a. How much did the athlete eam per game?

b. Assuming that the athlete played every minute of every game, how much did he earn per minute?

c. Assuming that the athlete played 2/3 of every game, how much did he earn per minute?

d. Suppose that, averaged over a year, the athlete practiced or trained 33 hours for every game and then played every minute. Including this

training time, what was his hourly salary?

a. The athlete earned S

b. The athlete earned $

(Round to the nearest dollar per minute as needed.)

per game.

per minute played if he played the entire game for every game.

c. The athlete earned $ per minute played if he played 2/3 of every game.

(Round to the nearest dollar per minute as needed.)

d. The athlete earned $ per hour if he trained 33 hours for every game and then played every minute. (Round to the nearest dollar per hour as

needed.)

Next

A) The athlete received $259,375 for each game.

B) The athlete was **paid** $540.64 per minute.

C) The athlete's **hourly wage** was $8105.46.

D) The athlete was paid $213,917.52 per hour.

A) Assume a basketball player received $20,750,000 for playing 80 games, each lasting 48 minutes.

X = 20,750,000 ÷ 80

X = 259,375

B) Assuming the athlete played every minute of every game.

X = 259375 ÷ 48

X = 5403.64

C) On the other hand, suppose the **athlete **performed in two-thirds of the games.

X = 259375 ÷ (48 x 2 ÷ 3)

X = 259375 ÷ 32

X = 8105.46

D) Finally, suppose that over one year, the athlete practiced or practiced 33 hours for each game and afterward played every moment of that time.

X = 20,750,000 ÷ (33 + (48 x 80 ÷ 60)

X = 20,750,000 ÷ (33 + 64)

X = 20,750,000 ÷ 97

X = 213,917.52

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— 3х + 2 = -4х + 4 need help

Given the following equation:

[tex]-3x+2=-4x+4[/tex]You need to solve for "x" in order to find its value and solve the equation. To do this, you can follow the steps shown below:

1. You need to apply the Subtraction property of equality by subtracting 2 from both sides of the equation:

[tex]\begin{gathered} -3x+2-(2)=-4x+4-(2) \\ -3x=-4x+2 \end{gathered}[/tex]2. Now you can apply the Additio property of equality by adding "4x" to both sides of the equation:

[tex]\begin{gathered} -3x+(4x)=-4x+2+(4x) \\ x=2 \end{gathered}[/tex]Therefore, you get that **the solution is:**

64x power 9 as a cube of a monomial

**Answer:21**

**Step-by-step explanation:**

daryl has 1/4 of a pound of chocolate he wants to divide it into 2 equal parts for his siblings how much will each sibling get

To divide the 1/4 of a pound into two equal parts, it is necessary to divide 1/4 by 2, as follow:

**(1/4)/2 **

if 2 is written as 2/1, the previous quotient can be written as a product:

**(1/4) (1/2) = 1/8**

Now, to write a general expression that takes into account the number of siblings, you name the number of siblings as x. Thus, you have:

**(1/4)/(x) = 1/(4x) **

There are two box containing only yellow and black pens

**SOLUTION; Concept **

**Step1: ** Identify the giving information in the question

**BOX A contains **

**BOX B contains **

**Step2: ** Find the probability of each event

Event 1: Choosing a green pen from the Box B

[tex]\begin{gathered} \text{ Since there is no gr}een\text{ pen in the box, then probability of choosing a gr}en\text{ box in Box B is 0} \\ \text{then probability of choosing a gr}en\text{ box in Box B is 0} \\ Pr(E1)=0 \end{gathered}[/tex]Event 2: Choosing a black pen from the Box B

[tex]P(E2)=\frac{11}{9+11}=\frac{11}{20}=0.55[/tex]Event 3: Choosing a yellow or black pen from the Box A

Since Box A contains only a yellow or black pen then the probability is

[tex]Pr(E3)=1[/tex]Event 4: Choosing a yellow pen from box A

Since there are 9 yellow pens in box A, the probability of choosing the yellow pen is

[tex]Pr(E4)=\frac{9}{9+6}=\frac{9}{15}=0.6[/tex]**Probability describes the likelihood of the event.**

Hence From least likely to most likely the occurrence of the event is arranged as follows according to the probability of each event

[tex]\text{Event }1\rightarrow\text{ Event 2}\rightarrow\text{ Event 4}\rightarrow\text{ Event 3}[/tex]

Where X in the age of the baby in months according to this model what is the weight in pounds of a baby At age 5 months

The given function is:

**f(x) = 1.5x + 7**

Then, since **x** represents the **age **of the baby, in months, in order to find its **weight with 5** **months**, that is,** f(5)**, we need to replace **x **by** 5** in the above equation:

**f(5) = 1.5 * 5 + 7 = 7.5 + 7 = 14.5**

Therefore, the last option is correct.

how can i find x and y in a triangle?

Using the sine formula;

sin 60 / x = sin 90 / 16

cross-multiply

x sin 90 = 16 sin 60

Divide both-side of the equation by sin 90

x = 16 sin 60 /sin 90

x= 13.86

To find y, we can simply use the Pythagoras theorem

opp² + adj² = hyp²

13.86² + y² = 16²

192.0996 + y² =256

subtract 192.0996 from both-side of the equation

y² = 256 - 192.0996

y² = 63.9004

Take the square root of both-side

y = 7.99

Of the 100 million acres in California,

the federal government owns 45 million

acres. What percent is this?

**Step-by-step explanation:**

you do know what a percent is ?

1% is the 1/100 part of a whole.

when we have

100,000,000 (one hundred million),

how many 1/100 parts of that are

45,000,000 (45 million)?

well, 45.

45,000,000 is 45/100 of 100,000,000

in other words 45%.

Write the equation of the line, with the given properties, in slope intercept form. Slope = -7, through (-6,8)

**Given:**

The slopr of line is m = -7.

The line passes through point (-6,8).

**Explanation:**

The equation of line in slope-intercept form is,

[tex]y=mx+c[/tex]Substitute the valus in the equation to determine the value of c.

[tex]\begin{gathered} 8=-7\cdot(-6)+c \\ c=8-42 \\ =-34 \end{gathered}[/tex]**So equation of line is y = -7x - 34.**

6+4×2+11+10÷2 order

To solve the following calculation

[tex]6+4\cdot2+11+10\div2[/tex]You have to keep in mind the order of operations. Which states that multiplications and divisions are to be solved before additions or subtractions.

So the first step is to solve the multiplication "4*2" and the division "10÷2"

[tex]6+8+11+5[/tex]Now all that is left is to add the numbers when you have to perform the same operation several times, you have to solve them from lef

twice a number increased by twenty is at least eighty-five. select all possible value of the number.

31

35

32

30

33

40

20

34

The number when** increased** by twenty is at least 85, the possible **values** of the numbers for this are: 35, 33, 40 and 34.

Given, according to the **statement **in the question, frame the equation:

2x+20 ≥ 85

⇒ 2x + 20 ≥ 85

⇒ 2x ≥ 85 - 20

⇒ 2x ≥ 65

⇒ x ≥ 65/2

⇒ x ≥ 32.5

hence the numbers greater than or equal to 32.5 are 35, 33, 40 and 34.

Hence the **possible values **of the number are 35, 33, 40 and 34.

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On average, Peter goes through three fish hooks in order to catch 7 fish. How many hooks can he expect to use if he needs to catch 189 fish?

By solving a** proportional relation**, we conclude that he needs 81 hooks to catch 189 fish.

We assume there is a **proportional relationship** of the form:

F = k*H

where:

F = number of fish.k = constant of proportionality.H = number of hooks.We know that with 3 hooks he catches 7 fish, then we can replace that:

7= k*3

7/3 = k

So the **proportional relation** is:

y = (7/3)*x

Then if he wants to get 189 fish we can write:

189 = (7/3)*x

And solve this for x:

189*(3/7) = x =81

He will need 81 hooks.

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What is the square root of 225As I am new to thisPlease answer step by step in the easiest form possible

Given:

[tex]225[/tex]To Determine: The square root of the given number

Solution

Step 1: Express 225 as the product pf its prime factors of 225

[tex]\begin{gathered} 225=3\times3\times5\times5 \\ 225=3^2\times5^2 \end{gathered}[/tex]Step 2: Separate the factors into their own square root

[tex]\begin{gathered} \sqrt{225}=\sqrt{3^2\times5^2} \\ \sqrt{225}=\sqrt{3^2}\times\sqrt{5^2} \end{gathered}[/tex]Step 3: Solve the individual's squares

[tex]\begin{gathered} \sqrt{225}=\sqrt{3^2}\times\sqrt{5^2} \\ \sqrt{225}=3\times5=15 \end{gathered}[/tex]**Hence, the square root of 225 is ****15**

WILL MARK BRAINLIEST. Two functions are given below: f(x) and h(x). State the axis of symmetry for each function and explain how to find it

**Answer:**

The axis of symmetry is -4 because the axis of symmetry is equal to h, in the vertex form!

Ronny is selling coffee mugs for $4.00. So far, he has earned $344.00. Ronny needs to earn more than $392.00 in order to meet his sales goal. How many more coffee mugs, x, does Ronny need to sell in order to reach his sales goal?

Answer:

**25 more cups**

Step-by-step explanation:

1. You need more than $636.00, but you already have $492.00. To find the needed amount of cups needed to sell, you need to find the difference of the two prices first. In other words, you need to subtract the total needed by the amount already raised.

2. You can get the equation, 636 - 492 = 144

3. Now that you have the amount needed, you can divide the number that you got (144) by 6. You divide it by 6 because that is the amount each cup costs.

4. After dividing 144 by 6, you should get 24. This gives your answer for getting EXACTLY 636. However, in this case, you need more to reach your goal. Since you cannot sell fractions of a cup, just raising it by one can reach your goal. We can add one to 24, making it 25.

In conclusion, you need to sell 25 more cups to reach your goal.

please Solve for brainliest and 20 points

**Answer:**

g=30

**Step-by-step explanation:**

**Answer:**

g = 28

**Step-by-step explanation:**

( n - 2 ) × 180

( 30 - 2 ) × 180

( 28 ) × 180 = 5040

6g × 30 = 180g

5040 = 180g

÷180 ÷180

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

28 = g

I hope this helps!

1 ptsQuestion 22The point A(8,-6) has been transformed using the composition T-15) • r(180,0). Where is A?0 (71)o 17, -1)0 (-7,1)0 (-7, -1)+ Previous

You have to perform two transformations the first one is a 180º rotation with respect to the origin r(180º,O) and the second one is a translation of one unit left and 5 units up T(-1,5)

Given point A(8,-6)

To make a 180º rotation you have to invert the signs of both coordinates, following the rule:

[tex](x,y)\to(-x,-y)[/tex]For point A, the rotation is the following:

[tex]A(8,-6)\to A^{\prime}(-8,--6)=(-8,6)[/tex]Once you rotate the point, you have to perform the translation T(-1,5). The rule for the translation can be expressed as follows

[tex](x,y)\to(x-1,y+5)[/tex]So, the translation of point (-8,6) is:

[tex]A^{\prime}(-8,6)\to A^{\doubleprime}(-8-1,6+5)=(-9,11)[/tex]Can you teach me how to divide fractions?

We illustrate the division of fractions by taking the example below.

[tex]\frac{5}{7}\div\frac{25}{14}[/tex]The first step is to change the division sign to multiplication by changing the fraction after the division sign.

[tex]=\frac{5}{7}\times\frac{14}{25}[/tex]Next, we multiply the numerators together and the denominators together.

[tex]=\frac{5\times14}{7\times25}[/tex]You then simplify by dividing common factors.

[tex]\begin{gathered} \\ =\frac{5}{25}\times\frac{14}{7} \\ =\frac{1}{5}\times2 \\ =\frac{2}{5} \end{gathered}[/tex]Translate the following sentence into an equation.

Twelve minus three times x equals fourteen.

**Answer:**

12-3x=14

**Step-by-step explanation:**

Rewrite the decimal fraction as a decimal number.

14 25

100

**The decimal number **of the fraction [tex]14\frac{25}{100}[/tex] is 14.25

The given mixed fraction = [tex]14\frac{25}{100}[/tex]

**The mixed fraction** is the fraction that consist of one whole number and the simple fraction.

**The simple fraction** is the fraction that consist of numerator and denominator as whole number. The top term of the simple fraction is called numerator and bottom term is called denominator

The decimal number is a number that consist of one whole number and the fractional part. The fractional parts are separated by a **decimal point**.

The number is [tex]14\frac{25}{100}[/tex]

Convert the mixed fraction to simple fraction

[tex]14\frac{25}{100}[/tex] = (100×14+25)/100

= 57/4

**Convert **the simple fraction to decimal number

57/4 = 14.25

Hence, the decimal number of the fraction [tex]14\frac{25}{100}[/tex] is 14.25

The complete question is:

Rewrite the decimal fraction as a decimal number.

[tex]14\frac{25}{100}[/tex]

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Find a solution for the equation. x^2-6x-8=0

**Given:**

**Required:**

To find the solution of the given equation.

**Explanation:**

From the given equation,

[tex]\begin{gathered} a=1 \\ b=-6 \\ c=-8 \end{gathered}[/tex]Now

[tex]x=\frac{-b\pm\sqrt{b^2-4ac}}{2a}[/tex]Therefore,

[tex]x=\frac{-(-6)\pm\sqrt{(-6)^2-4(1)(-8)}}{2(1)}[/tex][tex]\begin{gathered} x=\frac{6\pm\sqrt{36+32}}{2} \\ \\ =\frac{6\pm\sqrt{68}}{2} \\ \\ =\frac{6\pm2\sqrt{17}}{2} \\ \\ =\frac{2(3\pm\sqrt{17)}}{2} \\ \\ =3\pm\sqrt{17} \end{gathered}[/tex]**Final Answer:**

The solutions are

[tex]x=3+\sqrt{17},3-\sqrt{17}[/tex]What is the P(A and B) if P(A) = 1/2 and P(B) = 2/7, where A and B are independent events?5/81/71/121/2

**EXPLANATION:**

To calculate the number of independent events that occur, the product of the probabilities of the individual events occurring must be calculated.

Therefore if A and B are independent events then:

P (A and B) = P (A) • P (B)

The exercise is as follows:

[tex]\begin{gathered} \frac{1}{2}\times\frac{2}{7}=\frac{2}{14};\text{ Now }we\text{ must take }square\text{ r}oot; \\ \frac{2}{14}=\frac{1}{7} \\ \text{ANSWER: }\frac{1}{7} \end{gathered}[/tex]**NOTE:**

To obtain the product of two fractions, the numerators must be multiplied with each other and the denominators must also be multiplied with each other.

20 pts, precalc, see attach

If f (x) = 3x2 + 5x − 4, then the quantity f of the quantity x plus h end quantity minus f of x end quantity all over h is equal to which of the following?

The **numeric value** for the given expression is as follows:

[tex]\frac{j(x + h) - j(x)}{h} = \frac{4^{x - 2}(4^h - 1)}{h}[/tex]

How to find the numeric value of a function or of an expression?To find the numeric value of a function or of an expression, we **replace each instance **of the variable in the function by the desired value.

In the context of this problem, the **function **j(x) is given as follows:

[tex]j(x) = 4^{x - 2}[/tex]

At x = x + h, the **numeric value** of the function is found replacing the lone instance of x by x + h as follows:

[tex]j(x + h) = 4^{x + h - 2}[/tex]

For the fraction, the subtraction at the numerator is given as follows, applying **properties of exponents**:

[tex]j(x + h) - j(x) = 4^{x + h - 2} - 4^{x - 2} = 4^{x - 2}(4^h - 1)[/tex]

As the x - 2 term is common to both exponents.

Just dividing by h, the numeric value of the **entire expression** is given as follows:

[tex]\frac{j(x + h) - j(x)}{h} = \frac{4^{x - 2}(4^h - 1)}{h}[/tex]

Which means that the third option is correct.

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What bearing and airspeed are required for a plane to fly 360 miles due north in 2.0 hours if the wind is blowing from a direction of 331 degrees at 15 mph?

Using the **vector form of velocity**, it is possible to calculate the airspeed and bearing, which are 165.33 mph and 0.7 degrees respectively.

Given:

A plane may go 360 miles straight north in 2.0 hours if the wind is blowing at 15 mph and 331 degrees from the north.

You can use the following formula to calculate airspeed.

[tex]V^{2} =V_{x} ^{2} + V_{y} ^{2}- 2v_{x} v_{y}cos\beta \\[/tex] ...........equation (1)

[tex]v_{x}[/tex] is the velocity of the wind and [tex]v_{y}[/tex] is the velocity of the plane.

[tex]\beta = 331-180 = 151 degree[/tex]

Putting [tex]v_{x}, v_{y} , \beta[/tex] in equation (1)

[tex]V^{2}= 15^{2} +180^{2} -2*15*180*cos151\\ V^{2} = 225 + 32400 - 5400*cos151\\V^{2} = 27336.49\\V = 165.33[/tex]

Hence, The airspeed of the plane is 165.33 mph

Now,

[tex]\frac{sin\alpha }{v_{x} } =\frac{sin\beta }{V} \\\frac{sin\alpha }{15 } =\frac{sin151 }{165.33} \\\\sin\alpha = 10*0.00122\\\alpha = 0.7[/tex]

Hence bearing required is 0.7 degrees.

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An accident investigator measured the skid marks of one of the vehicles involved in an accident. The length of the skid marks was 245ft. Use the formula s=24d−−−√ to find the speed of the vehicle before the brakes were applied. Round your answer to the nearest tenth.

The vehicle **speed** is 53 units if s = 24d and d = 245ft

Given the formula for speed is = √24 d

s denotes the **vehicle's** speed.

d = the length of the **skid marks**

We need to find the speed of the vehicle.

We know that the displacement d is 117 ft

d = 117 ft

And also it is mentioned in the question to use the below-given formula.

s = √24d

Now substituting the value of **displacement** in the formula we get

=> s = √24 x 117

=> s = √2808

=> s = 52.99

Now approximating to the **nearest** value of the decimal, we get.

=> s = 53

Therefore the **speed **of the vehicle is 53 units.

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Write the point slope form of the line satisfying the given conditions. Then use the point slope form of the equation to write the slope intercept form of the equation. Slope=7Passing through (-6,1)

Ok, so

The point slope form of the line is given by the following formula:

[tex](y-y_1)=m(x-x_1)[/tex]Where

[tex](x_1,y_1)[/tex]Is a point of the line, and m is the slope.

If we replace our values:

Slope = 7

Point = (-6, 1)

We obtain that the equation is:

[tex]\begin{gathered} (y-1)=7(x-(-6)) \\ (y-1)=7(x+6) \end{gathered}[/tex]To find the slope intercept form of the equation, we distribute in the brackets:

[tex]\begin{gathered} y-1=7x+42 \\ y=7x+43 \end{gathered}[/tex]And the equation of our line in the slope intercept form will be:

**y=7x+43**

A school offers band and chorus classes. The table shows the percents of the 1200 students in the school who are enrolled in band, chorus, or neither class. How many students are enrolled in both classes?

Class Enrollment

Band 34%

Chorus 28%

Neither 42%

**168 students** are enrolled in **both classes.**

This is a problem from **set theory**. We can solve this problem by following a few steps easily.

First of all, we have to calculate the students present in both classes.

**Student present in both classes = the total student - the student not enrolled in both classes.**

So the percentage of the students enrolled in both classes or any of one class is ( 100% - 42% ) = 58%.

Now, the students **only enrolled in chorus class** is ( 58% - 34%) = 24%

So, the students who **joined both classes** is ( 28%- 24%)= **4% **

The total student is 1200, then 4% of the total student is

( 1200 × 14 )/100 = **168 students. **

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PLEASE HELP ITS DUE SOON! I DONT GET ANY OF THIS! HELP WOULD BE MUCH APPRECIATED! NEED THIS DONE BEEN STUCK ON THIS FOR WAY TO LONG!

YOU WILL GET 100 POINTS IF YOU HELP! QUESTION DOWN BELOW!!!!!

THIS IS MY LAST QUESTION!!

**Answer: **

**Step-by-step explanation:**

statement:

1 = 2

reason:

since 1 and 4 are equal to each other and because lines AB and CD are parallel, any line crossing both lines will create the same angles in the same areas, thus connecting 4 and 2 together. And since 4 is equal to 1, it is also equal to 2.

I hope this helps!

**Answer:**

statement is 1=2

reason: since 1 and 4 are eqaul to eachothers and beacause lines AB CD are parelle, any line crossing both lines will create the same angels and same area

2) The Allen's rectangular backyard has a

perimeter of 144 feet. If the backyard is 40

feet wide, what is the area of their yard?

**Answer:**

1280 ft²

**Step-by-step explanation:**

Perimeter is the addition of all sides of the shape added together. Therefore, if the backyard is the rectangular shape you know that two of the sides are 40 feet wide. By adding both sides you get a total of 80 feet. Subtract the total from the perimeter in order to get the total of the unknown sides. 144 minus 80 is equivalent to 64. Now that you have the total of the unknown sides, divide by two in order to get the single unknown length. So, 64 divided by 2 is equal to 32. The area is the multiplication of two sides with quadrilaterals. Therefore, 40 times 32 equals an area of 1280 feet squared.

Juan took out a $5000 loan for 292 days and was charged simple interest.

The total interest he paid on the loan was $336 As a percentage, what was the annual interest rate of Juan's loan?

Assume that there are 365 days in a year

Since the **total** interest he paid on the loan was $336. Then, The **annual** interest rate of Juan's loan if there are 365 days in a **year** will be as at 8.4%.

**Simple Interest **(S.I.) is the method of calculating the interest amount for a particular principal amount of money at some rate of interest.

For example, when a **person** takes a loan of Rs. 5000, at a rate of 10 p.a. for two years, the person's interest for two years will be S.I. on the borrowed money.

The formula of simple interest is given as:

S.I = PRT

Where:

P = principalR = rateT = time**Substituting** the values and solving for the rate on the loan

r = {A} {PT}\r

= {5336} {5000*292}

r = 8.4 %

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The height, h (in meters above ground), of a projectile at any time, t (in seconds), after the launch is defined by the function h(t) = −5t2 + 13t + 6. The graph of this function is shown below. When rounded to the nearest tenth, what is the maximum height reached by the projectile, how long did it take to reach its maximum height, and when did the projectile hit the ground?

As we can se from the graph, the maximum value of the function is almost 15 meters, it is reached between t=1s and t=2s, and the height is 0 again when the time is approximately 3 seconds.

We can find the exact values by using the equation.

First, find the zeroes of the function by setting h(t)=0 and solving the quadratic equation for t:

[tex]\begin{gathered} h(t)=-5t^2+13t+6=0 \\ \Rightarrow t=\frac{-13\pm\sqrt[]{13^2-4(6)(-5)}}{2(-5)} \\ \Rightarrow t_1=-0.4;t_2=3 \end{gathered}[/tex]Then, the projectile hits the ground at t=3s.

To find the time at which the projectile reaches its maximum height, find the average between both zeroes:

[tex]t_{\max }=\frac{t_1+t_2}{2}=\frac{-0.4s+3s}{2}=1.3s[/tex]To find the maximum height, evaluate h at t=1.3s:

[tex]h(1.3s)=-5(1.3)^2+13(1.3)+6=14.45[/tex]Therefore, to the nearest tenth, **the projectile reached a maximum height of 14.5 meters in 1.3 seconds and it took 3.0 seconds for it to hit the ground.**

**The correct option is the second one.**

What is the measure of ZABD? What is the reason?60 , isosceles triangle theorem48, equilateral triangle theoremCO 48, isosceles triangle theorem60 , equilateral triangle theoremB66DA
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The probability that an adult is actively looking for a job is 0.18. The probability of an adult being unemployed and actively looking for a job is 0.04. What is the probability of an adult being unemployed given that they are actively looking for a job?
what it means that spongy bone consists of bony spikes?
Question 7In trying to explain the reasons for raising the minimum driving age, the writer's first point is that younger drivers have more fatalities than more experienced drivers. Yet, the writer never makes clear what his second point is. What would be a good second point to raise?(Keep in mind: in this question, unlike an earlier one, you want to make another point, not provide support for the first point.)Group of answer choicesA. Teenagers who complain that they have to get to school and work don't need to work and should take the bus to school.B. Young people are often looked down upon, but most of them are mature enough to understand the consequences of their actions.C. Young people often lack the maturity necessary to grasp the significance of safely driving a vehicle that has the potential to harm or kill others.D. Drinking and driving don't mix; since so many teenagers drink, they shouldn't drive too.E. A friend of mine, who had a car accident recently, is a good example of someone who is too young to drive.Question 8The writer concludes with the following sentence:In conclusion I think it is a good idea to rise the driving age.What is wrong with this conclusion?Group of answer choicesA. The writer says "rise" instead of "raise" - which is obviously incorrect.B. The writer does not summarize the main points of the paragraph.C. The writer hasn't included enough reasoning or evidence in the paragraph to make his or her main point.D. The writer says "I think," even though it is obvious that the paragraph is the writer's opinion.E. all of the aboveF. none of the aboveQuestion 9Make the following sentence less vague and more precise.Young people today often get into trouble because they do drugs. [HINT: think specific. What kind of drugs? What does "do" mean?]Group of answer choicesA. Young people today often get into trouble because they due to many drugs.B. Young people today often get into trouble because they do alot of drugs they shouldn't oughta be doing.C. Young people today often get into trouble because they use drugs.D. Young people today often get into trouble because they use illegal drugs.Question 10Correct the following sentence.Graphic design is a way cool thing to do because you can earn lots of money at it and its fun to. [Do you really need a hint for this one?]Group of answer choicesA. Graphic design is a cool thing to do because a person can earn lots of money at it, and besides its fun too.B. Graphic design is like a "cool" thing to do because a person can have lots of fun and earn a lot of money to.C. Graphic design is a good thing because a person can have lots of fun and get real rich too.D. Graphic design is an excellent career that is both personally satisfying and financially rewarding.
PLEASEE I NEED HELP!!Figure 3 can also be created by transforming figure 1 with a sequence of two transformations. Which statement describes a possible sequence of transformations that transforms figure 1 into figure 3?A. a rotation 180 degrees clockwise about the origin, followed by translation 2 units to the left.B. a rotation 90 degrees clockwise about the origin, followed by a reflection across the x-axis.C. a rotation 180 degrees clockwise about the origin, followed by a reflection across the y-axis.D. a rotation 90 degrees clockwise about the origin, followed by a translation 3 units to the right.
**NEED USEFUL ANSWER ASAP, H.W QUESTION**Given that hotter blackbodies produce more energy than cooler blackbodies, why do cooler red giants have much higher luminosities than much hotter white dwarfs?
How did the size of the colonial population change in the 1700s, and what contributed to this development?
a price ceiling is a government-mandated group of answer choices minimum price below which legal trades cannot be made. maximum price above which legal trades cannot be made. minimum price above which legal trades cannot be made. maximum price below which legal trades cannot be made.
Please help me brainly!!!
The function of the chorus in early Greek Tragedies was to A. add more people to the stage. B. create a theme song for the play. C. sing for the entirety of the play, providing sound effects. D. give background information to let those watching know what was going on.
HELP! Do units affect significant figures? For example, I know that the number 5600 has two significant figures. But if I wrote it as 5600 L, would the unit "L" count as a sig fig? Please help me!!
The office floor is 250 ft. X 80 ft. The conference room floor is 50 ft. X 20 ft. , which covers __?__ of the office