I saw this problem somewhere and tried to solve it, but it didn't work. Here is the problem; Suppose you have a ruler whose length is infinite, to measure a line of length: 3x + 15y = 12y - 45
Write a function and call it ω, and get the line length per ruler with the function

The correct statement regarding the congruence of the two triangles is given as follows:

Yes. We are two right triangles with congruent hypotenuses and a shared congruent side. The triangles are congruent by the HL Triangle Congruence Theorem.

The Pythagorean Theorem states that in a right-angled triangle, the square of the length of the hypotenuse (the longest side) is equal to the sum of the squares of the lengths of the other two sides.

The theorem is expressed as follows:

c² = a² + b².

In which:

The triangles in this problem have:

Hence, applying the Pythagorean Theorem, the missing side also has the same measure for both triangles, hence they are congruent by the HL Congruence Theorem.

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There are 32 quarters, 225 dimes, and 53 nickels in the vending machine.

Let's denote the number of nickels by N, the number of dimes by D, and the number of quarters by Q.

From the first sentence, we know that:

N + D + Q = 292 (total number of coins)

From the second sentence, we know that:

D = 3(N + Q) (the number of dimes is three times the number of nickels and quarters together)

From the third sentence, we know that:

0.05N + 0.1D + 0.25Q = 29.95 (total value of the coins is $29.95)

Now we can substitute the second equation into the third equation to get:

0.05N + 0.1(3(N + Q)) + 0.25Q = 29.95

0.05N + 0.3N + 0.1Q + 0.25Q = 29.95

0.35N + 0.35Q = 29.95

N + Q = 85

We can now substitute this last equation into the first equation to get:

N + D + Q = 292

N + D + 85 = 292

N + D = 207

We can substitute the second equation into this last equation to get:

N + 3(N + Q) = 207

4N + 3Q = 207

We can now solve the system of equations consisting of the last two equations we derived:

N + Q = 85

4N + 3Q = 207

Multiplying the first equation by 4 and subtracting it from the second equation:

4N + 3Q - 4(N + Q) = 207 - 4*85

-N = -53

N = 53

Substituting this value into the equation N + Q = 85:

53 + Q = 85

Q = 32

Finally, we can use the equation D = 3(N + Q) from earlier to find the value of D:

D = 3(N + Q)

D = 3(53 + 32)

D = 225

Therefore, the vending machine contains 53 nickels, 225 dimes, and 32 quarters.

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4[tex]\pi[/tex]/9 radians equals 80 degrees.

To convert a radian angle to a degree angle, multiply it by 180°/[tex]\pi[/tex]. To convert a degree angle to a radian angle, multiply it by [tex]\pi[/tex]/180°.

We utilize the conversion factor that 1 radian = 180/[tex]\pi[/tex] degrees to convert radians to degrees.

So we multiply 4[tex]\pi[/tex]/9 radians by the conversion factor to get degrees:

[tex]\\\frac{4\pi }{9} * \frac{180}{\pi } \\\frac{720}{9}[/tex]

On simplifying we get,

720 / 9 = 80 degrees

As a result, 4[tex]\pi[/tex]/9 radians equals 80 degrees.

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Complete question:

attach in the image form

The volume of the triangular prism as shown in the attached image is 30 cm³.

To find the volume of a triangular prism, we need to multiply the area of the triangular base by the height of the prism.

The area of the triangular base can be found using the formula:

Area = (1/2) × base × height

In this case, the base is 5 cm and the height is 4 cm, so the area of the triangular base is:

Area = (1/2) × 5 cm × 4 cm = 10 cm²

The height of the prism is 3 cm.

Therefore, the volume of the triangular prism is:

Volume = Area of triangular base × height

= 10 cm² × 3 cm

= 30 cm³

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In order to achieve $4,000 in three years at 4.5% simple interest, the principal must be equal to $29,629.63.

In Mathematics, simple interest can be calculated by using this formula:

S.I = PRT or S.I = A - P

Where:

By substituting the given parameters into the simple interest formula, we have;

4,000 = P × 4.5/100 × 3

4,000 = P × 0.045 × 3

4,000 = 0.135P

Principal, P = 4,000/0.135.

Principal, P = $29,629.63

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The required unit rate is 0.333 products per minute.

What is a product's utilisation rate?

A measurement of how much of a product a user consumes in a certain amount of time; users can be classified as heavy, moderate, or light.

Given that a factory worker can make 15 products in 45 minutes.

We are to find the unit rate.

We will be using the unitary method to solve the given problem.

In 45 minutes, the number of products made by the worker = 15

Therefore, in 1 minute, the number of products made by the worker is given by

= Number of products / Amount of time taken

= 15/45

= 0.333

Thus, the required unit rate is 0.333 products per minute.

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The function has vertical asymptotes at x = -3/2 and x = 1, a horizontal asymptote at y = 0, and a y-intercept at (0, -2/3).

In mathematics, a function is a relation between two sets that associates each element of the first set, called the domain, with a unique element of the second set, called the range. In other words, a function maps each input value to a unique output value.

The notation used to represent a function is f(x), where f is the name of the function and x is the input value. The output value is then given by the expression f(x).

Functions can be represented in various ways, such as tables, graphs, equations, and verbal descriptions. They are used to model real-world phenomena, analyze data, and solve problems in various fields, including science, engineering, economics, and finance.

To find the intercepts of the rational function, we set the numerator equal to zero and solve for x:

2/(2x² - x - 3) = 0

2 = 0 (there is no solution for x that makes the numerator zero)

Therefore, the rational function has no x-intercepts.

To find the y-intercept, we set x = 0:

f(0) = 2/(2(0)² - 0 - 3) = -2/3

Therefore, the y-intercept is (0, -2/3).

To find the vertical asymptotes, we set the denominator equal to zero and solve for x:

2x² - x - 3 = 0

Using the quadratic formula, we get:

x = (1 ± √(1 + 24))/4

x = (1 ± 5)/4

x = -3/2, 1

Therefore, the rational function has vertical asymptotes at x = -3/2 and x = 1.

To describe the behavior at the vertical asymptotes, we can use limits. Let's consider the vertical asymptote at x = -3/2:

lim x → -3/2+ f(x) = 2/(2(-3/2)² - (-3/2) - 3) = -∞

lim x → -3/2- f(x) = 2/(2(-3/2)² - (-3/2) - 3) = +∞

This means that as x approaches -3/2 from the right, the function approaches negative infinity, and as x approaches -3/2 from the left, the function approaches positive infinity. Therefore, the function has a vertical asymptote at x = -3/2 with a vertical (or infinite) discontinuity.

Let's now consider the vertical asymptote at x = 1:

lim x → 1+ f(x) = 2/(2(1)² - (1) - 3) = +∞

lim x → 1- f(x) = 2/(2(1)² - (1) - 3) = -∞

This means that as x approaches 1 from the right, the function approaches positive infinity, and as x approaches 1 from the left, the function approaches negative infinity. Therefore, the function has a vertical asymptote at x = 1 with a vertical (or infinite) discontinuity.

To analyze and draw the graph of the rational function, we can use the intercepts, asymptotes, and behavior at the vertical asymptotes that we found earlier. We can also find the horizontal asymptote by looking at the degree of the numerator and denominator:

Degree of numerator = 0

Degree of denominator = 2

Therefore, the horizontal asymptote is y =0

As we can see from the graph, the function has vertical asymptotes at x = -3/2 and x = 1, a horizontal asymptote at y = 0, and a y-intercept at (0, -2/3). The behavior at the vertical asymptotes is a vertical (or infinite) discontinuity.

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The complete question is:

From the graph we can conclude that the x-intercept is (-2.0) and the y-intercept is (0, -4).

The graph is a logical representation of the data, to put it simply. It makes it easier for us to comprehend the facts. The numerical information gleaned via observation is referred to as data.

"Data" is derived from the Latin term datum, which means "something given."

Data are gradually gathered through observation after creating a study question. The data is then summarised, categorised, sorted, and graphically presented.

A variety of objectives are served by data and information: Data is the source of all information, whereas information can be inferred from data.

Here in the question,

From the graph we can see that the line intersects x-axis and y-axis at one point each.

So, the points where they intersect:

x-intercept is (-2.0).

y-intercept is (0, -4).

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The complete question is:

Finding intercepts of a nonlinear function give

The graph of a function is given below.

Give all y-intercepts and x-intercepts shown.

(a) y-intercept(s):

(b) x-intercept(s):

If there is more than one answer, separate them with commas.

the guests arrived for dinner at 6:39 P.M.which is solved by according to given question.

How to solve the question?

To solve this problem, we need to first convert the fraction of an hour that Miss Johnson's guests were late into minutes. We know that 1 hour is equal to 60 minutes, so we can find the number of minutes the guests were late by multiplying 2/5 by 60:

2/5 hour * 60 minutes/hour = 24 minutes

So the guests were 24 minutes late. To find out what time they arrived, we need to add 24 minutes to the original arrival time of 6:15 P.M.:

6:15 P.M. + 24 minutes = 6:39 P.M.

Therefore, the guests arrived for dinner at 6:39 P.M.

It's important to note that fractions can often be confusing when dealing with time calculations. In this case, we converted the fraction of an hour to minutes to make the calculation easier. Additionally, it's always a good idea to double-check your work to ensure that your answer makes sense in the context of the problem.

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The angle of elevation of the ladder is approximately 71.6 degrees.

To find the angle of elevation of the ladder, we can use trigonometry. The ladder forms a right triangle with the ground and the tree.

The base of the triangle is 4 feet, the height is 12 feet, and the hypotenuse is the length of the ladder.

Using the trigonometric function tangent (tan), we can write:

tan(angle) = opposite/adjacent

In this case, the opposite side is the height of the tree (12 feet) and the adjacent side is the base of the triangle (4 feet).

Therefore, we can calculate the angle of elevation as follows:

tan(angle) = 12/4

angle = arctan(12/4)

Using a calculator or a trigonometric table, we can find that arctan(12/4) is approximately 71.6 degrees.

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The x-coordinates of all the points on the graph of f(2x) are half the x-coordinates of the corresponding points on the graph of f(x), which results in a horizontal compression or shrinking of the graph.

What is a graph?

In computer science and mathematics, a graph is a collection of vertices (also known as nodes or points) connected by edges (also known as links or lines).

The transformation f(2x) stretches the graph of f(x) horizontally by a factor of 1/2. In other words, the graph of f(2x) will be compressed horizontally compared to the graph of f(x).

To see why this is the case, consider the effect of replacing x with 2x in the expression for f(x). If we think of f(x) as a set of points in the xy-plane, then each point (x,y) on the graph of f(x) is transformed into the point (2x,y) on the graph of f(2x).

Therefore, this means that the x-coordinates of all the points on the graph of f(2x) are half the x-coordinates of the corresponding points on the graph of f(x), which results in a horizontal compression or shrinking of the graph.

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According to the information provided, HI = 20, the triangle can be categorised by sides that are as follows:

A collection of numbers or "terms" is called a sequence. Examples of terms are 2, 5, and 8. Some sequences can be made endlessly lengthy by taking advantage of a particular pattern they follow. Use the example of 2,5,8 and add 3 to continue the sequence.I have a code that tells me where to look for words in a sequence. A collection of objects in a peculiar order is called a sequence (or event) in mathematics. . It resembles a set in that it contains pieces (also called elements or terms). The entire, perhaps infinite number of ordered objects are referred to as the sequence's length. the act of placing two or more items in a logical order. Chronological.

We need further details regarding the triangle's side lengths in order to identify whether the cylinder is scalene, isosceles, etc equilateral. The cylinder with HI = 20 appears to have no relationship to the sides with lengths values 10, 6, & 8.

Given that the material after "b" contains symbols and numerals that do not make sense together, it can be incomplete or improperly structured. If you would kindly submit a thorough and correctly formatted inquiry, I would be pleased to assist you with sorting the triangle according to its sides or to offer any other information you might require.

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Answer:

B

Step-by-step explanation:

Pretty sure this is B. The height of your parents is the clearest way to determine how tall someone you'll be, and usually, your shoe size depends on your height. You can see this in real life. Shaq has huge feet because he's a huge guy.

A makes no sense. C might, but this will only apply to really small children. And D makes no sense either. So B is the best choice.

Answer:

C. age of the student is likely to be the answer

Answer:

no

Step-by-step explanation:

to check if (-1,-10) is a solution to the system of equations y = -8x + 7 and y = 6x + 5, we substitute x=-1 and y=-10 into both equations and check if both equations hold true.

y = -8x + 7 -10 = -8(-1) + 7 -10 = 8 + 7 -10 ≠ 15

y = 6x + 5 -10 = 6(-1) + 5 -10 = -1

Since (-1,-10) does not satisfy both equations simultaneously, it is not a solution to the system of equations.

To find the average rate of change of the function f(x) = 1.85x^2 over the interval 10 ≤ x ≤ 20, we need to find the difference in the function values at the endpoints of the interval and divide by the length of the interval.

The function value at x = 10 is:

f(10) = 1.85(10)^2 = 185

The function value at x = 20 is:

f(20) = 1.85(20)^2 = 740

The length of the interval is:

20 - 10 = 10

So the average rate of change of the function over the interval 10 ≤ x ≤ 20 is:

(f(20) - f(10)) / (20 - 10) = (740 - 185) / 10 = 55.5

Rounding to the nearest tenth, the average rate of change of the function over the interval 10 ≤ x ≤ 20 is approximately 55.5.

Yes, Jalen is correct because the rectangle has a perimeter of 20 inches with the smaller side measuring 3 inches and the longer side of the rectangle had to be 7 inches.

In Mathematics and Geometry, the perimeter of a rectangle can be calculated by using this mathematical equation (formula);

P = 2(L + W)

Where:

By substituting the given side lengths into the formula for the perimeter of a rectangle, we have the following;

P = 2(3 + 7)

20 = 2(10)

20 = 20 (True).

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Answer: the answer is 4

Step-by-step explanation: good luck

Here are the answers to the above questions:

To calculate the locator and percentile, we need to first arrange the scores in ascending order:

6, 8, 11, 12, 14, 17, 20, 34, 36, 38, 47, 48, 49

a) To calculate the locator for the 52nd percentile, we use the following formula:

Lp = (p/100) * (N + 1)

where Lp is the locator for the pth percentile, p is the percentile we are interested in, and N is the total number of scores.

For the 52nd percentile, p = 52 and N = 13. Substituting these values into the formula, we get:

L52 = (52/100) * (13 + 1) = 6.72

Therefore, the locator for the 52nd percentile is 6.72.

b) To determine the 52nd percentile, we need to find the score corresponding to the locator L52. Looking at the ordered list of scores, we see that the score at position 6 is 17 and the score at position 7 is 20. Since the locator L52 falls between positions 6 and 7, we can use linear interpolation to estimate the 52nd percentile:

P52 = (7 - L52) / (7 - 6) * 50 + (L52 - 6) / (7 - 6) * 50

P52 = (7 - 6.72) / (7 - 6) * 50 + (6.72 - 6) / (7 - 6) * 50

P52 = 38 + 0.48 * 50

P52 = 61.4

Therefore, the 52nd percentile is approximately 61.4.

c) To find the percentage of scores that are above the 52nd percentile, we subtract the 52nd percentile from 100:

100 - 52 = 48

Therefore, approximately 48% of the scores in the dataset are above the 52nd percentile.

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10 x 8 face as the base for prism 1

10 x 3 face as the base for prism 2

To find the area of the base, you simply multiply the length and width:

Base area = length x width = lw

Therefore, for rectangular prism 1 we get:

10 x 8

For rectangular prism 2 we get:

10 x 3

Similarly, if the base of the prism is a triangle, you would need to use the formula for the area of a triangle, which is:

Base area = 1/2 x base x height

where base and height are the base and height of the triangle respectively.

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The experimental probability of tossing a 3 is 22% ( option D).

Experimental probability, which is also known as Empirical probability, is based on actual experiments and adequate recordings of the occurring of events. An experiment can be repeated a fixed number of times and each repetition is known as a trial. The formula for the experimental probability is defined by;

Probability of an Event P(E) = Number of times an event occurs / Total number of events

From the table it is visible that the occurrence of tossing 3 is 11 times.

So by the definition of experimental probability the possibility is 11/50

As the table given is the result for tossing a number cube 50 times.

In 50 times the possibility is 11

In 1 time the possibility is 11/50

In 100 times the possibility is (11×100)/50

                                              = 22

Hence, the experimental probability of tossing a 3 is 22%.

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Answer: 5,8,6,1

Step-by-step explanation:

math

Note that the angles are found using the principle of the circle theorems.

The angle of the circumference is half of the angle at the center of the circle by an arc.

AB = 78°

∠5 = 39°

Angles intercepted by the same arc are equal.

∠4 = 39°

FE= 105°

∠16 =105°

ED = 27°

∠17 =27°

CD = 42°

∠10 =21°

∠3 =21°

The angle of the semi-circle is 90°.

∠2 =90°

∠8=∠9 = (180-48)/2

∠8= 66°

∠9= 66°

∠7=90°-∠8 = 90°-66°

∠7=24°

∠17 = 180°-∠15-∠16

∠17 = 180°-48°-105°

∠17 =27°

∠6=∠15/2 = 48/2

∠6=24°

∠21 = 180°-∠7-∠16

∠21 = 180°-24°-105°

∠21 =51°

∠19 =51°

∠18 = 180°-∠17-∠6

∠18 = 180°-27°-24°

∠18 = 129°

∠20 = 129°

BC = 60°

∠1 = 60/2

∠1 =30°

∠11=180°-∠1-∠2

∠11=180°-30°-90°

∠11=60°

∠13=60°

∠12=180-∠11

∠12=180°-60°

∠12=120°

∠14=120°

∠15=48°

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The system of equations defined is:

x = 2y

x*0.05 + y*0.10 = 1.40

First we need to define the variables:

x = number of nickels

y = number of dimes.

Now we can find the equations, we know that he has twice as many nickels as dimes, then:

x = 2y

We also know that Tristan has $1.40 then we can write:

x*0.05 + y*0.10 = 1.40

So the system of equations is:

x = 2y

x*0.05 + y*0.10 = 1.40

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Answer: 20a +5,600 < 21,000

move the content to the right

20a < 21,000 -5600

calculate

20a<15400

20a <15400
divide both sides of the inequality by 20

a<770

The area of the shaded region is 88π square inches.

To find the area of the shaded region, we need to subtract the area of the inner circle (with a radius of 9 inches) from the area of the outer circle (with a radius of 13 inches).

The area of a circle is given by the formula A = πr^2, where r is the radius.

Area of outer circle = π * (13²) = 169π square inches

Area of inner circle = π * (9²) = 81π square inches

Area of shaded region = Area of outer circle - Area of inner circle

= 169π - 81π

= 88π square inches

So, the area of the shaded region is 88π square inches.

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See text below



A ring-shaped region is shown below. Its inner radius is 9 in, and its outer radius is 13 in.

9 in

13 in

Find the area of the shaded region.

Use 3.14 for π. Do not round your answer.

2

in2

X

G

Answer: 601 meters

Step-by-step explanation:

First, let's find the midpoint between the "Falcon Flyer" and the "Sprinter".

The x-coordinate of the midpoint is (50 + 400)/2 = 225.

The y-coordinate of the midpoint is (300 + 550)/2 = 425.

So the midpoint is (225, 425).

Now we need to find the distance between the midpoint and the "Air Rider". Using the distance formula:

d = sqrt[(800 - 225)^2 + (250 - 425)^2]

d = sqrt[(575)^2 + (-175)^2]

d = sqrt[330625 + 30625]

d = sqrt(361250)

d ≈ 601.041

So the distance you will walk on this shortcut is approximately 601 meters.

If we borrowed amount of $400 for 5 weeks, then the APR at which the money is borrowed is 260.71%.

First, we calculate the total interest paid for borrowing $400 for five weeks.

The interest rate is $25 per $100 borrowed, so for $400 borrowed, the interest paid is : $25 × 4 = $100,

So, the total amount that needs to be paid-back is $400 (the original borrowed amount) plus $100 (the interest paid) = $500,

Next, we can use the APR formula to calculate, which is

⇒ APR = (Interest Paid/Amount Borrowed)/(Number of days) × 365 × 100,

In this case, the total interest paid is $100 and the total amount borrowed is $400, and

The number of days amount is borrowed is = 5×7 = 35 days,

Substituting the values,

We get,

⇒ APR = (100/400)/35 ×365 × 100 ≈ 260.71%

Therefore, the APR at which the money is being borrowed is 260.71%.

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The p-value can also be calculated using a t-distribution table or a statistical software package. Using a two-tailed test with 7 degrees of freedom and a significance level of 0.05, we obtain a p-value of 0.073.

How to solve the question?

To determine whether the fitness program has had a significant effect on reducing employee absenteeism, we need to conduct a hypothesis test.

Null hypothesis: The average number of absences before and after the fitness program are the same.

Alternative hypothesis: The average number of absences after the fitness program is less than before the program.

To test this hypothesis, we can use a one-tailed paired t-test with a significance level of 0.05. We will calculate the difference between the number of absences before and after the program for each employee, and then compute the mean and standard deviation of the differences. The t-test statistic will then be calculated as the mean difference divided by the standard deviation of the differences, multiplied by the square root of the sample size.

Using the given data, we calculate the differences and obtain the following results:

Employee Before After Difference (d) d²

1 8 7 -1 1

2 7 3 -4 16

3 8 2 -6 36

4 8 4 -4 16

5 6 5 -1 1

6 7 10 3 9

7 6 4 -2 4

8 8 9 1 1

Mean difference (d-bar) = -1.25

Standard deviation of differences (s) = 3.27

Sample size (n) = 8

The t-test statistic can now be calculated as:

t = (d-bar / (s / √(n))) = (-1.25 / (3.27 / √(8))) = -1.63

The degrees of freedom for the t-test is n-1 = 7, which can be used to obtain the p-value from a t-table or calculator. Using a one-tailed test with a significance level of 0.05 and 7 degrees of freedom, the critical t-value is -1.895.

Since our calculated t-value (-1.63) is greater than the critical t-value (-1.895), we fail to reject the null hypothesis. In other words, we do not have sufficient evidence to conclude that the fitness program has resulted in a significant reduction in employee absenteeism.

The p-value can also be calculated using a t-distribution table or a statistical software package. Using a two-tailed test with 7 degrees of freedom and a significance level of 0.05, we obtain a p-value of 0.073. Since this p-value is greater than the significance level, we again fail to reject the null hypothesis.

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The effective annual yield of the investment is 0.1501

To find the effective annual yield, we need to use the formula:

(1 + r/n)^n - 1

where r is the annual interest rate and n is the number of times the interest is compounded per year.

In this case, r = 0.14 (14% expressed as a decimal), and n = 52 (since interest is compounded weekly).

Plugging these values into the formula, we get:

(1 + 0.14/52)^52 - 1 = 0.1501

Therefore, the effective annual yield is 0.1501, which is equivalent to 15.01% (rounded to two decimal places).

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