The population of cities in the United States reports 30 crimes per hour. A researcher believes that regions lower in socioeconomic status will have more crimes per hour. A sample of cities crimes per hour are listed below. Compare these scores to the population (? = .05).

Will we need a one- or two-tailed hypothesis test?

State your null hypothesis

State your alternative hypothesis

Provide e t-obtained and the p-value

Did you reject or fail to reject the null hypothesis?

What can you conclude?

Calculate the 95% confidence interval for the sample mean

Calculate the 95% confidence interval for the difference between the means

Calculate Cohen’s d

1. Suppose the Federal Reserve Bank unexpectedly raises interest rates in the United States. How will this impact the foreign-exchange market?

1. How important are communications and computing technologies to the smooth functioning of the foreign-exchange market? If the technological advances of the past four decades were eliminated-for example, no PCs or satellite telecommunications-how would the foreign-exchange market be affected?

1. Do you expect the U.S. dollar to maintain its position as the dominant currency in the foreign-exchange market once the euro is fully established? Why or why not?

1. What would be the impact on world trade and investment if there were only one currency?

How can quality and cost escalation in health care system be improved in the United States? If you do a research for this question, please answer the following questions: 1- Why you will use a qualitative method in your data collections? 2- If you are conducting interviews for data collection what questions will the interview ask and what responses will it collect? expect that this stage of the assignment will run to about 400-600 words

In 2012, many unskilled workers in the United States earned the federal minimum wage of $7.25 per hour. By contrast, average earnings in 2012 were about $28.00 per hour, and certain highly skilled professionals, such as doctors and lawyers, earned $140.00 or more per hour.

Instructions: In parts a, c, and d, round your answers to 2 decimal places. In part b, enter your answers as whole numbers

. a. If we assume that wage differences are caused solely by differences in productivity, how many times more productive was the average worker than a worker being paid the federal minimum wage? .

How many times more productive was a $140-per-hour lawyer compared to a worker earning minimum wage? .

b. Assume that there are 20 minimum-wage workers in the economy for each $140-per-hour lawyer. Also assume that both lawyers and minimum-wage workers work the same number of hours per week. If everyone works 40 hours per week, how much does a $140-per-hour lawyer earn a week?

$ per week.

How much does a minimum-wage worker earn a week?

$ per week.

c. Suppose that the government pairs each $140-per-hour lawyer with 20 nearby minimum-wage workers. If the government taxes 25 percent of each lawyer’s income each week and distributes it equally among the 20 minimum-wage workers with whom each lawyer is paired, how much will each of those minimum-wage workers receive each week?

$ each week.

If we divide by the number of hours worked each week, how much does each minimum-wage worker’s weekly transfer amount to on an hourly basis?

$ per hour.

d. What if instead the government taxed each lawyer 100 percent before dividing the money equally among the 20 minimum-wage workers with whom each lawyer is paired.

How much per week will each minimum-wage worker receive?

$ per week.

How much is that on an hourly basis?

$ per hour.

The following table is taken from the publication 1992 Uniform Crime Reports for the United States. It gives the distribution by region for 1992 motor vehicle thefts. (A sample of 100 records was selected from each region.).Test the null hypothesis that there is no relationship between region of the country, and type of vehicle stolen. Use the .05 significance level

2. The European Union (EU) and United States (US) demand and supply equations for corn are:

QDEU = 70 – 2 PEU             QSEU = 20 + 3PEU

QDUS = 130 – 3PUS QSUS = 30 + PUS

where QD and QS represent the quantities demanded and supplied in both countries (in billions of tons) and P represents the Dollar price per ton of corn in each country.

a. Graph the US and European Union supply and demand curves for corn (what are     the intercepts?).

b. Determine the US and European Union equilibrium prices in the absence of trade.

c. Find the surplus (or shortage) in both countries at the price of $ 20.

Now assume that there is free trade between the European Union and US.

d. Determine the international equilibrium price of corn (per ton).

e. How much corn is produced and consumed in the European Union and US.

f. How much corn is traded between the two regions. Draw graphs to represent the market situation before and after trade.

Suppose now that the US limits its imports of corn to 14 billions of tons.

g. What will be the new equilibrium prices of corn in the European Union and US? h. What are the new domestic production and consumption levels in each region? How much corn is traded?

2. The European Union (EU) and United States (US) demand and supply equations for corn are: QDEU = 70 – 2 PEU QSEU = 20 + 3PEU QDUS = 130 – 3PUS QSUS = 30 + PUS where QD and QS represent the quantities demanded and supplied in both countries (in billions of tons) and P represents the Dollar price per ton of corn in each country.

a. Graph the US and European Union supply and demand curves for corn (what are the intercepts?).

b. Determine the US and European Union equilibrium prices in the absence of trade.

c. Find the surplus (or shortage) in both countries at the price of $ 20. Now assume that there is free trade between the European Union and US.

d. Determine the international equilibrium price of corn (per ton).

e. How much corn is produced and consumed in the European Union and US.

f. How much corn is traded between the two regions. Draw graphs to represent the market situation before and after trade. Suppose now that the US limits its imports of corn to 14 billions of tons.

g. What will be the new equilibrium prices of corn in the European Union and US? h. What are the new domestic production and consumption levels in each region? How much corn is traded? ?

During October 1962 the United States and the Soviet Union engaged in a stand off over the Soviet Union’s attempted deployment of nuclear missiles to Cuba. We will model part of the crisis dynamics as they looked on October 22, 1962 when President Kennedy announced the naval blockade of Cuba stating that Soviet ships carrying nuclear missile equipment would be turned back if attempting to enter Cuba. Consider this a sequential move game where the first mover Premier Krushchev can choose to retract (R) the ships or order them to challenge (C) the blockade. If Krushchev retracts, the game ends and it will be perceived as a political failure for Krushchev and a win for Kennedy with payoff 2 of (−1, 1), meaning a payoff of −1 to Krushchev and 1 to Kennedy. If Krushchev challenges the blockade, Kennedy will observe the challenge and now has an option to enforce (E) the blockade or to fold (F), the latter meaning letting the ships proceed to Cuba. If Kennedy folds the game ends, and Krushchev will deploy nuclear missiles to Cuba and achieve an improved strategic position, resulting in payoffs of (5, −5). If Kennedy enforces the blockade, the crisis will escalate with the distinct possibility of nuclear war ensuing. We will assign payoffs (−100, −100) to the act of enforcing the blockade.

1. Draw the extensive form game between Krushchev and Kennedy.

2. What are the pure strategy Nash equilibria of the game? Explain.

3. What is the subgame perfect Nash equilibrium of the game? Explain.

4. In reality, Kruschev retracted the ships. The following is an open ended question: In order to understand this action, how is it in your mind best understood given the previous analysis? Is the equilibrium concept not appropriate? Would you consider changes in the game?

In August 2003, 56% of employed adults in the United States reported that basic mathematical skills were critical or very important to their job. The supervisor of the job placement office at a 4-year college thinks this percentage has increased due to increased use of technology in the workplace. He takes a random sample of 530 employed adults and finds that 324 of them feel that basic mathematical skills are critical or very important to their job. Is there sufficient evidence to conclude that the proportion of employed adults who feel basic mathematical skills are critical or very important to their job has increased at the α = 0.01 level of significance?

On a separate sheet of paper, write down the hypotheses (H₀ and H_a) to be tested.

Conditions:
np₀(1-p₀) = _______ (Round to 3 decimal places.)
The normal approximation test for proportions  (is / is not) appropriate for this data.

Rejection Region:
To test the given hypotheses, we will use a (left / right / two) -tailed test.  
The appropriate critical value(s) for this test is/are________ .  (Report your answer exactly as it appears in Table V. For two-tailed tests, report both critical values in the answer blank separated by only a single space.)

On a separate sheet of paper, sketch the rejection region(s) for this test.