how many babies must be randomly selected and tested in order to estimate the rate of jaundice among newborns to within plus or minus 3% with 92% confidence

Answer:

please add a picture or the rest pf the question and i might be able to help thank you :)

Step-by-step explanation:

Answer:

percentage loss = 20%

Step-by-step explanation:

percentage loss is calculated as

\(\frac{loss}{CP}\) × 100% ( CP is the cost price )

loss = SP - CP ( SP is selling price )

loss = CP - SP = 350 - 280 = 70 , then

percentage loss = \(\frac{70}{350}\) × 100% = 0.2 × 100% = 20%

The Leibnitz-Maclaurin method can be used to solve the differential equation (x+1)y"+(x-1)y¹2y=0. This method assumes a power series solution for y(x) and uses it to determine a recurrence relation for the coefficients. Solving the recurrence relation gives an approximate solution to the differential equation.

Let's assume a power series solution for y(x) of the form y(x) = ∑(n=0 to ∞) aₙxⁿ. By substituting this power series into the differential equation (x+1)y"+(x-1)y¹2y=0 and equating coefficients of like powers of x, we can obtain a recurrence relation for the coefficients aₙ. We differentiate y(x) to find y' and y'' and substitute them into the differential equation. Then, we equate the coefficients of xⁿ term on both sides of the equation. This allows us to determine the recurrence relation involving aₙ and other coefficients. Solving the recurrence relation gives us the values of the coefficients aₙ, which allows us to express y(x) as a power series expansion. This power series provides an approximate solution to the given differential equation.

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Answer:

the red marbles

Step-by-step explination:

Look below for work.

Psychologists theorize that the mean time on the test for non-schizophrenics (1) will be less than the mean time for schizophrenics (2).

We have two groups: schizophrenics and non-schizophrenics. The time spent on the psychological test is used as a measure of cognitive function.

Let's denote the mean time for schizophrenics as μ2 and the mean time for non-schizophrenics as μ1.

According to the psychologist's theory, they expect μ1 < μ2, meaning that the mean time for non-schizophrenics will be less than the mean time for schizophrenics.

This hypothesis can be tested using statistical analysis such as a t-test or a hypothesis test comparing the means of two independent groups.

Based on the psychologist's theory, they anticipate that the mean time on the psychological test for non-schizophrenics will be lower than the mean time for schizophrenics. Statistical analysis can be conducted to test this hypothesis and determine if there is evidence to support the theory.

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The symmetric property says that if k = 3, then 3 = k.

According to the question,

We have the following information:

k = 3 and 3 = k

The symmetric property states that if we change the sides of any expression then there is no change in the final result.

For example, if we say x = 4 then it can also be rewritten as 4 = x without any change in the result.

(More to know: there are other properties of equality which are helpful in solving expressions. For example, there is division property, reflexive property and substitution property.)

Hence, the symmetric property says that if k = 3, then 3 = k.

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The correct statements are:

b. The population variances for each of the cells should be equal (i.e., there is homogeneity of variance).

c. The populations from which the samples are taken for a two-way ANOVA must be distributed normally.

In a two-way ANOVA, there are several assumptions that need to be met for valid statistical inference. Two of these assumptions are the equality of population variances and the normal distribution of populations.

b. The assumption of homogeneity of variance states that the population variances for each combination of levels of the two factors in a two-way ANOVA should be equal. Violation of this assumption can lead to biased results and affect the validity of the statistical test.

c. The assumption of normality states that the populations from which the samples are taken should follow a normal distribution. This assumption is important because the validity of the F-test used in ANOVA is based on the assumption of normality. Departures from normality can impact the accuracy and reliability of the results.

a. The statement in option (a) is not true. The two-way ANOVA is not robust to violations of the assumptions of sampling from normal distributions and homogeneity of variance, even if the samples are of equal size. Violations of these assumptions can lead to inaccurate and unreliable results.

d. The statement in option (d) is also not true. If the assumptions of a two-way ANOVA are violated, it does not necessarily mean that the researcher should conduct two separate one-way ANOVAs. There are alternative non-parametric tests or robust ANOVA methods that can be used in such cases. The choice of appropriate statistical analysis depends on the nature of the data and the specific research question.

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Answer:

x = 1 y = -3 (1, -3)

Step-by-step explanation:

Use the Substitution Method

First, you have to turn the equations into slope intercept form (y = mx + b)

First equation

x - y = 4

subtract x from both sides

-y = -x + 4

divide each side by -1

y = x - 4

Second Equation

4x + y = 1

subtract 4x from both sides

y = -4x + 1

Turn the two new equations into one equation like so

-4x + 1 = x - 4

add 4x to both sides

1 = 5x - 4

add 4 to both sides

5 = 5x

divide each side by 5

x = 1

Fill in x in one of the original equations in order to find the value of y

4(1) + y = 1

4 + y = 1

subtract 4 from both sides

y = -3

hope this helps :)

30 lemon candies he give his friend.

It is given that a boy had 320 candies. There were 2 flavors. 7/16 were orange flavor and the rest were lemon. He gave his friend 30 orange candies and some lemon ones.

320 (7/16)  =   140  were orange

320 - 140  =  180  were lemon

Let x be the number of lemon ones he gave  away

So,

[ 140 - 30 ]  / [ 180 - x ] =  11/15

110  =  (11/15) ( 180 - x )

(15/11) (110)  = 180 - x

150  = 180  - x

x = 180  - 150  =   30

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So, the system of equations representing this situation is: n + d + q = 95; 0.05n + 0.10d + 0.25q = 13.70; q = d + 11.

To represent this situation with a system of equations, we can use the following equations:

The total number of coins: n + d + q = 95

The total value of the coins in dollars: 0.05n + 0.10d + 0.25q = 13.70

The relationship between the number of quarters and dimes: q = d + 11

The first equation represents the total number of coins, which is given as 95.

The second equation represents the total value of the coins in dollars, which is given as $13.70. The values of each coin (nickel, dime, quarter) are multiplied by their respective quantities (n, d, q) and summed up to obtain the total value.

The third equation represents the relationship between the number of quarters (q) and dimes (d), which states that there are 11 more quarters than dimes.

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The average Jeremy can create 24 different outfits for school by combining 1 pair of pants, 1 shirt, 1 tie, and 1 jacket.

Jeremy can mix and match his items to create different outfits for school. Since he owns 4 pairs of pants, 3 shirts, 3 ties, and 2 jackets, he can create 24 different outfit combinations. For each outfit, he must wear 1 pair of pants, 1 shirt, 1 tie, and 1 jacket. He can mix and match any of the items he owns to create a variety of looks. For example, he could wear a blue shirt, grey pants, and a striped tie with a black jacket. Or, he could wear a white shirt, black pants, a polka-dotted tie, and a brown jacket. By combining his items in different ways, he can create 24 different outfits for school.

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Answer:

x = 1.

Step-by-step explanation:

4x=6-2(2-x)

4x=2x+2 ..

Subtract 2x, and Simplify

2x=2, x=1.

Answer:

x=1

Step-by-step explanation:

Main concept:  Solving a one-variable equation with multiple instances of the unknown

For any equation in math where there is only one item that is unknown, (even if it shows up multiple times in the equation), there are two main steps:

Step 1.  Get the variable to show up exactly once

Step 2.  Isolate the variable

Step 1.  Get the variable to show up exactly once

Since we know that in the very end, we want x=__, we know that the x will appear only once (and thus only on one side of the equation, not both), and will be by itself.

In practice, sometimes there are special tricks that have to be employed to make this step happen.  Generally, this means simplify each side of the equation, and try to group like terms together.

For this equation, observe that x appears twice: once on the left side of the equation, and once on the right side of the equation.  

At some point, we'll need to get the "x"s on the same side of the equation, and hopefully combine like terms into a single term with x.

\(4x=6-2(2-x)\)

First, let's explicitly write out the multiplication sign that is hiding between the 2 and the parenthesis:

\(4x=6-2*(2-x)\)

A common mistake would be to try to subtract the 2 from 6 but remember that order of operations states that multiplication should happen before subtraction.

Let's rewrite the subtraction as addition of a negative number...

\(4x=6+(-2)*(2-x)\)

Apply the distributive property...

\(4x=6+((-2)*2-(-2)*x)\)

-2*2 is -4, and -(-2)*x is positive 2x...

\(4x=6+(-4+2x)\)

While it's true that Order or Operations states that parentheses would be done before the addition of the 6, there is an associative property of addition which allows us to regroup the three terms (since all 3 terms are added, we can add in any order).

\(4x=(6+(-4))+2x\)

6+(-4) is 2...

\(4x=2+2x\)

At this point, we've simplified the right side as much as we can, and it will be easy to move the term with the "x" in it to the other side of the equation.

Currently, the term with the "x" on the right side is added to the other term, so we'll subtract an equivalent amount of "x"s from both sides of the equation...

\((4x)-2x=(2+2x)-2x\)

While we technically can't immediately apply the associative property of addition here (since it isn't all addition) we can re-imagine the subtraction, as adding a negative number...

\((4x)+(-2x)=(2+2x)+(-2x)\)

Now the associative property of addition can be applied...

\((4x)+(-2x)=2+(2x+(-2x))\)

On the right side of the equation, combining like terms will zero out, leaving just the 2.  On the left side of the equation, combining like terms will leave 2x...

\(2x=2\)

At this point, we've completed Step 1 of solving a one-variable equation (getting the variable to show up exactly once -- this is often the part that takes more work).

Step 2.  Isolate the variable

From here, we just need to isolate the variable.  Notice that the 2 is attached to the "x".  It is attached by multiplication (albeit not explicitly written, it is implied multiplication).

\(2*x=2\)

To undo the multiplication, apply the opposite operation (division) by dividing both sides of the equation by 2.

\(\dfrac{2*x}{2}=\dfrac{2}{2}\)

If you focus on the left hand side only and imagine x as a number, x is multiplied by 2, and then immediately divided by 2, which would bring you right back to the original value you started with (x).  So the left side simplifies to "x", an the right side simplifies to 1 (because any non-zero number divided by itself is 1).  So, the equation simplifies to...

\(x=1\)

Verifying the answer:

To verify an answer, plug it back into the original equation for each instance of the variable.  Evaluate each side of the equation separately, and make sure that the left side does equal the right side.  If so, we're right.  If not, it's not a solution (and/or something went wrong).

Left side:

\(4x\)

\(4(1)\)

\(4\)

Right side:

\(6-2(2-x)\)

\(6-2(2-(1))\)

\(6-2(1)\)

\(6-2\)

\(4\)

So, both sides are equal, and the equation is true.  Thus, x=1 is a solution.

Answer:

111 feet

Step-by-step explanation:

The scale used to blow up the the lead singer (and the band) is

2 in : 3 feet

==> 1 in : 3/2 feet

Let X be the height of the band leader in inches and the blown-up image be Y

X = 6' 2" = 6 x 12 + 2 = 72 + 2 = 74"

Then Y = (3/2) x H

Y = (3/2) x 74" = 111 feet

Answer:

48 pints

Step-by-step explanation:

1 gal=8 pints

Hope this helps

Answer:A 95 stamps

Step-by-step explanation: 367 + 95 = 462

Answer:A

Step-by-step explanation:

The expression equals to the fraction of squared that is shaded blue is 3/8

Fraction is defined as the parts of a whole the number is expressed as a quotient, in which the numerator is divided by the denominator

The whole part here is the total number of boxes and its blue shaded part is defined as the part of it.

The Numerator represents the shaded part = 3

The Denominator represent the whole squared boxes = 8

The total number of square boxes is 8

the number of blue shaded boxes is 3

Fraction of the square = 3/8

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The question is incomplete the complete question is :

Which expression equals the fraction of the square that is shaded blue?

The number of distinct positive integer factors that 60 has will be 12.

The perfect squares that are between 1600 and 3600 will be 19.

It should be noted that the factors of 60 include 1, 2, 3, 4, 5, 6, 10, 12, 15, 20, 30 and 60. Therefore, the factors are 12.

It should be noted that the perfect squares that are between 1600 and 3600 will be 19.

They're the numbers from 41 to 59. They are 19.

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The attached picture was omitted from the question.

Answer:

C = 41.88 feet

a = 33.1°

b = 56.9°

Step-by-step explanation:

From the diagram, we have a right angle triangle.

C = hypotenuse

C = sqrt(35^2 + 23^2)

C = sqrt(1225 + 529)

C = sqrt(1754)

C = 41.88 feet

The connecting Angles:

Angle 'a'

Using tan = opposite / Adjacent

Tan a = 23 / 35

tan a = 0.6571428

a = tan^-1 (0.6571428)

a = 33.1°

Angle 'b' :

Sum of angles in a triangle = 180

a + b + 90 = 180

33.1 + b + 90 = 180

b + 123.1 = 180

b = 180 - 123.1

b = 56.9°

Answer:

Step-by-step explanation:

Alexis spends:

Money left:

Answer:

$ 2

Step-by-step explanation:

spend amount

$ ( 8.50 + 7.25 + 5) = $ 20.75

Amount /Money Left

$ ( 22.75 - 20.75) = $ 2

Hope it will help :)

In Luther v. Borden, 1849, it is true that the Supreme Court abdicated its role in clarifying whether the people had the right to abolish their state governments. The great statesman Daniel Webster argued that people do indeed possess the right to overthrow their government.

Luther v. Borden, 1849 was a United States Supreme Court case that decided whether the court should intervene in a political question, specifically the Rhode Island Dorr Rebellion of 1841 to 1842. In this case, the court declined to do so and ruled that the authority to decide whether a rebellion against a state government exists or not, rests solely with the United States government. The Court refused to support either side in the rebellion and thus upheld the lower court's decision.

The decision is well-known for declaring that the federal government must guarantee a "republican form of government" in the states. In this context, Webster argued that people possess the right to overthrow their government as they possess the ultimate sovereignty. True.

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Answer:

18. 28 cm*2

19. 24 m

Step-by-step explanation:

18. length × l = 16

l*2= 16

l = 4

RQ = 4 cm

PR =7cm

Area of parallelogram = b×h

= 7×4

=28cm*2

19. 8 +8 + (6-2) +( 6- 2)

=24 m

With the given information and the results of the t-test, you can make the correct decision for this hypothesis test.

To determine the correct decision for this hypothesis test, you need to compare the observed difference in mean scores between the experimental and control groups with the critical value obtained from a t-test.

The null hypothesis for this test is that there is no difference in mean scores between the experimental and control groups. The alternative hypothesis is that the experimental group has a higher mean score than the control group.

Based on the given information, the sample mean for the experimental group is 82 and the sample mean for the control group is 74. The sample size for both groups is 60 and the standard deviations are 9 and 12, respectively.

Using these values, you can perform a t-test using statistical software or a calculator. The t-test will give you a t-statistic and a p-value, which can be used to determine the significance of the observed difference in mean scores.

If the p-value is less than the significance level of 0.05, it means that the observed difference in mean scores is statistically significant and you can reject the null hypothesis in favor of the alternative hypothesis. This means that you can conclude that the experimental group has a higher mean score than the control group.

On the other hand, if the p-value is greater than the significance level of 0.05, it means that the observed difference in mean scores is not statistically significant and you cannot reject the null hypothesis. This means that you cannot conclude that the experimental group has a higher mean score than the control group.

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If the expression is  10x2-18x-4.:

a. The greatest common factor of the expression 10x^2 - 18x - 4 is 2.

b. The expression 10x^2 - 18x - 4 can be factored completely as: 10x^2 - 18x - 4 = 2(5x + 1)(x - 2)

C.  the factoring from Part B is correct.

Part A: To find the greatest common factor of the expression 10x^2 - 18x - 4, we need to find the largest factor that divides all three terms of the expression evenly. One way to do this is to factor out the greatest common factor using the distributive property.

10x^2 - 18x - 4 = 2(5x^2 - 9x - 2)

Now, we need to factor the expression inside the parentheses further to see if we can find any additional common factors.

5x^2 - 9x - 2 can be factored using the quadratic formula, but it does not have any common factors other than 1.

Therefore, the greatest common factor of the expression 10x^2 - 18x - 4 is 2.

Part B: To factor the expression completely, we can start by using the greatest common factor of 2.

10x^2 - 18x - 4 = 2(5x^2 - 9x - 2)

Next, we need to factor the expression 5x^2 - 9x - 2 further. We can use the factoring method of product and sum:

The product of 5 and -2 is -10, and the sum of the factors that multiply to -10 and add to -9 is -10 and 1.

So, we can write 5x^2 - 9x - 2 as:

5x^2 - 10x + x - 2

= 5x(x - 2) + 1(x - 2)

= (5x + 1)(x - 2)

Therefore, the expression 10x^2 - 18x - 4 can be factored completely as:

10x^2 - 18x - 4 = 2(5x + 1)(x - 2)

Part C: To check our factoring from Part B, we can multiply the factors using the distributive property and simplify:

2(5x + 1)(x - 2) = 2(5x)(x) + 2(5x)(-2) + 2(1)(x) + 2(1)(-2)

= 10x^2 - 20x + 2x - 4

= 10x^2 - 18x - 4

Therefore, the factoring from Part B is correct.

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Answer: The absolute value of |-10| is 10

Step-by-step explanation: The absolute value of something is the distance from the point to the 0 unit so from -10 to 0 its 10 units.

Therefore, the total amount of money utilized on fuel in June 2022 is R11 095,60.

Percent is a way of expressing a quantity as a fraction of 100. It is denoted by the symbol %, which means "per hundred". Percentages are often used to represent proportions or ratios in various fields, including finance, science, and statistics. For example, an interest rate of 5% means that for every hundred dollars borrowed or invested, five dollars of interest will be charged or earned.

Here,

(a) To calculate the total distance covered by the water tanker in March 2022, we need to find the distance travelled per day and multiply it by the number of days in March.

Distance travelled per day = 2 × 18 = 36 km (since it's a return trip)

Number of weekdays in March = 31 - 4 (Saturdays) = 27

Total distance covered = distance per day × number of weekdays

= 36 km/day × 27 days

= 972 km

(b) To determine the quantity of fuel utilized by the water tanker in March 2022, we need to divide the total distance covered by the average fuel consumption rate.

Fuel consumption rate = 5 km/ℓ

Total distance covered = 972 km

Fuel utilized = total distance covered / fuel consumption rate

= 972 km / 5 km/ℓ

= 194.4 ℓ

(c) To determine the total amount of money utilized on fuel for the water tanker in March 2022, we need to multiply the fuel quantity by the fuel price.

Fuel price in March 2022 = R16,28/ℓ

Fuel utilized = 194.4 ℓ

Total cost of fuel = fuel price × fuel quantity

= R16,28/ℓ × 194.4 ℓ

= R3 163,39

Therefore, the total amount of money utilized on fuel for the water tanker in March 2022 is R3 163,39.

(d) To determine the total amount of money utilized on fuel in June 2022, we need to repeat the above calculation using the June fuel price.

Fuel price in June 2022 = R24,14/ℓ

Fuel capacity = 460 ℓ

Total cost of fuel = fuel price × fuel capacity

= R24,14/ℓ × 460 ℓ

= R11 095,60

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Complete question:

Records of the number of water tankers that were supplied to the construction site appear in the calender on ANNEXURE A. The water source is at a distance of about 18 km (return trip) from the construction site. The water tanker has a fuel capacity of 460 litres.. The rate of fuel consumption of the Mercedes water tanker averages 5 km/ℓ. The prices of fuel per litre in March and June 2022 appear below. JUNE 2022 FUEL PRICES \begin{tabular}{|l|l|} \hline DIESEL & COST \\ \hline 50ppm & R24,14 \\ \hline \end{tabular} Source: 4.1 (a) Calculate the total distance that the water tanker has covered in March (2) 2022. (b) Hence, determine the quantity of fuel that was utilized by the water tanker in March 2022. (c) Determine the total amount of money that was utilized on fuel for the water tanker in March 2022. (2) 4.2 Determine the total amount of money that was utilized on fuel in June 2022.

Answer:

2x18=36

im not sure if that's what you meant but i can answer again if you want

Step-by-step explanation:

Answer:

sin ( 330 )

 csc  ( 60 )

cos  ( 390 )

Step-by-step explanation:

Answer:

c

Step-by-step explanation:

2 is the exponent and 14 is the number so, its 14^2

14x14=14^2

Answer:

14²

Step-by-step explanation:hope this helps

14*14=196

14²=14*14=196