There are four fundamental types of inequality: less than ( < ), larger than( > ), less than or equal to ( ≤ ), and more than or equal to( ≥ ).
What is an inequality?The term "inequality" in mathematics refers to a connection between two expressions or values that is not equal to each other. Inequality originates from an imbalance, thus. The majority of the time, size comparisons between two numbers on the number line are made.
The most notable instances of social inequality include those related to health care, social class, gender inequality, and wealth disparity. Comparatively speaking, some people in the healthcare system receive better and more skilled care. For these services, they are also likely to pay more.
Steps to solve the inequality:
First, get rid of all fractions by multiplying all terms by the fractions' lowest common denominator. (There is no difference when we multiply by a positive number.)Second, simplify the inequality by merging like words on either side. The sameThird To get the unknown on one side and the numbers on the other, add or subtract the appropriate amounts. The sameFourth, multiply each term in the inequality by the unknown coefficient. The inequality will not change if the coefficient is positive. Inequality will also be reversed if a negative coefficient exists. The crucial distinction between equations and inequalities is this.To know more about inequalities refer to:
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The cost of a certain cell phone plan can be modeled by C(m) = 2m + 15, where C(m) is the total cost for m minutes of cell phone usage. State the meaning of the slope with respect to the cost associated with the cell phone plan.
The interpretation of the slope is that the cost per minute is $2
How to determine the interpretation of the slope?From the question, we have the following parameters that can be used in our computation:
C(m) = 2m + 15
Where
m = number of minutes
C(m) = cost function
The equation of a line can be represented as
y = mx + c
Where
Slope = m
By comparing the equations, we have the following
m = 2
This means that the slope is 2
And it means that the cost per minute is $2
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Help please with this maths
The radius of the sphere is 9 centimeters.
What is the surface area of a sphere?The area of the outer surface of a sphere is the surface area of a sphere.
And its formula:
The surface area of the sphere is 4πr².
Where r is the radius of the sphere.
Given:
The surface area of the sphere is 4πr².
Where r is the radius of the sphere.
So,
surface area of the sphere = 4πr²
324π cm² = 4πr²
Simplifying,
r² = 324π/4π
r² = 324/4
r² = 81
r = 9
Therefore, the radius is 9 centimeters.
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3. Tell whether the set of ordered pairs {(3, 2), (4, 3), (5, 4), (6, 5)} satisfies a linear function. Explain.
a. No; there is no constant change in x that corresponds to a constant change in y.
b.
No; there is a constant change in x that corresponds to a constant change in y.
Yes; there is a constant change in x that corresponds to a constant change in y.dd T
Yes; there is no constant change in x that corresponds to a constant change in y.
d.
Find the x and
conto
The given set of ordered pairs does not satisfy a linear function.
What is a linear function?A linear function is one that, when plotted, forms a straight line. Therefore, non-linear functions are all non-linear functions. We can discern if a function is linear or non-linear from its input/output table or equation, but graphing may be the quickest way to do it.
Given:
The given set of ordered pairs is:
{(3, 2), (4, 3), (5, 4), (6, 5)}
To find:
Whether the given set of ordered pairs satisfies a linear function or not.
Explanation:
The slope of a linear function is:
m = (y₂ - y₁)/ (x₂ -x₁)
The slope of the linear function passes through the points and is:
m₁ = (3-1)/(3-1)
m₁ = 2/2
m₁ = 1
The slope of the linear function passes through the points and is:
m₂ = (9-3)/(5-3)
m₂ = 6/2
m₂ = 3
Therefore m₁ ≠ m₂ therefore the given set of ordered pairs does not satisfy a linear function.
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What should be taken away from 3x² 4y² 5xy 20 obtain X² y²+ 6xy 20?
4x2 - 3y2 - xy should be taken away from 3x² 4y² 5xy 20 obtain X² y²+ 6xy 20
A fraction is a percentage of a whole. This entire sentence could be referring to a single location or a collection of locations. The English word "fraction" originates from the Latin word "fraction," which means "to break." As the first society to comprehend fractions, the Egyptians used fractions to solve a number of mathematical problems, including the distribution of food and resources and the absence of a metal currency.
Assume X is the component that is absent.
As a result, the answer to the question is
(3x2 - 4y2 + 5xy + 20) - (X) = - x2 - y2 + 6xy + 20
To determine the value of X, let's change the words.
X is equal to (-x2 - y2 + 6xy + 20) = 3x2 - 4y2 + 5xy + 20.
X = 4x2 - 3y2 - xy X = 3x2 - 4y2 + 5xy + 20 + x2 + y2 - 6xy - 20
Thus, the expression that should be subtracted is 4x2 - 3y2 - xy.
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In a certain year, 31% of adults in a certain country viewed college education as essential for success. For the following ten-year period, this percentage increased by approximately 2. 6 each year.
The percentage of adults from this country who viewed a college education as essential for success x years after the first year can be represented by __
The percentage of adults from this country who viewed a college education as essential for success x years after the first year can be represented by the function P(x) = 31 + 2.6x.
What is the percentage function?
To determine the percentage, we have to divide the value by the total value and then multiply the resultant by 100. Percentage formula = (Value/Total value) × 100. Example: 2/5 × 100 = 0.4 × 100 = 40 per cent.
The percentage of adults from this country who viewed a college education as essential for success x years after the first year can be represented by the function:
P(x) = 31 + 2.6x
Where P(x) is the percentage of adults who viewed college education as essential for success x years after the first year, and x is the number of years after the first year.
The function shows that the percentage increase by 2.6 every year for x years after the first year, and the initial percentage is 31%.
This function is representing a linear trend since the coefficient of x is constant.
Hence, The percentage of adults from this country who viewed a college education as essential for success x years after the first year can be represented by the function P(x) = 31 + 2.6x.
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A school administrator wants to know what proportion of teachers in their state have a Master's degree. The administrator takes an SRS of 100100100 teachers from a statewide database containing every teacher, and they find 555555 teachers in the sample have a Master's degree. The administrator wants to use this data to construct a one-sample zzz interval for a proportion.Which conditions for constructing this confidence interval did their sample meet
When we construct the confidence interval their sample must have some conditions which are as follows,
The data should be a random sample from the population of interest.np^ ≥ 10 n(1 - p^) ≥ 10Individual observations can be taken as independent.Therefore , these are the conditions which the administrator should use to construct a one-sample z interval for a proportion.
When two ratios are equivalent to each other , they are said to be in a state called proportion. The proportion formula is used to see whether the given ratios or fractions are equal or not . The proportion formula can be given as, The product of means is equal to the the product of extremes. This can be written as ad = bc.
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Which is the definition of a ray?
a part of a line that has one endpoint and extends indefinitely in one direction
the set of all points in a plane that are a given distance away from a given point
lines that lie in the same plane and do not intersect
a part of a line that has two endpoints
Definition of Ray:
'A part of a line that has one endpoint and extends indefinitely in one direction'.
The correct statement is A.
What is a ray?A ray is a part of the line having one fixed point and the other point does not have an end. It means that a ray has one terminating end and the other end is extending infinitely.
Given definitions of ray:
A. a part of a line that has one endpoint and extends indefinitely in one direction.
B. the set of all points in a plane that are a given distance away from a given point.
C. lines that lie in the same plane and do not intersect.
D. a part of a line that has two endpoints.
Only statement A satisfies the definition of ray.
Hence, the definition of ray is described by statement A.
A part of a line that has one endpoint and extends indefinitely in one direction.
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A report states that of home owners have a vegetable garden. How large a sample is needed to estimate the true proportion of home owners who have vegetable gardens to within 6 percentage points with confidence
To estimate the true proportion of home owners who have vegetable gardens to within 6 percentage points with confidence, a sample size of 384 would be needed.
How big of a sample is required to confidently estimate the true percentage of homeowners having vegetable gardens to within 6 percentage points?This can be calculated using a sample size calculator and the given margin of error and desired confidence level.The size of the sample needed can be calculated using the formula n = (z2 * p * (1-p)) / e2, where n is the size of the sample, z is the z-score associated with the desired confidence level (1.96 for 95% confidence), p is the estimated proportion of home owners having a vegetable garden, and e is the margin of error (6 percentage points).Assuming a conservative estimate of p = 0.50, the sample size needed to estimate the true proportion of home owners having a vegetable garden to within 6 percentage points with 95% confidence is:n = (1.962 * 0.50 * 0.50) / (0.06)2 = 384.9 ≈ 385Therefore, a sample size of 385 home owners is needed to estimate the true proportion of home owners having a vegetable garden to within 6 percentage points with 95% confidence.The equation is: n = (z_alpha/2)^2 * (p*(1-p)) / e^2 Where n is the sample size, z_alpha/2 is the z-score for the desired confidence level (e.g., z = 1.96 for a 95% confidence level), p is the estimated population proportion, and e is the margin of error. For this example, we can assume a 95% confidence level (z = 1.96), a population size of N = 100,000, and a margin of error of 6 percentage points (e = 0.06). Plugging these values into the sample size equation, the required sample size is n = (1.96/2)^2 * (0.5*(1-0.5)) / 0.06^2 This gives us a sample size of n = 384.To learn more about the Theory of Confidence Intervals refer to:
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Please help I have a learning disablity and need help with this.
Use Distribute Property to rewrite the algebraic expression.
Please answer both parts
8(x + 7)
Answer here _____________
Use Distribute Property to rewrite the algebraic expression.
6(11 + x)
Answer here ____________
The value of 8(x + 7) is 8x + 56.
The value of 6(11 + x) is 66 + 6x.
What is an expression?An expression is a way of writing a statement with more than two variables or numbers with operations such as addition, subtraction, multiplication, and division.
Example: 2 + 3x + 4y = 7 is an expression.
We have,
The distributive property of multiplication over addition states that,
a x (b + c) = a x b + a x c
Now,
8 x (x + 7)
= 8 x (x) + 8 x 7
= 8x + 56
6 (11 + x)
= 6 x 11 + 6 x (x)
= 66 + 6x
Thus,
The value is 8x + 56 and 66 + 6x.
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How is the logarithmic function y log x defined?
The logarithmic function y log x is defined as
[tex]$\log_b \text x = \text y \leftrightarrow \text b^y= \text x[/tex].
What is logarithmic function?An exponent that is expressed in a unique way is called a logarithm. As an illustration, we are confident that the exponential formula 32 = 9 is correct. In this instance, the base is 3, and the exponent is 2. The formula will be written as log3 9 = 2 in the logarithmic form.
This is expressed as "9 divided by base 3 is 2" in words. The exponent has been effectively lowered to the mainline in this case. However, despite the fact that this was done to make division and multiplication easier, logarithms are still very useful in mathematics.
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-2y - 10 = x -10x
- y = −14
Answer:
Step-by-step explanation:
-2y-10=x-10x
-2(-14) - 10= x - 10x
28 - 10 = x - 10x
18= x-10x
18= -9x
/-9 /-9
-2=x
Each side when you plug in (-2) for x and (-14) for y you get 18.
If, when you plug in the number, you get different numbers for each side, then that means there's a mistake and the answer is wrong.
Hope this helps!
A ship travels 50 km on a bearing of 27°, and then travels on a bearing of 117° for 140 km. Find the distance traveled from the starting point to the ending point
The distance traveled from the starting point to the ending point is 30.35 km.
What is a bearing?
A bearing tracks the rotation of an angle around the north line in a clockwise fashion. The line connecting the compass's centre to a location and measuring its bearing in degrees as it moves clockwise from north is known as the bearing.
The ship travels 50 km on a bearing of 27°, and then travels on a bearing of 117° for 140 km.
The x-coordinate of the final point is -
50 cos (27°) + 140 cos (117°) = -19
The y-coordinate of the final point is -
50 sin (27°) + 140 sin (117°) = 23.67
The distance from (0,0) to the final point is as follows -
d = √(-19)^2+(23.6)^2)
= √(921.27)
= 30.35 km
Therefore, the distance traveled is 30.35 km.
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find the slope. please help
I need the answer to this question please!
5 * root(x ^ 2, 3) is the equivalent expression.
Why do roots grow in numbers?Simply multiplying the radicands and placing the result behind the radical sign is all that is required to multiply two square roots. The square root of the product of the radicands, in other words, is equal to the product of two square roots.
Only if the numbers under the radical sign are equal can you add or subtract square roots themselves. The original number will still be in the radical sign after adding or subtracting the coefficients (numbers in front of the radical sign). Implement the suggested action.
5 * root(x ^ 2, 3) is the equivalent expression.
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Select the correct answer.
The class sizes of the Introductory Psychology courses at a college are shown below.
121, 134, 106, 93, 149, 130, 119, 128
The college adds a new Honors Introductory Psychology course with 45 students. What effect does the new class size have on the center and spread of the class sizes of the Introductory Psychology courses at the college?
A. The value of the center increases and the distribution has a larger spread.
B. The value of the center decreases and the distribution has a smaller spread.
C. The value of the center decreases and the distribution has a larger spread.
D. The value of the center increases and the distribution has a smaller spread.
Center : Mean Before the introduction of the new course, center = average(121,134,106,93,149,130,119,128) = 122.5 After the introduction of the new course, center = average(121,134,106,93,149,130,119,128,45) = 113.9 The center has moved to the left (if plotted in a graph) because of the low intake for the new course. Spread before introduction of the new course : Arrange the numbers in ascending order: (93, 106,119, 121), (128, 130,134, 149) Q1=median(93,106,119,121) = 112.5 Q3=median(128,130,134,149) = 132 Spread = Interquartile range = Q3-Q1 = 19.5 After addition of the new course,
(45,93, 106,119,) 121, (128, 130,134, 149)
Q1=median(45,93,106,119)=99.5
Q3=median (128, 130,134, 149)= 132
Spread = Interquartile range = 132-99.5 =32.5
We see that the spread has increased after the addition of the new course.
What would be the explicit equation for the sequence 3, 9, 27, 81 
Answer:
times it by
Step-by-step explanation:
3×3=9, 9×3=27, 27×3=81, 81×3=243
sorry if this isn't the answer your looking for.
Can I get help in number 6?
Answer:
Trim A
Inches = 36
Feet = 3
Yards = 1
Trim B
Inches = 216
Feet = 18
Yards = 6
1. What is the unit of measurement for speed using the metric system?
Answer:
meter per second(m/s)
Answer:
Hey there! The metric system has a unit called meters per second for measuring speed. It's abbreviated as m/s and it's used to measure how far something travels in a certain amount of time. For example, if something goes 50 meters in 10 seconds, its speed would be 50 m/s / 10 s = 5 m/s. There are other units for measuring speed too, like kilometers per hour (km/h) and centimeters per second (cm/s). It just depends on what you're measuring and how precise you need to be.
________________________________________________________
How do things like distance and time affect the speed of an object?Well, speed is all about how far something goes in a certain amount of time. So if you increase the distance traveled or decrease the time it takes to travel that distance, the speed will increase. On the other hand, if you decrease the distance traveled or increase the time it takes to travel that distance, the speed will decrease.
Why is it important to measure and calculate speed in certain situations?There are all sorts of situations where knowing the speed of something is important. For example, if you're driving a car, it's important to know how fast you're going so you can stay safe and follow the speed limits. In sports, measuring speed can help coaches and players improve their performance. And in science, measuring the speed of light or other phenomena can help us better understand the world around us. So as you can see, speed is a pretty important concept!
Describe how the graph might be misleading. Then explain how someone might misinterpret the graph…
Answer For Both Graphs And 25 Points!!!
Answer: 1. The first graph has the x and y axis values as minutes and frequency, but the title is bicycling.
2. it's a dotted graph, which doesn't give enough information since that graph does not have to be linear, but when you have a graph like that you want a line graph.
Answer:
the other dude answered it better than i did
Step-by-step explanation:
Carolina is mowing lawns for a summer job.for every mowing job,she charges an initial fee plus $6 for each hour of work.her total fee for a 4-hour job,for instance is $32
The function Formula is, f(t) = 6t + 8.
What is Function?In mathematics, a function is represented as a rule that produces a distinct result for each input x. In mathematics, a function is indicated by a mapping or transformation. The collection of all the values that the function may input while it is defined is known as the domain. The entire set of values that the function's output can produce is referred to as the range. The collection of values that could result in a function's outputs is known as the co-domain.
Given:
Carolina charges an initial fee plus $6 for each hour of work
Her total fee for a 4-hour job = $32
So, if she work for 't' hours then linear equation will be of the form
f(t) = mt + b
Here m is the constant rate = 6
Now we plug in the values and find out b, m=6
f(t) = mt + b
32 = 6(4) + b
32= 24 + b
8 = b
So, the function is f(t) = 6 t+8.
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What is equivalent to 4 6?
The fraction which is equivalent to 4/6 is 8/12 as asked in the question.
2 x 4 = 8 and
3 x 4 = 12
Therefore, they satisfies the condition of an equivalent numbers.
Equivalent numbers are those which on reducing to it's lowest terms gives the same number.
Other example , 2/4 is equivalent number to 8/16 .
Equivalent fractions are those fractions which has different numerators and denominators but the same value when reduced to their lowest terms. For, example 2/4 and 3/6 are comparable fractions because they both equal 12.
A fraction is a portion of a number written in terms of numerator and denominator. Equivalent fractions represent the same percentage of the whole.
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Are 5x and 5 like terms?
The statement given here is true as 5x and 5 are like terms.
This is because like terms have the variables of same degree . Therefore, 5x and x are like terms as both of them have x to the power 1 , which means both are of degree 1.
Like terms differs from the unlike terms only in case of numerical component. By summing the coefficients of like terms , similar phrases can be regrouped. Like terms in a polynomial equation are those terms that have the same variables and these variables have the same powers, but with different coefficients.
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Which of the following are the factors of the equation x 2 3x − 4 0?
(A) (x+4)(x-1)=0 is the proper factors form of the given equation x²+3x-4=0.
What are the factors?A factor is a number that completely divides another number.
To put it another way, if adding two whole numbers results in a product, then the numbers we are adding are factors of the product because the product is divisible by them.
So, we have the equation:
x²+ 3x - 4 = 0
By dividing the center term, this quadratic equation can be reduced to its simplest form.
The result of dividing the middle word is:
x² + 4x - x - 4 = 0
One way to spell it is as:
x (x + 4) - 1 (x + 4) = 0
Now, we obtain:
(x + 4) (x - 1) = 0
Therefore, (A) (x+4)(x-1)=0 is the proper factors form of the given equation x²+3x-4=0.
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Correct question:
Which of the following is the correct factored form of the given equation x2+ 3x - 4 = 0?
(A) (x +4) (x - 1) = 0
(B) (x - 4) (x - 1) = 0
(C) (x - 4) (x +1)= 0
(iv)The ratio of 5m to 150cm is ________.
4/9 down on a number line
Answer:
Step-by-step explanation:
!:}
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0 1/9 2/9 3/9 4/9 5/9 6/9 7/9 8/9 9/9
Finding the zeros of each function of factoring: g(x)=2x^2 +x-10
Answer:
The zeros are -2.5 and 2.
Step-by-step explanation:
2x^2 +x-10 = 0
2x^2 - 4x + 5x - 10 = 0
2x(x - 2) + 5(x - 2) = 0
(2x + 5)(x - 2) = 0
2x + 5 = 0 gives x = -2.5.
x - 2 = 0 gives x = 2.
a car travels at a constant speed.what does the gradient of a distance-time graph of the car's journey represent?distance the car travelled, the area under the graph,the speed of the car, the acceleration of the car
the speed of the car
=========================================================
Reason:
The term "gradient" is the same as "slope".
Recall that slope = rise/run = (change in y)/(change in x).
The change in y represents how far you travel, as the distance is along the vertical axis. The change in x is the time duration.
Then,
speed = distance/time
which helps show the slope of this distance-time graph is the speed of the car. The steeper the slope, the faster the car.
-------------
An example:
The equation y = 50x has slope 50. The x is the time and y is the distance traveled.
At time x = 0 hours, you have traveled y = 0 miles.
At time x = 1 hour, you have traveled y = 50 miles.
The two points (0,0) and (1,50) are on this line. Use the slope formula to get a slope of 50, which represents the speed of the car in miles per hour (mph). Or note that y = 50x is in the form y = mx+b
m = slope = 50
b = y intercept = 0
A cubical box has each edge 10 cm and another cuboidal box is 12.5 cm long, 10 cm wide and 8 cm high. Which box has the greater lateral surface area and by how much
On solving the provided question, we can say that So, the total surface area of cuboid is larger by (610 — 600 = IO) cm2
what is cuboid?A cuboid is a solid or three-dimensional form in geometry. A cuboid is a convex polyhedron having 8 vertices, 12 sides, and 6 rectangular faces. Another name for a cuboid is a cuboid. A cube is a cuboid with six square faces. Boxes include things like books and bricks. The following are the key variations between cubic and cubic: In contrast to a cube, which has rectangular faces, a cube has six equally sized square faces. Even though the cube and cuboid structures have a similar appearance, they differ in some ways in terms of side length, diagonal, and area.
(Lateral surface area of cube = 4edge2
lateral surface area of cuboid =2h (l + b)
[tex]2 x 8(12.5+ 10)\\= 16 x 22.5\\= 360\\[/tex]
lateral surface area of the cube is larger by (400
- 360
= 40)cm2
Total surface area of cube = 6edge2
= 600
lateral surface area of cuboid
[tex]=2 (lb + bh + hl)\\2(12.5 x 10+ x 8+8 x 12.5)\\= 2 (125 + 80 + 100)\\= 610[/tex]
So, the total surface area of cuboid is larger by (610 — 600 = IO) cm2
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convert 11.011 to a base 10 number
Multiply each digit by its corresponding place value and add the results: 11 + 0.011
11.011 = 11 + 0.011 = 11.011
How to covert binary number to decimal number?Once the bits of the binary number have been multiplied by the corresponding positional weights, the binary number can then be converted into its corresponding decimal number by adding the resulting products.
To convert a number in base 2 (binary), base 8 (octal) or base 16 (hexadecimal) to a base 10 (decimal) number, you can use the following method:
Write the number in base 2, 8, or 16 and the corresponding base 10 place values.
Multiply each digit by its corresponding place value and add the results.
For example, to convert the base 10 number 11.011 to a base 10 number:
Write the number and the corresponding base 10 place values: 11.011
Multiply each digit by its corresponding place value and add the results: 11 + 0.011
11.011 = 11 + 0.011 = 11.011
As the number is already in base 10, it does not need to be converted. The value is 11.011
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Is it appropriate to identify values on this graph that are between or beyond the plotted points? Explain.
Note that It is not a good idea to guess what a value on a graph might be if it is beyond the points that are already plotted. The reason for this is that the guess might not be accurate. Generally, it is better to stay within the defined data limits.
What is a graph?In mathematics, a graph is defined as a graphical representation or diagram that organizes facts or values. The graph's points frequently reflect the relationship between two or more objects.
Because they display information quickly and readily, graphs and charts are powerful visual aids. It's no surprise that graphs are widely utilized in print and electronic media. Data can often be easier understood when displayed as a graph rather than a table since the graph might illustrate a pattern or comparison.
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