Mark, Paul and Brian share some sweets in the ratio 1:3:5. Mark gets 14 sweets. How many
did Brian get?

Answer:   Q= -0.6 or -2/3

Step-by-step explanation:

Answer:

if you have 270000

Step-by-step explanation:

if you spend money 261063 in 3 years

270000-261063

8937

Answer:

True

Step-by-step explanation:

Logarithmic functions are the inverses of exponential functions. The inverse of the exponential function y = ax is x = ay.

The length of side DE is 3cm

Since the line AC is equivalent to DE, hence AC = DE

To get the length of DE, we will need to get the length oF AC using the Pythagoras theorem:

Given the following parameters

Hypotenuse = 5

Opposite = 4

Required

Adjacent side

Substitute the given parameters into the formula of Pythagoras theorem.

AC² = 5² - 4²

AC² = 25 - 16

AC² = 9

AC = 3

Hence the length of side DE is 3cm

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Answer:

(-∞,∞)

Step-by-step explanation:

The sale price not including the tax of sweater is $61.75

In mathematics, a percent is a number or ratio expressed as a fraction of 100. It is often denoted using percentage sign "%".

Now it is given that,

Original price of sweater = $95

Percentage reduction in price = 35%

Thus, Reduction in price = 35% of original price

⇒  Reduction in price = 35% of $95

Solving we get,

Reduction in price = 0.35 * 95

Reduction in price = $33.25

Thus, Selling Price of the sweater = original price - reduction in price

⇒ Selling Price of the sweater = $95 - $33.25 = $61.75

Thus, the sale price not including the tax of sweater is $61.75

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The new cost after the discount and tax are applied is $872.10, which is option (d).

Statistics is a branch of mathematics that deals with the collection, analysis, interpretation, presentation, and organization of numerical data.

First, let's calculate the amount of discount Angel will receive using the coupon code:

Discount = 15% of $950 = 0.15 x $950 = $142.50

Next, let's calculate the new price of the jacket after the discount is applied:

New price = $950 - $142.50 = $807.50

Now, let's calculate the amount of tax that will be applied to the new price:

Tax = 8% of $807.50 = 0.08 x $807.50 = $64.60

Finally, let's add the tax to the new price to get the total cost:

Total cost = $807.50 + $64.60 = $872.10

Therefore, the new cost after the discount and tax are applied is $872.10, which is option (d).

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Polynomial are expressions. The factored form of the polynomial 6x²+13x+6 is (3x+2)(2x+3).

Polynomial is an expression that consists of indeterminates(variable) and coefficient, it involves mathematical operations such as addition, subtraction, multiplication, etc, and non-negative integer exponentials.

In order to find the factored form of the given quadratic equation, we will break constant b(13) into two parts such that the sum of the parts is 13, while their product is equal to the product of the constant a(6) and c(6).

Therefore, the solution of the polynomial is,

\(6x^2+13x+6\\\\= 6x^2 + 9x + 4x + 6\\\\= 3x(2x+3)+2(2x+3)\\\\=(3x+2)(2x+3)\\\)

Hence, the factored form of the polynomial 6x²+13x+6 is (3x+2)(2x+3).

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Answer:

B. (2x + 3)(3x + 2)

Answer:

D. \(\frac{(x-7)^2}{8^2} -\frac{(y-2)^2}{7^2}\)

Step-by-step explanation:

hope this helps

Answer:  D has the largest perimeter

Step-by-step explanation:

The top numbers of fractions describe the vertex and  the bottom number square rooted tells you how long each or wide each part of the asymptote rectangle is.

A.

P = 2(11) + 2(3)

P = 22+6

P=28

B.

P = 2(4) + 2(9)

p = 8 +18

P = 26

C.

P = 2(5) + 2(9)

P = 10 +18

P = 28

D.

P =  2(8) + 2(7)

P = 16 +14

P = 30

Answer:

The radius of the circle is 3, so

Circumference = 2(3)π = 6π = 18.84

Area = π(3^2) = 9π = 28.26

The trees must be between 16 and 26 years old

16  <  x   ≤ 26

Height at which the trees are planted = 6 cm

Yearly growth of trees = 9cm

The tree can only flower when they are taller than 150 cm

The tree to be selected should not be more than 240 cm so that they can flower

Let the age of the tree be represented by x

The equation that represents this illustration is:

150 < 6   +   9x   ≤   240

150 - 6 <  6 + 9x - 6   ≤  240  -  6

144  <  9x  ≤ 234

Divide through by 9

144/9  <  x    ≤  234/9

16  <  x   ≤ 26

For the flower to blossom, it must be older than 16 years and not more than 26 years old

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\(\boxed{\sf \sum _{n=1}^{20}\:4\left(\frac{8}{9}\right)^{n-1}}\)

       Identify the following:

\(\rightarrow \quad \sf S_n = \dfrac{a(r^n - 1)}{r-1}\)

\(\rightarrow \sf S_{20} = \dfrac{4(\dfrac{8}{9}^{20} - 1)}{\dfrac{8}{9} -1} \quad\overset{simplify}{\longrightarrow} \quad \dfrac{4\left(9^{20}-8^{20}\right)}{3^{38}} \quad \xrightarrow{\text{In \ Decimals} }\quad 32.58609013\)

Answer:

Option D. 2x⁷ - 12x⁶ + 10x⁵

Step-by-step explanation:

From the question given:

Length (L) = 2x²

Width (w) = x³

Height (h) = x² - 6x + 5

Volume (V) =?

Volume (V) = length (L) x width (w) x height (h)

V = L x w x h

V = 2x² × x³ × x² - 6x + 5

V = (2x²) (x³) (x² - 6x + 5)

V = (2x⁵) (x² - 6x + 5)

Clear bracket

V = 2x⁷ - 12x⁶ + 10x⁵

Therefore, the volume of the cube is 2x⁷ - 12x⁶ + 10x⁵

Answer:

60 is the answer

Step-by-step explanation:

The complement of this angle is 30 degrees.

The supplement is 120 degrees. I hope it helps!:-)

An equation is formed of two equal expressions. The missing pieces of the solution of the quadratic equation are 50, 3, and -8.

An equation is formed when two equal expressions are equated together with the help of an equal sign '='.

To fill the missing piece of the solution of the quadratic equation, you need to balance each of the equations. Therefore, the solution to the problem can be written as,

\(-32 = 2(x^2 + 10x)\\\\-32 + 50 = 2(x^2 + 10x + 25)\\\\18 = 2(x + 5)^2\\\\9 = (x + 5)2\\\\\pm 3= x + 5\\\\x = -2\ \ {\rm or}\ \ x = -8\)

Thus, the solution of the quadratic equation is -2 or -8.

Hence, the missing pieces of the solution of the quadratic equation are 50, 3, and -8.

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The number of ways to plan her schedule of menus for the 20 school days is 10^20.

To calculate combinations, we will use the formula nCr = n! / r! * (n - r)!, where n represents the total number of items, and r represents the number of items being chosen at a time. To calculate a combination, you will need to calculate a factorial.

For each day, there are ten different choices for what she will cook that day. 20 decisions are made, one for each day with ten different possibilities for each choice.

The complete question is: A school cook plans her calendar for the month of February in which there are 20 school days. She plans exactly one meal per school day. Unfortunately, she only knows how to cook ten different meals.

How many ways are there for her to plan her schedule of menus for the 20 school days if there are no restrictions on the number of times she cooks a particular type of meal?

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The probability of winning $3,899 is 0.0001, which is a very small probability, but still possible.

To write the probability distribution for a player's winnings in the Pick 4 game, we need to consider all the possible outcomes and their probabilities.

There are a total of 10,000 possible four-digit numbers that can be drawn in the game. Since the player has to match the numbers in the exact order, there is only one winning combination for each four-digit number. Therefore, the probability of winning is 1/10,000.

To calculate the player's winnings, we need to subtract the $1 cost of playing from the $3,900 prize. Thus, the player's net winnings can be calculated as follows:

Net Winnings = $3,900 - $1 = $3,899

The probability distribution for the player's winnings can be summarized in the following table:

| Winnings (x) | Probability (P) |
|--------------|-----------------|
| $0           | 0.9999          |
| $3,899       | 0.0001          |

Note that the table shows the possible winnings (x) in ascending order, as requested. The probability of winning $0 is 0.9999, which means that the player is most likely to lose their $1 bet.

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Running a 2⁵-1 central composite design instead of a full factorial design can be a reasonable approach to save experimental effort while still obtaining valuable information.

However, it is important to consider the specific requirements and goals of your study, as well as the potential limitations of the reduced design. The decision should be based on a trade-off between the resources available, the complexity of the system being studied, and the desired level of precision in estimating the quadratic model.

A central composite design is a type of experimental design that combines factorial points with additional center points to estimate a quadratic model with main effects, two-factor interactions, and quadratic terms.

In a full factorial design for 5 variables, there would be 2⁵ = 32 factorial points.

However, if you run a 2⁵-1 design, you would exclude one factorial point, reducing the number of experimental runs to 31.

By doing this, you can save some experimental effort while still obtaining a reasonable estimate of the quadratic model.

The decision to use a reduced design should be based on several factors. Firstly, consider the resources available, including time, cost, and available sample size.

Running a full factorial design may require a larger sample size and more resources, which may not be feasible or necessary in some cases. Secondly, evaluate the complexity of the system being studied.

If the system has many factors and interactions, a full factorial design might be more appropriate to capture the complexity accurately. However, if the system is relatively simple, a reduced design can still provide useful information about the quadratic model.

It is important to note that a reduced design will result in some loss of information compared to a full factorial design. The excluded factorial point represents a specific combination of factor levels that will not be investigated, potentially leading to some uncertainty in estimating the quadratic model parameters.

However, if the design is well-planned and carefully executed, the reduced design can still provide valuable insights and estimates of the quadratic model, especially if the excluded point is not expected to have a significant impact on the response variables of interest.

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296 hot lunches were sold on Friday.

The number of hot lunches sold on Friday can be calculated by multiplying the total number of hot lunches by the relative frequency on Friday:

Hot lunches sold on Friday = 1,350 * 0.22 = 296

Relative frequency is a measure of the number of times an event occurs in a sample, expressed as a proportion of the total number of events. To find the number of hot lunches sold on Friday, we multiply the total number of hot lunches sold in the week by the relative frequency of Friday. This gives us the number of hot lunches sold on Friday, which is 296 in this case. Understanding relative frequency is important in statistics as it helps to summarize data and understand the distribution of events.

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It takes a machine at a seafood company 20 seconds to clean 3 pounds of shrimp. The rate of the machine is 0.15 pound per second

An equation is an expression that shows the relationship between two numbers and variables.

An independent variable is a variable that does not depend on any other variable for its value whereas a dependent variable is a variable that depend on any other variable for its value.

It takes a machine at a seafood company 20 seconds to clean 3 pounds of shrimp. Hence:

Rate of the machine = 3 pounds / 20 seconds = 0.15 pound per second

It takes a machine at a seafood company 20 seconds to clean 3 pounds of shrimp. The rate of the machine is 0.15 pound per second

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it is important to keep in mind that the results of a polygraph test should not be taken as absolute proof of deception or truthfulness, and that other factors should also be considered in evaluating a job applicant

While lie-detector tests (also known as polygraph tests) are sometimes used as part of a job application process, their reliability and accuracy are controversial and have been questioned by many experts in the field. The test measures physiological responses such as heart rate, blood pressure, and sweat gland activity in response to questions, and the results are interpreted by a trained examiner to determine whether the person is being truthful or deceptive.

However, there are several factors that can affect the results of a polygraph test, including the person's physiological state (such as anxiety or stress), the wording and interpretation of the questions, and the skills and biases of the examiner. False positives (indicating deception when the person is actually telling the truth) and false negatives (indicating truthfulness when the person is actually lying) are also possible.

In your case, it is possible that the lie-detector test gave a false positive result, indicating deception when you were actually telling the truth. There could be various reasons for this, such as anxiety or stress during the test, a misunderstanding or misinterpretation of the questions, or an error in the administration or interpretation of the test.

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The square is a useful technique in various mathematical applications, such as solving quadratic equations,  the Vertex of a parabola, or converting a quadratic equation into vertex form

The process of rewriting a quadratic equation so that one side is a perfect square trinomial is indeed called "completing the square." It is a technique used to solve quadratic equations and also to convert them into a specific form that makes further manipulation easier.

Completing the square involves manipulating the quadratic equation by adding or subtracting a constant term in order to create a perfect square trinomial on one side of the equation. The goal is to express the quadratic equation in the form of (x + p)² = q, where p and q are constants.

The steps to complete the square for a quadratic equation in the form ax² + bx + c = 0 are as follows:

1. Divide the equation by the coefficient of x², so that the coefficient becomes 1.

2. Move the constant term (c) to the other side of the equation.

3. Add the square of half the coefficient of x to both sides of the equation.

4. Factor the perfect square trinomial on the left side of the equation.

5. Take the square root of both sides of the equation.

6. Solve for x by setting up two separate equations, one positive and one negative.

Completing the square is a useful technique in various mathematical applications, such as solving quadratic equations, finding the vertex of a parabola, or converting a quadratic equation into vertex form. It allows for easier analysis and simplification of quadratic expressions and helps in understanding the properties of quadratic functions.

In summary, completing the square is the name of the process used to rewrite a quadratic equation so that one side is a perfect square trinomial. It involves manipulating the equation to create a squared binomial expression, making it easier to solve or analyze the quadratic equation.

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Answer:

25 hits

Step-by-step explanation:

you would divide 1000 by 40 and get 25

Answer:

7y=7-5x

Divide through by 7

y= (7-5x)÷7

y = 1 - 5x/7

The following are the variables that could be of interest to generate environmental data: Pollution levels: Pollution levels are a measure of the degree to which the air is contaminated.

Contaminants in the air, such as particulate matter and toxic gases, can be hazardous to human health and the environment, and monitoring them can provide valuable data on air quality.Air quality: Air quality refers to the level of pollution in the air. This could include measurements of various pollutants, such as nitrogen dioxide, sulfur dioxide, and particulate matter. This data can be gathered by a variety of sensors, including gas analyzers, particle counters, and spectrometers.Ozone concentration: Ozone concentration refers to the amount of ozone in the air. Ozone is a powerful oxidant that can have both beneficial and harmful effects on human health and the environment. Storm intensity: Storm intensity refers to the severity of a storm.

This could include measurements of wind speed, rainfall, and lightning activity. Data on storm intensity can be gathered using weather stations, Doppler radar, and lightning detection systems.Vegetation density: Vegetation density is a measure of how much plant life is present in a given area. This data can be used to monitor changes in ecosystems over time and to assess the impact of human activities on the environment. Vegetation density can be measured using satellite imagery, ground-based surveys, and remote sensing technologies.Earthquake intensity: Earthquake intensity refers to the strength of an earthquake. This could include measurements of ground motion, ground acceleration, and ground displacement. Data on earthquake intensity can be gathered using seismometers and other ground-based sensors. Wildlife diversity can be measured using a variety of techniques, including surveys, camera traps, and acoustic monitoring.

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Answer:

x = 10

Step-by-step explanation:

You have to divide 30 divided by 10 is 3 so ya.

Answer:

i think you have to divide

Step-by-step explanation:

30/3

x=10

Answer an essay on nothing

Step-by-step explanation:

In philosophy there is a lot of emphasis on what exists. We call this ontology, which means, the study of being. What is less often examined is what does not exist.

It is understandable that we focus on what exists, as its effects are perhaps more visible. However, gaps or non-existence can also quite clearly have an impact on us in a number of ways. After all, death, often dreaded and feared, is merely the lack of existence in this world (unless you believe in ghosts). We are affected also by living people who are not there, objects that are not in our lives, and knowledge we never grasp.

Upon further contemplation, this seems quite odd and raises many questions. How can things that do not exist have such bearing upon our lives? Does nothing have a type of existence all of its own? And how do we start our inquiry into things we can’t interact with directly because they’re not there? When one opens a box, and exclaims “There is nothing inside it!”, is that different from a real emptiness or nothingness? Why is nothingness such a hard concept for philosophy to conceptualize?

Let us delve into our proposed box, and think inside it a little. When someone opens an empty box, they do not literally find it devoid of any sort of being at all, since there is still air, light, and possibly dust present. So the box is not truly empty. Rather, the word ‘empty’ here is used in conjunction with a prior assumption. Boxes were meant to hold things, not to just exist on their own. Inside they might have a present; an old family relic; a pizza; or maybe even another box. Since boxes have this purpose of containing things ascribed to them, there is always an expectation there will be something in a box. Therefore, this situation of nothingness arises from our expectations, or from our being accustomed. The same is true of statements such as “There is no one on this chair.” But if someone said, “There is no one on this blender”, they might get some odd looks. This is because a chair is understood as something that holds people, whereas a blender most likely not.

The same effect of expectation and corresponding absence arises with death. We do not often mourn people we only might have met; but we do mourn those we have known. This pain stems from expecting a presence and having none. Even people who have not experienced the presence of someone themselves can still feel their absence due to an expectation being confounded. Children who lose one or both of their parents early in life often feel that lack of being through the influence of the culturally usual idea of a family. Just as we have cultural notions about the box or chair, there is a standard idea of a nuclear family, containing two parents, and an absence can be noted even by those who have never known their parents.

This first type of nothingness I call ‘perceptive nothingness’. This nothingness is a negation of expectation: expecting something and being denied that expectation by reality. It is constructed by the individual human mind, frequently through comparison with a socially constructed concept.

Pure nothingness, on the other hand, does not contain anything at all: no air, no light, no dust. We cannot experience it with our senses, but we can conceive it with the mind. Possibly, this sort of absolute nothing might have existed before our universe sprang into being. Or can something not arise from nothing? In which case, pure nothing can never have existed.

If we can for a moment talk in terms of a place devoid of all being, this would contain nothing in its pure form. But that raises the question, Can a space contain nothing; or, if there is space, is that not a form of existence in itself?

This question brings to mind what’s so baffling about nothing: it cannot exist. If nothing existed, it would be something. So nothing, by definition, is not able to ‘be’.

Is absolute nothing possible, then? Perhaps not. Perhaps for example we need something to define nothing; and if there is something, then there is not absolutely nothing. What’s more, if there were truly nothing, it would be impossible to define it. The world would not be conscious of this nothingness. Only because there is a world filled with Being can we imagine a dull and empty one. Nothingness arises from Somethingness, then: without being to compare it to, nothingness has no existence. Once again, pure nothingness has shown itself to be negation.

Step-by-step explanation:

use sum and product method