Answer:
true
Step-by-step explanation:
Lester Hollar is vice president for human resources for a large manufacturing company. In recent years he has noticed an increase in absenteeism that he thinks is related to the general health of the employees. Four years ago, in an attempt to improve the situation, he began a fitness program in which employees exercise during their lunch hour. To evaluate the program, he selected a random sample of eight participants and found the number of days each was absent in the six months before the exercise program began and in the last six months. Below are the results. At the .05 significance level, can he conclude that the number of absences has declined? Estimate the p-value.
Employee Before After
1 6 5
2 6 2
3 7 1
4 7 3
5 4 3
6 3 6
7 5 3
8 6 7
Answer:
t >± 1.895
t= 0.1705
Step-by-step explanation:
The null and alternative hypotheses are
H0: μd=0 Ha: μd>0
Significance level is set at ∝= 0.05
The critical region for t df=7 t >± 1.895
The test statistic under H0 is
t = d/ sd/ √n
Which has t distribution with n-1 degrees of freedom
Employee After Before d = after - before d²
1 6 5 1 1
2 6 2 4 16
3 7 1 6 36
4 7 3 4 16
5 4 3 1 1
6 3 6 -3 9
7 5 3 2 4
8 6 7 -1 1
∑ 14 84
d`= ∑d/n= 14/8= 1.75
sd²= 1/8( 84- 14²/8) = 1/8 ( 84 - 24.5) = 59.5
sd= 7.7136
t= 3/ 7.7136/ √8
t= 0.1705
Since the calculated value of t= 0.1705 < ± 1.895 therefore reject the null hypothesis at 5 % significance level . On the basis of this we cannot conclude that the number of absences has declined.
Last school year, in the school of Business Administration, 30% were Accounting majors, 24% Management majors, 26% Marketing majors, and 20% Economics majors. A sample of 300 students taken from this year's students of the school showed the following number of students in each major: Accounting 83 Management 68 Marketing 85 Economics 64 Total 300 Has there been any significant change in the number of students in each major between the last school year and this school year?
Answer:
There has been no significant change in the number of students in each major between the last school year and this school year.
Step-by-step explanation:
A Chi-square test for goodness of fit will be used in this case.
The hypothesis can be defined as:
H₀: There has been no change in the number of students.
Hₐ: There has been a significant change in the number of students.
The test statistic is given as follows:
[tex]\chi^{2}=\sum\limits^{n}_{i=1}\frac{(O_{i}-E_{i})^{2}}{E_{i}}[/tex]
Here,
[tex]O_{i}[/tex] = Observed frequencies
[tex]E_{i}=N\times p_{i}[/tex] = Expected frequency.
The chi-square test statistic value is, 1.662.
The degrees of freedom is:
df = 4 - 1 = 4 - 1 = 3
Compute the p-value as follows:
[tex]p-value=P(\chi^{2}_{k-1} >1.662) =P(\chi^{2}_{3} >1.662) =0.645[/tex]
*Use a Chi-square table.
The p-value is 0.645.
The p-value of the test is very large for all the commonly used significance level. The null hypothesis will not be rejected.
Thus, it can be concluded that the there has been no significant change in the number of students in each major between the last school year and this school year.
Please answer this correctly without making mistakes
Answer:
1/4 miles
Step-by-step explanation:
Hey there!
Well starting at Campbell and going to Morristown it is 1/4 miles.
Going from Campbell to Clarksville it is 2/4 miles.
So to find the difference we’ll subtract.
2/4 - 1/4
= 1/4 miles
Hope this helps :)
explain why the APR does not compare loans for different lengths of time
Answer:
APR does not tell you how long your rate is locked for. A 15-year loan may have a lower interest rate, but could have a higher APR, since the loan fees are amortized over a shorter period of time. It is not wise to compare a 30-year loan with a 15-year loan using their respective APRs.
Step-by-step explanation:
A rectangular city is 3 miles long and 10 miles wide. What is the distance between opposite corners of the city? The exact distance is ______ miles How far is it to the closest tenth of a mile? Answer: The distance is approximately ______ miles.
Answer:
The exact distance is [tex]\sqrt{109}[/tex] miles.
The distance is approximately 10.4 miles.
Step-by-step explanation:
It is given that a rectangular city is 3 miles long and 10 miles wide. So,
Length = 3 miles
Width = 10 miles
We need to find the distance between opposite corners of the city. It means, we need to find the length of the diagonal of the rectangle.
Using Pythagoras theorem, the length of diagonal is
[tex]d=\sqrt{l^2+w^2}[/tex]
where, l is length and w is width.
Substitute l=3 and w=10.
[tex]d=\sqrt{(3)^2+(10)^2}[/tex]
[tex]d=\sqrt{9+100}[/tex]
[tex]d=\sqrt{109}[/tex]
The exact distance is [tex]\sqrt{109}[/tex] miles.
Now,
[tex]d=\sqrt{109}[/tex]
[tex]d=10.4403065[/tex]
[tex]d\approx 10.4[/tex]
The distance is approximately 10.4 miles.
given point (-6, -3) and a slope of 4, write an equation in point-slope form
Answer:
y = 4x + 21
Step-by-step explanation:
Hello!
Point-slope form is y - y1 = m(x - x1)
y1 is the y point
x1 is the x point
m is the slope
Put in what you know
y - -3 = 4(x - -6)
Subtracting a negative is the same as adding
y + 3 = 4(x + 6)
Distribute the 4
y + 3 = 4x + 24
Subtract 3 from both sides
y = 4x + 21
The answer is y = 4x + 21
Hope this helps!
In a simple regression analysis with age as the only explanatory variable, the effects of other factors, such as faminc, are
Answer:
In the error term.
Step-by-step explanation:
A simple linear regression is a regression that has only one explanatory variable. It tries to establish the existing relationship between the variable of interest (dependent variable) and the explanatory variable (independent variable).
Since age is the only explanatory variable, other variables such as faminc would be in the error term. The error term exists because the explanatory variable is never able to on its own to predict the dependent variable perfectly.
Marnie solved the proportion 150/170=x/510 to find the value of X
Answer:
x = 450
510/170 = 3
x/150 = 3
x = 450
Answer:
X=450 is the answer.
Step-by-step explanation:
88 feet/second = 60 miles/hour. How many feet per second is 1 mile/hour? (Hint: divide both sides of the equation
by the same amount.)
Round to the nearest thousandth.
One mile per hour is equivalent to
ao feet/second
Let $x=5$, $y=\frac{3}{4}$, and $z=-\frac{1}{7}$. What is $$\frac{xz}{y}?$$
Answer:
-20/21Step-by-step explanation:
Given x = 5, y = 3/4 and z = -1/7, 2=we are to calculate [tex]\frac{xz}{y}[/tex]. Substituting the value of x, y and z into the expression will give;
[tex]= \frac{xz}{y}\\\\ \frac{5(-1/7)}{3/4} \\= \frac{-5/7}{3/4}\\\\= \frac{-5}{7} * \frac{4}{3}\\ \\ = \dfrac{-20}{21}\\[/tex]
Hence the value of the expression is -20/21
Determine two pairs of polar coordinates for the point (4, -4) with 0° ≤ θ < 360°.
Answer:
[tex] \sqrt{4 {}^{2} + ( - 4) {}^{2} } [/tex]
[tex] \sqrt{32} [/tex]
and the angle
[tex] \tan( \alpha ) = - 4 \div 4 = - 1[/tex]
and since the sin component is -ve, we have our angle on 4th quadrant, which equals 315 degrees
Options:
Determine two pairs of polar coordinates for the point (-4, 4) with 0° ≤ θ < 360°. (5 points)
Group of answer choices
(4 , 135°), (-4 , 315°)
(4 , 45°), (-4 , 225°)
(4 , 315°), (-4 , 135°)
(4 , 225°), (-4 , 45°)
Step-by-step explanation:
The guy asking forgot to provide the options you can comment the awnswe in the comments just do it before brainly turns off comments to try and prevent people from learning
Bob cycles 5.4 km every morning.how many feet are in 5.4 km, given that 1 mile=1.609 km and 1 mile=5,280 feet?
Answer:
17,720 ft
Step-by-step explanation:
5.4 km * (1 mile)/(1.609 km) * (5280 ft)/(1 mile) = 17,720 ft
This need to be correct plzzzzzzzzzzzz I got this answer wrong so send the new one
Answer:
$215,892.50
Step-by-step explanation:
This is a problem of compound interest.
In compound interest Amount A for principal p charged at interest r% per annum is given by
A = p(1+r/100)^n
where n is the time period in years.
_____________________________
given
p = $100,000
r = 8%
t = 10 years
A= 100,000( 1+ 8/100)^10
A= 100,000( 1.08)^10
A = $215,892.50
So , you need to pay $215,892.50 in total to debt cleared of debt.
is this correct if not which one?
Answer:
C.
Step-by-step explanation:
[tex]\frac{7x}{3y}+\frac{12x}{9y}[/tex]
We can reduce the second term:
[tex]\frac{7x}{3y} +\frac{4x}{3y}[/tex]
Since they now have a common denominator, we can add them:
[tex]=\frac{7x+4x}{3y}=11x/3y[/tex]
The answer is C.
So, yes, you're answer was correct!
Ejercicio 2.-
Se dispone a almorzar en un restoran donde habitualmente deja como propina (tip) el
15% del total a pagar, o sea, del consumo más impuesto (tax).
El impuesto en ese condado es del 7% del consumo.
Se da cuenta de que no trajo sus tarjetas y solamente cuenta con $25
en efectivo (cash). Calcule el
valor máximo de los platos que va a ordenar en su almuerzo teniendo en cuenta tax y
tip.
Answer:
El valor máximo de los platos a ordenar en el almuerzo es de $ 20.32.
Step-by-step explanation:
Sea [tex]c[/tex] el coste máximo que puede asumir el comensal, medido en pesos, el cual es representada por la siguiente suma:
[tex]c = c_{o} + c_{i} + c_{ii}[/tex]
Donde:
[tex]c_{o}[/tex] - Coste del consumo, medido en pesos.
[tex]c_{i}[/tex] - Coste del impuesto en el condado, medido en pesos.
[tex]c_{ii}[/tex] - Coste de la propina, medido en pesos.
Ahora, los costes por impuesto y por propina se determinan en función del coste de consumo:
Coste del impuesto en el condado
[tex]c_{i} = r_{i}\cdot c_{o}[/tex]
Donde [tex]r_{i}[/tex] es la razón entre el coste del impuesto en el condado y el coste del consumo, adimensional.
Coste de la propina
[tex]c_{ii} = r_{ii}\cdot (c_{o}+c_{i})[/tex]
[tex]c_{ii} = r_{ii}\cdot (c_{o}+r_{i}\cdot c_{o})[/tex]
[tex]c_{ii} = r_{ii}\cdot (1 + r_{i})\cdot c_{o}[/tex]
Donde [tex]r_{ii}[/tex] es la razón entre el coste de la propina y la suma de los costes de consumo y del impuesto del condado, adimensional.
Entonces, la suma completa queda representada por:
[tex]c = c_{o} + r_{i}\cdot c_{o}+r_{ii}\cdot (1+r_{i})\cdot c_{o}[/tex]
[tex]c = [1+r_{i}+r_{ii}\cdot (1+r_{i})]\cdot c_{o}[/tex]
A continuación, se despeja el coste de consumo (valor máximo de los platos):
[tex]c_{o} = \frac{c}{1 +r_{i}+r_{ii}\cdot (1+r_{i})}[/tex]
Si [tex]c = \$\,25[/tex], [tex]r_{i} = 0.07[/tex] y [tex]r_{ii} = 0.15[/tex], entonces:
[tex]c_{o} = \frac{\$\,25}{1+0.07+0.15\cdot (1+0.07)}[/tex]
[tex]c_{o} = \$\,20.32[/tex]
El valor máximo de los platos a ordenar en el almuerzo es de $ 20.32.
How to convert 2cm to feet?
Answer:
Divide by 30.48: It would be 0.0656168 feet.
Step-by-step explanation:
Answer:
0.0656
Step-by-step explanation:
2.54 cm = 1 in
12 in = 1 ft
2.54 * 12 = 30.48
2/30.48 = 0.0656167979
Solve for x. Question 12 options: A) 8 B) 5 C) 14 D) 10
Answer:
B) 5
Step-by-step explanation:
Proportions:
8 ⇒ 10
20 ⇒ 5x
5x = 20*10/8
5x = 25
x = 25/5
x = 5
The sum of triple a number
and nineteen.
Answer:
3x+19
Step-by-step explanation:
Let x be the unknown number
triple means 3 times
sum means add
3x+19
Can any one help me with this
Answer: C
Step-by-step explanation:
Since this is an isosceles triangle as indicated by the markers on QP and PR, we know that QS and SR are equivalent.
To find the value of n, we set QS and SR equal to each other.
6n+3=4n+11 [combine like terms]
2n=8 [divide both sides by 2]
n=4
Now that we know n=4, we know that A is incorrect. What we can do is use the value of n to solve for QS, SR, and QR.
QS
6(4)+3=13
Since the length of QS is 13, we know B is incorrect.
SR
4(4)+11=27
Since SR is 27, C is a correct answer.
QR
13+27=40
Since QR is 40, the only correct answer is C.
The parallelogram shown below has an area of 15 units^2.
Answer:
yes
Step-by-step explanation:
yes E
Solve the system of equations. 2y+7x=−5 5y−7x=12
[tex]\text{Solve the systems of equations:}\\\\2y+7x=-5\\5y-7x=12\\\\\text{Solve by adding and subtracting}\\\\7y=7\\\\\text{Divide}\\\\y=1\\\\\text{To find x, plug 1 into y in one of the equations and solve:}\\\\2(1)+7x=-5\\\\2+7x=-5\\\\\text{Subtract 2 from both sides}\\\\7x=-7\\\\\text{Divide by 7}\\\\x=-1\\\\\boxed{y=1\,\,and\,\,x=-1}[/tex]
If xy = 1 what is the arithmetic mean of x and y in terms of y? Please show work as detailed as possible
Answer:
(1+y^2) /2y
Step-by-step explanation:
arithmetic mean is the average of x and y
(x+y)/2
Using the equation
xy = 1
and solving for x
x = 1/y
Replacing x in the first equation
(1/y + y) /2
Multiply by y/y
(1/y + y) /2 * y/y
(1/y + y)*y /2y
(1+y^2) /2y
Excel:In cell B13, create a formula using the VLOOKUP function that looks up the value from cell A11 in the range A5:B7, returns the value in column 2, and specifies an exact match.
Answer:
=Vlookup'B13' A11' 7'false
Press enter.
Step-by-step explanation:
Vlookup is a technique in excel which enables users to search for criterion values. It is vertical lookup function in excel which return a value from a different column. The formula for Vlookup function is:
=Vlookup'select cell you want to look up in' select cell you want to lookup from' select column index number' true/false.
where true is approximate match and false is exact match.
Answer:=VLOOKUP(J2,A2:G23,2,FALSE)
Step-by-step explanation:
a. In cell J3, begin to enter a formula using the VLOOKUP function.
b. Use the Project ID (cell J2) as the lookup value.
c. Use the Projects table (range A2:G23) as the table_array.
d. Use the Project Name column (column 2) as the col_index_num.
e. Specify an exact match (FALSE) for the range_lookup.
How much would you need to deposit in an account now in order to have $6,000 in the account in 8 years? Assume the account earns 6% interest compounded monthly. (could anyone do this whole problem out?
Answer:
$3,717
Step-by-step explanation:
Hello, in 1 year there are 12 months.
Let's note I the Initial amount.
So, after 1 month we will get the following, because we compute the interest amount for one month only.
I * ( 1 + 6% * (1/12) )
And the next month, we will have interest of the amount available from previous month so it gives
[tex]I * ( 1+6\% * \dfrac{1}{12} ) * ( 1+6\% * \dfrac{1}{12} ) \\\\=I*(1+\dfrac{6}{12*100})^2\\\\=I*(1+\dfrac{1}{200})^2\\\\=I*(1.005)^2[/tex]
... and after n months ...
[tex]I*(1.005)^n[/tex]
8 years is 8*12 = 96 months. so we are looking for I such that
[tex]I*(1.005)^{96}=6000\\\\<=> I =\dfrac{6000}{1.005^{96}}\\\\=\boxed{3717.14345....}[/tex]
Thank you.
What is the slope of the line that passes through (2, 12) and (4, 20)?On the graph of the equation 3x + 2y = 18, what is the value of the y-intercept?
Answer: The slope of the line that passes through (2, 12) and (4, 20) is 4.
The value of the y-intercept is 9.
Step-by-step explanation:
Slope of line passing through (a,b) and (c,d) = [tex]\dfrac{d-b}{c-a}[/tex]
Then, the slope of the line that passes through (2, 12) and (4, 20) = [tex]\dfrac{20-12}{4-2}[/tex]
[tex]=\dfrac{8}{2}=4[/tex]
So, the slope of the line that passes through (2, 12) and (4, 20) is 4.
To find the y-intercept of 3x + 2y = 18, first write in slope intercept form y=mx+c ( where c= y-intercept ).
[tex]2y=-3x+18\\\\\Rightarrow\ y=-\dfrac{3}{2}x+9[/tex]
By comparison, c= 9
Hence, the value of the y-intercept is 9.
The sides of a rectangle are in ratio 2:5,the longer side is 20 cm. Find the length of the shorter side
Answer:
8 cm
Step-by-step explanation:
x:y= 2:5
x/y = 2/5
5x = 2y
y is the longer side
5x=2(20)
x=8 cm
The length of the shorter side is 8 cm.
What is rectangle?
A rectangle more generally than any quadrilateral whose axes of symmetry pass through each pair of opposite sides.This definition includes both right-angled rectangles and rectangles. Each has an axis of symmetry that is parallel and equidistant from a pair of opposite sides and a second that is a perpendicular bisector of those sides, but in the case of a crossed rectangle the first axis is not the axis of symmetry of either side. . that it divides.
Quadrilaterals that have two axes of symmetry, each passing through a pair of opposite sides, belong to the larger class of quadrilaterals that have at least one axis of symmetry through a pair of opposite sides. These quadrilaterals consist of isosceles trapezoids and crossed isosceles trapezoids (crossed quadrilaterals with the same arrangement of vertices as an isosceles trapezoid).
Given, sides of a rectangle are in ratio 2:5.
Let length of a rectangle be 5x cm and breadth of a rectangle be 2x cm.
We know length of a rectangle is longer than breadth.
So, length of the rectangle is 20 cm.
According to question,
[tex]5x = 20 \\ x = \frac{20}{5} \\ x = 4[/tex]
So, length of the rectangle (5×4) = 40 cm and breadth of the rectangle (2×4) = 8 cm.
Breath is shorter side of rectangle.
Therefore,The length of the shorter side is 8 cm.
Rectangle related one more question:
https://brainly.com/question/15019502
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(MG1) Convert 11,000 feet per second into
kilometers per hour.
A. 12070.08 kilometers per hour
B. 10000.00 kilometers per hour
C. 12000.08 kilometers per hour
D. 13000.08 kilometers per hour
Answer:
The answer is option A.Step-by-step explanation:
To solve the question we use the following conversion
1 feet per second = 1.09728 kilometers per hour
Therefore 11 ,000 feet per second is
[tex]11000 \times 1.09728[/tex]
We have the final answer as
12070.08 kilometers per hourHope this helps you
An experimental probability is ______ likely to approach the theoretical probability if the number of trials simulated is larger. A. as B. more C. less D. not
Answer:
B. More
Step-by-step explanation:
This is according to the law of large numbers
An experimental probability is more likely to approach the theoretical probability if the number of trials simulated is larger.
What is an experimental probability and theoretical probability?Experimental probability is an experimental outcome whereas theoretical probability is a possible or expected outcome.
An experimental probability is more likely to approach the theoretical probability if the number of trials increased because of the law of large numbers which states that the average of the results obtained from a large number of trials should be close to the expected value and tends to become closer to the expected value as more trials are performed
Thus using the concept of the law of large numbers we can say that an experimental probability is more likely to approach the theoretical probability.
Learn more about probability here:
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When a constant force acts upon an object, the acceleration of the object varies inversely with its mass. When a certain constant force acts upon an object with mass 4kg, the acceleration of the object is 15/ms2. If the same force acts upon another object whose mass is
10kg, what is this object's acceleration?
Answer:
[tex]a = 6m/s^2[/tex]
Step-by-step explanation:
Given
When mass = 4kg; Acceleration = 15m/s²
Required
Determine the acceleration when mass = 10kg, provided force is constant;
Represent mass with m and acceleration with a
The question says there's an inverse variation between acceleration and mass; This is represented as thus;
[tex]a\ \alpha\ \frac{1}{m}[/tex]
Convert variation to equality
[tex]a = \frac{F}{m}[/tex]; Where F is the constant of variation (Force)
Make F the subject of formula;
[tex]F = ma[/tex]
When mass = 4kg; Acceleration = 15m/s²
[tex]F = 4 * 15[/tex]
[tex]F = 60N[/tex]
When mass = 10kg; Substitute 60 for Force
[tex]F = ma[/tex]
[tex]60 = 10 * a[/tex]
[tex]60 = 10a[/tex]
Divide both sides by 10
[tex]\frac{60}{10} = \frac{10a}{10}[/tex]
[tex]a = 6m/s^2[/tex]
Hence, the acceleration is [tex]a = 6m/s^2[/tex]
A particular salad contains 4 units of vitamin A, 5 units of vitamin B complex, and 2 mg of fat per serving. A nutritious soup contains 6 units of vitamin A, 2 units of vitamin B complex, and 3 mg of fat per serving. If a lunch consisting of these two foods is to have at least 10 units of vitamin A and at least 10 units of vitamin B complex, how many servings of each should be used to minimize the total number of milligrams of fat
Answer:
2 servings of salad and 1 serving of soup
Step-by-step explanation:
In the given scenario the aim is to minimise the fat content of the food combination.
Fat content of soup is 3mg while fat content of salad is 2 mg.
Using Soup as 0 and Salad as 2 will not give the required vitamin content
The logical step will be to keep servings of soup to the minimum.
Let's see some combinations of salad and soup. Keeping serving of soup to the minimum of 1
1. 1 serving of salad and one serving of soup will contain 10 mg of vitamin A, 7 mg of vitamin B complex, and 3 mg of fat.
This will not work because amount of vitamin B complex is not up to 10 mg
2. 2 servings of salad and 1 serving of soup. Will contain 14 mg of vitamin A, 12 mg of vitamin B, and 7 mg of fat
This is the best option as we have amount of vitamin A and vitamin B complex in adequate quantity.
Also fat is lowest in this combination because soup the food with highest fat content is at minimum amount of one serving
