2x+12>26 how do i solve this?

Answer:

222 diameter or d=222

Step-by-step explanation:

d=2r=2·111=222

Pls, choose me as brainliest!

Answer:

The tree is 9.1 meters high.

Step-by-step explanation:

We can use the Pythagorean Theorem to solve this problem. Let T be the height of the tree. We can set up the following equation:

4.2^2 + T^2 = 6.5^2

Solving for T, we get:

T = sqrt(6.5^2 - 4.2^2)

T = sqrt(41.25 - 17.64)

T = sqrt(23.61)

T = 4.878

Since the height of the tree is measured to the nearest tenth, we can round this value to 9.1 meters.

200 number of students brought their lunch to school on Thursday.

A Percentage is a number or ratio that can be expressed as a fraction of 100.

To determine the percentage, we have to divide the value by the total value and then multiply the resultant by 100.

Percentage formula = (Value/Total Value) × 100

P% of Number = X

where X is the required percentage.

If we remove the % sign, we need to express the above formula

P/100 × Number = X

Given:

Total number of students in school = 800

25% students bring their lunch every day.

25% of 800

= \(\frac{25}{100} \times 800\)

= 25 × 8

= 200

200 students bring their lunch to school on Thursday.

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Answer for this system: (-1, 4)

The probability that the first person picks a mango or a june plum or cashew pack is 0.84

From the question, we have the following parameters:

Start by calculating the total number of fruits

This is represented as

Total number of fruits = Mangoes + Cashew packs + June plums + Jamaican apples

Substitute the known values in the above equation

So, we have the following equation

Total number of fruits = 12 + 17 + 13 + 8

Evaluate the like terms

Total number of fruits = 50

The total number of mango,  june plum or cashew pack is

Selected fruit = Mangoes + Cashew packs + June plums

So, we have

Selected fruit = 12 + 17 + 13

Evaluate

Selected fruit = 42

The probability of picking any of these fruits is then calculated as

Probability (P) = Selected Fruit/Total number of fruits

So, we have

P = 42/50

Evaluate

P = 0.84

Hence, the value of the probability is 0.84

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Answer:

    Part 1

Given equation:

C(t) = -0.30 (t – 12)² + 40  

For t = 0

C(t) = -0.30 (0 - 12)² + 40

C(t) = -0.30 (-12)² + 40

C(t) = -3.2

For t = 12 (noon)

C(t) = -0.30 (12 - 12)² + 40

C(t) = -0.30 (0)² + 40

C(t) = 40

For t = 24 (midnight)

C(t) = -0.30 (24 - 12)² + 40

C(t) = -0.30 (12)² + 40

C(t) = -0.30 × 144 + 40

C(t) = - 43.2 + 40

C(t) = -3.2

Part 2

attached below

Part 3

C(t) = –0.30(t – 12)² + 40

F(t)=9/5C(t)+32

Substituting the values:

F(t)=9/5{–0.30 (t – 12)² + 40}+32

F(t) = -0.54 (t – 12)² + 72 + 32

F(t) = -0.54 (t – 12)² + 104

5, 6 and 7, should be simplish

good luck, i hope this helps :)

Step-by-step explanation:

To find the sum and carry for this function on a truth table, we must first complete the truth table by computing the function's values for all possible inputs.

The given function is\(Q = (X*2) + (Y/2) + Z\)

Here's the truth table:X Y Z Q0 0 0 00 0 1 10 1 0 20 1 1 31 0 0.5 1.51 0 1 21 1 0.5 3.5 1 1 3

From the truth table above, we can see that the sum of Q for all eight input combinations is 12.

To find the carry, we will need to determine the maximum output value for the given function.

We can observe that the highest output value is 3.5.

Therefore, there is no carry for this function since the highest output value is less than four.

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If you calculate SLE to be $25,000 and that there will be one occurrence every four years (ARO), then the ALE is $40,000.

A expected monetary decline each moment an asset is at risk is referred to as single-loss expectancy (SLE). It is a term that is most frequently used during risk analysis and attempts to assign a monetary value to each individual threat.

Quantitative risk analysis predicts the likelihood of certain risk outcomes as well as their approximate monetary cost using relevant, verifiable data.

IT professionals must consider a wide range of risks, including the following:

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The 9:30 class has 361.5 kiwi (15 kiwi for every 2 watermelons multiplied by 241 watermelons) for their fruit fort and attacks.

The 9:30 class has 361.5 kiwi (rounded to the nearest half kiwi). To calculate this, you can set up a proportion:

15 kiwi / 2 watermelons = x kiwi / 482 watermelons

Cross-multiplying, you get:

2 watermelons * 15 kiwi = x kiwi * 482 watermelons

30 kiwi = 482x

x = 30 kiwi / 482

x = 0.06224 kiwi per watermelon

Multiplying this by the 482 watermelons the 8:30 time class has, you get:

0.06224 kiwi/watermelon * 482 watermelons = 30 kiwi

Therefore, the 9:30 class has 361.5 kiwi (15 kiwi for every 2 watermelons multiplied by 241 watermelons) for their fruit fort and attacks.

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Answer: 5+d

Step-by-step explanation:

More means adding and it doesn't matter which order you put it in in adding.

A system having ΔG equal to zero means that the system is at equilibrium at standard conditions. This is option c. In a chemical reaction, ΔG represents the change in Gibbs free energy, which is a measure of the energy available to do work.

When ΔG is equal to zero, it indicates that the system is balanced, with the forward and reverse reactions occurring at the same rate. At equilibrium, the concentrations of reactants and products remain constant over time. For example, consider the reaction A ⇌ B. Initially, if we have more A than B, the forward reaction will be favored until equilibrium is reached. At equilibrium, the rate of the forward reaction equals the rate of the reverse reaction, and the concentrations of A and B remain constant. In this case, ΔG is zero.

It is important to note that while a ΔG of zero indicates equilibrium, it does not provide information about whether the reaction is spontaneous or nonspontaneous. The spontaneity of a reaction is determined by the sign of ΔG. If ΔG is negative, the reaction is spontaneous, while a positive ΔG indicates a nonspontaneous reaction.

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Answer:

Step-by-step explanation:

gradient = y2-y1/x2-x1

-6-0/4-12

-6/-8

=3/4

Step-by-step explanation:

The mean is 78

   87 is 9 points above the mean

      this is   9 / 6.5  = + 1.39  standard deviations above the mean

                     z -score =+ 1.39 which represents .9177 ( from table )

or    91.77% scored LESS than this

           the remaining 8.23% scored HIGHER than this

                     8.23% * 25 students = .0823 * 25 = ~ 2 students

Answer:

-3

Step-by-step explanation:

40=16-8r

Subtract 16 from both sides.

24=-8r

Now divide by -8

-3=r

Answer:

-3= r

Step-by-step explanation:

40= 16- 8r

subtract 16 from both sides

40-16= 16 - 16 -8r

24= -8r

divide both sides by -8

24/-8 = -8r/-8

-3= r

To determine the statistical significance of the coefficients, you would need to examine the p-values associated with each coefficient.

If a coefficient has a p-value less than the chosen significance level (usually 0.05), then it can be considered statistically significant. This means that there is strong evidence to suggest that the coefficient is not zero and that the corresponding independent variable has a significant impact on the dependent variable.

In summary, while a high R-squared value indicates a good fit of the model, it does not directly imply the statistical significance of the coefficients. The significance of the coefficients is determined by their respective p-values.

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The R-squared value does not determine the statistical significance of coefficients in a regression model. It measures the goodness of fit of the model, while statistical significance is determined through hypothesis testing of individual coefficients.

The statement that "If R-squared is greater than 0.95 in a regression model, it means that all the coefficients are statistically significant at the 5% level" is not accurate. R-squared and statistical significance are different concepts in regression analysis.

R-squared, also known as the coefficient of determination, measures the proportion of the variance in the dependent variable that is explained by the independent variables in the regression model. It ranges from 0 to 1, with a higher value indicating a better fit of the model to the data. An R-squared value of 0.95 means that 95% of the variance in the dependent variable is explained by the independent variables in the model.

On the other hand, statistical significance refers to the likelihood that the relationship between an independent variable and the dependent variable in the regression model is not due to chance. It is assessed through hypothesis testing, typically at a predetermined significance level (such as 5%). In hypothesis testing, a p-value is calculated, and if it is below the significance level, it suggests that the relationship is statistically significant.

Therefore, even if the R-squared value is high (greater than 0.95), it does not necessarily imply that all the coefficients in the regression model are statistically significant at the 5% level. Each coefficient needs to be individually tested for statistical significance using the corresponding p-value.

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The inequality shaded in the graph is given as follows:

y ≥ 5x/2 + 3.

The slope-intercept equation for a linear function is presented as follows:

y = mx + b

In which:

The graph crosses the y-axis at y = -3, hence the intercept b is given as follows:

b = 3.

When x increases by 2, y increases by 5, hence the slope m is given as follows:

m = 5/2.

Then the equation of the line is given as follows:

y = 5x/2 + 3.

The line is a solid line, and values above it are plotted, hence the inequality is given as follows:

y ≥ 5x/2 + 3.

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Answer:

whats your answer please give

The maximum modulus is the maximum value of |z| within the given domain.

To find the maximum modulus, we need to find the point(s) within the unit circle where the modulus is the highest.

(a) ƒ(z) = z² - 2z + 3

We can write ƒ(z) as ƒ(z) = (z - 1)² + 2, which is a parabola that opens upwards. The maximum modulus occurs at the vertex, which is located at z = 1, and the maximum modulus is ƒ(1) = 2.

(b) ƒ(z) = z² + z - 1

We can write ƒ(z) as ƒ(z) = (z + 1/2)² - 5/4, which is a parabola that opens upwards. The maximum modulus occurs at the vertex, which is located at z = -1/2, and the maximum modulus is ƒ(-1/2) = 1/4.

(c) ƒ(z) = (z + 1)/(2z - 2)

We can write ƒ(z) as ƒ(z) = 1/2 + 3/(2z - 2), which is a hyperbola that opens downwards. The maximum modulus occurs at the point where the real part of z is 1/2, and the imaginary part of z is 0, which is located at z = 1. The maximum modulus is ƒ(1) = 2.

(d) ƒ(z) = cos(z)

The maximum modulus of cos(z) occurs at z = 0 or z = π, where the modulus is 1.

Therefore, the maximum modulus for each function is:

(a) 2

(b) 1/4

(c) 2

(d) 1

Note: The modulus of a complex number z is defined as |z| = sqrt(x^2 + y^2), where x and y are the real and imaginary parts of z, respectively. The maximum modulus is the maximum value of |z| within the given domain.

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Angle C is the biggest.

The longest side in a triangle is opposite the largest angle, and the shortest side is opposite the smallest angle.

The three elements of an offer in a contractual context are Intent, Definite Terms, Communication

The three elements of an offer in a contractual context are:

1. Intent: Intent refers to the intention of one party to make a specific offer to another party. It signifies a genuine desire to enter into a legal agreement. In this case, the advertisement in the bridal magazine showcasing the pearl necklace priced at $69.99 indicates the intent of Precious Jewelry to offer the necklace for sale.

2. Definite Terms: An offer must contain definite and specific terms that outline the essential elements of the proposed agreement. These terms include the identification of the product or service being offered, its quantity or scope, and the price or consideration involved. In this scenario, the advertisement specifies the pearl necklace, its price of $69.99, and the fact that it is available for purchase.

3. Communication: An offer needs to be communicated to the offeree, the party to whom the offer is being made. The offeror must convey the offer clearly and effectively to the offeree for it to be valid. In this case, the advertisement in the bridal magazine serves as the means of communication, as it reaches out to potential customers like Sharon, making her aware of the offer to purchase the pearl necklace.

To summarize, the elements of an offer include the intent of the offeror to create a legal agreement, the presence of definite terms outlining the essential elements of the offer, and the effective communication of the offer to the offeree.

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To find the point on the surface 6x = y^2 + z^2 where its tangent plane is parallel to a given plane, we need to find a point on the surface and determine the normal vector of the surface at that point.

Then, we can compare the normal vector of the surface to the normal vector of the given plane to check if they are parallel.

Let's first find a point on the surface by substituting a value for either y or z and solving for x. Let's choose y = 0:

6x = 0^2 + z^2

6x = z^2

x = z^2/6

So, one point on the surface is (z^2/6, 0, z).

To find the normal vector of the surface at this point, we can calculate the partial derivatives with respect to x, y, and z:

∂/∂x (6x) = 6

∂/∂y (y^2 + z^2) = 0

∂/∂z (y^2 + z^2) = 2z

The normal vector is then N = (6, 0, 2z) = (6, 0, 2z) / ||(6, 0, 2z)||, where ||N|| represents the magnitude of N.

To determine if the tangent plane is parallel to a given plane, we compare the normal vector of the surface to the normal vector of the given plane. If they are parallel, their direction vectors should be proportional.

If the given plane is parallel to the xy-plane and has a normal vector N_1 = (0, 0, 1), we can compare it to the normal vector of the surface. In this case, we see that the z-component of N (2z) is not proportional to the z-component of N_1 (1). Therefore, the tangent plane of the surface at the chosen point is not parallel to the given plane.

To find a point on the surface where its tangent plane is parallel to the given plane, we would need to choose a different point on the surface such that the normal vector of the surface at that point is parallel to the given plane's normal vector.

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Answer:

Step-by-step explanation:

1) A similar triangle must have the same ratios of sides. Triangle ABC and triangle LNM are similar because all the sides of LNM are 1/2 of the sides of ABC. As they are all in a 1:2 ratio, the triangles are similar.

2) ADE and ABC are similar because each angle is the same. Angle D and Angle B are the same because they are shown as the same with the same dot symbolization. Angle E and C are the same because they are shown as the same with the same curvy angle representation. ADE and ABC share A as the same angle, so all three angles are the same.

5) As triangles ABC and EDC are similar, the sides must have the same ratio. ED is similar to AB, EC is similar to AC, and CD and BC are similar. First we find the ratio. The only pair of similar lines are EC and AC, so we have to find the ratio from those two lines. EC is 15 and AC is 10/3, so we do 15 divided by 10/3 and we get 9/2. Therefore, the ratio is 9/2. Now we can find x and y. We can first look at ED and AB. Ed is 12 and AB is y. We know that it must have the same ratio of 9/2, so 12/y must equal 9/2. We can do proportions. 12/y = 9/2, 9y = 24 (you multiply the numbers diagonally). So, we get y = 8/3. Now we can get x the same way. BC and CD are similar, and so x/5 must equal 9/2 as well. We use proportions again and we have x/5 = 9/2, so 45 = 2x and x = 45/2.

Answer:

4.ADE /// ABC (same <s)

<D = <B (corresponding <s)

<E = <C (corresponding <s)

ADE and ABC share A as the same < so all <s are = (AAA )

A circle is defined as a set of coplanar points equidistant from a given center point, forming a closed curve.

A circle is defined as "all coplanar points equidistant from a given point." This definition highlights the key characteristics of a circle.

Firstly, a circle is formed by a set of points. These points lie in the same plane, known as the plane of the circle.

Secondly, there is a central point called the center of the circle. All points on the circle are equidistant from this center point. This means that the distance between any point on the circle and the center point remains the same.

In contrast to the other options:

Two rays with a common endpoint cannot define a circle, as they form an angle and not a closed curve.

A piece of a line with two endpoints represents a line segment, which does not form a closed curve.

A piece of a line with one endpoint represents a ray, which also fails to form a closed curve.

Point and line do not define a circle either, as they are separate entities.

A circle, however, encompasses all the points on its circumference, forming a continuous curve. It is often represented by a geometric shape consisting of a curved line that encloses an area. The radius of a circle is the distance between the center and any point on the circumference, while the diameter is the distance between two points on the circumference passing through the center.

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It will take 15/2 hours for Mitch to run 1 mile. Cancelling out the common factors from numerator and denominator, the ratio reduces to 15/2.

Mitch ran 5/2 of a mile in 1/3 of an hour. To calculate how many hours it will take Mitch to run 1 mile, we need to use a ratio. The ratio is (5/2)/(1/3). To solve this, we need to multiply the numerator and denominator of the first fraction with the denominator of the second fraction, and then multiply the numerator and denominator of the second fraction with the denominator of the first fraction. So, the ratio becomes (5/2)*(3/1)/(1/3)*(2/1). Cancelling out the common factors from numerator and denominator, the ratio reduces to 15/2. This means that it will take 15/2 hours for Mitch to run 1 mile.

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I'm not sure if it is dynamic or static equilibrium but if I had to choose I'd say dynamic

Answer:

It is in static equilibrium with a net force of 0 N.

Step-by-step explanation:

EDGE21

Answer:

how long will it take for what

Step-by-step explanation:

Answer: it takes 1 person, 0.8 day

Step-by-step explanation:

Answer:

5. 27/100 or .27

6. 91% or 91/100

7. 10000% 0r 100/1

Step-by-step explanation:

Im confused by number 7. Do you mean 1.00?

The sentence, using the rational root theorem, is completed as follows:

If a polynomial function f has integer coefficients, then every rational solution of f(x) = 0 has the format p/q, where p is a factor of the constant term and q is a factor of the leading coefficient.

The rational root theorem states that a polynomial with integer coefficients will have every rational solution following the format p/q.

The variables p and q are defined as follows:

Hence the blanks in this problem are completed, respectively, by:

Constant term and leading coefficent.

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Answer:

UV is 45 and RS is 114 because midsegment is half of the side parallel to it.

Step-by-step explanation: