help pleaseeeeeeee help

Answer:

A, B, and E

Step-by-step explanation:

I hope this helps enjoy your day.

The relative risk of being alive at 5-years after diagnosis associated between white men and black men is 2.03.

In the US, among a representative group of 6,006 white men and 1,126 black men, ages 70-79 years at diagnosis of stage IV prostate cancer: 2,337 white men and 344 black men were alive after 5 years of follow-up.

In order to calculate the relative risk of being alive at 5-years after diagnosis associated between white men and black men, we can use the following formula:

Relative risk = [ (number of white men alive after 5 years) / (total number of white men) ] ÷ [ (number of black men alive after 5 years) / (total number of black men) ]

Therefore, substituting the values given in the formula we get;

[ (2,337) / (6,006) ] ÷ [ (344) / (1,126) ] = 0.63 ÷ 0.31 = 2.03

Therefore, the relative risk of being alive at 5-years after diagnosis associated between white men and black men is 2.03.

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Given,Length of the ship = 25 m∠ACB = 45°∠ACD = 60°

Let's assume the height of the mast be y.

CD = height of the mast

By using the trigonometric ratios we can find the height of the mast.

Using the tangent ratio, we can write,

tan(60°) = height of the mast / AC

Therefore, height of the mast = AC × tan(60°)

Using the sine ratio, we can write, sin(45°) = height of the mast / AC

Therefore, height of the mast = AC × sin(45°)

Solve the above two equations for \(ACAC × tan(60°) = AC × sin(45°)AC = (height of the mast) / tan(60°) = (height of the mast) / √3AC = (height of the mast) / sin(45°)Height of the mast = AC × √3\)

From the figure, we can write,\(AC² = AD² + CD²AD = length of the ship = 25 mAC² = (25)² + (CD)²AC² = 625 + (CD)²AC = √(625 + CD²)\)

Now,Height of the mast = AC × √3Height of the mast = √(625 + CD²) × √3

Simplify,Height of the mast = 5√(37 + CD²) m

So, the height of the mast is 5√(37 + CD²) m.

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Answer:

85 Turkey sandwiches

Step-by-step explanation:

85% of 100 is 85

That means that the remaining 15% or 15 sandwiches that were made were ham.

The people have a pet dog or a pet cat would be 30.

What is Union and Intersection of a numbers?

The set of elements that are contained in either set X, set Y, or both sets X and Y is referred to as the union of two sets X and Y. The set of items that are a part of both sets X and Y is known as the intersection of two sets X and Y.

Given that:

In survey of students,

20 have dogs, 15 have cats, and 5 have both. 1 has a pet squirrel.

n(A)=Student who has dogs.

n(B)=Student who has cats.

and n(AUB)= Student who having both dogs and cats.

So,

n(A)=20

n(B)=15

n(AUB)=5

According to formula,

n(AUB)=n(A)+n(B)-n(A∩B)

i.e. n(A∩B)=n(A)+n(B)-n(AUB)

     n(A∩B)=20+15-5

     n(A∩B)=30

Hence, The people have a pet dog or a pet cat would be 30.

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Answer: b

Step-by-step explanation:

Answer: 5

Step-by-step explanation:

you have to divide it so 7 1/2 ÷ 1 1/2

15/2 × 3/2 then you swap the 3/2 to 2/3 so it will be 15/2 × 2/3 you don't have to cross multiplication so you just multiply across so it would be 15×3=30 and then 2×3=6 so it would be 30/6 but that's not the final answer because it and improper fractions so you divide 30÷6=5 and that's how you get 5

Answer:

257

Step-by-step explanation:

Let the number of Adults = x

Number of senior citizens = y

Number of children = z

x + y + z = 670 tickets

The Family Arts Center charges $22 for adults, $13 for senior citizens, and $5 for children for their live performance on Sunday afternoon.

$22 × x + $13 × y + $5 × z = $8526

22x + 13y + 5z = 8526

There were 49 more children than adults.

z = x + 49

x + y + z = 670 tickets

x + y + x + 49 = 670

2x + 49 + y = 670

y = 670 - 2x - 49

We substitute

22x + 13y + 5z = 8526

22x + 13(670 - 2x - 49) + 5(x + 49) = 8526

22x + 8710 - 26x - 637 + 5x +245 = 8526

22x + 5x - 26x + 8710 - 637 + 245 = 8526

x + 8318 = 8526

x = 8526 - 8318

x = 208

The number of Adults = 208

The number rod children is calculated as:

z = x + 49

z = 208 + 49

z = 257

The number of children = 257

Answer:

Step-by-step explanation:

A = 45 degrees

B = 225 degrees

sin(225) = -√2/2

sin(45) = √2/2

-sin(45) = -√2/2

cos(225) = -√2/2

cos(45) = √2/2

-cos(45) = -√2/2

Answer:

x > 144

Step-by-step explanation:

X/(-12) < -12

Multiply by -12 to isolate x. When you multiply a negative number, you must flip the inequality.

x > 144

Two negatives cancel out for a positive.

Answer:

congrats on selling inequalities

x > 144

Step-by-step explanation:

x / -12 < -12

x > 144

Below is the graph of the inequality

Answer: 2 meters

Step-by-step explanation:

\(\frac{20.8 \text{ m}}{10.4 \text{ min}}=2\)

Answer: 2 Meters

Step-by-step explanation: 20.8 divided by 10.4 is 2

Answer:

23°

Step-by-step explanation:

13x + 154 = 180

13x = 26

x =2

~~~~~~~~~~~~

6(2) + 11

12+11 =23

Strategies such as fast-tracking, crashing, prioritization, and resource optimization can be employed to reduce the project completion time by 5 weeks.


To reduce the completion time of the project by 5 weeks, we need to analyze the provided information and make appropriate adjustments. The initial completion time of the project is 25 weeks.

To achieve a reduction of 5 weeks, we can consider several strategies:

1. Fast-tracking: This involves overlapping or parallelizing certain project activities that were initially planned to be executed sequentially. By identifying tasks that can be performed concurrently, we can potentially save time. However, it's important to evaluate the impact on resource allocation and potential risks associated with fast-tracking.

2. Crashing: This strategy focuses on expediting critical activities by adding more resources or adopting alternative approaches to complete them faster. By compressing the schedule of critical tasks, we can reduce the overall project duration. However, this may come at an additional cost.

3. Prioritization: By reevaluating the project tasks and their priorities, we can allocate resources more efficiently. This ensures that critical activities receive higher attention and are completed earlier, resulting in an accelerated project timeline.

4. Resource optimization: Analyzing the resource allocation and identifying potential areas for optimization can lead to time savings. By ensuring that resources are utilized effectively and efficiently, we can streamline the project execution process.

It's important to note that implementing any of these strategies requires careful evaluation, considering factors such as project constraints, risks, cost implications, and stakeholder agreements. A comprehensive analysis of the project plan, resource availability, and critical path can guide the decision-making process for reducing the project completion time.

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If we set m = 4 and n = 1, we get a = 15 and c = 17, which means (15, 60, 17) is a primitive Pythagorean triple with b = 4T5. Also, we can find primitive Pythagorean triples with b = 4T6 and b = 4T7 by using the same method. We get (21, 84, 87) for b = 4T6 and (28, 112, 113) for b = 4T7. Therefore, it is clear that for every triangular number Tn, there is a primitive Pythagorean triple (a, b, c) with b = 4Tn

A Pythagorean triple is a set of three integers that satisfy the Pythagorean theorem, which states that the sum of the squares of the lengths of the two shorter sides of a right triangle is equal to the square of the length of the longest side, or hypotenuse. For example, the triple (3, 4, 5) is a Pythagorean triple because 3^2 + 4^2 = 5^2.

Now let's talk about triangular numbers. A triangular number is the sum of the first n positive integers, and it can be represented by the formula Tn = 1 + 2 + 3 + ... + n = (n(n+1))/2. The first few triangular numbers are 1, 3, 6, and 10.

Interestingly, in the list of the first few Pythagorean triples, we can observe a pattern where the value of b is four times a triangular number. For example, in the Pythagorean triple (3, 4, 5), we have b = 4T1. In (5, 12, 13), b = 4T2. In (7, 24, 25), b = 4T3. And in (9, 40, 41), b = 4T4.

So the question is: is this pattern true for all triangular numbers? Let's investigate further.

a) To find a primitive Pythagorean triple (a, b, c) with b = 4T5, we need to find a value of a and c such that a^2 + b^2 = c^2 and b = 4T5. Using the formula for T5, we get T5 = (5(5+1))/2 = 15. Therefore, b = 4T5 = 60. We can use the Euclid's formula for generating Pythagorean triples, which states that for any two positive integers m and n with m > n, a Pythagorean triple (a, b, c) can be generated by a = m^2 - n^2, b = 2mn, and c = m^2 + n^2.

If we set m = 4 and n = 1, we get a = 15 and c = 17, which means (15, 60, 17) is a primitive Pythagorean triple with b = 4T5.

Similarly, we can find primitive Pythagorean triples with b = 4T6 and b = 4T7 by using the same method. We get (21, 84, 87) for b = 4T6 and (28, 112, 113) for b = 4T7.

b) Now, the question is whether there is a primitive Pythagorean triple (a, b, c) with b = 4Tn for any triangular number Tn. Let's assume this is true and try to prove it.

Using the same Euclid's formula, we can generate a primitive Pythagorean triple (a, b, c) with b = 4Tn by setting m = 2Tn+1 and n = Tn. This gives us a = 4Tn^2 + 1 and c = 4Tn^2 + 2Tn + 1, and we can verify that b = 4Tn using the formula for Tn.

Therefore, we have proven that for every triangular number Tn, there is a primitive Pythagorean triple (a, b, c) with b = 4Tn

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Answer:

\(P^{24}\)

Step-by-step explanation:

\(P^{6*4}\)

If this is what the question is asking, we would just multiply 6 and 4 to get P to the 24th power.

Answer:

Hope it helps!

The solution to the literal equation is y = x - 2.

To solve inequality in y, we need a number such that the assertion holds if we replace y with that number. Isolating the variable on one side of the inequality and leaving the other terms constant is the first step in resolving the inequality.

From the given information:

4x + 1 = 9 + 4y

To solve for y, we have to switch the sides:

9 + 4y = 4x + 1

Subtract 9 from both sides

9 - 9 + 4y = 4x + 1 - 9

4y = 4x - 8

Divide both sides by 4

\(\dfrac{4y}{4}= \dfrac{4x}{4}-\dfrac{8}{4}\)

y = x - 2

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Answer:

y=68.38172757

Step-by-step explanation:

Take the inverse cosine of both sides of the equation to extract  

y from inside the cosine.

y=arccos(7/19)

y=68.38172757

The cosine function is positive in the first and fourth quadrants. To find the second solution, subtract the reference angle from  

360 to find the solution in the fourth quadrant. y=360−68.38172757

y=68.38172757+360n,291.61827242+360n, for any integer n

Therefore, we accept the null hypothesis and conclude that there is not enough statistical evidence to support the alternative hypothesis.

This is because the p-value is greater than the significance level, indicating that there is not enough evidence to reject the null hypothesis. Therefore, we accept the null hypothesis and conclude that there is not enough statistical evidence to support the alternative hypothesis. It is important to note that although the results are not statistically significant, they do not necessarily mean that the null hypothesis is true. The results only indicate that the data does not provide sufficient evidence to reject the null hypothesis at the given significance level. In practice, it is always advisable to consider other factors before drawing final conclusions.

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Answer:

No, 13.439 is not a repeating decimal, and,

Yes, it is a rational number because, it can be represented as p/q where q ≠ 0

The p/q form of this number = 13439/100

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Answer:

20,000

Step-by-step explanation:

10,000 times 2 since it is doubled

If Idil drove 12 miles in 1/5an hour on average, then she drove at an average speed of 60 miles per hour.

To calculate the average speed of Idil's car in miles per hour, we need to divide the distance she drove (12 miles) by the time it took her to drive that distance (1/5 hour):

Average speed = distance ÷ time

Average speed = 12 miles ÷ (1/5) hour

To divide by a fraction, we can multiply by its reciprocal, so:

Average speed = 12 miles × 5/1 hour

Average speed = 60 miles per hour

Therefore, Idil drove at an average speed of 60 miles per hour.

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Answer:

\(y=-3(x-5)^2+4\)

Step-by-step explanation:

Hi there!

Given the vertex of a parabola and a point, it's easiest to organize the equation in vertex form:

\(y=a(x-h)^2+k\) where the vertex is located at \((h,k)\) and a is a numerical value

1) Plug the vertex into the equation

\(y=a(x-h)^2+k\)

Plug in the vertex (5,4)

\(y=a(x-5)^2+4\)

2) Solve for a

\(y=a(x-5)^2+4\)

Plug in the given point (3,-8) and solve for a

\(-8=a(3-5)^2+4\\-8=a(-2)^2+4\\-8=4a+4\)

Subtract 4 from both sides

\(-8-4=4a+4-4\\-12=4a\)

Divide both sides by 4

\(\frac{-12}{4} = \frac{4a}{4} \\-3=a\)

Therefore, a=-3. Plug this back into \(y=a(x-5)^2+4\):

\(y=-3(x-5)^2+4\)

I hope this helps!

The 11 people that were going to Canada with Harriet Tubman put an ashcake and salt herring in an old bandanna to keep themselves from getting hungry during their long journey.

The ash cake was made of cornmeal and water, which was cooked over an open fire. It was one of the cheapest and most convenient foods for the slaves to carry during their journey.

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Answer:

80

Step-by-step explanation:

560/7=80

Answer:

180g of eggs

Step-by-step explanation:

divide 120 by 2 = 60

then times 60 by 3 = 180g

In a transportation problem, the activities correspond to the shipping lanes while the supply of each activity is the quantity shipped.

In the transportation problem, activities are the shipping lanes that are taken to transport goods from sources to destinations.

The quantities to be shipped are known as supplies or availabilities. The transportation problem is a linear programming problem that is used to determine how to allocate resources to obtain a minimum cost or maximum profit.The transportation problem is one of the most widely used problems in linear programming. It is used to solve many real-world problems such as supply chain management, production planning, and logistics.

In the transportation problem, we are given a set of sources and a set of destinations. The supply and demand at each source and destination are also given. The objective is to minimize the total cost of transporting the goods from sources to destinations while satisfying the demand and supply constraints.

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Answer:

4 packs burger and 3 packs of bread rolls

The probability range associated with z=±1.96 is 95%. The z-value for a one-tail (upper) probability of 5% is 1.65.

The z-value represents the number of standard deviations away from the mean in a standard normal distribution. The probability range associated with a specific z-value can be determined by referring to a standard normal distribution table or using a statistical calculator.

For z=±1.96, the probability range is 95%. This means that 95% of the data falls within ±1.96 standard deviations from the mean in a standard normal distribution. It is commonly used to represent a 95% confidence interval.

For the z-value corresponding to a one-tail (upper) probability of 5%, we need to find the z-value that has an area of 5% to the right of it in the standard normal distribution. The z-value for a one-tail probability of 5% is 1.65. This means that 5% of the data falls to the right of 1.65 standard deviations from the mean.

These values are commonly used in statistical analysis and hypothesis testing to determine confidence intervals and assess the probability of certain events occurring.

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