suppose a university has only one women's softball scholarship remaining for the coming year. the final two players that the university is considering are allison fraley and emily janson. the coaching staff has concluded that the speed and defensive skills are virtually identical for the two players, and that the final decision will be based on which player has the best batting average. cross tabulations of each player's batting performance in their junior and senior years of high school are as follows. outcome allison feeley junior senior hit 15 76 no hit 25 175 total at-bats 40 251 outcome emily janson junior senior hit 71 35 no hit 130 85 total at-bats 201 120 a player's batting average is computed by dividing the number of hits a player has by the total number of at-bats. batting averages are represented as a decimal number with three places after the decimal. (round your answers to three decimal places.) (a) calculate the batting average for each player in her junior year. allison feeley emily janson calculate the batting average of each player in her senior year. allison fealey emily janson using this analysis, which player should be awarded the scholarship? explain. because ---select--- had the higher batting average in both her junior year and senior year, ---select--- should receive the scholarship offer. (b) combine or aggregate the data for the junior and senior years into one crosstabulation. outcome player fealey janson hit no hit total at-bats calculate each player's batting average for the combined two years. (round your answers to three decimal places.) allison fealey emily janson using this analysis, which player should be awarded the scholarship? explain. because ---select--- has the higher batting average over the combined junior and senior years, ---select--- should receive the scholarship offer. (c) are the recommendations you made in parts (a) and (b) consistent? explain any apparent inconsistencies. the recommendations in parts (a) and (b) ---select--- consistent. this is an example of ---select--- . it shows that in interpreting the results based upon separate or un-aggregated crosstabulations, the conclusion can be ---select--- when the crosstabulations are grouped or aggregated.

Answer:

3rd one

Step-by-step explanation:

Answer:

3rd one

Step-by-step explanation:

The value of the variables 'x' will be 47° and the value of the variables 'y' will be 27°, respectively.

The inclination is the separation seen between planes or vectors that meet. Degrees are another way to indicate the slope. For a full rotation, the angle is 360°.

Supplementary angle - Two angles are said to be supplementary angles if their sum is 180 degrees.

Alternate angle - If two lines are parallel then the third line will make z -an angle and z-angles equal angles with the parallel lines.

The equations are given below.

2y = 180° - 126°

2y = 54°

y = 27°

2x + 1 = 180° - 85°

2x + 1 = 95°

2x = 94°

x = 47°

The value of the variables 'x' will be 47° and the value of the variables 'y' will be 27°, respectively.

More about the angled link is given below.

https://brainly.com/question/15767203

#SPJ1

The complete question is attached below.

The value of B in the table will be D. 90

The equation y = kx represents a proportional relationship between two quantities y and x that have the same proportionality constant, k.

The ratios between the two variables should be considered in order to determine whether a relationship is proportional. The relationship is proportional if the ratio remains constant. The relationship is not proportional if the ratio changes.

In this case, the relationship between part and whole is 7:10.

Therefore, the value of B will be:

= 10 / 7 × 63

= 10 × 9

= 90

Learn more about proportional relationship in:

https://brainly.com/question/23318486

#SPJ1

The calculator short hand notations are;

a) -4E3

b) -3E4

c) 3E4

d) 4E3

We have to note that the calculator short hand notation has to do with the manner in which the calculator would show an exponential function when we are solving the mathematical problem using the calculator.

It is common to see that the calculator would display the letter E to stand in for the mathematical figure * 10^n. The letter that is depicted by n would then be written at the right hand side of the letter E.

Learn more about scientific notation:https://brainly.com/question/18073768

#SPJ1

The correct option is Option C - 85.274.94.

The face value of the 10-year term insurance policy on a 25-year-old Female given that the annual premium for the insurance policy of $384.59 is 85,274. 94.

Given:

Annual premium for the insurance policy = $384. 59

According to the chart at the conclusion of the answer, the amount paid per $1,000 of coverage for a female 25 year old for a 10 year policy is 4.51.

Face value = (1,000 x Annual premium) / Amount paid for 25 year old female for 10 year policy)

Face value = (1000 x 384.59) /4.51

Face Value = 384590 / 4.51

Face Value = 85274.94

Therefore the face value is 85274.94.

For such more question on insurance:

brainly.com/question/29617379

#SPJ4

The table is given by the image shown at the end of the answer.

Answer:

7 hours

Step-by-step explanation:

So you know in the second to third row of boxes how a hour and a half later the car loses 3 gallons of gas let's says another hour and a half goes by and the car has 1 gallon of gas left so each 30 minutes the car lost gas so now that we have that 1 gallon of gas left 30 minutes went by and now we are out gas

The length of the diagonals of the rhombus is 3.5cm.

A rhombus's diagonals are always perpendicular to one another and always the same length. It contains four right angles, hence an acute angle of 840 is an obtuse angle. We are aware that in a rhombus, the diagonal is the hypotenuse of a right triangle, and the other two sides make up each half of the side.

Consequently, we can use the Pythagorean theorem to determine the diagonal's length:

c = √(a² + b²)

where an is the rhombus's half-length side and b is the other half, and c is the length of the diagonal. So we have:

a = (5cm) / 2 = 2.5cm

b = (5cm) / 2 = 2.5cm

c = √(2.5² + 2.5²) = √(6.25 + 6.25) = √12.5 = 3.5cm

Therefore, the length of the diagonals of the rhombus is 3.5cm.

Find more numerical related to rhombus from: https://brainly.com/question/20354259

Answer:

30 ft

Step-by-step explanation:

h/(40 + 8) = 5/8

h = 30

The shortest possible height of the vase would be 45.650 centimeters.

Rounding to the nearest tenth of a centimeter, the height of a vase is 45.7 centimeters. The vase's height can be as short as possible. Include three digits in your response.

To know more about height of vase here

https://brainly.com/question/28959912

#SPJ4

Following are the different types of angles:

An angle is a figure in Euclidean geometry made up of two rays that share a common terminal and are referred to as the angle's sides and vertices, respectively. Angles created by two rays are in the plane where the rays are located. The meeting of two planes also creates angles. We refer to these as dihedral angles.

The unit circle's sixteen unique angles, each indicated at the terminal point and measured in radians. These angles are frequently used as a parameter in trigonometric functions like the sine or cosine.

In the 1 figure,

∠1 and ∠2 are same - side interior angles

In the 2 figure,

∠1 and ∠2 are Alternate interior angles

In the 3 figure,

∠1 and ∠2 are corresponding angles

To learn more about angles from given link

brainly.com/question/27962469

#SPJ1

The diagonal V2 of the square will be √2 feet.

What are squares?

A square is a two-dimensional plane figure with four equal sides and all four angles are equal to 90 degrees. The properties of the rectangle are somewhat similar to a square, but the difference between the two is, a rectangle has only its opposite sides equal. Therefore, a rectangle is called a square only if all its four sides are of equal length.

The most important properties of a square are listed below:

Area of square=(side)²

Perimeter of square=4*side

Now,

as side=1 foot

By applying Pythagorean theorem,

Diagonal²=side²+side²

therefore,

V2²=1²+1²

=2

V2= √2 feet

To know more about squares visit the link

brainly.com/question/28776767?referrer=searchResults

#SPJ1

The value of x in the figure is 20

Suppose that we've got two quantities with measurements as 'a' and 'b'

Then, their ratio(ratio of a to b) a:b

or [tex]\dfrac{a}{b}[/tex]

We usually cancel out the common factors from both the numerator and the denominator of the fraction we obtained. Numerator is the upper quantity in the fraction and denominator is the lower quantity in the fraction).

Suppose that we've got a = 6, and b= 4, then:

[tex]a:b = 6:2 = \dfrac{6}{2} = \dfrac{2 \times 3}{2 \times 1} = \dfrac{3}{1} = 3\\or\\a : b = 3 : 1 = 3/1 = 3[/tex]

Remember that the ratio should always be taken of quantities with same unit of measurement. Also, ratio is a unitless(no units) quantity.

Given;

Ratio of first line segment = 4.4/6.3

Ratio of other line segment= 14.08/x

Now, to find the value of x

4.4/6.3 = 14.08/x

4.4x= 14.08x6.3

x=14.08x6.3/4.4

x=20.16

Therefore, according to ratio x will be equal to 20

Learn more about the ratio here:

brainly.com/question/13419413

#SPJ1

Answer:

5:38 am

Step-by-step explanation:

Since the train arrived at it's final destination at 12:28 pm and it took two hours to get there. Subtract two hours from the final destination time and it's 10:28 am. Then it took 4 hours and 50 minutes to arrive to Wildgrove, so subtract four hours of the time when the train arrived. It is now 6:28 am. Subtract fifty minutes from that and you would get 5:38 am.

p.s. There are time calculators online if you need an answer if this is kinda hard to understand

The length of GH is about 7.3 units. The solution has been obtained by using the formula of distance between two points.

What is distance between two points?

The distance between two points in a plane is the length of the line segment separating the two points. Typically, the equation

[tex]d=\sqrt{(x_{2} -x_{1})^{2} + (y_{2} -y_{1})^{2} }[/tex]  is used to calculate the distance between two points. One can use this formula to get the separation between any two points on an x-y plane or coordinate plane.

We are given two points as G(-9,-4) and H(-2,-6)

Using the distance formula,

[tex]d=\sqrt{(x_{2} -x_{1})^{2} + (y_{2} -y_{1})^{2} }[/tex]

[tex]d=\sqrt{(-2 +9)^{2} + (-6 +4)^{2} }[/tex]

[tex]d=\sqrt{(7)^{2} + (-2)^{2} }[/tex]

[tex]d=\sqrt{49 + 4 }[/tex]

[tex]d=\sqrt{53 }[/tex]

d = 7.3 units

Hence, the length of GH is about 7.3 units.

Learn more about distance between two points from the given link

https://brainly.com/question/7243416

#SPJ1

The way that algebra can help in the creation of a histogram is that it helps organize and analyze the data in the histogram.

Algebra can be used to determine the range of values in the data set, and to create bins or intervals for the histogram. Algebra can be used to calculate the frequency of data points in each bin. This is important for creating the histogram, as it will determine the height of each bar.

Algebra can also be used to calculate the mean, median, mode, and standard deviation of the data set, which can provide a summary of the distribution of the data.

Find out more on histograms at https://brainly.com/question/2962546

#SPJ1

Full question is:

Creating a historgram algebra. How does algebra help in creating a histogram ?

The value of test statistics z=1.04

First, state the null and alternative hypotheses:

[tex]H_o=u_1=u_2\\H_a=u_1 > u_2[/tex]

Use z-statistics:

[tex]z=\frac{x_1-x_2}{y} ------(1)[/tex]

where x₁ and x₂ are the means and:

[tex]y=\sqrt{\frac{s_1^2}{n_1}+\frac{s_2^2}{n_2} }[/tex]

Calculating the value of test statistics:

[tex]y=\sqrt{\frac{(23.53)^2}{47}+\frac{(71.32)^2}{54} }[/tex]

[tex]y=\sqrt{\frac{533.6609}{47}+\frac{5086.542}{54} }[/tex]

[tex]y=\sqrt{11.780+7.460}[/tex]

[tex]y=\sqrt{19.24}[/tex]

y = 4.386

Now substitute the y value in equation (1)

[tex]z=\frac{75.57-71.32}{4.386}[/tex]

z = 1.04

The test statistics is z = 1.04

The decision rule for rejecting the null hypothesis is:  α≤ test statistics

Using the z-score table, it is possible to determine the p-value, which is:

value = 0.877

Comparing the p-value with the level of significance (α = 0.05):

0.877 > 0.05

Therefore, we fail to reject the null hypothesis.

To know more about Null-Hypothesis:

https://brainly.com/question/17562803

#SPJ4

A fraction can be converted to a decimal number by dividing the numerator—the piece at the top of the fraction—by the denominator, which can be done with a calculator. A decimal number that represents the value of the fraction is the answer.

The geometry and location of the primary source of radiation directly affect the ratio of flux between direct and reflected radiation, known as the "reflection fraction."

Flip is the mathematical term for reflection. An image of the shape reflected in a mirror. A line, called the line of reflection, is where an image will reflect. When one figure "reflect[s]" another, that phrase is used.

To know more about reflection fraction visit:

https://brainly.com/question/17908721

#SPJ1

Answer: x = -7

Step-by-step explanation: Subtract 23 from both sides. 4x + 23 - 23 = x + 2 - 23, than simplify and subtract x from both sides

Answer: I believe the answer is 12

The federal government of the United States spent over 28.7 billion dollars on the national school lunch program for the fiscal year of 2022.

To learn more about percentage refer to:

https://brainly.com/question/24877689

#SPJ1

The number of students who do not buy lunch is 624 students - 420 students = 204 students.

The circle graph represents the proportion of students who buy lunch and those who don't. To find the number of students who don't buy lunch, we need to subtract the number of students who buy lunch from the total number of students.

Since 255° represents the proportion of students who buy lunch, we can use this to find the number of students who buy lunch. To do this, we divide the number of degrees by 360° and multiply by the total number of students, 624:

(255° / 360°) x 624 students = 420 students

Therefore, the number of students who do not buy lunch is 624 students - 420 students = 204 students.

To learn more about graph refer to:

https://brainly.com/question/17267403

#SPJ1

The probability that at least one person received $20 is 0.3

In math the term called probability is defined as a number that reflects the chance or likelihood that a particular event will occur.

Here we know that two people are picked at random from a group of 50 and given $10 each.

Here we have also know that three people are picked from the same group - one or more people could have been picked both times - and given $10 each.

Then the probability is calculated based on the binomial distribution is written as,

=> P = (50 3) 10³ (1 - 10) ⁵⁻³

When we simplify this one then we get the value of p as 0.3.

Then the following values are calculated through it,

μ = 15

σ = 3.24

σ² = 10.5

To know more about probability here.

https://brainly.com/question/11234923

#SPJ4

a. The length of x is 4 cm.

b. The area of the shaded face in the triangle prism is 36 cm².

The net of the triangular prism shows that the shaded face is a rectangle.

The side labelled x is the same as the side of the triangular face with a side of 4 cm, when the net of the triangular prism is folded.

Therefore:

a. Length of x = 4 cm

b. Area of shaded face = area of rectangle = length × width

= 9 × 4

= 36 cm²

Learn more about triangular prism on:

https://brainly.com/question/1284982

#SPJ1

It has a diameter of about 60,000 light-years (18,400 parsecs).

To learn more about diameter refer to:

https://brainly.com/question/23220731

#SPJ1

She left the 1/6 yards pipes.

Now, According to the question:

Rose bought a length of 4/6 copper pipe.

She used 1/2 yard to repair a water line in her house.

To find how much pipe does she have left?

Pipes available = 4/6 yards

Pipes used = 1/2 yards

Pipes left = total pipes bought - she doesn't suit that way

Pipes left = Total pipes available - pipes used

= 4/6 yards - 1/2 Yards

= 4-3/6

= 1/6 yards

Pipes left = 1/6 yards

Hence,  She left the 1/6 yards pipes.

Learn more about Pipes Problem at:

https://brainly.com/question/18094903

#SPJ4

The given question is incomplete, complete question is:

Rose bought a length of 4/6 copper pipe. She used 1/2 yard to repair a water line in her house. How much pipe does she have left? Solve this problem any way.

Elizabeth would travel a distance of [tex]11\frac{2}{5}[/tex] miles.

The distance between Elizabeth's house and Carson's house = Sum of (the distance between Elizabeth's house and the Library + the distance between the library and Millo's house + the distance between Millo's House and Carson's House). That is:

Total Miles = [tex]6\frac{1}{2}[/tex] + [tex]2\frac{2}{5}[/tex] + [tex]2\frac{1}{2}[/tex]

To calculate the total miles, we need to transform the mixed numbers into fractions. We can do that as:

[tex]6\frac{1}{2}[/tex] = [(6 × 2) + (1)]/2 = 13/2

[tex]2\frac{2}{5}[/tex] = [(2 × 5) + (2)]/5 = 12/5

[tex]2\frac{1}{2}[/tex] = [(2 × 2) + (1)]/2 = 5/2

So, the distance from Elizabeth's house to Carson's House has 57/5 miles, and it is calculated as:

13/2 + 12/5 + 5/2 = 57/5

Then, convert 57/5 into a mixed number, and we get:

57/5 = [tex]11\frac{2}{5}[/tex]

To know more about mixed number, here

https://brainly.com/question/24137171

#SPJ4

Answer:

28

Step-by-step explanation:

AB and TB are perpendicular because the tangent and radius are perpendicular. So you have a right triangle. Triangle ABT is a right triangle.

Also, TB is a radius of the circle, but so is TC. They are the same length.

Use Pythagorean Theorem to solve this problem.

AB^2 + TB^2 = AT^2

see image.

In a scenario when X is replaced with (x-3) then it means that the value of x will be reduced by 3 units.

This is referred to as the process which involves the replacement of a word , number or phrase with another when performing different types of operations.

During an arithmetic operation and X is replaced with (x-3), then it means that the value of X will be reduced by 3 units and an example is given below:

Let's assume X is 5 and we substitute it with (x-3) will therefore become (5-3) = 2. This depicts that there has been a reduction by 3 units thereby making it the correct choice.

Read more about Substitution here https://brainly.com/question/25869125

#SPJ1

The given recurring decimals are rational numbers as they can all be written as fractions with a denominator that is not zero.

(1) 0.4 is a rational number because it can be written as 4/10 which is a fraction with a denominator that is not zero.

(2) 0.21 is a rational number because it can be written as 21/100 which is a fraction with a denominator that is not zero.

(3) 0.14 is a rational number because it can be written as 14/100 which is a fraction with a denominator that is not zero.

(4) 0.124 is a rational number because it can be written as 124/1000 which is a fraction with a denominator that is not zero.

(5) -1.124 is a rational number because it can be written as -1124/1000 which is a fraction with a denominator that is not zero.

(6) 19.45 is a rational number because it can be written as 1945/100 which is a fraction with a denominator that is not zero.

(7) -2.35 is a rational number because it can be written as -235/100 which is a fraction with a denominator that is not zero.

In conclusion, all the given recurring decimals are rational numbers as they can all be written as fractions with a denominator that is not zero.

Learn more about rational number here:

https://brainly.com/question/24540810

#SPJ4

An inequality which shows the constraint on the amount of flour John has to make pies and cobblers is: B. 3x + 3y ≤ 16

In order to write an equation that model this situation, we would assign a variable to the number of pies John makes and the total number of cobblers John makes respectively, and then translate the word problem into algebraic equation as follows:

Since a pie uses 4 cups of apples and 3 cups of flour while a cobbler uses 2 cups of apples and 3 cups of flour, the constraint on the amount of flour is given by:

3x + 3y ≤ 16

Read more on equation here: brainly.com/question/18912929

#SPJ1

The balloons were never at the same altitude because the gold balloon was already 1515 meters above the purple balloon at the start.

Let t be the number of seconds since the balloons took off, and Hp(t) and Hg(t) be the altitude of the purple and gold balloons respectively at time t.

We know that:

Hp(t) = 0 + 2.5t (the purple balloon starts at sea level and climbs at a rate of 2.5 m/s)

Hg(t) = 1515 + 222t (the gold balloon starts 1515 m above sea level and climbs at a rate of 2*22 m/s)

We want to find the time t when the balloons are at the same altitude, so we can set Hp(t) = Hg(t) and solve for t:

0 + 2.5t = 1515 + 222t

2.5t = 1515 + 222t

2.5t - 222t = 1515

0.5t = 1515 - 1515

t = 0

So the balloons were never at the same altitude because the gold balloon was already 1515 meters above the purple balloon at the start.

To learn more about linear equations visit: brainly.com/question/11897796

#SPJ4