a) use these data to estimate the mean wrist extension for people using this new mouse design using a 90% confidence interval. (round your answers to three decimal places.) , (b) what assumptions are required in order for it to be appropriate to generalize your estimate to the population of students at this university? yes, the assumption would have to be made that the 24 students in the study formed a random sample of people in the country. no, we can generalize the estimate to the population of students at this university. yes, the assumption that the 24 students in the study formed a random sample of students at all universities. yes, the assumption would have to be made that the 24 students in the study formed a random sample of students at this university. no, we cannot generalize the estimate to any population as we have less than 30 students. to the population of all university students? no, we cannot generalize the estimate to any population as we have less than 30 students. yes, the assumption would have to be made that the 24 students in the study formed a random sample of people in the country. yes, the assumption would have to be made that the 24 students in the study formed a random sample of students from this university. no, we can generalize the estimate to the population of all university students. yes, the assumption that the 24 students in the study formed a random sample of students at all universities. (c) based on your interval from part (a), do you think there is reason to believe that the mean wrist extension for people using the new mouse design is greater than 20 degrees? explain why or why not. no, the entire confidence interval is below 20, so the results of the study would be very likely if the population mean wrist extension were greater than 20. no, the confidence interval contains 20, so the results of the study would be very likely if the population mean wrist extension were greater than 20. yes, the confidence interval contains 20, so the results of the study would be very unlikely if the population mean wrist extension were as low as 20. yes, the entire confidence interval is above 20, so the results of the study would be very unlikely if the population mean wrist extension were as low as 20.

the rule for g that represents a vertical stretch by a factor of 6, followed by a translation 5 units down of the graph of f(x) = log₀(x) is g(x) = 6log₀(x) - 5.

The given function is f(x) = log₀(x)

To stretch the graph of f(x) vertically by a factor of 6, we multiply f(x) by 6, which gives:

g(x) = 6log₀(x)

To translate the graph of g(x) down 5 units, we subtract 5 from g(x), which gives:

g(x) = 6log₀(x) - 5

the concept of factors can also be applied to functions. Given a function f(x), a factor of f(x) is another function g(x) such that f(x) can be written as the product of g(x) and another function h(x).a factor is a number or algebraic expression that divides another number or algebraic expression evenly, leaving no remainder. For example, the factors of 12 are 1, 2, 3, 4, 6, and 12 because each of these numbers can divide 12 without leaving a remainder.

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Answer:

Step-by-step explanation:

asdf

Cold weather can affect battery performance, Make sure the battery is in good condition and fully charged.

The issue with your 1997 f150 4.6 starting great when left inside overnight but needing to crank and crank if left outside overnight could be due to a few factors.

To troubleshoot this problem, follow these steps:

. Check the battery: Cold weather can affect battery performance. Make sure the battery is in good condition and fully charged.


. Test the starter motor: The starter motor might struggle to turn the engine over when it's cold outside. Check the starter motor's connections and operation, and replace it if necessary.

. Assess the engine coolant temperature sensor (ECT sensor): If the ECT sensor is not functioning properly. Test the ECT sensor and replace it if it's faulty.

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Answer:

Step-by-step explanation:

You want the remainder of a number when divided by 3 if (1) the sum of digits is 5, and (2) the remainder from division by 9 is 5.

The sum of digits of a 2-digit number will be 5 if that number is one of ...

  {14, 23, 32, 41, 50}

In every case, the remainder when divided by 3 is 2. Effectively, it is the remainder of 5 when that is divided by 2.

In addition to the numbers listed above, 2-digit numbers with a sum of digits of 14 will also have a remainder of 5 when divided by 9. This adds five more numbers to the list:

  {59, 68, 77, 86, 95} . . . . have remainders of 5 when divided by 9

The remainders when divided by 3 are all 2 for these numbers as well.

__

Additional comment

The process of (recursively) summing the digits of a positive integer is called "casting out 9s". It effectively finds the modulo 9 value of the number, with the exception that a sum of 9 corresponds to a modulo 9 value of 0.

Since 9 is divisible by 3, the modulo 3 value of a number will be the modulo 3 value of the modulo 9 value. In other words, if the sum of digits is 5, or the remainder from division by 9 is 5, then the mod 3 value is 5 mod 3 = 2.

The theoretical probability of stopping on the color blue when spinning a spinner with the colors red, yellow, blue, and green is 25% or 1/4.

A spinner is a tool that spins around an arrow or a pointer that points towards the numbers, colors, or pictures around its edge. The probability of a certain event is the likelihood of that event occurring. In this case, we need to find the theoretical probability of stopping on the color blue.

We have four colors on the spinner, so the probability of stopping on blue can be found using the formula of theoretical probability.

The formula for theoretical probability is:

number of favorable outcomes / total number of outcomes.

Since we have four colors on the spinner, the total number of outcomes is 4. The favorable outcomes are the number of times the spinner will land on blue, which is 1.

So the probability of stopping on the color blue can be calculated as follows:

1 (favorable outcome) / 4 (total number of outcomes) = 1/4

So, the theoretical probability of stopping on the color blue is 1/4. This is because there is an equal chance of landing on any of the four colors, and since there are four colors, each has a 25% chance of being selected.

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Answer:

Step-by-step explanation:

To find the difference between the temperatures, we need to subtract the night temperature from the day temperature.

Difference = Day temperature - Night temperature

Difference = 36.6°F - (-18.6°F) (Note: Subtracting a negative number is the same as adding the positive number)

Difference = 36.6°F + 18.6°F

Difference = 55.2°F

Therefore, the difference in temperature between day and night in the town is 55.2°F.

The weighted average of the numbers −4 and 5, with weight three-fifths on the first number and two-fifths on the second number is option (b) -0.4

The weighted average of two numbers is calculated by multiplying each number by its corresponding weight, adding the results, and then dividing by the total weight.

In this case, the first number is -4 and its weight is 3/5, while the second number is 5 and its weight is 2/5. Therefore, the weighted average can be calculated as follows:

weighted average = (-4)(3/5) + (5)(2/5)

= -12/5 + 10/5

Add the numbers

= -2/5

= -0.4

Therefore, the correct option is (b) - 0.4

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Answer

bring down 6

why?

bring down 6 to show there are 2 tens and 6 ones that still need to be divided

There is no angle (0) in degrees that answers the preceding equation since cos(0) = 3/2 is illogical.

To determine the angles of a right triangle, trigonometric ratios are ratios of the side lengths of the triangle. Sine (sin), cosine (cos), and tangent (tan) are the three fundamental trigonometric ratios, and their definitions are as follows:

Sine: The length of the angle's opposite side divided by the length of the hypotenuse is known as the sine of the angle.

Cosine: The length of the neighbouring side divided by the length of the hypotenuse is the angle's cosine value.

Angle's tangent is determined by dividing the length of the adjacent side by the length of the opposite side.

These ratios can be used to discover missing side lengths in right triangles and other situations with right triangles.

given

The number one is the value of cos(0).

There is no angle (0) in degrees that answers the preceding equation since cos(0) = 3/2 is illogical.

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Answer:

We can convert the dimensions of the cubic block from meters to decimeters, since there are 10 decimeters in a meter.

0.255 meters = 2.55 decimeters

The volume of a cube is given by the formula:

Volume = (side length)^3

Plugging in the given value of 2.55 decimeters, we get:

Volume = (2.55 dm)^3

Volume = 16.419375 dm^3

Therefore, the volume of the cubic block in cubic decimeters is approximately 16.42 dm^3.

The volume of this block in cubic decimeters is 0.255 meters on a side is 0.000251485 dm³

The volume of the cubic block of concrete can be found by calculating the volume of a cube. The formula for the volume of a cube is V = s^3, where s is the length of the side of the cube.

The side of the cube is 0.255 meters, so the volume is calculated by cubing 0.255.

The volume of the block is 0.0251485m^3.

1m^3 = 1000dm^3.
So, the volume of the block in cubic decimeters is 0.000251485dm^3.

To summarize, the volume of a cubic block of concrete that is 0.255 meters on a side is 0.000251485 dm³.

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So, the explicit formula for this problem would be: V(t) = $3200 × (1 + 0.09)[tex]^{t}[/tex].

In mathematics, an expression is a combination of numbers, symbols, and operators (such as +, -, x, ÷, etc.) that represents a mathematical quantity or relationship. Expressions can be as simple as a single number or variable, or they can be complex and involve multiple terms and operations. Examples of expressions include 2x + 5, 3y - 7, and (a + b)(c - d).

Here,

Explicit Formula:

The explicit formula for calculating the value of the necklace after t years, with an annual growth rate of r, can be given as:

V(t) = V(0) × (1 + r)ⁿ

Here, V(0) is the initial value of the necklace, which is $3200 in this case, and t is the number of years. The growth rate is 9%, which can be expressed as 0.09.

So, the explicit formula for this problem would be:

V(t) = $3200 × (1 + 0.09)ⁿ

Recursive Formula:

The recursive formula for calculating the value of the necklace after t years, with an annual growth rate of r, can be given as:

V(t) = V(t-1) × (1 + r)

Here, V(t-1) is the value of the necklace in the previous year, and t is the number of years. The initial value V(0) is $3200, so we can use this value to calculate the value of the necklace in the subsequent years.

So, the recursive formula for this problem would be:

V(0) = $3200

V(t) = V(t-1) × (1 + 0.09)

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a. The probability that all four units are good is 0.2067 (approx),

b. The probability that exactly two units are good is 0.0226 (approx).

Given a shipment of 13 microwave ovens contains four defective units and a vending company purchases four units at random, we need to calculate the probability of the following events:

(a) all four units are good.

(b) exactly two units are good.

(a) What is the probability that all four units are good?

To solve this, we need to use the formula for the probability of an intersection of independent events.

Since the probability of getting a good unit is 9/13, then the probability of getting 4 good units in a row is calculated as follows:

P(All 4 units are good) = P(Good unit) × P(Good unit) × P(Good unit) × P(Good unit) = 9/13 × 9/13 × 9/13 × 9/13 = 47829609/232044048 = 0.2067 (approx)

(b) What is the probability that exactly two units are good?

Here, we need to use the binomial probability formula since the number of good units follows a binomial distribution. We need to find the probability of getting exactly 2 good units, given that we are purchasing 4 units.

P(exactly 2 units are good) = C(4,2) × P(Good unit)² × P(Defective unit)²

= 6 × (9/13)² × (4/13)²

= 52488/2320440

= 0.0226 (approx)

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Answer:

Step-by-step explanation:

Therefore, the area of the figure is 48 square units.

Perimeter is the total distance around the boundary of a two-dimensional shape. It is calculated by adding up the lengths of all the sides of the shape. The perimeter is usually measured in units such as inches, centimeters, or meters, depending on the size of the shape.

To find the perimeter of the figure, we add up the lengths of all the sides:

Given by the question.

Perimeter = 6 + 8 + 10 + 5 = 29

Therefore, the perimeter of the figure is 29 units.

To find the area of the figure, we need to use the formula for the area of a trapezoid, which is:

Area = (1/2) x (sum of parallel sides) x (distance between them)

The distance between the parallel sides is the height of the trapezoid. To find the height, we need to use the Pythagorean theorem, since the trapezoid is a right trapezoid.

[tex]a^{2}[/tex] + [tex]b^{2}[/tex]= [tex]c^{2}[/tex]

where a and b are the lengths of the legs of the right triangle, and c is the length of the hypotenuse.

In this case, a = 6, b = 8, and c = 10. So, we have:

[tex]6^{2}[/tex] + [tex]8^{2}[/tex] = [tex]10^{2}[/tex]

36 + 64 = 100

100 = [tex]10^{2}[/tex]

Therefore, the height of the trapezoid is:

h = [tex]\sqrt{c^{2}-b^{2} }[/tex] = [tex]\sqrt{10^{2}-8^{2} }[/tex]= √36 = 6

Now we can plug in the values for the sum of the parallel sides and the height to get the area:

Area = (1/2) x (6 + 10) x 6 = 48

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As a result, the vertices' values when mirrored along the x-axis are W' (-5,-0), X' (0,-2), and Y'. (-1,3).

In this case, coordinates refer to the edges of a grid structure. Latitude and longitude are often combined to form GPS measurements. Lines of latitude measure how far north and south are from the center of the earth, which is located at 0 degrees north and south.

When a point is reflected across the x-axis, the y-coordinate changes sign while the x-coordinate remains the same.

For point W (-5,0), reflecting across the x-axis results in the point W' (-5,-0).

For point X (0,2), reflecting across the x-axis results in the point X' (0,-2).

For point Y (-1,-3), reflecting across the x-axis results in the point Y' (-1,3).

Therefore, the coordinates of the vertices when reflected across the x-axis are:

W' (-5,-0), X' (0,-2), Y' (-1,3).

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Therefore , the solution of the given problem of equation comes out to be it can also be expressed as c = 1/4b, indicating that 1/4 cup of flour is used to make each order of brownies.

Variable words are commonly used in complex algorithms to show uniformity between two incompatible claims. Academic expressions called equations are used to show the equality of various academic numbers. Instead of an unique formula that splits 12 into two parts and can be used to analyze data received from y + 7, normalization in this case yields b + 7.

Here,

B. The connection between the independent factor (cups of flour) and the one that is dependent is modeled by the equation

=> b = 4c. (batches of brownies).

According to this calculation, 4 cups of flour are required to make one batch of brownies.

The equation can also be expressed as

=>  c = 1/4b, indicating that 1/4 cup of flour is used to make each order of brownies.

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Therefore, the number of ways to choose a committee of size 10 with at least 2 men is: 961379655

We are to find the number of ways to choose a committee of size 10 with at least 2 men if there are 30 women in the club and 20 men in the club using set difference. We can use the following formulas: (1) A set difference B = {elements of A that are not in B} (2) The number of ways to choose k elements from n elements is represented by nCk.

(3) The complement of an event E is the set of all outcomes in the sample space that are not included in the outcome of E.(4) If E is an event, then P(E) represents the probability of E happening.(5) P(E') + P(E) = 1 (where E' is the complement of E).

To choose a committee of size 10 with at least 2 men, we can first find the total number of committees possible (which includes committees with 0, 1 or 2 men) and then subtract the committees that do not have at least 2 men. So, the total number of ways to choose a committee of size 10 is 50C10. Using the formula nCk = n!/k!(n-k)!, we can write it as follows: 50C10 = 50! / 10!40! = 10272278170.

The number of ways to choose a committee of size 10 with no men is 30C10.Using the formula nCk = n!/k!(n-k)!, we can write it as follows:30C10 = 30! / 10!20! = 30045015. The number of ways to choose a committee of size 10 with exactly 1 man is (20C1) * (30C9).Using the formula nCk = n!/k!(n-k)!, we can write it as follows:(20C1) * (30C9) = 20! / 1!19! * 30! / 9!21! = 47152200.

The number of ways to choose a committee of size 10 with exactly 2 men is (20C2) * (30C8). Using the formula nCk = n!/k!(n-k)!, we can write it as follows:(20C2) * (30C8) = 20! / 2!18! * 30! / 8!22! = 47502000. Therefore, the number of ways to choose a committee of size 10 with at least 2 men is:50C10 - 30C10 - (20C1) * (30C9) - (20C2) * (30C8)10272278170 - 30045015 - 47152200 - 47502000 = 961379655  Ways.

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a. The scale factor of the dilation is 2, since the length of each side of the dilated quadrilateral is twice the length of the original quadrilateral.

A quadrilateral is a polygon with four sides and four angles. It is a two-dimensional shape with an equal number of sides and angles, as well as four vertices and four interior angles. The most common examples of quadrilaterals include rectangles, squares, parallelograms, trapezoids, and rhombuses. All quadrilaterals have two pairs of parallel sides, and all four sides must be connected. Quadrilaterals can be classified based on their side lengths and the size of their angles.

b. The ratio of the length of AB to the length of A'B' is 2:1, since the length of AB is twice the length of A'B'.
c. The measures of angle A and angle A' are equal, since the dilation is centered on the origin and therefore the angles of the dilated quadrilateral are the same as the angles of the original quadrilateral.

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According to the scree plot, if we want to preserve 80% of the variance, the smallest projection dimension d would be 5.

The scree plot is a diagnostic tool in factor analysis that aids in determining the number of significant factors to retain. It plots eigenvalues against factor number, with the first factor representing the highest variance in the data set.

The scree plot represents the eigenvalues of the factors. The total variance in the original dataset can be expressed as the sum of the eigenvalues of the factors. If we choose to retain fewer factors, the overall variance preserved will be less, resulting in less precise results.

If we want to keep the most variance possible while maintaining a reasonable level of abstraction, we can look at the scree plot's “elbow.” This represents a point on the scree plot where the eigenvalues decrease dramatically.

Therefore, We should retain all of the factors to the left of the elbow, as they represent the most significant eigenvalues that account for the most variance in the data. If we want to preserve 80% of the variance, the smallest projection dimension d would be 5.

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When a circle is inscribed in a semicircle, the diameter of the circle is equal to the radius of the semicircle. So, the diameter of the circle in this case is equal to 4.

Let O be the center of the circle and A, B, C be three points of intersection between the circle and the semicircle.   Area of the shaded region = (Area of the semicircle) - (Area of the circle) - (Area of ΔABC)Area of the semicircle with radius 2 = (1/2)π(2)² = 2πArea of the circle with diameter 4 = π(2²) = 4π Side of triangle ΔABC = 2, Radius of the circle = 2. The height of the triangle is equal to the radius of the circle, i.e., 2. Therefore, ΔABC is an equilateral triangle with a side of length 2. Area of an equilateral triangle with side s = (s²√3)/4. Area of the equilateral triangle ΔABC = (2²√3)/4 = √3The area of the shaded region = 2π - 4π - √3 = 2π - 4π/3 = 2π/3. Fraction of the semicircle's area that is shaded = Shaded area / Total area of the semicircle= (2π/3)/ (2π)= 1/3Therefore, the fraction of the semicircle's area that is shaded is 1/3. Answer: (D) 2/3.

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According to the given information, the two equations that are true for  x=-2  and  x=2  are  4x²-16=0  and  2(x-2)²=0.

What is an equation?

An equation is a mathematical statement that shows that two expressions are equal. It consists of two sides separated by an equals sign (=). The expressions on both sides of the equation can contain numbers, variables, and mathematical operations such as addition, subtraction, multiplication, and division.

The values of  x=-2  and  x=2  satisfy the equation  4x²=16, so  4x²-16=0  is true for both  x=-2  and  x=2.

The equation  x²=-4  has no real solutions, so it is not true for either  x=-2  or  x=2.

The equation  3x²+12=0  is not true for either  x=-2  or  x=2 , because  3x²+12  is always positive for any real value of  x .

The equation  2(x-2)²=0  is only true for  x=2 , because plugging in  x=-2  gives  2(-4)² =32 ≠0.

Therefore, the two equations that are true for  x=-2  and  x=2  are  4x²-16=0  and  2(x-2)²=0 .

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The statement "Hazardous chemicals are only found in industrial settings, so school employees do have responsibilities regarding them" is False.

What are hazardous chemicals?

Hazardous chemicals are substances that can cause harm to living beings when exposed to them. They are also known as hazardous substances, and they are found in various forms such as solids, liquids, gases, and dust. Hazardous chemicals pose a significant danger to human health and the environment, and they are found in both industrial and non-industrial settings.

What is the role of school employees regarding hazardous chemicals?

School employees have a responsibility to ensure that students and staff are safe from hazardous chemicals.

School laboratories and art rooms are examples of locations where hazardous chemicals may be found.

School employees must ensure that hazardous chemicals are properly labeled and stored, and they must provide safety training and equipment to students and staff who work with hazardous chemicals.

Therefore, it is not true that school employees do not have any responsibilities regarding hazardous chemicals, even though they are not found exclusively in industrial settings.

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Option D : Matching a 3D shape to its net requires visual spatial reasoning and knowledge of geometry.

A net is a two-dimensional pattern that can be folded to form a three-dimensional shape. It shows how the faces of a 3D shape are connected and arranged in a flat layout. The process of making a net involves taking apart a 3D object and flattening it out without stretching or bending any of the faces.

A net must accurately represent the dimensions and features of the 3D shape it represents, such as the shape and size of each face, the number of edges and vertices, and the angles between the faces.

Some common 3D shapes that can be represented by nets include cubes, pyramids, prisms, cylinders, and cones. Nets can be created using various methods, such as drawing them by hand, using computer software, or printing them from online sources. When constructing a 3D object from a net, it is important to fold and join the edges carefully to ensure that the final shape is accurate and stable.

Therefore, the correct net that matches the 3D shape is option D.

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Answer:

x^2 - 4x + 6 = 0

Step-by-step explanation:

x^2 + 2 - 4x = -4

x^2 - 4x + 2 + 4 = 0

x^2 - 4x + 6 = 0

The answer of the given question based on the pyramid is , option (b) No, the rotation of the pyramid is forming circular bases in parallel planes.

A frustum is a three-dimensional geometric shape that is formed by slicing a cone (or pyramid) with a plane parallel to its base and removing the smaller, similar shape from the top. In other words, a frustum is the portion of a cone (or pyramid) that remains after its top part has been cut off by a plane parallel to its base.

The correct answer is (b) No, the rotation of the pyramid is forming circular bases in parallel planes.

When a pyramid is rotated around its center of rotation, it forms a three-dimensional solid with circular bases in parallel planes. This solid is known as a frustum or truncated pyramid. However, the frustum is not a spherical figure, as it does not have a round or curved surface like a sphere. Instead, it has flat, congruent faces in the shape of rectangles and trapezoids.

Option (c) is also incorrect as it describes a regular pyramid, which has congruent rectangular faces but does not involve rotation. Option (d) describes a sphere, which is not related to the rotation of a pyramid.

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Answer: Option (b) No, the rotation of the pyramid is producing circular bases on parallel planes. The offered question is based on a pyramid.

A pyramid is a 3D polyhedron having at least three triangle-shaped sides connecting above it and a foundation formed of polygons. Each of the three sides are often referred to as faces, and the point above the base has been referred to as the apex. A pyramid is created by connecting the base and apex. The triangular sides are often known as lateral faces to separate them from the base. The triangular face of a pyramid is formed by the connection of each base edge to the the top.

The correct response is (b) No, the pyramid's rotation is creating parallel circular bases.

A pyramid produces a three-dimensional solid with circular bases on parallel planes when it is rotated about its centre of rotation. The term "frustum" or "truncated pyramid" refers to this solid. The frustum does not, however, have a round or curved surface like a sphere, hence it is not a spherical figure. It has flat, symmetrical faces in the form of rectangles and trapezoids instead.

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Answer:

432

Step-by-step explanation:

go 16x27 and that is your answer

Answer:

The area of the figureo will be 432

BECAUSE :-

You have to multiply 16 × 27 = 432

Hope Its Help You !!

The standard error for the sample proportion of 150 teachers in an inner-city school district is found to be 0.037.

The formula for the calculation of the standard error of a sample proportion is below,

SE = √((p × (1 - p)) / n)

Here,

SE is the standard error of the sample proportion

p is the sample proportion (in decimal form)

n is the sample size

In the mentioned case, the sample proportion is 0.72 (since 72% of 150 is 108), and the sample size is 150. Substituting these values into the formula, we will be getting,

SE = √((0.72 × (1 - 0.72)) / 150)

SE = √((0.2052) / 150)

SE = √(0.001367)

SE = 0.037

Therefore, the standard error of the sample proportion is 0.037.

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Brenna is buying 15 tomato plants for her garden, because she uses a lot of cherry tomatoes when she cooks. The inequality models the this story is equals to c< 7. So, correct option is option (b). The graph for inequlity to model the story is present in above figure.

Inequality refers a relationship between two values that are not equal, i.e., a<b. We have, brenna bought 15 tomato plants for her garden. At a time of cooking , she used a lot of cherry tomatoes. So, she wants a variety of tomato plants. She has decided to buy fewer than 7 cherry tomato plants for garden. Let c be the number of cherry tomato plants bought by brenna. Now, as we know cherry tomato plants come into the tomato plants, so c< 15 . Also, she plans to buy cherry plants less than 7, so c < 7. That is we have to choices for inequlity, c < 15 or c< 7. But we know if a number is less than 7 then trivially, it is less than 15 ( 7< 15), so we use the c< 7, Inequality to model the story. The graph of this inequlity that models the story is present above in figure. Hence, required inequalty is c< 7.

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Complete question:

Brenna is buying 15 tomato plants for her garden. she uses a lot of cherry tomatoes when she cooks, but she wants a variety of tomato plants. brenna plans to buy fewer than 7 cherry tomato plants. let c represent the number of cherry tomato plants brenna might buy. which inequality models the story?

a) c> 7

b) c< 7

c) c>15

d) c<15

See the above Graph and find out the inequality that models the story. To draw a ray, plot an endpoint and select an arrow. Select an endpoint to change it from closed to open. Select the middle of the ray to delete it.

We must prioritize biblical teachings and values over the cultural trends of the day. We should be salt and light to the world and live our lives in a way that honours God.

As Christians, it is our responsibility to be salt and light to the world. The dominant culture may be a reflection of the majority of the population's thoughts, but it may not necessarily align with the Bible's teachings. We should not be swayed by the current trends and instead prioritize God's standards.

The counterculture of the 1960s, according to some, promoted ideas that are contrary to Christian teachings. Many people who were part of this movement advocated for sexual freedom, drug use, and rebellion against authority. Christians should not have supported these behaviours or beliefs since they are inconsistent with biblical principles.

Likewise, in today's world, there are areas in which Christians must not conform to the dominant culture. One of the primary areas where Christians may be tempted to conform is in terms of sexual morality. Many people believe that premarital sex and homosexuality are acceptable practices, but these beliefs are not supported by the Bible.

As a result, Christians should not follow these cultural trends, but rather stick to biblical teachings and live their lives according to God's standards.Another example is in regards to materialism. The desire to accumulate wealth and material possessions is prevalent in modern culture.

Still, Christians must resist the temptation to make money and possessions their god, as this is against the Bible's teachings. Instead, we should focus on using our resources to glorify God and help others.In conclusion, Christians must be cautious about conforming to the dominant culture.

To learn more : cultural

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