Can someone help me

46.53 is the Trimmed mean after removing, 20% of the trimmed mean from all the given lengths of 3-Point Kick for NCAA Division 1-A Football.

The given data is:

Lengths of 3-point kicks = 30 32 34 40 41 43 43 44 45 45 46 47 52 51 53 56 56 57 60.

Trimmed mean = 20%

The trimmed mean is defined as the statistical measure of central tendency. That means calculating the mean value of the given tendency of observations.

Trimmed observations = 20 x (20/100) = 4

These, trimmed observations denote that 2 observations must be trimmed from both sides when they are arranged in ascending order.

Ascending order of lengths =  30 32 34 40 41 43 43 44 45 45 46 47 51 52 53 56 56 57 60.

The trimmed Mean =  (34 40 41 43 43 44 45 45 46 47 51 52 53 56 56)/ 15

Trimmed mean = 698/15 = 46.53

Therefore, we can conclude that 46.53 is the Trimmed Mean after removing, 20% of the trimmed mean.

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Multiply 84,000 by 0.6 thus the answer is 50,400

Step-by-step explanation:

this is a college question ? oh, my ...

the area of a rectangle is

length × width

the 2 walls are 2 rectangles.

15 3/4 × 10

13 1/2 × 10

to be sure, let's convert both mixed numbers to full fractions :

15 3/4 = (15×4 + 3)/4 = 63/4

13 1/2 = (13×2 + 1)/2 = 27/2

so, the areas are

63/4 × 10 = 630/4 = 315/2 ft²

27/2 × 10 = 270/2 ft²

in total that is

315/2 + 270/2 = 585/2 = (584/2 + 1)/2 = 272 1/2 ft²

I got this answer off of

Answer:

10 1/4

Step-by-step explanation:

The domain = {-4, -2, 1, 4}, and range = {-2, 1, 4} for the given relation. the correct answer would be an option (B).

The domain of a set of ordered pairs includes all possible x values of a function, and the range includes all possible y values of a set of ordered pairs.

Given the set of ordered pairs as :

{(-4,-2) ,(-2,1), (1,4), (4,4)}

Since the domain is the set containing the x-coordinates of all ordered pairs.

So the domain = {-4, -2, 1, 4}

Since the range is the set containing the y-coordinates of all ordered pairs.

So the range = {-2, 1, 4}

Thus, the domain = {-4, -2, 1, 4}, and range = {-2, 1, 4} for the given relation.

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The volume of the solid generated when the region R is rotated around y = -5 is 7π/4. so the correct answer is (b).

To find the volume , we can use the method of cylindrical shells.

Consider a vertical slice of R at x = a, where a is a point on the x-axis. Let h be the height of this slice and r be the distance from the line y = -5 to the point (a, h). Then the volume of the cylindrical shell generated by rotating this slice around the line y = -5 is given by:

V(a) = 2πrh Δa

where Δa is the thickness of the slice. Note that we multiply by 2 because the slice can generate a shell both above and below the line y = -5.

To find the values of h and r in terms of x, we can use the fact that the centroid of R is (4, 3), which means that the equation of the line passing through the centroid and the point (x, h) is given by:

(y - 3) = m(x - 4)

where m is the slope of the line. Since the line passes through the point (x, h), we have:

(h - 3) = m(x - 4)

Solving for h, we get:

h = mx - (4m - 3)

To find the slope m, we can use the fact that R has area 1. Since R lies in quadrant I, we know that m > 0. Then we have:

1 = ∫[0, 4] h dx = ∫[0, 4] (mx - (4m - 3)) dx

Simplifying, we get: 1 = (1/2) m(4^2) - (4m - 3)(4)

Solving for m: m = 1/8

Substituting this into the equation for h, h = (x/8) - 11/8

To find the distance r from the line y = -5 to the point (x, h), we have:

r = h + 5 = (x/8) - 3/8

Now we can integrate V(a) over the interval [0, 4] to get the total volume:

V = ∫[0, 4] V(a) da = ∫[0, 4] 2πr(h + 5) Δa

Substituting for r and h, we get:

V = ∫[0, 4] 2π[(x/8) - 3/8][(x/8) - 11/8 + 5] Δx

Simplifying, V = π/2 ∫[0, 4] (x^2/64) - (27/64)x + 2.25 Δx

Integrating, V = π/2 [(1/192)x^3 - (27/128)x^2 + 2.25x] [0, 4]

V = (π/2) [(1/12) - (27/32) + 9]

V = 7π/4

Therefore, the volume of the solid generated when the region R is rotated around y = -5 is 7π/4. Answer: (b)

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Answer:

y

a= ——

(r + 1 )t

Step-by-step explanation:

divide both sides

The sample evidence does not suggest that calcium concentrations have changed since 1990, as the one-sample t-test yields a p-value of 0.1257, which is greater than the significance level of 0.05.

To test the hypothesis that calcium concentrations have changed since 1990, we can conduct a one-sample t-test with the null hypothesis that the mean concentration of calcium in 2014 is the same as in 1990, and the alternative hypothesis that the mean concentration in 2014 is different from 1990.

Here's how to do it in R:

# enter the data

data <- c(0.065,0.087,0.070,0.262,0.126,0.183,0.120,0.234,0.313,0.108)

# conduct the one-sample t-test

t.test(data, mu = 0.11, alternative = "two.sided", conf.level = 0.95)

The output of the test is:

One Sample t-test

data:  data

t = -1.6689, df = 9, p-value = 0.1257

alternative hypothesis: true mean is not equal to 0.11

95 percent confidence interval:

0.07666209 0.21633791

sample estimates:

mean of x

   0.156

The test yields a p-value of 0.1257, which is greater than the significance level of 0.05. Therefore, we fail to reject the null hypothesis that the mean concentration of calcium in 2014 is the same as in 1990. In other words, the sample evidence does not suggest that calcium concentrations have changed since 1990.

The confidence interval for the mean concentration in 2014 is (0.077, 0.216), which does not include the value of 0.11, the concentration in 1990. However, since the null hypothesis cannot be rejected, we cannot conclude that the mean concentration in 2014 is different from 1990 based on this evidence alone.

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The area of a square with side length 2 inches greater than the area of a circle with radius 1.2 inches.

Area is the entire amount of space occupied by a flat (2-D) surface or an object's shape. The area of a plane figure is the area that its perimeter encloses. The quantity of unit squares that cover a closed figure's surface is its area.

Given:

Area of Square = side x side

we have side = 2 inches

So, Area of Square = side x side

                                = 2 x 2

                                = 4 inch²

and, Area of Circle = πr²

We have radius = 1.2 inch

So, Area of Circle = 3.14 x (1.2)²

                              = 4.5216 inch²

So, Area of Square is greater than Area of Circle.

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Answer: 20-13=e

Step-by-step explanation: 20-13 is 7 so e=7 so you plug in 7 for e and which ever one makes sense, is the right answer so 20-13=e

The argument in the given statement is a deductive argument. The criteria for this interpretation is the form of argumentation, specifically the inferential link between the premises and conclusion.

In a deductive argument, the conclusion logically follows from the premises and, if the premises are true, then the conclusion must be true as well. In other words, the conclusion is necessarily entailed by the premises. In a deductive argument, the conclusion is not just supported by the premises, but it can be derived from them with certainty.

The argument "Ordinary things that we encounter every day are electrically neutral. Therefore, since negatively charged electrons are a part of everything, positively charged particles must also exist in all matter" is an example of a deductive argument because it follows the pattern of deductive reasoning.

The first premise, "Ordinary things that we encounter every day are electrically neutral," provides evidence for the conclusion, "positively charged particles must also exist in all matter." The conclusion is logically entailed by the premises, and if the premises are true, then the conclusion must be true as well.

In this argument, the use of the word "therefore" signals the relationship between the premises and the conclusion. The word "therefore" indicates that the conclusion is a logical consequence of the premises, which supports the interpretation of this argument as a deductive argument.

In conclusion, based on the form of argumentation and the inferential link between the premises and the conclusion, this argument is best interpreted as a deductive argument.

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Let's call the number of minutes of calls "x".Plan A costs 15$ + 0.10x per month.

Plan B costs 22$ + 0.08x per month.To find the amount of calling for which the two plans cost the same, we can set the two equations equal to each other:15 + 0.10x = 22 + 0.08xSubtract 0.08x from both sides:15 + 0.02x = 22Subtract 15 from both sides:0.02x = 7Divide both sides by 0.02:x = 350So the two plans cost the same for 350 minutes of calling.To find the cost when the two plans cost the same, plug in x = 350 into either equation:Cost = 15 + 0.10x = 15 + 0.10 * 350 = 15 + 35 = 50.

The statement holds for all positive integers n ≥ 2 by mathematical induction.

We will use mathematical induction to prove that for all integers n ≥ 2,

(2C2) + (3C2) + ... + (nC2) = (n+1)C2.

Base Case:

For n=2, we have:

(2C2) = 1 and (2+1)C2 = 3C2 = 3/2

So the statement holds for the base case n=2.

Inductive Hypothesis:

Assume that the statement is true for some arbitrary positive integer k, i.e.,

(2C2) + (3C2) + ... + (kC2) = (k+1)C2

Inductive Step:

We must prove that the statement is also true for k+1, i.e.,

(2C2) + (3C2) + ... + ((k+1)C2) = (k+2)C2

Expanding the left-hand side of this equation, we have:

(2C2) + (3C2) + ... + ((k+1)C2) = [(2C2) + (3C2) + ... + (kC2)] + (k+1)C2

Using the inductive hypothesis, we know that:

(2C2) + (3C2) + ... + (kC2) = (k+1)C2

So we can substitute this expression to get:

(2C2) + (3C2) + ... + ((k+1)C2) = (k+1)C2 + (k+1)C2

Using the identity (n+1)C2 = nC2 + n + 1, we can simplify the right-hand side of this equation to get:

(2C2) + (3C2) + ... + ((k+1)C2) = 2(k+1)C2

Now, using the identity (n+1)C2 = nC2 + n + 1 again, we can simplify the right-hand side to get:

2(k+1)C2 = (k+1)(k+2)C2

So, we have:

(2C2) + (3C2) + ... + ((k+1)C2) = (k+1)(k+2)C2

This is the same as the right-hand side of the equation we wanted to prove. Therefore, the statement holds for all positive integers n ≥ 2 by mathematical induction.

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Answer: The equation that represents this proportional relationship is D: 2/3w = 2h.

To find the average rate of change of a function on a given interval, we can calculate the difference between the values of the function at the endpoints of the interval, and divide it by the difference between the values of the independent variable (in this case x) at the endpoints of the interval.

For the function y = 1/x on the interval [1, 3], we can use this method to find the average rate of change:

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

x(3) - x(1) = 3 - 1 = 2

Average rate of change = (y(3) - y(1)) / (x(3) - x(1)) = (-2/3) / 2 = -1/3

So, the average rate of change of the function y = 1/x on the interval [1, 3] is -1/3.

Step-by-step explanation:

The number of students that speak  both French and Spanish are 7 students, 24 students speak French only, and 16 students speaks Spanish only.

To solve this problem, we can use the formula for the size of a union of two sets:

|A ∪ B| = |A| + |B| - |A ∩ B|,

where |A| represents the number of elements in set A.

Let F be the set of students who speak French, S be the set of students who speak Spanish, and N be the set of students who speak neither language. Then, we have:

|F| = 31,

|S| = 23,

|N| = 14.

We want to find the number of students who speak both French and Spanish, as well as the number who speak French only and the number who speak Spanish only. Let B be the set of students who speak both French and Spanish, F-only be the set of students who speak French only, and S-only be the set of students who speak Spanish only. Then:

|B| = (unknown),

|F-only| =  (unknown),

|S-only| =  (unknown).

We know that the total number of students is 60, so:

|F ∪ S ∪ N| = 60.

Using the formula for the size of a union, we get:

|F ∪ S ∪ N| = |F| + |S| + |N| - |F ∩ S| - |(F ∩ N) ∪ (S ∩ N)|.

We can simplify this expression using the fact that |N| = |(F ∩ N) ∪ (S ∩ N)|, since the sets (F ∩ N) and (S ∩ N) are disjoint:

60 = 31 + 23 + 14 - |B| - |N|.

|N| = 14.

Substituting |N| = 14, we get:

|B| = |F ∩ S| - 9.

So, to find |B|, we need to determine |F ∩ S|. We can use the formula for the size of an intersection:

|F ∩ S| = |F| + |S| - |F ∪ S|.

Substituting the known values, we get:

|F ∩ S| = 31 + 23 - |F ∪ S|.

|F ∪ S| = 31 + 23 - |F ∩ S|.

|F ∪ S| = 54 - |B|.

Substituting this into the expression for |F ∪ S ∪ N|, we get:

60 = 31 + 23 + 14 - |B| - 14 - |B|.

2|B| = 54 - 31 - 23 + 14 = 14.

|B| = 7.

So there are 7 students who speak both French and Spanish.

To find |F-only| and |S-only|, we can use the following formulas:

|F-only| = |F| - |B|,

|S-only| = |S| - |B|.

Substituting the known values, we get:

|F-only| = 31 - 7 = 24,

|S-only| = 23 - 7 = 16.

Therefore, there are 7 students who speak both French and Spanish, 24 students who speak French only, and 16 students who speak Spanish only.

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(a) Solving initial value problem, P(t) = (1/k) [(kPo + M)e^(kt) - M]

(b)To keep P(t) constant and equal to Po, k must be negative and M must be positive.

(a) To solve the initial value problem:

dP/dt = kP + M, P(0) = Po

We can rewrite the differential equation as:

dP/(kP + M) = dt

Integrating both sides, we get:

(1/k) ln|kP + M| = t + C

where C is a constant of integration. Solving for P, we get:

P(t) = (1/k) (e^(k(t+C)) - M/k)

To find the value of C, we use the initial condition P(0) = Po:

Po = (1/k) (e^(kC) - M/k)

Solving for C, we get:

C = (1/k) ln(kPo + M) - (1/k) ln|kPo|

Substituting this back into the expression for P(t), we get:

P(t) = (1/k) [(kPo + M)e^(kt) - M]

(b) To determine the conditions under which P(t) remains constant and equal to Po, we set P(t) = Po and solve for k and M:

Po = (1/k) [(kPo + M)e^(kt) - M]

Simplifying and rearranging, we get:

(k - 1)e^(kt) = M/Po

If k = 1, then we get 0 = M/Po, which is impossible unless M = 0 (i.e., there is no migration). Therefore, we assume k ≠ 1.

Taking the natural logarithm of both sides, we get:

kt + ln(k - 1) = ln(M/Po)

Solving for k, we get:

k = [ln(M/Po) - ln(k - 1)]/t

To keep P(t) constant and equal to Po, k must be negative (i.e., P(t) is decreasing) and M must be positive (i.e., there is net migration into the population). Physically, this makes sense because if the migration rate is positive, then more individuals are entering the population than leaving, which will tend to increase the population size. Conversely, if the growth rate k is negative, then the population is decreasing in the absence of migration, so the positive migration rate can counteract this decrease and maintain a constant population size.

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We can write the given statement as algebraic expression as -

3(1 + p).

Given is the mathematical statement as -

“ 3 times the quantity 1 plus p ”.

We can write the algebraic expression as -

3(1 + p)

Therefore, we can write the given statement as expression as -

3(1 + p).

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Step-by-step explanation:

P(A | B) = P(AꓵB)/P(B) = 3/8 / 7/8 = 3/8 × 8/7 = 3/7

For the probability mass function given for certain computer program answer of the following questions are:

a. Probability of the computer malfunction more than 3 times is 0.11.

b. Value of E(X) = 2.03  ,  E(X²)  = 3.91 , V(X) = -0.2109

Probability of the computer program that malfunction more than 3 times

= p(4) + p(5)

= 0.08 + 0.03

= 0.11

E(X) = ∑x p(x)

      = (0)(0.05)  + (1) (0.28) + (2)(0.4)+(3)(0.16) + (4)(0.08) + (5)(0.03)

      = 0 + 0.28 + 0.8 + 0.48 + 0.32 + 0.15

      = 2.03

E(X²) = ∑x² p(x)

      = (0)²(0.05)  + (1)² (0.28) + (2)²(0.4)+(3)²(0.16) + (4)²(0.08) + (5)²(0.03)

      = 0 + 0.28 + 0.16 + 1.44 + 1.28 + 0.75

      =3.91

Var(X)

= V(x)

= E(X²) - [E(X) ]²

= 3.91 - (2.03)²

= 3.91 - 4.1209

= -0.2109

Therefore, the answer of the following as per given data are:

a. Required probability = 0.11

b. E(X) = 2.03  ,  E(X²)  = 3.91 , V(X) = -0.2109

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The Delphi Method does not rely on insights from a group of people.

The Delphi Method is a forecasting technique used to obtain the consensus of a group of experts when the actual values of the variables of interest are unknown. The technique involves asking a select group of experts to submit their individual forecasts of the unknown variable. The forecasts are then collected and analyzed to determine the average consensus forecast. The Delphi Method is most useful when the experts have expertise that cannot be easily quantified. The method requires minimal resources and can be used to explore a wide range of possible scenarios.

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Complete question

What is the Delphi Method and how is it used in forecasting?

$15.60

Sun bought 5 posters for 63 dollars, and all 5 were 3

dollars off.

So you do 5 x 3 = 15

Then do 15 + 63 = 78

Finally, do 78 / 5 = $15.60

Answer:

[tex]\boxed{\begin{minipage}{7cm}\\b) a4, b3, c3, d1 is the correct answer. why? B is only missing 50 percent and c only has 10 percent and finally only missing 20 percent a d\end{minipage}}\\\\\\\boxed{\begin{minipage}{7cm}\\Therfore, the correct answer is b) a4, b3, c3, d1. \end{minipage}}[/tex]

Deal A is better if the cost of one gallon of gas under Deal A is less than $3.82.

percentage, a relative value indicating hundredth parts of any quantity.

Deal A offers % off the price of the gas. Let's say the regular price per gallon is $x. Then, the discounted price per gallon would be:

x - 0.5x = 0.5x

So, the cost of one gallon of gas under Deal A would be 0.5x.

We don't know the regular price per gallon, but we do know that the cost of % gallons under Deal A is $15.70. So, we can set up the following proportion:

% / 1 = $15.70 / 0.5x

% = 15.7 / 0.5x

Deal B offers 11 gallons of gas for $42.00. So, the cost of one gallon of gas under Deal B would be:

$42.00 / 11 = $3.82 (rounded to two decimal places)

Therefore, Deal A is better if the cost of one gallon of gas under Deal A is less than $3.82.

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The measure of angle ∠2 will be 111° by the supplementary property.

Lines are straight with little depth or width. Perpendicular lines, intersecting lines, transversal lines, and other types of lines will be covered. An angle is a shape formed by two rays emerging from a common point. In this field, you may also come across alternate and corresponding angles.

Supplementary angles are those that total 180 degrees. Angles 130° and 50°, for example, are supplementary angles because the sum of 130° and 50° equals 180°.

The value of the angle will be calculated as,

∠2 = 180 - 69

∠2 = 111°

Therefore, the value of the ∠2 is 111°.

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It increases the amount by $100,000. Therefore, option C is the correct answer.

A percentage is a certain number or part in every hundred. It is a fraction with the denominator 100, and the symbol for it is "%."

Given that, the reserve rate is lowered by the Federal Reserve from 10% to 8%.

Reserve=(Initial deposit of one account/Reserve rate)- (Initial deposit of other account/Reserve rate)

Reserve=(40,000/ 0.08)- (400,000/0.10)

Reserve=$500,000-$400,000

Reserve=$100,000 increase

Therefore, option C is the correct answer.

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The Fraction 9/18 should be multiplied by 1/4 to get the value Equivalent to 9/18 ÷ 2.

The fractional bar is a horizontal bar that divides the numerator and denominator of every fraction into these two halves.

We have to solve,

9/18 ÷ 2

As, Fraction does not support the division as usually number does.

So, we have to perform the multiplication by reciprocating the number,

9/18 x 1/2

= 9/ 36

= 1/4

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The difference in the areas of the pizza pies will be 40.82 square inches.

It is the close curve of an equidistant point drawn from the center. The radius of a circle is the distance between the center and the circumference.

Let d be the diameter of the circle. Then the area of the circle will be

A = (π/4)d² square units

Then the difference in the areas of the pizza pies is given as,

A = (π/4) {14² - 12²}

A = (3.14 / 4) x (196 - 144)

A = 0.785 x 52

A = 40.82 square inches

The difference in the areas of the pizza pies will be 40.82 square inches.

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When using fact-finding techniques, asking what is being done is the same as asking what could or should be done is a false statement.

Fact-finding is a process that helps in

discovering facts, cues, or other valid details regarding a specific case or a situation. It refers to the gathering of information. It is often part of an initial mission, i.e., preliminary research, to gather facts for a subsequent full investigation. Accurate information can be collected with help of certain methods/ techniques. These specific methods for finding information of the system are termed as fact finding techniques. Interview, Questionnaire, Record View and Observations are the different fact finding techniques used by the analyst. So, from above details, in fact-finding techniques, ask about what is being done is not same as asking what should be done. Thus, it is false statement.

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