1. What effect, if any, does each of the following events have on the price elasticity of demand for corporate-owned jets?

a. The cost of manufacturing corporate jets rises.

b. Reduced corporate earnings lead to cuts in travel budgets and increase the share of expenditures on corporate jet travel.

2. 3-D movies have been popular and charged at a higher price, compared with the traditional 2-D movies. Please analyze the impact of 3-D movies (in the language of economics) on

a. The price elasticity of demand on 2-D movies

b. The total revenue of movie theater box offices

Question 3: Show the following verbal expressions (a,b,c,d) for two different sets with the appropriate mathematical symbols and definitions for two different sets of definitions.(predicate logic)
It is assumed that the first set of definitions is students in the class and the second set of definitions is all people. How could we express e option using propositional logic?

a) Some of the students in the class can speak German.
b) Everyone in the class is friendly.
c) There are those who are not born in California in the classroom.
d) A student from the class went to the theater.
e) Nobody in the classroom knows object-oriented programming.

I am having a difficult time with this loop. Needs to be in C++.

Given numRows and numColumns, print a list of all seats in a theater. Rows are numbered, columns lettered, as in 1A or 3E. Print a space after each seat, including after the last. Ex: numRows = 2 and numColumns = 3 prints:

1A 1B 1C 2A 2B 2C 

#include <iostream>
using namespace std;

int main() {
int numRows;
int numColumns;
int currentRow;
int currentColumn;
char currentColumnLetter;

cin >> numRows;
cin >> numColumns;

/* Your solution goes here */

cout << endl;

return 0;
}

You’ve been assigned to set the price at the local movie theater. You know that market demand can be broken into two groups, students and non-students. Those functions are: Students: p = 12 − 1/4q Non-Students: p = 22 − q (if you aggregated those functions, you would obtain p = 22 − q if p > 12 and p = 14 −1/5q if p ≤ 12). You’ve also been given the total cost and marginal cost for the theater. TC = 6 + 2q + q^2, MC = 2 + 2q

a) Plot the inverse demand curves for students and non-students. Make sure to also include both marginal revenue curves and supply curves, as well as labeling correctly.

b) Now, let’s assume that you can only charge one price for tickets. What is the equilibrium price, quantity and profits if you choose to act as a monopolist?

c) You’ve decided to try price discrimination for each group. What is the equilibrium price and quantity for students and non-students? What is your new total profit? Round answers to two decimal places.

d) Do the prices in part (c) make sense? Why would the price for one group be higher than the price for the other group?

e) What kind of price discrimination is this? Is there any way you can prevent arbitrage in this case? If so, how? Why is it important to prevent arbitrage in price discrimination?

EJH Cinemas, a movie theater next to your university, attracts two types of customers: those who are associated with the university (students, faculty, and staff) and locals who live in the surrounding area. There are 10,000 university customers interested in purchasing movie tickets from EJH Cinemas, with a maximum willingness to pay of $7 per ticket. There are 20,000 local customers interested in purchasing tickets, with a maximum willingness to pay of $9 per ticket. The movie theater incurs a constant marginal cost of $4 per ticket. For simplicity, assume each customer purchases, at most, one ticket.

a. What will be the amount of EJH Cinemas’ total revenue if the price is $7 per ticket?

b. What is the amount of consumer surplus if the price is $7 per ticket?

c. What will be the amount of EJH Cinemas’ total revenue if the price is $9 per ticket?

d. What is the amount of consumer surplus if the price is $9 per ticket?

e. If EJH Cinemas decides to practice price discrimination, charging $9 for a standard ticket available to everyone but only $7 for a ticket if you show your university identification (students, faculty, and staff), what will be the movie theater’s total revenue?

f. If EJH Cinemas decides to practice price discrimination, charging $9 for a standard ticket available to everyone but only $7 for a ticket if you show your university identification (students, faculty, and staff), what will be the amount of consumer surplus?

g. If you were in charge of EJH Cinemas, what pricing scheme should you use?

please show the solution.

Banko Inc. manufactures sporting goods. The following information applies to a machine purchased on January 1, 2018:

During 2018, the machine produced 42,000 units and during 2019, it produced 44,000 units.

Required

Determine the amount of depreciation expense for 2018 and 2019 using each of the following methods:

[The following information applies to the questions displayed below.]

Three different companies each purchased trucks on January 1, 2018, for $72,000. Each truck was expected to last four years or 200,000 miles. Salvage value was estimated to be $7,000. All three trucks were driven 67,000 miles in 2018, 42,000 miles in 2019, 40,000 miles in 2020, and 62,000 miles in 2021. Each of the three companies earned $61,000 of cash revenue during each of the four years. Company A uses straight-line depreciation, company B uses double-declining-balance depreciation, and company C uses units-of-production depreciation.

Answer each of the following questions. Ignore the effects of income taxes.

1. a-1. Calculate the net income for 2018? (Round "Per Unit Cost" to 3 decimal places.)

a-2. Which company will report the highest amount of net income for 2018?

• Company A

• Company B

• Company C

• All of the choices

Mahoney Moving Corporation purchased a new moving truck on January 2, 2014, for $95,000. The truck was expected to have a useful life of 4 years and a residual value of $15,000. The company estimated that the moving truck would be driven for a total of 20,000 miles. It was driven for 5,000 miles in 2014, 6,000 miles in 2015, 4,000 miles in 2016, and 5,000 miles in 2017. The company’s fiscal year ends on December 31.

Required:

1. Complete the following depreciation schedules for each year and be sure to show all of your handwritten calculations for the solutions for your depreciation schedules.

2. Create your own Excel Depreciation Spreadsheet using the following format for your own assignment.

3. Use mathematical formulas in your Excel Spreadsheet

Straight Line Depreciation

Year Depreciation Expense Accumulated Depreciation Book Value

2014 __________________ ______________________ __________

2015 __________________ ______________________ __________

2016 __________________ ______________________ __________

2017 __________________ ______________________ __________

Double Declining Balance

Year Depreciation Expense Accumulated Depreciation Book Value

2014 __________________ ______________________ __________

2015 __________________ ______________________ __________

2016 __________________ ______________________ __________

2017 __________________ ______________________ __________

Units of Production

Year Depreciation Expense Accumulated Depreciation Book Value

2014 __________________ ______________________ __________

2015 __________________ ______________________ __________

2016 __________________ ______________________ __________

2017 __________________ ______________________ __________

What would the general journal entry be if the Mahoney Moving Corporation was using the Straight Line Depreciation Method and the moving truck was sold for $30,000 at the end of 2015?

4. What would the general journal entry be if the Mahoney Moving Corporation used the Double-Declining Balance Depreciation method and the moving truck was sold for $40,000 at the end of 2016?

5. What would the general journal entry be if the Mahoney Moving Corporation used the Production Depreciation method and the moving truck was sold for $10,000 at the end of 2017?

A tire manufacturer produces tires that have a mean life of at least 25000 miles when the production process is working properly. The operations manager stops the production process if there is evidence that the mean tire life is below 25000 miles.

The testable hypotheses in this situation are ?0:?=25000H0:μ=25000 vs ??:?<25000HA:μ<25000.

1. Identify the consequences of making a Type I error.
A. The manager does not stop production when it is not necessary.
B. The manager stops production when it is necessary.
C. The manager stops production when it is not necessary.
D. The manager does not stop production when it is necessary.

2. Identify the consequences of making a Type II error.
A. The manager does not stop production when it is not necessary.
B. The manager does not stop production when it is necessary.
C. The manager stops production when it is necessary.
D. The manager stops production when it is not necessary.

To monitor the production process, the operations manager takes a random sample of 30 tires each week and subjects them to destructive testing. They calculate the mean life of the tires in the sample, and if it is less than 24000, they will stop production and recalibrate the machines. They know based on past experience that the standard deviation of the tire life is 3250 miles.

3. What is the probability that the manager will make a Type I error using this decision rule? Round your answer to four decimal places.

4. Using this decision rule, what is the power of the test if the actual mean life of the tires is 23750 miles? That is, what is the probability they will reject ?0H0 when the actual average life of the tires is 23750 miles? Round your answer to four decimal places.

A tire manufacturer produces tires that have a mean life of at least 32500 miles when the production process is working properly. The operations manager stops the production process if there is evidence that the mean tire life is below 32500 miles.

The testable hypotheses in this situation are ?0:?=32500H0:μ=32500 vs ??:?<32500HA:μ<32500.

1. Identify the consequences of making a Type I error.
A. The manager stops production when it is necessary.
B. The manager stops production when it is not necessary.
C. The manager does not stop production when it is not necessary.  
D. The manager does not stop production when it is necessary.

2. Identify the consequences of making a Type II error.
A. The manager stops production when it is not necessary.  
B. The manager does not stop production when it is necessary.
C. The manager stops production when it is necessary.  
D. The manager does not stop production when it is not necessary.

To monitor the production process, the operations manager takes a random sample of 15 tires each week and subjects them to destructive testing. They calculate the mean life of the tires in the sample, and if it is less than 32000, they will stop production and recalibrate the machines. They know based on past experience that the standard deviation of the tire life is 3250 miles.

3. What is the probability that the manager will make a Type I error using this decision rule? Round your answer to four decimal places.

4. Using this decision rule, what is the power of the test if the actual mean life of the tires is 32150 miles? That is, what is the probability they will reject ?0H0 when the actual average life of the tires is 32150 miles? Round your answer to four decimal places.