Select the correct answer.
which number is the additive Inverse of –10 1/4
A. 10 1/4
B. -4 1/10
C 0
D 4/41


HELP FAST!!!

Answer:

Step-by-step explanation:

Answer:

7.3%

Step-by-step explanation:

2,328.70 / 31,900

(You might want a calculator)

0.073

turn this into a percentage

7.3%

Doesnt need to be rounded.

The federal income tax percentage withheld will be 7.3%.

The amount of any product is given as though it was a proportion of a hundred. The ratio can be expressed as a quarter of 100. The phrase % translates to one hundred percent. It is symbolized by the character '%'.

The percentage is given as,

Percentage (P) = [Final value - Initial value] / Initial value x 100

An employee earned $31,900.00 in a year and had $2,328.70 withheld for federal income tax.

Then the federal income tax percent withheld will be given as,

P = (2328.70 / 31900) x 100

P = 0.073 x 100

P = 7.3%

The federal income tax percentage withheld will be 7.3%.

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Answer:

its something common to most i think just dont worry about it the messages you do see are the real stuff if you really want to get rid of that problem tho contact support or who ever is incontrol of brainly

Step-by-step explanation:

The value of n is 30.33. The thirty-fourth term can be found by solving for the common difference (d) and the number of terms (n) in the arithmetic sequence and then using the formula for the nth term of an arithmetic sequence.

Let's assume that the common ratio of the geometric sequence is r. Then, the terms of the geometric sequence are given by:

\(a_2 = a_1 * ra_{10} = a_1 * r^8a_{34} = a_1 * r^{32}\)

Since these terms also appear in the arithmetic sequence, we can write:

\(a_2 = a_1 + da_{10} = a_1 + 9da_{34} = a_1 + 33d\)

Substituting the expressions for a_2 and a_{10} from the geometric sequence into the arithmetic sequence, we have:

\(a_1 * r = a_1 + da_1 * r^8 = a_1 + 9d\)

Solving for d, we get:

\(d = a_1 * (r - 1)d = a_1 * (r^8 - 1) / 9\)

Next, we use the expression for a_{34} from the arithmetic sequence and substitute the expression for d to obtain:

\(a_{34} = a_1 + 33d = a_1 + 33a_1 * (r^8 - 1) / 9\)

Since the first term of the arithmetic sequence is 1, we have:

\(a_{34} = 1 + 33 * 1 * (r^8 - 1) / 9\)

The value of n can be found by using the formula for the nth term of an arithmetic sequence:

\(a_n = a_1 + (n-1)d\)

Setting n = 34 and substituting the expression for d, we have:

\(a_{34} = 1 + (33) * (a_1 * (r^8 - 1) / 9)\)

So the thirty-fourth term of the arithmetic sequence is:

\(a_{34} = 1 + 33 * (1 * (r^8 - 1) / 9) = 34 - 33/9.\)

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Complete Question:

An arithmetic sequence with first term 1 and common difference not equal to 0 has second, tenth, and thirty-fourth terms that form a geometric sequence.

What is the thirty-fourth term of the arithmetic sequence?

The fourth term in the geometric sequence above appears as the nth term in the arithmetic sequence. Find the value of n.

If one angle in an isosceles triangle is 90 degrees then the measure of each angle of an isosceles triangle will be 45 degrees

What is an isosceles triangle ?

A triangle with two equal sides is said to be isosceles. Also equal are the two angles that face the two equal sides. In other terms, an isosceles triangle is a triangle with two sides that have the same length.

If the sides AB and AC of a triangle ABC are equal, then the triangle ABC is an isosceles triangle with B = C. "If the two sides of a triangle are congruent, then the angle opposite to them is likewise congruent," states the theorem that characterizes the isosceles triangle.

Since this triangle's two sides are equal, the base of the triangle is the side that is not equal.

As we know that in an isosceles triangle set of two angles are equal

And

we also know that sum of all the angles of a triangle is 180 degrees

So, According to the question

90 degrees + other angles =180 degrees

other angles = 90 degrees

one angle = 90/2

one angle = 45 degree  

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Answer:

It would be C

Step-by-step explanation:

Have a great day :D

Answer: By replacing every occurrence of i=√−1 in that function with −i.

Step-by-step explanation:

The complex conjugate of a function is obtaining by replacing every occurrence of i=√−1 in that function with −i. This procedure eliminates complex numbers in all predictions because the product Ψ∗(x,t)Ψ(x,t) is always a real number.

Answer:

  B.  6/7

Step-by-step explanation:

You want the radius of each of two circles tangent to each other and the extended segments of ∆ABC.

Referring to the attached figure, we see that ∆EGF is similar to ∆ABC. This means EG/EF = AB/AC = 5/4.

∆AGH is also similar to ∆ABC, so we also have the proportion ...

  GH/AH = BC/AC = 3/4

In terms of radius r, GH = (3+5/4)r, and AH = r +4:

  (17/4)r / (r +4) = 3/4

  17r = 3(r +4) . . . . . . . . multiply by 4(r+4)

  14r = 12 . . . . . . . . subtract 3r

  r = 6/7 . . . . . . divide by 14, simplify

The radius of each circle is 6/7 units.

Answer:

point of intersection are

(-2,0) and (0,1)

we have

equation of a line is :

(x-x1)=(y2-y1)(/(x2-x1)*(y-y1)

(x+2)=(1-0)/(0+2)*(y-0)

x+2=½y

y=2x+4 is a required equation in a slope intercept form.

The population variance of the capacities is 30.76

the capacities (in ampere-hours) of 10 batteries are 140, 136, 150, 144, 148, 152, 138, 141, 143, 151.

The number of observations n = 10

mean = (x₁ + x₂ + x₃.....x₁₀)/10

mean = (140 + 136 + 150 + 144 + 148 + 152 + 138+ 141 + 143 + 151)/10

mean = 1443/10 = 144.3

variance = ∑(x - mean)²/(n - 1)

variance = ((140 - 144.3)² + (136 - 144.3)² + (150 - 144.3)² + (144- 144.3)² + (148 - 144.3)² + (152 - 144.3)² + (138 - 144.3)² + (141-144.3)² + (143 - 144.3)² + (151 - 144.3)²)/(10 - 1)

variance = 276.9/9 = 30.76

Therefore, the population variance of the capacities is 30.76

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Answer:

5/8

Step-by-step explanation:

There are 8 square in the box and 5 are filled in, so it is 5/8.

Answer: 12

Step-by-step explanation: 21-1-1-1-1-1-1-1-1-1-1-1-1-1-1-1=12

Answer:A

Step-by-step explanation: (-1,8)

Diversity encompasses multiple dimensions such as life experiences, educational background, geographic origin, and age that is option E.

Diversity encompasses a range of factors including life experiences, educational background, geographic origin, and age. It goes beyond a single dimension and encompasses various aspects that contribute to differences among individuals. By embracing diversity in all its forms, organizations and communities can benefit from a wider range of perspectives, ideas, and talents.

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Answer:

yes

Step-by-step explanation:

△CMN is equilateral because CM = CN (midpoint property) and ∠CMN = ∠CNM = ∠MNC (corresponding angles).

To prove that △CMN is an equilateral triangle, we need to show that all three sides are equal in length and that all three angles are equal.

Let's start by analyzing the given information and the properties of the figure.

△ABC is an equilateral triangle, meaning all three sides (AB, BC, and CA) are equal in length.

△CDE is an equilateral triangle, implying that all three sides (CD, DE, and EC) are equal in length.

Point M is the midpoint of AD, so AM = MD.

Point N is the midpoint of BE, so BN = NE.

Now, let's proceed with the proof:

Show that CM = CN.

Since M is the midpoint of AD and N is the midpoint of BE, we can write:

AM = MD (definition of M being the midpoint)

BN = NE (definition of N being the midpoint)

By adding these two equations, we get:

AM + BN = MD + NE

Now, let's examine the left-hand side of the equation. The sum AM + BN represents the length of AB, as AM and BN are the midpoints of AD and BE respectively. Since AB is a side of the equilateral triangle △ABC, it is equal in length to BC and CA. Therefore, we can rewrite the equation as:

AB = MD + NE

Next, let's consider the right-hand side of the equation. MD + NE represents the length of DE, which is a side of the equilateral triangle △CDE. As mentioned earlier, all sides of △CDE are equal in length. Therefore, we can rewrite the equation as:

AB = DE

Since AB = BC = CA (because △ABC is equilateral), and DE = CD = EC (because △CDE is equilateral), we can conclude that:

BC = DE

This implies that the line segments BC and DE have the same length. Moreover, since BC is parallel to DE, the line segments BC and DE are congruent (have equal length) according to the properties of parallel lines. Therefore, we have:

BC = DE = CM + MN + NE

Now, let's examine the right-hand side of the equation. CM + MN + NE represents the length of CN. We've just established that BC = DE, so we can substitute these equal lengths in the equation:

BC = CM + MN + NE

Simplifying the equation, we have:

BC = CN

Therefore, we've shown that CM = CN, meaning that two sides of △CMN are equal.

Show that ∠CMN = ∠CNM = ∠MNC.

To prove that all three angles of △CMN are equal, we need to show that ∠CMN = ∠CNM = ∠MNC.

First, let's consider △CME. Since △CDE is equilateral, the angle ∠CME is 60 degrees. As MN is parallel to CD, we can conclude that ∠CMN is congruent to ∠CME (corresponding angles). Therefore, ∠CMN = ∠CME = 60 degrees.

Next, let's consider △CNB. Since △ABC is equilateral, the angle ∠ACB is 60 degrees. As MN is parallel to AB, we can conclude that ∠CNM is congruent to ∠CNB (corresponding angles). Therefore, ∠CNM = ∠CNB = 60 degrees.

Since ∠CMN = ∠CME = 60 degrees and ∠CNM

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Answer:

54 sq in.

Step-by-step explanation:

For a cube, try using the rectangular prism formula. (there's an easier way but I prefer this one)

2lw + 2hw + 2lh

(2 × 3 × 3) + (2 × 3 × 3) + (2 × 3 × 3)

18 + 18 + 18 + 18

SA = 54 sq in

hope i explained it (you can search up the formula for a cube but i like this one)

The length of the second leg (the vaue of x in the triangle) is approximately 10.25.

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

Hypotenuse = 13

One leg = 8

Second leg = x

We can use the Pythagorean theorem to solve for the second leg:

a^2 + b^2 = c^2

where a and b are the legs of the right triangle, and c is the hypotenuse.

Plugging in the values we know:

8^2 + x^2 = 13^2

64 + x^2 = 169

Subtracting 64 from both sides:

x^2 = 105

Taking the square root of both sides:

x = √105

x = 10.25

Therefore, the length of the second leg is approximately 10.25.

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Matrix factorization is a method that reduces the dimensionality of a rating matrix, revealing latent factors and enabling clustering in recommendation systems and data analysis.

Matrix factorization is a popular technique used in recommendation systems and data analysis. Its basic intuition lies in decomposing a large rating matrix into lower-dimensional matrices, allowing for better understanding and utilization of the underlying data.

One key intuition is that matrix factorization provides a way to represent users and items in a shared low-dimensional space. By factorizing the rating matrix, we can identify latent factors or features that capture the preferences and characteristics of both users and items. These factors can be computed from the rating matrix and enable a compact representation of the data.

Another insight is that matrix factorization allows for clustering of users and items. By factoring the user and item matrices, we can partition them into clusters based on similar characteristics. This clustering enables us to treat users or items within the same cluster identically, reducing computational complexity and making recommendations more efficient by retaining representative users or items in each cluster.

Furthermore, matrix factorization reveals that content filtering and collaborative filtering are two different factorizations of the same rating matrix. Content filtering focuses on the attributes of items, while collaborative filtering analyzes user-item interactions. By factorizing the matrix, we can bridge the gap between these two approaches and gain a more comprehensive understanding of the data.

Therefore, the basic intuition behind matrix factorization lies in finding a lower-dimensional representation of the rating matrix, identifying latent factors, enabling clustering of users and items, and providing a shared space to describe them. This technique proves valuable in recommendation systems, data analysis, and uncovering hidden patterns within complex datasets.

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Answer:

-( 2x^2+6-4/x)

that what i got when you divide

Answer:

C. y<-4

Step-by-step explanation:

To find the general solution of the given higher-order differential equation y''' − 6y'' − 7y' = 0, we first need to find the characteristic equation by assuming that y = e^(rt), where r is a constant. Substituting this into the differential equation, we get r^3 - 6r^2 - 7r = 0.

Factoring this, we get r(r - 7)(r + 1) = 0. So the roots of the characteristic equation are r1 = 0, r2 = 7, and r3 = -1.

Therefore, the general solution of the differential equation is y(t) = c1 + c2e^(7t) + c3e^(-t), where c1, c2, and c3 are constants that can be determined using initial or boundary conditions.

In summary, the general solution of the given higher-order differential equation y''' − 6y'' − 7y' = 0 is y(t) = c1 + c2e^(7t) + c3e^(-t), where c1, c2, and c3 are constants.

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Answer:

A line of best fit is a straight line going through a trend on a scatter plot.

Step-by-step explanation:

A well drawn line of best fit is just a line going straight through the trend of dots to approximate an exact trend from a non-exact plot, so just draw a line that stays in the middle of the dots and you should do great.

Hope this helped!

In Mason information systems, the student be uniquely identified by Student ID Number, Email Address, Username, Student Identification Card and  Enrollment or Admission Number.

Some of the commonly used methods include:

1. Student ID Number: Each student is typically assigned a unique identification number by the institution. This number serves as a distinct identifier and is used across various systems and records.

2. Email Address: Students often have a unique email address provided by the institution. This address can be used as an identifier since it is specific to the individual and does not overlap with others.

3. Username: Many educational systems assign a unique username to each student for logging into various online platforms and services. This username can be used as an identification method.

4. Student Identification Card: Institutions issue identification cards to students, which may include a barcode or other unique identifiers that can be scanned or used for identification purposes.

5. Enrollment or Admission Number: Some institutions assign a unique number to each student during the enrollment or admission process. This number can be used for identification within the information systems.

It is important to note that the methods of identification may vary among institutions. The specific identification methods used by Mason information systems would be defined by the policies and procedures implemented by the university.

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Please have a look at the diagrams of a quadrilateral and a trapezoid in your textbook.

Ans--- A trapezoid is a quadrilateral with exactly one pair of parallel sides.

If derivative of \(f(x)=ln(x+4+e^{(-3x)})\), then f '(0) = -2/5.

What is derivative?

In calculus, the derivative of a function is a measure of how the function changes as its input changes. More specifically, the derivative of a function at a certain point is the instantaneous rate of change of the function at that point.

To find f'(0), we first need to find the derivative of f(x) with respect to x. Using the chain rule, we get:

\(f'(x) = 1 / (x+4+e^{(-3x)}) * (1 - 3e^{(-3x)})\)

Now we can find f'(0) by substituting the value x=0:

\(f'(0) = 1 / (0+4+e^{(-3(0))}) * (1 - 3e^{(-3(0))})\)

f'(0) = 1 / (4+1) * (1 - 3)

f'(0) = -2/5

Therefore, f'(0) = -2/5.

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Step-by-step explanation:

XY = 3WX

3WX - XY = 0

X(3W - Y) = 0

By zero product rule, either X = 0 or 3W = Y.

YZ = 6WX = 2XY (From 1st equation)

2XY - YZ = 0

Y(2X - Z) = 0

Again by zero product rule, either Y = 0 or 2X = Z.

Therefore, either both X and Z = 0, or both W and Y = 0. Let's look at the last equation.

WZ = 10WX

10WX - WZ = 0

W(10X - Z) = 0.

Here, either W = 0 or 10X - Z = 0.

- If both X and Z were 0, 10X - Z = 0.

- If both W and Y were 0 instead, W = 0.

Since both ways satisfy the equation, it is proved.

0.688 will be the probability of getting a nickel from the jar.

Given,

Probability;-

Simply put, probability is the likelihood that something will occur. When we don't know how an event will turn out, we can discuss the likelihood or likelihood of several outcomes. Statistics is the study of events that follow a probability distribution.

Here,

The number of fortunate situations divided by the total number of coins would be the product between the probability of each occurrence and the likelihood of each event.

Therefore,

P(nickel) = 19/69

P(penny) = 17/68

That is,

P = 19/69 × 17/68

P = 323/4692

P = 0.0688

That is,

The probability of getting nickel from the jar is 0.06888

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(a) The cost of 1 kg of turnips is £71.95, and

(b) The cost of 1 kg of mushrooms is £89.50.

To solve this problem, let's assign variables to the unknowns.

Let the cost of 1 kg of mushrooms be 'm' and the cost of 1 kg of turnips be 't'.

According to the given information:

Equation 1: 2m + 2.5t = 8.55

Equation 2: 3m + 4t = 13.10

We can solve these equations simultaneously to find the values of 'm' and 't'.

To eliminate the decimals, let's multiply both sides of Equation 1 by 10 and Equation 2 by 20:

20m + 25t = 85.50

60m + 80t = 262.00

Now, let's multiply Equation 1 by 12 and subtract Equation 2 multiplied by 5:

240m + 300t - (60m + 80t) = 1026.00 - 1310.00

180m + 220t = -284.00

We have a new equation:

180m + 220t = -284.00 ---(3)

Next, let's multiply Equation 1 by 18 and subtract Equation 2 multiplied by 4:

36m + 45t - (60m + 80t) = 154.35 - 524.00

-24m - 35t = -369.65

We have another new equation:

-24m - 35t = -369.65 ---(4)

Now, we have a system of linear equations with two variables. Let's solve this system by eliminating one variable.

Multiply Equation 3 by 35 and Equation 4 by 220:

6300m + 7700t = -9940.00 ---(5)

-5280m - 7700t = -81323.00 ---(6)

Adding Equations 5 and 6, we eliminate 't':

1020m = -91263.00

m = -91263.00/1020

m = -89.50

Substituting the value of 'm' back into Equation 3:

180(-89.50) + 220t = -284.00

-16110 + 220t = -284.00

220t = -284.00 + 16110

220t = 15826.00

t = 15826.00/220

t = 71.95.

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Answer:

A = -12

Step-by-step explanation:

A   put in -2 for 'x' in the equation to find value

       2(-2)  - y = 8       add 4 to both sides

              -y = 12

               y = -12              

        I think YOU can now find B and C  with this method !