STUDENTS OF ECONOMICS



 
This Test Bank is designed to accompany Michael Veseth's textbook entitled
Introductory Economics, and the companion paperbacks, Introductory
Macroeconomics and Introductory Microeconomics. Its purpose is to assist
the instructor in developing examinations which will test the student's comprehension, recall, and ability to analyze and interpret the basic concepts
discussed in the text. To these ends, we have prepared more than 2,000
five-response, multiple-choice questions. These questions reflect the logical
structure of the text. For each question, the correct letter choice has been set as
a capital letter. Each chapter of the Test Bank contains questions of two general types. The first ten questions in each chapter are versions of the multiple-choice questions found in the corresponding chapter of the Coursebook. The remaining
questions in each chapter examine the student's comprehension of the basic
concepts discussed in the text as well as the application of these concepts to
real-world events. In many cases, several variations of the same concept or
issue are presented. This allows the instructor to prepare different examinations
over similar concepts and topics either during the same term or from
one term to the next. We have included page references after each question in the Test Bank to enable the instructor to find precisely where the material is discussed in the text and the companion paperbacks. (A chapter conversion table follows this
introduction for your convenience.) Since the first 16 chapters in the textbook
are the same as in Introductory Macroeconomics, only one set of references are given. However, beginning with chapter 17 in the Test Bank, double references are given to reflect the differences in chapter number between the textbook and Introductory Microeconomics. The references set first, in boldface type, refer to Introductory Economics. The references set in roman type refer to Introductory Microeconomics. We would like to acknowledge the various forms of assistance provided by the following individuals in the development of these questions: Professors Walter L. Johnson and Stephen Buckles at The University of Missouri-Columbia; Professor John Soper at Northern Illinois University; Lecturer John Tressler at The University. We thank them all for their respective contributions.

John G. Marcis
Michael Veseth



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