To the man and women who adopted a helpless child when she was brought to them;
To the teachers who never really cared and ignored my problems;To those who never cared, never spoke, probably never knew my name;To the one true friend, whose caring was the only thing that prevented this even from happening sooner; Do not weep for me, or mourn my passing. I say this not because I expect to be missed, but to allow those who truly did not care go on with their lives with a clean conscience and dry eyes. I know you don’t want to weep for me. So don’t. But I do ask you to listen to the final words of a young girl who has taken charge of her own destiny.Perhaps my parents might feel something inside which causes them to shed tears. They may pretend that it’s sorrow for their “loss”, but I hope it is something else. Perhaps sorrow for bringing a child into this world when they really didn’t have the time or desire to raise her. I wasn’t the product of love, born of a desire to prepare another human being to grow and lead the human race. I was merely the next acquisition, the next task, the next project on their list of things that bring significance.No child should be brought into this world for the mere purpose of being just another possession. Why can’t you accept the things that make other people different rather than insisting everyone conforms to your will?Sure, some did offer friendly gestures. Drew Wilson often would greet me and ask about my life. Not that I ever felt comfortable enough to tell her anything; I never trusted her enough to give her the chance. What was the purpose? You left me isolated and alone, and no words I could say can convey to you the suffering you caused. I could name names, but in doing so, I would do more now for you than you ever did for me in life.I do not know if what awaits me when I get down off this rope. Will there be a void? Or will I come face to face with God? I just don’t care anymore. If you’re anything like your people, I wouldn’t want to know you. You preached to love one another, yet I’ve felt everything except love from Christians. Even if I could know you were different, well, I still reject you. You have left your “followers” to treat people like me poorly. You have allowed so many of the people you “love”, including me, to suffer. So you want me to trust you with my life? I don’t want to spend eternity with a careless deity like you, or with the company you keep.As my final moments tick away, I wonder what impact these words will create. It depends first on this web site being found, as I doubt whether school administration will want such venom spoken publicly about their lack of caring. Still, the Internet is a remarkable place where even the least significant individual can be heard. Will anyone listen? Will anyone take action? Will students pause and pay attention to the hur*ing hearts around them? And even if they do, will it be a temporary salve for their egos, to convince themselves they’re really not bad people or will real change happen?My heart certainly goes out to my fellow outsiders. With me gone, some of you will certainly feel more of the pain and h*rt that I did. No one understands you. No one cares how your day is going. No one bothers to get to know you as anything more than a nerd, a geek, a loser. You can do nothing for their social status, save the occasional boost to the ego they get from putting you in your place. Some of you, like Chloe Strum, will find outlets in music. Some, like Matthew Ohlson, will have an escape in Dr*gs. Some, like Hailie Duncan, will live their lives pursuing unicorns that they will never, ever catch. I never had a talent to lose myself in, or a dream or unicorn to chase, and so I have taken the path most dreaded. Some of you may soon join me, and I look forward to welcoming a brother or sister to the land where you will never su*fer the loneliness and rejection that faces you now.Farewell forever. I am going to another place. Where, I do not know. But logic dictates that it can only be an improvement. Perhaps my passing will only prove a footnote in a school yearbook. Then again, perhaps the sacrifice of one might bring hope to others. If my d*ath makes life for one person a little more bearable, or a little more enlightened, do I really d*e in vain?“The needs of the many outweigh the needs of the few, or the one.”

Answer:

8.95 + 8.95 = 17.9

20 - 17.9

= $2.1

Answer:

2*12

3*8

4*6

6*4

8*3

Step-by-step explanation:

Answer:

i dont like gabe, hes mean to me >:(

Step-by-step explanation:

so no, i wont go to his party :))

Answer:

7

Step-by-step explanation:

Answer:

2√424 + 62 ≈ 103.1825205639 ≈ 103.2 units

Explanation:

Given the two baselengths, and the perpendicular height of the trapezoid, you can actually find the perimeter through the pythangorean theorem because the perpendicular height or height that forms a right or 90 degree angle makes a right triangle(2 be exact because this is an isoceles trapezoid which has two adjacent right triangles).

This is true of the trapezoid is icosceles.

Answer:

You cannot find the perimeter with numbers given.

Step-by-step explanation:

The top length, base length, and height are not sufficient to determine the perimeter of a trapezoid

Answer:

Parallel

Step-by-step explanation:

Answer:

Step-by-step explanation:

Parallel lines have same slope, perpendicular lines have negative reciprocal slopes

Given slopes of -4 and 14 are neither same not negative reciprocal, therefore the answer is neither

[tex]( { \frac{4 {x}^{3} }{ {y}^{4} }) }^{ - 2} = \frac{16x {}^{6} }{ {y}^{8} } [/tex]

[tex] \frac{(4 {x}^{3})^{ - 2} }{ { {(y}^{4} )}^{ - 2} } = \frac{16 {x}^{6} }{ {y}^{8} } [/tex]

[tex] \frac{ {16x}^{ - 6} }{ {y }^{ - 8} } = \frac{ {16x}^{6} }{ {y}^{8} } [/tex]

The power of -2 was mistook as 2.

Answer: A y-coordinate is the second element in an ordered pair. When an ordered pair is graphed as the coordinates of a point in the coordinate plane, the y-coordinate represents the directed distance of the point from the x-axis. (-1,-4).

Step-by-step explanation:

Answer:

The x-coordinate is –4 . The y-coordinate is  –1 . The point is in quadrant  III .

Step-by-step explanation:

Answer:

Step-by-step explanation:

Use cross product to determine if the two ratios form a proportion. Here we can see that 2/16 and 5/40 are proportions since their cross products are equal. Percent means hundredths or per hundred and is written with the symbol, %. Percent is a ratio were we compare numbers to 100 which means that 1% is 1/100.

Answer:

The proportion is a general case of percentage.

Step-by-step explanation:

Proportion is a general case of percentage.

It describes how much of the total a particular sample is.

For example, if a pie contains eight slices and you have five, the proportion is 5/8.

You have a total of five out of eight.

A percent (the number of parts out of 100) is a special case of proportion where the denominator (“whole”) equals 100 parts.

I suspect that percentages were created to allow a normalized comparison of proportions when the total number of parts was not the same.

Imagine a small pizza with 6 slices and a large pizza with 8 slices.

If Tom got 4 from the first and Ram got 5 from the second, it is not immediately clear who got more from the second.

Converting 4/6 and 5/8 to percentages (66.7 and 62.5) allows you to see when the denominator equals who got relatively "more".

Furthermore, I suspect that 100 was used because we live in a 10-base world (we have 10 fingers, which makes it natural).

Answer: The answer is x=0

Step-by-step explanation:

Rewrite the equation as a trinomial.

x 2 + 12 x + 0

Move 0 to the right-hand side.

x 2 + 12 x = 0

Divide the coefficient of the  x

-term by 2, then square the result. Add the result to both sides.

12 /2 = 6 ;6^2   = 36

x 2 + 12 x + 36 = 36

Factor the perfect square trinomial  

x 2 + 12 x + 36

on the left-hand side.

( x + 6 ) 2 = 36

Take the square root of both sides and solve for  x .

√ ( x + 6 )^ 2 = ± √ 36 =

x+ 6 =  ± 6

x =  − 6 + 6 = 0

x =  − 6  − 6 = − 12

Check

If  x = 0 :

( 0 ) ^2 + 12 ( 0 ) = 0

0 = 0

If  x = − 12 :

( − 12 ) ^2 + 12 ( − 12 ) = 0

144 − 144 = 0

0 = 0

Answer:

3rd one

Step-by-step explanation:

Answer:

4 1/2 minutes

Step-by-step explanation:

Answer:

A. 3:30.

Step-by-step explanation:

180 is 90+90 so that would put it in 3:30.

Answer:

The smaller integer is -3 and the greater integer is -2

Step-by-step explanation:

Equations

Let's call

x = the smaller integer

x + 1 = greater consecutive integer

The relationship between them is that twice the smaller is four less than the greater:

2x = x + 1 - 4

Subtracting x:

x = 1 - 4

Operating:

x = -3

x + 1 = -2

The smaller integer is -3 and the greater integer is -2

slope= (x2-xl)(y2-y1)

Answer:

Step-by-step explanation:

y - 3 = - [tex]\frac{4}{3}[/tex] ( x + 1 )

y = - [tex]\frac{4}{3}[/tex] x - [tex]\frac{4}{3}[/tex] + 3

y = - [tex]\frac{4}{3}[/tex] x + [tex]\frac{5}{3}[/tex]

7 = - [tex]\frac{4}{3}[/tex] p + [tex]\frac{5}{3}[/tex]

[tex]\frac{4}{3}[/tex] p = - 7 + [tex]\frac{5}{3}[/tex]

p = ( - [tex]\frac{16}{3}[/tex] ) × [tex]\frac{3}{4}[/tex] = - 4

Answer:

If DE KL, then M > F. Choose the relationship symbol to make a true statement.

Step-by-step explanation:

Answer:

b = 90

Step-by-step explanation:

Sum the interior angles of the pentagon and equate to 540

Starting from the top and going clockwise

b + b + 45 + 90 + 2b - 90 + [tex]\frac{3}{2}[/tex] b = 540 ← simplify left side

[tex]\frac{11}{2}[/tex] b + 45 = 540 ( multiply through by 2 to clear the fraction )

11b + 90 = 1080 ( subtract 90 from both sides )

11b = 990 ( divide both sides by 11 )

b = 90

Thus

b + 45 = 90 + 45 = 135

2b - 90 = 2(90) - 90 = 180 - 90 = 90

[tex]\frac{3}{2}[/tex] b = [tex]\frac{3}{2}[/tex] × 90 = 135

The angle measure from the top clockwise are

90°, 135°, 90°, 90°, 135°

Answer:19.4

Step-by-step explanation:

A=P(1+\frac{r}{n})^{nt}

A=P(1+  

n

r

​  

)  

nt

A=6500 \hspace{15px} P=3000 \hspace{15px} r=0.04 \hspace{15px} t=?

A=6500P=3000r=0.04t=?

n=4\text{ (quarterly)}

n=4 (quarterly)

6500=3000(1+\frac{0.04}{4})^{4t}

6500=3000(1+  

4

0.04

​  

)  

4t

6500=3000(1.01)^{4t}

6500=3000(1.01)  

4t

\frac{6500}{3000}=\frac{3000(1.01)^{4t}}{3000}

3000

6500

​  

=  

3000

3000(1.01)  

4t

​  

2.1666667=(1.01)^{4t}

2.1666667=(1.01)  

4t

\log(2.1666667)=\log((1.01)^{4t})

log(2.1666667)=log((1.01)  

4t

)

\log(2.1666667)=4t\log(1.01)

log(2.1666667)=4tlog(1.01)

Power Rule.

\frac{\log(2.1666667)}{4\log(1.01)}=\frac{4t\log(1.01)}{4\log(1.01)}

4log(1.01)

log(2.1666667)

​  

=  

4log(1.01)

4tlog(1.01)

​  

t=\frac{0.3357921}{0.0172855}

t=  

0.0172855

0.3357921

​  

t=19.42624\approx 19.4 \text{ years}

t=19.42624≈19.4 years

Answer:

A=2wl+2lh+2hw

A=2(x+7)(x+3)+2(x+3)(x-1)+2(x-1)(x+7)

A=2(x^2+7x+3x+21)+2(x^2-x+3x-3)+2(x^2+7x-x-7)

A=2(x^2+10x+21)+2(x^2-2x-3)+2(x^2+6x-7)

Answer:

6x²+36x+22

Step-by-step explanation:

Surface Area = 2(wl + hl + wh)

Length = (x+3)

Width   = (x+7)

Height  = (x-1)

Surface Area = 2((x+7)(x+3) + (x-1)(x+3) + (x+7)(x-1))

Then simplify

2((x+7)(x+3)+(x−1)(x+3)+(x+7)(x−1))

=(2)((x+7)(x+3)+(x−1)(x+3)+(x+7)(x−1))

=(2)((x+7)(x+3))+(2)((x−1)(x+3))+(2)((x+7)(x−1))

=2x²+20x+42+2x²+4x−6+2x²+12x−14

=6x²+36x+22

Answer:

1 5/44, 22/45, 5 5/8

Step-by-step explanation:

Pls give brainliest

Answer: 9 gallons

Step-by-step explanation:

Given: Ratio of colors in painting:

4 parts blue, 3 parts red, and 3 parts green.

Total parts = 4+3+3 =10

Fraction of blue = [tex]\dfrac{\text{Number of parts of blue}}{\text{total parts}}=\dfrac{4}{10}[/tex]

Since, Quantity of blue color used = 12 gallons

Let total quantity of color be x,

[tex]\dfrac{4}{10}x=12\\\\\Rightarrow\ x=\dfrac{120}{4}=30\text{ gallons}[/tex]

Total color used = 30 gallons

Color used for green part only = [tex]\dfrac{3}{10}\times30 = \text{9 gallons}[/tex]

Hence, 9 gallons of paint were needed for the green part of the painting.

Answer:

4 - 7x = 15

Step-by-step explanation:

6 - 3x -10 + 8 - 4x = 15

4 - 7x = 15

Hi there! :)

[tex]\large\boxed{x = -6}[/tex]

Solve for x:

4x + (-3) = 5x + 3

Adding a negative number is simply subtracting, therefore:

4x - 3 = 5x + 3

Subtract 4x from both sides:

4x - 4x - 3 = 5x - 4x + 3

-3 = x + 3

Subtract 3 from both sides:

-3 - 3 = x + 3 - 3

-6 = x

Answer:

[tex]x=-6[/tex]

Step-by-step explanation:

Isolate the variable.

[tex]4x+(-3)=5x+3[/tex]

[tex]4x=5x+6[/tex]

[tex]0=x+6[/tex]

[tex]x=-6[/tex]

Hope this helps!

Answer:

Step-by-step explanation:

The functions are:

(a), (c), (d), (e).

Relations may or may not represent a function.

The relations that are functions are (a), (c), (d), (e)

Graph (a) shows a linear relationship, and all linear relations are functions.

Graph (b) fails the vertical line test, because an x value corresponds to multiple y values; so graph (b) is not a function.

Similarly, ordered pair (f) is not a function because an x value corresponds to multiple y values

Other relations (c), (d) and (e) are functions

Read more about relations and functions at:

https://brainly.com/question/10889102

Answer:

x= 45

Step-by-step explanation:

the total amount of degrees in a triangle is 180 degrees, so by subtracting 75 and 60 from 180, you'll get 45. :)

Answer:

x=45

cvghjklkjhgfdsdfghjkijuhgtfdfghjki

Answer:

I'm reallly sorry if this is wrong, but I believe it is neither

Step-by-step explanation:

Odd and even functions need to exhibit some sort of reflection symmetry across the x axis (i think--we are learning this rn) and the graph does not seem to show this so i believe it is neither... i could be wrong thooughh

Answer:

i can't see the equation because of light pleas take again another pic

Answer:

B

Step-by-step explanation:

Answer:

Are you sure this two are the only choice.

Step-by-step explanation:

And I think it the first one.

Answer:

can you rewrite your answer bc it makes not sense and there's only two answer choices so can you take a ss of your actual problem please and i'll do my best to answer it :)

Answer:

[tex]d = 15\sqrt{10}[/tex]

General Formulas and Concepts:

Pre-Algebra

Algebra II

Step-by-step explanation:

Step 1: Define

Point (7, 0)

Point (-8, 45)

Step 2: Find distance d