An iceberg and a ship separated by 98 miles are moving directly toward each other. The
iceberg is floating at 1 mile per hour, whereas the ship is traveling at 12 miles per hour.
Assuming that neither changes course, how long will it be before the two collide?
If necessary, round your answer to the nearest minute.

The Answer is A. 6.67 in

Step-by-step explanation:

Given : The aspect ratio of a rectangular shape is its length divided by its width (L/W).

Let's Make  'L'  to be the length of the rectangular shaped chalkboard.

If  the aspect ratio of a chalkboard is 4:3 and the width is 5 in then we have To Multiply 5 on each side , we get the length of the chalkboard = 6.67 in.

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Bacon Hair

S cannot be a basis for \(R^{n }\)

What is Matrix ?

A matrix is a rectangular array of numbers or symbols arranged in rows and columns. Matrices are commonly used in mathematics, physics, engineering, computer science, and other fields to represent systems of linear equations, transformations, and other mathematical objects and operations.

The statement "For each b in  \(R^{m }\), the equation Ax - b has a solution" is equivalent to the following statements:

A. The columns of A span \(R^{m }\)

B. Each b in \(R^{m }\) is a linear combination of the columns of A.

E. The matrix A has a pivot position in each column.

To explain why S cannot be a basis for  \(R^{n }\) , we can use the fact that a set of vectors S = {v1, ..., vk} is a basis for  \(R^{n }\) if and only if the matrix whose columns are the vectors in S is invertible. In this case, since k < n, the matrix whose columns are the vectors in S cannot be invertible because it has more columns than rows.

Therefore, S cannot be a basis for \(R^{n }\).

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Answer:

Answer is 43 km.

Step-by-step explanation:

Let's draw diagram to solve the problem.

The problem is about finding the total number of students in a school given a percentage of absences. By using the equation 'whole = part / percent' and substituting the given values, we find that the total number of students in the school is 780.

This problem can be classified as a percentage problem in Mathematics. In this scenario, we know that the 156 students represent 20% of the total students. So, in order to find the total number of students, we will use the equation part = percent * whole. In our case, the part is the 156 students, the percent is 20%, and the whole is what we're trying to find.

To solve for the whole, we rearrange the equation to whole = part / percent. Thus, to find the total number of students at the school, we divide 156 by 0.20 (since 20% equals 0.20 in decimal form). When you calculate this, you will get 780. So, the total number of students at the school is 780.

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Answer:

66

Step-by-step explanation:

subtract each external angle by 180 to find the interior angle.

Since you know that all of the interior angles add up to 540 because 180(n-2)

with n is how many sides in the polygon

so 180(5-2)=540

now take each value and subtract it by 180

180-(45)=135

180-(40)=140

180-(x)=180-x

180-(77)=103

180-(2x)=180-2x

135+140+180-x+103+180-2x=540

738-3x=540

x=66

hope that helps :)

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Answer:

900 minutes a week

Step-by-step explanation:

60 minutes makes one hour

3 hours multiplied by 60 minutes is 180 minutes

180 minutes multiplied by 5 days is 900 minutes

Step-by-step explanation:

3 hours *60 minutes= 180 minutes

And if he teaches for 180 mins a day, then in 5 days he will teach:

180 mins*5 days= 900 mins

Hello!

surface area

= 2(6*2) + 2(4*2) + 4*6

= 2*12 + 2*8 + 24

= 24 + 16 + 24

= 64 square inches

1) The absolute value transformation is wrong because it doesn't follow the right rule of transformation.

2) The graph transformation is right because it denotes the right rule of transformation.

1) We are given the parent function as;

f(x) = |4|

Now, we are told that when that parent function is translated upwards, it means that g(x) = |x + 4|.

Now, that is wrong because when we translate a function by 4 units upwards, what we do is simply to add 4 units to the function to get;

g(x) = |x| + 4

2) We are told that the graph vertically compresses the function y = |x| by a factor of 3.

Now, in vertical stretch or compression, we know that If the constant is greater than 1, we will get a vertical stretch but if the constant is between 0 and 1, we get a vertical compression.

Thus, it is correct.

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Answer:

4

Step-by-step explanation:

→ We go up the y axis to 6 and read of the x coordinate which is 4. This is because an inverse function does the the opposite i.e.  if f ( x ) = y

f⁻¹ ( y ) = x.

Answer:

2x2x2x3

Step-by-step explanation:

(a) Example question: "How often do you look at social media while doing schoolwork?

(b) Sofie can select a simple random sample of students by using a random number generator to assign a unique identification number to each student in the online high school.

(c) The sample for Sofie's research is the 32 completed surveys she received. These surveys represent the responses of a subset of the population. The population, in this case, refers to all the students at the online high school.

(d) If Sofie uses only the completed surveys, she can conclude that approximately 50% (16 out of 32) of the students who completed the survey reported using social media while doing schoolwork.

(a) Please select one of the following options: never, rarely, occasionally, frequently, or always."

(b) She can then use the random number generator again to select a specific number of students from the entire population of students, ensuring that each student has an equal chance of being selected. For example, if there are 500 students in total and Sofie wants a sample size of 50, she can generate 50 random numbers and select the corresponding students based on their identification numbers.

(d) However, it is important to note that this conclusion is specific to the sample of completed surveys and cannot be generalized to the entire population of high school students.

To make an inference about the percent of all high school students who use social media while doing schoolwork, Sofie would need a larger and more representative sample that covers a wider range of students in the online high school.

Additionally, she should consider potential biases in the sample, such as non-response bias if the students who chose not to complete the survey have different social media usage patterns compared to those who did respond.

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Answer:

61°

this triangle is split in half and forms 2 triangles. These triangles must be congruent since they are each excatly half of this rectangle

Therefore, <2 is going to be equal to the m< the corresponding angle in the other triangle. <2 = 61°

<2 is also equal to 61° by the interior angles theorem

Step-by-step explanation:

Answer:

1, 2, 4, 157, 314, and 628

Step-by-step explanation:

Hope This Helps!

Plz Mark Brainliest!

Answer:

1, 2, 4, 157, 314, and 628 and 628

Step-by-step explanation:

Because yeah how do u not know

Geometry is a branch of mathematics that deals with the study of shapes, sizes, positions, and dimensions of objects in space. It includes the study of points, lines, angles, curves, surfaces, and solids, and the relationships between them.

Euclidean geometry is a type of geometry that is based on the work of the ancient Greek mathematician Euclid. It is a branch of mathematics that deals with the properties and relationships of points, lines, angles, and planes in two and three-dimensional space.

In the given question

The specific property of the given axiomatic system is the Euclidean geometry of two-dimensional space. The system specifies the basic properties of points and lines in this geometry, including how they intersect, and serves as a foundation for further geometric reasoning and deduction.

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Part a: The equation of the tangent line is: y - 5 = -15(x - 0)

Part b:The second derivative is a constant value, -15. Since the second derivative is negative, it means the function is concave down at (0, 5).

Part c:The particular solution is y = -10cos(x² + 3x + π) + 15(x² + 3x + π) - 5 - 15π

Part A: To find the equation of the line tangent to the solution curve at the point (0, 5), to follow these steps:

Step 1: Find the derivative of the given differential equation.

Given differential equation: dy/dx = 5(2x + 3)sin(x² + 3x + π)

Differentiate both sides with respect to x:

dy/dx = d/dx (5(2x + 3)sin(x²+ 3x + π))

dy/dx = 5 × (2(sin(x² + 3x + π)) + (2x + 3)cos(x² + 3x + π))

Step 2: Evaluate the derivative at the point (0, 5).

To find the slope of the tangent line at (0, 5), substitute x = 0 into the derivative:

dy/dx = 5 × (2(sin(π)) + (2×0 + 3)cos(π))

dy/dx = 5 × (2(0) + 3(-1)) = -15

Step 3: Use the point-slope form of the equation to write the equation of the tangent line.

The point-slope form of the equation is: y - y1 = m(x - x1), where m is the slope and (x1, y1) is the point (0, 5).

Simplifying, we get: y = -15x + 5

Part B: To find the second derivative at (0, 5) and determine the concavity of the solution curve at that point, follow these steps:

Step 1: Find the second derivative of the given differential equation.

Given differential equation: dy/dx = 5(2x + 3)sin(x² + 3x + π)

Differentiate the previous result for dy/dx with respect to x to get the second derivative:

d²y/dx² = d/dx (-15x + 5)

d²y/dx² = -15

Step 2: Determine the concavity.

Part C: To find the particular solution y = f(x) with the initial condition f(0) = 5,  to integrate the given differential equation:

dy/dx = 5(2x + 3)sin(x² + 3x + π)

Step 1: Integrate the equation with respect to x:

∫dy = ∫5(2x + 3)sin(x² + 3x + π) dx

y = ∫(10x + 15)sin(x² + 3x + π) dx

Step 2: Use u-substitution:

Let u = x² + 3x + π, then du = (2x + 3) dx

Now the integral becomes:

y = ∫(10x + 15)sin(u) du

Step 3: Integrate with respect to u:

y = -10cos(u) + 15u + C

Step 4: Substitute back for u:

y = -10cos(x² + 3x + π) + 15(x² + 3x + π) + C

Step 5: Apply the initial condition f(0) = 5:

Substitute x = 0 and y = 5 into the equation:

5 = -10cos(π) + 15(0² + 3(0) + π) + C

5 = 10 + 15π + C

Simplifying,

C = 5 - 10 - 15π

C = -5 - 15π

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yess it is true because of unbiased estimator

what is variance?

Variability is measured by the variance. The average of the squared deviations from the mean is used to calculate it. The degree of spread in your data set is indicated by variance. The variance is greater in respect to the mean when the data are more dispersed

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the magnitude of the sum of the three vectors V1, V2, and V3 is approximately 6.3.

To find the magnitude of the sum of the three vectors V1, V2, and V3, we first need to find the sum of the individual components of the vectors and then calculate the magnitude of the resulting vector.

Given:

V1 = 7.0i - 8.0j

V2 = i + j

V3 = -2.0i + 5.0j

To find the sum of the vectors, we add their corresponding components:

\(V_sum = V1 + V2 + V3\)

      = (7.0i - 8.0j) + (i + j) + (-2.0i + 5.0j)

      = 6.0i - 2.0j

Now, let's calculate the magnitude of the sum vector, V_sum:

\(|V_sum| = \sqrt{((6.0)^2 + (-2.0)^2)\)

      \(= \sqrt{(36.0 + 4.0)\)

       \(= \sqrt{(40.0)\)

       ≈ 6.3 (rounded to two significant figures)

Therefore, the magnitude of the sum of the three vectors V1, V2, and V3 is approximately 6.3.

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For the angular velocity of the gear, you'll need to gather relevant information about the gear, calculate the linear velocity, and use the formula = v / r. The velocity of the center "O" is always 0 as it does not move linearly.

To determine the angular velocity and the velocity of the center 'O' of the gear at the given instant, you will need to follow these steps:

Step 1: Identify the relevant information.
First, gather information about the gear, such as its radius, the speed at which it is rotating, and any other relevant details. To determine the angular velocity of the gear and the velocity of its center at the instant shown, we need to know the radius of the gear and the speed of its rotation. The angular velocity of the gear can be calculated by dividing the speed of rotation by the radius of the gear. The velocity of the center of the gear can be calculated by multiplying the angular velocity by the radius of the gear.

Step 2: Calculate the angular velocity.
Angular velocity () can be calculated using the formula  = v / r, where 'v' is the linear velocity at the edge of the gear and 'r' is the radius of the gear.

Step 3: Find the linear velocity at the edge of the gear.
This can typically be given or can be determined based on the information provided.

Step 4: Calculate the angular velocity.
Plug the values of linear velocity (v) and radius (r) into the formula  = v / r to find the angular velocity.
Angular velocity = (speed of rotation) / (radius of gear)
Velocity of center = (angular velocity) x (radius of gear)

Step 5: Determine the velocity of the center 'O'
Since the center 'O' of the gear is the point around which the gear rotates, its velocity is 0, as it does not move linearly.

In summary, to find the angular velocity of the gear, you'll need to gather relevant information about the gear, calculate the linear velocity, and use the formula  = v / r. The velocity of the center "O" is always 0 as it does not move linearly.

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Alternate interior angles is m∠BFD is 41 degrees.

Line AB intersects line CD can use the property that alternate interior angles are congruent.

∠AFC and ∠BFD are alternate interior angles they are congruent.

m∠AFC = m∠BFD

Substituting the given values get:

7x - 8 = 5x + 6

Solving for x, we get:

2x = 14

x = 7

Substituting this value of x into the equation for ∠BFD, we get:

m∠BFD = 5x + 6 = 5(7) + 6 = 41

m∠BFD is 41 degrees.

AFC and BFD are congruent since they are both vertical angles.

"mAFC = mBFD"

Inputting the values provided yields:

7x - 8 = 5x + 6

After finding x, we obtain:

2x = 14

x = 7

When we use this value of x to solve for BFD, we obtain:

mBFD = 5x + 6 = 5(7) + 6

mBFD = 35 + 6 = 41°

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Answer:

C. 39 ft²

Step-by-step explanation:

Area of the outer rectangle which includes the white triangle

= length x width

= 5 x 9

= 45  ft²

Area of the white triangle

= 1/2 x base x height

= 1/2 x 4 x 3

= 6 ft²

Area of shaded region
= Area of rectangle - Area of triangle

= 45 - 6

= 39 ft²

Answer:

Madeline picks 6 pieces of fruit per hour

Step-by-step explanation:

divide total amount of fruit she picked on that day by the amount of hours she spent picking

12/2 = 6

42/7 = 6

Step-by-step explanation:

you will have 100% * 60 = X * 80 so X = 100% * 60/ 80

Answer:

75

Step-by-step explanation:

The answer is attached. I hope you are able to understand and it helps you. If you have doubt you can ask, I will repost the answer with proper explanation.

Answer:

Ok that is good

Step-by-step explanation:

Answer:

k = 3.2

Step-by-step explanation:

2 - 4(3 + 4k) = 54

=> 2 - 12 + 20k = 54

=> -10 + 20k = 54

=> 20k = 64

=> k = 3.2

Hoped this helped.

Answer:

i would say C picking a marble out the bag replacing it, and picking another marble

Step-by-step explanation:

The vector equation with parameter t for the line of intersection of the planes x + y + z = 2 and x + z = 0 is r(t) = <0, 2, 0> - t<1, -1, 0>.

To find a vector equation with parameter t for the line of intersection of the planes x + y + z = 2 and x + z = 0, we can solve the system of equations formed by the planes.
First, let's solve for y in terms of x and z from the equation x + y + z = 2. Rearranging the equation, we have y = 2 - x - z.
Now, substitute this expression for y in the equation x + z = 0. We have x + (2 - x - z) + z = 2, which simplifies to 2 - z = 2.
Solving for z, we find z = 0.
Substituting z = 0 into the equation x + z = 0, we have x = 0.
Now that we have the values of x, y, and z, we can form a vector equation for the line of intersection as follows:
r(t) =  = <0, 2 - x - z, 0> = <0, 2, 0> - t<1, -1, 0>.

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Answer:

2700

cents

Step-by-step explanation:

Answer:

m = 12

Step-by-step explanation:

\(-\frac{m}{3} =-4\\\)

→ Multiply both sides by 3

\({-m} =-12\\\)

→ Multiply both sides by -1

m = 12

Change management is a significant challenge for many organizations during enterprise system implementation due to various factors such as resistance to change, organizational culture, lack of employee engagement, and inadequate communication and training.

During enterprise system implementation, organizations typically undergo significant changes in processes, roles, and technologies. This can lead to resistance from employees who may be accustomed to existing ways of working. Resistance to change can hinder the adoption and utilization of the new system, affecting its success.

Organizational culture also plays a role. If the organization has a rigid or hierarchical culture that is resistant to change or lacks a culture of innovation and learning, it becomes difficult to implement and integrate the new system effectively.

Lack of employee engagement and involvement in the implementation process can further impede change. Employees need to understand the reasons behind the change, how it will benefit them and the organization, and be provided opportunities for input and feedback.

Inadequate communication and training can be a major obstacle. Employees must be informed about the changes, their roles and responsibilities, and be provided with sufficient training to effectively use the new system. Insufficient communication and training can lead to confusion, frustration, and resistance.

Overall, change management is crucial during enterprise system implementation to address these challenges and ensure a smooth transition, user acceptance, and successful adoption of the new system.

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