Scholars of global governance and international organizations have documented th

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Scholars of global governance and international organizations have documented the growing gridlock that characterizes multilateral governance (governance which involves three or more states) across a range of issues. As Ian Goldin (2013) recently observed, “The growing disconnect between the need for urgent collective decision making to meet 21st century challenges and the evolutionary progress in institutional capability has led to a yawning governance gap.” Partly in response to the inability of traditional multilateral institutions such as the United Nations, the World Trade Organization, or the World Bank to find consensus among their member states on how to govern global problems, there has been an explosion of alternative bi-lateral arrangements (agreements between two states only), informal governance approaches, and the growing regulatory authority of non-state actors to fill this governance gap.
Why do you think governments have found it so difficult to find consensus on how to manage global problems in recent years? What, in other words, explains the gridlock we see in traditional multilateral institutions?  What do you think might be the consequence of the move to informal modes of governance for world politics and for global governance in the future?
** Ian Goldin. 2013. Divided Nations: Why Global Governance is Failing, and What We Can Do about It. Oxford University Press.

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To improve retention and graduation rates, the Developmental Studies Committee o

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To improve retention and graduation rates, the Developmental Studies Committee of Sussex Junior College (SJC), directs the Remedial Reading Department to offer special non-credit developmental (remedial) reading classes for under-prepared first-time, full-time, college freshmen.   SJC has been offering non-credit remedial reading classes (aka Developmental Reading Instruction) for the past thirty years as an attempt to elevate under-prepared students reading levels to meet the demands of college-level classes.  But like most open-enrollment community colleges throughout the country, these remedial classes have little impact on improving students reading comprehension levels or their retention or persistence in college.  Consequently, most SJC Developmental Students drop-out of college in the first year.  The new SJC program, named the College-Success Program, differs from traditional developmental reading classes in that students start receiving basic remedial reading instruction in mid-summer, four weeks prior to the start of the Fall semester. 
Asked to assess the effectiveness of the College Success Program, SJC’s Director on Institutional Research, Andy Wald, designs a study to compare the total number of credits completed during the first year of college (fall + spring semesters)  for a random sample of College Success Students, (n = 10), a random sample of traditional Developmental Reading Students (n = 10), and random sample of Non-Developmental Students (n = 10) – students whose reading comprehension levels are at college-level, and were not required to enroll in developmental reading classes. 
Director Wald also collects student scores on the CTP-Reading Comprehension test (CPT-R) –  the test that SJC uses to assess the reading comprehension levels, and to place students into developmental or traditional college-level classes during their 1st semester.  This data is collected to rule-out the possibility that the reading comprehension levels of students selected to participate in the newly created College Success Program may differ significantly from their traditional Developmental Student counterparts.   
The sample of Non-Developmental students was included in the study to determine if College Success Students would complete annual credits comparable to traditional non-developmental college students.
Using the attached SPSS data file, conduct an ANCOVA in which Credits is the DV, Group (College Success, Developmental, or Non-Developmental) is the IV, and CPT-R is the covariate (CV).  In correct APA Style, fully summarize the goals, results, and conclusion that can be drawn from the study.  Be sure to include the appropriate Tables and Figures in the summary.
Here are the required elements of the Week 8 Application Assignment.
1) Write a Null and Alternative Hypothesis specific to the research question.
2) Explain the goals of the study and of the analyses. 
3) (Optional, not part of the grade rubric) Describe the sample.
4) (Optional, not part of the grade rubric) Test the assumptions of ANCOVA (hint, Levene’s test for the between group factor, and the test for homogeneity of regression) – report the results of these tests to determine if the data meets the assumptions of ANCOVA.  Summarize your findings in correct APA format.  See my sample summary.
5)  Within your summary include a correctly formatted (APA Style) table.  Within the table report group means, 95% CI for means, SDs, SE, adjusted means.    Be sure to refer to the table within the summary.
6)  Plot the adjusted means.  Be sure to refer to the figure within the summary.
7)  Create an APA formatted table of the ANCOVA Results. Be sure to refer to the table within the summary.
8) Fully summarize the results for the ANCOVA in correct APA style. Be sure to report and interpret the results for the covariate (CPT-R) and for the between groups factor. Be sure to report and interpret the appropriate effect sizes.  And, be sure to report the type of post hoc test conducted, and the results from (Bonferroni’s) the post hoc mean comparison tests.
9) Be sure to explain what conclusions can be drawn from the study?
10) Attach the SPSS output in an appendix to your paper.
SPSS Syntax for Sample Summary Data
*SPSS Syntax for the Homogeneity of Regression Assumption.
UNIANOVA days BY group WITH predays
/METHOD=SSTYPE(3)/INTERCEPT=INCLUDE
/PRINT=ETASQ/CRITERIA=ALPHA(.05)
/DESIGN=group predays group*predays.
*Syntax for ANCOVA with Post Hoc Mean Comparison tests.
UNIANOVA days BY group WITH predays
/METHOD=SSTYPE(3)
/INTERCEPT=INCLUDE
/PLOT=PROFILE(group) TYPE=LINE ERRORBAR=CI MEANREFERENCE=NO YAXIS=AUTO
/EMMEANS=TABLES(group) WITH(predays=MEAN) COMPARE ADJ(BONFERRONI)
/PRINT ETASQ DESCRIPTIVE HOMOGENEITY
/CRITERIA=ALPHA(.05)
/DESIGN=predays group. 

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Aggregate Demand, Aggregate Supply, Unemployment, and Inflation

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In this Assignment, you will examine factors that affect aggregate demand (AD) and aggregate supply (AS). You will compute the rates of inflation using the U.S. consumer price index (CPI) and then examine how the results impact nominal interest rates, inflation, disinflation, and deflation.
Instructions: This Assignment presents scenarios in which you will analyze macroeconomic indicators of economic health. It requires a combination of short paragraph answers, computations, and completion of a 450-500 word essay. Answer all of the following questions in this document. You are required to follow proper APA format. Read the Criteria section below for more information before you begin this Assignment.
In this Assignment, you will be assessed on the following outcome:
MT445-4: Examine how U.S. macroeconomic indicators are used to gauge economic health.

1.    Determine whether each of the following would cause a shift of the aggregate demand (AD) curve, a shift of the aggregate supply (AS) curve, neither, or both. Which curve will shift, and in which direction? What will happen to aggregate output and the price level in each case?

a.    The price level changes.

i.    Which curve will shift?

ii.    Which direction does it shift?

iii.    What will happen to aggregate output?

iv.    What will happen to the price level?

b.    Consumer confidence declines.

i.    Which curve will shift?

ii.    Which direction does it shift?

iii.    What will happen to aggregate output?

iv.    What will happen to the price level?

c.    The supply of resources increases.

i.    Which curve will shift?

ii.    Which direction does it shift?

iii.    What happens to aggregate output?

iv.    What happens to the price level?

d.    The wage rate increases.

i.    Which will curve shift?

ii.    Which direction does it shift?

iii.    What will happen to aggregate output?

iv.    What will happen to the price level?

2.    Explain whether the following statements are true or false.

i.    Some people who are officially unemployed are not in the labor force.

ii.    Some people in the labor force are not working.

iii.    Everyone who is not unemployed is in the labor force.

iv.    Some people who are not working are not unemployed.

3.    Refer to the following data on the U.S. consumer price index and answer the questions below.

    Year    CPI        Year    CPI        Year    CPI        Year    CPI
1988    118.3        1993    144.5        1998    163.0        2003    184.0
1989    124.0        1994    148.2        1999    166.6        2004    188.9
1990    130.7        1995    152.4        2000    172.2        2005    195.3
1991    136.2        1996    156.9        2001    177.1        2006    201.8
1992    140.3        1997    160.5        2002    179.9

a.    Compute the inflation rate for each year 1988-1989, 1989-1990, 1990-1991, 1991-1992 etc. using the CPI data for 1988-2006 in the table above. Show your work.

b.    Which years were years of inflation? What do you expect to happen to real interest rates during this time period if nominal rates remain unchanged?

c.    In which years did deflation occur? What do you expect to happen to real interest rates during this time period if nominal rates remain unchanged?

d.    In which years did disinflation occur?

4. Answer the following questions in a 450500 word essay.

Explain the difference between anticipated and unanticipated inflation? What are the costs associated with unanticipated inflation? Why do these inflation costs differ from those associated with anticipated inflation?

Criteria
    This Assignment should be completed in this Word document.
    It should be written in Standard English and demonstrate exceptional content, organization, style, and grammar and mechanics.
    Respond to the questions in a thorough manner, providing specific examples where asked.
    Your sources and content should follow proper APA format (A title page is not required). Review the APA formats found in the Writing Resources accessed through the Academic Success Center within the Academic Tools area of the course.
    Review the grading rubric to ensure all points have been captured in the paper.

References (add references in APA format in the space below)

Unemployment and Cost Inflation

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Topic: Unemployment and Cost Inflation

The two main forms of economic problems are unemployment and inflation. There are different types of unemployment in the economy. Moreover, some employed people are underemployed, particularly during economic downturns like recessions.

Stabilizing prices is one of the macroeconomic goals of policy making. Price stability calls for taming inflation or deflationary pressure in the economy.

1. What are the various forms of unemployment? What type of unemployment is the most difficult to solve? Why?
2. Discuss the differences between unemployment and underemployment and give examples for each of them. What are the costs of unemployment and underemployment on the economy?
3. What are the costs of inflation? What are the costs of deflation? Why do policymakers need to tame inflation (deflation) to stabilize prices? When does rate of inflation become a problem in the economy?