From the U.S. Census Bureau’s American Community Survey in 2019 it was found that 33.13% of United States residents over the age of 25 had an educational attainment of having a bachelor’s degree or higher. In the District of Columbia the percentage of residents over the age of 25 who had attained a bachelor’s degree or higher was greater than any other state at 59.67%. One sample of 77 U.S. residents over 25 was randomly and independently selected. Of those sampled, 39 had a bachelor’s degree or higher. Assume the population of U.S. residents over 25 is 250 million.
a) Calculate the sample proportion of U.S. residents over 25 who had a bachelor’s degree or higher. Type your calculation and round your answer to four decimal places.
b) Write one sentence each to check the three conditions of the Central Limit Theorem. Type the work for all mathematical calculations needed to check these conditions.
c) Using the sample proportion obtained in (a), construct a 90% confidence interval to estimate the population proportion of US residents over 25 who had a bachelor’s degree or higher. Please do this by typing all calculations using the formula and typing your work. Round your confidence limits to two decimal places.

Shock advertisement are a type of advertising strategy that aims to provoke strong emotional responses from viewers by presenting controversial, shocking, or disturbing content.

An example of a shock add is Poking fun at events

By displaying content that is debatable, surprising, or upsetting, shock advertisement try to elicit strong emotional reactions from their target audience.

The goals of shock advertisements are to draw attention, leave a lasting impression, and elicit conversation about the good or message they are promoting.

These commercials frequently defy accepted norms, step outside of the box, and employ vivid imagery or provocative storytelling approaches.

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Let,

Perform the operation (1)+(2),

Substitute the value of x=-2/5 in the expression (1).

Thus, the value of x is -2/5 and value of y is -96/25.

Answer:

Step-by-step explanation:

-4y = -5x + 16

4y = 5x - 16

y = 5/4x - 4

perp. -4/5

y + 8  = -4/5(x - 5)

y + 8 = -4/5x + 5

y = -4/5x - 3

Given:

In figure

there is a right angle triangle given with one side 16 unit and one angle 42 degree.

Required:

We need to find the value of x which is hypotenuse.

Explanation:

In this problem

we have to use the sin formula with angle 42 degree

now put the values

Final answer:

The value of x is

The two number cubes rolled together will have 36 possible outcomes shown in the outcome table below;

From the outcome table of the sum of numbers of both cubes shown above,

Number of 5's = 4

Total outcomes = 36

Therefore, the probability that the sum of the numbers rolled will be 5 is 1/9.

Answer:

They can bring up to 22 players

Step-by-step explanation:

They raised $1,724.00. They rented a bus for $948.50

$1,724.00 - $948.50 = 775.50

Since a meal costs $35.25, we will divide $775.50 by $35.25

$775.50 / $35.25 = 22

Which means they can bring 22 players to the tournament.

Answer: 37.68 feet.

Step-by-step explanation:

To find the diameter of a circle, use the equation:

C = 2 * pi * r, where r is the radius of the circle.

The diameter is 12 feet, and the radius is 6 feet.

C = 12 * pi

C = 37.68 feet.

Answer:

b

Step-by-step explanation:

The solution to the inequality -2x + 4 < 16 is x > -6.

To solve the inequality -2x + 4 < 16, you can follow these steps:

Start by isolating the variable term. In this case, the variable term is -2x. Move the constant term, which is +4, to the other side of the inequality by subtracting 4 from both sides:

-2x + 4 - 4 < 16 - 4

-2x < 12

Next, divide both sides of the inequality by the coefficient of x, which is -2. It's important to note that when you divide or multiply an inequality by a negative number, you need to reverse the direction of the inequality sign:

(-2x) / -2 > 12 / -2

x > -6

The solution to the inequality is x > -6. This means that any value of x greater than -6 would satisfy the original inequality. Graphically, this represents all the numbers to the right of -6 on the number line.

So, the solution to the inequality -2x + 4 < 16 is x > -6.

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The answer is:

\(\large\textbf{They aren't equivalent.}}\)

In-depth explanation:

To determine the answer to this problem, we will use one of the exponent properties:

\(\sf{x^{-m}=\dfrac{1}{x^m}}\)

And

\(\sf{\dfrac{1}{x^{-m}}=x^m}\)

Now we apply this to the problem.

What is 4⁻³ equal to? Well according to the property, it's equal to:

\(\sf{4^{-3}=\dfrac{1}{4^3}}\)

And this question asks us if 4⁻³ is the same as 1/4⁻3.

Well according to the calculations performed above, they're not equivalent.

The bottom left graph is the line of best fit for the graph in this problem.

For a data-set, the definition of a residual is that it is the difference of the actual output value by the predicted output value, that is:

Residual = Observed - Predicted.

Hence the graph of the line of best fit should have the smallest possible residual values, meaning that the points on the scatter plot are the closest possible to the line.

For this problem, we have that the bottom left graph has the smaller residuals, hence it shows the line of best fit for the data.

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Answer/Explanation:

I agree with the statement because primary function of chemical nomenclature is to ensure that a spoken or written chemical name leaves no ambiguity concerning which chemical compound the name refers to: each chemical name should refer to a single substance.  The first separation of importance is to distinguish between inorganic and organic compounds.

Answer:

3

Step-by-step explanation:

hello

the answer to the question is:

EB² = AB² + AE² ----> EB² = 8² + 9² = 64 + 81 = 145

----> EB = 12

Answer:

$8.85

Step-by-step explanation:

This a question of direct variation, so we can make out a relationship between the two factors. 12 is 2/3 of 18, so the cost of 12 would also be 2/3 of the cost of 18. We can now make an equation to solve.

\(\frac{2}{3} x=5.9\\2x=17.7\\x=8.85\)

Answer:

x = 2

Step-by-step explanation:

If a line is parallel to a side of a triangle and it intersects the other 2 sides then it divides those sides proportionally, that is

\(\frac{6x+2}{x +5}\) = \(\frac{24-8}{8}\) = \(\frac{16}{8}\) = 2 ( multiply both sides by x + 5 )

6x + 2 = 2(x + 5)

6x + 2 = 2x + 10 ( subtract 2x from both sides )

4x + 2 = 10 ( subtract 2 from both sides )

4x = 8 ( divide both sides by 4 )

x = 2

If the number of flu patients at the school is modelled by the equation \(F=10e^{0. 12d}\) , then the number of days that it will take for the number of patients to reach 50 is 13 days .

The Exponential Growth equation is given as : \(F=10e^{0. 12d}\) ;

We have to find How many days will it take for the number of new flu patients to equal 50 .

So , we substitute the value \(F=50\) in the model equation ;

we get ;

⇒ \(50 = 10e^{0. 12d}\) ;

dividing both side by 10 ,

we have ;

⇒ \(5=e^{0. 12d}\) ;

taking \(\ln\) on both sides ,

⇒ \(\ln 5 = 0.12d(\ln e)\)   ,....we know that \(\ln e = 1\) ;

⇒\(d= \frac{\ln 5}{0.12}\) ⇒ 13.41198 ;

≈ 13 days .

Therefore , it will take 13 days for the number of patients to reach 50 .

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Fauvist artists extended the visual vocabulary of Post-Impressionism by making their primary subject matter Color

Fauvist artists, a group of early 20th-century painters, indeed extended the visual vocabulary of Post-Impressionism primarily through their innovative use of color. The Fauvist movement emerged in France in the early 1900s and was characterized by bold, vibrant colors and expressive brushwork.

Prior to the Fauvists, Post-Impressionist painters, such as Vincent van Gogh and Paul Cézanne, had already begun to break away from the naturalistic color palette of Impressionism. They explored new ways of using color to convey emotion and form, but it was the Fauvists who took this exploration to new levels.

Fauvist artists, including Henri Matisse, André Derain, and Raoul Dufy, embraced intense, non-naturalistic colors. They used bold, contrasting hues that were often unrelated to the actual appearance of their subjects. This departure from traditional color usage was a radical departure from the subdued, more subdued palettes of earlier movements.

By focusing on color as their primary subject matter, the Fauvists aimed to evoke powerful emotional responses from the viewers. They believed that color had the ability to express emotions and convey meaning on its own, without being limited to realistic representations of objects. Instead of relying on naturalistic color schemes, they used vivid and arbitrary colors to create a sense of energy and vitality.

The Fauvists also liberated color from its traditional role as a means to depict light and shadow. They applied colors freely and spontaneously, often using broad brushstrokes, without concern for accurate representation. This allowed them to create highly expressive and subjective interpretations of their subjects, whether they were landscapes, portraits, or still lifes.

In summary, Fauvist artists extended the visual vocabulary of Post-Impressionism primarily through their revolutionary use of color. By breaking away from the naturalistic color palette and embracing bold, vibrant hues, they explored the expressive potential of color itself, going beyond traditional notions of representation. Their approach opened up new avenues for artistic expression and paved the way for further experiments in color by future generations of artists.

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The largest value is 6, and the smallest value is 1. The range is 5.

a. The range is the difference between the largest and smallest values in the data set. To find the range of the given data set, we need to first order the data set from smallest to largest:

1 2 3 4 4 5 5 6

The largest value is 6, and the smallest value is 1. Therefore, the range is:

range = largest value - smallest value = 6 - 1 = 5

b. The variance is a measure of how spread out the data is from the mean. To calculate the variance of the given data set, we first need to find the mean:

mean = (5 + 1 + 2 + 6 + 4 + 4 + 3 + 5)/8 = 30/8 = 3.75

Then, we can use the formula for variance:

variance = (sum of the squared differences from the mean)/(number of data points - 1)

= [(5 - 3.75)^2 + (1 - 3.75)^2 + (2 - 3.75)^2 + (6 - 3.75)^2 + (4 - 3.75)^2 + (4 - 3.75)^2 + (3 - 3.75)^2 + (5 - 3.75)^2]/(8 - 1)

= 5.18

c. The standard deviation is the square root of the variance. Therefore, the standard deviation of the given data set is:

standard deviation = sqrt(variance) = sqrt(5.18) = 2.28

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Given:

The recursive formula is:

For n = 2, 3, 4, ...

The justifications are 1. Distributive Property 2. Combine like terms 3. Addition Property of Equality 4. Division Property of Equality (Option 3 and 4).

Now,

We are given the linear equation: \(4x + \frac{1}{2}(10x-4)=6\)

Hence, The third and fourth solutions are correct when using the division property of equality, i.e., The justifications are 1. Distributive Property 2. Combine like terms 3. Addition Property of Equality 4. Division Property of Equality (Option 3 and 4).

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The probability of observing any particular value for a four-degrees-of-freedom t-distribution is nearly zero, and the likelihood that a population item will have a value for this distribution is equal to 1.

When estimating the mean of a normal t-distribution from a small sample in statistics, the t-distribution with four degrees of freedom emerges as a continuous probability distribution.

Given that a t-value t-distribution can be any real number, the likelihood that a population item will have a value for a t-distribution with four degrees of freedom is equal to 1.

In other words, since the distribution is continuous and has an infinite number of possible values, the likelihood of detecting any specific value for a t-distribution with four degrees of freedom is infinitesimally small.

Therefore, The probability of observing any particular value for a four-degrees-of-freedom t-distribution is nearly zero, and the likelihood that a population item will have a value for this distribution is equal to 1.

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Answer:

C. is the only one that makes sense, but the real answer is (-15, 0)

(っ◔◡◔)っ ♥ Hope It Helps ♥

Answer: The critical points of g(t) occur at t = ±sqrt(-d/2) if d < 0. If d ≥ 0, then dg(t)/dt is always greater than or equal to zero, so g(t) has no critical points.

Step-by-step explanation:

To find the critical points of g(t), we need to find the values of t where the derivative dg(t)/dt is equal to zero or does not exist.

Using the given information, we have:

dg(t)/dt = 4ct^3 + 2dct

Setting this equal to zero, we get:

4ct^3 + 2dct = 0

Dividing both sides by 2ct, we get:

2t^2 + d = 0

Solving for t, we get:

t = ±sqrt(-d/2)

Therefore, the critical points of g(t) occur at t = ±sqrt(-d/2) if d < 0. If d ≥ 0, then dg(t)/dt is always greater than or equal to zero, so g(t) has no critical points.

Note that we also need to assume that c is nonzero, since if c = 0, then dg(t)/dt = 0 for all values of t and g(t) is not differentiable.

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To simplify a radical expression, you can use a few different techniques. One common technique is to factor the expression under the radical sign (the radicand) as much as possible.

Another technique you can use is to use the properties of radicals. For example, you can use the product property of radicals to combine like terms under the radical sign

You can also use the quotient property of radicals to divide out a factor under the radical sign. Finally, some radicals are unsimplifiable by these methods. You can approximate a value of radical or try to get it in a form of fraction with radical.

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The income plainness of demand for eatery reflections is Income plainness = 200/ 20 = 10

Chance is a way of expressing a volume as a bit of 100. It's frequently denoted using the percent symbol(), which represents" per hundred". For illustration, 25 is original to25/100 or0.25 as a numeric.

By question-

The income plainness of demand measures the responsiveness of the volume demanded of a good or service to a change in income, all other effects being equal .However, it means that the good is a normal good, and the volume demanded increases as income increases, If the income plainness is positive. However, it means that the good is an inferior good, and the volume demanded diminishments as income increases, If the income plainness is negative.

In this case, John's pay increased by 20 percent, and the average number of eatery reflections he consumed increased from one a week to three a week. We can calculate the income plainness of demand for eatery reflections as follows

Income plainness = chance change in volume demanded/ chance change in income

The chance change in volume demanded is

( 3 reflections per week- 1 mess per week)/ 1 mess per week) x 100 = 200

The chance change in income is 20

thus, the income plainness of demand for eatery reflections is

Income plainness = 200/ 20 = 10

Since the income plainness is positive and lesser than 1, we can conclude that eatery reflections are a luxury good for John. Option( b) is the correct answer.

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Answer:

x = 18.5

y = -12

Step-by-step explanation:

First, solve y:

y = -23 + 11

y = -12

Then, solve the main problem:

2x + 3y = 1

(Substitute y)

2x + -36 = 1

2x - 36 = 1

2x = 1 + 36 = 37

x = 37 / 2

x = 18.5

The given data (2, 2, 3, 3, 4, 4, 5, 5, 6, 6) has no mode.

A mode is defined as the value that has the highest frequency in a given set of values. It is the value that appears the most number of times.

In statistics, the value that consistently appears in a particular collection is referred to as the mode. The mode or modal value in a data collection is sometimes referred to as the value or number that occurs most frequently in the data set. In addition, to mean and median, it is one of the three measures of central tendency.

The mode is the value that occurs the most often in a given set of data.

Given data:  2, 2, 3, 3, 4, 4, 5, 5, 6, 6.

In the given observations, data is repeated an equal number of times.  

So, the given data has no mode.

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Hence, the worker is least productive at 10 a.m. and 2 p.m.

We have four functions as given below:O f(x) = 2 sin(0.5x) - 11 = Of(x) = 8 cos(2x) - 4 = O f(x)= 7 cos(x) + 13 O f(x) = 6 sin(3x) + 20

To determine which of the above functions has the longest period, we will use the formula to calculate the period of a function:

Period (T) = 2π / b1) O f(x) = 2 sin(0.5x) - 11

In this function, b = 0.5

Period (T) = 2π / b = 2π / 0.5 = 4π2) O f(x) = 8 cos(2x) - 4

In this function, b = 2

Period (T) = 2π / b

= 2π / 2

= π3) O f(x)

= 7 cos(x) + 13

In this function, b = 1

Period (T) = 2π / b

= 2π / 1

= 2π4) O f(x)

= 6 sin(3x) + 20

In this function, b = 3

Period (T) = 2π / b

= 2π / 3

The function with the longest period is O f(x) = 2 sin(0.5x) - 11.

The productivity of a person at work on a scale of 0 to 10 is modeled by a cosine function: 5 cos + 5, where t is in hours. If the person starts work at t = 0, 2t being 8:00 a.m.

The cosine function for this productivity is given by:

P (t) = 5 cos(πt) + 5At t = 0, the worker starts his job, and 2t is 8:00 a.m.

T = 2π / b

= 2π / π

= 2

We can see that the worker is unproductive every 2 hours. We can determine the hours that he/she is least productive by adding 2 to the starting time (0) and multiplying the result by the period

(2).We get 0 + 2(2)

= 4 and 4 + 2(2)

= 8.

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