Recent orders
Expenditures Approach to Calculating GDP (weight 25% of the assignment grade)
DATA EXERCISE #1
Consists of four parts
Part 1: Expenditures Approach to Calculating GDP (weight 25% of the assignment grade)
Complete the following exercise
Visit the Bureau of Economic Analysis Web site at www.bea.gov In U.S. Economic Accounts under National click on Gross Domestic Product (GDP), then Interactive Tables: GDP and the National Income and Product Account (NIPA) Historical Tables, click “Begin using the data”, and use Section 1 – Tables 1.1.5 and 1.1.6 to identify the GDP (nominal GDP) and real GDP for the past four quarters.
a) Present the information that you received in your project as a table.
b) Write a report (1 page double – spaced), which contains the analysis of the results you received.
In this report consider, but do not be limited to the following:
Why was nominal GDP greater than real GDP in each of those quarters?
What was the percentage change in Nominal GDP for the most recent quarter compared to the previous quarter? What was the percentage change in Real GDP for the two quarters?
What accounts for the difference in the two percentages?
Part 2: Income Approach to Calculating GDP (weight 25% of the assignment grade)
Complete the following exercise:
Go to http://www.bea.gov/Find the information on GDP in billions of current dollars for the past four quarters. In U.S. Economic Accountsunder National click on Gross Domestic Product (GDP), then click on Interactive Tables: GDP and the National Income and Product Account (NIPA) Historical Tables – click “Begin using the data”- choose Section 1: Domestic Product and Income and find table 1.7.5
Create the table that contains the following information quarterly. Omit the intermediate lines found in Table 1.7.5 on the web site.
Gross domestic product
Gross national product
Net national product
National income
Personal income
Write a report in your own words (1 page, double-spaced), which contains the analysis of the results you received. In this report consider, but do not be limited to the following:
1. What is the difference between gross domestic product (GDP) and gross national product (GNP)? What is the difference in what GDP measures compared to GNP?
2. Based on the table, what calculations must you make to determine GNP from GDP?
3. What is national income (NI)? What does NI measure?
4. Which was higher in this year, GNP or NI? By how much?
5. What calculations must you make to determine NI from GNP?
6. NI is composed of a number of categories. What category makes up the largest portion of NI?
Part 3: GDP in Different Countries (weight 25% of the assignment grade)
Complete the following exercise:
Go to World Development Indicators database:
http://databank.worldbank.org/data/views/variableSelection/selectvariables.aspx?source=world-development-indicatorsSelect the 8 countries in the table below by checking the check boxes under Country.
Select the 2 data series GDP (current US$) and Population (Total) under Series.
Select the most recent year under Time.
You can now retrieve that data by clicking one of the options on the upper right of the window. Clicking “Table” will allow you to view and copy the data for each country. Clicking “Download” will allow you to download the data in Excel, which can then be copied into your report table.
Fill in the table below. Calculate the per capita GDP for the most recent available year for the countries with the equation given in the far right column.
Country GDP Population Per Capita GDP
1 2 3 4 = 2/3
Write a short report in your own words (1 page, double-spaced), which contains the analysis of the results you have gotten. In this report consider, but do not be limited to the following:
List the countries by highest per capita GDP to lowest.
Does the order remain the same for total GDP as for per capita GDP?
If not, explain why is it different?
Part 4: Index of Economic Freedom (weight 25% of the assignment grade)
Log onto the Heritage Foundation’s website at http://www.heritage.org/Index/“Today, we live in the most prosperous time in human history. Poverty, sicknesses, and ignorance are receding throughout the world, due in large part to the advance of economic freedom. In 2014, the principles of economic freedom that have fueled this monumental progress are once again measured in the Index of Economic Freedom, an annual guide published by The Wall Street Journal and The Heritage Foundation, Washington’s No. 1 think tank.
The Index covers 10 freedoms – from property rights to entrepreneurship – in 186 countries. Each of the ten economic freedoms within these categories is graded on a scale of 0 to 100.”
Click on COUNTRY RANKING to find the rank of economic freedom. IMPORTANT – Make sure you use the Rank and not the Overall Score.
Click on EXPLORE THE DATA to find the rank of business, trade, financial freedom, and property rights.
Find the rank in economic freedom (overall) of the countries that you were using in part III of the assignment.
Find the rank in business, trade, financial freedom, and property rights of the countries that you were using in part III of the assignment.
Compare the rank in economic freedom (overall) and other indicators with the order of the countries using the per capita GDP in the table in part III of the assignment.
Write a report in your own words (1 page, double-spaced), which contains the analysis of the results that you received.
Grading Rubric for the Data Exercise #1
DATA EXERCISE #1
Part 1: Expenditures Approach to Calculating GDP (25% of the assignment grade) Virtually no effort to complete part 1 of the exercise; not worthy of credit. Only a superficial effort to complete part 1 of the exercise. The project contains some data for expenditure approach in calculating GDP, but the analysis should be considerably more developed Good effort is made to present and analyze the data in expenditure approach in calculating GDP Excellent and very thorough development and articulation in presenting and analyzing the data in expenditure approach in calculating GDP
Part 2: Income Approach to Calculating GDP (25% of the assignment grade) Virtually no effort to complete part 2 of the exercise; not worthy of credit. Only a superficial effort to complete part 2 of the exercise. The project contains some data for Income approach in calculating GDP, but the analysis should be considerably more developed Good effort is made to present and analyze the data in Income approach in calculating GDP Excellent and very thorough development and articulation in presenting and analyzing the data in Income approach in calculating GDP
Part 3: GDP in Different Countries (25% of the assignment grade) Virtually no effort to complete part 3 of the exercise; not worthy of credit. Only a superficial effort to complete part 3 of the exercise. The project contains required data and calculations of GDP in different countries, but the analysis should be considerably more developed Very good effort in collecting the required data, calculating of GDP in different countries, and analyzing the results Excellent and very thorough development and articulation in presenting and analyzing the data of GDP in different coutries4. Part 4: Index of Economic Freedom (25% of the assignment grade) Virtually no effort to complete part 4 of the exercise; not worthy of credit. Only a superficial effort to complete part 4 of the exercise. The project contains some data about index of Economic Freedom, but the analysis should be considerably more developed Very good effort in collecting the required data, about index of Economic Freedom, and analyzing the results Excellent and very thorough development and articulation in presenting and analyzing the data of about index of Economic Freedom.
Dissociative Disorders
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Dissociative Disorders
The most challenging disorder to live with, from those studied, is any of the dissociative disorders. The disorders cause a person to forget about themselves or alter their mind to become unaware of their actions. For instance, dissociative amnesia makes someone forget about their past events. The depersonalization disorder involves detachment from your own body, and thus, one is not aware of themselves anymore. Finally, dissociative identity disorder involves having more than one personality within a person.
If I were living with these disorders, my life would be complicated because I rely on my conscious-self to make an important life decision. In the case of amnesia, it would be difficult to get educated as the memory is destroyed. Also, depersonalization would make me feel bad often since I cannot relate to my own body, and thus, it would lead to stress. Finally, dissociative identity disorder would make it different to relate to various situations since you don’t know which personality to identify with.
The main recommendation for treatment if I had the disorder, would be engaging in Psychotherapy. The treatment involves opening up about the condition to a mental health professional. Therapy helps a person accept their condition and come up with the most effective ways to live with it.
Dissertation Prospectus
Dissertation Prospectus
Reciprocal Investigation of Charter School Leadership Style and Qualities
Submitted by
Insert Your Full Legal Name, No Titles, Degrees, or Academic Credentials
Name of School
<Insert Date>
Dissertation Prospectus
Introduction The leaders or administrators of any school are supposedly responsible for the academic successes of their forts, not only that, they are also supposed to be up to date with curriculum application processes, discipline handling means and the public relation tools necessary to deal with ever demanding parents. (Marlow, 2007). Marlow (2007) observes that charter schools’ heads have a responsibility over all stakeholders to make clear and concise communication. Involvement with the community is also crucial as is possession of character traits like decency, perseverance, honesty, respect and empathy (Marlow, 2007). The distinguishing factor in charter schools is their innovativeness in teaching techniques and learning methods, as opposed to the regulation bound public schools. As far as school leadership is concerned, charter schools introduce a new dimension in as far as control and freedom in creativity and curriculum development is concerned. (Zimmer & Buddin, 2007). The skills possessed by the leaders in these schools have significance in that they are not leaders in only instruction methods but will also fill in as financial and operational managers of their respective institutions. By the mere fact that these schools are mostly start-ups, there exists no set system that they must follow, thus, the onus of developing and maintaining the financial, operational and instruction modules to be adhered to mainly falls with the leadership. Zimmer and Buddin (2007) observe that the leaders, thus, have to shoulder the responsibilities of management, principal and leader of instructions. The profiling of the techniques and qualities of leadership among charter schools in Florida is the main goal of this study. This was informed by the high turnover rates for students, low test scores in National and state tests as well as high levels of parent dissatisfaction.
Background of the Study. According to the Texas Education Agency (2005), a third of the students in public schools in Texas who were considered to be at risk and were in Charter schools passed the Texas skills and knowledge Assessment Test. By 2006, December, out of 249 charter schools, 56 had had their charters revoked or considered in an otherwise unfavorable manner. Charter schools are public schools and thus funded through public means similar to traditional district schools . The major difference between the two is that more flexibility in curriculum development is enjoyed by the charter schools and that an individual or group of individuals can start a charter school. The leaders of these schools are only tasked with an extra obligation of ensuring superior results in exchange for more freedom and are also required to seek charter renewal every five years (Griffin & Wohlstetter, 2001). The main reason behind the establishment of these schools was the provision of more educational options to the students. Due to their non limitation geographically, they provide better performing options for low income families. The TCER report of 2007 informs that even with these advantages, charter schools only enroll 2% of the student population, and this is attributed to their low capacity and tendency to be small in size. Leaders in charter schools are likely to have time limitations, and as such spend less time in instructional leadership and guidance to teachers. Peebles (2007) notes that such time constrictions eventually cause weak organizational culture development. Objectives, goals and timelines in teaching become hazy with time constraints and the teachers do not find time to prepare for learning activities. With all these challenges, charter school leaders enjoy a unique position where they could act both as coaches and life mentors. They are capable of being more active as participants in teacher’s professional advancement than their peers in other schools (Zimmer & Buddin, 2007). They also enjoy the discretion of deciding the time load for each subject as well as the durations for school days and terms. They also exercise discretion on how long a subject is to be studied (Zimmer & Buddin, 2007)..Ethical Considerations
The research will follow the informed consent approach to research. All respondents will be informed of the use of the information that they will provide. The name of the respondents, name of the institution, and position held will all be optional. All information given will be handled with utmost confidentiality.
References
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Brouillette, L. (2002). Charter schools: Lessons in school reform. Mahwah, N.J: L. Erlbaum Associates.
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Buddin, R., & Zimmer, R. (June 06, 2005). Student Achievement in Charter Schools: A Complex Picture. Journal of Policy Analysis and Management, 24, 2, 351-371.
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Bulkley, K. E., & Wohlstetter, P. (2004). Taking account of charter schools: What’s happened and what’s next?. New York: Teachers College Press.
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