A parabola can be drawn given a focus of (3,9) and a directrix of y = -5.
Write the equation of the parabola in any form.

The volume of the solid is approximately 0.442 cubic units. Thus, the correct answer choice is (A) 0.442.

To find the volume of the solid with square cross sections, we need to integrate the area of each square cross section over the range of x-values.

The side length of each square cross section is given by the difference in y-values on the curve y = ln(3 - x). So, the side length of the square at any x is ln(3 - x) - 0.

The integral that represents the volume is:

V = ∫[0,2] (ln(3 - x) - 0)^2 dx

Simplifying, we have:

V = ∫[0,2] ln^2(3 - x) dx

Evaluating this integral, we find:

V = [0.442]

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Answer:

Step-by-step explanation:

d +   d

        _

        2

The standard deviation of the sampling distribution of the sample mean is also called standard error of the mean.

For the given question,

Standard error is a mathematical tool used in statistics to measure variability. The standard error of the mean (SEM) measures how much discrepancy is likely in a sample's mean compared with the population mean.The SEM takes the SD and divides it by the square root of the sample size. The SEM will always be smaller than the SD.

The standard error of the mean indicates how different the population mean is likely to be from a sample mean. You can decrease the standard error by increasing the sample size.

Standard error of the mean and standard deviation are both measures of variability used to summarize sets of data.  It helps you estimate how well your sample data represents the whole population by measuring the accuracy with which the sample data represents a population using standard deviation.

Hence we can conclude that the standard deviation of the sampling distribution of the sample mean is also called standard error of the mean.

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A plaintiff who sues on the basis of disparate-treatment discrimination in hiring must make out a prima facie case of illegal discrimination and will win in the absence of a legally acceptable employer defense. True

Disparate treatment discrimination refers to the form of discrimination from an employer who blatantly treats an employee, or a potential employee differently based on the individual’s race, religion, color, sex, national origin, etc. It is intentional employment discrimination. A plaintiff who sues on the basis of disparate-treatment discrimination in hiring must make out a prima facie case. Prima facie case refers to a cause of action or defense that is sufficiently established by a party's evidence to justify a verdict in their favor, provided such evidence is not rebutted by the other party. The facts of the case are assumed to be true unless contradicted by evidence, hence if the plaintiff has produced sufficient evidence of their claim that the case will be decided for the plaintiff unless the defendant produces evidence to rebut it. To establish prima facie case, the plaintiff must be a member of the a protected class, must have applied and was qualified for the job in question, was rejected by the employer, and employer continued to seek applicants for the position or filled the position with a person not in a protected class. If plaintiff establishes all of this, burden now falls on employer as they must then prove their reasoning.

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The greater principal is there for Account A as $400.

Simple interest can be defined as a type of interest where the rate is applied on the same principal.

Given that,

The interest for Account A is $15.75 and Account B is  $28.

The total time for interest is 21 months.

Rate of interest for Account A is  3% and Account B is 4%.

Now, the time period can be written in years as,

21 months = 21 / 12 years

                  = 7 / 4

Suppose the principal for Account A and Account B is P₁ and P₂ respectively.

The formula for simple interest is given as,

(P × r × t) / 100

Substitute the respective values for both the accounts to get,

For Account A,

15.75 = (P × 3 × 7 / 4) / 100

⇒ P = (1575 × 4) / (3 × 7)

⇒ P = 300

For Account B,

28 = (P × 4 × 7 / 4) / 100

⇒ P = 2800 / 7

⇒ P = 400

Hence, Account B had greater principal.

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Answer:

12

Step-by-step explanation:

\(\frac{25.2}{2.1}=\frac{252}{21} =\frac{84}{7}=12\)

False. The statement "Solving the system of linear equations by elimination -2x+y=3 and 3x+2y=-15" is not a true or false statement. It is a method used to solve the given system of equations.

The process of solving a system of linear equations by elimination involves eliminating one variable by adding or subtracting the equations to create a new equation with only one variable. The goal is to eliminate one variable so that the resulting equation becomes solvable for the remaining variable.

In the given system of equations -2x+y=3 and 3x+2y=-15, the process of elimination can be used to eliminate one variable and solve for the other. By multiplying the first equation by 3 and the second equation by 2, the coefficients of the x term can be made equal, allowing the x variable to be eliminated. Adding the resulting equations will eliminate x, and solving the resulting equation will yield the value of y.

Therefore, the statement provided in the question is not a true or false statement but rather a method used to solve the system of linear equations. The actual solution to the system can be determined by applying the elimination method and finding the values of x and y that satisfy both equations.

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The table that shows ta proportional relationship is the C. Minutes read.

The constant of proportionality is D. 20.

Given are three tables.

Proportional relationships are relationships for which the equations are of the form y = kx, where k is a constant.

Here k is also called constant of proportionality.

In a proportional relationships, the y values will be moving in a constant manner with that of x.

For the Minutes Read table,

Minutes read can be related to the number of days as,

Minutes read = 20 (Number of days).

So this is a proportional relationship.

Constant of proportionality = 20

Hence the table which shows a proportional is the c. Minutes Read table and the constant of proportionality is D. 20.

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Lines l and m are parallel; line l will map onto line m with a 90° rotation; line l can map onto line m with a vertical line of reflection.

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Answer:

(9b + 3c + 10d)cm

Step-by-step explanation:

Given the sides of a triangle expressed as (2b+c), (7b + 4d) and (6d+2c). The perimeter of the triangle is the sum of all the sides of the triangles.

Perimeter of the triangle = 2b+c + 7b+4d + 6d+2c

Perimeter of the triangle = 2b + 7b + c + 2c + 4d + 6d

Perimeter of the triangle = 9b + 3c + 10d

Hence the perimeter of the triangle is (9b + 3c + 10d)cm

Answer:

Help me taking test rn

Step-by-step explanation:

Answer:

possibly 11 hours on each which is embarrassing

The transpose of A⁻¹ is the inverse of the transpose of A⁻¹, which implies that if A⁻¹ is orthogonal, then A is orthogonal. Therefore, we have shown that the matrix A is orthogonal if and only if its transpose A⁻¹ is orthogonal.

To find the orthogonal projection of vector w into the plane spanned by vectors u and v, we need to calculate the projection vector proj_w(uv).

First, we calculate the normal vector n of the plane. The normal vector is obtained by taking the cross product of vectors u and v:

n = u x v

= (1, 0, -1) x (4, 3, -2)

The cross product can be calculated as follows:

n = ((0)(-2) - (-1)(3), (-1)(4) - (1)(-2), (1)(3) - (0)(4))

= (-3, -6, 3)

Next, we normalize the normal vector n to obtain the unit normal vector n:

n = n / ||n||

= (-3, -6, 3) / √(9 + 36 + 9)

= (-3, -6, 3) / √54

= (-1/√6, -2/√6, 1/√6)

Now, we can calculate the projection of vector w onto the plane using the formula:

proj_w(uv) = w - ((w · n) / (n · n)) * n

The dot product of w and n is given by:

w · n = (2)(-1/√6) + (3)(-2/√6) + (-2)(1/√6)

= -2/√6 - 6/√6 - 2/√6

= -10/√6

The dot product of n and n is:

n · n = (-1/√6)(-1/√6) + (-2/√6)(-2/√6) + (1/√6)(1/√6)

= 1/6 + 4/6 + 1/6

= 6/6

= 1

Substituting these values into the projection formula, we have:

proj_w(uv) = (2, 3, -2) - ((-10/√6) / 1) * (-1/√6, -2/√6, 1/√6)

= (2, 3, -2) + (10/√6)(-1/√6, -2/√6, 1/√6)

= (2, 3, -2) + (-10/6, -20/6, 10/6)

= (2, 3, -2) + (-5/3, -10/3, 5/3)

= (2 - 5/3, 3 - 10/3, -2 + 5/3)

= (1/3, 1/3, -1/3)

Therefore, the orthogonal projection of vector w into the plane spanned by vectors u and v is (1/3, 1/3, -1/3).

Now, let's prove the statement that the matrix A is orthogonal if and only if its transpose A⁻¹ is orthogonal.

To prove this, we need to show two conditions:

If A is orthogonal, then A⁻¹ is orthogonal:

If A is orthogonal, it means that A · A⁻¹ = I, where I is the identity matrix.

Taking the transpose of both sides, we have (A · A⁻¹)ᵀ = Iᵀ, which simplifies to (A⁻¹)ᵀ · Aᵀ = I.

This shows that the transpose of A⁻¹ is the inverse of the transpose of A, which implies that if A is orthogonal, then A⁻¹ is orthogonal.

If A⁻¹ is orthogonal, then A is orthogonal:

If A⁻¹ is orthogonal, it means that (A⁻¹) · (A⁻¹)ᵀ = I, where I is the identity matrix.

Taking the transpose of both sides, we have ((A⁻¹) · (A⁻¹)ᵀ)ᵀ = Iᵀ, which simplifies to ((A⁻¹)ᵀ) · (A⁻¹) = I.

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The statement that proves that angle XWY is equal to angle ZYW is

A. If two parallels are cut by a transverse, then alternate interior angles are congruent

Alternate interior angles are a pair of angles that are formed on opposite sides of a transversal line when two parallel lines are intersected by the transversal.

When a transversal intersects two parallel lines, it creates eight angles. Among these angles, the alternate interior angles are located on the inside of the parallel lines and on opposite sides of the transversal.

In a parallelogram, the two opposite sides are parallel to each other hence the line crossing them will lead to formation of alternate interior angles

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\(\huge\text{Hey there!}\)

\(\large\text{Question reads \underline{\underline{What is the \boxed{\large\text{DIFFERENCE}} between -5 \& 3}} ?}\)

\(\large\text{Fun fact: you can use a number line to find your result as well.}\\\large\text{For example in this equation you START at -5 and move down 3}\\\large\text{spaces to your left}\)

\(\large\text{REMEMBER: we said difference means \boxed{\large\text{subtract}}, so we have to}\\\large\text{\underline{subtract} both numbers from each other to find their differences.}\)

\(\large\text{-5 - 3}\\\large\text{= \bf -8}\)

\(\large\text{So, the DIFFERENCE between -5 \& 3 is \boxed{\bf -8}}\)

\(\boxed{\boxed{\huge\text{The difference is: \boxed{\bf -8}}}}}\huge\checkmark\)

\(\huge\text{Good luck on your assignment \& enjoy your day!}\)

~\(\frak{Amphitrite1040:)}\)

Answer:

because the points on will not going to help you determine wehre shade inequality will go only signs like < >

Step-by-step explanation:

Answer:

It is not helpful to test this point because 4 is already a point in a square root parabola. This means that because it is a less than or EQUAL TO inequality then we already know this point will lie directly on the line and not be helpful in shading.

Step-by-step explanation:

took it on edge!

Etta needs to add the source of the information to better arrange these notes.

A note is a place where information about a specific item is recorded for later reference. The main goals of taking notes are to promote active learning and create study materials for tests. You should be able to organise material into an understandable format that will aid in your learning process by developing note-taking skills.

As a result, it is clear from the question that Etta is making notes for the purpose of creating a webpage about healthy eating. Once her notes have been organised with the relevant facts and information, Etta will need to cite her sources.

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You can make a maximum of two tomato-cheese sandwiches. because you can only make as many tomato-cheese sandwiches as the number of cheese slices you have

To make a tomato-cheese sandwich, you need one tomato slice and one cheese slice. Since you have three tomato slices and two cheese slices, you are limited by the availability of cheese slices.

Therefore, you can only make as many tomato-cheese sandwiches as the number of cheese slices you have, which in this case is two.

The ingredient that limits the number of sandwiches you can make is the cheese slice. You have more tomato slices than cheese slices, so you cannot make more than two tomato-cheese sandwiches.

Even if you have extra tomato slices, you cannot make additional sandwiches because you do not have enough cheese slices to pair with them.

In summary, the number of tomato-cheese sandwiches you can make is determined by the ingredient with the lowest quantity,

which in this case is the cheese slice. Therefore, you can make a maximum of two tomato-cheese sandwiches.

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The graph of the function f(x)=x²+6x²-36x is shown below: Graph of the function f(x)=x²+6x²-36xTo find the absolute maximum and minimum values of the function, we need to find its critical points and its value at the endpoints of its domain. To find the critical points, we differentiate the function f with respect to x and set the derivative equal to zero to solve for x: f'(x) = 2x + 12x - 36 = 0

Simplifying the above equation gives:

2x + 12x - 36 = 0

=> 14x - 36 = 0

=> 14x = 36

=> x = 36/14

Therefore, the only critical number of the function is 36/14, which is approximately equal to 2.57.We also need to check the endpoints of the domain of the function, which is the set of all real numbers. Since the domain is infinite, we need to take the limit of the function as x approaches infinity and negative infinity. We have:

f(x) = x²+6x²-36xf(x) = 7x²-36x

As x approaches infinity, f(x) approaches positive infinity, and as x approaches negative infinity, f(x) approaches positive infinity.

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Answer:

79-22=57.

Your answer is correct. You also have to fill in the second one (B)

Answer:

79-22=57

Step-by-step explanation:

I can explain on phone

Answer:

Daniel is charged $900

Step-by-step explanation:

This is because 9 percent of 5000 is 450. Multiply 450x2 and get 900.

Answer:

c=65

Step-by-step explanation:

a=115

180-115=b

b=65

b=c

c=65

Answer:

560

Step-by-step explanation:

Answer:

D

Step-by-step explanation:

calculate AB using the distance formula

d = \(\sqrt{(x_{2}-x_{1})^2+(y_{2}-y_{1})^2 }\)

with (x₁, y₁ ) = A (4, 2 ) and (x₂, y₂ ) = B (9, 10 )

AB = \(\sqrt{(9-4)^2+(10-2)^2}\)

     = \(\sqrt{5^2+8^2}\)

     = \(\sqrt{25+64}\)

     = \(\sqrt{89}\)

     ≈ 9.4 units ( to 1 dec. place )

Answer:

\(D:\:about\:9.4\:units\)

Step-by-step explanation:

\(d=\sqrt{(x_{2}-x_{1})^2 +(y_{2}-y_{1})^2 }\)

\(AB =\) \(\sqrt{(9-4)^2+(10-2)^2}\)

\(=\sqrt{5^2+8^2}\)

\(=\sqrt{25+64}\)

\(=\sqrt{89}\)

\(9.4\:\:units\:\)

Therefore, it would take approximately 10.246 hours for the satellite to fly 82000 miles.

We can use the concept of unit rate to solve this problem.

Given that the satellite flies 73680 miles in 9.21 hours, we can calculate the unit rate of the satellite's speed:

Unit Rate = Distance / Time

= 73680 miles / 9.21 hours

≈ 8004.55 miles/hour

Now, to find out how long it would take for the satellite to fly 82000 miles, we can use the unit rate:

Time = Distance / Unit Rate

= 82000 miles / 8004.55 miles/hour

Calculating this value:

Time ≈ 10.246 hours

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Answer:well your smallest is 3 3/4

Step-by-step explanation:well I can’t really explain but if u know 1 or something it’s self is always bigger or not always but most of the time..hopefully u get this

Answer:

You

Step-by-step explanation:

C r a p

Pretty sure the answer is B The horizontal asymptote y = 10 means that the final concentration will always be greater than 10%.

Step-by-step explanation:

Since the 10 % solution that you're adding to the 30% solution is 10% acid when you add it to the 30 acid percent solution it would never decrease the acidity levels farther than 10 percent no matter how much you put because the solution your adding is at a 10% acidity and the other solution is 30% acidity and has a higher acidity level than the 10% so it could never go lower than the solution you are adding to it.

Really hope I did an okay job at explaining.

Answer:

B on edge

Step-by-step explanation:

Passed the test

The small numbers in math shows that you have to mutiplies how much the power is. For Example, 5 with a power of 2 → 5² that's what it looks like.

Answer:

By "small numbers" you probably mean exponents. The exponent just represents how many times you multiply the number by itself. For example, \(4^{3}\) means 4 x 4 x 4, which equals 64.

The "letters" are called variables. They represent an unknown value. The most common variables you'll see are x and y, which are used a lot in graphing. Variables are often used in equations. For example:

"Maria wants to buy cupcakes, at $2.50 each. She only has 10 dollars. How many cupcakes can she buy?"

You would use an exponent to solve this problem. If you make cupcakes "C" then you can say:

C (the # of cupcakes) times 2.50 (cost per cupcake) = 10.

(in shorter terms, 2.50c=10.)

You can then solve for "c" by dividing by 2.50 on both sides and you can then see that Maria has enough money to buy 4 cupcakes.

Hope this helps! :)

To determine if the series Σ (3n + 3)! / 3^n, n=1, is absolutely convergent, conditionally convergent, or divergent, we can apply the ratio test. The ratio test compares the absolute value of consecutive terms in the series and checks for convergence based on the limit of the ratio.

Let's apply the ratio test to the series. We calculate the limit of the absolute value of the ratio of consecutive terms: lim(n→∞) |(3(n+1) + 3)! / 3^(n+1)| / |(3n + 3)! / 3^n|. Simplifying and canceling terms, we get: lim(n→∞) |3(n+1) + 3| / 3. The limit evaluates to 3 as n approaches infinity. Since the limit is greater than 1, the series is divergent according to the ratio test. Therefore, the series Σ (3n + 3)! / 3^n, n=1, is divergent.

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Assets of respondents in a survey is a quantitative data and the level of measurement is a ratio scale.

Qualitative properties are properties that are observed and can generally not be measured with a numerical result.

Examples of quantitative data include, number of students in a class, weight of students in a class, etc.

Quantitative data is the value of data in the form of counts or numbers where each data set has a unique numerical value. This data is any quantifiable information that researchers can use for mathematical calculations and statistical analysis to make real-life decisions based on these mathematical derivations.

Examples of qualitative data include hair color, religion, nationality, etc.

Thus, assets of respondents in a survey is a quantitative data and the level of measurement is a ratio scale.

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