A research institute poll asked respondents if they felt vulnerable to identity theft in the poll n=1025 and x=549 who said yes use a 95% confidence level

Answer:

Public Policy Formulation, Implementation and Evaluation.

The geometric mean return for the given data set is approximately 0.85%.

To calculate the geometric mean return for the given data set, we need to follow these steps:

Convert the percentage returns into decimal form.

To do this, we divide each return by 100:

-5% becomes -0.05

6% becomes 0.06

-7% becomes -0.07

4.7% becomes 0.047

5.1% becomes 0.051

Add 1 to each decimal return to obtain the growth factor:

-0.05 + 1 = 0.95

0.06 + 1 = 1.06

-0.07 + 1 = 0.93

0.047 + 1 = 1.047

0.051 + 1 = 1.051

Multiply all the growth factors together:

0.95 × 1.06 × 0.93 × 1.047 × 1.051

= 1.04251741

Take the nth root of the product, where n is the number of returns in the data set. In this case, n = 5:

\(1.04251741^{(1/5)}\) ≈ 1.008488

Subtract 1 from the result and multiply by 100 to obtain the geometric mean return as a percentage:

(1.008488 - 1) × 100 ≈ 0.8488

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I can't understand

please write in english

Answer:

Rain

Explanation:

In certain temperatures, water droplets freeze

There are different kinds of expression. The expressions that is equivalent to 4r + 3s - 2r is 2r +3s.

Equivalent expressions are known to be any kind of expressions that does the same thing even if they may have different looks.

Note that  two algebraic expressions are said to be equivalent, when the two expressions do have the same value in terms of value(s) and variable(s).

Thus in  4r + 3s - 2r, we collect like terms:

4r -2r -3s

=2r-3s

Therefore, the answer is 2r-3s

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Answer:

where is the image

Explanation:

how can we know the answer

Answer: Um tbh if you have a gut feeling about something, believe that because 9/10 its right, and you have no doubt your right like for example if someone asks you what's today and you say Wednesday, and they say no it's Thursday and you go back and forth because you know for a fact that today is Wednesday.  Hopefully that helps in someway.

Explanation:

Answer:

0.4934

Explanation:

To obtain the area of the shaded region under then curve :

P(-2.48 < Z < 0) = P(Z < 0) - P(Z < - 2.48)

To obtain P( Z < x) = (x - μ) / s

Therefore :

P(Z < 0) - P(Z < - 2.48)

Using a Z probability calculator :

P(Z < 0) = 0.5

P(Z < - 2.48) = 0.0065691

Hence,

P(Z < 0) - P(Z < - 2.48) = 0.5 - 0.0065691

Therefore the shaded area under the normal probability curve is = 0.5 - 0.0065691 = 0.4934309

P(Z < 0) - P(Z < - 2.48) = 0.4934

The cost of goods sold for the month of October using the FIFO method is $11,490 and the cost of the ending inventory is $6,840.

FIFO is one of the most commonly used inventory accounting methods. FIFO stands for First-In, First-Out, and it means that the first inventory items that enter a warehouse or storage location are the first to leave.

FIFO is often used in industries where products have an expiration date, like food and beverage, and it's also popular with companies that sell items that can quickly become obsolete, like technology or fashion companies.

Here, we are given the following transactions related to Sandra’s Purse Boutique and we need to calculate the ending inventory and cost of goods sold using the FIFO method.

Date Transactions Units Unit Cost Total Cost October 1 Beginning inventory 6 $820 $4,920 October 4 Sale 4 October 10 Purchase 5 $830 $4,150 October 13 Sale 3 October 20 Purchase 4 $840 $3,360 October 28 Sale 7 October 30 Purchase 8 $850 $6,800

We will calculate the cost of goods sold and ending inventory step by step using the FIFO method as follows:

As we are using FIFO, the first goods purchased are assumed to be sold first, and therefore, the cost of goods sold is calculated by using the unit cost of the oldest purchase transactions. Cost of goods sold (COGS) = Cost of oldest inventory * Units sold from oldest inventory to newest inventory

First, we will calculate the cost of goods sold for the first sale of 4 units on October 4. The first 4 units of inventory sold are from the beginning inventory of 6 units, which were purchased at a unit cost of $820.

Therefore, COGS = 4 * $820 = $3,280

Similarly, we will calculate the cost of goods sold for the second sale of 3 units on October 13. The first 2 units of inventory sold are from the beginning inventory of 6 units, which were purchased at a unit cost of $820. The remaining unit is from the purchase of 5 units on October 10, which were purchased at a unit cost of $830.

Therefore, COGS = (2 * $820) + (1 * $830) = $2,470

Finally, we will calculate the cost of goods sold for the third and final sale of 7 units on October 28. The first 2 units of inventory sold are from the beginning inventory of 6 units, which were purchased at a unit cost of $820. The next 4 units of inventory sold are from the purchase of 4 units on October 20, which were purchased at a unit cost of $840.

The remaining unit is from the purchase of 5 units on October 10, which were purchased at a unit cost of $830. Therefore, COGS = (2 * $820) + (4 * $840) + (1 * $830) = $5,740

Hence, the total cost of goods sold for the month of October using the FIFO method is $3,280 + $2,470 + $5,740 = $11,490

Now, we will calculate the ending inventory for the month of October. The ending inventory will include the remaining units that were not sold. We will first calculate the total units available for sale by adding the beginning inventory and the purchases made during the month.

Total units available for sale = Beginning inventory + Purchases

Total units available for sale = 6 + 5 + 4 + 8 = 23 units

Now, we will calculate the ending inventory using the FIFO method. The ending inventory will include the newest units purchased during the month. Units sold during the month = 4 + 3 + 7 = 14 units.

Therefore, the remaining units in the inventory = Total units available for sale - Units sold during the month

Remaining units in the inventory = 23 - 14 = 9 units

The 9 units in the ending inventory are from the last purchase of 8 units made on October 30, and the remaining unit is from the purchase of 4 units made on October 20.

Therefore, the total cost of the ending inventory using the FIFO method = (8 * $850) + (1 * $840) = $6,840

Therefore, the cost of goods sold for the month of October using the FIFO method is $11,490 and the cost of the ending inventory is $6,840.

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Students' work ethic can be influenced by their peer groups and a desire to be popular, potentially impacting their dedication and commitment to academic tasks.

The work ethic of students can be influenced by their peer groups and a desire to be popular. Here's a step-by-step explanation:

In summary, the influence of peer groups and the desire to be popular can impact students' work ethic, either positively or negatively, depending on the values and behaviors promoted within those groups.

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Answer:

Kate has encountered the Simpson's Paradox. This paradox occurs when the relationship between two variables is reversed when they are analyzed together compared to when they are analyzed separately. In this case, pepperoni pizza is the most popular flavor when analyzed separately for weekdays and weekends, but overall it is not the most popular flavor. This paradox can occur when there are other factors that are not being taken into account, such as the total number of sales for each flavor.

Explanation:

A system of organizations, people, activities, information, and resources involved in supplying a product or service to a consumer is called a supply chain.

A supply chain encompasses the entire process of delivering a product or service to a consumer, involving various interconnected components. Let's break down the elements of a supply chain:

In summary, a supply chain integrates organizations, people, activities, information, and resources to ensure the efficient and effective delivery of products or services from suppliers to consumers.

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Answer all the answers are 3,5,3,2

Explanation:took the assignment

Answer:

for edge its 3,5,4,4

Explanation:

Answer:

$0.77

Explanation:

The 95% confidence interval for the true mean breaking strength of all cables produced by the manufacturer is approximately 1680.9 pounds to 1719.1 pounds. The lower limit is 1680.9 pounds, and the upper limit is 1719.1 pounds.

To calculate the 95% confidence interval for the true mean breaking strength of all cables produced by the manufacturer, we can use the formula:

Confidence Interval = sample mean ± (critical value * standard deviation / √sample size)

The critical value corresponds to the desired level of confidence and the sample size. For a 95% confidence level and a sample size of 90, the critical value is approximately 1.96 (obtained from the standard normal distribution).

Substituting the given values into the formula, we have:

Confidence Interval = 1700 ± (1.96 * 92 / √90)

Calculating the values:

Confidence Interval = 1700 ± (1.96 * 92 / √90)

                  ≈ 1700 ± (1.96 * 92 / 9.4868)

                  ≈ 1700 ± 19.12

Rounding to one decimal place, we get:

Confidence Interval ≈ (1680.9, 1719.1)

Therefore, the 95% confidence interval for the true mean breaking strength of all cables produced by the manufacturer is approximately 1680.9 pounds to 1719.1 pounds. The lower limit is 1680.9 pounds, and the upper limit is 1719.1 pounds.

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Answer:

In order to meet the needs of its people, every society must answer three basic economic questions:

What should we produce?

How should we produce it?

For whom should we produce it?

Every society, regardless of its political structure, must develop an economic system to determine how to use its limited productive resources to answer the three basic economic questions of what, how, and for whom to produce.

Teaching the aim of developing new social patterns within the context of the sociology of education requires a comprehensive and interactive approach in the classroom.

Some strategies that could be used to effectively teach this aim:

1)Introduce case studies: Presenting real-life case studies that demonstrate social patterns and their consequences can help students understand the importance of developing new social patterns.

By analyzing these cases, students can identify existing social patterns, evaluate their impacts, and brainstorm potential alternatives.

2)Encourage critical thinking: Foster critical thinking skills by engaging students in discussions and debates about current social patterns and their implications.

Encourage them to question the status quo, challenge existing norms, and explore alternative social arrangements.

This can be done through open-ended questions, group activities, and analyzing conflicting viewpoints.

3)Collaborative projects: Assigning collaborative projects that require students to propose and develop new social patterns can be an effective way to engage them in active learning.

Students can work in groups to identify social issues, research potential solutions, and create action plans for implementing new social patterns.

This hands-on approach encourages creativity, teamwork, and problem-solving skills.

4)Guest speakers and field trips: Inviting guest speakers from various fields, such as sociology, education, and community organizations, can provide students with real-world insights into the development of new social patterns.

Organizing field trips to relevant community organizations or institutions can also give students the opportunity to observe and learn from initiatives that aim to create positive social change.

5)Reflective activities: Incorporate reflective activities, such as journaling, class discussions, or personal presentations, where students can express their thoughts, insights, and personal experiences related to social patterns.

Encourage them to critically reflect on their own behaviors, attitudes, and the potential impact they can have on social patterns.

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The value of n where n −11+1 equal to 0 is 10.

Expression simply refers to the mathematical statements which have at least two terms which are related by an operator and contain either numbers, variables, or both.

Addition, subtraction, multiplication, and division are all possible mathematical operations. As an illustration, the expression x + y has the terms x and y with an addition operator between them.

Therefore, n - 11 + 1 = 0

n - 10 = 0

n = 0 + 10

n = 10

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Answer:

for every new hexagon, you just add 5 toothpicks, that's even true for the first one, if we lay down one starter toothpick before the first step

then we can write it as s formula:

t(x) = 1 + 5x

wich gives us the required number of toothpicks by plugging in the desired ammount of hexagons (x)

2.

t(5) = 1 + 5*5 = 25

3.

t(12) = 1 + 5*12 = 61

4.

76 = 1 + 5*x

75 = 5x

15 = x

he can build 15 hexagons

5.

101 = 1 + 5x

100 = 5x

20 = x

he can build 20 hexagons

hope it helps. have a great day

Answer:

B. Spiral

Explanation:

I searched online. PLUS, look at the pictured its spiral-

Answer:

Explanation:

It sounds like both of these students may require additional support and accommodations to help them succeed in the classroom. The student who runs out of the room may benefit from a visual or auditory cue to help him transition from one activity to another. The student with dyslexia may benefit from additional support services, such as a resource teacher or assistive technology, to help her with reading and writing tasks. The use of blue paper may also be a helpful accommodation for her. It's important for the teacher to work with the students and their families to develop an individualized plan to meet their unique needs.

Answer:

For the student who regularly runs out of the room, it may be helpful to establish a clear routine and visual schedule for transitioning from the mat to the desk. You can create a picture schedule or use visual cues to help the student understand what is expected of them.
Additionally, you may want to have a conversation with the student to understand why they are running out of the room. They may be feeling overwhelmed, anxious, or bored.

Once you understand the root of the behavior, you can work together to find a solution.

For Kyla, it's important to recognize that dyslexia can make reading and writing challenging. Using blue paper can make it easier for her to read and focus on the task at hand. It may also be helpful to provide additional support during class, such as a note-taker or a reading buddy. If Kyla is disrupting the class, it may be helpful to have a behavior plan in place that outlines clear expectations and consequences. Additionally, you can work with Kyla to identify strategies that help her focus and manage her behavior, such as taking breaks, using fidgets, or practicing deep breathing.

Answer:

A blend of fine Latin American beans roasted

A blend of fine Latin American beans roasted to a glistening, dark chestnut color. Loaded with flavor, balancing tastes of toffee and cocoa, just a touch of sweetness from the roast.

Answer:Chemical composition is the arrangement, type, and ratio of atoms in molecules of chemical substances.

Explanation:

Answer:

Chemical composition is the arrangement, type, and ratio of atoms in molecules of chemical substances.

Answer:

The mass of a system changes when a substance changes from liquid to gas, but it does not change in a chemical reaction. Does Avita's model represent a chemical reaction? No it does not because the equation is not balanced. ... The mass is the same before and after the reaction.

Explanation:

Answer:

no

Explanation:

No it does not because the equation is not balanced

Answer:

There are three parts in a lever:

Answer:

b

Explanation:

b) if the total cost is between 400 and 2,800 dollars, then insurance will pay about 25 percent of the total cost. Is just a guess.