In the given figure, identify a pair of perpendicular lines.
Question 2 options:

A)

o and p

B)

m and o

C)

m and n

D)

l and p

Statistics on women in politics highlight that woman - who make up over 50 percent of the U.S. population - are substantially lag in high government positions.

In U.S. the population of Women are 50.8 percent. Approximately, 60 percent of women have their undergraduate degree, and 60 percent of women have their master's degree. They are very well educated. They earn almost 60 percent of law degrees.

But, when it comes to representation in high government positions, they substantially lag behind men. There are only 14.6 percent of executive officers, they hold only 24.2 percent of state legislative seats. They hold only 18.5 percent of congressional seats, and they are just 20 percent of U.S. senators.

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Tara drives a distance of 295 miles on each of the other 5 days.

Let's assume the number of miles Tara drives on each of the other 5 days is x.

We know that Tara drives a total of 2,318 miles on the entire trip. This can be expressed as: 343 + 5x = 2318.

To find the value of x, we can subtract 343 from both sides of the equation: 5x = 2318 - 343,

5x = 1975.

Dividing both sides of the equation by 5, we find:

x = 1975/5,

x = 395.

Therefore, Tara drives 395 miles on each of the other 5 days.

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Jim bought Della a set of combs made from tortoise shell for her hair.

1. Jim and Della are the main characters in the short story "The Gift of the Magi" by O. Henry.

2. In the story, Jim and Della are a young couple living in poverty, but they both desperately want to get each other the perfect Christmas gift.

3. After much deliberation, Jim decides to buy Della a set of combs made from tortoise shell for her hair.

4. Della is delighted with the gift, and Jim is relieved that he got her something that she loves. Jim bought Della a set of combs made from tortoise shell for her hair.

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Answer:

12 less than or equal to 2

Step-by-step explanation:

The inequality for the given statement is $12 ≤ $2(n).

The equations with inequalities are those who have unequal sides on both sides. Unlike the equation, we compare the two values when we work with inequality. The equal sign is substituted between by being less than (or less than or equal to), larger than (or greater or equal to), or not equal to sign.

As per provided data from the question,

Total money to spent on the ride tickets = $12

Price of each ticket for a ride =$2

So, the inequality will be : $12 ≤ $2(n), here n is the number of rides.

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Answer:

Put the equation into standard form

Ax+By=C

subtract 3x to the left

answer:

-3x+y=5

Ax+By=C

Step-by-step explanation:

The probability that a customer will wait in a line between 3 to 6 minutes is about 16.58%.

To solve this problem, we need to use the Poisson process and the exponential distribution.

Let X be the number of arrivals in a 3-minute interval. Since customers arrive at a rate of 25 per hour, the expected number of arrivals in a 3-minute interval is:

λ = (25/60) x 3 = 1.25

Thus, X is Poisson distributed with parameter λ = 1.25.

Let Y be the service time for a customer. Since Linda serves a customer, on average, in 1.5 minutes, Y is exponentially distributed with parameter μ = 1/1.5 = 0.6667.

Let Z be the waiting time for a customer in the line. Z is the sum of X independent service times, so Z is gamma distributed with parameters X and μ.

We want to find the probability that Z is between 3 and 6 minutes:

P(3 ≤ Z ≤ 6) = ∫∫ f(x,y) dx dy

where f(x,y) is the joint probability density function of X and Y:

f(x,y) = (λ^x / x!) e^(-λ) μ e^(-μy) = (1.25^x / x!) e^(-1.9167) e^(-0.6667y)

Now we can evaluate the double integral:

P(3 ≤ Z ≤ 6) = ∫∫ f(x,y) dx dy

= ∫∫ (1.25^x / x!) e^(-1.9167) e^(-0.6667y) dx dy

= ∫ e^(-0.6667y) e^(-1.9167) ∑ (1.25^x / x!) dx dy (x=0 to ∞)

= e^(-1.9167) ∫ e^(-0.6667y) e^(1.25) dy ∑ (1.25^x / x!) (x=0 to ∞)

The sum in the integral is the Taylor series expansion of e^1.25, which is equal to e^1.25 = 3.4903.

Using a table of integrals or a computer software, we can evaluate the integral:

∫ e^(-0.6667y) e^(1.25) dy = (1/0.6667) (e^(1.25) - e^(-0.6667(6))) = 3.7225

Therefore, the probability that a customer will wait in a line between 3 to 6 minutes is:

P(3 ≤ Z ≤ 6) = e^(-1.9167) ∫ e^(-0.6667y) e^(1.25) dy ∑ (1.25^x / x!) (x=0 to ∞)

= e^(-1.9167) (3.7225) (3.4903) = 0.1658 or about 16.58% (rounded to four decimal places).

Therefore, the probability that a customer will wait in a line between 3 to 6 minutes is about 16.58%.

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Answer:

8√5

Step-by-step explanation:

Answer:

I don't see the table, but if you do 6/4 + 5/8 = 12/8+5/8 = 17/8.

17/8 = 2.125 = 212.5%

Step-by-step explanation:

The student who correctly simplifies the expression should have an answer

of 212.5%

A fraction is written in the form of p/q, where q ≠ 0.

Fractions are of two types they are proper fractions in which the numerator is smaller than the denominator and improper fractions where the numerator is greater than the denominator.

Given, Mrs. Holt writes the expression 6/4 + 5/8 .

She asks her students to simplify the expression which is,

= (6/4 + 5/8).

= (2×6 + 1×5)/8.

= (12 + 5)/8.

= 17/8.

And write the answer as a percentage which is,

= (17/8)×100%.

= 212.5%

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A measure that results in drastically different ratings over time lacks test-retest reliability.

Test-retest reliability refers to the consistency of measurements taken over time. If a measure results in drastically different ratings over time, it indicates a lack of consistency and therefore, a lack of test-retest reliability. This means that the measure is not dependable or accurate in measuring what it intends to measure. For example, if a survey measuring job satisfaction is administered to the same group of employees at two different time points, and the results show a significant difference, it may be due to a lack of test-retest reliability. In this case, the survey may need to be revised or replaced with a more reliable measure.

Test-retest reliability is crucial in ensuring the accuracy and dependability of a measure. A lack of test-retest reliability can lead to inaccurate results and can undermine the validity of the measure.

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The two numbers that is greater than 6 with HCF  6 and LCM  60 are 12 and 30.

Consider that the two numbers with HCF of 6 are 6a and 6b, where a and b are co-prime and a, b > 1.

HCF x LCM = Product of the numbers.

6 x 60 = 6a x 6b

10 = a x b

But a and b > 1.

Therefore, 10 = 2 x 5

a = 2, b = 5

Therefore, the two numbers are,

6a = 6(2) = 12 and

6b = 6(5) = 30

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According to the given image, the correct option is (C) "a translation two units to the left and two units down, followed by a reflection over the x-axis."

The technique of altering an existing graph or graphed equation to create a different version of the following graph is known as graph transformation.

In particular, the change of algebraic equations is a typical kind of algebraic problem.

As seen on the graph, the square PQRS has translated 2 units to the left and 2 units to the right before being reflected on the x-axis.

an interpretation Following a reflection across the x-axis, there are 2 units down and 2 units to the left. As a result, choice C is the right response.

Therefore, according to the given image, the correct option is (C) "a translation two units to the left and two units down, followed by a reflection over the x-axis."

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Complete question:

Squares PQRS and TUVW are shown below. Which sequence of transformations of square

PQRS shows that square PQRS is congruent to square TUVW.

A) A translation 2 units up and 2 units to the right, then a reflection over the x-axis

B) A translation 2 units up and 2 units to the right, then a reflection over the y-axis

C) A translation 2 units down and 2 units to the left, then a reflection over the x-axis

D) A translation 2 units down and 2 units to the left, then a reflection over the y-axis

Answer:

Ok so what it is asking on part A is if your driving 50% on the highway which is 30 miles a gallon and 50% on around the town which is 25 miles a gallon then how many miles a gallon are you getting and the answer for that you need to first find what kind of problem it is and in this case you are working with percents so what you first want to do is  multiply 50% to both 30 and 25 which will be 15 and 12.5 then add those together to get you answer now do the same for part B but instead of 50% it will be 60% and 40%.

Step-by-step explanation:

glad I could help

The amount of interest for the year was 3,770 cents, and the regular price of the electric drill that Pamela bought before the discount was 21,927 cents

Interest = P x R x T.

Where:

P = Principal amount (the beginning balance).

R = Interest rate

T = Number of time periods

In this case, we are given that;

Principal amount (P) = $580

Interest rate (R) = 6,5 %

Time = 1 year

Hence, The amount of the interest = 6,5% of $580

                                                     = 0.065 × $580

                                                     = $37.7

1 dollar = 100 cents

Hence, $37.7 = 37.7 × 100 cents equal to 3,770 cents

P = (1 – d) x

Where,

P = Price after discount

D = discount rate

X = regular price

In this case, we are given that:

P = $32.89

D = 85% = 0,85

Hence, the regular price:

P = (1 – D) x

32.89 = (1 – 0.85) X

32.89 = 0.15X

X = 32.89/0.15

X= 219.27

1 dollar = 100 cents

Hence, $219.27 = 219.27 × 100 cents equal to 21,927 cents

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To determine the percentage of women in a sample with a master's degree using Excel, you need to follow:

First, make sure your data is organized in columns, with one column for gender and another for education level.

Next, use the filter feature in Excel to display only the rows where the gender is "Female" or "Woman". This will help isolate the data for women in the sample.

Then, focus on the education level column and filter it to show only the rows where the education level is "Master's Degree". This will narrow down the data to women with a master's degree.

Count the number of women with a master's degree by using the COUNTIFS function in Excel. Set the criteria to match "Female" or "Woman" in the gender column and "Master's Degree" in the education level column. This will provide the count of women with a master's degree.

Now, calculate the total number of women in the sample by using the COUNTIF function. Set the criteria to match "Female" or "Woman" in the gender column. This will give you the count of all women in the sample.

Finally, divide the count of women with a master's degree by the count of all women in the sample and multiply by 100 to obtain the percentage. This will represent the percentage of women in the sample with a master's degree.

By following these steps and adapting them to your specific dataset in Excel, you can determine the percentage of women in the sample with a master's degree.

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The flux of the vector-field F = 1i + 1j + 2k across the surface S is 2. We find out the flux of the vector-field using Green's Theorem.

Flux form of Green's Theorem for the given vector-field

φ = ∫ F.n ds

= ∫∫ F. divG.dA

Here G is equivalent to the part of the plane = 2x+4y+z = 2.

and given F = 1i + 1j + 2k

divG = div(2x+4y+z = 2) = 2i + 4j + k

Flux = ∫(1i + 1j + 2k) (2i + 4j + k) dA

φ = ∫ (2 + 4 + 2)dA

= 8∫dA

A = 1/2 XY (on the given x-y plane)

2x+4y =2

at x = 0, y = 1/2

y = 0, x = 1

1/2 (1*1/2) = 1/4

Therefore flux = 8*1/4 = 2

φ = 2.

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Answer:

1:18:6

Step-by-step explanation:

3:54:18

This equals 1:18:6

To evaluate the infinite geometric series 3 + 2 + 4/3 + 8/9 + ..., we need to determine the common ratio (r) between consecutive terms. The common ratio can be found by dividing any term by its previous term.

Let's calculate the common ratio:
2/3 = (4/3) / 2 = (8/9) / (4/3) = 2/3

Since the common ratio (r) is equal to 2/3, we can use the formula for the sum of an infinite geometric series: The formula for the sum of an infinite geometric series is S = a / (1 - r), where "a" is the first term and "r" is the common ratio.
In this case, the first term (a) is 3 and the common ratio (r) is 2/3. Plugging these values into the formula, we have:

S = 3 / (1 - 2/3)

To simplify the expression, we need to find a common denominator for the fraction:

S = 3 / (3/3 - 2/3)
S = 3 / (1/3)
S = 9

Therefore, the sum of the given infinite geometric series is 9. To evaluate the infinite geometric series 3 + 2 + 4/3 + 8/9 + ..., we first need to determine the common ratio (r) between consecutive terms. The common ratio can be found by dividing any term by its previous term.

The sum of the infinite geometric series 3 + 2 + 4/3 + 8/9 + ... is 9.

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Answer:

8² = 64 < 72 < 9² = 81

Step-by-step explanation:

Hope the above solution will help you

Step-by-step explanation:

given that 1.5 gram of fat =3% of 2000 calorie diet.

Thus, 1.5 gram of fat contributes to 3/100*2000= 60 calorie of diet.

Generally 6% of the diet must be fat.(recommended)

Since, 1.5 gram = 3%

thus, 3 gram =6%.

Answer:

?????

Step-by-step explanation:

Vaughn and Xi are not partners in Wind Systems because they do not have joint control over the business.

A partner is a person who shares in the profit and loss of a business. A partner is also involved in the running of the business.

A partner is sometimes needed because one person might not have the knowledge and know how of running a business. Also, a partner might be needed to raise enough capital for the business.

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The Objective Function in the linear programming problem given in the above-stated scenario is:

B. S = 3x + 5y

Linear programming is a statistical technique used to find a maximum or minimum value of an equation in order to find a solution to a problem. It is used to calculate how much to produce to maximize profits, how to allocate resources, and determine which investments to make.

Linear programming problems include an objective function, which is the equation to be maximized or minimized, and constraints that must be followed. Linear programming problems can be solved graphically or algebraically. In order to solve a linear programming problem, we first need to identify the objective function and constraints.

Objective Function in the linear programming problem:

The score of the student is to be maximized in the given time frame by answering the maximum number of questions of both types.

Therefore, the objective function is: S = 3x + 5y

Answer: B. S = 3x + 5y

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Answer:

x = 33

Step-by-step explanation:

∡ CBE = ∡DBA = 57°

The sum of the interior angles of a triangle results 180°

∡BDA = it´s a right angle = 90°

Then:

57° + 90° + x = 180°

147° + x = 180°

x = 180° - 147°

x = 33°

The area of the given trapezoidal site is 250,000 sq. ft.

The area of the trapezoidal with the dimensions of both bases and the height is given by the formula,

Area = 1/2 × height × (base1 + base2)

Units: square units

The given trapezoidal site has a base of 150 feet, i.e., base1 = 150 ft; a height of 2000 ft, i.e., height = 2000 ft and a parallel base of 100 feet, i.e., base2 = 100 ft.

Then, the area of the trapezoidal is

= 1/2 × 2000 × (150 + 100)

= 1/2 × 2000 × 250

= 250,000 sq. ft

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14175.6 years the appropriate age of a piece of burned wood, if it was found that 83.5% of the C-14 found in living trees of the same type had decayed.

The half-life of carbon-14 is h=5730 years.

Given that 83.5% of the C-14 found in living trees of the same type had decayed. Fraction left in burned wood is

=1-0.82

A=0.184

The radioactive decay is A = 4,2-th

0.184 = 42

0.18=2 5730

t 5730

In (0.18)=- In (2) taking log on both sides

t= 57301n (0.18) In (2)

t=14175.6 years Therefore, the age of wood is t=14175.6 years.

Common synonyms for putrefaction include decomposition, putrefaction, putrefaction, and putrefaction. All of these words mean "to undergo destructive dissolution," but disintegration means a slow transition from a solid or perfect state.

Decayed is defined as a putrid substance or putrefaction, putrefaction, or state of putrefaction. An example of decay is what happened to an old abandoned building. Spoilage is defined as decay, loss of strength, or deterioration. An example of rot is when old fruit begins to rot.

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Answer:

3

Step-by-step explanation:

A simple way to solve this is by substituting, we start with trying 1 for x, 2+6=8, and 1+9=10. Because the two values are different, that means 1 is the incorrect value. We can try 2, 4+6=10, and 2+9=11, once again inequivalent. We finally try 3, and 6+6=12 and 3+9=12 meaning x must be 3

Answer:

Mango = 0.5, Peach = 1.75

Step-by-step explanation:

Let x represent the price of mango

Let y represent the price of peach

Melanie: 8x + 6y = 14.50

Jaya: 4x + 7y = 14.25

Isolate for a variable in one of the equations (just pick a random one, you don't have to pick mine)

4x + 7y = 14.25 => x = (14.25 - 7y)/4 = 3.5625 - 7/4y

Plug into other equation

8x + 6y = 14.50

8(3.5625 - 7/4y) + 6y = 14.5

28.5 - 14y + 6y = 14.5

28.5 - 14.5 = 14y - 6y

14 = 8y

y = 1.75

4x + 7y = 14.25

4x + 7(1.75) = 14.25

4x + 12.25 = 14.25

4x = 2

x = 0.5