A school has 625 students and 25 teachers. Which of these statements is true based on this information? A) The school has a ratio of 5 students to 1 teacher. B) The school has a ratio of 5 teachers to 1 student. C) The school has a ratio of 25 students to 1 teacher. D) The school has a ratio of 25 teachers to 1 student.​

Answer:

The first step would be to distribute that 2 into the numbers in the parenthesis.

Step-by-step explanation:

Answer:

Step-by-step explanation:

I feel like there are many ways to begin this problem, but I'd distribute the 2(x+7) so that you are left with 2x+14. This way you can add 2x and 3x and subtract 14 to the other side.

The correct answer is it would take approximately 0.000012 seconds (or 12 microseconds) for the laptop to receive a packet of MTU size (1500 bytes) with a network speed of 1 Gbps.

To determine the time it will take for a laptop to receive a packet of MTU size (1500 bytes), we need to consider the data transfer rate or network speed.

Let's assume the network speed is given in bits per second (bps). We'll need to convert the packet size from bytes to bits and then divide it by the network speed to calculate the time.

First, let's convert the packet size from bytes to bits:

Packet size = 1500 bytes

1 byte = 8 bits

1500 bytes * 8 bits/byte = 12000 bits

Now, we need to divide the packet size by the network speed to calculate the time:

Time = Packet size / Network speed

For example, if the network speed is 1 Gbps (1 gigabit per second), the calculation would be:

Time = 12000 bits / (1 Gbps) = 12000 / (10^9) seconds = 0.000012 seconds

Therefore, it would take approximately 0.000012 seconds (or 12 microseconds) for the laptop to receive a packet of MTU size (1500 bytes) with a network speed of 1 Gbps.

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The value of a + b + c based on the product formula is 8.

From the information given, the product of the proper divisor is illustrated.

Based on the information, the addition of the symbols will be:

= a + b + c

= 3 + 3 + 2

= 8

In conclusion, the correct option is 8.

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Answer:

slope is 2.

Step-by-step explanation:

Answer:

neither; they'll reach the floor at the same time

Step-by-step explanation:

When the spheres are then rolled off a horizontal table at the same time with the same speed and both will fall simultaneously to the floor.  

A free-falling object is an object that is falling under the sole influence of gravity. Any object that is being acted upon only by the force of gravity is said to be in a state of free fall.

Since the gravitational accereration acting on any body is constant and does not depend upon the mass of the body.

So a blue sphere and a red sphere with the same diameter will fall simultaneously on the floor under the influence of the gravity.

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Answer:

3. Markup $3.50 Retail Price $13.50

4.)Markup $10 Retail Price $50

Answer:

3. $ Markup = $3.50

Retail Price = $13.50

4. $ Markup = $10

Retail Price = $50

Step-by-step explanation:

Turn the % markups into decimals. For 3, you would turn the % markup into 0.35 and for 4 you would turn the % markup into 0.25.

Multiply the decimals by the price. Your result for the $ markup for 3 should be $3.50 and the result for 4 should be 10.

Now add the $ markup to the original price for 3 and 4.

10 + 3.50 = $13.50

40 + 10 = $50

I hope this helped.

Given:

Answer: 5

Answer:

B. -√13/4

Step-by-step explanation:

cos 0 = -√3/4 => x=-√3 , h=4

tan 0 > 0

y should be on quadrant III

y= √4²-3= √16-3=√13 => -√13

so, sin 0 = y/h = -√13/4

Answer:

B. -√13/4

Step-by-step explanation:

:)

Answer:

Gordon will use 5/6 of the bag of cheese to make the entire recipe.

Step-by-step explanation:

We are given that Gordon makes 4/5 of a recipe with 2/3 bag of cheese.

And we want to determine what fraction of the bag of cheese Gordon will use to make the entire recipe.

We can write the following ratio:

\(\displaystyle \frac{\dfrac{2}{3}\text{ bag of cheese}}{\dfrac{4}{5}\text{ recipe}}\)

Find the unit rate. Multiply both layers by 5/4:

\(\displaystyle \frac{\dfrac{2}{3}\text{ bag of cheese}}{\dfrac{4}{5}\text{ recipe}}\times \frac{\dfrac{5}{4}}{\dfrac{5}{4}}\)

Multiply:

\(\displaystyle \frac{\dfrac{5}{6}\text{ bag of cheese}}{1 \text{ recipe}}\)

In conclusion, Gordon will use 5/6 of the bag of cheese to make the entire recipe.

Answer:

£6800 times (1.05)to the power of 6

=£9112.65

Step-by-step explanation:

The integral in spherical coordinates is:

∫π 0 ∫π/4 0 ∫√(2-r^2)cos(φ) −√(2-r^2)cos(φ) ρ^2 sin(φ) dρ dφ dθ.

To rewrite the given integral in spherical coordinates, we first need to express the integrand in terms of spherical coordinates. We have:

z = ρ cos(φ)

r = ρ sin(φ) cos(θ)

x^2 + y^2 = ρ^2 sin^2(φ) = ρ^2 - z^2

Solving for ρ, we get:

ρ^2 = x^2 + y^2 + z^2 = r^2 + z^2

ρ = √(r^2 + z^2)

Substituting these expressions, we get:

∫2π 0 ∫√2 1 ∫√2−r^2 −√2−r^2 r dz dr dθ

= ∫π 0 ∫π/4 0 ∫√(2-r^2)cos(φ) −√(2-r^2)cos(φ) ρ^2 sin(φ) dρ dφ dθ

So the integral in spherical coordinates is:

∫π 0 ∫π/4 0 ∫√(2-r^2)cos(φ) −√(2-r^2)cos(φ) ρ^2 sin(φ) dρ dφ dθ.

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If x terminates in the fourth quadrant, then we know that sin(x) < 0 and cos(x) > 0. Given that sec(x) = 8, we immediately have

cos(x) = 1/sec(x) = 1/8

Recall the Pythagorean identity,

cos²(x) + sin²(x) = 1

Then it follows that

sin(x) = -√(1 - cos²(x)) = -3√7/8

Now recall the double angle identities,

sin(2x) = 2 sin(x) cos(x)

cos(2x) = cos²(x) - sin²(x)

Then

sin(2x) = 2 (-3√7/8) (1/8) = -6√7/64 = -3√7/32

cos(2x) = (1/8)² - (-3√7/8)² = -62/64 = -31/32

By definition of tangent,

tan(x) = sin(x)/cos(x)

Then

tan(2x) = sin(2x)/cos(2x) = (=3√7/32) / (-31/32) = 3√7/31

Answer:

37 cm

Step-by-step explanation:

(3.5)2 + (6)2 + 3.5 + 3.5 + 11 =

7 + 12 + 7 + 11 =

37 cm

Bounded in probability is a concept in probability theory that describes a sequence of random variables that become increasingly likely to be bounded by a certain value as the sequence progresses. More specifically, a sequence of random variables X1, X2, X3,... is said to be bounded in probability if, for any positive number ε, there exists a number M such that the probability that any of the random variables in the sequence exceed M is less than ε.

In other words, as the sequence progresses, the random variables are increasingly likely to remain within a certain range. This property is useful in many areas of probability theory and statistics, as it enables us to make statements about the behavior of sequences of random variables with a high degree of confidence.

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Answer y-2x+5 or it will be y=-2x+11

Step-by-step explanation:

Answer:

I have

Step-by-step explanation:

No idea i just need points sorry wyatt

Answer:

(-1,-4) ---> 77

Step-by-step explanation:

Answer:

7(32)=7(30+2)=7*2=210+14=224

Step-by-step explanation:

nd the star is the multiplacations sign bcz i dont have the dot mk.

A class with n kids lines up for recess. The order in which the kids line up is random with each ordering being equally likely. Probability that Celia is at first in line is 1/n.

Probability refers to potential.

A random event's occurrence is the subject of this area of mathematics.

The range of the value is 0 to 1.

Probability of an event occurring is given by

P(E) = (No. of favourable outcomes)/ (No. of total outcomes)

Permutation: When the order of the arrangements counts, a permutation is a mathematical technique that establishes the total number of alternative arrangements in a collection.

Choosing only a few items from a collection of options in a specific sequence is a common task in arithmetic problems. Formula of permutation is given as

\(^{n}P_{r} = \frac{n !}{(n - r) !}\)

For finding probability of Celia at first position in class of n kids we will do permutation and then apply formula of probability.

Total ways of arranging n kids = n!

But is we fix Celia at first position then ways of arrangement will be (n - 1)!

\(P(E) = \frac{(n - 1)!}{n!} = \frac{1}{n}\)

n! = n (n - 1) (n - 2)

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A class with n kids lines up for recess. The order in which the kids line up is random with each ordering being equally likely. Probability that Celia is at first in line is 1/n.

Probability refers to potential.

A random event's occurrence is the subject of this area of mathematics.

The range of the value is 0 to 1.

Probability of an event occurring is given by

P(E) = (No. of favourable outcomes)/ (No. of total outcomes)

Permutation: When the order of the arrangements counts, a permutation is a mathematical technique that establishes the total number of alternative arrangements in a collection.

Choosing only a few items from a collection of options in a specific sequence is a common task in arithmetic problems. Formula of permutation is given as

\(^{n}P_{r} = \frac{n !}{(n - r) !}\)

For finding probability of Celia at first position in class of n kids we will do permutation and then apply formula of probability.

Total ways of arranging n kids = n!

But is we fix Celia at first position then ways of arrangement will be (n - 1)!

\(P(E) = \frac{(n - 1)!}{n!} = \frac{1}{n}\)

n! = n (n - 1) (n - 2)

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The roots have positive or same signs when c>0.

Note that only real numbers can be positive or negative. This concept does not apply to complex non real numbers. So first we have to make sure that the roots are real which occurs when discriminant is greater or equal to 0.

\(b^{2} -2ac > 0\\2^{2} -2(-1) (c) > 0\\4-2c > 0\\c > -2\)

Roots of quadrant equation have Samsame sign if product of roots >0.

\(\frac{a}{c} > 0\\\frac{c}{-1} > 0\\c < 0\)

Roots of quadratic equation have positive sign if product of roots<0.

c>0.

Combining results, we get:-

roots have positive signs when:-

c>0.

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Answer: A

Hope this helps

Your answer to this question would be A.

(Aka) 401.92 in sq 2

Answer:

a ;)

this answer was to short so i had to add stuff.

The given expressions, when A=1, B=0, and C=1, X evaluates to 1.001; when A=B=C=1, X evaluates to 1.111; and when A=B=C=0, X evaluates to 0.000. These evaluations are based on the given values of A, B, and C, and the notation ¯¯¯¯¯¯BC represents the complement of BC.

To evaluate the expression X = A.¯¯¯¯¯¯BC, we substitute the given values of A, B, and C into the expression.

(a) For A = 1, B = 0, and C = 1:

X = 1.¯¯¯¯¯¯01

To find the complement of BC, we replace B = 0 and C = 1 with their complements:

X = 1.¯¯¯¯¯¯01 = 1.¯¯¯¯¯¯00 = 1.001

(b) For A = B = C = 1:

X = 1.¯¯¯¯¯¯11

Similarly, we find the complement of BC by replacing B = 1 and C = 1 with their complements:

X = 1.¯¯¯¯¯¯11 = 1.¯¯¯¯¯¯00 = 1.111

(c) For A = B = C = 0:

X = 0.¯¯¯¯¯¯00

Again, we find the complement of BC by replacing B = 0 and C = 0 with their complements:

X = 0.¯¯¯¯¯¯00 = 0.¯¯¯¯¯¯11 = 0.000

In conclusion, when A = 1, B = 0, and C = 1, X evaluates to 1.001. When A = B = C = 1, X evaluates to 1.111. And when A = B = C = 0, X evaluates to 0.000. The evaluation of X is based on substituting the given values into the expression A.¯¯¯¯¯¯BC and finding the complement of BC in each case.

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Solution: Given, Abigail (A) and Balan (B) want to share a pizza of size

1. Both agents have the same utility function u(x) = 2 for pizza, Abigail discounts with 8A = 1/2. Balan discounts with 88 1/2 Abigail moves first.

We have to calculate the Rubinstein solution of the bargaining problem. Bargaining Solution Using Rubinstein's alternating offers model, the bargaining solution is:

Take x as the size of the pizza that Abigail gets.

Hence, Balan gets 1 - x.

The possible utility that they get are:

Abigail: 2x(1/2) + 0(1/2) = x

Balan: 2(1 - x)(88 1/2) + 0(11 1/2) = 177 - 177x The minimum utility that they both need to be satisfied is:

minimum value = 2 x 177/2 = 177

The bargaining range is [0,1], thus there are infinite pairs that satisfy the minimum utility requirement. However, Rubinstein assumes that the final solution should be somewhere between both parties' ideal points, so we can restrict the bargaining range to [1/2, 1]. Abigail gets x and Balan gets 1 - x. Now, we have to see what happens if Balan rejects this offer.

When Balan rejects, the bargaining range is [0, x) for Abigail and (x, 1] for Balan. In this range,

Abigail's ideal point is 2x(1/2) + 0(1/2) = x and

Balan's ideal point is 2(1 - x)(88 1/2) + 0(11 1/2) = 177 - 177x.

The bargaining range is again restricted to [1/2, 1]. When Balan rejects, the bargaining range is [0, x) for Abigail and (x, 1] for Balan. In this range, Abigail's ideal point is 2x(1/2) + 0(1/2) = x and Balan's ideal point is 2(1 - x)(88 1/2) + 0(11 1/2) = 177 - 177x.The bargaining range is again restricted to [1/2, x) and (x, 1].

Now, if Abigail rejects, then the bargaining range is (0, x) for Abigail and [x, 1] for Balan. In this range, Abigail's ideal point is 2x(88 1/2) + 0(11 1/2) = 177x and Balan's ideal point is 2(1 - x)(1/2) + 0(1/2) = 1 - x. The bargaining range is again restricted to (1/2, x) and (x, 1/2 + 1/176). In the next step, if Balan rejects, then the bargaining range is [0, x) for Abigail and (x, 1] for Balan. In this range, Abigail's ideal point is 2x(1/2) + 0(1/2) = x and Balan's ideal point is 2(1 - x)(1/2) + 0(1/2) = 1 - x. The bargaining range is again restricted to [1/2, x) and (x, 1/2 + 1/176).

Repeating the steps,

the solution is: x = 2/3, 177 - 177x = 59.

After calculating the Rubinstein solution of the bargaining problem, we can see that Abigail gets 2/3 of the pizza and Balan gets 1/3 of the pizza. There are two reasons why Abigail gets a larger share of the pizza: Abigail moves first, so she has an advantage because she can propose a deal that is more favorable to her. This is why the bargaining range is initially restricted to [1/2, 1]. Abigail has a lower discount rate than Balan, so she is willing to wait longer for a deal. This means that Abigail can drive a harder bargain because she has a higher reservation utility.

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The statement is true as over the last 40 years, the percentage of Americans who identify as White has been decreasing steadily.

This trend can be attributed to several factors,

Changing Demographics,

The United States has experienced significant demographic shifts in recent decades.

There has been an increase in immigration from non-European countries, resulting in a more diverse population.

Birth rates among minority populations, such as Hispanic, Asian, and African American communities,

Have been higher compared to the White population.

Multiracial Identification,

With increased recognition and acceptance of multiracial identities,

More individuals are choosing to identify with multiple racial backgrounds rather than solely as White.

This shift in self-identification contributes to the decline in the percentage of Americans identifying as solely White.

Generational Changes,

Younger generations, such as millennials and Generation Z, are more racially and ethnically diverse compared to older generations.

As younger individuals enter adulthood and the workforce, they contribute to the overall demographic changes in the country.

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A cumulative relative frequency distribution shows option (A) the proportion of data items with values less than the upper limit of each class

A cumulative relative frequency distribution shows the proportion of data items with values less than or equal to the upper limit of each class. It provides a cumulative summary of the data distribution by adding up the frequencies or proportions of all preceding classes.

To construct a cumulative relative frequency distribution, you start with the lowest class and calculate the relative frequency (proportion) of data items in that class. Then, for each subsequent class, you add the relative frequency of that class to the cumulative relative frequency from the previous class. This cumulative value represents the proportion of data items with values less than or equal to the upper limit of the current class.

In essence, a cumulative relative frequency distribution allows you to track the accumulation of data values as you move through the classes, giving insights into the overall distribution and the proportion of data items falling below specific values.

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Answer:

2e-11

Step-by-step explanation:

Answer:

110/8  13.75  for 1 litres 13.75*20 275

 it travels 275 km on 20 litres

Step-by-step explanation:

If x and y are integers, then the even number is 2x and the odd number is 2y+1.  The product is:

2x (2y + 1)

Distribute the x:

2 (2xy + x)

This product is a multiple of 2, so the number is even.

The corresponding z-scores for the given observations can be calculated using the formula:

\(\[z = \frac{{x - \mu}}{{\sigma}}\]\)

where \(\(x\)\) is the observation, \(\(\mu\)\) is the mean, and \(\(\sigma\)\) is the standard deviation.

For the baby born in week 34 weighing 2875 grams:

\(\[z_{34} = \frac{{2875 - 2500}}{{600}} = 0.625\]\)

For the baby born in week 41 weighing 3175 grams:

\(\[z_{41} = \frac{{3175 - 2800}}{{415}} = 0.904\]\)

To determine which baby weighs more relative to the gestation period, we compare the z-scores.

A. The baby born in week 34 weighs relatively more since its z-score 0.625 is smaller than the z-score 0.904 for the baby born in week 41.

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The quotients of the long division expressions are 6x^2 + 2x - 6, 7x^3 - 4x^2 + 6x + 10 and 7x^3 + x^2 - 5x - 8

Polynomial set up 2

The long division expression is represented as

x + 5 | 6x^3 + 32x^2 + 4x - 21

So, we have the following division process

           6x^2 + 2x - 6

x + 5 | 6x^3 + 32x^2 + 4x - 21

           6x^3 + 30x^2

           --------------------------------

                      2x^2 + 4x - 21

                       2x^2 + 10x

           -------------------------------------

                       -6x - 21                      

                       -6x - 30

------------------------------------------

                                   9

Polynomial set up 3

The long division expression is represented as

2x - 3 | 14x^4 - 29x^3 + 24x^2 + 2x - 29

So, we have the following division process

            7x^3 - 4x^2 + 6x + 10

2x - 3 | 14x^4 - 29x^3 + 24x^2 + 2x - 29

            14x^4 - 21x^3

           --------------------------------

                       -8x^3 + 24x^2 + 2x - 29

                       -8x^3 + 12x^2                        

           -------------------------------------

                        12x^2 + 2x - 29

                        12x^2 - 18x

     ------------------------------------------

                                  20x - 29

                                  20x - 30

     ------------------------------------------

                                               1

Polynomial set up 5

The long division expression is represented as

2x - 1 | 14x^4 - 5x^3 - 11x^2 - 11x + 8

So, we have the following division process

            7x^3 + x^2 - 5x - 8

2x - 1 | 14x^4 - 5x^3 - 11x^2 - 11x + 8

            14x^4 - 7x^3

           --------------------------------

                       2x^3 - 11x^2 - 11x + 8

                       2x^3 - x^2                        

           -------------------------------------

                        -10x^2  - 11x + 8

                        -10x^2 + 5x

     ------------------------------------------

                                  -16x + 8

                                  -16x + 8

     ------------------------------------------

                                               0

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