PLEASE HELP!! WILL MARK BRAINLIEST! What is m< C

The tendency of group members to exert less effort when they work in groups than they would exert if they were acting alone is known as social loafing.

Social loafing is a common phenomenon that occurs when individuals feel that their individual effort will not significantly affect the group's overall performance or when they believe that other group members will compensate for their lack of effort.

This phenomenon can be observed in various group settings, such as in work teams, sports teams, and even in classroom group projects. The lack of accountability and the diffusion of responsibility that occur in groups can contribute to social loafing.

Social loafing can have negative consequences on group performance, as it can decrease the overall quality of the group's output and reduce motivation among group members.

To mitigate social loafing, it is important to establish clear roles and responsibilities for each group member and to provide regular feedback and recognition for individual contributions.

Additionally, creating a sense of collective identity and establishing group goals can also help to combat social loafing by promoting a sense of shared responsibility and commitment to the group's success.

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Answer:

y=2x+1.

Step-by-step explanation:

You first need to find the slope of the line already graphed. -2 to 1 would be three units to the right, and -2 to 4 would be six units up. You would use the equation (y2-y1)/(x2-x1), where x1 and y1 would be the x and y values of the first coordinate of the graphed line, and x2 and y2 would be the second coordinate. This would be 6/3, which can be simplified to 2/1, which can be simplified to 2, which would mean the slope of the given line would be 2, as well as the parallel line. Now, you could use a pretty complicated equation to find the y-intercept of the line you need to graph, but I would recommend using the slope to find it. Since the given point is (3, 7), you would need to go to the left, meaning you would reverse the slope until you reach the y-axis, so you would use -2 as the slope. 3*-2=-6, and 7-6=1, so the y-intercept would be 1. The answer would be y=2x+1. Hope this helps.

Both of the following statements are true about confidence intervals: Small samples produce large confidence intervals. Large samples produce small confidence intervals.

Confidence intervals are statistical estimations used in hypothesis testing. They are calculated from a random sample taken from a population, and they help to measure the accuracy and variability of the population parameter being tested.

The confidence interval is calculated by using a sample mean and a margin of error. In general, the larger the sample size, the smaller the margin of error and the narrower the confidence interval. The confidence interval is larger if the sample size is small, indicating that the sample mean is less likely to accurately represent the population parameter.

Small samples will produce larger confidence intervals because of greater uncertainty in the sample estimates. In contrast, larger samples will produce smaller confidence intervals because they provide more accurate estimates of the population parameter.

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1012x-7

multiplicas primero los paréntesis, en este caso seria 23(44), nos da 1012 y como 23 tenia "x" la agregamos 1012x y bajamos el -7 y nos da 1012x-7

(a) The variable educ might be endogenous

(b) The variable brthord is birth order (one for the first-born child, two for a second-born child and so on) could be used as an instrument for educ in equation

a) The variable instruction might be endogenous because as compensation increases the income expansions which additionally make able to an individual more educating himself. So there is an opportunity for the instruction might be an endogenous variable.

The indigeneity may involve the 32 the coefficient of knowledge as well different variables like married, black, south, urban, etc.

b) There is a substantial high relationship exists between birth order and the status of teaching. it is more possible to have higher schooling with less the order of child-born and the birth order is autonomous of the error term as well with wage. So the variable "birth order" is a good variable to use as an agency for the endogenous variable instruction.

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"Milton's RBT is collecting duration data on how much time he spends with friends all day on Friday. This is continuous data collection using continuous numbers.

It is a true statement.

Milton's RBT is collecting duration data on how much time he spends with friends all day on Friday. This is continuous data collection using continuous numbers. JJ's mother objects to a goal his IEP team recommended (to identify his ABCs) because he has worked on it for 10 consecutive years and has not mastered it.

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The equation of the tangent line represents a straight line that passes through the point of tangency and has a slope of -16.

The slope of the tangent line to the graph of the function y = x^4 - 10x^2 + 9 at x = 1 can be found by taking the derivative of the function and evaluating it at x = 1. The equation of the tangent line can then be determined using the point-slope form.

Taking the derivative of the function y = x^4 - 10x^2 + 9 with respect to x, we get:

dy/dx = 4x^3 - 20x

To find the slope of the tangent line at x = 1, we substitute x = 1 into the derivative:

dy/dx (at x = 1) = 4(1)^3 - 20(1) = 4 - 20 = -16

Therefore, the slope of the tangent line is -16.

To find the equation of the tangent line, we use the point-slope form: y - y1 = m(x - x1), where (x1, y1) is a point on the line and m is the slope.

Given that the point of tangency is (1, y(1)), we substitute x1 = 1 and y1 = y(1) into the equation:

y - y(1) = -16(x - 1)

Expanding the equation and simplifying, we have:

y - y(1) = -16x + 16

Rearranging the equation, we obtain the equation of the tangent line:

y = -16x + (y(1) + 16)

To find the slope of the tangent line, we first need to find the derivative of the given function. The derivative represents the rate of change of the function at any point on its graph. By evaluating the derivative at the specific value of x, we can determine the slope of the tangent line at that point.

In this case, the given function is y = x^4 - 10x^2 + 9. Taking its derivative with respect to x gives us dy/dx = 4x^3 - 20x. To find the slope of the tangent line at x = 1, we substitute x = 1 into the derivative equation, resulting in dy/dx = -16.

The slope of the tangent line is -16. This indicates that for every unit increase in x, the corresponding y-value decreases by 16 units.

To determine the equation of the tangent line, we use the point-slope form of a linear equation, which is y - y1 = m(x - x1). We know the point of tangency is (1, y(1)), where x1 = 1 and y(1) is the value of the function at x = 1.

Substituting these values into the point-slope form, we get y - y(1) = -16(x - 1). Expanding the equation and rearranging it yields the equation of the tangent line, y = -16x + (y(1) + 16).

The equation of the tangent line represents a straight line that passes through the point of tangency and has a slope of -16.

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(a) The argument of z, given z = (a + ai)(b√3 + bi), is arg \(z = tan^{(-1)}\)((√3 + 1) / (√3 - 1)) and (b) The cube roots of -32 + 32√3i are 4 * [cos(-π/9) + isin(-π/9)], 4 * [cos(5π/9) + isin(5π/9)], and 4 * [cos(7π/9) + isin(7π/9)].

(a) To determine arg z, we need to find the argument (angle) of the complex number z. Given that z = (a + ai)(b√3 + bi), we can expand this expression as follows:

z = (a + ai)(b√3 + bi) = ab√3 + abi√3 + abi - ab

Simplifying further, we have:

z = ab(√3 + i√3 + i - 1)

Now, we can write z in polar form by finding its magnitude (modulus) and argument. The magnitude of z is given by:

\(|z| = \sqrt(Re(z)^2 + Im(z)^2)\)

Since z = ab(√3 + i√3 + i - 1), the real part Re(z) is ab(√3 - 1), and the imaginary part Im(z) is ab(√3 + 1). Therefore, the magnitude of z is:

\(|z| = \sqrt((ab(\sqrt3 - 1))^2 + (ab(\sqrt3 + 1))^2) = ab\sqrt(4 + 2\sqrt3)\)

To find the argument arg z, we can use the relationship:

arg z = \(tan^{(-1)}\)(Im(z) / Re(z))

Substituting the values, we have:

arg z = tan^(-1)((ab(√3 + 1)) / (ab(√3 - 1))) = \(tan^{(-1)}\)((√3 + 1) / (√3 - 1))

Therefore, the argument of z is arg z = \(tan^{(-1)}\)((√3 + 1) / (√3 - 1)).

(b) To find the cube roots of -32 + 32√3i, we can write it in polar form as:

-32 + 32√3i = 64(cosθ + isinθ)

where θ is the argument of the complex number.

The modulus (magnitude) of -32 + 32√3i is:

| -32 + 32√3i | = √((-32)^2 + (32√3)^2) = √(1024 + 3072) = √4096 = 64

The argument θ can be found using:

θ = arg (-32 + 32√3i) = \(tan^{(-1)}\)((32√3) / (-32)) = tan^(-1)(-√3) = -π/3

Now, to find the cube roots, we can use De Moivre's theorem:

\(z^{(1/3)} = |z|^{(1/3)}\)* [cos((arg z + 2kπ)/3) + isin((arg z + 2kπ)/3)]

Substituting the values, we have:

Cube root 1: \(64^{(1/3)}\) * [cos((-π/3 + 2(0)π)/3) + isin((-π/3 + 2(0)π)/3)]

Cube root 2: \(64^{(1/3)}\) * [cos((-π/3 + 2(1)π)/3) + isin((-π/3 + 2(1)π)/3)]

Cube root 3: \(64^{(1/3)}\) * [cos((-π/3 + 2(2)π)/3) + isin((-π/3 + 2(2)π)/3)]

Simplifying further, we have:

Cube root 1: 4 * [cos(-π/9) + isin(-π/9)]

Cube root 2: 4 * [cos(5π/9) + isin(5π/9)]

Cube root 3: 4 * [cos(7π/9) + isin(7π/9)]

These are the cube roots of -32 + 32√3i. To sketch them in the complex plane (Argand diagram), plot three points corresponding to the cube roots \((-32 + 32 \sqrt 3i)^{(1/3)}\) using the calculated values.

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Answer:

It is 14130 mm^3

Step-by-step explanation:

So the equation for the volume of a sphere is (4/3) (3.14) r^3. So since we already have the radius, we just plug it in to get the answer:

(4/3) (3.14) r^3

(4/3) (3.14) 15^3

(4/3) (3.14) 3375

(4/3) (10597.5)

14130 mm^3

Answer:

a positive slope because it has only one negative and rest positive

Step-by-step explanation:

please mark brainlist

Answer:

A. Positive Slope

B. (2,5)

C. Slope: 3

Hope this helps! :) Plz Give brainliest if you can!

Answer:

$0.24

Step-by-step explanation:

the working out would look something like this:

ounces dollars

12 : 2.88

duvide both by 12 to find 1 ounce

1 : 0.24

the price per ounce would be $0.24

hopefully this helps :)

The measure if arc CD is 112 degrees

The measure of a chord- chord angle is half the sum of the measures of the arcs intercepted by the angle and its vertical angle.

∠ AED and ∠ CED are a linear pair and sum to 180° , that is

80° + ∠ CED = 180°( subtract 80° from both sides )

∠ CED = 100°

then

1/2(CD + AB) = ∠ CED

1/2 ( CD + 88) = 100° ( multiply both sides by 2 to clear the fraction )

CD + 88° = 200° ( subtract 88° from both sides )

CD = 112°

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For Geometric shape cube, The area that Zoia will paint is 150 square inch.

What exactly are geometric shapes?

Geometric forms are figures in mathematics that depict the shape of items we observe in our daily lives. Shapes are the forms of things in geometry that have boundary lines, angles, and surfaces. There are several sorts of 2d and 3d shapes.

Shapes can also be classed based on their regularity or homogeneity. A regular form, such as a square or circle, is frequently symmetrical. Asymmetry exists in irregular forms. They are also known as organic forms or freeform shapes. A tree, for example, has an uneven or organic form.

Two-dimensional forms in plane geometry are flat shapes and closed figures such as circles, squares, rectangles, rhombuses, and so on. The three-dimensional forms in solid geometry are the cube, cuboid, cone, sphere, and cylinder. We may see all of these forms in our daily lives. Books (cuboid shape), glasses (cylindrical shape), traffic cones (conical shape), and so on are examples.

Now,

Given side of gift box in shape of cube=5 inch

Area of cube=6(side)²

Therefore, area of box that is to be painted is

=6*5*5

=150 square inch

Hence,

           The area that Zoia will paint is 150 square inch.

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Answer:

-32678141

Step-by-step explanation:

Answer:

13,000

_____

4%

I'm sorry if this is incorrect

Answer:

Step-by-step explanation:

The solution to both inequality is 2 ≥  -x and -x≥ 14

How to calculate  inequality ?

The idea of inequality, which is the state of not being equal, especially in terms of status, rights, and opportunities1, is at the core of social justice theories. However, because it frequently has diverse meanings to different people, it is prone to misunderstanding in public discourse.

We have the equation 1≥-x-1 and -x-1≥ −13

Let us solve the inequality

1 ≥ - x - 1

1 + 1 ≥ -x

2 ≥  -x

Now, let us solve the inequality

-x-1≥ −13

-x+13 ≥ -1

-x≥ 14

Therefore the solution to both inequality is 2 ≥  -x and -x≥ 14

Answer:

Sam has 7/8m left :)

Step-by-step explanation:

1/8

1/2 becomes 4/8 then subtract and you get 1/8

The top right graph could show the arrow's height above the ground over time.

The initial and the final height are both at eye level, which is the reference height, that is, a height of zero.

This means that the beginning and at the end of the graph, it is touching the x-axis, hence either the top right or bottom left graphs are correct.

The trajectory of the arrow is in the format of a concave down parabola, hitting it's maximum height and then coming back down to eye leve.

Hence the top right graph could show the arrow's height above the ground over time.

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Answer:

(a) 7.5 seconds

(b) The horizontal distance the package  travel during its descent is 1737.8 ft

Step-by-step explanation:

(a) The given function for the height of the object is s = -16·t² + v₀·t + s₀

The initial height of the object s₀ = 900 feet

The initial vertical velocity of the object v₀\(_y\) = 0 m/s

The time it takes the package to strike the ground is found as follows;

0 = -16·t² + 0×t + 900

900 = 16·t²

t² = 900/16 = 62.25

t = √62.25 = 7.5 seconds

(b) Given that the horizontal velocity of the package is given as 158 miles/hour, we have

158 miles/hour = 231.7126 ft/s

The horizontal distance the package  covers in the 7.5 second of vertical flight = 231.7126 ft/s × 7.5 s = 1737.8445 feet = 1737.8 ft to one decimal place

The horizontal distance the package  travel during its descent = 1737.8 ft.

Answer:

Two or more Algebraic expressions are said to be equivalent, if both the expression produces same numerical value , when variable in the expressions are replaced by any Real number.

The two expressions are

1. 7 x +4

2. 3 x +5 +4 x =1

Adding and subtracting Variables and constants

→7 x +5=1

→7 x +5-1

→7 x +4

→ When x=2,

7 x + 4 =7×2+4

=14 +4

=18

So, Both the expression has same value =18.

→So, by the definition of equivalent expression, when ,you substitute , x by any real number the two expression are equivalent.

Correct options among the given statement about the expressions are:

1.When x = 2, both expressions have a value of 18.

2.The expressions have equivalent values for any value of x.

3.The expressions have equivalent values if x = 8.

Answer:

Step-by-step explanation:

We can isolate

x

on the left hand side by performing a sequence of operations on both sides of the equation.

Given:

5

(

x

+

1

)

+

4

6

=

4

Multiply both sides of the equation by

6

to get:

5

(

x

+

1

)

+

4

=

24

Subtract

4

from both sides of the equation to get:

5

(

x

+

1

)

=

20

Divide both sides of the equation by

5

to get:

x

+

1

=

4

Subtract

1

from both sides of the equation to get:

x

=

3

Answer:x=3

Step-by-step explanation: 5 times x (which is 3) plus 5 times 1 (which is 5) is 15+5+4 (which equals 24) and then 24 divided by 6 equals 4

number line with closed circle on point negative 7 over 22 and arrow shaded to the left

In other words, we shade to the left of -7/22 and have a closed circle at this endpoint.

======================================================

Explanation:

Let's solve for m. To do so, we multiply both sides by 7 to clear out the fraction on the left side.

\(\frac{1}{7}m \le -\frac{1}{22}\\\\7*\frac{1}{7}m \le 7*\left(-\frac{1}{22}\right) \ \ \text{ ... multiply both sides by 7}\\\\m \le -\frac{7}{22}\)

The inequality sign doesn't flip since we didn't multiply both sides by a negative number.

The graph will involve a closed circle on the point -7/22 and an arrow shaded to the left. Therefore, it leads to choice D being the final answer.

This visually describes all values of m that either m = -7/22 or m < -7/22.

Side note: if there wasn't an "or equal to", then use an open circle or open hole, rather than a closed circle.

Answer:

the set of all possible input values for a function is called the domain of the function, and the set of all output values for a function is called the range. ... The y variable is the dependent variable and represents the corresponding output value f (x) in the rang

Answer:

144

Step-by-step explanation:

Abigail wants to produce a tapestry that will be in the shape of a parallelogram

The tapestry is 24 inches across the bottom and 36 inches tall

She pieces smaller simlar parallelograms that are 2 inches wide and 3 inches tall

The first step is to find the area of the whole tapestry

Area = base × height

Base= 24 inches

Height= 36 inches

Area= 24×36

= 864 square inches

The next step is calculate the area of the smaller pieces

Area= base × height

Base= 2 inches

Height= 3 inches

Area= 2×3

= 6 square inches

Therefore, the value needed to produce the tapestry can be calculated by dividing the area of the whole tapestry by the area of the smaller pieces

= 864/6

= 144

Hence Abigail will need 144 smaller similar parallelograms to make the tapestry.

Answer:

144

Step-by-step explanation:

The volume of the rectangular pyramid with a length of 8m, width of 5m and height of 12m is 160 m³.

A rectangular pyramid is simply a three-dimentional object with a rectangular shaped base and triangular shaped faces that correspond to each side of the base.

The volume of rectangular pyramid is expressed as;

V = (1/3) × l × w × h

Where l is the base length, w is the base width and h is the height of the pyramid.

From the diagram:

Length l = 8 meters

Width w = 5 meters

Height h = 12 meters

Volume V = ?

Plug the given values into the above formula and solve for the volume:

V = (1/3) × l × w × h

V = (1/3) × 8 × 5 × 12

V = 160 m³

Therefore, the volume of the pyramid is 160 m³.

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The area of shape is the amount of space it covers.

The length of the square is: 85 inches

From the question, we have:

\(Area = 7225\)

The area of a square is:

\(Area =Length^2\)

Take square roots of both sides

\(\sqrt{Area} =Length\)

Rewrite as:

\(Length = \sqrt{Area}\)

Substitute 7225 for Area

\(Length = \sqrt{7225}\)

The prime factors of 7225 are: \(5,5,17,17\)

So, we have:

\(Length = \sqrt{5 \times 5 \times 17 \times 17}\)

Express as squares

\(Length = \sqrt{5^2 \times 17^2}\)

Split

\(Length = \sqrt{5^2} \times \sqrt{17^2}\)

Evaluate each exponent

\(Length = 5 \times 17\)

\(Length = 85\)

Hence, the length of the square is: 85 inches

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