The purpose of this assignment is to analyze data and use it to provide stakeholders with potential answers to a previously identified business problem.

For this assignment, continue to assume the role of a data analyst at Adventure Works Cycling Company. Evaluate the data associated with the drop in sales for the popular model "LL Road Frame-Black 60." Provide a hypothesis on what could be contributing to the falling sales identified in the initial business problem presented by your manager.

In 250-500 words, share these recommendations in a Word document that addresses the following.

1. Summary of the business problem including the requestor who initially brought the problem to you.
2. Summary of the data that were requested and how they was obtained.
3. Discussion of the limitations of the available data and ethical concerns related to those limitations.
4. Hypothesis of why sales of the popular model have dropped based upon data analysis. Reference the Excel file that summarizes the data findings that resulted from your queries.
5. Recommendations for addressing the business problem.
6. In addition to the report, the manager has requested that you submit the Excel files summarizing the data findings that resulted from your queries.
7. The manager has also requested that you update the ERD you created in the Topic 5 assignment to include the tables generated as a result of the joins completed in the Topic 6 assignment. The ERD should clearly document the work stream and relationships.

Discuss and debate how the historical development of the country affected contemporary French politics and the development of the French government.

describe your thoughts on the pros and cons of using the plea of insanity, as a legal defense.

1 Problem Description

This lab will cover a new topic: linked lists. The basic idea of a linked list is that an address or a pointer value to one object is stored within another object. By following the address or pointer value (also called a link), we may go from one object to another object. Understanding the pointer concept (which has be emphasized in previous labs and assignments) is crucial in understanding how a linked list operates.

Your task will be to add some code to manipulate the list.

2 Purpose

Understand the concept of linked lists, links or pointers, and how to modify a linked list.

3 Design

A very simple design of a node structure and the associated linked list is provided lab7.cpp. Here is the declaration:

typedef int element_type; 

struct Node 

{ 

    element_type elem; 

    Node * next;

    Node * prev; // not used for this lab 

}; 

Node * head; 

NOTE: A struct is conceptually the same thing as a class. The only significant difference is that every item (each method and data field) is public. Structs are often used as simple storage containers, while classes encompass complex data and methods on that data. Nodes of a linked list are good examples of where a struct would be useful.

Since head is a pointer that points to an object of type Node, head->elem ( or (*head).elem ) refers to the elem field. Similarly, head->next refers to the next field, the value of which is a pointer and may point to another node. Thus, we are creating a chain of Nodes. Each node points to the next Node in the chain.

Note that in our program head should always points to the first node of the linked list. For a linked list that has no elements (an empty list), the value of head is NULL. When working with linked lists, it is usually helpful to draw them out in order to understand their operation.

4 Implementation

Note that this file contains a show() function that will display the contents of a linked list in order. As with previous labs, you must call show() after each of the following steps.

1. Remove the first element from the linked list. Make sure to free the space for the Node correctly, and make sure that head is now pointing to the correct node in the list. When your code is working, you should see the node sequence [1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15].
2. Remove the last element from the list, assuming that we do not know how many nodes are in the linked list initially. Make sure to free the space and set the pointers correctly. Hint: we need to traverse the list to find the second to last Node. Once we have the pointer to that node we can safely remove the last node. One way to accomplish this is to store both a current pointer that points to the current node in the chain, and a previous pointer that points to the node containing the last element we saw. The previous pointer follows the current pointer through the list. When your code is working, you should see the node sequence [1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14].
3. Insert ten elements (0 to 9 for element values) to the beginning of the current linked list, each being placed at the beginning. You must use a loop here (so we can easily change the action to insert 1000 elements (0 to 999) for instance). When your code is working, you should see the node sequence [9, 8, 7, 6, 5, 4, 3, 2, 1, 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14]. The basic procedure is to create a new node, set its next pointer to the head of the list, and then move the head to your new node.
4. Insert ten elements (0 to 9 for element values) after the first node having value 7 in the current linked list. You will need to loop through the list to find the node that has 7 (again, do not assume you know where the 7 is. You should search for it.) Once you find the correct starting point, you will need to integrate your new nodes into the list one at a time. When your code is working, you should see the node sequence [9, 8, 7, 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 6, 5, 4, 3, 2, 1, 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14]. One possible procedure will be to first get the node after 7 (e.g. the first node containing a 6, note that current points to the node of 7 in the search is assumed in the following), and make variable “end” points to the node. Create a new node with proper value, set this node's next to the end (node 6), set current's next to the new node. Depending on the order of inserting these values, we may either update end so that it points to the new node or move current so that it points to the new node. Then repeat creating a new node action.

Please write in C++

Basic Linked Lists Starter Code:

#include <cstdlib>
#include <iostream>

using namespace std;

// Data element type, for now it is int, but we could change it to anything else
// by just changing this line
typedef int element_type;

// Basic Node structure
struct Node
{
    element_type elem;  // Data
    Node * next;        // Pointer to the next node in the chain
    Node * prev;        // Pointer to the previous node in the chain, not used for lab 7
};

// Print details about the given list, one Node per line
void show(Node* head)
{
    Node* current = head;
    
    if (current == NULL)
        cout << "It is an empty list!" << endl;
    
    int i = 0;
    while (current != NULL) 
    {
        cout << "Node " << i << "\tElem: " << '\t' << current->elem << "\tAddress: " << current << "\tNext Address: " << current->next << endl;
        current = current->next;
        i++;
    }
    
    cout << "----------------------------------------------------------------------" << endl;
}

int main() 
{
    const int size = 15;

    Node* head    = new Node();
    Node* current = head;

    // Create a linked list from the nodes
    for (int i = 0; i < size; i++)
    {
        current->elem = i;
        current->next = new Node();
        current       = current->next;
    }
    
    // Set the properties of the last Node (including setting 'next' to NULL)
    current->elem = size;
    current->next = NULL;
    show(head);

    // TODO: Your Code Here Please use show(head); after completing each step.
STEP 1:


STEP 2:


STEP3:    


STEP 4:

    // Clean up
    current = head;
    while (current != NULL)
    {
        Node* next = current->next;
        delete current;
        current = next;
    }
    
    return 0;
}

a.What do you consider to be “old age”?

b.What factors do you most strongly associate with the elderly?

c.How do you think this answer has changed and will continue to change as you age?

I need at least 500 words Discussing/Answering these questions. Thanks

1. ABC Fabrication has the following aggregate demand requirements and other data for the upcoming four quarters.

Other information;

Which of the following production plans is least costly?

A. Plan A–chase demand by hiring and layoffs;

B.Plan B–pure level strategy,

C. Plan C–1350 level with the remainder by subcontracting? (Show all your workings)

You have been given the following return information for a mutual fund, the market index, and the risk-free rate. You also know that the return correlation between the fund and the market is 0.97.

Calculate Jensen’s alpha for the fund, as well as its information ratio. (Do not round intermediate calculations. Enter the alpha as a percent rounded to 2 decimal places. Round the ratio to 4 decimal places.)

How was the language of freedom used to justify American foreign policy in the early Cold War? What were the consequences of viewing the Cold War in terms of “free” and “slave”?​

3. Kramer is trying to decide whether or not to refinance his home. He borrowed $400,000 to buy the home 7 years ago. He took out a 30 year mortgage at a rate of 5.5%. He can refinance today with a 30 year loan at a rate of 4%. Closing costs are estimated to be about $6,000. Should Kramer refinance if he expects to be in the house for about one more year? 5 more years? (5 Points) Kramer can also refinance for 15 years at 3%.   Should he do this based on the same one and five year criteria? Is there anything else he might want to consider with this option? (5 Points)

The Risk Management Plan:

Why is it important to have a Risk Management Plan? What is included in the Risk Management Plan? Provide an outline of topics for a risk management plan. You can use this to work though your final project.

Decision Analysis:

Why is decision analysis used? What is the purpose of calculating the Expected Monetary Value of a decision? Why do you think the method of decision analysis is not frequently used?

Math & Music (Raw Data, Software Required):
There is a lot of interest in the relationship between studying music and studying math. We will look at some sample data that investigates this relationship. Below are the Math SAT scores from 8 students who studied music through high school and 11 students who did not. Test the claim that students who study music in high school have a higher average Math SAT score than those who do not. Test this claim at the 0.05 significance level.

You should be able copy and paste the data directly into your software program.

(a) The claim is that the difference in population means is positive (μ₁ − μ₂ > 0). What type of test is this?

This is a two-tailed test.

This is a right-tailed test.    

This is a left-tailed test.

(b) Use software to calculate the test statistic. Do not 'pool' the variance. This means you do not assume equal variances.
Round your answer to 2 decimal places.

t = ?

(c) Use software to get the P-value of the test statistic. Round to 4 decimal places.
P-value = ?

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

reject H₀

fail to reject H₀    

(e) Choose the appropriate concluding statement.

The data supports the claim that students who study music in high school have a higher average Math SAT score than those who do not.

There is not enough data to support the claim that students who study music in high school have a higher average Math SAT score than those who do not.    

We reject the claim that students who study music in high school have a higher average Math SAT score than those who do not.

We have proven that students who study music in high school have a higher average Math SAT score than those who do not.

Consider a 30-year mortgage for $345,552 at an annual interest rate of 5.6%. After 13 years, the mortgage is refinanced to an annual interest rate of 3.5%. How much interest is paid on this mortgage?

Discuss the strategic, tactical and operational roles of the procurement.

i want very long and Professional answer please

The wavelength of the four Balmer series lines for hydrogen are found to be 410.1, 434.3, 486.6, and 655.9 nm. What average percentage difference is found between these wavelength numbers and those predicted by 1 λ = R 1 nf2 − 1 ni2 ? It is amazing how well a simple formula (disconnected originally from theory) could duplicate this phenomenon.