Answer:
The answer to this question depends, in part, on the kinds of questions that you want to ask them. If the purpose of the survey is to try and figure out what concert patrons are thinking, then you want to try to get a good variety of ideas. In that case, you're no so interested in having a sample of individuals that's exactly representative of the population of concert goers. You only want to get a wide variety of the ideas that are out there. This is called heterogeneity sampling. That is, in this case, we'll be trying to get a sample not of people, but of ideas. In this case, we'd use brainstorming groups, panel sessions, and other group discussion methods to get all the ideas out there.
This approach is not an appropriate one if the purpose of the questions is to determine the preferences of the population of theater goers. That's because it doesn't communicate the popularity or prevalence of ideas in the sample. If this is a problem, and it likely is, it seems more appropriate to use some sort of purposive sampling method like modal interest sampling. This approach requires determining what the typical concert goer is like . If the company determines that the typical (or modal) attender is a young single person in college, then those people are sought out and interviewed. This is the sort of polling that is used in election polls where they interview "typical voters." For different genres of music and concert, a different typical concert goer could be postulated and different surveys and interview styles determined.
Probably most appropriate to this problem, though, is quota sampling. This form of purposive sampling uses demographic and other information to determine how many of different kinds of people to interview. For instance, if it is determined that only 20% of concert goers for a particular concert were women, then only 20% of the nonprobability sample should be made up of women. As long as these quotas are met, the sample can be sufficiently random.
I recommend using a combination of quota sampling and modal instance sampling. It seems to me that the kinds of people who attend concerts are idiosyncratic in some ways. Inasmuch as we can define universal characteristics of concert goers, we should seek to include only those people in the sample, but since we have demographic data as well, we should use these proportions as quotas as we select typical concert goers. For example, suppose we determine that the vast majority of people who attend operas make over $80,000/year, then we should limit our sample to people with that income level, but if we also know that 80% of opera attenders are women, we should work to insure that not more than 20% of our sample is men.
Which point lies on the line with point-slope equation y - 3 = 4(x + 7)?
A.
(7, 3)
B.
(7, -3)
C.
(-7, -3)
D.
(-7, 3)
Answer:
D. (-7, 3)
Step-by-step explanation:
The equation given is in point-slope form.
Point-slope form is:
y-y1=m(x-x1)
This is where:
y1 is the y-coordinate of a point it goes through
m is the slope of the line
x1 is the x-coordinate of a point that it goes through
That said, in the given equation:
y1=3
m=4
x1=-7
Note that a point is (x-coordinate, y-coordinate)
Therefore, (-7, 3) is the point that lies on the line.
An opinion poll asked a random sample of adults whether they believe flu shots are ineffective in the United States. A commentator believes less than 35% of all adults believe they are ineffective. Which null and alternative hypotheses should be used to test this claim? H0: p ≠ 0.35, Ha: p 0.35
Complete Question
The complete question is shown on the first uploaded image
Answer:
The second option is the correct option
Step-by-step explanation:
From the question we are told that
The sample proportion is [tex]\r p = 0.35[/tex]
The Null Hypothesis is [tex]H_o : \r p = 0.35[/tex]
The reason for this is that the this original claim when represented mathematically does not contain an equality sign ([tex]i.e \ it \ is \ mathematically \ represented \ as \ \r p < 0.35[/tex]) so the null hypothesis is the compliment of it ( i.e [tex]\r p = 0.35[/tex])
The Alternative hypothesis is [tex]H_a : \r p < 0.35[/tex]
Write the quadratic in a verbal sentence. PLEASE HELP I’m super stuck!! If you can explain how to do this as well that would help so much!!
Answer:
n = 8
Step-by-step explanation:
Follow the question when turning the word equation into an equation
Because we know this is a quadratic equation, the product is a result of n multiplied by itself
[tex]n^{2} -4=60[/tex]
Solve for n
[tex]n^{2} =64[/tex]
[tex]\sqrt{n^{2} } =\sqrt{64}[/tex]
n = 8
Need help with the question below.
Answer:
A
Step-by-step explanation:
r=10 and the angle bln 5√3 and -5 is 330 or 11π/6
The Masim family’s monthly budget is shown in the circle graph provided in the image. The family has a current monthly income of $5,000. How much money do they spend on food each month? A. $250 B. $500 C. $750 D. 1,100 Please show ALL work! <3
Answer:
C. $750
Step-by-step explanation:
The amount of money to be spent monthly on food = percentage covered by food in the circle ÷ 100% × total monthly income
= [tex] \frac{15}{100}*5000 [/tex]
[tex] = \frac{15}{1}*50 [/tex]
[tex] 15*50 = 750 [/tex]
Amount of money spent each month by the Masims is $750.
Suppose your weekly local lottery has a winning chance of 1/106. You buy lottery from them for x weeks in a row. What is the probability that you never win?
Answer:
The probability mass function that you never win [tex]^xC_o[/tex] = [tex](\dfrac{999999}{1000000})^x[/tex]
Step-by-step explanation:
Given that;
the winning chance of a weekly local lottery = [tex]\dfrac{1}{10^6}[/tex]
= [tex]\dfrac{1}{1000000}[/tex]
The probability of losing = 1 - probability of winning (winning chance)
The probability of losing = [tex]1- \dfrac{1}{1000000}[/tex]
The probability of losing =[tex]\dfrac{999999}{1000000}[/tex]
The probability mass function that you never win [tex]^xC_o[/tex] = [tex](\dfrac{1}{10^6} )^0 ( \dfrac{999999}{1000000})^x[/tex]
The probability mass function that you never win [tex]^xC_o[/tex] = [tex](\dfrac{999999}{1000000})^x[/tex]
A random sample of 12 supermarkets from Region 1 had mean sales of 84 with a standard deviation of 6.6. A random sample of 17 supermarkets from Region 2 had a mean sales of 78.3 with a standard deviation of 8.5. Does the test marketing reveal a difference in potential mean sales per market in Region 2? Let μ1 be the mean sales per market in Region 1 and μ2 be the mean sales per market in Region 2. Use a significance level of α=0.02 for the test. Assume that the population variances are not equal and that the two populations are norm
Answer:
We conclude that there is no difference in potential mean sales per market in Region 1 and 2.
Step-by-step explanation:
We are given that a random sample of 12 supermarkets from Region 1 had mean sales of 84 with a standard deviation of 6.6.
A random sample of 17 supermarkets from Region 2 had a mean sales of 78.3 with a standard deviation of 8.5.
Let [tex]\mu_1[/tex] = mean sales per market in Region 1.
[tex]\mu_2[/tex] = mean sales per market in Region 2.
So, Null Hypothesis, [tex]H_0[/tex] : [tex]\mu_1-\mu_2[/tex] = 0 {means that there is no difference in potential mean sales per market in Region 1 and 2}
Alternate Hypothesis, [tex]H_A[/tex] : > [tex]\mu_1-\mu_2\neq[/tex] 0 {means that there is a difference in potential mean sales per market in Region 1 and 2}
The test statistics that will be used here is Two-sample t-test statistics because we don't know about population standard deviations;
T.S. = [tex]\frac{(\bar X_1 -\bar X_2)-(\mu_1-\mu_2)}{s_p \times \sqrt{\frac{1}{n_1}+ {\frac{1}{n_2}}} }[/tex] ~ [tex]t__n_1_+_n_2_-_2[/tex]
where, [tex]\bar X_1[/tex] = sample mean sales in Region 1 = 84
[tex]\bar X_2[/tex] = sample mean sales in Region 2 = 78.3
[tex]s_1[/tex] = sample standard deviation of sales in Region 1 = 6.6
[tex]s_2[/tex] = sample standard deviation of sales in Region 2 = 8.5
[tex]n_1[/tex] = sample of supermarkets from Region 1 = 12
[tex]n_2[/tex] = sample of supermarkets from Region 2 = 17
Also, [tex]s_p=\sqrt{\frac{(n_1-1)\times s_1^{2}+(n_2-1)\times s_2^{2} }{n_1+n_2-2} }[/tex] = [tex]s_p=\sqrt{\frac{(12-1)\times 6.6^{2}+(17-1)\times 8.5^{2} }{12+17-2} }[/tex] = 7.782
So, the test statistics = [tex]\frac{(84-78.3)-(0)}{7.782 \times \sqrt{\frac{1}{12}+ {\frac{1}{17}}} }[/tex] ~ [tex]t_2_7[/tex]
= 1.943
The value of t-test statistics is 1.943.
Now, at a 0.02 level of significance, the t table gives a critical value of -2.472 and 2.473 at 27 degrees of freedom for the two-tailed test.
Since the value of our test statistics lies within the range of critical values of t, so we have insufficient evidence to reject our null hypothesis as it will not fall in the rejection region.
Therefore, we conclude that there is no difference in potential mean sales per market in Region 1 and 2.
[tex]( \frac{3}{4} - \frac{2}{3} ) \times 1 \frac{1}{5} [/tex]
Answer: 0.1 or 1/10
Step-by-step explanation:
[tex]\left(\frac{3}{4}-\frac{2}{3}\right)\cdot \:1\frac{1}{5}[/tex]
[tex]1\frac{1}{5}=\frac{6}{5}[/tex]
[tex]\left(\frac{3}{4}-\frac{2}{3}\right)\cdot \frac{6}{5}[/tex]
[tex]\frac{3}{4}-\frac{2}{3}[/tex] [tex]=\frac{9}{12}-\frac{8}{12}[/tex]
[tex]=\frac{1}{12}[/tex]
[tex]\frac{6}{5}\cdot \frac{1}{12}[/tex]
Cross, cancel common factor
[tex]\frac{1}{2}\cdot \frac{1}{5}[/tex]
[tex]=\frac{1}{10}[/tex]
Which equation can be used to find x, the length of the hypotenuse of the right 18 + 24 = x 18 squared + 24 = x (18 + 24) squared = x squared 18 squared + 24 squared = x squared
Answer:
18² + 24² = x²
Step-by-step explanation:
Using the Pythagorean theorem, with legs a and b, and hypotenuse c, the equation is:
a² + b² = c²
If the legs measure 18 and 24, and the hypotenuse has length x, then you get:
18² + 24² = x²
Answer:
D
Step-by-step explanation:
A Ferris wheel has a diameter of 42 feet it rotates 3 times per minute approximately how far will a passenger travel during a 5 minute ride
Answer:
1978.2 or 630π feet
Step-by-step explanation:
The Ferris wheel will rotate 3 * 5 = 15 times during the 5 minute ride and the radius is 42 / 2 = 21 feet. Since C = 2πr, r = 21 and π ≈ 3.14, C = 2 * 3.14 * 21 = 131.88. However, this only accounts for one rotation so the answer is 131.88 * 15 = 1978.2 or 630π feet.
Determine the positive integer values of k for which the following polynomia
over the integers given: c^2 – 7c+ k
A spring is hanging from a ceiling. The length L(t) (in cm) of the spring as a function of time t (in seconds) can be modeled by a sinusoidal expression of the form a*sin(b*t) +d. At t=0, when the spring is exactly in the middle of its oscillation, its length is 7 cm. After 0.5 seconds the spring reaches its maximum length, which is 12 cm. Find L(t).
Answer:
L(t) = 5·sin(πt) +7
Step-by-step explanation:
The middle of the oscillation of the given function occurs when t=0. At that point, ...
L(0) = d = 7
The next maximum of the oscillation occurs when the argument of the sine function is π/2.
b·t = π/2
b = π/(2t) = π/(2·0.5) = π
At that maximum, the length is 12, so we have ...
L(0.5) = a·sin(0.5π) +7 = 12
a = 5
The function L(t) is ...
L(t) = 5·sin(πt) +7
A department store offers two promotions. Promotion A says, "Buy one pair of shoes, get the second pair for half the price." Promotion B says, "Buy one pair of shoes, get $10 off the second pair." Jane wants to buy two pairs of shoes that cost $30 each. She can only use one of the promotions, A or B. Jane decides to use the promotion that will save her the most money. How many dollars does Jane save by picking one promotion over the other? (For example, if Jane spends $150 on her purchase by using one promotion and $100 on her purchase by using the other promotion, she saves $150-100=50$ dollars by using the second promotion over the first.)
Answer:
$5
Step-by-step explanation:
Using Promotion A, Jane would buy the first pair for $30 and the second for 1/2 * 30 = $15 for a total of 30 + 15 = $45. Using Promotion B, she would buy the first pair for $30 and the second for 30 - 10 = $20 for a total of 30 + 20 = $50. Since 45 < 50, Promotion A is the better deal, so Jane would save 50 - 45 = $5.
Gavin goes to the market and buys one rectangle shaped board. The length of the board is 16 cm and width of board is 10 cm. If he wants to add a 2 cm wooden border around the board, what will be the area of the rectangle board?
Answer:
The answer is 216
Step-by-step explanation:
if there is a 2 cm border, that means that the sides will both become 2 centimeters longer. so (16+2)*(10*2) = 18*12 = 216.
PLEASE ANSWER! Which expression is equal to the length of the hypotenuse of a right triangle, formed inside the unit circle, with a radius of 1?
A: sin 0/ cos 0
B: sin^2 0 + tan^2 0
C: sin 0 + cos 0
D: sin^2 0 + cos^2 0
Answer:
b
Step-by-step explanation:
b: sin^2 0 + tan^2 0 this is just a gut feelings its been awhile since i done this kind of think i hope i could help
The expression equal to the length of the hypotenuse of a right triangle formed inside the unit circle with a radius of 1 is Option (D) [tex]sin^{2}[/tex]θ+[tex]cos^{2}[/tex]θ
What is Right triangle?A right-angled triangle is a type of triangle that has one of its angles equal to 90 degrees.
What is Hypotenuse?A hypotenuse is the longest side of a right-angled triangle, the side opposite the right angle.
Here,
The length of the hypotenuse of a right triangle, formed inside the unit circle, with a radius of 1 is 1 unit.
We know that,
[tex]sin^{2}[/tex]θ+[tex]cos^{2}[/tex]θ=1
Hence, The expression equal to the length of the hypotenuse of a right triangle formed inside the unit circle with a radius of 1 is Option (D) [tex]sin^{2}[/tex]θ+[tex]cos^{2}[/tex]θ
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What type of triangle has side lengths 9, 10, and √130? A. obtuse B. not a triangle C. acute D. right
Answer: Option C.
Step-by-step explanation:
The lengths of our triangle are:
9, 10 and √130.
If the triangle is a triangle rectangle, by the Pitagoream's theorem we have:
A^2 + B^2 = H^2
in this case H is the larger side, this must be √130.
then:
A and B must be 9 and 10.
9^2 + 10^2 = (√130)^2
81 + 100 = 130
This is false, so this is NOT a triangle rectangle, the hypotenuse is shorter than it should be.
Now, we have some kind of rule:
if A^2 + B^2 = H^2 then we have one angle of 90° and two smaller ones. (triangle rectangle)
if A^2 + B^2 > H^2 then all the angles are smaller than 90°, this is an acute triangle.
if A^2 + B^2 < H^2 then we have one angle larger than 90°, this is an obtuse angle.
(H is always the larger side, A and B are the two shorter ones).
In this case:
81 + 100 > 130
Then this must be an acute angle.
7 students in a class,3/4 th pound of a cake .divide cake each student?
Answer:
9 1/3
Step-by-step explanation:
1. Set up the equation and solve
7 ÷ 3/4 = 9 1/3
Answer:
3/28 pounds or approximately 0.107 pounds
Step-by-step explanation:
To find out the amount of cake that each of the 7 students would get, we simply need to split the 3/4th pounds of cake amongst the 7 students.
Simply write the equation as follows:
(3/4)/7 = 3/28
So each student would get 3/28 of a pound of cake which is approximately 0.107 pounds of cake.
Cheers.
Following are the notations for the three sums of squares. State the name of each sum of squares and the source of variation each sum of squares represents.
a. SSE
b. SSTR
c. SST
Answer:
As in explanation.
Step-by-step explanation:
A) SSE means "Error Sum of Squares". The source of it is the sum of squared deviations within groups.
B) SSTR means "Treatment Sum of Squares". It's source is the weighted sum of squared deviations of group means from grand mean. It's the sum of squares between groups.
C) SST means "Total Sum of Squares''. It's source is total sum of squared deviations from the grand mean. It is a sum of SSE and SSTR.
A) SSE means "Error Sum of Squares". The source of it is the sum of squared deviations that lies within groups.
B) SSTR means "Treatment Sum of Squares". It's source that represents the weighted sum of squared deviations of group means from the grand mean. It's the sum of squares between groups.
C) SST means "Total Sum of Squares''. It's source that represents total sum of squared deviations from the grand mean. It is a sum of SSE and SSTR.
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Convert 6 feet to miles ( round five decimal places
Answer:
0.00114
Step-by-step explanation:
Divide length value by 5280
In determining your group’s estimate, what mathematical model of a tennis ball did you use? What model of the classroom did you use? Did you make other simplification or assumptions?
Answer:
bro ur question is not understandable
A pharmacist needs 16 liters of a 4% saline solution. He has a 1% solution and a 5% solution available. How many liters of the 1% solution and how many liters of the 5% solution should he mix to make the 4% solution?
x = liters of 1% solution
y = liters of 5% solution
x + y = 16
0.01x + 0.05y = 0.04*16 = 0.64
y = 16 - x
0.01x + 0.05(16 - x) = 0.64
0.01x + 0.8 - 0.05x = 0.64
0.16 = 0.04x
x = 4
y = 12
Find the slope of the line that passes through the points (1, 2) and (-4, 2).
Answer:
0
Step-by-step explanation:
We can find the slope using the slope formula
m = (y2-y1)/(x2-x1)
= ( 2-2)/(-4 -1)
= 0/-5
=0
━━━━━━━☆☆━━━━━━━
▹ Answer
Slope = 0
▹ Step-by-Step Explanation
[tex]Slope = \frac{y2 - y1}{x2 - x1} \\\\Slope = \frac{2 - 2}{-4 - 1} \\\\= \frac{0}{-5} \\\\= 0[/tex]
Hope this helps!
CloutAnswers ❁
━━━━━━━☆☆━━━━━━━
Aiko is finding the sum (4 + 5i) + (-3 + 7i). She rewrites the sum as (-3 + 7)i + (4 + 5)i. Which statement explains the
error Aiko made by using a mathematical property incorrectly
Answer:
Aiko should not have put both of the 'i' out of the brackets.
Step-by-step explanation:
As only one integer has i with it, it is not possible to take the i out of the bracket.
Use the probability distribution table to answer the question.
What is P(1 < X < 5)?
Enter your answer, as a decimal, in the box.
Add up the P(x) values that correspond to x = 2 through x = 4
0.07+0.22+0.22
So we have a 51% chance of getting an x value such that 1 < x < 5
By using the probability distribution table, the value of P(1<x<5) is 0.51
What is Probability?Probability is the branch of mathematics concerning numerical descriptions of how likely an event is to occur, or how likely it is that a proposition is true
What is Probability distribution?A probability distribution is the mathematical function that gives the probabilities of occurrence of different possible outcomes for an experiment. It is a mathematical description of a random phenomenon in terms of its sample space and the probabilities of events
Given,
We have to find the value of P(1<x<5)
P(1<x<5) = P(2)+P(3)+P(4)
P(2)=0.07
P(3)=0.22
P(4)=0.22
P(1<x<5) = 0.07+0.22+0.22 =0.51
Hence, the value of P(1<x<4)= 0.51
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How many vehicles have been driven less than 200 thousand kilometers?
The number of vehicles that drove less than 200, 000 km is 12 vehicles
How to find the vehicle that drove less than 200 thousand km?The bar char represents the distance in thousand of km vehicles drove.
3 vehicle drove for 50 thousand kilometres.
4 vehicle drove for 100 thousand kilometres.
5 vehicle drove for 150 thousand kilometres.
Therefore, the total vehicle that drove for less than 200 thousand kilometres is as follows:
total vehicle that drove for less than 200, thousand km = 3 + 4 + 5 = 12 vehicles
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Answer:
2
Step-by-step explanation:
Christina's time for a race was 22.3 seconds. Another runner's time was 4.41 seconds faster. Write and evaluate an equation with a variable to find the difference between Christina's time and the other runner's time.
Answer:
[tex]Difference = 4.41[/tex]
Step-by-step explanation:
Given
Represent Christina's time with C and the other runner's time with R
C = 22.3
R = 4.41 + C
Required
Determine the difference using an equation
The difference between both runner's time is as follows;
[tex]Difference = R - C[/tex]
Substitute 4.41 + C for R
[tex]Difference = 4.41 + C - C[/tex]
[tex]Difference = 4.41[/tex]
Hence, the difference is 4.41 seconds
Use the set of ordered pairs to determine whether the relation is a one-to-one function. {(−6,21),(−23,21),(−12,9),(−24,−10),(−2,22),(−22,−22)}
Answer:
the relation is not one-to-one.
Step-by-step explanation:
it can't because every number is in the 4th quadrant.
9x - 3 -8x = 7 - x what is x Please answer ASAP, is urgent!!
Solve
Let's solve your equation step-by-step.
9x−3−8x=7−x
Step 1: Simplify both sides of the equation.
9x−3−8x=7−x
9x+−3+−8x=7+−x
(9x+−8x)+(−3)=−x+7(Combine Like Terms)
x+−3=−x+7
x−3=−x+7
Step 2: Add x to both sides.
x−3+x=−x+7+x
2x−3=7
Step 3: Add 3 to both sides.
2x−3+3=7+3
2x=10
Step 4: Divide both sides by 2.
2x
2
=
10
2
x=5
Answer:
x=5
Answer:
Hope this is easier, good luck.
Given the equation 3x+7 which order of operations completely solves for x
Answer-7/3
Step-by-step explanation:
Simplify the slope of bd
Answer:
[tex] \boxed{ - 1}[/tex]Step-by-step explanation:
The co-ordinates of B = ( 0 , a ) ⇒ ( x₁ , y₁ )
The co-ordinates of D = ( a , 0 )⇒( x₂ , y₂ )
Let's find the slope of BD
Slope = [tex] \mathrm{ = \frac{y2- y1}{x2 - x1} }[/tex]
[tex] \mathrm{ = \frac{0 - a}{a - 0} }[/tex]
[tex] \mathrm{ = \frac{ - a}{a} }[/tex]
[tex] \mathrm{ = - 1}[/tex]
[tex] \mathcal{HOPE \: I \: HELPED !}[/tex]
[tex] \mathcal{BEST \: REGARDS !}[/tex]
