A) a set of historical generalizations that indicates what goods should be produced.
B) a body of statistical data that indicates how an economy should be organized.
C) a set of basic concepts that helps one understand human choices.
D) a set of complex, highly abstract theories that provides persons skilled in statistics with the information necessary to tell others what choices they should make.
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Multiple Choice
A) zero.
B) 50 cents.
C) $1.
D) $1.50.
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Multiple Choice
A) Opportunity costs will always be incurred when scarce resources are used to produce a good.
B) When the cost of an option increases, individuals will be less likely to choose it.
C) In addition to their immediate direct effects, economic actions often generate secondary effects that are observable only after the passage of time.
D) All of the above are part of the economic way of thinking.
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Multiple Choice
A) studies show that individuals with higher levels of income actually pollute less than low-income individuals.
B) efforts to reduce pollution typically are not completely successful.
C) laws that reduce pollution raise costs of production and reduce incomes.
D) by employing individuals to clean up pollution, employment and income both rise.
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Multiple Choice
A) because Senator DuMonde has good intentions, his new program will have the desired results.
B) Senator DuMonde's new program could have unintended consequences that might result in an outcome different from what was intended.
C) regardless of any secondary effects, costs should not be considered when designing environmental legislation.
D) because Senator DuMonde's proposal is a government program, it will not have an opportunity cost.
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Multiple Choice
A) reducing unemployment should be the highest priority of the federal government.
B) a reduction in the payroll tax will reduce the unemployment rate.
C) corporations should be prohibited from laying off workers during a recession.
D) the current unemployment rate is too high.
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Multiple Choice
A) they usually wait until the last minute before making a decision to buy
B) they weigh the additional costs and additional benefits of various activities before they make a decision
C) most people just barely get by on the incomes they earn and live from day to day on the very edge of subsistence
D) they consider the total cost and benefit of various activities before they make a purchase
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Multiple Choice
A) we include only a few of the essential aspects of reality.
B) the economic study surveys only a very limited period of time.
C) we include only those elements which support our hypothesis.
D) the model includes every aspect of the real world.
E) the model examines the actions of the consumers in the absence of producers and the government.
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Multiple Choice
A) the law of comparative advantage.
B) the use of capitalism as a form of economic organization.
C) the inability of politicians to develop efficient forms of economic organization.
D) scarcity imposed by nature.
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Multiple Choice
A) a free good, having no cost.
B) scarce even though its cost is paid by taxpayers rather than by students.
C) an example of a good that is no longer scarce.
D) all of the above.
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Essay
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Multiple Choice
A) should be counted in full, regardless of the costs of eating and sleeping elsewhere.
B) should be counted only to the extent that they are more expensive at college than elsewhere.
C) usually exceed the opportunity cost of going to college.
D) plus the cost of tuition, equals the opportunity cost of going to college.
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Multiple Choice
A) making a lot of money.
B) buying only those products that are cheap and of low quality.
C) learning how to run a business more effectively.
D) seeking the lowest cost method to accomplish her objectives.
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Multiple Choice
A) A decrease in price leads to an increase in quantity consumed.
B) Incomes grow more rapidly in high-tax states than low-tax states.
C) People would be better off if government expenditures were higher.
D) People will buy less butter at $1.50 per pound than they will at $1 per pound.
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Multiple Choice
A) turn the student into an economist.
B) teach the student solutions to most social problems.
C) teach the student how to answer complex social questions.
D) help the student learn to rationally analyze social problems.
E) All of the above are correct.
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Multiple Choice
A) Farmers produce fewer bushels of wheat in response to an increase in the price of wheat.
B) A politician votes against a proposal because most of his constituents oppose it.
C) People drive less because of higher gas prices.
D) People buy more milk in response to a reduction in the price of milk.
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Multiple Choice
A) An increase in the minimum wage will reduce employment.
B) The minimum wage should be increased.
C) Social justice will be served by increasing the minimum wage.
D) Thoughtful people oppose an increase in the minimum wage.
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Multiple Choice
A) Incentives matter.
B) The value of goods can be determined objectively.
C) Economic thinking is marginal thinking.
D) Information is scarce.
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Multiple Choice
A) If we doubled the size of welfare payments, we would reduce the number of homeless persons.
B) Companies should be concerned with more than just their profits.
C) An increase in spending on airport security will reduce the number of hijackings.
D) If social security were to be privatized, workers would earn a higher rate of return on their retirement contributions.
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Multiple Choice
A) consumers are unwilling to pay for a good unless it provides them with value.
B) an opportunity cost is always present when scarce resources are used to produce a good.
C) it generally requires enormous effort to search out the best place to eat lunch.
D) the value of a good to consumers will decrease as they have more of it.
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