10 years of data.)
The current interest rate on new debt is 9%; Foust’s marginal tax rate is 40%, and its target capital structure is 40% debt and 60% equity.
· a. Calculate Foust’s after-tax cost of debt and common equity. Calculate the cost of equity as rs = D1/P0 + g.
· b. Find Foust’s WACC
· 12-7SCENARIO ANALYSIS Huang Industries is considering a proposed project whose estimated NPV is $12 million. This estimate assumes that economic conditions wi.
· Consider how different countries approach aging. As you consid.docxgerardkortney
· Consider how different countries approach aging. As you consider different countries, think about the following:
o Do older adults live with their children, or are they more likely to live in a nursing home?
o Are older adults seen as wise individuals to be respected and revered, or are they a burden to their family and to society?
· Next, select two different countries and compare and contrast their approaches to aging.
· Post and identify each of the countries you selected. Then, explain two similarities and two differences in how the countries approach aging. Be specific and provide examples. Use proper APA format and citation. LSW10
.
· Clarifying some things on the Revolution I am going to say som.docxgerardkortney
· Clarifying some things on the Revolution
I am going to say something, and I want you to hear me.
I am a scholar of the Revolution. That's the topic of my dissertation. Please believe me when I say that I know a lot about it.
I also happen to know--and this is well-supported by historians--that the Revolution was a civil war in which, for the first several years, Revolutionaries and Loyalists were evenly matched.
I will repeat that. Evenly matched. Loyalists were not merely too cowardly to fight, and they were not old fogies who hated the idea of freedom. Most had been in the Colonies for generations. Many of them took up arms for their King and their country. And when they lost, you confiscated their homes and they fled with the clothes on their back to Canada, England, and other places of the Empire. Both sides--both sides--committed unspeakable atrocities against civilians whom they disagreed with.
Now, a lot of you love to repeat some very fervent patriotic diatribe about how great the Revolution was. That's not history. That's propaganda. Know the difference.
History has shades of gray. History is complex and ambiguous. Washington, for instance, wore dentures made from the teeth of his slaves. Benjamin Franklin's son was the last royal governor of New Jersey. Did you know that the net tax rate for Americans--they always conveniently leave this out of the textbooks--was between 1.9 and 2.1%, depending on colony.? And that was if they had paid the extra taxes on tea and paper.
And, wait for it, people who support California independence use the same logic and arguments as they did in 1775. Did you know that the Los Angeles and Washington are only a few hundred miles closer than Boston and London? That many of the same issues, point by point, are repeating here in California? So put yourself in those shoes. How many of you would have sided with the Empire (whether American or British) based on the fact that you don't know how this will shake out? Would you call someone who supports Calexit a Patriot? Revolutionary? Nutcase? Who gets to own that word, anyway?
You can choose that you would have supported the revolutionaries--but think. Think about the other side. They matter, and their experiences got to be cleansed out of history to make you feel better about the way the revolutionaries behaved during the War. Acknowledge that they are there, and that their point of view has merit, even if you not agree with it.
· Clarifying Unit III's assignment
I have noticed a few consistent problems with the letter in the Unit III issue. Here are some pointers to make it better.
1. Read the clarifying note I wrote above. Note that the taxes aren't actually as high as you have been led to believe, but the point is that they should not be assigned at all without your consent.
2. Acknowledge that this is a debate, that a certain percentage are radicalized for independence, but there are is also a law-and-order group who find this horrific, and want .
· Chapter 9 – Review the section on Establishing a Security Cultur.docxgerardkortney
· Chapter 9 – Review the section on Establishing a Security Culture. Review the methods to reduce the chances of a cyber threat noted in the textbook. Research other peer-reviewed source and note additional methods to reduce cyber-attacks within an organization.
· Chapter 10 – Review the section on the IT leader in the digital transformation era. Note how IT professionals and especially leaders must transform their thinking to adapt to the constantly changing organizational climate. What are some methods or resources leaders can utilize to enhance their change attitude?
.
· Chapter 10 The Early Elementary Grades 1-3The primary grades.docxgerardkortney
· Chapter 10: The Early Elementary Grades: 1-3
The primary grades are grades 1-3.
Although educational reform has had an effect on all children, it is most apparent in the early elementary years. Reform and change comes from a number of sources and the chapter begins by reminding you of this. Let’s examine a few of these sources...
Diversity. There has been a rise in the number of racial and ethnic minority students enrolled in the nation's public schools; this number will (most likely) continue to rise. Teaching children from different cultures and backgrounds is an important piece to account for when planning curriculum.
Standards. Standards is a reason for reform. We've already looked at standards; these are something you must keep in mind when planning lessons.
Data-Driven Instruction may sound new, but it is not a new concept to you. We’ve done a great deal of discussing the outcomes of test-taking and assessments. You've probably all heard "teaching to the test."
Technology. Today’s students have had much experience with technology, therefore, it’s important to provide them with opportunities to learn with technology. It may take a while for you to be creative and think of ways to use it in your teaching (if you haven’ t been).
Health and Wellness. Obesity is a major concern in this country. Therefore, it is important to make sure that children have the opportunity to be active. Unfortunately, due to the pressure of academics, many schools have been taking physical education/activity time out of the curriculum.
Violence: One issue that I notice this new edition of the text has excluded is violence. However, I think that this topic is important; we need to keep children safe when they are at school. As a result of 9/11 (and, not to mention that many violent events have happened on school campuses in recent years), many school districts now have an emergency system in place that they can easily use if there is any type of incident in which the children’s safety is at risk.
WHAT ARE CHILDREN IN GRADES ONE TO THREE LIKE?
Your text explains that the best way to think of a child’s development during this time is: slow and steady. During this stage, there is not much difference between boys and girls when it comes to physical capabilities. Although it is always important to not stereotype based on one’s gender, it is especially important during these years. These children are also entering into their "tween" years, thus; being sensitive to the children's and parents' needs in regards to such changes is important.
It is important to remember that children in the primary grades are in the Concrete Operations Stage. This stage is children ages 7 to 12. The term operation refers to an action that can be carried out in thought as well as executed materially and that is mentally and physically reversible.
These children are at an age in which they can compare their abilities to their peers. And, therefore, children may develop learned helplessnes.
· Chap 2 and 3· what barriers are there in terms of the inter.docxgerardkortney
· Chap 2 and 3
· what barriers are there in terms of the interpersonal communication model?
Typically, communication breakdowns result from lack of understanding without clarification; often, there wasn't even an attempt at clarification. If barriers to interpersonal communication are not acknowledged and addressed, workplace productivity can suffer.
Language Differences
Interpersonal communication can go awry when the sender and receiver of the message speak a different language -- literally and figuratively. Not everyone in the workplace will understand slang, jargon, acronyms and industry terminology. Instead of seeking clarification, employees might guess at the meaning of the message and then act on mistaken assumptions. Also, misunderstandings may occur among workers who do not speak the same primary language. As a result, feelings may be hurt, based on misinterpretation of words or of body language.
Cultural Differences
Interpersonal communication may be adversely affected by lack of cultural understanding, mis-perception, bias and stereotypical beliefs. Workers may have limited skill or experience communicating with people from a different background. Many companies offer diversity training to help employees understand how to communicate more effectively across cultures and relate to those who may have different background experiences. Similarly, gender barriers can obstruct interpersonal communication if men and women are treated differently, and held to different standards, causing interpersonal conflicts in the workplace.
Personality Differences
Like any skill, some people are better at interpersonal communication than others. Personality traits also influence how well an individual interacts with subordinates, peers and supervisors. Extraversion can be an advantage when it comes to speaking out, sharing opinions and disseminating information. However, introverts may have the edge when it comes to listening, reflecting and remembering. Barriers to interpersonal communication may occur when employees lack self-awareness, sensitivity and flexibility. Such behavior undermines teamwork, which requires mutual respect, compromise and negotiation. Bullying, backstabbing and cut throat competition create a toxic workplace climate that will strain interpersonal relationships.
Generational Differences
Interpersonal communication can be complicated by generational differences in speech, dress, values, priorities and preferences. For instance, there may be a generational divide as to how team members prefer to communicate with one another. If younger workers sit in cubicles, using social networking as their primary channel of communication, it can alienate them from older workers who may prefer face-to-face communication. Broad generalizations and stereotypes can also cause interpersonal rifts when a worker from one generation feels superior to those who are younger or older. Biases against workers based on age can constitute a form of disc.
· Case Study 2 Improving E-Mail Marketing ResponseDue Week 8 an.docxgerardkortney
· Case Study 2: Improving E-Mail Marketing Response
Due Week 8 and worth 160 points
Read the following case study.
A company wishes to improve its e-mail marketing process, as measured by an increase in the response rate to e-mail advertisements. The company has decided to study the process by evaluating all combinations of two (2) options of the three (3) key factors: E-Mail Heading (Detailed, Generic); Email Open (No, Yes); and E-Mail Body (Text, HTML). Each of the combinations in the design was repeated on two (2) different occasions. The factors studied and the measured response rates are summarized in the following table.
Write a two to three (2-3) page paper in which you:
1. Use the data shown in the table to conduct a design of experiment (DOE) in order to test cause-and-effect relationships in business processes for the company.
2. Determine the graphical display tool (e.g., Interaction Effects Chart, Scatter Chart, etc.) that you would use to present the results of the DOE that you conducted in Question 1. Provide a rationale for your response.
3. Recommend the main actions that the company could take in order to increase the response rate of its e-mail advertising. Provide a rationale for your response.
4. Propose one (1) overall strategy for developing a process model for this company that will increase the response rate of its e-mail advertising and obtain effective business process. Provide a rationale for your response.
Your assignment must follow these formatting requirements:
. Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
. Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
. Build regression models for improving business processes.
. Design experiments to test cause-and-effect relationships in business processes.
. Use technology and information resources to research issues in business process improvement.
. Write clearly and concisely about business process improvement using proper writing mechanics.
Read each discussion 1-4 and then write a 200 word response for each.
With your response, you can either expand on the initial post with similar, formally cited, specific examples or additional information regarding the original example(s) (be sure the additional information isn’t simply a re-statement of what has already been posted) or you can respond with a well-supported (based on formally cited information) counter point.
APA FORMAT
Response should have 1 source for each discussion
1. A message in sports is brought to sports economists in Jeremiah 29:11. This verse states, “For I.
· Briefly describe the technologies that are leading businesses in.docxgerardkortney
· Briefly describe the technologies that are leading businesses into the third wave of electronic commerce.
· In about 100 words, describe the function of the Internet Corporation for Assigned Names and Numbers. Include a discussion of the differences between gTLDs and sTLDs in your answer.
· In one or two paragraphs, describe how the Internet changed from a government research project into a technology for business users.
· In about 100 words, explain the difference between an extranet and an intranet. In your answer, describe when you might use a VPN in either.
· Define “channel conflict” and describe in one or two paragraphs how a company might deal with this issue.
· In two paragraphs, explain why a customer-centric Web site design is so important, yet is so difficult to accomplish.
· In about two paragraphs, distinguish between outsourcing and offshoring as they relate to business processes.
· In about 200 words, explain how the achieved trust level of a company’s communications using blogs and social media compare with similar communication efforts conducted using mass media and personal contact.
· Write a paragraph in which you distinguish between a virtual community and a social networking Web site
· Write two or three paragraphs in which you describe the role that culture plays in the development of a country’s laws and ethical standards.
QUESTION 1
Lakota peoples of the Great Plains are notably:
nomadic and followed the buffalo herds
Sedentary farmers, raising corn, northern beans, and potatoes
peaceful people who tried to live in harmony with neighboring tribes and the environment
religious and employed a variety of psychoactive plants during religious ceremonies
QUESTION 2
Tribal peoples of the Great Plains experienced greater ease at hunting and warfare after the introduction of:
Hotchkiss guns
smokeless gunpowder
horses
Intertribal powwows
all of the above
QUESTION 3
The Apaches and Navajos (Dine’) of the southwestern region of North America speak a language similar to their relatives of northern California and western Canada called:
Yuman
Uto-Aztecan
Tanoan
Athabaskan
Algonkian
QUESTION 4
The Navajo lived in six or eight-sided domed earth dwellings called:
wickiups
kivas
hogans
roadhouses
sweat lodge
QUESTION 5
Pueblo Indians, such as the Zuni and Hopi tribes, are descendants of the ancient people known as the:
Anasazi
Ashkenazi
Athabaskan
Aztecanotewa
Atlantean
2 points
QUESTION 6
1. Kachinas, or spirits of nature, were believed to:
Assist in the growth of crops and send rain
Help defend the Navajo against all foreign invaders
Provide medical assistance to the Hopi when doctors were not available
Combat evil spirits such as Skin-walkers or Diablitos
All of the above
2 points
QUESTION 7
1. The preferred dwellings among the Lakota Sioux were:
wickiups
adobe pueblos
pit houses
teepees
buffalo huts
2 points
QUESTION 8
1. Native Americansbenef.
· Assignment List· My Personality Theory Paper (Week Four)My.docxgerardkortney
· Assignment List
· My Personality Theory Paper (Week Four)
My Personality Theory Paper (Week Four)
DUE: May 31, 2020 11:55 PM
Grade Details
Grade
N/A
Gradebook Comments
None
Assignment Details
Open Date
May 4, 2020 12:05 AM
Graded?
Yes
Points Possible
100.0
Resubmissions Allowed?
No
Attachments checked for originality?
Yes
Top of Form
Assignment Instructions
My Personality Theory Paper
Instructions:
For this assignment, you will write a paper no less than 7 pages in length, not including required cover and Reference pages, describing a single personality theory from the course readings that best explains your own personality and life choices. You are free to select from among the several theories covered in the course to date but only one theory may be used.
Your task is to demonstrate your knowledge of the theory you choose via descriptions of its key concepts and use of them to explain how you developed your own personality. It is recommended that you revisit the material covered to date to refresh your knowledge of theory details. This is a "midterm" assignment and you should show in your work that you have studied and comprehended the first four weeks of course material. Your submission should be double-spaced with 1 inch margins on all sides of each page and should be free of spelling and grammar errors. It must include source crediting of any materials used in APA format, including source citations in the body of your paper and in a Reference list attached to the end. Easy to follow guides to APA formatting can be found on the tutorial section of the APUS Online Library.
Your paper will include three parts:
I. A brief description of the premise and key components of the theory you selected. You should be thorough and concise in this section and not spend the bulk of the paper detailing the theory, but rather just give enough of a summary of the key points so that an intelligent but uniformed reader would be able to understand its basics. If you pick a more complicated theory, you should expect explaining its premise and key components to take longer than explaining the same for one of the simpler theories but, in either case, focus on the basics and keep in mind that a paper that is almost all theory description and little use of the theory described to explain your own personality will receive a significant point deduction as will the reverse case of the paper being largely personal experience sharing with little linkage to clearly described key theory components.
II. A description of how your chosen theory explains your personality and life choices with supporting examples.
III. A description of the limitations of the theory in explaining your personality or anyone else’s.
NOTE: Although only your instructor will be reading your paper, you should still think about how much personal information you want to disclose. The purpose of this paper is not to get you to share private information, but rather to bring one .
· Assignment List
· Week 7 - Philosophical Essay
Week 7 - Philosophical Essay
DUE: Mar 22, 2020 11:55 PM
Grade Details
Grade
N/A
Gradebook Comments
None
Assignment Details
Open Date
Feb 3, 2020 12:05 AM
Graded?
Yes
Points Possible
100.0
Resubmissions Allowed?
No
Attachments checked for originality?
Yes
Top of Form
Assignment Instructions
Objective: Students will write a Philosophical Essay for week 7 based on the course concepts.
Course Objectives: 2, 3, & 4
Task:
This 4 - 5 full page (not to exceed 6 pages) Philosophical Essay you will be writing due Week 7 is designed to be a thoughtful, reflective work. The 4 - 5 full pages does not include a cover page or a works cited page. It will be your premier writing assignment focused on the integration and assessment relating to the course concepts. Your paper should be written based on the outline you submitted during week 4 combined with your additional thoughts and instructor feedback. You will use at least three scholarly/reliable resources with matching in-text citations and a Works Cited page. All essays are double spaced, 12 New Times Roman font, paper title, along with all paragraphs indented five spaces.
Details:
You will pick one of the following topics only to do your paper on:
· According to Socrates, must one heed popular opinion about moral matters? Does Socrates accept the fairness of the laws under which he was tried and convicted? Would Socrates have been wrong to escape?
· Consider the following philosophical puzzle: “If a tree falls in the forest and there's no one around to hear it, does it make a sound?” (1) How is this philosophical puzzle an epistemological problem? And (2) how would John Locke answer it?
· Evaluate the movie, The Matrix, in terms of the philosophical issues raised with (1) skepticism and (2) the mind-body problem. Explain how the movie raises questions similar to those found in Plato’s and Descartes’ philosophy. Do not give a plot summary of the movie – focus on the philosophical issues raised in the movie as they relate to Plato and Descartes.
· Socrates asks Euthyphro, “Are morally good acts willed by God because they are morally good, or are they morally good because they are willed by God?” (1) How does this question relate to the Divine Command Theory of morality? (2) What are the philosophical implications associated with each option here?
· Explain (1) the process by which Descartes uses skepticism to refute skepticism, and (2) what first principle does this lead him to? (3) Explain why this project was important for Descartes to accomplish.
Your paper will be written at a college level with an introduction, body paragraphs, a conclusion, along with in-text citations/Works Cited page in MLA formatting. Students will follow MLA format as the sole citation and formatting style used in written assignments submitted as part of coursework to the Humanities Department. Remember - any resource that is listed on the Works Cited page must .
· Assignment 3 Creating a Compelling VisionLeaders today must be .docxgerardkortney
· Assignment 3: Creating a Compelling Vision
Leaders today must be able to create a compelling vision for the organization. They also must be able to create an aligned strategy and then execute it. Visions have two parts, the envisioned future and the core values that support that vision of the future. The ability to create a compelling vision is the primary distinction between leadership and management. Leaders need to create a vision that will frame the decisions and behavior of the organization and keep it focused on the future while also delivering on the short-term goals.
To learn more about organizational vision statements, do an Internet search and review various vision statements.
In this assignment, you will consider yourself as a leader of an organization and write a vision statement and supporting values statement.
Select an organization of choice. This could be an organization that you are familiar with, or a fictitious organization. Then, respond to the following:
· Provide the name and description of the organization. In the description, be sure to include the purpose of the organization, the products or services it provides, and the description of its customer base.
· Describe the core values of the organization. Why are these specific values important to the organization?
· Describe the benefits and purpose for an organizational vision statement.
· Develop a vision statement for this organization. When developing a vision statement, be mindful of the module readings and lecture materials.
· In the vision statement, be sure to communicate the future goals and aspirations of the organization.
· Once you have developed the vision statement, describe how you would communicate the statement to the organizational stakeholders, that is, the owners, employees, vendors, and customers.
· How would you incorporate the communication of the vision into the new employee on-boarding and ongoing training?
Write your response in approximately 3–5 pages in Microsoft Word. Apply APA standards to citation of sources.
Use the following file naming convention: LastnameFirstInitial_M1_A3.doc. For example, if your name is John Smith, your document will be named SmithJ_M1_A3.doc.
By the due date assigned, deliver your assignment to the Submissions Area.
Assignment 3 Grading Criteria
Maximum Points
Chose and described the organization. The description included the purpose of the organization, the products or services the organization provides, and the description of its customer base.
16
Developed a vision statement for the organization. Ensured to accurately communicate the goals and aspirations of the organization in the vision statement.
24
Ensured that the incorporation and communication strategy for the vision statement is clear, detailed, well thought out and realistic.
28
Evaluated and explained which values are most important to the organization.
24
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate r.
· Assignment 4
· Week 4 – Assignment: Explain Theoretical Perspectives for Real-life Scenarios
Assignment
Updated
Top of Form
Bottom of Form
For each of the following three scenarios, use a chart format to assess how each traditional theoretical perspective would best explain the situation that a social worker would need to address. You may create your charts in Word or another software program of your choice. An example chart follows the three scenarios.
Scenario 1
You are a hospital social worker who is working with a family whose older adult relative is in end-stage renal failure. There are no advanced directives and the family is conflicted over what the next steps should be.
Scenario 2
You are a caseworker in a drug court. Your client has had three consecutive dirty urine analyses. She is unemployed and has violated her probation order.
Scenario 3
You are a school social worker. A teacher sends her 9-year-old student to you because he reports that he has not eaten in 2 days and there are no adults at home to take care of him.
Chart Example:
Your client, an 11-year-old girl, was removed from home because of parental substance abuse. She is acting out in her foster home, disobeying her foster parents and not following their rules.
Theory
Explanation for Scenario – please respond to the questions below in your explanation
Systems Theory
What systems need to be developed or put in place to support the child? Would Child Protective Services need to become involved? What other systems would support her and a successful outcome for being in foster care?
Generalist Theory
What is the best intervention or therapy to use based on this child’s situation? Given her circumstances, how could you best improve her functioning?
Behavioral Theory
What behaviors are being reinforced? What behaviors are being ignored or punished? What would you suggest to maintain this placement? Would this involve working with the foster parents?
Cognitive Theory
How would you help your client to examine her thinking, emotions, and behavior? What would this entail from a cognitive developmental framework?
Support your assignment with a minimum of three resources.
Length: 3 charts, not including title and reference pages
Your assignment should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards where appropriate. Be sure to adhere to Northcentral University's Academic Integrity Policy.
Assignement 3
State the function of each of the following musculoskeletal system structures: Describe the structures of the musculoskeletal system.
Skeletal muscle
Tendons
Ligaments
Bone
Cartilage
Describe each of the following types of joints:
Ball-and-socket
Hinge
Pivot
Gliding
Saddle
Condyloid
Newspaper Rubric
CATEGORY
4
3
2
1
Headline & Byline & images
16 points
Article has a .
· Assignment 2 Leader ProfileMany argue that the single largest v.docxgerardkortney
· Assignment 2: Leader Profile
Many argue that the single largest variable in organizational success is leadership. Effective leadership can transform an organization and create a positive environment for all stakeholders. In this assignment, you will have the chance to evaluate a leader and identify what makes him/her effective.
Consider all the leaders who have affected your life in some way. Think of people with whom you work—community leaders, a family member, or anyone who has had a direct impact on you.
· Choose one leader you consider to be effective. This can be a leader you are personally aware of, or someone you don’t know, but have observed to be an effective leader. Write a paper addressing the following:
· Explain how this leader has influenced you and why you think he or she is effective.
· Analyze what characteristics or qualities this person possesses that affected you most.
· Rate this leader by using a leadership scorecard. This can be a developed scorecard, or one you develop yourself. If you use a developed scorecard, please be sure to cite the sources of the scorecard. Once you have identified your scorecard, rate your leader. You decide what scores to include (for example, scale of 1–5, 5 being the highest) but be sure to assess the leader holistically across the critical leadership competencies you feel are most important (for example, visioning, empowering, strategy development and communication).
· Critique this individual’s skills against what you have learned about leadership so far in this course. Consider the following:
· How well does he/she meet the practices covered in your required readings?
· How well has he/she adapted to the challenges facing leaders today?
· If you could recommend changes to his/her leadership approach, philosophy, and style, what would you suggest? Why?
· Using the assigned readings, the Argosy University online library resources, and the Internet including general organizational sources like the Wall Street Journal, BusinessWeek, or Harvard Business Review, build a leadership profile of the leader you selected. Include information from personal experiences as well as general postings on the selected leader from Internet sources such as blogs. Be sure to include 2–3 additional resources not already included in the required readings in support of your leadership profile.
Write a 3–5-page paper in Word format. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M2_A2.doc.
By the due date assigned, deliver your assignment to the Submissions Area.
Assignment 2 Grading Criteria
Maximum Points
Explained how this leader has been influential and why you think the leader is effective showing analysis of the leader’s characteristics or qualities.
16
Analyzed the characteristics or qualities the leader possesses that have affected you most..
16
Rated your leader using a leadership scorecard and supported your rationale for your rating.
32
Criti.
· Assignment 1 Diversity Issues in Treating AddictionThe comple.docxgerardkortney
· Assignment 1: Diversity Issues in Treating Addiction
The complexities of working with diverse populations in treating disorders, such as addictions, require special considerations. Some approaches work better with some populations than with others. For example, Alcoholics Anonymous (AA) programs are spiritually based and focus on a higher power. Some populations have difficulty with these concepts and are averse to participating in such groups.
Select a population—for example, African Americans; Native Americans; or lesbians, gays, or bisexual individuals. Research your topic by using articles from the supplemental readings for this course or from other resources such as the Web, texts, experience, or other journal articles related to diversity issues and addictions.
Write a three- to five-page paper discussing the following:
· Some specific considerations for working with your chosen population in the area of addiction treatment
· Whether your research indicates that 12-step groups work with this population
· Any special problems associated with this population that make acknowledging the addiction and seeking treatment more difficult
· Any language or other barriers that this population faces when seeking treatment
Prepare your paper in Microsoft Word document format. Name your file M4_A1_LastName_Research.doc, and submit it to the Submissions Area by the due date assigned Follow APA guidelines for writing and citing text.
Assignment 1 Grading Criteria
Maximum Points
Discussed some specific considerations for working with your chosen population in the area of addiction.
8
Discussed whether your research indicates that 12-step groups work with your chosen population.
8
Discussed any special problems associated with this population that make acknowledging the addiction and seeking treatment more difficult .
8
Discussed any language or other barriers that this population faces when seeking treatment.
8
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources, displayed accurate spelling, grammar, and punctuation.
4
Total:
36
· M4 Assignment 2 Discussion
Discussion Topic
Top of Form
Due February 9 at 11:59 PM
Bottom of Form
Assignment 2: Discussion Questions
Your facilitator will guide you in the selection of two of the three discussion questions. Submit your responses to these questions to the appropriate Discussion Area by the due date assigned. Through the end of the module, comment on the responses of others.
All written assignments and responses should follow APA rules for attributing sources.
You will be attempting two discussion questions in this module; each worth 28 points. The total number of points that can be earned for this assignment is 56.
Minority Groups
Many minority groups experience stress secondary to their social surroundings. For example, a family living in poverty may face frequent violence. Limited income makes meeting the day-to-day need.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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!
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
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Introduction to AI for Nonprofits with Tapp NetworkTechSoup
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
3. *This p a p e r is a revised version o f a section o f my PhD
thesis at the University o f W e s t e r n
Australia, jointly supervised by Professor H. Y. Izan and
Professor K. W. Clements. I ' d also
like to thank G e o f f Kingston, P e t e r Forsyth, M a r d i
Dungey, James R. Lothian, the
participants at the 1995 PhD Conference in Economics and
Business and an anonymous
referee for their helpful comments; and the Australian Agency
for I n t e r n a t i o n a l D e v e l o p -
ment ( A u s A I D ) , and the D e p a r t m e n t of Accounting
and Finance, The University o f
Western Australia for their financial support. All remaining
errors in this p a p e r are mine.
*Corresponding author. Tel.: + 6 1 08 93803625; fax: +61 08
93801047; e-mail:
[email protected]
865
Burgemomics: the economics of the Big Mac standard: Li Lian
Ong
Ricardo's w o r k in the n i n e t e e n t h century. ~ PPP t h e o
r y as we know it today,
however, is attributed to Gustav Cassel's writings during the
1920s. This
interest has intensified over the last two decades with t h e
collapse o f t h e
B r e t t o n W o o d s system and the reintroduction o f
flexible exchange rates in t h e
early 1970s. 2 T h e controversial findings during this time
have resulted in some
researchers rejecting the merits of PPP in explaining exchange
rate move-
4. ments, while others c o n t e n d that PPP does i n d e e d
provide a strong basis for
exchange rate determination, with useful policy implications.
In t h e course o f PPP research, m u c h o f the debate over
its validity has b e e n
over t h e choice o f an appropriate 'basket' for making PPP
comparisons. T h e
different compositions of goods and services in these baskets
across countries
and the extent to which these items affect the exchange rates
have resulted in
arguments against their usefulness for PPP purposes. F r o o t
and R o g o f f (1994)
observe that most empirical tests do not a t t e m p t to c o m p
a r e identical baskets,
but instead use different countries' c o n s u m e r and
wholesale price indices
which consist o f different weights and mixes o f goods across
countries. This
m e a n s that even if PPP holds, it m a y not necessarily show
up in the results
unless the two countries in question have identical baskets.
Similarly, B e t t o n e t
al. (1995) argue that w h e n consumption bundles are not
identical, price indices
based on local consumption patterns m a y behave differently
even though the
law o f one price holds for each commodity, resulting in biased
outcomes o f
PPP tests. 3
A n o t h e r major limitation in PPP research has b e e n t h e
productivity bias
hypothesis (PBH), which is probably considered the most
serious criticism o f
5. the absolute PPP t h e o r y today. This hypothesis, first
introduced by H a r r o d
(1939) and subsequently formalised by Balassa (1964) and
Samuelson (1964), is
based on the premise that productivity growth in the tradeable
goods sector is
faster t h a n that in the non-tradeable goods sector. 4 T h e
result is that if t h e real
exchange rate b e t w e e n two countries is c o m p u t e d
using price deflators that
include both tradeable and non-tradeable goods, t h e n the
currency o f t h e
country with faster productivity growth in the t r a d e d sector
than in the
n o n - t r a d e d sector will be systematically overvalued
relative to its PPP level. 5
T h e U n i t e d Nations International Comparisons Project
(ICP) m e t h o d o f
accounting for PPP, which has received wide attention recently,
is also based
on the premise o f productivity differentials b e t w e e n
countries. 6 According to
Kravis (1986), this system o f international income and
purchasing p o w e r
comparisons improves t h e m e a s u r e m e n t o f countries'
average incomes and t h e
differences b e t w e e n them. Moreover, the ICP m e t h o d
also enables t h e compar-
ison o f price levels b e t w e e n countries and n o t just the
relative changes in
t h e m ] Using t h e ICP data, O h (1996) finds that PPP holds
in the long-run f o r
G-6 and O E C D countries u n d e r flexible exchange rates.
Given t h e prevailing index-number and productivity bias
6. problems, we have
d e c i d e d to use the Big Mac as the international m o n e t a r
y standard in this test
o f PPP, in place o f the traditional basket o f goods and
services. O u r decision is
based on the Big Mac being 'the perfect universal commodity'. 8
F u r t h e r m o r e ,
since t h e Big Mac comprises both t r a d e d and n o n - t r a
d e d goods, we are able to
incorporate the productivity bias concept into o u r research.
Pakko and Pollard
866
Burgernomics: the economics o f the Big Mac standard: Li Lian
Ong
(1996) provide an i n d e p e n d e n t analysis o f Big M a c
PPP. In that paper, the
authors investigate t h e p e r f o r m a n c e o f absolute and
relative Big M a c PPP.
T h e y also provide a discussion on why PPP fails. While we
also p e r f o r m tests o f
absolute and relative PPP similar to Pakko and Pollard's, we
extend the
analysis by (i) examining the productivity bias problem in g r e
a t e r detail using
the Big M a c h a m b u r g e r ; and (ii) improving on the Big
Mac Index by introduc-
ing the No-Frills Index, which takes into account the
productivity differentials
b e t w e e n countries.
T h e data used in this study consist of the prices o f M c D o n
7. a l d ' s Big M a c
hamburgers in 34 countries and the corresponding exchange
rates over t h e
1986-1994 period. These are published annually in The
Economist magazine.
O u r results indicate that the Big Mac Index performs just as
well as, if n o t
b e t t e r than, most indices used in tests of PPP. Like Pakko
and Pollard (1996),
we find that the Index is surprisingly accurate in tracking
exchange rates over
the long-term (i.e. t h e 9 years o f o u r sample period) which
is consistent with
previous PPP research findings. Even though individual
currencies m a y deviate
f r o m Big M a c PPP on a country-by-country basis, there is a
distinct t e n d e n c y
for deviations to offset o n e a n o t h e r so that the world
currencies, in aggregate,
are at parity for any 1 particular year. Moreover, geographic
influences a p p e a r
to play an important role in currency valuation. We show that
PPP compar-
isons can be e n h a n c e d by taking into account the
productivity differentials
b e t w e e n countries and excluding n o n - t r a d e d goods
from the Big Mac Index to
derive the No-Frills Index.
This p a p e r is organised as follows. Section I examines t h e
valuation o f
currencies relative to their Big Mac PPP. This is followed by f u
r t h e r tests o f
PPP using regression analysis in Section II. In Sections III and
IV, the Big Mac
is d e c o m p o s e d into its t r a d e d and n o n - t r a d e d c
8. o m p o n e n t s in o r d e r to e n h a n c e
PPP comparisons. W e conclude with a s u m m a r y o f o u r
findings in Section V.
I. T h e v a l u a t i o n o f c u r r e n c i e s
In this section, we investigate the valuation of currencies
relative to their Big
Mac PPP. Let Pc, be t h e domestic currency price o f a Big
Mac in c o u n t r y c in
y e a r t; P,* be the price in US dollars o f a Big Mac in the
US; and Sct be the
spot exchange rate, defined as the domestic currency cost o f
US$1. Accord-
ingly, P, JPt* is the Big M a c PPP. Expressed in logarithmic
form, we have
(1) log Pct/Pt* Pet rct==- ( Set ) = log~-t. - log Sct,
such that a currency is said to be overvalued if rot is g r e a t e r
t h a n zero,
undervalued if r,., is less than zero and at parity if r , equals
zero. T h e
p e r c e n t a g e deviation f r o m parity is approximately rct
X 100. Figure 1 shows the
country averages o f t h e o v e r / u n d e r - v a l u a t i o n s ,
rc., w h e r e t h e 'o' notation
indicates averages over time. Broadly speaking, it appears that t
h e high-growth,
developing economies in the A S E A N - O c e a n i a and E a s
t e r n E u r o p e a n regions
are generally u n d e r v a l u e d against the US, while the
currencies o f d e v e l o p e d
867
10. Oceania
FIGURE 1. Over/under-valuation of currencies: regional groups,
1986-1994 averages.
r., x 100
35
30
25
o=
"~ 20
i ,5
o
10
0 .=
"~ -5
.g
-10
Grand Average
] ] ~ ' I I ' [ ] . . . . . [
1986 1987 119881 1989 1990 1991 1992 1993 1994
I I
FIGURE 2. Over/under-valuation of currencies: annual cross-
11. country averages, 1986-1994.
countries in Western and Central Europe, along with t h o s e o
f the highly
industrialised East A s i a n countries o f Taiwan, Japan and S
o u t h Korea, are
overvalued. 9 Figure 2 plots the annual averages o f the
deviations from parity
across countries, to,, where the ' . ' n o t a t i o n indicates
averages across countries.
A s can be seen, the U S dollar appears overvalued in 1988 and
1994, a l th o u g h
n o t by much in the latter year. The dollar appears undervalued
in all o t h e r
ye ars. 10
868
Burgernomics: the economics of the Big Mac standard." Li Lian
Ong
II. F u r t h e r tests o f Big M a c P P P
In Section I, we look at the valuation o f currencies relative to
their Big Mac
PPP and find that geographic influences play an important role
in currency
valuation. Furthermore, it appears that the U S dollar is
generally at parity on a
year-by-year basis. Using both time-series and averaged data,
we now conduct
regression-based tests to corroborate our results. Consider the
following rela-
tionship between the actual exchange rate in country c and year
12. t (Set) and the
corresponding price ratio Pet -= P c t / P t * :
( 2 ) log S a = o~ + / 3 log p ~ ,
where the PPP hypothesis implies a zero intercept term and a
unit slope
coefficient (o~= 0, / 3 = 1). The regression results are
presented in Table 1. II
Overall, Eq. ( 2 ) appears to model short-term PPP very well.
12 We subse-
TABLE 1. Regression results: exchange rates and prices
(standard errors in parentheses)
Year PPP M o d e l N u m b e r o f Intercept Slope A d j u s t
e d S.E.
observations R 2
I. Cross-country
1986 A b s o l u t e 14 0.124 (0.118) 0.915 (0.046) 0.968 0.318
1985/1986 Relative . . . . . . .
1987 A b s o l u t e 8 - 0 . 2 2 5 (0.087) 0.953 (0.026) 0.995
0.183
1986/1987 Relative 7 - 0 . 0 5 2 (0.012) 0.167 (0.080) 0.358
0.031
1988 A b s o l u t e 16 0.180 (0.116) 0.958 (0.035) 0.980 0.353
1987/1988 Relative 7 - 0 . 3 7 6 (0.207) - 0 . 6 5 3 (0.557)
0.058 0.044
1989 A b s o l u t e 17 - 0 . 0 1 0 (0.145) 0.991 (0.037) 0.978
0.427
1988/1989 Relative 16 - 0 . 2 6 3 (0.033) 1.635 (0.088) 0.958
0.093
1990 A b s o l u t e 18 - 0 . 0 1 4 (0.135) 0.953 (0.041) 0.969
0.422
1989/1990 Relative 17 0.002 (0.033) 1.075 (0.022) 0.993 0.132
13. 1991 A b s o l u t e 19 - 0 . 0 6 3 (0.128) 0.964 (0.039) 0.972
0.388
1990/1991 Relative 18 - 0 . 0 4 8 (0.033) 0.879 (0.115) 0.771
0.127
1992 A b s o l u t e 22 - 0 . 0 7 3 (0.154) 0.990 (0.042) 0.964
0.485
1991/1992 Relative 18 - 0 . 1 9 1 (0.083) 2.155 (0.184) 0.889
0.317
1993 A b s o l u t e 24 - 0 . 0 4 8 (0.112) 0.987 (0.029) 0.981
0.392
1992/1993 Relative 20 0.036 (0.026) 0.798 (0.030) 0.974 0.112
1994 A b s o l u t e 31 - 0 . 0 2 8 (0.103) 1.010 (0.025) 0.982
0.360
1993/1994 Relative 23 0.053 (0.022) 0.850 (0.025) 0.981 0.103
II. C r o s s - c o u n t r y / t i m e - s e r i e s
1986-1994 A b s o l u t e 169 - 0 . 0 1 7 (0.042) 0.981 (0.012)
0.977 0.388
Relative 126 0.002 (0.024) 1.000 (0.031) 0.896 0.272
III. Average over time
1986-1994 A b s o l u t e 34 - 0 . 0 1 8 (0.094) 1.001 (0.024)
0.982 0.347
Relative 26 0.003 (0.014) 1.127 (0.032) 0.980 0.073
869
Burgernomics: the economics o f the Big Mac standard: Li Lian
Ong
quently run the regression using country data averaged over
time, such that log
14. So° = o~ + / 3 log Pc.. T h e results suggest that P P P holds
as a long-run proposi-
tion. ~3
Previously, we e m p l o y e d P P P in terms of levels which is
also known as
absolute P P P . W e now e m p l o y the relative version of P
P P which is in first
differences, i.e. Alog Set = a ' + / 3 'Alog Pc,, w h e r e Pc~ =
P ~ J P * , as before. The
use o f first differences accounts for the proven I(1) p r o p e r
t y o f exchange
rates. ~4 As with the absolute P P P regressions, we estimate
the relative P P P
m o d e l for each year's d a t a as well as for the p o o l e d
data. W e also consider the
use o f averaged data. ~ O u r results from using p o o l e d
data s u p p o r t the use o f
Big M a c prices for making P P P comparisons. Thus, o u r
findings once again
show that Big M a c P P P holds over the long-term.
O u r findings to this point indicate that Big M a c P P P
generally holds for o u r
sample countries, b o t h on a year-by-year basis and averaged
over 9 years.
However, these results are not without exception. In certain
cases, exchange
rates have b e e n f o u n d to deviate significantly from parity.
W e will now briefly
discuss the different possibilities as to h o w these deviations
could o c c u r in the
context of o u r research.
P P P theory assumes that there are no barriers to trade. It has
long b e e n
15. recognised that such barriers prevent arbitrage from taking
place and lead to
d e p a r t u r e s from parity. 16 In the case of a Big Mac, for
instance, the cost o f
i m p o r t e d b e e f in J a p a n (which accounts for nearly
80% o f the ingredients in a
Big Mac) includes a 50% tariff. 17 Big Mac prices could also b
e distorted by
high taxes in countries such as D e n m a r k and Sweden and
inflated p r o p e r t y
costs in H o n g Kong, J a p a n and Singapore, which could
exaggerate the degree
o f d e p a r t u r e f r o m parity for these currencies. It has
also o f t e n b e e n held that
the failure o f the law o f one price is due, in large part, to
systematic attempts
by firms operating in international markets to stabilise
destination m a r k e t
prices, when nominal exchange rates change, in o r d e r to p r
o t e c t m a r k e t
share. ~s A n o t h e r reason for observed d e p a r t u r e s
from Big M a c P P P is the
'status symbol' argument, which suggests that in certain
countries, fast-food
chains in general (and the M c D o n a l d ' s franchise in
particular) are rarities and
are thus able to c o m m a n d a m o n o p o l y p r e m i u m
over o t h e r commodities. This
is n o t the case in the U S w h e r e intense competition from
o t h e r fast-food
chains w o u l d serve to k e e p margins slim. A further i m p
o r t a n t reason for
deviations from P P P is the existence o f productivity
differences b e t w e e n
countries, m e n t i o n e d earlier. This will b e investigated in
the next two sections.
16. III. Is the Big M a c all tradeable?
H a r r o d (1939) argues that P P P holds true for t r a d e d
goods ( T ) only, as the
prices o f these goods are purcly thc effect of exchange rate
movements.
Accordingly, these prices should not vary outside the limits sct
by transporta-
tion costs and tariffs. T h e r e f o r e P P P should no longer
hold o n c c n o n - t r a d e d
goods ( N ) are taken into account, sincc they are not expected
to have the same
prices in different countries except u n d e r spccial
circumstances. Balassa (1964)
subsequently formalises H a r r o d ' s exposition by looking at
deviations f r o m P P P
870
Bu~ernomics: the economics of the Big Mac standard: Li Lian
Ong
in the context o f productivity biases. H e finds that m a r k e d
productivity differ-
entials in T b e t w e e n 'rich' and ' p o o r ' countries, along
with wage equalisation
within each economy, cause the prices o f T in terms of N to b
e c h e a p e r in the
richer economies. W e will use this a p p r o a c h as a basis
for slicing the Big M a c
into its T and N components.
Clements and Frenkel (1980) take the price level to b e a linear
17. h o m o g e n e o u s
( C o b b - D o u g l a s ) function of the prices of n o n - t r a d
e d goods, P!v, and t r a d e d
goods, PT, with weight ~ given to N:
( 3 ) e - ". 1 - . - P , ~ PT ,
w h e r e 0 < ce < 1 Thus, if P P P applies to T only, then S =
P r / P ~ and it follows
that
(45 P r = S . P ~ .
By rewriting Eq. ( 3 ) for the foreign country and rearranging b
o t h versions o f
the equation, we are then able to substitute P r and P.~ in Eq.
(4) to obtain
( 5 ) S = ( P r / P N ) " . P---
( p . ~ / p ~ ) " " p * •
Looking at Eq. ( 5 ) , we can see that the ( P T / P N ) a t e r m
b e c o m e s smaller, on
the basis o f a simple P P P calculation, as T b e c o m e s
relatively c h e a p e r to N in
the rich country, as explained by the P B H . In o t h e r words,
since N e n t e r into
the calculation o f PPP, via the overall price level, b u t do not
directly affect
exchange rates, the currency of the richer country will a p p e a
r to b e 'overval-
ued'.
C o n s i d e r also the Clements and S e m u d r a m (1983)
relationship b e t w e e n
relative prices and G D P p e r capita: 1~
18. ( 6 ) log ~ = A + 0 5 1 o g G D P .
W e rewrite Eq. ( 6 ) for the foreign e c o n o m y and
substitute b o t h versions o f the
equation into the logarithmic form o f Eq. ( 5 ) to obtain
( 7 ) log S = 3 , + / 3 log G D P - / 3 * log G D P * + log ~ ,
w h e r e 3/= c~A - c~*A*, /3 = c~05 and /3* = a'05".
Assuming for expository pur-
p o s e s that ~ = ~* and 05= 05*, /3 would then b e equal to
/3*. W e also
i n c o r p o r a t e the definition in Eq. ( 1 ) so that Eq. ( 7 ) b
e c o m e s
, ( G D P ~
( 8 ) r = y ' + / 3 l o g i c ) ,
w h e r e 7 ' = - ~ and /3' = - / 3 . 2o As the coefficient /3 =
o~05, with 0 < a < 1 and
05 < 0, we expect 13 < 0 and /3' > 0. The estimates of Eq. ( 8 )
are given in Table
2 . 21
The estimate o f /3' in Table 2 indicates that, on average, a 10%
growth in
G D P causes a 2 % appreciation o f the currency in real
terms. Recall that o n e
of the structural p a r a m e t e r s o f this m o d e l is o~, the
share o f non-tradeables in
871
19. Burgemomics: the economics o f the Big Mac standard." Li
Lian Ong
TABLE 2. Regression results: currency valuation and G D P c r
o s s - c o u n t r y / t i m e - s e r i e s ,
1986-1994 (standard errors in parentheses)
, [ G D P
I n t e r c e p t coefficient y '
Coefficient of relative G D P / 3 '
A d j u s t e d R 2
S t a n d a r d error of estimate
0.259 (0.026)
0.240 (0.023)
0.415
0.266
total costs. As the coefficient /3' = - a4,, we can obtain an
estimate o f a given
estimates o f /3' and ~b. We use the Clements a n d S e m u d r
a m (1983) estimate
(h = - 0.256 to derive ~ = 0.937. Thus, the n o n - t r a d e d c o
m p o n e n t in a Big Mac
accounts for approximately 94% o f its price. This figure
appears reasonable
given the p r o m i n e n c e o f wages, rent, o t h e r
overheads, etc. in the cost o f a Big
Mac.
IV. Improving the Big Mac Index: the No-Frills Index
As previously discussed, PPP t h e o r y needs to bc extended
to take account o f
n o n - t r a d e d goods. O u r calculations in t h e previous
20. section indicate that, on
average, non-tradcablcs account for approximately 94% o f the
h a m b u r g e r
prices. Since these goods play only a very small part in
determining exchange
rates, they should be excluded in a m o r e sophisticated PPP
calculation. We
pursue this idea in this section by introducing the No-Frills
Index (NFI) in
which the non-tradeables arc excluded from t h e Big M a c
Index (BMI).
We rewrite Eq. (4) in logarithmic form to r e p r e s e n t t h e
PPP condition:
(9) log S = log PT -- log P~
= f ( l o g P , log GDP) - f * (log P * , log GDP*)
g ( l o g ~ - . , ' G D P , =
In the above, the second line reflects Eqs. (3) a n d ( 6 ) and
their foreign-coun-
try counterparts. The third line invokes (i) a h o m o g e n e i t y
assumption that
prices at h o m e relative to those abroad affect the exchange
rate; and (ii) an
assumption that the relevant p a r a m e t e r values are
identical in the two coun-
tries (o~ = a * and ~h = ~b*, in the notation o f Section III).
Once we have an estimate o f the p a r a m e t e r s o f t h e
function g (-, .) in Eq.
(9), we can estimate the NFI as log S = ~ (log P/P*, log
GDP/GDP*). It can
be shown that the N F I is c o m p u t e d as log S -- log S - k,
21. w h e r e S is the actual
exchange rate and k is the residual from regression (8). 22 A n o
t h e r way o f
visualising the N F I is that it incorporates the systematic
relationship b e t w e e n
departures from parity according to t h e B M I and GDP; this
relationship is t h e
productivity bias Eq. (8). F o r illustration purposes, Table 3
presents t h e N F I
872
Burgernomics: the economics o f the Big Mac standard: Li Lian
Ong
TABLE 3. A c t u a l e x c h a n g e r a t e s , t h e Big M a c
I n d e x a n d t h e N o - F r i l l s I n d e x
C o u n t r y
L o g a r i t h m i c
A c t u a l
e x c h a n g e r a t e
(1)
L o g a r i t h m i c d i f f e r e n c e s x 100
Big M a c N o - F r i l l s A c t u a l E R - A c t u a l E R -
B M I -
I n d e x I n d e x B M I N F I N F I
22. (2) (3) (4) = (1) - (2) (5) = (1) - (3) (6) = (2) - (3)
1994
A r g e n t i n a 0.00 0.45 0.47 - 4 5 . 1 1 - 4 7 . 3 0 - 2 . 2 0
A u s t r a l i a 0.35 0.07 - 0.09 28.30 44.18 15.88
A u s t r i a 2.48 2.69 2.47 - 20.97 1.96 22.94
B r i t a i n - 0.38 - 0.24 - 0.39 - 13.94 0.81 14.75
C a n a d a 0.33 0.22 0.04 11.42 28.47 17.05
C h i l e 6.03 6.02 6.23 0.48 - 20.38 - 20.87
C h i n a 2.16 1.36 2.10 79.98 6.16 - 7 3 . 8 2
D e n m a r k 1.90 2.42 2.16 - 5 1 . 5 3 - 2 5 . 5 2 26.01
F r a n c e 1.76 2.08 1.87 - 32.14 - 10.89 21.25
G e r m a n y 0.54 0.69 0.49 - 15.67 5.03 20.69
G r e e c e 5.53 5.60 5.60 - 7.30 - 7.75 - 0.45
H o l l a n d 0.65 0.86 0.66 - 21.58 - 1.66 19.92
H u n g a r y 4.63 4.30 4.49 33.77 14.93 - 18.85
I t a l y 7.40 7.59 7.43 - 18.68 - 2.82 15.86
J a p a n 4.64 5.14 4.80 - 49.14 - 15.88 33.26
M a l a y s i a 0.99 0.49 0.72 49.48 26.79 - 22.70
23. M e x i c o 1.21 1.26 1.45 - 4 . 6 5 - 2 3 . 7 6 - 19.11
P o l a n d 10.02 9.51 9.82 50.95 19.48 - 31.47
P o r t u g a l 5.16 5.25 5.28 - 9.32 - 12.27 - 2.95
R u s s i a 7.48 7.14 7.47 34.19 1.64 - 32.54
S i n g a p o r e 0.45 0.26 0.04 18.87 41.20 22.33
S o u t h K o r e a 6.70 6.91 6.92 - 21.07 - 22.53 - 1.46
S p a i n 4.93 5.01 4.94 - 8.34 - 1.62 6.72
S w e d e n 2.08 2.41 2.20 - 33.13 - 12.01 21.12
S w i t z e r l a n d 0.36 0.91 0.58 - 54.36 - 21.88 32.48
T h a i l a n d 3.23 3.04 3.36 19.25 - 12.58 - 31.83
M e a n - 3.09 - 1.85 1.23
S t a n d a r d e r r o r o f m e a n 6.76 4.21 5.08
t - s t a t i s t i c - 0.46 - 0.44 0.24
for 1994, as well as the test statistics for that year. N o t e that
for China, one o f
the poorest countries in the sample, the deviation o f the BMI
from the actual
exchange rate is approx. 80%; when the NFI is used, the
deviation falls to
approx. 6%.
We find that, on average, the excess o f the BMI over its No-
24. Frills counter-
part is approx. 10%, over the 1986-1994 period. 23 In other
words, the BMI
undervalues currencies by 10%, on average. Consequently, if
The Economist
magazine wishes to make some rough adjustments to its BMI to
allow for
productivity bias, a simple approach would be to add 10% to its
estimates o f
currency values, especially for the poorer countries.
873
Burgernomics: the economics o f the Big Mac standard: Li Lian
Ong
V. Summary and conclusion
The Economist magazine is considered the most influential and
prestigious
financial n e w s p a p e r in the world. In view o f its well-
known breezy style which
has b e e n described as 'simplify and then exaggerate', one
suspects that w h e n
the editor first i n t r o d u c e d the Big Mac Index in 1986, it
was a s o m e w h a t
tongue-in-cheek contribution to what is perhaps the m o s t
widely-researched
and d e b a t e d doctrine in international finance. M a n y
years later, the Big M a c
Index is still going strong and is now widely cited and u s e d
by academics and
practitioners alike. Given the competitive nature o f publishing,
one would
25. assume that the survival o f the index would have to be b a s e
d on s o m e intrinsic
merit and usefulness o f the m e a s u r e in judging the long-
term value o f curren-
cies.
O u r test results d e m o n s t r a t e that the Big M a c Index
is surprisingly accurate
in tracking exchange rates o v e r the longer-term, which is
consistent with
previous findings. The regression tests indicate that purchasing
p o w e r parity
holds with the Big M a c Index over a 9-year horizon. H o w e
v e r , this is n o t to say
that the currencies o f all individual countries for all years are
at parity.
G e o g r a p h i c influences a p p e a r to play a part in those
instances w h e r e devia-
tions from parity occur. F o r example, the currencies o f
developing Asian and
East E u r o p e a n countries are consistently undervalued,
while the currencies o f
the industrialised e c o n o m i e s are overvalued, on average.
The versatility o f the Big M a c Index notwithstanding, we are
still able to
improve on it by taking into account the existence o f
productivity bias b e t w e e n
countries. As it is well known, services are relatively c h e a p e
r in p o o r e r
countries and because these goods have little, if any, role in
determining
exchange rates, standard P P P calculations which include
services tend to show
that the currencies o f these countries are systematically
undervalued. In o t h e r
26. words, these deviations from parity are related to income. W e
confirm the
existence o f this productivity bias in the Big Mac Index and
subsequently
introduce the new No-Frills Index to solve the problem. T h e n
e w index
excludes the n o n - t r a d e d c o m p o n e n t o f Big Mac h
a m b u r g e r s in computing
parity. Interestingly, we estimate that this c o m p o n e n t
accounts for as much as
94% o f the cost o f a Big Mac. O u r new results indicate that
the No-Frills Index
p e r f o r m s even b e t t e r than the Big Mac Index,
especially for the p o o r e r
countries and could b e o f use to practitioners and policy-
makers.
Notes
1. The origins of PPP theory are analyzed in detail by Frenkel
(1976) and Officer (1982).
2. Studies by A d l e r and Lehmann (1983), Huizinga (1987)
and Meese and Rogof~ (1988)
are unable to reject the hypothesis that real exchange rates
follow a r a n d o m walk under
the floating exchange rate regime. However, recent studies by A
b u a f and Jorion (1990),
D i e b o l d et al. (1991) and Lothian (1990) find evidence o f
mean-reverting behavior in
real exchange rates using long-term time series data. O t h e r
research into real exchange
rate behavior during the float include Dornbusch (1987), F r a n
k e l and M e e s e (1987),
M e e s e (1990) and Officer (1976). Recent surveys o f the
literature are provided by
27. Lothian (1997), R o g o f f (1996) and Taylor (1995).
874
Burgernomics: the economics of the Big Mac standard: Li Lian
Ong
3. F r o o t and R o g o f f (1994) and Officer (1982) provide
comprehensive reviews o f the
l i t e r a t u r e in this area.
4. As an example, consider a two-country, two-good (traded and
non-traded, T and N )
world, where one country is rich and the o t h e r poor. Let the
rich country be m o r e
productive in the production of both T and N. Although this
country has an absolute
advantage in both goods, it is plausible to postulate that it is
relatively m o r e productive
in T. The reason lies in the nature of N which have large service
c o m p o n e n t s and are
labor-intensive. Thus, productivity improvements are m o r e
difficult in these areas.
Consequently, the relatively higher productivity o f T in the
rich country means that
their relative prices will be c h e a p e r in the rich country (in
terms of N).
5. The mechanics of this concept are discussed in further detail
in Section III. O t h e r
research into the PBH include Bartolini (1995) and Clemcnts
and S e m u d r a m (1983).
6. See Summers and H e s t o n (1991) for a description of the
28. data.
7. T h e r e have been strong criticisms o f the reliability of
the ICP method, however. They
include the fact that (i) world average prices are used to value
the G D P c o m p o n e n t s ,
which means that since world average prices are d o m i n a t e
d by the larger weights o f rich
countries, price weights that are not reflective of the low-
income countries t e n d to push
up their relative quantity indices (Isenman, 1980); (ii) the ICP
prices ' c o m p a r i s o n
resistant' services, which have no identifiable unit of output
which could be easily priced
(Maddison, 1983); and (iii) ICP d a t a are only g a t h e r e d
at 5-year intervals (beginning in
1970) and country coverage is limited, which means that data
from n o n - b e n c h m a r k years
and countries must be o b t a i n e d by extrapolation;
moreover, there is also a long time lag
between collection of the d a t a and their availability (Rogoff,
1996).
8. The Big Mac hamburger is p r o d u c e d locally in more
than 80 countries a r o u n d the world,
with only minor changes in recipe. It is 95 mm in diameter,
weighs 205 g and generally
uses the same ingredients everywhere - - two b e e f patties, a
special sauce, lettuce,
cheese, pickles and a sesame-seed bun ( L o o k Japan, June
1994). As well as being a
' s t a n d a r d product', this means that its local prices are less
likely to be d i s t o r t e d by
international t r a n s p o r t a t i o n and distribution costs.
9. t-test results indicate that the majority of the W e s t e r n
29. and Central E u r o p e a n currencies
a p p e a r to deviate significantly from parity at the 0.1%
level. Only I r e l a n d is at parity
with the US. In the A m e r i c a s group, parity with the US is
achieved by Mexico and
Brazil, while Canada, surprisingly, deviates from its North A m
e r i c a n neighbour at the
5% level. This result could perhaps be explained by Engel and
Rogers' (1995) finding
that crossing the US C a n a d i a n b o r d e r is equivalent to
adding 7182 miles between two
cities in the same country, in the context o f price differences
between locations.
Meanwhile, all the A S E A N - O c e a n i a currencies are
significantly undervalued. Results of
t-tests for parity by region indicate that except for Western and
Central E u r o p e which is
significantly overvalued, all o t h e r regions are, on average,
either undervalued or at
parity with the US. The currencies o f A S E A N - O c e a n i a
and Eastern E u r o p e are
significantly undervalued by approx. 28%, while the null
hypothesis of PPP holds for the
A m e r i c a s and East Asia. These findings are explained to
some extent by F r a n k e l and
W e i ' s (1995) research into the existence o f currency blocs.
Finally, the t-statistic for the
entire sample indicates that the currencies, averaged over time
and countries, deviate
significantly from parity at the 5% level.
10. Results of t-tests seem to imply that the over- or under-
valuation of each currency, with
respect to the US dollar, t e n d to offset one another on an
annual basis. W i t h the
exception o f 1987, when the US dollar is significantly
30. undervalued at the 1% level, it
a p p e a r s that the US dollar is m o r e or less at parity in
each year. Cumby (1996) finds that
deviations from Big Mac PPP are useful for forecasting
exchange rates. A f t e r account-
ing for currency-specific constants, a 10% undervaluation in 1
year, according to the Big
Mac Index, is associated with a 3.5% appreciation over the
following year.
11. Initially, we estimate Eq. ( 2 ) for each year, using cross-
country data; the results are
given in the first part o f Table 1. The adjusted R 2 figures
indicate a very significant
relationship between the implied and actual exchange rates on a
year-by-year basis. The
hypotheses of a zero intercept, a unit slope coefficient and the
joint hypothesis o f a z e r o
875
Burgernornics: the economics of the Big Mac standard." Li Lian
Ong
intercept and unit slope coefficient cannot be rejected for any 1
year, except for 1986
and 1987. Next, we pool the data over time and across
countries; the results are
p r e s e n t e d in the second part o f Table 1. In this case,
both the null hypotheses, when
taken separately, cannot be rejected. However, the joint
hypothesis is rejected at the 5%
level o f significance.
31. 12. F r a n k e l and R o s e (1995), H a k k i o (1984) and Oh
(1996) show that the higher variability
in cross-sectional data, relative to time-series data, allows for m
o r e precise p a r a m e t e r
estimates in tests of PPP. Similarly, Cumby (1996) d e m o n s t
r a t e s that a larger cross-sec-
tion yields enough power to detect substantial mean-reversion
in his tests of Big Mac
PPP. H e finds little persistence in deviations from Big Mac
PPP, with only 30% o f
deviations persisting into the following year
13. As can be seen in the third part of Table 1, the adjusted R 2
remains very high at 98%.
The intercept and slope coefficient are not significantly
different from zero and unity,
respectively, while the joint hypothesis for the slope and
intercept also cannot be
rejected. This finding of long-run PPP is consistent with the
results o f A b u a f and Jorion
(1990), D i e b o l d et al. (1991), Frenkel (1981), Lothian
(1990) and Officer (1976). M a n z u r
(1990) shows that the long-run in PPP terms is 5 years.
14. See Blundell-Wignall et al. (1993), Edison and Pauls (1993)
and F r o o t and Rogoff
(1994). Note that as our d a t a observations are both across
countries and over time,
non-stationarity may not be such a problem as c o m p a r e d
with the situation with pure
time-series data.
15. The results o f the relative parity regressions o f annual
data are given in the first part o f
Table 1. With the exception of 1986/1987 and 1987/1988, we
find the adjusted R - to be
32. very high for each year. However, the joint hypothesis o f a
zero intercept and unit slope
is rejected for all years except 1990/1991. The j o i n t
hypothesis is also rejected when
averaged d a t a are used. W h e n the d a t a are pooled across
countries and over time, the
adjusted R 2 is approx. 90%. In this instance, both the null
hypotheses of a zero
i n t e r c e p t / u n i t slope coefficient as well as the joint
hypothesis cannot be rejected.
16. See H a r r o d (1939).
17. Look Japan, June 1994.
18. Firms are said to ' p r i c e to m a r k e t ' when they charge
different local prices across export
markets to reflect the particular local competitive situation; any
exchange rate move-
ment is a b s o r b e d by altering the home currency export
price (Ghosh and Wolf, 1994).
Cumby (1996) finds that relative local currency prices a p p e a
r to adjust to reduce
deviations from Big Mac PPP.
19. Using the price of haircuts in 24 countries to measure the
price of N, they find a strong
positive association between the price of a haircut and the GDP.
They estimate the
income elasticity o f the relative price of T, as r e p r e s e n t e
d by the regression coefficient
~/, in Eq. ( 6 ) , as being equal to - 0 . 2 5 6 , with s t a n d a r
d e r r o r 0.061. Their finding that N
become relatively more expensive with increasing income is
consistent with the PBH.
20. Note that the negative o f r, as defined in Eq. (1), is the
33. conventional definition of the
real exchange rate.
21. To estimate Eq. ( 8 ) , we use the d a t a on r, calculated in
Section I, and G D P figures
o b t a i n e d from the International Financial Statistics of the
International M o n e t a r y F u n d
(1996). Observations are omitted in instances where G D P d a
t a are unavailable.
22. See Ong (1995).
23. Not shown in Table 3; see Ong (1995) for calculation
details.
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878
The Big Mac Index •
Topic: The Big Mac Index Write an essay more than 1000
words, excluding reference,
explaining the Big Mac Index and its advantages and limitations
in measuring PPP. Describe
the possible cause(s) of the failure of PPP that you learned in
the lecture. Also, examine the
40. conclusion from The Economist (article link below) that “[t]he
Chinese yuan, for example, is
44% undervalued against the dollar”. The following articles can
help you with the essay:
– http://www.economist.com/news/finance-and-
economics/21714392-emerging-market-
currenciesand-euro-look-undervalued-against-dollar-our-big
– Ong, L.L., 1997. Burgernomics: the economics of the Big Mac
standard. Journal of
International Money and Finance, 16(6), pp.865-878.
You are encouraged to search for more references or materials.
The reference should be in
Harvard style.