The percent annual change in GDP

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Civic Engagement Assignment

NAME: ______________________________________

1) Complete the Table below:
• Columns 2 & 3 below using Nominal and Real GDP data GDPLEV.XLSX (download this document from Canvas)
• Calculate the percent annual change in GDP in Column 4 and the GDP deflator in Column 5.
• Using the information in Column 5, calculate the inflation rate for each year and record inflation in Column 6.
• Use data from https://www.bls.gov/regions/midwest/data/consumerpriceindexhistorical_us_table.pdf to populate Column 7 (inflation from CPI) (Report CPI-U Avg-Avg each year)
1 2 3 4 5 6 7
Year Nominal GDP in billions Real GDP in billions (chained) % annual change in Real GDP GDP deflator Annual Inflation based on GDP deflator Inflation from CPI
2006
2007
2008
2009
2010
2011
2012
2013
2014
2015
2016
2017
2018
2019

2) Based on the data in Columns 2 & 3 (Nominal and Real GDP), which year is being used as the base year?

3) Create a line graph showing how the percent annual change in Real GDP has changed over the years. Put YEAR on the X axis and percent annual change in Real GDP on the Y axis. Plot the graph and label your axes.
4) Given the graph you created in #3 and the data above, what is the current business cycle position for the US economy based on the most-recently available data you presented above (end of 2019)?
Since the reporting of last year’s data, do you think this trend has continued? Why or why not?
5) Column 6 (Inflation based on the GDP deflator) differs from Column 7 (inflation based on CPI). Why?
6) Using information from https://www.bls.gov/news.release/empsit.a.htm, answers the following questions:
a) current unemployment rate =
b) month and year of (a) above =
c) is the current rate higher or lower than it was a year ago?
d) current labor force participation rate =
e) is the current rate higher or lower than it was a year ago?
f) unemployment rate for white workers =
g) unemployment rate for black or African American workers =
h) unemployment rate for those with only a high school degree =
i) unemployment rate for those with “some college or an associate’s degree” =
j) unemployment rate for those with a bachelor’s degree or higher =
k) is the number of people who are classified as “Job Leavers” higher or lower than it was a year ago? What does this change suggest about the health of the economy? Why?

Sample Solution

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Schools in the American Colonies

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Please Take Notes of these documents and videos.

  1. https://www.youtube.com/watch?v=yP9By3l7rlo&feature=youtu.be
  2. https://www.youtube.com/watch?v=KXFdRnQNZfA&feature=youtu.be
  3. https://www.youtube.com/watch?v=qO0miJHNQ_o&feature=youtu.be
  4. https://www.youtube.com/watch?v=R6LplmYyOJE&feature=youtu.be

Please indicate which note is for which video or document. And please also indicate the page number for where did the note comes from.

Learning Targets/Focus Questions

  1. How was schooling similar and different in the American Colonies (i.e., New England colonies, Southern colonies, and Middle Atlantic colonies)?
  2. How did the Common School Movement impact American education? Who were some of the major supporters of the Common School Movement?

Sample Solution

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3 DQ's due 12am Sunday

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1. Respond to the following in a minimum of 175 words:

Let’s use the checkpoint. The 7,000 is in error. The correct chi square is 7.2.

Let’s discuss the checkpoint and Chi Square in general.

2. Respond to classmate Lisa Raney to her DQ response. (90 words)

Instructor and Class,

There are two types of chi-square tests and they are used for different purposes. A chi-square goodness of fit test determines if a sample data matches a population. A chi-square test for independence compares two variables in a contingency table to see if they are related. In general terms a chi-square tests to see whether distributions of categorical variables differ from each other. A very small chi-square test statistic means that your observation data fits your expected data extremely well and there is a relationship. A very large chi-square test statistic means that the data does not fit well and there is no relationship. A chi-square statistic is a way to show a relationship between two categorical variables. The two types of variables in statistics are numerical and non-numerical. The chi-square statistic is a single number that tells you how much difference exists between your observed counts and the counts you would expect if there were no relationship at all in the population. The chi-square statistic can only be used on numbers. For example if you have 10% of 200 before the chi-square test can be conducted the number has to be converted to the number 20. In short a chi-square statistic is used for testing hypotheses (Chi-Square Statistic, 2019).

I used the equation: 16/10.0*6.0=9.6 and 4/10.0*-6.0=-2.4    9.6- -2.4=7.2 chi-square

Reference

Chi-Square Statistic: How to Calculate It/Distribution(2019). Retrieved from http://www.statisticshowto.datasciencecentral.com/

3. Respond to classmate  Tammy Lives  DQ response. (90 words)

The point of the Chi-Square Test is to look at two variables and see if the variables are independent from each other or not. If they are independent from each other the factors do not correlate with each other. If they are not independent of one another than there is some correlation between the two. It can also be known as goodness of fit test that looks at the population of the data that was collected. A problem that can arise is the data itself and what two variables are being looked at it. Whether your sample population is big or small can alter even a little bit the results. The Chi-Square Test can tell us whether the two variables correlate with each other, not which variable can effect the other variable. Looking at the 7.2 chi square and an error of 7,000 we can tell that the degree of freedom is 1 and the significant value is 0.007. We know by this information that 0.007 is lower than the p value of .05 which means that we would reject the null hypothesis.

Reference

Jackson, S.L. (2017). Statistics Plain and Simple (4th ed.). Boston, MA. Cengage Learning

 

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Classical Theory – Emile Durkheim – The Societal Causes of Suicide

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Why suicides happen, particularly in prosperous and healthy societies, has puzzled social scientists for decades. When sociologists talk about suicide, they are likely to include Durkheim’s work in their discussion. In Section One of the Social Theory Re-wired text, you should read Emile Durkheim’s “Suicide,” watch this video and also read the following summary to help you grasp the causal factors and three concepts of suicide Durkheim presents in his greater work. Then, listen to the Freakonomics podcast. (If you are not familiar with the Freakonomics podcast, it is created by a journalist and an economist, who both use economics to debunk commonly held beliefs about why the world is the way it is.) If you have any issues listening to the podcast, there is a link to the transcript of the recording in the third paragraph below the podcast link.

For your Final Paper

Select one fact about suicide from the podcast that you find particularly interesting or surprising and explain it in your paper.

Analyze the fact you have chosen about suicide using Durkheim’s work as offered to you above and one scholarly resource. Through your analysis, you should respond to the following:

Based on Durkheim’s work, can the level of integration or regulation in society be an explanation for the “social fact about suicide” you have picked? Present one (1) scholarly resource which provides evidence or support of this.

Which of the three concepts of suicide (as presented by Durkheim) is your chosen fact most aligned to? Present the concept and explain why. If you believe it isn’t aligned explain why not.

The video presents nine ways that Durkheim’s work and recent research has linked societal influence to suicide. Does your chosen fact relate to any of these?

Finally, explain how classical social theory like Durkheim’s work is useful and valuable to modern researchers, theorists and social policy makers.

Sample Solution

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