If angle A=−130∘, what is the radian measure of A?

The value of the stock at 10 percent is given as 88 dollars

The value of a stock can be estimated using the Gordon Growth Model, which takes into account the company's future growth rate, recent dividends, and the required return of the investor. The formula for the Gordon Growth Model is:

Stock Price = Dividend / (Required Return - Growth Rate)

Plugging in the given values, we have:

Stock Price = 1.76 / (0.10 - 0.08)

Stock Price = 1.76 / 0.02

Stock Price = 88

Therefore, the estimated value of the Safeco stock is $88 when the required return is 10%. This estimate assumes that the company's future growth rate and dividends will remain constant at 8% and 1.76, respectively.

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Answer:11

Step-by-step explanation: yup

The remaining length when 85 cm is cut from 1.3 meters is 0.45 meters.

A numerical expression is a mathematical statement written in the form of numbers and unknown variables. We can form numerical expressions from statements.

We know, 1.3 meters = 1.3×100 cm = 130 cm.

Now, 83 cm is cut from it.

Therefore, The remaining length is,

= (130 - 85) cm.

= 45 cm.

And 45 cm is equal to (45/100) meters.

= 0.45 meters.

Q. 83 cm is cut from 1.3 meters what would the remaining length in meters?

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Answer:

x≥10

Step-by-step explanation:

Answer:

x ≥ 10

Step-by-step explanation:

To solve for x, we simply have to subtract 6 from both sides.

x + 6 ≥ 16

   - 6    - 6

x ≥ 10

Then, we can graph this inequality on the number line.

(See the attached image)

Answer: -10

Step-by-step explanation:

The solution is, by integrating ∫(3-2x)^10 dx using substitution, we get, -1/22.(3-2x)^11 +C.

In mathematics, an integral assigns numbers to functions in a way that describes displacement, area, volume, and other concepts that arise by combining infinitesimal data. The process of finding integrals is called integration.

here, we have,

∫(3-2x)^10 dx

now, let, 3-2x=u

so, -2. dx = du

i.e. by substitution we get,

∫u^10 du/-2

=1/-2 . ∫u^10 du

we know, ∫x^n= x^n+1/ (n+1) +c

so, we get,

⇒1/-2.1/11. u^11 +C

=-1/22.(3-2x)^11 +C

where, c=constant.

Hence, The solution is, by integrating ∫(3-2x)^10 dx using substitution, we get, -1/22.(3-2x)^11 +C.

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The missing number must make the expression a perfect square trinomial in the form [tex](a + b)^2[/tex].

This means that the missing number must be equal to the product of the two factors outside the parentheses, minus the square of the number inside the parentheses.

In this case, the missing number must be equal to [tex]100x^2 - x^2, or 99x^2[/tex].

Using the FOIL method (First, Outer, Inner, Last), we can expand [tex](x + x)^2 to get x^2 + 2x^2 + x^2[/tex]. Since the expression we are working with is [tex]100x^2 + 2x^2 + x^2[/tex], the missing number is [tex]99x^2[/tex].

Therefore, the missing number that makes this expression the square of a binomial is [tex]99x^2[/tex].The missing number must make the expression a perfect square trinomial in the form [tex](a + b)^2[/tex].

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The correct option is D, The probability that the Z-transform is greater than 2 in absolute value Pr (Z] > 2) is approximately 5%.

The Empirical rule states that 2 standard deviation from mean contains 95% data.

For,  Z follows standard normal distribution.

[tex]Z ~ Normal(\mu=0, \sigma=1)[/tex]

Then,

P( -2 ≤ Z≤ +2) = 0.95

Or

P(|Z| ≤ 2) = 0.95

And

P( |Z|>2) = 1 - P(|Z|≤2)

P(|Z|>2) = 1- 0.95

P(|Z|>2) = 0.05 = 5%

Probability is a mathematical concept that deals with the likelihood of events or outcomes. It is expressed as a number between 0 and 1, with 0 meaning no chance of an event occurring and 1 meaning that an event is certain to occur. In probability theory, random experiments are performed and the results are analyzed to determine the probability of specific outcomes.

For example, if you roll a dice, there are 6 possible outcomes and each outcome has a probability of 1/6. In statistics, probabilities are used to make predictions and to analyze data. The use of probabilities is essential in fields such as insurance, finance, and decision making as it provides a framework for making decisions based on uncertain information. Probability is an important tool for understanding and making decisions about the world around us.

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Complete Question: -

Suppose that in a population of interest, a random variable education, which measures an individual's educational attainment in years, has a mean of 13.20 =13.2) and a variance of 9 o? = 9 ). The following questions all refer to properties of the sample mean of education ( education ) which is an estimator constructed from a random sample of size n = 100 drawn from the population. Question 4 1 pts The probability that the Z-transform is greater than 2 in absolute value Pr (Z] > 2) is approximately: O 2.5% 95% unknown O 5%

A 130

The red line meets the measuring tool at 155 and 25 therefore we get:

155-25 = 130

Answer:

3200

Step-by-step explanation:

1 1/2 US tons is 3000 pounds. Add the 200 pounds of hay and you get 3200. Hope this helps.

It is not appropriate to assume that the sampling distribution of the sample mean is approximately normal when the sample size is small and the population distribution is skewed to the right or to the left. So, the options C and D are not appropriate. A and B are appropriate as the sample size is large and the population is normally distributed. E is also appropriate as the sample size is large.

The central limit theorem states that if we have a large enough sample size (typically n >= 30) from any population with a well-defined mean and finite variance, then the distribution of the sample mean approaches a normal distribution with mean equal to the population mean and variance equal to the population variance divided by the sample size.

However, if the population distribution is highly skewed, meaning it is not symmetric, then even a large sample size may not lead to a normal distribution of the sample mean.

In this case, it is not appropriate to assume that the sampling distribution of the sample mean is approximately normal. This is why options C and D are not appropriate as the sample size is large (10 and 75 respectively) but the population distribution is skewed to the right or to the left. On the other hand, options A and B are appropriate as the sample size is large and the population is normally distributed. Option E is also appropriate as the sample size is large, regardless of the shape of the population distribution.

The complete question is given below:

""

For which of the following conditions is it not appropriate to assume that the sampling distribution of the sample mean is approximately normal?

A) A random sample of 8 taken from a normally distributed population.

B) A random sample of 50 taken from a normally distributed population.

C) A random sample of 10 taken from a population distribution that is skewed to the right.

D) A random sample of 75 taken from a population distribution that is skewed to the left.

E) A random sample of 100 taken from a population that is uniform.

"

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243  students signed up for only Math.

The way that sets are represented by a person is always the same: as a group of clearly defined objects or elements. A capital letter designates a set. The cardinal number of a set is the number of elements in the finite set.

Given A survey of 300 SPC students

let  L denote language, H for humanities, and M for maths,

and given, n(L ∪ H ∪ M) = 300

n(L) = 52, students had signed up for a Language Arts course

n(H) = 40, students had signed up for a Humanities course

n(M) =  students signed up for only Math

LM  = 23,  students had signed up for both a Math and Language

MH = 6,  students had signed up for both Math and Humanities

LH = 8, students had signed up for both a Language Arts and Humanities

n(LHM) = 3 students had signed up for all three courses

n(LM) = 23 + 3 = 26

n(MH) = 6 +3 = 9

n(LH) = 8 + 3 = 11

8 students did not sign up for any of these classes

using the formula of triple intersection,

n(L ∪ H ∪ M)  = n(L) + n(H) + n(M) - n(LM)   - n(MH)   - n(LH)   + n(LHM).

300 - 8 = 52 + 40 + n(M) - 26 - 9 - 11 + 3

n(M) = 292 - 49

n(M) = 243

Hence 243  students signed up for only Math.

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The total cost for the electric bill is given by the equation A = $ 241

Equations are mathematical statements with two algebraic expressions flanking the equals (=) sign on either side.

It demonstrates the equality of the relationship between the expressions printed on the left and right sides.

Coefficients, variables, operators, constants, terms, expressions, and the equal to sign are some of the components of an equation. The "=" sign and terms on both sides must always be present when writing an equation.

Given data ,

Let the total cost for the electric bill be A

Now , the equation will be

The amount of electricity used by Ettienne = 1,895 kWh

And , the standard plan is

8.5 cents/kWh for the first 400 kWh

12 cents/kWh for the next 400 kWh

14.5 cents/kWh for anything over 800 kWh

So , for the first 400 kWh , the cost is = 400 x 8.5 = 3,400 cents

And , for the next 400kWh , the cost is = 400 x 12 = 4,800 cents

And , the remaining units of electricity is = 1,895 - 800 = 1,095 kWh

So , for the next 1,095kWh, the cost is = 1,095 x 14.5 = 15,877.5 cents

Therefore , the total cost for 1,895kWh = 3,400 cents + 4,800 cents + 15,877.5 cents

On simplifying the equation , we get

The total cost for 1,895kWh A = 24,077.5 cents

The total cost for 1,895kWh A = $ 240.77

The total cost for 1,895kWh A = $ 241

Hence , the equation is A = $ 241

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Answer:

B

Step-by-step explanation:

please refer to the sketch for details

Answer:

26 inches, or 2 ft 2 in.

Step-by-step explanation:

1 ft = 12 in.

6 ft 8 in. = 6 ft + 8 in. =

= 6 ft × 12 ft / in. + 8 in.

= 72 in. + 8 in.

= 80 in.

He needs 80 inches.

80 - 54 = 26

Answer 26 inches or 2 ft 2 in.

Answer:

he needs 26 inches

Step-by-step explanation:

The values of data measured on this scale can be rank ordered and have meaningful differences between scale points. For this scale, there is also an absolute zero. It is called interval scale.

The values of data measured on this scale can be a number or a name, but they can be rank ordered I'd called Ordinal scale.

The ordinal scale can be observed with a distinction that shows the order or level of the object being measured based on certain parameters.

The characteristics of the ordinal scale are

Interval scale is a scale that uses fixed intervals in determining categories. So this scale is called an interval scale, this scale has characteristics similar to nominal and ordinal scales, but differs because of the intervals used as a guide.

Interval Scale feature

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Answer:

[tex]4y^{2}[/tex]

Step-by-step explanation:

A = Area

w = width

l = length

[tex]A=lw[/tex]

in this equation the area is [tex]32xy^{3}[/tex] and the length is [tex]8xy[/tex].

To find the equation we simply have to divide the area ([tex]32xy^{3}[/tex]) by the length ([tex]8xy[/tex]).

[tex]32xy^{3} =(8xy)w[/tex]

When dividing, it's important to remember two things:

Using these two rules, we divide the common bases (number by number, x by x, y by y):

[tex]\frac{32}{8}=4[/tex]

[tex]\frac{x}{x}=1[/tex]

[tex]\frac{y^{3} }{y}=y^{2}[/tex]

Multiplying all of them together, we find that the width is:

[tex]4y^{2}[/tex]

The statement “The relationship between the spring constant (k), the mass (m), and the period of oscillation (t) is given by the equation (19) this is not a linear equation, but it can be linearized using the same method used to linearize equation 10.” is true because equation 19 can indeed be linearized with the same method used to linearize equation 10.

Equation 10 is a non-linear equation and can be linearized by taking the natural logarithm of both sides. This will convert the equation into a linear form which can be used to calculate the parameters of the original equation.

Similarly, equation 19 can be linearized by taking the natural logarithm of both sides. The linearized form of equation 19 will also be useful in finding out the parameters of the original equation.

By linearizing the equations, it becomes easier to solve for the parameters of the equations. This is because linear equations are much simpler and can be solved using basic algebraic methods.

Linear equations can also be solved using matrix methods and can be used to solve for the parameters of the original equations more accurately.

Therefore, it is true that equation 19 can be linearized using the same method used to linearize equation 10. This will make it easier to solve for the parameters of the original equation.

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Cylindrical shells: finding volume by rotating region around y-axis by integrating thin cylindrical shell area with height dr and radius f(x) over an interval.

To find the volume generated by rotating a region about the y-axis using the method of cylindrical shells, you need to integrate the area of a thin cylindrical shell with height dr and radius f(x) (where f(x) is the equation of the boundary curve) over the interval of x.

The volume generated by rotating the region bounded by the given curves can be found using the following formula:

[tex]V=\pi \int\limits[a,b] {(f(x))^{2} } \, dr[/tex]

Here, a and b are the lower and upper limits of the interval, and f(x) is the equation of the boundary curve. The integration should be performed over the given interval to obtain the volume.

In essence, the method of cylindrical shells involves wrapping the region around the y-axis to form a series of cylindrical shells and finding the volume of each shell, then summing up all the volumes to get the final volume.

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Answer:

31

Step-by-step explanation:

I'm not sure if it's possible to use mode in this equation. To find the number of cards in each stack, you just need to divide 527 by 17 and you'll find your answer.

527/17 = 31

The total area of the given 5 square rooms is (3×14²)+(2×17²). Therefore, option A is the correct answer.

The area of a thing is the amount of space it occupies in two dimensions. It is the measurement of the quantity of metric squares that completely cover the entire surface of an enclosed figure. The square unit, which is frequently expressed as square inches, sq.ft, etc., is the accepted unit of area.

Area is the entire amount of space occupied by a plain (2-D) surface or an object's form. The area of a planar figure is the area that its perimeter encloses. The quantity of unit triangles that cover a closed figure's surface is its area. Area is measured in units like mm in diameter and m2.

Given that, sides of three square rooms measure 14 feet each, and sides of two square rooms measure 17 feet each.

We know that, area of square =a², where a is the side of square

Now, area of a square room with side 14 feet

= 14² square feet

The area of 3 square room with sides 14 feet

= 3×14² square feet

The area of a square room with side 17 feet

= 17² square feet

The area of 2 square room with sides 17 feet

= 2×17² square feet

So, total area of these five rooms

= (3×14²)+(2×17²) square feet

The total area is (3×14²)+(2×17²). Therefore, option A is the correct answer.

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The area of the composite figure is 40.65 cm².

A rectangle is a two-dimensional shape where the length and width are different.

The area of a rectangle is given as:

Area = Length x width

We have,

The composite figure can be made into two shapes.

a) Rectangle with a length of 4 cm and breadth = 3 cm

b) Two semicircles with diameters of 3 cm and 4 cm.

So,

r = 3/2 cm and r = 4 cm

Now,

Area of the rectangle.

= length x breadth

= 4 x 3

= 12 cm²

Area of the one semicircle with r = 3/2 cm

= 1/2 x πr²

= 1/2 x 3.14 x (3/2)²

= 1/2 x 3.14 x 9/4

= 3.53 cm²

Area of the one semicircle with r = 4 cm

= 1/2 x πr²

= 1/2 x 3.14 x 4²

= 1/2 x 3.14 x 16

= 25.12 cm²

Now,

Area of the composite figure.

= 12 + 3.53 + 25.12

= 40.65 cm²

Thus,

The area of the composite figure is 40.65 cm².

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Answer:

15

Step-by-step explanation:

since the graph is proportional we can divide 30 by 2 we get 15

to double check we will divide 60 by 4 and we also get 15

so 15 pies are produced every hour

There exists a value of c in the interval [0,2] such that g(c) = 1, and that value is c = 1/2. (option c)

The mean value theorem states that for any continuous function over a closed interval, there exists a point at which the value of the function is equal to the average of the minimum and maximum values of the function. In this case, the interval is [0,2] and the function is g(x) = -3√x + 2.

To find the value of c, we need to find the average of the minimum and maximum values of g(x) in the interval [0,2]. The minimum value of g(x) in the interval is g(0) = 2, and the maximum value is g(2) = -3√2 + 2 = 0. The average of the minimum and maximum values is (0 + 2)/2 = 1. Hence, there exists a value of c in the interval [0,2] such that g(c) = 1, and that value is c = 1/2.

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Answer:

Step-by-step explanation:

27/x

Answer: 3 times 5 minus a number x

Step-by-step explanation:

Clarissa's sister will have $150 left to pay after 24 weeks.

An function in mathematics defines a relationship between one variable (the independent variable, x)  and another variable (the dependent variable, y). Example -

y = f{x} = ax + b

Given is the equation as -

- 18.75x + 600 = 150

The given equation is -

- 18.75x + 600 = 150

- 18.75x = - 450

x = (450/18.75)

x = 24 weeks

Therefore, Clarissa's sister will have $150 left to pay after 24 weeks.

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The experimenter cannot control the probability of a Type I error, but they can control the level of significance they set, and that will determine the probability of making this type of error.

The probability of committing a Type I error is determined by the level of significance (α, alpha) that one chooses. This is because the level of significance is the probability of rejecting the null hypothesis when it is actually true. In other words, the level of significance is the probability of making a Type I error (falsely rejecting the null hypothesis). For example, if the level of significance is set to 0.05, then the probability of making a Type I error is 0.05. This can be expressed mathematically as: P(Type I Error) = α. Therefore, the experimenter cannot control the probability of a Type I error, but they can control the level of significance they set, and that will  the probability of making this type of error.

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