Answers by visitors named: Patrick

X=-30

H=F/5G

y=7-3x

S=150 and A=250 S+A=400 A=400-S 2S+3(400-S)=1050 Solve for S S=150 Plug back in top equation A=250

Bill is 2 years older than ted (1) b = t + 2 where b = bill's age TODAY and t = ted's age TODAY In 5 years 5 times ted's age will be 4 times bill's age: (2) 5(t+5) = 4(b+5) Put equation (1) into (2) for b. 5(t+5) = 4(t+2+5) ==> 5t+25 = 4t+28 solve for t to get t = 3 So ted is 3 and bill is 5 years old.

draw the lines like this \// /X/ //\ one diagonally down from left to right and the other 3 from right to left connecting all rows possible.

figuring out if my monitor is 13inch by 10 half inch. how do i put that into what i'm ask to do?

ok thank you know if you could break it down to me where i can do it own my owe that would be great. because, i do not know how to do algebra at all.and i'm taking a college corse it which i have to pass.

I wasn't asking for it to be done for me i just wanted someone to explain it to me. So I could get a better understanding of the subject

this is what I came up with for my monitor is this right or did I do it wrong. a^2 + b^2 = c^2 13*2+10*2 = c^2 26+20= c^2 46=c^2 46=√(c^2) 6.78= c

how do you do the conversion?

My thinking is: f2=f1(V/V+Vs) f2=Heard frequency=394.3 Hz f1=Source frequency=400Hz V=velocity of sound in medium=332+0.6(23)=345.8 m/s Vs=velocity of source=5 m/s I'm not sure about the second question, though.

So the answer to the first question is 394.3 Hz and the answer to the second question is 400 Hz?

So the answer is 400(345.8/340.8) = 405.87 Hz?

Watching horror movies is a way of feeding our inner insanity and bave our nightmares.

Yes, I had a typo sorry. It was. (2x^2+3)(x-1) Is it 19 now?

Is it 4 or 1?

Thank for replying =D. Unfortunately, I have been using implicit differentiation and I do not fully understand the logarithm. I am still getting an incorrect answer. Please show me an example on how to solve these problems. Thank you.

Thank you! For y sec(x) = 3x tan(y) I got dy/dx = (3 tan(y) - y tan(x)sec(x)) / (sec(x) - 3x sec²(y)) but it was still incorrect... I have no idea how to do y = arctan[(sqrt((1 + x)/(1 - x)))] because i never did this type of problem before, help please. here is another problem that I do not know what I'm doing wrong: (a) Find the second derivative y '' by implicit differentiation if: x3 + y3= 27 Express your answer in terms of x and y alone (so that y ' does not appear in your answer). Do not solve for y in terms of x. y'' = -2x(y^3+x^3)/y^5 (I got this answer incorrect) (b) Now simplify your answer to (a) as much as possible, still without solving for y in terms of x. y'' = -54x/y^5 (but I got this one correct) Every other problem, I figured it out. Thank you so much, I really appreciate it.

For y sec(x) = 3x tan(y), the direction above it says "Regard y as the independent variable and x as the dependent variable and use implicit differentiation to find dx/dy." I do now know if that makes any different and I believe I have 4 lives left. For the x3 + y3= 27 problem, I do not get, so I will ask my instructor about it. The arctan problem, I solved it thanks to your help. Thank you. Another problem I have is: "Prove the formula for (d/dx)(arccos x) by the same method as for (d/dx) (arcsin x)." Thanks again, I really appreciated your help. =]

Thank you!

9 miles long.

Thanks, that was imformative.

5/4*61/8 =305/32 =9.53125

Which can be simplified to 13:4.

The unit rate for the first one is 98 yd/sec. 30 ounces for $3.48 is S8.62/oz. It is the best buy.

Thank you and enjoy your trip :). I read your post about it.

I attempted using the Clausius-Clapeyron Equation and I am not getting anywhere

Ok I will try Kelvin. Thank you

d,Atomic mass= fraction of the isotope X mass of the isotope.

i got the same answers you got but they are being read a sincorrect in my assignment.

Can't view the sight can u help me work it out

In number 2.Is the delta Tf = to -2.84? I came up with 180 but confused with how -2.84 is delta Tf

Answer to Jade: The bottom of the Trapezoid =x, the top = (1/3x), the sides then = (1/3x + 4"). So the equation looks like this: x + 1/3x + (1/3x + 4) + (1/3x +4)=56 Solve for X: 2x + 8 = 56 then x=24 Plug your # for x back into the dim. for each side and you get: Bottom = x = 24 Top = (1/3(24)) = 8 Sides= (1/3(24))+4 = 12

5 to 6 miles / day

Width = w Length = w + 3 w(w+3)= 108sf I just plugged #'s into "w" until I found the one that fit. w = 9ft L = w+3 = 12ft

could you please just give me the answer in paragraph form

thats okay...i got the answer from some other hw website....thnx!(for nothing)

Water polution couse many illnes like malaria

Drug addiction

As a consumer of psychiatric services, I have never heard of an unemployed psychiatrist. It is very difficult to get an appointment with a psychiatrist because there is such high demand for their services relative to the number who are trained and enter the practice. Meanwhile, a psychiatrist has to train to be a medical doctor before he can train to be a psychiatrist. Therefore, if he were not employed as a psychiatrist per se, he could work in many jobs that a medical doctor could fill. Meanwhile, a psychiatrist can always hang out a shingle and run his own business providing psychotherapy and psychopharmacology (prescribing medicines and controlled drugs for the mind). Psychiatrist can also engage in research and administer many different kinds of treatment and social programs or work in public policy. So, with so many ways that a psychiatrist can be employed and so much demand for their services, you're unlikely to find a psychiatrist who simply cannot find a job. You're most likely to find one who is unsatisfied with the job she's doing.

A clinic is a place where clients or patients receive diagnosis and treatment. So, a clinical psychiatrist is a psychiatrist involved in diagnosis and treatment of people with psychological challenges. Compare this to the theoretical psychologist and professor of psychology, who might work in an academic setting and might never actually treat a patient. A clinical psychologist is one who deals in the treatment of patients instead of just theorizing, writing or teaching, but without seeing patients. They key to the definition of the term "clinical psychologist" resides in the word "clinic."

You have a lot of facts here about the singing governor. If you think about why each even occurred and try to explain, then you'll write a better paper. For example, you say that his career began when he was signed to Decca Records. But, if you think about what you've heard of becoming a singer, you know that singers always have to sing a lot and fight their way to getting "noticed" and "discovered" before they get signed. Their careers begin when they begin trying to be paid professionals and not when (often years later) they actually win a record contract. Your facts show that this is true in this case as well, because after you say that his career began with Decca records you say something entirely different and more true: From the time he was born, the singing Governor was song industry role model in his family who taught the singing governor to sing: his grandfather, Jimmy Davis. The singing governor first sang under his grandfather's tutelage and then he eventually won a contract with Decca Records. If you try to show how your facts led to one another and relate to one another, you'll naturally adopt the right transition words and phrases, like "as a result," and your sentences will vary according to the facts you present and the relationship between them. If you don't think about how the facts lead to one another in order of time (chronologically) and logically, then your writing will sound repetitive, like a list of facts. Try to explain why events happened and your writing will naturally get better.

Your confusion probably results from not understanding the phrase "suited to." In this case, "suited to the night" means "benefits from the night." Compare this to people (like house painters, dressmakers and jewelers) who benefit from working in daylight or in lighted places. Who benefits from the night? Someone who who wants to do evil and doesn't want to get caught benefits from the night. Why is "sleepwalker" the wrong answer? A sleepwalker doesn't benefit from sleepwalking, so he doesn't really benefit from the night either. The night just coincidentally happens to be when he sleeps, but the night is not a benefit to the sleepwalker, unless his GOAL is to sleepwalk. Sleepwalking is an unconscious activity of which the sleepwalker is unaware, so the sleepwalker can't be said to be benefiting from a circumstance (night) that he doesn't even know is occurring and that doesn't help him to accomplish anything or achieve a goal. Evil people benefit from and are "suited to" the night, because evil people and their evil deeds are less likely to be observed and discovered in the darkness of the night. They consciously wait for the night, just like animals hunt at night, because that's when they are least likely to be detected and when their secret, unannounced intentions are least likely to be frustrated.

The question is, who is the president's audience? Since the President's audience is the public (everything he says will become public), therefore this is public speaking. Everything the President says in his speech will be reported in the newspapers and his speech will end up on YouTube. If he doesn't assume his speech is "public" speaking and "public communication" then he's a fool.

Is this proposition true? For it to be true, BOTH parts have to be true. Is it true that "anything lawful is ethical"? Is it true that "anything ethical is therefore always legal." Because the words "always" is used, in the second part, and always means 100% of the time, if you can think of just ONE example of a behavior that is ethical but not lawful, then you have proved that part of this proposition is not true. And if part of it is not true, then it can hardly be held out as a "dictate" of a "law." If you are a Mexican boy with a toy airplane that sails across the border into the United States, so you cross the border to get your plane and then return to Mexico, what is unethical about that? You're just traveling 100 yards to retrieve your own property and take it home with you. But, is that legal behavior? US immigration laws require that any Mexican who wants to enter the US for a visit must obtain a tourist visa. Failure to do so is a violation of Federal immigration law. Obviously, it's possible for a question to pose a legal issue when it poses no ethical issue at all. Here's another example. You're in WalMart at closing time and you see a worker throwing fresh and hot pizzas into the garbage to be taken to the dump. So, you remove a pizza from the garbage and eat it inside the WalMart store. On the way out, you are arrested and charged with stealing pizza. If you had waited until the pizza was put in a garbage can on the sidewalk in front of WalMart, you would not have been guilty of any crime. So, does your behavior present any ethical issue. You ate something which someone else discarded and clearly had no intention of using. You took control of their property -- the pizza -- only after they had shown that they had no further use or desire for their property. However, there are laws that give WalMart the right to burn the pizza and throw the ashes in the garbage instead of giving it to you when you're hungry. So, isn't it clear that ethical requirements and legal requirements are not "always" exactly the same thing, 100% of the time? Since I can come up with one clear-cut and one arguable example of behavior that is ethical but not clearly not legal, I conclude that not all behavior that is ethical is also legal. One more scenario: You come to realize that 50% of the children in the the schools in your city drop out before graduating from high school and ninety percent of those who graduate are unable to read at a third grade level. But, your sister, who lives in a neighboring suburb, has neighbors who go to public schools there and whose children have been admitted to Harvard University, so wonderful is the education that they've received in the suburb. So, you register your child for school in the suburb by falsely claiming that your child lives at his aunt's house in the suburb. What you've done is illegal, but is it unethical? Why? Can you think of some examples of your own?

"great obesity epidemic" is in quotation marks, so just Google it, in quotation marks, and see who used this expression and why. Once you've read a newspaper article or two that includes this expression, you'll have all of the information you need to answer this question. You can include the search terms, "beliefs," "values," "epidemic," "Australia" and "children" in order to make sure you answer the precise question that you have been asked. Since your teacher asks you to explain the problem "briefly," all you need to do is take a look at this by reading a couple of newspaper articles and then report what the newspaper articles have said, mostly in your own words, but maybe including a one-sentence quote from someone who is a professional in the field of "epidemics" should know what they're talking about.

You could make a list the reasons why you don't like to be a class monitor. But, you would have to think about the experience and write the list.

Are we talking about an automobile or a train car? The answer would depend on variables like the height of car and the location of it's "center of gravity." Also, I assume you mean, 'How fast can the car go without tipping over?' Whether the car is on tracks and the kind of suspension it has are also important. With increased speed comes increased "centrifugal force," but I imagine you already know that. There must be a formula for determining how much the centrifugal force increases as the speed increases. Once you have gathered the above information, I hope someone else can help you, because I'm terrible at physics!

When you are given a multiple choice question, you have to look at each possible answer to determine why it might be wrong. You have to look at each of the possibilities and find a logical reason to eliminate them until you have eliminated all but one answer. When only one answer has not been eliminated, that left over answer is the correct answer. This means that you don't necessarily need to know which answer is correct. You only need to identify all of the answers that are NOT correct, and choose as your answer the answer that is left over after the elimination process. When you have eliminated all of the obviously, definitely wrong answers, then the answer that you have NOT eliminated is the "right" answer, even if it seems not quite satisfying for some reason. If you can find any part of an answer alternative that is definitely not true or logical, then you can eliminate that as an alternative and focus on the rest. So, let's apply this process to the four answer choices you were given: "A" Cannot be right, because "supply and demand" is not an "eastern" economic philosophy. "B" seems rather unlikely, because Japan is a tiny country with little land mass and so concentrating on agriculture doesn't seem like the path to economic success. "D" seems unlikely, because China and Japan were bitter adversaries during the Second World War, so it seems unlikely that Japan became a major economic power because it was helped along by China. So, the only remaining answer is "C," which is consistent with what we know about Japan: It produced mass-produced products efficiently and with a high level of quality, superior to that which the US could offer, and that's why Japan's Toyota has been competing with the US's General Motors to be the world's top automaker. Also, you've probably seen a lot of cars and electronic devices (like Sony) that are marked "made in Japan," but have you seen any food ("agriculture") in the supermarket that's marked "grown in Japan"? I didn't think so. Although I wasn't immediately sure what the right answer was, and I was initially confused by the number of alternatives, I believe I was able to arrive at the correct answer by systematically and logically eliminating wrong answers one by one until eliminating three and having only one left over. If you can eliminate just two answers on the basis that they are DEFINITELY wrong, then you have a 50% chance of choosing the right answer from among the remaining two, even if you choose between them by guessing with no additional effort. By reading them, you increase your likelihood of getting the right answer.

I congratulate you for your confidence that although you do not already understand the material in this course, you eventually will learn much more through the process of TRYING to learn and understand. You WILL learn more by trying to learn more, and that's what education is about. DON'T get bound to the book that your teacher has chosen as your way to understand American history. Instead, read books that interest you and you will gather a body of knowledge that will help you to answer questions about American history in this course and in other courses. Some text books simply are not written in a way that fits your learning style, or maybe you just don't like the colors in their pie charts, and so your mind refuse to participate. Forget about trying to understand American history through this particular lens and instead read whatever books and articles interest you in American history. I couldn't understand Spanish at all in high school. I couldn't understand the Spanish book. Later, I went to a book store and bought the Spanish books that I liked and could understand. Eventually, I got a bachelor's degree in Spanish, magna cum laude, with an "A" average in Spanish and other courses. I've also translated Spanish for medical teams. There was nothing wrong with my ability to learn Spanish. It's possible to simply not LIKE a particular textbook, just like you can not like a novel about the Civil War. That doesn't mean you'll never understand the Civil War. It just means you need to read a different novel about the Civil War that teaches you the same general knowledge that the first novel would have. READ, READ, READ whatever you WANT to read about American history and you will pass AP History, even if you never learn to like this particular text book. And you will know more than your classmates who only read what's spoon fed to them. If you're asked to read about the Civil War, read whatever books interest YOU about the Civil War. Skim the table of contents of your crappy AP text book in 15 minutes, just to find out what topics are discussed.

I took college levels classes AT A COLLEGE beginning when I was 13 years old and I accumulated over 40 credits toward college before I was 18 years old. Don't let anyone tell you you can't understand college materials. Before you search the text of your textbook for answers, use Google. Google searches the whole Web to find the BEST answers to your question and YOU choose your reading material from among the Google search results, based on what YOU most want to read and what YOU can most easily understand. If you google the terms "climate," "geography," and "migration," you will rapidly find a number of articles that answer your question. Read the article that is from a respected source (e.g. New York Times, PBS, BBC) and you'll quickly find something that answers your question. Reading a text book looking for particular words is so 18th Century! Now, we have computers to search texts for keywords! Don't be textbook bound! In college, they're going to ask you to do your own research and choose your own sources, so why not start now? It's easier, faster, more fun, and you'll learn much more! If your textbook doesn't have searchable text, then search the Web for the information you need!

The terrible thing about textbooks is that it's not enough to be able to read and understand the text. You ALSO have to be able to read and understand the question about the text. If you cannot understand the question that is asked, it doesn't matter that you DO understand the text that you read. One issue that arises here, as you mentioned, is pluralization. "Some had a job. Some didn't." In fact, some had jobs; some didn't. It wasn't that several people had the same job. And yet, although there is not number agreement, the sentence is still grammatically acceptable. Compare in English, "You both have a job." with "You both have jobs." Neither is wrong although one uses the plural and one uses the singular, both to express the same thing. The simple solution is to say, "We both are employed." That removes the confusion and resolves the question of agreement in number. The verb "are" has to agree with the pronoun "we" and not with "jobs" or "employment." "We have a job" is colloquial, informal speech that means, "We both have jobs." It certainly doesn't mean, "We both share one job."

This sentence above is one terrible example of English. There should be a semicolon after "playground" instead of a colon. I hope you read a lot of books and newspapers, so that you won't have to learn proper English grammar entirely from books like this one.

You can answer all of the above questions by googling the qestions' key words in the questions. And you'll learn a lot by doing so. If you don't understand the vocabulary (terms) used in the questions, you might have trouble. So, you might have to look up the word "efficacy," for example, by googling "efficacy" and "merriam," which will take you to the relevant entry at the Merriam Webster Dictionary.

Here is a list of criteria that the American Psychiatric Association says it will use to determine what new diagnoses might appear in the new DSM. After reading the half page of criteria, you can try and decide for yourself whether it seems like "suicide" would/should be listed as a disorder. How are decisions made about what will be included, removed, or changed in DSM-5? The DSM-5 work groups began with a review of research, including monographs from a series of planning conferences in concert with the World Health Organization funded by the National Institutes of Health. Several principles were established to guide the DSM-5 revision process: · The highest priority is “clinical utility” – that is, making the manual useful to clinicians diagnosing and treating people with mental disorders. · Recommendations for revisions should be based on research evidence. · When possible, continuity with the previous edition, DSM-IV, should be maintained in order to limit disruption for clinicians and research. · There should be no pre-determined constraints on changes from DSM-IV in areas where the manual’s organization and criteria were problematic. In addition the work groups were asked to: · clarify the boundaries between mental disorders to reduce confusion of disorders with each other and to help guide effective treatment; · consider “cross-cutting” symptoms (symptoms that commonly occur across different diagnoses); · demonstrate the strength of research for the recommendations on as many evidence levels as possible; and · clarify the boundaries between specific mental disorders and normal psychological functioning. If you use a Google search to arrive at the document by the following name, you will see a list of reasons why certain diagnosis might and might not be included in the DSM-IV. "Guidelines for Making Changes to DSM-V Revised 10/21/09" There are a lot of criteria that are applied to determine whether a new diagnosis is appropriate. Psychiatrist on a committee to make a decision will argue about whether a proposed diagnosis meets the criteria. Read the criteria for yourself and see what recommendation you would make about "suicide" being an independent diagnosis. Diagnostic criteria are for treating people who are alive. (See "clinical utility" above.) So "suicide" would not help if one of the symptoms of "suicide" is that the person is dead. The diagnosis would have to be "suicidal. "I agree with Ms. Sue that there are many psychiatric and biological conditions that can cause a person to consider suicide and act "suicidal," like alcohol and drug use, depression, old age, a terminal medical diagnosis, and a teenage disappointment in a love relationship. Do all of these have enough in common that a "suicidal" diagnosis would help lead to treatment, or would the treatments in the above examples have to be completely different, depending on the REASON for being "suicidal." As soon as you consider the REASON for being suicidal, you will be led to a medical diagnosis that has suicidality as a symptom. "Suicide" is a symptom of a condition, and not a condition by itself, just like "bleeding" is a symptom of a medical problem and not a medical diagnosis all by itself. "Bleeding" like suicidality, has to be treated in all sorts of different ways, based on the reason for the bleeding, be it a head injury or gum disease. Or menstruation! Since there are no common underlying causes lead to bleeding and there are no common treatment steps that are appropriate in all cases of bleeding, therefore introducing "bleeding" into the DSM would lack "clinical utility;" it wouldn't tell doctors what to do or what to expect if they did nothing at all. I think the same is true, by analogy, with respect to "suicide" and "suicidal."

This is a trick question, since some of these paper choices don't even exist! Avery does not make ANY product with the number 6150 as part of the product name, according the the Avery company site. If Avery doesn't even offer the paper in answers (A), (B), (C), or (D), then that cannot be the right answer. Why would your book tell you to buy a kind of Avery paper that doesn't even exist? If we google "Avery standard, 5160," then there are 34,000 results for that at Google, so it must exist. Avery must offer a paper 5160 and, in fact, this number appears at the Avery company site. If we Google "Avery Standard, 6150", there are only 34 results for that search, so that paper doesn't exist and all of the results come from trick tests like the one your teacher has given you, or from people who have accidentally transposed the numbers 5160 and 6150. Since answers (B) and (C) have the number "6150," which is not even a paper that Avery makes, therefore answers (B) and (C) are wrong. The question you want a paper for "label choices." After excluding answers (B) and (C), as we have above, the only remaining choice that is a label paper is (D). Therefore, (D) is the correct answer, no matter WHAT your book says. Confirming this, there are no search results for the search "Avery Standard 5160" at Avery's website. But there IS a search result for "Avery label 5160." Since "Avery Label 5160" is the only paper that Avery actually manufactures from among the 4 choices above, therefore (D) ("Avery Label 5160") is the correct answer, no matter what your book says. 75% of the question being asked of you here is whether or not you read your book or not, but there are millions of other ways you find the answer, aside from reading your text book. In fact, reading your text book might be the LEAST efficient and most INefficient (waste of time) way to look for the answer, in many cases. Don't let your Computer 101 textbook or your computer course prevent you from learning about computers. If you use your brain and Google, you'll find that both are FAR better resources than your textbook. Logic is also a better resource than your textbook, since your logic will last you a lifetime and many of the computer products in your textbook won't even exist in five years. If you had gone to Google first, without looking for the answer in your textbook, you would have discovered that many other students have been given this question and were unable to find the answer. That's because it is a trick question and, because you didn't use Google and you relied on your book only, you were TRICKED. Let this be a lesson to you! NEVER check your mind or your brain at the door when you go into ANY classroom! There's nothing in a text book that you can't discover using your intelligence, your logic and Google!

I'm confident that I found the right answer at Google, and I don't even have a copy of your book. What's in your book is not a magical world that can be divorced from the real world. Your book can't tell you something is true if there is no other way to CONFIRM that truth. There HAS to be somewhere else where you can discover and confirm the information, and that "somewhere else" is often going to be Google. If you didn't have a computer and access to Google, then I could understand why you wouldn't use a search engine to look for the answer to your question. But, you DO have a computer and broadband (and access to Google). Otherwise, you wouldn't be leaving questions on this site. You might find it hard to find a needle in a haystack, but Google and its computers can find one needle in ten thousand haystacks, even if you start not knowing what a haystack is.

Distribution: "We distinguish a distributed term (subject or predicate) from an undistributed term in this manner: A distributed term is one modified by 'All' or 'No.' When a term is modified by "some," it is undistributed," because it does not apply to all cases. "There are only four standard form propositions. Each consists of a subject and a predicate. In each form, the subject and the predicate are joined together by is or are, the copula. The relation between the subject and predicate is identified by the use of: All, No, Some, or Some ... not.... If a and b stand for the subject and predicate terms, respectively, the four forms are: (1) All a is b, (2) No a is b, (3) Some a is b, and (4) Some a is not b." Now, to understand why the "predicate term" is undistributed, we have to know what a "predicate" is. One dictionary says, "7. Grammar: belonging to the predicate: a predicate noun. noun 8. Grammar: (in many languages, as English) a syntactic unit that functions as one of the two main constituents of a simple sentence, the other being the subject, and that consists of a verb, which in English may agree with the subject in number, and of all the words governed by the verb or modifying it, the whole often expressing the action performed by or the state attributed to the subject, as is here in Larry is here." The key to identifying the "subject term" and the "predicate term" is the verb like "are/is" between them. The inclusion/exclusion words, like "some" or "all", tell you the relationship between the subject term and the predicate term.

Chapter one Quiz 3 to the heart tenth. cone S. Find the surface i 12 Chapter 12 Quiz 4

Thank yo MS Sue. That is want I came up with but just wanted confirmation. thank you

It must be an elementary question because I too have the same question on my homework. I was thinking the shape they are looking for is a trapezoid but still having problems getting to the .95 out of .30, 1.25 and 1.00

80% times the price(x) .8x

Find all values of x, 0<x<(pi/2) for which (1/( root 3))<cotx<(root 3)

7.185 x 10^2 because you move the decimal 2 spots to the left

mean = add numbers together then divide by how many #s Median = middle of the numbers mode is the most frequent number

in reality 95 = 95.0 so if you move the decimal place over 1 to the left you get 9.5 x 10^1 = 9.5 x (10) = 95 if you move it twice to the left you get .95 x 10^2 .95 x 10^2 = .95 x (10 x 10) = .95 x 100 = 95 So your answer would be .95 x 10^2 so scientific notation would just be exponents on the ten multiplying it by another number. i.e. 65 = 65.00 = 6.5 x 10^1 ----> 6.5 x (10) = .65 x 10^2 ----> .65 x (100)

Conflict Perspective

I figured out the answer. Thanks.

Ms. Sue, trying to figur out how to even break down the question? Thanks, Patrick

Initial speed = 28m/s time = 4.4s Acceleration = 9.8 Just plugin the numbers into this formula and u will get the answer. S=ut+1/2*a*t^2

1. On the basis of past experience, the buyer for a large sports store estimates that the number of 10-speed bicycles sole next year will be somewhere between 40 and 90 – with the following distribution: Number of Bicycles Sold x Probability P(x) 40 0.05 50 0.15 60 0.41 70 0.34 80 0.04 90 0.01 a. What is the mean number sold? What is the standard deviation? b. If 60 are ordered, what is the chance they will all be sold? What is the chance some will be left over? c. To be almost sure (say, 95% sure) of having enough bicycles, how many should be ordered?

Louise is 8 years old now

I agree with a

I think D

an outline for the letter would be nice

Evaluate the extent to which the service delivery protes of water met or didi not met the rquirements of processes that you have to reseached

77.5

I was doing a lab experiment on the reaction of copper(II) sulphate and aluminum: 1) I measured 2.02g of copper(II) sulphate pentahydrate 2) I dissolved the copper(II) sulphate pentahydrate in 10mL of distilled water 3) I added 2.0mL of concentrated HCl to the solution and mixed well 4) I added 0.25g on Aluminun foil to the solution. 5) After 5 minutes, i added an additional 5mL of concentrated HCl 6) After all the aluminum foil has reacted, i decanted the solution from the solid (leaving copper behind). 7) The mass of copper product after drying it was 0.69g. Now we have: -Mass of CuSO4*5H2O = 2.02g -Mass of Aluminuim foil = 0.25g -Mass of copper metal product = 0.69g The questions are: 1) Calculate moles of Al used. 2) Calculate the moles of CuSO4*5H2O used. 3) Calculate the moles of copper product based on moles of Al. 4) Calculate the moles of copper product based on moles of CuSO4*5H2O. 5) Whats the limiting reactant. 6) Whats the grams of copper product based on the limiting reactant (theoretical yiel). 7) Calculate the percent yield of Copper.

2.0

I apologize about this question I meant to send a different

Thank you for letting me know if I am right or wrong. I am doing this for all for homework and am very rusty at this.

Can you let me know how number 5 is an independent clause? I do not understand why?

Thank you so much for letting me know on this if I am right or wrong. Some of these sentences can be very confusing. Can you let me know what is the best way to determine the difference between dependent and independent clauses?

Thank you. There is one sentence that I am stumped on. It is as follows: Students who fail to show up for the Regents test must enroll in the Regents' remediation courses. The part of the above sentence that is underlined is-who fail to show up for the Regents test. That is what has me stumped.

Great. I will definitely check out this website that you sent. Thank you.

Yes however the entire sentence is underlined and I don't see unless I am missing something any indicators in it. So maybe if I am not mistaken since the entire sentence makes sense then it makes it an independent clause and they just tried to throw in a bit of a trick by underlining the entire sentence. Is that correct?

Okay. Adjective clause in this case is what you are saying. Let me ask you. If the choices though are dependent clause or independent clause or neither then it would be neither is that correct?

Hello Mrs. Sue. You are correct. I rushed through those but I do see why now that I had number 2 and 5 wrong. I will study some more and look at the website. Thank you for all of your assistance and my god bless you.

"Mis" is referring to the books.

Hello Ms. Sue. I think I somewhat get sentence 3. The part then that I would need to circle is-unless they lower their rope ladders for them since that is a dependent clause. The part that would be independent is-No one can reach them in their mountain tree forts. Would that be correct?

Thank you so very much for your time and assistance. Have a wonderful evening!

Let me ask you. I guess what I don't understand is how did you get 80 and then 35? What is confusing me is that the number is 76.3 so I would have assumed with the .3 80 but then there is 37.6 and I was thinking rounding that up to 40. What am I not understanding?

Also with what you showed 80/8= 35/7= Do you need to actually do the division and then determine which number is bigger or smaller?

80/8=10 35/7=5 10 > 5 would be the answer. I would like to try and send a few more problems to see if I am on the right track with this. Do the number behind the decimal not really matter when estimating?

Thank you so usually no the numbers behind the decimals don't really matter. I will keep that in mind.

Ty so much. I am a little slow at this.

I will go back and try number 1 again and relook at that one and will then post my second answer.

So instead for number 1 you would do the following: $46.35/3 and $81.35/5 Round $46.35 to $46/3=15.333 Round $81.35 to $81/5=16.2 so then 15.333 is less than 16.2

So what you are saying is try to get a number that the lower number such as 3 or 5 can be able to better divide into.