Macroeconomic models Sample Clauses

Macroeconomic models. (general equilibrium) Based on the input-output framework, multi-sectoral Computable General Equilibrium (CGE) models are powerful modeling tools to consistently assess the impacts of climate policies in different households. These models link the macroeconomic impacts from changes in prices, assets and productivity and capture all sources of income, consumption preferences and skill endowments of households. However, analysing the implications of climate policies for poverty and income distribution requires that such models explicitly represent different household groups and their heterogeneity in terms of: • factor endowments, such as differences in financial assets or labour and skills supply across households; • preferences and savings, commonly achieved by differentiating parameters in households’ utility functions (e.g., preference shares, substitution elasticities) to simulate different decisions of household types on saving vs. consuming; • wage rates and different return rates to capital for different households (e.g., imperfect capital markets like credit rationing according to income), but also household decisions on participation in the labour market depending on their specific characteristics. An overview of the mathematical formulation of CGE models is given in the supporting information in Equations S2, S3 and S4.
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Macroeconomic models. This section reviews methods to depict distributional impacts in macroeconomic models based on the general equilibrium theory. We start by giving an overview of macroeconomic modeling applied to evaluate the distributional effects of energy transition and summarize commonly used techniques to portray these effects in the general equilibrium framework. The description of each technique is followed by a critical assessment of its data requirements, strengths and weaknesses. Despite not being the focus of this work, but given their importance, the last part of this section briefly comments on the application of IOMs for the analysis of distributional impacts. The main advantage of using macroeconomic models, compared to energy system models portrayed in the last section, is that general equilibrium models can represent the entire economy. This feature allows for feedback effects between the energy system and other sectors of the economy. Introducing household heterogeneity into CGE models for the analysis of distributional effects dates back to the 1970s when Xxxxxxx and Xxxxxxxx analyzed income distribution policies in South Korea as a case study.[44,45] The addition of this feature better reflects the fact that households have distinct utility functions, labour types (skilled/unskilled), capital endowments and consumption patterns and allows for the analysis of socio-economic effects such as poverty, income distribution, the incidence of taxes and social equity. In recent years, macroeconomic models are being utilized to depict distributional effects due to their flexible formulation, which allows for an efficient implementation of household heterogeneity. This feature was applied in global models[46–48] by characterizing a representative household on the basis of underlying changes in age, household size, or urban-rural status, to analyse the effects of demographic change on economic growth, energy use and emissions. The inclusion of multiple household groups in global models can be performed by extending the number of household types for several countries or by performing a sequential microsimulation.[49,50] Most of the methods to integrate income distribution in general equilibrium models have been developed in the context of development economics.[51–53] However, this strand of literature mostly uses static CGE models and analyses short-term poverty impacts of development-related policy shocks and does not account for several factors that are relevant f...

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  • For Product Development Projects and Project Demonstrations  Published documents, including date, title, and periodical name.  Estimated or actual energy and cost savings, and estimated statewide energy savings once market potential has been realized. Identify all assumptions used in the estimates.  Greenhouse gas and criteria emissions reductions.  Other non-energy benefits such as reliability, public safety, lower operational cost, environmental improvement, indoor environmental quality, and societal benefits.  Data on potential job creation, market potential, economic development, and increased state revenue as a result of the project.  A discussion of project product downloads from websites, and publications in technical journals.  A comparison of project expectations and performance. Discuss whether the goals and objectives of the Agreement have been met and what improvements are needed, if any.

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At the heart of this strategy lies a commitment to providing an 'engaged enquiry' learning experience for our students, in order to strengthen the development of our graduate attributes. Such learning experiences reflect the University’s reputation for both research and community engagement. They are consistent with our students' expectations as learners and our staff as teachers. 'Engaged enquiry’ provides the vehicle by which we will focus on further enhancing the research and inquiry learning outcomes that are central to our graduate attributes. We are currently mapping students’ reports of research- enriched learning experiences, and working with our Engaged Enquiry Scholars networks to identify and disseminate examples of approaches that xxxxxx effectively the development of research skills by our undergraduate students. The second aspect of our ‘engaged enquiry' curriculum strategy is the embedding of community- engaged learning, including work-integrated learning (WIL), in our curricula. This commitment will involve professional disciplines in particular, in further strengthening the engagement of employers in our teaching and curriculum development, and in further developing our pedagogical expertise in this area to inform curriculum renewal. One example of how we are pursuing this agenda is seen in the establishment of a new WIL research group in the Faculty of Health Sciences. Our approach to curriculum renewal will continue to be both holistic and sustainable. We will use University-wide agreed principles to link our faculties’ curriculum renewal work explicitly to the need for responsiveness to external drivers. These include employer needs, accreditation and regulatory accountabilities, changes in student and employment market needs, and the renewal of our physical and virtual teaching infrastructure outlined in Section 4.4.2 (Teaching and Learning Infrastructure) of this compact. Building on the findings of recent Office for Learning and Teaching (OLT) projects we will seek, through implementation of our new assessment policy, to develop our assessment practices to provide better direct evidence of student achievement of our graduate attributes. Our unit and course evaluation processes will provide clear accountability mechanisms to assist in monitoring students’ development of graduate attributes, including generic skills. 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