Simplify the following expression. It’s for my math assignment, please help.

There are 2415 females in the country.

A ratio or value that may be stated as a fraction of 100 is called a percentage. And it is represented by the symbol '%'.

Given:

There are 3450 people in a country.

It was recently estimated that females outnumber males by seven to three.

That means,

70% are the females.

So, the number of females,

= 70% of, 3450

= 70 x 3450 / 100

= 2415.

Therefore, 2415 females are in the country.

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When x^3+2x^2+x+1 is divided by (x+1) then remainder is 1.

In the given question, we have to find what is remainder when x^3+2x^2+x+1 is divided by (x+1).

To find the remainder there are two ways. First we divide the x^3+2x^2+x+1 by (x+1). Second we find the value of from (x+1) by equating (x+1) equal to zero. The put the value of x in the expression x^3+2x^2+x+1.

In this we ca easily find the remainder.

Now we firstly find the value of x;

(x+1) = 0

Subtract 1 on both side we get;

x= −1

Now put x= -1 in the expression x^3+2x^2+x+1.

x^3+2x^2+x+1 = (−1)^3+2(−1)^2+(−1)+1

x^3+2x^2+x+1 = −1+2−1+1

x^3+2x^2+x+1 = 1

Hence, when x^3+2x^2+x+1 is divided by (x+1) then remainder is 1.

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The right question is:

What is remainder when x^3+2x^2+x+1 is divided by (x+1)?

Step-by-step explanation:

G = 90° ( vertically opposite angles)

50 + 90 +x = 180 ( sum of angles on a straight line)

140 + x = 180

x= 40 °

Angles BCG = angle G + angle c

= 90 + 4

He stands 6 feet tall, and his shadow extends 9 feet. if the building's shadow extends for 322.5 feet.

Now 6/9 = X/322.5

9X = 1935

X = 215ft

The Height of the building = 215ft

Consider an object AB of height h such that its shadow of length s is formed and angle of elevation is θ.

The object AB depicts a right triangle in which ∠ABO = 90o.

Now we know that in trigonometry, the tangent ratio for an angle is equal to the opposite side to that angle divided by its adjacent side.

So, for the angle of elevation θ, we have

=> tan θ = AB/OB

Putting AB = h and OB = s, we get

=> tan θ = h/s

=> s/h = 1/tan θ

=> s = h/tan θ

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Answer: 12 1/2

Step-by-step explanation:

Answer:

y = -3x + 13

Step-by-step explanation:

For slope-intercept form, you need the slope and the y-intercept.  To find the slope, you need to rearrange the given equation to slope-intercept form.

x - 3y = 9

-3y = -x + 9

y = 1/3x - 3

The slope for the given equation is 1/3.  The slope of a perpendicular line will be the negative reciprocal.  This means that the slope of the perpendicular line will be -3.

You can now solve for the y-intercept (b) using the slope (m) and the given point in slope-intercept form.

y = mx + b

1 = (-3)(4) + b

1 = -12 + b

13 = b

b = 13

Now that you have both the slope and y-intercept, you can find the equation.

y = -3x + 13

The equation of the line is y = -3x + 13

The equation of a line is an algebraic form of representing the set of points, which together form a line in a coordinate system.

The slope intercept form is given by:

y = mx + b

m = slope and b = y-intercept

We have,

A line perpendicular to line x - 3y = 9 and the line passes through the point (4, 1).

Make the line x - 3y = 9 in slope-intercept form.

-3y = 9 - x

y = (9 - x) / -3

y = (1/3)x - 3

The slope of the line x - 3y = 9 is:

m1=  1/3

Since the line required to find is perpendicular to the line x - 3y = 9

Let the required line slope be m2

m1 x m2 = -1

m2 = -1 / (1/3) = -3

The required line passes through the point (4, 1).

Let the required line be y = mx + b

we have,

1 = (-3)4 + b

1 = -12 + b

b = 13

We can write as:

y = -3x + 13

Thus the equation of the line is y = -3x + 13

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The six main criteria to define normality and abnormality include statistical infrequency, personal distress, others' distress, unexpected behavior, highly consistent/inconsistent behavior, and maladaptiveness/disability.

1. Abnormality as statistical infrequency: This criterion defines abnormality based on behaviors or characteristics that deviate significantly from the statistical norm.

2. Abnormality as personal distress: This criterion focuses on the individual's subjective experience of distress or discomfort. It considers behaviors or experiences that cause significant emotional or psychological distress to the person as abnormal.

For instance, someone experiencing intense anxiety or depression may be considered abnormal based on personal distress.

3. Abnormality as others' distress: This criterion takes into account the impact of behavior on others. It considers behaviors that cause distress, harm, or disruption to others as abnormal.

For example, someone engaging in violent or aggressive behavior that harms others may be considered abnormal based on the distress caused to others.

4. Abnormality as unexpected behavior: This criterion defines abnormality based on behaviors that are considered atypical or unexpected in a given context or situation.

For instance, if someone starts laughing uncontrollably during a sad event, their behavior may be considered abnormal due to its unexpected nature.

5. Abnormality as highly consistent/inconsistent behavior: This criterion involves comparing an individual's behavior to both their own typical behavior and the behavior of others. Consistent or inconsistent patterns of behavior may be considered abnormal.

For example, if a person consistently engages in risky and impulsive behavior, it may be seen as abnormal compared to their own usually cautious behavior or the behavior of others in similar situations.

6. It considers behaviors that are maladaptive, causing difficulties in personal, social, or occupational areas. For instance, someone experiencing severe social anxiety that prevents them from forming relationships or attending school or work may be considered abnormal due to the disability it causes.

The medical model and classification systems used in physical illnesses have both value and limitations when applied to psychological disorders. They provide a structured framework for understanding and diagnosing psychological disorders, allowing for standardized assessment and treatment. However, they can oversimplify the complexity of psychological experiences and may lead to overpathologization or stigmatization.

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Answer:

6.5 cm

Step-by-step explanation:

25 -18.5= 6.5 ....im like 95% this is the correct answer-

Answer:

y = -2x + 7

Step-by-step explanation:

y = 1 - 2x can be written

y = -2x + 1

Parallel lines have the same slope.  The slope for the parallel line is -2.  This is the number before the x.

To write an equation in the slope intercept form, we need the slope and the y-intercept.  We have the slope.  To find the y-intercept will will use the slope, and the values y (3,1) and the value of x (3,1) from the point given

substitute 1 for y, -2 for m, and 3 for x.

y = mx + b

1 = (-2)(3) + b

1 = -6 + b  Add 6 to both sides

1 + 6 = -6 + 6 + b

7 = b

The y-intercept is 7.

Substitute -2 for m and 7 for b to write the equation

y = mx + b

y = -2x + 7

Helping in the name of Jesus.

Let the money with Miguel be x.

Then :

Money with Kira = x - 9

Money with Charlie = 4x

Total money in their wallet = $105

This can be written in an equation as :

\( = \tt \: x + x - 9 + 4x = 105\)

\( = \tt2x + 4x - 9 = 105\)

\( = \tt 6x - 9 = 105\)

\( = \tt6x = 105 + 9\)

\( = \tt6x = 114\)

\( = \tt x = \frac{114}{6} \)

\( = \tt x = 19\)

Which means :

Money with Miguel = $19

Money with Kira :

= 19 - 9

Thus, Kira has $10 in her wallet.

Money with Charlie :

= 4 × 19

= 76

Thus, Charlie has $76 in his wallet.

Answer:

Let the money with Miguel be x.

Then :

Money with Kira = x - 9

Money with Charlie = 4x

Total money in their wallet = $105

This can be written in an equation as :

= \tt \: x + x - 9 + 4x = 105=x+x−9+4x=105

= \tt2x + 4x - 9 = 105=2x+4x−9=105

= \tt 6x - 9 = 105=6x−9=105

= \tt6x = 105 + 9=6x=105+9

= \tt6x = 114=6x=114

= \tt x = \frac{114}{6}=x=

6

114

= \tt x = 19=x=19

Which means :

Money with Miguel = $19

Money with Kira :

= 19 - 9

Thus, Kira has $10 in her wallet.

Money with Charlie :

= 4 × 19

= 76

Thus, Charlie has $76 in his wallet.

Therefore,

Money with Kira = $10

Money with Charlie = $76

Money with Miguel = $19

Answer: My guess would be B, but I am not 100% sure (Ignore this answer)

Step-by-step explanation:

Answer:A

Step-by-step explanation:

Earthworm will exhibit Inherited behaviors when digging back under the soil because of its sensitivity to light.

Inherited behaviors are behaviors  serves as the behavior in organism that is been passed down genetically.

Therefore, Inherited behaviors is when crawling on top of the grass on a very sunny afternoon.

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Answer:

Step-by-step explanation:

Step 1:

Make a proportion:

10/5 = 22/x

Step 2:

Cross multiply:

10x=22*5

10x=110

Step 3:

Divide by 10 to isolate x:

x=11

Each outcome represents the result of two spins, with the first element indicating the outcome of the first spin and the second element indicating the outcome of the second spin in the sample space.

The sample space is the set of all possible outcomes of an experiment. In this case, the experiment is spinning a spinner twice with two equally sized sections labeled "stop" and "go."

The possible outcomes of the first spin are "stop" (s) and "go" (g). Similarly, the possible outcomes of the second spin are also "stop" and "go."

Therefore, the sample space can be represented by all possible combinations of the first and second spin outcomes, which gives us the following four outcomes:

(s,s): the spinner stops on "stop" twice

(s,g): the spinner stops on "stop" on the first spin and on "go" on the second spin

(g,s): the spinner stops on "go" on the first spin and on "stop" on the second spin

(g,g): the spinner stops on "go" twice

Hence, the sample space for spinning a spinner twice with two equally sized sections labeled "stop" and "go" is given by the set: {(s,s), (s,g), (g,s), (g,g)}.

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Answer:

20 miles = 32 kilometers

64 kilometers = 40 miles

Step-by-step explanation:

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 !

Answer:

How do you write out 8x in words? Um...eight times, I think.

Step-by-step explanation:

Answer:

Step-by-step explanation:

eight x

or eight times

(depends if it is a variable or multiplication sign)

The parametric equation of the line that passes through the points (5,2,7) and (8,–6,1) is \(\vec r= < 5,2,7 > +\lambda < 3,-8,-6 >\)

Also, the point (17,–30,31) does not lie on the line.

for given question,

We need to find the parametric equation of the line that passes through the points (5,2,7) and (8,–6,1)

Let \(\vec r_0= < 5,2,7 >\)

and

\(\vec v= < 8-5,-6-2,1-7 > \\\\\vec v= < 3,-8,-6 >\)

where vector v is the direction vector.

So, the equation of the line would be,

\(\vec r=\vec r_0+\lambda \vec v\\\\\vec r= < 5,2,7 > +\lambda < 3,-8,-6 >\)

Now we need to determine whether the point (17, -30, 31) is on the line.

Let \(< 17,-30,31 > = < 5,2,7 > +\lambda < 3,-8,-6 >\)

For first component,

⇒ 17 = 5 + 3λ

⇒ 3λ = 12

⇒ λ = 4

For the second component,

⇒ -30 = 2 - 8λ

⇒ -8λ = -32

⇒ λ = 4

For third component,

⇒ 31 = 7 - 6λ

⇒ -6λ = 24

⇒ λ = -4

since the values of the λ are not consistent, the point (17,–30,31) does not lie on the line.

Therefore, the parametric equation of the line that passes through the points (5,2,7) and (8,–6,1) is \(\vec r= < 5,2,7 > +\lambda < 3,-8,-6 >\)

Also, the point (17,–30,31) does not lie on the line.

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the speed of the bus in meters per second is 8.33 m/s. If a bus travels a distance of 1 kilometer in 2 minutes, we can use the formula for speed to calculate its speed in meters per second (m/s).

The formula for speed is:

Speed = Distance ÷ Time

Here, the distance is 1 kilometer, which is equal to 1000 meters (since 1 kilometer = 1000 meters), and the time is 2 minutes, which is equal to 120 seconds (since 1 minute = 60 seconds).

So, we can plug these values into the formula:

Speed = 1000 meters ÷ 120 seconds

Simplifying this expression, we get:

Speed = 8.33 meters per second (rounded to two decimal places)

Therefore, the speed of the bus in meters per second is 8.33 m/s.

To put this into context, it's important to understand that speed is the rate at which an object moves, while velocity is the rate at which it moves in a specific direction. So, in this case, we have only calculated the speed of the bus, not its velocity. However, knowing the speed of the bus can be useful for a variety of applications, such as determining how long it will take to travel a certain distance, or calculating the fuel efficiency of the vehicle

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It will take 3 years for the value of the computer of initial value $1000 to reach $512.

Given, Timothy purchased a computer for $1,000.

The value of the computer depreciates by 20% every year.

we have to find the number of years value of computer will take to reach $512.

Let, the function representing this situation be,

V(t) = AB^t

where, A is the initial value of the computer and B is the depreciating rate.

So, V(t) = (1000)(1 - 20/100)^t

V(t) = (1000)(0.8)^t

Now, the value will be, 512

512 = 1000(0.8)^t

0.512 = (0.8)^t

t = 3

So, it will take 3 years for the value of the computer of initial value $1000 to reach $512.

Hence, it will take 3 years for the value of the computer of initial value $1000 to reach $512.

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Wind speeds, represented by random variable X, have a lognormal distribution. The corresponding value of the standard normal random variable (Z) is associated with a wind speed of 14.35 is 25.5

Wind speeds represented by random variable X, in miles per hour, have a lognormal distribution. In other words, log(X) is normal.

If \(\mu = 4.8\) and \(\sigma = 0.4\), what value of Z (the standard normal rv) is associated with a wind speed of 15 miles per hour.

The value of Z (the standard normal rv) associated with a wind speed of 15 miles per hour.

The standard score (z) of a random variable X is calculated as follows:

\(z = \frac{(X - \mu)}{\sigma}\)

Given: μ = 4.8, σ = 0.4

Let X be a wind speed 15 mph.

To find the standard normal rv Z associated with a wind speed of 15 miles per hour, we will use the formula for calculating the standard score (z):

\(z = (X - \mu) /\sigma \\z = (15 - 4.8) / 0.4\\z = 25.5\)

Therefore, the value of Z (the standard normal rv) associated with a wind speed of 15 miles per hour is 25.5.

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The answer is z test.

What is z test?

If the data is distributed normally, a z test can be used to determine whether the means of two populations differ from one another. The z test statistic's value must be determined, together with the null hypothesis and alternative hypothesis setups, for this reason. On the z critical value, the decision criterion is based. The distribution graph is divided into acceptance and rejection zones during hypothesis testing by the z critical value. The null hypothesis can be rejected if the test statistic lies inside the rejection region; otherwise, it cannot.

Here the data is normally distributed and using the sample mean.

Hence we should use z test when computing a confidence interval

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Answer:

FOR QUESTION #1 : 90-68= 22 degrees

FOR QUESTION #2: 180-58=122 degrees

FOR QUESTION #3: angle 1 is supplementary to angle 6

Step-by-step explanation:

FOR QUESTION #1 : 90-68= 22 degrees

FOR QUESTION #2: 180-58=122 degrees

FOR QUESTION #3: angle 1 is supplementary to angle 6

Answer:

√(81/9)

(It is equal to 3)

Step-by-step explanation:

Answer:

0.4, 0.8, 1.2 ,1.6 ,2.0

Step-by-step explanation:

First we have to find what the question is really asking and get rid of unwanted or not needed information. It is asking to write a numeric sequence for the first 5 minutes of the 30 minutes.

Second we need to find the pattern. So lets divide $12 by 30. That will equal 0.4 a minute.

Last we add 0.4 for each minute. 0.4 is the first, then 0.8 is 2 minutes, then 1.2 and etc.

The numeric sequence is 0.4, 0.8, 1.2 ,1.6 ,2.0

Here we have to divide $12 by 30. That will equal 0.4 a minute.

Now if we add 0.4 for each minutes

So the series be like

0.4 for the first, 0.8 is 2 minute and so on.

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Answer:

32n = 100 - 20

n = 2.5

he purchased 2 sweaters

Step-by-step explanation:

32n = 100 - 20

If Favian originally had $100 but spent $20 on a belt, he only had 80 left, meaning that 80 = 32n which means that he was able to but 2 sweaters and got $16 back. Therefore the formula would be 32n = 100 - 20

The formula for the number of sweaters will be 32n = 100 – 20.

A linear system is one in which the parameter in the equation has a degree of one. It might have one, two, or even more variables.

Favian received a $100 gift card to a clothing store.

Using only the gift card, he was able to purchase n sweaters that cost $32 each and 1 belt for $20.

If there was no tax on the sweaters and belt,

Then the equation will be

32n + 1 x 20 = 100

    32n + 20 = 100

             32n = 80

                 n = 2.5 ≈ 2

If Favian originally had $100 but spent $20 on a belt, he only had 80 left, meaning that 80 = 32n, which means that he was able to but 2 sweaters and got $16 back.

Therefore, the formula would be 32n = 100 – 20.

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Answer:

85x(500-0.10x)

Step-by-step explanation:

Answer:

1/8

Step-by-step explanation:

You're sectioning 1/4 in half, which makes it 1/8

Answer:

No.

Step-by-step explanation:

The angles A and B are not equal.

The angles C and D are not equal.

Therefore, it is impossible for lines AD and BC to be parallel.