Five students visiting the student health center for a free dental examination during National Dental Hygiene Month were asked how many months had passed since their last visit to a dentist. Their responses were as follows. 6 19 10 24 27 Assuming that these five students can be considered a random sample of all students participating in the free checkup program, construct a 95% confidence interval for the mean number of months elapsed since the last visit to a dentist for the population of students participating in the program. (Give the answer to two decimal places.) ( , )

In a study of academic procrastination, the authors of a paper reported that for a sample of 411 undergraduate students at a midsize public university preparing for a final exam in an introductory psychology course, the mean time spent studying for the exam was 7.34 hours and the standard deviation of study times was 3.90 hours. For purposes of this exercise, assume that it is reasonable to regard this sample as representative of students taking introductory psychology at this university.

(a) Construct a 95% confidence interval to estimate μ, the mean time spent studying for the final exam for students taking introductory psychology at this university. (Round your answers to three decimal places.)
(  ,  )

(b) The paper also gave the following sample statistics for the percentage of study time that occurred in the 24 hours prior to the exam.

n = 411      x = 43.98      s = 21.96

Construct a 90% confidence interval for the mean percentage of study time that occurs in the 24 hours prior to the exam. (Round your answers to three decimal places.)

PSY 235 Child Development: Pre-Lab Work Sheet                 

Name______________________________                                Class and Section _PSY 235 -___________

                                                                                                      Instructor’s Name ____________________

(TO BE COMPLETED IN CLASS)

Prior to coming to the lab: Define each of the following and give an example. You may use your book, but be sure to use your own words and use complete sentences. Be sure to bring this worksheet with you to the lab.

1. Theory of Mind:

1. Describe how you would know a child had developed a theory of mind.

2. Piaget’s Sensorimotor stage of development: (approximate ages: ___)

3. Piaget’s Preoperational stage of development: (approximate ages: ___)

4. Piaget’s Concrete Operational stage of development:  (approximate ages: ___)

5. Piaget’s Formal Operational stage of development: (approximate ages: ___)

6. Conservation

PSY 235 Adult Development: Pre-Lab Work Sheet                

Name______________________________                                Class and Section _PSY 235 -___________

                                                                                                      Instructor’s Name ____________________

(TO BE COMPLETED IN CLASS)

Prior to coming to the lab: Define each of the following stages of Erikson’s theory of psychosocial development. You may use your book, but be sure to use your own words and use complete sentences. Be sure to bring this worksheet with you to the lab.

1. Stage 6: Intimacy v. Isolation-Define- (approximate ages: _____)

1. Describe common priorities, questions, and challenges of someone in this stage of development.

2. Stage 7: Generativity v. Stagnation-Define- (approximate ages: _____)

1. Describe common priorities, questions, and challenges of someone in this stage of development.

3. Stage 8: Integrity v. Despair-Define- (approximate ages: _____)

1. Describe common priorities, questions, and challenges of someone in this stage of development.

PSY 235 Adult Development: Pre-Lab Work Sheet                

Name______________________________                                Class and Section _PSY 235 -___________

                                                                                                      Instructor’s Name ____________________

(TO BE COMPLETED IN CLASS)

Prior to coming to the lab: Define each of the following stages of Erikson’s theory of psychosocial development. You may use your book, but be sure to use your own words and use complete sentences. Be sure to bring this worksheet with you to the lab.

1. Stage 6: Intimacy v. Isolation-Define- (approximate ages: _____)

1. Describe common priorities, questions, and challenges of someone in this stage of development.

2. Stage 7: Generativity v. Stagnation-Define- (approximate ages: _____)

1. Describe common priorities, questions, and challenges of someone in this stage of development.

3. Stage 8: Integrity v. Despair-Define- (approximate ages: _____)

1. Describe common priorities, questions, and challenges of someone in this stage of development.

PSY 235 Adult Development: Pre-Lab Work Sheet                

Name______________________________                                Class and Section _PSY 235 -___________

                                                                                                      Instructor’s Name ____________________

(TO BE COMPLETED IN CLASS)

Prior to coming to the lab: Define each of the following stages of Erikson’s theory of psychosocial development. You may use your book, but be sure to use your own words and use complete sentences. Be sure to bring this worksheet with you to the lab.

1. Stage 6: Intimacy v. Isolation-Define- (approximate ages: _____)

1. Describe common priorities, questions, and challenges of someone in this stage of development.

2. Stage 7: Generativity v. Stagnation-Define- (approximate ages: _____)

1. Describe common priorities, questions, and challenges of someone in this stage of development.

3. Stage 8: Integrity v. Despair-Define- (approximate ages: _____)

1. Describe common priorities, questions, and challenges of someone in this stage of development.

Which QBO List would be used with the following transactions?  

QBO Lists

Customers List

Vendors List

Employees List

Recurring Transactions List

Transactions

1.  Weekly Payroll  

2.  Expense

3.  Credit Card Credit  

4.  Invoice

5.  Estimate

6.  Bill  

7.  Purchase Order  

8.  Pay Bills

9.  Receive Payment  

10.  Saved Deposit Transaction  

11.  Sales Receipt

12.  Check

Can you make this singular linked list to doubly linked list

Create a Doubly Linked List.

Use this to create a Sorted Linked List,

Use this to create a prioritized list by use. Bring to front those links recently queried.

-----link.h------
#ifndef LINK_H
#define LINK_H

struct Link{
int data;
Link *lnkNxt;
};

#endif /* LINK_H */

----main.cpp----

//System Level Libraries
#include <iostream> //I/O Library
using namespace std; //Libraries compiled under std
#include"Link.h"
//Global Constants - Science/Math Related
//Conversions, Higher Dimensions

//Function Prototypes
void pop_front(Link *&front);
void pop_back(Link *&front);
void push_front(int data, Link *&front);
void push_back(int data, Link *&front);
void prntLst(Link *front);
void dstryLst(Link *&front);
void prntLst(Link* front);
Link *fillLnk(int); //Fill a Link
Link *fillLst(int); //Populate the List
//Execution Begins Here!

int main(int argc, char** argv) {
//Random Number Seed Set Here

//Variable Declarations
Link *lnk1;

//Variable Initialization
lnk1 = fillLst(5);

//Mapping Process Inputs to Outputs

//Display Outputs
cout << endl << "The Printed List" << endl;
prntLst(lnk1);

//Test new functions
pop_front(lnk1);
cout << endl << "The Printed List after popfront function" << endl << endl;
prntLst(lnk1);
pop_back(lnk1);
cout << endl << "The Printed List after popback function" << endl << endl;
prntLst(lnk1);
push_front(10, lnk1);
cout << endl << "The Printed List after pushfront function" << endl << endl;
prntLst(lnk1);
push_back(20, lnk1);
cout << endl << "The Printed List after pushback function" << endl << endl;
prntLst(lnk1);
//Clean Up, Delete all the elements in the list
delete (lnk1);

//Exit stage right!
return 0;
}

// function to remove the front element

void pop_front(Link *&front) {
if (front != NULL) { //if not the end of the list
Link *temp = front; // new pointer set equal to front
front = front->lnkNxt; //front points to the next node
delete(temp);
}
}

// function to remove the back element

void pop_back(Link *&front) {
if (front != NULL) {
Link *curr = front;
Link *prev = NULL;

while (curr->lnkNxt != NULL) {
prev = curr;
curr = curr->lnkNxt;
}

if (prev == NULL)
front = NULL;
else
prev->lnkNxt = curr->lnkNxt;
delete(curr);
}
}

// function to insert data at the front

void push_front(int data, Link *&front) {
Link *node = new Link;
node->data = data;
node->lnkNxt = front;
front = node;
}

// function to insert data at the end

void push_back(int data, Link *&front) {
Link *node = new Link;
node->data = data;
node->lnkNxt = NULL;

if (front == NULL)
front = node;
else {
Link *curr = front;

while (curr->lnkNxt != NULL)
curr = curr->lnkNxt;

curr->lnkNxt = node;
}
}

// function to print the list

void prntLst(Link *front) {
Link *curr = front;
while (curr != NULL) {
cout << curr->data << endl;
curr = curr->lnkNxt;
}
}

Link *fillLst(int nLinks) {
Link *front = fillLnk(1); //first Link
Link *next = front; // pointer to move thru the List
for (int i = 2; i <= nLinks; i++) {//attaches one link after another
Link *newLnk = fillLnk(i);
next->lnkNxt = newLnk;
next = newLnk;
}
next->lnkNxt = NULL;
return front;
}
//fills the list
Link *fillLnk(int data) {
Link *lnk = new Link;
lnk->data = data;
return lnk;
}

// function to destroy the list
void dstryLst(Link *&front) {
while (front != NULL) {
Link *temp = front;
front = front->lnkNxt;
delete(temp);
}
}

The proportion is 14/40 students play sports.

A.- Estimate with 95% confidence the percent of students playing a sport at School(rec., club, or official team). Check the necessary conditions and interpret your confidence interval. No matter how you obtained your sample, pretend that it is a random sample for now.

B.

Use the data obtained in part 1 to answer the question: Is the percent of students playing a sport different than 50%? Complete all the usual steps.

The age distribution of students at a community college is given below.

Age (years) Number of Students (f)

Under 21 416

21-25 420

26-30 219

31-35 51

Over 35 24

Total = 1130

Number of students (f) 416 420 219 51 24 1130

A student from the community college is selected at random. Find the conditional probability that the student is at most 35 given that he or she is at least 26.

Research conducted a few years ago showed that 35% of UCLA students had travelled outside the US. UCLA has recently implemented a new study abroad program and results of a new survey show that out of the 100 randomly sampled students 40 have travelled abroad. Is there significant evidence to suggest that the proportion of students at UCLA who have travelled abroad has increased after the implementation of the study abroad program? Use a .01 significance level.

It is known that 76.3% of all high school students age 16 or older in the United States have driven a car in the past month. Suppose you take a random sample of 82 high school students age 16 or older. What is the probability that less than 70% of the students in your sample have driven a car in the past month?

a) 0.0901

b) 0.1075

c) 0.2776

d) this cannot be determined as the central limit theorem conditions are violated.

The math department is trying to determine if their tests have a gender bias. They look at scores at old exams which were normally distributed and take a random sample of students. They found that the scores of the 16 male students had a normal distribution with a mean of 72.4 and a standard deviation of 7.1. The scores of the 17 females students had a normal distribution with a mean of 77.4 and a standard deviation of 5.2. Using a significance level of 0.05, test the claim the tests have a gender bias.