Use the image below to answer the following question.

An image shows a diver crouching on a diving board labeled 1. The diver launching off the board is labeled 2. The diver just about to enter the water is labeled 3 The diver in the water feet above water is labeled 4.

At which position does the diver have the most gravitational potential energy?

Thus, the probability that two people picked at random both own a dog is 0.1296 or 1296/10000.

To solve this problem, we need to use the formula for calculating the probability of independent events: P(A and B) = P(A) x P(B).

In this case, let A be the event that the first person owns a dog and B be the event that the second person owns a dog.

We know that P(A) = 0.36, or 36% chance that the first person owns a dog. Since the events are independent, P(B) is also 0.36.

So, the probability of both events occurring (both people owning dogs) is:

P(A and B) = P(A) x P(B)
= 0.36 x 0.36
= 0.1296

This can also be expressed as a fraction:

P(A and B) = 36/100 x 36/100
= 1296/10000

Therefore, the probability that two people picked at random both own a dog is 0.1296 or 1296/10000.

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The answer to the trigonometry question in the picture attached is:

   = cos θ / [sin θ * (1 - sin θ)] * (1 + sin θ)

Simplify 1-csc θ as follows:

1 - csc θ = (1 - csc θ)(1 + csc θ) / (1 + csc θ)

= 1 - csc^2 θ / (1 + csc θ)

= 1 - 1/sin^2 θ / (1 + 1/sin θ)

= 1 - sin^2 θ / (sin θ + 1)

= (sin θ - sin^2 θ) / (sin θ + 1)

Simplify 1+csc θ as follows:

1 + csc θ = (1 + csc θ)(1 - csc θ) / (1 - csc θ)

= 1 - csc^2 θ / (1 - csc θ)

= 1 - 1/sin^2 θ / (1 - 1/sin θ)

= 1 - sin^2 θ / (sin θ - 1)

= (sin θ + sin^2 θ) / (sin θ - 1)

Substitute the above simplifications in the expression cos θ/(1-csc θ) * 1+csc θ/(1+ csc θ) to get:

cos θ / (sin θ - sin^2 θ) * (sin θ + sin^2 θ) / (sin θ + 1)

Simplify the expression by canceling out the sin^2 θ terms:

cos θ / (sin θ - sin^2 θ) * (sin θ + sin^2 θ) / (sin θ + 1)

= cos θ / (sin θ - sin^2 θ) * (1 + sin θ) / (sin θ + 1)

Simplify further by factoring out common terms in the numerator and denominator:

cos θ / (sin θ - sin^2 θ) * (1 + sin θ) / (sin θ + 1)

= cos θ * (1 + sin θ) / [(sin θ - sin^2 θ) * (sin θ + 1)]

Finally, simplify the expression by factoring out a sin θ term from the denominator:

cos θ * (1 + sin θ) / [(sin θ - sin^2 θ) * (sin θ + 1)]

= cos θ * (1 + sin θ) / [sin θ * (1 - sin θ) * (sin θ + 1)]

= cos θ / [sin θ * (1 - sin θ)] * (1 + sin θ)

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Question:

During a walk-a-thon, Noah's time in hours was t, and distance in miles, d, are related by the equation \(\frac{1}{3}d = t\).  A graph of the equation includes points (12,4).

1. Identify the independent variable.

2. What does the point (12,4) represent in this situation?

3. What point would represent the time it took to walk \(7\frac{1}{2}\) miles?  

Answer:

(a) d

(b) He spent 4 hours to walk 12 miles

(c) \((7\frac{1}{2},2\frac{1}{2})\)

Step-by-step explanation:

Given

\(t = \frac{1}{3}d\)

Solving (a): The independent variable

The independent variable, in this problem is the distance walked. Because the distance walked stands alone, and it is when the distance is known, that the time spent is known.

Hence:

The independent variable is distance (d)

Solving (b): What (12, 4) represents

This implies that:

\(distance = 12\)

\(time\ spent = 4\)

So: He spent 4 hours to walk 12 miles

Solving (c): Point to represent the time to walk \(7\frac{1}{2}\) miles

This implies that:

\(d = 7\frac{1}{2}\)

Substitute \(d = 7\frac{1}{2}\) in \(t = \frac{1}{3}d\)

\(t = \frac{1}{3} * 7\frac{1}{2}\)

Express as improper fraction

\(t = \frac{1}{3} * \frac{15}{2}\)

\(t = \frac{5}{2}\)

Express as mixed number

\(t = 2\frac{1}{2}\)

So: The point is, \((7\frac{1}{2},2\frac{1}{2})\)

the correct answer is 5.89999999948*10^12

Answer:

C goes to the first one B second one A goes to third one D last one

Step-by-step explanation:

The price of carrots per ounce is $0.24 .

Ounce is an unit of mass in the Imperial System. It is widely used throughout the world and is one of the oldest units of measurement to still exist. The unit ounce is derived from uncia, a unit of measurement in roman times.

The ounce(abbreviated oz) is equal to approximately 28.35 grams and 16 ounces make up a pound.

Now it is given that a 2-pound bag of carrots cost $7.68 .

Therefore price per pound of carrots=$7.68÷2

Price per pound=$ 3.84 .

Now we know that 16 ounces make up a pound.

Price of carrots per ounce=  $3.84 ÷16

Price per ounce=  $ 0.24

Therefore the price of carrots per ounce is $0.24

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4.06 yard is the the radius of a circle to the nearest hundredth if its circumference is 25.5 yard

Answer:

Step-by-step explanation:

B

Marshall is wondering whether he can participate in the LLP again next year. The statement that is true is "He can participate in the LLP again, but only to the extent that his existing LLP balance is less than $20,000.

The Lifelong Learning Plan is a program that helps Canadian residents finance their post-secondary education through their registered retirement savings plans (RRSP). If an individual is attending school full-time, they can withdraw up to $10,000 a year from their RRSP under the program, or up to $20,000 in total. There are certain rules that must be followed by an individual participating in the LLP. For example, withdrawals must be made within four years of enrolling in an eligible educational program, and repayments must begin within the same period.

Here are the statements: Provided he repays his LLP balance in full by the end of this year, Marshall can participate in the LLP again next year.Marshall can only participate in the LLP once over his lifetime. However, his wife can make a LLP withdrawal from her RRSP on his behalf. He can participate in the LLP again, but only to the extent that his existing LLP balance is less than $20,000. He can only participate in the LLP a second time if he repays his LLP balance in full and waits 5 years before he returns to school.The correct statement is: He can participate in the LLP again, but only to the extent that his existing LLP balance is less than $20,000.

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Answer:

2870

Step-by-step explanation: mind

The value of the given expression is 70.

Expressions are mathematical statements which consist of two or more terms and terms are connected to each other using mathematical operators like addition, multiplication, subtraction and so on.

Given expression is,

35 * 91 - 35 * 89

We can evaluate this mentally very easily as explained below.

Here, taking 35 * 91 as the first term and 35 * 89 as the second term, 35 is a common term.

So,

35 * 91 - 35 * 89 = 35 (91 - 89)

Now it is easy.

35 (91 - 89) = 35 × 2 = 70

Hence the value of the expression is 70.

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y = 5x - 2

extra characters

Answer:

here it bees

Step-by-step explanation:

After translation, M would be at (-2.2), N would be at (-2,-1), and O would be at (-4,-1).

Explanation:

To get you started, as it isn't too difficult, the first thing that you should do is write down the coordinates for each point.

As an example, I'll use point O which is located at (2,3).

The translation is [-6, -4], which simply means to translate your x-value left 6(as it is negative) and your y-value down 4.

In the case of O(2,3), your translated point would be at (-4,-1).

Hope this helps :)

Answer:

25 + 39 = 64

Step-by-step explanation:

I hope this helps! If it does, please click "Thanks" to help me out!

Answer:

One moment...I'm figuring it out...the answer is 48 ounces.

Step-by-step explanation:

True. It is possible for a small treatment effect to still be statistically significant if the sample size is large enough.

We have,

Statistical significance is determined by the p-value, which measures the probability of obtaining the observed results if the null hypothesis (no difference between groups) is true.

A small treatment effect may still produce a low p-value if the sample size is large enough to detect even small differences.

However, the clinical significance of the treatment effect should also be considered in addition to statistical significance.

Thus,

It is possible for a small treatment effect to still be statistically significant if the sample size is large enough.

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 If a symmetric matrix can be inverted into a diagonal matrix using another matrix, then it is diagonalizable. Accordingly, it may be said that there is a matrix P that can be inverted such that P-1 * A * P = D, where D is a diagonal matrix and A is the symmetric matrix. The diagonal entries of D are the appropriate eigenvalues, while the columns of P are the eigenvectors of A.

  The matrix P is the foundation of the vector space because its columns are linearly independent and it is invertible. The inner product of any two different eigenvectors is 0, as A's eigenvectors are orthogonal to one another due to its symmetry.

 We can divide each eigenvector by its norm to get an orthonormal basis from this collection of eigenvectors. As a result, a group of eigenvectors that are orthonormal to one another and serve as the vector space's orthonormal basis are produced.

  Therefore, A symmetric matrix is diagonalizable and has an orthonormal eigen basis  consisting of orthonormal eigenvectors, which can be obtained by dividing each eigenvector by its norm.

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The area of the circle in the context of this problem is given as follows:

13.69π m².

The area of a circle of radius r is given by the multiplication of π and the radius squared, as follows:

A = πr²

The radius of a circle represents the distance between the center of the circle and a point on the circumference of the circle, while the diameter of the circle is the distance between two points on the circumference of the circle.

The measures for this problem are given as follows:

Hence the area of the circle is given as follows:

A = π x 3.7²

A = 13.69π m².

The circle is given by the image presented at the end of the answer.

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Answer:

17.74

Step-by-step explanation:

Rounded to the nearest 0.01 or

the Hundredths Place.

Yes, the equation of velocity is rearranged to find the area under the curve.

The equation of velocity in general is v = d/t

where v = velocity, d = distance, and t = time.

We rearrange this equation to create an equation for distance and the equation of distance determines the area under the curve.

Our motive is to isolate the variable whose equation we want to create. So, in this case, isolate 'd' and move all other variables to the other side.

1. Multiply both sides by t

v × t = d/t × t

2. Cancel the t where appropriate

v × t = d

3. We get the equation for d

d = v × t

Now, this equation is used to find the area under the curve.

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Answer:

\( \sqrt{ {1}^{2} + {2}^{2} + {( - 2)}^{2} } = \sqrt{1 + 4 + 4} = \sqrt{9} = 3\)

(1, 2, -2) is 3 units away from the origin.

(0, 0, 5) is 5 units away from the origin.

So (0, 0, 5) is farther away from the origin.

Answer:

3x(2x - 3)

Step-by-step explanation:

Given

y = 6x² - 9x ← factor out 3x from each term

  = 3x(2x - 3)

Where 12 samples of 100 printed circuit boards were tested and the number of defective boards in each sample is provided, a control chart that should be constructed to monitor the process is the p-chart.

The p-chart, also known as the proportion chart, is used to monitor the proportion of nonconforming items in a sample. In this case, the number of defective printed circuit boards in each sample can be used to calculate the proportion of defective boards.

To construct the p-chart, you would calculate the proportion of defective boards for each sample by dividing the number of defective boards by the total number of boards in that sample. Then, you can plot these proportions on the control chart to monitor the process over time.

The p-chart helps to identify any shifts or trends in the proportion of defective boards, allowing the quality assurance department to take appropriate actions to maintain or improve the process quality.

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Answer:

i am not loved. you do not love me. you dont know me. i am a burden. i do not make the world better. i make it worse. everyone hates me. i will die now.

Step-by-step explanation:

When a detailed scoring guide or rubric is used to score open-ended questions, the result is scored.

The scoring guide assign points to special degrees of student performance. Instructors use them when a scholar's response can earn a number of the full possible factors, commonly for built-reaction items and performance responsibilities.

Rubrics and scoring guides were implemented into cutting-edge classrooms to offer college students higher know-how of what's being assessed, what standards grades are primarily based upon, and what clean and compelling product standards are addressed.

Even as scoring guides illustrate how college students can earn a certain amount of points for precise questions and responses, rubrics assign ratings primarily based on how well a pupil's reaction meets a degree of overall performance.

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11.6 repeating rounded is 11.7