Cost of a theater ticket is an example of O a) O quantitative data. b) nominal data. O c) categorical data. d) either categorical or quantitative data.

The total area of the ribbon is equals to 46 sq. inches with a 4 square inches of school logo in between.

The four-sided polygonal shape known as a quadrilateral has four edges and four corners. The Latin words quadri, a variation of four, and latus, meaning "side," were used to create the term.

In American and Canadian English, a quadrilateral having at least one set of parallel sides is referred to as a trapezoid. It is referred to as a trapezium in British and other varieties of English. In Euclidean geometry, a trapezoid is a convex quadrilateral by definition. The bases of the trapezoid are the parallel sides.

The total area of the ribbon = area of the top square + area of the bottom trapizium

Area of the square = 4*4 = 16 sq. inches

Area of the trapizium = (1/2)*(sum of parallel sides)*height = (1/2)*(4+8)*5 = 30 sq. inches.

The total area of the ribbon is equal to 30 + 16 = 46 sq. inches with a 4 square inches of school logo in between.

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The sample size should be e) 2,500.

To calculate the sample size needed for the manager's confidence interval, we need to use the formula for the margin of error:

Margin of error = z * (standard deviation of the sample proportion) / sqrt(sample size)

Given the sample data, the sample proportion of time spent mowing is 200 / 400 = 0.5.

Plugging in the values, we get:

Margin of error = 1.96 * sqrt(0.5 * 0.5 / 400) = 0.02

Rearranging the formula and solving for the sample size, we get:

Sample size = (z / margin of error)^2 * (sample proportion * (1 - sample proportion))

= (1.96 / 0.02)^2 * (0.5 * 0.5)

= 2500

So, the sample size needed for a 95.44 percent confidence interval with a margin of error of 0.02 is 2,500. The answer is option (e).

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Answer:

3: Multiplying the first equation by −2 so the x-variables are eliminated.

Step-by-step explanation:

The elimination method is a strategy to solve a system of linear equations by eliminating one of the variables (usually the y variable) by adding or subtracting the equations. This can be done by multiplying one or both of the equations so that when added or subtracted, the y variable will cancel out.

In this case, the best option for multiplying to solve the system using the elimination method is to multiply the first equation by -2 so that the x-variables are eliminated. This is because when the first equation is multiplied by -2, it becomes -6x + 12y = 8, which has the same coefficient for x as the second equation. When the two equations are added, the x variable will cancel out, leaving us with an equation in terms of y, which can then be solved for x.

The equation after the elimination will look like this:

-6x + 12y + 6x + 11y = -2 + 8

6y = 6

y = 1

Finally, we can use this value of y to solve for x in one of the original equations:

3x - 6(1) = 4

3x = 10

x = 10/3 = 3.33

So the solution to the system is (3.33, 1).

The percent decrease of the exponential function is 22%

Suppose we have an initial value A and we increase/decrease it by a percentage X, the new value will be:

A' = A*(1 ± X/100%)

Where the sign depends if it is an increase or decrease.

And if we apply that t times, then we have the exponential function:

A'(t) =  A*(1 ± X/100%)^t

If we want to solvethe percentage, then we need to solve:

0.78 = 1 ± X/100%

Obviously we need to take the negative sign:

0.78 = 1 - X/100%

X = 100%*(1 - 0.78) = 22%

Thet is the percent decrease.

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The factored form of the equation is g(x) = -(x + 2)(x − 4)..

A quadratic expression that is written as the product of a constant times two linear factors is said to be in factored form.

Given:

As, the equation of the function in factored form,

g(x) = a(x − [tex]r_1[/tex])(x − [tex]r_2[/tex]),

The function has x-intercepts of -2 and 4.

So (x + 2 )and (x − 4) are factors of the equation.

Now, the value of y changes for 1 unit to the right of the vertex.

The y-value goes down 1 unit for a point 1 unit to the right of the vertex, so a = -1.

So, the equation of this quadratic function is

g(x) = -(x + 2)(x − 4).

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The simplification of csc²x-cscx+2/CSCX-1 = 1/sin²(x) - sin(x) / (sin²(x)-1)

First, let's recall the definition of cosecant (csc): it's the reciprocal of sine, so csc(x) = 1/sin(x).

Next, we can simplify the equation by substituting the definition of cosecant into the equation:

csc²x-cscx / CSCX-1 = (1/sin(x))² - (1/sin(x)) / (1/(sin(x))-1)

Next, we can simplify the numerator and denominator using algebraic identities:

(1/sin(x))² = 1/sin²(x)

(1/sin(x)) / (1/(sin(x))-1) = sin(x) / (sin²(x)-1)

So, the equation becomes:

1/sin²(x) - sin(x) / (sin²(x)-1)

And this is the simplified form of the equation.

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The expression for m in terms of p will be m = 5p - 4

A function shows the relationship between the variables that are provided or the data given regarding an information.

Function A    x   + 4   then × 2  = y

x = m

y = (m + 4) × 2   = 2m +  8

Function B     x ÷ 5   Then + 1  =  y

x =  2m +  8

y = 2p+1

(2m + 8)  ÷ 5   + 1  =  2p+1

= (2m + 8)  ÷ 5  = 2p

= 2m +  8 = 10p

= m + 4 = 5p

m = 5p - 4

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Here is a composite function find an expression for m in terms of p give your answer in its simplest form

Function A    x   + 4   then ×2  = y

Function B     x ÷ 5   Then + 1  =  y

m  Function A   then Function B   = 2p+1

The linear function that passes through the points f(3)= -4 and f(5) = -4 is:

f(x) = -4

A general linear function can be written as:

f(x) = a*x + b

Where a is the slope and b is the y-intercept.

Here we know the two pairs:

f(3) = -4

f(5) = -4

So for the inputs x = 3 and x = 5 we have the same output, then we have a constant linear function that can be written as:

f(x) = 0*x - 4

f(x) = -4

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Assuming the solid Fe is pure iron, the atomic mass of iron is 55.845 g/mol. This means that in one cubic centimeter of iron there are 6.02 x 10²² atoms of Fe.

Solid iron has a density of 7.87 g/cm³. This means that in one cubic centimeter of iron, there are 6.02 x 10²² atoms of iron. This is calculated by taking the atomic mass of iron (55.845 g/mol) and dividing it by the density of iron (7.87 g/cm³). This gives us the number of atoms of iron in one cubic centimeter of iron, which is 6.02 x 10²² atoms.

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The correct option for the question is option d) Experience with the target

In the given example, a banker has done several transactions with Todd and found them to be economically prudent. Based on his interactions with Tedd, the lender is likely to categorize Todd as reckless and artsy. He was in this position to stereotype Todd because of the several dealings he had with him. As a result, it is an example of prior experience with the objective. As a result, the proper option is (d) Experience with the target. All other selections are inappropriate and incorrect.

The complete question is:

A banker who has done several deals with Todd McFarlane and the McFarlane Company and knew that the company tends to be fiscally conservative would be less likely to stereotype Todd McFarlane as a risky, artistic type. Which perceiver characteristic best explains this outcome?

a) Gender and emotional status

b) Needs and goals

c) Direction of glaze

d) Experience with the target

e) Cognitive load

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95.54% of the chocolate bars at the factory weigh less than 8. 17 ounces

An equation is an expression showing the relationship between two or more numbers and variables. An equation can either be linear, quadratic, cubic and so on depending on the degree.

z score shows by how many standard deviations the raw score is above or below the mean. It is given by:

z = (raw score - mean)/standard deviation

Given that mean = 8, standard deviation = 0.1

For x < 8.17 ounces:

z = (8.17 - 8) / 0.1 = 1.7

From the normal distribution table:

P(z < 1.7) = 0.9554 = 95.54%

The probability that the chocolate bars weigh less than 8. 17 ounces is 95.54%

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y = -2x + 12 is the linear equation's slope intercept form.

In the form of a slope-intercept equation, the line's equation is stated as follows: y = mx + b, where m denotes the slope and b denotes the y-intercept.

Values for the slope and y-intercept describe the properties of the relationship between the two variables x and y.Slope is a measure of how quickly y changes for every unit change in x.

In the event that the x-value is 0, the y-intercept shows the y-value. An equation's slope intercept form is shown as follows:

y = mx + c

where

slope = m

y-intercept = c

Therefore,

4x + 2y = 24

2y = -4x + 24

multiply both sides by two.

2y / 2 = -4x /2 + 24 / 2

y = -2x + 12

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Answer: Polynomials are an important part of the "language" of mathematics and algebra. They are used in nearly every field of mathematics to express numbers as a result of mathematical operations. Polynomials are also "building blocks" in other types of mathematical expressions, such as rational expressions.

Step-by-step explanation:

12 mygs will cost 27, and 5 flasks will cost 30

Answer:A function f(x) is even if f(-x) = f(x). The function is odd if f(-x) = -f(x). An even function has reflection symmetry about the y-axis. An odd function has rotational symmetry about the origin.

Step-by-step explanation:

The function is even when f(-x) = f(x) and is odd when f(-x) = -f(x).This has been obtained using even-odd functions.

What are even-odd functions?

When the output value of a real-valued function, f(x), is equal to f(x), for all values of x inside the domain of f, the function is said to be an even function.

It is claimed that a real-valued function f(x) is an odd function when, for all values of x in the domain of f, the output value of f(-x) is equal to the negative of f(x).

We have an even function if we have an expression that is equivalent to f(x) and we have an odd function if we obtain an expression that is equivalent to -f(x).

If we take a function and substitute x for -x, simplify the result, and then compare it to what you started with, you can "determine algebraically" if the function is even, odd, or neither.

The function is even if you come out with exactly what you started with (i.e., if f (-x) = f (x), in which case all of the signs are the same. If you come out with exactly the opposite of what you started with (i.e., if f(-x) = -f (x), in which case all of the signs are switched), it is an odd function.

Hence, the function is even when f(-x) = f(x) and is odd when f(-x) = -f(x).

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The height of the cylinder jar is 6/4 centimeters

The formula for determining the volume of a cylinder is expressed with the equation;

V = πr²h

Such that the parameters are;

From the information give, we have that;

Volume = 24π cubic centimeters

Radius = 4cm

Now, substitute the values into the formula

24π = π(4)²h

find the square

24π = 16πh

Make 'h' the subject of formula, we get;

h = 24π/16π

h = 24/16

h = 6/4

Hence, the value is 6/4

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The independent variable is the number of 5-minute breaks, and the dependent variable is fatigue.

The cause is the independent variable. Its value is unaffected by the other study variables.

Effect is the dependent variable. Changes in the independent variable affect its value.

The independent variable is a variable in an experimental design that is manipulated or changed by the researcher to observe its effect on the dependent variable. It is also referred to as the "predictor variable" or the "explanatory variable". In the research scenario described, the independent variable is the number of 5-minute breaks (ten or zero) that are assigned to the participants.

The dependent variable is a variable in an experimental design that is being studied and measured to determine its relationship with the independent variable. It is also referred to as the "outcome variable" or the "response variable". In the research scenario described, the dependent variable is fatigue, as Ivan wants to study the impact of the number of 5-minute breaks on fatigue and will measure fatigue levels by using a questionnaire.

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The independent variable is the number of 5-minute breaks, and the dependent variable is fatigue.

The cause is the independent variable. Its value is unaffected by the other study variables.

Effect is the dependent variable. Changes in the independent variable affect its value.

The independent variable is a variable in an experimental design that is manipulated or changed by the researcher to observe its effect on the dependent variable. It is also referred to as the "predictor variable" or the "explanatory variable". In the research scenario described, the independent variable is the number of 5-minute breaks (ten or zero) that are assigned to the participants.

The dependent variable is a variable in an experimental design that is being studied and measured to determine its relationship with the independent variable. It is also referred to as the "outcome variable" or the "response variable". In the research scenario described, the dependent variable is fatigue, as Ivan wants to study the impact of the number of 5-minute breaks on fatigue and will measure fatigue levels by using a questionnaire.

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Answer: -2/3

Step-by-step explanation: rise / run, also keep in mind that this is a negative slope.

The value of the trigonometric functions given that the point (-112, -15) is on the terminal side of an angle, θ is sin(θ)= y/r = -15/ 113 cos(θ)= x/r = -112/ 113 tan(θ)= y/x = -15/ -112 csc(θ)= r/y = 113/ -15 sec(θ)= r/x = 113/ -112.

In a right-angled triangle, the square of the hypotenuse side is equal to the sum of the squares of the other two sides, according to Pythagoras's Theorem. These triangle's three sides are known as the Perpendicular, Base, and Hypotenuse. Due to its position opposite the 90° angle, the hypotenuse in this case is the longest side. When the positive integer sides of a right triangle (let's say sides a, b, and c) are squared, the result is an equation known as a Pythagorean triple.

The terminal points are given as follows:

x = -112 and y = -15

Using the Pythagorean theorem we have:

x^2 + y^2 = r^2

(-112)^2 + (-15)^2 = r^2

12544 + 225 = r^2

r = 113

Now, the trigonometric functions is given as:

sin(θ)= y/r = -15/ 113

cos(θ)= x/r = -112/ 113

tan(θ)= y/x = -15/ -112

csc(θ)= r/y = 113/ -15

sec(θ)= r/x = 113/ -112

cot(θ)= x/y = -112/ -15

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Option B is the correct answer. Ceteris paribus is a phrase do we use to indicate that we are trying to study the relationship between two variables while the values of all other variables are held unchanged.

This is the most commonly-used phrase that defines 'all other things being unchanged or constant'. It is used in economics to rule out the possibility of 'other' factors changing, which is the specific causal relation between two variables is focused.

This is the Latin phrase that is generally used for saying 'with other things being the same'. It is particularly crucial in the study of cause and effect relationships between two specific variables such that other relevant factors influence.

The opposite word for this phrase is 'mutat's mutants, which defines changing some factors that are used to be changed. Ceteris paribus is often a fundamental assumption to the predictive purpose of scrutiny.

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so hmmm let's notice the denominators in each, so hmmm the 1st equation has an LCD of 6, so let's multiply both sides by that, and the 2nd equation has an LCD of 12, so let's multiply it by that to do away with the denominators, oddly enough, it gives us an elimination of a variable, so let's do so

[tex]\begin{array}{llll} \cfrac{1}{2}x-\cfrac{2}{3}y=6 \\\\\\ \cfrac{1}{4}x+\cfrac{1}{3}y=-1 \end{array}\hspace{5em} \begin{array}{llll} 6\left( \cfrac{1}{2}x-\cfrac{2}{3}y=6 \right) \\\\\\ 12\left( \cfrac{1}{4}x+\cfrac{1}{3}y=-1 \right) \end{array}\hspace{5em} \begin{array}{llll} ~~ 3x-4y&=36 \\\\\\\\\\ -3x-4y&=12\\\cline{1-2} ~\hfill -8y&=48 \end{array} \\\\[-0.35em] ~\dotfill[/tex]

[tex]-8y=48\implies y=\cfrac{48}{-8}\implies y=-6 \\\\\\ \stackrel{\textit{substituting on the 1st equation}}{3x-4y=36}\implies 3x-4(-6)=36\implies 3x+24=36 \\\\\\ 3x=12\implies x=\cfrac{12}{3}\implies x=4 \\\\[-0.35em] ~\dotfill\\\\ ~\hfill {\Large \begin{array}{llll} (4~~,~-6) \end{array}}~\hfill[/tex]

Blinding refers to the nondisclosure of the treatment an experimental unit is receiving in a controlled experiment.

Blinding is a technique used in experimental design to reduce bias and improve the validity of results. It refers to the practice of not revealing to the experimental units (e.g., participants, animals) or the experimenters which treatment they are receiving in a controlled experiment.

Blinding is used to eliminate potential sources of bias that might influence the results of the experiment. For example, if the participants are aware of the treatment they are receiving, they might behave differently and affect the results. Similarly, experimenters might unconsciously treat participants differently based on their knowledge of the treatment, which could also affect the results.

"

Complete question

________ refers to nondisclosure of the treatment an experimental unit is receiving.

"

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Answer:

6 + 2x

Step-by-step explanation:

Distributive property is multiplying a number outside a parenthesis to those inside the parenthesis, thus:

2(3 + x)

(2(3) + 2(x))

[6 + 2x]

Generally speaking you can count on 2,000 steps equaling one mile.

How many steps in 1 mile?

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The total amount Robin will get after 20year is $900

Simple interest is the cost of borrowing money without accounting for the effects of compounding. In other words, simple interest only applies to the principal amount.

The total amount is expressed as :

A = P+I

and I = P×r×t/100

where r is the rate

t is the time and

p is the principal

I = 500×4×20/100

I = $400

after 20 years the interest will be $400

The total amount Robin will receive after 20 years is

A = 500+400

A = $900

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Answer:

[tex] \sf \: x = 20[/tex]

Step-by-step explanation:

Given equation,

→ x - 18 = 2

Now the value of x will be,

→ x - 18 = 2

→ x = 2 + 18

→ [ x = 20 ]

Hence, the value of x is 20.

The relative frequency of responders who chose the vegetarian meal is 0.5, or 50%.

The concept used in this problem is relative frequency, which is a measure of the number of times an event occurs in a data set, expressed as a fraction of the total number of events.

The relative frequency is a useful tool for summarizing and understanding the distribution of data, and provides a way to compare the relative frequencies of different events in a data set.

To create a relative frequency distribution in Excel, you would first create a table with the four meal options (chicken, fish, steak, and vegetarian) and count the number of times each option was selected. The relative frequency is calculated as the count of each meal option divided by the total number of responses (20 in this case).

Here is the frequency distribution as :

Meal Option → Frequency → Relative Frequency

Chicken → 6 → 0.3 (6/20)

Fish → 2 → 0.1 (2/20)

Steak → 2→ 0.1 (2/20)

Vegetarian →  10 → 0.5 (10/20)

Thus, the relative frequency of responders who chose the vegetarian meal is 0.5, or 50%.

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The relative frequency of responders who chose the vegetarian meal is 0.5, or 50%.

The concept used in this problem is relative frequency, which is a measure of the number of times an event occurs in a data set, expressed as a fraction of the total number of events.

The relative frequency is a useful tool for summarizing and understanding the distribution of data and provides a way to compare the relative frequencies of different events in a data set.

To create a relative frequency distribution in Excel, you would first create a table with the four meal options (chicken, fish, steak, and vegetarian) and count the number of times each option was selected. The relative frequency is calculated as the count of each meal option divided by the total number of responses (20 in this case).

Here is the frequency distribution as :

Meal Option → Frequency → Relative Frequency

Chicken → 6 → 0.3 (6/20)

Fish → 2 → 0.1 (2/20)

Steak → 2→ 0.1 (2/20)

Vegetarian →  10 → 0.5 (10/20)

Thus, the relative frequency of responders who chose the vegetarian meal is 0.5, or 50%.

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42 red blood cells are needed to make a line 1 inch long

The diameter of a red blood cell is 6 x [tex]10^{-6}[/tex] m,

so we need to determine how many cells can fit in a

line 1 inch long (2.54 x[tex]10^{-5}[/tex] m).

Dividing the length by the diameter gives the number of cells:

2.54 x [tex]10^{-5}[/tex] m / 6 x [tex]10^{-6}[/tex] m = 42.33.

So, approximately 42 red blood cells are needed to make a line 1 inch long.

This highlights the small size of red blood cells and the remarkable ability of the human body to produce and maintain billions of these cells for proper blood circulation and oxygen delivery.

Red blood cells, also known as erythrocytes, are one of the main types of blood cells. They are biconcave discs with a diameter of about 7.5 micrometers, and their primary function is to transport oxygen from the lungs to the tissues and carbon dioxide from the tissues to the lungs.

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