★★★★ Detailed Solution to Midterm Examination (Int'l Business, WUCL) ★★★★
Spring 2009 Instructor: 衛忠欣 (Jong-Shin Wei)
總體經濟學原理 (Principles of Macroeconomics) (07)342-6031 ext.6222
93001@mail.wtuc.edu.tw jsw12011958@gmail.com
3:10 pm ~ 4:40 pm, April 20, 2009
Open books/notes exam. 105 points in 90 minutes; absolutely no talking nor borrowing items during exams. 可使用自己的資料、字典或翻譯機。行動電話若響起，該生扣十分、以強調基本禮貌。務必工整依序作答。平時上課頻尿的極少數同學，考試時，切勿改變習慣。理由一：有害健康；理由二：迫使教師合理懷疑平時是否謊報。只是題目很多，目的在於測試是否有平日閱讀原文書之習慣。Watch your time and have fun!
Part One: 30 Multiple choice questions. [By multiple choice in an English-speaking academic environment, we mean that you must choose the most appropriate one from 4 alternatives. 依慣例，答錯不倒扣！] 75 points
1. Before taking externality into consideration, we know that demand for aluminum is P + Q = 10; supply of aluminum is 2P - Q = 8. At equilibrium, P* =
(A) 4;
(B) 6;
(C) 5;
(D) None of the above is correct.
Ans: B. [By 10 - P = 2P - 8 we have P* = 6 and Q* = 4.]
2. [continued from question 1] Q* =
(A) 4;
(B) 5;
(C) 6;
(D) None of the above is correct.
Ans: A.
3. [continued from question 1] The market allocates resources in a way that maximizes the total value to the consumers who buy and use aluminum minus the total costs to the producers who make and sell aluminum. Here, the maximized value is
(A) 12 (dollars);
(B) 10;
(C) 8;
(D) 6.
Ans: A. [Recall that CS + PS is the area of the triangle with vertex points (0, 4), (0, 10), and (4, 6), which is 4(10 - 4)/2 = 12.]
4. [continued from question 3] Here, the insight is
(A) Governments can sometimes improve market outcomes;
(B) Markets are usually a good way to organize economic activity;
(C) Sometimes we have government failure;
(D) There is no such thing as a free lunch.
Ans: B. [See p.203, text]
5. [continued from question 1] We now take negative externality into consideration. Suppose that the new supply (curve) of aluminum becomes 2P - Q = 10 while the demand for aluminum remains the same. This suggests that producing each unit of aluminum adds external cost to the society in the amount of
(A) 4 (dollars);
(B) 3;
(C) 2;
(D) 1.
Ans: D. [From P = 0.5Q + 4 to P = 0.5Q + 5]
6. [continued from question 5] The new equilibrium price is
(A) 19/3;
(B) 20/3;
(C) 6;
(D) 5.
Ans: B. [From P + Q = 10 and 2P - Q = 10 we obtain P** = 20/3 and Q** = 10/3.]
7. [continued from question 5] The new equilibrium quantity is
(A) 5;
(B) 4;
(C) 10/3;
(D) 11/3.
Ans: C.
8. [continued from question 5] Now CS + PS equals
(A) 12;
(B) 11;
(C) 10;
(D) None of the above is correct.
Ans: D. [It is (10/3)(10 - 5)/2 = 25/3.]
9. [continued from question 5] The social planner can achieve the optimal outcome (i.e., less aluminum at higher price) by
(A) subsidizing aluminum producers;
(B) increasing the number of aluminum producers;
(C) taxing aluminum producers;
(D) letting the invisible hand take full charge.
Ans: C. [See p.207, text]
10. Examples of internalizing the externality do not include
(A) 教師優先向授課中途尿遁的同學提問；
(B) 教師優先向授課中途伏案沉思的同學提問；
(C) 教師故意找勇於發言(even not appropriate sometimes)的同學提問；
(D) 班代呼籲同學在 red vs. green 加分題 (see the extra credits question)，一致採取某一行動。
Ans: D.
*11. Professors are hired by universities to provide teaching service for students who pay the tuition and fees in advance. Under such a contract, university administration also legitimately reviews professors’ performance based on teaching evaluations made by students. The resulting externalities do not include
(A) Professors tend to inflate grades, hence lower the reputation of the university;
(B) Students tend to demand easy grades (and easy courses) from professors;
(C) Professors with better evaluation scores may get a pay raise;
(D) Professors tend to put more effort on their own research and outside connection.
Ans: C. [Recall the definition of externalities]
*12. 如果宣導兩性(平權)教育的校外公益團體，在活動中免費發送保險套。其「外部性」包含
(A) 節省同學 (those who are sexually active) 的開支；
(B) 導致若干同學產生性衝動、嘗試性行為；
(C) 活動相關人員因此受懲處；
(D) 未婚懷孕案件數目下降。
Ans: B. [誰說經濟學很抽象？]
13. 如果學校禁止「身上有煙味、有狐臭、香水味道過重、剛吃完大蒜」的人員，使用電梯，此一規定
(A) 愚蠢；
(B) 反映對「外部性」之處理；
(C) 符合成本效益原則；
(D) 弘揚教義。
Ans: A. [Obvious]
14. The social planner recognizes the positive externalities in education. Hence, the planner will draw the demand curve by shifting up the original demand curve while keeping the supply curve unchanged. This justifies
(A) private schools being superior to public schools;
(B) public schools being superior to private schools;
(C) heavy subsidization made by governments;
(D) heavy taxation made by governments.
Ans: C. [See p.207, text]
15. If governments suddenly reduce subsidies in education, the initial impact will not include
(A) (average) price of education falls;
(B) level of education (in terms of the number of students receiving education) falls;
(C) positive externalities of education are diminishing;
(D) the economy achieves social optimum.
Ans: D. [See pp.207-8, text]
16. Ever wonder why most people do not litter? There are laws against it, yet these laws are not vigorously enforced. The old saying, “Do unto others as you would have them do unto you,” actually
(A) does not make sense to economists;
(B) is a good example of internalizing externalities as a private solution;
(C) is the opposite of internalizing externalities;
(D) shows the failure of government operation.
Ans: B. [See p.209, text]
*17. Bob owns a dog who barks at night and drives his neighbor Cindy crazy. Suppose that Bob gets $500 benefit from having that dog; Cindy bears $800 cost from the barking. Which one of the following is incorrect?
(A) Since cost (800) exceeds benefit (500), Bob should get rid of that dog, leading to social optimum;
(B) If Bob has the legal right to keep a barking dog while Cindy does not have the right to have a quiet night, then Cindy can pay Bob to get rid of that dog, leading to social optimum;
(C) If Cindy has legal right to have a quiet night while Bob does not have the right to keep a barking dog, then Bob must get rid of his dog, leading to social optimum;
(D) If Bob does not have the legal right to keep a barking dog and Cindy does not have the right to have a quiet night, then Cindy can still pay Bob to get rid of that dog, leading to social optimum.
Ans: A. [See pp.210-211, text. The key is Coase theorem.]
18. Question 17 illustrates a major contribution by R. Coase, namely,
(A) Cost-benefit analysis always works;
(B) Bargaining always works even at the presence of transaction costs;
(C) At zero transaction cost, private parties can bargain and lead to social optimum regardless of the initial distribution of property rights;
(D) Different initial distributions of property rights have no influence over final outcomes.
Ans: C. [See pp.210-211, text]
19. Economists argue that clean air and clean water
(A) obey the law of demand and have positive income effect;
(B) obey the law of demand and have negative income effect;
(C) violate the law of demand but have positive income effect;
(D) violate the law of demand and have negative income effect.
Ans: A. [See p.219, text]
20. Goods that are excludable but not rival in consumption include
(A) fish in the ocean;
(B) singing at KTV;
(C) using cable TV service;
(D) driving on congested toll roads.
Ans: C. [See p.224, text]
21. What public goods and common resources have in common is
(A) non-excludability;
(B) rivalry in consumption;
(C) low price;
(D) violating the law of demand.
Ans: A. [See p.224, text]
22. What common resources and private goods have in common is
(A) excludability;
(B) rivalry in consumption;
(C) low price;
(D) violating the law of demand.
Ans: B. [See p.224, text]
23. The free rider problem occurs with
(A) public goods but not with common resources;
(B) common resources but not with public goods;
(C) both public goods and common resources;
(D) goods that are non-rival in consumption.
Ans: C. [Non-excludability is the key]
24. 在全面點名的現況下，如果眾多同學任意翹課，事後(因為沒有擔當而)請假，教師不得已開始嚴格核假，此乃
(A) 莫非定律；
(B) 骨牌效應；
(C) 月暈效應；
(D) the tragedy of the commons.
Ans: D. [See p.231, text]
25. “What is common to many is taken least care of, for all men have greater regard for what is their own than for what they process in common with others,” was said by
(A) Socrates;
(B) Aristotle;
(C) Plato;
(D) V. Pareto.
Ans: B. [See p.230, text. Just want to find out who did not read the text page by page.]
26. A nice example of avoiding or resolving the tragedy of the commons is
(A) 國人習於構築籬笆或矮牆，圍成私人庭院；
(B) 系辦公室中午不開放；
(C) 系資源教室中午不開放；
(D) 社區球場夜間不開放。
Ans: A. [See p.231, text]
27. Last year Henry bought a made-in-Taiwan air-conditioner. It was included in the computation of last year’s GDP, along with
(A) Henry’s income tax collected by the government;
(B) Henry’s spending on building a new plant for a business at which he is an entrepreneur;
(C) Henry’s payment for speeding tickets;
(D) Henry’s mortgage loan payment.
Ans: B. [GDP := C + I + G.]
28. Find the correct statement about 消費券。
(A) The English term is consumption ticket;
(B) The English term is spending bonus;
(C) It increased the aggregate consumption (demand);
(D) It increased the money supply.
Ans: C. [Consumption voucher is the correct term.]
29. The circular flow diagram does not explain
(A) how prices are determined;
(B) what are in GDP;
(C) why economists often say that it takes two to tango;
(D) how savings and investment are related.
Ans: A. [It is called a fixed-price model.]
30. Pigovian tax may be inferior to setting up the pollution permit if
(A) producers have self-interest in mind;
(B) producers do not care about externalities;
(C) reducing pollution is costly;
(D) governments do not know the demand for pollution.
Ans: D.
Part Two: Analytical questions. [注意字體工整、邏輯順暢與不要出現錯別字或注音(與火星文)！如果字跡難以辨認，視同未答。畫蛇添足、答非所問、不知所云、自曝其短，將不利得分。教師也有權公告具有特色之作答。] 30 points
31. There are three industrial firms in Smog Valley, A, B, and C. The initial pollution level for A is 70 units; for B is 80 units; for C is 50 units. Under the current technology, the cost of reducing pollution by one unit is $30 for A; $25 for B; $10 for C. At present, the government gives each firm 50 tradable pollution permits.
Firm C proposes to sell 20 units of permits to firm A; sell 30 units of permits to B. For each permit sold, firm C has for $20. Explain why A and B agree to trade with C. Will this trading be socially optimal? Carefully justify your answers.
Ans: For A, -400 > -600; for B, -600 > -750; for C, 500 > 0. That is, two trades proposed by C will make each of these three firms better off. Since the total pollution level is still kept at 150, we can call it socially optimal.
32. 如果國家公園 (e.g., Grand Canyon) 一方面大幅提高門票價格，也同時提供當地居民優惠入場。理由為何？
Ans: skipped.
33. 文藻要求所有課程皆要點名，其立意是要求同學養成認真到課之好習慣。
(i) 此規定有那些「外部性」？
(ii) 針對你(妳)在 (i) 的一個答案，提出 “internalizing the externality” 之具體作法。
Ans: skipped.
Extra credits question (bonus range: 0 ~ 6 points)
red vs. green -- 選紅球呢？還是選綠球？規則如下：
如果在你(妳)以外的相對多數選的是紅球，你(妳)正好也選紅球，你(妳)會被加 5分。
如果在你(妳)以外的相對多數選的是綠球，你(妳)正好也選綠球，你(妳)會被加 2分。
如果在你(妳)以外的相對多數選的是紅球，而你(妳)卻選綠球，你(妳)會被加6 分。
如果在你(妳)以外的相對多數選的是綠球，而你(妳)卻選紅球，你(妳)會被加0 分。
Now make your pick.
Result: 40 GREENs and 14 REDs. In a way, we can say that we have the so-called prisoners’ dilemma here.
(撰寫試題無著作權；歡迎全貌下載流傳。)
Wednesday, April 22, 2009
Solution to Midterm Exam (Math for Mgmt) Spring 2009
★★★ Detailed Solution to Midterm Examination (Int’l Business, WUCL) ★★★
Spring 2009 Instructor: 衛忠欣 (Jong-Shin Wei)
管理數學 (Mathematics for Management) (07)342-6031 ext.6222
93001@mail.wtuc.edu.tw jsw12011958@gmail.com
3:10 pm ~ 4:40 pm, April 22, 2009
Open books/notes exam. 110 points in 90 minutes; absolutely no talking nor borrowing items during exams. 可使用自己的資料、字典或翻譯機。行動電話若響起，該生扣十分、以強調基本禮貌。務必工整依序作答。平時上課頻尿的極少數同學，考試時，切勿改變習慣。理由一：有害健康；理由二：迫使教師合理懷疑平時是否謊報。只是題目很多，目的在於測試是否有平日閱讀英文資料之習慣。Watch your time and have fun!
Part One: 30 Multiple choice questions. [By multiple choice in an English-speaking academic environment, we mean that you must choose the most appropriate one from 4 alternatives. 依慣例，答錯不倒扣！] 90 points (別懷疑，看看誰是實力派！)
1. Once upon a time in Utopia a small kingdom was ruled by The Mighty King Richard (李察王). The actual weight of King Richard was way over 80 kg but he insisted that his weight was only 60 kg. One day, John, who was his prime minister, joked about it, “My Lord, I have no problem with your weight record. Yet, if your weight is 60 kg, some child might have zero in weight.” Since the King was also good in mathematics, he immediately found a flaw in John’s statement. Which of the following made the King detect the flaw?
(A)E = mc2;
(B)畢氏定理；
(C)兩條平行線永不相交；
(D)A:B = C:D.
Ans: D. [Recall lectures. Now we can see who actually paid attention to lectures.]
2. There are twenty basketball teams. Each team must play exactly one game with the rest 19 teams. How many games will be played in total?
(A) 200;
(B) 190;
(C) 400;
(D) None of the above is correct.
Ans: B. [Recall lectures. Note that (20)(20 - 1)/2 = 190.]
3. Let f be a function mapping from R to R, defined by f(x) := x(superscript 3). Find the incorrect statement.
(A) The graph is convex-shaped;
(B) It has no local minimum;
(C) It has no local maximum;
(D) df(x)/dx = 0 at x = 0 only;
Ans: A. [For non-negative x, it is convex-shaped; for non-positive x, it is concave-shaped.]
4. Let f be a function mapping from R to R, defined by f(x) := x(superscript 3).
(A) d(superscrpt 2)f(x)/dx(superscript 2) < 0 for all x;
(B) d(superscrpt 2)f(x)/dx(superscript 2) ≧ 0 for all x;
(C) d(superscrpt 2)f(x)/dx(superscript 2) = 0 only when x = 0;
(D) d(superscrpt 2)f(x)/dx(superscript 2) is not defined at x = 0.
Ans: C. [Obviously, d2f(x)/dx2 > 0 for all x > 0; d(superscrpt 2)f(x)/dx(superscript 2) < 0 for all x < 0; d(superscrpt 2)f(x)/dx(superscript 2) = 0 when x = 0.]
5. Let f be a function mapping from R to R, defined by f(x) := ∣x∣. The graph of f
(A) looks like the English letter V;
(B) is a straight line;
(C) looks like the putting the letter V upside down;
(D) is not in one piece.
Ans: A.
6. Let f be a function mapping from R to R, defined by f(x) := ∣x∣. We know that d2f(x)/dx2
(A) > 0 for all x > 0;
(B) < 0 for all x < 0;
(C) = 0 when x = 0;
(D) = 0 for all non-zero x.
Ans: D. [The function is not differentiable at x = 0.]
7. Let f be a function mapping from R to R, defined by f(x) := ∣x∣.
(A) f has a local minimum but no global minimum;
(B) f has a global minimum but no local minimum;
(C) f has neither local minimum nor global minimum;
(D) None of the above is correct.
Ans: B. [Clearly, f(0) < f(x) for all x ≠ 0.]
8. Recall that a relation can be a function. Which of the following is the graph of some function?
(A) {(a, 1), (b, 2), (a, 2), (c, 3)};
(B) {(1, (0, 0)), (2, (0, 1)), (3, (0, 2), …};
(C) {(x, y) of R (superscript 2): x (superscript 2) + y (superscript 2) = 1};
(D) {(x, y) of R (superscript 2): y = x or y = -x}.
Ans: B. [Recall lectures]
9. English teacher asks each student to pick his/her favorite English first name. This is a well-known way of illustrating the notion of functions. Here
(A) the set of all students is the domain of this function;
(B) the set of all English first names is the domain of this function;
(C) the graph of this function has more elements than the domain has;
(D) this function is a real-valued function.
Ans: A. [Recall lectures]
10. Which of the following cannot serve as an application of equation x + y = 1?
(A) price-taking consumer’s budget line;
(B) production possibility frontier;
(C) demand curve;
(D) money supply curve.
Ans: D.
*11. Let f be a function mapping from R to R, defined by f(x) := 1 if x is rational (有理數); -1 if x is irrational (無理數).
(A) The function f is continuous but not differentiable;
(B) For any real number x, f(x) is either a global maximum or a global minimum (but not both);
(C) For any real number x, f(x) is either a local maximum or a local minimum (but not both);
(D) Neither global maximum nor global minimum exist for this function.
Ans: B.
12. Let f be a function defined as follows. f(x) := A if x belongs to [80, 100]; f(x) := B if x belongs to [70, 79]; f(x) := C if x belongs to [60, 69]; f(x) := F if x belongs to [0, 59]. Here,
(A) the domain of f is R;
(B) the range of f is R;
(C) f is not a real-valued function;
(D) f has a (global) maximum.
Ans: C.
13. On the x-y space, if we draw the graph of some function in a “continuous” way (一筆畫出來), then this function
(A) must be differentiable;
(B) must be continuous;
(C) must have at least one local maximum;
(D) must have the global maximum.
Ans: B. [Trivial]
14. The demand schedule is given as follows, P = 1, Q = 9; P = 2, Q = 8; P = 3, Q = 7; P = 4, Q = 6; P = 5, Q = 5; P = 6, Q = 4. We know nothing else. The price elasticity of demand
(A) is -1 at P = 5;
(B) is 1 at P = 5;
(C) is increasing as P goes up;
(D) is not defined here.
Ans: D. [Recall lectures]
15. Let f be a function mapping from an open interval in R to R such that d2f(x)/dx2 < 0 holds for all x. We know that
(A) df(x)/dx < 0 holds for all x;
(B) df(x)/dx > 0 holds for all x;
(C) df(x)/dx ≠ 0 holds for all x;
(D) df(x)/dx is a decreasing function of x.
Ans: D.
*16. Let f be a function mapping from an open interval in R to R such that
d(superscrpt 2)f(x)/dx(superscript 2) ≦ 0 holds for all x (in the domain). We know that
(A) if f has a local maximum at x*, then f(x*) is the global maximum;
(B) f must have at least one local maximum;
(C) f can be maximized;
(D) f cannot have any local minimum.
Ans: A. [Note that (B) and (C) are false in light of the case where df(x)/dx > 0. We eliminate (D) by considering the case where f is a constant function.]
*17. Let f be a function mapping from an open interval in R to R such that (1)
df(x)/dx = 0 at some x* in the domain, and (2) d(superscrpt 2)f(x)/dx(superscript 2)≦ 0 holds for all x. We know that
(A) f cannot have a local minimum at x*;
(B) f(x*) cannot be the global minimum;
(C) there exists no x** satisfying x** ≠ x* and df(x)/dx = 0 holds for x**;
(D) f has a local maximum at x* and that f(x*) is the global maximum.
Ans: D.
18. Let f be a function mapping from the set of non-negative real numbers to R, defined by f(x) := (x) (superscript 0.5) for all x. Then
(A) df(x)/dx > 0 for all x in the domain;
(B) df(x)/dx is defined everywhere but at x = 0;
(C) d2f(x)/dx2 < 0 for all x in the domain;
(D) f is not concave-shaped.
Ans: B. [是在幫忙複習微積分嗎？ Well, it is on the house.]
19. Let f be a function mapping from the set of non-negative real numbers to R, defined by f(x) := 2x + 3 for all x. Then
(A) df(x)/dx > 0 for all x in the domain;
(B) f cannot be minimized;
(C) d(superscrpt 2)f(x)/dx(superscript 2) = 0 for all x in the domain;
(D) f cannot be maximized.
Ans: D.
20. Let f be a function mapping from the set of non-negative real numbers to R, defined by f(x) := Min{x, 100} for all x. Then
(A) df(x)/dx > 0 for all x > 0;
(B) f cannot be minimized;
(C) d(superscrpt 2)f(x)/dx(superscript 2) = 0 for all x > 0 and x ≠ 100;
(D) f cannot be maximized.
Ans: C.
21. Let f be a function mapping from the set of non-negative real numbers to R, defined by f(x) := Max{x, 100} for all x. Then
(A) df(x)/dx = 1 for all x > 0;
(B) f cannot be minimized;
(C) d(superscrpt 2)f(x)/dx(superscript 2) is not defined for all x > 0;
(D) f cannot be maximized.
Ans: D.
22. Let the graph of some function f be {(x, y): x can be either man or woman; y = 1 if x is a man; y = 0 if x is a woman}. We know that
(A) the domain of f is {0, 1};
(B) f can be both maximized and minimized;
(C) f has a local maximum;
(D) f is continuous.
Ans: B. [The maximum of f is 1; the minimum of f is 0. See slide no.9 of Lecture 1.]
23. The derivation of delta TR/TR = n*(delta P/Po)(square) + (1 + n*)(delta P/Po) is mainly for
(A) estimating the price elasticity of demand;
(B) maximizing total revenue;
(C) using the rate of change in price to find the rate of change in total revenue;
(D) using the change of price to find the change of total revenue.
Ans: C. [Recall handout]
24. Let the demand curve be P(square)Q = 9 defined for all P > 0.
(A) The price elasticity of demand is -1 when P = 5;
(B) The price elasticity of demand is -1 when P = 3;
(C) The price elasticity of demand is -1 when P = 1;
(D) None of the above is correct.
Ans: D. [Straightforward]
25. Let the demand curve be downward-sloping, continuous (in shape) but not linear. Suppose that the demand function is not in the form of f(P) := P (superscript -0.5) for all P > 0.
(A) Total revenue can be maximized;
(B) Total revenue will rise when we increase the price;
(C) Total revenue will rise when we decrease the price;
(D) None of the above is correct.
Ans: D. [See Proposition 3]
26. Let the demand curve be given by Q = P(superscript -1) for all P > 0.
(A) Total revenue can be minimized;
(B) Total revenue will rise when we increase the price;
(C) Total revenue will rise when we decrease the price;
(D) None of the above is correct.
Ans: A. [Obvious]
27. If the demand curve is linear and downward-sloping. Currently n* = -0.5 and total revenue is 1,200. If we double the price, the total revenue will be
(A) 1,000;
(B) 2,400;
(C) 1,200;
(D) None of the above is correct.
Ans: C. [By TR/TR = n*(delta P/Po)(square) + (1 + n*)(delta P/Po) we know that delta TR/TR = 0.]
28. If the demand curve is linear and downward-sloping. Currently n* = -2 and total revenue is 1,000. If we cut the price by one-half, the total revenue will be
(A) 525;
(B) 625;
(C) 1,000;
(D) None of the above is correct.
Ans: C. [Note TR/TR = n*(delta P/Po)(square) + (1 + n*)(delta P/Po) = (-2)(-0.5)(square) + (1 - 2)(superscript -0.5) = 0.]
29. If the demand curve is linear and downward-sloping. At any point with n* < -1,
(A) any increase in price will increase total revenue;
(B) any increase in price will decrease total revenue;
(C) any reduction in price will increase total revenue;
(D) total revenue remains constant regardless of the price change.
Ans: B. [See Proposition 1 and related discussion]
30. 以上29題選擇題的正確答案中，出現最頻繁的是
(A) A;
(B) B;
(C) C;
(D) D.
Ans: D. [There are 5 As, 8 Bs, 6 Cs, and 10 Ds. Have you ever seen a weird question like this one? – I can picture that many of you are looking up the word weird at the moment. I doubt but I am shamelessly proud of my design here. Now think strategically why I made this question.]
Part Two: Analytical questions. [注意字體工整、邏輯順暢與不要出現錯別字或注音(與火星文)！如果字跡難以辨認，視同未答。畫蛇添足、答非所問、不知所云、自曝其短，將不利得分。教師也有權公告具有特色之作答。] 20 points
31. Let f be a continuous function mapping from R to R. It has a local maximum at x = 1. It has another local maximum at x = 3. It has the global maximum at x = 1 only. It has no local minimum. Furthermore, it is differentiable everywhere but at x = 2. Now you are asked to carefully sketch the graph of f to satisfy all these conditions listed above.
Ans: (to be given on the chalkboard at our next meeting)
32. By now you should have read, with great care, my handout on price elasticity, which is also on e-learning. 請扼要陳述此份講義的特色與貢獻。
Ans: (trivial and skipped here)
Extra credits question (bonus range: 0 ~ 6 points)
red vs. green -- 選紅球呢？還是選綠球？規則如下：
如果在你(妳)以外的相對多數選的是紅球，你(妳)正好也選紅球，你(妳)會被加 5分。
如果在你(妳)以外的相對多數選的是綠球，你(妳)正好也選綠球，你(妳)會被加 2分。
如果在你(妳)以外的相對多數選的是紅球，而你(妳)卻選綠球，你(妳)會被加6 分。
如果在你(妳)以外的相對多數選的是綠球，而你(妳)卻選紅球，你(妳)會被加0 分。
Now make your pick.
(歡迎全貌下載流傳。)
Spring 2009 Instructor: 衛忠欣 (Jong-Shin Wei)
管理數學 (Mathematics for Management) (07)342-6031 ext.6222
93001@mail.wtuc.edu.tw jsw12011958@gmail.com
3:10 pm ~ 4:40 pm, April 22, 2009
Open books/notes exam. 110 points in 90 minutes; absolutely no talking nor borrowing items during exams. 可使用自己的資料、字典或翻譯機。行動電話若響起，該生扣十分、以強調基本禮貌。務必工整依序作答。平時上課頻尿的極少數同學，考試時，切勿改變習慣。理由一：有害健康；理由二：迫使教師合理懷疑平時是否謊報。只是題目很多，目的在於測試是否有平日閱讀英文資料之習慣。Watch your time and have fun!
Part One: 30 Multiple choice questions. [By multiple choice in an English-speaking academic environment, we mean that you must choose the most appropriate one from 4 alternatives. 依慣例，答錯不倒扣！] 90 points (別懷疑，看看誰是實力派！)
1. Once upon a time in Utopia a small kingdom was ruled by The Mighty King Richard (李察王). The actual weight of King Richard was way over 80 kg but he insisted that his weight was only 60 kg. One day, John, who was his prime minister, joked about it, “My Lord, I have no problem with your weight record. Yet, if your weight is 60 kg, some child might have zero in weight.” Since the King was also good in mathematics, he immediately found a flaw in John’s statement. Which of the following made the King detect the flaw?
(A)E = mc2;
(B)畢氏定理；
(C)兩條平行線永不相交；
(D)A:B = C:D.
Ans: D. [Recall lectures. Now we can see who actually paid attention to lectures.]
2. There are twenty basketball teams. Each team must play exactly one game with the rest 19 teams. How many games will be played in total?
(A) 200;
(B) 190;
(C) 400;
(D) None of the above is correct.
Ans: B. [Recall lectures. Note that (20)(20 - 1)/2 = 190.]
3. Let f be a function mapping from R to R, defined by f(x) := x(superscript 3). Find the incorrect statement.
(A) The graph is convex-shaped;
(B) It has no local minimum;
(C) It has no local maximum;
(D) df(x)/dx = 0 at x = 0 only;
Ans: A. [For non-negative x, it is convex-shaped; for non-positive x, it is concave-shaped.]
4. Let f be a function mapping from R to R, defined by f(x) := x(superscript 3).
(A) d(superscrpt 2)f(x)/dx(superscript 2) < 0 for all x;
(B) d(superscrpt 2)f(x)/dx(superscript 2) ≧ 0 for all x;
(C) d(superscrpt 2)f(x)/dx(superscript 2) = 0 only when x = 0;
(D) d(superscrpt 2)f(x)/dx(superscript 2) is not defined at x = 0.
Ans: C. [Obviously, d2f(x)/dx2 > 0 for all x > 0; d(superscrpt 2)f(x)/dx(superscript 2) < 0 for all x < 0; d(superscrpt 2)f(x)/dx(superscript 2) = 0 when x = 0.]
5. Let f be a function mapping from R to R, defined by f(x) := ∣x∣. The graph of f
(A) looks like the English letter V;
(B) is a straight line;
(C) looks like the putting the letter V upside down;
(D) is not in one piece.
Ans: A.
6. Let f be a function mapping from R to R, defined by f(x) := ∣x∣. We know that d2f(x)/dx2
(A) > 0 for all x > 0;
(B) < 0 for all x < 0;
(C) = 0 when x = 0;
(D) = 0 for all non-zero x.
Ans: D. [The function is not differentiable at x = 0.]
7. Let f be a function mapping from R to R, defined by f(x) := ∣x∣.
(A) f has a local minimum but no global minimum;
(B) f has a global minimum but no local minimum;
(C) f has neither local minimum nor global minimum;
(D) None of the above is correct.
Ans: B. [Clearly, f(0) < f(x) for all x ≠ 0.]
8. Recall that a relation can be a function. Which of the following is the graph of some function?
(A) {(a, 1), (b, 2), (a, 2), (c, 3)};
(B) {(1, (0, 0)), (2, (0, 1)), (3, (0, 2), …};
(C) {(x, y) of R (superscript 2): x (superscript 2) + y (superscript 2) = 1};
(D) {(x, y) of R (superscript 2): y = x or y = -x}.
Ans: B. [Recall lectures]
9. English teacher asks each student to pick his/her favorite English first name. This is a well-known way of illustrating the notion of functions. Here
(A) the set of all students is the domain of this function;
(B) the set of all English first names is the domain of this function;
(C) the graph of this function has more elements than the domain has;
(D) this function is a real-valued function.
Ans: A. [Recall lectures]
10. Which of the following cannot serve as an application of equation x + y = 1?
(A) price-taking consumer’s budget line;
(B) production possibility frontier;
(C) demand curve;
(D) money supply curve.
Ans: D.
*11. Let f be a function mapping from R to R, defined by f(x) := 1 if x is rational (有理數); -1 if x is irrational (無理數).
(A) The function f is continuous but not differentiable;
(B) For any real number x, f(x) is either a global maximum or a global minimum (but not both);
(C) For any real number x, f(x) is either a local maximum or a local minimum (but not both);
(D) Neither global maximum nor global minimum exist for this function.
Ans: B.
12. Let f be a function defined as follows. f(x) := A if x belongs to [80, 100]; f(x) := B if x belongs to [70, 79]; f(x) := C if x belongs to [60, 69]; f(x) := F if x belongs to [0, 59]. Here,
(A) the domain of f is R;
(B) the range of f is R;
(C) f is not a real-valued function;
(D) f has a (global) maximum.
Ans: C.
13. On the x-y space, if we draw the graph of some function in a “continuous” way (一筆畫出來), then this function
(A) must be differentiable;
(B) must be continuous;
(C) must have at least one local maximum;
(D) must have the global maximum.
Ans: B. [Trivial]
14. The demand schedule is given as follows, P = 1, Q = 9; P = 2, Q = 8; P = 3, Q = 7; P = 4, Q = 6; P = 5, Q = 5; P = 6, Q = 4. We know nothing else. The price elasticity of demand
(A) is -1 at P = 5;
(B) is 1 at P = 5;
(C) is increasing as P goes up;
(D) is not defined here.
Ans: D. [Recall lectures]
15. Let f be a function mapping from an open interval in R to R such that d2f(x)/dx2 < 0 holds for all x. We know that
(A) df(x)/dx < 0 holds for all x;
(B) df(x)/dx > 0 holds for all x;
(C) df(x)/dx ≠ 0 holds for all x;
(D) df(x)/dx is a decreasing function of x.
Ans: D.
*16. Let f be a function mapping from an open interval in R to R such that
d(superscrpt 2)f(x)/dx(superscript 2) ≦ 0 holds for all x (in the domain). We know that
(A) if f has a local maximum at x*, then f(x*) is the global maximum;
(B) f must have at least one local maximum;
(C) f can be maximized;
(D) f cannot have any local minimum.
Ans: A. [Note that (B) and (C) are false in light of the case where df(x)/dx > 0. We eliminate (D) by considering the case where f is a constant function.]
*17. Let f be a function mapping from an open interval in R to R such that (1)
df(x)/dx = 0 at some x* in the domain, and (2) d(superscrpt 2)f(x)/dx(superscript 2)≦ 0 holds for all x. We know that
(A) f cannot have a local minimum at x*;
(B) f(x*) cannot be the global minimum;
(C) there exists no x** satisfying x** ≠ x* and df(x)/dx = 0 holds for x**;
(D) f has a local maximum at x* and that f(x*) is the global maximum.
Ans: D.
18. Let f be a function mapping from the set of non-negative real numbers to R, defined by f(x) := (x) (superscript 0.5) for all x. Then
(A) df(x)/dx > 0 for all x in the domain;
(B) df(x)/dx is defined everywhere but at x = 0;
(C) d2f(x)/dx2 < 0 for all x in the domain;
(D) f is not concave-shaped.
Ans: B. [是在幫忙複習微積分嗎？ Well, it is on the house.]
19. Let f be a function mapping from the set of non-negative real numbers to R, defined by f(x) := 2x + 3 for all x. Then
(A) df(x)/dx > 0 for all x in the domain;
(B) f cannot be minimized;
(C) d(superscrpt 2)f(x)/dx(superscript 2) = 0 for all x in the domain;
(D) f cannot be maximized.
Ans: D.
20. Let f be a function mapping from the set of non-negative real numbers to R, defined by f(x) := Min{x, 100} for all x. Then
(A) df(x)/dx > 0 for all x > 0;
(B) f cannot be minimized;
(C) d(superscrpt 2)f(x)/dx(superscript 2) = 0 for all x > 0 and x ≠ 100;
(D) f cannot be maximized.
Ans: C.
21. Let f be a function mapping from the set of non-negative real numbers to R, defined by f(x) := Max{x, 100} for all x. Then
(A) df(x)/dx = 1 for all x > 0;
(B) f cannot be minimized;
(C) d(superscrpt 2)f(x)/dx(superscript 2) is not defined for all x > 0;
(D) f cannot be maximized.
Ans: D.
22. Let the graph of some function f be {(x, y): x can be either man or woman; y = 1 if x is a man; y = 0 if x is a woman}. We know that
(A) the domain of f is {0, 1};
(B) f can be both maximized and minimized;
(C) f has a local maximum;
(D) f is continuous.
Ans: B. [The maximum of f is 1; the minimum of f is 0. See slide no.9 of Lecture 1.]
23. The derivation of delta TR/TR = n*(delta P/Po)(square) + (1 + n*)(delta P/Po) is mainly for
(A) estimating the price elasticity of demand;
(B) maximizing total revenue;
(C) using the rate of change in price to find the rate of change in total revenue;
(D) using the change of price to find the change of total revenue.
Ans: C. [Recall handout]
24. Let the demand curve be P(square)Q = 9 defined for all P > 0.
(A) The price elasticity of demand is -1 when P = 5;
(B) The price elasticity of demand is -1 when P = 3;
(C) The price elasticity of demand is -1 when P = 1;
(D) None of the above is correct.
Ans: D. [Straightforward]
25. Let the demand curve be downward-sloping, continuous (in shape) but not linear. Suppose that the demand function is not in the form of f(P) := P (superscript -0.5) for all P > 0.
(A) Total revenue can be maximized;
(B) Total revenue will rise when we increase the price;
(C) Total revenue will rise when we decrease the price;
(D) None of the above is correct.
Ans: D. [See Proposition 3]
26. Let the demand curve be given by Q = P(superscript -1) for all P > 0.
(A) Total revenue can be minimized;
(B) Total revenue will rise when we increase the price;
(C) Total revenue will rise when we decrease the price;
(D) None of the above is correct.
Ans: A. [Obvious]
27. If the demand curve is linear and downward-sloping. Currently n* = -0.5 and total revenue is 1,200. If we double the price, the total revenue will be
(A) 1,000;
(B) 2,400;
(C) 1,200;
(D) None of the above is correct.
Ans: C. [By TR/TR = n*(delta P/Po)(square) + (1 + n*)(delta P/Po) we know that delta TR/TR = 0.]
28. If the demand curve is linear and downward-sloping. Currently n* = -2 and total revenue is 1,000. If we cut the price by one-half, the total revenue will be
(A) 525;
(B) 625;
(C) 1,000;
(D) None of the above is correct.
Ans: C. [Note TR/TR = n*(delta P/Po)(square) + (1 + n*)(delta P/Po) = (-2)(-0.5)(square) + (1 - 2)(superscript -0.5) = 0.]
29. If the demand curve is linear and downward-sloping. At any point with n* < -1,
(A) any increase in price will increase total revenue;
(B) any increase in price will decrease total revenue;
(C) any reduction in price will increase total revenue;
(D) total revenue remains constant regardless of the price change.
Ans: B. [See Proposition 1 and related discussion]
30. 以上29題選擇題的正確答案中，出現最頻繁的是
(A) A;
(B) B;
(C) C;
(D) D.
Ans: D. [There are 5 As, 8 Bs, 6 Cs, and 10 Ds. Have you ever seen a weird question like this one? – I can picture that many of you are looking up the word weird at the moment. I doubt but I am shamelessly proud of my design here. Now think strategically why I made this question.]
Part Two: Analytical questions. [注意字體工整、邏輯順暢與不要出現錯別字或注音(與火星文)！如果字跡難以辨認，視同未答。畫蛇添足、答非所問、不知所云、自曝其短，將不利得分。教師也有權公告具有特色之作答。] 20 points
31. Let f be a continuous function mapping from R to R. It has a local maximum at x = 1. It has another local maximum at x = 3. It has the global maximum at x = 1 only. It has no local minimum. Furthermore, it is differentiable everywhere but at x = 2. Now you are asked to carefully sketch the graph of f to satisfy all these conditions listed above.
Ans: (to be given on the chalkboard at our next meeting)
32. By now you should have read, with great care, my handout on price elasticity, which is also on e-learning. 請扼要陳述此份講義的特色與貢獻。
Ans: (trivial and skipped here)
Extra credits question (bonus range: 0 ~ 6 points)
red vs. green -- 選紅球呢？還是選綠球？規則如下：
如果在你(妳)以外的相對多數選的是紅球，你(妳)正好也選紅球，你(妳)會被加 5分。
如果在你(妳)以外的相對多數選的是綠球，你(妳)正好也選綠球，你(妳)會被加 2分。
如果在你(妳)以外的相對多數選的是紅球，而你(妳)卻選綠球，你(妳)會被加6 分。
如果在你(妳)以外的相對多數選的是綠球，而你(妳)卻選紅球，你(妳)會被加0 分。
Now make your pick.
(歡迎全貌下載流傳。)
Tuesday, April 21, 2009
homework 2 (Workshop on Informationa and Negotiation)
★★★ Homework #2 ★★★
Spring 2009
訊息與談判實作 (Workshop on Information and Negotiations)
Due: 11:59 pm, Monday, April 20, 2009 (以TA電郵收件記錄為準。拒收遲交作業)
Turn in your homework as a Word file (size limit: two pages) to be sent as an email attachment to the TA (not to me). Her email address was given on the chalkboard on March 17, 2009. She will confirm the delivery. 勿抄題，本課程之作業格式與檔案命名規則，已詳載於 Homework #1。
一位明星高中英文男老師游辛基日前於收信匣中，收到一封經網友轉寄極具毀謗意涵的匿名信件，內容是關於校內另一位高一女同學冷如花的不實指控及毀謗。經層層抽絲剝繭的追查，游辛基得知發佈此封信件的人，竟是同校一名高二的男學生梅仁原。梅同學平日個性較沈默，對於電腦相關知識甚為熱衷。前陣子因感情問題與冷如花發生爭執，事後挾怨報復，利用自己所學的電腦相關技術及網路公共資源的方便，快速散播關於冷如花同學的不實謠言，以達詆毀女同學名譽之效果，並將自己網路BBS (and MSN)上之別名，更改為“如花如花冷bitch”…...游老師於知悉此事情的來龍去脈之後，自覺事態之嚴重並認為此風不可長，學生一時的情緒發洩，殊不知己觸及毀謗名譽的罪行，學生間的耳語不斷，謠傳亦不斷推陳出新，游老師認為應找機會向學生來個機會教育。
次日上英文課，游老師於發完考卷下課休息，第二節上課後發現此次考試成績最優的郝瑾璋同學，竟在下課休息時間蹺課出去玩了。由於郝同學平日上課認真且從不遲到早退，今日之蹺課難免引起同學的揣測，一時之間同學的笑鬧帶動謠言，有的同學說「哎唷 ～ 郝瑾璋成績考這麼高， 當然不用上課了啦」；另又有同學笑鬧說「哎唷 ～ 她是運氣好才會考這麼高啦！！」游老師深知謠言之可怕，見機不可失，便向同學提起前陣子在網路上所流傳關於冷同學的謠傳，並信手捻來，借郝同學之名向同學舉例欲說明：
「同學，無論郝同學是不是因為運氣好才會考這麼好還是有其他因素。沒錯，這次月考選擇題占80%，有人會把運氣扯進來。 … 然而…你們一時的討論可能只是一個開玩笑的舉動，但此舉對於最高分的郝同學來說，可能會造成某一程度的傷害。班上大部份同學應該都有使用電腦上網的習慣，大家都知道網路是無遠弗界的，今日你們的玩笑話被有心人士所利用並穿鑿附會在網路上散播關於郝同學的不實傳言，可能編纂說郝同學今日的蹺課是因為成績表現的好而不屑上課……更甚者就像是前陣子一位你們不認識的男同學，在網路上直接以惡意取別名的方式，辱罵一位女同學是bitch等不堪入耳的言語。(游老師隨手在黑板寫下 ~ 瑾璋瑾璋好bitch ~) 你們說，像這類惡意中傷的言語在網路上一旦經有心人士散播，是不是會造成莫大的傷害呢？這種網路散播的謠言一旦觸及人身攻擊，極可能構成民法上的毀謗罪。所以，同學在使用網路資源的同時，務必要遵守網路的禮節與法律。好吧！今天的課就上到這裡……不敬禮下課，同學回家要溫習今天所教的課程。」
翌晨，郝同學到校上課，同學一見到她就譏諷的對她說「昨天發完考卷後就蹺課吼……跟妳說個小八卦，你不要跟別人講是我講的哦！！」郝同學一頭霧水的點了頭，同學接著說「好像有人說你考得好只是因為運氣好而己啦……老師竟也沒幫妳辯解耶，而且老師還趁妳不在時說妳就像是上次網路流傳的那個……那個什麼bitch的……哎呀！我在打瞌睡大概只聽到這些啦……嗯～妳自己看著辦吧！！」 “bitch …… bitch”……這個字猛然在郝瑾璋頭上一擊，這個字是什麼意思呢？於是翻了字典才知此字義之粗鄙……郝瑾璋心中暗自生起一個疑問「老師為什麼要這樣說我呢？難道是氣我翹課嗎？」回家和媽媽提起此事，當然不會傻到提及自己翹課去看電影一事。媽媽自然是怒不可遏，隨後歇斯底里的打電話到教務處投訴說「女兒在學校成績表現得好，竟被老師說成是運氣好而己！他還說我女兒是bitch ～ 天呀！我生的女兒竟被說成是bitch……，叫游老師出來說清楚講明白啦！否則老娘是不會放過他的。」面對郝媽媽的投訴，教務主任柳華韮老師(是一位年過半百假道學的學究，曾經接受廠商招待喝花酒)只覺得莫名其妙，在電話當中承諾郝媽媽，會立即傳喚游老師來問清楚。待聯絡到游老師，柳主任劈頭就問道「游老師，你怎麼會在課堂當中使用不當的言語辱罵女學生呢？」游老師一時也搞不清楚是什麼情況，於是柳主任又接著說「同學指證你在課堂當中說郝同學是婊子(即bitch)，有沒有這件事，有還是沒有，就一句話！？」面對教務主任的指責，游老師才想起那天在課堂上所講的話與情境，自是百口莫辯……想要解釋時，柳主任卻不想聽，直接放話說「我才不管怎麼處理梅仁原和冷如花的事，現在家長郝媽媽找到學校來了，你自己看著辦吧！認錯賠罪 … 還是聽候校方處置！」
面對此一莫須有的事件，若您是案例中的游老師，您會如何處理呢？重點在於所謂的班級經營與談判藝術裡的 damage control。
Note:
I used this scenario (credit: 若干年前研究生陳美惠小姐協助編撰，錯別字已修正)
as a case study in last year’s teaching. All students were required to leave comments on the “discussion room (網路學園討論區)”. To my regret, none of those students did a good job.
Solution
有此一說，有水準的個案研究，至少有一種「結局」，就如同一部電影，該有它的結局。當然，認真的觀眾在觀賞後，心中也可能有自己想像的（更佳）結局。以下是此一個案之結局或後續。
游老師猛然想起，教務主任一直在等待落井下石的機會。「什麼年代了，哪有人公然以bitch稱呼別人的？更何況是一位成績優秀的女學生！這種用詞，也只有教務主任這種假道學的老學究才會想到吧！」有此一警覺，游老師心中已有對策。
首先，他找來郝同學，確定談話場合不是非常公開的，但是有一位教師在旁，他刻意以誠懇關懷的態度，向郝同學致歉，也不責備她蹺課之事。然後，當著郝同學的面，他打電話給郝太太，同樣地道歉，並蓄意誇讚她女兒在校之傑出表現。
次週上課時，游老師平靜地向全班同學，緩緩重述梅同學之惡行，完全不提郝同學缺課或同學之八卦、斷章取義。接著，語氣一轉，自責教師未能有效注意同學之出席，很狗腿地感謝教務主任之提醒。「所以，自即日起，每節課必點名一次，請同學多體諒！」游老師也順便提到，選擇題免不了有運氣(good luck or bad luck)之成分，為了讓大家心服口服，爾後考試皆以申論、問答題型為主。當天的這番規定，游老師在講桌下，悄悄以錄音機全程側錄下來。
日子一天一天過去，漸漸這班同學孤立郝同學，甚至語出怨言，因為每節都點名，蹺課之途已斷。郝同學整個變成另一人，其他老師對這班也敬而遠之。期末考之後，郝同學意外地名次落到中段。那位八卦、斷章取義的同班同學，心理自然是放下一塊大石頭。柳主任竊笑不已，也沒再過問這班學生。
至於導火線梅仁原同學之惡行，冷如花同學之委屈，似乎沒人理會。他們之間的感情糾葛，是否後續有潑鹽酸、有無未婚懷孕，皆不得而知，數年後，游老師把這段過程，寫成一篇小品文，刊登在某大報紙副刊。數日後，柳主任與郝太太分別意外在郵筒中，見到這篇文章之影本。心臟病、高血壓，就不必多說啦。
Note：推薦三部電影：天之驕子、風流教師霹靂妹、我和我的小鬼們。大家可將此個案與一般企管課程之個案教學做一比較。Have fun!
Spring 2009
訊息與談判實作 (Workshop on Information and Negotiations)
Due: 11:59 pm, Monday, April 20, 2009 (以TA電郵收件記錄為準。拒收遲交作業)
Turn in your homework as a Word file (size limit: two pages) to be sent as an email attachment to the TA (not to me). Her email address was given on the chalkboard on March 17, 2009. She will confirm the delivery. 勿抄題，本課程之作業格式與檔案命名規則，已詳載於 Homework #1。
一位明星高中英文男老師游辛基日前於收信匣中，收到一封經網友轉寄極具毀謗意涵的匿名信件，內容是關於校內另一位高一女同學冷如花的不實指控及毀謗。經層層抽絲剝繭的追查，游辛基得知發佈此封信件的人，竟是同校一名高二的男學生梅仁原。梅同學平日個性較沈默，對於電腦相關知識甚為熱衷。前陣子因感情問題與冷如花發生爭執，事後挾怨報復，利用自己所學的電腦相關技術及網路公共資源的方便，快速散播關於冷如花同學的不實謠言，以達詆毀女同學名譽之效果，並將自己網路BBS (and MSN)上之別名，更改為“如花如花冷bitch”…...游老師於知悉此事情的來龍去脈之後，自覺事態之嚴重並認為此風不可長，學生一時的情緒發洩，殊不知己觸及毀謗名譽的罪行，學生間的耳語不斷，謠傳亦不斷推陳出新，游老師認為應找機會向學生來個機會教育。
次日上英文課，游老師於發完考卷下課休息，第二節上課後發現此次考試成績最優的郝瑾璋同學，竟在下課休息時間蹺課出去玩了。由於郝同學平日上課認真且從不遲到早退，今日之蹺課難免引起同學的揣測，一時之間同學的笑鬧帶動謠言，有的同學說「哎唷 ～ 郝瑾璋成績考這麼高， 當然不用上課了啦」；另又有同學笑鬧說「哎唷 ～ 她是運氣好才會考這麼高啦！！」游老師深知謠言之可怕，見機不可失，便向同學提起前陣子在網路上所流傳關於冷同學的謠傳，並信手捻來，借郝同學之名向同學舉例欲說明：
「同學，無論郝同學是不是因為運氣好才會考這麼好還是有其他因素。沒錯，這次月考選擇題占80%，有人會把運氣扯進來。 … 然而…你們一時的討論可能只是一個開玩笑的舉動，但此舉對於最高分的郝同學來說，可能會造成某一程度的傷害。班上大部份同學應該都有使用電腦上網的習慣，大家都知道網路是無遠弗界的，今日你們的玩笑話被有心人士所利用並穿鑿附會在網路上散播關於郝同學的不實傳言，可能編纂說郝同學今日的蹺課是因為成績表現的好而不屑上課……更甚者就像是前陣子一位你們不認識的男同學，在網路上直接以惡意取別名的方式，辱罵一位女同學是bitch等不堪入耳的言語。(游老師隨手在黑板寫下 ~ 瑾璋瑾璋好bitch ~) 你們說，像這類惡意中傷的言語在網路上一旦經有心人士散播，是不是會造成莫大的傷害呢？這種網路散播的謠言一旦觸及人身攻擊，極可能構成民法上的毀謗罪。所以，同學在使用網路資源的同時，務必要遵守網路的禮節與法律。好吧！今天的課就上到這裡……不敬禮下課，同學回家要溫習今天所教的課程。」
翌晨，郝同學到校上課，同學一見到她就譏諷的對她說「昨天發完考卷後就蹺課吼……跟妳說個小八卦，你不要跟別人講是我講的哦！！」郝同學一頭霧水的點了頭，同學接著說「好像有人說你考得好只是因為運氣好而己啦……老師竟也沒幫妳辯解耶，而且老師還趁妳不在時說妳就像是上次網路流傳的那個……那個什麼bitch的……哎呀！我在打瞌睡大概只聽到這些啦……嗯～妳自己看著辦吧！！」 “bitch …… bitch”……這個字猛然在郝瑾璋頭上一擊，這個字是什麼意思呢？於是翻了字典才知此字義之粗鄙……郝瑾璋心中暗自生起一個疑問「老師為什麼要這樣說我呢？難道是氣我翹課嗎？」回家和媽媽提起此事，當然不會傻到提及自己翹課去看電影一事。媽媽自然是怒不可遏，隨後歇斯底里的打電話到教務處投訴說「女兒在學校成績表現得好，竟被老師說成是運氣好而己！他還說我女兒是bitch ～ 天呀！我生的女兒竟被說成是bitch……，叫游老師出來說清楚講明白啦！否則老娘是不會放過他的。」面對郝媽媽的投訴，教務主任柳華韮老師(是一位年過半百假道學的學究，曾經接受廠商招待喝花酒)只覺得莫名其妙，在電話當中承諾郝媽媽，會立即傳喚游老師來問清楚。待聯絡到游老師，柳主任劈頭就問道「游老師，你怎麼會在課堂當中使用不當的言語辱罵女學生呢？」游老師一時也搞不清楚是什麼情況，於是柳主任又接著說「同學指證你在課堂當中說郝同學是婊子(即bitch)，有沒有這件事，有還是沒有，就一句話！？」面對教務主任的指責，游老師才想起那天在課堂上所講的話與情境，自是百口莫辯……想要解釋時，柳主任卻不想聽，直接放話說「我才不管怎麼處理梅仁原和冷如花的事，現在家長郝媽媽找到學校來了，你自己看著辦吧！認錯賠罪 … 還是聽候校方處置！」
面對此一莫須有的事件，若您是案例中的游老師，您會如何處理呢？重點在於所謂的班級經營與談判藝術裡的 damage control。
Note:
I used this scenario (credit: 若干年前研究生陳美惠小姐協助編撰，錯別字已修正)
as a case study in last year’s teaching. All students were required to leave comments on the “discussion room (網路學園討論區)”. To my regret, none of those students did a good job.
Solution
有此一說，有水準的個案研究，至少有一種「結局」，就如同一部電影，該有它的結局。當然，認真的觀眾在觀賞後，心中也可能有自己想像的（更佳）結局。以下是此一個案之結局或後續。
游老師猛然想起，教務主任一直在等待落井下石的機會。「什麼年代了，哪有人公然以bitch稱呼別人的？更何況是一位成績優秀的女學生！這種用詞，也只有教務主任這種假道學的老學究才會想到吧！」有此一警覺，游老師心中已有對策。
首先，他找來郝同學，確定談話場合不是非常公開的，但是有一位教師在旁，他刻意以誠懇關懷的態度，向郝同學致歉，也不責備她蹺課之事。然後，當著郝同學的面，他打電話給郝太太，同樣地道歉，並蓄意誇讚她女兒在校之傑出表現。
次週上課時，游老師平靜地向全班同學，緩緩重述梅同學之惡行，完全不提郝同學缺課或同學之八卦、斷章取義。接著，語氣一轉，自責教師未能有效注意同學之出席，很狗腿地感謝教務主任之提醒。「所以，自即日起，每節課必點名一次，請同學多體諒！」游老師也順便提到，選擇題免不了有運氣(good luck or bad luck)之成分，為了讓大家心服口服，爾後考試皆以申論、問答題型為主。當天的這番規定，游老師在講桌下，悄悄以錄音機全程側錄下來。
日子一天一天過去，漸漸這班同學孤立郝同學，甚至語出怨言，因為每節都點名，蹺課之途已斷。郝同學整個變成另一人，其他老師對這班也敬而遠之。期末考之後，郝同學意外地名次落到中段。那位八卦、斷章取義的同班同學，心理自然是放下一塊大石頭。柳主任竊笑不已，也沒再過問這班學生。
至於導火線梅仁原同學之惡行，冷如花同學之委屈，似乎沒人理會。他們之間的感情糾葛，是否後續有潑鹽酸、有無未婚懷孕，皆不得而知，數年後，游老師把這段過程，寫成一篇小品文，刊登在某大報紙副刊。數日後，柳主任與郝太太分別意外在郵筒中，見到這篇文章之影本。心臟病、高血壓，就不必多說啦。
Note：推薦三部電影：天之驕子、風流教師霹靂妹、我和我的小鬼們。大家可將此個案與一般企管課程之個案教學做一比較。Have fun!
homework 1 (Workshop on Informationa and Negotiation)
★ Homework #1 ★
Spring 2009
訊息與談判實作 (Workshop on Information and Negotiations)
Due: 11:59 pm, Monday, March 23, 2009 (以TA電郵收件記錄為準。拒收遲交作業)
Turn in your homework as a Word file (two pages) to be sent as an email attachment to the TA (not to me). Her email address was given on the chalkboard on March 17, 2009. She will confirm the delivery.
1. 提供全身彩色近照一張，約占一頁的A4篇幅。解析度應高，衣著正式，顯示國企系畢業生之專業形象。無需說明。
2. 提供全身彩色近照一張，約占一頁的A4篇幅。解析度應高，此照片應最能表現你(妳)的個人特質與優勢，遮掩缺點與劣勢。附上三十字以內的說明。
本課程作業格式如下
★ Homework #1 ★
Spring 2009
訊息與談判實作 (Workshop on Information and Negotiations)
學生姓名：吳明士
學號：s123456789
Email: abcdef@yahoo.com.tw
1.
……
2.
……
Spring 2009
訊息與談判實作 (Workshop on Information and Negotiations)
Due: 11:59 pm, Monday, March 23, 2009 (以TA電郵收件記錄為準。拒收遲交作業)
Turn in your homework as a Word file (two pages) to be sent as an email attachment to the TA (not to me). Her email address was given on the chalkboard on March 17, 2009. She will confirm the delivery.
1. 提供全身彩色近照一張，約占一頁的A4篇幅。解析度應高，衣著正式，顯示國企系畢業生之專業形象。無需說明。
2. 提供全身彩色近照一張，約占一頁的A4篇幅。解析度應高，此照片應最能表現你(妳)的個人特質與優勢，遮掩缺點與劣勢。附上三十字以內的說明。
本課程作業格式如下
★ Homework #1 ★
Spring 2009
訊息與談判實作 (Workshop on Information and Negotiations)
學生姓名：吳明士
學號：s123456789
Email: abcdef@yahoo.com.tw
1.
……
2.
……
Monday, July 07, 2008
Students Performance in Spring 2008
Students Performance (Int’l Business, WUCL)
Spring 2008
總體經濟學原理 (Principles of Macroeconomics) 58 students 必修
Average: 63.1
Highest-lowest: 87-51
Failure ratio: 29%
Final Exam
adjustment: (x + 8)(1.2)
average: 52.4
highest-lowest: 86-24
Midterm Exam
adjustment: (x + 5)(1.2); (x)(1.1)
average: 57
highest-lowest: 90-45
*****************************************************
管理數學 (Mathematics for Management) 58 students 必修
Average: 62.8
Highest-lowest: 85-49
Failure ratio: 33%
Final Exam
adjustment: (x +5)(1.2)
average: 48.9
highest-lowest: 84-35
Midterm Exam
adjustment: (x + 15)(1.2); (x + 5)(1.2)
average: 65.4
highest-lowest: 100-45
*****************************************************
訊息與談判實作 42 students 必修
No exam
Average: 80
Highest-lowest: 88-54
Failure ratio: 2.4%
*****************************************************
UB4 畢業專題研究 10 students (畢業班)
No exam
Average: 87.2
highest-lowest: 94-80
Failure ratio: 0%
*****************************************************
UB3 畢業專題研究 12 students
No exam
Average: 84.1
highest-lowest: 86-80
Failure ratio: 0%
Spring 2008
總體經濟學原理 (Principles of Macroeconomics) 58 students 必修
Average: 63.1
Highest-lowest: 87-51
Failure ratio: 29%
Final Exam
adjustment: (x + 8)(1.2)
average: 52.4
highest-lowest: 86-24
Midterm Exam
adjustment: (x + 5)(1.2); (x)(1.1)
average: 57
highest-lowest: 90-45
*****************************************************
管理數學 (Mathematics for Management) 58 students 必修
Average: 62.8
Highest-lowest: 85-49
Failure ratio: 33%
Final Exam
adjustment: (x +5)(1.2)
average: 48.9
highest-lowest: 84-35
Midterm Exam
adjustment: (x + 15)(1.2); (x + 5)(1.2)
average: 65.4
highest-lowest: 100-45
*****************************************************
訊息與談判實作 42 students 必修
No exam
Average: 80
Highest-lowest: 88-54
Failure ratio: 2.4%
*****************************************************
UB4 畢業專題研究 10 students (畢業班)
No exam
Average: 87.2
highest-lowest: 94-80
Failure ratio: 0%
*****************************************************
UB3 畢業專題研究 12 students
No exam
Average: 84.1
highest-lowest: 86-80
Failure ratio: 0%
Tuesday, April 22, 2008
Midterm Exam -- Math for Mgmt (Spring 2008)
Midterm Examination (Int'l Business, WUCL)
Spring 2008 Instructor: 衛忠欣 (Jong-Shin Wei)
管理數學(Mathematics for Management) (07)342-6031 ext.6222
93001@mail.wtuc.edu.tw http://www.wtuc.edu.tw/ib
10:30 am ~ 11:30 am, Tuesday, April 22, 2008. 另卷作答。三日後公佈解答於e-learning，也歡迎以email函索
Closed books/notes exam. 110 points in 60 minutes; absolutely no talking nor borrowing items during exams. 可使用自己的字典或翻譯機。行動電話若響起，該生扣十分，以強調基本禮貌。務必工整扼要、依序作答。違反規定，視同放棄調分機會。Watch your time and have fun!
Part One: Multiple choice questions. [Choose the most appropriate one from 4 alternatives. 依慣例，答錯不倒扣。] 80 points 每五題成一列，由左至右，逐題標明題號作答。
1. The graph of function f(x) := 5 if x is in [0, 5]; f(x) := x if x > 5 is the same as the graph of
(A) g(x) := Max{x, 5} defined for all non-negative reals x;
(B) g(x) := Min{x, 5} defined for all non-negative reals x;
(C) g(x) := Min{x + 5, x – 5} defined for all non-negative reals x;
(D) g(x) := 5 + Min{x, 5}.
2. How many elements can we find in the set {x is a real: x ≧ 1 and x ≦ 1}?
(A) zero;
(B) one;
(C) two;
(D) None of the above is correct.
3. The incorrect statement about (0, 1) is
(A) it is a point on the first quadrant;
(B) {x is a real: 0 < x < 1};
(C) {(x, y) of R(square): x = 0 and y = 1};
(D) it is a closed interval with endpoints 0 and 1.
4. The set {(x, y) of R2: the slope of the line going thru (x, y) and (1, 2) is 4} is
(A) 4x + y = 6;
(B) 4x - y = 2;
(C) x - 4y = 7;
(D) x + 4y = 9.
5. Choose (x, y) to maximize 2x + y subject to x + y ≦ 5, x ≧ 0, and y ≧ 0.
(A) The solution is (5, 0) only;
(B) The solution is (0, 5) only;
(C) Both (0, 5) and (5, 0) are solutions;
(D) None of the above is correct.
6. [continued from question 5] Which of the following cannot serve as an economic application?
(A) Prices of two consumption goods are 2 and 1 respectively;
(B) Utility function is U(x, y) := 2x + y;
(C) Utility function is U(x, y) := (2x + y)2 + 1;
(D) Disposable income is 10.
7. The set {(x, y) of R2: xy = 1, x > 0, and y > 0} can be
(A) the graph of function f(x, y) := xy for all x > 0 and y > 0;
(B) the graph of function f(x) := 1/x for all x > 0;
(C) the graph of function f(x) := 1/y for all y > 0;
(D) None of the above is correct.
8. 「我對你百分之兩百的支持。」In English, it is better put as
(A) You have my 110% support;
(B) You have my 200% support;
(C) I give you 200% support;
(D) You have my 200 degrees in support.
9. Let f(x) be twice-differentiable (二次微分存在) and be defined for all non-negative reals. If we know that f(x*) is a local maximum, then
(A) x* = 0 is possible;
(B) we can find an interval (a, b) containing x* such that f(x) ≧ f(x*) for all x in (a, b);
(C) The equation df(x)/dx = 0 has only one solution, which is x*;
(D) d2(f(x))/dx2 ≦ 0 for all x > 0.
10. Consider the function f(x) := x4 defined for all real numbers x.
(A) f(0) is the unique local maximum and unique global maximum;
(B) f can be neither maximized nor minimized;
(C) d2(f(x))/dx2 > 0 for all x;
(D) The local minimum is also the global minimum.
11. Recall the kissing problem (and experiment). If there are 50 kids, then there will be
(A) 100 kissing activities to be performed;
(B) 1,225 kissing activities to be performed;
(C) 1,250 kissing activities to be performed;
(D) None of the above is correct.
*12. [continued from question 11] Recall the paper “Having Fun with Organized Kissing” which you can find on e-learning. By using the proposed method (or scheme) and assuming that each kiss takes 10 seconds, how long does it take to complete the process?
(A) 1,850 seconds;
(B) 1,470 seconds;
(C) 1,180 seconds;
(D) None of the above is correct.
13. [Jump to question 21] In this scenario,
(A) the disutility of hard-working is w - 10;
(B) the rate of unemployment is 1/4;
(C) the rate of unemployment is 0.05;
(D) the unemployment benefit is 6.
14. [continued from question 13] Which of the following will increase the efficiency wage?
(A) A decrease in the disutility of hard-working;
(B) An increase in the rate of unemployment;
(C) An increase in the probability of getting caught while shirking;
(D) An increase in the wage at the next available job.
15. Recall lecture 1. There are three workers, indexed by A, B, and C, ready to accomplish a labor-intensive job of which the amount is normalized to 1, that is, k = 1. Assume fixed productivity, perfect divisibility, and the absence of externalities. Suppose that it takes 10 days if A and B work together (while C does not work at all); if takes 10 days if A and C work together (while B does not work at all); if takes 8 days if B and C work together (while A does not work at all). Denote by x the amount of work done by A working for one day. Similarly y and z represent the amount of work done by B and C working for one day respectively. Obviously,
(A) A is the most efficient or productive;
(B) C is the most efficient or productive;
(C) B is the least efficient or productive;
(D) None of the above is correct.
16. [continued from question 15] How many days does A need if A works alone?
(A) 20 days;
(B) 70/3 days;
(C) 80/3 days;
(D) None of the above is correct.
17. [continued from question 15] How many days does B need if B works alone?
(A) 16 days;
(B) 15 days;
(C) 14 days;
(D) None of the above is correct.
18. [continued from question 15] If three workers work together, then how many days do they need to finish this job?
(A) 4 days;
(B) 70/13 days;
(C) 80/11 days;
(D) None of the above is correct.
19. 本棟大樓的每間教室，皆被分配一個號碼(如506)。此一real-valued function
(A) does not have any local maximum;
(B) does not have any global maximum;
(C) cannot be minimized;
(D) is continuous but not differentiable.
20. (Now it is time to find out who have paid adequate attention to lecturing.) 瀏覽97.03.24網路新聞「張正傑新竹彈三角戀鬧美猴王」之用意是
(A) 修習管理數學可以訓練作戰策略；
(B) 數學訓練可以培養精確性；
(C) 示範沒有備課的教師，如何打發時間；
(D) 誘使大家指出誰是班上最調皮的同學。
Part Two: Analytical questions. [注意字體工整、邏輯順暢與不要出現錯別字或注音(與火星文)！如果字跡難以辨認，視同未答。畫蛇添足、答非所問、不知所云、自曝其短，將不利得分。如昔，教師有權公告具有特色之作答。] 30 points
21. [20 points] Recall lecture 2. This is about the determination of efficiency wage that provides an incentive for a worker to work hard, not to shirk. A worker is paid at wage w > 0. If he works hard (as expected), his utility is w - 10. If he shirks, then with probability 1/4, he will be caught. Once being caught, he will be fired at once (and getting no pay). After being fired, with probability 0.05, he will remain unemployed and will be entitled to receiving unemployment benefit, which is 2. And with probability 0.95, he will be getting a new job at wage 6. If he shirks, then with probability 3/4, he will not be caught and his utility will be w.
(i) Use a decision tree to illustrate this worker’s decision-making.
(ii) Find the minimal wage providing an incentive for him to work hard. In other words, find the efficiency wage w.
22. [10 points] Suppose that you and I are playing the scissors-rock-paper game. We both show our choices simultaneously. The loser gives $1 to the winner. Nobody pays if there is a tie. Carefully draw a game tree to describe it.
(放棄智慧財產權；歡迎全貌下載流傳。)
Spring 2008 Instructor: 衛忠欣 (Jong-Shin Wei)
管理數學(Mathematics for Management) (07)342-6031 ext.6222
93001@mail.wtuc.edu.tw http://www.wtuc.edu.tw/ib
10:30 am ~ 11:30 am, Tuesday, April 22, 2008. 另卷作答。三日後公佈解答於e-learning，也歡迎以email函索
Closed books/notes exam. 110 points in 60 minutes; absolutely no talking nor borrowing items during exams. 可使用自己的字典或翻譯機。行動電話若響起，該生扣十分，以強調基本禮貌。務必工整扼要、依序作答。違反規定，視同放棄調分機會。Watch your time and have fun!
Part One: Multiple choice questions. [Choose the most appropriate one from 4 alternatives. 依慣例，答錯不倒扣。] 80 points 每五題成一列，由左至右，逐題標明題號作答。
1. The graph of function f(x) := 5 if x is in [0, 5]; f(x) := x if x > 5 is the same as the graph of
(A) g(x) := Max{x, 5} defined for all non-negative reals x;
(B) g(x) := Min{x, 5} defined for all non-negative reals x;
(C) g(x) := Min{x + 5, x – 5} defined for all non-negative reals x;
(D) g(x) := 5 + Min{x, 5}.
2. How many elements can we find in the set {x is a real: x ≧ 1 and x ≦ 1}?
(A) zero;
(B) one;
(C) two;
(D) None of the above is correct.
3. The incorrect statement about (0, 1) is
(A) it is a point on the first quadrant;
(B) {x is a real: 0 < x < 1};
(C) {(x, y) of R(square): x = 0 and y = 1};
(D) it is a closed interval with endpoints 0 and 1.
4. The set {(x, y) of R2: the slope of the line going thru (x, y) and (1, 2) is 4} is
(A) 4x + y = 6;
(B) 4x - y = 2;
(C) x - 4y = 7;
(D) x + 4y = 9.
5. Choose (x, y) to maximize 2x + y subject to x + y ≦ 5, x ≧ 0, and y ≧ 0.
(A) The solution is (5, 0) only;
(B) The solution is (0, 5) only;
(C) Both (0, 5) and (5, 0) are solutions;
(D) None of the above is correct.
6. [continued from question 5] Which of the following cannot serve as an economic application?
(A) Prices of two consumption goods are 2 and 1 respectively;
(B) Utility function is U(x, y) := 2x + y;
(C) Utility function is U(x, y) := (2x + y)2 + 1;
(D) Disposable income is 10.
7. The set {(x, y) of R2: xy = 1, x > 0, and y > 0} can be
(A) the graph of function f(x, y) := xy for all x > 0 and y > 0;
(B) the graph of function f(x) := 1/x for all x > 0;
(C) the graph of function f(x) := 1/y for all y > 0;
(D) None of the above is correct.
8. 「我對你百分之兩百的支持。」In English, it is better put as
(A) You have my 110% support;
(B) You have my 200% support;
(C) I give you 200% support;
(D) You have my 200 degrees in support.
9. Let f(x) be twice-differentiable (二次微分存在) and be defined for all non-negative reals. If we know that f(x*) is a local maximum, then
(A) x* = 0 is possible;
(B) we can find an interval (a, b) containing x* such that f(x) ≧ f(x*) for all x in (a, b);
(C) The equation df(x)/dx = 0 has only one solution, which is x*;
(D) d2(f(x))/dx2 ≦ 0 for all x > 0.
10. Consider the function f(x) := x4 defined for all real numbers x.
(A) f(0) is the unique local maximum and unique global maximum;
(B) f can be neither maximized nor minimized;
(C) d2(f(x))/dx2 > 0 for all x;
(D) The local minimum is also the global minimum.
11. Recall the kissing problem (and experiment). If there are 50 kids, then there will be
(A) 100 kissing activities to be performed;
(B) 1,225 kissing activities to be performed;
(C) 1,250 kissing activities to be performed;
(D) None of the above is correct.
*12. [continued from question 11] Recall the paper “Having Fun with Organized Kissing” which you can find on e-learning. By using the proposed method (or scheme) and assuming that each kiss takes 10 seconds, how long does it take to complete the process?
(A) 1,850 seconds;
(B) 1,470 seconds;
(C) 1,180 seconds;
(D) None of the above is correct.
13. [Jump to question 21] In this scenario,
(A) the disutility of hard-working is w - 10;
(B) the rate of unemployment is 1/4;
(C) the rate of unemployment is 0.05;
(D) the unemployment benefit is 6.
14. [continued from question 13] Which of the following will increase the efficiency wage?
(A) A decrease in the disutility of hard-working;
(B) An increase in the rate of unemployment;
(C) An increase in the probability of getting caught while shirking;
(D) An increase in the wage at the next available job.
15. Recall lecture 1. There are three workers, indexed by A, B, and C, ready to accomplish a labor-intensive job of which the amount is normalized to 1, that is, k = 1. Assume fixed productivity, perfect divisibility, and the absence of externalities. Suppose that it takes 10 days if A and B work together (while C does not work at all); if takes 10 days if A and C work together (while B does not work at all); if takes 8 days if B and C work together (while A does not work at all). Denote by x the amount of work done by A working for one day. Similarly y and z represent the amount of work done by B and C working for one day respectively. Obviously,
(A) A is the most efficient or productive;
(B) C is the most efficient or productive;
(C) B is the least efficient or productive;
(D) None of the above is correct.
16. [continued from question 15] How many days does A need if A works alone?
(A) 20 days;
(B) 70/3 days;
(C) 80/3 days;
(D) None of the above is correct.
17. [continued from question 15] How many days does B need if B works alone?
(A) 16 days;
(B) 15 days;
(C) 14 days;
(D) None of the above is correct.
18. [continued from question 15] If three workers work together, then how many days do they need to finish this job?
(A) 4 days;
(B) 70/13 days;
(C) 80/11 days;
(D) None of the above is correct.
19. 本棟大樓的每間教室，皆被分配一個號碼(如506)。此一real-valued function
(A) does not have any local maximum;
(B) does not have any global maximum;
(C) cannot be minimized;
(D) is continuous but not differentiable.
20. (Now it is time to find out who have paid adequate attention to lecturing.) 瀏覽97.03.24網路新聞「張正傑新竹彈三角戀鬧美猴王」之用意是
(A) 修習管理數學可以訓練作戰策略；
(B) 數學訓練可以培養精確性；
(C) 示範沒有備課的教師，如何打發時間；
(D) 誘使大家指出誰是班上最調皮的同學。
Part Two: Analytical questions. [注意字體工整、邏輯順暢與不要出現錯別字或注音(與火星文)！如果字跡難以辨認，視同未答。畫蛇添足、答非所問、不知所云、自曝其短，將不利得分。如昔，教師有權公告具有特色之作答。] 30 points
21. [20 points] Recall lecture 2. This is about the determination of efficiency wage that provides an incentive for a worker to work hard, not to shirk. A worker is paid at wage w > 0. If he works hard (as expected), his utility is w - 10. If he shirks, then with probability 1/4, he will be caught. Once being caught, he will be fired at once (and getting no pay). After being fired, with probability 0.05, he will remain unemployed and will be entitled to receiving unemployment benefit, which is 2. And with probability 0.95, he will be getting a new job at wage 6. If he shirks, then with probability 3/4, he will not be caught and his utility will be w.
(i) Use a decision tree to illustrate this worker’s decision-making.
(ii) Find the minimal wage providing an incentive for him to work hard. In other words, find the efficiency wage w.
22. [10 points] Suppose that you and I are playing the scissors-rock-paper game. We both show our choices simultaneously. The loser gives $1 to the winner. Nobody pays if there is a tie. Carefully draw a game tree to describe it.
(放棄智慧財產權；歡迎全貌下載流傳。)
Monday, April 21, 2008
Midterm Exam -- Macro Principles (Spring 2008)
Midterm Examination (Int'l Business, WUCL)
Spring 2008 Instructor: 衛忠欣 (Jong-Shin Wei)
總體經濟學原理(Principles of Macroeconomics) (07)342-6031 ext.6222
93001@mail.wtuc.edu.tw http://www.wtuc.edu.tw/ib
4:00 pm ~ 5:00 pm, Monday, April 21, 2008. 另卷作答。三日後公佈解答於e-learning，也歡迎以email函索
Open books/notes exam. 110 points in 60 minutes; absolutely no talking nor borrowing items during exams. 可使用自己的資料、字典或翻譯機。行動電話若響起，該生扣十分，以強調基本禮貌。務必工整扼要、依序作答。違反規定，視同放棄調分機會。平日無閱讀英文教材習慣的同學，想必會有時間壓力。Watch your time and have fun!
Part One: Multiple choice questions. [Choose the most appropriate one from 4 alternatives. 依慣例，答錯不倒扣。] 80 points 每五題成一列，由左至右，逐題標明題號作答。
1. Nowadays the best single measure of an economy’s well-being or performance is
(A) inflation rate;
(B) rate of unemployment;
(C) trade deficit;
(D) gross domestic product.
2. Which of the following does not imply that there is an increase of GDP by 100 dollars?
(A) Anna paid Bob 100 dollars to mow her lawn;
(B) Andy stole 100 dollars from Becky’s purse;
(C) Adam borrowed 100 dollars from a bank to improve the operation of his store;
(D) None of the above is correct.
3. Which of the following best describes the connection between microeconomics and macroeconomics?
(A) One cannot learn macroeconomics without learning microeconomics first;
(B) One cannot learn microeconomics without learning macroeconomics first;
(C) Households and firms are interacting in many markets;
(D) Nobel prizes in economics have never been awarded to economists for their contributions to microeconomics.
4. Find the incorrect statement about GDP.
(A) The market value of owner-occupied housing is included in GDP;
(B) The market value of tomatoes Mary grew and consumed from her backyard is included in GDP;
(C) The market value of illegal drugs is not included in GDP;
(D) The market value of (illegal) prostitution services is not included in GDP.
5. Suppose that Hallmark (which is an internationally well-known greeting card supplier) purchased 10 tons of paper in January 2007 (in USA). Hallmark used 8 tons to make greeting cards. At the end of 2007, Hallmark put 2 tons of paper in her warehouse and treated them as inventory. Accordingly, for USA,
(A) the market value of these 2 tons of paper is included in GDP in 2007;
(B) the market value of these 8 tons of paper in included in GDP in 2007;
(C) the market value of these 2 tons of paper will be included in GDP in 2008;
(D) None of the above is correct.
6. Which of the following is included in GDP?
(A) Diana sold her used car to the dealer at the price of 5,000 dollars;
(B) Edward sold his stocks (股票) and got 100,000 dollars in cash;
(C) Frank, an English teacher from UK, made 5,000 dollars last month for his teaching at Wenzao;
(D) George bet on professional baseball games and won 10,000 dollars.
7. Let’s now examine the components of GDP. Find the incorrect statement.
(A) Your tuition and fees should be included in C;
(B) Increase in the inventory should be included in I;
(C) Unemployment benefits should be included in G;
(D) President’s (總統的) salary should be included in G.
8. Suppose that our government spent 1 million dollars last year in purchasing Boeing aircrafts from USA. This made our
(A) G increase by 1 million dollars last year;
(B) NX increase by 1 million dollars last year;
(C) GDP increase by 1 million dollars last year;
(D) C increase by 1 million dollars last year.
9. 『愛用國貨』這句口號，可以與下列何者，搭配在教學上？
(A) GDP is a flow variable;
(B) GDP := C + I + G + NX;
(C) GDP is measured in current prices;
(D) The increase in inventory is a part of I.
10. If we look at a recent year GDP data for USA, we shall see that
(A) G/GDP is over 1/2;
(B) C < I + G;
(C) C per person is about NTD600,000;
(D) NX is always negative.
11. Examples of externalities do not include
(A) Dioxin is a by-product of producing paper;
(B) A dog barks at mid-nights;
(C) Getting hurt in our green vs. red experiment conducted during lectures;
(D) Research into new technology for mankind.
12. From the social planner’s point of view, in the presence of a negative externality in production, at social optimum
(A) the price should be below the market equilibrium price;
(B) the price should be the same as the market equilibrium price;
(C) the quantity should be below the market equilibrium quantity;
(D) None of the following is correct.
13. From the social planner’s point of view, in the presence of a positive externality in consumption, at social optimum
(A) the price should be above the market equilibrium price;
(B) the price should be the same as the market equilibrium price;
(C) the quantity should be the same as the market equilibrium quantity;
(D) None of the following is correct.
14. In the presence of a negative externality in production, the social planner can achieve the socially optimal outcome by
(A) imposing a unit tax on suppliers;
(B) imposing a unit subsidy on suppliers;
(C) imposing an income tax on consumers;
(D) reducing the income tax.
15. Which of the following best captures the so-called Coase theorem?
(A) Even if the bargaining is costly, private economic agents can solve the problem of externalities on their own regardless of the initial distribution of property rights.
(B) Private economic agents can solve the problem of externalities on their own only when the initial distribution of property rights is correct;
(C) Private economic agents cannot solve the problem of externalities on their own
unless there is justice in the initial distribution of property rights;
(D) If the transaction cost is zero, private economic agents can solve the problem of externalities on their own regardless of the initial distribution of property rights.
16. Coase theorem tells us that
(A) 情場失意人一定會有美好姻緣；
(B) 落跑員工不該輕率發信批評老闆與同仁；
(C) 上課頻跑廁所的同學將來一定不會有好工作；
(D) 學校不必統一規定每間教室的冷氣使用與收費辦法。
17. Examples of reducing the transaction costs do not include
(A) 本課程教師徵求義工，負責教室管理；
(B) Anna 寫匿名信給 Bob，表達愛意；
(C) 房東在「城市租屋族」網站登錄；
(D) 學校雇用司機、買校車，取消租用校車。
18. Lessons from the idea (or examples) of the tragedy of commons do not include
(A) 系辦公室吵鬧情況，日趨嚴重；
(B) 市民呼籲以付費停車場，取代部份的公有免費停車場；
(C) 很多學校限制住宿生之網路下載容量；
(D) 國企系學生應該享有Z0507 (即國企系資源教室)之免費列印權。
19. 消弭the tragedy of commons的作法，不包含
(A) 限制田徑場跑道之慢跑動線，單日為順時針、雙日為逆時針；
(B) 圖書館限制校外人士之使用權限；
(C) 推動全系同學票選系主任、全校師生票選校長；
(D) 學校禁止同學使用講台的電腦。
20. A good example illustrating being excludable yet not rival is
(A) 學生使用學生活動中心；
(B) 救生員的保護泳客安全；
(C) 傍晚時段由10號高速公路駛向文藻；
(D) 清明節期間行駛中山高。
Part Two: Analytical or short-essay questions. [注意字體工整、邏輯順暢與不要出現錯別字或注音(與火星文)！如果字跡難以辨認，視同未答。畫蛇添足、答非所問、不知所云、自曝其短，將不利得分。援例，教師有權公告具有特色之作答。] 30 points
21. [10 points] (Obviously, now it is time to find out who have not read text with care and patience.) Recall the London plan made by Mayor Ken Livingstone. 在你我的周遭環境裡，找出一個實例，扼要說明兩者的相似處。
22. [10 points] When it comes to the debate on market-based policies toward negative externalities (such as pollution), some economists prefer selling pollution permits to levying the so-called Pigovian taxes. Why?
23. [10 points] (實用題) After reading ‘In the News – Should Yellowstone Charge as Much as Disney World?’ in your text, you might apply it to the following question: Why is the dining room (學生餐廳at the basement of the dormitory at Wenzao) always crowded at noon? Yet, students kept complaining about the service; providers of food services may also complain about not making good profits. 該如何改善學生餐廳的營運呢？
(放棄智慧財產權；歡迎全貌下載流傳。)
Spring 2008 Instructor: 衛忠欣 (Jong-Shin Wei)
總體經濟學原理(Principles of Macroeconomics) (07)342-6031 ext.6222
93001@mail.wtuc.edu.tw http://www.wtuc.edu.tw/ib
4:00 pm ~ 5:00 pm, Monday, April 21, 2008. 另卷作答。三日後公佈解答於e-learning，也歡迎以email函索
Open books/notes exam. 110 points in 60 minutes; absolutely no talking nor borrowing items during exams. 可使用自己的資料、字典或翻譯機。行動電話若響起，該生扣十分，以強調基本禮貌。務必工整扼要、依序作答。違反規定，視同放棄調分機會。平日無閱讀英文教材習慣的同學，想必會有時間壓力。Watch your time and have fun!
Part One: Multiple choice questions. [Choose the most appropriate one from 4 alternatives. 依慣例，答錯不倒扣。] 80 points 每五題成一列，由左至右，逐題標明題號作答。
1. Nowadays the best single measure of an economy’s well-being or performance is
(A) inflation rate;
(B) rate of unemployment;
(C) trade deficit;
(D) gross domestic product.
2. Which of the following does not imply that there is an increase of GDP by 100 dollars?
(A) Anna paid Bob 100 dollars to mow her lawn;
(B) Andy stole 100 dollars from Becky’s purse;
(C) Adam borrowed 100 dollars from a bank to improve the operation of his store;
(D) None of the above is correct.
3. Which of the following best describes the connection between microeconomics and macroeconomics?
(A) One cannot learn macroeconomics without learning microeconomics first;
(B) One cannot learn microeconomics without learning macroeconomics first;
(C) Households and firms are interacting in many markets;
(D) Nobel prizes in economics have never been awarded to economists for their contributions to microeconomics.
4. Find the incorrect statement about GDP.
(A) The market value of owner-occupied housing is included in GDP;
(B) The market value of tomatoes Mary grew and consumed from her backyard is included in GDP;
(C) The market value of illegal drugs is not included in GDP;
(D) The market value of (illegal) prostitution services is not included in GDP.
5. Suppose that Hallmark (which is an internationally well-known greeting card supplier) purchased 10 tons of paper in January 2007 (in USA). Hallmark used 8 tons to make greeting cards. At the end of 2007, Hallmark put 2 tons of paper in her warehouse and treated them as inventory. Accordingly, for USA,
(A) the market value of these 2 tons of paper is included in GDP in 2007;
(B) the market value of these 8 tons of paper in included in GDP in 2007;
(C) the market value of these 2 tons of paper will be included in GDP in 2008;
(D) None of the above is correct.
6. Which of the following is included in GDP?
(A) Diana sold her used car to the dealer at the price of 5,000 dollars;
(B) Edward sold his stocks (股票) and got 100,000 dollars in cash;
(C) Frank, an English teacher from UK, made 5,000 dollars last month for his teaching at Wenzao;
(D) George bet on professional baseball games and won 10,000 dollars.
7. Let’s now examine the components of GDP. Find the incorrect statement.
(A) Your tuition and fees should be included in C;
(B) Increase in the inventory should be included in I;
(C) Unemployment benefits should be included in G;
(D) President’s (總統的) salary should be included in G.
8. Suppose that our government spent 1 million dollars last year in purchasing Boeing aircrafts from USA. This made our
(A) G increase by 1 million dollars last year;
(B) NX increase by 1 million dollars last year;
(C) GDP increase by 1 million dollars last year;
(D) C increase by 1 million dollars last year.
9. 『愛用國貨』這句口號，可以與下列何者，搭配在教學上？
(A) GDP is a flow variable;
(B) GDP := C + I + G + NX;
(C) GDP is measured in current prices;
(D) The increase in inventory is a part of I.
10. If we look at a recent year GDP data for USA, we shall see that
(A) G/GDP is over 1/2;
(B) C < I + G;
(C) C per person is about NTD600,000;
(D) NX is always negative.
11. Examples of externalities do not include
(A) Dioxin is a by-product of producing paper;
(B) A dog barks at mid-nights;
(C) Getting hurt in our green vs. red experiment conducted during lectures;
(D) Research into new technology for mankind.
12. From the social planner’s point of view, in the presence of a negative externality in production, at social optimum
(A) the price should be below the market equilibrium price;
(B) the price should be the same as the market equilibrium price;
(C) the quantity should be below the market equilibrium quantity;
(D) None of the following is correct.
13. From the social planner’s point of view, in the presence of a positive externality in consumption, at social optimum
(A) the price should be above the market equilibrium price;
(B) the price should be the same as the market equilibrium price;
(C) the quantity should be the same as the market equilibrium quantity;
(D) None of the following is correct.
14. In the presence of a negative externality in production, the social planner can achieve the socially optimal outcome by
(A) imposing a unit tax on suppliers;
(B) imposing a unit subsidy on suppliers;
(C) imposing an income tax on consumers;
(D) reducing the income tax.
15. Which of the following best captures the so-called Coase theorem?
(A) Even if the bargaining is costly, private economic agents can solve the problem of externalities on their own regardless of the initial distribution of property rights.
(B) Private economic agents can solve the problem of externalities on their own only when the initial distribution of property rights is correct;
(C) Private economic agents cannot solve the problem of externalities on their own
unless there is justice in the initial distribution of property rights;
(D) If the transaction cost is zero, private economic agents can solve the problem of externalities on their own regardless of the initial distribution of property rights.
16. Coase theorem tells us that
(A) 情場失意人一定會有美好姻緣；
(B) 落跑員工不該輕率發信批評老闆與同仁；
(C) 上課頻跑廁所的同學將來一定不會有好工作；
(D) 學校不必統一規定每間教室的冷氣使用與收費辦法。
17. Examples of reducing the transaction costs do not include
(A) 本課程教師徵求義工，負責教室管理；
(B) Anna 寫匿名信給 Bob，表達愛意；
(C) 房東在「城市租屋族」網站登錄；
(D) 學校雇用司機、買校車，取消租用校車。
18. Lessons from the idea (or examples) of the tragedy of commons do not include
(A) 系辦公室吵鬧情況，日趨嚴重；
(B) 市民呼籲以付費停車場，取代部份的公有免費停車場；
(C) 很多學校限制住宿生之網路下載容量；
(D) 國企系學生應該享有Z0507 (即國企系資源教室)之免費列印權。
19. 消弭the tragedy of commons的作法，不包含
(A) 限制田徑場跑道之慢跑動線，單日為順時針、雙日為逆時針；
(B) 圖書館限制校外人士之使用權限；
(C) 推動全系同學票選系主任、全校師生票選校長；
(D) 學校禁止同學使用講台的電腦。
20. A good example illustrating being excludable yet not rival is
(A) 學生使用學生活動中心；
(B) 救生員的保護泳客安全；
(C) 傍晚時段由10號高速公路駛向文藻；
(D) 清明節期間行駛中山高。
Part Two: Analytical or short-essay questions. [注意字體工整、邏輯順暢與不要出現錯別字或注音(與火星文)！如果字跡難以辨認，視同未答。畫蛇添足、答非所問、不知所云、自曝其短，將不利得分。援例，教師有權公告具有特色之作答。] 30 points
21. [10 points] (Obviously, now it is time to find out who have not read text with care and patience.) Recall the London plan made by Mayor Ken Livingstone. 在你我的周遭環境裡，找出一個實例，扼要說明兩者的相似處。
22. [10 points] When it comes to the debate on market-based policies toward negative externalities (such as pollution), some economists prefer selling pollution permits to levying the so-called Pigovian taxes. Why?
23. [10 points] (實用題) After reading ‘In the News – Should Yellowstone Charge as Much as Disney World?’ in your text, you might apply it to the following question: Why is the dining room (學生餐廳at the basement of the dormitory at Wenzao) always crowded at noon? Yet, students kept complaining about the service; providers of food services may also complain about not making good profits. 該如何改善學生餐廳的營運呢？
(放棄智慧財產權；歡迎全貌下載流傳。)
Tuesday, March 25, 2008
To be fair, to be efficient, to be creative, to respond to good suggestions…
多謝 UB1 鄭如吟同學的建議。誠然，使用者付費，早已是文藻之美德。週二(March 25, 2008)上課時，我匆促估算的『每人應攤NTD80』，是依據暑修期間的全程開冷氣之小班經驗，脫口而出，衷心為計算錯誤道歉。更要感謝UB3同學勇敢指正，特地重新精算處理如下。
依據授課大綱，是否開冷氣、關閉門窗，由教師認定，無庸置疑。全班共58位同學，教師也應分攤。虛假的教師卡與謝師宴，爾後請免，自在不言中。
義工將專款專用，先購買1,000元的冷氣卡，1,000 除以59，約為17元，UB1以外的8人(含教師)，每人應繳25元，不囉嗦、不計較，確實也攤付上週的冷氣費。1,000 - (8)(25) = 1,000 - 200 = 800，則應由UB1班費，下週課程結束前，統籌支付。
爾後上課時，由義工插卡，下課取出，不得有誤。我們也正可精算，究竟冷氣效能如何。如果任何同學放任開啟門窗，浪費能源，將付出代價。1,000元的冷氣卡用完時，新卡片之費用分攤，也將是『UB1負責費用之51/59、其餘8人平均分攤費用之8/59』，期末之卡片剩餘金額，教師願意收購，義工平均攤還給全體付費者。
好事成雙，總體經濟學原理，比照辦理。其餘非建設性之不當言論，請留作個人夢話。
依據授課大綱，是否開冷氣、關閉門窗，由教師認定，無庸置疑。全班共58位同學，教師也應分攤。虛假的教師卡與謝師宴，爾後請免，自在不言中。
義工將專款專用，先購買1,000元的冷氣卡，1,000 除以59，約為17元，UB1以外的8人(含教師)，每人應繳25元，不囉嗦、不計較，確實也攤付上週的冷氣費。1,000 - (8)(25) = 1,000 - 200 = 800，則應由UB1班費，下週課程結束前，統籌支付。
爾後上課時，由義工插卡，下課取出，不得有誤。我們也正可精算，究竟冷氣效能如何。如果任何同學放任開啟門窗，浪費能源，將付出代價。1,000元的冷氣卡用完時，新卡片之費用分攤，也將是『UB1負責費用之51/59、其餘8人平均分攤費用之8/59』，期末之卡片剩餘金額，教師願意收購，義工平均攤還給全體付費者。
好事成雙，總體經濟學原理，比照辦理。其餘非建設性之不當言論，請留作個人夢話。
Saturday, March 08, 2008
Cockroaches, chairpersons, teachers, and God – something about waiting
Ever wonder how in the world can these four words, cockroaches, chairpersons, teachers, and God, be put together? What follows is my naïve and random thought at your disposal.
When I was a little boy, life was kind of miserable. My father worked hard, was sent to various military bases as his duty required, and had very little time for his family gathering. Sometimes, my parents had a big fight after dinner, afterwards my mom would go out to have her hairs cut or washed at night. I was terrified, lying on bed, pretending that I was sleeping but wondering when she would come home safely, while the clock-ticking accompanied me thru the dawn. That was sad waiting, waiting my beloved one to come back to me.
On other quiet nights, I was also waiting. Not waiting for my mom but waiting for a big ugly cockroach to quietly leave the corner just one foot distance from my bed side. I could see it well, so did it. Guess that we both were staring at each other and waited for the other to retreat. Hey, where could I possibly go in the middle of the night at my own home? I prayed that it would go to the houses of some my nasty friends since they treated me badly at school. It had a lot of choice, did it? Why did it choose to be at my house as I had behaved as a good boy? [By the way, at that time the book “When Bad Things Happened to Good People” was not published.] That was another kind of waiting, waiting the bastard to get out of my sight. Of course, if my brother, presumed knowing its coming, intended not to kill the cockroach with a sandal, I probably won’t forgive him.
Many years later, as my social life was getting interesting, every now and then, I was also waiting, waiting for my loved ones to come back to me, both in heart and in a flesh. Some unexpectedly came and caught my breath, seized my heart, but eventually vanished. Endless love soon proved to be endless sorrow, followed by numerous sleepless nights. Some years ago, my heart was torn into pieces. Luckily, a person who was and still is deeply caring for me whispered: “Just want you to know that I love you and God loves you too.” Then I realized that I was waiting for the wrong person. The person I waited would never come back to me while she and God had been there watching for me all the time even I was not aware of. So, I learned that sometimes waiting could be stupid and have negative returns.
We all need to work to pay the bills. In my teaching career since 1988, I often had bad luck in having decent bosses. Some tampered the teaching evaluations, some altered the minutes, and some made false accusations. You might say that many of them got away because that God was taking a nap or their time was not up yet. But I chose to remind myself of what the book “When Bad Things Happened to Good People” was for. And I shall have faith and patience in God. This is another kind of waiting, waiting in style and with gratitude.
So much for having bad luck with chairpersons. One day, I thought in an American way: If you cannot beat them, why not join them? So, I became a chairperson myself. Very soon, life was never made busier. When the so-coined honeymoon was over, frustration and disappointment gradually ate up my soul. Then came another type of waiting, waiting for my 3-year appointment to expire. I bet that when I work on my memoir, I shall be proud of myself in stepping down the post in dignity and in perfect timing. As to applause or encore, a shy person like me would never expect nor appreciate it.
We teachers must deal with students in our entire career. So, I wait, wait for students to become far-sighted, to understand what the term grade inflation means, to value their education opportunities, to critically read my teaching materials as much as journal referees did with my manuscripts, and to be able to speak up and demand what their parents paid for. Overall and honestly speaking, I have been disappointed. But, an old saying rings the bell: “If you cannot stand the heat, stay away from the kitchen.” It all comes with the paycheck. So, again, I wait graciously till my retirement.
Students are kept waiting too. Sometimes they wait for teachers to show up; sometimes they wait for substitute teachers for courses that might be cursed. There was an old joke. Two professors were bragging about who was a better teacher. One professor said: “You know? If I am late for class for 20 minutes or more, my students were still waiting for me in the classroom. Am I a good professor or what?” Another replied: “Well, that probably was because that you were consistently late for class. In my case, should I be late for 5 minutes, all students will think that I must be prevented from teaching for reasons that were beyond my control, so they won't wait for me.”
Is God waiting too? Or, should we say, are God’s servants waiting? Many pessimistic people think that the world is in chaos. Bad things did happen to good people. On the one hand, messengers who delivered bad news were killed just for delivering the unwanted yet true information. On the other hand, falsified messages were spread at light speed to confuse those who do not have good faith. That reminds me of the Taiping Rebellion (1850–64). It is the wake-up time!
Finally, I am waiting, waiting for my intended audience, yes, I mean you, the Mighty Bosco and my dear Sister, to read this fable (or metaphor?) before we all report to Heaven's Gate.
Hallelujah!
Note: 如果『很會出奇招的教育部』要求，大專教師要參加英文寫作測驗，作文題目碰巧是「Waiting」，不知這樣寫，閱卷教授會不會欣賞啊？
Followup: At the time I wrote it (in early 2008), Jerry, my young and restless friend, told me that my intended audience simply won't read it. Well, I do believe that we are in the good hands of God. Evidence abound. Some asked for the hidden information about the cockroach. Here is the hint for smart people: from 07 to 06 to 03 (and to ?).
When I was a little boy, life was kind of miserable. My father worked hard, was sent to various military bases as his duty required, and had very little time for his family gathering. Sometimes, my parents had a big fight after dinner, afterwards my mom would go out to have her hairs cut or washed at night. I was terrified, lying on bed, pretending that I was sleeping but wondering when she would come home safely, while the clock-ticking accompanied me thru the dawn. That was sad waiting, waiting my beloved one to come back to me.
On other quiet nights, I was also waiting. Not waiting for my mom but waiting for a big ugly cockroach to quietly leave the corner just one foot distance from my bed side. I could see it well, so did it. Guess that we both were staring at each other and waited for the other to retreat. Hey, where could I possibly go in the middle of the night at my own home? I prayed that it would go to the houses of some my nasty friends since they treated me badly at school. It had a lot of choice, did it? Why did it choose to be at my house as I had behaved as a good boy? [By the way, at that time the book “When Bad Things Happened to Good People” was not published.] That was another kind of waiting, waiting the bastard to get out of my sight. Of course, if my brother, presumed knowing its coming, intended not to kill the cockroach with a sandal, I probably won’t forgive him.
Many years later, as my social life was getting interesting, every now and then, I was also waiting, waiting for my loved ones to come back to me, both in heart and in a flesh. Some unexpectedly came and caught my breath, seized my heart, but eventually vanished. Endless love soon proved to be endless sorrow, followed by numerous sleepless nights. Some years ago, my heart was torn into pieces. Luckily, a person who was and still is deeply caring for me whispered: “Just want you to know that I love you and God loves you too.” Then I realized that I was waiting for the wrong person. The person I waited would never come back to me while she and God had been there watching for me all the time even I was not aware of. So, I learned that sometimes waiting could be stupid and have negative returns.
We all need to work to pay the bills. In my teaching career since 1988, I often had bad luck in having decent bosses. Some tampered the teaching evaluations, some altered the minutes, and some made false accusations. You might say that many of them got away because that God was taking a nap or their time was not up yet. But I chose to remind myself of what the book “When Bad Things Happened to Good People” was for. And I shall have faith and patience in God. This is another kind of waiting, waiting in style and with gratitude.
So much for having bad luck with chairpersons. One day, I thought in an American way: If you cannot beat them, why not join them? So, I became a chairperson myself. Very soon, life was never made busier. When the so-coined honeymoon was over, frustration and disappointment gradually ate up my soul. Then came another type of waiting, waiting for my 3-year appointment to expire. I bet that when I work on my memoir, I shall be proud of myself in stepping down the post in dignity and in perfect timing. As to applause or encore, a shy person like me would never expect nor appreciate it.
We teachers must deal with students in our entire career. So, I wait, wait for students to become far-sighted, to understand what the term grade inflation means, to value their education opportunities, to critically read my teaching materials as much as journal referees did with my manuscripts, and to be able to speak up and demand what their parents paid for. Overall and honestly speaking, I have been disappointed. But, an old saying rings the bell: “If you cannot stand the heat, stay away from the kitchen.” It all comes with the paycheck. So, again, I wait graciously till my retirement.
Students are kept waiting too. Sometimes they wait for teachers to show up; sometimes they wait for substitute teachers for courses that might be cursed. There was an old joke. Two professors were bragging about who was a better teacher. One professor said: “You know? If I am late for class for 20 minutes or more, my students were still waiting for me in the classroom. Am I a good professor or what?” Another replied: “Well, that probably was because that you were consistently late for class. In my case, should I be late for 5 minutes, all students will think that I must be prevented from teaching for reasons that were beyond my control, so they won't wait for me.”
Is God waiting too? Or, should we say, are God’s servants waiting? Many pessimistic people think that the world is in chaos. Bad things did happen to good people. On the one hand, messengers who delivered bad news were killed just for delivering the unwanted yet true information. On the other hand, falsified messages were spread at light speed to confuse those who do not have good faith. That reminds me of the Taiping Rebellion (1850–64). It is the wake-up time!
Finally, I am waiting, waiting for my intended audience, yes, I mean you, the Mighty Bosco and my dear Sister, to read this fable (or metaphor?) before we all report to Heaven's Gate.
Hallelujah!
Note: 如果『很會出奇招的教育部』要求，大專教師要參加英文寫作測驗，作文題目碰巧是「Waiting」，不知這樣寫，閱卷教授會不會欣賞啊？
Followup: At the time I wrote it (in early 2008), Jerry, my young and restless friend, told me that my intended audience simply won't read it. Well, I do believe that we are in the good hands of God. Evidence abound. Some asked for the hidden information about the cockroach. Here is the hint for smart people: from 07 to 06 to 03 (and to ?).
Thursday, January 24, 2008
資訊透明化
資訊透明化 -- 大家應設法知道：文藻有什麼樣的老師？文藻有什麼樣的學生？
F2007 Final Exam and Grade Performance
Jong-Shin Wei
個體經濟學 Microeconomics (UB2 elective course)
Final Exam:
Average: 58
Highest: 72
Lowest: 36
Adjustment: (x + 20)(1.3)
Grade:
Average: 68.1
Highest: 79
Lowest: 55
Failure ratio: 1/16 = 0.06
同學對教師填寫的期末教學評量 4.13 (全校平均 4.12 )
同學自評對本課程的興趣 3.88 (全校平均 3.92 )
個體經濟學原理 Principles of Microeconomics (UB1 required course)
Final Exam:
Average: 54.8
Highest: 75
Lowest: 35
Adjustment: (x + 10)(1.3)
Grade:
Average: 61.7
Highest: 77
Lowest: 51
Failure ratio: 11/58 = 0.2
同學對教師填寫的期末教學評量 3.58 (全校平均 4.12 )
同學自評對本課程的興趣 3.10 (全校平均 3.92 )
微積分 Introductory Calculus (UB1 required course)
Final Exam:
Average: 46.4 (Indeed, the worst performance I have seen in two years.)
Highest: 79
Lowest: 29
Adjustment: (x + 7)(1.25)
Grade:
Average: 59.5
Highest: 78
Lowest: 49
Failure ratio: 21/61 = 0.34
Failure ratio for students not in UB1: 4/10 = 0.4
同學對教師填寫的期末教學評量 3.48 (全校平均 4.12 )
同學自評對本課程的興趣 2.70 (全校平均 3.92 )
畢業專題研究 Senior Thesis (UB4 required course)
Grade:
Average: 78.8
Highest: 81
Lowest: 76
Failure ratio: 0/5 = 0
同學對教師填寫的期末教學評量 4.29 (全校平均 4.12 )
同學自評對本課程的興趣 4.40 (全校平均 3.92 )
F2007 Final Exam and Grade Performance
Jong-Shin Wei
個體經濟學 Microeconomics (UB2 elective course)
Final Exam:
Average: 58
Highest: 72
Lowest: 36
Adjustment: (x + 20)(1.3)
Grade:
Average: 68.1
Highest: 79
Lowest: 55
Failure ratio: 1/16 = 0.06
同學對教師填寫的期末教學評量 4.13 (全校平均 4.12 )
同學自評對本課程的興趣 3.88 (全校平均 3.92 )
個體經濟學原理 Principles of Microeconomics (UB1 required course)
Final Exam:
Average: 54.8
Highest: 75
Lowest: 35
Adjustment: (x + 10)(1.3)
Grade:
Average: 61.7
Highest: 77
Lowest: 51
Failure ratio: 11/58 = 0.2
同學對教師填寫的期末教學評量 3.58 (全校平均 4.12 )
同學自評對本課程的興趣 3.10 (全校平均 3.92 )
微積分 Introductory Calculus (UB1 required course)
Final Exam:
Average: 46.4 (Indeed, the worst performance I have seen in two years.)
Highest: 79
Lowest: 29
Adjustment: (x + 7)(1.25)
Grade:
Average: 59.5
Highest: 78
Lowest: 49
Failure ratio: 21/61 = 0.34
Failure ratio for students not in UB1: 4/10 = 0.4
同學對教師填寫的期末教學評量 3.48 (全校平均 4.12 )
同學自評對本課程的興趣 2.70 (全校平均 3.92 )
畢業專題研究 Senior Thesis (UB4 required course)
Grade:
Average: 78.8
Highest: 81
Lowest: 76
Failure ratio: 0/5 = 0
同學對教師填寫的期末教學評量 4.29 (全校平均 4.12 )
同學自評對本課程的興趣 4.40 (全校平均 3.92 )
Friday, December 14, 2007
Example: A simple questionaire design with built-in screening device
親愛的學員，您好：
娛樂服務業國際化經營學程之『39小時職場相關通識教育課程』，終於完成了。非常感謝 教師與學員的投入。希望這次的活動能讓 您有個豐碩的收穫。渴望能將 您的寶貴指正與回饋，併入結案報告中，謝謝您！
學程主持人衛忠欣謹代表 文藻外語學院國際企業系敬上2007.12.13
第1至4題，請打勾單選
非常滿意、滿意、尚可、失望、很不滿意
1.教師的授課內容與數位化教材之銜接度與廣度
2.整體而言，您對教師的教學熱忱是否滿意？
3.您對這39小時之主題安排是否滿意？
4.與本校通識教育課程相比，您對這39小時職場通識課程
第5至7題，請參閱課程表
5.請努力回想，寫出 您未到課之課程名稱、日期。務必略述理由！
6.寫出最令 您滿意的課程名稱、日期 (列出0~3門)。務必略述理由！
7.寫出最令 您失望的課程名稱、日期 (列出0~3門)。務必略述理由！
8.其他意見、建議與指正
填寫人姓名 (optional)
再一次感謝 您的填寫
娛樂服務業國際化經營學程39小時職場相關通識教育課程 課表 (finalized)
Nov. 8 生涯規劃 衛忠欣講授 (代課)
Nov. 12 生涯規劃 梁馨科講授
Nov. 15 職場新鮮人法律須知 吳德華講授
Nov. 19 and Nov. 22 形象包裝 衛忠欣講授
Nov. 23 職涯管理 蔡正飛講授
Nov. 26 and Nov. 29 職場禮儀與倫理 衛忠欣講授
Nov. 30 企業形象與美學 黃壬來講授
Dec. 3 and Dec. 6 多媒體製作入門 李書政講授 (代課)
Dec. 10 職場英文 劉俊裕講授
Dec. 13 職場英文 衛忠欣講授 (代課)
***********************************************************************
Results on questions 6, 7, and 8. [留意填寫人之觀點成熟度與差異性 -- the sample size is only 9]
6.寫出最令 您滿意的課程名稱、日期 (列出0~3門)。務必略述理由！
11/15 職場新鮮人法律需知 --- 內容活潑生動，有趣
11/15 職場新鮮人法律須知 --- 上課活潑有趣
11/15 職場新鮮人法律須知 --- 很不錯的基本常識
11/15 職場新鮮人法律須知 --- 活潑生動
11/19 形象包裝 --- 學到很多東西
11/19、22 形象包裝 --- 非常實用
11/19、22 形象包裝 --- 可以學到許多正式場合的穿著和美姿美儀
11/19、22 形象包裝 --- 實用。了解如何在職場上包裝自己來為自己增加優勢
11/23 職涯管理 --- 清楚了解在職場中應如何規劃及充實自我能力與技能
11/26 職場禮儀與倫理 --- 內容充實且上課方式活潑有趣
11/26、29 職場禮儀與倫理 --- 很實用
11/30 企業形象與美學 --- 藉由廣告講解，課程更生動有趣
11/30 企業形像與美學 --- 了解未來產業主流及如何包裝企業形象及門面
12/03、06 多媒體製作入門 --- 有趣
12/03、06 多媒體製作 --- 對於電腦必備技術更熟練，學到不少，且實際操作
12/03、06 多媒體製作入門 --- 學到很多有關ppt和movie maker的東西，內容很有趣
12/10 職場英文 --- 採圓桌式上課，老師與學生無距離感更親切
12/10 職場英文 --- 上課方式很特別，設備先進
12/13 職場英文 --- 學到許多會議基本英文用法，有提升職場常識與知識
12/13 職場英文 --- 實用
7.寫出最令 您失望的課程名稱、日期 (列出0~3門)。務必略述理由！
11/15 職場法律須知 --- 內容普遍為基本常識，且空洞不紮實，花三小時上課
只有三十分鐘為精華片段
12/03、06 多媒體製作入門 --- 內容太過簡單，沒起伏
12/03、06 多媒體製作入門 --- 內容太過簡單使上課缺乏動力
11/26、29 職場禮儀與倫理 --- 內容雜亂，太多不一樣的資源
12/06 多媒體製造入門 --- 所教的軟體，已經學會感到無聊
8.其他意見、建議與指正：
*希望課程能再吸引人一點
*怎麼有的老師對於此課程未來出入的說法不太一樣，是否訊息不對稱？讓我有點不知所措
娛樂服務業國際化經營學程之『39小時職場相關通識教育課程』，終於完成了。非常感謝 教師與學員的投入。希望這次的活動能讓 您有個豐碩的收穫。渴望能將 您的寶貴指正與回饋，併入結案報告中，謝謝您！
學程主持人衛忠欣謹代表 文藻外語學院國際企業系敬上2007.12.13
第1至4題，請打勾單選
非常滿意、滿意、尚可、失望、很不滿意
1.教師的授課內容與數位化教材之銜接度與廣度
2.整體而言，您對教師的教學熱忱是否滿意？
3.您對這39小時之主題安排是否滿意？
4.與本校通識教育課程相比，您對這39小時職場通識課程
第5至7題，請參閱課程表
5.請努力回想，寫出 您未到課之課程名稱、日期。務必略述理由！
6.寫出最令 您滿意的課程名稱、日期 (列出0~3門)。務必略述理由！
7.寫出最令 您失望的課程名稱、日期 (列出0~3門)。務必略述理由！
8.其他意見、建議與指正
填寫人姓名 (optional)
再一次感謝 您的填寫
娛樂服務業國際化經營學程39小時職場相關通識教育課程 課表 (finalized)
Nov. 8 生涯規劃 衛忠欣講授 (代課)
Nov. 12 生涯規劃 梁馨科講授
Nov. 15 職場新鮮人法律須知 吳德華講授
Nov. 19 and Nov. 22 形象包裝 衛忠欣講授
Nov. 23 職涯管理 蔡正飛講授
Nov. 26 and Nov. 29 職場禮儀與倫理 衛忠欣講授
Nov. 30 企業形象與美學 黃壬來講授
Dec. 3 and Dec. 6 多媒體製作入門 李書政講授 (代課)
Dec. 10 職場英文 劉俊裕講授
Dec. 13 職場英文 衛忠欣講授 (代課)
***********************************************************************
Results on questions 6, 7, and 8. [留意填寫人之觀點成熟度與差異性 -- the sample size is only 9]
6.寫出最令 您滿意的課程名稱、日期 (列出0~3門)。務必略述理由！
11/15 職場新鮮人法律需知 --- 內容活潑生動，有趣
11/15 職場新鮮人法律須知 --- 上課活潑有趣
11/15 職場新鮮人法律須知 --- 很不錯的基本常識
11/15 職場新鮮人法律須知 --- 活潑生動
11/19 形象包裝 --- 學到很多東西
11/19、22 形象包裝 --- 非常實用
11/19、22 形象包裝 --- 可以學到許多正式場合的穿著和美姿美儀
11/19、22 形象包裝 --- 實用。了解如何在職場上包裝自己來為自己增加優勢
11/23 職涯管理 --- 清楚了解在職場中應如何規劃及充實自我能力與技能
11/26 職場禮儀與倫理 --- 內容充實且上課方式活潑有趣
11/26、29 職場禮儀與倫理 --- 很實用
11/30 企業形象與美學 --- 藉由廣告講解，課程更生動有趣
11/30 企業形像與美學 --- 了解未來產業主流及如何包裝企業形象及門面
12/03、06 多媒體製作入門 --- 有趣
12/03、06 多媒體製作 --- 對於電腦必備技術更熟練，學到不少，且實際操作
12/03、06 多媒體製作入門 --- 學到很多有關ppt和movie maker的東西，內容很有趣
12/10 職場英文 --- 採圓桌式上課，老師與學生無距離感更親切
12/10 職場英文 --- 上課方式很特別，設備先進
12/13 職場英文 --- 學到許多會議基本英文用法，有提升職場常識與知識
12/13 職場英文 --- 實用
7.寫出最令 您失望的課程名稱、日期 (列出0~3門)。務必略述理由！
11/15 職場法律須知 --- 內容普遍為基本常識，且空洞不紮實，花三小時上課
只有三十分鐘為精華片段
12/03、06 多媒體製作入門 --- 內容太過簡單，沒起伏
12/03、06 多媒體製作入門 --- 內容太過簡單使上課缺乏動力
11/26、29 職場禮儀與倫理 --- 內容雜亂，太多不一樣的資源
12/06 多媒體製造入門 --- 所教的軟體，已經學會感到無聊
8.其他意見、建議與指正：
*希望課程能再吸引人一點
*怎麼有的老師對於此課程未來出入的說法不太一樣，是否訊息不對稱？讓我有點不知所措
Tuesday, December 11, 2007
Thursday, November 22, 2007
為就業學程的「形象包裝」授課自拍
Taking my own photo for the purpose of teaching "Workshop on Professional Image" on 11222007.
當老師的，一定得以身作則。
Wednesday, November 14, 2007
Solution to Midterm -- Microeconomics F2007
★★★ Solution to Midterm Examination (International Business, WUCL) ★★★
Fall 2007 Instructor: 衛忠欣 (Jong-Shin Wei)
個體經濟學(Microeconomics) (07)342-6031 ext.6222
93001@mail.wtuc.edu.tw http://www.wtuc.edu.tw/ib
November 13, 2007
Open books/notes exam. 105 points in 60 minutes; absolutely no talking nor borrowing items during exams. 可使用自己的資料、字典或翻譯機。行動電話若響起，該生扣十分、以強調基本禮貌。3:10 pm ~ 4:10 pm, Wednesday, November 14, 2007. Watch your time and good luck! 務必工整扼要、依序作答。Watch your time and have fun!
Part One: Multiple choice questions. [By multiple choice in an English-speaking academic environment, we mean that you must choose the most appropriate one from 4 alternatives. I did encounter some less intelligent folks who confused it with “複選題”. 依慣例，答錯不倒扣！平均每題不該超過2分鐘。] 75 points
1. An economy consists of three people: Andy, Bill, and Cindy. There are two consumption goods. Andy cares about good one only. Bill cares about both goods but prefers consuming the same amount of both goods to consuming at the unequal amount. Cindy has no preferences over those goods but only wishes Andy to be happy.
(A) The utility function of Andy can be U(x, y) := x2;
(B) The utility function of Andy can be U(x, y) := x + y;
(C) The utility function of Bill can be U(x, y) := Max{x, y};
(D) The utility function of Cindy can be U(x, y) := x - y.
Ans: A. [Recall lectures]
2. [continued from question 1] If each consumer has 10 dollars in budget. Prices are given as P1 = 1 and P2 = 2.
(A) The optimal consumption decision for Andy is (0, 10);
(B) The optimal consumption decision for Bill is (5, 5);
(C) The optimal consumption decision for Bill is (10/3, 10/3);
(D) None of the above is correct.
Ans: C. [Solving x + 2y = 10 and x = y yields (10/3, 10/3).]
3. [continued from question 1] Suppose that Andy and Bill do not know whether Cindy cares about Andy or cares about Bill. Of course, Cindy knows her own preferences. How will Cindy signal?
(A) Yelling “I love you” to Andy;
(B) Purchasing 10 units of good one;
(C) Purchasing nothing at all;
(D) Sitting next to Andy.
*Ans: B. [Recall lectures. 教師的題庫 (test bank) 是不會有這種靈活題目的。]
4. [continued from question 2] What do we know about budget lines?
(A) All three consumers have the same budget line;
(B) Andy’s budget line is given by 2x + y = 10;
(C) Bill’s budget line is given by 2C1 + C2 = 10;
(D) Cindy’s budget line is given by x + 2y ≦ 10.
Ans: A. [Recall lectures]
5. Which of the following is not the reason for male toads (in Frank's text) to croak?
(A) Female toads can not see how big male toads are;
(B) Other male toads can not see how big male toads are;
(C) Croaking is a signal telling others the size of the toad;
(D) Toads must croak before staring a fight.
Ans: D. [Recall lectures]
6. Frank’s toad story illustrates
(A) the problem with information asymmetry on the part of all female toads only;
(B) the problem with information asymmetry on the part of all male toads only;
(C) the problem with information asymmetry on all toads;
(D) the problem with market failure.
Ans: C. [Why not (D)? Since there is no market for toad-mating, we cannot talk about market failure per se.]
7. Examples of cheap talk do not include
(A) “Untie me and let me go home, please. I won't report to the police. You already have my nude photos;”
(B) “I always practice safe sex. Let's get down to it;”
(C) “I will kill myself if I ever lie to you;”
(D) “If you study harder, you will pass the course.”
Ans: A. [Recall lectures]
8. [Credit: Inspirations came from a conversation with Claire, Linda, and Peggy.] 如果學務處要知道「那一個系學會完全沒有投入文藻週活動」，應該如何？
(A)在校園隨機抽問300位學生；
(B)在e-learning platform隨機匿名抽問300位學生；
(C)發電子郵件請教所有的系主任；
(D)召開檢討會，要求每位系學會會長必須出席。
Ans: D. [Common sense]
9. Which of the following meets the “costly-to-fake principle” but fails the “full-disclosure principle”?
(A) Having an expensive treat on the first date to show how serious you are;
(B) Marrying your boyfriend to prove that you love him dearly;
(C) Duplicating your car key and giving it to your boyfriend to show your trust;
(D)買情人裝給男朋友穿。
*Ans: B.
10. Which of the following meets the “full-disclosure principle” but fails the “costly-to-fake principle”?
(A) 在大腿以刺青刻上女友的名字;
(B) 自願幫老師天天買午餐;
(C) 借筆記給女朋友影印;
(D) 買情人裝給男朋友穿。
Ans: C.
11. 阿土伯打電話給總經理：「別的應試者，都面試至少10分鐘。我家寶貝女兒阿花，不到七分鐘就出來啦。搞什麼鬼嘛！」總經理該如何回應？
(A) 面試提前結束，是人事主管在釋放訊號；
(B) 對不起，我們程序失當，下週六重考一次；
(C) 如果問答順暢，用不到10分鐘；
(D) 是您家小姐在釋放訊號啊。
Ans: C. [啟示：不要無限上綱，大小事情都硬套上『訊號』。]
12. Which of the following does not make sense?
(A) 台灣大學的教授，較不會在授課大綱上，註明自己擁有博士學位；
(B) 排名末尾的學校的教授，如果有博士學位，多會註明自己擁有博士學位；
(C) 大學校長在報紙投書時，應該註明自己擁有博士學位；
(D) 高中生參加全國科學展，不該陳列準備階段的生活照。
Ans: C. [Slide no.16, lecture 2]
13. Often college professors are working hard to get papers published. This has little or nothing to do with the fact that
(A) they are signaling their quality;
(B) they simply cannot teach well;
(C) it is hard to evaluate teaching effectiveness;
(D) college administrators let the external peer review help them evaluate professors.
Ans: B.
14. 假設全班同學都無法完成 Assignment One，教師仍然要區分優劣作品。妳/你應該
(A) find some native speaker to polish your letters before you turn it in;
(B) provide the original communication evidence as soon as possible;
(C) open a Word document and make up the reply;
(D) write a nasty letter to those who have not responded.
Ans: B.
15. Let your budget line be 3x + 2y = 10 and your utility function is U(x, y) = (x + y)2.
(A) Your preferences cannot be of the perfect substitution nature;
(B) You may not act as a price-taker;
(C) Your marginal rate of substitution between good X and good Y is 1.5;
(D) Your will buy 5 units of good Y.
Ans: D. [Recall lectures]
Part Two: Analytical or short-essay questions. [注意字體工整、邏輯順暢與不要出現錯別字或注音(與火星文)！如果字跡難以辨認，視同未答。畫蛇添足、答非所問、不知所云、自曝其短，將不利得分。教師也有權公告具有特色之作答。] 30 points
16. [5 points]
Recall what you wrote on Assignment 2 (about your profile). Carefully point out where in that assignment you “signaled your characteristics (or merits)”. Explain briefly. Of course, you will get zero if you have not turned in your Assignment 2.
17. [5 points]
Recall the on-line auction experiment we conducted on Nov. 7, 2007. Suppose that five people (called bidders) participate in an English auction. Their privately known reservation prices (as potential buyers) are: 100 (dollars) for bidder 1, 150 for bidder 2, 200 for bidder 3, 200 for bidder 4, and 250 for bidder 5. The auctioneer announces (1) each bid incremental must be 5, 10, 15, …. (i.e., 5的倍數) and (2) the auction starts at 50. What follows is the log of bidding process.
Bidder 2: 60
Bidder 1: 65
Bidder 2: 70
Bidder 3: 75
Bidder 4: 90
Bidder 2: 100
Bidder 5: 180
Bidder 4: 190
Bidder 3: 195
Bidder 4: 200
Bidder 5: 220
The winner is bidder 5.
Based on the above information, find the most intelligent (and rational) bidder and the least intelligent one. Briefly explain why you make such choice.
Ans: Bidder 1 is not aggressive. Bidder 2 bids quite rationally. Bidders 3 and 4 are doing fine but bidder 3 does not seem to closely follow the bidding game for some time. Finally bidder 5 truly will regret because that he could have bid 205 to win the auction. The difference between 220 and 205 (i.e., 15) is referred to as the winner’s curse in the literature. To sum up, we can say that bidders 2 and 4 are the most intelligent (and rational) bidders; bidder 5 is the least intelligent bidder.
18. [20 points] 簡答題 [Hint: Think like an economist.]
(i)就經濟學的觀點，學校該如何確定學生認真填答教學評量？如何找出真正的好老師，而不是「對學生好的老師」？
Ans: Generally speaking, students have little incentive to seriously answer those questionnaires. Cannot blame them as they barely have any idea about what this task is for, let alone getting access to those evaluation results. [現在學校辦的大小活動，還有一堆炒冷飯的碩、博士生，也喜歡一窩蜂的要求滿意度問卷，既無填答誘因，也無法保證彙整過程的公信力。我自己也常逆向操作或亂填，測試主事者的智慧。] 教務主管直接了解每位教師的授課情形，成本確實太高。依賴學生來評量，確有其重要性。因為「教師音量大小」、「教師是否上課遲到」、「教師是否親自監考」，這一類的正確資訊，教務單位很容易取得。只要在教學評量問卷上，分散置入此類問題，再對照真實資訊，系統即可篩選掉「情緒性、報復性的填答者」。當然，有作為的資教或電算中心，還可以藉由系統設計，追蹤每位學生在每門課的期中考成績、給教師的評量、期末考成績。分析學生在不同年級(time series)、不同課程(cross section)、系列課程之學習情況與主觀感受。學生如果知道有此機制，應該會較認真填答。耳朵靈光的資深教師，不難有以下的經驗：一位同學每學期都會向不同老師私下表示，這是我遇到最難的課！This is the toughest course I have ever had! 如何找出真正的好老師？除非落實教學實況的透明化、學校能夠區分用功的學生的回饋與打混的學生之意見、認真的學生或是傑出校友能夠建言，現階段由教師的研究績效(假外界專家之手，即同儕評鑑)來評比，也算是次佳解之一吧。
(ii)學校為何不直接公告每位專、兼任教師的教學評量，來幫助學生辨識真正的好老師、也可提供選課參考？
Ans: 頭腦清楚的學校主事者，應該知道無法確保學生認真填答，所以不能單以教學評量，來排序教師的教學表現、甚至開鍘。但是，為了應付(或配合)家長的要求、立委的指責、輿論的關愛，不得不行禮如儀，還要依此辦理優良教師選拔等活動。更諷刺的是，主事者以尊重隱私為由，讓學生完全不知評量結果，當然缺乏認真填寫的誘因。主管教務者，與教師們正處於一種「策略性模糊」的均衡狀態。如果直接公告每位專、兼任教師的教學評量，勢必將喚醒不少獅虎，擴大教師對「評量教學績效」之檢討呼聲。當然，教師以easy grade『換取』較佳的評量分數、爭取選課人數，此類問題，勢必會擴散、加深。
[Any resolution? 如果大多數教師，直接把自己的教學評量，大剌剌地張貼於網頁，會有何衝擊效應呢？]
(iii)一門「教師認真授課、學生嚴肅學習」的課程，該如何釋放訊號，以便與「教師敷衍打混、學生迷糊過關」的課程，有所區隔？
Ans: If the former group is relatively small but not negligible as compared with the latter group, then surely I will recommend professors in the former group to try their best to make all lecture notes, exams and solutions available to the general public, which is consistent to the signaling theory. They can also design courses such that shirking students who got easy grades from courses belonging to the latter group will have a hard time to catch up. Lessons will be well taken. Tough grading is fine as long as those who do relatively well will receive good grades from those serious professors. However, if the former is overwhelmingly dominated by the latter, we have the doomsday.
(iv)假設一位高職生面臨兩所學校，很難決定究竟應申請那一所。其中一所學校在網頁標榜：本校教師的教學評量平均值為4.2 (依據5分量表；5分係最佳)；另一所學校則不提此類資料。這位高職生該選那一所？何故？
Ans: Of course, it is the latter! To the best of my knowledge, nowadays most universities and colleges alike claim that the average teaching evaluation statistics is above 4 (on the 5-point scale). [Ironically, when the Ministry of Education ranks or accredits universities, this data plays no role for obvious reason.] If University A publicizes such information, it does not really work as signaling. Instead, it might very likely lure people to think: “Is the procedure of obtaining such data transparent and unbiased?” or “Will having 4.5 in a mediocre place be as good as getting 3.5 in some better school?” This is why you will never see elite schools such as MIT, Stanford, Chicago, and Yale brag that their average teaching evaluation statistics are high. Too bad that many university administrators here never open their mind to learn.
(放棄智慧財產權；歡迎全貌下載流傳。)
Fall 2007 Instructor: 衛忠欣 (Jong-Shin Wei)
個體經濟學(Microeconomics) (07)342-6031 ext.6222
93001@mail.wtuc.edu.tw http://www.wtuc.edu.tw/ib
November 13, 2007
Open books/notes exam. 105 points in 60 minutes; absolutely no talking nor borrowing items during exams. 可使用自己的資料、字典或翻譯機。行動電話若響起，該生扣十分、以強調基本禮貌。3:10 pm ~ 4:10 pm, Wednesday, November 14, 2007. Watch your time and good luck! 務必工整扼要、依序作答。Watch your time and have fun!
Part One: Multiple choice questions. [By multiple choice in an English-speaking academic environment, we mean that you must choose the most appropriate one from 4 alternatives. I did encounter some less intelligent folks who confused it with “複選題”. 依慣例，答錯不倒扣！平均每題不該超過2分鐘。] 75 points
1. An economy consists of three people: Andy, Bill, and Cindy. There are two consumption goods. Andy cares about good one only. Bill cares about both goods but prefers consuming the same amount of both goods to consuming at the unequal amount. Cindy has no preferences over those goods but only wishes Andy to be happy.
(A) The utility function of Andy can be U(x, y) := x2;
(B) The utility function of Andy can be U(x, y) := x + y;
(C) The utility function of Bill can be U(x, y) := Max{x, y};
(D) The utility function of Cindy can be U(x, y) := x - y.
Ans: A. [Recall lectures]
2. [continued from question 1] If each consumer has 10 dollars in budget. Prices are given as P1 = 1 and P2 = 2.
(A) The optimal consumption decision for Andy is (0, 10);
(B) The optimal consumption decision for Bill is (5, 5);
(C) The optimal consumption decision for Bill is (10/3, 10/3);
(D) None of the above is correct.
Ans: C. [Solving x + 2y = 10 and x = y yields (10/3, 10/3).]
3. [continued from question 1] Suppose that Andy and Bill do not know whether Cindy cares about Andy or cares about Bill. Of course, Cindy knows her own preferences. How will Cindy signal?
(A) Yelling “I love you” to Andy;
(B) Purchasing 10 units of good one;
(C) Purchasing nothing at all;
(D) Sitting next to Andy.
*Ans: B. [Recall lectures. 教師的題庫 (test bank) 是不會有這種靈活題目的。]
4. [continued from question 2] What do we know about budget lines?
(A) All three consumers have the same budget line;
(B) Andy’s budget line is given by 2x + y = 10;
(C) Bill’s budget line is given by 2C1 + C2 = 10;
(D) Cindy’s budget line is given by x + 2y ≦ 10.
Ans: A. [Recall lectures]
5. Which of the following is not the reason for male toads (in Frank's text) to croak?
(A) Female toads can not see how big male toads are;
(B) Other male toads can not see how big male toads are;
(C) Croaking is a signal telling others the size of the toad;
(D) Toads must croak before staring a fight.
Ans: D. [Recall lectures]
6. Frank’s toad story illustrates
(A) the problem with information asymmetry on the part of all female toads only;
(B) the problem with information asymmetry on the part of all male toads only;
(C) the problem with information asymmetry on all toads;
(D) the problem with market failure.
Ans: C. [Why not (D)? Since there is no market for toad-mating, we cannot talk about market failure per se.]
7. Examples of cheap talk do not include
(A) “Untie me and let me go home, please. I won't report to the police. You already have my nude photos;”
(B) “I always practice safe sex. Let's get down to it;”
(C) “I will kill myself if I ever lie to you;”
(D) “If you study harder, you will pass the course.”
Ans: A. [Recall lectures]
8. [Credit: Inspirations came from a conversation with Claire, Linda, and Peggy.] 如果學務處要知道「那一個系學會完全沒有投入文藻週活動」，應該如何？
(A)在校園隨機抽問300位學生；
(B)在e-learning platform隨機匿名抽問300位學生；
(C)發電子郵件請教所有的系主任；
(D)召開檢討會，要求每位系學會會長必須出席。
Ans: D. [Common sense]
9. Which of the following meets the “costly-to-fake principle” but fails the “full-disclosure principle”?
(A) Having an expensive treat on the first date to show how serious you are;
(B) Marrying your boyfriend to prove that you love him dearly;
(C) Duplicating your car key and giving it to your boyfriend to show your trust;
(D)買情人裝給男朋友穿。
*Ans: B.
10. Which of the following meets the “full-disclosure principle” but fails the “costly-to-fake principle”?
(A) 在大腿以刺青刻上女友的名字;
(B) 自願幫老師天天買午餐;
(C) 借筆記給女朋友影印;
(D) 買情人裝給男朋友穿。
Ans: C.
11. 阿土伯打電話給總經理：「別的應試者，都面試至少10分鐘。我家寶貝女兒阿花，不到七分鐘就出來啦。搞什麼鬼嘛！」總經理該如何回應？
(A) 面試提前結束，是人事主管在釋放訊號；
(B) 對不起，我們程序失當，下週六重考一次；
(C) 如果問答順暢，用不到10分鐘；
(D) 是您家小姐在釋放訊號啊。
Ans: C. [啟示：不要無限上綱，大小事情都硬套上『訊號』。]
12. Which of the following does not make sense?
(A) 台灣大學的教授，較不會在授課大綱上，註明自己擁有博士學位；
(B) 排名末尾的學校的教授，如果有博士學位，多會註明自己擁有博士學位；
(C) 大學校長在報紙投書時，應該註明自己擁有博士學位；
(D) 高中生參加全國科學展，不該陳列準備階段的生活照。
Ans: C. [Slide no.16, lecture 2]
13. Often college professors are working hard to get papers published. This has little or nothing to do with the fact that
(A) they are signaling their quality;
(B) they simply cannot teach well;
(C) it is hard to evaluate teaching effectiveness;
(D) college administrators let the external peer review help them evaluate professors.
Ans: B.
14. 假設全班同學都無法完成 Assignment One，教師仍然要區分優劣作品。妳/你應該
(A) find some native speaker to polish your letters before you turn it in;
(B) provide the original communication evidence as soon as possible;
(C) open a Word document and make up the reply;
(D) write a nasty letter to those who have not responded.
Ans: B.
15. Let your budget line be 3x + 2y = 10 and your utility function is U(x, y) = (x + y)2.
(A) Your preferences cannot be of the perfect substitution nature;
(B) You may not act as a price-taker;
(C) Your marginal rate of substitution between good X and good Y is 1.5;
(D) Your will buy 5 units of good Y.
Ans: D. [Recall lectures]
Part Two: Analytical or short-essay questions. [注意字體工整、邏輯順暢與不要出現錯別字或注音(與火星文)！如果字跡難以辨認，視同未答。畫蛇添足、答非所問、不知所云、自曝其短，將不利得分。教師也有權公告具有特色之作答。] 30 points
16. [5 points]
Recall what you wrote on Assignment 2 (about your profile). Carefully point out where in that assignment you “signaled your characteristics (or merits)”. Explain briefly. Of course, you will get zero if you have not turned in your Assignment 2.
17. [5 points]
Recall the on-line auction experiment we conducted on Nov. 7, 2007. Suppose that five people (called bidders) participate in an English auction. Their privately known reservation prices (as potential buyers) are: 100 (dollars) for bidder 1, 150 for bidder 2, 200 for bidder 3, 200 for bidder 4, and 250 for bidder 5. The auctioneer announces (1) each bid incremental must be 5, 10, 15, …. (i.e., 5的倍數) and (2) the auction starts at 50. What follows is the log of bidding process.
Bidder 2: 60
Bidder 1: 65
Bidder 2: 70
Bidder 3: 75
Bidder 4: 90
Bidder 2: 100
Bidder 5: 180
Bidder 4: 190
Bidder 3: 195
Bidder 4: 200
Bidder 5: 220
The winner is bidder 5.
Based on the above information, find the most intelligent (and rational) bidder and the least intelligent one. Briefly explain why you make such choice.
Ans: Bidder 1 is not aggressive. Bidder 2 bids quite rationally. Bidders 3 and 4 are doing fine but bidder 3 does not seem to closely follow the bidding game for some time. Finally bidder 5 truly will regret because that he could have bid 205 to win the auction. The difference between 220 and 205 (i.e., 15) is referred to as the winner’s curse in the literature. To sum up, we can say that bidders 2 and 4 are the most intelligent (and rational) bidders; bidder 5 is the least intelligent bidder.
18. [20 points] 簡答題 [Hint: Think like an economist.]
(i)就經濟學的觀點，學校該如何確定學生認真填答教學評量？如何找出真正的好老師，而不是「對學生好的老師」？
Ans: Generally speaking, students have little incentive to seriously answer those questionnaires. Cannot blame them as they barely have any idea about what this task is for, let alone getting access to those evaluation results. [現在學校辦的大小活動，還有一堆炒冷飯的碩、博士生，也喜歡一窩蜂的要求滿意度問卷，既無填答誘因，也無法保證彙整過程的公信力。我自己也常逆向操作或亂填，測試主事者的智慧。] 教務主管直接了解每位教師的授課情形，成本確實太高。依賴學生來評量，確有其重要性。因為「教師音量大小」、「教師是否上課遲到」、「教師是否親自監考」，這一類的正確資訊，教務單位很容易取得。只要在教學評量問卷上，分散置入此類問題，再對照真實資訊，系統即可篩選掉「情緒性、報復性的填答者」。當然，有作為的資教或電算中心，還可以藉由系統設計，追蹤每位學生在每門課的期中考成績、給教師的評量、期末考成績。分析學生在不同年級(time series)、不同課程(cross section)、系列課程之學習情況與主觀感受。學生如果知道有此機制，應該會較認真填答。耳朵靈光的資深教師，不難有以下的經驗：一位同學每學期都會向不同老師私下表示，這是我遇到最難的課！This is the toughest course I have ever had! 如何找出真正的好老師？除非落實教學實況的透明化、學校能夠區分用功的學生的回饋與打混的學生之意見、認真的學生或是傑出校友能夠建言，現階段由教師的研究績效(假外界專家之手，即同儕評鑑)來評比，也算是次佳解之一吧。
(ii)學校為何不直接公告每位專、兼任教師的教學評量，來幫助學生辨識真正的好老師、也可提供選課參考？
Ans: 頭腦清楚的學校主事者，應該知道無法確保學生認真填答，所以不能單以教學評量，來排序教師的教學表現、甚至開鍘。但是，為了應付(或配合)家長的要求、立委的指責、輿論的關愛，不得不行禮如儀，還要依此辦理優良教師選拔等活動。更諷刺的是，主事者以尊重隱私為由，讓學生完全不知評量結果，當然缺乏認真填寫的誘因。主管教務者，與教師們正處於一種「策略性模糊」的均衡狀態。如果直接公告每位專、兼任教師的教學評量，勢必將喚醒不少獅虎，擴大教師對「評量教學績效」之檢討呼聲。當然，教師以easy grade『換取』較佳的評量分數、爭取選課人數，此類問題，勢必會擴散、加深。
[Any resolution? 如果大多數教師，直接把自己的教學評量，大剌剌地張貼於網頁，會有何衝擊效應呢？]
(iii)一門「教師認真授課、學生嚴肅學習」的課程，該如何釋放訊號，以便與「教師敷衍打混、學生迷糊過關」的課程，有所區隔？
Ans: If the former group is relatively small but not negligible as compared with the latter group, then surely I will recommend professors in the former group to try their best to make all lecture notes, exams and solutions available to the general public, which is consistent to the signaling theory. They can also design courses such that shirking students who got easy grades from courses belonging to the latter group will have a hard time to catch up. Lessons will be well taken. Tough grading is fine as long as those who do relatively well will receive good grades from those serious professors. However, if the former is overwhelmingly dominated by the latter, we have the doomsday.
(iv)假設一位高職生面臨兩所學校，很難決定究竟應申請那一所。其中一所學校在網頁標榜：本校教師的教學評量平均值為4.2 (依據5分量表；5分係最佳)；另一所學校則不提此類資料。這位高職生該選那一所？何故？
Ans: Of course, it is the latter! To the best of my knowledge, nowadays most universities and colleges alike claim that the average teaching evaluation statistics is above 4 (on the 5-point scale). [Ironically, when the Ministry of Education ranks or accredits universities, this data plays no role for obvious reason.] If University A publicizes such information, it does not really work as signaling. Instead, it might very likely lure people to think: “Is the procedure of obtaining such data transparent and unbiased?” or “Will having 4.5 in a mediocre place be as good as getting 3.5 in some better school?” This is why you will never see elite schools such as MIT, Stanford, Chicago, and Yale brag that their average teaching evaluation statistics are high. Too bad that many university administrators here never open their mind to learn.
(放棄智慧財產權；歡迎全貌下載流傳。)
Tuesday, November 13, 2007
Solution to Midterm -- Introductory Calculus F2007
★★★★ Solution to Midterm Examination (International Business, WUCL) ★★★★
Fall 2007 Instructor: 衛忠欣 (Jong-Shin Wei)
微積分(Introductory Calculus) (07)342-6031 ext.6222
93001@mail.wtuc.edu.tw http://www.wtuc.edu.tw/ib
November 13, 2007
Closed books/notes exam. 104 points in 70 minutes; absolutely no talking nor borrowing items during exams. 可使用自己的字典或翻譯機。行動電話若響起，該生扣十分、以強調基本禮貌。10:10 am ~ 11:20 am, Tuesday, November 13, 2007. Watch your time and good luck! 務必工整扼要、依序作答。Watch your time and have fun!
Part One: Multiple choice questions. [By multiple choice in an English-speaking academic environment, we mean that you must choose the most appropriate one from 4 alternatives. I did encounter some less intelligent folks who confused it with “複選題”. 依慣例，答錯不倒扣！平均每題不該超過100秒。] 80 points
1. Let the market demand curve be given by P = -0.01Q2 - 0.2Q + 8; the market supply curve be given by P = 0.01Q2 + 0.1Q + 3, where P is the price and Q is the quantity. At market equilibrium, quantity demanded equals quantity supplied.
(A) The equilibrium price is 10;
(B) The equilibrium price is 5;
(C) The equilibrium quantity is 25;
(D) None of the above is correct.
Ans: B. [See p.83, text.]
2. [continued from question 1]
(A) The market demand function is P = f(Q) := -0.01Q2 - 0.2Q + 8;
(B) The market supply function is P = f(Q) := 0.01Q2 + 0.1Q + 3;
(C) Market demand curve and market supply curve only intersect once;
(D) The slope of demand curve is a negative constant.
Ans: C. [Straightforward]
3. If the graph of a function on the x-y place is simply the 45-degree ray starting at (0, 0), then
(A) the function must be f(x) := x for all non-negative reals;
(B) the function must be a constant function;
(C) the function must be f(x, y) := x + y;
(D) the function must be f(x) := 1/x for all positive reals.
Ans: A. [Trivial]
4. If the graph of a function on the x-y plane is the set {(0, 0), (1, 1), (2, 2), (3, 3)}, then
(A) the function must be f(x) := x for all non-negative reals;
(B) the range (set) of this function can be the set of all reals;
(C) the image set of this function must be the set of non-negative reals;
(D) the image of f at 4 is 4.
Ans: B. [Recall lectures]
5. The set {(1, 2), (3, 4), (5, 1)}
(A) can not be a graph;
(B) can not be a domain;
(C) can not be a range (set);
(D) is a subset of the plane.
Ans: D. [Recall lectures]
6. On the plane, consider two circles with different centers but with the same radius 3.
(A) they can only intersect once;
(B) they can only intersect twice;
(C) they can not intersect;
(D) the area inside each circle is 9.
Ans: D. [Trivial]
7. Connecting points (2, 0), (0, 2), and (2, 4) to get a triangle.
(A) the area within the triangle is 6;
(B) the area within the triangle is 8;
(C) the length of the boundary is 4(1 + 20.5);
(D) None of the above is correct.
Ans: C. [The area within the triangle is 4; the length of the boundary is 2(22 + 22)0.5 + 4.]
8. 4x(x + 1)0.5 – 2x2(0.5)(x + 1)-0.5 =
(A) (x + 1)0.5;
(B) x(x + 1)0.5(3x + 4) ;
(C) x(x + 1)-0.5(4x + 3) ;
(D) x(x + 1)-0.5(3x + 4).
Ans: D. [Straightforward ; p.13, text]
9. Let a and b be real numbers. The distance between a and the origin (i.e., 0) adds the distance between b and 0 must be no smaller than the distance between a + b and 0.
(A) This is called 畢氏定理；
(B) This is called 三角不等式；
(C) This is called 柯西定理；
(D) This is called 白努利不等式。
Ans: B. [p.5, text]
*10. Consider an equation ax + by = c, where a, b, and c are real numbers as parameters.
(A) This equation may have no solution;
(B) This equation may have (0, 0) as the unique solution;
(C) This equation can not have infinitely many solutions;
(D) This equation may have (1, 1) as the unique solution.
Ans: A. [Consider the case where a = b = 0 yet c ≠ 0.]
11. Consider an equation ax + by = c, where a, b, and c are real numbers as parameters. If it is a line with slope -1, then we must have
(A) a = b ≠ 0 and c ≠ 0;
(B) a = b > 0 and c ≠ 0;
(C) a = b and abc ≠ 0;
(D) a = b ≠ 0.
Ans: D. [By -a/b = -1 we know a = b ≠ 0. It goes thru the origin if and only if c = 0.]
12. Consider an equation ax + by = c, where a, b, and c are real numbers as parameters. If it is the graph of a function f: R → R on the x-y plane, we must have
(A) a ≠ 0;
(B) b ≠ 0;
(C) ac ≠ 0;
(D) bc ≠ 0.
Ans: B. [f(x) := c/b - ax/b.]
13. The equation representing a line going thru points (1, 2) and (3, 4) is
(A) x + y = 3 ;
(B) 2x - y = 0 ;
(C) x - y = 1 ;
(D) x - y = -1.
Ans: D. [It follows immediately from (y - 2)/(x - 1) = (4 - 2)/(3 - 1), yielding x - y = -1.]
14. Consider an equation ax + by = c, where a, b, and c are real numbers as parameters. If it is associated with a function f(x, y), then at each solution (x*, y*),
(A) we say that the image of (x*, y*) under f is c;
(B) we say that the image of c under f is (x*, y*);
(C) we say that the image of x* under f is y*;
(D) None of the above is correct.
Ans: A. [Recall lectures]
15. [continued from question 14] Which of the following can not be a nice economic interpretation (or meaning) of f?
(A) x and y are amount of inputs used in production;
(B) x and y are amount of consumption goods;
(C) x is price while y is quantity;
(D) x and y are amount of goods produced in an economy.
Ans: C. [For A, think about the production function; for B, think about the utility function; for D, think about the production possibility frontier (or curve). The function f(P, Q) does not mean much in economics.]
16. Let a and b be real numbers. If ∣a + b∣ < ∣a ∣+ ∣b∣, then
(A) ab < 0;
(B) ab ≠ 0;
(C) a < 0 and b < 0;
(D) None of the above is correct.
*Ans: A. [∣a + b∣ < ∣a ∣+ ∣b∣holds only when a and b are of opposite signs.]
17. Which of the following piecewise-defined functions is actually a standard function (defined by a single rule)?
(A) f(x) := -x if x < 0 and f(x) := (x)0.5 if x ≧ 0;
(B) f(x) := x if x ≧ 0 and f(x) := -x-1 if x < 0;
(C) f(x) := x3 if x ≧ 0 and f(x) := -(-x)3 if x < 0;
(D) f(x) := x2 if x ≧ 0 and f(x) := -x2 if x < 0.
Ans: C. [It is simply f(x) := x3 for all real numbers x.]
18. Which of the following best serves as an illustration of the notion of function?
(A) marriage;
(B) dating;
(C) indexing room numbers;
(D) college admission application.
Ans: C. [To see why (A) fails, think of those who are in the domain but not married. Since a person may date more than one person of the opposite sex, (B) is incorrect.]
19. Let f and g be two functions defined by f(x) := x + 1 for all non-negative reals and g(x) := x2 for all non-negative reals. The composition of g and f is
(A) (g ○ f)(x) := (x + 1)2 defined for all non-negative reals;
(B) (g ○ f)(x) := x2 + 1 defined for all non-negative reals;
(C) (g ○ f)(x) = (f ○ g)(x) defined for all non-negative reals;
(D) (f ○ g)(x) := (x + 1)2 defined for all non-negative reals.
Ans: A. [(g ○ f)(x) := g(f(x)) = (x + 1)2 defined for all non-negative reals; (f ○ g)(x) := f(g(x)) = x2 + 1 defined for all non-negative reals.]
*20. Let f and g be two functions defined by f(x) := x2 for all reals and g(x) := x-2 for all non-zero reals. The domain of the composition of g and f is
(A) the set of real numbers;
(B) the set of non-zero real numbers;
(C) the set of positive real numbers;
(D) the set of non-negative real numbers.
Ans: B. [Recall slide no.12 of Lecture 3. Each element x in the domain of g ○ f must be in the domain of f such that f(x) lies in the domain of g. This is also in your text.]
Part Two: Analytical questions. [皆是數學應用題。注意字體工整、邏輯順暢與不要出現錯別字或注音(與火星文)！如果字跡難以辨認，視同未答。畫蛇添足、答非所問、不知所云、自曝其短，將不利得分。教師也有權公告具有特色之作答。] 24 points
21. [10 points] Recall the problem with organizing kissing raised by Professor Harbaugh at the Univ. of Oregon (Lecture 1).
(i) For a class of 35 kids, exactly how many kissing must be done?
Ans: C(35, 2) = (35)(35 - 1)/2 = 595.
*(ii) Suggest a way to efficiently make all these kissing take place in a short period of time.
Ans: [I posed this entertaining yet educational puzzle on the lecture notes for you to think it over for several weeks. Now let’s see who did it and who failed to do so.] What follows is what I got after thinking for 10 minutes or so. 將學生(little girls at some French school)編號，由1到35。依據我的教學經驗，行動緩慢、興趣缺缺、聽力較差與習慣性觀望者，當然會得到較大的號碼。小女孩依號碼圍成一圓圈坐下。No.1起身，由 No.2、No.3、… 依序逐一親吻臉頰。大約在No.1走向No.4之時，No.2應起身，由 No.3、No.4、… 逐一親吻臉頰。大約在No.2走向No.5之時，No.3起身，由 No.4、No.5、… 逐一親吻臉頰。以此類推，很快地，35位小女孩將井然有序地完成此任務。當然，No.1親吻No.35的臉頰後，應該迅速由邊緣離開該圈，去喝水或洗臉之類。No.2親吻No.35的臉頰後，應該撤出該圈，去喝水或洗臉。… 此設計還有兩項特色：(1)團體的任務，不會被行動緩慢、興趣缺缺、聽力較差與習慣性觀望者所延宕；(2)積極主動的小女孩，編號較小，將可以較早離席，不必乾等。Of course, I am always open to any better solution. [During the semester break, I will mail my solution (in English) to Prof. Harbaugh and see how he thinks about it.]
Remarks:
(1) If each kiss takes 10 seconds, then my proposed procedure will take 670 seconds (slightly over 11 minutes) to complete. Can you prove it?
*(2) Any other applications or extensions? 假設有35支球隊，每兩隊要比賽一場，賽事可以同時進行。如果採用上述流程，大會需提供多少座球場？Hint: Figure out the peak load.
22. [7 points]
給你一條繩子，長度為k > 0. 你可以圍成一個正方形，或是圓形，目標是面積極大化。假設極大後的面積是a，當然，a將是k 的函數。接著，在面積是a的新限制下，你可以圍成一個正方形，或是圓形，這一回目標是週邊長度極大化。請算出極大後的長度。Hint: Of course, your final answer will be expressed as a function of k only.
Ans: From slide no.16 in lecture 1, we know that a circle has more area than the square does. So, the maximized area is a = [k/(2pi)]2 = k2/(4pi). Next, from slide no.18, we know that the maximized length is 4[k2/(4pi)]0.5 = 2k(pi)-0.5 > k.
23. [7 points]
你需要桌面的面積是a > 0. 你可以製作一個方桌，或是圓桌，目標是週邊長度極大化。假設極大後的週邊長度是k，當然，k將是a 的函數。接著，在週邊長度是k的新限制下，你可以圍成一個正方形，或是圓形，這一回目標是面積極大化。請算出極大後的面積。Hint: Of course, your final answer will be expressed as a function of a only.
Ans: From slide no.18 in lecture 1, we know that a square is better than a circle. So, the maximized boundary is k = 4(a)0.5Next, from slide no.16, we know that the maximized area is [4(a)0.5/(2pi)]2 =[2(a)0.5/pi]2 = 4a(pi)-1 > a.
**N.B. Compare questions 22 with 23, what can you possibly learn? This is a real challenge for brave soul.
(放棄智慧財產權；歡迎全貌下載流傳。)
Fall 2007 Instructor: 衛忠欣 (Jong-Shin Wei)
微積分(Introductory Calculus) (07)342-6031 ext.6222
93001@mail.wtuc.edu.tw http://www.wtuc.edu.tw/ib
November 13, 2007
Closed books/notes exam. 104 points in 70 minutes; absolutely no talking nor borrowing items during exams. 可使用自己的字典或翻譯機。行動電話若響起，該生扣十分、以強調基本禮貌。10:10 am ~ 11:20 am, Tuesday, November 13, 2007. Watch your time and good luck! 務必工整扼要、依序作答。Watch your time and have fun!
Part One: Multiple choice questions. [By multiple choice in an English-speaking academic environment, we mean that you must choose the most appropriate one from 4 alternatives. I did encounter some less intelligent folks who confused it with “複選題”. 依慣例，答錯不倒扣！平均每題不該超過100秒。] 80 points
1. Let the market demand curve be given by P = -0.01Q2 - 0.2Q + 8; the market supply curve be given by P = 0.01Q2 + 0.1Q + 3, where P is the price and Q is the quantity. At market equilibrium, quantity demanded equals quantity supplied.
(A) The equilibrium price is 10;
(B) The equilibrium price is 5;
(C) The equilibrium quantity is 25;
(D) None of the above is correct.
Ans: B. [See p.83, text.]
2. [continued from question 1]
(A) The market demand function is P = f(Q) := -0.01Q2 - 0.2Q + 8;
(B) The market supply function is P = f(Q) := 0.01Q2 + 0.1Q + 3;
(C) Market demand curve and market supply curve only intersect once;
(D) The slope of demand curve is a negative constant.
Ans: C. [Straightforward]
3. If the graph of a function on the x-y place is simply the 45-degree ray starting at (0, 0), then
(A) the function must be f(x) := x for all non-negative reals;
(B) the function must be a constant function;
(C) the function must be f(x, y) := x + y;
(D) the function must be f(x) := 1/x for all positive reals.
Ans: A. [Trivial]
4. If the graph of a function on the x-y plane is the set {(0, 0), (1, 1), (2, 2), (3, 3)}, then
(A) the function must be f(x) := x for all non-negative reals;
(B) the range (set) of this function can be the set of all reals;
(C) the image set of this function must be the set of non-negative reals;
(D) the image of f at 4 is 4.
Ans: B. [Recall lectures]
5. The set {(1, 2), (3, 4), (5, 1)}
(A) can not be a graph;
(B) can not be a domain;
(C) can not be a range (set);
(D) is a subset of the plane.
Ans: D. [Recall lectures]
6. On the plane, consider two circles with different centers but with the same radius 3.
(A) they can only intersect once;
(B) they can only intersect twice;
(C) they can not intersect;
(D) the area inside each circle is 9.
Ans: D. [Trivial]
7. Connecting points (2, 0), (0, 2), and (2, 4) to get a triangle.
(A) the area within the triangle is 6;
(B) the area within the triangle is 8;
(C) the length of the boundary is 4(1 + 20.5);
(D) None of the above is correct.
Ans: C. [The area within the triangle is 4; the length of the boundary is 2(22 + 22)0.5 + 4.]
8. 4x(x + 1)0.5 – 2x2(0.5)(x + 1)-0.5 =
(A) (x + 1)0.5;
(B) x(x + 1)0.5(3x + 4) ;
(C) x(x + 1)-0.5(4x + 3) ;
(D) x(x + 1)-0.5(3x + 4).
Ans: D. [Straightforward ; p.13, text]
9. Let a and b be real numbers. The distance between a and the origin (i.e., 0) adds the distance between b and 0 must be no smaller than the distance between a + b and 0.
(A) This is called 畢氏定理；
(B) This is called 三角不等式；
(C) This is called 柯西定理；
(D) This is called 白努利不等式。
Ans: B. [p.5, text]
*10. Consider an equation ax + by = c, where a, b, and c are real numbers as parameters.
(A) This equation may have no solution;
(B) This equation may have (0, 0) as the unique solution;
(C) This equation can not have infinitely many solutions;
(D) This equation may have (1, 1) as the unique solution.
Ans: A. [Consider the case where a = b = 0 yet c ≠ 0.]
11. Consider an equation ax + by = c, where a, b, and c are real numbers as parameters. If it is a line with slope -1, then we must have
(A) a = b ≠ 0 and c ≠ 0;
(B) a = b > 0 and c ≠ 0;
(C) a = b and abc ≠ 0;
(D) a = b ≠ 0.
Ans: D. [By -a/b = -1 we know a = b ≠ 0. It goes thru the origin if and only if c = 0.]
12. Consider an equation ax + by = c, where a, b, and c are real numbers as parameters. If it is the graph of a function f: R → R on the x-y plane, we must have
(A) a ≠ 0;
(B) b ≠ 0;
(C) ac ≠ 0;
(D) bc ≠ 0.
Ans: B. [f(x) := c/b - ax/b.]
13. The equation representing a line going thru points (1, 2) and (3, 4) is
(A) x + y = 3 ;
(B) 2x - y = 0 ;
(C) x - y = 1 ;
(D) x - y = -1.
Ans: D. [It follows immediately from (y - 2)/(x - 1) = (4 - 2)/(3 - 1), yielding x - y = -1.]
14. Consider an equation ax + by = c, where a, b, and c are real numbers as parameters. If it is associated with a function f(x, y), then at each solution (x*, y*),
(A) we say that the image of (x*, y*) under f is c;
(B) we say that the image of c under f is (x*, y*);
(C) we say that the image of x* under f is y*;
(D) None of the above is correct.
Ans: A. [Recall lectures]
15. [continued from question 14] Which of the following can not be a nice economic interpretation (or meaning) of f?
(A) x and y are amount of inputs used in production;
(B) x and y are amount of consumption goods;
(C) x is price while y is quantity;
(D) x and y are amount of goods produced in an economy.
Ans: C. [For A, think about the production function; for B, think about the utility function; for D, think about the production possibility frontier (or curve). The function f(P, Q) does not mean much in economics.]
16. Let a and b be real numbers. If ∣a + b∣ < ∣a ∣+ ∣b∣, then
(A) ab < 0;
(B) ab ≠ 0;
(C) a < 0 and b < 0;
(D) None of the above is correct.
*Ans: A. [∣a + b∣ < ∣a ∣+ ∣b∣holds only when a and b are of opposite signs.]
17. Which of the following piecewise-defined functions is actually a standard function (defined by a single rule)?
(A) f(x) := -x if x < 0 and f(x) := (x)0.5 if x ≧ 0;
(B) f(x) := x if x ≧ 0 and f(x) := -x-1 if x < 0;
(C) f(x) := x3 if x ≧ 0 and f(x) := -(-x)3 if x < 0;
(D) f(x) := x2 if x ≧ 0 and f(x) := -x2 if x < 0.
Ans: C. [It is simply f(x) := x3 for all real numbers x.]
18. Which of the following best serves as an illustration of the notion of function?
(A) marriage;
(B) dating;
(C) indexing room numbers;
(D) college admission application.
Ans: C. [To see why (A) fails, think of those who are in the domain but not married. Since a person may date more than one person of the opposite sex, (B) is incorrect.]
19. Let f and g be two functions defined by f(x) := x + 1 for all non-negative reals and g(x) := x2 for all non-negative reals. The composition of g and f is
(A) (g ○ f)(x) := (x + 1)2 defined for all non-negative reals;
(B) (g ○ f)(x) := x2 + 1 defined for all non-negative reals;
(C) (g ○ f)(x) = (f ○ g)(x) defined for all non-negative reals;
(D) (f ○ g)(x) := (x + 1)2 defined for all non-negative reals.
Ans: A. [(g ○ f)(x) := g(f(x)) = (x + 1)2 defined for all non-negative reals; (f ○ g)(x) := f(g(x)) = x2 + 1 defined for all non-negative reals.]
*20. Let f and g be two functions defined by f(x) := x2 for all reals and g(x) := x-2 for all non-zero reals. The domain of the composition of g and f is
(A) the set of real numbers;
(B) the set of non-zero real numbers;
(C) the set of positive real numbers;
(D) the set of non-negative real numbers.
Ans: B. [Recall slide no.12 of Lecture 3. Each element x in the domain of g ○ f must be in the domain of f such that f(x) lies in the domain of g. This is also in your text.]
Part Two: Analytical questions. [皆是數學應用題。注意字體工整、邏輯順暢與不要出現錯別字或注音(與火星文)！如果字跡難以辨認，視同未答。畫蛇添足、答非所問、不知所云、自曝其短，將不利得分。教師也有權公告具有特色之作答。] 24 points
21. [10 points] Recall the problem with organizing kissing raised by Professor Harbaugh at the Univ. of Oregon (Lecture 1).
(i) For a class of 35 kids, exactly how many kissing must be done?
Ans: C(35, 2) = (35)(35 - 1)/2 = 595.
*(ii) Suggest a way to efficiently make all these kissing take place in a short period of time.
Ans: [I posed this entertaining yet educational puzzle on the lecture notes for you to think it over for several weeks. Now let’s see who did it and who failed to do so.] What follows is what I got after thinking for 10 minutes or so. 將學生(little girls at some French school)編號，由1到35。依據我的教學經驗，行動緩慢、興趣缺缺、聽力較差與習慣性觀望者，當然會得到較大的號碼。小女孩依號碼圍成一圓圈坐下。No.1起身，由 No.2、No.3、… 依序逐一親吻臉頰。大約在No.1走向No.4之時，No.2應起身，由 No.3、No.4、… 逐一親吻臉頰。大約在No.2走向No.5之時，No.3起身，由 No.4、No.5、… 逐一親吻臉頰。以此類推，很快地，35位小女孩將井然有序地完成此任務。當然，No.1親吻No.35的臉頰後，應該迅速由邊緣離開該圈，去喝水或洗臉之類。No.2親吻No.35的臉頰後，應該撤出該圈，去喝水或洗臉。… 此設計還有兩項特色：(1)團體的任務，不會被行動緩慢、興趣缺缺、聽力較差與習慣性觀望者所延宕；(2)積極主動的小女孩，編號較小，將可以較早離席，不必乾等。Of course, I am always open to any better solution. [During the semester break, I will mail my solution (in English) to Prof. Harbaugh and see how he thinks about it.]
Remarks:
(1) If each kiss takes 10 seconds, then my proposed procedure will take 670 seconds (slightly over 11 minutes) to complete. Can you prove it?
*(2) Any other applications or extensions? 假設有35支球隊，每兩隊要比賽一場，賽事可以同時進行。如果採用上述流程，大會需提供多少座球場？Hint: Figure out the peak load.
22. [7 points]
給你一條繩子，長度為k > 0. 你可以圍成一個正方形，或是圓形，目標是面積極大化。假設極大後的面積是a，當然，a將是k 的函數。接著，在面積是a的新限制下，你可以圍成一個正方形，或是圓形，這一回目標是週邊長度極大化。請算出極大後的長度。Hint: Of course, your final answer will be expressed as a function of k only.
Ans: From slide no.16 in lecture 1, we know that a circle has more area than the square does. So, the maximized area is a = [k/(2pi)]2 = k2/(4pi). Next, from slide no.18, we know that the maximized length is 4[k2/(4pi)]0.5 = 2k(pi)-0.5 > k.
23. [7 points]
你需要桌面的面積是a > 0. 你可以製作一個方桌，或是圓桌，目標是週邊長度極大化。假設極大後的週邊長度是k，當然，k將是a 的函數。接著，在週邊長度是k的新限制下，你可以圍成一個正方形，或是圓形，這一回目標是面積極大化。請算出極大後的面積。Hint: Of course, your final answer will be expressed as a function of a only.
Ans: From slide no.18 in lecture 1, we know that a square is better than a circle. So, the maximized boundary is k = 4(a)0.5Next, from slide no.16, we know that the maximized area is [4(a)0.5/(2pi)]2 =[2(a)0.5/pi]2 = 4a(pi)-1 > a.
**N.B. Compare questions 22 with 23, what can you possibly learn? This is a real challenge for brave soul.
(放棄智慧財產權；歡迎全貌下載流傳。)
Monday, November 12, 2007
Solution to Midterm -- Micro Principles F2007
★★★★ Detailed Solution to Midterm Examination (International Business, WUCL) ★★★★
Fall 2007 Instructor: 衛忠欣 (Jong-Shin Wei)
個體經濟學原理(Principles of Microeconomics) (07)342-6031 ext.6222
93001@mail.wtuc.edu.tw http://www.wtuc.edu.tw/ib
November 12, 2007
Open books/notes exam. 110 points in 70 minutes; absolutely no talking nor borrowing items during exams. 可使用自己的資料、字典或翻譯機。行動電話若響起，該生扣十分、以強調基本禮貌。3:10 pm ~ 4:20 pm, Monday, November 12, 2007. Watch your time and good luck! 務必工整扼要、依序作答。Watch your time and have fun!
Part One: Multiple choice questions. [By multiple choice in an English-speaking academic environment, we mean that you must choose the most appropriate one from 4 alternatives. I did encounter some less intelligent folks who confused it with “複選題”. 依慣例，答錯不倒扣！平均每題不該超過2分鐘。] 80 points
1. A society consists of three people: Ann, Becky, and Cindy. Ann prefers apple to orange; prefers orange to banana. Becky prefers apple to banana; prefers banana to orange. Cindy has no preferences over those fruits but just wants to see Ann be happy. Suppose that Ann has one orange and nothing else; Becky has one banana and nothing else; Cindy has one apple and nothing else. We call it the initial endowment or the status quo (at autarky). Fruits can be traded among them but are indivisible (不可切割細分).
(A) The initial endowment is Pareto efficient;
(B) Ann and Becky will trade and the term of trade is one;
(C) Becky and Cindy will trade and the term of trade is one;
(D) None of the above is true.
Ans: C. [To see why (A) is false, letting Ann and Cindy trade, leading to a Pareto efficient allocation. Since Cindy is indifferent while Becky prefers apple to banana, when it comes to the bilateral trade, we know that Cindy and Becky can make the trade. Since one unit of good is exchanged for one unit of another good, the term of trade is, of course, one.]
2. [continued from question 1] Which one of the following (allocation分配) is Pareto efficient?
(A) Ann has one orange, Becky has one apple and Cindy has one banana;
(B) Ann has one apple, Becky has one orange and Cindy has one banana;
(C) Ann has one banana, Becky has one orange and Cindy has one apple;
(D) Ann has one banana, Becky has one apple and Cindy has one orange.
Ans: A. [Straightforward. 教師的題庫 (test bank) 是不會有這種靈活題目的。]
3. We can say that the society enhances efficiency at the cost of equity if
(A)重視國防、犧牲民生；
(B)不讓「對候選人不了解的選民」行使投票權；
(C)不讓油價上漲；
(D)推動公投。
Ans: B. [Obvious.]
4. We can say that the society enhances equity at the cost of efficiency if
(A)針對單身貴族課重稅、補貼低所得家庭之育嬰開支；
(B)重點補助研究型大學、淘汰區域性教學型大學；
(C)立法要求所有新車車主需有停車位證明；
(D)學校明文要求「每門課至少五分之一同學成績不及格」。
Ans: A. [Obvious.]
5. Suppose that you like to see movies and you also do not want to waste time while waiting to get into the theater. At 7 pm you arrive at the theater’s ticket counter (or window). Movie #1 will start at 7:30 pm; movie #2 will start at 7:30 pm; movie #3 will start at 8:00 pm. All movies have the same admission charge. Assume that you like movie #3 most while movie #1 is at the bottom of your priority list. If you finally decide to see movie #2, then the opportunity cost of doing so is
(A) the value of movie #3;
(B) the value of movie #3 minus (the utility derived from) the 30-minute waiting time saved;
(C) the value of movie #1 plus the value of movie #3
(D) the value of saving 30 minutes in waiting.
*Ans: B. [pp.5-6, text]
*6. Suppose that you like to see movies and you also do not want to waste time while waiting to get into the theater. At 7 pm you arrive at the theater’s ticket counter (or window). Movie #1 will start at 7:30 pm; movie #2 will start at 7:30 pm; movie #3 will start at 8:00 pm. All movies have the same admission charge. Assume that you like movie #3 most while movie #1 is at the bottom of your priority list.
(A) You will definitely choose to see movie #1;
(B) You will definitely not see movie #1;
(C) You will definitely choose to see movie #3;
(D) You will definitely choose to see movie #2.
Ans: B. [Notice that a rational consumer will reject movie #1 in light of the choice of movie #2. Can you figure out the opportunity cost of seeing movie #3?]
7. Examples of not thinking at the margin include:
(A) You saw NTD100 bill (紙鈔) on the sand beach before dark and did not pick it up;
(B) Explaining why water is much cheaper than diamond;
(C)教室若有空座位，學校要求教師不得拒絕增加學生；
(D)一家人買數種麥當勞套餐，然後各取所需。
Ans: A. [pp.6-7, text. 週六球場的20元無主硬幣，是(A)的靈感。]
8. Examples of people responding to incentives do not include:
(A) College professors should not announce the “all pass” policy;
(B) Average and above-average students tend to study more seriously for open book exams;
(C) I intentionally made you have some time pressure on this exam;
(D)認真填答文藻週的國際企業畢業專題展之問卷。
Ans: D. [Obvious.]
9. When economists study the short-run effects of some policy, they often assume that
(A) quantities are fixed;
(B) prices are fixed;
(C) labor inputs are fixed;
(D) people have no time to respond rationally.
Ans: B. [p.21, text]
10. Which of the following is not related to the notion of production possibility frontier?
(A) efficiency;
(B) technology constraints;
(C) scarce resources;
(D) Pareto efficiency.
Ans: D. [pp.24-26, text]
11. According to the bowed shaped (or negatively-sloped concave-shaped) production possibility frontier in your text, for an economy producing good X and Y, at larger x (i.e., the amount of good X produced),
(A) the opportunity cost for the society in producing X is higher;
(B) the opportunity cost for the society in producing X is lower;
(C) the opportunity cost for the society in producing Y is higher;
(D) the opportunity costs of producing X and Y are equal.
Ans: A. [p.25, text]
12. According to the production possibility frontier presented during lectures (concerning agents Frank and Robert), for an economy producing good X and Y, at larger x (i.e., the amount of good X produced),
(A) the opportunity cost for the society in producing X is higher;
(B) the opportunity cost for the society in producing X is lower;
(C) the opportunity costs of producing X and Y are equal;
(D) None of the above is correct.
Ans: D. [The PPF is linear in this case.]
13. This question does nothing but test whether you did read the textbook. Which person of the following did not major in economics at college?
(A) Arnold Schwarzenegger (the Governor of California);
(B) Mick Jagger (singer for the Rolling Stones);
(C) Condoleezza Rice (U.S. Secretary of State);
(D) Cate Blanchett (actress).
Ans: C. [Dr. C. Rice majored in political science. See p.27, text.]
14. The proposition that relatively more economists in a survey disagreed is
(A)租金管制會降低租屋的數量與品質；
(B)制定最低工資會增加年輕人的失業；
(C)實施進口關稅會減少本國福利；
(D)政府不應在(會計)年度內要求預算平衡。
Ans: B. [See p.34, text. You will find that 93% (approval) for A; 79% for B; 93% for C; 85% for D.]
15. Mr. Robert D. McTeer, Jr., the former president of the Federal Reserve Bank of Dallas wrote an article for the Wall Street Journal in 2003. His point regarding the so-called “broken window fallacy” is similar to
(A)制定最低工資會增加就業率；
(B) 921大地震有助於振興總體需求；
(C)修讀經濟學無助於政策的制定；
(D)最聰明的學生應該就讀醫科。
Ans: B. [See p.35, text. Test your reading comprehension.]
16. Suppose that there are only two consumers, A and B, in the market whose market demand curve is given by P + 2Q = 10. Assume that A demands 2 units of that good when the price is 5; demands 3 units when the price is 4.
(A) The demand of B for that good fails to satisfy the law of demand;
(B) The market demand for that good fails to satisfy the law of demand;
(C) At price 5, B will demand nothing;
(D) At price 6, A will demand nothing.
Ans: A. [At price 5, A will demand 2 units while B will demand 0.5 [= (10 - 5)/2 - 2] unit. At price 4, A will demand 3 units while B will demand nothing. See p.67, text. Key: the reverse of horizontal aggregation or summation.]
17. Let the market supply of soy bean (黃豆) be P - Q = 10. Suppose that the price of crude oil suddenly goes up,
(A) the demand for soy bean will fall;
(B) the demand for soy bean will rise;
(C) the supply of soy bean may become P - Q = 12;
(D) the supply of soy bean may become P - Q = 8.
Ans: C. [Crude oil price increases, increasing the transportation cost, hence making the supply curve of soy bean shift upward.]
18. Let the market supply of soy bean (黃豆) be P - Q = 10. Let the market demand for soy bean be 0.5P + Q = 10. At market equilibrium,
(A) the price is 12;
(B) the quantity is 10;
(C) the price is 15;
(D) None of the above is correct.
Ans: D. [By P - 10 = 10 - 0.5P we solve for P* = 40/3, hence Q* = 10/3.]
19. [continued from question 18] Suppose that crude oil price rose suddenly and that consumers were so panic that many bought more soy beans than what they usually do and stored them at home. As a result, the government officials might observe that
(A) a fall in equilibrium price but a rise in equilibrium quantity;
(B) a fall in equilibrium price and also a fall in equilibrium quantity;
(C) a rise in equilibrium price but a fall in equilibrium quantity;
(D) the same equilibrium price but a fall in equilibrium quantity.
Ans: C. [Shifting up both the supply curve and the demand curve leads to three possible outcomes: higher P* and higher Q*; higher P* and lower Q*; higher P* but Q* being unchanged.]
20. [continued from question 18] Suppose that both the equilibrium price and the equilibrium quantity fall. What might be the reason on the demand side for it?
(A) The price of milk rises dramatically;
(B) The price of milk falls dramatically;
(C) The price of crude oil rises dramatically;
(D) A recent scientific finding proves that soy beans are good for preventing cancers.
Ans: B. [When the price of milk falls dramatically, people consume more milk and less soy bean milk, hence we can see a decrease in the demand for soy bean.]
Part Two: Analytical or short-essay questions. [注意字體工整、邏輯順暢與不要出現錯別字或注音(與火星文)！如果字跡難以辨認，視同未答。畫蛇添足、答非所問、不知所云、自曝其短，將不利得分。教師也有權公告具有特色之作答。] 30 points
21. [10 points]
Suppose that each agent has 4 hours to spend on the production of goods X and Y, whose quantities are denoted by x and y respectively. The PPF (productivity possibility frontier) of agent A is given by x/4 + y = 4; the PPF of agent B is given by x + y/4 = 4.
(a) For producing one unit of good X, how many hours does A need to spend?
Ans: By x/4 + y = 4 we see that it takes A 1/4 hour (or 15 minutes) to produce 1 unit of good X.
(b) Before the trade takes place, suppose that each agent concentrates on the
production of the good which she has the comparative advantage in producing. After production is realized, allow both agents to trade. Carefully use a diagram to illustrate what the range (範圍) of the relative price of good one is.
Ans: A has the comparative advantage in producing good X and B has the comparative advantage in producing good Y. At the full specification scenario, the production plan for A is (16, 0), the production plan for B is (0, 16). When we open up the trade, the relative (world) price of good one will be somewhere between 1/4 and 4, making both agents better off (as compared with autarky). When I grade the exam papers, I am expecting to see lines x/4 + y = 4 and x + y/4 = 4 precisely drawn on the x-y plane. Of course, (16, 0) and (0, 16) ought to be highlighted.
Note: Also see the Solution to Midterm Exam, Summer 2007.
22. [16 points]
宗輔中心的一份刊物寫道：「學生要的不是好老師，而是對他(她)好的老師。」
(i) From the point of information asymmetry, explain why this statement makes sense.
Ans: Good professors serve the university, not individual students, best. For a student, if his/her professor is nice to him/her in a conceivable way, of course, he/she might be happy to live with that. Why cannot professors strive for being kind to all students? The opportunity costs of doing so is simply too high for us to bear.
(ii)就經濟學的觀點，學校該如何確定學生認真填答教學評量？如何找出真正的好老師，而不是「對學生好的老師」？
*Ans: Generally speaking, students have little incentive to seriously answer those questionnaires. Cannot blame them as they barely have any idea about what this task is for, let alone getting access to those evaluation results. [現在學校辦的大小活動，還有一堆炒冷飯的碩、博士生，也喜歡一窩蜂的要求滿意度問卷，既無填答誘因，也無法保證彙整過程的公信力。我自己也常逆向操作或亂填，測試主事者的智慧。] 教務主管直接了解每位教師是否認真授課，成本確實太高。依賴學生來評量，其重要性不可否認。因為「教師音量大小」、「教師是否上課遲到」、「教師是否親自監考」，這一類的正確資訊，教務單位很容易取得。只要在問卷上，分散置入此類問題，再對照真實資訊，系統即可篩選掉「情緒性、報復性的填答者」。當然，有作為的資教或電算中心，還可以藉由系統設計，追蹤每位學生在每門課的期中考成績、給教師的評量、期末考成績。分析學生在不同年級(time series)、不同課程(cross section)、系列課程之學習情況與主觀感受。學生如果知道有此機制，應該會較認真填答。耳朵靈光的資深教師，不難有以下的經驗：一位同學每學期都會向不同老師私下表示，這是我遇到最難的課！This is the toughest course I have ever had! 如何找出真正的好老師？除非落實教學實況的透明化、學校能夠區分用功的學生的回饋與打混的學生之意見，由教師的研究績效(假外界專家之手，即同儕評鑑)來評比，也算是次佳解之一吧。
Note: Here is another example of screening: 利用 questions 13 thru 15，我可以找出那些同學，能夠有效地閱讀英文版教科書。
(iii)學校為何不直接公告每位專、兼任教師的教學評量，來幫助學生辨識真正的好老師？
Ans: 頭腦清楚的學校主事者，應該知道無法確保學生認真填答，所以不能單以教學評量，來排序教師的教學表現、甚至開鍘。但是，為了應付(或配合)家長的要求、立委的指責、輿論的關愛，不得不行禮如儀，還要依此辦理優良教師選拔等活動。更諷刺的是，主事者以尊重隱私為由，讓學生完全不知評量結果，當然缺乏認真填寫的誘因。主管教務者，與教師們正處於一種「策略性模糊」的均衡狀態。如果直接公告每位專、兼任教師的教學評量，勢必將喚醒不少獅虎，擴大教師對「評量教學績效」之檢討呼聲。當然，教師以easy grade『換取』較佳的評量分數、爭取選課人數，此類問題，勢必會擴散、加深。
[Any resolution? 如果大多數教師，直接把自己的教學評量，大剌剌地張貼於網頁，會有何衝擊效應呢？]
(iv)行政院院長為何不依據媒體或國會所製的施政滿意度，針對各部會首長，實施「退場機制」呢？
Ans: Recall the trade-off between efficiency and equity in text. 正如學校不可能以教學評量分數的高低，發給教師薪資。各部會的職掌不同，放在一面放大鏡下檢視，確實不公平。[否則，教育部長早就換人啦。啟示：不要老是把「退場機制」掛在嘴邊！]
[Hint: Think like an economist.]
23. [4 points]
假設我遇到一位不太熟的朋友，請她順道幫我繳電話費900元。轉念之間，我該如何迅速地確保她會真的如期代繳呢？
Ans: Just take out a 1,000 dollar paper bill and tear it into two pieces. [Recall lectures.] Give her one piece and tell her that when I see the receipt she will have the other piece. Hence, if she keeps her words, she will earn 100 dollars as a token showing my appreciation. [But what if she does not come back (and obviously she won’t go to the cashier)? Well, in that case, I will lose 1,000 dollars (plus getting the late payment penalty) while she just misses the chance of earning 100 dollars. If I want to feel safe, I might ask her to leave me with some money now.]
(放棄智慧財產權；歡迎全貌下載流傳。)
Fall 2007 Instructor: 衛忠欣 (Jong-Shin Wei)
個體經濟學原理(Principles of Microeconomics) (07)342-6031 ext.6222
93001@mail.wtuc.edu.tw http://www.wtuc.edu.tw/ib
November 12, 2007
Open books/notes exam. 110 points in 70 minutes; absolutely no talking nor borrowing items during exams. 可使用自己的資料、字典或翻譯機。行動電話若響起，該生扣十分、以強調基本禮貌。3:10 pm ~ 4:20 pm, Monday, November 12, 2007. Watch your time and good luck! 務必工整扼要、依序作答。Watch your time and have fun!
Part One: Multiple choice questions. [By multiple choice in an English-speaking academic environment, we mean that you must choose the most appropriate one from 4 alternatives. I did encounter some less intelligent folks who confused it with “複選題”. 依慣例，答錯不倒扣！平均每題不該超過2分鐘。] 80 points
1. A society consists of three people: Ann, Becky, and Cindy. Ann prefers apple to orange; prefers orange to banana. Becky prefers apple to banana; prefers banana to orange. Cindy has no preferences over those fruits but just wants to see Ann be happy. Suppose that Ann has one orange and nothing else; Becky has one banana and nothing else; Cindy has one apple and nothing else. We call it the initial endowment or the status quo (at autarky). Fruits can be traded among them but are indivisible (不可切割細分).
(A) The initial endowment is Pareto efficient;
(B) Ann and Becky will trade and the term of trade is one;
(C) Becky and Cindy will trade and the term of trade is one;
(D) None of the above is true.
Ans: C. [To see why (A) is false, letting Ann and Cindy trade, leading to a Pareto efficient allocation. Since Cindy is indifferent while Becky prefers apple to banana, when it comes to the bilateral trade, we know that Cindy and Becky can make the trade. Since one unit of good is exchanged for one unit of another good, the term of trade is, of course, one.]
2. [continued from question 1] Which one of the following (allocation分配) is Pareto efficient?
(A) Ann has one orange, Becky has one apple and Cindy has one banana;
(B) Ann has one apple, Becky has one orange and Cindy has one banana;
(C) Ann has one banana, Becky has one orange and Cindy has one apple;
(D) Ann has one banana, Becky has one apple and Cindy has one orange.
Ans: A. [Straightforward. 教師的題庫 (test bank) 是不會有這種靈活題目的。]
3. We can say that the society enhances efficiency at the cost of equity if
(A)重視國防、犧牲民生；
(B)不讓「對候選人不了解的選民」行使投票權；
(C)不讓油價上漲；
(D)推動公投。
Ans: B. [Obvious.]
4. We can say that the society enhances equity at the cost of efficiency if
(A)針對單身貴族課重稅、補貼低所得家庭之育嬰開支；
(B)重點補助研究型大學、淘汰區域性教學型大學；
(C)立法要求所有新車車主需有停車位證明；
(D)學校明文要求「每門課至少五分之一同學成績不及格」。
Ans: A. [Obvious.]
5. Suppose that you like to see movies and you also do not want to waste time while waiting to get into the theater. At 7 pm you arrive at the theater’s ticket counter (or window). Movie #1 will start at 7:30 pm; movie #2 will start at 7:30 pm; movie #3 will start at 8:00 pm. All movies have the same admission charge. Assume that you like movie #3 most while movie #1 is at the bottom of your priority list. If you finally decide to see movie #2, then the opportunity cost of doing so is
(A) the value of movie #3;
(B) the value of movie #3 minus (the utility derived from) the 30-minute waiting time saved;
(C) the value of movie #1 plus the value of movie #3
(D) the value of saving 30 minutes in waiting.
*Ans: B. [pp.5-6, text]
*6. Suppose that you like to see movies and you also do not want to waste time while waiting to get into the theater. At 7 pm you arrive at the theater’s ticket counter (or window). Movie #1 will start at 7:30 pm; movie #2 will start at 7:30 pm; movie #3 will start at 8:00 pm. All movies have the same admission charge. Assume that you like movie #3 most while movie #1 is at the bottom of your priority list.
(A) You will definitely choose to see movie #1;
(B) You will definitely not see movie #1;
(C) You will definitely choose to see movie #3;
(D) You will definitely choose to see movie #2.
Ans: B. [Notice that a rational consumer will reject movie #1 in light of the choice of movie #2. Can you figure out the opportunity cost of seeing movie #3?]
7. Examples of not thinking at the margin include:
(A) You saw NTD100 bill (紙鈔) on the sand beach before dark and did not pick it up;
(B) Explaining why water is much cheaper than diamond;
(C)教室若有空座位，學校要求教師不得拒絕增加學生；
(D)一家人買數種麥當勞套餐，然後各取所需。
Ans: A. [pp.6-7, text. 週六球場的20元無主硬幣，是(A)的靈感。]
8. Examples of people responding to incentives do not include:
(A) College professors should not announce the “all pass” policy;
(B) Average and above-average students tend to study more seriously for open book exams;
(C) I intentionally made you have some time pressure on this exam;
(D)認真填答文藻週的國際企業畢業專題展之問卷。
Ans: D. [Obvious.]
9. When economists study the short-run effects of some policy, they often assume that
(A) quantities are fixed;
(B) prices are fixed;
(C) labor inputs are fixed;
(D) people have no time to respond rationally.
Ans: B. [p.21, text]
10. Which of the following is not related to the notion of production possibility frontier?
(A) efficiency;
(B) technology constraints;
(C) scarce resources;
(D) Pareto efficiency.
Ans: D. [pp.24-26, text]
11. According to the bowed shaped (or negatively-sloped concave-shaped) production possibility frontier in your text, for an economy producing good X and Y, at larger x (i.e., the amount of good X produced),
(A) the opportunity cost for the society in producing X is higher;
(B) the opportunity cost for the society in producing X is lower;
(C) the opportunity cost for the society in producing Y is higher;
(D) the opportunity costs of producing X and Y are equal.
Ans: A. [p.25, text]
12. According to the production possibility frontier presented during lectures (concerning agents Frank and Robert), for an economy producing good X and Y, at larger x (i.e., the amount of good X produced),
(A) the opportunity cost for the society in producing X is higher;
(B) the opportunity cost for the society in producing X is lower;
(C) the opportunity costs of producing X and Y are equal;
(D) None of the above is correct.
Ans: D. [The PPF is linear in this case.]
13. This question does nothing but test whether you did read the textbook. Which person of the following did not major in economics at college?
(A) Arnold Schwarzenegger (the Governor of California);
(B) Mick Jagger (singer for the Rolling Stones);
(C) Condoleezza Rice (U.S. Secretary of State);
(D) Cate Blanchett (actress).
Ans: C. [Dr. C. Rice majored in political science. See p.27, text.]
14. The proposition that relatively more economists in a survey disagreed is
(A)租金管制會降低租屋的數量與品質；
(B)制定最低工資會增加年輕人的失業；
(C)實施進口關稅會減少本國福利；
(D)政府不應在(會計)年度內要求預算平衡。
Ans: B. [See p.34, text. You will find that 93% (approval) for A; 79% for B; 93% for C; 85% for D.]
15. Mr. Robert D. McTeer, Jr., the former president of the Federal Reserve Bank of Dallas wrote an article for the Wall Street Journal in 2003. His point regarding the so-called “broken window fallacy” is similar to
(A)制定最低工資會增加就業率；
(B) 921大地震有助於振興總體需求；
(C)修讀經濟學無助於政策的制定；
(D)最聰明的學生應該就讀醫科。
Ans: B. [See p.35, text. Test your reading comprehension.]
16. Suppose that there are only two consumers, A and B, in the market whose market demand curve is given by P + 2Q = 10. Assume that A demands 2 units of that good when the price is 5; demands 3 units when the price is 4.
(A) The demand of B for that good fails to satisfy the law of demand;
(B) The market demand for that good fails to satisfy the law of demand;
(C) At price 5, B will demand nothing;
(D) At price 6, A will demand nothing.
Ans: A. [At price 5, A will demand 2 units while B will demand 0.5 [= (10 - 5)/2 - 2] unit. At price 4, A will demand 3 units while B will demand nothing. See p.67, text. Key: the reverse of horizontal aggregation or summation.]
17. Let the market supply of soy bean (黃豆) be P - Q = 10. Suppose that the price of crude oil suddenly goes up,
(A) the demand for soy bean will fall;
(B) the demand for soy bean will rise;
(C) the supply of soy bean may become P - Q = 12;
(D) the supply of soy bean may become P - Q = 8.
Ans: C. [Crude oil price increases, increasing the transportation cost, hence making the supply curve of soy bean shift upward.]
18. Let the market supply of soy bean (黃豆) be P - Q = 10. Let the market demand for soy bean be 0.5P + Q = 10. At market equilibrium,
(A) the price is 12;
(B) the quantity is 10;
(C) the price is 15;
(D) None of the above is correct.
Ans: D. [By P - 10 = 10 - 0.5P we solve for P* = 40/3, hence Q* = 10/3.]
19. [continued from question 18] Suppose that crude oil price rose suddenly and that consumers were so panic that many bought more soy beans than what they usually do and stored them at home. As a result, the government officials might observe that
(A) a fall in equilibrium price but a rise in equilibrium quantity;
(B) a fall in equilibrium price and also a fall in equilibrium quantity;
(C) a rise in equilibrium price but a fall in equilibrium quantity;
(D) the same equilibrium price but a fall in equilibrium quantity.
Ans: C. [Shifting up both the supply curve and the demand curve leads to three possible outcomes: higher P* and higher Q*; higher P* and lower Q*; higher P* but Q* being unchanged.]
20. [continued from question 18] Suppose that both the equilibrium price and the equilibrium quantity fall. What might be the reason on the demand side for it?
(A) The price of milk rises dramatically;
(B) The price of milk falls dramatically;
(C) The price of crude oil rises dramatically;
(D) A recent scientific finding proves that soy beans are good for preventing cancers.
Ans: B. [When the price of milk falls dramatically, people consume more milk and less soy bean milk, hence we can see a decrease in the demand for soy bean.]
Part Two: Analytical or short-essay questions. [注意字體工整、邏輯順暢與不要出現錯別字或注音(與火星文)！如果字跡難以辨認，視同未答。畫蛇添足、答非所問、不知所云、自曝其短，將不利得分。教師也有權公告具有特色之作答。] 30 points
21. [10 points]
Suppose that each agent has 4 hours to spend on the production of goods X and Y, whose quantities are denoted by x and y respectively. The PPF (productivity possibility frontier) of agent A is given by x/4 + y = 4; the PPF of agent B is given by x + y/4 = 4.
(a) For producing one unit of good X, how many hours does A need to spend?
Ans: By x/4 + y = 4 we see that it takes A 1/4 hour (or 15 minutes) to produce 1 unit of good X.
(b) Before the trade takes place, suppose that each agent concentrates on the
production of the good which she has the comparative advantage in producing. After production is realized, allow both agents to trade. Carefully use a diagram to illustrate what the range (範圍) of the relative price of good one is.
Ans: A has the comparative advantage in producing good X and B has the comparative advantage in producing good Y. At the full specification scenario, the production plan for A is (16, 0), the production plan for B is (0, 16). When we open up the trade, the relative (world) price of good one will be somewhere between 1/4 and 4, making both agents better off (as compared with autarky). When I grade the exam papers, I am expecting to see lines x/4 + y = 4 and x + y/4 = 4 precisely drawn on the x-y plane. Of course, (16, 0) and (0, 16) ought to be highlighted.
Note: Also see the Solution to Midterm Exam, Summer 2007.
22. [16 points]
宗輔中心的一份刊物寫道：「學生要的不是好老師，而是對他(她)好的老師。」
(i) From the point of information asymmetry, explain why this statement makes sense.
Ans: Good professors serve the university, not individual students, best. For a student, if his/her professor is nice to him/her in a conceivable way, of course, he/she might be happy to live with that. Why cannot professors strive for being kind to all students? The opportunity costs of doing so is simply too high for us to bear.
(ii)就經濟學的觀點，學校該如何確定學生認真填答教學評量？如何找出真正的好老師，而不是「對學生好的老師」？
*Ans: Generally speaking, students have little incentive to seriously answer those questionnaires. Cannot blame them as they barely have any idea about what this task is for, let alone getting access to those evaluation results. [現在學校辦的大小活動，還有一堆炒冷飯的碩、博士生，也喜歡一窩蜂的要求滿意度問卷，既無填答誘因，也無法保證彙整過程的公信力。我自己也常逆向操作或亂填，測試主事者的智慧。] 教務主管直接了解每位教師是否認真授課，成本確實太高。依賴學生來評量，其重要性不可否認。因為「教師音量大小」、「教師是否上課遲到」、「教師是否親自監考」，這一類的正確資訊，教務單位很容易取得。只要在問卷上，分散置入此類問題，再對照真實資訊，系統即可篩選掉「情緒性、報復性的填答者」。當然，有作為的資教或電算中心，還可以藉由系統設計，追蹤每位學生在每門課的期中考成績、給教師的評量、期末考成績。分析學生在不同年級(time series)、不同課程(cross section)、系列課程之學習情況與主觀感受。學生如果知道有此機制，應該會較認真填答。耳朵靈光的資深教師，不難有以下的經驗：一位同學每學期都會向不同老師私下表示，這是我遇到最難的課！This is the toughest course I have ever had! 如何找出真正的好老師？除非落實教學實況的透明化、學校能夠區分用功的學生的回饋與打混的學生之意見，由教師的研究績效(假外界專家之手，即同儕評鑑)來評比，也算是次佳解之一吧。
Note: Here is another example of screening: 利用 questions 13 thru 15，我可以找出那些同學，能夠有效地閱讀英文版教科書。
(iii)學校為何不直接公告每位專、兼任教師的教學評量，來幫助學生辨識真正的好老師？
Ans: 頭腦清楚的學校主事者，應該知道無法確保學生認真填答，所以不能單以教學評量，來排序教師的教學表現、甚至開鍘。但是，為了應付(或配合)家長的要求、立委的指責、輿論的關愛，不得不行禮如儀，還要依此辦理優良教師選拔等活動。更諷刺的是，主事者以尊重隱私為由，讓學生完全不知評量結果，當然缺乏認真填寫的誘因。主管教務者，與教師們正處於一種「策略性模糊」的均衡狀態。如果直接公告每位專、兼任教師的教學評量，勢必將喚醒不少獅虎，擴大教師對「評量教學績效」之檢討呼聲。當然，教師以easy grade『換取』較佳的評量分數、爭取選課人數，此類問題，勢必會擴散、加深。
[Any resolution? 如果大多數教師，直接把自己的教學評量，大剌剌地張貼於網頁，會有何衝擊效應呢？]
(iv)行政院院長為何不依據媒體或國會所製的施政滿意度，針對各部會首長，實施「退場機制」呢？
Ans: Recall the trade-off between efficiency and equity in text. 正如學校不可能以教學評量分數的高低，發給教師薪資。各部會的職掌不同，放在一面放大鏡下檢視，確實不公平。[否則，教育部長早就換人啦。啟示：不要老是把「退場機制」掛在嘴邊！]
[Hint: Think like an economist.]
23. [4 points]
假設我遇到一位不太熟的朋友，請她順道幫我繳電話費900元。轉念之間，我該如何迅速地確保她會真的如期代繳呢？
Ans: Just take out a 1,000 dollar paper bill and tear it into two pieces. [Recall lectures.] Give her one piece and tell her that when I see the receipt she will have the other piece. Hence, if she keeps her words, she will earn 100 dollars as a token showing my appreciation. [But what if she does not come back (and obviously she won’t go to the cashier)? Well, in that case, I will lose 1,000 dollars (plus getting the late payment penalty) while she just misses the chance of earning 100 dollars. If I want to feel safe, I might ask her to leave me with some money now.]
(放棄智慧財產權；歡迎全貌下載流傳。)
Monday, November 05, 2007
better take caution in making the signature file
Why?
Recently I was so impressed by a working paper entitled "False Modesty" that I even asked my senior group to write a senior thesis along that line. Can they do a good job? Who knows? Anyway they can just be modest in everything....... By the way,
I bet that this working paper will appear in some top econ journal some day soon.
Just got an email from my young and restless pal, Jerry.
This time he did not put Ph.D. right after his full name. [Gee! He might have monitored my moves all the time.]
Instead, he did something creative and down-to-earth.
He put: Jerry the Research Oriented assistant-Professor
I always enjoy learning from my younger friends, not necessarily including my students.
So, maybe my signature file can be:
John
the profit-oriented Associate Professor
and
asshole (according to my numerous diehard enemies)
哈利路亞！
Recently I was so impressed by a working paper entitled "False Modesty" that I even asked my senior group to write a senior thesis along that line. Can they do a good job? Who knows? Anyway they can just be modest in everything....... By the way,
I bet that this working paper will appear in some top econ journal some day soon.
Just got an email from my young and restless pal, Jerry.
This time he did not put Ph.D. right after his full name. [Gee! He might have monitored my moves all the time.]
Instead, he did something creative and down-to-earth.
He put: Jerry the Research Oriented assistant-Professor
I always enjoy learning from my younger friends, not necessarily including my students.
So, maybe my signature file can be:
John
the profit-oriented Associate Professor
and
asshole (according to my numerous diehard enemies)
哈利路亞！
Sunday, October 21, 2007
Incentive design -- a real-life application
2007文藻週 文采飛揚入職場：秀出國際化創意的履歷表
各位 同學好：
感謝 您肯花時間認真欣賞完「秀出國際化創意的履歷表」。 雖然沒有履歷表修飾的安排，
提供履歷表的同學，請直接前往門外蓋章 -- 比照工作人員之點數。其餘參觀者，應填妥下表後，可獲兩點。試問：如果參觀者未能客觀認真評選，此活動又有何意義呢？這個社會已經有太多的草率問卷設計，不該再多一項錯誤與資源浪費。緣此，主辦單位必須提供誘因。
(a) 如果 您在『佳作』的五個選擇，竟然沒有一個是全體參觀者對『佳作』選擇之累積票數，第一至第十二順位，則意味著 您可能沒有認真評比。
(b) 如果 您在『待加強』的五個選擇，竟然沒有一個是全體參觀者對『待加強』選擇之累積票數，第一至第十二順位，則意味著 您可能沒有認真評比。
活動結束後，我們會公告沒有認真評比的名單 -- 屬於(a)或(b)者。當然希望會從缺。
反之，
(c) 如果 您在『佳作』的五個選擇，至少有三個是全體參觀者對『佳作』選擇之累積票數，第一至第六順位，則我們應該欽佩 您的認真評比。
(d) 如果 您在『待加強』的五個選擇，至少有三個是全體參觀者對『待加強』選擇之累積票數，第一至第六順位，則我們應該欽佩 您的認真評比。
同時滿足 (c)與(d) 者，將於下週一公告，且有精美小贈品，請於一週內親自領取。
提供履歷表的同學，也歡迎填寫此卷，雖不能再加蓋點數，贈品誘因仍在。
(Whoever cannot read Chinese shall find help from the faculty member, Jong-Shin Wei, on premise.)
評選重點：
專業程度、內容合適與精準度、創意與整體美感。
1.相對而言，您覺得較理想的五件作品 -- 即『佳作』-- 為：
(1) (2) (3) (4) (5)
（只寫編號；不能空白。）
2.相對而言，您覺得較不理想的五件作品 -- 即『待加強』-- 為：
(1) (2) (3) (4) (5)
（只寫編號；不能空白。）
填寫者姓名： 班級：
問卷到此全部結束，請在檢查有無漏答，再次感謝協助！ (jsw)
各位 同學好：
感謝 您肯花時間認真欣賞完「秀出國際化創意的履歷表」。 雖然沒有履歷表修飾的安排，
提供履歷表的同學，請直接前往門外蓋章 -- 比照工作人員之點數。其餘參觀者，應填妥下表後，可獲兩點。試問：如果參觀者未能客觀認真評選，此活動又有何意義呢？這個社會已經有太多的草率問卷設計，不該再多一項錯誤與資源浪費。緣此，主辦單位必須提供誘因。
(a) 如果 您在『佳作』的五個選擇，竟然沒有一個是全體參觀者對『佳作』選擇之累積票數，第一至第十二順位，則意味著 您可能沒有認真評比。
(b) 如果 您在『待加強』的五個選擇，竟然沒有一個是全體參觀者對『待加強』選擇之累積票數，第一至第十二順位，則意味著 您可能沒有認真評比。
活動結束後，我們會公告沒有認真評比的名單 -- 屬於(a)或(b)者。當然希望會從缺。
反之，
(c) 如果 您在『佳作』的五個選擇，至少有三個是全體參觀者對『佳作』選擇之累積票數，第一至第六順位，則我們應該欽佩 您的認真評比。
(d) 如果 您在『待加強』的五個選擇，至少有三個是全體參觀者對『待加強』選擇之累積票數，第一至第六順位，則我們應該欽佩 您的認真評比。
同時滿足 (c)與(d) 者，將於下週一公告，且有精美小贈品，請於一週內親自領取。
提供履歷表的同學，也歡迎填寫此卷，雖不能再加蓋點數，贈品誘因仍在。
(Whoever cannot read Chinese shall find help from the faculty member, Jong-Shin Wei, on premise.)
評選重點：
專業程度、內容合適與精準度、創意與整體美感。
1.相對而言，您覺得較理想的五件作品 -- 即『佳作』-- 為：
(1) (2) (3) (4) (5)
（只寫編號；不能空白。）
2.相對而言，您覺得較不理想的五件作品 -- 即『待加強』-- 為：
(1) (2) (3) (4) (5)
（只寫編號；不能空白。）
填寫者姓名： 班級：
問卷到此全部結束，請在檢查有無漏答，再次感謝協助！ (jsw)
Monday, October 08, 2007
Friday, October 05, 2007
96年「國際文化商務推展員」學程認證班結案報告之檢討與建議
*The rest can be found on http://www.wtuc.edu.tw/ib
師資與授課時間之異動情形，較去年類似的認證班為少。兩位講座之更換，皆因不可抗力(分娩與出國進修)。始業時，學員應到人數為33人，該日有5位缺席、2位公假。數週後，對此認證班缺乏興趣或因其他原因無法到課者，接近半數，已經明朗。共有17位學員認真完成96小時課程。期末的意見調查，對象是17位認真完成96小時課程的學員，無法得知未完成課程的學員之想法與建議。建議應於始業式，對學員實施問卷調查，並與期末問卷調查相比較。
認證班搭配學分，是否有此必要？由文藻外語學院目前的系所現況，在本班對6學分之授予，似乎較無實質意義。建議爾後回歸認證班或專業培訓班，縮減時數、避免多重授課目標或主題。由17位學員的期末意見回饋分析得知，學員對專業形象包裝、專業商務英文與會議英語、會展規劃，較有興趣。對人力資源管理、傳播媒體介紹、金融市場與商品簡介，較無興趣。多媒體製作，因學員背景不齊、缺乏實作誘因與機會(與嚴格要求？)，成效不彰。建議未來可考慮勿採用「國際文化商務推展」此一大範圍，可針對「商務推展之英語專業」或「國際化的職場素養實作」或「訊息與談判(中英文)實作」主題開班。這兩年來，文藻國際企業系一直希望能夠在傳統的商管專業領域，與人發局合作，提供公教人員教育訓練。由兩次開班成效、學員需求與背景來看，似乎方向應有所修正。很明顯地，大範圍的開班主題與超過6週的課程，皆不適合。
此次6學分(三門課)授課，主持人大膽規劃(也記取過去學員的建議)，將其中一門課(商務溝通與策略管理實作 Workshop on Business Communication and Strategic Thinking)，由一位講座全程負責，由課堂表現，完全決定該課的成績，學員不得不全程投入。至於另兩門課程(商務與經管工具入門 Fundamentals on Tools in Doing Business 與文化商務英文入門 First Course on Business English)，因師資較多、授課時間拉長，仍然採用期末統籌筆試。為落實學習成效，建議爾後多採前者。當然，此種精英路線之作法，仍需說服市政府人發局的執事先生。
主辦單位製作結業證書，計17張，其中只有一張係4學分(因為該學員未通過文化商務英文入門之筆試)，其餘16張皆註明6學分。依約，證照考試應由報考者負擔費用、委由文藻國際企業系規劃執行。建議：每位報名費1,000元，至少5位報名才辦理認證考試。由衛老師就今年授課資料，命題筆試部份(佔40%)。口試佔60%，以中、英文進行，由衛老師聘請四位委員，其中至少一位來自市政府。請人發局行文，委請文藻國際企業系在96年11月底以前辦理。
師資與授課時間之異動情形，較去年類似的認證班為少。兩位講座之更換，皆因不可抗力(分娩與出國進修)。始業時，學員應到人數為33人，該日有5位缺席、2位公假。數週後，對此認證班缺乏興趣或因其他原因無法到課者，接近半數，已經明朗。共有17位學員認真完成96小時課程。期末的意見調查，對象是17位認真完成96小時課程的學員，無法得知未完成課程的學員之想法與建議。建議應於始業式，對學員實施問卷調查，並與期末問卷調查相比較。
認證班搭配學分，是否有此必要？由文藻外語學院目前的系所現況，在本班對6學分之授予，似乎較無實質意義。建議爾後回歸認證班或專業培訓班，縮減時數、避免多重授課目標或主題。由17位學員的期末意見回饋分析得知，學員對專業形象包裝、專業商務英文與會議英語、會展規劃，較有興趣。對人力資源管理、傳播媒體介紹、金融市場與商品簡介，較無興趣。多媒體製作，因學員背景不齊、缺乏實作誘因與機會(與嚴格要求？)，成效不彰。建議未來可考慮勿採用「國際文化商務推展」此一大範圍，可針對「商務推展之英語專業」或「國際化的職場素養實作」或「訊息與談判(中英文)實作」主題開班。這兩年來，文藻國際企業系一直希望能夠在傳統的商管專業領域，與人發局合作，提供公教人員教育訓練。由兩次開班成效、學員需求與背景來看，似乎方向應有所修正。很明顯地，大範圍的開班主題與超過6週的課程，皆不適合。
此次6學分(三門課)授課，主持人大膽規劃(也記取過去學員的建議)，將其中一門課(商務溝通與策略管理實作 Workshop on Business Communication and Strategic Thinking)，由一位講座全程負責，由課堂表現，完全決定該課的成績，學員不得不全程投入。至於另兩門課程(商務與經管工具入門 Fundamentals on Tools in Doing Business 與文化商務英文入門 First Course on Business English)，因師資較多、授課時間拉長，仍然採用期末統籌筆試。為落實學習成效，建議爾後多採前者。當然，此種精英路線之作法，仍需說服市政府人發局的執事先生。
主辦單位製作結業證書，計17張，其中只有一張係4學分(因為該學員未通過文化商務英文入門之筆試)，其餘16張皆註明6學分。依約，證照考試應由報考者負擔費用、委由文藻國際企業系規劃執行。建議：每位報名費1,000元，至少5位報名才辦理認證考試。由衛老師就今年授課資料，命題筆試部份(佔40%)。口試佔60%，以中、英文進行，由衛老師聘請四位委員，其中至少一位來自市政府。請人發局行文，委請文藻國際企業系在96年11月底以前辦理。
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