I need these 2 question this is important like actually

Answer:

x^2(x-4) + 3(x-4)

(x^2 + 3)(x-4)

Step-by-step explanation:

Answer:

3:23

Step-by-step explanation:

The water fight ended at 4:28 and lasted for 32 minutes so

4:28 - 32 minutes = 3:56

3:56 - 33 minutes = 3:23

Fallacies of relevance are types of logical fallacies that occur when an argument is presented without a relevant connection to the subject matter.

Rather than addressing the topic, these fallacies are aimed at the listener's feelings, emotions, or biases.There are many different types of fallacies of relevance, but some of the most common are ad hominem, straw man, appeal to authority, and red herring. Ad hominem, for example, is a type of fallacy that attacks the speaker rather than addressing the argument they are presenting.. It can undermine the quality of your argument and make you seem less credible.

However, if you want to describe a time when you used these fallacies, you might think back to a situation where you were arguing with someone and felt like you were losing the argument. In this case, you might have resorted to a fallacy of relevance to try to regain control of the conversation. In conclusion, it is important to avoid using fallacies of relevance in your arguments. Instead, focus on addressing the topic at hand and presenting logical, evidence-based arguments.

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Answer:The answer on edge is

A. the addition property of equality

D. the substitution property of equality

Step-by-step explanation:

the vertical asymptοtes οf the functiοn are given by: x = 3 and x = -3.

Asymptοtes are lines that a curve apprοaches but dοes nοt intersect as it extends infinitely in οne οr mοre directiοns. They can be vertical, hοrizοntal, οr οblique.

Vertical asymptοtes οccur when the denοminatοr οf a ratiοnal functiοn is equal tο zerο and the numeratοr is nοt equal tο zerο. This creates a pοint οf discοntinuity in the functiοn, where the functiοn apprοaches infinity οr negative infinity as it apprοaches the vertical line.

The functiοn y = 5tan(0.1x) has vertical asymptοtes whenever the tangent functiοn is undefined, which οccurs at οdd multiples οf π/2.

the vertical asymptοtes οf y = 5tan(0.1x) are given by:

x = (2n+1)π/2*10, where n is an integer.

Fοr Explοratiοn 4.3.3, Questiοn 2, the given functiοn is:

\(y = (x^2 - 5x + 6)/(x^2 - 9)\)

Tο find the vertical asymptοtes οf this functiοn, we need tο determine where the denοminatοr becοmes zerο. This οccurs at x = 3 and x = -3.

Therefοre, the vertical asymptοtes οf the functiοn are given by: x = 3 and x = -3.

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Answer:

12x² - 6; 21 inches ⇒ A

Step-by-step explanation:

Let us solve the question

∵ The side lengths of a triangle are 4x² - 3 in., 4x² - 2 in., 4x² - 1 in.

∴ S1 = 4x² - 3 inches

∴ S2 = 4x² - 2 inches

∴ S3 = 4x² - 1 inches

→ The perimeter of the triangle is the sum of the lengths of its 3 sides

∵ P = S1 + S2 + S3

∴ P = 4x² - 3 + 4x² - 2 + 4x² - 1

→ Add the like terms

∵ P = (4x² + 4x² + 4x²) + (-3 + -2 + -1)

∴ P = 12x² + -6

→ Remember (+)(-) = (-)

∴ P = 12x² - 6

∴ The expression of the perimeter of the Δ is 12x² - 6

∵ x = 1.5

→ Substitute x in the perimeter expression by 1.5

∵ P = 12(1.5)² - 6

∴ P = 12(2.25) - 6

∴ P = 27 - 6

∴ P = 21 inches

∴ The perimeter of the triangle is 21 inches

The expression can be used to find the perimeter of the triangle is 12x² - 6 and its perimeter is 21 inches when x = 1.5

Answer:

its A. 12x2 −6; 21 inches

Step-by-step explanation:

Interactions involving dummy variables can provide insights into the different effects of independent variables across categories.

1. Dummy variables are binary variables that represent categorical variables in a regression analysis. When interactions are included between dummy variables and other independent variables, it allows for differential effects of the independent variables based on the different levels of the categorical variable.

For example, let's consider a regression model to predict income based on education level and gender. We can include an interaction term between education level (represented by dummy variables for different levels) and gender. This interaction term allows us to examine whether the effect of education level on income differs between males and females. It helps capture any gender-specific differences in the relationship between education and income.

1.2 The linear probability model (LPM) is a common approach to estimate the probability of an event occurring using a linear regression framework. However, it has several problems:

1. The predicted probabilities from the LPM can fall outside the [0, 1] range: Since the LPM does not impose any restrictions on the predicted probabilities, they can sometimes exceed the valid probability range. This violates the assumption of probabilities being bounded between 0 and 1.

2. Heteroscedasticity: The LPM assumes constant error variance across the range of the predictors. However, in practice, the variability of the error term may change with different levels of the predictors, resulting in heteroscedasticity. This violates the assumption of homoscedasticity.

3. Non-linearity: The LPM assumes a linear relationship between the predictors and the probability of the event. However, this may not always be the case, and using a linear model can result in misspecification.

To remedy these problems, an alternative to the LPM is to use logistic regression or probit regression models. These models explicitly model the probability of an event occurring and address the issues mentioned above. They provide predicted probabilities that fall within the valid range of 0 to 1, account for heteroscedasticity, and allow for non-linear relationships between the predictors and the probability of the event.

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The number of puppies per kids is 20 puppies.

Given that, there are 180 puppies in the shelter with 9 kids.

Number of puppies per kids = Total number of puppies/Number of kids

= 180/9

= 20 puppies

Therefore, the number of puppies per kids is 20 puppies.

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Answer:

Step-by-step explanation:

5.50*10%= .55

Move the decimal point to the left one spot 5.50 becomes .55

5.50-.55= $4.95 final price

In a genogram, various symbols and lines represent different aspects of a person's familial relationships and attributes. Here's a breakdown of the symbols you mentioned:

1. Square: A square in a genogram indicates a male individual. It represents the person's gender and is used to distinguish between male and female family members.

2. Circle: A circle in a genogram indicates a female individual. It represents the person's gender and is used to distinguish between male and female family members.

3. Solid horizontal line: A solid horizontal line in a genogram represents a marital relationship between two individuals. The line connects a square (male) and a circle (female) to show that they are married or in a committed partnership.

4. Broken line: A broken line in a genogram represents a non-blood relationship, such as an adoptive parent-child relationship or a step-sibling connection. It is used to show relationships that are not based on biological ties.

5. X through a square/circle: An X through a square or a circle indicates that the individual is deceased. This symbol is used to show that the person has passed away and is no longer living.

6. Solid vertical line: A solid vertical line in a genogram represents a parent-child relationship. It connects an individual (either a square or circle) to their parent(s), showing the biological connection between the family members.

These symbols and lines help provide a visual representation of a person's family history and relationships, making it easier to analyze and understand the various connections within a family tree.

Overall, a genogram is a visual representation of a family tree that includes important information about relationships, health issues, and other relevant details. By understanding the various symbols and indicators used in a genogram, it is possible to gain a deeper understanding of family dynamics and relationships, as well as potential risk factors for various health conditions. As such, genograms are an important tool for healthcare providers, therapists, and other professionals working with individuals and families.

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Answer: x^{3}(2x+9)

Step-by-step explanation:

Eliminate redundant parentheses:

(3x^{4}+3x^{3}+5x^{2})-1(x^{4}-6x^{3}+5x^{2})

3x^{4}+3x^{3}+5x^{2}-1(x^{4}-6x^{3}+5x^{2})

Distribute:

^{4}+3x^{3}+5x^{2}{-1(x^{4}-6x^{3}+5x^{2})}

3x^{4}+3x^{3}+5x^{2}

Combine like terms UNTIL YOU FIND ONE FACTOR

Cara's bill was $30.51 this week.

Cara's bill was $7.60 more than two-thirds of her grocery bill last week.

First thing we need to do therefore, is to find out what 2/3 of her bill was last week:

= 2/3 x 34.37

= $22.91

Her bill was $7.60 more than this amount so it was:

= 7.60 + 22.91

= $30.51

Cara's bill was therefore $30.51 this week.

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Answer:

The temperature of the chemical solution after t hours is \(-14.96-2.9t\;^{\circ}C\)

Step-by-step explanation:

Given that the initial temperature of the chemical solution, \(T_0= -14.96^{\circ}C\).

The rate of decreasing temperature, \(R = 2.9^{\circ}C/ hour\)

So, after t hours, the temperature of the chemical solution will decrease by \(Rt=2.9t^{\circ}C\).

So, the temperature of the chemical solution after t hours,

\(T=T_0-Rt \\\\\Rightarrow T = -14.96-2.9t\;^{\circ}C\)

Hence, the temperature of the chemical solution after t hours is \(-14.96-2.9t^{\circ}C\).

Answer:

E is a variable.

Step-by-step explanation:

E and all letters can be used as a variable(Placeholder for an unknown number) Therefore, e can be equal to anything.

Answer:

?=16

Step-by-step explanation:

(1/4)^-2 flip the fraction when exponent is negative

(4)^2

=16

Answer:

Step-by-step explanation:

(1/4)^-2

(4)²

16

Answer:

Area of the garden is 20 sq. yards

Step-by-step explanation:

A = LW

(The whole figure  which is a 6 by 6) - (area of the pool) = The area of garden

                     (6 × 6) - (4 × 4)

                      36 - 16 = 20

Answer:

-176

Step-by-step explanation:

Let x = -8

f(-8) = 11 (-8-24) / 2

         Simplify the parentheses

f(-8) = 11 ( -32)/2

        = 11 (-16)

        = 176

Using the sample of 40 raisins, you can estimate that there are 40 raisins in a batch. However, due to the uncertainty of the sample size, there is an element of uncertainty as to how many raisins there truly are in a batch.

Thus, the uncertainty of your estimate can range from slightly below 40 raisins to slightly above 40 raisins.

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Answer:

A five units right and three units up

Step-by-step explanation:

take coordinate C for example and count how many spaces you need to go either right or left and then up and down for the two triangles to be in the same place

The vector u.u = o when each component of the vector u is zero

Given a vector u with components u₁, u₂, u₃, we can represent it as a column matrix:

u = [ u₁ ]

[ u₂ ]

[ u₃ ]

The dot product of two vectors is defined as the sum of the products of their corresponding components. If we have two vectors u and v with components u₁, u₂, u₃ and v₁, v₂, v₃, respectively, then their dot product is:

u · v = u₁v₁ + u₂v₂ + u₃v₃

Note that the dot product is a scalar quantity, not a vector.

Now, let's consider the dot product of a vector u with itself:

u · u = u₁u₁ + u₂u₂ + u₃u₃

This can also be written using matrix notation:

u · u = uᵀu

where uᵀ is the transpose of u, which is a row matrix:

uᵀ = [ u₁ u₂ u₃ ]

Using the definition of the dot product, we can expand uᵀu as follows:

uᵀu = u₁u₁ + u₂u₂ + u₃u₃

Therefore, the sum of these non-negative terms, uᵀu, must also be non-negative. In other words, u · u ≥ 0 for any vector u.

So when is u · u = 0? This happens if and only if each term in the sum u₁u₁ + u₂u₂ + u₃u₃ is equal to zero.

But this can only happen if each component of the vector u is zero, i.e., u₁ = u₂ = u₃ = 0. In other words, if and only if u is the zero vector, then u · u = 0.

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Complete Question:

Let u (u₁, u₂, u₃). Explain Why u , u ≥ 0. When Is u.u = 0?

Answer:

\(\frac43\)

Step-by-step explanation:

Hello!

We can calculate slope using the formula \(\frac{Rise}{Run}\).

The two points that I'm going to choose is (0,-4) and (3,0).

Therefore, the slope of the line is \(\frac43\).

Answer: 4/3

Step-by-step explanation:

rise over run

Answer:

y > 10

Step-by-step explanation:

1/2y>5​

Multiply each side by 2

2* 1/2y>5​*2

y > 10

Answer:

y > 10

Step-by-step explanation:

Inequality:

1/2y>5​

We need to isolate the variable y.

Since it is being multiplied by 1/2, we need to multiply by the reciprocal, or opposite, on both sides. The reciprocal of 1/2 is 2. (Check by multiplying both numbers and making sure the product is 1.)

Multiply:

1/2y>5​

x2     x2

y > 10

Therefore, the simplified inequality is y > 10.

To prove that two angles in two triangles are congruent, you must use the Angle-Angle Postulate (AA).  The Angle-Angle Postulate states that if two angles of one triangle are congruent to two angles of another triangle, then the two triangles are congruent.

Therefore, to prove that two angles in two triangles are congruent, you must first show that the two angles have the same measure. This can be done by using the Angle Addition Postulate or by using subtracting the measure of one angle from the measure of the other.

Three vertices and three sides make up a triangle, which is a polygon. The triangle's angles are created when the three sides are joined end to end at a point. The three angles of the triangle sum up to 180 degrees.

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Answer:

$25.46

Step-by-step explanation:

Question 13

\({12x+2}=\frac{18+34}{2}\\\\12x+2=26\\\\12x=24\\\\x=\boxed{2}\)

Question 14

Base angles of an isosceles trapezoid are congruent, so:

\(73x+1=74\\73x=73\\x=\boxed{1}\)

a) The total cost to produce 300 CD's is; $2550

b) The total cost C(n) in dollars of making n CDs is; C(n) = 1800 + 2.5n

We are given that;

Cost of recording an album = $1000

Cost to edit the album = $450

Cost for album art work = $350

Cost of each manufactured CD = $2.50

a) The fixed costs (no matter how many CDs are recorded) is;

Fixed costs = $1000 + $450 + $350 = $1800

The variable costs (depends on the number of CDs recorded) for 300 CD's is;

300 CDs * $2.50 = $750

Thus;

Total cost for 300 CD's = 1800 + 750 = $2550

b) We want to find the total cost function for making n number of CD's. From above, since Fixed cost is 1800 and variable cost is 2.5 per CD, then the function is;

C(n) = 1800 + 2.5n

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Complete question is;

A local polka band wants to make and sell CDs of its songs. Suppose it costs $ 1000 to record, $ 450 to edit, and $ 350 for album artwork, and suppose each CD that is manufactured will cost them $ 2.50

(a) How much will it cost to make 300 CDs?

(b) What is the total cost C(n) in dollars of making n CDs?

the value of the expression is 12.

To solve the following using BEDMAS 5X4 - (3 + 1)2 ÷ 2:BEDMAS is an acronym that represents the order of operations for arithmetic operations in the correct order, that is, "Brackets", "Exponents", "Division and Multiplication", and "Addition and Subtraction."The full form of BEDMAS is- B stands for Brackets.E stands for Exponents.D stands for Division.M stands for Multiplication.A stands for Addition.S stands for Subtraction.

The given expression is;5X4 - (3 + 1)2 ÷ 2When we solve this expression using the BEDMAS rule of the order of operations, we get;= 5 x 4 - (3 + 1) x 2 ÷ 2[Since brackets comes first, then multiplication and division, followed by addition and subtraction.]= 20 - 4 x 2 ÷ 2[Perform multiplication: 3 + 1 = 4 and 4 x 2 = 8]= 20 - 8[Perform Division: 8 ÷ 2 = 4]= 12Therefore, the value of the expression is 12.The solution of the given expression using the BEDMAS rule of the order of operations is explained. The BEDMAS rule defines the correct order in which arithmetic operations should be performed.

It consists of four fundamental operations. They are brackets, exponents, multiplication and division, and addition and subtraction. The expression, 5X4 - (3 + 1)2 ÷ 2, can be solved using the BEDMAS rule of operations. First, we will simplify the brackets, followed by division and multiplication, then addition and subtraction. We will get the following expression 5 x 4 - (3 + 1) x 2 ÷ 2. We will then perform multiplication by finding the product of (3 + 1) and 2, which equals 8. Finally, we will perform division by dividing 8 by 2, which equals 4. After we have completed these steps, we will subtract 8 from 20 to get the final answer of 12.

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Answer:

5x - 9 = 2x + 23

Step-by-step explanation:

x = a number

5 times x = 5x

decreased by 9 = - 9

=

2 times x = 2x

increased by 23 = + 23

Answer:

Step-by-step explanation:

The answer is B. 5x – 9 = 2x + 23. i just took the test.