Instructions: Complete the following queries using the Colonial Adventure Tours database. You will find the description including data of this database in page 16 to page 20 in Chapter 1 in your Concepts of Database Management textbook. For each following question, create a query using the Query Design option in Access. Make sure that you save and name each query in the following manner: Query1, Query2......Query14. Query Questions:

Queries:

1. List the name of each trip that does not start in New Hampshire (NH).

2. List the last name of each guide that does not live in Massachusetts (MA).

3. List the name and start location for each trip that has the type Biking.

4. List the name of each trip that has the type Hiking and that has a distance greater than six miles.

5. List the name of each trip that has the type Paddling or that is located in Vermont (VT).

6. List the customer number, customer last name, and customer first name of each customer that lives in New Jersey (NJ), New York (NY) or Pennsylvania (PA).

7. How many trips have a type of Hiking or Biking?

8. List the trip name and state for each trip that occurs during the Summer season. Sort the results by trip name within state.

9. How many trips originate in each state?

10. How many reservations include a trip with a price that is greater than $20 but less than $75?

11. Colonial Adventure Tours calculates the total price of a trip by adding the trip price plus other fees and multiplying the result by the number of persons included in the reservation. List the reservation ID, trip ID, customer number, and total price for all reservations where the number of persons is greater than four. Use the column name TOTAL_PRICE for the calculated field.

12. What is the average distance and the average maximum group size for each type of trip?

13. How many current reservations does Colonial Adventure Tours have and what is the total number of persons for all reservations?

Write a class named GroceryList that represents a list of items to buy from the market, and another class named GroceryItemOrder that represents a request to purchase a particular item in a given quantity (example: four boxes of cookies). It also has client class called GroceryClient which creates objects of GroceryList and GroceryItemOrder. (For this assignment, you will have to submit 3 .java files: one for each class and 3 .class files associated with these .java files. So in total you will be submitting 6 files for this problem.) The GroceryList class should use an array field to store the grocery items and to keep track of its size (number of items in the list so far). Assume that a grocery list will have no more than 10 items. A GroceryList object should have the following methods: public GroceryList() Constructs a new empty grocery list. public void add(GroceryItemOrder item) Adds the given item order to this list if the list has fewer than 10 items. public double getTotalCost() Returns the total sum cost of all grocery item orders in this list. The GroceryItemOrder class should store an item quantity and a price per unit. A GroceryItemOrder object should have the following methods: public GroceryItemOrder(String name, int quantity, double pricePerUnit) Constructs an item order to purchase the item with the given name, in the given quantity, which costs the given price per unit. public double getCost() Returns the total cost of this item in its given quantity. For example, four boxes of cookies that cost 2.30 per unit have a total cost of 9.20. public void setQuantity(int quantity) Sets this grocery item’s quantity to be the given value. The GroceryClient class has static main(..) method and initializes objects for GroceryItemOrder class by adding different items along with their unit item price and available quantity and then creates a GroceryList class object and adds the required grocery list using add() method and determines the total cost using getTotalCost() method and displays it on the console.

I need this in java using textpad. I am missing a few lines where I added in comments. I don't know what I need to add in. Here are the two programs as pasteable code.The comments in the code say what I need done. The two programs are below.

public class ListDemoHw {

        public static void printLinkedList(SLLNode node) {
                // display all elements in the linked list
                while(node != null) {
                        System.out.print(node.info + " ");
                        node = node.next; // move to the next node
                }       
                System.out.println();
        }
        static SLLNode generateLL1() {
                // Create/return a linked list that has {3, 4, 1, 2}
                // Note that this is not quite a useful function. Just for practice purpose
        }
        static SLLNode generateLL2(int a, int b) {
                // Create/return a linked list that has {a, b, a, b}
                // eg) generateLL2(10,20) returns a list {10,20,10,20}
        }
        static SLLNode generateLL_with_array(int[] nums) {
                // Creat/return a linked list using the given int array
                // Return null if the array is empty (size is zero).
                // eg) generateLL3(new int[]{2,3,4}) returns a list {2,3,4}
        }
        static void attach(SLLNode ls1, SLLNode ls2) {
                // Given two linked lists, attach the second list at the end of the first list
                // eg) Suppose ls1={1,2,3}, ls2={50,60} as lists, attach(ls1, ls2) makes ls1 = {1,2,3,50,60}
                // Assume ls1 is not empty.
                // Hint: You need to go to the last node of ls1 and make a connection from it to the ls2
        }
        public static void main(String[] args) {
                printLinkedList(generateLL1()); // 3 4 1 2
                printLinkedList(generateLL2(20,30)); // 20 30 20 30
                printLinkedList(generateLL_with_array(new int[] {2})); // 2
                printLinkedList(generateLL_with_array(new int[] {2,3,4,5})); // 2 3 4 5
                SLLNode ls1 = generateLL1();
                attach(ls1,generateLL2(20,30));
                printLinkedList(ls1); // 3 4 1 2 20 30 20 30
        }
}

---------------------------------------------------------------------------------------------------

public class SLLNode {
        E info;
        SLLNode next;
        public SLLNode(E val) {
                info = val;
                next = null;
        }
}

VBA question, write a function check keyword in a string.

Question:

Function sentimentCalc(tweet As String) As Integer

This function should check each word in the tweet and if the word exists as one of the keywords in the positive list or negative list it should impact the overall sentiment value. The positive list and negative list words exist in the keywords sheet. Access the keywords as ranges within your VBA code. The case of the word is inconsequential. For instance, happy, HAPPY, or hApPy are all treated as positive words regardless of their case (Hint: StrComp).

We have a keyword excel show that which word is positive and which is negative. How to get the keyword please see the hit part below.

If the word is in the positive list, it should increase the sentiment value by 10, if it is in the negative list it should decrease it by 10.

For instance, if the positive list includes “happy”, “rally”, “growth” and the negative list includes “crash”, “scam”, “bad” then:

If the Tweet is “I am Happy that Bitcoin is showing growth.”. The sentiment value will be 10 + 10 = 20

If the Tweet is “I am happy that Bitcoin is a scam and will CRASH!” The sentiment value will be 10 – 10 – 10 = -10

You must remove the following punctuation characters from the tweet text in your VBA code before calculating the sentiment: ! . , ? : ) ( ;

You may do this using multiple lines each calling the Replace function or with an array, loop and one call to the Replace function. Both methods will be marked as correct.

HIT:

You will need to use the string functions StrCom p, Split and Replace In this function.To get the ranges from the keywords Sheet use Worksheet and Range object like so:

Dim positive As Range

Set positive = Worksheets("keywords").Range("A2:A76")

Dim negative As Range

Set negative = Worksheets("keywords").Range("B2:B76")

This will give you the range A2:A76.From the sheet namedkeywords As the variable named positive.You can do the same for the negative range (but with different cell references And variable names).

You will need to use nested loops. One to go through each word in the keywords and one to Go through each word in the tweet text.

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 63 students enrolled in those two courses. Data concerning the company’s cost formulas appear below:

For example, administrative expenses should be $3,700 per month plus $46 per course plus $7 per student. The company’s sales should average $850 per student.

The company planned to run four courses with a total of 63 students; however, it actually ran four courses with a total of only 59 students. The actual operating results for September appear below:

Required:

1. Prepare the company’s planning budget for September.

Prepare the company’s planning budget for September.

2. Prepare the company’s flexible budget for September.

Prepare the company’s flexible budget for September.

3. Calculate the revenue and spending

Professor Jennings claims that only 35% of the students at Flora College work while attending school. Dean Renata thinks that the professor has underestimated the number of students with part-time or full-time jobs. A random sample of 83students shows that 38 have jobs. Do the data indicate that more than 35% of the students have jobs? Use a 5% level of significance.

What are we testing in this problem?

single mean

single proportion     

(a) What is the level of significance?


State the null and alternate hypotheses.

H₀: p = 0.35; H₁: p > 0.35

H₀: μ = 0.35; H₁:  μ < 0.35     

H₀: p = 0.35; H₁:  p < 0.35

H₀: μ = 0.35; H₁: μ > 0.35

H₀: p = 0.35; H₁:  p ≠ 0.35

H₀: μ = 0.35; H₁:  μ ≠ 0.35

(b) What sampling distribution will you use? What assumptions are you making?

The standard normal, since np > 5 and nq > 5.

The Student's t, since np < 5 and nq < 5.     

The Student's t, since np > 5 and nq > 5.

The standard normal, since np < 5 and nq < 5.

What is the value of the sample test statistic? (Round your answer to two decimal places.)


(c) Find (or estimate) the P-value.

P-value > 0.250

0.125 < P-value < 0.250     

0.050 < P-value < 0.125

0.025 < P-value < 0.050

0.005 < P-value < 0.025

P-value < 0.005

Sketch the sampling distribution and show the area corresponding to the P-value.

(d) Based on your answers in parts (a) to (c), will you reject or fail to reject the null hypothesis? Are the data statistically significant at level α?

At the α = 0.05 level, we reject the null hypothesis and conclude the data are statistically significant.

At the α = 0.05 level, we reject the null hypothesis and conclude the data are not statistically significant.     

At the α = 0.05 level, we fail to reject the null hypothesis and conclude the data are statistically significant.

At the α = 0.05 level, we fail to reject the null hypothesis and conclude the data are not statistically significant.

(e) Interpret your conclusion in the context of the application.

There is sufficient evidence at the 0.05 level to conclude that more than 35% of the students have jobs.

There is insufficient evidence at the 0.05 level to conclude that more than 35% of the students have jobs.

As you might expect, there has been a spirited discussion about which method is most effective in terms of the effectiveness of delivering course content, student and faculty acceptance of different modes of instruction and the cost to the state of using different delivery methods. As a result of this discussion, five questions have arisen that require the use of statistics to answer them. They are:

1. Does student learning as indicated by average grades suffer if they are taught using alternative modes of instruction: traditional in-class teaching, on-line learning, or mixed on-line/in-class method?

2. Do students have a preference for which type of learning to which they are exposed?

3. Is the acceptance of students of on-line methods independent of their majors?

4. Is the proportion of faculty members favoring on-line or mixed delivery the same for all colleges within the university?

5. Does the average amount of additional instructor time required to deliver courses on-line differ according to the type of courses?

1.) Independent samples Of the course grades of students who took classes using traditional in class presentations, students to take classes online and students taught using mixed methods have been collected. The data are shown in the jpeg of the table below. Use this data to conduct the appropriate hypothesis test to determine if there is any difference between the mean scores of the student populations that took different types of classes. Use Tukey-Kramer to determine where the significant differences are.

Please provide a statistical analysis. You are required to submit the following information:

1.) The null and alternative hypotheses being tested.

2.) The Critical test statistic (F or Chi-Square) from the appropriate table. If it required using the Tukey- Kramer method, show the Q score from the table AND the critical value that you used to make your decisions. Also, specify which mean or means are not equal.

3.) The calculated value that you arrived at and the p-Value.

4.) Your decision, reject or do not reject.

5.) A separate part of the answer must be a memo sheet written in word that answers each of the 5 questions and explains why you answered as you did using the results of your statistical testing.

Blue Bayou Middle School wants to raise money for a new sound system for its auditorium. The primary fund-raising event is a dance at which the famous disc jockey Kray Zee will play classic and not-so-classic dance tunes. Grant Hill, the music and theater instructor, has been given the responsibility for coordinating the fund-raising efforts. This is Grant’s first experience with fund-raising. He decides to put the eighth-grade choir in charge of the event; he will be a relatively passive observer.

Grant had 500 unnumbered tickets printed for the dance. He left the tickets in a box on his desk and told the choir students to take as many tickets as they thought they could sell for $5 each. In order to ensure that no extra tickets would be floating around, he told them to dispose of any unsold tickets. When the students received payment for the tickets, they were to bring the cash back to Grant, and he would put it in a locked box in his desk drawer.

Some of the students were responsible for decorating the gymnasium for the dance. Grant gave each of them a key to the money box and told them that if they took money out to purchase materials, they should put a note in the box saying how much they took and what it was used for. After 2 weeks, the money box appeared to be getting full, so Grant asked Lynn Dandi to count the money, prepare a deposit slip, and deposit the money in a bank account that Grant had opened.

The day of the dance, Grant wrote a check from the account to pay Kray Zee. The DJ said, however, that he accepted only cash and did not give receipts. So Grant took $200 out of the cash box and gave it to Kray. At the dance, Grant had Dana Uhler working at the entrance to the gymnasium, collecting tickets from students and selling tickets to those who had not pre-purchased them. Grant estimated that 400 students attended the dance.

The following day, Grant closed out the bank account, which had $250 in it, and gave that amount plus the $180 in the cash box to Principal Sanchez. Principal Sanchez seemed surprised that, after generating roughly $2,000 in sales, the dance netted only $430 in cash. Grant did not know how to respond.

Identify as many internal control weaknesses as you can in this scenario, and suggest how each could be addressed.

Blue Bayou Middle School wants to raise money for a new sound system for its auditorium. The primary fund-raising event is a dance at which the famous disc jockey Kray Zee will play classic and not-so-classic dance tunes. Grant Hill, the music and theater instructor, has been given the responsibility for coordinating the fund-raising efforts. This is Grant’s first experience with fund-raising. He decides to put the eighth-grade choir in charge of the event; he will be a relatively passive observer. Grant had 500 unnumbered tickets printed for the dance. He left the tickets in a box on his desk and told the choir students to take as many tickets as they thought they could sell for $5 each. In order to ensure that no extra tickets would be floating around, he told them to dispose of any unsold tickets. When the students received payment for the tickets, they were to bring the cash back to Grant, and he would put it in a locked box in his desk drawer. Some of the students were responsible for decorating the gymnasium for the dance. Grant gave each of them a key to the money box and told them that if they took money out to purchase materials, they should put a note in the box saying how much they took and what it was used for. After 2 weeks, the money box appeared to be getting full, so Grant asked Lynn Dandi to count the money, prepare a deposit slip, and deposit the money in a bank account that Grant had opened. The day of the dance, Grant wrote a check from the account to pay Kray Zee. The DJ said, however, that he accepted only cash and did not give receipts. So Grant took $200 out of the cash box and gave it to Kray. At the dance, Grant had Dana Uhler working at the entrance to the gymnasium, collecting tickets from students and selling tickets to those who had not pre-purchased them. Grant estimated that 400 students attended the dance. The following day, Grant closed out the bank account, which had $250 in it, and gave that amount plus the $180 in the cash box to Principal Sanchez. Principal Sanchez seemed surprised that, after generating roughly $2,000 in sales, the dance netted only $430 in cash. Grant did not know how to respond. Identify as many internal control weaknesses as you can in this scenario, and suggest how each could be addressed.

8.

All the real zeros of the given polynomial are integers. Find the zeros. (Enter your answers as a comma-separated list. Enter all answers including repetitions.)

P(x) = x³ + 6x² − 32

x =

Write the polynomial in factored form.
P(x) =

9.

Find all rational zeros of the polynomial. (Enter your answers as a comma-separated list. Enter all answers including repetitions.)

P(x) = 4x⁴ − 45x² + 81

x =

Write the polynomial in factored form.
P(x) =

10.

All the real zeros of the given polynomial are integers. Find the zeros. (Enter your answers as a comma-separated list. Enter all answers including repetitions.)

P(x) = x³ − 19x − 30

x =

Write the polynomial in factored form.
P(x) =

11.

All the real zeros of the given polynomial are integers. Find the zeros. (Enter your answers as a comma-separated list. Enter all answers including repetitions.)

P(x) = x³ − 9x² + 27x − 27

x =

Write the polynomial in factored form.
P(x) =

12.

Find all rational zeros of the polynomial. (Enter your answers as a comma-separated list. Enter all answers including repetitions.)

P(x) = 9x³ + 9x² − x − 1

Write the polynomial in factored form.

13.

Find all the real zeros of the polynomial. Use the quadratic formula if necessary, as in Example 3(a). (Enter your answers as a comma-separated list. Enter all answers including repetitions.)

P(x) = 4x³ + 6x² − 7x − 9

x =

14.

Find all rational zeros of the polynomial. (Enter your answers as a comma-separated list. Enter all answers including repetitions.)

P(x) = 9x³ − 13x + 4

Write the polynomial in factored form.