economic essay
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
economic essay
Description
The Macroeconomics Learning Portfolio
DIRECTIONS:
CHAPTER 2:
Chapter 2 shows and discusses the gains from trade that can result when individuals, firms, or countries specialize in producing goods for which they have the comparative advantage, and trade those goods with others.
Gains from specialization and exchange can be seen in many situations. For example, most people that we pay to do things for us (e.g. grow our food, cut our hair, tutor us, etc.) perform the task for a lower opportunity cost than we would bear if we were to do it ourselves. This is where the gain from trade that benefits both parties comes from, and is why it is rational for you to pay for the service.
To show that you understand how comparative advantage works in the modern economy, please discuss a good or service you recently purchased and address the following prompts:
- What is the item or service, and how much did you pay for it?
- What is a reasonable estimate of how long it would take you to make the item or perform the service at the same quality level of the one your purchased, if you had been unable to buy it? You need to come up with a number of hours or days or years, or whatever time measurement you want, for how long it would take you. Don’t try to avoid this. If you can’t figure it out, pick another good or service.
- Who worked to get the money to pay for the item, and how long did they have to work to get the money? If your money came from the government, see the how the government gets money page.
- Based on your answers to 2 and 3 above, was it rational to buy the good? Explain. Make sure you compare the time it would take you to make the good or perform the service (mentioned in part 2) and the amount of time that had to be worked to get the money (mentioned in part 3). It is only rational to buy something if you give up less resources working to earn money to pay, than you would have if you made the good or perform the service yourself. If it turned out to be irrational, why did you buy it?
CHAPTER 3:
In chapter 3 we learn that the supply and demand for a good or service can shift in response to changes in certain variables, and about how supply and demand interact to determine the market equilibrium price.
- Please identify a price change you have observed in the last few years. Do not choose gasoline or smart/cell phones, please pick something else.
- Use the supply and demand model to explain the price change you identified in A) above. You should be talking about what happened with supply and demand curves, so please be sure you talk about both of these. You don’t need to search the internet for information about this, because I don’t care if you are correct. I just want to see if you can use the model to explain price changes, so if your explanation would create the change you observed, that is all I’m looking for.
- Summarize your explanation with one sentence that mentions what you think has happened to both supply and demand, and how this interaction has resulted in the price change you observed. If both curves are moving, you will need to comment on the relative size of each shift to justify the price change you observed.
CHAPTER 4A:
In our everyday lives as consumers we purchase many goods and services, and we derive consumers’ surplus for most of them. With that in mind, please:
Identify 3 goods or services you have purchased in the last year, and estimate the amount of consumer surplus you enjoy from those purchases. For each good, please state specifically:
- The highest amount you would have been willing to pay.
- The price you actually paid.
- The amount of consumers’ surplus you received from each item.
CHAPTER 4B:
We are about one third of the way through the course. How is it going for you? Are your grades where you want them to be? If not, what can you do to remedy the situation? If you want a different result, it is imperative that you change your strategy.
CHAPTER 8, 9, AND 10:
We have begun our exploration of the macroeconomic statistics that describe total output (and the business cycle), unemployment, and inflation in our economy. In recent times we have seen significant variation in output and employment due to the “great recession” of 2008/9 and the recovery that has followed. In this assignment we will use interactive maps on the internet to visualize these variations, and see if we can identify any relationships between changes in output and changes in employment.
There is a bar at the top of the page that says “Datasets”. Click on Datasets, then select “World Economic Outlook” on the upper left part of the screen. On the World Economic Outlook page, scroll down and select “Gross Domestic Product”, then select “Real GDP Growth” on the page that pops up. You will now be taken to a page that will give you the data on GDP growth rates for different countries and groups of countries.
On the GDP growth rates page, you will see 4 panels. On the upper right panel, scroll down and select United States (by double clicking on it) so that you will be able to see our GDP growth rates. You should see United States added to the lower right panel. To make the graphs more readable, I suggest deleting anything else besides the United States in this panel.
Now in the lower left panel, drag the sliding selector thingy to the left, and notice that the number next to United States in the right lower panel is changing. This number is the value for the real GDP growth rate for the year currently selected. Please write down the annual rates of real GDP growth for the United States for the years 2007, 2008, 2009, 2010, and 2011.
Next we will now look at changes in the unemployment rate over this same time period. We can make this change by going back to the “World Economic Outlook” data set, and selecting the “People” subject, then “Unemployment Rate”. You will then be taken back to the “data mapper page” you were on when we looked at real GDP growth rates, but now we have data on the unemployment rate. Please use the same approach described above, and write down the unemployment rates for the United States for the years 2007, 2008, 2009, 2010, and 2011.
- Please tell me the numbers that you collected. I don’t care if you do this in a table or not.
- Compare the data on GDP growth rates and unemployment you have gathered for the years in question. What phase of the business cycle were we in during 2009? Note that “trough” is not a phase of the business cycle –it is a moment in time.
- Unemployment is something economists call a “lagging indicator”, which means that it lags behind changes in productivity (firms wait to hire and fire people until they are sure they need to). Do you notice a relationship between the GDP growth rates and the unemployment rate (hint: you should)? What is the relationship?
- Do you think there is a causal (meaning changes in one variable cause changes in the other variable) relationship between GDP growth and unemployment rates? If so, please explain exactly how the mechanism of causality works… i.e. Why does a change in one variable cause the change in the other? Think hard here, for yourself, and absolutely DO NOT search the internet for help. Think deeply about the real activities that each variable is measuring and summarizing, and how these activities are related to each other.
CHAPTER 10B:
We are about two-thirds of the way through the course. How is it going for you? Are your grades where you want them to be? If not, what adjustments can you make to improve the situation?
CHAPTER 11:
We have described economic growth as a function of increased worker productivity, and have argued that worker productivity has risen due to increased levels of capital and technology. We have argued that the more capital a country has, the more it will be able to produce. This is true on a macro level, but also on a micro level –that is, our individual productivity also increases when we acquire machines that help us be productive.
- What machine(s) do you use in your daily life that help(s) you be more productive? Please be specific.
- Without this/these machine(s), what would you be unable to produce or do? Would you have to give up some leisure activities?
- Can you think of any machines that you could buy (thereby accumulating more capital), that would help you produce more? Would you be likely to experience diminishing returns? Why or why not?
CHAPTER 12:
Whenever the economy goes into recession (as occurred most recently in 2008), consumption in the United States decreases.
- If the economy went into a recession, but you were not directly affected, do you think you might change your consumption patterns/choices? Do you remember if you or your family changed your spending habits at all during or after the 2008 recession? That recession was over a decade ago, so you might want to ask someone (a family member, friend, or whomever) about their recollections and decisions if you don’t remember what happened. Feel free to discuss any of these.
- Following the recession of 2008, the rate of savings in the United States doubled. Why do you think this is? How do you think the increase in savings affected overall consumption? Since, on average, 70% economic activity in the United States is based on consumers (just like you) purchasing goods and services for consumption, how do you think the increase in savings affected aggregate expenditure? Please respond to these questions using your understanding of the aggregate expenditure model.
CHAPTER 14:
Keeping your money in a bank seems like a good idea. However, from time to time, depositors lose confidence in banks. In chapter 14 we learned that when many people lose confidence in a bank at the same time it is called a “bank run”, and when this happens to many banks at the same time it is called a “bank panic.” Runs and panics typically occur following the realization that banks may have made bad loans, and may be unable to provide depositors with access to their funds. So it’s clear that there is some risk in keeping your money at a bank.
- If your bank was experiencing a run, would you join in, or would you be confident that the FDIC would be there to insure your account?
- Since the European Union does not have a unified banking system (and possibly other reasons) there is no deposit insurance at most European banks. If you had a bank account in Europe, would you be more, less, or equally as likely to participate in a bank run?
- If it was a panic instead of a run, would you feel safe? Why or why not?
CHAPTER 15:
Choose your own monetary policy adventure!
- Imagine that either the economy is in an expansion or a recession. In the next few prompts you will talk about responding to this situation, so choose wisely. This choice is yours to make, so please now state what is going on with the economy you are pretending to observe.
- Would you use expansionary or contractionary policy to help the economy?
- Why would you use the policy you mentioned in 2 above (i.e. what are you trying to affect or prevent)?
- What changes could you make to reserve requirements, the discount rate, and in open market operations that could help you pursue the policy that is appropriate for the situation the economy is in?
- How will the changes mentioned in 4 actually help the economy? In other words, how will the changes you want to make translate into real people making different decisions that will ultimately help the overall economy? You probably want to mention how the market for money is affected, how the interest rate might change, how people respond to changes in the interest rate, and how this behavioral change in many people can change the overall economy.
economic essay
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
|
|
GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
Also, you can place the order at www.collegepaper.us/orders/ordernow / www.phdwriters.us/orders/ordernow
|
Do You Have Any Other Essay/Assignment/Class Project/Homework Related to this? Click Here Now [CLICK ME]and Have It Done by Our PhD Qualified Writers!! |
|
|
PLACE THE ORDER WITH US TODAY AND GET A PERFECT SCORE!!!