A group of 51 college students from a certain liberal arts college were randomly sampled and asked about the number of alcoholic drinks they have in a typical week. The purpose of this study was to compare the drinking habits of the students at the college to the drinking habits of college students in general. In particular, the dean of students, who initiated this study, would like to check whether the mean number of alcoholic drinks that students at his college in a typical week differs from the mean of U.S. college students in general, which is estimated to be 4.73.

The group of 51 students in the study reported an average of 4.35 drinks per with a standard deviation of 3.88 drinks.

Find the p-value for the hypothesis test.  

The p-value should be rounded to 4-decimal places.

The diploma ceremony process was as follows. Students lined up to be hooded. Professors Venkataraman and Rodriguez performed the actual hooding ceremony. Together, they could hood 12 students per minute, on average. After hooding, students waited at the top of the steps to the stage until a Faculty Marshal called their name. This past year, Professor Allayannis read the names of the Global MBA for Executives (GEMBA) students, Professor Wilcox read the names of the MBA for Executives (EMBA) students, and Professors Frank and Parmar read the names of the residential MBA students. There were 29 GEMBA students, 65 EMBA students, and 315 residential MBA students. Once their name was called, students walked across the stage to Dean Bruner, who handed out their diploma. Then they continued on across the rest of the stage and returned to their seat. The administration had set a target of finishing the diploma ceremony in 60 minutes. The Marshals called names at the rate of one every 7 seconds. It took students an average of 8.2 seconds to walk across the stage, shake the Dean’s hand, and receive their diploma. After the handshake, it took students an additional 2 seconds to depart from the stage. There were approximately five students on the stage at any given time (one being hooded, two waiting for their names to be called, one in the process of receiving the diploma and congratulatory handshake, and one finishing the walk across the stage.)

1. What is the takt time for the diploma ceremony? Answer in seconds.

2. What is the cycle time for the process? Answer in seconds.

3. What is the throughput time for a student from the time he/she begins the hooding process until he/she walks off the stage? Answer in seconds.

4. What is the throughput rate? Answer in students per hour.

5. Could the goal of a 60-minute diploma ceremony be met? Yes or no?why.

The President P has been accused of colluding with Russian intelligence to tilt the election in his favor. Let g denote “how guilty” the President is of these charges. Assume g is either 1, 2, or 3, where 3 means “guilty as sin” and 1 means “not at all guilty.” Assume that g is chosen by nature and a voter V believes each value is equally likely (voters are pretty skeptical of politicians these days). A special counsel S has been appointed to investigate the accusation. If S is allowed to complete her work, she will learn the value of g and report it to the voter V . However, P might fire S before she is allowed to complete her work, in which case S cannot report anything to V . Assume that nature draws g, shows it to P, and then P decides whether to fire Ior not. If so, the “game” ends; if not, S reports g to V , and the game ends. Assume P ’s utility is ?1 times V ’s expectation of g at the end of the game (i.e., P is better off, the lower is the voter’s assessment of his guilt).

(c) Suppose all types except g = 1 fire S. What does V think is the expected value of g, given that S is fired? Is type g = 2 happy with that?

(d) Is it a perfect Bayesian equilibrium for all types to fire S? For type g = 1 not to fire S, and for the other types to fire S?

(e) Assuming P is rational, what should V conclude about g, if S is fired?

Social Media Assignment

I don’t want 10 pages.

Watch one or more of these videos about the evils of social media.

https://www.youtube.com/watch?v=d5GecYjy9-Q

https://www.youtube.com/watch?v=iAV1DaLtw2c

https://www.youtube.com/watch?v=CkMh6xdJNeM

https://www.youtube.com/watch?v=7QWoP6jJG3k

https://www.youtube.com/watch?v=szQsPQW4GLo

https://www.youtube.com/watch?v=8lLbc3DWqfI

https://www.youtube.com/watch?v=fiZUWVwHpe0

There over 150 videos on YouTube about social media.

Answer the following questions in a WORD document which you will upload on the ASSIGNMENTS, ESSAY TAB.

1. Which social media sites do you use? How many hours a week do you spend on them?
2. How often do you check your smartphone in a day?
3. Do you feel the social media you use is beneficial or detrimental to you? In what ways?
4. Do you lose valuable sleep time because of the social media?
5. Has the social media on your phone made your physical social life better or worse?
6. Do you believe social media is affecting your brain?

Put your name of the paper. Copy question 1. Answer question 1. Copy question 2. Answer question 2. Etc

Save the document to your disk. Go to BB, click assignment, clicks essay. Click feb20. Click “browse your computer”. Upload the file and click submit.

Suppose that there is a class of n students. Homework is to be returned to students, but the students’ homework assignments have been shuffled and are distributed at random to students.

a) Calculate the probability that you get your own homework back. (I think it is 1/n)

b) Suppose that I tell you that another student, Betty, got her own homework. Does this change the probability that you get your own homework, and if so what is the new probability? (I think it is now 1/(n-1)

c) What is the expected number of students who receive their own homework?

d) Find an approximation for the distribution of the random variable denoting the number of students who receive their own homework in the limit of large n.

Suppose that there is a class of n students. Homework is to be returned to students, but the students’ homework assignments have been shuffled and are distributed at random to students.

a) Calculate the probability that you get your own homework back. (I think it is 1/n)

b) Suppose that I tell you that another student, Betty, got her own homework. Does this change the probability that you get your own homework, and if so what is the new probability? (I think it is now 1/(n-1)

c) What is the expected number of students who receive their own homework?

d) Find an approximation for the distribution of the random variable denoting the number of students who receive their own homework in the limit of large n.

Part 1: Define staffing and explain why job analysis (JA) is critical to the staffing function. This should be a very thorough, detailed, and well-developed response. There should be at least 5 examples that provide a clear link with JA (2-3 sentences each).

Part 2: Draw/reproduce the “Role of JA in HR Selection Model.”

Part 3: List and explain each part of the model along with a short definition (i.e., write a 1-3 sentence definition/explanation of the concept), listing its components and providing two examples for each part (e.g., list JA, define it and list its components along with two JA methods). Make sure you explain in detail (1-3 sentences) all relevant linkages in the model. Finally, what role does reliability and validity play in the model (1-3 sentences)?

Notes: *All comments must be clear and demonstrate a solid understanding of the concept. * Use quotations sparingly, and they should only be used for a couple of key definitions. You can, of course, paraphrase any important definition. Everything else must be in your own words. *Bullet points are acceptable, but must provide a complete and thorough response. * It must be typed, have page numbers, headers, and include a cover page. *It will be graded for clarity, grammar, punctuation, spelling, and presentation. *There is to be NO collaborations with other students or anyone. You should not discuss this question with anyone nor should anyone read or proof your work.

4. Below is a proof of Theorem 4.1.1 (b): For the zero vector ⃗0 in any vector space V and k ∈ R, k⃗0 = ⃗0.

   Justify for each of the eight steps why it is true.

   1. k⃗0+k⃗0=k(⃗0+⃗0)

   2. = k ⃗0

   3. k⃗0 is in V

   4. and therefore −(k⃗0) is in V .

   5. It follows that (k⃗0 + k⃗0) + (−k⃗0) = (k⃗0) + (−k⃗0)

   6. and thus k⃗0 + (k⃗0 + (−k⃗0)) = (k⃗0) + (−k⃗0).

   7. We conclude that k⃗0 + ⃗0 = ⃗0

   8. and so k⃗0 = ⃗0, as desired.

Consider the following half reactions at 298 K

Fe²⁺ + 2 e^- → Fe    E^o = -0.441 V
Cd²⁺ + 2 e^- → Cd    E^o = -0.403 V

A galvanice cell based on these half reactions is set up under standard conditions where each solution is 1.00 L and each electrode weighs exactly 100.0 g. How much will the Cd electrode weigh when the nonstandard potential of the cell is 0.02880 V?

The answer is 139g.

(a) Given a wave function, if the quanton's energy is less than its potential at a location, how can you tell where V is large and where V is small (with V > E)?

(b) Describe key components of Stern-Gerlach apparatus, one result of the Stern-Gerlach experiment, and what this result says about the nature of particles.

(c) Describe the photoelectric effect, one result of the photoelectric effect, and what this result says about the nature of photons.