When some software companies develop software, they do it with "planned obsolescence"
in mind. This means that they plan on the sale of the software to rise, hit a point of
maximum sales, then drop and eventually stop when they release a newer version of the
software. Suppose a graph of the curve showing the number of sales over time can be
modeled with a parabola and that the company plans on the "life span" of its product to be
6 months, with maximum sales reaching 1.5 million units. Write an equation that models
this situation.

Step-by-step explanation:

the middle one has to be the same for both part ratios.

the best here is to bring the ratio element of B in the first part ratio to 10. we need to double the B element there

for that (as a ratio is a fraction) we also have to adapt the A element in the same way.

so, we get

4×2 : 5×2 : 9 =

= 8 : 10 : 9

and that is also shown in the graphic.

Answer:

X:Y:Z= 8:10:9

Step-by-step explanation:

Let x be the number of students in class A

Let y be the number of students in class B

Let z be the number of students in class C

x:y = 4:5

y:z= 10: 9

x:y:z = ?

Find the LCM of the y terms (5 and 10 ) which is 10

Divide 10 by the first y term (5) = 2

Divide 10 by the second y term(10) = 1

X: y = (4 x 2) :(5 x 2)= 8:10

y:z =(10 x 1) : (9:1)= 10:9

x:y:z= 8:10:9

Answer:

70

Step-by-step explanation:

Answer:

Student C who is paid $290 for 20 hours of work

Step-by-step explanation:

To find the unit rate for each student you put p/h.

Pay/hours, Student A was paid $11.75 each hour

Student B $13.5 each hour

Student C $14.5 each hour

$11.75 x 20 =$235

$13.5 x 20 = $270

$14.5 x 20 = $290

The length of the line segment AB is 11/2 mm.

A triangle is a three-sided closed-plane figure formed by joining three noncolinear points.

Based on the side property triangles are of three types they are Equilateral triangle, Scalene triangle, and Isosceles triangle.

We know a line segment parallel to one side of a triangle divides the other two sides in the same ratio.

Therefore, AC/AB = EC/ED.

22/AB = 44/11.

2/AB = 4/11.

4AB = 22.

AB = 11/2.

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Answer:

-1/5 or -0.2

Step-by-step explanation:

Hope this helps you out

The number expression (-5)⁵/(-5)⁻⁶ can be written as -5¹¹ after using the property of the integer exponent.

In mathematics, integer exponents are exponents that should be integers. It may be a positive or negative number. In this situation, the positive integer exponents determine the number of times the base number should be multiplied by itself.

We have:

A number expression:

= (-5)⁵/(-5)⁻⁶

As we know from the property of the integer exponent:

\(\rm = \dfrac{y^a}{y^b} = y{a-b}\)

y is the base and a, b are the exponent.

As the same base can be written as the sum of the power

In the given number expression there is the same base as -5

Exponent can be subtracted, after subtracting the powers:

= (-5)⁵⁻⁽⁻⁶⁾

= (-5)⁵⁺⁶

= -5¹¹

Thus, the number expression (-5)⁵/(-5)⁻⁶ can be written as -5¹¹ after using the property of the integer exponent.

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The polynomial in standard form is  2x³+200x-36x²-3600

A polynomial is a mathematical formula that involves only the operations subtraction, addition,  multiplication, and powers of positive integers of the variables and is composed of coefficients and indeterminates.

We know the roots of the polynomial as 18, 10i, and −10i.

therefore the polynomial is of the form.

a(x-18)(x-10i)(x+10i)

= a (x-18)(x²-100i²)

= a (x-18)(x²+100)

= a (x³+100x-18x²-1800)

Now at x =1 The value of the polynomial is -3434

Therefore

-3434 = a(1+100-18-1800)

or, a = 2

Therefore the polynomial is of the form: (2x³+200x-36x²-3600)

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Answer:

I'm not too sure what you mean but since there was no image I tried to look up how to tell if angles are corresponding based on angle degree and the most I got was the angles will be equal but only if there is a transversal cur but none of the answers equal each other

Step-by-step explanation:

so what advice I can give you is corresponding angles are usually the same degree but on a different level. like on the first parallel line there is an angle and on the second (or whatever) there is another angle (on the same side of the first) -meaning they will both be on the right or the left- and yeah there you go

if you have any questions comment and I'll try my best to help

The line of best fit before the transformation is y = 0.6366x + 2.3220 and after the transformation is y = 0.0411x + 0.5134

A mathematical notion called the line of the best fit connects points spread throughout a graph. It's a type of linear regression that uses scatter data to figure out the best way to define the dots' relationship.

\(\rm m = \dfrac{n\sum xy-\sum x \sum y}{n\sum x^2 - (\sum x)^2} \\\\\rm c = \dfrac{\sum y -m \sum x}{n}\)

We have data as shown in the table.

Let's suppose the line of best fit is:

y = mx + c

Before the transformation, we can calculate the line of best fit.

m = 0.6366

c = 2.3220

y = 0.6366x + 2.3220

After transformation:

Line of best fit after transformation:

y = Mx + C

M = 0.0411

C = 0.5134

Line of best after transformation

\(\rm Transformation = \ log_1_0(y \ value)\)

y = 0.0411x + 0.5134

Thus, the line of best fit before the transformation is y = 0.6366x + 2.3220 and after the transformation is y = 0.0411x + 0.5134

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The expression equivalent to x⁶ - 9 is : (x³)² - 3²

A statement is considered to be an expression if it contains at least two numbers or variables and one mathematical action.

Power is the factor that is multiplied by itself, and exponent is the number of times the same base number has been multiplied.

Calculation:

we have given ,

x⁶ - 9

now we know that,

(xᵃ)ᵇ - yᵇ

similarly,

(x³)² - 3² = x⁶- 9.

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In the context of racial and ethnic relations, ethnocentrism refers to the tendency to regard one's own culture and group as the standard, and thus superior, whereas all other groups are seen as inferior. Ethnocentrism is a belief system rooted in the notion that one's own cultural practices, values, and beliefs are superior to those of others.

It often leads to prejudice, discrimination, and the marginalization of individuals or groups who do not conform to the dominant culture. This mindset can hinder intercultural understanding and perpetuate stereotypes and biases. Ethnocentrism can manifest in various ways, such as the imposition of cultural norms on others, the dismissal or devaluation of alternative perspectives, and the reinforcement of social hierarchies based on ethnicity or race. Overcoming ethnocentrism requires open-mindedness, empathy, and a willingness to learn and appreciate different cultures and perspectives. Promoting cultural diversity, inclusivity, and intercultural dialogue can help challenge ethnocentric attitudes and foster a more inclusive and equitable society.

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Answers are attached

Thematic Analysis is a process that is used to analyze the text in research in qualitative research. It aims to find the patterns in the data by examining the contents of the text.

In the Qualitative Descriptive Study Design, thematic analysis is utilized to analyze the data obtained from interviews, observation, or other qualitative methods. This method involves the identification of themes and patterns in the data. It helps the researcher to organize the data, identify patterns, and develop the categories and themes that will be used to describe the findings of the study.

Thematic Analysis is used in Qualitative Descriptive Study Design to provide an in-depth understanding of the research topic. It allows the researcher to capture and analyze the rich and diverse experiences of the participants in the study. In this method, data is collected from the participants, and the researcher analyzes the data by identifying the common themes and patterns that emerge from the data. This process of analysis is done in a systematic and iterative manner until the researcher identifies all the themes that are relevant to the research question.

Thematic analysis is useful in qualitative research because it allows the researcher to identify the themes and patterns in the data that are not explicitly stated by the participants. It helps to identify the underlying meanings of the data and to develop a deeper understanding of the research topic. This method is particularly useful when the researcher is dealing with large volumes of data and wants to identify the key themes and patterns that emerge from the data.

In conclusion, Thematic Analysis is a useful method of analysis in Qualitative Descriptive Study Design. It is used to analyze the data obtained from interviews, observation, or other qualitative methods. This method involves the identification of themes and patterns in the data and helps the researcher to organize the data, identify patterns, and develop the categories and themes that will be used to describe the findings of the study.

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The value of the triple integral is (\(16^{11}\) / 11) [(\(e^{16}\) - 1) (\(cos^8\) φ) (2π)] where E is bounded by the parabolic cylinder z=16−y2z=16−y2 and the planes z=0,x=4, and x=−4.

To evaluate the triple integral ∭E \(x^8 e^y\) dV, where E is bounded by the parabolic cylinder z=16−y² and the planes z = 0,x = 4, and x = −4, we can use the cylindrical coordinate system. Here are the steps to solve the integral:

Write down the limits of integration for each variable:

For ρ, the radial distance from the z-axis, the limits are 0 to 4.

For φ, the angle in the xy-plane, the limits are 0 to 2π.

For z, the height, the limits are 0 to 16 - y² for the parabolic cylinder, and 0 to the plane z = 0.

Write the integral using cylindrical coordinates:

∭E \(x^8 e^y\) dV = ∫\(0^4\) ∫0²π ∫\(0^{(16-y^2)\) (\(\rho^9\) \(cos^8\) φ) (\(e^y\)) ρ dρ dφ dz

Evaluate the integral:

∫0²π ∫\(0^4\)(16-y²) (\(\rho^9\) \(cos^8\) φ) (\(e^y\)) ρ dρ dφ dz

= ∫\(0^4\) ∫0²π (\(cos^8\) φ) dφ ∫\(0^{(16-y^2)}\)(\(\rho^{10\) \(e^y\)) dρ dz

= ∫\(0^4\) ∫0²π (\(cos^8\) φ) [\((16-y^2)^{11}\) / 11 \(e^y\)] dy dφ

= ∫\(0^4\) ∫0²π (\(cos^8\) φ) [(\(16^{11}\) / 11) \(e^y\) - (11/11) y² (\(16^{10}\)) \(e^y\) + (55/11) \(y^4\) (\(16^9\)) \(e^y\) - ...] dφ

= ∫\(0^4\) (\(16^{11}\) / 11) \(e^y\) [(\(cos^8\) φ) (2π)] dy

= (\(16^{11}\) / 11) [(\(e^{16}\) - 1) (\(cos^8\) φ) (2π)]

Therefore, the value of the triple integral is (\(16^{11}\) / 11) [(\(e^{16}\) - 1) (\(cos^8\) φ) (2π)].

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Answer:

130 degree

Step-by-step explanation:

all angles of add quadrilateral is 360

so

100⁰ + 95⁰+ 35⁰ + b⁰ = 360⁰

230⁰ + b⁰ = 360⁰

b⁰ = 360⁰ - 230

b⁰ = 130⁰

Step-by-step explanation:

$1,999 minds right Jitpur defective defective here note justice Jhapa Jhapa here's

Answer:

there is no picture

Step-by-step explanation:

Answer:

there no pick repost and ill tell

Step-by-step explanation:

Answer:

A) -1

Step-by-step explanation:

\(i^{6} =(i^{2} )^{+3}\)

→ \((-1)^{3}\)

→ \(-1\)

\(-----------\)

hope it helps...

have a great day!!

Answer:

-1

Explanation:

This is because

i to the power 0 = 1

i to the power 1 = i

i to the power 2 = -1

i to the power 3 = -i

i to the power 4 = 1

i to the power 5 = i

i to the power 6 = -1

i to the power 7 = -i

Hope this helps and sorry for the late reply!

It needs \(140\ \text {pounds}\) of the spirulina to get in order to make the blend.

Used the concept of a system of linear equations that states,

Linear equations are equations of the first order. The linear equations are defined for lines in the coordinate system.

Example; ax + by = 0

Given that,

The cost of protein per pound = \(\$10.25\)

The cost of powdered spirulina per pound = \(\$22.45\)

And, the blend ends up costing \(\$16.35\) per pound.

Let us assume that,

There are x pounds of protein and y pounds of spirulina in the mixture.

Hence, by given conditions the equation is,

\(10.25x + 22.45y = 16.35 (x + y)\)

\(10.25x + 22.45y = 16.35x +16.35 y\)

Combine like terms,

\(22.45y - 16.35 y= 16.35x - 10.25x\)

\(6.1 y = 6.1x\)

\(y = x\)

Since the company has 140 pounds of whey protein on hand.

So, the amount of spirulina it needs to get in order to make the blend is,

\(y = 140\ \text {pounds}\)

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Therefore, the chance of getting a 5 or 6 in the next turn is about 40%.

Hoped this helped

\(BrainiacUser1357\)

Approximately 11.5% of the racers did not complete the marathon.

Step-by-step explanation:

To find the percentage of racers who did not complete the marathon, we need to add the number of racers who gave up and were disqualified:

28 + 11 = 39

So, out of the 340 racers who started the marathon, 39 did not complete it.

To find the percentage, we can use the formula:

percentage = (part/whole) x 100

In this case, the "part" is 39 and the "whole" is 340.

percentage = (39/340) x 100

percentage = 11.5

Rounding to the nearest tenth of a percent, we get:

percentage = 11.5%

Therefore, approximately 11.5% of the racers did not complete the marathon.

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When bound to CR1 (complement receptor 1), C3b is cleaved by Factor I, resulting in the generation of pathogen-associated B-cell co-receptor ligands.

The complement system is a part of the immune system that plays a crucial role in recognizing and eliminating pathogens. C3b is a component of the complement system that can opsonize pathogens, marking them for phagocytosis by immune cells. When C3b binds to CR1, which is present on B cells, the cleavage of C3b occurs. This cleavage is performed by an enzyme called Factor I, which is regulated by co-factors such as membrane cofactor protein (MCP). Factor I acts by proteolytically cleaving C3b into smaller fragments, resulting in the generation of pathogen-associated B-cell co-receptor ligands.

These pathogen-associated B-cell co-receptor ligands play a role in the activation of B cells, promoting their immune response against the pathogen. By cleaving C3b, Factor I helps regulate and fine-tune the complement system, ensuring an appropriate immune response while preventing excessive inflammation or damage to host tissues.

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Answer:A

Step-by-step explanation: 1 Gallon is equal to 8 pints.

Answer:

A

Step-by-step explanation:

pint=1/8 of a gallon

therfor 7 pints = 7/8

7/8<1gal

Answer: Mean: 40.2, Median: 41

Step-by-step explanation: 37, 43, 41, 36 and 44 added all together is 201 / 5 = 40.2 (70 is the outlier). The middle of 37 43 41 36 44 is 41, because the numbers lined up is 36, 37, 41, 43, 44 the middle is 41.

Answer:

bvcnfghnh

Step-by-step explanation:

gfhtfv

Answer:

B

Step-by-step explanation:

The number of 5ths that equals 9 is gotten bus using multiplication property of equality by multiplying 9 by 5 to give; 45

We want to find the number of 5ths that equals 9. We can express this as;

¹/₅x = 9

Where x is the number that is multiplied with one - fifth to equal 9.

To solve it, we will apply multiplication property of equality by multiplying both sides by 5 to get;

x = 45

Thus, the number of 5ths that equals 9 is 45.

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Answer:

Step-by-step explanation:

For y=7x, if y = 2, you have to do the same for x.

Example; 7x = y, 7(2) = (2), 14 = 2, 14,2

(please comment if I did anything wrong)

The AD curve in an AS-AD diagram is most relevant to Keynes's Law. The correct option is d.

In an AS-AD (Aggregate Supply-Aggregate Demand) diagram, Keynes's Law is most relevant to the AD curve. Keynes's Law, proposed by economist John Maynard Keynes, states that aggregate demand (AD) determines the level of economic activity and that fluctuations in AD can lead to periods of economic expansion or contraction.

The AD curve represents the total demand for goods and services in an economy at different price levels. It shows the relationship between the overall price level and the quantity of real GDP demanded. When the AD curve shifts to the right, it indicates an increase in overall demand, leading to higher levels of output and employment. Conversely, a shift to the left indicates a decrease in overall demand, which may lead to lower output and employment.

Keynes's Law emphasizes the importance of aggregate demand management by the government through fiscal and monetary policies to stabilize the economy and achieve full employment. Thus, the AD curve plays a central role in illustrating the concepts and implications of Keynes's Law in an AS-AD diagram. The correct option is d.

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