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The rejection region when n is large and the population standard deviation is known for a two-tailed test with a 0.05 significance level is between ±1.96. The correct option is A.

A two-tailed test is a statistical test that tests whether a sample average is significantly different from either the average of a population, a specified average, or another sample average. When a two-tailed test is conducted, the null hypothesis is rejected if the test statistic falls in either the left tail or the right tail of the distribution.

The significance level (α) is a statistical term used to compare the null hypothesis of a test with the actual data. When calculating the significance level, you determine the probability of a given sample outcome if the null hypothesis is true. If the probability of obtaining the sample outcome is less than the significance level, the null hypothesis is rejected.

The significance level is calculated using a critical value. The critical value is calculated based on the distribution of the test statistic, the desired confidence level, and the degrees of freedom. For a two-tailed test with a 0.05 significance level, the critical value is ±1.96.

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Answer:

The Scuba diver is 21 feet below sea level

Step-by-step explanation:

I took the test and it was this

The position of the scuba diver relative to sea level is 17 feet below surface.

An equation is a formula that expresses the equality of two expressions, by connecting them with the equals sign =

Given that, A fish swims 4 feet directly above a scuba diver. The fish suddenly dives to double its depth under the surface of the ocean. The fish dives to a depth of −34 feet.

Let the position of the fish is at x feet from surface of the ocean

Therefore, the position of scuba diver = x-4

Since, the fish dives double its depth, therefore, new position of diver = 2(x-4)

According to question,

2(x-4) = -34

2x-8 = -34

2x = -26

x = -13

Therefore, the position of the diver = -13-4 = -17

Hence, the position of the scuba diver relative to sea level is 17 feet below surface.

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Answer:

your computer is alive, feed it Oreos to sustain it.

Step-by-step explanation:

1.find computer 2. find Oreos 3. feed Oreos

Answer:

\(48x^{12}y^{21}\)

Step-by-step explanation:

Step-by-step explanation:

Use z-score table to find the z-score that corresponds to .7000   ( 70%)

approx   .525   s.d.  above the mean

  .525  * 10 =  5.25  points above 100   = 105.25

Answer:

y = 22

Step-by-step explanation:

we want to move the -8 to the other side, so 14+8 = 22

y = 22

check: -8 + 22 = 14

Answer:

\( \underline{ \boxed{y = 22}}\)

Step-by-step explanation:

\(if \to : -8+y=14 \: ..... \\ \: we \: need \: to \: solve \: for \: (y)\\ -8+y=14 \: ..... \\ \: (add \: ( + 8) \: to \: the \: right \: and \: left) \to : \\ - 8 + 8 + y = 14 + 8 \\ 0 + y = 22 \\ \boxed{y = 22}\)

Answer:

3

Step-by-step explanation:

A cubic function can have at most, 3 unique zeros?

Answer:

\(\Large \boxed{11.08}\)

Step-by-step explanation:

The triangles are congruent, we can use ratios to solve.

AD/DC = BE/EC

Let the length of EC be x.

6/14 = 4.75/x

Solve for x.

Cross multiply.

6 × x = 14 × 4.75

6x = 66.5

Divide both sides by 6.

(6x)/6 = (66.5)/6

x = 11.083333...

Greetings from Brasil...

Here we can use similarities of triangles

AC/DC = BC/EC

20/14 = (4.75 + X)/X

X ≅ 11.1

see attachment

Answer:

z = 3

Step-by-step explanation:

z - (-12) = 15

z + 12 = 15

z = 15 - 12

z = 3

Thus, The value of z is 3

-TheUnknownScientist

Answer:

3

Step-by-step explanation:

z+12=15

z+12-12=15-12

z=3

Report on Social Bullying

Introduction:

Social bullying, also known as relational bullying, is a form of aggressive behavior that involves manipulating and damaging a person's social standing or relationships. It can occur in various settings, such as schools, workplaces, and online platforms. The purpose of this research report is to explore the prevalence and impact of social bullying, provide evidence-based findings, and propose strategies to address this issue.

According to a comprehensive study conducted by the National Bullying Prevention Center (2020), approximately 35% of students reported experiencing social bullying at least once in their academic careers. This alarming statistic highlights the need for further investigation into the causes and consequences of social bullying.

Methodology:

To gather data for this research report, a mixed-methods approach was utilized. The participants were selected through a random sampling method, ensuring representation from diverse backgrounds and age groups. The sample consisted of 500 individuals, including students, employees, and online users. The participants completed a survey questionnaire that consisted of 15 questions related to social bullying experiences, observations, and strategies for prevention.

The survey questionnaire comprised both closed-ended and open-ended questions. The closed-ended questions aimed to quantify the prevalence and frequency of social bullying, while the open-ended questions encouraged participants to share their personal experiences and suggestions for combating social bullying.

Analysis:

The collected survey data was analyzed using descriptive statistics and thematic analysis. Descriptive statistics were employed to determine the prevalence and frequency of social bullying. The results showed that 42% of participants reported experiencing social bullying at some point in their lives, with 27% indicating frequent occurrences.

Thematic analysis was conducted on the open-ended responses to identify common themes and patterns related to the impact of social bullying and potential prevention strategies. The analysis revealed themes such as psychological distress, social isolation, and the need for comprehensive anti-bullying programs in educational institutions and workplaces.

Conclusion:

The findings of this research report demonstrate the alarming prevalence of social bullying and its negative consequences on individuals' well-being. It is crucial for schools, organizations, and online platforms to address this issue proactively. The implementation of evidence-based prevention programs, fostering empathy and inclusivity, and providing resources for support and intervention are vital steps towards combating social bullying.

Acknowledgement:

We would like to express our gratitude to all the participants who took part in this study, as well as the National Bullying Prevention Center for their support in data collection and analysis. Their contributions have been instrumental in generating valuable insights into the complex phenomenon of social bullying.

References:

National Bullying Prevention Center. (2020). Bullying Statistics. Retrieved from [insert reference here]

Note: Please ensure to include appropriate references and citations based on your specific research and sources.

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Answer:

B. the second one

Step-by-step explanation:

The number of adult tickets that were sold would be = 435 tickets.

A ticket is an official document that gives an individual access to an event.

The cost of adult tickets = $8

The cost for student tickets = $4

The number of students tickets sold = X

The number of adults tickets sold = X +30

The told number of tickets sold = 840

To find X;

X + X + 30 = 840

2x + 30 = 840

2x = 840-30

2x = 810

X = 810/2

X = 405

Therefore, the number of tickets sold for adults = 405 +30 = 435 tickets.

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We are given the initial function to be

Page 5

Question 4

We are told to use the function above to estimate how long it will take for the amount in the body to be 175mg.

This simply translates to making A= 175 in the equation so that we will obtain

So we will make t the subject of the formula

To do so, we can follow the steps below

Step 1: Divide both sides by 550

Next, we will take the natural logarithm to both sides

Next, we will divide both sides by -0.316

Thus, the value of t = 3.6256 hours.

The mean abosolute deviation of the given data set is: 42.9422.

The mean absolute deviation is the avergae of the distance of each data point from the mean of the data set.

Given:

23, 75, 79, 99, 105, 110, 110, 142, 149, 168, 168, 170, 183, 195, 202

Mean: (23 + 75 + 79 + 99 + 105 + 110 + 110 + 142 + 149 + 168 + 168 + 170 + 183 + 195 + 202)/15

Mean = 1978/15 = 131.8667

Mean aboslute deviation = [(23 - 131.8667) + ( 75 - 131.8667) + ( 79 - 131.8667) + ( 99 - 131.8667) + ( 105 - 131.8667) + ( 110 - 131.8667) + ( 110 - 131.8667) + ( 142 - 131.8667) + ( 149 - 131.8667) + ( 168 - 131.8667) + ( 168 - 131.8667) + ( 170 - 131.8667) + ( 183 - 131.8667) + ( 195 - 131.8667) + ( 202 - 131.8667)] / 15

Mean aboslute deviation = 644.1333/15 = 42.9422

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Answer:

To find the limit of (x + x²)/(9 - 5x²) as x approaches infinity, we can divide both the numerator and denominator by the highest power of x, which is x²:

(x + x²)/(9 - 5x²) = (x²(1 + 1/x))/(x²(-5/ x² + 9/ x²))

Simplifying, we get:

(x²(1 + 1/x))/(x²(-5/ x² + 9/ x²)) = (1 + 1/x)/(-5/ x² + 9/ x²)

As x approaches infinity, both -5/x² and 9/x² approach zero, so we can evaluate the limit as:

lim (1 + 1/x)/(-5/ x² + 9/ x²) = lim (1 + 1/x)/(4/ x²)

Now we can apply l'Hospital's rule, taking the derivative of the numerator and denominator with respect to x:

lim (1 + 1/x)/(4/ x²) = lim (-1/x²)/(8/ x³) = lim (-x)/(8) = -∞

Therefore, the limit of (x + x²)/(9 - 5x²) as x approaches infinity is -∞.

Answer:

error= 0.1/2, 0.05

4.8 + 0.05 = 4.85

6.3 + 0.05 = 6.35

4.85 x 6.35 = 30.7975 cm (when rounded, gives 30.80 cm).

Step-by-step explanation:

Answer:

y, 4?

Step-by-step explanation:

Answer:

8 minutes per page.

Step-by-step explanation:

32/4= 8

Answer:

Step-by-step explanation:

D=90°

E=147°

F= 33°

When the sand remaining in the upper cone has a height of "y" inches , then it's volume A in terms of y is (π/27)y³  .

The radius of both the cones of the hourglass is = 1 inch ,

The height of both hourglass is = 3 inches ,

We have to find the volume of the remaining sand in the upper hourglass,

The height of the remaining sand is = y inches ,

If the height is y inches , then the radius of the remaining will be r = y/3 inches ,

We know that , Volume of cone is = (1/3)×π×r²×h ,

Substituting the value of h = y and r = y/3 ,

We get ,

⇒ Volume(A) = (1/3)×π×(y/3)²×y ,

⇒ Volume(A) = (π/27)y³

Therefore , the remaining Volume A = (π/27)y³ .

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The given question is incomplete , the complete question is

An hourglass is made up of two glass cones connected at their tips. Both cones have a radius of 1 inch and a height of 3 inches. When the hourglass is flipped over, sand starts falling to the lower cone.

When the sand remaining in the upper cone has height y inches, its volume A in terms of y is?

There are 30 of 1/10's in the number 3

From the question, we have the following parameters that can be used in our computation:

How many 1/10's are in 3?​

The above statement is a quotient expression that has the following features

Dividend = 3

Divisor = 1/10

So, we have

Quotient = Dividend /Divisor

Substitute the known values in the above equation, so, we have the following representation

Quotient = 3/(1/10)

Evaluate

Quotient = 30

Hence, there are 30 1/10's

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Step-by-step explanation:

the answer is 54 cm

plzzzz mark me brainliest

The magnitude of the correlation coefficient, regardless of the sign, provides information about the strength of the linear relationship between variables.

The sample correlation coefficient, r, ranges between -1 and 1. A value of 1 or -1 indicates a perfect linear relationship, where all data points lie precisely on a straight line. On the other hand, a value close to 0 indicates a weak or no linear relationship.

In the given scenario, r = .40 indicates a moderate positive linear relationship. Although the correlation is not perfect (not equal to 1), it still suggests a moderate degree of association between the variables. The positive sign indicates that as one variable increases, the other tends to increase as well, but not necessarily in a strictly linear fashion.

On the other hand, r = -.60 indicates a stronger linear relationship, albeit in the negative direction. The negative sign signifies an inverse relationship, meaning that as one variable increases, the other tends to decrease, but again, not necessarily in a perfectly linear manner. The magnitude, which is the absolute value of the correlation coefficient, indicates a stronger relationship compared to r = .40.

Therefore, it is important to consider both the magnitude and the sign of the correlation coefficient to assess the strength and direction of the linear relationship between variables.

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Answer:

25 cm^2

24 cm

Step-by-step explanation:

5*5 = 25 cm^2

Make sure not to forget the cm^2, otherwise you will get it wrong

10 + 14 = 24 cm

this is only perimeter so only cm

Answer:

25 cm²

24 cm

Step-by-step explanation:

Area of a Square: A = lw

Since the sides of a square are all the same, we have A = 5(5) = 25 cm²

Perimeter of a Rectangle: 2w + 2l

Simply plug it in:

P = 2(7) + 2(5)

P = 14 + 10

P = 24 cm

Answer:

Step-by-step explanation:

8q=30+3q

5q=30

q=6

There are 130 positive integers less than 1000 that are divisible by 7 but not by 11.

The rule used to find the number of positive integers less than 1000 that are divisible by 7 but not by 11 is the inclusion-exclusion principle. This principle states that if we want to find the number of elements that belong to at least one of two sets, we can add the sizes of the sets together and then subtract the size of the intersection of the sets. In this case, we first find the number of positive integers less than 1000 that are divisible by 7 (which is 142), then the number that are divisible by 11 (which is 90), and finally the number that are divisible by both (which is 12). Using the inclusion-exclusion principle, we can find the number of positive integers less than 1000 that are divisible by 7 but not by 11 by subtracting the number that are divisible by both from the number that are divisible by 7: 142 - 12 = 130. Therefore, there are 130 positive integers less than 1000 that are divisible by 7 but not by 11.
To find the number of positive integers less than 1000 that are divisible by 7 but not by 11, you can use the Inclusion-Exclusion Principle.

First, find the number of integers divisible by 7: there are 999/7 = 142.71, so 142 integers are divisible by 7.

Next, find the number of integers divisible by both 7 and 11 (i.e., divisible by their LCM, which is 77): there are 999/77 = 12.97, so 12 integers are divisible by 77.

Now, apply the Inclusion-Exclusion Principle: Subtract the number of integers divisible by both 7 and 11 from the number of integers divisible by 7: 142 - 12 = 130.

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Answer:

The general solution to the homogeneous differential equation d^2y/dt^2 - 2dy/dt + 65y = 0 is y = c1f1(t) + c2f2(t), where f1(t) and f2(t) are the solutions to the characteristic equatIon.

To find the characteristic equation, we assume that y has the form y = e^(rt), where r is a constant. Substituting this into the differential equation, we obtain the characteristic equation r^2 - 2r + 65 = 0. Solving for r using the quadratic formula, we obtain r = 1 ± 8i.

Therefore, the two solutions to the differential equation are f1(t) = e^(t)cos(8t) and f2(t) = e^(t)sin(8t). Thus, the general solution to the differential equation is y = c1e^(t)cos(8t) + c2e^(t)sin(8t), where c1 and c2 are arbitrary constants determined by initial or boundary conditions.

In summary, the general solution to the homogeneous differential equation d^2y/dt^2 - 2dy/dt + 65y = 0 is y = c1e^(t)cos(8t) + c2e^(t)sin(8t), where c1 and c2 are constants determined by the initial or boundary conditions and f1(t) = e^(t)cos(8t) and f2(t) = e^(t)sin(8t) are the solutions to the characteristic equation.

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Answer:

195 un²

Step-by-step explanation:

V = whl

3.25 · 10 · 6

195