select all that applywith weighted moving averages, how are the weights selected?multiple select question.trial and errorfitting to a regression lineguessingexperience

Answer:

15x -14

Step-by-step explanation:

(5x-2)+(4x-4)+(6x-8)

Combine like terms

(5x+4x+6x-2+-4-8)

15x -14

Answer:

Step-by-step explanation:

\((5x - 2) + (4x - 4) + (6x - 8) \\ 5x - 2 + 4x - 4 + 6x - 8 \\ 5x + 4x + 6x - 2 - 4 - 8 \\ 15x - 14\)

Answer:

420

Step-by-step explanation:

Adjust the window so you can find all of the points of intersection for the system of equations.What are the roots of the original polynomial equation? Check all that apply.

-6

0

6

-4

3

8

6, -4, 3

from system of equations

2x3 + 4x2 - x + 5 = -3x2 + 4x + 9?

y = 2x3 + x2 + 3x +5

y =9

y = 2x3 + x2

y = 3x + 14

y = 2x3 + 4x2 - x + 5

y = -3x2 + 4x + 9

y = 2x3 + 4x2 - x + 5y = -3x2 + 4x + 9

Use a graphing calculator and a system of equations to find the roots of the equation.

x4 − 4x3 = 6x2 − 12x

From least to greatest, what are the integral roots of the equation?

-2, 0

and then they

answer is 420 cause 420 are the equalvation box

The range of the function h(x) is also all even integer.

In the given question,

A step function h(x) is represented by y = -2[x].

We have to find which phrase best describes the range of the function h(x).

The given function is y = -2[x].

Firstly we learn about range.

As we know that range is the set of y values and output.

Since in the given function have the term [x].

The sign [ ] shows the greatest integer function.

The greatest integer function is

\(\begin{document}\begin{equation}f(x) = \left\{ \begin{array}{lr} -1, & \text{if } -1 \leq x < 0\\ 0, & \text{if } 0\leq x < 1\\1, & \text{if } 1\leq x < 2\\...., & \text{if } ...............\\n, & \text{if } n\leq x < n+1 \end{array}\)

As we can see that the range of a greatest integer function is all integers.

But our function −2 time of greatest integer function. So

\(\begin{document}\begin{equation}f(x) = \left\{ \begin{array}{lr} 2(-1), & \text{if } -1 \leq x < 0\\ 2\times 0, & \text{if } 0\leq x < 1\\2\times1, & \text{if } 1\leq x < 2\\...., & \text{if } ...............\\2\times n, & \text{if } n\leq x < n+1 \end{array}\)

\(\begin{document}\begin{equation}f(x) = \left\{ \begin{array}{lr} -2, & \text{if } -1 \leq x < 0\\ 0, & \text{if } 0\leq x < 1\\2, & \text{if } 1\leq x < 2\\...., & \text{if } ...............\\2n, & \text{if } n\leq x < n+1 \end{array}\)

Since we can see that every term have multiple 2.

So the range of the function h(x) is also all even integer.

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♥️♥️♥️♥️♥️♥️♥️♥️♥️♥️♥️♥️♥️♥️

\(p = 2 \times (( - 3x - 5) + (3 - 4x)) \\ \)

Collect like terms

\(p = 2 \times ( - 7x - 2)\)

\(p = - 14x - 4\)

♥️♥️♥️♥️♥️♥️♥️♥️♥️♥️♥️♥️♥️♥️

\(p = 66\)

Thus ;

\( - 14x - 4 = 66\)

Add sides 4

\( - 14x - 4 + 4 = 66 + 4\)

\( - 14x = 70\)

Divide sides by -14

\( \frac{ - 14x}{ - 14} = \frac{70}{ - 14} \\ \)

\(x = - \frac{7 \times 10}{7 \times 2} \\ \)

\(x = - \frac{5 \times 2}{2} \\ \)

\(x = - 5\)

Done...

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The average score of all students, calculated by taking a weighted average based on the number of students in each group, is 38. The overall performance is slightly below the group averages.

The average score of students in the first, second, and third groups are 39, 32, and 43, respectively. There are 24 students in the first group, 26 students in the second group, and 27 students in the third group.

To find the average score of all students, we need to take a weighted average of the scores in each group, with the number of students in each group as the weights.

Here's how to do it: First, we calculate the total number of students:24 + 26 + 27 = 77. Then, we calculate the total score across all students: 39*24 + 32*26 + 43*27 = 936 + 832 + 1161 = 2929

Finally, we divide the total score by the total number of students to get the average score:2929/77 = 38. The average score of all students is 38.

This means that the overall performance of all the students is slightly below the average of the scores in each group.

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The equation 0.05n + 0.10d = 3.65 is equivalent to the equation 0.05n + 0.1d + 3.65. This equation states that the total value of the nickles and dimes in Jada's coin jar is 3.65.

The equivalent equation  0.05n + 0.1d+3.65 is 5n + 10d = 365. This equation can be obtained by multiplying both sides of the original equation by 100 to eliminate the decimal points. This gives us:

100(0.05n + 0.1d + 3.65) = 100(3.65)
5n + 10d + 365 = 365

Next, we can subtract 365 from both sides of the equation to isolate the variables on one side:

5n + 10d = 365

Therefore, the equation 5n + 10d = 365 is equivalent to the original equation 0.05n + 0.1d+3.65 and can be used to represent the situation of Jada's coin jar.

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Answer:

\( {4}^{3} {y}^{2} \\ {7}^{3} \\ {3}^{3} {x}^{3} \)

The yield to maturity (YTM) of the 10-year bond is approximately 8.68%.

To calculate the yield to maturity (YTM) of a bond, we need to use the present value formula and solve for the YTM. The formula is as follows:

Present Value = Coupon Payment × (1 - \((1 + YTM)^{-n})\) / YTM + Par Value / \((1 + YTM)^n\)

Where:

Present Value is the current market price of the bond ($680.95)

Coupon Payment is the periodic coupon payment ($1,000 × Coupon Rate / 2)

YTM is the yield to maturity (unknown, what we're solving for)

n is the total number of coupon payments until maturity (years × 2 since the bond pays semi-annual coupons)

Let's calculate the YTM using this formula:

Present Value = Coupon Payment × (1 - \((1 + YTM)^{-n})\) / YTM + Par Value / \((1 + YTM)^n\)

$680.95 = ($1,000 × 0.04 / 2) × (1 - \((1 + YTM)^{-20})\) / YTM + $1,000 /\((1 + YTM)^{20}\)

Now we can solve this equation to find the YTM. This involves an iterative process, but we can use numerical methods or financial calculators to find the approximate YTM. Let's use an online financial calculator to find the YTM.

Using an online calculator, the approximate YTM for this bond is approximately 8.68%. Please note that this is an approximation, and the exact YTM may differ slightly due to rounding or calculation methods used.

Therefore, the approximate yield to maturity (YTM) for the given 10-year bond is 8.68%.

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The solutions of the equation x² - x - 2 = 0 are -1 and 2.

The solutions of the equation x² + 3x + 2 = 0 are -2 and -1.

Generally speaking, the standard form of a quadratic function is given by this mathematical expression;

ax² + bx + c = 0

Where:

Next, we would solve the above quadratic function by using an online graphing calculator in order to determine the solution, which is denoted by the point where the line of each quadratic function crosses the x-axis of the graph.

When x = -3, the y-value is given by;

y = x² - x - 2

y = (-3)² - (-3) - 2 = 10.

When x = -2, the y-value is given by;

y = x² - x - 2

y = (-2)² - (-2) - 2 = 4.

When x = -1, the y-value is given by;

y = x² - x - 2

y = (-1)² - (-1) - 2 = 0.

When x = 0, the y-value is given by;

y = x² - x - 2

y = (0)² - (0) - 2 = 2.

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The probabilities have been computed to be as follows: i) P (S2 = 2, S5 = 1) = 0.0441, ii) P (S2 = 2, S4 = 3, S5 = 1) = 0.0189.

The probabilities can be computed using the formula:

P (Sn = i, Sm = j) = P (Sn = i, Sn - m = j - i) = P (Sn = i)*P (Sn - m = j - i),

where i, j ∈ Z, n > m ≥ 0.

Then,

P (Sn = i) = (p/q) ^ (n+i)/2√πn, and

P (Sn - m = j - i) = (p/q) ^ ((n-m+ (j-i))/2) √ ((n+m- (j-i))/π(n-m))

For, P (S2 = 2, S5 = 1), i.e., i = 2, j = 1, n = 5, m = 2.

Then,

P (S2 = 2, S5 = 1) = P (S2 = 2) * P (S3 = -1) * P (S4 = -2) * P (S5 - 2 = -1) = (0.3) * (0.7) * (0.7) * (0.3) = 0.0441

For, P (S2 = 2, S4 = 3, S5 = 1), i.e., i = 2, j = 1, n = 5, m = 4.

Then,

P (S2 = 2, S4 = 3, S5 = 1) = P (S2 = 2) * P (S2 = 3 - 4) * P (S5 - 4 = 1 - 2) = (0.3) * (0.7) * (0.3) = 0.0189

Thus, we have computed the required probabilities as follows:

P (S2 = 2, S5 = 1) = 0.0441

P (S2 = 2, S4 = 3, S5 = 1) = 0.0189

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Step-by-step explanation:

z² +x² - y= -2²+ -1² - 3

4+ 1 - 3= 2

x²y²z²= -1²× 3²× -2²

1× 9× 4= 36

Equation of Change in bank balance is x - $128

A declaration that two expressions with variables or integers are equal. In essence, equations are questions, and attempts to systematically identify the solutions to these questions have been the driving forces behind the creation of mathematics.

A set of variables, constants, and mathematical operations such as addition, subtraction, multiplication, or division balanced by the equal sign is known as an equation. The equation's left-hand side (LHS) is on the left side, and its right-hand side (RHS) is on the right side (RHS).

Given Data

Let x be the overall bank balance

Equation

Change in bank balance = x - 4(32)

Change in bank balance = x - 128

Thus, equation of Change in bank balance is x - $128

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The results indicate that encountering sales clerks who smile could potentially increase customer purchases.

From the information given, we have that;

The four stores in the smile condition were 36, 40, 36, and 44;

To determine the t-value, we need to first calculate the mean for the control condition, we have;

Mean = 36 + 40 + 36+ 44/4

Mean =126/4

Mean = 32

Mean for the smile condition;

Mean = 39

One can employ a t-test to compare the average values of the two situations in order to scrutinize the outcomes. With a significance level of 0. 05, a two-tailed test with six degrees of freedom would require a critical t-value of around 2. 447

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Answer:

17.3

Step-by-step explanation:

Answer:

17.3

Step-by-step explanation:

Step-by-step explanation:

you can just put in some values to check.

I actually used p =2 and q=3

the It will be

2^3-1 + 3^2-1 = 1 (mod 2×3)

2^2 +3^1 = 1 (mod 6)

4+3= 1 (mod6)

7= 1 (mod6)

which is true.

therefore p^(q-1) + q^( p-1) = 1 ( mod pq) is true

To show that p^(q-1) + q^(p-1) = 1 (mod pq), we can use Fermat's Little Theorem, which states that if p is a prime number and a is an integer not divisible by p, then a^(p-1) = 1 (mod p). Using this theorem, we can first show that p^(q-1) = 1 (mod q), since q is a prime number and p is not divisible by q. Similarly, we can show that q^(p-1) = 1 (mod p), since p is a prime number and q is not divisible by p.

Therefore, we can write:

p^(q-1) + q^(p-1) = 1 (mod q)
p^(q-1) + q^(p-1) = 1 (mod p)

By the Chinese Remainder Theorem, we can combine these two equations to obtain:

p^(q-1) + q^(p-1) = 1 (mod pq)

Thus, we have shown that p^(q-1) + q^(p-1) = 1 (mod pq).
We'll use Fermat's Little Theorem to show that p^(q-1) + q^(p-1) = 1 (mod pq).

Fermat's Little Theorem states that if p is a prime number and a is an integer not divisible by p, then:
a^(p-1) ≡ 1 (mod p)

Step 1: Apply Fermat's Little Theorem for p and q:
Since p and q are prime numbers, we have:
p^(q-1) ≡ 1 (mod q) and q^(p-1) ≡ 1 (mod p)

Step 2: Add the two congruences:
p^(q-1) + q^(p-1) ≡ 1 + 1 (mod lcm(p, q))

Step 3: Simplify the congruence:
Since p and q are prime, lcm(p, q) = pq, so we get:
p^(q-1) + q^(p-1) ≡ 2 (mod pq)

In your question, you've mentioned that the result should be 1 (mod pq), but based on Fermat's Little Theorem, the correct result is actually:
p^(q-1) + q^(p-1) ≡ 2 (mod pq)

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Given

A bag contains 13 red balls numbered 1-13 and 5 green balls numbered 14-18.

And a ball is chosen at random.

To find:

a) The probability that you choose a ren or even numbered ball.

b) The the probability you choose a green ball or a ball numbered less than 5.

Explanation:

It is given that,

The total number of balls is (13+5)=18.

The number of red balls is 13 numbered from 1-13.

The number of green balls is 5 numbered from 14-18.

i) Then, the probability of getting a a red or even numbered ball is,

Here,

That implies,

Hence, the probability of getting a red or even numbered ball is 0.89.

ii) Also,

The probability of getting a green ball or a ball numbered less than 5 is,

Here,

Then,

Hence, the probabilty of getting a green ball or a ball numbered less than 5 is 0.11.

Step-by-step explanation:

answer 2.85 or 57/20 this is because you divide 20/7 and find it is 2.85... and convert frim there

Answer:

2 6/7

Step-by-step explanation:

B

Number of students need to be sampled = 610

A study to determine the true average number of alcoholic drinks consumed by Greek students is conducted.

Standard Deviation, σ = 6.3

Margin Error of population mean, E = 0.5

Probability = 95% = 0.95

The p-value corresponding to 0.95 probability = (1+0.95)/2 = 0.975

The z-score corresponding to this p-value = 1.96 [from the z-tables]

Now, The margin error, E = zσ/√n, where n is the sample size

⇒ n = (zσ/E)²

⇒ n = (1.96 x 6.3/0.5)²

⇒ n ≈ 610

Hence 610 students need to be sampled.

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The statement ' if this model suffers from heteroskedasticity, then the usual OLS t statistics no longer have a t distribution and the f statistics no longer have an f distribution' is true because a model suffering from heteroskedasticity will not be accurate.

If a model suffers from heteroskedasticity, which is the condition where the variance of the errors is not constant across observations, then the usual OLS t statistics and F statistics no longer have t or F distributions, respectively. In other words, the standard errors of the coefficients and the overall fit of the model cannot be accurately estimated using the usual assumptions of OLS regression.

Specifically, when heteroskedasticity exists, the OLS estimator remains unbiased, consistent, and asymptotically normal, but its estimated standard errors are biased and inconsistent, leading to invalid inference. This means that t-tests for individual coefficients and F-tests for overall model significance based on these standard errors may be unreliable.

Instead, alternative methods such as robust standard errors or weighted least squares should be used to correct for heteroskedasticity.

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The inequalities equation which will shade all the points except target point are, y >= 2, y >= -3.5x + 4.5 and y <= 1.25x - 1.5.

The line passing through P(-1,2) and P(-4,2) has a slope of 0 and a y-intercept of 2, so its equation is y = 2. The line passing through P(-1,2) and P(-2,0.5) has a slope of -3.5 and a y-intercept of 4.5, so its equation is y = -3.5x + 4.5. The line passing through P(-2,0.5) and P(-4,2) has a slope of 1.25 and a y-intercept of -1.5, so its equation is y = 1.25x - 1.5.

Now we can create a system of inequalities that will shade all of the points except for T(-2,2). We can do this by making sure that the inequality for each line is greater than or equal to the target point on one side of the line, and less than or equal to the target point on the other side of the line.

For the line y = 2, we can write the inequality y >= 2 on the side of the line that contains the target point T(-2,2). For the line y = -3.5x + 4.5, we can write the inequality y >= -3.5x + 4.5 on the side of the line that contains the point T(-2,2). For the line y = 1.25x - 1.5, we can write the inequality y <= 1.25x - 1.5 on the side of the line that contains the point T(-2,2).

Putting all of these inequalities together, we get:

y >= 2 (for the line passing through P(-1,2) and P(-4,2))

y >= -3.5x + 4.5 (for the line passing through P(-1,2) and P(-2,0.5))

y <= 1.25x - 1.5 (for the line passing through P(-2,0.5) and P(-4,2))

These inequalities should shade all of the points except for the target point T(-2,2), and they should do so with the fewest number of inequalities possible.

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--The complete question is, With the fewest inequalities, shade all the points but leave the targets exposed. Write the inequality equations to do this.

Points are P(-1,2), P(-4,2) and P(-2, 0.5)

T(-2,2)
Graph is show in the image.--

Therefore, the area under the curve \(y = x^2\) over the interval [0, 3] is 9 square units.

To find the area under the curve \(y = x^2\) over the interval [0, 3], we can use the definite integral:

A = ∫[0, 3] \(x^2 dx\)

Evaluating this integral gives:

A = \([x^3/3]\) evaluated from 0 to 3

A = \((3^3/3) - (0^3/3)\)

A = 27/3

A = 9

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Answer:

the 2 one is better because you get more pens

Step-by-step explanation:

you get more pens

Sara's new hourly rate after a 15% increase is $104.65.

We have,

To find Sara's new hourly rate after a 15% increase, we need to calculate the 15% increase of her current rate and add it to her current rate.

First, we calculate the 15% increase:

15% of $91 = ($91 * 15) / 100 = $13.65

Then, we add the increase to her current rate:

New hourly rate = $91 + $13.65 = $104.65

So, after a 15% increase, Sara's new hourly rate is $104.65.

Thus,

Sara's new hourly rate after a 15% increase is $104.65.

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The complete question:

Sara works at ZU library for 91 dirhams per hour.

If her hourly rate is increased by 15%, what is her new hourly rate? Round your answer to two decimal places.

Step-by-step explanation

The change in Vivian’s elevation is a positive number because her elevation increased as she moved from the bottom back to the top.

Answer:

The change in Vivian’s elevation is a positive number because her elevation increased as she moved from the bottom back to the top.

Step-by-step explanation:

The effect estimation requires more than simple regressions of "Quality of Care" on "Shift Hours" (Part 1) or with "Hospital Characteristics" (Part 2). Including "Tiredness" (Part 3) or using variable (Part 5) is necessary.

To estimate the causal effect of changing shift hours on quality of care, several factors must be considered. Regression analysis with just a constant and "Shift Hours" (Part 1) fails to account for confounding variables, leading to biased estimates. Including "Hospital Characteristics" (Part 2) still overlooks omitted variable bias and endogeneity issues.

However, by adding "Tiredness" to the regression (Part 3), the direct and indirect effects of shift hours on quality of care can be estimated. The coefficient of "Shift Hours" represents the direct causal effect, while the coefficient of "Tiredness" captures the mediating effect. Regressing "Quality of Care" solely on "Policy" (Part 4) neglects confounders.

When "Hospital Characteristics" are unobserved, instrumental variable estimation (Part 5) can address endogeneity by identifying an instrumental variable unrelated to quality of care but affecting shift hours.

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Answer:

14

Step-by-step explanation:

All sides of the square are equal

~ Hope this was able to help you (:

Answer:

They made 36 three-point field goals

Step-by-step explanation:

For free throws , we have one point each.

So here, the total points they made from free throws is 22 * 1 = 22 points

So the number of points made from field goals would be 184-22 = 162 points

So the issue we have now is knowing the number of 3-point field goals that was made.

How can we get this?

Remember they made 85 baskets? so if we subtract the number of free throws, then we can have the number of field throws and that is 85-22 = 63

Now, let the number of 2 points throws be x and the number of 3 points throws be y

From our earlier analysis;

x + y = 63 ••••••••• (i)

Now the total number of three pointers would be 3 * y = 3y and the total number of two pointers would be 2 * x = 2x

Adding both gives a total of 162

Thus;

2x + 3y = 162 •••••••• (ii)

So we have two equations to solve simultaneously.

From equation 1, we can say that;

x = 63-y

Let’s substitute this into equation 2

2(63-y) + 3y = 162

126 -2y + 3y = 162

126+y = 162

y = 162-126

y = 36

This means that they made 36 three-point field goals

Answer:

They made 36 three-point field goals during the game

Step-by-step explanation:

The approximate length of arc QR to nearest tenth is 9.9cm

The formula for calculating the length of an arc is expressed as:

L = r theta

where

r is the radius of an arc = 20cm/2 = 10cm

theta = 180 - 123 = 57 degrees

Determine the length of an arc

L = 10(57π/180)
L = 57π/18
L = 9.94cm

Hence the approximate length of arc QR to nearest tenth is 9.9cm

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Answer:

9.9

Step-by-step explanation:

Check the picture below.

\(\begin{array}{llll} \textit{using the pythagorean theorem} \\\\ a^2+o^2=c^2\implies a=\sqrt{c^2 - o^2} \end{array} \qquad \begin{cases} c=\stackrel{hypotenuse}{29.2}\\ a=\stackrel{adjacent}{r}\\ o=\stackrel{opposite}{22.4} \end{cases} \\\\\\ r=\sqrt{ 29.2^2 - 22.4^2}\implies r=\sqrt{ 852.64 - 501.76 } \\\\\\ r=\sqrt{ 350.88 }\implies r\approx 18.73~cm\)