Suppose that a recent poll found that 50 ​% of adults in a certain country believe that the overall state of moral values is poor. If a survey of a random sample of 15 adults in this country is conducted in which they are asked to disclose their feelings on the overall state of moral​ values, complete parts​ (a) through​ (e) below.

Completing squares we can rewrite the expression as:

(4x + 12)^2 + (2y - 2)^2 = 56

We know that the perfect square trinomial is:

(a + b)^2 = a^2 + 2ab + b^2

Here we have the expression:

16x^2 + 4y^2 + 96x - 8y + 84 = 0

We can rewrite this as:

(16x^2 + 96x) + (4y^2 - 8y) + 84 = 0

((4x)^2 + 2*12*(4x)) + ((2y)^2 - 2*2*(2y)) + 84 = 0

Then we need to add 12^2 and 2^2 in both sides, then we will get:

((4x)^2 + 2*12*(4x) + 12^2) + ((2y)^2 - 2*2*(2y) + 2^2) + 84 = 12^2 + 2^2

(4x + 12)^2 + (2y - 2)^2 = 144 + 4 - 84

(4x + 12)^2 + (2y - 2)^2 = 56

The squares are complete.

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Answer:

x=17

It just is. I don't know how to explain it.

-3 is less than 2

< is the symbol

Let A be a vector and n be a unit vector in a fixed direction. The scalar projection of A onto n can be represented as:

An = A . n = ||A||cos(θ),

where θ is the angle between vectors A and n.

The projection of A onto a plane perpendicular to n can be represented as:

A - (An) = A - (||A||cos(θ))n = ||A||sin(θ)nₜ,

where nₜ is a unit vector perpendicular to n.

Combining these two results, we have:

A = (An) + (A - (An)) = (||A||cos(θ))n + ||A||sin(θ)nₜ

By doing so, it is demonstrated that a vector A may be written as the product of its scalar projection along a unit vector n and its projection onto a plane perpendicular to n. This breakdown of a vector is helpful for looking at its parts from various angles.

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Answer:

x = -4

Step-by-step explanation:

-2(-5x+5) - 3x + 4= -34

10x - 10 -3x + 4 = -34

7x - 6 = -34

    +6    + 6

7x = -28

x = -4

Answer:

x = -4

Step-by-step explanation:

- distribute -2 by multiplying it with the paranthesis

-2*(-5x) + -2*(5) - 3x + 4 = -34

10x - 10 - 3x + 4 + 34 = 0

7x + 28 = 0

x = -28/7

x = -4

\(X = B(C^{-1})^2 - A\) is a solution to the invertible matrices equation \(C^{-1}(A+X)B^{-1}=I_n\).

We can begin by multiplying both sides of the equation by\((A+X)B^{-1}\):

\(C^{-1}(A+X)B^{-1}(A+X)B^{-1} = I_n(A+X)B^{-1}\)

Simplifying the left-hand side, we get:

\(C^{-1}(A+X)B^{-1}(A+X)B^{-1} = C^{-1}(A+X)(A+X)^{-1}C^{-1} = C^{-1}C^{-1} = (C^{-1})^2\)

Simplifying the right-hand side, we get:

\(I_n(A+X)B^{-1} = (A+X)B^{-1}\)

When we plug these values back into the original equation, we get:

\((C^{-1})^2 = (A+X)B^{-1}\)

Multiplying both sides by B, we get:

\(B(C^{-1})^2 = A+X\)

When we return to the original equation, we get:

\(C^{-1}(B(C^{-1})^2)B^{-1} = I_n\)

Simplifying, we get:

\((C^{-1})^2 = (C^{-1})^2\)

This is a true statement, so the equation has a solution,\(X = B(C^{-1})^2 - A\).

To solve the equation C^{-1}(A+X)B^{-1}=I_n, we first multiplied both sides by \((A+X)B^{-1}\) and simplified the equation to get \((C^{-1})^2 = (A+X)B^{-1}\). We then multiplied both sides by B and substituted the result back into the original equation to get \(C^{-1}(B(C^{-1})^2)B^{-1} = I_n\). Simplifying this equation, we got \((C^{-1})^2 = (C^{-1})^2\), which is a true statement. Therefore, the equation has a solution, X = \(B(C^{-1})^2 - A\).

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Problem

Solution

We want to find the sum of 3/10 and 1/3 so we can do the following operation:

(3*3 + 1*10)/ (10*3)

And if we solve we got:

(9 +10)/ 30 = 19/30

And our final solution would be 19/30

The book is opened to pages 11 and 12.

How to get the product of the page

x * (x + 1) = 132

Expanding the equation, we get:

x² + x = 132

To solve for x, we need to rewrite the equation as a quadratic equation:

x²+ x - 132 = 0

Now, we can factor the quadratic equation:

(x - 11)(x + 12) = 0

This equation has two solutions for x:

x = 11

x = -12

Since page numbers cannot be negative, we discard the second solution. Thus, the left-hand page number is 11, and the right-hand page number is 11 + 1 = 12.

So, the book is opened to pages 11 and 12.

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Answer:Given expression : a(x-y)-b(x-y)

Now, (x-y) is common in both terms.

First factor is (x-y).

∴a(x−y)−b(x−y)=(x−y)(a−b)

If you are reading this hope you have a wonderful day and may your dreams come true!

Good luck

Teniendo en cuenta el mínimo común múltiplo, considerando que hoy coincidieron, dentro de 135 días Juan y Alfredo volverán a encontrarse.

El mínimo común múltiplo de dos o más números es el múltiplo más pequeño que esos números tienen en común.

En otras palabras, el mcm es la cifra más pequeña que satisface la condición de ser múltiplo de todos los elementos de un conjunto de números.

El mínimo común múltiplo se suele expresar como m.c.m. (a, b), siendo a y b los números.

Para calcular el mínimo común múltiplo de dos o más números, debes:

En este caso debes encontrar el mínimo común múltiplo entre 15 y 27, correspondientes a los días que Juan y Alfredo asisten a la misma cafetería.

Descomponiendo cada número en factores primos se obtiene:

15= 3× 5

27= 3× 3× 3= 3³

Escogiendo los factores (comunes y no comunes), elevados a la máxima potencia, y multiplicándolos se obtiene:

m.c.m(15,27)= 3³× 5= 135

Finalmente, considerando que hoy coincidieron, dentro de 135 días Juan y Alfredo volverán a encontrarse.

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Answer:25.347 < 25.349

Step-by-step explanation:

Answer:

yes it is, it has a the properties of a function especially because it passes the vertical line test.

The rational number that can be used to represent the number of points needed for Abraham to get an A will be 1.5.

It should be noted that a rational number is the number that can be written as a fraction. It can be while numbers and decimals have well.

Therefore, since Abraham needs one-half of a point to get an A– in Math, the rational number that can be used to represent the number of points needed for Abraham to get an A willbe 1.5.

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To find the length of the tree, x we use trigonometric ratio

The height of the tree= 86.912ft

Answer:

S = 3741

Step-by-step explanation:

Here, we want to calculate the sum of the first 86 numbers (starting from 1)

Mathematically, we can use the formula;

Sn = n/2[ a + L]

Where n is the number of terms (86 here)

a is the first term which is 1 and L is the last term which is 86

So, we have the sum as;

Sn = 86/2(1 + 86) = 43 * 87 = 3741

Energy can be considered as the capacity of bodies to do work, it can be presented in different forms.

In physics, it is established that energy is the ability of any component to cause an alteration in its environment. However, classically, it is indicated that:

There are different types of energy, for example, we have:

¡Hope this helped!

Answer:

1st one

Step-by-step explanation:

jeushrueussboshfndksd

Answer:

I am pretty sure its the very last one.

Step-by-step explanation:

The concept that a message gives different meanings to different objects is called option (b) polymorphism.

Polymorphism is a fundamental concept in object-oriented programming (OOP) that allows different objects to respond to the same message or method invocation in different ways. In other words, it allows objects of different classes to be treated as if they were of the same class, as long as they implement the same method or message.

This can make code more flexible, reusable, and easier to maintain. Polymorphism is achieved through inheritance, interfaces, or overloading methods. For example, a "draw" method could be implemented differently for different shapes, such as circles, rectangles, or triangles.

Therefore, the correct option is (b) polymorphism

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To find the subtransient current in per unit for a three-phase fault on bus 4, we need to calculate the fault current using the bus impedance matrix.

Given bus impedance matrix Zbus:

| j0.15 j0.08 j0.04 j0.07 |

| j0.08 j0.15 j0.06 j0.09 |

| j0.04 j0.06 j0.13 j0.05 |

| j0.07 j0.09 j0.05 j0.12 |

To find the fault current on bus 4, we need to find the inverse of the Zbus matrix and multiply it by the pre-fault voltage vector.

The pre-fault voltage vector V_pre-fault is given as:

| 1.0/0° |

| 1.0/0° |

| 1.0/0° |

| 1.0/0° |

Let's calculate the inverse of the Zbus matrix:

Zbus_inverse = inv(Zbus)

Now, we can calculate the fault current using the formula:

I_fault = Zbus_inverse * V_pre-fault

Calculating the fault current, we have:

I_fault = Zbus_inverse * V_pre-fault

Substituting the values and calculating the product, we get:

I_fault = Zbus_inverse * V_pre-fault

= Zbus_inverse * | 1.0/0° |

| 1.0/0° |

| 1.0/0° |

| 1.0/0° |

Please provide the values of the Zbus matrix and the pre-fault voltage vector to obtain the specific values for the fault current and the per-unit current from generator 2.

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Answer

Explanation

The equation in slope-intercept form is:

where m is the slope and b is the y-intercept.

Additionally, the slope m can be calculated using the change between two points as it is a line and will be the same in all points:

Considering the two points given, we can assume that point one is (-2, -5) and point two is (-5, -8). Replacing these values we get:

Simplifying:

Then, replacing the slope calculated in the equation we get:

Next, we have to choose one of the given points to replace in the equation and solve for b. For example, choosing (-2,-5):

Finally, our equation is:

Answer:

ZZ Top

Step-by-step explanation:

I don't know why, but my brother is evil and calls me that. Don't ask.

Answer:

nike,jordan,fila,gucci,louey

Step-by-step explanation:

The real values of theta for which (4+3i)/(1-2i) is purely real are given by theta = n*pi, where n is an integer.

To find the real values of theta for which the complex number (4+3i)/(1-2i) is purely real, we need to eliminate the imaginary part of the expression by multiplying the numerator and denominator by the complex conjugate of the denominator.

The complex conjugate of 1-2i is 1+2i, so we can write:

(4+3i)/(1-2i) * (1+2i)/(1+2i)

Simplifying this expression, we get:

(4+3i)(1+2i)/(1+4)

(4+3i)(1+2i)/5

Expanding the numerator of this expression using FOIL, we get:

(4*1)+(4*2i)+(3i*1)+(3i*2i) / 5

(4+8i+3i-6)/(5)

(-2+11i)/5

For this expression to be purely real, we need the imaginary part of (-2+11i)/5 to be equal to zero.

Setting the imaginary part to zero, we get:

11/5 * sin(theta) = 0

Solving for theta, we get:

sin(theta) = 0

This occurs when theta is an integer multiple of pi, or in other words:

theta = n*pi, where n is an integer.

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Given statement solution is :- The t-statistic associated with the test is approximately -0.28.

The t-statistic, which is used in statistics, measures how far a parameter's estimated value deviates from its hypothesised value relative to its standard error. Through the Student's t-test, it is utilised in hypothesis testing. In a t-test, the t-statistic is used to decide whether to accept or reject the null hypothesis.

To find the t-statistic associated with the test, we need to calculate the test statistic using the estimated slope coefficient, the null hypothesis, and the standard error.

The estimated slope coefficient is 4.93.

The null hypothesis is H₀: β₁ ≥ 5.14 (stating that the true slope coefficient is greater than or equal to 5.14).

The predicted slope's standard error is 0.74.

The formula to calculate the t-statistic is:

t = (estimated slope - hypothesized slope) / standard error

Plugging in the values:

t = (4.93 - 5.14) / 0.74

t = -0.21 / 0.74

t ≈ -0.28 (rounded to two decimal places)

Therefore, the t-statistic associated with the test is approximately -0.28.

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Answer:

first equation goes with the #3

second equation goes with the #1

third goes with the #4

Step-by-step explanation:

hope I helped

Answer:

True

Step-by-step explanation:

Statistics can add credibility to speech clims when used sparingly.

name me brainiest please.

True, statistics can add credibility to speech claims when used sparingly. By incorporating accurate and relevant statistics in a speech, you can support your arguments and demonstrate your knowledge on the subject. However, it is essential to use them sparingly to avoid overwhelming the audience and maintain their interest in your message.

Statistics, when used appropriately and sparingly, can add credibility to speech claims. By incorporating relevant and reliable statistical data, speakers can support their claims with objective evidence. Statistics have the potential to provide context, demonstrate trends, or highlight the magnitude of a particular issue, thereby strengthening the credibility and persuasiveness of the speaker's arguments.

However, it is important to use statistics accurately, ensuring they are from reliable sources, properly interpreted, and presented in a clear and understandable manner. Overusing statistics or relying solely on statistical evidence without considering other forms of supporting evidence may weaken the overall impact of the speech.

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