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 10.6. Assume that the population of all possible paired differences is normally distributed.

Table 10.6

Paired T-Test and CI: Study Before, Study After

95% CI for mean difference: (3.65391, 8.84609)

T-Test of mean difference = 0 (vs not = 0): T-Value = 5.69, P-Value = .0007

(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.

H₀: µ_d =  versus H_a: µ_d ≠

(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.)

t =   We have (Click to select)noextremely strongvery strongstrong evidence.

(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?

There is (Click to select)no evidencevery strong evidenceextermly strong evidencestrong evidence against the null hypothesis.

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 10.6. Assume that the population of all possible paired differences is normally distributed.

Table 10.6

Paired T-Test and CI: Study Before, Study After

95% CI for mean difference: (1.97112, 6.77888)

T-Test of mean difference = 0 (vs not = 0): T-Value = 4.30, P-Value = .0036

(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.

H₀: µ_d =  versus H_a: µ_d ?

(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.)

t =   We have (Click to select)novery strongextremely strongstrong evidence.

(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?

There is (Click to select)very strong evidenceextermly strong evidencestrong evidenceno evidence against the null hypothesis.

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 10.6. Assume that the population of all possible paired differences is normally distributed.

Table 10.6

Paired T-Test and CI: Study Before, Study After

95% CI for mean difference: (3.73660, 12.51340)

T-Test of mean difference = 0 (vs not = 0): T-Value = 4.38, P-Value = .0032

(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.

H₀: µ_d =  versus H_a: µ_d ?

(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.)

t =   We have (Click to select)strongvery strongextremely strongno evidence.

(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?

There is (Click to select)no evidencevery strong evidencestrong evidenceextermly strong evidence against the null hypothesis.

Question 4
a) James believes that taking into account the characteristics, attitudes, steps in critical thinking as well as the communication behaviors, people are more likely to be made critical thinkers than being born as such. Illustrate your agreement or disagreement with the above statement. . Justify your answer using relevant and concrete examples.
(CR – 6 marks)
b) Choosing the appropriate learning space makes a whole difference in how well a student prepares for examination. Sometimes, the failure of students can actually be blamed on the poor choice of learning environment which they make even as they prepare for exams. Explain in details the four potential factors that your will consider while selecting a learning space as you prepare for exams and indicate how your choice can will be conducive for your end of semester examination preparation.
(EV – 6 marks)
4
c) Technological addiction and poor sleeping habits are two major challenges that the twenty first century student has to deal with. With data being so affordable and the easy access to numerous social media platforms, a lot of students spend their sleep times interacting with friends and attending parties. Some are even addicted. Evaluate how you can manage these two major challenges using three key learning strategies to attain academic excellence. (CR – 6 marks)
TOTAL[20MARKS]
Question 5
a) Students’ attitude towards teachers and class is a major cause of plagiarism. Some students cheat because they have negative student attitudes towards assignments and tasks that teachers think have meaning but they don’t” (Howard, 2002). Illustrate your agreement or disagreement with the above statement. (EV – 6 marks)
b) Based on the statement in (a) critically analyze in details and with the use of your own examples three major means of reducing plagiarism among university students.
(CR – 6 marks)
c) Engaging unethical behaviors in your academic journey usually is not encouraged as it gives a terrible reflection of the potentially bad professional behaviors you will exhibit in the future. With the backing of practical examples of your choice, discuss and justify how unprincipled and unethical behaviors of a professional can convey distress or potential harm to a customer and describe which key remedies can be used to resolve the condition.

Write a code in c++ using dynamic array of structure and dynamic array list.
Make a dummy list for a company which stores following information about its customers.
Customer ID
Customer Name
Gender
Total items purchased
Item category
20% discount in percentage of total purchase amount.
Use dynamic array to save at least 20 items by dividing them into 3 different categories.
Make a dummy list of items that company sells by dividing them into two categorizes. Items has following attributes
Item number
Item price
Item name
Item quantity
Manufacturer
Expire date
Also allow customer to purchase these items. Suppose that the company has unlimited stock of items.
Note.
No element in a list would duplicate.
Each list have following functions
Create
Display
Isfull
Isempty
Islength
Clear
Delete
Copy
Find by value
Find by position
Swap by value
Swap by position
Add by value
Add by position
Delete by value
Delete by position
Update by value
Update by position

r = range(10, 40, 3)

def print_lv(strings):

strings = strings if isinstance(strings, list) else [strings]

for string in strings:

st = "f'" + string + ": {" + string + "}'"

print_stmt = 'print(' + st + ', end="; ")'

# Uncomment the following print statement to see the statement to be executed.

# Each will appear on a separate line.

# print(f'\n{print_stmt}')

exec(print_stmt)

print()

print_lv(['list(r)', 'r[-2:3:-1]', 'list(r[-2:3:-1])'])

OUTPUT:

list(r): [10, 13, 16, 19, 22, 25, 28, 31, 34, 37]; r[-2:3:-1]: range(34, 19, -3); list(r[-2:3:-1]): [34, 31, 28, 25, 22]; 

I need help explaining this bit of code. Particularly why r[-2:3:-1] is range(34, 19, -3).

The slice starts at position -2 and stops at position 3 in increments of step -1.

YET the range that results from taking that slice starts at value 34 and stops at value 19 in increments of step -3

Case study:

JD is a 58-year-old male patient who is suffering from latent TB. The treating physician is choosing a prophylactic regimen for JD and evaluating treatment with rifampin for a 4 months course. Please evaluate if rifampin is a good drug choice for JD and what potential complications this treatment option will pose for JD.

JD’s current medication list includes:

▪Warfarin 5 mg daily

▪Oxcarbazepine 2 g daily

▪Metoprolol succinate 50 mg daily

▪Lisinopril 20 mg daily

▪Simvastatin 20 mg daily

Questions based on the case study:

1) List each drug-drug interaction with existing regimen and pharmacology of interaction

2. List the medical risks due to each drug interaction

3. List any potential dose adjustments I.e. dose should be increased/decreased

4. List any required monitoring I.e. lab values, drug levels, side effects, etc.

you just need to answer the question below given the information in the case study.

language: python

Create a text file in your project folder with at least 20 "quirky sayings"/fortunes (the only requirement is that they be appropriate for display in class), If I use my own file though, you should handle as many fortunes as I put in. Make each fortune its own line,

•in your main function ask the user for the name of the fortunes file.•Create a function which takes the name of the fortunes file as a parameter, open that file, read all the lines into a list of strings Create a list by reading those 20+ fortunes from your file, then return that list from this functions•back in the main function call the display_fortunes passing the list of strings that you got from the previous functions•display_fortunes should•repeat as often as the user wants:

•ask the user if they want another fortune, •if the user’s answer begins with any variation in capitalization of the word ‘yes, then•select a random line from your list of fortunes and display it •if the users answer begins with no (in any capitalization) then quit the program

Times are slow for your company right now, and with the rising costs of materials and wages, your profits are at an all-time low. Because of this unfortunate situation, you will need to let some employees go. The senior management team has already compiled the list of people whose employment will be terminated two weeks from today. However, the people on the list will not know until the day of the termination.

You have called a meeting with your department managers and supervisors. The managers and supervisors do not know that a list has been created, so you will need to let them know this at some point in the conversation. Also, they will not be able to see the list until the day of the terminations. Obviously, this is a very confidential topic and should not be shared with anybody outside of this meeting. The purpose of your meeting today is to confide in this group and assure them that none of them are on the list. You also want to get their feedback on how the general employee base will react to the news.

Devise and elaborate on an action plan for the day of the event.

Complexity index: Level 5: Detailing your argument to support the statement.

Answer using Jupyter Python #Prompt the user to enter a passing grade and store the value from #the input() into a variable. #Refer to the variable in problem 2 to complete the following: #Use the if statement to evaluate the only the first element in the #grades list using index notation. #If the grade is passing, display PASSED, otherwise display FAILED. """Problem 1d""" #Use the for statement to iterate on each element in the #grades list (from problem 1a) and displays each value. #Specifically, for each grade in the grades list, if the grade is #passing (referring to problem 1b), then display PASSED, otherwise display FAILED. """Problem 2a""" #Create a function that will evaluate if each grade in a list is considered #passing or failing. [hint: use the for statement and if...else together] #Store the total number of passing and failing grades in their own respective variables. #The function should return a dictionary with two key-value pairs where the keys are # the words PASSED and FAILED mapped to their total counts variable. """Problem 2b""" #Call the function and pass in the grades list (from problem 1a) as an argument.