Determine the range of the following graph:

Determine The Range Of The Following Graph:

Answers

Answer 1

Answer:

-9≤y≤0

Step-by-step explanation:

-4≤x≤4 DOMAIN

-9≤y≤0 RANGE

I'm pretty sure this is correct but I haven't done it in a while


Related Questions

a^1/2 x a^3/2 divide (a^3)^4

Answers

Answer:

3x

Step-by-step explanation:

if f=(-100i 200j-200k) n select the answer that specifics cosb

Answers

There is not enough information provided in the question to determine the value of cos(b) since b is not defined. It is possible that b is referring to the angle between f and another vector or plane, in which case we would need more information about that vector or plane to solve for cos(b).

In general, to find the angle between two vectors, we can use the dot product formula: a·b = |a||b|cos(θ), where a and b are the vectors, |a| and |b| are their magnitudes, and θ is the angle between them. Solving for cos(θ), we get cos(θ) = (a·b)/(|a||b|).

However, since the question does not provide a second vector or any additional information, we cannot determine the value of cos(b). In summary, without additional information about the vector f or the value of b, we cannot determine the value of cos(b).

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The difference between a number 12 is 20

Answers

Answer:

If you mean "the difference between a number AND 12 is 20" the x-12=20

Step-by-step explanation:

"difference" means subtraction and "and" indicates where that sign goes. "is" means "=".

Review the proof of de Moivre’s theorem.

Proof of de Moivre's Theorem
[cos(θ) + i sin(θ)]k + 1
A = [cos(θ) + i sin(θ)]k ∙ [cos(θ) + i sin(θ)]1
B = [cos(kθ) + i sin(kθ)] ∙ [cos(θ) + i sin(θ)]
C = cos(kθ)cos(θ) − sin(kθ)sin(θ) + i [sin(kθ)cos(θ) + cos(kθ)sin(θ)]
D = ?
E = cos[(k + 1)θ] + i sin[(k + 1)θ]

Which expression will complete the proof?

Answers

Answer:

D

Step-by-step explanation:

Just took it.

Answer: D. cos(kθ + θ) + i sin(kθ + θ)

Step-by-step explanation:

The screenshot pretty much speaks for itself, but you can see that the proof ends with cos[(k + 1)θ] + i sin[(k + 1)θ]. That means that addition is happening in Step D, and that the expressions in the cosine and sine parts are the same. So, the correct option is D. Hope that helps!

Review the proof of de Moivres theorem.Proof of de Moivre's Theorem [cos() + i sin()]k + 1A = [cos()

Choose the answer that best completes the sentence.

Choose the answer that best completes the sentence.

Answers

-2 - √3i is a known root not a possible root, option 4 will be the correct answer.

What are real and imaginary roots ?

A real root to an equation is a real number. A complex root to an equation is an imaginary root represented as complex numbers.

In other words real roots can be represented in a number line where as imaginary roots can not.

Here, the given root is -2 + √3i :

It is known that the complex roots comes in pairs that is in form a ±ib, where, a is real part of imaginary root and b is imaginary part.

Therefore, the other root will be -2 - √3i.

So, -2 - √3i is a known root not a possible root, option 4 will be the correct answer.

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PLEASE help me with this question! This is really urgent! No nonsense answers please.

PLEASE help me with this question! This is really urgent! No nonsense answers please.

Answers

Answer:

Last statement is the true one: AH congruent with AB

Step-by-step explanation:

Since the FG is congruent with KC, then the central angles defined by this chords are the same. and since the segments AH and AB are perpendicular to the segments GF and KC respectively (intersecting them at exactly half of their length), they form right angle triangles of which the hypotenuse is the actual radius of the circle, one of the legs of these triangles is half of the segments GF and KC of equal length. Then the third legs of those right angle triangles (AH and AB) must be equal as well.

shireen takes her physics test and is told that her z-score is -1.11. if the class mean was 75 and the standard deviation was 5, what is the percentage of students who scored below shireen?

Answers

13.35% percent of students scored below Shireen.

Define percentage.

A percentage is a quantity or ratio that is expressed as a fraction of 100. The percentage sign "%" is used to denote it. The percentage is denoted by the abbreviations "pct" or "pc". In other words, the percentage is measured in terms of 100 and is defined as the amount of one quantity that is made up of another. The % is a flat number. They are dimensionless numbers, in other words. When we say a number is 60% of another, we mean that it is 60% of the whole.

Given,

z score = -1.11

Mean = 75

Standard deviation = 5

P( z < -1.11) = 0.1335

In percentage,

P(z < -1.11) = 0.1335 × 100%

P(z < -1.11) = 13.35%

13.35% percent of students scored below Shireen.

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I NEED THE ANSWER


ASAP


PLEASSEEEEE


Write the equation of the line in slope-intercept form that goes through (3,8) and is parallel to y=-3x+1

Answers

Answer:

y= -3x+17

Step-by-step explanation:

because parallel to y=-3x+1

so the slope must be -3

but then you need pass the point y =8, x=3

so you need to make

8 = -3* 3 + intercept

so intercept must be  8+9 = 17

y=-3x+17

Given 1 || m , find the value of %.
(7x - 1)
125"
m
Find x

Given 1 || m , find the value of %.(7x - 1)125"mFind x

Answers

Answer:x = 18Introduction:

We know that 7x - 1 must equal 125 because of Alternate interior angles. Now, let's solve for x.

Step-by step solution:=> 7x - 1 = 125=> 7x = 126=> x = 126 ÷ 7=> x = 18Conclusion:

Therefore, we can conclude that x = 18.

Hoped this helped.

\(BrainiacUser1357\)

\(\\ \tt\Rrightarrow 7x-1=125\)

\(\\ \tt\Rrightarrow 7x=125+1\)

\(\\ \tt\Rrightarrow 7x=126\)

\(\\ \tt\Rrightarrow x=126/7\)

\(\\ \tt\Rrightarrow x=18\)

PLEASE HELP ME

An alloy is a mixture of metals.Suppose that a certain alloy is made by mixing 70 grams of an alloy that contains 12% copper with 90 grams of pure copper.

Answer the questions below. Do not do any rounding.

(a) How many grams of copper are in the resulting mixture?

Il grams

(b) What percentage of the resulting mixture is copper?

Answers

Answer:

(a) How many grams of copper are in the resulting mixture?

= 160 grams

(b) What percentage of the resulting mixture is copper?

= 61.5%

Step-by-step explanation:

(a) How many grams of copper are in the resulting mixture?

From the question: Suppose that a certain alloy is made by mixing 70 grams of an alloy that contains 12% copper with 90 grams of pure copper.

The number of grams of copper in the resulting mixture = 70 grams + 90 grams = 160 grams

(b) What percentage of the resulting mixture is copper?

70 grams of an alloy that contains 12% copper = 70 × 12%

= 70 grams × 0.12

= 8.4 grams

The number of grams of copper in the resulting mixture = 160 grams

The percentage of the resulting mixture that is copper is

=( 8.4 grams + 90 grams of pure copper/160) × 100

= 98.4/160 × 100

= 61.5%

g(x) = 3x + 1
g(10) =

Answers

Answer:

31

Step-by-step explanation:

Shona has 14 dresses.
50% of these dresses are red.
She gives 5 of her red dresses to a charity shop.
She buys 1 new red dress.
What percentage of the dresses she has now are red?

Answers

Answer:

She has 3 dresses for sure! But I don't know the percentage!

50% of 14 is 7 red dresses
She gives 5 red dresses away leaving 2 red out of 9 dresses
Now buys another red dress resulting in 3 red out of 10 dresses.
3/10 = 30% of her dresses are now red

Guysss I need to know the question
If you skip count by 4’s starting with 8, what will the 11 number be?


I need to know lang naman kase assignment ko ehh chaar nasa math book ko Baka kase pag arlan namin kaya ko tinatanong

Answers

Answer:

88 i think so

Step-by-step explanation:

44 because your skip counting by 4 and u already did twice so do it 9 more times

I need help on the quesrion attached

I need help on the quesrion attached

Answers

A simplification of the expression \(\frac{x^3y^3 \cdot x^3 }{4x^2}\) is \(\frac{x^4y^3 }{4}\).

What is an exponent?

In Mathematics, an exponent is a mathematical operation that is commonly used in conjunction with an algebraic equation or expression, in order to raise a given quantity to the power of another.

Mathematically, an exponent can be represented or modeled by this mathematical expression;

bⁿ

Where:

the variables b and n are numbers (numerical values), letters, or an algebraic expression.n is known as a superscript or power.

By applying the division and multiplication law of exponents for powers of the same base to the given algebraic expression, we have the following:

\(\frac{x^3y^3 \cdot x^3 }{4x^2}=\frac{x^{3+3-2}y^3 }{4}\\\\\frac{x^{3+3-2}y^3 }{4}=\frac{x^4y^3 }{4}\)

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Complete Question;

Simplify each of the expressions given.

Jasmine drives every morning to her office that is 12 miles from her home.
Suppose Jasmine drives from home to the office in 20 minutes. Use this information and part (b) to write an equation

Answers

Velocity= distance/time
Velocity= 12 miles/ 20 minutes
Velocity= 0.6 miles/minute = 36 miles/ hour

20(x)=12 miles

Callie biked 12 miles in 3 hours. Carter biked 10 miles in 2 hours.
Represent each person's trip with a diagram.
Explain how you can see that they are not going the same speed.

Answers

Answer:

The diagrammatic representation of speed of each person's trip can be given by a column graph per second where the height of the column represents the total distance covered and the position of the column represents the time

The difference in speed is seen in the difference in the height of the column per unit time with the higher column representing the higher speed

The above graph can be combined with the distance time graph where the slope of the line graph is the speed with which the person is riding the bike.

The difference in speed is seen in the difference in slope with the steeper slope representing the higher speed

Step-by-step explanation:

Callie biked 12 miles in 3 hours. Carter biked 10 miles in 2 hours.Represent each person's trip with

The quotient of a rational number by an irrational number is _____ irrational.

Answers

Answer:

The quotient of a rational number by an irrational number is generally irrational.

The quotient of a rational number by an irrational number is always irrational. This is because the division of a rational number by an irrational number will result in a non-repeating, non-terminating decimal, which is a characteristic of irrational numbers. For example, if you divide 2 by the square root of 2, the result is the square root of 2, which is an irrational number.

70=(4x+36)/2 figure this out please

Answers

Answer:

\(\boxed{\bold{\huge{\boxed{x = 26}}}}\)

Step-by-step explanation:

\(70 = \frac{4x+36}{2}\)

Multiplying both sides by 2

\(70 * 2 = 4x+36\)

\(140 = 4x+36\)

Subtracting 36 to both sides

\(140 - 36 = 4x\)

\(104 = 4x\)

Dividing both sides by 4

\(26 = x\)

OR

\(x = 26\)

Answer:

x=26

Step-by-step explanation:

\(70=\frac{4x+36}{2}\\ 70*2=4x+36\\140=4x+36\\4x=140-36\\4x=104\\\frac{4x}{4}=\frac{104}{4}\\ x=26\)

check

70=(4x+36)/2

70=(4*26+36)/2

70=(104+36)/2

70=140/2

70=70

Find the area. Round your answer to the nearest tenth. Use 3.14 for pi.
19 cm

Answers

133.5cm^2 is the required area of the circle

Area of a circle

The formula for calculating the area of a circle is expressed as shown below:

A = πr²

where:

r is the radius of a circle

π = 3.14

Substitute

A = 3.14 * (19)²

A = 1133.54cm^2

Hence the area of the circle with radius 19cm is 133.5cm^2

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Choose the best description for the real number 34 over 3

Answers

We need to know aut rational numbers to solve this problem. The correct answer is C, rational because it is a fraction.

Rational numbers are numbers that can be written as p/q where q is not equal to zero. In this question 34 over 3 can be written as a fraction, 34/3 where 3 is not equal to zero, so we can safely say that 34 over 3 is a rational number. Now for the reasoning part,

34/33= 11.333...

So we can see that the fraction 34/3 is a repeating decimal and not a terminating decimal. Repeating decimal is a decimal where the numbers after the decimal point keep repeating without an ending. Terminating decimal is a decimal in which the decimal terminates at one point. We can see that in this question 34/3 is not a terminating decimal.

Therefore we see that the best description for 34 over 3 is that it is a rational because it is a fraction.So option C is the correct answer.

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Your question was incomplete. Please refer below for the full content.

The question has 4 options that describe 34 over 3, which are:

A Irrational, because it is a fraction

B Irrational, because it is a repeating decimal

C Rational, because it is a fraction

D Rational, because it is a terminating decimal

g true or false? if a22 is a real matrix, then a can have two real eigenvalues, two non-real complex eigenvalues, or one real eigenvalue and one non-real complex eigenvalue. 1

Answers

The statement " if a 2×2 is a real matrix, then a can have two real eigenvalues, two non-real complex eigenvalues, or one real eigenvalue and one non-real complex eigenvalue" is false because a 2x2 real matrix cannot have one real eigenvalue and one non-real complex eigenvalue due to the fact that the eigenvalues of a real matrix always come in complex conjugate pairs.

A 2x2 real matrix can have two real eigenvalues or two non-real complex eigenvalues, but it is not possible for it to have one real eigenvalue and one non-real complex eigenvalue. This is because the eigenvalues of a real matrix always come in complex conjugate pairs.

This property can be proven by observing that the characteristic polynomial of a real matrix has real coefficients, and complex roots of a polynomial with real coefficients always come in complex conjugate pairs. Therefore, a 2x2 real matrix can have either two real eigenvalues or two non-real complex eigenvalues, but not one of each.

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(a) Express tanθ in terms of secθ for θ in Quadrant II (b) Express secθ in terms of sinθ for θ in Quadrant III

Answers

a. The trigonometric ratio tanθ = -√(sec²θ - 1)

b. The trigonometric ratio secθ = -1/√(1 - sin²θ)

What are trigonometric ratios?

Trigonometric ratios are the following mathematical expressions sinθ, cosθ, tanθ,secθ,cosecθ and cotθ.

a. How to express tanθ in terms of secθ for θ in Quadrant II?

Since we want to express tanθ in terms of secθ in the second quadrant,using the trigonometric identity

tan²θ + 1 = sec²θ

Making tanθ subject of the formula, we have that

tan²θ = sec²θ - 1

tanθ = ±√(sec²θ - 1)

Since in Quadrant II, tanθ is negative, we choose the negative answer.

So, tanθ = -√(sec²θ - 1)

b. How to express secθ in terms of sinθ for θ in Quadrant II?

Since we want to express tanθ in terms of secθ in the second quadrant,using the trigonometric identity

secθ = 1/cosθ and

sin²θ + cos²θ = 1

Making cosθ subject of the formula, we have that

cos²θ = 1 - sin²θ

cosθ = ±√(1 - sin²θ)

So, secθ = 1/cosθ

= ±1/√(1 - sin²θ)

Since in Quadrant III, secθ is positive, we choose the positive answer.

So, secθ = -1/√(1 - sin²θ)

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read the picture plsssssssssss

read the picture plsssssssssss

Answers

1. 3x^9
2. 2x - 5(3x^2)
3. 8x + 2x/3 +6
4. x + 3 - y - 6

By multiplying 5/3^4 by _________, we get 5^4

Answers

The missing Value, x, that when multiplied by 5/3^4 gives the result of 5^4 is 13125.

The missing value that, when multiplied by 5/3^4, gives the result of 5^4, we can set up the equation:

(5/3^4) * x = 5^4

To solve for x, we can simplify both sides of the equation. First, let's simplify the right side:

5^4 = 5 * 5 * 5 * 5 = 625

Now, let's simplify the left side:

5/3^4 = 5/(3 * 3 * 3 * 3) = 5/81

Now we have:

(5/81) * x = 625

To solve for x, we can multiply both sides of the equation by the reciprocal of 5/81, which is 81/5:

(81/5) * (5/81) * x = (81/5) * 625

On the left side, the fraction (81/5) * (5/81) simplifies to 1, leaving us with:

1 * x = (81/5) * 625

Simplifying the right side:

(81/5) * 625 = 13125

Therefore, the missing value, x, that when multiplied by 5/3^4 gives the result of 5^4 is 13125.

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Estimate σA and σB using the loan allocation deviation formula.
A. σ(A) = 12.25% ; σ(B) = 14.14%
B. σ(A) = 17.32% ; σ(B) = 20.0%
C. σ(A) = 16.33% ; σ(B) = 14.14%
D. σ(A) = 14.14% ; σ(B) = 16.33%

Answers

The formula for allocation deviation is as follows:σA = (w1σ1^2 + w2σ2^2 + … + wσn^2)^(1/2)σB = (w1σ1^2 + w2σ2^2 + … + wσn^2)^(1/2)

Here,

σ1 = 15%

σ2 = 10%

w1 = 50%,

w2 = 50%

Substituting the values in the above formula:

σA = (0.5 × 0.15^2 + 0.5 × 0.10^2)^(1/2)

= (0.0225 + 0.0100)^(1/2)

= 0.0158 = 1.58%σB

= (0.5 × 0.15^2 + 0.5 × 0.10^2)^(1/2)

= (0.0225 + 0.0100)^(1/2)

= 0.0158

= 1.58%

Hence, the correct option is

D. σ(A) = 14.14%;

σ(B) = 16.33%.

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What
is the difference between Variance and Standard Deviation?
Give
examples of how they are applied.

Answers

Variance and standard deviation are both measures of the dispersion or spread of a dataset, but they differ in terms of the unit of measurement.

Variance is the average of the squared differences between each data point and the mean of the dataset. It measures how far each data point is from the mean, squared, and then averages these squared differences. Variance is expressed in squared units, making it difficult to interpret in the original unit of measurement. For example, if we are measuring the heights of individuals in centimeters, the variance would be expressed in square centimeters.

Standard deviation, on the other hand, is the square root of the variance. It is a more commonly used measure because it is expressed in the same unit as the original data. Standard deviation represents the average distance of each data point from the mean. It provides a more intuitive understanding of the spread of the dataset. For example, if the standard deviation of a dataset of heights is 5 cm, it means that most heights in the dataset are within 5 cm of the mean height.

To illustrate the application of these measures, consider a dataset of test scores for two students: Student A and Student B.

If Student A has test scores of 80, 85, 90, and 95, and Student B has test scores of 70, 80, 90, and 100, we can calculate the variance and standard deviation for each student's scores.

The variance for Student A's scores might be 62.5, and the standard deviation would be approximately 7.91. For Student B, the variance might be 125 and the standard deviation would be approximately 11.18.

These measures help us understand how much the scores deviate from the mean, and how spread out the scores are within each dataset.

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what are the factor of 25
A.2,4,6,8,10
B.5,10,15,20,25
C.1,5,5
D.3,6,9​

Answers

ANSWER: 1,5 and 25
It’s not in the answers given above
25 can be divided by 5 and 5, and of course 1, so it’s c

2x+y=4 1x-y=11 adding subtracting equations to solve systems.

Answers

By solving the equations 2x+y=4, x-y=11 we get values x=5/3 and y=2/3

What is meant by an equation?

An equation is a formula in mathematics that expresses the equality of two expressions by linking them with the equals sign =. In French, an equation is defined as including one or more variables, but in English, an equation is any well-formed formula consisting of two expressions coupled with an equals sign.

An equation is composed of two expressions joined by an equals sign (=). The expressions on the two sides of the equals sign are referred to as the equation's left-hand side and right-hand side. The right side of an equation is frequently considered to be zero.

Given,

2x+y=4

x-y=1

By solving above two equations we get,

2x+y=4

x-y=1

3x=5

x=5/3

y=-1+x

y=(5/3)-1

y=2/3

Therefore, by solving the equations 2x+y=4, x-y=11 we get values x=5/3 and y=2/3

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Complete the statements to verify that the triangles are similar.
QR/TU = __
PR/SU = __
PQ/ST = 52/13 = __
Therefore, △PQR ~ △STU by the _______ theorem.

Answers

The answer is that we cannot verify the similarity of triangles △PQR and △STU based on the given information. The missing ratios QR/TU and PR/SU cannot be determined without additional data or measurements. Only the ratio PQ/ST can be determined, which is equal to 4. Therefore, we do not have enough information to conclude that △PQR and △STU are similar triangles.



To verify that the triangles △PQR and △STU are similar, we can compare the ratios of their corresponding sides.

We have:

QR/TU = ?

PR/SU = ?

PQ/ST = 52/13 = ?

To find the missing values, we can use the property of similar triangles that states the corresponding sides of similar triangles are proportional.

Let's find the missing values one by one:

1. QR/TU:

We don't have enough information to determine the value of QR/TU. It is not possible to establish a ratio without additional data or measurements.

2. PR/SU:

Similarly, we cannot determine the value of PR/SU without more information or measurements.

3. PQ/ST:

Given PQ/ST = 52/13, we can simplify the ratio:

PQ/ST = (4*13)/(1*13) = 4/1 = 4.

Therefore, PQ/ST = 4.

Since we were unable to determine the values of QR/TU and PR/SU, we cannot conclude that △PQR and △STU are similar triangles based on the given information.

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W PLZ PLZ P_LZ HELP MEEEEEEEEEEEEEE

which figure of speech provides evidence for a comparison throughout an entire poem?


1.an anaphora
2.a juxtaposition
3.an extended metaphor
4.a long-form simile

Answers

Answer:

An extended metaphor

Step-by-step explanation:

Answer:

2

Step-by-step explanation:

Other Questions
coordinate withThe _______,director, and costume designer decide the costumes for the main and supporting artists. ______ coordinate with make-up artists to decide the look for the artists. What are two common strategies that interest groups use to shape publicpolicy? A consumer is making saving plans for this year and next. She knows that her real income after taxes will be $50,000 in both years. Any part of her income saved this year will earn a real interest rate of 10% between this year and next year. Currently, the consumer has no wealth (no money in the bank or other financial assets, and no debts). There is no uncertainty about the future. The consumer wants to save an amount this year that will allow her to (1) make college tuition payments next year equa to $16,800 in real terms; (2) enjoy exactly the same amount of consumption this year and next year, not counting tuition payments as part of next year's consumption; and (3) have neither assets nor debts at the end of next year. This year the consumer should consume $ (Round your answer to the nearest dollar.) Humans do not have significantly more genes than some other animals, for instance, the nematode worm C. elegans. What accounts for the diversity of cell types and functions in humans relative to C. elegans or D. melanogaster BaCO3 Draw the Lewis dot structure for BaCO3. Include all nonbonding electrons. Show the formal charges of all atoms. To change the symbol of an atom, double-click on the atom and enter the letter of the new atom Two identical Rubik's cubes are shown in the picture. The edge length of one of these Rubik's cubes is 10 centimeters. What is the combined volume of two Rubik's cubes in cubic centimeters? David owns a food truck that sells tacos and burritos. He sells each taco for $4.50 and each burrito for $7.75. Yesterday David made a total of $519.25 in revenue from all taco and burrito sales and there were twice as many tacos sold as there were burritos sold. Write a system of equations that could be used to determine the number of tacos sold and the number of burritos sold. Define the variables that you use to write the system. Solve 5x-8y=19 for y. The graph of a line that contains the points (-1,-5) and (4, 5) is shown below. What are some of the American causes of the Great Depression? Select all that apply. What type of population would be associated with a population pyramid that has an extremely broad base?A population with more older than younger individuals.A population whose birth rate equals the death rate.A rapidly expanding population.A stable population. can someone help with these?1. Lucas estaba muy callado. Habl ___ que t! (menos/menor)2. Este ao clase estaba ___ llena como el ao anterior. (tan/tanto)3. Es el ___ viaje en el que he estado. Nunca ms vuelvo! (mejor/peor)4. Mi maleta pesa ___ como la tuya: veinte kilos! (tan/tanto)5. Hoy naci mi hermanito ___. (menor/mayor)6. Ana tiene una hermana ___ que ella. Tiene tres aos menos. (menor/mayor)7. Un avin viaja a ms de 800 kilmetros por hora. Es ___! (facilsimo/rapidsimo)8. Estos zapatos son ___ cmodos que los otros. (ms/tan)9. En mi maleta puse ___ sandalias como pude. (ms/tantas)10. La iglesia es ___ bonita como yo lo esperaba. (tanta/tan) Type "True" or "False." If you answer "False", then explain why the statement is false (1 line). If you answer "True" do NOT explain. "The crisis of the European Monetary System in 1992 can be interpreted as an application of the trilemma problem in international finance. " a foreign company wants to purchase 2,000 units at a special unit price of $25. the normal price per unit is $40. in addition, a special stamping machine will have to be purchased for $4,000 in order to stamp the foreign company's name on the product. the incremental income (loss) from accepting the order is Transactions that affect earnings do not necessarily affect cash. Identify the effect, if any, that each of the following transactions would have upon cash and net income. a. Purchased $133 of supplies for cash. b. Recorded an adjusting entry to record use of $31 of the above supplies. c. Made sales of $1,297, all on account. d. Received $865 from customers in payment of their accounts. e. Purchased equipment for cash, $2,528. f. Recorded depreciation of building for period used, $610. what best summerizes lincolns sentiment as expressed in this excerpt from his second inaugural address? Why did President Jefferson want Lewis and Clark to establish good relations with Native Americans? To steal their farming techniques To move into their lands To expand the country's fur trade To borrow their horses The angle of depression of a boat at sea from a 100 foot lighthouse is 20 degrees. Find the distance to the boat How do you think militarism and poverty are related? could anybody do these