Astronaut Harry Skyes has a mass of approximately 85. 0 kg. What is his weight on Mercury?
Mercury's gravity = 3. 70 m/s^2​

a. The formula for the slope at (x, f(x)) is f'(x) = -2x

b. The slope at (0, 8) is 0

c. the slope at (-1, 7) is 2

The slope of a graph is the gradient of the graph.

Given the graph f(x) = 8 - x² to find the formula for the slope of the graph, we proceeed as follow.

a. To find the formula for the slope of the graph, we know thta the slope of the graph is the derivative of the graph. So, taking the derivative of the graph, we have that

f(x) = 8 - x²

df(x)/dx = d(8 - x²)/dx

= d8/dx - dx²/dx

= 0 - 2x

= -2x

So, the formula for the slope at (x, f(x) is f'(x) = -2x

b. To find the slope at (0, 8), substituting x = 0 into the equation for the slope, we have that

f'(x) = -2x

f'(0) = -2(0)

= 0

So, the slope at (0, 8) is 0

c. To find the slope at (-1, 7), substituting x = -1 into the equation for the slope, we have that

f'(x) = -2x

f'(0) = -2(-1)

= 2

So, the slope at (-1, 7) is 2

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The 95% confidence interval for the mean score for all bowlers in the league is option (E) (179.9, 192.1).

To construct a 95% confidence interval for the mean score for all bowlers in the league, we can use the formula:

CI = X ± z* (σ/√n)

where X is the sample mean, σ is the population standard deviation (unknown), n is the sample size, and z* is the critical value for the desired confidence level (95% in this case).

Since the sample size is 50, we can assume that the population standard deviation is approximately equal to the sample standard deviation, which is 22. The critical value for a 95% confidence interval with a two-tailed test is 1.96.

Substituting the values, we get:

CI = 186 ± 1.96 (22/√50)

  = 186 ± 6.44

  = (179.56, 192.44)

Therefore, the answer is (B) (177.66, 194.34), which is the closest to the calculated confidence interval.

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Part g, h, i, j, k, and l:

Since the information for the other parts is not provided, it is not possible to calculate the probabilities, describe the likelihood, or propose simulations for those events.

Part a:

To find the probability of the next elk caught in the park being unmarked, we need to calculate the ratio of unmarked elks to the total number of elks.

Total number of elks: 5,625

Number of marked elks: 225

Number of unmarked elks: Total number of elks - Number of marked elks = 5,625 - 225 = 5,400

Probability = Number of unmarked elks / Total number of elks = 5,400 / 5,625

As a fraction: 5,400/5,625

As a decimal: 0.96

As a percentage: 96%

Part b:

The likelihood of the next elk caught being unmarked is high, as 96% of the elks captured so far have been unmarked.

Part c:

One possible simulation to model this situation is as follows:

Create a sample space consisting of 5,625 elks.

Randomly select an elk from the sample space.

Determine if the elk is marked or unmarked.

Repeat steps 2 and 3 for a desired number of simulations to observe the distribution of marked and unmarked elks.

Part d:

To find the probability of the next wolf caught in the park being unmarked, we need to calculate the ratio of unmarked wolves to the total number of wolves.

Total number of wolves: 928

Number of marked wolves: 232

Number of unmarked wolves: Total number of wolves - Number of marked wolves = 928 - 232 = 696

Probability = Number of unmarked wolves / Total number of wolves = 696 / 928

As a fraction: 696/928

As a decimal: 0.75

As a percentage: 75%

Part e:

The likelihood of the next wolf caught being unmarked is high, as 75% of the wolves captured so far have been unmarked.

Part f:

One possible simulation to model this situation is as follows:

Create a sample space consisting of 928 wolves.

Randomly select a wolf from the sample space.

Determine if the wolf is marked or unmarked.

Repeat steps 2 and 3 for a desired number of simulations to observe the distribution of marked and unmarked wolves.

Part g, h, i, j, k, and l:

Since the information for the other parts is not provided, it is not possible to calculate the probabilities, describe the likelihood, or propose simulations for those events.

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The method that will produce an unbiased result is option B i.e.,  All of the suggested meals will be shuffled into one stack and every 10th suggestion will be used, as it uses a systematic sampling approach and treats all suggestions equally.

To determine which method of selecting new meals will produce an unbiased result, let's review the given options:

A. All of the suggested meals will be reviewed by the teachers and their favorites will be used.
- This method is biased because it relies on the teachers' personal preferences.

B. All of the suggested meals will be shuffled into one stack and every 10th suggestion will be used.
- This method is unbiased because it uses a systematic sampling approach, treating all suggestions equally.

C. A box will be placed at the school entrance for parents to drop off their meal suggestions. Every 10th suggestion will be used.
- This method is biased because it only considers the parents' suggestions, not the students'.

D. A box will be put in the cafeteria for students to drop off their meal suggestions. The first 20 will be used.
- This method is biased because it only takes into account the first 20 suggestions, potentially overlooking other good suggestions.

Therefore, the method that will produce an unbiased result is option B. All of the suggested meals will be shuffled into one stack and every 10th suggestion will be used, as it uses a systematic sampling approach and treats all suggestions equally.

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In the given equation, -7 + 4c = 7c + 6, the solution is c = -13/3

From the question, we are to solve the one-variable linear equation

From the given information,

The given equation is

-7 + 4c = 7c + 6

To solve the equation, we will determine the value of c

Solving the equation

-7 + 4c = 7c + 6

Subtract 4c from both sides of the equation

-7 + 4c - 4c = 7c - 4c + 6

-7 = = 3c + 6

Subtract 6 from both sides of the equation

-7 - 6 = 3c + 6 - 6

-13 = 3c

This can be wroitten as

3c = -13

Divide both sides by 3

3c/3 = -13/3

c = -13/3

Hence, the value of c is -13/3

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36 bags of soil are required to spread a 6 feet layer over a garden bed that is 4 feet by 3 feet.

Given information:

The garden bed has a length of 4 feet.

The garden bed has a width of 3 feet.

The layer of soil to be spread over the garden bed is 6 feet.

One bag of soil contains 2 cubic feet of soil.

To find the number of bags of soil required to spread a 6 feet layer over the garden bed, we need to calculate the volume of soil needed and then divide it by the volume of each bag of soil.

The volume of soil needed can be calculated by multiplying the length, width, and height (depth) of the soil:

Volume = length x width x depth

Volume = 4 feet x 3 feet x 6 feet

Volume = 72 cubic feet

This means we need a total of 72 cubic feet of soil to spread a 6 feet layer over the garden bed.

Next, we need to determine the number of bags of soil required. Since each bag contains 2 cubic feet of soil, we can divide the total volume of soil needed by the volume of each bag to get the number of bags required:

Number of bags = Volume of soil needed / Volume of each bag

Number of bags = 72 cubic feet / 2 cubic feet per bag

Number of bags = 36 bags

Therefore, 36 bags of soil are required to spread a 6 feet layer over a garden bed that is 4 feet by 3 feet.

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Answer:

275 miles

Step-by-step explanation:

The solution to the system of equations shown above is: D. there are infinitely many solutions.

In order to determine the solution for this system of linear equations on a coordinate plane, we would make use of an online graphing calculator to plot the given system of linear equations while taking note of the point of intersection;

x + 2y = 6   ......equation 1.

2x + 4y = 12 ......equation 2.

Based on the graph shown (see attachment), we can logically deduce that the solution for this system of linear equations is the point of intersection of each lines on the graph that represents them, which is given by multiple ordered pairs and as such, it has more than one solution or infinitely many solutions because the lines coincide.

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Answer:16/45 of his yarn

Step-by-step explanation:

8/9 x 2/5 = 16/45

function f(x,y) = 2 + y

The minimum value are f(√5, √5) = 2 + √5.

To find the minimum value of the function f(x,y) = 2 + y subject to the constraint xy=5 using Lagrange multipliers,

we first set up the Lagrangian function:

L(x,y,λ) = f(x,y) - λ(xy - 5)

Taking partial derivatives with respect to x, y, and λ, we get:

∂L/∂x = 0 = -λy
∂L/∂y = 1 - λx
∂L/∂λ = xy - 5

Solving for λ from the first equation and substituting into the second equation, we get:

x/y = 0/λ
1 - λx = 0
xy - 5 = 0

From the first equation, we see that either x = 0 or y = 0. But since xy = 5, neither x nor y can be zero.

Therefore, we have:

λ = 0
1 - λx = 0
xy - 5 = 0

Solving for x and y from the last two equations, we get:

x = 5/y
y = ±√5

We take the positive root for y since we are looking for a minimum value of the function.

Substituting y = √5 into x = 5/y, we get x = √5.

Therefore, the minimum value of f(x,y) = 2 + y subject to the constraint xy=5 is:
f(√5, √5) = 2 + √5.

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The hexagon will have six congruent sides of equal length and six congruent angles of 120 degrees each.

In order to produce a cross section of a regular hexagon, the plane should pass through the cube such that it intersects three pairs of opposite edges at equal distances from their endpoints, forming an equilateral triangle in each pair.

These three equilateral triangles will intersect at the center of the hexagon, forming six congruent triangles that make up the regular hexagon. Imagine the cube as a three-dimensional box with edges of equal length.

Imagine a plane passing through the box such that it intersects three pairs of opposite edges at equal distances from their endpoints. These three pairs of edges will form three equilateral triangles within the cube, and their intersections at the center of the cube will form a regular hexagon.

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La fórmula para calcular el área de un triángulo es:

área = base * altura / 2

Podemos despejar la altura de esta fórmula y sustituir los valores que conocemos:

área * 2 / base = altura

1.5 * 2 / 1.5 = 2

Por lo tanto, la altura del triángulo es de 2 metros.

The unit rate of change of ddd with respect to ttt is 4/3.

To graph the proportional relationship between ddd and ttt, we first need to find the unit rate of change. Since an increase of 333 units in ttt corresponds to an increase of 444 units in ddd, we can calculate the unit rate as follows:

Unit Rate = (Change in ddd) / (Change in ttt) = 444 / 333 = 4/3

So, a change of 1 unit in ttt corresponds to a change of 4/3 units in ddd.

Now, let's graph the relationship. The equation representing this proportional relationship is:

ddd = (4/3)ttt

This is a linear relationship with a slope of 4/3 and passes through the origin (0,0). To plot the graph, start at the origin and use the slope to plot additional points, such as:
- For ttt = 3, ddd = 4 (since 4/3 * 3 = 4)
- For ttt = 6, ddd = 8 (since 4/3 * 6 = 8)

Plot these points and draw a straight line through them, representing the proportional relationship between ddd and ttt. The unit rate of change of ddd with respect to ttt is 4/3.

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The estimated areas of each curve are listed below:

Case 1: A = 12.75

Case 2: A = 12.5

In this problem we must estimate the area above the x-axis and under a curve by using sums of rectangles and triangles according to the following expression:

A = {∑ [MIN (f(xₙ₋₁), f(xₙ))] + 0.5 · ∑ [MAX (f(xₙ₋₁), f(xₙ)) - MIN (f(xₙ₋₁), f(xₙ))]} · Δx, for n = {1, 2, 3, ..., N}

Where:

Case 1

A = (3.5 + 3.5 + 1.5) · 1 + 0.5 · (3.5 + 0.75 + 0.75 + 2 + 1.5) · 1

A = 8.5 + 0.5 · 8.5

A = 12.75

Case 2

A = (1 + 3 + 4) · 1 + 0.5 · (1 + 2 + 1.5 + 0.5 + 4) · 1

A = 8 + 4.5

A = 12.5

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To find the vector equation of the plane containing the two intersecting lines, we can first find the normal vector of the plane by taking the cross product of the direction vectors of the two lines. The normal vector will be orthogonal to both direction vectors and thus will be parallel to the plane.

Direction vector of the first line: (2, 4, 3)

Direction vector of the second line: (-1, -1, 3)

Taking the cross product of these two vectors, we get:

(2, 4, 3) x (-1, -1, 3) = (9, -3, -6)

This vector is orthogonal to both direction vectors and thus is parallel to the plane. To find the vector equation of the plane, we can use the point-normal form of the equation, which is:

N · (r - P) = 0

where N is the normal vector, r is a point on the plane, and P is a known point on the plane. We can choose either of the two given points on the intersecting lines as the point P.

Let's use the point (4, 7, 3) on the first line as the point P. Then the vector equation of the plane is:

(9, -3, -6) · (r - (4, 7, 3)) = 0

Expanding and simplifying, we get:

9(x - 4) - 3(y - 7) - 6(z - 3) = 0

Simplifying further, we get:

9x - 3y - 6z = 0

Dividing by 3, we get:

3x - y - 2z = 0

Therefore, the vector equation of the plane containing the two intersecting lines is:

(3, -1, -2) · (r - (4, 7, 3)) = 0

or equivalently,

3x - y - 2z = 0.

The area of the circle is (121/144)π square meters.

We know that the formula for the area of a circle is A = πr², where r is the radius of the circle. However, we are given the diameter of the circle, which is 5/6 meters.

The diameter of a circle is twice the radius, so we can find the radius by dividing the diameter by 2:

radius = (5/6) / 2 = 5/12 meters.

Now that we have the radius, we can use the formula for the area of a circle:

A = πr² = π(5/12)².

To approximate this using 22/7, we first simplify (5/12)²:

(5/12)² = 25/144.

Substituting this value into the formula, we get:

A = π(25/144) = (25/144)π.

Therefore, the area of the circle is (25/144)π square meters. To get an approximation, we can use 22/7 approximate π:

A ≈ (25/144) × (22/7) = 121/144 square meters.

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The quotient of the division 3x⁴ + 20x³ + 14x² + 17x + 30 ÷ x + 6 is 3x³ + 2x² + 6x - 19

The quotient expression is given as

3x⁴ + 20x³ + 14x² + 17x + 30 ÷ x + 6

The long division expression is represented as

x + 6 | 3x⁴ + 20x³ + 14x² + 17x + 30

So, we have the following division process

           3x³ + 2x² + 6x - 19

x + 6 | 3x⁴ + 20x³ + 14x² + 17x + 30

          3x⁴ + 18x³

         --------------------------------

                    2x³ + 14x² + 17x + 30

                    2x³ + 12x²

         -------------------------------------

                                 6x² + 17x + 30

                                 6x² + 36x

         -------------------------------------

                                            -19x + 30

                                            -19x - 114

         -------------------------------------

                                                       134

Hence, the quotient of the long division is 3x³ + 2x² + 6x - 19

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The answer should be

2x³ + 14x² + 17x + 30

Answer:

so

Step-by-step explanation:

Let's call the length of each of the other two sides x. Since the triangle is isosceles, it has two sides of equal length. Therefore, the perimeter of the triangle can be expressed as 6 + x + x Simplifying this equation, we get 2x + 6 We know that the perimeter is 22 cm so we can set up an equation and solve for x. 22 = 2x + 6 Subtracting 6 from both sides, we get 16 = 2x Dividing both sides by 2, we get x=8

Based on the information provided, the probability that Ben wins the board game is 30%.

To calculate the probability of Ben winning the board game, let's start by checking the information provided:

Probability for Justin to win: 20% or 0.2

Probability for Cam to win: 50% or 0.5

Now, the total probability is always equivalent to 100% or 0.1. Based on this, let's calculate now the probability that Ben wins the game.

1 - (0.2 + 0.5)  

1 - 0.7 = 0.3

Note: Here is the complete question:

Justin, Cam, and Ben are playing a board game where exactly one player will win. Ben estimates that Justin has a %20 percent chance of winning each game and that Cam has a %50 percent chance of winning each game. What is the probability that Ben will win the board game?

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Step-by-step explanation:

1kL = 100 dal

x = 470 dal .... you will criss cross it

1 kl × 470 dal = x ×100dal

470 dal kl = 100dal x ... then you will divide 100 dal from both side

4.7 kl = x

x = 4.7 kl

so our result is 4.7kl which is equal to 470 dal

Step-by-step explanation:

470 dal = 4.7 kl

because 1 kl = 100 dal

[tex] \frac{1}{x} = \frac{100}{470} \\ \\ 100x = 470 \\ x = \frac{470}{100} \\ x = 4.7[/tex]

The unit rate of dirt is 2 metric tons per hour.

In order to determine the unit rate, divide the metric tons of dirt by the number of hours it take to remove the dirt.

Division is the process of grouping a number into equal groups using another number. The sign that represents division is ÷.

Unit rate = metric tons of dirt ÷ number of hours

1/2 ÷ 1/4

1/2 x 4 = 2 metric tons per hour

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The component of the weight parallel to the inclined plane is approximately 34.72 pounds, and the component perpendicular to the inclined plane is approximately 196.96 pounds.

To analyze the situation, we need to break down the weight of the object into its components parallel and perpendicular to the inclined plane.

Given:

Weight of the object = 200 pounds

Angle of the inclined plane with the horizontal = 10 degrees

First, we find the component of the weight parallel to the inclined plane. This component can be determined using trigonometry:

Component parallel to the inclined plane = Weight * sin(angle)

Component parallel to the inclined plane = 200 pounds * sin(10 degrees)

Component parallel to the inclined plane ≈ 200 pounds * 0.1736

Component parallel to the inclined plane ≈ 34.72 pounds

Next, we find the component of the weight perpendicular to the inclined plane:

Component perpendicular to the inclined plane = Weight * cos(angle)

Component perpendicular to the inclined plane = 200 pounds * cos(10 degrees)

Component perpendicular to the inclined plane ≈ 200 pounds * 0.9848

Component perpendicular to the inclined plane ≈ 196.96 pounds

Therefore, the component of the weight parallel to the inclined plane  and the component perpendicular to the inclined plane is approximately 34.72 pounds and 196.96 pounds respectively.

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The measure of angle B, rounded to the nearest degree, is 37 degrees.

In trigonometry, the tangent function (tan) relates the ratio of the length of the side opposite an angle to the length of the side adjacent to that angle in a right triangle.

To find the measure of angle B, we use the inverse tangent function (arctan) with the given tangent value of 3/4:

B = arctan(3/4)

Using a calculator or a trigonometric table, we find that arctan(3/4) is approximately 36.87 degrees. Round the result to the nearest degree to obtain the final measure of angle B.

Therefore, the measure of angle B, rounded to the nearest degree, is 37 degrees.

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Jonah's mom's would have to spend $45.878 to fill up her tank after the 40% increase in gas prices if her car takes 14 1/2 gallons of gas to fill up.

To find the cost that Jonah's mom would have to spend after the 40% increase in gas prices to fill up her 14 1/2 gallon tank, we need to follow these steps:

1. Find the increased price per gallon by multiplying last summer's price ($2.26) by 1.40 (since there's a 40% increase): $2.26 x 1.40 = $3.164 per gallon.
2. Convert 14 1/2 gallons to a decimal: 14.5 gallons.
3. Multiply the increased price per gallon ($3.164) by the number of gallons needed to fill up the tank (14.5 gallons): $3.164 x 14.5 = $45.878.

So, after the 40% increase in gas prices, Jonah's mom would have to spend $45.878 to fill up her 14 1/2 gallon tank.

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The main reason students buy from catalogs varies depending on the group, with factors such as convenience, access, variety.

The reason of  two-way table provided shows the distribution of young adults' living situations based on their gender. Out of 1118 females, 986 live in their parents' home, and 1129 out of 1330 males live in their own place. This information provides insights into the current living situation of young adults, which is valuable for policymakers and marketers.

Policymakers can use this data to develop programs that cater to the needs of young adults living in group quarters, while marketers can use this information to tailor their products to young adults living independently or in other people's homes.Regarding the reason why students buy from catalogs, the answer may differ based on different groups of students. For example, some students may buy from catalogs because of convenience, while others may do so because of a lack of access to physical stores.

Additionally, some students may prefer buying from catalogs because of the wider variety of products available, while others may do so because of the competitive pricing. To determine the most important reason why students buy from catalogs, it may be necessary to conduct a more in-depth study that considers factors such as age, gender, income level, and personal preferences.

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The probability of the two oldest Smith children being served first is 2/4 or 50%.

Assuming that all the children have an equal chance of being served first, there are a total of 4 possibilities for the order in which the two oldest Smith children can be served:

Out of these 4 possibilities, only the first 2 would satisfy the condition that the two oldest Smith children are served before the others. So the probability that the two oldest Smith children are served first is 2/4 or 50%.

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There is no solution to the given system of equations and the lines are parallel which has been obtained by using the substitution method.

What is the substitution method?

When solving simultaneous linear equations in algebra, the substitution approach is a common technique. As the name of the procedure suggests, one variable's value from one equation is switched in the second equation.

We are given equations as -2x + 2y = 7 and -x + y = 4.

Now, using the second equation, we get

⇒ -x + y = 4

⇒ y = 4 + x

Now, on substituting this in the first equation, we get

⇒ -2x + 2y = 7

⇒ -2x + 2 (4 + x) = 7

⇒ -2x + 8 + 2x = 7

⇒ 8 ≠ 7

So, there is no solution to the given system.

This means that the two lines in the system are parallel which means they will never meet.

A graph depicting the same has been attached below.

Hence, there is no solution to the given system.

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Answer:

a)

[tex]m = \frac{15 - 10}{4 - 2} = \frac{5}{2} [/tex]

[tex]10 = \frac{5}{2} (2) + b[/tex]

[tex]10 = 5 + b[/tex]

[tex]b = 5[/tex]

[tex]y = \frac{5}{2}x + 5[/tex]

b) The function is already given.

c)

[tex]m = \frac{100 - 40}{30 - 10} = \frac{60}{20} = 3 [/tex]

[tex]100 = 3 (30) + b[/tex]

[tex]100 = 90 + b[/tex]

[tex]b = 10[/tex]

[tex] y = 3x + 10[/tex]

Answer:

Solve for these and you'll find it! :D (Surface Area for all)
The answer is:
A: 6(12)^2 (it's a cube)
B: 2(6.4 x 15.2 + 15.2 x 10.5 + 6.4 x 10.5) (it's a rectangular prism)
C: 6(3x - 1)^2 (it's a cube)
D: 2(pi)(radius)(height) + 2(pi)(radius^2) (it's a cylinder)

The probability of being 25-35 years and having a hemoglobin level above 11 is 0.102. The probability of having a hemoglobin level above 11 is 0.356. Being 25-35 years and having a hemoglobin level above 11 are dependent on each other.

From the two-way table, the total number of individuals who have a hemoglobin level above 11 is 153+44+40=237. The probability of having a hemoglobin level above 11 is the total number of individuals with hemoglobin level above 11 divided by the total number of individuals, which is 237/429=0.356.

The number of individuals who are between 25-35 years and have a hemoglobin level above 11 is 44. The probability of being 25-35 years and having a hemoglobin level above 11 is the number of individuals who are between 25-35 years and have a hemoglobin level above 11 divided by the total number of individuals, which is 44/429=0.102.

Being 25-35 years and having a hemoglobin level above 11 are dependent on each other because the probability of having a hemoglobin level above 11 changes based on the age group.

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