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alukav5142 [94]
2 years ago
7

Suppose that 24% of the students in the first group answered yes and that 73% of the students in the second group answered yes.

It is likely that more students in the second group were willing to pay $75 for the pair of jeans because they were told the normal price was much higher. This is an example of a ________ effect in decision-making.
Mathematics
1 answer:
Lera25 [3.4K]2 years ago
5 0

Answer:

Price Discrimination OR Law of Demand; according to the complete question.

Step-by-step explanation:

24% of the students in the first group answered yes.

73% of the students in the second group answered yes.

More students in the second group were willing to pay $75 for the pair of jeans BECAUSE they were told that the normal price was much higher.

From this information, I guess that the first group was told (by the jeans vendor probably) that the $75 was higher than the normal price of the jeans. This will be the reason why a lesser percentage of students in Group A are willing to purchase the pair of jeans.

This is an example of PRICE DISCRIMINATION effect on decision making. Price discrimination is used in product marketing.

The same pair of jeans in Situation A cost higher than the normal price while in Situation B it cost lower than the normal price. Even though the figure given is static at $75 in both cases, the data that follows in the question tells it as 2 different prices; one favourable to the buyers and another not so favourable to the buyers.

The LAW OF DEMAND also applies here. The higher the price, the lesser the quantity demanded (by a group of students) and the lower the price, the higher the quantity demanded.

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Answer:

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Step-by-step explanation:

First I figured out how many photos there are in total, which was by doing 60/.15, since only 15% of the total photos are in black and white. We can already cross out all possibilities that don't have the denominator 400, but we can go a step further by seeing which one is 60/400, or equal to 60/400, which is D. 15×4/100×4 = 60/400.

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Step-by-step explanation:

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What is the difference of the polynomials?<br><br>(8r6s3 – 9r5s4 + 3r4s5) – (2r4s5 – 5r3s6 – 4r5s4)
nignag [31]
(Distribute the minus sign of the subtrahend in each term.)
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(Add or subtract like terms.)
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= r³s³ (8r³ – 5r²s + rs² + 5s³)
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What is the value of x in the equation ?2.5(6x-4)=10 4(1.5 0.5x)
MA_775_DIABLO [31]
<span>2.5<span>(<span><span>6x</span>−4</span>)</span></span>=<span><span><span><span><span>(10)</span><span>(4)</span></span><span>(1.5)</span></span><span>(0.5)</span></span><span>x

</span></span><span><span><span><span>(2.5)</span><span>(<span>6x</span>)</span></span>+<span><span>(2.5)</span><span>(<span>−4</span>)</span></span></span>=<span><span><span><span><span>(10)</span><span>(4)</span></span><span>(1.5)</span></span><span>(0.5)</span></span>x</span></span>(Distribute)<span><span><span><span>15x</span>+</span>−10</span>=<span>30x
</span></span><span><span><span>15x</span>−10</span>=<span>30<span>x


</span></span></span><span><span><span><span>15x</span>−10</span>−<span>30x</span></span>=<span><span>30x</span>−<span>30x</span></span></span><span><span><span>−<span>15x</span></span>−10</span>=<span>0

</span></span><span><span><span><span>−<span>15x</span></span>−10</span>+10</span>=<span>0+10</span></span><span><span>−<span>15x</span></span>=<span>10
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</span></span></span>Answer:<span>x=<span><span>−2</span><span>3</span></span></span>

<span>

</span><span>


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