Can anyone help?
I don't get it.

The bird is 25.23 feet away from Amanda and Jamie.

Given that:

Point A is Amanda's Position.

Point B is Jamie's position.

and Point C is Bird's position.

Thus,

C is the standing of Amanda and Jamie.

So, A = 55°

      B = 63°

and C = 25 feet.

Since, the sum of the angle measure of a Triangle.

Therefore,

    A +B +C = 180°

⇒  55° + 63° +C = 180°

⇒ 118° + C = 180°

⇒ C = 62°

Now,

By the Law of Sines:

     \(\frac{Sin\beta }{b} = \frac{Sin\alpha }{c}\)

⇒ C sin β = b sinα

⇒ b = c sinβ/ sinα

⇒ b = 25.23

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Answer:

3900

Step-by-step explanation:

20%=1/5

780 is 20%

780x5 equals total since 20% 80% is 3120

No, the coordinates can not be the solution to find the answer. I know this because to find a slope-intercept equation you would need to have 2 coordinates. You would need 2 coordinates to first find the slope of the equation (m) in the equation y=mx+b.

Step-by-step explanation:

To find the Highest Common Factor (H.C.F.) of 567 and 255 using Euclid's division lemma, we can follow these steps:

Step 1: Apply Euclid's division lemma:

Divide the larger number, 567, by the smaller number, 255, and find the remainder.

567 ÷ 255 = 2 remainder 57

Step 2: Apply Euclid's division lemma again:

Now, divide the previous divisor, 255, by the remainder, 57, and find the new remainder.

255 ÷ 57 = 4 remainder 27

Step 3: Repeat the process:

Next, divide the previous divisor, 57, by the remainder, 27, and find the new remainder.

57 ÷ 27 = 2 remainder 3

Step 4: Continue until we obtain a remainder of 0:

Now, divide the previous divisor, 27, by the remainder, 3, and find the new remainder.

27 ÷ 3 = 9 remainder 0

Since we have obtained a remainder of 0, the process ends here.

Step 5: The H.C.F. is the last non-zero remainder:

The H.C.F. of 567 and 255 is the last non-zero remainder obtained in the previous step, which is 3.

Therefore, the H.C.F. of 567 and 255 is 3.

Logarithmic Functions

In mathematics, the logarithmic function is an inverse function to exponentiation

Domain and range of logarithmic functions

We know that is defined only when >0. So the domain is the set of all positive real numbers. We can see that can be either a positive or negative real number (or) it can be zero as well. Thus,  can take the value of any real number.

Note:

The domain of function = is >0 (or) (0,∞).

The range of any log function is the set of all real numbers ().

Logarithmic graph

We know that exponentials and functions are inversely proportional to each other, and so their graphs are symmetric concerning the line =. Also, note that =0 when =0 as =(1)=0 for any . Thus, all such functions have an -intercept of (1,0).  A logarithmic function doesn’t have a -intercept as 0 is not defined.

Properties of logarithmic graph

>0 and ≠1.

The logarithmic graph increases when >1 and decreases when 0<<1.

The domain is obtained by setting the argument of the function greater than 0.

The range is the set of all real numbers.

Graphing logarithmic functions

Before plotting the log function, just have an idea of whether you get an increasing curve or decreasing curve as the answer. If the >1 then the curve is increasing, and if 0<<1, then the curve is decreasing.

Here are the steps for graphing logarithmic functions:

Find the domain and range.

Find the vertical asymptote by setting the argument equal to 0. Note that a  function doesn’t have any horizontal asymptote.

Substitute some value that makes the argument equal to 1 and use the property (1)=0. This gives us the -intercept.

Substitute some value that makes the argument equal to the base and use the property ()=1 This would give us a point on the graph.

Connect the two points (from the last two steps) and extend the curve on both sides relative to the vertical asymptote.

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we can replace y on the second equation to find x

to find X we need to use this formula to factor

where a=3, b=2 and c=-6

so, replace

we have 2 solutions for x

a. The point estimate of the population mean is 7.8.

b. The point estimate of the population standard deviation is 3.9 (to 1 decimal place).

In statistics, a point estimate is a single value that is used to estimate an unknown parameter of a population based on sample data. In this case, we are given a simple random sample with the following data points: 2, 8, 11, 7, and 11.

Therefore, the sample mean is 39/5 = 7.8. This means that, based on the given sample, we estimate the population mean to be 7.8.

First, we calculate the deviations from the sample mean for each data point: (-5.8), 0.2, 3.2, (-0.8), and 3.2. Squaring these deviations gives us: 33.64, 0.04, 10.24, 0.64, and 10.24.

Taking the average of these squared deviations gives us a variance of (33.64 + 0.04 + 10.24 + 0.64 + 10.24)/5 = 10.76. Finally, taking the square root of the variance, we find the sample standard deviation to be approximately 3.3 (rounded to 1 decimal place).

Therefore, the point estimate of the population standard deviation is 3.9 (to 1 decimal place).

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Recipes 1 and 2 have the same proportion of orange juice to pineapple juice, whereas recipe 3 has a different proportion.

The recipes that would taste the same are recipe 1 and 2. Recipe 3 would taste different.

Recipe 1: ratio of orange juice to pineapple juice = 4 : 6

2 : 3

Recipe 2: ratio of orange juice to pineapple juice = 6 : 9

2: 3

Recipe 3: ratio of orange juice to pineapple juice = 9 : 12

3 : 4

Thus, Recipes 1 and 2 have the same proportion of orange juice to pineapple juice, whereas recipe 3 has a different proportion.

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The Complete Question is:

Here are three different recipes for Orangy-Pineapple juice. Two of these mixtures taste the same and one tastes different.

Recipe 1: Mix 4 cups of orange juice with 6 cups of pineapple juice.

Recipe 2: Mix 6 cups of orange juice with 9 cups of pineapple juice

Recipe 3: Mix 9 cups of orange juice with 12 cups of pineapple juice

Which two recipes will taste the same, and which one will taste different? explain or show your reasoning.

The slope is the steepness of a line on a graph and represents the ratio of the vertical change to the horizontal change, the rate of change refers to the amount of change in one variable corresponding to a unit change in another variable.

The slope of a line is a measure of its steepness or incline. It is calculated by dividing the vertical change (change in y-values) by the horizontal change (change in x-values) between two points on the line. The slope indicates how much the dependent variable (y) changes with respect to a unit change in the independent variable (x). In other words, it represents the ratio of the rise (vertical change) to the run (horizontal change) on the graph.

On the other hand, the rate of change is a broader concept that applies to any relationship between two variables, not just linear relationships. It measures how one variable changes in response to a unit change in another variable. The rate of change can be positive, indicating an increase in one variable for every unit increase in the other variable, or negative, indicating a decrease. It can also vary across different intervals of the relationship, indicating that the relationship is not constant.

In summary, the slope specifically refers to the steepness of a line on a graph and is calculated as the ratio of the vertical change to the horizontal change. The rate of change, on the other hand, is a more general concept that describes how one variable changes in response to a unit change in another variable and can be applied to any type of relationship between variables.

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Answer: The correct answer would be that she pays her bills on time and has a lower amount of debt because her credit score are 720 which is considered a good payment point.

Explanation: The correct answer would be that she pays her bills on time and has a lower amount of debt because her credit score is 720 which is considered a good payment point.

Explanation: Credit score is known as CIBIL. By this credit, score banks gauge the creditworthiness of a person. The data listed in our credit report CIBIL generate our credit score.

A person's credit history is submitted to CIBIL by banks and other financial institutions on a particular basis.

For example, if a person has a credit score of 600 then that person cannot be considered a good creditor. In this case, the bank doesn't lend him  .

The correct answer to the given question is "Yes, it can be concluded that pass/fail rates are dependent on school because the p-value is less than the level of significance".

The test for independence is used to determine whether or not two categorical variables are dependent or independent.

Here, the chi-square test of independence will be used to determine whether or not the pass/fail rates are dependent on the school.

The following are the steps to perform a chi-square test of independence:

1. State null and alternative hypotheses. The null hypothesis is that there is no significant relationship between the pass/fail rate and the school, whereas the alternative hypothesis is that there is a significant relationship between the pass/fail rate and the school. H0: The pass/fail rate is independent of the school. Ha: The pass/fail rate is dependent on the school.

2. Decide the level of significance (alpha) and the degrees of freedom (df). The level of significance is given as 0.10. The degrees of freedom are calculated using the formula: df = (r - 1) (c - 1) where r = number of rows and c = number of columns. Here, r = 2 and c = 3. Therefore, df = (2 - 1) (3 - 1) = 2.

3. Compute the expected frequencies. The expected frequency for each cell is calculated using the formula: (row total x column total)/grand total. The total for each row and column, as well as the grand total, are given in the table below:

School A School B School C Total Pass 40 33 50 123 Fail 59 45 67 171 Total 99 78 117 294The expected frequency for the top-left cell (pass and school A) is (123 x 99)/294 = 41.4

4. Similarly, the expected frequency for the top-right cell (pass and school B) is (123 x 78)/294 = 32.56, and so on.

The chi-square statistic is calculated using the formula:

χ2 = Σ[(O - E)2/E],

where O = observed frequency and E = expected frequency.

The value of χ2 is calculated as follows:

χ2 = [(40 - 41.44)2/41.44] + [(33 - 32.56)2/32.56] + [(50 - 49.00)2/49.00] + [(59 - 57.56)2/57.56] + [(45 - 45.44)2/45.44] + [(67 - 68.00)2/68.00]

χ2 = 0.054 + 0.036 + 0.020 + 0.029 + 0.013 + 0.007

χ2 = 0.1595.5.

Determine the critical value and p-value.

The critical value of χ2 for df = 2 and alpha = 0.10 is 4.605. The p-value is the probability of getting a chi-square statistic as large as or larger than the calculated value (0.159) if the null hypothesis is true.

This probability is obtained from a chi-square distribution table with df = 2. The p-value is less than the level of significance, and the chi-square statistic is less than the critical value.

Make a decision. Since the chi-square statistic (0.159) is less than the critical value (4.605) and the p-value is less than the level of significance (0.10), we reject the null hypothesis.

Therefore, it can be concluded that the pass/fail rates are dependent on school.

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Answer:

Hi there :)

Step-by-step explanation:

From what I can see, 9. is a right triangle because of the right angle, 10. is an acute triangle, and 11. is another right triangle. Please let me know if you need further explanation.

Answer:

282

Step-by-step explanation:

351-69

Answer:

2. -1/2

Step-by-step explanation:

it goes down 1 over 2

Question 4: Laura applies for the position of ambulance medic. To give her a job simulation (behavioral interview) screening test, the interviewer...

This question involves providing a job simulation or behavioral interview, which allows the interviewer to observe how the candidate performs in a simulated work situation. This type of question assesses the candidate's skills, abilities, and behavior in a real or simulated work scenario, providing a more accurate evaluation of their capabilities for the job.

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Answer:

Student A is correct and student B made the mistake

Step-by-step explanation:

Student B divided 2 on both sides before subtracting four, when they should've done it the other way around: add four on both sides and then divide by 2 to solve for x

An equation that matches the table include the following: y = x + 5.

In Mathematics and Geometry, the point-slope form of a straight line can be calculated by using the following mathematical equation (formula):

y - y₁ = m(x - x₁)

Where:

First of all, we would determine the slope of this line;

Slope (m) = (y₂ - y₁)/(x₂ - x₁)

Slope (m) = (6 - 5)/(1 - 0)

Slope (m) = 1/1

Slope (m) = 1.

At data point (0, 5) and a slope of 1/, a linear equation in slope-intercept form for this line can be calculated by using the point-slope form as follows:

y - y₁ = m(x - x₁)

y - 5 = 1(x - 0)

y - 5 = x

y = x + 5

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The given set, together with the standard operations, is not a vector space.

Given that we need to determine whether the set, together with the standard operations, is a vector space or not. If it is not, we have to identify at least one of the ten vector space axioms that fails. (a) The set of all polynomials of degree exactly three, that is the set of all polynomials p(x) of the form,\(p(x) = ao + a₁ + a₂z^2 +3^3\)

,3 0Given set is a vector space.The given set is a vector space because it satisfies all the ten vector space axioms. Hence, the given set, together with the standard operations, is a vector space. (b) The set of all first-degree polynomial functions ax, a 0, whose graphs pass through the originGiven set is not a vector space.The given set is not a vector space because it does not satisfy the fourth vector space axiom, i.e., V has a zero vector such that for all u in V, v+0=0.

Therefore, the given set, together with the standard operations, is not a vector space.

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Answer:

46

Step-by-step explanation:

length x width x height

7 x 5 x 3

Answer: surface area = 142

Volume = 105

* make sure to add labels (units^2, etc.)

Step-by-step explanation:

Area = length x height

Volume = length x width x height

Logistic regression models the probability of a binary outcome, while CART models segment data into categories. For example, CART is preferable when data has complex interactions, as it can partition data into multiple categories.

Logistic regression and classification and regression trees (CART) are two different machine learning models used for binary classification problems. Logistic regression models the probability of one class or the other based on a linear combination of input variables. This makes it useful for predicting a binary outcome, such as whether a customer will purchase a product or not. On the other hand, CART is a decision tree model that divides data into categories. It uses a tree-like structure to split the data into segments based on the input features. This makes it useful for dealing with data with complex interactions, as it can partition data into multiple categories. For example, a CART model would be preferable to a logistic regression model if there are multiple underlying factors that affect the binary outcome. In this case, a CART model could more accurately identify the categories that are associated with a particular outcome. Overall, CART models are superior for dealing with data with complex interactions, whereas logistic regression is better for simpler data.

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So on solving the provided question, we can say that fraction we have are  \(4\frac{2a}{3} + \frac{1a}{4} - \frac{1a}{a} (b - 7)\)   = 14/6

Any number of equal portions, or fractions, can be used to represent a whole. Fractions in standard English indicate how many units of a certain size there are. 8, 3/4. A whole includes fractions. The ratio of the numerator to the denominator is how numbers are expressed in mathematics. Each of these is an integer in simple fractions. In the numerator or denominator of a complex fraction is a fraction. True fractions have numerators that are less than their denominators. A fraction is a sum that constitutes a portion of a total. By breaking the entire up into smaller bits, you can evaluate it. Half of a full number or item, for instance, is represented as 12.

here the fraction we have are

\(4\frac{2a}{3} + \frac{1a}{4} - \frac{1a}{a} (b - 7)\)

12/3 + 12/4 + 15/2

14/6

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The solution to the equation 91 = 29^x is approximately x ≈ 1.08.

To solve for x in equation 91 = 29^x, we need to isolate the variable x. Here's the step-by-step process:

Add 150 to both sides of the equation to get rid of the constant term:

91 + 150 = 29^x + 150

Simplify the equation:

241 = 29^x + 150

Subtract 150 from both sides:

241 - 150 = 29^x

Simplify further:

91 = 29^x

Now, we can solve for x by taking the logarithm of both sides of the equation with base 29. Using the logarithm property log_b(a^c) = c * log_b(a), we have:

log_29(91) = x

Using a calculator or logarithm table, we can find that log_29(91) ≈ 1.08.

Therefore, the solution to the equation 91 = 29^x is approximately x ≈ 1.08.

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The opportunity cost of spending $90,000 on advertising but only producing 12,000 units can be calculated by comparing the benefits of the advertising investment to the potential alternative uses of that money.

First, let's calculate the total cost of producing 12,000 units. Fixed costs amount to $48,000, and variable costs are $8 per unit, resulting in a total cost of $48,000 + ($8 × 12,000) = $144,000.

Next, we need to calculate the potential sales revenue without advertising. With a price of $16 per unit, the potential sales revenue would be $16 × 12,000 = $192,000.

Now, let's calculate the potential sales revenue after advertising. The advertising multiplier is given as (30,000 + advertising) / 30,000. In this case, the multiplier would be (30,000 + 90,000) / 30,000 = 4.

Therefore, the potential sales revenue after advertising would be $192,000 × 4 = $768,000.

The opportunity cost is the difference between the potential sales revenue after advertising ($768,000) and the potential sales revenue without advertising ($192,000), which is $768,000 - $192,000 = $576,000.

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Answer:

Talk to a teacher

Step-by-step explanation:

Answer:

7

Step-by-step explanation:

3+4

Answer:

17.9375 square yards

Step-by-step explanation:

Let us have a common unit

What we have here is the case of inches and ft

10 ft 3 inches

1 ft = 12 inches

so 3 inches is 3/12 = 0.25 ft

= 10+0.25 = 10.25 ft

15 ft 9 in

= 15 + 9/12 = 0.75 + 15 = 15.75 ft

So let us convert to yards ;

Mathematically, 3 ft = 1 yard

so 10.25 ft = 10.25/3 = 3.4167 yards

15.75 ft = 15.75/3 =5.25 yards

So the square yards would be the product of this two;

which is;

(10.25/3) * (15.75/3) = 17.9375 square yards

Answer:

a=5

Step-by-step explanation:

2a+2=12

2a=10

a=5

Step-by-step explanation:

easy by applying formula of range and median

Answer:

Step-by-step explanation:

The range of the data is the difference between the largest and smallest values. The median is the middle value, or the average of the two middle values.

Arranging the data from lowest to highest, we have ...

  36, 38, 39, 39, 40, 47, 48, 51

The difference between the highest and lowest values is ...

  range = 51 -36 = 15

The range of the data is 15.

The median of the data set is the middle value, or the average of the two middle values if the number of data values is even.

There are 8 members of the data set, so the median will be the average of the two middle values: 39 and 40.

  median = (39 +40)/2 = 39.5

The median of the numbers on the list is 39.5.

Answer:

A

Step-by-step explanation: