The Definitions of Income
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The Lorenz Curve
Charting Income Inequality The Lorenz Curve Resources for policy making Module 000 Charting Income Inequality The Lorenz Curve Resources for policy making Charting Income Inequality The Lorenz Curve by Lorenzo Giovanni Bellù, Agricultural Policy Support Service, Policy Assistance Division, FAO, Rome, Italy Paolo Liberati, University of Urbino, "Carlo Bo", Institute of Economics, Urbino, Italy for the Food and Agriculture Organization of the United Nations, FAO About EASYPol The EASYPol home page is available at: www.fao.org/easypol EASYPol is a multilingual repository of freely downloadable resources for policy making in agriculture, rural development and food security. The resources are the results of research and field work by policy experts at FAO. The site is maintained by FAO’s Policy Assistance Support Service, Policy and Programme Development Support Division, FAO. This modules is part of the resource package Analysis and monitoring of socio-economic impacts of policies. The designations employed and the presentation of the material in this information product do not imply the expression of any opinion whatsoever on the part of the Food and Agriculture Organization of the United Nations concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. © FAO November 2005: All rights reserved. Reproduction and dissemination of material contained on FAO's Web site for educational or other non-commercial purposes are authorized without any prior written permission from the copyright holders provided the source is fully acknowledged. Reproduction of material for resale or other commercial purposes is prohibited without the written permission of the copyright holders. -
The Budgetary Effects of the Raise the Wage Act of 2021 February 2021
The Budgetary Effects of the Raise the Wage Act of 2021 FEBRUARY 2021 If enacted at the end of March 2021, the Raise the Wage Act of 2021 (S. 53, as introduced on January 26, 2021) would raise the federal minimum wage, in annual increments, to $15 per hour by June 2025 and then adjust it to increase at the same rate as median hourly wages. In this report, the Congressional Budget Office estimates the bill’s effects on the federal budget. The cumulative budget deficit over the 2021–2031 period would increase by $54 billion. Increases in annual deficits would be smaller before 2025, as the minimum-wage increases were being phased in, than in later years. Higher prices for goods and services—stemming from the higher wages of workers paid at or near the minimum wage, such as those providing long-term health care—would contribute to increases in federal spending. Changes in employment and in the distribution of income would increase spending for some programs (such as unemployment compensation), reduce spending for others (such as nutrition programs), and boost federal revenues (on net). Those estimates are consistent with CBO’s conventional approach to estimating the costs of legislation. In particular, they incorporate the assumption that nominal gross domestic product (GDP) would be unchanged. As a result, total income is roughly unchanged. Also, the deficit estimate presented above does not include increases in net outlays for interest on federal debt (as projected under current law) that would stem from the estimated effects of higher interest rates and changes in inflation under the bill. -
Social Sciences: Achievements and Prospects Journal 3(11), 2019
Social Sciences: Achievements and Prospects Journal 3(11), 2019 Contents lists available at ScienceCite Index Social Sciences: Achievements and Prospects Journal journal homepage: http://scopuseu.com/scopus/index.php/ssap/index What are the differences between the study of Micro Economics and Macro Economics and how are they interrelated with regard to the drafting of economic policies to remain current and relevant to the global economic environment Azizjon Akromov 1, Mushtariybegim Azlarova 2, Bobur Mamataliev 2, Azimkhon Koriev 2 1 Student MDIST 2 Students Tashkent State University Economic ARTICLE INFO ABSTRACT Article history: As economics is mostly known for being a social science, studying production, Received consumption, distribution of goods and services, its primary goal is to care about Accepted wellbeing of its society, which includes firms, people, and so forth. The study of Available online economics mainly consists of its two crucial components, which are Keywords: microeconomics and macroeconomics. Together these main parts of economics are concerned with both private and public sector issues including, inflation, economic Macroeconomics, growth, choices, demand and supply, production, income, unemployment and many microeconomics, other aspects. It is already mentioned that wellbeing of society would be indicators, production, established when government, while making economics policies, assume all factors consumers, companies, including those people who are employed or unemployed, so that no one gets hurt economics, government or suffer in the end. When it comes to making economic decisions and policies, governments should take into consideration that decisions made on a macro level has huge impact on micro and the same with micro, firms, households, individuals’ behaviors and choices come as aggregate in total, then turns into macro level, which triggers the introduction of some policies. -
Macroeconomics Course Outline and Syllabus
City University of New York (CUNY) CUNY Academic Works Open Educational Resources New York City College of Technology 2018 Macroeconomics Course Outline and Syllabus Sean P. MacDonald CUNY New York City College of Technology How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/ny_oers/8 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] COURSE OUTLINE FOR ECON 1101 – MACROECONOMICS New York City College of Technology Social Science Department COURSE CODE: 1101 TITLE: Macroeconomics Class Hours: 3, Credits: 3 COURSE DESCRIPTION: Fundamental economic ideas and the operation of the economy on a national scale. Production, distribution and consumption of goods and services, the exchange process, the role of government, the national income and its distribution, GDP, consumption function, savings function, investment spending, the multiplier principle and the influence of government spending on income and output. Analysis of monetary policy, including the banking system and the Federal Reserve System. COURSE PREREQUISITE: CUNY proficiency in reading and writing RECOMMENDED TEXTBOOK and MATERIALS* Krugman and Wells, Eds., Macroeconomics 3rd. ed, Worth Publishers, 2012 Leeds, Michael A., von Allmen, Peter and Schiming, Richard C., Macroeconomics, Pearson Education, Inc., 2006 Supplemental Reading (optional, but informative): Krugman, Paul, End This Depression -
Saving out of Different Types of Income
LESTER D. TAYLOR* Universityof Michigan Saving out of Diferent Types of Income IT HAS ALWAYSBEEN A SOURCEof professionalpride to me to be able to tell my undergraduatestudents in macro theory that economists know a lot about what makes consumers tick. However, in light of the experience of the past several years, I now state this proposition much more circumspectly, and perhaps should restrain myself altogether. For the fact is that in the last three or four years, the consumer has done few things predicted of him. To be sure, there have been some new elements in the picture: interest rates at the highest levels in a century; a "roaring" inflation, at least by contem- porary U.S. standards; and a temporary tax increase. But even so, the con- sumer seems to have injected his own element of eccentricity. Among other things, he was thrifty in 1967 and the first half of 1968 on a scale then un- precedented for the postwar period. And while he regained his taste for spending in the last half of 1968, it was rather short-lived. For in the third quarter of 1969, the personal saving rate again began to rise, and from the third quarter of 1970 through the second quarter of 1971, was in excess of the unheard-of level of 8 percent. * Computationsand researchassistance supported by the National Science Founda- tion. I am gratefulto membersof the Brookingspanel for commentsand criticisms,to Daniel Weiserbsand Angelo Mascarofor researchassistance, and to Joan Hinterbichler and PatriciaRamsey for secretarialassistance. I have also greatlybenefited from access to an unpublishedpaper of H. -
Inequality Measurement Development Issues No
Development Strategy and Policy Analysis Unit w Development Policy and Analysis Division Department of Economic and Social Affairs Inequality Measurement Development Issues No. 2 21 October 2015 Comprehending the impact of policy changes on the distribu- tion of income first requires a good portrayal of that distribution. Summary There are various ways to accomplish this, including graphical and mathematical approaches that range from simplistic to more There are many measures of inequality that, when intricate methods. All of these can be used to provide a complete combined, provide nuance and depth to our understanding picture of the concentration of income, to compare and rank of how income is distributed. Choosing which measure to different income distributions, and to examine the implications use requires understanding the strengths and weaknesses of alternative policy options. of each, and how they can complement each other to An inequality measure is often a function that ascribes a value provide a complete picture. to a specific distribution of income in a way that allows direct and objective comparisons across different distributions. To do this, inequality measures should have certain properties and behave in a certain way given certain events. For example, moving $1 from the ratio of the area between the two curves (Lorenz curve and a richer person to a poorer person should lead to a lower level of 45-degree line) to the area beneath the 45-degree line. In the inequality. No single measure can satisfy all properties though, so figure above, it is equal to A/(A+B). A higher Gini coefficient the choice of one measure over others involves trade-offs. -
Working Paper No. 517 What Are the Relative Macroeconomic Merits And
Working Paper No. 517 What Are the Relative Macroeconomic Merits and Environmental Impacts of Direct Job Creation and Basic Income Guarantees? by Pavlina R. Tcherneva The Levy Economics Institute of Bard College October 2007 The Levy Economics Institute Working Paper Collection presents research in progress by Levy Institute scholars and conference participants. The purpose of the series is to disseminate ideas to and elicit comments from academics and professionals. The Levy Economics Institute of Bard College, founded in 1986, is a nonprofit, nonpartisan, independently funded research organization devoted to public service. Through scholarship and economic research it generates viable, effective public policy responses to important economic problems that profoundly affect the quality of life in the United States and abroad. The Levy Economics Institute P.O. Box 5000 Annandale-on-Hudson, NY 12504-5000 http://www.levy.org Copyright © The Levy Economics Institute 2007 All rights reserved. ABSTRACT There is a body of literature that favors universal and unconditional public assurance policies over those that are targeted and means-tested. Two such proposals—the basic income proposal and job guarantees—are discussed here. The paper evaluates the impact of each program on macroeconomic stability, arguing that direct job creation has inherent stabilization features that are lacking in the basic income proposal. A discussion of modern finance and labor market dynamics renders the latter proposal inherently inflationary, and potentially stagflationary. After studying the macroeconomic viability of each program, the paper elaborates on their environmental merits. It is argued that the “green” consequences of the basic income proposal are likely to emerge, not from its modus operandi, but from the tax schemes that have been advanced for its financing. -
Insights from Income Distribution and Poverty in OECD Regions
How’s life in your region? Insights from income distribution and poverty in OECD regions July 2014 New OECD data show that differences in household income distribution and poverty are large not only among OECD countries but also across regions within a country. The availability of information on household income distribution and poverty at regional level, as well as on other aspects of quality of life, helps policy makers to focus their efforts and enhance the effectiveness of public interventions in a period of tight resources. The forthcoming OECD report How’s life in your region? documents the importance of regional inequalities in many well-being dimensions in OECD countries, provides evidence on the determinants of income inequalities within and between regions, and discusses the links between income inequality and economic growth at regional level. Regional data on the distribution of household income come with various warnings. Household surveys are rarely designed to be representative at the regional level; comparing regions in different countries is tricky, because their size varies; and these income numbers ignore the fact that the cost of living is usually lower in rural areas than in cities, which may have the effect of exaggerating inequality in a country. The new set of indicators of regional income inequality and poverty produced for 28 OECD countries extends the OECD Income Distribution Database (IDD) to NUTS2 regions in Europe and to large administrative regions (e.g. states in Mexico and Unites States) for non-European countries for the year 2010 and providing measures of the statistical reliability of these data. -
Reducing Income Inequality While Boosting Economic Growth: Can It Be Done?
Economic Policy Reforms 2012 Going for Growth © OECD 2012 PART II Chapter 5 Reducing income inequality while boosting economic growth: Can it be done? This chapter identifies inequality patterns across OECD countries and provides new analysis of their policy and non-policy drivers. One key finding is that education and anti-discrimination policies, well-designed labour market institutions and large and/or progressive tax and transfer systems can all reduce income inequality. On this basis, the chapter identifies several policy reforms that could yield a double dividend in terms of boosting GDP per capita and reducing income inequality, and also flags other policy areas where reforms would entail a trade-off between both objectives. 181 II.5. REDUCING INCOME INEQUALITY WHILE BOOSTING ECONOMIC GROWTH: CAN IT BE DONE? Summary and conclusions In many OECD countries, income inequality has increased in past decades. In some countries, top earners have captured a large share of the overall income gains, while for others income has risen only a little. There is growing consensus that assessments of economic performance should not focus solely on overall income growth, but also take into account income distribution. Some see poverty as the relevant concern while others are concerned with income inequality more generally. A key question is whether the type of growth-enhancing policy reforms advocated for each OECD country and the BRIICS in Going for Growth might have positive or negative side effects on income inequality. More broadly, in pursuing growth and redistribution strategies simultaneously, policy makers need to be aware of possible complementarities or trade-offs between the two objectives. -
Economics Chair: Marian Manic Sai Mamunuru Halefom Belay Rosie Mueller Jan P
Economics Chair: Marian Manic Sai Mamunuru Halefom Belay Rosie Mueller Jan P. Crouter Jason Ralston Denise Hazlett Economics is the study of how people and societies choose to use scarce resources in the production of goods and services, and of the distribution of these goods and services among individuals and groups in society. The economics major requires coursework in economics and mathematics. A student who enters Whitman with no prior college-level work in either of these areas would need to complete math 125 and complete at least 35 credits in economics. Learning Goals: Upon graduation, a student will be able to demonstrate: Major-Specific Areas of Knowledge o Students should have an understanding of how economics can be used to explain and interpret a) the behavior of agents (for example, firms and households) and the markets or settings in which they interact, and b) the structure and performance of national and global economies. Students should also be able to evaluate the structure, internal consistency and logic of economic models and the role of assumptions in economic arguments. Communication o Students should be able to communicate effectively in written, spoken, graphical, and quantitative form about specific economic issues. Critical Reasoning o Students should be able to apply economic analysis to evaluate everyday problems and policy proposals and to assess the assumptions, reasoning and evidence contained in an economic argument. Quantitative Analysis o Students should grasp the mathematical logic of standard macroeconomic and microeconomic models. o Students should know how to use empirical evidence to evaluate an economic argument (including the collection of relevant data for empirical analysis, statistical analysis, and interpretation of the results of the analysis) and how to understand empirical analyses of others. -
1. Introduction : (A) What Is Public Economics? First, a Very Brief and Broad Outline of the Structure of Government Finance, Pa
1. Introduction : (a) What is Public Economics? First, a very brief and broad outline of the structure of government finance, particularly government revenue sources, in Canada. In other words, \what level of government levies what tax, and how important are the different taxes?". Before that, an important message. This course is a fourth{year level course. The pre- requisites are intermediate microeconomics, and intermediate macroeconomics : AP/ECON 2300, 2350, 2400 and 2450, or their equivalents. Those prerequisites are meant to be taken seriously. In particular, you will find out very soon that this course is a course in the application of microe- conomic theory. It is microeconomic theory applied to taxation. Some of the concepts used in Econ 2300 and 2350 are going to get used here again | every day. Indifference curves, income and substitution effects, general equilibrium prices : these will keep popping up. So this is a double warning : (i) you have to have the formal prerequisites in order to get in to the course, and (ii) the course content is going to keep reminding you of material from Econ 2300 and 2350. Why is this course full of microeconomic theory? Because economists think that the concepts of microeconomic theory are useful in analyzing the behaviour of consumers and workers and firms and voters. And because much of the subject matter of the course is the effects of taxation on the behaviour of these economic agents, and the analysis of how the behaviour of these economic agents should affect the government's choices of taxes. Why microeconomics? After all, there is something pretty public about most of the material in macroeconomics. -
The College Wealth Divide: Education and Inequality in America, 1956-2016
The College Wealth Divide: Education and Inequality in America, 1956-2016 Alina K. Bartscher, Moritz Kuhn, and Moritz Schularick Using new long-run microdata, this article studies wealth and income trends of households with a college degree (college households) and without a college degree (noncollege households) in the United States since 1956. We document the emergence of a substantial college wealth premium since the 1980s, which is considerably larger than the college income premium. Over the past four decades, the wealth of college households has tripled. By contrast, the wealth of noncollege households has barely grown in real terms over the same period. Part of the rising wealth gap can be traced back to systematic portfolio differences between college and noncollege households that give rise to different exposures to asset price changes. Noncollege households have lower exposure to the equity market and have profited much less from the recent surge in the stock market. We also discuss the importance of financial literacy and business ownership for the increase in wealth inequality between college and noncollege households. (JEL I24, E21, D31) Federal Reserve Bank of St. Louis Review, First Quarter 2020, 102(1), pp. 19-49. https://doi.org/10.20955/r.102.19-49 1 INTRODUCTION It is a well-documented fact that the college wage premium has increased substantially since the 1980s (see, e.g., Levy and Murnane,1992; Katz and Autor, 1999; and Goldin and Katz 2007). This trend can be traced back to differences in the growth of the demand for and the supply of college-educated workers that are driven by skill-biased technical change, socio- demographic factors, and institutional features (Card and Lemieux, 2001, and Fortin, 2006).