Researchers in the corporate office of an airline wonder if there is a significant difference between the cost of a flight on Priceline.com vs. the airline's own website. A random sample of 20 flights were tracked on Priceline and the airline's website and the average difference between the vendors was $4.294 with a standard deviation of $5.3109. The 99% confidence paired-t interval for price (Priceline - Airline Site) was (0.8965, 7.6915). Which of the following is the appropriate interpretation?

Question 4 options:

Question 5 (1 point)

The Student Recreation Center wanted to determine what sort of physical activity was preferred by students. In a survey of 50 students, 38 indicated that they preferred outdoor exercise over exercising in a gym. When estimating the proportion of all students at the university who prefer outdoor exercise with 90% confidence, what is the margin of error?

Question 5 options:

Question 6 (1 point)

Professors in the Economics Department at Western want to determine how challenging the program was for students. Out of a random sample of 18 students, 13 indicated that the program was either "challenging" or "very challenging". The 90% confidence interval estimating the proprotion of all students in the department who thought the program was challenging is given by which of the following?

Question 6 options:

Question 7 (1 point)

Saved

Not all Walmart stores carry the same merchandise. In fact, in an audit of 1111 random stores, only 283 carried snowsuits seasonally. What is the 99% confidence interval estimate for the total number of Walmart stores that carry snowsuits?

Question 7 options:

Use the information below for the following 3 questions A recent survey of 80 IU students and 60 Ball State students found that the percent of IU students who are part of Greek life is 18%, while the percent Ball State students who are part of Greek life is 15%. Find the 95% confidence interval for the difference between the proportion of IU students who are part of Greek life compared to Ball State students, i.e. LaTeX: D=p_{IU}-p_{Ball\:State} D = p I U − p B a l l S t a t e . [.0222 ; .0378] [-.0740 ; .1340] [-.1340 ; .0740] [-.0935 ; .1535] Flag this Question Question 13 1 pts Suppose you want to test for whether Greek participation is greater at IU than at Ball State. Which of the following would be the hypothesis test? LaTeX: \left(D=p_{IU}-p_{Ball\:State}\right) ( D = p I U − p B a l l S t a t e ) LaTeX: H_0 \colon D\ge0 ; H_A \colon D<0 H 0 : D ≥ 0 ; H A : D < 0 H 0 : D ≥ 0 ; H A : D < 0 LaTeX: H_0 \colon D=0 ; H_A \colon D\ne0 H 0 : D = 0 ; H A : D ≠ 0 H 0 : D = 0 ; H A : D ≠ 0 LaTeX: H_0 \colon D\ne0 ; H_A \colon D=0 H 0 : D ≠ 0 ; H A : D = 0 H 0 : D ≠ 0 ; H A : D = 0 LaTeX: H_0 \colon D\le0 ; H_A \colon D>0 H 0 : D ≤ 0 ; H A : D > 0 H 0 : D ≤ 0 ; H A : D > 0 Flag this Question Question 14 1 pts What is the test statistic for the difference between IU and Ball State Greek life participation, using the sample proportions found above? Recall:LaTeX: D=p_{IU}-p_{Ball\:State} D = p I U − p B a l l S t a t e (Round intermediate calculations to the third decimal) 0.471 -7.394 1.348 2.209

Consider the University Database with the following relations:

Professors (pid, pname, dept, ext) Students (sid, sname, major-dept, year)

Courses (cid, cname, dept, credithours)Enrollment (sem-year, sid, cid, grade)

Teaches (pid, cid, sem-year, class-size),

Professors: All professors have professor id (pid), name (pname), department that they work (dept), and a phone number extension for their office (ext). Students: All students have id (sid), name (sname), department for their major (major-dept), and a year (yeari.e, freshman, sophomore, junior, etc). Courses: All courses have a course id (cid), course name (cname), department (dept), and total credit hours(credithours). Enrollment: has a semester year (sem-year), enrolled student id (sid), course id (cid), and grade that student earns (grade). Teaches: has a professor id (pid), course id (cid), semester year (sem-year), and class size (class-size). Attributes “dept” in relations Professors and Courses, and attribute “major-dept” in relation Students have the same domain, and have values like “CDS”, “EE”, “CE”, etc. Attribute “sem-year” has values like “Spring2016”, “Fall2015”, etc. Assume that cids are unique, i.e. if there are multiple sections of a course, each section has a unique cid.

Express the queries below using Relational Algebra.

1.Find sids, names and major-dept of students who enrolled in a course that is taught by professor James. (10 pts)

2.Find pid and names of professors who teach no courses in “Fall2015”. (10 pts)

3.Find cid and cname of courses that are offered by “CDS” department that are taught by professors who are from another department in “Fall2015". (20 pts)

4.Find pid and names of professors who teach only courses offered by “CDS” department. (20 pts)

5.Find pnames and pids of professors who teach every course offered by “CDS” dept. (20 pts)

6.Find sids of students who enroll in “Fall2015” every 3 credit hour course offered by “CDS” department. (20 pts)

7.Find cids and names of courses in which every student majoring in “CDS” enrolled in “Fall2015”. (Bonus question: 10 pts)

Respond to you thoughts on this discussion in 150 words  

Calculators, computers, and a number of other technological innovations are important tools for doing mathematics. How well teachers use the tools greatly affects how well student learn mathematics. Calculators, and computers were invented to save time and allow us to solve more challenging problems. The ability to translate data from one form of representation to another, such as numbers and symbols to graphs and tables, or from graphs to tables is more important than ever ( Seeley, C. 2019). But, on the other hand, technology have made some mathematics less important. This subject has become very controversial because some fear that students will not learn how to add, subtract, multiply, and divide mentally with pencil and paper. The most important way in which technology affects the mathematics curriculum is that it makes some mathematics possible for the first time. By using technology, students at all levels can tackle real problems that might arise from planning a field trip or from a news story, even if the numbers involved might make the problem difficult with only a pencil and paper. Graphing calculators allow students to see the connection between visual representation and symbolic ones. The school should provide appropriate access to technology and it should not be left to the students.

Many of the arguments issued for educational technologies are based on anecdotes not scientific data. To counter these arguments research from decades of learning ,research, laboratory and sometimes classrooms will show how students process, store and retrieve information. The misuse of technology in class rooms can create distraction. When students have the freedom to use cellphones in class, they perform a grade lower than if they did not use it. Evidence shows that student perform better on test than when they take notes on paper rather than a lab top. Studies show that multimedia learning greatly increases student's retention of course material.

When it comes to understanding the role money play in everyday society the present value is the concept that states an amount of money today is worth more than that same amount in the future. So, money received in the future is not worth as much as an equal amount received today. Money not spent today could be expected to lose value in the future by some implied annual rate, which could be inflation or the rate of return if the money was invested.

Twenty years​ ago, 52​% of parents of children in high school felt it was a serious problem that high school students were not being taught enough math and science. A recent survey found that 209 of 700 parents of children in high school felt it was a serious problem that high school students were not being taught enough math and science. Do parents feel differently today than they did twenty years​ ago? Use the alpha equals 0.1 level of significance. Click here to view the standard normal distribution table (page 1).LOADING... Click here to view the standard normal distribution table (page 2).LOADING... Because np 0 left parenthesis 1 minus p 0 right parenthesisequals 174.7 greater than ​10, the sample size is less than ​5% of the population​ size, and the sample can be reasonably assumed to be random, the requirements for testing the hypothesis are satisfied. ​(Round to one decimal place as​ needed.) What are the null and alternative​ hypotheses? Upper H 0​: p equals 0.52 versus Upper H 1​: p not equals 0.52 ​(Type integers or decimals. Do not​ round.) Determine the test​ statistic, z 0. z 0equals nothing ​(Round to two decimal places as​ needed.) Determine the critical​ value(s). Select the correct choice below and fill in the answer box to complete your choice. ​(Round to two decimal places as​ needed.) A. z Subscript alphaequals nothing B. plus or minusz Subscript alpha divided by 2equalsplus or minus nothing Choose the correct conclusion below. A. Reject the null hypothesis. There is insufficient evidence to conclude that the number of parents who feel that students are not being taught enough math and science is significantly different from 20 years ago. B. Do not reject the null hypothesis. There is sufficient evidence to conclude that the number of parents who feel that students are not being taught enough math and science is significantly different from 20 years ago. C. Do not reject the null hypothesis. There is insufficient evidence to conclude that the number of parents who feel that students are not being taught enough math and science is significantly different from 20 years ago. D. Reject the null hypothesis. There is sufficient evidence to conclude that the number of parents who feel that students are not being taught enough math and science is significantly different from 20 years ago.

Consider the University Database with the following relations:

Professors (pid, pname, dept, ext) Students (sid, sname, major-dept, year)

Courses (cid, cname, dept, credithours) Enrollment (sem-year, sid, cid, grade)

Teaches (pid, cid, sem-year, class-size)

where,

Professors: All professors have professor id (pid), name (pname), department that they work (dept), and a phone number extension for their office (ext).

Students: All students have id (sid), name (sname), department for their major (major-dept), and a year (year i.e, freshman, sophomore, junior, etc).

Courses: All courses have a course id (cid), course name (cname), department (dept), and total credit hours (credithours).

Enrollment: has a semester year (sem-year), enrolled student id (sid), course id (cid), and grade that student earns (grade).

Teaches: has a professor id (pid), course id (cid), semester year (sem-year), and class size (class-size).

Attributes “dept” in relations Professors and Courses, and attribute “major-dept” in relation Students have the same domain, and have values like “CDS”, “EE”, “CE”, etc. Attribute “sem-year” has values like “Spring2016”, “Fall2015”, etc. Assume that cids are unique, i.e. if there are multiple sections of a course, each section has a unique cid. (Please ask for clarifications if you have questions about the relations and/or the semantics of the following queries!).

Express the queries below using Relational Algebra.

1. Find cids and names of courses in which every student majoring in “CDS” enrolled in “Fall2015”.

2. Find sids, names and major-dept of students who enrolled in a course that is taught by professor James. (10 pts)

3. Find pid and names of professors who teach no courses in “Fall2015”. (10 pts)

4. Find cid and cname of courses that are offered by “CDS” department that are taught by professors who are from another department in “Fall2015". (20 pts)

5. Find pid and names of professors who teach only courses offered by “CDS” department. (20 pts)

6. Find pnames and pids of professors who teach every course offered by “CDS” dept. (20 pts)

7. Find sids of students who enroll in “Fall2015” every 3 credit hour course offered by “CDS” department. (20 pts)

Use LinkedList build-in class (java.util.LinkedList) to write a Java program that has:
A. Method to print all elements of a linked list in order. B. Method to print all elements of a linked list in reverse order. C. Method to print all elements of a linked list in order starting from specific position. D. Method to join two linked lists into the first list in the parameters. E. Method to clone a linked list. The copy list has to be returned as an output of the method. F. Method to search and return position of an element in the list. Return -999 if it is not exist. G. Method to compare between two linked lists. Return true if they are equal. H. Method to convert a linked list into an array. The method should return the array as an output. I. test method to : 1. Append {12, 44, 11, 2, 201, 2200, 332, 5, 112} to the end of list1. 2. Print all elements in list1. 3. Print all elements in list1starting at position 4. 4. Insert the specified element at position 2 in list1. 5. Print all elements in reverse order for list1. 6. Insert 99 into list1 at the first position and 777 at the last position. 7. Print the second largest element in list1 and print its position. 8. Remove element 201 from list1. 9. Remove first and last element from list1. 10. Print all elements in list1. 11. Swap positions between 11 and 2200 in the linked list 12. Append {45, 56, 67, 78, 89} to the end of a linked list list2. 13. Clone list1 to list3. 14. Compare between list1 and list2. 15. Compare between list1 and list3. 16. Join list1 and list2 to list1 17. Print all elements in list1. 18. Check if 99, 777 and 11 are exists in list1. Each as separate case. 19. Convert list1 into array1. Then print array1 20. Remove all the elements from list3.

1. You have recently joined an established, medium sized firm of auditors as a junior
partner. Because of your knowledge of the relevant pronouncement, Sam Sandman, the
senior partner, discussed the following situations with you:

2. Your firm acts as auditors to Small Ltd and as financial advisers to Ben Big, one of
Its directors. Ben Big had instituted a legal action against the company for breach of
contract and has sought your firm’s advice relating to certain financial aspects
relating to Small Ltd. (5)

3. The chief accountant of Cruz Ltd, a public, but unlisted company, audited by your
firm, left unexpectedly. The company has asked your firm to maintain its accounting
records for the remaining three months of its financial year until they can appoint a
suitable accountant. (5)

4. Your firm acts as auditors to Rex (Pty) Ltd, a company required by its
Memorandum of Incorporation to be audited. Rex (Pty) Ltd has lent R5 million to
Blax (Pty) Ltd, a company of which Sam Sandman is the non- executive
chairman. (7)

5. Your firm has been approached by Calvin Ltd to provide a second opinion on
some financial information. Thorpe and Co, Calvin Ltd’s auditors provided the
original independent opinion but the directors of Calvin Ltd have indicated that
this was not the opinion they were expecting and hence have approached your
firm for the second opinion. The directors have also indicated that they do not
want your firm to contact Thorpe and Co and that as the opinion is required
urgently they will pay whatever fee your firm wishes to charge. (8)

Required:
Discuss each of the situations above in terms of the Code of Professional conduct. Include in
your answer the threats to professional conduct, threats to the fundamental principles and the
safeguards in the format as follows:

   Threat / Fundamental Principal / Safeguard

eg Self Review Threat / Objectivity / Audit is accountant

A 140-mH inductor and a 4.80-Ω resistor are connected with a switch to a 6.00-V battery as shown in the figure above.

(a) After the switch is first thrown to a (connecting the battery), what time interval elapses before the current reaches 220 mA?
ms

(b) What is the current in the inductor 10.0 s after the switch is closed?
A

(c) Now the switch is quickly thrown from a to b. What time interval elapses before the current in the inductor falls to 160 mA?
ms

A block sliding with velocity v>0 along a frictionless floor hits a spring at time t=0 (configuration 1). The spring compresses until the block comes to a momentary stop (configuration 2). (Figure 1) Finally, the spring expands, pushing the block back in the direction from which it came. In this problem you will be shown a series of plots related to the motion of the block and spring, and you will be asked to identify what the plots represent. In each plot, the point labeled "1" refers to configuration 1 (when the block first comes in contact with the spring). The point labeled "2" refers to configuration 2 (when the block comes to rest with the spring compressed). In the questions that follow, "force" refers to the xcomponent of the force that the spring exerts on the block and "position" and "velocity" refer to the xcomponents of the position and velocity of the block. For all graphs, treat the origin as (0,0); that is, the x axis represents y=0 and the y axis represents x=0.

Part A Consider graph A. What might this graph represent?   position vs. time   velocity vs. time   force vs. time   force vs. position Part B Consider graph B. What might this graph represent?   position vs. time   velocity vs. time   force vs. time   force vs. position

Part C

Consider graph C.

What might this graph represent?