The link between dopamine and schizophrenia is supported by the finding that:A) lower dopamine activity helps remove schizophrenic symptoms.B) the use of L-dopa can reduce schizophrenic symptoms.C) antipsychotic drugs can block Parkinsonian symptoms.D) dopamine-receiving synapses in persons with schizophrenia are apparently inactive.

The unique equation of the given parabola in the form of f(x) = (x - a)(x - b) is given by, f(x) = x(x + 6).

The y intercept of the parabola is at (0,0).

Zeros of the parabola are at x = 0, -6.

Given the model equation for the parabola is f(x) = (x - a)(x - b)

It is the standard equation of a parabola with zeros x = a, b.

Here from the graph we can see that at x = -6, 0 the value of y reaches 0 that is the parabola has zeros at x = 0, -6.

So, a = 0 and b = -6

So, f(x) = (x - 0)(x - (-6))

f(x) = x(x + 6)

From the graph we can also see that the parabola is downward negative Y axis.

At y intercepts x = 0

So, the equation becomes in that case,

f(x) = 0.

So (0, 0) is the only y intercept of the parabola.

Hence, the equation of the unique parabola is, f(x) = x(x + 6) and Y intercept is at (0, 0) and zeros are at x = 0, -6.

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The question is incomplete. The complete question will be -

"The second part of the new coaster is a parabola.

Ray needs help creating the second part of the coaster. Create a unique parabola in the pattern f(x) = (x − a)(x − b). Describe the direction of the parabola and determine the y-intercept and zeros."

Answer:

T(3) = -23°C

Step-by-step explanation:

Constant Rate of Change

Given an initial condition of a variable T, To and a constant rate of change m, it's possible to write a model to predict the value of T in time t:

\(T(t)=T_o+mt\)

The initial temperature the scientist measures of a chemical solution is To=-14.06°C.

It's known the temperature decreases at a constant rate of -2.9°C each hour, thus the model is:

\(T(t)=-14.06-2.9t\)

Evaluating at t=3 hours:

\(T(3)=-14.06-2.9\cdot 3\)

\(T(3)=-14.06-8.7\)

T(3) = -22.76°C

Rounding to the nearest whole degree:

T(3) = -23°C

Answer:

Q = 108°

R = 72°

Step-by-step explanation:

Quadrilateral means this is a four-sided shape. Parallelogram means that both sets of opposite side are parallel, so all the angles are either equal or add up to 180° (supplementary)

The order of the letters matters bc PQRS means that you go along an edge from P to Q, but you have to go thru the middle of the shape to get from P to R. So P and Q add up to 180°.

P + Q = 180°

72° + Q = 180°

Q = 108°

Opposite from each other, across the middle of the shape, P and R are equal.

P = R = 72°

Answer: A

Step-by-step explanation:

The number of units that tile will he need to surround his pool is 19.82units.

this question is of quadratic equation ,

The number of units of tile simply refers to the perimeter.

So, we need to find all the sides of the rectangle.

Now, we have,

AB = 4.24 units

BD = 7.07 units.

So, we can find AD using pythagoras theorem.

So,

(AD)² + 4.24² = 7.07²

(AD)² + 17.978 = 49.985

(AD)² = 49.985 - 17.978

AD = √32.007

AD = 5.66 units

AD = BC = 5.66 units

Likewise, AB = DC = 4.24 units

Thus,

perimeter = 2(5.66) + 2(4.24) = 19.8 units.

The number of units that tile will he need to surround his pool is 19.82units.

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Answer:

Shape

Step-by-step explanation:

Shape because if you make the boat the right shape, it has a better chance of floating.

My age is 2 years from the given condition.

Given that, if you square my age and subtract 28 times my age, the result is 60.

In mathematics, an equation is a formula that expresses the equality of two expressions, by connecting them with the equals sign =.

Let x be my age.

Now, square my age is x²

28 times my age =28x

The square of my age and subtract 28 times my age, the result is 60.

x²-28x=60

⇒ x²-28x-60=0

⇒ x²+30-2x-60=0

⇒ x(x+30)-2(x+30)=0

⇒ (x+30)(x-2)=0

⇒ x=2

Hence, my age is 2 years from the given condition.

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Kevin should decrease his prices toward the end of the season to avoid having unsold produce.

What is price?

The price of a product is the amount that customers are willing to spend. While also taking into account supply costs, seasonal discounts, competitor prices, and retail markup, marketers must connect the price to the product's actual and perceived value.

Consider the following,

Price per Pound (dollars)       Quantity Sold (pounds)

            1.00                       ⇔                       5,700

            2.00                      ⇔                       4,100

            3.00                      ⇔                       2,300

Kevin has seen that demand increases when prices decrease.

Hence, Kevin should decrease his prices toward the end of the season to avoid having unsold produce.

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Complete question:

Kevin owns a fruit stand alongside a busy road. For several years, he has kept track of the number of apples that people purchase at different prices. He decides to graph the number of apples sold and the various prices at which he sold them. The graph shows his record of the number of apples sold at different prices.

Fill in the table with the number of apples Kevin sold at each price. Use the graph to estimate approximate quantities of apples.

What is the relationship between the price of apples and the demand for apples among Kevin’s customers?

Based on your answer to part B, should Kevin increase or decrease his prices toward the end of the season to avoid having unsold produce?

Answer: Kevin has seen that demand increases when prices decrease, so he should decrease his prices toward the end of the season to avoid having unsold produce.

Step-by-step explanation: PLATO answer :)

On solving the provided question we can say that, - the factors of the given equations \(x^2 +6x - 16\\\) are - x= -4 and x = 2

A number that divides another number by itself with no residual is known as a factor. In other words, if multiplying two whole numbers results in the creation of a product, the numbers we are multiplying are factors of the product since the product is divisible by them. Division and multiplication are the two ways to discover factors. A number or other mathematical object is factorized or factored in mathematics by expressing it as the product of numerous factors, often smaller or simpler things of the same sort. One factorization of the polynomial x2 - 4 is 3 5, which is also a factorization of the number 15.

\(x^2 +6x - 16\\\)

(x+4)(x-2)

x= -4 and x = 2

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Patrick received a total of approximately $6,785.97 over the course of 52 weeks.

To calculate the total amount of money Patrick received over the 52 weeks, we can use the concept of a geometric sequence. The first term of the sequence is $10, and each subsequent term is 10% more than the previous term.

To find the sum of a geometric sequence, we can use the formula:

Sn = a * (r^n - 1) / (r - 1),

where Sn is the sum of the first n terms, a is the first term, r is the common ratio, and n is the number of terms.

In this case, a = $10, r = 1 + 10% = 1.1 (common ratio), and n = 52 (number of weeks).

Plugging these values into the formula, we can calculate the sum of the sequence:

S52 = 10 * (1.1^52 - 1) / (1.1 - 1)

After evaluating this expression, we find that Patrick received approximately $6,785.97 over the 52 weeks.

As a result, Patrick collected about $6,785.97 in total over the course of 52 weeks.

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To solve the given boundary-value problem, we first need to find the general solution of the differential equation y'' - y = 0. This can be done by assuming a solution of the form y = e^rx and plugging it into the equation to get the characteristic equation:

r^2 - 1 = 0

This gives us the roots r = 1 and r = -1. Therefore, the general solution of the differential equation is:

y = c1*e^x + c2*e^-x

Now we can use the boundary conditions to find the values of c1 and c2. First, we use the condition y'(0) = 0:

y' = c1*e^x - c2*e^-x

y'(0) = c1 - c2 = 0

c1 = c2

Next, we use the condition y'(/2) = 0:

y'(/2) = c1*e^(/2) - c2*e^(-/2) = 0

c1*e^(/2) = c2*e^(-/2)

c1 = c2*e^(-)

Since c1 = c2, we can substitute c2 for c1 in the above equation to get:

c2 = c2*e^(-)

c2*(1 - e^(-)) = 0

This gives us c2 = 0, and since c1 = c2, we also have c1 = 0. Therefore, the solution to the boundary-value problem is:

y = 0

So the answer is y = 0.

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In order to calculate the final price after a 33% discount, we can just multiply the initial value by 100% - 33% = 67%, that is, 0.67.

So we have:

So the value after the discount is $219.09.

The value of the discount is:

#a

Higher the pie share higher the emails and vice versa

as orange is most

#b

As yellow is least

#c

Both have almost same shares

#d

No we need the total emails , Percentage share or central angles atleast

2 The pie chart shows the number of emails Preety received in one week.

A.Monday Color Orange Has most email receive

B.Wenesday color Yellow has the fewest email recieve.

C.Thursday And Tuesday has the same Receive Number It looks Like they same 50% to 50%.

D.It looks like 35% they received from the emails of friday. Its becuase The Cricle has 100% Pie Chart 100% - 65% = 35%.

Answer:

\(-10, -5, 0, 5\)

Step-by-step explanation:

\(-3x+5.9 \geq -15.4 \\ \\ -3x \geq -21.3 \\ \\ x \leq 7.1 \\ \\ \therefore x=-10, -5, 0, 5\)

Answer:

y=-3

Step-by-step explanation:

-8y=24

y= 24/-8

y=-3

Hope this helps! :)

pls mark brainliest

y = - 3

- 8y = 24 | (-)

8y = - 24

y = - 24 : 8

y = - 3

Answer:

Slope = 5/2

Step-by-step explanation:

we have that

In an inscribed quadrilateral, opposite angles are supplemantary

that means

x+125=180 degrees

solve for x

The area of the parallelogram with vertices (0,0), (3,6), (8,2), and (11,8) is 0 square units.

To find the area of a parallelogram with given vertices, we can use the formula:

Area = |(x1y2 + x2y3 + x3y4 + x4y1) - (y1x2 + y2x3 + y3x4 + y4x1)| / 2

Given the vertices:

A = (0, 0)

B = (3, 6)

C = (8, 2)

D = (11, 8)

We can plug these coordinates into the formula to calculate the area:

Area = |(0*6 + 3*2 + 8*8 + 11*0) - (0*3 + 6*8 + 2*11 + 8*0)| / 2

Area = |(0 + 6 + 64 + 0) - (0 + 48 + 22 + 0)| / 2

Area = |70 - 70| / 2

Area = 0 / 2

Area = 0

Therefore, the area of the parallelogram with vertices (0,0), (3,6), (8,2), and (11,8) is 0 square units.

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The true statement about the datasets is (d) the relationship of the standard deviations cannot be determined

The mean values of the datasets are given as:

Dataset 1 = 2.57

Dataset 2 = 3.337

The mean of the dataset 2 is greater than the mean of the dataset 1

However, these values are independent of their standard deviations

Hence, the true statement about the datasets is (d) the relationship of the standard deviations cannot be determined

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Answer:

y =54

Step-by-step explanation:

2(3)^3 - substitute x for 3, then find cube of 3( 3×3×3)

2×27

54

s

Answer:

Hello. y=1/2x-2

Step-by-step explanation:

The line that is perpendicular to this line ،its slope must be 1/2

So:

\(y - y0 = m(x - x0) \\ y - 2 = \frac{1}{2} (x - 8) \\ y = \frac{1}{2} x - 2\)

Answer:

25 = 10 + w

Step-by-step explanation:

Answer:

B

Step-by-step explanation:

Plz mark as brainliest!!!

Answer:

\(y = 3 \div 4x + 10\)

Answer:

Approximately 10.9

Step-by-step explanation:

\(a^2+b^2=c^2\)

Plug in b (5) and c (12)

\(a^2+5^2=12^2\\a^2+25=144\)

Subtract 25 from both sides

\(a^2+25-25=144-25\\a^2=119\)

Take the square root of both sides

\(\sqrt{a^2} =\sqrt{119}\)

a = approximately 10.9

I hope this helps!

The intercept might not make sense in these types of issues, but that is alright. The electrician is unaware of the significance of the x-value. intercept's

y=85x+90

The constant 90 is the hourly rate that does not fluctuate, and x is the amount of hours units are dollars. The rate at which the slope is increasing in this instance is 85 per hour. The independent variable is the number of hours that can be determined. The dependent variable is the price. depends on hours, which is typically on the y-axis, whereas the independent variable is typically on the x-axis.

cost $ 90, and the y-intercept (0,90)

Where y=0 is at -2.5 is where the x-intercept is located.

The intercept might not make sense in these types of issues, but that is alright. The electrician is unaware of the significance of the x-value. intercept's

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Answer:

Step-by-step explanation:

Bringing like terms on one side

38 + 10 < 4x

48 < 4x

48/4 < x

12 < x

Answer:

B) 10

Step-by-step explanation:

Exterior angle property: Exterior angle equals the sum of opposite interior angles.

12x + 10 = -10 + 7x +  70 {Subtract 10 from both sides}

12x        = -10 + 7x + 70 - 10        

       12x = -10 + 70 - 10 + 7x  {Combine like terms}

      12x  = 50 + 7x          {Subtract 7x from both sides}

12x - 7x = 50

       5x = 50 {Divide both sides by 5}

         x = 50/5

x = 10

One example of supporting another's learning or wellbeing was when I volunteered as a tutor for underprivileged students in my community. The outcome was that the students showed significant improvement in their academic performance and gained confidence in their abilities.

During my time as a volunteer tutor, I worked with a group of students who were struggling academically and lacked access to additional educational resources. I provided them with personalized tutoring sessions, focusing on their specific needs and areas of difficulty. I used various teaching strategies, such as breaking down complex concepts into simpler steps, providing additional practice materials, and offering continuous encouragement and support.

Over time, I noticed a positive transformation in the students' learning outcomes. They started to grasp challenging topics, their test scores improved, and they showed increased enthusiasm for learning. Moreover, the students' self-esteem and confidence grew as they realized their potential and saw tangible progress in their academic abilities. Seeing their growth and witnessing the positive impact I had on their lives was incredibly rewarding.

From this experience, I learned the importance of providing individualized support and tailoring my teaching methods to meet the unique needs of each student. I discovered the significance of fostering a supportive and nurturing environment where students feel comfortable asking questions and making mistakes. Additionally, I gained insights into the power of encouragement and positive reinforcement in motivating students to overcome obstacles and achieve their goals.

This experience reinforced my passion for education and inspired me to pursue a career in teaching. It taught me the value of empathy, patience, and adaptability when working with diverse learners. Overall, supporting the learning and wellbeing of others has been a fulfilling and enlightening experience that has shaped my approach to education and reinforced my commitment to making a positive difference in the lives of students.

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