sammi used his past health history and information by his doctor visits to create this table to compare health cost with and without insurance what is the expected value of each option

Answer:

Step-by-step explanation: Nk all day ∴

Answer:

1=60 6=60

Step-by-step explanation:

Since the output of the sigmoid function is 0.64, the predicted probability of the observation being malignant is 0.64. We need to set a threshold probability to classify the observation as malignant or benign.

If we set the threshold probability at 0.5, the observation would be classified as malignant, since the predicted probability (0.64) is greater than the threshold probability. However, the choice of threshold probability depends on the specific problem and the costs associated with false positives and false negatives. So, the predicted category would be malignant if the threshold probability is set at 0.5.

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The correct options for the given parts are as follows

(a) Two-sample t-test.

(b) x1 bar - x2 bar = 12.1 - 11.2 = 0.9

(c) p - value = 0.031

(d) The null hypothesis is rejected. There is sufficient evidence of a difference between the mean height of two cacti.

(e) The test result is statistically significant.

(f) Type I error, which means the scientist concluded there is a significant difference between average height of cacti in Africa and cacti in Mexico, when in reality there is no difference.

What is sample statistics?

Any number calculated from your sample data is referred to as a sample statistic (or simply a statistic). The sample average, median, sample standard deviation, and percentiles are a few examples. Because a statistic is based on data obtained through random sampling, which is a random experiment, it is a random variable.

a) Since there are two independent samples and we want to compare population means. We must use: Two-sample t-test.

b) The value of the sample statistic to test those hypotheses is:

x1 bar - x2 bar = 12.1 - 11.2 = 0.9

c) This is two-tailed test. For p-value, use excel formula =TDIST(2.169,202,2).

p - value = 0.031

d) Since p-value is less than 0.05, correct option is:

The null hypothesis is rejected. There is sufficient evidence of a difference between the mean height of two cacti.

e) Since p-value is less than 0.05, correct option is:

-The test result is statistically significant.

f) Since null hypothesis is rejected, we might have been made Type I error. The correct option is:

-Type I error, which means the scientist concluded there is a significant difference between average height of cacti in Africa and cacti in Mexico, when in reality there is no difference.

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The mean absolute percent error (MAPE) is 25%.

The mean absolute percent error (MAPE) is a measure of forecasting accuracy that quantifies the average deviation between predicted and actual values as a percentage of the actual values. In this case, the mean absolute deviation (MAD) is given as 25 units for the past 10 periods, and the total demand is 1,000 units.

To calculate the MAPE, we need to divide the MAD by the total demand and multiply by 100 to express it as a percentage. In this scenario, the MAPE is calculated as follows:

MAPE = (MAD / Total Demand) * 100

     = (25 / 1,000) * 100

     = 2.5%

Therefore, the MAPE is 2.5%, which means that, on average, the forecasts have a 2.5% deviation from the actual demand.

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The angles and length of the right triangle are as follows:

WX = 10√141 units

m∠X  = 30°

m∠V = 60°

A right angle triangle is a triangle that has one of its angles as 90 degrees. The sum of angles in a right angle triangle is 180 degrees.

Trigonometric ratios can be used to find the side and angles of the right triangle as follows;

Therefore,

Using Pythagoras's theorem,

WX² = (20√47)² - (10√47)²

WX² = 400(47) - 100(47)

WX² = 18800 - 4700

WX = √14100

WX = 10√141

Let's find the angles

sin m∠X  = opposite / hypotenuse

sin m∠X  = 10√47 / 20√47

sin m∠X  = 1 / 2

m∠X  = sin⁻¹ 0.5

m∠X  = 30 degrees

Therefore,

m∠V = 180 - 90 - 30

m∠V = 60 degrees

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Answer:

Assuming she is dividing into 1/2 lb blocks.  

15 of the 1/2 lb are given to the class.

Step-by-step explanation:

She can make 22 of the 1/2 lb blocks out of 11 lbs.  If she sets aside 7, then 22-7=15.  She has 15 of the 1/2lb blocks left to give to the class.

The expression for the amount of money after n years A=200(1.06)ⁿ.

It is the outcome of reinvesting interest, or adding it to the lent capital, rather than paying it out or requesting payment from the borrower, so that interest is received on the principal sum plus previously accumulated interest in the next month. In finance and economics, compound interest is the norm.

Compound interest differs from simple interest in that previously accrued interest is not added to the main amount of the current period, resulting in no compounding.

Given,

CI=6% per annum

And also given that the money after one year is 212 and the money after 2 years is 224.72

We have to find the expression for the amount of money after n years

A=200(1+(6/100))ⁿ

A=200(1.06)ⁿ

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Answer:

235 miles per hour and 2,115 miles in 9 hours

Step-by-step explanation:

First determine how many miles the jet files in one hour:

470/2 =235 miles/hour

We want to know how many hours the jet could fly in 9 hours, so we multiply this value by 9.

235 x 9 = 2115 miles

Therefore, the jet could fly 2115 miles in 9 hours.

The reflected effect on the trapezium is represented as  across the y-axis has the following coordinates

A' (-4, -3)

B' (2, 4)

C' (-4, 4)

D' (-7, 3)

The original trapezium has the following coordinates:

A (4, -3)

B (-2, 4)

C (4, 4)

D (7, 3)

To reflect it across the y- axis, we change the signs of the x-coordinates:

A' (-4, -3)

B' (2, 4)

C' (-4, 4)

D' (-7, 3)

The reflected trapezium across the y-axis has the following coordinates:

A' (-4, -3)

B' (2, 4)

C' (-4, 4)

D' (-7, 3)

Please note that the y-coordinates remain the same while the x-coordinates change signs in the reflected figure.

See the attached.

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Answer:

a^2-12a+35

Step-by-step explanation:

(a-7)(a-5)

a^2-7a-5a+35

a^2-12a+35

Since Σk=1[infinity] 1/√n^3 converges by the p-series test, we can conclude that the series Σk=1[infinity] 1/ √n^3 +5 converges as well.

We will use the Limit Comparison Test to determine the convergence or divergence of the series Σk=1[infinity] 1/ √n^3 +5.

Let a_n = 1/√(n^3 + 5)

Then, we need to find a series b_n such that:

b_n > 0 for all n

The limit of (a_n/b_n) as n approaches infinity is a positive, finite number.

To find such a series b_n, we can compare a_n to a simpler series that we know converges or diverges. One such series is the series:

Σk=1[infinity] 1/√n^3

which converges by the p-series test with p=3/2.

We know that 0 < a_n < 1/√n^3 for all n, so we can use the inequality:

1/√n^3 + 5 < 1/√n^3

Multiplying both sides by 1/n, we get:

1/n√n^3 + 5/n < 1/n√n^3

1/n^(5/2) + 5/n < 1/n^(5/2)

Let b_n = 1/n^(5/2)

Then, we have:

0 < a_n/b_n < (1/n^(5/2) + 5/n)/1/n^(5/2) = 1 + 5/n^(3/2)

Taking the limit as n approaches infinity, we get:

lim (a_n/b_n) = lim [1/(n^(5/2)√(n^3 + 5))] / (1/n^(5/2))

= lim [(n^(5/2))/(√(n^3 + 5))] = 1

Since 0 < a_n/b_n < 1 + 5/n^(3/2) and lim (a_n/b_n) = 1, we can conclude that the series Σk=1[infinity] 1/ √n^3 +5 and Σk=1[infinity] 1/√n^3 have the same behavior, meaning they both converge or both diverge. Since Σk=1[infinity] 1/√n^3 converges by the p-series test, we can conclude that the series Σk=1[infinity] 1/ √n^3 +5 converges as well.

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Answer:

Simplifying the same denominators first:

16/5 - 13/5 = 3/5

So, we're brought down to:

3/5 + 30/7 + 3/2

35 goes into 5 and 7, so I'll simply 3/5 + 30/7 next -

7 x (3/5) to get 21/35

5 x (30/7) to get 150/35

Now add the two to get 171/35

(150+21=171)

Finally find a common denominator for 35 and 2.

(35x2=70)

2 x (171/35) --> 342/70

35 x (3/2) -->  105/70

Add up 342+105 to get 447 & put over 70.

Answer is 447/70

(It can't be simplified any further than this.)

Hope this helps!

Answer:

might be 44inches but not sure

Answer:

10% means the boy is 50 inches taller

Option E, "Fail to reject the null hypothesis but do not accept the null hypothesis as true either," is the correct conclusion based on a p-value of 0.75.

In statistical hypothesis testing, the p-value is a measure of the strength of evidence against the null hypothesis. It represents the probability of observing a test statistic as extreme as, or more extreme than, the one calculated from the sample data, assuming the null hypothesis is true.

When interpreting the p-value, we compare it to a predetermined significance level (often denoted as α). If the p-value is less than or equal to α, typically 0.05, it is considered statistically significant, and we reject the null hypothesis in favor of the alternative hypothesis. This means that we have enough evidence to suggest that the alternative hypothesis is likely to be true.

However, if the p-value is greater than α, as in the case of 0.75, it is not statistically significant. In this scenario, we fail to reject the null hypothesis. This does not mean that the null hypothesis is proven to be true or that the alternative hypothesis is false. It simply means that we do not have sufficient evidence to support the alternative hypothesis.

It acknowledges that the observed data does not provide strong enough evidence to reject the null hypothesis, but it does not allow us to definitively accept or confirm the null hypothesis either. It suggests that further investigation or additional evidence may be needed to draw a more conclusive inference.

Therefore, option E, "Fail to reject the null hypothesis but do not accept the null hypothesis as true either," is the correct conclusion based on a p-value of 0.75.

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Answer:

115 lbs = 52.16 kilograms

Step-by-step explanation:

115 pounds is a little over 52kg

To graph the function \(y = x^3 - 3x^2 - 144x - 140\), we can analyze its key features using calculus techniques. A clear, labeled sketch of the function will provide a visual representation of these features.

a. To find the x-intercepts, we set y = 0 and solve for x. In this case, we can factor the equation as (x+1)(x+10)(x-14) = 0, so the x-intercepts are x = -1, x = -10, and x = 14. The y-intercept occurs when x = 0, so \(y = 0^3 - 3(0)^2 - 144(0) - 140 = -140\).

b. To find local max/min coordinates, we take the derivative of the function and set it equal to zero. The derivative of \(y = x^3 - 3x^2 - 144x - 140\) is \(y' = 3x^2 - 6x - 144\). Solving \(3x^2 - 6x - 144 = 0\) gives x = 8 and x = -6. We can then evaluate the function at these x-values to find the corresponding y-values.

c. To determine intervals of increasing or decreasing, we analyze the sign of the derivative. When y' > 0, the function is increasing, and when y' < 0, the function is decreasing. We can use the critical points found in part b to determine the intervals.

d. Points of inflection occur when the concavity changes. To find them, we take the second derivative of the function and set it equal to zero. The second derivative of \(y = x^3 - 3x^2 - 144x - 140\) is y'' = 6x - 6. Setting 6x - 6 = 0 gives x = 1, which represents the point of inflection.

e. To determine intervals of concavity, we analyze the sign of the second derivative. When y'' > 0, the function is concave up, and when y'' < 0, the function is concave down. We can use the point of inflection found in part d to determine the intervals.

By considering these key features and plotting the corresponding points, we can sketch the function y = x^3 - 3x^2 - 144x - 140 on a grid, ensuring all the identified features are labeled and clear.

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Rounding to the nearest tenth, the area of the sector is approximately 3.4 square meters.

The area of a sector of a circle can be found using the formula:
Area = (θ/2π) * πr²
where θ is the central angle and r is the radius of the circle.
In this case, the radius is given as 3.2 m and the central angle is 2π/3.
Substituting these values into the formula, we get:
Area = (2π/3 * 1/2π) * π(3.2)²
Simplifying further, we have:
Area = (1/3) * 3.2²
Calculating the value, we get:
Area ≈ 3.4133 square meters
Rounding to the nearest tenth, the area of the sector is approximately 3.4 square meters.

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none of the provided options (a, b, c, d) appear to be accurate or close to the minimum space required.

To determine the minimum space required for a male restroom design with the given plumbing requirements, we need to consider the minimum space required for water closets and lavatories.

The minimum space required for water closets is typically around 30-36 inches per unit, and for lavatories, it is around 24-30 inches per unit.

Since the design requires a minimum of 12 water closets and 13 lavatories, we can estimate the minimum space required as follows:

Minimum space required for water closets = 12 water closets * 30 inches = 360 inches

Minimum space required for lavatories = 13 lavatories * 24 inches = 312 inches

Adding these two values together, we get a total minimum space requirement of 672 inches.

Among the given options, the closest value to 672 inches is option d) 249. However, this value seems significantly lower than the expected minimum space requirement.

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Answer:

G = 9y

General Formulas and Concepts:

Algebra I

Step-by-step explanation:

Step 1: Define

Identify

18y² = G(2y²)

Step 2: Solve for G

Option 1: Factor

Option 2: Isolate

Answer:

\(\boxed {\boxed {\sf G= 9y}}\)

Step-by-step explanation:

We are given the following equation and asked to find the missing factor that makes the equality true.

\(18y^3=(G)(2y^2)\)

Essentially, we need to solve for the variable G.

1. Factoring

One method we can use is factoring.

We could factor the expression 18y³ because we know one factor is 2y². Since this is one of the factors, the other must be 9y.

\(18y^3=(9y)(2y^2)\)

If we compare this factored version of the expression with the original equation we see that 9y and G correspond, so they must be equal.

\(G=9y\)

2. Solving

Another method we could use is solving.

We can solve the original equation for G by isolating the variable.

\(18y^3= (G)(2y^2)\)

G is being multiplied by 2y³. The inverse of multiplication is division, so we divide both sides of the equation by 2y³.

\(\frac {18y^3}{2y^2}=\frac{(G)(2y^2)}{2y^2}\)

\(\frac {18y^3}{2y^2}= G\)

The coefficients are divided as usual and the exponents are subtracted.

\(9y= G\)

6.5 = n This step uses the division property of equality to divide the total number of pounds of raisins and peanuts (8) by the difference in the amounts of raisins and peanuts (1.5)

The link between two or more variables can be shown mathematically in a straight line using linear equations. A linear equation has the following fundamental form: y = mx + b, where m is the slope of the line, x is the independent variable, and b is the y-intercept (the point where the line intersects the y-axis). Since the slope of a linear equation is constant, the values of the variables have no effect on it. This allows for a predictable and consistent relationship between the variables. In many disciplines, including algebra, geometry, physics, and economics, linear equations are employed.

How to solve?

Given: Ms. Jones needs 8 pounds of raisins and peanuts

Step 1: 8 - n = 1.5

This step uses the subtraction property of equality to subtract the unknown number of pounds of peanuts (n) from the total number of pounds of raisins and peanuts (8) in order to determine how much more peanuts there are compared to raisins.

Step 2: 8 - 1.5 = n

This step uses the subtraction property of equality to subtract the difference in the amounts of raisins and peanuts (1.5) from the total number of pounds of raisins and peanuts (8) in order to determine the number of pounds of peanuts.

Step 3: 6.5 = n

This step uses the division property of equality to divide the total number of pounds of raisins and peanuts (8) by the difference in the amounts of raisins and peanuts (1.5) in order to determine the number of pounds of peanuts.

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Answer:

First box:

1/8 of 5, 5 x 1/8, 5 divided by 8

Second Box:

8 divided by 5, 1/5 of 8,

Third Box:

5 x 8

Step-by-step explanation:

Answer:

2%

Step-by-step explanation:

Divide the tax by the pre-tax price

9.8/490 = .02 or 2%

Answer:

my answer lies in paper

True.An example of a variable input on a college campus would indeed be the number of instructors needed.

The number of instructors required can vary based on factors such as the number of courses being offered, the size of the student population, class sizes, faculty-student ratios, and other factors that affect the teaching workload and staffing needs of the institution.

The number of instructors needed is a variable input because it can change over time and in response to different circumstances. For example, at the beginning of a semester, when a college campus experiences high enrollment, more instructors may be required to meet the demand for teaching courses. On the other hand, during summer or holiday breaks when fewer courses are offered or when the student population is reduced, fewer instructors may be needed.

The number of instructors needed is an important consideration for colleges and universities to ensure the smooth functioning of academic programs and the provision of quality education. It plays a crucial role in determining the faculty-student ratio, class sizes, course availability, and overall academic experience for students.

In terms of solution, determining the number of instructors needed involves careful planning and analysis by the college administration or academic departments. They need to consider various factors, such as the number of courses being offered, the size and nature of the courses, the expertise required for specific subjects, and any contractual or workload obligations of the instructors.

The process typically involves forecasting student enrollments, analyzing historical data on course registrations, and considering factors such as class sizes, faculty workload policies, and teaching responsibilities. The administration may use mathematical models, scheduling software, or historical data analysis to estimate the number of instructors required for each semester or academic year.

Based on this analysis, the college can make decisions about hiring new instructors, assigning existing faculty members to courses, or adjusting course offerings to ensure that the staffing needs are met. It is crucial to strike a balance between the number of instructors and the workload to ensure that instructors have a manageable teaching load while meeting the needs and expectations of students.

In conclusion, the number of instructors needed is a variable input on a college campus. It can fluctuate based on factors such as student enrollments, course offerings, class sizes, and other factors. Determining the appropriate number of instructors requires careful planning, analysis, and consideration of various factors to ensure the effective functioning of academic programs and the provision of quality education to students.

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Answer:

The solution is (-2, 0)

Step-by-step explanation:

Re-write -2x=-y+4 x=-2 in column form:

x=-2

-2x=-y+4

Next, substitute -2 for x in the second equation:

-2(-2) = -y + 4, or:

4 = -y + 4.  Thus, y must be 0.

The solution is (-2, 0)

There are 325 ways to select 4 different students for unique awards such that at least one of the recipients is a girl.

In mathematics, a combination is a selection of items from a set that has distinct members, such that the order of selection does not matter.

Now, coming to the question.

First, calculate the total number of ways to select 4 students from 11 (5 boys and 6 girls) without any restrictions.

This can be done using combinations:

C(11,4) = 11! / (4! * (11-4)!) = 330 ways.

Now, calculate the number of ways to select 4 boys out of 5, which means no girls are selected:

C(5,4) = 5! / (4! * (5-4)!) = 5 ways.

Subtract the number of ways with no girls from the total number of ways to get the number of ways with at least one girl:

330 - 5 = 325 ways.

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The cοst fοr using 25 HCF οf water is $33.67.

We are given that the mοnthly cοst C is a linear functiοn οf the amοunt οf water used in HCF. Let's denοte the mοnthly cοst fοr using x HCF οf water as C(x).

We are alsο given twο data pοints: C(12) = $38.16 and C(39) = $85.41. Using these pοints, we can find the slοpe οf the linear functiοn as fοllοws:

slοpe = (change in C) / (change in x) = (85.41 - 38.16) / (39 - 12) = 47.25 / 27 ≈ 1.75

Nοw we can use the pοint-slοpe fοrm οf the equatiοn οf a line tο find the equatiοn οf the linear functiοn:

C(x) - 38.16 = 1.75(x - 12)

Simplifying this equatiοn, we get:

C(x) = 1.75x - 13.08

Therefοre, the cοst fοr using 25 HCF οf water wοuld be:

C(25) = 1.75(25) - 13.08 = $33.67

Sο the cοst fοr using 25 HCF οf water is $33.67.

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