a.linear
b.absolute value
2.polynomials
d.exponential

Given:

The system of equations is

\(5g+4k=10\)

\(-3g-5k=7\)

To find:

The solution of given system of equations.

Solution:

We have,

\(5g+4k=10\)        ...(i)

\(-3g-5k=7\)         ..(ii)

Multiply (i) by 5 and (ii) by 4.

\(25g+20k=50\)        ...(iii)

\(-12g-20k=28\)         ..(iv)

Adding (iii) and (iv), we get

\(25g-12g=50+28\)

\(13g=78\)

Divide both sides by 13.

\(g=\dfrac{78}{13}\)

\(g=6\)

Put g=6 in (i).

\(5(6)+4k=10\)

\(30+4k=10\)

\(4k=10-30\)

\(4k=-20\)

Divide both sides by 4.

\(k=-5\)

So, the solution of the system of equation is (6,-5).

Therefore, the correct option is A.

Answer:

x-axis

Step-by-step explanation:

The lateral line on a graph is known as the x-axis

Answer:

Step-by-step explanation:

\(\sqrt{87x} =\sqrt{29\times3\times x}\)

When \(x=21\) we get:

    \(\sqrt{87x} =\sqrt{29\times3\times 21}\)

              \(=\sqrt{29\times3\times3\times7}\)

              \(=3\sqrt{29\times7}\)

               \(=3\sqrt{203}\)

So when \(x=21\) we can simplify \(\sqrt{87x}\).

Answer:

= a(7b + 1)

Step-by-step explanation:

7ab + a

a(7b + 1).

Answer:6

Step-by-step explanation:

Answer:

-2 + (-4) = x

-2 -4 =x

-6= x

0+15+(-25) =x

15-25=x

-10=x

Step-by-step explanation:

Answer:

all real Numbers may be

The side-by-side bar plot is a type of plot that can be used to visualize a one-way contingency table. So, the correct answer is C.

A contingency table is a table used to study the relationship between two categorical variables. The frequency or count of each combination of categories is recorded in a contingency table.

Aside from side-by-side bar plots, stacked bar plots can also be used to visualize contingency tables. A stacked bar plot, also known as a stacked column plot or stacked bar chart, displays each category’s frequency as a proportion of the whole.

It is created by stacking each category’s frequency on top of one another and then drawing a bar to represent the total.

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Answer:

-5/3

Step-by-step explanation:

change in y over change in x

Answer:

28.47

Step-by-step explanation:

Answer:

F

Step-by-step explanation:

Given

\(\frac{a^2-b^2}{2+d^3}\) ← substitute given values into the expression

= \(\frac{6^2-4^2}{2+(\frac{1}{2}) ^{3} }\)

= \(\frac{36-16}{2+\frac{1}{8} }\)

= \(\frac{20}{\frac{17}{8} }\)

= \(\frac{20}{2.125}\)

≈ 9.4118 ( to 4 dec. places ) → F

Answer:

27/8 or 3 3/8, 3.375, (3/2)^3

Step-by-step explanation:

-9/4 divided by -2/3

9/4 divided by 2/3

9/2 x 3/2

Answer:

the numbers are

\( \sqrt{10} + 5 \\ - \sqrt{10} + 5\)

Step-by-step explanation:

then there difference is

square root of 10 + 5 -(- square root of 10 +5)

=

\(2 \sqrt{10} \)

and the cube of there sum is 15^3 = 15* 15* 15

= 3375

c=36+g

c:g:s=5:2:1

The ratio gives us two equations so that's three equations in three unknowns.  Actually we're after the total t; let's put that in to solve for directly.

c:g:s:t = 5 : 2 : 1 : 5+2+1

We turn the ratio to fraction equations.  s has the one; let's write everything in terms of s.

c/s = 5/1,  g/s = 2/1, t/s = 8/1

Clearing the fractions,

c = 5s, g = 2s, t = 8s

Our other equation is

c = 36 + g

Substituting in for c and g,

5s = 36 + 2s

Solving,

3s = 36

s = 12

That's right; let's just get the total t.

t = 8s = 72

Answer: 72

Thematic Analysis is a process that is used to analyze the text in research in qualitative research. It aims to find the patterns in the data by examining the contents of the text.

In the Qualitative Descriptive Study Design, thematic analysis is utilized to analyze the data obtained from interviews, observation, or other qualitative methods. This method involves the identification of themes and patterns in the data. It helps the researcher to organize the data, identify patterns, and develop the categories and themes that will be used to describe the findings of the study.

Thematic Analysis is used in Qualitative Descriptive Study Design to provide an in-depth understanding of the research topic. It allows the researcher to capture and analyze the rich and diverse experiences of the participants in the study. In this method, data is collected from the participants, and the researcher analyzes the data by identifying the common themes and patterns that emerge from the data. This process of analysis is done in a systematic and iterative manner until the researcher identifies all the themes that are relevant to the research question.

Thematic analysis is useful in qualitative research because it allows the researcher to identify the themes and patterns in the data that are not explicitly stated by the participants. It helps to identify the underlying meanings of the data and to develop a deeper understanding of the research topic. This method is particularly useful when the researcher is dealing with large volumes of data and wants to identify the key themes and patterns that emerge from the data.

In conclusion, Thematic Analysis is a useful method of analysis in Qualitative Descriptive Study Design. It is used to analyze the data obtained from interviews, observation, or other qualitative methods. This method involves the identification of themes and patterns in the data and helps the researcher to organize the data, identify patterns, and develop the categories and themes that will be used to describe the findings of the study.

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The confidence interval of 77.1% ± 3.8% can be expressed in interval form as (73.3%, 80.9%) in decimal format.

A confidence interval is a range of values within which the true value of a population parameter is estimated to fall with a certain level of confidence. In this case, the confidence interval is centered around 77.1% with a width of 3.8%. To express it in interval form, we subtract and add half of the width from the center value.

To convert the percentages to decimals, we divide the percentages by 100. Therefore, the lower bound of the interval is (77.1% - 3.8%) / 100 = 0.733, or 73.3% in decimal form. Similarly, the upper bound is (77.1% + 3.8%) / 100 = 0.809, or 80.9% in decimal form.

Thus, the confidence interval 77.1% ± 3.8% can be expressed in interval form as (0.733, 0.809) in decimal format.

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The equivalent to 5a³ + 4a³ is (5+4) a³, according to the question.

What do you mean by Equivalent ?

Equivalent refers to the mathematical notion that distinct terms and expressions having a similar value are treated equally.

According to the given question,

We have the given options are:

O (5+4) a³+3

O (5+4) a³

O (5.4) a³+3

O (5.4) a³

Now, we will find the equivalent,

5a³ + 4a³

Then, we will taking common factor from the given equation:

5a³ + 4a³

= a³(5+4)

So that is same as (5+4)a³.

Therefore, the equivalent to 5a³ + 4a³ is (5+4) a³.

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Let's define the variables: - Let x represent the distance from the bottom of the ladder to the wall. - Let y represent the height of the ladder on the wall. - Let t represent time. - Let dx/dt represent the rate at which the bottom of the ladder is sliding away from the building. - Let dy/dt represent the rate at which the top of the ladder is sliding down the wall.

Given:

- dy/dt = -4 feet per second (negative because the top of the ladder is sliding down). - y = 5 feet (the height of the ladder on the wall). We are trying to find dx/dt, the rate at which the bottom of the ladder is sliding away from the building To relate the variables, we can use the Pythagorean theorem: x^2 + y^2 = 13^2. Differentiating both sides of the equation with respect to time (t), we get:

2x(dx/dt) + 2y(dy/dt) = 0 Substituting the given values, we have:

2x(dx/dt) + 2(5)(-4) = 0 Simplifying the equation, we find:

2x(dx/dt) = 40 Dividing both sides by 2x, we get: dx/dt = 20/x To find the value of dx/dt when y = 5 feet, we can substitute y = 5 into the equation:

dx/dt = 20/5 Therefore, the bottom of the ladder is sliding away from the building at a rate of 4 feet per second when the top of the ladder is 5 feet above the ground.

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When the top of the ladder is 5 feet above the ground, the bottom of the ladder is sliding away from the building at a rate of 4 feet per second.

To solve this problem, let's define the variables:
- Let h represent the height of the ladder above the ground.
- Let x represent the distance between the bottom of the ladder and the wall.
Given:
- The ladder has a height of 13 feet.
- The top of the ladder is sliding down the wall at a rate of 4 feet per second.
We need to find the rate at which the bottom of the ladder is sliding away from the building when the top of the ladder is 5 feet above the ground.
Since we are given the rate at which the top of the ladder is sliding down, we can find dh/dt (the rate at which h is changing with respect to time) by taking the derivative of h with respect to time (t). Therefore, dh/dt = -4 ft/s.
We are asked to find dx/dt (the rate at which x is changing with respect to time) when h = 5 feet.
To solve this, we can use similar triangles. The ratio of the change in x to the change in h is constant and equal to the ratio of the length of the ladder to the distance from the wall to the base of the ladder.
Using the Pythagorean theorem, we have x^2 + h^2 = 13^2.
Differentiating both sides of the equation with respect to time, we get:
2x(dx/dt) + 2h(dh/dt) = 0.
Substituting the given values and solving for dx/dt, we have:
2(5)(dx/dt) + 2(5)(-4) = 0.
10(dx/dt) - 40 = 0.
10(dx/dt) = 40.
dx/dt = 40/10.
dx/dt = 4 ft/s.
Therefore, when the top of the ladder is 5 feet above the ground, the bottom of the ladder is sliding away from the building at a rate of 4 feet per second.

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Answer:

The answer is 3,375

Step-by-step explanation:

5 x 3=15

15 to the 3rd power is 15 x 15 x 15

15 x 15 x 15= 3,375 :)

Engineers can be held most morally blameworthy for foreseeable harms resulting from technological innovations, engineers have a responsibility to anticipate the potential consequences of their work,

and to take steps to mitigate those consequences. If they fail to do so, and their work results in harm, they can be held morally blameworthy. When engineers develop new technologies, they have a responsibility to consider the potential consequences of their work.

They need to think about how their technology could be used, and whether it could be used to harm people or the environment.

They also need to consider how their technology could be misused, and what steps they can take to prevent misuse.

If engineers fail to consider the potential consequences of their work, and their work results in harm, they can be held morally blameworthy. This is because they have a duty to protect the public from harm, and they have failed to fulfill that duty.

For example, engineers who develop new weapons systems have a responsibility to consider the potential consequences of their work. They need to think about how their weapons could be used,

and whether they could be used to kill or injure innocent people. They also need to consider how their weapons could be misused, and what steps they can take to prevent misuse.

If engineers fail to consider the potential consequences of their work, and their weapons are used to kill or injure innocent people, they can be held morally blameworthy. This is because they have a duty to protect the public from harm, and they have failed to fulfill that duty.

It is important to note that engineers cannot be held morally blameworthy for unforeseeable harms. This is because they did not have the opportunity to anticipate the harm, and they could not have taken steps to prevent it.

For example, engineers who develop new medical treatments cannot be held morally blameworthy if the treatments have unforeseen side effects. This is because the engineers did not have the opportunity to anticipate the side effects, and they could not have taken steps to prevent them.

In conclusion, engineers can be held morally blameworthy for foreseeable harms resulting from technological innovations.

This is because they have a responsibility to anticipate the potential consequences of their work, and to take steps to mitigate those consequences.

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The identity \(cos^{2} (x)csc(x)-csc(x)=-sin(x)\) can be established using trigonometric identities and simplification techniques.

We'll start by expressing the left side of the equation in terms of sine and cosine. The reciprocal identity csc(x) = \(\frac{1}{sin(x)}\)allows us to rewrite the equation as \(\frac{cos^{2} (x)}{sin(x)-\frac{1}{sin(x)} }\)

Next, we'll combine the fractions by finding a common denominator. The common denominator is sin(x), so the equation becomes (cos^2(x) - 1) / sin(x).

Using the Pythagorean identity \(cos^{2} (x)+sin^{2} (x)\) = 1, we can simplify the numerator as \(\frac{(1-sin^{2}(x) }{sin(x)}\).

Now, we have \(\frac{(1-sin^{2}(x) }{sin^{2} (x)}\). Simplifying further, we obtain  = \(\frac{(1-sin^{2}(x) }{sin^{2} (x)}\)\(-\frac{sin^{2} (x)}{sin^{2} (x)} =-1\) =

Finally, recognizing that -1 is equal to -sin(x), we have successfully established the identity \(cos^{2} (x)csc(x)-csc(x)=-sin(x)\).

Therefore, the identity \(cos^{2} (x)csc(x)-csc(x)=-sin(x)\) holds true.

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Answer:

672 had dark hair, 592 had blond hair, and 48 had red hair

Step-by-step explanation:

To solve this problem, we need to first find the total number of people for each hair color based on the given ratio.

Let's start by finding the common factor that we can use to scale the ratio up to the total number of people, which is 1,312:

42 + 37 + 3 = 82

We can then divide 1,312 by 82 to get the scaling factor:

1,312 ÷ 82 = 16

This means that for every 16 people, there are 42 with dark hair, 37 with blond hair, and 3 with red hair.

To find the actual number of people with each hair color in the town meeting, we can multiply the scaling factor by the number of people for each hair color in the ratio:

Dark-haired people: 42 × 16 = 672

Blond-haired people: 37 × 16 = 592

Red-haired people: 3 × 16 = 48

Therefore, there are 672 people with dark hair, 592 people with blond hair, and 48 people with red hair at the town meeting.

Answer:

Step-by-step explanation:

decimal point 2 places that way ==> . decimal point 2 places this way <== . 12.39% = 0.1239

Answer:

0.1239

Step-by-step explanation:

To change a percent to decimal form, move the decimal point to the left two times and as you do it more u can just do it off the top of ur head because it just gets easier

hope this helps chu<3

The distance that she runs from one corner of the field to another is given as follows:

147.1 yards.

The Pythagorean Theorem states that for a right triangle, the length of the hypotenuse squared is equals to the sum of the squared lengths of the sides of the triangle.

The distance in this problem is the diagonal of a rectangle, which is the hypotenuse of a right triangle in which the length and the width are the sides, hence:

d² = 85² + 120²

d = sqrt(85² + 120²)

d = 147.1 yards.

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The effect of increasing the random sample size of Canadian voters in the Gallup poll from 1,500 to 4,000 people is to reduce the margin of error and increase the accuracy of the poll results.

By increasing the sample size, the Gallup poll is able to gather more data points from a diverse group of voters, which improves the representativeness of the sample.

This helps to minimize biases and better capture the opinions of the population as a whole. In turn, the increased sample size leads to a lower margin of error, meaning that the poll results are more likely to accurately represent the true opinions of Canadian voters.

This is particularly important right before an election, as accurate poll results can inform strategies for political parties and provide insights for voters. Ultimately, increasing the sample size of the random sample in the Gallup poll enhances its reliability and validity, making it a more valuable tool in understanding voter sentiment.

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The value of slant height of cone is,

⇒ l = 4.2 feet

We have to given that,

The slant height of a cone with a volume of approximately 28.2 ft and a height of 2 ft.

Now, We know that,

Volume of cone is,

⇒ V = πr²h / 3

Here, We have;

⇒ V = 28.2 feet

⇒ h = 2 feet

Substitute all the values, we get;

⇒ V = πr²h / 3

⇒ 28.2 = 3.14 × r² × 2 / 3

⇒ 28.2 × 3 = 6.28r²

⇒ 84.6 = 6.28 × r²

⇒ 13.5 = r²

⇒ r = √13.5

⇒ r = 3.7 feet

Since, We know that,

⇒ l² = h² + r²

Where, 'l' is slant height and 'r' is radius.

⇒ l² = 2² + 3.7²

⇒ l² = 4 + 13.5

⇒ l² = 17.5

⇒ l = √17.5

⇒ l = 4.2 feet

Thus, The value of slant height of cone is,

⇒ l = 4.2 feet

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tuesday: -28.5

Wednesday: -5

Thursday: -11.8

Friday: -4.5

The unit rate of the car that travels 5 2/5 km in 2 3/4 mins is: 1.96 km/min.

Unit rate can be defined as the ratio of one quantity in comparison to another.

Distance travelled by a car = 5 2/5 km = 5.4 km

Time travelled = 2 3/4 mins = 2.75 mins

Unit rate in km/min = 5.4/2.75

Unit rate in km/min = 1.96 km/min.

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The probability that at most of the parts are defective is 0.96.

A machine that manufactures automobile parts produces defective parts of the time. If parts produced by this machine are randomly selected, what is the probability that at most of the parts are defective?

The given probability of producing defective parts is P(defective) = 0.15. Now, we need to find the probability that at most of the parts are defective. This can be done by finding the probability of producing 0, 1, or 2 defective parts.

Let X denotes the number of defective parts. So, we have to calculate the probabilities for P(X = 0), P(X = 1), and P(X = 2). To calculate these probabilities, we will use the binomial probability formula:

P(X = x) ={n}C{x} p^x (1 - p)^{n - x}, Here, n = number of parts produced, p = probability of producing defective parts

x = number of defective parts

First, we need to find P(X = 0),

P(X = 0) = (0.85)^5 = 0.4437

P(X = 1) = {5}C{1} (0.15)^1 (0.85)^4 = 0.3672

P(X = 2) = {5}C{2} (0.15)^2 (0.85)^3 = 0.1459

Now, we can find the probability that at most of the parts are defective as follows:

P{at most 2 defective parts}) = P(X = 0) + P(X = 1) + P(X = 2) = 0.957

Therefore, the probability that at most of the parts are defective is 0.96.

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