Given a sample mean of 3.56 and a standard deviation of 0.98, which value falls within the 90% confidence interval for a sample size of 45?

Complete question is;

The reading speed of second grade students in a large city is approximately normal, with a mean of 91 words per minute (wpm) and a standard deviation of 10 wrpm. A teacher instituted a new reading program at school. After 10 weeks in the​ program, it was found that the mean reading speed of a random sample of 19 second grade students was 90.7 wpm. What might you conclude based on this​ result? Select the correct choice below and fill in the answer boxes within your choice. ​(Type integers or decimals rounded to four decimal places as​ needed.)

Answer:

We would conclude that the new program doesn't seem to be more effective than the old program.

Step-by-step explanation:

We are given;

Population mean; μ = 91

Population standard deviation; σ = 10

Sample mean; x¯ = 90.7

Sample size; n = 19

Formula for z-score

z = (x¯ - μ)/(σ/√n)

z = (90.7 - 91)/(10/√19)

z = -0.131

From online p-value from z-score calculator attached, using z = -0.131; significance level = 0.05; one tailed, we have;

P-value = 0.4479

This is more than the significance level of 0.05. Thus, we would conclude that the new program doesn't seem to be more effective than the old program.

The probability of needing more than 6 rolls to get doubles is,

⇒ 3 / 20

The term probability refers to the likelihood of an event occurring. Probability means possibility. It is a branch of mathematics that deals with the occurrence of a random event. The value is expressed from zero to one.

Given that;

Each student in Mr. Jones class has two standard number cubes.

Hence, The probability of needing more than 6 rolls to get doubles is,

Total number of cubes = 20

More than 6 rolls = 3

Thus, The probability of needing more than 6 rolls to get doubles is,

⇒ 3 / 20

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Answer:

1/5

Step-by-step explanation:

sqrt(40)/sqrt(1000)

2sqrt(10)/10sqrt(10)

1/5

While hiring change managers, businesses should take into account their nonconformist, risk-taking nature.

To successfully implement organizational change efforts, change managers must question the status quo, take measured risks, and foster creativity. Organizational stability and routine tasks may be maintained more successfully with a large number of conformists, but change managers need a distinct skill set. They must be able to think creatively, try out novel concepts, and deal with ambiguity and uncertainty.

Option 3: Being seen as a rule-following peacemaker may be an asset in some situations, but it is not always necessary for a change manager. Similarly, having a lot of radical innovators (option 4) could backfire if there isn't a balance with other qualities and abilities crucial for effective change management.

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The complete question is:

identify a characteristic of change managers that an organization should consider when employing people.

→ Change managers are nonconformists who take risks.

→ Having a large number of conformist is effective for an organization.

→ Change managers are usually regarded as peacemakers who follow rules.

→ Having a large number of radical innovators is effective for an organization.

While hiring change managers, businesses should take into account their nonconformist, risk-taking nature.

To successfully implement organizational change efforts, change managers must question the status quo, take measured risks, and foster creativity. Organizational stability and routine tasks may be maintained more successfully with a large number of conformists, but change managers need a distinct skill set. They must be able to think creatively, try out novel concepts, and deal with ambiguity and uncertainty.

Option 3: Being seen as a rule-following peacemaker may be an asset in some situations, but it is not always necessary for a change manager. Similarly, having a lot of radical innovators (option 4) could backfire if there isn't a balance with other qualities and abilities crucial for effective change management.

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Answer:

21

Step-by-step explanation:

\(\frac{2}{3}\) of 9

= \(\frac{2}{3}\) × 9

= 2 × 3

= 6

and 15 greater than 6 = 6 + 15 = 21

Expected value of bb = 1.79

What is expectation?

At first it is important to know about probability of an event.

Probability gives us the information about how likely an event is going to occur

Probability is calculated by Number of favourable outcomes divided by the total number of outcomes.

Probability of any event is greater than or equal to zero and less than or equal to 1.

Probability of sure event is 1 and probability of unsure event is 0.

Suppose x is a random variable with the probability function f(x). suppose

\(x_1, x _2, ..., x _ n\) are the values corrosponding to the actual occurance of the event and \(p_1, p_2, ... , p_n\) be the corrosponding probabilities.

Expectation is given by the formula =

\(p_1x_1 + p_2x_2 +....+ p_nx _n\)

Expected value of bb =

0.35 ˣ 0 + 0.20 ˣ 1 + 0.15 ˣ 2 + 0.10 ˣ 3 + 0.07 ˣ 4 + 0.08 ˣ 5 + 0.04 ˣ 6 + 0.01 ˣ 7

0 + 0.20 + 0.30 + 0.30 + 0.28 + 0.40 + 0.24 + 0.07

= 1.79

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Answer:

About 3000 feet

Step-by-step explanation:

This is a 30,60 90 triangle, all the angles in a triangle adds up to 180.

Use sin ratio

sin 60 = \(\frac{o}{4000}\)  o for opposite side of triangle from the 60 degree angle

o = 4000 (sin 60) = 3464.11

Use cosine

cos 30 = \(\frac{a}{3464.11}\)   a for adjacent side of triangle from the 30 degree angle

3464.11 (cos 30) = 3000.01

Chance that a student passes the test out of 400 students is 5%.

Binomial distribution is the distribution of a random variable X for which there are only two possibilities. The probability p for the success and the probability of 1-p for the failure, which consist of n trials.

Probability that a student will pass the test = 10% = 0.1

Probability that a student fails = 1 - 0.1 = 0.9

We have to find P(X≥50), where X  is binomial distribution where n=400 and p=0.1

We can find P(A ≥ 49.5) using the normal approximation where Y is normal and by continuity correction, we can say that,

Mean = 40

Variance = 36

This is equal to,

P(Z > 49.5−40 / √36) = P( Z > 1.6)

where Z

is the standard normal distribution.

This probability is approximately 5%.

Hence the probability is 5%.

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Answer:

n= -34

Step-by-step explanation:

You want to get n alone so you would subtract 22 from both sides and -12 - 22 is -34

Answer:

-34

Step-by-step explanation:

22+n=-12

We move all terms to the left:

22+n-(-12)=0

We add all the numbers together, and all the variables

n+34=0

We move all terms containing n to the left, all other terms to the right

n=-34

The effect estimation requires more than simple regressions of "Quality of Care" on "Shift Hours" (Part 1) or with "Hospital Characteristics" (Part 2). Including "Tiredness" (Part 3) or using variable (Part 5) is necessary.

To estimate the causal effect of changing shift hours on quality of care, several factors must be considered. Regression analysis with just a constant and "Shift Hours" (Part 1) fails to account for confounding variables, leading to biased estimates. Including "Hospital Characteristics" (Part 2) still overlooks omitted variable bias and endogeneity issues.

However, by adding "Tiredness" to the regression (Part 3), the direct and indirect effects of shift hours on quality of care can be estimated. The coefficient of "Shift Hours" represents the direct causal effect, while the coefficient of "Tiredness" captures the mediating effect. Regressing "Quality of Care" solely on "Policy" (Part 4) neglects confounders.

When "Hospital Characteristics" are unobserved, instrumental variable estimation (Part 5) can address endogeneity by identifying an instrumental variable unrelated to quality of care but affecting shift hours.

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Problem 1

height of flagpole = meters (SI), feet (imperial)

area of walls = square meters (SI), square feet (imperial)

amount of water = liters (SI), gallons (imperial)

volume of grocery bag = liters (SI), gallons (imperial)

-----------

There's not much explanation here. It's simply something you memorize.

======================================================

Problem 2

1 ft = 12 inches

5 ft = 60 inches .... multiply both sides by 5

5 ft, 10 in = 60+10 = 70 inches

To convert from inches to cm, we multiply by 2.54 (approx)

70 in = 70*2.54 = 177.8

Shane is roughly 178 cm tall

======================================================

Problem 3

1 km = 1000 m

0.65 km = 650 m .... multiply both sides by 0.65

1 m = 100 cm

650 m = 65000 cm ... multiply both sides by 650

We can see that 0.65 km is the same as 65000 cm

======================================================

Problem 4

1 pound = 16 ounces

Based on this, we divide by 16 to go from ounces to pounds

50 oz = 50/16 = 3.125 pounds

Answer:

64,81,100

Step-by-step explanation:

Answer: 64,81 and 100

Step-by-step explanation: 8^2=64, 9^2=81 and 10^2=100

Answer:

C: in terms of the number of books, m, she orders.

Step-by-step explanation:

The circumference and area of a circle are 44π feet and 484π square feet.

The circumference (s), in feet, is the perimeter of the circle, the formulas for the circumference and the area (A), in square feet, of the circle are, respectively:

Circumference

s = 2π · r

Area

A = π · r²

Where r is the radius, in feet.

If we know that r = 22 ft, then the circumference and area of the circle are, respectively:

Circumference

s = 2π · (22 ft)

s = 44π ft

Area

A = π · (22 ft)²

A = 484π ft²

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Answer:

y = -3x + 2

Step-by-step explanation:

We will use the form y = mx + b

m is the slope

b is the y intercept

y = -3x +2

Answer:

Mike read more

Step-by-step explanation:

Mike and Andy are each reading the same book.

For Mike

= 2/4 + 1/3

=6 + 4 /12

= 10/12

= 5/6

Converting to decimal

= 0.833

For Andy

= 1/2 + 1/5

=5 + 2 /10

= 7/10

Converting to decimal

= 0.7

Mike read more

Andy is wrong

Answer:

I think he walks 25 blocks

Step-by-step explanation:

he walks 0,8 then 9,8 then 9,0 so he goes 8y + 9x + 8y = 25 i don't know if that's right tho.

Answer:

answer

1.1/4

2.1

3.2

4.-4

5.-2

Nevermind don't read this

Answer:

C, hundred-thousand

Step-by-step explanation:

To get from 30 [thirty] to 3,000,000 [three million] is 30 hundred thousands

Answer:

Yes u did thats what i did too XD

Volume formula: V = lhw

Solve using the given values.

V = 4*10*6

V = 40*6

V = 240

Therefore, the volume is 240in³

Best of Luck!

Answer:

4*10*6=240

Just multiply

The solution to the initial value problem is\(\(y = 3e^{-7x}\).\)

To solve this initial value problem, we'll use the method of separation of variables. The given differential equation is a first-order linear homogeneous differential equation. We can rearrange it as \(\frac{dy}{dx} = -7y\) and separate the variables by dividing both sides by \(y\):

\(\[\frac{1}{y} \, dy = -7 \, dx.\]\)

Next, we integrate both sides with respect to their respective variables. On the left side, we integrate \(\frac{1}{y}\,dy\) with respect to \(y\) and on the right side, we integrate \(-7\,dx\) with respect to \(x\):

\(\[\int \frac{1}{y} \, dy = \int -7 \, dx.\]\)

Integrating, we get \(\ln|y| = -7x + C\), where \(C\) is the constant of integration. Applying the initial condition \(y(\ln 5) = 3\), we substitute \(x = \ln 5\) and \(y = 3\) into the equation:

\[\ln|3| = -7(\ln 5) + C.\]

Simplifying, we find \(C = \ln|3| + 7(\ln 5)\). Substituting this back into the equation, we have:

\[\ln|y| = -7x + \ln|3| + 7(\ln 5).\]

Using the property of logarithms, we can combine the terms inside the logarithm:

\(\[\ln|y| = \ln|3 \cdot 5^7 e^{-7x}|\].\)

Finally, using the fact that \(\(\ln e^x = x\)\), we obtain:

\(\[\ln|y| = \ln|3 \cdot 5^7| - 7x.\\)]

Removing the logarithms by taking the exponential of both sides, we get:

\(\[|y| = |3 \cdot 5^7|e^{-7x}.\]\)

Since \(y\) is a continuous function, we can remove the absolute value signs:

\(\[y = 3 \cdot 5^7e^{-7x}.\]\)

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Answer:

13°C

Step-by-step explanation:

The number of hours that the temperature fluctuates is irrelevant to the problem.

This problem is asking how many degrees did the temperature increase in order to go back to 30°C after being decreased by 13°C.

Find the new temperature after it decreased:

If the temperature after decreasing is 17°C, it needs the same amount it was decreased by to go back to 30°C.

Therefore, the temperature subsequently increased by 13°C to go back to 30°C after being decreased by 13°C.

Answer:

Step-by-step explanation:

As per the picture

also

Therefore

Answer:

3

Step-by-step explanation: