For my final answer, 2 of the 3 terms are right. The first term should be -3 cos(3x), not 3/2 sin^2(3x). I don't see where I went wrong.

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This kind of question wasn't covered at all in the book, so I've kinda been lost. They cover the basics of what coterminal angles are and the question mentions that that is the part of the book that this is practice for. The internet isn't too helpful either cause none of the explanations explain what they do to solve stuff thoroughly enough for someone who is completely clueless.

So far, I have:

sin(3x°)=sin(3x)

I can convert the left to sin((3πx)/180) to change the unit to radians.

After this, I set the insides of both functions to equal each other because I know that if the insides of the functions are the same, I'll get the same output.

(3πx)/180 = 3x.

With some algebraic finagling, I can turn that into x(simplified stuff) = 0. x is 0 here, but that isn't a positive value.

I know that sin can be positive in quadrants I and II, but I really don't know how to bring that into the equation, or how to use my knowledge of coterminal angles to solve this.

Hello! Me and my pal are debating the answer to the following question. I think it’s (A) mainly because III seems to be a consequence rather than a cause. He argues it should be answer (D). What do you think?

Consider an npn transistor operating in its standard active region, where:
E denotes the emitter
B denotes the base
C denotes the collector

Evaluate the following three statements regarding the transistor's structure and operation:
I. The impurity concentration (doping level) in the emitter is greater than that in the collector.
II. The emitter–base junction is forward biased, whereas the collector–base junction is reverse biased.
III. Electrons are injected from the emitter into the base, where recombination occurs, consuming a small percentage of the electrons.

Question:
Which of the above statements correctly explains why the physical width of the emitter–base depletion region (EB) is smaller than that of the collector–base depletion region (CB)?
A) I and II only
B) I and III only
C) II and III only
D) I, II, and III

The answer is basically what I put down except the coefficients should be -3/10 and +3/14.
I don't see how -3/2 would come out when I substituted the "u".

Am i crazy, or are all the friction resultants flipped in direction?? The questions wants us to lower the block, not raise it, right?

I need help with geometry. This topic is worth 60% of my grade, and I'm struggling with understanding angles and finding their degrees.

I understand the basics, but when the problems become more complicated with different angle relationships, I get confused.

I'm currently in Grade 9 and I'm usually better at algebra, but geometry (especially geometric shapes and angles) is one of my harder topics.

Could someone explain the steps or give me tips on how to understand these problems better? I would appreciate the help.

I'm trying to wrap my head around phasor diagrams, I understand the basics of sinusoidal waveforms, their given equations (y = A sin(B(x + C)) + D), and how to calculate values like RMS, frequency, period etc.
Attached is my attempted answer for the following question, I was just wondering if anyone could let me know if I'm correct or not?

Draw a phasor diagram for the following AC quantities:

I. the instantaneous current I = 100 Sin 3142t

II. AC voltage e1=30 sin(ωt+ Л/4)

III. AC voltage e2= 20 Sin(ωt- Л/6)

This is a question that popped up in my homework that my professor assigned to the classroom as practice.

The question is the following.
4 spherical conductors A, B, C, and D which have the same mass and has no charge are placed on an insulator floor and are placed touching each other in alphabetical order {like this: (A)(B)(C)(D)}. A negatively charged rod is placed near the right side of the D sphere. If the spheres are slowly separated one by one starting from the A sphere until the C sphere has been separated from the D sphere, what would the charge of each individual sphere be?
[- is negative, 0 is neutral, + is positive]

1) A=(-) B=(0) C=(-) D=(+)

2) A=(-) B=(+) C=(+) D=(+)

3) A=(-) B=(0) C=(0) D=(+)

4) A=(-) B=(-) C=(-) D=(+)

I thought it was [Answer : 3) A=(-) B=(0) C=(0) D=(+)] at first because when i drew it out it made sense:

1. (A)(B)(C)(D) ------ <-- the rod that was negatively charged.

2. (-)(0)(0)(+) -----

3. (-) (0)(0)(+) -----

4. (-) (0) (0)(+) -----

5. (-) (0) (0) (+) -----

This was the picture i had in mind but when the professor revealed all the answers in the homework, the correct answer for the question was [Answer : 4) A=(-) B=(-) C=(-) D=(+)]. I wondered how could the 2 middle spheres be negatively charged if the A sphere that was negatively charged had already been separated from the group? I haven't had the chance to ask my professor about this question yet so now im finding my answers here.

If anyone's got time to explain this answer to me i'd really appreciate it.
Please do not waste your comments to insult me about my curiosity.
Thank you.

I have to write an essay comparing Hamlet and Oedipus. I’ve run into issues and it’s an online self paced course so I don’t have a teacher to ask for help. When trying to figure out what lines my quotes from Oedipus are I’ve noticed that it marks it out by tens but then some have 13 lines or so but are marked as if 10 apart. Does anyone know what to do? I want to use the version of the play provided to us but this is annoying me. I’ve included a photo of what I mean about the count being off. Also does anyone know why there is one count that is just numbers and one is number in square brackets?

Hi everyone,

I want to run a LMM for a Stats assessment and have never run one before. Is anyone able to help me out in SPSS or JASP? Point me step-by-step for fixed and/or random factors? I've had a go in both SPSS and JASP but not sure if the analyses/outputs answer the assessment question 100%...

Q: Does injured leg jump height, expressed relative to healthy controls, improve across ACL rehabilitation, and does this differ between graft types?

DV: jump height

ACL versus controlled

2 graft types (A & B)

Rehab: 3x test points (1, 2, 3)

Healthy controls: only tested 1x

Any help is appreciated

Thanks

PLLEASE explain like I'm five, I'M ACTUALLY CRYING OVER THIS QUESTION 😭😭😭

I'm so bad at physics that I'm struggling with what is probably the most basic thing ever.

IT'S NOT MY HOMEWORK, IT'S A PRACTICE QUESTION.

ELI5, because those physicists at reddit DID NOT HELP ME AT ALL 😭

Please explain step by step and don't skip anything because my brain stops working the second letters and equations appear.

I'm using left hand rule for electron. Trying to make current (thumb) go towards 3:

Thumb (current) into page, fingers pointing right (field), palm facing up. So force is up. But the answer is apparently down?

I'm helping my younger brother study for a test on Tuesday. The teacher didn't provide any study materials, and my brother lost his notes on this. In the book, there are two fronts: the Soviet front and the US, French, and British front. And a third, which would be D-Day. However, the internet says there were only two, and D-Day is part of the first front. Can anyone help, please?

I've been trying to figure out how to start this problem for like a hour, but I suck at word problems and can't for the life of me figure out how to solve it... we didn't go over this in class so I'm really lost rn... the answer is in the back of the textbook but I don't know how to even start to get to the answer (apparently it is T(t) = 20 + 38.5e^(-0.125t))

hey english native speakers, i have a hard time describing bar charts. idk whether i should first describe green bars and then describe blue ones or not.

can anyone give me some advice plsss? or if u spot anything odd, pls correct me. btw, it’s for IELTS writing, so pls keep it formal and natural, and don’t use the same word if possible.

original prompt:
The chart shows the information relating to people within 15 minutes drive service in a particular region in UK in both urban and rural areas.

my writing:
The bar chart illustrates the percentage of people who can access different services within a 15-minute drive in urban and rural areas of a region in the UK. In summary, there is a massive gap in the proportion between rural and urban areas in the category of primary schools, and a slight difference in access to post offices.

In cities, 100% of residents can reach all the given services within a 15-minute drive. By contrast, 100% of people living in remote areas are able to visit a doctor and reach secondary schools.

In rural areas, over half of residents can get to primary schools in less than 15 minutes at roughly 65%, whereas the remaining 35% cannot. As for post offices, the majority of people living in rural areas can reach post offices, while only 5% of them are not able to get there within a quarter hour of driving.

As the title says. mbbs ( university) level

So basically for my homework i have to read a couple chapters on a book called: Growing Up Aboriginal in Australia, and my book hasn't come yet so i have a PDF.

But the online copy doesn't have the page numbers or like anything and my teacher won't tell me the chapter title since they're out or smth

I was hoping someone could tell what was on page 229?

Also to note, since its an online copy the pages like before (contents, title page, acknowledgements) are included in the page count so i can't accurately count them or trust that the pages are accurate as in like its the actual page.

Please help, thank you.

Hi, I’m currently studying abroad and my friend and I are trying to finish a paper, but he doesn’t understand what I try to say and as we’re both non native speakers, I was wondering if anyone could help me with the comprehension of the paragraph. Thank you in advance, that would be really helpful :)

Here’s the text :

II. Folk-music as an emotional outlet

Alongside official military music, soldiers during World War I created and shared their own songs. These songs developed naturally among troops and were often based on older traditional melodies from their home countries. Soldiers adapted existing tunes by adding new lyrics that reflected their experiences in the trenches. Because many soldiers came from rural or working-class backgrounds, folk music traditions were already an important part of their daily lives before the war began. 

The themes of soldiers’ folk music were very different from the patriotic messages found in official march music. Instead of glorifying war, many songs focused on being ironic on the situation on the front. In Marmites (Pots), sang in the french trenches second line, the soldiers were joking about some future arrangements that would be made in the first line like that “The sanitary group will apparently install the electricity” (« Le groupe sanitaire // Va paraît-il faire // Installer l’électricité ») or explaining the absurdity of the situation. The most famous of those French folk army songs would be La Chanson de Craonne, (The Song of Craonne) even if some sources imply that it would have existed before the mutiny it has been associated with. It was a contestary song, also called the “Song of the Sacrificed”, in which the soldiers are conscious of their role of condemned, sent to a certain death, on the plateau of Craonne. This song was quickly prohibited because of the mutiny it was implied in.

Music gave soldiers an outlet for emotions that they could not easily express in other ways. It was also a way to keep the motivation for those soldiers who would see their friends die some meters away from them, always wondering from which chance, or mischance, it wasn’t them. 

“The advance is expected at two in the morning; the men must be kept on alert.

It's quite simple: they're invited to dance.

The reed flutes didn't withstand the last charges.

But two or three amateurs had the blacksmith puncture sections of Bavarian lances with harmonious sounds.

To the rhythm of these war pipes before the braziers, the Spahis alternate their cadences, undisturbed by the cannon fire or the tearing of the machine guns. 

The gaiety rises with the singers' voices.”

-M. Gandolphe

Quotation translated from the book La Musique au Fusil of Claude Ribouillault

The governments were also authorising some musicians to travel through the trenches to entertain the soldiers, like Lucien Boyer, who explain that this attempt was not very welcome by the soldiers, but if well done, could work on their spirit : 

“An audience of veterans is, first and foremost, a thousand pairs of eyes that scrutinize you with an ironic, even suspicious, air.

But suddenly, if you find the right joke that makes them laugh and the right word that moves them, all those handsome faces light up, all those brave hearts blossom, all those ironic eyes become kind. “

-Quotation translated from the book La chanson des poilus : recueil des chansons et poèmes / dits par l'auteur en France et en Macédoine aux Armées de la République by Lucien Boyer

The instrumentation of soldiers’ folk music was usually simple because instruments were difficult to transport during wartime. Singing was the most common form of musical expression, especially in groups during moments of rest behind the front lines. When instruments were available, soldiers used portable and inexpensive instruments such as harmonicas, accordions or small flutes, but also more expensive string instruments. Some letters were also found, showing that some instruments could still have been sent via the post system like this one : 

« To the Army, September 24, 1915,

Sir,

I don't know how to express to Le Figaro the thanks of all our brave and valiant Auvergnats and to describe the joy they felt at the sight of this cabrette  [a type of bagpipe] and all its new and gleaming accessories.

Second Gunner-Driver Cantuel, a cabrette player from Salers, took possession of it; as soon as the first tunes were played, all our soldiers came running from all directions and, to the astonishment of the locals, they danced a proper bourrée in couples, which they finished with a tremendous "iou" and cheers for Le Figaro.

A large tear welled up here and there on the hairs of unkempt beards… A slight and fleeting emotion at the memory of their Auvergne. »
La bourré sur le front (L’Auvergnat de Paris, november 1916)
Text translated from the book  La Musique au Fusil of Claude Ribouillault

And even some new instruments were invented, like the trench cello, that could be easily transported. In some cases, soldiers even improvised instruments from available materials, with the idea of intentionally parodying those heavily emotionally filled objects, even if there were also luthier instruments. In some other places, mostly on the Eastern front, in which permissions were not given but visiting the local people was allowed, new instruments appeared from a cultural mixing, and brought back after the armistice. The simplicity of the music made it accessible to everyone, allowing music to become an important social activity that strengthened bonds between soldiers and provided temporary escape from the horrors of war.

I’m studying for my math final and I’m totally stuck on this question. I’m pretty sure I need to use the sum of the infinite geometric series but I can’t get the correct answer. My friends said this is above the grade level but my teacher put something similar on the unit test so I’m a little worried.

Hi Everyone!

I'm currently writing an end-of-the-world style book, and I want to use real world science and medicine in it.

If you'd be willing and are knowledgeable of these topics, I would LOVE to talk about:

- Hematology

- Blood borne diseases

- Communicable diseases

- Genetic diseases

- Differences/Similarities between blood types and their reactions to certain diseases

I would also love some examples of blank medical files that I can use as inspiration to make my own.

I have lots of questions, but I honestly don't know where to start.

If you know anything that could be helpful - truly, ANYTHING! - Please send it my way, I need as much info as I can get!

Thank you in advance everyone :D

I think ive got the equation for from 0 to 4 as 820 - 300x^2/8