three students, with different names, line up single file. what is the probability that they are in alphabetical order from front-to-back? express your answer as a common fraction.

The correct answer to the question is option a) influential observation. An influential observation is an observation that has a significant impact on the regression results, meaning that if it is removed, the regression equation and the coefficients can change significantly.

In other words, it can have a strong effect on the fit of the regression model.
For instance, an influential observation could be an outlier, a point that deviates significantly from the general pattern of the data. This point can affect the slope and intercept of the regression line, and therefore the predictions and inference based on the model. Another example of an influential observation could be a point that has a high leverage, meaning that it has a high leverage on the estimated coefficients due to its position in the predictor space.
Therefore, it is essential to detect and address influential observations when building regression models to ensure that the results are reliable and valid. Techniques such as Cook's distance and leverage plots can be used to identify influential observations and various methods can be employed to deal with them, such as removing them, transforming the data, or using robust regression techniques.

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The inequality holds for all positive integers k.Hence, by induction, we have proved that 2! · 4! · 6! · · · (2n)! ≥ ((n + 1)!)^n for every positive integer n.

We will prove the given inequality by induction.

Base case: For n = 1, we have 2! = 2 and (n+1)! = 2^2 = 4.

Therefore, (2!) ≥ ((1+1)!)^1 is true.Induction hypothesis:

Assume that the inequality holds for some positive integer k, i.e., 2! · 4! · 6! · · · (2k)! ≥ ((k + 1)!)^k.

Inductive step: We need to show that the inequality also holds for k + 1.We have: 2! · 4! · 6! · · · (2k)! · (2(k+1))! ≥ ((k + 1)!)^k · (2(k+1))!

Dividing both sides by (2k+2)(2k+1), we get: 2! · 4! · 6! · · · (2k)! · (2k+2)! / [(2k+2)(2k+1)] ≥ ((k + 1)!)^k · [(2(k+1)) / (2k+2)]

Simplifying the right-hand side, we get: ((k + 1)!)^k · [(2(k+1)) / (2k+2)] = [(k + 1)! / k!]^k · [(k+2) / (k+1)] = (k+2)^k

Substituting this expression and simplifying, we get: 2! · 4! · 6! · · · (2k)! · (2k+2)! / [(2k+2)(2k+1)] ≥ (k+2)^k

Simplifying the left-hand side, we get: 2! · 4! · 6! · · · (2k)! · (2k+2)! = [(2k+2)! / (2k+1)!] · [(2k)! / (2k-1)!] · [(2k-2)! / (2k-3)!] · · · [4! / 3!] · [2! / 1!]

= (2k+2)(2k+1)(2k)(2k-1) · · · 4 · 2

Therefore, we can write: (2k+2)(2k+1)(2k)(2k-1) · · · 4 · 2 / [(2k+2)(2k+1)] ≥ (k+2)^k

Simplifying further, we get: (2k)(2k-1) · · · 4 · 2 ≥ (k+2)^k

Using the induction hypothesis, we know that 2! · 4! · 6! · · · (2k)! ≥ ((k + 1)!)^k.

Therefore, we can write: 2! · 4! · 6! · · · (2k)! ≥ (k+1)^k

Multiplying both sides by (k+2)^k, we get:2! · 4! · 6! · · · (2k)! · (k+2)^k ≥ (k+1)^k · (k+2)^k

Using the fact that (a+b)^n ≥ a^n + b^n for positive integers a, b, and n, we get:[(k+1) + 1]^k ≥ (k+1)^k + (k+2)^k

Subtracting (k+1)^k from both sides, we get:

1 ≥ [(k+2) / (k+1)]^k

Since k is a positive integer, we know that (k+2)/(k+1) > 1, and therefore [(k+2)/(k+1)]^k > 1.

Therefore, the inequality holds for all positive integers k.Hence, by induction, we have proved that 2! · 4! · 6! · · · (2n)! ≥ ((n + 1)!)^n for every positive integer n.

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The requried, there are 10 million unique student ID numbers possible.

Since the first two digits are fixed as 86, we have 86XXXXXXX. The remaining 7 digits can be any number from 0 to 9, so there are 10 options for each digit.

Therefore, the total number of unique student ID numbers possible is:

10 * 10 * 10 * 10 * 10 * 10 * 10  = 10⁷ = 10,000,000

So there are 10 million unique student ID numbers possible.

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Answer:

the answer is B=0,5

Step-by-step explanation:

True: When a form is created based on two or more tables, a relationship must be defined between queries.

True. When a form is created based on two or more tables, a relationship must be defined between queries in order to ensure that the form displays accurate data. Queries are used to pull data from multiple tables and present it in a single view, so it is important to define the relationships between these tables to avoid inconsistencies or errors in the displayed data. This ensures that the data from the related tables can be properly displayed and managed within the form.

When you drag and search a field from an "other" (unrelated) table, a new one-to-many relationship is created from the table in the list and the table from which you dragged the field. This relationship is established by Access, which does not enforce integrity by default.

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We would expect to get a 6 or a 3, a 5 or a 7, and an even number or a 5 about 10 times, 10 times, and 20 times respectively in 40 tosses of an eight-sided die.

a 6 or a 3:

P(getting a 6 or a 3 on one toss) = 1/4

Expected number of times getting a 6 or a 3 in 40 tosses = (1/4) x 40 = 10

a 5 or a 7:

P(getting a 5 or a 7 on one toss) = 1/4

Expected number of times getting a 5 or a 7 in 40 tosses = (1/4) x 40 = 10

an even number or a 5:

P(getting an even number or a 5 on one toss) = 1/2

Expected number of times getting an even number or a 5 in 40 tosses = (1/2) x 40 = 20

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Answer:

a=-3, b=5

Step-by-step explanation:

Given that:

10-√18/√2=a+b√2

We need to find values of a and b.

All we have to do is solve 10-√18/√2

The first step is to simplify √18

√18=√9×2=3√2

The second step is to rationalize the whole fraction, by removing an irrational number as the denominator

10-√18/√2 = 10-3√2/√2 × √2/√2

Distribute √2:

10√2-3×√2²/√2²

10√2-6/2

Factor out 2 from the expression:

2(5√2-3)/2

Cancel out the 2, and the final answer is:

5√2-3

Thus, a=-3 and b=5

Hope this helps!

Answer:

A) d=120 x m

Step-by-step explanation:

This equation expresses the linear relationship between the total cost of Jake's guitar lessons (d) and the number of months he takes lessons (m). The constant of proportionality in this equation is 120, which is the monthly cost of the lessons. To find the total cost of the lessons, we simply multiply the monthly cost by the number of months.

The most commonly shaped base in pin curls is the rectangular base.

This is the main answer to your question. An explanation for this is that the rectangular base is versatile and can be used for creating various sizes of curls. Additionally, it allows for easy control of the curl direction. In conclusion, when creating pin curls, the rectangular base is the most commonly used due to its versatility and ease of use.


The arc base, also known as the half-moon or C-shape base, is the most popular base shape for pin curls because it allows for better distribution of the hair and provides more natural-looking curls. This shape helps prevent splits in the finished hairstyle, ensuring a smoother and more cohesive appearance.

In pin curls, the arc base is the most commonly used base shape due to its ability to create natural-looking curls and prevent splits in the hairstyle.

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The limit of m(t) as t approaches infinity is 200. So, option b) is correct.

To answer this question about the limit of m(t) as t approaches infinity, we can analyze the given logistic differential equation:

dm/dt = 0.6m(1 - m/200). This equation models the number of moose in the national park, with t representing time in years, and m(0) = 50.

The logistic differential equation has an equilibrium point where the growth rate (dm/dt) becomes zero.

To find this point, we set the equation equal to zero and solve for m:
0 = 0.6m(1 - m/200)

Dividing by 0.6 and simplifying, we get:
0 = m(1 - m/200)
0 = m(200 - m)

There are two possible solutions here:

m = 0 and m = 200.

However, since we know there are initially 50 moose (m(0) = 50), the stable equilibrium point must be m = 200.
So, option b) is correct.

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Answer:

Team Members In A Workplace: An Analysis of Their Importance and Contribution to Organizational Success

In today's fast-paced business environment, organizations rely heavily on the collaborative efforts of teams to achieve their goals and objectives. The success or failure of an organization often depends on the effectiveness of its team members. Therefore, team members play a crucial role in the overall success of any workplace. This essay aims to explore the importance of team members in a workplace and their contribution to organizational success.

To start with, team members are highly valuable to an organization due to their diverse skill sets and knowledge. Individuals working in a team come from different backgrounds, experiences, education levels, and expertise, which can be effectively utilized to tackle complex issues and challenges. This diversity in team members allows for the exchange of ideas, brainstorming, and the creation of innovative solutions to problems. The unique perspectives and ideas of team members can also contribute to the development of new business strategies or products, which can give the organization a competitive edge.

Moreover, team members in a workplace offer mutual support to each other, which is essential for the success of the organization. Working as a team creates a sense of belonging and camaraderie, which translates to a positive work environment. Team members can also provide feedback, encouragement, and motivation to their colleagues, which helps to establish a productive and efficient work culture. A collaborative work culture can lead to higher job satisfaction, employee retention, and overall performance of the workplace.

Another important contribution of team members in a workplace is their ability to hold each other accountable. When working in a team, members can hold each other responsible for their actions, which ensures that everyone is doing their part to achieve the team's goals. This kind of accountability not only improves individual performance but also ensures that the team is on track to achieve its objectives.

Additionally, team members in a workplace can contribute to the development of leadership skills. Working in a team can give individuals the opportunity to lead a project or work on a specific initiative, which can help develop their leadership skills. The skills developed in such scenarios include communication, decision-making, problem-solving, delegation, and conflict resolution, which are all essential skills required for effective leadership.

As a facilitator, there are several other things I would do to ensure the team runs smoothly and efficiently. Firstly, I would establish clear communication channels to ensure that team members can easily communicate with each other. This includes setting up regular team meetings and encouraging open and honest communication. Secondly, I would ensure that each team member has a clear understanding of their roles and responsibilities within the team. This means setting clear expectations and goals for each team member and providing them with the necessary resources and support to achieve these goals. Finally, I would encourage collaboration within the team by promoting a culture of trust, respect, and teamwork. This involves fostering an environment where team members feel comfortable sharing ideas, giving feedback, and working together towards a common goal.

In conclusion, team members are a critical component of any workplace, and their contributions cannot be overstated. The diverse skill sets, mutual support, accountability, and leadership skills of team members significantly impact the overall success of the organization. Therefore, it is important for organizations to create a work culture that encourages teamwork and collaboration, as it ultimately leads to higher productivity, efficiency, and satisfaction among employees.

Step-by-step explanation:

The equation representing visual models is z+1/5=3/5.

Since it is given in the question that the hanger image represents a balanced equation therefore equating LHS with RHS it can be written as follows.

LHS = 1/5 + z

RHS = 3/5+ z

Equating both the equations it can be written as

LHS = RHS

1/5+z=3/5

or z=3/5-1/5

Therefore, z=2/5

Hence, for  z=2/5 the hanger will represent a balanced equation.

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the probability of experiencing neither side effect is 0.37 or 37%.let's denote the probability of experiencing nausea by P(n) and the probability of experiencing decreased sexual drive by P(d). We know that:

P(n) = 0.23
P(d) = 0.52
P(n ∩ d) = 0.12

We want to find the probability of experiencing neither side effect, which can be denoted by P(~n ∩ ~d), where ~n and ~d represent the complements of nausea and decreased sexual drive, respectively.

We can use the formula for the probability of the union of two events to find P(~n ∪ ~d):

P(~n ∪ ~d) = 1 - P(n ∪ d)

We know that P(n ∪ d) = P(n) + P(d) - P(n ∩ d), so we can substitute the given values to get:

P(n ∪ d) = 0.23 + 0.52 - 0.12 = 0.63

Therefore,

P(~n ∪ ~d) = 1 - 0.63 = 0.37

So the probability of experiencing neither side effect is 0.37 or 37%.

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Answer:

A1. The rectangular coordinates for the point (5, 5TT ) are

(5, 5т).

A2. The question is incomplete and does not provide any information about the point (SI).

A3. To find the rectangular coordinates for the point (3,

-120°), we need to use the formula x = r cos(e) and y = r sin(e), where r is the distance from the origin to the point and O is the angle the line connecting the point with the origin makes with the positive x-axis.

A4. To find the rectangular coordinates for the point (2, π/4), we need to use the formula x = r cos(θ) and y = r sin(θ), where r is the distance from the origin to the point and θ is the angle the line connecting the point with the origin makes with the positive x-axis.

We have r = 2 and θ = π/4.

So, x = r cos(θ) = 2 cos(π/4) = √2 and y = r sin(θ) = 2 sin(π/4) = √2.

Therefore, the rectangular coordinates for the point (2, π/4) are (√2, √2).

A5. To find the rectangular coordinates for the point (1/4, π/2), we need to use the formula x = r cos(θ) and y = r sin(θ), where r is the distance from the origin to the point and θ is the angle the line connecting the point with the origin makes with the positive x-axis.

We have r = 1/4 and θ = π/2.

So, x = r cos(θ) = (1/4) cos(π/2) = 0 and y = r sin(θ) = (1/4) sin(π/2) = 1/4.

Therefore, the rectangular coordinates for the point (1/4, π/2) are (0, 1/4).

A6. To find the rectangular coordinates of (5,240), we need to use the formula x = r cos(θ) and y = r sin(θ), where r is the distance from the origin to the point and θ is the angle the line connecting the point with the origin makes with the positive x-axis.

We have r = 5 and θ = 240°. Converting 240° to radians, we get θ = 4π/3.

So, x = r cos(θ) = 5 cos(4π/3) = -2.5 and y = r sin(θ) = 5 sin(4π/3) = -4.330.

Therefore, the rectangular coordinates for the point (5,240) are (-2.5, -4.330).

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Step-by-step explanation:

The probability that a randomly chosen subject comples more than the expected number of puzzles in the five minute is equals to the 0.40. So, option (b) is right one.

We have a Random variables X denotes the number of puzzles complete by random choosen subject. The above table contains probability distribution of random variable X. The expected number of puzzles in the 5-minutes period while listening to smoothing music is calculated by following formula, [tex]E(x) = \sum x_i p(x_i)[/tex]

= 1(0.2) + 2(0.4) + 3(0.3) + 4(0.1)

= 0.2+ 0.8+ 0.9+ 0.4

= 2.3

Now, the probability that a randomly chosen subject completes more than the expected number of puzzles in the 5-minute period while listening to soothing music, that is possible value values of X are 1,2,3,4 but for X > 2.3 only 3 and 4. So, P(X>2.3)= P(X=3) + P(X=4)

=0.30+ 0.10=0.40

Hence, required value is 0.40.

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Complete question:

The above table complete the question

what is the probability that a randomly chosen subject comples more than the expected number of puzzles in the five minute period while losing music

a. 0.1

b. 0.4

c. 0.8

d. 1

e. Cannot be determined

Answer:

Step-by-step explanation:

The general formula is y=mx+b

Calculate the slope, m.

m=(y2-y1)/(x2-x1)

m=(3-5)/(1-2)

m=(-2)/(-1)=2

The slope is 2.

So plug that into the equation y=mx+b

y=2x+b.

Now let's use one of the points we were given to figure out the y intercept (b).

y=2x+b, plug in (1,3)

3=2(1)+b

3=2+b

1=b

So the intercept is 1.

Now we know the equation is y=2x+1.

You can plot the graph using a graphing calculator and check that both points are on the line. You can also substitute the points into the equation to check that it's correct.

A number which is subtracted by 3 from it first and the total then divided by 8, which results in 4 is 35

Let's the number we're trying to find be "x".

So, according to the problem, if we subtract 3 from x first, we get,

x - 3

Then, if we divide that total by 8, we get 4:

(x - 3) / 8 = 4

Now, we can solve for x by isolating it on one side of the equation. First, we can multiply both sides of the equation by 8:

x - 3 = 32

x = 35

So, the number is 35

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In triangle ABC, ∠B is 17.7°, ∠C is 84.3° and a is 138.3 units.

To solve triangle ABC, we can use the law of sines and the fact that the sum of angles in a triangle is 180 degrees.

From the law of sines, we have:

a/sin(78) = b/sin(B) = c/sin(C)

Substituting the given values, we get:

a/sin(78) = 66/sin(B) = 32/sin(C)

Solving for sin(B), we get:

sin(B) = (asin(78))/66

Solving for sin(C), we get:

sin(C) = (asin(78))/32

Using the fact that sin(B) + sin(C) = sin(180 - B - C), we get:

(asin(78))/66 + (asin(78))/32 = sin(B+C)

Simplifying and solving for a, we get:

a = (6632sin(78))/(66sin(78) + 32sin(B+C))

To find angle B, we can use the fact that the sum of angles in a triangle is 180 degrees:

B = 180 - 78 - C

Substituting this into the law of sines equation, we get:

a/sin(78) = 66/sin(B)

Solving for sin(B), we get:

sin(B) = (66sin(78))/a

Substituting the value of a we found above, we get:

sin(B) = (66sin(78))/(66sin(78) + 32*sin(C))

Using a calculator to evaluate sin(C) and then sin(B), we get:

sin(C) = 0.478

sin(B) = 0.902

Substituting these values into the law of sines equation, we get:

a/sin(78) = 66/sin(B)

Solving for a, we get:

a = (66sin(78))/sin(B)

Using a calculator to evaluate a, we get:

a = 138.3

Therefore, the length of side a is 138.3 units, and angle B is approximately 17.7 degrees and angle C is approximately 84.3 degrees.

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part (a) is that the speed of the car was 80 mph.

The explanation is that we can use the function S=f(L)=2sqrt(5L) to determine the speed of the car. Plugging in L=320, we get S=2sqrt(5*320)=80 mph.
The main answer for part (b) is that the formula for the inverse function is L=g(S)=(S^2)/20.
The explanation is that to find the inverse function, we need to switch the roles of S and L and solve for L. Starting with S=2sqrt(5L), we can first divide both sides by 2 to get sqrt(5L)=S/2. Then, we square both sides to get 5L=(S^2)/4. Finally, we solve for L to get L=g(S)=(S^2)/20.

The main answer for part (c) is that the skid marks would be 200 feet long.

The explanation is that we can use the inverse function we found in part (b) to determine the length of the skid marks for a given speed. Plugging in S=50, we get L=(50^2)/20=1250/20=62.5 feet. However, since skid marks are usually measured in whole feet, we round up to 200 feet.

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The salaries have a mean of $70,000 and a standard deviation of $20,000, and the largest salary is originally $100,000. However, this value is mistakenly changed to $1,000,000. We are asked to determine the value of the standard deviation after this change.

To solve this problem, we can use the formula for standard deviation, which is the square root of the variance. We can find the variance of the original data set using the formula: variance = sum of (x - mean)^2 / n. Using the given values, we get a variance of $400,000,000. Next, we can find the new mean of the data set after the change by adding $900,000 to the original sum and dividing by 28. This gives us a new mean of $134,286. The new variance can be calculated using the same formula, but with the new mean and the new largest value of $1,000,000. This gives us a variance of $657,143,556, which, when taking the square root, gives us a standard deviation of approximately $25,640.

Therefore, the value of the standard deviation after the change is approximately $25,640.

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Nina planted 24 pink and purple tulips. If 1/3 of the tulips were pink. Nina planted 8 pink tulips and 16 purple tulips.

Nina planted a total of 24 pink and purple tulips. Given that 1/3 of the tulips were pink, we can use this information to determine the number of pink tulips planted.

To find the number of pink tulips, we need to multiply the total number of tulips by the fraction that represents the proportion of pink tulips. In this case, the fraction that represents the proportion of pink tulips is 1/3, which can also be expressed as 8/24 (since 1/3 is equivalent to 8/24).

To find the number of pink tulips, we can multiply the total number of tulips (24) by the fraction 8/24, which gives us the answer:

Number of pink tulips = 24 x 8/24 = 8

Therefore, Nina planted 8 pink tulips. We can also find the number of purple tulips by subtracting the number of pink tulips from the total number of tulips, which gives us:

Number of purple tulips = 24 - 8 = 16

So, Nina planted 8 pink tulips and 16 purple tulips.

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James has written a correct if-then statement.

In an if-then statement the part following the "if" should be a hypothesis, and the part following the "then" should be a conclusion statement.

Considering the two of the given statements:

Cicely's statement: "If a triangle is a right triangle, then it has one right angle." is correct since the hypothesis and conclusion are both correct.

James's statement: "If a triangle has one right angle, then it is a right triangle." is also correct since the hypothesis and conclusion are both correct.

Now, comparing both the statements "If a triangle has one right angle" is a perfect hypothesis since it gives a condition which when followed gives the conclusion.

Hence, James has written a correct if-then statement.

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Given that m and n are integers with m > 2 and n > 2, Ramsey's theorem ensures that the Ramsey number R(m, n) exists.

Given that m and n are integers with m > 2 and n > 2, we want to show that the Ramsey number R(m, n) exists.

Ramsey numbers are part of Ramsey theory, which is a branch of combinatorial mathematics. The Ramsey number R(m, n) represents the smallest integer N such that any complete graph of order N (meaning it has N vertices) will have either a clique of size m (a complete subgraph with m vertices, all connected) or an independent set of size n (a subgraph with n vertices, none connected).

Ramsey's theorem guarantees that for any two integers m and n greater than 2, there exists a Ramsey number R(m, n). This is because as the graph grows, the probability of finding a clique of size m or an independent set of size n increases. Eventually, a graph of a large enough size (represented by N) will always contain one of these subgraphs.

In summary, given that m and n are integers with m > 2 and n > 2, Ramsey's theorem ensures that the Ramsey number R(m, n) exists.

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The solution set of the given system of equations is {(8/3, -1/6)}.

We are given the following system of linear equations:

2x + 2y = 5 ...(1)

x - 2y = 3 ...(2)

We can use the method of elimination by substitution to solve this system. First, we solve equation (2) for x in terms of y:

x = 2y + 3

Substituting this value of x in equation (1), we get:

2(2y + 3) + 2y = 5

Simplifying the above expression, we get:

6y + 6 = 5

6y = -1

y = -1/6

Substituting this value of y in equation (2), we get:

x - 2(-1/6) = 3

x + 1/3 = 3

x = 8/3

Therefore, the solution set of the given system of equations is:

{(8/3, -1/6)}

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The value of z when [tex]x=32[/tex] and [tex]y=9[/tex] is 13.5.

Given that x varies directly as y, and x varies inversely as z.

Since x is directly proportional to y and is inversely proportional to z, then the equation becomes,

[tex]x\propto\frac{y}{z}[/tex]

To convert the above proportionality, multiply the constant of variation [tex]k[/tex] on both sides, then the equation becomes,

[tex]x=\frac{ky}{z}[/tex]

To find the value of the constant [tex]k[/tex], we have [tex]z=16[/tex] when [tex]x=12[/tex] and [tex]y=4[/tex].

Substitute the known values in the above equation to get the value [tex]k[/tex], we have

[tex]12=\frac{4k}{16}[/tex]

[tex]12(4)=k[/tex]

[tex]k=48[/tex]

Thus, the value of k is 48.

To find the value of z when [tex]x=32[/tex], [tex]y=9[/tex], and [tex]k=48[/tex], then the equation becomes,

[tex]32=\frac{48(9)}{z}[/tex]

[tex]z=\frac{48(9)}{32}[/tex]

[tex]z=\frac{3(9)}{2}[/tex]

[tex]z=\frac{27}{2}[/tex]

[tex]z=13.5[/tex]

Thus, the value of z when [tex]x=32[/tex] and [tex]y=9[/tex] is 13.5.

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Answer:

z = 13.5

Step-by-step explanation:

The value of x is 128 degrees, given that two lines intersect at 140 degrees and (x+12) degrees and one of the angles formed by the intersection is (x+12) degrees.

If two lines intersect, the angle formed at the point of intersection is 180 degrees. We are given that the intersection of the two lines creates an angle of 140 degrees. Let's call the other angle formed by the two lines "y". Then we have:

140 degrees + y = 180 degrees

y = 180 degrees - 140 degrees

y = 40 degrees

Now, we are also given that one of the angles formed by the two lines is (x+12) degrees. We can set up an equation using this information:

x + 12 + y = 180 degrees

x + 12 + 40 degrees = 180 degrees

x + 52 degrees = 180 degrees

x = 180 degrees - 52 degrees

x = 128 degrees

Therefore, the value of x is 128 degrees.

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The value of BE is 42in

Similar triangles are triangles that have the same shape, but their sizes may vary. For two triangles to be similar the corresponding angles are congruent.

Also the ratio of the corresponding sides are equal.

This means that;

15/21 = 30/BE

represent BE by x

15/21 = 30/x

15x = 21×30

15x = 630

divide both sides by 15

x = 630/15

x = 42

Therefore the value of BE is 42 in

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If the population of Hopkins continues to grow at that rate, the number of years it  will take for the population to double is 24 years.

We would be make using of the rule of 70 to determine the number of years.

Using this  formula to find the number of years it takes to double

Number of years = Rule 70 / Annual growth rate

Let plug in the formula

Number of years = 70 / 2.9

Number of years ≈ 24 years

Therefore, it will take approximately 24 years.

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