The Great Depression and the Great Recession in a Historical Mirror
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Job Creation Programs of the Great Depression: the WPA and the CCC Name Redacted Specialist in Labor Economics
Job Creation Programs of the Great Depression: The WPA and the CCC name redacted Specialist in Labor Economics January 14, 2010 Congressional Research Service 7-.... www.crs.gov R41017 CRS Report for Congress Prepared for Members and Committees of Congress Job Creation Programs of the Great Depression: the WPA and the CCC ith the exception of the Great Depression, the recession that began in December 2007 is the nation’s most severe according to various labor market indicators. The W 7.1 million jobs cut from employer payrolls between December 2007 and September 2009, when it is thought the latest recession might have ended, is more than has been recorded for any postwar recession. Job loss was greater in a relative sense during the latest recession as well, recording a 5.1% decrease over the period.1 In addition, long-term unemployment (defined as the proportion of workers without jobs for longer than 26 weeks) was higher in September 2009—at 36%—than at any time since 1948.2 As a result, momentum has been building among some members of the public policy community to augment the job creation and worker assistance measures included in the American Recovery and Reinvestment Act (P.L. 111-5). In an effort to accelerate improvement in the unemployment rate and job growth during the recovery period from the latest recession,3 some policymakers recently have turned their attention to programs that temporarily created jobs for workers unemployed during the nation’s worst economic downturn—the Great Depression—with which the latest recession has been compared.4 This report first describes the social policy environment in which the 1930s job creation programs were developed and examines the reasons for their shortcomings then and as models for current- day countercyclical employment measures. -
Senate Section
E PL UR UM IB N U U S Congressional Record United States th of America PROCEEDINGS AND DEBATES OF THE 113 CONGRESS, FIRST SESSION Vol. 159 WASHINGTON, THURSDAY, MARCH 7, 2013 No. 33 Senate The Senate met at 10 a.m. and was ator from the State of Hawaii, to perform get back to regular order, they say, we called to order by the Honorable BRIAN the duties of the Chair. could function again. Yesterday, we SCHATZ, a Senator from the State of PATRICK J. LEAHY, saw both sides of that. Hawaii. President pro tempore. On the one hand, my Republican col- Mr. SCHATZ thereupon assumed the leagues did practice regular order. On PRAYER chair as Acting President pro tempore. the other, they didn’t. Let’s take the The Chaplain, Dr. Barry C. Black, of- f one they didn’t. fered the following prayer: They demanded a 60-vote threshold RECOGNITION OF THE MAJORITY for confirmation of a very qualified Let us pray. LEADER God, our fortress, we live under Your nominee, Caitlin Halligan, to be United protection. Keep America safe from the The ACTING PRESIDENT pro tem- States Court of Appeals Judge for the forces of evil that come against it. pore. The majority leader is recog- DC Circuit. Republicans once again hid behind a cloture vote—filibuster, by Lead our Senators away from the trap nized. another term—to prevent a simple up- of trusting only in their resources so f or-down vote on this important nomi- that they will never forget that noth- SCHEDULE nation. -
Uncivil Supervisors and Perceived Work Ability: the Joint Moderating Roles of Job Involvement and Grit
J Bus Ethics (2019) 156:971–985 DOI 10.1007/s10551-017-3604-5 ORIGINAL PAPER Uncivil Supervisors and Perceived Work Ability: The Joint Moderating Roles of Job Involvement and Grit 1 2 3 Dana Kabat-Farr • Benjamin M. Walsh • Alyssa K. McGonagle Received: 28 June 2016 / Accepted: 8 June 2017 / Published online: 20 June 2017 Ó Springer Science+Business Media B.V. 2017 Abstract Uncivil behavior by leaders may be viewed as an grit, there was no significant relation between supervisor effective way to motivate employees. However, supervisor incivility and PWA, regardless of employee job involve- incivility, as a form of unethical supervision, may be ment. However, we found some evidence that for those low undercutting employees’ ability to do their jobs. We in grit, having high job involvement was associated with a investigate linkages between workplace incivility and stronger relationship between supervisor incivility and perceived work ability (PWA), a variable that captures PWA. Findings attest to the importance of unethical employees’ appraisals of their ability to continue working supervisor behavior, showing the potential for supervisor in their jobs. We draw upon the appraisal theory of stress incivility to erode PWA, as well as the importance of grit and social identity theory to examine incivility from as a potential buffer. supervisors as an antecedent to PWA, and to investigate job involvement and grit as joint moderators of this associa- Keywords Workplace incivility Á Perceived work ability Á tion. Results from data collected in two samples of working Grit Á Job involvement Á Unethical supervision adults provided evidence for three-way interactions in relation to PWA. -
Researchupdate
www.newyorkfed.org/research ReseResearcharchUUPDATEPDATE federalFederal reserve reserve bank bank of of new new york York ■ ■ Number Number 2, 3, 2012 2009 Research and Statistics Group www.newyorkfed.org/researchwww.newyorkfed.org/research Two Research Series Examine Recent Changes in Banking n July, the Research Group published a special The five articles that follow explore the idea of volume of the Economic Policy Review (EPR) bank adaptation in more depth, presenting arguments and a companion series of Liberty Street and findings associated with the volume’s emphasis on Economics blog posts on the evolution of intermediation roles and changes in bank structure. Ibanking since the advent of asset securitization. In “The Rise of the Originate-to-Distribute The project came out of discussions within the Model and the Role of Banks in Financial Intermedia- Group about “shadow banks” and their role in the tion,” Vitaly Bord and João Santos show that banks 2007-09 financial crisis. The consensus was that it is indeed play a much more important part in lending no longer obvious what banks really do and to what than what the balance sheet suggests. Moreover, bank extent they are still central to the process of financial actions have actually spurred the growth of shadow intermediation. Getting a better under- banks involved in the subsequent steps of the credit The main finding standing of these issues is important from intermediation chain. of the studies an academic perspective, but the insights Benjamin Mandel, Donald Morgan, and is that financial gained from the exercise could also prove Chenyang Wei next analyze the importance of banks intermediation is in useful in a practical sense for policymakers. -
(CAPS) Desktop Pay Setting Guide Revised February 2021
Commerce Alternative Personnel System (CAPS) Desktop Pay Setting Guide Revised February 2021 INTRODUCTION: The key element of the Commerce Alternative Personnel System (CAPS) is a pay system that improves the Department’s ability to both attract and retain quality employees. This is done through a variety of avenues: flexible pay setting for new hires; promotions and competitive reassignments; supervisory performance pay; pay for performance, which provides for pay progression within broad pay bands; and basic pay and locality increases. The authority to exercise these flexibilities is delegated from the Office of Personnel Management, to the CAPS Board, to the Operating Personnel Management Boards (OPMBs), to the supervisors with appropriate oversight as necessary.1 PURPOSE/SCOPE: To provide a Desktop Pay Setting Guide for employees, supervisors/ managers, and human resources (HR) professionals on basic pay setting flexibilities in CAPS. This Guide is not a comprehensive pay setting policy, and does not replace the pay setting policy in the Federal Register Notice of 1997 or the CAPS Operating Procedures Manual.2 POLICY: In addition to the pay setting policy authorized in Federal Register Notice Vol. 62, No. 247, Wednesday, December 24, 1997, and explained in the CAPS Operating Procedures Manual, as well as this Desktop Guide; it is the policy of the Department of Commerce when setting pay for any reason (new hire, promotion, competitive reassignment, reinstatement, transfer etc.) that supervisors/managers must consider the applicant’s level of experience and overall qualifications for the position as well as the salary that is being or has been offered for similar positions in the bureau or operating unit (OU). -
A Guide to the Supervision of Apprentices and Trainees
A GUIDE TO THE SUPERVISION OF APPRENTICES AND TRAINEES Supervision is a key element of the Training Contract* between an employer and their apprentice/trainee. Supervision in the workplace is critical to enabling the apprentice/trainee to become competent within a safe work environment. Levels of supervision vary according to the working conditions and progress in the apprentice’s/trainee’s confidence and abilities. This guide aims to assist employers to provide supervision arrangements that are not only sufficient for their apprentice or trainee at any particular time but that also meet legislative (legal) requirements. * Under the terms of the Training Contract, an employer must provide the appropriate facilities and experienced persons to facilitate the training and supervise the apprentice/trainee while at work, in accordance with the Training Plan. See the end of this guide for definitions of terms such as Training Contract and Training Plan. Supervision staff Staff member Supervisory responsibilities The employer Assessing whether the workplace is an appropriate environment for the apprentice/trainee. Deciding what level of supervision should apply at various stages of the apprenticeship/traineeship. The Workplace Ensuring that the apprentice/trainee is given opportunities Supervisor** to learn and practice skills in structured training and on-the- job. The Workplace A more ‘hands on’ role, teaching, training, mentoring and Coach** monitoring progress on a daily basis. ** In some workplaces, both the supervisor and coach will be the same person. In all cases, supervision staff must be appropriately qualified to undertake that role. Supervising progress The competency of an apprentice or trainee depends on successful demonstration of: • Task skills Being able to competently carry out a given task or a specific piece of work. -
Ten Nobel Laureates Say the Bush
Hundreds of economists across the nation agree. Henry Aaron, The Brookings Institution; Katharine Abraham, University of Maryland; Frank Ackerman, Global Development and Environment Institute; William James Adams, University of Michigan; Earl W. Adams, Allegheny College; Irma Adelman, University of California – Berkeley; Moshe Adler, Fiscal Policy Institute; Behrooz Afraslabi, Allegheny College; Randy Albelda, University of Massachusetts – Boston; Polly R. Allen, University of Connecticut; Gar Alperovitz, University of Maryland; Alice H. Amsden, Massachusetts Institute of Technology; Robert M. Anderson, University of California; Ralph Andreano, University of Wisconsin; Laura M. Argys, University of Colorado – Denver; Robert K. Arnold, Center for Continuing Study of the California Economy; David Arsen, Michigan State University; Michael Ash, University of Massachusetts – Amherst; Alice Audie-Figueroa, International Union, UAW; Robert L. Axtell, The Brookings Institution; M.V. Lee Badgett, University of Massachusetts – Amherst; Ron Baiman, University of Illinois – Chicago; Dean Baker, Center for Economic and Policy Research; Drucilla K. Barker, Hollins University; David Barkin, Universidad Autonoma Metropolitana – Unidad Xochimilco; William A. Barnett, University of Kansas and Washington University; Timothy J. Bartik, Upjohn Institute; Bradley W. Bateman, Grinnell College; Francis M. Bator, Harvard University Kennedy School of Government; Sandy Baum, Skidmore College; William J. Baumol, New York University; Randolph T. Beard, Auburn University; Michael Behr; Michael H. Belzer, Wayne State University; Arthur Benavie, University of North Carolina – Chapel Hill; Peter Berg, Michigan State University; Alexandra Bernasek, Colorado State University; Michael A. Bernstein, University of California – San Diego; Jared Bernstein, Economic Policy Institute; Rari Bhandari, University of California – Berkeley; Melissa Binder, University of New Mexico; Peter Birckmayer, SUNY – Empire State College; L. -
Law and Neoliberalism
INTRODUCTION_PURDY_GREWAL_BOOKPROOF (DO NOT DELETE) 1/9/2015 12:36 AM INTRODUCTION: LAW AND NEOLIBERALISM DAVID SINGH GREWAL* JEDEDIAH PURDY** “Neoliberalism” refers to the revival of the doctrines of classical economic liberalism, also called laissez-faire, in politics, ideas, and law. These revived doctrines have taken new form in new settings: the “neo-” means not just that they are back, but that they are also different, a new generation of arguments. What unites the two periods of economic liberalism is their political effect: the assertion and defense of particular market imperatives and unequal economic power against political intervention. Neoliberalism’s advance over the past few decades has reshaped most important domains of public and private life, and the law has been no exception. From constitutional doctrine to financial regulation to intellectual property and family law, market and market- mimicking approaches are now commonplace in our jurisprudence. While the term “neoliberalism” may be unfamiliar to some American legal audiences, it is a common part of the scholarly lexicons of many disciplines and is widely used elsewhere in the world, notably in Latin America and Europe. Some of the explanation for the term’s unfamiliarity may be parochialism.1 But in the United States in particular, neoliberalism’s political expression has proven less the reincarnation of a doctrine thought to be abandoned (classical liberalism) than the intensification of a familiar and longstanding “anti- regulatory” politics.2 Familiar as this political expression may be, it is our Copyright © 2014 by David Singh Grewal & Jedediah Purdy. This article is also available at http://lcp.law.duke.edu/. -
Chapter 24 the Great Depression
Chapter 24 The Great Depression 1929-1933 Section 1: Prosperity Shattered • Recount why financial experts issued warnings about business practices during the 1920s. • Describe why the stock market crashed in 1929. • Understand how the banking crisis and subsequent business failures signaled the beginning of the Great Depression. • Analyze the main causes of the Great Depression. Objective 1: Recount why financial experts issued warnings about business practices during the 1920s. • Identify the warnings that financial experts issued during the 1920s: • 1 Agricultural crisis • 2 Sick industry • 3 Consumers buying on credit • 4 Stock speculation • 5 Deion is # 1 Objective 1: Recount why financial experts issued warnings about business practices during the 1920s. • Why did the public ignore these warnings: • 1 Economy was booming • 2 People believed it would continue to grow Objective 2: Describe why the stock market crashed in 1929. Factors That Caused the Stock Market Crash 1. Rising interest rates 2. Investors sell stocks 3. Stock prices plunge 4. Heavy sells continue The Crash Objective 3: Understand how the banking crisis and subsequent business failures signaled the beginning of the Great Depression. Depositor withdrawal Banking Crisis Default on loans The Banking Crisis Margin calls and Subsequent Business Failures Unable to obtain resources Business Failures Lay-offs and closings Objective 4: Analyze the main causes of the Great Depression. • Main causes of the Great Depression and how it contributed to the depression: • Global economic crises, the U.S didn’t have foreign consumers. • The income gap deprived businesses of national consumers • The consumers debt led to economic chaos Section 2: Hard Times • Describe how unemployment during the Great Depression affected the lives of American workers. -
The Euro: It Can’T Happen
EUROPEAN ECONOMY Economic Papers 395| December 2009 The euro: It can’t happen. It’s a bad idea. It won’t last. US economists on the EMU, 1989 - 2002 Lars Jonung and Eoin Drea EUROPEAN COMMISSION Economic Papers are written by the Staff of the Directorate-General for Economic and Financial Affairs, or by experts working in association with them. The Papers are intended to increase awareness of the technical work being done by staff and to seek comments and suggestions for further analysis. The views expressed are the author’s alone and do not necessarily correspond to those of the European Commission. Comments and enquiries should be addressed to: European Commission Directorate-General for Economic and Financial Affairs Publications B-1049 Brussels Belgium E-mail: [email protected] This paper exists in English only and can be downloaded from the website ec.europa.eu/economy_finance/publications A great deal of additional information is available on the Internet. It can be accessed through the Europa server (ec.europa.eu) ISBN 978-92-79-14395-3 © European Communities, 2009 The euro: It can’t happen, It’s a bad idea, It won’t last. US economists on the EMU, 1989 - 2002 Lars Jonung and Eoin Drea November 10, 2009 Abstract: The purpose of this study is to survey how US economists, those with the Federal Reserve System and those at US universities, looked upon European monetary unification from the publication of the Delors Report in 1989 to the introduction of euro notes and coins in January 2002. Our survey of approximately 170 publications -
Friedman and Schwartz's a Monetary History of the United States 1867
NBER WORKING PAPER SERIES NOT JUST THE GREAT CONTRACTION: FRIEDMAN AND SCHWARTZ’S A MONETARY HISTORY OF THE UNITED STATES 1867 TO 1960 Michael D. Bordo Hugh Rockoff Working Paper 18828 http://www.nber.org/papers/w18828 NATIONAL BUREAU OF ECONOMIC RESEARCH 1050 Massachusetts Avenue Cambridge, MA 02138 February 2013 Paper prepared for the Session: “The Fiftieth Anniversary of Milton Friedman and Anna J. Schwartz, A Monetary History of the United States”, American Economic Association Annual Meetings, San Diego, CA, January 6 2013. The views expressed herein are those of the authors and do not necessarily reflect the views of the National Bureau of Economic Research. NBER working papers are circulated for discussion and comment purposes. They have not been peer- reviewed or been subject to the review by the NBER Board of Directors that accompanies official NBER publications. © 2013 by Michael D. Bordo and Hugh Rockoff. All rights reserved. Short sections of text, not to exceed two paragraphs, may be quoted without explicit permission provided that full credit, including © notice, is given to the source. Not Just the Great Contraction: Friedman and Schwartz’s A Monetary History of the United States 1867 to 1960 Michael D. Bordo and Hugh Rockoff NBER Working Paper No. 18828 February 2013 JEL No. B22,N1 ABSTRACT A Monetary History of the United States 1867 to 1960 published in 1963 was written as part of an extensive NBER research project on Money and Business Cycles started in the 1950s. The project resulted in three more books and many important articles. A Monetary History was designed to provide historical evidence for the modern quantity theory of money. -
Measuring the Great Depression
Lesson 1 | Measuring the Great Depression Lesson Description In this lesson, students learn about data used to measure an economy’s health—inflation/deflation measured by the Consumer Price Index (CPI), output measured by Gross Domestic Product (GDP) and unemployment measured by the unemployment rate. Students analyze graphs of these data, which provide snapshots of the economy during the Great Depression. These graphs help students develop an understanding of the condition of the economy, which is critical to understanding the Great Depression. Concepts Consumer Price Index Deflation Depression Inflation Nominal Gross Domestic Product Real Gross Domestic Product Unemployment rate Objectives Students will: n Define inflation and deflation, and explain the economic effects of each. n Define Consumer Price Index (CPI). n Define Gross Domestic Product (GDP). n Explain the difference between Nominal Gross Domestic Product and Real Gross Domestic Product. n Interpret and analyze graphs and charts that depict economic data during the Great Depression. Content Standards National Standards for History Era 8, Grades 9-12: n Standard 1: The causes of the Great Depression and how it affected American society. n Standard 1A: The causes of the crash of 1929 and the Great Depression. National Standards in Economics n Standard 18: A nation’s overall levels of income, employment and prices are determined by the interaction of spending and production decisions made by all households, firms, government agencies and others in the economy. • Benchmark 1, Grade 8: Gross Domestic Product (GDP) is a basic measure of a nation’s economic output and income. It is the total market value, measured in dollars, of all final goods and services produced in the economy in a year.