A study was conducted to explore the relationship between a child's birth order and the chances of becoming a juvenile delinquent. The participants were a random sample of girls enrolled in public high schools in a large city. Each girl filled out a questionnaire that asked for their birth order and measured whether they had shown delinquent behavior. The data are given in the table below. Test at the 0.01 significance level.

Yes No

Oldest 24 285

In-Between 29 247

Youngest 35 211

Only child 23 70

SHOW STEP BY STEP

A) Calculate all the expected values

B)Calculate the contributions to the chi-squared statistic, label which each is

C) Which cell will contribute the most to the chi-squared statistic

D) Which cell will contribute the least to the chi-squared statistic

E)Calculated the chi-squared statistic

In a family with 7 children, excluding multiple births, what is the probability of having exactly 2 girls?
Assume that having a boy is as likely as having a girl at each birth.

A coin is tossed 8 times.

a) How many different outcomes are possible?

b) What is the probability of getting exactly 2 heads?

c) What is the probability of getting at least 2 heads?

d) What is the probability of getting at most 4 heads?

In the United States, voters who are neither Democrat nor Republican are called Independent. It is believed that 13% of voters are Independent. A survey asked 26 people to identify themselves as Democrat, Republican, or Independent.

A. What is the probability that none of the people are Independent?

Probability =

B. What is the probability that fewer than 5 are Independent?

Probability =

C. What is the probability that more than 2 people are Independent?

Probability =

Julie throws a ball to her friend Sarah. The ball leaves Julie's hand a distance 1.5 meters above the ground with an initial speed of 19 m/s at an angle 49 degrees; with respect to the horizontal. Sarah catches the ball 1.5 meters above the ground.

1. What is the maximum height the ball goes above the ground?

2. What is the distance between the two girls?

3. After catching the ball, Sarah throws it back to Julie. The ball leaves Sarah's hand a distance 1.5 meters above the ground, and is moving with a speed of 14 m/s when it reaches a maximum height of 14 m above the ground.

What is the speed of the ball when it leaves Sarah's hand?

4. How high above the ground will the ball be when it gets to Julie? (note, the ball may go over Julie's head.)

Question 3 (35 marks – ALL CALCULATIONS MUST BE SHOWN)

The market for fidget spinners has been described by the following supply and demand functions:

Demand: P = 13 – 0.2Q

Supply: P = 4 + 0.4Q

where

P = the price in dollars

Q = the number of fidget spinners sold per month, in thousands.

a) Construct a graph of supply and demand for this market showing all intercepts. What are the equilibrium prices and quantities? Show these on your graph.

b) At the market equilibrium price, what would be the total monthly revenue?

c) Calculate consumer surplus at the market equilibrium and indicate this surplus as an area on your diagram. Interpret the meaning of the value you generate.

d) Calculate producer surplus at the market equilibrium and indicate this surplus as an area on your diagram. Interpret the meaning of this value.

e) School children (the main purchasers of fidget spinners) last year exhibited a change in tastes such that fidget spinners are much less popular. This means that at any price, the quantity demanded of fidget spinners has shrunk by 65%. The new demand equation is then

P = 4.55 – 0.2Q

Sketch it on your graph.

f) Calculate the new equilibrium price and quantity after the end of the craze and show them on your graph.

Problem Set 2: The One-way ANOVA

Research Scenario: As part of a new prevention program, a clinical psychologist wants to see whether feelings of alienation differ as a function of immigration status in a local high school. She divides volunteer students into three categories: first-generation immigrants, second-generation immigrants, and non-immigrants. She then administers an instrument assessing feelings of alienation, where higher scores indicate stronger feelings of alienation from peers, adults, and society in general. Is there a difference in alienation scores among these three groups?

Using this table, enter the data into a new SPSS data file and run a one-way ANOVA to test whether there is a difference in feelings of alienation among the three groups. Create a boxplot to show the difference in alienation scores among the three groups.

Data: First generation immigrants: 35,39,34,37,36,23,39

Second generation immigrants : 26,37,28,29,36,25,18

Third generation immigrants: 29,22,17,25,19,30,16

1. Paste SPSS output. (7 pts)

2. Write an APA-style Results section based on your analysis. Include your boxplot as an APA-style figure as demonstrated in the APA writing presentation. (Results = 8 pts; Graph = 5 pts) Please answer this part! Very important! Thank you!

Case Study 1: Securing your home computer
You just purchased a brand new computer for your home environment. It comes with the latest operating system, Internet connectivity and all accessories to complete your home office and school activities. You also have an Internet Service Provider where you can easily use the existing network to connect to the Internet and to perform some online banking.
Describe the steps you plan to go through to ensure this new computer system remains as secure as possible. Be sure to discuss the details of firewall settings you plan to implement, browser privacy and security settings, and recommended software (e.g., Anti-virus and others) you will install. Also, describe your password strength policy you plan to adopt, and what you envision to do to ensure your online banking site is encrypted and uses the proper certificates.
Discussion of operating system patches and application updates should also be included. As you discuss these steps, be sure to justify your decisions bringing in possible issues if these steps are not followed. You can discuss this for a specific type of computer (e.g. MAC or PC) to make the scenario more appropriate for your environment.

1. Superior Bake Shop sells a variety of baked goods online. Attributes of Baked Good include ProductID, ProductName, Product Category, Weight, and Price. Attributes of Customer include CustomerID, CustomerName, and CustomerAddress (composed of Street, City, State, and ZipCode). Customers place orders with Superior BakeShop. Attributes of order are OrderID and OrderDate. All customers have placed at least one order and customers may place many orders over time. Each order is placed by a single Customer. Orders can include one or more baked good. A baked good can be included in one or more order. Superior Bake Shop keeps track of the quantity of each baked good that is included in an order.

2. Blue Orchard Bake Shop (BOBS) offers a variety of baking workshop. BOBS keeps track of the workshops it offers as well as its teachers and students. Attributes of workshop include WorkshopID, Date, Time, and Fee. Attributes of teacher include TeacherID, TeacherName, (composed of FirstName, MiddleInitial, and LastName), PaymentPerWorkshop, and Skills. Many teachers have more than one skill. Attributes of student include StudentID, StudentName (composed of FirstName, MiddleInitial, and LastName), StudentAddress (composed of Street, City, State, and ZipCode), DateOfBirth, and Age. Students can participate in more than one workshop, but must participate in at least one workshop. Each workshop can have multiple students, but must have at least one student. All workshops are taught by a single teacher. Teachers can teach any number of workshops including zero in the case of a new teacher who has not yet offered a workshop.

3. Main Street Catering has residential, business, and school clients. Attributes of residential clients include ClientNumber, ClientName (composed of FirstName, MiddleInitial, and LastName), ClientAddress (composed of Street, City, State, and ZipCode), and NearestCrossStreets. For each residential client, the two nearest cross streets are stored. Attributes of business clients include ClientNumber, BusinessName, ClientAddress (composed of Street, City, State, and ZipCode), and AnnualCateringBudget. Attributes of school clients include ClientNumber, SchoolName, SchoolDistrictCode, and ClientAddress (composed of Street, City, State, and ZipCode). Some residential clients are also business clients, and some residential clients are also school clients. Main Street Catering has a few clients who are neither residential, nor business, nor school clients.

Draw a conceptual data model to model the scenario in each problem. Use the model constructs (e.g., the material on the E-R model and the enhanced E-R model) from chapters 2 and 3 as appropriate and follow the modeling conventions used in the example problems in the online lessons. Do not use the modeling conventions shown in Figure 2-22 of the Hoffer textbook which illustrate a data model in Visio notation. Be sure to include all appropriate completeness constraints, disjointness constraints, and subtype indicators in your conceptual data models.

BMI as a vital sign. Insured that all patients in local community clinics had their height and weight measured at each visit through provider education and training and referral system development (reached over 7,500 clinic patients). ? Breastfeeding policy. Implemented policies to promote breastfeeding in clinics, educated patients and clinic employees on the value of breastfeeding, and built capacity for more certified lactation specialists. Documented rates of exclusive breastfeeding from 7.7% in January 2005 to 20.2% in November 2009 (reached 900 staff and patients). ? School menu standards. Improved school meal/menu program during and after school to ensure meal compliance with nutritional standards and needs. Improved menu offerings and ingredients (e.g., added salad bars, changed to baked fries, whole wheat flour, etc). Expanded Universal Breakfast to five schools. Monitored compliance of policies for healthy fundraising, healthy vending, and alternative classroom rewards and incentives (reached over 7,700 students). ? PE standards. Implemented, at five elementary schools, the California standards-based physical activity curriculum and Game Days during school (reached 3,450 students). ? Worksite wellness. Worked with employers to adopt and implement worksite HEAL policies in the workplace; all county departments now have a worksite wellness coordinator. Received the worksite wellness bronze award for its accomplishments. (reached 4,000 employees in several worksites). ? Corner market produce. Implemented a grocery store Healthy Produce Basket project in neighborhood stores. Provided owners with educational materials and free produce in a basket and worked to identify ways to maintain the flow of produce. Some stores began purchasing from distributers. Worked with youth to provide free produce deliveries to these stores from unsold farmers’ market products to assist stores build a customer base for fresh fruits and vegetables (reached 4200 residents). ? Resident gardens. Local women from the Healthy Birth Outcome (HBO) Project grew produce in their backyards. Piloted selling excess produce at a stand in the park with the intention of creating a farmer’s market (reached 160 residents). ? Farmer's market. Organized and developed a four-month annual certified farmers’ market in West Modesto. Worked with Heifer International, a local organization that donated farm land and staff, and Project Uplift, a youth development project, to train youth to grow and sell organic produce with other vendors (reached 625 residents). ? After-school physical activity. Implemented a number of programs to increase the amount of exercise students get in afterschool programs, including the SPARK curriculum (offered daily), Powerplay (offered three times per week), and “Walk It Out” (offered three times per week). Increased daily after-school activity time from 15% to 45% (reached 1800 students). ? Walking school bus. Created a walking school bus at one school that increased the number of students walking approximately one half mile to school each day. Increased safety awareness through adult supervision, influenced traffic abatement, and reduced student tardiness (75 students walking daily). ? BMI counseling. Developed a routine counseling system to promote weight reduction among patients identified as being overweight in health care clinics (reached 140 patients). ? Youth awareness. Promoted student awareness of the importance of healthy eating and physical activity through the Educational Theater Program, Walk to School assemblies and other events (reached 2080 students). ? Community awareness of safe physical activity programs. Developed healthy messages for partners to insert into flyers, newsletters, bus ads, billboards, articles in local newspaper, and events (reached 17,000 residents). ? Worksite wellness promotion. Developed and implemented worksite wellness programs to decrease consumption of unhealthy foods and beverages and promote physical activity among employees. Received a state worksite wellness bronze award for its accomplishments (reached 4,000 employees in several worksites). After reading the description CAREFULLY, please organize the various objectives employed in this evaluation into the "bands" of the social-ecological model. You should briefly indicate WHY you feel these strategies fall within the specific categories of the model. From the list of objectives you have placed in the model, pick one objective from EACH of the "bands" of the model. Describe how you would evaluate that objective. Would you use formative or summative methods (and why)? What types of study design (qualitative or quantitative) and specific techniques would you use to collect the data in order to evaluate that objective? What sort of sampling might you use for each data collection approach? Remember to argue for your choices!

Imagine you are Person A. You just graduated from school and are now on your own. Your family is unable to help you in any way. You managed to find a job, but the pay is only enough to cover your rent in a tiny rundown apartment, transportation to and from work, limited cell phone service, and fast food or other cheap sources of calories. Your purchases of clothing and personal items are limited to what you absolutely require. You cannot buy anything simply because you like it. You need some new slacks to wear to work, so you are skipping breakfast this month to save for them. You cannot afford to see a doctor if you get sick. Your only choices for entertainment include hanging out with old friends from school, walking in a city park, watching a 9-year-old TV in your apartment, or reading books from the library. You do not have a computer or access to the Internet or cable TV at home. You do not know if or when you will be able to get a higher-paying job.

Now, imagine you are Person B. Like Person A, you just graduated from school. But unlike Person A, you have been put under house arrest for one year because of a conviction for drug possession. Although you live alone, you are the beneficiary of a family fortune and have more money than you could possibly spend in a lifetime. You are not allowed to leave your beautiful penthouse apartment, which is furnished with every kind of electronic entertainment device known to man. You do not need a job; you can surf the Internet; you can buy anything you want online and have it delivered; you can listen to the music you like and watch TV or streaming video whenever you wish; you can order food in from the best restaurants in town; and your friends can visit you.   

In legal terms, Person A is “free” and Person B is “not free.” Person A has the right to go anywhere in the world, while Person B is “imprisoned” in a beautifully decorated 3,000 squarefoot condominium.   

question

1. On page 4 of Handout S3, I describe an imagined Person A and Person B. Person A is legally free to go anywhere and do anything, but has very limited resources. Person B is confined to house arrest, but has no financial constraints. Go back and read the description, then answer the following questions:

If you had to spend a year living under the conditions of Person A or Person B, which would you choose? Which of the two has greater freedom? What if the timeframe were longer? Would that change your answers? (25 POINTS)

Answer EITHER 2a OR 2b below (25 POINTS):

2a. Happiness in the present moment has been described as being “in the flow,” a state of “being so absorbed and engaged in something that time falls away.” Here is a quote from page 14 of Handout S3:

“Being “in the flow” is not the same thing as relaxation, although both might make you lose track of time and both are important to happiness. Both can also bring about a sense of peace. Yet while relaxation generally implies a passive engagement or an avoidance of purpose, “flow” happens when you are actively focused on an intentional task or pursuit. All of your thoughts and emotions are simultaneously and purposefully directed toward this task, so much so that you may not even be aware of your feelings. You may not even be able to distinguish your awareness and intent from the actions themselves.

You might play ball, for example, either to relax or to intentionally hone your athletic skills. Either way, you might enjoy yourself and lose a sense of time, but working on skills requires more directed focus. Or, you might watch a movie either to relax or to gain information. The intention of the activity is what distinguishes “flow” from relaxation.”

What intentional activities do you engage in that take you away from time, place, and maybe even an awareness of yourself? Are there any similarities in these activities? Can you think of how to build more of them into your life?  

2b. Describe a situation in which you discovered synthetic happiness. What did you want that you did not get? What happened instead? How did you find happiness? What surprised you about the situation?