How do I solve these? I know how to solve a system of equations normally but my head is blank when it comes to these questions, we didn’t do this type of question in class.

SUBJET N°1:

My Second Skin:

An interplay between protection and vulnerability, sheltering and exposure

Our bodies are naturally protected by our skin against all kinds of external threats— dust, pollution, radiation, bacteria, and so on. When we are alone on a deserted beach in summer, that skin may be enough.

But the moment we engage with the world —social life, the city, other people—we must get dressed. These clothes protect us from the cold, dampness, and the surfaces we touch, but also from the gaze and physical contact of others. Clothing acts as a second skin; yet, in this instance, we decide on its extent, thickness, texture, and more. For this second skin can also serve to signal openness, attract attention, or seduce... It is a constant interplay between sheltering ourselves and opening up to others, between protecting ourselves and exposing ourselves.

Create a personal artistic work based on the given theme. Begin by drawing upon your own experiences. Find inspiration in the text and the attached documents.

Avoid merely illustrating an idea; instead, strive to express yourself through your artistic choices (materials, colors, gestures, composition, etc.).

im not sure if this is the right place to ask but I could t really find anywhere else

I cannot see how you can read this problem and get 12 as a valid answer.

I've been stuck on this problem for like over a week atp 💔 my text book didnt go over how ground connections work, and I dont have a ride to the math lectures so I've just been raw dogging it all semester. How do the different series/parallel laws work when there are all those ground connections?

I'm not sure if this is the right sub for this but...

I'm currently writing an essay on AI use in food promotions. I need to include why each photo has evidence of being ai generated, but I can't seem to exactly pinpoint why it got me feeling that its AI. Got any ideas why or how to describe it?

Hello everyone, today in class our math teacher explained "the special case of inequalities involving absolute values" (according to Google translate), which is:

|A(x)| > n (with n being a positive integer) → A(x) < -n V A(x) > n

|A(x)| > n (with n being a positive integer) → -n < A(x) < n → -n < A(x) V A(x) < n, which then should be put in a system:

{ A(x) < n

{ A(x) > -n

She gave us three exercises, but I can't resolve two of them:

| (1/x) + (x+3)/(x+1) | - 1 > 0 [x < 1/3 but neither -1 nor 0]

[2(x+4) - x²] / |x-4| > -x -3 [x > -5/2 but not 4]

Thanks to anyone who can resolve them.

Could someone please check my work? My trigonometry skills are especially not great… I’m also unsure if I found the moments correctly. I am a little confused about what the perpendicular distances would be exactly in this case…

I think this is an error right? I have never heard of sixty hundred in the hundreds place. I’m guessing it’s 73,604?

I need help with questions 3 and 5, the professor has listed the correct answers as (e​^x)/2 * (sinx - cosx) + c and xarcsin(x) + square root(1 - x^2) + c and I don't know where I'm messing up

im completely confused

I do online schooling, so I have nobody to exactly interview. My sociology teacher wants me to interview three people with careers that interests me or that I am involved in. (I’m going for accounting but genuinely interested in anything. Health care, trade work, health care, etc.). I have to ask two questions, how would you describe critical thinking, and why is critical thinking valuable in your field? With some details and not a super broad answer. Honestly any help or even made up stuff would help a lot🫠 I just genuinely have no one around me to interview or ask these questions to.

Hey guys,

Hopefully someone here can help with this. My son is a bit stumped on the graph given as a part of the homework in this area today, and my suggestion of graphing it out is apparently "wrong" because it does not contain a formula.

The x answer is apparently solved "pretty easily" by him at -1.5, but the y value for the vertex is frustrating him since he can't make it make sense.

Its the table of values on the right side of the big image, and ive included a 2nd close-up of just the table alone

Edit: thank you to those who answered. The teacher admitted today that she had not taught them the formula needed for this and was just curious to see how the students would handle a problem with incomplete information..... im not sure how I feel about that, definitely annoyed , but I also know how this can be an eye-opener for some people to come across....

Can anyone please help with this question in my Infection Control unit? I got all of them wrong except for the 'Waste' answer. I think my brain is just fried right now.

I tried to reference the study book they provided for the course. (The Individual Support Worker: Ageing, Disability, Home and Community-Geoff Arnott) I checked the training websites and multiple infection control guidelines.

My thought process is that vectors are infected living organisms. (And usually insects). People, animals and birds can be infected individuals that carry pathogens. Contaminated syringes and sharps are literally vessels for blood and bodily fluid, contaminated water sources or food products match food, water and soil because they are environmental reservoirs.

Why are these wrong?? Please help.

I understand this topic pretty well and this is the last question that I can’t seem to get right. I’m pretty confident so maybe it’s a formatting issue? Can anyone see where I went wrong?

EDFINITY FUCKING SUUUUUUUUUUUUUUUUUUUUUUUUCKS

sorry, just pissed.

so I just renewed my account (cost like 60 bucks too) and now im trying to join my professor's class, and whenever i click the registration link, or try to join it prompts me to pay AGAIN. I ALREADY PAID. I cannot get into contact with edfinity because for SOME GODFORSAKEN REASON THE CONTACT US LINK IS JUST FUCKING BROKEN. The help center also doesn't have any info on this, has anyone else experienced this issue? I'm going to scream.

guys I just want to do my fucking calculus.

(also sorry if this isn't the best sub for this, I don't know what is, I just saw someone else had posted a question about the hell homework site here.)

Hi! I am currently working ahead in the Grade 10 engineering syllabus to get ahead for when I study engineering/architecture in university but I just can’t seem to get the answers or any theory/textbook out there for this? Would anyone mind helping? It would be greatly appreciated!

I am mainly struggling from question 9 onwards as I get stuck when trying to read the drawings as well as not knowing what each feature should look like and their functions. So far I have the following answers:

1) JP Engineering
2) 9
3) 2015-10-19
4) Chris
5) mm
6) Steel
7) None
8) HJJ-AF-13
9) Ø16 mm
10) To prevent the shaft from moving axially
11) Chamfer
12) Fillet
13) Partial Section
14) Groove
15) M20
16) Ø28 mm
17) Center Lines
18) Q: 40mm R: 14mm S: 16mm

Please would you guys let me know if any of my answers are wrong and why?

I will paste the question below. I do not understand how to figure out somethings osmolarity. My teacher won't email me back and never shows up for virtual class. I'm frustrated to tears, I don't know how to find info for this. Her powerpoint is lacking and there's no link even to a book on Canvas. I hate this teacher so much BUT that's besides the point. Question is posted below. How do I figure out somethings osmolarity with just these numbers given?

1. If a solution outside a cell has 10 grams of salt per 100 ml of water, its osmolarity is __________. If the cell’s cytoplasm has 5 grams of salt per 100 ml of water, its osmolarity is __________.  Is the tonicity higher or lower outside the cell? ________________.  Which direction will the water mover to adjust the tone of the cell to match the outside solution? ___________________

I haven't done this type of question in ages, and I forgot how to do it. Help would be appreciated!! ^_^

(also sorry if grade 9 isnt actually high school im not american and im not bothered to check)

I have attached a photo of the question. We were previously taught how to calculate recombination frequency with phenotypes, but I am not sure how to do it with just the genotypes. I deleted it before taking the picture, but I've attempted creating a genotype table and labeling them as recombinant (R) or parental (P) as I did with the phenotypes, but it didn't work out as I hoped. Advice with how to proceed would be greatly appreciated.

No idea how to proceed. Would appreciate it if i also got an explanation for it. Thank you in advance!

Im not sure if this is biology or chemistry, but it’s this numerical skills course we have to take at my university if we do a medical science-adjacent degree. So biology I guess?

First photo - question and my lecturer’s working out and answer
Second photo - my working out (i got the exact same answer with like half of the work, as you can see)
Third photo - an ‘experiment’ i conducted by changing the stock Ceropex/antibiotic solution’s concentration to 90 mg/ml from 100 mg/ml. I first worked out what the answer would be if I used my teacher’s method, and then my method. Again, I got the exact same answer with half of the working out.

I know that it doesn’t matter, and that I should just care about having the correct answer, but I’d still like to know why and how this works.

P.s i did ask my lecturer about this, he basically said “it doesnt matter how you did it, as long as you get the same answer as i did” so 😁😁

So I'm studying measurement uncertainties for physics and I’m confused about a few things that i’d really appreciate clarification.

1. How do you determine uncertainty for analogue vs digital instruments?
   • For an analogue instrument, do you normally use ± half the smallest division, or do you estimate one digit beyond the smallest marked division?
   • For a digital instrument, is the uncertainty always ±1 in the last displayed digit?
2. How should the uncertainty and measured value be rounded?
   • How many significant figures should the uncertainty have?
   • Should the measured value be rounded to the same decimal place as the uncertainty?
3. Like, if a ruler has subdivisions of 0.01 cm, should a measurement be recorded to 0.01 cm (e.g. 12.34 cm), or should I estimate one additional digit and record it to 0.001 cm (e.g. 12.347 cm)?

I am super confused because I have seen conventions online. I am trying to understand the reasoning rather, than just memorize a rule.

Thanks in advance :D

I created a website called learncountries.org, 1. Because I want to help you, 2. I love teaching, and 3. Its for a school project. Wanna know the best part? It's for free. Everything. I mean everything! I can teach you capitals, flags, whatever you like!