A random sample of students were surveyed as to how much non-school screen time
they had each week (for purposes of the survey, screen time was defined as: time
spent online, on social media, watching TV, or playing video games) and if their grade
average was above or below 80.
Screen Time
less than 4 hours
4-8 hours
8-12 hours
more than 12 hours
above below
6
15
9
13
17
17
11
20
How many total students who spend more than 12 hours a week on screens were
surveyed?

To be able to test the claim it implies that  the mean blood glucose level of senior citizens is higher than 100 mg/dL at the 0.05 level of significance, so, one can carry out a one-sample t-test.

The steps to conduct the test are:

So, Rejecting the null hypothesis implies that there is ample evidence to back the argument that senior citizens' average blood glucose level is higher than 100 mg/dL. If we do not reject the null hypothesis, we cannot definitively say that the average blood glucose level is higher than 100 mg/dL.

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[tex]A[/tex] - picking the N

[tex]|\Omega|=8\\|A|=1\\\\P(A)=\dfrac{1}{8}=12.5\%[/tex]

Given that 27% of consumers are comfortable having drones deliver their purchases.

Let X be the number of consumers among 6 consumers who are comfortable with delivery by drones. Then X has a binomial distribution with parameters n = 6 and p = 0.27. The probability that when six consumers are randomly selected, exactly two of them are comfortable with delivery by drones is as follows.

P(X = 2) = (6C2) (0.27)² (1 - 0.27)^(6-2)

Here, n = 6, x = 2, p = 0.27, and q = 1 - p = 1 - 0.27 = 0.73

Therefore, the values of n, x, p, and q are as follows.

n = 6x = 2p = 0.27q = 0.73

Similarly, given that 29% of consumers are comfortable having drones deliver their purchases. Let X be the number of consumers among 4 consumers who are comfortable with delivery by drones. Then X has a binomial distribution with parameters n = 4 and p = 0.29. The probability that when four consumers are randomly selected, exactly two of them are comfortable with delivery by drones is as follows.

P(X = 2) = (4C2) (0.29)² (1 - 0.29)^(4-2)

Here, n = 4, x = 2, p = 0.29, and q = 1 - p = 1 - 0.29 = 0.71

Therefore, the values of n, x, p, and q are as follows.

n = 4x = 2p = 0.29q = 0.71

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At the level of 1,000 Blu-ray discs sold, the profit is $8,000, and the profit is decreasing at a rate of $6 per additional Blu-ray disc sold.

The given values provide information about the profit on the sale of Blu-ray discs and its rate of change:

P(1,000) = 8,000: This tells us that when 1,000 Blu-ray discs are sold, the profit is $8,000.

P'(x): Represents the rate of change of the profit as a function of x. It could be interpreted as the marginal revenue or the marginal cost, depending on the context. Without further information, we cannot determine whether it represents the marginal revenue or the marginal cost.

P'(1,000) = -6: This tells us that at the level of 1,000 Blu-ray discs sold, the profit is decreasing at a rate of $6 per additional Blu-ray disc sold. This negative value indicates a decrease in profit for each additional unit sold.

Therefore, based on the given information, we know that at the level of 1,000 Blu-ray discs sold, the profit is $8,000, and the profit is decreasing at a rate of $6 per additional Blu-ray disc sold.

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The area of region R is √3 - 1 units squared.

To find the area of the region R bounded by the parabola y = 4 - x[tex]^2[/tex] and the line y = 1 in the first quadrant, we need to determine the points where these two curves intersect.

Setting y = 4 - x[tex]^2[/tex]equal to y = 1, we have:

4 - x[tex]^2[/tex] = 1

Rearranging the equation, we get:

x[tex]^2[/tex] = 3

Taking the square root of both sides, we have:

x = ±√3

Since we are considering the first quadrant, we take the positive square root: x = √3.

To calculate the area of R, we integrate the difference between the upper and lower functions with respect to x over the interval [0, √3].

Area = ∫[0,√3] (4 - x^2 - 1) dx

Simplifying the integrand:

Area = ∫[0,√3] (3 - x^2) dx

Integrating:

Area = [3x - (x^3)/3] evaluated from 0 to √3

Plugging in the limits:

Area = [(3√3 - (√3)^3)/3] - [(3(0) - (0^3))/3]

Area = [3√3 - 3]/3

Area = √3 - 1

Therefore, the area of region R is √3 - 1 units squared.

So the correct option is: √3 units squared.

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The area of the region bounded by the parabola[tex]x = -y^2[/tex] and the line [tex]y = x + 2[/tex] can be calculated by finding the points of intersection between the parabola and the line, The area of the region is 0 square units.

To find the area of the region bounded by the parabola[tex]x = -y^2[/tex]and the line [tex]y = x + 2[/tex], we first need to determine the points of intersection between the two curves.

Setting [tex]x = -y^2[/tex] equal to [tex]y = x + 2[/tex], we can solve for the values of y that satisfy both equations. Substituting [tex]x = -y^2[/tex] into [tex]y = x + 2[/tex], we have [tex]-y^2 = y[/tex] + 2. Rearranging the equation, we get [tex]y^2 + y + 2 = 0.[/tex] However, this quadratic equation does not have any real solutions, which means that the parabola and the line do not intersect in the real plane.

Since the two curves do not intersect, there is no enclosed region, and therefore, the area of the region bounded by the parabola and the line is 0 square units.

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To convert the point (0, 1) from rectangular coordinates to polar coordinates, we need to express the point in the form (r, θ), where r represents the distance from the origin and θ represents the angle from the positive x-axis.

In rectangular coordinates, the given point is (0, 1), which lies on the positive y-axis. To convert this point to polar coordinates, we need to find the corresponding values of r and θ.
The distance from the origin to the point (0, 1) is 1, which represents the value of r in polar coordinates.Since the point lies on the positive y-axis, the angle from the positive x-axis to the line connecting the origin and the point is 90 degrees or π/2 radians. Therefore, θ = π/2.
Thus, the polar coordinates of the point (0, 1) are (1, π/2).

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In an observational study in which the sample is representative of the population, as the prevalence of disease increases among the population, the difference between the RR and the OR is not the same.The answer is option E. Increases.

Relative risk (RR) and odds ratio (OR) are the two measures used to describe the strength of the association between an exposure and an outcome.

Both relative risk and odds ratio estimate the same thing: the likelihood of the outcome occurring among those exposed to the factor of interest compared with the likelihood of the outcome occurring among those not exposed to the factor.

However, relative risk and odds ratio have different interpretations and uses in epidemiology. The odds ratio is used when the outcome of interest is rare (less than 10%), whereas the relative risk is used when the outcome is common (greater than 10%).

Observational studies are studies in which the investigators do not assign exposure status to participants. Instead, investigators observe participants who have already been exposed or unexposed to the factor of interest.

In an observational study, as the prevalence of disease increases among the population, the difference between the relative risk and the odds ratio increases.

As a result, the odds ratio overestimates the relative risk when the prevalence of the outcome of interest is high.

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Probability of an event is the measure of the likelihood that the event will occur. It is a number between 0 and 1, where 0 means the event will not occur and 1 means the event will occur.

[tex]\huge{\mathfrak{\colorbox{black}{\textcolor{lime}{I\:hope\:this\:helps\:!\:\:}}}}[/tex]

♥️ [tex]\large{\textcolor{red}{\underline{\mathcal{SUMIT\:\:ROY\:\:(:\:\:}}}}[/tex]

Probability is a measure of the likelihood or chance that a particular event will occur. It is a numerical value between 0 and 1, where 0 represents an impossible event and 1 represents a certain or guaranteed event.

In probability theory, the probability of event A is denoted as P(A) and is calculated by dividing the number of favorable outcomes for event A by the total number of possible outcomes in the sample space.

The probability formula is:

P(A) = Number of favorable outcomes / Total number of possible outcomes

Probability can also be expressed as a fraction, decimal, or percentage.

For example, if you have a standard six-sided die and you want to calculate the probability of rolling a 4, there is only one favorable outcome (rolling a 4) out of six possible outcomes (numbers 1 to 6). Therefore, the probability of hitting a 4 is 1/6 or approximately 0.1667 (16.67%).

Probability allows us to quantify uncertainty and make predictions based on the likelihood of different outcomes. It is a fundamental concept in various fields such as mathematics, statistics, physics, economics, and more.

The function ƒ(x) is integrable on [0, 1], and the value of the integral ∫ƒ(x) dx is equal to 1.

To determine if the function ƒ: [0, 1] → R is integrable and to find the value of the integral, we need to analyze the upper and lower sums.

Given that the upper sum Un = 1+ and lower sum Ln = 1/2n, we can compare their values as n approaches infinity.

(i) To find Ln as a function of n:

Ln = 1/2n

(ii) To find Un as a function of n:

Un = 1+

As n approaches infinity, Ln approaches 0, and Un approaches 1.

(iii) Now, let's calculate the integral of g(x) dx using the upper sum and lower sum:

∫g(x) dx = Lim(n→∞) Un

Since Un approaches 1 as n approaches infinity, the integral of g(x) dx is equal to 1.

Therefore, the function ƒ(x) is integrable on [0, 1], and the value of the integral ∫ƒ(x) dx is equal to 1.

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6. The triangle is a scalene triangle

7. The coordinates of point J are e, d

8. Te soultion to the proportion is 28

6. To classify the triangle ABC as scalene, isosceles, or equilateral, we need to check the lengths of the sides. If all three sides are different lengths, it's a scalene. If two sides are the same length, it's an isosceles. If all three sides are the same length, it's an equilateral.

First, let's find the lengths of the sides (using the distance formula):

AB = sqrt((4 - (-1))^2 + (4 - 3)^2) = sqrt(25 + 1) = sqrt(26)

BC = sqrt((8 - 4)^2 + (1 - 4)^2) = sqrt(16 + 9) = sqrt(25) = 5

AC = sqrt((8 - (-1))^2 + (1 - 3)^2) = sqrt(81 + 4) = sqrt(85)

Since all sides have different lengths, triangle ABC is a scalene triangle.

In a rectangle, opposite sides are equal and the sides are perpendicular. Given that the vertices of rectangle HIJK are H(0,0), I(0,d), K(e,0), we know that point J must be located at (e,d) to create a rectangle.

For the proportion 4/9 = m/63, the solution can be found by cross multiplying and solving for m:

4 * 63 = 9 * m

252 = 9m

m = 252 / 9 = 28.

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Computing the derivative of the following function, (119 + 2t)uct ), the derivative is the vector-valued function (Dj+ k).

Given u(t) = 2t'i + (2 - 1); - 8k

To compute the derivative of the function (119 + 2t) uct(t), we can use the product rule of differentiation:

Let f(t) = (119 + 2t) and g(t) = uct(t)

The product rule is given as; d/dt (f(t)g(t)) = f(t)g'(t) + f'(t)g(t)

Now, to apply this rule we need to compute the derivatives of f(t) and g(t). The derivative of f(t) is;

f'(t) = d/dt (119 + 2t) = 2

The derivative of g(t) can be obtained by considering each term separately:

If we let h(t) = 2t'i, and p(t) = (2 - 1); - 8k, then g(t) = h(t) + p(t)

So the derivative of g(t) is the sum of the derivatives of h(t) and p(t);i.e. g'(t) = h'(t) + p'(t)

Where; h'(t) = d/dt (2t'i) = 2i and, p'(t) = d/dt ((2 - 1); - 8k) = 0

Thus, the derivative of the function (119 + 2t) uct(t) is; f(t)g'(t) + f'(t)g(t) = (119 + 2t)(2i) + 2(uct(t)u(t))= 238i + 4t'i uct(t) + 2(2t'i + (2 - 1); - 8k)uct(t). The derivative is the vector-valued function (Dj+ k).

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The sum of the two greatest numbers in the set is 80 - (27 + smallest number in the set).

Given that the set of five numbers has a median of 15, a range of 10, a mode of 12, and a mean of 16.The median of the set is 15. So, the third number in the set is 15.

We know that the range of a set of numbers is the difference between the largest and smallest numbers in the set.

Here, the range of the set is 10, therefore the largest number in the set can be obtained as follows:

Largest number in the set = Median + Range/2 = 15 + 10/2= 20

We also know that the mode of the set is 12, so one of the five numbers in the set is 12.

Since the mean of the set is 16, we can find the sum of all 5 numbers by the following method:

Mean of the set = Sum of all 5 numbers/5

=> Sum of all 5 numbers = Mean of the set × 5

=> Sum of all 5 numbers = 16 × 5= 80

Now, we can find the sum of the two greatest numbers in the set by subtracting the smallest 3 numbers from the sum of all 5 numbers. We know that one of the five numbers in the set is 12 and the third number in the set is 15.

Therefore, the sum of the two greatest numbers in the set is obtained as follows:

Sum of the two greatest numbers in the set = Sum of all 5 numbers - Sum of smallest 3 numbers = 80 - (12 + 15 + smallest number in the set) = 80 - (27 + smallest number in the set).

Therefore, the sum of the two greatest numbers in the set is 80 - (27 + smallest number in the set).

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The standardized test statistic is 1.891, which is greater than the critical value of 2.998 for a one-tailed test at 7 degrees of freedom and α=0.01. Therefore, we reject the null hypothesis and conclude that the proportion of children from the low-income group that drew the nickel too large is greater than the proportion of the high-income group that drew the nickel too large.

Next, we explain how we obtained this answer using the given information, formulas, and calculations.

We conduct a test at the 0.1 significance level to compare the proportions of children from two groups who drew the nickel too large. We use LL to denote the low-income group and HH to denote the high-income group.

The null hypothesis H0 is that pL = pH, where pL and pH are the proportions of children from each group who drew the nickel too large.

The alternative hypothesis H1 is that pL > pH.

We use a t-distribution table to find the critical value for a one-tailed test with 7 degrees of freedom (sample size n-1=8-1=7). The critical value is t=2.998.

The rejection region is the right tail of the t-distribution, corresponding to t-values greater than 2.998.

We use the formula[tex]z = \frac{\bar{x}-\mu}{\frac{s}{\sqrt{n}}}[/tex] to find the standardized test statistic, where [tex]\bar{x}[/tex]is the sample mean,

μ is the population mean,

s is the sample standard deviation,

and n is the sample size.

We calculate the sample proportions of children from each group who drew the nickel too large using the given data: 24/40 = 0.6 for LL and

13/35 ≈ 0.371 for HH.

We calculate the pooled proportion using the formula

p = (xL + xH) / (nL + nH), where xL and xH

are the number of children from each group who drew

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The correct answer is option c (-1, 1).

To find the midpoint of a line segment, we can use the midpoint formula, which states that the coordinates of the midpoint are the average of the coordinates of the two endpoints.

Let's calculate the midpoint using the given endpoints (-4, 5) and (2, -3):

Midpoint = ((x1 + x2)/2, (y1 + y2)/2)

Substituting the values, we get:

Midpoint = ((-4 + 2)/2, (5 + (-3))/2)

= (-2/2, 2/2)

= (-1, 1)

Therefore, the midpoint of the line segment joined by the endpoints (-4, 5) and (2, -3) is (-1, 1).

Now, let's compare the obtained midpoint (-1, 1) with the given options:

(3, 1): This is not the midpoint, as it does not match the calculated coordinates (-1, 1).

(3, 4): This is not the midpoint either, as it does not match the calculated coordinates (-1, 1).

(-1, 1): This matches the calculated midpoint (-1, 1), so it is the correct answer.

O (1, 1): This is not the midpoint, as it does not match the calculated coordinates (-1, 1).

In conclusion, the midpoint of the line segment joined by the endpoints (-4, 5) and (2, -3) is (-1, 1).

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The conversion of Cartesian form to polar form gives:

z = √6 [cos(7π/4)  + isin(7π/4)]

To convert Cartesian form to polar form. Use the following relations:

The cartesian form is:

z = x + iy

The polar form is:

z = r(cosθ + isinθ)

θ = tan⁻¹(y/x)

where:

r = √(x² + y²)

θ = tan⁻¹(y/x)

We have:

z= √3-√3i

Using the relations:

r = √(x² + y²)

r = √[√3)²+ (-√3)²]

r = √6

θ = tan⁻¹(y/x)

θ = tan⁻¹(-√3)/√3)

θ = tan⁻¹(-1)

θ = 315°

θ = 7π/4 (in radian)

Note: y is negative and x is positive. Thus, this is applicable to angle in the 4th quadrant. In this case, 315°.

Thus, polar form of z= √3-√3i  will be:

z = √6 [cos(7π/4)  + isin(7π/4)]

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The probability that a student had a GPA between 1 and 2 in the Math 256 class, assuming a rectangular density curve with equal height for each GPA value, is 1.

Since the grade distribution is a rectangular density curve with equal height for each GPA value, the probability of a student having a GPA between 1 and 2 can be calculated as the area under the curve between these two points.

The width of the rectangle representing each GPA value is 1 (from 1 to 2), and the height is the same for each GPA value. Therefore, the probability can be calculated as the width multiplied by the height of the rectangle.

Since the height is equal for each GPA value, it cancels out when calculating the probability.

Therefore, the probability of a student having a GPA between 1 and 2 is simply the width of the interval, which is 2 - 1 = 1.

Thus, the probability a student had a GPA between 1 and 2 is 1.

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By use the one-to-one property of logarithms the value of x is given by x = ± sqrt(ln (7/9) + 2).

In the logarithmic expression of this question, i.e., In (x² − 2) + ln (9) = ln (7),

We can use the one-to-one property of logarithms to solve it.

One-to-one property of logarithms:

If b > 0 and b ≠ 1, then logb M = logb N if and only if M = N.

First, move ln(9) to the other side of the equation by subtracting it from both sides.

In (x² − 2) = ln (7) - ln(9).2.

Use the logarithmic identity ln (M/N) = ln M − ln N. In (x² − 2) = ln (7/9).3.

Take the exponential of both sides of the equation.

e^(x²-2) = 7/9.4. Solve for x.

Take the natural logarithm of both sides of the equation.

ln (e^(x²-2)) = ln (7/9).5.

Use the power property of logarithms: ln (e^(x²-2)) = x^² - 2.

So, x² - 2 = ln (7/9).6.

Add 2 to both sides of the equation: x² = ln (7/9) + 2.7.

Take the square root of both sides of the equation: x = ± sqrt(ln (7/9) + 2).

Therefore, the value of x is given by x = ± sqrt(ln (7/9) + 2).

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This formula calculates the lower limit for the mean at the 90% confidence level. It subtracts the product of the score (B7) and the standard error of the mean from the sample mean.

To find the score from the appropriate probability table to construct a 90% confidence interval, you can use the T.INV.2T function in Excel.

Assuming you want to calculate the confidence interval for the shipment time data provided, follow these steps:

1. In cell B7, enter the formula:

  ```

  =T.INV.2T(1-0.1, COUNT(A2:A89)-1)

  ```

  This formula calculates the score corresponding to a 90% confidence level using the T.INV.2T function. The first argument is `1-0.1` because we subtract the confidence level from 1 to get the significance level (0.1). The second argument is `COUNT(A2:A89)-1` to calculate the degrees of freedom, which is the count of data points minus 1.

2. In cell B9, enter the formula:

  ```

  =AVERAGE(A2:A89) + (B7 * (STDEV(A2:A89)/SQRT(COUNT(A2:A89))))

  ```

  This formula calculates the upper limit for the mean at the 90% confidence level. It adds the product of the score (B7) and the standard error of the mean to the sample mean. The standard error is calculated by dividing the standard deviation by the square root of the sample size.

3. In cell B10, enter the formula:

  ```

  =AVERAGE(A2:A89) - (B7 * (STDEV(A2:A89)/SQRT(COUNT(A2:A89))))

  ```

  This formula calculates the lower limit for the mean at the 90% confidence level. It subtracts the product of the score (B7) and the standard error of the mean from the sample mean.

Based on the values in cell B9 and B10, you can be 90% confident that the true mean shipment time falls within the calculated confidence interval.

Note: Make sure to adjust the cell references in the formulas based on the actual location of your data in the spreadsheet.

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The dimensions of the tank with minimum weight are approximately x ≈ 14.55 ft and h ≈ 34.34 ft.

To find the dimensions of the tank with minimum weight, we need to consider the relationship between the volume of the tank and the weight of the sheet steel.

Let's assume the side length of the square base of the tank is x, and the height of the tank is h.

The volume of the tank is given as 8788 ft³, so we have the equation x²h = 8788.

To determine the weight, we need to consider the surface area of the tank. Since the tank has an open top and a square base, the surface area consists of the base and four sides.

The base area is x², and the area of each side is xh. Therefore, the total surface area is 5x² + 4xh.

The weight of the sheet steel is directly proportional to the surface area. Thus, to minimize the weight, we need to minimize the surface area.

Using the equation for volume, we can express h in terms of x: h = 8788/x².

Substituting this expression for h into the surface area equation, we have A(x) = 5x² + 4x(8788/x²).

Simplifying the equation, we get A(x) = 5x² + 35152/x.

To find the dimensions of the tank with minimum weight, we need to minimize the surface area. This can be achieved by finding the value of x that minimizes the function A(x).

We can differentiate A(x) with respect to x and set it equal to zero to find the critical points:

A'(x) = 10x - 35152/x² = 0.

Solving this equation, we get x³ = 3515.2, which yields x ≈ 14.55.

Since the dimensions of the tank need to be positive, we discard the negative solution.

Therefore, the dimensions of the tank with minimum weight are approximately x ≈ 14.55 ft and h ≈ 8788/(14.55)² ≈ 34.34 ft.

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From two pints (4 cups) of milk, you can make 12 servings.

To find the number of servings that can be made from two pints of milk, we first need to convert the given measurements into cups.

Given that 1 pint is equal to 2 cups, we can determine that two pints would be 2 pints * 2 cups/pint = 4 cups of milk.

The recipe states that 3 cups of milk are required to make 9 servings. This implies that each serving needs 3 cups / 9 servings = 1/3 cup of milk.

To determine the number of servings that can be made from 4 cups of milk, we divide the total amount of milk by the amount of milk required per serving:

4 cups / (1/3 cup per serving) = 4 cups * (3/1) = 12 servings.

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The missing Angle x is 90 degrees, and the missing angle y is 70 degrees.

To find the missing angles of a given figure, one must first understand the different types of angles. An angle is a geometric figure that is formed when two rays come together at a single point called a vertex. The measure of an angle is determined by the degree of the arc that the angle covers on a circle with the vertex of the angle at its center. Types of Angles There are four types of angles that one must be familiar with in order to solve for the measure of missing angles: Acute angle: An angle whose measure is less than 90 degrees. Right angle: An angle whose measure is equal to 90 degrees. Obtuse angle: An angle whose measure is greater than 90 degrees but less than 180 degrees. Straight angle: An angle whose measure is equal to 180 degrees. To find the missing angles in a given figure, one can use the following formula: Sum of all angles in a triangle = 180 degrees of all angles in a quadrilateral = 360 degrees from the given diagram, it can be seen that the three angles of the triangle add up to 180 degrees. Therefore:34 + x + 56 = 180Simplify by adding like terms:90 + x = 180Subtract 90 from both sides to isolate x:x = 90 degreesSimilarly, the four angles of the quadrilateral add up to 360 degrees. Therefore:100 + 70 + y + 120 = 360Simplify by adding like terms:290 + y = 360Subtract 290 from both sides to isolate y:y = 70 degrees

Therefore, the missing angle x is 90 degrees, and the missing angle y is 70 degrees.

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a) For a random sample of 5 students, the probability of exactly two students being mature is: 0.279

b) For a random sample of 7 students, the probability of exactly two students being mature is: 0.302

For a university where 22% of the students enrolled are 'mature' (age 21 or over), the probability of exactly two students being mature in a random sample of 5 students is approximately 0.279. Similarly, the probability of exactly two students being mature in a random sample of 7 students is approximately 0.302.

To calculate the probability of exactly two students being mature in a random sample, we can use the binomial probability formula:

P(X=k) = [tex]^nC_{k} * p^k * (1-p)^{(n-k)}[/tex]

Where:

P(X=k) is the probability of having exactly k successes (in this case, exactly two mature students),

([tex]^nC_{k}[/tex]) represents the number of combinations of selecting k items from a set of n items,

p is the probability of a single success (the probability of a student being mature),

(1-p) is the probability of a single failure (the probability of a student not being mature),

n is the sample size.

a) For a random sample of 5 students, the probability of exactly two students being mature is:

P(X=2) = ([tex]^5C_2[/tex]) * (0.22)² * (0.78)³ ≈ 0.279

b) For a random sample of 7 students, the probability of exactly two students being mature is:

P(X=2) = ([tex]^7C_2[/tex]) * (0.22)² * (0.78)⁵ ≈ 0.302

These calculations assume that each student's maturity status is independent of the others and that the sample is taken randomly from the enrollment register.

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The exact value of A in the general solution is 72

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

y = A + C[tex]e^{-0.5x^2}[/tex]

The differential equation is given as

y' + xy = 72x

When y = A + C[tex]e^{-0.5x^2}[/tex] is differentiated, we have

[tex]y' = -Cxe^{-0.5x^2}[/tex]

So, we have

[tex]-Cxe^{-0.5x^2} + xy = 72x[/tex]

Recall that

y = A + C[tex]e^{-0.5x^2}[/tex]

So, we have

[tex]-Cxe^{-0.5x^2} + x(A + Ce^{-0.5x^2} = 72x[/tex]

Expand

[tex]-Cxe^{-0.5x^2} + Ax + xCe^{-0.5x^2} = 72x[/tex]

Evaluate the like terms

So, we have

Ax = 72x

Divide both sides of Ax = 72x by x

A = 72

Hence, the value of A in the general solution is 72 and B is

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The taxable income for Adela and James is $582,856.

Earnings of Adela last year = $48,500

Earnings of James last year = $549,706

Taxable income can be calculated as follows:

Total Wages of James and Adela

= $48,500 + $549,706 = $598,206

The Additional tax information for the year is follows:

Deductions: Interest earned: $1,200, state and local income taxes paid: $4,200, mortgage interest: $5,200, contributions to charity: $1,400, contributions to retirement plans: $3,350

Total Deductions = $15,350

Taxable income = $598,206 - $15,350 = $582,856

Therefore, the taxable income for Adela and James is $582,856.

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Statistically significant; pizza sales will take a value of $40,000 when the student population is 0.

In this regression analysis, the intercept coefficient refers to the value of pizza sales when the student population is 0.

A statistically significant intercept coefficient means that there is a significant relationship between the student population and pizza sales, even when the student population is 0.

In this case, the intercept coefficient has a p-value of 0, which is below the typical threshold for significance (such as 0.05).

Therefore, we can conclude that the intercept coefficient is statistically significant, and when the student population is 0, the predicted value for pizza sales is $40,000.

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The average waiting time in the queue will decrease, and the average server utilization will increase as a result of implementing this change.

Solution:

We know that; Utilization factor = ρ = λ/μ where λ is the arrival rate, μ is the service rate.1. Calculation of Utilization factor Before Change:

Given, Customers arrive at an average rate of one every 30 seconds.Thus, λ = 1/30 per second = 0.0333 per second.

Current service time has averaged 25 seconds with a standard deviation of 20 seconds.

Thus, μ = 1/25 per second = 0.04 per second.So, ρ = λ/μ = 0.0333/0.04 = 0.833

After Change:

Given, Customers arrive at an average rate of one every 30 seconds.Thus, λ = 1/30 per second = 0.0333 per second. A suggested process change has been tested and shown to change service time to an average of 27 seconds with a standard deviation of 10 seconds.

Thus, μ = 1/27 per second = 0.0370 per second.So, ρ = λ/μ = 0.0333/0.0370 = 0.8998 2. Calculation of average waiting time in the queue (Wq)

Before Change:

Average waiting time in the queue, Wq= (ρ²+ρ)/2*(1-ρ) * (1/λ) * (1/μ- λ)Given, ρ = 0.833; λ = 0.0333; μ = 0.04

Therefore, Wq= (0.833²+0.833)/2*(1-0.833) * (1/0.0333) * (1/0.04- 0.0333)= 4.882

After Change:

Given, ρ = 0.8998; λ = 0.0333; μ = 0.0370

Therefore, Wq= (0.8998²+0.8998)/2*(1-0.8998) * (1/0.0333) * (1/0.0370- 0.0333)= 3.554

Thus, the average waiting time in the queue (Wq) will decrease.

3. Calculation of average server utilization before Change:

Given, ρ = 0.833

Thus, the average server utilization is 83.3%

After Change:

Given, ρ = 0.8998

Thus, the average server utilization is 89.98%

Therefore, the average server utilization will increase.

Hence, the average waiting time in the queue will decrease, and the average server utilization will increase as a result of implementing this change.

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The probability that one of the books chosen is the tallest book on the shelf is 0.25.
The data given in this question is,

Total number of books = 12

There is a 0.25 percent chance that one of the selected books is the tallest one on the shelf.

Given: Total number of books = 12

Therefore, n(S) = C(12,3)

= 220

Now, there is only one tallest book on the shelf.

So, only 1 book is favorable here.

Therefore, n(E) = C(1,1) × C(11,2)

= 55

So, the required probability P(E) = n(E) / n(S)

= 55/220

= 0.25

Therefore, the probability that one of the books chosen is the tallest book on the shelf is 0.25.

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Given AC² = (DC) We have to the term that completes the given equation is CD.

In order to complete the given equation, we must use the formula for the distance between two points in a coordinate plane.

The formula is: d = √(x₂ - x₁)² + (y₂ - y₁)²

Where x₁ and y₁ represent the coordinates of the first point and x₂ and y₂ represent the coordinates of the second point.

So, we can write the distance formula for the given line segment AD as AD = √[(D-C)² + A²]

To complete the equation AC² = (DC)(?),

we must use the Pythagorean theorem to find the value of AC.

According to the Pythagorean theorem, in a right triangle, the sum of the squares of the lengths of the legs is equal to the square of the length of the hypotenuse.

So, we can write:

AC² = AD² + CD²

Substituting the value of AD, we get:

AC² = [(D-C)² + A²] + CD²AC²

      = (D-C)² + A² + CD²

So, the term that completes the equation is CD.

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The real interest rate is determined by the Taylor Rule equation, which takes into account the deviation of output from potential and the deviation of inflation from the target rate.

The Taylor Rule is an economic guideline that suggests how central banks, such as the Federal Reserve, should adjust their policy interest rates in response to changes in economic conditions. It provides a framework for setting the real interest rate based on two main factors: the output gap and inflation.

The output gap represents the difference between actual output and potential output. In this case, there is an expansionary gap of 2 percent, indicating that the actual output is 2 percent above the potential output.

The Taylor Rule equation is typically expressed as follows:

Real Interest Rate = Neutral Rate + (1.5 * Output Gap) + (0.5 * Inflation Gap),

where the neutral rate is the rate that would be appropriate when the economy is at full potential, and the inflation gap is the difference between actual inflation and the target inflation rate.

Given an expansionary gap of 2 percent and inflation of 3 percent, we can substitute these values into the Taylor Rule equation to calculate the real interest rate. However, the specific values for the neutral rate and target inflation rate are not provided in the given information, so we cannot determine the exact real interest rate without that additional information.

In conclusion, without knowing the specific values for the neutral rate and target inflation rate, we cannot determine the exact real interest rate that the Fed would set based on the given information. The Taylor Rule provides a framework for policy decisions, but the actual values used in the calculation would depend on the specific economic conditions and central bank's preferences.

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