1.What are the objectives of the competition act in Canada?

2.Explain the marginal revenue product (MRP) for labour.

3.Explain how wage rates are determined.

4.Explain why there might be a wage difference between two jobs. What could reduce the wage differential? What barriers might prevent the differential from being reduced?

5.Explain how demand for labour is a derived demand.

6.What is are positive and negative externalities. Explain using examples for each.

7.Use a diagram to explain the impact on a market when there are marginal social costs from negative externalities or marginal social benefits from positive externalities.

8.Give an example of a free rider. What is the solution to the problem of free riders?

9.Explain a carbon tax and a cap-and-trade system. What are the pros and cons of each method of carbon pricing?

10. Use an example to explain how an efficient market may be a market with less equity.

11.What is the process of creative destruction? Explain using examples.

12.What happens if we regulate “price gouging” to keep the price of emergency supplies from rising during a disaster?

13.What is the purpose of price discrimination? Describe examples. What does this have to do with elasticity?

Give an example of a natural monopoly. Why are they established? Why do they need to be regulated?

14.What is the concept of economic rent? Why is economic rent so high?

15. Explain the difference between income and wealth. Why is there such an unequal distribution of both in our economy?

16. How does increasing human capital help to reduce poverty?

17. What is the purpose of pay equity leglislation?

Stealing the Examination

As part of your preparation for the upcoming examination, you have the goal of stealing a copy of the examination.

*Note that this is a thought experiment that is you should not try it out in real life.

When preparing the exam, the files are stored on the IT servers in a private directory only accessible to academic and examination admin staff (e.g., Julian and Hooman). All staff use their Massey username and passwords to authenticate themselves and gain access. A physical copy of the examination is also stored in the School office in a locked file cabinet and in the Science Faculty office in a locked room. Neither Julian nor Hooman has copies of the examination stored in their offices.

If you are permitted to only use publicly available information when building your profile, describe a scenario explaining how you use the social engineering techniques, e.g., phishing, pre-texting, baiting, quid pro quo and tailgating, —as described in the lecture— to achieve your goal.

Note that you do not need to include filenames or directory name but you should be as specific as possible in your answer.

Question 2.1: Name the human target or target(s) for the scenario.

Question 2.2: Identify ONLY the information necessary for the attack, the reason why each piece of information is required and the source of the information (provide URLs where appropriate).

Question 2.3: What are the steps describing how you will carry out the attack? These should be written such that you could provide these steps plus the previous information to a third party to carry out the attack.

Question 2.4: Describe which of the concepts from the course that have been applied in your attack (you should use at least one!).

Read this:

Cape Cod National Seashore officials have completed a draft shorebird management plan that proposes killing predators (primarily crows and coyotes) of the piping plover (a small endangered shorebird) so that they can open more areas for recreational users. The USDA could kill up to 50 animals in each of the first two years.

There are four alternative plans being proposed and The HSUS is recommending a version of Alternative D, which is the only proposal without lethal predator control. In 2010 our threat of litigation halted the planned crow poisoning and in 2011, Massachusetts residents were so outspoken on this issue that it halted the program again. Now, we need to show continued opposition.

Then:

you are to look into what has been done and what is currently being done to save the piping plover populations in the US, more specifically the Eastern seashore. After your research on plovers and two other organisms, do you feel as though humans should be stepping in to reduce the predators to help maintain the plover population? Why should we help any species? If these plovers and other organisms are not going to survive without human intervention, isn’t that evolution? Adaptation or extinction?

Background on plovers: range, habitat, reason for decline, what is currently being done to help? Is it a success or failure?

Plovers are not the only species that humans have set out to protect from extinction. Give information on two other organisms that humans have stepped in to help in some way. Background: range, habitat, reason for decline, current protections/what is being done. Success or failure?

Your educated opinion on whether we should help prevent organisms from going extinct or not.

Consider the four definitions of information presented in this chapter. The problem with the first definition, “knowledge derived from data,” is that it merely substitutes one word we don’t know the meaning of (information) for a second word we don’t know the meaning of (knowledge). The problem with the second definition, “data presented in a meaningful context,” is that it is too subjective. Whose context? What makes a context meaningful? The third definition, “data processed by summing, ordering, averaging, etc.,” is too mechanical. It tells us what to do, but it doesn’t tell us what information is. The fourth definition, “a difference that makes a difference,” is vague and unhelpful.

Also, none of these definitions helps us to quantify the amount of information we receive. What is the information content of the statement that every human being has a navel? Zero—you already know that. In contrast, the statement that someone has just deposited $50,000 into your checking account is chock-full of information. So, good information has an element of surprise.

Considering all of these points, answer the following questions:

a. What is information made of?

b. If you have more information, do you weigh more? Why or why not?

c. When you give a copy of your transcript to a prospective employer, how is information produced? What part of that information production process do you control? What, if anything, can you do to improve the quality of information that the employer conceives?

d. Give your own best definition of information.

e. Explain how you think it is possible that we have an industry called the information technology industry, but we have great difficulty defining the word information.

Many textbooks and informational websites that discuss the topic of genetic inheritance provide a list of human traits that are purportedly controlled by a single locus. If the genes that control the inheritance of these traits have one recessive and one dominant allele, dominant phenotypes will be more common.

Hand clasping is thought to be one such trait. Clasping one’s hands with the right thumb over the left is thought to be the recessive phenotype. If the frequencies of the dominant and recessive alleles are equal, and if mating is at random with respect to the trait[1], then we expect the frequency of recessive phenotypes to be 0.25.

I discussed this in another class I teach (BIOL 463) and we found that 5 people had the R over L phenotype, and 9 people had the L over R phenotype. Based on this sample, test the hypothesis that the frequency of recessive phenotypes is 0.25.

[1] In other words, we assume that people do not choose who to mate with based on how they clasp their hands

1. Several lectures ago, we did the same hand-clasping exercise in BIOL 260. This provided a much bigger sample. By my in-class count, we had 47 people with the R over L phenotype and 89 with the L over R phenotype.

Based on this larger sample, calculate the probability of obtaining the observed data, or data more extreme, if the null hypothesis were true. Explain your procedure like you did in part b), but no need to show the actual calculations: just give the probability (3pts).

2. Based on the larger sample, what do you conclude? (1pt)

3. Compare your results from part b and part f. Explain any similarities and differences in the results (1pt)

Use the table for the question(s) below.

In the table above, the opportunity cost of vaccines

If the economy is currently producing at a point inside its Production Possibilities Frontier,

Increases in the capital stock or improvements in technology may cause

Productive efficiency requires that a nation produce

10. In the following questions, identify the type of inheritance. Some questions may have multiple terms that apply.

Terms:

Simple Dominance, Codominance, Incomplete dominance, Multiple Alleles, Pleiotropy, Epistasis, Norm of Reaction (environmental effect) , Polygenic, Continuous variation, Linkage, Epigenetics-X inactivation, Epigenetics-Genomic Imprinting, Extranuclear inheritance

6) An individual is heterozygous for blood type. This person’s red blood cells produce both the A antigen and the B antigen.

7) Human height is influenced by many genes and by the environment and nutrition that an individual experiences.

8) Flower color in a newly discovered plant is controlled by one gene. There are three different variant forms of the gene in the plant population.

9) The Law of Independent assortment predicts an equal amount of parental (nonrecombinant) and recombinant type offspring when the double heterozygote is crossed with the double recessive, but when the offspring are counted, there is a much greater amount of parental nonrecombinant offspring. The relatively small number of recombinants is a result of crossover.  

10)Offspring are heterozygous for a dominant trait but only express their father’s recessive allele. The maternal gene is “written on” to turn off expression for the life of the individual.  

11)Two genes interact with each other to influence coat color. The first gene controls the ability to make coat pigment (A). The recessive allele blocks pigment production. If pigment can be made, the second gene codes for either brown color (B) or white (b).  

12)A mother passes her trait to all of her children but only her daughters can pass it to their children. The genes are unchanged generation after generation unless mutation occurs.  

Assume that you are a newly appointed junior auditor in Grant Thornton, an auditing firm. After a 3-
month rigorous training on the job, you have been awarded the certificate of completion and is now
ready to embark on your very first assignment. Today, your first job was to evaluate the audit
evidence gathered by your team from Nizwa Trading and see if they are reliable or not based on ISA
500. The following are the evidences gathered in various forms:
a) Included on file is the letter of confirmation of cash balance received from the company’s
bank, Bank Nizwa. The letter has the proper letter head, addressed to your audit firm and
originally signed by the bank manager.
b) Your team has established that internal control of Nizwa Trading is very effective. System is
computerized, not manually done, and all controls are in place. When you ask for copy of the
sales invoice, the staff in-charge gave them to you immediately on the same day in electronic
form.
c) Original copy of the building insurance have been provided. However, when you make
further inquiries, the insurance company is unknown (never heard of before) or not even
included in the list of insurance companies in Oman. You highly doubt the authenticity of the
insurance company.
d) Upon confirmation of the company’s receivable account, management readily gave their oral
confirmation that the accounts receivable are fairly presented.
e) Also included in the file of audit evidences are photocopies of employment contracts
obtained from the Human Resource Department.
Required:
Evaluate the reliability of each of the documents above and identify the one that is considered the
most reliable and least reliable.

   Men and women tend to choose different types of occupations, and so
a. 
a source of wage differences between men and women is differences in human capital.
b. 
a source of wage differences between men and women is compensating differentials.
c. 
the gap between the earnings of men and the earnings of women is likely even more significant than the data alone indicate.
d. 
we should expect the earnings of women to rise relative to the earnings of men, in order to induce women to accept jobs that they have been reluctant to accept in the past.
White women earn an average of 25% less than white men. A labor economist who wants to investigate whether the differences in earnings indicate labor-marketby discrimination against women should consider whether white men and women have similar

(i)
years of work experience.
(ii)
educational attainments.
(iii)
occupations.
(iv)
child care responsibilities.
a. 
(i) and (ii) only
b. 
(iii) and (iv) only
c. 
(ii) only
d. 
(i), (ii), (iii), and (iv)

 Which of the following statements is correct?
a. 
The market for capital is unlike the market for labor because the rental price of capital is unaffected by the marginal product of capital, whereas the price of labor is affected by the marginal product of labor.
b. 
The market for capital is unlike the market for labor because the purchase price of capital is unaffected by the marginal product of capital, whereas the price of labor is affected by the marginal product of labor.
c. 
The market for capital is like the market for labor because the rental price of capital is affected by the marginal product of capital, and the price of labor is affected by the marginal product of labor.
d. 
Both a and b are correct.
 

quickly without explanation.