Find all solutions of each equation on the interval [0, 2pi)


(cos^3x)/(sinx )=cot x

Answer:

12- (1d) = x

Step-by-step explanation:

starting money- (money used x days)= money left

Answer:

\(x^{2}\)+\(y^{2}\)=9

Step-by-step explanation:

the equation for graphed circles centered at (0, 0) is

\(x^{2}\)+\(y^{2}\)=\(r^{2}\)

and 3 is r (the radius)

Answer: 45%

Step-by-step explanation:

90 votes / 200 votes =  0.45

Now, let's convert this to percentage

=> 0.45 * 100% = 45%

.Thus, the student candidate was able to accumulate 45% of the voters out of 200.

Answer:

There are a total of 200 voters for the student council election. Now, one student who is a candidate was able to get 90 votes out of 200. Let's find out how much percentage did he or she get for the votes

.=> 90 votes / 200 votes =  0.45

Now, let's convert this to percentage

=> 0.45 * 100% = 45%

.Thus, the student candidate was able to accumulate 45% of the voters out of 200.

Step-by-step explanation: The answer

The feasible set for this system of constraints is not convex, and the points (5, 5) and (3, 7) violate the convexity definition.

To determine whether the feasible set for each system of constraints is convex, we need to analyze the constraints individually and examine their intersection.

a) (x1)² + (x2)² > 9

This constraint represents points outside the circle with a radius of √9 = 3. The feasible set includes all points outside this circle.

b) x1 + x2 ≤ 10

This constraint represents points that lie on or below the line x1 + x2 = 10. The feasible set includes all points on or below this line.

c) x1, x2 > 0

This constraint represents points in the positive quadrant, where both x1 and x2 are greater than zero.

Now, let's analyze the intersection of these constraints:

Considering the first two constraints (a and b), we can see that the feasible set consists of all points outside the circle (constraint a) and below or on the line x1 + x2 = 10 (constraint b).

To determine whether the feasible set is convex, we need to check if any two points within the set create a line segment that lies entirely within the set.

If we consider the points (5, 5) and (3, 7), both points satisfy the individual constraints (a) and (b). However, the line segment connecting these two points, which is the line segment between (5, 5) and (3, 7), exits the feasible set since it passes through the circle (constraint a) and above the line x1 + x2 = 10 (constraint b).

Therefore, the feasible set for this system of constraints is not convex, and the points (5, 5) and (3, 7) violate the convexity definition.

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Step-by-step explanation:

48 ÷ 2 = ...

= (12 ÷ 2) + (12 ÷ 2) + (12 ÷ 2) + (12 ÷ 2)

= 6 + 6 + 6 + 6

= 12 + 12

= 24

This comparison can provide insights into potential disparities in college choices based on the type of high school attended.

The students from public high schools and private high schools are the two independent samples in this study. The goal of the study is to compare how likely these two groups are to attend public colleges.

The principal test comprises of 100 understudies haphazardly chose from public secondary schools. Out of this example, 60 understudies were intending to go to a public school. The second sample consists of 50 students who planned to attend a public college out of a total of 100 students who were selected at random from private high schools.

By contrasting the extents of understudies arranging with go to public universities in each example, the review tries to decide whether there is a tremendous distinction in the probability of going to public universities between understudies from public secondary schools and those from private secondary schools. Based on the type of high school attended, this comparison may provide insight into potential disparities in college choices.

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The radius of convergence, R, of the series. Σn=1[infinity] to \(n/3^n x^n\). R =3. the interval, I, of convergence of the series I=[-3, 3].

To find the radius of convergence, we can use the ratio test, which states that if

\(lim |(a_{n+1}/a_n)| = L\)

exists, then the series converges if L < 1 and diverges if L > 1. If L = 1, the test is inconclusive and we need to use another test.

Applying the ratio test to our series, we get:

\(lim |(a_{n+1}/a_n)| = lim |((n+1)/3)(x/(n+1))| = |x/3|\)

Since this limit exists for all x, the series converges for all x where |x/3| < 1, and diverges for |x/3| > 1. Thus, the radius of convergence is R = 3.

To find the interval of convergence, we need to check the endpoints x = -3 and x = 3 separately.

When x = -3, the series becomes:

Σn=1[infinity] to \(n/(-1)^n 3^n/3^n\)

which is a geometric series with ratio -1/3. By the formula for the sum of a geometric series, this series converges to:

S = 3/4

When x = 3, the series becomes:

Σn=1[infinity] to \(n3^n/3^n\)

which is also a geometric series, this time with ratio 1. Thus, this series diverges.

Therefore, the interval of convergence is (-3,3], which means the series converges for all x in the open interval (-3,3) and converges at x = -3, but diverges at x = 3.

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The value of AB id 0.5 unit.

The Angle-Angle-Angle (AAA) criterion for the similarity of triangles states that “If in two triangles, corresponding angles are equal, then their corresponding sides are in the same ratio (or proportion) and hence the two triangles are similar”.

Any pair of angles each of which is on the same side of one of two lines cut by a transversal and on the same side of the transversal are called corresponding angles and they are always equal.

According to the given question.

A, B and C lie on the straight line segment. and A, E, and D are also lie in the straight line segment.

Also, BE = 1.75m, CD = 7m and BC = 1.5m

Now, in ΔAEB and ΔADC

EB is parallel to BC

So,

∠AEB ≅ ∠ADC   (corresponding angles)

∠ABE ≅ ∠ACD   (corresponding angles)

∠EAB ≅ ∠DAC    (common angle to the both triangle)

Hence, by AAA Similarity rule

ΔAEB is similar to ΔADC

Therefore,

\(\frac{AE}{AD} =\frac{BE}{CD} =\frac{AB}{AC}\)         (sides of the similar triangles are in proportion)

So,

\(\frac{BE}{CD} =\frac{AB}{AC} \\\implies \frac{AB}{AC} =\frac{1.75}{7} ....(i)\)

Now, AC = AB + BC   (as, A, B, and C lie on a straight line)

\(\implies \frac{AB}{AB+BC} =\frac{1.75}{7}\)       (from (i))

\(\implies \frac{AB}{AB+1.5} =\frac{1.75}{7}\)

\(\implies 7AB = 1.75AB + 1.75(1.5)\)

\(\implies 7AB -1.75AB = 2.625\)

\(\implies 5.25AB = 2.625\)

\(\implies AB = \frac{2.625}{5.25} = 0.5\)

Hence, the value of AB id 0.5 unit.

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On software projects, it is employed for archiving, monitoring, and collaboration. Sharing code files and working together on open-source projects is made simple for developers.

Developers can freely network, work together, and pitch there own work on GitHub as well as a professional networking platform.

Contributing to ones open source projects is made simple by it. To be completely honest, almost every open-source project manages its development using GitHub.

1)Documentation.

2) Present your work.

3)Markdown.

4)GitHub serves as a repository.

5) Monitor changes to your code between versions.

6)Optional integrations

The term "Git" refers to a version control system and associated tool that enables programmers to track ongoing code revisions. The group of participants who share a similar outlook is known as the "Hub". It concerns the community's cooperative effort, reviewing, enhancing, and obtaining innovative Thoughts from posted online code.

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Answer:

x = 62°

y = 118°

Step-by-step explanation:

Since the sum of interior angles of any quadrilateral is 360°, all of the interior angles in this image will add up to 360°.

Since the shape of the trapezoid is symmetrical, x is equivalent to 62°.

This means 62 + 62 + x + x = 360°

(360-(62+62))/2 = 118°

118 + 118 + 62 + 62 = 360°

x = 62°

y = 118°

Theresa uses 14.81 inches of fabrics on an headband and 8.54 inches on a wristband for each player.  

She uses 533.16 inches of fabric on  headbands for 33 players and 3 coaches.

let

x = fabric use for each headbands

Therefore,

33x + 3x = 533.16

36x = 533.16

x = 533.16 / 36

x = 14.81 inches

let

y = fabrics use for each wristband for players

33y = 281.82

y = 281.82 / 33

y = 8.54 inches

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Answer:

PART A

The amount of snowfall and number of trucks is proportional.

Because the increase in snowfall, increases the number of trucks sent out as read from the table.

PART B

\( let \: the \: number \: of \: tracks \: be \: x\\ by \: linear \: extrapolation \\ \binom{inches \: \: \: \: 12 \: \: 18 \: \: 23}{trucks \: \: \: \: 30 \: \: 45 \: \: x} \\ \frac{23 - 12}{x - 30} = \frac{18 - 12}{45 - 30} \\ \frac{11}{x - 30} = \frac{6}{15} \\ 11 \times 15 = 6(x - 30) \\ 165 = 6x - 180 \\ 6x = 165 + 180 \\ 6x = 345 \\ x = 57.5 \\ x = 58 \: trucks \\ hence \: 58 \: trucks \: were \: sent \: out\)

Answer:

PART A

The amount of snowfall and number of trucks is proportional.

Because the increase in snowfall, increases the number of trucks sent out as read from the table.

PART B

Let the number of tracks be x

By linear extrapolation, we get

inches | 12 | 18 | 23

trucks | 30 | 45 | x

(23 - 12)/(x - 30) = (18 - 12)/(45 - 30)

(11)/(x - 30)=6/15

11×15 = 6(x - 30)

165 = 6x - 180

6x = 165 + 180

6x = 345

x = 57.5

x = 58 trucks

Hence, 58 trucks were sent out.

Overall, the testing facility concluded that the brush tee would be a better option for golfers looking to improve their drives.

An independent golf equipment testing facility compared the difference in the performance of golf balls hit off a brush tee to those hit off a 4 yards more tee. A'Air Force One DFX driver was used to hit the balls, with an average swing speed of 100 miles per hour. The testing facility wanted to determine which tee would perform better and whether it would be beneficial to golfers to switch to a different tee.

The two different types of tees were the brush tee and the 4 Yards More tee. The brush tee is designed with bristles that allow the ball to be suspended in the air, minimizing contact between the tee and the ball. This design is meant to reduce spin and allow for longer and straighter drives. On the other hand, the 4 Yards More tee is designed to be more durable than traditional wooden tees, and its design is meant to create less friction between the tee and the ball, allowing for longer drives.

The testing results showed that the brush tee was able to create longer and straighter drives than the 4 Yards More tee. This is likely due to the brush tee's design, which allows for less contact with the ball, minimizing spin and creating longer and straighter drives.

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Answer;

he missed 4 of his shots

Step-by-step explanation:

Answer:

The new figure is not congruent with the old figure. They are similar

Step-by-step explanation:

Transformations

We are given the vertices of rectangle ABCD and the vertices of rectangle A'B'C'D'.

It can be clearly noted all the coordinates of the second rectangle are half the value of the coordinates of the first rectangle.

This type of transformation corresponds to a dilation across the origin with a scale factor of 1/2.

Since the transformed rectangle is smaller than the first one, it cannot be congruent with it.

But since all the dimensions of this smaller rectangle are proportional to those of the bigger rectangle, they are similar.

By applying the Pythagorean theorem (c² = a² + b²) to the right triangle formed by the ladder, ground, and house height, the height of the house is calculated as approximately 156.9 inches.

To determine the height of the house when the ladder extends to a length of 158 inches, you need to use the Pythagorean Theorem which states that in a right triangle, the square of the hypotenuse is equal to the sum of the squares of the other two sides (legs).

The ladder represents the hypotenuse of the right triangle formed by the ladder, the ground, and the height of the house. Thus, you can use the formula c² = a² + b², where c is the length of the ladder, and a and b are the length and height of the house, respectively. Rearranging the formula to solve for b, you get b = √(c² - a²).

Substituting c = 158 inches and a = 24 inches (assuming the ladder touches the ground at a distance of 24 inches from the base of the house), you get b = √(158² - 24²) = √(24644) = 156.9 inches, rounded to the nearest hundredth of an inch.

Therefore, the height of the house is 156.9 inches when the ladder extends to a length of 158 inches.

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Answer:

no

Step-by-step explanation:

they do not form a proportion because they are not equivalent to each other.

Answer:

191/250

Step-by-step explanation:

plzz add my answer as brainliest

Answer:

c

Step-by-step explanation:

because 5 plus x equals 5x

Answer:

c

Step-by-step explanation:

because 5 plus x equals 5 x

Answer: D

You get the same answer from doing both!

Answer:

a

Step-by-step explanation:

Answer:

How do you write a decimal as a fraction?

To write a decimal as a fraction, the decimal point is removed and the numbers to the left and right of the decimal point become the numerator and denominator, respectively. The numerator and denominator are then reduced to the lowest terms.

Example:

0.125

125/1000

GCF=5

25/200

GCF=5

5/40

GCF=5

1/8

Step-by-step explanation:

To convert a decimal to a fraction, place the decimal number over its place value. For example, in 0.6, the six is in the tenths place, so we place 6 over 10 to create the equivalent fraction, 6/10. If needed, simplify the fraction.

It looks like the boundaries of \(R\) are the lines \(y=\dfrac23x \) and \(y=3x\), as well as the hyperbolas \(xy=\frac23\) and \(xy=3\). Naturally, the domain of integration is the set

\(R = \left\{(x,y) ~:~ \dfrac{2x}3 \le y \le 3x \text{ and } \dfrac23 \le xy \le 3 \right\}\)

By substituting \(x=\frac uv\) and \(y=v\), so \(xy=u\), we have

\(\dfrac23 \le xy \le 3 \implies \dfrac23 \le u \le 3\)

and

\(\dfrac{2x}3 \le y \le 3x \implies \dfrac{2u}{3v} \le v \le \dfrac{3u}v \implies \dfrac{2u}3 \le v^2 \le 3u \implies \sqrt{\dfrac{2u}3} \le v \le \sqrt{3u}\)

so that

\(R = \left\{(u,v) ~:~ \dfrac23 \le u \le 3 \text{ and } \sqrt{\dfrac{2u}3 \le v \le \sqrt{3u}\right\}\)

Compute the Jacobian for this transformation and its determinant.

\(J = \begin{bmatrix}x_u & x_v \\ y_u & y_v\end{bmatrix} = \begin{bmatrix}\dfrac1v & -\dfrac u{v^2} \\\\ 0 & 1 \end{bmatrix} \implies \det(J) = \dfrac1v\)

Then the area element under this change of variables is

\(dA = dx\,dy = \dfrac{du\,dv}v\)

and the integral transforms to

\(\displaystyle \iint_R 9xy \, dA = \int_{2/3}^3 \int_{\sqrt{2u/3}}^{\sqrt{3u}} \frac{dv\,du}v\)

Now compute it.

\(\displaystyle \iint_R 9xy \, dA = \int_{2/3}^3 \ln|v|\bigg|_{v=\sqrt{2u/3}}^{v=\sqrt{3u}} \,du \\\\ ~~~~~~~~ = \int_{2/3}^3 \ln\left(\sqrt{3u}\right) - \ln\left(\sqrt{\frac{2u}3}\right) \, du \\\\ ~~~~~~~~ = \frac12 \int_{2/3}^3 \ln(3u) - \ln\left(\frac{2u}3\right) \, du \\\\ ~~~~~~~~ = \frac12 \int_{2/3}^3 \ln\left(\frac{3u}{\frac{2u}3}\right) \, du \\\\ ~~~~~~~~ = \frac12 \ln\left(\frac92\right) \int_{2/3}^3 du \\\\ ~~~~~~~~ = \frac12 \ln\left(\frac92\right) \left(3-\frac23\right) = \boxed{\frac76 \ln\left(\frac92\right)}\)

Gabriella skied for 6 hours, Let x be the number of hours that Gabriella skied. We know that she paid $35 for ski rental and $15 per hour for skiing,

for a total of $95. We can set up the following equation to represent this information:

35 + 15x = 95

Solving for x, we get:

15x = 60

x = 4

Therefore, Gabriella skied for 6 hours.

Here is a more detailed explanation of how to solve the equation:

Subtract $35 from both sides of the equation.

15x = 60

15x - 35 = 60 - 35

15x = 25

Divide both sides of the equation by 15.

15x = 25

x = 25 / 15

x = 4

Therefore, x is equal to 4, which is the number of hours that Gabriella skied.

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Answer:    $5,828.28

Step-by-step explanation:

Use the Compound Interest formula:     \(A=P(1+\frac{r}{n})^{nt}\)       where

Given: P = 4,900

           r = 3.5% (0.035)

           n = 2

           t = 5

\(A=4,900\bigg(1+\dfrac{0.035}{2}\bigg)^{2(5)}\\\\\\.\qquad = 4900(1.0175)^{10}\\\\\\.\qquad = \large\boxed{5,828.28}\\\)

Answer:

pi r^2

Step-by-step explanation:

that's the answer for question 13

Answer: Elisa made the greater number of withdrawals

Step-by-step explanation:

140/20=7

270/45=6

The population in this scenario consists of all employees in the firm, which totals 4,500 individuals. The sample is a subset of the population, specifically 60 randomly selected employees who are part of a committee evaluating the implementation of sensitivity training.

the population refers to the entire group of employees in the firm, which consists of 4,500 individuals. The sample, on the other hand, is a smaller group of 60 employees who have been randomly selected to form a committee. This committee's purpose is to evaluate the proposal of implementing sensitivity training online instead of the current in-person format.

The sample of 60 employees is chosen in a random manner to ensure representativeness and minimize potential bias. By selecting a subset of the population, the committee can provide insights and perspectives that are representative of the larger employee base. Each committee member will have the opportunity to vote "yes" or "no" on the proposal, and their votes will be used to determine the overall sentiment of the committee regarding the implementation of online sensitivity training.

It's important to note that the sample of 60 employees is being used as a representative group to make inferences about the entire population.

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