The university is concerned about a rise in the number of academic offences committed by undergraduate students. They believe that students do not understand the seriousness of such offences. They develop a course that outlines the potential consequences for students who are involved in academic offenses (e.g. cheating, plagiarism, etc.) in order to deter students’ acceptability of committing these offenses. All first year students are required to take the course. To assess the effectiveness of the course in deterring (or reducing) acceptability of academic offences, before the course starts, a random sample of 150 first year students are asked to complete a questionnaire that includes a scale to assess their views on the acceptability of committing an academic offence. After the course is over, a different sample of 156 first year students complete the same questionnaire. Scores on the scale range from 0 to 25 (interval/ratio measure), with a mean (X") and standard deviation (s) determined for the scores in each sample. Higher scores reflect GREATER acceptability of academic offences.

(a) What are the null hypothesis and alternate or research hypothesis that you would state in order to assess the effectiveness of the course in deterring acceptability of academic offences?

(b) What sampling distribution would you use, and what formula(s) would you use?

(c) Given an alpha level of 0.05, what is the critical value of the test statistic?

(d) If the value of the obtained test statistic is +1.754, what would you conclude about the effectiveness of the course? Be sure to state the conclusion in statistical terms, and in words.

Show your work

In a recent survey of 60 randomly selected college students, 43 said that they believe in the existence of extraterrestrial life. a) Find p?, the sample proportion that believes that there is extraterrestrial life. (Round your answers to three decimal places). p? = b)The 99 % margin of error associated with this estimate is: c) The 99 % confidence interval for the true proportion of all college students who believe there is extraterrestrial life is: to d) A recent report suggests the proportion of general US population who believe in extraterrestrial life is 0.47. Choose the appropriate null and alternative hypothesis that tests whether the proportion of college students who believe in extraterrestrial life in greater than the general population? H0: p = 0.47 Ha: p ? 0.47 H0: x = 0.47 Ha: x > 0.47 H0: p = 0.47 Ha: p > 0.47 H0: p? = 0.47 Ha: p? > 0.47 H0: ? = 0.47 Ha: ? ? 0.47 e) Calculate the z test statistic and p-value. (Round the test statistic to two decimal places and the p-value four decimal places). z = p-value = f) Based on the p-value, give a conclusion in terms of the alternative. There is suggestive, but inconclusive evidence that the proportion of college students who believe in extraterrestrial life is greater than 0.47. There is convincing evidence that the proportion of college students who believe in extraterrestrial life is greater than 0.47. There is moderately suggestive evidence that the proportion of college students who believe in extraterrestrial life is greater than 0.47. There is no evidence that the proportion of college students who believe in extraterrestrial life is greater than 0.47.

Write a program in C language

1- Define a struct for students with the aforementioned attributes, test it by populating one
initialized struct variable with arbitrary input and take screenshots of the
output.

2- For each student, struct add an array of
number grades for a class the students are enrolled in such as S E 185. Then
write functions which find the max, average, and minimum score for a specified
assignment identified by a number, for example, Assignment 0 will be found at
index 0 of each student.
Create a new struct called university with the following attributes: university
name, an array of struct students, built year, and location. Create some random
students and assign those students to an arbitrary university. Create three
different universities with different students

3- Create a struct pointer variable for a student. You can initialize a struct pointer
variable in a similar way to a primitive variable type pointer initialization. We are
going to do some simple pointer to struct accesses. This part can be
counterintuitive and confusing so make sure you take your time on this part. The
difference between accessing structs and pointer structs is the notation used to
access the inherent attributes of the struct. To access an attribute of a pointer
struct, we use “->” and we do it as follows: Suppose we have a pointer struct
called menu that has attributes food and drink. We can access an attribute like
this: menu -> drink or menu -> food. Your task for this problem of the lab is to
initialize some pointer structs for students and populate them using pointer
notation.

Given the data on scores of students final grade in statistics (in percent) determine the following statistics.

43 45 48 51 53 54 57 59 60 60 60 60 61 70 70 71 71 72 72 72 75 76 76 79 81 81 83 85 87 88 88 89 89 91 92 93 96 98 98 99 100 101 101

Assume students are only allowed to transfer the class if they receive a grade of 70 % or above. Use this fact to create a binomial distribution for students that are able to transfer and students not able to transfer the class. Do this by finding the proportion of students that receive a grade of 70 or above (this will be the value p and then q = 1 - p).

a. Determine the mean and standard deviation using the binomial distribution formulas.

b. Determine the range of usual value by finding the values that are significantly low and significantly high.

c. Use a normal continuous distribution to APPROMATE the binomial discrete probability distribution to determine the probability that at least 30 students score at a 70 or more. (Be sure to use the boundary to get the more accurate/correct answer.) Show an approximation box to verify your boundaries.

d. Use a normal continuous distribution to APPROMATE the binomial discrete probability distribution to determine the probability that exactly 30 students score at a 70 or more. (Be sure to use the boundary to get the more accurate/correct answer. Show an approximation box to verify your boundaries.

5. Six students are going on a road trip in which they will live closely together. Where they are going, there is a disease which spreads easily among people who live close together. The value of the trip to a student who does not get the disease is 6. The value of the trip to a student who gets the disease is 0. There is a vaccination against the disease. The vaccination costs different amounts for different students (they have different health plans). Let's call the students 1, 2, 3, 4, 5 and 6 respectively. The vaccination costs 1 for student 1; it costs 2 for student 2; etc.... If a student gets vaccinated, she will not get the disease. But, if she is not vaccinated then her probability of getting the disease depends on the total number in the group who are not vaccinated. If she is the only person not to get vaccinated then the probability that she gets the disease is 1/6. If there is one other person who is not vaccinated (i.e., two in all including her) then the probability that she gets the disease is 2/6. If there are two other people who are not vaccinated (i.e., three including her) then the probability that she gets the disease is 3/6, etc.. The students decide individually and simultaneously whether to get the vaccination and their goal is to maximise their payoffs. a) Explain with reasons whether or not it is a Nash Equilibrium for students 1,2,3 and 4 to get vaccinated and students 5 and 6 not to get vaccinated. [3 points] b) Which students have strictly or weakly dominated strategies? [3 points]

Previous research suggests that musicians process music in the same cortical regions in

which adolescents process algebra. So, a researcher wondered if receiving music

instruction while learning algebra would improve students’ grasp of algebra. On the other

hand, the researcher also thought it was possible that the addition to students’ already

crowded work and course schedules might give them less time to study and complete

algebra homework. So, to examine the connections between musical instruction and

algebra skills, the researcher collected data on a sample of 6,026 ninth grade students in

Maryland who had completed introductory algebra. Of these students, 3,239 received

formal music instruction (either choral or instrumental) during all three years of middle

school, while the remaining students had not. Of those receiving formal music instruction,

2,818 received a passing grade on the Maryland Algebra/Data Analysis High School

Assessment (HAS). In contrast, 2,091 of the 2,787 students who did not receive musical

instruction received a passing grade on the HAS. Is there a difference in the proportion

passing the HAS between students with and without formal musical instruction? To answer

this question, complete a two‐sample Z test with the following steps

1. State hypotheses in sentences and notation.
2. Calculate the pooled sample proportion.
3. Compute the Z test statistic.
4. Estimate the p‐value that corresponds to the test statistic.
5. State your conclusion in reference to the null hypothesis. (Use α = .01)
6. Interpret your result in reference to the alternative hypothesis.

When designing quizzes for students, I always try to assure students will have ample time to complete all of the questions. Suppose to assure my quizzes are “doable” I design a hypothesis test to determine if a quiz has an acceptable time limit or not. I consider a time limit to be incorrect if more than 10% of students do not complete the quiz on time. After my first year of using the quiz, I take a random sample of 130 students and see if it can be shown that the proportion of students that ran out of time on the quiz exceeds 10%.

a.) State this study as a formal hypothesis test.

??0:

????:

b.) How would I make a Type II Error in this study?

Suppose for the Module 8 Quiz, I collect my sample of 130 students, and I find that 22 did not complete the quiz in time. Use this information and the ?? = 0.05 level to help me make my decision about whether the Module 8 quiz has an appropriate time length.

c.) Calculate the sample proportion that ran out of time from my sample of 130 students.

d.) Calculate the test statistic for this study.

e.) Using either a p-value or a critical value. Make your decision. Should you Reject ??0, or Fail to Reject ??0? Be sure to justify your decision using either the p-value or the critical value/test statistic.

f.) Interpret your decision in the context of the problem. Is the quiz time limit appropriate, or does it look like the Module 8 Quiz time limit needs to be adjusted?

The article "An Alternative Vote: Applying Science to the Teaching of Science"† describes an experiment conducted at the University of British Columbia. A total of 850 engineering students enrolled in a physics course participated in the experiment. Students were randomly assigned to one of two experimental groups. Both groups attended the same lectures for the first 11 weeks of the semester. In the twelfth week, one of the groups was switched to a style of teaching where students were expected to do reading assignments prior to class, and then class time was used to focus on problem solving, discussion, and group work. The second group continued with the traditional lecture approach. At the end of the twelfth week, students were given a test over the course material from that week. The mean test score for students in the new teaching method group was 74, and the mean test score for students in the traditional lecture group was 41. Suppose that the two groups each consisted of 425 students. Also suppose that the standard deviations of test scores for the new teaching method group and the traditional lecture method group were 27 and 20, respectively. Estimate the difference in mean test score for the two teaching methods using a 95% confidence interval. (Use μ_{new method} − μ_{traditional method}. Use technology. Round your answers to three decimal places.)

The confidence interval----------------to conclude that the true mean test score for the new teaching method is greater than the true mean test score for the traditional lecture method because zero  ------------contained in the confidence interval.Give an interpretation of the interval.

In a section of an English 201 class, the professor decides to be “generous” with the students and will grade the next exam in a unique way. Grades will be assigned according to the following rule: The top 10% receive A’s, the next 20% receive B’s, the middle 40% receive C’s, the next 20% receive D’s, and the bottom 10% receive F’s. Some may refer to this type of grading as “curving” which gave rise to the phrase, “Professor, do you curve the grades?”

1. (a) Where did the term “curving” come from? (b) Which curve is this referring to? (c) What do you think is the purpose of grading exams on a “curve”.

2. Students usually like when professors grade on a curve even though it is likely they do not understand what that involves. (a) Who do you think benefits from grading exams in a curve? Do you think all students will like this method? Explain.

3. Do you think this method of grading is fair to all students? Under what circumstances would some students NOT like this method of grading? Explain.

4. Under pressure from the students to grade an exam on a curve a Math Professor proposes the following curving method: The top 5% receive A’s, the next 10% receive B’s, the middle 30% receive C’s, the next 35% receive D’s, and the bottom 20% receive F’s. (a) What is the difference between this curving method and the one from the method specified at outset? (b) Do you think the students will accept this “curving” approach? Explain.