will give brainalist!!
ratio please be correct due soon no fake answers

Answer:

multiplying by 100 "shifts" decimal point to the right by 2

90  

1379  

2989.4

Step-by-step explanation:

Answer:

0.9 x 100=90

13.79 x 100=1379

29.894 x 100=2989.4

​

Step-by-step explanation:

The ratio of x/y is then 2/3, which is a positive number.

In quadrant I, both the x and y coordinates are positive. Therefore, a ratio of x/y will be positive. To illustrate this, let's say that the point (x, y) is located at (2, 3). This means that x=2 and y=3. The ratio of x/y is then 2/3, which is a positive number.

To calculate the ratio, we divide the x coordinate by the y coordinate: x/y = 2/3. This will give us the ratio of the point (x, y) in the indicated quadrant. If the result is a positive number, then the ratio is positive. If the result is a negative number, then the ratio is negative. In this example, the result is a positive number, so the ratio is positive.

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If the production of wood tables on an assembly line increases from 1600 tables per shift to 2000 tables per shift, the labor productivity will increase by 25%.We need to determine the percentage change.

To calculate the increase in labor productivity, we need to compare the difference in production levels and determine the percentage change.The initial production level is 1600 tables per shift, and the increased production level is 2000 tables per shift. The difference in production is 2000 - 1600 = 400 tables.

To calculate the percentage change, we divide the difference by the initial production and multiply by 100:

Percentage Change = (Difference / Initial Production) * 100 = (400 / 1600) * 100 = 25%.

Therefore, the correct answer is option C) 25%, indicating that labor productivity will increase by 25% when the production is increased to 2000 tables per shift.

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Answer:

If The ratio of the width to

the length of a rectangle is 4:15

let width is 4x

let length is 15x

perimeter of the  rectangle = 2(length + width)

                                             = 2(15x + 4x)

                                             = 2(19x)

                                             =38x

If the perimeter of the  rectangle is 152 meters.

152 = 38x

x= 152/38

x = 4

so,

width is 4x  = 4(4) = 16m

length is 15x = 15(4) = 60m

The area of the rectangle = length. width

                                            = 60m.16m

                                            = 960 m^2

Step-by-step explanation:

a) The unit prices to determine the best buy are as follows:

b) The best buy is the 14-ounce bottle of salad dressing with a unit cost of $0.24 since they are all Grade A products.

The unit price or cost is the cost for an item or a unit.

The unit price can be compared to the unit rate, which is the quotient of the total cost and the number of units.

                              6 ounces   14 ounces   20 ounces

Total costs               $1.56           $3.36          $5.60

Unit cost                  $0.26          $0.24          $0.28

                            ($1.56/6)      ($3.36/14)     ($5.60/20)

Thus, buying a 14-ounce bottle of salad dressing is more economical than others.

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Answer:

The answer is -285

Step-by-step explanation:

Cost of Goods Manufactured is an accounting term used to describe the total cost of producing and manufacturing goods. It includes all direct and indirect costs of production, including labor, materials, overhead, and other expenses. Below are the five components of the cost of goods manufactured.

Direct Materials: It includes the cost of raw materials used in manufacturing a product.

Direct Labor: It includes the wages paid to workers who directly worked on the production line or in manufacturing a product.

Factory Overhead: It includes all indirect costs of manufacturing a product such as depreciation on equipment, rent, insurance, utilities, etc. Work-in-Process

Inventory: It includes the cost of materials, labor, and overhead that has been incurred but has not yet been completed. Finished Goods Inventory: It includes the cost of goods that have been fully manufactured but have not yet been sold.

To calculate the cost of goods manufactured, the sum of all these five components is calculated. It helps manufacturers to determine the total cost of goods manufactured and the cost per unit of production. Cost of goods manufactured is essential in determining the pricing strategy for a product as it helps to ensure that the product is profitable.

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Expression for the surface area is: x² - 16 = 609

x = 25

The volume of the rectangular box is: 882 in.³

Volume = (length)(width)(height).

Surface area of the open box = 609 in.²

Area of each cut 2 in. by 2 in. box = (2)(2) = 4 in.².

Expression for the surface area of the rectangular open box = Area of the large square piece of cardboard - 4(Area of each cut 2 in. by 2 in. box)

Plug in the values

x² - 4(4) = 609

x² - 16 = 609 (expression)

Solve for x

x² = 609 + 16

x² = 625

x = √625

x = 25

Volume of the open box = (x - 4)(x - 4)(2)

Plug in the value of x

Volume of the open box = (25 - 4)(25 - 4)(2) = 882 in.³

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If the MSbetween (Mean Square Between) is lower than the MSwithin (Mean Square Within), the F value will be less than 1.

The F value is calculated by dividing the variance between groups (MSbetween) by the variance within groups (MSwithin). It is used in analysis of variance (ANOVA) to test for significant differences among group means. The F value follows an F-distribution, and its magnitude determines the statistical significance of the differences between groups.

When the MSbetween is lower than the MSwithin, it indicates that the variability between groups is smaller compared to the variability within groups. This suggests that the differences observed among the group means are not substantial or meaningful. In other words, there is more similarity within the groups than between them.

Since the F value is calculated as the ratio of MSbetween to MSwithin, if the numerator (MSbetween) is smaller than the denominator (MSwithin), the F value will be less than 1.

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The approximate mass of the brain of a mouse with a mass of 64 grams is 1/4.

To find the approximate mass of the brain of a mouse with a mass of 64 grams, we can plug in 64 for m in the formula

Evaluating this expression gives us

Therefore, the approximate mass of the brain of a mouse with a mass of 64 grams is 1/4 grams. This formula is a rough estimate and may not hold true for all mammals, but it can give us a general idea of the relative size of a mammal's brain to its body size.

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Answer:

Second graph

Step-by-step explanation:

See attached image.

According to the table, the number of students who both go to the beach and go to the mountains is 48.

To fill in the contingency table and find the number of students who both go to the beach and go to the mountains, we can use the provided information. Let's fill in the table as follows:

               | Go to the Beach | Do Not Go to the Beach | Total

Go to the Mountains   |       48        |           _________         |  ________

Do Not Go to the Mountains   |    ________   |           21                     |  ________

Total                    |      ________   |           _________         |    3695

To find the missing values, we can use the fact that the total number of students who go to the mountains is 3695, and the total number of students who go to the beach is 3695 as well.

Since the total number of students is 3695, the missing value in the first row, second column (Do Not Go to the Beach) is 3695 - 48 = 3647.

Similarly, the missing value in the second row, first column (Do Not Go to the Mountains) is 3695 - 21 = 3674. Now let's fill in the table:

               | Go to the Beach | Do Not Go to the Beach | Total

Go to the Mountains   |       48        |           3647                 |  ________

Do Not Go to the Mountains   |    3674   |           21                     |  ________

Total                    |      ________   |           _________         |    3695

To find the total number of students who both go to the beach and go to the mountains, we need to fill in the missing value in the intersection of the first row and first column. This value can be calculated by subtracting the total number of students who go only to the mountains (48) from the total number of students who go to the mountains (3695).

Thus, the missing value is 3695 - 48 = 3647. Now let's fill in the table:

               | Go to the Beach | Do Not Go to the Beach | Total

Go to the Mountains   |       48        |           3647                 |  ________

Do Not Go to the Mountains   |    3674   |           21                     |  ________

Total                    |      ________   |           _________         |    3695

The final filled contingency table is as follows:

               | Go to the Beach | Do Not Go to the Beach | Total

Go to the Mountains           |       48        |           3647                 |  3695

Do Not Go to the Mountains   |    3674   |           21                     |  3695

Total                            |      3722             |           3668                  |    3695

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The number of students who both go to the beach and go to the mountains is 27. This was found by determining the total number of students and then subtracting those who participate in one activity but not the other.

If we consider total students to be 95, then the total number of students who don't go to the beach is 95 minus the number who go to the beach (36), which is 59. Again, if the total number of students who go to the mountains is 48, then taking away those who also go to the beach (which we're trying to find), we reach the total number who go to mountains only. So this is represented as: 48 minus (students who go both to the beach and the mountains). The same logic is applicable to those who don't go to the mountains.

Therefore, you can set up the equations as follows:

48 - (students who go both to beach and mountains) = 21

Solving this equation, we find that the number of students who go both to the beach and the mountains is 27.

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Answer:

Part A is P

Step-by-step explanation:

Answer:

43

Step-by-step explanation:

divide 10 3/4 by 1/4

Answer:

10

Step-by-step explanation:

dived them

The correct statements regarding the data-set are given as follows:

The consistency of the data-set is obtained by the IQR of each data-set, subtracting Q3 by Q1, hence:

Due to the lower IQR, the clerks from store A were more consistent.

For mean/median, the lower the mean and median, the faster they were.

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Answer:

Less than 4.5

Step-by-step explanation:

Given that :

Mean = 10

Population standard deviation (σ) = 4.5

Sample size (n) = 2950000

The standard deviation of sample means becomes smaller or lesser as the sample size increases according to the central limit theorem. This is because the standard deviation of sample means is obtained by dividing the population standard deviation by the square root of the sample size. Thus is called the standard error.

The standard deviation of sample means is called the standard error ; and is obtained by:

Standard Error = σ/√n

Standard Error = 4.5 / √2950000

Standard Error = 4.5 / 1717.5564

= 0.0026200

Central tendency, is the term that relates to the way data tend to cluster around some middle or central value.

Measures of central tendency are summary statistics that represent the center point or typical value of a dataset. Examples of these measures include the mean, median, and mode. These statistics indicate where most values in a distribution. Mode in statistics is the number of times a number is repeated. The number which is repeated maximum times in a series of data is known as the modular number. The mode is used to compare data that has extreme figures. Central tendency simply means most scores in a normally distributed set of data tend to cluster near the center of a distribution.

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Answer:

5

Step-by-step explanation:

3(x+3)=4(4+2)

3x+9=24

3x=15

x=5

Hope this helps :)

You need to manipulate the equations to get the same coefficient for one of the variables and then add or subtract the equations to eliminate that variable.

When using the method of elimination to solve the system of equations, the goal is to eliminate one of the variables by adding or subtracting the equations. To do this, you want to choose a coefficient for one of the variables that is the same in both equations, but with opposite signs.

For example, if the system of equations is:

2x + 3y = 7
4x - 5y = -13

You could multiply the first equation by -2 to get:

-4x - 6y = -14

Then, when you add this equation to the second equation, the x variable is eliminated:

-4x - 6y + 4x - 5y = -14 - 13

Simplifying this equation gives you:

-11y = -27

To find the value of y, you would divide both sides by -11:

y = 27/11

To find the value of x, you would substitute this value of y into one of the original equations and solve for x.

As for the specific question of what is the result of adding the two equations together, it depends on the coefficients of the variables in the equations. You need to manipulate the equations to get the same coefficient for one of the variables and then add or subtract the equations to eliminate that variable.

It looks like you didn't provide the system of equations you need help with. Please provide the two equations, and I'll gladly help you with the method of elimination and the result of adding them together.

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Answer:

X<2

Step-by-step explanation:

1/3x of a number not less then six =1/3x multiplied by let's say< 6. I. E x1/3 x <6=x<2

The DES (Data Encryption Standard) is a symmetric-key block cipher that operates on 64-bit blocks of data.

In the initial step of the encryption process, the plaintext block is passed through an initial permutation (IP) before being divided into two 32-bit halves, referred to as L0 and R0. These two halves then undergo a series of 16 rounds of transformations before being combined and passed through a final permutation (FP) to produce the ciphertext block. During each round, a 48-bit subkey is generated from the 56-bit encryption key, which is then used to perform a substitution and permutation on R.

In the given scenario, the plaintext block and the key bits are all zeros, so L0 and R0 will both be zero. During the first round of transformations, R0 will be passed through an expansion permutation that expands it to 48 bits, and then XORed with the first 48 bits of the encryption key. Since both R0 and the key bits are zero, this XOR operation will result in a 48-bit output of all zeros.

This zero output is then passed through the S-boxes, which will also produce all zeros as output since their inputs are all zeros. The output of the S-boxes is then passed through a permutation, which again produces all zeros. Therefore, the output of the first round of transformations, denoted as L1R1, will be all zeros. The number of nonzero bits in L1R1 is thus zero, and the answer is not given as an option.

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There's a trick to know here:

    If (a,0) or x=a is an x-intercept, then (x-a) is a factor of the polynomial.

From your graph, you have x=0, x=5, and x=7 as the x-intercepts.

Then (x-0), (x-5), and (x-7) are factors of the polynomial.

  (Note: (x-0) would usually be written just as "x".)

So, the factored form is v(x) = x (x-5) (x-7)

The area of the shaded portion of the given shape is: 114 yd²

The formula for the area of a rectangle is expressed as:

A = L * W

Where:

L is Length

W is Width

Now, to find the area of the shaded part, we will find the area of the bigger rectangle and subtract the area of the unshaded rectangle from it.

Thus:

Area of shaded part = (20 * 12) - (14 * 9)

Area of shaded part = 240 - 126

Area of shaded part = 114 yd²

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Answer:

\(x\) ≈ \(12\\\)°

Step-by-step explanation:

Since we don't know the angle, again, we will replace it with \(X\).

This time, we are trying to fine the angle of depression from the top. However, we are still in luck, because the angle of elevation = the angle of depression, meaning we can start from the base, and use Sine.

\(Sine = (\frac{Opposite}{Hypotenuse})\)

\(sinX =\frac{208}{1000}\)

\(X = sin^-^1(\frac{208}{1000})\\\)

\(x\) ≈ \(12\\\)°

In this problem, we are given the following parameters: The transmission line efficiency is 2.11%.

Z= (r+ jwL)l= (0.15+j2m x 60 × 1.3263 × 10-³)40 = 6 + j20 146.

The receiving end voltage per phase is 220/0° √3 VR.

The apparent power is SR(34) = 381/cos ¹0.8

= 381/36.87° 304.8 +j228.6 MVA.

The current per phase is given by SR(30) 3 VR.

From (5.3) the sending end voltage is IR=- = 127/0⁰ kV381-36.87° × 10³.

Now we will use this information to find the transmission line efficiency.

Efficiency is defined as the ratio of output power to input power.

The input power in this case is the apparent power (SR). The output power is given by Vs*Is*.We know that: Vs = VR + Z * IRVs = 127/0° + (6 + j20) (1000/-36.87°) (10-³)

= 144.33/4.93⁰ kV

Therefore, the output power is given by:

Sout

= Vs * Is

Sout = 144.33/4.93° kV * 1000/-36.87° A = 5.27 MW

Now, we can find the efficiency using the following formula:

Efficiency =

Pout / Pin

Efficiency

= Sout / SR

= (5.27 MW) / (304.8 + j228.6 MVA)

= 0.0172 + j0.0129

We can find the magnitude of efficiency as follows:

|Efficiency|

= sqrt(0.0172^2 + 0.0129^2)

= 0.0211 or 2.11%

Therefore, the transmission line efficiency is 2.11%.

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The proper notation for each parts of the circle are:

A. point F B. segment CB C. Secant AB D. Tangent BD E. segment AB F. point B G. segment AE.

The radius of a circle represents the distance from the center to any point on its boundary, while a secant is a line that intersects the circle at two separate points.

A tangent is a line that makes contact with the circle at a single point, called the point of tangency.

Thus, we have:

A. Center of the small circle is: F

B. The radius of the large circle that is not part of a diameter is: CB

C. A Secant is: AB

D. A common Tangent is: BD

E. One chord from the large circle is: AB

F. A Point of Tangency = point B

G. Diameter of the large circle is: AE

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A. How long did it take the shuttlecock to fall to the bottom? The time it took for the shuttlecock to fall to the bottom is 0.78 seconds.B. What was the acceleration of the shuttlecock during its fall? The acceleration of the shuttlecock during its fall is −9.81 m/s².C. What was the velocity of the shuttlecock when it hit the bottom?

The velocity of the shuttlecock when it hit the bottom is −7.68 m/s. This is an example of instantaneous velocity.D. What is the mathematical relationship between these three values? The mathematical relationship between these three values is described by the formula:v = at + v0 where:v is the final velocity is the acceleration is the time it took for the object to fallv0 is the initial velocity8. Make a rule:

If the acceleration is constant and the starting velocity is zero, what is the relationship between the acceleration of a falling body (a), the time it takes to fall (f), and its instantaneous velocity when it hits the ground (v)?The mathematical relationship between the acceleration of a falling body (a), the time it takes to fall (t), and its instantaneous velocity when it hits the ground (v) when the acceleration is constant and the starting velocity is zero can be expressed by the following formula:v = at where:v is the final velocity is the accelerationt is the time it took for the object to fall.

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