How do you determine that the author of information on a website is qualified? (Site 1)

Answer:

Answer Is B

Explanation:

Epipelagic Zone.

Answer:

B.) Epipelagic zone. .

Answer: If you were to plot the point 40 degrees north latitude and 20 degrees east longitude, the two hemispheres from the provided picture that your point would be in is OC. W and X.

Explanation: 40 degrees north latitude means that the point is located in the Northern Hemisphere. 20 degrees east longitude means that the point is located in the Eastern Hemisphere. So, the point would be located in both the Western Hemisphere (W) and the Eastern Hemisphere (X) as shown in the picture.

The point plotted at 40 degrees north latitude and 20 degrees east longitude would be located in the Northern (Y) and Eastern (X) hemispheres if in the provided picture, W, X, Y and Z represent the Western, Eastern, Northern, and Southern hemispheres.

The plot of 40 degrees north latitude and 20 degrees east longitude would be located in two hemispheres. Because the point is 40 degrees north, it is located in the Northern Hemisphere. By virtue of being 20 degrees east, it is within the Eastern Hemisphere. Therefore, if the letters W, X, Y, and Z respectively represent the Western, Eastern, Northern, and Southern hemispheres in the provided picture, your point would fall within hemispheres Y and X.

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Answer:

That being said, they are as follows: (1) Turning water into wine, (2) healing an official's son, (3) healing at the pool of Bethesda (4) feeding of the five-thousand, (5) walking on water, (6) healing of the man born blind, (7) raising Lazarus from the dead.

Explanation:

hope this is right or hope it helped.

Answer: sorry I’m late

Explanation:

A,B,E, and F

Answer:

math and logic skills

stamina

integrity

laboratory equipment knowledge

Explanation:

Answer:

11 is the correct answer

The terms of "solar energy" is refers to any sort of energy produced by the sun. Solar energy can be directly or indirectly utilized for human use. These solar panels, which are put on a roof in Germany, collect solar energy and transform it into power.

Answer:

HURRY

Dr. Khan works for the marketing department of a company that manufactures mechanical toy dogs. Dr. Khan has been asked to assess the effectiveness of a new advertising campaign that is designed to be most persuasive to people with a certain personality profile. She brought four groups of participants to the lab to watch the video advertisements and to measure the likelihood that they would purchase the toy, both before and after watching the ad. The results of Dr. Khan’s study are presented below.

Part A

Explain how each of the following concepts applies to Dr. Khan’s research.

Survey

Dependent variable

Big Five theory of personality

Part B

Explain the limitations of Dr. Khan’s study based on the research method used.

Explain what Dr. Khan’s research hypothesis most likely was.

Part C

Use the graph to answer the following questions.

How did the trait of agreeableness affect how people responded to the new ad campaign?

How did the trait of conscientiousness affect how people responded to the new ad campaign

Answer:

  1. 13 rectangular bales

  2. 142 cylindrical bales (better value); 1778 rectangular bales

  3. 108 cylindrical bales; 1728 rectangular bales (more volume)

Explanation:

1. The volume of a cylindrical bale is given by the formula ...

  V = πr²h

  V = π(3 ft)²(4 ft) = 36π ft³ ≈ 113.1 ft³

The volume of a rectangular bale is ...

  V = LWH

  V = (3 ft)(2 ft)(1.5 ft) = 9 ft³

The number of rectangular bales required to match the volume of a cylindrical bale is ...

  (113.1 ft³)/(9 ft³) ≈ 12.57

You would need to purchase 13 rectangular bales to have the same amount of hay as one cylindrical bale.

__

2. For 16,000 ft³ of hay, you need ...

  16000/113.1 = 141.47 ≈ 142 cylindrical bales

  16000/9 = 1777.8 ≈ 1778 rectangular bales

The relative cost of a cylindrical bale is ...

  20/2.75 = 7.27 . . . times the rectangular bale cost

times the cost of a rectangular bale. Since it has 12.57 times the volume, the cylindrical bale is the better value.

__

3. If the cylindrical bales are placed on a 6-foot grid and stacked 3 high, then 6×6×3 = 108 of them can be put in the barn.*

The barn volume is (36 ft)(36 ft)(12 ft) = 15,552 ft³ = 1728 times the 9 ft³ volume of a rectangular bale.

Since there is no wasted space for a rectangular bale in the rectangular space, a greater volume of hay will fit with rectangular bales.

  108 cylindrical bales will fit   (76% of annual need)

  1728 rectangular bales will fit   (97% of annual need)

_____

* The space utilization on a square grid is π/4 ≈ 78.5%. About the best that can be achieved is 90.7% with hexagonal packing. In a rectangular barn, that density is not achievable. Something between those values may be achievable if the cylindrical bales are deformed a little bit.

Answer:

1. 13 rectangular bales

2. 142 cylindrical bales

3. 108 cylindrical bales

Answer:

Sales price = $62.00

Explanation:

Given the following data;

Original price = $238.45

Markdown = 74% = 74/100 = 0.74

To find the sales price;

First of all, we would calculate the markdown price;

Markdown price = 0.74 * 238.45

Markdown price = $176.45

Next, we calculate the sales price;

Sales price = original price - markdown price

Sales price = 238.45 - 176.45

Sales price = $62.00

Note: a markdown is a discount on the price of a product i.e lowering the sales price in order to boost the sales of a product.

Answer: That question makes zero sense

Explanation:

The effect that offers a depth of perspective, leads the viewer to notice subject contrasts, and plays up distance, making the spatial relationship more obvious is A. overlapping.

When shapes overlap, they are in front of other shapes. When one shape overlaps another, it creates the illusion of depth.

The effect provides depth of perspective, draws attention to subject contrasts, and emphasizes distance, making the spatial relationship more obvious.

In art, overlapping is the placement of objects over one another to create the illusion of depth. An example is painting is a two-dimensional form of art. It is long and wide but has no depth.

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Answer:

thats bc everyone is doing online school on edgeunity lol

Answer:

also from edmentum lol

Explanation:

Answer:

Random sampling is helpful because it makes sure that your experiment is fair and unbiased.

Explanation:

For example, each member of a group stands an equal chance of being chosen as a participant in the study.

Answer: A series of 19th-century conflicts between settlers in Texas and the Southern Plains Natives.

Explanation:

A map showing the Comanche lands ( Comancheria) during the 1800s. Texas–Indian wars were a series of 19th-century conflicts between settlers in Texas and the Southern Plains Natives. These conflicts began when the first wave of European-American settlers moved into Spanish Texas.

Answer:

The Indian Wars were a series of conflicts between the United States and various Native American tribes that took place in the 1800s. These conflicts were often characterized by brutal violence and indiscriminate killing on both sides, as the United States sought to expand its territory and the Native American tribes fought to protect their land and way of life. The Indian Wars were a complex and multifaceted series of conflicts that involved many different tribes and took place across a wide geographical area, including the Great Plains, the Southwest, and the West Coast. Some of the most well-known Indian Wars include the Creek War, the Blackhawk War, the Apache Wars, and the Great Sioux War.

Explanation:

"Comparative advantage" refers to the ability of a country, company, or individual to produce a certain good or service at a lower opportunity cost than another country, company, or individual.

In the context of surfboards, a country or company may have a comparative advantage in producing surfboards if they have access to lower-cost materials, skilled labor, or specialized technology that allows them to produce surfboards at a lower cost than other countries or companies.

For example, a country with a strong surf culture and a large number of surfboard manufacturers may have a comparative advantage in producing surfboards due to the availability of skilled labor and specialized technology in that country.

Similarly, a company that has developed a patented technology for producing lightweight, durable surfboards may have a comparative advantage in producing surfboards compared to other companies that do not have access to that technology.

In all, comparative advantage in surfboards is determined by the unique factors that make it possible for a country or company to produce surfboards at a lower cost than other countries or companies. These factors may include access to low-cost materials, skilled labor, or specialized technology.

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Answer:

Motivation is expected to have a positive effect on quality performance. Employees who are characterized by a high level of motivation show a higher work and life satisfaction. Having a high level of motivation is therefore in itself valuable for employees and a decrease in motivation might affect employees negatively

Explanation:

Answer:

B

Explanation:

If im right please give brainliest

Debugging a program entails identifying and correcting its faults.

What is debugging?
In computer programming & engineering, debugging is a multistep process that entails locating a problem, tracking down the source of the issue and either fixing the problem directly or finding a workaround. Testing the fix or workaround to make sure it functions is the last stage in the debugging process. When a developer is able to find and reproduce a code error inside a computer programme, the debugging process in software development gets started. The software testing process, as well as the full software development lifecycle, includes debugging.

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Answer:

False.

Explanation:

All relevant school staff must take immunization course annually.

Based on the information, the Depreciation expense is $2,687.77

Total cost of equipment: $51,300

Residual value: $3,300

Expected units of production: 267,000 payments

Depreciation expense per unit = (Total cost - Residual value) / Expected units of production

Depreciation expense per unit = ($51,300 - $3,300) / 267,000

Depreciation expense per unit = $48,000 / 267,000

Depreciation expense per unit = $0.18 per payment

Now, let's calculate the depreciation schedule using the units-of-production method:

Year 1:

Expected payments: 64,080

Depreciation expense: $0.18 per payment * 64,080 payments = $11,534.40

Year 2:

Expected payments: 146,850

Depreciation expense: $0.18 per payment * 146,850 payments = $26,433.00

Year 3:

Expected payments: 56,070

Depreciation expense: $0.18 per payment * 56,070 payments = $10,092.60

Next, let's calculate the depreciation using the double-declining-balance method. This method assumes that the asset depreciates at a faster rate in the early years of its useful life and slows down over time.

Step 1: Calculate the straight-line depreciation rate.

Straight-line depreciation rate = 100% / Useful life in years

Straight-line depreciation rate = 100% / 3 years = 33.33%

Step 2: Calculate the double-declining-balance rate.

Double-declining-balance rate = Straight-line depreciation rate * 2

Double-declining-balance rate = 33.33% * 2 = 66.67%

Now, let's calculate the depreciation schedule using the double-declining-balance method:

Year 1:

Depreciation expense = Book value at the beginning of the year * Double-declining-balance rate

Book value at the beginning of the year = Total cost of equipment

Depreciation expense = $51,300 * 66.67% = $34,205.61

Year 2:

Depreciation expense = Book value at the beginning of the year * Double-declining-balance rate

Book value at the beginning of the year = Total cost of equipment - Depreciation expense from the previous year

Depreciation expense = ($51,300 - $34,205.61) * 66.67% = $10,014.64

Year 3:

Depreciation expense = Book value at the beginning of the year * Double-declining-balance rate

Book value at the beginning of the year = Total cost of equipment - Depreciation expense from the previous year

Depreciation expense = ($51,300 - $34,205.61 - $10,014.64) * 66.67%

= $2,687.77

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Answer:

The first wave of imperialism, which took place in the Americas in the 16th and 17th centuries, was characterized by the establishment of colonies by European powers, including Spain, Portugal, England, and France. The focus of this imperialism was primarily on the extraction of natural resources and the exploitation of indigenous peoples.

In contrast, the second wave of imperialism, which began in the late 19th century and lasted through the early 20th century, was focused on the acquisition of territories in Africa and Asia. European powers, such as Britain, France, and Germany, sought to control large areas of these continents in order to gain access to their resources, including minerals, rubber, and oil, and to establish markets for their manufactured goods.

One key difference between the first and second waves of imperialism was the nature of the relationship between the imperial powers and the people and societies they sought to control. In the Americas, the Spanish and Portuguese established direct rule over the indigenous peoples and exploited them for their labor and resources. In Africa and Asia, however, European powers often relied on indirect rule, meaning that they established local client governments and ruled through them. This approach allowed them to exert control over large territories while minimizing the costs and risks of direct rule.

Another important difference was the level of technological advancement available to European powers during the second wave of imperialism. Advances in transportation and communication, including the telegraph and steamship, allowed European powers to exert greater control over their colonies and to coordinate their activities on a global scale. This made it easier for them to establish and maintain their control over large territories, even in the face of local resistance.

In summary, the key differences between the first and second waves of imperialism include the nature of the relationship between the imperial powers and the people they sought to control, as well as the level of technological advancement that was available during the second wave. While the first wave was focused on the exploitation of indigenous peoples in the Americas, the second wave was characterized by the acquisition of territories in Africa and Asia, and the establishment of global systems of control and exploitation.

Answer:

Class 9b: Colonialism• First wave of colonialism (Americas) • Second wave (Africa, East Asia, etc.) • Dismantling colonial empires• Impacts of colonialism• ColonialismColonialism definitions• Colony: territory tied to a sovereign state – No foreign policy, military– Sometimes internal affairs, too– A state imposes political, economic, cultural systems on another territory– May encourage settlementMotives for colonialism• Nationalism, economic, or cultural • “God, gold, and glory”– Missionaries spreading Christianity – Resources for European economies – More colonies = more powerful state first wave: 1492 to 1825• Why were Europeans the colonizers in the 1400s?First wave: 1492 to 1825• Location, location, location– European trading cities oriented to the sea– West African trading cities oriented inland– East Africa, China and India farther away from Americas– Trade winds favored EuropePortuguese colonialism• Earliest explorers in Africa• Policy of trade, not settlement– Gold as part of mercantilism– Diseases harmful to Europeans• Developed slavery system in late 1400s– Laborers as commodities to be used up – Linking status and humanity with colorSpanish colonialism• Different historical and political context – Coming out of Reconquista– More interested in settlement• Different physical context– Europeans brought diseases– Settlers brought plants, animals – Slaves imported for plantationsSpanish colonialism• Distinctive urban landscapes• More mixing of cultures• Treaty of Tordesillas with Portugal (1494)– Portugal got Africa and East Indies– Spain got the Americas (minus Brazil)French colonialism• More gradual approach to Americas • Settlement/trade major motivations– Catholic/Protestant conflicts at home– Traded beaver; no gold or silver• More equal interactions with Natives– Fewer settlers– Less penetration inlandEnglish colonialism• Still different political situation– Slower rise as maritime power– Colonial experience gained in Ireland• Focus on settlement• More hostile towards nativesFirst wave: Impacts at home• Portugal and Spain– Colonies as resource-based economies• France– Battles with England shifted to colonies – Less settlement, less impact• Great Britain– Learned from others, rose to greatest prominenceFirst wave: independence• Number of colonies began to decrease in 1776• Led to French Revolution and European unrest• Led to wars of revolution in Latin America (from 1801 in Haiti to 1825 in Bolivia)• Abolition of slave trade, then slavery (from 1807/1833 in Britain to 1819/1863 in U.S.)Second wave: 1885-1900Europe needed new marketsSurplus population from demographic transitionIncreased nationalism• Geographical expeditions to Africa promised resources, marketsSecond wave: Africa• 1885 Europe began carving up Africa • Establishing trade, obtaining resources • "Humanitarian" mission• Increased political prestige• Everyone else is doing itSecond wave: Africa• Arbitrary straight lines on the map– Cultural groups divided– Minorities preferred as collaborators• British adjusted their governance by place • French tried to import French cultureSecond wave: Middle East• World War I: Ottoman Empire joined Germany• Britain captured Iraq; received local support with promise for self-ruleOttoman territory carved into “mandates”Nationalist uprisings against British, FrenchIndependence in 1930s; military remainedSecond wave: 1885-1900• Impact of WWII– Germany, Italy, Japan lost colonial blocs – U.S. exchanged aid for trade access– Start of Cold War• From 134 colonies in 1950 to 58 in 1961Second wave: independence• Generally peaceful transitions– Britain worked with nationalist leaders– France more neo-colonial; fought and lost in Vietnam and Algeria– Belgium simply left Zaire; fierce fighting • From 1943-1990, 98 “new” statesSecond wave: independence• Two paths to development• State ownership or protection (India)– Not favored by US, Europe • Free market– Prone to corruption– Economic colonialismSecond wave: impacts• Impact on former home countries– Economic benefits without administrative costs– Cold War fought through proxies – Increasing numbers of immigrantsImpacts of colonialism: first wave• Decimation of native population (90%) • Forced migration of slave populations• Diffusion of language, religion• Distinctive city plans, architecture• Wealth to home countriesSecond wave impacts: nation-building• Creating new national identity• Resentment of favored minorities • Importance of leadership• New (or restored) iconographySecond wave impacts: state-building• High military spending– Est. 1/3 of African spending – Better since Cold War• Tendency toward military rule• African commitment to state bordersSecond wave impacts: economics• Strong ties to former colonial powers – Main trade partner– Migration field– Source for tourism• Dependence on a single commodity –

Explanation:

Well, leaders conduct surveys and ask for a small random sample of 300 students. Um Which of these samples, using which sampling techniques, will result in a...

What is the full meaning of students?

noun. a student, particularly one who is enrolled in a school or college; a Yale University pupil. any person interested in human nature who thoughtfully explores, investigates, or examines. Apostrophe + s should be used when referring to a single student: Science was the pupil's most favoured subject. We are discussing a student's preferred subject in the statement above. An apostrophe should be used when referring to numerous students. "student" is singular. plural. students (countable) One who studies a subject, particularly in school, is referred to as a student.

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Answer:

is there apposed to be options???

false.

as long as the other moral criterias are met, and an explanation is given at the end of the experiment, necessary deception for the sake of the experiment is ethical