In November 2005, an international study to assess public opinion on the treatment of suspected terrorists was conducted (“Most in U.S., Britain, S. Korea, and France Say Torture is OK in at Least Rare Instances,” Associated Press, December 7, 2005). Each individual in random samples of 1000 adults from each of 9 different countries was asked the following question: “Do you feel the use of torture against suspected terrorists to obtain information about terrorism activities is justified?” Responses from Italy, Spain, France, the United States, and South Korea are summarized in the table below. Based on these data, is it reasonable to conclude that the response proportions are not the same for all five countries? Use a = 0.01 to test the appropriate hypotheses.

Answer:

A. Similar - AA

Step-by-step explanation:

The AA similarity postulate states that two triangles are similar if they have two congruent corresponding angles.

The triangles in the picture have two corresponding congruent angles.

Similar triangles may or may not be congruent

The true statement is (a) Similar - AA

A triangle is a polygon with three edges and three vertices. It is one of the basic shapes in geometry. A triangle with vertices A, B, and C is denoted \triangle ABC. In Euclidean geometry, any three points, when non-collinear, determine a unique triangle and simultaneously, a unique plane.

here, we have,

From the complete question, we have the following highlights about the triangles

The angles at points A and D are congruent (85 degrees)

The angles at points B and E are congruent (30 degrees)

This means that the triangles are similar.

The similarity theorem is the AA theorem i.e. Angle-Angle

Hence, the true statement is (a) Similar - AA

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Answer:

25

Step-by-step explanation:

[2 x (10+5)] - 5

[2 x (15)] - 5

[30] - 5

25

The economic order quantity of the product with the demand of 390 units is 1392.86 units.

This refers to an inventory management technique that helps make efficient inventory management decisions.

The formula for economic order quantity is [tex]\sqrt{2 * D * S / H}[/tex]

Given data

Demand = 390 units.

Unit price of product is ETB 25.

Ordering cost is ETB 40 per order

inventory carrying cost is estimated to be 35 percent per yer

EOQ = [tex]\sqrt{2*390*25/40*0.35}}[/tex]

EOQ = 19,500 / 14

EOQ = 1392.85714286

EOQ = 1392.86 units

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Answer:  See the table below

========================================================

Explanation:

The first task is to sort the values from largest to smallest.

Doing so gets us this list

57, 51, 48, 46, 45, 44, 43, 41, 40, 39, 39, 38, 37, 36, 36, 35, 35, 34, 33, 32, 31, 29, 29, 28, 24, 21, 19, 18, 13, 8

Next, we look for values that are between 56 and 60. That would be the single value of 57. This means we have 1 tally mark for the first row and the frequency is 1.

After that, we look for values between 51 and 55. That would be the single value of 51. Like the previous row, we'll have a single tally and a frequency of 1.

The 46-50 group will have the values 48 and 46 in it, so we have two tally marks and a frequency of 2 for this row.

This process is continued until all the values are accounted for. Effectively you are sorting the values into the proper bins.

You should end up with the table below. The fourth column is optional. It helps show where all of the values are sorted (to help confirm we have the correct tallies and frequencies).

Answer:

The additive inverse of the number -10 1/4 is +41/4

The additive inverse of any number is such a number added to the given number to get zero.

Let the additive inverse of the given number be "x", hence:

-10 1/4 + x = 0

x = 0 - (-10 1/4)

x = 10 1/4

x = 41/4

Hence the additive inverse of the number -10 1/4 is +41/4

Answer:

308

Step-by-step explanation:

so to find how much a rectangular prisim is by

length * with* height

11* 7 * 12

= 924 cubic feet

and then we just divid by 3

=308

Answer:

108π

Step-by-step explanation:

volume of a cylinder = πr²h , where r = radius and h = height

given values

==> plugging in given values into formula

V = πr²h

r = 3 , h = 12

V = π(3²)(12)

==> evaluate exponent

V = π(9)(12)

==> multiply 9 and 12

V = 108π

All of these can be samples but the best example is 6th grade students whose last name begins with "T"; all students in 6th grade

A sample refers to a small portion of a population. Most samples are selected randomly to make sure the sample represents all the population but they can also be selected based on a specific criterium.

One example of this concept is 6th grade students whose last name begins with "T"; all students in 6th grade because the student whose last name begins with "T" are a fraction of all the population. Moreover, they are more likely to represent all the population.

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Answer:

8 and 48

Step-by-step explanation:

Here is how to find it mathematically

x = one number     6x = other number    ( because 3x is 1/2 of x)

(x + 6x) /2 = 28

7x = 56

x = 8     then 6x = 48

Answer:

Steps

-x/3 >5

Multiply both sides by 3

3(-x/3)>5.3

Simplify

-X> 15

Multiply both sides by - 1 (reverse the inequality)

(-x)(-1)<15(-1)

Simplify

X< -15

so C is the answer

Answer:

$4.73

Step-by-step explanation:

just do 20 minus 15.27

Answer:30.28 cm^2

Step-by-step explanation: area of the rectangle = 6x4 = 24

area of semicircle -> (πr^2)/2

radius of semcircle = 4/2 = 2

area of this question semicricle = (π2^2)/2

= 6.28 (3 s.f.)

total area = 24+6.28 =30.28 cm^2

remember put units ^^

Answer:

Step-by-step explanation:

f(w) = [tex]w^{2}[/tex] + 6w

f(w) = f(-2) = [tex](-2)^{2}[/tex] + 6*(-2) = 4 - 12 = -8

f(w) = f(-1) = [tex](-1)^{2}[/tex] + 6*(-1) = 1 - 6 = -5

f(w) = f(0) = [tex]0^{2}[/tex] + 6*0 = 0 + 0 = 0

f(w) = f(1) = [tex]1^{2}[/tex] + 6*1 = 1 + 6 = 7

Answer:

2 inches is the height of the box.

Step-by-step explanation:

Answer:

-6/5 = x

Step-by-step explanation:

Multiply by 5 to get rid of fractions:
-40 = 35x + 2

Subtract by 2 to get all terms on one side:

-42 = 35x
Divide by 35 to get x term:

-42/35 = x

-6/5 = x

Answer:

252

Step-by-step explanation:

Hope this helped you, and have a good day! (Please tell me if the answer is incorrect and I will try and correct it as soon as possible)

Answer:

[tex]y = 5[/tex].

Or, equivalently:

[tex]\begin{aligned}\begin{bmatrix}0 \\ -3 \\ 0\end{bmatrix} \left(\begin{bmatrix}x \\ y \\ z\end{bmatrix} - \begin{bmatrix}1 \\ 5 \\ -3\end{bmatrix}\right) = 0\end{aligned}[/tex].

Step-by-step explanation:

Every plane in [tex]\mathbb{R}^{3}[/tex] could be represented with a vector equation of the form [tex]\vec{n}\, (\vec{r} - \vec{r}_{0}) = 0[/tex], where:

Notice that in this question, the coordinates (and hence the position vectors) of the points in this plane are already given. For example, the position vector of the point [tex](1,\, 5,\, -3)[/tex] is the vector:

[tex]\begin{aligned}\vec{r}_{0} = \begin{bmatrix}1 \\ 5 \\ -3\end{bmatrix}\end{aligned}[/tex].

Specifically in [tex]\mathbb{R}^{3}[/tex], normal vectors of a plane could be found by:

Subtracting position vectors of points in this plane from each other would give directions that are parallel to this plane:

[tex]\begin{aligned}\begin{bmatrix}2 \\ 5 \\ -3\end{bmatrix} - \begin{bmatrix}1 \\ 5 \\ -3\end{bmatrix} = \begin{bmatrix}1 \\ 0 \\ 0\end{bmatrix}\end{aligned}[/tex].

[tex]\begin{aligned}\begin{bmatrix}3 \\ 5 \\ 2\end{bmatrix} - \begin{bmatrix}1 \\ 5 \\ -3\end{bmatrix} = \begin{bmatrix}2 \\ 0 \\ 5\end{bmatrix}\end{aligned}[/tex].

The cross product between these two vectors in [tex]\mathbb{R}^{3}[/tex] would be:

[tex]\begin{aligned} \vec{n} = \begin{bmatrix}1 \\ 0 \\ 0\end{bmatrix} \times \begin{bmatrix}2 \\ 0 \\ 5\end{bmatrix} = & \begin{bmatrix}0 \times 5 - 0 \times 0 \\ 0 \times 2 - 1 \times 5\\ 1 \times 0 - 0 \times 2\end{bmatrix} = \begin{bmatrix}0 \\ -3 \\ 0\end{bmatrix}\end{aligned}[/tex].

(Note that the cross product between other directions parallel to the plane might give other normal vectors that are parallel to the one in this example.)

Using the position vector of the point [tex](1,\, 5,\, -3)[/tex] as [tex]\vec{r}_{0}[/tex], one possible vector equation for this plane would be:

[tex]\begin{aligned}\begin{bmatrix}0 \\ -3 \\ 0\end{bmatrix} \left(\begin{bmatrix}x \\ y \\ z\end{bmatrix} - \begin{bmatrix}1 \\ 5 \\ -3\end{bmatrix}\right) = 0\end{aligned}[/tex].

Expand the dot product and simplify to obtain a scalar equation for this plane:

[tex]\begin{aligned}\begin{bmatrix}0 \\ -3 \\ 0\end{bmatrix} \begin{bmatrix}x - 1 \\ y - 5 \\ z - (-3)\end{bmatrix} = 0\end{aligned}[/tex].

[tex]0\, (x - 1) + (-3)\, (y - 5) + 0\, (z - (-3)) = 0[/tex].

[tex](-3)\, (y - 5) = 0[/tex].

[tex]y = 5[/tex].

Answer:

except c all

Step-by-step explanation:

because

5(2+4)=10+20

30=30

9(3+2)=27+18

45=45

2(5+6)=10+12

22=22

Answer:

except c all

Step-by-step explanation:

because

5(2+4)=10+20

30=30

9(3+2)=27+18

45=45

2(5+6)=10+12

22=22

Answer:

I think its c but not really sure but ill calculate it if I ever had the chance

Answer:  It breaks up into 864+216

Reason:

x = some positive real number

The ratio 4:1 scales up to 4x:1x, so we have two parts one is 4x and the other is 1x. Those two parts add up to 1080

4x+1x = 1080

5x = 1080

x = 1080/5

x = 216

We can then find 4x = 4*216 = 864

As a check: 864+216 = 1080, so the answer is confirmed.

Answer:

1875

Step-by-step explanation:

3x5 = 15

15x 5 = 75

75x 5 = 375

375 x 5 = 1875

1875 because at the end of the next week, which basically turns 8 weeks into 4, and the number of contaminants multiply by 5 each other week.

Interest on interest, or compound interest, is the adding of interest to the principal sum of a loan or deposit. The amount that will be in the account after 10 years is $651.56.

Interest on interest, or compound interest, is the adding of interest to the principal sum of a loan or deposit. It's the outcome of reinvesting interest rather than paying it out so that interest is received on the principal plus previously collected interest in the next quarter.

[tex]A = P(1+ \dfrac{r}{n})^{nt}[/tex]

The principal amount is $400 which is invested for a period of 10 years at an interest rate of 5% annually. Therefore, the amount in the account after 10 years will be,

[tex]A = P(1+ \dfrac{r}{n})^{nt}\\\\A = \$400 (1+ \dfrac{0.05}{1})^{1 \times 10})\\\\A=\$651.56[/tex]

Hence, the amount that will be in the account after 10 years is $651.56.

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Answer:

Step-by-step explanation:

lim         1 / (x + h +1) - 1 (x + 1)

x--> 0

lim         -h/ (x + h +1)(x + 1)

x--> 0

lim         -h/ (x^2 + 2x + hx + h + 1)

x--> 0

-1/ (x^2 + 2x + 1)

Answer:

b x h

Step-by-step explanation:

product of the base (b) and the height (h) just means b x h.

Using a system of equations, it is found that they expect to sell 175 adult tickets and 350 student tickets.

A system of equations is when two or more variables are related, and equations are built to find the values of each variable.

In this problem, the variables are:

They expect that twice as many students as adults will attend, hence:

s = 2a.

Their goal is to earn $1,500 from ticket sales, hence:

10a + 5s = 1500.

10a + 5(2a) = 1500.

20a = 1500.

a = 1500/20.

a = 175.

s = 2a = 2 x 175 = 350.

They expect to sell 175 adult tickets and 350 student tickets.

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Answer:

1.

Step-by-step explanation:

1) if sin30=0.5; tan45=1; tan30=1/√3; sin60=√3/2, then

2) 0.5+0.5=1.

Answer:

[tex]y : \frac{1}{5} x + \frac{12}{5}[/tex]

Step-by-step explanation:

the slope of the line AC :

[tex]\frac{6-1}{1-2} = \frac{5}{-1} =-5[/tex]

Let y : mx + p be the equation of the line D passing through B and perpendicular to AC.

Where m is the slope and p is the y value of the y intercept point.

The line D is perpendicular to AC means the product of their slopes is −1

Therefore

(−5) × m = −1

Then

[tex]m=\frac{-1}{-5} =\frac{1}{5}[/tex]

We obtain, the equation of D is :

[tex]y : \frac{1}{5} x + p[/tex]

At this point ,we still need the value of p to get the full equation of D.

B(3, 3)∈ D

[tex]3=\frac{1}{5} \left( 3\right) +p[/tex]

[tex]\Longleftrightarrow p=3-\frac{3}{5} =\frac{12}{5} =2.4[/tex]

thus , the equation of D is :

[tex]y : \frac{1}{5} x + \frac{12}{5}[/tex]

Yes it's possible through matrix

Let's find out the area formula for our vertices

That's

[tex]\\ \rm\Rrightarrow \left|\begin{array}{ccc}\rm 2&\rm 1&\rm 1\\ \rm 3&\rm 3&\rm 1\\ \rm 1&\rm 6&\rm 1\end{array}\right|[/tex]

The determinant values modulus is the area

Slope of AC

Perpendicular lines have slopes negative reciprocal to each other

So

Equation in point slope

The expression which is not equivalent to the provided expression is expression number 1, x²(-4x+1)-2(3x-4).

Equivalent expressions are the expression whose result is equal to the original expression, but the way of representation is different.

The expression given in the problem is

f(x)=-4x³+x²-6x+8

The option given as,

From the given expression, if we take out x from the first three terms, it looks like option 2.

f(x)=-4x³+x²-6x+8

f(x)=x(-4x²+x-6)+8

From the given expression, if the last three terms factored, it looks like option 3.

f(x)=-4x³+x²-6x+8

f(x)=-4x³+x^2-4x-2x+8

f(x)=-4x³+x(x-4)-2(x-4)

f(x)=-4x³+(x-4)(x-2)

Rearrange the given expression, and make it looks like option 4.

f(x)=-4x³+x²-6x+8

f(x)=-4x²+8+x²-6x

f(x)=-4(x³-2)+x(x-6)

Thus, the expression which is not equivalent to the provided expression is expression number 1, x²(-4x+1)-2(3x-4).

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