Consider the following strategic-form simultaneous game. Player 1’s payoffs are listed first, in bold

1. Does either player have any weakly dominant strategies? If yes, list them. Briefly explain.
2. Does either player have any weakly dominated strategies? If yes, list them. Briefly explain.
3. List all pure-strategy Nash equilibria of the above game.
4. What does it mean for the payoffs in the above game to be “common knowledge”?

. Consider Beta pdf and plot it on the same paper for various values of
alpha and beta: alpha = 1,2,3,4,5 and beta=1/2, 1, 3/2, 2, 5/2. Considr
all combinations.

2. Consider gamma pdf and plot it on the same paper for various values of
alpha and beta: alpha = 1/2, 1, 3/2, 2, 5/2 and beta = 1, 2, 3, 4, 5.
Consider all possible combinations.

3. Consider Normal pdf and plot it on the same apper for various values of
mu and sigma: mu=0, -1, 1, -2, 2 and sigma = 1, 2, 3, 4, 5. Consider all
possible combinatioons.

Use excel

Database - SQL - Operations

CS 203 Discrete Structure 2

Create a Microsoft Access Database consisting of the following two tables: Part_needs and Parts_Inventory

Answer the following questions:

1. What are the operations that correspond to the query expressed using this SQL statement?

SELECT Supplier

FROM Part_needs

WHERE 1000<= Part_number <= 5000

2. What is the result of the corresponding query, created using Access Database given Part_needs table as input?
3. What are the operations that correspond to the query expressed using this SQL statement?

SELECT Supplier, Project                                                                                                                                

FROM Part_needs, Parts_inventory

WHERE Quantity <= 10

4. What is the output of the corresponding query created ,using Microsoft Access Database t given Part_needs, and Parts_inventory

A student is interested in whether gender interacts with the effects of mood on problem solving. The student induces mood by having participants (both males and females) write about a time when they felt a certain emotion. The emotions used are fear and happiness.  The participants are randomly assigned to one of these emotion conditions. To check the manipulation, the student has participants rate their emotional state after the manipulation, on a 1-7 scale with 1 meaning highly negative and 7 meaning highly positive mood. The student then gives the participants a series of problems to solve, and records the number solved.

d. Is there a significant main effect for Sex?  Describe the findings.

e. Is there a significant main effect for Emotion?  Describe the findings.

f. Is there a significant interaction?  Describe the interaction using the names and levels of each variable.

The set of all vectors in R 5 whose coordinates sum to zero forms a subspace. The following vectors are a generating set for the space. u1 = (2, −3, 4, −5, 2) u2 = (−6, 9, −12, 15, −6) u3 = (3, −2, 7, −9, 1) u4 = (2, −8, 2, −2, 6) u5 = (−1, 1, 2, 1 − 3) u6 = (0, −3, −18, 9, 12) u7 = (1, 0, −2, 3, −2) u8 = (2, −1, 1, −9, 7) (a) Find a basis in the collection above. (b) Let L = {(1, 1, 1, 1, −4),(1, −1, 3, −2, −1)}. Find 6 vectors in the collection, say H, such that L ∪ H spans the entire space.

What is the probability that Drosophila Melanogaster female has received all the chromosome that her grandmother gave to her father?

A : 0

B : (1/4)^2

C : (1/6)^2

D : (1/2)^4

E : No way to predict.

Please explain your answer thoroughly!

You wish to determine the sequence of a polypeptide that has the following amino acid composition: Ala: 1 Arg: 4 Asn: 2 Asp: 3 Cys: 4 Gly: 3 Gln: 1 Glu: 4 His: 1 Lys :1 Met: 1 Phe: 1 Pro: 2 Ser: 4 Tyr: 2 Trp: 1 What is the maximum number of peptides you can expect if you cleave the polypeptide with: A) Trypsin B) Chymotrypsin C) CNBr D) There are no free sulfhydryl groups in the peptide. How many disulfide bonds do you expect to find? E) How many different possible arrangements of disulfide bonds are possible in this peptide?

In C++ Let n be a non-negative integer. The factorial of n, written n!, is defined by 0 ! 5 1, n! = 1·2·3· · ·n if n $ 1. For example, 4! = 1·2·3·4 = 24. Write a program that prompts the user to enter a nonnegative integer and outputs the factorial of the number. Allow the user to repeat the program. Example: If the user enters a 3 then your program should perform answer = 3 * 2 * 1 = 6. Then 6 will be displayed.

Output: Enter a number: 4

4! = 24

Would you like to try another number? Enter y - yes n

To test whether students in a higher grade level will be less disruptive in class, a school psychologist records the number of documented interruptions during one day of classes from nine local high schools. The sample consisted of nine

(n = 9)

freshman, sophomore, junior, and senior high school classes. The data for each high school class are given in the table.

(a) Complete the F-table. (Round your answers to two decimal places.)

(b) Is it necessary to compute a post hoc test? Explain. (Assume alpha equal to 0.05.)

Yes, post hoc analyses are appropriate because the ANOVA is significant.

No, post hoc analyses are not appropriate because the ANOVA is not significant.    

You may need to use the appropriate table in Appendix B to answer this question.

Determine the amplitude, the period and the phase shift of the function

1. y = -3 cos ( 4 x - PIE ) + 2

2. y = 2 + 3 cos ( PIEx - 3 )

3. y = 5 - 2 cos ( PIE/2 x + PIE/2 )

4. y = - 1/2 cos (2 PIE x ) + 2

5.  y = - 2 sin ( - 2 x + PIE ) - 2

6. y = - sin ( ( ½ x - PIE/2 ) + 1/2

Thank you.