Tutorial 2_questions
Stata_Tutorial2
STATA Tutorial 2Professor ErdinçPlease follow the directions once you locate the Stata software in yourcomputer. Room 114 (Business Lab) has computers with Stata software1.Wald TestWald Test is used to test the joint significance of a subset of coefficients, namely. Take for example the two variables from the example above, baths and bedrms. These two variables are individually insignificant based on t-tests with very high p values. But before dropping them together, we may want to test the joint significance of them using Wald test.Run in Stata:test bedrms bathsThe command test bedrms baths tests whether baths and bedrms are insignificant jointly. Since the null says they are, and F-stat’s p-value=0.6375, then we cannot reject the null. DROP both baths and bedrms from the regression equation. They don’t belong to the model.MODEL Areg price sqft bedrms bathsSource SS df MS Number ofobs 14F (3, 10) 16.99Model 85114.94 3. 28371.6473 Prob > F 0.0003Residual 16700.07 10.1670.00687 R-squared 0.836Adj R-squared 0.7868Total 101815 13 7831.9239 Root MSE 40.866 price Coef. Std. Err. t P>t [95% Conf. Interval]sqft 0.1548 .03194044.85 0.001 0.083632 0.225968bedrms -27.02933 -0.443 -81.8126 38.6375821.5875 0.80 baths-12.1928 43.25 -0.280.784 -108.56 84.17425_cons 129.0616 88.30326 1.460.175 -67.6903 325.8136( 1) bedrms = 0 ( 2) baths = 0F( 2, 10) = 0.47 Prob > F = 0.6375Special Wald TestThis is an F-test for the significance of all variables in the model, i.e. sqft, bedrms and baths . Hence, the null states betas of all variables in the model are set equal to zero.Null 0H : 0sqft bedrms baths βββ===Alternative A H : At least some are non zero.Run in Stata this command:test bedrms baths sqft( 1) bedrms = 0 ( 2) baths = 0 ( 3) sqft = 0F( 3, 10) = 16.99 Prob > F = 0.0003Notice that F-test p-value is 0.0003, which is lower than 1% of α. Hence, we can reject the null and at least some variables in this trio is significant. This variable is SQFT! (based on the t-test).RESTRICTED MODELMODEL B reg price sqftSourceSSdf MSNumber of obs14F( 1, 12) 54.86 Model 83541.4429 1 83541.4429 Prob > F 0 Residual 18273.5678 12 1522.79731 R-squared 0.8205Adj R-squared 0.8056 Total 101815.011 13 7831.9239 Root MSE 39.023 price Coef. Std. Err. t P>t [95% Conf. Interval]sqft 0.1387503 .01873297.41 0 0.0979349 0.179566cons 52.3509 37.285491.40 0.186 -28.88719 133.5892. OLS RegressionRegress yvar xvarlist Regress the dependent variable yvar on the independent variables xvarlist.Regress yvar xvarlist, vce(robust) Regress, but this time compute robust (Eicker-Huber-White)standard errors. We are always using the vce(robust) optionbecause we want consistent (i. e,, asymptotically unbiased) results, but we do not want to have to assume homoskedasticity and normality of the random error terms. So, remember always to specify the vce(robust) option after estimation commands. The“vce” stands for variance-covariance estimates (of the estimated model parameters).Regress yvar xvarlist, vce(robust) level(#) Regress with robust standard errors, and this time change the confidence interval to #% (e.g. use 99 for a 99% confidence interval).Improved Robust Standard Errors in Finite SamplesFor robust standard errors, an apparent improvement is possible. Davidson and MacKinnon*report two variance-covariance estimation methods that seem, at least in their Monte Carlo simulations, to converge more quickly, as sample size n increases, to the correct variance covariance estimates. Thus their methods seem to be better, although they require more computational time. Stata by default makes Davidson and MacKinnon’s recommended simple degrees of freedom correction by multiplying the estimated variance matrix by n/(n-K). However, we should learn about an alternative in which the squared residuals are rescaled. To use this formula, specify “vce(hc2)” instead of “vce(robust)”. An alternative is “vce(hc3)” instead of “vce(robust)”.Weighted Least SquaresWe learn about (variance-) weighted least squares. If you know (to within a constant multiple) the variances of the error terms for all observations, this yields more efficient estimates (OLS with robust standard errors works properly using asymptotic methods but is not the most efficient estimator). Suppose you have, stored in a variable sdvar, a reasonable estimate of the standard deviation of the error term for each observation. Then weighted least squares can be performed as follows:Run in Stata:vwls yvar xvarlist, sd(sdvar)3. Post-Estimation CommandsCommands described here work after OLS regression. They sometimes work after other estimation commands, depending on the command.Fitted Values, Residuals, and Related Plotspredict yhatvar After a regression, create a new variable, having the name you enter here, that contains for each observation its fitted value ˆyi .predict rvar, residuals After a regression, create a new variable, having the name you enter here, that contains for each observation its residual ˆ ui .scatter y yhat x Plot variables named y and yhat versus x.scatter resids x It is wise to plot your residuals versus each of your x-variables. Such “residual plots” may reveal a systematic relationship that your analysis has ignored. It is also wise to plot your residuals versus the fitted values of y, again to check for a possible nonlinearity that your analysis has ignored.rvfplot Plot the residuals versus the fitted values of y.rvpplot Plot the residuals versus a “predictor” (x-variable).Confidence Intervals and Hypothesis TestsFor a single coefficient in your statistical model, the confidence interval is already reported in the table of regression results, along with a 2-sided t-test for whether the true coefficient is zero. However, you may need to carry out F-tests, as well as compute confidence intervals and t-tests for “linear combinations” of coefficients in the model.Here are example commands. Note that when a variable name is used in this subsection, it really refers to the coefficient (the βk) in front of that variable in the model equation. Run in Stata:lincom logpl+logpk+logpf Compute the estimated sum of three model coefficients, which are the coefficients in front of the variables named logpl, logpk, and logpf. Along with this estimated sum, carry out a t-test with the null hypothesis being that the linear combination equals zero, and compute a confidence interval.lincom 2*logpl+1*logpk-1*logpf Like the above, but now the formula is a different linear combination of regression coefficients.lincom 2*logpl+1*logpk-1*logpf, level(#) As above, but this time change the confidence interval to #% (e.g. use 99 for a 99% confidence interval).test logpl+logpk+logpf==1 Test the null hypothesis that the sum of the coefficients of variables logpl, logpk, and logpf, totals to 1. This only makes sense after a regression involving variables with these names. This is an F-test.test (logq2==logq1) (logq3==logq1) (logq4==logq1) (logq5==logq1) Test the null hypothesis that four equations are all true simultaneously: the coefficient oflogq2 equals the coefficient of logq1, the coefficient of logq3 equals the coefficient of logq1, the coefficient of logq4 equals the coefficient of logq1, and the coefficient oflogq5 equals the coefficient of logq1; i.e., they are all equal to each other. This is an F-test.test x3 x4 x5 Test the null hypothesis that the coefficient of x3 equals 0 and the coefficient of x4 equals 0 and the coefficient of x5 equals 0. This is an F-test. Nonlinear Hypothesis TestsAfter estimating a model, you could do something like the following:testnl _b[popdensity]*_b[landarea] = 3000 Test a nonlinear hypothesis. Note that coefficients must be specified using _b, whereas the linear “test” command lets you omit the _b[].testnl (_b[mpg] = 1/_b[weight]) (_b[trunk] = 1/_b[length]) For multi-equation tests you can put parentheses around each equation (or use multiple equality signs in the same equation)Computing Estimated Expected Values for the Dependent Variabledi _b[xvarname] Display the value of an estimated coefficient after a regression. Use the variable name “_cons” for the estimated constant term. Of course there’s no need just to display these numbers, but the good thing is that you can use them in formula. See the next example.di _b[_cons] + _b[age]*25 + _b[female]*1 After a regression of y on age and female (but no other independent variables), compute the estimated value of y for a 25-year-old female. See also the predict command mentioned above. Also Stata’s “adjust” command provides a powerful tool to display predicted values when the x-variables taken on various values (but for your own understanding, do the calculation by hand a few times before you try using adjust).Displaying Adjusted 2R and Other Estimation Resultsdisplay e(r2_a) After a regression, the adjusted R-squared, 2R , can be looked up as “e(r2_a)”. (Stata does not report the adjusted 2R when you do regression with robust standard errors, because robust standard errors are used when the variance (conditional on your right-hand-side variables) is thought to differ between observations, and this would alter the standard interpretation of the adjusted2R statistic. Nonetheless, people often report the adjusted 2R in this situation anyway. It may still be a useful indicator, and often the (conditional) variance is still reasonably close to constant across observations, so that it can be thought of as an approximation to the adjusted 2R statistic that would occur if the (conditional) variance were constant.)ereturn list Display all results saved from the most recent model you estimated, including the adjusted 2R and other items. Items that are matrices are not displayed; you can see them with the command “matrix list r(matrixname)”.Plotting Any Mathematical Functiontwoway function y=exp(-x/6)*sin(x), range(0 12.57) Plot a function graphically, for any function (of a single variable x) that you specify. A command like this maybe useful when you want to examine how a polynomial in one regressor (which here must be called x) affects the dependent variable in a regression, without specifying values for other variables.Influence StatisticsInfluence statistics give you a sense of how much your estimates are sensitive to particular observations in the data. This may be particularly important if there might be errors in the data. After running a regression, you can compute how much different theestimated coefficient of any given variable would be if any particular observation were dropped from the data. To do so for one variable, for all observations, use this command: predict newvarname, dfbeta(varname) Computes the influence statistic (“DFBETA”) for varname: how much the estimated coefficient of varname would change if each observation were excluded from the data. The change divided by the standard error of varname, for each observation i, is stored in the ith observation of the newly created variable newvarname. Then you might use “summarize newvarname, detail” to find out the largest values by which the estimates would change (relative to the standard error of the estimate). If these are large (say close to 1 or more), then you might be alarmed that one or more observations may completely change your results, so you had better make sure those results are valid or else use a more robust estimation technique (such as “robust regression,” which is not related to robust standard errors, or “quantile regression,” both available in Stata). If you want to compute influence statistics for many or all regressors, Stata’s “dfbeta” command lets you do so in one step. Functional Form TestIt is sometimes important to ensure that you have the right functional form for variables in your regression equation. Sometimes you don’t want to be perfect, you just want to summarize roughly how some independent variables affect the dependent variable. But sometimes, e.g., if you want to control fully for the effects of an independent variable, it can be important to get the functional form right (e.g., by adding polynomials and interactions to the model). To check whether the functional form is reasonable and consider alternative forms, it helps to plot the residuals versus the fitted values and versus the predictors. Another approach is to formally test the null hypothesis that the patterns in the residuals cannot be explained by powers of the fitted values. One such formal test is the Ramsey RESET test:estat ovtest Ramsey’s (1969) regression equation specification error test. Heteroskedasticity TestsAfter running a regression, you can carry out White’s test for heteroskedasticity using the command:estat imtest, whiteNote, however, that there are many other heteroskedasticity tests that may be more appropriate. Stata’s imtest command also carries out other tests, and the commands hettest and szroeter carry out different tests for heteroskedasticity.The Breusch-Pagan Lagrange multiplier test, which assumes normally distributed errors, can be carried out after running a regression, by using the command:estat hettest, normalOther tests that do not require normally distributed errors include:estat hettest, iid (Heteroskedasticity test – Koenker’s (1981)’s score test, assumes iid errors.)estat hettest, fstat (Heteroskedasticity test – Wooldridge’s (2006) F-test, assumes iid errors.)estat szroeter, rhs mtest(bonf) (Heteroskedasticity test – Szroeter (1978) rank test for null hypothesis that variance of error term is unrelated to each variable.)estat imtest ( Heteroskedasticity test – Cameron and Trivedi (1990), also includes tests for higher-order moments of residuals (skewness and kurtosis).Serial Correlation TestsTo carry out these tests in Stata, you must first “tsset” your data. For a Breusch-Godfrey test where, say, p = 3, do your regression and then use Stata’s “estat bgodfrey” command: estat bgodfrey, lags(1 2 3) Heteroskedasticity tests including White test.Other tests for serial correlation are available. For example, the Durbin-Watson d-statistic is available using Stata’s “estat dwatson” command. However the Durbin-Watson statistic assumes there is no endogeneity even under the alternative hypothesis, an assumption which is typically violated if there is serial correlation, so you really should use the Breusch-Godfrey test instead (or use Durbin’s alternative test, “estat durbinalt”).4.LM (Lagrange multiplier) Test on Non-linearities and Model Specification/ Likelihood Ratio TestRun in Stata:Step 1 : reg y x1 x2x3(Run in Stata the dependable variable with the independablevariables)Step 2: estimates store a1Step 3: Gen X2sq= X2∧2 ( To generate the square of the variable X2)Step 4: reg Y x1 x2x3x2sq ( Now run the regression including the new variableX2)Step 5: estimates store a 2Step 6: lrtest a 1 a 2Step 7: Reject H 0 if : a.Fstat > F* b.P-value< α。
研究生英语综合教程(下)-全部答案及解析
The correct answer is A. The interviewer asks about the best way to learn a new language, and the guest recommendations introduction
Listening Analysis
VS
Answer to Question 2
The correct answer is C. The author suggestions that improve their writing skills, students should read a variety of materials, write regularly, and seek feedback from peers and teachers
Analysis of tutorial characteristics
The tutorial is designed to be highly interactive and student-centered, encouraging active participation and discussion
Question 2
The correct answer is C. The speaker advice that to improve memory, one should exercise regularly, eat a balanced die, and practice relaxation techniques
Analysis 3
The interview is conducted in a case and conversational style, with the interviewer asking insightful questions and the guest offering practical tips on language learning The language used is accessible and engaging
tutorial_1 soluation
Hardware Macstuff Winstuff 200 100
Software 1000 1500
In this economy the firm whose opportunity cost of producing a good is lowest is said to have a comparative advantage (CA) in producing that good. The firm with an absolute advantage (AA) in producing a good produces that good with the least amount of resources. Opportunity cost of producing 1 unit of: Hardware Macstuff Winstuff 5 units of software 15 units of software Software 1/5 units of hardware 1/15 units of hardware
Question 3 There are two firms: Macstuff and Winstuff. Each firm can produce either software or hardware using their resources. With one unit of its own resources Macstuff can produce 200 units of hardware or 1000 units of software. With one unit of its own resources Winstuff can produce 100 units of hardware or 1500 units of software. Each firm has 10 units of resources to allocate to the production of software and hardware. Suppose Macstuff and Winstuff agree to specialise their production according to their comparative advantage in producing software and hardware, and to then exchange with each other. Identify the bounds on the terms at which they would agree to trade software for hardware? Express your answer in terms of the amount of hardware that would be ‘paid’ for software. Explain your answer.
英语阅读教程2翻译
英语阅读教程2翻译English Reading Tutorial 2Welcome to the second part of our English Reading Tutorial. In this tutorial, we will focus on building vocabulary, improving reading comprehension, and practicing various reading strategies. This tutorial aims to help you become a proficient reader in English.Building VocabularyOne of the essential factors in developing reading skills is building a strong vocabulary. The wider the range of words you know, the easier it becomes to understand written texts. Here are a few strategies to expand your vocabulary:1. Read regularly: Make reading a daily habit. Choose materials that interest you, such as novels, magazines, or newspapers. When you encounter unfamiliar words, look them up in a dictionary and learn their meanings.2. Use context clues: Context clues are the words, phrases, or sentences surrounding an unfamiliar word that can provide hints about its meaning. Pay attention to the surrounding sentences and try to deduce the meaning of the unknown word based on the context.3. Make use of technology: Nowadays, there are many vocabulary-building apps and websites available. These resources offer word games, flashcards, and quizzes to enhance your vocabulary skills.Take advantage of these tools to practice and learn new words. Improving Reading ComprehensionReading comprehension is the ability to understand and interpret written texts. Here are some tips to improve your reading comprehension:1. Preview the text: Before reading the entire text, skim through it to get an overall idea of the content. Look at headings, subheadings, and any visual aids like graphs or pictures. This step will help you anticipate the main ideas and structure of the text.2. Ask questions: While reading, ask yourself questions about the text. What is the main idea? What are the supporting details? How does the author argue their point? Answering these questions will enhance your understanding of the material.3. Summarize and paraphrase: After reading a section or a whole text, summarize the main ideas in your own words. This practice helps consolidate your understanding and retention of the material. Additionally, try to paraphrase complex sentences or passages to ensure you fully comprehend the information.Reading StrategiesMastering various reading strategies can significantly improve your reading skills. Here are a few strategies to consider:1. Skimming and scanning: Skimming is reading quickly to get themain idea or gist of a text. Scanning is searching for specific information by quickly looking through the text. These techniques are handy when you need to find information promptly or determine if an article is worth reading in detail.2. Predicting: Look at the title, headings, and visuals to predict what the text might be about. This strategy helps you create expectations and activate relevant background knowledge, making the reading process more efficient.3. Making connections: Connect the new information you encounter in texts with your prior knowledge and personal experiences. Relating the material to familiar concepts helps deepen understanding and improves memory retention.By incorporating these strategies into your reading routine, you will gradually build your vocabulary, enhance your comprehension skills, and become a more proficient reader in English.In conclusion, this tutorial has provided insights into building vocabulary, improving reading comprehension, and utilizing reading strategies. Remember, practice is key! The more you read and engage with various texts, the more your reading abilities will develop. Good luck with your reading journey!。
HintsforTutorialDiscussionQuestions
Answer Hints for ECON3110-Tutorial Discussion Questions #09 (Read chapter 22, 23)1.Notice that the interest rate differential is 0.52%: (i hk - i*sg)=(6.37 - 6.86)=-0.49, sothere is a 0.49% interest rate differential in favor of Singapore. However, the forward discount is 0.0396: (($4.4757-0.174)-$4.4789)/$4.4789=-0.0396The return of investment in HKG: 1.0637x HK$1,000,000 = HK$1,063,700The return of investment in Singapore:(HK$1,000,000/S$4.4789)*(1.0686)*(S$4.3017) = 1,026,323.673Therefore, you should invest in HKG rather than in Singapore make the highest return. If you don't have the 1 million, you may borrow from Singapore and invest in HKG. Unless the forward rate is 4.458, which means the forward rate points should be-156.3 rather than -174 points, and there is a forward premium.The return of investment in Singapore equals to the return from HKG:(HK$1,000,000/S$4.4789)*(1.0689)*(S$4.458) = HK$1,063,7002. (a) If everyone became risk-lover, there is no need to have forward contract, because everyone is a risk-taking speculator.(b) Refer to textbook p.441-448 for detail discussion.The interest rate should be adjusted to remain the 90-day forward rate unchanged according to the additional risk premium.There are many factors such as capital market imperfections, different transaction costs to affect the equilibrium result.2.(a) Under the monetary approach, an autonomous decline in the demand for moneywould have an excess supply of money. (e.g. M s > M d). Therefore, in the short run price adjust is fast than interest rate, so when the price adjusts and the real money supply will be decreased. And under PPP argument (i.e., e=P/P*), the exchange rate increases, e↑, according to the price rises.(M s/P)1si0Under the portfolio balance approach, money demand decreases; an excess supply of money would reduce the domestic interest rate. Then, the demand for domestic bond reduces (B ↓) and the demand for foreign bond rises (B*↑). So capital outflows, demand for foreign currency increases and pushes up the exchange rate, e ↑, (i.e., home currency depreciates).(b) Under the monetary approach, less home inflation in the future (i.e., increasing purchasing power) would cause an excess demand for domestic currencies. To hold the rule, price level drops and the real money supply rises. As a result, the exchange rate drops, e ↓, (i.e., home currency appreciates).Under portfolio approach, less home inflation pressure implies that home currency purchasing power would be increased. Then, as xa reduces, both home money demand and domestic bond demand would be increased. When foreigners and home residents like to purchase more of domestic bonds (B*↓, B ↑), it would cause the capital inflows and an excess demand for home currency , therefore, the exchange rate would drop, e ↓, (i.e., home currency would be appreciated). 4.e 1e 2i 0 i 1As long as the demand for foreign currency can be satisfied by the supply , then the exchange rate is no need to be devaluated. The BOP deficit could be come from any sources of the disequilibrium in the economy , such as trade deficit, capital outflows, insufficient real balance, and inefficient productivity in the output.Real balance effect and capital flows would have the important impact on short run devaluation, but the trade deficit and real output would have a long run impact on the devaluation.5. According to the monetary equation: M = kPY , as money supply decreases, the price level will be expected to decline in the next few periods when output is assumed to be constant in the short run. Therefore, according to the PPP argument, the spot exchange rate will also be expected to decline following by the inflation expectation, taking the expectation on e to fall, speculators will take action now and forces the e to go down.ii 0。
Unit2 Tutorial Centres单元学案
Unit2 Tutorial Centres单元学案Unit2 Tutorial Centres1锛?闅剧偣鍓栨瀽璇嶆眹瀛︿範Command have a good command of sth. 鎺屾彙锛岀簿閫氥€?Eg. He has a good command of French.?qualified adj.鏈夎祫鏍肩殑, 閫傚悎鐨? 鑳滀换鐨?He's qualified to teach. 浠栬儨浠绘暀瀛︺€?Communicate communicate with sb.涓庢煇浜轰氦娴佹煇浜?We learn a language in order to communicate with other people.祦鎬濇兂銆?Confidence give sb. confidence in doing sth. 鍦ㄥ仛鏌愪簨涓婄粰鏌愪汉浠ヤ俊蹇冦€?Have/lose confidence in doing sth.瀵广€傘€傘€傚厖婊?澶卞幓淇″績Force be forced to do 寮鸿揩鏌愪汉鍋氣€? I am always forced to do the cleaning by my sister.?Range range from o鈥﹁寖鍥存槸鈥︹€?Their ages range from 25 to 50. 浠栦滑鐨勫勾榫勫湪25宀佸埌50宀佷箣闂?enroll enroll in鍔犲叆锛屽叆瀛︼紝娉ㄥ唽Roes was not allowed to enroll in the Life Saving Course because she was under age.?ask sb. for advice =turn to sb. for advice鍚戔€?.?as a result of 鍥犱负锛岀敱浜庛€?It is better to do 鈥?than to do 鈥︿笌鍏垛€??It is better to become prepared than to sit and do nothing .涓庡叾绛夊緟杩樹笉濡傜潃鎵嬪噯澶囥€?About the present perfect continuous tense: 1. Formationhas/have been + doing 2. Where to use (1) We use this tense to talk about an action which started in the past and is still continuing. e.g. I have been attending a tutorial centre for two months. You have been studying for ten hours. You must take a rest. (2) We often use this tense with phrases such as: all day, all afternoon, for seven hoursor for four years. These phrases help to stress that the action is still continuing.飩?Do some exercises about the present perfect continuous tense, pay attention tothe differences between the present perfect tense and the present perfect continuous tense [1]. Fill in the blanks with the present perfect tense or the present perfect continuous tense (1) Thank goodness, we __________ safely. (arrive) (2) The book __________ (lie) on the table since morning. (3) They ___________ (not leave) because their schoolbag are still on their deaks. (4) It __________ (be) cold this year.I wonder when it is going to get warmer. (5) I ________ (make) cakes. That鈥檚why my hands are all covered with flour. (6) The lady has been to the shop several times, but she _________ (buy, never) anything. (7) Nobody knows where to go during the holiday. Nothing _________ (arrange) yet. (8) A few questions _________ (not settle) up to now. (9) I _______ (not see) him ever since then. (10) Nobody seems to take notice of the ten-cent note which _________ (lie) on the ground for quite a long time.(11) So far this term, 3 English tests ________ (give) to the students. (12) I don鈥檛think anything that _______(do) can be done. (13) Never _______ I ________ (give) such a chance to make a speech in front of such a large audience. (14) It is the second time that Joe ________ (criticize) for the terrible mistake he _______ (make) this term. (15) Will you have the vase ________ (break) by the child _______ (mend)? Key for reference: [1]. 1. have arrived 2. has been lying 3. haven鈥檛left 4. has been 5. have been making 6. has never bought 7. has been arranged 8.have not been settled 9.have not seen 10. has been lying 11. have been given 12. has been done 13. have een given 14. has been criticized as made 15. has been broken鈥?mended 2.鍗曢」閫夋嫨 1. Why don鈥檛you put the meat in the fidge?It will ____ fresh for several days. A. be stayed B. stay C. be staying D. have stayed 2. The crazy fans _____ patiently for two hours, and they would wait till the movie star arrived. A. were waiting B. had been waiting C. had waited D. would wait 3. 锟紺George and Lucy got married last week. Did you go to their wedding? --No, I ____. Did they have a big wedding? A. was not invited B. have not been invited C. hadn鈥檛been invited D. didn鈥檛invite 4. Millions of pounds鈥?worth of damage ____by a storm which swept across the north of England last night. A. has been caused B. had been caused C. will be caused D. will have been caused 5. 锟紺What would you do if it ____tomorrow? --We have to carry it on, since we鈥檝e got everything ready.A. rainB. rainsC. will rainD. is raining 6.Months ago we sailed ten thousand miles across this open sea, which ____ the Pacific, and we met no storms. A. was called B. is called C. had been called D. has been called 7. In a room above store, where a party ____, some workers were busily setting the table. A. was to be held B. has been held C. will be held D. is being held 8. I ____ along the street looking for a place to park when the accident _____. A. went; was occurring B. went; occurred C. was going ; occurred D. was going; had occurred 9. When he turned professional at the age of 11, Mike ____ to become a world champion by his coach and parents. A. expected B. was expecting C. was expected D. would be expected 10. The moment the 28th Olympic Games ____ open, the whole world cheered. A. declared B. have been declared C. have declared D. were declared 11. 锟紺Did you see a man in black pass by just now? --No, sir. I ____ a newspaper. A. read B. was reading C. would read D. am reading 12.--____you ____him around the museum yet? --Yes. We had a great time there. A. Have; shown B. Do; show C. Had; shown D. Did; show 13.The news that his sick fellow student was getting well and strong brought great to him. A courage B message C comfort D friendship 14.He is informed of what is going on in the Middle East. He is doing some research the situation there. A good, on B well, on C much, in D well, in 15.Mary is her sweet voice, but I take my strong arms. A proud of , pride of proud in , pride in C proud in, pride of D proud of , pride in 16.I鈥檇like to my watch a good chain. A match,to B go ,with C match, with D go on, with 17.It was necessary you the work. A of , to do B for ,to do C of, doing D for, doing 18.We all tricks .. A see, through B saw, across C saw, through D see, across 19.If we can鈥檛catch this bus, it means for the next bus. A to wait B wait C waited D waiting20.When we got home. We found our house had been . A broken into B broken up Cbroken down D broken out Answers: BBCAB, BACCD, BACBD,CBADA。
ACCT 2522 Week2_Tutorial
Overall Theme This topic sets the scene for the course by highlighting the role of contemporary management accounting practices – providing information and tools for managing resources and creating value. Fundamental concepts and ideas of management accounting are also introduced. In addition we introduce and explore two central themes that permeate this course – processes and value. Desired Learning Outcomes and Essential Reading Langfield-Smith, K., H. Thorne, and R. W. Hilton (2012). Management Accounting 6e: Information for Managing and Creating Value, 6th ed, McGraw-Hill Australia Pty Ltd. (Hereapter 16 p. 736-745 Briers, M., J. Macmullen, M. Dyball, & H. Mahama (2004). Management Accounting for Change: Process Improvement and Innovation, 4th edition. (Hereafter referred to as BDMM) Chapter 2 pp.25-57 - Available on Blackboard TOPIC 1 UNDERSTANDING PROCESSES AND VALUE CREATION After completing this topic, you should be able to: 1. Understand the role of management accounting practice in sustaining and creating value within organisations 2. Appreciate how new management accounting techniques have been developed to support a firm’s competitive advantage 3. Identify and understand value and its various elements. 4. Understand the objectives and progression of process analysis 5. Understand the purpose of Activity-Based Management and what it involves
新探索研究生英语(基础级)读写教程unit2
新探索研究生英语(基础级)读写教程unit2New Discoveries in Graduate English (Basic Level) Reading and Writing Tutorial Unit 2Unit 2: Academic Reading SkillsIntroduction:In this unit, we will explore various academic reading skills that are essential for graduate students. These skills are crucial for comprehending and analyzing complex texts encountered in the academic setting. By mastering these skills, students can enhance their understanding of academic materials and improve their overall reading abilities.I. Skimming and ScanningSkimming and scanning are efficient reading techniques that help readers quickly grasp the main ideas or locate specific information within a text. These techniques are particularly useful when dealing with lengthy academic articles or research papers.A. SkimmingSkimming involves quickly glancing through the text to get a general idea of its content. By reading the headings, subheadings, and the first and last sentences of each paragraph, readers can identify the main topics and the structure of the text. Skimming is beneficial for previewing the material, determining its relevance, and enhancing comprehension before engaging in a more detailed reading.B. ScanningScanning is used to locate specific information within a text by rapidly moving the eyes over the page, focusing on keywords or phrases. This technique is helpful when searching for a particular piece of information, such as a statistic or a citation. Scanning allows readers to save time by bypassing irrelevant details and honing in on the desired content.II. Active Reading StrategiesActive reading involves interacting with the text to enhance understanding and retention. This approach requires readers to engage in critical thinking, ask questions, make connections, and take notes while reading.A. AnnotatingAnnotating involves marking the text by underlining or highlighting key points, adding marginal notes, or using symbols to indicate significant ideas or unfamiliar terms. This technique promotes active engagement and helps readers remember important information for later reference.B. QuestioningAsking questions while reading encourages deeper comprehension and analysis of the text. By posing questions about the main argument, supporting evidence, or the author's perspective, readers can actively interact with the material and develop a more comprehensive understanding.C. Making ConnectionsMaking connections involves relating the text to one's own experiences, prior knowledge, or other texts. By drawing connections between the newmaterial and existing knowledge, readers can deepen their understanding and establish a broader context for the information presented.III. Vocabulary StrategiesBuilding a strong vocabulary is essential for academic reading. The following strategies can aid in expanding vocabulary skills.A. Using Context CluesContext clues refer to the surrounding words or phrases that provide hints about the meaning of an unfamiliar word. By paying attention to the context, readers can deduce the meaning and incorporate new vocabulary into their lexicon.B. Utilizing Word PartsWord parts, such as prefixes, suffixes, and root words, can provide valuable clues to word meaning. Identifying and understanding these parts can help readers decipher the meaning of complex words encountered in academic texts.IV. Reading Comprehension StrategiesEffective reading comprehension strategies enable readers to actively engage with a text and extract meaning from it.A. SummarizingSummarizing involves condensing the main ideas of a text into a brief, coherent statement. This strategy promotes comprehension by requiring readers to identify the central themes, key arguments, and supporting details within a text.B. InferencingInferencing involves drawing conclusions or making educated guesses based on the information presented in the text. By combining explicit information with their background knowledge, readers can infer meanings, motives, or implications that may not be explicitly stated in the text.V. ConclusionMastering academic reading skills is crucial for graduate students to succeed in their studies. By implementing effective strategies such as skimming, scanning, active reading, vocabulary building, and reading comprehension techniques, students can enhance their understanding of complex texts and develop into proficient readers in an academic setting.Note: The above article is for instructional purposes only and does not represent an actual chapter from any specific book.。
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Tutorial 2-chapters 5, 6 and 12
Multiple Choice
Identify the choice that best completes the statement or answers the question.
246810121416Quantity
____ 1. Refer to Figure 1.For prices above $8, demand is price
a. elastic, and total revenue will rise as price rises.
b. inelastic, and total revenue will rise as price rises.
c. elastic, and total revenue will fall as price rises.
d. inelastic, and total revenue will fall as price rises.
36912151821242730quantity
____ 2. Refer to Figure 2.At which price would a price ceiling be nonbinding?
a. $2
1
b. $3
c. $4
d. $6
____ 3. When calculating a firm's profit, an economist will subtract only
a. explicit costs from total revenue because these are the only costs that can be measured
explicitly.
b. implicit costs from total revenue because these include both the costs that can be directly
measured as well as the costs that can be indirectly measured.
c. the opportunity costs from total revenue because these include both the implicit and
explicit costs of the firm.
d. the marginal cost because the cost of the next unit is the only relevant cost.
____ 4. A firm produces 400 units of output at a total cost of $1,200. If total variable costs are $1,000,
a. average fixed cost is 50 cents.
b. average variable cost is $2.
c. average total cost is $2.50.
d. average total cost is 50 cents.
____ 5. Variable cost divided by the change in quantity produced is
a. average variable cost.
b. marginal cost.
c. average total cost.
d. None of the above is correct.
2
Short Answer
1. You own a small town movie theatre. You currently charge $5 per ticket for everyone who comes to your
movies. Your friend who took an economics course in college tells you that there may be a way to
increase your total revenue. Given the demand curves shown, answer the following questions.
102030405060708090100Quantity
510152025303540455055606570Quantity
a. What is your current total revenue for both groups?
b. The elasticity of demand is more elastic in which market?
c. Which market has the more inelastic demand?
d. What is the elasticity of demand between the prices of $5 and $2 in the adult market? Is
this elastic or inelastic?
e. What is the elasticity of demand between $5 and $2 in the children's market? Is this
elastic or inelastic?
f. Given the graphs and what your friend knows about economics, he recommends you
increase the price of adult tickets to $8 each and lower the price of a child's ticket to $3.
How much could you increase total revenue if you take his advice?
2. Using the graph shown, answer the following questions.
3
a. What was the equilibrium price in this market before the tax?
b. What is the amount of the tax?
c. How much of the tax will the buyers pay?
d. How much of the tax will the sellers pay?
e. How much will the buyer pay for the product after the tax is imposed?
f. How much will the seller receive after the tax is imposed?
g. As a result of the tax, what has happened to the level of market activity?
1020304050607080quantity
3. How would a production function that exhibits decreasing marginal product affect the shape of the total
cost curve? Explain or draw a graph.
4。