Author: admin

Chapter 8

For chapter eight you must post a total of two thought provoking discussion posts. Please consider your own experience with organizational

culture as well as any experiences you may have had with The Pygmalion Effect. The post needs to be between 200-400 words.
Text book:
https://studydaddy.com/attachment/43041/lokobd961f.pdf

 

Hypoxia and Dead Zones In European Seas.

Hypoxia and Dead Zones in EuropeanSeas: Legislation, Policies and Measures for the Protection and Recovery of our Marine Ecosystems.
Subject: International Marine Environmental Law, EuropeanEnvironmental Law, Eutrophication, Hypoxia.
Statement of the problem:
Hypoxic zones can occur naturally, but scientists report thathypoxiceventsaround the world havebeenesponentiallyincreasingsince the mid 1960s created or enhanced by human activity (anthropogenic). Anthropogenicnutrientloading from sourcessuchasagriculture, fossilfuelemissions, and climateeventsisbelieved to be related to the global increase in frequency, size, and duration of certainalgalblooms. Excess nutrients that run off land or are piped as wastewater into rivers and coasts can stimulate an overgrowth of algae, which then sinks and decomposes in the water. The decomposition process consumes oxygen and depletes the supply available to healthy marine life. Hypoxic zones are areas in the ocean of such low oxygen concentration that animal life suffocates and diesor, if they are mobile such as fish, leave the area.Marine habitats that would normally be teeming with life become, essentially, biological deserts without life “Dead Zones”.“Many ecosystems are now severely stressed by hypoxia that may be near of change or collapse (loss of fisheries, loss of biodiversity, alteration of food webs)” (R. Diaz).Some recorded dead zones in Europe are the Baltic Sea, the Kattegat Strait, the Black Sea and the northern Adriatic Sea.

Project description:
Purpose:
to investigate the responce of Europeancountries to natural and human inducedchanges in Europeansea water quality. Thiscontributiondemonstrateswhich are the mostefficienttools in Hypoxia control.

Format:I intend to structure my thesis as a series of chapters and paragraphs.
ABSTRACT
TABLE OF CONTENTS
TABLE OF CASES, TABLE OF LEGISLATION, LIST OF ABBREVIATIONS
INTRODUCTION
CHAPTER 1:
Itwill be first introducedthosefindings(from otherdisciplines: biology, ecology etc.)necessaryto explain the Hypoxiaphenomenon featuresand a detailedanalysis of causes and effectsuseful to understand in a second moment the field of intervention. Ex. fertilizers →nutrient control measures
Hypoxiaprocess • what are AquaticDead Zones? •Causesof Hypoxia• Effects on the marine ecosystems •Effects on Biodiversity• Impact on Fisheries • Irreversibility • Hypoxia and Invasive Species •Aquaculture ?
Then,

CHAPTER 2: Hypoxia and Dead Zones in Northern Europe coastalwaters.
The Chapterdeals with the mostimportantcases : The Baltic Sea and Helcom •CelticSeas •Wadden Sea • KattegatStrait
For each one will be describedLegislation, Countermeasures and Strategiesadopted by single States or in cooperation and treaties to manage and control Hypoxia and Dead Zones,
Chapter 3: HypoxicCoastalAreas in Central and Eastern Europe.
Cases description, Legislation, Countermeasures, Policies:The Black Sea case •Mediterranean Sea •Bay of Biscay

CHAPTER 4: InternationalEnvironmentalLaw
Environmentalprotocols • Precautionarypriciple.• the OSPAR EutrophicationStrategy •UNCLOS and UN WatercourcesConventions • Large Marine Ecosystemsconcept (LMEs) • The role of UNEP • Acceptance of EnvironmentalsLaws • International Cooperation • The role of ImplementingagenciessuchasUnep, Word Bank etc.
CHAPTER 5: – Hypoxia and Eu Policy and legislation
EU hasbeentaking steps to fighthypoxia fixing parameters to evaluate water quality and for the reduction of nitrogen and phosphorousloads in the environment, notablythrough the adoption of severalcrucialpieces of legislation: The Nitrates Directive (1991) • The Urban Waste-Water Treatment Directive (1991) • The Water Framework Directive (2000) • Marine Strategy Framework Directive (2008) • Eu legislation on Invasive Species(only for the part pertinent to the subject) •others.

CHAPTER 6:Climatechange and Hypoxia in EuropeanSeas:
Climatechangetends to exacerbatehypoxiabecauseitalters the sea water chemistry. Hypoxiczones are projected to expand in the future.
Some of the issues the chapterdeals with are: Ocean Acidification•ClimateChangeadaptationmeasures • ClimatechangeGovernance • International and EuropeanClimateChange law • Governmentsobligationstowards future generations • Need for the international community to set a single upperlimit for the atmosphericconcentration of CO2 to match bothclimatechange and oceanacidificationmitigationgoals • Climatechangedenial and physicalevidences
CHAPTER 7: Conclusions.
In thischapterwill be described, explained and resumed the elements to be consideredwhen planning of a successful control policy andrecovery projects
State jurisdiction• Stakeholdersidentification •Regionalcoordination • Co-operationbetweenStates • The role of environmentalNGOs • Enhancing public information and participation •Liability and Compensation for pollution, Sanctionmechanisms •Economicinstruments and financialadministration of the project; Investment promotion • Politicalissues management. • Development of systems for monitoring, information management and research • Technicaladvisors; technicaladvisory •
APPENDIX
REFERENCES

Significance/Contribution to the Discipline: Providing a detailedoverview, gathering information fragmented reports, articles, legislative documentsin an uniquedissertationupdated to the mostrecent data, takinginto account that the major part of papers date back to the first years of the new millenium (2001, 2002)???Describing the legislationevolution on the subject and howisevolving.
PossibleOutcomes – Comparisonsbetween the legislationmodels of the differentEuropeancountries.

ResearchMethodology:the dissertation focus on a review of the mostrelevantliterature based on library and computer research with a qualitative approach.
Will be examined the jurisprudence, case law and judgements of Courts and tribunals (for ex. ICJ and ECJ) and reportedevery time consideredpertinent to the topic.

References: Thisproposalrequired the consultation of a significantnumber of sources, for spacereasonsitisnotpossible to list themall. However, the bibliographyisavailableany time on request.

 

 

AP JMHS Course Paper On:
Recent US Macroeconomic Performance and Prospects

I) Topic and Generic Outline
In this paper you systematically summarize the material you have been reading in the newspapers and online about the US economy. You will have read different authors, banks and blogs all of which present a particular view of the near-term prospects (or outlook) for the US economy. Which factors and policies seem like they will be the most important determinants of the future course of the economy?

You should note carefully the two quarter period that will be your “forecast period”. It will be posted on D2L.

This is a generic outline. It is typical for the economic outlook papers written by banks and other institutions year in and year out. You should deviate from it in order to emphasize issues that are especially important right now or to accommodate one or two issues that caught your interest and you want to emphasize. You could reorder the material and insert a section or two. You obviously can’t write about everything that I mention in the generic outline, but you should say something that speaks to the major headings: Labor, Demand, Financial Markets, Supply and International.

I) Introduction: Where is the US economy in the cycle? (Starting an expansion? Ending an expansion? When was the last “turning point” of the US economy?) Are the forecasts for the US economy split between optimists and pessimists, or do they all seem to say pretty much the same thing? What growth rate do you think is likely for the US economy in the forecast period? (This will be based on your reading and synthesis of professional forecasts.) What are the key issues that you want to draw special attention to in the sections that follow?
II) Labor Market Developments: What has been happening to the growth of jobs and wages? (Strong? Weak?) What are forecasters expecting? What about unemployment and participation rates? Are there some other important things about the labor market you encountered that you want to note?
III) Demand. The GDP report, especially table two “Contributions to GDP growth”, will tell you exactly which sources of demand have accounted for recent growth. The Atlanta FRB GDPNow forecast (or Nowcast) will tell you what seems to happening right now. The Dismal Scientist will also do this and forecast into the future. The forecast sources document on D2L has additional sources. Have you read anything about why particular components of spending (C, I, G, NX) have been weak or strong? You may want to say that you will come back to some of them later. (For instance, NX net exports reappear later in this generic outline.) Fiscal Policy affects spending directly through G and affects consumption via taxes.
IV) Financial Markets and the FRB. What has FRB monetary policy been and what is it expected to be in the near future? What have some important interest rates been and how are they expected to change? Have stock prices been rising or falling recently? Have you read anything about whether changes in the stock market have affected consumption or investment? Do you happen to have a strong opinion on what direction stock markets are headed?
V) Supply Side and International Linkages. Does the economy appear to be near or away from its potential output? How fast is potential output growing (due to the growth of productivity as well as labor and capital)? US exports and imports can be important influences on the economy. Have they been large recently? Is the US dollar expected to get stronger, weaker, or stay about the same in the near future?
VI) Conclusion. Which of the aspect of the economy you discussed above seem to be most important or interesting to you and why?
VII) References. A good mix of a few government reports, some economic outlooks from financial institutions, and newspaper articles you cited in the paper.
VIII) Tables and Figures. The first thing here should be your forecast table. An old version is posted on D2L. Your forecast table should have updated forecasts of some important variables from several sources. At the top of your table should be your forecast clearly labeled as yours. Your forecast could be an average of the forecasts you copied from professional sources, or you may have a forecast that is remarkably different than the consensus.
You should attach at least a few additional graphs or tables. These should be numbered (Figure One, Figure Two, etc.). Each figure should be discussed in the paper and should have had an important influence in shaping your thoughts or the argument of the paper. Attaching random material will significantly reduce your grade. Be selective and thoughtful.

II Evaluation Criteria
1. Clarity of Forecast and Cyclical Positioning
a. Is there a clear forecast table in the appendix and does the paper make good use of it?
b. Has the economy been expanding/contracting?
c. What are the chances that it is presently at a turning point?
2. Range and Depth of Sources
a. Is there a mix of sources from i) original gov. releases, ii) short articles and commentary from the press, iii) longer forecasts and outlooks from financial institutions?
3. Coverage of Sectors
a. Is there coverage of:
i. leading-coincident indicators
ii. labor market conditions
iii. GDP growth and its components
iv. indicators of inflation and borrowing costs
v. productivity and profitability measures
vi. exchange rates and their importance for US imports and exports
b. Does the paper explain how these parts of the economy are interrelated?
4. Style
a. Is it clearly written and easy to follow?
b. Are sources acknowledged and properly cited? Do the citations and list of references coherently and consistently document these sources?
5. Cohesion and Consideration: Do the parts of the paper reinforce each other and work towards a cohesive, thoughtful, overview of the economy?

III) Length and Proper References

The paper should contain 5-10 pages of text, double spaced. You may either insert or attach at the end a variety of tables and graphs you think important. Never attach or insert an object which you do not talk about in the paper! Do remember that I expect a list of references at the end of the paper, and proper citation of material throughout.
I am not greatly concerned about which style of references you use so long as it is a well-respected standard and consistently used. An easy style of references is Turabian Author Date. Click the Author Date Tab on the following page: http://www.press.uchicago.edu/books/turabian/turabian_citationguide.html

You must avoid plagiarism. To do so cite sources you have relied upon and use quotation marks or indentation to indicate text written by others. Plagiarism is
“..a major form of academic dishonesty involving the presentation of the work of another as one’s own. Plagiarism includes but is not limited to the following:
a. The direct copying of any source, such as written and verbal material, computer files, audio disks, video programs or musical scores, whether published or unpublished, in whole or part, without proper acknowledgement that it is someone else’s.
b. Copying of any source in whole or part with only minor changes in wording or syntax, even with acknowledgement.
c. Submitting as one’s own work a report, examination paper, computer file, lab report or other assignment that has been prepared by someone else. This includes research papers purchased from any other person or agency.
d. The paraphrasing of another’s work or ideas without proper acknowledgement.
Plagiarism, like other forms of academic dishonesty, is always a serious matter. If an instructor finds that a student has plagiarized, the appropriate penalty is at the instructor’s discretion. Actions taken by the instructor do not preclude the college or the university from taking further punitive action including dismissal from the university” (DePaul Student Handbook).

In this assignment you GAIN points by citing a wide range of authors and sources so plagiarism would be totally counterproductive! Do mention discussions you have had with class mates if they have influenced your views or if you are sharing material. Each student must write their own paper.

IV Sources/Links (Don’t forget that 2DL has two separate documents on sources for following the economy and obtaining forecast table material.)

IVA) Some really good professional versions of the paper you are writing
These sources try to give their readers a professional overview of where the economy is headed and have numerical forecasts of the important variables.

1 Dismal US macro Outlook and forecast table. You will access the Dismal site through the DePaul library website.
2 Delloit University Press. Updated quarterly. Annual data forecasted.
http://dupress.com/periodical/u-s-economic-forecast/
3 PNC Bank, PNC’s National Economic Outlook
Scroll down to National Economic Outlook. Updated Monthly. Quarterly forecasts.
https://www.pnc.com/en/about-pnc/media/economic-reports.html
4 Kiplinger Economic Forecasts
http://www.kiplinger.com/fronts/special-report/economic-forecasts/index.html
5 FT’s one-stop overview of key US economic data and trends, including GDP, inflation, unemployment, consumer indicators, and the outlook for US interest and mortgage rates
https://ig.ft.com/sites/numbers/economies/us
6 Brown Brothers Harriman, Exchange Rate (Forex) Specialists
https://www.bbh.com/en-us/insights
See their FX Quarterly Outlook

Here are some more—but the ones above should be plenty.

Morgan Stanley Search “Morgan Stanley” and “outlook”
The title of Morgan Sanley’s Outlooks varies, see their ideas page:
https://www.morganstanley.com/ideas/us-economic-stock-market-fed-policy-outlook-2017
https://www.morganstanley.com/ideas/
Kantar Retail, Retail Sales Specialists
http://www.kriq.com/macro/overview.aspx
Royal Bank of Canada
http://www.rbc.com/RBC:Qx2htY71A8YAAK3qbro/economics/index.html
look for the Quarterly Economic Update covering USA and Canada
Prudential, for a bond centric quarterly outlook
http://www3.prudential.com/fi/publications-commentary.shtml
Manufacturers Alliance for Productivity and Innovation (MAPI)
Quarterly Forecast for U.S. Economic and Manufacturing Growth
https://www.mapi.net/forecasts-data/quarterly-forecast-us-economic-and-manufacturing-growth
Investco. Look for most recent Quarterly Economic Outlook
https://www.invesco.com/portal/site/us/investors/insights/

IVB) Sources you will see me using often in class.
DismalScientist Go to the library databases and find Dismal . In addition to their economic commentary (which you can search for say “GDP report” or “productivity” ) it is worth examining their FRB links, Taylor Rule calculator, and Stock Market Calculator. They have a companion site FreeLunch.com that allows you to graph many variables not available via the Conference Board.

FRED The Federal Reserve Board’s Economic Data Base. http://www.research.stlouisfed.org/fred2/
Super popular source for making graphs of and downloading nearly all macro economic data for the USA.

CBO http://www.cbo.gov/
For the Government’s Economic Forecast for the next 10 years see the CBO. The Congressional Budget Office prepares the forecasts of the NAIRU, Y potential and Y the underlie the President’s Budget. Their current forecast for the US economy is available from their home page. The methodology behind these forecasts is discussed in some detail in documents found in the “Budget and Economic Outlook” section of their publications. Of particular interest are “CBO’s Method for Estimating Potential Output: An Update, August 2001 ” and “Description of Economic Models, November 1998” .

BEA http://www.bea.gov/
The Bureau of Economic Analysis generates the GDP report.

The Keynesian FairModel:
There is a very well-known Keynesian model of the US economy that traces its intellectual roots back to the Keynesian heydays of the 1950’s and 60’s at Yale University. It is Ray Fair’s FairModel at http://fairmodel.econ.yale.edu/ . We will discuss it in class towards the end of the course.

IVB) Some Issues and Variables by Paper Section

Leading Indicators
Review the behavior of the leading, lagging and coincident indicators.
Source: The Conference Board
https://www.conference-board.org/data/bcicountry.cfm?cid=1
look for “Download related PDFs” about 2/3 down page. This is free.
Tricky site, never pay anything!

The Labor Market
For the unemployment rate, employment rate, and labor participation rate see: “THE EMPLOYMENT SITUATION” monthly by the Bureau of Labor Statistics (BLS http://www.bls.gov/). Also available via Dismal Scientist US Economic Indicators.

Productivity :The Bureau of Labor Statistics (BLS) has excellent resources on productivity. For labor productivity and labor costs see www.bls.gov/bls/productivity.htm. For “multifactor productivity” see
The San Francisco FRB http://www.frbsf.org/economic-research/indicators-data/total-factor-productivity-tfp/ for real time estimates of total productivity growth. The Bureau of Labor Statistics is more authoritative but tracks it with a longer lag
www.bls.gov/mfp/home.htm

Output/Demand Components
Review the growth of output and its components: C, I, G, (X-IM).
Sources: The all-important “GROSS DOMESTIC PRODUCT” report from the Bureau of Economic Analysis (BEA http://www.bea.gov/). Also available via Dismal Scientist US Economic Indicators. Table 2 of the GDP report tells us where growth has come from and the Dismal Scientist forecasts this table into the future. (It is found at the very bottom of the Dismal Scientist forecasts table.) The Atlanta FRB “now casts” this table for the current quarter as GDPNow. https://www.frbatlanta.org/cqer/research/gdpnow.aspx?panel=1
The New York Fed also has a GDP ‘now cast’ but with less detail than the Atlanta Fed
https://www.newyorkfed.org/research/policy/nowcast

Fiscal Policy
Review the contribution of G (government spending) growth to the growth of output. See the GDP reports table 2 which tells us the contributions of different types of spending to GDP growth. To look at the issue of the Full Employment Budget Deficit and the effect of automatic stabilizers go to the Congressional Budget Office www.cbo.gov. Look for their ‘Update to the Budget and Economic Outlook’ it has a section examining the
“Deficit or Surplus With and Without CBO’s Estimate of Automatic Stabilizers, and
Related Estimates, as a Percentage of Potential Gross Domestic Product”.
The most influential think tank following fiscal policy is Brookings:
https://www.brookings.edu/topic/federal-fiscal-policy/

Inflation
Review the movement of the GDP deflator and Personal Consumption Expenditure deflator found in the “GROSS DOMESTIC PRODUCT” report and more easily in FRED. Review the movement of the “Consumer Price Index”. Also available via Dismal Scientist US Economic Indicators. Review the movement of the “Employment Cost Index” from the BLS. Also available via Dismal Scientist US Economic Indicators.

Interest rates and Monetary Policy
Review the movement of the FRB’s Discount Rate and “Selected Interest Rates”.
You may wish to consult the “Summary of Commentary on Current Economic Conditions (Beige Book)” and “Federal Open Market Committee Meeting Minutes”.
(See http://www.federalreserve.gov/monetarypolicy/default.htm)
The Brookings also follows monetary policy
https://www.brookings.edu/topic/monetary-policy/

Exchange Rates and International Payments
For the US Current Account see the BEA’s “Balance of Payments” report (BEA http://www.bea.gov/). For the movement of US $ exchange rates see The FRED data base under exchange rates, especially the Trade Weighted Exchange Rates found at the end of the list.

This paper involves Juvenalian Satire style of writing
Juvenalian Satire: a type of direct satire which denounces a human or societal vice/error with a highly critical and abrasive tone. Much less humorous. Examples of this satire include Jonathan Swift’s A Modest Proposal, George Orwell’s Nineteen Eighty-Four

Page 1 of 9
Test 3
ECO220Y–L5101 Quantitative Methods in Economics
Monday February 6, 2017; 18:00 – 20:00
U of T e-mail: ___________________________________@mail.utoronto.ca
Surname
(last name):
Given name
(first name):
UTORID:
(e.g. lihao8)
Student Number __Solution_________________________________
x You have 2 hours to complete this test.
x This exam consists of 21 questions in 7 pages including this cover page. It is the
student’s responsibility to hand in all pages of this exam. Any missing page will get zero
mark.
x Write your answers clearly, completely and concisely in the designated space provided
immediately after each question. No extra space/pages are possible. You cannot use
blank space for other questions nor can you write answers on the Supplement. Your entire
answer must fit in the designated space provided immediately after each question.
x You are encouraged to write in pencil and to use an eraser as needed. This
way you can make sure to fit your final answer (including work and reasoning) in the
appropriate space.
x A formula sheet and the standard normal table are attached.
x This exam is worth 17% of your course grade.
Page 2 of 9
Part 1. Multiple Choice Questions. 3 points each. No part mark.
Circle the BEST answer. If there are more than one correct answer, circle the best one.
1. When the true value under the alternative hypothesis shifts closer to the value under the null
hypothesis, while the critical value stays the same,
√(a) The power of the test decreases.
(b) The power of the test increases.
(c) Probability of Type I error increases
(d) Probability of Type I error decreases
(e) Probability of Type II error decreases
2. You are to conduct hypothesis testing for a population mean. Your research assistant incorrectly
memorized the formula for sample standard errors, causing him to always calculate standard errors
to be larger than what they really are. Suppose the point estimate of the population mean is correctly
calculated. If you do not find out about his systematic mistakes, what consequences will they have
on the results of your tests?
(a) Your tests will always result in type I error.
(b) Your tests will always result in type II error.
(c) There will be no effect on the results of your tests.
√(d) You will tend to reject the null hypothesis less often than you actually should.
(e) You will tend to reject the null hypothesis more often than you actually should.
3. The standard deviation of income is $30,750 and the population is not normal. How big of a sample
should you collect if you wish to estimate with 96% confidence the average income with a margin
of error of plus or minus $1,000?
(a) 2,559 (b) 2,913 (c) 3,633 √(d) 3,994 (e) 4,600
4. Suppose you used this formula
n
X Z V
r 0.05 and correctly computed a 90% confidence interval
estimator of the population mean to be [10, 30]. Which of the following is FALSE?
(a) The sample mean is equal to 20.
(b) The significance level D is equal to 0.10.
(c) The point estimate of the population mean is 20.
√(d) About 90% of the population lies between 10 and 30.
(e) You have a sufficiently large sample size or the population is Normal.
5. For a confidence interval estimator for the population mean μ, which one of the following
determines the probability that it includes μ?

https://myessaydoc.com/2018/01/16/quantitative-methods-economics/

(a) sample size √(d) confidence level	(b) tabular t value	(c) tabular z value
(e) standard deviation of the population
6.	If four confidence interval estimates for the population mean are constructed with 95% confidence from four independent samples, the probability that all four intervals contain the population mean is
closest to √(a) 0.815	(d) 0.93	(e) 0.95
(b) 0.857	(c) 0.903

Page 3 of 9
7. For a normal population, which of these probabilities would be the largest?

I. II.	P P V X P V P P V X P V where n =10.
III.	¸
P P	P
V

· ¹
§¨©
n
X
n
V where n =100.
(a) I.
√(b) II.
(c) III.
(d) All three probabilities (I., II. and III.) are equal.
(e) There is not enough information to answer this question.
8. In estimating the percentage of people in Vancouver who are in favour of a policy, a random sample
of 625 voters is selected from Vancouver. A 95% confidence interval for the percentage in favour is
(0.58, 0.62). If a random sample of the same size is taken in Toronto, which has a much larger
population, the results will be
√(a) About the same accuracy as those for Vancouver.
(b) Substantially less accurate than those for Vancouver.
(c) Substantially more accurate than those for Vancouver.
(d) Can’t tell without further information.
(e) None of the above.
9. Suppose a population is positively skewed and has a population mean μ and a population variance
2
V . Which of the following statements about the sample mean X for a sample of n=20
observations is true?

(a)

2.575 0.02 / 2.575 ¸ ¸ n X V P

P

· ¹
§¨¨©
(b) 1.96 0.05
/
1.96 ¸ ¸
· ¹
§¨¨©

n
X
P
V
P
(c) 1.645 0.10
/
1.645 ¸ ¸
· ¹
§¨¨©

n
X
P
V
P
(d) All of the above
√(e) None of the above
Page 4 of 9
Questions 10–11: Suppose a 95% confidence interval for a population mean is (14.844, 27.156). The
sample size is 28.
10. What is the standard deviation of the sample?
(a) 0.107 (b) 3.000 (c) 6.144 √(d) 15.875 (e) 16.619
11. Which one of the following statements is true?
(a) 95% of the sample fall inside the interval (14.844, 27.156).
(b) 95% of the population fall inside the interval (14.844, 27.156).
(c) 95% of the times, the sample mean falls inside the interval (14.844, 27.156).
√(d) 95% of the times, the population mean falls inside the interval (14.844, 27.156).
(e) In testing H0 : P 25 vs Ha : P z 25 at significant level 0.05, we will reject H 0.
Questions 12–13: Bank Today, the newsletter by a trade association of bankers, reported on the results
achieved by Crown Bank in improving customer satisfaction by listening to the “voice of the
customer.” A key measure of customer satisfaction is the response on a scale from 1 to 10 to the
question, “Considering all business you do with Crown Bank, what is your overall satisfaction with
Crown Bank?” The historical proportion of Crown Bank customers who responded with a 9 or a 10 is
known to be 0.48. As a market analyst, you would like to test if the customer satisfaction of Crown
Bank improved as the report suggests. Suppose that you obtained a random sample of 350 current
customers from Crown Bank and you found 195 customers giving a response of 9 to 10.
12. What is your set of hypotheses corresponding to your research question?
√(a) H0: p=0.48 H1: p>0.48
(b) H0: p=0.48 H1: p≠0.48
(c) H0: p=0.48 H1: p<0.48
(d) H0: p=0.56 H1: p ≠ 0.56

(e) H0: p=0.56	H1: p>0.56
13. What is the p-value of your test for the hypotheses that you identified in question 12?
(a) 0.0000	√(b) 0.0019 (c) 0.4404	(d) 4800 (e) 0.5571

Questions 14–15: A newspaper believes that it captures over 12% of the Toronto market. The
hypotheses to be tested are H0 : p 0.12 and Ha : p ! 0.12. A random sample of 400 shows that this
newspaper captures 14.5% of the Toronto market.
14. The value of the test statistic is closest to

(a) 0.82	√(b) 1.54	(c) 1.645	(d) 1.96	(e) 2.33
15. The p-value is closest to
(a) 0.01	(b) 0.05	√(c) 0.0618 (d) 0.1	(e) 0.1512

Page 5 of 9
Questions 16–18: a manager of a company quotes that the average weekly sale per office is $25,000. A
random sample of 36 offices across the country shows an average weekly sale of $23,860 with a
standard deviation of $3,800.
16. The p-value to test the manager’s quote is closest to
(a) 0.0359 (b) 0.05 √(c) 0.0718 (d) 0.142 (e) 0.3637
17. For simplicity, we use “accept” to mean “do not reject” in this question. Let D be the significance
level. The manager’s quote is
(a) rejected at D = 0.05 but accepted at D = 0.10.
(b) rejected at D = 0.05 and also rejected at D = 0.10.
(c) accepted at D = 0.05 and also accepted at D = 0.10.
√(d) accepted at D = 0.05 but rejected at D = 0.10.
(e) none of the above.
18. After the manager has reviewed the sample results, he revises his quote that the weekly sale per
office is over $22,000. Based on the same sample data, the p-value to test the manager’s revised
quote is closest to
√(a) 0.0016 (b) 0.0032 (c) 0.0064 (d) 0.0128 (e) 0.0256
Part 2 Show your work in all questions.
x Write your answers clearly, completely and concisely in the designated space provided
immediately after each question.
x Show your reasoning. Your mark depends on your solution and your reasoning. No extra
space/pages are possible.
Page 6 of 9
19. (11 points)
Suppose 1 in 10 consumers favour cola brand A. After a promotional campaign in a given sales
region, 200 cola drinkers were randomly selected from consumers in the market area and were
interviewed to determine the effectiveness of the campaign. The result of the survey showed that a
total of 26 people expressed a preference for cola brand A. Do these data present sufficient
evidence to indicate an increase in the acceptance of brand A in the region?
[Hint: (i) Write down the null and alternative hypotheses using the notations in this course.
(ii) Perform the hypotheses testing using a significance level 0.05.
(iii) Draw your conclusion. Also write your conclusion in one or two sentences in the
context of the question.]
(11 points)
Solution: Let p be the percent of consumers who favour cola brand A. Let
šp
be the sample percentage of
customers favouring cola brand.
The hypotheses to be test are H0 : p 0.1, Ha : p ! 0.1.
Method 1. For D 0.05 , the decision rule is to reject H 0 if Z t1.645 , do not reject H 0 if Z 1.645 ,
where
0.1 0.9 / 200
0.1
u

šp
Z .
Test statistic is 0.13
200
š 26
p . Hence
0.1 0.9 / 200
0.13 0.1
0.1 0.9 / 200
0.1
u

š pu
Z =1.414, which falls
in the acceptance region. Do not reject H 0 and conclude that the result of the survey does not
support a preference for cola brand A.
Method 2. ForD 0.05 , let c be the critical value. The decision rule is to reject H 0 if p t c
š
, do not
reject H 0 if p c
š
. Then D 0.05 = P reject H0 when H0 is true = ¸
· ¹
P¨ © § pš t c when p 0.1
=
·¸¸¸¹
§¨¨¨©

0.1 c	t	š p 0.1	= ¸ u t P Z
u u 0.1 0.9 / 200 0.1 0.9 / 200

P · ¹
§¨©
0.1 0.9 / 200
c 0.1
From the Z table, 1.645
0.1 0.9 / 200
0.1
cu
, 0.1349
200
0.1 0.9
c 0.1 1.645 u
Therefore the decision rule is to reject H 0 if t 0.1349
šp
, do not reject H 0 if 0.1349
šp
The test statistic is and 0.13
200
š 26
p , which falls in the acceptance region. Do not reject H 0 and
conclude that the result of the survey does not support a preference for cola brand A.
Method 3. ForD 0.05 , the decision rule is:
Reject H 0 if p-value d 0.05, do not reject H 0 if p-value > 0.05

Test statistic is 0.13 200 š 26 p , p-value = ¸ t š P p 0.13 P	t 0.13 0.1	0.1 p
u u 0.1 0.9 / 200 0.1 0.9 / 200

·¸¸¸¹
§¨¨¨©
· ¹
¨ © § š
= P Z t1.414 |0.0793, which falls in the acceptance region. Do not reject H 0 and conclude that
the result of the survey does not support a preference for cola brand A.
Page 7 of 9
20. (10 points)
Scheer Industries is considering a new computer assisted program to train maintenance employees
to do machine repairs. In order to fully evaluate the program, the director of manufacturing
requested an estimate of population mean time required for maintenance employees to complete the
computer assisted training. Assume that the time for maintenance employees to complete the
computer assisted training follows approximately a normal distribution.
(a) Suppose a large random sample of size is selected. Based on this sample, a 80% confidence
interval for the population mean time required for maintenance employees to complete the computer
assisted training is calculated as 48.3, 54.7 .
Based on this same sample, find a 90% confidence interval for the population mean time required
for maintenance employees to complete the computer assisted training.
(5 points)
Solution: Let X be the sample mean and S be the sample standard deviation and n be the sample size.
Since the sample size is large, a confidence interval for the population mean time required for
maintenance employees to complete the computer assisted training can be calculated as
·¸¹
§¨©
r
n

S	X Z
D / 2 , where we have used the Z value instead of the t. Given that a 80% confidence interval for the mean μ is 48.3, 54.7 , we have
S	X	—————- Equation (1)

1.28 ¸ 48.3
· ¹
§¨©

n
1.28 ¸ 54.7
· ¹
§¨©

n
S
X —————- Equation (2)
Adding equations (1) and (2), we get X 51.5 . Substitute the value of X 51.5 into equation (2),

we have 51.5 1.28 ¸ 54.7 n S

, and 2.5 S . Therefore a 90% confidence interval for μ is

· ¹
§¨©
n
·¸¹
§¨©
r
n
S
X 1.645 =51.5r1.645 2.5 51.5r 4.1125
which is 47.3875, 55.6125
(b) Another random sample X1, X2,…, X6 is selected. Sample statistics show that 300
6
¦1i
X i and
6¦1
2 15120
i
X i . Based on this sample, find a 90% confidence interval for the population mean time
required for maintenance employees to complete the computer assisted training.
(5 points)
Solution: 50
6
1 300
n¦1i
X i
n
X ,

1 1 1 1 1 2 2 i X n X n X X n S
24 6 300 15120 2 »	¦	¦	¦ i

15

1	1
50 2.015 2 50 4.03 24 50 2.015 / 2 r r ¸ r r S X t
6	n D

2
1
2
º ¼
ª«¬
º»»¼
ª««¬
·¸¹
§¨©

n
i
n
i
n
i
ii
¸ ¸ · ¹
§¨¨©
· ¹
§¨©

Page 8 of 9
21. (10 points)
The credit department calculates that it would make a profit if the average balance in its accounts is
more than $1500. An accountant has previous information on the variation of the account balances,
he can assume that the standard deviation of account balances is $175. The accountant wishes to
test if the company makes a profit or not, using a 5% significance level.
(a) The accountant selects a random sample of 100 accounts. Find the probability of making a type II
error if in reality, the average credit balance is $1550.
(4 points)
Solution: H0 : P d 1500 , H1 : P ! 1500
For D =0.05, reject H0 if Z !1.645 and accept H0 if Z d1.645 .
That is to accept H0 if 1.645
175/ 100
1500
d
X
, or X d 1528.7875
For P 1550 , E = P(Type II error)=P(accept H0 when P 1550 ) = P X d 1528.7875 | P 1550
= ¸ ¸
· ¹
§¨¨©

d

175/ 100
1528.7875 1550
/ n
X
P
V
P
= P Z d 1.2121429 = 0.1131
(b) If the probability of making a type II error is 0.1 when the real average credit balance is $1550, what
is the required sample size?
(6 points)
Solution: Let n be the required sample size.
For D =0.05, reject H0 if Z !1.645 and accept H0 if Z d1.645 .
That is to accept H0 if 1.645
175/
1500
d

n
X
, or ¸
· ¹
§¨©
d
n
X 1500 1.645 175 .
Given E =0.1 at P 1550 .
0.1 = P(Type II error)=P(accept H0 when P 1550 ) = ¸ ¸
· ¹
P¨ ¨ © § X d 1500 1.645¨ © §175 n ¸ ¹ · | P 1550

= § d X P P	n n 175/ 1500 1.645175/	1550
n V /

·¸¸¹
¨¨©
= ¸ ¸
· ¹
§¨¨©
·¸¸¹
§¨¨©
d
175
P Z 1.645 50 n =
·¸¸¹
§¨¨©
d
3.5
P Z 1.645 n
From the standard normal table, 1.28
3.5
1.645 n , n >3.5 1.645 8 @2 104.80641.
The answer is n = 105.
Page 9 of 9
22. (15 points)
Insurance companies track life expectancy information to assist in determining the cost of life
insurance policies. Last year the average life expectancy of all policyholders was 77 years. ABI
Insurance wants to determine if their clients now have a longer life expectancy, on average, so they
randomly sample some of their recently paid policies. The insurance company will only change
their premium structure if there is evidence that people who buy their policies are living longer than
before. The sample has 28 observations, a mean of 78.6 years, and a standard deviation of 4.48
years.
(a) What set of hypotheses does the ABI insurance wish to test?
(2 points)
Solution: H0:μ=77, H1: μ>77
(b) Conduct the test for the hypotheses you identified in question (a) by rejection region method. For
full marks, you should clearly state the rejection region, the test statistic, and the decision. Based on
the result, what will the insurance company do to its premium structure?
[Use the hint in question 19]
(4 points)
Solution: Since sample size is n=28, degrees of freedom for t statistic is 27. The critical value for α=0.05
for one sided test when degrees of freedom is 27 is 1.703. Thus rejection region is t !1.703 .

0.847 28 4.48 n S SE X

. The test statistic is 1.890 0.847 78.6 77 ( ) 0 SE X x t P

.
Since t=1.890>1.703, we reject the null hypothesis. There is enough evidence to suggest that the life
expectancy of policy holders for ABI Insurance increased from 77 years. Thus, the company will
change its premium structure.
(c) Suppose the true mean life expectancy of policyholders is 80.18 years. Obtain the power of the test.
(5 points)
Solution: Given α=0.05, the critical value of the test in original unit is c=77+1.703×0.847=78.442.
Given the mean of the distribution under the alternative is 81, t statistic corresponding to the critical

value is

2.053 0.847

78.442 80.18
t
Thus, the power of the test, the probability of rejecting the wrong null, is given by
P(t>-2.052)=1-0.025=0.975.
(d) Obtain the 0.99 confidence interval for the mean life expectancy of the policyholders and interpret
the result.
(4 points)
Solution: For ν=n-1=27, the critical value for α=0.005 is 2.771
x r 2.771u SE(X ) 78.6 r 2.771u0.847 (76.254,80.946)
With 0.99 confidence, the life expectancy of policy holders of ABI Insurance is at least 76.254 years
and at most 80.946 years.
End of Test 3

Initial Posts:
Find a news article about an act against property.
Summarize the incident.
Discuss why the act was criminal or not. Support your answer with 1. case law, 2. a statute, 3. a legal defense, if applicable and 4. a journal

article or law review article.
Give your opinion as to whether you think the act should be criminal or not?
Answer two (2) of the following questions:
If you were a police officer would you arrest the suspect?
If you were the prosecutor, how you argue the defendant was guilty of a crime?
If you were the defense attorney, how would you defend your client?
If you were a judge, would you allow the case to go to trial?

You will be provided with a dataset pertaining to the operations of a retail
organisation. You need to analyse this data and present insights using a BI tool of your choice.
Describe the current mode of operation, possible inefficiencies, available data and how this data
may be used to provide efficiencies based on the concepts and techniques covered in the subject. i have uploaded the data set please dont forget to use BI tool.

Locate and record the citation information for five (5) of the sources you plan to use in Essay Three. You must use proper MLA format to record the citation information, as well as one to two sentences that explain how these sources are useful for a research paper on your particular topic.

Upload your practice annotated bibliography. Late submissions will receive a zero. Remember to save this (and all future assignments) as a Word document (.docx OR .doc only).

See the following link from Purdue’s OWL as an additional resource on creating annotated bibliographies:

https://owl.english.purdue.edu/owl/resource/614/01/

 

.Identify a health care policy that has been implemented or is being considered and identify the steps it went through to become policy.
The paper should have at least 4 peer reviewed journal references in APA format.
.Evaluate the understanding of the policy process and how ideas become policy
. Identify a recent health care policy (5 years or less) that you would like to research
. Include the following:
Problem identification
Agenda Building
Policy Formation
Policy adoption
Budgeting
Implementation
Evaluation
Policy succession
. Describe the success or failures of the policy.
Include a discussion of how rising costs in the United States have impacted health policy. How has the government responded? Is the response fair? Does

it improve access, quality or costs? Or does it improve them all or make any of them worse?

 

Can the Working Class Engage Political Power and Win?

READING ASSIGNMENT – 35 pages of new reading.
1. ZWEIG, Chapter 8. “Power and the Government” (Pp: 157-171)
2. ZWEIG Chapter 9. “Into the Millennium” (Pp: 173-193)
3. FILM GUIDE: “SHIFT CHANGE: Putting Democracy to Work.” (This doc. is attached here & also posted up in the FILM GUIDE Folder on the RESOURCES

Tab.)

TWO (2) VIDEO CLIPS
Worker-Owned Cooperatives in the U.S. … A Vision for the future?
1. “SHIFT CHANGE: Putting Democracy to Work” Directed by Melissa Young & Mark Dworkin. http://www.youtube.com/watch?v=NK9SjSpRCcQ (7 mins: 05

secs)
2. News Program about the film, “Shift Change” – “The Big Picture with Thom Hartmann” http://www.youtube.com/watch?v=NK9SjSpRCcQ (9 mins: 25

secs)

QUIZ 8 on the film, “Shift Change.” The QUIZ asks three (3) questions about the film, based on the Film Guide & your screening of the two video

clips. (QUIZ 8 is posted up on the ASSIGNMENTS Tab.)
Lecture Notes.
In the final section of his book, our author Michael Zweig discusses what the Working Class Majority has done historically to claim political power,

and what can be done in the present/future, especially given the unchecked power currently exercised by global capitalism.
There are two parts to this project of claiming power and making change:
1. Working class efforts to obtain greater power within the American political system (Chap. 7)
2. Working class efforts to obtain greater power within the globalized capitalist economy – one that reaches far beyond the national borders of the

United States (Chapters 8 & 9)

ZWEIG: Chapter 8, POWER & THE GOVERNMENT
Three major questions are explored in this chapter of The Working Class Majority:
1. What *role* does the government play in the dynamic relationship between workers (LABOR) and owners of companies and corporations (CAPITAL)?
2. What role should the government play in the U.S. economy, and in the ongoing struggles between workers (labor) and employers/bosses and

supervisors (capital)?
3. How can working class people engage the government to gain more power – based on our understanding of what the government does.
Question # 2, above, figures prominently in all the current discussion swirling around the upcoming 2016 presidential election – there are very

sharp disagreements between Democrats and Republicans on the question of the government’s role in society.
Zweig’s final chapters invite you to re-evaluate your beliefs about the role the government should play in the economy, especially in relation to

working class people.
In the introductory paragraphs of Chapter 8, Zweig discusses some of the prevalent negative attitudes *his* friends have about the government – and

these are pro-labor, pro-working class people. This indicates just how deep anti-government sentiments are in our society.
Zweig rejects the idea that government is totally controlled by Big Business and the wealthy. He believes the government has an important role to

play in resolving the problems working class people have and their struggles for greater social equality. While some progressive scholars and

radical activists believe all electoral politics only works for the wealthy, dominant class, Zweig believes there is “wiggle room.” He believes

there are specific moments and issues on which working people – at the job and in their family/community lives – can pressure the government to act

in our favor. He does not believe the government *only* works for the rich, the powerful, the 1% — the owners of corporations, the banks and the

financial institutions.
WHAT IS – AND WHAT SHOULD BE – THE ROLE OF THE GOVERNMENT IN THE DYNAMICS AND STRUGGLES BETWEEN WORKERS (LABOR) AND BOSSES/OWNERS/MANAGEMENT

(CAPITAL)?
In the United States, at this moment in history, there are basically two distinct views about what the role of government should be: YOYO versus

WITT
YOYO – “You’re On Your Own”: Individualism, no interventions or help from the government. The strong & the lucky survive and thrive. If you don’t

“make it” in America – it is your own fault.
WITT – “We’re in This Together”: This view affirms that government needs to play a role, government is supposed to intervene in the economy and

society. WHY? To “even the playing field,” to guarantee access to key resources (jobs, education, healthcare and housing) to *everyone* in U.S.

Especially to make sure that the most vulnerable sectors of our population – children, the elderly, those who are sick, the disabled, poor people –

are taken care of.
YOYO reflects the dominant values & beliefs about individualism that we are socialized to accept. Multi-national corporations and the super wealthy

depend on the government very much: the government builds and maintains the roads, the ports, the utilities and all the other infrastructure

projects necessary to build any company or corporation. The government basically takes care of those facets of the economy that the owners of

corporations and firms do not want to pay for.
This is especially interesting when we consider that all the money the government must use to pay for these items comes from tax dollars – and the

vast majority of taxes are paid by working class and middle class people. The wealthiest members of U.S. society have enjoyed one tax-cut after

another since 1980. They also employ lawyers to take advantage of tax loopholes. They put their money in off-shore accounts and find other ways to

hide their wealth so that it is not taxed. Meanwhile, the working class and middle class are paying for all the government programs that *serve* the

rich through their tax dollars — even as real wages have remained stagnant for the past 30 years. (Real wages refers to the actual buying power of

dollars earned, taking into account inflation and other factors.)
As ABC News reported on January 25, 2012 (SeniboyeTienabeso):
http://abcnews.go.com/blogs/business/2012/01/warren-buffett-and-his-secretary-talk-taxes/
In a week when taxes and tax returns have dominated the headlines, billionaire investor Warren Buffett jumped back into the political debate and

showed his returns exclusively to ABC News’ BiannaGolodryga, adding, “I have never had it so good. … What has happened in recent years, we were told

a rising tide would lift all boats, but the rising tide has lifted all yachts.”
Buffett’s secretary since 1993, Debbie Bosanek, sat next to her boss just hours after being invited by the president to the State of the Union

address, where the president made her the face of tax inequality in America.
Bosanek pays a tax rate of 35.8 percent of income, while Buffett pays a rate at 17.4 percent.
“I just feel like an average citizen. I represent the average citizen who needs a voice,” said Bosanek. “Everybody in our office is paying a higher

tax rate than Warren.”
It is interesting to note the profound inconsistencies within the YOYO (You’re On Your Own!) belief system!

Now, those people who believe in the “YOYO” framework do not apply it uniformly to all fields of their lives: When it comes to the economy, the role

government should play, and how workers should be treated, folks may assert “You’re On Your Own!” YET, they do not accept this way of thinking when

it comes to their families & friends.
In the family, it is assumed that *all* will sacrifice and contribute to help each other. It is assumed that young children, the elderly, and those

who are sick or disabled will be cared for and respected – even when they are not working or bringing in enough money to support themselves. When

family members run into hard times, economically, other family members are expected to help out.
(Now, we may not like every member of our families, and we may resent the pressures put on us sometimes, but most of us accept these duties; heck,

we consider our family obligations a point of honor – yes?)
The WITT (We’re In This Together!) Perspective applies a family approach to society as a whole. Advocates of the WITT position argue that Americans

aren’t looking for a hand-out, but a “hand up.” To protect the vulnerable is a righteous, decent act. It resonates with all the values expressed in

the dominant religious texts in the United States – the Bible (both Old & New Testaments), the Torah, and the Koran.
– What do you think happened between 1960s and 1970s – when WITT was the dominant U.S. shared, cultural belief, and today?
– Why and how has rampant individualism been intensified during the past 40 years?
– Why did the political and cultural emphasis in our country shift from WITT to YOYO?
– What powerful forces or class interests – the so-called “Market”(as if the Market had a mind of its own)
– What impact does racism play in the move away from sharing & taking care of each other?
– What role does anti-immigrant hysteria play in this sea-change of shared values and beliefs in the U.S.?
– How do you feel when you help others in need – through your family, your church, your trade union, your community service organization, or your

friends?
– Do you feel “ripped off” and taken advantage of?
– Or, do you feel more noble?
– Do you gain skills when you share with others, or do *you* lose something?

… Who is it that we are being told is “coming to get us” or trying to “get something for nothing”? By this time in our course, you should be able to

critically dissect and analyze such fear-mongering. How might you use the contents of the last chapters in Michael Zweig’s book to refute these

Preconceived Notions and ideological beliefs… that are simply *not* substantiated by the economic and social facts?
Your task in these chapters is to read and understand the logic behind Zweig’s assessment. You may not agree with his position — BUT, I invite you

to ask yourself *WHY* you hold the beliefs you do? Where do *your* beliefs about the role of government come from? How do you benefit from

government actions? How do you think you are wounded by government actions? Are you a YOYO or WITT?
CHAPTERS 8 & 9 in Zweig’s book articulate a range of ways that working class people can mobilize to change our conditions of life: the quality of

our jobs – (heck, just the existence and availability of jobs!) – the rate of wages & salaries, and the quality of our daily lives.
Zweig examines a wide range of working class mobilizations:
A. Independently, as workers – in trade unions:
1. at the work site, especially through collective bargaining negotiations with management
(the union contract) and through shop-floor activism and processing grievances
2. in political & community affairs, when workers mobilize as “the labor movement.”
B. In coalition with other constituency groups, including:
women, students, African Americans, Latinos, Asian Americans, native Americans, the LGBT community (Lesbians, Gays, Bisexuals & Transgender people),

immigrants, and environmentalists
In Chapter 9, especially, Zweig stresses the importance of independent organization for working class people – separate from bosses, managers,

supervisors or outside “consultants.” Why?
1. Working class people often do not see themselves as a group with common needs, interests and concerns. So, workers need to explore their

situation, talk about their shared issues and find their voice– separate from the interests, power and influence of the powerful & wealthy. They

need their own forum, their own organization – labor unions, and labor political parties.
2. When working class people unite with the wealthy and with their employers, the power differences too often determine the results. The extra

resources, money, and sense of entitlement on the part of employers, managers, owners, and their lobbyists and lawyers shape the outcome. Working

class people often fall silent, feel unsure of themselves, become passive, let “the experts” make decisions – in short, give up their power to the

representatives of the more dominant sectors of society. (Those people seem to talk with confidence, they seem to “know it all”… and they can be

very dismissive and impatient with working class people who try to articulate a different position.
3. Zweig argues that there are fundamental differences between the interests of working people and the interests of company owners, banks,

corporations and the wealthy:
A. Working people want steady jobs, under safe working conditions, earning good incomes that will allow them to support themselves and their

families.
B. The wealthy [the finance sector (bankers, investors and financial managers) and the owners of business] want to increase profits – by paying

lower wages, cutting health care and other benefits, ignoring Occupational Safety & Health (OSHA) guidelines if they cost money to implement, AND

*always* having the right to shut down their business in the U.S. and move to another state or another country where wages and environmental

protections are cheaper.
Over the last few years, you have heard a lot about the 99% and the top 1% as a result of the Occupy Wall Street movement. This movement was

protesting the immense difference in wealth between the top 1% of the population and the bottom 99% of the population. In New York City, tens of

thousands of people participated in Occupy Wall Street. The encampment at Zucotti Park lasted for months. It was mainly young people, and mostly

white people, but also older people – especially workers, trade unionists, African Americans and Latinos. These community allies – especially the

labor unions who mobilized 20,000 strong – stopped police misconduct against the Occupiers on several occasions.
“Occupy Wall Street” became a nationwide movement in 2011 – far beyond the reaches of New York City. The movement set up encampments of tents and

rallies and “happenings” in cities all across the country; five different Occupy encampments were set up in the state of Indiana. These lasted

various time periods, ranging from a few weeks to several months – in cities like Bloomington, South Bend, Fort Wayne, Lafayette, and Indianapolis

– together with large rallies in Gary. In my home city, South Bend, the Occupy Movement held onto their tent encampment for three and half months!
The Occupy Movement made the issue of profound income inequality a national concern. Social inequality became a front-page issue, from September

2011, through the Presidential Elections of November, 2012. The trend of increased income inequality in the United States began more than 30 years

ago in 1980; every year since then, the wealthiest sectors of our society have increased their income and wealthy, while the purchasing power,

salaries, and wealth of the middle class, working class and poor have diminished. (You read about this in the documents by Martin Wolfson, the

economist from Notre Dame.)
Income inequality has been accomplished through various means, including regular tax cuts for the wealthiest Americans. Zweig reviews this process

in detail in Chapter 9.
While the rise in income inequality has been a well-documented trend over the past 30 years, it was silenced or ignored until very recently. In the

fall of 2011, the Occupy Wall Street movement brought the issue to the Front Page of every newspaper, to the center of attention. It became a major

issue in the presidential campaign of 2012. And this concern resonates with the issues Zweig raises in Chapters 8 & 9 – see for example Pg. 177 and

the references provide by Zweig for this chapter.

Chapter 9 – Into the Millennium
The final chapter in Zweig’s book is significantly different and updated in the 2012, 2nd edition – this is the version of the book that you

*should* be reading. In this chapter (Pp:174-75) , Zweig summarizes some of the major changes in U.S. society since the publication of first edition

of his book in 2000, including:
* the emergence of China, India and Brazil as major world economic powers, coupled with diminished economic and political power for the United

States.
* The attacks of September 11, 2001 and the related wars in Iraq and Afghanistan, which are the longest wars in U.S. history, draining billions of

dollars from the economy, mobilizing [1.9 million military personnel deployed since 2002 (National Academies Press)

http://www.nap.edu/openbook.php?record_id=12812&page=17; with the total cost of these wars estimated at $1.283 trillion, according to the

Congressional Research Service http://www.fas.org/sgp/crs/natsec/RL33110.pdf] We are now being convinced that our country will have to fund and

deploy troops in “Forever Wars;” NEVER BEFORE WAS SUCH AN IDEA EVEN CONSIDERED – IT WAS JUST PREPOSTEROUS!
* Expansion of the Internet, social networking and the revolution in technology and communications associated with the digital age.
* Transformation of K-12 public education with “No Child Left Behind” legislation which emphasizes standardized tests over critical thinking and

more in-depth discussion.
A few pages further, Zweig notes that the U.S poverty rate is the highest it’s been in 20 years, 1 out of 6 workers are unemployed, and millions of

people have lost their homes to bank foreclosures (Pg 177).
“Yet, even as evidence of class divisions is stronger than at any time in living memory, the existence of class in the United States continues to

be one of the great secrets” (Pg. 175).
Zweig then proceeds to trace the ways corporate and ruling class interests have mobilized to create a “coordinated and well-planned campaign” (Pg.

179). Zweig outlines a political, intellectual, and cultural movement determined to turn back the social advancements won by working class people

since the New Deal of the 1940s.
These attacks have been on unemployment insurance, social security for retired people, access to affordable, quality healthcare, and government

regulation & quality control over food and medicine production (FDA) .
Zweig considers these attacks to be a continuation of class warfare of the ruling class/elite against the working class majority.
[ATTENTION: I refer you back to the film, Class Dismissed from the beginning of the semester! Remember our author, Barbara Ehrenreich’s story about

being accused of class warfare any time she opened her mouth to discuss problems of poverty & unemployment: “Why, you cant talk about that! That’s

CLASS WARFARE!”]
Class warfare between striking workers and their bosses and hired guns, used to be bloody and violent in the United States, until the acceptance of

unions and protection for collective bargaining by the federal government. This began during the Great Depression of the 1930s and 1940s, with

passage of the National Labor Relations Act. This law legalized trade unions.
Today’s class warfare doesn’t take place on the streets outside mines and factories, but in the ideological campaigns and right-wing corporate think

tanks like ALEC (the American Legislative Exchange Council, http://www.alec.org/) the Cato Institute, the Heritage Foundation, the Manhattan

Institute, Fox cable news, Dick Army and Freedom Works, the Koch brothers (David and Charles), and the Tea Party.
These groups call for massive cuts in social programs and less government regulation, arguing that businesses and Wall Street can regulate

themselves. They want to curtail or eliminate the existence of trade unions and occupational safety & health regulations at the workplace. Zweig

traces the development of this campaign back to the 1970s (Pp: 178-180).
Conservative, pro-business forces who call for these cuts, also project an intense insistence that *any* response from the left or liberals to

increase working peoples’ standard of living is “class warfare.”
In response to all these assaults on the standards of working class people, Zweig reviews the fear campaign mobilized around the national deficit.

He takes special note of the profound impact the ongoing U.S. wars in Iraq and Afghanistan have had on U.S. fiscal resources. Zweig notes that there

has been little effective response on the part of the majority of U.S. citizens. Why not?
Zweig argues that many people have been convinced that personal liberty is at odds with government programs: “big government = less personal

freedom.”
Even when the term “class” is mentioned in the press and by politicians, they only refer to the “middle class” which they say is “hurting” or

“disappearing.”
1. The ruling class is not mentioned. Even after the financial meltdown of 2008 caused by bankers, hedge fund and Wall Street investors, the press

only talked about a few bad individuals who should be punished (Pg. 175) – not the systematic, institutional structures of banking and investment

companies, and the millionaires and billionaires who benefit from them.
2. The working class is not mentioned. Sometimes “the poor” are mentioned, but not the working class. It is assumed that everyone is middle class.

And, that to say someone is working class would be an insult. The idea is to be “polite” and respect the aspiration and desires everyone has to

become successful and achieve upward mobility, to become middle class. (Remember the point I made early on in the semester about the distinction

between our aspirations and desires, and the structural reality of class – Zweig Chapter 3!)
THIS ACTION & ATTITUDE IS A DISTORTION IN SO MANY WAYS!
— It becomes another moment when class frameworks, and the concept of a “working class” become erased and invisible. (This brings us back to the

very beginnings of our course & the film, “Class Dismissed.”)
— It reinforces the notion that to be working class is bad, less valuable, something to “get away from,” to move beyond – definitely not an

identity to embrace and be proud of.
— In response to these attitudes, who would want to claim a working class identity, in order to fight for working class rights and the need for

quality jobs and good, union wages?
— Without organizing as a working class, people do not fight for working class needs.
[ATTENTION STUDENTS: Do you see how the class has come full circle in our investigation of Class, Labor & Society? Everything you first became

acquainted with at the beginning of the semester – the film, Class Dismissed and Barbara Ehrenreich’s book, Nickel & Dimed should be making more

sense to you at this point in the course.]
Zweig argues that, because U.S. people do not *see* the problems in class terms, and do not claim a class identity, they cannot mobilize to defend

their interests.
Other distortions of working class reality pointed out by Zweig include the way that African American and Latino votes are identified in racial

terms, and never described as working class – for example, when they voted for President Obama (Pg. 176).
Zweig identifies some of the reasons that create this conundrum or contradiction for the working class majority, including the lack of financial

resources and access to mainstream communications networks to project al alternative perspective on class.
Zweig is also critical of what he considers to be a lack of vision on the part of the current trade union leadership. He is angry about the

concessions or give-backs that trade unions agreed to (this refers to a cut in established rules, including reductions in wages and benefits).
Zweig calls for energy, vision and coalitions to build working class power. He wants to see trade unions link up with other social movements (women,

African Americans, Latinos, and other racially oppressed peoples, environmentalists, immigrants and the LGBT community) to build coalitions that can

win.
In the 2012 Presidential election, Obama did not win the state of Indiana, but it is interesting to note that he won 60% of all young people’s

votes, 55% of women’s votes, and 65% of all votes by union members (http://blogs.wsj.com/washwire/2012/11/07/after-election-labor-leaders-plan-

next-steps/). This is in addition to winning the vast majority of votes cast in the African American, Latino, and Asian communities. Could this

coalition of young people, women, union members and communities of color (also referred to as racial/ethnic minorities) be interpreted as one

example of a coalition of working class people?

FORUM # 10 – SEVEN (7) QUESTIONS FOR STUDENTS TO ADDRESS
(This FORUM is worth up to TEN (10) Points, for high quality responses)

Don’t forget to post twice, once in response to the questions, and once more in response to a posting by another student, also with a strong

references (pg. # citation).

In your 2nd posting in response to another student, be sure to discuss the debate between YOYO & WITT. For full credit, be sure to include

references to the text, with page number citations.

From the Lecture Notes:
1. (2 pts.) How do you understand the differences between YOYO and WITT? If you disagree, how would *you* describe the tension between

conservatives and liberals over the role the government should play?
2. (1 pt.) What are your thoughts about these two belief systems? Where do you stand on this tension?
3. (1 pt.) Have your opinions changed at all, as a result of taking this class?

… from Chapter 8, “Power and the Government”
4. (2 pts.) What is Privatization:

5. (2 pts.) According to Zweig, how does privatization impact working class people, specifically?

6. (1 pt.) What is the Social Wage?

… from Chapter 9 “Into the Millennium”
7. (1pt.) What is the Labor Party, as conceived of by Michael Zweig?