Three experiments investigating the relation between need for cognitive closure and persuasion were performed. Part of the study involved administering a "need for closure scale" to a group of students enrolled in an introductory psychology course. The "need for closure scale" has scores ranging from 101 to 201. For the 76 students in the highest quartile of the distribution, the mean score was x = 178.10. Assume a population standard deviation of σ = 8.21. These students were all classified as high on their need for closure. Assume that the 76 students represent a random sample of all students who are classified as high on their need for closure. How large a sample is needed if we wish to be 99% confident that the sample mean score is within 2.1 points of the population mean score for students who are high on the need for closure? (Round your answer up to the nearest whole number.)

Problem 4: Teen smoking

According to a report published by the Centers for Disease Control and Prevention, about 20 percent of high school students currently use a tobacco product. This number of down from 23 percent in 2014. (https://www.cdc.gov/tobacco/data_statistics/fact_sheets/youth_data/tobacco_use/index.htm). We would like to conduct a study to evaluate high school students’ attitudes toward scenes of smoking in the movies. Suppose you randomly select students to survey them on their opinion about this question.

a) What is the probability that none of the first 4 students you interview is a smoker? (1 point)

b) What is the probability that there are no more than two smokers among 10 students you randomly choose? (2 points)

c) What is the probability that exactly 3 out of a new sample of 10 students do not smoke? (1 point)

“Suppose you are an educational researcher who wants to increase the science test scores of high school students. Based on tremendous amounts of previous research, you know that the national average test score for all senior high school students in the United States is 50 with a standard deviation of 20.

“Write H0 next to the verbal description of the null hypothesis and H1 next to the research hypothesis.
_____The population of students who receive tutoring will have a mean science test score that is equal to 50.
_____The population of students who receive tutoring will have a mean science test score that is greater than 50.
_____The population of students who receive tutoring will not have a mean science test score that is greater than 50.
_____The population of students who receive tutoring will have a mean science test score that is less than 50.”

Two teaching methods and their effects on science test scores are being reviewed. A random sample of 19 students, taught in traditional lab sessions, had a mean test score of 77 with a standard deviation of 3.6 . A random sample of 12 students, taught using interactive simulation software, had a mean test score of 86.7 with a standard deviation of 6.5 . Do these results support the claim that the mean science test score is lower for students taught in traditional lab sessions than it is for students taught using interactive simulation software? Let μ1 be the mean test score for the students taught in traditional lab sessions and μ2 be the mean test score for students taught using interactive simulation software. Use a significance level of α=0.05 for the test. Assume that the population variances are equal and that the two populations are normally distributed.

The solution should be written in Java.

Your POSmain program should take three file names from command line arguments. The first file contains a list of products and their prices; the second and third files are lists of items in two shopping carts of two customers. The POSmain program should first read the price file, then read each of the cart files to load a list of items in a shopping cart and store them in a ShoppingCart objects. The price file may contain a variable number of products and the cart files may contain a variable number of items.
POSmain then will create a CashRegister object by passing the price list to it. The POSmain program then will use the CashRegister object to scan items in a cart and print a receipt for each shopping cart one by one. At last, POSmain will use the CashRegister object to print a report for the day.
The students of CSIT111 and CSIT811 will print a different report for the day, which requires different design of your CashRegister class.

The output should be like this:-

One customer is checking out ...
========================================
Product Price Qty Subtotal
----------------------------------------
Bed $499.99 2 $999.98
Char $45.49 4 $181.96
TV $999.99 1 $999.99
Table $199.0 2 $398.0
-------------------------
Total $2579.93
========================================
One customer is checking out ...
========================================
Product Price Qty Subtotal
----------------------------------------
Bread $1.75 2 $3.5
Butter $2.84 1 $2.84
Ham $2.5 1 $2.5
Lettuce $1.0 1 $1.0
Milk $3.0 2 $6.0
Onions $0.54 3 $1.62
Tomato $0.76 5 $3.8
-------------------------
Total $21.26
========================================
Report for the day
========================================
Number of customers: 2
Total sale: $2601.19
List of products sold:
----------------------------------------
Product Qty
----------------------------------------
Bed 2
Bread 2
Butter 1
Char 4
Ham 1
Lettuce 1
Programming Fundamentals - 3/4 -
Milk 2
Onions 3
TV 1
Table 2
Tomato 5

Tutorial 5

Topic

Qualitative Process Analysis

Questions

Question 1

Consider the following process for the admission of graduate students at a university.

In order to apply for admission, students first fill in an online form. Online applications are recorded in an information system to which all staff members involved in the admissions process have access to. After a student has submitted the online form, a PDF document is generated and the student is requested to download it, sign it, and send it by post together with the required documents, which include:

Certified copies of previous degree and academic transcripts.

Results of English language test.

Curriculum vitae.

When these documents are received by the admissions office, an officer checks the completeness of the documents. If any document is missing, an e-mail is sent to the student. The student has to send the missing documents by post. Assuming the application is complete, the admissions office sends the certified copies of the degrees to an academic recognition agency, which checks the degrees and gives an assessment of their validity and equivalence in terms of local education standards. This agency requires that all documents be sent to it by post, and all documents must be certified copies of the originals. The agency sends back its assessment to the university by post as well. Assuming the degree verification is successful, the English language test results are then checked online by an officer at the admissions office. If the validity of the English language test results cannot be verified, the application is rejected (such notifications of rejection are sent by e-mail). Once all documents of a given student have been validated, the admission office forwards these documents by internal mail to the corresponding academic committee responsible for deciding whether to offer admission or not. The committee makes its decision based on the academic transcripts and the CV. The committee meets once every 2 to 3 weeks and examines all applications that are ready for academic assessment at the time of the meeting. At the end of the committee meeting, the chair of the committee notifies the admissions office of the selection outcomes. This notification includes a list of admitted and rejected candidates. A few days later, the admission office notifies the outcome to each candidate via e-mail. Additionally, successful candidates are sent a confirmation letter by post.

What steps can you extract from this process? Classify these steps into VA, BVA and NVA.

Question 2

Consider the university admission process described in Question 1.

One of the issues faced by the university is that students have to wait too long to know the outcome of the application (especially for successful outcomes). It often happens that by the time a student is admitted, the student has decided to go to another university instead (students send multiple applications in parallel to many universities). Analyse the causes of this issue using a cause–effect diagram.

Question 3

Consider the university admission process described in Question 1.

Analyse the issue described in Question 2 (i.e. is that students have to wait too long to know the outcome of their application, especially for successful outcomes), using a why-why diagram.

Question 4

Write an issue register for the university admission process and the issue described in Question 2 (i.e. is that students have to wait too long to know the outcome of their application, especially for successful outcomes).

Question 5

Consider the university admission process described in Question 1.

Complete Table 1 below using the complaints listed. List the most frequent admission problems first. Prepare a Pareto chart using Chart 1 based on the information in Table 1, alternatively use MS Excel to prepare the Pareto chart.

Online application system is slow – 100 complaints

Confirmation letter not received – 20 complaints

Degree verification takes too long – 120 complaints

Admissions office does not follow through as promised – 40 complaints

Table 1:

Chart 1:

                                                            Admissions complaints

Question 6

Consider the university admission process described in Question 1.

Use the list provided in Question 5. Record each issue in Table 2 and classify each issue using the PICK chart four quadrants, described below.

Possible (low payoff, easy to do): issues that can be addressed if there are sufficient resources for doing so.

Implement (high payoff, easy to do): issues that should definitely be implemented as a matter of priority.

Challenge (high payoff, hard to do): issues that should be addressed but require significant amount of effort. In general one would pick one of these challenges and focus on it rather than addressing all or multiple challenges at once.

Kill (low payoff, hard to do): issues that are probably not worth addressing or at least not to their full extent.

Table 2

Question 7

Consider the university admission process described in Question 1.

Use the admission complaints classified in Table 2, to create a PICK chart using Chart 2, alternatively use MS Excel to prepare the PICK chart.

Chart 2

Let T∈ L(V), and let p ∈ P(F) be a polynomial. Show that if p(λ) is an eigenvalue of p(T), then λ is an eigenvalue of T. Under the additional assumption that V is a complex vector space, and conclude that {μ | λ an eigenvalue of p(T)} = {p(λ) | λan eigenvalue of T}.

Infrared absorption by CO gives rise to an R branch from v = 0. What is the wavenumber of the line originating from the rotational state with J = 2? Assume v = 0 to 1 transition. The rotational constant is 1.92252 cm^-1. Ignore centrifugal distortion. Please show all work.

Infrared absorption by CO gives rise to an R branch from v = 0. What is the wavenumber of the line originating from the rotational state with J = 2? Assume v = 0 to 1 transition. The rotational constant is 1.92252 cm^-1. Ignore centrifugal distortion. Please show all work.