Demonstrate how supply and demand determine the price and quantity exchanged of goods and services. On September 6, 2007, the Des Moines Register's Business Section featured the article Wine Lovers have such fun, they pay to help harvest grapes. The article noted the number of wineries in Iowa increased significantly during the 1990s. It also discussed how Summerset Winery uses volunteers to harvest some of their grapes. The volunteers pay $20.00 for the experience of harvesting grapes. They also receive a meal, a t-shirt, and the opportunity to stomp some grapes (that's the fun part) Now let's analyze the determinants of demand that explain this increase in the demand for stomping graph and for wine. Our course textbook lists five reasons why the demand might change (why the demand curve might shift) including: (1) income; (2) tastes and preferences; (3) number of buyer; (4) expectations; and (5) income Which determinants of demand might account for this increased interest in stomping grapes and drinking wine?

42. Assume the required reserve ratio is 20 percent and the FOMC orders an open-market purchase of $100 million in government securities from member banks. If the oversimplified money multiplier is assumed, then the money supply will

43. In the mid-1990s, real interest rates fell in the United States. This was the result of budget deficit

48. An expansionary monetary policy will

49. The Fed has which of the following as its strongest control over the money supply?

1. Budget deficits will (increase, decrease, or have no effect on)  the exchange rate value of the dollar.

2. Suppose that the government provides each taxpayer with a $1,000 tax rebate financed by issuing additional Treasury bonds.

Keynesian economists believe that this fiscal action will (increase, decrease, or have no effect on) aggregate demand, output, and employment, whereas economists who believe in crowding out argue that financing fiscal action by borrowing will (increase, decrease, or have no effect on) interest rates and (increase, decrease, or have no effect on) private investment, weakening the expansionary impact.

3. Did the shift of the federal budget from deficit to surplus during the 1990s weaken aggregate demand?

A. It weakened aggregate demand, but did not slow down the growth of the economy.

B. It weakened both aggregate demand and the growth of the economy.

C. It occurred without weakening aggregate demand, but did slow down the growth of the economy.

D. It occurred without weakening either aggregate demand or the growth of the economy.

To move to a point on the Phillips curve where inflation is lower, unemployment must rise and the unemployment rise could have been caused by the Fed decreasing the money supply.

Select one:

True

False

According to the natural rate hypothesis (Friedman and Phelps), policymakers face a long-run Philips curve that is vertical because the natural unemployment rate is independent of the inflation rate.

Select one:

True

False

The federal government could increase spending and decrease taxes to move to a point on the short-run Phillips curve where inflation is lower, but unemployment would rise.

Select one:

True

False

The short-run Phillips curve shows the combinations of unemployment and inflation that arise in the short run as short-run aggregate supply shifts the economy along the aggregate demand curve.

Select one:

True

False

In the mid and late 1990s, aggregate supply shifted to the right and the Phillips curve shifted to the left as inflation expectations changed to a lower rate.

Select one:

True

False

WHAT DO YOU MEAN BY "EXTERNAL SOURCE MENTIONED" PLAESE TELL ME SPECIFICALLY!!

Instructions: Read the case study, The Boy with No Restraint, on pages 137-139 in the textbook. Then complete the following sections of the diagnostic report. This assignment should be no more than 5 pages long

Client strengths: All clients have strengths. What are these client’s strengths and how could they benefit his recovery and continued good mental health?

Client limitations: What potential limitations does this client possess in terms of his recovery and continued good mental health?

Differentials: List three differentials for each disorder you are considering, why you considered it, and why you rejected it. Your differentials should be rational, not random. For example, do not use Alcohol Use Disorder as a differential when the diagnosis is Major Depressive Disorder. The client should exhibit some symptoms of the disorder you use as a differential, but not enough to qualify for the diagnosis.

Diagnosis: List all DSM-V diagnoses and specifiers for the client in the case. Some will have only one disorder, others will have multiple diagnoses.

Rationale for diagnosis: Looking at the DSM-V criteria for each final diagnosis you select, provide your rationale for selecting that diagnosis.

Case 2 The Boy With No Restraint

Sam is a nine-year-old African-American male who is new to a school that offers educational services for children who can no longer perform in an ordinary school setting. He came from an elementary school where he attended a special education program. He was referred to the specialized school because he continued to exhibit significant behavioral, social, emotional, and academic difficulties.

The prior public elementary school’s psychological report stated that Sam spent a majority of his time out of the classroom, either on suspension or in counseling sessions because of his behavior. The report also stated that he required physical restraint on a number of occasions and was recently so aggressive and dangerous that the school filed a complaint with the court asserting that he was out of control both at home and in school. No further information was available about the outcome of this referral to the courts, nor about the specifics of the behavior that warranted such a referral.

Sam lives with his mother, his three-year-old brother, paternal great-grandmother, and uncle in his great-grandmother’s home. The family recently moved from the home of Sam’s grandmother after a heated argument between Sam’s mother and her own mother. This is the third move and Sam’s fourth school in just three years. Sam’s father was shot to death a year ago (his mother was no longer with him at the time), and he has no contact with his father’s family except for his paternal great-grandmother. Sam did have a relationship with his paternal grandmother, but she passed away six months ago.

Sam’s mother completed the 11th grade, is currently unemployed, and collects Supplemental Security Income. It is unclear why Sam’s mother receives such assistance. Sam also has a 12-year-old half brother and a 10-year-old half sister. All the children have the same mother but different fathers, and the older children live with their paternal relatives.

Sam’s family had home-based services to assist with the difficulties they were experiencing, but the services were terminated several months ago because the agency lost all contact with Sam’s mother. The home-based worker stated her belief that Sam’s mother may have started a new relationship, and that in the past she has allowed her relationships with men to take away from her time with her children. The worker also stated that the unstable living situation and Sam’s mother’s mental state (which she believes may be persistent depressive disorder) make it difficult to work with the family on a consistent basis. Through the home-based services agency, Sam was connected with mental health counseling, but his attendance and participation were sporadic.

About a year ago, Sam took the Woodcock Johnson tests, which indicated that his reading, writing, and math skills were significantly delayed for his age, IQ, and educational level. His academic achievement is poor because of these delays. Because of his refusal to participate in a number of the tests, his IQ score could not be accurately identified, but the examiner estimated it to be in the range of 74 to 87.

Since the beginning of the school year Sam has continued to exhibit aggressive and dangerous behaviors. In a meeting with the behavior staff director of the school, the social work intern learned that Sam will have to be searched daily because of his many threats of bringing a knife or gun to school to kill staff. Sam has had to be physically restrained by staff at least a dozen times. The director stated that she would never restrain Sam alone and that it takes two to three staff to do so safely. In this same meeting, the director stated that Sam has attempted to stab staff with pencils and thumbtacks grabbed from hallway bulletin boards.

In locked restraint, Sam will kick the door and scream out obscenities. According to incident reports, Sam has spit at, lunged at, and attacked staff and has even tried biting. He tends to blame others for his behavior (“I’m in support because [staff member] said a bad word to me.”). He neither shows remorse for his behavior nor empathy toward people he has been angry with.

Sam’s teacher reports that he often has difficulty transitioning from one location to another or from one assignment to another. Sam refuses to complete his school assignments and will not accept redirection from his teacher. He often becomes verbally disrespectful toward her, but she reports he has not yet been physically aggressive. She does report that he often destroys property (ripping papers, breaking pencils, turning over chairs and desks) when upset and is known for tearing up his school worksheets when he does not want to work on them.

Sam currently spends a significant amount of time out of class because of his behaviors. He is falling behind in class work because of his absence from lessons and his refusal to participate. Not surprisingly, Sam doesn’t have friends because other children are scared of his out-of-control behaviors.

Sam’s mother is difficult to contact, and she doesn’t return telephone calls in a timely manner. She is guarded about sharing personal information. She attended the most recent individualized educational plan (IEP) meeting and reports that since Sam was a young child, she has seen similar behaviors at home. When Sam gets frustrated, he becomes verbally and physically abusive toward her.

Sam’s mother states that she has sought outside help to control Sam’s behavior. She attempted mental health counseling, but discontinued services because he refused to speak. Sam’s mother says that she is overwhelmed and has tried every punishment—spanking, sending him to his room, taking away privileges—but that none of her efforts has been successful in changing his behavior. She says that he does not seem depressed to her, just angry. Sam’s mother states that she has also called Juvenile Court to relinquish Sam. She was told to come in to complete the intake process but did not do so.

Sam presents as a well-dressed and well-groomed young boy. When he is not upset, he is engaging and very polite. He states that he enjoys coming to the sessions with the social work intern, and he plays games cooperatively, though with high energy, during these times. He shows particular interest in sports, especially basketball. He doesn’t bring up his deceased father or other aspects of his family life and shies away from questions about them, although he admits to feeling “sad” about his father’s and his grandmother’s deaths. He denies, however, that he is sad in general. He says he has not been sexually or physically abused, but says that in the past his mother and a couple of her boyfriends have “whipped” him but not left marks. Sam’s most recent physical examination, performed a year ago, confirms that he is in good health and particularly noted that he has a good appetite.

Identify the flaws in the reasoning of the researchers in the following two scenarios, and discuss these flaws as completely as you can given the information provided in the question.

(a) Five hundred students at a randomly selected big-city elementary school are given a 25-question survey that they are to return the next day after their parents have filled it out. One of the questions asked of parents is, “Does your work schedule make it difficult to spend after-school time with your kids?” Among the parents who replied, 85% said “no”. Based on these results, the researchers concluded that the great majority of parents have no difficulty spending time with their kids after school.

(b) A survey is conducted on a random sample of 1,000 women who recently gave birth, asking them whether they smoked during the pregnancy. A follow-up survey 3 years later asked if their children have had any respiratory problems. Of the original 1,000 women who gave birth, 567 were reached at the same address and responded to the follow-up survey. The researcher reported that these 567 women are representative of all mothers with children under 3 years old.

1. The following data from several years ago represent salaries (in dollars) from a school district in Greenwood, South Carolina. 10, 000 11, 000 11, 000 12, 500 14, 300 17, 500 18, 000 16, 600 19, 200 21, 560 16, 400 107, 000 (a) First, assume you work for the school board in Greenwood and do not wish to raise taxes to increase salaries. Compute the mean, median, and mode and decide which one would best support your position not to raise salaries. (b) Second, assume you work for the teachers union and want a raise for the teacher. Use the best measure of central tendency to support your position. (c) Explain how outliers can be used to support one or the other position. (d) If the salaries represented every teacher in the school district, would the averages be parameters or statistics? (e) Which measure of the central tendency can be misleading when a data set contains outliers? (f) When you are comparing the measures of central tendency, does the distribution display any skewness? Explain

Rebecca is 29 and considering going to graduate school so she sits down to calculate whether it is worth the large sum of money. She knows that her first year tuition will be $54,000, due at the beginning of the year (that is, right away). She estimates that the 2nd year of tuition would be $56,000. She also estimates that her living expenses above and beyond tuition will be $10,000 per year (assume this extra expense occurs at the end of each year only when she is in graduate school) for the first year and will increase to $11,000 the next year. She expects to earn $24,000 for an internship (Assume this inflow occurs one year from now). Were she to forgo graduate school she would be able to make $65,000 at the end of this year and expects that to grow 4% annually. With a graduate degree, she estimates that she will earn $116,000 per year after graduation, again with annual 4% increases. Either way, she plans to work until 64. The interest/discount rate is 5%. What is the NPV of her graduate education?

A2745138.44

B 895157.84

C900268.95

D898497.46

Malani wants to determine whether children whose preschool classroom has a window differ in their receptive vocabulary as compared to children whose classroom does not have a window. At the beginning of the school year, Malani randomly assigns 10 children at Rainbow Preschool to one of two different classrooms: one classroom which has a window that looks out onto a grassy area or another classroom that has no windows. At the end of the schoolyear, Malani measures children on their receptive vocabulary. In the following are two independent random samples (classroom with and without window) of paired values on the covariate (X; receptive vocab measured at the beginning of the school year) and the dependent essay score (Y; receptive vocab measured at the end of the school year). Conduct an ANOVA on Y, an ANCOVA on Y using X as a covariate, and compare the results if alpha= .05 . Determine the unadjusted and adjusted means.

1.) Suppose you will go to graduate school for 2 years beginning in year 4. Tuition is $28,359 per year, due at the end of each school year. What is the Macaulay duration (in years) of your grad school tuitions? Assume a flat yield curve of 0.06. Assume annual compounding. In the above description, if you see a flat yield curve of 0.08 for example, then it means that the yield at all maturities is 8%.

2.) Suppose in the question above, the tuition obligations have a Macaulay duration of 5.06 in years, and that you wish to immunize against the tuition payments by buying a single issue of a zero coupon bond. What maturity zero coupon bond should you buy?

Assume annual compounding. Round your answer to 2 decimal places.

3.) Suppose in question 1, the tuition obligations have a Macaulay duration of 5.96 in years and a present value of 57,321. In order to immunize against the tuition payments by investing in some combination of two bonds with duration 2.83 and 8.61, what is the dollar amount that you should invest in the bond with duration 8.61?

Assume annual compounding. Round your answer to 2 decimal places.