What are the x and y-intercepts of the line described by the equation? 3x−9y=36

It is FALSE to state that if a researcher is interested determining if there is a relationship betweenethnicity and job type, then a Chi- Square Goodness of Fit test can be   used.

A Chi-Square Goodness of Fit test is not   appropriate for determining the relationship between ethnicity and job type.

This test is used to assess thedistribution of categorical variables within a single population or sample,   comparing observed frequencies with expected frequencies.

To examine the relationship between ethnicity and job type, a Chi-Square test of independence   or another suitable statistical test, such as logistic regression,would be more appropriate.

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Answer:

30

Step-by-step explanation:

You take a protractor and put at c then you measure

Step-by-step explanation:

you don't know the meaning of

\(y = {h}^{ - 1} (x)\)

it means it is the inverse function to h(x).

the regular function assigns an y value to every x value.

the inverse function now turns this around and finds for a given y value the original x value.

so, the inverse function is easier understood, if we would write it

\(x = {h}^{ - 1} (y)\)

but just for formal reasons, we don't define functions this way but do it like above (x is the input, y the output value).

just, the understanding of an inverse function is a I just described it.

that means for the points, simply x and y values trade places.

the point (1, 9) turns into (9, 1) (it means 1 was the original x value when the original function delivered 9 a result).

and the point (3, 2) turns into (2, 3).

so, move the 2 green dots to these coordinates.

Answer:

  a. l = 65-15d; discrete

Step-by-step explanation:

The length starts at 65 and decreases by 15 each day. A suitable equation expresses this fact:

  l = 65 -15d

The number of days is discrete, so the values of d and l will be discrete.

Answer:

a. l = 65-15d; discrete

Step-by-step explanation:

Got it right on Edge

Answer:

280

Step-by-step explanation:

\(\frac{5}{8} *x = 175\\\\ \frac{x}{8}=35\\ x=35*8=280\)

The number is 280.

The linear equations in one variable is an equation which is expressed in the form of ax + b = 0, where a and b are two integers, and x is a variable and has only one solution.

Let the number be x.

According to the given question.

\(\frac{5}{8}\) of number is 175.

The linear equation in one variable of the above statement is given by

\(\frac{5}{8}(x) = 175\)

Solve the above linear equation in one variable for x.

\(\frac{5}{8} x = 175\)

⇒ \(5x = 175(8)\)             ( multiplying both the sides by 8)

⇒ \(5x = 1400\)

⇒ \(x = \frac{1400}{5}\)               ( dividing both the sides by 5)

⇒ \(x =280\)

Hence, the number is 280.

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In the first 20 minutes, 96 words are memorized

To find the total number of words memorized in the first 20 minutes, you need to integrate the memory rate function M'(t) from t = 0 to t = 20.

M(t) = ∫(-0.009t^2 + 0.6t) dt

Integrating, we get:

M(t) = -0.003t^3 + 0.3t^2 + C

To find the total number of words memorized in the first 20 minutes, evaluate M(t) at t = 20 and subtract M(t) at t = 0:

M(20) - M(0) = (-0.003 * 20^3 + 0.3 * 20^2) - (0)
M(20) = -0.003 * 8000 + 0.3 * 400
M(20) = -24 + 120
M(20) = 96

In the first 20 minutes, 96 words are memorized.

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a. The probability of selecting a student whose favorite sport is skiing is  0.3142.

b.  The probability of selecting a junior-college student is 0.2844.

c. If the student selected is a four-year-college student, the probability that the student prefers ice skating is 0.3333.

d. If the student selected prefers snowboarding, the probability that the student is in junior college is 0.3223.

e. If a graduate student is selected, the probability that the student prefers skiing or ice skating is 0.6444.

a.

To calculate this probability, we need to divide the number of students who prefer skiing by the total number of students in the sample.

Number of students who prefer skiing = 171

Total number of students in the sample = 545

Probability = Number of students who prefer skiing / Total number of students

Probability = 171 / 545

= 0.3142

b.

To calculate this probability, we need to divide the number of junior-college students by the total number of students in the sample.

Number of junior-college students = 155

Total number of students in the sample = 545

Probability = Number of junior-college students / Total number of students

Probability = 155 / 545 ≈ 0.2844

c.

To calculate this probability, we need to divide the number of four-year-college students who prefer ice skating by the total number of four-year-college students.

Number of four-year-college students who prefer ice skating = 70

Total number of four-year-college students = 210

Probability = Number of four-year-college students who prefer ice skating / Total number of four-year-college students

Probability = 70 / 210 ≈ 0.3333

d.

To calculate this probability, we need to divide the number of junior-college students who prefer snowboarding by the total number of students who prefer snowboarding.

Number of junior-college students who prefer snowboarding = 68

Total number of students who prefer snowboarding = 211

Probability = Number of junior-college students who prefer snowboarding / Total number of students who prefer snowboarding

Probability = 68 / 211

= 0.3223

e.

To calculate this probability, we need to sum the number of graduate students who prefer skiing and the number of graduate students who prefer ice skating, and then divide it by the total number of graduate students.

Number of graduate students who prefer skiing = 59

Number of graduate students who prefer ice skating = 47

Total number of graduate students = 180

Probability = (59 + 47) / 180

= 0.6444

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A survey of 545 college students asked: What is your favorite winter sport? And, what type of college do you attend? The results are summarized below: College Type Favorite Winter Sport Snowboarding Skiing Ice Skating Total Junior College 68 41 46 155 Four-Year College 84 56 70 210

Graduate School 59 74 47 180

Total 211 171 163 545

Using these 545 students as the sample, a student from this study is randomly selected.

a. What is the probability of selecting a student whose favorite sport is skiing? (Round your answer to 4 decimal places.) Probability= b. What is the probability of selecting a junior-college student? (Round your answer to 4 decimal places.) Probability = c. If the student selected is a four-year-college student, what is the probability that the student prefers ice skating? (Round your answer to 4 decimal places.) Probability = d. If the student selected prefers snowboarding, what is the probability that the student is in junior college? Round your answer to 4 decimal places.) Probability = e. If a graduate student is selected, what is the probability that the student prefers skiing or ice skating? Round your answer to 4 decimal places.) Probability =

Answer:

12 answer

Step-by-step explanation:

(8x-34)=(5x+2) (correspounding angle)

8x-5x=34+2

3x=36

x=36/3

x=13

Data that provide labels or names for groupings of like items are known as categorical data. Categorical data is used to group data into specific categories or classes based on a shared characteristic or attribute.

Categorical data can be divided into two main types: nominal and ordinal. Nominal data are labels that represent categories with no inherent order or ranking. For example, gender, eye color, or country of origin are nominal categories. Ordinal data, on the other hand, represent categories that have a natural order or ranking. Examples of ordinal categories include education level (high school, college, graduate school) or income level (low, medium, high).

Categorical data is often represented using graphs and charts, such as bar charts or pie charts, to visually display the frequency and distribution of each category. Categorical data is an important tool for data analysis as it allows researchers and analysts to identify patterns and relationships between different categories, and to make informed decisions based on the data.

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The expression \((3xy^{-3})^{-2}\) without negative exponents is  \(\frac{y^6}{9x^2}\).

Some common rules of exponents are

xᵃ×xᵇ = xᵃ⁺ᵇ.

xᵃ/xᵇ = xᵃ⁻ᵇ.

Addition and subtraction of exponents are only possible for the same base value and when the base is different and both have the same exponent we just multiply the bases and write the exponent.

Given, An expression in exponents \((3xy^{-3})^{-2}\).

Now, Changing the place of exponents from the numerator to the denominator or vice versa changes its sign.

Therefore, \((3xy^{-3})^{-2} = 3^{-2}x^{-2}y^{6}\).

\(3^{-2}x^{-2}y^{6} = \frac{y^6}{3^2x^2}\).

\(\frac{y^6}{3^2x^2} = \frac{y^6}{9x^2}\).

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Answer:

u will multiply -x by the big bracket and rhen start cancelling and factor it by common numbers

Answer:

(x + 3)(- x² - 3x + 1)

Step-by-step explanation:

Given

(x + 3) - x(x² + 6x + 9) ← factor is a perfect square

= (x + 3) - x(x + 3)² ← factor out (x + 3) from each term

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

= (x + 3)(1 - x² - 3x)

= (x + 3)(- x² - 3x + 1)

Answer:

B)

Step-by-step explanation:

Answer:

My name jeff

Step-by-step explanation:

Hi mi nombre jeff

There are 13 7/8 inches left over after cutting the three sections and considering the saw cut width.

To find out what is left over after cutting the three sections of pipe from the 12 ft length of ABS pipe, considering the saw cut is 1/8 inch wide, follow these steps:
Convert the length of the pipe to inches. There are 12 inches in a foot, so multiply 12 ft by 12 inches/ft: 12 ft * 12 inches/ft = 144 inches.
Add the lengths of the three sections: 33 3/8 inches + 56 5/8 inches + 39 7/8 inches.
To add the fractions, first find the common denominator, which is 8:
(33 + 3/8) + (56 + 5/8) + (39 + 7/8) = 128 + 15/8 = 128 + 1 7/8 = 129 7/8 inches.
Consider the saw cut width. Since there are two cuts (one between the first and second sections and one between the second and third sections), multiply the width by the number of cuts: 1/8 inch * 2 = 2/8 inch = 1/4 inch.
Subtract the total length of the sections and the saw cut width from the original length of the pipe: 144 inches - (129 7/8 inches + 1/4 inch).
To subtract the fractions, first find the common denominator, which is 8:
144 - (129 + 7/8 + 1/4) = 144 - 129 - 7/8 - 2/8 = 144 - 129 - 9/8 = 144 - 129 - 1 1/8 = 15 - 1 1/8 = 13 7/8 inches.

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The diameter of the circle is 30 units, and the equation is:

(x + 3)^2 + (y - 3)^2 = 15^2

We know that the diameter of the circle is defined by the points (12, 3) and (-18,3)

Notice that the y-value is the same one in both points, then the diameter is the difference between the x-values:

d = 12 - (-18) = 30

The diameter is 30 units.

Then the radius, half the diameter, is 15 units.

To write the circle equation we need to find the center.

Because of the points (12, 3) and (-18,3) we know that the y-value of the center must be y = 3.

And the x-value is the midpoint between x = -18 and x = 12, that is:

x = (-18 + 12)/2 = -6/2 = -3

The center is at (-3, 3)

Remember that the equation for a circle of center (a, b) and radius R is:

(x - a)^2 + (y - b)^2 = R^2

Here the center is (-3, 3) and the radius is 15, so the equation is:

(x + 3)^2 + (y - 3)^2 = 15^2

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Based on the given algorithm, we can analyze the recurrence relation for the running time of the algorithm on inputs of arrays of n elements.

Let's denote the running time of the algorithm for an input of size n as t(n).

For n = 1, the algorithm computes f(g) for a single entry in the array, which costs a constant time, let's say C1. Therefore, we have:

t (1) = C1

For larger values of n, the algorithm splits the array into two subarrays of size 2n/3 each and runs recursively on each subarray. This step incurs a running time of t(2n/3) for each subarray.

Additionally, the algorithm performs the computation g(x, y) on the resulting ordered set of two integers, which costs a constant time, let's say C2.

Considering these factors, we can write the recurrence relation for the running time as:

t(n) = 2t(2n/3) + C2

Therefore, the correct option among the given recurrence relations that seems to fit the running time of the algorithm is:

c. t(1) = C, and t(n) = 2t(2n/3) + C2, for some positive constants C, C2

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Answer:

A) 70 degrees

Step-by-step explanation:

Vertical angles are equivalent

The total fixed costs for the event amount to £2,800, which includes the security costs and the cost of the main band. Fixed costs are expenses that do not change with the number of attendees or sales.

To calculate the total fixed costs for the event, we need to identify the costs that do not change with the number of attendees. Based on the given information, the fixed costs include the security costs and the cost of the main band. Let's break it down:

Security costs: The security costs of £300 are fixed and do not depend on the number of attendees. This means the cost remains the same regardless of how many tickets are sold.

Cost of the main band: The cost of the main band is £2,500. Similar to the security costs, this cost is fixed and does not vary based on the number of attendees.

Therefore, the total fixed costs for the event would be the sum of the security costs and the cost of the main band:

Total Fixed Costs = Security Costs + Cost of Main Band

Total Fixed Costs = £300 + £2,500

Total Fixed Costs = £2,800

However, it's important to note that the cost of the supporting band, ticket prices, and the cost of the water bottles are not fixed costs. The cost of the supporting band and the cost of the water bottles are variable costs as they depend on the number of attendees. The ticket prices represent revenue, not costs.

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When a point falls outside of control limits in statistical process control, the probability is quite high that the process is experiencing special cause variation.

In statistical process control (SPC), control limits are used to define the range within which a process is expected to operate under normal or common cause variation. Common cause variation refers to the inherent variability of a process that is predictable and expected.

On the other hand, special cause variation, also known as assignable cause variation, refers to factors or events that are not part of the normal process variation. These are typically sporadic, non-random events that have a significant impact on the process, leading to points falling outside of control limits.

When a point falls outside of control limits, it indicates that the process is exhibiting a level of variation that cannot be attributed to common causes alone. Instead, it suggests the presence of specific, identifiable causes that are influencing the process. These causes may include equipment malfunctions, operator errors, material defects, or other significant factors that introduce variability into the process.

Therefore, when a point falls outside of control limits in statistical process control, it is highly likely that the process is experiencing special cause variation, which requires investigation and corrective action to identify and address the underlying factors responsible for the out-of-control situation.

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Answer:

id choose B but it could also be D

Step-by-step explanation:

either way I would still choose B

Answer: Yes, they can.

Step-by-step explanation: Since quarters weigh 0.2 oz. 1 dollar weighs 0.8 oz. 0.8x150=120oz. 120ozs is about 7.5 pounds, so yes.

The mean of the dataset is 5.5.

To find the mean after creating dummy variables with driveway, gas heat, and aircon variables, we need to apply the following steps:

Collect Data

Create Dummy Variables

Calculate the Mean

Interpret Results

Collect Data.

Consider a dataset with driveway, gas heat, and aircon variables.

Suppose, we have the following data: 4, 2, 6, 8, 3, 9, 10, 5, 7, 1

Create Dummy Variables.

To create dummy variables, we need to convert categorical variables into numerical values.

Here, driveway, gas heat, and aircon variables are categorical variables with two possible outcomes.

So, we can convert these variables into 0 or 1. If the driveway is present, then we can assign 1, otherwise, 0.

Similarly, if gas heat or aircon is present, then we can assign 1, otherwise, 0.

Let's represent driveway, gas heat, and aircon variables with D, G, and A, respectively. Then, the dummy variables can be created as follows: D = {1, 0, 1, 1, 0, 1, 1, 0, 1, 0} G = {1, 0, 0, 1, 0, 1, 1, 0, 1, 0} A = {1, 0, 1, 0, 0, 1, 1, 1, 1, 0}

Step 3: Calculate the Mean

To calculate the mean after creating dummy variables with driveway, gas heat, and aircon variables, we can add up all the values and divide the sum by the number of values.

The formula to calculate the mean is given as:

Mean = Sum of all values / Number of values. We can calculate the mean by using the following formula:

Mean = (4+2+6+8+3+9+10+5+7+1)/10= 55/10= 5.5.

The mean of the dataset is 5.5.

Interpret Results

The mean of the dataset is 5.5. It means that the average value of the given data is 5.5. The mean can be influenced by extreme values, so it is necessary to check the presence of outliers. If outliers are present, then it is better to use the median instead of the mean. The median is not affected by outliers.

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Answer:

Step-by-step explanation:

I have two questions; One, are you the student? Two, is this a trick question because if it is it's freaking hilarious

The p-value is .11 and the significance level is .05, then we fail to reject the null hypothesis.

The p-value represents the probability of obtaining the observed results, or results more extreme, assuming the null hypothesis is true. In this case, the p-value is greater than the significance level, which means that the observed results are not significant enough to reject the null hypothesis.
With a p-value of .11 and a significance level of .05, we can conclude that there is not enough evidence to reject the null hypothesis.
When comparing the p-value to the significance level (0.05), if the p-value is less than or equal to the significance level, you would reject the null hypothesis, indicating that there is a significant effect or difference.

If the p-value is greater than the significance level, you would fail to reject the null hypothesis, meaning that you cannot conclude that there is a significant effect or difference.

Hence, the p-value (0.11) is greater than the significance level (0.05), you fail to reject the null hypothesis, which means you cannot conclude that there is a significant effect or difference.

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Answer:

10x + 6y

Step-by-step explanation:

Let t = length of the third side

3x + 4y + 5x - y + t = 18x + 9y

8x + 3y + t = 18x + 9y

t = 10x + 6y

Trisecting a line segment into three equal parts using compass and straightedge operations involves constructing two equilateral triangles and connecting their vertices.

To trisect a given line segment into three equal length segments using compass and straightedge operations, follow these steps:

1. Draw a line segment AB of any length.
2. Construct a circle centered at A with radius AB.
3. Construct a circle centered at B with radius AB.
4. The two circles intersect at two points, C and D.
5. Connect A to C and B to D, forming two equilateral triangles, ABC and ABD.
6. Connect C to D.
7. The line segment CD will trisect the line segment AB into three equal length segments.

To prove that the segments are indeed equal, we can use the properties of equilateral triangles. In both triangles ABC and ABD, all sides are congruent, meaning AB = AC = BC and AB = AD = BD. Since the triangles share a side AB, we can conclude that AC = AD and BC = BD. Connecting points C and D with a line segment ensures that all three segments (AC, CD, and BD) have the same length, thus trisecting the line segment AB into three equal parts.

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To evaluate the integral using a parametric description of the circle, we can parameterize the circle using trigonometric functions.

Let's denote the circle as C, with radius r centered at the origin. We can describe the circle using the parameter θ, which represents the angle in the counterclockwise direction from the positive x-axis to a point on the circle.

The parametric equations for the circle C are:

x = rcos(θ)

y = rsin(θ)

By substituting these parametric equations into the integral, we can set up the integral over the circle C. The integral could involve a function f(x, y) that needs to be evaluated over the circle C. The integral can be written as:

∫∫f(x, y) dA

where dA represents the area element. To evaluate this integral, we need to express dA in terms of the parameter θ and compute the limits of integration based on the range of θ that corresponds to the circle C.

The explanation paragraph would then provide more details on how to set up the integral, determine the limits of integration for θ, and compute the area element dA in terms of θ. It would also mention that depending on the specific function f(x, y) and the desired computation, additional techniques such as changing variables or using appropriate coordinate transformations may be required to evaluate the integral over the circle C.

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To find the area of the surface that lies within the cylinder x² + y² = 9, we need to find the limits of integration for x and y.

Since the surface is defined as z = xy, we can rewrite the equation of the cylinder as y = √(9 - x²).
To find the limits of integration for x, we need to determine the range of x-values for which y is defined. From the equation y = √(9 - x²), we can see that y is defined as long as 9 - x² ≥ 0. Solving this inequality, we have x² ≤ 9, which means -3 ≤ x ≤ 3.
Now, to find the limits of integration for y, we need to determine the range of y-values for which x is defined. From the equation x² + y² = 9, we can see that y is defined as long as x² + y² ≤ 9. Therefore, -√(9 - x²) ≤ y ≤ √(9 - x²).
Using these limits of integration, we can set up the double integral to find the area of the surface:
A = ∬(R) √(1 + (∂z/∂x)² + (∂z/∂y)²) dA
where R is the region defined by -3 ≤ x ≤ 3 and -√(9 - x²) ≤ y ≤ √(9 - x²).
Unfortunately, it is not possible to calculate the exact value of this integral without further information. However, you can use numerical integration methods or software to approximate the area.

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Statistical analyses are least likely to be found in a (D) qualitative research.

Therefore, statistical analyses are least likely to be found in a (D) qualitative research.

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