z=-19i+ 14
What is the real part of z ?
What is the imaginary part of z?

The alternative hypothesis states that the difference is greater than zero.

What Are Tails in a Hypothesis Test?

First, we need to cover some background material to understand the tails in a test. Typically, hypothesis tests take all of the sample data and convert it to a single value, which is known as a test statistic. You’re probably already familiar with some test statistics.

For example, t-tests calculate t-values. F-tests, such as ANOVA, generate F-values. The chi-square test of independence and some distribution tests produce chi-square values. All of these values are test statistics.

Keep in mind that this t-distribution assumes that the null hypothesis is correct for the population. Consequently, the peak (most likely value) of the distribution occurs at t=0, which represents the null hypothesis in a t-test. Typically, the null hypothesis states that there is no effect. As t-values move further away from zero, it represents larger effect sizes. When the null hypothesis is true for the population, obtaining samples that exhibit a large apparent effect becomes less likely, which is why the probabilities taper off for t-values further from zero.

Hence the answer is the alternative hypothesis states that the difference is greater than zero.

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Answer: The equation a+b+c=240 degrees is not true for any triangle, since the sum of the angles of a triangle is always 180 degrees. However, it could be true for a quadrilateral, which has four angles. One way to explain why a+b+c=240 degrees is to use the fact that opposite angles of a cyclic quadrilateral (a quadrilateral that can be inscribed in a circle) are supplementary, meaning they add up to 180 degrees. If we label the opposite angle of c as d, then we have c+d=180 degrees. Subtracting c from both sides, we get d=180-c. Then, adding a+b to both sides, we get a+b+d=240-c+c, which simplifies to a+b+c=240 degrees. Another way to explain why a+b+c=240 degrees is to use the fact that an exterior angle of a triangle is equal to the sum of the opposite interior angles. If we extend one side of the triangle and label the exterior angle as e, then we have e=a+b. Then, adding c to both sides, we get e+c=a+b+c. Since e+c is an exterior angle of another triangle formed by extending the side, it is equal to 180 degrees. Therefore, we have 180=a+b+c, which implies that a+b+c=240 degrees.

The slope of a line does not necessarily correspond to the true rate constant, k. The slope of a line in a plot of ln([A]t/[A]0) vs time is equal to -k, but this is only true under certain conditions, such as when the reaction is first-order with respect to reactant A.

In general, the slope of a line can only give an estimate of the rate constant. The expression that the slope equals is dependent on the specific plot and reaction conditions.

The slope of the line does not necessarily correspond to the true rate constant, k, directly. This is because the relationship between the slope and the rate constant depends on the order of the reaction.

For a first-order reaction, the equation is ln[A] = -kt + ln[A₀]. In this case, the slope of the line (when plotting ln[A] vs. time) corresponds to the true rate constant, k, and is negative.

For a second-order reaction, the equation is 1/[A] = kt + 1/[A₀]. In this case, the slope of the line (when plotting 1/[A] vs. time) corresponds to the true rate constant, k, and is positive.

So, the expression that the slope equals depends on the order of the reaction. For a first-order reaction, the slope equals -k, and for a second-order reaction, the slope equals k.

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The value of the improper integral is -15/64, which is a finite number. According to the Integral Test, since the integral converges to a finite value, the series is also convergent.

In mathematics, an integral is the continuous analog of a sum, which is used to calculate areas, volumes, and their generalizations. Integration, the process of computing an integral, is one of the two fundamental operations of calculus,[a] the other being differentiation. Integration started as a method to solve problems in mathematics and physics, such as finding the area under a curve, or determining displacement from velocity. Today integration is used in a wide variety of scientific fields.

Using the Integral Test, we can determine the convergence or divergence of a series by evaluating the corresponding improper integral.

For the given series,

∫ n = 1 [infinity] 5/(2n + 2)^3

we can evaluate the corresponding integral as

∫ n = 1 [infinity] 5/(2n + 2)^3 dn

= [(-5/2) * 1/(2n + 2)^2] | n = 1 to [infinity]

= [(-5/2) * (1/2^2)] | n = 1 to [infinity]

= (-5/8) [1 - 0]

= -5/8

Since the integral is a finite negative value, the series is convergent.

For the second part of the question,

∫ 1 [infinity] 15/(2x + 2)^3 dx

we can evaluate the corresponding integral as

∫ 1 [infinity] 15/(2x + 2)^3 dx

= [(-15/2) * 1/(2x + 2)^2] | 1 to [infinity]

= [(-15/2) * (1/2^2)] | 1 to [infinity]

= (-15/8) [1 - 0]

= -15/8

Since the integral is a finite negative value, the series is convergent.
Hi! To use the Integral Test to determine if the series is convergent or divergent, we need to consider the function f(x) = 5/(2x + 2)^3 and evaluate the improper integral from 1 to infinity.

1. The series: Σ (n = 1 to infinity) 5/(2n + 2)^3

2. The corresponding function: f(x) = 5/(2x + 2)^3

3. Evaluate the improper integral:

∫(1 to infinity) 15/(2x + 2)^3 dx

To solve this integral, we'll use substitution:

Let u = 2x + 2, so du = 2dx, and dx = du/2.

When x = 1, u = 4. When x approaches infinity, u also approaches infinity.

Now, substitute and adjust the integral:

(1/2) ∫(4 to infinity) 15/u^3 du

Integrate with respect to u:

(1/2) * [-15/2 * 1/u^2] (evaluated from 4 to infinity)

As u approaches infinity, the term -15/2 * 1/u^2 approaches 0. Now, evaluate the remaining part at u = 4:

(1/2) * [-15/2 * 1/16] = -15/64

So, the value of the improper integral is -15/64, which is a finite number. According to the Integral Test, since the integral converges to a finite value, the series is also convergent.

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Answer:

Solving a system of equations by substitution involves isolating a variable in one equation, then substituting that expression into the other equation. This allows you to solve for the remaining variable in one equation and then substitute it back into the first equation to find the solution for the other variable.

Here is the general process for solving a system of equations by substitution:

Isolate a variable in one of the equations. This is typically done by adding or subtracting one of the variables from both sides of the equation.

Substitute the isolated expression into the other equation by replacing the corresponding variable with the expression you found in step 1.

Solve the new equation for the remaining variable.

Substitute the value you found for the remaining variable back into the first equation and solve for the other variable.

Check your solution by substituting the values you found for the variables back into both equations to make sure they are true statements.

Write your solution in the form of an ordered pair (x, y)

An example of solving a system of equation by substitution :

2x + 3y = 8

4x - 3y = 2

Isolate a variable in one of the equations, for example:

3y = 8 - 2x

Substitute this expression into the other equation:

4x - 3(8 - 2x) = 2

Solve the new equation for the remaining variable:

4x - 24 + 6x = 2

10x = 26

x = 2.6

Substitute the value you found for x back into the first equation and solve for y:

2(2.6) + 3y = 8

5.2 + 3y = 8

3y = 2.8

y = 0.93

Check your solution by substituting the values you found for the variables back into both

To multiply polynomials together, use distributive property. With the distributive property, it is possible to multiple a sum by multiplying each term independently, then adding the products together.

A polynomial is an expression made up of variables, constants, and exponents that are combined using mathematical operations like addition, subtraction, multiplication, and division.

Example:

The distributive property is an algebra property that allows you to multiply a single term with two or more terms enclosed by parentheses. Understand how distributive property works, can help you to multiply polynomials easily.

Example:

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Answer: Commutative, Distributive, Associative

Step-by-step explanation:

Answer:

(-1)(7+7+7)

Step-by-step explanation:

given data

change drastically each hour =  3 hour

temperature decreased = 7°F

solution

we get some option that are

7+7+7

7+7+7+7

(-1)(7+7+7)

(-7)+(-7)+(-7)+(-7)

Answer:

(-1)(7+7+7)

EX

Step-by-step explanation:

given data

change drastically each hour =  3 hour

temperature decreased = 7°F

solution

we get some option that are

7+7+7

7+7+7+7

(-1)(7+7+7)

(-7)+(-7)+(-7)+(-7)

First, as the temperature decreases, it means that the final answer is negative, or that the change must be multiplied by -1.

The temperature varies from 7. to every hour. There is also the question of whether the temperature changes for 3 hours. Hence the temperature change is from 3 7, or 7 + 7 + 7.

In the last we add -1 from the beginning because this is a negative temperature change, the answer is (-1) (7 + 7 + 7)

Answer:

I’m answering so the other peep can get brainliest she’s correct I think I’m pretty sure I think so thx for points have a great day byee

Step-by-step explanation:

The combined thickness of a piece of sheet metal 0.078 centimeters (cm) thick and a piece of band iron 0.25 cm thick is 0.328 cm.Option b is the correct option.

A band of iron that is 0.25 cm thick and a sheet of metal that is 0.078 cm thick together have a total thickness of 0.328 cm.The ideal decision is option b.Together, a sheet of metal and a band of iron with a combined thickness of 0.078 cm and 0.25 cm have a 0.328 cm thickness.Choice b is the best course of action.A metal sheet and an iron band with a combined thickness of 0.25 cm and 0.078 cm have a combined thickness of 0.328 cm.The best move to make is option b.

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Answer:

3/4

Step-by-step explanation:

since they already have a common denominator you'd add the numerators and keep the denominator. you'd get 6/8. Then you'd divide both the numerator and denominator by 2. 3/4 is your final answer.

There are 8 outcomes in the sample space.

When flipping a coin 3 times, there are 2 possible outcomes for each flip: heads (H) or tails (T). Thus, the total number of outcomes in the sample space is the number of possible combinations of H and T for 3 flips, which is 2³ = 8.

These outcomes can be listed as follows: HHH, HHT, HTH, THH, HTT, THT, TTH, and TTT. Each outcome is equally likely to occur, assuming the coin is fair and the flips are independent.

The concept of sample space is an important one in probability theory, as it represents the set of all possible outcomes of an experiment.

Knowing the sample space can help us calculate probabilities for specific events within that space and inform decision-making in a wide range of fields, from finance to sports to public health.

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The minimum sample size that should be taken to be 90% confident that the sample mean is within 17 emails of the true population mean is 82.

To find the minimum sample size required to estimate a population mean with a given confidence level, we need to use the following formula:

n = (Z * σ / E)^2

where:
- n is the sample size
- Z is the Z-score corresponding to the desired confidence level (90% in this case)
- σ is the population standard deviation (94 emails)
- E is the margin of error (17 emails)

First, find the Z-score for a 90% confidence level. You can do this by checking a Z-table or using a calculator. For a 90% confidence level, the Z-score is approximately 1.645.

Now, plug the values into the formula:

n = (1.645 * 94 / 17)^2
n ≈ (153.63 / 17)^2
n ≈ 9.036^2
n ≈ 81.65

Since we cannot have a fraction of a person, round up to the nearest whole number. Therefore, the minimum sample size that should be taken to be 90% confident that the sample mean is within 17 emails of the true population mean is 82.

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The distance of 42.5 km correct to 3 significant figures has an error interval of 42.0 km to 43.0 km.

What is error interval?

The accuracy thresholds that apply when a number has been rounded or shortened are known as error intervals. In other words, they represent the range of values that a number may have taken had it not been rounded off or truncated.

If the distance is measured as 42.5 km correct to 3 significant figures, this means that the last digit is uncertain and could be off by up to 0.5.

To determine the error interval for this statement, consider the range of possible values that could result from the uncertainty in the measurement.

Since the last significant digit is in the ones place, the error interval is ±0.5 km.

Therefore, the error interval is 42.0 km to 43.0 km.

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9514 1404 393

Answer:

  11.7

Step-by-step explanation:

GeoGebra can not only draw the picture, it can answer the question. The approximate distance between the points is about 11.7 units.

__

The distance formula is used for this:

  d = √((x1 -x1)² +(y2 -y1)²)

  d = √((-4-2)² +(-3-7)²) = √(36 +100)

  d = √136 ≈ 11.7

_____

Once you find that the distance is about √136, you know it is more than 11 (11² = 121) and less than 12 (12² = 144). The only answer choice that makes any sense is 11.7.

Answer:

Step-by-step explanation:

Use the Distributive Property to multiply.

3(2x + 7)  = (3 x 2x) + (3 x 7)

(3 x 2x) + (3 x 7)

Solve.

3 x 2x = 6x

3 x 7 = 21

6x + 21

You cannot simplify this.

So the answer is 6x + 21.

I'm sorry if I misunderstood.

Good luck mate! :)

Please add Brainliest if you'd like, not that it matters.

Remember to try your best every day!

Answer:

9.4 meters

Step-by-step explanation:

We can use the formula for the volume of a cone:

V = (1/3) * pi * r^2 *h

where V is the volume, r is the radius of the base, and h is the height.

We know the volume and height of the cone, so we can solve for the radius:

240 = (1/3) * pi * r^2 * 5

r^2 = 240 / (pi * 5/3)

r^2 = 45.68

r = sqrt(45.68)

r = 6.76 meters (rounded to two decimal places)

Now we can use the Pythagorean theorem to find the slant height:

x^2 = r^2 + h^2

x^2 = 6.76^2 + 5^2

x^2 = 88.5276

x = sqrt(88.5276)

x = 9.4 meters

The length of a leg of the right triangle with a hypotenuse length of 10 cm is approximately 7 cm.

Applying the 45º-45º-90º Triangle Theorem, the length of a leg of a right triangle can be found by dividing the length of the hypotenuse by the square root of 2. In this case, with a hypotenuse length of 10 cm, the length of a leg can be determined.

The 45º-45º-90º Triangle Theorem states that in a right triangle with two equal legs, the length of a leg is equal to the length of the hypotenuse divided by the square root of 2.

In this case, the length of the hypotenuse is given as 10 cm. To find the length of a leg, we can divide the length of the hypotenuse by the square root of 2:

Leg = Hypotenuse / sqrt(2)

Substituting the given value, we have:

Leg = 10 cm / sqrt(2)

Using a calculator, the approximate value of the square root of 2 is 1.414. Therefore, we can calculate:

Leg = 10 cm / 1.414 ≈ 7.071 cm

Rounding to the nearest centimeter, the length of a leg is approximately 7 cm.

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If the target behavior is recorded whenever it occurs at any point within the scoring interval, the measurement procedure used is called continuous recording or event recording. This method involves observing and recording each instance of the behavior without considering its duration or intensity.

Continuous recording is typically used when the target behavior is discrete and occurs relatively infrequently or has a short duration. With this measurement procedure, each occurrence of the behavior is recorded as a separate event, regardless of when it starts or ends within the scoring interval. Examples of behaviors that can be measured using continuous recording include vocalizations, hand clapping, or instances of aggression.

Continuous recording provides a comprehensive account of the frequency or rate at which the behavior occurs, allowing for a detailed analysis of its occurrence patterns. This method is particularly useful when a precise count of behavior instances is needed and when the duration or intensity of the behavior is not a focus of measurement.

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To determine which differential equation(s) are linear, we need to examine the form of each equation. A linear differential equation is one that can be written in the form a(x)y" + b(x)y' + c(x)y = g(x), where a(x), b(x), c(x), and g(x) are functions of x.

The differential equation 2xy" - 5xy' + y = sin(3x) is linear. It can be written in the form a(x)y" + b(x)y' + c(x)y = g(x), where a(x) = 2x, b(x) = -5x, c(x) = 1, and g(x) = sin(3x).
The differential equation (v)² + xy = In(x) is not linear. It does not follow the form a(x)y" + b(x)y' + c(x)y = g(x) because it contains a term with (v)², where v represents the derivative of y with respect to x. This term does not have a linear coefficient.
The differential equation y' + sin(y) = e^(3x) is linear. It can be written in the form a(x)y' + b(x)y = g(x), where a(x) = 1, b(x) = sin(y), and g(x) = e^(3x).
The differential equation (x²+1)y" - 3y - 2x³y = -x - 9 is not linear. It does not follow the form a(x)y" + b(x)y' + c(x)y = g(x) because it contains a term with (x²+1)y", where the coefficient is a function of x.
The differential equation y' + xy = y" is linear. It can be written in the form a(x)y' + b(x)y = g(x), where a(x) = 1, b(x) = x, and g(x) = y".

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Answer:

explanation:

√348 =

18.6547581062

Answer:

457 pesos

Step-by-step explanation:

From the above question, we are told that:

David bought 23 pens and 15 pencils.

Each pen = 14 pesos

Each pencil = 9 pesos

The amount of money David spent in total =

(23 × 14 pesos) + (15 × 9 pesos)

= 322 pesos + 135 pesos

= 457 pesos

Therefore, David spent in total 457 pesos

Answer: x = 10

Step-by-step explanation: 4 times 250 is 1000 and divided by 100 is 10

Answer: When graphing a linear inequality on a number line, use an open circle for "less than" or "greater than", and a closed circle for "less than or equal to" or "greater than or equal to". Graph the solution set of: -3 < x < 4 The solution set for this problem will be all values that satisfy both -3 < x and x < 4.

Step-by-step explanation:

Using the mean concept, the average collection for a student in this school was of $16.13.

The mean of a data-set is given by the sum of all observations in the data-set divided by the number of observations.

The number of students is given as follows:

82 + 74 + 96 + 99 = 351.

The sum is:

82 x 26.75 + 74 x 12.25 + 96 x 15.50 + 99 x 10.85 = $5662.15

Hence the mean is:

M = $5662.15/351 = $16.13.

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The selection depends on individual needs, preferences, and the intended use of the tiny house.

a) To find the amount of space inside each house, we need to calculate the volume for each design.

House on the left:

Volume = length x width x height = 2.5 m x 18 m x 2.8 m = 126 m³

Triangular house:

Volume of a triangular prism = (base area x height) / 2

Base area = (1/2) x base x height = (1/2) x 4 m x 10 m = 20 m²

Volume = (20 m² x 7 m) / 2 = 70 m³

b) When comparing the environmental impacts of each house, several factors need to be considered:

Positive impacts:

1. Material usage: Tiny houses use fewer materials, reducing resource consumption and waste generation.

2. Energy efficiency: Smaller living spaces require less energy for heating, cooling, and lighting, leading to lower energy consumption.

3. Land utilization: Tiny houses can be built on smaller plots of land, preserving green spaces and reducing urban sprawl.

Negative impacts:

1. Construction materials: Although tiny houses use less material overall, the environmental impact depends on the types of materials used. Sustainable and eco-friendly materials should be prioritized.

2. Water and waste management: Adequate provisions for water supply and waste disposal should be implemented to minimize environmental impacts.

3. Transportation: The transportation of tiny houses to their locations can contribute to carbon emissions if not done efficiently.

c) The choice of design for a tiny house depends on personal preferences and priorities. However, considering the provided information:

The house on the left offers a larger interior space of 126 m³, providing more room for living and storage. It may be suitable for individuals or couples who desire more space and functionality within their tiny house.

The triangular house has a smaller interior volume of 70 m³ but offers a unique design and aesthetic appeal. It may be preferred by individuals who prioritize a distinctive architectural style or who are looking for a minimalist and cozy living space.

Ultimately, the selection depends on individual needs, preferences, and the intended use of the tiny house. Factors such as lifestyle, desired amenities, and personal values regarding sustainability and resource conservation should be considered when making the final decision.

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Answer:

x=2

Step-by-step explanation:

-2x+4=6x-12  Add 2x to both sides.

+2x    +2x

4=8x-12         Add 12 to both sides.

+12  +12

16=8x            Divide by 8 on both sides.

/8 /8

2=x

Hope this helps you out and have a great day (～^▽^)～

Answer:

x=2

Step-by-step explanation:

-2x + 4 = 6x - 12

First add 2x to each side: 4=6x−12+2x

Now simplify 6x-12+2x: 4=8x-12

add 12 to both sides: 4+12=8x

Simplify 4+12: 16=8x

Divide both sides by 8: 16/8

you end up with x=2

Hope this helps :)