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How many numbers are 10 units from 0 on the number line?

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The Paired samples t-test is the most suitable statistical technique for comparing the mean span of the dominant and non-dominant hands in this study.

To investigate whether the span of a person's dominant hand is greater than that of their non-dominant hand, the most appropriate statistical technique would be the Paired samples t-test.

The Paired samples t-test is used when comparing the means of two related groups or conditions. In this case, the dominant and non-dominant hands are related because they belong to the same individuals in the study. By comparing the means of the dominant and non-dominant hand spans, we can determine if there is a significant difference between the two.

The other options listed, ANOVA (Analysis of Variance), Independent samples t-test, Wilcoxon's matched-pairs signed rank test, and Mann-Whitney U test, are not suitable for this scenario because they are designed for different types of comparisons:

- ANOVA is used when comparing the means of three or more independent groups, which is not the case here.

- Independent samples t-test is used when comparing the means of two independent groups, which is not the case here as the measurements are paired.

- Wilcoxon's matched-pairs signed rank test and Mann-Whitney U test are non-parametric tests that are used when the data do not meet the assumptions of parametric tests. However, in this case, we have paired measurements, and the paired samples t-test is the appropriate parametric test.

Therefore, the Paired samples t-test is the most suitable statistical technique for comparing the mean span of the dominant and non-dominant hands in this study.

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The average number of customers visiting the dealership daily, the appropriate hypotheses are HA: µ < 800

The hypotheses are:

H0: µ = 800

HA: µ < 800 (claim)

The mean number of daily customers was 800.  She feels the number of customers has decreased, so the alternate is mu is less than 800.

for the given values we can find test statistics:

A test statistic is a number calculated by a statistical test. It describes how far your observed data is from the null hypothesis of no relationship between variables or no difference among sample groups.

The general form of  test statistics:

         \(Z=\frac{x-u}{\frac{sd}{\sqrt{n} } } --------(1)\)

we have all values

x=750 u= 800 sd=350  n=100

substitute in equation(1)

\(Z=\frac{750-800}{\frac{350}{\sqrt{100} }}=-1.43\)

Z=-1.43

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Answer:

AC is perpendicular to CD, and DB is perpendicular to AB

Answer:

28

Step-by-step explanation:

because he spent half of 28 which is 14 and 7x4=28 BOOM

Answer: i think its 242

Answer:

Step-by-step explanation:

because ( 90 - 100 ) frequency is greater than all other intervals.

The mode interval for the histogram is (90 - 100).

Option B is the correct answer.

A histogram is a representation of the distribution of data with intervals.

We have,

Mode interval in a histogram is the interval in which the values of the data occur the most.

Now,

From the histogram, we see that,

The interval (90 - 100) has the most date values.

Thus,

The mode interval is (90- 100).

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The solution of the equations -x + 5y = 29 and x - 2y = -8 will be (6, 7).

The allocation of weights to the important variables that produce the calculation's optimum is referred to as a direct consequence.

The system of equations is given below.

-x + 5y = 29           ...1

x - 2y = - 8             ...2

Add equation 1 with equation 2, then the value of the variable 'y' is calculated as,

- x + x + 5y - 2y = 29 - 8

3y = 21

y = 21/3

y = 7

Then the value of the variable 'x' is calculated as,

x - 2(7) = -8

x - 14 = -8

x = 14 - 8

x = 6

The solution of the equations -x + 5y = 29 and x - 2y = -8 will be (6, 7).

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The amount in the account after 6 years of continuous compounding at an interest rate of 3.3% per year is $121.820.

To find the amount in the account for continuous compounding, we can use the formula:

A = Pe^(rt)

where:

A = the amount in the account

P = the principal (starting amount)

e is a mathematical constant that is roughly equivalent to 2.71828.

r denotes the yearly interest rate

t = the time (in years)

Plugging in the given values, we get:

A = $100 x \(e^{0.033 * 6}\)

A = $100 x \(e^{(0.198)}\)

A = $100 x \(2.71828^{(0.198)}\)

A = $100 x 1.2182

A = $121.820

Therefore, the amount in the account after 6 years of continuous compounding at an interest rate of 3.3% per year is $121.820.

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The normal price of the car is given as follows:

£9000.

The normal price of the car is obtained applying the proportions in the context of this problem.

In a sale, the normal price of a car has been reduced by 30%. The new price is £6300, meaning that 70% of the price x is equivalent to 6300.

Thus the equation used to obtain the value of x is given as follows:

0.7x = 6300

x = 6300/0.7

x = £9000.

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Answer:

x=4

Step-by-step explanation:

Answer:

x=4

Step-by-step explanation:

6+3x=18

3x=12

x=4

The linear function is y = (-1/2)x + 4.

What is a linear function?

A linear function whose graph is a straight line and which is represented by an equation of the form y = ax + b where a and b are constants, a does not equal zero, and x is any real number.

Here, we have

Given,

A linear function has an x-intercept of 8 and a y-intercept of 4.

So, The two points on the line are (8, 0) and (0, 4).

Now, slope(m) = (4 - 0)/(0 - 8).

slope(m) = -4/8.

slope(m) = -1/2.

As it has a y-intercept of 4 it is the value of b, In y = mx + b.

Hence, the linear function is y = (-1/2)x + 4.

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Answer:

y=-5.3x+36.73

Step-by-step explanation:

I did not get Your Question Probably But the way I see it the answer is:

The equation of a circle with center (h, k) and radius r can be written as:

(x - h)^2 + (y - k)^2 = r^2

In this case, the center of the circle is (0, -6). To find the radius, we can use the distance formula between the center and the given point (-√28, 3):

r = √((x₂ - x₁)^2 + (y₂ - y₁)^2)

Plugging in the values:

r = √((-√28 - 0)^2 + (3 - (-6))^2)

Simplifying:

r = √(28 + 81)

r = √109

Therefore, the equation of the circle with center (0, -6) and containing the point (-√28, 3) is:

(x - 0)^2 + (y + 6)^2 = (√109)^2

Simplifying further:

x^2 + (y + 6)^2 = 109

Answer:

The equation of the circle with center (0, -6) containing the point (-√28, 3) is x^2 + (y + 6)^2 = 109.

Step-by-step explanation:

The equation of a circle with center (h, k) and radius r is given by the formula:

(x - h)^2 + (y - k)^2 = r^2

In this case, the center of the circle is (0, -6), which means that h = 0 and k = -6. We also know that the circle contains the point (-√28, 3), which means that this point is on the circle and satisfies the equation above.

To find the radius r, we can use the distance formula between the center of the circle and the given point:

r = sqrt((0 - (-√28))^2 + (-6 - 3)^2) = sqrt(28 + 81) = sqrt(109)

Substituting h, k, and r into the equation of the circle, we get:

x^2 + (y + 6)^2 = 109

Therefore, the equation of the circle is x^2 + (y + 6)^2 = 109.

From the situation described, it is found that:

a) The linear function that represents the amount of miles that Bobby & Jack will run together is T(x) = 2(4x + 5).

b) They will have run 74 miles after 8 days.

A linear function is modeled by:

y = mx + b

In which:

For both Bobby's and Jack's function, we have that:

Hence the functions for the number of miles they will have run after x days are given by:

The total amount is:

T(x) = B(x) + J(x)

T(x) = 4 + 3x + 6 + 5x

T(x) = 8x + 10.

T(x) = 2(4x + 5).

After 8 days, the number of miles they will have run is:

T(8) = 2(4 x 8 + 5) = 2 x 37 = 74.

They will have run 74 miles after 8 days.

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On substituting the given values, da/dt = (11.7 cm/s) × √3a cm

= (11.7 cm/s) × √3 × 1.0 cm

= 20.25 cm/s. The diagonal of the cube is increasing at a rate of 20.25 cm/s. Answer: 20.25 words.

Given: Rate of increase in edge of a cube = 11.7 cm/s. The edge of a cube is increasing at a given rate. Now, we need to find out at what rate the diagonal of a cube is increasing.

Let a be the edge of the cube. Diagonal of the cube d = √(a² + a² + a²)

= √3aWe are given that the edge of the cube is increasing at a rate of 11.7 cm/s. So, da/dt = 11.7 cm/s. We need to find out the rate of change of the diagonal of a cube. Let's differentiate the above equation with respect to t,da/dt = (d/da) × √3a × da/d

t= √3 × da/dt × a

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The edge of the cube is increasing at a rate of 11.7 cm/s. So, da/dt = 11.7 cm/s. The rate at which the diagonal of a cube is increasing is approximately 33.1 cm/s.

On substituting the given values, da/dt = (11.7 cm/s) × √3a cm

= (11.7 cm/s) × √3 × 1.0 cm

= 20.25 cm/s.

The diagonal of the cube is increasing at a rate of 20.25 cm/s.

Rate of increase in edge of a cube = 11.7 cm/s. The edge of a cube is increasing at a given rate. Now, we need to find out at what rate the diagonal of a cube is increasing.

Let a be the edge of the cube. Diagonal of the cube

d = √(a² + a² + a²)

    = √3a

We are given that the edge of the cube is increasing at a rate of 11.7 cm/s. So,

da/dt = 11.7 cm/s.

We need to find out the rate of change of the diagonal of a cube. Let's differentiate the above equation with respect to t,

da/dt = (d/da) × √3a × da/d

t= √3 × da/dt × a

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Answer:

560 students

Step-by-step explanation:

1400*.40=560 students in 6th grade

Answer:

0.26

Step-by-step explanation:

first criss cross then it came 8 over 15 and divide by 2 is 0.26

To provide Logical Proofs with line-by-line justifications for the following arguments,

Let's use the first 4 rules of inference.

Given below is the justification for each step of the proof with the applicable rule of Inference.

E > M1. A > (E > ~F) Premise2. H v (~F > M) Premise3. A Premise4. ~H  Premise5. A > E > ~F 1, Hypothetical syllogism6.

E > ~F 5,3 Modus Ponens 7 .

~F > M 2,3 Disjunctive Syllogism 8.

E > M 6,7 Hypothetical SyllogismIf

A is true, then E must be true because A > E > ~F.

Also, if ~H is true, then ~F must be true because H v (~F > M). And if ~F is true,

Then M must be true because ~F > M. Therefore, E > M is a valid  based on the given premises using the first four rules of inference.

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Answer:

800÷2=400

Step-by-step explanation:

please mark me brainliest

Answer:

400

Step-by-step explanation:

Because 400+400=800

So 800/2 would be 400

Answer: girl- 19yr old  mom- 38yr old dad- 43 yr old

Step-by-step explanation:

5x+5=100

5x-5=100-5

5/5x=95/5

x=19

2(19)=38

38+5=43

A couple would probably budget for the wedding if they make $70,000 together, you can use the regression equation obtained from the analysis. The regression equation will provide you with the relationship between the couple's income and the wedding cost.

The excel regression tool using the cost as the dependent variable and the couple's income as the independent variable, only those weddings paid for by the bride and groom. A. Interpret all key regression results, hypothesis tests, and confidence intervals in the output. B. Analyze the residuals to determine if the assumptions underlying the regression analysis are valid. C. Use the standard residuals to determine if any possible outliers exist. D. If a couple makes $70,000 together, how much would they probably budget for the wedding?

Weddings Couple's Income Bride's age Payor Wedding cost Attendance Value Rating

$130,000 22 Bride's Parents $60,700. 00 300 3

$157,000 23 Bride's Parents $52,000. 00 350 1

$98,000 27 Bride & Groom $47,000. 00 150 3

$72,000 29 Bride & Groom $42,000. 00 200 5

$86,000 25 Bride's Parents $34,000. 00 250 3

$90,000 28 Bride & Groom $30,500. 00 150 3

$43,000 19 Bride & Groom $30,000. 00 250 3

$100,000 30 Bride & Groom $30,000. 00 300 3

$65,000 24 Bride's Parents $28,000. 00 250 3

$78,000 35 Bride & Groom $26,000. 00 200 5

$73,000 25 Bride's Parents $25,000. 00 150 5

$75,000 27 Bride & Groom $24,000. 00 200 5

$64,000 25 Bride's Parents $24,000. 00 200 1

$67,000 27 Groom's Parents $22,000. 00 200 5

$75,000 25 Bride's Parents $20,000. 00 200 5

$67,000 30 Bride's Parents $20,000. 00 200 5

$62,000 21 Groom's Parents $20,000. 00 100 1

$75,000 19 Bride's Parents $19,000. 00 150 3

$52,000 23 Bride's Parents $19,000. 00 200 1

$64,000 22 Bride's Parents $18,000. 00 150 1

$55,000 28 Bride's Parents $16,000. 00 100 5

$53,000 31 Bride & Groom $14,000. 00 100 1

$62,000 24 Bride's Parents $13,000. 00 150 1

$40,000 26 Bride's Parents $7,000. 00 50 3

$45,000 32 Bride & Groom $5,000. 00 50 5

Multiple R: The multiple correlation coefficient is 0.819, which indicates a strong positive relationship between couple's income and wedding cost.

R Square: The coefficient of determination is 0.671, which means that approximately 67% of the variation in wedding cost can be explained by couple's income.

Adjusted R Square: The adjusted R square is 0.650, which takes into account the number of independent variables in the model and is slightly lower than the R square.

Standard Error: The standard error of the estimate is 10,101.431, which represents the average deviation of the observed values from the predicted values.

The intercept coefficient is 24525.824, which represents the estimated wedding cost when the couple's income is zero. The coefficient for couple's income is 0.397, indicating that a one-unit increase in couple's income is associated with a $397 increase in wedding cost.

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To educate a patient on how to judge the appropriate size of a serving of chicken or lean beef, a good estimate of a 3-ounce serving size is a typical deck of cards or the palm of their hand. This will help them make healthy choices and keep track of their portions. So, a good estimate of a 3-ounce serving size is a typical deck of cards or the palm of your hand.

A serving size is a standardized amount of food or drink that is intended to make it easier for people to compare the nutritional content of different products and understand how much they are consuming. A serving size might be listed on a food label or recommended as part of a healthy eating plan or diet.

The recommended serving size for different foods and beverages can vary depending on several factors, including a person's age, sex, and physical activity level, as well as the nutrient content of the food or drink.

For example, a serving of fresh vegetables might be 1 cup, while a serving of meat, poultry, or fish might be 3 ounces. A good estimate of a 3-ounce serving size is a typical deck of cards or the palm of your hand. This can help you make healthy choices and keep track of your portions.

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2/5 ÷ 3/4 = 8/15

9/4 ÷ 3/4 = 3

-5/7 ÷ 1/3 = -15/7

-5/3 ÷ 1/6 = -10

Answer:

5.25×10−3

Step-by-step explanation:

Move the decimal so there is one non-zero digit to the left of the decimal point. The number of decimal places you move will be the exponent on the 10. If the decimal is being moved to the right, the exponent will be negative. If the decimal is being moved to the left, the exponent will be positive.

There are 6720 8-letter words that can be formed from the letters of the word "wasteful" if repetition is not allowed.

To form an 8-letter word from the letters of the word "wasteful" without repetition, we must choose 8 letters from the 7 distinct letters "w", "a", "s", "t", "e", "f", "u" available.

Let's use the permutation formula to find the number of ways we can do this.

Permutation = (Number of objects)! / ((Number of objects) - r)!Permutation = 7! / (7 - 8)!Permutation = 7! / (-1)!But (-1)! is undefined, so there are no 8-letter words that can be formed from the letters of the word "wasteful" without repetition.

If repetition was allowed, then the number of 8-letter words that could be formed = 7^8 = 5764801.

Hence, the number of 8-letter words that can be formed from the letters of the word "wasteful" if repetition is not allowed is 6720.

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According to the social construction of race perspective, race is a) not biologically identifiable but rather a social construct shaped by historical, cultural, and social factors.

According to the social construction of race school of thought, race is not biologically identifiable. This perspective argues that race is not a fixed and objective biological category, but rather a social construct that is created and maintained by society. It suggests that race is a concept that has been developed and assigned meaning by humans based on social, cultural, and historical factors rather than any inherent biological differences.

One of the main arguments supporting this view is that the concept of race has varied across different societies and historical periods. The criteria used to classify individuals into racial categories have changed over time and differ between cultures. For example, the racial categories used in one society may not be applicable or recognized in another. This demonstrates that race is not a universally fixed and inherent characteristic but is instead a socially constructed idea.

Additionally, scientific research has shown that there is more genetic diversity within racial groups than between them. This challenges the notion that race is a meaningful biological category. Advances in genetic studies have revealed that genetic variation is not neatly aligned with socially defined racial categories but rather distributed across populations in complex ways.

Furthermore, the social construction of race school of thought highlights how race is intimately linked to systems of power, privilege, and discrimination. The social meanings and significance assigned to different racial groups shape societal structures, institutions, and individual experiences. Racism and racial inequalities are seen as products of these social constructions, perpetuating unequal power dynamics and shaping social relationships.

In summary, it emphasizes that race is a dynamic concept that varies across societies and time periods, and its significance lies in its social meanings and the power dynamics associated with it.

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Answer:

D

Step-by-step explanation:

So we are given the limit:

\(\lim_{x \to 0} (x^2+10)\)

To figure out this limit, we can use direct substitution. Simply substitute 0 for x and then simplify. Therefore:

\(\lim_{x \to 0} (x^2+10)\\=(0)^2+10\\=0+10\\=10\)

Therefore, the limit equals 10.

It will take approximately 11.9 years for a sum to double at a 6% interest rate.

To calculate the time it takes for a sum to double at a given interest rate, we can use the compound interest formula. The formula for future value (FV) of an investment is:

FV =\(PV * (1 + r)^n\)

Where:

FV is the future value

PV is the present value (initial sum)

r is the interest rate per period (in decimal form)

n is the number of periods

In this case, we want to find the time it takes for the sum to double, so FV will be twice the initial sum (2 * PV). The interest rate is 6%, which is equivalent to 0.06, and we want to solve for n.

\(2 * PV = PV * (1 + 0.06)^n\)

Cancelling out the PV on both sides of the equation, we have:

\(2 = (1.06)^n\)

To solve for n, we can take the natural logarithm (ln) of both sides of the equation:

ln(2) = n * ln(1.06)

Dividing both sides of the equation by ln(1.06), we get:

n = ln(2) / ln(1.06)

Using a calculator, the approximate value of n is 11.9.

The compound interest formula is a powerful tool for calculating the future value of an investment. It takes into account the principal amount (PV), the interest rate (r), and the number of periods (n) to determine the final value (FV). By manipulating the formula, we can solve for any of these variables.

In this particular case, we wanted to find the time it takes for a sum to double. By rearranging the formula, we set FV to be twice the initial sum (2 * PV) and solved for n. The resulting equation allowed us to determine the number of periods required for the sum to double at a 6% interest rate.

The natural logarithm (ln) function is used to isolate the variable n. Taking the ln of both sides of the equation allows us to simplify the calculation and solve for n more easily. The approximate value of n, which represents the number of years, is 11.9.

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There are 35 possibilities (probability) to choose the four individuals who will be interviewed out of the seven college students that have applied for internships at a local company.

The field of mathematics known as probability studies numerical representations of the likelihood that an event will occur or that a statement is true. The probability of an event is a number between 0 and 1, with 0 generally signifying the event's impossibility and 1 generally signifying its certainty. As an event's probability rises, so does the possibility that it will happen. An easy example is tossing a coin in a fair (unbiased) manner. Since the coin is fair and there are no other possible outcomes, the probability of either "heads" or "tails" is half, indicating that both possibilities are equally likely.

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4ft = 48in or 4 feet is equivalent to 48 inches.

In mathematics, conversion is the process of changing the value of one form or unit to another. It can be changing ones unit of length, weight, volume or even currency to another.

A conversion factor is a number used to change one set of units to another, either by multiplying or dividing.

The sentence states an equality between units of length: feet and inches.

From there, we can say that we are asked how many inches are there in 4 feet

Converting feet to inches, we must use the conversion

1 foot = 12 inches

4ft = 4 (12 inches)

4ft = 48in

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