Write a paper on this topic: Why do we need a foreign exchange market? (Chapter 11).Requirements: 300-500 words, APA formatI attached chapter 11 to this post.

To do so, they must “sell krona to buy pounds.” The demand for pounds is also equal to the supply of krona. ● The so -called “carry trade,” borrowing in foreign currencies to spend or invest domestically, increases demand for the domestic currency, appreciating the domestic currency. However, borrowing in foreign currency to buy imports or invest in a foreign country does not affect the exchange rates . ©2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password -protected website for classroom use. ©K ami ra/ S hut t ers t oc k I mages Summary Of Main Points, cont. ● Currency devaluations help suppliers because they make exports less expensive in the foreign currency; but they hurt consumers because they make imports more expensive in the domestic currency. ● Once started, expectations about the future play a role in keeping bubbles going. If buyers expect a future price increase, they will accelerate their purchases to avoid it.

Similarly, sellers will delay selling to take advantage of it. ● You can potentially identify bubbles by using the “indifference principle” of Chapter 9 to tell you when market prices move away from their long -run equilibrium relationships. ©2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password -protected website for classroom use. ©K ami ra/ S hut t ers t oc k I mages Iceland ● In 2003, Iceland’s three banks borrowed from other banks and began investing in foreign assets.

• Icelandic banks borrowed as much as they could, as fast as they could – and used the money to buy as much as they could ● By 2006 it was becoming difficult for Icelandic banks to borrow. So they began accepting internet deposits – essentially borrowing money from British residents.

• They offered the highest interest rate available and British consumers sold pounds to buy krona to deposit in Icelandic banks. ● The expansion of the financial sector created a domestic consumption spree – mostly of imports. • And if Icelandic citizens didn’t have the cash to buy goods, they simply borrowed (from foreign banks because foreign interest rates were 3% versus domestic rates of 15.5%) ©2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password -protected website for classroom use. ©K ami ra/ S hut t ers t oc k I mages Iceland, cont. ● Normally, gov’t insurance prevents bank runs, but in this case, Iceland’s deposit guarantees were several times greater than its entire national income. ● When the British depositors finally became concerned about repayment, the resulting bank run devastated the country.

• The krona fell dramatically in value and domestic prices soared. • Today, Iceland is broke. Consumer debt is 8x the national income, and because the krona has depreciated, paying back foreign loans will be difficult for Iceland’s citizens. ● This chapter develops tools to allow us to understand what happened in Iceland. ©2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password -protected website for classroom use. ©K ami ra/ S hut t ers t oc k I mages Foreign Exchange ● Why trade one currency for another?

• To invest in a foreign country, or to buy exports from a foreign country. • This increases demand for the foreign currency. ● British consumers “sold pounds to buy krona” so they could deposit krona in Icelandic banks. ● Example : An Icelander buys American real estate. The krona used to purchase the house must be exchanged for dollars in order to complete the transaction • An easier way to think of this is that foreign goods can be bought only with foreign currency . The buyer must sell krona to buy dollars in order to buy the house. • Model this as an increase in Icelandic demand for dollars. • The exchange rate of krona to dollars is an equilibrium price set so that the supply of dollars equals the demand for dollars ©2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password -protected website for classroom use. ©K ami ra/ S hut t ers t oc k I mages Exchange rate ● Example : price of a British pound measured in krona, i.e., how many krona are needed to buy one pound. The appreciation of the pound is equivalent to a devaluation of the krona. ©2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password -protected website for classroom use. ©K ami ra/ S hut t ers t oc k I mages Carry trade ● The Carry trade: (from Iceland’s point of view) Icelanders borrow pounds in order to invest domestically.

• Why? • When the cost of borrowing domestically (domestic interest rates) increases, Icelanders find a cheaper source of funds – they borrow from foreign countries with lower interest rates. ● They then sell the borrowed pounds to buy krona • The supply of pounds in Iceland increases, and the pound depreciates. • Looking back at the graph though, the pound never fell versus the krona. • Why not? ©2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password -protected website for classroom use. ©K ami ra/ S hut t ers t oc k I mages Krona vs. Pound ● The missing piece: Iceland’s foreign borrowing was occurring at the same time as increased import consumption.

• To consume imports, Icelanders sold krona to buy pounds. ● The exchange rates did not change because demand for the pound was increasing at the same time supply was increasing. ● The fall: In 2008, however, after the run on the Icelandic banks, many investors sold krona to buy pounds.

• Demand for pounds increased – an increase in demand leads to higher prices – the pound appreciated ©2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password -protected website for classroom use. ©K ami ra/ S hut t ers t oc k I mages The long -run: purchasing power parity ● Definition: purchasing power parity means that exchange rates and/or prices adjust so that tradable goods cost the same everywhere.

• If they didn’t, there would be a higher -valued use for the good, i.e., importers could make money by buying the good in one country and selling it in another. An act sometimes referred to as arbitrage . ● The Economist’s Big Mac index: In July 2007, a big mac cost $7.61 in Iceland, $3.41 in the US, and $1.45 in China.

• The theory of purchasing power parity says these prices should move closer together. • Here is the mechanism: to buy Chinese Big Macs, US consumers would sell dollars to buy yuan. The yuan appreciates, and it would then take more dollars to buy a Big Mac in China. • The index thus shows which currencies are over - or under -valued relative to the dollar ©2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password -protected website for classroom use. ©K ami ra/ S hut t ers t oc k I mages Effects of a currency devaluation ● Example : golf in Tijuana and San Diego (sister towns on either side of the Mexico/US border – making golf in one city a substitute for golf in the other) • Demand for golf in Mexico: • Two sets of consumers: American and Mexicans • When the peso devalues, demand for golf in Mexico increases for both groups. – Mexicans see an increase in price of golf in the US, it takes more pesos to buy one dollar – Americans see a decrease in the price of golf in Mexico, one dollar can buy more pesos ● Currency devaluations help suppliers because they make exports less expensive in the foreign currency; but they hurt consumers because they make imports more expensive in the domestic currency. ©2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password -protected website for classroom use. ©K ami ra/ S hut t ers t oc k I mages Effects of a dollar appreciation on golf markets in Tijuana and San Diego ©2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password -protected website for classroom use. ©K ami ra/ S hut t ers t oc k I mages Currency appreciation ● Example: Icelandic fish • There are two sets of consumers: • Domestic buyers and exporters – total demand = domestic demand + export demand • When the pound appreciates, export demand increases – fewer pounds can now buy more krona which equals more fish. • Total demand increases, so the price of fish in Iceland rises. • Icelandic producers benefit because fish are cheaper in the foreign currency (representing an increase in demand for Icelandic fish), but Icelandic consumers are hurt because fish are more expensive in the domestic currency . ©2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password -protected website for classroom use. ©K ami ra/ S hut t ers t oc k I mages Bubbles ● Definition : bubbles (if they exist) are prices that cannot be explained by normal economic forces. ● Here is what economists think they know about bubbles:

• expectations about the future play a role in keeping bubbles going: • If buyers expect a future price increase, they will accelerate their purchases to avoid it. • Sellers will delay selling to take advantage of it. • Both changes increase price. • In this sense, expectations are self -fulfilling. ©2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password -protected website for classroom use. ©K ami ra/ S hut t ers t oc k I mages Bubbles, cont. ©2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password -protected website for classroom use. ©K ami ra/ S hut t ers t oc k I mages Bubbles, cont. ● When buyers expect prices to increase faster than the interest rate, it makes sense to borrow money to expand buying now in order to sell in the future.

• This contributes to the demand increase. ● There are certain features of bubbles that economists have documented.

• Bubbles emerge at times when investors disagree about the significance of a big economic development. Because it's more costly to bet on prices going down than up, the bullish investors dominate. • Financial bubbles are marked by huge increases in trading. ● Bubbles persist because no one has the firepower to successfully attack them. Only when skeptical investors act simultaneously ―a moment impossible to predict― does the bubble pop. ©2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password -protected website for classroom use. ©K ami ra/ S hut t ers t oc k I mages Bubble example: US housing ● In 1993, government policies began encouraging low -income citizens to buy houses – by reducing qualifications for home borrowing from government -sponsored lenders like Fannie Mae. ● This led to an increase in demand for houses – the “big economic development” that started the bubble ©2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password -protected website for classroom use. ©K ami ra/ S hut t ers t oc k I mages US h ousing, cont. ● Housing prices increased dramatically, especially where supply was limited.

• Frequently in areas with strict zoning - zoning laws make supply less elastic (a steeper supply curve) which exacerbates price increases when demand increases ● Many investors expected prices to continue to rise – buying continued and lenders did not seem concerned. ● Two well -known economists disagreed about the existence of a housing bubble:

• David Lereah believed the house price increase could be explained rationally - low inventories, low mortgage rates, and favorable demographics caused by a big increase in boomers and retirees, who often buy second homes. • Robert Shiller was wary of a bubble. He identified the bubble by noting that house prices were becoming very expensive relative to rents. In long -run equilibrium, homeowners should be indifferent between renting and buying. ©2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password -protected website for classroom use. ©K ami ra/ S hut t ers t oc k I mages US housing, cont. ● In the end, Professor Shiller was right – prices peaked in 2006 then fell dramatically ©2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password -protected website for classroom use. ©K ami ra/ S hut t ers t oc k I mages Popping b ubbles ● Why did the housing bubble pop?

• If you believe the bubble -ologists, because there were enough skeptical investors who, like Professor Shiller, started betting on house prices to fall. • But the truth is that we don’t know. ● Professor Shiller also predicted the internet/tech bubble in 2000 • He identified the bubble by looking at the long -run equilibrium relationship between stock prices and earnings (profit). If prices are rational, then they should equal the discounted flow of future earnings. • Obviously, we cannot observe future earnings, so Professor Shiller plotted current stock prices against a 10 -year trailing average of past earnings. We update his analysis using a 10 -year trailing average of earnings. ©2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password -protected website for classroom use. ©K ami ra/ S hut t ers t oc k I mages Stock p rice/Earnings ratio Price /Earnings Ratio of U.S. Stocks, 1881–2008 (Using 10-Ye ar, Inflation-Adjuste d Earnings) 0 5 10 15 20 25 30 35 40 45 50 18 81 18 86 18 92 18 97 19 03 19 08 19 14 19 19 19 25 19 30 19 36 19 41 19 47 19 52 19 58 19 63 19 69 19 74 19 80 19 85 19 91 19 96 20 02 20 07 Ye a r P/E Average: 16.3 Data and concept: Profes s or Robert J. Shiller, http://www.econ.yale.edu/~s hiller/data.htm. Graph s ugges ted by Shayne & Co., LLC. The graph s hows the monthly value of the U.S. s tock market as meas ured by the S&P 500 (and comparable predeces s or indices ) divided by the average of the earnings per s hare for the prior ten years . Graph ends at December 2008. ©2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password -protected website for classroom use. ©K ami ra/ S hut t ers t oc k I mages Back to Iceland ● Looking at Shiller’s graph, we see that from 2003 – 2007, the stock market was very expensive.

• There are only two other episodes in history where stock prices have been this high, 1929 and 2000. In both of these cases, prices crashed after reaching these heights. ● Shiller’s methodology says that Icelandic banks began borrowing to invest when asset prices were very expensive. ● Once the asset prices began to come down, depositors lost faith in the banks’ ability to pay them back, leading to the run on the banks. ● This caused the depreciation of the krona ©2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password -protected website for classroom use. ©K ami ra/ S hut t ers t oc k I mages Reference Froeb , L. M., McCann, B. T., Shor, M., & Ward, M. R. (2018). Managerial economics: a problem solving approach (5 th ed.). Boston, MA: Cengage Learning.