Consider a repeated version of the Cournot model discussed in class, with two firms i = 1, 2, demand
function
P (Q) = (A − Q)+ ,
marginal production production costs ci > 0 (satisfying c1, c2 < A) and discount factor ↵ 2 (0, 1).
a)

Find out a strategy profile that induced these firms to cooperate in this market (i.e., to collude by
producing in total the monopoly quantity A

b) Now suppose firms want to sustain cooperation in an asymmetric way. Describe a strategy profile that
induces these firms to cooperate, for large enough discount factor “, in an asymmetric way, i.e., to produce
the monopoly quantity in total (which maximizes total profits in the stage game) with firm 1 producing
share ↵1 2 (0, 1) of this quantity and firm 2 producing share ↵2 2 (0, 1) of this quantity, with ↵1 + ↵2 = 1.
Suppose that ↵1 < ↵2. Find how large the discount factor ” needs to be for cooperation to be sustained
(Hint: you can use modified grim-trigger strategies for this question).

I have a 4 question final exam. There’s no minimum length for each question but each question must be answered In apa format with at least 1 scholarly source each.

1.Analyze a landmark court rulings explain how this case changed police practices to stay compliant with the law.

2. Analyze a landmark court rulings explain how this case changed police practices to stay compliant with the law.

3. Analyze one era in American corrections and explain the weaknesses and strengths associated with this method.

4. Analyze the dual court system in the United States and explain the advantages and disadvantages of a duel system?

Review your vision statement and short-term and long-term goals prior to developing your individual development plan outline for your mentee. Follow the outline prompts on the “Individual Development Plan Outline” resource to determine a plan to coach or mentor the mentee. This outline should provide a clear vision for working with the mentee and meeting the preliminary short-term and long-term goals already established. The outline must include realistic activities you can and will implement with your mentee. In addition, research a minimum of three articles (3-5 pages each) that support two coaching and two mentoring techniques that would assist in meeting the desired outcome for the plan. Once you have submitted the outline, you will be required to begin developing a timeline in order to implement a minimum of two activities with your mentee. The timeline is not required during submission, but it should provide a clear frame of reference for you and your mentee to achieve success.

Implementing the activities with your mentee will not necessarily require an extensive time commitment, but it the time spent should provide the opportunity to use mentoring or coaching techniques to support the mentee.

Individual development plan

Use the Centers for Disease Control (CDC) and Prevention Data and Statistics page on Healthy Aging.

Formulate a research question of interest to you related to this topic. Next, look at what kinds of statistics are available to you in your chosen CDC data set that answer this question. Share your question with your classmates along with the data you found to answer your question. As you describe your process, talk about any additional question(s) that comes to mind after reviewing the data you’ve gathered. Do you have the data available to answer it? If not, what do you still need?

Now, find an article related to your research question.This article can be from a journal (Links to an external site.) or a government resource like the CDC. Be sure it is no more than five years old and directly relevant to your question. Compare the findings in the article with what you were able to locate in the CDC data set. Did they support each other? In what way? Or, if not, what was the gap? (Note, this should be no more than a paragraph at most. Provide an APA reference for your source.)

Course Description

Welcome to English 1A: Composition and Reading. This course focuses on developing skills in critical reading and expository and argumentative writing based on critical reading of texts.

By almost any measure, this year has been one that future scholars and historians will spend their careers making sense of. From a global pandemic, to apocalyptic fires, record breaking heat, and devastating storms, nature seems to be asserting dominion over the planet and all who live on it. Socially and politically the world’s population has never been so fractured and divided. Nationalism and authoritarianism are on the rise around the globe, and social media are simultaneously connecting us and isolating us, carving us up into digestible bits so that advertisers can target ever more specific appeals to their audiences.

How we make sense of all of this depends, of course, on how and where we get our information. Whatever our beliefs and opinions are they are inevitably shaped and molded by the media we consume. The focus of this course is to understand and critically asses our relationships with our media diet. We will explore foundational questions about the media and its impact on how we process, use, and express information.

We’ll analyze the role of the media in shaping public discourse and its role in both established and developing democracies. We’ll explore how governments and political leaders around the world have used the media – for good and bad. We’ll examine the system of expectations and pressures that impact those who work in media. And we’ll explore how new technologies are “democratizing’ the media, giving rise to “citizen journalists” – everyday people who have the power to communicate and coordinate with others for meaningful change.

Most topics worth exploring are complex, requiring thoughtful consideration from a variety of perspectives. As such, they should provide us with ample opportunities for fruitful discussions, deep critical thinking, and exploratory writing. I’m looking forward to reading your ideas!