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seropon [69]
3 years ago
5

The creation of knowledge is a public good. Because knowledge is a public good, profit-seeking firms tend to free-ride on the kn

owledge created by others and, as a result, devote too few resources to the creation of knowledge. How does the government correct for this apparent market failure?
Mathematics
1 answer:
patriot [66]3 years ago
5 0

Answer:Specific, technological knowledge can be patented. The inventor thus obtains much of the

benefit of his invention. Our government also subsidizes basic research in many different fields.

Step-by-step explanation:Patent law is the branch of intellectual property law which specifically caters to new inventions.

Patents protect valuable scientific inventions but it has evolved in a way that it now also protects business practices , coding algorithm and other crucial inventions.

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PLZZZZZZZZZZZZZZZ HELP ME FAST
alekssr [168]
So it's actually 0.36363636... with the 36 repeating, right? 

<span>Here's a technique for converting repeating decimals to fractions: </span>

<span>N = 0.3636363636... </span>
<span>100N = 36.36363636... </span>

<span>This means 100N - N = (36.363636...) - (0.36363636...). This simplifies to 99N = 36, because the "0.36363636..." parts of both numbers on the right cancel each other out. </span>

<span>Solving this for N gives </span>
<span>N = 36/99, or 4/11 </span>

<span>If you take a calculator (or use long division) and divide 4 by 11, you'll see that it's 0.36363636...</span>
8 0
3 years ago
Please help!!As soon as possible!!
pychu [463]

Answer: Their equations have different y-intercept but the same slope

Step-by-step explanation:

Since, the slope of the line passes through the points (2002,p) and (2011,q) is,

m_1 = \frac{q-p}{2011-2002} = \frac{q-p}{9}

Similarly, the slope of the line asses through the points (2,p) and (11,q) is,

m_2 = \frac{q-p}{11-2} = \frac{q-p}{9}

Since, m_1 = m_2

Hence, both line have the same slope.

Now, the equation of the line one having slope m_1 and passes through the point (2002,p) is,

y - p = \frac{q-p}{9}(x-2002)

Put x = 0 in the above equation,

We get, y = \frac{2000(p-q)}{9}+p

The y-intercept of the line one is (0, \frac{2000(p-q)}{9}+p)

Also, the equation of second line having slope m_2 and passes through the point (2,p)

y-p=\frac{q-p}{9}(x-2)

Put x = 0 in the above equation,

We get, y = \frac{2(p-q)}{9}+p

The y-intercept of the line one is (0, \frac{2(p-q)}{9}+p)

Thus, both line have the different y-intercepts.

⇒ Third option is correct.

6 0
3 years ago
Compute and compare the side lengths of the two figures. Does this support an argument claiming that they are congruent? What el
Sunny_sXe [5.5K]
We compute for the side lengths using the distance formula √[(x₂-x₁)²+(y₂-y₁)²].

AB = √[(-7--5)²+(4-7)²] = √13
A'B' = √[(-9--7)²+(0-3)²] = √13

BC = √[(-5--3)²+(7-4)²] = √13
B'C' = √[(-7--5)²+(3-0)²] =√13

CD = √[(-3--5)²+(4-1)²] = √13
C'D' = √[(-5--7)²+(0--3)²] = √13

DA = √[(-5--7)²+(1-4)²] = √13
D'A' = √[(-7--9)²+(-3-0)²] = √13

The two polygons are squares with the same side lengths. 

But this is not enough information to support the argument that the two figures are congruent. In order for the two to be congruent, they must satisfy all conditions: 
1. They have the same number of sides.
2. All the corresponding sides have equal length.
3. All the corresponding interior angles have the same measurements.

The third condition was not proven.
6 0
3 years ago
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exis [7]

Answer:

sfddddddgfd

Step-by-step explanation:

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3 years ago
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a recipe calls for 6 cups water and 4 cups of flour if the recipe is increased how many cups of water should be used with 6 cups
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3 years ago
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