This is a javascript assignment/study guide for an exam. There are 25 steps that are outlined by // comments...
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<head>
<style type="text/css">
body {font-family:Comic Sans MS;}
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<script language="javascript">
<!--
function fred()
{
//
// There are 25 questions related to the HTML objects shown on the
page
// They are all in the form named "twocities".
//
// Each part of the assignment below instructs you to manipulate or
examine
// the value of the HTML elements and place an answer in one
// of twenty-five span blocks that appear on this page.
//
// e.g., for span block named "ans1" you will say:
//
// ans1.innerHTML = "some string";
//
//
// the questions 1 through 15 below use the string value from the
textarea named "begins"
// stored in a variable named "beg" like this:
beg=document.twocities.begins.value;
len_beg=beg.length;
//
// *** First remove all the periods, commas and hyphens from the
"beg" string before you answer questions 1 through 15
//
//
// ***(1) how many words are the string named "beg"? (words not
characters)
// *** show the answer in the span block with id = "ans1"
//
//
// ***(2) store words in the string "beg" in an array.
// *** show the first and last elements of the array in the span
block with id="ans2"
//
//
// ***(3) show each word in the array produced in (2) above on one
line separated by commas
// *** in the span block with id="ans3"
//
//
// ***(4) create a new string using the value of "beg" where all
the characters are capitalized
// *** show the new string in the span block with id="ans4"
//
//
// ***(5) count the number of times the letters "a", "e", "i", "o",
"u" appear in the string "beg"
// *** show these 5 counts on one line separated by commas in the
span block with id="ans5"
//
//
// ***(6) show the location of each occurence of the character "e"
in the string "beg"
// *** on one line separated by commas in the span block with
id="ans6"
//
//
// ***(7) show the location where each word begins in the string
named "beg"
// *** show the answers on one line separated by commas in the span
block with id="ans7"
//
//
// ***(8) place the words in the string "beg" in a table with a one
pixel border,
// *** with a gray backgound. Use only ten cells per row. Empty
cells should contain
// *** the word "null". Show the table in the span block with
id="ans8"
//
//
// ***(9) replace each occurence of the blank character in "beg"
with the character "*"
// *** show the result in the span block with id="ans9"
//
//
// ***(10) sort the words in array created in (2) into alphabetical
order
// *** show the results in the span block with id="ans10" on a
single line
//
//
// ***(11) show the ASCII character number of each character in the
string "beg"
// *** separate each value with a comma and place the result on a
single line in the span block
// *** with id="ans11"
//
//
// ***(12) count the number of words in the string "beg" that have
2,3,4,5 or 6 characters
// *** show these five counts on a single line separated by commas
in the span block with id="ans12"
//
//
// ***(13) create a new string that contains the words in the
string "beg" in reverse order
// *** show this new string on a single line in the span block with
id="ans13"
//
//
// ***(14) create a new string that contains the characters in the
string "beg" in all capital letters
// *** show this new string on a single line in the span block with
id="ans14"
//
//
// ***(15) store the number of times the letter "a" appears in the
string "beg" in 1st location;
// *** store the number of times the letter "b" appears in the
string "beg" in 2nd location;
// *** store the number of times the letter "c" appears in the
string "beg" in 3rd location;
// *** store the number of times the letter "d" appears in the
string "beg" in 4th location;
// *** etc.
// *** show the 26 counts on one line separated by commas in the
span block with id="ans15"
//
//
// ***(16) Examine the radio buttons and produce a list of the
three "values" of the radios buttons separated by commas on a
single line
// in the span block with id="ans16"
//
// ***(17) Show the value of the radio button which is checked and
its elements number separated by a comma on a line by itself
// *** in the span block with id="ans17"
//
//
// *** (18) Show the elements number and value of the six
checkboxes in a six-row, two-column table with a 2 pixel
border
// *** in the span block with id="ans18"
//
//
// ***(19) Examine the checkboxes and produce a list of the
"values" of the checkboxes that are checked. Separated the values
by commas on a single line
//
//
// ***(20) Show the values of all the options in the select (drop
down menu) named "book3chapters" in an fifteen-column one row table
with a 2 pixel border border
// *** in the span block with id="ans20"
//
//
// ***(21) Show the value of the select (drop down menu) named
"book3chapters" which is selected and its selectedIndex value
separated by a comma on a line by itself
// *** in the span block with id="ans21"
//
//
// *** Retrieve the value of the textarea named "beg" again and
store it in a variable named "beg2", DO NOT REMOVE ANY
CHARACTERS
// *** You will use this string for questions 22 and 23
//
// *** (22) Show the text phrases that are separated by commas in
the string "beg2" . Each phrase should be on a line by
itself.
// *** Place the result in the span block with id="ans22"
//
//
// *** (23) Capitalize the first letter of each phrase from #22
bove (phrases are separated by commas) in the original string
"beg2".
// *** Place each phrase should be on a line by itself.
// *** Place the result in the span block with id="ans23"
//
//
// *** (24) Make the third radio button ("The Track of The Storm")
checked.
// *** Make ALL six of the checkboxes be checked.
// *** Make the select named "book3chapters" (the drop down menu)
show "Fifty-Two" as the selection
// *** Place the string "DONE!" in the span block with
id="ans24"
//
// *** (25) Place the famous last line of the book (without quotes)
in the span block with id="ans25"
//
}
-->
</script>
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<CENTER>
<TABLE border="2" width="100%">
<TR><TD width="120" valign="middle" align="center"
bgColor="#bbbbbb"><center><IMG align="top" alt="capt
webb" border=2 src="captsm.gif"><BR><span
STYLE="font-size:8px">Capt. Horatio T.P.
Webb</span></center></TD>
<TD valign="middle" bgColor="#bbbbbb" colSpan="2"
align="center"><center><B>ASSIGNMENT #1
Javascript<br>MIS 3371 Transaction Processing
I<BR>Parks -- Spring 2016</B><BR><span
STYLE="font-size:10px">Version 1 -- Last Updated 9:00 AM
1/12/2016</span></center></TD></TR></table></center>
The text used in this assignment is from Charles Dicken's novel "A
Tale of Two Cities" written in 1859<br>Read it at the free
online book site:<br>Project Gutenberg: <a
href="http://www.gutenberg.org/cache/epub/98/pg98.txt">http://www.gutenberg.org/cache/epub/98/pg98.txt</a>
<form name="twocities">
<p>All the HTML elements below are in a form named
"twocities". View "Source" to see the 25 questions.
<p>
<table border="1" cellspacing="0" width="100%">
<tr><td valign="top">1. The textarea below is named
<b>begins</b><br>It contains the opening text of
the book (form elements number 0)
<br><textarea style="margin:6px;" name="begins" rows="10"
cols="80">It was the best of times, it was the worst of
times,
it was the age of wisdom, it was the age of foolishness,
it was the epoch of belief, it was the epoch of incredulity,
it was the season of Light, it was the season of Darkness,
it was the spring of hope, it was the winter of despair,
we had everything before us, we had nothing before us,
we were all going direct to Heaven, we were all going direct the
other way --
in short, the period was so far like the present period,
that some of its noisiest authorities insisted on its being
received,
for good or for evil, in the superlative degree of comparison
only.</textarea></td>
<td valign="top">2. The novel "A Tale of Two Cities" is
divided into 3 books named below.<br>
There are 3 radio buttons below are named:
<b>books</b><br>(form elements 1 →
3).
<br>Their values are: "1", "2" and "3"
<p><input type="radio" name="books" value="1" checked>
Recalled To Life
<br><input type="radio" name="books" value="2"> The
Golden Thread
<br><input type="radio" name="books" value="3"> The
Track of The Storm
</td>
</tr>
<tr><td valign="top">3. The titles of the six chapters
of the first book are shown below.
<br>The 6 checkboxes below are named: <b>c1</b>
→ <b>c6</b> (form elements 4 → 9).
<br>
Their values are the same as the text that appear to the right of
each checkbox.
<br> <input type="checkbox" name="c1" value="The
Period">The Period
<br> <input type="checkbox" name="c2" value="The
Mail" checked>The Mail
<br> <input type="checkbox" name="c3" value="The
Night Shadows">The Night Shadows
<br> <input type="checkbox" name="c4" value="The
Prepartion" checked>The Preparation
<br> <input type="checkbox" name="c5" value="The
Wine Shop">The Wine-shop
<br> <input type="checkbox" name="c6" value="The
Shoemaker" checked>The Shoemaker</b>
</td><td valign="top">4. The select (drop down menu)
below is named <b>book3chapters</b>
<br>(form elements number 10).
<br>The fifteen options are the titles of the fifteen
chapters in Book 3.
<br>The values of the 15 options are the same as the option
text shown on the select below:
<p>
<select name="book3chapters">
<option value="In Secret">In Secret
<option value="The Grindstone">The Grindstone
<option value="The Shadow">The Shadow
<option value="Calm in Storm">Calm in Storm
<option value="The Wood-sawyer">The Wood-sawyer
<option value="Triumph">Triumph
<option value="A Knock at the Door">A Knock at the Door
<option value="A Hand at Cards">A Hand at Cards
<option value="The Game Made">The Game Made
<option value="The Substance of the Shadow">The Substance of
the Shadow
<option value="Dusk">Dusk
<option value="Darkness">Darkness
<option value="Fifty-two">Fifty-two
<option value="The Knitting Done">The Knitting Done
<option value="The Footsteps Die Out For Ever">The Footsteps
Die Out For Ever
</select></b></td></tr></table>
</form>
<p>
<ol>
<li><span id="ans1">Contents of the span block with
id="LuL"</span>
<li><span id="ans2">Contents of the span block with
id="ans2"</span>
<li><span id="ans3">Contents of the span block with
id="ans3"</span>
<li><span id="ans4">Contents of the span block with
id="ans4"</span>
<li><span id="ans5">Contents of the span block with
id="ans5"</span>
<li><span id="ans6">Contents of the span block with
id="ans6"</span>
<li><span id="ans7">Contents of the span block with
id="ans7"</span>
<li><span id="ans8">Contents of the span block with
id="ans8"</span>
<li><span id="ans9">Contents of the span block with
id="ans9"</span>
<li><span id="ans10">Contents of the span block with
id="ans10"</span>
<li><span id="ans11">Contents of the span block with
id="ans11"</span>
<li><span id="ans12">Contents of the span block with
id="ans12"</span>
<li><span id="ans13">Contents of the span block with
id="ans13"</span>
<li><span id="ans14">Contents of the span block with
id="ans14"</span>
<li><span id="ans15">Contents of the span block with
id="ans15"</span>
<li><span id="ans16">Contents of the span block with
id="ans16"</span>
<li><span id="ans17">Contents of the span block with
id="ans17"</span>
<li><span id="ans18">Contents of the span block with
id="ans18"</span>
<li><span id="ans19">Contents of the span block with
id="ans19"</span>
<li><span id="ans20">Contents of the span block with
id="ans20"</span>
<li><span id="ans21">Contents of the span block with
id="ans21"</span>
<li><span id="ans22">Contents of the span block with
id="ans22"</span>
<li><span id="ans23">Contents of the span block with
id="ans23"</span>
<li><span id="ans24">Contents of the span block with
id="ans24"</span>
<li><span id="ans25">Contents of the span block with
id="ans25"</span>
</ol>
<br><input type="button" value="this button executes the
function fred()" onClick="fred()">
</body>
</HTML>
In: Computer Science
5 Lessons Learned from the Mattel Product Recalls of 2007:
Learning from the faults of others can be a useful training tool. However, when itās your companyās name being tossed around in discussions of what not to do, you need to do somethingā¦fast. In 2007, toy company Mattel embarked on four major product recalls. The recalls were the result of large quantities of lead found in the paint used in a number of their products. Mattel, like many other companies, uses contractors in China to manufacture products. This case raises supply chain concerns, bringing to light the importance of quality control and keeping an eye on the actions of your overseas operations and partners.
Here are 5 key lessons learned from the crisis at Mattel:
1. Always Act Fast
A quick reaction won't solve all of your problems, but failing to do so, will open up a new can of worms to deal with.
Confront the issues, donāt hide from them. In Mattelās case, the company was very public about the recalls and the CEO even issued a public apology. A quick reaction makes it easier for companies to cope with and take control of the situation. Reacting quickly helps companies score ābonus pointsā with the public, slightly reducing the negative impact that the recall has on the companyās reputation. When companies are slow to react or spend most of their time placing blame on others, the public reacts negatively, criticizing companies for their negligence and irresponsibility. A quick reaction wonāt solve all of your problems, but failing to do so, will open up a new can of worms to deal with.
2. Keep an Eye on Your Supply Chain
To save on costs, Mattel has shipped manufacturing overseas to China. Having multiple offices and operation sites makes it difficult to keep an eye on day-to-day operations. According to the Financial Times Press article āTrouble in Toyland: New Challenges for Mattelāand āMade in Chinaā,ā one of the main issues in the lead paint crisis at Mattel was that the Chinese contractors had subcontracted the painting of the toys to another company that used inferior and unauthorized products. A lot of companies get caught in similar traps.
3. Take Responsibility
Be the bigger person and take the blame- public finger pointing isnāt going to get you anywhere. In the Reuters article āMattel Sued Over Toy Recall,ā it was reported that Mattelās CEO stated that the company was increasing the aggressiveness of toy testing methods, which would likely result in additional recalls as a precautionary measure.
4. Tighter Regulations and Inspections
In the Wall Street Journal article, āMattel Settles Suit Over Lead in China-Made Toys,ā author John Kell writes:
āToy makers were hurt by a number of product recalls in 2007, leading to millions of dollars in costs for testing, legal expenses, advertising and product returns. Mattel recalled millions of toys that year, including those produced under licenses for characters including Elmo, Big Bird, Barbie and Polly Pocket. The issue later led to mandatory federal toy-safety standards, which included testing and tough new regulations for lead and chemicals in products intended for children under 12.ā
5. Take Action and Communicate
During a crisis, such as the one experienced by Mattel, a lot of business leaders say that changes are going to be made and policies will be followed more consistently- but do they actually follow up on their word once the storm has passed? Donāt say something just to look good in front of the public, they will know if you mean it or not. I recommend giving weekly updates and using the power of social media to communicate to consumers about the progress your company makes as it works toward a solution. If 100 products have been tested, let the public know. There are enough resources available to you today to control the media and communicate your commitment to your consumers. Itās never more important than in a time of crisis to communicate and reassure the public that things will be alright.
Question:
Of the 5 lessons identified in this article, which one do you believe is the most important one for businesses to follow? (Select just one). Explain your answer and be specific.
In: Economics
Personal Trainer, Inc. owns and operates fitness centers in a dozen Midwestern cities. The centers have done well, and the company is planning an international expansion by opening a new āsupercenterā in the Toronto area.
Background
Cassia Umi, president, heads Personal Trainerās management team. Three managers report to her at the firmās Chicago headquarters: Janet McDonald, manager, finance; Tai Tranh, manager, sales and marketing; and Reed Curry, manager, operations. The managers who run the 12 existing centers all report to Reed. Cassia wants the new supercenter to emphasize a wide variety of personal services and special programs for members. If the supercenter approach is successful, it will become the model for Personal Trainerās future growth. Cassia personally selected Gray Lewis, a manager with three years of fitness center experience, to run the new facility.
The new supercenter will feature a large exercise area with state-of-the-art equipment, a swimming pool, a sporting goods shop, a health food store, and a snack bar. In addition, the center will offer child care with special programs for various ages, a teen center, and a computer cafƩ. Cassia also wants members to have online access to customized training programs and progress reports.
Personal Trainer currently uses BumbleBee, a popular accounting package, to manage its receivables, payables, and general ledger. Membership lists and word processing are handled with Microsoft Office products.
Cassia believes the new supercenter will require additional data management capability, and she decided to hire Patterson and Wilder, an IT consulting firm, to help Personal Trainer develop an information system for the new operation. The firm assigned Susan Park, an experienced consultant, to work with the Personal Trainer team. Susanās first task was to learn more about business operations at the new center, so she requested a meeting with Gray. After some small talk, the discussion went like this:
Susan: Tell me about your plans for the new operation. Iām especially interested in what kind of information management youāll need.
Gray: Cassia thinks that weāll need more information support because of the size and complexity of
the new operation. To tell the truth, Iām not so sure. Weāve had no problem with BumbleBee at
the other centers, and I donāt really want to reinvent the wheel.
Susan: Maybe we should start by looking at the similarities ā and the differences ā between the new
center and the existing ones.
Gray: Okay, letās do that. First of all, we offer the same basic services everywhere. That includes the exercise equipment, a pool, and, in most centers, a snack bar. Some centers also sell sporting goods, and one offers child care but not child-fitness programs. It is true that weāve never put all this together under one roof. And, I admit, weāve never offered online access. To be honest, Iām not absolutely sure what Cassia has in mind when she talks about 24/7 Web-based access. One more feature ā we plan to set up two levels of membership ā letās call them silver and gold for now. Silver members can use all the basic services, but will pay additional fees for some special programs, such as child fitness. Gold members will have unlimited use of all services.
Susan: So, with all this going on, wouldnāt an overall system make your job easier?
Gray: Yes, but I donāt know where to start.
Susan: Gray, thatās why Iām here. Iāll work with you and the rest of the team to come up with a solution that supports your business.
Gray: Sounds good to me. When can we start?
Susan: Letās get together first thing tomorrow. Bring along an organization chart and think about how you plan to run the new facility. Weāll try to build a model of the new operation so we can identify the business functions. When we know what the functions are, weāll know what kind of information is needed or generated by each function. That will be our starting point.
Tasks
In: Computer Science
For this project you will estimate parameters using confidence intervals. For each confidence interval, make sure you report
Here is a template for reporting the answer for a sample problem.
Sample problem:
Find a 95% confidence interval for the proportion of all people who use their smart phones to watch movies.
Related Question: Does it appear 50% of all people use their smart phones for watching movies?
Interval Limits: 0.255 to 0.488
Interpretation: "I am 95% confident the interval from 0.255 to 0.488 contains the true value of the population proportion of people who use their smart phone to watch movies."
Related Question Answer: No, because 0.50 does not fall within the interval limits, therefore, 50% is not a plausible value for the proportion of all people who use their smarth phones to watch movies.
*******************************************************************************************************
Use the class data to find the confidence intervals described below. Type your answers in a Microsoft Word or rich text format document making sure you clearly show your answers for each problem and upload your document to submit your work. Use the Grapevine Online Statistics Data File in StatCrunch shared by user sgrapevine. Assume this data is representative of all online students. Round the interval limits as directed. Each problem is worth a total of 6 points (2 points for reporting the correct confidence interval limits, 2 points for providing a correct interpretation of the confidence interval, 1 point for answering the related question, and 1 point for explaining why or why not for each related question). You can also earn 1 point for rounding as directed for a total of 43 points. Note, this is not a team project. You must submit your own original work!
1) Find a 90% confidence interval for the mean hours of sleep online students typically get on a weekendnight. Round the interval limits to the nearest tenth.
Related Question: Is there strong evidence the average online student gets more than 7 hours of sleep on a weekend night? Why or why not?
2) Find a 95% confidence interval for the proportion of all online students that will call "heads" will given the option to call a coin toss. Round the interval limits to the nearest thousandth.
Related Question: Is it plausible that heads and tails are called equally when online students are asked to call a coin toss? Why or why not?
3) Find a 99% confidence interval for the mean foot length for all online students. Round the interval limits to the nearest tenth.
Related Question: Is there strong evidence the average foot length for all online students is different from 25 cm? Why or why not?
4) Find a 95% confidence interval for the mean number of letters in the last names of all online students. Round the interval limits to the nearest tenth.
Related Question: Is there strong evidence the average online student have a last name length of less than 10 letters? Why or why not?
5) Find a 90% confidence interval for the proportion of all online students who think dogs are the best pet. Round the interval limits to the nearest thousandth.
Related Question: Does it appear a majority (over 50%) of all online students think dogs make the best pet? Why or why not?
6) Find a 99% confidence interval for the proportion of all online students that pick the number 3 when asked to pick a number between 1 and 5. Round the interval limits to the nearest thousandth.
Related Question: Does it appear all online students select numbers randomly, that is, in this situation, is there strong evidence every number including the number 3 has the same 20% chance of being selected? Why or why not?
7) Find a 95% confidence interval for the proportion of all online students that have brown eyes. Round the interval limits to the nearest thousandth.
Related Question: Is it plausible 25% of all online students have brown eyes? Why or why not?
In: Statistics and Probability
One Sample ttest:
The population average length of friendships with their closest female friend is known (Āµ= 69.61) but the population variance is unknown. As we learned from the text and the PPTs, we know these research situations require the use of the One Sample tTests. Here are the researchersā hypotheses:
Use the SPSS data to make conclusions.
Part 1āThe Analyses
T-Test
|
One-Sample Statistics |
||||||||
|
N |
Mean |
Std. Deviation |
Std. Error Mean |
|||||
|
Length of Closest Female Friendship |
100 |
82.16 |
53.183 |
5.318 |
||||
|
One-Sample Test |
||||||||
|
Test Value = 69.61 |
||||||||
|
T |
df |
Sig. (2-tailed) |
Mean Difference |
95% Confidence Interval of the Difference |
||||
|
Lower |
Upper |
|||||||
|
Length of Closest Female Friendship |
2.360 |
99 |
.020 |
12.550 |
2.00 |
23.10 |
||
Dependent (Paired) Sample ttest:
The researchers know that the rating of intimacy and emotional support will be similar. Because these ratings are made by the same people on the same friend, the scores are linked. As we learned from the text and the PPTs, we know these research situations require the use of the Paired Sample tTests. Here are the researchersā hypotheses:
Use the SPSS data to make conclusions.
Part 1āThe Analyses
T-Test
|
Paired Samples Statistics |
|||||
|
Mean |
N |
Std. Deviation |
Std. Error Mean |
||
|
EmoSupport |
56.44 |
100 |
8.272 |
.827 |
|
|
Intimacy |
58.36 |
100 |
6.887 |
.851 |
|
|
Paired Samples Test |
||||||||||
|
Paired Differences |
t |
df |
Sig. (2-tailed) |
|||||||
|
Mean |
Std. Deviation |
Std. Error Mean |
95% Confidence Interval of the Difference |
|||||||
|
Lower |
Upper |
|||||||||
|
Pair 1 |
Intimacy - EmoSupport |
1.920 |
5.382 |
.538 |
.852 |
2.988 |
3.568 |
99 |
.001 |
|
Part 2āThe APA Write-Up Instructions
The American Psychological Association (APA) has standards for how statistical results should be presented. While the actual word choice varies, there are several essential components that are common among all presentations of statistical results and interpretations. Use the following instructions for ALL APA write-ups required for this course:
For each analysis, use the following steps to write a complete description of results in proper APA format.
Example:
Adolescent males were expected to score significantly higher on a measure of aggression than were adolescent females. An independent ttest was used to test the hypothesis leading to the rejection of the null hypothesis. Adolescent males (M=14.67, SD=2.35) were significantly more aggressive than were adolescent females (M=9.65, SD=1.59), t(78)=3.93, p<.05.
Since we ran 2 analyses, you will need to do 2 write-ups for this assignment.
Analysis for One Sample ttest:
Analysis for Dependent (Paired) ttest:
In: Statistics and Probability
LetĀ
(a) Show thatĀ
(b) Show thatĀ
In: Math
Answer the following questions showing all work. Full credit will not be given to answers without work shown. If you use Minitab Express or StatKey include the appropriate output (copy + paste). If you do hand calculations show your work using the Word equation editor. Clearly identify your final answers. Output without explanation will not receive full credit and answers with no output or explanation will not receive full credit. Round all answers to 3 decimal places. If you have any questions, post them to the course discussion board.
1. A STAT 200 instructor wants to know if her students tend to score higher on the midterm exam than on the final exam. Data were collected from a representative sample of 46 students during the Fall 2017 semester. Data were paired by student. The mean difference, computed as midterm - final, was 1.3632 points with a standard deviation of 3.6362 points. [55 points]
A. In Minitab Express, conduct a paired means t test to determine if there is evidence that midterm exam scores are higher than final exam scores in the population of all STAT 200 students. Use the five-step hypothesis testing procedure and remember to include all relevant Minitab Express output. You should not need to do any hand calculations.
Step 1: Check assumptions and write hypotheses
Step 2: Calculate the test statistic
Step 3: Identify the p value
Step 4: Make a decision
Step 5: State a āreal worldā conclusion
B. In Minitab Express, conduct a single sample mean t test given a sample size of 46, sample mean of 1.3632, and sample standard deviation of 3.6362 to determine if there is evidence that the population mean is greater than 0. Use the five-step hypothesis testing procedure and remember to include all relevant Minitab Express output. You should not need to do any hand calculations.
Step 1: Check assumptions and write hypotheses
Step 2: Calculate the test statistic
Step 3: Identify the p value
Step 4: Make a decision
Step 5: State a āreal worldā conclusion
C. Explain why your test statistic and p-value were the same in parts B and C.
D. What minimum sample size would be necessary to construct a 95% confidence interval for the mean difference in midterm and final exam scores with a margin of error of 0.5 point? Show all work using the equation editor.
2. Download the BodyTemp.MTW file from Canvas. We will be comparing the body temperatures of men and women. [30 points]
A. Make a graph to compare the distributions of men and womenās body temperatures.
B. Use Minitab Express to determine if there is evidence that the mean body temperatures of men and women are different. The coding of gender is 0=man and 1=woman. Assume that the distribution of the body temperature data is normal. Use the five-step hypothesis testing procedure and remember to include all relevant Minitab Express output. You should not need to do any hand calculations.
Step 1: Check assumptions and write hypotheses
Step 2: Calculate the test statistic
Step 3: Identify the p value
Step 4: Make a decision
Step 5: State a āreal worldā conclusion
3. A random sample of Penn State World Campus undergraduate and graduate students were contacted and data concerning their gender identities were recorded. In a random sample of 40 undergraduate students, 21 identified as men and 19 identified as women. In a random sample of 40 graduate students, 17 identified as men and 23 identified as women. [15 points]
A. Is it appropriate to use the normal approximation method here to construct a confidence interval for the difference in population proportions? Show your work.
B. Construct a 95% confidence interval to compare the proportion of undergraduate students who identify as men to the proportion of graduate students who identify as men. If assumptions were met in part A, use the normal approximation method. Do not do any calculations by hand. Use Minitab Express and remember to copy+paste all relevant output and to clearly identify your final answer.
In: Statistics and Probability
43 Inferential statistics, or hypothesis testing (i.e., t-tests, ANOVA, etc.), involves a comparison between which two elements?
4
A researcher wants to examine the effectiveness of different types of classroom instruction on studentsā test performance. He designed two types of instruction for two different samples of students. Afterwards, both samples were given the same performance test and the test averages were compared. What statistical test should be used by the researcher to analyze the results of this study?
5 Dr. P assessed the relationship between the cost of different bottles of wine and the tastiness of the wine. Using a Pearson correlation test, the results of the study were r = -.32, n = 14, p >.05. Based on these results, which of the following is a correct conclusion.
6 A researcher conducted a study and analyzes the data using an independent samples t-test. The results of the t-test were t(38) = 3.45, p <.05 and Cohenās d = 0.80. Based on these results, which of the following would be a correct conclusion?
7
Which of the following is an accurate definition of Type I error in hypothesis testing?
8 A researcher used a sample of n=200 students to determine whether there are any significant differences in preference for five new exercise apps. Each participant was asked to upload and try each app and select his/her favorite. The number of students who favor each app was recorded. In order to test if there are any significant differences in preference for the new exercise apps, what statistical test should be used by the researcher?
9 A research article reports the following: āThe mean performance scores for Normal Sleep, Reduced Sleep, and No Sleep groups were 23.0, 16.6, and 11.6 respectively, F(2, 36) = 4.95, p < .05.ā Based on this information, which conclusion is most accurate?
50 Which of the following research examples could use a t-test for dependent samples (i.e., t- repeated-measures) for data analysis?
In: Statistics and Probability
Financial statement analysis is the process of analyzing a company's financial statements to make better economic decisions. The process for financial statement analysis includes specific techniques for evaluating risks, performance, and future prospects of an organization.
Directions
This Assessment is separated into four parts. In Part 1 of this Assessment, you will begin by researching and summarizing four of the benefits of financial analysis and indicating which is the most significant to you. In Part 2 of this Assessment, you will define the ratios listed. In Part 3 of this Assessment, you will classify, calculate, and explain the significance of Liquidity, Profitability, and Market Value financial ratios, and provide a year to year comparison of assessed financial trends. In Part 4 of this Assessment, you will compose an analytical essay in a minimum of 350 words reporting the one financial measurement trend you find to be most significant and actions necessary to improve results.
Use this Word template provided to complete your Assessment.
Questions
Part 1.
Locate and read the following article located from the Library:
Faello, J. (2015). Understanding the limitations of financial ratios. Academy of Accounting & Financial Studies Journal, 19(3), 75ā85.
Refer to pages 75 and 76 of Faelloās (2015) work. In four separate paragraphs (one for each question), summarize four of the benefits of financial analysis mentioned in the journal article. In one paragraph, describe which one of the four benefits you consider to be most significant.
Review the following financial data, and then answer the questions below.
|
Company X Income Statement |
||
|---|---|---|
|
FYE 2014 and 2015 |
||
|
Period Ending |
31-Jan-15 |
31-Jan-14 |
|
Total Sales |
$ 485,651,000 |
$ 476,294,000 |
|
Cost of Goods |
365,086,000 |
358,069,000 |
|
Gross Profit |
120,565,000 |
118,225,000 |
|
Selling General and Administrative |
93,418,000 |
91,353,000 |
|
Operating Profit |
27,147,000 |
26,872,000 |
|
Total Other Income/Expenses Net |
113,000 |
119,000 |
|
Earnings Before Interest And Taxes |
27,034,000 |
26,753,000 |
|
Interest Expense |
2,461,000 |
2,335,000 |
|
Income Before Tax |
24,573,000 |
24,418,000 |
|
Income Tax Expense |
7,985,000 |
8,105,000 |
|
Net Income From Continuing Ops |
16,588,000 |
16,313,000 |
|
Discontinued Operations |
285,000 |
144,000 |
|
Net Income (Net Profit) |
$ 16,303,000 |
$ 16,169,000 |
|
14,000,000 shares outstanding |
||
|
Market Share price per share |
$10.00 |
$9.00 |
|
Company X Balance Sheet |
||
|---|---|---|
|
FYE 2014 and 2015 |
||
|
Period Ending |
31-Jan-15 |
31-Jan-14 |
|
Assets |
||
|
Current Assets |
||
|
Cash and Cash Equivalents |
$9,135,000 |
$7,281,000 |
|
Net Receivables |
6,778,000 |
6,677,000 |
|
Inventory |
45,141,000 |
44,858,000 |
|
Other Current Assets |
2,224,000 |
2,369,000 |
|
Total Current Assets |
63,278,000 |
61,185,000 |
|
Property Plant and Equipment |
116,655,000 |
117,907,000 |
|
Goodwill |
18,102,000 |
19,510,000 |
|
Other Assets |
5,671,000 |
6,149,000 |
|
Total Assets |
203,706,000 |
204,751,000 |
|
Liabilities |
||
|
Current Liabilities |
||
|
Accounts Payable |
58,583,000 |
57,174,000 |
|
Short/Current Long Term Debt |
6,689,000 |
12,082,000 |
|
Other Current Liabilities |
- |
89,000 |
|
Total Current Liabilities |
65,272,000 |
69,345,000 |
|
Long Term Debt |
43,692,000 |
44,559,000 |
|
Deferred Long Term Liability Charges |
8,805,000 |
8,017,000 |
|
Minority Interest |
4,543,000 |
5,084,000 |
|
Total Liabilities |
122,312,000 |
127,005,000 |
|
Miscellaneous Stocks Options Warrants |
0 |
0 |
|
Common Stock |
323,000 |
323,000 |
|
Retained Earnings |
85,777,000 |
76,566,000 |
|
Capital Surplus |
2,462,000 |
2,362,000 |
|
Other Stockholders Equity |
-7,168,000 |
-1,505,000 |
|
Total Stockholdersā Equity |
81,394,000 |
77,746,000 |
|
Total Liabilities + Stockholdersā Equity |
$ 203,706,000 |
$ 204,751,000 |
|
Number of Shares Outstanding |
14,000,000 |
14,000,000 |
|
Market Share price per share |
$10.00 |
$9.00 |
Part 2.
Define the ten financial ratios below.
Financial Ratios:
Financial Ratios:
Current Ratio is equal to Current assets / Current Liability
2014: 61,185,000 / 69,345,000 = 96.95%
Quick Ratio) (Cash and cash equivalents + Current receivable) / Current Liability
2014: 7,281,000 + 6,677,000 / 69,345,000 = 20.13%
2015: 9,135,000 = 6,778,000 / 65,272,000 = 24.38%
Accounts Receivable Turns) Net Credit Sales / Average Accounts Receivable
485651000 / 6,727,500 = 72.19
Accounts Payable Turns
Return on Equity) Net Income / Shareholderās equity
16,303,000/81,394,000 = 20.03%
Return on Assets
Operating Profit Margin
Net Profit (after tax) Margin
Earnings per Share
Price to Earnings
In: Accounting
Question 1: Activity-Based Costing (ABC)
Doris Ltd manufactures two models of medical devices for blood testing as follows: N80 and N90. The company is currently using the traditional (absorption) costing method and overhead is applied to the products based on the number of units. Doris Ltd has decided to adopt activity-based costing (ABC) in the coming year. The company data concerning the current periodāsoperations appear below:
|
N80 |
N90 |
|
|
Units produced |
60,000 |
10,000 |
|
Number of parts needed (per unit) |
12 |
20 |
|
Price of parts (per part) |
$8 |
$6 |
|
Time per unit (minutes) |
10 |
15 |
|
Labour hourly rate |
$18 |
$20 |
From the companyās management information system, you extract the following information on activities, costs and activity drivers for the current period:
|
Activity |
Expected Cost |
|
Batch level activities: |
|
|
Machine set-up (number of machine set-ups) |
$165,000 |
|
Materials ordering (number of orders) |
$180,000 |
|
Machine hours (machine hours) |
$120,000 |
|
Injection moulding (injection moulding batches) |
$18,000 |
|
Product level activities: |
|
|
Product design (number of product designs) |
$10,000 |
|
Product requisitions handling (number of product requisitions) |
$90,000 |
|
Customer level activities: |
|
|
Customer order (number of customer orders) |
$9,000 |
|
Facility level activities: |
|
|
Security (square metres of facilities) |
$36,000 |
|
Total Overhead |
$628,000 |
|
Activity drivers for the current period |
N80 |
N90 |
|
Number of machine set-ups |
100 |
200 |
|
Number of orders |
2,000 |
3,000 |
|
Machine hours |
8,000 |
12,000 |
|
Injection moulding batches |
8 |
2 |
|
Number of product designs |
20 |
30 |
|
Number of product requisitions |
12,000 |
6,000 |
|
Number of customer orders |
200 |
250 |
|
Square metres of facilities |
1,200 |
1,800 |
5
Question 1 continued:
Required:
Compute the predetermined overhead rate under the current absorption costing method and determine the full unit product cost of each product. Round the unit costs and all other costs to 4 decimal places.
Determine the full unit product cost of each product using the activity-based costing approach. Round the unit costs and all other costs to 4 decimal places.
(Total marks for the question 32 marks)
Enter your answers for the following sub-questions in Part A on Canvas. Enter all your answers as numbers without the $ sign. Ensure you show the working for all sub-parts in your Part B Word document.
|
NO |
Sub-question |
Marks |
|
1 |
How much is the overhead rate per unit for N80 under current traditional costing? |
2 |
|
2 |
How much is the overhead rate per unit for N90 under current traditional costing? |
2 |
|
3 |
How much is the full product cost per unit for N80 under current traditional costing? |
2 |
|
4 |
How much is the full product cost per unit for N90 under current traditional costing? |
2 |
|
5 |
How much is the Unit level overhead rate per unit for N80 under ABC? |
2 |
|
6 |
How much is the Unit level overhead rate per unit for N90 under ABC? |
2 |
|
7 |
How much is the Batch level overhead rate per unit for N80 under ABC? |
2 |
|
8 |
How much is the Batch level overhead rate per unit for N90 under ABC? |
2 |
|
9 |
How much is the Product level overhead rate per unit for N80 under ABC? |
2 |
|
10 |
How much is the Product level overhead rate per unit for N90 under ABC? |
2 |
|
11 |
How much is the Customer level overhead rate per unit for N80 under ABC? |
2 |
|
12 |
How much is the Customer level overhead rate per unit for N90 under ABC? |
2 |
|
13 |
How much is the Facility level overhead rate per unit for N80 under ABC? |
2 |
|
14 |
How much is the Facility level overhead rate per unit for N90 under ABC? |
2 |
|
15 |
How much is the Full unit cost per unit for N80 under ABC? |
2 |
|
16 |
How much is the Full unit cost per unit for N90 under ABC? |
2 |
|
Total marks for the question |
32 |
|
In: Accounting