What will be the final linked-list after executing the following method on the given input singly linked-list? Consider that the singly linked-list does not have a tail reference.

Input: 1->2->3->4->5->6->7->8->null                                                   

void method(list){

if(list.head == null) return;

Node slow_ref = list.head;

Node fast_ref = list.head;

Node prevS = null;

Node prevF = null;

while(fast_ref != null && fast_ref.next != null){

prevS = slow_ref;

slow_ref = slow_ref.next;

prevF = fast_ref;

fast_ref = fast_ref.next.next;

}

prevS.next = slow_ref.next;

prevF.next.next = slow_ref;

slow_ref.next = null;

}

A low-rise is being planned and your company provided the most advantageous bid to the owner, as a contractor in the design build partnership you have been tasked to begin working with the design team on all electrical components of the structure. Develop a list of all of the required electrical systems in the structure, assume this is a high hazard structure. Include in your check list any items that would require long lead times, special considerations (location, etc.), and any possible input from the owner, the list needs to be extensive in nature such that the design team can begin concept design from your list.

Lilly collects data on a sample of 40 high school students to evaluate whether the proportion of female high school students who take advanced math courses in high school varies depending upon whether they have been raised primarily by their father or by both their mother and their father. Two variables are found below in the data file: math (0 = no advanced math and 1 = some advanced math) and Parent (1= primarily father and 2 = father and mother).

Parent              Math

1.0                   0.0

1.0                   0.0

1.0                   0.0

1.0                   0.0

1.0                   0.0

1.0                   0.0

1.0                   0.0

1.0                   0.0

1.0                   0.0

1.0                   0.0

1.0                   0.0

1.0                   0.0

1.0                   0.0

1.0                   0.0

1.0                   0.0

1.0                   0.0

1.0                   0.0

1.0                   0.0

1.0                   0.0

1.0                   0.0

2.0                   0.0

2.0                   1.0

2.0                   1.0

2.0                   1.0

2.0                   1.0

2.0                   1.0

2.0                   1.0

2.0                   1.0

2.0                   1.0

2.0                   1.0

2.0                   0.0

2.0                   0.0

2.0                   0.0

2.0                   0.0

2.0                   0.0

2.0                   0.0

2.0                   0.0

2.0                   0.0

2.0                   0.0

2.0                   0.0

a)      Conduct a crosstabs analysis to examine the proportion of female high school students who take advanced math courses is different for different levels of the parent variable.

b)      What percent female students took advanced math class

c)      What percent of female students did not take advanced math class when females were raised by just their father?

d)     What are the Chi-square results? What are the expected and the observed results that were found? Are they results of the Chi-Square significant? What do the results mean?

e)      What were your null and alternative hypotheses? Did the results lead you to reject or fail to reject the null and why?

(a) A sample of 12 of bags of Calbie Chips were weighed (to the nearest gram), and listed here as follows. [9 marks]

219, 226, 217, 224, 223, 216, 221, 228, 215, 229, 225, 229

Find a 95% confidence interval for the mean mass of bags of Calbie Chips.

(b) Professor GeniusAtCalculus has two lecture sections (A and B) of the same 4th year Advanced Calculus (AMA 4301) course in Semester 2. She wants to investigate whether section A students maybe ”smarter” than section B students by comparing their performances in the midterm test. A random sample of 12 students were taken from section A, with mean midterm test score of 78.8 and standard deviation 8.5; and a random sample of 9 students were taken from section B, with mean midterm test score of 86 and standard deviation 9.3. Assume the population standard deviations of midterm test scores for both sections are the same. Construct the 90% confidence interval for the difference in midterm test scores of the two sections. Based on the sample midterm test scores from the two sections, can Professor GeniusAtCalculus conclude that there is any evidence that one section of students are ”smarter” than the other section? Justify your conclusions. [8 marks]

(c) The COVID-19 (coronavirus) mortality rate of a country is defined as the ratio of the number of deaths due to COVID-19 divided by the number of (confirmed) cases of COVID-19 in that country. Suppose we want to investigate if there is any difference between the COVID-19 mortality rate in the US and the UK. On April 18, 2020, out of a sample of 671,493 cases of COVID-19 in the US, there was 33,288 deaths; and out of a sample of 109,754 cases of COVID-19 in the UK, there was 14,606 deaths. What is the 92% confidence interval in the true difference in the mortality rates between the two countries? What can you conclude about the difference in the mortality rates between the US and the UK? Justify your conclusions. [8 marks]

1. The amount of money spent by a customer at a discount store has a mean of $100 and a standard deviation of $30. What is the probability that a randomly selected group of 50 shoppers will spend a total of more than $5700? (Hint: The total will be more than $5700 when the sample average exceeds what value?) (Round the answer to four decimal places.)
P(total > 5700) =  

2. Five students visiting the student health center for a free dental examination during National Dental Hygiene Month were asked how many months had passed since their last visit to a dentist. Their responses were as follows.

Assuming that these five students can be considered a random sample of all students participating in the free checkup program, construct a 95% confidence interval for the mean number of months elapsed since the last visit to a dentist for the population of students participating in the program. (Give the answer to two decimal places.)

3.

In a study investigating the effect of car speed on accident severity, 5,000 reports of fatal automobile accidents were examined, and the vehicle speed at impact was recorded for each one. For these 5,000 accidents, the average speed was 47 mph and the standard deviation was 16 mph. A histogram revealed that the vehicle speed at impact distribution was approximately normal. (Use the Empirical Rule.)

(a)

Approximately what percentage of vehicle speeds were between 31 and 63 mph?

approximately  %

(b)

Approximately what percentage of vehicle speeds exceeded 63 mph? (Round your answer to the nearest whole number.)

approximately  %

4.

The average reading speed of students completing a speed-reading course is 400 words per minute (wpm). If the standard deviation is 40 wpm, find the z score associated with each of the following reading speeds. (Round the answers to two decimal places.)

For this homework assignment, we present two ideal scenarios. Scenario #1: After graduation from high school, students begin jobs as construction workers and elementary school teachers. They expect their wages to remain relatively level throughout their careers. They marry five years after graduation from high school and raise large families with home schooling by the parents. Before marriage, both men and women work; once couples begin home schooling their children, one parent stays home, either the father or the mother. Scenario #2: After high school, students start pre-medical programs at college. They expect four years of college and four years of medical school, with costs of $40,000 a year. The students’ parents have no extra money, so the students borrow the tuition costs. After medical schools, they work for ten years as surgeons and medical specialists, then have one child that is sent to day care one year after birth and eventually to public school. Both parents work full time. In each scenario, what is the expected progression of income? For each career, what is the expected ratio of future income to current income (older construction worker vs young construction worker; surgeon vs college student). What is the likelihood of working with home schooled families vs one child in public school or day care? In each scenario, what is the expected progression of expenses? Consider current education costs and future costs of raising a family. In Scenario #1, why are expenses low before marriage and high after marriage? In Scenario #2, why are expenses high during college and medical school and low afterwards? In each scenario, do recent high school graduates save for future expenses or borrow from future income? Assume that all the students are good risks and we need not worry about defaults on loans. In which scenario is the real interest rate higher?

A local instructor wants you to write a c++ program using arrays to calculate the average score made on exams by her students. For simplicity, she always has only 12 students in each course she teaches. She teaches multiple subjects so she would like to enter the name of the exam. She wants the program to also determine the highest and lowest scores and the number of students who passed and failed the exam. A score of 60 or above is considered passing. Also determine the number of scores that were an A (90 or better), B (80 – 89), C (70 – 79), D (60 – 69), or F (below 60).

• Use main( ) as the driver function. Allow the user to process as many exams as desired.

1. Write a function to prompt the user for the following information:
   (a) The name of the exam.
(b) The 12 integer scores ranging from 0 to 100. (Store these scores in a one-dimensional array.
Perform input/data validation.)
2. Write a function to determine the highest and lowest score. (Hint: Code is in your etext section:
Finding the Highest and Lowest Values in a Numeric Array)
3. book or see assignment #1.)
4. Write a function to calculate the average score for the exam. (Hint: Code is in your etext section:
Finding the Highest and Lowest Values in a Numeric Array)
5. Write a function to determine the number of students who passed and failed the exam.
6. Write a function to determine the number of scores represented by each letter grade in a standard 10-
point grading scale.
7. Write a function to display the exam’s name, all 12 scores recorded on the exam, the average score, the highest and lowest score, the number of students who passed and failed the exam, and number of scores that were represented by each letter grade in the standard 10-point grading scale. Display the average to a hundredth of a decimal.

Do students reduce study time in classes where they achieve a higher midterm score? In a Journal of Economic Education article (Winter 2005), Gregory Krohn and Catherine O’Connor studied student effort and performance in a class over a semester. In an intermediate macroeconomics course, they found that “students respond to higher midterm scores by reducing the number of hours they subsequently allocate to studying for the course.” Suppose that a random sample of n = 8 students who performed well on the midterm exam was taken and weekly study times before and after the exam were compared. The resulting data are given in Table 11.5. Assume that the population of all possible paired differences is normally distributed.

95% CI for mean difference: (4.24889, 10.50111)

T-Test of mean difference = 0 (vs not = 0): T-Value = 5.58, P-Value = .0008

(a) Set up the null and alternative hypotheses to test whether there is a difference in the true mean study time before and after the midterm exam.

(b). Above we present the MINITAB output for the paired differences test. Use the output and critical values to test the hypotheses at the .10, .05, and .01 level of significance. Has the true mean study time changed? (Round your answer to 2 decimal places.)

(c) Use the p-value to test the hypotheses at the .10, .05, and .01 level of significance. How much evidence is there against the null hypothesis?

The Gourmand Cooking School runs short cooking courses at its small campus. Management has identified two cost drivers it uses in its budgeting and performance reports—the number of courses and the total number of students. For example, the school might run two courses in a month and have a total of 61 students enrolled in those two courses. Data concerning the company’s cost formulas appear below:

For example, administrative expenses should be $3,600 per month plus $44 per course plus $7 per student. The company’s sales should average $900 per student.

The company planned to run four courses with a total of 61 students; however, it actually ran four courses with a total of only 55 students. The actual operating results for September appear below:

Required:

Prepare a flexible budget performance report that shows both revenue and spending variances and activity variances for September. (Indicate the effect of each variance by selecting "F" for favorable, "U" for unfavorable, and "None" for no effect (i.e., zero variance). Input all amounts as positive values.)

Kenton and Denton Universities offer executive training courses to corporate clients. Kenton pays its instructors $5,000 per course taught. Denton pays its instructors $250 per student enrolled in the class. Both universities charge executives a $450 tuition fee per course attended.

Required

A. Prepare income statements for Kenton and Denton, assuming that 20 students attend a course.

B. Kenton University embarks on a strategy to entice students from Denton University by lowering its tuition to $240 per course. Prepare an income statement for Kenton assuming that the university is successful and enrolls 40 students in its course.

C. Denton University embarks on a strategy to entice students from Kenton University by lowering its tuition to $240 per course. Prepare an income statement for Denton, assuming that the university is successful and enrolls 40 students in its course.

I NEED IT ANSWERED IN THIS FORMAT, FILL IN BLANKS

Problem 11-28

a.      N = Number of units to break-even point

Sales − Variable cost − Fixed cost = Desired Profit

          (Sales price x N) − (Variable cost per unit x N) = Fixed cost + Desired Profit

(Contribution margin per unit x N) = Fixed cost + Desired Profit

N = (Fixed cost + Desired Profit) ÷ Contribution margin per unit

N = ($               + $           ) ÷ [$       - ($     + $       )] =          Units

          Break-even point dollars =        Units x $        selling price per unit = $

b.      N = Number of units to break-even point

          N = (Fixed cost + Desired Profit) ÷ Contribution margin per unit

          N = ($            + $            ) ÷ [$        – ($       + $      )]

          N =          Units

          Break-even point dollars =    Units x $            selling price per unit = $