the parent function f(x)=^3√x is translated to g(x) = f(x+2)-4. which is the graph of g?​

The greatest number of tables that can be made is; 24 tables

To determine the limiting factor;

Hence, it goes that;

However, it follows from the question that; the same number of centerpieces be used on each table.

Hence, the ratio of flowers per chair is lowest and hence, 72×0.33 flowers are used, 24 tables can therefore be set up.

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Answer:

98.45 × 57.85 = 5696.3325

Step-by-step explanation:

Espero y te ayude esta respuesta :)

Based on the table, a relationship which best predicts the end behavior of the graph of f(x) include the following: C. as, x → ∞, f(x) → –∞, And as x → –∞, f(x) → ∞.

In Mathematics and Geometry, a function f(x) is generally considered as an odd function if the following condition holds for all x-values (both positive x-values and negative x-values) in the domain of function f(x):

-f(x) = f(-x) - f (x) = f(-x)

This ultimately implies that, the larger the x-values or independent values (domain) is, the smaller would be the y-values or output values (range). On the other hand (conversely), the smaller the x-values or independent values (domain) is, the larger would be the y-values or output values (range);

x → ∞, f(x) → –∞, And as x → –∞, f(x) → ∞.

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Answer:

x = 144°

Step-by-step explanation:

In the figure given , two regular polygons are given to us. Since the polygon has five sides , it is a regular Pentagon. We know that each angle of a regular Pentagon is 108° .

So , here as per figure two regular Pentagons are attached base to base . Now , we know that,

According to Question ,

⇒ 108° + 108° + x = 360°

⇒ 216° + x = 360°

⇒ x = 360° - 216°

⇒ x = 144°

Answer:

√[(5-1)² + (5-5)²]

√[16+0]

√(16)

+4 or -4 units

I hope this helped :D

Step-by-step explanation: for your other question

((

−

4

,

7

)

(

−

4

,

5

)

Answer:

4

Step-by-step explanation:

Research has shown that competent communicators achieve effectiveness by adjusting their behaviors to the person and situation (option e).

Effective communication involves being adaptable and responsive to the specific context, individual preferences, and the needs of the situation.

Competent communicators recognize that different people have different communication styles, preferences, and expectations. They understand the importance of tailoring their communication approach to effectively connect and engage with others.

This may involve using appropriate language, tone, non-verbal cues, and listening actively to understand the needs and perspectives of others.

By adapting their behaviors, competent communicators can build rapport, foster understanding, and promote effective communication exchanges. They are mindful of the social and cultural dynamics at play, and they strive to communicate in a way that is respectful, inclusive, and conducive to achieving mutual goals.

In summary, competent communicators understand that effective communication is not a one-size-fits-all approach. They adjust their behaviors to the person and situation, demonstrating flexibility and adaptability in order to enhance communication effectiveness.

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Competent communicators achieve effectiveness mostly by adjusting their behaviors to suit the person they are communicating with and the situation they find themselves in. While other factors, like having a broad vocabulary or giving feedback, play a part in effective communication, the former is considered the most crucial.

Research suggests that competent communicators achieve effectiveness mostly through adjusting their behaviors depending on the person they are communicating with and the situation they are in. This is option e. of your question. Communicating effectively involves behaviors like active listening, understanding the other person's point of view, being able to express thoughts and ideas clearly, and being polite and respectful. While a broad vocabulary (option b.) can be useful, it is not as crucial as adapting your behavior to fit the situation. Moreover, giving feedback (option d.) is a part of effective communication but not the sole defining factor. Apologizing when offending others (option c.) is also important but it doesn't necessarily make one a competent communicator. Using the same type of behavior in various situations (option a.) might not always work, as different situations and individuals require different communication styles.

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Answer:

B. SAS

Step-by-step explanation:

the line that joins the 2 triangles is considered a side, if you put an angle in between 2 sides its SAS.

Answer:

24x² - 13x -2

Step-by-step explanation:

To get the area of a rectanglenyou have to multiply the length and the width:

(8x+1) (3x−2)

Using Foil Method:

24x² -16x + 3x -2

24x² -13x -2

Given:

Amy paid $60 pair of 1 pair shorts and 2 T-shirts

Simon paid $75 for 1 pair of shorts and 3 T-shirts

Find-:

Cost of 1 pair of shorts

Explanation-:

Let 1 pair short cost is "x"

and 1 T-shirts cost is "y"

Amy paid:

Amy paid $60 pair of 1 pair shorts and 2 T-shirts

The cost of 1 pair shorts is:

So,

For Simon

So,

Solve both equation is:

eq(2) - eq(1)

Then,

So cost of 1 T-shirt is $15

For cost 1 pair short is:

So,

The cost of 1 pair of shorts is $30.

The dish alone is heavier than its content of pap by a fraction of 1/18. To determine the fraction of the dish that is heavier than its content of pap.

We need to find the weight of the dish alone and compare it to the weight of the pap and dish combined.

Given that the weight of the pap and container is two ninths, the weight of the cornflour is three fifteenths, the weight of the sugar is one eighteenth, and the rest is the weight of the dish.

To find the weight of the dish, we need to subtract the weights of the pap, cornflour, and sugar from the total weight of the pap and container.

Let's assume the total weight of the pap and container is represented by the fraction 1.

Weight of the pap and container: 1
Weight of the cornflour: 3/15 = 1/5 (since 3/15 simplifies to 1/5)
Weight of the sugar: 1/18
Weight of the dish: 1 - (1/5 + 1/18) = (18 - 3 - 10)/90

= 5/90

= 1/18

Therefore, the weight of the dish alone is 1/18 of the total weight of the pap and container.

To find the fraction of the dish and pap that is heavier than the pap alone, we need to compare the weight of the dish to the weight of the pap.

Weight of the dish: 1/18
Weight of the pap:

1 - 1/18 = 17/18

The fraction of the dish and pap that is heavier than the pap alone is:

(Weight of the dish)/(Weight of the dish + Weight of the pap)

= (1/18)/(1/18 + 17/18)

= 1/18 divided by 18/18

= 1/18 multiplied by 18/18

= 1/18

Therefore, the dish alone is heavier than its content of pap by a fraction of 1/18.

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Answer:

Step-by-step explanation:

Answer:

The answer is n=36 Hope this helps^_^

Step-by-step explanation:

plz give brainliest and rating

Answer:

y=-3/2x-15

Step-by-step explanation:

Answer:

The answer is 40%

Step-by-step explanation:

Answer:

40% increase

Step-by-step explanation:

90 - 36 = 54

90 - 54 = 36

36 / 90 = 0.4

0.4 x 100 = 40%

The t-distribution value is -1.67 for the given mean samples of 35 and 45. Thus, option B is correct.

M₁ = 35

M₂ = 45

SM1-M2 = 6.00

The t-value or t-distribution formula is calculated from the sample mean which consists of real numbers. To calculate the t-value, the formula we need to use here is:

t = (M₁ - M₂) / SM1-M2

Substituting the given values into the formula:

t = (35 - 45) / 6.00

t = -10 / 6.00

t = -1.67

Therefore, we can conclude that the value of t is -1.67 for the samples given.

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The t-distribution value is -1.67 for the given mean samples of 35 and 45. Thus, option B is correct.

Given, M₁ = 35

M₂ = 45

SM1-M2 = 6.00

The t-value or t-distribution formula is calculated from the sample mean which consists of real numbers.

To calculate the t-value,

the formula we need to use here is:

t = (M₁ - M₂) / SM1-M2

Substituting the given values into the formula:

t = (35 - 45) / 6.00

t = -10 / 6.00

t = -1.67

Therefore, we can conclude that the value of t is -1.67 for the samples given.

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The definition and explanation of an equation are given below with an example.

in mathematics, an equation is defined as an expression that expresses equality between 2 quantities or expressions. We use equations quite a lot in our daily lives whenever we have to equate two quantities and find out how they are equal. These are used in all branches of science because of the huge purpose they serve.

in simple words it tells what we have on the Left-Hand Side of the "=" sign is the same as what we have on the right-hand side of the statement. Some examples of equations are-

E²=m²c⁴+p²c²

x²+3x-1=0

70 oranges= 7 oranges × 10 oranges

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False. Each triangle in the STL file is defined by the vertices, but not necessarily by the inward pointing surface normal vector. The surface normal vector is often calculated based on the vertex positions.

False. The STL file is a mesh representation of the CAD model, and it does not contain all the information needed to fully reconstruct the original CAD model. It lacks information such as parametric features, assembly relationships, and design intent, making it difficult to recreate the exact original model.

The option "Increasing the heat exchange area for a heat exchanger" is NOT an advantage of using a lattice structure. Lattice structures are known for their lightweight properties, material-saving benefits, and simplified design and manufacturing processes.

However, increasing the heat exchange area for a heat exchanger is not typically associated with lattice structures. Heat exchangers usually rely on other design considerations, such as fin arrays or extended surfaces, to enhance heat transfer efficiency, rather than lattice structures.

Therefore, increasing heat exchange area is not a direct advantage of lattice structures.

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Answer:

\((a+b)^{2}- \sqrt[3]{x . 3y}\)

Step-by-step explanation:

Subtract the cube root of the product of x and 3y from the square of the sum of a and b.  

A = The square of the sum of a and b is  \((a+b)^{2}\)

B = The cube root of the product of x and 3y is  \(\sqrt[3]{x . 3y}\)

They want us to subtract B from A so B - A, therefore the following.

\((a+b)^{2}- \sqrt[3]{x . 3y}\)  

Answer:

the second table on the bottom

Step-by-step explanation:

To be a function the points have to pass the horizontal line test.

When you plot the graph of a function, then draw a horizontal line across the graph. If the horizontal line touches the graph only once, then the function does have an inverse function.

The solution of the division of the fraction is expressed as; -⁴/₁₅

When dividing fractions, what will carry out first is to turn it into multiplication. Thereafter, we will make use of the multiplicative inverse (reciprocal) to multiply.

We have the expression as;

-¹/₃ ÷ ⁵/₄

By the method described above, we can say that the solution is;

-¹/₃ × ⁴/₅

= -⁴/₁₅

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Answer:

This question requires a comparison between two different variables 6% and 16% values.  If we let x=$ loaned on 6% loans and y=$ loaned on 16% loans, then we can relate two equations.

0.06x + 0.16y = $1500  --> referencing the interest earned from each percentage loaned.

x + y = $16000  --> referencing the total amount of money loaned out.

Rearrange either equation and substitute for a value in the other equation or use elimination to determine each individual variable.

Step-by-step explanation:

Answer:

I think its the second one.

Step-by-step explanation:

Answer:

Step-by-step explanation:

The dimension of the basis is {[1 0 0 2], [-1 1 0 0]}.

To find a basis for the subspace S = span {[1 -1 0 2], [3 -5 4 8], [0 1 -2 -1]}, we can use the same method as in the example. First, we put the vectors in a matrix and row-reduce it:

[1 -1 0 2]
[3 -5 4 8]
[0 1 -2 -1]

R2 - 3R1 -> R2
R3 -> R3 + 2R1

[1 -1 0 2]
[0 -2 4 2]
[0 1 -2 -1]

-1/2R2 -> R2

[1 -1 0 2]
[0 1 -2 -1]
[0 1 -2 -1]

R3 - R2 -> R3

[1 -1 0 2]
[0 1 -2 -1]
[0 0 0 0]

We can see that the last row is all zeros, so we have only two pivots and one free variable. This means that the dimension of the subspace S is 2. To find a basis, we can write the pivots as linear combinations of the original vectors:

[1 -1 0 2] = [1 0 0 2] + [-1 1 0 0]
[0 1 -2 -1] = [0 1 -2 -1]

Therefore, a basis for S is {[1 0 0 2], [-1 1 0 0]}.

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Answer:

4w + 12

Step-by-step explanation:

Perimeter of a rectangle = 2(length + width)

Let

Width of the rectangle = w feet

Length of the rectangle = (w + 6) feet

Perimeter of a rectangle = 2(length + width)

= 2{(w+6) + w}

= 2(w + 6 + w)

= 2(2w + 6)

= 4w + 12

Perimeter of a rectangle = (4w + 12) feet

Answer:

4

Step-by-step explanation:

Answer:

9

Step-by-step explanation:

5- 2/5= 5 - 0.4= 4.6 - How many cups she has left

4.6 ÷ 1/2 = 4.6 × 2/1 = 9.2

9.2≈9

Sonya made 9 complete bags

Hope this helps!!!

To find the value of x, we need to follow these steps:

1. Calculate the total sum of the ages of the 6 cars.
2. Subtract the sum of the known ages from the total sum.
3. The result will be the value of x.

Step 1: Since the average age of the 6 cars is 7 years, we multiply the average (7) by the number of cars (6) to find the total sum of ages.
Total sum of ages = 7 * 6 = 42 years

Step 2: Subtract the sum of the known ages (6, 14, 5, 1, and 8) from the total sum.
Sum of known ages = 6 + 14 + 5 + 1 + 8 = 34 years
42 (total sum of ages) - 34 (sum of known ages) = 8

Step 3: The result is the value of x.
x = 8

So the value of x is 8.

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Answer:

-11w^2+13

Step-by-step explanation:

(-13w^2+13)-(-2w^2)

Distribute the minus sign

-13w^2+13+2w^2

Combine like terms

-13w^2+2w^2+13

-11w^2+13

Engineers can be held most morally blameworthy for foreseeable harms resulting from technological innovations, engineers have a responsibility to anticipate the potential consequences of their work,

and to take steps to mitigate those consequences. If they fail to do so, and their work results in harm, they can be held morally blameworthy. When engineers develop new technologies, they have a responsibility to consider the potential consequences of their work.

They need to think about how their technology could be used, and whether it could be used to harm people or the environment.

They also need to consider how their technology could be misused, and what steps they can take to prevent misuse.

If engineers fail to consider the potential consequences of their work, and their work results in harm, they can be held morally blameworthy. This is because they have a duty to protect the public from harm, and they have failed to fulfill that duty.

For example, engineers who develop new weapons systems have a responsibility to consider the potential consequences of their work. They need to think about how their weapons could be used,

and whether they could be used to kill or injure innocent people. They also need to consider how their weapons could be misused, and what steps they can take to prevent misuse.

If engineers fail to consider the potential consequences of their work, and their weapons are used to kill or injure innocent people, they can be held morally blameworthy. This is because they have a duty to protect the public from harm, and they have failed to fulfill that duty.

It is important to note that engineers cannot be held morally blameworthy for unforeseeable harms. This is because they did not have the opportunity to anticipate the harm, and they could not have taken steps to prevent it.

For example, engineers who develop new medical treatments cannot be held morally blameworthy if the treatments have unforeseen side effects. This is because the engineers did not have the opportunity to anticipate the side effects, and they could not have taken steps to prevent them.

In conclusion, engineers can be held morally blameworthy for foreseeable harms resulting from technological innovations.

This is because they have a responsibility to anticipate the potential consequences of their work, and to take steps to mitigate those consequences.

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We have to find the value of the first number from the given equation 2n+1 = 157.

To solve this equation, we can use the following steps:

Subtract 1 from both sides to isolate 2n:
2n + 1 - 1 = 157 - 1
2n = 156

Divide both sides by 2:
2n/2 = 156/2
n = 78

Therefore, the first number is 78.


Given that the sum of two consecutive numbers is 157. And the equation 2n + 1 = 157 represents the situation where n is the first number. Our task is to find the first number.

To solve the above equation, we can isolate n by first subtracting 1 from both sides. This gives us the following equation:

2n + 1 - 1 = 157 - 1

Simplifying the above equation by canceling out 1 from both sides, we get:

2n = 156

Further, dividing both sides by 2 gives us the value of n:

2n/2 = 156/2

n = 78

Therefore, the first number is 78.


The first number is found to be 78 using the given equation.

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