The following ANOVA table represents the estimates calculated by a researcher who wants to test for the equality of the Return on investment (ROI) in five different regions, based on samples of the ROI in 40 firms from each region. The corresponding F-distribution critical values are also shown in the table, at the 5% and 1% significance levels. ANOVA table for ROI Sum of Squares between Group Means Sum of Squares Within Groups Total Sum of Squares Corresponding F-distribution critical values: 5% = 2.42, 1% = 3.41 620 1220 1840 a) State the null and alternate hypotheses. (1 mark) b) Using an F test, test your null hypothesis in a) at the 5% and 1% significance levels. (3 marks) c) As a general rule, why is it important to distinguish between not rejecting the null hypothesis and accepting the null hypothesis?

The board of directors for Procter and Gamble is concerned that only

19% of the people who use toothpaste buy Crest toothpaste. A marketing

director suggests that the company invest in a new marketing campaign

which will include advertisements and new labeling for the toothpaste.

The research department conducts product trials in test markets for one

month to determine if the market share increases with new labels.

PROCTOR and GAMBLE had only 19% of the people who use toothpaste

buy Crest toothpaste. Hence, it was worried about the market share of

the toothpaste it had been producing. The marketing director suggested

that the company invest in a new marketing campaign which will include

advertisements and new labeling for the toothpaste. The research

department conducted product trials in test markets for one month to

determine if the market share increases with new labels. This is an

effective approach because new labels attract customers easily. By

changing or improving the way that a product is labeled or packaged,

companies can influence the likelihood of a purchase by making the

product look more appealing or professional. Therefore, after changing

the labeling, the market share of Crest Toothpaste will increase.

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Sally needs a score of 89 in her fourth game to achieve an average of exactly 91 after four games.

To determine the score Sally needs in her fourth game to achieve an average of 91, we can calculate the total score she should have after four games and subtract her current total score.

First, we need to find the sum of Sally's scores in the first three games: 108 + 72 + 95 = 275.

To calculate the average score, we divide the total score by the number of games played. In this case, Sally has played three games, so her current average is 275 / 3 = 91.67 (rounded to two decimal places).

To find the score Sally needs in her fourth game to have an average of exactly 91, we can set up the following equation:

(275 + X) / 4 = 91, where X represents the score Sally needs in her fourth game.

Simplifying the equation, we have:

275 + X = 91 * 4

275 + X = 364

X = 364 - 275

X = 89

Therefore, Sally needs a score of 89 in her fourth game to achieve an average of exactly 91 after four games.

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Answer:

The missing value is -9

Step-by-step explanation:

Given

\(-7 = _ -(-2)\)

Required

Determine the missing value

Represent _ with a variable

\(-7 = x -(-2)\)

Open the bracket

\(-7 = x -1*-2\)

\(-7 = x + 2\)

Subtract 2 from both sides

\(-7 - 2 = x + 2 - 2\)

\(-9 = x\)

Reorder

\(x = -9\)

Hence, the missing value is -9

Answer:

The answer is 4=−2+6

Step-by-step explanation:

I checked on khan

Answer:

3.764

Step-by-step explanation:

Answer:

Step-by-step explanation:

Create and solve an equation of ratios:

5      x

--- = ----

4      8

Cross multiplying yields 4x = 40, or x = 10

The dimensions of the street sign are 10 inches by 4 inches.

What is the perimeter?

The perimeter is a mathematical term that refers to the total distance around the outside of a two-dimensional shape. It is the length of the boundary or the sum of the lengths of all the sides of a closed figure.

Let's assume that the length of the rectangular street sign is L, and the width is W.

We know that the perimeter of the sign is 28 inches, which can be expressed as:

2L + 2W = 28

Simplifying this equation, we get:

L + W = 14 (dividing both sides by 2)

We also know that the area of the sign is 40 square inches, which can be expressed as:

L * W = 40

Now we have two equations with two unknowns (L and W). We can use substitution or elimination to solve for the dimensions.

Using substitution, we can rearrange the first equation to solve for one variable in terms of the other:

L = 14 - W

Then we can substitute this expression for L in the second equation:

(14 - W) * W = 40

Expanding and rearranging terms, we get:

W² - 14W + 40 = 0

This is a quadratic equation that we can solve using the quadratic formula:

W = (-(-14) ± √((-14)² - 4(1)(40))) / 2(1)

W = (14 ± √(36)) / 2

W = 7 ± 3

We can reject the negative value of W since it doesn't make sense for a length or width. Therefore, we have:

W = 10 or W = 4

If W = 10, then L = 14 - W = 4, which gives us a perimeter of 28 inches, but an area of only 40 square inches, so this solution doesn't work.

If W = 4, then L = 14 - W = 10, which gives us a perimeter of 28 inches and an area of 40 square inches, so this is the correct solution.

Therefore, the dimensions of the street sign are 10 inches by 4 inches.

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If the cost of advertising was $100,000 and the reach or circulation was 10,000,000 people, then the CPM is $10.

Cost per thousand (CPM), which is also called cost per mille, is a marketing word used to denote the price of 1,000 advertisement prints on one web page. If a publisher of a website charges $2.00 CPM, that means an advertiser must pay $2.00 for every 1,000 prints of its ad.

The CPM is calculated by dividing the cost of the advertisement by the number of people reached and then multiplying by 1000.

Given that the cost of advertising was $100,000 and the reach was 10,000,000 people, the CPM can be calculated as follows:

CPM = ($100,000 / 10,000,000) × 1000 = $10.

So, the CPM is $10.

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Answer:

$5,102.05

Step-by-step explanation:

Present value of the car = $21,500

Present percentage value = 100% = 1

Percentage of Depreciation per year = 25% = 0.25

Years of depreciation = 5 years

The value of the car after 5 years = Present value of the car (Present percentage value - Percentage of Depreciation per year)^Years of depreciation

= 21,500(1 - 0.25)^5

= 21,500(0.75)^5

= 21,500(0.2373046875)

= 5,102.05078125

Approximately,

The value of the car after 5 years = $5,102.05

Answer:

\(3 \times \frac{1}{3 } + \frac{1}{2} \times - 12( \frac{1}{3} ) = \frac{1}{3} \)

Answer:

4

Step-by-step explanation:

substitute 4 and 0 into the equation so it becomes ax4 + 5x0 = 16

5x0 = 0

16/4 = a = 4

The transformation that did not take place is a dilation, as the side lengths for both triangles are constant.

For this problem, the side lengths remain constant, hence a dilation did not take place.

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At Maryland, the mean number of points per player per game is greater than the median number of points per player per game. The mean number of points per player per game is the same at all 3 schools.

Given that in Baylor's University that there are 6 players who each score 12 points per game, and 6 players who each score 0 points per game.

The scores are 0, 0, 0, 0, 0, 0, 12, 12, 12, 12, 12, 12.

Mean = Sum/Count = 72/12 = 6.

Median is the average between the nth  and (n+1)th  term.

(0+ 12)/2 = 6

In Maryland university 1 player scores 58 points per game, 1 player scores 14 points per game, and the rest of the 10 score 0 points per game,

58, 14, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0

Mean = Sum/Count = 72/12 = 6.

Median is 0

In Dartmouth, university, 4 players score 5 points per game, 4 players score 6 points per game, 4 players score 7 points per game.

The scores are

5, 5, 5, 5, 6, 6, 6, 6, 7, 7, 7, 7

Mean = Sum/Count = 72/12 = 6

Median =(6+6)/2= 6

​

At Maryland, the mean number of points per player per game is greater than the median number of points per player per game.

The mean number of points per player per game is the same at all 3 schools.

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Answer:

B=28

Step-by-step explanation:

Answer:760

Step-by-step explanation:

Answer:

760

Step-by-step explanation:

Answer: -4.96x + 6

Step-by-step explanation:

In this problem, it wants you to multiply the -0.4 by the numbers in the parentheses. Don’t let the X confuse you. This is just a placeholder for an unknown number. So first you would multiply the -0.4 into the 10.2, And once you get your answer, just add the X to the end. Which is -4.08x. Then, you would do the same thing, multiply the -0.4 (the number outside of the parenthesis, only with the -15 now. Which gets you 6. Lastly, you take the -0.4 once more and multiply it by the 2.2x. Which gets you -0.88.

-0.4 (10.2x-15+2.2x)

= - 4.08x +6 -0.88x

Now that you have this problem, combined like terms. What are the like terms in this problem?

The -4.08x can be combined with the -0.88 which gets you -4.96. Bring the +6 down, and that gets you your answer of -4.96 +6.

-4.08x -0.88x +6

= -4.96x +6

This would be your final answer because nothing further can be done at this point.

hope this helps!

To find the area of the figure, we need to divide it into smaller rectangles and squares, and then sum their areas.

First, we can divide the figure into two rectangles, as shown:

```

+----+----+----+----+----+

|    |    |    |    |    |

|    |    |    |    |    |

+----+----+----+----+----+

|         |         |     |

|         |         |     |

+---------+---------+-----+

```

The left rectangle has dimensions 3 cm × 2 cm, so its area is:

A1 = 3 cm × 2 cm = 6 square cm

The right rectangle has dimensions 6 cm × 2 cm, so its area is:

A2 = 6 cm × 2 cm = 12 square cm

Now we can divide the left rectangle into two squares and a rectangle, as shown:

```

+----+----+----+

|    |    |    |

|    |    |    |

+----+----+----+

|    |         |

|    |         |

+----+---------+

|              |

|              |

+--------------+

```

The top square has dimensions 2 cm × 2 cm, so its area is:

A3 = 2 cm × 2 cm = 4 square cm

The bottom square has dimensions 1 cm × 1 cm, so its area is:

A4 = 1 cm × 1 cm = 1 square cm

The remaining rectangle has dimensions 2 cm × 1 cm, so its area is:

A5 = 2 cm × 1 cm = 2 square cm

Finally, we can add up the areas of all the rectangles and squares to get the total area of the figure:

A = A1 + A2 + A3 + A4 + A5 = 6 cm^2 + 12 cm^2 + 4 cm^2 + 1 cm^2 + 2 cm^2 = 25 square cm

Therefore, the area of the figure is 25 square centimeters.

its 2 +93+9202+820201+2829202038374

The recorded time that is most precise among the four different clocks used to time an event is 55.254 seconds. This is because the recording of this time has the highest decimal precision compared to the other three options.

Precision refers to the degree of accuracy of a measurement, calculation, or specification. It's related to the number of digits used to record or express a quantity, and it's a reflection of uncertainty associated with a measurement or calculation. The greater the precision, the more significant digits are recorded. For example, the result of a calculation could be stated as 1.23 or 1.234, or 1.2345 depending on the degree of precision necessary or desired.

To determine which one is the most precise, you can look at the number of decimal places or digits after the decimal point. The option with the most number of decimal places is 55.254 s, which has three decimal places, while the other options have either one or two decimal places. The general rule for determining precision is to look at the smallest division on the scale of the measuring instrument. In this case, it is not given what type of clocks were used, so we cannot determine the smallest division of each clock. However, since 55.254 s has the most decimal places, it is the most precise recording among the four options.

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The number of students in each bus is 21

Given data

Total number of students on the trip = 172

25 students traveled in cars

7 buses were filled

let the number students on each bus be x

number of students on the bus is gotten by

172 - 25 = 147

so 147 students travelled by bus and the total number of buses is 7.

to get the number of students in each bus we solve as follows

147 / 7 = 21

Hence each bus contains 21 students.

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The following volumes of fluid can be added to 0.40 mL of liquid for the level of precision of 0.01 mL: a) 0.2 mL, b) 6 mL, c) 2.02 mL. The amounts 0.154 mL and 8.8331 mL are not possible due to given level of precision.

If the measuring has a level of precision of 0.01 ml, this means that the measured quantities are only sensible to the smallest hundreths. Any change less than 0.01 ml and any decimal less than a hundreths are "invisible" for measuring processes.

Hence, the following volumes of fluid can be added to 0.40 mL of liquid for the level of precision of 0.01 mL: a) 0.2 mL, b) 6 mL, c) 2.02 mL. The amounts 0.154 mL and 8.8331 mL are not possible due to given level of precision.

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Answer:

B,D,E

Step-by-step explanation:

Answer: x+6

Step-by-step explanation:

Answer: (3, -2)

Step-by-step explanation: graphed both of em on desmos and thats the intersection.

Answer:

-16

Step-by-step explanation:

ez if not u baka

Answer:

use the raditon theroem, 24x^2025x/ax-2 mulitplied by tan is equal to A)-16

The factorization of -25-15mn is -5(5+3mn)

Factorising is the reverse process of expanding brackets. To factorise an expression fully, means to put it in brackets by taking out the highest common factors. The simplest way of factorising is: Find the highest common factor of each of the terms in the expression.

For example 5( 3x+ 2y+ 4z) can be expanded into 15x + 10y + 20z and moreover 15x + 10y + 20z can be transformed by finding the factors between each terms, here the factor is 5; 5( 3x + 2y +4z)

Similarly to factorize -25-15mn we find the factor that is common to -25 and - 15 . The common factor is -5.

therefore factorizing -25-15mn we bring -5 out of -25 and -5

= -5( 5+3mn)

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The solution set is {x | x < \(\frac{22}{5}\)}.of the given evaluation.

The solution set of an equation is, however defined as the set of all solutions that satisfy the equation and since that set has no members the solution set is empty.

Given:  \(\frac{5x}{11}\)\(< 2\)

         = \(5x < 22\)

         = \(x < \frac{22}{5}\)

Hence, the correct solution set is {x | x < \(\frac{22}{5}\)}.

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Answer:

5,040 ways

Step-by-step explanation:

Here, we want to find the number of ways they can sit

The total

number here is 3 + 4 = 7

The first person has 7 choices, next has 6 choices and so on

So the total

number of ways will

be :

7! = 5,040 ways

Based on the information that the smallest score in a population is x=5, and the largest score is x=10, the conclusion is that the standard  deviation is going to be smaller than the range of scores.

Given that in a population, the smallest score is x=5, and largest score is x=10, the range of scores is:

Range of scores=largest score-lowest score

                          =10-5

                           =5

Here the range of scores is 5, and the mean of the scores is likely to be between 5 and 10

Standard deviation which refers to the average spread of the distribution,  will now be considered to be smaller since the range of scores is low.

Because standard deviation is found from the mean, if the mean is between x=5 and x=10, the standard deviation must be lower than x=5.

Hence, smaller than the range of scores.

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The distance between points M(6, 16) and Z(-1, 14) is approximately 7.1 units.

We can use the distance formula to find the distance between two points in a coordinate plane. The distance formula is:

d = √((x2 - x1)² + (y2 - y1)²)

where (x1, y1) and (x2, y2) are the coordinates of the two points. Substituting the coordinates of M(6, 16) and Z(-1, 14), we get:

d = √((-1 - 6)² + (14 - 16)²) = √(49 + 4) = √53 ≈ 7.1

Therefore, the distance between points M(6, 16) and Z(-1, 14) is approximately 7.1 units.

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The slope of the line tangent to the graph of \(y = 9x^(2)/(x+2)\)at x=1 is 5. The answer is (d).

To find the slope of the line tangent to the graph of y = \(9x^(2)/(x+2)\)at x=1, we can use the derivative of the function, which gives us the slope of the tangent line at any point on the curve.

First, we find the derivative of y with respect to x:

y = \(9x^(2)/(x+2)\)

y' =\([(18x(x+2) - 9x^(2))/(x+2)^(2)]\)

y' = \([18x(x+2) - 9x^(2)]/(x+2)^(2)\)

y' = \(9x(2x+4- x)/(x+2)^(2)\)

y' = \(9x(x+4)/(x+2)^(2)\)

Next, we can evaluate the derivative at x=1 to find the slope of the tangent line at that point:

y'(1) = \(9(1)(1+4)/(1+2)^(2)\)

y'(1) = 45/9

y'(1) = 5

Therefore, the slope of the line tangent to the graph of\(y = 9x^(2)/(x+2)\) at x=1 is 5. The answer is (d).

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Answer: (x+2)²+(y+1)²=1

Step-by-step explanation:

                               Circle equation

                      \(\boxed {(x-x_o)^2+(y-y^0)^2=R^2}\)

O(-2,-2)       A(-3,-1)

Hence,

\((x-(-2))^2+(y-(-1))^2=R^2\\(x+2)^2+(y+1)^2=R^2\\\)

                             Line length formula

                        \(\boxed {L^2=(x_2-x_1)^2+((y_2-y_1)^2}\)    

x₁=-2    x₂=-3    y₁=-1     y₂=-1

AO²=(-3-(-2))²+(-1-(-1))²

AO²=(-3+2)²+(-1+1)²

AO²=(-1)²+0²

AO²=1+0

AO²=1

AO=R

Hence,  

R²=1²

R²=1