Moon Gazers, Inc., produces telescopes for use by high school students. All direct materials used in the production of telescopes are added at the beginning of the manufacturing process. Labor and overhead are added evenly thereafter, as each unit is assembled, adjusted, and tested. Moon Gazers uses process costing and had the following unit production information available for the months of January and February. Jan. Feb. Number of units in beginning work in process inventory 0 120 Number of units started during the month 300 400 Total number of units transferred to finished goods 180 320 The units remaining in work in process at the end of January were approximately 60 percent complete. During the month of February, all of the beginning work in process units were completed and the units remaining in work in process at the end of the month were approximately 80 percent complete.

a. For the month of January, calculate the equivalent units produced for each of the two cost categories—direct materials and labor and overhead.
b. For the month of February, calculate the equivalent units produced for each of the two cost categories—direct materials and labor and overhead.

Researcher conducts a study to decide whether support groups improve academic performance for at-risk high school students. Ten such students are randomly selected to take part in the support group for a semester, while the other 10 at-risk students serve as a control group. At the end of the semester, the improvement in GPA versus the previous semester is recorded for each student.
Support Group: 0.5, 0.8, 0.7, 0.7, -0.1, 0.2, 0.4, 0.4, 0.5, 0.4
Control Group: -0.3, 0.0, -0.1, 0.2, -0.1, -0.2, -0.2, 0.0, -0.1, 0.1

At the 10% level, use R to compare the two groups using a permutation test (with 100,000 randomly generated permutations). You need to write your hypotheses, the test statistic, the pvalue, and the decision/conclusion in the context of the problem.

R code for reference:

SupportGroup <- c(0.5, 0.8, 0.7, 0.7, -0.1, 0.2, 0.4, 0.4, 0.5, 0.4)
ControlGroup <- c(-0.3, 0.0, -0.1, 0.2, -0.1, -0.2, -0.2, 0.0, -0.1, 0.1)

mean(SupportGroup);sd(SupportGroup)
mean(ControlGroup);sd(ControlGroup)

#permutation test on difference of means
choose(20,10)#number of possible permutations
new.dat <- c(SupportGroup,ControlGroup)
obs.mean.diff <- mean(SupportGroup) - mean(ControlGroup)
nsim <- 100000
sim.mean.diff <- rep(NA,length=nsim)
for (i in 1:nsim){
grps <- sample(c(rep(1,10),rep(2,10)),replace=FALSE)
sim.mean.diff[i] <- mean(new.dat[grps==1]) - mean(new.dat[grps==2])
}

hist(sim.mean.diff);abline(v=obs.mean.diff,col="red",lty=2)
length(sim.mean.diff[sim.mean.diff<=obs.mean.diff])/nsim #estimated p-value

Problem 4. Explain to high school level students about streamlines, streaklines, and pathlines. Please explain by inserting a figure if necessary.

問題４．流線、流脈線、流跡線について高校生にわかるように説明しなさい。必要に応じて挿絵(Figure)を入れて説明しなさい。

Concord Corp. designs and manufactures mascot uniforms for high school, college, and professional sports teams. Since each team’s uniform is unique in color and design, Concord uses a job order costing system. On January 1, the T-accounts for some of Concord’s primary balance sheet accounts were as follows:

During the year, the following events occurred:

Python: High school assignment, please keep simple

In python:

Use the following initializer list to create an array:

twainQuotes = ["I have never let my schooling interfere with my education.",
    "Get your facts first, and then you can distort them as much as you please.",
    "If you tell the truth, you don't have to remember anything.",
    "The secret of getting ahead is getting started.",
    "Age is an issue of mind over matter. If you don't mind, it doesn't matter. "]

Use array functions to sort the quotes. Use functions like extend, insert, pop, remove, sort

Then insert the quote "Courage is resistance to fear, mastery of fear, not absence of fear." at the correct spot alphabetically. Then reprint the quotes.

Sample Run

['I have never let my schooling interfere with my education.', 'Get your facts first, and then you can distort them as much as you please.', "If you tell the truth, you don't have to remember anything.", 'The secret of getting ahead is getting started.', "Age is an issue of mind over matter. If you don't mind, it doesn't matter. "]
["Age is an issue of mind over matter. If you don't mind, it doesn't matter. ", 'Get your facts first, and then you can distort them as much as you please.', 'I have never let my schooling interfere with my education.', "If you tell the truth, you don't have to remember anything.", 'The secret of getting ahead is getting started.']
["Age is an issue of mind over matter. If you don't mind, it doesn't matter. ", 'Courage is resistance to fear, mastery of fear, not absence of fear.', 'Get your facts first, and then you can distort them as much as you please.', 'I have never let my schooling interfere with my education.', "If you tell the truth, you don't have to remember anything.", 'The secret of getting ahead is getting started.']

3-3

[The following information applies to the questions displayed below.]

Wells Technical Institute (WTI), a school owned by Tristana Wells, provides training to individuals who pay tuition directly to the school. WTI also offers training to groups in off-site locations. Its unadjusted trial balance as of December 31, 2017, follows. WTI initially records prepaid expenses and unearned revenues in balance sheet accounts. Descriptions of items athrough h that require adjusting entries on December 31, 2017, follow.
  
Additional Information Items

1. An analysis of WTI's insurance policies shows that $2,807 of coverage has expired.
2. An inventory count shows that teaching supplies costing $2,433 are available at year-end 2017.
3. Annual depreciation on the equipment is $11,227.
4. Annual depreciation on the professional library is $5,614.
5. On November 1, WTI agreed to do a special six-month course (starting immediately) for a client. The contract calls for a monthly fee of $2,700, and the client paid the first five months' fees in advance. When the cash was received, the Unearned Training Fees account was credited. The fee for the sixth month will be recorded when it is collected in 2018.
6. On October 15, WTI agreed to teach a four-month class (beginning immediately) for an individual for $2,819 tuition per month payable at the end of the class. The class started on October 15, but no payment has yet been received. (WTI's accruals are applied to the nearest half-month; for example, October recognizes one-half month accrual.)
7. WTI's two employees are paid weekly. As of the end of the year, two days' salaries have accrued at the rate of $100 per day for each employee.
8. The balance in the Prepaid Rent account represents rent for December.

2-a. Post the balance from the unadjusted trial balance and the adjusting entries in to the T-accounts.
2-b. Prepare an adjusted trial balance.
  3-a. Prepare Wells Technical Institute's income statement for the year 2017.
3-b. Prepare Wells Technical Institute's statement of owner's equity for the year 2017.
3-c. Prepare Wells Technical Institute's balance sheet as of December 31, 2017.
  

A business school claims that students who complete a 3-month typing course can type a mean of more than 1200 words an hour. A random sample of 25 students who completed this course typed a mean of 1125 words an hour, with a standard deviation of 85 words. Assume that typing speeds for all students who complete this course have an approximately normal distribution. A) Using the P-Value method and a significance level of 1%, is there evidence to support the business school’s claim? B) Construct the corresponding confidence interval and explain how it supports your conclusion in (a).

Wells Technical Institute (WTI), a school owned by Tristana Wells, provides training to individuals who pay tuition directly to the school. WTI also offers training to groups in off-site locations. Its unadjusted trial balance as of December 31, 2017, follows. WTI initially records prepaid expenses and unearned revenues in balance sheet accounts. Descriptions of items a through h that require adjusting entries on December 31, 2017, follow. Additional Information Items An analysis of WTI's insurance policies shows that $2,674 of coverage has expired. An inventory count shows that teaching supplies costing $2,318 are available at year-end 2017. Annual depreciation on the equipment is $10,698. Annual depreciation on the professional library is $5,349. On November 1, WTI agreed to do a special six-month course (starting immediately) for a client. The contract calls for a monthly fee of $2,700, and the client paid the first five months' fees in advance. When the cash was received, the Unearned Training Fees account was credited. The fee for the sixth month will be recorded when it is collected in 2018. On October 15, WTI agreed to teach a four-month class (beginning immediately) for an individual for $2,561 tuition per month payable at the end of the class. The class started on October 15, but no payment has yet been received. (WTI's accruals are applied to the nearest half-month; for example, October recognizes one-half month accrual.) WTI's two employees are paid weekly. As of the end of the year, two days' salaries have accrued at the rate of $100 per day for each employee. The balance in the Prepaid Rent account represents rent for December.

Help!

I just need to know how to get the (f)

f. account receivable

tuition fees earned

pls explain

1. Research shows that after-school jobs are highly correlated with decreases in grade point averages. Those who work 1 to 10 hours get a 3.0 GPA and those who work 21 hours have a 2.7 GPA. Higher GPAs are, however, highly-correlated with higher lifetime earnings. Assume that a person earns $8,000 per year for working part-time in college and that the return to a 0.1 increase in GPA gives a 10 percent increase in one's lifetime earnings with a present value of $80,000.
   • What would be the argument for working rather than studying harder?
   • Is the assumption that there is a trade-off between working and grades reasonable?

Mr. Hooper is a fifth-grade teacher at Mt. General Elementary School. He believes very strongly in Gardner's theory of intelligence and that students have various areas of relative strength and weakness. He has attended numerous workshops regarding the application of multiple intelligence theory in the classroom. Over the years, he has developed a classroom that he believes fosters development in all of Gardner's eight Frames of Mind. Mr. Hooper's classroom is bright and cheerful. On the walls hang motivational posters that he believes help children to think about who they are and what they want out of life. In addition, the walls are covered with student-produced art. The room has a conversation area, a naturalist area, and a reading area, as well as the main area where each table accommodates four students. The conversation and reading areas have beanbag chairs so students can be comfortable and are set apart by rolling bookcases. The naturalist area consists of a table filled with rocks, bird nests, shells, and other objects that Mr. Hooper's students have found. Mr. Hooper is also fortunate enough to have three computers in his room. Mr. Hooper believes that allowing students to work in each academic area within their areas of strength will enhance learning. Therefore, when studying the American Revolution, students whose strength is in linguistic intelligence engage in research and write about what they have found. Those whose strength is spatial intelligence create maps of the colonies and battles. Those whose strength is logical-mathematical reasoning compute distances between points and estimate the amount of time required for soldiers to travel. Students with high naturalistic intelligence discuss the various plants and animals likely to be found in different regions of the colonies and discuss whether colonial soldiers could have eaten them to ward off starvation. To ensure that bodily-kinesthetic needs are met, Mr. Hooper regularly has his students stand and either run in place or jump up and down. Interpersonal intelligence needs are met for all students through the use of cooperative learning groups. Intrapersonal intelligence needs are met through journaling. Mr. Hooper always has music playing while the students are working to help meet student's musical intelligence needs.

To what extent do you believe Mr. Hooper has appropriately implemented Gardner's theory of multiple intelligences? Why? What do you think the student's reactions to this classroom would be? Why? How do you think parents would respond? Why? How could you improve on Mr. Hooper's ideas? Explain.