help pls with parabola equation

Answer:

p = 1.2

Step-by-step explanation:

Bring 3.9 to the other side of the equation.

-10.9p = -13.08

p = 1.2

Parul manages an upscale women's clothing store and wants to gather initial reactions and opinions from about a dozen of her most frequent shoppers about the upcoming fall fashion line she has been advertising on her website. For this purpose, she should use focus group interviews.

What is focus group interviews? A focus group interview is a type of qualitative research in which a small group of people, usually 6 to 10, gather together to participate in a discussion that is guided by a facilitator or moderator. The moderator usually leads the group discussion and asks open-ended questions about the topic of interest, in this case, the upcoming fall fashion line.

In this way, Parul would be able to get detailed information about the preferences, likes, and dislikes of her frequent shoppers regarding the advertised fall fashion line. She can also use this method to get feedback on other products she sells in her store that customers may want to see more of or what they would like to see improved in the existing products. Therefore, she should use focus group interviews to gather the initial reactions and opinions from about a dozen of her most frequent shoppers.

To know more about initial visit:

https://brainly.com/question/32209767

#SPJ11

The statement "nm = x" and the statement "nm = lm = tan(45°) = 1" are true regarding triangle LMN.

In triangle LMN, "nm = x" implies that the length of side NM is equal to the value of x. This suggests that the length of side NM is determined by the specific value of x.

The statement "nm = lm = tan(45°) = 1" is also true. This means that the lengths of sides NM and LM are equal, and they are both equal to 1. Additionally, the tangent of a 45° angle is equal to 1. Therefore, all three quantities in the statement are equal to 1.

Overall, in triangle LMN, the length of side NM is represented by x, and both sides NM and LM have a length of 1.

Learn more about triangle here:

https://brainly.com/question/2773823

#SPJ11

The estimated monthly average daily radiation on a horizontal surface in June in Amman is approximately 7.35 kWh/m(^2)/day.

To estimate the monthly average daily radiation on a horizontal surface H in June in Amman, we can use the following equation:

\([H = S \times H_s \times \frac{\sin(\phi)\sin(\delta)+\cos(\phi)\cos(\delta)\cos(H_a)}{\pi}]\)

where:

S is the solar constant, which is approximately equal to 1367 W/m(^2);

\(H(_s)\) is the average number of sunshine hours per day in Amman in June, which is given as 10 hours;

(\(\phi\)) is the latitude of the location, which for Amman is approximately 31.9 degrees North;

(\(\delta\)) is the solar declination angle, which is a function of the day of the year and can be calculated using various methods such as the one given in the answer to Q1;

\(H(_a)\) is the hour angle, which is the difference between the local solar time and solar noon, and can also be calculated using various methods such as the one given in the answer to Q1.

Substituting the given values, we get:

\([H = 1367 \times 10 \times \frac{\sin(31.9)\sin(\delta)+\cos(31.9)\cos(\delta)\cos(H_a)}{\pi}]\)

Since we are only interested in the monthly average daily radiation, we can assume an average value for the solar declination angle and the hour angle over the month of June. For simplicity, we can assume that the solar declination angle (\(\delta\)) is constant at the value it has on June 21, which is approximately 23.5 degrees North. We can also assume that the hour angle \(H(_a)\) varies linearly from -15 degrees at sunrise to +15 degrees at sunset, with an average value of 0 degrees over the day.

Substituting these values, we get:

\([H = 1367 \times 10 \times \frac{\sin(31.9)\sin(23.5)+\cos(31.9)\cos(23.5)\cos(0)}{\pi}]\)

Simplifying the equation, we get:

\([H \approx 7.35 \text{ kWh/m}^2\text{/day}]\)

Therefore, the estimated monthly average daily radiation on a horizontal surface in June in Amman is approximately 7.35 kWh/m(^2)/day.

Learn more about "average daily radiation " : https://brainly.com/question/32911494

#SPJ11

Answer:

Given, the annual profit equation is f(n) = 65n - 0.04n².

When the number of pizzas sold, n = 300, the annual profit will be:

f(300) = 65(300) - 0.04(300)²

= 19500 - 0.04(90000)

= 19500 - 3600

= $15,900

Therefore, the annual profit if the pizza maker sells 300 pizzas is $15,900. Answer: D.

Step-by-step explanation:

Answer:

the correct answer is: a. More payments with the 60 month loan will give him the lowest monthly payment.

Step-by-step explanation:

Hope this help :) LMK

Fewer payments with the 36 monthly loan will give him the lowest monthly payment.

Option B is the correct answer.

It is the interest we earned on the interest.

The formula for the amount earned with compound interest after n years is given as:

A = P (1 + r/n)^{nt}

P = principal

R = rate

t = time in years

n = number of times compounded in a year.

We have,

Ricky should choose the 36-month loan at 13% interest, which has a higher interest rate but a shorter repayment period.

This means that he will have fewer payments to make, which will result in a lower monthly payment.

The 60-month loan may have a lower interest rate, but the longer repayment period will result in a larger finance charge and a higher monthly payment.

Thus,

Fewer payments with the 36 monthly loan will give him the lowest monthly payment.

Learn more about compound interest here:

https://brainly.com/question/13155407

#SPJ5

The missing variables after translation mapping are;

r = 100°

s = 8

t = 5

w = 54°

When we map one figure to the other and it provides a congruent object, then it means that the corresponding sides and angles of both figures are congruent to each other.

Thus, it means that;

3w° = 162°

r = 100°

2t = 10

s = 8

Solving the variables gives us;

3w° = 162°

w = 162/3

w = 54°

2t = 10

t = 10/2

t = 5

Read more about Translation mapping at; https://brainly.com/question/28280804

#SPJ1

The speed of the moving body that is being referred to here is 80 kilometer per hour.

The given problem is a straightforward one based on the idea of the universal law of motion. According to the universal law of motion, any uniformly traveling body's distance traveled is determined by the product of its speed and the time elapsed. Distance is calculated as speed * time. Therefore the body is going at a speed of 80 kilometers per hour, according to the same relation as above, assuming that it is moving at a constant speed.

                                \(Distance = speed * time\)

Learn more about universal law of motion here:

https://brainly.com/question/21806184

#SPJ4

The explicit formula for the nth term (aₙ) of the given arithmetic sequence is aₙ = -7n + 34, where n represents the position of the term in the sequence.

To find the explicit formula for the nth term (aₙ) of the given arithmetic sequence, we need to identify the common difference (d) between consecutive terms.

From the given sequence: 27, 20, 13, 6, ...

We can observe that each term decreases by 7 to obtain the next term. Therefore, the common difference is -7.

Now, we can use the formula for the nth term of an arithmetic sequence:

aₙ = a₁ + (n - 1) * d

Where:

aₙ represents the nth term,

a₁ is the first term,

n is the position of the term,

d is a common difference.

In this case, the first term a₁ is 27 and the common difference d is -7.

Substituting the values into the formula, we have:

aₙ = 27 + (n - 1) * (-7)

Simplifying further, we get:

aₙ = 27 - 7n + 7

aₙ = -7n + 34

Therefore, the explicit formula for the nth term (aₙ) of the arithmetic sequence is aₙ = -7n + 34.

To learn more about arithmetic sequences visit:

https://brainly.com/question/28369191

#SPJ11

Answer:

208cats

Step-by-step explanation:

⅝=tongue

³/16=straw=39cats

⅝+³/16=13/16

meaning total number of cats is 16/16

If ³/16=39cats

16/16=?

39×16/3

=208cats

No, failing to reject the null hypothesis does not mean that we have proved it to be true beyond all doubt.

The null hypothesis is simply a statement that we assume to be true until we have sufficient evidence to reject it. Failing to reject the null hypothesis means that we do not have enough evidence to reject it, but it does not necessarily mean that the null hypothesis is true. There could be other factors or sources of variation that we have not accounted for in our analysis, which could affect our conclusion.

a. The null hypothesis is that the mean IQ for college students is 90, and the alternative hypothesis is that the mean IQ is less than 90.

b. The test statistic is:

\(t = ( \bar x -\mu) / (\sigma / \sqrt{n} )\)

where \(\bar x\) is the sample mean, \(\mu\) is the hypothesized population mean, σ is the population standard deviation, and n is the sample size. Plugging in the given values, we get:

t = (84 - 90) / (18 / √61) = -2.48

c. The p-value is the probability of obtaining a test statistic as extreme or more extreme than the observed value, assuming the null hypothesis is true. Since the alternative hypothesis is one-tailed (less than), we look for the area to the left of the observed t-value in the t-distribution with 60 degrees of freedom. Using a t-table or a calculator, we find the p-value to be 0.0082.

d. At the 0.05 level of significance, the p-value (0.0082) is less than the level of significance, so we reject the null hypothesis. This means that we have sufficient evidence to conclude that the mean IQ for college students is less than 90.

e. Based on the sample of 61 college students, we have sufficient evidence to conclude that the mean IQ for college students is less than 90. This suggests that the professor's initial claim of a mean IQ of 90 for college students may not be accurate.

The complete question is:

If we fail to reject the null hypothesis, does this mean that we have proved it to be true beyond all doubt? Explain your answer.

A professor claims that the mean IQ for college students is 90. He collects a random sample of 61 college students to test this claim and the mean IQ from the sample is 84.

a. What are the null and alternative hypotheses to test the initial claim?

b. Compute the test statistic. Assume the population standard deviation of IQ scores for college students is 18 points.

c. Find the p-value to test the claim at the 0.05 level of significance. Show/explain how you found these values.

d. Find a conclusion for the test (i.e., reject or fail to reject the null hypothesis). State your reasoning (i.e., why?).

e. Interpret your conclusion from part (d) by putting your results in context of the initial claim.

For more about null hypothesis:

https://brainly.com/question/28098932

#SPJ4

If I am trying to communicate the typical service time for each shift, I would utilize the median. The reason is that the median is an appropriate measure of central tendency for skewed data distribution, which may be the case for service time data.

To determine the quicker turn-around time between morning and evening shifts, I would calculate the median service time separately for both shifts and compare them. The shift with the smaller median service time would have a quicker turn-around time as it reflects the middle value in a sorted list of observations.

For example, if we have service time data for the morning shift as follows: 2.5, 3, 4, 5, 6, 7, 8, 12, 15, 20 minutes, the median service time will be the middle value, which is 6 minutes. Similarly, if the service time data for the evening shift is 1, 2, 3, 4, 5, 5.5, 6, 7, 10, 12 minutes, the median service time will be the middle value, which is 5.5 minutes.

Comparing the two medians, we see that the evening shift has a smaller median service time (5.5 minutes) compared to the morning shift (6 minutes). This indicates that the evening shift has the quicker turn-around time in terms of service. Therefore, I would communicate to my boss that the evening shift has a quicker turn-around time than the morning shift based on the median service time.

Learn more about median here:

https://brainly.com/question/300591

#SPJ11

We will get that the angle theta is:

θ = β/2

Remember that the sum of the interior angles of any triangle must be equal to 180°.

Now, looking at the triangle in the left, we can see that the top angle is equal to:

180 - 2α

The right angle is equal to:

180 - 2β

And the left angle is α

Then we can write:

α + (180 - 2α) + (180 - 2β) = 180

-α - 2β = -180

α = 180 - 2β

Now we can go to the other triangle, where theta is, and write:

α + β + 2θ = 180

Replacing what we found above, we get:

180 - 2β + β + 2θ = 180

-β + 2θ = 0

θ = β/2

That is the best simplification we can get with the given diagram.

Learn more about interior angles at:

https://brainly.com/question/24966296

#SPJ1

If  a triangle has sides with lengths of 30 kilometers, 35 kilometers, and 45 kilometers. No it is not a right triangle.

We would be making use of converse of Pythagoras' theorem to determine whether the triangle is a right triangle.

In a situation were we have a right triangle the square on longest side will be the same with the sum of square of other sides

Longest side

45²  =  2025

Other side

30 ² + 35 ²

900 + 1,225

= 2125

Hence,

2025 ≠ 2125

Based on the above it is  not a right triangle because the longest side did not equate the other side.

Therefore it is not a right triangle.

Learn more about triangle here: https://brainly.com/question/1058720

#SPJ1

As 2125 ≠ 2025 therefore it didn't meet the requirements of Pythagoras' theorem, it is not a right-angle triangle.

This type of question makes a right-angled triangle that can be solved by Pythagoras's theorem.

In a right-angled triangle, the sum of the squares of the smaller two sides of a right-angle triangle is equal to the square of the largest side.

Given, A triangle has sides with lengths of 30 kilometers, 35 kilometers, and 45 kilometers.

∴ 30² + 35² = 45².

900 + 1225 = 2025.

2125 ≠ 2025.

It is not a right-angle triangle because it didn't satisfy the property of Pythagoras's theorem.

learn more about Pythagoras's theorem here :

https://brainly.com/question/343682

#SPJ1

-12.75 belongs to the set of Rational numbers.

A rational number is a number that can be expressed as the quotient or fraction frac p q of two integers, a numerator p

and a non-zero denominator q.

Rational numbers are numbers that can be expressed as a fraction of two integers (p/q), where q is not equal to zero.

Identify the number: -12.75

Determine if it can be expressed as a fraction of two integers: -

12.75 can be written as -51/4, which are both integers.

Confirm that the denominator (q) is not equal to zero:

In this case, q = 4, which is not equal to zero.

Therefore, -12.75 belongs to the set of Rational numbers.

for such more question on Rational numbers

https://brainly.com/question/19079438

#SPJ11

Answer:

Expression

An algebraic expression is a combination of variables, numbers, arithmetic operations, powers, roots, and more. Within algebra, there are many forms of expressions that may have specific names, such as polynomials. Below are a few examples of algebraic expressions:

x + 7

x2 + 3x + 4

Evaluating expressions

Expressions can be part of equations, or they can also be evaluated for a given value. This means to substitute the given value into the expression then perform the operations in the expression.

Examples

1. Evaluate the following expression given that x = 5

(2x + 7) × x

(2(5) + 7) × 5 = (17) × 5 = 85

Another way that this problem could have been posed is using the following notation:

[(2x + 7) × x] | x = 5

The vertical bar means to evaluate the expression given what comes after the bar.

2. (2x2 + 7x) | x = 5

2(5)2 + 7(5) = 50 + 35 = 85

From the above examples we can see that:

(2x + 7) × x = 2x2 + 7x

They are equivalent expressions.

Equivalent expressions

Equivalent expressions are expressions in which for some given variable (or variables), such as x, the values of the expressions are equal.

2x + 2 = 2(x + 1)

For any value of x, the expressions above have the same value; they are just in different forms. We can test this by plugging a few values in for x.

If x = 1: 2(1) + 2 = 2(1 + 1)

4 = 4

If x = -5: 2(-5) + 2 = 2(-5 + 1)

-8 = -8

We can do this for many more numbers, but the result will be the same.

Writing expressions in different but equivalent forms can be helpful in certain mathematical contexts, including solving equations in algebra. Having a factored, equivalent form of an expression is one commonly used method for solving algebraic equations involving variables raised to a power.

Example

Solve 2x + 2 = (x + 1)(x + 7)

Expand the right side of the equation, then group the like terms:

2x + 2 = x2 + 8x + 7

x2 + 6x + 5 = 0

Factor the left side of the equation to find an equivalent expression:

x2 + 6x + 5 = (x + 1)(x + 5) = 0

Now that the equation is factored, we can solve for x by dividing each term and setting the remainding term equal to 0. Note that we must do this for each term or we would lose one of the solutions to the problem.

x + 1 = 0

x = -1

and

x + 5 = 0

x = -5

Therefore, the solutions to the above equation are x = -1 and x = -5

Answer:

18 is the answer ...

Step-by-step explanation:

8-2+12

Answer: y= - 4x+18

Step-by-step explanation:

Equation: y=mx+b

***remember: b is the y-intercept and m is the slope.

m=\(\frac{y2-y1}{x2-x1}\)

3= x1

2= x2

6= y1

10=y2

m=\(\frac{10-6}{2-3}\)= \(\frac{4}{1}\)= -4

m=-4

Now we have y=-4x+b , so let's find b.

You can use either (x,y) such as (3,6) or (2,10) point you want..the answer will be the same:

   (3,6). y=mx+b or 6=-4 × 3+b, or solving for b: b=6-(-4)(3). b=18.

   (2,10). y=mx+b or 10=-4 × 2+b, or solving for b: b=10-(-4)(2). b=18.

Equation of the line: y=-4x+18

\(( ~~ \csc(\theta )-\cot(\theta ) ~~ )^2=\cfrac{1-\cos(\theta )}{1+\cos(\theta )} \\\\[-0.35em] ~\dotfill\\\\ ( ~~ \csc(\theta )-\cot(\theta ) ~~ )^2\implies \csc^2(\theta )-2\csc(\theta )\cot(\theta )+\cot^2(\theta ) \\\\\\ \cfrac{1^2}{\sin^2(\theta )}-2\cdot \cfrac{1}{\sin(\theta )}\cdot \cfrac{\cos(\theta )}{\sin(\theta )}+\cfrac{\cos^2(\theta )}{\sin^2(\theta )}\implies \cfrac{1}{\sin^2(\theta )}-\cfrac{2\cos(\theta )}{\sin^2(\theta )}+\cfrac{\cos^2(\theta )}{\sin^2(\theta )}\)

\(\cfrac{\cos^2(\theta )-2\cos(\theta )+1}{\sin^2(\theta )}\implies \cfrac{[\cos(\theta )-1][\cos(\theta )-1]}{\sin^2(\theta )} \\\\\\ \cfrac{[\cos(\theta )-1][\cos(\theta )-1]}{1-\cos^2(\theta )}\implies \cfrac{[\cos(\theta )-1][\cos(\theta )-1]}{-[\cos^2(\theta )-1]}\)

\(\cfrac{[\cos(\theta )-1][\cos(\theta )-1]}{-[\cos^2(\theta )-1^2]}\implies \cfrac{[\cos(\theta )-1][\cos(\theta )-1]}{-[\cos(\theta )-1][\cos(\theta )+1]} \\\\\\ \cfrac{\cos(\theta )-1}{-[\cos(\theta )+1]}\implies \cfrac{-[\cos(\theta )-1]}{\cos(\theta )+1}\implies \cfrac{1-\cos(\theta )}{1+\cos(\theta )}\)

The answers are in order 3/50,1/20, greater than.

Answer:

1.b 2.a 3.b

Step-by-step explanation:

The standard normal probability density function is represented by its formula, 1 /σ√2π(e^(-z²/2))

What is standard normal variate?

A standard normal variate is defined as a variate whose mean is equal to 0, i.e. µ=0 and standard deviation is equal to 1, σ =1. Its probability density function is given by:

f(x) = 1/√2π(e^(-z²/2))

Explanation

The standard normal probability density function is a bell-shaped curve that can be represented by using the given formula:

1 /σ√2π(e^(-z²/2))

Hence, the standard normal probability density function is represented by using its formula..

To learn more about the standard normal variate, visit the link given below:

https://brainly.com/question/26787084

#SPJ4

A plane cannot be named by any three points in the plane because there are infinitely many planes that can pass through those points. By specifying only three points, we do not have enough information to uniquely identify a single plane.

To uniquely define a plane, we need to use three noncollinear points. Noncollinear points are points that do not lie on the same line. By choosing three noncollinear points, we can determine a unique plane that passes through those points. The combination of these three points creates a plane that is different from any other plane passing through any other set of three noncollinear points.

In summary, naming a plane requires three noncollinear points because this combination uniquely identifies a plane, whereas three points alone are not sufficient for this purpose.

To know more about plane visit-

https://brainly.com/question/2400767

#SPJ11

Within the Symphony No. 5, right at the beginning (0:00) of this excerpt, the music starts with the introductory section, the so-called "exposition."

The exposition is a crucial section in the sonata form structure commonly found in classical symphonies. It is the initial part of the movement where the main thematic material is introduced and developed. In the case of Symphony No. 5, the excerpt begins with the exposition, which serves as an introduction to the musical ideas that will be further developed throughout the movement. During the exposition, the composer presents the primary themes and motifs that will shape the rest of the piece. It establishes the tonal center and introduces contrasting elements that create tension and interest. In Symphony No. 5, the introductory section of the exposition sets the stage for the thematic material that will unfold, capturing the listener's attention and establishing the musical foundation for the rest of the movement. This section is often characterized by its distinctive melodies, harmonic progressions, and rhythmic patterns that define the musical identity of the symphony.

Learn more about Symphony here:

https://brainly.com/question/30389992

#SPJ11

35 is  diagonals does a convex decagon have .

What does a pentagon basic definition entail?

A geometric figure with five sides and five angles is called a pentagon. Here, "Penta" stands for five, while "gon" is an angle.

                      One of the different kinds of polygons is the pentagon. For a standard pentagon, the total internal angles come to 540 degrees.

There are a total of  ¹⁰C₂  ways to connect two different vertices. But connecting neighbouring vertices doesn't count, so we have to exclude the sides from our consideration. There are 10 sides, so we need to take away 10 ways from the 45 ways possible to get the number of diagonals.

 Number of diagonals in a decagon = 35

Learn more about pentagon

brainly.com/question/17054992

#SPJ4

Answer:

4

Step-by-step explanation:

If you do .50 x 8 from each ticket being drawn and the probability you get 4

\(3^4x=9^3x+7\)

Simplify:

\(81x=729x+7\)

Subtract 729x from both sides:

\(81x-729x=729x+7-729x\)

\(-648x=7\)

Divide both sides by -648:

\(\dfrac{-648x}{-648} =\dfrac{7}{-648}\)

\(\fbox{x = $\dfrac{-7}{-648}$}\)