if you borrow $700 for 5 years at an annual interest rate of 7% how much will you pay altogether

(a)image averaging is a very effective method of reducing noise in images. Image averaging reduces noise by adding multiple images of the same scene together and then dividing by the number of images added.The conditions that must be fulfilled for the image averaging method are as follows:-

(i) The background of the image must not move between each image capture.- The noise present in the image must be random.- The source of the noise must be consistent.

(ii)The mathematical expression that characterizes the noise in the resultant image when K images are averaged, as K becomes large is given by;sigma_n^2/K

Where;sigma_n^2 is the variance of the noise and K is the number of images that have been averaged.

Therefore, as K increases, the variance of the noise in the resultant image reduces, and thus, the noise reduces.When either method can be used for noise reduction, the temporal image averaging method would be the preferred method to select.

(iii)This is because it uses a sequence of images that are taken at different times, usually at high speeds, to produce a single image that is free of noise. This method is best when dealing with fast-moving objects, and it can be used in situations where the camera cannot be stabilized and is experiencing unwanted vibration or shaking.

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We need to know how to read a graph inorder to solve the problem. At the end of 6 weeks, Lorena will have more money, she will have $8 more than Benita.

We know that Lorena started with $40 and she added $8 every week. We need to find out the final amount she has at the end of 6 weeks. For Benita, we can see from the graph that she started with $50, since the graph starts from $50, and if we observe the amount after every week we can see that she adds $5 every week to the savings. We can directly say from the graph that the final amount Benita has after 6 weeks is $80.

amount Lorena has after 6 weeks = 40+ (6x8)=40+48=$88

Therefore we can see that Lorena will have more money after 6 weeks and she has $8 more than Benita.

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The evaluation of the segment formed by the parallel lines using Thales Theorem also known as the triangle proportionality theorem are;

8. \(\overline {ST}\) is parallel to \(\overline{PR}\)

9. \(\overline{ST}\) is parallel to \(\overline{PR}\)

10. \(\overline{ST}\) is not parallel to \(\overline{PR}\)

11. x = 57.6

12. x = 25.8

13. x = 11

14. x = 10

15. x = 5

16. x = 17

Thales Theorem also known as the triangle proportionality theorem states that a parallel line to a side of a triangle that intersects the other two sides of the triangle, divides the two sides in the same proportion.

8. The ratio of the sides the segment \(\overline{ST}\) divides the sides QR and QP of the triangle ΔPQR into are; 7/11.2 = 10/16 = 0.625

Therefore; according to the Thales theorem, \(\overline{ST}\) ║ \(\overline{PR}\)

9. The ratio of the sides the parallel side to the base divides the other two sides are;

33/41.8 = 15/19

45/(102 - 45) = 45/57 = 15/19

Therefore, \(\overline{ST}\) and \(\overline{PR}\) bisects \(\overline{QP}\) and \(\overline{QR}\) into equal proportions and therefore, \(\overline{ST}\) ║ \(\overline{PR}\)

10. The ratio of the sides the segment \(\overline{ST}\)  bisects the other two sides are;

24/57 and 19/38

24/57 ≠ 19/38, therefore \(\overline{ST}\) ∦ \(\overline{PR}\)

Second part; To solve for x

11. x/30 = 48/25

x = (48/25) × 30 = 57.6

x = 57.6

12. x/34.4 = (49 - 28)/28

x = 34.4 × (49 - 28)/28 = 25.8

x = 25.8

13. (2·x + 6)/52.5 = 32/60

(2·x + 6) = 52.5 × (32/60)

x = (52.5 × (32/60)) - 6)/2 = 11

x = 11

14. (x - 3)/21 = (x - 1)/27

27·x - 27 × 3 = 21·x - 21

27·x - 81 = 21·x - 21

6·x = 60

x = 60 ÷ 6 = 10

x = 10

15. (35 - 20)/20 = (4·x - 2)/(7·x - 11)

15/20 = (4·x - 2)/(7·x - 11)

15 × (7·x - 11) = 20 × (4·x - 2)

105·x - 165 = 80·x - 40

105·x - 80·x = 165 - 40 = 125

25·x = 125

x = 125/25 = 5

x = 5

16. (x - 3)/35 = 4/(x - 7)

(x - 3) × (x - 7) = 35 × 4 = 140

x² - 10·x + 21 = 140

x² - 10·x - 119 = 0

(x - 17) × (x + 7) = 0

x = 17 or x = -7

Therefore, the possible value of x is 17

x = 17

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Step-by-step explanation:

Given:

7p - 6pc + 3c - 2

Find:

Number of terms

Coefficients

Constant terms

Computation:

Number of terms = 4

Coefficients = (7, -6, 3)

Constant terms = -2

The given quadratic equation has no real solutions.

Given expression is 3x² + 7x = 10, and the solution to the quadratic equation using the quadratic formula is required.

Let us solve it as follows:

Step 1: Identify the values of a, b, and c. Here, a = 3, b = 7, and c = 10.

Therefore, we have: a = 3, b = 7, c = 10

Step 2: Plug in the values of a, b, and c in the quadratic formula \(X = [-b \pm \sqrt{(b^{2} -4ac)]/2a. }\)

We get X = [-7 ± √(7²-4(3)(10))]/(2×3)

Step 3: Simplify the equation obtained in Step 2.

We get\(X = [-7 \pm \sqrt{(49-120)]/6} = [-7 \pm \sqrt{(-71)]/6}\ ]\)

Now, we cannot have the square root of a negative number since the square of any real number is always positive.

Therefore, the given quadratic equation has no real solution.

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The probability that you take different colors in two"picks" is 31/45.

You could choose one red followed by one blue, one blue followed by one red, one blue followed by one black, one black followed by one blue, one black followed by one red, or one red followed by one black.

P( different colors) = P( one blue followed by one red ) +P( one red followed by one blue) + P( one blue followed by one black ) +P( one black followed by one blue) +P( one black followed by one red ) +P( one red followed by one black)

P(one blue followed by one red) = (10/20)( 6/19) = 3/19

P(one red followed by one blue) = (6/20)( 10/19) = 3/19

P(one blue followed by one black) = (10/20)( 4/19) = 2/19

P(one black followed by one blue) = (4/20)( 10/19) = 2/19

P(one red followed by one black) = (6/20)( 4/19) = 6/95

P(one black followed by one red) = (4/20)( 6/19) = 6/95

P(different colors )= 3/19 + 3/19 + 2/19 + 2/19 + 6/95 + 6/95
                                = 31/45

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The result is consistent with the previous calculation, and option C, 3.682, is the correct answer.

To calculate log4 57 to the nearest thousandth, we can use a scientific calculator or a logarithmic table.

Using a calculator, we can find the logarithm of 57 to the base 4 directly:

log4 57 ≈ 3.682

Therefore, the correct answer is option C: 3.682.

If you prefer to verify the result using logarithmic properties, you can do so as follows:

Let's assume log4 57 = x. This means \(4^x\) = 57.

Taking the logarithm of both sides with base 10:

log (\(4^x\)) = log 57

Using the logarithmic property log (\(a^b\)) = b \(\times\) log a:

x \(\times\) log 4 = log 57

Dividing both sides by log 4:

x = log 57 / log 4

Using a calculator to evaluate the logarithms:

x ≈ 3.682

Thus, the result is consistent with the previous calculation, and option C, 3.682, is the correct answer.

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Answer:

180cm2

Step-by-step explanation:

area of a parallelogram is base × height

20×9

180

Answer:

D.180cm2

Step-by-step explanation:

The integer in the solution set of 5/6m - 4 < 1/3m + 5 that would make it false is 20

The set is given as

S:{−18, 2, 15, 20}

The inequality expression is given as

five sixths m minus four is less than one third m plus 5

Rewrite the inequality expression properly

So, we have

5/6m - 4 < 1/3m + 5

Subtract 1/3m from both sides of the inequality expression

So, we have

1/2m - 4 < 5

Add 4 to both sides of the inequality expression

So, we have

1/2m < 9

Divide both sides of the inequality expression hy 1/2

So, we have

m < 18

This means that the integers in the solution set are integers that are less than 18

These integers are −18, 2, 15

All other integers would make the inequality false

Hence, the solution is 20

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The number of individuals who took the quiz is D) 21.

To determine the total number of individuals who took the quiz (N), we need to sum up the frequencies (f) in the given frequency distribution. The frequency (f) represents the number of individuals who obtained each score.

Let's add up the frequencies:

6 + 5 + 5 + 3 + 2 = 21

The total frequency is 21, which means that 21 individuals took the quiz. Each score represents a certain number of individuals who obtained that score, and by adding up all the frequencies, we get the total number of individuals.

Therefore, the correct answer is D. 21.

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2y = x  -8 is the equation of line w.

A linear equation is an algebraic equation of the form y=mx+b, where m is the slope and b is the y-intercept, and only a constant and a first-order (linear) term are included. Sometimes, the aforementioned is referred to as a "linear equation of two variables," with y and x serving as the variables.

Given, Line v has an equation of y= – 2x+5.

also given Perpendicular to line v is line w

Slope of the perpendicular line w = -1/(Slope of the line v)

From Slope intercept form

y = mx + c

where m is the slope

Slope of the perpendicular line w = -1/ (-2)

The slope of the perpendicular line w = 1/2

Thus, the equation of a line:

y = 1/2x + c

Since, w passes through the point (6, – 5).

Thus,

-5 = 1/2 * 6 + c

c = -8

So, the equation of line y = 1/2x -8

Therefore, the Equation of line w is 2y = x  -8.

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Theory is the correct answer, theory  represents the lowest degree of certainty.

What is certainty?
The epistemic attribute of beliefs that one cannot rationally reject is certainty, often known as epistemic certainty or objective certainty. Epistemic certainty is commonly defined as a belief being certain if and only if the person holding it could not be wrong in holding it. Other popular definitions of certainty refer to the beliefs' incontrovertibility or describe certainty as a characteristic of those beliefs with the strongest foundation. Although certainty and knowledge are closely related, modern philosophers frequently treat knowledge as having less conditions than certainty.

The rest of the options given in the questions which are conclusion, fact, hypothesis are evidence based and they provides comparatively higher degree of certainty than theory.

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Attached is the pedigree. I found this exercise on the Internet.

The probability that both john and sue are carriers is:

The missing characters are: II-5, II-6, II-8, III-10, III-11, III-12, III-13.

Individual II-5 will have half black/half white squares. It's a square because it shows in the book that John's grandmother (I-2) fell ill.

Half black/half white transmits an allele that requires the disease allele because his mother has the disease, and his father does not carry or show the disease, so from him, John's father (II-5) only got one. normal allele.

The person will ask II-6 questions in a circle. A circle because John's mother once father is Example II-5. Since she has a daughter (John's Sister) with the disease, it means that John's sister inherited both alleles for the disease.

The Personal II-8 will have a half-black/half-white circle.

Circle because Sue's mother and father Probability Example II-7 (square). Half black/half white transmits an allele that requires the disease allele because her father has the disease, and her mother does not carry or show the disease, meaning she is from her, Sue's mother (II-8). take an old allele.

The person will ask the III-10 questions in a circle. The circle is because she is John's sister mentioned in the text. The question mark is that we can't be sure if this is an allele.

We know from the records that he has no symptoms of the disease, but if his mother is infected with only one allele, he may have inherited an allele from his father or mother, or he will inherit the disease allele. The disease allele comes from the mother, not from the father if the mother has the disease.

John, There will be questions in the People III-11 box. Square because John is a man. The question mark is that we can't be sure if this is an allele. We know from the literature that he has no symptoms of the disease, but if his mother is a carrier of only one of the disease alleles, he may have inherited the disease allele from his father. disease allele. If her mother has a disease, it is not from her father, but from her mother.

SU will have questions in the Humans III-12 circle. Circle it because she's Sue, the woman. The question mark is that we can't be sure if this is an allele. From the instructions, we learn that he has no symptoms of the disease, but that he may have inherited the disease allele from his mother, and that after his mother has the disease allele, he too can be a carrier or transmit the disease to others. The disease allele has inherited the normal allele from its mother. He inherited only one normal allele from his father.

III-13 individuals will have questions in the square. A square because according to the guide, he is Su's brother. The question mark is that we can't be sure if this is a disease allele. We know from the records that she did not show any signs of the disease, but she probably inherited the disease allele from her mother, and when her mother has the disease allele, she will also be a carrier or inherited. original allele from its mother. He inherited only one normal allele from his father.

Complete Question:

John and sue are expecting a child, but are concerned about a rare autosomal recessive disease that is present in both of their families. in the pedigree below, john is represented as individual iii-11 and sue is represented as individual iii-12. john\'s sister, iii-10, and sue\'s brother, iii-13, both do not show evidence of the disease, but john\'s paternal grandmother and sue\'s maternal grandfather both had the disease. assign the appropriate symbol to each individual in the pedigree. what is the probability that john is a carrier? probability: 66.7 % what is the probability that both john and sue are carriers?

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Answer:

this anwer is (a) ok olright

Step-by-step explanation:

Total toppings = 6

Probability of chocolate chips = 1/6

Probability of raspberries = 1/6

And if both together then

Probability = 2/6 = 1/3

Answer: Um...is there supposed to be a link? I'll edit my answer if there is.

Answer:

Angle 2 is supplementary to angle 8 because the two angles create a supplementary angle (180 degrees angle).

Step-by-step explanation:

we can conclude that the correct formula for the area of the sector of a circle is (πr²S)/360.

In the given scenario, we are supposed to use the terms "uppercase A = StartFraction pi r squared uppercase S Over 360 EndFraction, where r is the radius of the circle and S is the angle measure of the sector."Here, we are given that the area of the sector is given by the formula,A = (πr²S)/360, where A is the area of the sector, r is the radius of the circle and S is the angle measure of the sector.

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Answer:

1) Midpoint: (4,7) and slope: 1

2) Midpoint: (5,3/2) and slope: 9/2

3) Midpoint: (9/2,1) and slope: 0

Step-by-step explanation:

1) R = (5,8) and P = (3,6)

Midpoint: (5+3)/2 = 4 and (8+6)/2 = 7

= (4,7)

Slope: (8-6)(5-3) = 2/2 = 1

2) M=(6,6) and N=(4,-3)

Midpoint: (6+4)/2 and (6 + - 3)/2

= (5,3/2)

Slope: (-3-6)/(4-6)

= -9/-2 = 9/2

3) A=(5,1) and M=(4,1)

Midpoint: (5+4)/2 and (1+1)/2

= (9/2, 1)

Slope: (1-1)/(5-4)

= 0/1

Answer:

the common difference is 1/3.

it is a arithmetic progression.

Unfortunately, the question seems to be incomplete as it mentions "Consider the following two person game. (5)" without providing any details about the game, its payoff matrix, or any specific instructions. Without this information, it is not possible to draw the graphs or provide an analysis of Nash equilibria.

In general, to find the Nash equilibria of a game, one must analyze the players' strategies and payoffs. The Nash equilibrium is a situation in which no player has an incentive to unilaterally deviate from their chosen strategy. It is often identified by looking for stable points where the players' best responses intersect.

A common approach to finding Nash equilibria is through the analysis of strategic dominance, where strategies that are strictly dominated by others can be eliminated from consideration. This process reduces the strategic space and narrows down the possible equilibria.

However, without the specific game and its details, it is not possible to provide a diagram or analyze the Nash equilibria. It would be helpful to provide more information or the specific game setup to proceed with a meaningful analysis.

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With Alpha set to .05, increasing the sample size would not directly reduce the probability of a Type I error. The probability of a Type I error is determined by the significance level (Alpha) and remains constant regardless of the sample size.

However, increasing the sample size can indirectly affect the probability of a Type I error by increasing the statistical power of the test. With a larger sample size, it becomes easier to detect a statistically significant difference between groups, reducing the likelihood of falsely rejecting the null hypothesis (Type I error).

Increasing the sample size generally decreases the probability of a Type II error, which is failing to reject a false null hypothesis. With a larger sample size, the test becomes more sensitive and has a higher likelihood of detecting a true effect if one exists, reducing the likelihood of a Type II error. However, it's important to note that other factors such as the effect size, variability, and statistical power also play a role in determining the probability of a Type II error.

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In scenario three, we explore additional options e and f, each with their own unique probabilities and potential outcomes.

Option e introduces a 50% chance of winning $0 or an unspecified amount, while option f offers a 50% chance of winning either $20 or $60.

These options introduce different potential outcomes and associated probabilities compared to the original scenarios. In option e, there is an equal chance of winning nothing or winning an unspecified amount of money.

The introduction of these options expands the range of possible outcomes and probabilities in scenario three, providing different risk-reward trade-offs for the decision-maker.

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Answer:

$30

Step-by-step explanation:

5=15

10=30

Answer:

Step-by-step explanation:

You can use ratio to solve this or use any other method you want.

P: M

5 : $15                        P = Pounds

10 : $30                     M = Money

Answer:

It's Neither A or B

Step-by-step explanation:

It is neither of them because A and B are both having two x values that are equal to different y values.

Answer:X×2+9=23

Step-by-step explanation:2x+9=23

2x=23-9

=14

X=14/2

=7( he gave to his bros)

But since he gave all the apples to his ex and brothers he probably doesn't have any left

Mark me as Brainliest if I'm right (though I doubt it )

Answer:

29p

Step-by-step explanation:

Money available with Dave = 85p

Money available with Ellie = £1.43

To find:

How much money should Ellie given to Dave so that they both have the same amount of money?

Solution:

First of all, let us convert £ to p.

1 £ = 100p

1.43£ = 143p

Let number of 'p' that Ellie has to give to Dave so that they have equal amount of money = \(x\) p

Money left with Ellie after giving \(x\) p to Dave = (143 - \(x\))p

Money with Dave after taking \(x\) p from Ellie = (85 + \(x\))p

As per question statement, money with both of them is same.

i.e.

\(143-x=85+x\\\Rightarrow 2x=143-85\\\Rightarrow 2x = 58\\\Rightarrow x = \bold{29p}\)

Therefore, Ellie should give 29p to Dave so that they have same amount of money.

They both will have 1.14£ or 114p each.