The product of 1/2 and 2/15 is a/an ________________.

Answer:

  a) 489.77 ft from friend

  b) 470.80 ft from cliff

Step-by-step explanation:

Given a man on a 135 ft cliff sees his friend at an angle of depression of 16°, you want to know the distance of the man from his friend, and the distance of the friend from the cliff.

The relevant trig relations are ...

  Sin = Opposite/Hypotenuse

  Tan = Opposite/Adjacent

The 135 ft height of the cliff is modeled as the side of a right triangle that is opposite the angle of elevation from the friend to the top of the cliff. (See attachment 2.) That angle is the same as the angle of depression from the top of the cliff to the friend.

The hypotenuse of the triangle is the distance between the man and his friend. The side of the triangle adjacent to the friend is the distance to the cliff.

Using the above relations, we have ...

  sin(16°) = (cliff height)/(distance to friend)

  tan(16°) = (cliff height)/(distance to cliff)

Solving for the variables of interest gives ...

  distance to friend = (cliff height)/sin(16°) = (135 ft)/sin(16°) ≈ 489.77 ft

  distance to cliff = (cliff height)/tan(16°) = (135 ft)/tan(16°) ≈ 470.80 ft

The ma is 489.77 ft from his friend; the friend is 470.80 ft from the cliff.

__

Additional comment

The distances are given to more decimal places than necessary so you can round the answer as may be required.

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Answer:

D

Step-by-step explanation:

Given :

Solving :

Hence :

Answer:

D. \(\huge 2x^2y\sqrt[5]{7xy^3}\)

Step-by-step explanation:

Number of At-the-Door tickets Anna needs to sell to make her goal = 100

Anna is selling pre-sale and at-the-door tickets.

Let 'x' be the number of pre-sale tickets and 'y' be the number of at-the-door tickets.

Price of a pre-sale ticket = $10

Price of an at-the-door ticket = $20

Total price to be raised = $5000

So the equation corresponding is 10x+20y = 5000-----------(1)

Total number of people the venue can hold = 400

Thus the next equation is x+ y = 400---------(2)

From the graph the line with points (0,250) and (500,0) represent the equation (1) since 10 x 0 + 20 x 250 = 5000 and 10 x 500 + 20 x 0 = 5000.

The line with points (0,400) and (400,0) represent the equation (2) as 0+400 = 400 and 400+0 = 400.

So to find x and y we need to solve equations (1) and (2).

10 x (2) ⇒ 10x+10y = 4000-------(3)

Now subtract (3) from (1)

⇒ 10y = 1000

⇒ y = 100

Hence the number of At-the-Door tickets Anna needs to sell to make her goal = 100

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Answer:

3=B

4 and 5 cant read

Step-by-step explanation:

Answer:

3.33hours

Step-by-step explanation:

Where the number of hours = h

the prices of stock A at 9am was $12.18 since then the price has been increasing at the rate of $0.06 each hour.

The Algebraic expression =

$12.18 + $0.06 × h

12.18 + 0.06h

At noon the price of stock B was $12.68. It begins to descrease at the rate of $0.09 per hour.

$12.68 - $0.09×h

12.68 - 0.09h

If the 2 rates continue in how many hours will the prices of the two stocks be the same?

Stock A = Stock B

12.18 + 0.06h = 12.68 - 0.09h

Collect like terms

0.06h + 0.09h = 12.68 - 12.18

0.15h = 0.5

h = 0.5/0.15

h = 3.3333333333 hours

h = 3.33hours

Answer:

Perimeter=25 units

Area= 43 units^2

Step-by-step explanation:

one side = 5 units so perimeter is 5x5=25

split into 5 equal triangles

base =5, height =3.44, formula for area=(base)(height)(0.5)

area of each triangle =(5)(3.44)(0.5)=8.6

entire area=5(8.6)=43

Answer:

C!

Step-by-step explanation:

83+30=113

Answer:

y = 2.5 , x = 4

Step-by-step explanation:

5x - 4y = 10 ____eq1

x + 2y = 9 ____eq2

5x=10+4y

x = (10 +4y)/5 ____eq3

x = 9 -2y ____eq4

Using eq3 and eq 4 to solve simultaneously,

9 - 2y = (10 +4y)/5

45 -10y = 10 +4y

14y = 25

y =2.5

if y =2.5,

x = 9 -2y = 9 - 2(2.5) =4

While schools play a crucial role in shaping a child's character, there are instances where negligence can occur.

Here are some potential ways schools may fail in building good character in children:

Lack of character education programs: Schools that do not prioritize character education or fail to incorporate it into their curriculum may neglect opportunities to teach values, ethics, and social skills to students. Without explicit guidance and reinforcement, children may struggle to develop a strong moral compass.

Inconsistent discipline policies: If schools have inconsistent or ineffective discipline policies, it can send mixed messages to students about expected behavior and consequences for their actions. This can lead to a lack of accountability and an inability to differentiate between right and wrong.

Bullying and inadequate intervention: Schools that do not address bullying effectively may overlook the negative impact it has on character development. When bullying goes unaddressed, it can foster a culture of aggression, exclusion, and lack of empathy, hindering the development of positive character traits.

Limited emphasis on social-emotional learning: Social-emotional learning (SEL) is essential for character development. However, if schools prioritize academic achievement over emotional intelligence, interpersonal skills, and self-awareness, children may not receive the necessary support to develop empathy, resilience, and other vital character traits.

Neglecting individual differences and needs: Schools must recognize and address the diverse needs of their students. Failing to do so can result in marginalized or struggling students being overlooked, leading to feelings of alienation and an inability to foster positive character development.

Insufficient role modeling: Teachers and staff serve as role models for students, and their behavior and actions can significantly impact a child's character development. Schools that do not prioritize hiring and training educators who exemplify positive character traits may miss an opportunity to inspire and guide their students effectively.

Limited involvement of parents and community: Building character is a collaborative effort between schools, parents, and the community. Schools that fail to actively involve parents and the local community in character-building initiatives may miss out on valuable support and resources.

Addressing these shortcomings requires a comprehensive approach that includes robust character education programs, clear discipline policies, effective anti-bullying measures, prioritizing social-emotional learning, individualized support for students, strong role models, and active engagement of parents and the community.

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An explanation of an event that is based on repeated observations and experiments is a scientific theory

A thorough, well-researched explanation of a natural occurrence constitutes a scientific theory.

We frequently use the word "theory" to refer to a hypothesis or informed guess in common speech, but in science, a theory is an explanation that is the result of a substantial and repeated investigation. The purpose of theories is to explain a broad concept; they are not intended to establish facts

Some of the most well-known and complicated events are explained by scientific theories. The theories of relativity, evolution, and gravity are a handful of the most well-known scientific concepts.

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Answer:

Step-by-step explanation:

You are given the equation 8x -3 +4x +3 = 180 and asked to simplify it and solve for x.

Collecting terms, we have ...

  (8 +4)x +(-3 +3) = 180

  12x + 0 = 180

Dividing by the coefficient of x gives ...

  x = 180/12 = 15

The value of x is 15.

There are 256 ways in total and 56 possible outcomes contain exactly three heads. The possible outcomes contain at least three heads is 219.

Consider the provided information.

A coin is flipped eight times where each flip comes up either heads or tails.

Part (a) How many possible outcomes are there in total?

Each time we flip a coin it comes up either heads or tail.

Therefore the total number of ways are: 2⁸ = 256

Hence, there are 256 ways in total.

Part (b) contain exactly three heads?

We want exactly 3 heads, therefore,

n=8 and r=3

According to the definition of combination:

To get exactly 3 heads,

n=8 and r=3

(⁸C₃ ) = 8! / 3!(5!) = 56.

Therefore, there are 256 ways in total and 56 possible outcomes contain exactly three heads. The possible outcomes contain at least three heads is 219.

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Answer:

12 weeks

Step-by-step explanation:

Answer:

paso a paso

Step-by-step explanation:

tienes que saber cuanto bale o la equivalencia de cm 10 haci que

tienes que multiplicar 5 x10 igual con los de mas si te sirvio apoyame plsssss

Answer:

Step-by-step explanation:

Let's solve your equation step-by-step.

3x(x−2)=0

Step 1: Simplify both sides of the equation.

3×2−6x=0

For this equation: a=3, b=-6, c=0

3×2+(−6x)+0=0

Step 2: Use quadratic formula with a=3, b=-6, c=0.

\(x=\frac{-b ±\sqrt{b^2-4ac} }{2a}\)

x=2 or x=0

hope it helps other wise I am sorry

Answer:

Step-by-step explanation:

f(x)=a(x+2)(x+7)=a(x²+2x+7x+14)

or f(x)=a(x²+9x+14)

it has zeros as -2 and -7.

Both the Secant method and the method of False Position yield the same approximation for p3, which is 0.5714.

We have,

(a)

Using the Secant method:

Step 1: Calculate f(p0) = f(3) = (3²) - 6 = 3

Step 2: Calculate f(p1) = f(2) = (2²) - 6 = -2

Step 3: Calculate p2 = p1 - (f(p1) x (p1 - p0)) / (f(p1) - f(p0))

= 2 - (-2 x (2 - 3)) / (-2 - 3)

= 2 + 2/5

= 2.4

Step 4: Calculate f(p2) = f(2.4) = (2.4²) - 6 = -1.44

Step 5: Calculate p3 = p1 - (f(p1) x (p1 - p2)) / (f(p1) - f(p2))

= 2 - (-2 x (2 - 2.4)) / (-2 - (-1.44))

= 2 - (-2 x (-0.4)) / (-2 + 1.44)

= 2 + 0.8 / (-0.56)

= 2 - 1.4286

= 0.5714

Therefore, p3 ≈ 0.5714.

(b)

Using the method of False Position:

Step 1: Calculate f(p0) = f(3) = (3²) - 6 = 3

Step 2: Calculate f(p1) = f(2) = (2²) - 6 = -2

Step 3: Calculate p2 = p1 - (f(p1) x (p1 - p0)) / (f(p1) - f(p0))

= 2 - (-2 x (2 - 3)) / (-2 - 3)

= 2 + 2/5

= 2.4

Step 4: Calculate f(p2) = f(2.x) = (2.4²) - 6 = -1.44

Step 5: Calculate p3 = p1 - (f(p1) * (p1 - p2)) / (f(p1) - f(p2))

= 2 - (-2 x (2 - 2.4)) / (-2 - (-1.44))

= 2 - (-2 x (-0.4)) / (-2 + 1.44)

= 2 + 0.8 / (-0.56)

= 2 - 1.4286

= 0.5714

Therefore, p3 ≈ 0.5714.

Thus,

Both the Secant method and the method of False Position yield the same approximation for p3, which is 0.5714.

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Answer:

1) AD = 9 in

2) DE = 9.25 in

3) ∠EDC = 36°

4) ∠AEB = 108°

5) 11.5 in

Step-by-step explanation:

1) AD = BC = 9in

2) AC = BD (diagonals are equal)

⇒ BD = 14.25

⇒ BE + DE = 14.25

⇒ 5 + DE = 14.25

DE = 9.25

3) Since AB ║CD,

∠ABE = ∠EDC = 36°

4) ∠ABE = ∠BAE = 36°

Also ∠ABE + ∠BAE + ∠AEB = 180 (traingle ABE)

⇒ 36 + 36 + ∠AEB = 180

∠AEB = 108

5) midsegment = (AB + CD)/2

= (8 + 15)/2

11.5

In the above case, the possible point system will be:

1st choice vote: 4 points

2nd choice vote: 2 points

In arranging for the turtle to win in this point framework, the point values relegated for 1st choice and 2nd choice votes have to be meet the taking after criteria:

Lets say:

1st choice vote: 4 points

2nd choice vote: 2 points

Thus by the use of these point values, the turtle would have the next chance of winning since 1st choice votes would be worth more point (4 point ) compared to 2nd choice votes (3 point ). This would push individuals to select the turtle as their 1st choice, because it would allow the turtle a better add up to point gains and increase its chances of winning.

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Step-by-step explanation:

(x+7)²=8

(x)² +2(x)(7)+(7)²=8

x²+14x+49=8

x²+14x+49-8=0

x²+14x+41=0

Answer:

b=3

Step-by-step explanation:

i subtracted 11 with the 26 and got 15 and then I divided the 5b with the 15 and got 3

Hope i helps<33

Answer:

b=3

Step-by-step explanation:

move the constant to the right-hand side and change its sign 5b = 26 - 11

subtract the numbers 5b = 15

divide both sides of the equation by 5 b = 3

The formula for finding the equation of a line given the point and slope is:

• y - y1 = m (x - x1)

Where,

• (x1,y1) is the coordinate point given

• m is the slope

• (x, y) other point on the line

And all what you have to do is replace the variables by the values given.

Let's work on an example:

Find the equation of the straight line that has slope m = 4 and passes through the point (–1, –6)

Using the formula, we have:

y - (-6) = 4 (x - (-1))

y + 6 = 4 (x + 1)

y + 6 = 4x + 4

y = 4x + 4 -6

y = 4x - 2

Answer:

You are correct.

Step-by-step explanation:

The steps indicate clear method for the final answer.

Answer:

you are correct

Step-by-step explanation:

H0: p1 ≥ p2 (Null hypothesis: Proportion of ADHD-diagnosed students in School A is equal to or greater than in School B)

Null Hypothesis: The proportion of students diagnosed with ADHD in School A is equal to or greater than the proportion of students diagnosed with ADHD in School B.

Symbolically, the null hypothesis can be stated as:

H0: p1 ≥ p2

Where:

H0: Null Hypothesis

p1: Proportion of students diagnosed with ADHD in School A

p2: Proportion of students diagnosed with ADHD in School B

In other words, the null hypothesis assumes that there is no significant difference or that School A may have an equal or higher proportion of students diagnosed with ADHD compared to School B.

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Answer:

no sign (not positive or negative)

Step-by-step explanation:

The value of the expression

4.3 ⋅ (-3.2) ⋅ 0

is 0, as the value of any number multiplied by zero is 0.

The number zero is neither positive or negative; hence there is no sign.

Free samples or product trials as a type of sales promotion can be both beneficial and detrimental. They encourage consumers to try a product at reduced risk, but they can also reduce the perception of value for the product or service.

Offering free samples or product trials is a common sales promotion strategy to attract customers and encourage them to try a product or service. This approach has several benefits. Firstly, it lowers the perceived risk for consumers as they can experience the product without making a financial commitment upfront. This can be especially effective for new or unfamiliar products, as it allows potential customers to test the product's quality and functionality.

However, there can be drawbacks to this sales promotion technique. Providing free samples or trials can create the perception that the product or service has less value or is of lower quality. Consumers may develop a mindset of expecting free or discounted offerings, and it can undermine the willingness to pay the full price in the future. Additionally, if the free samples or trials are not managed effectively, it may attract individuals who are not genuinely interested in the product, leading to wastage of resources and potentially diluting the brand image.

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Answer:

0+4=4

So new temperature was 4 degrees Celsius

Step-by-step explanation:

Therefore, the product of the radical expression (7 - sqrt(2))(8 + sqrt(2)) is 54 - sqrt(2).

To find the product of the given radical expression, we can use the FOIL method, which stands for First, Outer, Inner, Last.

(7 - sqrt(2))(8 + sqrt(2))

= 7(8) + 7(sqrt(2)) - (sqrt(2))(8) - (sqrt(2))(sqrt(2))

= 56 + 7sqrt(2) - 8sqrt(2) - 2

= 54 - sqrt(2)

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The number of commercials and movies on which the songs were played are 5 and 2.respectively

From the question, we have the following parameters that can be used in our computation:

The number of commercials is x, and the number of movies is y

The above parameters when represented as an equation is as follows

40x + 120y = 440

x = y + 3

Substitute x = y + 3 in 40x + 120y = 440

40(y + 3) + 120y = 440

Expand

40y + 120 + 120y = 440

Evaluate the like terms

160y = 320

Divide by 160

y = 2

Recall that

x = y + 3

So, we have

x = 2 + 3

x = 5

Hence, the number of commercials is 5 times

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The calculated t-statistic (-2.98) is less than the critical t-value (-2.571), we have sufficient evidence to reject the null hypothesis.

To test the hypothesis that the blood pressure has decreased after the training in the "biofeedback exercise program," we can conduct a one-sample t-test. The t-test allows us to determine whether the mean difference in blood pressure is significantly different from zero.

Given data:

Sample size (n) = 6

Mean difference (xd) = -10.2

Standard deviation of the differences (sd) = 8.4

Null hypothesis (H0): The mean difference in blood pressure is zero (i.e., no change after the training).

Alternative hypothesis (Ha): The mean difference in blood pressure is less than zero (i.e., blood pressure has decreased after the training).

Step 1: Calculate the t-statistic.

The formula for the t-statistic in a one-sample t-test is given by:

t = (xd - μd) / (sd / √n)

Where:

μd = the hypothesized population mean difference (under the null hypothesis), which is zero in this case.

t = (-10.2 - 0) / (8.4 / √6)

t = -10.2 / (8.4 / 2.45)

t = -10.2 / 3.43

t ≈ -2.98

Step 2: Determine the degrees of freedom (df).

The degrees of freedom for a one-sample t-test is (n - 1). In this case, df = 6 - 1 = 5.

Step 3: Determine the critical t-value.

Since we are conducting a one-tailed test (Ha: mean difference < 0), we need to find the critical t-value corresponding to the desired significance level (e.g., α = 0.05) and the degrees of freedom (df = 5). From t-tables or statistical software, the critical t-value for α = 0.05 and df = 5 is approximately -2.571.

Step 4: Compare the t-statistic with the critical t-value.

Since the calculated t-statistic (-2.98) is less than the critical t-value (-2.571), we have sufficient evidence to reject the null hypothesis.

Step 5: Interpret the results.

The test results indicate that there is a statistically significant decrease in blood pressure after the training in the "biofeedback exercise program." The participants' blood pressure has significantly reduced as a result of the training.

Distribution for the test:

The distribution for the test is a t-distribution with 5 degrees of freedom, as it is a one-sample t-test with a sample size of 6. The t-distribution is used because the population standard deviation is unknown, and we are estimating it using the sample standard deviation in the formula for the t-statistic.

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Complete question is below

An experiment is conducted to show that blood pressure can be consciously reduced in people trained in a "biofeedback exercise program." Six (6) subjects were randomly selected and the blood pressure measurements were recorded before and after the training. The difference between blood pressures was calculated (after − before) producing the following results: xd = −10.2, sd = 8.4. Using the data, test the hypothesis that the blood pressure has decreased after the training. What is the distribution for the test?