Consider a homogeneous good Cournot duopoly with inverse demand function given by p = 1 – Q. The two firms have identical marginal costs equal to 0.4 and propose a merger. The firms claim that the merger will result in a decrease of the marginal cost of the merged firm by x per cent. How large would x need to be for welfare to increase rather than decrease as a result of the merger?

Sex Education and Teenage Pregnancy Santrock (2016) mentions in his text that the United States has one of the highest teenage pregnancy rates of industrialized nations, despite the fact that adolescent sexual activity is no higher in the United States. Why is that? For starters, sex during adolescence is considered a "taboo" subject in our culture. Abstinence is also promoted and touted as the most safest, surefire way to avoid the consequences of early sexual activity. Additionally, we teach teens that sexual activity is an "adult activity" and do not acknowledge that during the adolescent period, when there is an upsurge of hormones and changes in the physiological landscape, teens grow curious about their bodies and that of the opposite sex. Teens are also at a stage in their life where experimentation and identify formation are at its "peak", and questioning, expressing, and exploring their sexual identity is part of that process. How many people did you know in high school knew what sex was and even had sex? Probably the majority. That is because sexual curiosity during adolescence is part of healthy, typical human development. What is sex education? Briefly, sex education is about instilling accurate, scientific-based information and spreading awareness about the following: 1. The physiological changes that occur in the body due to pubertal/hormonal changes. 2. The risks and consequences involved in sexual activity such as contracting sexually transmitted diseases or pregnancy. 3. It involves teaching youngsters how to set boundaries with others when it comes to their own body and other people's bodies (i.e."No means NO!"). 4. Contraception options-how to be "sex smart" such as the benefits of using protection. 5. A discussion about knowing when they are "ready" to have sex. 6. Define rape and sexual assault and how to know if you are about to be a victim. Put it in Perspective... Answer the Following Discussion Questions: 1. What was your experience with 'sex education'? Did you take a class in school? Did you learn from your caregivers? Include points that you remember learning. And how has that served you as a teenager? 2. According to the film "Inside the Teenage Brain" and your textbook readings, what are some effective ways to approach a conversation with teenagers about 'safe sex'? and here is the example of answering the questions. and please answers the question like the way that my classmate answered and go to details and write down 2 paragraph in total like the way that muy classmate did. Thank you! Example: 1. In elementary school during the end of 4th grade is when I first got introduced to 'sex education'. It wasn't necessarily a real class but more of a discussion that lasted a couple days, no more than a week. I remember the boys were in one classroom getting taught about sex education as well with a male teacher and as for the girls, we were in a separate room getting taught about sex education with a female teacher. The same thing happened as we entered the 5th grade. I remember learning about the menstrual cycle for the first time and how to go about it. To be quite honest I don't remember much else from these discussions. What stuck most to my head was the topic of pubertal/hormonal changes. It served me well as a teenager because I was prepared for these changes to happen and knew exactly how to handle it. 2. An effective way to a approach a conversation with a teenager about 'safe sex' is first and foremost start the 'talk' early on. Also to approach the talk openly and in an non-judgemental way so they can feel confident about asking any questions regarding the topic. There must be a sense of trust.

Jack has two children. What is the probability that both are boys. In addition, what is the probability the oldest is a boy, at least one is a boy, at least oen boy is born on a monday.

Thanks for the help!

Looking Sharp’s new workshop has been only partially built, due to a dispute with the builder. Scaffolding has been left on the frame, and there are building materials scattered about the building site.
The building site is next to a school oval, and school children have often been seen entering the building site and climbing up and playing on the scaffolding. Emily and Rachel (owner of looking sharp) have become aware of this, and have warned the school. However, the school principal has said it is not the school’s problem, as the children are playing there after school hours, and has advised Emily and Rachel to fence the building site. Emily and Rachel look into hiring a metal fence to enclose the building site, but it comes at a cost of $500 per week, so they have not yet hired it.
One day, a few students climb up the scaffolding, and one student falls from the top of the scaffolding and is injured.

Q: Advise Looking Sharp of its liability under tort law.

ARTICLE REFLECTION ASSIGNMENT

The reflection assignment must include:

a) a one paragraph comprehensive summary of the article including the primary objective (PLEASE GIVE A DETAILED EXPLANATION THAT MAKES SENSE)

b) a one paragraph reflection of your own personal response to the reading. (PLEASE GIVE A DETAILED EXPLANATION THAT MAKES SENSE)

Read the article provided below and complete the assignment

Surprising Results in Initial Virus Testing in N.Y.C. Schools

The absence of outbreaks, if it holds, suggests that the city’s efforts to return children to classrooms could serve as an influential model for the nation.

For months, as New York City struggled to start part-time, in-person classes, fear grew that its 1,800 public schools would become vectors of coronavirus infection, a citywide archipelago of super-spreader sites.

But nearly three weeks into the in-person school year, early data from the city’s first effort at targeted testing has shown the opposite: a surprisingly small number of positive cases.

Out of 16,348 staff members and students tested randomly by the school system in the first week of its testing regimen, the city has gotten back results for 16,298. There were only 28 positives: 20 staff members and eight students.

And when officials put mobile testing units at schools near Brooklyn and Queens neighborhoods that have had new outbreaks, only four positive cases turned up — out of more than 3,300 tests conducted since the last week of September.

New York City is facing fears of a second wave of the virus brought on by localized spikes in Brooklyn and Queens, which have required new shutdown restrictions that included the closure of more than 120 public schools as a precaution, even though few people in them have tested positive.

But for now, at least, the sprawling system of public schools, the nation’s largest, is an unexpected bright spot as the city tries to recover from a pandemic that has killed more than 20,000 people and severely weakened its economy.

If students can continue to return to class, and parents have more confidence that they can go back to work, that could provide a boost to New York City’s halting recovery.

The absence of early outbreaks, if it holds, suggests that the city’s efforts for its 1.1 million public school students could serve as an influential model for school districts across the nation.

In September, New York became the first big urban district to reopen schools for in-person learning.

Roughly half of the city’s students have opted for hybrid learning, where they are in the building some days, but not others. The approach has enabled the city to keep class sizes small and create more space between desks.

Since then, large school districts across Florida have opened for in-person learning, too. Some wealthier districts in the New York suburbs declined to take this step, worried that it was too risky and logistically challenging.

The city’s success so far could put much more pressure on other districts that have opted for only remote instruction to start considering plans to bring their children back as well.

“That data is encouraging,” said Paula White, executive director of Educators for Excellence, a teachers group. “It reinforces what we have heard about schools not being super spreaders.”

So far, it is also good news for Mayor Bill de Blasio, who has staked much of his second-term legacy on reopening schools for in-person learning during the pandemic.

While public health experts said the data was encouraging, they also cautioned that it was still early.

In general, maintaining low levels of infection at schools would depend on how well New York City does in holding off a broader spread in the population.

Also, some experts have called for much more frequent random testing in all schools — something that city officials are considering — in order to increase the odds of discovering an outbreak early.

So far, most coronavirus testing for school workers has taken place at city-run sites outside the purview of the education department.

Out of 37,000 tests of staff members at city sites, 180 were positive, a city official said.

According to separate data reported to the state by local school districts, 198 public school students in New York City have tested positive since Sept. 8. (Gov. Andrew M. Cuomo in early September ordered those conducting coronavirus tests to collect school information on children, but so far compliance has been spotty, state officials said.)

The city’s new schools testing regimen, which began Oct. 9, calls for 10 to 20 percent of the school population to be tested once a month, depending on the size of the school. The city is applying this testing to its 1,600 traditional public schools; the city’s 260 charter schools are not included.

Some researchers have questioned the efficacy of that approach, saying it could miss a large outbreak.

“It’s great that New York City is doing some level of random testing,” said Dr. Ashish Jha, dean of the Brown University School of Public Health. “It’s not at the level that would be ideal.”

One study recommended testing half the students twice a month.

Michael Mulgrew, president of the teachers union, said the city is looking to increase testing to as much as three times a month citywide. Such frequency, he said, would be “much more valuable” in terms of keeping the virus in check.

A spokeswoman for the city’s education department cast the discussions to increase testing as merely exploratory.

A positive test of a student or teacher causes the city to spring into action. Under the rules, one case can cause the closure of a classroom. Two or more cases in separate parts of the same school can prompt a temporary schoolwide closure. At least 25 schools have temporarily closed since classes began. But only three were closed as of Friday.

Mr. Cuomo also ordered an increase in testing in schools around hot spots — from once a month to once a week. And on Thursday, he announced that the state would send 200,000 rapid antigen teststo New York City to help in the effort.

“This is a tremendously tricky balancing act,” Dr. Jay Varma, senior adviser for health to Mr. de Blasio, said in an interview. “We really chose the most conservative approach possible.”

The city’s school testing program depends on parents consenting to having their children tested. If officials find that a given school does not have enough approved students to collect an adequate sample, students who are randomly selected for testing but whose parents refuse consent could be forced to study remotely.

So far, only about 72,000 parents have returned consent forms, the school’s chancellor, Richard A. Carranza, said at a City Council hearing on Friday. That is out of about 500,000 children who are attending in-person classes at least one day a week.

As a result, more teachers and staff are represented in the early test results, even though they make up a far smaller portion of any school’s population.

“If the 20 percent is truly random it should be more students,” said Mark Cannizzaro, president of the principal’s union, the Council of School Supervisors and Administrators.

City officials expect more students to soon consent to the testing. But the overrepresentation of adults in school-based testing was not necessarily an issue, Dr. Varma said.

“One of the lessons that has come out of analyses in the U.K., Germany and Australia,” he said, “is that adults are at higher risk of potentially introducing infection into a school.”

The emerging scientific consensus is that younger children do not spread the virus as easily as older children and adults.

The closure of some classrooms and schools was expected, a built-in component of the city’s exceedingly cautious approach to positive cases, officials said.

But it has led to confusion and a feeling among some parents of being in the dark about what is happening inside their children’s schools.

In Brooklyn, Public School 116, an elementary school, closed for three days after three teachers and a student tested positive.

“They did not say why, they just said that it was contained and that the investigation was closed,” said Marlene Rossi, president of the P.T.A. at the school.

Parents were not informed of the closure by email until late the night before, said Assemblywoman Maritza Davila, who represents the area. “Some of them do not even have internet,” she added.

City officials said contact tracing and case investigations had determined that the three teacher cases in P.S. 116 were connected, and that the one student had been learning remotely and therefore became infected outside of the school. That allowed them to isolate the infected staff members, quarantine their contacts and reopen the school.

The process is meant to be rapid, head off outbreaks and, if possible, avoid lengthy closures. While more than two dozen schools have been closed because of positive tests, most reopened relatively quickly.

The city learns of positive tests either during the random testing or, more commonly for the moment, when a staff member or student alerts the school.

Positive test results are funneled to city employees from the Education Department and other agencies, and a team is assigned to work with the school, to get rosters of students and staff if needed and to begin contact tracing.

Joanna Smulakowski, whose son goes to in-person classes two to three times a week at Public School 24 in the Riverdale neighborhood of the Bronx, said she was impressed with the school’s safety precautions.

One day, she saw officials turn away two students running fevers, before they even entered the building.

“I feel safe,” Ms. Smulakowski said. “And my friends who are sending their kids to school, they also feel safe.”

Industrial wastes and sewage dumped into our rivers and streams absorb oxygen and thereby reduce the amount of dissolved oxygen available for fish and other forms of aquatic life. One state agency requires a minimum of 5 parts per million (ppm) of dissolved oxygen in order for the oxygen content to be sufficient to support aquatic life. A pollution control inspector suspected that a river community was releasing amounts of semitreated sewage into a river. To check his theory, he drew five randomly selected specimens of river water at a location above the town, and another five below. The dissolved oxygen readings (in parts per million) are as follows.

(a) Do the data provide sufficient evidence to indicate that the mean oxygen content below the town is less than the mean oxygen content above? Test using α = 0.05. (Use μ₁ for the population mean for the above town location and μ₂ for the population mean for the below town location.)

State the test statistic. (Round your answer to three decimal places.)
t =  
State the rejection region. (If the test is one-tailed, enter NONE for the unused region. Round your answers to three decimal places.)

t <
State the conclusion.

(b) Suppose you prefer estimation as a method of inference. Estimate the difference in the mean dissolved oxygen contents (in ppm) for locations above and below the town. Use a 95% confidence interval. (Use μ₁ − μ₂. Round your answers to three decimal places.)
ppm to  ppm

If the US economy was growing at a rate of 2 percent or better in mid-1992, how is it possible that unemployment was rising?

Please explain the specifics of the economy in the early to mid-1990s which caused unemployment to grow. Please be concrete, I will rate

The 1990s saw an unprecedented amount of business combinations, also known as mergers and acquisition. Locate a company that was involved in a business combination. How is this company performing today? In your opinion, is this company better or worse off after the combination? Explain.

Describe an experience as a teacher implementing the new basic school curriculum. Be sure to share the understanding of the curriculum, its strengths and weakness as well as challenges faced in implementing it. (at least 3 pages)

A school psychologist wishes to study the influence of three new curricula plans on the history achievement of junior high school students. Although the groups of students were selected on a fairly random basis, the psychologist has learned that there is considerable disparity among the groups with respect to verbal aptitude. What is the appropriate design to use in this study? Why is the design you named about appropriate? List ALL variables involved in this design State the appropriate research question