Hi! Question is attached ty!​

Assuming the lines, which appear to be diameters, are actual diameters. The value of x is 10.63.

Any straight line that connects two points on a circle's circumference and goes through the circle's center. The length of such a line in geometry. The greatest separation possible between any two points in a metric space (geometry).

Exterior angles are 128, 32, and 45

Interior angles are 11x+4 and 85

Exterior angles = interior angles

128 + 32 + 45 = 11x+4 + 85

205 = 11x + 88

11x = 205 - 88 = 117

x = 117/11

x = 10.63

Therefore, the value of x is 10.63.

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Two comparations can be done:

I understand that we want to compare the numbers:

√144 and 12.9329...

Notice that the second number has infinite decimals after the decimal point (and there is no a clear pattern), so it is an irrational number.

For the first one, we know that:

12*12 = 144

So 144 is a perfect square, then when we apply the square root we will get:

√144 = 12

Then the two comparations are:

√144 is rational and 12.9329... is irrational.

And:

12.9329...> √144

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The solution to the all given equations is that they have infinite many real solutions

Equation (a)

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

√(x^2-14x+49)=x-7

When both sides of the equations are squared, we have:

x^2 - 14x + 49 = x^2 - 14x + 49

Evaluate the like terms

0 = 0

This represents infinite many solutions

Equation (b)

Here, we have:

√(4x^2-20x+25)=5-2x

When both sides of the equations are squared, we have:

4x^2-20x+25 = 25 - 20x + 4x^2

Evaluate the like terms

0 = 0

This represents infinite many solutions

For the remaining expressions, we have the following (using the above steps)

Equation (c)

√(y^4+2y^2+1) = y^2 + 1

y^4 + 2y^2 + 1 = y^4 + 2y^2 + 1

0 = 0

Equation (d)

√(x^2+2x+1)=x+1

x^2 + 2x + 1 = x^2 + 2x + 1

0 = 0

Equation (e)

√(y^2-20y+100)=y-10

y^2 - 20y + 100 = y^2 - 20y + 100

0 = 0

Equation (f)

√(y^6-2y^3+1)=y^3-1

y^6-2y^3+1 = y^6-2y^3+1

0 = 0

Hence, the equations have infinite solutions

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The scale unit that James used to create scale drawing of school library is 1 inch = 6 feet.

A measurement scale used to represent actual dimensions in a model or drawing. Scales include units of measurement such as inches, feet, and meters, scale unit. A scale used to represent actual dimensions on a drawing or map. 

A scale map is a two-dimensional representation of a real-world object or place. Maps and floor plans are examples of scale drawings. The scale shows what the length on the scale drawing represents in actual length .

According to the question:

Given, 78 feet length of library is represented by 13 inch

Let, "x" be the number of feet that 1 inch represents.

∴ 13x = 78 feet

  ⇒x = 78/13

  ⇒x = 6

So, 1 inch equals 6 feet.

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Answer:

the answer would be 1 inch = 6 feet

Step-by-step explanation:

What is scale unit?

A measurement scale used to represent actual dimensions in a model or drawing. Scales include units of measurement such as inches, feet, and meters, scale unit. A scale used to represent actual dimensions on a drawing or map.

What is scale drawing?

A scale map is a two-dimensional representation of a real-world object or place. Maps and floor plans are examples of scale drawings. The scale shows what the length on the scale drawing represents in actual length .

Solution:

Given, 78 feet length of library is represented by 13 inch

Let, "x" be the number of feet that 1 inch represents.

∴ 13x = 78 feet

 ⇒x = 78/13

 ⇒x = 6

So, 1 inch equals 6 feet.

Answer:

22

Step-by-step explanation:

10+11=21

.05+.05=1

1+21=22

Answer:

~7.8

Step-by-step explanation:

side 1 = 5

side 2 = 6

hypotenuse = h

h² = 5² + 6²

h² = 25 + 36

h² = 61

h = [tex]\sqrt{61}[/tex]

h = 7.8102...

The expression that represents the width of the rectangle is 6x^5y^2

We know that the area of a rectangle is given by the formula:

Area = Length x Width

We can rearrange the formula for the area to solve for the width:

Width = Area / Length

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

Area = 54x^8y^6

Length = 9x^3y^4

Substituting the given values, we get:

Width = (54x^8y^6) / (9x^3y^4)

Evaluate the quotient expression

Width = 6x^5y^2

Hence, the width expression is 6x^5y^2.

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a) The inverse sine of 1 is π/2 radians, which is equivalent to 90 degrees.

b) The inverse sine of √2 / 2 is π/4 radians, which is equivalent to 45 degrees.
c) The inverse sine of - √2 / 2 is -π/4 radians, which is equivalent to -45 degrees.

Evaluate the following expressions. Your answer will be an angle in radians and in the interval [-π/2, π/2]
(a) sin^-1 (1) = π/2
(b) sin^-1 (√2 / 2)= π/4
(c) sin^-1 (- √2 / 2)= -π/4


(a) sin^-1 (1) = π/2
The inverse sine of 1 is π/2 radians, which is equivalent to 90 degrees.

(b) sin^-1 (√2 / 2)= π/4
The inverse sine of √2 / 2 is π/4 radians, which is equivalent to 45 degrees.

(c) sin^-1 (- √2 / 2)= -π/4
The inverse sine of - √2 / 2 is -π/4 radians, which is equivalent to -45 degrees.

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Answer:

36πmm^2

Step-by-step explanation:

6mm^2=36mm

36mm×π=36πmm^2

Answer:

To determine the location of point H, we need to first find the length of the three sides of the fenced area using the given points E, F, and G.

The length of EF is:

sqrt[(3-1)^2 + (5-5)^2] = 2 units

The length of FG is:

sqrt[(6-3)^2 + (1-5)^2] = sqrt(25) = 5 units

The length of EG is:

sqrt[(6-1)^2 + (1-5)^2] = sqrt(20) = 2sqrt(5) units

The total length of the three sides is:

2 + 5 + 2sqrt(5) = 7 + 2sqrt(5) units

Since Landon has 16 units of fencing, he needs to find a point H such that the length of the fourth side of the fenced area (EH) is:

16 - (7 + 2sqrt(5)) = 9 - 2sqrt(5) units

Let's assume that point H has coordinates (x, y). Then, we can use the distance formula to find the length of EH:

sqrt[(x-1)^2 + (y-5)^2] = 9 - 2sqrt(5)

Squaring both sides and simplifying, we get:

(x-1)^2 + (y-5)^2 = 81 - 36sqrt(5) + 20

(x-1)^2 + (y-5)^2 = 101 - 36sqrt(5)

Now, we can plug in the coordinates of each of the answer choices and see which one satisfies this equation:

For (0, 1):

(0-1)^2 + (1-5)^2 = 16, which is not equal to 101 - 36sqrt(5)

For (0, -2):

(0-1)^2 + (-2-5)^2 = 65, which is not equal to 101 - 36sqrt(5)

For (1, 1):

(1-1)^2 + (1-5)^2 = 16, which is not equal to 101 - 36sqrt(5)

For (1, -2):

(1-1)^2 + (-2-5)^2 = 65, which is equal to 101 - 36sqrt(5)

Therefore, the answer is (1, -2), and Landon can place point H at coordinates (1, -2) to fence in the dog park without having to buy more fencing.

Truth Table

This statement can be simplified using proportional algebra as follows: (p ∨ ∼r) ∧ (q ∨ (p ∧ r)). This can be verified using a truth table.

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Answer:

Proofs attached to answer

Step-by-step explanation:

Proofs attached to answer

The probability of fraudulent applications are:

The given parameters are

n = 25

p = 0.12

The individual probability can be calculated as

P(x) = C(n, x) * p^x * (1 - p)^(n - x)

So, we have

Probability the number of fraudulent applications in the sample is 0

P(0) = C(25, 0) * 0.12^0 * (1 - 0.12)^(25 - 0)

P(0) = 0.0410

Probability the number of fraudulent applications in the sample is 3

P(3) = C(25, 3) * 0.12^3 * (1 - 0.12)^(25 - 3)

P(3) = 0.2387

Probability the number of fraudulent applications in the sample is 3 or less

P(x ≤ 3) = P(0) + ... P(3)

Using the formula above, we have

P(x ≤ 3) = 0.4088

Probability the number of fraudulent applications in the sample is 5 or more

P(x ≥ 5) = P(5) + ... P(25)

Using the formula above, we have

P(x ≥ 5) = 0.1734

Probability the number of fraudulent applications in the sample is more than 3

P(x > 3) = 1 - P(x ≤ 3)

By substitution, we have

P(x > 3) = 1 - 0.4088

P(x > 3) = 0.5912

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The inequalities seen on Cartesian plane are - 2 · x + y > 1 and - (1 / 2) · x + y ≤ 2, respectively.

In this problem we find two graphs by inequalities on Cartesian plane, whose definitions are listed below:

Case 19:

f(x) > y

Case 20:

f(x) ≤ y

Each inequality has a function of the form:

y = m · x + b

Where:

And the slope can be determined by secant line formula:

m = Δy / Δx

Now we proceed to determine each inequality:

Case 1:

Slope

m = 4 / 2

m = 2

Intercept

b = 1

Inequality

y > 2 · x + 1

- 2 · x + y > 1

Case 2:

Slope

m = 1 / 2

Intercept

b = 2

Inequality

y ≤ (1 / 2) · x + 2

- (1 / 2) · x + y ≤ 2

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Answer:

Step-by-step explanation:

216

The value of 4x - 3y when x=1/2 and y=-5 is -13. The given equation can be simplified by using the distributive property.

An mathematical equation is a statement that states that two expressions are equal. It is usually written using symbols such as +, -, x, and ÷.  They can be used to find unknown values, such as the area of a circle or the speed of a moving object.

The equation 4x - 3y = 0 can be rearranged to 4x = 3y. We can substitute 1/2 for x and -5 for y to determine the value of the equation. The equation becomes 4(1/2) (4) -3 (-5). This equation can be simplified by using the distributive property. The equation simplifies to 4/2 - 15. 4/2 simplifies to 2 and -15 simplifies to -15. The final answer is 2 - 15 = -13.

Therefore, the value of 4x - 3y when x=1/2 and y=-5 is -13.

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The value of 4x - 3y when x=1/2 and y=-5 is -13. The given equation can be simplified by using the distributive property.

An mathematical equation is a statement that states that two expressions are equal. It is usually written using symbols such as +, -, x, and ÷.  They can be used to find unknown values, such as the area of a circle or the speed of a moving object.

The equation 4x - 3y = 0 can be rearranged to 4x = 3y. We can substitute 1/2 for x and -5 for y to determine the value of the equation. The equation becomes 4(1/2) (4) -3 (-5). This equation can be simplified by using the distributive property. The equation simplifies to 4/2 - 15. 4/2 simplifies to 2 and -15 simplifies to -15. The final answer is 2 - 15 = -13.

Therefore, the value of 4x - 3y when x=1/2 and y=-5 is -13.

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Complete question -

Find the value of 4x - 3y when x=1/2 and y=-5.

Answer:

To find the shorter route, we need to calculate the distances for both routes and compare them.

Route through Towns P and Q:

The distance between Town A and Town P is 3 units to the right and 5 units up, so it is √(3² + 5²) = √34 km.

The distance between Town P and Town Q is 2 units to the right, so it is 2 km.

The distance between Town Q and Town B is 4 units to the right and 4 units down, so it is √(4² + 4²) = 4√2 km.

Therefore, the total distance for this route is √34 + 2 + 4√2 km.

Route through Town R:

The distance between Town A and Town R is 5 units to the right and 3 units up, so it is √(5² + 3²) = √34 km.

The distance between Town R and Town B is 5 units to the right and 7 units down, so it is √(5² + 7²) = √74 km.

Therefore, the total distance for this route is √34 + √74 km.

Comparing the distances, we can see that:

√34 + 2 + 4√2 km ≈ 10.2 km

√34 + √74 km ≈ 12.6 km

Therefore, the shorter route is the one that goes through Towns P and Q, which is approximately 10.2 km long.

A basis for the subspace  of R4 defined by the equation−2x1​−7x2​+2x3​−4x4​=0 is the set of vectors {(-7/2, 1, 0, 0), (1, 0, 1, 0), (-2, 0, 0, 1)}.

A basis for the subspace of −2x1​−7x2​+2x3​−4x4​=0 can be found by solving for one of the variables in terms of the others and then finding the general solution.

First, solve for x1 in terms of the other variables:
-2x1 = 7x2 - 2x3 + 4x4
x1 = (-7/2)x2 + x3 - 2x4

Now, the general solution can be written as:
(x1, x2, x3, x4) = (-7/2)x2 + x3 - 2x4, x2, x3, x4

This can be rewritten in terms of the free variables x2, x3, and x4:
(x1, x2, x3, x4) = x2(-7/2, 1, 0, 0) + x3(1, 0, 1, 0) + x4(-2, 0, 0, 1)

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The mass of the solid copper cuboid with dimensions length = 10cm, breadth = 5cm, and height = 3cm, is 1.479 kg.

A cuboid is a three-dimensional geometric shape that has six rectangular faces. It is also known as a rectangular parallelepiped. A cuboid has six rectangular faces, where opposite faces are congruent and parallel. The cuboid has eight vertices, twelve edges, and six rectangular faces.

To calculate the mass of a cuboid, you need to know its volume and density. The volume of a cuboid is the product of its length, width, and height. The density of a material is its mass per unit volume. Once you have these values, you can use the following formula to calculate the mass of the cuboid:

Mass = Density x Volume

where Mass is the mass of the cuboid, Density is the density of the material of which the cuboid is made, and Volume is the volume of the cuboid.

In the given question,

Using the given values, we can now calculate the mass of the solid copper cuboid in kg.

The volume of the copper cuboid is:

Volume = Length × Breadth × Height = 10 cm × 5 cm × 3 cm = 150 cm³

The mass of the copper cuboid can be calculated by multiplying its volume with its density. We are given that the density of copper is 9.86 g/cm³. Therefore, we have:

Mass = Volume × Density = 150 cm³ × 9.86 g/cm³ = 1479 g

To convert the mass in grams (g) to kilograms (kg), we need to divide the mass by 1000. Therefore:

Mass in kg = Mass in g / 1000 = 1479 g / 1000 = 1.479 kg

Therefore, the mass of the solid copper cuboid with dimensions length = 10cm, breadth = 5cm, and height = 3cm, is 1.479 kg.

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The vertical asymptote(s) for R(x) is x=1 and x=-2. The horizontal asymptote(s) is y=0.

To find the vertical asymptotes, we look at each factor and look for any x-values that would make the factor equal to zero.

The factors are (2x+6), (x-1), (4-x), and (x+2).

So, x=1 would make (x-1) equal to zero and x=-2 would make (x+2) equal to zero.

To find the horizontal asymptote, we look at the degree of the highest exponent and divide it into the coefficient of the term with the highest degree.

Since the highest exponent is 1 and there is no coefficient, the answer is y=0.

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37. sec x / tan x = (1/cos x) / (sin x/cos x) = cos x / sin x = cot x
38. cot x / csc x = (cos x/sin x) / (1/sin x) = cos x / sin^2 x = cos x * (1/sin^2 x) = cos x * (csc^2 x)
39. sin x / csc x + cos x / sec x = (sin x / 1/sin x) + (cos x / 1/cos x) = sin^2 x + cos^2 x = 1
40. 1/sin²x - 1/tan^2 x = (1/sin^2 x) - (1/(sin^2 x/cos^2 x)) = (1/sin^2 x) - (cos^2 x/sin^2 x) = (1 - cos^2 x)/sin^2 x = sin^2 x/sin^2 x = 1
41. (1 - sin a)(1 + sin a) = 1 - sin^2 a = cos^2 a
42. (sec a - 1)(sec a + 1) = sec^2 a - 1 = tan^2 a
43. (cos B tan B + 1)(sin B - 1) = (cos B * sin B/cos B + 1)(sin B - 1) = (sin B + 1)(sin B - 1) = sin^2 B - 1 = -cos^2 B
44. (1 + cos B)(1 - cot B sin B) = (1 + cos B)(1 - cos B/sin B * sin B) = (1 + cos B)(1 - cos^2 B/sin^2 B) = (1 + cos B)(sin^2 B/sin^2 B - cos^2 B/sin^2 B) = (1 + cos B)(1 - cos^2 B/sin^2 B) = (1 + cos B)(sin^2 B/sin^2 B) = (1 + cos B) * 1 = 1 + cos B
45. 1 + cos a tan a csc a / csc a = 1 + (cos a * sin a/cos a * 1/sin a) / (1/sin a) = 1 + (sin a / sin a) / (1/sin a) = 1 + 1/(1/sin a) = 1 + sin a = sin a + 1
46. (cos a tan a + 1)(sin a - 1) / cos^2 a = (cos a * sin a/cos a + 1)(sin a - 1) / cos^2 a = (sin a + 1)(sin a - 1) / cos^2 a = (sin^2 a - 1) / cos^2 a = -cos^2 a / cos^2 a = -1

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Therefore , the solution of the given problem of unitary method comes out to be t there are 1000 squirrels in the conservation area.

To finish a job using the unitary method, divide the lengths of just this minute subset by two. In a nutshell, the unit method eliminates a desired item from both the characterized by a set and colour subsets. 40 pens, for instance, variable will cost Rupees ($1.01). It's conceivable that one nation will have complete control over the strategy used to achieve this. Almost all living things have a unique trait.

Here,

The Lincoln-Petersen index can be used to calculate an approximate squirrel population estimate for the protected area:

There were n1 squirrels in the first group.

Second sample's fox count is equal to n2.

Second sample's total number of labelled squirrels is m2.

The following provides the Lincoln-Petersen index:

=> n1 * n2 / m2

Assume that the first sample consisted of 100 squirrels that were captured and tagged by the researcher. 20 of the 200 squirrels the researcher caught for the second group had tags on them. the following algorithm is used.

=> n1 * n2 / m2 = 100 * 200 / 20 = 1000

Therefore, it is believed that there are 1000 squirrels in the conservation area. It is crucial to keep in mind that this is only an approximation and might not be correct.

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We need to add 225 ml of water to the 90 ml of concentrate to make lemon squash.

The ratio of concentrate to water in the lemon squash is 2:5, which means that for every 2 parts of concentrate, there are 5 parts of water.

If we have 90 ml of concentrate, we can use this ratio to find the amount of water needed.

We can set up a proportion as follows:

2/5 = 90/x

Where x is the amount of water needed.

To solve for x, we can cross-multiply:

2x = 5 * 90

2x = 450

x = 225

Therefore, we need to add 225 ml of water to the 90 ml of concentrate to make lemon squash.

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Answer:

Step-by-step explanation:

1

The annual interest rate.

To find the annual interest rate r that will allow your balance to reach $2000 in 10 years, we need to use the formula for continuously compounded interest: A = Pert, where A is the final amount, P is the principal amount, r is the annual interest rate, and t is the time in years.

We are given that P = $1000, A = $2000, and t = 10 years. Plugging these values into the formula, we get:

$2000 = $1000e10r

Dividing both sides by $1000, we get:

2 = e10r

Taking the natural logarithm of both sides, we get:

ln(2) = 10r

Dividing both sides by 10, we get:

r = ln(2)/10 ≈ 0.0693

Therefore, the annual interest rate r that will allow your balance to reach $2000 in 10 years is approximately 6.93%.

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The result of this synthetic division is the quotient (1 2/3 5/3)

To divide two polynomials using synthetic division, we need to write the dividend as a binomial of the form (x-r) and the divisor in its linear form. In this case, the binomial is (x+2) and the linear form is 3x2+7x+2.

Quotient:
3/3=1

2/3=2/3

Coefficients of dividend: 3 7 2

Quotient: 1 2/3

Product of quotient and binomial: (x+2)

(3x2+7x+2) - (x+2): 3x+5 2

Quotient:
3/3=1

2/3=2/3

5/3=5/3

The result of this synthetic division is the quotient (1 2/3 5/3).

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After watching "Nike an Example of a TNC (Transnational Corporation)" and reviewing the readings and notes, it is clear that Nike's production of shoes and clothing around the world has had a significant effect on the standard of living of workers in the countries where it produces ("the global South") and in the countries where it sells its products ("the global North").

In the global South, Nike's production has led to the creation of jobs and an increase in income for workers. However, these workers often face poor working conditions and low wages, which can negatively impact their standard of living. Additionally, the environmental impact of Nike's production can also have a negative effect on the standard of living for workers and their communities.

In the global North, Nike's production has led to the availability of affordable and fashionable clothing and shoes. However, the low prices of these products are often achieved through the exploitation of workers in the global South, which can lead to ethical concerns for consumers. Additionally, the environmental impact of Nike's production can also have a negative effect on the standard of living for consumers and their communities.

Overall, Nike's production of shoes and clothing around the world has had a significant effect on the standard of living of workers in the global South and consumers in the global North. While there are some benefits, such as job creation and affordable products, there are also significant negative impacts, including poor working conditions, low wages, and environmental degradation.

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Answer:

  [-4, 2]

Step-by-step explanation:

You want the range of the graph shown.

The range is the vertical extent of the graph. This graph has a minimum at y=-4 and a maximum of y=2. All values between these are represented, so the range is ...

  [-4, 2] . . . . or -4 ≤ y ≤ 2

The required fill-in-the-blanks are "same" and "line segments".

A linear relationship is a connection that takes the shape of a straight line on a graph between two distinct variables - x and y. When displaying a linear connection using an equation, the value of y is derived from the value of x, indicating their relationship.

Sometimes, the relationship between the variables doesn't stay the "same". This type of relation is called a piecewise linear relationship.

The graph of a piecewise linear relationship is made of non-overlapping "line segments", like this one.

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{-2 2 22}

a) The characteristic polynomial of A is given by:
$$p_A(\lambda) = \lambda^3 - 5\lambda^2 + 18\lambda + 36$$
b) The two eigenvalues of A are:
$$\lambda_1=2, \lambda_2=-4, \lambda_3=9$$
c) A basis for the eigenspace corresponding to the smallest eigenvalue $\lambda_2=-4$ is given by the set of vectors:
$$\begin{bmatrix} 0\\1\\0 \end{bmatrix}, \begin{bmatrix} 2\\0\\1 \end{bmatrix}$$
d) A basis for the eigenspace corresponding to the largest eigenvalue $\lambda_3=9$ is given by the set of vectors:
$$\begin{bmatrix} 1\\0\\-4 \end{bmatrix}, \begin{bmatrix} -2\\2\\22 \end{bmatrix}$$

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