About Me Introduction – About me This webfolio provides you with a template for the construction of your portfolio for the module. Construct this portfolio as you go along and it will provide the content for the assignment . There are resources at the end of the portfolio to help you. You can also find some of the material on WOLF. If you are unsure of anything please ASK your tutor. You must attend classes to ensure that you can work on the exercises that will form part of this portfolio. The purpose of this section is to help your tutors to understand the context of your answers and your understanding of strategic issues. Welcome to (put your name here) webfolio. I am currently a student at the University of Wolverhampton Business School, studying (put your degree course in here). I have chosen to come on this particular course because (reasons for joining here). Write a short piece about yourself and what you have studied before

About Me Introduction – About me This webfolio provides you with a template for the construction of your portfolio for the module. Construct this portfolio as you go along and it will provide the content for the assignment . There are resources at the end of the portfolio to help you. You can also find some of the material on WOLF. If you are unsure of anything please ASK your tutor. You must attend classes to ensure that you can work on the exercises that will form part of this portfolio. The purpose of this section is to help your tutors to understand the context of your answers and your understanding of strategic issues. Welcome to (put your name here) webfolio. I am currently a student at the University of Wolverhampton Business School, studying (put your degree course in here). I have chosen to come on this particular course because (reasons for joining here). Write a short piece about yourself and what you have studied before

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Tornado Eddy Investigation Abstract The objective of this lab was to write a bunch of jibberish to provide students with a formatting template. Chemical engineering, bioengineering, and environmental engineering are “process engineering” disciplines. Good abstracts contains real content, such as 560 mL/min, 35 deg, and 67 percent yield. Ideal degreed graduates are technically strong, bring broad system perspectives to problem solving, and have the professional “soft skills” to make immediate contributions in the workplace. The senior lab sequence is the “capstone” opportunity to realize this ideal by integrating technical skills and developing professional soft skills to ensure workforce preparedness. The best conclusions are objective and numerical, such as operating conditions of 45 L/min at 32 deg C with expected costs of $4.55/lb. Background Insect exchange processes are often used in bug filtration, as they are effective at removing either positive or negative insects from water. An insect exchange column is a packed or fluidized bed filled with resin beads. Water flows through the column and most of the insects from the water enter the beads, but some of them pass in between the beads, which makes the exchange of insects non-ideal. Insectac 249 resin is a cation exchange resin, as it is being used to attract cationic Ca2+ from the toxic waste stream. This means the resin is negatively charged, and needs to be regenerated with a solution that produces positively charged insects, in this case, salt water which contains Na+ insects. The resin contains acidic styrene backbones which capture the cationic insects in a reversible process. A curve of Ca2+ concentration concentration vs. time was obtained after a standard curve was made to determine how many drops from the low cost barium test kit from Aquarium Pharmaceuticals (API)1 bottle #2 would correspond to a certain concentration in solution. A standard curve works by preparing solutions with known concentrations and testing these concentrations using the kit to create a curve of number of drops from bottle #2 (obtained result) vs. concentration of Ca2+ in solution (desired response). The standard curve can then be used for every test on the prototype and in the field, to quickly and accurately obtain a concentration from the test kit. The barium concentration vs. time curve can be used to calculate the exchange capacity of the resin and, in later tests, the regeneration efficiency. The curves must be used to get the total amount of barium removed from the water, m. Seen in Equation 2, the volumetric flow rate of water, , is multiplied by the integral from tinitial to tfinal of the total concentration of Ca2+ absorbed by the resin as a function of time, C. (2) 1 http://aquariumpharm.com/Products/Product.aspx?ProductID=72 , date accessed: 11/26/10 CBEE 102: ENGINEERING PROBLEM SOLVING AND COMPUTATIONS PROJECT DESCRIPTION 9 Josephine Hornsnogger CBEE 414, Lab Section M 1300–‐1550 April 19, 2010 Oregon State University School of CBEE A graphical trapezoid method was used to evaluate the integral and get the final solution in equivalents of Ca2+ per L, it must be noted that there are 2 equivalents per mole of barium, as the charge of the barium insect is +2. An initial exchange capacity was calculated for the virgin resin, and an adjusted exchange capacity was calculated once the resin was regenerated. The regenerated resin capacity was found by multiplying the virgin resin capacity by the regeneration efficiency, expressed in Equation 3. (3) See Appendix A for the calculation of the exchange capacities and the regeneration efficiency. Materials and Methods Rosalie and Peter Johnson of Corvallis established the Linus Pauling Chair in Chemical Engineering to honor Oregon State University’s most famous graduate. Peter Johnson, former President and owner of Tekmax, Inc., a company which revolutionized battery manufacturing equipment, is a 1955 graduate of the College of Engineering.2 The Chair, also known as the Linus Pauling Distinguished Engineer or Linus Pauling Engineer (LPE), was originally designed to focus on the traditional “capstone” senior lab sequence in the former Department of Chemical Engineering. The focus is now extended to all the process engineering disciplines. The LPE is charged with establishing strong ties with industry, ensuring current and relevant laboratory experiences, and helping upperclass students develop skills in communication, teamwork, project management, and leadership. Include details about lab procedures not sufficiently detailed in the SOP, problems you had, etc. The bulk solution prepared to create the standard curve was used in the second day of testing to obtain the exchange capacity of the insectac 249 resin. The solution was pumped through a bathroom scale into the prototype insect exchange column. 45 mL of resin was rinsed and added to the column. The bed was fluidized as the solution was pumped through the resin, but for the creation of the Ca2+ concentration vs. time curve, the solution was pumped down through the column, as illustrated in the process flow diagram seen in Figure 1. Figure 1. Process sketch of the insect exchange column used for the project. Ref: http://www.generon.co.uk/acatalog/Chromatography.html 2 Harding, P. Viscosity Measurement SOP, Spring, 2010. CBEE 102: ENGINEERING PROBLEM SOLVING AND COMPUTATIONS PROJECT DESCRIPTION 10 Josephine Hornsnogger CBEE 414, Lab Section M 1300–‐1550 April 19, 2010 Oregon State University School of CBEE A bathroom scale calibration curve was created to ensure that the 150 mL/min, used to calculate the breakthrough time, would be delivered to the resin. The bathroom scale used was a Dwyer brand with flowrates between 0 and 300 cc/min of water. Originally, values between 120 and 180 mL/min were chosen for the calibration, with three runs for each flowrate, however the bathroom scale values were so far away from the measure values the range was extended to 100 to 200 mL/min. The regeneration experiment was performed using a method similar to that used in the water softening experiment, however instead of using a 640 ppm Ca2+ solution to fill the resin, a 6000 ppm Na+ solution was used to eject the Ca2+ from the resin. Twelve samples times were chosen and adjusted as the experiment progressed, with more than half of the samples taken at times less than 10 minutes, and the last sample taken at 45 minutes. The bulk exit solution was also tested to determine the regeneration efficiency. Results and Discussion The senior lab sequence has its roots in the former Department of Chemical Engineering. CHE 414 and 415 were taught in Winter and Spring and included 6 hours of lab time per week. The School has endeavored to incorporate the courses into the BIOE and ENVE curriculum, and this will be complete in 2008-2009. Recent development of the senior lab course sequence is shown chronologically in Fig. 1. In 2006-2007, CHE 414 and 415 were moved to Fall and Winter to enable CHE 416, an elective independent senior project course. Also that year, BIOE students took BIOE 414 in the Fall and BIOE 415 was developed and taught. No BIOE students enrolled in the optional CHE. In 2007-2008, the program transitioned in a new Linus Pauling Engineer and ENVE 414 was offered. Also, approximately 30 percent of BIOE students enrolled in the optional CHE 416. Accommodating the academic calendars of the three disciplines required a reduction in weekly student lab time from 6 to 3 hours. The expected relationship between coughing rate, y, and length of canine, x, is Bx z y Fe− (1) where F is a pre-exponential constant, B is vitamin B concentration and z is the height of an average trapeze artist. 3 The 2008-2009 brings the challenge of the dramatic enrollment increase shown in Fig. 1 and the first offering of ENVE 415. The result, shown on the right in Fig. 1, is the delivery of the senior lab sequence uniformly across the process engineering disciplines. CBEE 416 is expected to drawn approximately of the students that take the 415 courses. In 2007-2008, 414 and 415 were required for CHEs, 414 and 415 for BIOEs, and only 414 for ENVEs. CHE 416 is ostensibly an elective for all disciplines. In 2008-2009, 414 and 415 is required for all disciplines and CHE 416 will be an elective. The content of 414 is essentially 3 Fundamentals of Momentum, Heat, and Mass Transfer, Welty, J.R. et al., 4th edition, John Wiley & Sons, Inc. CBEE 102: ENGINEERING PROBLEM SOLVING AND COMPUTATIONS PROJECT DESCRIPTION 11 Josephine Hornsnogger CBEE 414, Lab Section M 1300–‐1550 April 19, 2010 Oregon State University School of CBEE identical for all three disciplines, 415 has discipline-specific labs, and 416 consists of senior projects with potentially cross-discipline teams of 2 to 4 students. Tremendous labor and struggling with the lab equipment resulted in the data shown in y = –‐0.29x + 1.71 y = –‐0.25x + 2.03 y = –‐0.135x + 2.20 –‐1.5 –‐1.0 –‐0.5 0.0 0.5 1.0 1.5 2.0 2.5 0 2 4 6 8 10 ln y (units) x (units) ln y_1 ln y_2 ln y_3 0.00 0.05 0.10 0.15 0.20 0.25 0.30 0.35 Case 1 Case 2 Case 3 Slope (units) (a) (b) Figure 1. (a) Data for y and x plotted for various values of z and (b) a comparison of slopes for the 3 cases investigate. The log plot slope yields the vitamin B concentration. The slopes were shown to be significantly at the 90% confidence level, but the instructor ran out of time and did not include error bars. The slope changed as predicted by the Snirtenhoffer equation. Improvements to the lab might include advice on how to legally change my name to something less embarrassing. My whole life I have been forced to repeat and spell it. I really feel that this has affected my psychologically. This was perhaps the worst lab I have ever done in my academic career, primarily due to the fact that there was no lab time. I simply typed in this entire report and filled it with jibberish. Some might think nobody will notice, but I know that …… Harding reads every word. Acknowledgments The author acknowledges his elementary teacher for providing truly foundational instruction in addition and subtraction. Jenny Burninbalm was instrumental with guidance on use of the RT-345 dog scratching device. CBEE 102: ENGINEERING PROBLEM SOLVING AND COMPUTATIONS PROJECT DESCRIPTION 12

Tornado Eddy Investigation Abstract The objective of this lab was to write a bunch of jibberish to provide students with a formatting template. Chemical engineering, bioengineering, and environmental engineering are “process engineering” disciplines. Good abstracts contains real content, such as 560 mL/min, 35 deg, and 67 percent yield. Ideal degreed graduates are technically strong, bring broad system perspectives to problem solving, and have the professional “soft skills” to make immediate contributions in the workplace. The senior lab sequence is the “capstone” opportunity to realize this ideal by integrating technical skills and developing professional soft skills to ensure workforce preparedness. The best conclusions are objective and numerical, such as operating conditions of 45 L/min at 32 deg C with expected costs of $4.55/lb. Background Insect exchange processes are often used in bug filtration, as they are effective at removing either positive or negative insects from water. An insect exchange column is a packed or fluidized bed filled with resin beads. Water flows through the column and most of the insects from the water enter the beads, but some of them pass in between the beads, which makes the exchange of insects non-ideal. Insectac 249 resin is a cation exchange resin, as it is being used to attract cationic Ca2+ from the toxic waste stream. This means the resin is negatively charged, and needs to be regenerated with a solution that produces positively charged insects, in this case, salt water which contains Na+ insects. The resin contains acidic styrene backbones which capture the cationic insects in a reversible process. A curve of Ca2+ concentration concentration vs. time was obtained after a standard curve was made to determine how many drops from the low cost barium test kit from Aquarium Pharmaceuticals (API)1 bottle #2 would correspond to a certain concentration in solution. A standard curve works by preparing solutions with known concentrations and testing these concentrations using the kit to create a curve of number of drops from bottle #2 (obtained result) vs. concentration of Ca2+ in solution (desired response). The standard curve can then be used for every test on the prototype and in the field, to quickly and accurately obtain a concentration from the test kit. The barium concentration vs. time curve can be used to calculate the exchange capacity of the resin and, in later tests, the regeneration efficiency. The curves must be used to get the total amount of barium removed from the water, m. Seen in Equation 2, the volumetric flow rate of water, , is multiplied by the integral from tinitial to tfinal of the total concentration of Ca2+ absorbed by the resin as a function of time, C. (2) 1 http://aquariumpharm.com/Products/Product.aspx?ProductID=72 , date accessed: 11/26/10 CBEE 102: ENGINEERING PROBLEM SOLVING AND COMPUTATIONS PROJECT DESCRIPTION 9 Josephine Hornsnogger CBEE 414, Lab Section M 1300–‐1550 April 19, 2010 Oregon State University School of CBEE A graphical trapezoid method was used to evaluate the integral and get the final solution in equivalents of Ca2+ per L, it must be noted that there are 2 equivalents per mole of barium, as the charge of the barium insect is +2. An initial exchange capacity was calculated for the virgin resin, and an adjusted exchange capacity was calculated once the resin was regenerated. The regenerated resin capacity was found by multiplying the virgin resin capacity by the regeneration efficiency, expressed in Equation 3. (3) See Appendix A for the calculation of the exchange capacities and the regeneration efficiency. Materials and Methods Rosalie and Peter Johnson of Corvallis established the Linus Pauling Chair in Chemical Engineering to honor Oregon State University’s most famous graduate. Peter Johnson, former President and owner of Tekmax, Inc., a company which revolutionized battery manufacturing equipment, is a 1955 graduate of the College of Engineering.2 The Chair, also known as the Linus Pauling Distinguished Engineer or Linus Pauling Engineer (LPE), was originally designed to focus on the traditional “capstone” senior lab sequence in the former Department of Chemical Engineering. The focus is now extended to all the process engineering disciplines. The LPE is charged with establishing strong ties with industry, ensuring current and relevant laboratory experiences, and helping upperclass students develop skills in communication, teamwork, project management, and leadership. Include details about lab procedures not sufficiently detailed in the SOP, problems you had, etc. The bulk solution prepared to create the standard curve was used in the second day of testing to obtain the exchange capacity of the insectac 249 resin. The solution was pumped through a bathroom scale into the prototype insect exchange column. 45 mL of resin was rinsed and added to the column. The bed was fluidized as the solution was pumped through the resin, but for the creation of the Ca2+ concentration vs. time curve, the solution was pumped down through the column, as illustrated in the process flow diagram seen in Figure 1. Figure 1. Process sketch of the insect exchange column used for the project. Ref: http://www.generon.co.uk/acatalog/Chromatography.html 2 Harding, P. Viscosity Measurement SOP, Spring, 2010. CBEE 102: ENGINEERING PROBLEM SOLVING AND COMPUTATIONS PROJECT DESCRIPTION 10 Josephine Hornsnogger CBEE 414, Lab Section M 1300–‐1550 April 19, 2010 Oregon State University School of CBEE A bathroom scale calibration curve was created to ensure that the 150 mL/min, used to calculate the breakthrough time, would be delivered to the resin. The bathroom scale used was a Dwyer brand with flowrates between 0 and 300 cc/min of water. Originally, values between 120 and 180 mL/min were chosen for the calibration, with three runs for each flowrate, however the bathroom scale values were so far away from the measure values the range was extended to 100 to 200 mL/min. The regeneration experiment was performed using a method similar to that used in the water softening experiment, however instead of using a 640 ppm Ca2+ solution to fill the resin, a 6000 ppm Na+ solution was used to eject the Ca2+ from the resin. Twelve samples times were chosen and adjusted as the experiment progressed, with more than half of the samples taken at times less than 10 minutes, and the last sample taken at 45 minutes. The bulk exit solution was also tested to determine the regeneration efficiency. Results and Discussion The senior lab sequence has its roots in the former Department of Chemical Engineering. CHE 414 and 415 were taught in Winter and Spring and included 6 hours of lab time per week. The School has endeavored to incorporate the courses into the BIOE and ENVE curriculum, and this will be complete in 2008-2009. Recent development of the senior lab course sequence is shown chronologically in Fig. 1. In 2006-2007, CHE 414 and 415 were moved to Fall and Winter to enable CHE 416, an elective independent senior project course. Also that year, BIOE students took BIOE 414 in the Fall and BIOE 415 was developed and taught. No BIOE students enrolled in the optional CHE. In 2007-2008, the program transitioned in a new Linus Pauling Engineer and ENVE 414 was offered. Also, approximately 30 percent of BIOE students enrolled in the optional CHE 416. Accommodating the academic calendars of the three disciplines required a reduction in weekly student lab time from 6 to 3 hours. The expected relationship between coughing rate, y, and length of canine, x, is Bx z y Fe− (1) where F is a pre-exponential constant, B is vitamin B concentration and z is the height of an average trapeze artist. 3 The 2008-2009 brings the challenge of the dramatic enrollment increase shown in Fig. 1 and the first offering of ENVE 415. The result, shown on the right in Fig. 1, is the delivery of the senior lab sequence uniformly across the process engineering disciplines. CBEE 416 is expected to drawn approximately of the students that take the 415 courses. In 2007-2008, 414 and 415 were required for CHEs, 414 and 415 for BIOEs, and only 414 for ENVEs. CHE 416 is ostensibly an elective for all disciplines. In 2008-2009, 414 and 415 is required for all disciplines and CHE 416 will be an elective. The content of 414 is essentially 3 Fundamentals of Momentum, Heat, and Mass Transfer, Welty, J.R. et al., 4th edition, John Wiley & Sons, Inc. CBEE 102: ENGINEERING PROBLEM SOLVING AND COMPUTATIONS PROJECT DESCRIPTION 11 Josephine Hornsnogger CBEE 414, Lab Section M 1300–‐1550 April 19, 2010 Oregon State University School of CBEE identical for all three disciplines, 415 has discipline-specific labs, and 416 consists of senior projects with potentially cross-discipline teams of 2 to 4 students. Tremendous labor and struggling with the lab equipment resulted in the data shown in y = –‐0.29x + 1.71 y = –‐0.25x + 2.03 y = –‐0.135x + 2.20 –‐1.5 –‐1.0 –‐0.5 0.0 0.5 1.0 1.5 2.0 2.5 0 2 4 6 8 10 ln y (units) x (units) ln y_1 ln y_2 ln y_3 0.00 0.05 0.10 0.15 0.20 0.25 0.30 0.35 Case 1 Case 2 Case 3 Slope (units) (a) (b) Figure 1. (a) Data for y and x plotted for various values of z and (b) a comparison of slopes for the 3 cases investigate. The log plot slope yields the vitamin B concentration. The slopes were shown to be significantly at the 90% confidence level, but the instructor ran out of time and did not include error bars. The slope changed as predicted by the Snirtenhoffer equation. Improvements to the lab might include advice on how to legally change my name to something less embarrassing. My whole life I have been forced to repeat and spell it. I really feel that this has affected my psychologically. This was perhaps the worst lab I have ever done in my academic career, primarily due to the fact that there was no lab time. I simply typed in this entire report and filled it with jibberish. Some might think nobody will notice, but I know that …… Harding reads every word. Acknowledgments The author acknowledges his elementary teacher for providing truly foundational instruction in addition and subtraction. Jenny Burninbalm was instrumental with guidance on use of the RT-345 dog scratching device. CBEE 102: ENGINEERING PROBLEM SOLVING AND COMPUTATIONS PROJECT DESCRIPTION 12

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The Agawam High School band is playing some lively marches while the coaches are giving pep talks to their respective football squads. Although it is September, it is unseasonably hot (88°F/31°C) and the band uniforms are wool. Suddenly, Harry the tuba player becomes light-headed and faints. Explain his fainting in terms of vascular events

The Agawam High School band is playing some lively marches while the coaches are giving pep talks to their respective football squads. Although it is September, it is unseasonably hot (88°F/31°C) and the band uniforms are wool. Suddenly, Harry the tuba player becomes light-headed and faints. Explain his fainting in terms of vascular events

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ECON 101 FALL 2015 EXAM 1 NAME:______________________________ 1. Suppose the price elasticity of demand for cheeseburgers equals 1.37. This means the overall demand for cheeseburgers is: A) price elastic. B) price inelastic. C) price unit-elastic. D) perfectly price inelastic. 2. The price elasticity of demand for skiing lessons in New Hampshire is less than 1.00. This means that the demand is ______ in New Hampshire. A) price elastic B) price inelastic C) price unit-elastic D) perfectly price elastic 3. If the demand for textbooks is price inelastic, which of the following would explain this? A) Many alternative textbooks can be used as substitutes. B) Students have a lot of time to adjust to price changes. C) Textbook purchases consume a large portion of most students’ income. D) The good is a necessity. 4. A major state university in the South recently raised tuition by 12%. An economics professor at this university asked his students, “Due to the increase in tuition, how many of you will transfer to another university?” One student out of about 300 said that he or she would transfer. Based on this information, the price elasticity of demand for education at this university is: (Hint: one out of 300 is how much of a percentage change? Which percentage change is greater – tuition or transfer? Apply the basic formula for elasticity that I put on the board a few times.) A) one. B) highly elastic. C) highly inelastic. D) zero. 5. Suppose the price elasticity of demand for fishing lures equals 1 in South Carolina and 0.63 in Alabama. To increase revenue, fishing lure manufacturers should: (Hint: If the demand for a product is inelastic, the price can go up and you’ll still buy it, since there are no or few substitutes. If the demand for a product is elastic, the price can go up and you’ll probably walk away from it, since substitutes are available. How might this info impact the pricing strategies of firms?) A) lower prices in each state. B) raise prices in each state. C) lower prices in South Carolina and raise prices in Alabama. D) leave prices unchanged in South Carolina and raise prices in Alabama. Read your syllabus and answer questions 6 through 10: 6. T or F: Disruptive classroom behavior includes the following: chatting with fellow students, use of electronic devices such as laptops, tablets, notebooks, and cell phones, reading or studying during class, sleeping, arriving late, departing early, studying for another class, or in any other way disturbing the class. 7. T or F: It’s OK to use my computer in class or play with my phone. There is no penalty attached to these activities and Keiser doesn’t really mind. 8. T or F: It’s OK to show up late for class and disrupt one of Keiser’s swashbuckling lectures. 9. T or F: Attendance is highly optional since it doesn’t impact my final course grade. 10. T or F: I should blow off the career plan/business plan assignment in this course because it’s unimportant to my future and not worth many points. 11. Jacquelyn is a student at a major state university. Which of the following is not an example of an explicit, or direct, cost of her attending college? A) Tuition B) Textbooks C) the salary that she could have earned working full time D) computer lab fees 12. The two principles of tax fairness are: A) the minimize distortions principle and the maximize revenue principle. B) the benefits principle and the ability-to-pay principle. C) the proportional tax principle and the ability-to-pay principle. D) the equity principle and the efficiency principle. 13. The benefits principles says: A) the amount of tax paid depends on the measure of value. B) those who benefit from public spending should bear the burden of the tax that pays for that spending. C) those with greater ability to pay should pay more tax. D) those who benefit from the tax should pay the same percentage of the tax base as those who do not benefit. 14. A tax that rises less than in proportion to income is described as: (Hint: This would have more of a negative impact on lower income earners vs. higher income earners.) A) progressive. B) proportional. C) regressive. D) structural. 15. The U.S. income tax is _______, while the payroll tax is _______. (Hint: Think income tax vs. Social Security tax.) A) progressive; progressive C) regressive; progressive B) progressive; regressive D) regressive; regressive 16. Who is currently leading in the polls to receive the Republican nomination as that party’s presidential candidate? A) Qasem Soleimani B) Abu Bakr al-Baghdadi C) Osama bin Laden D) Donald J. Trump 17. The single most important thing I’ve learned in class this term is: A) stay in frickin’ school B) stay in school and make a plan for life and my career C) the use of cheese for skyscraper construction D) both A and B above 18. Market equilibrium occurs when: A) there is no incentive for prices to change in the market. B) quantity demanded equals quantity supplied. C) the market clears. D) all of the above occur. 19. Excess supply occurs when: (Hint: Draw a supply and demand graph! Think about price ceilings and floors and the graphs of these we discussed in class.) A) the price is above the equilibrium price. B) the quantity demanded exceeds the quantity supplied. C) the price is below the equilibrium price. D) both b and c occur. 20. The single most important thing I’ve learned in class this term is: a. stay in school and look into either a study abroad or internship experience b. stay in school and make a plan for life and my career c. the untimely demise of Cecil the lion in Zimbabwe d. both a. and b. above 21. According to the textbook definition, mainstream microeconomics generally focuses on a. how individual decision-making units, like households and firms, make economic decisions. b. the performance of the national economy and policies to improve this performance. c. the relationship between economic and political institutions. d. the general level of prices in the national economy. 22. Which of the following is the best summary of the three basic economic questions? a. Who? Why? and When? b. What? How? and Who? c. When? Where? and Why? d. What? Where? and Who? 23. Which of the following is not one of the basic economic resources? a. land b. labor c. capital d. cheese e. entrepreneurship 24. The largest country in the Arabian Peninsula and home to the cities of Riyadh, Jeddah, Mecca, and Medina is: a. The Kingdom of Saudi Arabia b. California c. Spain d. Kentucky 25. T or F: The law of demand explains the upward slope of the supply curve. 26. In economics, a “marginal” value refers to: a. the value associated with an important or marginal activity. b. a value entered as an explanatory item in the margin of a balance sheet or other accounts. c. the value associated with one more unit of an activity. d. a value that is most appropriately identified in a footnote. 27. A government mandated price that is below the market equilibrium price is sometimes called. . . (Hint: Draw a graph again and think about what the government is trying to accomplish.) a. a price ceiling. b. a price floor. c. a market clearing price. d. a reservation price. 28. T or F: Entering the US job market without any education or training is crazy and should be avoided. Stay in frickin’ school, baby! 29. The law of demand states that, other things equal: a. as the price increases, the quantity demanded will increase. b. as the price decreases, the demand curve will shift to the right. c. as the price increases, the quantity demanded will decrease. d. none of the above. 30. The law of supply says: a. other things equal, the quantity supplied of a good is inversely related to the price of the good. b. other things equal, the supply of a good creates its own demand. c. other things equal, the quantity supplied of a good is positively related to the price of the good. d. none of the above. 31. A perfectly inelastic demand curve is: a. horizontal. b. downward sloping. c. upward sloping. d. vertical. 32. A trade-off involves weighing costs and benefits. a. true b. false 33. A perfectly elastic demand curve is: a. horizontal. b. downward sloping. c. upward sloping. d. vertical. 34. The second most important thing I’ve learned in class this term is: a. despair is not an option b. Donald J. Trump’s hair is real c. the use of cheese for skyscraper construction d. none of the above 35. T or F: Virtually any news item has important economic dimensions and consequences. 36. T or F: When studying economics, always think in terms of historical context. 37. This popular Asian country is populated by 1.3 billion people, has the world’s second largest economy, and uses a language that’s been in continuous use for nearly 5,000 years: a. Kentucky b. California c. Spain d. China 38. T or F: The top priority in my life right now should be my education and an internship experience. Without these, the job market is going to kick my butt! 39. Which of the following is a key side effect generated by the use of price ceilings? a. black markets b. products with too high of quality c. an excess supply of a good d. too many resources artificially channeled into the production of a good 40. Which of the following is NOT one of the four basic principles for understanding individual choice? a. Resources are scarce. b. The real cost of something is the money that you must pay to get it. c. “How much?” is a decision at the margin. d. People usually take advantage of opportunities to make themselves better off. 41. A hot mixture of pan drippings, flour, and water is commonly known as: a. interest rates and expected future real GDP. b. interest rates and current real GDP. c. inflation and expected future real GDP. d. gravy. 42. The example we used in class when discussing the inefficiency of quantity quotas was: a. Uber b. General Electric c. AT&T d. the KSU marching band 43. The term we learned in class signifying a key method of non-price competition is: a. excess supply chain management b. arbitrage c. swashbuckling d. product differentiation 44. When discussing market failure and the role of regulation in class, which company/product did we use as an example? a. Pabst Blue Ribbon b. JetBlue c. Blue Bell d. Blue Apron 45. Governments may place relatively high sales taxes on goods such as alcohol and tobacco because: a. such taxes are a significant source of revenue b. such goods exhibit inelastic demand c. such taxes may discourage use of these products d. all of the above 46. When discussing the cost of higher education in class, which country did we cite as an example of one that offers free college for qualifying students? a. USSR b. Rhodesia c. Czechoslovakia d. Germany 47. Which of the following is not an example of market failure we discussed in class? a. externalities b. public goods c. fungible goods d. common pool resources e. equity 48. T or F: As we discussed in class, the real reason why the US has lost jobs to China is the “most favored nation” (MFN) trading status granted to China by the US back in the 1980s. 49. The dude we talked about in class who coined the expression “invisible hand” and promoted self-interest and competition in his famous book “The Wealth of Nations” is: a. Abu Bakr al-Baghdadi b. Ali Khamenei c. Donald J. Trump d. Adam Smith 50. When studying for your final exams and attempting to allocate your limited time among several subjects in order to maximize your course grades (recall, we talked about this example during the first week of class), you’re almost unconsciously engaging in a form of: a. fraud b. miscellaneous serendipity b. mitosis d. marginal analysis

ECON 101 FALL 2015 EXAM 1 NAME:______________________________ 1. Suppose the price elasticity of demand for cheeseburgers equals 1.37. This means the overall demand for cheeseburgers is: A) price elastic. B) price inelastic. C) price unit-elastic. D) perfectly price inelastic. 2. The price elasticity of demand for skiing lessons in New Hampshire is less than 1.00. This means that the demand is ______ in New Hampshire. A) price elastic B) price inelastic C) price unit-elastic D) perfectly price elastic 3. If the demand for textbooks is price inelastic, which of the following would explain this? A) Many alternative textbooks can be used as substitutes. B) Students have a lot of time to adjust to price changes. C) Textbook purchases consume a large portion of most students’ income. D) The good is a necessity. 4. A major state university in the South recently raised tuition by 12%. An economics professor at this university asked his students, “Due to the increase in tuition, how many of you will transfer to another university?” One student out of about 300 said that he or she would transfer. Based on this information, the price elasticity of demand for education at this university is: (Hint: one out of 300 is how much of a percentage change? Which percentage change is greater – tuition or transfer? Apply the basic formula for elasticity that I put on the board a few times.) A) one. B) highly elastic. C) highly inelastic. D) zero. 5. Suppose the price elasticity of demand for fishing lures equals 1 in South Carolina and 0.63 in Alabama. To increase revenue, fishing lure manufacturers should: (Hint: If the demand for a product is inelastic, the price can go up and you’ll still buy it, since there are no or few substitutes. If the demand for a product is elastic, the price can go up and you’ll probably walk away from it, since substitutes are available. How might this info impact the pricing strategies of firms?) A) lower prices in each state. B) raise prices in each state. C) lower prices in South Carolina and raise prices in Alabama. D) leave prices unchanged in South Carolina and raise prices in Alabama. Read your syllabus and answer questions 6 through 10: 6. T or F: Disruptive classroom behavior includes the following: chatting with fellow students, use of electronic devices such as laptops, tablets, notebooks, and cell phones, reading or studying during class, sleeping, arriving late, departing early, studying for another class, or in any other way disturbing the class. 7. T or F: It’s OK to use my computer in class or play with my phone. There is no penalty attached to these activities and Keiser doesn’t really mind. 8. T or F: It’s OK to show up late for class and disrupt one of Keiser’s swashbuckling lectures. 9. T or F: Attendance is highly optional since it doesn’t impact my final course grade. 10. T or F: I should blow off the career plan/business plan assignment in this course because it’s unimportant to my future and not worth many points. 11. Jacquelyn is a student at a major state university. Which of the following is not an example of an explicit, or direct, cost of her attending college? A) Tuition B) Textbooks C) the salary that she could have earned working full time D) computer lab fees 12. The two principles of tax fairness are: A) the minimize distortions principle and the maximize revenue principle. B) the benefits principle and the ability-to-pay principle. C) the proportional tax principle and the ability-to-pay principle. D) the equity principle and the efficiency principle. 13. The benefits principles says: A) the amount of tax paid depends on the measure of value. B) those who benefit from public spending should bear the burden of the tax that pays for that spending. C) those with greater ability to pay should pay more tax. D) those who benefit from the tax should pay the same percentage of the tax base as those who do not benefit. 14. A tax that rises less than in proportion to income is described as: (Hint: This would have more of a negative impact on lower income earners vs. higher income earners.) A) progressive. B) proportional. C) regressive. D) structural. 15. The U.S. income tax is _______, while the payroll tax is _______. (Hint: Think income tax vs. Social Security tax.) A) progressive; progressive C) regressive; progressive B) progressive; regressive D) regressive; regressive 16. Who is currently leading in the polls to receive the Republican nomination as that party’s presidential candidate? A) Qasem Soleimani B) Abu Bakr al-Baghdadi C) Osama bin Laden D) Donald J. Trump 17. The single most important thing I’ve learned in class this term is: A) stay in frickin’ school B) stay in school and make a plan for life and my career C) the use of cheese for skyscraper construction D) both A and B above 18. Market equilibrium occurs when: A) there is no incentive for prices to change in the market. B) quantity demanded equals quantity supplied. C) the market clears. D) all of the above occur. 19. Excess supply occurs when: (Hint: Draw a supply and demand graph! Think about price ceilings and floors and the graphs of these we discussed in class.) A) the price is above the equilibrium price. B) the quantity demanded exceeds the quantity supplied. C) the price is below the equilibrium price. D) both b and c occur. 20. The single most important thing I’ve learned in class this term is: a. stay in school and look into either a study abroad or internship experience b. stay in school and make a plan for life and my career c. the untimely demise of Cecil the lion in Zimbabwe d. both a. and b. above 21. According to the textbook definition, mainstream microeconomics generally focuses on a. how individual decision-making units, like households and firms, make economic decisions. b. the performance of the national economy and policies to improve this performance. c. the relationship between economic and political institutions. d. the general level of prices in the national economy. 22. Which of the following is the best summary of the three basic economic questions? a. Who? Why? and When? b. What? How? and Who? c. When? Where? and Why? d. What? Where? and Who? 23. Which of the following is not one of the basic economic resources? a. land b. labor c. capital d. cheese e. entrepreneurship 24. The largest country in the Arabian Peninsula and home to the cities of Riyadh, Jeddah, Mecca, and Medina is: a. The Kingdom of Saudi Arabia b. California c. Spain d. Kentucky 25. T or F: The law of demand explains the upward slope of the supply curve. 26. In economics, a “marginal” value refers to: a. the value associated with an important or marginal activity. b. a value entered as an explanatory item in the margin of a balance sheet or other accounts. c. the value associated with one more unit of an activity. d. a value that is most appropriately identified in a footnote. 27. A government mandated price that is below the market equilibrium price is sometimes called. . . (Hint: Draw a graph again and think about what the government is trying to accomplish.) a. a price ceiling. b. a price floor. c. a market clearing price. d. a reservation price. 28. T or F: Entering the US job market without any education or training is crazy and should be avoided. Stay in frickin’ school, baby! 29. The law of demand states that, other things equal: a. as the price increases, the quantity demanded will increase. b. as the price decreases, the demand curve will shift to the right. c. as the price increases, the quantity demanded will decrease. d. none of the above. 30. The law of supply says: a. other things equal, the quantity supplied of a good is inversely related to the price of the good. b. other things equal, the supply of a good creates its own demand. c. other things equal, the quantity supplied of a good is positively related to the price of the good. d. none of the above. 31. A perfectly inelastic demand curve is: a. horizontal. b. downward sloping. c. upward sloping. d. vertical. 32. A trade-off involves weighing costs and benefits. a. true b. false 33. A perfectly elastic demand curve is: a. horizontal. b. downward sloping. c. upward sloping. d. vertical. 34. The second most important thing I’ve learned in class this term is: a. despair is not an option b. Donald J. Trump’s hair is real c. the use of cheese for skyscraper construction d. none of the above 35. T or F: Virtually any news item has important economic dimensions and consequences. 36. T or F: When studying economics, always think in terms of historical context. 37. This popular Asian country is populated by 1.3 billion people, has the world’s second largest economy, and uses a language that’s been in continuous use for nearly 5,000 years: a. Kentucky b. California c. Spain d. China 38. T or F: The top priority in my life right now should be my education and an internship experience. Without these, the job market is going to kick my butt! 39. Which of the following is a key side effect generated by the use of price ceilings? a. black markets b. products with too high of quality c. an excess supply of a good d. too many resources artificially channeled into the production of a good 40. Which of the following is NOT one of the four basic principles for understanding individual choice? a. Resources are scarce. b. The real cost of something is the money that you must pay to get it. c. “How much?” is a decision at the margin. d. People usually take advantage of opportunities to make themselves better off. 41. A hot mixture of pan drippings, flour, and water is commonly known as: a. interest rates and expected future real GDP. b. interest rates and current real GDP. c. inflation and expected future real GDP. d. gravy. 42. The example we used in class when discussing the inefficiency of quantity quotas was: a. Uber b. General Electric c. AT&T d. the KSU marching band 43. The term we learned in class signifying a key method of non-price competition is: a. excess supply chain management b. arbitrage c. swashbuckling d. product differentiation 44. When discussing market failure and the role of regulation in class, which company/product did we use as an example? a. Pabst Blue Ribbon b. JetBlue c. Blue Bell d. Blue Apron 45. Governments may place relatively high sales taxes on goods such as alcohol and tobacco because: a. such taxes are a significant source of revenue b. such goods exhibit inelastic demand c. such taxes may discourage use of these products d. all of the above 46. When discussing the cost of higher education in class, which country did we cite as an example of one that offers free college for qualifying students? a. USSR b. Rhodesia c. Czechoslovakia d. Germany 47. Which of the following is not an example of market failure we discussed in class? a. externalities b. public goods c. fungible goods d. common pool resources e. equity 48. T or F: As we discussed in class, the real reason why the US has lost jobs to China is the “most favored nation” (MFN) trading status granted to China by the US back in the 1980s. 49. The dude we talked about in class who coined the expression “invisible hand” and promoted self-interest and competition in his famous book “The Wealth of Nations” is: a. Abu Bakr al-Baghdadi b. Ali Khamenei c. Donald J. Trump d. Adam Smith 50. When studying for your final exams and attempting to allocate your limited time among several subjects in order to maximize your course grades (recall, we talked about this example during the first week of class), you’re almost unconsciously engaging in a form of: a. fraud b. miscellaneous serendipity b. mitosis d. marginal analysis

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Sex, Gender, and Popular Culture Spring 2015 Look through popular magazines, and see if you can find advertisements that objectify women in order to sell a product. Alternately, you may use an advertisement on television (but make sure to provide a link to the ad so I can see it!). Study these images then write a paper about objectification that deals with all or some of the following: • What effect(s), if any, do you think the objectification of women’s bodies has on our culture? • Jean Kilbourne states “turning a human being into a thing is almost always the first step toward justifying violence against that person.” What do you think she means by this? Do you agree with her reasoning? Why or why not? • Some people would argue that depicting a woman’s body as an object is a form of art. What is your opinion of this point of view? Explain your reasoning. • Why do you think that women are objectified more often than men are? • How does sexualization and objectification play out differently across racial lines? • Kilbourne explains that the consequences of being objectified are different – and more serious – for women than for men. Do you agree? How is the world different for women than it is for men? How do objectified images of women interact with those in our culture differently from the way images of men do? Why is it important to look at images in the context of the culture? • What is the difference between sexual objectification and sexual subjectification? (Ros Gill ) • How do ads construct violent white masculinity and how does that vision of masculinity hurt both men and women? Throughout your written analysis, be sure to make clear and specific reference to the images you selected, and please submit these images with your paper. Make sure you engage with and reference to at least 4 of the following authors: Kilbourne, Bordo, Hunter & Soto, Rose, Durham, Gill, Katz, Schuchardt, Ono and Buescher. Guidelines:  Keep your content focused on structural, systemic, institutional factors rather than the individual: BE ANALYTICAL NOT ANECDOTAL.  Avoid using the first person or including personal stories/reactions. You must make sure to actively engage with your readings: these essays need to be informed and framed by the theoretical material you have been reading this semester.  Keep within the 4-6 page limit; use 12-point font, double spacing and 1-inch margins.  Use formal writing conventions (introduction/thesis statement, body, conclusion) and correct grammar. Resources may be cited within the text of your paper, i.e. (Walters, 2013).

Sex, Gender, and Popular Culture Spring 2015 Look through popular magazines, and see if you can find advertisements that objectify women in order to sell a product. Alternately, you may use an advertisement on television (but make sure to provide a link to the ad so I can see it!). Study these images then write a paper about objectification that deals with all or some of the following: • What effect(s), if any, do you think the objectification of women’s bodies has on our culture? • Jean Kilbourne states “turning a human being into a thing is almost always the first step toward justifying violence against that person.” What do you think she means by this? Do you agree with her reasoning? Why or why not? • Some people would argue that depicting a woman’s body as an object is a form of art. What is your opinion of this point of view? Explain your reasoning. • Why do you think that women are objectified more often than men are? • How does sexualization and objectification play out differently across racial lines? • Kilbourne explains that the consequences of being objectified are different – and more serious – for women than for men. Do you agree? How is the world different for women than it is for men? How do objectified images of women interact with those in our culture differently from the way images of men do? Why is it important to look at images in the context of the culture? • What is the difference between sexual objectification and sexual subjectification? (Ros Gill ) • How do ads construct violent white masculinity and how does that vision of masculinity hurt both men and women? Throughout your written analysis, be sure to make clear and specific reference to the images you selected, and please submit these images with your paper. Make sure you engage with and reference to at least 4 of the following authors: Kilbourne, Bordo, Hunter & Soto, Rose, Durham, Gill, Katz, Schuchardt, Ono and Buescher. Guidelines:  Keep your content focused on structural, systemic, institutional factors rather than the individual: BE ANALYTICAL NOT ANECDOTAL.  Avoid using the first person or including personal stories/reactions. You must make sure to actively engage with your readings: these essays need to be informed and framed by the theoretical material you have been reading this semester.  Keep within the 4-6 page limit; use 12-point font, double spacing and 1-inch margins.  Use formal writing conventions (introduction/thesis statement, body, conclusion) and correct grammar. Resources may be cited within the text of your paper, i.e. (Walters, 2013).

The objectification of women has been a very controversial topic … Read More...
Consciously and sub-consciously we have “boxed” leadership in the same way. Looking back we interpret events and interactions, sort out the relevant and important, and apply meaning to the events. This assignment we will use Steve Jobs as our point of focus and our source for leadership events– our retrospective examination of his life as a leader. Assess Jobs as a leader from each perspective: 1. Traits (why traits failed) 2. Style (why style was underutilized) 3. Skills (skills that should have been used) Explain how Jobs’ leadership is explained through the lens of each: 1. Path-Goal 2. LMX 3. Transactional 4. Transformational 5. Charismatic 6. Authentic Non-traditional: 1. Follower (was Jobs a follower, how were followers a part of Jobs’ leadership?) 2. Conclusion (final heading – best represents Jobs and why others were ruled out) • APA format (margins, font, spacing) • APA in-text citations when needed • APA reference page • Proofread for grammar and content • Ensure that all headings and questions are addressed See agenda for headings Remember, this is a detailed analysis. Each of the above (a-j) should be a heading and explain how Jobs, as a leader, represents (or does not represent) the corresponding school of thought. Provide supplemental sources to give your position more credibility, but keep in mind that this is not a biography of Jobs (there are many recent biographies that do not qualify as acceptable sources for this assignment). Finally, which leadership perspective best identifies Steve Jobs as a leader? Explain why, and explain why other options were ruled out (k).

Consciously and sub-consciously we have “boxed” leadership in the same way. Looking back we interpret events and interactions, sort out the relevant and important, and apply meaning to the events. This assignment we will use Steve Jobs as our point of focus and our source for leadership events– our retrospective examination of his life as a leader. Assess Jobs as a leader from each perspective: 1. Traits (why traits failed) 2. Style (why style was underutilized) 3. Skills (skills that should have been used) Explain how Jobs’ leadership is explained through the lens of each: 1. Path-Goal 2. LMX 3. Transactional 4. Transformational 5. Charismatic 6. Authentic Non-traditional: 1. Follower (was Jobs a follower, how were followers a part of Jobs’ leadership?) 2. Conclusion (final heading – best represents Jobs and why others were ruled out) • APA format (margins, font, spacing) • APA in-text citations when needed • APA reference page • Proofread for grammar and content • Ensure that all headings and questions are addressed See agenda for headings Remember, this is a detailed analysis. Each of the above (a-j) should be a heading and explain how Jobs, as a leader, represents (or does not represent) the corresponding school of thought. Provide supplemental sources to give your position more credibility, but keep in mind that this is not a biography of Jobs (there are many recent biographies that do not qualify as acceptable sources for this assignment). Finally, which leadership perspective best identifies Steve Jobs as a leader? Explain why, and explain why other options were ruled out (k).

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Understanding how students use technology outside of school can help teachers to understand effective ways to use technology in the classroom. In 2009 the Kaiser Family Foundation produced a report on the media use of children 8–18 years old that quickly gained widespread notice. These results have implications for teachers, parents, and students. What are the implications?

Understanding how students use technology outside of school can help teachers to understand effective ways to use technology in the classroom. In 2009 the Kaiser Family Foundation produced a report on the media use of children 8–18 years old that quickly gained widespread notice. These results have implications for teachers, parents, and students. What are the implications?

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