Find the simple Interest and Amount.
Principal = $ 640
Interest= PxRxT = $
Rate = 12¹/2% p.a.
Amount = Principal + Interest = $
Time = 6 months

For a two-tailed hypothesis test about μ, we can use any of the following approaches except comparing the level of significance; to the confidence coefficient

To determine if the sample mean is substantially more than or significantly less than the population mean, a two-tailed hypothesis test is used. The area under both tails or sides of a normal distribution is what gives the two-tailed test its name.

Any of the following methods, with the exception of comparing the level of significance to the confidence coefficient, can be used for a two-tailed hypothesis test regarding. To create a confidence interval estimate for the population mean, approach (d) compares the level of significance which is a to the confidence coefficient which is 1- a. This method is employed to estimate the population parameter rather than test a hypothesis.

Complete Question:

For a two-tailed hypothesis test about μ, we can use any of the following approaches EXCEPT compare the _____ to the _____.

a.confidence interval estimate of μ; hypothesized value of μ

b.p-value; value of α

c.value of the test statistic; critical value

d.level of significance; confidence coefficient

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Answer:

i think the answer is A

Step-by-step explanation:

Answer:

=38+x

Step-by-step explanation:

18-2+2x-24÷(x+2) =

16+2x-24-24÷(x+2)

24+16+2x

40+x+2

38+x

Answer:

The answer is five

Step-by-step explanation:

Because 5 times 3 equals 15.

That's just basic multiplying. (*^*)

Have a good day!

Answer:

x=10

Step-by-step explanation:

If we subtract 2 from 52 we get 50 and ten mutiplys into 50.

Solution:

Simplify the fraction, then solve.

3⁻¹¹ is the simplified solution.

The  Taylor polynomials T2 and T3 centered at a=0 for the function f(x) = cosh(10x) are:

T2(x) = 50x^2 + 1

T3(x) = 50x^2 + 2500x^4/3 + 1

To find the Taylor polynomials T2 and T3 centered at a=0 for the function f(x) = cosh(10x), we need to first find the derivatives of f(x):

f(x) = cosh(10x)
f'(x) = 10*sinh(10x)
f''(x) = 100*cosh(10x)
f'''(x) = 1000*sinh(10x)
f''''(x) = 10000*cosh(10x)

Now, we can evaluate the derivatives at a=0:

f(0) = cosh(0) = 1
f'(0) = 10*sinh(0) = 0
f''(0) = 100*cosh(0) = 100
f'''(0) = 1000*sinh(0) = 0
f''''(0) = 10000*cosh(0) = 10000

Using the Taylor polynomial formula, we can now write:

T2(x) = f(0) + f'(0)*(x-0) + f''(0)*(x-0)^2/2
     = 1 + 0*x + 100*x^2/2
     = 50x^2 + 1

T3(x) = T2(x) + f'''(0)*(x-0)^3/3! + f''''(0)*(x-0)^4/4!
     = 50x^2 + 1 + 0*x^3/3! + 10000*x^4/4!
     = 50x^2 + 2500x^4/3 + 1

Therefore, the Taylor polynomials T2 and T3 centered at a=0 for the function f(x) = cosh(10x) are:

T2(x) = 50x^2 + 1

T3(x) = 50x^2 + 2500x^4/3 + 1

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Answer:

Step-by-step explanation:

Just do lxw and you’ll get your answer

Answer:

40 percent

Step-by-step explanation:

Answer:

13/53

Step-by-step explanation:

Total number of m&m's = 53

Probability of choosing a brown candy = 7/53

Probability of choosing a green candy = 6/53

Probability of choosing a green or brown candy

= 7/53 + 6/53

=13/53

The elevation of the spaceship, is the altitude of the triangle formed by

the line to the near and far side of the crater and the crater's distance.

Correct response:

The given parameters are;

Distance above the surface of the Moon Apollo 11 is orbiting = 3 miles

Angle of depression to the near side of the crater = 25°

Angle of depression to the far side of the crater = 18°

Required:

The distance across the crater.

Solution:

Angle, θ,  formed by the line perpendicular to the Moon and the line

from Apollo to the start of the crater is given as follows;

θ = 90° - 25° = 75°

Therefore;

\(\displaystyle tan(75^{\circ}) = \mathbf{\frac{x_1}{3} }\)

x₁ = 3 × tan(65°)

Similarly, the distance from the far side from the point directly under

Apollo 11, x₂, is given as follows;

Horizontal distance of the crater from the Apollo 11 = 3 × tan(90° - 18°)

Which gives;

x₂ = 3 × tan(72°)

Which gives;

\(\displaystyle x_2 = \mathbf{3 \times \frac{\sqrt{10 + 2 \cdot \sqrt{5} } }{\sqrt{5} - 1 } }\)

Distance across the crater, D = x₂ - x₁

Therefore;

\(\displaystyle D = 3 \times \frac{\sqrt{10 + 2 \cdot \sqrt{5} } }{\sqrt{5} - 1} - (3 \times tan(65^{\circ})) \approx \mathbf{ 2.8}\)

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Yes, you are correct. Highly participative arrangements composed of people across organizational levels who apply the action research model are indeed a part of the learning structures approach.

The learning structures approach is a framework that focuses on fostering learning and development within organizations through collaborative and participative methods.

In this approach, individuals from various levels of the organization come together in a participatory manner to engage in action research. Action research is a problem-solving process that involves identifying an issue or challenge, developing and implementing interventions to address it, and then reflecting on the outcomes to inform further actions. It is a cyclical process that encourages continuous learning and improvement.

By involving people from different organizational levels, the learning structures approach promotes a diversity of perspectives, experiences, and knowledge. This participative arrangement helps in generating a broader understanding of the challenges and facilitates the co-creation of solutions. It also encourages collaboration, cooperation, and collective ownership of the learning and change process.

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Answer:

two

Step-by-step explanation:

solutions are where lines cross

the solutions for this system are (2,0) and (-6,8)

Answer:

2 solutions

Step-by-step explanation:

The solutions are the point(s) of intersection.

By inspection of the graph we can see that line (blue) intersects the parabola (red) at 2 points.

Therefore, the system of equations has 2 solutions.

Answer:

Rectangles

Squares

A square is a special type of rectangle. All squares are rectangles, but not all rectangles are squares. In a square, all four sides are equal in length (congruent), making it a special case of a rectangle where all angles are right angles and all four sides have the same length. In contrast, a rectangle can have sides of different lengths.

Identifying and naming congruent triangles can be done by :

Congruent triangles are triangles that have the same shape and size. This means that their corresponding angles and sides are equal in measure.

To identify and name congruent triangles, you can use the following methods:

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the solution to the equation is m = 5.

To solve the equation 2(2m) + 4(4m + 2) = 108 for m, we simplify and apply the order of operations.

First, we distribute the multiplication:

4m + 16m + 8 = 108

Combine like terms:

20m + 8 = 108

Next, we isolate the term with the variable. Subtract 8 from both sides:

20m = 100

To solve for m, we divide both sides of the equation by 20:

m = 5

Therefore, the solution to the equation is m = 5.

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A collection of seven geometric objects known as the Tangram is composed of five triangles (two tiny, one medium, and two large), a square, and a parallelogram.

In the given question, we have to find how many triangles are there in a 7 piece.

As we know that a collection of seven geometric objects known as the Tangram is composed of five triangles (two tiny, one medium, and two large), a square, and a parallelogram.

A dissection problem called a tangram is made up of seven flat polygons, or tans, that are combined to make various shapes. The goal is to use each of the seven parts separately to duplicate a pattern that is typically found in a puzzle book.

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We can evaluete the expression: 36 ( 16 - 26) by:

1) Using the Oredr of perations for algebraic expressions, and solving for the values inside the parenthesis first:

so we do: 16 - 26 = -10 first, and then proceed to multiply:

36 (-10) = - 360

2) by usnig Distributive property and therefore multilying the factor 36 which is outside the parenthesis by 16 first, and then by -26 and combining these two results:

36 ( 16 - 26) = 36 * 16 - 36 * 26 = 676 - 936 = - 360

Answer:

v=1

Step-by-step explanation:

Answer:

D) b = 3, m = -2/3

Step-by-step explanation:

1. The y-intercept, b, is the coordinate where a line intersects with the y-axis.

2. Given the information above, we can easily cross of A and C because they don't have their y-intercept as 3.

3. Now, since this line is going downward (or you can say it's a negative line), it's obviously going to have a slope that's negative.

Answer:

maybe 3 seconds.

but I am not sure

Answer:

3/5

Step-by-step explanation:

Answer:

3/5

Step-by-step explanation:

change equation into slope-intercept form to identify the slope easily:

y = mx+b   where 'm' is slope

3x-5y = 9

subtract 3x from each side to get:

-5y = -3x + 9

divide each side by -5 to get:

y = 3/5x - 9/5

slope is 3/5

Answer:c

Step-by-step explanation:

Answer:

Step-by-step explanation:

Volume of the prism is the product of its base area and height

Find base area:

Area of the trapezoid:

Substitute given values and solve for h:

Find area of base

Now

Height of trapezoid base be x

Note that in this random sample of 20 students, 44/20 = 2.2 students are enrolled in the nursing program. However, since we can't have a fraction of a student, we round to the nearest whole number and say that there are 2 students enrolled in the nursing program. (Option B)

To carry out one trial of this simulation, we will use the digits in the first line of the random number table, reading from left to right. Each digit corresponds to one student in the sample of 20. We will use the given assignment of digits to outcomes to determine whether each student is enrolled in the nursing program or not.

The first digit is 1, which corresponds to a student enrolled in the nursing program. The second digit is 3, which corresponds to a student not enrolled in the nursing program. The third digit is 1, which corresponds to a student enrolled in the nursing program. The fourth digit is 6, which corresponds to a student not enrolled in the nursing program. The fifth digit is 4, which corresponds to a student enrolled in the nursing program.

Continuing in this way, we can assign outcomes to all 20 students in the sample. Counting the number of students enrolled in the nursing program, we have:

1 + 1 + 4 + 5 + 9 + 6 + 1 + 0 + 8 + 9 = 44

So, in this random sample of 20 students, 44/20 = 2.2 students are enrolled in the nursing program. However, since we can't have a fraction of a student, we round to the nearest whole number and say that there are 2 students enrolled in the nursing program. (Option B)

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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.

Answer:

56 pints hope this helps   Brainliest please

Step-by-step explanation:

Answer:

7 gallons = 56 liquid pints!

Explanation= 1 gallon = 8 pints

The r is \begin{bmatrix}207 & -30 & 130 \\ 690 & -104 & 206 \\ 1502 & -290 & 490 \end{bmatrix}.

Given matrices are:

A = \begin{bmatrix}1 & -2 & 1 \\ 11 & 4 & 1 \\ 3 & 1 & 3 \end{bmatrix}, B = \begin{bmatrix}0 & -1 & 2 \\ 2 & 2 & 2 \\ 3 & 1 & 1 \end{bmatrix}, C = \begin{bmatrix}1 & 1 & 2 \\ 2 & 1 & 1 \\ 2 & 3 & 1 \end{bmatrix}, D = \begin{bmatrix}0 & 1 & 3 \\ 2 & 2 & 2 \\ 3 & 1 & 0 \end{bmatrix}We are asked to find 3(BTD) + 4CA^2$ .

Here, we need to first find the individual matrices and then find the final matrix by using the given formula. Now, let us calculate each term one by one. First of all, let's find BTD.We have B = \begin{bmatrix}0 & -1 & 2 \\ 2 & 2 & 2 \\ 3 & 1 & 1 \end{bmatrix}, D = \begin{bmatrix}0 & 1 & 3 \\ 2 & 2 & 2 \\ 3 & 1 & 0 \end{bmatrix}Multiplying the above matrices, we get \begin{aligned} BTD &= \begin{bmatrix}0 & -1 & 2 \\ 2 & 2 & 2 \\ 3 & 1 & 1 \end{bmatrix}\begin{bmatrix}0 & 1 & 3 \\ 2 & 2 & 2 \\ 3 & 1 & 0 \end{bmatrix}\\ &= \begin{bmatrix}(0)(0) + (-1)(2) + (2)(3) & (0)(1) + (-1)(2) + (2)(1) & (0)(3) + (-1)(2) + (2)(0) \\ (2)(0) + (2)(2) + (2)(3) & (2)(1) + (2)(2) + (2)(1) & (2)(3) + (2)(1) + (2)(0) \\ (3)(0) + (1)(2) + (1)(3) & (3)(1) + (1)(2) + (1)(1) & (3)(3) + (1)(1) + (1)(0) \end{bmatrix} \\ &= \begin{bmatrix}4 & -2 & -2 \\ 12 & 8 & 6 \\ 5 & 6 & 10 \end{bmatrix} \end{aligned}

Next, let's calculate A^2. We have A = \begin{bmatrix}1 & -2 & 1 \\ 11 & 4 & 1 \\ 3 & 1 & 3 \end{bmatrix}$$Multiplying the above matrix by itself, we get \begin{aligned} A^2 &= AA\\ &= \begin{bmatrix}1 & -2 & 1 \\ 11 & 4 & 1 \\ 3 & 1 & 3 \end{bmatrix}\begin{bmatrix}1 & -2 & 1 \\ 11 & 4 & 1 \\ 3 & 1 & 3 \end{bmatrix}\\ &= \begin{bmatrix}(1)(1) + (-2)(11) + (1)(3) & (1)(-2) + (-2)(4) + (1)(1) & (1)(1) + (-2)(1) + (1)(3) \\ (11)(1) + (4)(11) + (1)(3) & (11)(-2) + (4)(4) + (1)(1) & (11)(1) + (4)(1) + (1)(3) \\ (3)(1) + (1)(11) + (3)(3) & (3)(-2) + (1)(4) + (3)(1) & (3)(1) + (1)(1) + (3)(3) \end{bmatrix} \\ &= \begin{bmatrix}1 & -4 & 2 \\ 147 & -27 & 14 \\ 17 & -5 & 13 \end{bmatrix} \end{aligned} Now, we need to find CA^2.

We have C = \begin{bmatrix}1 & 1 & 2 \\ 2 & 1 & 1 \\ 2 & 3 & 1 \end{bmatrix}, A^2 = \begin{bmatrix}1 & -4 & 2 \\ 147 & -27 & 14 \\ 17 & -5 & 13 \end{bmatrix}Multiplying the above matrices, we get \begin{aligned} CA^2 &= \begin{bmatrix}1 & 1 & 2 \\ 2 & 1 & 1 \\ 2 & 3 & 1 \end{bmatrix}\begin{bmatrix}1 & -4 & 2 \\ 147 & -27 & 14 \\ 17 & -5 & 13 \end{bmatrix}\\ &= \begin{bmatrix}(1)(1) + (1)(147) + (2)(17) & (1)(-4) + (1)(-27) + (2)(-5) & (1)(2) + (1)(14) + (2)(13) \\ (2)(1) + (1)(147) + (1)(17) & (2)(-4) + (1)(-27) + (1)(-5) & (2)(2) + (1)(14) + (1)(13) \\ (2)(1) + (3)(147) + (1)(17) & (2)(-4) + (3)(-27) + (1)(-5) & (2)(2) + (3)(14) + (1)(13) \end{bmatrix} \\ &= \begin{bmatrix}167 & -12 & 42 \\ 166 & -36 & 29 \\ 446 & -79 & 45 \end{bmatrix} \end{aligned}

Finally, we can find the value of 3(BTD) + 4CA^2. We have $$3(BTD) + 4CA^2 = 3\begin{bmatrix}4 & -2 & -2 \\ 12 & 8 & 6 \\ 5 & 6 & 10 \end{bmatrix} + 4\begin{bmatrix}167 & -12 & 42 \\ 166 & -36 & 29 \\ 446 & -79 & 45 \end{bmatrix} = \begin{bmatrix}207 & -30 & 130 \\ 690 & -104 & 206 \\ 1502 & -290 & 490 \end{bmatrix}

Therefore, $3(BTD) + 4CA^2 = \begin{bmatrix}207 & -30 & 130 \\ 690 & -104 & 206 \\ 1502 & -290 & 490 \end{bmatrix}.

The required answer is \begin{bmatrix}207 & -30 & 130 \\ 690 & -104 & 206 \\ 1502 & -290 & 490 \end{bmatrix}.

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In probability theory, a Venn diagram is a diagrammatic representation of sets that shows all possible logical relations between them. Venn diagrams are widely used in probability and statistics to visualize the relationship between different sets of data.

The given Venn diagram shows the relationship between three sets, A, B, and C. In order to calculate probabilities using a Venn diagram, we need to know the number of elements or members in each set, as well as any overlapping regions.

We can then use these numbers to calculate the probability of different outcomes.Let's consider two possible probabilities from the given Venn diagram:1.

The probability that an element is in set A and set B but not in set C is 0.1/0.5 = 0.22. The probability that an element is in set B or set C but not in set A is 0.2/0.6 = 1/3The first probability can be calculated by dividing the number of elements in the overlapping region of sets A and B (which is 0.1) by the total number of elements in set B (which is 0.5).

This gives us a probability of 0.22 or 22%.The second probability can be calculated by dividing the number of elements in the union of sets B and C (which is 0.2) by the total number of elements in either set B or set C (which is 0.6). This gives us a probability of 1/3 or approximately 33%.

Therefore, the correct probabilities are:1.

The probability that an element is in set A and set B but not in set C is 0.1/0.5 = 0.22.

The probability that an element is in set B or set C but not in set A is 0.2/0.6 = 1/3

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