...‘Germany experienced a period of political calm, economic development and social progress in the mid-1920s? How far do you agree with this judgement? (30 marks) It is argued by many historians that Germany experience a period of political calm, economic development and social progress in the mid 1920s for a variety of reasons. There is evidence to support the claim that the economy developed in the mid 1920s, due to the fact that there was significant monetary stability and a growth in available capital. Furthermore, one can argue that social progression was achieved, as a result of the improvement in housing and public health and the development of a Weimar culture. Moreover, it can be argued that political stability was maintained in this period due to the outcome of the 1924 May elections, the Dawes plan and the election of Hindenburg as President. However, while this is true, it is important to remember that there is also sufficient evidence to support the view that Germany did not experience a period of political calm, economic development and social progress as economic instability contributed to the deterioration in social development, as the economic discord between employers and labourers resulted in polarisation. Moreover, the extent of social development in terms of the role of women, youths and the development of the constitution is highly debatable. Additionally, it can be argued that political stability was weakened due to the Young Plan, the 1928 May election...
Words: 1421 - Pages: 6
...A-LEVEL ECONOMICS ECON4/Unit 4: Mark scheme 2140 June 2014 Version 1.0 Final The National and International Economy Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions, by a panel of subject teachers. This mark scheme includes any amendments made at the standardisation events which all associates participate in and is the scheme which was used by them in this examination. The standardisation process ensures that the mark scheme covers the students’ responses to questions and that every associate understands and applies it in the same correct way. As preparation for standardisation each associate analyses a number of students’ scripts: alternative answers not already covered by the mark scheme are discussed and legislated for. If, after the standardisation process, associates encounter unusual answers which have not been raised they are required to refer these to the Lead Assessment Writer. It must be stressed that a mark scheme is a working document, in many cases further developed and expanded on the basis of students’ reactions to a particular paper. Assumptions about future mark schemes on the basis of one year’s document should be avoided; whilst the guiding principles of assessment remain constant, details will change, depending on the content of a particular examination paper. Further copies of this Mark Scheme are available from aqa.org.uk Copyright © 2014 AQA and its licensors. All...
Words: 7373 - Pages: 30
...Version 1 V Genera Certificate of Education (A-lev G al o vel) June 20 J 012 Econo E omics s ECON N3 (Spec ( cificati 21 ion 140) Unit 3 Bus U 3: siness Econ s nomic and the cs Distrib D bution of In n ncome F al Fina Mar S eme rk Sche e Mark schemes are prepared by the Principal Examiner and considered, together with the relevant questions, by a panel of subject teachers. This mark scheme includes any amendments made at the standardisation events which all examiners participate in and is the scheme which was used by them in this examination. The standardisation process ensures that the mark scheme covers the students’ responses to questions and that every examiner understands and applies it in the same correct way. As preparation for standardisation each examiner analyses a number of students’ scripts: alternative answers not already covered by the mark scheme are discussed and legislated for. If, after the standardisation process, examiners encounter unusual answers which have not been raised they are required to refer these to the Principal Examiner. It must be stressed that a mark scheme is a working document, in many cases further developed and expanded on the basis of students’ reactions to a particular paper. Assumptions about future mark schemes on the basis of one year’s document should be avoided; whilst the guiding principles of assessment remain constant, details will change, depending on the content of a particular examination paper. Further copies of this...
Words: 6251 - Pages: 26
...MID-TERM EXAM - 1st Semester, 2012 |Date |Time |Course Title & Code |Room No. | |29 June, 2012 |11.00 am ~ 12.30 pm |501: Accounting System & Auditing |502 | |(Friday) | | | | |30 June, 2012 |7.00 pm ~ 8.30 pm |502: Managerial Economics |402 | |(Saturday) | | | | |06 July, 2012 |3.00 pm ~ 4.30 pm |503: Business Communication |502 | |(Friday) | | | | |07 July, 2012 |7.00 pm ~ 8.30 pm |504: Advanced Management |502 | |(Saturday) | | | | |13 July, 2012 |3.00 pm ~ 4.30 pm |503: Business Communication...
Words: 266 - Pages: 2
...Motorcycle as an Economic Driver in Indonesia Indonesia is an archipelago comprising approximately 17,508 islands, 33 provinces and it has 238 million people with hundreds of ethnic. Most of Indonesian working in rural – sub urban area because of the development disparity is high. It’s a normal when a person worked far away from his home town, because the development on other area its much better than his home town. Because if it, the mobility of Indonesian were very high but the mass transportation is poor. Indonesia also lack of reliable transportation facility, for those who has better social economic will buy car, but for those who mid-low class society event mass transportation is too expensive. The motorcycle relieves the disparity of high-class society and the mid-low society. It just same as the Internet which provides information without discriminate the social class of the user. The high-class and the mid-low class will have the same information about almost anything. Motorcycle also relieves the economic barrier among those social classes and also became a tool to escalate their mobility and productivity. 20 years ago, a family spends 30%-60% of their income only for daily transportation. At that time It does also hard imagine to work far away form home because it will highly cost and expensive. But now, using motorcycle, mid-low society can work 50km – 100km distance from their house without any additional fees. In the last 5 years, many of...
Words: 472 - Pages: 2
...MIT SCHOOL OF BUSINESS 31st Batch I Semester Mid Term Examination Time Table Sr.No. 1 2 3 4 5 Subject Accounting For Managers Human Dynamics Marketing Management Managerial Economics Statistics & Research Methodology Time 10.00am to 11.00am 12.30pm to 01.30pm 03.00pm to 04.00pm 10.00am to 11.00am 03.00pm to 04.00pm Day Tuesday Tuesday Tuesday Wednesday Wednesday Date 15/10/2013 15/10/2013 15/10/2013 16/10/2013 16/10/2013 Prof. (Gp.Capt.) Suhas Jagdale Head Academic Program MIT School of Business 31st Batch Sem I Mid Term Examination Seating Plan Sr. No. 1 Subject Accounting for Managers Div. A Roll No. 311101 to 311118 313119 to 311145 311146 to 311154 304107, 302123, 301415, 301453, 301460, 301525 314201 to 312211 Date 15/10/2013 Time 10.00am to 11.00am Day Tuesday Room No. 201 202 Total 18 24 A and B 203 24 B 313213 to 312246 313247 to 311254 303140, 301151, 301156, 301157, 301545 313301 to 312311 204 33 B and C 207 24 C C and D 313312 to 311337 311338 to 314354 311402 to 312410 208 209 24 24 D D and E 314411 to 313435 311436 to 311454 301141, 302343, 303523 311501 to 312511 303 304 24 33 E 313512 to 312537 402 24 MIT School of Business 31st Batch Sem I Mid Term Examination Seating Plan Sr. No. Subject Div. E and F Roll No. 311538 to 313554 303547 311601 to 313608 311609 to 312642 312643 to 312654 Date Time Day Room No. 403 Total 24 F 404 502 33 12 2 Human...
Words: 969 - Pages: 4
...Kennesaw State University – Spring 2014 Department of Economics, Finance, and Quantitative Analysis ECON2200-Sec:W01 (CRN: 10999) - Principles of Macroeconomics Instructor: Murat Doral Office: BB456 Phone: 678-797-2656 KSU e-mail: mdoral@kennesaw.edu Office Hours MW 10:00am-12:30pm or by appointment. Required Textbook: Mankiw, Gregory N. Western/Cengage Learning, 2009. Principles of Economics, Fifth Edition, South- Course Description: Analysis of socioeconomic goals, money and credit systems, theories of national income, employment and economic growth. Course Prerequisites: ECON2100 and six (6) credit hours of MATH numbered 1101 or higher. Course Description: This course is an introduction to the formal study of macroeconomics. Macroeconomics involves the study of the economy as a whole. Topics that will be covered include national income determination, the general price level, interest rates, unemployment, and fiscal and monetary policies. The emphasis will be on genuine understanding of the material, and not on "memorization". (See last page of Syllabus for Course Learning Objectives.) Course Withdrawal Date and Policy: Last day to withdraw without academic penalty is Monday 03/03/2014. Students who wish to withdraw with a grade "W" must do so formally through the Registrar's Office on or before Monday 03/03/2014. Make-Up Exam Policy: No make-up exams will be administered during the semester. It is the student’s responsibility to check the course calendar and announcements...
Words: 2946 - Pages: 12
...PGDM Programme – Full Time, 2 year Course Manual International Business Term-II (First Year) Batch-VIII (2014-2016) Instructor: Prof.N.S.Uppal Prof. (Dr) Sudhir Naib) Director 2 Year Full Time PGDM Programme Title of the course: International Business (Elective Course) Term: II (First Year) Instructor: Prof. N.S.Uppal Instructors e-mail: nsuppal@bulmim.ac.in 1. Introduction This course gives an overview of the concept of all those business activities that involve cross border transactions of goods, services and resources between two or more nations. This is an essential component in learning and understanding international trading principles and concepts. 2. Learning Outcomes: The objective of this course is to enable students to: 1. Understand nature ,scope and structure of international business 2. Understand impact of environmental factors on international business operations 3. Learn role of international economic institutions and global and regional trade agreements 4. Know about role of foreign trade in Indian Economy. 3. Module Overview The course will be covered in 20 sessions, including Mid Term exam after 10th session and each session is of 1 hour and 30 minutes. 4. Book (Text Book): Joshi...
Words: 1206 - Pages: 5
...Travelling Along the Third Way. A Swedish Model of Stabilisation, Equity and Growth* Lennart Erixon ♣ (December, 2005) Department of Economics, Stockholm University, 106 91 Stockholm, Sweden _____________________________________________________________________ Abstract The Swedish economic policy to combine full employment and equity with price stability and economic growth was developed by two trade union economists shortly after World War II. Through the use of extensive employment policy measures, a tight fiscal policy and a wage policy of solidarity, the Rehn-Meidner model represents a unique third way between Keynesianism and monetarism. This essay analyses the application and performance of the Rehn-Meidner model in Sweden. Although never consistently applied, it is possible to distinguish a golden age for the model from the late 1950s to the early 1970s. In the 1970s and the 1980s, governments abandoned the restrictive macroeconomic means of the model and were thus unable to combine low rates of unemployment with low inflation and high economic growth. Since the early 1990s, Sweden has not met the requirement of full employment in the Rehn-Meidner model. Recent declarations by the EU to prioritise full employment once again but without giving up the objectives of price stability and growth legitimise a renewed interest in the model. __________________ JEL classification: E24; E31; E62; J23; J31; J62; O23 Keywords: Swedish model; Rehn-Meidner...
Words: 31952 - Pages: 128
...Version 1 General Certificate of Education (A-level) January 2012 Economics (Specification 2140) Unit 1: Markets and Market Failure ECON1 Final Mark Scheme Mark schemes are prepared by the Principal Examiner and considered, together with the relevant questions, by a panel of subject teachers. This mark scheme includes any amendments made at the standardisation events which all examiners participate in and is the scheme which was used by them in this examination. The standardisation process ensures that the mark scheme covers the candidates’ responses to questions and that every examiner understands and applies it in the same correct way. As preparation for standardisation each examiner analyses a number of candidates’ scripts: alternative answers not already covered by the mark scheme are discussed and legislated for. If, after the standardisation process, examiners encounter unusual answers which have not been raised they are required to refer these to the Principal Examiner. It must be stressed that a mark scheme is a working document, in many cases further developed and expanded on the basis of candidates’ reactions to a particular paper. Assumptions about future mark schemes on the basis of one year’s document should be avoided; whilst the guiding principles of assessment remain constant, details will change, depending on the content of a particular examination paper. Further copies of this Mark Scheme are available from: aqa.org.uk Copyright © 2012 AQA...
Words: 6026 - Pages: 25
...Version 1 General Certificate of Education (A-level) January 2012 Economics (Specification 2140) Unit 1: Markets and Market Failure ECON1 Final Mark Scheme Mark schemes are prepared by the Principal Examiner and considered, together with the relevant questions, by a panel of subject teachers. This mark scheme includes any amendments made at the standardisation events which all examiners participate in and is the scheme which was used by them in this examination. The standardisation process ensures that the mark scheme covers the candidates’ responses to questions and that every examiner understands and applies it in the same correct way. As preparation for standardisation each examiner analyses a number of candidates’ scripts: alternative answers not already covered by the mark scheme are discussed and legislated for. If, after the standardisation process, examiners encounter unusual answers which have not been raised they are required to refer these to the Principal Examiner. It must be stressed that a mark scheme is a working document, in many cases further developed and expanded on the basis of candidates’ reactions to a particular paper. Assumptions about future mark schemes on the basis of one year’s document should be avoided; whilst the guiding principles of assessment remain constant, details will change, depending on the content of a particular examination paper. Further copies of this Mark Scheme are available from: aqa.org.uk Copyright © 2012 AQA...
Words: 6026 - Pages: 25
...most important goal of APEC cooperation. Next session will be more on ASEAN summit in Singapore 1992. And will show its ASEAN free trade area as a framework of initial cooperation. The third session will be much more interesting, will report about Osaka Agenda 1995 its 3 pillars of action, Shanghai Accord 2001 on trade facilitation plan and the APEC meeting in Busan 2005 for mid term stock. The mid term stock relates to the Bogor Declaration of 1994. The Bogor Goals set out in the declaration underpin all APEC plans and actions. Specifically, all member economies have determined to realize free and open trade. Table of Contents 1.0 Research into the original goals of forming APEC as an informal grouping 2.0 Include the resolutions of ASEAN Summit in Singapore in 1992 in launching an ASEAN Free Trade Area schedule as a framework of initial cooperation 3.0 Elaborate on the following landmark summits ; 3.1 The Osaka Agenda 1995 and its 3 pillars of actions 3.2 The Shanghai Accord 2001 on trade facilitation plan 3.3 APEC meeting in Busan, Korea 2005 for Mid Term stock takes of the programme 4.0 Assess and quantify the achievements and changes that have taken place in the Asia-Pacific regions in relation to its goals and targets set 5.0 Conclusion 6.0 Reference...
Words: 1640 - Pages: 7
...history through an economic perspective instead of using the common dynastic classification by attempting to answer three questions: -What contributed to the continuity of the Chinese empire? -Why was the Chinese economy the most advanced in the world from the Song dynasty (960-1279) up until the latter half of the Qing dynasty (mid-1800's)? -Why did China fail to maintain her technological advantage after the mid-fourteenth century while advancing economically? Part One In the first section of the book, the author elucidates the staying power of the Chinese empire was due to the following factors. The economics of defense in relation to the size of empire and the power of its neighbors never became an extreme burden that it rendered the state impotent for any consecutively long period of time. It was always able to reformulate itself after a short disunity or rule by a foreign power of the whole, which only happened twice within a two thousand year period (Mongol and Manchu rule). Two other factors that contributed to the continuity of the Chinese state include a relatively isolated existence from the rest of the Eurasian landmass and the important placed on cultural unity, beginning with the first emperor's destruction of local records in order to quell local loyalties (pp.21-22). Both of these factors had been built up over time through a revolution in communication and transportation. Part Two The second section of the book analyses the causes of the economic revolution that...
Words: 843 - Pages: 4
...ECO 450 Week 5 Mid Term Exam Purchase here http://devrycourse.com/ECO%20450/eco-450-week-5-mid-term-exam Product Description This midterm exam consist of 35 multiple choice questions and covers the material in Chapters 1 through 7. There are five questions from each Chapter. Question 1: If the economy is operating at full employment and using resources efficiently, then an increase in spending for homeland security this year will: Question 2 Following the circular flow of a mixed economy, firms receive a flow of dollars from and send goods and services to: Question 3 In 2008, which country listed below has the highest percentage of government spending relative to GDP? Question 4 Federal government expenditures in the United States account for about: Question 5 A mixed economy is one in which: Question 6 The extra benefit on one more unit of a good or service is its: Question 7 Normative economics is: Question 8 Diamonds are sold by a monopoly firm that maximizes profits. Then it follows that: Question 9 Positive economics: Question 10 If the efficient output of a good is produced each week, then the Question 11 The current competitive market price of fish is $3 per pound. A chemical producer emits effluent into a lake used by a commercial fishing firm. Each ton of chemical output causes a 20-pound reduction in the annual catch of the fishing firm. Assuming that transactions costs are zero and the chemical firm has the legal right to dump...
Words: 3097 - Pages: 13
...The process of globalisation is best defined as a movement towards greater economic integration between countries through reduction in the barriers to free trade. The process of globalisation accelerated in the 1990a and 2000s due to the spread of new cost saving technology in transport and communications and the deregulation of financial markets. Indonesia is the largest economy of the South East Asia economic region, having the fourth largest and the 19th largest economy; it is an emerging economy that has increased international integration in recent decades. Although Indonesia has a large economy, it also has a very large population, estimated around 237million people in 2010. Having low standard of living with a national income of $3600 per person, this makes Indonesia rank 147th in the world for income level. This classifies it as a low-middle income economy by the World Bank. Indonesia’s low level of income means that it suffers from a relatively high incidence of poverty, around 30% of the population lives on less than $US1.25 per day. Indonesia suffers from low levels of economic development. According to the United Nations, Indonesia’s HDI of 0.734 is below 110 other economies. Income Inequality in Indonesia, as measured by its Gini index of 37.56, is similar to other economy in the region such as Malaysia and Vietnam. The distribution of income is more equal than in many countries, such as Thailand, the Philippines, or major economies such as China or the United States...
Words: 1853 - Pages: 8
