For this option, students may suggest an alternative software system relative to their future or current career. This option needs to be approved by the instructor.For this option, students may suggest an alternative software system relative to their future or current career. This option needs to be approved by the instructor.

Develop a program that creates just 3 identical arrays, mylist_1, mylist_2, and mylist_3, of just 250 items. For this assignment, the program then will sort mylist_1 using a bubble sort, mylist_2 using a selection sort, and mylist_3 will be using an insertion sort and outputs the number of comparisons and item assignments made by each sorting algorithm.

template <class elemType>
int seqSearch(const elemType list[], int length, const elemType& item)
{
int loc;
bool found = false;

loc = 0;

while (loc < length && !found)
if (list[loc] == item)
found = true;
else
loc++;

if (found)
return loc;
else
return -1;
} //end seqSearch

template <class elemType>
int binarySearch(const elemType list[], int length,
const elemType& item)
{
int first = 0;
int last = length - 1;
int mid;

bool found = false;

while (first <= last && !found)
{
mid = (first + last) / 2;

if (list[mid] == item)
found = true;
else if (list[mid] > item)
last = mid - 1;
else
first = mid + 1;
}

if (found)
return mid;
else
return -1;
} //end binarySearch

template <class elemType>
void bubbleSort(elemType list[], int length)
{
for (int iteration = 1; iteration < length; iteration++)
{
for (int index = 0; index < length - iteration;
index++)
{
if (list[index] > list[index + 1])
{
elemType temp = list[index];
list[index] = list[index + 1];
list[index + 1] = temp;
}
}
}
} //end bubbleSort

template <class elemType>
void selectionSort(elemType list[], int length)
{
int minIndex;

for (int loc = 0; loc < length; loc++)
{
minIndex = minLocation(list, loc, length - 1);
swap(list, loc, minIndex);
}
} //end selectionSort

template <class elemType>
void swap(elemType list[], int first, int second)
{
elemType temp;

temp = list[first];
list[first] = list[second];
list[second] = temp;
} //end swap

template <class elemType>
int minLocation(elemType list[], int first, int last)
{
int minIndex;

minIndex = first;

for (int loc = first + 1; loc <= last; loc++)
if (list[loc] < list[minIndex])
minIndex = loc;

return minIndex;
} //end minLocation

template <class elemType>
void insertionSort(elemType list[], int length)
{
for (int firstOutOfOrder = 1; firstOutOfOrder < length;
firstOutOfOrder++)
if (list[firstOutOfOrder] < list[firstOutOfOrder - 1])
{
elemType temp = list[firstOutOfOrder];
int location = firstOutOfOrder;

do
{
list[location] = list[location - 1];
location--;
}
while(location > 0 && list[location - 1] > temp);

list[location] = temp;
}
} //end insertionSort

template <class elemType>
void quickSort(elemType list[], int length)
{
recQuickSort(list, 0, length - 1);
} //end quickSort

template <class elemType>
void recQuickSort(elemType list[], int first, int last)
{
int pivotLocation;

if (first < last)
{
pivotLocation = partition(list, first, last);
recQuickSort(list, first, pivotLocation - 1);
recQuickSort(list, pivotLocation + 1, last);
}
} //end recQuickSort

template <class elemType>
int partition(elemType list[], int first, int last)
{
elemType pivot;

int smallIndex;

swap(list, first, (first + last) / 2);

pivot = list[first];
smallIndex = first;

for (int index = first + 1; index <= last; index++)
if (list[index] < pivot)
{
smallIndex++;
swap(list, smallIndex, index);
}

swap(list, first, smallIndex);

return smallIndex;
} //end partition

template <class elemType>
void heapSort(elemType list[], int length)
{
buildHeap(list, length);

for (int lastOutOfOrder = length - 1; lastOutOfOrder >= 0;
lastOutOfOrder--)
{
elemType temp = list[lastOutOfOrder];
list[lastOutOfOrder] = list[0];
list[0] = temp;
heapify(list, 0, lastOutOfOrder - 1);
}//end for
}//end heapSort

template <class elemType>
void heapify(elemType list[], int low, int high)
{
int largeIndex;

elemType temp = list[low]; //copy the root node of
//the subtree

largeIndex = 2 * low + 1; //index of the left child

while (largeIndex <= high)
{
if (largeIndex < high)
if (list[largeIndex] < list[largeIndex + 1])
largeIndex = largeIndex + 1; //index of the
//largest child

if (temp > list[largeIndex]) //subtree
//is already in a heap
break;
else
{
list[low] = list[largeIndex]; //move the larger
//child to the root
low = largeIndex; //go to the subtree to
//restore the heap
largeIndex = 2 * low + 1;
}
}//end while

list[low] = temp; //insert temp into the tree,
//that is, list
}//end heapify

template <class elemType>
void buildHeap(elemType list[], int length)
{
for (int index = length / 2 - 1; index >= 0; index--)
heapify(list, index, length - 1);
}

1.What kind of security methods are in place for entering school campus, halls, offices and other sensitive areas especially this pandemic crisis situation?
What is the University’s approach to student and protocols requirement in entering the campus?

2.Students enrolled online this semester should also determine how to best connect with instructors. Are classes run by full-time professors, adjunct instructors or teaching assistants? That may vary by class. And how accessible are those instructors?

3.It’s a good idea for students to understand how to easily get in touch with advisers, pick majors and change classes. Students should ask about the student-to-adviser ratio, if there are early alert systems that can flag slumping academic achievement for advisers, how long advising sessions are, how advising differs by year in school, and whether students need to make an appointment or can pop in for a quick advising session.

4.Know how your school can help prepare you for the workforce. Incoming students should ask exactly that and find out how the university’s career services office works and how to use it. What kind of resources are available to help students find jobs? Are there placement opportunities and internships? How might the career services office help a freshman compared with a senior? Are there mentorship opportunities available?

5.Learn how to get involved on campus. Much of college life happens outside of the classroom. The decisions a student makes such as clubs to join and activities to pursue can greatly shape his or her college experience. That means incoming freshman will want to ask about opportunities to engage on their areas of interest and the types of first-year or so experiences available to them. But students shouldn’t feel left out if they are studying online, as many will be this semester due to COVID-19. Remote students can connect with peers through discussion boards, social media and online clubs, if available, which is also a worthwhile topic to ask about

Application Exercise:
The U.S. state of Idaho hired an education firm to implement a program to help students in science, technology, engineering, and math (STEM). The following year, the average math SAT portion was 487 for a sample of 13 students in Idaho. The national math SAT average is 502 with a standard deviation of 82. State officials believe the program had the opposite effect. What can be concluded with an α of 0.01?

a) What is the appropriate test statistic?
---Select--- na z-test one-sample t-test independent-samples t-test related-samples t-test

b)
Population:
---Select--- national math SAT scores education firm students in STEM Idaho State officials math SAT scores in Idaho
Sample:
---Select--- national math SAT scores education firm students in STEM Idaho State officials math SAT scores in Idaho

c) Obtain/compute the appropriate values to make a decision about H₀.
(Hint: Make sure to write down the null and alternative hypotheses to help solve the problem.)
critical value =  ; test statistic =  
Decision:  ---Select--- Reject H0 Fail to reject H0

d) If appropriate, compute the CI. If not appropriate, input "na" for both spaces below.
[  ,  ]

e) Compute the corresponding effect size(s) and indicate magnitude(s).
If not appropriate, input and select "na" below.
d =  ;   ---Select--- na trivial effect small effect medium effect large effect
r² =  ;   ---Select--- na trivial effect small effect medium effect large effect

f) Make an interpretation based on the results.

Students from the nation had significantly lower math SAT scores than students from Idaho.

Students from the nation had significantly higher math SAT score than students from Idaho.     

The program did not have a significant effect.

(1 point) The problem below describes an experiment and defines a random variable. For this problem:
(a) Find the distribution of the random variable (and provide it as a chart).
(b) Calculate the expected value of the random variable.

Roll two fair, six-sided dice. Let X be the (absolute value of the) difference between the numbers they will land on.

a. The distribution of the random variable (enter possible values in numerical order):

b. The expected value of the random variable:

The problem below describes an experiment and defines a random variable. For this problem:
(a) Find the distribution of the random variable (and provide it as a chart).
(b) Calculate the expected value of the random variable.

A room has 15 art majors and 10 science majors. Two students are selected randomly (without replacement). Let S be the number of science majors that will be drawn.

a. The distribution of the random variable (put possible values in numerical order):

b. The expected value of the random variable:

2.

(1 point)
A large class with 1,000 students took a quiz consisting of ten questions. To get an A, students needed to get 9 or 10 questions right. To pass, students needed to get at least 6 questions right.
Let X be the number of questions a student got right. The distribution of X is given below.

xP(x)00.0410.0720.0930.1440.1650.0460.0870.1280.1590.06100.05x012345678910P(x)0.040.070.090.140.160.040.080.120.150.060.05

a) If a student is selected randomly from the class, what is the probability he got an A on the quiz?



b) How many students got an A on the quiz?



c) How many students did not miss a single question on the quiz?



d) If a student is selected randomly from the class, what is the probability he passed the quiz?



e) How many students passed the quiz?



f) How many students failed the quiz?



g) If a student is selected randomly from the class, what is the probability that student got at least one question right?

To prepare for this Assignment, imagine that you have information about how 20 nursing students and 20 psychology students felt about starting PSYC 3002 on Day 1 of this class. You want to know if nursing students and psychology students felt differently about embarking on the Introduction to Basic Statistics journey. You can find the data set for this Assignment in the Weekly Data Set forum found in the Discussions area of the course navigation menu.

By Day 7

To complete this Assignment, submit your answers to the following. Use SPSS to determine if academic program is related to feelings about PSYC 3002 by computing the appropriate chi square test.

1. Recall the four scales of measurement you learned about in Week 1 (i.e., nominal, ordinal, interval, ratio). Explain what scale of measurement is used to measure academic program in this example. How do you know?
2. Explain what scale of measurement is used to measure feeling about PSYC 3002. Explain how you know.
3. State whether this scenario requires a goodness of fit test or a test of independence. Explain your answer.
4. Before computing the chi square, state the null hypothesis and alternative hypothesis in words (not formulas).
5. Identify the obtained χ2 using SPSS and report it in your answer document.
6. State the degrees of freedom and explain how you calculated it by hand.
7. Identify the p value using SPSS and report it in your answer document.
8. Explain whether you should retain or reject the null hypothesis and why.
9. Are the results statistically significant? How do you know?
10. Explain what you can determine about the relationship between academic program and feelings about PSYC 3002.

The presence of student-owned information and communication technologies (smartphones, laptops, tablets, etc.) in today's college classroom creates learning problems when students distract themselves during lectures by texting and using social media. Research on multitasking presents clear evidence that human information processing is insufficient for attending to multiple stimuli and for performing simultaneous tasks.

To collect data on how multitasking with these technologies interferes with the learning process, a carefully-designed study was conducted at a mostly residential large public university in the Northeast United States. Junco, R. In-class multitasking and academic performance. Computers in Human Behavior (2012)

At the beginning of a semester a group of students who were US residents admitted through the regular admissions process and who were taking the same courses were selected based on their high use of social media and the similarities of their college GPA's. The selected students were randomly assigned to one of 2 groups:

group 1 students were told to text and use Facebook during classes in their usual high-frequency manner;

group 2 students were told to refrain from any use of texting and Facebook during classes.

At the conclusion of the semester the semester GPA's of the students were collected. The results are shown in the table below.

IN-CLASS MUTLITASKING STUDY

Frequent Facebook Use and Texting   

x₁ = 2.87

s₁ = 0.67

n₁ = 65

No Facebook Use or Texting

x₂ = 3.16

s₂ = 0.53

n₂ = 65

Do texting and Facebook use during class have a negative affect on GPA? To answer this question perform a hypothesis test with
H₀: μ₁−μ₂ = 0
where μ₁ is the mean semester GPA of all students who text and use Facebook frequently during class and μ₂ is the mean semester GPA of all students who do not text or use Facebook during class.

Question 1. What is the value of the test statistic for this hypothesis test?

Question 2. What is the P-value for this hypothesis test?

Question1

A university lecturer is interested in comparing the engagement levels of first-year statistics students. In a previous nation-wide study, engagement levels of all university students were found to be normally distributed, with µ=60.00. The lecturer collects a random sample of 50 first-year students and the following statistics are obtained: M=65.43, SD=7.82.

What statistical procedure should be used, to test whether there is a significant mean difference in engagement levels between the lecturer’s first year students and the population average?

Question 2

A university lecturer is interested in comparing the enthusiasm levels of first-year statistics students. In a previous nation-wide study, enthusiasm levels were found to be normally distributed, with µ=70.00, σ=5.00. The lecturer collects a convenience sample of 50 first-year students and finds that her students have a mean enthusiasm level equal to 65.24.

What statistical procedure should be used, to test whether there is a significant mean difference in enthusiasm levels between the lecturer’s first year students and the population average?

Question 3

An organisational psychologist hypothesised that employee IQ levels of major Australian banks differ significantly to the general population. To test this, he performed a Z-test. Listed below are the IQ scores of 20 random employees:

105, 98, 103, 115,116,118,121,132,95,105,108,132,114,118,126,127,127,124,119,138.

If IQ scores are normally distributed, with µ=100, σ=15, what is the Z-statistic? Use these figures to calculate and select the correct the Z-statistic below.

I'm having trouble understanding the following code (a snippet of a code). What does it do? The whole code is about comparing efficiencies of different algorithms.

def partition(list,first,last):
piv = list[first]
lmark = first+1
rmark = last
done = False

while not done:
while lmark <= rmark and list[lmark]<=piv:
lmark=lmark+1
while list[rmark]>=piv and rmark>=lmark:
rmark=rmark-1

if rmark<lmark:
done = True
else:
temp = list[lmark]
list[lmark]=list[rmark]
list[rmark]=temp

temp = list[first]
list[first]=list[rmark]
list[rmark]=temp
return rmark

select the experiments that use a randomized comparative design.

Participants in a study to determine the effects of a new blood pressure drug are divided into groups based on body mass index. All overweight participants receive the new drug, and all normal or underweight participants receive a currently approved drug.

Environmental scientists are concerned with the effects of nitrogen on the drinking water supply. Hundreds of farmers have volunteered to participate in the study in exchange for free fertilizer. The scientists assign the low-nitrogen blend to 25 randomly chosen farms near rivers, creeks, and tributaries and assign the normal blend to 25 randomly chosen farms not near such bodies of water. The scientists then compare mean biomass production in grams per square meter during the growing season.

A telephone company offers three plans to customers. The company randomly chooses 200 customers who have signed up for each of the three plans. It then compares their telephone bills over six months to determine which plan saves customers the most money.

To test a new epidermal treatment on fish in polluted pond water, 60 fish with epidermal abrasions from the same pond are randomly placed into three groups. One group receives the new treatment, another group receives the existing treatment, and the third group receives no treatment.

Students have volunteered to participate in a study of the effects of caffeine on memory. A computer program assigns each student at random to drink either a caffeinated or a decaffeinated beverage. The students are then given a list of 20 different objects to study for one minute and asked to write down as many of the new objects as they can remember.