A gene comes in 2 forms, a short form and a long form. In the population, 20% of people have at least one copy of the short form of the gene. Researchers believe that the short form of the gene is linked to having diabetes. They want to test their theory that more than 20% of all diabetics have at least one copy of the short form of the gene. To test their theory, they randomly selected 100 diabetics and have them tested for the short form of the gene. They find that 26 of the subjects in their study have at least one copy of the short form of the gene, for a p-value of 0.0668. The probability we would reject the null hypothesis, if in reality the population proportion were 0.26, is 0.0668. The probability we would find a sample proportion of 0.2 or greater, if in reality the population proportion were 0.26, is 0.0668. The probability we would reject the null hypothesis, if in reality the population proportion were 0.2, is 0.0668. The probability we would find a sample proportion of 0.26 or greater, if in reality the population proportion were 0.2, is 0.0668.Are the assumptions met for the hypotheses above? (which one is correct?)

a. Yes, since (100)(0.2) = 20 > 15, and the diabetics are randomly selected.
b. Yes, since (100)(0.26) = 26 > 15, and the diabetics are randomly selected.
c. Yes, since (100)(0.74) = 74 > 15, and the diabetics are randomly selected.
d. Yes, since (100)(0.2) = 20 > 10, and the diabetics are randomly selected.
e. Yes, since (100)(0.8) = 80 > 10, and the diabetics are randomly selected.

Which of the following sample proportions would have given even more evidence than the sample proportion we found in favor of the researchers' claim that more than 20% of all diabetics have at least one copy of the short form of the gene?

a.0.02
b.0.29
c.0.20
d.0.23
e.0.16
Calculate the p-value for this study. Round your answer to three decimal places.

50-38=12

step-by-step explanation:

for the friend request.

when a figure, such as triangle (xyz) is reflected over the line y = x to create x'y'z' the x-coordinates and y-coordinates of the original image (pre-image) will be reversed for the image. (e.g., (x, y) > (y, x)) this means that the pre-image position of the x- and y-coordinates switch places which in turn provides a mirror like image of the original xyz.  

i notice that when i draw a line segment from x to x', that the points are parallel from each other -- they are exactly across from each other and do not intersect with any other points.  

yes, think i would see the same characteristic if you drew the line segment connecting y with the reflecting line and then y' with the reflecting line because of the essence of reflections. because it is a mirror image, each point was effected the same way which leads me to conclude that they same would apply to y and y'.

the population of other specie of birds will decline or other specie of birds will find some alternate source of food to survive.

explanation:

according to the competitive exclusion principle, which is also known as gause's law, two specie living in the same niche and feeding on the same resource cannot co-exist stably.

as we have well studied the theory of natural selection which states that only those organisms survive which have better tendency to compete for food and adapt to the environmental conditions.

coming towards the question, what wi ll happen when one species outcompetes the other for the small fish , the other specie will not get enough food and will start to die or decline in population. eventually either other specie needs to find another alternative food source for itself or migrate at some other location where there is less competition otherwise it will just not exist anymore at that niche.

hope it !

ratios represent a pattern or relationship that can be scaled.

equivalent ratios are pairs of ratios that represent the same relationship between quantities, and can be generated by multiplying or dividing both quantities in the ratio by the same factor.

in this lesson, students will use double number lines and ratio reasoning to solve ratio problems. by partitioning double number lines into proportionate intervals, students will build an understanding of equivalent ratio relationships as those that are generated by multiplying or dividing two related quantities by the same number. this lesson will build upon students' prior understanding of multiplicative comparisons, number line reasoning and equivalent fractions (while highlighting the difference between equivalent fractions and equivalent ratios); and will build toward future work in this unit on building ratio tables, and work in future grades in proportionality, scaling, and expressing and graphing linear functions.

step-by-step explanation:

ratios represent a pattern or relationship that can be scaled.

equivalent ratios are pairs of ratios that represent the same relationship between quantities, and can be generated by multiplying or dividing both quantities in the ratio by the same factor.

in this lesson, students will use double number lines and ratio reasoning to solve ratio problems. by partitioning double number lines into proportionate intervals, students will build an understanding of equivalent ratio relationships as those that are generated by multiplying or dividing two related quantities by the same number. this lesson will build upon students' prior understanding of multiplicative comparisons, number line reasoning and equivalent fractions (while highlighting the difference between equivalent fractions and equivalent ratios); and will build toward future work in this unit on building ratio tables, and work in future grades in proportionality, scaling, and expressing and graphing linear functions.