In a city with three high schools, all the ninth graders took a Standardized Test, with these results:

The city's PR manager, who never took a college math class, claimed the mean score of all ninth graders in the city was 79.7 . Of course, that is incorrect. What is the mean score for all ninth graders in the city?

Round to one decimal place.

Mean of all ninth grader's scores =

To compute a student's Grade Point Average (GPA) for a term, the student's grades for each course are weighted by the number of credits for the course. Suppose a student had these grades:
3.7 in a 5 credit Math course
2.1 in a 2 credit Music course
3.0 in a 5 credit Chemistry course
3.0 in a 6 credit Journalism course
What is the student's GPA for that term? Round to two decimal places. Student's GPA =

To compute a student's Grade Point Average (GPA) for a term, the student's grades for each course are weighted by the number of credits for the course. Suppose a student had these grades:
3.9 in a 5 credit Math course
2.0 in a 2 credit Music course
2.8 in a 5 credit Chemistry course
3.4 in a 4 credit Journalism course
What is the student's GPA for that term? Round to two decimal places. Student's GPA =

Every year, the students at a school are given a musical aptitude test that rates them from 0 (no musical aptitude) to 5 (high musical aptitude). This year's results were:

The mean (¯xx¯) aptitude score:  (Please show your answer to 1 decimal place.)

The median aptitude score:

The mode aptitude score:  (Please separate your answers by ',' in bimodal situation. Enter DNE if there is no mode.)

The Acme Company manufactures widgets. The distribution of widget weights is bell-shaped. The widget weights have a mean of 57 ounces and a standard deviation of 6 ounces.

a) 95% of the widget weights lie between  and

b) What percentage of the widget weights lie between 39 and 69 ounces?  %

c) What percentage of the widget weights lie below 63 ?  %

To find out if wealthier people are happier we collect data from 50 people about their income and their overall happiness on a scale from 1 to 10. The correlation coefficient comes out to be -0.25. Given that r=0.025 which means this is a weak negative correlation. In terms of strength, we can conclude that the correlation between income and happiness is moderate. In terms of direction, there is a negative correlation between happiness and income.  If we increase the number of subjects in the study to 1000 the errors will increase therefore we may not obtain the desired correlation. It is important to select data randomly because randomly selected data are biased free and give us an unbiased estimator for the population. Consider an example of students interested in a youth festival in a school. If we collect considered statistics class as a sample and get data from all the students this will not be a representative of the population here which is the school.

This is the response I received from my instructor:

Your description of the correlation coefficient was correct overall. Remember that it ranges from -1 to +1 and the closer it is to 0 the weaker it is, and the closer it is to 1 the stronger it is. As a result, if you have a correlation coefficient of -0.25, it would be closer to 0 than 1, which would imply it's relatively weak, although moderate is the word you used. It's not always clear how strong or weak, however, as there aren't definitive cut-offs to determine that. There's another consideration regarding sample size in that as you have a smaller size, there's the chance that the subjects who volunteer for studies have their own inherent reasons for volunteering. In most studies, subjects are volunteers and are therefore a very select group that usually has an interest in the subject or have a reason to participate. In other words, it seems that having a biased sample is almost inevitable as most studies require that subjects volunteer on their own. What does that say about the validity of the research experiments in which subjects volunteer for them - should researchers attempt to eliminate this option? How??

Please help with what he is asking.

What does that say about the validity of the research experiments in which subjects volunteer for them - should researchers attempt to eliminate this option? How??

What does that say about the validity of the research experiments in which subjects volunteer for them - should researchers attempt to eliminate this option? How??

this is the question and I don't know how to answer it

Prepare an adjusted trial balance

[The following information applies to the questions displayed below.]

Wells Technical Institute (WTI), a school owned by Tristana Wells, provides training to individuals who pay tuition directly to the school. WTI also offers training to groups in off-site locations. WTI initially records prepaid expenses and unearned revenues in balance sheet accounts. Its unadjusted trial balance as of December 31 follows along with descriptions of items a through h that require adjusting entries on December 31.

Additional Information Items

1. An analysis of WTI's insurance policies shows that $2,542 of coverage has expired.
2. An inventory count shows that teaching supplies costing $2,204 are available at year-end.
3. Annual depreciation on the equipment is $10,170.
4. Annual depreciation on the professional library is $5,085.
5. On September 1, WTI agreed to do five courses for a client for $2,300 each. Two courses will start immediately and finish before the end of the year. Three courses will not begin until next year. The client paid $11,500 cash in advance for all five courses on September 1, and WTI credited Unearned Training Fees.
6. On October 15, WTI agreed to teach a four-month class (beginning immediately) for an executive with payment due at the end of the class. At December 31, $6,748 of the tuition has been earned by WTI.
7. WTI's two employees are paid weekly. As of the end of the year, two days' salaries have accrued at the rate of $100 per day for each employee.
8. The balance in the Prepaid Rent account represents rent for December.

   WELLS TECHNICAL INSTITUTE Unadjusted Trial Balance December 31
   	Debit			Credit
   Cash	$	26,642
   Accounts receivable		0
   Teaching supplies		10,245
   Prepaid insurance		15,371
   Prepaid rent		2,050
   Professional library		30,739
   Accumulated depreciation—Professional library				$	9,223
   Equipment		98,000
   Accumulated depreciation—Equipment					16,396
   Accounts payable					26,000
   Salaries payable					0
   Unearned training fees					11,500
   Common stock					24,110
   Retained earnings					78,000
   Dividends		40,988
   Tuition fees earned					104,516
   Training fees earned					38,937
   Depreciation expense—Professional library		0
   Depreciation expense—Equipment		0
   Salaries expense		49,186
   Insurance expense		0
   Rent expense		22,550
   Teaching supplies expense		0
   Advertising expense		7,173
   Utilities expense		5,738
   Totals	$	308,682		$	308,682

Changes in Education Attainment: According to the U.S. Census Bureau, the distribution of Highest Education Attainment in U.S. adults aged 25 - 34 in the year 2005 is given in the table below.

Census: Highest Education Attainment - 2005

In a survey of 4000 adults aged 25 - 34 in the year 2013, the counts for these levels of educational attainment are given in the table below.

Survey (n = 4000): Highest Education Attainment - 2013

The Test: Test whether or not the distribution of education attainment has changed from 2005 to 2013. Conduct this test at the 0.01 significance level.(a) What is the null hypothesis for this test?

H₀: p₁ = p₂ = p₃ = p₄ = p₅ = 1/5 H₀: The probabilities are not all equal to 1/5.     H₀: p₁ = 0.14, p₂ = 0.48, p₃ = 0.08, p₄ = 0.22, and p₅ = 0.08. H₀: The distribution in 2013 is different from that in 2005.

(b) The table below is used to calculate the test statistic. Complete the missing cells.
Round your answers to the same number of decimal places as other entries for that column.

(c) What is the value for the degrees of freedom? 7
(d) What is the critical value of

χ²

? Use the answer found in the

χ²

-table or round to 3 decimal places.
t_α = 8

(e) What is the conclusion regarding the null hypothesis?

reject H₀ fail to reject H₀    

(f) Choose the appropriate concluding statement.

We have proven that the distribution of 2013 education attainment levels is the same as the distribution in 2005. The data suggests that the distribution of 2013 education attainment levels is different from the distribution in 2005.      There is not enough data to suggest that the distribution of 2013 education attainment levels is different from the distribution in 2005.

The Stanford-Binet IQ test is nationally normed with a mean of 100 and a standard deviation of 15. A principal in an elementary school believes that her students have above-average intelligence and wants verification of her belief. She randomly selects 20 students and checks the student files. You will use a z-test to determine whether the students in this school have above-average intelligence and will summarize your findings in a report.

IQ scores for 20 students are found in the Excel spreadsheet.

Using the results above and the data in the Excel spreadsheet, write a complete hypothesis test report,using the α = .05 significance level. To determine the proper p-value for this test, refer to the summary of the case.

Note how you are being provided all three p-values (two-sided, right one-sided, left-one sided). Once you determine the Ho and Ha, you will be able to determine which p-value is appropriate for the test.

You must develop the case study by including all 7 steps of hypothesis testing. I expect complete sentences and not only results (assumptions, hypothesis, sample statistic values, the test statistic, the p-value, conclusions in the context of the problem).

You are also required to include a graphical display of the data above in a bell curve shaped graph labeled properly. The case will be graded based on choosing the correct Ho and Ha testing and complete answers.

please go to details and don't forget to answer the questions that my professor ask for, also explain for the first question in one paragraph and explain second question in one paragraph too. thanks.

Sex Education and Teenage Pregnancy

Santrock (2016) mentions in his text that the United States has one of the highest teenage pregnancy rates of industrialized nations, despite the fact that adolescent sexual activity is no higher in the United States. Why is that? For starters, sex during adolescence is considered a "taboo" subject in our culture. Abstinence is also promoted and touted as the most safest, surefire way to avoid the consequences of early sexual activity. Additionally, we teach teens that sexual activity is an "adult activity" and do not acknowledge that during the adolescent period, when there is an upsurge of hormones and changes in the physiological landscape, teens grow curious about their bodies and that of the opposite sex. Teens are also at a stage in their life where experimentation and identify formation are at its "peak", and questioning, expressing, and exploring their sexual identity is part of that process.

How many people did you know in high school knew what sex was and even had sex? Probably the majority. That is because sexual curiosity during adolescence is part of healthy, typical human development.

What is sex education?

Briefly, sex education is about instilling accurate, scientific-based information and spreading awareness about the following:

1. The physiological changes that occur in the body due to pubertal/hormonal changes.

2. The risks and consequences involved in sexual activity such as contracting sexually transmitted diseases or pregnancy.

3. It involves teaching youngsters how to set boundaries with others when it comes to their own body and other people's bodies (i.e."No means NO!").

4. Contraception options-how to be "sex smart" such as the benefits of using protection.

5. A discussion about knowing when they are "ready" to have sex.

6. Define rape and sexual assault and how to know if you are about to be a victim.

Put it in Perspective...

Answer the Following Discussion Questions:

1. What was your experience with 'sex education'? Did you take a class in school? Did you learn from your caregivers? Include points that you remember learning. And how has that served you as a teenager?

2. According to the film "Inside the Teenage Brain" and your textbook readings, what are some effective ways to approach a conversation with teenagers about 'safe sex'?

In what ways do you think the development of new products differs from the development of new services? (Substantive answers please)