My grade 9 and grade 10 homeroom (currently grade 11) is so rude my friend takes MRT like metro in Taiwan and her homeroom teacher said that My friend can't leave before 17:00 but her train is at 16:50 and she said that if she doesn't follow she will report to the school office. How come she does that to my friend. Does she deserve to be a teacher? Does she needs to be fired or not she is not being a good teacher to my friend and does she needs to care about other people's business

The expression (-2 - 4i) + (8 - 7i) evaluates to 6 - 11i.

To evaluate the expression (-2 - 4i) + (8 - 7i), we'll combine the real parts and the imaginary parts separately.

Starting with the real parts: -2 + 8 = 6.

Now let's combine the imaginary parts: -4i + (-7i) = -4i - 7i = -11i.

Putting the real part and the imaginary part together, we have:

6 - 11i.

Thus, the expression (-2 - 4i) + (8 - 7i) evaluates to 6 - 11i.

In the final form a+bi, where "a" represents the real part and "bi" represents the imaginary part, the result is:

6 - 11i.

This means that the real part of the sum is 6, and the imaginary part is -11i.

It's also worth mentioning that the expression (-2 - 4i) + (8 - 7i) represents the addition of two complex numbers. The complex number (-2 - 4i) has a real part of -2 and an imaginary part of -4i. The complex number (8 - 7i) has a real part of 8 and an imaginary part of -7i. When these two complex numbers are added together, we obtain the resulting complex number 6 - 11i, which represents a combination of a real part and an imaginary part.

Complex numbers are often represented in the form a+bi, where "a" is the real part and "bi" is the imaginary part. This notation helps distinguish between the real and imaginary components and allows for easy arithmetic operations on complex numbers. In this case, the sum of (-2 - 4i) and (8 - 7i) simplifies to 6 - 11i when written in the standard form a+bi.

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Answer:

The answer is D

Step-by-step explanation:

This is because it cant be 13 or any smaller, and if the shorter side is 13 than it can't be any less than double itself, so it's D

Answer:

C

Step-by-step explanation:

3x - 9y = 9 → (1)

- 2x +2y = 8 ( subtract 2y from both sides )

- 2x = - 2y + 8 ( divide through by - 2 )

x = y - 4

substitute x = y - 4 into (1)

3(y - 4) - 9y = 9

3y - 12 - 9y = 9

- 6y - 12 = 9 ( add 12 to both sides )

- 6y = 21 ( divide both sides by - 6 )

y = \(\frac{21}{-6}\) = - \(\frac{7}{2}\)

The given statement "In scientific experiments, we measure a small number of items (a sample) and then attempt to infer the sample characteristics to the the entire population." is True. In scientific experiments, we often cannot measure an entire population, so we use statistical sampling to measure a smaller subset (a sample) and then try to generalize our findings to the entire population using statistical inference.

In scientific experiments, it is often not feasible or practical to measure the entire population. Instead, we collect a representative sample from the population and use statistical methods to infer the characteristics of the population from the sample.

This process is known as statistical inference. By carefully designing the sampling process and using appropriate statistical methods, we can make accurate and reliable inferences about the population.

Therefore, it is important to ensure that the sample is representative and unbiased and that the statistical methods used are appropriate for the data and research question at hand. The statement is true.

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The following distributions has a mean that varies

II. The distribution of sample data

III. The sampling distribution of the sample mean

The correct answer is option v) II and III."

Here, we have,

In the context of statistical distributions:

I. The population distribution refers to the distribution of a specific variable within the entire population. The mean of the population distribution which is fixed and does not vary.

II. The distribution of sample data refers to the distribution of a variable within a specific sample. The mean of the sample data can vary from one sample to another.

III. The sampling distribution of the sample mean refers to the distribution of sample means taken from multiple samples of the same size from a population. The mean of the sampling distribution of the sample mean is equal to the population mean, but the individual sample means can vary from sample to sample.

Therefore, the mean varies in both the distribution of sample data (II) and the sampling distribution of the sample mean (III), but not in the population distribution (I).

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In Milgram's first study of obedience, the majority of teachers initially complied but refused to deliver more than slight levels of shock.

In Milgram's first study of obedience, participants were assigned the role of 'teacher' and were instructed to administer electric shocks to a 'learner' whenever they answered a question incorrectly. The shocks ranged from mild to severe, with the highest level labeled as 'XXX.' The learner was actually an actor, and no real shocks were administered.

The study found that the majority of teachers initially complied with the experimenter's orders and delivered shocks, but they refused to deliver more than slight levels of shock. This suggests that while they were willing to follow the instructions to some extent, they had moral reservations about causing significant harm to another person.

It is important to note that the study has been criticized for ethical concerns and the potential psychological harm it may have caused to participants. However, it remains a significant contribution to our understanding of obedience and the power of authority figures.

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Answer:

13.1148770486

.....................,...

Answer:

C)

Step-by-step explanation:

options B and D are eliminated because their graphs do not intersect the y-axis at -1

If you input (0,0) - a random ordered pair picked from the shaded area - into the inequality for 'A' you can see if that is true or not

0 ≤ 0 - 1

0 ≤ -1  FALSE

If you input (-5,0) - a random ordered pair picked from the shaded area - into the inequality for 'C' you can see if that is true or not

0 ≤ -6/5 (-5) - 1

0 ≤ 6 - 1

0 ≤ 5   TRUE

Answer:

p = 13

Step-by-step explanation:

When a polynomial f(x) is divided by (x + h) then the remainder is f(- h)

Here both polynomials are divided by (x + 1)

Evaluate them both for x = - 1

3(- 1)³ - 5(- 1)² - 4(- 1) + p, that is

- 3 - 5 + 4 + p

= p - 4 → A

6(- 1)³ + p(- 1)² + 9(- 1) + 5, that is

- 6 + p - 9 + 5

= p - 10 → B

Given that A = 3B, then

p - 4 = 3(p - 10)

p - 4 = 3p - 30 ( subtract 3p from both sides )

- 2p - 4 = - 30 ( add 4 to both sides )

- 2p = - 26 ( divide both sides by - 2 )

p = 13

The radius of the sphere  1.5  units

The volume of the cone is   pi (3)^2 *4 / 3   units^3  =  12pi  units^3

The volume of the sphere is (4/3)pi (1.5)^3  units^3 = 4.5 units^3

So   ratio  of the volume of the sphere to the cone is :

4.5 pi  / 12 pi  =    4.5 / 12  =      (9/2) / (24/2)  =  9 / 24  =  3 / 8

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The critical region is determined based on the alpha level, which is the probability of making a Type I error (rejecting the null hypothesis when it is true). An alpha level of .01 means that there is a 1% chance of making a Type I error.

If Chastity ran a hypothesis test with an alpha level of .01 and her test statistic fell outside of the critical region, it means that the test statistic does not provide enough evidence to reject the null hypothesis.

In this case, Chastity should fail to reject the null hypothesis and accept it as the plausible explanation. This implies that there is not enough evidence to support the alternative hypothesis.

When a test statistic falls outside of the critical region, it indicates that the observed data is not extreme enough to reject the null hypothesis. The critical region is determined based on the alpha level, which is the probability of making a Type I error (rejecting the null hypothesis when it is true). An alpha level of .01 means that there is a 1% chance of making a Type I error.

In summary, when Chastity's test statistic falls outside of the critical region, she should fail to reject the null hypothesis and accept it as the plausible explanation. This means that there is not enough evidence to support the alternative hypothesis at the given alpha level of .01.

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Hydrostatic weighing uses the statistic known as density to predict the percentage of body fat.

Hydrostatic weighing, also known as underwater weighing or densitometry, is a method used to estimate body composition by measuring the density of an individual's body.

The principle behind hydrostatic weighing is that fat tissue is less dense than lean tissue, such as muscle and bone.

During a hydrostatic weighing test, the individual is submerged in water while their body volume is measured. By comparing the weight on land with the weight in water, the density of the body can be calculated.

The measured density is then used in equations or regression models to estimate the percentage of body fat.

The statistic of density is crucial in this process because it represents the ratio of an individual's mass to their volume.

By accounting for the density of fat and lean tissue, hydrostatic weighing provides an estimate of body fat percentage based on the differences in density between these components.

It is worth noting that while hydrostatic weighing has been widely used as a reference method for body composition assessment, more modern techniques such as dual-energy X-ray absorptiometry (DXA) and bioelectrical impedance analysis (BIA) have gained popularity due to their convenience and accessibility.

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The purpose of this test is to evaluate the effects of rotational acceleration on the semicircular ducts and dynamic equilibrium. This test is called Rotational Acceleration Test.

The purpose of the rotational acceleration test is to assess how the semicircular ducts and the body's dynamic equilibrium respond to rotational movements. The semicircular ducts are part of the vestibular system, which is responsible for detecting changes in head position and rotational movements.

During the test, the individual is subjected to controlled rotational acceleration, usually in a specially designed chair or device. The rotational acceleration induces a sense of spinning or movement, stimulating the semicircular ducts.

By observing the individual's responses, such as eye movements or changes in body posture, healthcare professionals can gather information about the functioning of the vestibular system and the body's ability to maintain balance.

This test is particularly useful in diagnosing disorders of the vestibular system, such as vestibular dysfunction, vertigo, or balance disorders. It helps healthcare providers determine the extent of the impairment and develop appropriate treatment plans or interventions to improve balance and reduce symptoms.

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No, neither Anthony nor Patty are correct in solving the question y-m=m-y+1 for y.

This is because the equation is not solvable for y as it is written. To solve for y, the equation must be rearranged into a form where y is the only variable.

For example, start by subtracting m from both sides of the equation:

y-m=m-y+1

-m -m

y-2m=1

Next, add 2m to both sides of the equation:

y-2m=1

+2m +2m

y=2m+1

Therefore, the solution for y is 2m+1. To check the answer, substitute 2m+1 for y in the original equation and solve:

y-m=m-y+1

2m+1-m=m-(2m+1)+1

m=m

Since the two sides of the equation are equal, the solution is correct.

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Answer: Number of water bottles a team can fill  from a single watercooler = 48

Step-by-step explanation:

Given: A watercooler contains 160 cups of water.

Each person on a team fills a water bottle with \(3\dfrac13\) cups of water from the cooler.

Here, \(3\dfrac13=\dfrac{10}{3}\)

Now , Number of water bottles a team can fill  from a single watercooler = \(160\div \dfrac {10}3\)

\(=160\times\dfrac3{10}\\\\=16\times3=48\)

Hence, Number of water bottles a team can fill  from a single watercooler = 48

Number of water bottle IT team can feel a single watercooler =48

Answer:

D can others can't..............

The volume of the triangular prism is 216 cubic meters.

To find the volume of a triangular prism, we need to multiply the area of the triangular base by the length of the prism.

Calculate the area of the triangular base.

The base of the triangular face is given as 8 meters, and the height is 9 meters. We can use the formula for the area of a triangle: area = (1/2) * base * height.

Plugging in the values, we get:

Area = (1/2) * 8 meters * 9 meters = 36 square meters.

Multiply the area of the base by the length of the prism.

The length of the prism is given as 12 meters.

Volume = area of base * length of prism = 36 square meters * 12 meters = 432 cubic meters.

Adjust for the shape of the prism.

Since the prism is a triangular prism, we need to divide the volume by 2.

Adjusted Volume = (1/2) * 432 cubic meters = 216 cubic meters.

Therefore, the volume of the triangular prism is 216 cubic meters.

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Answer:

Step-by-step explanation:

i would be keen to answer your question.

but please provide more information in order for us to help you solve the problem.

thanks.

Answer:

I believe it is the first one. I know it isn't the second one

Answer:

The answer is 36

Step-by-step explanation:

=16-4(-5)

=16-(-20)

=36

Answer:

cindy is 51

Step-by-step explanation:

70 divided by 2 is 45

45+ 6 is 51

Answer: 2 units

Step-by-step explanation:

Given that :

Length of of line segment (AB) = 18 Units

d = distance between point A and successive notch

Number of notches between point A and B = 9

If the length of line AB = 18 units and the number of notches between point A and B = 9

Then distance d, between successive tick marks :

Length of Line segment / number of notches or tick marks between A and B

= 18 units / 9

= 2 units.

Hence distance between tick marks on the number line is 2 units.

Answer:

its b

Step-by-step explanation:

b on edu 2020

The number of cubic blocks needed to fill the cube with side length 3/7 inch is 27.

To determine the number of cubic blocks needed to fill a cube, we can calculate the volume of the cube and the volume of a single cubic block, and then divide the volume of the cube by the volume of the block.

The volume of a cube is calculated by multiplying the length of one side by itself three times (since a cube has three equal sides). In this case, the side length of the cube is 3/7 inch, so its volume would be (3/7) x (3/7) x (3/7) cubic inches.

The volume of a single cubic block is calculated in a similar way. The side length of the block is 1/7 inch, so its volume would be (1/7) x (1/7) x (1/7) cubic inches.

Now, we can divide the volume of the cube by the volume of the block to find the number of blocks needed:

[(3/7) x (3/7) x (3/7) cubic inches] ÷ [(1/7) x (1/7) x (1/7) cubic inches]

Simplifying the expression:

(3/7) x (3/7) x (3/7) ÷ (1/7) x (1/7) x (1/7)

Canceling out the common factors:

3 x 3 x 3 ÷ 1 x 1 x 1

27 ÷ 1

Given that two lines intersect, forming four angles and one of the two adjacent angles is 126 degrees.

Let x=the measure of the other adjacent angle.

We need to write and solve an equation to find the measure of angle x.

Now, the adjacent angles have a common vertex and the sum of adjacent angles is 180°.

Therefore, we can say that the sum of the two adjacent angles is given by 126° + x°.

Thus, we can write an equation as:126° + x° = 180°Solving the above equation:

126° + x° = 180°x°

= 180° - 126°x°

= 54°

Hence, the measure of the other adjacent angle x is 54°.

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Given ratio :-

3 : 2

Let's write it in fraction:-

\( \boxed{ \tt \dfrac{3}{2} }\)

Half ratio given :-

6 : ?

Now as u can see if 3 is multiplied by 2 then we get 6

so multiply numerator and denominator by 2

\( \to\sf \dfrac{3 \times 2}{2 \times 2} \)

\( \to\sf \dfrac{6}{4} \)

Required Answer:

6 : 4

Answer:

The domain of the function are values of x that respect the following condition: \(x \geq 7\)

Step-by-step explanation:

We are given the following function:

\(f(x) = \sqrt{x - 7}\)

Domain of the square root function:

The square root does not exist for negative values, so the domain of a square root function:

\(g(x) = \sqrt{h(x)}\)

Is \(h(x) \geq 0\)

In this question:

\(f(x) = \sqrt{x - 7}\)

Then:

\(h(x) = x - 7\)

\(x - 7 \geq 0\)

\(x \geq 7\)

The domain of the function are values of x that respect the following condition: \(x \geq 7\)

Answer:

the answer is 8 and x>or equal 7 and the only option greater than 7 is 8

Step-by-step explanation:

a. This is a voluntary response sampling strategy. Bias may occur because only those with strong opinions are likely to respond, which may not represent the views of all parents.

b. This is cluster sampling. Bias may occur if the selected school is not representative of the entire city's school system.

c. This is a census. Bias may occur if some parents do not return the survey, leading to nonresponse bias.

d. This is stratified random sampling. Bias may be minimized as each school is fairly represented, but nonresponse bias could still occur if some parents do not return the survey or respond to the phone call.

e. This is a voluntary response sampling strategy. Bias may occur as only those watching the news and with strong opinions are likely to participate, which may not represent the views of all parents.

f. This is convenience sampling. Bias may occur because only those attending the PTA meetings will have their opinions counted, which may not represent the views of all parents.

g. This is cluster sampling. Bias may occur if the selected classes are not representative of the entire city's school system.

h. This is systematic random sampling. Bias may be minimized as the sample is spread evenly throughout the enrollment records, but nonresponse bias could still occur if some parents are not available for the interview.

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Answer:

x = 7/5 equivalent to 1 2/5

Step-by-step explanation:

Given equation:

2(5x - 3) = 8

Step 1: Distributive property.

10x - 6 = 8

Step 2: Addition property of equality

10x - 6 = 8

Add 6 to both sides

10x = 14

Step 3: Division property of equality

Divide both sides by 10 to solve for x

10x = 14

x = 14/10

= 7/5

x = 7/5

Answer:

First: 10x-6=8

Second: 10x=14

Third: x=7/5

Step-by-step explanation:

I did the activity on Edge 2021

hope it helps, and sorry for being late :)

The values of x and y in the trapezoid are x = 15 and y = 3

You should understand that a trapezoid or trapezium is a quadrilateral having two parallel sides and two non-parallel sides

If the trapezoid is isosceles, angles A and C are supplementary, so ...

(4x+4) +(7x+11) = 180

This implies that

11x +15 = 180

Collecting  terms we have

11x = 165 . . . . . . . . . subtract 15

x = 15 . . . . . . . . . . . . divide by the coefficient of x

And angles C and E are congruent.

4·15 +4 = 21y +1

63 = 21y . . . . . subtract 1

3 = y . . . . . . . . divide by the coefficient of y

In conclusion x and y are 15 and 3

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