A bottling company uses a filling machine to fill plastic bottles with a popular cola. The bottles are supposed to contain 300 milliliters (ml). In fact, the contents vary according to a normal distribution with mean 303 ml and standard deviation is 3 ml.

1. What is the probability that an individual bottle contains less than 301.1 ml?

2. What is the probability that the sample mean contents of a sample of 10 bottles is less than 301.1 ml?

3. What is the probability that the sample mean contents of a sample of 10 bottles is more than 299.8 ml?

5.         I’ve spent $10,000 to install high efficiency windows in my home. They are expected to last 20 years.   I expect my annual heating bill to decrease by $1,000.

a.         What is the “net present value of my investment? Use a discount rate that is appropriate for YOU as an individual?  

b.         If city hall had made this investment, what is the “payback” time? Use a discount rate appropriate for a public project.

c.         Calculate the “Internal Rate of Return” for this project. Would a profit maximizing company be willing to invest in this project at their corporate offices?

Brooks Company carries three inventory items. The following information pertains to the ending inventory:

Required
a. Determine the ending inventory that Brooks will report on the balance sheet, assuming that it applies the lower-of-cost-or-market rule to individual inventory items.

b. Prepare the necessary journal entry, assuming the decline in value was immaterial. (If no entry is required for a transaction/event, select "No journal entry required" in the first account field.)
  

5.         I’ve spent $10,000 to install high efficiency windows in my home. They are expected to last 20 years.   I expect my annual heating bill to decrease by $1,000.

a.         What is the “net present value of my investment? Use a discount rate that is appropriate for YOU as an individual?  

b.         If city hall had made this investment, what is the “payback” time? Use a discount rate appropriate for a public project.

c.         Calculate the “Internal Rate of Return” for this project. Would a profit maximizing company be willing to invest in this project at their corporate offices?

The December 31, 2016 inventory of ABC Company consisted of four products, for which certain information is provided below.

                                                        Estimated                Expected           Estimated

Product      Original Cost            Completion Cost        Selling Price      Cost to sell

   A                        $25                          $6                            $40                      $4

   B                        $42                        $12                            $58                      $8

   C                      $120                        $25                          $150                    $15

   D                        $18                          $3                            $26                      $2

Using the lower-of-cost-or-net realizable value approach applied on an individual-item basis, compute the inventory valuation that should be reported for each product on December 31, 2016.

3. The scores for all students taking the ACT test in a recent year are normally distributed with a mean of 21.0 and a standard deviation of 4.7.

1. If a student who takes the ACT is randomly selected, find the probability that their score is above 23.
2. If five ACT scores are randomly selected from the population of students who took the test, find the probability that all five of the scores are above 23. (Remember the Multiplication Rule from Chap 4)
3. If five students who took the ACT are randomly selected, find the probability that their mean score is above 23.
4. Find P₉₀, the score separating the bottom 90% from the top 10%.

Provide examples, definitions and detailed explanations.

Questions:

1.What kinds of resources are available to produce goods and services?

- Land (provide definition and examples)

- Labor (provide definition and examples)

- Capital (provide definition and examples)

- Entrepreneurial Ability (provide definition and examples)

2. Why do we trade? Who benefits from trade?

How do we calculate who will lose and who wins from trade?

3. Read the article Zara and the Power of Comparative Advantage .  (Links to an external site.)Links to an external site.  Why do we specialize as a nation? How do we benefit from specialization?

#2. Listed below are the amounts of net worth​ (in millions of​dollars) of the ten wealthiest celebrities in a country. Construct a 90​% confidence interval. What does the result tell us about the population of all​ celebrities? Do the data appear to be from a normally distributed population as​ required? 264 217 191 162 161 152 150 150 150 145 What is the confidence interval estimate of the population mean u ? ​

$------million<μ< $-------million (Round to one decimal place as​ needed.)

What does the result tell us about the population of all ​celebrities? Select the correct choice below​ and, if​ necessary, fill in the answer​box(es) to complete your choice. We are confident that 90​% of all celebrities have a net worth between $------million<μ< $-------million (Round to one decimal place as​ needed.)

We are 90​% confident that the interval from $------million<μ< $------- actually contains the true mean net worth of all celebrities. ​(Round to one decimal place as​needed.)

Because the ten wealthiest celebrities are not a representative​ sample, this​ doesn't provide any information about the population of all celebrities. Do the data appear to be from a normally distributed population as​ required?

A. ​Yes, but the points in the normal quantile plot do not lie reasonably close to a straight line or show a systematic pattern that is a straight line pattern.

B. ​Yes, because the pattern of the points in the normal quantile plot is reasonably close to a straight line.

C. ​No, because the points lie reasonably close to a straight​ line, but there is a systematic pattern that is not a straight line pattern.

D. ​No, but the points in the normal quantile plot lie reasonably close to a straight line and show some systematic pattern that is a straight line pattern.

#3. The pulse rates of 166 randomly selected adult males vary from a low of 35 bpm to a high of 107 bpm. Find the minimum sample size required to estimate the mean pulse rate of adult males. Assume that we want 98 % confidence that the sample mean is within 3 bpm of the population mean.

Find the sample size using the range rule of thumb to estimate q. N= ------ type whole number

B. assume that 10.7 bpm, based on values s= 10.7 bpm from the sample of 166 male pulse tares N= ------ type whole number

Compare the results from parts (a) and (b) which result is likely to be better?

The results from (a) is ----------- the results from part (b). The results from-------is likely to be better because ---------

#4. The Salaries of 45 college graduates who took a statistics course in college have a mean, x, of $ 64,900 . Assuming a standard deviation, q, of $19,881 , construct a 95 % confidence interval for estimating the population mean u. $ -----<μ< $------ round to nearest integer as needed

Read the passage given below and answer the three questions. Write the answer in proper APA format with correct in-text citations.

1. Should vaccines be mandatory, or should getting vaccinated be an individual choice?
2. Why is it important for the Canadian government to promote preventative care?
3. Is there a strong case, as Dr. Noni MacDonald argues, for integrating teaching about vaccines and immunization into the school curriculum?

Introduction

Canada’s reputation for universal healthcare is impressive. But can we still learn something from a Caribbean island with a Communist regime? Doctors cited in the following piece by Rachel Browne say that we can and we should. It may be a matter of life or death. The article was first published in Maclean’s magazine on February 11, 2015.

“What Cuba Can Teach Canada” by Rachel Browne

When a group of doctors and professors from Nova Scotia took a trip to Cuba in 2006 to study how the country managed infectious diseases, they were struck by how knowledgeable the average person was about vaccines, and decided to conduct an informal experiment: Quiz random passersby on the streets of Havana about their basic knowledge of their country’s vaccine safety program (the process by which vaccines are created and made safe) and their personal immunization records. “Without fail, everyone knew exactly what immunizations they already had, the scientific evidence behind them, and at what ages they needed to be updated,” says John Kirk, professor of Spanish and Latin American studies at Dalhousie University, whose research focuses on Cuba’s health care system. The research team also asked the Cubans their opinion on anti-vaccine movements in countries such as Canada and the United States. “They were dumbfounded. They thought we were joking,” Kirk recalls. “I guarantee you won’t meet a single person there who has doubted vaccines for a moment. For Cubans, vaccines aren’t only seen as a basic human right, but also as an obligation.” Upon their return, Kirk and his colleagues wrote an article for the Canadian Journal of Infectious Diseases, in which they conclude Canada can learn a great deal from the Cuban approaches to vaccinations and health care. The numbers say it best. According to the WHO’s 2014 global summary on vaccine-preventable diseases and academic studies, Cuba has not had a single reported case of measles since 1993, nor rubella since 1989. Five cases of mumps have been reported since 2000; the last one was in 2010. And pertussis hasn’t been reported since 1994. In contrast, Canada has had 2,203 cases of measles, at least 1,529 cases of mumps, and 21,292 cases of pertussis reported since 1990. At a time when new cases of preventable diseases are regularly cropping up and a loud—albeit small—contingent of “anti-vaxxers” keeps getting louder, it’s a good time to figure out how to change those numbers. Granted, Cuba’s population is around one-third the size of Canada’s, but Dr. Noni MacDonald, professor of paediatrics at Dalhousie University and consultant to the WHO’s committee on vaccine safety, who went on the research trips with Kirk, says one of the most innovative aspects of its public health system is its emphasis on vaccine education from an early age—something that’s lacking in Canada. From the time kids start school through to graduation, vaccination is consistently incorporated into courses and class discussions. “Our schools need to be teaching about vaccines and immunizations and their importance to our health, starting in primary school,” says MacDonald. “I don’t want a course in vaccinology. I want the topic woven into the fabric of our curricula: into science, history and health.” This might include discussing how military campaigns throughout history were brought down because of vaccinepreventable diseases or the outbreak of smallpox during the founding of Canada. She says this would be an effective way to prevent anti-vaccine ideology from makings its way into society in the future. Kirk attributes Cuba’s immunization successes to the higher number of doctors in the country and their deep relationships with community groups and the government. There is approximately one doctor for every 200 Cubans, compared to one doctor for every 476 Canadians. Cuba’s Family Doctor and Nurse program, which started in 1984, lies at the heart of the country’s health care system. Their mandate is geared toward preventive—instead of curative—medicine, as they cannot afford to treat illnesses as they come up. The program makes a point of meeting with patients twice a year and keeping meticulous immunization records. They are directly involved with education campaigns in schools, and students get a checkup every month. Kirk says this closeness with medical staff fosters trust and builds personal relationships between doctors and patients. Just as important as the primary care providers, Cuba’s community groups carry out directives from health authorities and follow up on vaccine schedules. For example, the Committees to Defend the Revolution and the Federation of Cuban Women, established in 1960 after the revolution, go into neighbourhoods on a regular basis to discuss legislation and government policies, and share news about personal and public health. Every year, the Federation of Cuban Women tracks down every baby to ensure he or she has been immunized. MacDonald says it’s unlikely such enforcement of immunizations would ever occur in Canada, but it shows the potential for community groups to shoulder some responsibility for public health outcomes and awareness, especially when Canada does not have a national vaccine registry. “Even if vaccines weren’t mandatory, Cubans would do it anyway,” she says. “Because they’ve been taught how to do it [and] they’ve been asked to participate in it, they’ve been asked to take pride in doing it.” For Eve Dubé, a medical anthropologist at Laval University studying vaccination ethics, Canada is a world leader in health services, but Health Canada could take a page from the Cubans on vaccine awareness. She is co-authoring a study on the vaccine choices of pregnant women in Canada, most of whom are choosing to vaccinate their children, but aren’t fully confident in their choice—meaning they might change their minds as their children grow older. “What we see is that these mothers— whether they decide to vaccinate or not—are still unsure whether they’ve made the right decision,” she says. “They are trusting friends, family members, even themselves, more than health care professionals.” Dubé says it’s not enough for parents to simply agree to get their children vaccinated; they need deeper understanding in order to prevent them from changing their minds or forgetting to keep immunizations up-to-date. At home, Kirk says he has tried to get the province of Nova Scotia to consider implementing some aspects of the Cuban model, such as mandatory courses on health, but he isn’t hopeful this will happen any time soon. A government minister told him the optics of doing so wouldn’t be so great.” He wondered how we, a province in a wealthy, developed country, could learn from a rinky-dinky communist country. But we need to do something soon. We’ve been looking at it through the wrong end of the telescope for too long and we’re paying the price.”

Background Ms. Asma Ahmed is the new director of the Al-Ekra University library. Your team has been contacted by Ms. Asma to develop a software system for the library only. She has prepared a description of some basic functions of the library loan system currently done manually. Ms. Asma wants an automatic library system that should work as described below: “The library loan system that we have at present is mostly manual. The library has three types of items for loan to its members: Book, DVD, and Magazine. Each item is identified with a unique call number of six digit long. The item has also a title and year of publication/production. Not all items are for loan. Some items are only for the use inside the library. For a book, 4 weeks; for a DVD, one week; and for a magazine 2 weeks loan is granted if the item is available for loan. A member can borrow maximum 5 items. The library maintains three different file systems: Membership, Item, and Loan. The university has also a separate software system called UniSys that deals with students and staff. The system has three major components: Staff/Student data, Registration data, and Course data. However, our library system needs data from UniSys to check the validity of the membership of the library. The university has another software system that deals with finance and payments, called FinSys which is also independent but communicates with other systems in the university. It has three components: Financial account of the staff/student, Salary, and Expenditure. Every person at Al-Ekra University has a FinSys account called Fin_Account. The information on the salary of the staff and the tuition fee of the student are stored here. We now want a library system that can provide the following functions. The member of the library can only borrow items from the library. The person must be either staff or student of Al-Ekra University. The person first submits an online application form. The forms include the name and address of the person, and the Fin_Account of the person with Al-Ekra University. A library administrative staff is immediately informed by the system that an application has been submitted. The admin staff first checks the application, and provides input if needed. The system saves the updated information of the application, and then contacts UniSys to get the confirmation that the applicant is either staff or student. Once the library system gets the feedback from UniSys, it records the feedback. If the person is a member of the university, the application is preliminary accepted; otherwise the application is rejected without further processing. The library system then requests FinSys to transfer QR. 500 from the applicant’s Fin_Account to the library. Once the money is transferred, the system creates a library membership account, and deposits the money in this account. After transferring the money to the library system, FinSys records in the applicant’s Fin_Account that QR. 500 has been transferred to library. Finally, it produces a membership card, and assigns a unique membership number. The system finally sends the membership card to the member. If FinSys does not transfer money, the system generates an error message to enter valid Fin_Account. Every team member MUST read this document carefully Page 2 In order to borrow an item from the library, a member first enters the membership card into a card reader of the library. The system retrieves the membership details and contacts the university system UniSys to find if the member is an active staff or student. If not, the system does not allow the member to borrow any item from the library and terminates the function. Otherwise, the system asks the member to place the item in the scanner. Once the member does this, the system gets the item details and its type. It also checks if the item is available for loan. The system also finds out the total items already borrowed but not returned. If the item is available for loan, and the total item borrowed but not returned is less than 5, it makes a loan for the member. The item is included in the membership account with the borrowing date and due date for return. The system then increments the total borrowed items by 1, and it makes the item unavailable for other members. The system also decrements the total items reserved of the member if the item was reserved by the member. The member has also choice to request for extended loan time for one more week. If the item was not reserved, one more week is added with the original return date. Finally, it creates a receipt of the loan, and releases the security code of the item. The receipt includes information such as membership number, item call number, loan date, and return date. A member can return a borrowed item to the library by scanning the item into the system that finds the loan details. It then checks the due date. If the due date already passed, it calculates the fine based on number late days. The system updates the member account with the fine. It then makes the item available and sets the security code of the item. The system decrements the total item borrowed by 1. It then creates a receipt of the return. The members can also extend the return date of an item if not reserved by other members. The member first inserts the membership card into the card reader. The system retrieves the list of all currently borrowed items. The member then selects the item that he/she wants to be extended. The system finds the current return date. If the return date has already passed, no extension is possible. An extension is only possible if the request is made before the return date. It also checks if the item has already been reserved. If reserved by other, the return date cannot be extended, otherwise one week extension is made. The system updates the member account with the new return date. It prepares a receipt with the new return date. A member can reserve an item if it is currently on loan with other member. The member first enters the card into the card reader. The system finds the membership details. It checks the total number of current reserved items. It the member has already reserved 3 items, no more reservation request is possible. The system asks for the call number of the item he/she wants to reserve. The system retrieves the item details once the member enters the call number of the item. If already reserved by other, it cannot be reserved by anyone. If not, the item is reserved under the member account, and increments the total reserved item by 1. The system confirms the reservation to the member. Every day at 10 am, the library system automatically checks if any item was not returned after 10 days of the due date. The system generates a list of such items and alerts the admin staff with the list. The staff then enters the call number of each item into the system which finds the loan details. It changes the status of the item as ‘lost’. The system deducts QR. 500 from the deposit money as a fine from the member account. It then requests FinSys with the Fin_Account of the applicant to transfer QR. 500 to the library. FinSys forwards the transfer information to the library that receives the advice and updates the member account with the deposit money. The member is informed about the lost item. The system should know which item was borrowed by which member, borrowing date, the return date, if the item was returned and when. It can also find out which item was lost and by which member, how many items were borrowed by one member, which item was borrowed by which members so far, etc. " Page 3 Ms. Asma wants that the managing of the above activities of the library should be automated as much as possible. There will be also possibility that the administrative staff can generate summary report of loans, returns, fines, etc. At this stage, she wants you to analysis ONLY the functionalities of the library system. She also warns you that you should not analyze any functionality of other systems in this phase. You need to define the system boundary carefully.

There is no more information i can give this is everything.

I need a use case diagram for this and 5 sequence diagrams, Thank you.