In a class of all girls, 22 of the 28 students have brown hair. What is the
probability of randomly picking a girl without brown hair?
Enter your answer in the box below as a fraction in reduced form, using the
slash mark ( 7 ) for the fraction bar.

Answer:

my answer is letter c thats may answer

Answer:

Option c

Step-by-step explanation:

y-intercept is the point where the line crosses y axis. It is also his monthly savings

The amount of wrapping paper that he needs to cover the pyramid will be 105 square inches.

It deals with the size of geometry, region, and density of the different forms both 2D and 3D.

Henry has a box in the shape of a square pyramid.

He wants to wrap the box with paper.

If the base has side lengths of 5 in. and the lateral height is 8 in.

Then the amount of the wrapping paper that he needs to cover the pyramid will be

\(\rm Area = 4 \times \dfrac{1}{2} \times 5 \times 8 + 5 \times 5\\\\\\Area = 80 + 25\\\\\\Area = 105 \ in^2\)

Thus, the amount of wrapping paper that he needs to cover the pyramid will be 105 square inches.

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Therefore, the volume of a single Rh atom is approximately 1.011 × 10^(-29) m^3.

The diameter of a single Rh atom is given as 2.7 × 10^(-8) cm. The radius of the atom, which is half of the diameter, is therefore:

r = 2.7 × 10^(-8) cm / 2 = 1.35 × 10^(-8) cm

To find the volume of the sphere, we can use the formula:

V = (4/3)πr^3

where π is the constant pi.

Substituting the values, we get:

V = (4/3)π(1.35 × 10^(-8) cm)^3

= 1.011 × 10^(-23) cm^3

However, the answer is required in m^3, so we need to convert cm^3 to m^3. We know that:

1 cm = 0.01 m

Therefore:

(1 cm)^3 = (0.01 m)^3

1 cm^3 = 1 × 10^(-6) m^3

Substituting this conversion factor, we get:

V = 1.011 × 10^(-23) cm^3 × 1 × 10^(-6) m^3/cm^3

= 1.011 × 10^(-29) m^3

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The expected daily sales for your online store are approximately $1196.28.

To calculate the expected daily sales, we need to multiply the number of customers by the probability of each customer purchasing an item and then sum up the expected sales for each type of item.

Given:

- Number of customers: 177

- Probability of a customer purchasing an item: 0.29

- Probability of buying the regular item: 0.09

- Probability of buying the deluxe item: 1 - 0.09 = 0.91

- Price of the regular item: $5.08

- Price of the deluxe item: $23.34

Let's calculate the expected daily sales:

Expected sales of regular items = Number of customers * Probability of purchasing * Probability of buying the regular item * Price of the regular item

Expected sales of deluxe items = Number of customers * Probability of purchasing * Probability of buying the deluxe item * Price of the deluxe item

Expected daily sales = Expected sales of regular items + Expected sales of deluxe items

Expected sales of regular items = 177 * 0.29 * 0.09 * $5.08 ≈ $85.74

Expected sales of deluxe items = 177 * 0.29 * 0.91 * $23.34 ≈ $1110.54

Expected daily sales = $85.74 + $1110.54 ≈ $1196.28

Therefore, the expected daily sales for your online store are approximately $1196.28.

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The evaluate expression of \(3^{-2}\) is 1/9

Exponent refers to the number of times a number is used in a multiplication. Power can be defined as a number being multiplied by itself a specific number of times. Exponent is the number to which a number is raised so as to define its power as a whole expression.

Given: \(3^{-2}\)

Now evaluate this we have to use

\(x^{-2}\)= 1/x²

So,

\(3^{-2}\) =1/3²

\(3^{-2}\) =1/9

Hence, the evaluate form is 1/9.

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Haha I remember this back in 7th grade good times the answer is y=1/3x+

3/5 is the probability that he will win, you must find a fraction which adds to make 100%.

2/5 would be the fraction for his probability to lose.

0.4 or 40%.

Answer:

A,

23/6v+28

Step-by-step explanation:

Answer:

D. 23/6v+28

Step-by-step explanation:

Answer:-3

Step-by-step explanation:its just -9 + b/3 = -3 not even hard

Answer:

9 pencils = 0.45

12 pencils = 0.60

Brainiest plz  :)

Answer:

$.60

Step-by-step explanation:

9=.45

.45/9=.05

.05x12=0.60

$.60

The 98% confidence interval for the proportion of college seniors planning to pursue a graduate degree is (0.616, 0.686).

To build a 98% certainty span for the extent of school seniors who are wanting to seek after an advanced education, we can utilize the recipe:

p ± z sqrt(p(1-p)/n)

where p is the example extent, z is the z-score relating to the ideal certainty level (98% for this situation), and n is the example size.

Connecting the qualities, we get:

p = 658/1010 = 0.651

z = 2.33 (from a standard typical table for a two-followed test with alpha = 0.02)

n = 1010

So the 98% certainty stretch is:

0.651 ± 2.33 sqrt(0.651(1-0.651)/1010)

which streamlines to:

(0.616, 0.686)

This implies that we can be 98% certain that the genuine extent of school seniors who are intending to seek after an advanced education is somewhere in the range of 0.616 and 0.686. As such, if we somehow managed to lead the study ordinarily and compute the certainty span each time, 98% of those stretches would contain the genuine extent of school seniors who are wanting to seek after an advanced education.

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Kappa-statistic is a statistical measure of the degree of inter-rater agreement for qualitative items that occurs by chance when assessing and diagnosing patients.

A kappa statistic value of 1 indicates a complete agreement between raters, while a kappa value of 0 indicates no more than chance agreement.

Here, the 16-year old high school student and her 45-year old mother can be considered as two raters.

They have rated 15 retail stores at the Mall of America using quality rankings, and their ratings can be compared using the kappa statistic.

Test of agreement between the two raters can be performed using kappa statistic in R, and the following steps are involved:

Step 1: Create a contingency table using the `table()` function, which indicates the count of agreements and disagreements in the ratings of each store by the two raters.

The code is as follows:

ratings1 <- c(3, 5, 2, 6, 7, 1, 4, 6, 2, 5, 3, 4, 6, 7, 5)

ratings2 <- c(4, 6, 2, 7, 7, 1, 4, 6, 1, 5, 3, 4, 6, 7, 4)

contingency_table <- table(ratings1, ratings2)

Step 2: Find the observed agreement and expected agreement rates between the two raters using the `diag()` and `sum()` functions, respectively.

The code is as follows: observed_ agreement <- sum(diag (contingency_ table))/sum(contingency_table)expected_agreement <- sum(rowSums(contingency_table)*colSums(contingency_table))/sum(contingency_table)^2

Step 3: Compute the kappa statistic value using the following formula:kappa_statistic <- (observed_agreement - expected_agreement)/(1 - expected_agreement)

Step 4: Check whether the kappa statistic value is significantly different from zero using a one-sample t-test, which can be performed using the `t.test()` function.

The null hypothesis is that the kappa statistic is equal to zero, which indicates no more than chance agreement.

The code is as follows:kappa_statistic_ttest <- t.test(contingency_table, correct = FALSE)$statisticp_value <- 2 * pt(abs(kappa_statistic_ttest), df = sum(dim(contingency_table)) - 1, lower.tail = FALSE)

If the p-value is less than the significance level (e.g., 0.05), then the null hypothesis can be rejected, and

it can be concluded that the kappa statistic is significantly different from zero,

which indicates above-chance agreement between the two raters in their quality rankings of the same 15 retail stores at the Mall of America.

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Since the circuit learning helps us remember and memorize a ton of information that we can use for us in the future, I think it can be very helpful.

As an engineer, for instance, or in any other position that will allow you to use your brilliant ideas to make money, you can use your knowledge of circuit learning to your advantage.

I will have many ideas for my future career and business, as well as ways to make a great deal of money, when I use circuit learning in the future.

At a public tertiary institution, a cutting-edge teaching method called circuit learning is employed. It focuses on specific observations of how the students interacted with this innovative teaching method and how the teachers assessed its effectiveness in enhancing the learning opportunities for low proficiency students enrolled in a Foundation English course.

An example is that when we know about circuit learning, you will have creative ideas you can use as an engineer, or any other good job that will help you earn money with your awesome ideas.

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a. Null hypothesis: Proportion of patients cured by the drug is less than or equal to 50%

Alternative hypothesis: Proportion of patients cured by the drug is greater than 50%

b. Test statistic = 1.4

c. At the 5% significance level, we fail to reject the null hypothesis. We cannot conclude that the proportion of patients cured by the drug is greater than 50%.

a. The null hypothesis would be that the proportion of patients cured by the drug is equal to or less than 50%, while the alternative hypothesis would be that the proportion of patients cured by the drug is greater than 50%.

b. To calculate the test statistic, we can use the formula:

z = (P - p) / sqrt(p × (1 - p) / n)

Where P is the sample proportion of patients cured, p is the hypothesized proportion of patients cured (in this case, 0.5), n is the sample size, and sqrt refers to the square root function.

Plugging in the values, we get

z = (0.52 - 0.5) / sqrt(0.5 × 0.5 / 400) = 1.4

c. To determine if we can reject the null hypothesis at the 5% significance level, we need to compare the test statistic (1.4) to the critical value of the standard normal distribution at a 5% level of significance, which is 1.645.

Since the test statistic (1.4) is less than the critical value (1.645), we fail to reject the null hypothesis. Therefore, we cannot conclude that the proportion of patients cured by the drug is greater than 50% at the 5% significance level.

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Answer:

  (x, y) = (7, 3)

Step-by-step explanation:

The solution is the point where the lines cross. The coordinates of that point are ...

  (x, y) = (7, 3)

Answer:

5 times is the answer

Answer:

It would be the last graph (c). It would look like the image below.

Explanation:

Since 3 is negative the answer would have a graph with a line going like this \.

The value of x from the given figure is 12 units.

Two triangles are similar if the angles are the same size or the corresponding sides are in the same ratio. Either of these conditions will prove two triangles are similar.

From the given figure,

Consider ΔADC and ΔABC,

∠C=∠C (Reflex property)

AC=AC (Reflex property)

∠BAC=∠CDA=90°

By AA similarity, ΔADC ~ ΔABC

So, AC/BC = DC/AC

x/36 = 4/x

x²=36×4

x²=144

x=12 units

Therefore, the value of x from the given figure is 12 units.

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The radius of the cone, when the volume is 36 units^3 and the height is 12 units, is approximately 1.6939 units.

To find the radius of a right circular cone when the volume and height are given, we can use the formula for the volume of a cone and solve for the radius. Let's proceed with the calculation.

The formula for the volume of a cone is:

V = (1/3) * π * r^2 * h

Where:

V is the volume of the cone,

π is the mathematical constant pi (approximately 3.14159),

r is the radius of the cone, and

h is the height of the cone.

In this case, we are given that the volume of the cone is 36 units^3 and the height is 12 units. We can substitute these values into the formula and solve for the radius.

36 = (1/3) * π * r^2 * 12

To isolate the radius, we can divide both sides of the equation by (1/3) * π * 12:

36 / [(1/3) * π * 12] = r^2

Simplifying the right side:

36 / (4π) = r^2

Taking the square root of both sides:

√(36 / (4π)) = r

Simplifying further:

√(9 / π) = r

Therefore, the radius of the cone is √(9 / π) units.

To obtain an approximate value for the radius, we can substitute the value of π (approximately 3.14159) into the equation:

r ≈ √(9 / 3.14159)

Calculating this expression gives us the approximate value of the radius.

r ≈ √(2.8654) ≈ 1.6939

Hence, the radius of the cone, when the volume is 36 units^3 and the height is 12 units, is approximately 1.6939 units.

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The width of the new rectangular field would be 0 meters, which means it would essentially be a line segment.

To find the length and width of another rectangular field that has the same perimeter but a larger area, we can use the following steps:

1. Calculate the perimeter of the given rectangular field:

  Perimeter = 2 * (Length + Width)

            = 2 * (120 meters + 80 meters)

            = 2 * 200 meters

            = 400 meters

2. Divide the perimeter by 2 to find the equal sides of the new rectangular field. Since the perimeter is divided equally into two sides, each side would be half of the perimeter length:

  Side length = Perimeter / 2

             = 400 meters / 2

             = 200 meters

3. Now, we have the side length of the new rectangular field. However, we need to determine the length and width that would yield a larger area. One way to achieve this is to make one side longer and the other side shorter.

4. Let's assume the length of the new rectangular field is 200 meters. Since both sides have the same length, the width can be calculated using the formula for the perimeter:

  Width = Perimeter / 2 - Length

        = 400 meters / 2 - 200 meters

        = 200 meters - 200 meters

        = 0 meters

5. Therefore, the width of the new rectangular field would be 0 meters, which means it would essentially be a line segment. However, note that the question asks for a rectangular field with a larger area. Since the width cannot be zero, we can conclude that it is not possible to have a rectangular field with the same perimeter but a larger area than the given field.

In summary, it is not possible to find another rectangular field with the same perimeter but a larger area than the rectangular field with dimensions 80 meters wide and 120 meters long.

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The symbol used to denote the f-value having area is the F-statistic or F-value. This is typically represented by the letter "F" followed by specific subscript values.

The F-statistic is a ratio of two variances that follows an F-distribution when the null hypothesis is true. It is used in various statistical tests, such as the analysis of variance (ANOVA), to compare the means of different groups. Here's a step-by-step explanation:

1. Calculate the variances: For each group, find the variance (the average of the squared differences from the mean). The larger variance will be placed in the numerator, while the smaller variance will be placed in the denominator.

2. Compute the F-statistic: Divide the larger variance by the smaller variance. This results in the F-value, which follows an F-distribution.

3. Determine the degrees of freedom: The degrees of freedom (df) for the numerator and denominator are determined based on the sample sizes of the groups being compared. The numerator df is equal to the number of groups minus one, while the denominator df is equal to the total number of observations minus the number of groups.

4. Consult the F-distribution table: With the calculated F-value and degrees of freedom, you can consult an F-distribution table to determine the critical value or the p-value.

5. Make a decision: Compare the calculated F-value to the critical value or the p-value to the significance level. If the F-value is greater than the critical value or the p-value is less than the significance level, you can reject the null hypothesis, indicating that there is a significant difference between the group means.

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\(x = \frac{2y + 21}{5} \)

Step-by-step explanation:

1) Add 18 to both sides.

\(2y + 3 + 18 = 5x\)

2) Simplify 2y + 3 + 18 to 2y + 21.

\(2y + 21 = 5x\)

3) Divide both sides by 5.

\( \frac{2y + 21}{5} \)

4) Switch sides.

\(x = \frac{2y + 21}{5} \)

Hope it helps.

sorry if its wrong.

The equation 2y + 3 = 5x - 18 can be rearranged to make x the subject as x = (2y + 21) / 5.To make x the subject of the equation 2y + 3 = 5x - 18, we need to isolate x on one side of the equation.

Let's rearrange the equation step by step:

2y + 3 = 5x - 18

First, let's move the constant term (-18) to the other side by adding 18 to both sides:

2y + 3 + 18 = 5x

2y + 21 = 5x

Next, we can divide both sides by 5 to isolate x:

(2y + 21) / 5 = x

Therefore, the equation 2y + 3 = 5x - 18 can be rearranged to make x the subject as x = (2y + 21) / 5.

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Answer:

A (0,3)

Step-by-step explanation:

The Y-intercept is where X equals 0  

When X equals zero, Y equals 3.

The correct answer is boosting.

Given that,

The four tree-based techniques are boosting, bagging, random forests, and decision trees. Which method uses bootstrapped samples, or the process of repeatedly obtaining random samples from training data and replacing them?

Boosting is an emsemble machine learning approach, where we use bootstrapping sampling technique to get the required samples. It helps in the reduction of variance and thus bring in less bias in the sampling approach. Therefore boosting is the correct answer here.

In order to gather the necessary samples for boosting, we employ the bootstrapping sampling technique. It aids in lowering variance, which reduces bias in the sampling strategy. Thus, boosting is the appropriate response in this case.

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Answer:

57 degrees

Step-by-step explanation:

because it is the same as the other side

Answer:

\( {3}^{2h - 1} = {3}^{6} \times {3}^{3} \\ {3}^{2h - 1} = {3}^{9} \\ so...... \\ 2h - 1 = 9 \\ 2h = 10 \\ h = \frac{10}{2} = 5\)

\( \large \bf \implies{x = 24 \degree \: and \: y = 15 \degree}\)

\( \bf \longrightarrow(6x - 7 ) \degree+ (3x - 29) \degree = 180 \degree \\\bf \longrightarrow (9x - 36) \degree = 180 \degree \\\bf \longrightarrow 9x = 180 \degree + 36 \degree \\\bf \longrightarrow 9x = 216 \degree \\\bf \longrightarrow x = \frac{ \cancel{216} \degree}{ \cancel{9} } \\\bf \longrightarrow \boxed{ \bold{ x = 24 \degree}}\)

\( \red{ \rule{7cm}{0cm}}\)

\(\bf \longrightarrow(8y + 17) \degree = (6x - 7) \degree[Vertical \: angles] \\\bf \longrightarrow 8y = 6 \times 24 - 7 - 17 \\ \bf \longrightarrow8y = 144 - 24 \\\bf \longrightarrow 8y = 120 \\\bf \longrightarrow y = \frac{ \cancel{120}}{ \cancel{8} } \\\bf \longrightarrow \boxed{ \bold{y = 15 \degree}}\)

y = (-1/2)x - 7/2 is the equation of the given point and slope.

To graph the point (3, -5) and a line with a slope of -1/2, we can use the point-slope form of a linear equation.

The point-slope form of a linear equation is given by:

y - y1 = m(x - x1)

where (x1, y1) represents a point on the line, and m represents the slope.

Plugging in the values, we have:

y - (-5) = (-1/2)(x - 3)

Simplifying:

y + 5 = (-1/2)x + 3/2

Subtracting 5 from both sides:

y = (-1/2)x + 3/2 - 5

y = (-1/2)x - 7/2

Now we have the equation y = (-1/2)x - 7/2, which represents a line with a slope of -1/2 passing through the point (3, -5).

To graph the line, plot the point (3, -5) on the coordinate plane and then use the slope to find additional points. For every 2 units you move to the right, move 1 unit down to find other points. Connect the plotted points to draw the line.

The resulting graph will show the point (3, -5) and a line with a slope of -1/2.

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