Macroeconomics 10e - Slavin – solutions manual and test bank for 9780073511429, Mcgraw-Hill
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6/10/13
Macroeconomics 10e - Slavin – solutions manual and test bank for 9780073511429, Mcgraw-Hill
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Essentials of Accounting for Government and Not-for-Profit Organizations - 11e, Copley(author) solutions manual and test bank
Copley - Essentials of Accounting for Government and Not-for-Profit Organizations - 11e, solutions manual and test bank
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Chapter
2 Overview of
Financial Reporting for State and Local Governments
2-1.
The
solution to this and the first exercise of Chapters 1 and 3 through 9 will
differ from student to student assuming each has a different CAFR.
2-2.
A.
A
financial reporting entity is a
primary government, organizations for which the primary government is
financially accountable, and other organizations for which the nature and
significance of their relationship with the primary government are such that
exclusion would cause the reporting entity's financial statements to be
misleading or incomplete.
B.
A
primary government is a state
government or general purpose local government. An example of a primary
government would be any state, municipality, or county (general purpose
governments) and any special-purpose local government that meets the certain
criteria. In some states, school disricts are generally primary governments as
the governing boards are independently elected, levy their own taxes, and are
financially independent.
C.
A component unit is a legally separate organization
for which the elected officials of the primary government are financially
accountable. In addition, a component unit can be another organization for
which the nature and significance of its relationship with a primary government
are such that exclusion would cause the reporting entity's financial statements
to be misleading or incomplete. An example might be a library with a separate
board appointed by a city council and in which the city council must approve its
budget and make up its deficits.
D.
The
two primary methods for reporting component units in the financial statements
of a primary government are blending
and discrete presentation. Blending reports the component unit as one of the
funds of the primary government, which then results in including the component
unit as part of the basic financial statements. Blending is used only when
component units are sufficiently intertwined with the primary government that
they are, in substance, the same as the primary government. Discrete
presentation involves reporting the component unit in a column to the right of
the primary government in the government-wide financial statements of the
reporting entity.
2-3.
A. The
three major sections of the Comprehensive Annual Financial Report are the introductory, financial, and statistical sections.
B. The
Government-Wide Financial Statements
are the Statement of Net position and the Statement of Activities.
Government-Wide Statements are presented using the economic resources
measurement focus and the accrual basis of accounting.
C. The
Governmental Fund Statements are the
Balance Sheet and the Statement of Revenues, Expenditures, and Changes in Fund
Balances. Governmental Fund Statements are presented using the current financial
resources measurement focus and modified accrual basis of accounting.
D. The
Proprietary Fund Statements are the
Statement of Net position (or Balance Sheet), Statement of Revenues, Expenses,
and Changes in Fund Net position, and the Statement of Cash Flows. The
Proprietary Fund Statements are prepared using the economic resources
measurement focus and the accrual basis of accounting.
E. The
Fiduciary Fund Statements are the
Statement of Fiduciary Net position and the Statement of Changes in Fiduciary Net
position. Fiduciary Fund Statements are prepared using the economic resources
measurement focus and the accrual basis of accounting.
F. Management's Discussion and Analysis
(MD&A) is considered to be Required Supplementary Information (RSI) and
is presented in the financial section after the auditor's report. The remainder
of RSI is generally presented after the notes to the financial statements and
includes (a) a schedule of funding progress and a schedule of employer
contributions for pension plans included in the report, (b) budgetary
comparison schedules, (c) information regarding infrastructure assets when
using the modified approach, and (d) information required for external
financing pools.
2.4 The General Fund is always considered a major fund. Other
governmental funds are considered major when both of the following conditions
exist: (a) total assets, liabilities, revenues, or expenditures of that individual governmental fund constitute 10
percent of the total for the governmental funds category, and (b) total assets, liabilities, revenues, or expenditures of that individual governmental or enterprise fund
are 5 percent of the total of the governmental and enterprise categories,
combined. Additionally, a government may designate any fund major if reporting
that fund separately would be useful.
An enterprise fund is considered
major if: (a) assets, liabilities, revenues, or expenses are 10 percent or more of the total for all enterprise
funds, and (b) its assets,
liabilities, revenues, or expenses
are 5 percent or more of the total of the governmental and enterprise
categories, combined.
Labels:
11e,
Copley,
Essentials of Accounting for Government and Not-for-Profit Organizations,
solutions manual and test bank,
solutions manual and test bank
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Organizational Behavior - Improving performance and commitment in the workplace,Third ed., by Colquitt, Lepine, & Wesson, solutions manual and test bank
Organizational Behavior - Improving performance and commitment in the workplace,Third ed., by Colquitt, Lepine, & Wesson, solutions manual and test bank for 9780078029356
Organizational Behavior - Improving performance and commitment in the workplace,Third ed., by Colquitt, Lepine, & Wesson, solutions manual and test bank
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Organizational Behavior - Improving performance and commitment in the workplace,Third ed., by Colquitt, Lepine, & Wesson, solutions manual and test bank
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ch2 test bank
1.
(p. 33) |
Evaluating an
employee's performance based on results alone gives an accurate picture of
which employees are worth more to the organization.
FALSE
Employees
contribute to their organization in ways that go beyond bottom-line results;
therefore evaluating an employee's performance based on results alone might
give an inaccurate picture of which employees are worth more to the
organization.
|
AACSB: Analytic
Blooms: Remember Colquitt - Chapter 02 #1 Difficulty: 1 Easy Learning Objective: 02-01 What is job performance? Topic: Job Performance |
2.
(p. 33) |
Job
performance is formally defined as the value of the set of employee behaviors
that contribute, either positively or negatively, to organizational goal
accomplishment.
TRUE
Job
performance is formally defined as the value of the set of employee behaviors
that contribute, either positively or negatively, to organizational goal
accomplishment.
|
AACSB: Analytic
Blooms: Remember Colquitt - Chapter 02 #2 Difficulty: 1 Easy Learning Objective: 02-01 What is job performance? Topic: Job Performance |
3.
(p. 34) |
Task
performance includes employee behaviors that are directly involved in the
transformation of organizational resources into the goods or services that
the organization produces.
TRUE
Task
performance includes employee behaviors that are directly involved in the
transformation of organizational resources into the goods or services that
the organization produces. While reading a description of a job in an
employment ad online, that description will focus on task performance
behaviors—the tasks, duties, and responsibilities that are a core part of the
job.
|
AACSB: Analytic
Blooms: Remember Colquitt - Chapter 02 #3 Difficulty: 1 Easy Learning Objective: 02-02 What is task performance? Topic: What Does It Mean To Be A "Good Performer"? |
4.
(p. 34) |
Task
performance is the set of explicit obligations that an employee must fulfill
to receive compensation and continued employment.
TRUE
Task
performance is the set of explicit obligations that an employee must fulfill
to receive compensation and continued employment. Example, for a flight
attendant, task performance includes announcing and demonstrating safety and
emergency procedures and distributing food and beverages to passengers.
|
AACSB: Analytic
Blooms: Remember Colquitt - Chapter 02 #4 Difficulty: 1 Easy Learning Objective: 02-02 What is task performance? Topic: What Does It Mean To Be A "Good Performer"? |
5.
(p. 34) |
Routine task
performance involves employee responses to task demands that are novel,
unusual, or, at the very least, unpredictable.
FALSE
Routine task
performance involves well-known responses to demands that occur in a normal,
routine, or otherwise predictable way.
|
AACSB: Analytic
Blooms: Remember Colquitt - Chapter 02 #5 Difficulty: 1 Easy Learning Objective: 02-02 What is task performance? Topic: What Does It Mean To Be A "Good Performer"? |
6.
(p. 34) |
Adaptive task
performance involves employee responses to task demands that are novel,
unusual, or, at the very least, unpredictable.
TRUE
Adaptive task
performance involves employee responses to task demands that are novel,
unusual, or, at the very least, unpredictable. Adaptive behaviors are
becoming increasingly important as globalization, technological advances, and
knowledge-based work increase the pace of change in the workplace.
|
AACSB: Analytic
Blooms: Remember Colquitt - Chapter 02 #6 Difficulty: 1 Easy Learning Objective: 02-02 What is task performance? Topic: What Does It Mean To Be A "Good Performer"? |
7.
(p. 35) |
Creative task
performance is the degree to which individuals develop ideas or physical
outcomes that are both novel and useful.
TRUE
Creative task
performance is the degree to which individuals develop ideas or physical
outcomes that are both novel and useful.
|
AACSB: Analytic
Blooms: Remember Colquitt - Chapter 02 #7 Difficulty: 1 Easy Learning Objective: 02-02 What is task performance? Topic: What Does It Mean To Be A "Good Performer"? |
8.
(p. 36) |
Creative task
performance is an expected behavior limited to jobs such as artist and
inventor.
FALSE
Creative task
performance is not only relevant to jobs such as artist and inventor, its
emphasis has been increasing across a wide variety of jobs. Indeed, more than
half the total wages and salary in the United States are paid to employees
who need to be creative as part of their jobs.
|
Labels:
& Wesson,
3rd .,
by Colquitt,
Improving performance and commitment in the workplace,
Lepine,
Organizational Behavior,
solutions manual and test bank,
solutions manual and test bank for 9780078029356
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Essentials of Economics,8th (2011) ed., by Schiller, Bradley R., solutions manual and test bank
Schiller, Bradley R., Essentials of Economics,8th (2011) ed., solutions manual and test bank for 0073511390
Essentials of Economics,8th (2011) ed., by Schiller, Bradley R., solutions manual and test bank for 0073511390
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PROBLEMS
(a) In 1900, manufacturing output accounted for 22% of total output. In 2000, manufacturing output accounted for 20% of total output. However, total output has grown thirteen-fold over this time, which implies that 22% of GDP1900 < 20% of GDP2000. The quantity of manufacturing output has grown.
Essentials of Economics,8th (2011) ed., by Schiller, Bradley R., solutions manual and test bank for 0073511390
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solutions manual
THE U.S.
ECONOMY
PROBLEMS
1. Draw a production-possibilities curve with
consumer goods on one axis and investment goods on the other axis.
(a) Identify the opportunity cost of
increasing investment from I1
to I2.
(b) What will happen to future production
possibilities if investment increases?
Illustrate.
(c) What will happen to future production
possibilities if only consumer goods are produced?
LO: 1 AACSB:
Analytic BT: Apply
(a) The opportunity cost of increased investment
is a decrease in production of consumer goods. For example, see the movement
from point D to point E.
(b) If
investments increase, the production possibilities curve will shift
outward. This occurs because the capital
stock, a factor of production, increases with increases in investment.
(c) If only consumer goods are produced, the
capital stock will begin to decline as factories and equipment wear out. As a result, the production possibilities
curve will shift in toward the origin.
2. Suppose the following data describe output
in two different years.
Item
|
Year 1
|
Year 2
|
Apples
Bicycles
Movie Rentals
|
20,000 @ 25¢ each
700 @ $800 each
6,000@ $1.00 each
|
30,000 @ 30¢ each
650 @ $900 each
8,000 @ $1.50 each
|
(a) Compute nominal
GDP in each year.
(b) By what percentage did nominal GDP increase
between Year 1 and Year 2?
(c) Now compute real GDP in Year 2 by using the prices of Year 1.
(d) How has real GDP changed from Year 1 to Year 2?
LO: 1 AACSB:
Analytic BT: Apply
(a) GDP Figures
Year 1
Apples 20,000 x $.25 = $ 5,000
Bicycles 700 x $800 = $560,000
Movie Rentals 6,000 x $1.00 = $ 6,000
GDP $571,000
Year 2
Apples 30,000 x $.30 = $ 9,000
Bicycles 650 x $900 = $
585,000
Movie Rentals 8,000 x $1.50 = $ 12,000
GDP $606,000
(b) From
year 1 to year 2 GDP increased by $35,000.
This is a 6.1% increase over the $571,000 figure for year 1. The calculations for this number are:
35,000
/ 571,000 * 100 = 6.1%
(c) Real GDP Year 2
Apples 30,000 x $.25 = $ 7,500
Computers 650 x $800 = $520,000
Movie Rentals 8,000 x $1.00 = $ 8,000
GDP $535,500
(d) Real GDP in year 1 is $571,000. In year 2 it is $535,500. This is a decrease of $35,500. That represents a decline of 6.2% in real
GDP. The calculations for this number
are: -35,500 / 571,000 * 100 = -6.2%
3. GDP per capita in the United States
was approximately $49,000 in 2009. What
will it be in the year 2015 if GDP per capita grows each year by
(a) 0 percent?
(b) 2 percent?
LO:1 AACSB: Analytic BT: Apply
(a) $49,000
(b) $55,181.96
which is $49,000 × (1.02)6.
Alternatively,
Year
|
Growth from previous year
|
GDP per capita
|
2009
|
|
$49,000
|
2010
|
1.02 × $49,000
|
$49,980
|
2011
|
1.02 × $49,980
|
$50,979.60
|
2012
|
1.02 × $50,979.60
|
$51,999.19
|
2013
|
1.02 × $51,999.19
|
$53,039.18
|
2014
|
1.02 × $53,039.18
|
$54,099.96
|
2015
|
1.02 × $54,099.96
|
$55,181.96
|
4.
According to Figure 2.4,
(a) Has the quantity
of manufactured output increased or decreased since 1900?
(b) By how much (in percentage terms)?
(c) Why has the manufacturing share of GDP fallen?
LO: 4 AACSB:
Analytic BT: Apply
(a) In 1900, manufacturing output accounted for 22% of total output. In 2000, manufacturing output accounted for 20% of total output. However, total output has grown thirteen-fold over this time, which implies that 22% of GDP1900 < 20% of GDP2000. The quantity of manufacturing output has grown.
(b) 1,082%
(c) The share of
manufacturing has fallen because manufacturing has not grown as quickly as GDP
(total output) has grown. Alternatively, the service sector and government
sectors have grown more quickly over time.
5.
Assume that total output is determined
by the formula:
number of workers ×
productivity = total output (output per worker)
(a) If productivity
doesn’t improve, how fast can output increase?
(b) If productivity
increases by 2 percent and the number
of workers increases by 1 percent a year, how fast will output grow?
LO: 1,3 AACSB:
Analytic BT: Apply
(a) Total output can
only increase at the same rate as the population (of workers) increases. If the population of workers increases by 1%,
then total output will increase by 1% as well.
(b) Output will grow
by (1.01) × (1.02) – 1 = 0.0302
or 3.02%. Students can also approximate the correct answer simply by adding the
growth rate of the population to the growth rate of productivity, because the
percentages are both very small.
6. According to Table 2.4,
(a) What is the average income in the United States ?
(b) What percent of
the income of people in the highest fifth would have to be taxed away to
achieve that average?
LO: 5 AACSB:
Analytic BT: Apply
(a) According to the
data in Table 2.4, the average is $68,424.
(b) In order to reduce
their income from $171,057 to $68,424, the highest fifth would have to have
$171,057 – $68,424 = $102,633 of their income taxed away. This represents
$102,633 / $171,057 = 60% of the average income for this income bracket.
7. According to the Headline on p. 46, what percent of their income would the
highest-decile households in Namibia have to give up to end up with an average income?
LO: 5 AACSB:
Analytic BT: Apply
There are many ways to calculate the right
answer, but this way may make the most sense for students: Suppose the country
of Namibia
had 10 citizens, so that each represented one decile of the population. If the
average income is $7,910, then the total for all ten citizens is $79,100. The
richest one person is currently earning 64.5% of that total, which is 0.645 ×
$79,100 = $51,019.50. In order to reduce this person’s income to the average,
$51,019.50 – $7,910 = $43,109.50 would have to be taxed away. This represents
$43,109.50 / $51,019.50 = 0.845 = 84.5% of the income of the richest decile.
8. Suppose that the following table describes
the spending behavior of individuals at various income levels:
Income
|
Total Spending
|
Sales Tax
|
Sales Tax Paid
As Percentage of
Income
|
$10,000
|
$12,000
|
|
|
20,000
|
18,000
|
|
|
50,000
|
40,000
|
|
|
100,000
|
70,000
|
|
|
If
a sales tax of 10 percent is levied on all purchases, calculate
(a)
The amount of sales
tax paid at each income level.
(b) The
fraction of income paid in taxes at
each income level.
Is the sales tax
progressive or regressive in relation to income?
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