(2,5) is the midpoint of (4,10) and (x, y)?

Answers

Answer 1

[tex]\bf ~~~~~~~~~~~~\textit{middle point of 2 points } \\\\ (\stackrel{x_1}{4}~,~\stackrel{y_1}{10})\qquad (\stackrel{x_2}{x}~,~\stackrel{y_2}{y}) \qquad \left(\cfrac{ x_2 + x_1}{2}~~~ ,~~~ \cfrac{ y_2 + y_1}{2} \right) \\\\\\ \left( \cfrac{x+4}{2}~~,~~\cfrac{y+10}{2} \right)~~ = ~~\stackrel{midpoint}{(2~~,~~5)}\implies \begin{cases} \cfrac{x+4}{2}=2\\[1em] x+4=4\\ \boxed{x=0}\\[-0.5em] \hrulefill\\ \cfrac{y+10}{2}=10\\[1em] y+10=20\\ \boxed{y=10} \end{cases}[/tex]


Related Questions

Which of the following provides the best description of the function of genes?

A. Ridding individual cells of waste products.

B. Relaying information from the environment.

C. Producing energy through cellular respiration.

D. Controlling the production of specific proteins.

Answers

Answer: A

Step-by-step explanation:

Answer:

D.

Step-by-step explanation:

Genes are our genetic makeup. The way we look, act, talk etc. The way they work is to make protiens for our DNA, as in produce "specific" proteins for ourself.

I’m at so confused !!

Answers

Answer:

hope it helps you see the attachment for further information

Which information is a epposite isometry?

Answers

Math is ok I’m not good at it but I think it is 3

Answer: B) line reflection

The orientation will flip with a reflection. So if points A,B,C are going clockwise for instance, then A', B', and C' will go counterclockwise.

a line passes through the points -3 -4 and 6 2 what is the Y intercept of this line? -3 -2 2 or 3​

Answers

Answer:

y=-2

Step-by-step explanation:

Hello : let  A(-3,-4)    B(6,2)

the slope is :   (YB - YA)/(XB -XA)

(2+4)/(6+3)  = 6/9 = 2/3

an equation is the line is : y = ax+b        a is a slope

y = (2/3)x+b

but this line passes by (6;2)

so : 2 = (2/3)(6)+b

b = -2

the equation is : y = (2/3)x-2

the the Y intercept of this line when : x= 0   so : y = (2/3)(0)-2

y=-2

Please answer ASAP!! Consistently wash your hands for 1 minute.

Answers

Each peach costs $0.56 and the equations used to solve that is [tex]4x= 2.24[/tex] where x is the cost of 1 peach.

Step-by-step explanation:

Step 1:

It is given that all the peaches weigh the same and that 4 peaches weigh 1 pound.

Assume that each peach costs x.

So the cost for 4 peaches is given by [tex]4x.[/tex]

Step 2:

The cost of 1 pound of peaches is given as $2.24.

1 pound of peaches[tex]=4x.[/tex]

So [tex]4x= 2.24, x = \frac{2.24}{4}.[/tex]

[tex]x = 0.56.[/tex]

So each peach costs $0.56.

Need Help Since Schoo is Closed

Answers

Answer:

32

Step-by-step explanation:

let a = 5

a² + 7 | Original equation

5² + 7 | Substitution of a as 5

25 + 7 | 5 to the power of 2 is 25, as 5*5 = 25.

32       | 25 + 7 = 32

Answer:

2-2-2

History

The 2-2-2 configuration appears to have been developed by Robert Stephenson and Company in 1834, as an enlargement of their 2-2-0 Planet configuration, offering more stability and a larger firebox. The new type became known as Stephenson's Patentee locomotive.[1] Adler, the first successful locomotive to operate in Germany, was a Patentee supplied by Robert Stephenson and company in component form in December, 1835 was one of the earliest examples. Other examples were exported to the Netherlands, Russia and Italy.[2] By 1838 the 2-2-2 had become the standard passenger design by Robert Stephenson and Company.[3]

Eighteen of the first nineteen locomotives ordered by Isambard Kingdom Brunel for the opening of the Great Western Railway in 1837/8 were of the 2-2-2 type.[4] These included six 2-2-2 locomotives built by Charles Tayleur at his Vulcan Foundry. Also in 1837 the successful North Star broad gauge locomotive was delivered to the Great Western Railway by Stephenson, becoming the first of a class of twelve locomotives by 1841.

Great Western Railway North Star at Swindon

Later UK developments

Sharp, Roberts and Company constructed more than 600 2-2-2 locomotives between 1837 and 1857. Ten of these supplied to the Grand Junction Railway became the basis of Alexander Allan's successful designs for the railway from 1845 (the first of which, formerly named Columbine, is preserved). J. & G. Rennie supplied 2-2-2 locomotives to the London and Croydon Railway from 1838 and the London and Brighton Railway in 1840.[5] Arend ("eagle") was one of the two first steam locomotives in the Netherlands, built by R. B. Longridge and Company of Bedlington, Northumberland in 1839.

The Great Western Railway continued to order both broad gauge and standard gauge locomotives on the railway, including the Firefly and Sun classes (1840–42), which were enlarged versions of North Star. Bury, Curtis, and Kennedy supplied six 2-2-2 locomotives to the Bristol and Gloucester Railway in 1844, and fourteen to the Great Southern and Western Railway in Ireland in 1848, (the last of these has been preserved at Cork Kent railway station.

The original "Jenny Lind" locomotive, 1847.

The Jenny Lind locomotive, designed by David Joy and built in 1847 for the London Brighton and South Coast Railway by the E.B.Wilson and Company of Leeds, became the basis of hundreds of similar passenger locomotives built during the 1840s and 1850s by this and other manufacturers for UK railways. The London & North Western Railway Cornwall locomotive was designed at Crewe Works as a 4-2-2 by Francis Trevithick in 1847, but was rebuilt as a 2-2-2 in 1858.

Although by the 1860s the 2-2-2 configuration was beginning to be superseded by the 2-4-0 type with better adhesion, the invention of steam sanding gave 2-2-2 singles a new lease of life, and they continued to be built until the 1890s. Notable late examples include William Stroudley's singles of 1874-1880, William Dean's 157 class of 1878-79,[6] and his 3001 class (1891–92),[7][8] both for the Great Western Railway. James Holden of the Great Eastern Railway created some 2-2-2 singles in 1889 by removing the coupling rod from a 2-4-0.

Belgium

Replica of 'Le Belge' 1835

The first steam railway locomotive built in Belgium in 1835, and was built by John Cockerill under license to a design by Robert Stephenson & Co. It was built for use on the first main line on the European mainland, the Brussels-Mechelen line.[9] A replica was built at the workshops of Boissellerie Cognaut for the 150th anniversary of the formation of Belgium.[10]

Italy

Two 2-2-2 locomotives were imported from Longridge and Co of Bedlington Ironworks England for the Naples–Portici railway in 1839 named Bayard and Vesuvio. A replica of 'Bayard is at the Naples Railway Museum.[11]

Germany

Most of the earliest locomotives to operate in what is now Germany before the mid-1840s were 2-2-2s delivered by UK manufacturers. However, by 1839 the type was also being built locally see List of Bavarian locomotives and railbuses. The Pegasus of 1839 was the first locomotive to be built by the Sächsische Maschinenbau-Compagnie in Chemnitz. August Borsig and Company manufactured Beuth in 1843 which was highly successful; its valve design became de facto standard for locomotives for decades to come.[12] By 1846 he had manufactured more than a hundred similar locomotives. Both the Leipzig-Dresden Railway and Royal Bavarian State Railways (Königlich Bayerische Staatsbahn) built several 2-2-2 classes 1841-1859. Similarly, the Grand Duchy of Mecklenburg Friedrich-Franz Railway grouped various 2-2-2 steam locomotives procured from German manufacturers between 1848 and 1863 into its Mecklenburg I class.

 

Trish made a few pans of Brownies to sell. Rachel also contributed 5 pans. Each pan of brownies was cut into 12 squares. If there were a total of 84 brownies, how many pans of brownies did Trish make.

Answers

Answer: 2 pans of brownies

Step-by-step explanation: ( i'm over 2 years late lol ) i drawed it because i'm lazy first draw rachels 5 pans ( just draw circles ) fill each circle up with 12 squares count them ( 60 ) now u need 24 more now on another piece of paper draw 2 circles and this is trish's side now fill each pan with 12 brownies trishs side has 24 brownies so....

                                       |

                          trish     |      rachel

                                24 + 60 = 84

trish has 2 pans overall

please help...its for Delta math. will mark brainliest and I will be ur friend♥

Answers

The exponential functions change is represented by decay and the percentage rate of decrease is 1.00619%.

Step-by-step explanation:

Step 1:

To determine if the function represents growth or decay, we substitute values to x.

If the values increase with an increase of x, it represents growth.

If the values decrease with an increase of x, it represents decay.

Step 2:

If [tex]x= 10,[/tex] [tex]y = 1,300 (\frac{1}{2})^{\frac{10}{69} } = 1,300 (0.9044) = 1,175.72.[/tex]

If [tex]x=11,[/tex][tex]y = 1,300 (\frac{1}{2})^{\frac{11}{69} } = 1,300 (0.8953) = 1,163.89.[/tex]

So as x increases the value of y decreases, so it represents decay.

Step 3:

The percentage rate of change is determined by dividing the difference of two consecutive values by the first value.

The percentage rate of change [tex]= \frac{y(x=11) - y(x=10)}{y(x=10)}.[/tex]

Substituting the values, we get

The percentage rate of change [tex]=\frac{1,175.72-1,163.89}{1,175.72}(100) = 1.00619\%[/tex].

As the values of y decrease with an increase in x, it is the percent decrease per unit.

Answer:

The exponential functions change is represented by decay and the percentage rate of decrease is 1.00619%.

Step-by-step explanation:

Because your Beautiful

Which relation is not a function?

Answers

Answer: Choice D

[tex]y = \pm\sqrt{x}[/tex]

==================================================

Explanation:

The plus/minus indicates we have two equations, and they are

[tex]y = \sqrt{x} \text{ or } y = -\sqrt{x}[/tex]

If x is say x = 4, then y is both y = 2 and y = -2 at the same time.

A function is where any x input leads to exactly one and only one y output (assuming the x value is in the domain). Graphing out choice D shows that it fails the vertical line test. This is where a vertical line crosses through more than one point on the graph. For the other answer choices, it is impossible to draw a vertical line through more than one point on the graph, which visually shows they are functions.

after 4 hours a total of 1 inch of rain had fallen write the equation for the relationship between x and y​

Answers

Y= 4x + 1 , I am not so sure

Answer:

[tex]y=\frac{1}{4}x[/tex]    [tex]x=4y[/tex]

Step-by-step explanation:

Assuming

y = inches of rain

x = hours (The x latitude is usually used for time)

what is the simple interest , help asap . thank you .
$ 850 , 4% , 6 months

Answers

Answer:

I = 2.04.

Step-by-step explanation:

From the question we are asked that what is the simple interest ,

$ 850 , 4% , 6 months

using the formula

simple interest = prt/100

I = interest

P= principal

R = rate.

our P = $850

R = 4% = 4/100 = 0.04

T = 6months

I = (850 × 0.04 × 6)/ 100

I = 204/100

I = 2.04.

What is the value of X?
x = 32
x = 36
II 111111
x = 37
(x + 15)
(4x - 20°
x = 40

Answers

Answer:

Option D, x = 40

Step-by-step explanation:

Since x and (4x - 20) are supplementary, that means they add up to 180 degrees.

Step 1:  Make an equation

x + (4x - 20) = 180

Step 2:  Combine like terms

x + 4x - 20 = 180

5x - 20 = 180

Step 3:  Add 20 to both sides

5x - 20 + 20 = 180 + 20

5x = 200

Step 4:  Divide both sides by 5

5x / 5 = 200 / 5

x = 40

Answer:  Option D, x = 40

X + (4X - 20) = 180; so X = 40

What is the solution to the inequality 4(x + 2) + 12 > 100

Answers

First, subtract both sides by 12:

4(x + 2) + 12 > 100
4(x + 2) > 88

While we could distribute the 4 into the parentheses and solve from their, it's so much easier and way less tedious to simply divide both sides by 4:

4(x + 2) > 88
x + 2 > 22
x > 20

The measure of an angle is 39°. What is the measure of its complementary angle?

Answers

Answer:

51

Step-by-step explanation:

Answer:

51°

Step-by-step explanation:

90 - 39 = 51

Which graph shows the solution to the system of linear inequalities below? y>2x+1 y<2x-3

Answers

Option D: Graph C is the solution to the system of linear inequalities.

Explanation:

The system of linear inequalities are [tex]y \geq 2 x+1[/tex] and [tex]y<-2 x-3[/tex]

Let us graph the inequality [tex]y \geq 2 x+1[/tex]

Let us substitute the coordinate [tex](0,0)[/tex] in the inequality [tex]y \geq 2 x+1[/tex], we get,

[tex]0 \geq 2 (0)+1[/tex]

[tex]0 \geq1[/tex]

This is false. Hence, the solution does not contain the coordinate [tex](0,0)[/tex]

Thus, let us shade the upper part of the line in the graph.

Similarly, let us substitute the coordinate [tex](0,0)[/tex] in the inequality [tex]y<-2 x-3[/tex], we get,

[tex]0<-2 (0)-3[/tex]

[tex]0<-3[/tex]

This is false. Hence, the solution does not contain the coordinate [tex](0,0)[/tex]

Thus, let us shade the lower part of the line in the graph.

The solution to the system of linear inequality is the intersection of the two regions.

Thus, the solution of the inequality is Graph C.

Hence, Option D is the correct answer.

Cassie bought A new sweater at the mall. its original price was $60, but there was a 10% discount. how much did gossipy for this weather

Answers

Answer: $54

Step-by-step explanation:

Original price = $60

10% discount= 10/100 × 60

= 0.01 × 60 = $6

Amount cassie paid for the sweater is original price - discount

=$60 - 6

= $54

I hope this helps

Answer:

54$

Step-by-step explanation:

–2(g − 13) + 15 = 1


how do you do this

Answers

Answer:

3bzycukznwvy knsheuje6d9qk3vhdurkgyvuf6dyguts bl es yvhuv

Answer:

g = 20

Step-by-step explanation:

−2 (g − 13) + 15 = 1

Step 1: Simplify both sides of the equation.

−2 (g−13) + 15 = 1

(−2) (g) + (−2) (−13) + 15 = 1 (Distribute)

−2g + 26 + 15 = 1

(−2g) + (26 + 15) = 1 (Combine Like Terms)

−2g + 41 = 1

−2g + 41 = 1

Step 2: Subtract 41 from both sides.

−2g + 41 − 41 = 1 − 41

−2g = −40

Step 3: Divide both sides by -2.

−2g/−2 = −40/−2

g = 20

y=mx+b can someone break this down for me and help me understand it?​

Answers

Answer:

y=mx+b broken down is in the step by step explanation.

Step-by-step explanation:

y=mx+b is the y intercept formula.it is mostly used for slopes.

y is usually equal to the total,or final answer.it is the start.

m is equal to the slope.in the formula.it can also be used as the rise over run,which means the top number is the amount of units you go up for rise,and run is the bottom number which is the amount of units you move to the right.if it is negative,you move the opposite ways.if it is a single number,the bottom number can be 1.

x is equal to the number you multiply m,or the slope by.

b is equal to where you start on the vertical line in the graph.a way to remember it is horizontal is like a horizon,it’s flat.

H(y)=9/5 • 2y at y=-2

Answers

Answer:

[tex]H( - 2) = - 7 \frac{1}{5} [/tex]

Step-by-step explanation:

We want to evaluate the equation

[tex]H(y) = \frac{9}{5} \times 2y[/tex]

at y=-2

We just have to substitute to obtain;

[tex]H( - 2) = \frac{9}{5} \times 2 \times - 2[/tex]

We now multiply to get:

[tex]H( - 2) = \frac{9}{5} \times - 4[/tex]

This is the same as:

[tex]H( - 2) = \frac{9}{5} \times \frac{ - 4}{1} [/tex]

We multiply the numerators separately and denominators separately to get:

[tex]H( - 2) = \frac{9 \times - 4}{5 \times 1} [/tex]

[tex]H( - 2) = \frac{ - 36}{5} [/tex]

This implies that

[tex]H( - 2) = - 7 \frac{1}{5} [/tex]

chords ac and bd intercept at e if ae=6 ec=12 and dc=18 how long is be

Answers

Option A:

The length of BE is 4.

Solution:

Given data:

AE = 6, EC = 12 and DE = 18

To find the length of BE:

If two chords intersect in a circle, then the product of lengths of one segment is equal to the product of lengths of other segment.

⇒ AE × EC = DE × BE

⇒ 6 × 12 = 18 × BE

⇒ 72 = 18 × BE

Divide by 18 on both sides of the equation.

⇒ 4 = BE

Switch the sides.

BE = 4

The length of BE is 4.

Option A is the correct answer.

Which product is greater 9×15 or 9×17? Explain how you can trll without finding the products.

Answers

9x17 is greater. I’d say you can tell because 17 is greater than 15 so the product would be greater too

jenna brought a spool of ribbon that was 5 3/4 meters long. she used 3 1/4 meters of ribbon for a craft project. how many meters of ribbon does jenna have left?

Answers

Answer:

So the answer will be 2 2/4

Step-by-step explanation:

If you need me to explain more please tell me.Hope it helps.

Jenna is left with 2 1/2 meters of ribbon for future projects.

Jenna bought a spool of ribbon that was 5 3/4 meters long and used 3 1/4 meters of it for a craft project. To calculate how much ribbon she has left, we need to subtract the length of the ribbon used from the total length of the ribbon.

Convert mixed numbers into improper fractions: 5 3/4 = (5 × 4) + 3 = 23/4 and 3 1/4 = (3 × 4) + 1 = 13/4.

Subtract the second fraction from the first: 23/4 - 13/4 = (23 - 13)/4 = 10/4.

Simplify the result: 10/4 = 2 2/4 = 2 1/2 meters.

What is the inverse of y=(x-6)^2 +2 ?

Answers

Answer:

Step-by-step explanation:

Answer:

x=√y+2 + 6

Step-by-step explanation:

y=(x-6)^2+2

Substrate 2 from both sides

y-2=(x-6)^2

Square root both sides

√y-6=x-6

Add 6 to both sides

√y-6 +6= x

Therefore,x=√y-6 + 6

Determine all the zeros of m(x) = x² - 4x + 3 , algebraically

Answers

The values of the zero are 1 and 3 if the quadratic function is m(x) = x² - 4x + 3 after solving algebraically.

What is a quadratic equation ?

Any equation of the form [tex]\rm ax^2+bx+c=0[/tex]  where x is variable and a, b, and c are any real numbers where a ≠ 0 is called a quadratic equation.

As we know, the formula for the roots of the quadratic equation is given by:

[tex]\rm x = \dfrac{-b \pm\sqrt{b^2-4ac}}{2a}[/tex]

We have quadratic function:

m(x) = x² -4x + 3

m(x) = x² -x - 3x + 3

m(x) = x(x -1) -3(x - 1)

m(x) = (x - 1)(x - 3)

x -1 = 0 or x -3 = 0

x = 1  or  x = 3

Thus, the values of the zero are 1 and 3 if the quadratic function is m(x) = x² - 4x + 3 after solving algebraically.

Learn more about quadratic equations here:

brainly.com/question/2263981

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The zeros of the quadratic function m(x) = x² - 4x + 3 are found using the quadratic formula, yielding two solutions, x = 1 and x = 3.

To find the zeros of the quadratic function m(x) = x² - 4x + 3, we first note that it is already in standard form, with a = 1, b = -4, and c = 3. The quadratic formula, which states if ax² + bx + c = 0, then x = (-b ± √(b² - 4ac)) / (2a), can be used to find the solutions. Substituting the values, we get:

x = (4 ± √((-4)² - 4(1)(3))) / 2(1)

x = (4 ± √(16 - 12)) / 2

x = (4 ± √4) / 2

x = (4 ± 2) / 2

This results in two solutions:

x = (4 + 2) / 2 = 6 / 2 = 3

x = (4 - 2) / 2 = 2 / 2 = 1

Therefore, the zeros of the function m(x) are 1 and 3.

Identify the numerical coefficient.
5b^6​

Answers

Answer:

5

Step-by-step explanation:

If twice a number, n, is 5 less than the number squared, which of the following equations could be used to properly solve for n?

Answers

Answer:

2n - 5 = n^2 (or n squared)

The equation that could be used to properly solve for n is [tex]n^2 - 2n - 5 = 0[/tex]

Mathematical equations

To properly solve for the number, n, based on the given information, you can use the equation:

[tex]2n = n^2 - 5[/tex]

This equation represents the statement "Twice a number, n, is 5 less than the number squared." It sets the twice of the number (2n) equal to the number squared minus 5 (n^2 - 5).

To solve for n, you can rearrange the equation as follows:

[tex]n^2 - 2n - 5 = 0[/tex]

You can then solve this quadratic equation for n using methods such as factoring, completing the square, or the quadratic formula.

More on mathematical equations can be found here: https://brainly.com/question/29514785

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Which best proves why the expressions 4 (x + 3) + 2 x and 6 (x + 2) must be equivalent expressions?

A. When x = 3, both expressions have a value of 30.

B. When x = 5, both expressions have a value of 42.

C.When x = 1, both expressions have a value of 18, and when x = 8, both expressions have a value of 60.

D.When x = 2, both expressions have a value of 15, and when x = 6, both expressions have a value of 39.

Answers

Answer:

A. When x = 3, both expressions have a value of 30.

Step-by-step explanation:

The first expression is 4(x+3)+2x

The second expression is 6(x+2).

When we substitute x=3 into the first equation, we get:

[tex]4(3 + 3) + 2(3) = 4 \times 6 + 6 = 24 + 6 = 30[/tex]

When we substitute x=3 into the second expression we get:

[tex]6(3 + 2) = 6(5) = 30[/tex]

This proves that the two expressions are equivalent.

The correct choice is A

Answer: A

Step-by-step explanation:

Hope this helps can i have brainly-est please

Find the missing side

Answers

Answer:

7

Step-by-step explanation:

1: 6 X _ = 18

2: 18/6 = 3

3: 21/3 = 7

please help with the question below please and thank you!!!!

Answers

I wish I could help the answer is 76000

What is the next number and why ? 1,3,11,35,99,_

Answers

Answer: 241

Step-by-step explanation:

This is a simple problem when using Pascal's triangle. First you look at 1 - 3, what is the difference in these 2 numbers? Its 2, then you look at 3 and 11, the difference is 8, then 11 and 35, the difference is 24. If you keep doing this you get; 2 8 24 64 142. Next you find out how these numbers are different. In the end you keep doing this until you get to the triangles point or the differences converge.

                                          1      3      11      35     99      241

                                             2      8     24       64    142

                                                6      16      40      78

                                                     10     24      38

                                                          14       14

In the end we get 14 but there is no difference in the numbers so we cant go any farther. Hope this helps!

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What should be the setup cost? Desired lot size: 60 Annual demand: 40,000 Holding cost: $20 per unit per year Daily production rate: 320 Work days per year: 250 After Translation, a polypeptide chain undergoes modifications. Which of the following would NOTbe a post-translational modification?O A. Addition of AcetateB. Addition of a Disulfide BridgeOC. Removal of non-functional IntronD. Removal of Methionine Which particles may be gained lost or shared by an atom when it forms a chemical bond?A-protonsB-electronC-neutrons ( Extremely Need Help ASAP). Will Mark Brainliest to whoever can be honest with there response). You will do research to learn more about the seismic waves play in earthquakes and tsunamis. Address one of the following questions: How does an underwater earthquake cause a tsunami? Why do some earthquakes cause more damage than others? Here's a website and some keyword search terms to help you get started ( USGS EARTHQUAKES) Keywords search terms: earthquakeformation, P wave, S wave, tsunami, earthquake travel, analyzing earthquakes. Should do the following things: 1) discuss how different types of waves are formed and describe how the waves travel. 2) explain how scientists use waves to track and analyze earthquakes. 3) cover recent events involving earthquakes and / or tsunamis that illustrate the points made in your explanation. ( Will Mark Brainliest to whoever can be honest with there response). A knight there was, and that a worthy man,That from the time that he first beganTo riden out, he loved chivalry,Truth and honour, freedom and courtesy.5Full worthy was he in his Lorde's war,And thereto had he ridden, no man farre,As well in Christendom as in Heatheness,And ever honour'd for his worthinessAt Alisandre he was when it was won.10Full often time he had the board begunAbove alle nations in Prusse.In Lettowe had he reysed and in Russe,No Christian man so oft of his degree.In Grenade at the siege eke had he be15Of Algesir, and ridden in Belmarie.At Leyes was he, and at Satalie,When they were won; and in the Greate SeaAt many a noble army had he be.At mortal battles had he been fifteen,20And foughten for our faith at Tramissene.In listes thries, and aye slain his foe.This ilke worthy knight had been alsoSome time with the lord of Palatie,Against another heathen in Turkie:25And evermore he had a sovereign price.And though that he was worthy he was wise,And of his port as meek as is a maid.He never yet no villainy ne saidIn all his life, unto no manner wight.30He was a very perfect gentle knight.But for to telle you of his array,His horse was good, but yet he was not gay.Of fustian he weared a gipon,Alle besmotter'd with his habergeon,35For he was late y-come from his voyage,And wente for to do his pilgrimage.With him there was his son, a younge SQUIRE,A lover, and a lusty bacheler,With lockes cruller as they were laid in press.40Of twenty year of age he was I guess.Of his stature he was of even length,And wonderly deliver, and great of strength.And he had been some time in chevachie,In Flanders, in Artois, and Picardie,45And borne him well, as of so little space,In hope to standen in his lady's grace.Embroider'd was he, as it were a meadAll full of freshe flowers, white and red.Singing he was, or fluting all the day;50He was as fresh as is the month of May.Short was his gown, with sleeves long and wide.Well could he sit on horse, and faire ride.He coulde songes make, and well indite,Joust, and eke dance, and well pourtray and write.55So hot he loved, that by nightertaleHe slept no more than doth the nightingale.Courteous he was, lowly, and serviceable,And carv'd before his father at the table.Based on this excerpt, how are the knight and the squire ALIKE?A)They are both in love.B)They both like to sing.C)They are both mannerly.D)They both are womanizers. Complete the sentence with the present-tense form of the verb.Suzie's long hair conceala small scar on the back of her neck. What is the solution of x^2-1/x^2+5x+4 A person in the passenger basket of a hot-air balloon throws a ball horizontally outward from the basket with a speed of 10.0 m/s. What initial velocity (magnitude and direction) does the ball have relative to a person standing on the ground if the hot-air balloon is rising at 6.0 m/s relative to the ground during this throw? If the government implements a binding price ceiling on insulin, this willAhave to be set above the market equilibrium price to be effective.Bincrease the price consumers will pay for insulin.Cencourage manufacturers to produce and sell more insulin to increase their profits.Ddecrease the quantity of insulin the manufacturers will be willing to supply. Two sections of a pressure vessel are to be held together by 5/8 in-11 UNC grade 5 bolts. You are told that the length of the bolts is 1.5 in, the length of the threaded portion of the bolts is 0.75 in, and that their elastic modulus is E=30 Mpsi. The total load on the joint is 36 kip and the stiffness of the members is given as km=8.95 Mlbf/in. What is the minimum number of bolts that should be used to guard against excess proof strength with a factor of safety of np=1.2? Be sure to make an estimate for the preload. A theater group made appearances in two cities. The hotel charge before tax is the second city was $ 1000 higher than in the first. The tax in the first city was 8.5 % and the tax in the second city was 5.5 %. The total hotel tax paid for the two cities was $ 790 . How much was the hotel charge in each city before tax? how many moles of oh Hg will be produced from 34.0g oh HgO In doing a load of clothes, a clothes drier uses 18 A of current at 240 V for 41 min. A personal computer, in contrast, uses 2.2 A of current at 120 V. With the energy used by the clothes drier, how long (in hours) could you use this computer to "surf" the Internet Isabella was horrified when her newborn son Matteo became cyanotic immediately after he was born. He was whisked away; when the doctor returned, he told Isabella and her husband that their son had a congenital heart defect called TGV or transposition of the great vessels. Part A - Cyanosis To become cyanotic means to turn blue. What could cause a new born to turn blue A fire hydrant 2.5 feet high casts a 5 foot shadow. How tall is a street light that casts a 26 foot shadow at the same time? Ed owned and used his home in Kentucky as his principal residence for 15 years. He moved to another state in the 16th year and rented the Kentucky home. Two years later he sold the Kentucky home. Ed's brother, Fred, had two houses. Fred owned and used his home in Tennessee as his principal residence for 10 years. He had another home in Florida. In the 11th year, he moved into his Florida home. He resided there for 3 years and then sold the Florida home. Which brothers has "nonqualified use" of his principal residence that will reduce the exclusion on the gain on a sale of a personal residence? John has $132.55 in his bank account. He wants to join a guitar class that charges a $15 fee every week. John plans to take the class for 12 weeks.If John pays for 12 weeks of guitar classes from his account, his account balance will be?