Regines father is given a yearly increase in salary of 15%. How much is he receiving now if he's salary 2 years ago was 25250

Answer:

the equation of line BC is y = (-7/5)x + (48/5).

Step-by-step explanation:

To find the equation of the line that passes through points B and C, we first need to determine the coordinates of point C. Since the angle at B is a right angle, we can use the slope of line AB to find the slope of line BC.

The slope of line AB is:

mAB = (yB - yA) / (xB - xA)

= (4 - (-1)) / (4 - (-3))

= 5/7

Since lines AB and BC are perpendicular, the slope of line BC is the negative reciprocal of the slope of line AB:

mBC = -1 / mAB

= -7/5

Now we can use the point-slope form of the equation of a line to find the equation of line BC. We can use point B as the known point, since we already know its coordinates:

y - yB = mBC(x - xB)

Substituting the values we have:

y - 4 = (-7/5)(x - 4)

Expanding and simplifying:

y - 4 = (-7/5)x + (28/5)

y = (-7/5)x + (48/5)

Step-by-step explanation:

hope this will help you

Answer:

You divide by five because it's the common factor of 5 and 15 in the 4th line of work and the goal is to solve for x. The only way to get x alone in the inequality 5x>15 is to divide each side by 5. This would give you x and 3, hence the answer: x > 3

[tex]\frac{5x}{5} =x\\\\\frac{15}{5} =3[/tex]

Answer:

Step-by-step explanation:

To calculate the company's debt ratio, we need to know its total liabilities and total assets. We can use the total assets turnover ratio to calculate the company's total assets:

Total assets turnover = Sales / Total Assets

1.04 = R6,500,000 / Total Assets

Total Assets = R6,500,000 / 1.04 = R6,250,000

Since the company is financed entirely with debt and common equity, its total liabilities are equal to its total debt. We can use the return on equity (ROE) formula to calculate the company's total equity:

ROE = Net Income / Total Equity

0.14 = R217,000 / Total Equity

Total Equity = R217,000 / 0.14 = R1,550,000

Now, we can calculate the company's debt ratio:

Debt Ratio = Total Debt / Total Assets

Debt Ratio = (Total Assets - Total Equity) / Total Assets

Debt Ratio = (R6,250,000 - R1,550,000) / R6,250,000

Debt Ratio = R4,700,000 / R6,250,000

Debt Ratio = 0.752 or 75.2%

Therefore, the company's debt ratio is 75.2%.

Answer:

Step-by-step explanation:

Samir total cups = 1 + 3 = 4

% melon = 1/4 x 100 = 25%

Kylie total cups = 2 + 9 = 11

% melon = 2/11 x 100 = 18%

Samir's is more melony.  25% > 18%

let's bear in mind that complex roots never come alone, their conjugate sister is always with her, so if we have the complex root of "i" or namely "0 + i", her conjugate is also coming along, or "0 - i", so we really have four roots, so

[tex]\begin{cases} x = 0+i &\implies x -i=0\\ x = 0-i &\implies x +i=0\\ x = \sqrt{2} &\implies x -\sqrt{2}=0\\ x = 3 &\implies x -3=0\\ \end{cases} \\\\[-0.35em] ~\dotfill\\\\ \stackrel{original~polynomial}{a ( x -i )( x +i )( x -\sqrt{2} )( x -3 ) = \stackrel{0}{y}}\hspace{5em}\stackrel{\textit{we are assuming that}}{a=1} \\\\\\ 1( x -i )( x +i )( x -\sqrt{2} )( x -3 ) = y\implies ( x -i )( x +i )( x -\sqrt{2} )( x -3 ) = y \\\\[-0.35em] ~\dotfill[/tex]

[tex]\stackrel{ \textit{difference of squares} }{( x -i )( x +i )}\implies x^2 - i^2\implies x^2-(-1)\implies x^2+1 \\\\[-0.35em] ~\dotfill\\\\ (x^2+1)( x -\sqrt{2} )( x -3 )\implies (x^2+1)(x^2-3x-x\sqrt{2}+3\sqrt{2}) \\\\\\ (x^2+1)[x^2-x(3+\sqrt{2})+3\sqrt{2}] \\\\\\ x^4-x^3(3+\sqrt{2})+3x^2\sqrt{2}+x^2-x(3+\sqrt{2})+3\sqrt{2} \\\\\\ \boxed{x^4-x^3(3+\sqrt{2})+x^2(3\sqrt{2}+1)-x(3+\sqrt{2})+3\sqrt{2}~~ = ~~y}[/tex]

Answer:

It would take Al 7.5 days to build the grill alone.

Step-by-step explanation: Since Tim and Al are bricklayers, and Tim can construct an outdoor grill in 5 days, and if Al helps Tim, they can build it in only 3 days, to determine how long would it take Al to build the grill alone should be done the following calculation:

1/5 + X = 1/3

0.20 + X = 0.333

X = 0.333 - 0.20

X = 0.1333333

X = 1 / 7.5

Therefore it would take Al 7.5 days to build the grill alone.

The mode for the region A is 2.6.

What exactly is mode?

In statistics, the mode is the value that has highest frequency in a data set. It is one of the three measures of central tendency, along with the mean and median.

To find the mode of a data set, you simply identify the value that appears most often. If no value is repeated, the data set has no mode.

The mode is particularly useful when dealing with categorical data or data that can be easily grouped into categories, such as colors, types of fruit, or letter grades. In such cases, the mode can provide insight into which category is most common or prevalent.

Now,

As given Values for Region A are

2.3  2.5  2.6  2.6  2.6  2.7  2.7  2.8

Here 2.6 comes most times or frequency of 2.6 is highest of all.

Hence,

           The mode for the region A is 2.6.

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We can now prove that ∆GFE≈∆GCD by using the Transitive Property of Equality and Substitution. Since GF=EF and GC=DC, then ∆GFE≈∆GCD.

The transitive property of equality states that if two numbers are equal to the same number, then they are equal to each other. This property is written mathematically as a = b and b = c, then a = c. This property is based on the idea of transitivity, which is the concept that if a thing is true of a first element, and the same thing is true of a second element, then it must be true of the combination of the two elements.

We will use the Transitive Property of Equality and Substitution to prove that ∆GFE≈∆GCD.

Step 1: Transitive Property of Equality

GF/GC=GE/GD (Given)

GE/GD=EF/DC (Given)

GF/GC=EF/DC

Step 2: Substitution

GF=1/2GC (Given)

GE=1/2GD (Given)

EF=1/2DC (Given)

GF=EF (Substituting the given values)

GC=DC (Substituting the given values)

Step 3: Prove

We can now prove that ∆GFE≈∆GCD by using the Transitive Property of Equality and Substitution.

Since GF=EF and GC=DC, then ∆GFE≈∆GCD.

Therefore, ∆GFE≈∆GCD is true.

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The product of the fraction 1/4 x5/3 is 4/12

Fractions are defined as the part of a whole number, variable or element.

The different types of fractions in mathematics are;

Examples of simple fraction; 1/4, 2/3

Examples of improper fractions; 3/2. 4/3

Examples of proper fractions; 1/2, 2/3

From the information given, we have that;

1/4 x5/3

To determine the product, we need to multiply the numerator, then multiply the denominator

5/12

We can no longer divide the values as there is no common divisor.

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Around [tex]312.57[/tex] yards are required to complete a full lap of the circuit.

The entire movement of an item, independent of direction, is called distance. Regardless of an object's beginning or finishing position, distance may be defined as the amount of ground it has travelled.

As a result, distance is indeed a scalar quantity. The whole path an item has taken can be used to define the distance from it. Think about it this way. If a car drives 5 km east, then turns to head north for 8 km, the final distance driven by the automobile must be 13 km.

The circumference of a semicircle with diameter d is [tex](pi/2)d[/tex]. Therefore, the length of each semicircular section is [tex](pi/2) * 36 = 18pi[/tex].

The total distance around the track is the sum of the lengths of the two straight sections and the two semicircular sections.

Distance around track [tex]= 2(100 yards) + 2(18pi yards)[/tex]

[tex]= 200 yards + 36pi yards[/tex]

[tex]= 312.57 yards[/tex] (rounded to two decimal places)

Therefore, the distance around the entire track is approximately [tex]312.57[/tex]yards.

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The following sets of numbers could represent the three sides of a

triangle is {7, 15, 20}.

The set of numbers {7, 15, 20} could represent the three sides of a triangle, but the other sets of numbers do not satisfy the triangle inequality theorem, which states that the sum of any two sides of a triangle must be greater than the third side. Checking the sets of numbers:

For {7, 15, 20}, 7 + 15 > 20, 7 + 20 > 15, and 15 + 20 > 7, so they satisfy the triangle inequality theorem and could represent the sides of a triangle.

For {7, 16, 23}, 7 + 16 < 23, so they do not satisfy the triangle inequality theorem and cannot represent the sides of a triangle.

For {11, 22, 35}, 11 + 22 < 35, so they do not satisfy the triangle inequality theorem and cannot represent the sides of a triangle.

For {5, 17, 22}, 5 + 17 < 22, so they do not satisfy the triangle inequality theorem and cannot represent the sides of a triangle.

Therefore, the answer is {7, 15, 20}.

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Answer:

384 cm

Step-by-step explanation:

hope this helps ! good luck on ur assignment! <3

Answer:

x = 63 , y = 90

Step-by-step explanation:

assuming DF is the diameter of the semicircle , then

∠ DEF = y = 90° ( angle inh a semicircle )

then

x + y + 27° = 180° ( angle sum of a triangle )

x + 90 + 27 = 180

x + 117 = 180 ( subtract 117 from both sides )

x = 63

Answer:

7.14 years

Step-by-step explanation:

We can use the formula for simple interest to solve this problem:

Simple Interest = Principal x Rate x Time

where the principal is the initial investment, the rate is the annual interest rate, and the time is the number of years.

We know that Geneva wants to save $12,000, and she already has $8,000 from her bonus, so she needs to earn an additional $4,000 in interest. We can use this amount as the principal in the formula.

Simple Interest = $4,000

Principal = $8,000

Rate = 0.07 (7% expressed as a decimal)

Plugging in the values, we get:

$4,000 = $8,000 x 0.07 x Time

Simplifying, we get:

Time = $4,000 / ($8,000 x 0.07)

Time = 7.14 years (rounded to the nearest hundredth)

Therefore, Geneva will need to leave her money in the account for approximately 7.14 years to accumulate the $12,000 she needs

b equal for the top of the bookcase to have the correct area= 5 cm2

A solid object's surface area is a measurement of the total area that the surface of the object takes up.

The definition of arc length for one-dimensional curves and the definition of surface area for polyhedra (i.e., objects with flat polygonal faces), where the surface area is the sum of the areas of its faces, are both much simpler mathematical concepts than the definition of surface area when there are curved surfaces.

A smooth surface's surface area is determined using its representation as a parametric surface, such as a sphere.

This definition of surface area uses partial derivatives and double integration and is based on techniques used in infinitesimal calculus.

Henri Lebesgue and Hermann Minkowski at the turn of the century sought a general definition of surface area.

L × b = 300

b = 300 / L

b = 300 / 60 = 5

Hence, b equal for the top of the bookcase to have the correct area= 5 cm2.

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Answer: 5 1/2 hours

Step-by-step explanation:

for every 2 nights he reads he will gain an hour of time so the easiest way to solve is to divide 11 by 2 for an answer of 5.5 or 5 1/2 hours.

If the unit rate is 1/2 hours per night,

Carlos will read for 5.5 hours in 11 nights.

We have,

If Carlos reads for 1/2 hour every night,

This is the unit rate.

Now,

In 11 nights he will read for:

(1/2) x 11 = 11/2

= 5.5 hours

Therefore,

Carlos will read for 5.5 hours in 11 nights.

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The term "concatenation is associative" means that if we concatenating sequences or strings, the order in which it is performed does not matter.

Basically, in mathematics, concatenation is the operation of joining two or more sequences or strings together. The meaning of "concatenation is associative" is that when concatenating three or more sequences or strings, the order in which the concatenation is performed does not matter.

This means that we can group the concatenation of any number of sequences or strings in any way we like, and the result will always be the same.

For example, given three strings A, B, and C, the following expressions would give the same result:

(A + B) + C

A + (B + C)

All these is because the order of concatenation does not affect the final outcome. The property of associativity is important in many areas of mathematics and computer science, such as algebra, programming, and database design.

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Answer: 0.07%

Step-by-step explanation:

Answer:

0.07

Step-by-step explanation:

There is not enough evidence to support the analyst's claim that the stocks lost value from one hour to the next on that business day.

The null hypothesis is that there is no significant difference between the two sets of prices, while the alternative hypothesis is that there is a significant difference.

Using a t-test calculator, we can find the t-value and p-value:

t-value = -0.322

p-value = 0.757

At a significance level of 0.01, the critical t-value with 6 degrees of freedom is ±3.707. Since the calculated t-value of -0.322 is within this range, we fail to reject the null hypothesis.

Therefore, there is not enough evidence to support the analyst's claim that the stocks lost value from one hour to the next on that business day.

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Answer:

Step-by-step explanation:

We need to convert the 1 terabyte into bits, which is:

1 terabyte = 1,000 gigabytes (GB) x 1,000 megabytes (MB) x 1,000 kilobytes (KB) x 1,000 bytes (B) x 8 bits (b)

1 terabyte = 1,000,000,000,000 bytes x 8 bits

1 terabyte = 8,000,000,000,000 bits

Let's assume the total storage of all the family's phones, tablets, and cloud storage is x bits. Then, the number of more bits of storage Theresa's computer has is:

8,000,000,000,000 bits - x bits

We are not given the value of x, so we cannot calculate the exact difference.

However, we can still express the answer in scientific notation by noting that:

8,000,000,000,000 = 8 x 10^12

So, the difference in bits of storage can be written as:

(8 x 10^12) - x bits

Answer:

Step-by-step explanation:

To find the value of t, we can use the information given about the temperature at two different elevations and use the formula for a linear equation.

Let's assume that the temperature decreases by tº Fahrenheit for every additional 100 feet above sea level, where t is the constant we want to find.

Then, using the two points given:

- (8000, 65) where 65 is the temperature in Fahrenheit at 8000 feet above sea level

- (10,500, 15) where 15 is the temperature in Fahrenheit at 10,500 feet above sea level.

We can calculate the slope of the line connecting these two points:

slope = (15 - 65) / (10,500 - 8,000) = -25

The slope of the line represents the amount that the temperature decreases per unit increase in elevation. In this case, we've found that the temperature decreases by 25 Fahrenheit for each increase in elevation of 1000 feet.

To find the value of t, we need to express the slope in terms of the decrease in temperature per 100 feet of elevation. We can do this by dividing the slope by 10:

t = slope / 10 = -2.5

Therefore, the value of t is -2.5.

The expressiοn in standard fοrm is: [tex](x - 5)^2 + (y - 9)^2 = 101[/tex]

Equatiοns are mathematical statements with twο algebraic expressiοns οn either side οf an equals (=) sign. It illustrates the equality between the expressiοns written οn the left and right sides.

Tο determine the value οf a variable representing an unknοwn quantity, equatiοns can be sοlved. A statement is nοt an equatiοn if there is nο "equal tο" symbοl in it. It will be regarded as an expressiοn.

Starting with the x terms:

[tex]x^2 - 10x[/tex]

Tο cοmplete the square, we need tο add and subtract [tex](10/2)^2 = 25:x^2 - 10x + 25 - 25[/tex]

Again, we need tο add and subtract [tex](18/2)^2 = 81:[/tex]

[tex]y^2 - 18y + 81 - 81[/tex]

This is nοw a perfect square:

[tex](y - 9)^2 - 81[/tex]

Therefοre, the expressiοn in standard fοrm is: [tex](x - 5)^2 + (y - 9)^2 = 101[/tex]

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Answer:

To calculate the amount of money Glados will have in 5 years with simple interest, we can use the formula:

A = P(1 + rt)

where A is the final amount, P is the principal (initial amount), r is the annual interest rate as a decimal, and t is the time in years.

In this case, P = $700, r = 0.079 (since 7.9% is 0.079 as a decimal), and t = 5 years. Substituting these values into the formula, we get:

A = 700(1 + 0.079 x 5)

A = 700(1 + 0.395)

A = 700(1.395)

A = $976.50

Therefore, Glados will have $976.50 in 5 years, to the nearest penny.

The area of one stretcher course of 18 concrete blocks is 467 1/2 square inches.

What is Area of stretcher course ?

To find the area of a stretcher course, you need to know the dimensions of the bricks or blocks, the number of bricks or blocks in the course, and the thickness of the mortar joints between them. The formula for the area of a stretcher course is:

Area of stretcher course = (Number of bricks or blocks) x (Length + Width) x Height

where Length is the length of each brick or block, Width is the width of each brick or block, and Height is the height of each brick or block.

According to the question :
To find the area of one stretcher course of 18 concrete blocks, we first need to calculate the total length and height of the course, taking into account the thickness of the mortar joints.

Length of the course = 18 blocks x 6 3/8 inches per block = 114 3/4 inches

Total width of the course = 17 mortar joints x 1/8 inch per joint = 2 1/8 inches

Height of the course = 4 inches

To calculate the area of the stretcher course, we need to multiply the length, width, and height of the course:

Area of stretcher course = Length x Width x Height

Area of stretcher course = (114 3/4 + 2 1/8) x 4

Area of stretcher course = (116 7/8) x 4

Area of stretcher course = 467 1/2 square inches

Therefore, the area of one stretcher course of 18 concrete blocks is 467 1/2 square inches.

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To find the length of a line segment in a circle, use the formula [tex]d = 2r[/tex] [tex]sin(t/2)[/tex] , where r is the radius of the circle and t is the angle between the radii. The length of segment DE is  [tex]5[/tex] units.

We can use the similar triangles property to find the missing length of segment DE in the given figure. Because triangles ABD and CBE are similar, we can use a proportion to find the length of DE:

[tex]CB/BE = AB/BD[/tex]

With the given values, we get:

[tex]3/6 = 5/(5 + DE)[/tex]

When we simplify and solve for DE, we get:

[tex]3(5 + DE) = 6 * 5 \s15 + 3DE = 30[/tex]

[tex]3DE = 15 \sDE = 5[/tex]

Therefore, segment DE has a length of 5 units.

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Answer:

[tex]\text{Slope} \; m = \dfrac{11}{6}[/tex]

Step-by-step explanation:

[tex]m = \dfrac{rise}{run} = \dfrac{\Delta y}{\Delta x}[/tex]

[tex]m = \dfrac{y_2 - y_1}{x_2 - x_1}[/tex]

[tex]m = \dfrac{-1/4 - 5/2}{-1/2 - 1}[/tex]

[tex]m = \dfrac{\dfrac{-11}{4}}{\dfrac{-3}{2}}[/tex]

[tex]m = \dfrac{-11}{4} \times \dfrac{2}{-3}[/tex]

[tex]m = \dfrac{-22}{-12}[/tex]

[tex]m = \dfrac{11}{6}[/tex]

Answer:

First, we need to find the length and width of the rectangle. The length is the distance between the points (11, 5) and (-6, 5), which is 11 - (-6) = 17 feet. The width is the distance between the points (11, 5) and (11, -2), which is 5 - (-2) = 7 feet.

The area of the rectangle is the product of the length and width, so A = 17 * 7 = 119 square feet.

Therefore, the answer is 119 ft2.

1. Making a topic relevant to an audience can involve finding ways to connect the subject matter to their cultural, social, or personal experiences.

2. The audience can learn a great deal from a well-crafted presentation that effectively conveys important information and insights.

For example, if the topic is about climate change, one might discuss how it affects their local community or how it relates to their personal lifestyle choices. Similarly, if the topic is about a historical event, one might highlight its relevance to current social issues or draw connections to cultural traditions and values.

For instance, they may gain a deeper understanding of a particular issue or topic, or learn about new ideas and perspectives. A good presentation can also inspire the audience to take action or make changes in their own lives.

In order to achieve these outcomes, it is important for the presenter to communicate clearly and engagingly, and to connect the topic to the interests and concerns of the audience. By doing so, the presentation can be a valuable learning experience for everyone involved.

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