A clinical trial is conducted to compare an experimental medication to placebo to reduce the symptoms of asthma. Two hundred participants are enrolled in the study and randomized to receive either the experimental medication or placebo. The primary outcome is self-reported reduction of symptoms. Among 100 participants who received the experimental medication, 38 reported a reduction of symptoms as compared to 21 participants of 100 assigned to placebo. We need to generate a 95% confidence interval for our comparison of proportions of participants reporting a reduction of symptoms between the experimental and placebo groups. What is the point estimate and 95% confidence interval for the RELATIVE RISK of participants reporting a reduction of symptoms in the experimental condition as compared to the and placebo condition. RR = 1.8 95% CI (0.14 1.05) RR-23 95% CI(0.38,1.29) O RR = 1.8 95% CI (1.15,2.85) RR-0.60 95% CI (1.04, 1.68)

Answer:

6.47 lbs.

Step-by-step explanation:

Honestly I can't tell if there is something missing from this problem (like a variable, or some kind of rate as in the truck loses 1.9 lbs of sand per mile or whatever) or if it's just straight subtraction.

8.37-1.9 = 6.47 lbs.

The surface area of the lamp, given the various dimensions, can be found to be 3, 140 cm ² .

Find surface area of cylinder :

= 2 x π x r x h

= 2 x π x 20 x 10

= 1, 257.14 cm ²

Then , the lateral surface of the cone :

= π x r x length

= π x 20 x 30

= 1, 885 . 71 cm ²

The total surface area is :

= 1, 257.14 + 1, 885. 71

= 3, 142 . 85 cm ²

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The domain of the vector-valued function is:

[-4, 4]

The domain of the vector-valued function r(t), we need to determine the values of t that make the function well-defined.

The first component of the vector function is given by:

√(16 – t²i)

The square root is only defined for non-negative values.

Thus, we must have:

16 – t²i ≥ 0

Solving for t, we get:

-4 ≤ t ≤ 4

Next, there are no restrictions on the second component of the vector function, so it is defined for all values of t.

Finally, the third component of the vector function is defined for all values of t.

We must identify the values of t that give the vector-valued function r(t) a well-defined domain.

Keep in mind that the vector function's initial component is supplied by: (16 - t2i).

Only positive numbers can be used to define the square root.

Therefore, we require:

16 – t²i ≥ 0

When we solve for t, we obtain: -4 t 4.

The second component of the vector function is unrestricted and is defined for all values of t.

The vector function's third component is thus specified for all values of t.

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For a vector-valued function r(t) to have a domain, all its component functions must be defined.

In this case, the first component function is √(16 – t^2), which is defined only for values of t such that 16 - t^2 is nonnegative, since the square root of a negative number is undefined in the real numbers. Therefore, we must have:

16 - t^2 ≥ 0

Solving for t, we get:

-4 ≤ t ≤ 4

This gives the domain of the first component function as the closed interval [-4, 4].

The second and third component functions, t^2 and -6t, are defined for all real numbers.

Therefore, the domain of the vector-valued function r(t) is the same as the domain of its first component function, which is:

[-4, 4]

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The equivalent expression to the sine of 2A is the third option:

2160/2601

Here we start by knowing the equation:

Cos(A)=  45/53

And that angle A is on quadrant 1.

If we use the inverse cosine function, then we will get:

A = Acos(45/51)

A = 28.07°

Now we want to evaluate the sine function in 2A, then we will get:

Sin(2A) = Sin(2*28.07°) = 0.83

From the given options, the one that is equivalent to this is the third option:

2160/2601

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Answer: 20/60 which simplifies to 1/3

Step-by-step explanation:

Answer: ?=20

Step-by-step explanation:

The initial values and rates of change can be matched with the lines of best fit as follows:

Initial value: 15

Rate of change: 5

Initial value: 20

Rate of change: -4

Initial value: 15

Rate of change: -3

To match the initial values and rates of change with the lines of best fit, we need to consider the slope-intercept form of a linear equation, which is y = mx + b. In this form, 'm' represents the rate of change (slope) and 'b' represents the initial value (y-intercept).

Initial value: 15

Rate of change: 5

The line with an initial value of 15 and a rate of change of 5 will have a positive slope. As the x-values increase, the y-values will increase at a constant rate of 5 units. This line will have a positive slope and will be upward sloping.

Initial value: 20

Rate of change: -4

The line with an initial value of 20 and a rate of change of -4 will have a negative slope. As the x-values increase, the y-values will decrease at a constant rate of 4 units. This line will have a negative slope and will be downward sloping.

Initial value: 15

Rate of change: -3

The line with an initial value of 15 and a rate of change of -3 will have a negative slope. As the x-values increase, the y-values will decrease at a constant rate of 3 units. This line will have a negative slope and will be downward sloping.

By matching the given initial values and rates of change with the characteristics of the lines of best fit, we can determine which line corresponds to each set of values.

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The sum of squares total y= 3, 7, 5, 11, 14, sst = 80. The answer to the question is b) 80.

To calculate the sum of squares total (SST), we need to find the total variability of the data from the mean.

First, we need to find the mean of the data:

mean = (3 + 7 + 5 + 11 + 14) / 5 = 8

Next, we calculate the sum of the squared differences between each data point and the mean:

(3 - 8)^2 + (7 - 8)^2 + (5 - 8)^2 + (11 - 8)^2 + (14 - 8)^2 = 2 + 1 + 9 + 9 + 36 = 57

Therefore, the sum of squares total (SST) is 57.

So the answer is not one of the options given in the question.

mean = (sum of all numbers) / (number of numbers)
So, in this case:
mean = (3 + 7 + 5 + 11 + 14) / 5 = 8
Next, we need to calculate the sum of squares total using the formula:
sst = Σ(y - mean)
where Σ represents the sum of all values in the set.
Substituting in the values from the set, we get:
sst = (3 - 8)2 + (7 - 8)2 + (5 - 8)2 + (11 - 8)2 + (14 - 8)2
sst = [tex](-5)^2 + (-1)^2 + (-3)^2 + 3^2 + 6^2[/tex]
sst = 25 + 1 + 9 + 9 + 36
sst = 80
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The circulation of F around C is -16. No, F is not equal to V f for some function f. The flux of F across C is -8. No, F is not equal to V x G for any vector field G.

(a) The circulation of F around C is -16.

Using Green's Theorem, we can write the circulation of F as the line integral around the boundary of D:

∮CF · dr = ∬D (∂Q/∂x - ∂P/∂y) dA

where P = 9x + 5y, Q = 2x - 7y, and dr = dx i + dy j.

Taking the partial derivatives, we get:

∂Q/∂x - ∂P/∂y = 2 - 9 = -7.

Thus, the circulation of F around C is:

∮CF · dr = ∬D -7 dA = -7(area of D) = -16.

(b) No, F is not equal to V f for some function f.

If F were equal to the gradient of some scalar function f, then the circulation of F around any closed path would be zero. However, we just calculated that the circulation of F around C is -16, which means F cannot be expressed as the gradient of any scalar function.

(c) The flux of F across C is -8.

Using Green's Theorem, we can write the flux of F across C as the line integral around the boundary of D:

∮CF · ds = ∬D (∂P/∂x + ∂Q/∂y) dA

Taking the partial derivatives, we get:

∂P/∂x + ∂Q/∂y = 9 - 7 = 2.

Thus, the flux of F across C is:

∮CF · ds = ∬D 2 dA = 2(area of D) = -8.

(d) No, F is not equal to V x G for any vector field G.

If F were equal to the curl of some vector field G, then the flux of F across any closed surface would be zero. However, we just calculated that the flux of F across C is -8, which means F cannot be expressed as the curl of any vector field.

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The experiment provides students with the opportunity to comprehend solids and volumes visually, physically, and mathematically.

This activity aims at enabling the student to gain a better understanding of solids and volumes by constructing a three-dimensional solid out of some cardboard, calculating its volume, and answering a few questions about it. The physical model built gives students the ability to feel the object in question and examine it from all sides to come to an understanding of the object's volume. Students need their senses to understand what they're doing as they enter the 3D world, as "feeling" here means real, physical, and sense-of-touch feeling.

Students will construct a solid with six squares of the same size. This solid can be described as a rectangular cube or a hexahedron. The square faces of the cube are oriented parallel to the ground, giving it a rectangular appearance. The cross-sections used were square-shaped. The solid made from cardboard with six square faces that are congruent to one another can be compared to a rectangular box. The volume of a cube is V=a^3, where a is the length of one side of the cube, so the volume of the cube can be calculated by finding the product of the length, width, and height of the box.

The cardboard cube's volume can be calculated by multiplying the length, width, and height of the box, which should be equal since all faces are squares of the same size.Would you have computed the same volume if you'd arranged your cross-sections differently? Is that what you'd expect to happen? The volume of the object would remain constant no matter how the cross-sections were arranged. As long as the box's length, width, and height remain the same, the volume of the object will remain constant.

What did you learn about volume from this experiment?This activity provides an opportunity for students to learn and understand the concept of volume. Students can learn about the relationship between an object's volume and its shape through constructing and calculating the volume of the cardboard solid. They will learn that the volume of a 3D shape refers to the space inside of the object.

They will learn to compute volume as the product of length, width, and height, and that the volume of an object remains constant no matter how the cross-sections are arranged. The experiment provides students with the opportunity to comprehend solids and volumes visually, physically, and mathematically.

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The value of the mean weigh is,

⇒ 9.1

We have to given that;

A scale is tested by repeatedly weighing a standard 9.0 kg weight. The weights for 10 measurements are

⇒ 9.1,8.9,9.5,9.3,8.9,9.4,9.3,8.9,9.4,8.3

Now, We can find the mean as;

⇒ 9.1 + 8.9 + 9.5 + 9.3 + 8.9 + 9.4 + 9.3 + 8.9 + 9.4 + 8.3 / 10

⇒ 91/10

⇒ 9.1

Thus, The value of the mean weigh is,

⇒ 9.1

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The cardinality of the set a and relation r such that r =  {(a, b) | a divides b} is equal to 14.

Set is defined as,

{1,2,3,4,5,6}

The relation r defined on set a as 'r = {(a, b) | a divides b}. means that for each pair (a, b) in r, the element a divides the element b.

To find the cardinality of r,

Count the number of ordered pairs (a, b) that satisfy the condition of a dividing b.

Let us go through each element in set a and determine the values of b for which a divides b.

For a = 1, any element b ∈ a will satisfy the condition .

Since 1 divides any number. So, there are 6 pairs with 1 as the first element,

(1, 1), (1, 2), (1, 3), (1, 4), (1, 5), (1, 6).

For a = 2, the elements b that satisfy 2 divides b are 2, 4, and 6. So, there are 3 pairs with 2 as the first element,

(2, 2), (2, 4), (2, 6).

For a = 3, the elements b that satisfy 3 divides b are 3 and 6. So, there are 2 pairs with 3 as the first element,

(3, 3), (3, 6).

For a = 4, the elements b that satisfy 4 divides b are 4. So, there is 1 pair with 4 as the first element,

(4, 4).

For a = 5, the elements b that satisfy 5 divides b are 5. So, there is 1 pair with 5 as the first element,

(5, 5).

For a = 6, the element b that satisfies 6 divides b is 6. So, there is 1 pair with 6 as the first element,

(6, 6).

Adding up the counts for each value of a, we get,

6 + 3 + 2 + 1 + 1 + 1 = 14

Therefore, the cardinality of the relation r is 14.

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The probability of a student being a girl given that they are in grade 11 is approximately 0.4167 or 41.67%.

The table provided represents the student population of Richmond High School for this year. Let's break down the information in the table:

Grade 11 (J): This row represents the student population in grade 11.

Grade 12 (S): This row represents the student population in grade 12.

Total: This row represents the total number of students in each category.

Girls (G) Boys (B) Total: This row represents the gender distribution within each grade and the total number of students.

To calculate P(G|J), which is the probability of a student being a girl given that they are in grade 11, we need to use the numbers from the table.

From the table, we can see that there are 150 girls in grade 11. To determine the total number of students in grade 11, we add the number of girls and boys, which gives us 360.

Therefore, P(G|J) = Number of girls in grade 11 / Total number of students in grade 11 = 150 / 360 ≈ 0.4167

Hence, the probability of a student being a girl given that they are in grade 11 is approximately 0.4167 or 41.67%.

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The derivative of the function h(x) is h'(x) = 3 x ln(x) - 3 x.

The function h(x) is defined as h(x) = ∫1^x 3 ln(t) dt. To find its derivative, we can use the Part 1 of the Fundamental Theorem of Calculus, which states that if f(x) is continuous on [a,b] and F(x) is an antiderivative of f(x), then the derivative of the integral ∫a^x f(t) dt is simply f(x).

In our case, we have f(t) = 3 ln(t), which is continuous on [1, e]. We can find an antiderivative of f(t) by integrating it with respect to t:

∫ 3 ln(t) dt = 3 t ln(t) - 3 t + C

where C is the constant of integration.

Using this antiderivative, we can apply the Fundamental Theorem of Calculus to find the derivative of h(x):

h'(x) = d/dx [∫1^x 3 ln(t) dt]

h'(x) = 3 x ln(x) - 3 x

Therefore, the derivative of the function h(x) is h'(x) = 3 x ln(x) - 3 x.

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Answer: It is in the 4th quadrant.

Step by step explanation: Review the png image attached below.

Answer: What is a quadrant of a coordinate plane?

Image result for what is a quadrant in plane geometry

A quadrant are each of the four sections of the coordinate plane. And when we talk about the sections, we're talking about the sections as divided by the coordinate axes. So this right here is the x-axis and this up-down axis is the y-axis. And you can see it divides a coordinate plane into four sections.

Quadrant one (QI) is the top right fourth of the coordinate plane, where there are only positive coordinates. Quadrant two (QII) is the top left fourth of the coordinate plane. Quadrant three (QIII) is the bottom left fourth. Quadrant four (QIV) is the bottom right fourth.

Hope this helps.

Thus, the wind speed at 80 meters is approximately 8.74 m/s when the wind speed at 60 meters is 8 m/s and the shear exponent is 1/7.

In order to find the wind speed at 80 meters, we need to use the shear exponent. The industry standard for the shear exponent is 1/7, which means that the wind speed will decrease by a factor of 1/7 for every meter increase in height.

To calculate the wind speed at 80 meters, we can use the following formula:

Wind speed at 80m = Wind speed at 60m * (80/60)^(1/7)

Plugging in the given values, we get:

Wind speed at 80m = 8 * (80/60)^(1/7)
Wind speed at 80m = 8 * 1.092
Wind speed at 80m = 8.74 m/s

Therefore, the wind speed at 80 meters is approximately 8.74 m/s when the wind speed at 60 meters is 8 m/s and the shear exponent is 1/7.

It's important to note that the shear exponent can vary depending on the atmospheric conditions, terrain, and other factors. So, this calculation provides an estimate based on the given standard.

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By substituting the given values of a and b into the expression a³b and simplifying step by step using the rules of exponents and algebraic operations, we found that the value of a³b is -27ix.

Given: a = 3i and b = -x

To find the value of a³b, we substitute the given values of a and b into the expression:

a³b = (3i)³ * (-x)

Let's begin by simplifying the expression within the parentheses, (3i)³:

(3i)³ = (3i)(3i)(3i)

To simplify this further, we use the property that when multiplying powers with the same base, we add their exponents:

(3i)³ = 3³ * (i¹ * i¹ * i¹)

Now, simplify the numeric part:

3³ = 27

Next, simplify the imaginary part using the rule that i² = -1:

(i¹ * i¹ * i¹) = i⁽¹⁺¹⁺¹⁾ = i³

Now, we know that i³ is equal to -i:

i³ = -i

Substituting these values back into the original expression:

(3i)³ * (-x) = 27 * (-i) * (-x)

Multiplying the numeric coefficients:

27 * (-1) = -27

Therefore, the expression simplifies to:

a³b = -27ix

In fully simplified form, the value of a³b is -27ix.

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The definite integral is approximately 0.121548.

We can use the power series expansion of arctan(x) to approximate the given integral.

Recall that the power series expansion of arctan(x) is:

arctan(x) = x - (1/3)x³ + (1/5)x⁵ - (1/7)x⁷ + ...

We can substitute x/2 into the power series to get:

arctan(x/2) = (x/2) - (1/3)(x/2)³ + (1/5)(x/2)⁵ - (1/7)(x/2)⁷ + ...

Now we can integrate term by term to get:

∫[0,1/2] arctan(x/2)dx

= [(1/2)x² - (1/18)x⁴ + (1/50)x⁶ - (1/98)x⁸ + ...] evaluated from 0 to 1/2

= (1/2)(1/2)² - (1/18)(1/2)⁴ + (1/50)(1/2)⁶ - (1/98)(1/2)⁸ + ...

= 0.122078...

To approximate the integral to six decimal places, we need to sum up enough terms in the power series to ensure that the absolute value of the next term is less than or equal to 0.000001.

We can use a calculator or a computer program to find that the ninth term of the power series is -0.000002378. Therefore, the sum of the first eight terms gives an approximation of the integral to six decimal places:

0.122078 - 0.000523 - 0.000007 + 0.000000 + ...

≈ 0.121548

Therefore, the definite integral is approximately 0.121548 to six decimal places.

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Answer:

She would need a 20% discount.

Step-by-step explanation:

800x = 640  Divide both sides by 800

x = .8

640 is 80% of 800

100% - 80% = 20%

Check
800(.2) = 160  This is the discount needed.

800 - 160 = 640

Answer:

20%

Step-by-step explanation:

I'm sure there's some actual calculation to find this answer, but we'll figure it out with trial and error:

First, 50% off of $800 is 0.5 * 800 = 400, and 800 - 400 = $400 price.

We see that we need a smaller discount as a minimum to afford, so let's try:

30% off: 0.3 * 800 = 240, and 800 - 240 = $560 as new price.

20% off: 0.2 * 800 = 160, and 800 - 160 = $640 as new price, which is the exact number of Amy's budget (and a lucky guess)!

So, if there is a 20% discount, the new price will be $640, which is the exact same as Amy's budget.

If I helped, please consider making this answer brainliest ;)

**EDIT**

The answer above this is what you should absolutely make brainliest.  They used the calculation I mentioned, but I was too lazy to search up

The solution to the initial-value problem is: y(x) = (1/2) x ln(x) + (1/4) x

To solve this initial-value problem, we will use the method of undetermined coefficients.

First, we assume that the solution has the form:
y(x) = axln(x) + bx + c

where a, b, and c are constants to be determined. We differentiate this equation twice to obtain:
y'(x) = a(ln(x) + 1) + b
y''(x) = a/x

Substituting these expressions into the differential equation, we get:
x(a/x) - 2x(a(ln(x) + 1) + b) + 2(axln(x) + bx + c) = x ln(x)

Simplifying this equation, we get:
(a - 2b + 2c) xln(x) + (-2a + 2b) x + 2c = x ln(x)

Equating the coefficients of x ln(x), x, and the constant term, we get the following system of equations:
a - 2b + 2c = 1
-2a + 2b = 0
2c = 0

Solving for a, b, and c, we get:
a = 1/2
b = 1/4
c = 0

Therefore, the solution to the initial-value problem is:
y(x) = (1/2) x ln(x) + (1/4) x + 0

To verify that this solution satisfies the differential equation and the initial conditions, we differentiate y(x) and substitute it into the differential equation:

y'(x) = (1/2) ln(x) + (1/4)
y''(x) = 1/(2x)
xy''(x) - 2xy'(x) + 2y(x) = x ln(x)

So the differential equation is satisfied. Finally, we substitute x = 1 into y(x) and y'(x) to get:
y(1) = (1/2) + (1/4) + 0 = 3/4
y'(1) = (1/2)(0) + (1/4) = 1/4

Therefore, the solution to the initial-value problem is:
y(x) = (1/2) x ln(x) + (1/4) x

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The line integral of F along the given curve, we can split it into two parts: the line segment from (0, 0, π) to (1, 1, π), and the parabolic segment from (1, 1, π) to (3, 1, 9π).

Let's calculate each part separately:

Parametrize the line segment from (0, 0, π) to (1, 1, π) using t as the parameter:

r(t) = (t, t, π), where 0 ≤ t ≤ 1.

Calculate dr/dt:

dr/dt = (dx/dt, dy/dt, dz/dt) = (1, 1, 0).

Substitute the values of F and dr into the line integral formula:

∫ F · dr = ∫ [(y e^(xy)) dx + (x e^(xy)) dy + (cos z) dz]

         = ∫ [(t e^(t^2)) + (t e^(t^2)) + (cos π) * 0] dt

         = 2 ∫ (t e^(t^2)) dt    (Integrating with respect to t from 0 to 1)

To solve this integral, we can use the substitution u = t^2:

du = 2t dt

Substituting back:

∫ (t e^(t^2)) dt = 1/2 ∫ e^u du   (Integrating with respect to u)

                = 1/2 e^u + C

Substituting u = t^2:

                = 1/2 e^(t^2) + C

Evaluate the integral from 0 to 1:

∫ F · dr = 1/2 e^(1^2) + C - 1/2 e^(0^2) - C

         = 1/2 e - 1/2

2. Parabolic Segment:

Parametrize the parabolic segment from (1, 1, π) to (3, 1, 9π) using t as the parameter:

r(t) = (t, 1, πt^2), where 1 ≤ t ≤ 3.

Calculate dr/dt:

dr/dt = (dx/dt, dy/dt, dz/dt) = (1, 0, 2πt).

Substitute the values of F and dr into the line integral formula:

∫ F · dr = ∫ [(y e^(xy)) dx + (x e^(xy)) dy + (cos z) dz]

         = ∫ [1 * e^(t * 1 * t) + t * e^(t * 1 * t) + cos(πt^2) * 2πt] dt

         = ∫ (e^(t^2) + t^2 e^(t^2) + 2πt cos(πt^2)) dt

To evaluate this integral, we need to find the antiderivatives for each term. This step involves integration techniques and is specific to each term in the integral.

After evaluating the integral for the parabolic segment, you will obtain a numeric result.

Finally, add the results from the line segment and the parabolic segment to get the total line integral value.

Hence, the answer to the line integral ∫ F · dr is the sum of the line integral over the line segment and the line integral over the par

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The third highest number of industrial accidents in the motor plant over the past 9 years is 375.
In summary, the third highest number of industrial accidents in the motor plant over the past 9 years is 375.

To find the third highest number of industrial accidents, we need to sort the given numbers in descending order and identify the third value.
The given numbers are: 300, 250, 110, 435, 693, 250, 375, 420, and 460.
Arranging these numbers in descending order: 693, 460, 435, 420, 375, 300, 250, 250, 110.
The third highest number is 435, but we are looking for the third number in the original order. Since 435 is the second highest in the original order, we continue down the list.
The next highest number is 420, which is the third highest in the original order. However, we are still looking for the fourth highest number.
The third highest number in the original order is 375. This is the number we are looking for.
Therefore, the third highest number of industrial accidents in the motor plant over the past 9 years is 375.

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Another term for positive correlation is "direct correlation." In a direct correlation, as one variable increases, the other variable also tends to increase.

This implies a positive linear relationship between the variables. For example, if we observe that as the number of hours spent studying increases, the test scores also increase, we can say that there is a direct correlation between study hours and test scores.

It indicates that there is a consistent and predictable relationship between the variables, with both moving in the same direction. The terms "indirect correlation," "nondirectional correlation," and "unidirectional correlation" do not accurately describe a positive correlation.

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I'm not quite sure what the question is, but I think that John's age would be the independent variable, and John's height would be the dependent variable.

An example of a sequence (xn) of irrational numbers having a limit lim xn that is a rational number is xn = 3 + (-1)^n * 1/n.

This sequence alternates between the irrational numbers 3 - 1/1, 3 + 1/2, 3 - 1/3, 3 + 1/4, etc. The limit of this sequence is the rational number 3, which can be shown using the squeeze theorem. To prove this, we need to show that the sequence is bounded above and below by two convergent sequences that have the same limit of 3. Let a_n = 3 - 1/n and b_n = 3 + 1/n. It can be shown that a_n ≤ x_n ≤ b_n for all n, and that lim a_n = lim b_n = 3. Therefore, by the squeeze theorem, lim x_n = 3.

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Answer: 4:15

Step-by-step explanation:

divide both by 10

Answer:4:15

Step-by-step explanation:Im just built different tbh bro

The derivative of the function y = ∫0^(3sin(4t)) ex dt with respect to t is y'(t) = (3/4) (ex cos(4t)).

To use Part 1 of the Fundamental Theorem of Calculus to find the derivative of the function y = ∫0^(3sin(4t)) ex dt, we need to first understand what the theorem states.

Part 1 of the Fundamental Theorem of Calculus states that if a function f(x) is continuous on the closed interval [a, b], and if F(x) is any antiderivative of f(x), then the definite integral of f(x) from a to b is equal to F(b) - F(a), or ∫[a,b] f(x) dx = F(b) - F(a).

In other words, the theorem provides a way to calculate the definite integral of a function by evaluating the difference between two antiderivatives of the function.

Now, let's apply this theorem to the function y = ∫0^(3sin(4t)) ex dt. To do this, we need to first find an antiderivative of the integrand ex.

The antiderivative of ex is simply ex itself, so we have:
∫ ex dt = ex + C, where C is the constant of integration.

Now, we can use this antiderivative to find an antiderivative of the integrand in our original function y. Let u = 4t, so that du/dt = 4 and dt = du/4. Then, we have:

y = ∫0^(3sin(4t)) ex dt = ∫0^(3sin(u)) ex (du/4) = (1/4) ∫0^(3sin(u)) ex du
Let F(u) = ∫ ex du = ex + C, where C is a constant of integration. Then, we have:
y = (1/4) F(3sin(u)) - (1/4) F(0) = (1/4) (ex)|_0^(3sin(u)) = (1/4) (ex - 1)

Using the chain rule again, we have:
d/dt (3sin(u)) = 3cos(u) (du/dt) = 3cos(4t)

Substituting this expression back into the previous equation, we get:
y'(t) = (1/4) (ex) (3cos(4t)) = (3/4) (ex cos(4t))

Therefore, the derivative of the function y = ∫0^(3sin(4t)) ex dt with respect to t is y'(t) = (3/4) (ex cos(4t)).

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The relative frequency is solved and the table of values is plotted

Given data ,

The lunch order is given by the 2 sets of dishes as

A = { Sandwich , Pastas }

Now , the sports activities are given by 2 sets as

B = { Volleyball , Swimming }

From the table of values , we get

The relative frequency is solved as

Relative Frequency = Subgroup frequency / Total frequency

The percentage of Swimming ( sandwich ) = 26/36

Swimming ( sandwich ) = 72 %

And , the percentage of Swimming ( pasta ) = 10/36

Swimming ( pasta ) = 28 %

Now , the percentage of total sandwich = 45/70 = 64 %

And , the percentage of total pasta = 25/70 = 36 %

Hence , the relative frequency is solved

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Alphaville's budget surplus increased by $25,000 from 2010 to 2011. In 2011, with a tax revenue of $750,000, the budget surplus was $75,000.

To find the increase in Alphaville's budget surplus from 2010 to 2011, we need to calculate the difference between the two surplus functions: (-1.5x^2 + 400x) - (-2x^2 + 500x). Simplifying the expression, we get -1.5x^2 + 400x + 2x^2 - 500x = 0.5x^2 - 100x.

Next, we substitute the tax revenue of $750,000 into the equation to find the budget surplus for 2011. Plugging in x = 750, we get 0.5(750)^2 - 100(750) = 281,250 - 75,000 = $206,250.

Therefore, Alphaville's budget surplus increased by $25,000 ($206,250 - $181,250) from 2010 to 2011. In 2011, with a tax revenue of $750,000, the budget surplus was $206,250.

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Answer: They both buy monthly passes.

Step-by-step explanation: Let's first calculate how much Alia and Matthew would pay if they both bought individual bus fares for the number of times they plan to ride the bus:

Alia: 25 rides x $2.35 per ride = $58.75

Matthew: 18 rides x $2.35 per ride = $42.30

Now let's see how much they would pay if they both bought monthly passes:

Alia: $45.75

Matthew: $45.75

Since the cost of buying individual bus fares is more than the cost of buying monthly passes, it would be more economical for both Alia and Matthew to buy monthly passes.

Therefore, yes, they both should buy monthly passes.

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