Refer to the Journal of behavioural decision making (Jan. 2007) study of how guilty feelings impact decisions, Excersise 3.59 (p.142). Recall that 57 students were assigned to a guilty state through a reading/writing task. Immediately after the task, the students were presented with decision problem where the stated option has predominantly negative features. Of those 57 students ,45 choose the stated option. Suppose 10 of 57 guilty state students are selected at random. Define x as the number in the sample of 10 who chose the stated option.

A) Find p(x=5)

(B) Find p(x=8)

(C) What is the expected value (mean) of x?

Answer:

On time: 0.67

Late: 0.33

Step-by-step explanation:

Probabilities

One approach to estimating the probability of occurrence of an event is to record the number of times that event happens (e) and compare it with the total number of trials (n).

The probability can be estimated with the formula:

\(\displaystyle P=\frac{e}{n}\)

And the probability that the event doesn't occur is

Q = 1 - P

Paulo arrives on time to school e=53 times out of n=79 times. The probability that he arrives on time is:

\(\displaystyle P=\frac{53}{79}\)

P = 0.67

And the probability he arrives late is:

Q = 1 - 0.67 = 0.33

If Alizeh allows her investment to remain in the mutual fund for 20 years, she would have approximately $22,080.40.

Here's the  formula for calculating the future value (A) of an investment:

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

Where:

A = Future value

P = Principal (initial investment)

r = Annual interest rate (in decimal form)

n = Number of times the interest is compounded per year

t = Number of years

Assuming the initial investment (P) is $10,000, the annual interest rate (r) is 5.7% (0.057 in decimal form), compounded semi-annually (n = 2), and the investment is held for 20 years (t = 20), the formula would be:

\(A = 10,000(1 + 0.057/2)^{(2*20)}\)

Simplifying the formula:

\(A = 10,000(1.0285)^{(40)}\\A = 10,000 * (1.0285)^{40}\\A = 10,000 * 2.208040146\)

Calculating this expression, the approximate value of A is:

A ≈ 22,080.40

Therefore, if Alizeh allows her investment to remain in the mutual fund for 20 years, she would have approximately $22,080.40.

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Complete Questions:

How much will Alizeh have if she allows her investment to remain in the

mutual fund for 20 years?

\(A = 10,000(1+( .057/2))^{2.20}\)

35.5m

Step-by-step explanation:

355m÷10=35.5m answer

Answer:

8

Step-by-step explanation:

In order to answer this question we need to find the greatest common divisor of the two quantities which will give us the maximum number by which both can be divided.

The greatest common divisor of a group of integers is the largest common divisor that divides each of the integers. The first step to find it is write down the integers as a product of primes, so we have:

\(56=(28)(2)=(14)(2)(2)=(7)(2)(2)(2)= 2^3\)·\(7\)

\(72=(24)(3)=8(3)(3)=2^3\)·\(3^2\)

Now, in order to find the gcd we are going to take the factors that they have in common. In this case they both share the \(2^3\).

Thus, \(2^3=8\) is the greatest common divisor and therefore the maximum value of weight which can measure the weight of the rice exact number of times.

Answer: x = 6

Step-by-step explanation:

Because we are given that the two figures are already similar, we can set up a proportional relationship to determine the value of x. Since the larger rectangle has a width of 21 and the smaller rectangle has a width of 7, those values can be used as the numerators in the proportion. Since the larger rectangle's length is x plus the additional 3 units on the smaller rectangle, x+3 and 3 can be used as the denominators in the proportion.

Next, we set up the proportion as follows:

\(\frac{21}{x+3} =\frac{7}{3}\)

Then, you cross multiply to get the equation:

\(63=7x+21\)

After solving down algebraically, you get the value of x to be 6.

I hope this helps!

Solution

For this case we have this:

y= 2x -9 (1)

And replacing equation (1) into the second we got:

x + 2x -9= 12

3x = 12+9

3x = 21

x = 21/3 = 7

And solving for y we got:

y = 2*7 -9 = 14 -9 =5

Answer:

520

Step-by-step explanation:

(can i get brainliest if this is correct)

hope this helps btw (:

Answer:

4.666666667 is the answer

Answer:

2y+12/ 3

Step-by-step explanation:

2/3y+4

Combine multiplied terms into a single fraction

2y/3 +4

Find common denominator

2y/3 + 3x4/3

Combine fractions with common denominator

2y+3x4/3

Multiply the numbers

2y+3x4/3 and 2y+12/3

Solution

2y+12/3

The value of x = 1 does not match any of the mathematics values given (10, 12, 22, 31, 42, 55).

The given set of values for x is 10, 12, 22, 31, 42, and 55. However, none of these values equal 1. Therefore, the value of x = 1 is not present in the given set.

In mathematics and programming, the equal sign (=) is used for assignment, not for equality. So when we say "x = 1," we are assigning the value 1 to the variable x. However, in the given set, x takes the values 10, 12, 22, 31, 42, and 55, which means x can only have those specific values, not 1.

It's important to distinguish between assignment and equality. In this case, the assignment statement "x = 1" does not match any of the values in the given set. If we were looking for a value of x that equals 1, we would need to search for it in a different context or equation.

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Answer:

see below

Step-by-step explanation:

5x-2y= -10

Let y=0, and solve for x

5x = -10

Divide by 5

5x/5 = -10/5

x = -2

The x intercept is -2  or (-2,0)

Let x=0, and solve for y

-2y = -10

Divide by -2

-2y/-2 = -10/-2

y = 5

The y intercept is 5 or  (0,5)

The distance between the two boats as required and determined using cosine rule is; 77.67 meters.

By observation; the measure of angle GMU as indicated is; 67.6 - 43 = 24.6°.

Therefore, it follows from cosine rule that the distance, x between the two boats is;

x² = 71.1² + 136.46² - (2 × 71.1 × 136.46 × cos(24.6))

x = 77.67 meters.

Ultimately, the distance between the two boats as required to be determined is; 77.67 meters.

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The maple syrup level is increasing at a rate of approximately 0.0143 feet per minute when the syrup is 5 feet deep.

To find the rate at which the maple syrup level is increasing when the syrup is 5 feet deep, we can use the concept of related rates and the formula for the volume of a cone.

The volume of a cone is given by the formula V = (1/3) * π * r^2 * h, where r is the radius of the cone's base and h is the height.

In this case, the radius of the cone is 20 feet, and the height is changing with time. Let's denote the changing height as dh/dt (the rate at which the height is changing over time).

We are given that the syrup is being pumped into the vat at a rate of 6 cubic feet per minute, which means the volume is changing at a rate of dV/dt = 6 cubic feet per minute.

We want to find dh/dt when the syrup is 5 feet deep. At this point, the height of the cone is h = 5 feet.

Using the formula for the volume of a cone, we have V = (1/3) * π * r^2 * h. Taking the derivative of both sides with respect to time, we get:

dV/dt = (1/3) * π * r^2 * (dh/dt).

Substituting the given values and solving for dh/dt, we have:

6 = (1/3) * π * (20^2) * (dh/dt).

Simplifying the equation, we find:

dh/dt = 6 / [(1/3) * π * (20^2)].

Evaluating this expression, we can find the rate at which the maple syrup level is increasing when the syrup is 5 feet deep.

dh/dt = 6 / [(1/3) * 3.14 * 400] ≈ 6 / (0.3333 * 1256) ≈ 6 / 418.9 ≈ 0.0143 feet per minute.

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The roots of h(x)=x³−2x²+9x−18 is 2, -3i and 3i.

The breaking or decomposition of an entity (such as a number, a matrix, or a polynomial) into a product of another entity, or factors, whose multiplication results in the original number, matrix, etc., is known as factorization or factoring in mathematics.

Given:

h(x)=x³−2x²+9x−18

so, (x-2) is the solution of h(x).

Now, the synthetic division

                                  (x-2) | x³−2x²+9x−18 | x² + 9

                                            x³ −2x²

                                      __________

                                                0   + 9x - 18

                                                         9x - 18

                                                     __________

                                                               0

now, again factorize x² + 9 = 0

 x = ±3i

Hence, the roots are 2, -3i and 3i.

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Step-by-step explanation:

Maryam scores in paper 1 65% × 120

= 65/100 × 120

= 78 marks of full scores 120 marks

scores in paper 2 80% × 80

= 80/100 × 80

= 64 marks of full scores 80 marks

Neither Ahmed's conclusion nor Adel's conclusion is entirely true or false. Adel's conclusion is closer to being true than Ahmed's conclusion, as it is only false in one case.

The truth table would look like this:

Egg broken? Egg boiled? Khalid's statement Ahmed's conclusion Adel's conclusion

No No True False False

No Yes False True False

Yes No True False True

Yes Yes False False False

From the truth table, we can see that Ahmed's conclusion is only true in one case (when the egg is boiled and not dropped), but false in two cases (when the egg is not boiled or when it is dropped). Adel's conclusion is only false in one case (when the egg is boiled and not dropped), but true in two cases (when the egg is not boiled or when it is dropped).

So, neither Ahmed's conclusion nor Adel's conclusion is entirely true or false. Adel's conclusion is closer to being true than Ahmed's conclusion, as it is only false in one case.

Therefore, Neither Ahmed's conclusion nor Adel's conclusion is entirely true or false. Adel's conclusion is closer to being true than Ahmed's conclusion, as it is only false in one case.

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Answer:

3.6 per hour

Step-by-step explanation:

Answer:

$810

Step-by-step explanation:

you can multiply 210 by 3

The equation of given graph is y = |x - 3| + 5.

The graph of a absolute or modulus function is a V- shape graph. The function of absolute is f(x) = |x|. The general form of absolute function is f(x)=a |x - h| + k. Where (h,k) is the vertex of graph.

Here, we can see that graph is in the form of V shape, so the function will be absolute function. Now, we have to find the vertex of graph.

As seen from the graph the minimum point on the graph is located at the point (3, 5) and the value of a should be 1.

So, by putting the value of vertex in general equation we get the equation of the graph,

y = |x - 3| + 5

Therefore, the equation of given graph is y = |x - 3| + 5.

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Answer: 13

Step-by-step explanation:

The system equation that models the amount of calories from fats (f) and proteins (p) that the individual can consume to reach 1,800 calories is: f + p = 1,200. The equation that relates calories from protein (p) to calories from fat (f) based on the prescribed diet is: p = 3f. Solving the system of equations, we find that the individual should consume 300 calories from fats and 900 calories from proteins.

To find the equation that models the amount of calories from fats and proteins that the individual can consume in order to reach 1,800 calories, we consider that 600 calories will come from carbohydrates. Since the total goal is 1,800 calories, the remaining calories from fats and proteins should add up to 1,800 - 600 = 1,200 calories. Therefore, the equation is f + p = 1,200.

Based on the prescribed diet, the individual is required to consume calories from protein that are three times the calories from fat. This relationship can be expressed as p = 3f, where p represents the calories from protein and f represents the calories from fat.

To solve the system of equations, we substitute the value of p from the second equation into the first equation: f + 3f = 1,200. Combining like terms, we get 4f = 1,200, and dividing both sides by 4 yields f = 300. Substituting this value back into the second equation, we find p = 3(300) = 900.

Therefore, the individual should consume 300 calories from fats and 900 calories from proteins to meet the diet requirements and achieve a total of 1,800 calories.

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Answer:

associative property

Step-by-step explanation:

This property is associative property .

Associative property is defined as:

Ax(BxC) = (AxB)xC.

1 We reject the null hypothesis at the 5% level if the absolute value of the t-statistic is greater than the critical value of the t-distribution with n-2 degrees of freedom (where n is the sample size).

2 the F-distribution with 2 and 702 degrees of freedom at the 5% level is 3.00. Since our F-statistic of 1.63 is less than the critical value, we fail to reject the null hypothesis and conclude that educ and age are not jointly significant at the 5% level

3 The adjusted R-squared value for the original equation is 0.100, while the adjusted R-squared value for the equation without educ and age is 0.099. This indicates that including educ and age in the model does not greatly affect the overall fit of the model.

To test the significance of each variable individually, we can use the t-test. The null hypothesis is that the coefficient for the variable is zero, and the alternative hypothesis is that the coefficient is not zero. We reject the null hypothesis at the 5% level if the absolute value of the t-statistic is greater than the critical value of the t-distribution with n-2 degrees of freedom (where n is the sample size).

For educ: t = -11.13/5.88 = -1.89, which has a p-value of 0.059. Since the p-value is greater than 0.05, we fail to reject the null hypothesis and conclude that educ is not individually significant at the 5% level.

For age: t = 2.20/1.45 = 1.52, which has a p-value of 0.129. Since the p-value is greater than 0.05, we fail to reject the null hypothesis and conclude that age is not individually significant at the 5% level.

To test the joint significance of educ and age in the original equation, we can use the F-test. The null hypothesis is that both coefficients are zero, and the alternative hypothesis is that at least one coefficient is not zero. We reject the null hypothesis at the 5% level if the F-statistic is greater than the critical value of the F-distribution with 2 and n-4 degrees of freedom.

The F-statistic for the joint significance of educ and age is calculated as:

F = ((R1^2 - R2^2)/2) / ((1 - R1^2)/(n-4))

where R1^2 is the R-squared value for the original equation with all variables, and R2^2 is the R-squared value for the equation with only totwrk. Plugging in the values, we get:

R1^2 = 1 - (112.28/706)/(38.91/706)^2 = 0.103

R2^2 = 1 - (151/706)/(38.91/706)^2 = 0.094

F = ((0.103 - 0.094)/2) / ((1 - 0.103)/(706-4)) = 1.63

The critical value of the F-distribution with 2 and 702 degrees of freedom at the 5% level is 3.00. Since our F-statistic of 1.63 is less than the critical value, we fail to reject the null hypothesis and conclude that educ and age are not jointly significant at the 5% level.

To determine if including educ and age in the model greatly affects the estimated tradeoff between sleeping and working, we can compare the coefficients for totwrk in the two equations. The coefficient for totwrk in the original equation is -148, while the coefficient for totwrk in the equation without educ and age is -151. This indicates that including educ and age in the model has a small effect on the estimated tradeoff between sleeping and working. However, we should also consider the adjusted R-squared values for the two equations. The adjusted R-squared value for the original equation is 0.100, while the adjusted R-squared value for the equation without educ and age is 0.099. This indicates that including educ and age in the model does not greatly affect the overall fit of the model.

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Answer:

c.15

Step-by-step explanation:

x-12=3

-12+12

 3+12

 x=15

Answer:

1: 23

2: 15/3 which reduces to 5

3:  12/4 which reduces to 3

Step-by-step explanation:

used a calculator

If you are dealt five cards from an ordinary deck of 52 playing cards, the number of ways can you get a full house is 3,744.

A full house is a hand that contains three of a kind and a pair. For example, three aces and two kings are a full house. To calculate the number of ways to get a full house, use the following formula:

1. First, choose the rank for the three of a kind. There are 13 choices because there are 13 different ranks in a standard deck of cards.

2. Second, choose which three of the four suits for the three of a kind. There are four options for each card, but we must divide by 3! (the number of ways to order three cards) to correct for overcounting. Therefore, there are 4C3 * (3!) ways to pick three cards from four (equal to 4 ways to choose the three of a kind).

3. Third, choose the rank for the pair. This leaves 12 ranks to choose from since two of the 13 have already been used for the three of a kind.

4. Fourth, choose two suits for the pair. The suits for the pair must be different from those used for the three of a kind. There are four options for the first card, three for the second card, but we must divide by 2! to correct for overcounting. There are a total of 4C2 * 2! ways to pick two cards from four (equal to 6 ways to choose the pair).

We multiply these numbers to get the total number of ways to get a full house:

13 × 4C3 × 3! × 12 × 4C2 × 2! = 13 × 4 × 6 × 12 × 6 = 3, 744

Therefore, there are 3,744 ways to get a full house from a standard deck of 52 playing cards.

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The percentage of people playing basketball is approximately 86.67%.

To determine the percentage of people playing basketball, we need to find the number of people playing basketball.

Given that there are 14 people who play football, 5 people who play both football and basketball, and a total of 30 people playing one sport, we can use this information to calculate the number of people playing basketball.

Let's denote the number of people playing basketball as 'B'.

From the given information, we know that:

The number of people playing football only = 14 - 5 = 9

The number of people playing basketball only = 30 - 9 = 21

The number of people playing both football and basketball = 5

To find 'B', we sum up the number of people playing basketball only and those playing both sports:

B = 21 + 5 = 26

Now, to calculate the percentage of people playing basketball, we divide the number of people playing basketball by the total number of people and multiply by 100:

Percentage of people playing basketball = (26 / 30) \(\times\) 100 = 86.67%

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A graph that represents the following ellipse (x + 1)²/16 + (y - 3)²/36 = 1 is: C. graph C.

Mathematically, the standard form of the equation of an ellipse is given by mathematical expression:

x²/a² + y²/b² = 1  

Where;

This ultimately implies that, the major axis of this ellipse is the x-axis. By critically observing the graph (see attachment), we can logically deduce the following values:

a = √16 = 4.

b = √36 = 6.

In conclusion, the standard form of the equation of this ellipse is given by (x + 1)²/16 + (y - 3)²/36 = 1.

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The integer -5 represents Kyle’s location relative to Nadim’s location on the game board.

It is given in the question that Kyle and Nadim are on the same space on a board game they are playing. Kyle moves back 2 spaces in one turn and moves back 3 more spaces in his second turn while Nadim remained in the same place.

We have to find the integer that represents Kyle’s location relative to Nadim’s location on the game board.

We usually denote going ahead by the positive sign and the going back by the negative sign.

Hence, Kyle moving back 2 spaces and then again moving back 3 spaces is equal to moving back 5 spaces which will be represented by the integer -5.

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The condition under which |a⃗ − b⃗ | = a + b is when the vectors a⃗ and b⃗ are parallel and have the same direction.

When two vectors are parallel, it means they have the same or opposite direction. In this case, we consider the scenario where they have the same direction. When a⃗ and b⃗ are parallel and have the same direction, the difference between them, a⃗ − b⃗, results in a vector that has a magnitude equal to the difference between their magnitudes, |a| − |b|.

In order for |a⃗ − b⃗ | to be equal to a + b, the magnitudes of the vectors a⃗ and b⃗ should satisfy the condition |a| − |b| = a + b. This implies that the magnitude of vector a⃗ should be twice the magnitude of vector b⃗. By setting these magnitudes appropriately, we can achieve the equality between the magnitudes of the difference vector and the sum of the vectors.

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