7.

1. Construct a time series plot. Comment on what type of pattern exists in the data.
2. Use a regression model with dummy variables as follow to explain sales: Qtr1 = 1 if quarter 1, 0 otherwise; Qtr2 = 1 if quarter 2, 0 otherwise; Qtr3 = 1 if quarter 3, 0 otherwise. Write out the model that you’ve estimated in equation form using the values of your estimates. Explain, in a sentence or two, what this model tells us.
3. Use a new, simple linear regression model with “t” as the only predictor where t = 1 for the 1^st quarter of year 1, t = 2 for the 2^nd quarter of year 1,…, t = 12 for the 4^th quarter of year 3. Write out the model that you’ve estimated in equation form using your values of the estimates. Explain, in a sentence or two, what this model tells us.
4. Use a new regression model with BOTH the dummy variable approach you created in part “b” and the time predictor, “t” that you created in part “c.” Write out the model that you’ve estimated in equation form. Explain, in a sentence or two, what this model tells us.
5. Compute (or take from Excel) the mean squared error (MSE) from each of your models from “b”, “c”, and “d.” (Hint: MSE is the same as MS Residual on the Excel output). Comment, in a sentence or two, on which of the models appears the best and why. Does this match up with the adjusted R^2 values of the models?
6. Using the model that you identified as the “best” in “e”, compute the quarterly forecasts for the year AFTER next (skip year 4, and tell me the forecasts for Q1, Q2, Q3, and Q4 of year 5). If you were going to tell the textbook store manager your forecasts, would you tell him/her exactly these numbers? Might there be a reason to explain your numbers slightly? What would you tell the manager?

My instructor doesn't have the most intelligible answer keys. Could you explain how to solve this?

Math 266, Quiz 15: Answers due today, April 22, by 1:00 PM via email.

1. Let g(t) be given by

?(?) = {

0, 0 < ? < 1

? − 1, 1 < ? < 2

3 − ?, 2 < ? < 3

1, ? > 3

Rewriting ?(?) using the unit step function gives:

a) ?(?) = (? − 1)?(? − 1) + (4 − 2?)?(? − 2) + (? − 2)?(? − 3)

b) ?(?) = (? − 1)?(? − 1) − (? − 1)?(? − 2) + (? − 3)?(? − 2) − (? − 3)?(? − 3) + ?(? − 3)

c) ?(?) = (? − 1) − (? − 1)?(? − 2) + (3 − ?)?(? − 2) − (3 − ?)?(? − 3) + ?(? − 3)

d) ?(?) = (? − 1)?(? − 1) + (1 − ?)?(? − 2) − (? − 3)?(? − 2) + (? − 3)?(? − 3)

e) None of the above.

2. Use Laplace transforms to solve ?′′ + ? = ?(? − 1) − ?(? − 2) with ?(0) = 0, ? ′ (0) = 1

A sample of 20 Ohio University students were randomly selected and asked, “How many phone calls did you receive last night?” The numbers below are their responses.

1  2  0  2  4  2  3  4  0 5  3  4  5  6  3  10  7  6  7  11

Compute the standard deviation of the distribution.

Answers:

a. 6.4

b. 2.51

c. 3.16

d. 2.97

A. what type of test should be used and why?

B. Compose a null hypothesis to accompany the test. Record both a generic version (through the use symbols) and an English version (using words) – for the generic version, it may be easier to insert an equation box into the word document and type via equation

C. Compose an alternative hypothesis to accompany the test. Record both a generic version (through the use of symbols) and an English version (using words) – for the generic version

D. Compose and type the results of the test. Do you “Reject” or “Fail to Reject” the null hypothesis?

Cornerstone Exercise 8.11 (Algorithmic)

Cash Receipts Budget and Accounts Receivable Aging Schedule

Shalimar Company manufactures and sells industrial products. For next year, Shalimar has budgeted the following sales:

Quarter 1 $4,670,000

Quarter 2 5,230,000

Quarter 3 2,850,000

Quarter 4 7,970,000

In Shalimar’s experience, 10 percent of sales are paid in cash. Of the sales on account, 65 percent are collected in the quarter of sale, 25 percent are collected in the quarter following the sale, and 7 percent are collected in the second quarter after the sale. The remaining 3 percent are never collected. Total sales for the third quarter of the current year are $5,000,000 and for the fourth quarter of the current year are $6,950,000.

Required:

1. Calculate cash sales and credit sales expected in the last two quarters of the current year, and in each quarter of next year.

Quarter Cash Sales Credit Sales

3, current year $

$

4, current year

1, next year

2, next year

3, next year

4, next year

Hide

2. Construct a cash receipts budget for Shalimar Company for each quarter of the next year, showing the cash sales and the cash collections from credit sales. If an amount is zero, enter "0".

Shalimar Company  

Cash Receipts Budget  

For the Coming Year  

Quarter 1  

Quarter 2  

Quarter 3  

Quarter 4  

Cash sales

$  

$  

$  

$  

Received on account from:

Quarter 3, current year

Quarter 4, current year

Quarter 1, next year

Quarter 2, next year

Quarter 3, next year

Quarter 4, next year

Total cash receipts

$  

$  

$  

$  

Hide

3. What if the recession led Shalimar’s top management to assume that in the next year 10 percent of credit sales would never be collected? The expected payment percentages in the quarter of sale and the quarter after sale are assumed to be the same. How would that affect cash received in each quarter? Construct a revised cash budget using the new assumption.

Shalimar Company  

Cash Receipts Budget  

For the Coming Year  

Quarter 1  

Quarter 2  

Quarter 3  

Quarter 4  

Cash sales

$  

$  

$  

$  

Received on account from:

Quarter 4, current year

Quarter 1, next year

Quarter 2, next year

Quarter 3, next year

Quarter 4, next year

Total cash receipts

$  

$  

$  

$  

Check My Work

Icon Key

Previous Question 3 of 3001_Cornerstone Exercise 08.11 Algorithmic

Exercise 14-12 (LO14-7)

A real estate developer wishes to study the relationship between the size of home a client will purchase (in square feet) and other variables. Possible independent variables include the family income, family size, whether there is a senior adult parent living with the family (1 for yes, 0 for no), and the total years of education beyond high school for the husband and wife. The sample information is reported below.

1. Develop an appropriate multiple regression equation using stepwise regression. (Use Excel data analysis and enter number of family members first, then their income and delete any insignificant variables. Leave no cells blank - be certain to enter "0" wherever required. R and R2 adj are in percent values. Round your answers to 3 decimal places.)

2. Select all independent variables that should be in the final model. (You may select more than one answer. Single-click the box with the question mark to produce a check mark for a correct answer and double-click the box with the question mark to empty the box for a wrong answer. Any boxes left with a question mark will be automatically graded as incorrect.)

• Senior parent
• Square feet
• Family size
• Income
• Education

Exercise 14-26 (LO14-1, LO14-2, LO14-4)

Many regions in North and South Carolina and Georgia have experienced rapid population growth over the last 10 years. It is expected that the growth will continue over the next 10 years. This has motivated many of the large grocery store chains to build new stores in the region. The Kelley’s Super Grocery Stores Inc. chain is no exception. The director of planning for Kelley’s Super Grocery Stores wants to study adding more stores in this region. He believes there are two main factors that indicate the amount families spend on groceries. The first is their income and the other is the number of people in the family. The director gathered the following sample information.

Food and income are reported in thousands of dollars per year, and the variable size refers to the number of people in the household.

1. a-1. Develop a correlation matrix. (Round your answers to 3 decimal places. Negative amounts should be indicated by a minus sign.)

a-2. Do you see any problem with multicollinearity?

1. There is

2. b-1. Determine the regression equation. (Round your answer to 3 decimal places.)

3. The regression equation is: Food=

   +

   Income +

   Size

4. b-2. How much does an additional family member add to the amount spent on food? (Round your answer to the nearest dollar amount.)

1. c-1. What is the value of R²? (Round your answer to 3 decimal places.)

1. c-2. Complete the ANOVA (Leave no cells blank - be certain to enter "0" wherever required. Round SS, MS to 4 decimal places and F to 2 decimal places.)

1. c-3. State the decision rule for 0.05 significance level. H₀: = β₁ = β₂ = 0; H₁: Not all β_i's = 0. (Round your answer to 2 decimal places.)

1. c-4. Can we reject H₀: = β₁ = β₂ = 0?

1. d-1. Complete the table given below. (Leave no cells blank - be certain to enter "0" wherever required. Round Coefficient, SE Coefficient, P to 4 decimal places and T to 2 decimal places.)

1. d-2. Would you consider deleting either of the independent variables?

Please write in C.

This program will store roster and rating information for a soccer team. Coaches rate players during tryouts to ensure a balanced team.

(1) Prompt the user to input five pairs of numbers: A player's jersey number (0 - 99) and the player's rating (1 - 9). Store the jersey numbers in one int array and the ratings in another int array. Output these arrays (i.e., output the roster). (3 pts)

ex

Enter player 1's jersey number:
84
Enter player 1's rating:
7

Enter player 2's jersey number:
23
Enter player 2's rating:
4

Enter player 3's jersey number:
4
Enter player 3's rating:
5

Enter player 4's jersey number:
30
Enter player 4's rating:
2

Enter player 5's jersey number:
66
Enter player 5's rating:
9

ROSTER
Player 1 -- Jersey number: 84, Rating: 7
Player 2 -- Jersey number: 23, Rating: 4
...

2) Implement a menu of options for a user to modify the roster. Each option is represented by a single character. The program initially outputs the menu, and outputs the menu after a user chooses an option. The program ends when the user chooses the option to Quit. For this step, the other options do nothing. (2 pt)

ex

MENU
u - Update player rating
a - Output players above a rating
r - Replace player
o - Output roster
q - Quit

Choose an option:

(3) Implement the "Output roster" menu option. (1 pt)

ROSTER
Player 1 -- Jersey number: 84, Rating: 7
Player 2 -- Jersey number: 23, Rating: 4
...

(4) Implement the "Update player rating" menu option. Prompt the user for a player's jersey number. Prompt again for a new rating for the player, and then change that player's rating. (1 pt)

Enter a jersey number:
23
Enter a new rating for player:
6

(5) Implement the "Output players above a rating" menu option. Prompt the user for a rating. Print the jersey number and rating for all players with ratings above the entered value. (2 pts)

Ex:

Enter a rating:
5

ABOVE 5
Player 1 -- Jersey number: 84, Rating: 7
...

(6) Implement the "Replace player" menu option. Prompt the user for the jersey number of the player to replace. If the player is in the roster, then prompt again for a new jersey number and rating. Update the replaced player's jersey number and rating. (2 pts)

Ex:

Enter a jersey number:
4
Enter a new jersey number:
12
Enter a rating for the new player:
8

C code please

This program will store roster and rating information for a soccer team. Coaches rate players during tryouts to ensure a balanced team.

(1) Prompt the user to input five pairs of numbers: A player's jersey number (0 - 99) and the player's rating (1 - 9). Store the jersey numbers in one int array and the ratings in another int array. Output these arrays (i.e., output the roster). (3 pts)

Ex:

Enter player 1's jersey number:
84
Enter player 1's rating:
7

Enter player 2's jersey number:
23
Enter player 2's rating:
4

Enter player 3's jersey number:
4
Enter player 3's rating:
5

Enter player 4's jersey number:
30
Enter player 4's rating:
2

Enter player 5's jersey number:
66
Enter player 5's rating:
9

ROSTER
Player 1 -- Jersey number: 84, Rating: 7
Player 2 -- Jersey number: 23, Rating: 4
...

(2) Implement a menu of options for a user to modify the roster. Each option is represented by a single character. The program initially outputs the menu, and outputs the menu after a user chooses an option. The program ends when the user chooses the option to Quit. For this step, the other options do nothing. (2 pt)

Ex:

MENU
u - Update player rating
a - Output players above a rating
r - Replace player
o - Output roster
q - Quit

Choose an option:

(3) Implement the "Output roster" menu option. (1 pt)

Ex:

ROSTER
Player 1 -- Jersey number: 84, Rating: 7
Player 2 -- Jersey number: 23, Rating: 4
...

(4) Implement the "Update player rating" menu option. Prompt the user for a player's jersey number. Prompt again for a new rating for the player, and then change that player's rating. (1 pt)

Ex:

Enter a jersey number:
23
Enter a new rating for player:
6

(5) Implement the "Output players above a rating" menu option. Prompt the user for a rating. Print the jersey number and rating for all players with ratings above the entered value. (2 pts)

Ex:

Enter a rating:
5

ABOVE 5
Player 1 -- Jersey number: 84, Rating: 7
...

(6) Implement the "Replace player" menu option. Prompt the user for the jersey number of the player to replace. If the player is in the roster, then prompt again for a new jersey number and rating. Update the replaced player's jersey number and rating. (2 pts)

Ex:

Enter a jersey number:
4
Enter a new jersey number:
12
Enter a rating for the new player:
8

Program: Soccer team roster

This program will store roster and rating information for a soccer team. Coaches rate players during tryouts to ensure a balanced team.

(1) Prompt the user to input five pairs of numbers: A player's jersey number (0 - 99) and the player's rating (1 - 9). Store the jersey numbers in one int array and the ratings in another int array. Output these arrays (i.e., output the roster). (3 pts)

Ex:

Enter player 1's jersey number:

84

Enter player 1's rating:

7

Enter player 2's jersey number:

23

Enter player 2's rating:

4

Enter player 3's jersey number:

4

Enter player 3's rating:

5

Enter player 4's jersey number:

30

Enter player 4's rating:

2

Enter player 5's jersey number:

66

Enter player 5's rating:

9

ROSTER

Player 1 -- Jersey number: 84, Rating: 7

Player 2 -- Jersey number: 23, Rating: 4

...

(2) Implement a menu of options for a user to modify the roster. Each option is represented by a single character. The program initially outputs the menu, and outputs the menu after a user chooses an option. The program ends when the user chooses the option to Quit. For this step, the other options do nothing. (2 pt)

Ex:

MENU

u - Update player rating

a - Output players above a rating

r - Replace player

o - Output roster

q - Quit

Choose an option:

(3) Implement the "Output roster" menu option. (1 pt)

Ex:

ROSTER

Player 1 -- Jersey number: 84, Rating: 7

Player 2 -- Jersey number: 23, Rating: 4

...

(4) Implement the "Update player rating" menu option. Prompt the user for a player's jersey number. Prompt again for a new rating for the player, and then change that player's rating. (1 pt)

Ex:

Enter a jersey number:

23

Enter a new rating for player:

6

...

(5) Implement the "Output players above a rating" menu option. Prompt the user for a rating. Print the jersey number and rating for all players with ratings above the entered value. (2 pts)

Ex:

Enter a rating:

5

ABOVE 5

Player 1 -- Jersey number: 84, Rating: 7

...

(6) Implement the "Replace player" menu option. Prompt the user for the jersey number of the player to replace. If the player is in the roster, then prompt again for a new jersey number and rating. Update the replaced player's jersey number and rating. (2 pts)

Ex:

Enter a jersey number:

4

Enter a new jersey number:

12

Enter a rating for the new player:

8

SOLVE IN JAVA

This program will store roster and rating information for a soccer team. Coaches rate players during tryouts to ensure a balanced team.

(1) Prompt the user to input five pairs of numbers: A player's jersey number (0 - 99) and the player's rating (1 - 9). Store the jersey numbers in one int array and the ratings in another int array. Output these arrays (i.e., output the roster). (3 pts)

Ex:

Enter player 1's jersey number:
84
Enter player 1's rating:
7

Enter player 2's jersey number:
23
Enter player 2's rating:
4

Enter player 3's jersey number:
4
Enter player 3's rating:
5

Enter player 4's jersey number:
30
Enter player 4's rating:
2

Enter player 5's jersey number:
66
Enter player 5's rating:
9

ROSTER
Player 1 -- Jersey number: 84, Rating: 7
Player 2 -- Jersey number: 23, Rating: 4
...

(2) Implement a menu of options for a user to modify the roster. Each option is represented by a single character. The program initially outputs the menu, and outputs the menu after a user chooses an option. The program ends when the user chooses the option to Quit. For this step, the other options do nothing. (2 pt)

Ex:

MENU
u - Update player rating
a - Output players above a rating
r - Replace player
o - Output roster
q - Quit

Choose an option:

(3) Implement the "Output roster" menu option. (1 pt)

Ex:

ROSTER
Player 1 -- Jersey number: 84, Rating: 7
Player 2 -- Jersey number: 23, Rating: 4
...

(4) Implement the "Update player rating" menu option. Prompt the user for a player's jersey number. Prompt again for a new rating for the player, and then change that player's rating. (1 pt)

Ex:

Enter a jersey number:
23
Enter a new rating for player:
6

(5) Implement the "Output players above a rating" menu option. Prompt the user for a rating. Print the jersey number and rating for all players with ratings above the entered value. (2 pts)

Ex:

Enter a rating:
5

ABOVE 5
Player 1 -- Jersey number: 84, Rating: 7
...

(6) Implement the "Replace player" menu option. Prompt the user for the jersey number of the player to replace. If the player is in the roster, then prompt again for a new jersey number and rating. Update the replaced player's jersey number and rating. (2 pts)

Ex:

Enter a jersey number:
4
Enter a new jersey number:
12
Enter a rating for the new player:
8

C language