zilongwang/ReadingBank huggingface dataset:
Days 2 and 3 of the review will consist of technical presentations describing the technical aspects of the economics and human dimensions work at the Center given by analysts. The presentations will be organized thematically to describe work in areas such as commercial fisheries economics, recreational fisheries economics, ecosystem science, protected species and habitat management, and other themes. These presentations may begin on Day 1 if time permits. At the end of each day of presentations, public comment may be allowed. The schedule will also provide the review panel with one hour or more to deliberate in closed session. Days 4 and 5 will be devoted primarily to deliberation and preparation of the panelists’ recommendations in closed session as needed. The review panel and Center leadership will discuss the results of the review on Day 5. Draft reports should be complete by the end of Day 5. Stakeholders will be invited to participate as observers and to comment during the daily public comment sessions. Stakeholders providing comment during the review public comment sessions may also submit written public comments to the point of contact listed on the Center’s program review website. These comments will be provided to the review panel. Public comments are for the reviewers' edification and will not necessarily be specifically responded to by the agency or the review panel. At the close of the review, the panel and Center/ST leadership will discuss the results of the review in closed session. Additional personnel (e.g. Chief Scientist, Senior Scientist for Economics, ST Director, Center and ST staff, and program review coordinator) are expected to attend the closed session, and this will be communicated to the panel prior to the start of the review. Briefing and Background materials All background materials prepared by the Center/ST will be provided to the panel electronically through the Center/ST website no later than 2 weeks prior to the review. All presentations will be provided to the panel, through the website, 1 week before the review. Briefing books may be provided at the request of the panel chair. Products Each panelist will produce a succinct report detailing his or her observations of and recommendations for the themes provided within the TOR for the program review. (See Appendix 1 for template.) The chair may submit an individual report, but this is not a requirement. Individual reports are required for NMFS to comply with the Federal Advisory Committee Act (FACA, 1972). The schedule will include ample time for deliberation and report writing by the panel and therefore draft reports will be submitted to the Center/ST
Empirical and Quantitative Skills: to include the manipulation and analysis of numerical data or observable facts resulting in informed conclusions. X Teamwork: to include the ability to consider different points of view and to work effectively with others to support a shared purpose or goal. Personal Responsibility: to include the ability to connect choices, actions and consequences to ethical Social Responsibility: to include intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities. X Student Learning Outcomes Upon successful completion of this course, students will: Explain the role of scarcity, specialization, opportunity cost and cost/benefit analysis in economic decision-making. Identify the determinants of supply and demand; demonstrate the impact of shifts in both market supply and demand curves on equilibrium price and output. Define and measure national income and rates of unemployment and inflation. Identify the phases of the business and the problems caused by cyclical fluctuations in the market economy. Define money and the money supply; describe the process of money creation by the banking system and the role of the central bank. Construct the aggregate demand and aggregate supply model of the macro economy and use it to illustrate macroeconomic problems and potential monetary and fiscal policy solutions. Explain the mechanics and institutions of international trade and their impact on the macro economy. Define economic growth and identify sources of economic growth. Course Outline This course is divided into sixteen lessons divided into four units: Unit 1: Economic Decision Making Lesson 1: Introduction to Macroeconomics Lesson 2: Scarcity and Choice Lesson 3: Opportunity Cost and Specialization Lesson 4: Demand and Supply Unit 2: Macroeconomic Measurements and Fluctuations Lesson 5: National Income/GDP Lesson 6: Unemployment Lesson 7: Inflation Lesson 8: Economic Growth Unit 3: Aggregate Demand and Aggregate Supply Lesson 9: Aggregate Demand/Aggregate Supply Model Lesson 10: The Keynesian Perspective Lesson 11: The Neoclassical Perspective
Week 8 (7/16 – 7/22) Regulating Markets Ch. 10 Pricing in Resource Markets Ch. 11 Week 9 (7/23 – 7/29) Labor markets Ch. 13 Information and uncertainty (if time allows) Ch. 12 Income distribution and poverty Ch. 14 Week 10 & 11 (7/31 – 8/7) Exam (will be posted on Wednesday)
proc reg; model wage=educ; symbol2 value=+ color=red; plot r.*educ; run; proc reg; model wage=educ exper; run; proc means; proc corr; run;
| | ECOLOGY STATION 2: LEVELS of ECOLOGY Ecologist divide the environment up into different levels based on what they are looking at. Organism/Individual – At this of organization the scientists would be looking at a single individual. This level is usually used by biologists to study anatomy and physiology. Ecologists rarely focus on this level due to lack of interaction possible. Population – At this level of organization Ecologists will be looking at a group of the same species living in the same defined area. Usually this level is used to study the interactions occurring between the individuals of a population. This level shows us the social organization of a given species and allows us to determine mating rituals, pecking orders, population structure, and how much social impacts the population. Community – At this level of organization, Ecologists are looking at multiple populations of species and how they interact within a given area. This level contains food chains, food webs, and many of the interactions that ecologists can study for their entire lives without needing to look beyond this layer. Ecosystem- At this level of organization, Ecologists focus on everything (living and NONLIVING) in a given area. Though they can look at all the interactions that are in all the levels below, the ecosystem level is usually the focus on resource allocation. Whether species are competing over a resource or sharing it in unique ways this is where these interactions are studies. Localized disasters and human
What is the difference between weather and climate? Weather is a change in the atmospheric conditions of an area for a short time. These short events have a large influence on the ecosystem. A few examples are: Heavy rains cause usually slow flowing rivers and streams to become flooded with water. With this excess of water, the flow speed increases. The faster the water moves the harder it is for the land of the ecosystem to contain that movement. The land around the moving water will start to be eroded away creating large ditches, sink holes, and in more extreme cases canyons and lakes. Another example would be increased temperature. Organisms have a finite range of temperature that they can safely live in. Short periods of extreme heat can kill off the old and weak, while prolonged periods can cause even the healthiest of the population to become ill or even die. Humans are a great example. Come the summer, there will be news stories about deaths related to heat stroke and heat exhaustion. Climate refers to the average and long term changes to the atmosphere over decades and centuries. Climate is usually more stable and stays
Impact of forest fires, pest and diseases Extreme events, pests Human Health Populations’ well-being Morbidity and mortality Heatwaves (and combined pollution/ozone peaks) infectious and cardio-vascular diseases, skin cancer Post-hazards conditions (for example floods) Marine pathogens Infrastructure and Construction Utilities infrastructure (electricity, water, sewage, internet, telephone) Buildings – housing and public buildings works Transport (road, rail, vessel) Disaster risk management (DRM) Temperatures and precipitation affecting road and railway infrastructure quality (or not), waterways Coastal zones Cooling needs in buildings Tourism Winter tourism Mountain/nature tourism Seaside tourism Impact of shorter winter season on frequency and growth potential Impact of longer summer season on frequency and growth potential Water availability Transport Road corridors Railways infrastructure Seaports Pipelines Urban traffic circulation Vulnerability of infrastructure (thermal stress to road and railway systems (most important Impact of flooding (mud/landslides) Sea rise on port - what does it mean for increased maintenance, climate-smart planning Urban Environment Traffic infrastructure Utilities infrastructure Health aspects Housing, construction and spatial planning Emergency response Are spatial plans adequate and up-to-date Are adequate spatial plans enforced Are emergency plans by cities up-to-date Location of infrastructure and housing Quality buildings and infrastructure Extreme high temperatures and heat (interaction with ambient air pollution) Urban sprawl and forest fire risk Flooding Sea level rise, coastal erosion and storm surge Water management Floods Emergency response Drinking water and sanitation Energy generation Agriculture Ecosystems, forests Critical infrastructure Water resources: quality and quantity of water resources and water resources management Water balance across different uses including irrigation Disaster Risk Management arrangements (as main climate extreme, notably through floods) and Basin and Flood Management Plans The model simulations comprise the economic baseline which includes slow-onset and extreme events. Adaptation scenarios aim to measure the effectiveness of adaptation policy and investment measures.
ECONOMIC ASSESSMENT OF NORTH BREVARD SUMMER 2018 Appendix A Economic Development Contacts Brevard County, Florida Updated: 2018 Information complied by the City of Cape Canaveral Todd Morley, Economic Development Manager 105 Polk Avenue Cape Canaveral, FL 32920 321-868-1220 City of Samia Singleton, Economic Development Specialist 65 Stone Street Cocoa, FL 32922 321-433-8577 City of Cocoa Beach Beth Javens, Main Street Director 163 Minutemen Causeway Cocoa Beach, FL 32931 321-613-0072 City of Indian Harbour Kim McLaughlin, Deputy City Clerk 2055 South Patrick Drive Indian Harbour Beach, FL 32937 321-733-3181 City of Melbourne Doug Dombroski, Economic Development Manager 900 East Strawbridge Avenue Melbourne, FL 32901 321-608-7510 BREVARD ECONOMIC DEVELOPMENT ZONE PAGE 34
Chaparral Temperate shrubland biome found in all parts of the world with Mediterranean climates (middle latitudes 30°N and south of equator) Moderately dry, coastal climate with little or no rain in summer Plants are low lying evergreen shrubs and small trees that grow in dense patches Deserts Areas that have widely scattered vegetation and receive very little rainfall Soil nutrients is poor due to leaching Can have hot days and very cold nights (lack of cloud cover) Many plants are succulents Tundra Biome locate in the Northern Arctic region Long harsh winters-animals and plants adapted for survival Permafrost is important to the stability of this biome Vegetation is short, close to ground, and grows in dense patches Grows during short summer. Aquatic Ecosystems-distinguished by the salinity of the water. Also by temperature, sunlight, oxygen, nutrients, and nature of bottom Freshwater Biomes-lakes, ponds, streams, wetlands Zones Photic Zone – sunlight penetrates, photosynthesis occurs Aphotic Zone – no sunlight, no photosynthesis Benthic Zone – ground, floor, or bottom of the body of water Littoral Zone – near the shore, aquatic life is diverse and abundant Marine Biomes – coral reefs, estuaries, salt marshes, open ocean, Zones Photic Zone – sunlight penetrates, photosynthesis occurs Aphotic Zone – no sunlight, no photosynthesis Benthic Zone – ground, floor, or bottom of the body of water Intertidal Zone – alternates twice daily between high and low tide
54 Professional, Scientific, and Technical Services 8,892 $76,120 1.14 1,652 4.2% 3.5% 2.6% 1,977 1,570 1.6% 55 Management of Companies and Enterprises 445 $78,746 0.26 98 5.1% 4.6% 3.0% 98 38 0.8% 56 Administrative and Support and Waste Management and Remediation Services 7,081 $36,049 0.93 978 3.0% 4.1% 2.7% 1,677 927 1.2% 61 Educational Services 6,529 $39,767 0.67 337 1.1% 1.0% 0.7% 1,499 1,433 2.0% 62 Health Care and Social Assistance 11,927 $45,526 0.71 1,300 2.3% 2.6% 2.5% 2,548 3,098 2.3% 71 Arts, Entertainment, and Recreation 2,039 $25,566 0.88 182 1.9% 2.8% 2.3% 652 241 1.1% 72 Accommodation and Food Services 20,065 $23,077 1.91 3,354 3.7% 4.3% 3.0% 7,376 2,345 1.1% 81 Other Services (except Public Administration) 7,209 $34,054 1.38 648 1.9% 2.3% -0.1% 1,876 644 0.9% 92 Public Administration 11,929 $62,122 2.12 600 1.0% -0.1% 0.0% 2,875 -24 0.0% 99 Unclassified 82 $34,161 0.34 72 50.9% 18.9% 13.0% 21 9 1.0% Total - All Industries 118,012 $42,195 1.00 12,290 2.2% 2.8% 1.7% 30,259 14,613 1.2% Source: Employment data are derived from the Quarterly Census of Employment and Wages, provided by the Bureau of Labor Statistics and imputed where necessary. Data are updated through 2016Q3 with preliminary estimates updated to 2017Q1. Forecast employment growth uses national projections adapted for regional growth patterns.
Lesson 6 – Economic Systems Activity 1 – Bell Questions – Imagine you were going to start your own business. Explain an advantage and disadvantage of working on your own, with a partner or with a lot of partners. Activity 2 – Return supply/demand calculating assignment Activity 3 – Discuss the types of businesses – show PowerPoint pictures – discuss Google Activity 4 – Business Organizations Worksheet
February 2017 This monthly newsletter outlines economic and financial developments in Victoria, nationally and globally. By David Martine, Secretary, Department of Treasury and Finance Highlights Pace of economic growth in Victoria remains strong, albeit some indicators have moderated. Residential building approvals continue to grow, although at a slower rate. Victorian consumers continue to be optimistic. Victoria added almost 120,000 new jobs over 2016, encouraging labour force participation. The IMF has left its global growth estimates unchanged, but has raised its estimate of US growth. Uncertainty about the possible global consequences of US economic and trade policy decisions remain. Domestic developments Recent macroeconomic indicators point to ongoing strength in the economy, albeit some indicators have moderated. Residential investment continues to grow, although at a slower rate. The value of residential building approvals grew by an average of 6.7 per cent over the year to December 2016. Ongoing demand for detached housing plus alterations and additions is being partially offset by the moderation in apartment construction. Demand for residential construction is supported by continued population growth, low interest rates and high house price inflation which encourages new investment. The CoreLogic Home Value Index for Melbourne grew by 11.8 per cent over the year to January 2017. The monthly outturn indicates some moderation in annual price growth from the previous month, but remains high. Strong house price growth is reducing housing affordability. According to the Housing Industry Association, housing in Melbourne is more affordable than in Sydney, but less affordable than the other capital cities.
NOVEMBER 2016 Scope: This monthly newsletter outlines economic and financial developments in Victoria, nationally and globally. By David Martine, Secretary, Department of Treasury and Finance Highlights The US presidential election dominated news and markets in November. In Victoria, national accounts data showed Victoria grew by 3.3 per cent in 201516. Growth in economic activity in 2015-16 was faster than the pace recorded in 201415. GSP per capita increased by 1.4 per cent in 201516. Victoria added 20,500 jobs in October, with the unemployment rate edging down to 5.7 per cent. Domestic developments The Victorian economy (GSP) grew by a strong 3.3 per cent in 2015-16, the highest since 2007-08, according to the 2015-16 State Accounts. The report showed that Victoria continued to grow faster than the previous financial year and growth remains above trend. Victoria’s annual growth rate was second to New South Wales with growth of 3.5 per cent. Key influences in driving Victoria’s economic growth were increases in dwelling investment of 11.1 per cent, underlying business investment by 4.0 per cent and household consumption by 3.2 per cent. The growth in dwelling investment was driven by construction activity in a number of large multi-story residential towers. Net exports detracted 0.3 percentage points from Victorian economic growth in 2015-16. While growth in exports was positive, it was outweighed by an even stronger increase in imports. Service exports reached a record high of $16.5 billion in 2015-16, driven by international education, and tourism. GSP growth was above estimated population growth in 2015-16, and GSP per capita increased by 1.4 per cent, the highest since 2007-08. Looking forward, Victorian GSP growth is expected to remain above trend, with the low Australian dollar assisting the State’s competitiveness and major transport infrastructure projects proceeding.
OCTOBER 2016 Scope: This monthly newsletter outlines economic and financial developments in Victoria, nationally and globally. By David Martine, Secretary, Treasury and Finance Highlights Victoria’s annual pace of total and full-time employment growth leads the nation. However, labour market spare capacity remains elevated, with the underemployment rate at near-record levels. Victoria continues to record the fastest annual population growth across all jurisdictions, driven by net overseas migration. Consumer sentiment moved further into optimistic territory in October, and Victorian business conditions were the highest of all states in September. Oil prices moved above $US50 a barrel after it was announced OPEC had reached a consensus to scale back production. Domestic developments Following seven consecutive monthly increases which saw Victorian employment rise by more than 100 000 people, a fall of 11 700 persons was recorded in September. Despite this, Victoria’s annual pace of total and full-time jobs growth leads the nation. Of the 105 800 jobs added over the past year, 77 000 have been full-time positions. Victoria’s unemployment rate increased to 5.7 per cent in September, moving slightly the national average. Reported quarterly, the underemployment rate was 9.5 per cent in August, only slightly below its historical peak, indicating that wages growth is likely to remain low. At the industry level, Victoria’s jobs growth over the year to August was largely driven by the health care, social assistance and construction sectors. Consistent with strong growth in building activity in 2015-16, the latter has provided strong support for full-time employment. The pace of total and full-time employment growth in regional Victoria also leads the nation. The regional unemployment rate was 5.6 per cent in the three months to August, below the national regional average. However, labour market conditions remain uneven across the state, with the unemployment rate above 6 per cent in the Shepparton region. The youth unemployment rate is 2.0 percentage points lower than the same time last year, but it continues to be elevated in a number of metropolitan and regional areas, including Ballarat and Melbourne’s south eastern and western suburbs.
REMOTE ABORIGINAL DEVELOPMENT FUND Economic Development grant – Application form Organisation Details Organisation name: Postal address Postcode Principal place of business address Postcode Telephone: Mobile: ABN: GST registered Yes No Incorporated association Unincorporated Not for Profit Office of the Registrar of Indigenous Corporations Other (please state) Contact Officer Details Mr Mrs Ms Miss Other Full name: Position in organisation: Telephone: Email address: Small Grant (between 15K and 50K) Large Grant (between 50K and 100K)
Australia and New Zealand Dialysis and Transplantation Registry Introduction Dialysis and transplantation, together referred to as renal replacement therapy (RRT), are used to treat end-stage kidney disease (ESKD). ESKD is the most severe form of chronic kidney disease (Stage 5 kidney disease/renal failure) and represents a significant burden on the Australian healthcare system. Dialysis alone contributes to approximately 15 per cent of all hospitalisations in Australia. A 2010 analysis of the projected economic impact of ESKD in Australia to 2020, estimated the present value cumulative cost of RRT for all prevalent cases to be between $11.3 and $12.3 billion (based on population incidence projections and annualised treatment costs). ESRD is associated with a number of other chronic diseases, including cardiovascular disease and diabetes and is both a significant detriment to patient quality of life, and contributor to mortality in Australia. Over 50 people die every day with kidney related disease. ANZDATA was founded in the late to register all patients receiving renal replacement therapy, where the intention is to treat long term (renal function is not expected to recover). All renal units, including transplanting, dialysis and satellite dialysis units, across Australia and New Zealand provide data to the registry. The registry compiles data on incidence and prevalence of end stage kidney disease, treatment (haemodialysis, peritoneal dialysis, transplant), complications (including dialysis technique failure and transplant graft loss) and mortality. In 2013 there were more than 21 000 prevalent ESKD patients reported by the registry. Appendix B, Figure 7: Participation in ANZDATA registry Appendix B, Table 10: Summary of ANZDATA registry Category Content Establishment Founded in late 1970s Patient coverage All renal units providing details on renal replacement patients in Australia and New Zealand, including transplanting units, satellite haemodialysis units Managed by ANZDATA – Royal Adelaide Hospital Funding sources Australian Organ and Tissue Authority, New Zealand Ministry of Health, Kidney Health Australia Principal metrics RRT mortality specific to modality of treatment, RRT complications (peritonitis, dialysis technique failure), comorbidities Analysis Quality control, data parsing registry Feedback processes Quarterly unit benchmarking reports, annual report – public disclosure of site level outcomes. Key performance indicators
with social justice and equality. growth target 6.5% than targeted 3%. industry had a 7.8%. An average of 6.7% was Tenth Five year Plan (2002 – 2007) To 8% GDP growth rate,Reduction of poverty by 5 points and increase the literacy rate in the country. It was successful in ratio by 5%, 25%, increasing and the economic country over 8%. Eleventh Five year Plan(2007 – 2012) Rapid and inclusive growth.Empowerment through education and skill development. Reduction of gender inequality.Environmental sustainability. To increase the growth rate in agriculture,industry and services to 4%,10% and 9% resp.Provide clean drinking water for all by 2009. India has recorded economic growth sector grew at an as against 4% with annual average against 10% Twelfth Five year Plan(2012-2017) “faster, sustainable and more inclusive growth”.proposes a growth target of 8 percent.Raising agriculture output to 4 per cent.Manufacturing sector growth to 10 % Target of adding over 88,000 MW of generation capacity. Prime Minister Narendra Modi has announced abolition of Planning Commissionon the Independence Day.It is to be replaced by a more relevant institution.The planning body lost its relevance after LPG reforms of 1990s. With the an end of the licence raj, it functioned only as an advisory body without any effective power. The future of economic planning in India will be different and better from its past, we remain optimistic.
Exercise Name: [Insert exercise name] Exercise Date: [Insert exercise date] Organization/Jurisdiction: [Insert organization or jurisdiction] Venue: [Insert venue name] Recovery Exercise Objective: [Insert exercise objective] Core Capability: Economic Recovery Return economic and business activities (including food and agriculture) to a healthy state and develop new business and employment opportunities that result in a sustainable and economically viable community. Organizational Capability Target 1: [Insert customized target based on plans and assessments] Critical Task: [Insert task from frameworks, plans, or SOPs] Critical Task: [Insert task from frameworks, plans, or SOPs] Critical Task: [Insert task from frameworks, plans, or SOPs] Critical Task: [Insert task from frameworks, plans, or SOPs] Source(s): [Insert name of plan, policy, procedure, or reference] Organizational Capability Target 2: [Insert customized target based on plans and assessments] Critical Task: [Insert task from frameworks, plans, or SOPs] Critical Task: [Insert task from frameworks, plans, or SOPs] Critical Task: [Insert task from frameworks, plans, or SOPs] Critical Task: [Insert task from frameworks, plans, or SOPs] Source(s): [Insert name of plan, policy, procedure, or reference] Organizational Capability Target 3: [Insert customized target based on plans and assessments] Critical Task: [Insert task from frameworks, or SOPs] Critical Task: [Insert task from frameworks, plans, or SOPs] Critical Task: [Insert task from frameworks, or SOPs] Critical Task: [Insert task from frameworks, plans, or SOPs] Source(s): [Insert name of plan, policy, procedure, or reference]
Organizational Capability Target Associated Critical Tasks Observation Notes and Explanation of Rating Target Rating [Insert Organizational Capability Target 1 from page 1] [Insert Organizational Capability Target 1 Critical Tasks from page 1] [Insert Organizational Capability Target 2 from page 1] [Insert Organizational Capability Target 2 Critical Tasks from page 1] [Insert Organizational Capability Target 3 from page 1] [Insert Organizational Capability Target 3 Critical Tasks from page 1] Final Core Capability Rating Ratings Key P – Performed without Challenges S – Performed with Some Challenges M – Performed with Major Challenges U – Unable to be Performed Evaluator Name Evaluator E-mail Phone
ECONOMICS HONOURS COURSE STRUCTURE UNDER CBCS (2016-17 AB) Semester Core Course (14) Ability Enhancement compulsory course (AECC) (2) Ability Enhancement compulsory course (AECC) (2) (Skill Based) Discipline Specific Elective (DSE) (4) Generic Elective (GE) (4) 1ST CORE-I (20+80) MIL (O/A.E) (20+80) X X M.E-I (P-I) (20+80) CORE-II (20+80) 2ND CORE-III (20+80) E.S (20+80) X X M.E-I (P-II) (20+80) CORE-IV (20+80) 3RD CORE-V (20+80) X SEC-I CORE-VI
BANKING: Produce a building using a 4” x 5” green rectangle with a red roof. HEALTH CLINIC: Produce a 4” x 4” red square with a cross on it. ENTREPRENEURSHIP: Produce a light bulb of any color. HIGHER EDUCATION: Produce two purple columns 8” tall. Development Level Achieved: Production Sheet – Country 4 Country Name: You must produce food, clothing, shelter, and water for all of your citizens before producing other goods or services. Then make decisions about the production of manufacturing, education, communication, infrastructure, banking, entrepreneurship, health care and higher education. All production must follow the specifications below. Your desire is to achieve the highest level of development. You may find that resources are scarce so you will need to make choices about what is most important for your country. Development points are as follows. In order to travel to a country to trade, you must have transportation which is symbolized by a paper clip along with two barrels of oil – represented by 1/8 of a sheet of black paper. Food: 1 per link Manufacturing: 5 Clothing: 1 per person Education: 3 – 5 Shelter: 3 Health Clinic: 6 3 Banking 5 Communication: 6 Infrastructure 5 Entrepreneurship 6 Health Clinic: 6 Higher Education: 7 Necessities: FOOD: Produce a chain with one link per citizen; you must use at least four colors. CLOTHING: Produce clothing for each of your citizens. Feel free to determine the styles. To manufacture the clothing you will need ½ barrel of oil per clothing item. SHELTER: Produce a free standing shelter for all of the citizens of your country. WATER: Produce clean water for your citizens by producing an 8” x 1” strip of blue paper. Development Factors: MANUFACTURING: Produce a factory three colors of paper, two shapes and a toothpick. EDUCATION: Produce a two-page book. COMMUNICATION: Produce a 10” piece of yarn. INFRASTRUCTURE: Produce a 6” x 2” grey strip.
LOS ANGELES PIERCE COLLEGE Associate in Arts Degree in Economics for Transfer Effective: Spring 2016 For California State University Transfer Students This degree is intended for students transferring to a California State University campus. It is not a requirement for transfer but may give students an admission advantage at some CSU campuses. Not all CSU campuses accept this degree as fulfillment of lower-division major requirements. Students should meet with a counselor to determine if this degree is a good option for them. Information on which CSU campuses accept this degree can be found at http://www.calstate.edu/transfer/adt-search/search.shtml CATALOG DESCRIPTION: Students pursuing the Associate in Arts in Economics for Transfer Degree (AA-T in Economics) will engage in the study of Economics. In addition, they will improve their critical thinking, communication skills, numeracy skills, and writing skills. The goal of this degree is to provide students with a basic understanding of the field of Economics and a strong academic foundation in the social sciences from which to engage in upper division coursework in Economics at a California State University campus. Students must complete 60 units which are eligible for transfer to the California State University. Students must fulfill the general education requirements and the major and elective courses to total 60 units. Students may choose to follow either the Intersegmental General Education Transfer Curriculum (IGETC) OR the California State University General Education-Breadth Requirements. Students must maintain an overall minimum grade point average of 2.0. Students must earn a C or better in all courses required for the major. Major Requirements Courses taken outside of LA Pierce College must be evaluated by a counselor to ensure they meet AD-T requirements. Major Requirements ECON 1: Principles of Economics I 3 ECON 2: Principles of Economics II 3 MATH 227: Statistics 4 MATH 238: Calculus for Business and Social Sciences I OR MATH 261: Calculus I 5 CAOT 32: Business Communications 3 ACCT 1: Introductory Accounting I 5 Total units required for the major 23 General Education Requirements REQUIRED GENERAL EDUCATION PLAN One of the following plans must be completed for this degree. Units CSU GE Breadth Certification Plan 39 IGETC: grade of C or better required in each course. *Area 1 C is required for this degree 37
Economics Pathway Courses Bridgewater Fitchburg Framingham Mass College of Liberal Arts Westfield Worcester 1 ECON 101 Principles of Microeconomics ECON 1200 Principles of Microeconomics ECON 102 Principles of Microeconomics ECO 202 Principles of Microeconomics ECON 0102 Principles of Microeconomics EC 110 Introduction to Microeconomics 2 ECON 102 Principles of Macroeconomics ECON 1100 Principles of Macroeconomics ECON 101 Principles of Macroeconomics ECO 201 Principles of Macroeconomics ECON 0101 Principles of Macroeconomics EC 120 Introduction to Macroeconomics 3 ECON 201 Intermediate Microeconomic Theory and Policy ECON 302 Intermediate Microeconomic Theory ECO 302 Intermediate Microeconomics ECON 0201 Microeconomic Theory EC 201 Intermediate Microeconomics 4 ECON 205 Intermediate Macroeconomic Theory and Policy ECON 301 Intermediate Macroeconomic Theory ECO 301 Intermediate Macroeconomics ECON 0202 Macroeconomic Theory EC 200 Intermediate Macroeconomics 5 ECON 2400 Money and Banking 6 ECO 400 Econometrics ECON 0204 Introduction to Mathematical Economics EC 202 Introduction to Mathematical Economics or EC 306 Introduction to Econometrics 7 ECON 210 Statistics for Economics and Business MATH 1800 Business Statistics QUAN 202 Statistical Analysis for Business and Economics ECO 304N Statistics for Social Scientists MATH 0108 Elementary Statistics EC150 Statistics 8 QUAN 201 Quantitative Modeling for Business and Economics MATH 0115 Mathematics for Business and Social Sciences 9 MATH 123 College Algebra 10 MATH 1250 Intro to Functions 11 MATH 2200 Business Calculus MAT 108 Finite Mathematics or MAT 208 Business Calculus or MAT 220 Calculus I 12 SPCH 1000 Intro to Speech
Economics Pathway Courses Amherst Boston Dartmouth Lowell 1 ECON 103 – Introductory Microeconomics ECON 101 – Introduction to Microeconomics^ ECO 231 – Principles of Microeconomics 49.201 – Economics I (Microeconomics) 2 ECON 104 – Introductory Macroeconomics ECON 102 – Introduction to Macroeconomics^ EC0 232 – Principles of Macroeconomics 49.202 – Economics II (Macroeconomics) 3 MATH 127 – Calculus for Life and Social Sciences I OR MATH 131 – Calculus I 4 MATH 128 – Calculus for Life and Social Sciences II OR MATH 132 – Calculus II 5 RES-ECON 211 – Introductory Statistics for the Life Sciences OR RES-ECON 212 – Introductory Statistics for the Social Sciences ECON 205 – Statistical Methods^## ECO 332 – Economics Statistics** 49.211 – Statistics for Business and Economics I* 6 49.212 – Statistics for Business and Economics II# 7 ECON 203 – Intermediate Microeconomics##^^^ ECO 301 – Intermediate Microeconomics## 8 ECON 201 – Microeconomic Theory##^^ 49.303 – Microeconomic Theory## 9 ECON 204 – Intermediate Macroeconomics##^^^ ECO 311 – Intermediate Macroeconomics## 10 ECON 202 – Macroeconomic Theory##^^ 49.304 – Macroeconomic Theory## Prerequisites ^ = College Algebra or Quantitative Reasoning prerequisite ^^ = Precalculus prerequisite ^^^ = Calculus prerequisite # = Statistics I prerequisite ## = Microeconomics and/or Macroeconomics prerequisite * = Precalculus or Calculus prerequisite ** = Microeconomics, Macroeconomics and 3 credits of Mathematics prerequisite
PROBLEM SOLVING CARDS Population and Consumption You notice that your natural resources are becoming overused and studies indicate that your society is consuming more that can be sustained in the long term. Do you consider the needs of future generations? How do you deal with a growing population and the overconsumptive habits of your society? Energy You must come up with an energy policy. Your ship was a nuclear ship and the equipment could be adapted for the production of nuclear power. You also have oil reserves right off your Western coast that you can tap and internal combustion engines from the ship. And you have the capability to build windmills, solar collectors and steam generators. You have your forests and you have a student that has studied energy efficient architecture. What are the pros and cons of each of the sources of energy? For what purposes will you need energy? How will you generate this energy? International Finance and Debt Representatives have visited you from another planet. They explain that although they cannot take you to their planet, they can assist you in improving yours. They will lend you the money and machinery to enable you to produce 10 times as much on your fields if in return you will grow and sell the crops needed by their society and if, once you have made enough money, you will repay them at 10% annual interest. Remember, many of the fields that produce a variety of for your people will now get planted with cash crops for export. And these fields, because they are planted with one crop, may require pesticides and artificial fertilizers. Also, the visitors wish to lend the money to the most well off in your society to protect their investment, so the land holdings of these individuals may grow and force others to sell their land and become workers on the big farms. What are the pros and cons of this offer? Do you accept this offer? Why or why not? Non-material Economy Some people want to devote themselves to philosophical thinking, poetry, art and spiritual development. Are these valid ways to make a living in your society? Are they contributing to society? How could such contributions be acknowledged or rewarded? Are there other types of non-material work that should be acknowledged or rewarded? What does it mean to be a healthy and productive citizen?
Choose 1 Choose 1 Pair: Choose 1 Create: Flipbook Create a vocabulary flipbook that makes use of the economic factors of production terms. 1)Natural Resources Capital 3)Capital Goods 4)Entrepreneur 5)Literacy Rate 6)GDP Write: Economics Rap Write an economics rap song that explains each economic factor of production that is important to a business. Use each of the 6 VOCABULARY WORDS. Create: Vocabulary Collage Create a picture from pieces of paper to create an image that is representative of the economic growth factors. Natural Resources Human Capital Capital Goods Entrepreneur GDP Literacy rate You may get your pictures from magazines, newspapers, internet clipart, or hand drawn. Create: Flashcards Students can make review flashcards using the 6 vocabulary words. Draw &Write: Comic Strip Draw and write a comic strip with captions that uses all 6 of the vocabulary words. ***use color Create: Business Ad You are opening up a business. Create an advertisement for a newspaper. should include 1) Product or business description 2) Human Capital needed 3) Capital Goods and 4) Natural Resources. Create an acrostic poem Create an acrostic poem using one of these economic factors of production: 1)Human Capital 2)Capital Goods 3)Natural Resources Ex. C-omputers are needed to take online orders. A-irplanes are used to ship goods. P-ackaging is needed to protect goods. Use an atlas or maps in the textbook Create a hand drawn map. Include a key indicating ALL natural resources for that continent. Include: land use, natural resources & label the waterways that would be used to transport resources. Choose 1 ~ Canada, Europe, Latin America or Australia. Create a Poster Create a poster that encourages an increase in literacy rate. Poster can illustrate the benefits and the consequences of a high or low literacy rate.
Economics Review I will post these links to my webpage, but below is a listing of places to go to help yourself review! 13 Interactive Economics Tutorials: - gives you background on some major topics and a few quiz questions to make sure you get it. Reffonomics: - AP Exam writer for Economics, it’s his textbook for his course he teaches at University of Arizona. Plenty of useful practice quizzes and shiftable grafts Economics Glossary: - if you are unsure about vocabulary and want to look up some basic definitions. Economics Quizzes: - this site is supposed to accompany a specific textbook (not the one we use in class), but the free resources here give you quizzes by topic that have explanations of right/wrong answers, as well as the ability to click on “mini lectures”, take practice quizzes that are a little harder, use tutorials, etc… Bean Counter - - a website with links to other online economics sources you might be interested in using. Old school Georgia Performance Standards review guide - (41 pages, be careful of printing accidentally) Peachtree City EOCT Review - Economics Review Jeopardy - EOCT Practice Questions - – Tells you the right answers after each question (I can’t post the login information for this last one on my webpage, so please don’t lose this sheet!) USA Testprep: Walton has purchased access to this website for our students. It has review quizzes/tests, vocabulary practice, and all sorts of other things… Here is the info about how to sign up if you haven’t in a previous class: Go to On member log-in page fill in School ID: Walton, then click on Create a New Account On Create Account page – Enter Activation Information School ID: Walton StudentActivation Code: newton25 NOTE: Password must be all case! Login Information Enter Personal Information Click Create Account Be sure to print the card that has your account information on it and keep it handy! EOCT REVIEW GUIDE Fundamentals of Economics What is scarcity? What are the factors of production? List a variety of strategies for allocating scarce resources.
Economics and Government Mr. Andrew Buford Room# 111 Email: Andrew.buford@oldham.kyschools.us Website: Course Description: Unlike other classes, Government/Economics is a course that includes three subjects: civics, economics, and geography. In essence, this class will help you to better understand how this world, its governments, and economic systems function and what your role is in it as a global citizen. Tentative Class Schedule and Essential Questions by Unit: First Semester Unit 1 – Introduction to Economics What choices do people and societies make with regard to how goods and services people need should be distributed? Unit 2 – The Economy, Government, and You How do we influence and how are we influenced by the global economy? How have recent changes in the global economy affected you and your community? Unit 3 – Introduction to Forms of Government: What is (or should be) the purpose of government? Unit 4 – American Government What were the founders’ views of the purpose of government and the role of the citizen in the American Republic? Are these views still relevant today? Unit 5 – The Constitution How do the Constitution, Bill of Rights, and additional amendments promote and secure rights that balance the common good and individual freedoms? Do provisions in the Constitution that allow for checks and balances as well as a separation of powers ensure that our government does not get too powerful? Why does the Constitution survive? Unit 6 – Rights & Responsibilities of American Citizens: Political Parties To what rights are all American citizens entitled? What is being done to ensure that citizens are able to exercise their basic rights? How do we balance government and individual responsibility? How can we be active, informed, productive citizens? How do we develop our political beliefs? How do these beliefs define who we are as citizens? Do political parties and interest groups influence decisions in our government (after all they are not mentioned in the Constitution)? Unit 7 – Introduction to Geography How can we apply geography to interpret the past, present, and plan for the future? How does the cultural landscape of a country reflect the people who live there? – Comprehensive/Cumulative Final Exam Essential Skills: In addition to addressing the content and essential questions listed above, we will be working on mastering the following skills: Note-taking Identifying main ideas Study skills Understanding parts of maps Interpreting political cartoons Analyzing primary and secondary sources Writing for a Social Studies class
Economics Ch. 2 Voc. Economic system Factor payments Patriotism Safety Net Standard of Living Traditional economy Market economy Centrally planned economy Command economy Mixed economy Market Specialization Household Firm Factor market Profit Product market Self-interest Incentive Competition Invisible hand Consumer sovereignty Socialism Communism Authoritarian Collective Heavy industry Laissez-faire Private property Free enterprise Continuum Transition Privatize
Economics Ch. 7 Voc. Terms Perfect competition Commodity Barrier to Imperfect competition Start – up costs Monopoly Economies of Natural monopoly Government monopoly Patent Franchise License Price discrimination Market power Monopolistic Competition Differentiation Nonprice competition Oligopoly Price war Collusion Price fixing Cartel Predatory pricing antitrust pricing Antitrust laws Trust Merger Deregulation
Questions #6-8 refer to the following food web: Source: Phytoplankton require sunlight and nutrients, such as nitrogen and phosphorous, to produce food via photosynthesis. If a nearby farm uses an abundance of fertilizers, excess nitrogen and phosphorous will flow into the Chesapeake Bay. Which of the following local populations will not experience an immediate increase in density after such an event? Benthic invertebrates Bivalves Small planktivorous fish Gulls Bivalves are filter feeders, meaning that they filter nutrients and food out of the water surrounding them. As pollutants enter the Chesapeake Bay, the bivalves take in these pollutants. Many bivalves are dangerous to eat from the Chesapeake Bay because they contain high levels of pollutants. Which of the animals below are not affected by the contaminated bivalves? Herbivorous ducks Osprey Sea ducks Bald eagle Biomagnification is the process by the level of contaminants increase as they move upwards in a food chain. If bivalves in the Chesapeake Bay become contaminated from run-off, which organism will experience the highest level of contamination? Bald eagle Tundra swan Bivalves Sea duck Pacific salmon are a type of salmon that are found in the Pacific Ocean. Although born in freshwater streams, these salmon spend the majority of their lives in saltwater. Depending on the species, Pacific salmon spend between one and eight years in the ocean before returning to freshwater to spawn. While in the ocean, they feed on a variety of organisms including kelp, copepods and crustaceans. Which of the following is a biotic factor affecting Pacific salmon? Water salinity Oxygen levels Copepod abundance Water temperature Questions #10-11 refer to the following information: The black rhinoceros is a mammal found in Africa. Weighing in at up to 1,350 kg, these rhinos can live roughly 35 years. Gestation in the black rhino lasts for 15-16 months, with calves staying under the mother’s parental care for up to four years.
Unit 1: Economic Decision How do choices and incentives influence the behavior of individuals, businesses, and economic institutions? 5-6 weeks Enduring Understandings Suggested Texts and Resources When most people think about economics, they think of numbers, graphs, and equations. But this is not what economics is all about. Economics involves the study of how people choose to use their resources. When people cannot have everything they want, they must make choices. Some economics argue that economics is mainly about how we make these choices. These economists define economics as the science of decision making. The driving question for this unit is, “How do choices and incentives influence the behavior of individuals, businesses, and economic institutions?” In this unit, students explore this question and the fundamentals of economics. Economics: Concepts and Choices, HM Chapter 1, Chapter 2, Chapter 3 -Budgeting and Money Management: 574-581 -Credit: 582-589 -Wise Choices for Consumers: 590-599 -Getting Out on your Own: 600-609 Econ Alive! TCI Teacher Materials Online Economic Way of Thinking, Economic Decision Making, Economic Systems Money, Banking, Saving and Investing Newspaper Headlines Foundation for Teaching Economics Reffonomics YouTube: Fireman’s Auction Clip; Dentist Negotiation Learn 360 NBC Learn Link to Course Resources: Unit 1: Economic Decision Making
Unit 2: Exchange and Markets How do markets work and what impact does it have on the global economy? 3 - 4 weeks Enduring Understandings Suggested Texts and Resources In this unit, students examine the economic concepts of demand, supply, and market structures. All of these concepts help us understand why markets work. Economics: Concepts and Choices, HM Chapter 4, Chapter 5, Chapter 6, Chapter 7 Econ Alive! TCI Teacher Materials Online Demand and Supply
Additional licensure or regulatory bodies. Name of State Agency Nature of Licensure or Regulation Profession or Occupation Business Entity Listed Under Number 2 You Spouse You Spouse Unemancipated Child Additional lobbyists. Name of Lobbyist Legislative Matters Which are the Object of the Lobbyist’s Activity Name of Employer or Business Entity Additional lobbyists. Name Relation Additional state agencies or officials. Name of State Agency or Official