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Suppose that the reserve ratio is .25, and that a bank has actual reserves of $15,000, loans of $40,000, and demand deposits of $50,000. A. Excess reserves are $____________________. B. This bank, being a single bank in a multibank system, can safely lend $____________________. C. The multibank system can safely lend $__________________. D. It is possible for the monetary base to increase by a total of$___________________. Assume now that the Fed lowers the reserve ratio to .20: E. This bank, being a single bank in a multibank system, can now safely lend $_____________________. F. The multibank system can safely lend $____________________. G. It is now possible for the monetary base to increase by a total of $________________________. H. The increase/decrease in the potential money supply because of the decrease in the required reserve ratio is $_____________________. ...

Suppose that the reserve ratio is .25, and that a bank has actual
reserves of $15,000, loans of $40,000, and demand deposits of
$50,000.
A. Excess reserves are $____________________.
B. This bank, being a single bank in a multibank system, can
safely lend $____________________.
C. The multibank system can safely lend
$__________________.
D. It is possible for the monetary base to increase by a total
of$___________________. Assume now that the Fed lowers the
reserve ratio to .20:
E. This bank, being a single bank in a multibank system, can
now safely lend $_____________________.
F. The multibank system can safely lend
$____________________.
G. It is now possible for the monetary base to increase by a
total of $________________________.
H. The increase/decrease in the potential money supply because
of the decrease in the required reserve ratio is
$_____________________.

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Quiz Question 1 (1 point) The actual change in the money supply equals Save Question 2 (1 point) The required reserve ratio equals 10 percent and all banks initially have zero excess reserves. The Fed buys $1 million in U.S. government securities. The most the money supply can increase is Save Question 3 (1 point) The more people decide to hold currency, the Save Question 4 (1 point) The discount rate is the Save Question 5 (1 point) The most precise way the Fed has to control the money is Save Question 6 (1 point) According to the above figure, a shortage is shown between which two points? Save Question 7 (1 point) A decrease in demand and a decrease in supply will lead to a Save Question 8 (1 point) If the current price of a market basket of goods is $850 and the base year price for the same market basket is $500, what is the value of the price index? Save Question 9 (1 point) The only way that a society can produce outside the production possibilities curve is Save Question 10 (1 point) Suppose the tax rate on the first $10,000 income is 0; 10 percent on the next $20,000; 20 percent on the next $20,000; 30 percent on the next $30,000; and 40 percent on any income over $80,000. Family A has income of $40,000 and Family B has income of $100,000. What is the marginal and average tax rate for each family? Save Question 11 (1 point) The marginal tax rate is equal to Save Question 12 (1 point) One solution to the Social Security problem cited in the text is to Save Question 13 (1 point) Social Security taxes are regressive because Save Question 14 (4 points) Assume an open, mixed economy (C + I + G + X = real GDP) and an MPS of .2 What is the multiplier? Save Question 15 (1 point) The U.S. fiduciary monetary system Save Question 16 (1 point) Refer to the above table. The value of M1 is Save Question 17 (1 point) Possession of information by one party in a financial transaction but not by the other party is Save Question 18 (1 point) The Federal Reserve bank is managed by Save Question 19 (1 point) As a "lender of last resort" the Fed Save Question 20 (1 point) Required reserves are Save Question 21 (1 point) A bank with deposits of $500 million has $75 million in cash on hand, $50 million in deposits with the Fed, and $80 million in government securities. If the reserve requirement is 15 percent, the bank has excess reserves of Save Question 22 (1 point) A bank with $100 million in deposits has $6 million in vault cash, $6 million on deposit with the Fed, and $6 million in government securities. The reserve requirement is 20 percent. A person deposits a check for $10 million drawn on another bank. The maximum loan this bank can make once the check clears is Save Question 23 (1 point) Assuming a reserve ratio of 10 percent, if a bank sells $100,000 in securities how much can the bank loan.

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"Rachel Quick and Maria DeCasa , two friends in Cara's 4-yr-old class, bring lunch to school every day. Maria brings meals prepared at home: rice and beans, a piece of fruit, and a thermos with a cold tropical juice drink. Rachel usually brings a store-bought brightly colored, pre-packaged children's meal with processed meat and crackers, a sugary dessert and a soda. Maria wants to eat lunches like her friend at school and has become disinterested in her own food. Mrs. DeCasa expresses to Cara her concern with her daughter's interest in pre-packaged foods and does not want her daughter to eat those kinds of "American" meals. As an aside, Rachel's mother and father are busy executives and do not have time to prepare lunches for their child to bring to school." As an ECP, how can you reach out to the families about this situation? How can you help Maria's mother understand Rachel's family situation? What can Maria's mom do to make Maria's meal more appealing? What can be done to encourage Rachel's family to send her to school with healthier foods? Share two activities will help children and their families understand different cultures. submit a 200–300 word essay answering the Seminar questions listed. Your assignment should be composed in complete sentences and paragraphs. Be sure to answer all questions .

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Quiz Question 1 (1 point) Save Question 2 (1 point) Save Question 3 (1 point) Save Question 4 (1 point) Save Question 5 (1 point) Unit 7 in the Online Review discusses one of the most important developments over the past two decades in the field of alcohol and drug studies: the “brain disease” model of addiction. Researchers and top administrators at the National Institute on Drug Abuse (NIDA) have taken the lead in defining virtually all forms of addictive behavior—including alcohol dependence—as chronic, relapsing diseases of the brain . These advocates have used dramatic, high-tech images of the “addicted brain” and massive media campaigns, such as the HBO documentary, Addiction , to promote this individualistic viewpoint and to stress the need for research on pharmacological and biomedical interventions. At the same time, a number of critics have argued that the brain disease model ignores social and psychological factors involved in the etiology and treatment of addiction. They contend that drinking and drug use are unlike most diseases and involve choices and voluntary behavior. Finally, critics claim that the most effective treatments of addiction rely upon group relationships and personal decisions to change behavior. Take a look at the material in Unit 7 of the Online Review. Use the “Resources” link to view two or three episodes of the HBO documentary, Addiction , and become familiar with the work and ideas of Dr. Nora Volkow, one of the foremost advocates of the brain disease model. Next, follow the links near the bottom of the “Lectures” page and read two brief essays by Sally Satel, a psychiatrist and critic of this biomedical approach to addiction. Then, post your 200-word (minimum) response to this controversial issue. What do you think of the “brain disease” model of alcohol and drug dependence? Is it a valid way of describing addiction? Is it helpful or harmful to the treatment process? 8 years ago 26.11.2014 10 Report Issue Answer ( 1 ) Prof. Allwood Sonnerberg 4.7 ( 534 ) 4.2 ( 10 ) Chat Purchase the answer to view it NOT RATED behs.docx 8 years ago plagiarism check Purchase $10 Bids ( 1 ) Prof. Allwood Sonnerberg other Questions ( 10 ) I need this C assignment done by June 28th Marketing Assignment Quiz FIN 571 Entire Week 1 Final Eaxm for Project Management ACC 440 Wk 2 Team Textbook Assignments HRM-587 Managing Organizational Change - Week 8 Final Devry - HRM587 Middlehurst House NTC 362 Week 5 Learning Team Assignment- ImplementationTimeline AC505 MANAGERIAL ACCOUNTING – PRACTICE FINAL Applied Sciences Architecture and Design Biology Business & Finance Chemistry Computer Science Geography Geology Education Engineering English Environmental science Spanish Government History Human Resource Management Information Systems Law Literature Mathematics Nursing Physics Political Science Psychology Reading Science Social Science Liberty University New Hampshire University Straye.

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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

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