Misty Mark, an infamous archer, decided to open an archery and fitness business called Bows and Biceps. The following is a list of transactions for Bows and Biceps for the first month. Put the transactions in a T account ledger and then create a trial balance, Income Statement, Statement of Owner’s Equity, and Balance Sheet on 5/31/20.

1. 5/1/2020 - Deposited $10,000 into a bank account in the name of the business.
2. 5/1/2020 - Signed a one-year lease for a building and paid the first six month’s rent of $4,200.
3. 5/2/2020 - Bought equipment from Archery Supply, Inc for $2,000.
4. 5/10/2020 - Enrolled 10 students in a Bow Hunting for Beginners class to be held on 5/29. Each student paid $50 for the class
5. 5/15/2020 - Misty gives her personal exercise equipment with a fair market value of $3,000 to the business.
6. 5/25/2020 - Enrolled 10 students in a Fit to Shoot class to be held next month. Each student paid $25 for the class.
7. 5/28/2020 - Purchased $500 in office supplies from Andy’s Office Supply on credit. Half of the supplies were used immediately, the other half was stored in the supply closet for future use.
8. 5/31/2020 - Misty withdraws $1,000 to take a vacation after working so hard to set up the business.

The typically number of credits to be considered full time is 12 credits. The OSU Statistics department is curious whether the ST201 online students take something different than 12 credits on average.

Use the information from the student information survey for our class to perform a hypothesis test.

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State: Is there evidence that the average number of credits for ST201 students is other than 12? Vis ualize :

a. (2 points) Describe the histogram of the sampled data in context. Recall, you should include the shape, center, and spread. Is there any visual evidence the average number of credits is less than 15?

Plan:

b. (1 point) State the null and alternative hypotheses to answer the question of interest.
c. (2 points) Check conditions for inference. List the conditions and state whether they are met.

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Solve:

d. (3 points) Calculate the test statistic. Show work.

5. (1 point) What is the p-value for the test? Is it one or two sided?

6. (3 points) Calculate a 99% confidence interval for μ. Show work.

Conclude :

g. Write a four-part conclusion describing the results.

•  (1 point) Provide a statement in terms of the alternative hypothesis.

•  (1 point) State whether (or not) to reject the null.

•  (1 point) Give an interpretation of the point and interval estimate.

•  (1 points) Include context.

In general, high school and college students are the most pathologically sleep-deprived segment of the population. Their alertness during the day is on par with that of untreated narcoleptics and those with untreated sleep apnea. Not surprisingly, teens are also 71 percent more likely to drive drowsy and/or fall asleep at the wheel compared to other age groups. (Males under the age of twenty-six are particularly at risk.)

The accompanying data set represents the number of hours 25 college students at a small college in the northeastern United States slept and is from a random sample. Enter this data into C1 of Minitab Express.

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For the analyses that follow, we shall use

·         90%, 95%, and 99% as the confidence levels for the confidence interval.

·      5% as the level of significance ( ) for the hypothesis test.

·         7 hours sleep as the null hypothesis (according to The Sleep Foundation).

a.    List the three (3) assumptions for a valid confidence interval and hypothesis test. Provide an explanation as to whether or not each one is met - more than just a simple “yes” or “no” – and refer to the boxplot and normal probability plot, as necessary, in your assessment.

b.    What degrees of freedom will you use for the t distribution? Show your calculation.

(Hint: degrees of freedom is n-1.)

Chapter 12 Personality -Identifying Defense Mechanisms in Everyday Life

Rationale This activity is designed to get you to explore in more detail Freud's theory of personality formation, and in particular, his defense mechanisms. We briefly discussed Freud in our online lecture on Personality. Many students experience challenges when trying to keep Freud’s defense mechanisms straight. This activity presents various scenarios and requires students to identify the defense mechanisms being used.

Instructions: Each of the following scenarios illustrates one of Freud’s defense mechanisms from the list below. Read each case and identify the defense mechanism. It is possible some scenarios have more than one answer, in this case you need only indicate one choice.

           Displacement     Projection           Rationalization   Reaction Formation

           Regression         Repression           Sublimation        Denial

G.        Emmanuel’s mother has been very busy taking on extra projects at work. She frequently works late or brings the projects home to complete at night. Despite the fact that he is 8 years old, Emmanuel has been sucking his thumb and wetting the bed. What defense is Emmanuel using?

H.        Georgia was extremely close to her grandfather. He died unexpectedly last year and though Georgia attended all the funeral services, she does not remember any of events that took place for those three days. What defense is Georgia using?

A student at a university has been doing a project to investigate entertainment habits of students. They have surveyed 100 random students who were each asked three questions:

1. Have you watched a movie in the last week?
2. Have you listened to music in the last week?
3. Have you read a book in the last week?

However, the student keeps a very messy room and has lost some of the results. They have been able to find the following results:

Of all the students surveyed, 46 had watched a movie, 36 had listened to music and 41 had read a book in the last week. Also:

• 4 students answered yes to all three questions
• 10 students answered yes to questions 1 and 2 only
• 12 students answered yes to questions 1 and 3 only
• 20 students answered yes only to question 1
• 18 students answered no to all three questions

Find the missing information and answer the following questions regarding the group surveyed. Give your answers as whole numbers.

Calculate the number of students that:

a)answered yes to question 3 only =

b)answered yes to exactly two questions =

c)had watched a movie or listened to music but had not read a book =

Develop a simple MIS (Management Information System) for High School Student that consists of a simple database (a text file). The system manages to dynamically input record/data into the database. The data from the database can be sorted, searched and updated. User also should be able to add new records/data, remove any data and etc.

• The system that will be developed must use a linked list structure.
• Use any sorting techniques to sort your data.
• Use any searching techniques to search for a data.
• Develop a user friendly and efficient system
• Use only notepad (a text file) as your simple database.
• must use C++ and text file only for the database.

Example of the user interface for a Students Management System.

Main Menu

Welcome to A* High School Students Management System.

Please select your choice:

1. Adding a new student record
2. Updating an existing student record
3. Search a student record.
4. View students record.
5. Remove a student record.
6. Exit.

Your choice: 4

Menu view students record

1. View a student record
2. View all students record

Your choice: 2

Guildline:

1. When updating the existing data, you should prompt a user to enter the ID. Once the ID is ready, you have to find the ID from your file/database. Retrieve data of the database. Then you can update the data such as the new address and phone number. Of course you cannot edit the ID, name and DOB.
2. When searching for a data, you should display the result. For example, if the data is found, the details of the data should be displayed.
3. Add function should able the new record being added into the existing database. For example, before this you have 4 records in your database, after adding a record, your file should have 5 data.
4. To view data of your record, the result should be sorted, just like the example given.

A certain test preparation course is designed to improve students' SAT Math scores. The students who took the prep course have a mean SAT Math score of 526, while the students who did not take the prep course have a mean SAT Math score of 515. Assume that the population standard deviation of the SAT Math scores for students who took the prep course is 44.6 and for students who did not take the prep course is 45.2. The SAT Math scores are taken for a sample of 75 students who took the prep course and a sample of 90 students who did not take the prep course. Conduct a hypothesis test of the claim that the SAT Math scores for students who took the prep course is higher than the SAT Math scores for students who did not take the prep course. Let μ1 be the true mean SAT Math score for students who took the prep course and μ2 be the true mean SAT Math score for students who did not take the prep course. Use a 0.01 level of significance.

Step 1 of 5 :  State the null and alternative hypotheses for the test.

Step 2 of 5 : Compute the value of the test statistic. Round your answer to two decimal places.

Step 3 of 5 : Find the p-value associated with the test statistic. Round your answer to four decimal places.

Step 4 of 5 : Make the decision for the hypothesis test: Reject Null Hypothesis or Fail to Reject Null Hypothesis

Step 5 of 5 : State the conclusion of the hypothesis test: There is sufficient evidence to support the claim or There is not sufficient evidence to support the claim.

State University offers several sections of a Business Statistics course in an in-class and online format. Both formats are administered the same final exam each year. You have been assigned to test the hypothesis that the average final exam score of in-class students is different from the average final exam score of online students. The following data summarizes the sample statistics for the final exam scores for students from each format. Assume that the population variances are unequal. In-class Format Online Format Sample mean 86.5 84.7 Sample size 22 25 Sample standard deviation 4.6 6.1 If Population 1 is defined as in-class format and Population 2 is defined as online format, and using LaTeX: \alpha α = 0.05, the conclusion for this hypothesis test would be because the absolute value of the test statistic is ______________________________________________________________. less than the absolute value of the critical value, you can conclude that the average final exam score of in-class students is equal to the average final exam score of online students less than the absolute value of the critical value, you cannot conclude that the average final exam score of in-class students is different from the average final exam score of online students more than the absolute value of the critical value, you cannot conclude that the average final exam score of in-class students is different from the average final exam score of online students more than the absolute value of the critical value, you can conclude that the average final exam score of in-class students is different from the average final exam score of online students

to inform students, parents, teachers and alumni of different events and daily activities. The automation is loosely based on multiple platforms like WhatsApp, FB, Twitter, Website and Word of mouth.

Provision of information to the concerned people is hard in most of the academic Institutes as they are based on a pull model of information system which states that one needs to look for the information by going somewhere or by asking about it from someone. Furthermore, getting information about events that are beneficial for the students with respect to the extra-curricular activities and registering for the events is a tough job. A candidate has to look for the person who’s managing the event and then filling the manual registration forms which can cause several problems. There’s no official portal with the help of which graduate students can reconnect with their batch fellows.

The block diagram shows the proposed solution including the three types of actors. The functionalities to are also shown for each actor.

Question 1 Use Case Diagram (5+5 marks)

Create a Use Case Diagram as well as a supporting use case description tables.

Question 2 Domain Model

Create an appropriate Domain Model that describes the system presented in the attached block diagram.

Question 3 SSD

Create an SSD of the system.

Question 4 Object Identification

List the objects of the system. Hint: do not confuse objects with actors.

Question 5 Sequence Diagram

Create appropriate Sequence Diagrams for all Actors.

Question 6 Class Diagram

Create an appropriate class diagram. Create super classes if it seems necessary.

Question 7 Package Diagram

Create appropriate Package Diagram.

Question 8 Publish-Subscribe Pattern

Since FUSIS is envisaged to be a Push model, re present class diagram using publish-subscribe pattern.