A video has 42 thumbs down. What integer represent its score in points?

Answer: SI units also known as the metric system are used for scientific measurements

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The respective speeds of Blitzen and Nikolas are 28 miles per hour and 4 miles per hour.

Speed is the rate at which an object's position changes, measured in meters per second. For example, if an object starts at the origin, and then moves three meters in three seconds, its speed is one meter per second. The equation for speed is simple: distance divided by time

Given here: Blitzen walks 7 times faster than nikolas and  nikolas walked 15 hours and rode blitzen for 3 hours to travel 144 miles.

Let the speed of nikolas be x then we have

speed of Blitzen as = 7x

x×15+3×7x=144

15x+21x=144

36x=144

x=4

∴ Speed of Blitzen = 28 miles per hour and Speed of Nikolas=4 miles per hour

Hence, The respective speeds of Blitzen and Nikolas are 28 miles per hour and 4 miles per hour.

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After translations function of g becomes g(x)=x²-1.

A translation in math moves a shape left or right and/or up or down. The translated shapes look exactly the same size as the original shape, and hence the shapes are congruent to each other. They just have been shifted in one or more directions.

The given function is f(x)=x².

When the shape is moved up by k units, then replace y with y + k.

When the shape is moved towards the left by k units, then replace x with x - k.

From the graph, we can see graph of function g is shifted 1 unit up and 2 units left.

Now, g(x)= f(x)+1-2

g(x)=x²-1

Therefore, after translations function of g becomes g(x)=x²-1.

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Based on the data you provided, the proportion of chipped vae in the last 20 produced was 2/20 = 0.1.

Therefore, we would expect the number of chipped vae in the next 10 to be approximately 0.1 * 10 = 1.

The estimate of the number of chipped vae in the next 10 was determined by multiplying the proportion of chipped vae in the last 20 produced (0.1) by the number of vae to be produced in the next 10.

0.1 * 10 = 1

This estimate assumes that the proportion of chipped vae in the next production batch is the same as the proportion in the last 20. This is known as a point estimate and it's based on the information we have available.

Keep in mind that this is just a rough estimate and actual results may vary. Other factors such as changes in production processes or quality control measures may affect the proportion of chipped vae in the next batch.

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Answer:

x ≈ 2.8

Step-by-step explanation:

using the sine ratio in the right triangle

sin60° = [tex]\frac{opposite}{hypotenuse}[/tex] = [tex]\frac{UV}{UW}[/tex] = [tex]\frac{2.4}{x}[/tex] ( multiply both sides by x )

x × sin60° = 2.4 ( divide both sides by sin60° )

x = [tex]\frac{2.4}{sin60}[/tex] ≈ 2.8 ( to the nearest tenth )

The function calculation can be used to determine the value of f(6): f(6) = f(5) + 6 f '(x) (x) dx 5 f(6) = 14 + 6 f '(x) (x) dx 5 f(6) = 14 + 19 f(6) = 33

The values of f(5) and 6 f '(x) dx 5 can be used to get the value of f(6). Since f' is a continuous function by definition, it may be used to determine the area under the curve between any two locations using its derivative. The area between x=5 and x=6 can therefore be calculated using the definite integral 6 f' (x) dx 5. Adding the f value, which is equal to f(5), gives us f. (6). The definite integral 6 f' (x) dx 5 is 19 in this instance, while the value of f(5) is 14. Therefore, f(6) = f(5) + 6 f '(x) dx 5 = 14 + 19 = 33 can be used to compute the value of f(6). This demonstrates that f(6) has a value of 33.

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The total sum of miles ridden by Ivy this week is 75 miles.

What is meant by the sum of a quantity?

A method of combining everything is a sum. The sum creates a new total by adding up two or more numbers.

Given,

Number of miles ridden on Monday = 15 miles

Number of miles ridden on Tuesday = 10 miles

Then,

Number of miles ridden on Wednesday = 2 times the sum of 15 and 10 = 2*(15+10) = 2*25 = 50 miles

Therefore the total sum of miles ridden so far this week

                                                                    = 15 + 10 + 50 = 75 miles

Hence the total sum of miles ridden by Ivy this week is 75 miles.

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The 11.25 minutes required after car b leaves will they pass each other and A meets B at  01:11:15 PM.

Car A leaves Santa Barbara at noon traveling south toward Los Angeles at 70 mph.

At 1pm car B leaves Los Angeles traveling north toward Santa Barbara at 90 mph.

The distance between the cars at noon was 100 miles.

If car B does not get pulled over, how many minutes after car B leaves will they pass each other?

:

Let t = travel time of Car B

then

(t+1) = travel time of Car A

:

Write a distance equation:

Speed tells us how fast something or someone is travelling. You can find the average speed of an object if you know the distance travelled and the time it took.

The formula for speed is speed = distance ÷ time. To work out what the units are for speed, you need to know the units for distance and time. In this example, distance is in meters (m) and time is in seconds (s), so the units will be in meters per second (m/s).

⇒90t + 70(t+1) = 100

⇒90t + 70t + 70 = 100

⇒160t = 100 - 70

⇒160t = 30

⇒t = 30/160

⇒t =0 .1875 hrs, 0.1875(60) = 11.25 minutes

⇒A meets B, at 01:11:15 PM

Therefore, the 11.25 minutes after car b leaves will they pass each other.

and A meets B at  01:11:15 PM.

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Car A leaves Santa Barbara at noon traveling south toward Los Angeles at 70 mph. At 1pm car B leaves Los Angeles traveling north toward Santa Barbara at 90 mph. The distance between the cars at noon was 100 miles. If car B does not get pulled over, how many minutes after car B leaves will they pass each other?

The best step that Devin can take to find the equivalent to the fraction 5/6 would be to multiply the numerator and the denominator by 2. That is option A.

A fraction can be defined as the representation of the part of a whole value in a form of numerator and denominator.

For a fraction to be equivalent to another fraction the numerator must by divided or multiplied by a single common number.

That is;

5/6 = X/12

make X the subject of formula;

X = 5×12/6

X = 60/6 = 10

Therefore 5/6 = 10/12 when both the numerator and denominator are multiplied by 2.

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The best step that Devin can take to find the equivalent fraction is; A.

Multiply the numerator and the denominator by 2.

A fraction is defined as the representation of the part of a whole expressed in a form of numerator and denominator or as a mixed fraction with a whole number and the numerator and denominator.

In order for us to consider a fraction to be equivalent to another fraction, it means that the numerator and denominator must by divided or multiplied by the same number.

Thus;

5/6 = x/12

Making x the subject of formula is;

x = 5(12/6)

x = 10

Thus, it means that both the numerator and denominator are multiplied by 2.

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34.33 is  the original price of the shirt.

What does math mean by percentage?

A value or ratio that may be stated as a fraction of 100 is referred to in mathematics as a percentage. If we need to determine a percentage of a number, we should divide it by 100 and multiply the result.

                        Therefore, the percentage refers to a portion per hundred. Per 100 is what the word percentage signifies. The letter "%" stands for it.

Decrease in price = 10.3 - 10

                               =  0.3 %

Percentage decrease in price = 0.3/10.3 * 100  = 300/103

                                                 = 34.33

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Option C is correct. When there is no other way to achieve a specific research goal  minimal deception considered ethical in research.

When there is no other way to achieve a specific research goal. Minimal deception is considered ethical in research only when it is necessary to achieve a specific research goal, and there is no other way to achieve that goal without using deception. In these cases, the use of deception should be justified and minimized as much as possible.

Researchers should consider the potential harm to participants, and carefully weigh the potential benefits of the research against any potential harm.

Additionally, the use of deception should be disclosed to participants as soon as possible after the completion of the study, so that they can understand what has occurred and why. Overall, researchers should strive to be transparent and to minimize the use of deception whenever possible, and to use it only when it is necessary to achieve a specific research goal that cannot be accomplished through other means.

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Answer:

Step-by-step explanation:

a. What is the experimental unit for this study?

b. Identify the variables measured and their type (quantitative or qualitative).

c. Explain why this is an example of inferential statistics. What inference can you make?

Answer:

Step-by-step explanation:

4x

Answer:
The slope of the driveway is 0.2 or 20%.

Step-by-step explanation:

Grade is a measure of the steepness of a slope, typically expressed as a percentage. To convert a grade percentage to a slope, you can use the following formula:

Slope = Grade / 100

So in this case, the grade of the driveway is 20%, and using the formula above, the slope of the driveway would be:

Slope = 20 / 100 = 0.2 or 20%

Keep in mind that grade is an expression of the steepness of a slope, and slope is an expression of the incline of a line. They are related, but they are not the same thing. Grade is a percentage, while slope is a ratio, and they are used in different contexts.

In mathematics, the grade of a surface represents its steepness or incline. A driveway with a grade of 20% means it inclines or descends 20 units vertically for every 100 units horizontally. Therefore, the slope of this driveway is 20/100 or 0.2.

In the field of mathematics, particularly in geometry, the term grade is often used to express the steepness or incline of a surface, like a driveway. If a driveway has a grade of 20%, it means that for every 100 units you move horizontally, you'll ascend or descend 20 units vertically.

The slope of the driveway is represented by the same proportion: rise over run, or vertical change over horizontal change. Therefore, in this case, the slope of the driveway is 20/100 or 0.2 when expressed as a decimal.

So, a driveway with a 20% grade has a slope of 0.2.

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The statement that represents the direct variation for this equation is y = 3.49x, hence the correct option is B.

The relationship between two variables in which one is a constant multiple of the other is referred to as direct variation. For instance, two variables are said to be in proportion when one affects the other. b = ka is the equation if b is directly proportional to a. (where k is a constant).

The equation of direct variation is given as:

y = mx

Given that stratton family rented 3 dvds for a total of $10.47, we have y = 10.47 and x = 3.

Substituting the values of x and y in the equation we have:

10.47 = m(3)

m = 10.47/ 3

m = 3.49

Substituting the value of m in the equation we have:

y = 3.49x

Hence, the statement that represents the direct variation for this equation is y = 3.49x, hence the correct option is B.

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The correct question is:

The Stratton family rented 3 DVDs for a total of $10.47. Which of the following represents the direct variation equation for this situation? A. y = 3x B. y = 3.49x C. y = 10.47x D. y = 36.40x

When the total of the least and greatest digits of three consecutive even numbers is 84, the correct responses are 26, 28, and 30.

An arithmetic progression is defined as a constant difference between terms that follow one another in a series. For instance, the number sequence 5, 7, 9, 11, 13, and 15 is an example of an exponential function with a tolerance of two. A progression with a set tolerance either between two consecutive numbers is referred to as a "arithmetic progression" (A.P.). Two types of mathematical progression are possible: series in mathematics with a finite length A finite geometric evolution is a line with a finite number of terms. The early, tardy, tolerance, the number of terms may all be calculated using the terms in the series.

given

Suppose three consecutive numbers are

X, X+2, X+4.

Considering the query,

X+X+2+X+4= 84,

3X+6=84

3X=84–6

3X=78

X=26.

When the total of the least and greatest digits of three consecutive even numbers is 84, the correct responses are 26, 28, and 30.

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No, if less than two of the rolls produce snake eyes, the player shouldn't be startled. Out of 80 rolls, there is a 97.78% probability of receiving fewer than two snake eyes, making this scenario highly probable.

P(X < 2) = 1 - P(X = 2) = 1 - 0.27089 = 0.97711

No, if less than two of the rolls produce snake eyes, the player shouldn't be startled. There is a 1/36 chance of receiving "snake eyes" on any roll. Accordingly, the likelihood of receiving two snake eyes out of 80 rolls is only 0.27089, or roughly 27%. The likelihood of receiving fewer than two snake eyes, on the other hand, is 0.97711, or roughly 97.78%, out of 80 rolls. As a result, statistically speaking, it is more likely that less than 2 of the rolls will produce snake eyes. The player shouldn't be shocked if less than two of the dice produce snake eyes.

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Answer:

a = {1,2,3}

b = {3,4,5}

c = {1,3,5}

d = {2,4,3}

Step-by-step explanation:

Answer:

Step-by-step explanation:

jvlvhj;vh i need the points sorry

To find the scale factor of similar figures ratio the equivalent sides of the original figure to the generated one.

The scale factor is the ratio obtained by dividing the equivalent side lengths of like figures. The ratios in the previous example were all reduced to 3/4, so we can conclude that the scale factor of the triangles LMN and QRS is 3/4. A scale factor can also be thought of as a multiplier.

When both the original dimensions and the new dimensions are known, the scale factor may be determined. The following is a basic formula to determine a figure's scale factor: Dimension of the new shape divided by Dimension of the previous shape is the scale factor.

The ratio that establishes the proportionality between the sides of like figures is known as the scale factor. The scale factor of the pairs of sides must match for them to be proportionate to one another. In other words, comparable figures have the same scale factor and congruent angles and sides.

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The area of the parallelogram is 1710 square inches

From the question, we have the following parameters that can be used in our computation:

Base = 38 inches

Side = 44 inches

Height = 35 inches

We can find the area of the parallelogram by multiplying the base (width) by the height

Using the above as a guide, we have the following:

Area = 38 * 45

Evaluate

Area = 1710

Hence, the area is 1710 square inches

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Answer:

Area of a parallelogram (base x height)

Area of the parallelogram = 38 x 35

Area of the parallelogram = 1,330 in.²

According to the problem,The value of B is 8.

The value of depends on the subject matter and the purpose of the answer. In general, well-researched and thoughtful answers are invaluable, as they can provide insight, knowledge, and new perspectives. Plagiarism-free answers also demonstrate the writer's commitment to producing original content and respect for the original author's work.

Part A and C are each worth 1/3 of the whole, so A and C together are worth 2/3 of the whole. Since the value of Part A and Part C together is 14 + 28 = 42, the remaining value of the whole is 40 - 42 = -2. Since Part B is worth 1/3 of the whole, the value of B is 1/3 of -2, which is -2/3. Since fractions cannot be represented in the table, the value of B is rounded to the nearest whole number, which is 8.

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Answer:

16.7%

Step-by-step explanation:

5 divided by 30, times 100 = 16.7%

Answer:

23.81%

Step-by-step explanation:

because  21-16 is 5 so 5/12 into a percentage is 23.81 percent.

[tex]\qquad \qquad \textit{direct proportional variation} \\\\ \textit{\underline{y} varies directly with \underline{x}}\qquad \qquad \stackrel{\textit{constant of variation}}{y=\stackrel{\downarrow }{k}x~\hfill } \\\\ \textit{\underline{x} varies directly with }\underline{z^5}\qquad \qquad \stackrel{\textit{constant of variation}}{x=\stackrel{\downarrow }{k}z^5~\hfill } \\\\[-0.35em] ~\dotfill[/tex]

[tex]\stackrel{\textit{"y" varies directly with "x"}}{y = k(x)}\hspace{5em}\textit{we also know that} \begin{cases} y=13\\ x=12 \end{cases} \\\\\\ 13=k(12)\implies \cfrac{13}{12}=k\hspace{5em}\boxed{y=\cfrac{13}{12}x} \\\\\\ \textit{when x = 6, what's "y"?}\qquad y=\cfrac{13}{12}(6)\implies y=\cfrac{13}{2}[/tex]

For quickly creating a series of scatterplots for a large dataset, a data analyst should use a software tool specifically designed for data visualization.

There are several options for software tools that can be used for this purpose, including:

Tableau: A powerful data visualization software that provides an intuitive interface for creating scatterplots, as well as a wide range of other types of visualizations.

R: An open-source programming language for data analysis that has several libraries for creating scatterplots, including ggplot2, lattice, and base plotting.

Excel: A widely used spreadsheet software that has basic data visualization capabilities, including scatterplots, line charts, and bar charts.

Matplotlib: A popular Python library for creating visualizations, including scatterplots. It can be used in conjunction with the data analysis library pandas to easily create scatterplots from large datasets.

In general, data analysts should choose a software tool that is well suited to their needs and experience level and that is well suited to the task of visualizing large datasets. It's also important to consider the ease of use, speed of data processing, and the capabilities for customization and formatting of the scatterplots.

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Answer:

1 over 10 (1/10) is the correct answer.

Step-by-step explanation:

1/4⋅2/5

= 2/20

= 1/10