The state of Virginia has implemented a Standard of Learning (SOL) test that all public school students must pass before they can graduate from high school. A passing grade is 75. Montgomery County High School administrators want to gauge how well their students might do on the SOL test, but they don’t want to take the time to test the whole student population. Instead, they selected 20 students at random and gave them the test. The results are as follows:
83    79    56    93
48    92    37    45
72    71    92    71
66    83    81    80
58    95    67    78

Assume that SOL test scores are normally distributed.

a) Compute the mean and standard deviation for these data.

b) Determine the probability that a student at the high school will pass the test.

c) How many percent of students will receive a score between 75 and 95?

d) What score will put a student in the bottom 15% in SOL score among all students who take the test?

e) What score will put a student in the top 2% in SOL score among all students who take the test?

* Please solve this problem in Excel and submit your Excel spreadsheet.

Choose a constitutional right that interests you. Then, based on your understanding of the upper, middle, and lower tier classifications, write a three page paper describing the constitutional right and why it is considered upper, middle, or lower tier.

Your paper should be 3 pages long, double-spaced in 10-12 point font (Arial, Courier, and Times New Roman are acceptable). 

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Pollutants can harm ecosystem function and may also harm human health.
You will write an APA-style research paper about pollutants, their impacts, and mitigation of harmful effects. Include the following:

• Select 1 example of an environmental pollutant from the following list:
• Acid precipitation/ Acid rain
• Smog
• DDT pesticide use
• Eutrophication
• Answer the following questions about the pollution problem that you chose:
• Describe the pollutant chosen and the source of the pollutants. Include both natural and human sources, as applicable.
• Is this a point-source pollutant or nonpoint-source pollutant? Explain.
• What are the harmful impacts of the pollution?
• Describe impacts to both humans and to ecosystem structure and function.
• What steps are in place to eliminate the pollutant or to mitigate harm from the pollutant?
• Describe examples of laws or regulations that apply to the pollution and its sources.
• Also, describe educational programs, technology, or other initiatives that are used to help control the pollution.
• Have the programs, best management practices, or regulations been effective in resolving harm from the pollutant?
• Give examples of progress, or explain with examples what more could be done.