what is the equation of a line that is perpendicular to the line y= -3x+2 and passes through the point (6,8)

We can be 95% confident that the true average insulin-binding capacity of the group receiving the low dose is between(0.306 and  1.054). units higher than the group receiving the high dose.

To calculate the 95% confidence interval for the difference in the true average insulin-binding capacity between the two groups of diabetic rats, we will use the t-distribution formula for independent samples.

First, we need to calculate the pooled variance (Sp^2) and the standard error (SE) of the difference:

Sp^2 = [(n1 - 1) * s1^2 + (n2 - 1) * s2^2] / (n1 + n2 - 2)
Sp^2 = [(8 - 1) * 0.51^2 + (13 - 1) * 0.35^2] / (8 + 13 - 2)
Sp^2 ≈ 0.2149

Sp = sqrt(Sp^2) ≈ 0.4635

SE = sqrt[(Sp^2 / n1) + (Sp^2 / n2)]
SE ≈ sqrt[(0.2149 / 8) + (0.2149 / 13)] ≈ 0.1787

Next, we need the t-value for a 95% confidence interval with n1 + n2 - 2 degrees of freedom. For 19 degrees of freedom, the t-value is approximately 2.093.

Now, we can calculate the confidence interval:

CI = (x1 - x2) ± t * SE
CI = (1.98 - 1.30) ± 2.093 * 0.1787
CI = 0.68 ± 0.374

Therefore, the 95% confidence interval for the difference in the true average insulin-binding capacity between the two samples is approximately (0.306, 1.054).

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Answer:

i think the answer will be a horizontal line

The answer is that about 443 students at Fair Oaks High would be willing to pay $5.00 to see a play at their school.

If 85% of 5,000 high school students are willing to pay $5.00 to see a play at their school, then the number of students who would be willing to pay $5.00 is:

85% of 5,000 = 0.85 x 5,000 = 4,250

So, out of the 5,000 high school students surveyed, 4,250 would be willing to pay $5.00 to see a play.

To find the number of students at Fair Oaks High who would be willing to pay $5.00, we need to know what proportion of the 5,000 students surveyed are from Fair Oaks High.

If we assume that the proportion of students from Fair Oaks High is the same as the proportion of students surveyed, then we can calculate the number of students from Fair Oaks High who would be willing to pay $5.00 as follows:

Number of students at Fair Oaks High = (Proportion of students from Fair Oaks High) x (Number of students willing to pay $5.00)

Assuming that Fair Oaks High has 520 students out of a total of 5,000 students surveyed, then the proportion of students from Fair Oaks High is:

520/5,000 = 0.104

So, the number of students from Fair Oaks High who would be willing to pay $5.00 is:

0.104 x 4,250 = 442.5

Therefore, the answer is that about 443 students at Fair Oaks High would be willing to pay $5.00 to see a play at their school.

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The graph of Chloe's temperature of the day is plotted

Given data ,

To graph Chloe's data, we can use a line graph with time (in hours) on the x-axis and temperature (in degrees Fahrenheit) on the y-axis. Here is the graph:

The graph has five line segments:

From 6 a.m. to 8 a.m., the temperature rises from 54°F to 58°F. This is a line with a slope of 2/2 = 1, passing through the points (6, 54) and (8, 58).

From 8 a.m. to 12 p.m., the temperature rises from 58°F to 70°F. This is a line with a slope of 3/4, passing through the points (8, 58) and (12, 70).

From 12 p.m. to 2 p.m., the temperature stays at 70°F. This is a horizontal line passing through the point (12, 70).

From 2 p.m. to 4 p.m., the temperature drops from 70°F to 68°F. This is a line with a slope of -1/2, passing through the points (2, 70) and (4, 68).

From 4 p.m. to 12 a.m., the temperature drops from 68°F to 63°F. This is a line with a slope of -5/8, passing through the points (4, 68) and (12, 63).

Hence , the graph is plotted

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Answer:

[tex]7 \times 5 \times 9 = 315[/tex]

The volume of this rectangular prism is 315 cubic units.

The other piece of evidence that supports the author's main point is, "Schools already teach math skills, which are used to count money". Thus, option third is correct.

The evidence for a proposition is what backs up that assertion. It is commonly seen as proof that the supported statement is correct. The function of evidence and how it is conceived differs by discipline.

The point for the given chart is "Students should learn money skills in school". The evidences of the given point are as follows:-

"Having money skills will help students become successful adults."

"Schools already teach math skills, which are used to count money."

Therefore, it can be concluded that option third is correct.

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The statement is true, under certain conditions.

If fx(a, b) and fy(a, b) both exist and are continuous at (a, b), then f is differentiable at (a, b). In other words, if the partial derivatives of f with respect to x and y both exist and are continuous at (a, b), then f is differentiable at (a, b).

The differentiability of f at (a, b) means that there exists a linear transformation T such that:

f(a + h, b + k) = f(a, b) + fx(a, b)h + fy(a, b)k + ε(h, k)

where ε(h, k) is a function that goes to zero faster than (h, k) as (h, k) goes to (0, 0). In other words, ε(h, k) satisfies:

lim(h,k)→(0,0) ε(h, k) / ||(h, k)|| = 0

The linear transformation T is given by:

T(h, k) = fx(a, b)h + fy(a, b)k

In this sense, the partial derivatives of f measure the sensitivity of the function to changes in the x and y directions at (a, b), respectively. If both partial derivatives exist and are continuous, then f is well-behaved enough to be approximated by a linear function at (a, b), which is the definition of differentiability.

However, if one or both of the partial derivatives are not continuous at (a, b), then f may still be continuous at (a, b), but it will not be differentiable at (a, b).

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There are either approximately 1.8 million or 102 million ways to select a committee of 10 senate members with the same number of Ds and Rs, depending on the method used.

We will use the concept of combinations to find the number of ways to select a committee of 10 Senate members with the same number of Democrats (Ds) and Republicans (Rs).

1. Determine the number of Democrats and Republicans to select: Since the committee must have the same number of Ds and Rs, we need to select 5 Democrats and 5 Republicans.

2. Calculate the combinations: Use the combination formula, which is C(n, k) = n! / (k! * (n-k)!), where n is the total number of items, and k is the number of items to select.

3. Apply the formula for Democrats: Assuming there are D Democrats, the number of ways to select 5 Democrats would be C(D, 5) = D! / (5! * (D-5)!).

4. Apply the formula for Republicans: Assuming there are R Republicans, the number of ways to select 5 Republicans would be C(R, 5) = R! / (5! * (R-5)!).

5. Calculate the total ways: Multiply the number of ways for both Democrats and Republicans to get the total ways of forming the committee: Total ways = C(D, 5) * C(R, 5).
To select a committee of 10 with an equal number of Ds and Rs, we need to choose 5 Ds and 5 Rs. We can do this in the following ways:
- Choose 5 Ds from the 25 available, and then choose 5 Rs from the remaining 20. This can be done in (25 choose 5) * (20 choose 5) ways, which is approximately 1.8 million ways.
- Alternatively, we can choose 10 senators from the 50 available, and then assign 5 to be Ds and 5 to be Rs. The number of ways to do this is (50 choose 10) * (10 choose 5), which is approximately 102 million ways.

So, the number of ways to select a committee of 10 Senate members with the same number of Democrats and Republicans is given by the product of the combinations C(D, 5) and C(R, 5).

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The percentage of the females in grade 11 and 12 is 60%. Option C

A number can be expressed as a fraction of 100 using a percentage. The letter "%" stands for it. To find a percentage, divide the value under consideration by all possible values, then multiply the result by 100.

Females in grade 11 can be obtained from;

Number of students in grade 11 = 27 + 50

Percentage of female students = 50/27 + 50 * 100/1

= 65%

Females in grade 12;

Number of students in grade 12= 37 + 61

Percentage of female students in grade 12 = 61/37 + 61 * 100

= 62%

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The surface area of the rectangle is 216 square feet.

In the given rectangle length is 6 ft, width is 2 ft and height is 12 ft

Surface face area = 2(lb+bh+hl)

l is length , b is breadth and h is height

Surface area = 2(6×2 + 2×12 + 12×6)

=2(12+24+72)

=2(108)

= 216 square feet

Hence, the surface area of the rectangle is 216 square feet.

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The dimensions of the actual painting are 32 inches by 40 inches.

option B.

The dimensions of the actual painting is calculated as follows;

scale factor = actual size/scaled size

4/1 = actual size/scaled size

Cross-multiply;

actual size = 4 x scale size

The actual sizes of 8 inches by 10 inches is calculated;

actual sizes = 4 x 8 inches, and 4 x 10 inches

actual sizes = 32 inches by 40 inches

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The amount more that the Penders budgeted for transportation than they spent on transportation is $ 3.30.

Looking at the Budget presented by the Penders, we see that they budgeted for Gasoline and Parking to the tune of :

= 85 + 70

= $ 155

The Penders however spent a different amount on transport to the tune of :

= 101. 70 + 50

= $151. 70

This then means that they spent less than they budgeted for transport and the difference was :

= 155 - 151. 70

= $ 3.30

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To solve this problem, we'll need to use vector addition and trigonometry. Let's start by defining our variables:

Let v be the velocity of the plane relative to the air.
Let w be the velocity of the wind.
Let s be the speed of the plane relative to the ground.
Let θ be the angle between the plane's heading and the true north.

(a) We know that the plane's speed relative to the ground is s, and its speed relative to the air is v. We can use vector addition to find the velocity of the plane relative to the ground in terms of v and w:

s = ||v + w||

where ||v + w|| represents the magnitude (or speed) of the vector v + w. We can also use trigonometry to find the angle between the plane's heading and the true north:

θ = se - tan^-1(w/v)

where tan^-1 is the inverse tangent function.

From here, we can use some basic trigonometry to solve for v in terms of s and θ:

v = s*cos(θ)

and w in terms of v and s:

w = (v + s*cos(θ))/tan(θ)

(b) To find the true velocity of the plane in terms of v and w, we need to subtract the velocity of the wind from the velocity of the plane relative to the air:

v_true = v - w

(c) To find the velocity of the wind in terms of v and w, we can rearrange the equation for w:

w = (v + s*cos(θ))/tan(θ)

to solve for w:

w = (v/tan(θ)) + s*cos(θ)/tan(θ)

Then, we can substitute v_true for v to get:

w = (v_true/tan(θ)) + s*cos(θ)/tan(θ)

Finally, we can round the speed of the wind to the nearest whole number:

speed of the wind ≈ ||w|| ≈ ||(v_true/tan(θ)) + s*cos(θ)/tan(θ)||

Note that we don't have actual values for s, θ, v, or w, so we can't compute an actual answer. However, this is the general method you would use to solve the problem.
To represent the terms you provided.

(a) The velocity of the plane relative to the air is Vp_a = (Vp_t - Vw) with a bearing of θ.

(b) The true velocity of the plane is Vp_t = (Vp_a + Vw) with a bearing of φ.

(c) The velocity of the wind is Vw = (Vp_t - Vp_a) with a bearing of (φ - θ). To find the speed of the wind, calculate the magnitude of Vw and round to the nearest whole number.

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Answer:

Perimeter is the distance around the outside of a shape. Area measures the space inside a shape.

Step-by-step explanation:

Your welcome ;)

The area of the parallelogram in the middle of the shape would be 6 units ²

The area of a parallelogram can be found by the formula :
= Base x Height

We can find the base of the parallelogram in the middle of the shape to be :

= Base of Parallelogram 1 - Base of Parallogram 2

= 5 - 3

= 2

The height would be:

= Height of Parallelogram 2 - Height of Parallogram 1

= 6 - 3

= 3

The area of the parallelogram is:

= 2 x 3

= 6 units ²

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The standard error of the proportion decreases as the sample size increases. This means that larger sample sizes provide more accurate estimates of the population proportion.

To calculate the standard error of the proportion, we can use the formula:
SE = √(p(1-p)/n)
Where:
SE = standard error
p = proportion of the population
n = sample size
For each sample size, we can plug in the values and calculate the standard error:
A. For a sample size of 30:
SE = √(0.39(1-0.39)/30) = 0.088
B. For a sample size of 60:
SE = √(0.39(1-0.39)/60) = 0.062
C. For a sample size of 90:
SE = √(0.39(1-0.39)/90) = 0.051

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The solution of the equation is determined as;

1. p = 0 or - 6.

2. x = -7 twice

3. k = -7 or 4

4. r = 1 or 8

5. m = -3/2 or -5.

6. m = 4/3 or -8

The expression can be factorized as follows;

1. p² = -6p

p(p + 6) = 0

p = 0 or p + 6 = 0

p = 0 or - 6

2. x² = -49 - 14x, factorize as follows;

put the both constant and variables on one side;

x² + 14x + 49 = 0

(x + 7)(x + 7) = 0

x = -7 twice

3. k² - 28 = -3k, factorize as follows;

k² + 3k - 28 = 0

k² + 7k - 4k - 28 = 0

(k + 7)(k - 4) = 0

k = -7 or 4

4. r² = 9r - 8, factorize as follows;

r² - 9r + 8 = 0

r² -r - 8r = 0

(r - 1)(r - 8) = 0

r = 1 or 8

5. 2m² + 13m + 15 = 0, factorize as follows;

2m² + 3m + 10m + 15 = 0

(2m + 3)(m + 5) = 0

2m = -3 or m = -5

m = -3/2 or -5

6. 3m² + 20m - 32 = 0, factorize as follows;

3m² - 4m + 24 m - 32

(3m - 4)(m + 8) = 0

3m = 4 or m = -8

m = 4/3 or -8

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This value represents the greatest distance between the particle and the origin during the time interval [0, 3].

To find the greatest distance between the particle and the origin during the time interval [0, 3], we need to find the position function of the particle, differentiate it to find the velocity function and analyze the critical points.

Let x(t) be the position function of the particle. Unfortunately, you haven't provided the specific position function, so I will use a generic one: x(t) = at^3 + bt^2 + ct + d. You'll need to substitute your given function here.

Step 1: Find the velocity function by differentiating the position function with respect to time:
v(t) = dx(t)/dt = 3at^2 + 2bt + c

Step 2: Find the critical points by setting the velocity function equal to zero and solving for t:
0 = 3at^2 + 2bt + c      
   
Step 3: Analyze the critical points and endpoints of the given interval [0, 3] by plugging them into the position function x(t):
x(0), x(t1), x(t2), and x(3) (where t1 and t2 are the critical points found in step 2)

Step 4: Determine which of these values corresponds to the greatest distance from the origin. Remember that distance is always positive, so take the absolute value of the positions if necessary.

The answer will be the largest absolute value among the positions x(0), x(t1), x(t2), and x(3). This value represents the greatest distance between the particle and the origin during the time interval [0, 3].

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Answer: $8.40

Step-by-step explanation: Fairly simple, 2/4=1/2, so half of sixteen is eight and then you add the .40, which you should get 8.40 dollars

The inverse of the given function include the following: B. f-¹(x) = (x³ + 4)/7.

In Mathematics, an inverse function simply refers to a type of function that is obtained by reversing the mathematical operation in a given function (f(x)).

In this exercise, you are required to determine the inverse of the function f(x). This ultimately implies that, we would have to swap (interchange) both the independent value (x-value) and dependent value (y-value) as follows;

f(x) = y = ∛(7x - 4)

x = ∛(7y - 4)

x³ = 7y - 4

7y = x³ + 4

y' = f-¹(x) = (x³ + 4)/7

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To find the velocity of the spring, we need to take the derivative of the position function:

v(t) = s'(t) = 2π sin(πt + π/4)

To find the first two times at which the velocity is zero, we need to set v(t) = 0 and solve for t:

2π sin(πt + π/4) = 0

sin(πt + π/4) = 0

πt + π/4 = nπ, where n is an integer

t = (nπ - π/4) / π

The first two times at which the velocity is zero are:

t1 = (1/4) - π/4 = -π/4

t2 = (3/4) - π/4 = π/2

Note that t1 is negative, which means it is not a valid solution for t > 0. Therefore, the first time at which the velocity is zero for t > 0 is t2 = π/2. The second time can be found by adding the period of the motion, which is T = 2π/π = 2 seconds, to t2:

t3 = t2 + T = π/2 + 2 = 5π/2

Therefore, the first two times at which the velocity of the spring is zero for t > 0 are t2 = π/2 and t3 = 5π/2.
To determine the first two times when the velocity of the mass is zero, we first need to find the velocity function by differentiating the position function with respect to time t. The position function is s(t) = -2 cos(πt + π/4).

Differentiating with respect to t, we get the velocity function:
v(t) = ds/dt = 2π sin(πt + π/4).

Now, we need to find when the velocity is zero, so we solve for t when v(t) = 0:
2π sin(πt + π/4) = 0.

Dividing both sides by 2π, we get:
sin(πt + π/4) = 0.

The sine function is zero at angles that are integer multiples of π. So, we can write:
πt + π/4 = nπ, where n is an integer.

Solving for t:
t = (n - 1/4) seconds.

For the first two times, we can set n = 1 and n = 2:

For n = 1:
t₁ = (1 - 1/4) = 3/4 seconds.

For n = 2:
t₂ = (2 - 1/4) = 7/4 seconds.

Thus, the first two times at which the velocity of the spring is zero are t₁ = 3/4 seconds and t₂ = 7/4 seconds.

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The number of years that the glory days of the cowboy period lasted was about 2 decades.

The glory days of the cowboy times is typically deemed as the span between the conclusion of the Civil War in 1865 to around the dawn of the1900s. During these years, cowboys played an indispensable role in boosting and improving the American West peculiarly in the cattle industry.

With bravery and courage, they would drive a herd of cattle across wide expanses frequently grappling with harsh conditions and situations of peril. The genesis of industrialization phased out the cowboy era with train networks expediting the transportation of both bovine species and freight with efficiency.

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If you spend $100 at a store such as Sam's Club or Costco, you would save $20 compared to shopping elsewhere.

However, since you would also have to pay the annual membership fee of approximately $40, you would actually lose $20 ($20 saved - $40 membership fee). Therefore, in this scenario, you would not come out ahead and would actually be better off not having a membership and paying full price elsewhere.
Hi! Based on the information provided, if you spend $100 in one year at a store like Sam's Club or Costco with a $40 annual membership fee, you can save $20 for every $100 spent compared to shopping elsewhere.

In this scenario, you would save $20 from the $100 spent. However, you also have to account for the $40 membership fee. So, your net savings would be:

$20 (savings) - $40 (membership fee) = -$20

Since the result is negative, you would actually lose $20 compared to not having a membership and paying full price at another store. To come out ahead, you would need to spend more than the break-even point, which is calculated as:

Membership fee / Savings per $100 = Break-even spending
$40 / $20 = $200

So, you would need to spend at least $200 in a year at the membership store to start saving money compared to shopping elsewhere.

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Sarah, Tony, and Megan are helping their parents plan the layout of the backyard, the correct expression would be: 2[tex]x^2[/tex] + 12x + 25. The correct option is A.

We must add the areas of the patio, pool, and fire pit in order to obtain the expression that denotes the entire backyard.

The patio's area is as follows given that it is 5 feet long and as wide as the fire pit:

Patio space is calculated as follows: 5 * 5 (5 feet by 5 feet)

The fire pit has dimensions of 6 feet by 2x feet. Therefore, the area of the fire pit is:

Fire pit area = width * length = 6 * (2x) = 12x square feet

Now, we can add the areas together to get the expression for the total backyard area:

Total backyard area = Patio area + Pool area + Fire pit area

Since the dimensions of the pool are not provided, we cannot include it in the expression. Therefore, the correct expression would be:

2[tex]x^2[/tex] + 12x + 25

Thus, the correct option is a.

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Answer:

[tex]\frac{5}{8}[/tex]

Step-by-step explanation:

[tex]\frac{-8-(-3)}{-12-(-4)}[/tex] = [tex]\frac{-8+3}{-12+4}[/tex] = [tex]\frac{-5}{-8}[/tex] = [tex]\frac{5}{8}[/tex]

Helping in the name of Jesus.

The equation's remaining constant is the answer if the variable term eventually equals zero and the equation can be said to be true.

By isolating the variable on one side of the equation, we can arrive at a numerical value that satisfies the equation. However, in rare circumstances, the variable term may become zero while the equation is being simplified.

When a common factor is eliminated or an expression containing the variable is simplified, this can take place. The equation has a solution, and that solution is the constant value left over if, after removing the variable element, we arrive at a true assertion.

This is due to the equation's ability to be simplified to a declaration of equality between two constants if the variable term is zero. The constant value is the answer to the equation if the aforementioned assertion is accurate.

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Answer: $10,556.89

Step-by-step explanation:

Using the formula for compound interest:

A = P(1 + r/n)^(nt)

where:

A = the total amount at the end of the investment period

P = the principal amount (the initial deposit)

r = the annual interest rate (as a decimal)

n = the number of times the interest is compounded per year

t = the number of years

In this case, P = $8,100, r = 0.05 (5% expressed as a decimal), n = 1 (compounded annually), and t = 4. Plugging in these values, we get:

A = 8100(1 + 0.05/1)^(1*4)

A = 8100(1.05)^4

A = $10,556.89 (rounded to the nearest cent)

Therefore, the total amount in Priscilla's account at the end of the four years will be $10,556.89.

A) True.

Verification is the process of determining whether a computational model accurately represents the real-world system it is intended to simulate.

Verification is an important step in the process of developing and evaluating computational models. The goal of verification is to determine whether a model is accurately representing the real-world system it is intended to simulate. This is important because if a model is not accurate, it can lead to incorrect predictions and decisions.

Verification involves comparing the output of a computational model with experimental data collected from the real system. This comparison can take many forms, depending on the type of model and the nature of the experimental data. In some cases, the comparison may involve a direct quantitative comparison between the model output and the experimental data. In other cases, the comparison may be more qualitative, involving an assessment of whether the model output captures the key features of the experimental data.

The process of verification can be iterative, involving multiple rounds of model refinement and comparison with experimental data. This is particularly important for complex systems, where small errors or uncertainties in the model can have significant impacts on the accuracy of the predictions.

Overall, verification is an important step in the process of model development and evaluation, helping to ensure that computational models are accurate and reliable tools for predicting real-world behavior.

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True. In an inductive argument, the conclusion of the inductive step, p(n+1), is demonstrated by substituting n+1 for n in the statement p(n). Inductive reasoning involves making generalizations based on specific instances or patterns observed. In mathematical induction, we aim to prove a statement is true for all natural numbers or a particular subset of numbers.

The process of mathematical induction consists of two steps: the base case and the inductive step. In the base case, we show that the statement p(1) or p(n0) is true for the lowest value in the considered range, typically n=1 or a specific starting value n0. The inductive step involves assuming the statement p(n) is true for some arbitrary value n=k, and then proving that p(k+1) is also true under this assumption. This is achieved by substituting n+1 for n in the statement p(n).

By confirming both the base case and inductive step, we can conclude that the statement p(n) is true for all natural numbers or the specified subset of numbers. Thus, it is correct to say that the conclusion of the inductive step, p(n+1), is shown by substituting n+1 for n in the statement p(n).

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Answer: &1,552.50

Step-by-step explanation: Step 1: Multiply Shaquana and Briana deposits of $230 times both interest rates.
Step 2: Shaquana dollar amount adds up to $1006.25. Brianna’s dollar amount adds up to $1,092.50.
Step 3: Multiply both totals times 18yrs.
Step 4: Subtract 18,112.50 from 19,665 and you find that Brianna will have $1552.50 more than Shaquana.

Brianna would have $290 more in her account than Shaquana after 18 years.

The final amount in Shaquana's account is:

[tex]A=230e^0^.^0^4^3^7^5^\times^1^8[/tex]

[tex]A=230e^0^.^7^8^7^5[/tex]

A=230×1.082

= $249

For Brianna, we have:

P = $230

r = 4.75% / 12 = 0.0039583333

t = 18 × 12 = 216 months

So, the final amount in Brianna's account is:

A = $230×(1 + 0.0039583333)²¹⁶

A=230(1.00395)²¹⁶

A=230×2.34

A=538.2

Therefore, the difference in the final amounts is:

$538.2 - $249= $289.2

So, Brianna would have $290 more in her account than Shaquana after 18 years.

To learn more on Percentage click:

https://brainly.com/question/24159063

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