%% Homework A8_HW % Analyze hurricaine data over 2001-2014 and 2015-2020 time periods.% The data are provided in 2 csv files containing years and number of% hurricaines for each year in sequential order, i.e.,: 2001 4 2002 6 ...% Download the 2 csv files AtlanticHurricanes20012014.csv and% AtlanticHurricanes20152020.csv and place them in the same folder % with your m-fileclearclc% read 2 csv files into 2 arrays hurr1 and hurr2filename = 'AtlanticHurricanes20012014.csv';hurr1 = csvread(filename);filename = 'AtlanticHurricanes20152020.csv';hurr2 = csvread(filename);%% 1.Find and print the number of years in each of the two arrays%% 2. Using "reshape" and "transpose" functions, reshape the two arrays % into 2-column arrays where the first column is the year number, and % the second column is the corresponding number of hurricanes for that year%% 3. Combine the two 2-column arrays into a new single 2-column array hurrAll%% 4. Print the combined array hurrAll using the disp function % (print headings for each column)%% 5. Sort the combined array hurrAll row-by-row based on % the number of hurricanes in ascending order and print the array%% 6. Using "find" function, find the years with minimal and maximal % numbers of hurricanes. Print these years along with respective % hurricaine numbers using "fprintf" function

This is MATLAB and the documents are a single row array as follows: (THIS IS THE INFO NEEDING TO BE SORTED)

hurr1 = 2010 9 2011 8 2012 7 2013 6

hurr2 = 2014 6 2015 7 2016 8 2017 9

Average hourly earnings in the U.S. retail trade industry (in current dollars and constant dollars) are shown in the table.

a. Define the terms current dollars and constant dollars. You will have to

look these terms up

b. Find the least squares regression line that approximates the average hourly earnings in both current dollars and constant dollars for this industry. Find the correlation coefficient in both cases. Comment on the meanings of the correlation coefficients.

c. Find where the two regression lines that you obtained in part b intersect. What does this point mean?

d. What are the slopes of the regression lines? What do they mean? (Use correct units.) What does this say about the long-term prospects of retail trade industry employees?

e. Use the regression lines to estimate the difference in current dollar and constant dollar hourly earnings in the year 2005.

Graph both of the regression lines on the same set of axes. (in Excel)

If you were a union negotiator for employees in the retail trade industry, how would you use this information?

1. Use function notation when you write the linear regression equations.
2. Use descriptive variables.
3. Precisely define the variables.
4. Make sure you show your work for questions c and e.
5. You should only have one graph. It should contain both regression equations and the data.

Wageweb conducts surveys of salary data and presents summaries on its website. Based on salary data as of October 1, 2002, Wageweb reported that the average annual salary for sales vice presidents was $142,111, with an average annual bonus of $15,432. Assume the following data are a sample of the annual salary and bonus for 10 sales vice presidents. Data are in thousands of dollars.

1. Develop a scatter diagram for these data with salary as the independent variable, x and bonus as the dependent variable, y.

2. What does the scatter diagram developed in part a) indicate about the relationship between salary and bonus?

3. Use the least squares method to develop the estimated regression equation. We can call intercept for the regression line, b0 and slope of the regression line, b1.

4. Provide an interpretation for the slope of the estimated regression equation.

5. Predict the bonus for a vice president with an annual salary of $120,000.

6. Compute SST, SSR, and SSE

7. Compute the coefficient of determination r2. Comment on the goodness of fit.

8. What is the value of the sample correlation coefficient?

9. Develop the null and alternative hypothesis to test the linear relationship between salary and bonus

10. At the .05 level of significance, determine whether salary and bonus are linearly related. Use the t test.

11. Solve the problem in Excel and compare your results.

Rapid advances in the field of molecular and cellular biology have unwillingly unleashed the potential for creating viruses and bacteria more virulent than nature's worst. In the summer of 2002, Researchers at the State University of New York at Stony Brook described the first de novo biochemical synthesis of a virus, based on published gene sequence information and using "off the shelf" commercially available DNA material. After they pieced together genetic sequences to form a full-length poliovirus, they successfully replicated and translated this material cell-free in test tubes. The resulting nucleic acids and proteins were then able to assemble spontaneously into fully infectious viral agents. The scientists began their work from genetic blueprints that exist in the public domain, that is, in published journal articles and on internet databases. The ability to manufacture an infectious agent from scratch using preexisting, published knowledge is an unsettling development. The theoretical possibility that current knowledge could permit the creation of potential agents of biological warfare generated intense media interest around the world. As a result of studies like that at Stony Brook, an ethical debate has arisen over whether such research should be pursued, and if so, whether the details of such research should be published. Some argue that the pursuit and publication of such research unwittingly aids would-be terrorists; others argue that the dissemination of information is necessary for the effective sharing of research within the scientific community and for science to progress.

In 250-300 words, explain which side of the debate you support and why (TYPE ANSWER PLEASE).

Give more details on the following answer

Question:

Give a detailed explanation about what is happening with the oil prices.

mention coronavirus, OPEC, Saudi Arabia.

give references

Answer:

Oil prices is dropping.Major causes behind the fall is given below:

• Increase in Supply.
• Decrease in demand and
• fall of monopoly power in oil producers.

The price of oil sunk to levels not seen since 2002 as demand for crude collapses amid the coronavirus pandemic.Oil prices have fallen by more than half during the past month as companies cut back or close production.Oil prices failed to keep pace,with growing (coronavirus)lock down measures and that could drive global demand down 20%,potentially pushing the world to run out of storage capacity.

Organization of petroleum exporting countries (OPEC) controls almost 80%of the world's oil reserves.OPEC is the main influencer in fluctuations in oil prices.OPEC and its allies due to covid 19 outbreak,agreed to historic production cuts to stabilize prices,but they dropped to 20 years lows.Supply and demand influences oil prices to change.From global perspective,political instability in middle east causes oil prices to change.

Saudi Arabia is the second largest oil producer in the world.It will suffer financially from cheap oil.It can afford temporary falls in oil prices because they have substantial reserves.If low prices persist,Saudi Arabia may have to cut back on some of the social programms.

References:

BBC News(30 March 2020) Coronavirus:oil price collapses to lowest level for 18 years

1. Use the SQL Developer to create the four tables EMP, DEPT, PROJ, EMP_PROJ with the appropriate constraints except FOREIGN KEY constraints. For filename, use CREATE.sql accordingly.
2. Import data from the csv files to EMP, DEPT, and PROJ tables.
3. Check that all data for EMP, DEPT, and PROJ tables has been imported.

__________________________

employees.csv

empNo,fname,lname,address,sex,salary,position,deptNo

1000,Steven,King,"731 Fondren, Houston, TX",M,30000,Programmer,60

1007,Diana,Lorentz,"638 Voss, Bellaire, TX",F,24000,Clerk,20

2002,Pat,Fay,"3321 Castle, Spring, TX",F,15000,Sales Representative,80

1760,Jonathan,Taylor,"561 Rice, Houston, TX",M,60000,Manager,20

1740,Ellen,Abel,"890 Stone, Houston, TX",F,65000,Manager,60

2060,William,Gietz,"450 Berry, Bellaire, TX",M,65000,Manager,80

2000,Jennifer,Whalen,"980 Fire Oak, Humble, TX",F,28000,Clerk,60

1444,Peter,Vargas,"975 Dallas, Houston, TX",M,20000,Sales Representative,80

_________________________________

Departments.csv

deptNumber,deptName,Mgr

20,Marketing,1760

60,IT,1740

80,Sales,2060

_________________________

Projects.csv

projNumber,projName,deptNum

10,Product X,20

20,Product Y,20

30,Computerization,60

40,Product Z,80

50,Mobile Apps,60

you will be implementing two functions for the LinkedList class. The function that you are implementing is called reverse and isPalindrome. The isPalindrome function should determine if the linked list is a palindrome or not and the reverse function should reverse the linked list.

When you are finished with the implementation, try to use valgrind to see if there are any other errors or memory leaks to deal with. valgrind ./lab7 or make val

1. Expected Output

This is an example of what the output should look like. Note that the program must compile without any warnings or memory leaks.

==2353315== Memcheck, a memory error detector

==2353315== Copyright (C) 2002-2017, and GNU GPL'd, by Julian Seward et al.

==2353315== Using Valgrind-3.16.0 and LibVEX; rerun with -h for copyright info

==2353315== Command: ./lab7

==2353315==

The word: tenet is a palindrome.

The word: LOLO is not a palindrome.

The word: Zendaya is not a palindrome.

The word: kayak is a palindrome.

The word: step on no pets is a palindrome.

The word: I did did I is a palindrome.

The word: CMSC 202 is not a palindrome.

The word: wasitacatisaw is a palindrome.

==2353315==

==2353315== HEAP SUMMARY:

==2353315==     in use at exit: 0 bytes in 0 blocks

==2353315==   total heap usage: 158 allocs, 158 frees, 76,512 bytes allocated

==2353315==

==2353315== All heap blocks were freed -- no leaks are possible

==2353315==

==2353315== For lists of detected and suppressed errors, rerun with: -s

==2353315== ERROR SUMMARY: 0 errors from 0 contexts (suppressed: 0 from 0)

Current and historical Financial Statements (Income Statement (I/S), Balance Sheet (B/S) and Statement of Cash Flows) from the 3 most current years for the firm
The financial statements must include changes (deltas) between years.

Income Statement (Annual)

Balance Sheet

Statement of Cash Flows

What are the Deltas for each chart for each year?

Vino Veritas Company, a U.S.-based importer of wines and spirits, placed an order with a French supplier for 1,700 cases of wine at a price of 270 euros per case. The total purchase price is 459,000 euros. Relevant exchange rates for the euro are as follows:

Vino Veritas Company has an incremental borrowing rate of 12 percent (1 percent per month) and closes the books and prepares financial statements at September 30.

a. Assume that the wine arrived on September 15, and the company made payment on October 31. There was no attempt to hedge the exposure to foreign exchange risk. Prepare journal entries to account for this import purchase.

b. Assume that the wine arrived on September 15, and the company made payment on October 31. On September 15, Vino Veritas entered into a 45-day forward contract to purchase 459,000 euros. It properly designated the forward contract as a fair value hedge of a foreign currency payable.

c.Vino Veritas ordered the wine on September 15. The wine arrived and the company paid for it on October 31. On September 15, Vino Veritas entered into a 45-day forward contract to purchase 459,000 euros. The company properly designated the forward contract as a fair value hedge of a foreign currency firm commitment. The fair value of the firm commitment is measured by referring to changes in the forward rate. Prepare journal entries to account for the foreign currency forward contract, firm commitment, and import purchase.b. Assume that the wine arrived on September 15, and the company made payment on October 31. On September 15, Vino Veritas entered into a 45-day forward contract to purchase 459,000 euros. It properly designated the forward contract as a fair value hedge of a foreign currency payable. Prepare journal entries to account for the import purchase and foreign currency forward contract.

d. The wine arrived on September 15, and the company made payment on October 31. On September 15, Vino Veritas purchased a 45-day call option for 459,000 euros. It properly designated the option as a cash flow hedge of a foreign currency payable. Prepare journal entries to account for the import purchase and foreign currency option.

e. The company ordered the wine on September 15. It arrived on October 31, and the company made payment on that date. On September 15, Vino Veritas purchased a 45-day call option for 459,000 euros. It properly designated the option as a fair value hedge of a foreign currency firm commitment. The fair value of the firm commitment is measured by referring to changes in the spot rate. Prepare journal entries to account for the foreign currency option, firm commitment, and import purchase.

QUESTION.

1. Define Common Core State Standards (CCSS) (include the definitions of curriculum versus standards).

2. State the concern that you chose (written below) and then decide if the concern is valid or not. Give your rationales and references for your stance.

The Common Core can't speed up child development

Recent evaluations of the state's preschoolers have determined that only 47 percent are ready for kindergarten, compared to 83 percent judged ready last year. This drastic drop isn't the result of an abrupt, catastrophic decline in the cognitive abilities of our children. Instead, it results from a re-definition of kindergarten readiness, which now means being able to succeed academically at a level far beyond anything expected in the past. For example, a child entering kindergarten is now expected to know the difference between informative/explanatory writing and opinion writing. The concern is that preschoolers without that knowledge will not succeed at meeting the new higher-level Common-Core standards. However, I think a more pressing concern is: Why do we have educational standards that are not aligned with even the most basic facts of human development? Clearly these test results show that the problem is with the standards, not the children.

Educational attainment is part of human development, and fundamentally this is a biological process that cannot be sped up. We cannot wish away our biological limitations because we find them inconvenient. Children will learn crawling, walking, listening, talking and toilet training, all in succession at developmentally appropriate ages. Once in school, for skills that require performing a physical task, that are in what Bloom's Taxonomy classifies as the "psychomotor domain," it is understood that children will only learn when they are physically and developmentally ready. No one expects four-year olds to type fluently on a computer keyboard, play difficult Chopin Etudes on the piano, prepare elaborate meals in the kitchen or drive a car.

However, for skills in what Bloom calls the "cognitive domain," the school curriculum has become blind not only to the progression of normal child development but also to natural variations in the rate that children develop. It is now expected that pre-school children should be able to grasp sophisticated concepts in mathematics and written language. In addition, it is expected that all children should be at the same cognitive level when they enter kindergarten, and proceed through the entire grade-school curriculum in lock step with one another. People, who think that all children can learn in unison, have obviously never worked with special needs children or the gifted and talented.

Demanding that children be taught to developmentally inappropriate standards for language and math comprehension is not a harmless experiment. This exercise in futility wastes the time of teachers and students and unethically sets all of them up to fail. It exacerbates the very problems that the new curriculum is supposed to fix. It leaves boys, whose verbal development for biological reasons already lags behind girls, even further behind and will accelerate the trend of fewer boys going on to college. Even today boys only make up about 40 percent of college students nationwide and their numbers will continue to dwindle.

The new curriculum standards and testing regimens are motivated by a well-intentioned desire to close achievements gaps that exist between the various socio-economic and ethnic and racial groups. There is a belief that by demanding that all children meet a set of rigid and arbitrarily high academic standards, achievement gaps can be closed and economic opportunities increased for all. The apparent reasoning is that if all children receive the same education and are held to the same academic standards, then all children will have equal opportunity to succeed as adults.

However, addressing pervasive economic inequality by pretending that in an ideal world all children should be alike isn't a solution. The inequalities that plague our society are inherent in the structure of our political and economic systems. A new curriculum will not change the underlying pathologies corrupting these structures. It is a mistake to conflate unjust economic inequalities that arise from our broken political and economic systems with normal differences in abilities and dispositions among people that arise from being human. If all barriers to inequality were broken down, people would still be different from one another and normal human development would still unfold.

Education should be about helping each child, regardless of background or academic readiness, achieve his or her full, unique potential as a human being. It should instill not just academics but also physical, emotional and social skills, which are also essential for making meaningful contributions to the well being of our families, communities and the economy. Differences between people that arise across all skill sets and educational domains are an inherent and valued part of the human experience that should be celebrated in school, not erased.