Write the decimal as a fraction.
0.017

The area of the region enclosed by the curves 10x=2y²+12y+19 and x=-4y-10 is 174/3 units².

To find the area of the region enclosed by the curves 10x=2y²+12y+19 and x=-4y-10, we need to solve this problem in the following way:

Since the curves are already in the form of x = f(y), we need to use vertical strips to find the area.

So, the integral for the area of the region is given by:

A = ∫a b [x₂(y) - x₁(y)] dy

Here, x₂(y) = 10 - 2y² - 12y - 19/5 = - 2y² - 12y + 1/2 and x₁(y) = -4y - 10

So,

A = ∫(-3)⁻²[(-2y² - 12y + 1/2) - (-4y - 10)] dy + ∫(-2)⁻²[(-2y² - 12y + 1/2) - (-4y - 10)] dy

=> A = ∫(-3)⁻²[2y² + 8y - 19/2] dy + ∫(-2)⁻²[2y² + 8y - 19/2] dy

=> A = [(2/3)y³ + 4y² - (19/2)y]₋³ - [(2/3)y³ + 4y² - (19/2)y]₋² | from y = -3 to -2

=> A = [(2/3)(-2)³ + 4(-2)² - (19/2)(-2)] - [(2/3)(-3)³ + 4(-3)² - (19/2)(-3)]

=> A = 174/3

Hence, the area of the region enclosed by the curves is 174/3 units².

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The specific number of instances in an entity is typically expressed using the term "count" or "quantity."

It represents the numerical value that indicates how many individual instances or objects are present within a given entity or set.

For example, if you are referring to the number of students in a classroom, you might say, "The count of students in the classroom is 25." Here, "25" represents the specific number of instances (students) within the entity (classroom).

Similarly, if you are discussing the quantity of apples in a basket, you might say, "The quantity of apples in the basket is 10." In this case, "10" represents the specific number of instances (apples) within the entity (basket).

So, "count" or "quantity" are the terms commonly used to express the specific number of instances in an entity.

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Answer:

7

hope it helps..........

Answer:

X =1

Step-by-step explanation:

Answer:

x=1

Step-by-step explanation:

1/2x-3/4=3/8-5/8x

l.c.m=8

multiply both sides by l.c.m(8)

x/2×8-3/4×8=3/8×8-5x/8×8

4x-6=3-5x

4x+5x=3+6

9x=9

divide both sides by 9

9x/9=9/9

x=1

Answer:50%

Step-by-step explanation:

50% brainliest pwease

Answer:

25,050

Step-by-step explanation:

Find the equation of the line shown in the picture.

Answer:

y = x + 6

Answer:

firstly you have to find the slope of the line.

Step-by-step explanation:

for thus, use the number which is on the coordinate system like x and y. the slope is (10-6)/(4-0) =1 so m=1

the equation should be on this form y-y1=m"(x-x1)

then put the value of y and x from equation.

when the x is 4 the y have to be 10

y-10=1*(x-4)

finally the equation is y=x+6

Answer:

x4−9x3+27x2−27x : ) Your welcome

Answer:

the slope of the line is .5

Step-by-step explanation:

start at point a and rise 1 and run 2 to point d which makes the slope 1/2

Answer:

90 Confidence Interval for the proportion = [ 0.216,0.334]

Step-by-step explanation:

The confidence interval for proportion formula =

p ± z × √p(1 - p)/n

Where p = x/n

x = 42

n = number of samples = 153

p = 42/153

p = 0.2745098039 ≈ 0.275

z = z score of 90% confidence interval = 1.645

Confidence interval =

0.275 ± 1.645 × √0.275 - ( 1 - 0.275)/153

= 0.275 ± 1.645 × √0.0013031046

= 0.275 ± 0.0593820985

Confidence Interval

= 0.275 - 0.0593820985

= 0.2156179015

≈ 0.216

= 0.275 + 0.0593820985

= 0.3343820985

≈ 0.334

90 Confidence Interval for the proportion = [ 0.216,0.334]

The volume trapped below the cone and over the semicircular disk can be calculated using the given equation z = Vx^2 + y^2 = r. The integral to evaluate the volume is ∫∫(0 to 1)(0 to 0.5 + √(7/2 - r^2))(r dr do).

To find the volume, we first need to understand the geometry of the problem. The equation z = Vx^2 + y^2 = r represents a cone with its vertex at the origin and its axis along the z-axis. The parameter V determines the slope of the cone, while r represents the radial distance from the origin. The semicircular disk lies in the xy-plane and is defined by the inequality 0 ≤ r ≤ 0.5 and 0 ≤ θ ≤ π.

To calculate the volume, we need to express the volume element in terms of the cylindrical coordinates r, θ, and z. In cylindrical coordinates, the volume element is given by dV = r dr do dz. However, in this case, since we are integrating over a semicircular disk, the range of θ is limited to π. Thus, the volume element becomes dV = r dr do dz, where r ranges from 0 to 0.5, θ ranges from 0 to π, and dz ranges from 0 to 0.5 + √(7/2 - r^2).

Now, we can set up the integral to evaluate the volume trapped below the cone and over the semicircular disk. The integral becomes ∫∫∫(0 to 1)(0 to π)(0 to 0.5 + √(7/2 - r^2))(r dr do dz). Evaluating this integral will give us the desired volume.

In conclusion, the volume trapped below the cone z = Vx^2 + y^2 = r over the semicircular disk is given by the integral ∫∫∫(0 to 1)(0 to π)(0 to 0.5 + √(7/2 - r^2))(r dr do dz), where V is the slope of the cone and r ranges from 0 to 0.5.

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Answer:

  y = -2/3x +22/3

Step-by-step explanation:

You want the slope-intercept equation of a line through point (2, 6) and parallel to the line through (-2, 5) and (1, 3).

The slope of the desired line can be found using the formula ...

  m = (y2 -y1)/(x2 -x1)

  m = (3 -5)/(1 -(-2)) = -2/3

The y-intercept of the desired line can be found from ...

  b = y -mx

  b = 6 -(-2/3)(2) = 18/3 +4/3 = 22/3

The slope-intercept equation of the line is ...

  y = mx +b

  y = -2/3x +22/3

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The term "resilience" encompasses the psychological processes and traits that enable individuals to deal with traumas and recover their healthy and effective functioning.

To understand resilience more deeply, let's consider a mathematical analogy.

Just as mathematical equations can be adjusted or modified to solve different problems, individuals need to adapt their coping mechanisms to match the specific demands of a trauma. Being adaptable allows people to assess the situation, identify necessary adjustments, and find effective strategies for recovery.

Resilience is not solely about returning to a pre-trauma state but also involves personal growth and transformation. In mathematics, this growth can be compared to solving a complex problem that requires expanding one's knowledge and skills.

It's important to note that resilience is not a fixed trait, but rather a dynamic process that can be developed and strengthened over time. Just as mathematical skills can be improved through practice and learning, individuals can cultivate resilience through various interventions, such as therapy, support groups, self-care practices, and building healthy relationships.

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Answer: I

Step-by-step explanation:

Theres is a rectangular triangle inscribed innthe circunference

its the triangle STW

then

1. A cord is a line between two pointsnin circumference ,

Its. TW

2.A secant is a LINE that cuts a circle in two points, in this case its represented by line QU

3. A tangent is a line that cuts a circle in ONE point only. In this case is formed by line PV

The budgets of Hong Kong, the United States of America, and Korea differ in contents, formats, advantages, and disadvantages. While each budget has its strengths and weaknesses, they all aim to provide a clear and transparent financial plan for their respective countries.

A budget is a financial plan that estimates expected income and expenditure for a specific period. It may include income, expenses, debts, and savings. Budgets may vary from country to country and can be analyzed by comparing their contents, formats, advantages, and disadvantages. Here are the budgets of Hong Kong, the United States of America, and Korea:

United States Budget:

Korean Budget:

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Answer:

D. $56,250

Step-by-step explanation:

Calculate the increase.

45000 × (1 + 25%)

45000 × 1.25

= 56,250

They made $56,250 this month.

Answer:

D

Step-by-step explanation:

Answer:

A

Step-by-step explanation:

The explicit formula for a geometric sequence is

f(n) = f(1) \((r)^{n-1}\)

where f(1) is the first term and r the common ratio

Here f(1) = 64 and r = \(\frac{f(2)}{f(1)}\) = \(\frac{16}{64}\) = \(\frac{1}{4}\) , then

f(n) = 64 \((\frac{1}{4}) ^{n-1}\) → A

The 0 element for the permutation group defined over n objects is an identity permutation, which is a permutation that does not change the positions of any elements in a set.

This identity element is denoted by an empty permutation and is often referred to as the "do-nothing" permutation. In other words, it leaves the elements in the set unchanged. It is the base element of the permutation group, meaning that when it is combined with any other permutation, it does not change the result of the permutation.

This means that when it is combined with any other permutation, the end result is the same as the initial permutation.

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Answer: x= 6

Step-by-step explanation:

Since the shape is a parallelogram, the angles will either be equal to each other or add up to 180.  

You can see they do not look the same so they add up to equal 180

12x + 3 +105 = 180

12x + 108 = 180

12x = 72

x = 6

Answer:

The answers to this problem are B, D, and A.

Step-by-step explanation:

I just did the problem. I always get 100% on these quizzes.

Answer: 3

Step-by-step explanation:

      First, we will write a mathematical equation for the phrase given.

-> Let n be "a number"

             four subtracted from twice a number is two

             four subtracted from twice a number = 2

             (twice a number) - 4 = 2

             2n - 4 = 2

      Now, we will solve this equation by isolating the variable.

             2n - 4 = 2

             2n = 6

             n = 3

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Answer:

I believe it would be A 3^2(2-sqr2)

To solve the inequalities -2x + 4 < 8 and 3x + 4 ≤ -5, we will solve them individually and then represent the solutions on a number line.

For the first inequality, -2x + 4 < 8, we will isolate x:

-2x + 4 - 4 < 8 - 4

-2x < 4

Dividing both sides by -2 (remembering to reverse the inequality when multiplying/dividing by a negative number):

x > -2

For the second inequality, 3x + 4 ≤ -5, we isolate x:

3x + 4 - 4 ≤ -5 - 4

3x ≤ -9

Dividing both sides by 3:

x ≤ -3

Now we represent the solutions on a number line. We mark -2 with an open circle (since x > -2), and -3 with a closed circle (since x can be equal to -3). Then we shade the region to the right of -2 and include -3 to represent the solutions.

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Steps per mile is a measure of how many steps a person takes to walk one mile, Which is 2000 steps.

It takes over 2,000 steps to walk one mile and 10,000 steps would be almost 5 miles, as the average person has a stride length of approximately 2.1 to 2.5 feet.

The number of steps required to walk a mile can vary from person to person depending on their height, weight and stride length. And Generally, taller people with longer strides take fewer steps per mile, while shorter people with shorter strides take more steps per mile.

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Answer:

x=15

y=63

Step-by-step explanation:

The Department of Labor is a federal government agency responsible for enforcing labor laws and promoting the welfare of workers. If you are a business owner, you should familiarize yourself with the various laws and regulations enforced by the Department of Labor.

Such as minimum wage laws, overtime pay requirements, workplace safety standards, and anti-discrimination laws. It is also important to comply with any reporting requirements and to keep accurate records of employee hours, wages, and other employment information. Failure to comply with labor laws and regulations can result in penalties and legal action against your business.

If you are a business owner, you should familiarize yourself with the various laws and regulations enforced by the Department of Labor. workplace safety standards, and anti-discrimination laws. It is also important to comply with any reporting requirements and to keep accurate records of employee hours, wages, and other employment information. Failure to comply with labor laws and regulations can result in penalties and legal action against your business.

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a. This equation states that the ending inventory for period j (sj) is equal to the beginning inventory from the previous period (sj-1) plus the production quantity in period j (xj), minus the demand in period j (dj).

b. This constraint ensures that the production quantity in period j (xj) does not exceed the production capacity for that period (Cj).

c. This constraint ensures that the ending inventory for period j (sj) is greater than or equal to the required inventory level for that period (Ij).

a. The mathematical relationship or model that shows ending inventory as a function of beginning inventory, production, and demand can be represented as:

sj = sj-1 + xj - dj

This equation states that the ending inventory for period j (sj) is equal to the beginning inventory from the previous period (sj-1) plus the production quantity in period j (xj), minus the demand in period j (dj).

b. If the production capacity for period j is given by Cj, the constraint that should be added is:

xj ≤ Cj

This constraint ensures that the production quantity in period j (xj) does not exceed the production capacity for that period (Cj).

c. If inventory requirements for period j mandate an ending inventory of at least Ij, the constraint that should be added is:

sj ≥ Ij

This constraint ensures that the ending inventory for period j (sj) is greater than or equal to the required inventory level for that period (Ij).

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SOLUTION

Given the question in the image, the following are the solution steps to answer the question.

STEP 1: Write the given details

STEP 2: Write the formula for equation of a circle

STEP 3: Find the equation of the circle

Hence, the equation of the circle is given as: