This document provides contact information for Economics Homework Helper, including their website URL, email address, and phone number. It then lists several economics homework problems and questions, along with multi-part answers to each problem. The problems cover topics such as isoquant/isocost lines, supply and demand equilibriums for agricultural goods, monopoly pricing, price controls, and game theory. Detailed diagrams and explanations are provided for each multi-part question. The document serves as an example of the type of economics homework assistance that Economics Homework Helper offers to students.
I am Ryan J. I am a Macroeconomics Homework Helper at economicshomeworkhelper.com/. I hold a PhD in M.S. Economics, University of Maine. I have been helping students with their homework for past 7 years. I solve assignments related to Macroeconomics Assignment.
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I am Elena Y. I am a Microeconomics Exam Helper at liveexamhelper.com. I hold a PhD in Economics, from Queen's University of Canada. I have been helping students with their exams for the past 5 years. You can hire me to take your exam on Microeconomics.
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I am Ben C. I am a Macroeconomics Homework Helper at economicshomeworkhelper.com. I hold a Ph.D. in M.S. Economics from, University of Maine. I have been helping students with their homework for the past 7 years. I solve assignments related to PLANNING ECONOMICS FALL Assignment.
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The chapter discusses the Heckscher-Ohlin model of international trade. The model assumes two countries that produce two goods using two factors of production, labor and land. It predicts that a country will export the good that uses its abundant factor intensively and import the good that uses its scarce factor intensively. The model shows that trade leads to equalization of factor prices between countries and benefits owners of a country's abundant factor but harms owners of its scarce factor. Empirical tests find mixed support for the model and technological differences are also important in determining trade patterns.
- Price controls, including price ceilings, price floors, and quantity controls like quotas, lead to inefficient market outcomes and deadweight losses.
- Price ceilings cause underproduction as suppliers face prices below the market equilibrium. Price floors cause overproduction as demand is below the new higher market price. Both result in surpluses and shortages.
- Quantity controls also reduce market efficiency and total surplus by restricting quantities traded to a level other than what supply and demand would determine. This creates shortages or surpluses and deadweight losses.
The document outlines the Heckscher-Ohlin model of international trade. The model assumes two countries, two goods, and two factors of production (labor and land). It is assumed that each country has a relative abundance in one of the two factors. The labor-abundant country will export and specialize in the good that uses its abundant factor intensively. Free trade equalizes factor prices between the countries and benefits the owners of each country's abundant factor through increased productivity.
1. Factor markets determine the prices or wages paid to labor and other factors of production. The minimum payment a factor requires to remain in its employment is its transfer earnings, while any payment above this minimum is considered economic rent.
2. In a perfectly competitive labor market, the equilibrium wage rate is determined by the intersection of the market supply and demand curves for labor. The demand curve shows the quantity of labor demanded at each wage rate, while the supply curve shows the quantity supplied.
3. A firm's demand for labor is represented by its marginal revenue product (MRP) curve, which shows the additional revenue generated by each additional worker hired. The firm hires workers up to the point where the M
I am Ryan J. I am a Macroeconomics Homework Helper at economicshomeworkhelper.com/. I hold a PhD in M.S. Economics, University of Maine. I have been helping students with their homework for past 7 years. I solve assignments related to Macroeconomics Assignment.
Visit economicshomeworkhelper.com or email info@economicshomeworkhelper.com .
You can also call on +1 678 648 4277 for any assistance with Macroeconomics homework help.
I am Elena Y. I am a Microeconomics Exam Helper at liveexamhelper.com. I hold a PhD in Economics, from Queen's University of Canada. I have been helping students with their exams for the past 5 years. You can hire me to take your exam on Microeconomics.
Visit liveexamhelper.com or email info@liveexamhelper.com.
You can also call on +1 678 648 4277 for any assistance with Microeconomics Exams.
I am Allen B. I am an Urban Studies and Planning
Expert at economicshomeworkhelper.com/. I hold a Ph.D. in Economics. I have been helping students with their homework for the past 7 years. I solve assignments related to Urban Studies and Planning Assignment.
Visit economicshomeworkhelper.com/ or email info@economicshomeworkhelper.com .
You can also call on +1 678 648 4277 for any assistance with Urban Studies and Planning.
I am Ben C. I am a Macroeconomics Homework Helper at economicshomeworkhelper.com. I hold a Ph.D. in M.S. Economics from, University of Maine. I have been helping students with their homework for the past 7 years. I solve assignments related to PLANNING ECONOMICS FALL Assignment.
Visit economicshomeworkhelper.com or email info@economicshomeworkhelper.com .
You can also call on +1 678 648 4277 for any assistance with PLANNING ECONOMICS FALL homework help.
The chapter discusses the Heckscher-Ohlin model of international trade. The model assumes two countries that produce two goods using two factors of production, labor and land. It predicts that a country will export the good that uses its abundant factor intensively and import the good that uses its scarce factor intensively. The model shows that trade leads to equalization of factor prices between countries and benefits owners of a country's abundant factor but harms owners of its scarce factor. Empirical tests find mixed support for the model and technological differences are also important in determining trade patterns.
- Price controls, including price ceilings, price floors, and quantity controls like quotas, lead to inefficient market outcomes and deadweight losses.
- Price ceilings cause underproduction as suppliers face prices below the market equilibrium. Price floors cause overproduction as demand is below the new higher market price. Both result in surpluses and shortages.
- Quantity controls also reduce market efficiency and total surplus by restricting quantities traded to a level other than what supply and demand would determine. This creates shortages or surpluses and deadweight losses.
The document outlines the Heckscher-Ohlin model of international trade. The model assumes two countries, two goods, and two factors of production (labor and land). It is assumed that each country has a relative abundance in one of the two factors. The labor-abundant country will export and specialize in the good that uses its abundant factor intensively. Free trade equalizes factor prices between the countries and benefits the owners of each country's abundant factor through increased productivity.
1. Factor markets determine the prices or wages paid to labor and other factors of production. The minimum payment a factor requires to remain in its employment is its transfer earnings, while any payment above this minimum is considered economic rent.
2. In a perfectly competitive labor market, the equilibrium wage rate is determined by the intersection of the market supply and demand curves for labor. The demand curve shows the quantity of labor demanded at each wage rate, while the supply curve shows the quantity supplied.
3. A firm's demand for labor is represented by its marginal revenue product (MRP) curve, which shows the additional revenue generated by each additional worker hired. The firm hires workers up to the point where the M
CAPE Economics, June 2004, Unit 1, Paper 2 suggested answer by Edward BahawCAPE ECONOMICS
This document provides solutions to past CAPE Economics exam questions. It includes explanations of indifference curves, budget lines, cost curves, and perfect competition. Key points covered are the characteristics of indifference curves, how to draw a budget line, calculating substitution and income effects of a price change, the shapes of average and marginal cost curves, and how firms respond to changes in demand and price in the short and long run under perfect competition.
The document discusses household behavior and consumer choice. It outlines that households must make three basic decisions: how much of each product to demand, how much labor to supply, and how much to spend today versus save for the future. The analysis of household choice assumes that labor, capital, and demand for labor are supplied by households. Households face budget constraints determined by prices and income that define their set of affordable options.
The document provides information about economics for business. It discusses key concepts like equilibrium point, producer surplus, consumer surplus, total economic surplus, market supply curve, cobweb theory, firm as price taker, and effects of changes in demand and supply. It provides examples and explanations of these concepts with diagrams. It also gives some practice questions on accounting and economics at the end.
This document outlines key concepts related to elasticity in economics. It begins with definitions of elasticity and price elasticity of demand. It then discusses different types of elasticity, including perfectly inelastic, unitary, and perfectly elastic demand. The document provides examples of elasticities for different goods. It also covers methods for calculating elasticity, including using percentage changes and the midpoint formula. The determinants of demand elasticity, like availability of substitutes, are examined as well.
C03 Krugman Labor productivity and Comparative Advantage: The Ricardian ModelAsusena Tártaros
This document provides an overview of the Ricardian model of comparative advantage and international trade. It discusses key concepts such as opportunity costs, comparative advantage, production possibility frontiers, and gains from trade. The model assumes two countries and two goods (wine and cheese) are produced using only labor. It shows that even if one country is more efficient in producing both goods, each country can still gain from specializing in the good where they have a comparative advantage and trading. When countries trade based on comparative advantage, global production possibilities expand.
- Inflation is a sustained increase in consumer prices that results in a fall in the purchasing power of money. It is measured by changes in the Consumer Price Index (CPI) over time.
- There are two main causes of inflation - cost-push inflation which results from increases in input costs that lead firms to raise prices, and demand-pull inflation which occurs when aggregate demand grows faster than the potential output of the economy.
- The consequences of inflation include a reduction in the purchasing power of money over time, higher costs for businesses to change prices frequently ("menu costs"), and the arbitrary redistribution of income between winners and losers from inflation such as debtors and lenders.
This document contains sample questions and answers for an economics textbook. It covers topics in microeconomics and macroeconomics including supply and demand, elasticity, production, costs, markets, and more. For each question, the relevant page number and section of the textbook is referenced to provide the answer. Concepts are explained using diagrams and examples. The questions and detailed answers provide a review of key economic principles for students.
The document outlines steps to create a new company with a partner, including defining what the firm would do, what raw materials are needed, which classmates would be hired and how much they would be paid, and what equipment needs to be purchased. The entrepreneur must determine the company's product or service, what makes it unique, hire 4 classmates and set their wages and roles, and identify necessary equipment to purchase.
The document discusses concepts from welfare economics including consumer surplus, producer surplus, and marginal analysis. It provides an example to illustrate how to calculate consumer surplus using willingness to pay and marginal benefit versus marginal cost. Consumer surplus is defined as the difference between what a consumer is willing to pay for a good and the actual price paid. The example derives a demand curve from willingness to pay data and shows how consumer surplus can be represented as the area under the demand curve above the price.
This document provides an overview of key concepts from a chapter on aggregate supply and the short-run tradeoff between inflation and unemployment. It discusses three models of aggregate supply (sticky-wage, imperfect-information, sticky-price) that imply a positive relationship between output and the price level in the short run. It also covers the Phillips curve relationship between inflation and unemployment and how aggregate supply shifts over time as expectations change.
The document discusses labor markets under conditions of perfect competition for goods and labor. It analyzes how a firm's demand for labor (derived demand) is determined by the marginal revenue product of labor curve. This curve can shift due to changes in productivity or price of the good produced. An increase in either factor causes the curve to shift right and increases labor demand. The firm hires workers up to the point where the wage rate equals marginal revenue product. The document also examines how the firm responds to changes in the market wage rate, hiring more workers if wages decrease and fewer workers if they increase.
Neo classical general equilibrium theory which is based on Walrasian theory of general equilibrium 2*2*2 model and Marshallian graphical representation
- Monopolistic competition refers to a market with many firms selling differentiated but similar products. Each firm faces a downward sloping demand curve and can influence prices. There is free entry and exit into the market.
- Oligopoly is characterized by a market with only a few firms selling either homogeneous or differentiated products. The firms are interdependent and can influence prices through their decisions. There is restricted entry into the market.
- Consumer surplus measures the difference between what consumers are willing to pay for a good and the actual price paid, representing the extra satisfaction consumers receive. Producer surplus is the difference between the price producers receive and the lowest price they are willing to supply at.
The document discusses inflation and how it is measured. It defines inflation as a sustained increase in the cost of living leading to a fall in purchasing power. Inflation is mainly measured by changes in the Consumer Price Index (CPI) which tracks the prices of goods in a set basket. The CPI has limitations as it cannot account for new goods, quality changes, or substitution between goods. It may overstate inflation due to these problems.
1. The document discusses general equilibrium theory (GET) and defines general equilibrium as a state where all markets and decision-making units are in simultaneous equilibrium.
2. It presents a simple two-sector general equilibrium model of an economy with two consumers, two goods, and two factors of production. Equations represent consumer demand, factor supply, factor demand, good supply, and market clearing for goods and factors.
3. With the number of equations equal to the number of unknowns, a general equilibrium solution exists in this Walrasian model under certain assumptions. GET provides a framework for understanding the complexity of economic systems through interdependent markets.
This document contains 50 questions related to the subject of economics for class 12. The questions cover a wide range of topics including macroeconomics, indifference curves, costs, revenues, market structures, national income, banking, fiscal policy, monetary policy, consumption, production, equilibrium and elasticities.
This document provides an overview and outline of macroeconomics topics covered in a textbook. It discusses the key issues macroeconomists study like recessions, inflation, and unemployment. It introduces economic models as simplified representations of reality used to study relationships between variables and devise policies. The document outlines different models used to examine short-run issues when prices are sticky versus long-run issues when prices are flexible. It concludes with a summary of macroeconomics as the study of the overall economy and growth.
The document discusses the AD/AS model, focusing on long run aggregate supply (LRAS).
1) LRAS is a vertical line, representing the theoretical idea that in the long run, changes in the price level do not affect real output. This comes from classical theories about the separation of nominal and real variables.
2) LRAS can shift due to changes in factors of production like labor, capital, and natural resources. A rightward shift increases potential output while a leftward shift decreases it.
3) Factors that can cause LRAS to shift right include increased investment, population growth, and technological advances, while shifts left can occur due to depleted resources or lower investment.
This chapter discusses different types of market structures beyond perfect competition, including imperfect competition in both selling and buying. It provides examples of monopolistic competition, oligopolies, and monopolies as imperfect competitors in selling, characterized by their ability to influence prices through product differentiation or barriers to entry. On the buying side, the chapter examines monopsonistic competition, oligopsonies, and monopsonies as imperfect competitors who are not price takers. The chapter concludes by outlining various governmental regulatory measures implemented to counteract the adverse effects of imperfect competition in markets.
The document discusses supply and the law of supply. It defines supply as the willingness and ability of sellers to produce and offer different quantities of a good at different prices. The law of supply states that quantity supplied increases as price increases, and decreases as price decreases, resulting in a direct relationship between price and quantity supplied. Supply can be illustrated using supply schedules and supply curves, with the curve shifting right when supply increases and left when supply decreases. Factors that cause supply curves to shift include resource prices, technology, taxes, subsidies, quotas, number of sellers, expectations, and weather.
This document contains economics exercises covering various topics including definitions of key economic terms, concepts related to demand and supply, market equilibrium, price controls, price elasticity, unemployment, and financial markets. For topic 1, it defines economics and scarce resources, discusses production possibility curves and opportunity costs. Topic 2 covers demand, individual vs market demand curves, determinants of demand, and substitute and complementary goods. Topic 2.1 is on supply and determinants of supply. Topic 2.2 discusses market equilibrium. Topic 2.3 explains price ceilings and floors. Later topics include price elasticity, unemployment, and features of financial markets like banks, bonds, and shares.
quilts reconstructs and restores heirloom.docxsdfghj21
Cassie's Quilts alters, reconstructs and restores heirloom quilts. Cassie spent $800 on an antique quilt to reconstruct and clean it, expecting to sell it for $1500. However, she now needs $200 of special fabric to complete the task. Alternatively, she can sell the quilt for $900 as is. The marginal cost of completing the task is $200.
CAPE Economics, June 2004, Unit 1, Paper 2 suggested answer by Edward BahawCAPE ECONOMICS
This document provides solutions to past CAPE Economics exam questions. It includes explanations of indifference curves, budget lines, cost curves, and perfect competition. Key points covered are the characteristics of indifference curves, how to draw a budget line, calculating substitution and income effects of a price change, the shapes of average and marginal cost curves, and how firms respond to changes in demand and price in the short and long run under perfect competition.
The document discusses household behavior and consumer choice. It outlines that households must make three basic decisions: how much of each product to demand, how much labor to supply, and how much to spend today versus save for the future. The analysis of household choice assumes that labor, capital, and demand for labor are supplied by households. Households face budget constraints determined by prices and income that define their set of affordable options.
The document provides information about economics for business. It discusses key concepts like equilibrium point, producer surplus, consumer surplus, total economic surplus, market supply curve, cobweb theory, firm as price taker, and effects of changes in demand and supply. It provides examples and explanations of these concepts with diagrams. It also gives some practice questions on accounting and economics at the end.
This document outlines key concepts related to elasticity in economics. It begins with definitions of elasticity and price elasticity of demand. It then discusses different types of elasticity, including perfectly inelastic, unitary, and perfectly elastic demand. The document provides examples of elasticities for different goods. It also covers methods for calculating elasticity, including using percentage changes and the midpoint formula. The determinants of demand elasticity, like availability of substitutes, are examined as well.
C03 Krugman Labor productivity and Comparative Advantage: The Ricardian ModelAsusena Tártaros
This document provides an overview of the Ricardian model of comparative advantage and international trade. It discusses key concepts such as opportunity costs, comparative advantage, production possibility frontiers, and gains from trade. The model assumes two countries and two goods (wine and cheese) are produced using only labor. It shows that even if one country is more efficient in producing both goods, each country can still gain from specializing in the good where they have a comparative advantage and trading. When countries trade based on comparative advantage, global production possibilities expand.
- Inflation is a sustained increase in consumer prices that results in a fall in the purchasing power of money. It is measured by changes in the Consumer Price Index (CPI) over time.
- There are two main causes of inflation - cost-push inflation which results from increases in input costs that lead firms to raise prices, and demand-pull inflation which occurs when aggregate demand grows faster than the potential output of the economy.
- The consequences of inflation include a reduction in the purchasing power of money over time, higher costs for businesses to change prices frequently ("menu costs"), and the arbitrary redistribution of income between winners and losers from inflation such as debtors and lenders.
This document contains sample questions and answers for an economics textbook. It covers topics in microeconomics and macroeconomics including supply and demand, elasticity, production, costs, markets, and more. For each question, the relevant page number and section of the textbook is referenced to provide the answer. Concepts are explained using diagrams and examples. The questions and detailed answers provide a review of key economic principles for students.
The document outlines steps to create a new company with a partner, including defining what the firm would do, what raw materials are needed, which classmates would be hired and how much they would be paid, and what equipment needs to be purchased. The entrepreneur must determine the company's product or service, what makes it unique, hire 4 classmates and set their wages and roles, and identify necessary equipment to purchase.
The document discusses concepts from welfare economics including consumer surplus, producer surplus, and marginal analysis. It provides an example to illustrate how to calculate consumer surplus using willingness to pay and marginal benefit versus marginal cost. Consumer surplus is defined as the difference between what a consumer is willing to pay for a good and the actual price paid. The example derives a demand curve from willingness to pay data and shows how consumer surplus can be represented as the area under the demand curve above the price.
This document provides an overview of key concepts from a chapter on aggregate supply and the short-run tradeoff between inflation and unemployment. It discusses three models of aggregate supply (sticky-wage, imperfect-information, sticky-price) that imply a positive relationship between output and the price level in the short run. It also covers the Phillips curve relationship between inflation and unemployment and how aggregate supply shifts over time as expectations change.
The document discusses labor markets under conditions of perfect competition for goods and labor. It analyzes how a firm's demand for labor (derived demand) is determined by the marginal revenue product of labor curve. This curve can shift due to changes in productivity or price of the good produced. An increase in either factor causes the curve to shift right and increases labor demand. The firm hires workers up to the point where the wage rate equals marginal revenue product. The document also examines how the firm responds to changes in the market wage rate, hiring more workers if wages decrease and fewer workers if they increase.
Neo classical general equilibrium theory which is based on Walrasian theory of general equilibrium 2*2*2 model and Marshallian graphical representation
- Monopolistic competition refers to a market with many firms selling differentiated but similar products. Each firm faces a downward sloping demand curve and can influence prices. There is free entry and exit into the market.
- Oligopoly is characterized by a market with only a few firms selling either homogeneous or differentiated products. The firms are interdependent and can influence prices through their decisions. There is restricted entry into the market.
- Consumer surplus measures the difference between what consumers are willing to pay for a good and the actual price paid, representing the extra satisfaction consumers receive. Producer surplus is the difference between the price producers receive and the lowest price they are willing to supply at.
The document discusses inflation and how it is measured. It defines inflation as a sustained increase in the cost of living leading to a fall in purchasing power. Inflation is mainly measured by changes in the Consumer Price Index (CPI) which tracks the prices of goods in a set basket. The CPI has limitations as it cannot account for new goods, quality changes, or substitution between goods. It may overstate inflation due to these problems.
1. The document discusses general equilibrium theory (GET) and defines general equilibrium as a state where all markets and decision-making units are in simultaneous equilibrium.
2. It presents a simple two-sector general equilibrium model of an economy with two consumers, two goods, and two factors of production. Equations represent consumer demand, factor supply, factor demand, good supply, and market clearing for goods and factors.
3. With the number of equations equal to the number of unknowns, a general equilibrium solution exists in this Walrasian model under certain assumptions. GET provides a framework for understanding the complexity of economic systems through interdependent markets.
This document contains 50 questions related to the subject of economics for class 12. The questions cover a wide range of topics including macroeconomics, indifference curves, costs, revenues, market structures, national income, banking, fiscal policy, monetary policy, consumption, production, equilibrium and elasticities.
This document provides an overview and outline of macroeconomics topics covered in a textbook. It discusses the key issues macroeconomists study like recessions, inflation, and unemployment. It introduces economic models as simplified representations of reality used to study relationships between variables and devise policies. The document outlines different models used to examine short-run issues when prices are sticky versus long-run issues when prices are flexible. It concludes with a summary of macroeconomics as the study of the overall economy and growth.
The document discusses the AD/AS model, focusing on long run aggregate supply (LRAS).
1) LRAS is a vertical line, representing the theoretical idea that in the long run, changes in the price level do not affect real output. This comes from classical theories about the separation of nominal and real variables.
2) LRAS can shift due to changes in factors of production like labor, capital, and natural resources. A rightward shift increases potential output while a leftward shift decreases it.
3) Factors that can cause LRAS to shift right include increased investment, population growth, and technological advances, while shifts left can occur due to depleted resources or lower investment.
This chapter discusses different types of market structures beyond perfect competition, including imperfect competition in both selling and buying. It provides examples of monopolistic competition, oligopolies, and monopolies as imperfect competitors in selling, characterized by their ability to influence prices through product differentiation or barriers to entry. On the buying side, the chapter examines monopsonistic competition, oligopsonies, and monopsonies as imperfect competitors who are not price takers. The chapter concludes by outlining various governmental regulatory measures implemented to counteract the adverse effects of imperfect competition in markets.
The document discusses supply and the law of supply. It defines supply as the willingness and ability of sellers to produce and offer different quantities of a good at different prices. The law of supply states that quantity supplied increases as price increases, and decreases as price decreases, resulting in a direct relationship between price and quantity supplied. Supply can be illustrated using supply schedules and supply curves, with the curve shifting right when supply increases and left when supply decreases. Factors that cause supply curves to shift include resource prices, technology, taxes, subsidies, quotas, number of sellers, expectations, and weather.
This document contains economics exercises covering various topics including definitions of key economic terms, concepts related to demand and supply, market equilibrium, price controls, price elasticity, unemployment, and financial markets. For topic 1, it defines economics and scarce resources, discusses production possibility curves and opportunity costs. Topic 2 covers demand, individual vs market demand curves, determinants of demand, and substitute and complementary goods. Topic 2.1 is on supply and determinants of supply. Topic 2.2 discusses market equilibrium. Topic 2.3 explains price ceilings and floors. Later topics include price elasticity, unemployment, and features of financial markets like banks, bonds, and shares.
quilts reconstructs and restores heirloom.docxsdfghj21
Cassie's Quilts alters, reconstructs and restores heirloom quilts. Cassie spent $800 on an antique quilt to reconstruct and clean it, expecting to sell it for $1500. However, she now needs $200 of special fabric to complete the task. Alternatively, she can sell the quilt for $900 as is. The marginal cost of completing the task is $200.
In January 2013, Mitzu Co. pays $2,650,000 for a tract of land wit.docxbradburgess22840
In January 2013, Mitzu Co. pays $2,650,000 for a tract of land with two buildings on it. It plans to demolish Building 1 and build a new store in its place. Building 2 will be a company office; it is appraised at $823,500, with a useful life of 20 years and an $75,000 salvage value. A lighted parking lot near Building 1 has improvements (Land Improvements 1) valued at $305,000 that are expected to last another 10 years with no salvage value. Without the buildings and improvements, the tract of land is valued at $1,921,500. The company also incurs the following additional costs:
Cost to demolish Building 1
$
346,400
Cost of additional land grading
189,400
Cost to construct new building (Building 3), having a useful life
of 25 years and a $402,000 salvage value
2,222,000
Cost of new land improvements (Land Improvements 2) near Building 2 having a 20-year useful life and no salvage value
173,000
Total costs
7,965,799
Allocation of purchase price
Appraised value
Percent of total appraized value
X
Total cost of acquisition
=
Apportioned cost
Land
x
=
Building 2
x
=
Land improvements 1
x
=
Total
Land
Building 2
Building 3
Land Improvements 1
Land Improvements 2
Purchase Price
Demolition
Land grading
New Building (Construction cost)
New Improvements cost
Totals
2. Prepare a single journal entry to record all the incurred costs assuming they are paid in cash on January 1, 2013.
Journal Entry Worksheet
A. Record the costs of the plant assets.
Journal Entry Worksheet
Using the straight-line method, prepare the December 31 adjusting entries to record depreciation for the 12 months of 2013 when these assets were in use.
A. Record the year-end adjusting entry for the depreciation expense of Building 2
B. Record the year-end adjusting entry for the depreciation expense of Building 3
C. Record the year-end adjusting entry for the depreciation expense of Land Improvements 1
D. Record the year-end adjusting entry for the depreciation expense of Land Improvements 2.
Group Assignment - 0213
Instruction
Please you need to follow an appropriate format explained below..
· All written answers must be clearly typed
· All assignment questions and sub-questions should be typed in order at the heading.
· Separate each main question by different page. For example, if Question 1 (a) (b) (c) and (d) are answered on pages 1-2, then start Question 2 on page 3, etc.
1.1 The answers should be written clearly and concisely with the main points only, and avoid irrelevant points. In your answers,
· You should analyse, explain and show how and why you draw your answers. Providing just answers without explanation will not receive full marks.
1.2 You should also include appropriate and relevant diagrams, charts and tables together in your explanatio.
Cassies Quilts alters, reconstructs and restores heirloom quilts. C.docxzebadiahsummers
Cassie's Quilts alters, reconstructs and restores heirloom quilts. Cassie has just spent $800
purchasing, cleaning and reconstructing an antique quilt which she expects to sell for $1,500 once she is finished. After having spent $800, Cassie discovers that she would need some special period fabric that would cost her $200 in material and time in order to complete the task. Alternatively, she can sell the quilt "as is" now for $900. What is the marginal cost of completing the task? (Points : 1)
$200
$500
$1,000
$1,000 plus the value of her time
2. Where do economic agents such as individuals, firms and nations, interact with each other? (Points : 1)
in public locations monitored by the government.
in any arena that brings together buyers and sellers.
in any physical location people where people can physically get together for selling goods, such as shopping malls.
in any location where transactions can be monitored by consumer groups and taxed by the government.
3. Consider the following two factors:
These statements suggest that (Points : 1)
it is highly likely that the average person will lose her job due to outsourcing.
the likelihood that the average person will lose her job due to outsourcing is large small to losing her job due to other causes.
the likelihood that the average person will lose her job due to outsourcing is very small compared to losing her job due to other causes.
the US is not creating jobs fast enough to offset jobs lost due to outsourcing and other causes.
4. Cassie's Quilts alters, reconstructs and restores heirloom quilts. Cassie has just spent $800 purchasing, cleaning and reconstructing an antique quilt which she expects to sell for $1,500 once she is finished. After having spent $800, Cassie discovers that she would need some special period fabric that would cost her $200 in material and time in order to complete the task. Alternatively, she can sell the quilt "as is" now for $900. What should she do? (Points : 1)
She should cut her losses and sell the quilt now.
It does not matter what she does; she is going to take a loss on her project.
She should purchase the period fabric, complete the task and then sell the quilt.
She should not do anymore work on the quilt because she has already spent too much time on it and has not been paid for that time.
5. A grocery store sells a bag of potatoes at a fixed price of $2.30. Which of the following is a term used by economists to describe the money received from the sale of an additional bag of potatoes? (Points : 1)
marginal revenue
gross earnings
pure profit
marginal costs
net benefit
6. A successful market economy requires well defined property rights and (Points : 1)
balanced supplies of all factors of production.
an ind.
This document contains a multi-part economics homework assignment involving supply and demand curves. It includes:
1) Graphing demand and supply curves for MSU sweatshirts and calculating the original equilibrium price and quantity.
2) Analyzing a news article showing a market equilibrium change and illustrating it with supply/demand graphs.
3) Drawing supply/demand diagrams to show how equilibrium changes with shifts in demand or supply for milk.
4) Multiple choice questions about supply, demand, and factors that shift the curves.
Principles of Microeconomics - Edu Assignment HelpElsieNjoki
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2-3 Outline how economies functionas production systemss. .docxeugeniadean34240
2-3 Outline how economies function
as production systems
s. (Shape ofthe PPDSuppose a production possibilities frontier
includes the following combinations:
Cars
0
100
200
Washing Machines
1,000
600
0
a. Graph the PPF, assuming that it has no curved segments.
b. What is the cost of producing an additional car when 50 cars
are being produced?
c. What is the cost of producing an additional car when 150 cars
are being produced?
d. What is the cost of producing an additional washing machine
when 50 cars are being produced?When 150 cars are being
produced?
e. What do your answers tell you about oppoftunity costs?
a. (Production Possibilities)Suppose an economy uses two resources
(labor and capital) to produce two goods (wheat and cloth). Capital
is relatively more useful in producing cloth, and labor is relatively
more useful in producing wheat. lf the supply of capital falls by
1 0 percent and the supply of labor increases by 1 0 percent, how
will the PPF for wheat and cloth change?
t. (Production Possibilities)Ihere's no reason why a production
possibilities frontier could not be used to represent the situation
facing an individual. lmagine your own PPF. Right now-today-
you have certain resources-your time, your skills, perhaps some
capital. And you can produce various outputs, Suppose you can
produce combinations of two outputs, call them studying and
partying.
a. Draw your PPF for studying and partying. Be sure to label the axes
of the diagram appropriately, Label the points where the PPF inter-
sects the axes, as well as several other points along the frontier,
b. Explain what it would mean for you to move upward and t0 the
left along your personal PPF. What kinds of adjustments would
you have to make in your life to make such a movement along
the frontier?
c. Under what circumstances would your personal PPF shift
outward? Do you think the shift would be a "parallel" one? Why,
or why not?
a. (Shifting Production Possibilities) Determine whether each of the
following would cause the national economy's PPF to shift inward,
outward, or not at all:
a. An increase in average length of annual vacations
b. An increase in immigration
c. A decrease in the average retirement age
d. The migration of skilled workers to other countries
2-4 Describe different economic systems and
the decision-making rules that define them
s. (Econ1mic Systems)Ihe United States is best described as having
a mixed economy, What are some elements of command in the
U.S. economy? What are some market elements? What are some
traditional elements?
326 PROBLEMS APPENDIX
GHAPTER 3
3-l Describe *re major sources of income
and expenditures for households
1. (Evllutiln of the Household) Determine whether each of the
following would increase or decrease the opportunity costs for
mothers.-who choose not to work outside the home. Explain your
answers.
a. Higher levels of education for women
b. Higher unemployment rates for women
c..
151. 10 is shopping for mixers (capital) for his bakery. E.docxfelicidaddinwoodie
15
1.
10 is shopping for mixers (capital) for his bakery. Each mixer costs $40. Assume this is a perfectly competitive market.
a. Fill in the “Total Capital Cost” and “Marginal Resource Cost” columns in the table below.
Henry's Capital Cost
Capital
(mixers)
Total
Capital Cost
(dollars)
Marginal
Resource Cost
(dollars)
0
$0
—
1
$
2
3
4
5
6
7
b. Graph the marginal resource cost of capital for Henry's business.
Instructions: Use the tool provided 'MRC Curve' to plot the line point by point (7 points total).
2.
Henry can purchase mixers (capital) for his bakery, where he makes loaves of bread. The productivity and revenue generated by additional mixers is presented in the table below. Assume this is a perfectly competitive market.
Capital Productivity
Capital
(mixers)
Total
Product
(loaves of bread)
Marginal
Product
(loaves of bread)
Price
(dollars)
Total
Revenue
(dollars)
Marginal
Revenue Product
(dollars)
0
0
—
$5
$ 0
—
1
11
11
5
55
$55
2
20
9
5
100
45
3
28
8
5
140
40
4
34
6
5
170
30
5
38
4
5
190
20
6
40
2
5
200
10
7
41
1
5
205
5
a. Graph Henry's demand for capital based on the information in the table above. Draw the marginal resource cost (MRC) curve if the price for a mixer is $30.
Instructions: Use the tools provided 'Demand for Capital' and 'MRC Curve' to plot each line point by point (7 points total for each line).
b. How much capital does Henry demand given the current price of mixers?
5 mixers
4 mixers
3 mixers
2 mixers
3.
Billy is hiring workers to help him install solar panels. The table below presents the marginal product (in terms of solar panels installed per week) of various workers. Assume this is a perfectly competitive market.
Labor Productivity and Marginal Revenue Product for Solar Panel Installation
Labor
(workers)
Marginal
Product
(solar panels)
Marginal Revenue
Product
for P = $50
(dollars)
Marginal Revenue
Product
for P = $100
(dollars)
Marginal Revenue
Product
for P = $150
(dollars)
1
14
$
$
$
2
12
3
10
4
8
5
6
6
4
7
2
a. What is the marginal revenue product of each worker if the current market price to install one solar panel is $50? What if the current market price is $100? $150? Using the table above, fill in the “Marginal Revenue Product” columns.
b. Graph the three marginal revenue product curves (for prices of $50, $100, and $150) based on your answers to part a.
Instructions: Use the tools provided 'MRP (P = $50),' 'MRP (P = $100),' and 'MRP (P = $150)' to plot each line point by point (7 points total for each line).
4.
Alfonso wants to know what the cost of living would be in four different cities. He looks at circular ads from each of the cities and finds the prices of goods that he would normally buy during a typical trip to the grocery store each week. He adds up what he would pay for each grocery trip in the different cities and calls the sum “Price of Grocery Basket ...
A
ot
e,
ly
~n
~s,
to
[lS
ly
1te
• A monopolist often can raise its profits by charg-
ing different prices for the same good based on
a buyer's willingness to pay. This practice of
price discrimination can raise economic welfare
by getting the good to some consumers who
otherwise would not buy it. In the extreme case
of perfect price discrimination, the deadweight
loss of monopoly is completely eliminated, and
the entire surplus in the market goes to the
monopoly producer. More generally, when price
discrimination is imperfect, it can either raise or
1. Give an example of a government-created
monopoly. Is creating this monopoly necessarily
bad public policy? Explain.
2. Define natural monopoly. What does the size of a
market have to do with whether an industry is a
natural monopoly?
Why is a monopolist's marginal revenue less
than the price of its good? Can marginal
revenue ever be negative? Explain.
Draw the demand, marginal-revenue, average-
total-cost, and marginal-cost curves for a
monopolist. Show the profit-maximizing level
of output, the profit-maximizing price, and the
amount of profit.
A publisher faces the following demand schedule
for the next novel from one of its. popular authors:
Price Quantity Demanded
$100
90
80
70
60
50
40
30
20
10
0
0 novels
100,000
200,000
300,000
400,000
500,000
600,000
700,000
800,000
900,000
1,000,000
'
CHAPTER 15 MONOPOLY 325
lower welfare compared to the outcome with a
single monopoly price.
• Policymakers can respond to the inefficiency of
monopoly behavior in four ways. They can use
the antitrust laws to try to make the industry more
competitive. They can regulate the prices that the
monopoly charges. They can turn the monopolist
into a government-run enterprise. Or if the market
failure is deemed small compared to the jnevitable
imperfections of policies, they can do nothing at all.
5. In your diagram from the previous question,
show the level of output that maximizes total
surplus. Show the deadweight loss from the
monopoly. Explain your answer.
6. Give two examples of price discrimination. In
each case, explain why the monopolist chooses
to follow this business strategy.
7. What gives the government the power to regulate
mergers between firms? From the standpoint of
the welfare of society, give a good reason and a
bad reason that two firms might want to merge.
8. Describe the two problems that arise when
regulators tell a natural monopoly that it must
set a price equal to marginal cost.
The author is paid $2 million to write the book,
and the marginal cost of publishing the book
is a constant $10 per book.
a. Compute total revenue, total cost, and profit
at each quantity. What quantity would a
profit-maximizing publisher choose? What
price would it charge?
b. Compute marginal revenue. (Recall that
MR = A.TR/ A.Q.) How does marginal
revenue compare to the price? Explain.
c. Graph th.
This homework assignment for a microeconomics class contains 5 questions from the textbook covering topics like positive vs normative analysis, real price calculations, supply and demand curves, elasticity, and deriving linear demand and supply curves from information provided. The document provides an answer key for the student to complete the homework assignment.
Group Assignment - 0213Group Assignment T116BUS102 Introduct.docxwhittemorelucilla
Group Assignment - 0213
Group Assignment T116
BUS102 Introduction to Microeconomics
Questions, Notes & Guideline for Group Assignment
Due 5.00pm, Tuesday 10 May 2016
Topic
· Three Problem-Solving Questions that require written answers
1. General information
1.1 This group assignment is worth 25 per cent of total assessment and is to be submitted by 5.00pm, Tuesday 10 May 2016.
· There are 3 questions and answer all 3 questions. Each question is worth 20 marks, consisting total of 60 marks all together. Then the marks will be converted to a total of 25 mark scale to be uploaded in Moodle for 25 per cent of your total course assessment.
· A hard copy of the assignment must be submitted to KOI Librarian in Kent street campus by 5.00pm, Tuesday 10 May 2016. You must keep the receipt after the submission for your own record. You are also required to upload an electronic copy of the assignment in Moodle Turnitin by 5.00pm, Tuesday 10 May 2016.
· Late submission will attract loss of 5 marks out of 25 marks (20 per cent), and the assignment submitted after 7.00pm Thursday 12 May 2016 will not be accepted and marked zero.
1.2 This assignment is a group assignment and each group must form a group of four (4) people.Less than four or more than four-people assignment will not be accepted, unless permission is granted by lecturer (Dr Yeon Kim) for special circumstances.
1.3 Names and ID numbers of students in the group must be clearly printed on the Assignment Cover Sheet. A member, who has not contributed to the discussion and assignment, must be marked as “Not contributed” in a bracket following the student’s name and ID.
1.4 You must follow an appropriate format explained below. Not following appropriate format will cause a loss of some marks.
· All written answers must be clearly typed and printed. Hand-written answers will NOT be accepted.
· All assignment questions and sub-questions must be typed in order at the heading.
· Separate each main question by different page. For example, if Question 1 (a) (b) (c) and (d) are answered on pages 1-2, then start Question 2 on page 3, etc.
· You must analyse, explain and show how and why you draw your answers. Providing just answers without explanation will not receive full marks.
· You must also draw and include appropriate and relevant graphs and tables together in your explanation. Draw them using Microsoft Power Point/Word/Excel, NOT hand-drawn.
1.5 Copying the assignment contents from other group assignment is a serious violation of copy right. It will be penalized and attract a VERY heavy loss of marks – “Fail”.
· Please remember that it is not difficult to identify the contents that are copied from other group(s). Write the answers in your own English words.
· Please make sure that nobody in your team shows your assignment to other group(s). Both who show the assignment and who copy the assignment will lose their marks heavily and fail in the assessment.
1.6 Each group must have a coordinator ...
This document provides guidelines and rules for a final exam in Microeconomics 1 at Masaryk University. It states that the exam will be 90 minutes, cover 8 pages, and be worth 50 points. Students are not allowed to use books or notes and any academic dishonesty will be punished. The exam includes fill-in-the-blank, true/false, and multiple choice questions. This exam counts for 50% of the student's final grade in the course.
This document provides guidelines and rules for a final exam in microeconomics. It states that the exam is 7 pages long, lasts 90 minutes, and is worth 50 points. Students must work independently and are not allowed to leave the room without permission. The exam will count for 50% of the final grade. It contains multiple choice questions, true/false questions, and fill-in-the-blank questions testing concepts like supply and demand, market structures, costs of production, and consumer choice.
This document contains an economics exam paper consisting of 8 questions divided into two sections (A and B). Candidates are instructed to answer 4 questions total, including question 1 from section A, one other question from section A, question 5 from section B, and one other question from section B. The questions cover a range of microeconomics and macroeconomics topics, including efficiency, consumer choice, market equilibrium, industry structure, fiscal and monetary policy, international trade, and economic growth. Sample questions assess concepts like efficiency, demand and supply, price controls, and the effects of policy changes.
The supply schedule shows how much quantity a supplier will produce at different price levels based on the supply curve. The quantity supplied can be affected by factors like production costs, technology, prices of inputs and other goods, government policies, and producer expectations. An improvement in technology or a decline in input prices can increase supply by lowering costs.
The supply schedule shows how much quantity a supplier will produce at different price levels based on the supply curve. The quantity supplied can be affected by factors like production costs, technology, prices of inputs and other goods, government policies, and producer expectations. An improvement in technology or a drop in input prices can increase supply by lowering costs.
Final Exam Essay QuestionsNotice that unless specifically in.docxssuser454af01
Final Exam Essay Questions
Notice that unless specifically instructed, you will not be required to use graphs to answer these questions. You may find it helpful though.
International Trade
1. Suppose that two countries (US and Cuba) conform to the assumptions of the Heckscher-Ohlin model and initially do not trade with each other. Only two products are produced—textiles are labor intensive while steel is capital intensive. Cuba has relatively more labor than does the US. Labor and capital are mobile between industries.
A. Explain which products each country should export and why. [That is, do not just say that Cuba has a comparative advantage in good X—you must explain why it has a comparative advantage.]
B. What would be the expected effect of opening trade on wages and returns to capital in Cuba in the long run? Explain.
2. a. For the policies below, note a small country’s imposition of the policy will increase (+), decrease (-), or have an unclear effect (?) on the variables listed vertically. (Please note, you do not have to explain; just note the direction of change.) Assume that transfers among domestic citizens have no effect on welfare.
Tariff Export subsidy Import quota Export tax
Domestic price
Domestic consumer surplus
Domestic producer surplus
Government revenue
Net national welfare
If any of the effects are unclear, provide a brief explanation.
b. For each, explain the nature of any deadweight losses in detail, i.e. compare the costs of domestic production and consumer benefits with the reduced or expanded trade.
3. Suppose the assumptions of the Ricardian model apply. Let LA = country A's endowment of labor =100 units; LB = country B's endowment of labor = 100 units. The unit labor coefficients for the two countries for good S and C are:
aLc = 2L/c, aLs = 10L/s; bLc = 10L/c, bLs = 1L/s.
a. What is the opportunity cost for C in each country? Provide specific numbers (i.e. number of S per C).
b. Explain which country has the absolute advantage in each good.
c. Explain which country as the comparative advantage in each good.
d. What is the range of potential relative prices for mutually beneficial trade? Provide specific numbers (i.e. number of C per S).
e. For one particular possible trading price, show the PPF for both countries and the relevant post-trade national income (presuming full specialization).
4. Illustrate and explain how the US (a large country in international oil markets) can benefit from imposing a tariff on petroleum. Which group or groups ultimately pay for the tariff? What are the major drawbacks for a country pursuing this policy? How would consumers of petroleum in Europe be affected by the tariff?
5. Illustrate and explain how a Australia (a large country in the international iron ore markets) can benefit from imposing an export tax on iron. Which group or groups ultimately pay for the export tax? What are the major drawbacks for a country pu ...
The document discusses microeconomics concepts related to supply and demand graphs. It includes multiple choice questions and graphing exercises about:
1) Changes in supply and demand curves and how they impact equilibrium price and quantity.
2) Equations representing supply and demand schedules and calculating equilibrium points.
3) Graphing the impact of various market changes, like a crop failure or new technology, on related markets.
4) Filling in excess demand/supply values from supply and demand schedules and identifying equilibrium.
5) Identifying equilibrium prices and quantities, as well as disequilibrium situations, from supply and demand graphs.
ECON 301 Intermediate MacroSpring 2019 Problem Set #1Du.docxtidwellveronique
ECON 301: Intermediate Macro
Spring 2019 Problem Set #1
Due: Monday, April 22, 10:30 AM
Directions: Put the names of up to 3 group members at the top of this page.
Please clearly mark each of your answers to the multiple choice questions
in capital letters in the spaces provided below. Please mark your solutions
(preferably typed) to each of the short answer questions on separate sheets
of paper (with clean edges if using notebook paper) and staple or paper
clip your solutions to the multiple choice answer sheet. Hand it in (one per
group) on or before the due date during class time.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
SECTION 1: MULTIPLE CHOICE QUESTIONS
1. Based on your understanding of the aggregate expenditure model, we know with certainty
that an equal and simultaneous increase in G and T will cause:
(a) an increase in output
(b) no change in output
(c) a reduction in output
(d) an increase in investment
(e) a decrease in investment
For the following two questions, suppose an economy produces only milk and butter. As-
sume that all production is consumed in each year, and that price and quantity data are given
in the tables below.
Year 1
Good Quantity Price
Milk 500 $2
Butter 2000 $1
Year 2
Good Quantity Price
Milk 900 $3
Butter 3000 $2
2. (Refer to the above tables) Between Year 1 and Year 2, real GDP (based on Year 1 as a base
year) grew by
(a) 58.18%
(b) 158.18%
(c) 160%
(d) 60%
(e) 260%
3. (Refer to the above tables) Between Year 1 and Year 2, the GDP deflator (based on Year 1
as a base year) rose
(a) 81.25%
(b) 90%
(c) 190%
(d) 83.33
(e) 183.33%
ECON 301: Intermediate Macro Problem Set #1 1
4. Which of the following generally occurs when a central bank pursues expansionary monetary
policy?
(a) the central bank purchases bonds and the interest rate increases
(b) the central bank purchases bonds and the interest rate decreases
(c) the central bank sells bonds and the interest rate increases
(d) the central bank sells bonds and the interest rate decreases
(e) an increase in the reserve requirement ratio
5. The marginal propensity to consume represents
(a) the level of consumption that occurs if disposable income is zero.
(b) the ratio of total consumption to disposable income.
(c) total income minus total taxes.
(d) the change in output caused by a one-unit change in autonomous demand.
(e) the change in consumption caused by a one-unit change in disposable income.
6. Suppose a one-year discount bond offers to pay $1000 in one year and currently has a 15%
interest rate. Given this information, we know that the bond’s price must be approximately:
(a) $870
(b) $1150
(c) $850
(d) $950
(e) $985
7. Equilibrium in the goods market requires that
(a) production equals income.
(b) production equals demand.
(c) consumption equals saving.
(d) consumption equals income.
(e) government spending equals taxes minus transfers.
8. The LM curve shifts down when which of the following occurs.
1 ECO 441—Fall 2015 Prof. Miguel Iraola Name ____.docxmercysuttle
1
ECO 441—Fall 2015
Prof. Miguel Iraola
Name _________________________
Problem Set #2
(Due Wednesday, November 9)
1. Heckscher-Ohlin Model: Suppose that a free-trade equilibrium exists in a
two-country, two-good, two-factor world. Assume that the two goods, chemicals
(C) and electronic appliances (E), both employ capital (K) and labor (L), and that
both factors are perfectly mobile across sectors. Also assume that:
• The US is relatively capital-abundant
• Mexico is relatively labor-abundant.
• Chemicals are relatively capital-intensive.
• Electronic appliances are relatively labor-intensive.
• Assume that tastes and technologies are identical in the two countries.
(a) On the graph below, sketch the relationship between relative product price, relative
factor price and relative factor use in each industry in the US and Mexico. (Under the
assumption of identical technologies, the same curves can be used to describe the
relationships in both the US and Mexico.)
(L/K)
wage-rental
ratio (w/r)
(P
E
/ P
C
)
2
Relative Quantity of
Electronics (Q
E
/ Q
C
)
Relative price of
Electronics (P
E
/ P
C
)
(b) On the graph below, sketch & label the relative supply curves of the two countries.
• Briefly explain why they differ:
• Then, sketch & label the world relative supply curve.
RD
3
(c) Using the graph in part (a), label the relative price of electronics, the relative wage
(w/r), and each industry’s relative employment of labor-to- capital in each country prior
to trade (i.e. in autarky). Then make the following comparisons (write >, <, or =):
(PE/PC)US ______ (PE/PC)Mexico
(w/r)US ______ (w/r)Mexico
(KE/LE)US ______ (KE/LE)Mexico
(KC/LC)US ______ (KC/LC)Mexico
(d) Before trading, is the real wage higher in the US or Mexico? Briefly explain why.
(e) Now suppose that the US and Mexico trade freely. Which good will Mexico export to
US?
(f) Describe the effect of free trade on:
• The relative price of electronics (PE/PC) in the US.: increases/decreases
• The relative wage (w/r) in the US: increases/decreases
Briefly explain why:
• The real wage in the US: increases/decreases
Briefly explain why:
• The real wage in Mexico: increases/decreases
Briefly explain why:
4
(g) Of the four groups below, who are the “winners” and who are the “losers” from the
freeing of trade between the US and Mexico?
• Capital owners in the US: winners/losers
• Capital owners in Mexico: winners/losers
• Workers in the US: winners/losers
• Workers in Mexico: winners/losers
(h) Suppose the PPF for the US is given by the graph below. Using this graph,
demonstrate that in theory, all individuals in the US could be made better off by trading
freely with Mexico.
• Briefly describe what sort of policy would be necessary in practice to make every
individual bette ...
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The document provides information about a program called Programa Escuelas de Calidad (PEC) instituted in Mexico in 2001 that provided grants and training to primary schools. It describes a dataset on dropout rates of 74,701 primary schools from 2000-2001 to 2003-2004, including schools that enrolled in PEC. It asks a series of questions about how to estimate the causal effect of PEC on dropout rates using this data, and discusses the strengths and weaknesses of different approaches such as simple before-after comparisons or comparing enrolled vs. non-enrolled schools. The best approach is determined to be a differences-in-differences analysis comparing changes in dropout rates over time between schools that did and did not enroll in P
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
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Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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2. a) Draw a set of isoquant/isocost lines for this firm. Assume the firm's technology does not change over time - i.e. its isoquant lines are fixed.
Using words and your diagram, explain how Trend (ii) should change the mix of workers that the firm hires.
b)If all firms behaved like the firm you described in (a), what should have happened to the relative demands for college and high school
graduates in the economy? Explain why this outcome would be inconsistent with the combination of Trends (i) and (ii).
c)Suppose that technology did change over the twenty-five period, Could changes in technology help to resolve the inconsistency you arrived
at in (b)? Use an isoquant map to illustrate your answer.
2) Hula nuts are grown by a set of perfectly competitive very small farms along both banks of the Snake River. On each side of the river, the
total land available for farming is a rectangle that runs along the river bank for five miles and extends back from the river bank for 20 miles (see
sketch). Land right along the river bank is very fertile but land quality deteriorates further inland and so farms further away from the river have
higher average costs.
In particular, all farms reach minimum average cost at 500 pounds of hula nuts but farms very near the river have a minimum average cost of
$2.00 per bushel, farms a half mile
Economics Homework Helper
URBAN STUDIES AND PLANNING IN
MICROECONOMICS
3. back from the river have a minimum average cost of $2.50 per bushel, farms a mile back have minimum average
cost of $3.00 per bushel and so on.
In odd numbered years (1999, 2001, 2003, etc,) the Snake River stays within its banks without flooding. In these
years hula nuts are grown on all land within 10 miles of the river. In even numbered years (e.g. 2000, 2002,
2004), the Snake River floods its banks. This makes it impossible to grow hula nuts on the farms that lie within
two miles of the river.
a)Using two separate diagrams, carefully draw the equilibria for the hula nut industry in odd numbered years and
even numbered years (Just draw the industry - no need draw individual firms). Point out any differences
between the two equilibria.
b) Suppose we wanted to set up three categories of farms:
Farms that only produced in even numbered years
Farms that only produced in odd numbered years
Farms that produced in every year
Using the diagrams you developed in (a), explain which farms would fall into each group. If no farms fall into a
particular group, explain why:
20 miles
5 Miles
The Snake River
5 miles
20 Miles
Economics Homework Helper
4. 3) Acme Tofu is a monopolist selling tofu in the town of Rondelet. Acme's AC = MC =
$1.00 per pound at any level of production. The Rondelet demand for tofu can be written:
P = $10.00 - .005Q where P is the price per pound and Q is measured in pounds:
a) Calculate Acme's profit maximizing quantity and price.
b)Having established its market in Rondelet, Acme begins to think about expanding its market to the town of
Lofton. For various reasons that are too complicated to explain, people in Rondelet and Lofton never
communicate with each other in any way. Tofu demand in Lofton can be written:
P = $8.00 - .002Q
If Acme wants to maximize total profits, should it plan on charging the same price in the two towns? If so, explain
why. If not, calculate the price charged and quantity sold in each town.
c)Suppose the Acme plant experiences a fire that limits its capacity to 1200 pounds. It decides to deal with this
problem by allocating 600 lbs of tofu to each of the two towns. Will this allocation maximize profits? Explain why
or why not. If not, give a rough sense of how the allocation might be improved.
4)At different times, federal, state and local governments have intervened in markets by imposing various price
controls. In 1971, President Richard Nixon imposed a partial set of price controls to help reduce the nation's
inflation. The controls applied to many goods sold retail to consumers but they did not apply to many goods sold
from one business to another. In particular, the law set a maximum price per pound at which chickens could be sold
in food stores. But the law did not apply to feed corn that farmers used to raise the chickens. Feed corn prices
continued to rise.
a)How would you expect the retail market for chickens to develop over time if the maximum retail price of
chickens was fixed by law but the price of feed corn used for chickens continued to rise? Illustrate your answer
using appropriate diagrams.
b)In a standard supply-demand equilibrium, anyone who is willing to pay the market price can purchase the good.
Was that condition likely to hold in the 1971 retail market for chickens? Explain why or why not. If the condition
did not hold, describe what other factors beyond price might determine which consumers purchased chickens.
c)It takes about 60 days to raise a chicken from the time the egg is laid to the time the meat is sold in a supermarket.
Under normal conditions, ranchers like to feed a cow for four years before turning it into beef. Assume that 1971
price controls applied to the price of retail beef but not to cattle feed and these retail price controls were expected to
continue. How, if at all, would the behavior of the retail market for beef have differed from the consumer market
for chickens? Illustrate your answer with appropriate diagrams. Economics Homework Helper
5. 5)Suppose that the city of New Orleans, has sold Louie’s Fine Eats a monopoly license to sell food on the grounds
of the city zoo.
Over time, the council has received many complaints about Louie`s high prices. Council members are reluctant to
order Louie to lower his prices but they would like to give the zoo patrons some satisfaction. One council member
introduces a bill that would give Louie a 15 percent subsidy on all his costs. Under the bill, Louie would receive a
refund equal to 15 percent of his expenditure on wages paid to labor, food he purchases from wholesalers,
electricity bills, heating bills, etc. "If we lower Louie`s costs", the council member says, "Louie will lower the
prices he charges."
A second council member disagrees. "Nonsense," he says. "Louie is a pure monopolist - we all agree on that -
and if we lower his costs by 15%, we will just be increasing his profits. Customers won’t benefit at all."
If Louie is, indeed, a pure monopolist, which council member (if either) has the correct argument? Illustrate your
answer with appropriate diagrams.
6)Your cousin Sally, a self-employed designer, has developed a new back-pack which looks like a great seller.
Because of its unique looks and construction, it is totally different from any other backpack. Sally has signed a
contract with LL Bean, a retailer, who will make the back pack and sell it. LL Bean will pay Sally $2.00 for every
backpack it sells. LL Bean estimates that it will cost $10.00 for the labor and raw materials to produce each
backpack no matter how many backpacks they produce. They also estimate that demand for the backpack will be:
P = $50 - .0001Q
a)If LL Bean didn’t have to worry about the $2.00 payment to Sally, what price would it charge for the backpack
and what quantity would it sell? (Note the simple shape of the average and marginal cost curves.)
b How does LL Bean’s price and quantity change once it takes Sally’s payment into account?
c) How does Sally feel about the change from (a) to (b)? If Sally could choose, within reason, LL Bean’s price and
quantity, what price and quantity would she choose? (Define what you mean by “within reason”.)
7) Consider the kid’s game of matching pennies. In this game two people each have a coin which they privately
turn to heads or tails. The two people then simultaneously show their coin to the other person. Assume that person A
wins $1.00 from B if both coins show the same face (either both heads or both tails) and person B wins $1.00 from
A if the two coins show different faces). The payoff matrix for this game has this form with Person A’s payoff first
in each pair:
Economics Homework Helper
6. Person B
Heads
(1, -1)
Tails
(1, -1)
Heads
PersonA
Tails (-1, 1) (1, -1)
a) Does this game have a dominant strategy? Explain why or why not.
b)If you were going to play this game a number of times, what would your strategy be? Explain your logic.
c) Does this game have a Nash equilibrium? Explain why or why or why not.
Problems Repeated with Answers
1)Over the last 30 years, the labor market for high school and college graduates has exhibited two major
trends:
Trend (i): At a national level, the number of college graduates grew at a faster rate than the
number of persons whose
education stopped at high school (high school graduates).
Trend (ii): At a national level, the ratio of:
has risen substantially.
Consider these trends as seen by a firm whose output depends on two inputs - high school graduates and college
graduates so we can write the production function:
Q = F(High School Graduates, College Graduates)
a) Draw a set of isoquant/isocost lines for this firm. Assume the firm's technology does not change over time - i.e.
its isoquant lines are fixed. Using words and your diagram, explain how Trend (ii) should change the mix of
workers that the firm hires.
Economics Homework Helper
7. Answer:
High School Graduates
The clearest way to illustrate this is to focus on a single isoquant. If the graph is drawn with college graduates on
the vertical axis, the rising relative wage of college graduates (Trend (ii)) will cause the slope of the isocost line to
become less steep. If the old and new isocost lines are applied to the same isoquant, the new cost-minimizing point
(tangency) on that isoquant will involve hiring fewer college graduates (because they are more expensive) and
more high school graduates.
b)If all firms behaved like the firm you described in (a), what should have happened to the relative demands for
college and high school graduates in the economy? Explain why this outcome would be inconsistent with the
combination of Trends (i) and (ii).
Answer: If all firms behave like the firm in (a), the demand for high school graduates should have increased and
the demand for college graduates should have declined. We can see this is inconsistent with Trends (i) and (ii) by
reasoning as follows:
We know from Trend (i) that the supply of college graduates has grown faster than the supply of
high school graduates. Now we are adding the fact that the demand for college graduates is
declining vis-à-vis the demand for high school graduates. Together these facts suggest the wages
of college graduates should be falling vis-à-vis high school graduates and this is inconsistent
with Trend (ii).
College
Graduates
Economics Homework Helper
8. c) Suppose that technology did change over the twenty-five period, Could changes in technology help to resolve
the inconsistency you arrived at in (b)? Use an isoquant map to illustrate your answer.
Answer:
High School Graduates
Answer: The diagram above is a rough indication that technology could resolve the inconsistency if it shifted to
favor college graduates over high school graduates. One way to show this with the original price line would be to
focus on the original isocost line and draw a new isoquant that has a tangency involving more college graduates and
fewer high school graduates. By itself, this shift in technology would raise the demand for college graduates. If the
shift was strong enough, it would be able to offset the growing supply of college graduates and cause their wages to
rise (vis-à-vis high school graduates) despite their growing supply.
2) Hula nuts are grown by a set of perfectly competitive very small farms along both banks of the Snake River. On
each side of the river, the total land available for farming is a rectangle that runs along the river bank for five miles
and extends back from the river bank for 20 miles (see sketch). Land right along the river bank is very fertile but
land quality deteriorates further inland and so farms further away from the river have higher average costs.
In particular, all farms reach minimum average cost at 500 pounds of hula nuts but farms very near the river have a
minimum average cost of $2.00 per bushel, farms a half mile back from the river have a minimum average cost of
$2.50 per bushel, farms a mile back have minimum average cost of $3.00 per bushel and so on.
College
Graduates
Economics Homework Helper
9. 8
In odd numbered years (1999, 2001, 2003, etc,) the Snake River stays within its banks without flooding. In these
years hula nuts are grown on all land within 10 miles of the river. In even numbered years (e.g. 2000, 2002,
2004), the Snake River floods its banks. This makes it impossible to grow hula nuts on the farms that within two
miles of the river.
a) Using two separate diagrams, carefully draw the equilibria for the hula nut industry in odd numbered years and
even numbered years (Just draw the industry - no need draw individual firms). Point out any differences
between the two equilibria.
20 miles
5 Miles
The Snake River
5 miles
20 Miles
Economics Homework Helper
10. Answer:
See sketch above. In either year, the supply curve will be upward sloping reflecting the declining land quality and
higher AC of farms further away from the river. A flood has the effect of taking the lowest cost farms out of
production so the minimum price to elicit some supply now rises $2.00 per bushel (the minimum AC of farms
closest to the river) to $4.00 per bushel (the minimum AC of farms 2 miles back from the river. The equilibrium
market price rises as well though we can't say by exactly how much since we don't know anything about the exact
shape of the demand curve.
b) Suppose we wanted to set up three categories of farms:
Farms that only produced in even numbered years
Farms that only produced in odd numbered years
Farms that produced in every year
Using the diagrams you developed in (a), explain which farms would fall into each group. If no farms fall into a
particular group, explain why.
Answer:
The simplest case is the second case – farms that only product when there is no flood - these are the farms
that lie between the river bank and two miles inland and they don't produce in even years when there is a
flood.
No Flood
Flood
$4.00/lb
$/lb of nuts
$2.00/lb
# of lbs of nuts. # of lbs. of nuts
Economics Homework Helper
11. Will this allocation maximize profits? Explain why or why not. If not, give a rough sense of how the allocation
might be improved.
Answer: We can see that this is a poor idea because if 600 pounds is allocated to each town, the marginal
revenues in the two towns are different
At an allocation of 600 pounds, MR in Rondolet = $4.00 At an allocation of 600
pounds, MR in Lofton = $5.60
It follows that total revenue can be increased if tofu is shifted from Rondolet to Lofton. Because we are just
reallocating the 1,200 pounds – not producing additional tofu – total cost remains the same but the shifts will
increase total revenue until the point where MR is equal in the two towns.
4)At different times, federal, state and local governments have intervened in markets by imposing various price
controls. In 1971, President Richard Nixon imposed a partial set of price controls to help reduce the nation's
inflation. The controls applied to many goods sold retail to consumers but they did not apply to many goods sold
from one business to another. In particular, the law set a maximum price per pound at which chickens could be sold
in food stores. But the law did not apply to feed corn that farmers used to raise the chickens. Feed corn prices
continued to rise.
a)How would you expect the retail market for chickens to develop over time if the maximum retail price of
chickens was fixed by law but the price of feed corn used for chickens continued to rise? Illustrate your answer
using appropriate diagrams.
Answer: As the cost of feed corn continues to rise while the retail price is fixed, chicken producers recognize they
can’t make any money. As a result, producers will start dropping out of the market and the supply curve will shift
inward.
Legal Ceiling Price
Excess demand
Economics Homework Helper
12. The first case - farms that produce in even years (flood years) are farms whose minimum AC's lie between the equilibrium prices in the two
diagrams - i.e. in a non-flood year, the market price is too low to meet their minimum AC, etc.
The third group involves the farms with min AC between $4.00 and the equilibrium price in the non-flood years.
3) Acme Tofu is a monopolist selling tofu in the town of Rondelet. Acme's AC = MC =
$1.00 per pound at any level of production. The Rondelet demand for tofu can be written:
P = $10.00 - .005Q where P is the price per pound and Q is measured in pounds:
a) Calculate Acme's profit maximizing quantity and price.
Answer: Begin with two ideas:
MR = MC
With a straight line demand curve, the MR curve is also a straight line with the same intercept and twice the slope
So $10.00 - .01Q = $1.00 ; .01Q = $9.00 and Q = 900 pounds of tofu. Given the demand curve, 900 pounds of tofu implies a price of $5.50 per pound.
b)Having established its market in Rondelet, Acme begins to think about expanding its market to the town of Lofton. For various reasons that are too
complicated to explain, people in Rondelet and Lofton never communicate with each other in any way. Tofu demand in Lofton can be written:
P = $8.00 - .002Q
If Acme wants to maximize total profits, should it plan on charging the same price in the two towns? If so, explain why. If not, calculate the price charged and
quantity sold in each town.
Answer: Given the total separation of the two markets, this is a potential opportunity for price discrimination – i.e. charging a different price in each market.
Given the constant marginal cost, we can treat Lofton and Rondelet as two separate problems (If Marginal cost were rising, then production for Lofton
would raise the cost of units being sold in Rondolet and so we would have to consider the two towns together).
Again, MR = MC and so MR = $8.00 - .004Q = $1.00, Q = 1750 lbs, and putting this back into the demand curve says: P = $4.50 per pound.
c)Suppose the Acme plant experiences a fire that limits its capacity to 1200 pounds. It decides to deal with this problem by allocating 600 lbs of tofu to each
of the two towns.
Economics Homework Helper
13. 12
Normally, the supply curve shifting inward would cause the price to rise. In this case, however, the price is fixed by
law and so it can’t rise. As a result, a gap opens up between the quantity demanded and the quantity supplied at the
controlled retail price. (Such gaps are sometimes called excess demand.)
b)In a standard supply-demand equilibrium, anyone who is willing to pay the market price can purchase the good.
Was that condition likely to hold in the 1971 retail market for chickens? Explain why or why not. If the condition
did not hold, describe what other factors beyond price might determine which consumers purchased chickens.
Answer: No, it is not likely to hold. In the standard equilibrium, the price is allowed to rise or fall to bring supply
and demand back into balance (in this case, it would have risen). But the legal restriction precludes that. In this
situation, not everyone who wants a chicken at the fixed price can get one. Some other factors might be first-come,
first served - i.e. who gets to the supermarket early in the morning, bribing suppliers, etc. (As a side note, Rachel
Wilch, currently on leave from DUSP to work in New Orleans, wrote last week about bottlenecks in food
distribution in New Orleans such that supermarkets’ shelves were always empty by mid-afternoon).
c)It takes about 60 days to raise a chicken from the time the egg is laid to the time the meat is sold in a supermarket.
Under normal conditions, ranchers like to feed a cow for four years before turning it into beef. Assume that 1971
price controls applied to the price of retail beef but not to cattle feed and these retail price controls were expected to
continue. How, if at all, would the behavior of the retail market for beef have differed from the consumer market
for chickens? Illustrate your answer with appropriate diagrams.
Answer: The difference between the two markets begins with the fact that chicken farmers have a very small
amount of supply in the pipeline (60 days) while ranchers have 4 years of supply in the pipeline. If ranchers expect
the retail price controls to continue, they, like the chicken farmers will conclude that they can’t make money selling
cows and this conclusion will apply not to only to new cows, but to cows they are currently raising
– i.e. they will lose money by raising a current two-year old cow for the next two years.
Therefore, the ranchers may decide to sell off all their stock now and, in the short run, supply may actually
increase. In the longer run, the supply curve, like the supply curve for chickens, will shift to the left.
5) Suppose that the city of New Orleans, has sold Louie’s Fine Eats a monopoly license to sell food on the
grounds of the city zoo.
Over time, the council has received many complaints about Louie`s high
prices. Council members are reluctant to order Louie to lower his prices but they would like to give the zoo
patrons some satisfaction. One council member introduces a bill that
Economics Homework Helper
14. would give Louie a 15 percent subsidy on all his costs. Under the bill, Louie would receive a refund equal to 15
percent of his expenditure on wages paid to labor, food he purchases from wholesalers, electricity bills, heating
bills, etc. "If we lower Louie`s costs", the council member says, "Louie will lower the prices he charges."
A second council member disagrees. "Nonsense," he says. "Louie is a pure monopolist - we all agree on
that - and if we lower his costs by 15%, we will just be increasing his profits. Customers won’t benefit at all."
If Louie is, indeed, a pure monopolist, which council member (if either) has the correct argument?
Illustrate your answer with appropriate diagrams.
Answer: The first council member is right. The structure of the subsidy should lower Louie’s average and
marginal cost curves. The lower marginal cost curve will intersect the (unchanged) marginal revenue curve at a
higher level of output and sales which means a lower price. See diagram below where for clarity, average cost
curves are omitted.
Old Price, Quantity New Price Quantity
If the government had given Louie a fixed amount of money – a grant that did not depend on what he sold – then
the second council member would have been right. Louie would have not changed what he was doing. But the 15
percent subsidy expands the range of sales for which marginal cost is below marginal revenue and so Louie will
produce these extra units to add to his profit.
6) Your cousin Sally, a self-employed designer, has developed a new back-pack which looks like a great seller.
Because of its unique look and construction, it is totally different from any other backpack. Sally has signed a
contract with LL Bean, a retailer, who will make the back pack and sell it. LL Bean will pay Sally $2.00 for every
backpack it sells. LL Bean estimates that it will cost $10.00 for the labor and raw materials to produce each
backpack no matter how many backpacks they produce. They also estimate that demand for the backpack will be:
Economics Homework Helper
15. P = $50 - .0001Q
a) If LL Bean didn’t have to worry about the $2.00 payment to Sally, what price would it charge for the backpack
and what quantity would it sell? (Note the simple shape of the AC and MC curves in this problem).
Answer: This is a straight problem of MR = MC, etc. First, we can see that the cost curves are
AC = MC = $10.00 for all output (based on the information in the problem). And because we have a straight
line demand curve, Marginal Revenue is also a straight line with the same intercept and twice the slope:
So: MR = MC becomes $50.00 - .0002Q = $10.00
.0002Q = 40
Q = 200,000
Plugging Q into the demand curve: Price = $50 - .0001Q = $30 per back pack
b) How does LL Bean’s price and quantity change once it takes Sally’s payment into account?
Answer: Sally’s $2.00 payment means that AC = MC = $12.00 per back pack rather than
$10.00.
MR = MC becomes $50 - .0002Q = $12.00
.0002 = 38
Q = 190,000 P =
$31.00
Economics Homework Helper
16. c) How does Sally feel about the change from (a) to (b)? If Sally could choose, within reason, LL Bean’s price and
quantity, what price and quantity would she choose? Explain your answer and, as part of your explanation, define
what you mean by “within reason”.
Answer: Sally’s income is based on the number of backpacks LL Bean sells so she isn’t very happy about the
higher price and smaller quantity sold. If she could choose “within reason”, she would probably say that the best
solution (for her) would be that LL Bean sell as much as it can without losing money on backpacks – i.e. set the
price at $12.00 per backpack. If we plug this number into the demand curve, quantity would equal 380,000
backpacks sold.
7) Consider the kid’s game of matching pennies. In this game two people each have a coin which they privately
turn to heads or tails. The two people then simultaneously show their coin to the other person. Assume that person A
wins $1.00 from B if both coins show the same face (either both heads or both tails) and person B wins $1.00 from
A if the two coins show different faces). The payoff matrix for this game has this form with Person A’s payoff first
in each pair:
Person B
Heads
(1, -1)
Tails
(1, -1)
Heads
PersonA
Tails (-1, 1) (1, -1)
a) Does this game have a dominant strategy? Explain why or why not.
Answer: No dominant strategy. For example, From A’s perspective, a dominant strategy is one that A would play no
matter what strategy B used. That is not the case here. If A knew B was going to show heads, A would also show
heads. If A knew B was going to show tails, A would also show tails.
b)If you were going to play this game a number of times, what would your strategy be? Explain your logic.
Answer: The only sensible strategy is to randomly choose each time to show heads or tails. If you don’t choose
randomly but rather follow any predictable pattern, there is a danger that your opponent will figure out the pattern,
will know what you are going to do next and so will know what move to make. This is what is called a “mixed”
strategy – i.e. using a coin flip to create a random combination of the two “pure” strategies, heads and tails.
c) Does this game have a Nash equilibrium? Explain why or why or why not.
Economics Homework Helper
17. Answer: In class, we discussed a Nash equilibrium in terms of pure strategies. If we only consider either choosing
Heads or choosing Tails, then there is no Nash equilibrium Whatever box we are in, one player or the other has an
incentive to move.
If we are allowed to consider mixed strategies – i.e. using a coin flip to choose whether we show heads or tails –
then there is a kind of Nash equilibrium in the sense that if both players are using this mixed strategy, neither has
an incentive to change. (This last point is just for your own information – we won’t get into mixed strategies on
the exam.)
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Economics Homework Helper