The Gourmand Cooking School runs short cooking courses at its small campus. Management has identified two cost drivers it uses in its budgeting and performance reports—the number of courses and the total number of students. For example, the school might run two courses in a month and have a total of 61 students enrolled in those two courses. Data concerning the company’s cost formulas appear below:

For example, administrative expenses should be $3,600 per month plus $44 per course plus $7 per student. The company’s sales should average $900 per student.

The company planned to run four courses with a total of 61 students; however, it actually ran four courses with a total of only 55 students. The actual operating results for September appear below:

Required:

Prepare a flexible budget performance report that shows both revenue and spending variances and activity variances for September. (Indicate the effect of each variance by selecting "F" for favorable, "U" for unfavorable, and "None" for no effect (i.e., zero variance). Input all amounts as positive values.)

The comparisons of Scholastic Aptitude Test (SAT) scores based on the highest level of education attained by the test taker's parents were provided. A research hypothesis was that students whose parents had attained a higher level of education would on average score higher on the SAT. The overall mean SAT math score was  (College Board website, January 8, 2012). SAT math scores for independent samples of students follow. The first sample shows the SAT math test scores for students whose parents are college graduates with a bachelor's degree. The second sample shows the SAT math test scores for students whose parents are high school graduates but do not have a college degree.

a. Formulate the hypotheses that can be used to determine whether the sample data support the hypothesis that students show a higher population mean math score on the SAT if their parents attained a higher level of education.

population mean verbal score parents college grads.

population mean verbal score parents high school grads.

b. What is the point estimate of the difference between the means for the two populations? (to 1 decimal)

points - Select your answer -lowerhigherItem 4 if parents are college grads.

c. Compute the -value for the hypothesis test.

-value is - Select your answer -lower than .005between .005 and .01between .01 and .025between .025 and .05between .05 and .10between .10 and .20greater than .20Item 7

d. At , what is your conclusion?

We - Select your answer -cancannotItem 8 reject .

A study conducted at a large university was aimed at discovering whether personality traits influence choice of college major. A random sample of psychology and music majors were selected from the university's corresponding college/school. Each student was given the "need dependence" scale. The researchers hypothesize that psychology majors have less need dependence than music majors. What can be concluded with α = 0.10?

a) What is the appropriate test statistic?
---Select One--- (na, z-test, One-Sample t-test, Independent-Samples t-test, or Related-Samples t-test)

b)
Condition 1:
---Select One--- (college/school, psychology major, personality traits, music major, or need dependence)
Condition 2:
---Select One--- (college/school, psychology major, personality traits, music major, or need dependence)

c) Input the appropriate value(s) to make a decision about H₀.
(Hint: Make sure to write down the null and alternative hypotheses to help solve the problem.)
p-value = _____ ; Decision:  ---Select One--- (Reject H0 or Fail reject H0)

d) Using the SPSS results, compute the corresponding effect size(s) and indicate magnitude(s).
If not appropriate, input and/or select "na" below.
d = _____ ; Magnitude:  ---Select One--- "na, trivial effect, small effect, medium effect, or large effect"
r² =_____ ; Magnitude:  ---Select One--- "na, trivial effect, small effect, medium effect, or large effect"

e) Make an interpretation based on the results. Which is correct?

a)The psychology majors have significantly less need dependence than music majors.

b)The music majors have significantly less need dependence than psychology majors.    

c)There is no significant need dependence difference between psychology and music majors.

By the time 14-year-old Jake got home from school he was sick enough for his mom to notice. He seemed shaky and confused. He was sweaty even though it was cool fall weather. “Jake let’s get you a glass of juice right away,” his mother said in a calm manner. She was very familiar with the symptoms. Jake was diagnosed with diabetes at age 6. His mother was very familiar with monitoring his insulin, eating, and exercise. Now that Jake was in middle school he was taking on more of his own monitoring, but he seemed to mess up often.

“Yeah, I know I shouldn’t have waited so long to eat,” Jake muttered once he was feeling better. “Mom, you just don’t understand. I don’t want to be different than the other kids!” Jake’s mom was on the phone with the school nurse before he could finish his sentence.

Jake needed to inject himself with insulin 3 times a day. He knew what would happen if his blood glucose got too high or if he didn’t eat regularly and it got too low. But when he was on a field trip he hated to go to the chaperone and say that he needed to eat something immediately. And he hated going to the nurse every day to do his injections. Even worse, if he didn’t report to the nurse between fourth and fifth period the nurse would come to the classroom to get him and pull him out of class.

Jake was tired of having this disease, sick of shots and angry that he could not sleep in or skip a meal like the other kids. He made a face as his mother was on the phone with the nurse and slammed the door on his way out to find his friend Joe.

1. What can Jake do to make his friends understand his condition?
2. Are there other treatment options for Jake?

The Gourmand Cooking School runs short cooking courses at its small campus. Management has identified two cost drivers it uses in its budgeting and performance reports—the number of courses and the total number of students. For example, the school might run two courses in a month and have a total of 65 students enrolled in those two courses. Data concerning the company’s cost formulas appear below:

For example, administrative expenses should be $3,800 per month plus $41 per course plus $6 per student. The company’s sales should average $870 per student.

The company planned to run four courses with a total of 65 students; however, it actually ran four courses with a total of only 59 students. The actual operating results for September appear below:

Required:

Prepare a flexible budget performance report that shows both revenue and spending variances and activity variances for September. (Indicate the effect of each variance by selecting "F" for favorable, "U" for unfavorable, and "None" for no effect (i.e., zero variance). Input all amounts as positive values.)

The Culminating Project

Offering career academies in high schools has become more popular during the past 30 years because they help students prepare for work and postsecondary education. A principal at a large high school with a Science, Technology, Engineering, and Mathematics (STEM) Academy is interested in determining whether the status of a student is associated with level of participation in advanced placement (AP) courses. Student status is categorized as (1) STEM for students in the STEM program or (2) regular. A simple random sample of 200 students in the high school was taken and each student was asked two questions:

1. Are you in the STEM Academy?

2. In how many AP courses are you currently enrolled?

The responses of the 200 students are summarized in the table.

Part A: Calculate the proportion of STEM students who participate in at least one AP course and the proportion of regular students in the sample who participate in at least one AP course.

Part B: Is participating in two or more AP courses independent of student status?

Part C: Describe a method that could have been used to select a simple random sample of 200 students from the high school.

Part D: Is there any reason to believe there is bias in the method that you selected? Why or why not?

Part E: The responses of the 200 students are summarized in the segment bar graph shown.

Compare the distributions and what the graphs reveal about the association between level of participation in AP courses and student status among the 200 students in the sample. (5 points)

Part F: Do these data support the conjecture that student status is related to level of participation in AP courses? Give appropriate statistical evidence to support your conclusion. (10 points)

An elementary school started a special reading enrichment program for seventh-graders that has been underway for eight months. One of the investigators wants to confirm the program is having its intended effect, and collects a sample of 34 students from the program with a standardized reading test average of 24.1. The standardized reading test average for seventh-graders in the country is 26.1 with a standard deviation of 4.9. What can the investigator conclude with α = 0.01?

a) What is the appropriate test statistic?
---Select--- na z-test one-sample t-test independent-samples t-test related-samples t-test

b)
Population:
---Select--- the school seventh-graders in the program the program months seventh-graders in the country
Sample:
---Select--- the school seventh-graders in the program the program months seventh-graders in the country

c) Compute the appropriate test statistic(s) to make a decision about H₀.
(Hint: Make sure to write down the null and alternative hypotheses to help solve the problem.)
critical value =  ; test statistic =
Decision:  ---Select--- Reject H0 Fail to reject H0

d) If appropriate, compute the CI. If not appropriate, input "na" for both spaces below.
[  ,  ]

e) Compute the corresponding effect size(s) and indicate magnitude(s).
If not appropriate, input and select "na" below.
d =  ;   ---Select--- na trivial effect small effect medium effect large effect
r² =  ;   ---Select--- na trivial effect small effect medium effect large effect

f) Make an interpretation based on the results.

The standardized reading test of seventh-graders in the special reading enrichment program is significantly higher than seventh-graders in the country.The standardized reading test of seventh-graders in the special reading enrichment program is significantly lower than seventh-graders in the country.    The standardized reading test of seventh-graders in the special reading enrichment program is not significantly different than seventh-graders in the country.

The Eaton School District engaged in the following transactions during its fiscal year ending August 31, 2018.

• It established a purchasing department, which would be accounted for in a new internal service fund, to purchase supplies and distribute them to operating units. To provide working capital for the new department it transferred $1.7 million from its general fund to the internal service fund.

• During the year, operating departments that are accounted for in the general fund acquired supplies from the internal service fund for which they were billed $300,000. Of this amount the government transferred $200,000 from the general fund to the internal service fund, expecting to transfer the balance in the following fiscal year. The supplies had cost the purchasing department $190,000. During 2018, the operating departments used only $220,000 of the supplies for which they were billed. They had no supplies on hand at the start of the year.

• The school district transferred $150,000 from its general fund to its debt service fund to make its required March 31, 2018 interest payment. This amount was paid from the debt service fund when due. It represented interest on $8 million of bonds that were issued, at par, on September 30, 2017. The next interest payment of $150,000 is due on September 30, 2018. The district also transferred $75,000 from the general fund to the debt service fund to provide for the eventual repayment of principal.

• The district transferred $4.5 million from the general fund to its pension fund (a fiduciary fund) in partial payment of its actuarially determined contribution of $5.0 million for the year.

• On August 31, the district acquired school buses at a cost of $900,000. The district gave the sup- plier installment notes that required the district to make three annual payments of $361,903. The first payment is due in August 2019. The buses have a useful life of 10 years, with no salvage value.

• On March 1, the district purchased and paid $150,000 for a one‐year insurance policy.

Refer to the two lists below. Select the appropriate amounts from the lettered list for each item in the num- bered list. An amount may be selected once, more than once, or not at all.

1. Amount that the general fund should recognize as supplies expenditure, assuming that inventory is accounted for on a purchases basis

2. Amount that the district should recognize as a pension expenditure in its general fund

3. Amount that the district should recognize as a pension expense in its government‐wide statements

4. Amount that the general fund should recognize as nonreciprocal transfers‐out

5. Amount that the district should recognize as total debt service expenditures in its governmental funds

6. Amount that the government should recognize as total debt service expense in its government‐wide statements

7. Amount that the district should recognize as other financing sources in its general fund financial statements

8. Amount that the district should recognize as capital‐related expenditures, including depreciation, per- taining to its buses in its governmental fund financial statements (the district recognizes a full year’s depreciation on all capital assets in the year of acquisition)

9. Amount that the district should recognize as capital‐related expenses, including depreciation, pertain- ing to its buses in its government‐wide financial statements (the district recognizes a full year’s depre- ciation on all capital assets in the year of acquisition)

10. Amount that the district should recognize as nonspendable fund‐balance in its governmental fund statements

11. Amount that the district should recognize as a deferred outflow of resources relating to its insurance policy.

a. $0 b. $75,000 c. $80,000 d. $90,000 e. $137,500 f. $150,000 g. $220,000 h. $275,000

i. $300,000 j. $900,000 k. $1,925,000 l. $4,500,000 m. $5,000,000 n. $8,000,000 o.

Mini-Case Study 5: Managing Change at Global Green Books Publishing Global Green Books Publishing is producing customized eBooks for a local college. It has just received a large order for a new eBook on Strategic Human Resource Management in a Global Context from a senior professor in the business school. This distinguished faculty member is dissatisfied with the current textbooks and wants a customized eBook for use with her on-campus courses, graduate seminars, and her executive education courses. This is the most complex eBook that Global Green Books has undertaken. Because this project is so important to the professor and will be used in so many different settings with different schedules, the professor made sure that she had her complete eBook request in early to allow sufficient time for production. She had selected a broad set of the best papers and had written an introduction and background, along with discussion questions for each section. This meant that this project was going to have an extensive set of permissions to acquire before production could happen, as well as a large amount of desktop publishing for the new materials written by the professor. She was quite certain that she had given Global Green Books more than enough time to have her eBook ready before the first class needed it.   
This large eBook went through the check and verify order step with a bit of back and forth with the professor to verify the information needed for the extensive number of permissions, so that started the project off with a bit of a delay. Because there were so many permissions, the Supervisor who planned this project, accelerated the work on obtaining permissions to make sure that all the permissions were received before they needed to start assembling and collating the eBook in production.   
As the Publishers Liaison worked through the extensive list of permissions, the Customer Service Representative for the business school at the college started receiving several inputs from the college about this project. One set of inputs was a continuing series of requests from the professor. As new papers were released, she wanted to make a number of additions to the eBook. Also, as time went on and she had more time to review her eBook plans, she started identifying some changes that she wanted to make to her planned eBook.
Another input came from the business manager at the college bookstore, as he was quite concerned about the projected cost of this eBook. Because this eBook included so many reprints of existing articles and chapters, the estimated cost of the book was quite high. The college expected their eBooks to be delivered at a low cost, as its bookstore costs had to cover the bookstore overhead (servers for sales and distribution of the eBooks and marketing costs) and the bookstore’s markup, as well as the costs of the eBook from Global Green Books. The Global Green Books costs had to incorporate all the permissions costs, as well as all of the desktop publishing and production costs.
The Customer Service Representative communicated these issues to several people within Global Green Books: the account manager for the college account, the supervisor managing production for this eBook, the Publishers Liaison obtaining permissions for this book. The account manager was concerned about upsetting this important customer, the supervisor didn’t know how these various requests could all be accommodated or how it would impact his project, and the Publishers Liaison was worried both about
added costs for new permissions and the time it would take to get them and the costs they had already expended for permissions no longer needed.
And the professor’s requests just kept coming, at an increasing rate as it got closer to her deadline for needing this eBook.
The supervisor was starting to make some estimates of what each change requested by the professor would cost
• An extra $500 for each new permission needed, in addition to the $500 already spent for each permission already acquired that can no longer be used • Two hours of Publishers Liaison effort for each new permission needed at an unburdened cost of $22 per hour (loaded cost is $55 with a 1.5 overhead rate) • One hour of supervisor time for replanning each change at an unburdened cost of $28 per hour (loaded cost is $70 with a 1.5 overhead rate) • Sales commission of 20%
This continuing series of requests for changes from the professor is quickly adding to the upwardly spiraling cost of this project. The supervisor feels that something must be done about this scope creep – continually changing scope.

Question:

Fill-out a Stakeholder Management Template for Global Green Books Publishing: