1. Consumption Smoothing and Crowd Out

(a) Suppose we were to find that giving individuals an additional dollar of social insurance has no effect on their consumption drop when faced with an unemployment shock. What does this imply about the level of crowd out? Explain (1-2 sentences)

(b) In the standard framework, what would that mean for the welfare gain from providing individuals with more generous social insurance? Explain, with reference to the optimal social insurance formula from class.

(c) Explain briefly the empirical strategy Gruber (1997) uses to estimate crowd out and what he finds (3-4 sentences)

2. Estimating Moral Hazard using Differences-in-Differences

The following questions will require you to use the dataset available in the Assignments folder called “Assignment3.xls.” You will only need to use basic Excel commands (calculating averages, basic graphing) for the questions below; we will not be doing any regressions or tests of statistical significance.

This dataset contains observations on unemployment durations for two states, New York and New Jersey, in 3 years (1985, 1990, 1995). So the variable Dur_NY_1995 gives unemployment durations observed in New York in 1995, etc. Please note that these numbers were generated for the purposes of the assignment question and do not reflect actual unemployment durations in these states in these years.

Let’s suppose that New York enacted a more generous UI system between 1990 and 1995 and we want to test whether that increased average unemployment durations.

(a)Suppose we did a simple pre-post comparison using just the data from New York, looking at the years closest to when the program was enacted. Our simple difference estimator would be: D = Dur_NY_1995 – Dur_NY_1990. Please calculate this estimator and express what the results are telling us if we took it as a causal estimate (“The estimate implies that the program increased average unemployment durations by XX weeks.”)

(b)What is the identifying assumption needed in order for the estimate in (a) to be a valid causal estimate of the program?

(c)Now suppose that we take New Jersey as a control group. Write down the difference-in-difference estimator in terms of the variables we would use (as shown in part (a)).

(d)Please calculate this estimator from the data and express what the results are telling us (again, in the form shown in part (a)).

(e)What is identifying assumption needed in order for the estimate in (d) to be a valid causal estimate?

(f)Suppose that we only had data for New York and New Jersey in 1990 and 1995. Can we test the identifying assumption in (d)? Why or why not? (1-2 sentences)

(g)Note that we in fact have data for 1985 as well, and both 1985 and 1990 are prior to when the New York program was enacted. This means we can construct a “placebo difference-in-difference” estimator by comparing changes in New York and New Jersey between 1985 and 1990. Write down this estimator in terms of the variables we would use.

(h)Given that there were no social insurance changes between 1985 and 1990, what would we expect this estimator to be if New Jersey is a “good” control group for New York?

(i)Please calculate the actual estimator from the data and explain the results (1-2 sentences). (j)[10 points] Please create a graph of average unemployment durations in New York and New Jersey over time and explain what this graph suggests about the validity of our differences-in-differences estimat

Hi2C Says

The first project is designed to familiarize you with serial communication on the STM32F446 Nucleo board. To do this each student will be assigned a unique I2C slave address for their processor board. The instructor will have a “master” controller set up with an I2C bus that multiple students can connect to simultaneously. We will play a modified version of “Simon says,” where the master will signal a specific slave to respond. The game will be played with the following protocol:

1. The master will initiate communication by sending a start condition followed by a random

address.

2. If the master sends a “write” command the following data byte will a number between 1-15.

The owner of the address should then blink an LED the number of times indicated by the data byte sent. (Note: the frequency of blinks should be such that the number of blinks can be easily counted by a human).

3. If the master sends a “read” command the owner of the address should send back a list of all

data bytes received since the start of the game. For example:

a. If no data has been received by the owner of the address a zero should be returned.

b. If the owner of the address has received only a 7 then the owner should send only a 7.

c. If the owner of the address has received 7, 12, 2, 5 over the course of the game then all of those numbers should be sent in a 4-byte sequence.

Optional Features

1. Students may use an alternate method for displaying data. For example, students may use a

liquid crystal display, 7-segment LED display, etc.

2. Students may write a “master” routine to control the game. Be warned that the master routine

is much more sophisticated. Students must demonstrate the abilities outlined above in addition to controlling the game.

Grading and Verification:

1. This is an individual project. NO TEAMS.

2. Project verification (by Dr. Mitchell) is due by 2pm on the due date.

3. A penalty of 10% grade deduction per “school day” (MTWTF) will be assessed on late projects

(2pm is the cutoff time for each day).

4. Projects verified after 5 school days will be assessed a 50% grade deduction.

5. Final project grades are calculated as:

60% technical (based on verification of the project as outlined above)

10% refinement (i.e. error handling, user interface, packaging, etc.)

15% project description

15% code organization

6. Technical grade depends on quality of final project at time of verification.

Project description should include:

1. Statement of the project

2. Possible utility or purpose

3. Identification of specifications

4. Identification of design issues and solutions

5. Schematic of components external to the STM32F446 board

6. Code

7. Informational resource used (researching things online is allowed, just tell me about what you

find)

8. Be concise, don’t write a book

Code organization:

1. Code should be well documented

2. Use descriptive constant, variable, and function names

3. Use functions when appropriate

4. Minimize use of global variables

the slave address should be 0x04

Attached are two files one for the paper homework which will need step by step accurate 100% solution. And the other will be the Online portion of the homework AKA ( D2L HomeWork) . please make sure to answer each and every question right , and focus on the ranking and get it right ( D2l HW). Note ( most of chegg answers and wrong , if u just copy them I will cancel the transaction ) .

check the syllabus to know how to answer D2L HW correctly .

Book Name “Fundamentals of Physics,” 10th Edition, by Halliday and Resni

You will write literary analysis identifying the rhetorical device or figure of speech (metaphor, simile, hyperbole, personification, oxymoron, symbol, irony, illusion, imagery, or allusion) for prose to project a theme, to develop a character, or to develop the plot through one specific device which will be the focus of your analysis. Then you evaluate it through peer review and by a writing center tutor to ensure that you are successfully understanding the course material and developing the ability to write persuasively and analytically. This is highly recommended.

write a definition of each figure of speech and then provides an example of the figure of speech in a sentence.