If actual period demand varies from the forecast by more than 3MAD, this indicates: there is 3% chance that the forecast is wrong. there is a 98% chance that the forecast is wrong. there is a 97% chance that the forecast is wrong. there is a 3% chance that the forecast is correct Moving to the next question prevents changes to this answer:
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- Clarkson University surveyed alumni to learn more about what they think of Clarkson. One part of thesurvey asked respondents to indicate whether their overall experience at Clarkson fell short ofexpectations, met expectations, or surpassed expectations. The results showed that 4% of therespondents did not provide a response, 26% said that their experience fell short of expectations, and65% of the respondents said that their experience met expectations. Show steps in Excel.a If we chose an alumnus at random, what is the probability that the alumnus would say theirexperience surpassed expectations?b. If we chose an alumnus at random, what is the probability that the alumnus would say theirexperience met or surpassed expectations?In a previous practice assignment, you learned about a study in which volunteers (who were all around 30 years of age) from the Chicago area wore light sensors to measure their exposure to sunshine. It was found that those who experienced more daylight had lower body mass indexes (BMIs). The study was observational. It was not an experiment, so conclusions about cause and effect could not be made. Let's redesign the observational study described above into an experimental study.A statistical program is recommended. The authors of an article found that the speed of a prey (twips/s) and the length of a prey (twips ✕ 100) are good predictors of the time (seconds) required to catch the prey. (A twip is a measure of distance used by programmers.) Data were collected in an experiment in which subjects were asked to "catch" an animal of prey moving across his or her computer screen by clicking on it with the mouse. The investigators varied the length of the prey and the speed with which the prey moved across the screen. The following data are consistent with summary values and a graph given in the article. Each value represents the average catch time over all subjects. The order of the various speed-length combinations was randomized for each subject. Prey Length Prey Speed Catch Time 7 20 1.10 6 20 1.20 5 20 1.22 4 20 1.41 3 20 1.51 3 40 1.40 4 40 1.36 6 40 1.30 7 40 1.28 7 80 1.40 6 60 1.37 5 80 1.41 7 100 1.44 6 100 1.43 7 120…
- The values listed below are waiting times (in minutes) of customers at two different banks. At Bank A, customers enter a single waiting line that feec three teller windows. At Bank B, customers may enter any one of three different lines that have formed at three teller windows. Answer the following questions. Bank A 6.3 6.6 6.7 6.8 7.1 7.3 7.5 7.8 7.8 7.8 Bank B 4.2 5.5 5.9 6.3 6.7 7.7 7.7 8.5 9.3 10.0 Click the icon to view the table of Chi-Square critical values. Construct a 90% confidence interval for the population standard deviation o at Bank A. 0.40 min< OBank < 0.91 min (Round to two decimal places as needed.) A Construct a 90% confidence interval for the population standard deviation o at Bank B. minClick the icon to view the table of Chi-Square critical values. Construct a 90% confidence interval for the population standard deviation a at Bank A. 0.40 minA study found that 50 pedestrians gave more money to a street beggar if the beggar had a cute and hungry-looking dog with them compared to if they were alone. The gender of the pedestrians was also noted. Which of the following sentences describes a simple effects analysis on these data? Oa. The difference in donations when the beggar had a dog compared to not Ob. The effect of having a dog compared to not on donations calculated separately for male and female pedestrians Oc. The relative difference between male donations and female donations when the beggar had a dog compared to not Od. Using a graph to do a simple inspection of the mean donations from male and female pedestrians when the beggar had a dog or was aloneThe values listed below are waiting times (in minutes) of customers at two different banks. At Bank A, customers enter a single waiting line that feeds three teller windows. At Bank B, customers may enter any one of three different lines that have formed at three teller windows. Answer the following questions. Bank A 6.5 6.6 6.7 6.8 7.1 7.2 7.4 7.8 7.8 7.8 Bank B 4.1 5.3 5.9 6.2 6.7 7.6 7.6 8.6 9.2 10.0 A. Construct a 90%confidence interval for the population standard deviation σ at Bank A _____min <o Bank A < ______min…please do all parts asapThe values listed below are waiting times (in minutes) of customers at two different banks. At Bank A, customers enter a single waiting line that feeds three teller windows. At Bank B, customers may enter any one of three different lines that have formed at three teller windows. Answer the following questions. Bank A 6.4 6.6 6.7 6.8 7.1 7.3 7.5 7.7 7.7 7.7 Bank B 4.2 5.5 5.7 6.2 6.7 7.8 7.8 8.5 9.3 10.0 Click the icon to view the table of Chi-Square critical values. Construct a 95% confidence interval for the population standard deviation o at Bank A. min< OBank A min (Round two decimal places as needed.) Construct a 95% confidence interval for the population standard deviation o at Bank B. min < OBank B < min (Round to two decimal places as needed.) Interpret the results found in the previous parts. Do the confidence intervals suggest a difference in the variation among waiting times? Does the single-line system or the multiple-line system seem to be a better arrangement? O A. The…The values listed below are waiting times (in minutes) of customers at two different banks. At Bank A, customers enter a single waiting line that feeds three teller windows. At Bank B, customers may enter any one of three different lines that have formed at three teller windows. Answer the following questions. Bank A 6.4 6.6 6.7 6.8 7.1 7.3 7.6 7.9 7.9 7.9 Bank B 4.2 5.4 5.8 6.2 6.7 7.6 7.6 8.5 9.2 10.0 Click the icon to view the table of Chi-Square critical values. Construct a 99% confidence interval for the population standard deviation o at Bank A. min < OBank A min (Round to two decimal places as needed.)TABLE 2.5 Student teachers are trained to develop lesson plans, on the assumption that the writ- ten plan will help them to perform successfully in the classroom. In a study to assess the relationship between written lesson plans and their implementation in the class- room, 25 lesson plans were scored on a scale of 0 to 34 according to a Lesson Plan Assessment Checklist. The 25 scores are shown in Table 2.5. Use Tchebysheff's The- orem and the Empirical Rule (if applicable) to describe the distribution of these assessment scores. Lesson Plan Assessment Scores 26.1 26.0 14.5 29.3 19.7 22.1 21.2 26.6 31.9 25.0 15.9 20.8 20.2 17.8 13.3 25.6 26.5 15.7 22.1 13.8 29.0 21.3 23.5 22.1 10.2The values listed below are waiting times (in minutes) of customers at two different banks. At Bank A, customers enter a single waiting line that feeds three teller windows. At Bank B, customers may enter any one of three different lines that have formed at three teller windows. Answer the following questions. Bank A 6.3 6.6 6.7 6.8 7.1 7.3 7.5 7.8 7.8 7.8 Bank B 4.2 5.5 5.9 6.3 6.7 7.7 7.7 8.5 9.3 10.0 Click the icon to view the table of Chi-Square critical values. Construct a 90% confidence interval for the population standard deviation o at Bank A. 7:6SEE MORE QUESTIONSRecommended textbooks for youMATLAB: An Introduction with ApplicationsStatisticsISBN:9781119256830Author:Amos GilatPublisher:John Wiley & Sons Inc
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