Teaching Cournot Without Derivatives
نویسندگان
چکیده
منابع مشابه
Cournot−Walras equilibrium without profit feedback
In this note we consider a general equilibrium model with oligopolistic competition between firms who ignore the feedback effect of their dividend payments on demand. The outcome of this competition coincides with the perfectly competitive equilibrium solution, provided that firms have identical production technologies. I would like to thank Atsushi Kajii and two anonymous referees for helpful ...
متن کاملOn the Existence of Cournot Equilibrium without Concave Profit Functions*
This communication is concerned with the existence of equilibrium in Cournot’s model of oligopoly [2, Chap. VII]. This question, of course, has been examined often (see, e.g., [l-3]). To our knowledge, however, all previous treatments of the problem have assumed (either directly or indirectly) that the reaction curves of the firms are single-valued continuous functions or convex-valued, upper h...
متن کاملActive Set Identification without Derivatives
We consider active set identification for linearly constrained optimization problems in the absence of explicit information about the derivative of the objective function. We focus on generating set search methods, a class of derivative-free direct search methods. We begin by presenting some general results on active set identification that are not tied to any particular algorithm. These genera...
متن کاملTeaching advanced genetics without lectures.
In an effort to increase student engagement and therefore student learning, an advanced genetics course was developed in which traditional lectures were eliminated. Instead, students were required to complete reading assignments before each class meeting, and those readings were then the topic of group discussion. Assigned readings alternated between text assignments and articles from the prima...
متن کاملA Problem With Problem Solving: Teaching Thinking Without Teaching Knowledge
Problem solving theory and practice suggest that thinking is more important to solving problems than knowledge and that it is possible to teach thinking in situations where little or no knowledge of the problem is needed. Such an assumption has led problem solving advocates to champion content-less heuristics as the primary element of problem solving while relegating the knowledge base and the ...
متن کاملذخیره در منابع من
با ذخیره ی این منبع در منابع من، دسترسی به آن را برای استفاده های بعدی آسان تر کنید
ژورنال
عنوان ژورنال: The Journal of Economic Education
سال: 2001
ISSN: 0022-0485,2152-4068
DOI: 10.1080/00220480109595168