Quest Quality Sportswear (QQS) is an athletic wear company, which manufactures boys, girls, men, and women's clothing. The company is located in NC. QQS is a private company. Therefore, audited financial statements are not available to external users on the company website.

At Quest Quality Sportswear, the following changes took place on the company's balance sheet last year:

Note I is for increase and D is for decrease.

Other information:

• Long-term investments that cost the company $6 were sold during the year for $16
• Land that cost $15 was sold for $9.
• The company declared and paid $30 in cash dividends during the year.
• Besides the sale of land, no other sales or retirements of plant and equipment took place during the year.
• QQS did not retire any bonds during the year or issues any new common stock.
• QQS's beginning cash balance was $90.
• QQS's ending cash balance was $85.

QQS's income statement for the year follows:

1. Use the indirect method to determine the net cash provided by operating activities for the year.

2. Prepare a statement of cash flows for the year.

Be sure to show your work. Not doing so will result in deductions and/or no credit given

The mean body mass index (BMI) for boys age 12 is 23.6. An investigator wants to test if the BMI is higher in 12-year-old boys living in New York City. How many boys are needed to ensure that a two-sided test of hypothesis has 80% power to detect a difference in BMI of 2 units? Assume that the standard deviation in BMI is 5.7

ADHD? OR JUST YOUNGEST IN THE CLASS?

A study¹ indicates that the youngest children in a school grade are more likely to be diagnosed with attention-deficit/hyperactivity disorder (ADHD) than their older peers in the same grade. The study involved 937,943children between 6 and 12 years old in British Columbia, Canada. The cutoff date for entering school in any year in British Columbia is December 31^st, so in any given class, those born late in the year are almost a year younger than those born early in the year. Is it possible that the younger students are being over-diagnosed with ADHD?
Boys: ADHD or Just Young?
The table below shows the number of boys diagnosed with ADHD based on the quarter of the year in which they were born, as well as the proportion of boys born during that quarter.

Table 1 ADHD diagnoses and birth date for boys
¹Morrow, R., et al., “Influence of relative age on diagnosis and treatment of attention-deficit/hyperactivity disorder in children,” Canadian Medical Association Journal, April 17, 2012; 184(7): 755–762.

(a) What is the total number of boys diagnosed with ADHD in the sample?
Total number of boys = _____________________

(b) For the null hypothesis, use the overall proportion of births in a quarter to give the null proportion for that quarter. Compute the expected number of ADHD diagnoses for each quarter under this hypothesis.

Round your answers to one decimal place.

Jan-Mar =  _____________

Apr-Jun =   _____________

Jul-Sep =   _____________

Oct-Dec =  _____________

(c) Compute the χ2-statistic.

Round your answer to one decimal place.

χ2 =  _____________

(d) Give the degrees of freedom and find the p-value.

Enter the exact answer for the degrees of freedom, and round your answer for the p-value to three decimal places.

d⁢f=  _____________

p-value =  _____________

(e) State the conclusion of the test.

There is very strong evidence that ADHD diagnoses are related to relative age.

There is some evidence that ADHD diagnoses are related to relative age.

ADHD diagnoses do not seem to be related to relative age in school.

(f) For which group of children does ADHD appear to be diagnosed more frequently than we would expect? Select the group that provides the greatest indication of this.

Jan-Mar

Apr-Jun

Jul-Sep

Oct-Dec

(g) For which group of children does ADHD appear to be diagnosed less frequently than we would expect? Select the group that provides the greatest indication of this.

Jan-Mar

Apr-Jun

Jul-Sep

Oct-Dec

For the following different research types, write an exemplary research question. Please check the example given below carefully.

Example:

Quantitative – Mean score comparison – t-test

Research Question: Is there difference between boys’ and girls’ test scores on mathematics?

Homework:

1. Quantitative – Mean Score Comparison – t-test a. Research question

2. Quantitative – Association – Pearson Product Correlation Moment a. Research question

3. Quantitative – Descriptive – Descriptive Statistics (e.g. frequency, percentage) a. Research question

4. Qualitative – Narrative – Qualitative Analysis a. Research question

5. Qualitative + Quantitative – Action or Mixed Method Research a. Research Question

QUESTION 4 (2 + 1 + 2 + 1 + 4 =10 marks)

It is believed that cities tend to attract workers that are better educated. A sample of 610 people were classified by their highest education level (Primary and secondary school, Undergraduate and Postgraduate degree) and whether a person is working in a city or a town. The following information was obtained:

• Primary and secondary school: 89 people in total finished primary and secondary school as their highest qualification; 51 people completed their primary and secondary education and work in a city.

• Undergraduate degree: 349 people in total completed undergraduate degree as their highest qualification; 220 people completed their undergraduate degree and work in a city.

• Postgraduate degree: 172 people in total completed postgraduate degree as their highest qualification; 116 people completed their postgraduate education degree and work in a city.

1. What is the probability that a person, who has completed primary and secondary school as their highest qualification, works in a town. Show your working.

2. Let the variable Education represent the highest education level and the variable Working Status represent whether a person is working in a city or a town. Name the dependent variable.

3. We would like to investigate if there is an association between the level of education and whether a person is working in a city or town. What type of test would you conduct and why?

4. State the appropriate hypotheses statements of the test above.

5. Assume that we carry out the test above at the 1% level of significance. The test statistic value is 4.75. State the decision rule, decision, and conclusion in the context of this question. (Hint: You can use a critical value approach OR p-value approach to derive your decision)

According to the following article? What types of structural problems need to be resolved when the two organizations are merged?

Both A and B are two large sales companies, and B was acquired by Company A due to poor management. Both companies have a similar organizational structure - function-based design.However, after the acquisition of the new company, it suddenly increased a lot of shops and employees.After the completion of the acquisition of the new company, get an increase of many chain stores and a new Internet sector. In order to integrate these new businesses, the post-acquisition organizational structure must change. Now, the two companies that merged together became the largest sellers. Performance is gradually increasing. Although the company's merger has challenges, most of them have great confidence in the company's managers.

\Sub King and Gyro Mart are the only two sandwich shops in town. Their goods are imperfect substitutes. Careful research has found that the demand function for both firms is qi = 24 − 5pi + 2p−i .  Where i is the firm in question and −i is the opponent firm. In other words, while the price of gyros affects demands for subs, consumers do not simply buy the cheapest item, some are willing to pay more to get a sub, and some are willing to pay more to get a Gyro. The marginal cost of production for each firm is zero. 1. Find the best-response functions for firm Sub King and Gyro Mart. 2. Find the Nash equilibrium outcome. 3. What are the profits of each firm? 4. Suppose that the firms merge, so now they set prices jointly. What prices should the merged firm choose to maximize total profits? What are post-merger profits? Compare them with Bertrand profits. (Hint: Write out total profits of the merged firm and find marginal profits with respect to both prices. Then solve the resulting system of 2 equations for p1 and p2 by substituting one into the other.)

Sub King and Gyro Mart are the only two sandwich shops in town. Their goods are imperfect substitutes. Careful research has found that the demand function for both firms is

qi = 24 − 5pi + 2p−i .

Where i is the firm in question and −i is the opponent firm. In other words, while the price of gyros affects demands for subs, consumers do not simply buy the cheapest item, some are willing to pay more to get a sub, and some are willing to pay more to get a Gyro. The marginal cost of production for each firm is zero.

1. Find the best-response functions for firm Sub King and Gyro Mart.

2. Find the Nash equilibrium outcome.

3. What are the profits of each firm?

4. Suppose that the firms merge, so now they set prices jointly. What prices should the merged firm choose to maximize total profits? What are post-merger profits? Compare them with Bertrand profits. (Hint: Write out total profits of the merged firm and find marginal profits with respect to both prices. Then solve the resulting system of 2 equations for p1 and p2 by substituting one into the other.)

Pain “Pain,” an excerpt from the book Reaching Up for Manhood, draws on the writer’s training and experience as a psychologist. He uses the narrative to explain the power of memory in our lives, especially memory of painful experiences. His particular focus is on boys and on the ways, they are taught to repress the wounds caused by painful experiences. Nonetheless, it should be easy for readers to apply his insights to the experiences of girls.

1. Boys are taught to suffer their wounds in silence. To pretend that it doesn’t hurt, outside or inside. So many of them carry the scars of childhood into adulthood, never having come to grips with the pain, the anger, the fear. And that pain can change boys and bring doubts into their lives, though more often than not they have no idea where those doubts come from. Pain can make you afraid to love or cause you to doubt the safety of the ground you walk on. I know from my own experience that some pain changes us forever.

2. It all started because there was no grass. Actually, there was grass, you just couldn’t walk on it.

3. In the late fifties and early sixties, the projects were places people moved to get away from tenement buildings like mine. We couldn’t move into the projects because my mother was a single parent. Today most projects are crammed full of single parents, but when I was a child your application for the projects was automatically rejected if that was your situation. The projects were places for people on the way up. They had elevators, they were well maintained, and they had grass surrounding them. Grass like we had never seen before. The kind of grass that was like walking on carpet. Grass that yelled out to little girls and boys to run and tumble and do cartwheels and roll around on it. There was just one problem, it was off limits to people. All the projects had signs that said “Keep Off the Grass.” And there were men keeping their eyes open for children who dared even think of crossing the single-link chain that enclosed it. The projects didn’t literally have the only grass we could find in the Bronx. Crotona Park, Pelham Bay Park, and Van Cortland Park were available to us. But the grass in those parks was a sparse covering for dirt, rocks, and twigs. You would never think about rolling around in that grass, because if you did you’d likely be rolling in dog excrement or over a hard rock.

4. There was one other place where we found grass in our neighborhood. Real grass. Lawn-like grass. It was in the side yard of a small church that was on the corner of Union Avenue and Home Street. The church was small and only open on Sundays. The yard and its precious grass were enclosed by a four-foot-high fence. We were not allowed in the yard by the pastor of the church.

5. Occasionally we would sneak in to retrieve a small pink Spaulding ball that had gone off course during a game of stickball or punch ball, but if we were seen climbing the fence there would be a scene, with screams, yells, and threats to tell our parents. So although we often looked at that soft grass with longing, the churchyard was off limits.

6. It would have stayed off limits if it had not been for football. Football came into my life one fall when I was nine years old, and I played it every fall for the rest of my childhood and adolescence. But football in the inner city looked very different than football played other places. The sewer manhole covers were the end zones. Anywhere in the street was legal playing territory, but not the sidewalk. There could be no tackling on pavement, so the game was called two-hand touch. If you touched an opponent with both hands, play had to stop. The quarterback called colorful plays: “Okay now. David, you go right in front of the blue Chevy. I’m gonna fake it to you. Geoff, see the black Ford on the right? No, don’t look, stupid—they’re gonna know our play. You go there, stop, then cross over toward William’s stoop. I’ll look for you short. Richard, go to the first sewer and turn around and stop. I’ll pump it to you, go long, Geoff, you hike on three. Ready! Break!”

7. All we needed was grass. All our eyes were drawn to the churchyard. A decision had to be made. Rory was the first to bring it up. “We should sneak into the churchyard and play tackle.”

8. We all walked over to Home Street and, out of sight of front windows, climbed over the fence and walked onto the grass. A thick carpet of grass that felt like falling on a mattress. We were in heaven.

9. Football in the churchyard was everything we had imagined. We could finally block and tackle and not worry about falling on the hard concrete or asphalt streets. We didn’t have to worry about cars coming down the block the way we did when we played two-hand touch. And because we were able to tackle, we could have running plays. We loved it. We played for hours on end.

10. There was one problem with our football field, which was about thirty yards long and fifteen yards wide: at the far end there was a built-in barbecue pit, right in the middle of the end zone. If we were running with the football, or going out for a pass, we had to avoid the barbecue pit with its metal rods along the top, set into its concrete sides. We knew that no matter what you were doing when in that area of the yard, you had to keep one eye on the barbecue pit. To run into its concrete sides—or, even worse, the metal bars—would be very painful and dangerous.

11. I was fast and crafty. I loved to play split end on the offense. I could fake out the other kids and get free to catch the ball. I had one problem, though—I hadn’t mastered catching a football thrown over my head. To do this you have to lean your head back and watch as the football descends into your hands. Keep your eye on the ball, that’s the trick to catching one over the shoulder. We all wanted to go deep for “the bomb”—a ball thrown as far as possible, where a receiver’s job is to run full speed and catch it without-stretched hands. It took me forever to learn to concentrate on the football, with my head back as far as it would go, while running full speed. But finally, I mastered it. I was now a truly dangerous receiver. If you played too far away from me I could catch the ball short, and if you came too close I could run right by the slower boys and catch the bomb.

12. The move I did on Ned was picture perfect. I ran ten yards, turned around, and faced Walter. He pumped the ball to me. I felt Ned take a step forward, going for the fake as I turned and ran right by him. Walter launched the bomb. As the football left his hand I stopped looking over my shoulder at him and started my sprint to the end zone. After running ten yards I tilted my head back and looked up at the bright blue fall sky. Nothing. I looked forward again and ran harder, then looked up again. There it was, the brown leather football falling in a perfect arc toward the earth, toward where I would be in three seconds, toward the winning touchdown.

13. And then pain. The bar of the barbecue pit caught me in midstride in the middle of my shin. I went down in a flurry of ashes, legs and arms flying every which way. The pain was all-enveloping. I grabbed my leg above and below where it had hit; I couldn’t bear to touch the place where it had slammed into the bar. The pain was too much. I lay flat on the ground, trying to cry out. I could only make a humming sound deep in the back of my throat. My friends gathered around and I tried to act like a big boy, the way I had been taught. I tried not to cry. Then the pain consumed me and I couldn’t see any of my friends anymore. I howled and then cried and then howled some more. The boys saw the blood seeping through my dungarees and my brother John said, “Let me see. Be still. Let me see.” He rolled my pants leg up to my knee to look at the damage. All the other boys who had been playing or watching were in a circle around me. They all grimaced and turned away. I knew it was bad then, and I howled louder.

14. Catching the metal bar in full stride with my shin had crushed a quarter-sized hole in my leg. The skin was missing and even to this day I can feel the indentation in my shinbone where the bar gouged out a small piece of bone. I was off my feet for a few days and it took about two weeks for my shin to heal completely. Still, I was at the age where sports and friends meant everything to me. I couldn’t wait to play football in the churchyard again, but I was a much more cautious receiver than before.

15. Several years later, when I finished the ninth grade at a junior high school in the South Bronx and was preparing to go to high school, I knew that my life had reached a critical juncture. My high school prospects were grim. I didn’t pass the test to get into the Bronx High School of Science (I was more interested in girls than prep work), so my choices were either Morris High School or Clinton High School. Both of these were poor academically and suffered from a high incidence of violence. I asked my mother if I could stay with my grandparents in the house they had just built in Wyandanch, a quiet, mostly African-American town on Long Island. She agreed, and they agreed, so I went there for my three years of high school.

16. That first year I went out for the junior varsity football team at Wyandanch High and played football as a receiver. I was a good receiver. The years of faking out kids on the narrow streets of the Bronx made me so deceptive that I couldn’t be covered in the wide-open area of a real football field. But I had one problem—I couldn’t catch the bomb. My coach would scream at me after the ball had slipped through my fingers or bounced off my hands. “Geoff! What’s the matter with you? Concentrate, dang it! Concentrate!” I couldn’t. No matter how I tried to focus on the ball coming down out of the sky, at the last minute I would have to look down. To make sure the ground wasn’t playing tricks on me. No hidden booby traps. What happened in the churchyard would flash into my mind and even though I knew I was in a wide-open field, I’d have to glance down at the ground. I never made it as a receiver in high school. I finished my career as quarterback. Better to be looking at your opponent, knowing he wanted to tackle you, sometimes even getting hit without seeing it coming, but at least being aware of that possibility. Never again falling into the trap of thinking you were safe, running free, only you and the sky and a brown leather ball dropping from it.

17. Boys are conditioned not to let on that it hurts, never to say, “I’m still scared.” I’ve written here only about physical trauma, but every day in my work I deal with boys undergoing almost unthinkable mental trauma from violence or drug abuse in the home or carrying emotional scars from physical abuse or unloving parents. I have come to see that in teaching boys to deny their own pain we inadvertently teach them to deny the pain of others. I believe this is one of the reasons so many men become physically abusive to those they supposedly love. Pain suffered early in life often becomes the wellspring from which rage and anger flow, emotions that can come flooding over the banks of restraint and reason, often drowning those unlucky enough to get caught in their way. We have done our boys an injustice by not helping them to acknowledge their pain. We must remember to tell them “I know it hurts. Come let me hold you. I’ll hold you until it stops. And if you find out that the hurt comes back, I’ll hold you again. I’ll hold you until you’re healed.”

18. Boys are taught by coaches to play with pain. They are told by parents that they shouldn’t cry. They watch their heroes on the big screen getting punched and kicked and shot, and while these heroes might groan and yell, they never cry. And even some of us who should know better don’t go out of our way to make sure our boys know about our pain and tears, and how we have healed ourselves. By sharing this we can give boys models for their own healing and recovery.

19. Even after I was grown I believed that ignoring pain was part of learning to be a man, that I could get over hurt by simply willing it away. I had forgotten that when I was young I couldn’t run in an open field without looking down, that with no one to talk to me about healing, I spent too many years unable to trust the ground beneath my feet.

MEANINGS AND VALUES

1. What is the main expository point (thesis) of the essay, and where does the writer state it? (See “Guide to Terms”: Unity.)

2. What desires or aspirations did grass represent for the writer as a young man?

3. a. What, according to the writer, are the consequences of painful experiences (physical or emotional) suffered in youth?

b. Why might the writer have chosen to focus on the consequences of pain for boys? How might the essay’s conclusions be applied to or adapted for understanding the experiences of girls?