The length of a rectangle is twice its breadth. If the perimeter is 72 meter, find the length and breadth of the rectangle.

Answer:

0.54

Step-by-step explanation:

6 divided by 11 is 0.54-non-terminating therefore we get 0.54

Answer:

0.5455

Step-by-step explanation:

Plz choose mine as brainliest

Answer:

Step-by-step explanation:

You have to do the opposite of the firs t one. You are going to add 5 to the four to get

p = 9. There is your answer!  Add on both sides!

Answer:

add 5 to both sides of the equal sign

Step-by-step explanation:

the answer will be p=9

Marine regression refers to the retreat of the sea, leading to a decrease in the extent of marine environments and the exposure of previously submerged areas. This phenomenon can have significant impacts on marine life.

The effects of marine regression on marine life are varied and depend on several factors, such as the speed and magnitude of the regression, the adaptability of the species, and the availability of alternative habitats. Marine organisms that rely on coastal areas for breeding, feeding, or shelter may face significant challenges as their habitats shrink or disappear altogether. Some species may be able to migrate to more suitable areas, while others may experience population declines or local extinctions.

Marine regression can disrupt the delicate balance of ecosystems, leading to changes in species composition and interactions. It can also affect the availability of food sources and alter the physical and chemical properties of the water, impacting the survival and reproductive success of marine organisms.

Furthermore, the loss of coastal habitats due to marine regression can have cascading effects on the wider ecosystem, including the loss of nursery grounds for fish and other marine organisms, decreased biodiversity, and altered nutrient cycles.

In summary, marine regression can have profound consequences for marine life, potentially leading to habitat loss, population declines, changes in species interactions, and ecological disruptions. Understanding and mitigating the impacts of marine regression are crucial for preserving the health and diversity of marine ecosystems.

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1) Trigonometric ratios for similar triangles state that the ratios of corresponding sides of similar triangles are equal. 2) The sine and cosine of complementary angles have the property of being not only equal but also complementary to one another. 3) trigonometric ratios can be used to solve for a missing side or angle of a right triangle.

1. Trigonometric ratios for similar triangles state that the ratios of corresponding sides of similar triangles are equal. Therefore, the ratios of the sine, cosine, and tangent of the corresponding angles in similar triangles will also be equal.

2. The sine and cosine of complementary angles have the property of being not only equal but also complementary to one another. This means that the sine of an angle is equal to its complement's cosine, and vice versa.

3. Using the appropriate formula based on the given information, trigonometric ratios can be used to solve for a missing side or angle of a right triangle.

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Therefore, the numbers that could be the probability of an event are: 0.04, 0, 1, and 0.33.

The numbers that could be the probability of an event are: 0.04, 0, 1, and 0.33.

Probability is a mathematical concept used to measure the likelihood or chance of an event occurring.

Probability is expressed as a number that varies between 0 and 1, with a probability of 0 indicating that the event is impossible and a probability of 1 indicating that the event is certain.

The following numbers could be the probability of an event:0.04 (since probability ranges from 0 to 1, the decimal 0.04 falls within this range.)

0 (probability can only be zero when the event is impossible, thus 0 is an acceptable probability.)

1 (since probability ranges from 0 to 1, the value 1 falls within this range.)

0.33 (since probability ranges from 0 to 1, the decimal 0.33 falls within this range.)

Therefore, the numbers that could be the probability of an event are: 0.04, 0, 1, and 0.33.

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The angle β, given the terminal point(sqrt(2)/2, sqrt(2)/2) on a unit circle, is equal to π/4 radians or 45 degrees.

To determine the angle β given the terminal point on a unit circle, we can use the trigonometric functions sine and cosine.

The terminal point of β is (sqrt(2)/2, sqrt(2)/2). Let's denote the angle β as the angle formed between the positive x-axis and the line connecting the origin to the terminal point.

The x-coordinate of the terminal point is cos(β), and the y-coordinate is sin(β). Since the terminal point issqrt(2)/2, sqrt(2)/2). we have:

cos(β) = sqrt(2)/2

cos(β) = sqrt(2)/2

We can recognize that sqrt(2)/2 is the value of the cosine and sine functions at π/4 (45 degrees) on the unit circle. In other words, β is equal to π/4 radians or 45 degrees.

So, β = π/4 or β = 45 degrees.

In summary, the angle β, given the terminal point (sqrt(2)/2, sqrt(2)/2) on a unit circle, is equal to π/4 radians or 45 degrees.

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Answer:

DSSD

Step-by-step explanation:

Hello there! :)

If Mark has 4 times as many songs as Chloe, then it means that we must take the amount of songs Mark has and divide it by 4 to figure out how many songs Chloe has.

440:4=110 songs

So Chloe has 110 songs.

If Cici has 42 pairs of shoes, and Aubree has half of 42, then it means that in order to figure out how many pairs of shoes Aubree has, we must take 42 and divide it by 2. So Aubree has 21 pairs of shoes.

Tito walked 3 more miles than Danielle. Danielle walked 2 miles.

3+2=5 miles

Tito walked 5 miles.

Hope this helps and good luck! :)

\(GraceRosalia\)

Answer:  99-99=0

Step-by-step explanation:

   432,234   432-234=  

   198,891   891-198 =693

   693,396   693-396 =297

   297,792   792-297= 495

   495,594   594-495=99

   99-99=0

Answer:

i believe the answer is A

Step-by-step explanation:

hope this works

Answer:

The missing digit is 9 and  goes on the end of 136.

Step-by-step explanation:

3^2

= 37 * 37

= 1369.

Answer:

y=1/5x+7

Step-by-step explanation:

i hope this helps :)

In Florida, one difference in plants is that as fall arrives seeds are ready to be harvested.

Fall is one of the four seasons that exists in most countries including the United States. During this season, temperatures drop, and days become shorter.

In most plants, the beginning of the fall implies the beginning of the harvesting season. This means that during this season seeds are ready to be collected or harvested.

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Answer:it answer is harvested

Step-by-step explanation:

We have to find the area under the graph but since we are not given the graph ,So let's learn how it is done. To estimate the area under the graph of function f from x, you can use rectangles. Here's how you can do it:

Step 1: Divide the interval [a, b] into six equal subintervals.
Step 2: Calculate the width of each rectangle by dividing the total width of the interval [a, b] by the number of rectangles (in this case, 6).
Step 3: For each subinterval, find the value of the function f at the right endpoint of the subinterval.
Step 4: Multiply the width of the rectangle by the value of the function at the right endpoint to find the area of each rectangle.
Step 5: Add up the areas of all six rectangles to estimate the total area under the graph of f from x.

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The selling price of a used book at the store where the owner buys a used book for $1.50 and resells the used book at a price of 400% the price at which buys the used book is $6.00

The selling price of an item is the price which is displayed on the item on the shelves of a store. The selling price is often different from the price at which the item is bought, or produced, which is often lesser than the price at which the item is sold.

The amount at which the owner buys each used book = $1.50

The amount at which the owner of the used book store sells the books = 400% of the amount he paid for the books

400% of an amount x is equivalent to four times the amount. (4 × x)

The price at which the owner sells a used book at his store, P, is therefore;

P = 400% × $1.50 = 400/100 × $1.50 = $6.00

The price of a used book at the store is $6.0

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The approximate value of x in the equation using change of the base of logarithmic rule found as -1.317.

The change of base rule of the log is used to write the given logarithmic number in terms of ratio of two log numbers.

For example,

\(\log_ba=\dfrac{\log_xa}{\log_xb}\)

Here, a,b is the real number and x is the base.

The logarithmic equation given in the problem is,

\(log_5(15) = x+ 3\)

Using the change of base formula, the above equation can be written as,

\(\dfrac{log{15} }{log{5} }= x+ 3\)

Isolate the x variable as,

\(x=\dfrac{log{15} }{log{5} }- 3\\x=\dfrac{1.17609}{0.69897}- 3\\x\cong-1.317\)

Hence, the approximate value of x in the equation using change of the base of logarithmic rule found as -1.317.

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Answer:

B

Step-by-step explanation:

B) -1.317

Answer:

a)11/15

b)22/75

c)0/75

d)66/75

Step-by-step explanation:

a) Altogether, 55 people took the bus or the subway out of the 75 employees. As a fraction, this is 55/75 which can be simplified into 11/15

b) 22 out of the 75 people took the bus but not the subway. As a fraction, this is 22/75

c) Everyone took either the subway or the bus or both in the past year, meaning 0 out of 75 people took neither the subway, bus, or both. As a fraction, this is 0/75

d) The people who took the bus and the subway but not both would be 40+22 out of 75. As a fraction, this is 66/75

I hope this helps!

Answer:

a) P(Both) = 7/75

b) P(B&~S) = 1/5

c) P(~B&~S) = 4/15

d) P(~Both) = 68/75

Step-by-step explanation:

First, the 40 subway riders includes SubwayOnly people and also Subway&Bus...BOTH people.

Likewise, 22 bus people are BusOnly people as well as Bus&Subway--BOTH people.

So there is some overlap and we should sort that out before writing these probabilities. Let's use a Venn diagram.

40+22 is 62, but we know theres only 55 public transportation people. 62-55 is 7. Thats the overlap. There are 7 people who ride BOTH bus and subway. We put them in the middle and subtract to find the BusOnly and SubwayOnly people.

40 -7 is 33 SubwayOnly people.

22 - 7 is 15 BusOnly people.

55 people ride some public transpo, so 75 - 55 is 20 who people ride nothing (so cars or walkers).

Now we can write probabilities.

a) BOTH is 7/75

b) BusOnly is 15 people so probability is 15/75, which can be reduced so 15/75 = 1/5

c) NoBus and NoSub people are the 20 car or walkers. 20/75 = 4/15

NotBOTH people are the 20 (car/walkers) also the BusOnly and SubwayOnly. Thats 20+33+15, 68 people. Another way to think of it is ALL - 7 =

75 - 7 =

68 people, so the probability is 68/75.

also see image.

The event for which the probability can be calculated from the two events given is event B.

Given that:

Mean = 2.5 children per family

Standard deviation = 1.3 children per family

Here, for event B, the sample size is going to take 40.

So, the distribution can be formulated to be approximately normal distribution since the sample size is 40 which is greater than 30.

So, the mean is the same which is 2.5.

The standard deviation can be calculated as 1.3/√40.

So, event B can be calculated for the probability.

Hence the event is event B.

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The complete question is given below:

The distribution of the number of children per family in the United States is strongly skewed right with a mean of 2.5 children per family and a standard deviation of 1.3 children per family.

Event A: Randomly selecting a family from the United States that has 3 or more children.

Event B: Randomly selecting 40 families from the United States and finding an average of 3 or more children.

The probability of one of the two events can be calculated even though the distribution of the population is strongly skewed right. For which event can the probability be calculated?

1) The probability that the weight of a randomly selected owl is greater than or equal to 3.3 pounds, given a normal distribution with a mean of 3 pounds and a standard deviation of 0.3 pounds, is approximately 0.15866.

2) The probability that the weight of a randomly selected owl is less than or equal to 2.1 pounds, given a normal distribution with a mean of 3 pounds and a standard deviation of 0.3 pounds, is approximately 0.001.

1) P(X ≥ 3.3) = a) 0.97725

In this case, we are given that the weights of owls in a certain region are normally distributed with a mean (µ) of 3 pounds and a standard deviation (σ) of 0.3 pounds. We want to find the probability that the weight of a randomly selected owl is greater than or equal to 3.3 pounds.

To solve this, we can use the standard normal distribution and convert the given values to z-scores. The z-score represents the number of standard deviations an observation is from the mean.

First, we calculate the z-score for 3.3 pounds:

z = (x - µ) / σ

z = (3.3 - 3) / 0.3

z ≈ 1

Next, we look up the corresponding probability using a standard normal distribution table or calculator. The area to the right of z = 1 represents the probability of the weight being greater than or equal to 3.3 pounds.

Using the standard normal distribution table, we find that the probability corresponding to z = 1 is approximately 0.84134. However, since we want the probability of X being greater than or equal to 3.3, we subtract this value from 1:

P(X ≥ 3.3) = 1 - 0.84134 ≈ 0.15866

Therefore, the correct answer is option a) 0.97725.

2) P(X ≤ 2.1) = d) 0.33

Given that the weights of owls in a certain region are normally distributed with a mean (µ) of 3 pounds and a standard deviation (σ) of 0.3 pounds, we want to find the probability that the weight of a randomly selected owl is less than or equal to 2.1 pounds.

To solve this, we need to calculate the z-score for 2.1 pounds using the formula:

z = (x - µ) / σ

z = (2.1 - 3) / 0.3

z ≈ -3

Next, we can use the standard normal distribution table or calculator to find the probability corresponding to z = -3. The area to the left of z = -3 represents the probability of the weight being less than or equal to 2.1 pounds.

Using the standard normal distribution table, we find that the probability corresponding to z = -3 is approximately 0.001.

Therefore, the correct answer is option d) 0.33.

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Answer:

2.50

Step-by-step explanation:

the receiver is located at (0, 0, 2.25 feet) or (0, 0, 27 inches).To find the location of the receiver, we first need to determine the equation of the paraboloid.

The standard equation for a paraboloid of revolution with a vertical axis is:

z = \((x^2 + y^2)\)/(4f)

Where:

z is the height at any point (x, y) on the paraboloid.

x and y are the horizontal coordinates of the point.

f is the focal length of the paraboloid, which is half the depth of the dish.

In this case, the dish is 6 feet across at its opening, so the diameter is 6 feet and the radius is 3 feet. Therefore, the maximum value of x and y is 3 feet. The depth of the dish is given as 2 feet.

Using these values, we can solve for the focal length:

2 = \((3^2 + 3^2)\)/(4f)

2 = 18/(4f)

f = 18/8 = 9/4 = 2.25 feet

Now that we have the value of f, we can find the location of the receiver, which is placed at the focus of the paraboloid. The focus is located at (0, 0, f).

Therefore, the receiver is located at (0, 0, 2.25 feet) or (0, 0, 27 inches).

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If A is diagonalizable, then the matrix S = e1A + e2A^2 + ... + esA^s is generated by the columns of the matrix P.

If A is diagonalizable, it means that A can be written as A = PDP^(-1), where P is an invertible matrix and D is a diagonal matrix. Since P is invertible, its columns form a basis for the vector space, which implies that any vector x can be written as a linear combination of the columns of P.

Now, let's consider the product S = e1A + e2A^2 + ... + esA^s, where e1, e2, ..., es are scalars. Using the expression A = PDP^(-1), we can rewrite S as S = P(e1D + e2D^2 + ... + esD^s)P^(-1).

Since D is a diagonal matrix, each power of D is also diagonal. Therefore, each term e1D, e2D^2, ..., esD^s is diagonal.

Now, by applying the inverse transformation P^(-1) to each term and the transformation P to the entire expression, we can see that S is diagonalizable. The columns of P will form a basis for the vector space of S, which means that S is generated by the columns of P.

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Answer:

y = - 9

Step-by-step explanation:

Given,

x = - 5

- x - y = 14

Substitute x = - 5 in " - x - y = 14 ",

- x - y = 14

- ( - 5 ) - y = 14

5 - y = 14

- y = 14 - 5

- y = 9

y = - 9

Answer:

(x,y)=(-5/14, 75/14)

Step-by-step explanation:

Answer:

Step-by-step explanation:

Answer:

y=5/2 .   *the question doesn't specify a y-intercept for the perpendicular line so just leave it as if it passes through 0.

Step-by-step explanation:

First, you isolate y to put the line in slope intercept form. Then, you take the slope and find the reciprocal(-5/2) then flip the sign giving you a slope of 5/2.

The results generated in the map phase are combined in the _reduce_ phase.

In maps, the "reduced phase" refers to a technique used to remove the phase ambiguity present in interferometric synthetic aperture radar (InSAR) data. InSAR uses radar to measure the distance between a satellite or aircraft and the ground and can be used to create detailed maps of changes in the surface of the earth over time.

However, because InSAR data is collected using radar waves, which are sensitive to the phase of the signal, the data can be affected by phase ambiguities. The reduced phase technique is used to remove these ambiguities and create more accurate maps.

Therefore, The results generated in the map phase are combined in the _reduce_ phase.

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Answer:

Everybody takes notes, or at least everybody claims to. But if you take a close look, many who are claiming to take notes on their laptops are actually surfing the Web, and paper notebooks are filled with doodles interrupted by a couple of random words with an asterisk next to them reminding you that “This is important!” In college, these approaches will not work. In college, your instructors expect you to make connections between class lectures and reading assignments; they expect you to create an opinion about the material presented; they expect you to make connections between the material and life beyond college. Your notes are your road maps for these thoughts. Do you take good notes? After learning to listen, note taking is the most important skill to ensure your success in a class.

Effective note taking is important because it:

Supports your listening efforts.

Allows you to test your understanding of the material.

Helps you remember the material better when you write key ideas down.

Gives you a sense of what the instructor thinks is important.

Creates your “ultimate study guide.”

Effective note-taking helps students retain what they learned in class so that they can use the material to study and build their knowledge and tackle more complex concepts later on. In fact, research indicates that there’s a 34 percent chance that students will remember key information if it’s present in their notes but only a 5 percent chance if it’s not. It doesn’t matter whether you prefer to write brief summaries or make visual guides and diagrams in your notes. The important thing is to find a note-taking strategy that works for you.

There are various forms of taking notes, and which one you choose depends on both your personal style and the instructor’s approach to the material. Each can be used in a notebook, index cards, or in a digital form on your laptop. No specific type is good for all students and all situations, so we recommend that you develop your own style, but you should also be ready to modify it to fit the needs of a specific class or instructor. To be effective, all of these methods require you to listen actively and to think; merely jotting down words the instructor is saying will be of little use to you.

The following are a few recommendations to try out:

Stay organized: Keep your notes and handouts separate for each class. For example, you might have a different notebook and folder for each class or a large notebook with a different tab for each class. This will save you the time of trying to organize and locate your notes when studying for an exam.

Use your paper: Many students try to fit all of a day’s class notes onto one page and are often left with many extra blank pages in their notebooks. Instead, every time your instructor changes topics, flip to a new page. This allows you to find the material easily and makes your notes much cleaner.

Use visual cues: Try highlighting, underlining, or drawing arrows or exclamation points next to any main or difficult concepts. This will call attention to these sections and remind you to spend more time reviewing them.

Group together similar concepts: Grouping or “chunking” material is a good way to make studying and memorization easier. You can try drawing the main concept and connecting it to smaller, related concepts or making an outline of the information. Either one can serve as an effective study guide.

Make notes legible: Some people have messy handwriting. However, writing as clearly as possible when you take notes will make it easier to review them later. It’s also helpful if you’re asked to share your notes with another student who missed class. If laptop use is permitted during class, you can also type your notes.

Step-by-step explanation:

Reasonable inputs for the function are values of t ≥ 0, while reasonable outputs for the function are values of F(t) ≥ 180.

The function for this problem is defined as follows:

F(t) = 180 + 12t.

The input and output variables are given as follows:

The time cannot be negative, hence reasonable values for the input are given as follows:

t ≥ 0.

The frequency is modeled by an increasing linear function with initial value of 180, hence reasonable values for the output are given as follows:

F(t) ≥ 180.

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Answer:

sad

Step-by-step explanation: