1 20/50 as a decimal PLEASE THIS IS DEW TOOMARROW MORNING

Here is the corrected code with step-by-step explanation for finding the expression given in the code:In [345]: In [350]: In [351]: In [352]: import numpy as npimport scipy as sci tips = np.array([['1_value'],['2_value']])ms = np.abs(tips[:,0].astype(int)) # extract integer values of 'm'f = sci.math.factorialk_norm = ((2*ms+1)/(4*np.pi) * f(1-ms)/f(1+ms))**0.5print(k_norm)

Let's break it down one by one:1. In line 352, we have imported the necessary modules to run this code: NumPy and SciPy. 2. In line 353, we have created an array 'tips' containing the values of 'm' and 'l'. 3. In line 354, we have extracted only the integer values of 'm' and stored them in the 'ms' variable. 4. In line 355, we have defined the 'factorial' function of SciPy as 'f'. 5. In line 356, we have calculated the value of 'K_norm' using the given formula, with the help of 'ms' and 'f'. 6. In line 357, we have printed the value of 'K_norm'.

That's it! We have successfully corrected the code for finding the expression given in the code.

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The weight that separates the bottom 5% is approximately 5.02 ounces.

To find the weights that separate the top 5% and the bottom 5%, we need to use the z-score formula and the standard normal distribution table.

First, let's find the z-score for the top 5%. Using the standard normal distribution table, we find that the z-score for the top 5% is approximately 1.645.

Next, we can use the formula z = (x - μ) / σ, where z is the z-score, x is the weight we're trying to find, μ is the mean, and σ is the standard deviation.

For the top 5%, we have:

1.645 = (x - 5.12) / 0.07

Solving for x, we get:

x = 5.12 + 1.645 * 0.07

x ≈ 5.22 ounces

Therefore, the weight that separates the top 5% is approximately 5.22 ounces.

To find the weight that separates the bottom 5%, we use the same process but with a negative z-score. The z-score for the bottom 5% is approximately -1.645.

-1.645 = (x - 5.12) / 0.07

Solving for x, we get:

x = 5.12 - 1.645 * 0.07

x ≈ 5.02 ounces

Therefore, the weight that separates the bottom 5% is approximately 5.02 ounces.

These weights could serve as limits used to identify which components should be rejected. Any component with a weight less than 5.02 ounces or greater than 5.22 ounces should be rejected.

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Rewrite the fractions so they have a common denominator

3/4 = 15/20

Now add:

4 15/20 + 7 11/20 = 11 26/20

26/20 simplifies to 1 3/10

11 + 1 3/10 = 12 3/10 total minutes

From the given question we find that the direct quote from the U.S. perspective would be €1.00 = $1.25.

The given exchange rate states that €0.80 is equivalent to $1.00. To determine the direct quote from the U.S. perspective, we need to express the value of the euro in terms of the U.S. dollar.

Since €1.00 would be more valuable than €0.80, it would also be more valuable than $1.00. Therefore, the direct quote would have a higher value for the euro compared to the U.S. dollar.

To calculate the value, we can use the ratio of €0.80 = $1.00. Dividing both sides of the equation by 0.80, we get €1.00 = $1.25. This means that 1 euro is equivalent to 1.25 U.S. dollars. Hence, the correct direct quote from the U.S. perspective is €1.00 = $1.25.

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Answer:

sol y=5x+15 (see photo for calc)

The correct answer is A. True

A linear equation represents a line in the xy-plane. In the form of y = mx + b, where m is the slope and b is the y-intercept, a linear equation defines a straight line relationship between x and y. Each x value corresponds to a unique y value on the line.

By plotting the points that satisfy the equation, a line can be formed. The slope determines the steepness or direction of the line, while the y-intercept represents the point where the line intersects the y-axis.

Therefore, a linear equation does determine a line in the xy-plane.

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True. A linear equation determines a line in the xy-plane.

A linear equation is an equation that describes a straight line in the xy-plane. It is an equation of the form y = mx + b, where m represents the slope of the line and b represents the y-intercept. The slope-intercept form of a linear equation is commonly used to graph lines.

The equation y = mx + b shows that for every value of x, there is a corresponding value of y that lies on the line. The slope, m, determines the steepness of the line, while the y-intercept, b, represents the point where the line crosses the y-axis.

Therefore, it is true that a linear equation determines a line in the xy-plane.

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The given system of linear equations consists of four equations with four variables: x, y, z, and w. To solve the system, we can use various methods, such as Gaussian elimination or matrix operations.

By performing row operations, we can reduce the system to its row-echelon form or solve it directly to find the values of x, y, z, and w. We will solve the system of linear equations using the method of Gaussian elimination. The augmented matrix representation of the system is:

[1 1 2 -1 | -2]

[0 3 1 2 | 2]

[1 1 0 3 | 2]

[-3 0 1 2 | 5]

First, we'll perform row operations to transform the matrix into the row-echelon form:

R2 = R2 - 3R1

R3 = R3 - R1

R4 = R4 + 3R1

The resulting matrix after these operations is:

[1 1 2 -1 | -2]

[0 0 -5 5 | 8]

[0 0 -2 4 | 4]

[0 3 1 2 | 5]

Next, we'll perform additional row operations to further simplify the matrix:

R4 = R4 - 3R2

The matrix now becomes:

[1 1 2 -1 | -2]

[0 0 -5 5 | 8]

[0 0 -2 4 | 4]

[0 3 1 2 | -19]

Finally, we'll perform the last row operation:

R3 = R3 + 2R2

The matrix is now in row-echelon form:

[1 1 2 -1 | -2]

[0 0 -5 5 | 8]

[0 0 0 14 | 20]

[0 3 1 2 | -19]

From this row-echelon form, we can solve for the variables. Starting from the bottom row, we obtain:

3w + z + 2w = -19, which simplifies to 5w + z = -19.

Next, we have 0x + 0y - 5z + 5w = 8, which simplifies to -5z + 5w = 8.

Lastly, x + y + 2z - w = -2.

At this point, we have three equations with three variables: x, y, and z. By solving this simplified system, we can find the values of x, y, and z.

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Answer: 5/3x

Step-by-step explanation:

add 5 to both sides and divide by 3

Answer: 252 dollars

Step-by-step explanation: the computer is 400$ and 400*0.3 is the 30% off. That makes 120, 400-120 is 280 and then the 10% off, 280*0.1=28. Last step is to do 280-28=252

Answer:

A. Yes

B. The triangles are similar

C. The corresponding sides are proportional

D. The slope of ΔABC = tanθ₁ = tanθ₂ = The slope pf ΔDEF, therefore, the slope of any two points on the line are congruent by similar triangles

E. The rate of proportionality = 2

Step-by-step explanation:

A. From the given graph, given that the angles are formed between the transversal and lines parallel to the R-value axis and the transversal and lines parallel to the thickness axis, the angle formed by the transversal and each parallel lines are corresponding angles and are therefore congruent

The tan of one of the angles on each triangle are

On the uppermost triangle, tanθ₁ = (9.42 - 3.14)/(3 - 1) = 3.14

On the other triangle, tanθ₂ =(25.12 - 12.56)/(8 - 4) = 3.14

tanθ₁ = tanθ₂

∴ θ₁ = θ₂

ΔABC and ΔDEF are right triangles, therefore, all the angles of ΔABC and ΔDEF  are congruent

B. Given that the interior angles of the triangles formed by the line the graph are congruent, the triangles are similar by AA similarity postulate

C. Given that the triangles are similar, the length of the corresponding  sides of the triangles are proportional

D. Given that the slope is the tangent of the angle between the line of the graph and the Thickness axis, and that the angle is the same for both triangles, (∠θ₁ and ∠θ₂) the slope or the rise-to-run ratio is constant for the two triangles and also for any two points on the line

E. The Unit of proportionality is found using any two points as follows;

Using points used to show the proportional relationship on triangle ΔABC are (8, 25.12) and (4, 12.56) and on triangle ΔDEF, the two points used to show proportional relationship are (3, 9.42), and (1, 3.14)

The ratio of the corresponding sides on ΔABC and ΔDEF are

\(\overline {AC}\)/\(\overline {DF}\) = (25.12 - 12.56)/(9.42 - 3.14) = 2

\(\overline {BC}\)/\(\overline {EF}\) = (8 - 4)/(3 - 1) = 2

Therefore, the unit rate of proportionality which is the scale factor = 2.

Answer:

The answer would be -9x^2+x-8

The flaw of averages is an illustration that using only the average value can hide many possible outcomes when uncertainty is present in a decision. This statement is true and option a is correct.

The flaw of averages is an illustration that using only the average value can hide many possible outcomes when uncertainty is present in a decision. The flaw of averages has been recognized for a long time, but it continues to be one of the most persistent and harmful sources of confusion in business and government.

It may appear harmless, but the flaw of averages can have a substantial impact. When a decision is made based on an average, such as expected profit, anticipated return on investment, or projected customer demand, it can conceal a wide range of potential results that are often more significant than the average itself.

Therefore, it is better to use data visualization and exploration techniques to mitigate the flaw of averages. This will provide a better understanding of the data and a comprehensive analysis of the risks and potential outcomes.

Therefore, the correct answer is option a.

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Complete question

content loaded

which of the following is true about the flaw of averages? group of answer choices

a. the flaw of averages is an illustration that using only the average value can hide many possible outcomes when uncertainty is present in a decision.

b.  because of the flaw of averages, we should use the median when describing data, not the average.

c. the flaw of averages states that the usual formula used to calculate the mean (or average) of a data set is incorrect whenever the data do not follow a normal distribution.

d. the flaw of averages only applies to data that have not been properly explored using eda and other data visualization techniques.

Answer:

True

Step-by-step explanation:

12/1=12

36/3=12

60/5=12

120/10=12

All of it equals the same number, so they are increasing by the same amount, making it a proportional relationship.

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Determine how the ABC contingency can be altered to promote more positive behavior. (Option (a) is correct one )

The method that intervention development will be influenced by the ABC data that are gathered on the function of the target behavior is through the determination of how the ABC contingency can be changed to encourage more positive behavior.

By identifying the functional reinforcers that sustain problem behavior, practitioners can create therapies that are more effective (i.e., from a smaller pool of potential interventions to choose from) and efficient.

Linking therapies to the outcomes of functional assessments has become accepted clinical practice and is now covered by both federal and state laws. This represents a significant and advantageous change in the method of behavioral intervention.

Therefore,

Determine how the ABC contingency can be altered to promote more positive behavior. (Option (a) is correct one )

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Answer:

the answer for the equations is

\(x = - 11\)

The expected value of the policy for the insurance company: $359.38

Probability is a mathematical term, which can be defined as the ratio of the number of favorable outcomes to the total number of outcomes of an event. The possibility that an event will occur is measured by probability.

Probability of Event = Favorable Outcomes/Total Outcomes = X/n

The expected value of the policy for the insurance company can be calculated as follows:

Expected value = (Probability of survival) x (Annual payment)

= 0.999057 x $360

= $359.38

So, the expected value of the policy for the insurance company is $359.38.

It's important to note that this is just an estimate based on statistical probabilities and does not guarantee the outcome. The actual value could be higher or lower than this estimate, depending on the actual lifespan of the policyholder.

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Answer:

no

Step-by-step explanation:

Answer:

Ya what's up??

Step-by-step explanation:

Where k is a constant

When y = 36 , x = 3 , z=3

The value of y is 40

The number of freshmen that are students is 738

Let y represent the number of students that are freshmen

The freshmen class is made up of 480 female students

This number represents 65% of the freshmen class

Therefore the total number of students that are freshmen can be calculated as follows

y × 65/100= 480

65y/100= 480

Cross multiply both sides

65y= 480 × 100

65y= 48000

y= 48000/65

y= 738.4

≅ 738

Hence 738 students are freshmen

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Answer:

On the fourth input the output is incorrect as all the other increase by 1 following on. This makes the 5th one also incorrect.

The fourth output should be \(9\frac{1}{2}\)

The fifth output should be \(10\frac{1}{2}\)

Step-by-step explanation:

Hope this helps, have a great day! :)

The z-scores of the given values in their respective samples are as follows: For '29', the z-score is approximately -1.17. For '53', the z-score is approximately 0.64. For '20', the z-score is approximately -1.24. For '44', the z-score is approximately -0.26. For '52', the z-score is approximately 0.31.

To calculate the z-score, we use the formula: z = (x - μ) / σ, where x is the value, μ is the mean, and σ is the standard deviation of the sample.

For the sample [27, 29, 57, 75, 75, 78, 85, 87, 90] with a mean of 67.0000 and a standard deviation of 24.0988:

The z-score of '29' can be calculated as (29 - 67) / 24.0988 ≈ -1.17.

For the sample [8, 26, 37, 39, 41, 44, 47, 48, 50, 50, 53, 80] with a mean of 43.5833 and a standard deviation of 16.9891:

The z-score of '53' can be calculated as (53 - 43.5833) / 16.9891 ≈ 0.64.

For the sample [20, 31, 48, 70, 86, 97] with a mean of 58.6667 and a standard deviation of 30.7224:

The z-score of '20' can be calculated as (20 - 58.6667) / 30.7224 ≈ -1.24.

For the sample [8, 10, 12, 17, 29, 29, 44, 52, 52, 61, 65, 68, 70, 72, 93] with a mean of 45.4667 and a standard deviation of 26.6160:

The z-score of '44' can be calculated as (44 - 45.4667) / 26.6160 ≈ -0.26.

For the sample [8, 22, 23, 38, 38, 52, 79, 91] with a mean of 43.8750 and a standard deviation of 28.7623:

The z-score of '52' can be calculated as (52 - 43.8750) / 28.7623 ≈ 0.31.

Therefore, the z-scores of '29', '53', '20', '44', and '52' in their respective samples are approximately -1.17, 0.64, -1.24, -0.26, and 0.31.

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Answer:

The answer is -285

Step-by-step explanation:

The probability of Roger selling a zucchini bread as the next loaf is 4/21.

What is probability?

Probability is a measure of the likelihood or chance of an event occurring. It is a number between 0 and 1, with 0 representing an impossible event and 1 representing a certain event. The probability of an event is calculated by dividing the number of ways the event can occur by the total number of possible outcomes.

The probability of Roger selling a zucchini bread as the next loaf can be found by dividing the number of zucchini breads sold by the total number of breads sold so far.

The total number of breads sold so far is:

11 (banana) + 8 (zucchini) + 9 (cranberry) + 14 (blueberry) = 42

The number of zucchini breads sold is 8.

So the probability that the next loaf Roger sells will be zucchini bread is:

8/42 = 4/21

Therefore, the probability of Roger selling a zucchini bread as the next loaf is 4/21.

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Answer:

x = 17.51

Step-by-step explanation:

Since this is a right triangle, we can use trig functions

tan theta = opp/ adj

tan 35 = x/25

25 tan 35 =x

x=17.50518

Answer: Difference of Cubes

Step-by-step explanation:

                          \(\boxed {a^3-b^3=(a-b)(a^2+ab+b^2)}\)

\(8x^3-27=\\\\(2x)^3-3^3=\\\\(2x-3)((2x)^2+2x(3)+3^2)=\\\\(2x-3)(4x^2+6x+9)\)

Answer:

x=26

Step-by-step explanation:

Simplify both sides of the equation.

16+

x

13

=18

16+

1

13

x=18

1

13

x+16=18

Step 2: Subtract 16 from both sides.

1

13

x+16−16=18−16

1

13

x=2

Step 3: Multiply both sides by 13.

13*(

1

13

x)=(13)*(2)

x=26

Answer:

C

Step-by-step explanation:

negative four raised to the sixth power divided by negative four raised to the fourth power

because  negative four raised to the fourth power divided by negative four raised to the second power = negative four raised to the second power

negative four raised to the sixth power divided by negative four raised to the fourth power also = negative four raised to the second power

The answer is A: negative four raised to the second power divided by negative four raised to the fourth power. This is obtained by applying the rules of exponents, specifically, when dividing with the same base, subtract the exponents.

This question pertains to exponents division rules. According to the rule of Power of a Power in exponents, when you divide expressions with the same base, you subtract the exponents. So if you have negative four raised to the fourth power (-4⁴) and you want to divide it by negative four raised to the second power (-4²), you subtract 2 from 4 to get an exponent of 2. This results in a negative four raised to the second power (-4²). So, the correct option from the given choices in your question is A: negative four raised to the second power divided by negative four raised to the fourth power.

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Answer:

The 2nd table.

Step-by-step explanation:

It is the only one that makes sense.

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