Out of 431 applicants for a job, 142 have over 5 years of experience and 103 have over 5 years of experience and have a graduate degree. Consider that 144 of the applicants have graduate degrees. What is the probability that a randomly chosen applicant has over 5 years of experience, given that the applicant has a graduate degree? Enter a fraction or round your answer to 4 decimal places, if necessary.

Answer:

The answer can be seen in the image attached to this message (containing the full steps).

short: 27cm

long: 36cm

hypotenuse: 45cm

Step-by-step explanation:

The image attached to this message contains explained steps.

Answer:

I'm guessing the opposites are negative and positive so whenever you add two opposite numbers it will always be 0. The answer will always be 0.

For example:

-3 + 3 = 0

4 - 4 = 0

-15 + 15

Considering the sequences given, the first number that appears in both sequences is given by: 45.

The rule is multiply by 3 starting from 5, hence the numbers are:

(5, 15, 45, 135, ...).

The rule is add 9 starting from 18, hence the numbers are:

(18, 27, 36, 45, ...).

45 is the first number that appeared in both sequences.

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Answer:

3x³ + 13x² + 14x

Step-by-step explanation:

(f × g)(x)

= f(x) × g(x)

= (x + 2)(3x² + 7x)

= x(3x² + 7x) + 2(3x² + 7x) ← distribute parenthesis

= 3x³ + 7x² + 6x² + 14x ← collect like terms

= 3x³ + 13x² + 14x

y=10x

x= how many candles

Rounded to the nearest tenth, the acceleration in inches per second squared is approximately 15222.8 in/s².

To convert the acceleration from meters per second squared (m/s²) to inches per second squared (in/s²), we need to use the conversion factor between the two units.

1 meter is equal to 39.37 inches.

To convert the units, we can set up the following conversion factor:

1 m/s² = (39.37 in/m)^2 = 1550.0031 in/s²

Now, we can multiply the given acceleration in m/s² by the conversion factor to obtain the acceleration in in/s²:

Acceleration in in/s² = 9.81 m/s² * 1550.0031 in/s²

Acceleration in in/s² ≈ 15222.7568 in/s²

Rounded to the nearest tenth, the acceleration in inches per second squared is approximately 15222.8 in/s².

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Answer:

y(z)

Step-by-step explanation:

sorry that was my opinion

Answer:

I think its B

Step-by-step explanation:

Its B because it is just an experiment to see what will happen and there are no better odds.

Answer:

C

Step-by-step explanation:

The distance around the circle is asking for the circumference of the circle.

Since we know that the diameter is 21 and the equation for the circumference of a circle is 2*pi*r and since 2*r is just the diameter, we can say that the circumference is 21*pi, which would be C.

In statistics, the risk of making an error is referred to as a significance level. A significance level represents the probability of making a Type I error, which occurs when a null hypothesis is rejected even though it is true.

The most common significance level used in statistical analyses is 0.05 or 5%. This means that there is a 5% chance of rejecting a true null hypothesis.

In general, the choice of significance level depends on the specific application and context of the statistical analysis.

The 5% significance level is commonly used in scientific research, particularly in the fields of medicine and psychology.

The choice of this level is based on a balance between the risk of making a Type I error and the risk of making a Type II error, which occurs when a null hypothesis is not rejected even though it is false.

A Type II error is often more serious than a Type I error since it may lead to incorrect conclusions about the relationship between variables or the effectiveness of a treatment or intervention.

A 5% significance level provides a reasonable balance between these two types of errors. However, in some situations, a higher or lower significance level may be more appropriate.

For example, in a clinical trial where the consequences of a Type II error are severe, a lower significance level may be used to reduce the risk of this type of error.

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Yes, If there are any outliers in the data set, the standard deviation will be large since the deviation from the mean will have increased. Therefore, if the outliers are eliminated, the standard deviation will be reduced, probably reflecting the true features of the population.

The impact on the standard deviation increases with the outlier's extremeness. Outliers make your data more variable, which reduces statistical power. Therefore, eliminating outliers can make your findings statistically significant. A removal of an outlier will have an impact on the mean. The standard deviation will decrease if the outlier was larger than the mean.

The standard deviation will increase if the outlier was less extreme than the mean. It's best to get rid of outliers only when there's a good cause to. Some outliers in your dataset represent normal population variance and ought to be left alone. They are referred to as real outliers.

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The functions and its domain are a representation of their dependance on one another.

function, in mathematics, an expression, rule, or law that defines a relationship between one variable (the independent variable) and another variable (the dependent variable). In the given question, we have two functions and we are required to find the composite of which ever form of the functions as well as the domain of the said function.

\(f(x) = \frac{3}{x}, g(x) = 2x + 8;\\(f.g)(x) = \frac{3}{2x + 8}\)

The domain of the function is given as

\(domain = (-\infty , -4) U (-4, \infty)\\\)

In the second composition of the function,

\((g.f) = \frac{6}{x} + 8\\domain = (-\infty, 0) U (0, \infty)\)

The third composition of function

\((f.f) = x\\domain = (-\infty, \infty)\)

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Suppose \(f(x) =8^{3x\) and \(g(x) =8^{4x\), function operations that are correct include the following:

A. (f + g)(x) = \(8^{3x} + 8^{4x}\)

B. (f × g)(x) = \(8^{7x}\)

C. (f - g)(x) = \(8^{3x} - 8^{4x}\)

In Mathematics, an exponent is a mathematical operation that is typically used in conjunction with an algebraic expression in order to raise a quantity to the power of another.

This ultimately implies that, an exponent is represented by the following mathematical expression;

bⁿ

Where:

By applying the division and multiplication law of exponents for powers of the same base to the functions, we have the following:

(f × g)(x) = \(8^{3x+ 4x}=8^{7x}\)

(f ÷ g)(x) = \(8^{3x- 4x}=8^{-x}\)

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The solution of the system of equations are x = -4 and y=1.

How to solve system of equations?

5x+y=-19  -- (i)

5x-4y=-24 ---(ii)

Subtract the above two equations:

5y = 5

y = 1

Substitute y=1 in equation (ii)

5x - 4(1) = -24

5x = -20

x = -4

Hence, the solution of the system of equations are x = -4 and y=1.

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Answer:

He can make 120 burgers in 30 minutes

Step-by-step explanation:

Set up a proportion where x is the number of hamburgers he'll make in 30 minutes:

\(\frac{4}{1}\) = \(\frac{x}{30}\)

Cross multiply:

x = 120

So, he can make 120 burgers in 30 minutes.

Answer: its probably 5

Step-by-step explanation:

simplify the fraction= \(5^\\{4\) (\(\frac{1}{4\\}\)). Then cancel the common factor of 4= \(5^{1}\), then evaluate the exponent = 5

Answer:

The length of XY is 22.5

Step-by-step explanation:

Since you need to hurry I will not write an explanation

Hope this helps! :)

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The algebraic expression for 5 more than z is Z + 5.

Given,

5 more than z.

We need to find the algebraic expression.

What are the different algebraic expressions?

We have,

Examples:

- 3 more than M =  M + 3

- 3 less than M =  M - 3

- 3 times M = 3 x M

- 3 times M less than 2 = 3M - 2

- 3 times M more than 2 = 3M + 2

Find the algebraic expression for 5 more than Z.

We have,

5 more than Z = Z + 5

Thus the algebraic expression for 5 more than z is Z + 5.

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Answer:

yeah anything else...

Step-by-step explanation:

Answer:

Step-by-step explanation:

The volume of a cone is expressed as shown;

V = πr²h/3

The rate of change of volume is expressed as;

dV/dt =  ∂V/dr * dr/dt +  ∂V/dh * dh/dt

dV/dr is the rate of change of volume with respect to radius

∂V/dh is the rate of change of volume with respect to height

dr/dt is the rate of change in radius = 1.7 in/s

dh/dt is the rate of change in height = 2.2 in/s

∂V/∂r = 2πrh/3

if r = 185 and h = 134

∂V/∂r = 2π(185)(134)/3

∂V/∂r = 51, 893.73 in²

Also  ∂V/∂h =  πr²/3

if h = 134 in

 ∂V/∂h  =  π(134)²/3

∂V/∂h  =  π(134)²/3

∂V/∂h = 18,793.95in²

Substitute the given values into the differential equation above

dV/dt =  ∂V/dr * dr/dt +  ∂V/dh * dh/dt

dV/dt =  51, 893.73 *(1.7) + 18,793.95 *(2.2)

dV/dt =  88,219.341 + 41,346.68

dV/dt = 129,566.021 in³/s

Hence the volume of the cone is changing at 129,566.021 in³/s

Amongst the given equations 112.5/15 = 7.5 is true.

What is equation ?

An equation is a mathematical statement that asserts the equality of two expressions. It typically contains one or more variables and can be solved to determine the values of those variables that make the equation true. For example, the equation "x + 3 = 7" asserts that the sum of the variable x and 3 is equal to 7. Solving for x gives the solution x = 4, which makes the equation true. Equations are used in many areas of mathematics and science to describe relationships between quantities and to solve problems.

The equation that is true is:

112.5/15 = 7.5

This is because when you divide 112.5 by 15, you get the quotient 7.5. The other equations are not true:

15/112.5 is equal to 0.133, not 7.5.

112.5/15 is equal to 7.5, not 75.

15/112.5 is equal to 0.133, not 75.

Therefore, amongst the given equations 112.5/15 = 7.5 is true.

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Answer:

Below

Step-by-step explanation:

Area of square - area of circle = remnant               area of circle = pi r^2

(40 x 40) - pi (20^2) = 343 . 4 in^2  left over

( this assumes the circle touches the edges of the square)

The method is: Find the increase and find the ratio of the increase and the old price.

The percentage increase is 20%

A percentage is defined as the ratio that can be expressed as a fraction of 100.

The method below shows how you would calculate the % increase.

First step: Find the increase:

increase = 480 - 400 = $80

Second step: Find the ratio of the increase and the old price and multiply by 100 to express in percentage:

80/400 * 100 = 20%

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a) The dot product of v and -v is -1.

b) The dot product of v + w and v – w is 2v.w

c) The dot product of v – 2w and v + 2w is 4||w||^2 - 4v.w

(a) For any unit vector v, the dot product of v and -v can be found as follows:

v · -v = ||v||||-v||cos(θ) = ||v||||v||cos(180°) = -||v||^2 = -1, where ||v|| represents the magnitude of the vector v and θ is the angle between the vectors.

Since v and -v are unit vectors, their magnitudes are equal to 1, so ||v||^2 = 1. Thus, the dot product of v and -v is -1.

(b) For any unit vectors v and w, the dot product of v + w and v – w can be found as follows:

(v + w) · (v – w) = ||v + w||||v – w||cos(θ) = (||v||||v|| + 2v · w + ||w||||w||)cos(θ) = 2v · w

where θ is the angle between the vectors v + w and v – w, and v · w is the dot product of v and w.

(c) For any unit vectors v and w, the dot product of v – 2w and v + 2w can be found as follows:

(v – 2w) · (v + 2w) = ||v – 2w||||v + 2w||cos(θ) = (||v||||v|| + 4||w||||w|| - 4v · w)cos(θ) = 4||w||^2 - 4v · w

where θ is the angle between the vectors v – 2w and v + 2w, and v · w is the dot product of v and w.

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The number that would attend the basket ball league in the year 2005 is 52,080,000.

We know that a regression model can be used to be able to obtain value of a given variable that has been modeled by the use of an equation. The regression model of a system can serve the purpose of prediction of values.

Now we are told that the regression model that shows the attendance for minor league baseball in some recent years is y = 1.31 x - 2581.6 where x has to do with the number of years that have elapsed since 1985. We can see that from 1985 to 2005, twenty years have been elapsed.

To obtain the number in the year 2005; y = 1.31(20) - 2581.6

y = 52,080,000

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Based on the description provided, the section of the chart that represents the point where a bill is first debated in subcommittees is: C and D

In the given chart, the parallel lines represent the progression of a bill through various stages in the legislative process. The boxes on the top line represent one set of actions or steps, while the boxes on the bottom line represent another set of actions or steps.

Moving from left to right on the chart, the boxes A and B are paired, representing a particular stage in the process. Similarly, the boxes C and D are paired, indicating another stage in the process.

In the context of the question, the stage where a bill is first debated in subcommittees is represented by the boxes C and D.

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In this case, we'll have to carry out several steps to find the solution.

Step 01:

Data:

f(x) = x²

Step 02:

functions (transformations):

h(x) = 1/5 x²

graph method:

h(x) = 1/5 x² ===> the graph is stretched horizontally by a factor of 1/5

The answer is:

C ) the graph is stretched horizontally by a factor of 1/5

The solution to the inequality √3r + 5 > 1 is r > 16/3.

To solve the inequality √3r + 5 > 1, we can follow these steps:

Subtract 5 from both sides of the inequality:

√3r + 5 - 5 > 1 - 5

√3r > -4

Square both sides of the inequality to eliminate the square root:

(√3r)^2 > (-4)^2

3r > 16

Divide both sides of the inequality by 3 to solve for r:

(3r)/3 > 16/3

r > 16/3

Therefore, the solution to the inequality √3r + 5 > 1 is r > 16/3.

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