1. The causative agent for elephantiasis is the roundworm Wuchereria bancrofti which is an example of a(n) ___________________?

2. 		protozoan
   		alga
   		helminth
   		none of these

1. In an A-B exotoxin, which component binds to a receptor on the host cell?

   		the A component
   		the B component

1. Which of these cell types are not immunologically specific?

2. 		B cell
   		T helper cell
   		natural killer (NK) cells
   		all of these are correct

1. Lysozymes _________.  

   		destroy bacterial cell walls
   		are found in tears
   		are found perspiration
   		all these are correct

1. Innate immunity ______________.

1. Regarding the complement system, which of these is a possible result?

1. Which of these is true about the structure of antibodies?

   		they have 2 heavy chains and 2 light chains
   		they have constant regions (C) and variable regions (V)
   		chains are linked together by disulfide bridges
   		all of these are correct

1. Which of the following is not one of Koch’s postulates?

Instructions:

Question 1:

A directed graph G consists of • vertices (V ) (also called nodes) • edges (E) (also called links). An edge can have extra data. The number of nodes |V | and the number of edges |E| are denoted by n and m respectively. An undirected graph is like a directed graph except the edges do not have direction. Some more definitions: • An undirected graph is connected if there exists a path between all u, v ∈ V . We can extend this to directed graphs. • A cycle is a path from a node to itself. • An undirected graph is called a tree if it is connected and acyclic. We can choose a node to be the root and thus have a rooted tree. We discussed trees in the module. • We call a graph dense if m ∈ (n 2 ) and sparse of m ∈ O(n). A representation of graphs must allow the following operations: • Get(i, j): checks if there is an edge from i to j. It also returns the extra data on this edge. • Add(i, j, w) adds an edge from i to j (or between i and j), together with extra data w. • AllFrom(i) returns a list of the edges with source i. There are three popular way of representing (and storing) graph data: Adjacency matrix, adjacency list and edge list.

Part a: Where the entry at row i and column j specifies whether there is an edge from i to j (with the weight or extra data on that edge). Argue about the time complexity (in Θ notations) of Get, Add, and AllFrom in this representation. (Adjacency Matrix)

Part b: For each i associates a list of nodes j (with extra data) such that there is an edge from i to j. Argue about the time complexity (in Θ notations) of Get, Add, and AllFrom in this representation. (Adjacency List)

Part c: Each edge (i, j) associates a list of nodes j (with extra data) such that there is an edge from i to j. Argue about the time complexity (in Θ notations) of Get, Add, and AllFrom in this representation. (Edge List)

Part d: There are a lot of network data libraries on web. See for example Konect that hosts a large array of networks with different types. Choose two undirected graphs, I suggest one small (n < 1000) if you want to visualize it and one large (arbitrary) and read them using your code. Write a python script that can read the chosen network data then cast the data into a Graph class using NetworkX or igraph, two useful python libraries to build your graph object (and visualize them if you want). Based on your search on network libraries, what is the common way of storing network data? Why? Discuss the trade-offs of using the abovementioned representations in sparse and dense graphs. (Comparison and implementation)

Situation: You have been appointed to serve on a statewide task force on higher education. Your work on the task force requires you to create an orientation course at the college level for incoming first-year students. The purpose of this course is to acquaint students with the skills they need to be successful. Your responsibility focuses on the part of the course that deals with diversity skills.

Directive: Submit an outline of the diversity skills to be taught. Briefly, describe:

- Each skill

- The connection between the skill and student success.

- Ten specific resources that students will use. These may include videos, books, journal articles, and websites. List the skill or skills each resource addresses.

a. A random number table is used to randomly pick a sample of 118 students from a population of 2000 students. I would group the numbers found in the random numbertable in groups of ________.

b. Here is the row I use from the random number table: 11029 39384 59382 31393 38388 37362 01836 2334…………………………….. We will use multiple labeling, such that each member of the population gets five labels. Please list the first five members of the sample of 118 students that I will include?

Please show work for B. The answer is 1102, 1393, 459, 1823, 1838 but I dont know how to get it. Thank you!

Match the following strengths and weakness with (a) between-group design or (b) within-group design. ____ More susceptible to individual characteristics that might confound an association (e.g., age, gender, genetic susceptibility). ____ More susceptible to confounding from time-related factors (e.g., learning effects, external factors). ____ Outcome of interest is compared before and after the intervention in a single cohort.

If you wanted to study the risk factors for a rare and mostly unknown form of cancer (CancerM) in a small community (population = approx10,000) in Alaska, where the cancer mainly impacts people aged 30-50 years old (both males and females), but there is some variability. Which research design is best to use: cross sectional, case control, or cohort (retrospective or prospective)?

10) Describe and diagram a

cohort sequential design

and evaluate its advantages and limitations for

identifying aging effects.

11) What is a

time of measurement

effect? Why should a researcher be concerned with time of

measurement effects when trying to identify developmental or aging effects? Be prepared to recognize

examples of possible time of measurement effects within descriptions of research studies.

INPUT FILE INTO ARRAY. CHECKING FOR COMMAS AND SUCH. PLEASE READ CAREFULLY.

void readFile(Candidate candidates[]) – reads the elections.txt file, fills the candidates[] array. Hint: use substr() and find() functions. Set Score to 0.

void List(Candidate candidates[]) – prints the array of Candidate structs. One candidate per one line, include all fields. Use setw() to display nice looking list.

void displayCandidate(Candidate candidates[]) – prints the complete information about the candidate

.
Candidate First(Candidate candidates[]) – returns single struct element: candidate with highest score

Candidate Last(Candidate candidates[]) – returns single struct element: candidate with lowest score

void Votes(Candidate candidates[]) – function sorts the candidates[] array by number of votes, the order in candidates[] array is replaced

void Scores(Candidate candidates[]) – calculates the percentage score for each candidate. Use the following formula: ??????=(CandidateVotes)/(sum of votes)*100%

Correct line for the reference: F=John,L=Smith,V=3342

The line errors that your program needs to detect, are as follows:

incorrect token / separator, example in line 5: F=Steven,L=JohnV=4429 --- (comma missing) – lines with this error need to be ignored

space in token, example in line 3: F=Hillary,X=Clinton, V=1622 --- lines with this error need to be read, error fixed, data included in your dataset

empty line, example in line 6 – empty lines need to be ignored

Example Textfile

F=Michael,L=John,V=3342

F=Danny,L=Red,V=2003

F=Hillary,L=Clinton, V=1588

F=Albert,L=Lee,V=5332

F=Steven,L=JohnV=4429

*IMPORTANT* Please be DETAILED in explanations of each part of code. Beginner Coder. *IMPORTANT*

Code Skeleton We HAVE to follow. How Would i go about using this skeleton? YOU CANNOT CHANGE FUNCTIONS OF VARIABLES, BUT YOU MAY ADD TO IT. THE CODE MUST HAVE WHAT IS LISTED IN THE SKELETON CODE:

#include <iostream>

#include <iomanip>

#include <stdlib.h>

#include <fstream>

#include <string>

using namespace std;

struct Candidate {
string Fname;
string Lname;
int votes;
double Score;
};

const int MAX_SIZE = 100;

void readFile(Candidate[]);

void List(Candidate[]);

void Votes(Candidate[]);

void displayCandidate(Candidate);

Candidate First(Candidate[]);

Candidate Last(Candidate[]);

void Scores(Candidate[]);

int main() {

}

void readFile(Candidate candidates[]) {

string line;

ifstream infile;

infile.open("elections.txt");

while (!infile.eof()) {

getline(infile,line);

// your code here

}

infile.close();

}

void List(Candidate candidates[]) {

}

void Votes(Candidate candidates[]) {

}

void displayCandidate(Candidate candidates) {

}

Candidate First(Candidate candidates[]) {

}

Candidate Last(Candidate candidates[]) {

}

void Scores(Candidate candidates[]) {

}

2. Identify the type of sampling used: self-response, random, systematic, convenience,

stratified, or cluster.

a. DTE survey 20 households in every city in

the County to learn about the costumer

satisfying level.

b. A sample consists of students with even

number Student’s ID.

c. A market researcher selects 100 people

from each state in the USA.

d. A pollster uses a computer to generate 500

random numbers, then interviews the voters

corresponding to those numbers.

e. To check the alcohol level of drivers,

police officers stopped every seventh car

passing through a side street near a

famous bar.

f. A University committee wants to know the

percentage of students who drive and text.

They survey all students majoring in History

and English.

g. A restaurant decided to give free

dessert for every 50th costumer dining

there.

h. A reporter writes the name of each US

senator on a separate card, shuffles the

cards, and then draws five names.

i. There are 4 bags of M&M in a box. One

consists of blue M&M, another bag has

red only M&M, the other two consists of

chocolate and yellow M&M respectively.

Lisa takes out 5 M&M from each bag to

create a sample of M&M.

j. A researcher conducts a survey by asking

100 randomly selected workers from each

category: no high school degree, high school

degree, more than high school degree.

k. A researcher wants to determine the

percentage of first grader still believe in

Santa Claus. He uses the first graders in

his son’s school as his sample.

l. A polling on Twitter asks its follower to rank

the work ethic of the congress from 1 to 5,

with 1 as the lowest and 5 as the highest

University professors are always interested in whether students are actually meeting the learning objective in a course. One of the learning objectives for this statistics class is that students will gain skills in statistical literacy. In other words, students should develop the ability to better understand the statistics that they read or hear about in the news. After teaching the course for several years, Dr. Gentzler wonders, “Are students meeting this learning objective? Do students who have taken SSI217 have greater statistical literacy than the entire student body?”. To find out, she develops a “statistical literacy scale” which runs from 0-20 with higher scores indicating greater statistical literacy. She administers a survey to the entire student body and a random sample of 100 former SSI217 students. Here are the results: The student body averaged 17 .3 on the statistical literacy scale. The population variance was never calculated. The SSI217 student sample averaged 19.4 on the statistical literacy scale, with a standard deviation of 5.2 points. Run the appropriate one-sample hypothesis test (with alpha = .05) to answer Dr. Gentzler’s research question.

Your work shown must include i. verifying that the assumptions are met.

ii. listing the null hypothesis and the research hypothesis.

iii. computing the appropriate test statistic.

iv. identifying the degrees of freedom (if necessary) and p-value v. writing a complete interpretation of the test and results.

show all work no outside sources