An apartment building has 15 floors. Each floor is about 12 feet high. Which proportion is used to determine the height of the building? x/12 = 1/15 12/1 = 15/x 12/15 = 1/x 1/12 = 15/x


HELP ME IM SO CONFUSED

Answer:

Step-by-step explanation:

Hey there!!!

According to the question,

Angle P is three less than twice less of an angle Q.

Then, let angle Q be x then angle P is 2x-3.

Now, it has also given that they are supplementary angle.

We know that the sum of supplementary angle is 180°.

Therefore, x+ 2x - 3°=180°.

Or, 3x = 180°-3°

Or, x = 177°/3

Therefore the measure of angle Q is 59° and P is 2×59°-3°= 121°.

Hope it helps....

Answer:

c) $43.81

Step-by-step explanation:

= $25.00 + ($0.09 × 209)

= $25.00 + $18.81

= $43.81

The average population being studied is people with warts. Specifically, this population includes individuals of all ages who have been diagnosed with any type of wart caused by a virus, such as common warts, plantar warts, and flat warts.

The population being studied is people with warts. Warts are caused by a virus and can occur anywhere on the body. Common warts, plantar warts, and flat warts are the most common types. Common warts are usually found on the hands and fingers, and are usually round and raised. Plantar warts are found on the soles of the feet and can be painful. Flat warts are usually found on the face, arms, and legs, and are generally flat and smooth. People of all ages can be affected by warts, and they are highly contagious and can be spread through contact with an infected person or surface. Treatment options include over-the-counter medicines and prescription medications, as well as cryotherapy and laser treatments. This population is being studied to better understand the causes, risk factors, and treatments for warts.

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The complete question is

what is the population being studied warts and  the prevalence of warts in the population being studied?

Answer:

x=5

Step-by-step explanation:

STEP

1

:

STEP

2

:

Pulling out like terms

2.1     Pull out like factors :

  4x - 8  =   4 • (x - 2)

Equation at the end of step

2

:

 (0 -  12 • (x - 2)) -  -36  = 0

STEP

3

:

STEP

4

:

Pulling out like terms

4.1     Pull out like factors :

  60 - 12x  =   -12 • (x - 5)

Equation at the end of step

4

:

 -12 • (x - 5)  = 0

STEP

5

:

Equations which are never true:

5.1      Solve :    -12   =  0

This equation has no solution.

A a non-zero constant never equals zero.

Solving a Single Variable Equation:

5.2      Solve  :    x-5 = 0

Add  5  to both sides of the equation :

                     x = 5

Having a(n) "assessment tool" enables the instructor to observe a skill performance and identify correct and incorrect steps.

An assessment tool is a method or instrument used by instructors to evaluate and assess the performance of students or individuals in a specific skill or task. It provides a structured framework for observing and analyzing the execution of the skill, allowing the instructor to identify which steps are being done correctly and which ones are not.

The assessment tool can take various forms depending on the nature of the skill being assessed. It may involve checklists, rating scales, rubrics, or specific guidelines for evaluating performance. By using the assessment tool, the instructor can systematically observe the individual's actions, compare them to the desired criteria or standards, and provide feedback based on the observations.

Having an assessment tool is beneficial for both the instructor and the learner. It allows the instructor to provide constructive feedback, highlight areas of improvement, and guide the learner towards achieving mastery in the skill. It also enables the learner to understand their strengths and weaknesses, track their progress, and work on refining their performance based on the feedback received.

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Answer: 7.283464567 inches

Step-by-step explanation:

36.5 - 18 = 18.5 cm

convert cm to inches

18.5 cm = 7.283464567 inches

please give me a brainliest answer

The first four terms are f( x) = 1-1/2(x-1)+1/4(x-1) ²/ 2! - 1/8(x-1) ³/ 3!. The general term of the Taylor series for f( x) about x = 1 is

(- 1) ⁿ\((x-1)^{n}\)/( 2ⁿn).

The Taylor series for f( x) about x = 1 can be written as

f( x) = ∑( n = 0 to ∞) fⁿ( 1)/\(n!^{n}\)

where fⁿ( 1) denotes the utmost derivative of f at x = 1.

Using the given information, we can write the first four nonzero terms of the Taylor series for function f( x) about x = 1 as

f( 1) +f'( 1)(x-1) +f''( 1)(x-1) ²/ 2!+ f'''( 1)(x-1) ³/ 3!............

Substituting f( 1) = 1, f'( 1) = -1/ 2, f''( 1) = 1/4, and f'''( 1) = -1/ 8 in the below equation, we get

f( x) = 1-1/2(x-1)+1/4(x-1) ²/ 2! - 1/8(x-1) ³/ 3!............

The general term of the Taylor series can be attained by substituting the utmost outgrowth of f at x = 1 in the below equation

fⁿ( 1)/\(n!^{n}\)= (- 1) ⁿ( n- 1)!/ 2ⁿn!\((x-1)^{n}\) = (- 1) ⁿ\((x-1)^{n}\)/( 2ⁿn)

thus, the general term of the Taylor series for f( x) about x = 1 is

(- 1) ⁿ\((x-1)^{n}\)/( 2ⁿn)

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The probability of getting 2 tails is option (b) 37.5%

The event of "2 tails" can occur in three possible outcomes: {htt, tht, tth}, so the probability of getting 2 tails is the sum of the probabilities of these three outcomes.

Each toss of a fair coin is independent and has a 50% chance of landing tails. Therefore, the probability of each of these three outcomes is:

P(htt) = 1/2 × 1/2 × 1/2 = 1/8

P(tht) = 1/2 × 1/2 × 1/2 = 1/8

P(tth) = 1/2 × 1/2 × 1/2 = 1/8

So, the probability of getting 2 tails is:

P(2 tails) = P(htt) + P(tht) + P(tth) = 1/8 + 1/8 + 1/8 = 3/8

= 0.375

0.375 multiplied by 100% gives:

P(2 tails) = 37.5%

Therefore, the correct option is (b) 37.5%

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Answer:

The answer to the question is option C.

Answer:

7 * 7 * 7 * 7 * 7

Step-by-step explanation:

exponents means to multiply the same number that many times, so 7 must be multiplied by 7, 5 times.

1. In this scenario, the goalie saves 73% of the opponent's shots. Therefore, any digits from 00 to 72 represent shots that are saved, as they fall within the range of the goalie's saving ability.

2. To win the game, the Iceblades cannot let the other team score any goals. Therefore, the goalie needs to save all 5 shots taken by the other team for a group to be a success.

3. Group 1 is a success because the goalie saves all 5 shots taken by the other team. Since no goals are scored, the Iceblades maintain their one-goal lead and are on track to win the game.

4. In this simulation, the successes are the groups where the goalie saves all 5 shots. Based on the information given, Group 1 is the only success. Therefore, there is one success in the 10 groups.

5. Since there is only one success out of the 10 groups, the estimated probability of the Iceblades winning the game would be 1 out of 10, or 1/10. Expressed as a percentage, this is equal to 10%.

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The equation of the tangent plane to the given parametric surface at the specific point is -2x + 4z = 0  .

In the question ,

it is given that ,

the function is r(u,v) = u²i + 2usin(v)j + ucos(v)k ; u = 1, v = 0 .

Now,

According to the give function,

r(u,v) = (u² , 2usin(v) , ucos(v))

Then, solving it , We get ,

r(u,v) = (u² , 2usin(v) , ucos(v))

\(r_{u}\) = (u , 2sin(v) , cos(v))

\(r_{u}\) (1,0) = (2 , 0 , 1)

\(r_{v}\) = (0 , 2ucos(u) , -sin(v))

\(r_{v}\) (1,0) = (0 , 2 , 0)

So , the matrix become

\(\left[\begin{array}{ccc}i&j&k\\2&0&1\\0&2&0\end{array}\right]\)

On simplifying , we get

i(−2) −j(0) \(+\) k(4) = (−2 , 0 , 4)

r(2,0) = (2 , 0 , 1)

The  plane is

r = −2x \(+\) 4z

r(2,0,1) = −2(2) \(+\) 4(1) = d

−4 \(+\) 4 \(=\) d

d = 0

Therefore , the equation of tangent is -2x + 4z = 0 .

The given question is incomplete , the complete question is

Find an equation of the tangent plane to the given parametric surface at the specified point.  r(u,v) = u²i + 2usin(v)j + ucos(v)k ; u = 1, v = 0 .

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Answer:

Here you go!

Step-by-step explanation:

Answer:

If circles A and B are congruent, then AC, CD, DB, and BA are all congruent since they are all radii. We then have:

ACDB is a rhombus.

ADB is an equilateral triangle.

CD is perpendicular to AB.

CD bisects AB.

Hence, 54 square feet of plastic are required to create 4 cubes that really are 1.5 feet on every side.

The cube is referred to as a regular solid with six square faces in Euclidean geometry, or it's known as a regular hexahedron. hexahedron. Polyhedron is a related topic.

A cube has six equal-sized faces; thus, it is possible to determine its surface area by determining the circumference of one face and multiplying it by six. The area of one face is given by the cube in this question, which has sides of 1.5 feet each:

(1.5 feet) x (1.5 feet) = 2.25 square feet

As a result, one cube has the following total surface area:

6 x 2.25 square feet = 13.5 square feet

We can calculate how much plastic is required to manufacture 4 cubes by multiplying overall surface area with one cube by 4:

4 x 13.5 square feet = 54 square feet

Therefore, to make 4 cubes that are 1.5 feet on each side, we need 54 square feet of plastic.

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Hence, 54 square feet of plastic are required to create 4 cubes that really are 1.5 feet on every side.

In math, what is a cube?

The cube is referred to as a regular solid with six square faces in Euclidean geometry, or it's known as a regular hexahedron. hexahedron. Polyhedron is a related topic.

A cube has six equal-sized faces; thus, it is possible to determine its surface area by determining the circumference of one face and multiplying it by six. The area of one face is given by the cube in this question, which has sides of 1.5 feet each:

(1.5 feet) x (1.5 feet) = 2.25 square feet

As a result, one cube has the following total surface area:

6 x 2.25 square feet = 13.5 square feet

We can calculate how much plastic is required to manufacture 4 cubes by multiplying overall surface area with one cube by 4:

4 x 13.5 square feet = 54 square feet

Therefore, to make 4 cubes that are 1.5 feet on each side, we need 54 square feet of plastic.

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Answer:

\(first \\ y \: intercept = 2 \\ slope = \frac{0 - 2}{4 - 0} = - 0.5 \\ \)

\(second \\ y \: intercept = - 2 \\ slope = \frac{ - 1 - ( - 2)}{6 - 0} = \frac{1}{6} \)

\(third \\ slope = \frac{100 - 60}{3 - 2} = 20 = add \: each \: month \\ start \: money = 60 - 1 \times 20 = 40\)

A tank initially contains 100 lb of salt dissolved in 20 gal of water. Brine containing 2 lb/gal of salt flows into the tank at the rate of 3 gal/min, and the well mixed mixture flows out of the tank at the same rate. The tank contains 142 lb of salt 7 minutes later.

To find out how much salt the tank contains 7 minutes later, we can use Calculate the salt flowing into the tank:

The brine flows in at a rate of 3 gal/min,

with a concentration of 2 lb/gal.

Therefore, in 7 minutes, the amount of salt flowing in is:

3 gal/min × 2 lb/gal× 7 min = 42 lb.

Calculate the amount of salt already in the tank:

The tank initially contains 100 lb of salt.

Calculate the amount of salt flowing out of the tank:

The mixture flows out of the tank at the same rate as the inflow,

which is 3 gal/min.

Calculate the net change in the amount of salt in the tank:

Since the inflow and outflow rates are the same,

the net change in the amount of salt in the tank is zero.

Calculate the total amount of salt in the tank after 7 minutes:

The initial amount of salt in the tank (100 lb) plus the amount of salt flowing in (42 lb) minus the amount of salt flowing out (0 lb) gives us the total amount of salt in the tank after 7 minutes: 100 lb + 42 lb - 0 lb = 142 lb.

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1) Considering that function, we can evaluate it at x=3, i.e. find the corresponding value for f(x) when x=-3

So when we plug x=-3 into that function the corresponding y value is -15

2) Now, the other way around, we've got the y (or f(x)) value -16 let's find the corresponding value for x:

Note that looking attentively at that trinomial, we can see that this is a binomial (x+4)² or (x+4)(x+4) picking on binomial and equating to zero we can get the root. In this case, there's only value for those two roots x=-4

3) Hence the answer is f(-3)=-15, and x=-4

Answer:-6s-2r

Step-by-step explanation:

you must add all like terms in this case S -4-3 is -7. -7+1=-6.
-6s-2r

Answer:

-6r - 2s

Step-by-step explanation:

Given expression,

→ -4r + s - 2r - 3s

Let's simplify the expression,

→ -4r + s - 2r - 3s

→ (-4r - 2r) + (s - 3s)

→ -6r + (-2s)

→ -6r - 2s

Hence, the answer is -6r - 2s.

The two theoretical quantities of ANOVA (Analysis of Variance) are:
1. Between-group variance.

2. Within-group variance:

1. Between-group variance.

This is the variance that can be attributed to differences between the group means.

It is calculated by comparing the mean of each group to the overall mean of all the data points.

The larger the between-group variance, the more likely there are significant differences between the groups.
2. Within-group variance:

This is the variance that can be attributed to differences within each group, i.e., the individual differences among the data points in each group.

It is calculated by comparing the individual data points in each group to their respective group mean.

The smaller the within-group variance, the more likely the groups are homogeneous.
In ANOVA, these two quantities are compared using an F-ratio.

If the between-group variance is significantly larger than the within-group variance, it indicates that there are significant differences between the group means, and the null hypothesis can be rejected.

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Answer:

As shown in picture, here is a triangular pyramid whose volume is calculated by:

V = (1/3) x base area x height

  = (1/3) x 20 x 30 x (1/2) x 27

  = (20 x 30 x 27)/(2 x 3)

Hope this helps!

:)

Answer

Supplementary and ACD and BCD

Step-by-step explanation:

edgenuity

Answer: supplementary & ACD and BCD

Step-by-step explanation: edge2022

The statement to be proved is that for any positive integer n, the module of n-fold matrix rings over a unital ring R, denoted as M_n(R)[x], is isomorphic to the module of n-fold matrix rings over polynomial ring R[x].

To prove this, we need to construct an isomorphism between M_n(R)[x] and M_n(R[x]).Let φ: M_n(R)[x] → M_n(R[x]) be the map defined as follows: for any matrix A = (a_{ij}) in M_n(R)[x], φ(A) is the matrix obtained by replacing each entry a_{ij} with the polynomial a_{ij}(x) in R[x].We need to show that φ is a well-defined isomorphism. To do this, we need to prove two things: (1) φ is a homomorphism, and (2) φ is bijective.

(1) Homomorphism: We can show that φ preserves addition and scalar multiplication by matrix calculations.(2) Bijective: To show that φ is bijective, we can construct its inverse function ψ: M_n(R[x]) → M_n(R)[x]. For any matrix B = (b_{ij}(x)) in M_n(R[x]), ψ(B) is the matrix obtained by replacing each polynomial b_{ij}(x) with its constant term evaluated at x = 0.We can then show that ψ is the inverse of φ, i.e., ψ(φ(A)) = A for any matrix A in M_n(R)[x], and φ(ψ(B)) = B for any matrix B in M_n(R[x]).Therefore, we have established a bijective homomorphism between M_n(R)[x] and M_n(R[x]), which proves that they are isomorphic modules.

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The main purpose of business sustainability is to achieve long-term success by balancing economic, social, and environmental concerns. It involves integrating sustainable practices into business strategies to create positive impacts on the environment, society, and stakeholders while ensuring profitability and resilience.

Environmental management plays a crucial role in sustainable business development. It involves identifying and managing environmental risks, implementing eco-friendly practices, reducing resource consumption, minimizing waste generation, and promoting environmental stewardship. By incorporating environmental management into their operations, businesses can enhance their sustainability performance, comply with regulations, improve brand reputation, and contribute to a healthier planet.

Stakeholder analysis plays a vital role in sustainable development, particularly in the context of specific industries or sectors. In the case of rubber cultivation in Southwest China, stakeholder analysis helps identify and understand the diverse stakeholders involved, such as rubber farmers, local communities, government agencies, environmental organizations, and consumers. By analyzing stakeholders' interests, concerns, and power dynamics, sustainable development initiatives can be tailored to address their needs effectively. Stakeholder engagement and collaboration are crucial for promoting sustainable practices, ensuring social acceptance, mitigating conflicts, and achieving sustainable outcomes in rubber cultivation and other industries.

Environmental management plays a vital role in sustainable business development. It involves assessing and managing environmental risks, implementing eco-friendly practices, complying with environmental regulations, and monitoring environmental performance. By adopting sustainable production processes, minimizing resource consumption, reducing emissions and waste generation, and promoting environmental stewardship, businesses can enhance their environmental performance. Effective environmental management not only benefits the environment but also leads to cost savings, improved efficiency, enhanced brand reputation, and reduced regulatory risks.

The pillars of sustainable development provide a framework for addressing the interconnectedness of economic, social, and environmental aspects. The economic pillar emphasizes the need for sustainable economic growth, productivity, and innovation while ensuring equitable distribution of resources. The social pillar highlights the importance of social well-being, equality, human rights, and inclusivity. The environmental pillar recognizes the significance of environmental conservation, resource efficiency, pollution prevention, and climate change mitigation. These pillars are interdependent, and progress in one pillar can influence the others. Sustainable development requires a balanced and integrated approach that considers all three dimensions.

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Answer:\(98.13\ \text{or}\ 261.87^{\circ}\)

Step-by-step explanation:

Given

\(\cos \beta =-\dfrac{\sqrt{2}}{10}\)

As the value of cosine is negative, therefore the angle must lie in II or III quadrant

\(\Rightarrow \beta =\cos^{-1}(-\dfrac{\sqrt{2}}{10})\\\Rightarrow \beta=\cos^{-1}(-0.14142)\\\Rightarrow \beta =98.13^{\circ}\ \text{or}\ 270^{\circ}-8.13\\\Rightarrow \beta=98.13^{\circ}\ \text{or}\ 261.87^{\circ}\)

P

OQ = 4S - 10

OP = 23

PQ = 1

Equation

OQ = OP + PQ

Substitution

4S - 10 = 23 - 1

Simplification

4S = 22 + 10

4S = 32

S = 32/4

S = 8

Determine OP

OQ = 4(8) - 10

OQ = 32 - 10

OQ = 22

Answer:

fraction form: 1/4x

decimal form: 0.25x

Step-by-step explanation:

Answer:

x = 46°

Step-by-step explanation:

Angles on a straight line sum to 180°.

Therefore, the interior angle of the triangle that forms a linear pair with the exterior angle marked 130° is:

⇒ 180° - 130° = 50°

The interior angle of the triangle that forms a linear pair with the exterior angle marked 96° is:

⇒ 180° - 96° = 84°

The interior angles of a triangle sum to 180°. Therefore:

⇒ 50° + 84° + x = 180°

⇒ 134° + x = 180°

⇒ 134° + x - 134° = 180° - 134°

⇒ x = 46°

Therefore, the size of angle x is 46°.

Answer:

hope this helps.

Step-by-step explanation:

The correct formula that defines an arithmetic sequence is option d) tn = 5n + 14.

An arithmetic sequence is a sequence of numbers in which the difference between consecutive terms remains constant. In other words, each term can be obtained by adding a fixed value (the common difference) to the previous term.

In option a) tn = 5 + 14, the term does not depend on the value of n and does not exhibit a constant difference between terms. Therefore, it does not represent an arithmetic sequence.

Option b) tn = 5n² + 14 represents a quadratic sequence, where the difference between consecutive terms increases with each term. It does not represent an arithmetic sequence.

Option c) tn = 5n(n+14) represents a sequence with a varying difference, as it depends on the value of n. It does not represent an arithmetic sequence.

Option d) tn = 5n + 14 represents an arithmetic sequence, where each term is obtained by adding a constant value of 5 to the previous term. The common difference between consecutive terms is 5, making it the correct formula for an arithmetic sequence.

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