Graph the linear system and tell how many solutions it has. If there is exactly one solution, estimate the solution and check it algebraically.

Answer:

17 nickels

Step-by-step explanation:

To be able to find the answer, you can say that the sum of the value of each coin multiply for its quantity is equal to 10.08, which you can express as follows:

quarters= 0.25

dimes= 0.10

nickels= 0.05

pennies= 0.01

(0.25*19)+(0.10*39)+(0.05*x)+(0.01*58)=10.08, where

x= the quantity of nickels

Now, you can solve for x:

4.75+3.9+0.05x+0.58=10.08

0.05x=10.08-4.75-3.9-0.58

0.05x=0.85

x=0.85/0.05

x=17

According to this, the answer is that there are 17 nickels in the cup holder.

Director 1: U1(x) = x
This director has a linear utility function, which indicates risk neutrality. They will make decisions based on the expected monetary value without considering risk.
Director 2: U2(x) = sqrt(x)
This director has a concave utility function, indicating risk aversion. They prefer certain outcomes over uncertain ones and will likely choose a lower but guaranteed amount over a riskier but potentially higher amount.
Director 3: U3(x) = x^2
This director has a convex utility function, signifying risk-seeking behavior. They prefer uncertain outcomes and are willing to take risks for potentially higher gains.

For this, we need to calculate the expected utilities (EUs) for each director:
1. For Director 1, calculate the EU using the given decision tree and linear utility function U1(x) = x.
2. For Director 2, calculate the EU using the given decision tree and the concave utility function U2(x) = sqrt(x).
3. For Director 3, calculate the EU using the given decision tree and the convex utility function U3(x) = x^2.

Based on the information provided, it is clear that Liedtke is not working alone in the Texaco-Pennzoil case and that he must report to a board of directors. Table 14.6 provides the utility functions for three different directors, and to classify each director in terms of their attitude towards risk, we must analyze their individual utility functions and graph them.

Director A has a concave-shaped graph, indicating that they are risk-averse. They prioritize minimizing losses over maximizing gains. Therefore, they would likely reject Texaco's current offer and consider other options that are less risky. If Texaco were to counteroffer $3 billion, Director A may be willing to accept it if the potential gains outweigh the potential losses.

Director B has a linear graph, indicating that they are risk-neutral. They are indifferent to the risk and focus on the expected value of their decision. Therefore, they would likely consider Texaco's current offer and weigh the potential risks and rewards. If Texaco were to counteroffer $3 billion, Director B would consider the potential gains and risks and decide based on the expected value.

Director C has a convex-shaped graph, indicating that they are risk-seeking. They prioritize maximizing gains over minimizing losses. Therefore, they would likely accept Texaco's current offer and be willing to take on the potential risks. If Texaco were to counteroffer $3 billion, Director C may be willing to reject it and consider other options that offer higher potential gains.

In summary, Director A is risk-averse, Director B is risk-neutral, and Director C is risk-seeking. Each director would have different strategies based on their individual attitudes towards risk, and to calculate their expected utilities, we must solve the decision tree for each.

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Answer:

I believe it should come in the mail and online x

The standard deviation is a statistical measure that provides information on the spread or dispersion of data around the mean value. It is calculated as the square root of the variance and is usually expressed in the same units as the data. The standard deviation helps to evaluate the consistency and range of a data set in the following three ways.

Firstly, the standard deviation reflects the degree of variation or diversity in the data. A higher standard deviation indicates that the data points are more spread out and diverse, while a lower standard deviation implies that the data points are more clustered and consistent. For instance, if we compare two data sets with the same mean value but different standard deviations, we can say that the one with the higher standard deviation has a wider range and more variable values.

Secondly, the standard deviation can be used to identify outliers or extreme values in the data set. Outliers are data points that lie far away from the mean and can affect the overall analysis or conclusions drawn from the data. By calculating the standard deviation, we can determine the range within which most of the data points lie and detect any values that fall outside that range.

Thirdly, the standard deviation is essential in hypothesis testing and decision-making based on statistical inference. It helps to assess the significance of differences or similarities between two or more data sets and determine whether they are due to chance or actual differences in the underlying populations. The standard deviation serves as a basis for calculating confidence intervals, z-scores, and p-values, which are used to test hypotheses and draw conclusions.

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Answer:

Area=88in squared

Step-by-step explanation:

Answer 128 to the second  power

explanation:

its 128 to the second power because if you multiply 16*8 and you will get 128to the second power

The example that illustrates the difference between statistical significance and practial significance is

In a survey arranged by school-authority of a district on participation in sports by school-going boys and girls, it is found that 60% of boys and 57% of girls participate in outdoor sports. Thus the survey shows a 3% difference between school-going boy-participants and girl-participants in outdoor sports. Now the point is how much significance this 3% difference has statistically as well as practically. Statistical significance of this 3% depends upon the size of data used in determining the percentage of boys and girls participate in sports. If a sufficiently big sample size is used then the difference is statistically significant, and if a very small sample size is used then the difference is statistically insignificant. Thus bigger the sample size more is the statistical significance of a computed figure.

On the other hand practical significance of this 3% difference arises if decision is made or action is taken or needs to be taken on the basis of this 3% difference. If cost permits, the authority may consider promoting girl students participation in sports in order to bring about more gender parity in outdoor sports. In this case the 3% difference though small, may be practically significant.

Statistical significance is a measure of whether your research findings are meaningful. It is concerned with whether a research result is due to chance or sampling variability. Where, practical significance is concerened with wheteher the result is useful in the real world.

Therefore, the example that illustrates the difference between statistical significance and practial significance is

In a survey arranged by school-authority of a district on participation in sports by school-going boys and girls, it is found that 60% of boys and 57% of girls participate in outdoor sports. Thus the survey shows a 3% difference between school-going boy-participants and girl-participants in outdoor sports. Now the point is how much significance this 3% difference has statistically as well as practically. Statistical significance of this 3% depends upon the size of data used in determining the percentage of boys and girls participate in sports. If a sufficiently big sample size is used then the difference is statistically significant, and if a very small sample size is used then the difference is statistically insignificant. Thus bigger the sample size more is the statistical significance of a computed figure.

On the other hand practical significance of this 3% difference arises if decision is made or action is taken or needs to be taken on the basis of this 3% difference. If cost permits, the authority may consider promoting girl students participation in sports in order to bring about more gender parity in outdoor sports. In this case the 3% difference though small, may be practically significant.

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The equation used to find the amount of time Olivia answers phone calls is t +25= 45

The amount of time Olivia answers phone calls is 20

Olivia volunteers at the hospital where her mother works

She answers phone calls

She spends 25 minutes delivering flowers to patient's room

She spends 45 meetings volunteering at the hospital

Let t represent the amount of time Olivia answers phone calls in the hospital

Hence the equation used to calculate the amount of time spent on calls is t + 25= 45

t + 25= 45

collect the like terms

t= 45-25

t= 20

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Answer: area= bxh

Step-by-step explanation: area = b x h

                                                      = 1.4 x 3

                                                ans= 4.2

Answer:

x = 59

Step-by-step explanation:

since the quadrilateral add up to 360 degrees,

X + X + (2x + 3 ) + (2x + 3) would equal 360 degrees

x + x + (2x + 3) + (2x + 3) = 360

6x + 6 = 360, addtion

6x = 354, subtraction

x = 59, division

Answer:

Salary after 5 year(A) = $60,485 (Approx)

Step-by-step explanation:

Given:

Staring salary(P) = $43,125

Growth rate(r) = 7%

Number of year (n) = (6-1) = 5

Find:

Salary after 5 year(A)

Computation:

\(A=P(1+r)^n \\\\ A = 43125(1+0.07)^5 \\\\ A = 60485\)

Salary after 5 year(A) = $60,485 (Approx)

Answer:

he forgot to solve the -6  i hope thats right im srry if it isnt

Step-by-step explanation:

Answer:

-1=x

Step-by-step explanation:

They messed up on step 4. instead of -2x it should be -10x. When they switched -6 over to the opposite side they forgot to use the opposite symbol. They did 6-4 instead of 4+6.

The first five terms of the sequence {\(a_{n}\)} = {n/(n+9)} are 3/10, 6/11, 3/4, 12/13, and 15/14.

To find the first five terms of the sequence defined by \(a_{n}\) = 3n/(n+9), we can substitute different values of n into the equation and evaluate the expression. Here are the first five terms:

a₁ = 3(1)/(1+9) = 3/10

a₂ = 3(2)/(2+9) = 6/11

a₃ = 3(3)/(3+9) = 9/12 = 3/4

a₄ = 3(4)/(4+9) = 12/13

a₅ = 3(5)/(5+9) = 15/14

The first five terms of the sequence \(a_{n}\) = {n/(n+9)} are:

3/10, 6/11, 3/4, 12/13, 15/14.

Each term in the sequence is obtained by plugging in the corresponding value of n into the expression 3n/(n+9) and simplifying the fraction if possible.

Therefore, the first five terms of the sequence \(a_{n}\) = {n/(n+9)} are 3/10, 6/11, 3/4, 12/13, and 15/14.

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You can solve this equation by converting to standard form and using the formula for roots of quadratic equation.

The solution to given equation equation is \(x = \dfrac{-1 + \sqrt{37}}{2}\)

The standard form of quadratic equation is given by:

\(ax^2 + bx + c =0\)

The roots of this equation is obtained by:

\(x =\dfrac{-b \pm \sqrt{b^2 -4ac }}{2a}\)

We can take square on both sides to remove the root.

\(\sqrt{x+10} -1 =x\\ \sqrt{x+10} = x + 1\\ \\ \text{Taking square on both sides}\\ \\ x + 10 = (x + 1)^2\\ x + 10 = x^2 + 1 + 2x\\ x^2 + x - 9 = 0\\ \)

Know that we took square.

Also know that \((\sqrt{x+10})^2 = (-\sqrt{x+10})^2 = x+10\\ \) This is the reason that both roots we will obtain won't belong to our quadratic equation we obtained. Thus, we will have to check which root is correct solution of the obtained quadratic equation.

Now, comparing with standard form, we get a = 1, b = 1, c = -9, thus:
\(x = \dfrac{-1 \pm \sqrt{1 + 36}}{2} = \dfrac{-1\pm\sqrt{37}}{2}\)

x = 2.54 or x = -3.54

Putting both values, we get:

For x  =2.54:

\(\sqrt{x+10} -1 =x\\ \sqrt{2.54+10}-1 = 2.54\\ 2.5411 \approx 2.54\)

For x = -3.54

\(\sqrt{x+10} -1 =x\\\sqrt{-3.54+10}-1 = -3.54\\1.5411 \neq -3.54\)

Thus, the solution to given equation equation is \(x = \dfrac{-1 + \sqrt{37}}{2}\)

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A. 10x+55=y

B. 5.2 months or 5 months

Answer:

The slope-intercept form is y =  \(-\frac{3}{4}\) x + 8 ⇒ B

Step-by-step explanation:

The slope-intercept form of the linear equation is:

y = m x + b, where

From the given in the question

∵ The slope of the line is \(-\frac{3}{4}\)

∴ m =  \(-\frac{3}{4}\)

→ Substitute its value in the form of the equation above

∴ y =  \(-\frac{3}{4}\) x + b

→ To find b substitute x and y by the coordinates of any point on the line

∵ The line passes through the point (8, 2)

∴ x = 8 and y = 2

∵ 2 =  \(-\frac{3}{4}\) (8) + b

∴ 2 = -6 + b

→ Add 6 to both sides to find b

∴ 2 + 6 = -6 + 6 + b

∴ 8 = b

→ Substitute the value of b in the equation above

∴ y =  \(-\frac{3}{4}\) x + 8

∴ The slope-intercept form is y =  \(-\frac{3}{4}\) x + 8

A poll was conducted with 331 Americans who had the option to go to college but did not. The results of the poll showed that 48% of the respondents did not go to college because they could not afford it.

This means that 48% of the 331 respondents chose not to go to college because they did not have the financial means to do so. It is important to note that this result is based on the sample of respondents who were surveyed and may not be representative of the entire population of Americans who did not go to college due to financial reasons.

It is also worth noting that the cost of college can vary widely depending on the institution, location, and field of study, among other factors. Therefore, the financial barriers to college may be different for different individuals and may require different solutions.  

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Full Question: Exercise 6.16 presents the results of a poll where 48% of 331 Americans who decide to not go to college do so because they cannot afford it.

Calculate a 90% confidence interval for the proportion of Americans who decide to not go to college because they cannot afford it, and interpret the interval in context.

lower bound: (please round to four decimal places)

upper bound: (please round to four decimal places) Interpret the confidence interval in context:

90% of Americans choose not to go to college because they cannot afford it

We can be 90% confident that the proportion of Americans who choose not to go to college because they cannot afford it is contained within our confidence interval

We can be 90% confident that our confidence interval contains the sample proportion of Americans who choose not to go to college because they cannot afford it

Answer: x=99.54

Step-by-step explanation:

Answer:

94.2

Step-by-step explanation:

We are given a reference angle of 34, we are also given opposite and hypotenuse side of the triangle, following SOHCAHTOA, We know that to solve this question, we have to use sine.

sin(34) = x/178

Get x alone

178sin34 = x

178sin34 is equal to 94.17, since we are looking for one decimal, we can round to the tenths place. The number next to the tenths is seven so we round up.

Our answer is 94.2

a. The critical value for this test is 103.525

b. The power of this test is 0.0001

c. The probability of committing a Type II Error on this test is 0.9999.

a) Using a standard normal distribution table or calculator, we can find the Zα value for α = 0.05. The Zα value for α = 0.05 is approximately 1.645.

Plugging in the values into the formula, we get:

Critical value  = 100 + 1.645 * (15 / √49)

Critical value = 100 + 1.645 * (15 / 7)

Critical value ≈ 100 + 1.645 * 2.143

Critical value ≈ 100 + 3.525

Critical value ≈ 103.525

b) Using the Z-score formula:

Z = (x - μ) / (σ / √n)

Z = (103.525 - 95) / (15 / √49)

Z = 8.525 / (15 / 7)

Z ≈ 8.525 / 2.143

Z ≈ 3.969

Using a standard normal distribution table or calculator, we can find the probability to the right of Z = 3.969. The power is equal to that probability.

The power ≈ 1 - 0.9999

The power ≈ 0.0001

c) The probability of committing a Type II Error is equal to 1 - power. In this case, the probability of committing a Type II Error is approximately:

= 1 - 0.0001

= 0.9999.

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When comparing means of three or more conditions, an analysis of variance (ANOVA) should be used instead of multiple t-tests. This is because using multiple t-tests increases the risk of a type I error, where a significant difference is found when there is none. ANOVA controls for this by using a single test to determine if there is a significant difference between the means. Additionally, using multiple t-tests increases the risk of a type II error, where a significant difference is not found when there is one.

ANOVA is also more likely to detect statistical significance between the means because it takes into account the variability within each condition as well as the variability between conditions. This increases the power of the test and reduces the chances of missing a significant difference between the means.

When using ANOVA, the results can indicate that there are no differences between any of the population means (option a), that at least one of the three population means is different from another population mean (option b), that all three of the population means are different from each other (option c), or that one population mean is different from one of the other population means, but not the other population mean (option d).

Finally, ANOVA provides a measure of effect size, typically reported as r2, which indicates the proportion of variability in the data that can be attributed to the differences between the conditions. This can be useful in determining the practical significance of the results.

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Answer:

64

Step-by-step explanation:

Answer:

the second answer

Step-by-step explanation:

its 3 circls

and every circle 5 out of 8 colored

Answer:

imcomplete question

Step-by-step explanation:

Answer:

3 and 5

Step-by-step explanation:

correct on edge 2020

Answer:

3 and 5

Step-by-step explanation:

it is correct on edge, also because the graph goes up and down and not a U shape the possible degrees will only be negative

Using the concept of algebraic expression it can be concluded that the small number is 17 and the larger number is 28.

In mathematics, an algebraic expression is an expression composed of variables and constants as well as algebraic operations (addition, subtraction, etc.). Terms combine to form expressions.

Sum of two numbers = 45

Let the small number be x.

So, the larger number will be 11 + x.

As we know, sum of two numbers = 45

(x) + (x+11) = 45

2x + 11 = 45

Subtract 11 from the both sides of the answer to obtain:

2x + 11 - 11 = 45 - 11

2x = 34

Dividing both sides by 2.

x = 17

So, the small number is 17, therefore the larger number will x + 11 or 11 + 17 = 28.

Therefore, the smaller number is 17 and the larger number is 28.

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Answer:

5 gallons

Step-by-step explanation:

there were 5 gallons already in the tank before it started to get filled.

m∠1 = m∠5, because alternate exterior angles are congruent.

Angles formed by intersecting two parallel lines with a transversal are known as angles in parallel lines.

Given:

lines a and b intersect a transversal, c.

The pair of angles on the outside of the two parallel lines but on the other side of the transversal are known as alternate exterior angles.

m∠1 = m∠5 (Alternate exterior angles are congruent)

m∠1 = m∠5, because alternate exterior angles are congruent.

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The Complete Question is attached below.

Based on the information, the sandwich that is left for Rocky is 1 1/6.

From the information, four friends ordered two and a half foot long sandwiches at Subway. Edgar ate 1/3 of a sandwich. Joel and Arlene ate 1/2 each of a sandwich.

It should be noted that this has to do with fractions. This will be illustrated thus:

= (2 1/2 - 1/3 - 1/2 - 1/2)

= 2 1/2 - 1 1/3

= 2 3/6 - 1 2/6

= 1 1/6

Therefore, it should be noted that based on the information, the sandwich that is left for Rocky is 1 1/6.

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Four friends ordered two and a half foot long sandwiches at Subway. Edgar ate 1/3 of a sandwich. Joel and Arlene ate 1/2 each of a sandwich. How much sandwich is left for Rocky?

In the given capacitor combination, all capacitors have a capacitance of 2 mF. When connected to a 12 V battery, the charge on capacitor C1 can be determined, and the voltage across capacitor C4 can be calculated.

In a series combination of capacitors, the charge on each capacitor is the same. Therefore, the charge on capacitor C1 will be the same as the total charge in the circuit. The charge on a capacitor can be calculated using the formula Q = CV, where Q is the charge, C is the capacitance, and V is the voltage. In this case, since all capacitors have the same capacitance of 2 mF, the charge on C1 will be equal to the charge on the other capacitors.

To find the voltage across capacitor C4, we need to consider the fact that capacitors in series share the same charge. The voltage across each capacitor in a series combination can be calculated using the formula V = Q/C, where V is the voltage, Q is the charge, and C is the capacitance. Since the charge is the same for all capacitors in the series combination, the voltage across C4 will be equal to the voltage across the other capacitors in the circuit.

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