For each of the following three scenarios, state which hypothesis test you would use from among the four introduced so far: the z test, the single-sample t test, the paired-samples t test, and the independent-samples t test. (Note: In the actual studies described, the researchers did not always use one of these tests, often because the actual experiment had additional variables.) Explain your answer. (20pts) a. A study of 40 children who had survived a brain tumor revealed that the children were more likely to have behavioral and emotional difficulties than were children who had not experienced such a trauma (Upton & Eiser, 2006). Parents rated children’s difficulties, and the ratings data were compared with known means from published population norms. b. Talarico and Rubin (2003) recorded the memories of 54 students just after the terrorist attacks in the United States on September 11, 2001—some memories related to the terrorist attacks on that day (called flashbulb memoriesfor their vividness and emotional content) and some everyday memories. They found that flashbulb memories were no more consistent over time than everyday memories, even though they were perceived to be more accurate. c. The HOPE VI Panel Study (Popkin & Woodley, 2002) was initiated to test a U.S. program aimed at improving troubled public housing developments. Residents of five HOPE VI developments were examined at the beginning of the study so researchers could later ascertain whether their quality of life had improved. Means at the beginning of the study were compared to known national data sources (e.g., the U.S. Census, the American Housing Survey) that had summary statistics, including means and standard deviations.

The slope of the equation is 1/2 and the y-intercept is -5.

What is the slope?

The slope of a line is a measure of its steepness. Mathematically, the slope is calculated as "rise over run" (change in y divided by change in x).

Step 1:

The relationship between x and y can be expressed as:

y = (1/2)x - 5

This equation says that y is equal to half of x, with 5 subtracted from that value.

Step 2:

To graph this equation using the slope-intercept form (y = mx + b), we can identify the slope and y-intercept.

The slope of the equation is 1/2, which means that for every increase of 1 unit in x, y increases by 1/2 unit.

The y-intercept is -5, which is the point where the line crosses the y-axis.

To graph the equation, we can start by plotting the y-intercept, which is the point (0, -5).

Next, we can use the slope to find another point on the line. Since the slope is 1/2, we can move up 1 unit and right 2 units (since the slope is rise over run, or change in y over change in x). This gives us the point (2, -4).

We can now draw a line that connects these two points, which represents the relationship between x and y.

The two points are:

(0, -5)

(2, -4)

The graph of the equation is in the attached image.

Hence, The slope of the equation is 1/2 and the y-intercept is -5.

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Answer:

1  17/30.

Step-by-step explanation:

you can find this out by seeing how many 30s go into 47 which is 1.

Then subtract to find how much is leftover still over 30.

47 - 30 = 17

So 1 and 17/30

Answer:

Step-by-step explanation:

A=1/2(b1+b2)h

=1/2 (11yd+11yd)(7yd)

=1/2(22yd)(7yd)

=(11yd)(7yd)

=77yd

Let x be the distance traveled on the first day. Then, the distance traveled on the second day is 1.1x, on the third day is 1.1(1.1x) = 1.21x, and so on. After 7 days, the total distance traveled is:

x + 1.1x + 1.21x + ... + (1.1)^6 x = 56.923

Using the formula for the sum of a geometric series, we have:

x(1 - (1.1)^7)/(1 - 1.1) = 56.923

x(1 - 1.1^7)/(-0.1) = 56.923

x = 56.923(-0.1)/(1 - 1.1^7) ≈ 4 miles

Therefore, the hiker traveled approximately 4 miles on the first day.

Sn = x(1 - r^n)/(1 - r)

where x is the first term, r is the common ratio (in this case, 1.1), and n is the number of terms.

S14 = x(1 - 1.1^14)/(1 - 1.1)

S14 ≈ 167.63

Therefore, the hiker will travel approximately 167.63 miles in 14 days.

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Answer: Let's start by calculating the probability that an 18-year-old driver is involved in an accident:

P(accident) = 124/2000 = 0.062

Let's assume that the insurance company pays the full cost of the accident, which is $15,000. Then the expected cost of covering one 18-year-old driver is:

Expected cost = P(accident) x Cost of accident = 0.062 x $15,000 = $930

If the insurance company wants to make a 20% profit on policies, they need to charge a premium that covers their expected cost plus their desired profit. The premium, denoted by P, can be calculated as follows:

P = (Expected cost + Desired profit) / (1 - Profit margin)

where Profit margin is the percentage of the premium that represents the profit. In this case, Profit margin is 20%, or 0.20.

Substituting the values we have calculated, we get:

P = ($930 + 0.20 x $930) / (1 - 0.20)

= $1,236.00

Therefore, the insurance company should charge 18-year-old drivers a premium of $1,236.00 to make a 20% profit on policies.

Step-by-step explanation:

To find the constant k for this type of bacteria, we can use the formula for exponential growth:

N(t) = N0 * e^(kt)

where N(t) is the number of bacteria at time t, N0 is the initial number of bacteria, e is Euler's number (approximately 2.71828), and k is the constant we're looking for.

We know that the bacteria doubles in number every 25 minutes, which means that after 25 minutes, the number of bacteria will be 2 times the initial number (N0). Therefore, we can write:

N(25) = 2 * N0

Substituting this into the formula, we get:

2 * N0 = N0 * e^(k*25)

Dividing both sides by N0 and simplifying, we get:

2 = e^(25k)

Taking the natural logarithm of both sides, we get:

ln(2) = 25k

Solving for k, we get:

k = ln(2)/25 ≈ 0.0278

Therefore, the equation for modeling the exponential growth of this type of bacteria is:

N(t) = N0 * e^(0.0278t)

*IG:whis.sama_ent

The answer is X + 5 = 10

X = 5

a. TRUE, b. TRUE, c. TRUE, d. TRUE, e. TRUE, f. FALSE, g. TRUE

a. TRUE: The probability of an event can never be negative, and can at most be equal to 1, which represents certainty.

b. TRUE: The sample space is the set of all possible outcomes of an experiment, and the probability of the sample space is always equal to 1, since one of the outcomes must occur.

c. TRUE: If the events in a sequence are disjoint, then they have no outcomes in common, so the probability of the union of the events is the sum of the probabilities of the individual events.

d. TRUE: If one event is a subset of another event, then the probability of the subset is less than or equal to the probability of the superset. This follows from the fact that the subset contains fewer outcomes than the superset.

e. TRUE: The probability of the union of two events is the probability of the first event plus the probability of the second event, minus the probability of the intersection of the events, which is the probability of both events occurring together. This is known as the inclusion-exclusion principle.

f. FALSE: The formula (P(A ∩ B) = P(A)P(B)) only applies to independent events, but not all independent events are mutually exclusive. For example, if A is the event of rolling a 4 on a die, and B is the event of rolling an even number, then A and B are independent, but not mutually exclusive.

g. TRUE: If two events are mutually exclusive, then they have no outcomes in common, so the occurrence of one event tells us that the other event cannot occur. This dependence means that the events are not independent.

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An equation of this line in slope-intercept form is equal to y = 2x + 7.

In Mathematics and Geometry, the point-slope form of a straight line can be calculated by using the following mathematical expression:

y - y₁ = m(x - x₁)

Where:

First of all, we would determine the slope of this line;

Slope (m) = (y₂ - y₁)/(x₂ - x₁)

Slope (m) = (7 + 1)/(0 + 4)

Slope (m) = 8/4

Slope (m) = 2

At data point (0, 7) and a slope of 2, a linear equation for this line can be calculated by using the point-slope form as follows:

y - y₁ = m(x - x₁)

y - 7 = 2(x - 0)  

y - 7 = 2x

y = 2x + 7

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Thus, the solution of the given cosine function is obtained for the angles-  θ = 30º and θ = 330º between the intervals of [0,2pi).

The ratio of the triangle's side next to the angle to the hypotenuse is known as the cosine function. Thus, the cosine function does have a period of 2π, we can say.

Normally, radians rather than degrees are used when examining the cosine function in this manner. The common unit of measurement for angles in mathematics is the radian. 360° is equivalent to two radians, or one full circle.

Given data:

1-cosθ = (2-√3)/2

cosθ = 1-(2-√3)/2

isolating the cosθ function:

cosθ = 1-(1-[√3/2])

cosθ = 1-1+√3/2

cosθ = √3/2

Now,

cos is  √3/2 for ∏/6 = 30º and for 11∏/6 = 330º (Interval - [0,2pi))

Thus, the solution of the given cosine function is obtained for the angles-

θ = 30º and θ = 330º between the intervals of [0,2pi).

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Answer:

Step-by-step explanation:

If P = 3x² - x + 2 and Q = x² + 5x - 6, then P+ Q =  3x² - x + 2 + x² + 5x - 6 =

4x^2 +4x - 4

D = 16 + 64 = 80

x12 = [tex]\frac{-4+-\sqrt{80} }{8}[/tex]

In still air, the jet's speed is 1030 mph, while the wind's speed 240 miles per hour.

It is the rate of change of an object's position with regard to time and a frame of reference. Although it may appear difficult, velocity is essentially speeding in a particular direction. Due to the fact that it is a vector quantity, velocity must be defined in terms of both magnitude (speed) and direction. It has a metre per second SI unit (ms-1).

The distance travelled in relation to the time it took to travel that distance is how speed is defined. As speed simply has a direction and no magnitude, it is a scalar quantity.

Jet's velocity against wind is 2370/3=790 mile per hour and flying with wind it is 10160/8= 1270 miles per hour.

According to question,

Let the velocity of jet in still air be x miles per hour and velocity of wind be y miles per hour.

As such its velocity against wind is x−y and with wind is x+y and therefore

x−y=790 and x+y=1270

Adding the two 2x= 2060 and x=1030

and y=240

Hence velocity of jet in still air is 1030 miles per hour and velocity of wind is 240 miles per hour.

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Answer:The diagram shows the market demand and supply curves for the bread market. You know that there are 250 identical bakeries operating in the market

Step-by-step explanation:

Answer:

39/2 or 19.5

Step-by-step explanation:

To evaluate the expression 1/2x + 2y when x = 7 and y = 8, we can substitute the values of x and y into the expression and perform the necessary calculations.

Given:

x = 7

y = 8

Plugging these values into the expression, we get:

1/2(7) + 2(8)

Now, we can follow the order of operations (PEMDAS/BODMAS) to simplify the expression:

1/2(7) + 2(8)

= 1/2 * 7 + 2 * 8 (Multiplication has higher precedence than addition)

= 7/2 + 16 (Performing the multiplications)

= 7/2 + 32/2 (Finding the common denominator for addition)

= (7 + 32)/2 (Adding the numerators)

= 39/2 (Simplifying the fraction)

So, the value of the expression 1/2x + 2y when x = 7 and y = 8 is 39/2 or 19.5.

The diagram of the Gateway Arch on the coordinate plane, analyzed using quadratic equations indicates;

1. The vertex point is (50, 630)

2. The solution point are; (20, 0), and (80, 0)

3. Vertex form; f(x) = -0.7·(x - 50)² + 630

4. Factored form; f(x) = -0.7·(x - 20)·(x - 80)

A quadratic equation is an equation of the form f(x) = a·x² + b·x + c

1. The vertex obtained from the graphical diagram of the Gateway Arch indicates that the point corresponding to the vertex point is; (50, 9 × 70 = 630)

The vertex point is; (50, 630)

2. The solution are the points the curve of the Gateway intersects the x-axis, which are points where the y-axis values are zero, therefore;

The solutions are; (20, 0), and (80, 0)

3. The vertex form of a quadratic equation is; f(x) = a·(x - h)² + k

Where;

(h, k) = The coordinates of the vertex

Therefore;

(h, k) = (50, 630)

f(20) = 0 = a·(20 - 50)² + 630

a·(20 - 50)² = -630

a = -630/((20 - 50)²) = -630/900 = -7/10

a = -7/10 = -0.7

The vertex form quadratic equation is therefore; f(x) = -0.7·(x - 50)² + 630

4. The factored form of a quadratic equation is; f(x) = a·(x - r₁)·(x - r₂)

r₁ = 20, and r₂ = 80, a obtained from the vertex is; a = -0.7

The factored form is therefore; f(x) = -0.7·(x - 20)·(x - 80)

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Answer:

thats 4th grade math... 0_0               but the answer is 414 ft².

Step-by-step explanation:

So you need to do 23x18 which equals 414. Listen to your teacher in class please kid. But you do you boo

Answer: The margin of error (ME) for a 90% confidence interval using a normal distribution with a known population standard deviation is given by:

ME = z* (σ/√n)

where z* is the z-score corresponding to the desired confidence level (in this case, 90% confidence), σ is the population standard deviation, and n is the sample size.

Using a z-score table or calculator, we find that the z-score corresponding to a 90% confidence level is 1.645.

Substituting the given values, we have:

ME = 1.645 * (40 / √100) = 6.58

Therefore, the margin of error for a 90% confidence interval for the mean score of all students on this test is 6.58. We can report the 90% confidence interval as:

180.23 ± 6.58 or (173.65, 186.81)

Step-by-step explanation:

Answer:

-4 + 8 = 4

-2 + 6 = 4

-1 + 5 = 4

So the three pairs are -4 and 8; -2 and 6; and -1 and 5.

Answer:

Step-by-step explanation:

4-10(9m-7)

4-90m+70

74-90m

56x+24/8

8(7x + 3)/8

7x + 3

24r + 16

8(3r + 2)

is 2m-3 same as 4(1/2m-3)

2m-3 = 2m-12

: no

-2(10-15x) same as 14x-20+16x

-20+30x = -20+30x

: yes

The radioactive isotope has a final mass of 523 grams.

Herein we find the case of a radioactive isotope, whose mass is decreasing exponentially in time. Whose expression is described below:

m(x) = a · (1 - r / 100)ˣ

Where:

If we know that a = 1500, r = 10 and x = 10, then the mass of the radioactive isotope is:

m(10) = 1500 · 0.90¹⁰

m(10) = 523.018

The final mass of the radioactive isotope is equal to 523 grams.

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The proof that AE is tangent to circle C is given below:

The angle addition postulate is a fundamental concept in geometry that states that the measure of an angle formed by two adjacent angles can be obtained by adding the measures of the two angles.

More specifically, given two adjacent angles with measures A and B, the measure of the angle formed by the two adjacent angles (denoted as AOB) can be found by adding the measures of the two angles:

A + B = AOB

This postulate is often used in geometric proofs and can be applied to any adjacent angles, including those formed by intersecting lines, parallel lines, or polygons.

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The ratio of US to British coins is 25 to 4.

The second term, £50, is a fixed sum she receives regardless of the number of hours worked.

The first term, £190, represents the fixed cost of the holiday package. The second term, £50d, represents the additional cost per day, which is £50 multiplied by the number of days.

1. The ratio of US to Euro coins is 5 to 2, and the ratio of Euro to British coins is 5 to 1. To find the ratio of US to British coins, we can combine these ratios.

First, we need to make sure that the ratios have a common term. We can do this by multiplying the first ratio (US to Euro) by 5, which gives us a ratio of 25 to 10.

Next, we can use the second ratio (Euro to British) to convert Euro coins to British coins. Since the ratio is 5 to 1, for every 5 Euro coins, there is 1 British coin. So for every 10 Euro coins, there are 2 British coins.

Finally, we can combine the US to Euro ratio (25 to 10) with the Euro to British ratio (10 to 2) to get the ratio of US to British coins.

25 : 10 :: 10 : 2

Multiplying both sides by 2, we get:

50 : 20 :: 10 : 2

Simplifying, we get:

The ratio of US to British coins is 25 to 4.

2. To calculate Amanda's monthly pay, we can use the formula:

m = 10h + 50

where m is the total money Amanda receives in a month, and h is the number of hours she works.

The first term, 10h, represents her pay for the number of hours she works, which is £10 per hour. The second term, £50, is a fixed sum she receives regardless of the number of hours worked.

3. To calculate the cost of the holiday package for d days, we can use the formula:

C = 190 + 50d

where C is the cost of the holiday package, and d is the number of days.

The first term, £190, represents the fixed cost of the holiday package. The second term, £50d, represents the additional cost per day, which is £50 multiplied by the number of days.

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Step-by-step explanation:

Simply divide   lessons   by days      

    69 lessons / 45 days = 1  8/15  =  1.53 lessons per day

The range is expressed in interval notation as (-1, ∞)

To find the linear function f(x), let us use the table given.

A linear function with the following equation that passes through the points (a, g(a)) and (b, g(b)):

[tex]g(x) - g(a) = \frac{g(b)-g(a)}{b-a} (x-a)[/tex]

Because the g(x) line crosses through points (-6, 14) and (-3, 8), we have:

a = -6, g(a) = 16, b = -3 and, g(b) = 10

Therefore g(x)

[tex]g(x) - (16) = \frac{10-16}{-3-(-6)} (x--(6))\\g(x) - 16 = \frac{10-16}{-3+6} (x+6)\\g(x) - 16 = \frac{-6}{3} (x+6)\\g(x) - 16 = -2(x +6)\\g(x) = -2x -12+16\\g(x) = -2x+4[/tex]

now find the (f+g)(x).

[tex](f+g)(x) = f(x) + g(x) = x^{2} + 2x -5 -2x + 4\\(f+g)(x) = f(x) + g(x) = x^{2} - 1\\[/tex]

(f+g)(x) = (x-1)(x+1), therefore we get the values x = 1 and x = -1

The parabola's vertice has x-coordinate 0 (the midway between the roots). At x = 0, we get:

[tex](f +g)(x) = 0^{2} - 1 = -1[/tex]

Furthermore, because the coefficient of [tex]x^{2}[/tex] is 1, which is positive, this function indicates a parabola that has been opened upwards.

As a result, the function's minimal value is y = -1. As a result, the function's range includes all real numbers equal to or greater than -1.

The range is expressed in interval notation as (-1, ∞)

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The law of demand applies during online sales of shoes; that is when consumers rush to buy products at 50% discount.​

In Mathematics and Economics, the law of demand can be defined as an economic theory which states that there exist a negative relationship between the price of a product (good) and the quantity of the product (good) that is being demanded by consumers.

This ultimately implies that, holding all the other factors constant, there would be a significant decrease (fall or decline) in the demand for a product (good) and service when the price of a product (good) and service in the market increases (rises), and vice-versa in accordance with the law of demand.

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Complete Question:

The law of ___________applies during online sales of shoes; that is when consumers rush to buy products at 50% discount​

In the equation 1 over 2 x + y=c, the constant proportionality is defined as c. It displays the line's y-intercept and slope.

If the ratio of one statistic to the other is constant, then there is a proportional relationship between the two variables.

The ratio of y to x is the constant of proportionality if x and y have a proportional connection. At times, we can also say that x is to y.

The proportionality constant, or c, in the equation 1 over 2 x + y = c serves as a gauge for how quickly two variables change. The proportionality constant's value doesn't change when the value of one of the variables does.

A linear equation with two variables, x and y, is 1 over 2x + y = c. In the x-y plane, it symbolises a straight line.

If x = 0

Then,

1/2(0) + y = c

y = c

The proportionality constant, c, can be seen in the equation

1 over 2 x + y = c.

This number, which is unrelated to the actual values of the variables, shows the relationship between the two variables x and y.

The slope of the line connecting the two variables is another name for the constant of proportionality.

Two variables, x and y, are included in the equation 1 over 2 x + y = c in addition to the proportionality constant. The two quantities that

are being compared are represented by these variables.

In the equation 1 over 2 x + y=c, the proportionality constant is defined as c. It displays the line's y-intercept and slope.

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The Complete questions as follows-

Explain what the constant of proportionality means in the equation 1 over 2 x + y = c

The cost of pizza with no toppings is $6. So correct option is C.

A graph is a visual representation of data or information, typically shown on a coordinate plane or a network of nodes and edges. Graphs are used to help people understand complex information by presenting it in a clear and concise way.

There are many different types of graphs, including bar graphs, line graphs, scatter plots, pie charts, and network graphs. Each type of graph is best suited for representing different types of data. For example, bar graphs are used to represent discrete data or data that can be divided into categories, while line graphs are used to represent continuous data or data that changes over time. Scatter plots are used to represent the relationship between two variables, while pie charts are used to represent percentages or proportions. Network graphs are used to represent complex systems of relationships between objects or people.

Graphs are commonly used in fields such as business, economics, science, and engineering to help people understand trends, patterns, and relationships in data. They can also be used to make predictions, identify outliers or anomalies, and communicate results to others. In addition, graphs can be customized to suit the needs of different audiences, such as by adding labels, titles, and other visual elements to make the data more understandable.

Because when x is 0 ,y is 6. So, the y intercept is the cost of a pizza with no toppings is $6.

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The complete question is:

The measurements for area of Jacobs yard are;

Part A = 6m x 3m = 18m

Part B = 4.5m x 3m = 13 m

Part C = 1/2 x 3m x 3m = 4.5 m²

Total area = 18m² + 13.5m² + 4.5m² = 36m²

To identify sections that would help in calculating area, you need to look for shapes or figures that can be divided into simpler geometric shapes, such as squares, rectangles, triangles, and circles.

Once you have identified the simpler shapes, you can use their formulas to calculate their areas and then add them together to find the total area of the larger shape or figure.

For example, a rectangle can be divided into two triangles or two smaller rectangles, and a circle can be divided into a sector or a ring. Breaking down a larger shape into smaller, simpler shapes can make it easier to calculate their areas accurately.

Jacob is putting tiles on the section of his yard labeled A, B, C. What is the area of the parts that need tiles?

Part A = .............. x ........... = ...........m

Part B = + .............. x ............. = ............ m

Part C = 1/2 x ................. x ............ = ............... m²

Total area = ................... + ..................... + .................. = ..............m

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