Determine the measure of ∠dgf. A) 22° b) 29. 5° c) 70° d) 81°.

We are 95% confident that the true proportion of customers using the internet to buy gifts is between 15.84% and 16.16%.

Number of customers who used the internet to buy gifts n = 1285

Proportion of customers who used the internet to buy gifts p = 0.16

Confidence level = 0.05

Margin of error z = 1.96 (z-score for 95% confidence interval)

print("The interval estimate of the population proportion of customers using the internet to buy gifts is:", lower_bound, "to", upper_bound)

The interval estimate of the population proportion of customers using the internet to buy gifts is: 0.1584 to 0.1616

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Answer:

Eliminate y by adding equations (1) and (3) because the coefficients on y are opposites. Then eliminate y by multiplying equation (1) by 2 and adding it to equation (2). Eliminate z by subtracting equations (1) and (2) because the coefficients are the same. Then eliminate z by multiplying equation (3) by 2 and adding it to equation (1).  

Explanation:

Answer:

sᴀɢᴜᴛᴀɴ ᴍᴏ ɴɢ ɪʏᴏ ᴡᴀɢ ᴋᴀɴɢ ᴛᴀᴍᴀᴅ ᴛᴀɴɢ ɪɴᴀ ᴍᴏ

Answer:

Managed care systems

Answer:It's A i say

Explanation:

Took the test and I got it right

Answer:

The probability of getting a girl is 12 . The probability of getting 6 girls is therefore (12)6 . Since we have 6 girls, we also need to find the probability of getting 2 boys, which is (12)2 . There are (86)=28 ways to get 6 girls out of 8 children.

Explanation:

Answer:

Explanation:

P(X > 6) = ?

P(X > 6) = P(X = 6) + P(X = 7) + P(X = 8)

P(X > 6) = 0.118 + 0.035 + 0.004

P(X > 6) = 0.157

Thus the probability of getting 6 or more girls in 8 births is 0.157

depends on:

Explanation:

depends really on how you are trying to connect ideas for example if you are trying to contrast them use but, trying to explain why something happened use because or to explain what will happen use if and then.

Answer:

depends on. It depends on the ideas connected

Since 60° is one-sixth (1/6) of 360°, then the length of the arc subtended by a central angle of 60° is one-sixth (1/6) of the circumference of the circle.

The height of the towers above the ground is 152 meters.

The expanded form of the function is \(h(x) = 0.000371\cdot x^{2}-0.47488\cdot x + 152\), a

quick though reasonable approach consists in evaluating the function for \(x = 0\), that is, the horizontal distance with respect to the left tower to determine the height of the each tower of the Golden Gate Bridge.

If we know that \(x = 0\,m\), then the height of the towers is:

\(h(0) = 152\,m\)

The height of the towers above the ground is 152 meters. \(\blacksquare\)

The statement is poorly formatted. Correct form is presented below:

The Golden Gate Bridge is a suspension bridge that consists of two cables hung from two towers of equal height that are 1280 meters apart. The function \(h(x) = 0.000371\cdot (x^{2}-1280\cdot x) + 152\) models the height of each cable above the ground in meters, as it relates to the cable horizontal distance from the left tower in meters. What is the height of the towers in meters?

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Answer: I hope you pass the SAT and go to Harvard University I hope this is helpful mark me brainlist if correct good luck

Explanation:

Create an SAT Study Schedule. ... Use Quality Prep Materials. ... Increase Your Reading Speed. ... Target the Mistakes You Can Control. ... Come to Test Day Prepared. ... Answer the Questions You Know First. ... Eliminate Incorrect Answers.Step 1: Understand the SAT. ... Step 2: Set your goal. ... Step 3: Plan accordingly. ... Step 4: Study, identify strategies, and retest. ... Step 5: Read every question. ... Step 6: Don't sweat it! ... Step 7: Don't look back!Write out and Show Your Work.Acing the SAT isn't easy, but it's possible with enough diligence and a good plan. If you need help with organization, motivation, or test-taking strategies, you may benefit with the help of a tutor, in-person class, or online program like PrepScholar

Answer:

Explanation:

good: taking breaks, having resources nearby, getting plenty of rest

bad: reading in a crowded room, starting your homework late at night, and cramming at the last min

Answer:

Explanation:

ok so there so many ways i can tell explian

1. The slope-intercept form of a line is: y=mx+b where m is the slope and b is the y-intercept. The y-intercept is always where the line intersects the y-axis, and will always appear as (0,b) in coordinate form.

2. how to find the Y-intercept when given two points

Steps

a.  Calculate the slope from 2 points. For Example, Two points are (3, 5) and (6, 11)

b, Substitute the slope(m) in the slope-intercept form of the equation.

c, Substitute either point into the equation. You can use either (3,5) or(6,11).

d,Solve for b, which is the y-intercept of the line.

e, Substitute b, into the equation.

3. how to find the Y intercept in a quadratic equation

To find the y-intercept let x = 0 and solve for y. Step 3: Find the x-intercept(s). To find the x-intercept let y = 0 and solve for x. You can solve for x by using the square root principle or the quadratic formula (if you simplify the problem into the correct form)

To find the y-intercept, substitute x = 0 into the equation.

To find the y-intercept of a linear equation, you need to identify the value of y when the line intersects the y-axis, which occurs when x equals zero.

The equation of a straight line can be written in the form y = mx + b, where m represents the slope of the line and b represents the y-intercept.

To find the y-intercept, substitute x = 0 into the equation and solve for y. The resulting value of y will give you the y-coordinate of the point where the line intersects the y-axis, which is the y-intercept.

For example, consider the equation y = 2x + 3. To find the y-intercept:

Set x = 0: y = 2(0) + 3

Simplifying: y = 3

So, the y-intercept of the line defined by the equation y = 2x + 3 is (0, 3).

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Answer:

15/12

Explanation:

Answer:

Segment

Explanation:

Literally, segment refer to any distance between two points.

Let's assume the length of the ruler is 20inch, this means that the distance 0 inch to 12 inch is a segment of the full length of the ruler.

Another angle to look at the segment is the length of a segment can be measured because it has two end points; the end points are the point where the segment starts and the point where it ends.

So, in the question above, the end points of the segment are 0 inch and 12 inch while the length of the segment is 12inch.

This is calculated by 12 inch - 0 inch = 12 inch.

The above description can't be said of point and rays. Point is any unit position on a line while ray is a distance that starts from a point but do not have any endpoint.

Plate tectonics is an example that demonstrates how Earth systems interact over large periods of time and different-sized spaces. (Option A)

It involves the   movement and interaction of Earth's lithospheric plates,which cover the planet's surface.

Plate tectonics influences   various geological processes, such as the formation of mountains,earthquakes, and volcanic activity.

These interactions occur over long periods,shaping the Earth's surface and affecting regions across   different spatial scales, from local to global.

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Full Question:

Although part of your question is missing, you might be referring to this full question:

Which of the following demonstrates how Earth systems interact over large periods of time and different-sized spaces?

A) Plate tectonics

B) Geographic Entities

C) Astronomy

D) Biochemical cycles

Answer:

A pastoral society is a group of people that are always moving.

Explanation:

People usually tend flocks of animals.

Answer:

A pastoral society is a social group of pastoralists, whose way of life is based on pastoralism, and is typically nomadic. Daily life is centered upon the tending of herds or flocks.

Explanation:

Answer:

$9,133.92

Explanation:

V = P*e^(rt)

V = 5540 * e ^ (0.025*20)

V = 5540 * e^(0.5)

V = 5540 * 1.648721

V = 9,133.9158

approximately $9,133.92

Answer: You subtract 5 from each x coordinate, and plot it on the graph. Or in other terms move each x coordinate 5 to the left.

Explanation: For example if i take one x coordinate and substitute it into f(x+5). In this explanation ill use (6,3). The transformation would change it to (1,3). Because we subtract 5 from the x coordinate.

Answer:

i wish i could help but where's the story

Explanation:

Answer:

Breakfast: pancakes and strawberries. Snacks: Cheeto, potato sticks, babybelle cheese. Lunch: fruit salad, and Starbuck. Dinner: pizza from dominos. Dessert: vanill icecream. ✌️

Answer: 0.0625

Explanation:

To solve this, we can perform the division of 32 by 512 using a calculator or by long division:

   0.0625

 ----------

512| 32.0000

    32

    ---

     0

Therefore, 32 divided by 512 is equal to 0.0625.

\(\dfrac{32}{512} = \dfrac{2^{5} }{2^{9} } = \dfrac{1}{2^{9-5} } = \dfrac{1}{2^{4} } =\dfrac{5^{4} }{2^{4}(5^{4} ) } = \dfrac{625}{10000} = \bf 0.0625\\\)

If the continuous random variable X has the probability density function (PDF) f(x) = e^(-x) for x >= 0, we can find the PDF of Y = X^3 using the following method:

First, we need to find the cumulative distribution function (CDF) of Y. The CDF of Y is given by F_Y(y) = P(Y <= y) = P(X^3 <= y) = P(X <= y^(1/3)). Since X has the PDF f(x) = e^(-x) for x >= 0, we can find the CDF of X as F_X(x) = integral from 0 to x of f(t) dt = integral from 0 to x of e^(-t) dt = -e^(-t) from 0 to x = 1 - e^(-x) for x >= 0. Therefore, the CDF of Y is given by F_Y(y) = F_X(y^(1/3)) = 1 - e^(-y^(1/3)) for y >= 0.

Next, we can find the PDF of Y by differentiating its CDF with respect to y. The PDF of Y is given by f_Y(y) = dF_Y(y)/dy = d(1 - e^(-y^(1/3)))/dy = (1/3)y^(-2/3)e^(-y^(1/3)) for y >= 0.

Therefore, if the continuous random variable X has the PDF f(x) = e^(-x) for x >= 0, then the continuous random variable Y = X^3 has the PDF f_Y(y) = (1/3)y^(-2/3)e^(-y^(1/3)) for y >= 0.

The conflict of character versus nature is an external conflict in literature. It is frequently represented as a person battling the environment, including natural disasters, wild animals, or the natural world's destructive side.

In The Grasshopper and The Ant, this conflict ties into the story's theme in a variety of ways.

To begin with, the narrative depicts how nature, in this case, the environment, can have an impact on our lives. Throughout the story, the grasshopper avoids the ant's attempts to prepare for the winter, preferring to sing and dance.

When the winter arrives, the grasshopper is caught unprepared and ends up hungry and freezing. The story's moral teaches readers that being ill-prepared can be disastrous, especially when it comes to nature. It also highlights the importance of being proactive in preparing for the worst.

Another way the character versus nature conflict ties into the story's theme is by highlighting the ant's perseverance and hard work. Despite the harsh circumstances, the ant remains determined and dedicated to his goal of preparing for the winter. This serves as an inspiration to readers to persevere even in the most challenging situations.

Furthermore, the story shows how nature can be both harsh and benevolent. The grasshopper suffers due to the harsh winter, but the ant's hard work also pays off in the end when he can enjoy the fruits of his labor. This teaches readers that nature can both give and take away.

Finally, the conflict of character versus nature in The Grasshopper and The Ant serves to teach readers about the importance of balance. The ant's hard work and preparation are admirable, but the grasshopper's love of life and music is also crucial. This emphasizes that while it's essential to be prepared, it's also necessary to enjoy life and not take it for granted.

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The least possible value of (6/5)p+2 is C) 16.

To compute the least possible value of (6/5)p+2, we first solve the inequality (3/5)p - 2 ≥ 5:

(3/5)p - 2 ≥ 5

(3/5)p ≥ 7

p ≥ 35/3

Next, we find the least possible value of (6/5)p+2:

Putting p = 35/3 into the expression, we have:

(6/5)(35/3) + 2 = 16

Let us solve (6/5)(35/3), first.

So, (6/5)(35/3) = (6 * 35) / (5 * 3) = 210 / 15 = 14.

Then, we add 2:

14 + 2 = 16.

Thus, the least possible value of (6/5)p+2 is 16.

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Answer:

texting and driving or not keeping your hands on the wheel at all times

Explanation:

The intervals suggest that both income and the age of the oldest family automobile are significantly associated with the odds of buying a new car.

How to explain the hypothesis

a. The confidence intervals for the odds ratio of buying a new car for families whose incomes differ by 20 thousand dollars and for the age of the oldest family automobile are as follows:

Income: (1.25, 3.75)

Age of oldest automobile: (1.10, 1.90)

These intervals suggest that both income and the age of the oldest family automobile are significantly associated with the odds of buying a new car.

b. The Wald test for whether X2, age of oldest family automobile, can be dropped from the regression model is as follows:

Test statistic = 2.25

P-value = 0.13

Since the P-value is greater than 0.05, we cannot reject the null hypothesis that X2 does not have a significant effect on the odds of buying a new car. Therefore, we cannot conclude that X2 can be dropped from the regression model.

c. The likelihood ratio test for whether X2, age of oldest family automobile, can be dropped from the regression model is as follows:

Test statistic = 2.25

P-value = 0.13

This result is identical to the result obtained for the Wald test in part (b). This is because the Wald test and the likelihood ratio test are asymptotically equivalent, meaning that they will have the same distribution as the sample size gets larger.

d. The likelihood ratio test for whether the following three second-order terms, the square of annual family income, the square of the age of the oldest family automobile, and the interaction between income and age, can be dropped from the regression model is as follows:

Test statistic = 12.6

P-value = 0.002

Since the P-value is less than 0.05, we can reject the null hypothesis that these three terms do not have a significant effect on the odds of buying a new car. Therefore, we can conclude that these three terms cannot be dropped from the regression model.

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Answer: In this quotation, she explains that being allowed to leave home to go to school is not true freedom, just moving from one cage to another, still constrained by others’ rules.

Explanation: