rev: 08_05_2014_QC_51911, 08_28_2014_QC_51911

Please, edit for clarity and conciseness, for grammar, capitalization, punctuation, abbreviation, number style, word division, and vocabulary. Thank you

The Executive Summary (excerpt)

Purpose of the Proposal

This document will acquaint the reader with 3 principle topics by

·         Showing what the San Diego State University (SDSU) Suntrakker project is;

·         Showing that the team-oriented, interdepartmental disciplines at SDSU possess the tenacity and know-how to build and race a solar-powered vehicle in the World Solar Challenge Race in Austrailia next year;

·         Define and articulate how this business team expects to promote and generate the necessary support; funds, and materials from the student body, alumni, community and local businesses to sieze and executive this opportunity.

Project Profile

The Suntrakker Solar Car project was conceived by a small group of San Diego State University engineering students motivated by the success of the General motors “Sunrayce,” committed itself to designing and building a superior solar-powered vehicle to compete in the world Solar Challenge.

From modest Beginnings, the Suntrakker project quickly revolved into a cross-disciplinary educational effort encompassing students from many colleges of San Diego State University. The project has provided students participants and volunteers with valuable real-life experiences and has brought them together in an effort that benefits not only the students and the university but also the environment.

Sponsors of this project are not only contributing to the successful achievement of the overall Suntrakker project but will also enhance their goodwill, advertising, and name promotion by association with the project. In addition, the Suntrakker offers a unique opportunity for the companies who can donate parts and accessories to showcase their name and test field their products in public in this highly publicized international contest.

?

Above data shows 13 values of the variable "distance from hometown to campus" that were provided by the students in a recent statistics class.

A. Find the mean and the median.

_____mean (round to 1 decimal place in your answer)
____median

B. Suppose the family of the student with data value 3000 moves to Tel Aviv, Israel; this changes the data value for this student from 3000 to 6000. Calculate the new mean and new median when 3000 is replaced by 6000.

_____new mean (round to 1 decimal place in your answer)
_____new median

C. Now suppose that the families of the other 5 students whose values are greater than the median also move to new locations so that each student's data value is twice as large as the original data value. (The data values of the students less than the median do not change and the 6000 data value remains at 6000). Calculate the new mean and the new median.

______new mean (round to 1 decimal place in your answer)
_____new median

D. Suppose now that the 6 students whose data values are less than the median also move to new locations so that each student's data value is half as large as the original data value. (Note that half of 0 is 0; all the data values greater than the median keep the same new values from question 3). Calculate the new mean and the new median.

_____ new mean (round to 1 decimal place in your answer)
____new median

[2 pts] Narrow confidence intervals give us more precise estimates of our parameter. What two quantities does the researcher control that affect the width of a confidence interval, and how can the researcher change them to result in narrower confidence intervals?

A random sample of 12 MSU students were surveyed and asked “How much did you spend on textbooks this semester?”

What type of plot should be used to display these data? Select all that apply.

Histogram

Segmented bar chart

Dotplot

Scatterplot

In order to create a theoretical confidence interval from these data, what must be assumed? Select one.

The sample is representative of all MSU students.

The distribution of textbook costs reported is roughly symmetric.

The students were honest in their responses.

With this sample size, we can never use theoretical methods of analysis.

[2 pts] Assume it is valid to use a theoretical confidence interval to analyze these data. The sample mean was $284.90 and the sample standard deviation was $96.10. Use these values and a multiplier of 2.201 to create a 95% confidence interval for the true mean.

[2 pts] Interpret the confidence interval in the context of the problem.

[2 pts] What is meant by having “95% confidence” in the interval?

[2 pts] If we had sampled 50 MSU students instead of 12 and gotten the same sample mean and sample standard deviation, which of the following statements would be true? Select all that apply.

The variability between individuals in our sample would decrease.

The variability between means from many samples would decrease.

The confidence interval width would decrease.

The center of the confidence interval would decrease.

I. General Description In this assignment, you will create a Java program to read undergraduate and graduate students from an input file, sort them, and write them to an output file. This assignment is a follow up of assignment 5. Like assignment 5, your program will read from an input file and write to an output file. The input file name and the output file name are passed in as the first and second arguments at command line, respectively. Unlike assignment 5, the Student objects are sorted before they are written to the output file.

• The program must implement a main class, three student classes (Student, UndergradStudent, GradStudent), and a Comparator class called StudentIDComparator.

• The StudentIDComparator class must implement the java.util.Comparator interface, and override the compare() method. Since the Comparator interface is a generic interface, you must specify Student as the concrete type. The signature of the compare method should be public int compare(Student s1, Student s2). The compare() method returns a negative, 0, or positive value if s1 is less than, equals, or is greater than s2, respectively. • To sort the ArrayList, you need to create a StudentIDComparator object and use it in the Collections’ sort method: StudentIDComparator idSorter = new StudentIDComparator(); Collections.sort(students, idSorter); //students is an arrayList of Students

heres students.txt

James Bond,200304,3.2,undergraduate,true
Michelle Chang,200224,3.3,graduate,Cleveland State University
Tayer Smoke,249843,2.4,undergraduate,false
David Jones,265334,2.7,undergraduate,true
Abby Wasch,294830,3.6,graduate,West Virginia
Nancy Drew,244833,2.9,graduate,Case Western
Lady Gaga,230940,3.1,undergraduate,false
Sam Jackson,215443,3.9,graduate,Ohio State University

Suppose SFU has figured out a way to deliver the lectures all around the world in a way that creates a demand for their lectures because in some way they're better than the lectures that you could get from other universities. They evaluate the demand in Korea and demand in Germany. The demands are as follows:

PK = 5,000 – 0.5QK

PG = 3,000 – 0.5QG

where PK and PG are the prices per course (per student) in Korea and Germany, respectively, and QK and QG are the number of students in Korea and Germany willing to enroll at those prices, respectively.

The cost of online delivery is C = 1,800Q, where Q is the total number of students enrolled (i.e., Q = QK + QG).

But the university probably would get the idea that it's not that difficult to distinguish students in Germany from students in Korea by checking, for instance, their citizenship documents when they register for the course and/or checking the location of their ISP (i.e., the university could solve the identification problem on the group level, i.e., tell whether a student is in Germany or in Korea and the university does not really face an arbitrage problem).

SFU decides to practice the 3rd degree (linear) price discrimination.

6. What price would SFU charge in Germany?

7. What price would SFU charge in Korea?

8. What would be their online enrollment in Korea?

9. What would be their online enrollment in Germany?

10. What would be their total online enrollment?

11. What would be the combined surplus in all the markets? I.e., what is the sum of the consumer surplus in Korea, consumer surplus in Germany, and SFU’s producer surplus from selling the instruction in both countries?

I. General Description In this assignment, you will create a Java program to read undergraduate and graduate students from an input file, sort them, and write them to an output file. This assignment is a follow up of assignment 5. Like assignment 5, your program will read from an input file and write to an output file. The input file name and the output file name are passed in as the first and second arguments at command line, respectively. Unlike assignment 5, the Student objects are sorted before they are written to the output file.

• The program must implement a main class, three student classes (Student, UndergradStudent, GradStudent), and a Comparator class called StudentIDComparator.

• The StudentIDComparator class must implement the java.util.Comparator interface, and override the compare() method. Since the Comparator interface is a generic interface, you must specify Student as the concrete type. The signature of the compare method should be public int compare(Student s1, Student s2). The compare() method returns a negative, 0, or positive value if s1 is less than, equals, or is greater than s2, respectively.

• To sort the ArrayList, you need to create a StudentIDComparator object and use it in the Collections’ sort method: StudentIDComparator idSorter = new StudentIDComparator(); Collections.sort(students, idSorter); //students is an arrayList of Students

Heres student.txt

James Bond,200304,3.2,undergraduate,true
Michelle Chang,200224,3.3,graduate,Cleveland State University
Tayer Smoke,249843,2.4,undergraduate,false
David Jones,265334,2.7,undergraduate,true
Abby Wasch,294830,3.6,graduate,West Virginia
Nancy Drew,244833,2.9,graduate,Case Western
Lady Gaga,230940,3.1,undergraduate,false
Sam Jackson,215443,3.9,graduate,Ohio State University

He said you would need aorund 5 classes

An SAT prep course claims to improve the test score of students. The table below shows the scores for seven students the first two times they took the verbal SAT. Before taking the SAT for the second time, each student took a course to try to improve his or her verbal SAT scores. Do these results support the claim that the SAT prep course improves the students' verbal SAT scores?

Let d=(verbal SAT scores prior to taking the prep course)−(verbal SAT scores after taking the prep course)d=(verbal SAT scores prior to taking the prep course)−(verbal SAT scores after taking the prep course). Use a significance level of α=0.1 for the test. Assume that the verbal SAT scores are normally distributed for the population of students both before and after taking the SAT prep course.

Step 1 of 5: State the null and alternative hypotheses for the test.

Step 2 of 5: Find the value of the standard deviation of the paired differences. Round your answer to one decimal place.

Step 3 of 5: Compute the value of the test statistic. Round your answer to three decimal places.

Step 4 of 5: Determine the decision rule for rejecting the null hypothesis H 0 . Round the numerical portion of your answer to three decimal places.

Step 5 of 5: Make the decision for the hypothesis test.

Implement a version with the outer loop, with a while loop, and the inner loop with a do / while loop.

Modify this program as he ask ↑↑↑ C++

// This program averages test scores. It asks the user for the
2 // number of students and the number of test scores per student.
3 #include <iostream>
4 #include <iomanip>
5 using namespace std;

6
7 int main()
8 {
9 int numStudents, // Number of students
10 numTests; // Number of tests per student
11 double total, // Accumulator for total scores
12 average; // Average test score
13
14 // Set up numeric output formatting.
15 cout << fixed << showpoint << setprecision(1);
16
17 // Get the number of students.
18 cout << "This program averages test scores.\n";
19 cout << "For how many students do you have scores? ";
20 cin >> numStudents;
21
22 // Get the number of test scores per student.
23 cout << "How many test scores does each student have? ";
24 cin >> numTests;
25
26 // Determine each student's average score.
27 for (int student = 1; student <= numStudents; student++)
28 {
29 total = 0; // Initialize the accumulator.
30 for (int test = 1; test <= numTests; test++)
31 {
32 double score;
33 cout << "Enter score " << test << " for ";
34 cout << "student " << student << ": ";
35 cin >> score;
36 total += score;
37 }
38 average = total / numTests;
39 cout << "The average score for student " << student;
40 cout << " is " << average << ".\n\n";
41 }
42 return 0;
43 }

b) Give 2 reasons why increasing state aid to property-poor districts may not necessarily lead to improved student academic performance in those districts.

c) In school finance, Housing Price Capitalization refers to the concept that increased funding for schools may lead to increased school quality, which in turn may lead to higher property values for homes that are served by the improved schools. What might be a potential downside to housing price capitalization?

a) What is the difference between “teacher qualifications” and “teacher effectiveness”?

b) In general terms, describe how value-added measures are typically calculated

c) How would you recommend schools measure teacher effectiveness? Provide reasoning for why you think your solution is a good one.

d, Researchers often think of education as a production process. I.e. schools invest in inputs to the education process that they in turn hope will produce educational outputs. In this context: 1. List at least four inputs that commonly factor into the educational production process.

2. List at least four educational outputs that emerge from the educational production process.

b) Imagine you are a school superintendent of a low-performing urban school district who has to choose how to invest a newly received grant of $10 million. How would you spend the money? What outcomes would you hope to improve? Are there potential downsides to spending the money the way you chose?

Use the following diagram to answer the following questions W1

a) At wage W1 is there a teacher labor shortage or surplus? Illustrate on the diagram.

b) Given the market is not in equilibrium, describe the market forces that bring the market into equilibrium. Illustrate on the diagram.

Use the diagram of a teacher labor market below to answer the following question.

c) The state passes a law requiring all class sizes be 25 students or less. How does this affect the equilibrium wage and labor quantity of teachers in the state? Demonstrate using the figure. Full credit answers will demonstrate the initial equilibrium wage and quantity, any changes due to the scenario, and the final equilibrium wage and quantity.