年級

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數學 高中

求救第55題 完全看不懂他要我幹嘛

Year slenue Req) = 1932 1958 +1000 q R 9)=-1000q =74 1963 1968 COM If the price in dollars of a stereo system is given by 1000 p(q) + 1000, 1000 ² q where q represents the demand for the product, find the mar- ginal revenue when the demand is 10. 54. Profit Suppose that for the situation in Exercise 53 the cost in dollars of producing a stereo systems is given by C(q) = 0.2q2 + 69 + 50. Find the marginal profit when the demand is 10. 59. Marginal Product of Labor The output y of a manufacturing y process is a function of the size of the labor force n using the function 1990 +1000 1971 1974 = 990 197 197 19 19 1 y = kVn. The marginal product of labor, defined as dy/dn, measures the rate that output increases with the size of the labor force, and is a measure of labor productivity. (a) Show that (c) Using the a cubic f respond the rate and 200 (d) Discus descri part ( the y (e) Exp data calc ful x C(x) = 58. Money 1955-7 dy k dn an (b) How can you tell from your answer to part (a) that as the size of the labor force increases, the marginal product of labor gets smaller? This is a phenomenon known as the law of diminishing returns, discussed more in the next chapter. 56. Profit An analyst has found that a company's costs and rev- enues in dollars for a product are given by x2 C and R(x) 2x 2 5000' respectively, where x is the number of items produced. (a) Find the marginal cost function. (b) Find the marginal revenue function. (c) Using the fact that profit is the difference between revenue and costs, find the marginal profit function. (d) What value of x makes the marginal profit equal O? (e) Find the profit when the marginal profit is 0. (As we shall see in the next chapter, this process is used to find marimum profit.) A wher in bi find year (a) (C) (e) nad since

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英文 大學

請問學過測驗學或英文很強的大神,我用紫色畫起來的這段話該怎麼翻比較正確

110 95 63 Performance Are Motor Concepts Language Total ite socioeco indings n these TAL-3 itely v eads 89 104 Self-Help 77 88 Social-emotional Self-Help TAL reate esti ifies ess: nor wh 65 Temir Focial-emotional acc ch "F te er 0 H-1510-09 * 3. 5 PAPER+COPY+FAX 雙頭螢光筆 as the Early Screening Profiles, Differential Abilities Scale, and Peabody Picture Vocabulary Test-IV. A recent study favorably evaluates the con struct validity of the DIAL-3 through confirmatory factor analysis (Assel & Anthony, 2009). As noted the instrument was designed to screen for devel opmental delays in three domains: motor abilities, conceptual knowledge, and language competence. An essential feature of the test is that separate scores are reported for each domain. These domains and the 74 fubtests comprising them were rationally precon- derved by the test authors. An important question is whether the 21 subtests “hang together” statistically in a manner that supports the rational grouping into the three domains provided by the test developers, In other words, do the three domains possess a latent reality, or are they merely figments of the imagina- tions of the test developers? Using test results for 1,560 children ages 3 to 6, Assel and Anthony (2009) found an excellent fit between the three domains tra- ditionally reported on the DIAL-3 and three empiri- cally derived domains found through factor analysis, which supports the construct validity of the test. However, these authors did note that Articulation subtest was a poor index of language compe Cotchine subteet

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