b. Jenny and Sam are the auditors for the AAA audit firm. They discuss an audit
program for the sales account. Jenny and Sam disagree about whether they
should use procedure (1) or (2) below to test the Occurrence assertion for the
sales account:
Procedure (1): Select a sample of sales invoices, delivery dockets and customer
orders and agree the details to the details recorded in the sales journal.
Procedure (2): Select a sample of sales from the sales journal and agree the
details in the journal to the sales invoices, delivery dockets and customer orders.
Required:
Advise the senior auditor of AAA audit firm:
1. Which procedure provides evidence about the Occurrence assertion? Explain
your answer.
2. Which assertion does the other procedure provide evidence about? Explain your
answer.

b. Jenny and Sam are the auditors for the AAA audit firm. They discuss an audit
program for the sales account. Jenny and Sam disagree about whether they
should use procedure (1) or (2) below to test the Occurrence assertion for the
sales account:
Procedure (1): Select a sample of sales invoices, delivery dockets and customer
orders and agree the details to the details recorded in the sales journal.
Procedure (2): Select a sample of sales from the sales journal and agree the
details in the journal to the sales invoices, delivery dockets and customer orders.
Required:
Advise the senior auditor of AAA audit firm:
1. Which procedure provides evidence about the Occurrence assertion? Explain
your answer.
2. Which assertion does the other procedure provide evidence about? Explain your
answer.

Find and fix the compile time bugs in the code at the end of this section. Compile time bugs show as errors when you compile, but the Visual Studio IDE also gives you visual clues in the form of red squiggly underlines, as shown here. This assignment is meant to test your attention to detail and strengthen your debugging skills.

Here is the code.

// Week 4 Assignment-1

// Description: Compile time errors

//----------------------------------

//**begin #include files************

#include <iostream> // provides access to cin and cout

#include <fstream> // provides access to file commands

#include <string> // provides access to string commands

#include <vectors> // provides access to std::vector

//--end of #include files-----------

//----------------------------------

using namespace std;

//----------------------------------

//**begin global constants**********

//--end of global constants---------

//----------------------------------

//**begin main program**************

int main()

{

       // create and initialize variables

       string myTextString;

       string myFilename;

       vector <string> myStrVector;

       ifstream inFile;

       ofstream outFile;

       cout << "enter a file name (without an extension): " << endl;

       getline(cin, myFilename);

       myFilename += ".txt";

       // open an output file

       outfile.open(myFilename);

       // write to a file

       for(int i = 0; i < 3;i++)

       {

              cout >> "enter a line of text: ";

              getline(cin, myTextString);

              outFile << myTextString << endl;

       }

       // close the file

       outFile.close();

       // open an input file

       inFile.open(myFilename);

       // read from the file

       while (getline(inFile,myTextString))

       {

              myStrVector.push_back(myTextString);

       }

       inFile.close();

       // use a range-based for loop with a switch statement

       for(auto s: myStrVector)

       {

              cout << s << endl;

              char switchFlag = s[0];

              switch (switchFlag)

              {

              case "a":

                     cout << "Hey, a vowel. The 'a' vowel actually." << endl;

                     break;

              case 'e':

                     cout << "See vowel. See vowel run. run vowel, run. The 'e' vowel." << endl;

                     break;

              case 'i':

                     cout << "I know. It's a vowel. The 'i' vowel." << endl;

                     break;

              case 'o':

                     cout << "Oh! Don't you know, it's the 'o' vowel." << endl;

                     break;

              case 'u':

                     cout << "Whew! We got a you. Actually, the 'u' vowel." << endl;

                     break;

              case 's':

                     cout << "Oh great! I love 's's. More 's's, please." << endl;

                     break;

              default

                     cout << "Nothing interesting here. I would really like to see an 's'." << endl;

                     break;

              }

       }

       // Wait for user input to close program when debugging.

       cin.get();

       return 0;

}

//--end of main program-------------

//----------------------------------

The distribution of M&M colors is 24% blue, 20% orange, 16% green, 14% yellow, 13% red, and 13% brown.

You have a small bag of M&M's and count the colors. Your bag has 9 blue, 9 orange, 4 green, 12 yellow, 3 red, and 6 brown M&M's.

Before you begin, how many M&M's do you need in your sample (minimum) to be able to do this test? Remember, your assumption for chi-square is that every expected frequency has at least 5 in the cell, that is, if the calculated E is less than 5, you cannot do the problem.

The assumption here is E >/= 5, where E = n(p).

Find the Test statistic

What is the critical value? CV(chi-square)

What was your decision regarding the null?

What does your data show? In words.

9. Using the following information for a U.S. state:

           Nominal GDP                    Real GDP                              Population                            Year

           (millions)                            (millions 2009 $’s)                               

                    1,151,119                          1,421,713                              32,987,911                           1998       

                    1,879,520                          1,975,457                              36,020,878                           2006

                    2,350,807                          2,143,167                              38,792,459                           2014

What is the average annual growth rate for this state during the time periods listed? (GDP per capita)

       (Note: time periods of interest are 1998-2006 & 2006-2014)

What is the average annual inflation rate for this state during the time periods listed?

To what extent are living standards likely changing in this economy? Explain and support your

       claim using evidence from the above table.

                       d.    For 1 bonus point, indicate the U.S. state associated with the above data.

Sexual selection on traits involved in mate choice can lead to complex patterns of genetic variation in populations. The African Great Lakes contain a stunning diversity of cichlid fish species, which have recently evolved due to a combination of ecological adaption and sexual selection. In one recently evolved species, we observe the following pattern: An autosomal (not sex linked) locus “X” involved in pigmentation has different effects in male fish than female fish. There are two alleles in this system. In males, “x” acts recessively to produce bright red gill markings, while in females, the same allele acts dominantly to produce a dull striped pattern. A survey of male fish reveal that 56.25% have bright red gill markings.

A.)If we assume the population is in H-W equilibrium, what percentage of the female fish do we expect to have the dull striped pattern?

B.) In the scenario above, the phenotypic effect of alleles at locus X is dependent on the allelic state of the sex determining locus in these fish. What is the term for this kind of genetic interaction?

The literature review section of a conference presentation should last about ____ minutes.

a. three

b. five

c. seven

d. nine

Imagine that you are taking a very difficult test (in a statistics class of course), historically the mean grade is 43.5 out of 100 with a standard deviation of 15.2. Treating the historical average and standard deviation as parameters of a normal curve:

A.) What is the probability of passing with a score of 60 or higher.

B.) What is the probability of getting an A- (90 to 92.5)

C.) If a new class of 35 students takes the test, how many students in the new class would you expect to get a B (80 to 89) ?

D.) Given your results assume that we actually gave such a test to 10 sections (of ten students each) and discovered that the average number of students getting an A on the exam in each section was 7. Using your knowledge of probability what can you suggest about this situation ?