Suppose you have four possible predictor variables X,X,X, and X, that could be used in a regression analysis. You run a forward selection procedure, and the variables are entered as follows: Step 1: X Step 2: X. Step 3: x Step 4: X, In other words, after Step 1, the model is E(Y)= B. + B,X,. After Step 2, the model is E(Y)= B. + B,X: + B.X.. And so on. 1) IT) Explain how the variable in step 3 will be entered into the model. (2) The final model has all the four independent variables entered in the given order, does this mean that all the entered variables are significant? Give a reason for your answer.

add (7x6 + 10x2 − 10) + (3x6 − 6x3 + 4)=  10x6 - 6x3 + 10x2 - 6.

To solve this problem, we need to combine like terms. First, let's add the terms with the same degree of x together.

7x6 + 3x6 = 10x6

Next, we have -6x3 as our only x3 term, so we keep it as is.

Now, we move on to the x2 terms. We have 10x2 in the first set of parentheses and 0x2 in the second set of parentheses (since there is no x2 term). Therefore, we simply add 10x2.

For the constant terms, we have -10 in the first set of parentheses and 4 in the second set of parentheses. Therefore, we add these two terms to get -6.

Putting everything together, we have:

(7x6 + 10x2 − 10) + (3x6 − 6x3 + 4) = 10x6 - 6x3 + 10x2 - 6

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The

linear equation

for total cost C in terms of the number of units produced can be obtained from the data provided.

Since it is a linear function, we can use the formula: y = mx + b where y is the dependent variable (total cost C), m is the slope, x is the

independent variable

(number of units produced), and b is the y-intercept.

To find the slope, we use the formula:

m = (y2 - y1)/(x2 - x1),

where (x1, y1) = (100, 200) and (x2, y2) = (150, 275). Plugging in these values, we get:

m = (275 - 200)/(150 - 100)

=75/50

= 3/2

To find the y-intercept, we can use the point-slope form of a line:

y - y1 = m(x - x1),

where (x1, y1) = (100, 200), and m = 3/2.

Plugging in these values, we get: y - 200 = (3/2)(x - 100). Simplifying, we get:

y = (3/2)x - 50.

The problem requires us to express the linear equation for total cost C in terms of the number of units produced. We are given two data points:

(100, 200) and (150, 275).

Using this data, we can find the slope and y-intercept of the linear equation.

The

slope of a linear function

is the rate of change between two points.

In this case, it represents the change in total cost per unit as a function of the number of units produced.

We can use the slope formula to find the slope:

m = (y2 - y1)/(x2 - x1),

where (x1, y1) = (100, 200) and (x2, y2) = (150, 275). Plugging in these values, we get:

m = (275 - 200)/(150 - 100)

= 75/50

=3/2

This means that for every unit increase in the number of units produced, the total cost increases by $1.50. Alternatively, we can say that the total cost increases by $150 for every 100 units produced.

The y-intercept of a

linear function

is the point where the function intersects the y-axis. In this case, it represents the total cost when no units are produced.

We can use the

point-slope form

of a line to find the y-intercept:

y - y1 = m(x - x1),

where (x1, y1) = (100, 200), and

m = 3/2. Plugging in these values, we get:

y - 200 = (3/2)(x - 100)

Simplifying, we get:

y = (3/2)x - 50.

Therefore, the linear equation for total cost C in terms of the number of units produced is:

y = (3/2)x - 50

The linear equation for total cost C in terms of the number of units produced is y = (3/2)x - 50.

This means that for every unit increase in the number of units produced, the total cost increases by $1.50. Alternatively, we can say that the total cost increases by $150 for every 100 units produced.

The y-intercept of the line is -50, which represents the total cost when no units are produced.

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The total distance from the starting point is 42 miles.

Distance is a numerical measurement of how far apart two objects or points are located. It can be measured in various units, such as miles, kilometers, or light years. The concept of distance is important in physics, mathematics, and geometry. It is used in a wide range of everyday applications, from measuring the length of a running track to determining the distance from Earth to the Moon. Distance helps us understand how things are related and connected to each other in space. It can also be used to calculate the speed of an object or the time it takes to travel between two points.

To calculate this, one can use the Pythagorean theorem to solve for the hypotenuse of the right triangle created by the distances traveled. The hypotenuse of the triangle is the total distance traveled, and can be calculated by taking the square root of the sum of the squares of the other two sides. The other two sides are the 10 miles north and the 16 miles east, so the total distance traveled can be calculated by taking the square root of (10^2 + 16^2). The answer is 42 miles.
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Complete questions as follows-
I drove 10 miles north 14 miles east 16 miles north 2 miles east 4 miles north how far am I from my starting point?

As heat is being added, the water is turning into water vapor .

Answer:

To make him feel a little better

Step-by-step explanation:

:)

The rectangular prism's length, width, and height can also be labelled, and the surface area (SA) can be calculated using the formula:

SA = 2lw+2lh+2hw.

A face is just a flat surface in the geometric sense, and edges are formed where surfaces meet. Pyramids and prisms are both examples of polyhedra. A pyramid, however, is not a prism.

Method to find surface area:

Thus, the rectangular prism's length, width, and height can also be labelled, and the surface area (SA) can be calculated using the formula:

SA = 2lw+2lh+2hw.

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Surface Area = (width×length  +  height×length  +  height×width) × 2

—————

Please remember to revise this and make it in your own words if you want! I tried making this as simple as possible! I hope this helps you. -Doodle

—————

Answer:

175

Step-by-step explanation:

Find how much is left by multiplying 200 by 0.875, since this will give you the remaining 87.5%:

200(0.875)

= 175

So, the answer is 175.

The number of years that the glory days of the cowboy period lasted was about 2 decades.

The glory days of the cowboy times is typically deemed as the span between the conclusion of the Civil War in 1865 to around the dawn of the1900s. During these years, cowboys played an indispensable role in boosting and improving the American West peculiarly in the cattle industry.

With bravery and courage, they would drive a herd of cattle across wide expanses frequently grappling with harsh conditions and situations of peril. The genesis of industrialization phased out the cowboy era with train networks expediting the transportation of both bovine species and freight with efficiency.

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Answer:

17

Step-by-step explanation:

20 divided by 5 + 19 - 6

20 divided by 5 = 4

4 + 19 = 23

23 - 6 = 17

Answer : 37 minutes

Step-by-step explanation:

Subtract 25 and 17.23 then divide by 0.21

25-17.23=7.77 divide by 0.21 (21 divided by 100) =37

Answer:

D

Step-by-step explanation:

In a function no X's can repeat which is what the vertical line test is. And in this case no X's repeat therefore, making it a function.

Answer:

D

Step-by-step explanation:

parabolas are functions

the graphed is a parabola

it passes the vertical line test.

Greetings from Brasil...

Here, just apply the Metric Relationships to the Rectangle Triangle

AB² = BC · BD

10² = 16 · X

16X = 100

X = 100/16

        simplify

          100 ÷ 4 = 25

          16 ÷ 4 = 4

X = 25/4

In triangles ABD and CAD, The value of x in the figure is,

⇒ x = 25 / 4

Triangle is a three sided polygon, that has three vertices and three angles which has the sum 180 degrees, is called a triangle.

We have to given that;

Two triangles ABD and CAD are similar.

⇒ Δ ABD ≈ Δ CAD

Hence, We can Just apply the Metric Relationships to the Rectangle Triangle as;

⇒ AB² = BC · BD

Substitute all the values , we get;

⇒ 10² = 16 × x

⇒ 16x = 100

Divide by 16 both side, we get;

⇒ x = 100/16

⇒ x = 25/4

Therefore, In triangles ABD and CAD,

We get;

The value of x in the figure is,

⇒ x = 25 / 4

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The points that would form a square are (2, 2), (2, -2), (-2, 2), (-2, -2)

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

Forming a square

As a general rule

A square has equal sides and the angles at the vertices are 90 degrees

Since it must make a point with origin at its center, then the center must be (0, 0)

So, we have the following points (2, 2), (2, -2), (-2, 2), (-2, -2)

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Answer:

90.

Step-by-step explanation:

450/5=90

90 x 5= 450

Answer:

If \(450\) is divided by \(5\), the quotient is equal to \(\boxed{90}\)

Step-by-step explanation:

\(\begin{align} &\text{ }\text{ }\text{ }90\\ 5 &\overline{\big)450}\\ &\underline{\text{ } \text{ }45}\\ &\text{ }\text{ }\text{ }00\\ &\text{ }\text{ }\underline{\text{ }\text{ }\text{ }0}\\ &\text{ }\text{ }\text{ }\text{ }\text{ }0 \end{align}\)

Answer:

I think you have it

Step-by-step explanation:

It's not -4.44, and if it was -3.14 it would be closer to the -3 tick on the line. With the negative square root of 17 being 4.12 it's not that either. -11/3 is 3.6666667 or something along those lines so it would be closer to the -4 tick on the line, so I'm pretty sure you got it.

Answer:

Step-by-step explanation:

Equation of a line has been given as,

y = -2x + 5

Input-output points lying on the the line are,

x          0          1            2           3

y          5          3            1          -1

Now we can plot these points on the graph and join them to get the line representing the given equation.

(As graph attached)

The angle (in radians) between vectors u and v is approximately 1.66 radians, rounded to two decimal places.

To find the angle between two vectors, we can use the dot product formula and the magnitudes of the vectors. Let's calculate the angle between vectors u and v:

Given:

u = 4i - 6j

v = 5i + 4j

Step 1: Calculate the dot product of u and v.

The dot product of two vectors u and v is given by:

u · v = |u| |v| cosθ

where |u| and |v| are the magnitudes of vectors u and v, respectively, and θ is the angle between them.

To calculate the dot product, we multiply the corresponding components of u and v and sum them:

u · v = (4 * 5) + (-6 * 4) = 20 - 24 = -4

Step 2: Calculate the magnitudes of vectors u and v.

The magnitude of a vector is given by:

|u| = √(u₁² + u₂²)

For vector u:

|u| = √((4)² + (-6)²) = √(16 + 36) = √52 ≈ 7.21

For vector v:

|v| = √((5)² + (4)²) = √(25 + 16) = √41 ≈ 6.40

Step 3: Calculate the angle θ.

Using the dot product formula mentioned earlier, we have:

-4 = (7.21)(6.40)cosθ

Solving for cosθ:

cosθ = -4 / (7.21 * 6.40) ≈ -0.086

To find θ, we can take the inverse cosine (arccos) of cosθ:

θ ≈ arccos(-0.086) ≈ 1.66 radians

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The probability that the person is actually innocent given that they have failed the test is 0.4615... or approximately 0.462.

The question asks us to calculate the probability that the person is actually innocent given that they have failed the test. The probability that the person is actually innocent is given by the formula: P(innocent | fails test) = P(innocent and fails test) / P(fails test).

Now we need to calculate the values of the probabilities on the right-hand side of this equation. P(fails test) is equal to the sum of the probabilities that a guilty person fails the test and that an innocent person fails the test. Hence, P(fails test) = P(guilty and fails test) + P(innocent and fails test). P(guilty and fails test) = 0.2 × 0.7 = 0.14P(innocent and fails test) = 0.8 × 0.15 = 0.12. Therefore, P(fails test) = 0.14 + 0.12 = 0.26.

Finally, we can calculate the probability that the person is actually innocent given that they have failed the test: P(innocent | fails test) = P(innocent and fails test) / P(fails test)= 0.12 / 0.26= 0.4615 (rounded to four decimal places).

Therefore, the probability that the person is actually innocent given that they have failed the test is 0.4615... or approximately 0.462.

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A random sampling method could be used to find the percentage of students in your grade who eat five servings of fruit and vegetables each day.

This method involves selecting a random sample of students from the entire population of your grade and surveying them about their eating habits.

In other word, its involves randomly selecting a subset of students from the entire grade population and collecting data on their eating habits. By selecting students at random, the sample is more likely to be representative of the entire grade. This cam provide accurate insights into the percentage of students meeting the desired dietary recommendation.

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The shape of the base; A

Here, we want to identify the difference between total surface area and lateral surface area

The difference is that for the lateral area, we consider the sides, excluding the base

But, for thw total surface area, we consider the sides including the base

So the answer is the area of the base that is nt considered

Answer: k = √27-i

Step-by-step explanation:

As describes in geometry the area of the rectangle = 288cm

what is geometry ?

The area of mathematics known as geometry is concerned with the characteristics of the surrounding space as well as the shapes of individual objects and their spatial relationships.

solution

radius of semicircle = 12

diameter will be = 24 and this is the length of rectangle s given in the question

area of the rectangle  = l*b

                                     = 24*12

area of the rectangle = 288cm

Hence the area of the rectangle = 288cm

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Answer:

21 mails

Step-by-step explanation:

Let there are x no of texts and y no of emails.

Condition 1,

x+y = 20 ...(1)

Condition,

x=2y-1 ...(2)

Put the value of x from equation (2) in (1). So,

(2y-1)+y = 20

Taking like terms together,

2y-y=20+1

y=21

So, Devin sent 21 mails,.

By calculating the angles, it is obtained

\(\angle ABC = 130\\\angle EBD =130\\\angle ABE = 50\)

What is angle?

When two straight lines intersect, an angle is formed. The point of intersection is called the vertex of the angle and the lines are called the arms of the angle.

Here,

\(\angle ABC = 180 -50\\\angle ABC = 130\\\)

\(\angle ABC\) and \(\angle\)CBD make a line. So they add upto 180°

\(\angle EBD = 180 -50\\\angle EBD = 130\\\)

\(\angle EBD\) and \(\angle\)CBD make a line. So they add upto 180°

\(\angle ABE = 180 -130\\\angle ABE = 50\\\)

\(\angle ABE\) and \(\angle\)EBD make a line. So they add upto 180°

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A principal amount of P 200,000 was deposited for a period of 4 years and 6 months, and it earned an interest of P 85,649.25. To find the rate of interest compounded monthly, we can use the formula for compound interest and solve for the interest rate.

The formula for compound interest is given by A = P(1 + r/n)^(nt), where A is the final amount, P is the principal amount, r is the interest rate, n is the number of times interest is compounded per year, and t is the number of years.

In this case, we are given the principal amount P as P 200,000, the final amount A as P 285,649.25 (P 200,000 + P 85,649.25), the time t as 4 years and 6 months (or 4.5 years), and we need to find the interest rate r compounded monthly (n = 12).

Using the given values in the compound interest formula and solving for r, we can find the rate of interest. By rearranging the formula and substituting the known values, we can isolate the interest rate r and calculate its value.

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Answer:

I can't understand !!!!!!!!!

The number of square inches of cloth cut from the square will be 1,017.36 square inches. Then the correct option is A.

It is the close curve of an equidistant point drawn from the center. The radius of a circle is the distance between the center and the circumference.

Let r be the radius of the circle. Then the area of the circle will be

A = πr² square units

The radius is given as,

r = 36 / 2

r = 18 inches

The area of the circle is given as,

A = π x (18)²

A = 3.14 x 324

A = 1,017.36 square inches

The number of square inches of cloth cut from the square will be 1,017.36 square inches. Then the correct option is A.

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The complete question is given below.

A circle is cut from a square piece of cloth, as shown:

A square, one side labeled as 36 inches, has a circle inside it. The circle touches all the sides of the square. The portion of the square outside the circle is shaded.

How many square inches of cloth is cut from the square?

(π = 3.14)

1,017.36 in2

1,489.24 in2

1,182.96 in2

1,276.00 in2

The value of 3 - 2 is 1.

To find the value of the expression 3 - 2, we can follow the basic principles of arithmetic.

The expression 3 - 2 represents the subtraction of the number 2 from the number 3. Subtraction is an arithmetic operation that involves finding the difference between two numbers.

Starting with the number 3, we subtract 2. When we subtract 2 from 3, we are essentially removing 2 units from the original quantity.

To visualize this, we can imagine having 3 objects and taking away 2 of them. We would be left with only 1 object. Thus, the value of 3 - 2 is 1.

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The outward flux of the vector field F across the boundary of the region D, which is the cube bounded by the planes x = ±1, y = ±1, and ±1, can be found using the divergence theorem.

The outward flux is the integral of the divergence of F over the volume enclosed by the boundary surface.The first step is to calculate the divergence of F. The divergence of a vector field F = P i + Q j + R k is given by div(F) = ∂P/∂x + ∂Q/∂y + ∂R/∂z. In this case, div(F) = ∂/∂x(5y - 4x) + ∂/∂y(-4z - 5y) + ∂/∂z(-3y - 2x). Simplifying these partial derivatives, we have div(F) = -4 - 2 - 3 = -9.

Applying the divergence theorem, we can relate the flux of F across the boundary surface to the triple integral of the divergence of F over the volume enclosed by the surface. Since D is a cube with sides of length 2, the volume enclosed by the surface is 2^3 = 8.

Therefore, the outward flux of F across the boundary of D is given by ∬S F · dS = ∭V div(F) dV = -9 * 8 = -72. The negative sign indicates that the flux is inward.

In summary, the outward flux of the vector field F across the boundary of the cube D, as described by the given vector components, is -72. This means that the vector field is predominantly flowing inward through the boundary of the cube.

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