50 POINTS!!! Please help

Answer: 25

Step-by-step explanation:

Answer:

Step-by-step explanation:

Step 1:First Make 3/4 and 5/6 into like fractions.Find the L.C.M of 4 and  

            6,which is 12.

            3*3/4*3=9/12

             5*2/6*2=10/12

Step 2:Subtract 9/12 from 10/12,which is 1/12.

The media personality's argument is flawed because they are basing their conclusion on a single year's data and ignoring the overall trend of increasing global temperatures. To counter this argument, one can make the following points:

1. While it is true that the annual increase in temperature may be less than the margin of error, the trend of increasing temperatures over several decades cannot be ignored. The margin of error is a statistical concept that takes into account the uncertainty in the measurement, but it does not negate the overall trend.

2. Global temperature records show that the Earth's temperature has been steadily rising over the past century, with the 10 warmest years on record occurring since 2005. This trend cannot be explained by natural variability alone and is consistent with the effects of human-caused climate change.

3. The consequences of rising global temperatures, such as melting glaciers, rising sea levels, and more frequent extreme weather events, are already being felt around the world. Ignoring this trend could have devastating consequences for future generations.

In summary, the media personality's argument is based on a flawed understanding of statistics and ignores the overall trend of increasing global temperatures. The best counterargument is to highlight the overwhelming evidence of climate change and its potential consequences.

Answer:

m>1

Step-by-step explanation:

inverse operations... add 3 to both sides so you get -2+3=1!!

where r = 19 feet, h = 40 feet, and θ varies from 0 to 8π (4 complete revolutions) as t varies from 0 to 4.

An equation is a mathematical statement that shows the equality of two expressions, which are separated by an equals sign (=). An equation can have variables, constants, coefficients, and operators. The variables are represented by letters, and their values can change depending on the context of the problem. The constants are fixed values, and the coefficients are the numbers that multiply the variables. The operators are mathematical symbols that indicate the operation to be performed, such as addition (+), subtraction (-), multiplication (*), division (/), and exponentiation (^). Solving an equation means finding the value(s) of the variable(s) that satisfy the equation.

Given by the question.

Let's start by defining the necessary parameters. The radius of the staircase is given as 19 feet, and the height is given as 40 feet. The staircase makes 4 complete revolutions, so the total height of the staircase is 4 times the height of one revolution, which is 40 feet.

To find a vector parametric equation for the helical path, we need to consider the circular motion around the center axis, as well as the motion along the axis. Let's define the following parameters:

r: radius of the staircase (19 feet)

h: height of one revolution (40 feet)

θ: angle of rotation around the center axis (in radians)

z: height along the center axis

The circular motion around the center axis can be described by the following parametric equation:

x = r cos(θ)

y = r sin(θ)

z =???

To find the equation for z, we need to consider the motion along the center axis. Since it takes one hour to stroll up one revolution, and there are 4 revolutions in total, the time it takes to stroll up the entire staircase is 4 hours. Therefore, we can use t as a parameter that varies from 0 to 4, and define z as:

z = (h/4) t

Note that we divide h by 4 to scale the parameter t to the interval [0,4].

Putting it all together, the vector parametric equation for the helical path is:

r(t) = <r cos(θ), r sin(θ), (h/4) t>

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The value of line RS is 23

From the diagram shown, we have that line PS, line PQ, line QR and line RS form a square.

Note that the sides of a square are equal to each other.

The relationship is represented as;

Line PS = Line PQ = Line QR = Line RS

We have that;

Substitute the expressions

6x - 5 = 9x - 4

Now, collect like terms

6x - 9x = - 4 - 5

Subtract the like terms

-3x = -9

Make 'x' the subject of formula

-3x/-3 = -9/-3

x = 3

Then, RS = 9x - 4 = 9(3) - 4 = 27 - 2 = 23

Hence, the value is 23

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Answer:

Mx+b=y

Step-by-step explanation:

The probability that the student chosen at random was male OR got an "A" is 31/58.

To find the probability that the student was male OR got an "A," we need to calculate the probability of each event separately and then add them together.

Let's calculate the probability of the student being male:

Total number of males = 11

Total number of students = 58

Probability of the student being male = Number of males / Total number of students = 11/58

Now, let's calculate the probability of the student getting an "A":

Total number of students who got an "A" = 20

Probability of the student getting an "A" = Number of students who got an "A" / Total number of students = 20/58

To find the probability of the student being male OR getting an "A," we add the two probabilities together:

Probability (Male OR A) = Probability (Male) + Probability (A) = 11/58 + 20/58 = 31/58

Therefore, the probability that the student chosen at random was male OR got an "A" is 31/58.

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The Slope of line x = 2 is indefinite and the y-intercept and x-intercept will be infinite and 2 respectively.

A linear equation is an algebraic equation of the form y=mx+b, where m is the slope and b is the y-intercept, and only a constant and a first-order (linear) term are included. Sometimes, the aforementioned is referred to as a "linear equation of two variables," with y and x serving as the variables.

Given, an equation of line x = 2, this will be a verticle line.

The graph of equation x =2 is attached below,

Since, slope = Δy/Δx

Δx = 0

thus, the slope of the given line will be indefinite.

Since,

The Y-intercept of a line is the value of y at x = 0

thus,

the line x=2 will have a y-intercept of infinite or negative infinite.

and also the x-intercept will be 2. (Since, x= 2 for all the values of y)

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Answer:

a) C) The system has no solutions only when h=3 and k is any real number.

b) D) The system has a unique solution when \(h=(-\infty,3)U(3,\infty)\) and k is any real number.

c) The system has may solutions when h=3 and k=15

Step-by-step explanation:

a) In order to determine when the system will have no solution, we can start by solving the equation by substitution. We can solve the first equation for x1:

\(x_{1}+hx_{2}=3\)

so

\(x_{1}=3-hx_{2}\)

Next we can substitute this into the second equation so we get:

\(5(3-hx_{2})+15x_{2}=k\)

We distribute the 5 into the first parenthesis so we get:

\(15-5hx_{2}+15x_{2}=k\)

and group like terms:

\(-5hx_{2}+15x_{2}=k-15\)

we factor x2 so we get:

\(x_{2}(-5h+15)=k-15\)

and solve for x2:

\(x_{2}=\frac{k-15}{-5h+15}\)

this final answer is important because it tells us what value the system of equations is not valid for. That answer will not ve vallid if the denominator is zero, so we can set the denominator equal to zero and solve for h, so we get:

\(-5h+15= 0\)

and solve for h:

\(-5h= -15\)

\(h=\frac{-15}{-5}\)

\(h= 3\)

so it doesn't really matter what value k gets since all that matters is that the denominator of the answer isn't zero.

b)

For part b we need to know when the system of equations will have infinitely many answers. Generally, this will happen when both equations are basically the same, so we need to make sure to simplify the second equation so it looks like the first equation, compare them and determine the respective coefficients.

So we take the second equation and factor it:

\(5x_{1}+15x_{2}=k\)

we start by factoring a 5 from the left side of the equation so we get:

\(5(x_{1}+3x_{2})=k\)

Next, we divide both sides of the equation into 5 so we get:

\(x_{1}+3x_{2}=\frac{k}{5}\)

we now compare it to the first equation:

\(x_{1}+hx_{2}=3\)

\(x_{1}+3x_{2}=\frac{k}{5}\)

In this case, every coefficient of the two equations must be the same for us to get infinitely many answers, so we can see that h=3 and \(\frac{k}{5}=3\)

when taking the second condition and solving for k we get that:

\(k=3(5)\)

so

k=15

Anything else than the specific combination h=3 and k=15 will give us unique solutions, so for b, the answer is:

D) The system has a unique solution when and k is any real number.

c)

We have already solved part c on the previous part of the problem, so the answer is:

The system has many solutions when h=3 and k=15

The horns are frequently used as a signal to indicate the end of a segment or a specific task. Hence, a horn blows is the noise that sounds at the end of a segment.

The noise that sounds at the end of a segment is A horn blows.

In geometry, a segment is a part of a line that connects two points.

For example, line segment AB, which is denoted by AB, connects point A and point B and can be visualized as a portion of a line.

In general, line segments are denoted by their endpoints.

A horn is a cone-shaped instrument that is often used as a warning signal or a musical instrument.

However, it is important to note that noise can occur at the end of a segment in certain contexts and situations.

For example, in the context of audio or video editing, you can apply fade-out effects or specific sound effects to signal the end of a segment.

However, these sounds are not universally applicable and depend on the specific creative choices and technical aspects of the project.

In the transportation sector, horns are commonly used to alert pedestrians and other drivers of an oncoming vehicle's presence.

The sound of a horn is usually a sharp and loud noise that is difficult to ignore.

As a result, horns are frequently used as a signal to indicate the end of a segment or a specific task. Hence, a horn blows is the noise that sounds at the end of a segment.

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Here is the complete question

1. State coordinates of x axis

2. State coordinates of y axis

3. State the slope

4. Graph the function

5. Is learning rate increasing or decreasing?

Answer:

1. (50,0)

2. (0,20)

3. Slope = -0.4

4. Check attachment for graph

5. Learning rate is decreasing

Step-by-step explanation:

1.

L(x) = 20-0.4x

20 = 0.4x

x = 20/0.4

x = 50

(50,0)

2

For y coordinate;

L(0) = 20-0.4(0)

= 20

(0,20)

3.

Slope,

Y = -0.4x+20

We compare with

Y = mx+c

m = -0.4

Intercept c = 20

4. Check attachment

5. The slope is negative at m = -0.4 therefore the rate of learning is on a decline. As number of words learnt increases, learning rate falls.

Answer:

Step-by-step explanation:

Answer:

528

Step-by-step explanation:

Answer:

it's the3rd one

Step-by-step explanation:

it's is 182 feet

Step-by-step explanation:

a = k/m    or       ma = k    

using 4 and 9     4* 9 = k = 36

then the equation becomes:

    ma = 36    

  using a = 6

      6 * m = 36     shows m = 6 kg

Answer:

ggg

Step-by-step explanation:

gggg

Answer:

5.38516480713

Step-by-step explanation:

a^2+b^2=c^2

5^2+2^2=c^2

25+4=c^2

c^2=square root of 29

c=5.38516480713

Answer:

Use the following Financial Ratios to measure financial performance against standards. In addition, analysts compare these ratios to industry averages (benchmarking), industry standards or rules of thumbs and against internal trends (trends analysis). Furthermore the most useful comparison when performing financial ratio analysis is trend analysis They are derived from thethree following financial

statements:

⚫Balance Sheet

•Income Statement

⚫Statement of Cash Flows

.5 Categories

The five (5) major categori in the financial ratios list include the following:

•Liquidity Ratios

•Activity Ratios

•Debt Ratios

•Profitability Ratios

•Market Ratios

Step-by-step explanation:

Sana makatulong

Ratios dealing with short-term debts are Liquidity Ratios; those gauging efficiency in using assets for sales are Activity Ratios, and those scrutinizing long-term debt handling are Leverage Ratios. Along with the calculations, observations and identification of trends and their driving factors are also necessary.

In finance and business, ratio analysis is a tool used for conducting quantitative analysis on a company's financial statements. It involves the calculation and interpretation of various financial ratios. The following are the answers to the question's blanks:

However, only calculating ratios is not enough; you must also observe and identify trends suggested by the analysis, as well as identify the factors that drive these trends. These additional steps provide context and deeper insights into the company's financial performance.

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The area of the square is given as 100 square unit

You should be aware that the square has all its sides equal

The perpendicular from opposite vertices represent distance

The given vertices are

(2,2) and (10,8)

Using the formula for distance between two points

d=√(10-2)²+(8-2)²

d=√8²+6²

d = √64+36

d=√100

This implies that d=10

The area of a square is given as s²

Area = 10²

Atrea = 100 square units

In conclusion, the area of the square is 100 square units

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Translated question:

The vertices of a square ABCD are A(2,2) and B(10,8), Find the area of the square

Answer:

A.  4

Step-by-step explanation:

Given inequality:

\(x+9 < 4x\)

Rearrange the inequality to isolate x.

Subtract x from both sides of the inequality:

\(\begin{aligned}x+9-x & < 4x-x\\9& < 3x\end{aligned}\)

Divide both sides of the inequality by 3:

\(\begin{aligned}\dfrac{9}{3}& < \dfrac{3x}{3}\\\\3& < x\\\\x& > 3\end{aligned}\)

So the values of x that make the inequality true are:

Therefore, from the given answer options, the value of x that makes the inequality true is x = 4.

To check this, substitute x = 4 into the inequality:

\(\begin{aligned}x+9& < 4x\\x=4\implies 4+9& < 4(4)\\13& < 16\end{aligned}\)

As 13 is less than 16, the inequality is true when x = 4.

Answer:

= −31/4

(Decimal: -7.75)

Step-by-step explanation:

Yes, If there are any outliers in the data set, the standard deviation will be large since the deviation from the mean will have increased. Therefore, if the outliers are eliminated, the standard deviation will be reduced, probably reflecting the true features of the population.

The impact on the standard deviation increases with the outlier's extremeness. Outliers make your data more variable, which reduces statistical power. Therefore, eliminating outliers can make your findings statistically significant. A removal of an outlier will have an impact on the mean. The standard deviation will decrease if the outlier was larger than the mean.

The standard deviation will increase if the outlier was less extreme than the mean. It's best to get rid of outliers only when there's a good cause to. Some outliers in your dataset represent normal population variance and ought to be left alone. They are referred to as real outliers.

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Answer:

\(12a^2-3a+\frac{33}{4}\)

Step-by-step explanation:

feel free to put brainist

Let's assume that John buys x boxes of Cereal A and y boxes of Cereal B. Then, we can write the following system of inequalities based on the nutrient and calorie requirements:

10x + 5y ≥ 500 (minimum 500 units of vitamins)

5x + 10y ≥ 600 (minimum 600 units of minerals)

15x + 15y ≥ 1200 (minimum 1200 calories)

We want to minimize the cost, which is given by:

0.5x + 0.4y

This is a linear programming problem, which we can solve using a graphical method. First, we can rewrite the inequalities as equations:

10x + 5y = 500

5x + 10y = 600

15x + 15y = 1200

Then, we can plot these lines on a graph and shade the feasible region (i.e., the region that satisfies all three inequalities). The feasible region is the area below the lines and to the right of the y-axis.

Next, we can calculate the value of the cost function at each corner point of the feasible region:

Corner point A: (20, 40) -> Cost = 20

Corner point B: (40, 25) -> Cost = 25

Corner point C: (60, 0) -> Cost = 30

Therefore, the minimum cost is $20, which occurs when John buys 20 boxes of Cereal A and 40 boxes of Cereal B.

Answer:

38°

Step-by-step explanation:

this equal to 38° because angle EGD and angle IGJ are corresponding angles

Answer:

Where is your question

Step-by-step explanation:

I need it to solve the problem

Answer:

Total calories in 8 cup = 928 calories

Step-by-step explanation:

Given:

Calories in 3/4 cup of cereal = 87 calories

Find:

Total calories in 8 cup

Computation:

Total calories in 8 cup = 8 x 87 x [4/3]

Total calories in 8 cup = 928 calories