6 Pages

Lecture 23

Course: ECON 102, Fall 2008
School: Iowa State
Rating:
 
 
 
 
 

Word Count: 1856

Document Preview

Gupta Rupayan Lecture 23, Parkin, Ch. 16 continued We have already looked at the long-term growth policies that the government can adopt. We shall now look at policies it can adopt with regard to its other concerns. Business Cycle & Unemployment Policy Many different fiscal & monetary policies may be adopted to stabilize the business cycle and combat unemployment. All such policies fall under 3...

Register Now

Unformatted Document Excerpt

Coursehero >> Iowa >> Iowa State >> ECON 102

Course Hero has millions of student submitted documents similar to the one
below including study guides, practice problems, reference materials, practice exams, textbook help and tutor support.

Course Hero has millions of student submitted documents similar to the one below including study guides, practice problems, reference materials, practice exams, textbook help and tutor support.
Gupta Rupayan Lecture 23, Parkin, Ch. 16 continued We have already looked at the long-term growth policies that the government can adopt. We shall now look at policies it can adopt with regard to its other concerns. Business Cycle & Unemployment Policy Many different fiscal & monetary policies may be adopted to stabilize the business cycle and combat unemployment. All such policies fall under 3 categories: 1. Fixed-rule policies 2. Feedback-rule policies 3. Discretionary policies Fixed-rule policies: These policies specify an action to be pursued independently of the state of the economy. Examples of fixed-rule policies are: To keep the quantity of money in the economy growing at a certain fixed percentage, regardless of the state of the economy. Another fixed-rule policy might be to balance the Federal Budget always. Feedback-rule policies: These policies specify actions dependent on the state of the economy. Examples: Adopting money growth rates, tax rates, etc., dependent on the state of the economy. Sometimes feedback rules are automatic: for example, increases or decreases in transfer payments to households dependent on whether the economy was in a recession or boom, respectively. Discretionary policies: These policies respond to the state of the economy in a possibly unique way, tailored to a particular situation, using all available information (including lessons from past `mistakes'). For example, given two feedback policies, say one that involves the use of fiscal policy & the other monetary policy, the government might use discretion to chose the fiscal policy tools over the monetary policy one. Stabilizing Aggregate Demand Shocks: Combating market pessimism (or loss of consumer confidence in the economy) (See Fig. 16.5, Parkin, page 394) Let the economy start out at the full employment equilibrium. Then, due to a loss of consumer confidence or the pessimism about future profits on the part of firms, the level of demand in the economy falls and the demand curve shifts backwards. So we are now in an unemployment equilibrium. 1 Fixed-policy response The government has economic advisors who are Monetarists,1 and these advisors advocate a fixed-policy under which the government does nothing: Government purchases, taxes, and the quantity of money all remain constant.2 Let us first consider a situation where the market pessimism is temporary. (See Fig. 16.6, panel (a), Parkin, page 395). In this case, since the pessimism is temporary, even with the government doing nothing the economy returns to the original equilibrium as consumer/firm confidence improves and the demand curve shifts back to its original level. Now we consider a situation where the market pessimism is permanent. (See Fig. 16.6, panel (b), Parkin, page 395). In this case, with the government doing nothing, the aggregate supply curve moves outwards as money wages decline in the long run (remember that we are in a situation of price decline here). The economy ends up in a full-employment equilibrium, with lower prices compared to the original equilibrium (which may not be great news from the firms' point of view). Feedback-policy response The government has economic advisors who are Keynesians and these advisors advocate an activist feedback-policy under which the government adopts an expansionary monetary policy combined with increased government spending to combat market pessimism (i.e., policies are adopted in response to the observed situation that occurs in the economy). Let the market pessimism be permanent. (See Fig. 16.6, panel (c), Parkin, page 395). Monetarists are economists who believe that fluctuations in the quantity of money are the main sources of economic fluctuations. Monetarists would believe that economic depressions are caused due to a lower level of money supply in the economy than there should be. However, they would advocate a hands-off policy prescription as far as possible, rather than an activist monetary policy, since they believe that it is very difficult to measure/predict economic variables correctly. So, an activist monetary policy to increase employment might end up causing run-away inflation, and worsen the economic situation rather than improve it. 2 Note though, that a fixed policy rule does not mean that the government does nothing in the economy. Increasing money supply at a fixed rate every year, irrespective of the state of the economy is a fixed rule policy too. 1 2 In this case the demand curve moves back to the original level (and the economy moves back to the original equilibrium) due to the activist policies adopted by the government. So the feedback policy does better compared to the fixed-policy rule in this case. Stabilizing Aggregate Supply Shocks: Combating a productivity growth slowdown Suppose, starting from a position of long-run equilibrium, the economy suffers a slowdown in the growth of productivity. This means that in the goods' market, the long run supply curve shifts inwards, as the potential level of output falls (recall that we keep workers' productivity constant when we draw the long run supply curve, so when that changes, the LAS will shift). (See Fig. 16.7, Parkin, page 398) [Parkin speaks of the Real Business Cycle theory here, which we have not studied. We can analyze this phenomenon without invoking the RBC theory: so just concentrate on the explanation in my lecture notes]. Fixed-policy response The government follows a fixed policy rule, which involves doing nothing in this situation. The aggregate demand curve stays where it was originally, and the economy converges to a new long run equilibrium with higher prices and lower output. Feedback-policy response The government follows a feedback policy rule, which involves increasing government purchases as a response to the fall in output. This shifts up the aggregate demand from curve its original level. However, in this case the economy converges to a new long run equilibrium in which output is the same compared to the fixed-policy situation, but the price level is higher. So the feedback policy does worse compared to the fixed-policy rule in this case. Anti-Inflation Policy There are two inflation policy problems. In times of price stability, the goal is to stop inflation from breaking out. In the times of inflation, the problem is to reduce its rate and restore price stability. Avoiding demand-pull inflation is the flip side avoiding demand-driven recession, so it is achieved by stabilizing aggregate demand. So the business cycle and unemployment 3 policies we have discussed above can be suitably modified into anti demand-pull inflation policies. We shall now look at two inflation policy concerns: 1. Avoiding cost-push inflation 2. Slowing down an inflationary process Avoiding Cost-Push Inflation: Combating an oil-shock As we have seen earlier, starting from a position of long run full employment equilibrium, a rise in an input (oil) price that increases firms' costs would shift the SAS curve leftwards, leading to stagflation in the economy. Fixed-policy response The government follows a fixed policy rule, which involves doing nothing in this situation. With unemployment in the economy, given a long enough period of time (over which re-contracting of wage agreements is possible and the money wage becomes flexible) the money wage rate will eventually fall. Also, the low level of GDP and low sales might bring a fall in the price of oil. This would shift back the SAS to its original level. This whole process, however, might take a long time and various economic agents might be worse off in between. (See Fig.16.8, panel (a), Parkin, page 400) (Recall one of our early discussions regarding the fact that the ideological positions of various economists may be thought of as arising from their different beliefs regarding the length of this adjustment process). Feedback-policy response Let the government follow a Keynesian feedback policy rule that involves an activist fiscal and monetary policy in case of a supply shock. The question is here is that whether this is an effective policy, if the government is interested in controlling inflation? Clearly it is not. The government's policy shifts up the aggregate demand curve: this restores full employment, but leads to a price rise. More significantly, it clears the deck for another round of price increase on the part of the oil producers (Recall our discussion of a costpush inflation spiral). The government's policy might lead to an upward spiraling price level over time. (See Fig.16.8, panel (b), Parkin, page 400) 4 Slowing Down Inflation How can an inflationary process be cured, once it has started? We shall look at 2 cases: 1. A surprise inflation reduction 2. An announced credible inflation reduction A surprise reduction in inflation We shall study the problem of lowering inflation in the economy using both the AD-AS analysis, as well as the Phillips curve analysis. (See Fig.16.9, Parkin, page 402) Suppose the economy is at the full employment level with the inflation rate at 10%. In the goods market diagram, this equilibrium is given by the intersection of the LAS, AD 0 & SAS 0. (See Fig.16.9, panel (a), Parkin, page 402). Equivalently, in the Phillips curve diagram, the economy is at the intersection of the LRPC & SRPC 0. The inflation rate of 10% is anticipated, so unemploymen...

Textbooks related to the document above:
Find millions of documents on Course Hero - Study Guides, Lecture Notes, Reference Materials, Practice Exams and more. Course Hero has millions of course specific materials providing students with the best way to expand their education.

Below is a small sample set of documents:

Iowa State - ECON - 102
Gupta Econ 102, Summer 03, FinalName: _Answer key_Answer BookletInstructions: There is only one section in this exam. You have to choose three questions from a total of four and answer them. Time allotted for the exam is one hour. This is a clos
Iowa State - ECON - 102
UNIV ID HW 1(/14) 99694 21405 99101 65769 53788 60354 86397 88563 67424 48856 60496 36649 77788 88325 81244 25694 38295 97058 26220 76191 60186 63578 73946 02312 12705 64325 88156 67598 64699 20040 21958 95097 77146 83954 64670 43100 14 13 14 12 13 1
University of Florida - POS - 4931
University of Florida - POS - 4931
American Jews & Israel:The Sources of Politicized Ethnic IdentityKenneth D. Wald & Bryan WilliamsPublished in Nationalism & Ethnic Politics, Volume 12 (Summer 2006), 1-33.Reasons to assume strong support for Israel from American Jewry Spi
University of Florida - POS - 4931
Religion and Presidential Politics in Florida:A List ExperimentStephen C. Craig James G. Kane Kenneth D. WaldPublished in Social Science Quarterly 85 (June, 2004), 281-293.August 8, 2000:Sen. Joseph Lieberman(D-Connecticut)Becomes First J
University of Florida - POS - 4931
GENDER, RELIGION AND STATE IN ISRAEL: THE MYTH OF EQUALITYKimberly D. GouzDeclaration of Independence May 14, 1948 THE STATE OF ISRAEL . . . will ensure complete equality of social and political rights to all its inhabitants irrespective of rel
Bethel MN - PSY - 305
Humanistic PsychologyAbraham Maslow and Carl RogersWhat is Humanistic Psychology?It emphasizes an optimistic view of human beings, as persons who have the ability to grow (human potential) Though it does not deny the effect of the environment, it
University of Florida - POS - 4931
Student Instructions for Accessing Electronic Reserves1. Go to the Smathers Libraries home page at: http:/www.uflib.ufl.edu/ 2. Under "Find" click on Course Reserves, which will direct you to the Ares home page. 3. If OFF CAMPUS you will need to cli
Bethel MN - PSY - 305
Karen Horney (1885-1952)Is Karen Horney a Freudian?Like Freud, she believed in the importance of unconscious motivation, of sexual matters, but she believed that Freud overstressed biology Her view of human beings is more optimisticThe Oedip
University of Florida - POS - 4291
Midterm Examination POS 6757 Spring 2009 1. Response instability refers to the tendency of individuals to give different answers to survey questions on the same subject over a short period of time. For example, a respondent who described himself as a
University of Florida - POS - 4291
Bethel MN - PSY - 305
Alfred Adler (1870-1937)Individual Psychology06/06/09 Lucie Johnson1A Fictitious Memory As an adult, Adler had a vivid memory ofhaving to walk through a cemetery on his way to school as a five year-old, being terrified, and mastering his
Bethel MN - PSY - 305
Alfred Adler (1870-1937)Individual PsychologyA Fictitious Memory0. As an adult, Adler had a vivid memory of having to walk through a cemetery on his way to school as a five yearold, being terrified, and mastering his fear by running through the c
Colorado - MCEN - 5208
Enabling Next Generation MEMS with Porous Anodic AluminaLiterature Review J. Tyler Preston prestonj@colorado.edu Advisor: Prof. Conrad Stoldt Introduction and Scope of Review In recent years, advances in the engineering of nanostructures have create
Stanford - SB - 241
Protein Data Bank Structure (www.rcsb.org)Early Structureslysozyme myoglobinCarboxypeptidase Serine proteaseProteins have recurring folding patterns.The classical protein folding patterns Antiparallel a Parallel a/b Antiparallel b(also, a
Stanford - SB - 241
Mosaic structure of bacterial exotoxins"Universal" ADPribosyl transferase catalytic domainShared receptor binding domainHexokinase-two structural domains, one functionActin-four structural domains, ~one functionProtein Data Bank Structure (
UPenn - M - 115
May 3, 2001 THIRD DRAFT OF MATH 151 FINAL EXAMINSTRUCTIONS. This exam consists of 17 multiple choice questions. Please circle one answer for each question. To get credit for a question, you must circle the right answer (and no others), and you must
UPenn - M - 115
Tuesday April 24, 2001MATH 151 - PRACTICE FINAL EXAMINSTRUCTIONS. Work out all the problems on this practice exam. Give detailed explanations, using words as well as equations. Use a separate sheet for each problem. Leave space to include notes fr
UPenn - M - 115
Math 115 Final Exam Fall 2006 1. Consider the surface z = f (x, y) = 2x2 + y 2 . Find the tangent plane to the surface at the point (x, y, z) = (1, 1, 3) and find where this plane intersects the z-axis. Plane intersects the z-axis at z = A. 3 B. 2 C.
Stanford - SB - 241
Chris Garcia, Ph.D kcgarcia@stanford.eduProtein-Protein Interactions - I-Proteins form highly specific and stable complexes with other proteins and/or ligands. -Protein interactions mediate vast majority of biological processes. - e.g. cell-surfac
UPenn - M - 115
MATH 115 Sample Final Exam 41. Ten equally-qualied applicants, 6 men and 4 women, apply for 3 lab technician positions. Unable to justify choosing any of the applicants over the others, the personnel director decides to select 3 at random. What is
Stanford - SB - 241
Protein-Protein Interactions - II-experimental dissection of protein-protein interactions. -development of theory for understanding protein-protein interactions has occurred in parallel with refinement of methods for probing protein interactions thr
UPenn - M - 115
UPenn - M - 115
Math 115 Final Exam FridayName(print) SignatureDecember 13, 2002 Penn 1.0. (cirle one) Chinburg Powers DrummInstructor answer without supporting work willA correct 1.be given littleor no credit.= 2x2 + y2. Find the tangent plane to Consi
UPenn - M - 115
Math 115Makeup Final ExamAnswers at the endFall 20041. The tangent plane to the surface x2 - 2y 2 + z 2 + yz = 2 at the point (2, 1, -1) intersects the zaxis at the point: A. (0, 0, -4) E. (0, 0, -3) B. (0, 0, 4) F. (0, 0, 2) C. (0, 0, -1) G.
UPenn - M - 115
Math 115Final ExamAnswers at the endFall 20041. The tangent plane to the ellipsoid x2 /4 + y 2 + z 2 /9 = 3 at the point (-2, 1, -3) intersects the xaxis at the point:A. (4, 0, 0) E. (6, 0, 0)B. (3, 0, 0) F. (-6, 0, 0)C. (-3, 0, 0) G. (1
UPenn - M - 115
.MATH 115 - FINAL EXAM December 16, 2005 ~ameStudent no. (from~-ID)_Flec. Day ~ timeTeaching Assistant~-_This is a Multiple choice, closed book, no calculator exam. You may use a 5" x 8" card. Show all your work. PUT YOUR ANSWERS ON THE ANS
UPenn - M - 115
MATH 115 Fall 2005- MAKEUP~anneFINAL EXAM_Student# (fronn ID) _Flee. Day ~ tinne _ Assistant _TeachingThis is a Multiple choice, closed book, no calculator exann. You nnay use a 5/1x 8/1card. Show all your work.PUT YOUR ANSWERS ON THE A
UPenn - M - 115
MATH 115 Fall 2005- MAKEUP~anneFINAL EXAM_Student# (fronn ID) _Flee. Day ~ tinne _ Assistant _TeachingThis is a Multiple choice, closed book, no calculator exann. You nnay use a 5/1x 8/1card. Show all your work.PUT YOUR ANSWERS ON THE A
UPenn - M - 115
Math 115Makeup Final ExamAnswers at the endFall 20051. X is a continuous random variable on the interval [0,1] whose density function is of the form k(1 x) for some constant k. What is Var(X)? A. 1/2 B. 1/3 C. 1/6 D. 1/9 E. 1/12 F. 1/18 G.
UPenn - M - 115
Math 115Final ExamAnswers at the endFall 20051. X is a continuous random variable on the interval [0,1] whose density function is of the form kx2 for some constant k. What is Var(X)? A. 1/80 E. 5/80 B. 1/40 F. 3/40 C. 3/80 G.1 80D. 1/20 H.
UPenn - M - 115
Math 115Makeup Final ExamAnswers at the endSpring 20031. X is a continuous random variable on the interval [0,1] whose density function is of the form kx2 for some constant k. What is Var(X)? A.1 80B.1 40C.3 80D.1 20E.5 80F.
UPenn - M - 115
Math 115Final ExamAnswers at the endSpring 20031. X is a continuous random variable on the interval [0,1] whose density function is of the form k(1 - x) for some constant k. What is Var(X)? A. 1/2 B. 1/3 C. 1/6 D. 1/9 E. 1/12 F. 1/18 G. 2/6
UPenn - M - 115
Math 115 (Powers,Santos) Name(print)Final Exam. Friday April 29, 2005Penn1.0.one (Powers) (Santos) or no credit.SignatureCircleCircle your answers. (No Calculators allowed) A correct answer without supporting work will be given little 1.
UPenn - M - 115
Math 115 (Powers,Santos) Name(print)Final Exam. Friday April 29, 2005Penn1.0.one (Powers) (Santos) or no credit.SignatureCircleCircle your answers. (No Calculators allowed) A correct answer without supporting work will be given little 1.
UPenn - M - 115
MATH 115 FINAL EXAM May 1, 2003 Name-Student no. (fromID)_Rec.Day&time_Teaching Assistant _ This is a Multiple choice, closed book, no calculator exam. You may use a 5" x 8" card. Show all your work. PUT YOUR ANSWERS ON THE ANSWER SHEET (page
UPenn - M - 115
Math 115 (Donagi,Powers)FinalExam.ThursdayMay 6, 200QName(print) SignaturePenn I.D.Circle one (Donagi) (Powers)Circle your answers. (No Calculators allowed) A correct answer without supporting work will be given littleor no credit. w
Alabama - MKT - 300
MKT 300Name ROW B Abbott, Holli Aciego, Erick Acker, Stephanie Albright, Megan Alford, Charles Allen, Douglas Bradley Alley, Raun E. Almy, Jeffrey Alpaugh, Will Arline, Alexis Autrey, Shane Avant, Thomas Banks, Andrew Harrison Barber, Mathew Blake B
Georgia Tech - CS - 2390
%!PS-Adobe-3.0 %BoundingBox: (atend) %Pages: (atend) %PageOrder: (atend) %DocumentFonts: (atend) %Creator: Frame 4.0 %DocumentData: Clean7Bit %EndComments %BeginProlog % % Frame ps_prolog 4.0, for use with Frame 4.0 products % This ps_prolog file is
Georgia Tech - CS - 2390
%!PS-Adobe-3.0 %BoundingBox: (atend) %Pages: (atend) %PageOrder: (atend) %DocumentFonts: (atend) %Creator: Frame 4.0 %DocumentData: Clean7Bit %EndComments %BeginProlog % % Frame ps_prolog 4.0, for use with Frame 4.0 products % This ps_prolog file is
Georgia Tech - CS - 2390
%!PS-Adobe-3.0 %BoundingBox: (atend) %Pages: (atend) %PageOrder: (atend) %DocumentFonts: (atend) %Creator: Frame 4.0 %DocumentData: Clean7Bit %EndComments %BeginProlog % % Frame ps_prolog 4.0, for use with Frame 4.0 products % This ps_prolog file is
Georgia Tech - CS - 2390
%!PS-Adobe-3.0 %BoundingBox: (atend) %Pages: (atend) %PageOrder: (atend) %DocumentFonts: (atend) %Creator: Frame 4.0 %DocumentData: Clean7Bit %EndComments %BeginProlog % % Frame ps_prolog 4.0, for use with Frame 4.0 products % This ps_prolog file is
Harvey Mudd College - CS - 132
Exceptions Requires two pieces:Issues in SML ImplementationApril 8, 2001 CS 132: Compiler Design Code that gets executed when we enter (or complete) and exception handler e1 handle Div => e2 Code that gets executed if an exception is raised ra
Polytechnic University of Puerto Rico - MATH - 0102
Universidad Politcnica de Puerto Rico Departamento de Ciencias y MatemticasPreparado por: Prof. Manuel Capella-Casellas, M.A.Ed.Agosto, 2003Notacin exponencialLa notacin exponencial se usa para repetir multiplicaciones de un mismo nmero. Es la e
Polytechnic University of Puerto Rico - MATH - 0106
Tema: Traduccin de Expresiones Algebraicas Las expresiones verbales pueden ser traducidas a expresiones simblicas o algebraicas y viceversa. Si tenemos una desconocida le asignaremos una letra o variable para poder referirnos a ella. Hay frases que s
Polytechnic University of Puerto Rico - MATH - 0106
Tema: Solucin de Ecuaciones Descripcin: Consiste en solucionar ecuaciones simples usando las propiedades de igualdad para desarrollar una estrategia que pueda ser usada para resolver cualquier ecuacin lineal. Ejemplos: Resolver las siguientes ecuacio
Polytechnic University of Puerto Rico - MATH - 0106
Tema: Estrategias para Resolver Problemas Verbales Dos causas pueden sealarse para una gran cantidad de los fracasos en la resolucin de problemas: ignorancia e impaciencia. Cada problema requiere una cierta cantidad mnima de conocimientos, la carenci
Polytechnic University of Puerto Rico - MATH - 0106
Tema: Solucin de Problemas Verbales de Aplicacin Problemas sin variables: 1. Problemas generales de nmeros: A. Juan tiene $1303 en su cuenta de banco. Podr Juan pagar su seguro del auto de $676, sus deudas de $121 y adems su renta de $750 con lo que
Polytechnic University of Puerto Rico - MATH - 106
Tema: Exponentes Naturales Descripcin: Es cuando se utiliza un nmero natural como exponente para indicar las veces que se repite la multiplicacin de cierta expresin. Ejemplos: Simplificar aplicando las reglas de exponentes: 1) x y4(23)(x y )
Polytechnic University of Puerto Rico - MATH - 0106
Tema: Exponentes Racionales Descripcin: Se utilizarn como exponentes nmeros racionales, o como comnmente se conocen, fracciones. Su operacin se har basndose en las reglas de exponentes. Si hay que sumar o restar exponentes, se deber hallar el denomin
Polytechnic University of Puerto Rico - MATH - 106
Tema: Divisin de Polinomios por Monomios Descripcin: Dividir polinomios, que son la suma de trminos algebraicos, por monomios los cuales estn compuestos de un solo trmino. Ejemplos: 1) 8 x3 y2( ) 2(x y )42 3= 8 x 12 y 4 4 2 x 126 y 46
Polytechnic University of Puerto Rico - MATH - 0106
UNIVERSIDAD POLITCNICA DE PUERTO RICO Departamento de Ciencias y MatemticasREPASO EXAMEN #1Polinomios: operaciones y factorizacinProf. Manuel Capella-Casellas, M.A.Ed. UPPR Departamento de Ciencias y MatemticasAgosto 2006Pgina 1 de 9I.
Polytechnic University of Puerto Rico - MATH - 0106
UNIVERSIDAD POLITCNICA DE PUERTO RICO Departamento de Ciencias y MatemticasREPASO EXAMEN #2Polinomios cuadrticos: Factorizacin y solucin de ecuaciones Aplicaciones (solucin de problemas verbales)Prof. Manuel Capella-Casellas, M.A.Ed. Septiembre
Polytechnic University of Puerto Rico - MATH - 0106
A. Escribir los polinomios en orden descendente. 1. 2. 3. 4. 5. x + 7 - 4x2 - 3x3 4x2 + 3x3 - x + 9 2x5 + x - 4x3 + 9 - x2 + x4 9x2 - 6 + 3x 3x + 9 - 5x3B. Identifica el grado del polinomio. 1. 2. 3. 4. 5. 4x5 + 9x - 6 3x2 + 7x + 1 4x4 - 9x - 5 3c5
Polytechnic University of Puerto Rico - MATH - 0106
UNIVERSIDAD POLITCNICA DE PUERTO RICO Departamento de Ciencias y MatemticasREPASO EXAMEN #3Expresiones y ecuaciones de Racionales e IrracionalesProf. Manuel Capella-Casellas, M.A.Ed. Septiembre 2006 UPPR Departamento de Ciencias y Matemticas
Polytechnic University of Puerto Rico - MATH - 0106
UNIVERSIDAD POLITCNICA DE PUERTO RICO Departamento de Ciencias y MatemticasREPASO EXAMEN FINALMATH 0106Prof. Manuel Capella-Casellas, M.A.Ed. UPPR Departamento de Ciencias y MatemticasAgosto 2006Pgina 1 de 14Prof. Manuel Capella-Casellas
Polytechnic University of Puerto Rico - MATH - 0106
UNIVERSIDAD POLITCNICA DE PUERTO RICODepartamento de Ciencias y MatemticasMATH 0106Repasos exmenesparciales y final Prof. Manuel Capella-Casellas, M.A.Ed.Agosto 2006
Polytechnic University of Puerto Rico - MATH - 0106
UNIVERSIDAD POLITCNICA DE PUERTO RICODepartamento de Matemticas y Ciencias"LOS POLINOMIOS"Introduccin al lgebra MATH 0106Prof. Manuel Capella-Casellas, M.A.Ed. Rev. diciembre, 2003
Polytechnic University of Puerto Rico - MATH - 102
Tema: Divisin de Enteros Descripcin: Se aplican las mismas reglas de signo de multiplicacin. Ejemplos: Halle el cociente: 1) 2) 3) 4) 5) 28 =7 4 14 (7) = 2 3 no est definida la divisin entre cero 0 05 = 0 (7) (1) = 7Ejercicios: Hallar el cocient
Polytechnic University of Puerto Rico - MATH - 102
Tema: Orden de Operaciones Descripcin: Debemos seguir el orden de operaciones establecido universalmente porque sino correremos el riesgo de obtener el resultado equivocado. Se deben efectuar en el siguiente orden: parntesis ( ), corchetes [ ], llave
Polytechnic University of Puerto Rico - MATH - 102
Tema: Suma, Resta, Multiplicacin y Divisin de Fracciones Mixtas Descripcin: Las fracciones mixtas son sumamente necesarias en el diario vivir, como, por ejemplo, al confeccionar una receta, al leer el reloj o al leer un mapa y calcular la distancia p