uestions about the content of your notes belong in the “Content” section of your organizer.


Please select the best answer from the choices provided

T
F

Answer:

Vanuatu because I searched it up and it says its the leading way in the reduction of plastic consumption are the people of Vanuatu

The following table gives the velocity of a vehicle at different moments in time. The average acceleration for the vehicle t = 3 to t = 10 is 5 m/s².

The rate of change in velocity, or the change in velocity per unit of time, is known as average acceleration. The square of the distance over time is used to measure acceleration.

Average is read as a symbol with a bar over it, so a bar represents average acceleration.

Avg. acceleration = change in velocity V(t)-Vh) /change in time (t2 - t1)

Avg. acceleration = V (10) - v (3) / t2- t1

Avg. acceleration: 40-5 / 10-6

Avg acceleration 35 / 7

Avg. acceleration 5 m/s²

Therefore, the average acceleration for the vehicle is 5 m/s².

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Answer:

Learning Outcomes. Create a frequency table, bar graph, pareto chart, pictogram, or a pie chart to represent a data set; Identify features of ineffective

Explanation:

Learning Outcomes. Create a frequency table, bar graph, pareto chart, pictogram, or a pie chart to represent a data set; Identify features of ineffective

The tools involved in learning outcomes may significantly include a frequency table, bar graph, Pareto chart, pictogram, or pie chart in order to represent a data set and recognize features.

An example of data that uses these tools may include the number of boys and girls in the school with respect to their categories, i.e. unreserved, other backward classes, scheduled castes, scheduled tribes, etc.

According to the context of this question, tools like bar graphs, pie charts, pictograms, etc. are constructed on the basis of the collection of data and information with respect to the given categories. The result in the future can be improved with the help of utilizing several other technologies along with computer programs.

Therefore, the tools involved in learning outcomes may significantly include a frequency table, bar graph, Pareto chart, pictogram, or pie chart in order to represent a data set and recognize features.

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The pressure potential of a plant cell is a measure of the osmotic pressure inside the cell. It is determined by the concentration of solutes inside the cell compared to the concentration of solutes in the surrounding solution.

In this case, the plant cell contains 0.4 M glucose and is placed in a 0.5 M glucose solution. This means that there is a higher concentration of glucose outside the cell than inside the cell. As a result, water will tend to move from the surrounding solution into the cell, increasing the pressure inside the cell.

To calculate the pressure potential of the plant cell, you can use the following formula:

Pressure potential = (-i) x R x T x ln(Ci/Co)

where:

- i is the van't Hoff factor, which is the number of particles produced by the dissociation of the solute in solution. For glucose, the van't Hoff factor is 1.

- R is the universal gas constant, which is 8.314 J/mol*K.

- T is the temperature in Kelvin. At 25°C, the temperature is 298 K.

- Ci is the concentration of solute inside the cell (0.4 M in this case).

- Co is the concentration of solute in the surrounding solution (0.5 M in this case).

Plugging in the values, we get:

Pressure potential = (-1) x 8.314 J/mol*K x 298 K x ln(0.4 M/0.5 M)

= -5.6 J/mol

The pressure potential of the plant cell is -5.6 J/mol. This negative value indicates that the pressure inside the cell is lower than the pressure outside the cell, which is due to the higher concentration of solute outside the cell. This osmotic pressure difference drives water to move into the cell, increasing the pressure inside the cell.

Therefore, the correct answer is as given above

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Answer:

VY = 68°

Explanation:

The Angle of Intersecting Chords Theorem states that the measure of the vertex angle formed inside the circle when two chords intersect is equal to ½ of the sum of the intercepted arcs.

Therefore:

55° = ½(42° + VY)

Multiply both sides by 2

2*55° = 42° + VY

110° = 42° + VY

110° - 42° = VY

68° = VY

VY = 68°

Answer:

Without more context or information about the artwork in question, it is difficult for me to provide a justification for a specific piece of art. Art can be challenging to understand or relate to, and that is a normal and valid response. It is important to remember that art is a form of self-expression and can be interpreted in many different ways, and there is often no one "correct" interpretation.

If you are having trouble understanding a specific artwork, it might be helpful to try to learn more about the artist's background, the historical and cultural context in which the artwork was created, and the techniques and materials used to create the piece. You could also try looking at the artwork from different angles or distances, or try to imagine what the artist might have been thinking or feeling while creating the piece.

It is also important to remember that it is okay to not fully understand or relate to every piece of art that you encounter. Art can be a very personal and subjective experience, and it is perfectly normal to have different reactions to different works.

Explanation:

Answer:

b

Explanation:

Answer:

C. how the colonists have engaged with the British to how the British have reacted to the colonists

Explanation:

IT's most definitely C!!!

Answer:

Life is for the living not the dead. Life is what you make it to be.

Explanation:

LIVE

Answer:

I don't mind reviewing it and helping you with your grammar!

Explanation:

comment on the follow following line this way, and that, she peers and sees silver fruit upon silver trees

Answer:

4 I would say is the answer

Answer:

C. Parent

Explanation:

Answer:

A. Female Relative

Explanation:

Answer on edge

Answer: A bar chart depicts numeric values against distinct categories in a two-axis plot. On one axis, the category levels are listed. For each category, one bar is plotted, and its length along the other axis corresponds with the numeric value associated with the category. The example bar plots below show how an app’s user base is divided among different device types. Note that a bar chart can be oriented in two ways, with the bars oriented vertically or horizontally.

A pie chart shows how some total amount is divided among distinct categories as a circle (the namesake pie) divided into radial slices. Each category is associated with a single slice whose size corresponds with the category’s proportion of the total. The figure below plots the same data as above, but using the pie chart form instead. While the example above demonstrates how the same data can be plotted in multiple ways, do not make the mistake of thinking that they are always interchangeable. With a bar chart, there is freedom on the numeric value axis to choose whatever values you’d like. For numeric values that indicate metric totals or data point counts, the sums across groups will tend to be equal to the sum across the data as a whole. In cases like this, a pie chart is just as valid as a bar chart as a visualization choice.

However, if the numeric values indicate some other statistic where the sum across groups does not equal the statistic ignoring groups, that’s when we run into problems. Examples include taking the average of a metric (e.g. average spend by user type) or if we look at proportions that are independent (e.g. proportion of survey respondents who use each of the polled apps). A bar chart is fine for this case, but a pie chart falls short. Since the circular shape implies that slices are parts of a whole, it is too easy for a reader to mistake a sum of slices as a representative of some sort of total. Interested in exact contribution from each group: Ignoring the presence of additional annotations, it can be difficult to tell what proportion of the whole each slice occupies. While it might be easy to make a judgement when a slice takes up a multiple of 1/3 or 1/4, it’s much harder to pin down a smaller value or one in between. This is fine if we want to be able to take away judgments like “more than half” or “about a third”, but for finer-tuned messages, the visualization doesn’t stand on its own.

Multiple slices have similar values: Since pie charts usually don’t have markings around their circumference, it can be hard to compare the groups of similar size. While it’s a good convention to sort the slices, this is not a guaranteed step in pie chart creation. Without annotations, at best we can say that the two groups are similarly-sized but not which one is larger.

Too many slices: If there are too many slices, then it’ll probably run into the problem of either there being similarly-sized slices (see the above) or slices that are too small. Those small slices can be difficult to read and color distinctly. If the proportions are needed, then axis values can be in terms of proportion rather than the natural units. It is also easier to detect small differences from bar heights, even if they are placed out of order. When there are lots of categories, it’s relatively easy to find additional space for more bars, especially if they are plotted horizontally.

When a pie chart should be used

That isn’t to say that a pie chart has no place in visualization: it can be effective when conveying findings to others. The one major benefit to the pie chart is that it immediately sells the idea of a part-to-whole comparison. With a bar chart, it may not be immediately clear how much each bar contributes to the whole, or that it’s the kind of comparison that is of interest, unless the bar units are in terms of proportions or percentages. In that latter case, additional annotations are needed anyways to note both an absolute value as well as the relative value.

On the other hand, a pie chart is familiar and suits our aesthetic sensibilities. Especially if we care only about one or two slices, a pie chart can help highlight the story around those parts. When slices are around the small fractions (1/3, 1/4), those takeaways can be easily conveyed by a pie. Combining uninteresting or small slices into an ‘other’ group can clean up the information that a pie chart needs to display. A bar chart might be better in the general case, but if you need to present findings to others, a pie chart might end up being more effective and appealing.

Note that Jim Crow laws were passed in the late 1800s, after the Reconstruction era following the American Civil War.

These laws were state and local laws that enforced racial segregation and discrimination against black Americans, and they were in place for about 100 years, until the mid-1960s.

The Jim Crow era ended with the Civil Rights Movement and the passage of the Civil Rights Act of 1964 and the Voting Rights Act of 1965, which made discrimination on the basis of race, color, religion, sex, or national origin illegal.

Thomas Dartmouth ("Daddy") Rice, an itinerant white performer, is supposed to have created the role of Jim Crow around 1830. Rice was not the first performer to assume rags and blacken his face with burnt cork in order to give a sarcastic exaggerated copy of an African American, but he was the most renowned, and his popularity helped create minstrelsy as a popular theatrical tradition that thrived from around 1850 to 1870.

By the late 1830s, "Jim Crow" had become a derogatory word for African Americans, but it was perhaps not as widespread or as hostilely scornful as some other terms.

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Answer:

Explanation:

it lasted form 1895 to 1964

If the group conducts a study to investigate its belief, the hypotheses that should be tested is this:

A testable hypothesis is a form of speculation that can be evaluated so that it can be proven as true or false. Given the question above, we can see that there is speculation that the real average flight time between the two cities is greater than 38 minutes. Thus, we now have a null and alternate hypothesis.

While the null hypothesis would assume the equals sign and is the main claim to be tested, the alternate hypothesis is the true claim when the null is not true. This is accurately represented by the values:

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Answer:

The answer is C.

Answer:

1+1=2

Explanation:

This a addition in math

Hope it helps you

Answer:

This is a really tough question, but I'll try my best!

First, let's understand the 1

1 (one, also called unit, and unity) is a number and a numerical digit used to represent that number in numerals. It represents a single entity, the unit of counting or measurement. For example, a line segment of unit length is a line segment of length 1. In conventions of sign where zero is considered neither positive nor negative, 1 is the first and smallest positive integer.[1] It is also sometimes considered the first of the infinite sequence of natural numbers, followed by 2, although by other definitions 1 is the second natural number, following 0.  The fundamental mathematical property of 1 is to be a multiplicative identity,[2] meaning that any number multiplied by 1 returns that number. Most if not all properties of 1 can be deduced from this. In advanced mathematics, a multiplicative identity is often denoted 1, even if it is not a number. 1 is by convention not considered a prime number; although universal today, this was a matter of some controversy until the mid-20th century.

Now let's understand the mathematics & properties of 1

Mathematics:

Mathematically, 1 is:

in arithmetic (algebra) and calculus, the natural number that follows 0 and the multiplicative identity element of the integers, real numbers and complex numbers;

more generally, in algebra, the multiplicative identity (also called unity), usually of a group or a ring.

Formalizations of the natural numbers have their own representations of 1. In the Peano axioms, 1 is the successor of 0. In Principia Mathematica, it is defined as the set of all singletons (sets with one element), and in the Von Neumann cardinal assignment of natural numbers, it is defined as the set {0}.

In a multiplicative group or monoid, the identity element is sometimes denoted 1, but e[2] (from the German Einheit, "unity") is also traditional. However, 1 is especially common for the multiplicative identity of a ring, i.e., when an addition and 0 are also present. When such a ring has characteristic n not equal to 0, the element called 1 has the property that n1 = 1n = 0 (where this 0 is the additive identity of the ring). Important examples are finite fields.

By definition, 1 is the magnitude, absolute value, or norm of a unit complex number, unit vector, and a unit matrix (more usually called an identity matrix). Note that the term unit matrix is sometimes used to mean something quite different.

By definition, 1 is the probability of an event that is absolutely or almost certain to occur.

In category theory, 1 is sometimes used to denote the terminal object of a category.

In number theory, 1 is the value of Legendre's constant, which was introduced in 1808 by Adrien-Marie Legendre in expressing the asymptotic behavior of the prime-counting function. Legendre's constant was originally conjectured to be approximately 1.08366, but was proven to equal exactly 1 in 1899.

Properties:

Tallying is often referred to as "base 1", since only one mark – the tally itself – is needed. This is more formally referred to as a unary numeral system. Unlike base 2 or base 10, this is not a positional notation.

Since the base 1 exponential function (1x) always equals 1, its inverse does not exist (which would be called the logarithm base 1 if it did exist).

There are two ways to write the real number 1 as a recurring decimal: as 1.000..., and as 0.999.... 1 is the first figurate number of every kind, such as triangular number, pentagonal number and centered hexagonal number, to name just a few.

In many mathematical and engineering problems, numeric values are typically normalized to fall within the unit interval from 0 to 1, where 1 usually represents the maximum possible value in the range of parameters. Likewise, vectors are often normalized into unit vectors (i.e., vectors of magnitude one), because these often have more desirable properties. Functions, too, are often normalized by the condition that they have integral one, maximum value one, or square integral one, depending on the application.

Because of the multiplicative identity, if f(x) is a multiplicative function, then f(1) must be equal to 1.

It is also the first and second number in the Fibonacci sequence (0 being the zeroth) and is the first number in many other mathematical sequences.

The definition of a field requires that 1 must not be equal to 0. Thus, there are no fields of characteristic 1. Nevertheless, abstract algebra can consider the field with one element, which is not a singleton and is not a set at all.

1 is the most common leading digit in many sets of data, a consequence of Benford's law.

1 is the only known Tamagawa number for a simply connected algebraic group over a number field.

Thus, I can conclude that 1 + 1 is indeed equal to 2

You're looking for the 15th percentile of a normal distribution with µ = 242 and σ = 13, which is to say you want to find x * such that

P(X ≤ x *) = 0.15

Transform the wait-time random variable X to Z, which follows the standard normal distribution with mean 0 and s.d. 1 :

Z = (X - µ) / σ   →   X = µ + σ Z = 242 + 13 Z

Now,

P(X ≤ x *) = P(242 + 13 Z ≤ x *) = P(Z ≤ (x * - 242)/13) = 0.15

Use a calculator (something with an inverse CDF function) or Z-table to look up the z-score, z = (x * - 242)/13, associated with a probability of 0.15. You would find that

z = (x * - 242)/13 ≈ -1.03643

Solve for x * :

x * ≈ 242 + 13 (-1.03643) ≈ 228.526 ≈ 229

Blackjack is a popular card game where cards are assigned various point values. The missing probability in the table is 0.475. The correct option is c.

Simply put, the probability is the likelihood that something will occur. When we don't know how an event will turn out, we can discuss the likelihood or likelihood of several outcomes. Statistics is the study of events that follow a probability distribution.

The end goal is to get all three distributions to equal 1.

0.435 + 0.09 = 0.525

Subtract that from 1, and you will get 0.475

Therefore, the correct option is c, 0.475.

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The question is incomplete. Your most probably complete question is given below:

0.525

0.565

0.475

0.91

Answer:

0.435

Explanation:

khan

Answer:

French Missionary

Explanation:

Answer:

1. Farm-to-Table: The farm-to-table movement has become increasingly popular in recent years and has had a major impact on the way food is served in restaurants. This movement focuses on using locally-sourced, fresh and seasonal ingredients in the preparation of dishes. By serving food that is sourced and grown close to the restaurant, more attention can be given to the quality and flavor of the ingredients. This movement has also pushed restaurants to be more mindful of the environmental impact of their ingredients and has encouraged them to partner with local farms and producers.

2. Molecular Gastronomy: Molecular gastronomy is a relatively new culinary movement that has gained popularity in the past few years. This movement focuses on experimenting with ingredients and cooking techniques in order to create new and interesting textures, flavors, and presentations. This movement has allowed chefs to take a scientific approach to cooking, finding ways to transform and manipulate ingredients in order to create dishes that are visually appealing and unique. By using modern cooking techniques such as sous vide, spherification, and foams, chefs have been able to create dishes that are both visually stunning and delicious.

Answer:

yes I think brain should be removed because our sense organs are

Answer:

an uplift-weathering hypothesis is a “proposal that chemical weathering is an active driver of climate change, rather than just a negative feedback that moderates climate". uplift-weathering hypothesis both discuss how chemical weathering is a negative feedback that moderates climate; however, the uplift hypothesis tries to say that chemical weathering is the active driver for climate change and not just a negative feedback

Explanation:

Answer:

an uplift-weathering hypothesis is a “proposal that chemical weathering is an active driver of climate change, rather than just a negative feedback that moderates climate". uplift-weathering hypothesis both discuss how chemical weathering is a negative feedback that moderates climate; however, the uplift hypothesis tries to say that chemical weathering is the active driver for climate change and not just a negative feedback

Explanation:

Answer:

you didnt list the options

Answer:

C) volcanic eruptions

Explanation:

Edge

♡♡Hope I helped!!! :)♡♡

If a single price monopolist is replaced by a perfectly competitive market, the deadweight loss will decrease.

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Answer:

d. the actual dimensions.

Explanation:

In Engineering, it is a standard and common practice to use drawings and models in the design and development of buildings, tools or systems that are being used for proffering solutions to specific problems in different fields such as banks, medicine, telecommunications and industries.

Hence, an architect or design engineer make use of drawings such as pictorial drawings, sketches, or architectural (technical) drawing to communicate ideas about a plan (design) to others, record and retain informations (ideas) so that they're not forgotten and analyze how different components of a plan (design) work together.

Architectural drawing is mainly implemented with computer-aided design (CAD) software and it's typically used in plans and blueprints that illustrates how to construct a building or an object.

Additionally, architectural drawings such as a section view in a general plan, show in detail how the areas of a building relate to each other, as well as accurately illustrating the actual (true) shape and size of a building in the design and development process.

In dimension drawings, the dimensions written on the drawing are the actual dimensions and the drawings are then made using a scale to reduce the drawing in same proportion.

Every time a web page does more than simply sit there and display static information for you to look at displaying timely content updates.

JavaScript is probably involved. JavaScript is a scripting or programming language that enables you to implement complex features on web pages. It is the third tier of the layer cake made up of common web technologies,

The markup language we use to structure and define the meaning of our web content is called HTML.

JavaScript is a scripting language that lets you do just about everything, including creating dynamically updated content and managing multimedia. It is remarkable what you can accomplish with a few lines of JavaScript code.

Therefore, Every time a web page does more than simply sit there and display static information for you to look at displaying timely content updates.

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Political geographers analyze political systems at all levels—from local and regional politics to national politics and international politics—using the geographical perspective. Political geographers investigate topics including voting trends, representation, and territorial organization at small sizes.

A political viewpoint is a belief or point of view that has some influence on matters dealt with by the government. Political affiliation includes belonging to or identifying with a specific political party, supporting a specific candidate, or identifying in some way with a political cause.

A political party brings together people who share similar political beliefs. Parties that participate in elections strive to get as many of their members as possible elected to a representative body, such as parliament or a city council.

Despite differences in school regulations, most institutions provide students who score a 3 or better on the AP Human Geography exam placement and/or credit. Given how challenging this subject is, getting a high mark on it impresses college admissions officers in particular.

Therefore,  Political geographers investigate topics including voting trends, representation,

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