An example of a monopolistically competitive industry would be:

/in /by

An example of a monopolistically competitive industry would be:

An example of a monopolistica

ECON 101 Final Exam A+

Part 1 of 1 –

99.99999 Points

Question 1 of 20

4.45 Points

The representative firm in a purely competitive industry:

A.Will always earn a profit in the short run

B.May earn either an economic profit or a loss in the long run

C.Will always earn an economic profit in the long run

D.Will earn an economic profit of zero in the long run

Question 2 of 20

4.45 Points

An example of a monopolistically competitive industry would be:

A.Steel

B.Soybeans

C.Electricity

D.Retail clothing

Feedback: See page 275 – 276.

Question 3 of 20

4.45 Points

Firms in an industry will not earn long-run economic profits if:

A.Fixed costs are zero

B.The number of firms in the industry is fixed

C.There is free entry and exit of firms in the industry

D.Production costs for a given level of output are minimized

Feedback: See page 240.

Question 4 of 20

4.45 Points

Marginal product is:

A.the increase in total output attributable to the employment of one more worker.

B.the increase in total revenue attributable to the employment of one more worker.

C.the increase in total cost attributable to the employment of one more worker.

D.total product divided by the number of workers employed.

Feedback: See page 201.

Question 5 of 20

4.45 Points

The law of diminishing returns indicates that:

A.as extra units of a variable resource are added to a fixed resource, marginal product will decline beyond some point.

B.because of economies and diseconomies of scale a competitive firm’s long-run average total cost curve will be U-shaped.

C.the demand for goods produced by purely competitive industries is downsloping.

D.beyond some point the extra utility derived from additional units of a product will yield the consumer smaller and smaller extra amounts of satisfaction.

Feedback: See page 204.

Question 6 of 20

4.45 Points

If average total cost is declining, then:

A.marginal cost must be greater than average total cost.

B.the average fixed cost curve must lie above the average variable cost curve.

C.marginal cost must be less than average total cost.

D.total cost must also be declining.

Feedback: See page 208.

Question 7 of 20

4.45 Points

Average fixed costs diminish continuously as output increases.

True

False

Feedback: See page 208.

Question 8 of 20

4.45 Points

Patents and copyrights were established by the government to reduce oligopoly and monopoly power.

True

False

Feedback: See page 246 – 247.

Question 9 of 20

4.45 Points

A purely competitive firm is a price maker, but a monopolist is a price taker.

True

False

Feedback: See page 226.

Question 10 of 20

4.45 Points

The profit-maximizing rule MC = MR is followed by firms under:

A.monopolistic competition, but not perfect competition.

B.perfect competition, but not monopolistic competition.

C.either monopolistic competition or perfect competition, depending on the costs of production.

D.both monopolistic competition and perfect competition.

Feedback: Great job. See page 277.

Question 11 of 20

4.35 Points

A perfectly competitive firm will continue producing in the short run as long as it can cover its:

A.total cost.

B.average total cost.

C.average variable cost.

D.average fixed cost.

Feedback: Great work! See bottom of page 235.

Question 12 of 20

4.45 Points

A perfectly competitive firm will earn a profit and will continue producing the profit-maximizing quantity of output in the short run if price is:

A.greater than marginal cost.

B.less than marginal cost.

C.less than average variable cost.

D.greater than average total cost.

Feedback: Great work! See page 233.

Question 13 of 20

4.45 Points

Monopolistic competition is an industry characterized by:

A.a product with many close substitutes.

B.a horizontal demand curve.

C.a small number of firms.

D.barriers to entry and exit.

Feedback: Great work. See page 276.

Question 14 of 20

4.45 Points

If a perfectly competitive firm increases production from 10 units to 11 units, and the market price is $20 per unit, total revenue for 10 units is:

A.$10.

B.$20

C.$200.

D.$210.

Feedback: Very good. See page 230.

Question 15 of 20

4.45 Points

The demand curve facing a monopolist is:

A.horizontal, the same as that facing a perfectly competitive firm.

B.downward sloping, the same as that facing a perfectly competitive firm.

C.upward sloping, the same as that facing a perfectly competitive firm.

D.downward sloping, unlike the horizontal demand curve facing a perfectly competitive firm.

Feedback: Good work. See page 259.

Question 16 of 20

4.45 Points

Suppose that a monopolist increases production from 10 units to 11 units. If the market price declines from $30 per unit to $29 per unit, marginal revenue for the eleventh unit is:

A.$1.

B.$9.

C.$19.

D.$29.

Feedback: Good work. See page 260.

Question 17 of 20

4.45 Points

Most electric, gas, and water companies are examples of:

A.unregulated monopolies.

B.natural monopolies.

C.restricted-input monopolies.

D.sunk-cost monopolies.

Feedback: Good job. See page 254.

Question 18 of 20

4.45 Points

If a perfectly competitive firm is producing a quantity that generates P > MC, then profit:

A.is maximized.

B.can be increased by increasing the price.

C.can be increased by decreasing the price.

D.can be increased by increasing production.

Feedback: Great work! See page 233.

Question 19 of 20

10.0 Points

Evaluate the following statement using economic reasoning: “A monopolist can charge whatever she wants because she is the only source available.”

A monopolist can charge whatever she wants but even monopolist decrease their prices in order to sell more of the product. This is also a great example of why marginal revenue is under the demand curve in a monopolistic market! She can charge whatever she wants in for a while, but the market will inevitably force the constraints of supply and demand. Quickly after this, she will realize that she cannot charge whatever she sees fit.

Feedback: See the “Heads-Up!” section on page 263.

Question 20 of 20

10.0 Points

Identify and describe a real world example of an oligopoly. What characteristics of this market fit the definition of an oligopoly? What role does advertising play in this market? Is this consistent with what you’ve learned about advertising and oligopoly in this course?

A great real world example of an oligopoly is the technology/Cell phone industry. Competing companies like Samsung, Apple, and Google, tend to rule the market. The top spot in their industry is revolving and they are all competing for it. “An oligopoly is Situation in which a market is dominated by a few firms, each of which recognizes that its own actions will produce a response from its rivals and that those responses will affect it” (Principles of Microeconomics, 283). Each company is in competition with each other and currently it seems to be cell phone leak season, the most recent Pixel from Google soon the next three companies will slowly leak or announce their new products. The galaxy S8 and the IPhone8 are the newest ones to be released. The key is that they all tend to have a new device entering the market either one right after the other or at the same time. As the products come to market the consumers have to choose either to brand loyalty or switch to the other side or stay with the least expensive option.

“Firms in monopoly, monopolistic competition, and oligopoly use advertising when they expect it to increase their profits (Principles of Microeconomics, 290). In this oligopoly advertising, does not play a major role in this perfectly competitive market. “everyone knows that firms in each industry produce identical products, and buyers have complete information about the alternatives available to them in the market” (Principles of Microeconomics, 290).

This is consistent with what we’ve learned about oligopoly and advertising. “Advertising creates consumer loyalty to a particular brand, then that loyalty may serve as a barrier to entry to other firms” (Principles of Microeconomics, 291).

Rittenberg&Tregarthen. (2012). Principles of Microeconomics

lly competitive industry would be:

worksheet detailing the current inventory of plants at the Pasadena facility.

/in /by

Office 2016 – myitlab:grader – Instructions Excel Project

GO16_XL_CH02_GRADER_2E_HW – Plants 1.2

 

Project Description: In the following project, you will edit a worksheet detailing the current inventory of plants at the Pasadena facility.

 

Instructions: For the purpose of grading the project you are required to perform the following tasks: Step Instructions Points Possible 1 Start Excel. Download and open the file named go16_xl_ch02_grader_2e_hw.xlsx. 0.000 2 To the right of column B, insert two new columns to create new blank columns C and D. By using Flash Fill in the two new columns, split the data in column B into a column for Item # in column C and Category in column D. Be sure that Item # and Category display as the column headings, and then delete column B. Note, Mac users, select the range B14:B42, and start the Text to Columns wizard. Select the text delimiter as Other and type a dash (-). Set the destination cell as C14 and finish the wizard to separate the item numbers and the category names. 8.000 3 By using the Cut and Paste commands, cut column C—Category—and paste it to column H, and then delete the empty column C. Apply AutoFit to columns A:G. 2.000 4 In cell B4, insert a function to calculate the Total Items in Stock by summing the Quantity in Stock data, and then apply Comma style with zero decimal places to the result. 8.000 5 In the appropriate cell in the range B5:B8, insert functions to calculate the Average, Median, Lowest, and Highest retail prices, and then apply the Accounting Number Format to each result. 10.000 6 Move the range A4:B8 to the range D4:E8, apply the 40% – Accent4 cell style to the range, and then select columns D:E and AutoFit. 3.000 7 In cell C6, type Statistics and then select the range C4:C8. From the Format Cells dialog box, merge the selected cells, and change the text Orientation to 25 Degrees. Format cell C6 with Bold, a Font Size of 14 pt. In cell C6 change the Font Color to Blue-Gray, Text 2. Apply Middle Align and Align Right. 16.000 8 In the Category column, replace all occurrences of Vine Roses with Patio Roses. 2.000 9 In cell B10, use the COUNTIF function to count the number of Specialty plant types in the Category column. 4.000 10 In cell H13, type Stock Level. In cell H14, enter an IF function to determine the items that must be ordered. If the Quantity in Stock is less than 50, the Value_if_true is Order. Otherwise the Value_if_false is OK. Fill the formula down through cell H42. 5.000 11 Apply Conditional Formatting to the Stock Level column so that cells that contain the text Order are formatted with Bold Italic and with a Font Color of Green, Accent 6. Apply Conditional Formatting to the Quantity in Stock column by applying a Gradient Fill Green Data Bar. Note, Mac users, ensure that the background color of the cells is set to No Color. 8.000 12 Format the range A13:H42 as a Table with headers, and apply the style Table Style Light 20. Sort the table from A to Z by Item Name, and then filter on the Category column to display only the Specialty types. 11.000 13 Display a Total Row in the table, and then in cell A43, sum the Quantity in Stock for the Specialty items. Type the result in cell B11. Click in the table and remove the total row from the table. Clear the Category filter. 10.000 14 Merge & Center A1 across columns A:H and apply the Title cell style. Merge & Center A2 across columns A:H, and apply the Heading 1 cell style. Change the theme to Mesh, and then select and AutoFit all the columns. 8.000 15 Set the orientation to Landscape. From the Page Setup dialog box, center the worksheet Horizontally, and set row 13 to repeat at the top of each page. Display the Print Preview. Apply the Fit All Columns on One Page setting. Insert a custom footer in the left section with the file name. Note, Mac users, use the Page Setup dialog box to fit the columns to one page. 5.000 16 Save the file and close Excel. Submit the file as directed. 0.000 Total Points 100.000

 

 

Updated: 10/03/2017 1 Current_Instruction.docx

Analyzing Student Data: The RTI Model

/in /by

Review “Analyzing Student Data: RTI Model Student Scenario” to inform the assignment that follows.
In a 500-750 word summary, complete the following:

  • Using the 10 weeks of Tier 2 progress monitoring data, calculate Paul’s performance level and slope.
  • Using the dual-discrepancy approach, determine whether Paul is responding adequately to Tier 2 instruction. Explain.
  • Why do you think the support team members disagree about what tier of instruction would best meet Paul’s needs? Explain.
  • What tier of instruction would you recommend for Paul; Tier 1 instruction only or
    another round of Tier 2 instruction? Explain.

Written permission has been acquired for the use of:

Brown, J., Skow, K., & the IRIS Center. (2009). RTI: Data-based decision making.
Retrieved from http://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_case_studies/ics_rtidm.pdf

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located on the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin.

Analyzing Student Data: RTI Model

Student Scenario

 

 

Student: Paul

Age: 8

Grade: 3

Paul attends Lincoln Elementary School. He has received Tier 2 instruction for 10 weeks. Paul’s teacher has been monitoring his progress using the Vanderbilt University Passage Reading Fluency probe. Paul’s eighteen-week goal is 55 wpm and his expected rate of growth is 1. The school support team is meeting today to review Paul’s progress and to determine what tier of instruction would best meet his current educational needs. When they apply the dual-discrepancy approach, the support team members disagree about what tier of instruction would best meet Paul’s needs.

 

 

Written permission has been acquired for the use of:

Brown, J., Skow, K., & the IRIS Center. (2009). RTI: Data-based decision making. Retrieved from

http://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_case_studies/ics_rtidm.pdf

 

 

© 2015. Grand Canyon University. All Rights Reserved.

Brainstorming And Beginning Research Worksheet

/in /by

Access and complete the “Brainstorming and Beginning Research Worksheet” assignment.

  1. To assist you with this assignment, be sure to review the “The Writing Process” media; this is a great resource for you to use as you create your essay throughout the course.
  2. Access and complete the “Brainstorming and Beginning Research” worksheet. This assignment will walk you through the writing process steps of choosing a topic, brainstorming techniques, research strategies, and research.

Submit the completed assignment to the final assignment drop box by the end of Topic 1 (Sunday, by 11:59pm, Arizona Time).

Name:

Course:

Date:

Instructor:

Expository Essay: Brainstorming and Beginning Research

Before you begin any writing assignment, it is often necessary to complete several “pre-writing” activities necessary for completing your expository essay including selecting a topic, brainstorming, research strategies, and research. Follow the instructions to complete these pre-writing activities. Make sure you complete all sections of this worksheet.

Part 1: Select a Topic – Pick One

Below are lists of essay topics to use for the expository essay please highlight/bold your topic choice so your instructor will know your selection.

 

1. Three services Veterans need to successfully return to civilian life

2. Three characteristics of good leaders

3. Three ways bullying can negatively impact children

4. Three ways technology can impact communication

5. Three issues found in a large classroom

6. Three services the Christian church can provide the community

 

Part 2: Brainstorming Strategies

Read: Topic 1 Lecture.

Review: “Invention: Finding Your Ideas” section of “The Writing Process” media piece:

https://lc.gcumedia.com/unv104/the-writing-process/index.html

Complete: In box 1, use the brainstorming method of “Free Writing”.

 

Brainstorm Method: Free Writing:

Set a timer for 10 minutes and complete your free write brainstorm activity in this box to show your work.

 

 
 

 

Part 3: Research Strategies – Key Words & Phrases

Step 1: Pull keywords that were generated from your brainstorming activity in part 2. These keywords need to pertain to the topic selected from part 1.

Step 2: Combine keywords to come up with Boolean search terms. Boolean Search Possibilities: Boolean search terms utilize AND phrases and is covered on page 15 of the course eBook.

An example table is provided below to demonstrate how you should complete this. Please do not use any part of the example as part of your own table.

 

Example Tables

 

Keywords pulled from brainstorming Boolean: Phrases from Keywords
1. Online Learning 1. Online Learning AND Education
2. Student Success 2. Online Learning AND Student Success
 

Keywords pulled from brainstorming

  

Boolean: Phrases with Keywords – Boolean search terms utilize AND phrases. This is covered on page 15 of the course eBook
1. 1.
2. 2.
3. 3.

 

 

Part 4: Define Sub-topics

State three potential sub-topics you want to write about based on the topic you selected in Part 1. Subtopics are the main ideas you plan to use to explain your chosen topic.

1. Sub-topic 1:

2. Sub-topic 2:

3. Sub-topic 3:

Part 5: Navigating the GCU Online Library

Overview: The GCU Library will be a vital resource for you during your academic career. The Library contains a wealth of resources that will help you find, research, and broaden your understanding on any given topic. Learning to correctly use resources to support your writing is an essential component of your academic success.

Before starting this section, review the short walk-through tutorial on the GCU Library. http://tutorials.gcumedia.com/mediaElement/library-walk-through-tutorial/library-walk-through-tutorial-v1.1.php

Step 1: How to Access the Library

There are a number of ways to access the library’s website; here is one path to reach the Library Research & Resources page:

Please click on the following link: http://library.gcu.edu/

Question 1: On the Library Research & Resources Page, list three ways in which you can contact the library for assistance if needed. If at any point, you find yourself searching more than 15 minutes with no results: STOP and contact a librarian.

1.

2.

3.

 

Step 2: Finding Journal Articles

For this section, you will be searching using LopeSEARCH. LopeSEARCH is a federated search that allows you to search many databases across many subjects with one search. Follow the instructions below to access and begin searching in LopeSEARCH.

1. On the Library Research & Resources page, click the link Find Journal Articles.

2. Under the LopeSEARCH type in your first Boolean Search Phrase. This should include your main topic and one of the subtopics you created in Part 4. Check the box beside Peer Reviewed and click SEARCH

3. Sign in if prompted, using your GCU Username and password.

Question 2: Provide the title of the first journal article that is listed in the results.

 

 

 

 

 

Step 3: Article Details

In addition to the actual full text of the article, the databases will provide valuable information about an article. You will see things such as authors, source, subject terms, and abstract. The abstract is a brief summary of the article you found.

1. Click on the title of the first article you found in Step 2.

2. Scroll down this page and find the Article Abstract.

Question 3: Copy and paste the abstract from the article you have found in the space below AND explain how an abstract is valuable to your research process and how it will save you time.

 

 

 

 

Step 4: Permanent and Persistent Links

Databases are designed as powerful searching tools; unfortunately, this means the website link located at the top of any page in a database is temporary and is based on your search at the time. Should you try to save that link as a bookmark or copy and paste it to use at a later time, it will not work. However, the databases have links that are tied directly to the articles you find. Follow the steps below to find the permalink (persistent, durable link, or document URL) to the article you accessed in Step 2.

1. On the same page where you found the abstract, look to the right for the Tools column.

2. Click on the link that says Permalink.

3. A box will pop up above the article title with a permanent link.

Question 4: Copy and paste the permalink to the article you have found in the space below AND explain why a permalink could be an important item to copy.

 

Step 5: Using Library Databases to Cite Articles

Another important option under the tool bar is the Cite button. In academic writing, citing your sources is very important. It will tell your reader that the information that you are using is the property of someone else. It will also show your reader exactly where you found this information and how to access this information again. This is a necessary step in avoiding academic dishonesty issues like plagiarism.

Note: Remember, GCU Style required for your undergraduate coursework is a simplified version of APA. It is possible for there to be errors in the reference citations available in the GCU Library database, so check the GCU style manual located in the Student Success Center: The Writing Center to ensure your reference is properly formatted.

1. On the same page where you found the abstract look to the right for the Tools column.

2. Click on the link that says Cite.

3. A box will pop up above the article title with different citation styles.

Question 5: Copy and paste the APA reference you have found from the article in the space below. According to the GCU Style Guide, where should you include this information in your essay?

 

 

 

 

 

 

 

 

Part 6: Gather Resources

Step 1: Go to the GCU Library website and start a search for peer-reviewed journal articles .

· On the Library Research & Resources page, click the link Find Journal Articles.

· Under the LopeSEARCH type in your first Boolean Search Phrase. This should include your main topic and one of the subtopics you created in Part 4. Check the box beside Peer Reviewed and click SEARCH

· Sign in if prompted, using your GCU Username and password.

 

Step 2: Complete the table below using the 3 most relevant peer-reviewed journal articles you found on the topic chosen from part 1.

An example table is provided below to demonstrate how you should complete this portion. Please do not use any part of the example as part of your own table.

Example

Peer-reviewed article 1 Title of Resource: Factors influencing adult learners’ decision to drop out or persist in online learning. Boolean terms/ Keywords Used: Online Learning AND Student Success
Permalink http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=44785109&site=ehost-live&scope=site
Abstract The number of adult learners who participate in online learning has rapidly grown in the last two decades due to online learning’s many advantages. In spite of the growth, the high dropout rate in online learning has been of concern to many higher education institutions and organizations. The purpose of this study was to determine whether persistent learners and dropouts are different in individual characteristics (i.e., age, gender, and educational level), external factors (i.e., family and organizational supports), and internal factors (i.e., satisfaction and relevance as sub-dimensions of motivation). Quantitative data were collected from 147 learners who had dropped out of or finished one of the online courses offered from a large Midwestern university. Dropouts and persistent learners showed statistical differences in perceptions of family and organizational support, and satisfaction and relevance. It was also shown that the theoretical framework, which includes family support, organizational support, satisfaction, and relevance in addition to individual characteristics, is able to predict learners’ decision to drop out or persist. Organizational support and relevance were shown to be particularly predictive. The results imply that lower dropout rates can be achieved if online program developers or instructors find ways to enhance the relevance of the course. It also implies that adult learners need to be supported by their organizations in order for them to finish online courses that they register for. [ABSTRACT FROM AUTHOR]
APA Reference Park, J., & Hee Jun, C. (2009). Factors influencing adult learners’ decision to drop out or persist in online learning. Journal Of Educational Technology & Society, 12(4), 207-217.

 

Peer-reviewed Article 1

 

 Title of Resource: Boolean terms/ Keywords Used:

 
Permalink  
Abstract  

 

 
APA Reference  

 
   
Peer-reviewed Article 2

 

 Title of Resource:

 

 Boolean terms/ Keywords Used:

 
Permalink  
Abstract  

 

 
APA Reference  

 

 

 

Peer-reviewed Article 3

 

 Title of Resource:

 

 Boolean terms/ Keywords Used:

 
Permalink  
Abstract  

 

 
APA Reference  

 

 

 

© 2016. Grand Canyon University. All Rights Reserved.