The picture below shows two bulbs connected by a stopcock. The 6.00-L bulb contains nitric oxide at a pressure of 0.400 atm, and the 1.50-L bulb contains oxygen at a pressure of 2.50 atm. After the stopcock is opened, the gases mix and react: Determine which gases remain after the reaction goes to completion and calculate their partial pressures. The temperature at the beginnning and the end of the experiment is 22 °C. Which gases are present at the end of the experiment? What are the partial pressures of the gases? If the gas was consumed completely, put 0 for the answer.

Build a Date class and a main function to test it

Specifications
Below is the interface for the Date class: it is our "contract" with you: you have to implement everything it describes, and show us that it works with a test harness that puts it through its paces. The comments in the interface below should be sufficient for you to understand the project (use these comments in your Date declaration), without the need of any further documentation.

class Date
{
 private:
   unsigned day;
   unsigned month;
   string monthName;
   unsigned year;

 public:
   // creates the date January 1st, 2000.
   Date();


   /* parameterized constructor: month number, day, year 
       - e.g. (3, 1, 2010) will construct the date March 1st, 2010

       If any of the arguments are invalid (e.g. 15 for month or 32 for day)
       then the constructor will construct instead a valid Date as close
       as possible to the arguments provided - e.g. in above example,
       Date(15, 32, 2010), the Date would be corrected to Dec 31st, 2010.
       In case of such invalid input, the constructor will issue a console error message: 

       Invalid date values: Date corrected to 12/31/2010.
       (with a newline at the end).
   */
   Date(unsigned m, unsigned d, unsigned y);


   /* parameterized constructor: month name, day, year
 ­      - e.g. (December, 15, 2012) will construct the date December 15th, 2012

       If the constructor is unable to recognize the string argument as a valid month name,
       then it will issue a console error message: 

       Invalid month name: the Date was set to 1/1/2000.
       (with a newline at the end).

       If the day argument is invalid for the given month (but the month name was valid),
       then the constructor will handle this error in the same manner as the other
       parameterized constructor. 

       This constructor will recognize both "december" and "December"
       as month name.
   */
   Date(const string &mn, unsigned d, unsigned y);


   /* Outputs to the console (cout) a Date exactly in the format "3/1/2012". 
      Does not output a newline at the end.
   */
   void printNumeric() const;


   /* Outputs to the console (cout) a Date exactly in the format "March 1, 2012".
      The first letter of the month name is upper case, and the month name is
      printed in full - January, not Jan, jan, or january. 
      Does not output a newline at the end.
   */
   void printAlpha() const;

 private:

   /* Returns true if the year passed in is a leap year, otherwise returns false.
   */
   bool isLeap(unsigned y) const;


   /* Returns number of days allowed in a given month
      -  e.g. daysPerMonth(9, 2000) returns 30.
      Calculates February's days for leap and non-­leap years,
      thus, the reason year is also a parameter.
   */
   unsigned daysPerMonth(unsigned m, unsigned y) const;

   /* Returns the name of a given month
      - e.g. name(12) returns the string "December"
   */
   string name(unsigned m) const;

   /* Returns the number of a given named month
      - e.g. number("March") returns 3
   */
   unsigned number(const string &mn) const;
};

Private Member Functions

The functions declared private above, isLeap, daysPerMonth, name, number, are helper functions - member functions that will never be needed by a user of the class, and so do not belong to the public interface (which is why they are "private"). They are, however, needed by the interface functions (public member functions), which use them to test the validity of arguments and construct valid dates. For example, the constructor that passes in the month as a string will call the number function to assign a value to the unsigned member variable month.

isLeap: The rule for whether a year is a leap year is:

(year % 4 == 0) implies leap year

except (year % 100 == 0) implies NOT leap year

except (year % 400 == 0) implies leap year

So, for instance, year 2000 is a leap year, but 1900 is NOT a leap year. Years 2004, 2008, 2012, 2016, etc. are all leap years. Years 2005, 2006, 2007, 2009, 2010, etc. are NOT leap years.

Output Specifications

Read the specifications for the print function carefully. The only cout statements within your Date member functions should be:

1. the "Invalid Date" warnings in the constructors

2. in your two print functions

Required main function to be used:

Date getDate();

int main() {

   Date testDate;
   testDate = getDate();
   cout << endl;
   cout << "Numeric: ";
   testDate.printNumeric();
   cout << endl;
   cout << "Alpha:   ";
   testDate.printAlpha();
   cout << endl;

   return 0;
}

Date getDate() {
   int choice;
   unsigned monthNumber, day, year;
   string monthName;

   cout << "Which Date constructor? (Enter 1, 2, or 3)" << endl
      << "1 - Month Number" << endl
      << "2 - Month Name" << endl
      << "3 - default" << endl;
   cin >> choice;
   cout << endl;

   if (choice == 1) {
      cout << "month number? ";
      cin >> monthNumber;
      cout << endl;
      cout << "day? ";
      cin >> day;
      cout << endl;
      cout << "year? ";
      cin >> year;
      cout << endl;
      return Date(monthNumber, day, year);
   } else if (choice == 2) {
      cout << "month name? ";
      cin >> monthName;
      cout << endl;
      cout << "day? ";
      cin >> day;
      cout << endl;
      cout << "year? ";
      cin >> year;
      cout << endl;
      return Date(monthName, day, year);
   } else {
      return Date();
   }
}

Mussel settlment patterns on algae. Mussel larvae are in great abundance in the drift material that washes up on Ninety Mile Beach in New Zealand. These larvae tend to settle on algae. Environmentalists at the University of Auckland investigated the impact of algae type on the abundance of mussel larvae in drift material (Malacologia, February 8, 2002). Drift material from three different wash-up events on Ninety Mile Beach were collected;for each wash-up,the algae was separated into four strata: coarse-branching, medium-branching, fine-branching, and hydroid algae. Two samples were randomly selected for each of the3×4=12event/strata combinations, and the mussel density (percent per square centimeter) was measured for each. The data was analyzed as a complete 3×4 factorial design. The ANOVA summary table is shown below. (a) Identify the factors (and levels) in this experiment. (b) How many treatments are included in the experiment? (c) How many replications are included in the experiment? (d) What is the total sample size for the experiment? (e) What is the response variable measured? (f) Which ANOVA F-test should be conducted first? Conduct this test(atα = .05)and interpret the results. (g) If appropriate, conduct the F-tests (at α = .05)for the main effects .Interpret the results.

A second course in statistics Regression Analysis 7th addition

Economics is a science. Economists employ the scientific method to try to find answers to questions that interest them. However, unlike many sciences, it is hard or impossible to make experiments in economics. In physics, if one wants to know how gravity affects an object, one could conduct an experiment where an object is dropped and the time for object to reach the ground is measured. If wind interferes, or if the object is significantly slowed by air itself, then the experiment could be moved to a vacuum chamber, eliminating any other confounding factors, so that it is precisely the effect of mass and gravity that is measured. In economics this is not possible. What if one wanted to understand the effects of raising tax rates? Can an experiment be run where half the country has high tax rates and half has low tax rates? This would never be approved. Even if an experiment like this was approved, there would be no way to eliminate confounding factors. Perhaps right when taxes were increased, the oil prices happened to drop, giving an unexpected boon to the economy. If people responded by spending more, then one would not know whether this is because of the higher tax rates, or because of the lower oil prices, or both.

With this background in mind, please consider the following question. Is economics truly a science if many experiments cannot be run? Why or why not? How could economists overcome this difficulty to still test their hypotheses and prove their theories?

Information: Economics is a science. Economists employ the scientific method to try to find answers to questions that interest them. However, unlike many sciences, it is hard or impossible to make experiments in economics. In physics, if one wants to know how gravity affects an object, one could conduct an experiment where an object is dropped and the time for object to reach the ground is measured. If wind interferes, or if the object is significantly slowed by air itself, then the experiment could be moved to a vacuum chamber, eliminating any other confounding factors, so that it is precisely the effect of mass and gravity that is measured. In economics this is not possible. What if one wanted to understand the effects of raising tax rates? Can an experiment be run where half the country has high tax rates and half has low tax rates? This would never be approved. Even if an experiment like this was approved, there would be no way to eliminate confounding factors. Perhaps right when taxes were increased, the oil prices happened to drop, giving an unexpected boon to the economy. If people responded by spending more, then one would not know whether this is because of the higher tax rates, or because of the lower oil prices, or both.

Question: With this background in mind, please consider the following question. Is economics truly a science if many experiments cannot be run? Why or why not? How could economists overcome this difficulty to still test their hypotheses and prove their theories?

please give an example and explain in detail.

In order to reduce individual carbon footprints on the planet, one great way to recycle food material is to compost

plant, fruit and vegetable organic waste and use it as fertilizer for plants. Students at the local High School Biology

class investigated the effect of composted material on plant growth. Each lab group decided to compare the effect of

different-aged compost on wheat plants. The composition of nutrients in composted material is a key element to

proper fertilizing potential so each group hypothesized that older composted material would contain more nutrients and

would therefore produce taller wheat plants. Five flats of wheat plants (30 plants/flat) were grown for 5 weeks. The

plants were then fertilized as follows: (a) Flat A: 450 g of 1-month-old compost, (b) Flat B: 450 g of 2 month-old compost,

(c) Flat C: 450 g of 4 month-old compost, (d) Flat B: 450 g of 6 month-old compost and (e) Flat C: 0 g compost. The

plants received the same amount of sunlight and water each day. At the end of 5 weeks, the group recorded the

height of the plants (cm).

Write a hypothesis that would be appropriate for the experiment scenario.

What would be the independent variable in the experiment?

What would be the dependent variable in the experiment?

What steps did the group take to ensure that the experiment would be controlled?

A national laboratory has stated that they are responsible for a ceramic machining program that intends “to provide measurement methods, data, and mechanistic information needed by industry to develop innovative cost-effective methods for machining advanced structural ceramics.” Grinding with diamond wheels is the most prevalent method of machining advanced ceramics. This machining is highly complex and depends on many interdependent factors. The major elements of a grinding system are the grinding wheel, the grinding fluid, the machine tool, and the workpiece. Each of these is associated with several parameters that can influence the grinding process: such as, the type and size of the diamond grit, the properties of the grinding fluid, method of delivery of the grinding fluid, and grinder characteristics (e.g., stiffness and vibration).

A specific experiment is proposed to characterize the effects of grinding parameters on the flexural strength of ceramic “A.” The investigators are particularly interested in the effects of grinding speed, wheel diamond grit size, and “down feed rate” on the ceramic strength.

1. What is the goal of the lab with respect to machining ceramics and state an objective for the specific experiment
2. Give an experimental plan. Which factors are varied and the number of levels. How you might determine the values for the levels for each factor? What are the advantages and disadvantages of this plan?
3. Three other variables not described anywhere in this problem description that may not be simple to control? For each variable, what might be done to avoid confounding the experiment due to these variables?
4. The need for replications that is specific to this type of experiment?

12. Researchers are attempting to understand whether the floral nectar consumption by a particular hummingbird species conforms to the expectations of optimal foraging theory. Describe two experiments that could be performed to assess this.

One will be an observational experiment, where foraging is observed in the wild, throughout the year, without manipulation. Assume that cold temperature is the key environmental constraint that limits the birds’ abilities to be choosy (i.e. hint, look at the salmon experiment from our lecture). Also assume these birds choose among 3 different types of flowers/nectar that are available throughout their active season: A, B, and C. A has the highest amino acid content and C has the lowest. All have equal amounts of energy. A is the hardest to find, followed by B, and then C.

The other will be a manipulative experiment in which the search time is varied. In this one you create an arena with 2 types of artificial flower, each with different qualities of nectar (i.e. different amino acid content). The flowers differ in colors that the birds can distinguish, but are otherwise identical (i.e. the handling time is kept the same). You have to set things up so that the cost-to-benefit ratio of looking for the higher nutrition flower is changed across 2 treatments. Hint: think along the lines of the conveyor belt experiment.

Be sure to explicitly state your dependent and independent variables and to describe the results expected if the birds do indeed conform to the expectations of optimal foraging theory

Please explain the below incident by using each major theoretical perspective: functionalism, conflict, and symbolic interaction.

Please apply the Solomon Asche Experiment and the Stanley Milgrim experiment to current society as it relates to deviance and crime. Please be specific in your responses.

A young person between ages 23-32 years old walked into a neighborhood coffee shop and approached the ordering counter. The young man stated “Good morning, I need today’s WIFI password for access to the internet.” The coffee shop employee stated “I can provide you the code after making your purchase.” The young man stated “why do I need to purchase something? I’m only using the internet! You’re only saying this because I am ____________.” The worker told the young person to leave the premises but the young person refused to leave and demanded to speak with the store manager. After about 10 minutes the police showed up in the coffee shop and told the young man to leave the premises. The young man tried to explain the situation to the police and ended up being arrested for failing to comply to the police orders.

Please explain the above incident by using each major theoretical perspective: functionalism, conflict, and symbolic interaction.

Please apply the Solomon Asche Experiment and the Stanley Milgrim experiment to current society as it relates to deviance and crime. Please be specific in your responses.