Do male college students spend more time than female college students using a computer? This was one of the questions investigated by the authors of an article. Each student in a random sample of 46 male students at a university in England and each student in a random sample of 38 female students from the same university kept a diary of how he or she spent time over a three-week period.

For the sample of males, the mean time spent using a computer per day was 45.1 minutes and the standard deviation was 63.3 minutes. For the sample of females, the mean time spent using a computer was 39.4 minutes and the standard deviation was 57.3 minutes. Is there convincing evidence that the mean time male students at this university spend using a computer is greater than the mean time for female students? Test the appropriate hypotheses using

α = 0.05.

(Use a statistical computer package to calculate the P-value. Use μ_males − μ_females. Round your test statistic to two decimal places, your df down to the nearest whole number, and your P-value to three decimal places.)

State your conclusion.

Fail to reject H₀. We do not have convincing evidence that the mean time per day male students at this university spend using a computer is greater than the mean time for female students.Reject H₀. We do not have convincing evidence that the mean time per day male students at this university spend using a computer is greater than the mean time for female students.    Fail to reject H₀. We have convincing evidence that the mean time per day male students at this university spend using a computer is greater than the mean time for female students.Reject H₀. We have convincing evidence that the mean time per day male students at this university spend using a computer is greater than the mean time for female students.

Do female college students spend more time than male college students watching TV? This was one of the questions investigated by the authors of an article. Each student in a random sample of 46 male students at a university in England and each student in a random sample of 38 female students from the same university kept a diary of how he or she spent time over a three-week period.

For the sample of males, the mean time spent watching TV per day was 68.3 minutes and the standard deviation was 67.5 minutes. For the sample of females, the mean time spent watching TV per day was 93.8 minutes and the standard deviation was 89.1 minutes. Is there convincing evidence that the mean time female students at this university spend watching TV is greater than the mean time for male students? Test the appropriate hypotheses using

α = 0.05.

(Use a statistical computer package to calculate the P-value. Use μ_males − μ_females. Round your test statistic to two decimal places, your df down to the nearest whole number, and your P-value to three decimal places.)

State your conclusion.

Reject H₀. We have convincing evidence that the mean time female students at this university spend watching TV is greater than the mean time for male students.Fail to reject H₀. We do not have convincing evidence that the mean time female students at this university spend watching TV is greater than the mean time for male students.    Reject H₀. We do not have convincing evidence that the mean time female students at this university spend watching TV is greater than the mean time for male students.Fail to reject H₀. We have convincing evidence that the mean time female students at this university spend watching TV is greater than the mean time for male students.

Do female college students spend more time than male college students watching TV? This was one of the questions investigated by the authors of an article. Each student in a random sample of 46 male students at a university in England and each student in a random sample of 38 female students from the same university kept a diary of how he or she spent time over a three-week period.

For the sample of males, the mean time spent watching TV per day was 68.8 minutes and the standard deviation was 67.5 minutes. For the sample of females, the mean time spent watching TV per day was 93.8 minutes and the standard deviation was 89.1 minutes. Is there convincing evidence that the mean time female students at this university spend watching TV is greater than the mean time for male students? Test the appropriate hypotheses using

α = 0.05.

(Use a statistical computer package to calculate the P-value. Use μ_males − μ_females. Round your test statistic to two decimal places, your df down to the nearest whole number, and your P-value to three decimal places.)

State your conclusion.

a.Reject H₀. We do not have convincing evidence that the mean time female students at this university spend watching TV is greater than the mean time for male students.

b.Fail to reject H₀. We have convincing evidence that the mean time female students at this university spend watching TV is greater than the mean time for male students.     

c.Reject H₀. We have convincing evidence that the mean time female students at this university spend watching TV is greater than the mean time for male students.

d.Fail to reject H₀. We do not have convincing evidence that the mean time female students at this university spend watching TV is greater than the mean time for male students.

1. A random sample of 28 students at a particular university had a mean age of 22.4 years. If the standard deviation of ages for all university students is known to be 3.1 years,Find a 90% confidence interval for the mean of all students at that university. SHOW WORK

(3 pts) A random sample of 100 freshman showed 10 had satisfed the university mathematics requirement and a second random sample of 50 sophomores showed that 12 had satisfied the university mathematics requirement. Enter answers below rounded to three decimal places.

(a) The relative risk of having satisfied the university mathematics requirement for sophomores as compared to freshmen is (b) The increased risk of having satisfied the university mathematics requirement for sophomores as compared to freshmen is

University of Waterloo is predicting an at least a 15% reduction in its revenues in the Fall 2020 semester due to a reduced demand for university education caused by the current pandemic. Assume a decreasing returns to scale technology and a competitive market. Also, assume that the market was in the long run equilibrium prior to the outbreak of covid-19. Discuss the short run and long run implications of this reduction for:

1. the choice of output by the university

2. capital and labour choices by the university

It has been hypothesized that people who are heterozygous for the allele that causes the deadly genetic condition cystic fibrosis (which, among other symptoms, reduces fertility) are more resistant to the deadly disease tuberculosis.

Q9. A person who is heterozygous for the cystic fibrosis allele moves to a small, isolated community where no one previously carried the allele. If the cystic fibrosis allele protects against tuberculosis the same way the sickle-cell allele protects against malaria, what should happen to the frequency of the cystic fibrosis allele in the community over time, and why?

The cystic fibrosis allele should disappear from the population, because a single individual with the allele is not enough for it to proliferate.

The cystic fibrosis allele should increase to a relatively high frequency, because heterozygotes with the allele will be more likely to survive than others.

The cystic fibrosis allele should become fixed in the population, due to genetic drift.

The cystic fibrosis allele should either disappear or increase in frequency, depending on chance as well as on tuberculosis prevalence and death rate.

The owner of a restaurant that serves Continental-style entrées has the business objective of learning more about the patterns of patron demand during the Friday-to-Sunday weekend time period. She decided to study the demand for dessert during this time period. In addition to studying whether a dessert was ordered, she will study the gender of the individual and whether a beef entrée was ordered. Data were collected from 630 customers and organized in the following contingency tables:

At the 0.05 level of significance, is there evidence of a difference between males and females in the proportion who order dessert?

At the 0.05 level of significance, is there evidence of a difference in the proportion who order dessert based on whether a beef entrée has been ordered?

A local university reports that 3% of its students take their general education courses on a pass/fail basis. Assume that 50 students are registered for a general education course.

a. Define the random variable in words for this experiment.

b. What is the expected number of students who have registered on a pass/fail basis?

c. What is the probability that exactly 5 are registered on a pass/fail basis?

d. What is the probability that more than 3 are registered on a pass/fail basis?

e. What is the probability that less than 4 are registered on a pass/fail basis?