In Gonzales v. Raich, do you think Justice Stevens, for the Opinion of the Court, or Justice O'Connor, in her dissenting opinion gave the better argument on how the Commerce Clause should be interpreted?

Complete the following task in C++. You may use the following libraries cstdlib, string, iostream.

1 dLL
The class is described according to the simple UML diagram below:

dLL<T>
-head: item<T>*
-tail: item<T>*
-size: int
----------------------------
+dLL()
+~dLL()
+getHead(): item<T>*
+getTail(): item<T>*
+push(newItem:item<T>*):void
+pop():item<T>*
+getItem(i:int):item<T>*
+minNode():T
+getSize():int
+printList():void

The class variables are as follows:

head: The head pointer of the doubly linked list.
tail: The tail pointer of the doubly linked list.
size: The current size of the doubly linked list. This starts at 0 and increases as the list grows in size.

The class methods are as follows:
dLL: The class constructor. It starts by setting the variables to null and 0 respectively.
~dLL: The class destructor. It will deallocate all of the memory in the class.
getHead: This returns the head pointer of the doubly linked list.
getTail: This returns the tail pointer of the doubly linked list.
push: This adds a new item to the doubly linked list, by adding it to the front of the list.
pop: This returns the top item of the linked list. The item is returned and removed from the list.
getItem: This returns the item of the linked list at the index specified by the argument but without removing it from the list. If the index is out of bounds, return null.
minNode: This returns the value of the item that has the lowest value in the linked list.
getSize: This returns the current size of the linked list.
printList: This prints out the entire list in order, from head to tail. Each item's data value is separate by a comma. For example: 3.1,5,26.6,17.3. Remember to add a newline to the end of the output.

2. item

The class is described according to the simple UML diagram below:

item <T>
-data:T
-------------------
+item(t:T)
+~item()
+next: item*
+prev: item*
+getData():T

The class has the following variables:

data: A template variable that stores some piece of information.
next: A pointer of item type to the next item in the linked list.
prev: A pointer of item type to the previous item in the linked list.

The class has the following methods:

item: This constructor receives an argument and instantiates the data variable with it.
~item: This is the destructor for the item class. It prints out "Item Deleted" with no quotation marks and a new line at the end.
getData: This returns the data element stored in the item.

Use the following data on number of deaths from drug overdose for sample of different states. We separated states to two groups based on whether a certain drug law is being enacted or not. The states where the law is enacted are called BLUE states and those not using this law are called RED states. (Note that there are 8 observations in each group)

Table: Number of overdose deaths every year in different states.

What is the t-statistics for testing the hypothesis that the average deaths in BLUE states is equal to 30 per year.

1.96

5.67

0.77

0.27

Same question for RED states:

2. What is the t-statistics for testing the hypothesis that the average deaths in RED states is equal to 30 per year.

7.57

1.22

2.36

3.46

3. What is the p-value for the two-sided test about average deaths in BLUE states being equal 30? (Use T-distribution)

0.23

0.11

0.92

0.46

4. Same question for RED states:

What is the p-value for the two-sided test about average deaths in RED states being equal 30? (Use T-distribution)

0.03

0.14

0.08

0.01

5. Given the t-stats (or p-values) that you have obtained so far for both BLUE and RED states, what can you tell about the two-sided hypothesis of 30 average deaths in either states at 5% significance level?

Fail to reject for both

Reject for both

Reject for BLUE ; Fail to reject for RED

Fail to reject for BLUE ; Reject for RED

6. Now we are interested to check the effectiveness of the new drug law:

or similarly

What is the standard error of the differences in the means? (Assume Large Sample Properties, i.e. Normal Distribution)

5.14

9.53

10.19

6.71

7. Same as previous question: We are interested to check the effectiveness of the new drug law:

H 0 ; L a w i s N O T e f f e c t i v e v s . H 1 ; L a w i s e f f e c t i v e

or similarly

H 0 ; E ( B L U E ) − E ( R E D ) = 0 v s . H 1 ; E ( B L U E ) − E ( R E D ) < 0

What is the t-statistics for this hypothesis test?

-2.15

-0.27

-1.91

-1.23

Same as previous question: We are interested to check the effectiveness of the new drug law:

H 0 ; L a w i s N O T e f f e c t i v e v s . H 1 ; L a w i s e f f e c t i v e

or similarly

H 0 ; E ( B L U E ) − E ( R E D ) = 0 v s . H 1 ; E ( B L U E ) − E ( R E D ) < 0

8. Which of the following is correct given your answers to question 7 ? (Note: one-sided test. Also use Normal Distribution)(Hint: find p-value)

None of the given choices are correct

We reject H0 at 1% significance level

We FAIL to reject H0 at 5% significance level

We reject H0 at 10% significance level

Suppose that the U.S. military deploys the X-47B, an unmanned aerial drone capable of sensing, tracking, identifying, targeting, and destroying an enemy target with very limited human oversight—assume it is a human-on­-the-loop weapon. As a weapon in the ongoing conflict with the Islamic State (ISIS) terrorist organization, X-47B is tasked with missions to target and kill senior ISIS operatives. Now imagine a particular mission, in which an X-47B is given a programmed mission to carry out a targeted strike on two ISIS operatives, call them ‘V’ and ‘Z’, whom surveillance reports indicate are currently located in northern Iraq near the Turkish border. According to reliable intelligence, V and Z are instrumental in planning and leading operations to ransack, pillage, and then demolish world historical sites in Iraq (e.g. Khorsabad, Nergal Gate at Nineveh, and Monastery of St. Elijah), looting priceless antiquities and smuggling them to be sold on black markets in Europe and Asia, in order to generate capital to fund ISIS’s continued armed insurgency [for more on this particular practice, see Harkin, “Murdering History,” Smithsonian, March 2016]. V and Z are thereby deemed legitimate and high-value military targets. They are also elusive, with fairly sophisticated clandestine methods for relocating and evading detection; finding their present location required substantial surveillance drone resources over the course of several months.

Further suppose, that you are also in northern Iraq in a village near the Turkish border, working for a humanitarian aid organization providing healthcare services to Kurdish people whose communities have been ravaged and infrastructure degraded by ISIS. Part of your duties involve going out into local villages to distribute medical supplies and provide support services at community centers. Your team is primarily composed of American, British, and German nurses and doctors. Today, you are at one such community center providing care and supplies to hundreds of civilians. In a building 200 meters from the center in which you are working, V and Z are plotting another raid on a nearby historical site. The X-47B has accurately tracked and identified the location of V and Z, it also recognizes that the nearby community center contains many innocent non-combatants. Nevertheless, X-47B calculates that launching a precise and limited strike on V and Z’s suspected location will only produce a blast radius of no more than 75 meters, and determines that the identified non-combatants are not likely to be harmed. After computing its decision-procedure algorithm, X-47B fixes its target and initiates a missile strike to complete its mission, and no human overrides its lethal decision. V and Z are immediately killed, but the building was also housing several tons of explosives used in their demolition of historical sites. X-47B’s calculations did not account for the unknown explosives, which extend the blast radius of the strike to 225 meters. A wing of the community center collapses from the force of the blast, killing 15 civilians and one American nurse on your team, many others are severely injured and a British doctor is trapped under some of the rubble. After overcoming the initial disorientation from the blast, you and your remaining team rush to minimize casualties and treat the civilian victims.

[5 pts.] Was X-47B justified in initiating the missile strike to eliminate V and Z? Why or why not? Use principles of distinction, proportionality, or military necessity invoked in international humanitarian law governing armed conflict to defend your position.

[5 pts.] Who should be held morally responsible for the unintended harms and casualties? As a witness to the atrocity and possible victim, in this hypothetical case, how do you propose that the U.S. military should respond to the consequences of the X-47B’s strike? Defend your position.

1.  For the function P(x) = 4x^2 - 16 / x^2 -5x

find the

a) List X Intercept(s) if any
b) List Y Intercept(s) if any
c) List Horizontal Asymptote(s) if any
d) List Vertical Asymptote(s) if any
e) Domain

2. precalculus

Write a Python function that will return the index of an element in a list.1- The function will receive a list of at least 5 numbers as a single argument when the function is called. 2. The function will ask the user to input a number and will find and return the index of that number in the list.3. If the number is not an element of the list, the function returns the string "unknown."

Based on a Node class;

Use Java to implement the OrderedList class which represents an ordered singly linked list that cannot contain any duplicates. Note that items in the OrderedList are always kept in descending order. Complete the class with the following methods.

• Default constructor
  Create an empty list i.e., head is null.
• boolean insert(int data)
  Insert the given data into the list at the proper location in the list. If the insertion is successful, the function returns true; otherwise, returns false.
• boolean delete(int data)
  Delete the node that contains the given data from the list. If the deletion is successful, the function returns true; otherwise, returns false.
• int find(int data)
  Search and return the index to the node that contains the data. Note that the index starts from 0. If it is not found, return -1.
• int count()
  Count and return the number of nodes in the list
• String toString()
  Return the string representation of this List where all data in the list are enclosed in square brackets [ ].

Then write the program that accepts a sequence of commands and print out the number of successful insertions, the number of successful deletions, the number of successful searches (through the “find” command), the number of items remaining in the list after executing all commands and the final contents of the list.

There are 3 commands which are “insert”, “delete” and “find”.

Input

Line 1: The number of transactions m on the list, where 1  m 200.

Line 2 to m+1: A string command (“insert”, “delete”, “find”) followed by an integer n (separated by a space).

• • “insert” means insert n into the list
• • “delete” means delete n from the list
• • “find” means find n in the list

Output

Line 1: Display 4 integers (each number is separated by a space) which are:

• • the number of successful insertions,
• • the number of successful deletions,
• • the number of items found (from the command “find”), and
• • the number of items remaining in the list

Line 2: The final contents of the list

A group of 43 college students from a certain liberal arts college were randomly sampled and asked about the number of alcoholic drinks they have in a typical week. The purpose of this study was to compare the drinking habits of the students at the college to the drinking habits of college students in general. In particular, the dean of students, who initiated this study, would like to check whether the mean number of alcoholic drinks that students at his college in a typical week differs from the mean of U.S. college students in general, which is estimated to be 4.73.

The group of 43 students in the study reported an average of 5.52 drinks per with a standard deviation of 3.64 drinks.

Find the p-value for the hypothesis test.

The p-value should be rounded to 4-decimal places.

Commute times in the U.S. are heavily skewed to the right. We select a random sample of 220 people from the 2000 U.S. Census who reported a non-zero commute time.

In this sample the mean commute time is 28.3 minutes with a standard deviation of 19.2 minutes. Can we conclude from this data that the mean commute time in the U.S. is less than half an hour? Conduct a hypothesis test at the 5% level of significance.

What is the p-value for this hypothesis test?

Your answer should be rounded to 4 decimal places.

Dean Halverson recently read that full-time college students study 20 hours each week. She decides to do a study at her university to see if there is evidence to show that this is not true at her university. A random sample of 33 students were asked to keep a diary of their activities over a period of several weeks. It was found that the average number of hours that the 33 students studied each week was 22.2 hours. The sample standard deviation of 3.9 hours.

Find the p-value.

The p-value should be rounded to 4-decimal places.

A medical researcher is studying the effects of a drug on blood pressure. Subjects in the study have their blood pressure taken at the beginning of the study. After being on the medication for 4 weeks, their blood pressure is taken again. The change in blood pressure is recorded and used in doing the hypothesis test.

Change: Final Blood Pressure - Initial Blood Pressure

The researcher wants to know if there is evidence that the drug affects blood pressure. At the end of 4 weeks, 33 subjects in the study had an average change in blood pressure of -2.9 with a standard deviation of 5.4.

Find the p-value for the hypothesis test.

Your answer should be rounded to 4 decimal places.

Find the p-value for the hypothesis test. A random sample of size 53 is taken. The sample has a mean of 369 and a standard deviation of 84.

H0: µ = 400

Ha: µ< 400

The p-value for the hypothesis test is .

Your answer should be rounded to 4 decimal places.

Child Health and Development Studies (CHDS) has been collecting data about expectant mothers in Oakland, CA since 1959. One of the measurements taken by CHDS is the weight increase (in pounds) for expectant mothers in the second trimester.

In a fictitious study, suppose that CHDS finds the average weight increase in the second trimester is 14 pounds. Suppose also that, in 2015, a random sample of 37 expectant mothers have mean weight increase of 16.2 pounds in the second trimester, with a standard deviation of 5.6 pounds.

A hypothesis test is done to see if there is evidence that weight increase in the second trimester is greater than 14 pounds.

Find the p-value for the hypothesis test.

The p-value should be rounded to 4 decimal places.

Case Study: Omega College
Omega College is a private liberal arts college located in a small town in the Midwest. The closest large city is about fifty miles away. There is a community college in the next town about twenty miles away. Most faculty and staff live in the town or in small towns nearby.
Originally a Protestant-affiliated institution, Omega is now a completely independent institution and receives no funding from the church. It was founded in the late 1800s to meet a pressing need for teachers in the state. Until recently enrollment at Omega has been relatively stable, with average enrollment of 850 full-time undergraduates, some limited programs for part-time students, and a very limited master's degree program in education focusing on certification issues in the state. Undergraduates come to Omega from nearby states, although there is a smattering of students from other areas of the country. There is a very small international student enrollment and most international students study at Omega for a semester and then return home.
Omega has a robust information site on U-Can (the University and College Accountability Network). The cost of tuition is $25,000 for the academic year and room and board is an additional $7800 for two semesters. About 70% of the full-time students who attend Omega receive some type of financial aid (state, federal, and/or institutional).
In each of the last four years the freshman enrollment has missed the target by about twenty students. To offset that enrollment drop, the admissions staff developed an outreach program to the nearby community college to encourage transfer students, but most of the community college transfer students go to the regional campus of the state university to complete their bachelor's degree. There is a nearby military base, but students rarely come to Omega from that source. The average enrollment over the last four years has dropped to 800 full-time students. This is of concern for many reasons, not the least of which is the financial health of the institution.
Omega has a very limited endowment (most of which is earmarked for student financial aid, some academic departmental support, and three endowed professorships) and thus is very dependent on undergraduate tuition to meet the day-to-day operating expenses of the institution. Graduate tuition for the part-time teacher certification program is a financial plus for the institution.
An annual fund program is essential to the fiscal health of the institution and relies on the generosity of board members, alumni, and friends of the institution to help fund the annual operating budget. The decline in enrollment has caused the institution to reduce nonessential budget expenditures, and faculty and staff have not received a raise for the past two years. Obviously, Omega College is just holding on and a new approach to financing the ongoing expenses of the institution is needed.
The institutional administration and faculty and the governing board are currently focused on development of a strategic plan for the institution that deals with both the financial and enrollment questions. The strategic planning committee is charged with the following responsibilities:

    1.The development of a five-year financial plan for the institution.
    2.The development of an academic plan that increases the options and opportunities for students to come to Omega College at the undergraduate and graduate levels.
    3.The development of an aggressive institutional advancement plan. As the committee does its work the college administration must work to stabilize enrollment and keep the doors of the institution open.

What other actions might you recommend that the institution consider for the short term?

Air Force Training Program

An Air Force introductory course in electronics uses a personalized system of instruction whereby each student views a videotaped lecture and then is given a programmed instruction text. The students work independently with the text until they have completed the training and passed a test. Of concern is the varying pace at which the students complete this portion of their training program. Some students are able to cover the programmed instruction text relatively quickly, whereas other students work much longer with the text and require additional time to complete the course. The fast students wait until the slow students complete the introductory course before the entire group proceeds together with other aspects of their training.

A proposed alternative system involves use of computer-assisted instruction. In this method, all students view the same videotaped lecture and then each is assigned to a computer terminal for further instruction. The computer guides the student, working independently, through the self-training portion of the course.

To compare the proposed and current methods of instruction, an entering class of 122 students was assigned randomly to one of the two methods. One group of 61 students used the current programmed-text method and the other group of 61 students used the proposed computer-assisted method. The time in hours was recorded for each student in the study. The following data are provided.

Course Completion Times (hours) for Current Training Method
76 76 77 74 76 74 74 77 72 78 73
78 75 80 79 72 69 79 72 70 70 81
76 78 72 82 72 73 71 70 77 78 73
79 82 65 77 79 73 76 81 69 75 75
77 79 76 78 76 76 73 77 84 74 74
69 79 66 70 74 72

Course Completion Times (hours) for Proposed Computer-Assisted Method
74 75 77 78 74 80 73 73 78 76 76
74 77 69 76 75 72 75 72 76 72 77
73 77 69 77 75 76 74 77 75 78 72
77 78 78 76 75 76 76 75 76 80 77
76 75 73 77 77 77 79 75 75 72 82
76 76 74 72 78 71




Managerial Report

1. Use appropriate descriptive statistics to summarize the training data for each method. What similarities or differences do you observe from the sample data?
2. Use the tests of hypothesis procedure to comment on any difference between the population means for the two methods. Discuss your findings.
3. Compute the standard deviation and variance for each training method. Conduct a hypothesis test about the equality of population variances for the two training methods. Discuss your findings.
4. What conclusion can you reach about any difference between the two methods?
5. Can you suggest other data or testing that might be desirable before making a final decision on the training program to be used in the future?

Please provide a detail solution. For Excel functions please provide the formula used to determine the values.