This is the question- Mortimer wants some doughnuts. He is very cheap and likes to save even the smallest amount of money. He found a coupon in the paper for Dunkin’ Donuts. The coupon was for 1$ off a dozen. This week they are on sale for $3.99 a dozen without the coupon and $.35 a piece if you use the coupon. What is the best(cheapest) price for Mortimer?

 

• Berns, R. M. (2016). Child, family, school, community: Socialization and support (10th ed.). Stamford, CT: Cengage Learning. 
• • • Chapter 10, “Ecology of the Community” (pp. 334–367)

• Web Sites:
  

• • Sticking Up for Early Childhood Programs
    http://sparkaction.org/node/332

  • Early Childhood Advocacy Toolkit
    http://www.state.ia.us/earlychildhood/EC_resources/advocacy/advocacy_toolkit.html

  • Organizing Your Advocacy Efforts
    http://www.state.ia.us/earlychildhood/docs/Part7REVISED.pdf

  • Tools and Resources
    http://www.ounceofprevention.org/advocacy/advocacy-tools.ph

Case Study 2: The Johnson Family

 

You are a first grade teacher at an elementry school. You are especially worried about one of the students in your class, Micheal Johnson. He always seems to arrive at the school extra early ( usually about 30 min.) He is never dressws appropriately for the weather, and his general appearance is sloppy. His school work is on gradelevel. However, at times his behavior is aggresive snd hostile ( especially toward classmates). On several occasions you have noticed bruises on him, and when you ask him about these, he is evasive. During your first parent-teAcher conference, youshare your concerns with the mother. She breaks down and tells you that her husband, Micheal’s stepfather is very hard on him. He is sarcastic,always belitting him, and at times gets physically violent with him. The mother ask for helps.

 

What is your role as a teacher? What assistance is available to Micheal and to his family in your community?

 

• The title of the case study and a summary of the problem/concerns
• Your response to the question(s) posed at the end of the case study, including what community services you would recommend (In examples that ask you to respond as a teacher, respond as a professional working with children and families.)
• Two general suggestions to foster communication, clearheadedness, and the development of a collaborative plan of action

 

1. (a) Consider a simple game in which two consumers, A and B, are deciding whether to

adopt a new network technology or not. Consumer A has an individual valuation equal

to vA=100, and consumer B has an individual valuation of vB=200. If both consumers

adopt the technology then each consumer receives their own valuation. If at least one

consumer does not adopt the technology, each consumer receives $0. The price of the

technology is $50. Construct the normal form of this game assuming consumers move

simultaneously and choose between two strategies: “Adopt” or “Don’t Adopt.” Solve

for any (pure strategy) Nash equilibria.

(b) Suppose that there are 50 potential consumers in the market for a new technology

that exhibits network effects. There is a uniform distribution of consumers with

individual valuations, v, ranging from $1, $2,…, $50. If consumers’ valuation from

consuming the technology is given by vN, where N is the number of consumers

adopting the technology, graphically and algebraically solve for the three possible

equilibria if price is $600. Which equilibrium is most likely?

2. Consider the market for a software application. There are 100 consumers who value

technical support, which they can only receive if they purchase the application. There are

100 consumers who do not value technical support. Consumers who value technical

support obtain a payoff of 2n – p if they purchase the software and n if they pirate the

software, where n is the total number of users, and p is price. Consumers who do not value

technical support receive payoff of n – p if they purchase the software, and n is they pirate

the software. Suppose the software is costless to both produce and to protect from piracy.

(a) If the software is not protected, so that piracy is an option for consumers, what is the

firm’s profit-maximizing price? Explain.

(b) If the software is protected, so that piracy is not an option for consumers, what is the

firm’s profit-maximizing price? Explain.

3. Suppose there is a uniform distribution of consumers with individual valuations, v,

ranging from 0 to 1, i.e. there is a consumer with v=0.123 and a consumer with

v=0.753 etc. Suppose each consumer’s payoff from purchasing a network good is v +

θN, where N is the fraction of the market that purchase the good. The price of the

technology is p. The total market size is normalized to 1, so that N = 0.5 if half the

market purchases, and N = 1 if everyone purchases.

(a) If v is the valuation of the (marginal) consumer with the lowest valuation that

purchases the product (i.e. those with v < v do not purchase, and those with v ≥ v do

purchase), what is the fraction of the market that purchase the product?

(b) Using your answer from (a), construct an equation to determine the valuation of the

marginal consumer.

(c) Solve for the valuation of the marginal consumer.

(d) Using your answer from (c), construct the profit function for the manufacturer

assuming it faces zero costs. It should be a function of p.

(e) Solve for the profit maximizing price, and derive the firm’s optimal profit.

(f) How does profit depend on the parameter θ? Why?

Answer the following questions about work teams:

1. What are the benefits of a strong work team?
2. What are the common problems that a work team could face when working together?
3. When is it appropriate to use work teams?
4. What is the individual’s role in the team?
5. What are the benefits to the members on a work team? Do you feel that a work team is beneficial to the staff?
6. Give one positive or negative experience with a team project/assignment. If positive, detail the reasons why and make a list of 5 best practices you would recommend if leading a group. If negative, detail the reasons why and make a list of 5 things you would do differently next time to be successful.

3-5 pages. 5 references.

You have already developed a thesis statement and developed an outline in which you explored two (2) real-life international incidents from the past five (5) years involving the United States involving the United States as a world power. Now you will develop the final paper in which you explore your main points in detail.

Write a three to five (3-5) page paper in which you:

1. Introduce your paper with your previously crafted thesis statement.
2. Identify two to three (2-3) international events from the past five years that can be traced back to a foreign policy created after the Civil War.
3. Discuss three (3) aspects of US history since 1865 that have led to the USA’s rise as a world super power policeman.
4. Identify three to five (3-5) international incidents since World War II where America has taken on a policing role.
5. Determine three to five (3-5) driving forces that fueled international policy decisions involving the international incidents you outlined previously. (Consider treaties, exit strategies, elections, wars, etc.)
6. Use at least three (3) academic references besides or in addition to the textbook. Note: Wikipedia and other Websites do not qualify as academic resources.

Your assignment must follow these formatting requirements:

• Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
• Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are:

• Analyze the rise of the United States to a world “superpower” and how that status has shaped its internal developments in recent decades.
• Recognize the major turning points in American history since the Civil War.
• Use technology and information resources to research issues in contemporary U.S. history.
• Write clearly and concisely about contemporary U.S. history using proper writing mechanics.