QUESTION 7 Imagine the very relevant situation in developing countries where people can either decide to be law-abiding citizens or to engage in illegal activities. They would choose to be law-abiding citizens if there were a significant chance that they would be caught in the commission of a crime, but would engage in illegal activities if there were a low chance of being apprehended. The police have limited resources to fight crime, so the probability of being caught depends on the number of people engaged in illegal activities. If few people break the law, then the probability of being caught is high and it is preferable to be honest, but if many break the law, the probability is lower and there are more incentives to engage in illegal activities. How many potential equilibria could we arrive at in this example? Please describe the equilibria. Is this a coordination problem or a corporation problem? What is the main difference between the coordination problem and the corporation problem? |

QUESTION 7 Imagine the very relevant situation in developing countries where people can either decide to be law-abiding citizens or to engage in illegal activities. They would choose to be law-abiding citizens if there were a significant chance that they would be caught in the commission of a crime, but would engage in illegal activities if there were a low chance of being apprehended. The police have limited resources to fight crime, so the probability of being caught depends on the number of people engaged in illegal activities. If few people break the law, then the probability of being caught is high and it is preferable to be honest, but if many break the law, the probability is lower and there are more incentives to engage in illegal activities. How many potential equilibria could we arrive at in this example? Please describe the equilibria. Is this a coordination problem or a corporation problem? What is the main difference between the coordination problem and the corporation problem? |

Essentials of Economics (MindTap Course List)

8th Edition

ISBN:9781337091992

Author:N. Gregory Mankiw

Publisher:N. Gregory Mankiw

Chapter17: Production And Growth

Section: Chapter Questions

Problem 8PA

See similar textbooks

Similar questions

Do number 4
You were familiarized with GDP in this module. Sometimes, economic topics seem pretty remote and not immediately related to our everyday lives. However, think about COVID 19 in 2020. While many Americans were affected by the virus, many more were impacted by the decreased economic activity and new ways of doing business put in place trying to contain the virus. Which of the changes made do you think might end up being permanent and kept in place after the pandemic is contained?
12. The rule of 72 says that if something is growing by X% per period then it will double approximately every 72/X periods. The periods could be days, months, years, etc. In late February 2020 about 7,000 people outside of China had been infected with the COVID-19 virus and the number was increasing by 9% per day. If the growth rate stayed the same then how many times would be the number of infections double in the next 64 days? a. 8 times so about 56,000 people would be infected b. 1.125 times so about 15,000 people would be infected c. 1.125 times so about 8,000 people would be infected d. 8 times so about 1.8 million people would be infected
The advent of the COVID- 19 virus has brought about what is considered a “new normal” in the world and indeed in the Caribbean. In adapting to this “new normal,” many changes must take place if communities and nations are to successfully deal with the health, social, mental, educational, financial and economic etc. issues brought about by the virus. You belong to a Reflective/Reflexive learning team given the responsibility to lead the recovery process to deal with the “new normal” and bring positive educational changes to a selected Caribbean country. Use at least three Reflective/Reflexive models or theories and show how the knowledge, skills and competencies acquired could be used effectively to develop an Education Policy document to deal with the “new normal” and bring positive changes to the education system in the selected Caribbean country post COVID- 19. focusing on Financial and Economic relevance. Training – Teachers, Students and others
Activity 1: Health Chackup Enumerate five 5) objectives of the Millennium Development Goals. 1. 2. 4. 5. Enumerate five (5) policies and interventions of the WMHO in reducing the hamful effects of akohol. 1. 2. 3. 4. 5. N M 4 n
“think it is possible to reduce health spending growth while improving health.”
Favorable health is associated with countries reflecting: Select one: a. A high gross domestic product or GDP per capita b. A low gross domestic product or GDP per capita c. A low gross nation product or GNP per capita d. None of the above
Given that Costa Rica has 12.1 mean years of school, the minimum years of school is 0, and the maximum years of school is 13.3. Also, Costa Rica has 15.2 expected years of schooling, the minimum years of schooling is 0, and the maximum years of expected schooling is 18. The minimum education index is 0 and the maximum education index is 0.971. What is the education index for Costa Rica for NDHI? Please show your work.
1The global pandemic has led to a decrease in globalisation across the world.What are the consequences of decreased globalisation for developed countries and for developing countries? What are some advantages of globalisation that developed and developing countries are losing out on due to the pandemic? discuss in detail
what is the expectancy for females and males? what is the difference? compare statistics of developing countries especially East Africa and developed countries? How can UN SDG #3 help in increase of expectancy in Developing countries. NOTE: Explain in detail
how covid 19 impacted South africas economy. GDP, unemployment, interest rates,
This is a question from Sustainable Energy by Richard Dunlap (2nd edition): If world energy use increases linearly, use Figure 2.13 to estimate the annual percentage increase for OECD and non-OECD countries from 1990 to 2035 relative to the use in 1990. Here is some information about this figure: 1990 OECD 217 QBtu total 355 QBtu non-OECD 138 QBtu 2035 OECD 293 QBtu total 774 QBtu no-OECD 481 QBtu I also attached the figure: Do I find the overall percent increase and divide it by (2035 - 1990 ) or 45?