Instructions Please read the following instructions carefully:

    Type and print your answers. Handwritten assignments will not be marked. You may hand draw graphs and figures, but you must then scan and upload the assignment. If you do not have access to a scanner, you may use your phone to take a picture of your assignment and upload the picture. Make sure the scans and pictures are clear and of high quality.

Q1. Consider the United States and the countries it trades with the most (measured in trade volume): Canada, Mexico, China, and Japan. For simplicity, assume these four are the only countries with which the United States trades. Trade shares (trade weights) and U.S. nominal exchange rates for these four countries are as follows:

a. Compute the percentage change from 2015 to 2016 in the four U.S. bilateral exchange rates (defined as U.S. dollars per unit of foreign exchange, or FX) in the table provided. (1 mark)
b. Use the trade shares as weights to compute the percentage change in the nominal effective exchange rate for the United States between 2015 and 2016 (in U.S. dollars per foreign currency basket). (1 mark)
c. Based on your answer to (b), what happened to the value of the U.S. dollar against this basket between 2015 and 2016? How does this compare with the change in the value of the U.S. dollar relative to the Mexican peso? Explain your answer. (1 mark)

Q2. This question uses the general monetary model, where L is no longer assumed constant, and money demand is inversely related to the nominal interest rate. Consider two countries: Japan and South Korea. In 1996 Japan experienced relatively slow output growth (1%), while Korea had relatively robust output growth (6%). Suppose the Bank of Japan allowed the money supply to grow by 2% each year, while the Bank of Korea chose to maintain relatively high money growth of 15% per year. In addition, the bank deposits in Japan pay a 3% interest rate, i = 3%.

a. Compute the interest rate paid on South Korean deposits. (1 mark)
b. Using the definition of the real interest rate (nominal interest rate adjusted for inflation), show that the real interest rate in South Korea is equal to the real interest rate in Japan. (Note that the inflation rates you computed in the previous question will be the same in this question.) (1 mark)
c. Suppose the Bank of Korea decreases the money growth rate from 15% to 12% and the inflation rate falls proportionately (one for one) with this decrease. If the nominal interest rate in Japan remains unchanged, what happens to the interest rate paid on South Korean deposits? (1 mark)
d. Using time series diagrams, illustrate how this decrease in the money growth rate affects the money supply MK; South Koreas interest rate; prices PK; real money supply; and Ewon/ over time. (Plot each variable on the vertical axis and time on the horizontal axis.) (1 mark)

Q3. Use the money market and FX diagrams to answer the following questions. This question considers the relationship between the Indian rupee (Rs) and the U.S. dollar ($). The exchange rate is in rupees per dollar, ERs/$. On all graphs, label the initial equilibrium point A.

a. Illustrate how a permanent decrease in Indias money supply affects the money and FX markets. Label your short-run equilibrium point B and your long-run equilibrium point C. (1 mark)
b. By plotting them on a chart with time on the horizontal axis, illustrate how each of the following variables changes over time (for India): nominal money supply MIN, price level PIN, real money supply MIN/PIN, interest rate iRs, and the exchange rate ERs/$. (1 mark)
c. Using your previous analysis, state how each of the following variables changes in the short run (increase/decrease/no change): Indias interest rate iRs, ERs/$, expected exchange rate EeRs/$, and price level PIN. (1 mark)
d. Using your previous analysis, state how each of the following variables changes in the long run (increase/decrease/no change relative to their initial values at point A): Indias interest rate iRs, ERs/$, EeRs/$, and Indias price level PIN. (1 mark)
e. Explain how overshooting applies to this situation. (1 mark)

Q4. Show how each of the following would affect the U.S. balance of payments. Include a description of the debit and credit items, and in each case identify which specific account is affected (e.g., imports of goods and services, IM; exports of assets, EXA; and so on).

a. A California computer manufacturer purchases a $50 hard disk from a Malaysian company, paying the funds from a bank account in Malaysia. (1 mark)
b. A U.S. tourist to Japan sells his iPod to a local resident for yen worth $100. (1 mark)
c. The U.S. central bank purchases $500 million worth of U.S. Treasury bonds from a British financial firm and sells pound sterling foreign reserves. (1 mark)
d. A U.S. owner of Sony shares receives $10,000 in dividend payments, which are paid into a Tokyo bank. (1 mark)
e. The central bank of China purchases $1 million of export earnings from a firm that has sold $1 million of toys to the United States, and the central bank holds these dollars as reserves. (1 mark)
f. The U.S. government forgives a $50 million debt owed by a developing country. (1 mark)

Q5. How would a decrease in the money supply of Paraguay (currency unit: the guaran) affect its own output and its exchange rate with Brazil (currency unit: the real). Do you think this policy in Paraguay might also affect output across the border in Brazil? Explain. (2 mark)

Instructions Please read the following instructions carefully:

    Type and print your answers. Handwritten assignments will not be marked. You may hand draw graphs and figures, but you must then scan and upload the assignment. If you do not have access to a scanner, you may use your phone to take a picture of your assignment and upload the picture. Make sure the scans and pictures are clear and of high quality.

Q1. Consider the United States and the countries it trades with the most (measured in trade volume): Canada, Mexico, China, and Japan. For simplicity, assume these four are the only countries with which the United States trades. Trade shares (trade weights) and U.S. nominal exchange rates for these four countries are as follows:

a. Compute the percentage change from 2015 to 2016 in the four U.S. bilateral exchange rates (defined as U.S. dollars per unit of foreign exchange, or FX) in the table provided. (1 mark)
b. Use the trade shares as weights to compute the percentage change in the nominal effective exchange rate for the United States between 2015 and 2016 (in U.S. dollars per foreign currency basket). (1 mark)
c. Based on your answer to (b), what happened to the value of the U.S. dollar against this basket between 2015 and 2016? How does this compare with the change in the value of the U.S. dollar relative to the Mexican peso? Explain your answer. (1 mark)

Q2. This question uses the general monetary model, where L is no longer assumed constant, and money demand is inversely related to the nominal interest rate. Consider two countries: Japan and South Korea. In 1996 Japan experienced relatively slow output growth (1%), while Korea had relatively robust output growth (6%). Suppose the Bank of Japan allowed the money supply to grow by 2% each year, while the Bank of Korea chose to maintain relatively high money growth of 15% per year. In addition, the bank deposits in Japan pay a 3% interest rate, i = 3%.

a. Compute the interest rate paid on South Korean deposits. (1 mark)
b. Using the definition of the real interest rate (nominal interest rate adjusted for inflation), show that the real interest rate in South Korea is equal to the real interest rate in Japan. (Note that the inflation rates you computed in the previous question will be the same in this question.) (1 mark)
c. Suppose the Bank of Korea decreases the money growth rate from 15% to 12% and the inflation rate falls proportionately (one for one) with this decrease. If the nominal interest rate in Japan remains unchanged, what happens to the interest rate paid on South Korean deposits? (1 mark)
d. Using time series diagrams, illustrate how this decrease in the money growth rate affects the money supply MK; South Koreas interest rate; prices PK; real money supply; and Ewon/ over time. (Plot each variable on the vertical axis and time on the horizontal axis.) (1 mark)

Q3. Use the money market and FX diagrams to answer the following questions. This question considers the relationship between the Indian rupee (Rs) and the U.S. dollar ($). The exchange rate is in rupees per dollar, ERs/$. On all graphs, label the initial equilibrium point A.

a. Illustrate how a permanent decrease in Indias money supply affects the money and FX markets. Label your short-run equilibrium point B and your long-run equilibrium point C. (1 mark)
b. By plotting them on a chart with time on the horizontal axis, illustrate how each of the following variables changes over time (for India): nominal money supply MIN, price level PIN, real money supply MIN/PIN, interest rate iRs, and the exchange rate ERs/$. (1 mark)
c. Using your previous analysis, state how each of the following variables changes in the short run (increase/decrease/no change): Indias interest rate iRs, ERs/$, expected exchange rate EeRs/$, and price level PIN. (1 mark)
d. Using your previous analysis, state how each of the following variables changes in the long run (increase/decrease/no change relative to their initial values at point A): Indias interest rate iRs, ERs/$, EeRs/$, and Indias price level PIN. (1 mark)
e. Explain how overshooting applies to this situation. (1 mark)

Q4. Show how each of the following would affect the U.S. balance of payments. Include a description of the debit and credit items, and in each case identify which specific account is affected (e.g., imports of goods and services, IM; exports of assets, EXA; and so on).

a. A California computer manufacturer purchases a $50 hard disk from a Malaysian company, paying the funds from a bank account in Malaysia. (1 mark)
b. A U.S. tourist to Japan sells his iPod to a local resident for yen worth $100. (1 mark)
c. The U.S. central bank purchases $500 million worth of U.S. Treasury bonds from a British financial firm and sells pound sterling foreign reserves. (1 mark)
d. A U.S. owner of Sony shares receives $10,000 in dividend payments, which are paid into a Tokyo bank. (1 mark)
e. The central bank of China purchases $1 million of export earnings from a firm that has sold $1 million of toys to the United States, and the central bank holds these dollars as reserves. (1 mark)
f. The U.S. government forgives a $50 million debt owed by a developing country. (1 mark)

Q5. How would a decrease in the money supply of Paraguay (currency unit: the guaran) affect its own output and its exchange rate with Brazil (currency unit: the real). Do you think this policy in Paraguay might also affect output across the border in Brazil? Explain. (2 mark)

Instructions Please read the following instructions carefully:

    Type and print your answers. Handwritten assignments will not be marked. You may hand draw graphs and figures, but you must then scan and upload the assignment. If you do not have access to a scanner, you may use your phone to take a picture of your assignment and upload the picture. Make sure the scans and pictures are clear and of high quality.

Q1. Consider the United States and the countries it trades with the most (measured in trade volume): Canada, Mexico, China, and Japan. For simplicity, assume these four are the only countries with which the United States trades. Trade shares (trade weights) and U.S. nominal exchange rates for these four countries are as follows:

a. Compute the percentage change from 2015 to 2016 in the four U.S. bilateral exchange rates (defined as U.S. dollars per unit of foreign exchange, or FX) in the table provided. (1 mark)
b. Use the trade shares as weights to compute the percentage change in the nominal effective exchange rate for the United States between 2015 and 2016 (in U.S. dollars per foreign currency basket). (1 mark)
c. Based on your answer to (b), what happened to the value of the U.S. dollar against this basket between 2015 and 2016? How does this compare with the change in the value of the U.S. dollar relative to the Mexican peso? Explain your answer. (1 mark)

Q2. This question uses the general monetary model, where L is no longer assumed constant, and money demand is inversely related to the nominal interest rate. Consider two countries: Japan and South Korea. In 1996 Japan experienced relatively slow output growth (1%), while Korea had relatively robust output growth (6%). Suppose the Bank of Japan allowed the money supply to grow by 2% each year, while the Bank of Korea chose to maintain relatively high money growth of 15% per year. In addition, the bank deposits in Japan pay a 3% interest rate, i = 3%.

a. Compute the interest rate paid on South Korean deposits. (1 mark)
b. Using the definition of the real interest rate (nominal interest rate adjusted for inflation), show that the real interest rate in South Korea is equal to the real interest rate in Japan. (Note that the inflation rates you computed in the previous question will be the same in this question.) (1 mark)
c. Suppose the Bank of Korea decreases the money growth rate from 15% to 12% and the inflation rate falls proportionately (one for one) with this decrease. If the nominal interest rate in Japan remains unchanged, what happens to the interest rate paid on South Korean deposits? (1 mark)
d. Using time series diagrams, illustrate how this decrease in the money growth rate affects the money supply MK; South Koreas interest rate; prices PK; real money supply; and Ewon/ over time. (Plot each variable on the vertical axis and time on the horizontal axis.) (1 mark)

Q3. Use the money market and FX diagrams to answer the following questions. This question considers the relationship between the Indian rupee (Rs) and the U.S. dollar ($). The exchange rate is in rupees per dollar, ERs/$. On all graphs, label the initial equilibrium point A.

a. Illustrate how a permanent decrease in Indias money supply affects the money and FX markets. Label your short-run equilibrium point B and your long-run equilibrium point C. (1 mark)
b. By plotting them on a chart with time on the horizontal axis, illustrate how each of the following variables changes over time (for India): nominal money supply MIN, price level PIN, real money supply MIN/PIN, interest rate iRs, and the exchange rate ERs/$. (1 mark)
c. Using your previous analysis, state how each of the following variables changes in the short run (increase/decrease/no change): Indias interest rate iRs, ERs/$, expected exchange rate EeRs/$, and price level PIN. (1 mark)
d. Using your previous analysis, state how each of the following variables changes in the long run (increase/decrease/no change relative to their initial values at point A): Indias interest rate iRs, ERs/$, EeRs/$, and Indias price level PIN. (1 mark)
e. Explain how overshooting applies to this situation. (1 mark)

Q4. Show how each of the following would affect the U.S. balance of payments. Include a description of the debit and credit items, and in each case identify which specific account is affected (e.g., imports of goods and services, IM; exports of assets, EXA; and so on).

a. A California computer manufacturer purchases a $50 hard disk from a Malaysian company, paying the funds from a bank account in Malaysia. (1 mark)
b. A U.S. tourist to Japan sells his iPod to a local resident for yen worth $100. (1 mark)
c. The U.S. central bank purchases $500 million worth of U.S. Treasury bonds from a British financial firm and sells pound sterling foreign reserves. (1 mark)
d. A U.S. owner of Sony shares receives $10,000 in dividend payments, which are paid into a Tokyo bank. (1 mark)
e. The central bank of China purchases $1 million of export earnings from a firm that has sold $1 million of toys to the United States, and the central bank holds these dollars as reserves. (1 mark)
f. The U.S. government forgives a $50 million debt owed by a developing country. (1 mark)

Q5. How would a decrease in the money supply of Paraguay (currency unit: the guaran) affect its own output and its exchange rate with Brazil (currency unit: the real). Do you think this policy in Paraguay might also affect output across the border in Brazil? Explain. (2 mark)

Instructions Please read the following instructions carefully:

    Type and print your answers. Handwritten assignments will not be marked. You may hand draw graphs and figures, but you must then scan and upload the assignment. If you do not have access to a scanner, you may use your phone to take a picture of your assignment and upload the picture. Make sure the scans and pictures are clear and of high quality.

Q1. Consider the United States and the countries it trades with the most (measured in trade volume): Canada, Mexico, China, and Japan. For simplicity, assume these four are the only countries with which the United States trades. Trade shares (trade weights) and U.S. nominal exchange rates for these four countries are as follows:

a. Compute the percentage change from 2015 to 2016 in the four U.S. bilateral exchange rates (defined as U.S. dollars per unit of foreign exchange, or FX) in the table provided. (1 mark)
b. Use the trade shares as weights to compute the percentage change in the nominal effective exchange rate for the United States between 2015 and 2016 (in U.S. dollars per foreign currency basket). (1 mark)
c. Based on your answer to (b), what happened to the value of the U.S. dollar against this basket between 2015 and 2016? How does this compare with the change in the value of the U.S. dollar relative to the Mexican peso? Explain your answer. (1 mark)

Q2. This question uses the general monetary model, where L is no longer assumed constant, and money demand is inversely related to the nominal interest rate. Consider two countries: Japan and South Korea. In 1996 Japan experienced relatively slow output growth (1%), while Korea had relatively robust output growth (6%). Suppose the Bank of Japan allowed the money supply to grow by 2% each year, while the Bank of Korea chose to maintain relatively high money growth of 15% per year. In addition, the bank deposits in Japan pay a 3% interest rate, i = 3%.

a. Compute the interest rate paid on South Korean deposits. (1 mark)
b. Using the definition of the real interest rate (nominal interest rate adjusted for inflation), show that the real interest rate in South Korea is equal to the real interest rate in Japan. (Note that the inflation rates you computed in the previous question will be the same in this question.) (1 mark)
c. Suppose the Bank of Korea decreases the money growth rate from 15% to 12% and the inflation rate falls proportionately (one for one) with this decrease. If the nominal interest rate in Japan remains unchanged, what happens to the interest rate paid on South Korean deposits? (1 mark)
d. Using time series diagrams, illustrate how this decrease in the money growth rate affects the money supply MK; South Koreas interest rate; prices PK; real money supply; and Ewon/ over time. (Plot each variable on the vertical axis and time on the horizontal axis.) (1 mark)

Q3. Use the money market and FX diagrams to answer the following questions. This question considers the relationship between the Indian rupee (Rs) and the U.S. dollar ($). The exchange rate is in rupees per dollar, ERs/$. On all graphs, label the initial equilibrium point A.

a. Illustrate how a permanent decrease in Indias money supply affects the money and FX markets. Label your short-run equilibrium point B and your long-run equilibrium point C. (1 mark)
b. By plotting them on a chart with time on the horizontal axis, illustrate how each of the following variables changes over time (for India): nominal money supply MIN, price level PIN, real money supply MIN/PIN, interest rate iRs, and the exchange rate ERs/$. (1 mark)
c. Using your previous analysis, state how each of the following variables changes in the short run (increase/decrease/no change): Indias interest rate iRs, ERs/$, expected exchange rate EeRs/$, and price level PIN. (1 mark)
d. Using your previous analysis, state how each of the following variables changes in the long run (increase/decrease/no change relative to their initial values at point A): Indias interest rate iRs, ERs/$, EeRs/$, and Indias price level PIN. (1 mark)
e. Explain how overshooting applies to this situation. (1 mark)

Q4. Show how each of the following would affect the U.S. balance of payments. Include a description of the debit and credit items, and in each case identify which specific account is affected (e.g., imports of goods and services, IM; exports of assets, EXA; and so on).

a. A California computer manufacturer purchases a $50 hard disk from a Malaysian company, paying the funds from a bank account in Malaysia. (1 mark)
b. A U.S. tourist to Japan sells his iPod to a local resident for yen worth $100. (1 mark)
c. The U.S. central bank purchases $500 million worth of U.S. Treasury bonds from a British financial firm and sells pound sterling foreign reserves. (1 mark)
d. A U.S. owner of Sony shares receives $10,000 in dividend payments, which are paid into a Tokyo bank. (1 mark)
e. The central bank of China purchases $1 million of export earnings from a firm that has sold $1 million of toys to the United States, and the central bank holds these dollars as reserves. (1 mark)
f. The U.S. government forgives a $50 million debt owed by a developing country. (1 mark)

Q5. How would a decrease in the money supply of Paraguay (currency unit: the guaran) affect its own output and its exchange rate with Brazil (currency unit: the real). Do you think this policy in Paraguay might also affect output across the border in Brazil? Explain. (2 mark)

Topic: Exchange Rate Volatility and its Effect on Trade during the last 50 years. Case Study of Japan.

2-    Your project has to be 8-10 pages long (Times New Roman, 12 pts., 1.5 space);
3-    You have to use min. 15 references. Each reference has to properly be used within the text and in the reference list as well (APA style);
4-    Max. accepted similarity of your work is 10%.

https://youtu.be/i0ucl_DfYGo
https://youtu.be/hxxMIeO-cs0
https://youtu.be/_mq1Nh1hIXk

shadow Banking takes on multiple forms, but is mainly non-commercial banks providing services similar to or the same as commercial banks.  The growth in shadow banking has several causes.  Increased regulations on commercial banks that limit their service offerings is one factor.  Another is the ability of shadow banks to offer higher returns than commercial banks.  Such institutions continue to grow because they are offering services consumers want, but can’t obtain from commercial banks.

Shadow banking is generally lightly regulated or unregulated.  However, since the 2007 financial crisis, western governments have examined shadow banking in more detail and have imposed a number of new regulation on their activities.  Thus, it is incorrect to say the industry is unregulated unless you specify a particular country where that is true.

Assignment:

View the videos above
Read the article on  Shadow Banking Shadow Banking – Alternative Formats (the blank space contains the above video on the Economist website).
Undertake additional research as needed – remember that citations and references are required.
Follow the format below and prepare a report to investors that answer the following questions:
What is Shadow Banking?
What services do Shadow Banks provide?
What are the advantages of using a Shadow Bank?
What are the disadvantages (risks) of using a Shadow Bank?
How are Shadow Banks regulated or are they regulated?
Do you recommend that your investor use the services of a Shadow Bank (investor risk preferences play a role here)?  And why?
This is a research report, so the format is a bit different from the one used in Week 2:

An Introduction where you set the background and the objectives of the research report.
Concepts: here you define the terms and concepts used in the report.
Research  Finding: here you discuss the particular facts that you found which answer the above questions.
Recommendation and conclusion: here you will answer the last question and explain your reasoning.  Remember there may be different answers for investors with different risk preferences. Provide specific and detailed recommendations.
Use additional resources as needed, but remember to cite and reference them properly using APA style.  (Apa.pptx) (Apa.pptx) – Alternative Formats
In a research report you apply your knowledge of the material being covered in the class. As well as using your analysis skills as applied to the case information.
Note: For a short report such as this one, the Alternatives discussion can be combined with the Evaluation discussion as single section of your report.

Be sure to include APA formatted citations and references. Citations in the body of your report and references are required.  (Apa.pptx) (Apa.pptx) – Alternative Formats

your case should consist of a minimum of 500 words.

Post your work to the Forum board by clicking on Create New Thread. Do not upload it as an attachment. You can edit your work here throughout the week, if you want to modify your case in response to feedback or other new information.  The purpose of this exercise is to demonstrate your understanding of the material.

Remember to include a word count at the bottom of your report.

Please follow this link – http://www.npr.org/blogs/thesalt/2012/10/03/162145140/inwashingtonstatepickershortage-threatens-apple-boom – to NPR.org and read/listen to the article on the apple market in
Washington.

NO BULLET LISTS.
1. Provide a one to two paragraph summary of the article in your own words. (6 points)
2. Draw a supply and demand graph that shows the impacts in the market that are causing the changes
and describe the changes that occur in the model. (10 points)
3. List the factors (supported by the article) which cause the supply and/or demand to shift, then
discuss the impact on your graph as it relates to the MARKET FOR WASHINGTON APPLES. Use specific
examples of factors that have impacted supply and/or demand to explain the activity in your graph. (8
points)
4. You must site specific examples that support the resulting changes in equilibrium price and quantity
shown in your graph, and describe how the price and quantity sold change in moving to the new
equilibrium. Finally, describe the process by which the market finds the new equilibrium (Is there a
shortage or surplus at the old price? How do you know? Who is unhappy? How will they react?).

The GRAPH MUST BE on a separate page, not squirreled into the paper to make it
appear longer.(6 points)

The graph may be hand-drawn or produced via software, either is
fine. However, neatness counts on the graph and it must be on a separate sheet of paper (not mixed in with
the text).

In Washington State, Picker Shortage Threatens Apple Boom – Anna King
Updated October 3, 20125:57 PM ET Published October 3, 20123:25 AM ET
In western Michigan, there aren’t enough apples to pick because bad weather decimated 85 to 90 percent of the
crop. But Washington State has the opposite problem there’s an abundance of apples, but not enough pickers.
This should be the happiest, busiest time of year in Washington apple orchards. But now just as the peak of
apple harvest is coming on Broetje Orchards manager Roger Bairstow is wincing.
“There are quite a few of us that aren’t sleeping through the night,” he says.
Right now, Broetje has nearly 2,000 workers. They’re out on tall aluminum ladders plucking dusty red and green
apples from the trees. Music plays from the smartphones of workers, and Gala apples thud gently into the waiting
bins.
But Bairstow says the orchard still needs at least 200 more experienced pickers. And apples have a limited branch
life.
“The longer an apple stays on the tree, the worse the condition gets and the less likelihood of getting a good price
on the market,” Bairstow says. “So at some point, it’s not even worth picking.”
If the fruits are left on the tree too long, they can only be used for apple sauce or juice, which is less profitable than
whole fruit.
The labor shortage comes as Washington States apples are worth more. That’s because competitors like New York,
Michigan, Canada and Europe have low yields this year due to bad weather. And China, the world’s biggest apple
producer, is keeping more of its fruit at home to feed an expanding middle class.
With the strong market, Washington farmers are going to extremes to get and keep workers. Some are buying
commuter vans to transport employees from one orchard to the next. Others are paying up to 15 percent more in
wages or giving bonuses for workers who stay the whole season.
Broetje is building its own rental apartments in town and advertising for pickers as far away as Arizona and Ohio.
The fastest workers can earn about $1,000 per week.
“The price is good,” apple picker Ruiz Olman says, and he likes working here. Olman is earning about $50 more
each week compared with last year. And, for him, this orchard is easier to get to from where he lives.
But the work is physically demanding. Jeff Rippon, a manager at nearby Chiawana Orchards, says pickers have to
scale tall ladders and carry 40-pound sacks of apples on their chests for at least eight hours a day. He’ll hire anyone
who wants the work, but he says he has trouble finding enough people. So, like many farmers across the country,
he ends up relying on migrant workers.
“I’ve been picking apples since 1965, and I’ve never seen a white person yet pick more than an hour,” Rippon says.
“Seriously! By the time you get the paperwork done, they’ve decided it’s too hard to do.”
Another problem for farmers is that fewer migrant workers are coming up from Mexico. That’s because there’s
more violence and increased security on the border.
It’s too late to fix these problems for this year, but farmers are planning for the future. Some are planting new,
shorter trees so picking is easier. Others are developing mobile platforms to help pickers gather apples without
ladders. Rippon says one way or another, growers who want to stay in business will have to address the labor
shortage.
“A few people will go broke and a few people will make a whole lot of money. And the people that will make the
money are the ones who can adapt to change. It’s just a fact of life,” Rippon says.
For now, apple farmers are racing winter. Workers will stop showing up in the orchards as the colder weather sets
in. Many farmers worry that in these next few weeks, the worker shortage will only turn more rotten.

make sure task 4 fits to 1,2, and 3 (see attached file).
make sure to put up to 15-20 references, also these ones:

Bowles, S., Carlin, W. and Stevens, M., 2020. The Economy. [ebook] Oxford: Oxford University Press. Available at: <https://core-econ.org/the-economy/index.html>

Mankiw, N. and Taylor, M., 2020. Economics. 5th ed. Andover: Annabel Ainscow.

Gillespie, A., 2019. FOUNDATIONS OF ECONOMICS 5E. 5th ed. Oxford: Oxford University Press.

Begg, D., Vernasca, G., Fischer, S. and Dornbusch, R., 2014. Economics. 11th ed. Maidenhead: McGraw-Hill Education.

if you can’t access the book, no worries just put them in the reference list anyways…

Task 4:

In 2009, governments at the Copenhagen climate talks committed to limiting global warming to no more than 2C above pre-industrial temperatures, beyond this level, scientists threaten catastrophic climate change. 97% of the worlds climate scientists agree that human emissions of greenhouse gases are responsible for climate change. Limiting atmospheric concentrations of CO2 to 450 parts per million (ppm) will give us a 50% chance of achieving this target
How is climate change affecting or likely to affect your chosen country. Explore the issue of Climate Change (both locally and globally) as social dilemma. Refer to the external effect (or externalities) and the tragedy of the commons. How has the recent covid-19 crisis and lock-down impacted pollution? What can we learn from this? Briefly explain.