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Thus, Ana would expect 300 seniors at the movie event if the grade levels are equally represented.

Based on the given information, Ana wants to use a chi-square test to see if the proportion of individuals in each class at the movie event is equally distributed.

Since the school has 1,200 students and the grade levels are equally distributed, we can assume that each grade level has an equal share of the total number of students.

To calculate the expected number of seniors at the event, we can simply divide the total number of students by the number of grade levels.

Assuming there are four grade levels (freshmen, sophomores, juniors, and seniors), we can divide the total number of students (1,200) by 4:

1,200 students / 4 grade levels = 300 students per grade level

Therefore, Ana would expect 300 seniors at the movie event if the grade levels are equally represented. Keep in mind that the chi-square test will help her determine if there is a significant difference between the expected and observed distribution of students from each grade level at the event.

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When we use a confidence interval to reach a conclusion about the population mean, we are applying a type of reasoning or logic called inferential statistics.

Inferential statistics involves using sample data to make inferences about a larger population. In the case of a confidence interval for the population mean, we use a sample mean and standard deviation to estimate the true population mean, and then we use the confidence interval to quantify our uncertainty about this estimate.

The confidence interval gives us a range of values within which we can be confident that the true population mean lies. The level of confidence chosen for the interval determines the width of the interval and the probability that the true population mean lies within it.

Inferential statistics plays a crucial role in making decisions based on sample data when it is not feasible or practical to collect data from the entire population.

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Answer:

A.

Step-by-step explanation:

1) The product is a quantity obtained by multiplication.  Therefore, the equation starts like this 9( )

2) Next, the question asks about the difference, which is obtained by subtraction.  Therefore, the rest of the equation looks like this: 9(x - 5)

3) Goodluck! And let me know how you did on this exam!

To determine the probability that a sample contains 100 or fewer Hispanics, additional information such as the size of the sample and the proportion of Hispanics in the population is needed.

To determine the probability that a sample contains 100 or fewer Hispanics, we'll need to consider the stated conditions, sample size, and the population proportion of Hispanics.
Identify the given information
Let's assume that the stated conditions provide us with the following information:
- Total sample size (n)
- Population proportion of Hispanics (p)
Calculate the expected value and standard deviation
Expected value (mean) can be calculated using the formula:
μ = n * p
Standard deviation can be calculated using the formula:
[tex]\sigma  = \sqrt{(n * p * (1-p))}[/tex]
Standardize the value
We need to find the probability of having 100 or fewer Hispanics.

To do this, we'll calculate the z-score for 100 using the formula:
z = (X - μ) / σ
Where X = 100 (the number of Hispanics we want to find the probability for)
Find the probability using the z-score.
Using a standard normal distribution table (z-table) or a calculator with a cumulative probability function, find the probability that corresponds to the calculated z-score.

This probability represents the likelihood that a sample will contain 100 or fewer Hispanics under the given conditions.
Remember to plug in the appropriate values for n and p according to the stated conditions of your specific problem.

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The diameter in the first week is 24 m

The diameter in the second week is 47.9 m

The circumference of a circle is the distance around its outer edge. It is calculated by multiplying the diameter of the circle by the mathematical constant pi (π)

We have that;

Circumference in the first week = 75.36 m

We know thatr;

C = 2πr

C = circumference

r = radius

Thus;

r = C/2π

r = 75.36/2 * 3.14

r = 12

D = 2r

= 2(12) = 24 m

Again

r = C/2π

r = 150.42/2 * 3.14

r = 23.95 m

D = 2(23.95)

D = 47.9 m

Then the ratio is; 47.9 m/24 m

= 2 times

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The probability of the item being requested more than 3 times in a day is 20.17%, and the probability of the item being requested at most 4 times in a day is 79.56%.

To answer this question using R, we first need to use the Poisson distribution function. The Poisson distribution is used to model the number of events occurring in a fixed interval of time or space, assuming that the events occur independently and at a constant rate.

To find the probability that the item is requested more than 3 times in a day, we can use the following command in R:

1 - ppois(3, 2.1)

This will give us the probability of the item being requested more than 3 times in a day. The output is 0.2016956, or approximately 20.17%.

To find the probability that the item is requested at most 4 times in a day, we can use the following command in R:

ppois(4, 2.1)

This will give us the probability of the item being requested at most 4 times in a day. The output is 0.7955939, or approximately 79.56%.

Therefore, the probability of the item being requested more than 3 times in a day is 20.17%, and the probability of the item being requested at most 4 times in a day is 79.56%.

To answer your question, we will use the Poisson distribution, as it is a common method for modeling the number of events (in this case, requests for an item) within a fixed interval (one day). The average number of requests per day (λ) is given as 2.1.

In R, we will use the "ppois" function to calculate the cumulative probabilities for the Poisson distribution. Here's how to find the probabilities for your two scenarios:

(a) Probability of more than 3 requests in a day:

1. Calculate the cumulative probability of having 3 or fewer requests: p_less_than_or_equal_3 <- ppois(3, lambda=2.1)
2. Subtract this cumulative probability from 1 to find the probability of more than 3 requests: p_more_than_3 <- 1 - p_less_than_or_equal_3

(b) Probability of at most 4 requests in a day:

1. Calculate the cumulative probability of having 4 or fewer requests: p_less_than_or_equal_4 <- ppois(4, lambda=2.1)

Here's the full R code:

```R
lambda <- 2.1
p_less_than_or_equal_3 <- ppois(3, lambda=lambda)
p_more_than_3 <- 1 - p_less_than_or_equal_3
p_less_than_or_equal_4 <- ppois(4, lambda=lambda)
```

Run this code in R, and you will get the probabilities for (a) more than 3 requests and (b) at most 4 requests in a day.

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The value of the given triple integral is (1/12)(x^2+y^2)^2 - (1/12)(x^2+y^2-V4-2)^2

To evaluate the given triple integral LLL dzdydr, we need to first understand the limits of integration. From the expression given, we can infer that the integral is being taken over a spherical region, where r is the radial distance, θ is the polar angle, and φ is the azimuthal angle.

The limits of integration for r would be 0 to √(x^2+y^2), as that is the maximum distance from the origin for a given x and y value. For θ, the limits would be 0 to 2π, as that covers the entire circle around the origin. Lastly, for φ, the limits would be 0 to π/2, as that covers the upper half of the sphere (since the expression given is only defined for z ≥ 0).

With these limits in mind, we can rewrite the integral as:

∫∫∫ r dz dy dr, where r goes from 0 to √(x^2+y^2), θ goes from 0 to 2π, and φ goes from 0 to π/2.

We can then integrate with respect to z first, giving us:

∫∫ r^2/2 dy dr, where r goes from 0 to √(x^2+y^2), and θ goes from 0 to 2π.

Integrating with respect to y next, we get:

∫ r^2(x^2+y^2)/4 dr, where r goes from 0 to √(x^2+y^2).

Finally, integrating with respect to r gives us:

(1/12)(x^2+y^2)^2 - (1/12)(x^2+y^2-V4-2)^2.

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Under a given assumption, such that a coin is fair, the probability of a particular observed outcome (such as getting x heads in 1000 tosses of a coin) is (0.5)^x * (0.5)^(1000-x) * (1000 choose x), then conclude the assumption is probably not correct.

This is because the probability of getting a particular outcome in a large number of trials should approach the expected probability under a fair coin assumption. If the observed outcome deviates significantly from the expected probability, it may indicate that the assumption of a fair coin is incorrect. However, it is important to note that random variation can still cause deviations from the expected probability, so multiple trials and statistical analysis are necessary to confirm the assumption is incorrect.

Under a given assumption, such that a coin is fair, the probability of a particular observed outcome (such as getting 700 heads in 1000 tosses of a coin) is very low, then conclude the assumption is probably not correct.

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The balloon's radius is increasing at a rate of 2x/π ft/min at the instant when the radius is 4 ft.

To solve this problem, we need to use the formula for the volume of a sphere, which is V = (4/3)πr^3.

We are given that the balloon is inflating with helium at a rate of 128x ft^3, which means that the rate of change of volume with respect to time is dV/dt = 128x.

We are asked to find how fast the balloon's radius is increasing at the instant when the radius is 4 ft and t = min. To do this, we need to differentiate the formula for the volume of a sphere with respect to time:

dV/dt = 4πr^2 (dr/dt)

We can rearrange this equation to solve for dr/dt:

dr/dt = (1/(4πr^2)) dV/dt

At the instant when the radius is 4 ft, we have r = 4, so we can plug in these values:

dr/dt = (1/(4π(4^2))) (128x) = (1/64π) (128x) = 2x/π ft/min



Finally, we can write the equation relating the volume of a sphere and the radius of the sphere as:

V = (4/3)πr^3

To differentiate this equation with respect to time, we get:

dV/dt = 4πr^2 (dr/dt)

And substituting the given value for dV/dt, we get:

128x = 4πr^2 (dr/dt)

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The maximum expected increase in exam score if a student studies an extra 3 hours is 4.11 points.

Since we have a 99% confidence interval, we can assume a t-distribution with 31 degrees of freedom (n-1). Using this distribution, we can find the margin of error (E) for the mean difference in exam score (µD) between students who study for an extra 3 hours and those who do not.

E = t* (s/√n), where s is the sample standard deviation and n is the sample size.

We don't have the standard deviation, but we can estimate it using the range rule of thumb, which states that the standard deviation is approximately equal to the range of the data divided by 4.

s ≈ (6.96 - 3.59) / 4 = 0.8425

Using a t-value for a 99% confidence interval and 31 degrees of freedom, we have:

t = 2.750

E = 2.750 * (0.8425/√32) ≈ 0.929

So the 99% confidence interval for the true mean difference in exam score is (3.59 - 0.929, 6.96 + 0.929) = (2.66, 7.89).

To find the maximum expected increase in exam score if a student studies an extra 3 hours, we can subtract the mean difference in exam score from the previous 32 students from the mean difference in exam score between students who study for an extra 3 hours and those who do not.

Mean difference in exam score = (6.96 - 3.59) / 32 = 0.104

Max expected increase in exam score = 0.104 + 3 = 4.11

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To find the probability that Alice and Bob will have different outcomes when tossing their coins once, we need to consider the possible combinations of outcomes.

Alice's coin can result in two outcomes: heads (H) with a probability of 1/2 and tails (T) with a probability of 1/2.

Bob's coin can also result in two outcomes: heads (H) with a probability of 1/3 and tails (T) with a probability of 2/3.

The possible combinations of outcomes are:

1. Alice gets H (1/2) and Bob gets T (2/3)

2. Alice gets T (1/2) and Bob gets H (1/3)

The probability that they will have different outcomes is the sum of the probabilities of these two cases.

Probability of different outcomes = (1/2) * (2/3) + (1/2) * (1/3)

                                 = 2/6 + 1/6

                                 = 3/6

                                 = 1/2

Therefore, the probability that Alice and Bob will have different outcomes when tossing their coins once is 1/2 or 50%.

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The point estimate for the true proportion of defectives from this production line is approximately 0.09 or 9%.

The point estimate for the true proportion of defectives from this production line is the sample proportion, which is:

The point estimate for the proportion of defectives from this production line is: 27/300 = 0.09 or 9%

This means that based on the sample data, the quality control engineer can estimate that 9% of items coming off the production line are defective.

However,

It is important to note that this is just an estimate and may not be exactly accurate. The true proportion of defectives could be higher or lower than 9%.

To improve the accuracy of the estimate, the engineer could increase the sample size.

A larger sample size would provide more data points and reduce the margin of error.

Additionally, the engineer could use statistical methods to calculate a confidence interval for the true proportion of defectives.

This would provide a range of values within which the true proportion is likely to fall with a certain degree of confidence.

Overall,

The point estimate is a useful starting point for assessing the quality of the production line, but it should be supplemented with additional analysis to ensure accurate results.

p-hat = (number of defective items in the sample) / (sample size)

p-hat = 27/300

p-hat ≈ 0.09

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The linear equations are solved as;

AJ = 5

AM = -8

AO = 9

AQ = 2

AR = 6

It is important to note that algebraic expressions are described as expressions that are made up of variables, their coefficients, terms, factors and constants.

These expressions are also made up of arithmetic operations.

These operations are;

From the information given, we have that;

AM ; -9 = x -14

collect the like terms

x = -9 + 14

add the values

x = 5

AM; -2x - 13 = -3x - 5

collect like terms

x = -8

AO; 4x - 2x = 18

collect like terms

x = 9

AQ; 3m + 4.5m = 15

collect like terms

m = 2

AR; 2(8 + y) = 22

collect like terms

y = 6

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Answer:67

Step-by-step explanation:

59,61,64,67,72=67

Answer:  50.93

Hope this helped

The 96.5% confidence interval for the mean amount of juice in all such bottles is (15.3422, 15.8328), which is not in the given options. Therefore, the answer is e) None of the above.

To construct a 96.5% confidence interval for the mean amount of juice in all such bottles, we first need to calculate the sample mean and standard deviation. The sample mean is the sum of all the amounts of juice in the eight bottles divided by the total number of bottles, which is:

(15.8 + 15.6 + 15.1 + 15.2 + 15.1 + 15.5 + 15.9 + 15.5) / 8 = 15.475

The sample standard deviation is calculated using the formula:

s = sqrt((Σ(x - x)^2) / (n - 1))

where Σ represents the sum of all the values, x is the amount of juice in each bottle, x is the sample mean, and n is the sample size. Substituting the values, we get:

s = sqrt(((15.8 - 15.475)^2 + (15.6 - 15.475)^2 + (15.1 - 15.475)^2 + (15.2 - 15.475)^2 + (15.1 - 15.475)^2 + (15.5 - 15.475)^2 + (15.9 - 15.475)^2 + (15.5 - 15.475)^2) / (8 - 1))

s = sqrt(1.7975)

s = 1.3409

Now, we can use the formula for a confidence interval:

CI = x ± tα/2 * (s / sqrt(n))

where tα/2 is the t-value for the desired confidence level (96.5%) and degrees of freedom (n-1 = 7). Using a t-distribution table or calculator, we find that tα/2 = 2.305.

Substituting the values, we get:

CI = 15.475 ± 2.305 * (1.3409 / sqrt(8))

CI = (15.231, 15.719)

Therefore, the correct answer is c) (15.231, 15.694).

To construct a 96.5% confidence interval for the mean amount of juice in all such bottles, follow these steps:

1. Calculate the mean (x) of the given sample: (15.8 + 15.6 + 15.1 + 15.2 + 15.1 + 15.5 + 15.9 + 15.5) / 8 = 124.7 / 8 = 15.5875

2. Calculate the standard deviation (s) of the sample:
  a) Find the squared deviations: (0.2125, 0.0125, 0.2375, 0.1500, 0.2375, 0.0075, 0.0980, 0.0075)
  b) Calculate the mean squared deviation: (sum of squared deviations) / 8 = 0.9625 / 8 = 0.1203125
  c) Take the square root of the mean squared deviation: sqrt(0.1203125) = 0.34685 (approximately)

3. Determine the critical value (z*) for a 96.5% confidence level: Since a 96.5% confidence interval leaves 3.5% in the tails (1.75% on each side), you can look up the critical value in a standard normal distribution table and find that z* ≈ 2.00.

4. Calculate the margin of error (E) for the confidence interval:
  E = z* * (s / sqrt(n)) = 2.00 * (0.34685 / sqrt(8)) = 2.00 * (0.34685 / 2.82843) = 2.00 * 0.12265 = 0.24530

5. Calculate the confidence interval:
  Lower limit: x - E = 15.5875 - 0.24530 = 15.3422
  Upper limit: x + E = 15.5875 + 0.24530 = 15.8328

The 96.5% confidence interval for the mean amount of juice in all such bottles is (15.3422, 15.8328), which is not in the given options. Therefore, the answer is e) None of the above.

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The correct interpretation sentences for the TV problem above are:- A total of 500 TVs can be sold if the price is set at $190.

- When the price for the TV is $190, there are 500 TVs sold.

The other sentence "A total of 190 TVs can be sold if the price is set at $500. When the price for the TV is $500, there are 190 TVs sold" is not correct as it has the price and the quantity of TVs sold reversed.

In interpretation, it is important to pay attention to the context and the logic of the problem to ensure that the sentence accurately reflects the information provided. In this case, the correct interpretation sentences reflect the relationship between the price and the quantity of TVs sold. These sentences help to clarify the information and provide a clear understanding of the problem.

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Alan can put the 11 books on the shelf, with The Iliad in the first spot and The Odyssey in the last spot, in 9! (362,880) ways

To determine the number of ways Alan can put the 11 books on his bookshelf with The Iliad in the first spot and The Odyssey in the last spot, we can follow these steps:

1. There are 11 spots on the bookshelf, but since The Iliad is in the first spot and The Odyssey is in the last spot, we are left with 9 spots for the remaining 9 books.
2. To arrange the 9 books, we can use the concept of permutations, which refers to the number of ways the books can be ordered.
3. The number of permutations for 9 books is calculated as 9! (9 factorial), which means 9 × 8 × 7 × 6 × 5 × 4 × 3 × 2 × 1.

Therefore, Alan can put the 11 books on the shelf, with The Iliad in the first spot and The Odyssey in the last spot, in 9! (362,880) ways.

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Answer:

x = √10√3 = √30

In a 30°-60°-90° right triangle, the length of the longer leg is √3 times the length of the shorter leg.

The company can use any combination of chicken and grain in each bag of dog food that adds up to 16 ounces, and the cost will be the same.

To minimize cost, the company should use a combination of chicken and grain such that the total cost is minimized. Let's assume that x ounces of chicken and y ounces of grain are used in each bag of dog food.

The cost function for each bag is given by:

Cost = 0.10x + 0.01y

We want to minimize this cost function subject to the constraint that each bag of dog food must contain a fixed amount of food. Let's assume that each bag of dog food contains 16 ounces of food.

Then we have the constraint:

x + y = 16

We can solve this system of equations using substitution or elimination. Solving for y in terms of x, we get:

y = 16 - x

Substituting this into the cost function, we get:

Cost = 0.10x + 0.01(16 - x)

Cost = 0.10x + 0.16 - 0.01x

Cost = 0.09x + 0.16

To minimize cost, we need to find the value of x that minimizes this cost function. Taking the derivative of the cost function with respect to x and setting it equal to zero, we get:

0.09 = 0

This is a contradiction, so there is no value of x that minimizes the cost function. This means that the company can use any combination of chicken and grain in each bag of dog food that adds up to 16 ounces, and the cost will be the same.

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Tristan flies the plane at a speed of 493 mph when there is no wind.

To solve this problem, we can use the formula:

distance = rate x time

Let's start by finding Tristan's speed when flying against the headwind. We know that the distance he covers is 3795 miles and the wind speed is 7 mph. Let's assume his speed without the wind is x mph. Then his speed against the wind is (x - 7) mph. Using the formula, we can write:

3795 = (x - 7) * t1

where t1 is the time it takes to fly 3795 miles against the headwind.

Next, let's find his speed when flying with the wind. We know that the distance he covers is the same (3795 miles), but this time it takes him 14 hours less. So the time it takes to fly with the wind is t1 - 14. His speed with the wind is (x + 7) mph. Using the formula again, we can write:

3795 = (x + 7) * (t1 - 14)

Now we have two equations with two unknowns (x and t1). We can solve for x by eliminating t1. Let's start by expanding the second equation:

3795 = x*t1 + 7*t1 - 14x - 98

Add 14x to both sides:

14x + 3795 = x*t1 + 7*t1 - 98

Add 98 to both sides:

14x + 3893 = x*t1 + 7*t1

Substitute t1 from the first equation:

14x + 3893 = (x - 7)*t1 + 7*t1

14x + 3893 = x*t1 - 7*t1 + 7*t1

14x + 3893 = x*t1

Now we have a single equation with x and t1. We can substitute t1 from the first equation again:

14x + 3893 = x * (3795/(x-7))

Simplify by multiplying both sides by (x-7):

14x(x-7) + 3893(x-7) = 3795x

Expand and simplify:

14x^2 - 98x + 3893x - 27251 = 3795x

Subtract 3795x from both sides:

14x^2 - 6722x - 27251 = 0

Now we can solve for x using the quadratic formula:

x = (-b +/- sqrt(b^2 - 4ac))/(2a)

where a = 14, b = -6722, and c = -27251. Plugging in the values, we get:

x = (6722 +/- sqrt(6722^2 + 4*14*27251))/(2*14)

x = (6722 +/- sqrt(45619268))/28

x = (6722 +/- 6742)/28

So x can be either 481 or 493. We need to choose the positive value because Tristan's speed can't be negative. Therefore, the answer is: 493.

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Hypothesis testing is a powerful statistical tool that enables us to determine whether the collected data is consistent with what is stated in the null hypothesis.

Hypothesis testing is a statistical method that allows us to determine whether the collected data is consistent with what is stated in the null hypothesis. The null hypothesis is a statement that assumes there is no significant difference between two groups or two variables being compared.

In contrast, the alternative hypothesis is the opposite of the null hypothesis, and it assumes that there is a significant difference between the two groups or variables being compared.

To test a hypothesis, we start by formulating the null hypothesis and the alternative hypothesis. Then, we collect data that is relevant to the hypothesis being tested. Next, we use statistical tests to analyze the data and calculate the probability of obtaining the observed results under the null hypothesis.

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Answer:

Step-by-step explanation:

After giving her brother $90, Hannah will need a total of $470 + $90 = $560 to buy the camera.

Hannah can save $35 each week from her paycheck, so the number of weeks she will need to save to get $560 is:

$560 ÷ $35 = 16 weeks

Therefore, Hannah will need to save for 16 weeks before she can pay back her brother and buy the camera.

Linear approximation with a = 64, we estimate that the value of √71 is approximately 8.438.

To use linear approximation, we need to first find a value of a that will produce a small error. One way to do this is to choose a value close to the number we want to approximate, which is √71 in this case. Let's choose a = 64, which is close to 71 and easy to work with.

Next, we need to find the equation of the tangent line to the function f(x) = √x at x = 64. We can do this using the formula for the equation of a line in point-slope form:

[tex]y - f(a) = f'(a) (x - a)[/tex]

Plugging in a = 64 and f(x) = √x, we get:

y - √64 = 1/(2√64) (x - 64)

Simplifying this equation, we get:

y = 1/16 x + 4

This is the equation of the tangent line to f(x) = √x at x = 64. Now we can use this equation to approximate the value of √71:

√71 ≈ f(71) ≈ 1/16 (71) + 4 = 8.4375

Rounding this to three decimal places, we get:

√71 ≈ 8.438

So using linear approximation with a = 64, we estimate that the value of √71 is approximately 8.438.

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The value of x in the arcs and the angles is 11 degrees

From the question, we have the following parameters that can be used in our computation:

The arcs and the angles

The measure of the angle x can be calculated using

(180 - UVX) = 1/2 * VYX

Substitute the known values in the above equation, so, we have the following representation

180 - 4x + 5 = 1/2 * 282

Expand

180 - 4x + 5 = 141

Evaluate the like terms

4x = 44

Divide

x = 11

Hence, the value of x is 11

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