Cruz Corporation has $100 billion of debt outstanding. An otherwise identical firm has no debt and has a market value of $450 billion. Under the Miller model, what is Cruz’s value if the federal-plus-state corporate tax rate is 28%, the effective personal tax rate on stock is 17%, and the personal tax rate on debt is 29%? Enter your answer in billions. For example, an answer of $1.23 billion should be entered as 1.23, not 1,230,000,000. Round your answer to two decimal places.

You have just learned that you will have three students with disabilities in your classroom. List three ways you could better meet their needs.

Data Structures Homework – Singly Linked Lists

Create a singly linked that represents a school. The school has multiple classes. Each class has a different number of students.

class student

{

Long ID;

string Name;

string Address;

float grades[3];

student *below;

};

class Node // the node represents a class in school

{

int ID;

int NoOfStudents;

int NoOfQuizes;

student *t;// a linked list of students is allocated dynamically

Node *Next;

};

class school {

string Name;

Node *Head;

int n;//number of classes in school

};

First, you need to implement the following constructors and destructors:

1- School constructor: Creates an empty school. It takes the school name as a parameter and sets the number of classes to zero.

2- Class (Node) constructor: Sets the class ID, sets the number of students to zero, the NoOfQuizes to zero and the pointers to NULL.

3- Student constructor: Sets the student’s ID, Name and address which are passed as parameters once a student is created.

4- Student destructor: contains the cout statement: ”student destructor is called”

5- Class (Node) destructor: deletes all students in class.

6- School destructor: deletes all the classes in the school.

In your main function create an empty school by entering the name of the school from keyboard (this calls the school constructor), then display the following menu to the user and perform tasks accordingly.

In addition to constructors and destructors, you need to define a function to perform each of the following tasks.

Your program must keep on displaying this list until the user chooses Exit (12).

1. Create a class: This function creates a new class in the school by reading the class information from a text file that has the following format. The class is added to the end of the school linked list. Note that this will call the Node constructor (once)+ the student constructor (multiple times).

Class ID

NoOfStudents

Student ID Student Name Student Address

Student ID Student Name Student Address

Student ID Student Name Student Address

……..

2. Read quiz grades: This function takes the class ID and the number of the quiz (first:0, second:1, Final:2) from keyboard and reads the grades for all students in the class in a certain quiz. Sort the students alphabetically then read their grades (this calls the function sort students (8)).

3. Compute student’s average: Take a student’s ID and return his average

4. Add student: Enter class ID, read a student’s information (ID & name & address from keyboard), add a student to the beginning of the class list. Note that this calls the student’s constructor. Also, read (NoOfQuizes) grades for this student.

5. Delete student: Enter student’s ID, search for the student in the school and delete the student from his class (if found).

6. Delete class: Enter class ID, find the class, delete the list of students in the class (this uses class destructor) then delete the class node from the list (the rest of the school list should remain intact).

7. Sort students: Enter class ID and sort the students of that class based on their names in alphabetical order.

8. Find the student with maximum average in a certain class: Enter class ID, find student with maximum average, then display the student (name + ID).

9. Display student given his name: enter student’s name, find the student and display his ID, grades and average.

10. Display a class given its ID: enter a class ID, find the class and neatly display the information of all the students in that class.

11. Display school: Display all classes in a school. Display each class ID together with its students (ID, name and address of each student).

12. Exit .

In your main function, create a school and test all your work above.

make it clearly thanks..!!

On May 23, 2013, a 160-foot span of the Skagit River Bridge on I-5 north of Seattle collapsed moments after upper bridge supports were struck by a tractor trailer with an oversized load. The truck made it safely across, but two other vehicles fell into the water 24 feet below. Three people were rescued without major injuries. The bridge was constructed in 1955 and designed for an expected life of 50 years.

The Skagit River Bridge is rated by the Federal Highway Administration (FHWA) as functionally obsolete—it is not designed to today’s standards, but it is not necessarily unsafe. The steel element could cause collapse. There are about 18,000 fracture critical bridges throughout the United States, build mostly between the mid-1950s and late 1970s. Modern construction methods are much more resilient to damage.

In 2007, the I-35W bridge carrying traffic over the Mississippi River between Minneapolis and St. Paul collapsed suddenly during rush hour, killing 13 people and injuring 145. The Minnesota bridge, completed in 1967, was also a fracture critical bridge and was classified as structurally deficient by the FHWA. Structural deficiency indicates that the bridge has one or more defects in its support structure or deck and therefore requires maintenance, repair, and eventual rehabilitation or replacement.

The nation’s 611,845 bridges have an average age of 43 years, and almost 23% are rated as either structurally deficient, functionally obsolete, or both. The FHWA calculates that more than 30% of U.S. bridges exceed their 50-year design life. The required fiscal investment for reconstruction and renovation poses a significant challenge for federal, state, and local governments—but some progress is being made. Decisions on how to allocate funding to upgrade and replace deficient bridges are influenced by both economic and non-economic factors.

• The Skagit River Bridge carries an estimated 71,000 vehicles a day and is a main commercial route between the United States and Canada. How would you calculate the economic impact of the catastrophic failure of the bridge? Compare the economic impact to commuters versus commercial traffic.
• What factors should be considered when engineers determine whether to either rehabilitate or replace a deficient bridge?
• The Federal Highway Administration released $1 million in federal emergency funding the state of Washington the day after the I-5 bridge collapse and almost a month later allocated $15.6 million in federal funding to help rebuild the bridge. Discuss the ethical dilemma of state and local governments that have aging infrastructure to repair before tragedy strikes, but insufficient funding to make the repairs.
• Both of the bridges described here were routinely inspected and deemed safe for use. Discuss how this inability to predict structural failures complicates the job of transportation officials.

List the appropriate post hoc test (or tests if more than one is suitable) for each scenario described:

• Weight gained by students dining at three different cafeterias over a six-month period
• Weight loss by students attending four different campus gym locations over a three-month period
• Planned comparisons of pre-med students’ average organic chemistry test scores across four different colleges, one of which is a state school, while the others are private schools
• Sleep quality measured in minutes, by students using two different types of pillows

A class survey in a large class for first-year college students asked, "About how many minutes do you study on a typical weeknight?" The mean response of the 259 students was x⎯⎯⎯ = 147 minutes. Suppose that we know that the study time follows a Normal distribution with standard deviation σ = 65 minutes in the population of all first-year students at this university. Use the survey result to give a 95% confidence interval for the mean study time of all first-year students. ___ to ___ ?

Can you also list step by step how to solve the problem on a calculator (TI-84 if possible)?

Show all five steps: The harmful effects of smoking tobacco have been illustrated in medical studies yet many individuals still choose to smoke. The Centers for Disease Control estimate that approximately 13% of students aged 18 – 24 smoke tobacco. Using only the students in the “22 or younger” age group test to see if the proportion of students smoking tobacco is lower in Maryland. Let α= 0.01.  

Data from StatCrunch: 1,129 students aged 22 or younger surveyed 51 "yes", 1078 "no"

Please list each step: Hypotheses, Conditions/Assumptions, Mechanics, Decision, and Statement

Suppose we want to estimate the average weight of children in a particular school district. The district contains 15 elementary schools, 10 middle schools, and 2 high schools. For each of the following approaches, select the best description of the sampling design, and identify whether the sampling scheme ensures that the probability of being included is necessarily the same for every student.

A. List all the students in the school district. Average the weights of every 50th student on the list.

(Q5)  ? A: a simple random sample B: a systematic random sample C: a stratified random sample D: a random cluster sample E: a random stratified cluster sample F: a multistage random sample G: a multistage random cluster sample H: a random stratified multistage cluster sample I: a systematic sample J: another non-probability sample

B. Take a simple random sample of 5 schools in the district. For each school in the sample, list all the homerooms. Take a simple random sample of 3 homerooms from each school in the sample. For each homeroom in the sample, list the students. Take a simple random sample of 10 students from each homeroom in the sample. List their weights. Combine the lists and average the results.

(Q7)  ? A: a simple random sample B: a systematic random sample C: a stratified random sample D: a random cluster sample E: a random stratified cluster sample F: a multistage random sample G: a multistage random cluster sample H: a random stratified multistage cluster sample I: a systematic sample J: another non-probability sample

C. List all the schools in the school district. For each school, list all the teachers at the school; sort them alphabetically within each school. For each school, list the weights of the students of the teacher who is first on that school's sorted teacher list. Combine the lists and average the results.

(Q9)  ? A: a simple random sample B: a systematic random sample C: a stratified random sample D: a random cluster sample E: a random stratified cluster sample F: a multistage random sample G: a multistage random cluster sample H: a random stratified multistage cluster sample I: a systematic sample J: another non-probability sample

D. Take a simple random sample of 5 schools in the district. For each school in the sample, list the weights of all the students. Combine the lists and average the result.

(Q11)  ? A: a simple random sample B: a systematic random sample C: a stratified random sample D: a random cluster sample E: a random stratified cluster sample F: a multistage random sample G: a multistage random cluster sample H: a random stratified multistage cluster sample I: a systematic sample J: another non-probability sample

1 answer for each