Help me I can’t get this wrong!!!!!!!!

c/ 99% of the calculated intervals will contain mu.
Confidence intervals are constructed using the sample mean and the margin of error, which is determined by the level of confidence and the standard deviation of the population (or the sample, if the population standard deviation is unknown). In this case, the sample mean is x-bar = 35 and the level of confidence is 99%, which corresponds to a Z-score of +/- 2.58.

The confidence interval for mu can be calculated using the formula:

CI = x-bar +/- Z * (standard deviation / sqrt(sample size))

Since the population standard deviation is unknown, we can use the sample standard deviation as an estimate. Assuming a sample size of at least 30 (which is a common rule of thumb), the standard deviation can be estimated as s = 1.

Plugging in the values, we get:

CI = 35 +/- 2.58 * (1 / sqrt(30)) = 35 +/- 0.53

Therefore, the confidence interval for mu is (34.47, 35.53). This means that we are 99% confident that the true value of mu lies within this interval.

Based on this analysis, we can conclude that the probability that mu = 35 is not a fixed value, but rather a range of values. Specifically, there is a 99% chance that mu falls within the confidence interval of (34.47, 35.53). Therefore, answer choice c is the correct answer.

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Answer:

The measure of the other two angles is 42°.

After 10 years, the population is 162.79, which represents a growth of 62.79%.

If a population grows by 5% per year for 10 years, the total growth is not 50%. To see why, let's take the example of a population of 100. If it grows by 5% in the first year, the new population is 100 + (5% of 100) = 105. In the second year, it grows by another 5%, so the new population is 105 + (5% of 105) = 110.25.

Continuing this pattern for 10 years, we get:

Year 1: 105

Year 2: 110.25

Year 3: 115.76

Year 4: 121.55

Year 5: 127.63

Year 6: 134.01

Year 7: 140.71

Year 8: 147.73

Year 9: 155.09

Year 10: 162.79

So after 10 years, the population has grown from 100 to 162.79, which represents a growth of 62.79%. This is more than 50% because the percentage growth is compounded each year, meaning that the growth in each subsequent year is based on the larger population from the previous year.

In summary, when calculating percentage growth over multiple years, it's important to remember that the percentage growth is compounded each year and not added linearly.

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In this problem, we are given the radius and rotational speed of a radial saw blade and are asked to find the linear speed of the saw teeth in feet per second.

To approach this problem, we can use the formula for linear speed, which relates the linear speed v to the radius r and angular speed ω (in radians per second) as:

v = rω

We are given the radius r = 12 inches and the rotational speed of the blade in revolutions per minute (rpm). To convert this to radians per second, we can use the conversion factor:

1 revolution/minute = 2π radians/60 seconds

which gives us:

ω = (1500 rpm) * (2π/60) = 157.08 radians/second

Substituting these values into the formula for linear speed, we get:

v = (12 inches) * (157.08 radians/second) = 1884.96 inches/second

To convert this to feet per second, we can divide by 12 inches/foot, which gives us:

v = 1884.96 inches/second / 12 inches/foot = 157.08 feet/second

Therefore, the linear speed of the saw teeth is approximately 157.08 feet per second.

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In case that E1 and E2 are independent events, we have that the probability is obtained as follows:

P(E1 and E2) = P(E1) x P(E2).

Hence there is a different way to obtain the probability.

The parameters that are needed to calculate a probability are given as follows:

Then the probability is calculated as the division of the number of desired outcomes by the number of total outcomes.

The and probability is calculated as follows:

P(E1 and E2) = P(E1) + P(E2) - P(E1 or B).

However, in the case of independent events, we can simply multiply the probabilities, as follows:

P(E1 and E2) = P(E1) x P(E2).

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The sign of the corresponding regression coefficient for that specific predictor variable (x) would be negative, indicating an inverse relationship between that predictor and the response variable (y).

In multiple regression, the relationship between the response variable and each predictor variable can be either positive or negative. A negative relationship means that as the value of the predictor variable increases, the response variable decreases. In order to determine whether there is a negative relationship between a specific predictor variable and the response variable, we look at the sign of the corresponding regression coefficient for that variable. If the coefficient is negative, then there is an inverse relationship. For example, if we have a multiple regression model with two predictor variables, x1 and x2, and we find that the coefficient for x1 is negative, this indicates that there is an inverse relationship between x1 and the response variable y.

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The area of region R is approximately 4.538 square units.

To find the area of the region bounded by the functions f(x) and g(x), we need to find the x-coordinates of the intersection points of the two functions, and then integrate the absolute difference between the functions over the interval between these x-coordinates.

Setting the two functions equal to each other, we get:

4x² – 5x = x² + 2

Simplifying and rearranging, we get:

3x² – 5x – 2 = 0

This quadratic equation can be factored as:

(3x + 1)(x - 2) = 0

So the two x-coordinates of the intersection points are:

x = -1/3 and x = 2

Note that the function f(x) is above the function g(x) in the interval [−1/3, 2].

Therefore, the area of the region R can be calculated as:

A = ∫[-1/3, 2] |f(x) - g(x)| dx

Using the calculator, we can integrate the absolute difference between the functions over this interval to get:

A ≈ 4.538

Rounding to the nearest thousandth, the area of the region R is approximately 4.538 square units.

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When z = f(x,y), fx(2,4) = 5, fy(2,4) = -6, and the values of x and y are functions of t. Specifically, x = g(t), y = h(t) with g(3) = 2, g'(3) = 2, h(3) = 4, h'(3) = 5,  the value of dz/dt is -20 .

To solve the problem, we can use the chain rule to find dz/dt. Using the given information, we can first find dx/dt and dy/dt by taking the derivatives of x = g(t) and y = h(t) with respect to t. Then, we can use the partial derivatives fx and fy to find dz/dt using the formula dz/dt = fx(x,y) * dx/dt + fy(x,y) * dy/dt. Substituting the given values, we get dz/dt = 5 * 2 + (-6) * 5 = -20.

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By using the given information about the matrix a, the trace and determinant, and the algebraic multiplicities of its eigenvalues to solve for the eigenvalues of a.

To solve this problem, we can start by using the fact that the trace of a matrix is equal to the sum of its eigenvalues. Since tr(a) = 3, we know that the sum of the eigenvalues of a is 3.

Next, we can use the fact that the determinant of a matrix is equal to the product of its eigenvalues. Since det(a) = -80, we know that the product of the eigenvalues of a is -80.

Let λ1 and λ2 be the two distinct eigenvalues of a, with algebraic multiplicities m1 and m2, respectively. Then we have:

λ1 + λ2 = 3 (from tr(a) = 3)

λ1λ2 = -80 (from det(a) = -80)

We can solve this system of equations to find the values of λ1 and λ2:

λ1 = 8, m1 = 2

λ2 = -5, m2 = 1

To see why these values are correct, note that the algebraic multiplicities must add up to the size of the matrix (which is 3 in this case). We have m1 + m2 = 2 + 1 = 3, so this condition is satisfied.

Therefore, the eigenvalues of a with their algebraic multiplicities are λ1 = 8 (with multiplicity 2) and λ2 = -5 (with multiplicity 1).

In conclusion,  by using the given information about the matrix a, the trace and determinant, and the algebraic multiplicities of its eigenvalues to solve for the eigenvalues of a.

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3) The height after 15 hours is 5.1 inches

4) The weight after 24 weeks is 166 Ibs

The equation of a line can be expressed in different forms, depending on the information given. The most common forms are the slope-intercept form, point-slope form.

3) We can see that;

The slope of the graph is;

m = 6 - 10/12 - 0

= -4/12 = -0.33

Then the equation of the line is;

y = -0.33x + 10

If we now have at 15 hours then;

y = -0.33(15) + 10

= 5.1 inch

4) Again we have the slope as;

m = 235 - 238/2 -1

m = -3

y = -3x + 238

After 24 weeks we have that;

y = -3(24) + 238

= 166 ibs

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For  Sky View School mean is 7.933, median is 6, mode is 5

For Riverside School  mean is 8, median is 6.5, mode is 5

To calculate the measures of center, we can find the mean, median, and mode of each set of data.

For Sky View School:

Mean=119/15 = 7.933

Median: To find the median, we need to put the class sizes in order from smallest to largest.

0, 0, 1, 2, 3, 4, 5, 5, 5, 6, 6, 7, 8, 9, 9

The median is the middle value, which is 6.

Mode: The mode is the most common class size. In this case, the mode is 5.

For Riverside School:

Mean =120/15

= 8

Median:

0, 0, 1, 2, 2, 3, 4, 5, 5, 6, 7, 7, 8, 8, 10

The median is the average of the two middle values, which is 6.5

Mode: The mode is 5.

Part B:

To calculate the measures of variability, we can find the range and interquartile range (IQR) for each set of data.

For Sky View School:

Range: The range is the difference between the largest and smallest values.

$Range = 9 - 0 = 9$

IQR: To find the IQR, we first need to find the first quartile (Q1) and third quartile (Q3)

0, 0, 1, 2, 3, 4, 5, 5, 5 | 6, 6, 7, 8, 9, 9

Q1 is the median of the lower half, which is 3.

Q3 is the median of the upper half, which is 8.

IQR = Q3 - Q1 = 8 - 3 = 5

For Riverside School:

Range = 10 - 2 = 8$

IQR

Q1 is the median of the lower half, which is 2.

Q3 is the median of the upper half, which is 8.

IQR = Q3 - Q1 = 8 - 2 = 6

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Null Hypothesis is The bags are filled correctly at the 440-gram setting.

Alternative Hypothesis isThe bags are underfilled at the 440-gram setting.

Null Hypothesis is a statement that suggests that there is no significant difference or relationship between two variables or populations. In other words, it is the hypothesis that the researcher wants to reject, in order to support an alternative hypothesis.

Alternative Hypothesis is the opposite of the null hypothesis. It suggests that there is a significant difference or relationship between two variables or populations. It is the hypothesis that the researcher wants to support by rejecting the null hypothesis.

Here we have

A manufacturer of chocolate chips would like to know whether its bag filling machine works correctly at the 440 gram setting is there sufficient evidence at the 0.02  

To determine whether there is sufficient evidence at the 0.02 level that the bags are underfilled, a one-sample t-test can be performed.

The t-test will compare the mean weight of a sample of bags filled at the 440-gram setting to the target weight of 440 grams.

If the mean weight of the bags is significantly less than 440 grams, then there is evidence to reject the null hypothesis and conclude that the bags are underfilled.

Therefore,

Null Hypothesis: The bags are filled correctly at the 440-gram setting.

Alternative Hypothesis: The bags are underfilled at the 440-gram setting.

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The length of the spiral is polar form is 78

The length of the arc in polar form = [tex]\int\limits^a_b {\sqrt{r^{2} +(\frac{dr}{d x}) ^{2} } } \, dx[/tex]

Let θ = x

r = 2x² where 0 ≤ x ≤ √21

[tex]\frac{dr}{dx}[/tex] = 4x

Putting the value in the equation we get

The length of the arc in polar form = [tex]\int\limits^a_b {{\sqrt{(2x^{2} )^{2}+(4x)^{2} } } \, dx} \,[/tex]

The length of the arc in polar form = [tex]\int\limits^a_b {{\sqrt{(4x^{4} )+(16x^{2}) } } \, dx} \,[/tex]

The length of the arc in polar form =[tex]\int\limits^a_b {{\sqrt{4x^{2}(x^{2} +4) } } \, dx} \,[/tex]

The length of the arc in polar form = [tex]\int\limits^a_b {2x{\sqrt{(x^{2} +4) } } \, dx} \,[/tex]

a = √21 , b = 0

x² + 4 = t

dt = 2x dx

The length of the arc in polar form = [tex]\int\limits^c_d {\sqrt{t} } \, dt[/tex]

c = 25 , d = 4

The length of the arc in polar form = [tex][\frac{2}{3} x^{3/2} ][/tex]

Solving the integral by putting limits in the equation

The length of the arc in polar form = [tex]\frac{2}{3} (25^{3/2} -4^{3/2})[/tex]

The length of the arc in polar form = 2/3 (125 - 8)

The length of the arc in polar form =78

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The best description for the lines on the graph is OPTION d. Not enough information to tell

To determine the best description for the lines on the graph, it's important to understand the characteristics of each option: skew, perpendicular, parallel, not enough information to tell, or neither.

Skew lines are lines in three-dimensional space that are not parallel and do not intersect. They have different slopes and are not in the same plane. However, since the graph is not described in detail, it is difficult to determine if the lines on the graph are skew.

Perpendicular lines are two lines that intersect at a right angle (90 degrees). If the lines on the graph intersect at a right angle, they can be described as perpendicular. However, without the specific details of the graph, it is impossible to ascertain if the lines meet this criterion.

Parallel lines are lines that do not intersect and are always equidistant. If the lines on the graph appear to run side by side without intersecting, they can be described as parallel. Nonetheless, this can only be confirmed if there is sufficient information about the graph's axes, scales, and line equations.

Without additional information about the graph, it is not possible to determine if the lines are skew, perpendicular, or parallel. Hence, the correct answer is d. Not enough information to tell.

It is important to note that the description of the lines on the graph may be subject to change or refinement based on the specific characteristics and context provided.

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The matrix A = [1 0 0; 0 1 0; 0 0 1] satisfies W = Col A.

To find a matrix A such that W = Col A, we need to find the column vectors of A that span W.
The set W is defined as W = {[2s - 5t 2t 2s + t]:s, t in R}.
Let's write this set as a linear combination of the standard basis vectors i, j, and k:
[2s - 5t 2t 2s + t] = 2s i + 2s k - 5t i + t k + 2t j
We can see that any vector in W can be written as a linear combination of the vectors i, j, and k. Therefore, we can take A to be the matrix whose columns are the vectors i, j, and k.
A = [1 0 0; 0 1 0; 0 0 1]
Now let's verify that W = Col A:
W = {[2s - 5t 2t 2s + t]:s, t in R}
= {2s i + 2s k - 5t i + t k + 2t j:s, t in R}
= span{[1 0 0], [0 1 0], [0 0 1]}
= Col A
Therefore, the matrix A = [1 0 0; 0 1 0; 0 0 1] satisfies W = Col A.

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Emma needed to budget an extra $87.00 - $24.00 = $63.00 for eating at restaurants instead of eating at home.

What is the equivalent expression?

Equivalent expressions are expressions that perform the same function despite their appearance. If two algebraic expressions are equivalent, they have the same value when we use the same variable value.

Emma spent a total of $29.00 x 3 = $87.00 on eating at restaurants.

If Emma had eaten at home, she would have spent $8.00 x 3 = $24.00.

Therefore, Emma needed to budget an extra $87.00 - $24.00 = $63.00 for eating at restaurants instead of eating at home.

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There is significant evidence that the mean dust exposure is different for the two groups of tunnel construction workers.

In statistics, when we say that there is significant evidence that the mean dust exposure is different for the two groups of tunnel construction workers, we mean that the difference between the means of the dust exposure levels of the two groups is statistically significant.

This suggests that the difference between the means is not likely due to chance, but rather reflects a real difference in the dust exposure levels between the two groups of workers. We can determine statistical significance by conducting a hypothesis test and calculating a p-value. If the p-value is below a certain significance level (usually 0.05), we reject the null hypothesis that there is no difference between the means and conclude that there is significant evidence of a difference.

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Answer:

B

Step-by-step explanation:

Divide 323/17 = 19

if you multiply 17 x 19 = 323

Answer:

If Mrs. Jenkins gives 10 cookies to her six sons and they share the cookies equally, each son should get:

10 cookies ÷ 6 sons = 1.67 cookies per son (rounded to two decimal places)

However, since the cookies cannot be divided into fractions, we need to round the answer to a whole number. In this case, we can either round up or down to the nearest whole number.

If we round down, each son would get 1 cookie.

If we round up, each son would get 2 cookies.

Therefore, if the cookies cannot be divided into fractions, each son should get either 1 or 2 cookies, depending on whether we round down or up.

The sample size needed is 1068. Therefore, the chamber of commerce in the beach resort town should survey at least 1068 visitors to estimate the proportion of repeat visitors to within 0.03 percentage points with 95% confidence.

To calculate the sample size needed, we can use the formula n = (z^2 * p * q) / e^2, where:

n is the sample size

z is the z-score corresponding to the desired confidence level (1.96 for 95% confidence)

p is the estimated proportion of repeat visitors (0.5)

q is the complementary proportion (1-p)

e is the desired margin of error (0.03%)

Plugging in the values, we get:

n = (1.96^2 * 0.5 * 0.5) / 0.03^2 = 1067.11, which we round up to 1068.

The sample size needed for a survey depends on several factors, including the desired level of confidence, the margin of error, and the estimated proportion in the population. In this case, the chamber of commerce wants to be 95% confident that their estimate of the proportion of repeat visitors is accurate within 0.03 percentage points. This means they are willing to accept a maximum error of 0.03 percentage points in either direction from the true proportion, and they want to be confident that their estimate falls within that range. Based on previous experience, they estimate that the proportion of repeat visitors is around 0.5, which is used in the formula to calculate the sample size. The resulting sample size of 1068 should provide the desired level of accuracy and confidence.

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Step-by-step explanation:

a) median is 84, that's the line in the middle of the box (rectangle)

b) 75% below 91, that's the top of the box, 3rd quartile

c) 75% above 75, that's the bottom of the box, 1st quartile

The equation for the scaled version of the function f(x) = x² is g(x) = a × x²

Here, we have,

The function g(x) can be considered a scaled version of the function f(x) = x².

To create a scaled version of a function, we can multiply the original function by a scaling factor. Let's call this scaling factor "a." Now, the equation for g(x) can be written as:

g(x) = a ₓ f(x)

Since f(x) = x², we can substitute it into the equation for g(x):

g(x) = a ₓ x^2

In this equation, "a" represents the scaling factor. If "a" is greater than 1, the function g(x) will stretch vertically, meaning its parabola will be more narrow compared to f(x). If "a" is between 0 and 1, the function g(x) will be compressed vertically, resulting in a wider parabola. If "a" is negative, the parabola will be reflected over the x-axis.

In summary, the equation for the scaled version of the function f(x) = x² is g(x) = a × x², where "a" is the scaling factor. Depending on the value of "a," the resulting parabola will be either stretched or compressed vertically, and may be reflected over the x-axis if "a" is negative.

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The correct answer is B) Reject H0 if the standardized test is less than -2.575.

To determine whether to reject or fail to reject the null hypothesis, we need to calculate the standardized test statistic, which is the number of standard errors away from the mean that our sample statistic falls. In this case, we are given a sample size of n = 35, and we are testing the claim that the population mean is less than 65.4. We can use a one-tailed t-test with a level of significance of α = 0.01.

Using the t-distribution table with degrees of freedom (df) = n - 1 = 34 and a one-tailed α level of 0.01, we find that the critical value is -2.575. If our calculated t-statistic is less than -2.575, we would reject the null hypothesis.

Therefore, the correct answer is B) Reject H0 if the standardized test is less than -2.575.

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The indefinite integral of the given function is x⁴ln(x)/4 - x⁴/16 + c.

What is the indefinite integral?

An integral is considered to be indefinite if it has no upper or lower bounds. In mathematics, the most generic antiderivative of f(x) is known as an indefinite integral and expressed by the expression f(x) dx = F(x) + C.

Here, we have

Given: ∫x³ ln(x) dx; u = ln(x), dv = x³ dx

We have to find the indefinite integral using integration by parts.

The integration by parts formula is given by

∫u dv = uv - ∫vdu

The given indefinite integral is

∫x³ ln(x) dx

The given choices of u and dv are

u = ln(x)

du = 1/x dx

dv = x³ dx = v = x⁴/4

The integral is then,

= ∫x³ ln(x) dx

= ln(x)( x⁴/4) - ∫ (x⁴/4)(1/x)dx

= x⁴ln(x)/4 - ∫x³/4 dx

=  x⁴ln(x)/4 - 1/4(x⁴/4) + c

= x⁴ln(x)/4 - x⁴/16 + c,  where C is the constant of integration.

Hence, the indefinite integral of the given function is x⁴ln(x)/4 - x⁴/16 + c.

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A slope parameter of β1 = 3.52 in a simple linear regression model suggests that there is a positive and direct relationship between the independent variable (x) and the dependent variable (y).

Specifically, for every one unit increase in the independent variable (x), the dependent variable (y) is expected to increase by an average of 3.52 units. This indicates a positive linear association between x and y, implying that as x increases, y tends to increase as well.

The magnitude of the slope parameter (3.52) also indicates the steepness of the relationship. A larger slope suggests a stronger relationship, indicating that the change in y for a given change in x is relatively large.

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Thus, the average value of the function f(z) = 3z² − 2z on the interval [−3, 4] is 128/42.

To find the average value of the function f(z) = 3z² − 2z on the interval [−3, 4], we need to use the formula for the average value of a function over an interval. The formula is given as:

Average value = 1/(b-a) * ∫f(z) dz from a to b

where a and b are the lower and upper limits of the interval.

In our case, a = -3 and b = 4, so we have:

Average value = 1/(4-(-3)) * ∫3z² − 2z dz from -3 to 4

Simplifying the integral, we get:

Average value = 1/7 * [(3z³/3) - (2z²/2)] from -3 to 4

Average value = 1/7 * [(64/3) - (18/2) - (-27/3) + (6/2)]

Average value = 1/7 * [(64/3) - 9/2 + 9/3]

Average value = 1/7 * [(64/3) - 9/2 + 27/6]

Average value = 1/7 * [(128/6) - 27/6 + 27/6]

Average value = 1/7 * 128/6

Average value = 128/42

Therefore, the average value of the function f(z) = 3z² − 2z on the interval [−3, 4] is 128/42. This means that if we were to take all the values of the function on this interval and find their average, it would be equal to 128/42.

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The quadratic expression 3x² - 5x + 2 is factored completely as (3x - 2)(x - 1).

Given the quadratic expression in the question:

3x² - 5x + 2

To factor the quadratic expression 3x² - 5x + 2 completely, we can use the factoring method.

The general form of a quadratic expression is ax² + bx + c.

Here, a = 3, b = -5, and c = 2.

Next. find two numbers whose product is a×c (in this case, 3 × 2 = 6) and whose sum is b (in this case, -5).

Using -2 and -3.

Hence:

3x² - 5x + 2

Factor out -5 from from -5x

3x² -5(x) + 2

Rewrite -5 as -2 plus -3

3x²+ ( -2 - 3)x + 2

3x² - 2x - 3x + 2

Factor out the greatest common factor:

x( 3x - 2 ) - (3x - 2 )

Hence:

(3x - 2 )( x - 1 )

Therefore, the factored form is (3x - 2 )( x - 1 ).

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The width of the satellite dish at the opening is 23 feet.

To find the width of the satellite dish at the opening, we need to use the formula for the cross section of a parabola, which is y^2 = 4px, where p is the distance from the vertex to the focus. In this case, p = 4 and y = 5 (half the depth of the dish). We can solve for x by plugging in these values and solving for y:

25 = 4(4)x

x = 25/16

Since we need to find the width at the opening, we need to double this value to account for both sides of the dish:

2x = 25/8

To round to the nearest foot, we need to find the nearest whole number. Since 25/8 is between 3 and 4, we round up to 4, giving us a width of 23 feet.

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Prejudice is not directed towards things, but towards people or groups of people

In general, prejudice is an attitude or belief about a group of people, based on their perceived characteristics or traits. Therefore, strictly speaking, prejudice is not directed towards things, but towards people or groups of people.

However, people can sometimes use language that suggests they are prejudiced against things.

For example, someone might say they hate a certain type of music or cuisine, and use derogatory language to describe it. While this might not be strictly prejudice against a person or group of people, it can still reflect negative attitudes or stereotypes towards the culture or people associated with that thing.

It's important to note that prejudice, discrimination, and bias can manifest in many different forms, and it's not always directed towards people in a direct and explicit manner.

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Answer:

-------------------------

To get rid of the fraction, multiply all the terms by 9: