1. Write a function cube_all_lc(values) that takes as input a list of numbers called values, and that uses a list comprehension to create and return a list containing the cubes of the numbers in values (i.e., the numbers raised to the third power). This version of the function may not use recursion.

Write a python program to create a list of integers using random function. Use map function to process the list on the series: x + x2/2! + x3/3! + ….n and store the mapped elements in another list. Assume the value of n as 10

Assignment Description:

Write a C++ program for keeping a course list for each student in a college. Information about each student should be kept in an object that contains the student id (four digit integer), name (string), and a list of courses completed by the student.

The course taken by a student are stored as a linked list in which each node contain course name (string such as CS41, MATH10), course unit (1 to 4) and the course grade (A,B,C,D,F).

The program provides a MENU with choices that include adding a student record, deleting a student record, adding a single course record to a student’s record, deleting a single course record from a student’s record, and print a student’s record to a screen.

A student record should include a GPA (Grade Point Average) when display on the screen. The GPA is calculated by following formula:

When the user is through with the program, the program should store the records in a file. The next time the program is run, the records should be read back out of the file and the list should be reconstructed

You will need to implement a List container to hold a list of student records, each of which has a List container as its member. Note that no duplicate items should be permitted in either (student and course) List container.

Develop a test driver program that allow options to add, remove, and display student records and the course list of each student.

Use the class template technique (in C++) to implement a List ADT that could be used for both student list and the course list..

To calculate G.P.A. for one term:

Multiply the point value of the letter grade (A=4, B=3, C=2, D=1, F=0) by the number of credit hours. The result is the grade points (quality points) earned.

Total the credit hours for the student; total the quality points for the student.

Divide the total quality points by the total credit hours.

// If you modify any of the given code, the return types, or the parameters, you risk getting compile error.
// You are not allowed to modify main ().
// You can use string library functions.

#include <stdio.h>
#include <stdlib.h>
#include <string.h>

#pragma warning(disable: 4996) // for Visual Studio

#define MAX_NAME 30

// global linked list 'list' contains the list of employees
struct employeeList {
   struct employee* employee;
   struct employeeList* next;
} *list = NULL;               // currently empty list

// structure "employee" contains the employee's name, room number and linked list of supervisors
struct employee {
   char name[MAX_NAME];
   unsigned int roomNumber;
   struct supervisor* supervisors;       // linked list 'supervisors' contains names of supervisors
};

// structure 'supervisor' contains supervisor's name
struct supervisor {
   char name[MAX_NAME];
   struct supervisor* next;
};

// forward declaration of functions (already implmented)
void flushStdIn();
void executeAction(char);

// functions that need implementation:
// HW 7
void addEmployee(char* employeeNameInput, unsigned int roomNumInput); // 20 points
void displayEmployeeList(struct employeeList* tempList);   // 15 points
struct employee* searchEmployee(char* employeeNameInput);   // 15 points
//HW 8
void addSupervisor(char* employeeNameInput, char* supervisorNameInput);   // 15 points
void displayEmployeeSupervisorList(struct employeeList* tempList);   // 15 points
void removeEmployee(char* employeeNameInput);           // 20 points

int main()
{
   char selection = 'a';       // initialized to a dummy value
   do
   {
       printf("\nCSE240 HW 7,8\n");
       printf("Please enter your selection:\n");
       printf("HW7:\n");
       printf("\t a: add a new employee to the list\n");
       printf("\t d: display employee list (no supervisors)\n");
       printf("\t b: search for an employee on the list\n");
       printf("\t q: quit\n");
       printf("HW8:\n");
       printf("\t c: add a supervisor of a employee\n");
       printf("\t l: display employees who report to a specific supervisor\n");
       printf("\t r: remove an employee\n");
       printf("\t q: quit\n");

       selection = getchar();
       flushStdIn();
       executeAction(selection);
   } while (selection != 'q');

   return 0;
}

// flush out leftover '\n' characters
void flushStdIn()
{
   char c;
   do c = getchar();
   while (c != '\n' && c != EOF);
}

// Ask for details from user for the given selection and perform that action
// Read the function case by case
void executeAction(char c)
{
   char employeeNameInput[MAX_NAME], supervisorNameInput[MAX_NAME];
   unsigned int roomNumInput;
   struct employee* searchResult = NULL;

   switch (c)
   {
   case 'a':   // add employee
               // input employee details from user
       printf("\nPlease enter employee's name: ");
       fgets(employeeNameInput, sizeof(employeeNameInput), stdin);
       employeeNameInput[strlen(employeeNameInput) - 1] = '\0';   // discard the trailing '\n' char
       printf("Please enter room number: ");
       scanf("%d", &roomNumInput);
       flushStdIn();

       if (searchEmployee(employeeNameInput) == NULL)   // un-comment this line after implementing searchEmployee()                  
       //if (1)                                   // comment out this line after implementing searchEmployee()
       {
           addEmployee(employeeNameInput, roomNumInput);
           printf("\nEmployee successfully added to the list!\n");
       }
       else
           printf("\nThat employee is already on the list!\n");
       break;

   case 'd':       // display the list
       displayEmployeeList(list);
       break;

   case 'b':       // search for an employee on the list
       printf("\nPlease enter employee's name: ");
       fgets(employeeNameInput, sizeof(employeeNameInput), stdin);
       employeeNameInput[strlen(employeeNameInput) - 1] = '\0';   // discard the trailing '\n' char

       if (searchEmployee(employeeNameInput) == NULL)   // un-comment this line after implementing searchEmployee()                  
       //if (0)                                   // comment out this line after implementing searchEmployee()
           printf("\nEmployee name does not exist or the list is empty! \n\n");
       else
       {
           printf("\nEmployee name exists on the list! \n\n");
       }
       break;

   case 'r':       // remove employee
       printf("\nPlease enter employee's name: ");
       fgets(employeeNameInput, sizeof(employeeNameInput), stdin);
       employeeNameInput[strlen(employeeNameInput) - 1] = '\0';   // discard the trailing '\n' char

       if (searchEmployee(employeeNameInput) == NULL)   // un-comment this line after implementing searchEmployee()                  
       //if (0)                                   // comment out this line after implementing searchEmployee()
           printf("\nEmployee name does not exist or the list is empty! \n\n");
       else
       {
           removeEmployee(employeeNameInput);
           printf("\nEmployee successfully removed from the list! \n\n");
       }
       break;

   case 'c':       // add supervisor
       printf("\nPlease enter employee's name: ");
       fgets(employeeNameInput, sizeof(employeeNameInput), stdin);
       employeeNameInput[strlen(employeeNameInput) - 1] = '\0';   // discard the trailing '\n' char

       if (searchEmployee(employeeNameInput) == NULL)   // un-comment this line after implementing searchEmployee()                  
       //if (0)                                       // comment out this line after implementing searchEmployee()
           printf("\nEmployee name does not exist or the list is empty! \n\n");
       else
       {
           printf("\nPlease enter supervisor's name: ");
           fgets(supervisorNameInput, sizeof(supervisorNameInput), stdin);
           supervisorNameInput[strlen(supervisorNameInput) - 1] = '\0';   // discard the trailing '\n' char

           addSupervisor(employeeNameInput, supervisorNameInput);
           printf("\nSupervisor added! \n\n");
       }
       break;

   case 'l':       // list supervisor's employees
       displayEmployeeSupervisorList(list);
       break;

   case 'q':       // quit
       break;

   default: printf("%c is invalid input!\n", c);
   }
}

// HW7 Q1: addEmployee (20 points)
// This function is used to insert a new employee in the linked list.
// You must insert the new employee to the head of linked list 'list'.
// You need NOT check if the employee already exists in the list because that is taken care by searchEmployee() called in executeAction(). Look at how this function is used in executeAction().
// Don't bother to check how to implement searchEmployee() while implementing this function. Simply assume that employee does not exist in the list while implementing this function.
// NOTE: The function needs to add the employee to the head of the list.
// NOTE: This function does not add supervisors to the employee info. There is another function addSupervisor() in HW8 for that.
// Hint: In this question, no supervisors means NULL supervisors.

void addEmployee(char* employeeNameInput, unsigned int roomNumInput)
{
}

// HW8 Q1: addSupervisor (15 points)
// This function adds supervisor's name to a employee node.
// Parse the list to locate the employee and add the supervisor to that employee's 'supervisors' linked list. No need to check if the employee name exists on the list. That is done in executeAction().
// If the 'supervisors' list is empty, then add the supervisor. If the employee has existing supervisors, then you may add the new supervisor to the head or the tail of the 'supervisors' list.
// You can assume that the same supervisor name does not exist. So no need to check for existing supervisor names, like we do when we add new employee.
// NOTE: Make note of whether you add the supervisor to the head or tail of 'supervisors' list. You will need that info when you implement lastSupervisor()
// (Sample solution has supervisor added to the tail of 'supervisors' list. You are free to add new supervisor to head or tail of 'supervisors' list.)

void addSupervisor(char* employeeNameInput, char* supervisorNameInput)
{

   struct employeeList* tempList = list;       // work on a copy of 'list'
  
   // YOUR CODE HERE

}

// HW8 Q2: displayEmployeeSupervisorList (15 points)
// This function prompts the user to enter a supervisor name. This function then searches for employees with this supervisor.
// Parse through the linked list passed as parameter and print the matching employee details ( name and room number) one after the other. See expected output screenshots in homework question file.
// HINT: Use inputs gathered in executeAction() as a model for getting the supervisor name input.
// NOTE: You may re-use some HW7 Q2 displayEmployeeList(list) code here.
void displayEmployeeSupervisorList(struct employeeList* tempList)
{
   // YOUR CODE HERE
}

// HW8 Q3: removeEmployee (20 points)
// This function removes an employee from the list.
// Parse the list to locate the employee and delete that 'employee' node.
// You need not check if the employee exists because that is done in executeAction()
//removeEmployee() is supposed to remove employee details like name and room number.
// The function will remove supervisors of the employee too.
// When the employee is located in the 'list', after removing the employee name and room number, parse the 'supervisors' list of that employee
// and remove the supervisors.

void removeEmployee(char* employeeNameInput)
{

   struct employeeList* tempList = list;   // work on a copy of 'list'
   // YOUR CODE HERE

}

I just need help for the HW 8 portion

1/The heights of adult men in America are normally distributed, with a mean of 69.2 inches and a standard deviation of 2.65 inches. The heights of adult women in America are also normally distributed, but with a mean of 64.5 inches and a standard deviation of 2.51 inches.
a) If a man is 6 feet 3 inches tall, what is his z-score (to two decimal places)?
z =
b) What percentage of men are SHORTER than 6 feet 3 inches? Round to nearest tenth of a percent.
%
c) If a woman is 5 feet 11 inches tall, what is her z-score (to two decimal places)?
z =
d) What percentage of women are TALLER than 5 feet 11 inches? Round to nearest tenth of a percent.
e) Who is relatively taller: a 6'3" American man or a 5'11" American woman? Defend your choice in a meaningful sentence.

Suppose that about 84% of graduating students attend their graduation. A group of 35 students is randomly chosen, and let X be the number of students who attended their graduation.

Please show the following answers to 4 decimal places.

1. What is the distribution of X? X ~ ? B U N  (,)
2. What is the probability that exactly 25 number of students who attended their graduation in this study?
3. What is the probability that less than 25 number of students who attended their graduation in this study?
4. What is the probability that at least 25 number of students who attended their graduation in this study?
5. What is the probability that between 22 and 26 (including 22 and 26) number of students who attended their graduation in this study?
6. 3/According to the American Red Cross, 11% of all Connecticut residents have Type B blood. A random sample of 20 Connecticut residents is taken.

   X=X=the number of CT residents that have Type B blood, of the 20 sampled.
   What is the expected value of the random variable XX?
   2.28 2.26 2.04 2.2 1.9 2.08

7. 4/The owner of a small deli is trying to decide whether to discontinue selling magazines. He suspects that only 10.7% of his customers buy a magazine and he thinks that he might be able to use the display space to sell something more profitable. Before making a final decision, he decides that for one day he will keep track of the number of customers that buy a magazine. Assuming his suspicion that 10.7% of his customers buy a magazine is correct, what is the probability that exactly 6 out of the first 12 customers buy a magazine?

Math & Music: There is a lot of interest in the relationship between studying music and studying math. We will look at some sample data that investigates this relationship. Below are the Math SAT scores from 8 students who studied music through high school and 11 students who did not. Test the claim that students who study music in high school have a higher average Math SAT score than those who do not. Test this claim at the 0.05 significance level.

If you are using software, you should be able copy and paste the data directly into your software program.

(a) The claim is that the difference in population means is positive (μ₁ − μ₂ > 0). What type of test is this?

This is a left-tailed test.

This is a two-tailed test.  

  This is a right-tailed test.

(b) Use software to calculate the test statistic or use the formulat =  

where δ is the hypothesized difference in means from the null hypothesis. Round your answer to 2 decimal places.

t =

To account for hand calculations -vs- software, your answer must be within 0.01 of the true answer.

(c) Use software to get the P-value of the test statistic. Round to 4 decimal places.
P-value =

(d) What is the conclusion regarding the null hypothesis?

reject H₀

fail to reject H₀    

(e) Choose the appropriate concluding statement.

The data supports the claim that students who study music in high school have a higher average Math SAT score than those who do not.

There is not enough data to support the claim that students who study music in high school have a higher average Math SAT score than those who do not.   

We reject the claim that students who study music in high school have a higher average Math SAT score than those who do not.

We have proven that students who study music in high school have a higher average Math SAT score than those who do not.

Apple Academy is a profit-oriented education business. Apple provides remedial training for high school students who have fallen behind in their classroom studies. It charges its students $750 per course. During the previous year, Apple provided instruction for 1,000 students. The income statement for the company follows:

The company president, Andria Rossi, indicated in a discussion with the accountant, Sam Trent, that she was extremely pleased with the growth in the area of computer-assisted instruction. She observed that this department served 200 students using only two part-time instructors. In contrast, the classroom-based instructional department required 32 instructors to teach 800 students. Ms. Rossi noted that the per-student cost of instruction was dramatically lower for the computer-assisted department. She based her conclusion on the following information:

Apple pays its part-time instructors an average of $10,000 per year. The total cost of instruction and the cost per student are computed as follows:

Assuming that overhead costs were distributed equally across the student population, Ms. Rossi concluded that the cost of instructors was the critical variable in the company’s capacity to generate profits. Based on her analysis, her strategic plan called for heavily increased use of computer-assisted instruction.

Mr. Trent was not so sure that computer-assisted instruction should be stressed. After attending a seminar on activity-based costing (ABC), he believed that the allocation of overhead cost could be more closely traced to the different types of learning activities. To facilitate an activity-based analysis, he developed the following information about the costs associated with computer-assisted versus classroom instructional activities. He identified $160,000 of overhead costs that were directly traceable to computer-assisted activities, including the costs of computer hardware, software, and technical assistance. He believed the remaining $70,000 of overhead costs should be allocated to the two instructional activities based on the number of students enrolled in each program.

Required

1. Based on the preceding information, determine the total cost and the cost per student to provide courses through computer-assisted instruction versus classroom instruction.

What is the probability that a randomly selected CMSU student will be male?
The Student News Service at Clear Mountain State University (CMSU) has decided to gather data about the undergraduate students that attend CMSU. CMSU creates and distributes a survey of 14 questions and receives responses from 62 undergraduates

What is the probability that a randomly selected CMSU student will be female?
Find the conditional probability of different majors among the male students in CMSU.
Find the conditional probability of different majors among the female students of CMSU.
Find the conditional probability of intent to graduate, given that the student is a male.
Find the conditional probability of intent to graduate, given that the student is a female.
Find the conditional probability of employment status for the male students as well as for the female students.
Find the conditional probability of laptop preference among the male students as well as among the female students.

   An education researcher is interested in students’ performance on a mathematics test for a novel---and generally unfamiliar---concept. The researcher believes that if students participate in an extracurricular training session, then they will be more likely to perform better on the mathematics test.

This researcher is testing two hypotheses. The first is that the training session provides specific instruction and has an effect on students’ mathematics test scores. The second is that this treatment effect is moderated by gender. Past research has suggested that there should not be a main effect for gender. However, to control for this possibility, a 2-way (2x2) factorial ANOVA is being conducted to account for any influence from gender, the treatment, and the interaction of the two main effects.

To test the hypotheses, the research has obtained 28 participants: 14 boys and 14 girls. From each group of 14, 7 students were randomly chosen for the treatment group. After the treatment, all students were given the same test. This test has been used in previous research, has a range of 0 to 100, and measures students’ ability to correctly perform the novel mathematics exercise. (The higher the test score, the more positive the result.)

Use a 2x2 ANOVA with α=0.02α=0.02 to test the the data and evaluate the hypotheses. Results are provided below for each group of students.

( 1a ) What is the F value for the treatment effect?  
(Report answer accurate to 2 decimal place.)

( 1b ) What is the p-value for the F value for the treatment effect?  
(Report answer accurate to 4 decimal places.)

( 1c ) Does this support the researcher's hypothesis that the treatment has an effect on ability to solve the mathematics exercise?

• yes
• no

( 2a ) What is the F value for the gender effect?  
(Report answer accurate to 2 decimal place.)

( 2b ) What is the p-value for the F value for the gender effect?  
(Report answer accurate to 4 decimal places.)

( 2c ) Does this support the researcher's assumption that gender does NOT have an effect on ability to solve the mathematics exercise?

• yes
• no

( 3a ) What is the F value for the interaction effect?  
(Report answer accurate to 2 decimal place.)

( 3b ) What is the p-value for the F value for the interaction effect?  
(Report answer accurate to 4 decimal places.)

( 3c ) Does this support the researcher's hypothesis that the treatment effect is moderated by gender?

• yes
• no

Thornton Academy is a profit-oriented education business. Thornton provides remedial training for high school students who have fallen behind in their classroom studies. It charges its students $1,895 per course. During the previous year, Thornton provided instruction for 1,000 students. The income statement for the company follows:

   
The company president, Andria Rossi, indicated in a discussion with the accountant, Sam Trent, that she was extremely pleased with the growth in the area of computer-assisted instruction. She observed that this department served 200 students using only two part-time instructors. In contrast, the classroom-based instructional department required 32 instructors to teach 800 students. Ms. Rossi noted that the per-student cost of instruction was dramatically lower for the computer-assisted department. She based her conclusion on the following information:

Thornton pays its part-time instructors an average of $38,000 per year. The total cost of instruction and the cost per student are computed as follows:

   
Assuming that overhead costs were distributed equally across the student population, Ms. Rossi concluded that the cost of instructors was the critical variable in the company’s capacity to generate profits. Based on her analysis, her strategic plan called for heavily increased use of computer-assisted instruction.

Mr. Trent was not so sure that computer-assisted instruction should be stressed. After attending a seminar on activity-based costing (ABC), he believed that the allocation of overhead cost could be more closely traced to the different types of learning activities. To facilitate an activity-based analysis, he developed the following information about the costs associated with computer-assisted versus classroom instructional activities. He identified $288,000 of overhead costs that were directly traceable to computer-assisted activities, including the costs of computer hardware, software, and technical assistance. He believed the remaining $82,000 of overhead costs should be allocated to the two instructional activities based on the number of students enrolled in each program.

Required

Based on the preceding information, determine the total cost and the cost per student to provide courses through computer-assisted instruction versus classroom instruction. (Do not round intermediate calculations. Round "Cost per student" to 2 decimal places.)