...postings and respond to the comments made on your postings during the discussion period (see the course syllabus for the due dates and a more detailed discussion of the course grading scheme). The Costs of Production Select one or two of the following questions to answer. 1. What are opportunity costs? How do explicit and implicit costs relate to opportunity costs? Also, a key difference between accountants and economists is their different treatment of the cost of capital. Does this cause an accountant's estimate of total costs to be higher or lower than an economist's estimate? Explain. 2. The production function depicts a relationship between which two variables? Also, draw a production function that exhibits diminishing marginal product. 3. How would a production function that exhibits decreasing marginal product affect the shape of the total cost curve? Explain or draw a graph. 4. What effect, if any, does diminishing marginal product have on the shape of the marginal cost curve? 5. Bob Edwards owns a bagel shop. Bob hires an economist who assesses the shape of the bagel shop's average total cost (ATC) curve as a function of the number of bagels produced. The results indicate a U-shaped average total cost curve. Bob's economist explains that ATC is U-shaped for two reasons. The first is the existence of diminishing marginal product, which causes it to rise. What would be the...
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...differences between GDP deflator and CPI. 4 Why neither CPI nor GDP deflator measures the changes in the cost of living accurately? 5 Write a Cobb−Douglas production function for which capital earns 1/3 of total income, and show its profit in a competitive market. 6 Show in a diagram to explain what happens to consumption, investment, public saving, private saving, national saving, and real interest rate when the government increases taxes. 7 Suppose the productivity of farmer increases faster than the productivity of barber does, and suppose workers can move freely between being farmers and being barbers. What does this mobility imply for the price of haircuts relative to the price of food? 8 Why might a banking crisis lead to a decrease in the money multiplier? 9 Suppose the velocity of money in an economy is growing steadily because of financial innovation, how would that affect the inflation rate? Explain it with the quantity equation. 10 Explain the connection between the nominal exchange rate and the real exchange rate. 11 What will happen to the trade balance and the real exchange rate of a small open economy when government purchases increase? Show them in diagrams. 12 Suppose that in scenario A the Fed cares only about keeping the price level stable and in scenario B the Fed cares only about keeping output and employment at their natural levels. Now suppose an introduction of automatic tell machine, explain how in each scenario the Fed would respond...
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...e3de3dde3dwcccccccc 1. How does the existence of the underemployed and the discouraged workers skew (distort) the meaning of the unemployment data? Consider an unemployment rate of 4%. This means that of the labor force 4 out of 100 people are actively looking for a job and the other 96 some kind of job. These numbers say nothing about the population outside of the labor force, nor the quantity of work performed by those in the labor force. Consequently, the 4% does not capture the the part of the non-labor force that would migrate to the labor force if getting a job were easier (discouraged workers), nor does it capture the desire of, for example, a part time worker who wants a full time job (under-employed workers). So, the potential amount of labor that workers might like to sell to businesses is not fully captured in the unemployment rate. It is in this sense that the meaning is skewed. 2. Why does full employment never result in 0% unemployment? While the unemployment rate reaches relatively low levels during expansions, it never falls to 0 percent. In principle, full employment is thought of as occurring when ALL resources (especially labor) are engaged in production, in practice, full employment generally corresponds to an unemployment rate of about 5 percent. This 5 percent unemployment rate, often termed the natural unemployment rate, includes both frictional and structural unemployment. 3. Of the types of unemployment noted, which do you...
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... 7. You will have 30 minutes to complete your Tutorial test. 8. A non-programmable calculator may be used. 9. Answer sheets will be provided. 10. Since the following questions will be used in an exam; lecturers, tutors and PASS leaders will not provide help in directly answering the questions. Pool of Short-Answer Questions for Tutorial Tests Explain the three different approaches that can be used to calculate GDP. Briefly indicate why all three approaches should give the same estimate for GDP. (3 marks) Is GDP a good measure of a country’s economic welfare? Discuss. (5 marks) Consider the following National Accounts data for the calendar year 2010. $Bill Private Consumption 1200 Imports 600 Government Purchases 600 Gross Taxation Receipts 800 Exports 500 Government Transfer Payments 300 Beginning-of-year Inventories 200 Net Interest Payments on Government Debt 40 End-of-year Inventories 100 Sales of Existing Houses and Flats 600 Business Fixed Investment 500 (a) Use the above data to calculate GDP for 2010. Explain how you arrive at your figure for GDP (1 mark) (b) Use the above data to calculate National Saving in 2010. Explain how you arrive at your figure for National Saving. (1 mark) (c) Use the above data to calculate...
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...Tutorial Test S1 2014 MACROECONOMICS 1 ECON 1102 School of Economics Australian School of Business Name:_____________________________________________________________________ Student number:_____________________________________________________________ Tutorial day/time:____________________________________________________________ Tutor’s name:_______________________________________________________________ 1. You must provide student ID before you begin the test. 2. You will have 30 minutes to answer all of the questions. 3. A non-programmable calculator may be used. 4. Answer the questions in the space provided on this test paper. 5. All electronic communication devices must be switched off. 6. Tutorial tests will be constructed from the following pool of short-answer questions. 7. Each Tutorial test will be comprised of a sufficient number of short-answer questions to add-up to a total of 20 marks. 8. The marks for each question provide an indication of how much is required to answer the question. 9. Tutorial tests may contain questions on different topics. 10. The set of questions used will vary across Tutorial tests. 11. Where questions have numerical parts, the actual numbers used will be changed for the Tutorial tests. 12. Since the following questions will be used; lecturers, tutors and PASS leaders will not provide help in directly answering the questions. The following equations describe planned spending for a closed economy. ( ) (a) Write out the equation for...
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...levels in the US will continue to rise as long term unemployment numbers continue to increase. The societal problems that are associated with high unemployment will continue to increase. 2. A farmer grows a bushel of wheat and sells it to a miller for $1.00. The miller turns the wheat into flour and then sells the flour to a baker for $3.00. The baker uses the flour to make bread and sells the bread to an engineer for $6.00. The engineer eats the bread. What is the value added by each person? What is GDP? Farmer’s VA = $1 Miller’s VA = $2 Baker’s VA = $3 GDP = $6 3. Suppose a woman marries her butler. After they are married, her husband continues to support him as before (but as a husband rather than as an employee). How does the marriage affect GDP? How should it affect GDP? GDP is affected because the husband is no longer employed and GDP will be reduced minus his salary. 4. Place each of the following transactions in one of the four components of expenditure: consumption, investment, government purchases, and net exports. a. Boeing sells an airplane to the Air Force. Government purchases b. Boeing sells an airplane to American Airlines. Investment c. Boeing sells an airplane to Air France. Net exports d. Boeing sells an airplane to Amelia Earhart. Consumption e. Boeing builds an airplane to be sold next year. Investments 5. Find data on GDP and its components, and compute the percentage of GDP for the following components for...
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...benefits paid by the U.S. government in 2007 d. Ground beef purchased and used by McDonald’s in 2007 e. Ground beef purchased and consumed by a private U.S. household in 2007 f. Goods and services purchased in the United States in 2007 by a Canadian tourist • Gross domestic product is the market value of all final goods and services produced in a country during one year by resources located in that country. a. No, this production occurred outside U.S. borders b. Yes, this current production is treated as inventory investment c. No, these are transfer payments d. No, this is an intermediate good e. Yes, this is a final good, used for consumption f. Yes, these are U.S. exports 3. (National Income Accounting) Explain why intermediate goods and services usually are not included directly in GDP. Are there any circumstances under which they would be included directly? • Intermediate goods and services are further...
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...Assignment One: Data Sheet 1 Kimmy Givins NorthCentral University Dr. Boysen-Rotelli 08/10/2014 Date File 1 Chapter One 1) Determine whether the evaluated group is a population or a sample. a) Based on a randomly selected group of 500 patients with high cholesterol, it was found that 67% have heart disease. Is this a population or a sample; explain your answer. Sample is made up of of the raw data collected from 500 patients which is the sample and 67% is the sample statistics. Bennett, Briggis, & Triola (2009) the raw data is collected from a subnet of patient with high cholesterol (p.3). Which indicate this as a sample from the raw data and sample statistics. b) An investigation of 150 randomly selected local restaurants concluded that 42% of local...
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...question papers 2.2 Detail of question papers 4 4 4 3. CONTENT 6 4. CONCLUSION Copyright reserved 25 Please turn over Economics 1. 3 Examination Guidelines DBE/2014 INTRODUCTION The Curriculum and Assessment Policy Statement (CAPS) for Economics outlines the nature and purpose of the subject Economics. This guides the philosophy underlying the teaching and assessment of the subject in Grade 12. The purpose of these Examination Guidelines is to: • • Provide clarity on the depth and scope of the content to be assessed in the Grade 12 National Senior Certificate (NSC) Examination in Economics. Assist teachers to adequately prepare learners for the examinations. This document deals with the final Grade 12 external examinations. It does not deal in any depth with the School-Based Assessment (SBA). This guideline should be read in conjunction with: • • • The National Curriculum Statement (NCS) Curriculum and Assessment Policy Statement (CAPS): Economics The National Protocol of Assessment: An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding the National Protocol for Assessment (Grades R–12) The national policy pertaining to the programme and promotion requirements of the National Curriculum Statement, Grades R–12 Copyright reserved Please turn over Economics 4 Examination Guidelines 2. ASSESSMENT IN GRADE 12 2.1 DBE/2014 FORMAT OF THE PAPERS CLASSIFICATION OF TOPICS...
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...Secretary: Sherry Fisher 496-7227 Office Hours: Monday and Wednesday 3:00-4:00 and by appointment Introduction to the topic: As recent turmoil in the financial markets has demonstrated, macroeconomic fluctuations in the economy can create a difficult operating environment for the firm. This situation is further complicated by the fact that it is an environment over which the firm has little control. Even though the firm cannot control the environment, it can still react to economic conditions in ways that minimize its uncertainty as long as it understands the constraints it is facing. The purpose of this course is to help in an understanding of the macroeconomy. Macroeconomics is that branch of economics that seeks to understand and explain changes in output, general prices, employment, interest rates, foreign exchange rates, the balance of payments, and other related phenomena. Emphasis is given in this course to analyzing financial markets where interest rates are determined. We will spend more time than usual on the financial markets this year in response to the uncertainty in that environment today. Also, since the macroeconomic environment in this country is increasingly influenced by international conditions, the factors underlying trade and exchange rate movements are also discussed. The study of macroeconomics is interesting and frustrating at the same time. It is interesting because the topics we discuss relate to information you see presented in the newspapers...
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...Contents 1. Introduction to Economics 1 What is Economics? 2 Studying of Choice in a World of Scarcity 4 The Cost-Benefit Principles 6 Absolute Advantage vs. Comparative Advantage 9 2. Law of Demand and Supply 13 Introduction to Demand and Supply 14 The Demand Curve 15 The Supply Curve 18 Market Equilibrium 21 Shift in Demand 25 Shift in Supply 26 3. Elasticity of Demand and Supply 29 Price Elasticity of Demand 30 Types of Elasticity of Demand 31 Determinants of Price Elasticity of Demand 34 Price Elasticity of Supply 38 Types of Elasticity of Supply 39 Determinants of Price Elasticity of Supply 41 4. International Trade 44 Introduction to International Trade 45 International Trade Restrictions 48 Arguments in Favour of Restricting Trade 53 Non-economic Arguments for Restricting Trade 56 Problems with Trade Protection 58 5. Market Structures 62 Introduction to Market Structure 63 Perfect Competition 65 Monopoly 68 Monopolistic Competition 72 6. Macroeconomics – GDP, Unemployment, Money and Central Bank 77 Introduction to Macroeconomics 78 GDP 81 Unemployment 84 Inflation 89 [pic] |Principles of Economics | |BM2 | A WORD OF WELCOME ...
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...1 Civilization advances by extending the number of important operations which we can perform without thinking about them. Alfred North Whitehead, An Introduction to Mathematics, 1911 Computer Abstractions and Technology 1.1 Introduction 3 1.2 Eight Great Ideas in Computer Architecture 11 1.3 Below Your Program 13 1.4 Under the Covers 16 1.5 Technologies for Building Processors and Memory 24 1.6 Performance 28 1.7 The Power Wall 40 1.8 The Sea Change: The Switch from Uniprocessors to Multiprocessors 43 1.9 Real Stuff: Benchmarking the Intel Core i7 46 1.10 Fallacies and Pitfalls 49 1.11 Concluding Remarks 52 1.12 Historical Perspective and Further Reading 54 1.13 Exercises 54 1.1 Introduction Welcome to this book! We’re delighted to have this opportunity to convey the excitement of the world of computer systems. This is not a dry and dreary field, where progress is glacial and where new ideas atrophy from neglect. No! Computers are the product of the incredibly vibrant information technology industry, all aspects of which are responsible for almost 10% of the gross national product of the United States, and whose economy has become dependent in part on the rapid improvements in information technology promised by Moore’s Law. This unusual industry embraces innovation at a breath-taking rate. In the last 30 years, there have been a number of new computers whose introduction...
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...math 211 course syllabus [pic] College of Natural Sciences Course Syllabus MTH/211 Version 1 Quantitative Reasoning CV12FS05 Copyright Copyright © 2011 by University of Phoenix. All rights reserved. University of Phoenix® is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft®, Windows®, and Windows NT® are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix® editorial standards and practices. Course Description This applications-driven course prepares students to critically analyze and solve problems using quantitative reasoning. Students will learn the importance of mathematics and its value to society. Applications to real-world situations are emphasized throughout the course including economics, finance, and statistics. Course Topics & Objectives Week One: Numerical Reasoning: Organizing Data • Interpret information depicted in charts and graphs. ...
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...PART II PRODUCERS, CONSUMERS, AND COMPETITIVE MARKETS CHAPTER 3 CONSUMER BEHAVIOR ------------------------------------------------- QUESTIONS FOR REVIEW 1. What are the four basic assumptions about individual preferences? Explain the significance or meaning of each. (1) Preferences are complete: this means that the consumer is able to compare and rank all possible baskets; (2) Preferences are transitive: this means that preferences are consistent, in that if bundle A is preferred to bundle B and bundle B is preferred to bundle C, then we should be able to conclude that bundle A is preferred to bundle C; (3) More is preferred to less: this means that all goods are desirable, and that the consumer will always prefer to have more of a good; (4) Diminishing marginal rate of substitution: this means that indifference curves are convex, and that the slope of the indifference curve increases (becomes less negative) as we move down along the curve. As a consumer moves down along her indifference curve she is willing to give up fewer units of the good on the vertical axis in exchange for one more unit of the good on the horizontal axis. This assumption also means that balanced market baskets are preferred to baskets that have a lot of one good and very little of the other good. 2. Can a set of indifference curves be upward sloping? If so, what would this tell you about the two goods? A set of indifference curves can be upward sloping if we violate assumption...
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...Vietnam National University, Hanoi UNIVERSITY OF ECONOMICS AND BUSINESS Macroeconomics Home work 1. Measuring a Nation’s Income Section 1: Multiple choice questions 1. In producing a sweater, a man who shears sheep pays a farmer $4 for a sheep. The shearing shop sells the wool to a knitting mill for $7. The knitting mill buys the wool and makes it into a fine fabric and sells it to a sweater-making firm for $13. The sweater-making firm sells the sweater to a clothing store for $20, and the clothing store sells the sweater, gift wrapped, for $50. What is the contribution to GDP of the previous sales transactions? a. $4. b. $44. c. $50. d. $94. 2. Susie grows corn in her backyard garden to feed her family. The corn she grows is not counted in GDP because a. it was not produced for the marketplace. b. it is an intermediate good which Susie will process further. c. the corn has no value. d. it reduces the amount of corn she will buy at the store. 3. Which of the following would be counted in U.S. GDP? a. the purchase of an historical house b. the purchase of a haircut c. the purchase of a $1000 government savings bond d. the value generated when you wash your car in your driveway 4. If private investment increased by $50 billion while GDP remained the same, which of the following could have occurred, all else being the same? a. Consumption spending decreased by $50 billion...
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