What is 1 - r = -8 and please include step by step

Answer:

Step-by-step explanation:

56.1,12.1,23.6

860(1-(8)/(100))^(19) solve that

The correlation coefficient that best represents a moderate relationship showing fewer anxiety symptoms is a negative correlation coefficient.

In a negative correlation, as one variable increases, the other variable decreases. In the context of anxiety symptoms, a negative correlation would indicate that as one factor (e.g., a particular intervention, treatment, or activity) increases, the number or severity of anxiety symptoms decreases. This suggests a moderate relationship between the two variables, indicating that the higher the value of the independent variable, the lower the value of the dependent variable (in this case, fewer anxiety symptoms).

The correlation coefficient ranges from -1 to 1, with -1 representing a perfect negative correlation, 0 representing no correlation, and 1 representing a perfect positive correlation. A correlation coefficient close to -1, but not reaching -1, would be indicative of a moderate negative correlation and would best represent a moderate relationship showing fewer anxiety symptoms.

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The proportion of the variation in the dependent variable y that is explained by the estimated regression equation is measured by the coefficient of determination.

What is coefficient of determination?

The effectiveness of a statistical model in forecasting a result is shown by the coefficient of determination (R²). The dependent variable in the model is a representation of the result.

R² can have a value of 0 or 1, with 1 being the maximum achievable. Simply said, a model's R² will be closer to 1 the more accurate its predictions are.

R² is a more precise measure of goodness of fit. The amount of volatility in the dependent variable that the model can account for.

You can typically tell whether your linear regression data's R² is high or low by graphing it. The graphs below, for instance, display two sets of simulated data:

Dots represent the observations.

The line of best fit, or predictions of the model, is displayed as a black line.

Purple lines represent the deviations (the residuals) between the data and their expected values.

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Answer:

It would be the second on 8d\(\sqrt{e}\)

Step-by-step explanation:

Pull terms out from under the radical, assuming positive real numbers.

Answer: The scale factor of triangle CAT to triangle MUD is the ratio of the corresponding side lengths of the two triangles. In this case, we are told that the sides of triangle CAT are 9, 18, and 21 units long, and the sides of triangle MUD are 3, 6, and 7 units long.

To find the scale factor, we divide the length of each side of triangle CAT by the length of the corresponding side of triangle MUD:

Scale factor = (9/3), (18/6), (21/7) =3,3,3

So the scale factor of triangle CAT to triangle MUD is 3. This means that triangle CAT is 3 times larger than triangle MUD.

It's worth noting that the scale factor is the same for all three sides, this means that the two triangles are similar.

Step-by-step explanation:

a. The graph of the budget line would have hamburgers on the x-axis and bags of figs on the y-axis. b. the budget line equation represents Rachel's affordability based on her income and the prices of hamburgers and figs. Changes in prices, income, or additional resources can affect the slope, position, or rotation of the budget line on a graph.

a) Rachel's budget line equation can be written as follows:

Budget = (Price of Hamburger * Quantity of Hamburgers) + (Price of Figs * Quantity of Figs)

Since the price per hamburger is $3 and the price per bag of figs is $2, the equation becomes:

Budget = 3x + 2y

Where x represents the quantity of hamburgers and y represents the quantity of bags of figs. The graph of the budget line would have hamburgers on the x-axis and bags of figs on the y-axis.

b) If the price of figs increases to $3, the new budget line equation becomes:

Budget = 3x + 3y

The graph of the new budget line would show a steeper slope compared to the original budget line. This indicates that the relative price of figs has increased, making them relatively more expensive compared to hamburgers.

c) In this scenario, Rachel has an income of $50, the price per hamburger is $3, the price per bag of figs is $3, and she receives an additional $10 in cash from a friend. The new budget line equation can be written as:

Budget = (3x + 3y) + 10

The graph of the new budget line would shift upward parallel to the original budget line. The additional cash from Rachel's friend increases her purchasing power, allowing her to afford more hamburgers and/or bags of figs.

d) Now, Rachel's friend gives her a gift basket containing 3 free bags of figs. In this case, the budget line equation remains the same as in part c:

Budget = (3x + 3y) + 10

However, since Rachel receives 3 free bags of figs, she can allocate more of her budget towards purchasing hamburgers. This would cause the budget line to rotate outward from the y-intercept, resulting in a flatter slope. The new budget line would reflect Rachel's ability to purchase more hamburgers with the same income and price of figs.

In summary, the budget line equation represents Rachel's affordability based on her income and the prices of hamburgers and figs. Changes in prices, income, or additional resources can affect the slope, position, or rotation of the budget line on a graph.

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Answer:

\(n=-4\)

Step-by-step explanation:

So we have the equation:

\(2+4(2-3n)=58\)

First, distribute the second term:

\(2+4(2)-4(3n)=58\\2+8-12n=58\)

Add the left side:

\(10-12n=58\)

Subtract both sides by 10. The left side cancels:

\((10-12n)-10=(58)-10\\-12n=48\)

Divide both sides by -12. The left side cancels:

\((-12n)/-12=(48)/-12\\n=-4\)

Therefore, the value of n is -4.

⇒2 + 4(2 - 3n) = 58

⇒4(2 - 3n) = 58 - 2

⇒2*4 - 3n*4 = 56

⇒8 - 12n = 56

⇒-12n = 56 - 8

⇒-12n = 48

⇒-n = 48/12

⇒-n = 4

⇒n = - 4

Hence, value of n is - 4

The mean of the combined group of classes is 69.35

Mean is given by by dividing the sum of the given numbers by the entire number of numbers, the mean—the average of the given numbers—is determined. Mean is equal to (Sum of All Observations/Total Observations).

It is given that,

The mean of test scores of a class having 35 students = 73.1

And,

The mean of test scores of a class having 26 students = 65.6

We need to find,

The mean of the combined group of classes = mean of both classes

Mean of both classes = \(\frac{73.1 + 65.6}{2}\)

= \(\frac{138.7}{2}\)

= 69.35

Hence, 69.35 is the mean of the combined group of classes

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Option B is the better option as you would receive more money over the 3 year period.

For option B, the total amount received each month is calculated using the formula:

Total Amount = 2n-1

where n is the number of days in the month.

For example, for a month with 31 days:

Total Amount = 2 x 31 - 1

Total Amount = 61 cents

Therefore, over 3 years (36 months), the total amount received if you choose option B is calculated as follows:

Total Amount = 61 x 36

Total Amount = 2196 cents

This is equivalent to $21.96.

Therefore, Option B is the better option as you would receive more money over the 3 year period.

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Increasing the number of scores in the samples for an independent-measures t-statistic has the effect of increasing the likelihood of rejecting the null hypothesis while having little or no effect on measures of effect size.

As the sample-size increases, the t-statistic becomes more robust and accurate, which leads to a more precise estimate of the population parameter. This increased precision reduces the variability in t-statistic, which makes it easier to detect small differences between the means of the independent groups.

With a larger sample size, the t-statistic's sampling distribution approaches a normal-distribution, allowing for more reliable statistical inference. This results in a narrower confidence interval and a smaller p-value, increasing the likelihood of rejecting the null hypothesis when there is a true difference between the groups.

Therefore, increasing number of scores in samples enhances power of independent-measures t-statistic.

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The volleyball team would need to purchase 10 shirts for a total of $105 for the cost to be equal.

Answer:

 3:9 6:15 14:21 15:35 all of these should work

Answer:

x = 6

Step-by-step explanation:

GIVEN :-

TO FIND :-

FACTS TO KNOW BEFORE SOLVING :-

PROCEDURE :-

As it's an isosceles triangle , it's base angles are equal .

So, m∠2 = 66°

⇒ \(11x = 66\)

⇒ \(x = \frac{66}{11} = 6\)

\((-a+3)(a+4)=-a^2-a+12\).

Hope this helps.

Answer:

-a²-a+12

Step-by-step explanation:

-a²+3a-4a+12

-a²-a+12

Answer:

6.5

Step-by-step explanation:

I might be wrong, I'm so sorry if I am! I'm not the best at geometry

the solution to the given differential equation is: Q(t) = -t^4/25 + t^4/5 ln(t) + C/t

To solve the given differential equation t dQ/dt + Q = t^4 ln(t), we'll first find the integrating factor, solve for Q(t), and then substitute the given terms.

Step 1: Find the integrating factor.
The integrating factor is e^(∫P(t)dt), where P(t) = 1/t in this case. So,

∫(1/t)dt = ln(t)

The integrating factor is e^(ln(t)) = t.

Step 2: Multiply the equation by the integrating factor.
t (t dQ/dt) + t(Q) = t^2 dQ/dt + tQ = t^5 ln(t)

Step 3: Integrate both sides of the equation.
∫(t^2 dQ/dt + tQ)dt = ∫(t^5 ln(t))dt

Using integration by parts on the right side (u = ln(t), dv = t^5 dt):

∫(t^5 ln(t))dt = (t^5 ln(t) / 5) - ∫(t^4 dt) = (t^5 ln(t) / 5) - (t^5 / 25) + C

Step 4: Solve for Q(t).
Since ∫(t^2 dQ/dt + tQ)dt = tQ, we have:

tQ = (t^5 ln(t) / 5) - (t^5 / 25) + C
Q(t) = -t^4/25 + t^4/5 ln(t) + C/t

So, the solution to the given differential equation is:

Q(t) = -t^4/25 + t^4/5 ln(t) + C/t

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The contribution margin per unit is $ 1.50

The contribution margin is the percentage of a product's sales revenue that isn't consumed by variable costs and goes toward paying the firm's fixed expenses.

One of the main components of break-even analysis is the idea of contribution margin.

Labor-intensive businesses with few fixed expenses tend to have low contribution margins, whereas capital-intensive, industrial businesses have more fixed costs and, thus, higher contribution margins.

According to the question,

Total expenses per unit = $(5.50+3.00+1.50+4.00+2.50+2.00+1.00+0.50)

                                        = $ 20

Selling Price per unit = $ 21.50

Thus, contribution margin per unit = $ (21.50 - 20)

                                                         = $ 1.50

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Given the sequence:

the common ratio is the ratio between every two adjacent terms

So, we will find the ratio between the second term and term and the first term as follows:

Simplifying the division process:

So, the common ratio =

Answer:

Step-by-step explanation:

5=h/1.25

h=6.25

On solving for the value of {h}, we get -

{h} = 6.25.

A function is a relation between a dependent and independent variable. We can write the examples of functions as -

y = f(x) = ax + b

y = f(x, y, z) = ax + by + cz

Given is the expression as -

5 = h/1.25

We can solve for the value of {h} as -

5 = h/1.25

{h} = 5 x 1.25

{h} = 5 x 125/100

{h} = 125/20

{h} = 6.25

Therefore, on solving for the value of {h}, we get -

{h} = 6.25.

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The z score that separate the middle 56% of the distribution from the area in the tails of the standard normal distribution is ±0.77.

Given that the z score separates the 56% of the distribution from the area in the tails of the standard normal distribution.

In a normal distribution in with mean μ and standard deviation σ, the z score of a measure X is as under:

Z=(X-μ)/σ

It is used to measure how many standard deviations the measure is from the mean.

After finding the z score we have to look at the z score table and find the p value associated with this z score, which is the percentile of X.

The normal distribution is symmetric which means that the middle 56% is between the 11th and 67th percentile. Looking at the z table the z scores are Z=±0.77.

Hence the z score that separate the middle 56% of the distribution from the area in the tails of the standard normal distribution is ±0.77.

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Answer:

2

Step-by-step explanation:

This is simply order of operations.

so, according to that, we do the parentheses first, and then divide.

21-5=16

16/8

2

Answer:

b

Step-by-step explanation:

given a quadratic equation in standard form

ax² + bx + c = 0 (a ≠ 0 )

the discriminant b² - 4ac informs us about the nature of the roots

• If b² - 4ac > 0 then roots are real and irrational

• If b² - 4ac > 0 abd a perfect square then roots are real and rational

• If b² - 4ac = 0 then roots are real and equal

• If b² - 4ac < 0 the roots are complex

4x² + 6x - 7 = 0 ← is in standard form

with a = 4, b = 6, c = - 7 , then

b² - 4ac = 6² - (4 × 4 × - 7) = 36 - (- 112) = 36 + 112 = 148

since b² - 4ac > 0 then roots are real and irrational

Answer:

Step-by-step explanation:

If x varies directly as y and inversely as z, then we can write:

x = k * (y / z)

where k is a constant of proportionality.

We can find the value of k by substituting the given values of x, y, and z:

3 = k * (4 / 8)

Simplifying the right-hand side:

3 = k * 0.5

k = 6

Now we can use this value of k to find x when y is 3 and z is 2:

x = 6 * (3 / 2)

x = 9

Therefore, when y is 3 and z is 2, x is equal to 9.

Answer:

B. Point X

Step-by-step explanation:

Perpendicular Lines meet at a 90° angle.

Answer:

Neither are irrational

Step-by-step explanation:

As per its definition, an irrational number is a number that cannot be expressed as a fraction. Both of the given numbers are in fractional form, therefore, neither of them are irrational.

\( \large \mathfrak{Solution : }\)

Let's factorise :

now there are three cases :

1. when, x - 6 = 0

2. when x - 3 = 0

3. when x = 0

i hope it helped...

Answer:

x=0,3,6

Step-by-step explanation:

x³-9x²+18x=0

x(x²-9x+18)=0

x[x²-3x-6x+18]=0

x[x(x-3)-6(x-3)]=0

x(x-3)(x-6)=0

x=0,3,6

The derivative of the function g(x) = (x² - x + 1\()^1^0\) * (tan(x))³ is g'(x) = 10(x² - x + 1)⁹ * (2x - 1) * (tan(x))³ + 3(x² - x + 1\()^1^0\) * (tan(x))² * sec²(x).

To find the derivative of the given function g(x), we can apply the product rule and the chain rule. Let's break down the function into its constituent parts: f(x) = (x² - x + 1\()^1^0\) and h(x) = (tan(x))³.

Using the product rule, the derivative of g(x) can be calculated as g'(x) = f'(x) * h(x) + f(x) * h'(x).

First, let's find f'(x). We have f(x) = (x² - x + 1\()^1^0\), which is a composite function. Applying the chain rule, f'(x) = 10(x² - x + 1\()^9\) * (2x - 1).

Next, let's determine h'(x). We have h(x) = (tan(x))³. Applying the chain rule, h'(x) = 3(tan(x))² * sec²(x).

Now, we substitute these derivatives back into the product rule formula:

g'(x) = f'(x) * h(x) + f(x) * h'(x)

       = 10(x² - x + 1)² * (2x - 1) * (tan(x))³ + 3(x² - x + 1\()^1^0\)* (tan(x))² * sec²(x).

In summary, the derivative of the function g(x) = (x² - x + 1\()^1^0\) * (tan(x))³ is g'(x) = 10(x² - x + 1)⁹  * (2x - 1) * (tan(x))³ + 3(x² - x + 1\()^1^0\) * (tan(x))² * sec²(x).

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