___________________ is another term for tree-ring dating which is based on the counting, measurement, and patterning of annual growth rings in known species of trees

Answer:

20 + 10(x) = total cost

Step-by-step explanation:

x represents the number of messages, so you multiply it by 10. 20 is a fixed number so you just add it without changing its value.

Answer:

2

Step-by-step explanation:

If you need me to write it I will

Answer:

1.6

Step-by-step explanation:

12.8/8 = 1.6

15.2/9.5 = 1.6

Scale factor = 1.6

The average value of the function f(x,y) = 5 cos(x) cos(y) over the region R = {(x,y) : 0 ≤ x ≤ 5, 0 ≤ y ≤ 5} is (1/5) sin(5) sin(5).

The average value of a function f(x,y) over a region R is given by:

average value = (1/Area(R)) * double integral over R of f(x,y) dA

where dA represents the differential area element and Area(R) represents the area of the region R.

In this case, the region R is given by:

R = {(x,y) : 0 ≤ x ≤ 5, 0 ≤ y ≤ 5}

and the function f(x,y) is given by:

f(x,y) = 5 cos(x) cos(y)

So, we need to compute the double integral over R of f(x,y) dA and divide by the area of R.

To compute the double integral, we have:

∫∫R f(x,y) dA = ∫0^5 ∫0^5 5 cos(x) cos(y) dy dx

= 5 ∫0^5 cos(x) dx ∫0^5 cos(y) dy

= 5 sin(5) sin(5)

To find the area of R, we have:

Area(R) = ∫0^5 ∫0^5 1 dy dx = 25

So, the average value of f(x,y) over R is:

average value = (1/Area(R)) * double integral over R of f(x,y) dA

= (1/25) * 5 sin(5) sin(5)

= (1/5) sin(5) sin(5)

Therefore, the average value of the function f(x,y) = 5 cos(x) cos(y) over the region R = {(x,y) : 0 ≤ x ≤ 5, 0 ≤ y ≤ 5} is (1/5) sin(5) sin(5).

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The value of x on the straight line is 43 degrees

From the question, we have the following parameters that can be used in our computation:

The straight line

The sum of angles on a straight line is 180 degrees

Using the above as a guide, we have the following equation

3x + 51 = 180

Evaluate

3x = 129

Divide by 3

x = 43

Hence, the value of x is 43 degrees

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Answer:

es 3

Step-by-step explanation:

Para encontrar el mcd de 9 y 57:

Los factores de 9 son 9, 3, 1.

Los factores de 57 son 57, 19, 3, 1.

Los factores en común de 9 y 57 son 3, 1, los cuales intersectan los dos conjuntos arriba.

En la intersección de los factores de 9 ∩ factores de 57 el elemento mayor es 3.

Por lo tanto, el máximo común divisor de 9 y 57 es 3.

Answer:

3

Step-by-step explanation:

9's multiples are 1, 3, and 9. 57's multiples are 1, 3, 19, and 57. The greatest common factor is 3 since that is the highest factor they share.

To determine the number of miles he ran based on burning 1,170 calories, we need additional information such as the individual's weight and running pace, as well as an estimation of the calories burned per mile.

Without these details, it is not possible to provide an accurate conversion from calories to miles.

The number of miles someone runs cannot be determined solely based on the number of calories burned. The distance covered during a run depends on various factors, including the individual's weight, running pace, and terrain. Additionally, different people may burn calories at different rates due to variations in metabolism and fitness levels.

To estimate the number of miles covered, we would need information on the individual's weight and running pace, as well as an approximation of the calories burned per mile. With these details, we could use formulas or calculations specific to that individual to make a more accurate estimation.

Therefore, without the necessary information and assumptions, it is not possible to directly convert the number of calories burned (1,170 calories) into the distance (in miles) covered during the run.

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The percentage of principals who concur that technology is useful for evaluating students' learning is higher than the percentage of instructors who concur.

This is a different hypothesis for a statistical test that examines the connection between principals and teachers. In this situation, the null hypothesis would be that the percentage of principals who concur that technology is useful for gauging students' learning is equivalent to or less than the percentage of teachers who concur with this assertion. The opposite of the null hypothesis, the alternate hypothesis claims that there are more principals who believe that technology is useful for gauging students' learning than there are teachers who concur. With the aid of suitable statistical techniques and information gathered from both groups, this theory would be tested.

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Answer:

x ≥ -6

Step-by-step explanation:

Answer: x ≥-6

explanation: im pretty good at math

As per the side splitter theorem, the segment length would complete the proportion is GJ

In math, the side splitter theorem states that "if a line is parallel to a side of a triangle and the line intersects the other two sides, then this line divides those two sides proportionally".

Here we have to find the segment length that would complete the proportion by using the side splitter theorem.

According to this theorem and by using the following diagram, we can elaborate the following proportion

=> GH/HE = GJ/JF

Here we have identifies that the segment that completes the proportion is GJ, because it must be used according to the theorem.

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Answer:

x = 21

Step-by-step explanation:

We can use ratios to solve

35            x

------  = ----------

25          15

Using cross products

35*15 = 25x

525 = 25x

Divide each side by 25

525/25 =25x/25

21 =x

Answer:

​​

Step-by-step explanation:

Subtract 7y7y from both sides.

-4x=18-7y−4x=18−7y

2 Divide both sides by -4−4.

x=-\frac{18-7y}{4}x=−

​4

​

​18−7y

Answer:

20, the answer is 20 members

Answer:

3) On a test of 25 questions, a student 4) Alisa earned $30 raking leaves. She ... 80% horror. 6Sn-sdo 1800 ... How many tickets were a) What percent of her weight did sold? ... b) Atlantic Auditorium has 850 seats. b) At the next visit, we were happy to see ... members of the art club voted in the more students joined. election.

Step-by-step explanation:

Answer

Explanation

The key to solving how much was budgeted for 'vehicle' is to first find its percentage.

We know that all percentages sum up to give 100%.

Since the rest of the percentages are given, we can calculate the percentage for 'vehicle'

Percentage for 'vehicle' = 100 - (19 + 7 + 7 + 10 + 15 + 8 + 8 + 11)

Percentage for 'vehicle' = 100 - 85

Percentage for 'vehicle' = 15%

Amount for 'vehicle' = 15% of monthly budget

Amount for 'vehicle' = 0.15 (3000) =

The given paragraph states that a stationery shop has been running for 10 years near campus in Jakarta.

Students like the asker often visit this store to purchase stationery, markers, rulers, and photocopiers.

The word "been" is a past participle of the verb "be." It is used to show the completion of an action in the past.

In this case, it implies that the stationery shop has been operating for the past 10 years near the campus.

The sentence can be rewritten as follows to make use of the word "been":

"The stationery shop has been providing stationery, markers, rulers, and photocopiers to students near the campus for 10 years."

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Considering the given function in the problem, it is found that:

a. 9.6 offspring survive to maturity when there are 12 female rabbits in the population.

b. At least 18 female rabbits are required for there to be 13 offspring.

The function gives the relationship between the number of adult female rabbits F and the number of offspring R as follows:

\(R = 3 + \frac{350F}{F + 625}\)

When there are 12 female rabbits, we have that F = 12, hence:

\(R = 3 + \frac{350 \times 12}{12 + 625} = 9.6\)

9.6 offspring survive to maturity when there are 12 female rabbits in the population.

For at least 13 offspring, we have that the number of rabbits needed is given as follows:

\(R \geq 13\)

\(3 + \frac{350F}{F + 625} \geq 13\)

\(\frac{350F}{F + 625} \geq 10\)

\(350F \geq 10F + 6250\)

\(F \geq \frac{6250}{340}\)

\(F \geq 18\)

At least 18 female rabbits are required for there to be 13 offspring.

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A calculus cheat sheet can be a helpful tool to assist you in studying and reviewing calculus concepts.

Here are some tips for how to use a calculus cheat sheet effectively:

1. Familiarize yourself with the content: Take the time to read through the entire cheat sheet to get a sense of what topics are covered and how the information is organized.

2. Use it as a study aid: A calculus cheat sheet can be a helpful study aid to review concepts and formulas before a test or exam. Work through practice problems and apply the concepts you have learned.

3. Keep it handy: Print out the cheat sheet or save it to your phone or computer so that you can refer to it whenever you need to.

4. Use it as a reference: As you work on calculus problems, use the cheat sheet to remind yourself of key concepts, formulas, and rules.

5. Customize it: You can create your own cheat sheet, which includes the formulas and concepts that you find most challenging. This will help you focus on the areas that you need to improve upon.

Remember that while a calculus cheat sheet can be a helpful tool, it is important to develop a deep understanding of calculus concepts through practice, problem-solving, and building intuition. The cheat sheet should be used as a supplement to your learning, not a replacement for it.

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The solution to the systems of equations graphically is (2, 4)

From the question, we have the following parameters that can be used in our computation:

y = 2x

y = -x + 6

Next, we plot the graph of the system of the equations

See attachment for the graph

From the graph, we have solution to the system to be the point of intersection of the lines

This points are located at (2, 4)

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Answer: He was given 50 for his birthday

Answer:

It's b

Step-by-step explanation:

This was the first answer I gave. So I am going with it.

After solving we can conclude that (c) f(x) = -x is an odd function.

If -f(x) = f(-x), then a function f is said to be odd for all values of x.

When taking into account additive inverses, the functions even and odd are those that satisfy particular symmetry relations.

They are crucial to understanding power, the Fourier series, and mathematical analysis.

So, (a) f(x) = x³ + 5x² + x:

f(-x) = (-x)³ + 5(-x)² + (-x)

      = -x³ + 5x² - x

      = -(x³ - 5x² + x)

Neither even nor odd describe the function.

(b) f(x) = x² + x

f(-x) = (-x)² + (-x)

       = -(-x² + x)

Neither even nor odd describe the function.

(c) f(x) = -x

f(-x) = -(-x)

      = x

      = -f(x)

f(-x) = -f(x) makes the function odd.

Therefore, after solving we can conclude that (c) f(x) = -x is an odd function.

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Complete question:
Which of the following is an odd function?

(a) f(x) = x³ + 5x² + x

(b) f(x) = x² + x

(c) f(x) = -x

Answer:

The answer is 2(23x+4).

If both the upstairs and downstairs switches are in the up position, the light will be off

The given parameters are

Switches = 2 i.e. top and bottom

Also, we have:

When the upstairs switch is up and the downstairs switch is down, the light is turned on.

This means that the light is only on when the upstairs switch is up and the downstairs switch is down

Any other position of the switches, the light is off

From the question, we have

Both the upstairs and downstairs switches are in the up position

This is different from the required position to on the light

Hence, the light will be off

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Answer:

\(28x^2+20x-8\)

Step-by-step explanation:

\(4x(7x-2)+4(7x-2)=\\28x^2-8x+28x-8=\\28x^2+20x-8\)

Answer:

28x^2 + 20x -8. (If you dont know what ^ means, it means to the power of)

Step-by-step explanation:

Expanding, you are left with 28x^2 -8x + 28x-8. Combining like terms, you are left with 28x^2+20x-8.

After the execution of the statement "cin >> x >> y >> z;" with the given input values of 28, 32.6, and 12, the values of x, y, and z would be as follows: x = 28, y = 32, and z = 0.6. Therefore, the correct answer is option a: x = 28, y = 32, and z = 0.6.

In the given statement, "cin >> x >> y >> z;", the cin object is used for input from the user. The values are assigned to the variables x, y, and z in the order they appear. When the input values are separated by spaces or newlines, the extraction operator (>>) reads and assigns values until it encounters a whitespace character.

In this case, the first input value of 28 is assigned to x, the second input value of 32.6 is assigned to y, and the third input value of 12 is assigned to z. Since z is a double variable, it can accommodate the integer value 12. However, the decimal part of 32.6, which is 0.6, is truncated when assigned to z because z is a double and not an int.

Therefore, the correct values after the execution of the statement are x = 28, y = 32, and z = 0.6, matching option a.

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From the inequality graph, the solution to the inequalities is: (4, -2/3)

There are different tyes of inequalities such as:

Greater than

Less than

Greater than or equal to

Less than or equal to

Now, the inequalities are given as:

y < (1/3)x - 2

x < 4

Thus, the solution to the given inequalities will be gotten by plotting a graph of both and the point of intersection will be the soilution which in the attached graph we see it as (4, -2/3)

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Answer:

walk is 24 people

bus is 44 people

Step-by-step explanation:

100% is 80

30% walk

15% bike

55% bus

work out 30%

so 50% is 40

25% is 20 (dived by 2)

5% is 4 (divide 50 by 10)

30% is 24

for bus do 50% is 40

5% is 4

55% is 44 (add)

Answer:

10

Step-by-step explanation:

F(0) = 3^2+1=9+1=10

False. A p-value for correlation that is statistically significant means that it's far unlikely that the discovered correlation is due to random chance alone.

In different words, a statistically significant p-value indicates that there's a real affiliation or relationship among the two variables being studied. but, statistical significance does not necessarily imply causation or a strong correlation, and it is feasible that different elements or variables may be contributing to the determined correlation.

It's far vital to interpret statistical importance inside the context of the research query and take a look at design and to remember other factors such as impact length, sample length, and ability confounding variables.

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Step-by-step explanation:

The marked price of an article is 25% above the SP and the CP is 20% below the selling price. What is the rate of discount and the profit percentage?

Let C, M & S denote cost-price, marked-price & sell-price respectively of the article.

Hence from above data we get following relations,

M = (1 + 25/100)*S = 1.25*S ….. (1a)

C = (1 - 20/100)*S = 0.80*S ….. (1b)

From (1a) we get,

S = (100/125)*M = (4/5)*M

or S = (1 - 1/5)*M = (1 - 20/100)*M ….. (2a)

From (1b) we get,

S = (100/80)*C = (5/4)*M

or S = (1 + 1/4)*C = (1 + 25/100)*C ….. (2b)

Therefore

It is evident from (2a) that

the discount percentage = 20% [Ans]

It is evident from (2b) that

the profit percentage = 25% [Ans]