What is the measure of y? 3 27 y Z * A z = [?] Give your answer in simplest form.​

The difference between the market value of the car and its maintenance and repair costs for the eighth year is $4,650.

To compute the difference between the market value of the car and its maintenance and repair costs for the eighth year, we need to use the given information. Here's how you can calculate it:

Calculate the market value of the car in the eighth year:

Original cost: $15,500

Age of car: 8 years

Percentage of market value for the eighth year: 40% (from the dashed line)

Market value of the car in the eighth year: $15,500 × 40% = $6,200

Calculate the maintenance and repair costs for the eighth year:

Percentage of maintenance and repair costs for the eighth year: 10% (from the solid line)

Maintenance and repair costs for the eighth year: $15,500 × 10% = $1,550

Compute the difference between the market value of the car and its maintenance and repair costs for the eighth year:

Difference = Market value of the car - Maintenance and repair costs

Difference = $6,200 - $1,550 = $4,650

Therefore, the difference between the market value of the car and its maintenance and repair costs for the eighth year is $4,650.

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The required answer is m = n, provided that b ≠ 0

To consider the following statement:
Select the answer that best completes the given statement: If b^m = b^n, then

The completeness of the real numbers,

Complete uniform space, a uniform space where every Cauchy net in converges .Complete measure, a measure space where every subset of every null set is measurable. Completeness, a statistic that does not allow an unbiased estimator of zero. Completeness a notion that generally refers to the existence of certain suprema or infima of some partially ordered set.

Exponentiation to real powers can be defined in two equivalent ways, extending the rational powers to reals by continuity , or in terms of the logarithm of the base and the exponential function. The result is always a positive real number, and the identities and properties shown above for integer exponents remain true with these definitions for real exponents. The second definition is more commonly used, Then it is generalizes straightforwardly to complex exponents.

The exponentiation is an operation involving two numbers, the base and the exponent or power. Exponentiation the base and n is the power; this is pronounced as "b to n". When n is a positive integer, exponentiation corresponds to repeated multiplication of the base.

The definition of exponentiation can be extended to allow any real or complex exponent. Exponentiation by integer exponents can also be defined for a wide variety of algebraic structures, including matrices.

Then: m = n, provided that b ≠ 0

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The set of all real numbers that have a repeating decimal expansion is a countable set

Let d1, d2, d3, ..., dn be the digits of the repeating block of a repeating decimal. Then we can write the repeating decimal as:

0.d1d2d3...dn(d1d2d3...dn)...

where the digits d1, d2, d3, ..., dn repeat infinitely. We can also represent this number as a fraction, by noting that:

[tex]0.d1d2d3...dn(d1d2d3...dn)... = (d1d2d3...dn) / 10^n + (d1d2d3...dn) / (10)^{2n} + (d1d2d3...dn) / 10^{3n} + ...[/tex]

Using this representation, we can see that each repeating decimal corresponds to a unique fraction. Therefore, to show that the set of all repeating decimals is countable, we need to show that the set of all fractions of the form:

[tex](d1d2d3...dn) / 10^n + (d1d2d3...dn) / 10^{2n} + (d1d2d3...dn) / 10^{3n} + ...[/tex]

is countable.

To do this, we can list all possible values of n and all possible repeating blocks d1d2d3...dn. For each value of n and each repeating block, there are only finitely many possible fractions of the above form. Therefore, we can list all such fractions in a sequence by listing all the fractions with n=1 and d1 = 0, then all the fractions with n=1 and d1 = 1, then all the fractions with n=1 and d1 = 2, and so on, and then moving on to n=2 and repeating the same process.

Since there are only countably many values of n and finitely many choices for each repeating block, the set of all repeating decimals is countable. Therefore, the set of all real numbers that have a repeating decimal expansion is also countable, since it is a subset of the set of all repeating decimals.

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The relation R on P(X) defined as (Y,Z) is in R if and only if Y C Z has the following properties:

a. Reflexive: Yes, R is reflexive as for any set Y in P(X), Y C Y is always true.
b. Irreflexive: No, R is not irreflexive as there exist sets Y in P(X) such that Y is a proper subset of itself and therefore (Y,Y) is not in R.
c. Symmetric: No, R is not symmetric as there exist sets Y, Z in P(X) such that Y is a proper subset of Z and (Y,Z) is in R, but (Z,Y) is not in R.
d. Antisymmetric: Yes, R is antisymmetric as for any sets Y, Z in P(X) if (Y,Z) and (Z,Y) are in R, then Y = Z.
e. Transitive: Yes, R is transitive as for any sets Y, Z, W in P(X), if (Y,Z) and (Z,W) are in R, then (Y,W) is also in R since Y C Z and Z C W imply that Y C W.

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The correct interpretation of the 95% confidence interval for Preston's analysis is that it is a range of values constructed such that there is 95% confidence that the mid-term test score for a randomly selected high school student who studies for 6 hours lies within that range.

This means that if the analysis is repeated multiple times, 95% of the intervals produced would contain the true population mean mid-term test score for students who study for 6 hours. It is important to note that the confidence interval is not a guarantee that the true population mean falls within the interval. Rather, it provides a level of confidence that it is likely to contain the true population mean. Additionally, the interval does not capture the mid-term test scores of 95% of the students in the population when the amount of time spent studying is 6 hours, nor does it predict the mean mid-term test score for students who study 6 hours with 95% probability. In summary, the 95% confidence interval for Preston's analysis represents a range of values within which we can be 95% confident that the true population mean mid-term test score for high school students who study for 6 hours falls.

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Answer:

1/12

Step-by-step explanation:

The probability of rolling a two is

P(2) = number of twos/ total

        =1/6

The probability of landing on tails

P(tails) = tails/total

             =1/2

P(2, tails) = P(2)  *  P(tails)  since they are independent events

               = 1/6 * 1/2

                 =1/12

Answer: A

Step-by-step explanation:

$3.60 (10%)

3.60 ÷ 2 =

1.80 (5%)

(10 + 5 = 15%)

$3.60 + $1.80 = $5.40

The given function is f: x → 3x + 2. a, b, and c by substituting them into the given function, f: x → 3x + 2. The values are as follows: a = 2, b = 8, and c = -1.

We are to determine the value of a, b, and c by substituting them in the given function.

f(0): We will substitute 0 in the function f: x → 3x + 2 to find f(0).

[tex]f(0) = 3(0) + 2 = 0 + 2 = 2[/tex]

Therefore, a = 2.

f(2): We will substitute 2 in the function f: x → 3x + 2 to find f(2).

[tex]f(2) = 3(2) + 2 = 6 + 2 = 8[/tex]

Therefore, b = 8.

f(-1): We will substitute -1 in the function f: x → 3x + 2 to find f(-1).

[tex]f(-1) = 3(-1) + 2 = -3 + 2 = -1[/tex]

Therefore, c = -1.

Hence, the value of a, b, and c is given as follows:

[tex]a = f(0) = 2[/tex]

[tex]b = f(2) = 8[/tex]

[tex]c = f(-1) = -1[/tex]

In conclusion, we have determined the values of a, b, and c by substituting them into the given function, f: x → 3x + 2. The values are as follows: a = 2, b = 8, and c = -1.

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f(x) changes sign between x = 1 and x = 2 (f(1) is negative and f(2) is positive), we can conclude that the equation x³ - x = 1 has at least one real root in the interval [1, 2].

To apply the Intermediate Value Theorem (IVT) and show that the equation x³ - x = 1 has at least one real root in the interval [1, 2], we need to demonstrate that the function changes sign in this interval.

Let's define a function f(x) = x³ - x - 1. We will analyze the values of f(x) at the endpoints of the interval [1, 2] and show that they have opposite signs.

Evaluate f(1):

f(1) = (1)³ - (1) - 1

= 1 - 1 - 1

= -1

Evaluate f(2):

f(2) = (2)³ - (2) - 1

= 8 - 2 - 1

= 5

The key observation is that f(1) = -1 and f(2) = 5 have opposite signs. By the Intermediate Value Theorem, if a continuous function changes sign between two points, then it must have at least one root (zero) in that interval.

Since f(x) changes sign between x = 1 and x = 2 (f(1) is negative and f(2) is positive), we can conclude that the equation x³ - x = 1 has at least one real root in the interval [1, 2].

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1. 95% of the cookies weight between 686 and 704 grams.

2. The mean of the distribution is given as follows: 498 grams.

3. The standard deviation of the distribution is given as follows: 9 grams.

The Empirical Rule states that, for a normally distributed random variable, the symmetric distribution of scores is presented as follows:

For item 1, we have that 95% of the measures are within two standard deviations of the mean, hence the bounds are:

For item 2, the mean is the mean of the two bounds, hence:

(489 + 507)/2 = 498 grams.

Hence the standard deviation in item 3 is given as follows:

507 - 498 = 498 - 489 = 9 grams.

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By using f(x), the equation that represents g(x) include the following: B. g(x) = log₂(x) + 2.

In Mathematics, the translation a geometric figure or graph to the left means subtracting a digit to the value on the x-coordinate of the pre-image;

g(x) = f(x + N)

In Mathematics and Geometry, the translation of a geometric figure upward means adding a digit to the value on the positive y-coordinate (y-axis) of the pre-image;

g(x) = f(x) + N

Since the parent function f(x) was translated 2 units upward, we have the following transformed function;

f(x) = log₂(x)

g(x) = f(x) + 2

g(x) = log₂(x) + 2.

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The factored form of the polynomial x^2 - 11x + 28 is (x - 4)(x - 7). The area model representation of this polynomial can be visualized as a rectangle with dimensions (x - 4) and (x - 7).

In the area model, the length of the rectangle represents one factor of the polynomial, while the width represents the other factor. In this case, the length is (x - 4) and the width is (x - 7).

Expanding the dimensions of the rectangle, we get:

Length = x - 4

Width = x - 7

To find the area of the rectangle, we multiply the length and the width:

Area = (x - 4)(x - 7)

Expanding the expression, we have:

Area = x(x) - x(7) - 4(x) + 4(7)

= x^2 - 7x - 4x + 28

= x^2 - 11x + 28

Therefore, the factored form of the polynomial x^2 - 11x + 28 is (x - 4)(x - 7).

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The probability of rolling a single six-sided die and getting a prime number (2, 3, or 5) is 1/2.

The probability of rolling a single six-sided die and getting a prime number (2, 3, or 5) can be found by counting the number of possible outcomes that meet the condition and dividing by the total number of possible outcomes.

There are three prime numbers on a six-sided die, so there are three possible outcomes that meet the condition.

The total number of possible outcomes on a six-sided die is six since there are six numbers (1 through 6) that could come up.

So, the probability of rolling a single six-sided die and getting a prime number is 3/6, which simplifies to 1/2.

Therefore, the answer to your question is 1/2.

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The integral test is used to find whether the given series is converged or not. The convergence of series is more significant in many situations when the integral function has the sum of a series of functions.

∫1+∞f(x)dx exists finite ⇒ ∑+∞ (n=1) an coverges.

we know ∫1+∞ 1/x^5dx= (-1/4x^4)1+∞ = 1/4, which is finite, so the series converges.

(If this is wrong you have every right to report me)

I hoped this helped <3333

Step-by-step explanation:

50x 9 = 450.

She needs 437. She would have 450 if she saved 50 a month for 9 months. So yup, she would have enough!

There are 1,680 different ways to select the officers for your club.

To determine the number of ways you can select officers for your club, you'll need to use the concept of permutations.

In this case, there are 8 members and you need to choose 4 positions (president, vice president, secretary, and treasurer).

The number of ways to arrange 8 items into 4 positions is given by the formula:

P(n, r) = n! / (n-r)!

where P(n, r) represents the number of permutations, n is the total number of items, r is the number of positions, and ! denotes a factorial.

For your situation:

P(8, 4) = 8! / (8-4)! = 8! / 4! = (8 × 7 × 6 × 5 × 4 × 3 × 2 × 1) / (4 × 3 × 2 × 1) = (8 × 7 × 6 × 5) = 1,680

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The potential function f(x,y,z) for which fx(x,y,z)= is zero, exists, and hence f is conservative.

Given that all components of curl(f) are zero, we can conclude that f is a conservative vector field. Therefore, a potential function f(x,y,z) exists such that the gradient of f, denoted by ∇f, is equal to f(x,y,z). As fx(x,y,z) = ∂f/∂x, it follows that ∂f/∂x = 0.

This implies that f does not depend on x, so we can take f(x,y,z) = g(y,z), where g is a function of y and z only. Similarly, we can show that ∂f/∂y = ∂g/∂y and ∂f/∂z = ∂g/∂z are zero, so g is a constant. Thus, f(x,y,z) = C, where C is a constant. Therefore, the potential function f(x,y,z) for which fx(x,y,z) = 0 is f(x,y,z) = C.

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The eigenvalues of the coefficient matrix a(t) are 5,1,-1.

To find the eigenvalues of the coefficient matrix, we need to first form the coefficient matrix A by taking the partial derivatives of the given system of differential equations with respect to x, y, and z. This gives us:

A = [y, x, -1; 0, 5, 0; 0, 1, -1]

Next, we need to find the characteristic equation of A, which is given by:

det(A - λI) = 0

where I is the identity matrix and λ is the eigenvalue we are trying to find.

We can expand this determinant to get:

(λ - 5)(λ - 1)(λ + 1) = 0

Therefore, the eigenvalues of the coefficient matrix are λ = 5, λ = 1, and λ = -1.

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The smaller the value of k in the moving averages method and the larger the value of α in the exponential smoothing method, the better the forecasting accuracy.

This is because a smaller k value places more weight on recent data points, while a larger α value places more weight on the most recent data points.

This allows for a better prediction of future trends and patterns in the data. However, it is important to note that finding the optimal values for these parameters may require some trial and error and may vary depending on the specific dataset being analyzed.

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Answer:

16 mm

Step-by-step explanation:

P = 2(L + W)

P = 2(2 mm + 6 mm)

P = 2(8 mm)

P = 16 mm

The prices for each item are given as follows:

The prices are obtained with a system of equations, for which the variables are given as follows:

From the first row of the table, we have that:

40x + 32y = 74.

Simplifying by 32, we have that:

1.25x + y = 2.3125

y = 2.3125 - 1.25x.

From the second row, we have that:

20x + 25y = 43.75.

Replacing the first equation into the second, the value of x is obtained as follows:

20x + 25(2.3125 - 1.25x) = 43.75

11.25x = 14.0625

x = 14.0625/11.25

x = 1.25.

Then the value of y is obtained as follows:

y = 2.3125 - 1.25(1.25)

y = 0.75.

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To determine if h is normal in s3, we need to check if g⁻¹hg is also in h for all g in s3. s3 is the symmetric group of order 3, which has 6 elements: {(1), (12), (13), (23), (123), (132)}.

We can start by checking the conjugates of (1) in s3:
(12)⁻¹(1)(12) = (1) and (13)⁻¹(1)(13) = (1), both of which are in h.
Next, we check the conjugates of (12) in s3:
(13)⁻¹(12)(13) = (23), which is not in h. Therefore, h is not normal in s3.
In general, for a subgroup of a group to be normal, all conjugates of its elements must be in the subgroup. Since we found a conjugate of (12) that is not in h, h is not normal in s3.

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a. Thus, the limit exists and is equal to 0 and b. Since the limits along these two paths are different, the limit does not exist.

a. To find the limit of (4-xy)/(x²+3y²) as (x,y) approaches (2,1), we can try to approach the point from different paths. Along the path x = 2, we get lim(x,y)-->(2,1) (4-2y)/(4+3y²), which equals 0. Along the path y = 1, we get lim(x,y)-->(2,1) (4-2x)/(x²+3), which also equals 0. Thus, the limit exists and is equal to 0.
b. To find the limit of ([tex]x^4[/tex]-4y²)/(x²+2y²) as (x,y) approaches (0,0), we can again approach the point from different paths. Along the path x = 0, we get lim(x,y)-->(0,0) (-4y^2)/(2y^2), which equals -2. Along the path y = 0, we get lim(x,y)-->(0,0) ([tex]x^4[/tex])/(x²), which equals 0. Since the limits along these two paths are different, the limit does not exist.

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The formula for the term dK/dt is,

⇒ dK/dt = m v dv/dt

Since, We have to given that;

An object of mass has velocity b, then its kinetic energy K is given by,

⇒ K = 1/2 × m × v²

Where, v is a function of time t.

Now, We can differentiate it with respect to t as;

⇒ K = 1/2 × m × v²

⇒ dK/ dt = 1/2 × m × d/dt (v²)

⇒ dK/dt  = 1/2 × m × 2v × dv/dt

⇒ dK/dt = m × v × dv/dt

⇒ dK/dt = m v dv/dt

Therefore, After differentiate it with respect to t formula for the term dK/dt is,

⇒ dK/dt = m v dv/dt

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1. The equation of the line with a slope of 4 and a y-intercept of -2 can be written as y = 4x - 2.

2. The slope is 0 and the y-intercept is 10, the equation of the line is y = 0x + 10, which simplifies to y = 10.

3. For a slope of -3 and a y-intercept of 6, the equation of the line is y = -3x + 6.

4. With a slope of 5 and a y-intercept of 0, the equation of the line is y = 5x + 0, which simplifies to y = 5x.

5.The slope is 2/3 and the y-intercept is 9, the equation of the line is y = (2/3)x + 9

The equation of a line given a slope of 4 and a y-intercept of -2, we use the slope-intercept form, which is y = mx + b.

Here, the slope (m) is 4, and the y-intercept (b) is -2.

Substituting these values into the equation, we get y = 4x - 2.

The slope is 0 and the y-intercept is 10, the equation of the line becomes y = 0x + 10.

Since any value multiplied by 0 is 0, the x term disappears, leaving us with y = 10.

Thus, the equation of the line is y = 10.

For a slope of -3 and a y-intercept of 6, the equation of the line can be written as y = -3x + 6.

The negative slope indicates that the line decreases as x increases and the y-intercept is the point where the line crosses the y-axis.

The slope is 5 and the y-intercept is 0, the equation of the line is y = 5x + 0 simplifies to y = 5x.

The line has a positive slope of 5 and passes through the origin (0, 0).

With a slope of 2/3 and a y-intercept of 9, the equation of the line is y = (2/3)x + 9.

The slope indicates that for every increase of 3 units in x, the line increases by 2 units in the y-direction.

The y-intercept represents the starting point of the line on the y-axis.

The equations of the lines with the given slopes and y-intercepts are:

y = 4x - 2

y = 10

y = -3x + 6

y = 5x

y = (2/3)x + 9.

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There is no value for B50 in this particular equation.

To find B50 for G(x) = B0 + B1*X + B2*x^2 + B3*x^3 + B4*x^4, given that G'(x) = F(x), we will first find the derivative of G(x) and then compare it with F(x) to determine the value of B50.

Step 1: Find the derivative of G(x)
G'(x) = d(G(x))/dx = d(B0 + B1*X + B2*x^2 + B3*x^3 + B4*x^4)/dx

Using the power rule for differentiation, we get:
G'(x) = B1 + 2*B2*x + 3*B3*x^2 + 4*B4*x^3

Step 2: Compare G'(x) with F(x)
Since G'(x) = F(x), we can say that:
F(x) = B1 + 2*B2*x + 3*B3*x^2 + 4*B4*x^3

Step 3: Determine the value of B50
From the given information and the problem statement, there is no mention of a B50 term in G(x). Therefore, there is no value for B50 in this particular equation.

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To factor the given polynomial completely, we need to use the grouping method.

Step 1: Rearrange the polynomial in descending order and group the first two terms and the last two terms.2x³x² − 18x − 9= 2x²(x - 9) - 9(x - 9)=(2x² - 9)(x - 9)

Step 2: Factor the first grouping. 2x² - 9 = (x² - 9)(2 - 1) = (x + 3)(x - 3)(2 - 1) = (x + 3)(x - 3)Step 3: Factor the second grouping. (x - 9) is already factored, so there's nothing more to do.

Now, putting the two factors together we get;2x³x² − 18x − 9 = (x + 3)(x - 3)(2x² - 9)= (x + 3)(x - 3)(x + √2)(x - √2)

Hence, the factored form of the given polynomial is (x + 3)(x - 3)(x + √2)(x - √2)

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45.A possible formula for the rational function with zeros at x=2 and x=3, a vertical asymptote at x=5, and a horizontal asymptote of y=-3 is:

f(x) = -3 + (x-2)(x-3)/(x-5)

Note that when x approaches 5, the numerator approaches 3, and the denominator approaches 0, so the function has a vertical asymptote at x=5. When x approaches infinity or negative infinity, the term (x-2)(x-3)/(x-5) approaches x^2/x = x, so the function has a horizontal asymptote of y=-3.

46.A possible formula for the rational function with vertical asymptotes at x=2 and x=3, a horizontal asymptote of y=0, and a crossing of the x-axis at x=5 is:

g(x) = k(x-5)/(x-2)(x-3)

where k is a constant that can be determined by the fact that the graph of g crosses the x-axis at x=5. Since the function has a vertical asymptote at x=2, we know that the factor (x-2) appears in the denominator.

Similarly, since the function has a vertical asymptote at x=3, we know that the factor (x-3) appears in the denominator. The factor (x-5) appears in the numerator because the graph crosses the x-axis at x=5. Finally, the function has a horizontal asymptote of y=0, which means that the numerator cannot have a higher degree than the denominator.

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The statement " If the dataset does not meet the independence condition for the ANOVA model, a transformation might improve the situation." is true because a transformation might help improve independence in the dataset for the ANOVA model.

In statistical hypothesis testing, ANOVA (Analysis of Variance) is a widely used method to compare the means of three or more groups. One of the assumptions of ANOVA is that the data within each group should be independent of each other. If this assumption is violated, it can lead to biased results or incorrect conclusions.

In such cases, a transformation of the data might help meet the independence condition. A common transformation is the Box-Cox transformation, which can help stabilize the variance of the data and make it more normal.

Thus, the given statement is true.

However, it's important to note that a transformation is not always the best solution, and it's essential to check the assumptions thoroughly before performing any statistical analysis.

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Based on the median and up/down run tests with z = 2, the process is determined to be in control.

To determine if assignable causes of variation are present in a process, we can use statistical tests such as the median and up/down run tests.

First, let's analyze the median test. We sort the observations in ascending order: 21, 21, 22, 23, 24, 25, 26, 26, 28, 30. The median of this sorted data set is 24.5, which falls within the range of the observed values. This indicates that there are no significant shifts or deviations in the central tendency of the data, suggesting that the process is in control.

Next, we perform the up/down run test with z = 2. In this test, we count the number of consecutive observations that are either all increasing or all decreasing. If the number of runs is within the expected range based on random chance, the process is considered in control. In our case, we have 4 runs (21-21, 22-23-24-25-26-26, 28, 30), which is within the expected range for randomness.

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