This document contains information about different economic concepts including economic sectors, globalization, and economic systems. It provides data on the GDP, GDP per capita, and distribution of economic sectors and labor force across 15 different countries. It also includes steps for analyzing images and a table to fill in about key economic systems. The document serves as a reference for students to learn about economies in a global world.
Green Economy Report
Agriculture
This chapter provides evidence to inspire policy makers to support increasing green investments in the sector, and guidance on how to enable this transformation. It aims to enhance food security, reduce poverty, improve nutrition and health, create rural jobs and reduce pressure on the environment.
http://www.unep.org/greeneconomy/Portals/88/documents/ger/2.0_Agriculture.pdf
'Since 2008, the world economy has been facing the consequences of the global financial crisis. As a result, many economic policy paradigms have been revised, and this process is far from complete. The policy area, which needs a fundamental rethinking (especially in advanced economies), relates to the role of public finance and fiscal policy in ensuring economic growth and financial stability. The primary task will be to develop a new analytical approach and detailed indicators, which are necessary to provide a correct diagnosis and effective recommendations.'
What are the “safe” levels of budget deficit and public debt during “normal” or “good” times? Is there a single norm of fiscal safety?
These questions are discussed in the new paper by Marek Dabrowski: "Fiscal Sustainability: Conceptual, Institutional, and Policy Issues".
The publication is a part of CASE Working Papers series.
Green Economy Report
Agriculture
This chapter provides evidence to inspire policy makers to support increasing green investments in the sector, and guidance on how to enable this transformation. It aims to enhance food security, reduce poverty, improve nutrition and health, create rural jobs and reduce pressure on the environment.
http://www.unep.org/greeneconomy/Portals/88/documents/ger/2.0_Agriculture.pdf
'Since 2008, the world economy has been facing the consequences of the global financial crisis. As a result, many economic policy paradigms have been revised, and this process is far from complete. The policy area, which needs a fundamental rethinking (especially in advanced economies), relates to the role of public finance and fiscal policy in ensuring economic growth and financial stability. The primary task will be to develop a new analytical approach and detailed indicators, which are necessary to provide a correct diagnosis and effective recommendations.'
What are the “safe” levels of budget deficit and public debt during “normal” or “good” times? Is there a single norm of fiscal safety?
These questions are discussed in the new paper by Marek Dabrowski: "Fiscal Sustainability: Conceptual, Institutional, and Policy Issues".
The publication is a part of CASE Working Papers series.
The state of foresight in food and agriculture and the roads toward improvementGCARD Conferences
The GCARD2 process on foresight is intended to advance the Roadmap actions required, paving the way for developing more effective approaches in line with the partnership principles, smallholder farmer and impact-centred focus of the GCARD. The key question the foresight session intends to address is: “What role could smallholder farmers play in meeting future needs in food and nutrition security, poverty alleviation and sustainable management of natural resources?” http://www.egfar.org/gcard-2012
Le processus de la GCARD2 sur la prospective a pour but de promouvoir les actions nécessaires de la Feuille de route en vue de favoriser le développement des approches plus efficaces et respectueuses des principes du partenariat, des petits producteur et de la question des impacts ciblées de la GCARD. Cette section permettra de répondre de façon adéquate à la question : «Quel rôle les petits agriculteurs pourraient-ils jouer le future dans la recherche des solutions aux défis de la sécurité alimentaire et nutritionnelle, de la réduction de la pauvreté et de gestion durable des ressources naturelles? http://www.egfar.org/gcard-2012
El proceso de GCARD2 en la prospectiva se pretende avanzar en las acciones del plan necesarias, allanando el camino para el desarrollo de enfoques más eficaces en consonancia con los principios de asociación, agricultores minifundistas y enfoque centrado en el impacto de la GCARD. La cuestión clave de la sesión de prospectiva pretende la dirección es: "Qué papel podría los pequeños agricultores juegan en satisfacer las necesidades futuras en seguridad alimentaria y nutricional, reducción de la pobreza y gestión sostenible de los recursos naturales?"
http://www.egfar.org/gcard-2012
In the last decade, advanced economies, including the euro area, experienced deflationary pressures caused by the global financial crisis of 2007-2009 and the anti-crisis policies that followed—in particular, the new financial regulations (which led to a deep decline in the money multiplier). However, there are numerous signs in both the real and financial spheres that these pressures are disappearing. The largest advanced economies are growing up to their potential, unemployment is systematically decreasing, the financial sector is more eager to lend, and its clients—to borrow. Rapidly growing asset prices signal the possibility of similar developments in other segments of the economy. In this new macroeconomic environment, central banks should cease unconventional monetary policies and prepare themselves to head off potential inflationary pressures.
MBA Strategic Management Individual project on Procter & Gamble. I performed a strategic situation analysis of both internal and external factors for the purpose of value creation through strategic formulation and implementation.
A case study of how small and medium enterprises can attract FDI into the Nigerian Agriculture sector to the University of Kent's Business School. Emmanuel not only successfully showcased Nigeria Agriculture sector as an investment opportunities destination for Multinationals but also criticize Nigerian policy makers for their over dependent on the oil sector, with the country’s major source of revenue coming from oil while the agriculture sector is being overlooked.
A case of how small and medium enterprises can attract FDI into the Nigerian Agriculture sector to the University of Kent's Business School. Emmanuel not only successfully showcased Nigeria Agriculture sector as an investment opportunities destination for Multinationals but also criticize Nigerian policy makers for their over dependent on the oil sector, with the country’s major source of revenue coming from oil while the agriculture sector is being overlooked.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
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
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?
Francesca Gottschalk - How can education support child empowerment.pptx
Unit 1: Economy Activities
1. Unit 1: Economy in a Global World
1
Activities - Economy in a Global World by Gema de la Torre is licensed
under a Creative Commons Reconocimiento-NoComercial 4.0 Internacional License
Unit 1 – Activities - Economy
INDEX
1. Introduction ....................................................................................................................................................1
2. Economic Sectors............................................................................................................................................1
3. Globalisation ...................................................................................................................................................4
4. Economic systems...........................................................................................................................................6
5. The Labour Market..........................................................................................................................................6
6. Unemployment in Spain..................................................................................................................................7
1. Introduction
1) Explain the following graph.
What does it represent?
What is the distribution of
each sector? Why has it
happened?
2. Economic Sectors
2) Here you have some countries with the distribution of economic sectors. Choose one and
answer to these questions:
a) What type of country do you think it is? (LEDC, NIC, MEDC…)
b) Why do you think that? (Explain your answer in 4 lines
maximum)
c) Is there much or little difference between GDP and GDP per
capita? What is the meaning of that?
d) Explain the employment structures and its distribution in the
three different sectors?
e) Compare the GDP per economic sectors and Labour force by
sectors. Is there much difference? Explain this difference.
Country Nº GDP GDP per capita GDP per economic Sectors Labour force by
sectors
Spain -0- 0 $1.572 trillion
(2014 est.)
Position: 17
$33,800 (2014
est.)
Position: 54
agriculture: 2.5%
industry: 23.1%
services: 74.4% (2014 est.)
agriculture: 2.9%
industry: 15%
services: 58.4% (2014
est.)
2. Unit 1: Economy in a Global World
2
Activities - Economy in a Global World by Gema de la Torre is licensed
under a Creative Commons Reconocimiento-NoComercial 4.0 Internacional License
Nº GDP GDP per capita GDP per economic Sectors Labour force by sectors
1 $181.2 billion
(2014 est.)
Position: 64
$11,300
(2014 est.)
Position: 128
agriculture: 6%
industry: 34.3%
services: 59.7% (2014 est.)
agriculture: 27.8%
industry: 17.8%
services: 54.4% (2012)
Nº GDP GDP per capita GDP per economic
Sectors
Labour force by sectors
2 $540.9 billion
(2014 est.)
Position: 35
$17,800 (2014
est.)
Position: 95
agriculture: 3.6%
industry: 33.4%
services: 63% (2014 est.)
agriculture: 7.3%
industry: 21.8%
services: 70.9% (4th quarter,
2011 est.)
Nº GDP GDP per capita GDP per economic Sectors Labour force by sectors
3 $372.7 billion
(2014 est.)
Position: 48
$11,900 (2014
est.)
Position: 124
agriculture: 7%
industry: 35.5%
services: 57.5% (2014 est.)
agriculture: 25.8%
industry: 17.4%
services: 56.8% (2011)
Nº GDP GDP per capita GDP per economic
Sectors
Labour force by sectors
4 $18.38 billion
(2014 est.)
Position: 147
$1,800 (2014 est.)
Position: 207
agriculture: 23.4%
industry: 19.8%
services: 56.8% (2014
est.)
agriculture: 38.1%
industry: 11.5%
services: 50.4% (2010)
Nº GDP GDP per capita GDP per economic
Sectors
Labour force by sectors
5 $24.1 billion
(2014 est.)
Position: 136
$8,600 (2014 est.)
Position: 141
agriculture: 6.9%
industry: 21.2%
services: 72% (2014 est.)
agriculture: 17%
industry: 19%
services: 64% (2006)
Nº GDP GDP per capita GDP per economic Sectors Labour force by sectors
6 $259.2 billion
(2014 est.)
Position: 57
$7,800 (2014 est.)
Position: 148
agriculture: 13%
industry: 29.3%
services: 57.7% (2014 est.)
agriculture: 39.1%
industry: 20.3%
services: 40.5% (2014 est.)
Nº GDP GDP per capita GDP per economic
Sectors
Labour force by sectors
7 $29.42 billion
(2014 est.)
Position: 128
$1,700 (2014 est.)
Position: 212
agriculture: 22.4%
industry: 26%
services: 51.6% (2014
est.)
agriculture: 90%
industry and services: 10%
(2000 est.)
Nº GDP GDP per capita GDP per economic Sectors Labour force by sectors
8 $5.896 billion
(2010 est.)
Position: 169
$600 (2010 est.)
Position: 229
agriculture: 60.2%
industry: 7.4%
services: 32.5% (2013 est.)
agriculture: 71%
industry and services: 29%
(1975)
3. Unit 1: Economy in a Global World
3
Activities - Economy in a Global World by Gema de la Torre is licensed
under a Creative Commons Reconocimiento-NoComercial 4.0 Internacional License
Nº GDP GDP per capita GDP per economic Sectors Labour force by sectors
9 $1.357 trillion
(2014 est.)
Position: 19
$17,400 (2014
est.)
Position: 96
agriculture: 9.2%
industry: 37.7%
services: 53.1% (2014 est.)
agriculture: 16.3%
industry: 35.1%
services: 48.6% (2013 est.)
Nº GDP GDP per capita GDP per economic Sectors Labour force by sectors
10 $2.686 trillion
(2014 est.)
Position: 9
$10,700 (2014
est.)
Position: 131
agriculture: 13.7%
industry: 42.9%
services: 43.3% (2014 est.)
agriculture: 38.9%
industry: 13.2%
services: 47.9% (2012 est.)
Nº GDP GDP per capita GDP per economic Sectors Labour force by sectors
11 $4.767 trillion
(2014 est.)
Position: 5
$37,500 (2014
est.)
Position: 44
agriculture: 1.2%
industry: 26.8%
services: 72% (2014 est.)
agriculture: 2.9%
industry: 26.2%
services: 70.9% (February
2015 est.)
Nº GDP GDP per capita GDP per economic Sectors Labour force by sectors
12 $18.09 trillion
(2014 est.)
Position: 2
$13,200 (2014
est.)
Position: 117
agriculture: 9.2%
industry: 42.7%
services: 48.1%
(2014 est.)
agriculture: 33.6%
industry: 30.3%
services: 36.1%
(2012 est.)
Nº GDP GDP per capita GDP per economic Sectors Labour force by sectors
13 $420 billion
(2014 est.)
Position: 43
$24,100 (2014
est.)
Position: 76
agriculture: 4.7%
industry: 36%
services: 59.3% (2014 est.)
agriculture: 25.8%
industry: 11.9%
services: 62.3% (2012)
Nº GDP GDP per capita GDP per economic Sectors Labour force by sectors
14 $17.35 trillion
(2014 est.)
Position: 3
$54,400
(2014 est.)
Position: 19
agriculture: 1.6%
industry: 20.6%
services: 77.8%
(2014 est.)
farming, forestry, and
fishing: 0.7%
manufacturing, extraction,
transportation, and
crafts: 20.3%
managerial, professional, and
technical: 37.3%
sales and office: 24.2%
other services: 17.6%
Nº GDP GDP per capita GDP per economic Sectors Labour force by sectors
15 $2.149 trillion
(2014 est.)
Position: 12
$18,000 (2014
est.)
Position: 92
agriculture: 3.5%
industry: 33.8%
services: 62.7% (2014 est.)
agriculture: 13.4%
industry: 24.1%
services: 61.9% (2011)
4. Unit 1: Economy in a Global World
4
Activities - Economy in a Global World by Gema de la Torre is licensed
under a Creative Commons Reconocimiento-NoComercial 4.0 Internacional License
List of countries (Activity #2)
1 – Ecuador
2 - Venezuela
3 - Perú
4 -Haití
5 - Jamaica
6 - Morocco
7 – Burkina Faso
8 - Somalia
9 – Irán
10 - Indonesia
11 – Japan
12 – China
13 – Kazakhstan
14 – USA
15 - Mexico
3. Globalisation
3) Analysis of an image.
Here you have the different steps that you have to follow for a fantastic analysis and some
useful vocabulary.
5. Unit 1: Economy in a Global World
5
Activities - Economy in a Global World by Gema de la Torre is licensed
under a Creative Commons Reconocimiento-NoComercial 4.0 Internacional License
Analysis of an image
1) Description (or Analysis): describe the image from the general to the
particular, paying special attention to the geographical characteristics.
You can use the following vocabulary:
- It is a photograph, a map, a plan, a diagram, a pie diagram, a bar
diagram, a cartoon, a drawing…
- At the top, at the bottom, in the middle, at the background, at the
foreground…
2) Short deduction: you have to deduce what is the topic (or subject) of the
image. It’s just two lines (you only have to deduce the main topic).
You can use this type of introductions:
- Because of all these characteristics I can deduce that this image
represents the ……
- Due to all of these elements I can say, suppose, figure out, assume…
that it is a …
3) Commentary: here you have to explain the characteristics of the subject, but
always paying attention to the image. The image is the tool that is going to
lead your commentary.
First mention the characteristics or the subject that the image has
suggested you (and don’t forget to explain that connection).
Secondly explain other characteristics of the subject that are not in
the image but that you know.
4) Conclusion: At the end you can write things such as:
Your personal opinion
Consequences
Environmental problems….
Some Key Vocabulary
For describing what you see: I see, I can see, I observe, I notice...
For locating items in the photograph: In the foreground (en primer plano),
in the background (al fondo), at the upper left corner, at the upper right
corner, at the lower right corner, at the lower left corner, at the left, at
the right, at the top, at the bottom...
For deductions: I deduce, I assume, I figure out, I suppose, I infer, I
understand...
For the causes: this situation is caused/produced/provoked/generated/created
by
For the consequences: Because of this/that, for this reason, as a result,
therefore (por tanto), in consequence, consequently, so....
Giving your opinion: I think, In my opinion, In my view, To my mind, As far
as I am concerned.....
Concluding: In conclusion, To conclude, To summarise...
6. Unit 1: Economy in a Global World
6
Activities - Economy in a Global World by Gema de la Torre is licensed
under a Creative Commons Reconocimiento-NoComercial 4.0 Internacional License
4. Economic systems
4) Fill this table with the correct information. (Write full sentences in the table and you will have a
powerful tool for studying).
Communist System Capitalist System Keynesian System Neoliberal System
Other name:
When did it appear?
Means of production:
Objective:
Countries:
5. The Labour Market
5) Fill the table with the correct information.
6) Calculate the activity rate and unemployment rate of the following two countries for the year 2014.
Total Population Active Population Activity Rate Unemployment rate
Belgium 11 237 000 4 975 260 8,5%
Morocco 32 987 206 12 498 270 9,5 %
Romania 21 729 871 9 302 000 7,3 %
Total Population
__________________________ ___________________________
Definition:Definition:
. . . . .
.
.
7. Unit 1: Economy in a Global World
7
Activities - Economy in a Global World by Gema de la Torre is licensed
under a Creative Commons Reconocimiento-NoComercial 4.0 Internacional License
7) What country has the highest activity rate? ____________________
8) What country has the lowest activity rate? _____________________
9) Does the activity rate show only the people that are working or also other people? Explain your
answer.
10)Does the emigration affect the activity rate or the country of origin? Does it increase or decrease?
(Explain why).
11)Does the immigration affect the activity rate or the country of destination? Does it increase or
decrease? (Explain why).
6. Unemployment in Spain
If you want to know more about this topic you can read the following link:
http://www.elespanol.com/economia/macroeconomia/20160904/152985137_0.html
12)Explain the following diagram in a writing composition.
What does it represent?
The data (is it a total amount or a percentage, it increases or decreases, maximum and
minimum data…)
Possible causes. Possible consequences
Personal opinion