...year earlier. These events were caused by A) an economic recession. B) an economic expansion. C) a reduction in advertising. D) declining quality of service. Answer: A Diff: 2 Page Ref: 613/209 Topic: The Business Cycle Objective: LO1: Explain how total production is measured. Special Feature: Chapter Opener: Ford Motor Company Feels the Effects of the Recession 2) During a business cycle expansion, total production ________ and total employment ________. A) increases; increases B) increases; decreases C) decreases; increases D) decreases; decreases Answer: A Comment: Recurring Diff: 1 Page Ref: 617/213 Topic: The Business Cycle Objective: LO1: Explain how total production is measured. AACSB: Reflective Thinking Special Feature: None 3) Macroeconomics, as opposed to microeconomics, includes the study of what determines the A) average price levels of goods and services in the economy. B) price charged for laptop computers by Dell. C) wages paid to employees by Dell. D) quantity of Dell employees. Answer: A Comment: Recurring Diff: 1 Page Ref: 614/210 Topic: Macroeconomics vs. Microeconomics Objective: LO1: Explain how total production is measured. AACSB: Reflective Thinking Special Feature: None 4) Which of the following headlines would be more closely related to what macroeconomists study than what microeconomists study? A) Avocado prices rise due to a late...
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...change in price. D) how responsive sales are to a change in buyers' incomes. Answer: C Comment: Recurring Diff: 1 Page Ref: 168-169/168-169 Topic: Price Elasticity of Demand Objective: LO1: Define price elasticity of demand and understand how to measure it. AACSB: Reflective Thinking Special Feature: None 2) If the percentage increase in price is 15 percent and the value of the price elasticity of demand is -3, then quantity demanded A) will increase by 45 percent. B) will increase by 5 percent. C) will decrease by 45 percent. D) will decrease by 5 percent. Answer: C Comment: Recurring Diff: 2 Page Ref: 168-169/168-169 Topic: Price Elasticity of Demand Objective: LO1: Define price elasticity of demand and understand how to measure it. AACSB: Analytic Skills Special Feature: None 3) If demand is inelastic, the absolute value of the price elasticity of demand is A) one. B) less than one. C) greater than one. D) greater than the absolute value of the slope of the demand curve. Answer: B Comment: Recurring Diff: 1 Page Ref: 169/169 Topic: Elastic and Inelastic Demand Objective: LO1: Define price elasticity of demand and understand how to measure it. AACSB: Reflective Thinking Special Feature: None 4) If demand is perfectly inelastic, the absolute value of the price elasticity of demand is A) zero. B) less...
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... D) it sees an increase in worker productivity. Answer: A Comment: Recurring Diff: 2 Page Ref: 326/326 Topic: Technological Change Objective: LO1: Define technology and give examples of technological change. AACSB: Reflective Thinking Special Feature: None 2) Which of the following is an example of market "production", as used by economist? A) Garvey takes out a low-cost government loan to start his pet-sitting business. B) Heidi makes a pizza for her family's dinner. C) Katrina works as a cashier at the local produce stand. D) The theatre and film studies department in Fine Art's College stages a play at the local theatre. Answer: D Comment: Recurring Diff: 1 Page Ref: 326/326 Topic: Technology Objective: LO1: Define technology and give examples of technological change. AACSB: Reflective Thinking Special Feature: None 3) A firm increased its production and sales because the firm's manager rearranged the layout of his factory floor. This is an example of A) investment in human capital. B) economies of scale. C) positive technological change. D) inspired management. Answer: C Comment: Recurring Diff: 1 Page Ref: 326/326 Topic: Technological Change Objective: LO1: Define technology and give examples of technological change. AACSB: Reflective Thinking Special Feature: None 4) Which of the following is an example of positive technological change? ...
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...Exercise 2 Solution Chapter 2 Trade-offs, Comparative Advantage, and the Market System 2.1 Production Possibilities Frontiers and Opportunity Costs 1) Scarcity A) stems from the incompatibility between limited resources and unlimited wants. B) can be overcome by discovering new resources. C) can be eliminated by rationing products. D) is a bigger problem in market economies than in socialist economies. Answer: A Comment: Recurring Diff: 2 Page Ref: 38/38 Topic: Scarcity Objective: LO1: Use a production possibilities frontier to analyze opportunity costs and trade-offs AACSB: Reflective Thinking Special Feature: None 2) The principle of opportunity cost is that A) in a market economy, taking advantage of profitable opportunities involves some money cost. B) the economic cost of using a factor of production is the alternative use of that factor that is given up. C) taking advantage of investment opportunities involves costs. D) the cost of production varies depending on the opportunity for technological application. Answer: B Comment: Recurring Diff: 3 Page Ref: 38/38 Topic: Opportunity Cost Objective: LO1: Use a production possibilities frontier to analyze opportunity costs and trade-offs AACSB: Reflective Thinking Special Feature: None 3) The production possibilities frontier model shows that A) if consumers decide to buy more of a product its price will increase...
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...year earlier. These events were caused by A) an economic recession. B) an economic expansion. C) a reduction in advertising. D) declining quality of service. Answer: A Diff: 2 Page Ref: 613/209 Topic: The Business Cycle Objective: LO1: Explain how total production is measured. Special Feature: Chapter Opener: Ford Motor Company Feels the Effects of the Recession 2) During a business cycle expansion, total production ________ and total employment ________. A) increases; increases B) increases; decreases C) decreases; increases D) decreases; decreases Answer: A Comment: Recurring Diff: 1 Page Ref: 617/213 Topic: The Business Cycle Objective: LO1: Explain how total production is measured. AACSB: Reflective Thinking Special Feature: None 3) Macroeconomics, as opposed to microeconomics, includes the study of what determines the A) average price levels of goods and services in the economy. B) price charged for laptop computers by Dell. C) wages paid to employees by Dell. D) quantity of Dell employees. Answer: A Comment: Recurring Diff: 1 Page Ref: 614/210 Topic: Macroeconomics vs. Microeconomics Objective: LO1: Explain how total production is measured. AACSB: Reflective Thinking Special Feature: None 4) Which of the following headlines would be more closely related to what macroeconomists study than what microeconomists study? A) Avocado prices rise due to a late...
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...arises when there is a wide disparity in income distribution. Answer: A Comment: Recurring Diff: 1 Page Ref: 4/4 Topic: Scarcity Objective: LO1: Explain these three key economic ideas: People are rational. People respond to incentives. Optimal decisions are made at the margin. AACSB: Reflective Thinking Special Feature: None 2) By definition, economics is the study of A) how to make money in the stock market. B) how to make money in a market economy. C) the choices people make to attain their goals, given their scarce resources. D) supply and demand. Answer: C Comment: Recurring Diff: 1 Page Ref: 4/4 Topic: Scarcity Objective: LO1: Explain these three key economic ideas: People are rational. People respond to incentives. Optimal decisions are made at the margin. Special Feature: None 3) Where do economic agents such as individuals, firms and nations, interact with each other? A) in public locations monitored by the government B) in any arena that brings together buyers and sellers C) in any physical location people where people can physically get together for selling goods, such as shopping malls D) in any location where transactions can be monitored by consumer groups and taxed by the government Answer: B Comment: Recurring Diff: 1 Page Ref: 4/4 Topic: Markets Objective: LO1: Explain these three key economic ideas: People are rational. People respond to...
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...restrictions on exit of firms. Answer: D Comment: Recurring Diff: 1 Page Ref: 368/368 Topic: Market Structures Objective: LO1: Explain what a perfectly competitive market is and why a perfect competitor faces a horizontal demand curve. AACSB: Reflective Thinking Special Feature: None 2) Which of the following is a characteristic of an oligopolistic market structure? A) There are few dominant sellers. B) Each firm sells a unique product. C) It is easy for new firms to enter the industry. D) Each firm need not react to the actions of rivals. Answer: A Comment: Recurring Diff: 1 Page Ref: 368/368 Topic: Market Structures Objective: LO1: Explain what a perfectly competitive market is and why a perfect competitor faces a horizontal demand curve. AACSB: Reflective Thinking Special Feature: None 3) Perfect competition is characterized by all of the following except A) heavy advertising by individual sellers. B) homogeneous products. C) sellers are price takers. D) a horizontal demand curve for individual sellers. Answer: A Comment: Recurring Diff: 1 Page Ref: 369/369 Topic: Characteristics of Perfectly Competitive Firms Objective: LO1: Explain what a perfectly competitive market is and why a perfect competitor faces a horizontal demand curve. AACSB: Reflective Thinking Special Feature: None 4) Which of the following is the best example of a...
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...Requirements (12 semester hours): Term Two (spring) | | | IMB 531 Portfolio Analysis and Management I: Equity | (2) | | IMB 532 Portfolio Analysis and Management II: Fixed Income | (2) | | IMB 533 Portfolio Analysis and Management III: Derivatives and Financial Risk Management | (2) | | IMB 536 Global Macroeconomic Trends and Financial Institutions or CSB Elective | (1) | | IMB 534 International Real Estate Investment | (1) | | IMB 539 Financial Management | (2) | | IMB --- CSB Elective | (2) | | Or | | | | | | IMB 595 Special Topics in International Business (to be completed at an IBSA partner school) | | C. Thesis or Extensive Written Case Analysis (12 semester hours): Term 3 (summer) | | | IMB 599 Thesis | (6) | | IMB 594 Capstone Project / Practicum | (6) | IMBA Course Descriptions (UNCW) The course descriptions shown below are only for courses offered by UNCW and the Cameron School of Business. See each alliance school for their course offerings. IMB 531. Cases in International Finance (1-2) This course will focus on international financial management cases. Cases will build on topics of international monetary systems, international investment decisions, portfolio diversifications, multinational capital structure, and foreign exchange risk and management. IMB 532. Portfolio Analysis and Management I (2) This course is designed to focus on tool and techniques of modern portfolio theory in a global context. Students will...
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...Chapter 09 Property Acquisition and Cost Recovery True / False Questions 1. | Like financial accounting, most business property must be capitalized for tax purposes. True False | 2. | Tax cost recovery methods include depreciation, amortization, and depletion. True False | 3. | If a business mistakenly claims too little depreciation, the business must only reduce the asset's basis by the depreciation actually taken rather than the amount of the allowable depreciation. True False | 4. | An asset's capitalized cost basis includes only the actual purchase price; whereas the other expenses associated with the asset are immediately expensed. True False | 5. | The basis for a personal use asset converted to business use is the lesser of the asset's cost basis or fair market value on the date of the transfer or conversion. True False | 6. | Depreciation is currently computed under the Modified Accelerated Cost Recovery System (MACRS). True False | 7. | The 200 percent or double declining balance method is allowable for five and seven year property. True False | 8. | Taxpayers may use historical data to determine the recovery period for tax depreciation. True False | 9. | Taxpayers use the half-year convention for all assets. True False | 10. | If a taxpayer places only one asset (a building) in service during the fourth quarter of the year, the mid-quarter...
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...Chapter 01 Introduction to Accounting and Financial Reporting for Governmental and Not-for-Profit Entities True / False Questions 1. Special purpose governments generally provide a wider range of services to their residents than do general purpose governments. True False 2. Examples of general purpose governments include cities, towns, and public schools that receive tax revenue to finance the services they provide. True False 3. The Governmental Accounting Standards Board (GASB) is the body authorized to establish accounting principles for all state and local governments, both general purpose and special purpose. True False 4. The Governmental Accounting Standards Board (GASB) is the body authorized to establish accounting principles for all government entities. True False 5. The Financial Accounting Standards Board (FASB) is the body authorized to establish accounting principles for all colleges and universities and health care entities. True False 6. Neither governmental nor not-for-profit entities have residual equity that can be distributed to owners. True False 7. A characteristic common to governmental and not-for-profit organizations is that they do not exist to provide goods or services at a profit or profit equivalent. True False 8. The needs of users of government financial reports are the same as those of users of business entity financial reports. True False 9. The Federal...
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...ACC305 – Auditing and Professional Practice Unit Outline – 2015 Unit Coordinator: Dr Chun Jiang (PhD, FCPA) 1|P age Introduction Welcome to Elite Education and ACC305 – Auditing and Professional Practice. This document provides you with information relevant to successful completion of this unit; including schedule of lecture topics, prescribed texts, assessment policies, assessment tasks, examinations, academic and administrative contacts and online learning support facilities. Student Handbook and Administration Office The Elite Student Handbook provides valuable general information for students and a printed copy will be provided to you. In addition, the Institute staff are available to assist you personally during office hours. Office Contact Details: Elite Education Institute 1 James Place, North Sydney, NSW 2060 Tel: 02 9212 2120 Unit Overview This unit introduces the major conceptual and technical aspects of auditing and assurance services. Accordingly, the unit provides critical insights into the auditor's legal and societal role, the underlying conceptual theory of auditing, professional auditing techniques, and contemporary auditing issues. The core theme of this unit is the external audit of corporations, from initial planning to final reporting in the context of a professional environment. Assumed Knowledge Prerequisite: ACC101 – Fundamentals of Accounting I, ACC102 – Fundamentals of Accounting II, and ACC204 – Advanced...
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...D) business firms distribute their goods. Answer: A Diff: 1 Page Ref: 4 Topic: financial system Objective: Identify the key components of the financial system AACSB: Reflective Thinking 2) Which of the following is NOT a financial asset? A) a bond issued by Google B) Wells Fargo Bank C) a home mortgage loan D) a certificate of deposit Answer: B Diff: 1 Page Ref: 2 Topic: financial assets Objective: Identify the key components of the financial system AACSB: Reflective Thinking 3) If you buy a bond issued by Intel, the bond is a(n): A) liability to Intel and an asset to you. B) liability to you and an asset to Intel. C) liability to both you and Intel. D) asset to both you and Intel. Answer: A Diff: 2 Page Ref: 4 Topic: financial assets Objective: Identify the key components of the financial system AACSB: Reflective Thinking 4) Which of the following forms the largest share of household holdings of financial assets? A) corporate equities B) bank deposits C) pension funds reserves D) life insurance Answer: C Diff: 1 Page Ref: 9 Topic: financial assets Special Feature: Making the Connection Objective: Identify the key components of the financial system AACSB: Reflective Thinking 5) Which of the following is NOT a key financial service provided by the financial system? A) risk sharing B) profitability C) liquidity D) information Answer: B Diff: 1 Page Ref: 12-13 Topic: financial system Objective: Identify the key components of the financial...
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...Ph.D. Programme in Mass Communication New Programme for 1999 1. Programme Title Ph.D. Programme in Mass Communication 2. Degree Full Title: Abbreviated Title: Doctor of Philosophy (Mass Communication) Ph.D. (Mass Communication) 3. Responsible Agency Faculty of Journalism and Mass Communication Thammasat University 4. Philosophy and Objectives Continuous development of advanced communication technology in the past decade has resulted in not only rapid and complex economic, political, social and environmental changes, but also wide-ranging and borderless development of mass communication system at national, international and global level. This rapid development leads to academic and professional necessity to search for new modern knowledge in order to respond to needs for development by individuals as major resource for national development process and by organisations as sources of activities that promote systematic development. In addition, rapid increase of graduates and professional people in journalism and mass communication as compared to the past, has become a current trend, while education institutes that offer courses at doctoral level are still limited in Thailand. The Faculty of Journalism and Mass Communication is the first institute in Thailand that offers journalism courses at graduate level, and has produced many under graduates and graduates on mass communication to serve the society. The faculty recognizes the urgent need as mentioned above in the age of...
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...Who Are Exceptional Children? | Education.com Education.com Try Brainzy Try Plus Sign in Your Account Already a member? Sign in Become a free basic member: Get 5 free worksheets per month plus activities, articles and science projects. Sign Up As an annual PLUS member, get unlimited access to: Over 15,000 Worksheets Over 300 Printable Workbooks Hundreds of Fun Activities Get Started As a Brainzy member, help your child: Review Key Skills: Teaching Videos Practice Through Play: Over 100 Fun Games Master Reading: Leveled Stories Get Started Games Activities Worksheets Workbooks Articles Science Fair Schools more + Home (http://www.education.com/) > Learning and Your Child (http://www.education.com/topic/childlearning/) > Learning Disabilities (http://www.education.com/topic/children-learning-disabilities/) Who Are Exceptional Children? Print (http://www.education.com/print/who-exceptional-children/) Collect It! (#) Email (javascript:void(0);) Recom m end 29 By W.L. Heward — Pearson Allyn Bacon Prentice Hall Updated on Oct 25, 2010 http://www.education.com/reference/article/who-exceptional-children/ 1/3 4/16/2014 Who Are Exceptional Children? | Education.com All children exhibit differences from one another in terms of their physical attributes (e.g., some are shorter, some are stronger) and learning abilities (e.g., some learn quickly and are able to remember and use what they have learned in new situations; others need repeated practice and have difficulty...
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...Locating Topics of Interest Harold Butts Northcentral University Educational Research Methodology EDU8002-8 Alexandru Spatariu, Ph.D. August 24, 2014 Locating Topics of Interest Currently, there is a lengthy list of interesting topics pertaining to the current status in special education. The list was narrowed down to three high profile topics that my school district is currently dealing with. The topics are student post high school transition, school bullying and school safety, and the increasing growth of students diagnosed with Autism and the lack of teachers qualified to educate those students. The expectation of students after graduating from high school is to enroll into a two or four year college, join the military, or secure a job. Unfortunately, those options are not available for special needs students leaving high school without a valid diploma. Research shows that the unemployment rate for individuals with disabilities are far greater than those individuals without disabilities. (Lindstrom, Doreen, & Mish, 2011) A student with a disability is more likely to have an Individualized Education Plan (IEP). Within the IEP is a section titled transition. The Individuals responsible for creating the IEP is usually the special education teacher or IEP team member. The IEP team may consist of a special education teacher, parents, students, counselor, speech therapist, administrator, and a general education teacher. If the student is at least 14 years...
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