Total
Two villages are 12 km apart in real life.
How far apart would they be on a map
with scale 1 : 75000 ? Round to 1 d.p.
2.
14

Answer:

12

Step-by-step explanation:

1+3+4+6+6+8+9+11=48. Knowing this, we can now figure out the other side of the equation. To make both equations true, both sides must equal 48.

To this, simply divide 48 by 4.

48/4=12

Thus, your answer is 12

Answer: 12

Step-by-step explanation:

1+3+4+6+6+8+9+11 is 48 (you can double check)

48=4*X (calling x as the smiley).

Divide 4 by each side.

12=X

The equation log₂(x - 1) = x³ - 4x has one solution at x = 2.

To determine the solutions to the equation log₂(x - 1) = x³ - 4x, we can set the two expressions equal to each other:

log₂(x - 1) = x³ - 4x

Since we know that the graphs of the two functions intersect at the points (2, 0) and (1.1187, -3.075), we can substitute these values into the equation to find the solutions.

For the point (2, 0):

log₂(2 - 1) = 2³ - 4(2)

log₂(1) = 8 - 8

0 = 0

The equation holds true for the point (2, 0), so (2, 0) is one solution.

For the point (1.1187, -3.075):

log₂(1.1187 - 1) = (1.1187)³ - 4(1.1187)

log₂(0.1187) = 1.4013 - 4.4748

-3.075 = -3.0735 (approx.)

The equation is not satisfied for the point (1.1187, -3.075), so (1.1187, -3.075) is not a solution.

Therefore, the equation log₂(x - 1) = x³ - 4x has one solution at x = 2.

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Answer:

2 n - 2 = n - 38

Step-by-step explanation:

Two fewer than "a number doubled"

2n-2 = n-38

The most appropriate units to describe the cost of the sandbox would indeed be dollars.

When describing the cost of an item or service, it is essential to use the unit that represents the currency being used for the transaction. In this case, the total cost of the sand for the school's sandbox is given in dollars. To maintain consistency and clarity, it is best to express the cost in the same unit it was provided.

Using dollars as the unit for the cost allows for clear communication and understanding among individuals involved in the transaction or discussion. Dollars are widely recognized as the standard unit of currency in many countries, including the United States, where the dollar sign ($) is commonly used to denote monetary values.

Using meters, the unit for measuring the dimensions of the sandbox, to describe the cost would be inappropriate and could lead to confusion or misunderstandings. Mixing units can cause ambiguity and hinder effective communication.

Therefore, it is most appropriate to describe the cost of the sand in dollars, aligning with the unit of currency provided and commonly used in financial transactions. This ensures clarity and facilitates accurate comprehension of the cost associated with the sand purchase for the school's sandbox.

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Answer:

60^2/5

Step-by-step explanation:

2^2/5 × 5^2/5

=(12×5)^2/5

=60^2/5

\(\huge\text{Hey there!}\)

\(\huge\textsf{12}}^ \mathsf{^ {\dfrac{2}{5}}}\ \huge\boxed{\times}\ \huge\textsf{5}^\mathsf{^ \dfrac{2}{5}}\)

\(\huge\boxed{=}\huge\textsf{ 2.70192 }\huge\boxed{\times}\huge\textsf{ 1.903654}\)

\(\huge\boxed{= }\huge\textsf{ 60}^\mathsf{\dfrac{2}{5}}\)

\(\huge\boxed{\approx}\huge\textsf{ 5.143521}\)

\(\huge\text{Therefore, the answer is: \boxed{\textsf{60}^\mathsf{^\dfrac{2}{5}}}}\huge\checkmark\)

\(\huge\text{Good luck on your assignment \& enjoy your day!}\)

~\(\frak{Amphitrite1040:)}\)

Answer:

The answer is B that is

\( \frac{3}{4} pr\)

Answer:

Angelena is correct.....

Answer:

False

Step-by-step explanation:

Answer:

False. Just click False.

Step-by-step explanation:

Answer:

the answer would be B -4/3

Step-by-step explanation:

Answer:

First, we need to put the expression into slope-intercept form: y = mx + b, where the m is the slope,

8x + 6y = 12

-8x            -8x

6y = 12 - 8x

y = 2 - 8/6x

y = -8/6x + 2

the slope is B. -4/3

The majority of the population is capable of learning, but not everyone is taught effectively is: (a) 100%.

Let's discuss why this statement is true.

The student question asks about the percentage of the population that is capable of learning but not taught effectively for their learning style.

It can be generally assumed that a large proportion of the population is capable of learning.

The statement "Almost of the population is capable of learning, however, many are not taught in an effective manner for their own learning style" suggests that a majority of the population is capable of learning, but not everyone is taught effectively.

Based on this, the answer to the given question is option (a) 100%.

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Answer:

(- 2, 4 )

Step-by-step explanation:

A translation of 5 units left means subtract 5 from the original x- coordinate.

A translation of 6 units up means add 6 to the original y- coordinate.

Thus

(3, - 2 ) → (3- 5, - 2 + 6 ) → (- 2, 4 )

The coordinates of the point (3,-2), translated 5 units left and 6

units up are (-2, 4) option (D) (-2, 4) is correct.

It is defined as the change in coordinates and the shape of the geometrical body. It is also referred to as a two-dimensional transformation. In the geometric transformation, changes in the geometry can be possible by rotation, translation, reflection, and glide translation.

It is given that:

The point (3,-2), translated 5 units left and 6 units up.

A 5-unit left translation entails taking 5 away from the initial x-coordinate.

A translation of six units upwards entails multiplying the initial y-coordinate by six.

After applying the translation:

(3, -2) → (3- 5, - 2 + 6) → (-2, 4)

Thus, the coordinates of the point (3,-2), translated 5 units left and 6

units up are (-2, 4) option (D) (-2, 4) is correct.

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Answer:

Hey, Here is your Answer... Sister

Answer:

\( \dfrac{x^{5}}{y^{8}} \)

Step-by-step explanation:

\( \dfrac{y^{-8}}{x^{-5}} = \)

\( = \dfrac{x^{5}}{y^{8}} \)

The expression is simplified to give y⁻⁸x⁵

First, it is important to note that index forms are described as mathematical forms that are used to represent numbers of variables that are too large or that are too small in more convenient forms.

These index forms are also known as scientific notations or standard forms

From the information given, we have that;

y to the negative eighth power over x to the negative fifth power

This is represented as;

y⁻⁸/x⁻⁵

Since the forms are not of the same bases, we cannot add the exponents

y⁻⁸x⁵

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The lines L1 and L2 are skew, meaning they do not intersect and are not parallel. There is no point of intersection.

To determine whether two lines are parallel, skew, or intersecting, we compare their direction vectors.

For L1, the direction vector is (-3, 9, -12).

For L2, the direction vector is (25, -6, 8).

If the direction vectors are proportional (scalar multiples of each other), the lines are parallel. If the direction vectors are not proportional and the lines do not intersect, they are skew. If the lines do intersect, they are intersecting.

In this case, the direction vectors (-3, 9, -12) and (25, -6, 8) are not proportional, indicating that the lines are not parallel. To determine if they intersect, we would need to set the parametric equations of the lines equal to each other and solve for t and s. However, upon comparing the equations, we can see that the terms involving t and s have different coefficients, indicating that the lines do not intersect. Therefore, the lines L1 and L2 are skew and do not have a point of intersection.

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Answer:

mean = adding all/ 10

mode = 125 because it is repeating most of the time

the calculation is given in the picture,please see it

Answer:

a. 2(4*8 + 8*6 + 4*6)

2(32+48+24)

2(104)

208 in^2

b. 4*8*6 = 192 in^3

Answer:

Step-by-step explanation:

A rotation is a transformation in a plane that turns every point of a figure through a specified angle and direction about a fixed point. The fixed point is called the center of rotation. The amount of rotation is called the angle of rotation and it is measured in degrees.

Therefore, the fixed point is called the center of rotation.

What are the angles?

Angles are formed when two lines intersect at a point. The measure of the 'opening' between these two rays is called an 'angle'.

A rotation means that the transformation in a plane that turns every point of a figure through a specified angle and direction about a fixed point.

So,the fixed point is called the center of rotation. The amount of rotation is called the angle of rotation and it is measured in degrees.

Hence, the fixed point is called the center of rotation. The amount of rotation is called the angle of rotation and it is measured in degrees.

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Answer:

Hello!

`~~~~~~~~~~~~`

(2a-b)^2 -4(2a-b) -13 =

\(v = 4a^{2} - 4ab + b^{2} - 8a +4b - 13\)

~~~~~~~~~~~~`

Step-by-step explanation: All you have to do is Factor the polynomial.

Hope this helped you. Brainliest would be nice!

______________❤︎______________

A Pentagon

A Dodecagon

A Decagon

Sure hope this helps you

Information is needed to evaluate the project's financial viability, considering factors such as the initial investment, expected cash flows, cost of capital, and project duration.

To calculate the year 1 operating cash flows (OCF), we need to subtract the year 1 costs from the year 1 revenues:

OCF = Year 1 Revenues - Year 1 Costs

OCF = $192,000 - $125,000

OCF = $67,000

To find the depreciation expense in year 3, we need to determine the depreciation method. The provided information is incomplete regarding the depreciation method, so we cannot calculate the depreciation expense in year 3 without knowing the specific method.

The change in Net Working Capital (NWC) in year 2 can be determined by multiplying the Net Working Capital percentage (given as a percentage of t+1 revenues) by the year 1 revenues and subtracting the result from the year 2 revenues:

Change in NWC = (Year 2 Revenues - Net Working Capital percentage * Year 1 Revenues) - Year 1 Revenues

Without the specific Net Working Capital percentage or Year 2 Revenues values, we cannot calculate the exact change in NWC in year 2.

The net cash flow from salvage (ATSV) is calculated by multiplying the Salvage Value percentage by the Initial Cost:

ATSV = Salvage Value percentage * Initial Cost

ATSV = 28% * $390,000

ATSV = $109,200

To calculate the project's NPV, we need the cash flows for each year, the cost of capital, and the project duration. Unfortunately, the information provided does not include the cash flows for each year, so we cannot calculate the project's NPV.

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The complete question is:

Below are your numerical inputs for the problem: 4 & Initial Cost (\$) & 390000 5 & Year 1 Revenues (\$) & 192000 6 & Year 1 Costs (\$) & 125000  7 & Inflation & 2.75% 8 & Project Duration (years) & 6 9 & Depreciation Method & 10 & Tax Rate & 11 & Net Working Capital (\% oft+1 Revenues) & MACRS 12 & Salvage Value (\$) & 28.00% 13 & Cost of Capital & 15.00% & 245000 How much are the year 1 operating cash flows (OCF)? How much is the depreciation expense in year 3 ? What is the change in Net Working Capital (NWC) in year 2? What is the net cash flow from salvage (aka, the after-tax salvage value, or ATSV)? What is the project's NPV? Would you recommend purchasing the ranch? Briefly explain.

The commission earned are R41123.17, R47931.67 and R15024.09

The VAT included prices are given as:

R271 800,00; R316 800,00 and R99 300,00.

The VAT rate is 12.36%.

So, the price before VAT is calculated as:

VAT included = Price without VAT * (1 + 12.36%)

This gives

VAT included = Price without VAT * 1.1236

So, we have:

Price without VAT = VAT included/1.1236

For the three cars, we have:

Price without VAT = R271 800.00/1.1236 = R241901

Price without VAT = R316800.00 /1.1236 = R281951

Price without VAT = R99300.00/1.1236 = R88377

Hence, the prices of the cars before VAT was added are R241901, R281951 and R88377

This is calculated as:

Commission = Price * 17%

So, we have:

Commission = R241901 * 17% = R41123.17

Commission = R281951 * 17% = R47931.67

Commission = R88377 * 17% = R15024.09

Hence, the commission earned are R41123.17, R47931.67 and R15024.09

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Answer:

<--------o           o------------->

         -4           2

Step-by-step explanation:

Because the sign in the inequalities is only greater than/ less than (not equal to), we know that there is an open dot on x=-4 and on x=2.

From there, we shade the area on the graph that is true to the function.  So, we can test points.

First we will test x=-5

-5<-4  --> this is true, so we will shade to the left of x=-4

Now test x=0

0<-4  --> this is false

0>2  --> this is also false, so the area between the two open dots will not be shaded

Now test x=3

3>2  --> this is true, so we will shade to the right of x=3

Answer: 25%

Step-by-step explanation:

Given

Total students on a field trip are 68

Out of 68, only brings the camera

The percentage of students that bring the camera is given by

\(\Rightarrow \dfrac{17}{68}\times 100\\\\\Rightarrow \dfrac{1}{4}\times 100=25\%\)

Thus, only 25% of students bring a camera.

In order to find the weight at which the mean weight of three randomly picked fruits is greater than 8% of the time, we need to calculate the corresponding z-score.

The z-score represents the number of standard deviations a particular value is from the mean in a normal distribution. By finding the z-score associated with the 8th percentile (since we want the mean weight to be greater than 8% of the time), we can then convert it back to the weight in grams.

To find the z-score, we need to calculate the cumulative distribution function (CDF) of the standard normal distribution at the 8th percentile, which corresponds to an area of 0.08 to the left of the z-score. Using a standard normal distribution table or a calculator, we find that the z-score is approximately -1.405.

Next, we can use the formula for z-score: z = (x - μ) / σ, where x is the weight in grams, μ is the mean, and σ is the standard deviation. Rearranging the formula, we can solve for x: x = z * σ + μ. Plugging in the values, we get x = -1.405 * 30 + 370 ≈ 326 grams.

Therefore, the mean weight of three randomly picked fruits will be greater than 326 grams approximately 8% of the time.

To summarize, if we assume that the weights of fruits are normally distributed with a mean of 370 grams and a standard deviation of 30 grams, then the mean weight of three randomly picked fruits will be greater than approximately 326 grams about 8% of the time. This is calculated by finding the z-score corresponding to the 8th percentile and converting it back to the weight in grams using the formula x = z * σ + μ.

The z-score is found by determining the cumulative distribution function (CDF) at the 8th percentile, which gives us the z-score of -1.405. By substituting this value into the formula x = z * σ + μ, where σ is the standard deviation (30 grams) and μ is the mean (370 grams), we calculate that the mean weight will be greater than approximately 326 grams in 8% of cases.

This means that most of the time, the mean weight of three randomly picked fruits will be less than 326 grams.

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Answer:

3

Step-by-step explanation:

There is no x in the equation, so I will assume solving for m

Distribute:

3m + 21 = 6m + 12

Subtract 3m and 12

3m = 9

Divide by 3

m = 3

The mean of samples 10, 10, 10, 10, 10, and 16 will be 11.

The mean is the straightforward meaning of the normal of a lot of numbers. In measurements, one of the markers of focal propensity is the mean. The normal is alluded to as the number-crunching mean. It's the proportion of the number of genuine perceptions to the absolute number of perceptions.

In a sample of n = 6, five individuals all have scores of x = 10 and the sixth person has a score of x = 16.

Then the data set will be given below.

10, 10, 10, 10, 10, 16

Then the mean of the data set will be

Mean = (10 + 10 + 10 + 10 + 10 + 16) / 6

Mean = 66/6

Mean = 11

Thus, the mean of the sample will be 11.

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answer:

A, D, E

step-by-step explanation:

A — 13 - 1 = 12

B — 15 - 7 = 8

C — 12 - 12 = 0

D — 28 - 16 = 12

E — 36 - 24 = 12

F — 29 - 25 = 4

The tip of the shadow is moving at approximately 8.96 ft/sec

To find how fast the tip of the shadow is moving when the 6-foot-tall woman is 30 feet away from the 14-foot-tall pole, we can use similar triangles and the concept of related rates.

Let x be the distance from the woman to the tip of her shadow, and y be the distance from the base of the pole to the tip of the shadow. Since the height of the pole and the height of the woman create similar triangles, we have:

(Height of woman) / (Distance from woman to tip of shadow) = (Height of pole) / (Distance from base of pole to tip of shadow)
6 / x = 14 / y

Now, we need to find the rate at which the tip of the shadow is moving (dy/dt) when the woman is 30 feet away from the pole (y = 30). Differentiate both sides of the equation with respect to time (t):

6(-dx/dt) / x^2 = 14(dy/dt) / y^2

Since the woman is walking away from the pole at 7 ft/sec:

dx/dt = 7

When the woman is 30 feet away from the pole:

y = 30

We can find x using the similar triangles:

6 / x = 14 / 30
x = (6 * 30) / 14
x = 90 / 14

Now, plug in the values of x, y, and dx/dt into the equation and solve for dy/dt:

6(-7) / (90 / 14)^2 = 14(dy/dt) / 30^2

After solving the equation:

dy/dt ≈ 8.96

So, the tip of the shadow is moving at approximately 8.96 ft/sec when the woman is 30 feet away from the base of the pole.

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The survey data on work-related emails received by legal professionals will serve as a valuable resource for the industrial/organizational psychologist to gain insights into the email workload and design evidence-based interventions to enhance worker productivity for the client firm.

The industrial/organizational psychologist has access to the 2008 workplace productivity survey, which includes information on the number of work-related emails received by a sample of 650 white-collar professionals, including 250 legal professionals and 400 other professionals.

By analyzing the survey data, the psychologist can gain insights into the typical life of a white-collar professional and understand the specific challenges faced by legal professionals in terms of email communication.

The survey question, "How many work-related emails do you receive during a typical workday?" provides a quantitative measure of the email volume experienced by legal professionals.

By examining the responses of the legal professionals, the psychologist can determine the average and range of work-related emails received, as well as identify any patterns or trends. This information can be crucial in understanding the email overload and its potential impact on productivity for legal professionals.

By having a clear understanding of the email communication demands, the psychologist can develop targeted interventions and strategies to improve productivity, such as email management techniques, prioritization strategies, or even training programs aimed at optimizing email usage.

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