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1 ECO 441—Fall 2015 Prof. Miguel Iraola Name _________________________ Problem Set #2 (Due Wednesday, November 9) 1. Heckscher-Ohlin Model: Suppose that a free-trade equilibrium exists in a two-country, two-good, two-factor world. Assume that the two goods, chemicals (C) and electronic appliances (E), both employ capital (K) and labor (L), and that both factors are perfectly mobile across sectors. Also assume that: • The US is relatively capital-abundant • Mexico is relatively labor-abundant. • Chemicals are relatively capital-intensive. • Electronic appliances are relatively labor-intensive. • Assume that tastes and technologies are identical in the two countries. (a) On the graph below, sketch the relationship between relative product price, relative factor price and relative factor use in each industry in the US and Mexico. (Under the assumption of identical technologies, the same curves can be used to describe the relationships in both the US and Mexico.) (L/K) wage-rental ratio (w/r) (P E / P C ) 2 Relative Quantity of Electronics (Q E / Q C ) Relative price of Electronics (P E / P C ) (b) On the graph below, sketch & label the relative supply curves of the two countries. • Briefly explain why they differ: • Then, sketch & label the world relative supply curve. RD 3 (c) Using the graph in part (a), label the relative price of electronics, the relative wage (w/r), and each industry’s relative employment of labor-to- capital in each country prior to trade (i.e. in autarky). Then make the following comparisons (write >, <, or =): (PE/PC)US ______ (PE/PC)Mexico (w/r)US ______ (w/r)Mexico (KE/LE)US ______ (KE/LE)Mexico (KC/LC)US ______ (KC/LC)Mexico (d) Before trading, is the real wage higher in the US or Mexico? Briefly explain why. (e) Now suppose that the US and Mexico trade freely. Which good will Mexico export to US? (f) Describe the effect of free trade on: • The relative price of electronics (PE/PC) in the US.: increases/decreases • The relative wage (w/r) in the US: increases/decreases Briefly explain why: • The real wage in the US: increases/decreases Briefly explain why: • The real wage in Mexico: increases/decreases Briefly explain why: 4 (g) Of the four groups below, who are the “winners” and who are the “losers” from the freeing of trade between the US and Mexico? • Capital owners in the US: winners/losers • Capital owners in Mexico: winners/losers • Workers in the US: winners/losers • Workers in Mexico: winners/losers (h) Suppose the PPF for the US is given by the graph below. Using this graph, demonstrate that in theory, all individuals in the US could be made better off by trading freely with Mexico. • Briefly describe what sort of policy would be necessary in practice to make every individual bette ...
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Final Exam Essay QuestionsNotice that unless specifically in.docx
Final Exam Essay Questions
Notice that unless specifically instructed, you will not be required to use graphs to answer these questions. You may find it helpful though.
International Trade
1. Suppose that two countries (US and Cuba) conform to the assumptions of the Heckscher-Ohlin model and initially do not trade with each other. Only two products are produced—textiles are labor intensive while steel is capital intensive. Cuba has relatively more labor than does the US. Labor and capital are mobile between industries.
A. Explain which products each country should export and why. [That is, do not just say that Cuba has a comparative advantage in good X—you must explain why it has a comparative advantage.]
B. What would be the expected effect of opening trade on wages and returns to capital in Cuba in the long run? Explain.
2. a. For the policies below, note a small country’s imposition of the policy will increase (+), decrease (-), or have an unclear effect (?) on the variables listed vertically. (Please note, you do not have to explain; just note the direction of change.) Assume that transfers among domestic citizens have no effect on welfare.
Tariff Export subsidy Import quota Export tax
Domestic price
Domestic consumer surplus
Domestic producer surplus
Government revenue
Net national welfare
If any of the effects are unclear, provide a brief explanation.
b. For each, explain the nature of any deadweight losses in detail, i.e. compare the costs of domestic production and consumer benefits with the reduced or expanded trade.
3. Suppose the assumptions of the Ricardian model apply. Let LA = country A's endowment of labor =100 units; LB = country B's endowment of labor = 100 units. The unit labor coefficients for the two countries for good S and C are:
aLc = 2L/c, aLs = 10L/s; bLc = 10L/c, bLs = 1L/s.
a. What is the opportunity cost for C in each country? Provide specific numbers (i.e. number of S per C).
b. Explain which country has the absolute advantage in each good.
c. Explain which country as the comparative advantage in each good.
d. What is the range of potential relative prices for mutually beneficial trade? Provide specific numbers (i.e. number of C per S).
e. For one particular possible trading price, show the PPF for both countries and the relevant post-trade national income (presuming full specialization).
4. Illustrate and explain how the US (a large country in international oil markets) can benefit from imposing a tariff on petroleum. Which group or groups ultimately pay for the tariff? What are the major drawbacks for a country pursuing this policy? How would consumers of petroleum in Europe be affected by the tariff?
5. Illustrate and explain how a Australia (a large country in the international iron ore markets) can benefit from imposing an export tax on iron. Which group or groups ultimately pay for the export tax? What are the major drawbacks for a country pu ...
2-3 Outline how economies functionas production systemss. .docx
2-3 Outline how economies function
as production systems
s. (Shape ofthe PPDSuppose a production possibilities frontier
includes the following combinations:
Cars
0
100
200
Washing Machines
1,000
600
0
a. Graph the PPF, assuming that it has no curved segments.
b. What is the cost of producing an additional car when 50 cars
are being produced?
c. What is the cost of producing an additional car when 150 cars
are being produced?
d. What is the cost of producing an additional washing machine
when 50 cars are being produced?When 150 cars are being
produced?
e. What do your answers tell you about oppoftunity costs?
a. (Production Possibilities)Suppose an economy uses two resources
(labor and capital) to produce two goods (wheat and cloth). Capital
is relatively more useful in producing cloth, and labor is relatively
more useful in producing wheat. lf the supply of capital falls by
1 0 percent and the supply of labor increases by 1 0 percent, how
will the PPF for wheat and cloth change?
t. (Production Possibilities)Ihere's no reason why a production
possibilities frontier could not be used to represent the situation
facing an individual. lmagine your own PPF. Right now-today-
you have certain resources-your time, your skills, perhaps some
capital. And you can produce various outputs, Suppose you can
produce combinations of two outputs, call them studying and
partying.
a. Draw your PPF for studying and partying. Be sure to label the axes
of the diagram appropriately, Label the points where the PPF inter-
sects the axes, as well as several other points along the frontier,
b. Explain what it would mean for you to move upward and t0 the
left along your personal PPF. What kinds of adjustments would
you have to make in your life to make such a movement along
the frontier?
c. Under what circumstances would your personal PPF shift
outward? Do you think the shift would be a "parallel" one? Why,
or why not?
a. (Shifting Production Possibilities) Determine whether each of the
following would cause the national economy's PPF to shift inward,
outward, or not at all:
a. An increase in average length of annual vacations
b. An increase in immigration
c. A decrease in the average retirement age
d. The migration of skilled workers to other countries
2-4 Describe different economic systems and
the decision-making rules that define them
s. (Econ1mic Systems)Ihe United States is best described as having
a mixed economy, What are some elements of command in the
U.S. economy? What are some market elements? What are some
traditional elements?
326 PROBLEMS APPENDIX
GHAPTER 3
3-l Describe *re major sources of income
and expenditures for households
1. (Evllutiln of the Household) Determine whether each of the
following would increase or decrease the opportunity costs for
mothers.-who choose not to work outside the home. Explain your
answers.
a. Higher levels of education for women
b. Higher unemployment rates for women
c..
Economics 248 assignment 2 (version a) complete solutions correct answers key
Economics 248 Assignment 2 (version A) complete solutions correct answers key
Find the solution at
http://www.coursemerit.com/solution-details/15850/Economics-248-Assignment-2-version-A-complete-solutions-correct-answers-key
Compute the inflation rate for each year 1993-201 2 and determ.docx
Compute the inflation rate for each year 1993-201 2 and determine
which were years of inflation. ln which years did deflation occuP ln
which years did disinflation occur? Was tirere hyperinflation in any yeaf
* (Sources of tnflation)Usingthe concepts of aggregate supply and ag-
gregate demand, explain why inflation usually increases during wartime.
s. (nftatiln and lnterest Rates) Using a demand-supply diagram
for loanable funds (like the exhibit below), show what happens
to the nominal interest rate and the equilibrium quantity of loans
when both bonowers and lenders increase their estimates of the
expected inflation rate from 5 percent to 1 0 percent.
The Market for Loanable Funds
Loanable funds per period
7-4 Explain how unanticipated inflation harms
some individuals and harms the economy
as a whole
10, (AnticipatedVersus Unanticipated lnflation) lf actual inflation ex-
ceeds anticipated inflation, who will lose purchasing power and who
will gain? How does unanticipated inflation harm the economy?
GHAPTER 8
8-1 Describe how we measure labor
productivity, and explain why is it
important for a nation's standard of living
(Measuring Labor Productivily) How do we measure labor productivitf
How do changes in labor productivity affect the U.S. standard of living?
(Growth and the PPF) Use the production possibilities frontier (PPD
to demonstrate economic growth.
a. With consumption goods on one axis and capital goods on the
other, show how the combination of goods selected this period
affects the PPF in the next period.
b. Extend this comparison by choosing a different point on this
period's PPF and determining whether that combination leads to
more or less growth over the next period.
(Shifts in the PPflferrorist attacks foster instability and may affect
productivity over the short and long term. Do you think the
September 1 l, 2001, terrorist attacks on the World Trade Center
and the Pentagon affected short- and/or longterm productivity in
the United States? Explain your response and show any move-
ments in the PPF.
o
o
o
o
o
.Ei
o
c
c
oz
33O PROBLEMS APPENDIX
8-2 Summarize the history of U.S.labor
productivity changes since World War II
and explain why these changes matter
(Labor Productivity) ldentify at least four definable periods of labor
productivity growth beginning right after World War ll. During which
periods was productivity growth lowest and why? (Refer to Exhibit 6
inthe chapter.)
(Long-Term Productivity Growfhl Suppose that two nations start
out in 201 3 with identical levels of output per work hour-say,
$100 per hour. ln the first nation, labor productivity grows by
1 percent per year. ln the second, it grows by 2 percent per
year. Use a calculator or a spreadsheet to determine how much
output per hour each nation will be producing 20 years later, as-
suming that labor productivity growth rates do not change. Then,
determine how much eacll will be producing per hour 100 years
later. What.
A ot e, ly ~n ~s, to [lS ly 1te .docx
A
ot
e,
ly
~n
~s,
to
[lS
ly
1te
• A monopolist often can raise its profits by charg-
ing different prices for the same good based on
a buyer's willingness to pay. This practice of
price discrimination can raise economic welfare
by getting the good to some consumers who
otherwise would not buy it. In the extreme case
of perfect price discrimination, the deadweight
loss of monopoly is completely eliminated, and
the entire surplus in the market goes to the
monopoly producer. More generally, when price
discrimination is imperfect, it can either raise or
1. Give an example of a government-created
monopoly. Is creating this monopoly necessarily
bad public policy? Explain.
2. Define natural monopoly. What does the size of a
market have to do with whether an industry is a
natural monopoly?
Why is a monopolist's marginal revenue less
than the price of its good? Can marginal
revenue ever be negative? Explain.
Draw the demand, marginal-revenue, average-
total-cost, and marginal-cost curves for a
monopolist. Show the profit-maximizing level
of output, the profit-maximizing price, and the
amount of profit.
A publisher faces the following demand schedule
for the next novel from one of its. popular authors:
Price Quantity Demanded
$100
90
80
70
60
50
40
30
20
10
0
0 novels
100,000
200,000
300,000
400,000
500,000
600,000
700,000
800,000
900,000
1,000,000
'
CHAPTER 15 MONOPOLY 325
lower welfare compared to the outcome with a
single monopoly price.
• Policymakers can respond to the inefficiency of
monopoly behavior in four ways. They can use
the antitrust laws to try to make the industry more
competitive. They can regulate the prices that the
monopoly charges. They can turn the monopolist
into a government-run enterprise. Or if the market
failure is deemed small compared to the jnevitable
imperfections of policies, they can do nothing at all.
5. In your diagram from the previous question,
show the level of output that maximizes total
surplus. Show the deadweight loss from the
monopoly. Explain your answer.
6. Give two examples of price discrimination. In
each case, explain why the monopolist chooses
to follow this business strategy.
7. What gives the government the power to regulate
mergers between firms? From the standpoint of
the welfare of society, give a good reason and a
bad reason that two firms might want to merge.
8. Describe the two problems that arise when
regulators tell a natural monopoly that it must
set a price equal to marginal cost.
The author is paid $2 million to write the book,
and the marginal cost of publishing the book
is a constant $10 per book.
a. Compute total revenue, total cost, and profit
at each quantity. What quantity would a
profit-maximizing publisher choose? What
price would it charge?
b. Compute marginal revenue. (Recall that
MR = A.TR/ A.Q.) How does marginal
revenue compare to the price? Explain.
c. Graph th.
1 MICROECONOMICS Part I. Short 1. Total (do
1
MICROECONOMICS
Part I. Short:
1. Total (domestic) social surplus (TS) is the sum of consumers surplus (CS), producers
surplus (PS) of domestic firms and government revenue (GR). If we compare
between a tariff that restricts imports to a maximum of N units (where N is positive)
and an equivalent quota that reduces imports to the same amount of N units, the
________________ will generate higher government revenue (GR) and the
________________ will generate higher total domestic social surplus (TS).
2. A shale-fracking mine produces oil at a marginal cost of 𝑀𝐶 = 10 + 0.90𝑞 where q
is barrels of oil. It supplies competitively at a price of P = $55 per barrel. Each barrel
of oil generates groundwater pollution which is estimated to have a marginal
external cost (MEC) of 𝑀𝐸𝐶 = 0.60𝑞. Without regulation, it would produce q =
_________________ barrels. If environmental regulators were to force the firm to
fully recognize the costs of the pollution generated by each barrel produced, this
firm would end up producing q = ________________ barrels of oil.
3. Below is a graph of a first-degree perfect price discriminating monopolist’s unit cost
and revenue curves (D = demand curve, MR = marginal revenue, MC = marginal cost,
ATC = average cost). Units of output are measured on the horizontal axis and the
vertical axis measures dollars per unit:
For the perfect price discriminating monopolist, total profits (not producer’s surplus)
are $________________ and total consumer surplus is $_______________. If this
monopolist could not price-discriminate and had to sell its output at a common
single price per unit then its total profits would be $________________ and total
consumer surplus would be $________________.
2
Part II. Analysis. Provide appropriate analysis and discussion to the following sets of
questions. Provide details of your logic or calculations where requested or where
relevant. Carefully label and explain any graphs—by themselves graphs are not self-
explanatory! I also appreciate clear writing (and handwriting). Make sure you address
all the sub-questions asked. You may use the extra sheet at the end of this exam for
calculations or extended answers.
1. Question (1) (10 points) Christiane, a typical SAIS M.A. student, derives satisfaction
from her consumption every semester of two goods: leisure activities (L) and SAIS
courses (C). Suppose that her utility function is given by 𝑈 = 𝐿
3
4 𝐶
1
4 where L and C
are the amounts of the two goods consumed per semester. For your convenience,
the marginal utilities of L and of C are supplied in the table below. Also given below
are the prices per unit of L and of C:
MUL MUC PL (in $) PC (in $)
3
4
(
𝐶
𝐿
)
1
4
1
4
(
𝐿
𝐶
)
3
4
15,000 5,000
(a) (7 points) If Christiane’s budget or available income each semester for these two
goods is I = 60,000, what would be her utility-maximizing combination of L
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Recommended
Final Exam Essay QuestionsNotice that unless specifically in.docx
Final Exam Essay Questions
Notice that unless specifically instructed, you will not be required to use graphs to answer these questions. You may find it helpful though.
International Trade
1. Suppose that two countries (US and Cuba) conform to the assumptions of the Heckscher-Ohlin model and initially do not trade with each other. Only two products are produced—textiles are labor intensive while steel is capital intensive. Cuba has relatively more labor than does the US. Labor and capital are mobile between industries.
A. Explain which products each country should export and why. [That is, do not just say that Cuba has a comparative advantage in good X—you must explain why it has a comparative advantage.]
B. What would be the expected effect of opening trade on wages and returns to capital in Cuba in the long run? Explain.
2. a. For the policies below, note a small country’s imposition of the policy will increase (+), decrease (-), or have an unclear effect (?) on the variables listed vertically. (Please note, you do not have to explain; just note the direction of change.) Assume that transfers among domestic citizens have no effect on welfare.
Tariff Export subsidy Import quota Export tax
Domestic price
Domestic consumer surplus
Domestic producer surplus
Government revenue
Net national welfare
If any of the effects are unclear, provide a brief explanation.
b. For each, explain the nature of any deadweight losses in detail, i.e. compare the costs of domestic production and consumer benefits with the reduced or expanded trade.
3. Suppose the assumptions of the Ricardian model apply. Let LA = country A's endowment of labor =100 units; LB = country B's endowment of labor = 100 units. The unit labor coefficients for the two countries for good S and C are:
aLc = 2L/c, aLs = 10L/s; bLc = 10L/c, bLs = 1L/s.
a. What is the opportunity cost for C in each country? Provide specific numbers (i.e. number of S per C).
b. Explain which country has the absolute advantage in each good.
c. Explain which country as the comparative advantage in each good.
d. What is the range of potential relative prices for mutually beneficial trade? Provide specific numbers (i.e. number of C per S).
e. For one particular possible trading price, show the PPF for both countries and the relevant post-trade national income (presuming full specialization).
4. Illustrate and explain how the US (a large country in international oil markets) can benefit from imposing a tariff on petroleum. Which group or groups ultimately pay for the tariff? What are the major drawbacks for a country pursuing this policy? How would consumers of petroleum in Europe be affected by the tariff?
5. Illustrate and explain how a Australia (a large country in the international iron ore markets) can benefit from imposing an export tax on iron. Which group or groups ultimately pay for the export tax? What are the major drawbacks for a country pu ...
2-3 Outline how economies functionas production systemss. .docx
2-3 Outline how economies function
as production systems
s. (Shape ofthe PPDSuppose a production possibilities frontier
includes the following combinations:
Cars
0
100
200
Washing Machines
1,000
600
0
a. Graph the PPF, assuming that it has no curved segments.
b. What is the cost of producing an additional car when 50 cars
are being produced?
c. What is the cost of producing an additional car when 150 cars
are being produced?
d. What is the cost of producing an additional washing machine
when 50 cars are being produced?When 150 cars are being
produced?
e. What do your answers tell you about oppoftunity costs?
a. (Production Possibilities)Suppose an economy uses two resources
(labor and capital) to produce two goods (wheat and cloth). Capital
is relatively more useful in producing cloth, and labor is relatively
more useful in producing wheat. lf the supply of capital falls by
1 0 percent and the supply of labor increases by 1 0 percent, how
will the PPF for wheat and cloth change?
t. (Production Possibilities)Ihere's no reason why a production
possibilities frontier could not be used to represent the situation
facing an individual. lmagine your own PPF. Right now-today-
you have certain resources-your time, your skills, perhaps some
capital. And you can produce various outputs, Suppose you can
produce combinations of two outputs, call them studying and
partying.
a. Draw your PPF for studying and partying. Be sure to label the axes
of the diagram appropriately, Label the points where the PPF inter-
sects the axes, as well as several other points along the frontier,
b. Explain what it would mean for you to move upward and t0 the
left along your personal PPF. What kinds of adjustments would
you have to make in your life to make such a movement along
the frontier?
c. Under what circumstances would your personal PPF shift
outward? Do you think the shift would be a "parallel" one? Why,
or why not?
a. (Shifting Production Possibilities) Determine whether each of the
following would cause the national economy's PPF to shift inward,
outward, or not at all:
a. An increase in average length of annual vacations
b. An increase in immigration
c. A decrease in the average retirement age
d. The migration of skilled workers to other countries
2-4 Describe different economic systems and
the decision-making rules that define them
s. (Econ1mic Systems)Ihe United States is best described as having
a mixed economy, What are some elements of command in the
U.S. economy? What are some market elements? What are some
traditional elements?
326 PROBLEMS APPENDIX
GHAPTER 3
3-l Describe *re major sources of income
and expenditures for households
1. (Evllutiln of the Household) Determine whether each of the
following would increase or decrease the opportunity costs for
mothers.-who choose not to work outside the home. Explain your
answers.
a. Higher levels of education for women
b. Higher unemployment rates for women
c..
Economics 248 assignment 2 (version a) complete solutions correct answers key
Economics 248 Assignment 2 (version A) complete solutions correct answers key
Find the solution at
http://www.coursemerit.com/solution-details/15850/Economics-248-Assignment-2-version-A-complete-solutions-correct-answers-key
Compute the inflation rate for each year 1993-201 2 and determ.docx
Compute the inflation rate for each year 1993-201 2 and determine
which were years of inflation. ln which years did deflation occuP ln
which years did disinflation occur? Was tirere hyperinflation in any yeaf
* (Sources of tnflation)Usingthe concepts of aggregate supply and ag-
gregate demand, explain why inflation usually increases during wartime.
s. (nftatiln and lnterest Rates) Using a demand-supply diagram
for loanable funds (like the exhibit below), show what happens
to the nominal interest rate and the equilibrium quantity of loans
when both bonowers and lenders increase their estimates of the
expected inflation rate from 5 percent to 1 0 percent.
The Market for Loanable Funds
Loanable funds per period
7-4 Explain how unanticipated inflation harms
some individuals and harms the economy
as a whole
10, (AnticipatedVersus Unanticipated lnflation) lf actual inflation ex-
ceeds anticipated inflation, who will lose purchasing power and who
will gain? How does unanticipated inflation harm the economy?
GHAPTER 8
8-1 Describe how we measure labor
productivity, and explain why is it
important for a nation's standard of living
(Measuring Labor Productivily) How do we measure labor productivitf
How do changes in labor productivity affect the U.S. standard of living?
(Growth and the PPF) Use the production possibilities frontier (PPD
to demonstrate economic growth.
a. With consumption goods on one axis and capital goods on the
other, show how the combination of goods selected this period
affects the PPF in the next period.
b. Extend this comparison by choosing a different point on this
period's PPF and determining whether that combination leads to
more or less growth over the next period.
(Shifts in the PPflferrorist attacks foster instability and may affect
productivity over the short and long term. Do you think the
September 1 l, 2001, terrorist attacks on the World Trade Center
and the Pentagon affected short- and/or longterm productivity in
the United States? Explain your response and show any move-
ments in the PPF.
o
o
o
o
o
.Ei
o
c
c
oz
33O PROBLEMS APPENDIX
8-2 Summarize the history of U.S.labor
productivity changes since World War II
and explain why these changes matter
(Labor Productivity) ldentify at least four definable periods of labor
productivity growth beginning right after World War ll. During which
periods was productivity growth lowest and why? (Refer to Exhibit 6
inthe chapter.)
(Long-Term Productivity Growfhl Suppose that two nations start
out in 201 3 with identical levels of output per work hour-say,
$100 per hour. ln the first nation, labor productivity grows by
1 percent per year. ln the second, it grows by 2 percent per
year. Use a calculator or a spreadsheet to determine how much
output per hour each nation will be producing 20 years later, as-
suming that labor productivity growth rates do not change. Then,
determine how much eacll will be producing per hour 100 years
later. What.
A ot e, ly ~n ~s, to [lS ly 1te .docx
A
ot
e,
ly
~n
~s,
to
[lS
ly
1te
• A monopolist often can raise its profits by charg-
ing different prices for the same good based on
a buyer's willingness to pay. This practice of
price discrimination can raise economic welfare
by getting the good to some consumers who
otherwise would not buy it. In the extreme case
of perfect price discrimination, the deadweight
loss of monopoly is completely eliminated, and
the entire surplus in the market goes to the
monopoly producer. More generally, when price
discrimination is imperfect, it can either raise or
1. Give an example of a government-created
monopoly. Is creating this monopoly necessarily
bad public policy? Explain.
2. Define natural monopoly. What does the size of a
market have to do with whether an industry is a
natural monopoly?
Why is a monopolist's marginal revenue less
than the price of its good? Can marginal
revenue ever be negative? Explain.
Draw the demand, marginal-revenue, average-
total-cost, and marginal-cost curves for a
monopolist. Show the profit-maximizing level
of output, the profit-maximizing price, and the
amount of profit.
A publisher faces the following demand schedule
for the next novel from one of its. popular authors:
Price Quantity Demanded
$100
90
80
70
60
50
40
30
20
10
0
0 novels
100,000
200,000
300,000
400,000
500,000
600,000
700,000
800,000
900,000
1,000,000
'
CHAPTER 15 MONOPOLY 325
lower welfare compared to the outcome with a
single monopoly price.
• Policymakers can respond to the inefficiency of
monopoly behavior in four ways. They can use
the antitrust laws to try to make the industry more
competitive. They can regulate the prices that the
monopoly charges. They can turn the monopolist
into a government-run enterprise. Or if the market
failure is deemed small compared to the jnevitable
imperfections of policies, they can do nothing at all.
5. In your diagram from the previous question,
show the level of output that maximizes total
surplus. Show the deadweight loss from the
monopoly. Explain your answer.
6. Give two examples of price discrimination. In
each case, explain why the monopolist chooses
to follow this business strategy.
7. What gives the government the power to regulate
mergers between firms? From the standpoint of
the welfare of society, give a good reason and a
bad reason that two firms might want to merge.
8. Describe the two problems that arise when
regulators tell a natural monopoly that it must
set a price equal to marginal cost.
The author is paid $2 million to write the book,
and the marginal cost of publishing the book
is a constant $10 per book.
a. Compute total revenue, total cost, and profit
at each quantity. What quantity would a
profit-maximizing publisher choose? What
price would it charge?
b. Compute marginal revenue. (Recall that
MR = A.TR/ A.Q.) How does marginal
revenue compare to the price? Explain.
c. Graph th.
1 MICROECONOMICS Part I. Short 1. Total (do
1
MICROECONOMICS
Part I. Short:
1. Total (domestic) social surplus (TS) is the sum of consumers surplus (CS), producers
surplus (PS) of domestic firms and government revenue (GR). If we compare
between a tariff that restricts imports to a maximum of N units (where N is positive)
and an equivalent quota that reduces imports to the same amount of N units, the
________________ will generate higher government revenue (GR) and the
________________ will generate higher total domestic social surplus (TS).
2. A shale-fracking mine produces oil at a marginal cost of 𝑀𝐶 = 10 + 0.90𝑞 where q
is barrels of oil. It supplies competitively at a price of P = $55 per barrel. Each barrel
of oil generates groundwater pollution which is estimated to have a marginal
external cost (MEC) of 𝑀𝐸𝐶 = 0.60𝑞. Without regulation, it would produce q =
_________________ barrels. If environmental regulators were to force the firm to
fully recognize the costs of the pollution generated by each barrel produced, this
firm would end up producing q = ________________ barrels of oil.
3. Below is a graph of a first-degree perfect price discriminating monopolist’s unit cost
and revenue curves (D = demand curve, MR = marginal revenue, MC = marginal cost,
ATC = average cost). Units of output are measured on the horizontal axis and the
vertical axis measures dollars per unit:
For the perfect price discriminating monopolist, total profits (not producer’s surplus)
are $________________ and total consumer surplus is $_______________. If this
monopolist could not price-discriminate and had to sell its output at a common
single price per unit then its total profits would be $________________ and total
consumer surplus would be $________________.
2
Part II. Analysis. Provide appropriate analysis and discussion to the following sets of
questions. Provide details of your logic or calculations where requested or where
relevant. Carefully label and explain any graphs—by themselves graphs are not self-
explanatory! I also appreciate clear writing (and handwriting). Make sure you address
all the sub-questions asked. You may use the extra sheet at the end of this exam for
calculations or extended answers.
1. Question (1) (10 points) Christiane, a typical SAIS M.A. student, derives satisfaction
from her consumption every semester of two goods: leisure activities (L) and SAIS
courses (C). Suppose that her utility function is given by 𝑈 = 𝐿
3
4 𝐶
1
4 where L and C
are the amounts of the two goods consumed per semester. For your convenience,
the marginal utilities of L and of C are supplied in the table below. Also given below
are the prices per unit of L and of C:
MUL MUC PL (in $) PC (in $)
3
4
(
𝐶
𝐿
)
1
4
1
4
(
𝐿
𝐶
)
3
4
15,000 5,000
(a) (7 points) If Christiane’s budget or available income each semester for these two
goods is I = 60,000, what would be her utility-maximizing combination of L
Principles of Microeconomics - Edu Assignment Help
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ECN211 Chapter 8 Worksheet – UnemploymentSection 8.1– How the Un.docx
ECN211 Chapter 8 Worksheet – Unemployment
Section 8.1– How the Unemployment Rate is Defined and Computed
1. Give examples of those individuals in the population who are not interested in working, and thus are considered out of the labor force.
2. Who is considered part of the labor force?
3. Give the formula for calculating the unemployment rate. Consider Table 8.1. What was the unemployment rate in February 2015 (or the date presented in your text)? How does that compare to the current unemployment rate?
4. Give two examples of those who are the hidden unemployed.
5. Give the formula for calculating the labor force participation rate. Consider Table 8.1 What was the labor force participation rate in February 2015 (or the date presented in your text)? How does that compare to the current labor force participation rate i?
6. What is the difference between the unemployment rate and labor force participation rate?
7. How is US unemployment data collected?
8. What are some criticisms of the way the unemployment rate is measured?
Section 8.2– Patterns of Unemployment
9. Describe the historical pattern of US Unemployment (Figure 8.3). What tends to be the range of unemployment rates over time?
10. Describe the differences in unemployment rates by sex, age, and by race and ethnicity (Figure 8.4).
11. Analyze the reasons for reported unemployment and the length of time unemployed (Tables 8.2 and 8.3).
12. Describe trends in US unemployment relative to other high income countries. Why is it more difficult to compare unemployment rates between rich countries and developing (poorer) countries?
Section 8.3– What Causes Changes in Unemployment over the Short Run
13. Define cyclical unemployment, and describe how the presence of it challenges the presumption of efficient labor markets (i.e., wages return to equilibrium quickly and all workers supplied are demanded, leaving a 0% unemployment rate).
14. Why might wages be sticky downwards? Describe the various arguments for why this may be:
a. Implicit contract
b. Efficiency wage theory
c. Adverse selection of wage cuts argument
d. Insider-outsider model
e. Relative wage coordination argument
15. Graph the impact of a labor market experiencing a surplus and sticky wages downwards. Should we expect wages to fall and thus more employers to hire?
Section 8.4– What Causes Changes in Unemployment over the Long Run
16. Describe what is meant by the natural unemployment rate.
17. Contrast frictional unemployment from structural unemployment, and how together they determine the natural unemployment rate.
18. Relate the natural unemployment rate with the idea of potential real GDP.
19. How could changes in labor productivity levels, and corresponding increases in wages, lead to unemployment? What will need to happen to productivity to solve the labor surplus (Figure 8.8)?
20. How can public policy impact the natural rate of unemployment?
21 ...
ECON 312 Success Begins /newtonhelp.com
For more course tutorials visit
www.newtonhelp.com
1) Nigel runs a ferret farm in Athens, Georgia
2) When tha prince of a cruise rises from $19,500 to $20,000, the quantity demanded decreases from 2,100 to 1,900 travelers.
ECON 312 Success Begins/Newtonhelp.com
For more course tutorials visit
www.newtonhelp.com
igel runs a ferret farm in Athens, Georgia
2) When tha prince of a cruise rises from $19,500 to $20,000, the quantity demanded decreases from 2,100 to 1,900 travelers.
3) The figure the production possibilities frontier for mario’s, a pizza and pasta producer.
4) The graph shows the market for disks in which the government has imposed a tax of $4 per disk.
5) Sara and Frank produce boards and sails for windsurfing . tha tables show their production possibilities.
6) Peter’s nice nails is a
Ignou solved assignment eec 11 2014 to 2015 (demo)
Ignou Solved Assignment with Free Solved Question Papers for Online members.
Thinking like an economist, economists-A scientist or A policy adviser
this is notes on 2nd chapter of the book "ten principle of economics". by mankiw. all pictures are taken from the same.
Econ 545 week 8 final exam (devry)
ECON 545 Week 8 Final Exam (DEVRY)
ECON 545 Week 6 Quiz (DEVRY)
ECON 545 Week 6 Monetary and Fiscal Policy - You Decide (DEVRY)
ECON 545 Week 5 Project Part 2 (DEVRY)
ECON 545 Week 3 Quiz Imperfect Competition (DEVRY)
ECON 545 Week 2 Project Part 1 (DEVRY)
ECON 545 Entire Course (DEVRY)
ECON 545 All Weeks Discussion (DEVRY)
Econ 545 week 6 quiz (devry)
ECON 545 All Weeks Discussion (DEVRY)
ECON 545 Week 6 Monetary and Fiscal Policy - You Decide (DEVRY)
ECON 545 Week 5 Project Part 2 (DEVRY)
ECON 545 Week 3 Quiz Imperfect Competition (DEVRY)
ECON 545 Week 2 Project Part 1 (DEVRY)
ECON 545 Entire Course (DEVRY)
ECON 545 Week 6 Quiz (DEVRY)
ECON 545 Week 8 Final Exam (DEVRY)
Econ 312 Inspiring Innovation--tutorialrank.com
For more course tutorials visit
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1) Nigel runs a ferret farm in Athens, Georgia
2) When tha prince of a cruise rises from $19,500 to $20,000, the quantity demanded decreases from 2,100 to 1,900 travelers.
3) The figure the production possibilities frontier for mario’s, a pizza and pasta producer.
ECON 301 Intermediate MacroSpring 2019 Problem Set #1Du.docx
ECON 301: Intermediate Macro
Spring 2019 Problem Set #1
Due: Monday, April 22, 10:30 AM
Directions: Put the names of up to 3 group members at the top of this page.
Please clearly mark each of your answers to the multiple choice questions
in capital letters in the spaces provided below. Please mark your solutions
(preferably typed) to each of the short answer questions on separate sheets
of paper (with clean edges if using notebook paper) and staple or paper
clip your solutions to the multiple choice answer sheet. Hand it in (one per
group) on or before the due date during class time.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
SECTION 1: MULTIPLE CHOICE QUESTIONS
1. Based on your understanding of the aggregate expenditure model, we know with certainty
that an equal and simultaneous increase in G and T will cause:
(a) an increase in output
(b) no change in output
(c) a reduction in output
(d) an increase in investment
(e) a decrease in investment
For the following two questions, suppose an economy produces only milk and butter. As-
sume that all production is consumed in each year, and that price and quantity data are given
in the tables below.
Year 1
Good Quantity Price
Milk 500 $2
Butter 2000 $1
Year 2
Good Quantity Price
Milk 900 $3
Butter 3000 $2
2. (Refer to the above tables) Between Year 1 and Year 2, real GDP (based on Year 1 as a base
year) grew by
(a) 58.18%
(b) 158.18%
(c) 160%
(d) 60%
(e) 260%
3. (Refer to the above tables) Between Year 1 and Year 2, the GDP deflator (based on Year 1
as a base year) rose
(a) 81.25%
(b) 90%
(c) 190%
(d) 83.33
(e) 183.33%
ECON 301: Intermediate Macro Problem Set #1 1
4. Which of the following generally occurs when a central bank pursues expansionary monetary
policy?
(a) the central bank purchases bonds and the interest rate increases
(b) the central bank purchases bonds and the interest rate decreases
(c) the central bank sells bonds and the interest rate increases
(d) the central bank sells bonds and the interest rate decreases
(e) an increase in the reserve requirement ratio
5. The marginal propensity to consume represents
(a) the level of consumption that occurs if disposable income is zero.
(b) the ratio of total consumption to disposable income.
(c) total income minus total taxes.
(d) the change in output caused by a one-unit change in autonomous demand.
(e) the change in consumption caused by a one-unit change in disposable income.
6. Suppose a one-year discount bond offers to pay $1000 in one year and currently has a 15%
interest rate. Given this information, we know that the bond’s price must be approximately:
(a) $870
(b) $1150
(c) $850
(d) $950
(e) $985
7. Equilibrium in the goods market requires that
(a) production equals income.
(b) production equals demand.
(c) consumption equals saving.
(d) consumption equals income.
(e) government spending equals taxes minus transfers.
8. The LM curve shifts down when which of the following occurs.
1 Question Information refinement means taking the system requi.docx
1
Question: Information refinement means taking the system requirements you find during requirements determination and ordering them into tables, diagrams, and other formats that make them easier to translate into technical system specifications.
A
True
B
False
2
Question: Agile Methodologies focus on the roles that people perform.
A
True
B
False
3
Question: In the ____, like that shown in the accompanying figure, the result of each phase, which is called a deliverable or end product, flows sequentially into the next phase in the SDLC.
A
Interactive model
B
Requirements model
C
Waterfall model
D
Object model
4
Question: The goal of operational feasibility is to understand the degree to which a proposed system will likely solve the business problems or take advantage of opportunities.
A
True
B
False
5
Question: Which of the following focuses on the frequent production of working versions of a system that have a subset of the total number of required features?
A
Use-case modeling
B
Limited production
C
Structured analysis
D
Structured programming
E
Iterative development
6
Question: Component focusing allows the systems analyst to break a system into small, manageable, and understandable subsystems.
A
True
B
False
7
Question: Greater user involvement in the system development process usually results in ____.
A
Poorer communication
B
More satisfied users
C
Slower development times
D
Both b and c
8
Question: Agile approaches work best when the system being developed operates in a stable environment.
A
True
B
False
9
Question: Dependence of one part of the system on one or more other system parts best describes
A
Interrelated components
B
Component
C
Dependency
D
Cohesion
E
Boundary
10
Question: A systems development technique is the series of steps used to mark the phases of development for an information system.
A
True
B
False
11
Question: Analyzing an organization's activities to determine where value is added to products and/or services and the costs incurred best describes
A
Affinity clustering
B
Value chain analysis
C
Resource availability
D
Business process reengineering
E
Technical difficulty
12
Question: A ____ path includes all tasks that are vital to the project schedule.
A
Vital
B
Baseline
C
Critical
D
Foundational
13
Question: Referencing enterprise solutions, the difference between the modules and traditional approaches is that the modules are integrated to focus on the business functional areas, rather than on business processes.
A
True
B
False
14
Question: The document sent to vendors asking them to propose hardware and software that will meet the requirements of your new system is called a
A
Requirements statement
B
Systems service request
C
Baseline Project Plan
D
Business case
E
Request for proposal (RFP)
15
Question: The first step in creating a WBS is to ____.
A
Mark all recognizable events
B
Determine ...
1 pageApaSourcesDiscuss how an organization’s marketing i.docx
1 page
Apa
Sources:
Discuss how an organization’s marketing information skills and resources contribute to its distinctive capabilities
Refereence
Cravens, D., & Piercy, N. (2013). Strategic marketing (10th ed.). New York: McGraw-Hill.
1 page
A
pa
S
ources:
Discuss how an organization’s marketing information skills and resources contribute to its distinctive
capabilitie
s
Refereence
Cravens, D., & Piercy, N. (2013). Strategic marketing (10th ed.). New York: McGraw
-
Hill
.
...
1 R120V11Vac0Vdc R2100VC13mE.docx
1
R1
20
V1
1Vac
0Vdc R2
100
V
C1
3m
ECE2280 Homework #1
1. (a) Find 𝑉!/𝑉!
(b) Find the Thevenin equivalent between terminals a-b.
Assume that Vg is the input signal. Find the Thevenin equivalent between terminals a-b.
2. Use the solution from Problem 1.
(a)If Vg=2V DC, what is the output at Vo?
(b)If Vg=5V DC, what is the output at Vo?
(c)If Vg=sin(10t), what is the output at Vo? Make a rough sketch of Vo and Vg.
(d) Note that this is an amplifier – the output is linearly related to the input by a gain value. Mathematically, this is
expressed as:
𝑉𝑜𝑢𝑡
𝑉𝑖𝑛
= (𝑔𝑎𝑖𝑛)
For this circuit, what variable is Vout and Vin. What is the numerical gain value?
3. Sketch the following waveforms. Identify the dc component of the waveform and the ac component of the
waveform.
a. Vs=10cos(2πt)
b. Vs=3V+3cos(3t)
c. Vs=5V±0.5V
4. Explain in your own words the procedural steps for plotting Bode Plots. (Note: I would prepare this question for use
during an exam)
Use the following figure for Problems 5-10:
5. Derive the transfer function 𝐻 𝑠 =
!!
!!
by hand.
6 and 7. Use Multisim to draw the circuit and print it out.
8. Simulate the circuit in Mulitsim to obtain the Bode Plots for the circuit.
9. Use MATLAB and the result of the hand derivation to obtain the Bode Plots.
10. Sketch the straight-line approximation of the magnitude Bode plot on the same graph as that printed out in Problem 9.
Note that Multisim plots the results over frequency and the derived transfer function uses 𝜔.
+ _
10Ω
8v1
+
_
a
b
2v2
40Ω
+
v1
-
5Ω 40Ω
20Ω
6Ω
10Ω _
v2
+
Sales and Disposal of Assets
After reviewing the scenario, explain the impact that the adjusted basis has on the calculation of tax liability, and propose at least two (2) tax-planning strategies for reducing, eliminating, or deferring the payment of capital gains taxes. Also, discuss other alternatives aimed at optimizing deductions or reducing taxes, such as selling the property to an unrelated third party which, in turn, allows losses to be deductible expenses.
Imagine that you are a tax consultant and a client needs your advice on how to reduce his tax liability on the sale of depreciable assets that have not been fully depreciated. The client has identified three (3) long-term depreciable assets and assumes that he will be able to pay capital gains taxes on the profit from their sale. It would be to your client’s advantage to treat a taxable gain as long-term capital gain to which lower rates apply and a loss is categorized as an ordinary loss, which can offset ordinary loss, which can offset ordinary income. Discuss the treatment of gains and losses for Section 1231 and Section 1245 of the Internal Revenue Code, and recommend at least three (3) tax-planning strategies that would assist the client in reducing his tax liability. Provide support for you
1 PSYC499SeniorCapstoneTheImpactoftheSocial.docx
1
PSYC 499: Senior Capstone
The Impact of the Social on the Individual
Class Syllabus
Spring/2020
Class Cycle: Monday - Sunday
Instructor: Tara West
Contact Information: [email protected]
Office Hours: Mondays, 2pm – 3pm (or by appointment)
NOTE: When emailing, please include your name and class in the subject line
Course Materials:
• Lesko, W.A. (2012). Readings in social psychology: General, classic, and contemporary
selections (8th ed.). New York, NY: Pearson. ISBN: 978-0-205-17967. (Required)
• American Psychological Association (2019). Concise Rules of APA Style (7th ed.).
Washington, DC: American Psychological Association. ISBN: 978-1433832178.
(Recommended)
Type of Course: Required
Field of Study: Psychology
Credits: 3 credits, undergraduate
Pre-requisites:
Completion of all required courses (Level 2 and Level 3) and permission.
Course Description:
All students will complete a senior research project under the direction of a faculty mentor, with a
topic within the track in which the student has completed at least three courses. This capstone
project will build upon work done in previous courses, allowing students to apply methods of
scholarly and/or action research to specific psychological issues. Projects may be completed in
small research groups or individually.
Course Summary:
This capstone project will build upon work completed in previous courses, allowing students to
apply methods of scholarly and/or action research to the field of Social Psychology, specifically the
impact of the social world on individuals.
Course Goals:
The objectives for this course include: gaining a theoretical knowledge base about the interplay
between individuals and their environments, gaining first-hand experience with the many steps
involved with research, the interpretation of research, and the presentation of research, using APA
formatting. Likewise, you will increase your familiarity with reading (and finding) primary sources.
Although only a few of you may pursue careers as researchers, all of you are consumers of research.
As such, a major goal for this course is to develop your capacity to critically think about, evaluate,
and critique the scientific evidence that is often presented in journal articles, newspapers,
magazines, and on television.
2
Learning Objectives/ Outcomes:
o Students should be able to:
• Conduct a review of research in a specific area of Psychology.
• Understand the strengths and weaknesses of scientific research.
• Interpret and generalize appropriately from research results.
• Evaluate the appropriateness of conclusions derived from psychological research.
• Use the concepts, language, and major theories of the discipline to account for
psychological phenomena in the context of social psychology.
• Use reasoning to recognize, develop, defend, and criticize arguments.
• Articulate how psycholo ...
1 Politicking is less likely in organizations that have· adecl.docx
1 Politicking is less likely in organizations that have
·
adeclining resources
·
high role ambiguity
·
clear performance appraisal systems
·
democratic decision making
2 In convergent periods, the role of executive management is to
·
develop new strategies for the problems at hand
·
shift middle managers to promote new views
·
reemphasize the mission and core values
·
challenge middle managers to reinvent their departments
3 Periods of convergence are those in which an organization
·
is in turmoil
·
seeks to improve its situation with relatively minor changes
·
must downsize to conserve resources
·
employs new strategies to advance the organization
4 Transformational change in an organization
·
is always necessary to some degree
·
is best delivered by a top-down plan
·
has no defined formula
·
is best delivered by a bottom-up plan
5 A person likely to participate in political behavior
·
believes he or she has little influence
·
has a desire for power
·
is a social nonconformist
·
is insensitive to social cues
6 To keep a strategy in focus, effective managers employ
·
rigid implementation
·
piecemeal implementation
·
simple goals
·
central themes
7 An influence tactic that relies on rank and enforcement of group goals is
·
legitimacy
·
coalitions
·
pressure
·
personal appeals
8 During organizational change, employee–management interfaces such as workshops and retreats
·
initiate
·
distract the participants from the real issues
·
help employees overcome downsizing issues
·
solve communication problems relatively short-term periods of high-energy action
9 Buck passing and scapegoating when politics is seen as a threat are forms of
·
defensive behaviors
·
offensive behaviors
·
suppression
·
aggression
10 A primary goal of politics in the workplace is to
·
exclude undesirable peers
·
form alliances
·
promote organizational goals
·
secure limited resources
11 Political behavior in the workplace
·
works only in an upward or lateral influence direction
·
attempts to influence decision making
·
is unlikely in a well-run organization
·
works only in a lateral influence direction
12 Impression management sends _____ messages that may be _____ under other circumstances.
·
false, true
·
ethical, unethical
·
true, false
·
convincing, unconvincing
13 The formulation and implementation of a strategy
·
are separate and sequential processes
·
must be completely defined before action is taken
·
are ongoing events within an organization
·
follow strict, unalterable guidelines
14 Surveys of seasoned managers reveal they believe politics in the workplace is
·
always unethical
·
part of some job requirements
·
a major part of organizational life
·
ineffective
15 With downward influence, power tactics preferred by U.S. managers include
·
personal appeals
·
inspirational appeals
·
coalitions
·
influence
16 Hard power tactics best influence those with which following characteristic?
·
High se ...
1 page2 sourcesReflect on the important performance management.docx
1 page
2 sources
Reflect on the important performance management theories and practices covered during the past six weeks. Describe one key point that you will apply to the work environment immediately. Highlight the specific course learning outcome(s) that relate(s) to this important takeaway. Also, mention the specific reading materials and/or theories that you found to be most applicable.
Required Text
Pulakos, E.D. (2009). Performance management: A new approach for driving business results. (1st ed.). West Sussex, United Kingdom: Wiley-Blackwell. ISBN: 9781405177610.
Chapter 9: Conclusion
Required References
de Leeuw, S., van den Berg, P (2011). Improving operational performance by influencing shopfloor behavior via performance management practices. Journal of Operations Management, 29, 3, 224-233. (Retrieved from http://www.isihome.ir/freearticle/ISIHome.ir-21006.pdf)
Fulmer, R.M., Stumpf, S.A. & Bleak, J. (2009). The strategic development of high potential leaders. Strategy & Leadership, 37(3), 17-22. (Retrieved from ProQuest).
Recommended References
Turnbull, H., Greenwood, R., Tworoger, L., & Golden, C. (2009). Diversity and inclusion in organizations: Developing an instrument for identification of skill deficiencies. Allied Academies International Conference. Academy of Organizational Culture, Communications and Conflict. Proceedings, 14(1), 28-33(Retrieved from ProQuest).
PLEASE HAVE THESE PARAGRAPH REWORDED IN YOUR OWN WORDS.
PLEASE DO NOT USE THE SAME WORDS AS IN THE PARAGRAPH.
· 1-According to chapter 8, a team is small number of people with similar skills who are committed to one ambition, performance goals, and pursuit for which they hold themselves accountable. In the other hand, a group is two or more people freely interacting who share norms and goals and have a common identity. The size of a group is limited by the potential for mutual interaction and mutual awareness. I was part of team during my military service, which I agree with the chapter that a team is more than just a group, because all my team members worked together towards a common goal and we all share responsibility for the team's success. The team I was part of was a 'fire team' that is a small military subunit of infantry designed to optimize bounding over watch, and fire and movement tactical within a hostile urban environment
·
· 2-At work, I am currently assigned to a group of customer service. This group or department consists of 12 employees, which all members have a shared knowledge of the group's objectives, but specific responsibilities are assigned to each of us. The purpose or objectives of our group is to troubleshoot technical problems, provide excellent customer support service, and address solutions to customers. The main factor of our group success is due to the manager in control of the group who also coordinate our individuals efforts. I would not change anything in my group, but I would add weekly meetings to see the end result ...
1 of 402.5 PointsUse Cramer’s Rule to solve the following syst.docx
1 of 40
2.5 Points
Use Cramer’s Rule to solve the following system.
x + 2y = 3
3x - 4y = 4
A. {(3, 1/5)}
B. {(5, 1/3)}
C. {(1, 1/2)}
D. {(2, 1/2)}
2 of 40
2.5 Points
Solve the following system of equations using matrices. Use Gaussian elimination with back substitution or Gauss-Jordan elimination.
x + y - z = -2
2x - y + z = 5
-x + 2y + 2z = 1
A. {(0, -1, -2)}
B. {(2, 0, 2)}
C. {(1, -1, 2)}
D. {(4, -1, 3)}
3 of 40
2.5 Points
Use Cramer’s Rule to solve the following system.
2x = 3y + 2
5x = 51 - 4y
A. {(8, 2)}
B. {(3, -4)}
C. {(2, 5)}
D. {(7, 4)}
4 of 40
2.5 Points
Use Cramer’s Rule to solve the following system.
4x - 5y = 17
2x + 3y = 3
A. {(3, -1)}
B. {(2, -1)}
C. {(3, -7)}
D. {(2, 0)}
5 of 40
2.5 Points
Use Cramer’s Rule to solve the following system.
4x - 5y - 6z = -1
x - 2y - 5z = -12
2x - y = 7
A. {(2, -3, 4)}
B. {(5, -7, 4)}
C. {(3, -3, 3)}
D. {(1, -3, 5)}
6 of 40
2.5 Points
Use Cramer’s Rule to solve the following system.
3x - 4y = 4
2x + 2y = 12
A. {(3, 1)}
B. {(4, 2)}
C. {(5, 1)}
D. {(2, 1)}
Reset Selection
7 of 40
2.5 Points
Use Cramer’s Rule to solve the following system.
x + y + z = 0
2x - y + z = -1
-x + 3y - z = -8
A. {(-1, -3, 7)}
B. {(-6, -2, 4)}
C. {(-5, -2, 7)}
D. {(-4, -1, 7)}
8 of 40
2.5 Points
Solve the following system of equations using matrices. Use Gaussian elimination with back substitution or Gauss-Jordan elimination.
3x1 + 5x2 - 8x3 + 5x4 = -8
x1 + 2x2 - 3x3 + x4 = -7
2x1 + 3x2 - 7x3 + 3x4 = -11
4x1 + 8x2 - 10x3+ 7x4 = -10
A. {(1, -5, 3, 4)}
B. {(2, -1, 3, 5)}
C. {(1, 2, 3, 3)}
D. {(2, -2, 3, 4)}
9 of 40
2.5 Points
Solve the following system of equations using matrices. Use Gaussian elimination with back substitution or Gauss-Jordan elimination.
x + y + z = 4
x - y - z = 0
x - y + z = 2
A. {(3, 1, 0)}
B. {(2, 1, 1)}
C. {(4, 2, 1)}
D. {(2, 1, 0)}
10 of 40
2.5 Points
Solve the system using the inverse that is given for the coefficient matrix.
2x + 6y + 6z = 8
2x + 7y + 6z =10
2x + 7y + 7z = 9
The inverse of:
2
2
2
6
7
7
6
6
7
is
7/2
-1
0
0
1
-1
-3
0
1
A. {(1, 2, -1)}
B. {(2, 1, -1)}
C. {(1, 2, 0)}
D. {(1, 3, -1)}
Reset Selection
11 of 40
2.5 Points
Use Gaussian elimination to find the complete solution to the following system of equations, or show that none exists.
2w + x - y = 3
w - 3x + 2y = -4
3w + x - 3y + z = 1
w + 2x - 4y - z = -2
A. {(1, 3, 2, 1)}
B. {(1, 4, 3, -1)}
C. {(1, 5, 1, 1)}
D. {(-1, 2, -2, 1)}
12 of 40
2.5 Points
Use Cramer’s Rule to solve the following system.
x + y = 7
x - y = 3
A. {(7, 2)}
B. {(8, -2)}
C. {(5, 2)}
D. {(9, 3)}
13 of 40
2.5 Points
Use Gaussian elimination to find the complete solution to each system.
x1 + 4x2 + 3x3 - 6x4 = 5
x1 + 3x2 + x3 - 4x4 = 3
2x1 + 8x2 + 7x3 - 5x4 = 11
2x1 + 5x2 - 6x4 = 4
A. {(-47t + 4, 12t, 7t + 1, t)}
B. {(-37t + 2, 16t, -7t + 1, t)}
...
1 of 6 LAB 5 IMAGE FILTERING ECE180 Introduction to.docx
1 of 6
LAB 5: IMAGE FILTERING
ECE180: Introduction to Signal Processing
OVERVIEW
You have recently learned about the convolution sum that serves as the basis of the FIR filter difference equation. The filter
coefficient sequence {𝑏𝑘} – equivalent to the filter’s impulse response ℎ[𝑛] – may be viewed as a one-dimensional moving
window that slides over the input signal 𝑥[𝑛] to compute the output signal 𝑦[𝑛] at each time step. Extending the moving
window concept to a 2-D array that slides over an image pixel array provides a useful and popular way to filter an image.
In this lab project you will implement two types of moving-window image filters, one based on convolution and the other
based on the median value of the pixel grayscale values spanned by the window. You will also gain experience with the
built-in image convolution filter imfilter.
OUTLINE
1. Develop and test a 33 median filter
2. Develop and test a 33 convolution filter
3. Evaluate the median and convolution filters to reduce noise while preserving edges
4. Study the behavior of various 33 convolution filter kernels for smoothing, edge detection, and sharpening
5. Learn how to use imfilter to convolution-filter color images, and study the various mechanisms offered by
imfilter to deal with boundary effects
PREPARATION – TO BE COMPLETED BEFORE LAB
Study these tutorial videos:
1. Nested “for” loops -- http://youtu.be/q2xfz8mOuSI?t=1m8s (review this part)
2. Functions -- http://youtu.be/0zTmMIh6I8A (review as needed)
Ensure that you have added the ECE180 DFS folders to your MATLAB path, especially the “images” and “matlab” subfolders.
Follow along with the tutorial video http://youtu.be/MEqUd0dJNBA, if necessary.
LAB ACTIVITIES
1. Develop and test a 33 median filter function:
1.1. Implement the following algorithm as the function med3x3:
TIP: First implement and debug the algorithm as a script and then convert it to a function as a final step. Use any
of the smaller grayscale images from the ECE180 “images” folder as you develop the function, or use the test
image X described in the Step 1.2.
(a) Create the function template and save it to an .m file with the same name as the function,
(b) Accept a grayscale image x as the function input,
http://youtu.be/q2xfz8mOuSI?t=1m8s
http://youtu.be/0zTmMIh6I8A
http://youtu.be/MEqUd0dJNBA
2 of 6
(c) Copy x to the output image y and then initialize y(:) to zero; this technique creates y as the same size and
data type as x,
(d) Determine the number of image rows and columns (see size),
(e) Loop over all pixels in image x (subject to boundary limits):
Extract a 33 neighborhood (subarray) about the current pixel,
Flatten the 2-D array to a 1-D array,
Sort the 1-D array values (see sort),
Assign the middle value of the sorted array to the current output pixel, and
(f) Return the median-filtered image y.
1.2. Enter load lab_5_verify to load the
1 Objectives Genetically transform bacteria with for.docx
1
Objectives
Genetically transform bacteria with
foreign DNA and induce
expression of genes encoded on
DNA to produce novel
Isolate chromosomal DNA from
Introduction
In this portion of the lab, you will perform a
procedure known as genetic
transformation. that a gene is
a piece of DNA that provides the
instructions for making (codes for) a
protein. This gives an organism a
particular trait. Genetic transformation
literally means change caused by genes,
involves the insertion of a gene into an
organism in order to change the organism’s
trait. transformation is used in
many areas of biotechnology. In
agriculture, genes coding for traits such as
pest, or spoilage resistance can be
genetically transformed into plants. In
bioremediation, bacteria can genetically
transformed with genes enabling them to
digest oil spills. In medicine, diseases
caused defective genes are beginning
to be treated by gene therapy; that is, by
genetically transforming a person’s
cells with healthy copies of the defective
gene that causes the
You will use a procedure to transform
bacteria with a gene that codes for Green
Fluorescent (GFP). The real-life
source of this gene is the bioluminescent
jellyfish Aequorea victoria.
Fluorescent Protein causes the jellyfish to
fluoresce and glow in the dark.
LAB TOPIC 10: Nucleic Acids and Genetic Transformation
Following the procedure,
the bacteria express their newly acquired
jellyfish gene and produce the fluorescent
which causes them to glow a
brilliant green color under ultraviolet
In this activity, you will learn about the
process of moving genes from one organism
to another with aid of a plasmid. In
nature, bacteria can transfer plasmids back
and forth allowing them to share
beneficial genes. This natural mechanism
allows bacteria to adapt to new
environments. The occurrence of
bacterial resistance to is due to
the transmission of
Genetic transformation involves
insertion of some new DNA into the E.
cells. In addition to one large
bacteria often contain one or more
circular pieces of DNA called
Plasmid DNA usually contains genes for
than one trait. Scientists can use a
called genetic engineering to insert
coding for new traits into a plasmid.
In case, the pGLO plasmid carries the
GFP that codes for the green
fluorescent protein and a gene (bla) that
codes for a protein that gives the
resistance to an antibiotic. The genetically
engineered plasmid can then be used to
genetically bacteria to give them
this new
Figure 10.1 Bacterial cell undergoing genetic transformation with the pGLO
plasmid
Exercise 10.1
Bacterial Transformation
2
Pre-lab exercises:
Since scientific laboratory investigations
are designed to get information about a
question, our first might be to
formulate some questions for this
Can we genetically transform an organism?
Which organism is
1. To genetically tra ...
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ECON 301 Intermediate MacroSpring 2019 Problem Set #1Du.docx
ECON 301: Intermediate Macro
Spring 2019 Problem Set #1
Due: Monday, April 22, 10:30 AM
Directions: Put the names of up to 3 group members at the top of this page.
Please clearly mark each of your answers to the multiple choice questions
in capital letters in the spaces provided below. Please mark your solutions
(preferably typed) to each of the short answer questions on separate sheets
of paper (with clean edges if using notebook paper) and staple or paper
clip your solutions to the multiple choice answer sheet. Hand it in (one per
group) on or before the due date during class time.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
SECTION 1: MULTIPLE CHOICE QUESTIONS
1. Based on your understanding of the aggregate expenditure model, we know with certainty
that an equal and simultaneous increase in G and T will cause:
(a) an increase in output
(b) no change in output
(c) a reduction in output
(d) an increase in investment
(e) a decrease in investment
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Year 1
Good Quantity Price
Milk 500 $2
Butter 2000 $1
Year 2
Good Quantity Price
Milk 900 $3
Butter 3000 $2
2. (Refer to the above tables) Between Year 1 and Year 2, real GDP (based on Year 1 as a base
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(a) 58.18%
(b) 158.18%
(c) 160%
(d) 60%
(e) 260%
3. (Refer to the above tables) Between Year 1 and Year 2, the GDP deflator (based on Year 1
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(a) 81.25%
(b) 90%
(c) 190%
(d) 83.33
(e) 183.33%
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1
R1
20
V1
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ECE2280 Homework #1
1. (a) Find 𝑉!/𝑉!
(b) Find the Thevenin equivalent between terminals a-b.
Assume that Vg is the input signal. Find the Thevenin equivalent between terminals a-b.
2. Use the solution from Problem 1.
(a)If Vg=2V DC, what is the output at Vo?
(b)If Vg=5V DC, what is the output at Vo?
(c)If Vg=sin(10t), what is the output at Vo? Make a rough sketch of Vo and Vg.
(d) Note that this is an amplifier – the output is linearly related to the input by a gain value. Mathematically, this is
expressed as:
𝑉𝑜𝑢𝑡
𝑉𝑖𝑛
= (𝑔𝑎𝑖𝑛)
For this circuit, what variable is Vout and Vin. What is the numerical gain value?
3. Sketch the following waveforms. Identify the dc component of the waveform and the ac component of the
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a. Vs=10cos(2πt)
b. Vs=3V+3cos(3t)
c. Vs=5V±0.5V
4. Explain in your own words the procedural steps for plotting Bode Plots. (Note: I would prepare this question for use
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Use the following figure for Problems 5-10:
5. Derive the transfer function 𝐻 𝑠 =
!!
!!
by hand.
6 and 7. Use Multisim to draw the circuit and print it out.
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+ _
10Ω
8v1
+
_
a
b
2v2
40Ω
+
v1
-
5Ω 40Ω
20Ω
6Ω
10Ω _
v2
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Sales and Disposal of Assets
After reviewing the scenario, explain the impact that the adjusted basis has on the calculation of tax liability, and propose at least two (2) tax-planning strategies for reducing, eliminating, or deferring the payment of capital gains taxes. Also, discuss other alternatives aimed at optimizing deductions or reducing taxes, such as selling the property to an unrelated third party which, in turn, allows losses to be deductible expenses.
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1 PSYC499SeniorCapstoneTheImpactoftheSocial.docx
1
PSYC 499: Senior Capstone
The Impact of the Social on the Individual
Class Syllabus
Spring/2020
Class Cycle: Monday - Sunday
Instructor: Tara West
Contact Information: [email protected]
Office Hours: Mondays, 2pm – 3pm (or by appointment)
NOTE: When emailing, please include your name and class in the subject line
Course Materials:
• Lesko, W.A. (2012). Readings in social psychology: General, classic, and contemporary
selections (8th ed.). New York, NY: Pearson. ISBN: 978-0-205-17967. (Required)
• American Psychological Association (2019). Concise Rules of APA Style (7th ed.).
Washington, DC: American Psychological Association. ISBN: 978-1433832178.
(Recommended)
Type of Course: Required
Field of Study: Psychology
Credits: 3 credits, undergraduate
Pre-requisites:
Completion of all required courses (Level 2 and Level 3) and permission.
Course Description:
All students will complete a senior research project under the direction of a faculty mentor, with a
topic within the track in which the student has completed at least three courses. This capstone
project will build upon work done in previous courses, allowing students to apply methods of
scholarly and/or action research to specific psychological issues. Projects may be completed in
small research groups or individually.
Course Summary:
This capstone project will build upon work completed in previous courses, allowing students to
apply methods of scholarly and/or action research to the field of Social Psychology, specifically the
impact of the social world on individuals.
Course Goals:
The objectives for this course include: gaining a theoretical knowledge base about the interplay
between individuals and their environments, gaining first-hand experience with the many steps
involved with research, the interpretation of research, and the presentation of research, using APA
formatting. Likewise, you will increase your familiarity with reading (and finding) primary sources.
Although only a few of you may pursue careers as researchers, all of you are consumers of research.
As such, a major goal for this course is to develop your capacity to critically think about, evaluate,
and critique the scientific evidence that is often presented in journal articles, newspapers,
magazines, and on television.
2
Learning Objectives/ Outcomes:
o Students should be able to:
• Conduct a review of research in a specific area of Psychology.
• Understand the strengths and weaknesses of scientific research.
• Interpret and generalize appropriately from research results.
• Evaluate the appropriateness of conclusions derived from psychological research.
• Use the concepts, language, and major theories of the discipline to account for
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1 Politicking is less likely in organizations that have· adecl.docx
1 Politicking is less likely in organizations that have
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adeclining resources
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high role ambiguity
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clear performance appraisal systems
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democratic decision making
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develop new strategies for the problems at hand
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is in turmoil
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seeks to improve its situation with relatively minor changes
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must downsize to conserve resources
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has no defined formula
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is best delivered by a bottom-up plan
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believes he or she has little influence
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has a desire for power
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is a social nonconformist
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rigid implementation
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piecemeal implementation
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simple goals
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central themes
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legitimacy
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coalitions
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pressure
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personal appeals
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·
initiate
·
distract the participants from the real issues
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help employees overcome downsizing issues
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solve communication problems relatively short-term periods of high-energy action
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·
defensive behaviors
·
offensive behaviors
·
suppression
·
aggression
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·
exclude undesirable peers
·
form alliances
·
promote organizational goals
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secure limited resources
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works only in an upward or lateral influence direction
·
attempts to influence decision making
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is unlikely in a well-run organization
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works only in a lateral influence direction
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false, true
·
ethical, unethical
·
true, false
·
convincing, unconvincing
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·
are separate and sequential processes
·
must be completely defined before action is taken
·
are ongoing events within an organization
·
follow strict, unalterable guidelines
14 Surveys of seasoned managers reveal they believe politics in the workplace is
·
always unethical
·
part of some job requirements
·
a major part of organizational life
·
ineffective
15 With downward influence, power tactics preferred by U.S. managers include
·
personal appeals
·
inspirational appeals
·
coalitions
·
influence
16 Hard power tactics best influence those with which following characteristic?
·
High se ...
1 page2 sourcesReflect on the important performance management.docx
1 page
2 sources
Reflect on the important performance management theories and practices covered during the past six weeks. Describe one key point that you will apply to the work environment immediately. Highlight the specific course learning outcome(s) that relate(s) to this important takeaway. Also, mention the specific reading materials and/or theories that you found to be most applicable.
Required Text
Pulakos, E.D. (2009). Performance management: A new approach for driving business results. (1st ed.). West Sussex, United Kingdom: Wiley-Blackwell. ISBN: 9781405177610.
Chapter 9: Conclusion
Required References
de Leeuw, S., van den Berg, P (2011). Improving operational performance by influencing shopfloor behavior via performance management practices. Journal of Operations Management, 29, 3, 224-233. (Retrieved from http://www.isihome.ir/freearticle/ISIHome.ir-21006.pdf)
Fulmer, R.M., Stumpf, S.A. & Bleak, J. (2009). The strategic development of high potential leaders. Strategy & Leadership, 37(3), 17-22. (Retrieved from ProQuest).
Recommended References
Turnbull, H., Greenwood, R., Tworoger, L., & Golden, C. (2009). Diversity and inclusion in organizations: Developing an instrument for identification of skill deficiencies. Allied Academies International Conference. Academy of Organizational Culture, Communications and Conflict. Proceedings, 14(1), 28-33(Retrieved from ProQuest).
PLEASE HAVE THESE PARAGRAPH REWORDED IN YOUR OWN WORDS.
PLEASE DO NOT USE THE SAME WORDS AS IN THE PARAGRAPH.
· 1-According to chapter 8, a team is small number of people with similar skills who are committed to one ambition, performance goals, and pursuit for which they hold themselves accountable. In the other hand, a group is two or more people freely interacting who share norms and goals and have a common identity. The size of a group is limited by the potential for mutual interaction and mutual awareness. I was part of team during my military service, which I agree with the chapter that a team is more than just a group, because all my team members worked together towards a common goal and we all share responsibility for the team's success. The team I was part of was a 'fire team' that is a small military subunit of infantry designed to optimize bounding over watch, and fire and movement tactical within a hostile urban environment
·
· 2-At work, I am currently assigned to a group of customer service. This group or department consists of 12 employees, which all members have a shared knowledge of the group's objectives, but specific responsibilities are assigned to each of us. The purpose or objectives of our group is to troubleshoot technical problems, provide excellent customer support service, and address solutions to customers. The main factor of our group success is due to the manager in control of the group who also coordinate our individuals efforts. I would not change anything in my group, but I would add weekly meetings to see the end result ...
1 of 402.5 PointsUse Cramer’s Rule to solve the following syst.docx
1 of 40
2.5 Points
Use Cramer’s Rule to solve the following system.
x + 2y = 3
3x - 4y = 4
A. {(3, 1/5)}
B. {(5, 1/3)}
C. {(1, 1/2)}
D. {(2, 1/2)}
2 of 40
2.5 Points
Solve the following system of equations using matrices. Use Gaussian elimination with back substitution or Gauss-Jordan elimination.
x + y - z = -2
2x - y + z = 5
-x + 2y + 2z = 1
A. {(0, -1, -2)}
B. {(2, 0, 2)}
C. {(1, -1, 2)}
D. {(4, -1, 3)}
3 of 40
2.5 Points
Use Cramer’s Rule to solve the following system.
2x = 3y + 2
5x = 51 - 4y
A. {(8, 2)}
B. {(3, -4)}
C. {(2, 5)}
D. {(7, 4)}
4 of 40
2.5 Points
Use Cramer’s Rule to solve the following system.
4x - 5y = 17
2x + 3y = 3
A. {(3, -1)}
B. {(2, -1)}
C. {(3, -7)}
D. {(2, 0)}
5 of 40
2.5 Points
Use Cramer’s Rule to solve the following system.
4x - 5y - 6z = -1
x - 2y - 5z = -12
2x - y = 7
A. {(2, -3, 4)}
B. {(5, -7, 4)}
C. {(3, -3, 3)}
D. {(1, -3, 5)}
6 of 40
2.5 Points
Use Cramer’s Rule to solve the following system.
3x - 4y = 4
2x + 2y = 12
A. {(3, 1)}
B. {(4, 2)}
C. {(5, 1)}
D. {(2, 1)}
Reset Selection
7 of 40
2.5 Points
Use Cramer’s Rule to solve the following system.
x + y + z = 0
2x - y + z = -1
-x + 3y - z = -8
A. {(-1, -3, 7)}
B. {(-6, -2, 4)}
C. {(-5, -2, 7)}
D. {(-4, -1, 7)}
8 of 40
2.5 Points
Solve the following system of equations using matrices. Use Gaussian elimination with back substitution or Gauss-Jordan elimination.
3x1 + 5x2 - 8x3 + 5x4 = -8
x1 + 2x2 - 3x3 + x4 = -7
2x1 + 3x2 - 7x3 + 3x4 = -11
4x1 + 8x2 - 10x3+ 7x4 = -10
A. {(1, -5, 3, 4)}
B. {(2, -1, 3, 5)}
C. {(1, 2, 3, 3)}
D. {(2, -2, 3, 4)}
9 of 40
2.5 Points
Solve the following system of equations using matrices. Use Gaussian elimination with back substitution or Gauss-Jordan elimination.
x + y + z = 4
x - y - z = 0
x - y + z = 2
A. {(3, 1, 0)}
B. {(2, 1, 1)}
C. {(4, 2, 1)}
D. {(2, 1, 0)}
10 of 40
2.5 Points
Solve the system using the inverse that is given for the coefficient matrix.
2x + 6y + 6z = 8
2x + 7y + 6z =10
2x + 7y + 7z = 9
The inverse of:
2
2
2
6
7
7
6
6
7
is
7/2
-1
0
0
1
-1
-3
0
1
A. {(1, 2, -1)}
B. {(2, 1, -1)}
C. {(1, 2, 0)}
D. {(1, 3, -1)}
Reset Selection
11 of 40
2.5 Points
Use Gaussian elimination to find the complete solution to the following system of equations, or show that none exists.
2w + x - y = 3
w - 3x + 2y = -4
3w + x - 3y + z = 1
w + 2x - 4y - z = -2
A. {(1, 3, 2, 1)}
B. {(1, 4, 3, -1)}
C. {(1, 5, 1, 1)}
D. {(-1, 2, -2, 1)}
12 of 40
2.5 Points
Use Cramer’s Rule to solve the following system.
x + y = 7
x - y = 3
A. {(7, 2)}
B. {(8, -2)}
C. {(5, 2)}
D. {(9, 3)}
13 of 40
2.5 Points
Use Gaussian elimination to find the complete solution to each system.
x1 + 4x2 + 3x3 - 6x4 = 5
x1 + 3x2 + x3 - 4x4 = 3
2x1 + 8x2 + 7x3 - 5x4 = 11
2x1 + 5x2 - 6x4 = 4
A. {(-47t + 4, 12t, 7t + 1, t)}
B. {(-37t + 2, 16t, -7t + 1, t)}
...
1 of 6 LAB 5 IMAGE FILTERING ECE180 Introduction to.docx
1 of 6
LAB 5: IMAGE FILTERING
ECE180: Introduction to Signal Processing
OVERVIEW
You have recently learned about the convolution sum that serves as the basis of the FIR filter difference equation. The filter
coefficient sequence {𝑏𝑘} – equivalent to the filter’s impulse response ℎ[𝑛] – may be viewed as a one-dimensional moving
window that slides over the input signal 𝑥[𝑛] to compute the output signal 𝑦[𝑛] at each time step. Extending the moving
window concept to a 2-D array that slides over an image pixel array provides a useful and popular way to filter an image.
In this lab project you will implement two types of moving-window image filters, one based on convolution and the other
based on the median value of the pixel grayscale values spanned by the window. You will also gain experience with the
built-in image convolution filter imfilter.
OUTLINE
1. Develop and test a 33 median filter
2. Develop and test a 33 convolution filter
3. Evaluate the median and convolution filters to reduce noise while preserving edges
4. Study the behavior of various 33 convolution filter kernels for smoothing, edge detection, and sharpening
5. Learn how to use imfilter to convolution-filter color images, and study the various mechanisms offered by
imfilter to deal with boundary effects
PREPARATION – TO BE COMPLETED BEFORE LAB
Study these tutorial videos:
1. Nested “for” loops -- http://youtu.be/q2xfz8mOuSI?t=1m8s (review this part)
2. Functions -- http://youtu.be/0zTmMIh6I8A (review as needed)
Ensure that you have added the ECE180 DFS folders to your MATLAB path, especially the “images” and “matlab” subfolders.
Follow along with the tutorial video http://youtu.be/MEqUd0dJNBA, if necessary.
LAB ACTIVITIES
1. Develop and test a 33 median filter function:
1.1. Implement the following algorithm as the function med3x3:
TIP: First implement and debug the algorithm as a script and then convert it to a function as a final step. Use any
of the smaller grayscale images from the ECE180 “images” folder as you develop the function, or use the test
image X described in the Step 1.2.
(a) Create the function template and save it to an .m file with the same name as the function,
(b) Accept a grayscale image x as the function input,
http://youtu.be/q2xfz8mOuSI?t=1m8s
http://youtu.be/0zTmMIh6I8A
http://youtu.be/MEqUd0dJNBA
2 of 6
(c) Copy x to the output image y and then initialize y(:) to zero; this technique creates y as the same size and
data type as x,
(d) Determine the number of image rows and columns (see size),
(e) Loop over all pixels in image x (subject to boundary limits):
Extract a 33 neighborhood (subarray) about the current pixel,
Flatten the 2-D array to a 1-D array,
Sort the 1-D array values (see sort),
Assign the middle value of the sorted array to the current output pixel, and
(f) Return the median-filtered image y.
1.2. Enter load lab_5_verify to load the
1 Objectives Genetically transform bacteria with for.docx
1
Objectives
Genetically transform bacteria with
foreign DNA and induce
expression of genes encoded on
DNA to produce novel
Isolate chromosomal DNA from
Introduction
In this portion of the lab, you will perform a
procedure known as genetic
transformation. that a gene is
a piece of DNA that provides the
instructions for making (codes for) a
protein. This gives an organism a
particular trait. Genetic transformation
literally means change caused by genes,
involves the insertion of a gene into an
organism in order to change the organism’s
trait. transformation is used in
many areas of biotechnology. In
agriculture, genes coding for traits such as
pest, or spoilage resistance can be
genetically transformed into plants. In
bioremediation, bacteria can genetically
transformed with genes enabling them to
digest oil spills. In medicine, diseases
caused defective genes are beginning
to be treated by gene therapy; that is, by
genetically transforming a person’s
cells with healthy copies of the defective
gene that causes the
You will use a procedure to transform
bacteria with a gene that codes for Green
Fluorescent (GFP). The real-life
source of this gene is the bioluminescent
jellyfish Aequorea victoria.
Fluorescent Protein causes the jellyfish to
fluoresce and glow in the dark.
LAB TOPIC 10: Nucleic Acids and Genetic Transformation
Following the procedure,
the bacteria express their newly acquired
jellyfish gene and produce the fluorescent
which causes them to glow a
brilliant green color under ultraviolet
In this activity, you will learn about the
process of moving genes from one organism
to another with aid of a plasmid. In
nature, bacteria can transfer plasmids back
and forth allowing them to share
beneficial genes. This natural mechanism
allows bacteria to adapt to new
environments. The occurrence of
bacterial resistance to is due to
the transmission of
Genetic transformation involves
insertion of some new DNA into the E.
cells. In addition to one large
bacteria often contain one or more
circular pieces of DNA called
Plasmid DNA usually contains genes for
than one trait. Scientists can use a
called genetic engineering to insert
coding for new traits into a plasmid.
In case, the pGLO plasmid carries the
GFP that codes for the green
fluorescent protein and a gene (bla) that
codes for a protein that gives the
resistance to an antibiotic. The genetically
engineered plasmid can then be used to
genetically bacteria to give them
this new
Figure 10.1 Bacterial cell undergoing genetic transformation with the pGLO
plasmid
Exercise 10.1
Bacterial Transformation
2
Pre-lab exercises:
Since scientific laboratory investigations
are designed to get information about a
question, our first might be to
formulate some questions for this
Can we genetically transform an organism?
Which organism is
1. To genetically tra ...
1 of 8 Student name ……………. St.docx
1 of 8
Student name: …………….
Student ID: …………….
The Effect of Social Media on the English Language
2 of 8
Table Of Content:
Abstract 3
Introduction 3
Literature review 3
Significance of Research 4
Research Question 4
Methodology 4
Ethical Considerations 4
Limitations of the study 4
Expected results 5
Conclusion 5
References 6
Appendix 7
3 of 8
Abstract:
Giving the popularity of social networking sites lately, it has made an effect on the English
language either in a positive way by adding new words to the dictionary a negative way by misus-
ing the grammar and using incorrect abbreviated words like turning “you’re” to “your’. In this re-
search proposal I would like to investigate what the effect of using social networks has on the Eng-
lish language and see if it was more positive than negative and vice versa. I will be making a survey
page to collect data on the way people use these sites. Furthermore, we will see if people know the
importance of using proper English and try to make social networking sites improve our way of us-
ing the English language.
Introduction:
Technology has changed rapidly in the past five years, we became more reliant on our smart phones
and it completely changed the way we communicate with each other in our everyday life, it made it
easier for us to interact with people across the world with a single touch through social networking
sites, such as Twitter, Facebook and YouTube. Technology is clearly having some impact on the
English language and the words we use. Recently we saw how some Internet words have made it to
the Oxford dictionary this proves the impact it made, for example the word “Tweet” which means
according to the dictionary: “a posting made on the social networking service Twitter”. However,
some people think that it is okay to misuse Grammar or word spelling on social networking sites,
for instance, using “your” instead of “You’re”. So do these sites make a positive or a negative im-
pact on the English language?
Literature review:
A research titled “5 Ways That Social Media Benefits Writing the English language” written by
Mallary Jean Tenore in 2013 mentioned some ways that social media benefits writing and language,
such as how it increases the awareness of mistakes, when people make grammatical or spelling mis-
takes people will point them out via these websites therefore we become more aware of our spelling
and grammar thus improving our language. She also talked about how it creates new words and
meaning, such as “googled”, “tweeted”, “Friended”. She said that it also spotlight short writings
meaning it valued short storytelling with Vine videos where you have just six seconds to give a
message and in twitter you only have 140 characters to use which forces you to make every word
count.
4 of 8
Another research called Social networkin ...
1 MATH 106 QUIZ 4 Due b.docx
1
MATH 106 QUIZ 4 Due: by 11:59 PM, Sunday, September 22, 2013,
(take-home part) via the Assignment Folder
NAME: _______________________________
I have completed this assignment myself, working independently and not consulting anyone except the
instructor.
INSTRUCTIONS
The take-home part of Quiz 4 is worth 75 points. There are 10 problems (5 pages), some with multiple parts.
This quiz is open book and open notes. This means that you may refer to your textbook, notes, and online
classroom materials, but you must work independently and may not consult anyone (and confirm this with
your submission). You may take as much time as you wish, provided you turn in your quiz no later than
Sunday, September 22, 2013.
Show work/explanation where indicated. Answers without any work may earn little, if any, credit. You
may type or write your work in your copy of the quiz, or if you prefer, create a document containing your work.
Scanned work is acceptable also. In your document, be sure to include your name and the assertion of
independence of work.
General quiz tips and instructions for submitting work are posted in the Quizzes conference.
If you have any questions, please contact me via Private Message in WebTycho.
1. (4 pts) Determine how many six-character codes can be formed if the first, second, third, and
fourth characters are letters, the fifth character is a nonzero digit, the sixth character is an odd
digit, and repetition of letters and digits are allowed. (A digit is 0, 1, 2, .., or 9.) Show your
work . 1. ______
A. 720
B. 175,760
C. 790,920
D. 20,563,920
2. (4 pts) Suppose that a multiple choice exam has seven questions and each question has five
choices. In how many ways can the exam be completed? Show your work. 2. ______
A. 35
B. 4,096
C. 16,807
D. 78,125
2
3. (4 pts) Given the feasible region shown to
the right, find the values of x and y that
minimize the objective function 8x + 7y.
Show your Work. 3. _______
A. There is no minimum.
B. (x, y) = (6, 0)
C. (x, y) = (3, 2)
D. (x, y) = (1, 4)
E. (x, y) = (0, 7)
4. (4 pts) Six customers in a grocery store are lining up at the check-out. In how many different
orders can the customers line up? Show your work. 4. _______
A. 6
B. 36
C. 720
D. 46,656
5. (4 pts) A restaurant’s menu has six appetizers, four entrees, and five beverages. To order dinner, a
customer must choose one entrée and one beverage, and may choose one appetizer. (That is, a dinner
must include one entrée and one beverage, but not necessarily an appetizer. An appetizer is optional.)
How many different dinners can be ordered? Show your work. ...
1 MN6003 Levis Strauss Case Adapted from Does Levi St.docx
1
MN6003 Levis Strauss Case:
Adapted from: “Does Levi Strauss still fit
America?” by Caroline Fairchild October 6, 2014,
Fortune Magazine and “Levi Strauss - The Boss
and the yogi” Jul 12th 2014 from the Economist
It used to be the only name in denim. Today the
161-year-old family owned company is just one
name among hundreds. Can anyone bring the
blue jeans pioneer back to its old glory? Enter
Chip Bergh—a former P&G brand whiz who once
made razorblades cool. Chip Bergh is not an
“apparel guy,” he says, while walking through
Levi’s Stadium in Santa Clara, California, the new
home of the San Francisco 49ers. Levi’s 20-year,
$220 million investment in the naming rights for
the 49ers stadium is part of a larger push to tap
into the nostalgia Bergh believes everyone has
for the brand. Despite the setting, Bergh isn’t
really a “sports guy” either. He is much more of a
company man. “I still bleed Procter & Gamble
blue,” he says about his former employer.
A crowd full of fans wearing your clothing is the
fantasy of anyone heading an apparel company.
But at Levi—the largest jeans company in the
world and the undisputed founder of the
category—the fantasy has been far from reality
for a long time. The creator of the 501 has
struggled to keep its brand relevant for what
Bergh calls Levi’s “Lost Generation.” For 120
years the term “Levi’s” was synonymous with
“blue jeans.” Then came the turn of the 21st
century, when a fashion explosion in denim
suddenly gave shoppers a range of high-end
choices—including brands like 7 For All Mankind
(founded in 2000) and True Religion (2002),
whose labels sounded more like cults than pants.
At the same time, lower-end rivals that had been
kicking around for a while (Lee and Wrangler)
began nibbling away at market share and
consumers defected to cheaper jeans, sold by
“fast-fashion” retailers like Zara and H&M. Levi
got lost in the middle. With $7.1 billion in 1996
sales, the company used to be bigger than Nike.
By 2003, Levi’s revenues had bell-bottomed out
to $4.2 billion. Over the next decade, sales rose
only barely as the company failed to translate
affection for the brand into actual purchases.
Levi’s design team was late to key trends, like
colored denim for women and more tailored jeans
for men. Once in the top quintile of
the Fortune 500, Levi dropped off the list in 2012.
That kind of decline would be a challenge for any
new CEO, yet Bergh, a 57-year-old vegan and
former U.S. Army captain, is bringing a discipline
to the company that had been missing for nearly
20 years. He has taken an axe to the company’s
inflated cost structure and is convinced that he
can make Levi grow again. While still relying
heavily on the classic pieces of clothing that are
the seam of the denim giant’s business (think the
button-fly jean, the white pocket tee, the trucker
jacket), Bergh is now investing i ...
1 NAME__________________ EXAM 1 Directi.docx
1
NAME__________________
EXAM 1
Directions: Answer the following questions on the attached sheets of paper. Please adhere
to the following guidelines to reduce any suspicions of cheating:
1. KEEP YOUR EYES ON YOUR OWN EXAM AT ALL TIMES.
2. KEEP YOUR ANSWERS COVERED AT ALL TIMES.
3. Do not communicate with any other student during the exam.
4. Do not use any unauthorized prepared material during the exam.
5. Only acceptable calculators may be used on the exams.
6. Do not leave the room at any time before handing in your exam.
7. SHOW ALL OF YOUR WORK (answers may not be accepted without work
shown)
EQUATIONS
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1. A stone is thrown straight up with a speed of 25.0 m/s from the top of a building 55.0 m
tall.
a. How far above the ground will the stone go?
b. How long until the stone hits the ground?
c. What is the speed of the stone just before it hits the ground?
d. If a ball is thrown downward from the top of the same building with a speed of
25.0 m/s, will its speed just before hitting the ground be greater than, less than, or
equal to the speed of the stone just before it hits the ground? Explain. (Hint:
What is the speed of the stone when it returns to the height it was thrown?)
3
2. A ball is thrown from the top of a building of height 40m at an angle of 20˚ above the
horizontal and with an initial speed of 15m/s. Use the assumptions of projectile motion
to answer the following questions.
a. How high above the ground will the ball travel?
b. What speed will the ball have at the maximum height?
c. What is the direction of the velocity of the ball at the maximum height?
d. How far has the ball traveled horizontally when it hits the ground?
e. What will be the speed of the ball when it hits the ground?
4
3. Consider the frictionless system below. The pulley is massless and frictionless, and the
string is massless. The mass of each block is ma = 2.0 kg, mb = 1.0 kg, mc = 2.0 kg, and
md = 1.0 kg.
a. What is the acceleration of the system?
b. What is the tension in the string between block a and block b?
c. What is the tension in the string between block b and block c?
d. What is the tension in the string between block c and block d?
e. If the system is initially at rest, how long will it take block d to fall 3.0 m?
5
4. Two equal mass ...
1 Name .docx
1
Name: Chem 9, Section:
Lab Partner: Experiment Date:
Synthetic Polymers and Plastics
Part A: Physical Characteristics
Find or choose one type of each of the following plastic polymers, and report the following
characteristics:
Plastic
number
Short Name
(HDPE,
LDPE, etc)
Clear
(yes or no)
Opaque
(yes or no)
Flexibility
(can be
bent?)
Durability
(hard or
soft)
Breakability
(can be
cracked?)
Recyclable
(yes or no)
1
2
3
4
5
6
7
Part B: Density Tests
Report for plastic samples in each liquid: sinks rapidly, sinks slowly, floats on top, floats below surface
Plastic
number
1:1 ethanol/water
density = 0.94 g/cm
3
Water
density = 1.0 g/cm
3
10% NaCl solution
density = 1.08 g/cm
3
1
2
3
4
5
6
Relative Plastic Densities:
Less than 0.94 g/cm
3
Less than 1.0 g/cm
3
Less than 1.08 g/cm
3
More than 1.08 g/cm
3
Ranking of densities:
(lowest) _______ _______ _______ _______ _______ _______ (highest)
2
Part C: Polymer Bouncy Balls
Polymer Ball composition Approximate height bounced Physical characteristics
Ball #1:
Ball #2
Ball #3
Questions
1. Which of the Big Six plastics was the most flexible?
2. Which of the Big Six plastics would be the best material for each of the following examples?
Use short names to identify each plastic (e.g. HDPE).
a replacement for a glass window ?
a take-out container for food?
a flexible, expandable bag for carrying items?
a lightweight bottle cap?
3. An unknown plastic floats in a 10% NaCl solution but sinks in water. What is the range of
possible density values this plastic may have? Suggest the composition of this plastic.
3
4. Why is it important to dislodge any adhering bubbles in the density tests?
5. PET plastic (number 1) is the most valuable waste plastic at the present time. Suggest a way
to separate it commercially from other waste plastics.
6. Sometimes plastic containers are made from two polymers and not just one. What would
happen to the water density test if HDPE and PVC were mixed?
7. Why are plastic recyclers very concerned about identifying the different polymers and not
mixing them together?
8. The figure below depicts polymerization of polystyrene (PS). Circle the original monomers
and determine how many monomers are present.
4
9. Polyvinylchloride (PVC) is composed of the vinyl chloride monomer. The monomer
structure and general reaction are shown at right.
Draw a polyvinyl chloride polymer composed of five
monomers arrange ...
1 pageapasources2Third Party LogisticsBriefly describe .docx
1 page
apa
sources:2
Third Party Logistics
Briefly describe the basic types of third party logistics (3PL) organizations.
• Identify some of the best practices that leading companies using 3PLs have embraced.
• What value-added considerations would you take into account when considering the use of a 3PL?
• Which 3PL would provide the most suitable service to your organization? (Forwarder and Warehousing are the ones my company use.)
• What 3PLs does your organization currently use? (My company uses a freight forwarder)
What other 3PLs could you recommend to your management? Domestic Transportation.
WAVfiles/behave.wav
WAVfiles/cat_meow_x.wav
WAVfiles/cow3.wav
WAVfiles/goat2.wav
WAVfiles/gold.wav
WAVfiles/imamog.wav
WAVfiles/reach.wav
WAVfiles/README.txt
Title Artist
===== ======
behave Austin Powers
cat_meow_x Kitty
cow3 Miss Cow
goat2 Goaty
gold Snowman
imamog Mog
reach Woody
rudolph Rudolph
theme Archie and Edith
warning_alien Robot
wizoz5 Munchkins
WAVfiles/rudolph.wav
WAVfiles/theme.wav
WAVfiles/warning_alien.wav
WAVfiles/wizoz5.wav
...
1 Pageapasources2Review the Food Environment Atlas maps for.docx
1 Page
apa
sources:2
Review the Food Environment Atlas maps for variables that seem to affect your selected state the most.
Select a state and variables you consider relevant to represent the food environment in you chosen state.
1) Include at least two food categories from the following list:
? ACCESS
? STORES
? RESTAURANTS
? ASSISTANCE
? INSECURITY
? PRICES_TAXES
? LOCAL
2) Include at least two health variables in each of the selected food categories.
Find the name and descriptions of variables in the Food Environment Atlas Resources: Excel Data and Documentation Download.
Write a 200- to 300-word plan that includes
? your selected state (Texas);
? selected food categories and health variables; and
? reasons for selection. Are your variables expressed in numbers or percentages?
Optional: Discuss choices in discussion with classmates and instructor. Write a summary of your discussion to include with this assignment.
...
1 Lab 3 Newton’s Second Law of Motion Introducti.docx
1
Lab 3: Newton’s Second Law of Motion
Introduction
Newton’s Second law of motion can be summarized by the following equation:
Σ F = m a (1)
where Σ F represents a net force acting on an object, m is the mass of the object moving
under the influence of Σ F, and a is the acceleration of that object. The bold letters in
the equation represent vector quantities.
In this lab you will try to validate this law by applying Eq. 1 to the almost frictionless
motion of a car moving along a horizontal aluminum track when a constant force T
(tension in the string) acts upon it. This motion (to be exact the velocity of the moving
object) will be recorded automatically by a motion sensor. The experimental set up
for a car moving away from the motion sensor is depicted below.
If we consider the frictionless motion of the cart in the positive x-direction chosen in
the diagram, then Newton’s Second Law can be written for each of the objects as
follows:
T Ma (2)
and
– gT F ma (3)
From this system of equations we can get the acceleration of the system:
2
gF
a
m M
(4)
Because the motion of the car is not frictionless, to get better results it is necessary to
include the force of kinetic friction fk experienced by the moving car in the analysis.
When the cart is moving away from the motion detector (positive x-direction in the
diagram) Newton’s Second Law is written as follows for each of the moving objects
m and M:
1 1– kT f Ma (5)
and
1 1– gT F ma (6)
Since it is quite difficult to assess quantitatively the magnitude of kinetic friction
involved in our experiment we will solve the problem by putting the object in two
different situations in which the friction acts in opposite directions respectively while
the tension in the string remains the same.
When the cart M is forced to move towards the motion detector (negative x-direction
in the diagram), the corresponding Newton’s Second Law equations will change as
follows:
2 2kT f Ma (7)
and
2 2gT F ma (8)
Note that in equations 5, 6, 7, and 8 the direction of acceleration represented by vector
a has been chosen in the same direction as the direction of motion.
We are able to eliminate the force of kinetic friction on the final result, by calculating
the mean acceleration from these two runs:
1 2
2
ave
slope slope
a
(9)
Combing the equations (5) – (8) we derive the equation to calculate the value of
gravitational acceleration:
avea M mg
m
(10)
3
Equipment
Horizontal dynamics track with smart pulley and safety stopper on one end; collision
cart with reflector connected to a variable mass hanging over the pulley; motion
detector connected to the Science Workshop interface recording the velocity of the
moving cart.
Procedure:
a) Weigh the cart (M) and the small mass (m) hanger.
b) Open the experiment file “New ...
1 Marks 2 A person can be prosecuted for both an attempt and .docx
1
Marks: 2
A person can be prosecuted for both an attempt and the completed crime.
Choose one answer.
a. False
b. True
Question 2
Marks: 2
According to Hicks v. U.S.,150 U.S. 442 (1893)one can be held criminally liable by “merely speaking words of encouragement.”
Choose one answer.
a. True
b. False
Question 3
Marks: 2
According to MPC §1.07, conspirators in a completed crime may be punished for the conspiracy, as well as the completed crime.
Choose one answer.
a. True
b. False
Question 4
Marks: 2
According to your reading, in some states it is a more serious offense to break into a car and steal a tape player than it is to steal the entire car.
Choose one answer.
a. false
b. true
Question 5
Marks: 2
According to your reading, the charge of forgery includes each of the following elements except
Choose one answer.
a. the false making or altering
b. of a legally significant instrument
c. with intent to defraud
d. a court of law or financial institution
Question 6
Marks: 2
According to your reading, the legal term of art most often employed to distinguish murder from manslaughter is
Choose one answer.
a. causation
b. vicarious liability
c. burden of proof
d. malice aforethought
Question 7
Marks: 2
According to your reading, the Model Penal Code considers the solicitor to be as dangerous as the perpetrator of the completed crime.
Choose one answer.
a. false
b. true
Question 8
Marks: 2
According to your reading, the problems with corporate criminal liability include
Choose one answer.
a. Determining who to charge
b. determining punishment
c. the wording of criminal statutes
d. all of the above
Question 9
Marks: 2
Although they are similar, embezzlement differs from larceny in which of the following ways?
Choose one answer.
a. embezzlement requires asportation
b. the claim of right defense is generally not applicable to larceny
c. embezzlement does not require intent
d. none of the above
Question 10
Marks: 2
An aider and abettor or accessory before the fact must
Choose one answer.
a. be a principal of the crime
b. discourage the commission of the crime
c. solicit the commission of the crime
d. aid or encourage the commission of a crime
11
Marks: 2
An effective abandonment defense to aiding and abetting, or to accessory before the fact, will
Choose one answer.
a. vary with aid
b. depend on the type of solicitation made
c. all of the above
d. none of the above
Question 12
Marks: 2
Assault and battery are
Choose one answer.
a. civil torts, not crimes
b. handled the same in all jurisdictions
c. handled the same in civil and criminal proceedings
d. handled differently from jurisdiction to jurisdiction
Question 13
Marks: 2
At Common Law, which of the following elements is not accurate regarding the crime of Burglary?
Choose one answer.
a. Trespassory breaking and entering
b. Of the dwelling of anoth ...
1 Marks 1 Post Traumatic Stress Disorder (PTSD)Choose one .docx
1
Marks: 1
Post Traumatic Stress Disorder (PTSD):
Choose one answer.
a. is exclusive to Vietnam Veterans
b. is a psychological illness characterized by panic attacks, nightmares, depression, guilt and flashbacks
c. can be caused by any highly emotional event
d. both b and c above
Question 2
Marks: 1
Which of the following is not a role of a crisis interventionist?
Choose one answer.
a. To encourage and allow the client to "make the decisions".
b. To tell the client exactly what he/she should do, when he/she should do it, and how he/she should do it.
c. To enable the client to become aware of possible solutions to the crisis.
d. To allow the client to vent emotions.
Question 3
Marks: 1
A victim's pain:
Choose one answer.
a. may often last weeks, months, or even years after the incident
b. usually goes away after the court process is completed
c. usually goes away after an advocate explains the legal system
d. usually goes away after receipt of financial reimbursement for personal and property losses
Question 4
Marks: 1
Which of the following does NOT create law:
Choose one answer.
a. U.S. Congress
b. National Association for the Advancement of Colored People
c. U.S. Environmental Protection Agency
d. Colorado Supreme Court
Question 5
Marks: 1
Which of the following is not considered to be a responsibility of a victim advocate?
Choose one answer.
a. To consider the job a serious commitment.
b. To litigate the victim's case.
c. To maintain confidentiality in all issues pertaining to clients.
d. To keep informed on relevant issues through ongoing training.
Question 6
Marks: 1
Which of the following is a goal of perpetrator counseling?
Choose one answer.
a. Counseling done in hopes to keep perpetrators from committing further crimes.
b. To encourage the perpetrator to commit more crimes
c. To meet the urgent physical and emotional needs of a victim.
d. To provide support and reassurance at the scene of the crime or shortly thereafter.
Question 7
Marks: 1
What court-related service involves monitoring court activity to make sure victims are being treated fairly by judges and attorneys?
Choose one answer.
a. Witness Alert
b. Court Watch
c. Restitution Assistance
d. Legislative Advocacy
Question 8
Marks: 1
Which of the following puts the statutes in the correct chronological order (earliest to most recent) by their date of enactment?
Choose one answer.
a. Violence Against Women Act; Victims of Crime Act; Victims & Witness Protection Act; Victims Rights & Restitution Act
b. The Victims of Crime Act; Victims Right & Restitution Act; Violence Against Women Act; Victims & Witness Protection Act
c. The Victim & Witness Protection Act; Violence Against Women Act; The Victims of Crime Act; Victims Rights & Restitution Act
d. The Victim & Witness Protection Act; The Victims of Crime Act; Victims Rights & Restitution Act; Violence Against Wome ...
1 List of Acceptable Primary Resources for the Week 3 .docx
1
List of Acceptable Primary Resources for the Week 3 and Week 5
Assignments
These are the primary resources that you can cite when explaining a moral theory in order to fulfill the
relevant portion of the resources requirement. Readings included in the “Required Readings” list are
indicated with a *.
Utilitarianism:
*Mill, J. S. Utilitarianism, in the original version in the textbook, or in the version by Jonathan
Bennett retrieved from www.earlymoderntexts.com.
Haines, W. (n.d.). Consequentialism. Internet Encyclopedia of Philosophy. Retrieved from
http://www.iep.utm.edu/conseque/
Singer, P. (2003). Voluntary euthanasia: A utilitarian perspective. Bioethics, 17(5/6), 526-541.
Retrieved from the EBSCOhost database.
Deontology:
* Kant, I. (2008). Groundwork for the metaphysic of morals. In J. Bennett (Ed. & Trans.), Early
Modern Philosophy. Retrieved from http://www.earlymoderntexts.com/pdfs/kant1785.pdf
(Original work published in 1785).
Virtue Ethics:
* Aristotle. (350 B.C.E.). Nicomachean ethics (W. D. Ross, Trans.). Retrieved from
http://classics.mit.edu/Aristotle/nicomachaen.html
Annas, J. (2006). Virtue ethics. In D. Copp (Ed.), The Oxford Handbook of Ethical Theory (pp. 515–
36). Oxford: Oxford University Press. Retrieved from
https://www.sesync.org/sites/default/files/resources/case_studies/10-kenyaecotourism-
handbook.pdf
Hursthouse, R. (2012). Virtue ethics. In E. Zalta (Ed.), The Stanford Encyclopedia of Philosophy.
Retrieved from http://plato.stanford.edu/entries/ethics-virtue/
MacIntyre, A. (1984). After virtue. Notre Dame, IN: University of Notre Dame Press. Chapters 14-15
are included in the Chapter 6 readings of the textbook.
Feminist/Care Ethics:
*Held, V. Feminist transformations of moral theory. Included in the Chapter 6 readings of the
textbook.
*Gilligan, C. (1982). In a different voice: Psychological theory and women’s development.
Cambridge, MA: Harvard University Press. Retrieved from
https://lms.manhattan.edu/pluginfile.php/26517/mod_resource/content/1/Gilligan%20In%20
a%20Different%20Voice.pdf
http://insite.bridgepoint.local/dept/ops/pni/Navigator Images/Ashford Logo New.jpg
http://www.earlymoderntexts.com/
http://www.iep.utm.edu/conseque/
https://www.sesync.org/sites/default/files/resources/case_studies/10-kenyaecotourism-handbook.pdf
http://plato.stanford.edu/entries/ethics-virtue/
https://lms.manhattan.edu/pluginfile.php/26517/mod_resource/content/1/Gilligan%20In%20a%20Different%20Voice.pdf
2
* Noddings, N. (2010). Maternal factor: Two paths to morality. Berkeley, CA: University of
California Press. Retrieved from the ebrary database.
http://insite.bridgepoint.local/dept/ops/pni/Navigator Images/Ashford Logo New.jpg
...
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1 ECO 441—Fall 2015 Prof. Miguel Iraola Name ____.docx
- 1. 1 ECO 441—Fall 2015 Prof. Miguel Iraola Name _________________________ Problem Set #2 (Due Wednesday, November 9) 1. Heckscher-Ohlin Model: Suppose that a free-trade equilibrium exists in a two-country, two-good, two-factor world. Assume that the two goods, chemicals (C) and electronic appliances (E), both employ capital (K) and labor (L), and that both factors are perfectly mobile across sectors. Also assume that: • The US is relatively capital-abundant • Mexico is relatively labor-abundant. • Chemicals are relatively capital-intensive. • Electronic appliances are relatively labor-intensive. • Assume that tastes and technologies are identical in the two countries.
- 2. (a) On the graph below, sketch the relationship between relative product price, relative factor price and relative factor use in each industry in the US and Mexico. (Under the assumption of identical technologies, the same curves can be used to describe the relationships in both the US and Mexico.) (L/K) wage-rental ratio (w/r) (P E / P C ) 2 Relative Quantity of Electronics (Q E / Q
- 3. C ) Relative price of Electronics (P E / P C ) (b) On the graph below, sketch & label the relative supply curves of the two countries. • Briefly explain why they differ: • Then, sketch & label the world relative supply curve. RD 3 (c) Using the graph in part (a), label the relative price of electronics, the relative wage (w/r), and each industry’s relative employment of labor-to- capital in each country prior
- 4. to trade (i.e. in autarky). Then make the following comparisons (write >, <, or =): (PE/PC)US ______ (PE/PC)Mexico (w/r)US ______ (w/r)Mexico (KE/LE)US ______ (KE/LE)Mexico (KC/LC)US ______ (KC/LC)Mexico (d) Before trading, is the real wage higher in the US or Mexico? Briefly explain why. (e) Now suppose that the US and Mexico trade freely. Which good will Mexico export to US? (f) Describe the effect of free trade on: • The relative price of electronics (PE/PC) in the US.: increases/decreases • The relative wage (w/r) in the US: increases/decreases Briefly explain why:
- 5. • The real wage in the US: increases/decreases Briefly explain why: • The real wage in Mexico: increases/decreases Briefly explain why: 4 (g) Of the four groups below, who are the “winners” and who are the “losers” from the freeing of trade between the US and Mexico? • Capital owners in the US: winners/losers • Capital owners in Mexico: winners/losers • Workers in the US: winners/losers • Workers in Mexico: winners/losers (h) Suppose the PPF for the US is given by the graph below. Using this graph, demonstrate that in theory, all individuals in the US could be made better off by trading freely with Mexico. • Briefly describe what sort of policy would be necessary in practice to make every
- 6. individual better off. Q C Q E 5 (i) TRUE/ FALSE (Explain your answer briefly): Under free trade, an expansion of Mexico’s capital endowment leads to a reduction in US’s overall welfare. (j) TRUE/ FALSE (Explain your answer briefly): After Mexico’s capital endowment increases, US would now be better off if it did not trade with Mexico.
- 7. 6 Q F / Q S P F / P S RD RS Q Q 2. Heckscher-Ohlin Model: The graph below shows the production possibilities frontier of a country that produces two goods: semi-conductors (S) (skill-intensive) and furniture (F) (unskilled labor-intensive). Assume that this country engages in free trade,
- 8. and that it has a relatively high ratio of skilled labor to unskilled labor compared to the rest of the world (i.e. this country is skill-abundant). (a) Which good will this country export to the rest of the world? Consider the effect of an increase in the population of unskilled labor in this country. In particular: (b) Using the graph on the left, show the effect on the country’s production possibilities frontier (sketch the new PPF). (c) Using the graph on the right, show what happens to the world relative supply of furniture. (d) What happens to the country’s terms of trade and to its overall welfare? 3. TRUE/ FALSE (Explain your answer briefly): In the Heckscher-Ohlin Model with two countries and two goods, a country that produces both goods in the free trade equilibrium neither gains nor loses from trade.
- 9. 4. TRUE/ FALSE (Explain your answer briefly): The predictions of the Heckscher- Ohlin Model are consistent with the fact that wage inequality, as measured by the ratio of skilled to unskilled wages, increased in both the US (a skill- abundant country) and in Mexico (abundant in unskilled labor) as trade between the US and Mexico was liberalized.
- 10. Name __________________________ 8 5. Suppose that there are external economies of scale in the production of cars, so that car production is subject to a forward-falling supply curve (downward-sloping industry average cost curve). The graph below shows the industry average cost curves in two countries. Suppose also that the world car industry originated in country A, where all 200 cars per year are currently produced. However, as indicated by the graph, the cost of car production is potentially lower in country B due to B’s greater relative endowment of capital. a. What prevents individual car producers in Country B from entering the world market, even though the current level of world output could be produced more efficiently if all production was relocated to Country B?
- 11. b. Suppose that Country B’s government wants to develop a domestic car industry by temporarily banning imports of Country A’s cars. What is the minimum domestic market size (i.e. minimum domestic demand at the current world price) that would be necessary for this policy to foster a globally competitive car industry in Country B (i.e. one that would be more efficient than Country A’s)? Briefly explain how temporary protection of B’s market (e.g. by temporarily banning imports) might improve welfare in both Country B and the world as a whole. $0 $1 $2 $3 $4 $5 $6 $7 $8
- 12. $9 $10 $11 $12 $13 $14 0 50 100 150 200 250 300 350 400 ACA ACB Q (industry # cars per year) $ mill. per car Name __________________________
- 13. 9 6. Monopolistic Competition and Intra-Industry Trade Suppose that the market for motorcycles is characterized by monopolistic competition, and that there are FOUR countries (Si=40,000) Si denotes motorcycles sold in each country. Take the following assumptions as given: • All firms in each country have identical cost structures and symmetric demand curves, so that they set the same price and share the market equally. Hence each firm sells Si / ni, where ni represents the number of firms in country i and Si denotes the market size in country i. • The fixed cost of production for a firm in the motorcycle industry is F = $1,000,000 and the variable cost per finished motorcycle (= constant marginal cost) is equal to c = $1,000. • Under autarky, the market price in each country is given by: Pi = c + 1/(ni/100). a. Calculate the equilibrium number of firms (ni*) in each country’s market without trade. Show your work and circle your final answer.
- 14. b. Calculate the autarky equilibrium price of a motorcycle in each country. c. Now suppose that the four countries form a free trade agreement for motorcycles, so that their markets are completely integrated. Calculate the equilibrium number of firms in the integrated world market (nworld*). d. Calculate the free trade equilibrium price of a motorcycle. e. Briefly explain why production is more efficient under free trade. Is it related to the presence of internal economies of scale? f. Are producers in the integrated market making positive profits?
- 15. Name __________________________ 10 7. Welfare effects of a tariff Suppose the domestic demand and supply of handbags in a SMALL open economy are given by: QD = 1300 – 200P; QS = -700 + 200P (shown in the diagram below.) (a) What is the equilibrium price and quantity in autarky? (b) Suppose the world price is equal to $4.5 per handbag. What are the free trade levels of: • domestic consumption? _________ • domestic production?_________ • imports? ______________ (b) Suppose now that the government collects a tariff $0.3 on handbag imports. Using the graph below, identify the effects of this tariff on the following. When calculating changes in surplus, be sure to indicate whether the change is positive (gain) or negative (loss).
- 16. • the new domestic price of handbags: ___________ • the new domestic production of handbags: ________ • total change in producer surplus: ____________ • new domestic consumption: ____________ • total change in consumer surplus: ____________ • government’s revenue: ___________ • country’s total efficiency loss: __________ • net change in country’s total welfare: ________ Name __________________________ 11 $4.00 $4.50 $5.00