Convert radians to degrees

The number of integers that remain is $100 - 40 = \boxed{60}$.

To solve this problem, we need to find the set of integers that are not multiples of either $4$ or $5$ within the range from $1$ through $100$. We can do this by using the principle of inclusion-exclusion.

First, we find the number of integers that are multiples of $4$ within the range from $1$ through $100$. We can do this by dividing $100$ by $4$ and rounding down to the nearest whole number. This gives us $25$ multiples of $4$.

Next, we find the number of integers that are multiples of $5$ within the range from $1$ through $100$. We can do this by dividing $100$ by $5$ and rounding down to the nearest whole number. This gives us $20$ multiples of $5$.

However, we have double-counted the integers that are multiples of both $4$ and $5$ (i.e. the multiples of $20$). There are $5$ multiples of $20$ within the range from $1$ through $100$.

So, the total number of integers that are multiples of either $4$ or $5$ within the range from $1$ through $100$ is $25 + 20 - 5 = 40$.

Therefore, the number of integers that remain is $100 - 40 = \boxed{60}$.

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The solution of the initial value problem is y(t) = −3/2[tex]e^{-t}[/tex]+ 3/2[tex]e^{5t}[/tex]

To solve this equation, we need to use the technique of finding the characteristic equation. We assume that the solution to the equation has the form:

y = [tex]e^{rt}[/tex]

where r is a constant. Then, we take the first and second derivatives of y with respect to t:

dy/dt = r [tex]e^{rt}[/tex]

d2y/dt2 = r² [tex]e^{rt}[/tex]

Now, we substitute these derivatives and the assumed form of y into the given differential equation and simplify:

r² [tex]e^{rt}[/tex] − 4r [tex]e^{rt}[/tex] − 5 [tex]e^{rt}[/tex] = 0

We can factor out from the equation:

[tex]e^{rt}[/tex] (r² − 4r − 5) = 0

Since e^(rt) is never zero, we can solve for the values of r by setting the expression in the parentheses equal to zero:

r² − 4r − 5 = 0

We can solve this quadratic equation using the quadratic formula:

r = (4 ± √(4² − 4(1)(−5))) / (2(1))

r = (4 ± √(36)) / 2

r1 = -1, r2 = 5

Now that we have the values of r, we can write the general solution to the differential equation as a linear combination of the functions e^(-t) and [tex]e^{5t}[/tex]:

y(t) = c1[tex]e^{-t}[/tex] + c2[tex]e^{5t}[/tex]

where c1 and c2 are constants that we need to determine using the initial conditions given in the problem.

We are given that y(1) = 0, which means that we can substitute t = 1 and y = 0 into the general solution:

0 = c1e⁻¹ + c2[tex]e^{5}[/tex]

We can rearrange this equation to solve for c1:

c1 = −c2e⁵ / e⁻¹

We are also given that y'(1) = 9, which means that we can substitute t = 1 and dy/dt = 9 into the derivative of the general solution:

9 = −c1e⁻¹ + 5c2e⁵

We can substitute the value we found for c1 into this equation:

9 = −(−c2e⁵ / e⁻¹))e⁻¹ + 5c2e⁵

We can simplify this equation and solve for c2:

c2 = 3/2

Now that we have found the values of c1 and c2, we can write the particular solution to the initial value problem:

y(t) = c2[tex]e^{5t}[/tex] / [tex]e^{-t}[/tex] + c2[tex]e^{5t}[/tex]

y(t) = −3/2[tex]e^{-t}[/tex] + 3/2[tex]e^{5t}[/tex]

Therefore, the solution to the given initial value problem is:

y(t) = −3/2[tex]e^{-t}[/tex]+ 3/2[tex]e^{5t}[/tex]

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The organs of static equilibrium, also known as the maculae, are located within two expanded chambers within the vestibule called the utricle and saccule.

Utricle and saccule are filled with a gel-like substance containing tiny calcium carbonate crystals called otoliths. When the head moves, the otoliths shift and stimulate the hair cells within the maculae, which send signals to the brain regarding the body's position and movement. This allows us to maintain balance and stability, especially when standing still or moving in a straight line. Any disruptions or damage to the maculae can result in issues with balance, dizziness, and vertigo.

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A Z-score (z-mult) for a 70% confidence interval can be found using a standard normal distribution table or a calculator.

For a 70% confidence interval, the Z-score is approximately 1.04. This means that the interval will capture the true population mean 70% of the time within 1.04 standard deviations from the sample mean.

The mean of your estimate plus and minus the range of that estimate constitutes a confidence interval. Within a certain level of confidence, this is the range of values you anticipate your estimate to fall within if you repeat your test.

In statistics, confidence is another word for probability. If you create a confidence interval, for instance, with a 95% level of confidence, you can be sure that 95 out of 100 times, the estimate will fall between the upper and lower values indicated by the confidence interval.

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To express the answer in terms of r1, r2, r3, r4, r5, r6, r7, r8, c1, c2, c3, l1, and s, you need to first determine the transfer function of the circuit. This can be done using circuit analysis techniques such as Kirchhoff's laws, nodal analysis, or mesh analysis.



For an ideal op-amp circuit analysis, follow these steps:

1. Identify the type of circuit (inverting, non-inverting, integrator, differentiator, etc.) based on the arrangement of resistors, capacitors, and the op-amp.
2. Apply Kirchhoff's current and voltage laws to determine equations relating the input and output voltages.
3. Apply Laplace transform to the derived equations, replacing the time domain with the frequency domain (s-domain).
4. Solve the transformed equations for the output voltage in terms of the input voltage and the given terms (r1-r8, c1-c3, l1, and s).

Please provide the specific problem or circuit so that we can accurately provide the solution in terms of the given terms.

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Answer:

a = 6

Step-by-step explanation:

using the sine ratio in the right triangle

sin30° = [tex]\frac{opposite}{hypotenuse}[/tex] = [tex]\frac{a}{12}[/tex] ( multiply both sides by 12 )

12 × sin30° = a

12 × 0.5 = a , then

a = 6

Answer:a party of fishermen rented a boat for $240. two of the fishermen had to withdraw from the party and, as a result, the share of each of the others was increased by $10. how many were in the original party? provide a numerical answer.

Step-by-step explanation:

Now ,Let original number in party be "x"::

Average cost per person = 240/x

New number in the party:: x-2

New Average cost per person:: 240/(x-2)

Equation::

10 dollars =New average - old average

240/(x-2) - 240/x = 10

240x - 240(x-2) = 10x(x-2)

480 = 10x^2-20x

x^2 - 2x - 48 = 0

X = 8 (ORIGINAL)

There are 26 uppercase English letters and 10 digits (0 to 9). Therefore, there are $26 \times 26 \times 10 \times 10 \times 10 \times 10 = 67,!600,!000$ ways to form a license plate with two uppercase English letters followed by four digits.

Similarly, there are $26 \times 26 \times 26 \times 26 \times 10 \times 10 = 45,!697,!600$ ways to form a license plate with four uppercase English letters followed by two digits.

The total number of possible license plates is the sum of these two numbers:

67,600,000 + 45,697,600 = 113,297,600

Therefore, there are $113,!297,!600$ possible license plates that can be made using either two uppercase English letters followed by four digits or four uppercase English letters followed by two digits.

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The median of the triangle is a segment that runs from the vertex of a triangle to the midpoint of the opposing side.

A median is a line segment that extends from a vertex of a triangle to the midpoint of the opposite side. The centroid has several interesting properties. It is always located inside the triangle, and it divides each median into two segments in a 2:1 ratio.  Additionally, the centroid is the center of mass of the triangle, meaning that if the triangle were a physical object with uniform density, it would balance perfectly on the centroid. The centroid is also equidistant from the three vertices of the triangle.

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Answer:

Sure, I can tell you about the four holy sites in Jerusalem. There are actually many holy sites in Jerusalem, but the four most significant ones are the Western Wall, the Church of the Holy Sepulchre, the Dome of the Rock, and the Al-Aqsa Mosque.

The Western Wall, also known as the Wailing Wall, is the most sacred place in Judaism. It is the last remaining part of the Second Temple, which was destroyed by the Romans in 70 CE. Jews from all over the world come to pray at the wall, and many people write prayers on pieces of paper and stuff them in the cracks between the stones.

The Church of the Holy Sepulchre is one of the most important Christian sites in the world. It is believed to be the place where Jesus was crucified, buried, and resurrected. The church is shared by several Christian denominations, including the Greek Orthodox, Roman Catholic, and Armenian Apostolic Churches.

The Dome of the Rock is a Muslim shrine located on the Temple Mount, which is one of the most contested religious sites in the world. The shrine is built on the spot where Muslims believe the Prophet Muhammad ascended to heaven. The Dome is covered in gold and has a beautiful blue mosaic on the inside.

The Al-Aqsa Mosque is the third holiest site in Islam, after Mecca and Medina. It is located on the Temple Mount, next to the Dome of the Rock. The mosque is believed to be the place where the Prophet Muhammad prayed with the other prophets, and it has a beautiful silver dome.

These four holy sites are all located within a few hundred meters of each other, and they are a testament to the deep religious history and significance of Jerusalem. Each site is unique and beautiful in its own way, and they all attract millions of visitors every year.

Step-by-step explanation:

Answer:

64,339 = π(r^2)(20)

r^2 = 1,023.987

r = 32 ft

It should be noted that the values of x and y in the trapezium will be

x=118

y= 35

A trapezoid, also known as a trapezium, is a closed, flat object with four straight sides and one pair of parallel sides. A trapezium's parallel sides are known as the bases, while its non-parallel sides are known as the legs. A trapezium might have parallel legs as well.  A trapezium is a quadrilateral with one parallel pair of opposite sides.

Based on the information, x will be:

= 180-62

= 118

y will be:

= 180-145=35

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It is true that, Statistically, using z-scores, a group mean can be compared to a population mean to ascertain whether or not the group mean is different from the population mean.

Hypothesis testing is a statistical method for making inferences about a population based on sample data.

It involves formulating a null hypothesis, which is a statement about the population that we want to test, and an alternative hypothesis, which is a statement that contradicts the null hypothesis.

Here we have a statement

Statistically, using z-scores, a group mean can be compared to a population mean to ascertain whether or not the group mean is different from the population mean.

The above statement is true

Z-scores are a measure of the distance between a sample mean and the population mean in standard deviation units.

By using z-scores, we can compare a group mean to a population mean and determine whether the difference is statistically significant.

To do this, we calculate the z-score using the formula:

z = (x - μ) / (σ / sqrt(n))

If the resulting z-score falls in the rejection region of the standard normal distribution, we can reject the null hypothesis that the sample mean is not significantly different from the population mean.

In summary, comparing a group mean to a population mean using z-scores is a common statistical technique to determine whether there is a significant difference between the two means.

Therefore,

It is true that, Statistically, using z-scores, a group mean can be compared to a population mean to ascertain whether or not the group mean is different from the population mean.

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The statement that is true abut the slopes of perpendicular lines is that: D. One of the slopes is negative and the other is positive.

If two lines are perpendicular, it means that their slope (which is the change in y over x or rise/run along the line) will be negative reciprocal to each other.

For example, if the slope of one line is 2, the slope of any line that is perpendicular to the line must be negative reciprocal to 2, which is -1/2.

If we multiply their slopes together, we must have -1. I.e. 2 * -1/2 = -1. Therefore, if one is negative the other would be positive.

The correct answer is: D. One of the slopes is negative and the other is positive.

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This dynamic programming algorithm will help you find the optimal solution for the coin-changing problem using the fewest number of coins.

To optimally solve the coin-changing problem for an arbitrary denomination set {d1, d2, ..., dk} and make up a value 'v' using the fewest number of coins, you can use a dynamic programming algorithm. Here's the step-by-step explanation:

1. Create an array 'dp' of length 'v+1' and initialize all elements with infinity (except dp[0], which should be 0, as you need 0 coins to make up a value of 0).
2. Sort the denomination set in ascending order.
3. Iterate through the denomination set using a variable 'coin' from d1 to dk.
4. For each 'coin', iterate through the 'dp' array starting from the index 'coin' up to 'v' using a variable 'i'.
5. In the inner loop, for each 'i', update the value of dp[i] with the minimum between dp[i] and 1 + dp[i-coin].
6. After the loops, the value of dp[v] will be the minimum number of coins needed to make up the value 'v'. If dp[v] is still infinity, then it's not possible to make up the value 'v' using the given denomination set.

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The probability of randomly picking an orange from Jeff's box of fruit is 0.25 or 25%.

To determine the probability of picking an orange from Jeff's box of fruit, we need to first understand the concept of probability. Probability is the measure of the likelihood of an event occurring. It is expressed as a number between 0 and 1, with 0 indicating that the event is impossible and 1 indicating that the event is certain.

In this case, we know that Jeff has a box of fruit, and we are interested in the probability of picking an orange. To calculate this probability, we need to know the total number of fruits in the box and the number of oranges.

Assuming that Jeff's box contains a variety of fruits, we can estimate the total number of fruits in the box. Let's say there are 20 fruits in total. Now, we need to determine the number of oranges in the box. Let's say there are 5 oranges in the box.

To calculate the probability of picking an orange, we can use the following formula:

Probability of picking an orange = Number of oranges / Total number of fruits

Plugging in our numbers, we get:

Probability of picking an orange = 5 / 20

Simplifying, we get:

Probability of picking an orange = 0.25

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The contour integral of 1/z dz is equal to 2πi.

To show that if c is any positively oriented simple closed contour containing the origin then the contour integral of 1/z dz = 2πi, we can use Cauchy's Integral Formula for the function f(z) = 1:

[tex]∮c f(z) dz = 2πi f(0)[/tex]

Since f(z) = 1, we have:

[tex]∮c 1 dz = 2πi (1)[/tex]

The contour integral of 1/z dz is equivalent to the left-hand side of the above equation, since f(z) = 1/z. Therefore:

[tex]∮c 1/z dz = 2πi[/tex]

Thus, if c is any positively oriented simple closed contour containing the origin, the contour integral of 1/z dz is equal to 2πi.

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(L3) The orthocenter will lie in the exterior of a(n)  obtuse triangle. Contrary to an acute triangle, the orthocenter of an obtuse triangle will lie in the exterior of the triangle.

The orthocenter is the point of intersection of the altitudes of the triangle, which are perpendicular lines drawn from each vertex to the opposite side. In an obtuse triangle, one of the angles measures more than 90 degrees, so when an altitude is drawn from this vertex to the opposite side, it will lie outside of the triangle. Therefore, the three altitudes will intersect outside of the triangle, forming the orthocenter in the exterior. This is in contrast to an acute triangle, where all three altitudes intersect inside the triangle.

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Sure, the term you are referring to is called a sequence diagram. It is a graphical representation of a use-case that shows the interactions among different classes or objects along a time axis. Sequence diagrams are useful for visualizing the flow of messages or events between different parts of a system, and can be used to identify potential issues or bottlenecks in the system's design.

They are commonly used in software development to help teams understand and communicate complex interactions between different components of a system.
 In this context, the Sequence Diagram captures the behavior and communication between classes or objects, allowing developers to visualize the flow of control and understand the system's functionality more effectively.

this is a dynamic model fo a use-case showing the interaction among classes along a time axis

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Answer:

21

Step-by-step explanation:

0.3 x 70 = 21

Answer:

21

Step-by-step explanation:

Hope this helps! Pls give brainliest!

The ordered pair of one of the zeros for the following function is (x +8)

We have that the function is a quadratic function written as;

f(x)=x2+7x−8

Using the factorization method of solving quadratic functions;

Multiply the coefficient of  x squared by the constant in the expression, we have;

1(-8) = -8

Now, find the pair factors of the product that sum up to give 7, we have;

8x and -x

Substitute the values

x² + 8x - x - 8

group in pairs

(x² + 8x) - (x - 8)

factorize

x(x + 8) - 1(x + 8)

Then, we have;

x = 1

x = -8

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Noote that the measure of angle R is 27°. Here is how we got that.

Since the largest triangle is right triangle, the vertical segment is the perpendicular bisector of right angle with vertex at the center of circle.

Then we have

m∠R + 18° = 90°/2

m∠R + 18° = 45°

m∠R = 45° - 18°

m∠R = 27°

Note that the angle on the top of the triangle is right angle, 90 deg. Its altitude is the vertical segment, which is also angle bisector. It bisects the right angle and each formed angle measures 90/2 = 45°

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Full Question:

Although part of your question is missing, you might be referring to this full question:

See the attached iamge.

The length of the cuboid is 10 cm .

As the cuboid has six rectangular faces, the total surface area of the cuboid is calculated as follows: Assume that, l, w, h be the length, width, and height of the cuboid respectively. Therefore, the total surface area of the cuboid is 2 (lh + lw+ hw) square units.

Surface area of cuboid = 340 cm²

∵ Surface area of cuboid = 2(lb + bh + hl)

So,

⇒ 2(lb + bh + hl) = 340

⇒ 2(l × 8 + 8 * 5 + 5 * l) = 340

⇒ 2(8l + 40 + 5l) = 340

⇒ 13l + 40 = 340/2

⇒ 13l + 40 = 170

⇒ 13l = 170 - 40

⇒ 13l = 130

⇒ l = 130/13

⇒ l = 10 cm

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The given question is incomplete, complete question is:

The surface area of a cuboid is 340 cm2. If its breadth is 8 cm and height is 5 cm, then find its length.

Answer:

Step-by-step explanation:

5x2 +12x - 9

5x2 +15x - 3x-9

5x(x+3)-3(x+3)

(5x-3)(x+3)

it is not possible for a continuous function to be concave up and always negative.

To see why, note that a concave up function is one whose second derivative is positive. So we need to find a function whose second derivative is positive and is always negative.

However, if a function is always negative, then its values are always less than or equal to zero. This means that its second derivative must be non-positive, since the second derivative measures the rate at which the function's slope is changing.

Now suppose that we have a function f(x) that is concave up and always negative. Since f(x) is always negative, we have f(x) < 0 for all x. But since f(x) is concave up, its second derivative f''(x) is positive. This means that f(x) is increasing, and in particular, as x goes to infinity, f(x) must approach a limit. But since f(x) is always negative, its limit as x goes to infinity must be nonpositive. This is a contradiction, since a concave up function that is always negative cannot have a nonpositive limit at infinity.

Therefore, it is not possible for a continuous function to be concave up and always negative.

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To find the percentage of commuters who take more than 45 minutes to get to school, we need to calculate the z-score first:

z = (45 - 32) / 11 = 1.18

Using a standard normal distribution table or calculator, we can find that the percentage of commuters who take more than 45 minutes to get to school is approximately 12.22%.

To find the time for the fastest 20% of all commuters to school, we need to calculate the z-score for the 20th percentile:

z = invNorm(0.2) = -0.84

The time for the fastest 20% of all commuters can be calculated using the formula:

x = μ + zσ = 32 + (-0.84) * 11 = 22.36 minutes

Therefore, the time for the fastest 20% of all commuters to school is approximately 22.36 minutes.

The 68-95-99.7% rule states that for a normally distributed data set, approximately 68% of the data falls within one standard deviation (σ) of the mean (μ), approximately 95% of the data falls within two standard deviations of the mean, and approximately 99.7% of the data falls within three standard deviations of the mean.

Since we know that the mean time to commute to school is 32 minutes with a standard deviation of 11 minutes, we can apply the 68-95-99.7% rule to find the range of time for 95% of commuters:

Within one standard deviation (σ) of the mean (32 ± 11), approximately 68% of commuters take between 21 and 43 minutes to get to school.

Within two standard deviations of the mean (32 ± 2*11), approximately 95% of commuters take between 10 and 54 minutes to get to school.

Therefore, the statement "this shows us that 95% of the time to commute will be between 10 and 54 minutes to get to school" is correct.

To determine the longest 1% of the time to commute to school, we need to calculate the z-score for the 99th percentile:

z = invNorm(0.99) = 2.33

The longest 1% of the time to commute to school can be calculated using the formula:

x = μ + zσ = 32 + (2.33) * 11 = 57.63 minutes

Therefore, the longest 1% of the time to commute to school is approximately 57.63 minutes.

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There will be 1, 2, 6, 21 non-isomorphic simple graphs for 2, 3, 4 and 5 vertices.

What are non-isomorphic simple graphs?

A non-isomorphic simple graph is a graph that is distinct from another graph, even if the two graphs have the same number of vertices and edges, and the same connectivity pattern. In other words, two graphs are non-isomorphic if they cannot be transformed into each other by a relabeling of their vertices.

For a small number of vertices, we can enumerate all non-isomorphic simple graphs by hand.

For n = 2, there is only one possible graph, which is the edge connecting the two vertices.

For n = 3, there are only two possible graphs: a triangle (complete graph on 3 vertices) and a single edge with an isolated vertex.

For n = 4, there are six possible graphs:

Complete graph on 4 vertices

Cycle graph on 4 vertices

Complete bipartite graph K2,2

Graph with a central vertex adjacent to all other vertices

Graph with two vertices of degree 3 and two vertices of degree 1

Graph with one vertex of degree 3 and three vertices of degree 1

For n = 5, there are 21 possible graphs, which can be generated by adding edges to the graphs for n = 4.

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The correct expression for "a does not equal b" is "a ≠ b". The symbol ≠ represents the inequality of "not equal to". This means that a and b are not the same and can have different values. It is important to note that the inequality symbol ≠ is used for non-equal values, while the equals symbol = is used for equal values.

In mathematics, inequalities are used to compare two values and show how they differ. They are represented by symbols such as <, >, ≤, and ≥, which stand for less than, greater than, less than or equal to, and greater than or equal to, respectively. These symbols help us understand the relationship between two values and can be used to solve problems involving numerical comparisons.

When it comes to choosing the correct inequality or expression, it is important to carefully analyze the given information and determine which symbol accurately represents the relationship between the values. In this case, since a does not equal b, the correct symbol to use is ≠. By choosing the correct inequality or expression, we can ensure that our mathematical statements are clear, accurate, and meaningful.

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Answer:

------------------

The area of the photo is:

Area of the ad is:

Area of the photo is half the area of the entire ad:

Only positive root makes sense:

The simplified expression of m³ *m⁷ is m¹⁰, and the exponent on the variable m is 10.

To simplify the expression m³ *m⁷, we add the exponents since both the bases are same (which is m).

m³ *m⁷ = m^(3+7) = m¹⁰

In general, when we multiply two powers with the same base, we add their exponents. That is, aⁿ * aᵐ = [tex]a^{(n+m)[/tex]. This is known as the Product Rule of Exponents.

The Product Rule of Exponents is a rule used when multiplying exponential expressions with the same base. It states that when multiplying exponential expressions with the same base, you can keep the base and add the exponents

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