14. Mary is a 72-year old retired junior high school teacher. She commenced an action against Matthew, a licensed stockbroker, claiming that he had deceived her into investing her life savings by fraudulently claiming that he would greatly enrich her via a series of stock transactions. Mathew has no history of disciplinary actions or lawsuits against him with respect to stock transactions initiated by him. Mathew is generally known as an honest person by his friends, colleagues, and clients.

At trial, Mathew’s counsel attempts to introduce evidence, via the testimony of another stockbroker who works with Mathew, that Mathew “has an excellent reputation for honesty in the business community.”

If Mary’s attorney objects to the introduction of this evidence, it is most likely that

1. The objection will be overruled because character evidence is admissible in civil cases
2. The objection will be overruled because Mathew’s character is directly in issue in this case
3. The objection will be sustained because the testimony is hearsay
4. The objection will be sustained because evidence of Mathew’s character is not admissible
5. None of the above

Old School Publishing Inc. began printing operations on January 1. Jobs 301 and 302 were completed during the month, and all costs applicable to them were recorded on the related cost sheets. Jobs 303 and 304 are still in process at the end of the month, and all applicable costs except factory overhead have been recorded on the related cost sheets. In addition to the materials and labor charged directly to the jobs, $7,000 of indirect materials and $11,200 of indirect labor were used during the month. The cost sheets for the four jobs entering production during the month are as follows, in summary form: Job 301 Job 302 Direct materials $10,200 Direct materials $21,000 Direct labor 8,000 Direct labor 15,400 Factory overhead 6,080 Factory overhead 11,704 Total $24,280 Total $48,104

PAGE 10

JOURNAL

CHART OF ACCOUNTS Old School Publishing Inc.General Ledger

Retaking the SAT (Raw Data, Software Required): Many high school students take the SAT's twice; once in their Junior year and once in their Senior year. The Senior year scores (x) and associated Junior year scores (y) are given in the table below. This came from a random sample of 35 students. Use this data to test the claim that retaking the SAT increases the score on average by more than 27 points. Test this claim at the 0.01 significance level. (a) The claim is that the mean difference (x - y) is greater than 27 (μd > 27). What type of test is this? This is a left-tailed test. This is a two-tailed test. This is a right-tailed test. (b) What is the test statistic? Round your answer to 2 decimal places. t d = (c) Use software to get the P-value of the test statistic. Round to 4 decimal places. P-value = (d) What is the conclusion regarding the null hypothesis? reject H0 fail to reject H0 (e) Choose the appropriate concluding statement. The data supports the claim that retaking the SAT increases the score on average by more than 27 points. There is not enough data to support the claim that retaking the SAT increases the score on average by more than 27 points. We reject the claim that retaking the SAT increases the score on average by more than 27 points. We have proven that retaking the SAT increases the score on average by more than 27 points. Senior Score (x) Junior Score (y) (x - y) 1093 1063 30 1238 1195 43 1238 1186 52 1112 1099 13 1289 1248 41 1109 1098 11 1061 1055 6 1102 1056 46 1139 1087 52 1090 1076 14 1157 1118 39 1263 1223 40 1279 1240 39 1117 1086 31 1226 1191 35 1216 1187 29 1324 1268 56 1199 1173 26 1279 1244 35 1165 1128 37 1151 1124 27 1159 1124 35 1256 1224 32 1255 1231 24 1129 1093 36 1299 1270 29 1261 1207 54 1207 1187 20 1156 1147 9 1177 1150 27 1253 1234 19 1320 1274 46 1200 1122 78 1234 1213 21 1143 1143 0

Isaac​ Díez. Isaac​ Díez Peris lives in Rio de Janeiro. While attending school in Spain he meets Juan Carlos Cordero from Guatemala. Over the summer holiday Isaac decides to visit Juan Carlos in Guatemala City for a couple of weeks.​ Isaac's parents give him some spending​ money, R$4,700. Isaac wants to exchange it for Guatemalan quetzals​ (GTQ). He collects the following​ rates:

Spot rate on the GTQ/€ exchange rate is GTQ 10.5268=€1.00

Spot rate on the €​/R$ exchange rate is euro 0.3547 =R$1.00

a. What is the Brazilian​ real/Guatemalan quetzal cross​ rate?

b. How many quetzals will Isaac get for his​ reais?

Read the case study below:

Shane is a 12-year-old 7th grader at Willow Creek Middle School. He received strong grades until 4th grade. He is currently failing 5 of his 6 classes. The only class he is not failing is PE. His teachers report that Shane does not pay attention and have stated that he “frequently appears preoccupied.” Shane’s mom is a single parent and Shane does not have any contact with his dad. There are reports that Shane’s father had “mental problems” before he abandoned his family two years ago. In addition, before the father left the family it is suspected that Shane (and his siblings) witnessed frequent violent domestic battles. On at least one occasion these fights resulted in his mother’s hospitalization. Ms. Jenkins has three other children: John a 17-year-old boy, Matt a 10-year-old boy and Jennifer an 8-year-old girl. Matt and Jennifer are doing okay in school, but John is in serious trouble due to truancy and substance abuse. Both Shane and John have frequent arguments with their mother, each other, and with their siblings. Shane has a group of friends who he spends most evenings with. His mother has not been able to impose a curfew.

Answer the following questions:

1. To what extent do you feel that consultation services will be able to address these challenges?

2. Do you think referral to a community mental health care provider is indicated? If “NO,” when (under what circumstances) would such a referral become appropriate? If “YES,” to which type of mental health professional would you refer the student?

3. Would group counseling be appropriate for this student? If “YES,” what type of group? If “NO” under what circumstances would this intervention become appropriate?

4. Would individual counseling be appropriate for this student? If “YES,” what would be the focus of the counseling sessions? If “NO” under what circumstances would this intervention become appropriate?

5. At any point in this student’s history would crisis intervention have been (or currently be) appropriate? If ‘YES,” what would be the primary goal of such intervention?

6. Might this student be eligible for special education according to ED eligibility criteria? (you will need to research ED eligibility) Explain your reasoning.

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 63 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 $44 per course plus $3 per student. The company’s sales should average $860 per student.

The company planned to run four courses with a total of 63 students; however, it actually ran four courses with a total of only 57 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.)

Case 2.1 2.1-1 How would you describe the presenting problem? Sarah is having issues in school and at home. The teacher has advised that Sarah is having “difficulty following questions and staying in her seat and talks incessantly”. (Pomeroy, 2015, p 26) She doesn’t seem to follow the game’s rules when playing with peers. She is struggling with learning her alphabet, writing, and numbers. Sarah’s parents have separate causing her and her mother, Regina, to move in with her grandmother. Sarah’s father, Don, is not often around as his job requires traveling and Sarah’s mom has been working a lot due to depression. Sarah’s grandmother takes care of Sarah while she is home, but Sarah gives her grandmother a hard time. Sarah also gets upset and become disruptive when she doesn’t get her way. Regina doesn’t know what to do with her daughter and isn’t getting help from her father when trying to discipline Sarah. 2.1-2 What resources might be available to help Sarah and her family? I believe Regina should consider seeing a therapist for her depression. I believe a parenting class and/or support group that helps parents with discipline techniques and patience would assist Regina. It is clear that she doesn’t like to use physical punishment with Sarah so parenting class should help. Sarah may need to see a therapist to cope with the new transition as she was used to living with both parents and now lives with one who works often. I would even consider family counseling for the parents to co-parent successful. 2.1-3 Would you refer Sarah to any other professional while she is being seen by you? Yes. I would recommend therapy as mentioned previously for the parent separation. 2.1-4 What diagnosis would you give Sarah? I would diagnosis Sarah with F90.2 ADHD -Combined Presentation, Moderate Symptoms: Inattention: 1.Easily distracted-Sarah had hard time focusing her attention on one thing while with Peggy 2.Makes careless mistakes-teacher says Sarah makes careless mistakes in class 3.Difficulty sustaining attention with task- Sarah struggled with paying attention in ballet 4.Does not follow instructions-teacher says Sarah doesn’t follow rules 5.Often avoids, dislike, or is reluctant to engage in tasks that require sustained mental effort- Sarah dislikes writing her letters over and over because it is boring 6.Does not follow through on instructions and fails to finish homework-teacher tells Peggy that Sarah struggles with finishing homework Hyperactivity and impulsivity: 1.Leaves seats when expected to stay seated- Sarah doesn’t stay in her seat 2.Talks excessively- Sarah “talks incessantly” (Pomeroy, 2015, p 26) 3.” On the go” acting as if “driven by a motor”- Sarah cannot stay still for extended amount of time 4.Interrupts people talking-Sarah interrupted a meeting with her own talk 5.Interrupts or intrudes on others- Sarah interrupts conversation or disrupts them 6.Runs around or climbs-Sarah would run around at brownie scouts F81.2 Specific Learning disorder for the impairment in math. Sarah is below average academically. She is two levels behind in math which is seen as a primary criterion for the disorder. 2.1-5 List the psychosocial and cultural factors as V codes that would follow your diagnosis of Sarah. The V-codes goes as followed: V61.20-Parent-Child Relational Problems V61.03-Disruption of Family by Separation or Divorce V62.3-Academic or Educational Problem Case 2.2 2.2-1What are some of the psychosocial issues facing Mona and Ricardo? Mona and Ricardo are facing anxiety, stress, and culture. 2.2-2 What are some of the strengths of this family? Strengths includes awareness of child’s actions, taking initiative when a child was delaying in development, going to the doctor to see if Carlos was deaf, and staying hopeful. 2.2-3 What resources might be helpful to this family? I would recommend a support group, aide for the child, finding different tools to help enrich and expand the child’s skills such as psychosocial interventions, and having the parent further their knowledge on autism. 2.2-4 How do you envision your role as a mental health practitioner in helping this family? I envision myself creating a relationship full with trust and honesty. I hope to provide comfort and information while getting their child through this journey. I intend to get the parents involved with support groups, psychosocial interventions, and educate. 2.2-5 How would you diagnose Carlo’s problems? F84.0 Autism Spectrum Disorder with language and intellectual impairment Symptoms: Repetitive behaviors-rock back and forth, flapping of arms Deficits in nonverbal communication- lack of eye contact and facial expressions Fixated interests- attachment to ball Failed to initiate or respond to social interactions- Carlos avoids his peers and doesn’t response to their play 2.2-6 List the psychosocial and cultural factors that might impact your diagnosis of Carlos. Cultural factors would include the Vasquez being Hispanic and knowing that there is a stigma around mental disorder. I would have to consider “homeopathic treatments and interventions” before suggesting medication, if I suggest it at all. (Pomeroy, 2015, p 24) I will to remember that the Vasquez’s culture is often “over-or underdiagnosed in minority children”. (Pomeroy, 2015, p 24) The diagnosis may cause depression or hopelessness as it will affect how the family is viewed within their culture. 2.2-7 Why would Social Communication Disorder not be an appropriate diagnosis for Carlos? The reason why is because social communication disorder doesn’t consist of repetitive behavior. Carlos has repetitive behavior which is a significant symptom for autism spectrum disorder. He rocks back and forth for long period of time. Carlos also flap his arms. I didn’t give case 2.1 and case 2.2 the same diagnosis because each child had unrelated symptoms. In case 2.1, the child faced issues with attention and hyperactivity impulsivity such as constantly talking, unable to sit still, easily distracted and interrupting others while 2.2 case has a child that lack verbal and non-verbal communication such as eye contact, had repetitive behavior that included rocking back and forth which is a defining characteristic for autism. compare and contrast? responds to this

1. vent: Universal K-12 education provides everyone a chance to go to school. (Short Run)

   Question: What is the change in long run aggregate supply (LRAS)?

   	a.	Increase
   	b.	Decrease
   	c.	No change
   	d.	Indeterminate

3 points   

QUESTION 14

1. Event: Universal K-12 education provides everyone a chance to go to school. (Short Run)

   Question: What is the change in equilibrium price level?

   	a.	Increase
   	b.	Decrease
   	c.	No change
   	d.	Indeterminate

3 points   

QUESTION 15

1. Event: Universal K-12 education provides everyone a chance to go to school. (Short Run)

   Question: What is the change in equilibrium real gross domestic product (RGDP)?

   	a.	Increase
   	b.	Decrease
   	c.	No change
   	d.	Indeterminate

3 points   

QUESTION 16

1. Event: Firms expect the price of oil will rise in the future due to unrest in the Middle East. (Long Run)

   Question: What is the change in aggregate demand (AD)?

   	a.	Increase
   	b.	Decrease
   	c.	No change
   	d.	Indeterminate

3 points   

QUESTION 17

1. Event: Firms expect the price of oil will rise in the future due to unrest in the Middle East. (Long Run)

   Question: What is the change in short run aggregate supply (SRAS)?

   	a.	Increase
   	b.	Decrease
   	c.	No change
   	d.	Indeterminate

3 points   

QUESTION 18

1. Event: Firms expect the price of oil will rise in the future due to unrest in the Middle East. (Long Run)

   Question: What is the change in long run aggregate supply (LRAS)?

   	a.	Increase
   	b.	Decrease
   	c.	No change
   	d.	Indeterminate

3 points   

QUESTION 19

1. Event: Firms expect the price of oil will rise in the future due to unrest in the Middle East. (Long Run)

   Question: What is the change in equilibrium price level?

   	a.	Increase
   	b.	Decrease
   	c.	No change
   	d.	Indeterminate

3 points   

QUESTION 20

1. Event: Firms expect the price of oil will rise in the future due to unrest in the Middle East. (Long Run)

   Question: What is the change in equilibrium real gross domestic product (RGDP)?

   	a.	Increase
   	b.	Decrease
   	c.	No change
   	d.	Indeterminate

3 points   

QUESTION 21

1. Event: Decrease in government spending due to concerns about increasing debt. (Long Run)

   Question: What is the change in aggregate demand (AD)?

   	a.	Increase
   	b.	Decrease
   	c.	No change
   	d.	Indeterminate

3 points   

QUESTION 22

1. Event: Decrease in government spending due to concerns about increasing debt. (Long Run)

   Question: What is the change in short run aggregate supply (SRAS)?

   	a.	Increase
   	b.	Decrease
   	c.	No change
   	d.	Indeterminate

3 points   

QUESTION 23

1. Event: Decrease in government spending due to concerns about increasing debt. (Long Run)

   Question: What is the change in long run aggregate supply (LRAS)?

   	a.	Increase
   	b.	Decrease
   	c.	No change
   	d.	Indeterminate

3 points   

QUESTION 24

1. Event: Decrease in government spending due to concerns about increasing debt. (Long Run)

   Question: What is the change in equilibrium price level?

   	a.	Increase
   	b.	Decrease
   	c.	No change
   	d.	Indeterminate

3 points   

QUESTION 25

1. Event: Decrease in government spending due to concerns about increasing debt. (Long Run)

   Question: What is the change in equilibrium real gross domestic product (RGDP)?

   	a.	Increase
   	b.	Decrease
   	c.	No change
   	d.	Indeterminate

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 $3,500 per month plus $45 per course plus $6 per student. The company’s sales should average $850 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 61 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.)

10. If the nominal interest rate is 7 percent and expected inflation is 4.5 percent, then what is the expected real interest rate?
A. 11.5 percent
B. 7.0 percent
C. 4.5 percent
D. 2.5 percent
E. less than 2.5 percent

11. Which of the following statements is (are) correct?
(x) In the U.S., from the early 1980s through the early 1990s, both inflation and nominal interest rates fell.
(y) If a country had deflation, the nominal interest rate would be less than the real interest rate.
(z) For a given real interest rate an increase in inflation makes the after-tax real interest rate decrease, which discourages savings.
A. (x), (y) and (z)
B. (x) and (y) only
C. (x) and (z) only
D. (y) and (z) only
E. (x) only

12. Gerald took out a fixed-interest-rate loan when the CPI was 200. He expected the CPI to increase to 206 but it actually increased to 204. The real interest rate he paid is
A. higher than he had expected, and the real value of the loan is lower than he had expected.
B. higher than he had expected, and the real value of the loan is higher than he had expected.
C. lower than he had expected, and the real value of the loan is higher than he had expected.
D. lower then he had expected, and the real value of the loan is lower than he had expected.
E. lower then he had expected, and the real value of the loan is the same as he had expected