2001, 2003a, 2003b), the constructed SAMs (see the Appendixes), compiled from the
Portuguese System of National Accounts, have the basic structure that is shown in Table 1.
Table 1. Basic Portuguese SAM
|
Outlay (expenditure) | ||||||||||
|
Institutions |
Production |
Rest of (13) |
Errors and (14) |
Total | ||||||
|
Current (1, ...4) |
Capital (5, ..8) |
Factors (9, 10) |
Activities (11) |
Products (12) | ||||||
|
Institutions |
Current Account |
CT |
0 |
NP |
nta |
ntp |
CT^rw |
0 |
Inc | |
|
Capital Account |
DS |
KT |
0 |
0 |
0 |
KT^rw |
nL/B |
I | ||
|
Incomes (receipts) |
Production |
Factors |
0 |
0 |
0 |
AV |
0 |
CF^rw |
0 |
CF |
|
Activities |
0 |
0 |
0 |
0 |
P |
0 |
0 |
P | ||
|
Products |
FC |
GCF |
0 |
IC |
0 |
EX |
0 |
D | ||
|
Rest of the |
CT →w |
KT→rw |
CF→rw |
nta→rw |
IM |
0 |
TV→rw | |||
|
Errors and |
0 |
0 |
0 |
0 |
tm |
nL/B |
nL/B | |||
|
Total |
Inc |
I |
CF |
TC |
S |
TV^rw |
nL/B | |||
Note: account numbers are shown in brackets
Key:
AV = (gross) added value2
CF = compensation of factors
CT = current transfers
D = aggregate demand
DS = (gross) domestic saving
EX = exports
KT = capital transfers
nL/B = net lending/borrowing3
NP = national product4
nta = other net taxes on production
ntp = net taxes on products
P = production value
2 In accordance with the SNA’s production account, this is equal to GDP at market prices minus net indirect
taxes (on products and production) (Santos 2003a, pp. 11-12).
3 This has the opposite mathematical sign to the net lending/borrowing of the SNA’s capital account, which
considers capital transfers as uses of that capital (Santos 2003a, pp. 15-16).
4 In accordance with the SNA’s primary distribution of income accounts, this is equal to gross national income
minus taxes on production and imports received by national institutions, net of subsidies paid by national
institutions (Santos 2003a, pp. 12-13).
More intriguing information
1. Voluntary Teaming and Effort2. The name is absent
3. The name is absent
4. The name is absent
5. THE CO-EVOLUTION OF MATTER AND CONSCIOUSNESS1
6. Death as a Fateful Moment? The Reflexive Individual and Scottish Funeral Practices
7. The name is absent
8. Are class size differences related to pupils’ educational progress and classroom processes? Findings from the Institute of Education Class Size Study of children aged 5-7 Years
9. The name is absent
10. The name is absent