The graduation rate of college students is a subject of considerable interest and is a frequent topic in the news. College/university administrators use the graduation rate as a barometer of student success at their respective institution. State legislators are interested in the graduation rate since most states subsidize the cost of educating each in-state student at public universities and colleges.

Graduation rates are also used to evaluate university athletic programs. Athletic directors do not relish the negative publicity that results when the graduation rate of athletes is significantly lower than that of the general student body.

This Excel file graduation rates shows recent 6-year graduation rates for athletes and the general student body at 26 universities. The institutions included are all ACC schools, NCSU peer-designated institutions, and two of the larger schools in the UNC system - ECU and UNC-Charlotte.

Question. Use the data above to find the quartiles and the median of the general student body graduation rates and the athlete graduation rates (use the method discussed in class for calculating quartiles; see the Tukey method on p.58 of the ebook/text or p. 23 in Lecture Unit 2 of the coursepack).

____% Q₁, first quartile for general student body graduation rate
_____ % Q₁, first quartile for athlete graduation rate

_____ % median, general student body graduation rate
_______% median, athlete graduation rate

_____% Q₃, third quartile for general student body graduation rate
_____% Q₃, third quartile for athlete graduation rate

Riipen Case Study The Situation:

Riipen’s mission is to end the very real social problem of underemployment. Employment or income as the number 1 reason students list for choosing to attend post-secondary has grown from 50% to 90% since the year 2000 (Source: New America). Disturbingly, nearly 1/2 of university and college grads are underemployed in North America (Source: Federal Reserve Bank of New York). We also know now that if a recent graduate starts their careers underemployed, they’re more likely to stay underemployed 5 years (67% likely) and 10 years (50% likely) later (Source: Strada Education, Burning Glass). Lack of relevant experience is listed as one of the top three reasons why recent grads are rejected from the candidate search. This means first jobs matter. We can no longer rely on a recent graduates first job as the landing pad where they gain the experience to launch their careers. Students need to gain relevant experience throughout their degree to set themselves up for success upon graduation and for the rest of their careers. Riipen aims to solve this problem by bringing the relevant work experience to students right in the classroom where it’s for course credit and doesn’t require them to put off their graduation by taking an internship or co-op. To date, Riipen has enabled 50,000 students at 150+ post-secondary institutions to partake in 1.5 million hours of applied learning with over 10,000 industry partners. Beyond experience, students’ need a way of connecting to the right potential employers and articulating their skills and experience to increase their chance of finding relevant employment. Currently, Riipen solves this challenge by offering a student portfolio where students can collect skill verifications, written recommendations and now even badges for their work that they can market to employers in their network to increase their chances of being hired. Now that we’ve built up global talent pool of industry-vetted student profiles, our organizations want the ability to search through the data base and invite students that have chosen to opt in to gain access to exclusive job opportunities only available to students the can demonstrate experience and skills through Riipen projects. The goal is to a) increase the number of channels that students and employers can connect to make better employment matches b) to increase revenue streams so that Riipen can invest in growing the student, employer, educator, ecosystem and increase access to project-based learning and better employment outcomes for students/companies.

The Ethical Dilemma:

As seen in the scenarios included in the link below, Riipen is debating whether to charge more for this service (let’s call it “Riipen.Recruiter” [play off of linkedin recruiter]) and increase revenue which in turn would allow Riipen to reach more students but may reduce the % of students that get hired through the app in the short term or whether to charge less for the Riipen.Recruiter so that more companies can access and a higher % of students using the platform get hired, however, growth is delayed and Riipen reaches fewer students in the longterm.

Questions:

2. What are the moral roots of the company?  

• What were Riipen’s values at its inception?
• How has Riipen’s values evolved since its inception?
• If the values changed discuss what caused the change?
• In the early stages of Riipen business what competing values did the organization have that informed their actions regarding dealing with clients and their funding source?
• Identify the Institution’s competing values that have led to its difficulties in addressing the current problem.

Software Engineering Course

Directions: Read the Initial System Requests below and than answer the identify actors and identify use cases questions.

Initial System Requests

Wylie College is planning to develop a new online Course Registration System. The new Web-enabled system replaces its much older system developed around mainframe technology. The new system allows students to register for courses from any Internet browser. Professors use the system to register to teach courses and to record grades.

Because of a decrease in federal funding, the college cannot afford to replace the entire system at once. The college will keep the existing course catalog database where all course information is maintained. This database is an Ingres relational database running on a DEC VAX. The legacy system performance is poor, so the new system accesses course information from the legacy database but does not update it. The registrar’s office continues to maintain course information through another system.

Students can request a printed course catalog containing a list of course offerings for the semester. Students can also obtain the course information online at any time. Information about each course, such as professor, department, credit hours, and prerequisites assists students in making informed decisions.

The new system allows students to select four course offerings for the coming semester. In addition, each student indicates two alternate choices in case the student cannot be assigned to a primary selection. Courses have a maximum of ten and a minimum of three students.

The registration process closes on the first or second day of classes for the semester. Any course with fewer than three students enrolled on the day registration closes is cancelled. All courses without an instructor on the day registration closes are cancelled. Students enrolled in cancelled classes are notified that the course has been cancelled, and the course is removed from their schedules. The registration system sends information about all student enrollments to the Billing System so that the students can be billed for the semester.

For the first two weeks of the semester, students are allowed to alter their course schedules. Students may access the online system during this time to add or drop courses. Changes in schedules are immediately sent to the Billing System so that an updated bill can be sent to the student.

At the end of the semester, the student can access the system to view an electronic report card. Since student grades are sensitive information, the system must employ security measures to prevent unauthorized access. All students, professors, and administrators have their own identification codes and passwords.

Professors must be able to access the online system to indicate which courses they want to teach. They also need to see which students signed up for their course offerings. In addition, professors can record the grades for the students in each class.

Identify Actors

Who uses the system?                                                             

Who gets information from the system?                              

Who provides information to the system?                          

Where in the organization is the system used?                  

Who supports and maintains the system?                           

What other systems use this system?                                   

Identify Use Cases

What are the goals of each actor?

• What will the actor use the system for?

• Will the actor create, store, change, remove, or read data in the system?
• Will the actor need to inform the system about external events or changes?
• Will the actor need to be informed about certain occurrences in the system?

Does the system supply the business with all of the correct behavior?

How many gram(s) of Span 20 are needed to prepare for the prescription, given that the required HLB for the emulsion is 10, Span 20 has an HLB of 8.6, and Tween 80 has an HLB of 15?

In java.

Write a method static <K, V> void addToMultiMap(Map<K, Set<V>> map, K key, V value). addToMultiMap must add the value, if present, to the set associated with the given key, creating the set if necessary. You may assume all keys already in the map are associated with non-null values.

For full credit, your method must include generic types, and must not contain unnecessary method calls or loops, even if they do not otherwise impact correctness. You may assume Map, Set, HashMap, and HashSet are correctly imported from java.util. You may not import other classes.

Researcher conducts a study to decide whether support groups improve academic performance for at-risk high school students. Ten such students are randomly selected to take part in the support group for a semester, while the other 10 at-risk students serve as a control group. At the end of the semester, the improvement in GPA versus the previous semester is recorded for each student.
Support Group: 0.5, 0.8, 0.7, 0.7, -0.1, 0.2, 0.4, 0.4, 0.5, 0.4
Control Group: -0.3, 0.0, -0.1, 0.2, -0.1, -0.2, -0.2, 0.0, -0.1, 0.1

At the 10% level, use R to compare the two groups using a permutation test (with 100,000 randomly generated permutations). You need to write your hypotheses, the test statistic, the pvalue, and the decision/conclusion in the context of the problem.

R code for reference:

SupportGroup <- c(0.5, 0.8, 0.7, 0.7, -0.1, 0.2, 0.4, 0.4, 0.5, 0.4)
ControlGroup <- c(-0.3, 0.0, -0.1, 0.2, -0.1, -0.2, -0.2, 0.0, -0.1, 0.1)

mean(SupportGroup);sd(SupportGroup)
mean(ControlGroup);sd(ControlGroup)

#permutation test on difference of means
choose(20,10)#number of possible permutations
new.dat <- c(SupportGroup,ControlGroup)
obs.mean.diff <- mean(SupportGroup) - mean(ControlGroup)
nsim <- 100000
sim.mean.diff <- rep(NA,length=nsim)
for (i in 1:nsim){
grps <- sample(c(rep(1,10),rep(2,10)),replace=FALSE)
sim.mean.diff[i] <- mean(new.dat[grps==1]) - mean(new.dat[grps==2])
}

hist(sim.mean.diff);abline(v=obs.mean.diff,col="red",lty=2)
length(sim.mean.diff[sim.mean.diff<=obs.mean.diff])/nsim #estimated p-value

in C++.

Implement a structure to handle a college course information. You will also use functions to manipulate the structure. Follow the instructions step by step to complete the homework successfully.

(1) Create a structure course. The structure should include the following attributes:

• title; string
• code; string
• class_size; integer
• enrolled; integer
• roster; array of strings of fixed size 100

Important! The names of the structure and each of its field must match exactly for the program to work and be graded correctly.

Before moving on with the exercise, it is recommended that you self-test your structure in the main function (create a structure, assign values and print them…). Just make sure to remove these changes from the main before you continue.

(2) function getCourseFromFile(). This function takes as argument the name of a file where course information is stored, reads the file, and returns a structure with that information.

The format of the file is the following:

<Course name>
<Course code>
<Course class size>
<Student1>
<Student2>
<Student3>
...

In the function, open a file stream using the file name passed as argument. If the file is not opened successfully, print

Error! File not found.

Else, read the information from the file into a local structure variable (the variable to be returned). You can assume that the number of students in the file will not exceed the size of the array.

Note that the number of students enrolled is not know and has to be determined while reading the list of names in the file.

This function is tested using unit testing.

(3) function checkCourseSize(). This function takes as argument a course structure and returns true if the number of students enrolled is less or equal the class size, and false otherwise.

This function is tested using unit testing.

(4) function printRoster(). This function takes as argument a course structure and prints all the students to standard output, each one on a new line.

(5) function saveCourseSummary(). This function takes two arguments: a string with the desired output file name, and a course structure. Then saves in the output file the following course summary:

Course title: <title>
Course code: <code>
Class size: <size>
Students enrolled: <enrolled>

Additionally, it uses the function checkCourseSize and if the function returns false (too many students enrolled), it adds to the file the following message:

Enrollment exceeds class size. Drop students or find bigger classroom.

Prove the following formulas, where u, v, z are complex numbers and z = x +iy.

a. sin(u+v) = sin u cos v + cos u sin v.

b. cos(u+v) + cos u cos v - sin u sin v.

c. sin^2 z + cos^2 z = 1.

d. cos(iy) = cosh y, sin (iy) = i sinh y.

e. cos z = cos x cosh y - i sin x sinh y.

f. sin z = sin x cosh y + i cos x sinh y.

Solve the following dissolution exercises:
A. 3 aqueous solutions are mixed: 50 mL of 10% w/v HCl, 35 mL of 3.2% w/v NaCl and 65 mL of 13% w/v KCl, which is the final concentration of the solution in %p/v with respect to H +, Na +, K +, Cl-

B. What volumes of 8M, 5M and 3M HCl should be mixed to prepare 1 L of 6M HCl

C.

It is necessary to prepare 35 mL of 15% w/v H2O2 solution from a 5% w/v H2O2 solution and another 10% w/v solution. What volume should be used for each solution?

If V (dimension k-1) is a subspace of W (dimension K), and V has an orthonormal basis {v1,v2.....vk-1}. Work out a orthonormal basis of W in terms of that of V and the orthogonal complement of V in W.

Provide detailed reasoning.