(show work)
Given the circle below,
find the measure of KM.
L
K
21°
M M
J
N

When an auditor uses monetary-unit sampling to examine the total value of invoices, each invoice has a probability proportional to its monetary value of being selected.

Monetary unit sampling (MUS) refers to a statistical sampling method utilized to determine if the account balances or monetary amounts in a population contain any misstatements in an account of transaction. Auditors use monetary unit sampling, which is also known as probability-proportional-to-size sampling or dollar-unit sampling, to establish the accuracy of financial accounts. With monetary unit sampling, each dollar in a transaction is a separate sampling unit. When an auditor uses monetary-unit sampling to examine the total value of invoices, each invoice has a probability proportional to its monetary value of being selected.

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The algebraic expression for "9 less than the quotient of z and 8" exists 9 - z / 8.

Using variables, constants, and algebraic operations, an expression can be described as an algebraic expression in mathematics (addition, subtraction, etc.). Terms are used to construct expressions.

Similar to this, when we describe an algebraic expression in English and it has a variable, we are doing so (an expression with a variable).

A mathematical expression made composed of integer constants, variables, and algebraic operations is known as an algebraic expression (addition, subtraction, multiplication, division and exponentiation by an exponent that is a rational number).

Let the given expression be "9 less than the quotient of z and 8".

simplifying the expression, we get

= 9 - z / 8

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The value of P for the given isosceles trapezoid is 21.

An isosceles trapezoid is a four-sided figure with two parallel sides (called bases) of different lengths, and two non-parallel sides of equal length.

The non-parallel sides are also called legs. The two parallel sides are connected by two diagonal lines that intersect each other at a midpoint, forming two congruent triangles.

The following properties are characteristic of an isosceles trapezoid:

For this case, if m∠I = 106⁰, then m∠J = 106⁰

So the value of P is calculated as follows;

m∠J = 5p + 1 = 106

5p + 1 = 106

5p = 106 - 1

5p = 105

p = 105 / 5

p = 21

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The variance of the return on a portfolio with many securities is more dependent on the covariances between the individual securities than on the variances of the individual securities.

The variance of a portfolio measures the variability or dispersion of the portfolio's returns. When a portfolio consists of multiple securities, the overall variance is influenced by the interrelationships among the returns of those individual securities.

The covariance between individual securities in a portfolio has a significant impact on the portfolio's variance.

The diversification benefits arise from the fact that covariances tend to offset each other, potentially leading to a lower overall portfolio variance compared to the sum of individual variances.

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Answer:

10%

Step-by-step explanation:

460 - 414 is 46

Divide 46 by 460 to get 0.1

0.1 is equal to 10%

Answer:

Area of larger sector is 48.23 sq.ft

Step-by-step explanation:

area of the sector = x°/360 × π r^2

= 221/360 × 22/7 × 5×5

= 48.234 sq.ft

Nearest hundredth of 48.234 is 48.23

Answer: first blank: jen

second blank: mean

Step-by-step explanation:

N/A

Answer:

v=99

Step-by-step explanation:

This is somewhat like a ratio problem. So, when v is 36, g is 4. We can simplify this. So, if we divided g by 4 we get one, and if we divide v by 4 we get 9. So, we have 1:9 ratio of g to v. If g is 11, then we multiply the 1 by 11 and the 9 by 11 also. Therefore, v is 99

A table of t-values to estimate the P-value for the specified one-mean t-test. Two-tailed test, n = 21, t = -2.509 because we reject the null hypothesis and conclude that there is significant evidence to support the alternative hypothesis. The correct option is a.

To estimate the P-value for the specified one-mean t-test, we need to refer to a table of t-values. Given that it is a two-tailed test with a sample size of 21 and a calculated t-value of -2.509, we need to find the area in both tails beyond -2.509.

Looking up the t-value of -2.509 in the t-table, we find that the closest value is -2.528 for degrees of freedom (df) equal to 20. Since the table usually provides critical values for specific significance levels, we need to find the corresponding significance level for -2.528.

Comparing the t-value of -2.528 with the values in the table, we see that it falls between the critical values for a significance level of 0.02 and 0.05. Therefore, the P-value for the specified t-test is between 0.02 and 0.05. Thus, the correct answer is option a.

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Answer:

yes beacuse he have nice grapics and u can play with your friends.

Step-by-step explanation:

Answer: Yes it is very good i recommend getting it, but it takes a ton of time to get use to it.

Step-by-step explanation:

Question:

2 people A and B travel from X to Y along different routes. Their journeys take the same amount of time. B's route is 100km at an average speed of 40km/hour A's route is 60km. What is A's average speed?

Answer:

Person A's average speed is 24km/hr

Step-by-step explanation:

Given

Person B

\(Distance = 100km\)

\(Speed = 40km/hr\)

Person A

\(Distance = 60km\)

Required

Average speed of person A

Speed is calculated as:

\(Speed = \frac{Distance}{Time}\)

For person B

\(40 = \frac{100}{Time}\)

Make Time the subject

\(Time= \frac{100}{40}\)

\(Time= 2.5hr\)

For person A

\(Speed = \frac{Distance}{Time}\)

\(Speed = \frac{60}{Time}\)

The journeys last for the same duration.

So;

\(Speed = \frac{60}{2.5}\)

\(Speed = 24\)

Person A's average speed is 24km/hr

The scientific notation for the number of dust mites is 2.0 x 10⁶, and the scientific notation for the length of the dust mites is 4.2 x 10⁻³.

The correct option is C.

Scientific notation is a method of expressing very big or extremely small numbers using powers of ten.

A number is represented in scientific notation as the product of a number between 1 and 10 (the coefficient) with a power of ten.

The number of places the decimal point must be moved to produce a number between 1 and 10 is represented by the power of ten.

For example, the number 2,000,000 can be written in scientific notation as 2 x 10⁶.

The coefficient is 2, which is between 1 and 10. The power of 10 is 6, which represents the number of zeros in the original number.

Similarly, the length of dust mites is 0.0042 mm.

This number can be written in scientific notation as 4.2 x 10⁻³.

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Answer:

Step-by-step explanation:

Writing linear equations given two points can be a useful skill when graphing linear equations.

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Answer:

-8x+12

Step-by-step explanation:

Solve:

2(-5x + 10) + 2(x-4)= perimeter

-10x+20 + 2x-8= perimeter

-8x+12= perimeter

Hope this helps! :)

Answer:

0

Step-by-step explanation

Because sin 0 = cos 0 when 0 = 0 degrees because it wouldn't change it would stay the same so it's just 0 cause it's to the 0 power.

Answer:

$669.75

Explanation:

How much did Parker earn from working his 40 regular hours?

If the regular rate is $14.10 and he works 40 hours, the total earning for the regular hours is:

40 x $14.10 = $564

What is Parker's overtime rate?

The overtime rate is equal to the time-and-a-half of the regular rate. So, we need to multiply the regular rate by 1.5, then:

$14.10 x 1.5 = $21.15

So, Parker will earn $21.15 for each extra hour.

How much did Parker earn from working 5 hours of overtime?

If he earns $21.15 for each hour, for the 5 hours of overtime, he earned:

5 x $21.15 = $105.75

How much was Parker's gross paycheck?​

Therefore, Parker's gross paycheck is the sum of the earnings for the regular time and the earning for the overtime. So:

$564 + $105.75 = $669.75

Then, the answer is $669.75

Answer:

4

Step-by-step explanation:

hope this helps! have a nice day and mark me brailyest plzz:D

Answer:

19.8,41.8

Step-by-step explanation:

wish you all the best hope you understand.

Assuming that we are performing a two-tailed test, the significance level is α = 0.1 would be dispersed in the distribution's tails with α/2  = 0.05.

And we must consider two critical values that add up to 0.05 of a area on every tail of a F distribution with a 10 degree angle.

\(\begin{aligned}&F_{\alpha / 2}=0.311 \\&F_{1-\alpha / 2}=4.06\end{aligned}\)

An F statistic is one that is ascertained through an ANOVA test. It helps determine the relevance of the variable groups.

Now, according to the question;

We understand that sample size for numerator is 11 and also the sample size for denominator is 7. So, for each case, we can calculate a degrees of freedom as follows:

\(\begin{aligned}&d f_{\text {num }}=11-1=10 \\&d f_{d e n}=7-1=6\end{aligned}\)

In this case, the F distribution could have 10 degrees of freedom with in numerator as well as 6 degrees of freedom in the denominator.

Assuming we are conducting a two-tailed test, the significance level of α = 0.1 will be distributed in the tails of the distribution with α/2  = 0.05.

Now, locate two critical values that collect 0.05 of a area on every tail of F distribution to 10 degrees of freedom again for numerator and 6 degrees of freedom for the denominator and we obtained using a table or excel;

\(\begin{aligned}&F_{\alpha / 2}=0.311 \\&F_{1-\alpha / 2}=4.06\end{aligned}\)

Therefore, the critical f-value for the two-tailed experiment is found.

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Answer:

Step-by-step explanation:

To compute the mean absolute error (MAE) and mean squared error (MSE), we need to calculate the errors between the actual demand (Yt) and forecasted demand (Ft) for each period. The errors are the differences between the actual and forecasted values.

Using the given data:

Period Actual Demand (Yt) Forecasted Demand (Ft)

1              50                                                ---

2              49                                                50

3                   44                                                 49

4              46                                                 44

5              50                                                 46

6              60                                                 50

a. Mean Absolute Error (MAE) is calculated by taking the average of the absolute differences between the actual and forecasted values:

MAE = (|Yt - Ft| + |Yt - Ft| + ... + |Yt - Ft|) / n

Period 1: |50 - Ft| = |50 - ---| = ---

Period 2: |49 - 50| = 1

Period 3: |44 - 49| = 5

Period 4: |46 - 44| = 2

Period 5: |50 - 46| = 4

Period 6: |60 - 50| = 10

Sum of absolute errors = --- + 1 + 5 + 2 + 4 + 10 = ---

MAE = Sum of absolute errors / n = --- / 6 = ---

Therefore, the mean absolute error (MAE) cannot be computed without the missing values.

b. Mean Squared Error (MSE) is calculated by taking the average of the squared differences between the actual and forecasted values:

MSE = ((Yt - Ft)^2 + (Yt - Ft)^2 + ... + (Yt - Ft)^2) / n

Period 1: (50 - Ft)^2 = (50 - ---)^2 = ---

Period 2: (49 - 50)^2 = 1

Period 3: (44 - 49)^2 = 25

Period 4: (46 - 44)^2 = 4

Period 5: (50 - 46)^2 = 16

Period 6: (60 - 50)^2 = 100

Sum of squared errors = --- + 1 + 25 + 4 + 16 + 100 = ---

MSE = Sum of squared errors / n = --- / 6 = ---

Similarly, the mean squared error (MSE) cannot be computed without the missing values.

Without the forecasted demand values for Period 1, it is not possible to calculate the mean absolute error (MAE) or mean squared error (MSE) using the given data.

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Answer:

5.265748

Step-by-step explanation:

i did a cm to feet calcu-lator

have good day

The correct answer is 4 feet 17 inches is 160.5 c.m.

The process to convert cm to feet is simple. 1 cm. is equal to 0.025 feet. So you must multiple the unit by 0.025.

Given:

1 feet = 38.48 cm.

1 cm. = 0.025 feet.

160.5 cm = (0.025/1) * 160.5

160.5 cm = 4.1709 feet  

4.1709 feet  

4.1709 feet  = 4 feet + 1709 inches.

We can 4.1709 feet which is equal to 4 feet 17 inches.

Therefore, 160.5 cm is equal to  4 feet 17 inches.

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The likely factor that impacts the discrepancy in the prevalence of depression between Japan and the United States is sociocultural factors,

Here,

Sociocultural factors refer to the social and cultural influences that shape the behavior and experiences of individuals within a society. Japan and the United States have different social and cultural contexts, which can contribute to differences in mental health outcomes such as depression.

In Japan, there are certain sociocultural factors that may play a role in the lower prevalence of depression. These factors include a strong emphasis on collectivism, social support networks, close-knit communities, and cultural practices such as mindfulness and meditation.

Additionally, Japan has a more collective-oriented culture that places value on harmony and conformity, which may help reduce stress and contribute to better mental health outcomes.

On the other hand, the United States has a different sociocultural context characterized by individualism, higher levels of stress, and a focus on personal achievement. These factors can contribute to higher rates of depression in the United States.

It is important to note that while sociocultural factors are likely to play a significant role, other factors such as genetic differences, rates of stress, and self-esteem can also contribute to the prevalence of depression, but they may not be the primary reasons for the discrepancy mentioned in the question.

Thus option A is correct,

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Complete question:

Whereas the prevalence of depression in Japan is only 3 percent, in the United States the prevalence is almost six times that, at 17 percent. Which of the following factors likely impacts this discrepancy?

a. sociocultural factors

b. genetic differences

c. lower rates of stress in Japan

d. higher self-esteem among people in Japan

Answer:

-7(4-x)≥-18+7x

-28+7x≥-18+7x

7x-7x≥-18+28

x≥10

Step-by-step explanation:

The value of the structure indicator for the 2nd class in the bank interest rate distribution series can be calculated. The answer is option (a) 0.26.

To calculate the structure indicator for a class in a distribution series, we use the formula:

Structure Indicator = (Number of Banks in the Class / Total Number of Banks) × Class Midpoint

In this case, for the 2nd class, there are 10 banks with an interest rate of 3%. To calculate the class midpoint, we take the average of the lower and upper class limits, which is (2 + 3) / 2 = 2.5%.

The total number of banks in all classes is 15 + 10 + 8 + 5 = 38.

Using the formula, we can calculate the structure indicator for the 2nd class:

Structure Indicator = (10 / 38) * 2.5

Structure Indicator ≈ 0.657

Therefore, the value of the structure indicator for the 2nd class is approximately 0.657.

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Answer:

c

\(6.46 \geqslant \frac{ { {x \sqrt[ |)x \frac{ {?}^{?} }{?} | ]{?} }^{?} }^{2} }{?} \)

d

The graph of the inequality is attached to the solution.

A graph can be defined as a pictorial representation or a diagram that represents data or values.

Given is an inequality, y+4 < 3x - 1/2x - 2, we need to graph it,

This graph represents inequality y+4 < 3x - 1/2x - 2,

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Answer:

The solution of the given equation is

               \(x = \frac{3}{2} , 1\)

Step-by-step explanation:

Explanation:-

Given equation is     - 2 x² + 5 x - 3 = 0

By using quadratic formula

                         \(x = \frac{-b-\sqrt{b^{2} - 4 a c} }{2 a} , x = \frac{-b+\sqrt{b^{2} - 4 a c} }{2 a}\)

Given equation   a = -2 , b = 5 ,c = -3

                    \(x = \frac{-5-\sqrt{(5)^{2} - 4 (-2) (-3)} }{2 (-2)} , x = \frac{-5+\sqrt{(5)^{2} - 4 (-2) (-3)} }{2 (-2)}\)

                  \(x = \frac{-5-\sqrt{1} }{-4} = \frac{-6}{-4} = \frac{3}{2}\)

and

                 \(x = \frac{-5+\sqrt{1} }{-4} = \frac{-5+1}{-4} = \frac{-4}{-4}=1\)

The solution of the given equation is

               \(x = \frac{3}{2} , 1\)