chapter 32 quiz
3 Pages

chapter 32 quiz

Course Number: ECON 112, Spring 2010

College/University: Bowling Green

Word Count: 381

Rating:

Document Preview

1. Answer the next question(s) on the basis of the following table for a commercial bank or thrift: Refer to the above table. When the legal reserve ratio is 30 percent, the monetary multiplier is: A) 5. B) 4. C) 3.33. D) 2.5. Refer to row 1 in the above table. The number appropriate for space W is: A) 4. B) 6. C) 10. D) 12. 3. Individual commercial banks are limited in their ability to create money by lending...

Unformatted Document Excerpt
Coursehero >> Ohio >> Bowling Green >> ECON 112

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.

Answer 1. the next question(s) on the basis of the following table for a commercial bank or thrift: Refer to the above table. When the legal reserve ratio is 30 percent, the monetary multiplier is: A) 5. B) 4. C) 3.33. D) 2.5. Refer to row 1 in the above table. The number appropriate for space W is: A) 4. B) 6. C) 10. D) 12. 3. Individual commercial banks are limited in their ability to create money by lending because: A) lending is likely to result in the loss of reserves to other banks. B) only the Treasury and the Federal Reserve Banks are authorized to create new money. C) the Board of Governors prohibits bank lending when the result is an expansion of the money supply. D) banking is a highly competitive industry. 4. Commercial banks monetize claims when they: A) collect checks through the Federal Reserve System. B) make loans to the public. C) accept repayment of outstanding loans. D) borrow from the Federal Reserve Banks. 5. (Last Word) The bank panics of 1930-1933: A) resulted in the passage of the Smoot-Hawley Act. B) boosted the nation's money supply, causing inflation. C) directly resulted in the Federal insured deposit D) program. caused a significant outflow of gold from the United States. 6. Overnight loans from one bank to another for reserve purposes entail an interest rate called the: A) prime rate. B) discount rate. C) Federal funds rate. D) treasury bill rate. 7. If m equals the maximum number of new dollars that can be created for a single dollar of excess reserves and R equals the required reserve ratio, then for the banking system: A) m = R-1. B) R = m/1. C) R = m-1. D) m = 1/R. 8. Which of the following is correct? A) Required reserves minus actual reserves equal excess reserves. B) Required reserves equal excess reserves minus actual reserves. C) Required reserves equal actual reserves plus excess reserves. D) Actual reserves minus required reserves equal excess reserves. 9. When a commercial bank has excess reserves: A) it is in a position to make additional loans. B) its actual reserves are less than its required reserves. C) it is charging too high an interest rate on its loans. D) its reserves exceed its assets. Refer to row 4 in the above table. The number appropriate for space Z is: A) $10,000. B) $70,000. C) $48,000. D) zero.

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:

Bowling Green - ECON - 112
1.Abondwithnoexpirationhasanoriginalpriceof$10,000andafixedannualinterestpaymentof $1000.Ifthepriceofthisbonddecreasesby$2000,theinterestrateineffectwill: A)Increaseby2.5percentagepoints B)Increaseby1.5percentagepoints C)Decreaseby1.5percentagepoints D)De
Bowling Green - ECON - 112
Allcorrect 1.Answerthenextquestion(s)onthebasisoftheinformationinthefollowingtable. Refertotheabovetable.Aninterestrateof2percentisnotsustainablebecause: A)thedemandforbondsinthebondmarketwillfallandtheinterestratewillfall. B)thedemandforbondsinthebondma
Bowling Green - ECON - 112
1.Anadverseaggregatesupplyshock: A)automaticallyshiftstheaggregatedemandcurverightward. B)causesthePhillipsCurvetoshiftleftwardanddownward. C)canbecausedbyaboostintherateofgrowthofproductivity.D)cancausestagflation.2.Inflationaccompaniedbyfallingrealout
Bowling Green - ECON - 114
1.TheoutputofMP3playersshouldbe: A)reducedifmarginalbenefitsexceedmarginalcosts. B)reducedifmarginalcostsexceedmarginalbenefits. C)increasedifmarginalcostsexceedmarginalbenefits. D)reducedtozeroiftheirunitcostsexceedtheunitcostsofalternativeproducts. 2.(L
Bowling Green - ECON - 114
An interest group is a collection of people who share some common interest or attitude and seek to influence government for specific ends. A movement is a large body of people interested in a common issue that seek to change attitudes or institutions, not
Bowling Green - ECON - 114
The Final Exam covers Chapter 4, Political Ideology Chapter 6, Interest Groups Chapter 7, Political Parties Chapter 8, Voting Chapter 9, Campaigns & Elections Assigned readings.Chapter 6Influence of "Special Interests" in AmericaWhat is the best way to
Bowling Green - ECON - 114
1 I n fluence of "Special I n te rests" in A merica What is the best way to minimize the in fluence of factions in a free society? Since the founding of our nation, Americans have been concerned about the conflict factions can cause in our society and tha
Bowling Green - ECON - 114
T he methods used by interest groups to in fluence public policy Persuasion, L i tigation, Rulemaking Lobbying not used until mid-nineteenth century in the USA To Congress, the most important thing Lobbyists do is provide money for their next reelection c
Bowling Green - ECON - 114
OVERVIEW Links: ArticlesofConfederation:http:/www.earlyamerica.com/earlyamerica/milestones/articles/ CharlesMontesquieuandhiswork,SpiritoftheLaws(1748)/BARONDEMONTESQUIEU: http:/www.clydecoast.co.uk/testbed/MontSite/ TheTreatyofLisbon:http:/europa.eu/lisb
Bowling Green - ECON - 114
TheAgeofLiberty Whilelivinginthe21stcentury,itisoftendifficulttoimagineourcountryasafledglingnewnation experimentingwithradicalideasoflibertyanddemocracy. TodayAmericaisaneconomicandmilitarysuperpowerrestrainedonlybyitsconstitution,the Americanpeople,andt
Bowling Green - ECON - 114
M y name is Ma r tha Dand r idge Custis Washington. I was born on the Chestnut G rove Plantation in New Kent County, Vi rginia on June 2, 1731. M y family consisted of my father and mother, John Dand ridge and F rances Jones, and eight younger siblings (t
Bowling Green - ECON - 114
DISCUSSIONACTIVITY#2:FEDERALISM(10points). Also,youwillcommentononeofyourclassmate'sarticlesduringtheclassdiscussionat "BullfeathersRestaurant."Letyourfellowclassmatesknowwhatyouthinkabouttheissueandhow thegovernmentisdealingwithaparticularproblem.Yourcom
Bowling Green - ECON - 114
DISCUSSIONACTIVITY#3:INTERESTGROUPSTheAmericanHumaneAssociationwasfoundedbyacollaborationof27humaneorganizationsfrom 10statesin1877withthemissiontoprotectanimalsandchildrenfromcruelty,abuseandneglect. Currently,theyaretheonlynationalnonprofitmembershipor
Bowling Green - ECON - 114
Democracyisgovernmentbythepeople,eitherdirectlyorindirectly,withfreeandfrequentelections. DirectDemocracyisgovernmentinwhichcitizenscometogethertodiscussandpasslawsand selectrulers. Representativedemocracyisgovernmentthatderivesitspowersindirectlyfromthep
Bowling Green - ECON - 114
Which of the following statements is incorrect regarding the Constitution? It establishes the United States as a Christian nation. In order to solve the conflict between desiring a stronger national government and avoiding central control, the framers est
Bowling Green - ECON - 114
T he legislative branch making the law, the executive applying and enforcing the law, and the j udiciary interpreting the law is called Separation of Powers Checks and Balances is the Constitutional grant of powers that enables each of the three b ranches
Bowling Green - ECON - 114
D uring the first two years of President George W. Bush's administration, federal authori ty was expanded with: the passage of the U.S. Patriot Act. In which of the following court decisions did the Court put constraints on the power of Congress? Congress
Bowling Green - EDUCATION - 111
Discussion 1 - ECO 216 Key1. Kara was out jogging and despite being tired, decided to run one more mile. Based on her actions, economists would conclude that Kara: A. must be an avid runner. B. decided that the marginal benefit of running one more mile w
Bowling Green - EDUCATION - 111
The demand curve As stated in the text, the basic determinants of market demand for a specific good such as Good 1 are (1) consumers tastes and preferences, which we can denote by Z; (2) the number of consumers in the market, N; (3) consumers money income
Bowling Green - EDUCATION - 111
The supply curve As stated in the text, the basic determinants of market supply for a specific good such as Good 1 are (1) resource prices, which we can denote by PR1, PR2, and so on; (2) the state of technology, T; (3) the number of producers in the mark
Bowling Green - EDUCATION - 111
ACBOREPORTThe Cyclically Adjusted and Standardized Budget MeasuresApril 2008The Congress of the United States O Congressional Budget OfficeNotesNumbers in the text and tables may not add up to totals because of rounding. Unless otherwise indicated,
Bowling Green - EDUCATION - 111
CHAPTER 5The United States in the Global EconomyMultiple Choice Questions 1. The physical export of motorcycles from the United States to Mexico best illustrates a: A) trade flow. B) resource flow. C) financial flow. D) technology flow.2. The physical
Bowling Green - EDUCATION - 111
1-31-51-7(Key Question) Cite three examples of recent decisions that you made in which you, at least implicitly, weighed marginal costs and marginal benefits. Student answers will vary, but may include the decision to come to class, to skip breakfast t
Bowling Green - EDUCATION - 111
Chapter 26 - Business Cycles, Unemployment, and InflationChapter 26 Business Cycles, Unemployment, and InflationMultiple Choice Questions1. Recurring upswings and downswings in an economy's real GDP over time are called: A. recessions. B. business cycl
Bowling Green - EDUCATION - 111
CHAPTER 29Aggregate Demand and Aggregate Supply_Multiple Choice Questions 1. The aggregate demand curve: A) is upsloping because a higher price level is necessary to make production profitable as production costs rise. B) is downsloping because supply
Bowling Green - EDUCATION - 111
The money multiplier The money multiplier tells us the maximum amount of new demand-deposit money that can be created by a single initial dollar of excess reserves. This multiplier, m, is the inverse of the reserve requirement, R: m = 1/R. This note will
Bowling Green - EDUCATION - 111
CHAPTER 35Extending the Analysis of Aggregate Supply1. In terms of aggregate supply, a period in which nominal wages and other resource prices are unresponsive to price-level changes is called the: A) long run. B) short run. C) immediate market period.
Bowling Green - EDUCATION - 111
1.In the U.S. economy, all are generally accepted economic functions of government except: A) B) C) D) The provision of public goods The production and distribution of consumer goods Pursuing policies that lessen the effects of the business cycle Pursuin
Bowling Green - EDUCATION - 111
Chapter1&2 problem setStudent: _1.Joe sold gold coins for $1000 that he bought a year ago for $1000. He says, "At least I didn't lose any money on my financial investment." His economist friend points out that in effect he did lose money, because he co
Bowling Green - EDUCATION - 111
HURRICANE HIGHs RED HOT Show Choir presents its 2010 SHOW CHOIR PERFORMANCE & DINNER THEATERLocation: Hurricane High School Friday, January 8 6:30pm Dates: Saturday, January 9 1:00pm *Special Saturday Matinee* Saturday, January 9 6:30pm Sunday, January 1
Bowling Green - EDUCATION - 111
2010 Registration FormRegister online and save! United States Air Force MarathonSeptember 18, 20101 CHECK THE EVENT YOU ARE ENTERINGLAST NAMEMARATHONSUFFIXHALF MARATHONFIRST NAME10K5K (Sept. 17, 2010)M.I.2STREET ADDRESS/APARTMENT NUMBER34C
Bowling Green - EDUCATION - 111
2010ps_chpt4Student: _1.Income data that show the percentage of total income received by each fifth of all households describe the: A.functional distribution of income. B.horizontal distribution of income. C.personal distribution of income. D.vertical
Bowling Green - EDUCATION - 111
Problem set 4 covering Chpt 7Student: _ 1. Real GDP per capita: A. cannot grow more rapidly than real GDP. B. cannot grow more slowly than real GDP. C. necessarily grows more rapidly than real GDP. D. can grow either more slowly or more rapidly than real
Bowling Green - EDUCATION - 111
Problem set chpt 8Student: _ 1. The most important determinant of consumption and saving is the: A. level of bank credit. B. level of income. C. interest rate. D. price level.2. The MPC can be defined as that fraction of a: A. change in income that is n
Bowling Green - EDUCATION - 111
Problem set chapter 10Student: _ 1. The aggregate demand curve: A. is upsloping because a higher price level is necessary to make production profitable as production costs rise. B. is downsloping because production costs decline as real output increases.
Bowling Green - EDUCATION - 111
05-Schiro.qxd8/6/20076:31 PMPage 1335Social Reconstruction IdeologyEducators who promote the Social Reconstruction ideology view curriculum from a social perspective. First, they assume that our society is unhealthyindeed, that its very survival is
Bowling Green - EDUCATION - 111
shop online! use this discount code at checkout: FEBSLCL1810 or print these coupons for extra in-store savings!Thursday, Feb. 18 Sunday, Feb. 21, 2010 Thursday, Feb. 18 Sunday, Feb. 21, 2010a single sale price apparel or fine jewelry itemor take an ex
Bowling Green - EDUCATION - 111
shop online! use this discount code at checkout: FBSR1DY2410 or print these coupons for extra in-store savings!Wednesday, February 24, 2010 Wednesday, February 24, 2010a single sale price apparel or fine jewelry itemor take an ex tra of f a single sale
Bowling Green - EDUCATION - 111
Bowling Green - EDUCATION - 111
Preparing for Spirit WeekBy Alexa DuniganIm sure that all of you kids out there have participated in spirit week at your school at least once in your life. I know that all of my friends and I used to always participate in spirit week. Some examples of t
Bowling Green - EDUCATION - 111
Module One: Instructor Comments Chapter One: Success for All Students in the General Education Classroom Education and Civil Rights: The text provides only basic information about how we have arrived at the current legal status in education for individual
Bowling Green - EDUCATION - 111
Module Five Task One: Self-Actualization as an Educational Goal By: Pam Perrino As I read the article Excerpt from Moral Education and began to reflect on how to create a curriculum that would foster self actualization and I began to also think of how my
Bowling Green - EDUCATION - 111
Module Five Task Two: Individual Responsibility and Autonomy-Discussion By: Pam Perrino Three Points relevant to my self concept as an educator: 1. Man is nothing else but that which he makes of himself. a. I am having trouble with existentialism. I feel
Bowling Green - EDUCATION - 111
Drug abuse, discrimination, homelessness, criminal behavior, violence, incarcerated family members and gang activity are only some of the troubles the students at Wilson High School in Long Beach, California faced on a daily basis. When Erin Gruwell appea
Bowling Green - EDUCATION - 111
I began my thought process by first surfing the web for a definition to social learning to put the context of the conversation in concrete terms. What I found at Wikipedia was, Social learning theory or SLT is the theory that people learn new behavior thr
Bowling Green - EDUCATION - 111
Albert Einsteins philosophy of education had two central functions: to educate the individual as a sole learner and to educate the individual as a part of society. He believed that being able to use critical thinking in order to understand and establish a
Bowling Green - EDUCATION - 111
Module Three Task One By: Pam Perrino Objective: Provide three passages from Platos Cave that would support essentialist or perennialist views. Definition of essentialist or perennialist: From the overview Essentialist and prennialists promote the idea th
Bowling Green - EDUCATION - 111
EDT 502 Module Three Task Two Marianists Characteristics of Education By: Pam Perrino Education for Formation in Faith Bear Witness with a personal and committed faith that touches the heart. Socrates: Being self-taught, they cannot be expected to show an
Bowling Green - EDUCATION - 111
As Thomas Jefferson complied his philosophy of education, his thinking and reflections were extremely advanced. Although education, classic literature and profound thought had been around for some time, Jefferson put new meaning behind education, defining
Bowling Green - EDUCATION - 111
Tips for Being a Successful OnTips Line LearnerAdapted from the Illinois on-line Network (http:/illinois.on-line.uillinois.edu)1.Beopenmindedaboutsharinglife,work, andeducationalexperiencesaspartofthe learningprocess.Introvertsaswellasextrovertsfind th
Bowling Green - EDUCATION - 111
Tips for Being a Successful OnTips Line LearnerAdapted from the Illinois on-line Network (http:/illinois.on-line.uillinois.edu)1.Beopenmindedaboutsharinglife,work, andeducationalexperiencesaspartofthe learningprocess.Introvertsaswellasextrovertsfind th
Bowling Green - EDUCATION - 111
Pre-Test Chapter 1 ed171. Assume the price of product Y (the quantity of which is on the vertical axis) is $15 and the price of product X (the quantity of which is on the horizontal axis) is $3. Also assume that money income is $60. The absolute value of
Bowling Green - EDUCATION - 111
Pre-Test Chapter 2 ed171. "Under central planning, some group has to decide how to get the necessary inputs produced in the right amounts and delivered to the right places at the right time. This is a nearly impossible task without markets and profits."
Bowling Green - EDUCATION - 111
Pre-Test Chapter 4 ed171. Refer to the above diagram, in which solid arrows reflect real flows; broken arrows are monetary flows. Flow (8) might represent: A. personal income taxes. B. automobile purchases by the state of Maine. C. the services of firefi
Bowling Green - EDUCATION - 111
Pre-Test Chapter 5 ed17Answer the next question(s) on the basis of the following production possibilities tables for countries Alpha and Beta:1. Refer to the above tables. The domestic opportunity cost of one unit of X in Alpha is: A. 2 units of Y. B. 4
Bowling Green - EDUCATION - 111
Pre-Test Chapter 6 ed17 2Multiple Choice Questions1. (Last Word) The U.S. government agency responsible for compiling the national income accounts is the: A. Census Bureau. B. Bureau of Labor Statistics (BLS). C. Commerce Department's Bureau of Economic
Bowling Green - EDUCATION - 111
Pre-Test Chapter 7 ed17Multiple Choice Questions1. Real GDP per capita: A. cannot grow more rapidly than real GDP. B. cannot grow more slowly than real GDP. C. necessarily grows more rapidly than real GDP. D. can grow either more slowly or more rapidly
Bowling Green - EDUCATION - 111
Pre-Test Chapter 8 ed17Multiple Choice Questions1. The APC can be defined as the fraction of a: A. change in income that is not spent. B. change in income that is spent. C. specific level of total income that is not consumed. D. specific level of total
Bowling Green - EDUCATION - 111
Pre-Test Chapter 11 ed17Multiple Choice Questions1. Built-in stability means that: A. an annually balanced budget will offset the procyclical tendencies created by state and local finance and thereby stabilize the economy. B. with given tax rates and ex
Bowling Green - EDUCATION - 111
Pre-Test Chapter 12 ed17Multiple Choice Questions1. A $20 bill is a: A. gold certificate. B. Treasury note. C. Treasury bill. D. Federal Reserve Note.2. Which of the following is not part of the M2 money supply? A. money market mutual fund balances B.
Bowling Green - EDUCATION - 111
Pre-Test Chapter 15 ed17Multiple Choice Questions1. The extended AD-AS model: A. distinguishes between short-run and long-run aggregate demand. B. explains inflation but not recession. C. includes G and Xn whereas the simple AD-AD model does not. D. dis