Q1) The following are four examples of technical engineering knowledge areas that are required to be mastered by an engineer involved in the design of steel bridges: 1……………………………………

2 ……………………… 3 …………………………… 4……………………

a) The degree to which a person is able to achieve objectives is referred to as …………………

b) Accomplishing tasks with optimizing the use of resources is referred to as ………………….

c) . ………………….. may be defined as a mental position with regard to a fact or state; a feeling or emotion towards a fact or state. This represents one category of competencies.

Exercise 6 - Oscar nominated movies(Using python to solve it! please)

Write a bot that asks a user what movies they have seen. If they have not seen a movie, it tells them to watch that movie. The user can pick as many names as they want, but they will put all of the names in one input, which means the names will be in a single string rather than a list. Use the following list of movies:

1. Once Upon a Time in Hollywood
2. 1917
3. Marriage Story
4. Little Women
5. Joker
6. Jojo Rabbit
7. The Irishman
8. Ford v Ferarri
9. Parasite

NO+, NO2-, NO2H, and NO3-.

Based on the Lewis structures, list all of the the N-O bonds lengths in order of shortest to longest

i) N - O bond in NO2-

ii) N - O double bond in NO2H

iii) N - O bond in NO2H

iv) N - O bond in NO+

v) N - O bond in NO3-

Explain each answer in at least 1000 words each.

i. Explain the need for personnel protective equipment in combating hazards.
ii. Explain the importance of ventilation.
iii. List the precautionary measures for electrical equipment in a hazardous zone.
iv. Explain the importance of Classification and Labelling of chemicals.
v. Explain the need for Safety auditing in a process plant.

Program: Java

Write a Java program using good programming principles that will aggregate the values from several input files to calculate relevant percentages and write the values to an output file.

You have been tasked with reading in values from multiple files that contains different pieces of information by semester.    The Department of Education (DOE) would like the aggregate values of performance and demographic information by academic year. A school year begins at the fall semester and concludes at the end of the summer semester the following year. Fall 2019 - Summer 2020 is considered one academic year.

Input Files

• Input files named Fall2019Analytics.txt, Spring2020Analytics.txt, and Summer2020Analytics.txt have been placed in Canvas.   Each have the same layout but differ by semesters.
• Each file contains several pieces of data by program - total enrollment, enrollment by gender, completion by gender, enrollment by ethnicity, completion by ethnicity, among other pieces of data.  
• The program should read in the values from these input files, aggregate the data, and write the information to an output file that will be sent to Tallahassee.
• From there, the DOE will use this output file as input to aggregate the data from other schools within the state of Florida.
• It is important that this file is formatted in the proper sequence that the DOE needs - otherwise the college will be heavily fined and may lose accreditation.

These input files contain the data for three programs on campus:

Program code 3624
Program code 5651
Program code 6635

Input file layout (all integer values) by semester:

• program number
• total number of students enrolled in the program
• total number of student completers in the program
• total number of female students enrolled in the program
• total number of male students enrolled in the program
• total number of unknown/not reported gender students enrolled in the program
• total number of female student completers in the program
• total number of male student completers in the program
• total number of unknown/not reported student completers in the program
• total number of Asian students enrolled in the program
• total number of Black students enrolled in the program
• total number of Hispanic students enrolled in the program
• total number of Multiracial students enrolled in the program
• total number of Native American students enrolled in the program
• total number of Native Hawaiian students enrolled in the program
• total number of Unknown/not reported ethnicity students enrolled in the program
• total number of White students enrolled in the program
• total number of Asian student completers in the program
• total number of Black student completers in the program
• total number of Hispanic student completers in the program
• total number of Multiracial student completers in the program
• total number of Native American student completers in the program
• total number of Native Hawaiian student completers in the program
• total number of Unknown ethnicity student completers in the program
• total number of White students completer in the program

Notes

• Each value within the file for a program is separated by one space.
• Each program code is on its own line in each file. There are three lines per file.
• Use an array or arrayList to hold the values within each file.
• Each semester should be coded within their own class.

Calculations

The following values must be calculated:

For each semester:
   - the percentage of students completers (total number of student completers / total number of students enrolled)

For each individual program code:
   - grand totals for each category (enrolled, completers, gender, and ethnicity)

Aggregate for all semesters:

   - the total number of students enrolled
   - the total number of student completers
   - the total number by gender
   - the total number by each ethnicity
   - the percentage of student completers (total completers / total enrolled)
   - the percentage of female completers (total number of female completers / total number of female enrolled)
   - the percentage of male completers
   - the percentage of each ethnicity

Output

The output for this project will be two-fold.   The output will be displayed in a Message dialog box and an output file.

The Message Dialog boxes:

Each percentage calculated should be displayed in percentage format with one decimal place.

A sample format (the values are not accurate, this is only for formatting purposes):

On the next dialog screen, display the following:

Output File

The output file should be named Analytics2019.txt and should be written to:   C\SFC\COP2552\Project4

The layout of the output file is:

academic year (2019)
aggregate total of students enrolled
aggregate total of student completers
aggregate total number of female students enrolled
aggregate total number of female student completers
aggregate total number of male students enrolled
aggregate total number of male student completers
aggregate total number of unreported/unknown students enrolled
aggregate total number of unreported/unknown student completers
aggregate total number of Asian students enrolled
aggregate total number of Black students enrolled
aggregate total number of Hispanic students enrolled
aggregate total number of Multiracial students enrolled
aggregate total number of Native American students enrolled
aggregate total number of Native Hawaiian students enrolled
aggregate total number of Unknown/Not Reported students enrolled
aggregate total number of White students enrolled
aggregate total number of Asian student completers
aggregate total number of Black students completers
aggregate total number of Hispanic students completers
aggregate total number of Multiracial students completers
aggregate total number of Native American students completers
aggregate total number of Native Hawaiian students completers
aggregate total number of Unknown/Not Reported students completers
aggregate total number of White students completers
program number (3624)
total number of students enrolled in the program
total number of student completers in the program
total number of female students enrolled in the program
total number of male students enrolled in the program
total number of unknown/not reported gender students enrolled in the program
total number of female student completers in the program
total number of male student completers in the program
total number of unknown/not reported student completers in the program
total number of Asian students enrolled in the program
total number of Black students enrolled in the program
total number of Hispanic students enrolled in the program
total number of Multiracial students enrolled in the program
total number of Native American students enrolled in the program
total number of Native Hawaiian students enrolled in the program
total number of Unknown/not reported ethnicity students enrolled in the program
total number of White students enrolled in the program
total number of Asian student completers in the program
total number of Black student completers in the program
total number of Hispanic student completers in the program
total number of Multiracial student completers in the program
total number of Native American student completers in the program
total number of Native Hawaiian student completers in the program
total number of Unknown ethnicity student completers in the program
total number of White student completers in the program
program number (5651)
total number of students enrolled in the program
total number of student completers in the program
total number of female students enrolled in the program
total number of male students enrolled in the program
total number of unknown/not reported gender students enrolled in the program
total number of female student completers in the program
total number of male student completers in the program
total number of unknown/not reported student completers in the program
total number of Asian students enrolled in the program
total number of Black students enrolled in the program
total number of Hispanic students enrolled in the program
total number of Multiracial students enrolled in the program
total number of Native American students enrolled in the program
total number of Native Hawaiian students enrolled in the program
total number of Unknown/not reported ethnicity students enrolled in the program
total number of White students enrolled in the program
total number of Asian student completers in the program
total number of Black student completers in the program
total number of Hispanic student completers in the program
total number of Multiracial student completers in the program
total number of Native American student completers in the program
total number of Native Hawaiian student completers in the program
total number of Unknown ethnicity student completers in the program
total number of White student completers in the program
program number (6635)
total number of students enrolled in the program
total number of student completers in the program
total number of female students enrolled in the program
total number of male students enrolled in the program
total number of unknown/not reported gender students enrolled in the program
total number of female student completers in the program
total number of male student completers in the program
total number of unknown/not reported student completers in the program
total number of Asian students enrolled in the program
total number of Black students enrolled in the program
total number of Hispanic students enrolled in the program
total number of Multiracial students enrolled in the program
total number of Native American students enrolled in the program
total number of Native Hawaiian students enrolled in the program
total number of Unknown/not reported ethnicity students enrolled in the program
total number of White students enrolled in the program
total number of Asian student completers in the program
total number of Black student completers in the program
total number of Hispanic student completers in the program
total number of Multiracial student completers in the program
total number of Native American student completers in the program
total number of Native Hawaiian student completers in the program
total number of Unknown ethnicity student completers in the program
total number of White students completers in the program

(Use any numbers for .TXT)

2. . A random sample of 250 juniors majoring in psychology or communication at a large university is selected. These students are asked whether or not they are happy with their majors. The following table gives the results of the survey. Assume that none of these 250 students is majoring in both areas.

Table 1

(a). If one student is selected at random from this group, find the probability that this student is:

(i) happy with the choice of major.                                                                          

(ii) a communication major given that the student is happy with the choice of major.                                                                                                                                            

(iii) unhappy with the choice of major given that the student is a psychology major

(iv) a psychology major and is happy with that major.                                           

(v) a communication major or is unhappy with his or her major.                           

(b) Are the events “psychology major” and “happy with major” independent? Are they mutually exclusive? Explain why or why not.                     

Suppose that Coffee East (CE) and Coffee West (CW) are located on opposite ends of College Ave. (e.g. College & University and College & Atherton, respectively) and that the street is one mile long. CE’s marginal cost of brewing a cup of coffee is $6, and CW’s marginal cost is $3. N = 108 students along the street needing coffee walk to one of the two shops and buy at most one cup. They face a travel cost of t = 1.5 for every unit of distance they walk. Each student values a cup of coffee at V = 65 and receives a utility from a cup of coffee that is linear in prices and transport costs. A student located at an arbitrary point 0 ≤ x ≤ 1 along the street has utility

ux, CW =V −pCW −tx

ux,CE =V −pCE −t(1−x)

1. What is each shop’s demand?

2. Write down each shop’s maximization problem and best response function.

3. Are prices strategic complements or substitutes? Explain.

4. What are the equilibrium prices and quantities of coffee sold? What are each shop’s respective profits?

Many high school students take the AP tests in different subject areas. In 2007, of the 144,796 students who took the biology test 84,199 of them were female. In that same year, of the 211,693 students who took the calculus AB test 102,598 of them were female. Is there enough evidence to show that the proportion of female students taking the biology test is higher than the proportion of female students taking the calculus AB test? Test at the 5% level.

iv. Determine Pbiology and Pcalculus (enter both in decimal form to the nearest ten thousandth)

v. Let Pbiology=P1 and Pcalculus=P2 (enter in decimal form to the nearest ten thousandth)

vii. Calculate and enter test statistic (enter in decimal form to the nearest ten thousandth)

vii. Using tables, calculator, or spreadsheet: Determine and enter p-value corresponding to test statistic. (enter in decimal form to the nearest ten thousandth)

viii. Comparing p-value and a value, which is the correct decision to make for this hypothesis test?

A. Reject H0

B. Fail to reject H0

C. Accept H0

D. Accept HA

ix. Select the statement that most correctly interprets the result of this test:

A. The result is statistically significant at .05 level of significance. Evidence supports the claim that the proportion of female students taking the biology test is more than the proportion of female students taking the calculus AB test.

B. The result is statistically significant at .05 level of significance. There is not enough evidence to show that the proportion of female students taking the biology test is more than the proportion of female students taking the calculus AB test.

C. The result is not statistically significant at .05 level of significance. There is not enough evidence to show that the proportion of female students taking the biology test is more than the proportion of female students taking the calculus AB exam.

D. The result is not statistically significant at .05 level of significance. Evidence supports the claim that the proportion of female students taking the biology test is less than the proportion of female students taking the calculus AB test.

Cohort study – Calculating attributable risk for exposure to formula feeding among individuals who develop Type II diabetes by age 16

Calculate the attributable risk (AR) among the exposed:

Interpret the AR you calculated: