A researcher is interested in whether college students get enough sleep. She suspects
that they get less than 8 hours of sleep on average. The sample mean (x ̄) for 65 students
was 7.08 hours. The standard deviation of number of hours students slept is s=1.8.
(a) Determine the null and alternative hypothesis for the test. What is the parameter
in this study?

(b) The p-value for the test is <0.0001. Using a significance level of .05, write a one or
two sentence conclusion in context of the problem.

(c) Calculate 95% confidence interval for μ, the mean number of hours college students
sleep per night. Interpret the confidence interval. Be sure to use the word mean or average in your interpretation and don’t forget units. If you are doing the calculations by hand use t* = 1.998.

(d) Does your confidence interval support the results of the hypothesis test? Explain.

2. The College Board reported that the mean SAT score in 2009 was 540 for all US High
School students that took the SAT. A teacher believes that the mean score for his
students is greater than 540. He takes a random sample of 50 of his students and
the sample mean score for the 25 students is 565 with a sample standard deviation of
100. Does he have evidence that his students, on average, do better than the national
average?
(a) State the null and alternative hypotheses.

(b) The p-value for the above test was 0.1117. State a conclusion in context of the
problem. Use a significance level of 0.05.

(c) A 95% confidence interval for μ is (523.7,606.3). Interpret the confidence interval
in context of the problem.

(d) Does your confidence interval support the results of the hypothesis test? Explain.

1. Which is the subchapter of the Code containing Code Section 303?

2. What is the Internal Revenue Code section for a qualified dependent?

3. J. C. has been a professional gambler for many years. He loves this line of work and believes the income is tax-free.

- Is J.C. Correct? What court cases can you find that supports your position?

4)

• z-value should be expressed to three decimal places: e.g., z=1.645.

• Before you start each question, you should determine if you are dealing with the population mean or proportion since what you do depends on the type of parameter at hand.

• When handling proportion problems, write/use/plug proportions as decimals (e.g., not 54%, but .54).

• In the beginning, state clearly if you do a 1-tailed or 2-tailed test. State clearly your H0 and H1 using correct Greek letters, mathematical symbols, and subscripts. Do not state your hypotheses in prose form. Express numbers to the three decimal places.

• Use Z test, not t test. Don’t use p-value. Articulate if you reject H0. Justify why you reject or FTR H0.

• After articulating your statistical decision, state clearly your research conclusion in prose form: do NOT use Greek letters, mathematical symbols, or subscripts for the research conclusion. Show all the relevant quantities (e.g., sample statistics, SE, Z-statistic, to name a few) and label them properly: don’t omit anything.

• At the end of your answer, compute and interpret the corresponding CI.

• Write the lower and upper bounds in the CI for μ to the two decimal places: e.g., [11.33, 15.55].

• Write the lower and upper bounds in the CI for π (or P) to the four decimal places: .e.g., [.3012, .3875].

4. In a survey of 50 citizens, 28 respondents register strong disapproval with their government's economic leadership. In the previous month, the proportion of participants registering strong disapproval was 75%. At the 99% confidence level, what is your conclusion?

For CO2+

1.Assuming that it has an octahedral geometric configuration, draw an orbital energy diagram and place the valence electrons in the diagram for its ground state.

2. For the same complex, draw an orbital energy diagram and place the valence electrons in the diagram that would indicate that it is in an excited state.

3. Using the two energy diagrams and the color you have chosen (as the color absorbed), describe the process by which transition metal complexes display color. Make sure you include delta Oct, the color that ould be observed and any other relavant information. The color chosen was RED

Description: In this discussion, you will explore some common beliefs about culture and communication while demonstrating the concepts you've learned about communication competence.

Objectives:

-Explain the role of culture in human communication.

-Define ethnic identity and ethnocentrism

-Explain the seven ways in which cultures differ from one another.

Instructions:

You post a remark about one of your friends on Facebook that you now realize can be seen as culturally insensitive. You don't want anyone to see you as prejudiced and you want to remain friends. You need to say something to those who saw it. What are your options for communicating your feelings? What are the advantages and disadvantages of each choice? What would you do?

This is the question about the java problem, please give the detail comment and code of each class.

Please write tests for all the code of all the classes

Thank you

Create a class Mammal with the following UML diagrams:
+---------------------------------+
| Mammal |
+---------------------------------+
| - name: String |
+---------------------------------+
| + Mammal(String name) |
| + getName(): String |
| + isCookable(): boolean |
| + testMammal(): void | (this method is static )
+---------------------------------+
The isCookable method of the Mammal class returns a boolean indicating whether the mammal can be cooked or not: some mammals can be cooked and some mammals cannot be cooked so for safety reasons the isCookable method just prints a message "Do not cook this!" and returns false (because the isCookablemethod must return a boolean).
Add a class Human to your program. A human is a mammal. The constructor for the Human class takes no argument. All humans are named "Alice" and humans cannot be cooked (the isCookable method must not print any message though, it simply returns false).
Add a class Rabbit to your program. A rabbit is a mammal. The Rabbit class has a private instance variable weight of type double that describes the weight of the rabbit, and a getWeight method. The constructor for the Rabbit class takes the rabbit’s name and the rabbit’s weight as arguments. A rabbit can be cooked.
Add a class EuropeanRabbit to your program. European rabbit is a species of rabbit. The EuropeanRabbitclass has two constructors: the first constructor takes the European rabbit’s name and the European rabbit’s weight as arguments; the second constructor only takes the European rabbit’s name as argument and always uses 2.0 as the European rabbit’s weight. The second constructor must use the first constructor.
Add a class LapinSautéChasseur to your program. Lapin sauté chasseur is a kind of European rabbit. The constructor for the LapinSautéChasseur class takes no argument. Lapin sauté chasseur is always named "Delicious" and has a weight of 0.5.
Add a class FrankTheRabbit to your program. Frank The Rabbit is a kind of rabbit. The constructor for theFrankTheRabbit class takes no argument. Frank The Rabbit is always named "Frank", has a weight of 100.0, and cannot be cooked.
Add a class Start to your program to test all your classes.
Question 2
Add a class CastIronPot to your program with the following UML diagram:
+---------------------------------+
| CastIronPot |
+---------------------------------+
| - rabbit: Rabbit |
+---------------------------------+
| + CastIronPot(Rabbit rabbit) |
| + getRabbit(): Rabbit |
| + testCastIronPot(): void |(this method is static)
+---------------------------------+
In the testCastIronPot method, create a lapin sauté chasseur called lsc1, then create a cast iron pot with this lapin sauté chasseur in it. Then get the lapin sauté chasseur from the cast iron pot and store it into a local variable called lsc2 of type LapinSautéChasseur. Use the == operator to check that lsc1 and lsc2 are the same lapin sauté chasseur.

This the question about the java and please show the detail comment and code of each class.Thank you.

And the "+" means "public" the "-" means "private" and testBankAccount(): void testMobilePhone(): void testChocolate(): void all are static

Create four classes with the following UML diagrams:
+-----------------------------+
| BankAccount |
+-----------------------------+
| - money: int |
+-----------------------------+
| + BankAccount(int money) |
| + getMoney(): int |
| + setMoney(int money): void |
| + testBankAccount(): void |
+-----------------------------+
+------------------------------------------------+
| MobilePhone |
+------------------------------------------------+
| - number: int |
| - account: BankAccount |
+------------------------------------------------+
| + MobilePhone(int number, BankAccount account) |
| + getNumber(): int |
| + payMoney(int amount): boolean |
| + testMobilePhone(): void |
+------------------------------------------------+
A mobile phone has a phone number and is connected to a bank account. The owner of the mobile phone can use the mobile phone to pay money: if amount is not negative and if the bank account connected to the mobile phone has enough money in it then the money in the bank account is decreased by amount and the payMoney method must return true, otherwise nothing changes for the bank account and the method must return false.
+-----------------------------+
| Chocolate |
+-----------------------------+
| - weight: double |
+-----------------------------+
| + Chocolate(double weight) |
| + getWeight(): double |
| + buy(int money): void |
| + eat(double amount): void |
| + testChocolate(): void |
+-----------------------------+
If the constructor of the Chocolate class is given a negative weight as argument then the weight must be changed to 0.0 Kg.
When buying chocolate, the weight of chocolate increases, with the price of chocolate being RMB 100 per 1.5 Kg. It is not possible to buy a negative amount of chocolate, so in that case the buy method must print a message "Cannot buy negative amount of chocolate" and nothing else happens.
It is not possible to eat more chocolate than there is chocolate, so in that case the eat method must print a message "Cannot eat nonexistent chocolate, only XXX Kg available" (where XXX is replaced with the current weight of chocolate) and nothing else happens.
+-----------------------------------+
| Student |
+-----------------------------------+
| - name: String |
| - phone: MobilePhone |
| - chocolate: Chocolate |
+-----------------------------------+
| + Student(String name, int money) |
| + getName(): String |
| + getChocolateWeight(): double |
| + hungry(int money): void |
| + testStudent(): void |
+-----------------------------------+
When a student is created, the student has 0.0 Kg of chocolate and a mobile phone which is connected to a bank account with money in it. Use your student ID number as the phone number for the mobile phone.
When the student is hungry, the student first tries to use the mobile phone to pay the money amount. If the payment is successful then the student buys the chocolate corresponding to the same money amount of the payment and then the student eats half of the weight of chocolate that has just been bought (not half of the total weight of chocolate). If the payment is not successful then the hungry method must print a message "Student is still hungry!" and nothing else happens.
Each class has a static test method that contains tests for all the constructors and all the methods of the class. For each class, test the simple methods first and the more complicated methods next. For each constructor and each method, make sure that you test every possible case.
Add to your software a Start class with a main method that calls the test method of each of the four classes, to test everything in your software.

EXERCISE 4.10 STRIKES AND THE ULTIMATUM GAME

A strike over pay or working conditions may be considered an example of an ultimatum game.

1. To model a strike as an ultimatum game, who is the Proposer and who is the Responder?

2. Draw a game tree to represent the situation between these two parties.

3. Research a well-known strike and explain how it satisfies the definition of an ultimatum game.

4. In this section, you have been presented with experimental data on how people play the ultimatum game. How could you use this information to suggest what kind of situations might lead to a strike?

** Remember, there are examples in your notes at the end of each section**

The data set "cars" in R has 2 variables with 50 observations.
speed: numeric Speed (mph)
dist: numeric Stopping distance (ft)

Fill in the missing boxes below in the R code and then the corresponding predictor table from R.

Assume we want to test if dist a car travels can be determined by speed.

dat.lm = lm( __ ~ __ , data = __ )summary( __ )

a) Write the least squares line from the table above in the form ?̂= a + bx but filling the with the estimates of the coefficients.
?̂= __ + __x

b) Is there evidence to support that dist increases as the speed increases? Use ?=0.05.
1. ?₀ : ?₁ = 0 vs. ?? : ?₁> 0
2. ? = 0.05

3. t = __

4. Critical t_0.05,48 = t_0.05,40 = __

5. Conclusion:
Reject H0 OR Fail to reject H0

Interpretation:
There is sufficient evidence to support that dist increases as speed increases. OR
There is not sufficient evidence to support that dist increases as speed increases.

c) Find the 90% confidence interval for ?.

confint(dat.lm, 'speed', level = 0.90)

( __ , __ )

d) Find the 95% prediction interval for the mean when speed = 22.

newdat = data.frame( __ = __ )
predict( __ , __ , interval = 'prediction')

fit = __ , lwr = __ , upr = __

Portfolio Section C: ICT4D Applications in your Sector of Development