An angle that shares the same sine value of an angle that measures StartFraction 5 pi Over 4 EndFraction radians is located where? Quadrant I Quadrant II Quadrant IV along an axis.

Answer:

10.20°

Step-by-step explanation:

Given that:

Grade = 18% ; rise = 18ft

For every 100 feets, plane roses 18%

The question can be solved using Pythagoras rule :

Tangent θ = opposite / Adjacent

Tan θ = 18 / 100

Tan θ = 0.18

θ = tan^-1(0.18)

θ = 10.203973

θ = 10.20°

The time categories are divided into "<1 hour," "1-2 hours," "2-3 hours," and ">3 hours."  

What does the frequency distribution in the table reveal about the homework habits of the two samples of high school students?

The frequency distribution in the table provides insights into the distribution of homework habits among the two samples of high school students. By examining the frequency counts in each time category, we can determine the proportion of students spending different amounts of time on homework each night. This information helps identify patterns and differences in homework habits between the two samples, allowing for a comparison of their study behaviors.

Here is an example of a 4-column table with 2 rows representing the results of a random survey asking two samples of 100 high school students about the amount of time they spend on homework each night:

Sample 1:

  Sample 1                                                     Number of Students

    Time                                                                   Frequency

   <1 hour                                                                     20

  1-2 hours                                                                    40

 2-3 hours                                                                     30

    >3 hours                                                                   10

Sample 2:

 Sample 2                                                        Number of Students

Time                                                                      Frequency

<1 hour                                                                        30

1-2 hours                                                                    35

2-3 hours                                                                   20

>3 hours                                                                      15

In this table, each sample represents a different group of 100 high school students, and the frequency of students spending a particular amount of time on homework each night is recorded. The time categories are divided into "<1 hour," "1-2 hours," "2-3 hours," and ">3 hours." The table provides an overview of the distribution of homework time among the two samples of high school students.

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(a) The monopolist's profit-maximizing quantity is 50 units, and the price is $100 per unit.

(b) To achieve the allocatively efficient quantity, the government should set the price at $60 per unit.

(c) Producing the allocatively efficient quantity may not be economically feasible for the monopolist as the price is lower than the average total cost of production.

(d) To have the monopolist earn zero economic profit, the government should set the price at $80 per unit.

(e) The deadweight loss will decrease compared to that of the unregulated monopolist.

(a) The profit-maximizing quantity is where marginal revenue equals marginal cost, which occurs at 50 units, and the corresponding price is $100 per unit. At this quantity, the monopolist's total revenue is $5000, and its total cost is $2500, resulting in a profit of $2500.

(b) To achieve allocative efficiency, the government should set the price at the point where the demand curve intersects the marginal cost curve, which is at 70 units and a price of $60 per unit. At this quantity, the price is equal to the marginal cost, and society maximizes its total surplus.

(c) Producing the allocatively efficient quantity may not be economically feasible for the monopolist because the price of $60 per unit is lower than the average total cost of production, which is $75 per unit. Thus, the monopolist will incur losses if it produces at this quantity.

(d) To regulate the monopolist to earn zero economic profit, the government should set the price at the point where the demand curve intersects the average total cost curve, which is at 80 units and a price of $80 per unit. At this quantity, the price is equal to the average total cost, and the monopolist earns zero economic profit.

(e) The deadweight loss will decrease compared to that of the unregulated monopolist because the allocatively efficient quantity is being produced. However, there may still be some deadweight loss due to the difference between the price and the average total cost.

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Answer: The answer is 7x

Step-by-step explanation:

4x+6x-3x

you would combine like terms

add together the numbers with x

4x+6x=10x

then you would take that number and minus 3x

10x-3x=7x

Hope this helps please mark brainliest :)

Answer:

All answers are in degrees

quadrilateral->90

pentagon-> 72

octagon->45

decagon->36

30-gon ->12

50-gon->7.2

100-gon->3.6

Step-by-step explanation:

Answer:

8000

Step-by-step explanation:

The cube of 20 is 8000. 20x20=400, and 400x20=8000. Bingo! Hope it helps!

Step-by-step explanation:

17 4913 = 17 X 17 X 17

17 4913 = 17 X 17 X 1718 5832 = 18 X 18 X 18

17 4913 = 17 X 17 X 1718 5832 = 18 X 18 X 1819 6859 = 19 X 19 X 19

17 4913 = 17 X 17 X 1718 5832 = 18 X 18 X 1819 6859 = 19 X 19 X 1920 8000 = 20 X 20 X 20

Answer:

3.82362

rounded: 3.82

Step-by-step explanation:

Crime rates in the UCR (Uniform Crime Report) are expressed as the number of reported crimes per 100,000 population.

This allows for a standardized comparison of crime levels across different areas and time periods, taking into account population size. The UCR presents raw figures, crime rates, and changes in both the number and rate of crime over time to provide a comprehensive view of crime trends.

This is calculated by dividing the number of reported crimes by the population of the area and multiplying the result by 100,000. This helps to standardize the data and allows for comparison across different jurisdictions and time periods. Additionally, the UCR also presents changes in crime rates over time, allowing for the identification of trends and patterns in crime.

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The six main criteria to define normality and abnormality include statistical infrequency, personal distress, others' distress, unexpected behavior, highly consistent/inconsistent behavior, and maladaptiveness/disability.

1. Abnormality as statistical infrequency: This criterion defines abnormality based on behaviors or characteristics that deviate significantly from the statistical norm.

2. Abnormality as personal distress: This criterion focuses on the individual's subjective experience of distress or discomfort. It considers behaviors or experiences that cause significant emotional or psychological distress to the person as abnormal.

For instance, someone experiencing intense anxiety or depression may be considered abnormal based on personal distress.

3. Abnormality as others' distress: This criterion takes into account the impact of behavior on others. It considers behaviors that cause distress, harm, or disruption to others as abnormal.

For example, someone engaging in violent or aggressive behavior that harms others may be considered abnormal based on the distress caused to others.

4. Abnormality as unexpected behavior: This criterion defines abnormality based on behaviors that are considered atypical or unexpected in a given context or situation.

For instance, if someone starts laughing uncontrollably during a sad event, their behavior may be considered abnormal due to its unexpected nature.

5. Abnormality as highly consistent/inconsistent behavior: This criterion involves comparing an individual's behavior to both their own typical behavior and the behavior of others. Consistent or inconsistent patterns of behavior may be considered abnormal.

For example, if a person consistently engages in risky and impulsive behavior, it may be seen as abnormal compared to their own usually cautious behavior or the behavior of others in similar situations.

6. It considers behaviors that are maladaptive, causing difficulties in personal, social, or occupational areas. For instance, someone experiencing severe social anxiety that prevents them from forming relationships or attending school or work may be considered abnormal due to the disability it causes.

The medical model and classification systems used in physical illnesses have both value and limitations when applied to psychological disorders. They provide a structured framework for understanding and diagnosing psychological disorders, allowing for standardized assessment and treatment. However, they can oversimplify the complexity of psychological experiences and may lead to overpathologization or stigmatization.

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In a convex hexagon, if the area of the hexagonal region is 2116 (√2 + 1), then the value of AB is 46.

A convex hexagon is a hexagon in which all of the inner angles and all of the vertices have to be smaller than 180 degrees. There are both regular and irregular convex hexagons. Inside a convex hexagon, there are no angles. More specifically, no internal angle will exceed 180 degrees. Any internal angle which exceeds 180 degrees is concave.

Let the side length be x.

So, the diagonal BF = √(AB^2 + A F^2) = √(x^2 + x^2) = x√2.

Then, the areas of the triangles AFB and CDE in total equals (x^2 / 2) * 2, and the area of the rectangle BCEF equals x * x√2 = x^2 √2.

Now, let the equation be:

2116 (√2 + 1) = x^2√2 + x^2

And by simplifying the above equation, we will get:

2116 (√2 + 1) = x^2 (√2 + 1)

2116 = x^2

By taking root both sides, then it will be:

x = 46

Hence, the value of AB is 46.

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Although part of your question is missing, you might be referring to this full question: In a convex hexagon ABCDEF, all six sides are congruent, ∠A and ∠D are right angles. And ∠B, ∠C, ∠E and ∠F are congruent. The area of the hexagonal region is 2116 (√2 + 1). Find AB.

Answer:

10

Step-by-step explanation:

Answer:

y = -7

Step-by-step explanation:

It has a slope of zero (it is just a straight,infinite line)

And it passes through the point (5,-7) because it is continuous and infinite

48+140=188

92+210=302

if you at all it equals 490

Answer:

see explanation

Step-by-step explanation:

1

4x = 3x + 5 ( subtract 3x from both sides )

x = 5

2

7m = 8 + 5m ( subtract 5m from both sides )

2m = 8 ( divide both sides by 2 )

m = 4

3

2a = 9 - a ( add a to both sides )

3a = 9 ( divide both sides by 3 )

a = 3

4

\(\frac{1}{4}\) d = 3 ( multiply both sides by 4 to clear the fraction )

d = 3 × 4 = 12

5

5y + 6 = 21 ( subtract 6 from both sides )

5y = 15 ( divide both sides by 5 )

y = 3

6

2n - 3 = 6 ( add 3 to both sides )

2n = 9 ( divide both sides by 2 )

n = 4.5

Answer:

\(a_{n}\) = 25+(-4)(n-1)

Answer:

an = 25+(-4)(n-1)

Step-by-step explanation:

Answer:

-5.6

Step-by-step explanation:

Let the given function be g(x) = 2x - 1

To get g(-2.3), you will substitute x = -2.3 into the expression as shown;

g(x) = 2x - 1

g(-2.3) = 2(-2.3) - 1

g(-2.3) = -4.6 - 1

g(-2.3) = -5.6

Hence the value is -5.6

Note that the function was assumed. Same procedure can be applies for any function g(x).

Answer:

Decimal

Step-by-step explanation:

Im going to assume you double pasted, happens sometimes. so the answer would be decimal.

Answer:

domain is all reall numbers

Answer: 108

Step-by-step explanation:

(101 + 66 + 157) / 3

The equation for the length of the rectangle is L = 30 - W.

The given parameters:

perimeter of Andy's rectangular patio = 60 feet

The formula for perimeter of a rectangle is calculated as follows;

\(P = 2(L+W)\)

Where;

P is the perimeter

L is the length of the rectangle

W is the width of the rectangle

To find the equation for the length of the rectangle, make L the subject of the formula;

\(P = 2(L+W)\\\\60 = 2(L+W)\\\\divide \ both \ sides \ by \ 2\\\\\frac{60}{2} = \frac{2(L+W)}{2} \\\\30 = L+ W\\\\L = 30 - W\)

Thus, the equation for the length of the rectangle is L = 30 - W.

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Possible answer:

y = 2x + 60

Step-by-step explanation:

First, we will have to find the slope for the line that passes through those points, because parallel lines have the same slope but different y-intercepts. We only need the slope.

Let's use the formula for finding the slope from two points: \(\frac{y_{2}-y_{1}}{x_{2}-x_{1}}\). My work is shown below:

\(\frac{9-1}{2-(-2)} \\\frac{8}{4} \\2\)

The slope is 2, so this will be the slope for our parallel line. Parallel lines can have any y-intercepts, so let's just pick a random one - 60 (yours doesn't have to be this, I just picked one at random). So, one example of an answer to this question would be y = 2x + 60.

Drawing an altitude and computing the side lengths of the resulting half triangle for an equilateral and isosceles triangle, would give the trigonometric functions for multiples of 30 and 45 respectively.

In a 30°-60°-90° right triangle, the longer leg is \(\sqrt{3}\) times longer than the shorter leg, and the hypotenuse is twice as long. In a 45°-45°-90° right triangle, sides opposite to the equal angles (45°) are equal and the hypotenuse is \(\sqrt{2}\) times the other sides.

To find the trigonometric functions of multiples of 30°, first consider a equilateral triangle of, say, side-length 2. Draw an altitude for the triangle. Each of the half triangle are 30°-60°-90° right triangle. Clearly the base will be divided into 2 equal parts of length 1 each. Now using Pythagorean Theorem on one of the 30°-60°-90° right triangle, trigonometric functions for multiples of 30° could be obtained.

Draw x and y axis. Now take a length of , say , 2 in the x-axis and using a compass pointed at origin and mark the point on y axis with a length 2. Now join these points on x and y axis. A 45°-45°-90° isosceles right triangle with side-length 2 is obtained. Now using Pythagorean Theorem, trigonometric functions for multiples of 45° could be obtained.

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Answer:

x = 3

Step-by-step explanation:

<=> 2^x + 2^x + 2^x + 2^x = 32

<=> 4x2^x=32

<=> 2^x = 8

<=> x = 3

Answer:

Step-by-step explanation:

25 +5+5+5+5+5+5+5+5+5=70

Answer: 9nickels

Answer:

B) Lines that are parallel have the same slope and never intersect.

Step-by-step explanation:

First I would look at the y intercept. In a linear equation, y = mx + b, b is the y-intercept and m is the slope. This means that (0,6) is a point on the line since at a y-intercept, the x value is 0. First you should plot this point.

Next, the slope is 4, meaning that for every 1 unit to the right, the line rises 4 units. You can count 1 to the right and 4 up from the y-intercept, which gives you (1,10), a second point on the line. After this, you can connect the two points and there you go, you have a graph!

The values of {x} would be 38.1 units.

According to the Pythagoras theorem, we can write -

(hypotenuse)² = (base)² + (perpendicular)²

Given is a right angled triangle JKL.

We can solve for {x} using the cosine function as -

cos(27) = 34/x

x = 34/cos(27)

x = 38.1 units

Therefore, the values of {x} would be 38.1 units.

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Answer:

The answer is 2x+48

Step-by-step explanation:

1: Distribute

6(3x+4)-4(2x-6)-8x

18x + 24 - 4(2x-6)-8x

2: Distribute

18x + 24 - 4(2x-6)-8x

18x + 24 - 8x + 24 - 8x

3: Add the numbers

18x + 24 - 8x + 24 - 8x

18x + 48 - 8x - 8x

4: Combine like terms

18x + 48 - 8x - 8x

2x+48

Solution:

2x+48

Answer:

18.75

Step-by-step explanation:

25% of 75 =

0.25 x 75 =

18.75

Hope that helps!

Answer:

18.75

Step-by-step explanation: I don't really know what work to show it was all mental

Answer:

The answer to the statement provided is 46.