Can someone please explain to me why this statement is
false?
As how muhammedsabah would explain this question:
However, I've decided to post a separate question hoping to get
a different response t
c) For any positive value z, it is always true that P(Z > z) > P(T > z), where Z~ N(0,1), and T ~ Taf, for some finite df value. (1 mark)
c) Both normal and t distribution have a symmetric distributi

There are 120 different ways that a student can choose major requirement courses from these four areas.

In order to solve this problem, we need to use the concept of combinations. A combination is a selection of items from a set, without regard to the order in which they are chosen. The formula for the number of combinations of n objects taken r at a time is:

C(n,r) = n! / (r! * (n-r)!)

where n! means n factorial, which is the product of all positive integers up to n. For example, 5! = 5 * 4 * 3 * 2 * 1 = 120.

To solve this problem, we need to choose one course from each of the four areas: algebra, analysis, statistics, and geometry. The number of choices in each area are:

4 algebra courses

3 analysis courses

5 statistics courses

2 geometry courses

To find the total number of ways to choose one course from each area, we can use the multiplication rule of counting. This states that if there are n1 ways to do the first task, n2 ways to do the second task, and so on up to nk ways to do the kth task, then there are n1 * n2 * ... * nk ways to do all k tasks together.

In this case, there are 4 ways to choose an algebra course, 3 ways to choose an analysis course, 5 ways to choose a statistics course, and 2 ways to choose a geometry course. Therefore, the total number of ways to choose one course from each area is:

4 * 3 * 5 * 2 = 120

Thus, there are 120 different ways that a student can choose major requirement courses from these four areas.

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Answer 77=80 92=90 84=80 97=100 71=70 88=90

Step-by-step explanation:

In this scenario, the rate of change of potential energy in the oil is calculated as it is pumped from a reservoir 300m below the earth's surface to a storage tank 15 meters above the ground.

a. To calculate the rate of change of potential energy in the oil, we need to consider the height difference between the reservoir and the storage tank. The potential energy change is given by the formula ΔPE = mgh, where m is the mass of the oil, g is the acceleration due to gravity, and h is the height difference.

In this case, the mass of oil being pumped per unit time is 2.0 kg/s, and the height difference is 300m - 15m = 285m. Thus, the rate of change of potential energy in the oil is (2.0 kg/s) × (9.8 m/s²) × (285m).

b. For the CO₂ pumped into the reservoir, the change of potential energy is determined similarly using the same formula. However, in this case, the height difference is between the ground level and the reservoir, which is 300m. The mass of CO₂ being pumped per unit time is not provided in the information given, so further calculations would require that information.

It's important to note that potential energy calculations involve the height difference and the mass of the substance being considered, multiplied by the acceleration due to gravity.

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Answer:

please see the attached I put the answer

Step-by-step explanation:

you answer were correct but you change the sign one of them will be positive.

The person who starts Priya does not always win, but rather the outcome depends on whether the total number of players is even or odd.

Let's record the game on paper for different numbers of players and see if the person who starts always wins.

Case 1: Two Players (Priya and Jada)

Round 1: Priya says SAFE.

Round 2: Jada says OUT and leaves the circle.

Priya is the winner. The person who starts (Priya) wins.

Case 2: Three Players (Priya, Jada, and Han)

Round 1: Priya says SAFE.

Round 2: Jada says OUT and leaves the circle.

Round 3: Han says SAFE.

Priya is the winner. The person who starts (Priya) wins.

Case 3: Four Players (Priya, Jada, Han, and Diego)

Round 1: Priya says SAFE.

Round 2: Jada says OUT and leaves the circle.

Round 3: Han says SAFE.

Round 4: Diego says OUT and leaves the circle.

Priya is the winner. The person who starts (Priya) wins.

From these examples, we can see that when the number of players is even, the person who starts always wins.

To find more numbers where the person who starts always wins, let's consider some additional cases:

Case 5: Six Players (Priya, Jada, Han, Diego, Alex, and Mia)

Round 1: Priya says SAFE.

Round 2: Jada says OUT and leaves the circle.

Round 3: Han says SAFE.

Round 4: Diego says OUT and leaves the circle.

Round 5: Alex says SAFE.

Round 6: Mia says OUT and leaves the circle.

Priya is the winner. The person who starts (Priya) wins.

Case 6: Eight Players (Priya, Jada, Han, Diego, Alex, Mia, Ethan, and Lily)

Round 1: Priya says SAFE.

Round 2: Jada says OUT and leaves the circle.

Round 3: Han says SAFE.

Round 4: Diego says OUT and leaves the circle.

Round 5: Alex says SAFE.

Round 6: Mia says OUT and leaves the circle.

Round 7: Ethan says SAFE.

Round 8: Lily says OUT and leaves the circle.

Priya is the winner. The person who starts (Priya) wins.

Based on these examples, we can observe that when the number of players is a multiple of 2, the person who starts always wins. There seems to be a pattern here: if the number of players is even, the starting person wins, while if the number of players is odd, the starting person loses.

Therefore, the person who starts does not always win, but rather the outcome depends on whether the total number of players is even or odd.

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The salary corresponding to a z score of 2 is $74,566.

In order to find the salary corresponding to a z score of 2, we need to use the formula z = (x - μ)/σ, where z is the z score, x is the value we are trying to find, μ is the mean (average), and σ is the standard deviation.

We are given the following information:
μ = $54,166 (the average teacher salary in a particular state)
σ = $10,200 (the standard deviation)
z = 2 (the z score we are trying to find the corresponding salary for)

Plugging these values into the formula, we get:

2 = (x - $54,166)/$10,200

Next, we need to solve for x, which is the salary corresponding to a z score of 2.

First, we'll multiply both sides of the equation by $10,200 to get:

$20,400 = x - $54,166

Then, we'll add $54,166 to both sides to isolate the variable:

x = $74,566

Therefore, the salary corresponding to a z score of 2 is $74,566.

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The logo that meets the building requirement must be:

A Logo in art is a visual symbol, that an organization selects as one of the primary visual identifiers of its brand.

They are first conceptualized, then built or created after much consultation with graphic and marketing professionals.

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The sample is biased because sample size is too small. So option (1) she should have asked more people is the correct answer.

Sampling bias is a bias in which a sample is collected in such a way that some members of the intended population have a lower or higher sampling probability than others. Sampling bias occurs when some members of a population are systematically more likely to be selected in a sample than others.

For the given situation,

Sample size = 20

Here Matilda have surveyed only 20 people. Since it is a less value, the sample is biased.

We could not take as the population suggestion with the suggestion of only seven people.

To know the population's liking's, Matilda should have asked more people in the street if they would like to discuss what they want to do during the summer break asked more number of people in the population.

Hence we can conclude that the sample is biased because sample size is too small. So option (1) she should have asked more people is the correct answer.

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Answer:

360 in

Step-by-step explanation:

To figure out how many inches the dressmaker has in 10, 3 ft rolls, we can multiply by the conversion ratio:

\(\dfrac{12 \text{ in}}{1\text{ ft}} \\ \\ \text{} \ \ \implies (10 \cdot 3 \text{ ft}) \cdot \dfrac{12 \text{ in}}{1\text{ ft}} \\ \\ \text{} \ \ \implies 30 \text{ ft} \cdot \dfrac{12 \text{ in}}{1\text{ ft}} \\ \\ \text{} \ \ \implies 30\cdot 12 \text{ in} \\ \\ \text{} \ \ \implies \boxed{360 \text{ in}}\)

So, the dressmaker has 360 in of ribbon.

In the given right triangle, the trigonometric ratio, sin J has a fractional value of 5/13 and a decimal value of 0.39.

In trigonometry, for a right triangle, the sine (sin) of any angle θ is given as the ratio of its opposite side to the hypotenuse of the triangle, that is, sin θ = (opposite side)/(hypotenuse).

In the question, we are asked to find the trigonometric ratio, sin J, for the given right triangle JKL.

The side opposite to angle J is KL, which has a value of 3 units.

The hypotenuse of the given right triangle is JK, which has a value of 7.8 units.

Thus, sin J can be calculated as:

sin J = KL/JK = 3/7.8 = 5/13 = 0.39.

Thus, in the given right triangle, the trigonometric ratio, sin J has a fractional value of 5/13 and a decimal value of 0.39.

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Answer:

4+5x= -11

5x= - 11-4

5x= - 15

x= - 15÷5

x= - 3

The linear expressions 3x + 2 and 2x + 1 would give a difference of x + 1

An equation is an expression that shows the relationship between numbers and variables using mathematical operations like exponents, addition, subtraction, multiplication and division.

An equation is classified based on degree as linear, quadratic, cubic and so on.

Two linear expressions have a difference of x + 1.

The term 3x + 2 and 2x + 1 would give a difference of x + 1 because:

(3x + 2) - (2x + 1) = x + 1

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Hi student, let me help you out!

..................................................................................................................

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

 What is the slope of the line \(\mathtt{y=4-2x}\)?

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

Part 2.  

  What is the slope of the line that is parallel to the line \(\mathtt{y=4-2x}\)?

\(\dag\mathtt{Drawing\:Conclusions}\)

The slopes of parallel lines are identical.

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

 Now that we've found the slope, we can easily find the equation.

Recall the point that the line contains: (2, -1).

Let's stick in its y-coordinate, -1, instead of y:   \(\mathtt{-1=-2x+b}\)

Do the exact same thing with x: \(\mathtt{-1=-2(2)+b}\).

Upon simplifying, we obtain \(\mathtt{-1=-4+b}\).

Now we should add 4 to both sides: \(\mathtt{-1+4=b}\).

Upon simplifying, we obtain \(\mathtt{3=b}\)

∴, the equation of the line is \(\underline{\boxed{\mathtt{y=-2x+3}}}\).

Hope this helped you out, ask in comments if any queries arise.

Best Regards!

\(\star\bigstar\underline{\underline{\overline{\overline{\bold{Reach\:Far.\:Aim\:high.\:Dream\:big.}}}}}\bigstar\star\)

\(\underline{\rule{300}{3}}\)

A(n) "correlational" design is used when the researcher wants to test a relationship between existing variables. This design aims to determine the degree to which two variables are related or associated with each other. In a correlational design, the researcher measures the variables of interest and examines the statistical relationship between them, typically using correlation coefficients.

On the other hand, a(n) "experimental" design is used when a researcher wants to test a causal link between variables. In an experimental design, the researcher manipulates one or more independent variables and measures the effect on a dependent variable. By controlling for confounding variables and using random assignment, an experimental design allows for causal inferences to be made.

It's important to note that while correlational designs can provide valuable insights into the relationships between variables, they do not establish causality. Experimental designs, on the other hand, provide stronger evidence for causal relationships by systematically manipulating variables.

A(n) \(\textbf{correlational}\) design is used when the researcher wants to test a relationship between existing variables.

A(n) \(\textbf{experimental}\) design is used when a researcher wants to test a causal link between variables.

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The researchers used a sample of mice in a maze experiment to study learned behavior. They timed each mouse on its first run through the maze and again on its tenth run through the maze, recording the difference in times for each mouse.

The maze experiment is a common method used by researchers to study the learned behavior of animals, including mice. In this experiment, a maze is set up with food placed at the end to motivate the mouse to find its way through the maze. The researchers time the mouse on its first run through the maze to establish a baseline for the mouse's performance. They then repeat the experiment by timing the mouse on its tenth run through the maze to see if the mouse has learned and improved its performance. By subtracting the time of the first run from the time of the tenth run, the researchers can measure the difference in time and assess how much the mouse has learned.

The difference in time between the first and tenth run can be used as a measure of learning, and statistical analysis can be applied to identify significant changes in the mouse's performance. This type of experiment can be useful for studying the effects of different variables on learning, such as different training methods or drug treatments. The maze experiment can also be adapted to study other aspects of animal behavior, such as memory and decision-making.

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L(x) if x is 4.12 inches per second is $21.

To estimate the tolerance for the firm to minimize its quality-related cost (loss), we need to determine the range of acceptable speeds that minimize the cost. The tolerance can be calculated as the difference between the upper and lower limits of the acceptable speed range.

Given that the desired speed is 4 inches per second and the quality specification allows a deviation of 0.17 inches per second, we can calculate the upper and lower limits as follows:

Upper Limit = Desired Speed + Tolerance

Lower Limit = Desired Speed - Tolerance

Let's assume the tolerance is represented by 't'.

Upper Limit = 4 + t

Lower Limit = 4 - t

To minimize the quality-related cost, we want to find the smallest value of 't' that satisfies the condition.

The cost can be minimized when the difference between the upper and lower limits is equal to twice the return cost of $28.

Upper Limit - Lower Limit = 2 * $28

(4 + t) - (4 - t) = 2 * $28

2t = 2 * $28

t = $28

Therefore, the estimated tolerance for the firm to minimize its quality-related cost is 0.28 inches per second (rounded to 4 decimal places).

Note: In this scenario, the tolerance is set to 0.28 inches per second to ensure that the cost of returns is minimized for the company.

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K-fold cross-validation generally produces an estimate with lower bias compared to leave-one-out cross-validation.(option b).

Cross-validation is a popular technique used in machine learning to estimate the performance of a model on unseen data. There are different methods of cross-validation, including leave-one-out and K-fold. In leave-one-out, only one data point is left out for testing, while in K-fold, a Kth portion of the data is held out.

Now, to answer the question of which method generally produces an estimate with higher bias, we need to look at the formula for bias in cross-validation. The bias is given by the difference between the expected value of the cross-validation estimate and the true performance of the model.

For K-fold cross-validation, the expected value of the estimate is computed as the average of the estimates obtained in each of the K folds. This means that the bias is dependent on the number of folds used. The more folds used, the lower the bias is likely to be.

Hence the correct option is (b).

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Required equation to represent the translation 6 units left and reflected over x-axis is y = - (x + 6 ).

Let us consider the original equation be  y = x.

Translation to the left by k unit is f(x) = f ( x + k )

Now the equation gets translated 6 units to the left represents as

y = ( x + 6 )

Now the reflected over the x-axis is represented by :

Here y -coordinates change the sign.

If ( x, y ) after reflection over x -axis it is  ( x , -y ).

y = - ( x + 6 )

Equation to represents the reflected over x-axis and translated 6 units left of the original function y = x is written as y = - ( x + 6 ).

Therefore, the equation to represent the required translation and reflection is given by y = - ( x + 6 ).

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The missing Value, x, that when multiplied by 5/3^4 gives the result of 5^4 is 13125.

The missing value that, when multiplied by 5/3^4, gives the result of 5^4, we can set up the equation:

(5/3^4) * x = 5^4

To solve for x, we can simplify both sides of the equation. First, let's simplify the right side:

5^4 = 5 * 5 * 5 * 5 = 625

Now, let's simplify the left side:

5/3^4 = 5/(3 * 3 * 3 * 3) = 5/81

Now we have:

(5/81) * x = 625

To solve for x, we can multiply both sides of the equation by the reciprocal of 5/81, which is 81/5:

(81/5) * (5/81) * x = (81/5) * 625

On the left side, the fraction (81/5) * (5/81) simplifies to 1, leaving us with:

1 * x = (81/5) * 625

Simplifying the right side:

(81/5) * 625 = 13125

Therefore, the missing value, x, that when multiplied by 5/3^4 gives the result of 5^4 is 13125.

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y = e is the equation of the tangent line to the given curve at the specified point , y = \(e^{x}\) / x , (1, e)

Through the coordinate geometry formal of point-slope form, the equation of tangent and normal can be calculated.

The tangent has the equation (y - y1) = m(x - x1), and a normal travelling through this point and perpendicular to the tangent has the equation (y - y1) = -1/m (x - x1).

thus , y' =  \(\frac{e^{x}-xe^{x} }{x^{2} }\)

y'(1) = 0 = m

Our slope is indicated by the horizontal line.

y−\(y_{1}\)=m(x−\(x_{1}\))

Our line will simply be our y-coordinate because our slope(m) is 0:

e

Therefore:

The tangent line's equation is y=e.

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Answer:

flufy jujy july görezoy

Answer:

Step-by-step explanation:

since its a square, the outsides are 6x6.

since the area of A is two times of B, we just have to guess the dimensions of the shorter side. The longer side is always going to be 6, it doesn't get cut there. so A is 6x4=24 and B is 6x2=12. 24 is twice 12. 2:1 ratio

Rect A    

L=6

W=4

Rect B

L=6

W=2

The contribution margin ratio for The Halpert Group is approximately 0.63. Therefore, option B. is correct.

To find the contribution margin ratio for The Halpert Group, we'll use the formula:

Contribution Margin Ratio = (Selling Price - Variable Cost) / Selling Price.

Identify the selling price and variable cost per unit.
Selling Price = $20
Variable Cost = $7

Calculate the contribution margin per unit.
Contribution Margin = Selling Price - Variable Cost

Contribution Margin = $20 - $7

Contribution Margin = $13

Calculate the contribution margin ratio.
Contribution Margin Ratio = Contribution Margin / Selling Price

Contribution Margin Ratio = $13 / $20

Contribution Margin Ratio = 0.65

The closest answer to 0.65 is option B. 0.63. Therefore, the contribution margin ratio for The Halpert Group is approximately 0.63.

So, option B. is correct.

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Answer:

He made 2109$ He is rich rich

Answer:

the percentage change on the drone is 42.86%

Step-by-step explanation:

The computation of the percentage change is shown below:

Since the helicopter was sold for $179.99

But amazon would be selling it for $125.99

So, the percentage change would be

= (Sale value -  sale value by amazon) ÷ ( sale value by amazon) × 100

= ($179.99 - $125.99) ÷ ($125.99) × 100

= 42.86%

Hence, the percentage change on the drone is 42.86%

Answer:

c .40

Step-by-step explanation:

Answer:

c .40

Step-by-step explanation:

because we all now that 20+20 is the same as 20×2 which gives us 40

Answer:

11

Step-by-step explanation:

I’m pretty sure. Just add it

Answer:

11

Step-by-step explanation:

Absolute value only applies to negative numbers. It will make negative numbers positive. As you can see in the problem, they are asking for the absolute value of positive numbers, so you can ignore the absolute value signs and add normally.

Hope it helps! Comment if you have any questions!

Answer:

7 and 15

Step-by-step explanation:

Let the numbers be x and y

\(x + y = 22\)

\(x - y = 8\)

On adding both

\(x + y + x - y = 22 + 8\)

\(2x = 30\)

\(x = \dfrac{30}{2} \)

\(x = 15\)

From 1

\(15 + y = 22\)

\(y = 22 - 15\)

\(y = 7\)

Answer:

\(take \: numbers \: xand \: y \\ given \: that \: x + y = 22 .....(1)\\ x - y = 8.....(2) \\ x = 8 + y \\ put \: this \: in \: (1) \\ 8 + y + y = 22 \\ 8 + 2y = 22 \\ 2y = 22 - 8 \\ 2y = 14 \\ y = \frac{14}{2} \\ y = 7 \\ pt \: y = 7in \: eqution \: (2) \\ then \: \\ x - 7 = 8 \\ x = 7 + 8 \\ x = 15 \\ therefore \: x = 15 \\ y = 7 \\ thank \: you\)