if w,x,y,z is a square find each angle

Answer:

The equal sign (=)

Step-by-step explanation:

It makes sense, the left side is they ride side after subtracting

Answer:

=

Step-by-step explanation:

you can spilt 10 9/10 - 1 7/10 into 10-1=9 and 9/10-7/10=2/10 and then add them back together for 9 2/10 which is equal to the other side,  9 2/10

The equilibrium level of income (Y), interest rate (i), consumption (C), investments (I), and budget surplus can be calculated using the given equations and information. When G increases by 100, the new values for investments and budget surplus can be determined. The crowding out effect resulting from the increase in G can also be evaluated. Additionally, if the increase in G is accompanied by an increase in M/P by 100, the equilibrium level of Y and r, as well as the crowding out effect, can be determined and explained.

To calculate the equilibrium level of income (Y), we set the total income (Y) equal to total expenditures (C + I + G), solve the equation, and find the value of Y that satisfies it. Similarly, the equilibrium interest rate (i) can be determined by equating the demand for money (L) with the money supply (M/P). Consumption (C), investments (I), and budget surplus can be calculated using the respective equations provided.

When G increases by 100, we can recalculate the new values for investments and budget surplus by substituting the updated value of G into the equation. The crowding out effect can be assessed by comparing the initial and new values of investments.

If the increase in G is accompanied by an increase in M/P by 100, the equilibrium level of Y and r can be calculated by simultaneously solving the equations for total income (Y) and the interest rate (i). The crowding out effect in this case refers to the reduction in investments resulting from the increase in government spending (G) and its impact on the interest rate (r), which influences private sector investment decisions.

Overall, by analyzing the given equations and their relationships, we can determine the equilibrium levels of various economic variables, evaluate the effects of changes in government spending, and understand the concept of crowding out.

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By using these types of data, you can effectively conduct quarterly disaster recovery tests that include role-playing and introduce realism without affecting live operations.

To conduct quarterly disaster recovery tests that include role-playing and introduce as much realism as possible without affecting live operations, you should use the following types of data:

1. Non-sensitive test data: Create a set of test data that closely resembles your live data but does not contain any sensitive or confidential information. This allows you to simulate realistic scenarios without risking exposure of important information.

2. Anonymized data: If possible, use anonymized data from your actual operations. This involves removing or replacing any identifiable information to protect privacy while maintaining the overall structure and characteristics of the data.

3. Data backups: Utilize data backups to replicate your live environment. This ensures that the testing environment is as close to the live environment as possible, allowing for more accurate testing results.

4. Synthetic data: Generate synthetic data that closely mimics your live data, with similar patterns and characteristics. This can be a useful alternative if actual data is not available or suitable for testing purposes.

By using these types of data, you can effectively conduct quarterly disaster recovery tests that include role-playing and introduce realism without affecting live operations.

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Answer:

you aldredy have the x axis which is 1/3 because you x is x/ and y is 3/2

If a bloodstain is 1.5cm wide and 30cm long, then the angle of impact is 30°.

In forensic science, the angle of impact is the angle at which a blood droplet strikes a surface. It has a range of 0 to 90 degrees and is, by definition, an acute (or right) angle.

Police can partially reconstruct a crime scene by connecting the "strings" that lead from the spatter to an origin area and knowing the angle of contact.

If a bloodstain has a tail or pattern, the angle of impact can be used to forecast how the subsequent bloodstain would look.

So, bloodstain pattern analysis examines the patterns of bloodstains found at crime scenes in an effort to piece together the sequence of events that led to the bloodshed.

Mathematically, we will have:

The angle of impact = sin⁻¹ (wide stain/length stain)

The angle of impact = sin⁻¹ (1.5/3.0)

The angle of impact = 30°

Therefore, if a bloodstain is 1.5cm wide and 30cm long, then the angle of impact is 30°.

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Answer:

50.24 is the circumfrence

If we were to use actual pi the answer would be -

50.26548246

Answer:

25.12

Step-by-step explanation:

2pi4=2*3.14*4=25.12

conviince me for my question (brainliest plzz)

Answer:-4.86

Step-by-step explanation:.

The value of f[g(x)] is - 64x³ - 336x² - 588x - 340 and the value of g[f(x)] is -4x³ + 19

The functions are as follows; f(x) = -x³ +3 and g(x) = 4x+7

The value of f[g(x)] is obtained by replacing every x in f(x) with the value of g(x) as given below

f[g(x)] = f(4x + 7) = - (4x + 7)³ + 3

When we expand (4x + 7)³, it gives us 64x³ + 336x² + 588x + 343

Then

f[g(x)] = - 64x³ - 336x² - 588x - 340

Similarly, g[f(x)] is obtained by replacing every x in g(x) with the value of f(x) as shown below;

g[f(x)] = g(-x³ + 3) = 4(-x³ + 3) + 7g

[f(x)] = -4x³ + 19

Therefore,

f[g(x)] = - 64x³ - 336x² - 588x - 340

g[f(x)] = -4x³ + 19

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Number of different random samples of six accounts that can be taken from the population is (N × (N-1) × (N-2) × (N-3) × (N-4) × (N-5)) / 720

The number of different random samples of six accounts that can be taken from a population of size N

N choose k = N! / (k!(N-k)!)

where N is the population size, k is the sample size

we have N bank accounts and want to take a sample of size k = 6.

the number of different random samples of six accounts that can be taken from the population

= N! / (k!(N-k)!)

= N! / (6!(N-6)!)

= (N × (N-1) × (N-2) × (N-3) × (N-4) × (N-5)) / 720

Therefore, the number of random samples is (N × (N-1) × (N-2) × (N-3) × (N-4) × (N-5)) / 720

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Answer:

x = -1

Step-by-step explanation:

17x > -17, Divide both sides by 17

17x / 17 > -17 / 17

x > -1

The value of c in the joint probability density function f(x, y) is determined by integrating the function over the entire domain, which results in c = 3/2.

The given joint probability density function is defined for -y ≤ x ≤ y and 0 < y < infinity. To find the constant c, we need to integrate the given function over the given range of x and y and set it equal to 1 (since it is a probability density function).

Integrating f(x,y) with respect to x from -y to y gives c(y^2 - x^2), which can be further integrated with respect to y from 0 to infinity to get 1 = c*(2/3). Thus, c = 3/2.

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Hello!

surface area

= 2(6*2) + 2(4*2) + 4*6

= 2*12 + 2*8 + 24

= 24 + 16 + 24

= 64 square inches

A discrete probability distribution is a statistical distribution that relates to a set of outcomes that can take on a countable number of values, whereas a continuous probability distribution is one that can take on any value within a given range.Therefore, the main difference between the two types of distributions is the type of outcomes that they apply to.

An example of a discrete probability distribution is the probability of getting a particular number when a dice is rolled. The possible outcomes are only the numbers one through six, and each outcome has an equal probability of 1/6. Another example is the probability of getting a certain number of heads when a coin is flipped several times.

On the other hand, an example of a continuous probability distribution is the distribution of heights of students in a school. Here, the range of heights is continuous, and it can take on any value within a given range.

The expected value of a probability distribution measures the central tendency or average of the distribution. In other words, it is the long-term average of the outcome that would be observed if the experiment was repeated many times.

For a discrete probability distribution, the expected value is computed by multiplying each outcome by its probability and then adding the results. In mathematical terms, this can be written as E(x) = Σ(xP(x)), where E(x) is the expected value, x is the possible outcome, and P(x) is the probability of that outcome.

For example, consider the probability distribution of the number of heads when a coin is flipped three times. The possible outcomes are 0, 1, 2, and 3 heads, with probabilities of 1/8, 3/8, 3/8, and 1/8, respectively. The expected value can be computed as E(x) = (0*1/8) + (1*3/8) + (2*3/8) + (3*1/8) = 1.5.

Therefore, the expected value of the distribution is 1.5, which means that if the experiment of flipping a coin three times is repeated many times, the long-term average number of heads observed will be 1.5.

Answer:

C. 16 mi.

Step-by-step explanation:

This situation forms a right triangle: the distances 32 miles south and 24 miles east are the legs, and the original southeast course is the hypotenuse.

Use the pythagorean theorem, a² + b² = c² to solve for c, the length of the southeast course.

a² + b² = c²

32² + 24² = c²

1600 = c²

40 = c

So, the southeast course is 40 miles long.

Find how many miles the pilot traveled on the alternate route:

32 + 24

= 56

Find the difference in extra miles:

56 - 40

= 16

So, the pilot was forced to fly 16 extra miles.

The correct answer is C. 16 mi.

Answer:

16

Step-by-step explanation:

On Edge 2022

The part in the steering column that allows for changes in the angle between the upper and lower shafts is the universal joint.

The universal joint, also known as a U-joint or Cardan joint, is a mechanical device that enables changes in the angle between two shafts that are not in a straight line. In the context of a steering column, the upper and lower shafts are connected by a universal joint.

As the steering wheel is turned, it exerts rotational force on the upper shaft of the steering column. The universal joint allows for the transmission of this rotational motion while accommodating changes in the angle between the upper and lower shafts. It provides flexibility and compensates for any misalignment between the two shafts, ensuring smooth and continuous rotation of the steering column.

The universal joint typically consists of two yokes connected by a cross-shaped component with needle bearings. These bearings allow for rotation in multiple axes, allowing the steering column to handle variations in the angle between the upper and lower shafts during steering movements.

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The value of the complementary angle of 54° is determined as  B = 36°.

Two angles are called complementary when their measures add to 90 degrees. Two angles are called supplementary when their measures add up to 180 degrees.

So if the measure of one angle is 54°, the value of its complementary angle is calculated as follows;

Mathematically, the formula for calculating the complementary angle of 54° is given as;

B + 54° = 90

B = 90 - 54°

B = 36°

Thus, the value of the complementary angle of 54° is determined as 36° since both angles will add up to 90 degrees.

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The complete question is below:

Use your knowledge of complementary and vertical angles to hit

this shot.

If angle A is 54° and angle B is its complementary angle. Angle B = ?

Answer: 9

Step-by-step explanation:

To find some part of something else, we just multiply the two terms together. So 3/4 of 12 is:

3/4 * 12 = 36/4 = 9.

Answer:

60

Step-by-step explanation:

To find the range you subtract the highest and lowest value

The highest value on this graph is 105 from the month of May and the lowest value is 45 from the month of March.

When you do 105-45 you get 60 which is the range

Answer:

5 DVD's

Step-by-step explanation:

So Basically It means the 25$ a month Plan is the same if you pay

5 DVD's

Ok each DVD costs 3$ and if you buy 5 of them you just bought 15 bucks worth of DVD's plus the membership which is 10$ in which the equation is

3(x)+10=25

X=5 by the way

So Basically it means if you Buy 5 DVD's plus the member ship thats the same money as the 25$ a month deal for unlimated DVD's

Simplified version: 5 DVD's

Step-by-step explanation:

here's the answer to your question

Tyler's average grade in his accounting class can be calculated by finding the mean of his test scores, which are 77%, 62%, 85%, and 80%.

To find Tyler's average grade, we need to calculate the mean of his test scores. The mean, also known as the average, is obtained by summing up all the values and dividing the sum by the total number of values. In this case, Tyler has four test scores: 77%, 62%, 85%, and 80%.

To calculate the average, we add up all the test scores: 77 + 62 + 85 + 80 = 304. Next, we divide the sum by the total number of test scores, which is 4. So, 304 divided by 4 equals 76. Therefore, Tyler's average grade in his accounting class is 76%.

The average grade is a useful measure as it provides a single number that represents Tyler's overall performance in the class. It takes into account all his test scores and provides a comprehensive view of his academic progress. By calculating the average, Tyler can assess his performance and identify areas that may require improvement.

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Question:

The local furniture store pays $ 60 for a sofa and sells it with a 30% markup. What is the selling price of the sofa?.

Solution:

Let the following data:

Base price = $60

30% of base price = $60 x 0.3 = $18

Then:

Selling price = $60 + $18 = $78.

Then, we can conclude that the correct answer is:

The selling price of the sofa is $78.

Answer:

Concept: Numerical Analysis

Answer:

700,000

Step-by-step explanation:

x*0.80=560000

560000/0.80=x

x=700,000

25 minutes long

Hope this helps!

Ok so we know that the movie starts at 7:15 PM. The duration of the movie is 1.5 hours long. She begins eating her snack after the movie which, sense 7:15 plus 1.5 hours is 8:45, is 8:45. She finishes her snack at 9:10. What is the difference between 9:10 and 8:45?

For me, the easiest thing to do we would be to add a half hour (30 minutes) to the 8:45. This gets 9:15. Since 9:15 is past 9:10, I subtract the difference to get 5 minutes. I then take the 30 minutes I added to the 8:45 and subtract the 5 minutes that it went over to get 25 minutes. This is the easiest way to get the answer in my opinion. Sorry if this could not be of help to you!

Diagram to better understand maybe? (I did the best I could with this lol)

                                              x (the 25 minutes you found once you solved it)

                                                                                      ^

7:15 PM ----------------------------- 1.5 hours later----------------------------------- 9:10 PM

^                                                          ^                                                            ^

Time the movie started          Movie length             When she finished eating

Answer:

Surface Area = 150.8 square inch

Step-by-step explanation:

\(Surface \ Area = 2 \pi r h + 2 \pi r^2 \ \ \ \ \ \ \ \ \ \ \ \ \ [ \ r = 4 , \ h = 2 \ ] \\\\\)

                    \(= 2 \pi \times 4 \times 2 + 2 \pi 4^2\\\\=16 \pi + 32 \pi \\\\= 48 \pi \\\\= 150.796 \\\\=150.8 \ square \ inch\)

\(\displaystyle\\Answer:\ none \ of\ these\ (m=-\frac{5}{3} );\ isosceles,\ right\)

Step-by-step explanation:

1.

a) find the midpoint G of the side DE:

\(x_D=-2\ \ \ \ x_E=3\ \ \ \ y_D=-2\ \ \ \ y_E=1\)

\(\displaystyle\\x_G=\frac{x_D+x_E}{2} \\\\x_G=\frac{-2+3}{2}\\\\x_G=\frac{1}{2}\\\\x_G=0.5\)

\(\displaystyle\\y_G=\frac{y_D+y_E}{2}\\\\y_G=\frac{-2+1}{2} \\\\y_G=\frac{-1}{2} \\\\y_G=-0.5\\\\Thus,\ G(0.5,-0.5)\)

b) find the midpoint I of the side DF:

\(x_D=-2\ \ \ \ x_F=6\ \ \ \ y_D=-2\ \ \ \ y_F=-4\)

\(\displaystyle\\x_I=\frac{x_D+x_F}{2} \\\\x_I=\frac{-2+6}{2} \\\\x_I=\frac{4}{2} \\\\x_I=2\)

\(\displaystyle\\y_I=\frac{y_D+y_F}{2}\\\\y_I=\frac{-2+(-4)}{2}\\\\y_I=\frac{-6}{2} \\\\y_I=-3\\\\Thus,\ I(2,-3)\)

c) the slope of GI:

\(x_G=0.5\ \ \ \ x_I=2\ \ \ \ y_G=-0.5\ \ \ \ y_I=-3\)

\(\displaystyle\\m_{GI}=\frac{y_I-y_G}{x_I-x_G} \\\\m_{GI}=\frac{-3-(-0.5)}{2-0.5} \\\\m_{GI}=\frac{-3+0.5}{1.5} \\\\m_{GI}=\frac{-2.5}{1.5} \\\\m_{GI}=\frac{-2.5(2)}{1.5(2)} \\\\m_{GI}=-\frac{5}{3}\)

2.

Type of Δ DEF:

a) find the length of the side DE:

\(|DE|=\sqrt{(3-(-2)^2+(1-(-2)^2}\\\\|DE|=\sqrt{(3+2)^2+(1+2)^2} \\\\|DE|=\sqrt{5^2+3^2}\\\\|DE|=\sqrt{25+9} \\\\|DE|=\sqrt{34} \ units\)

b) find the length of the side EF:

\(|EF|=\sqrt{(6-3)^2+(-4-1)^2}\\\\|EF|=\sqrt{3^2+(-5)^2}\\\\ |EF|=\sqrt{9+25} \\\\|EF|=\sqrt{34}\ units\)

Hence, DE=EF

c)  find the m∠DEF:

\(\displaystyle\\cos \angle E=\frac{\overrightarrow {DE}+\overrightarrow {EF}}{|DE|*|EF|} \\\\\)

Find the coordinates of the vector by the coordinates of its beginning and end points:

\(\displaystyle\\\overrightarrow {DE}=(x_E-x_D,y_E-y_D)\\\\\overrightarrow {DE}=(3-(-2),1-(-2))\\\\\overrightarrow {DE}=(5,3)\\\\\overrightarrow {EF}=(x_F-x_E,y_F-y_E)\\\\\overrightarrow {EF}=(6-3),-5-1)\\\\\overrightarrow {EF}=(3,-5)\\Hence,\\\\cos\angle E=\frac{5*3+3*(-5)}{\sqrt{34}*\sqrt{34} } \\\\cos\angle E=\frac{15-15}{34 }\\\\cos\angle E=\frac{0}{34 }\\\\cos\angle E=0\\\\m\angle E=90^0\)

A boxplot is a graphical representation of data distribution, and it can be used to compare the salary distributions of construction workers and teachers. To determine the percentage of teachers that a person making the minimum salary for a construction worker is making more than, we must first understand the data for both groups.

The minimum salary for a construction worker is a specific value, representing the lowest amount paid to workers in that profession. In contrast, teachers' salaries can vary based on various factors such as experience, education level, and location. Comparing these two distributions can provide insights into the relative earnings of these professions.

Using a boxplot, the minimum, first quartile, median, third quartile, and maximum values can be visually represented for each group. The comparison between the minimum salary for a construction worker and the distribution of teachers' salaries can be observed by looking at the overlap of these two boxplots.

If the minimum salary for a construction worker falls within the first quartile of teachers' salaries, it would mean that a person earning that salary is making more than 25% of teachers. If it falls within the second quartile (between the first and median), the person is making more than 50% of teachers. Similarly, if it falls within the third quartile, they would be making more than 75% of teachers.

To provide a precise percentage, the data for both groups needs to be analyzed and compared. However, without specific numbers, a definitive answer cannot be given. In summary, a boxplot can be used to visualize and compare the salary distributions of construction workers and teachers to determine what percentage of teachers a person making the minimum salary for a construction worker is earning more than.

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Answer:

1. List the prime factors of each number.

2. Circle every common prime factor — that is, every prime factor that's a factor of every number in the set.

3. Multiply all the circled numbers. The result is the GCF.

Step-by-step explanation:

Answer:

14/8 = 1 3/4

48/9 = 5 1/3

Step-by-step explanation:

14/8 = 1 6/8

6/8 = 3/4

14/8 = 1 3/4

48/9 = 5 3/9

3/9 = 1/3

48/9 = 5 1/3