How and why do people issue their own money, and how do they come to be used in an economy?

Why don’t governments like private issues of money, or even foreign currency, being used in their countries, and try to monopolise the issue of domestic money?

Can you be an entrepreneur? How do your characteristics match up? Read the article found in the following link.

https://www.inc.com/sujan-patel/10-essential-characteristics-of-highly-successful-.html

What is the significance of the title The General Theory of Employment, Interest and Money, by J.M. Keynes? (Hint: focus on the works "General Theory")

In the General TheoryKeynes attacks the main postulates of the Classical School. What were these postulates and how did he attack them?

briefly discuss the role of population in economic development and include the Malthusian population theory in your discussion

many people still do not get their economic and social rights, such as rights to food, education, or housing. Find a case where there is one of the following: persistent hunger (or malnutrition), homelessness, or denial of education, and outline why this occurs, and why the situation is a violation of human rights?

600,000 students in 79 countries take a PISA test every three years to evaluate their learning in reading, math, and science. Students in the Beijing-Shanghai-Jiangsu-Zhejiang regions in China scored the highest average scores in all three subjects in 2018. Canada ranked around 12^th overall but has had steadily declining scores in math and science. We have data on average math scores and characteristics of 500 school districts across Canada. This problem asks you to build up a regression model to look for factors that affect average math test scores in various school districts in Canada.

I run a basic regression equation that explains math scores (SCORE) as a function of:
1. STR = the student teacher ratio. (number of students per teacher)
2. SPEND = government spending per student in the school district in dollars per student.
3. HIESL= a dummy variable=1 if the percentage of students learning English as a new language is above 20% and =0 if it is below 20%.
The regression also includes the usual constant term.

There is a categorical variable called PROVINCE for the province of the school district. This variable =1 for Ontario, =2 for Quebec, =3 for Alberta, and =4 for British Columbia.

There is also a categorical variable called INCOME which is the average per capita income of households in the school district. INCOME = 1 if the district has average per capital income below $40000, =2 if the district has per capita income between $40000 and $60000, =3 if the district has per capita income >= $60000.

How do I add PROVINCE and INCOME into my regression model? Which specification is correct?

• A.

  SCORE = b₂STR + b₃SPEND + b₄HIESL + b₅ON + b₆QC + b₇BC + b₈AB + b₉INC1 + b₁₀INC2 + b₁₁INC3

  where
  ON = 1 if the district is in Ontario and 0 otherwise
  QC = 1 if the district is in Quebec and 0 otherwise
  BC = 1 if the district is in BC and 0 otherwise
  AB = 1 if the district is in Alberta and 0 otherwise
  INC1 = 1 if the district is the low income range and 0 otherwise
  INC2 = 1 if the district is the middle income range and 0 otherwise
  INC3 = 1 if the district is the high income range and 0 otherwise

• B.

  SCORE = b₁ +b₂STR + b₃SPEND + b₄HIESL + b₅PROVINCE + b₆INCOME

  where PROVINCE takes values 1 to 4
  and INCOME takes values 1 to 3.

• C.

  SCORE = b₁ + b₂STR + b₃SPEND + b₄HIESL +  b₅ON + b₆QC + b₇BC + b₈AB + b₉INC1 + b₁₀INC2 + b₁₁INC3

  where
  ON = 1 if the district is in Ontario and 0 otherwise
  QC = 1 if the district is in Quebec and 0 otherwise
  BC = 1 if the district is in BC and 0 otherwise
  AB = 1 if the district is in Alberta and 0 otherwise
  INC1 = 1 if the district is the low income range and 0 otherwise
  INC2 = 1 if the district is the middle income range and 0 otherwise
  INC3 = 1 if the district is the high income range and 0 otherwise

• D.

  SCORE = b₁ +b₂STR + b₃SPEND + b₄HIESL + b₅ON + b₅QC + b₆BC + b₇INC2 + b₈INC3

  where
  ON = 1 if the district is in Ontario and 0 otherwise
  QC = 1 if the district is in Quebec and 0 otherwise
  BC = 1 if the district is in BC and 0 otherwise
  INC2 = 1 if the district is the middle income range and 0 otherwise
  INC3 = 1 if the district is the high income range and 0 otherwise

• E.

  SCORE = b₁ +b₂STR + b₃SPEND + b₄HIESL + b₅ON + b₆QC + b₇BC + b₈AB + b₇INC2 + b₈INC3

  where
  ON = 1 if the district is in Ontario and 0 otherwise
  QC = 1 if the district is in Quebec and 0 otherwise
  BC = 1 if the district is in BC and 0 otherwise
  AB = 1 if the district is in Alberta and 0 otherwise
  INC2 = 1 if the district is the middle income range and 0 otherwise
  INC3 = 1 if the district is the high income range and 0 otherwise

describe the difference between the desire for a good and the demand for a good as they are understood by economic analysis

Draw a supply and demand graph of the following scenarios. Use these graphs to answer what

happens to price and quantity? (Does is increase or decrease?) Must show graphs and answer

what happens to price and quantity.

a. (5 points) Cheese Market: Suppose that a technological advancement substantially

reduces the cost of producing cheese, while a new study suggests that excessive use of

cheese is harmful to a person’s health.

b. (5 points) Cream Market: Peaches and cream are complements. When the price of

peaches falls, and the price of raw milk (used to make cream) rises, what happens in the

market for cream?

Discuss in detail how perfectly competitive prices bring about allocative efficiency

(Answer this question for 10 marks)

Monetary Policy in Keynesian Models of the Macroeconomy

(c) Part of the challenge of monetary policy is that the level of potential output is not observed. Assume that the economy is in an equilibrium with output equal to potential output. Suppose the latest economic news leads the central bank to incorrectly raise their estimate of potential output. Use the AD-AS model to describe what will happen to output and inflation in both the short run and long run as a result of this mistake. Explain your reasoning in full.

Lee saves most of his money from his paycheck; he forgoes restaurant meals, new clothes, and a new car, and he lives in a small one-bedroom apartment. He understands that his utility is low now. However, his ______________ will give him _____ utility in the future.

A. planning; lower time-preference

B. decision making; higher intertemporal

C. decision making; lower intertemporal

D. decision making; higher

1. American manufacturing production fell in December more than it had in a decade largely due to the trade war with China. sign an initial trade deal. Our trade deficit -- the gap between what America sells and what it buys abroad -- was minus $43.1 billion at the end of 2019. Are you worried about country's weak global trade position and, briefly, why or why not?

2. U.S. law currently bans American companies from paying bribes in other countries in which bribes are culturally accepted or legal. Would you be in favor of allowing U.S. companies to participate in bribery overseas and, briefly, why or why not.

Determine the price elasticity of demand for commodity X, if a 15% increase in its price:
a) has no impact on its total expenditure.
b) reduces total expenditure.
c) increases total expenditure.

Explain in detail.

For each question be able to explain the significance of what is being asked. In other words, what are the consequences/legacy of the topic/event?

1. What was the reason(s) for United States imperialism (why did the United States hold imperial ambitions)? Explain United States imperial intervention in two regions in order to justify your argument. How do these examples relate back to your proposed reason for empire?