Consolidation several years subsequent to date of acquisition—Equity method
Assume that a parent company acquired a subsidiary on January 1, 2014. The purchase price was $785,000 in excess of the subsidiary’s book value of Stockholders’ Equity on the acquisition date, and that excess was assigned to the following [A] assets:

[A] Asset								Original Amount			Original Useful Life
Property, plant and equipment (PPE), net								$140,000			16	years
Patent								245,000			7	years
License								105,000			10	years
Goodwill								295,000			Indefinite
								$785,000

The [A] assets with definite useful lives have been depreciated or amortized as part of the parent’s preconsolidation equity method accounting. The Goodwill asset has been tested annually for impairment, and has not been found to be impaired. The financial statements of the parent and its subsidiary for the year ended December 31, 2016, are as follows:

	Parent	Subsidiary			Parent	Subsidiary
Income statement				Balance sheet
Sales	$4,802,000	$1,338,300		Assets
Cost of goods sold	(3,457,300)	(784,700)		Cash	$719,600	$337,400
Gross profit	1,344,700	553,600		Accounts receivable	1,229,200	303,800
Equity income	159,150	-		Inventory	1,624,000	389,900
Operating expenses	(720,300)	(340,200)		Equity investment	1,650,550	-
Net income	$783,550	$213,400		Property, plant & equipment	2,923,200	721,000
Statement of retained earnings					$8,146,550	$1,752,100
BOY retained earnings	1,694,700	676,200		Liabilities and stockholders' equity
Net income	783,550	213,400		Accounts payable	$702,800	$124,600
Dividends	(394,000)	(58,000)		Accrued liabilities	835,800	163,100
Ending retained earnings	$2,084,250	$831,600		Long-term liabilities	2,100,000	436,100
				Common stock	527,100	87,500
				APIC	1,896,600	109,200
				Retained earnings	2,084,250	831,600
					$8,146,550	$1,752,100

a. Compute the Equity Investment balance as of January 1, 2016.

$Answer

b. Show the computation to yield the $159,150 equity income reported by the parent for the year ended December 31, 2016.

Do not use negative signs with your answers.

Subsidiary net income		$Answer
Less: Amortization	Answer
Less: Depreciation	Answer	Answer
		$Answer

c. Show the computation to yield the $1,650,550 Equity Investment account balance reported by the parent at December 31, 2016.

Do not use negative signs with your answers.

Equity investment at 1/1/16		$Answer
Plus: AnswerDividendsEquity incomeEquity investmentGoodwillOperating expensesPPE, netRetained earnings	Answer
Less: AnswerDividendsEquity incomeEquity investmentGoodwillOperating expensesPPE, netRetained earnings	Answer	Answer
Equity investment at 12/31/16		$Answer

Public Health Nursing

Read the overview below and complete the activities that follow.

Jason, RN, BSN, is a public health nurse working for sections of three counties in the rural Northwest. "My duties range from home visits for parenting education, to foster child care, to the mainstays of public health—communicable disease investigation and reporting—and everything in between. In fact, once during a home visit I even delivered a baby—It was a boy," Jason says. "I enjoy the autonomy I have in my job, and I've established good rapport with the families I see regularly."

Case:

The ability to establish rapport is important, Jason explains, when he contacts individuals who have been diagnosed with a reportable disease, such as a sexually transmitted disease (STD), also referred to as a sexually transmitted infection (STI) and their contacts. "We have a fairly high percentage of STIs in my area, and I'm often persuading people to give me the names of those with whom they have been intimate, so I can let those individuals know that they should see a doctor.The information is kept confidential, of course, Jason continues, "but it's still a hard subject to approach. Most people are cooperative, but there are a few who don't want to talk to me. That's when my job really becomes difficult." From Jason's perspective, his job involves helping keep families within his practice area healthy, and also helping hold down the spread of a contagious infection or disease once patients are diagnosed. His investigative work as a public health nurse is mandated by state law, but the process can be difficult and can feel intrusive. Nevertheless, Jason does his best to see that the people in his area are protected. From the perspective of Jason's patients who learn they have a reportable, contagious condition, his visit is probably stressful. Those who are concerned for loved ones or others with whom they have had contact, however, are generally willing to provide names of individuals he can contact. From the perspective of public health authorities, nurses like Jason not only see patients in their homes, where health problems often arise, but they also keep contagious disease from becoming epidemic, and they help get vital treatment to those who have been exposed to infectious diseases

Read the case below and answer the questions.

1.) If it were your job to solicit information from a person with a communicable disease, how would you proceed?

Hi! Below is the case study and I want to make sure I'm on the right track. I bolded the questions I'm interested in (1-5). Looking for people who are familiar with the DSM-5/abnormal psychology and able to answer all questions completely. Thank you!

Questions:

1. Diagnosis; what is the evidence for it?

2. Treatment; typical treatment used for this diagnosis AND most effective treatment. IF the person is in treatment, what should we target first in terms of symptoms? How likely are they to stay in treatment and how likely are they to recover? Are meds involved and if so, what broad “type” of meds work for this disorder,?

3. Differential diagnosis (why is it this disorder and not this disorder)

4. Does the person have more than one diagnosis, what would DSM say about the criteria for diagnosing that

5. What would the primary causal theories be?

CASE STUDY BELOW:

Shane is an 11 year old boy in the sixth grade at a private Catholic middle school. Shane has a history of being hyper, irritable, and off task at both school and home - he has difficulty with motivation and attention and is quite impulsive and is a risk-taker. He has frequent behavior problems both at school and at home, mostly due to being impulsive and not thinking much about rules and consequences. Shane plays sports and is very good at them - he is on the all-star team with soccer and basketball and his coaches love him. He is also a very talented musician, but he always forgets to practice, so his music teacher is frequently frustrated with him. Shane gets very poor grades in school also, he tends to fail tests and he often forgets to turn assignments in. He has a tutor, but it does not help. He says he just does not understand or care about much of the work he is supposed to do. Shane loves video games and this takes up a lot of his free time, it is also a source of frequent arguments with his parents, as they want him to spend less time on this activity. Shane actually argues about lots of things - he even argues when it is clear he will lose! Shane also has a long history of having “friend issues” - he has a couple of friends, but he often seems to just “not fit in” with many of his peers and he sometimes seems to almost “seek trouble out”. He tends to hang with troublemakers also, so that’s an ongoing issue. Shane’s parents have tried everything to help him, but Shane does not respond to their attempts and he continues to have the above problems and issues despite their hard work.

Chapter 20 – Developing a Service Plan at the Case

Fundamentals of Case Management Practice, skills for the human services - 5th ed by Nancy Summers

Please read the following case study and answer the questions to the best of your ability.

Case 20.1: Developing Dave's Service Plan

Dave is a 49-year-old bartender who is currently going through a divorce initiated by his wife. Dave and his wife have two children: a boy, aged 6 and a girl, aged 9. Dave states that he and his wife decided to separate and then divorce after his wife complained on numerous occasions about his work responsibilities. He states that his wife told him that his work hours and the social contacts he made as a result of his job at the bar were incompatible with the kind of family life she wanted for herself and her children. Dave co-owns his home with his wife and is letting her have the house for the sake of the children. He has taken up with a woman who frequents his bar and recently moved in with her in a different part of the town, "giving me a place to put my things."

Dave is requesting help in restoring his marriage and is looking for marriage counseling. He is not sure his wife will agree. Additionally, Dave wants help in considering alternative training or education so that he is no longer dependent on his skills as a bartender for his income.

Dave has a high school diploma and has completed four college courses, all of them general education courses. Dave has a close relationship with his sister who lives in the same part of the town where he is currently living. "She gives me a lot of support." He is a member of the St. Paul's Methodist church but has not been to church in over a year. Dave indicates that he joined the church in order to please his wife but never got much out of going there, though he likes the minister at the church. Dave describes his relationship with his daughter as close. Since he left, his daughter calls him every night to go over homework. Unfortunately, his work schedule often cuts these calls short or he is not able to take the calls.

Dave is willing to begin seeing a counselor on his own in the hope that his wife will join him at some point.

1. Describe Dave's presenting needs and concerns.

2. Describe the strengths and supports that Dave has.

3. Describe the weaknesses and/or obstacles that Dave is facing.

PROTOZOAN GENUS NAMES TO MATCH TO THE CASE STUDY:      

Giardia                                                                                           Toxoplasma                                                      Trichomonas

Trypanosoma                                                                         Plasmodium

Case 4:

An 11-year-old boy in Thailand was admitted to the hospital due to a sustained fever for 10 days prior to admission. He presented with fever and chills. There were no symptoms of cough or other respiratory tract involvement. There was no jaundice, but two days before admission, there was a stomach-ache and vomiting, but no diarrhea. He complained about myalgia (muscle aches) but did not have any rash or hemorrhages.
His fever was 103^oF on admission, and his heart rate was 140 bpm. He had mildly enlarged tonsils, a swollen left submandibular lymph node and tachycardia. There was mild tenderness in the upper right quadrant of the abdomen, with mildly enlarged margins of the liver. His spleen was normal. He had drowsiness but was still oriented.
A peripheral blood smear showed normal-sized Red Blood Cells with a few ring-forms of a trophozoite inside the RBCs. On occasion, faint red dots were seen on the surface of the RBCs.
The patient was placed on Malarone and began to show signs of recovery within a few days.

Question 1: What is the name of this parasite?

Question 2: where is the trophozite of this parasite, usually reside?

_____________________________________________________________________________________________________________________________________________

Case 5

A pregnant woman who lived on a farm with many dogs and cats as outdoor pets presented to an urgent care clinic during the 15^th week of her pregnancy. She presented with fever, headache, enlargement of a lymph node on her neck, and symptoms of a common cold.   She was placed on the antibiotic Cefixime, but she remained symptomatic despite the prescription.
An ultrasound of the fetus was taken at week 17, and it showed no anomalies. But since the patient was still symptomatic, she was referred to an ENT (Ear-Nose-Throat) specialist. Fluid was extracted from a swollen lymph node which had continued to swell in size. No parasites were seen in a stain of the fluid. But a follow-up serological blood test was positive for antibodies to the suspected parasite. Under the microscope, the trophozoite of this parasite would be crescent-shaped, 6 micrometers in length, with a prominent nucleus, a pointed anterior end, and a rounded posterior end.
The patient was given pyrimethamine and sulfadiazine, but she could not tolerate them, developing a petechial rash. Spiromycin was then prescribed.
At the 24^th week of pregnancy, a fetal scan showed pronounced hydrocephaly and decreased amniotic fluid. The physician recommended termination of the pregnancy, and it was terminated at 178 days. The male fetus was covered in meconium and had developed the same petechia as the mother had during her drug reaction.

Question 1: what is the risk factor in this case?

Question 2:what is the caustive agent?

Part 3. The relationship between medical researchers and drug companies are under scrutiny because of a possible conflict of interest. A 1995 study began the controversy that suggested that the use of calcium-channel blockers to treat hypertension led to an increased risk of heart disease. An intense debate led both in technical journals and in the press. A group of researchers is interested in whether researchers that financial ties to the companies had that produce the drug that they were evaluating were more likely to report favorable results than researchers who had no economic ties to the companies. In the sheet entitled “Drug Research,” you will find information on a sample of 70 studies on the health effects of calcium-channel blocking drugs. In the first column, the variable labeled “Relationship with Drug Companies” indicates whether or not the authors of a particular study had financial ties to the company that produced the calcium-channel blocker that they were evaluating. The label in the second column labeled “Results” indicates whether the results of the study were critical of the drug (i.e., suggesting that the drug is ineffective or has serious side effects), neutral, or favorable (i.e., suggesting that the drug has the desired effect without causing serious side effects).

Use the pivot table tool to create a cross-tabulation table that shows the percentage of studies of each relationship type (i.e., the ones with authors with financial ties to the companies and the ones with authors without financial ties) that reported each type of result (critical, neutral, favorable). Copy and paste the table into this document and reformat it professionally. (4 points)

Do these results suggest that the research findings for calcium-channel blockers are affected by whether drug companies fund the researcher? (3 points)

Use the pivot table that you developed for Question 1 to create a clustered bar chart that graphically summarizes the results. Copy the clustered bar chart below. (3 points)

What are the levels of measurement of the “Relationship with Drug Companies” and “Results” variables? (2 points)

Relationship with Drug Companies	Results
Authors Have Financial Ties to Companies	Neutral
Authors Do Not Have Financial Ties to Companies	Critical
Authors Have Financial Ties to Companies	Neutral
Authors Have Financial Ties to Companies	Favorable
Authors Have Financial Ties to Companies	Favorable
Authors Have Financial Ties to Companies	Critical
Authors Do Not Have Financial Ties to Companies	Critical
Authors Have Financial Ties to Companies	Critical
Authors Have Financial Ties to Companies	Favorable
Authors Do Not Have Financial Ties to Companies	Neutral
Authors Do Not Have Financial Ties to Companies	Neutral
Authors Do Not Have Financial Ties to Companies	Critical
Authors Have Financial Ties to Companies	Neutral
Authors Have Financial Ties to Companies	Favorable
Authors Have Financial Ties to Companies	Favorable
Authors Have Financial Ties to Companies	Favorable
Authors Have Financial Ties to Companies	Favorable
Authors Have Financial Ties to Companies	Neutral
Authors Do Not Have Financial Ties to Companies	Critical
Authors Have Financial Ties to Companies	Favorable
Authors Have Financial Ties to Companies	Favorable
Authors Have Financial Ties to Companies	Favorable
Authors Do Not Have Financial Ties to Companies	Critical
Authors Have Financial Ties to Companies	Favorable
Authors Have Financial Ties to Companies	Favorable
Authors Have Financial Ties to Companies	Critical
Authors Do Not Have Financial Ties to Companies	Critical
Authors Have Financial Ties to Companies	Favorable
Authors Have Financial Ties to Companies	Favorable
Authors Have Financial Ties to Companies	Critical
Authors Do Not Have Financial Ties to Companies	Neutral
Authors Have Financial Ties to Companies	Neutral
Authors Have Financial Ties to Companies	Favorable
Authors Have Financial Ties to Companies	Favorable
Authors Have Financial Ties to Companies	Neutral
Authors Do Not Have Financial Ties to Companies	Critical
Authors Do Not Have Financial Ties to Companies	Critical
Authors Do Not Have Financial Ties to Companies	Critical
Authors Have Financial Ties to Companies	Favorable
Authors Have Financial Ties to Companies	Favorable
Authors Have Financial Ties to Companies	Favorable
Authors Have Financial Ties to Companies	Favorable
Authors Do Not Have Financial Ties to Companies	Critical
Authors Do Not Have Financial Ties to Companies	Favorable
Authors Have Financial Ties to Companies	Favorable
Authors Do Not Have Financial Ties to Companies	Neutral
Authors Do Not Have Financial Ties to Companies	Critical
Authors Have Financial Ties to Companies	Favorable
Authors Have Financial Ties to Companies	Favorable
Authors Have Financial Ties to Companies	Neutral
Authors Do Not Have Financial Ties to Companies	Neutral
Authors Do Not Have Financial Ties to Companies	Critical
Authors Do Not Have Financial Ties to Companies	Neutral
Authors Have Financial Ties to Companies	Favorable
Authors Have Financial Ties to Companies	Favorable
Authors Have Financial Ties to Companies	Critical
Authors Do Not Have Financial Ties to Companies	Neutral
Authors Have Financial Ties to Companies	Favorable
Authors Have Financial Ties to Companies	Critical
Authors Have Financial Ties to Companies	Critical
Authors Do Not Have Financial Ties to Companies	Critical
Authors Do Not Have Financial Ties to Companies	Critical
Authors Have Financial Ties to Companies	Favorable
Authors Have Financial Ties to Companies	Favorable
Authors Have Financial Ties to Companies	Critical
Authors Have Financial Ties to Companies	Neutral
Authors Have Financial Ties to Companies	Neutral
Authors Have Financial Ties to Companies	Critical
Authors Have Financial Ties to Companies	Neutral
Authors Have Financial Ties to Companies	Favorable

Read the case below and answer the questions that follow.

Coke in India, Before and After

BEFORE

Coke in India

PepsiCo was in the Indian market during the mid-1950s, but pulled out because the business was unprofitable. Coca Cola had operated in India since 1950 but left in 1977 because the Indian government insisted on some unacceptable conditions. The Indian government demanded that Coke reduce its ownership from 100 to 40 percent; that it divulge its formula, and that it use dual trademarks so that Indian consumers would have a local logo. Coke was especially adamant about preserving the mystique of its secret formula and pulled out of India rather than comply.

Coca-Cola's departure gave PepsiCo a great opportunity, but Pepsi did not begin negotiations with the Indian government until 1985, and did not get formal permission to return immediately. although the initial investment Pepsi proposed was only $15 million, approval had to be given at the cabinet level. There were twenty parliamentary debates, fifteen committee reviews and 5,000 articles in the press about the proposed investment over a three year period. Finally approval was granted under onerous terms. Pepsi gave too many concessions for too little in return.

Pepsi had to:

1) limit its ownership to 39.9%;
2) it had to promise to export about $150
million over the first ten-year period of operation;
3) soft drink sales could not exceed 25% of total sales;
4) it had to promise to export 75% of concentrate;
5) it had to set up an agricultural research center;
6) it had to set up fruit and vegetable processing plants).

After Pepsi accepted these terms and was readmitted, Coke than reapplied to reenter India around 1988, but its application was denied, to Coke's fury and disgust. Then in 1991, Prime Minister Rao was elected and launched broad economic reforms. Coca-Cola announced its return to India in 1993.

In order to get permission to return, Coke had to form a 51%-owned JV with an Indian company named Parle Exports. Coke had to agree to export three times the value of its imports. It also had to promise to export plastic beverage cases to compensate for its imports of concentrate.

After Pepsi became the target of militant protestors in 1995, Pepsi's second KFC restaurant in New Delhi was closed for a month by the Indian authorities because two flies were found in its kitchen.  

However, India is a huge potential market and both companies have preservered. The Indian market has opened up fast in the last fifteen years and now the two companies are dealing with marketing issues rather than with a business-unfriendly government. The government of India has become much more business-friendly.

Coke’s new strategy in India

With slowdown in developed markets, companies like PepsiCo and Coca-Cola are looking at emerging markets like India and China for growth. PepsiCo is aiming to triple its businesses in India over the next five years (and also setting up a new leadership structure in India). The Coca-Cola Company (Coke), the world’s largest nonalcoholic beverage company, is not one to be left behind. Coke has a new strategy and has renewed its focus on semi-urban and rural markets in India.

The soft drink consumption market in India is mainly concentrated in urban cities. Market research data suggests that consumers in urban cities spend ten times more than consumers in semi-urban and rural markets. However, Coca-Cola has renewed its focus on the rural market in India and believes there is huge opportunity with vast growth potential in these markets. Coke is targeting small towns (tier II and III towns like Agra, Bilaspur and Lucknow) and rural markets in India.

Coke’s new strategy involves training retailers (around 6,000 of them) in a program launched by the Coca-Cola University. [In 2007, the company launched Coca-Cola University — a virtual, global university for all learning and capability-building activities.]

The company calls this the “parivartan” program (meaning “Change” in English). Shop owners (traditional retailers) are given training on displaying and stocking products well. The goal of the innovative training program is to provide traditional Indian retailers with the skills, tools and techniques required to succeed in a constantly changing retail scenario. Presentations (including audio/visual technology) in local Hindi language help small retailers (with stores less than 200 square feet in average size) to better understand the concepts involved. Each retailer also receives a Coca-Cola “Certified Retailer” certificate at the conclusion of the program.

Last year, PepsiCo set up a research facility in India. Last month, Coke too set up an R&D faculty in India to develop beverages that suit local taste and increase focus on localizing its portfolio of beverages. Earlier, Coca-Cola India had been outsourcing all R&D functions from its facility in Shanghai. Some examples of local flavors include Maaza aam panna by Coca-Cola and Pepsi has locally-produced flavors under its Tropicana juice brand (with nimbu pani (lemon water) in the pipeline).

Moving from a price strategy to stepping up distribution In the past (in 2002-03), Coke had already targeted rural consumers by bringing down the entry price (Rs 5 a bottle) for its product. Now, it has stepped up distribution of its 200-ml (priced at Rs 7 and Rs 8 ) returnable-glass-bottles.

Partly from: http://www.casestudyinc.com/coke-strategy-training-retailers (Links to an external site.)

Case Discussion Question:

What lessons can international marketers learn from Coke and Pepsi's experiences in India?   Please list up three or four different items.

Subjective

Medical History

Mrs. AB is a 28 yr old Caucasian bank worker. She has had recurrent back pain since the age of 16. At that time she had an awkward fall while playing softball. She was taken to her local emergency department, where she was given the diagnosis of muscle strain and treated with painkillers and muscle relaxants. Although her back improved quickly, she believes that the pain never completely resolved. As she continued through high school she noticed that although she had continuing periods of pain, they seemed to be less severe when she was physically active.

At age 21 she experienced another acute episode of back pain that began suddenly when she sat down on a couch. This time she did not seek medical help but treated herself with over-the-counter pain medication. The pain slowly resolved over several months.

Two years ago over the July 4th weekend, Mrs. AB was camping with her husband and daughter. On the morning when they were packing up to go home, she bent over to help her husband pick up the tent and had a sudden onset of severe back pain. The pain was in her back and right buttock. She saw both her physician and chiropractor for treatment. Her X-ray results were normal, but she was told that her MRI showed a bulging disc between the fourth and fifth lumbar vertebrae. All other medical screening was clear, and she was told that she did not have any serious medical problems. She was given a short course of muscle relaxants and stayed off work for 3 d. Her condition slowly improved but continued to bother her for the next several months.

In October the patient’s chiropractor suggested that she start fitness exercise. The previous January she had joined her town’s fitness center, but her attendance had been sporadic. She had completely stopped working out before she injured her back while camping, and the manager of the facility had put her membership on hold while she was receiving treatment for her back pain.

Objective and Laboratory Data

Exercise Test Results

Following her chiropractor’s advice, Mrs. AB returned to her fitness facility for a reevaluation and treatment program. Her physician had cleared her to begin an exercise program, and the fitness facility cleared her based on PAR-Q. The facility manager attempted a graded cycle ergometer test of aerobic capacity, but Mrs. AB was unable to complete it because of back pain. Similarly, muscle strength testing of back extensors and abdominal muscles was not possible. She was able to extend her hips only to neutral, and an attempt to test hamstring flexibility by reaching for her toes in sitting yielded a 13 in. (33 cm) distance from her fingertips to her toes.

She was able to do five repetitions of a trunk extension exercise from midflexion range to neutral spine position using a resistance of 30 lb (14 kg). She attempted latissimus pull-downs with 20 lb (9 kg) of resistance and a leg press that loaded through her shoulders, but she found the exercises too painful to continue to a formal strength evaluation. She was able to walk for 15 min on a treadmill with 0° incline at 3 mph (4.8 kph). She found this moderately painful.

Assessment and Plan

Exercise Prescription

Under the guidance of the fitness center manager, she began a program of treadmill walking to tolerance and resumed a modified version of the program of resistance exercise she had started when she joined the facility. Her walking started with 15 min at 3 mph (4.8 kph), and her goal was to increase to 4 mph (6.4 kph) and a distance of 2 mi (3.2 km). She did curl-ups using an exercise ball for the abdominal muscles, beginning with one set of 10 repetitions. She also started with one set of 10 repetitions of the following exercises: chest press (two varieties), seated rowing, leg curl, triceps pull-down, and knee extension. All were done on weight equipment rather than with free weights, and initial resistance was determined via selection of a weight that did not increase her back pain and allowed her to do the required number of repetitions without loss of form. On the back extension machine she started with one set of five repetitions with 30 lb (14 kg) of resistance in a very limited range.

The fitness center is adjacent to the bank where Mrs. AB works, and she now goes there after work several days a week. Her employer is a major corporate sponsor of the fitness center, so she is able to take advantage of a reduced membership rate. Currently, she experiences some back pain at least weekly. She does not take time off work for pain but may modify her activities slightly. On days when pain bothers her, she takes over-the-counter pain medication. With the severe episodes she had experienced in the past, she had returned to work despite considerable pain within 3 to 5 d of the episode. Her supervisor insisted on buying an ergonomic chair for her use at work, and Mrs. AB finds the chair helpful. Her job allows her to change position frequently, and she is never required to either sit or stand for long periods. She has noticed that any prolonged posture aggravates her back pain for several days.

Similarly, she has found that beginning any new sporting activity increases pain. Last summer she coached her daughter’s softball team and found that the frequent squatting activities caused her back to flare up considerably. Depending on the activity, days or weeks may pass before the pain settles down to the usual level. She continues to see her chiropractor once a month.

Mrs. AB normally exercises three or four times a week at the wellness center. She has found that her episodes of back pain worsen and the frequent low levels of pain increase in severity whenever she fails to exercise regularly. She believes that her back symptoms are still improving but extremely slowly. Her goal continues to be complete elimination of pain.

In the first 6 mo after her injury, Mrs. AB increased her exercise routine to include the following exercises: chest press (two varieties), seated rowing, leg curl, triceps pull-down, and knee extension. These exercises are all done on weight equipment rather than with free weights and she normally does three sets of 12 to 15 repetitions. Additionally she does two sets of 30 abdominal crunches. For the chest presses and rowing she now uses 40 lb (18 kg). The triceps pull-down is 20 lb (9 kg); the leg curls are 30 lb (14 kg); and the knee extension is 35 lb (16 kg). Her back extension exercises have increased to three sets of 20 reps with a resistance of 80 lb (36 kg), with extension only to neutral. She now walks 2 mi (3.2 km) on the treadmill at a speed of 4 mph (6.4 kph) and does light stretching of arms and legs before her workout. The flexibility of her spine has improved somewhat, but she is cautious of allowing extension of her back much beyond a straightened position with any exercise. Before the episode she had been using a leg press machine that loaded through the shoulders and a lat pull-down. Both were extremely painful after the injury, and she dropped them from her program. She has not attempted them since. Although she has continued to work out regularly, the weights have been the same on the machines for about a year. She uses the fitness center treadmill for a walking program. She still has tight hamstrings, fingertips 6 in. (15 cm) from toes, and reduced active and passive back extension.

Case Study Discussion Questions

1. How well does Mrs. AB fit the profile of the typical person with nonspecific back pain? In her presentation are there any red or yellow flags? What characteristics in her work and recreational situation have helped her deal with her pain?
2. Do you think her current back program will produce the desired outcome (pain-free spinal mobility and physical tolerance of all work-related tasks)?Do you believe, based on the recurrent nature of her symptoms, that present management strategies are adequate?
3. What specific recommendations for changes in her exercise program could you make for her based on the information provided? List general principles of exercise that Mrs. AB should follow to decrease her risk of recurrence.
4. What advice would you give her for a suitable aerobic conditioning program?
5. Write an outline of advice that you would give her for those days when her job requires a lot of sitting activity. Would you reintroduce the partial squats and lat pull-downs in her program? If so, what modifications could help her resume those exercises?
6. She wants to continue coaching her daughter’s softball team. What strategies should she use to prevent flare-ups of her back pain from this activity? How can she safely stretch into extension to regain some of the lost mobility in her spine? Are there any classes or activities that would help her with this?

this there any way to shorten the line of  code. Right now it about 300 line of code is there anyway to shorten it to 200 or so line of code?

import java.awt.*;
import java.awt.Color;
import java.awt.Desktop;
import java.awt.Font;
import java.awt.event.*;
import java.net.URL;
import java.io.BufferedReader;
import java.io.BufferedWriter;
import java.io.FileReader;
import java.io.FileWriter;
import javax.swing.JCheckBox;
import javax.swing.JColorChooser;
import javax.swing.JFileChooser;
import javax.swing.JFrame;
import javax.swing.JMenu;
import javax.swing.JMenuBar;
import javax.swing.JMenuItem;
import javax.swing.JOptionPane;
import javax.swing.JRadioButton;
import javax.swing.JScrollPane;
import javax.swing.JTextArea;
import javax.swing.KeyStroke;
//MyMenuFrame will use Jframe with actionlistener
class MyMenuFrame extends JFrame implements ActionListener{

//creating the main menu items
JMenu menuEdit = new JMenu("Edit");
JMenu menuPrint = new JMenu("Print");
JMenu mnFile = new JMenu("File");
JMenu menuHelp = new JMenu("Help");

//creating the submenu items here because we are gonna use these across the code
JRadioButton subMenuItem1 = new JRadioButton("Times New Roman");
JRadioButton subMenuItem2 = new JRadioButton("Arial");
JRadioButton subMenuItem3 = new JRadioButton("Serif");
JCheckBox subMenuItem4 = new JCheckBox("Bold");
JCheckBox subMenuItem5 = new JCheckBox("Italic");

//provide scrollable view of a component
JScrollPane scrollPane;

//creating notePadArea for notepad to input the text
JTextArea notePadArea;

public MyMenuFrame() {

//setting the border layout for JFrame
this.setLayout(new BorderLayout());

// create menu bar named menuBar

JMenuBar menuBar = new JMenuBar();

this.setJMenuBar(menuBar);//adding the menubar to JFrame

// create File menu
mnFile.setMnemonic(KeyEvent.VK_F);//Alt+F

menuBar.add(mnFile);//adding the menufile

// create Open menu item

JMenuItem mntmOpen = new JMenuItem("Open");//creating the Open menu

mntmOpen.setMnemonic(KeyEvent.VK_O);//Alt+O command

mntmOpen.setActionCommand("open");//when the command equals to 'open' then the corresponding action will be performed

mntmOpen.setAccelerator(KeyStroke.getKeyStroke('O', KeyEvent.CTRL_DOWN_MASK));//respond when user clicks Ctrl+O

mntmOpen.addActionListener(this);//adding actionLister to the Menu Option Open

// create Save menu item

JMenuItem mntmSave = new JMenuItem("Save");//creating the Save menu

mntmSave.setMnemonic(KeyEvent.VK_S);//Alt+S command

mntmSave.setActionCommand("save");//when the command equals to 'save' then the corresponding action will be performed

mntmSave.setAccelerator(KeyStroke.getKeyStroke('S', KeyEvent.CTRL_DOWN_MASK));//respond when user clicks Ctrl+S

mntmSave.addActionListener(this);//adding actionLister to the Menu Option Save

// create Exit menu item

JMenuItem mntmExit = new JMenuItem("Exit");//creating the Exit menu

mntmExit.setMnemonic(KeyEvent.VK_X);//Alt+X command

mntmExit.setActionCommand("exit");//when the command equals to 'exit' then the corresponding action will be performed

mntmExit.setAccelerator(KeyStroke.getKeyStroke('X', KeyEvent.CTRL_DOWN_MASK));//respond when user clicks Ctrl+X

mntmExit.addActionListener(this);//adding actionLister to the Menu Option Exit

// add open, save and exit menu to menu-bar

mnFile.add(mntmOpen);

mnFile.addSeparator();//adding separator between open and save

mnFile.add(mntmSave);

mnFile.addSeparator();//adding separator between save and exit

mnFile.add(mntmExit);

// create Edit menu

menuEdit.setMnemonic(KeyEvent.VK_E);//creating shortcut menu when user press Alt+E

menuBar.add(menuEdit);//adding the Edit to the menubar

JMenu submenu1 = new JMenu("Color");//creating the new menu which comes under Edit
submenu1.setMnemonic(KeyEvent.VK_C);//creating shortcut menu when user press Alt+C
JMenuItem menuItem0 = new JMenuItem("Change Color");//creating submenu item called change color
menuItem0.setAccelerator(KeyStroke.getKeyStroke('C', KeyEvent.CTRL_DOWN_MASK));//it responds when user click Ctrl+C
menuItem0.setActionCommand("color");//setting the command used to call the correcponding action when user click this
menuItem0.addActionListener(this);//adding actionlistener
submenu1.add(menuItem0);//adding this menu item to submenu
menuEdit.add(submenu1);//adding this submenu to editmenu
menuEdit.addSeparator();//creating separator between Color and Font

ActionListener sm1 = new ActionListener() {
public void actionPerformed(ActionEvent actionEvent) {
subMenuItem1.setSelected(true);
subMenuItem2.setSelected(false);
subMenuItem3.setSelected(false);
notePadArea.setFont(new Font("Times New Roman", Font.PLAIN, 20));
}
};

ActionListener sm2 = new ActionListener() {
public void actionPerformed(ActionEvent actionEvent) {
subMenuItem2.setSelected(true);
subMenuItem1.setSelected(false);
subMenuItem3.setSelected(false);
notePadArea.setFont(new Font("Arial", Font.PLAIN, 20));

}
};

ActionListener sm3 = new ActionListener() {
public void actionPerformed(ActionEvent actionEvent) {
subMenuItem3.setSelected(true);
subMenuItem2.setSelected(false);
subMenuItem1.setSelected(false);
notePadArea.setFont(new Font("Serif", Font.PLAIN, 20));

}
};

JMenu submenu = new JMenu("Font");//creating the new menu which comes under Edit
submenu.setMnemonic(KeyEvent.VK_F);//creating shortcut menu when user press Alt+F
subMenuItem1.setMnemonic(KeyEvent.VK_T);//creating shortcut menu when user press Alt+T for Times New Roman
subMenuItem1.setActionCommand("times_new_roman");//setting the command used to call the correcponding action when user click this
subMenuItem1.addActionListener(sm1);//adding actionlistener
submenu.add(subMenuItem1);//adding to the submenu

subMenuItem2.setMnemonic(KeyEvent.VK_A);//creating shortcut key Alt+A
subMenuItem2.setActionCommand("arial");//respond when the command equals to arial
subMenuItem2.addActionListener(sm2);//adding action listener
submenu.add(subMenuItem2);//adding it to the submenu

subMenuItem3.setMnemonic(KeyEvent.VK_S);
subMenuItem3.setActionCommand("serif");
subMenuItem3.addActionListener(sm3);
submenu.add(subMenuItem3);

submenu.addSeparator();

subMenuItem4.setMnemonic(KeyEvent.VK_B);
subMenuItem4.setActionCommand("bold");
subMenuItem4.addActionListener(this);
submenu.add(subMenuItem4);

subMenuItem5.setMnemonic(KeyEvent.VK_I);
subMenuItem5.setActionCommand("italic");
subMenuItem5.addActionListener(this);
submenu.add(subMenuItem5);

menuEdit.add(submenu);

// create Print menu

menuPrint.setMnemonic(KeyEvent.VK_P);

menuBar.add(menuPrint);

JMenuItem menuItemPrint = new JMenuItem("Send To Printer");

menuItemPrint.setAccelerator(KeyStroke.getKeyStroke('P', KeyEvent.CTRL_DOWN_MASK));

menuItemPrint.setActionCommand("print");

menuItemPrint.addActionListener(this);

menuPrint.add(menuItemPrint);

// create Help menu

menuHelp.setMnemonic(KeyEvent.VK_H);

menuBar.add(menuHelp);

JMenuItem menuItemHelp = new JMenuItem("About");

menuItemHelp.setAccelerator(KeyStroke.getKeyStroke('A', KeyEvent.CTRL_DOWN_MASK));

menuItemHelp.setActionCommand("about");
menuItemHelp.addActionListener(this);

JMenuItem menuItemVisitHomePage = new JMenuItem("Visit Home Page");

menuItemVisitHomePage.setAccelerator(KeyStroke.getKeyStroke('V', KeyEvent.CTRL_DOWN_MASK));

menuItemVisitHomePage.setActionCommand("visithomepage");
menuItemVisitHomePage.addActionListener(this);

menuHelp.add(menuItemHelp);

menuHelp.addSeparator();

menuHelp.add(menuItemVisitHomePage);

notePadArea = new JTextArea();

// set no word wrap

notePadArea.setWrapStyleWord(false);

// create scrollable pane

scrollPane = new JScrollPane(notePadArea, JScrollPane.VERTICAL_SCROLLBAR_ALWAYS , JScrollPane.HORIZONTAL_SCROLLBAR_NEVER);

this.add(scrollPane,BorderLayout.CENTER);

}

@Override

public void actionPerformed(ActionEvent e) {

if(e.getActionCommand().equals("exit")) {

System.exit(0);

}else if (e.getActionCommand().equals("open")) {

JFileChooser file = new JFileChooser();

String fileName = "";//initial filename was empty

// show open file dialog

if (file.showOpenDialog(this) == JFileChooser.APPROVE_OPTION) {

fileName = file.getSelectedFile().getAbsolutePath();

} else {

return;

}

try(BufferedReader bufferedReader = new BufferedReader(new FileReader(fileName));) {

// load file content into text area

StringBuffer stringBuffer = new StringBuffer();//creating a string buffer for reading data from file

String lines = "";//for reading the lines from the selecting file

while((lines = bufferedReader.readLine() ) != null) {//it'll read untill the file ends

stringBuffer.append(lines).append("\n");//for every line read insert new line in stringBuffer

}

bufferedReader.close();//after reading of file done, the bufferedReader will be close

notePadArea.setText(stringBuffer.toString());//converting the read text to string and inserting this text into textArea

} catch (Exception error1) {//if any exception occures

System.out.println(error1.toString());//convert the expection into string and print it

}

} else if (e.getActionCommand().equals("save")) {//if the user click the save command then the file will gonna saved

JFileChooser file = new JFileChooser();//creating the file chooser

String fileName = "";//initial file name is empty

// show open file dialog

if (file.showSaveDialog(this) == JFileChooser.APPROVE_OPTION) {//if the user select file and clicks OK button

fileName = file.getSelectedFile().getAbsolutePath();

} else {//other wise will be closed
return;
}

try(BufferedWriter bufferedWriter = new BufferedWriter(new FileWriter(fileName));) {

// write editor's content to selected file.

bufferedWriter.write(notePadArea.getText());//get the text entered in textarea
bufferedWriter.flush();//clear the writer
} catch(Exception ex1) {}

} else if (e.getActionCommand().equals("color")) {

Color select_color = JColorChooser.showDialog(this, "Select a color", Color.RED);
notePadArea.setForeground(select_color);

} else if (e.getActionCommand().equals("times_new_roman")) {
if(subMenuItem1.isSelected())
notePadArea.setFont(new Font("Times New Roman", Font.PLAIN, 20));

} else if (e.getActionCommand().equals("arial")) {
if(subMenuItem2.isSelected())
notePadArea.setFont(new Font("Arial", Font.PLAIN, 20));

} else if (e.getActionCommand().equals("serif")) {
if(subMenuItem3.isSelected())
notePadArea.setFont(new Font("Serif", Font.PLAIN, 20));

} else if (e.getActionCommand().equals("bold")) {
if(subMenuItem4.isSelected()){
if(subMenuItem5.isSelected()){
notePadArea.setFont(new Font("Serif", Font.BOLD+Font.ITALIC, 20));
}else{
notePadArea.setFont(new Font("Serif", Font.BOLD, 20));
}
}else{
if(!subMenuItem5.isSelected())
notePadArea.setFont(new Font("Serif", Font.PLAIN, 20));
}

} else if (e.getActionCommand().equals("italic")) {

if(subMenuItem5.isSelected()){
if(subMenuItem4.isSelected()){
notePadArea.setFont(new Font("Serif", Font.BOLD+Font.ITALIC, 20));
}else{
notePadArea.setFont(new Font("Serif", Font.ITALIC, 20));
}
}else{
if(!subMenuItem4.isSelected())
notePadArea.setFont(new Font("Serif", Font.PLAIN, 20));
}

} else if (e.getActionCommand().equals("print")) {

int output = JOptionPane.showConfirmDialog(this, "Do you want to print the File","Confirmation", JOptionPane.YES_NO_OPTION);
if(output==0){
JOptionPane.showMessageDialog(this, "The file is successfully printed","Confirmation", JOptionPane.INFORMATION_MESSAGE);
}
} else if (e.getActionCommand().equals("changecolor")){
System.out.println("Color clicked");
}
else if (e.getActionCommand().equals("about")) {

JOptionPane.showMessageDialog(this, "This software is developed in 2019\nVersion is 1.0","About", JOptionPane.INFORMATION_MESSAGE);

} else if (e.getActionCommand().equals("visithomepage")) {

openWebpage("http://www.microsoft.com");

}

}

private void openWebpage (String urlString) {

try {

Desktop.getDesktop().browse(new URL(urlString).toURI());

}

catch (Exception e) {

e.printStackTrace();
}
}
}

import javax.swing.JFrame;
public class MyMenuFrameTest {
public static void main(String[] args) {
MyMenuFrame frame = new MyMenuFrame();
frame.setTitle("MyNotepad");
//for the title of the box
frame.setSize(600, 400);
//for the size of the box
frame.setDefaultCloseOperation(JFrame.EXIT_ON_CLOSE);

frame.setVisible(true);
}
}

Lab Activity 4: Identifying APA Style in Journals

For this activity, please read the following question that are answer at the bottom and answer the following questions at the top. ( Note: At the bottom there already answer there that you can use to help you out with solving the answer)

Lee, K., Talwar, V., McCarthy, A., Ross, I., Evans, A., & Arruda, C. (2014). Can classic moral stories promote honesty in children? Psychological Science, 25, 1630-1636.

1. After reading through the abstract of the article, answer the following questions.

            a. How many studies were conducted in this article? What were the studies about?

  b. Who were the participants of the studies?

     c. In general, what was presented to the participants of the studies? Is this an independent or dependent variable?

     d. In general, what was the dependent variable of the studies?

  e. In general, what were the results of the first study? What were the results of the second study?

2. The first part of the article reflects which section of an APA style paper?

3. In the Method section of the first study, what were the two subsections of this section? Briefly describe what each subsection focused on.

4. What information did you learn from the Results section of the first study?

5. Looking at Experiment 2, why did they decide to conduct a second study?

6. Looking at the Method section, how were the participants the same as the previous study? How were they different?

7. What procedures were different in the second study than in the first study?

8. What were the results of the second study?

9. Briefly summarize what they talked about in the General Discussion section?

----------Information that can be used to help with question for this topic.

Explain why, specifically, the three stories utilized in Experiment 1 were chosen as modes of researching honesty in children for this experiment. How do these stories differ from each other in a way that can be accurately tested? [Introduction] The experimenters chose these stories because parents and teachers regularly use them to promote honesty in children. The three stories use different methods to promote honesty; one promotes honestly in immediate negative consequence (Pinocchio’s nose grows immediately); one teaches that the consequences to lying are long-term (the boy who cries wolf lies so often that no one believes him when the wolf finally comes); the last teaches positive consequences of honesty (George Washington’s father rewards and commends him after he confesses to cutting down the cherry tree).

2. Explain the modified temptation-resistance task used in this experiment. Do you think this is a good task for measuring lying in children? Why or why not? [Methods — Materials and Procedure] Participants played a game with the experimenter that required identifying a type of toy by the sound it made; the children sat with their back to a table, and the experimenter pressed a sound-toggle button on a toy. The children were asked to guess what the toy was. Then, the experimenter said that s/he needed to get a book from the car, placed a new toy on the table, and instructed the participant not to look at the toy. Then, the experimenter returned with a book and read the story that matched the condition. Afterwards, the experimenter asked the children if they peeked at the toy while the experimenter was gone. Responses to the opinion portion of the question will vary.

3. What were the hypotheses for the three stories presented? Be sure to differentiate these predictions between the younger and older children. The authors predicted that the cheaters who heard “the boy who cried wolf” would be more included than cheaters who heard the other stories to confess to cheating (due to the fatal consequences of lying in the story). They also predicted this effect would only be seen in older children because they have a better understanding of death. They expected that children who heard “Pinocchio” would be more likely to confess their cheating behavior across age groups, because the consequences of lying (in this case) involve public humiliation – something that should be relatable across age groups. They also predicted that “George Washington and the Cherry Tree” would be effective in promoting honesty across age groups because the story features the benefits of honesty.

4. Explain the purpose behind why “The Tortoise and the Hare” was used in this experiment. The story “The Tortoise and the Hare” was told in the control condition, because it didn’t involve lying nor discussed the consequences.

5. The children in Experiment 1 were coded into three separate groups. What were these and how was this coding procedure conducted? Non-Peekers, Peekers who lied (liars), and Peekers who confessed (confessors). Peeking was operationalized as the presence or absence of a 90o head turn when the researcher was away. Peekers who confessed when the researcher asked, were coded as confessors; peekers who lied when the researcher asked were coded as liars.

6. Based on the results from Experiment 1, what answer did the authors get to their research question? The researchers found that hearing “George Washington and the Cherry Tree” promoted honesty in children.

7. What was added for Experiment 2, and what was the purpose of adding this factor? The authors changed the story slightly in Exp 2, because they hypothesized that the GW story promoted honesty by illustrating the benefits of honesty, rather than the implications of dishonesty. To test this, they added a new GW story condition but changed the classic ending to focus on the implications of lying.