The data for three countries all with the same base year w.pdf

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The data for three countries (all with the same base year, with figures converted to Canadian dollars) are shown in the table below. Calculate the real GDPs per capita for each country and rank them in size by filling out the table on the right. Give your answers to the nearest dollorTerana's nominal GDP rose from $340 billion in 2019 to $380 billion in 2020. During the same period, the inflation rate was 6%. Round your answers below to one decimal place. a. By what percentage did nominal GDP increase between 2019 and 2020 ? Nominal GDP increased by % between 2019 and 2020. b. By what percentage did real GDP increase between 2019 and 2020 ? Real GDP increased by % between 2019 and 2020.The information in the table below is for the economy of Mensk. Round your responses below to one decimal place. a. What is the unemployment rate? Enter your response in the table above. b. What is the participation rate? Enter your response in the table above..

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On April 28, Phill Swagel, CBO’s Director, will discuss with the House Budget Committee the agency’s current economic projections for 2020 and 2021, as well as its preliminary assessment of federal budget deficits and debt in those years. CBO projects that the nation’s output will decline sharply in the second quarter of this year and begin to rise thereafter. As a result, real GDP in the fourth quarter of 2020 is expected to be 5.6 percent lower than it was in the fourth quarter of 2019. The unemployment rate is expected to average 15 percent in the second and third quarters of 2020, higher than at any point since the early 1930s. By the third quarter of this year, about 28 million fewer people will be employed and about 9 million fewer people will be in the labor force than CBO projected in January. CBO estimates that if current laws generally did not change, the federal deficit would be roughly $3.7 trillion in fiscal year 2020 and $2.1 trillion in fiscal year 2021. Federal debt held by the public would grow to 108 percent of GDP by the end of fiscal year 2021, up from 79 percent at the end of 2019 and the highest percentage in the nation’s history. This is not a new baseline projection, which would require much more detailed analysis and would span a much longer time period.

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Alaempts Keeg the Highest 0.4/3 1. The federal budget The folawing taple jsts federal expenditures, revenues, and GDP for the U. S. econcmy during severat years. Alt numbers are in billions of doiliars. On the followna graph, ploc the data hor reveniwes and expenditures as a percentage of Gop, rounded to the neanst percent. Use the piuple Bointi (datmond symbol) fer empensitures and the green points (eriangle symbol) for revenvies. dine segments wil autermaticaily connect the goints: On the falbwing graph, phot the data for revehues and expenditures as a percentage of Goe, rounded to the neareit percent. Use the pupple points (chamond symboi) for expenditures and the green points (triangle symbol) for revenues the segments wa autamabcail convect the points In which years was the oovernments budget in deficit? Check air that apply. In which yoars was the government's budget in defleit? check all that agply. 1972 1960 1956 1964 1945 In 1964, the national debt The following table lists federal expenditures, revenues, and GDP for the U.S. economy during several years. All numbers are in billions of dollars. On the following graph, plot the data for revenues and expenditures as a percentage of GDP, rounded to the nearest percent. Use the purple point (diamond symbol) for expenditures and the green points (triangle symbal) for revenues. Line segments will automaticaily connect the points. On the following graph, plot the dota for revenues and expenditures as a percentage of GDP, rounded to the nearest percent. Use the purple paints (diamand symbol) for expenditumes and the green points (triangle symbol) for revenues. Uine segments will automatically coninect the points. In which years was the government's budget in defict? Check all that apply. In which years was the government's budget in deficit? Check all that apply. 1972 1980 1956 1964 1948 In 1964, the national debt by.

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Lesson 2.8 Introduction Course Objectives This lesson will address the following course outcomes: · 7. Read, interpret, and make decisions based upon data from tables and graphical displays such as line graphs, bar graphs, scatterplots, pie charts, and histograms. Given data, choose an appropriate type of graphical display and create it using scales appropriate to the application. Specific Objectives Students will understand that · the scale on graphs can change perception of the information they represent. · to fully understand a pie graph, the reference value must be known. Students will be able to · calculate relative change from a line graph. · estimate the absolute size of the portions of a pie graph given its reference value. · use data displayed on two graphs to estimate a third quantity. Graphs are a helpful way to summarize data. Often there are many ways to portray information graphically. Sometimes one form is easier to read than another. Sometimes the way a graph is made can affect the impression it gives. Today, you will look at three examples of such graphs. Line Graphs Problem Situation 1: Reading Line Graphs #1 Points possible: 5. Total attempts: 5 Compare the two graphs below. Which statement best descries the relationship between the graphs? · The data appears to be different - the first graph shows larger changes in income · They appear to show the same data, but on different vertical scales. #2 Points possible: 5. Total attempts: 5 What was the average household income in 1999? $ #3 Points possible: 5. Total attempts: 5 Based on these two graphs, would it be fair to say that the average household income was significantly lower in 2009 than it was in 1999? Give your answer with an explanation, then compare your answer to the one provided. Bar Graphs Problem Situation 2: Reading Bar Graphs In this example, we will be looking at bar graphs. Before doing that, answer the question about Jeff’s Housing so that you can understand the questions about national debt and GDP that follow. #4 Points possible: 15. Total attempts: 5 Jeff’s Housing: Two pairs of statements are given below. In 1990, Jeff spent $1,000 per month on housing. In 2010, Jeff spent $2,000 per month on housing. In 1990, Jeff spent 20% of his income on housing. In 2010, Jeff spent 10% of his income on housing. a. How can both pairs of statements be true? · It is not possible for both statements to be true, since one shows his housing costs rising, and the other shows his housing costs decreasing · Both statements can be true if his income increased significantly from 1990 to 2010 · Both statements can be true if his income fell significantly from 1990 to 2010 b. Calculate Jeff's monthly income in 1990 $ c. Calculate Jeff's monthly income in 2010 $ GDP, or Gross Domestic Product, can be thought of as the country’s income. It is the value of all goods and services the country produces. The national debt is how much the country owes. Just as Jeff’s spendi ...

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Week 2 - Discussion Forum 2 Guided Response: Respond to at least two of your fellow students’ and to your instructor’s posts in a substantive manner and provide information or concepts that they may not have considered. Each response should have a minimum of 100 words. Support your position by using information from the week’s readings. You are encouraged to post your required replies earlier in the week to promote more meaningful and interactive discourse in this discussion forum. On this Document there two classmates with discussion that needs to be response. Jason Stack and Ashley Thiberville Jason Stack Unemployment The term unemployment is often a word that make a person uneasy, especially in today's COVID-19 effected economy. However, we don't often think about what this percentage incorporates. According to Gwartney et al. (2019), the unemployment rate is the percentage of people of the civilian workforce above the age of 16 that do not have a job, are available for work, and have been actively seeking employment within the past four weeks (pg. 8-2). Additionally, this doesn't include those who are not actively seeking employment such as students, household workers, disabled, retirees, or those that stopped looking for employment. Understanding what is included and excluded in the calculation of the unemployment rate, we can why the unemployment rate is such an important metric for the U.S. economy. The unemployment rate is one of the critical metrics economists used to measure the health of the economy. Gwartney et al. (2019), suggest that employment and output are closely linked, and their relationship point toward the location of where a nation is in its business cycle. The business cycle is a reflection of a nation's economic growths and slowdowns over time, which reflects the real output (Gwartny et al., 2019, pg. 8-1a). Therefore, the relationship between actual output and unemployment can reflect the position in the cycle. For example, figure 1 shows the unemployment rate of the United States for 2019. The unemployment rate is trending downward, indicating a higher percentage of the civilian workforce is employed, the output is increasing, and economic growth is rising. Respectively, if the opposite were to occur over the next few months due to the COVID-19, unemployment would increase, output would reduce, and the economy would be leading into a slowdown period. Figure 1 https://www.ncsl.org/research/labor-and-employment/national-employment-monthly-update.aspx (Links to an external site.) With such a heavy reliance on the unemployment rate percentage, there seems to be some question as to its accuracy. Buss (1986) suggests that the U.S. Bureau of Labor Statistics (BLS) uses secondary or administrative data sources, such as tax records and employer surveys, a process requiring a great deal of estimation, adjustment, and inference to calculate the unemployment rate (pg. 241). An alternative method of ...

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