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The survey is an example of non-probability sampling

A survey is a technique for acquiring data from a sample of people by asking pertinent questions with the goal of comprehending populations as a whole. Everyone involved in the information economy, from corporations to the media to the government and academia, relies on surveys as a vital source of information and insights.

There are four modes of surveys that are commonly used.

The survey is an example of non-probability sampling.

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The intersection of the plane X and plane Y is line CQ.

A plane is a two-dimensional flat surface in geometry. It has no thickness and goes on forever.

Here, we have two planes, X and Y.

There will always be a line at the intersection of two planes.

The planes should intersect in a straight line as long as they are not parallel.

Let CQ be the extended line of CB.

And here we have line CQ.

Which is the intersection of the planes.

Therefore, line CQ is the intersection of the planes X and Y.

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Answer:

80 (t) = d

Step-by-step explanation:

t means time so if the train travels 2 hours

80×2=160miles

The equation that compares the time (t) with the distance (d) would be; 80 (t) = d

An equation is an expression that shows the relationship between two or more numbers and variables. A system of equations is two or more equations that can be solved to get a unique solution. the power of the equation must be in one degree.

Given that A train travels at 80 miles per hour. We need to find the equation that compares the time (t) with the distance (d)

where t means time so if the train travels 2 hours then it will travel;

80 × 2 = 160 miles

Therefore, the equation that compares the time (t) with the distance (d) would be; d = 80t.

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The complete question is

A train travels at 80 miles per hour. What equation that compares the time (t) with the distance (d)?

d = 80t

t = 80d

t = d + 80

d = t + 80

Answer:

c and d

Step-by-step explanation:

Answer:

C and D are the bases of trapezoid shown.

Answer:

3/3=1

Step-by-step explanation:

rise over run

Answer: NO

It is the third one, x > 7

What I did was I solved for x by adding and dividing.

Step-by-step explanation:

Answer:

4x - 13

Step-by-step explanation:

( 6x - 4 ) - ( 2x + 8 )

The "-" sign outside of the parenthesis is equivalent to "-", hence one can distribute the "-" sign

( 6x - 4 ) - ( 2x + 8 )

6x - 4 - 2x - 8

Combine like terms

6x - 5 - 2x - 8

4x - 13

Answer:

A. $15

B.  x - .25x

C.  $12.50

Step-by-step explanation:

A. .25 x $20 = $5

$20-$5 = $15 discounted price of T-shirt

B. x - .25x

C. x + .25x = $10

1.25x = $10

x = $12.50

The result of the expression 4.44 x 10⁷ ÷ 2.25 x 10⁵ is 1.973 x 10² in scientific notation.

What is meant by expression?

An expression is a combination of numbers, symbols, and operators that represents a mathematical quantity or relationship. It may contain variables, constants, and functions, and can be evaluated or simplified to obtain a numerical or symbolic value.

According to the given information

To divide two numbers in scientific notation, we need to divide their coefficients and subtract their exponents.

Using this formula, we can simplify the given expression as follows:

(4.44 x 10⁷) ÷ (2.25 x 10⁵) = (4.44 ÷ 2.25) x 10^(7-5) = 1.973 x 10²

Therefore, the result of the expression 4.44 x 10⁷ ÷ 2.25 x 10⁵ is 1.973 x 10² in scientific notation.

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The result of the calculation is approximately 197.33. Written in scientific notation, it is 1.97333 x 10².

What is an arithmetic sequence?

An arithmetic sequence is a sequence of numbers in which each term after the first is found by adding a fixed constant number, called the common difference, to the preceding term. For example, the sequence 2, 5, 8, 11, 14, ... is an arithmetic sequence with a common difference of 3, since each term after the first is found by adding 3 to the preceding term.

The nth term of an arithmetic sequence can be found using the formula:

an = a1 + (n-1)d

To divide two numbers written in scientific notation, we divide their coefficients (the numbers before the "x 10^") and subtract their exponents. So, for this calculation, we have:

(4.44 x 10⁷) ÷ (2.25 x 10⁵) = (4.44 ÷ 2.25) x 10^(7-5) = 1.973333... x 10²

Therefore, the result of the calculation is approximately 197.33. Written in scientific notation, it is 1.97333 x 10².

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Answer: To determine the break-even quantity, we need to find the point where the revenue equals the cost. In other words, we need to solve the equation R(x) = C(x).

Given:

Setting R(x) = C(x), we have:

Subtracting 135x from both sides of the equation:

Simplifying the left side:

Dividing both sides by 45:

The break-even quantity is 1,236 units.

Since the break-even quantity (1,236 units) is less than the maximum number of units that can be sold (2,097 units), the firm can produce the product because it would make money.

To determine the break-even quantity and decide whether to proceed with the production of the new product, we need to analyze the cost and revenue data provided.

The cost function is given as C(x) = 135x + 55,620, where x represents the quantity of units produced. The revenue function is given as R(x) = 180x. To break even, the total cost and total revenue should be equal. We can set up an equation based on this condition: C(x) = R(x). Substituting the given cost and revenue functions: 135x + 55,620 = 180x

To solve for x, we can subtract 135x from both sides: 55,620 = 45x. Now, divide both sides by 45: x = 1,236. The break-even quantity is 1,236 units.

Since the number of units that can be sold is no more than 2,097 units, which is greater than the break-even quantity of 1,236 units, the firm can produce the product. The break-even point indicates the minimum number of units that need to be sold to cover the costs, and since the firm can sell more than the break-even quantity, it has the potential to make a profit. However, further analysis of other factors such as market demand, competition, and potential profitability should also be considered before making a final decision.

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Since F and a are directly proportional, we can relate F to our unknown F, and a to our other known a.

25 / 5 = F / 8

Cross-multiply to solve.

5F = 200

F = 40

Hope this helps!

Capital asset pricing model (CAPM) Applications of Capital Asset Pricing Model (CAPM) are as follows;The most important application of CAPM is in the calculation of the cost of equity.

CAPM is used by financial analysts and investors to determine the appropriate rate of return for individual stocks and portfolios. CAPM is also useful in determining the required rate of return for capital projects. By calculating the cost of equity capital, companies can make better investment decisions by determining which projects will yield the greatest return on investment.

CAPM can be used in the valuation of assets, such as stocks, real estate, and other investments. Finally, CAPM is useful in evaluating risk.

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Answer: Figure A

The rest of the question is shown below.

Answer:

21 3/5

Step-by-step explanation:

I think the answer is 21 3/5 because

6×3 3/5=21 3/5 but I'm not positive.

Answer:

x = 0.05

x = 1.57

Step-by-step explanation:

The given equation is:

\(e^x-\ln 2x = 3.7\)

Moving all terms to the left side:

\(e^x-\ln 2x - 3.7=0\)

Now we define a function:

\(y=f(x)=e^x-\ln 2x - 3.7\)

The solutions of the equation are the values of x such that y=0.

Since the function cannot be solved by algebraic methods, we use a graphing tool.

Those points where the graph crosses the x-axis are solutions of the equation.

Please refer to the graph in the figure below.

We can clearly identify there are two solutions at

x = 0.05

x = 1.57

Answer:

a= -4

Step-by-step explanation:

subtract 4a from both sides

add 15 to both sides

divide both sides by -3

(order of operations)

The expressions when evaluated are √(81/49) = 9/7 and (2/5)² = 4/5

From the question, we have the following visible expressions that can be used in our computation:

√(81/49) and (2/5)²

Solving (a), we have

√(81/49)

Take the square roots

This gives

√(81/49) = 9/7

The expression cannot be further evaluated

Solving (b), we have

(2/5)²

Evaluate the exponents

This gives

(2/5)² = 4/5

The expression cannot be further evaluated

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Answer:

2b - 8z - 6

Step-by-step explanation:

Rearrange the equation, so like terms are near each other

-2b+4b-3z-5z-6

Now we add the b's and z's to get,

2b - 8z - 6

Answer:

2b -8z -6

Step-by-step explanation:

−2b−5z−6+4b−3z​

Combine like terms

−2b+4b−5z−3z​−6

2b -8z -6

Answer:

120ft

Step-by-step explanation:

If the bases are 120ft apart from each other you would have to find the distance of going from first to second then to third. Then you divide it in half because you arent going around the diamond, you are cutting right through it.

Answer:

a

Step-by-step explanation:

a

The value of g(-5) is 7.5, g(-2) is 4, and g(5) is 7.5 if the value of function g(x) = 1/2x²-5 if x≠-2 and g(x) = 4 if x = -2.

A function is a rule that associates each element in a set (called the domain) with a unique element in another set (called the range). A function takes an input from the domain and produces an output in the range.

To find the value of g(-5), substitute the value in given function

g(-5) = 1/2×(-5)² - 5

= 1/2×25 - 5

= 12.5 - 5 = 7.5

The value of g(-2) is 4 as it is defined in the question only.

To find the value of g(5), substitute the value in given function

g(5) = 1/2×(5)² - 5

= 1/2×25 - 5

= 12.5 - 5 = 7.5

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The statement that says "there are infinitely many sets of two unit vectors that are perpendicular to each other" is true. Therefore, the correct option is True.

In Euclidean geometry, any two vectors can be extended to form an orthogonal basis. Given two linearly independent vectors a and b, the cross product a × b is a third vector c that is orthogonal to both a and b. We may now define a unit vector u_1 in the direction of a by dividing a by its length, and a second unit vector u_2 in the direction of c by dividing c by its length.

The dot product of the vectors a and b in three-dimensional space is defined as:  

a · b = |a||b| cosθ

where θ is the angle between the two vectors.

This definition may be extended to any inner product space, giving the angle between a and b with respect to the inner product: The dot product of two vectors is zero if and only if the vectors are perpendicular to each other. Therefore, it is possible to obtain multiple sets of unit vectors which are perpendicular to each other.

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Answer:

X = 3   Y = -3

Step-by-step explanation:

The arrow is on X = 3 and the other side of arrow is on Y = -3

Hope I helped

I am not capable of traveling nor can I provide a distance measurement from the midpoint of the Golden Gate Bridge to the beginning of the Quaternary Period.

However, I can tell you that the Quaternary Period is the most recent geological period, starting about 2.6 million years ago and continuing to the present day. It is divided into two epochs: the Pleistocene (2.58 million to 11,700 years ago) and the Holocene (11,700 years ago to present). In terms of distance, the concept of traveling to the beginning of the Quaternary Period doesn't apply since it refers to a time period rather than a physical location. It is characterized by the widespread formation of ice sheets, as well as the evolution of modern humans. It is important to note that geological periods are measured in time, not distance. Therefore, the question does not have a valid answer.
If you have any more questions, feel free to ask.

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Therefore, in about 15 years and 2 months, the senior class will have about 100 students.

An equation is a statement that expresses the equality of two mathematical expressions using mathematical symbols such as variables, numbers, and mathematical operations. The equality is represented by an equal sign "=" between the two expressions. Equations are used to represent mathematical relationships and solve problems in various fields such as physics, chemistry, engineering, and economics.

Given by the question.

Let P be the initial population of the senior class in the high school, and r be the rate of decrease in population per year (in decimal form).

Then, we can write the following equation to represent the situation:

P\((1-r)^{n}\) = 100

We know that the current population of the senior class is 320, so we can substitute these values into the equation:

320\((1-0.07)^{n}\) = 100

Simplifying the equation, we get:

\(0.93^{n}\) = 0.3125

Taking the natural logarithm of both sides, we get:

n ln (0.93) = ln (0.3125)

Dividing both sides by ln (0.93), we get:

n = ln (0.3125) / ln (0.93)

Using a calculator, we find that n is approximately equal to 15.21 years.

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Answer:

Step-by-step explanation:

boody boody

Answer:

umm it's a piecewise function and I think the graph is correct I don't really understand what you mean by what is the "graph" of the following function since the graph is already there...

Step-by-step explanation:

Answer:

Step-by-step explanation:

4 boxes should do

Answer:

17.5hrs

Step-by-step explanation:

Set they worked for x hours,

10x+35=210

10x=175

x=17.5

The H0: μ = 70 H1: μ > 70 These are the null and alternative hypotheses in symbolic form for the given scenario.

express the null hypothesis (H0) and alternative hypothesis (H1) for the given situation involving the Carter Motor Company and their claim about the Libra's average city mileage.

The null hypothesis (H0) is the default assumption that there is no difference or relationship between the tested parameters. In this case, it would be that the true average mileage (μ) of the Libra is equal to 70 miles per gallon in the city:
H0: μ = 70

The alternative hypothesis (H1) is the claim that we want to test, which is that the true average mileage (μ) of the Libra is better than (greater than) 70 miles per gallon in the city:
H1: μ > 70

These are the null and alternative hypotheses in symbolic form for the given scenario.

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Answer:

Step-by-step explanation:

58%

7/12 into a percentage