A market is one of the many varieties of systems, procedures, social relations and infrastructures whereby parties engage in exchange. While parties may exchange goods and services by barter, most markets rely on sellers offering their goods or services in exchange for money from buyers, it can be said that a market is the process by which the prices of goods and services are established. Markets facilitate enable the distribution and resource allocation in a society. Markets allow any trade-able item to be priced. A market emerges more or less spontaneously or may be constructed deliberately by human interaction in order to enable the exchange of rights of services and goods. Markets supplant gift economies and are held in place through rules and customs, such as a booth fee, competitive pricing, source of goods for sale. Markets can differ by products or factors sold, product differentiation, place in which exchanges are carried, buyers targeted, selling process, government regulation, subsidies, minimum wages, price ceilings, legality of exchange, intensity of speculation, concentration, exchange asymmetry, relative prices and geographic extension.
The geographic boundaries of a market may vary for example the food market in a single building, the real estate market in a local city, the consumer market in an entire country, or the economy of an international trade bloc where the same rules apply throughout. Markets can be worldwide, see for example the global diamond trade. National economies can be classified as developed markets or developing markets. In mainstream economics, the concept of a market is any structure that allows buyers and sellers to exchange any type of goods and information; the exchange of goods or services, with or without money, is a transaction. Market participants consist of all the buyers and sellers of a good who influence its price, a major topic of study of economics and has given rise to several theories and models concerning the basic market forces of supply and demand. A major topic of debate is how much a given market can be considered to be a "free market", free from government intervention. Microeconomics traditionally focuses on the study of market structure and the efficiency of market equilibrium.
However, it is not always clear how the allocation of resources can be improved since there is always the possibility of government failure. A market is one of the many varieties of systems, procedures, social relations and infrastructures whereby parties engage in exchange. While parties may exchange goods and services by barter, most markets rely on sellers offering their goods or services in exchange for money from buyers, it can be said that a market is the process by which the prices of goods and services are established. Markets enables the distribution and allocation of resources in a society. Markets allow any trade-able item to be priced. A market sometimes emerges more or less spontaneously or may be constructed deliberately by human interaction in order to enable the exchange of rights of services and goods. Markets of varying types can spontaneously arise whenever a party has interest in a good or service that some other party can provide. Hence there can be a market for cigarettes in correctional facilities, another for chewing gum in a playground, yet another for contracts for the future delivery of a commodity.
There can be black markets, where a good is exchanged illegally, for example markets for goods under a command economy despite pressure to repress them and virtual markets, such as eBay, in which buyers and sellers do not physically interact during negotiation. A market can be organized as an auction, as a private electronic market, as a commodity wholesale market, as a shopping center, as a complex institution such as a stock market and as an informal discussion between two individuals. Markets vary in form, scale and types of participants as well as the types of goods and services traded; the following is a non exhaustive list: Food retail markets: farmers' markets, fish markets, wet markets and grocery stores Retail marketplaces: public markets, market squares, Main Streets, High Streets, souqs, night markets, shopping strip malls and shopping malls Big-box stores: supermarkets and discount stores Ad hoc auction markets: process of buying and selling goods or services by offering them up for bid, taking bids and selling the item to the highest bidder Used goods markets such as flea markets Temporary markets such as fairs Physical wholesale markets: sale of goods or merchandise to retailers.
Econometrics is the application of statistical methods to economic data in order to give empirical content to economic relationships. More it is "the quantitative analysis of actual economic phenomena based on the concurrent development of theory and observation, related by appropriate methods of inference". An introductory economics textbook describes econometrics as allowing economists "to sift through mountains of data to extract simple relationships"; the first known use of the term "econometrics" was by Polish economist Paweł Ciompa in 1910. Jan Tinbergen is considered by many to be one of the founding fathers of econometrics. Ragnar Frisch is credited with coining the term in the sense. A basic tool for econometrics is the multiple linear regression model. Econometric theory uses statistical theory and mathematical statistics to evaluate and develop econometric methods. Econometricians try to find estimators that have desirable statistical properties including unbiasedness and consistency.
Applied econometrics uses theoretical econometrics and real-world data for assessing economic theories, developing econometric models, analysing economic history, forecasting. A basic tool for econometrics is the multiple linear regression model. In modern econometrics, other statistical tools are used, but linear regression is still the most used starting point for an analysis. Estimating a linear regression on two variables can be visualised as fitting a line through data points representing paired values of the independent and dependent variables. For example, consider Okun's law, which relates GDP growth to the unemployment rate; this relationship is represented in a linear regression where the change in unemployment rate is a function of an intercept, a given value of GDP growth multiplied by a slope coefficient β 1 and an error term, ε: Δ Unemployment = β 0 + β 1 Growth + ε. The unknown parameters β β 1 can be estimated. Here β 1 is estimated to be −1.77 and β 0 is estimated to be 0.83.
This means that if GDP growth increased by one percentage point, the unemployment rate would be predicted to drop by 1.77 points. The model could be tested for statistical significance as to whether an increase in growth is associated with a decrease in the unemployment, as hypothesized. If the estimate of β 1 were not different from 0, the test would fail to find evidence that changes in the growth rate and unemployment rate were related; the variance in a prediction of the dependent variable as a function of the independent variable is given in polynomial least squares. Econometric theory uses statistical theory and mathematical statistics to evaluate and develop econometric methods. Econometricians try to find estimators that have desirable statistical properties including unbiasedness and consistency. An estimator is unbiased. Ordinary least squares is used for estimation since it provides the BLUE or "best linear unbiased estimator" given the Gauss-Markov assumptions; when these assumptions are violated or other statistical properties are desired, other estimation techniques such as maximum likelihood estimation, generalized method of moments, or generalized least squares are used.
Estimators that incorporate prior beliefs are advocated by those who favour Bayesian statistics over traditional, classical or "frequentist" approaches. Applied econometrics uses theoretical econometrics and real-world data for assessing economic theories, developing econometric models, analysing economic history, forecasting. Econometrics may use standard statistical models to study economic questions, but most they are with observational data, rather than in controlled experiments. In this, the design of observational studies in econometrics is similar to the design of studies in other observational disciplines, such as astronomy, epidemiology and political science. Analysis of data from an observational study is guided by the study protocol, although exploratory data analysis may be useful for generating new hypotheses. Economics analyses systems of equations and inequalities, such as supply and demand hypothesized to be in equilibrium; the field of econometrics has developed methods for identification and estimation of simultaneous-equation models.
These methods are analogous to methods used in other areas of science, such as the field of system identification in systems analysis and control theory. Such methods may allow researchers to estimate models and investigate their empirical consequences, without directly manipulating the system. One of the fundamental statistical methods used by econometricians is regression analysis. Regression methods are important i
Education economics or the economics of education is the study of economic issues relating to education, including the demand for education, the financing and provision of education, the comparative efficiency of various educational programs and policies. From early works on the relationship between schooling and labor market outcomes for individuals, the field of the economics of education has grown to cover all areas with linkages to education. Economics distinguishes in addition to physical capital another form of capital, no less critical as a means of production – human capital. With investments in human capital, such as education, three major economic effects can be expected: increased expenses as the accumulation of human capital requires investments just as physical capital does, increased productivity as people gain characteristics that enable them to produce more output and hence return on investment in the form of higher incomes. Investments in human capital entail an investment cost.
In European countries most education expenditure takes the form of government consumption, although some costs are borne by individuals. These investments can be rather costly. EU governments spent between 3% and 8% of GDP on education in 2005, the average being 5%. However, measuring the spending this way alone underestimates the costs because a more subtle form of costs is overlooked: the opportunity cost of forgone wages as students cannot work while they study, it has been estimated that the total costs, including opportunity costs, of education are as much as double the direct costs. Including opportunity costs investments in education can be estimated to have been around 10% of GDP in the EU countries in 2005. In comparison investments in physical capital were 20% of GDP, thus the two are of similar magnitude. Human capital in the form of education shares many characteristics with physical capital. Both require an investment to create and, once created, both have economic value. Physical capital earns a return because people are willing to pay to use a piece of physical capital in work as it allows them to produce more output.
To measure the productive value of physical capital, we can measure how much of a return it commands in the market. In the case of human capital calculating returns is more complicated – after all, we cannot separate education from the person to see how much it rents for. To get around this problem, the returns to human capital are inferred from differences in wages among people with different levels of education. Hall and Jones have calculated from international data that on average that the returns on education are 13.4% per year for first four years of schooling, 10.1% per year for the next four years and 6.8% for each year beyond eight years. Thus someone with 12 years of schooling can be expected to earn, on average, 1.1344 × 1.1014 × 1.0684 = 3.161 times as much as someone with no schooling at all. Economy-wide, the effect of human capital on incomes has been estimated to be rather significant: 65% of wages paid in developed countries is payments to human capital and only 35% to raw labor.
The higher productivity of well-educated workers is one of the factors that explain higher GDPs and, higher incomes in developed countries. A strong correlation between GDP and education is visible among the countries of the world, as is shown by the upper left figure, it is less clear, how much of a high GDP is explained by education. After all, it is possible that rich countries can afford more education. To distinguish the part of GDP explained with education from other causes, Weil has calculated how much one would expect each country’s GDP to be higher based on the data on average schooling; this was based on the above-mentioned calculations of Jones on the returns on education. GDPs predicted by Weil’s calculations can be plotted against actual GDPs, as is done in the figure on the left, demonstrating that the variation in education explains some, but not all, of the variation in GDP; the matter of externalities should be considered. When speaking of externalities one thinks of the negative effects of economic activities that are not included in market prices, such as pollution.
These are negative externalities. However, there are positive externalities – that is, positive effects of which someone can benefit without having to pay for it. Education bears with it major positive externalities: giving one person more education raises not only his or her output but the output of those around him or her. Educated workers can bring new technologies and information to the consideration of others, they can act as an example. The positive externalities of education include the effects of personal networks and the roles educated workers play in them. Positive externalities from human capital are one explanation for why governments are involved in education. If people were left on their own, they would not take into account the full social benefit of education – in other words the rise in the output and wages of others – so the amount they would choose to obtain would be lower than the social optimum. A 2013 study assesses demand- and supply-side factors that affect educational access and attainment in development countries, it shows that addressing demand-side factors, such as geographic gaps between rural and urban areas, higher levels of population growth and child labour, can have greater impact on increasing levels of education in developing countries than supply-side factors, such as constructing additional school facilities, hiring more teachers etc.
The dominant model of th
Natural resource economics
Natural resource economics deals with the supply and allocation of the Earth's natural resources. One main objective of natural resource economics is to better understand the role of natural resources in the economy in order to develop more sustainable methods of managing those resources to ensure their availability to future generations. Resource economists study interactions between economic and natural systems, with the goal of developing a sustainable and efficient economy. Natural resource economics is a transdisciplinary field of academic research within economics that aims to address the connections and interdependence between human economies and natural ecosystems, its focus is how to operate an economy within the ecological constraints of earth's natural resources. Resource economics brings together and connects different disciplines within the natural and social sciences connected to broad areas of earth science, human economics, natural ecosystems. Economic models must be adapted to accommodate the special features of natural resource inputs.
The traditional curriculum of natural resource economics emphasized fisheries models, forestry models, minerals extraction models. In recent years, other resources, notably air, the global climate, "environmental resources" in general have become important to policy-making. Academic and policy interest has now moved beyond the optimal commercial exploitation of the standard trio of resources to encompass management for other objectives. For example, natural resources more broadly defined have recreational, as well as commercial values, they may contribute to overall social welfare levels, by their mere existence. The economics and policy area focuses on the human aspects of environmental problems. Traditional areas of environmental and natural resource economics include welfare theory, land/location use, pollution control, resource extraction, non-market valuation, resource exhaustibility, environmental management, environmental policy. Research topics could include the environmental impacts of agriculture and urbanization, land use in poor and industrialized countries, international trade and the environment, climate change, methodological advances in non-market valuation, to name just a few.
Hotelling's rule is a 1938 economic model of non-renewable resource management by Harold Hotelling. It shows that efficient exploitation of a nonrenewable and nonaugmentable resource would, under otherwise stable economic conditions, lead to a depletion of the resource; the rule states that this would lead to a net price or "Hotelling rent" for it that rose annually at a rate equal to the rate of interest, reflecting the increasing scarcity of the resource. Nonaugmentable resources of inorganic materials are uncommon. Vogely has stated that the development of a mineral resource occurs in five stages: The current operating margin governed by the proportion of the reserve depleted; the intensive development margin governed by the trade-off between the rising necessary investment and quicker realization of revenue. The extensive development margin in which extraction is begun of known but uneconomic deposits; the exploration margin in which the search for new deposits is conducted and the cost per unit extracted is uncertain with the cost of failure having to be balanced against finding usable resources that have marginal costs of extraction no higher than in the first three stages above.
The technology margin which interacts with the first four stages. The Gray-Hotelling theory is a special case, since it covers only Stages 1–3 and not the far more important Stages 4 and 5. Simon has stated that the supply of natural resources is infinite These conflicting views will be reconciled by considering resource-related topics in depth in the next section, or at least minimized. Furthermore, Hartwick's rule provides insight to the sustainability of welfare in an economy that uses non-renewable resources; the perpetual resource concept is a complex one because the concept of resource is complex and changes with the advent of new technology, new needs, to a lesser degree with new economics. On the one hand, a material can enter a time of shortage and become a strategic and critical material, but on the other hand a material can go out of use, its resource can proceed to being perpetual if it was not before, the resource can become a paleoresource when the material goes completely out of use.
Some of the complexities influencing resources of a material include the extent of recyclability, the availability of suitable substitutes for the material in its end-use products, plus some other less important factors. The Federal Government became compellingly interested in resource issues on December 7, 1941, shortly after which Japan cut the U. S. off from tin and rubber and made some other materials difficult to obtain, such as tungsten. This was the worst case for resource availability, becoming a critical material. After the war a government stockpile of strategic and critical materials was set up, having around 100 different materials which were purchased for cash or obtained by trading off U. S. agricultural commodities for them. In the longer term, scarcity of tin led to comple
Financial economics is the branch of economics characterized by a "concentration on monetary activities", in which "money of one type or another is to appear on both sides of a trade". Its concern is thus the interrelation of financial variables, such as prices, interest rates and shares, as opposed to those concerning the real economy, it has two main areas of focus: corporate finance. The subject is concerned with "the allocation and deployment of economic resources, both spatially and across time, in an uncertain environment", it therefore centers on decision making under uncertainty in the context of the financial markets, the resultant economic and financial models and principles, is concerned with deriving testable or policy implications from acceptable assumptions. It is built on the foundations of microeconomics and decision theory. Financial econometrics is the branch of financial economics that uses econometric techniques to parameterise these relationships. Mathematical finance is related in that it will derive and extend the mathematical or numerical models suggested by financial economics.
Note though that the emphasis there is mathematical consistency, as opposed to compatibility with economic theory. Financial economics has a microeconomic focus, whereas monetary economics is macroeconomic in nature. Financial economics is taught at the postgraduate level. Specialist undergraduate degrees are offered in the discipline; this article provides an overview and survey of the field: for derivations and more technical discussion, see the specific articles linked. As above, the discipline explores how rational investors would apply decision theory to the problem of investment; the subject is thus built on the foundations of microeconomics and decision theory, derives several key results for the application of decision making under uncertainty to the financial markets. Underlying all of financial economics are the concepts of present value and expectation. Calculating their present value allows the decision maker to aggregate the cashflows to be produced by the asset in the future, to a single value at the date in question, to thus more compare two opportunities.
An immediate extension is to combine probabilities with present value, leading to the expected value criterion which sets asset value as a function of the sizes of the expected payouts and the probabilities of their occurrence. This decision method, fails to consider risk aversion. In other words, since individuals receive greater utility from an extra dollar when they are poor and less utility when comparatively rich, the approach is to therefore "adjust" the weight assigned to the various outcomes correspondingly.. Choice under uncertainty here may be characterized as the maximization of expected utility. More formally, the resulting expected utility hypothesis states that, if certain axioms are satisfied, the subjective value associated with a gamble by an individual is that individual's statistical expectation of the valuations of the outcomes of that gamble; the impetus for these ideas arise from various inconsistencies observed under the expected value framework, such as the St. Petersburg paradox.
The concepts of arbitrage-free, "rational", pricing and equilibrium are coupled with the above to derive "classical" financial economics. Rational pricing is the assumption that asset prices will reflect the arbitrage-free price of the asset, as any deviation from this price will be "arbitraged away"; this assumption is useful in pricing fixed income securities bonds, is fundamental to the pricing of derivative instruments. Economic equilibrium is, in general, a state in which economic forces such as supply and demand are balanced, and, in the absence of external influences these equilibrium values of economic variables will not change. General equilibrium deals with the behavior of supply and prices in a whole economy with several or many interacting markets, by seeking to prove that a set of prices exists that will result in an overall equilibrium; the two concepts are linked as follows: where market prices do not allow for profitable arbitrage, i.e. they comprise an arbitrage-free market these prices are said to constitute an "arbitrage equilibrium".
Intuitively, this may be seen by considering that where an arbitrage opportunity does exist prices can be expected to change, are therefore not in equilibrium. An arbitrage equilibrium is thus a precondition for a general economic equilibrium; the immediate, formal, extension of this idea, the fundamental theorem of asset pricing, shows that where markets are as described —and are additionally complete—one may make financial decisions by constructing a risk neutral probability measure corresponding to the market. "Complete" here means that there
François Quesnay was a French economist and physician of the Physiocratic school. He is known for publishing the "Tableau économique" in 1758, which provided the foundations of the ideas of the Physiocrats; this was the first work attempting to describe the workings of the economy in an analytical way, as such can be viewed as one of the first important contributions to economic thought. His Le Despotisme de la Chine, written in 1767, describes Chinese politics and society, his own political support for constitutional Oriental despotism. Quesnay was born at Méré near Versailles, the son of an advocate and small landed proprietor. Apprenticed at the age of sixteen to a surgeon, he soon went to Paris, studied medicine and surgery there, having qualified as a master-surgeon, settled down to practice at Mantes. In 1737 he was appointed perpetual secretary of the academy of surgery founded by François Gigot de la Peyronie, became surgeon in ordinary to King Louis XV. In 1744 he graduated as a doctor of medicine.
His apartments were on the entresol, whence the Réunions de l'entresol received their name. Louis XV esteemed Quesnay and used to call him his thinker; when he ennobled him he gave him for arms three flowers of the pansy, with the Latin motto Propter cogitationem mentis. He now devoted himself principally to economic studies, taking no part in the court intrigues which were perpetually going on around him. Around 1750 he became acquainted with Jacques C. M. V. de Gournay, an earnest inquirer in the economic field. The most remarkable men in this group of disciples were the elder Mirabeau, Nicolas Baudeau, Guillaume-François Le Trosne, André Morellet, Lemercier de La Rivière, du Pont de Nemours. Adam Smith, during his stay on the continent with the young Duke of Buccleuch in 1764–1766, spent some time in Paris, where he made the acquaintance of Quesnay and some of his followers. Quesnay married in 1718, had a son and a daughter, he died on 16 December 1774, having lived long enough to see his great pupil, Anne Robert Jacques Turgot, Baron de Laune, in office as minister of finance.
His economic writings are collected in the 2nd vol. of the Principaux économistes, published by Guillaumin, with preface and notes by Eugène Daire. His other writings were the article "Évidence" in the Encyclopédie, Recherches sur l'évidence des vérites geometriques, with a Projet de nouveaux éléments de géometrie, 1773. Quesnay's Eloge was pronounced in the Academy of Sciences by Grandjean de Fouchy. See F. J. Marmontel, Mémoires. In 1758 he published the Tableau économique, which provided the foundations of the ideas of the Physiocrats; this was the first work to attempt to describe the workings of the economy in an analytical way, as such can be viewed as one of the first important contributions to economic thought. The publications in which Quesnay expounded his system were the following: two articles, on "Fermiers" and on "Grains", in the Encyclopédie of Diderot and Jean le Rond d'Alembert; the Tableau économique, though on account of its dryness and abstract form it met with little general favor, may be considered the principal manifesto of the school.
It was regarded by the followers of Quesnay as entitled to a place amongst the foremost products of human wisdom, is named by the elder Mirabeau, in a passage quoted by Adam Smith, as one of the three great inventions which have contributed most to the stability of political societies, the other two being those of writing and of money. Its object was to exhibit by means of certain formulas the way in which the products of agriculture, the only source of wealth, would in a state of perfect liberty be distributed among the several classes of the community, to represent by other formulas the modes of distribution which take place under systems of Governmental restraint and regulation, with the evil results arising to the whole society from different degrees of such violations of the natural order, it follows from Quesnay's theoretic views that th