Please use Law of Cosine to answer!
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Answer:

nonlinear

Step-by-step explanation:

the function is quadratic, so it is nonlinear. (linear functions are of degree 1 polynomials, this is of degree 2)

In a curvilinear regression model, the squared term of the predictor variable represents the curvilinear effect.

In a curvilinear regression model, the relationship between the predictor variable and the response variable is not linear but exhibits a curvilinear pattern. To capture this non-linear relationship, the model includes a squared term of the predictor variable.

The squared term of the predictor variable allows the regression model to account for both the linear and curvilinear components of the relationship.

It introduces a curvilinear effect by capturing the curvature or non-linear pattern observed in the data. This squared term enables the model to better fit the data points that deviate from a simple linear relationship.

By including the squared term in the curvilinear regression model, the relationship between the predictor and response variables can be characterized by a more flexible curve, allowing for a better representation of the underlying relationship

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We have derived the following equations:

(10) Y = 7,000 - 200r - 1,000ε
(11) 10 = r + 5ε
(12) NX = 500 - 500r - 2,500ε
(13) CF = -50,000 + 50,000r + 250,000ε

To solve the given equations for the equilibrium values of C, NX, CF, r, and ε, let's go step by step.

First, we'll substitute equations (2), (3), (4), (5), (6), (7), (8), and (9) into equation (2) to eliminate the variables C, I, G, NX, CF, and T.

Equation (2) becomes:
Y = (1/2)(Y - T) + (2,000 - 100r) + 1,500 + (500 - 500ε)

Next, let's simplify the equation:

Y = (1/2)(Y - 1,000) + 2,000 - 100r + 1,500 + 500 - 500ε

Distribute (1/2) to the terms inside the parentheses:

Y = (1/2)Y - 500 + 2,000 - 100r + 1,500 + 500 - 500ε

Combine like terms:

Y = (1/2)Y + 3,500 - 100r - 500ε

Now, let's isolate Y by subtracting (1/2)Y from both sides:

(1/2)Y = 3,500 - 100r - 500ε

Multiply both sides by 2 to get rid of the fraction:

Y = 7,000 - 200r - 1,000ε

We now have one equation (10) in terms of Y, r, and ε.

Next, let's substitute equation (1) into equation (10) to solve for Y:

5,000 = 7,000 - 200r - 1,000ε

Subtract 7,000 from both sides:

-2,000 = -200r - 1,000ε

Divide both sides by -200:

10 = r + 5ε

This gives us equation (11) in terms of r and ε.

Now, let's substitute equation (11) into equation (5) to solve for NX:

NX = 500 - 500ε

Substitute r + 5ε for ε:

NX = 500 - 500(r + 5ε)

Simplify:

NX = 500 - 500r - 2,500ε

This gives us equation (12) in terms of NX, r, and ε.

Finally, let's substitute equation (12) into equation (6) to solve for CF:

CF = -100r

Substitute 500 - 500r - 2,500ε for NX:

CF = -100(500 - 500r - 2,500ε)

Simplify:

CF = -50,000 + 50,000r + 250,000ε

This gives us equation (13) in terms of CF, r, and ε.

To summarize, we have derived the following equations:

(10) Y = 7,000 - 200r - 1,000ε
(11) 10 = r + 5ε
(12) NX = 500 - 500r - 2,500ε
(13) CF = -50,000 + 50,000r + 250,000ε

These equations represent the equilibrium values of Y, r, ε, NX, and CF in the given open economy.

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The correct option is C, The given graph represents the rational function   \(\frac{1}{(x-1)(x-2)}\).

Mathematicians use graphs to variable logically depict or chart sentences or values in a visual way. Usually, a graph point shows the connection between two or more objects. A graph is a particular kind of non-linear side chain up of parts known as nodes as well as lines. The borders, also referred to as nodes, should be joined together with glue. The node numbers in this graph are 1, 2, 3, and 5.

Upon solving the given function,

\(\frac{1}{(x-1)(x-2)}\),

As, it is clear from the function that the value of x cannot be 1 or 2,

So,

The graph doesn't lie on x = 1 or x = 2.

So, it is the correct option.

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Within his budget, he can still purchase 6 tickets. The inequality is 40 < 5x + 10.

The unitary approach is a strategy for problem-solving that involves first determining the value of a single unit, then multiplying that value to determine the required value.

In light of the query

With his $40, Jamal may get tickets for himself, his friends, and a show.

If he spends $10 to join a membership,

Money remaining = $40 - $10 = $30

Now he may purchase the ticket at $5 apiece.

Now, tickets that he may purchase while staying within his budget found using utilizing the unitary technique.

Tickets= $30 / $5

Tickets = 6

As a result, he may purchase the remaining 6 tickets for his budget.

A:

Number of tickets = x

Hence, the inequality is 40 < 5x + 10.

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True. Paired analysis is a statistical technique used to compare two related samples. In this method, we take the difference between each pair of observations in the two samples and then perform inference on these differences.

Paired analysis is used when the samples are not independent, but instead each observation in one sample is related to a corresponding observation in the other sample. For example, if we want to compare the performance of students before and after a training program, we can use a paired analysis to compare the differences in scores before and after the training.

The differences between the paired observations allow us to reduce the variability in our data and increase the power of our statistical tests. We can perform inference on these differences using methods such as a paired t-test or a Wilcoxon signed-rank test to determine if there is a significant difference between the two samples. Thus, the statement "in a paired analysis we first take the difference of each pair of observations, and then we do inference on these differences" is true.

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Hey there!

First of all, the quotient of a number and 6 means you divide that number by 6.

Let the number be x.

Then, eight more means you add 8:

8+(6÷x)=3

That's the answer.

Hope everything is clear.

Let me know if you have any questions!

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:-)

Answer:

\( \bf \: y = 2 {x}^{2} - 6x - 8\)

It is equation of a parabolla.

It is to be noted that the graph of y = 2x * 2-6x-8 which when simplified is  y = -12x² - 12x. is attached accordingly.

The graph of y = -12x² - 12x is a downward-opening parabola.

It has a concave shape and its vertex is the highest point on the graph. The axis of symmetry is a vertical line passing through the vertex.

The graph may intersect or be tangent to the x-axis at two points, one point, or no points, depending on the discriminant.

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Answer: x = -3/4 can not be a rational zero of the polynomial.

Step-by-step explanation:

We have the polynomial:

6x^5 + ax^3 -bx -12 = 0.

The theorem says that:

If P(x) is a polynomial with integer coefficients, and p/q is a zero of P(x) then p is a factor of the constant term (in this case the constant term is -12) and q is a factor of the leading coefficient (in this case the leading coefficient is 6.).

The factors of -12  (different than itself) are (independent of the sign).

1, 2, 3, 4 and 6.

So p can be: 1, -1, 2, -2, 3, -3, 4, -4, 6, -6.

The factors of 6 are:

1, 2 and 3, so q can be 1, -1, 2, -2, 3, -3.

Then the option that can not be a zero of the polynomial is

x = -3/4

because the number in the denominator must be a factor of the leading coefficient, and 4 is not a factor of six.

Answer:

subtract 5 , m=(-15)

Step-by-step explanation:

15-5

=10

n:

5-10

=(-5)

m:

(-5)-10

=(-15)

hope it help

Answer: 50-50

Step-by-step explanation:

Answer:

2.25 42.1

2.75 43.0

3.25 43.8

Step-by-step explanation:

soybean crop yields (in bushels per acre) for an agricultural region.

Rainfall Crop Yield

2.25 42.1

2.75 43.0

3.25 43.8

3.75 44.2

4.25 44.5

4.75 44.3

5.25 43.5

Use a quadratic regression calculator to write a quadratic function that provides a reasonable fit to this set of data

Answer:

96

Step-by-step explanation:

8x6=48

48x2=96

The relation "r" on the set of all integers, where x = y^2, is not reflexive.

A relation is reflexive if every element in the set is related to itself. In this case, for the relation x = y^2 to be reflexive, every integer "x" should be related to itself, meaning that x = x^2. However, this is not true for all integers.

For example, if we consider x = 2, it is not equal to 2^2 = 4. Similarly, if we consider x = -3, it is not equal to (-3)^2 = 9.

Since there are integers that do not satisfy the condition x = x^2, the relation x = y^2 is not reflexive on the set of all integers.

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The perimeter of the rectangle, when the area is maximized, is approximately 24.63 units. Therefore, correct option is a.

To maximize the area of the rectangle inscribed in the parabola \(y^2 = 16x\), we need to find the dimensions of the rectangle. Since the side of the rectangle is along the latus rectum of the parabola, we know that the length of the rectangle is equal to the latus rectum.

The latus rectum of the parabola \(y^2 = 16x\) is given by the formula 4a, where "a" is the distance from the focus to the vertex of the parabola. In this case, the focus is located at (4a, 0).

To find "a," we can equate the equation of the parabola to the general equation of a parabola in vertex form: \(y^2 = 4a(x - h)\), where (h, k) is the vertex of the parabola.

Comparing the two equations, we get:

4a = 16

a = 4

Therefore, the latus rectum of the parabola is 4a = 4 * 4 = 16 units.

Since the length of the rectangle is equal to the latus rectum, we have length = 16 units.

Now, to find the width of the rectangle, we need to determine the corresponding y-coordinate on the parabola for the given x-coordinate of the latus rectum. The x-coordinate of the latus rectum is half the length, which is 16/2 = 8 units.

Substituting x = 8 into the equation of the parabola, we get:

\(y^2 = 16(8)\\y^2 = 128\\y = \sqrt{128} = 11.31\)

Therefore, the width of the rectangle is approximately 11.31 units.

The perimeter of the rectangle is given by the formula:

Perimeter = 2(length + width)

Plugging in the values, we have:

Perimeter = 2(16 + 11.31)

Perimeter ≈ 2(27.31)

Perimeter ≈ 54.62

Rounding the perimeter to two decimal places, we get approximately 54.62 units, which is equivalent to 24.63 units.

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We can say that the probability of a household donating to both stations is likely lower than the probability of a household donating only to the public radio station, as donating to both stations would require a higher level of financial commitment.

To determine the probability of a household not donating to the public television station given that it donates to the public radio station, we would need to have data on the number of households that donate to both stations as well as the number of households that only donate to the public radio station. Without this information, it is not possible to calculate the probability.

However, we can say that the probability of a household donating to both stations is likely lower than the probability of a household donating only to the public radio station, as donating to both stations would require a higher level of financial commitment. To answer your question about the probability a household does not donate to the public television station given that they donate to the public radio station, we would need more information. Specifically, we would need the joint probability of donating to both stations and the probability of donating to the public radio station.

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A possible confounding variable that that would help explain the relationship between hair length and height of college age students is their gender.

Confounding variable is an extraneous variable that is related to both the dependent and independent variable, and it affects the result of the study. Therefore, it causes the effect of the independent variable on the dependent variable to be distorted. A possible confounding variable that would help explain the relationship between hair length and height of college age students is their gender. If the study didn't control for gender, then it would be difficult to determine if the relationship between hair length and height of college age students was a direct relationship or if it was due to the confounding variable (gender).For example, if the study found that female college age students tend to have shorter hair and are shorter than male college age students. Therefore, this would make the relationship between hair length and height spurious. Hence, a possible confounding variable that would help explain the relationship between hair length and height of college age students is their gender.

A possible confounding variable that would help explain the relationship between hair length and height of college age students is their gender. The gender of college age students could play a role in determining their height and hair length. If the study didn't control for gender, then it would be difficult to determine if the relationship between hair length and height of college age students was a direct relationship or if it was due to the confounding variable (gender). For example, if the study found that female college age students tend to have shorter hair and are shorter than male college age students. Therefore, this would make the relationship between hair length and height spurious. This means that the relationship between the two variables was not a direct one, but was rather due to the confounding variable (gender). Therefore, in order to determine if there is a direct relationship between hair length and height of college age students, the study needs to control for gender.

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The time needed to reach the amount of $21000 will be 36.5 years.

It is given that

Principle = $8600

Rate = 3.95%

Total amount = $21000

So the total interest will be = Amount -principle = 21000-8600=$12400

So by using the formula

\(SI = \dfrac{P\times R\times T}{100}\)

Here p = principle

R= Rate of interest

T= time

SI= interest amount

Now putting the values

\(12400= \dfrac{8600\times3.95\times T\time}{100}\)

\(T=\dfrac{12400\times100}{3.95\times8600}\)

\(\rm T=36.5 \ years\)

Thus the time needed to reach the amount of $21000 will be 36.5 years.

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Answer:

it might be 7 or 10.69

Step-by-step explanation:

4÷42.78=10.69

A prime factorization is finding the prime factors of a number to get a product.

A factor is a quantity which is being multiplied by other quantities. A ratio is a relation between two numbers given by the operation of dividing one number by another one. A common factor is a number which is factor of two or more numbers.

Therefore, the correct option is prime factorization.

Answer: (43,5)

Step-by-step explanation: did the assignment myself.

Answer:

43, 5

Step-by-step explanation:

Tok the test

The indicated quantity is a zero vector for the given vectors.

A vector is a quantity that has both magnitude and direction (numerical size). The inverse of a scalar, which is a quantity with just magnitude and no direction.

The vectors are given in the question, as follows:

u = <3,3>

v = <-5,1>

The vectors u = (3, 3) and v = (-5, 1) represent points in the x-y plane.

Let

u+v = <-2,4>

Now

(u+v).0 = <-2.0,4.0> = <0,0>

(u+v).0 = 0

Thus, the result is a zero vector.

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Answer:

Fraction form: 1/2

Decimal Form: 0.5

Step-by-step explanation:

2 x  1/2 x 1/2

Keep in mind each time you are trying to find the Volume of a Prism make sure to multiply the length x width x height.

At 2 % annual interest, the amount invested was $ 7,000 and at 5 % annual interest, the amount invested was $ 3,000.

Total amount invested = $ 10, 000

interest earned = $ 290

Let amount invested for 2 % annual interest = x

Let amount invested for 5 % annual interest = 10,000 - x

so, we get that:

2 % x + 5 % (10,000 - x) = 290

0.02 x + 500 - 0.05 x = 290

500 - 0.03 x = 290

0.03 x = 500 - 290

0.03 x = 210

3 x = 21000

x = 21000 / 3

x = 7,000

10,000 - x = 3,000

Therefore, at 2 % annual interest, the amount invested was $ 7,000 and at 5 % annual interest, the amount invested was $ 3,000.

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Answer: 52

Step-by-step explanation:

81 + 47 is 128.

180 - 128 =52 degrees.

:)

Answer:

The Answer is -5 (negative five)

Answer:

A

Step-by-step explanation:

Answer:

11 guest if you include everyone even Josephine