The table to set up a System of equations to solve for the number of laps walked and run if the total distance is 24 laps.the correct answer is not listed among the options given.
The table to set up a system of equations to solve for the number of laps walked and run if the total distance is 24 laps:
3 + 5 = A (the total number of laps walked and run is equal to A)
B + 10 = C (the total number of laps walked and run is equal to C)
15 + D = 40 (the total number of laps walked and run for the week is 40)
Simplifying each equation, we get:
A = 8
B = 5
C = 15
D = 25
To find how many laps will the participants walk and run if the total distance is 24 laps, we can set up the following proportion:
3x/8 + 5x/15 = 24
Multiplying both sides by 120 (the least common multiple of 8 and 15), we get:
45x + 40x = 2880
Simplifying, we get:
85x = 2880
Dividing both sides by 85, we get:
x ≈ 33.88
Therefore, the participants will walk approximately:
3x/8 ≈ 12.66 laps
And run approximately:
5x/15 ≈ 21.22 laps
Rounding to the nearest whole number, we get:
They will walk 13 laps and run 21 laps.
Therefore, the correct answer is not listed among the options given.
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Question: Margo Xavier makes a deposit at
an ATM. She has a paycheck for $375.42 and
a refund check for \$24.95. She would like to
receive $45.00 in cash and deposit the
remaining amount. What is her total deposit?
Hello !
total = $375,42 + $24,95 = $400,37
in cash = $45
the remaining amount = $400,37 - $45 = $355,37
Paul is playing a board game and rolls two number cubes. Let A = (the sum of the number cubes is odd), and let B = (the sum of the number cubes is divisible by 4). List the outcomes in A U B.
The outcomes in set A U B are 1, 3, 5, 6, 7, 8, 9, 10, 11, 12 (the odd sums) 4, 8, 12 (the sums divisible by 4)
The sum of the number cubes is odd if one die shows an even number and the other shows an odd number, or vice versa.
There are 3 even numbers and 3 odd numbers on a number cube, so there are 3 x 3 = 9 ways to get an odd sum.
The sum of the number cubes is divisible by 4 if both dice show either 2 or 4.
There are 2 ways to get a 2 on a number cube and 2 ways to get a 4, so there are 2 x 2 = 4 ways to get a sum of 4.
Therefore, the outcomes in A U B are 1, 3, 5, 6, 7, 8, 9, 10, 11, 12 (the odd sums) 4, 8, 12 (the sums divisible by 4)
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Determine whether the correlation coefficients show strong, moderate, or weak correlation.
Strong Correlation
Moderate Correlation
r=-0.91
r=0.82
r=-049
r=026
r=0.54
r=-0.18
Intro
Weak Correlation
Done
Answer:
-0.91 = strong, as it is close to -1 and if it's close to -1 that means it is linear.
0.82 = strong. Again, it's approaching 1 and is, therefore, approaching linearity.
-0.49 = moderate
0.26= weak
0.54 = moderate
-0.18 = weak
Step-by-step explanation:
Please friends I need help
The solution to the system of equations, using the Gauss-Jordan method, is given as follows:
[tex]\left[\begin{array}{cccc}1&0&0&14.28\\0&1&0&-21.4\\0&0&1&1.2\end{array}\right][/tex]
How to solve the system of equations?The matrix representing the system of equations is given as follows:
[tex]\left[\begin{array}{cccc}-5&-3&-4&-12\\0&-2&-7&38\\0&1&4&-22\end{array}\right][/tex]
First we want a value of 1 at line 1, column 1, hence we multiply the first line by -1/5, that is:
R1 -> -1/5R1
Hence:
[tex]\left[\begin{array}{cccc}1&0.6&0.8&2.4\\0&-2&-7&38\\0&1&4&-22\end{array}\right][/tex]
First we want a value of 1 at line 2, column 2, hence we multiply the second line by -1/2, that is:
R2 -> -1/2R2
Hence:
[tex]\left[\begin{array}{cccc}1&0.6&0.8&2.4\\0&1&1.5&-19\\0&1&4&-22\end{array}\right][/tex]
We want an element of zero at line 3, column 2, hence:
R3 -> R3 - R2
Hence:
[tex]\left[\begin{array}{cccc}1&0.6&0.8&2.4\\0&1&1.5&-19\\0&0&2.5&-3\end{array}\right][/tex]
First we want a value of 1 at line 3, column 3, hence we multiply the third line by 2.5, that is:
R3 -> 1/2.5R3
Hence:
[tex]\left[\begin{array}{cccc}1&0.6&0.8&2.4\\0&1&1.5&-19\\0&0&1&1.2\end{array}\right][/tex]
Then the solution to the system of equations is given as follows:
z = 1.2.y = -19 - 1.5z = -21.4.x = 2.4 - 0.6y - 0.8z = 14.28.Hence the row-echelon form is given as follows:
[tex]\left[\begin{array}{cccc}1&0&0&14.28\\0&1&0&-21.4\\0&0&1&1.2\end{array}\right][/tex]
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S
9. Is the square root of 5.7 a rational number?
Answer:
Not rational
Step-by-step explanation:
A rational number is any integer, fraction, terminating decimal, or repeating decimal.
Anything with a square root is automatically not a rational number.
have a great day and thx for your inquiry :)
How are conditional probability and independent events related? Select the correct phrase or notation from each drop-down menu to complete the explanation. The notation P(The lights go out|There is a thunderstorm outside) reads the probability Choose... . If two events are Choose... , then the probability of one doesn't affect the other. The two events are independent if the probability Choose... is equal to the probability that the lights go out and the probability Choose... is equal to the probability that there is a thunderstorm outside.
The notation P(The lights go out|There is a thunderstorm outside) reads the probability of "The lights go out" given "There is a thunderstorm outside."If two events are independent, then the probability of one doesn't affect the other.
The two events are independent if the probability P(The lights go out) is equal to the probability that the lights go out and the probability P(There is a thunderstorm outside) is equal to the probability that there is a thunderstorm outside.
Conditional probability and independent events are related in the sense that if two events are independent, then the conditional probability of one event occurring given the other event is simply the probability of the first event happening. In other words, if events A and B are independent, then P(A|B) = P(A).
On the other hand, if two events are dependent, then the conditional probability of one event occurring given the other event is different from the probability of the first event happening. The conditional probability takes into account the additional information provided by the occurrence of the second event.
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Us the de Morgan laws to write an equivalent statement using parenthesis.
P and not q.
The equivalent statement using parenthesis using the de Morgan laws would be (not q) or (not p).
De Morgan's Laws. To write an equivalent statement using parentheses for P and not Q (P ∧ ¬Q), we'll apply De Morgan's Law:
De Morgan's Law states that:
1. ¬(P ∧ Q) ≡ ¬P ∨ ¬Q
2. ¬(P ∨ Q) ≡ ¬P ∧ ¬Q
In your case, you have P ∧ ¬Q, which doesn't directly match either of these forms. However, we can manipulate it to apply De Morgan's Law by taking the negation of both sides and then applying De Morgan's Law:
Original statement: P ∧ ¬Q
Negate both sides: ¬(P ∧ ¬Q)
Now, we can apply De Morgan's Law to the negated statement:
¬(P ∧ ¬Q) ≡ ¬P ∨ ¬¬Q
Since ¬¬Q is equivalent to Q, we have:
¬(P ∧ ¬Q) ≡ ¬P ∨ Q
Now we have an equivalent statement with parentheses:
Your answer: ¬(P ∧ ¬Q) ≡ ¬P ∨ Q
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The Earth's human population is approximately 7,900,000,000 people.
Express this number using scientific notation.
The Earth's human population, approximately 7,900,000,000 people, can be expressed using scientific notation as 7.9 x 10^9.
Scientific notation is used to express extremely large numbers using a number between 1 and 10.
In this case, that number is 7.9
We need to move that decimal spot 9 places to the right to get 7,900,000,000. Therfore, to state that number in scientific notation, we would write it as:
7.9 * 10^9
I hope this helped!
~~~Harsha~~~
An elevator and a worker both lifted a 100 kg object from floor 1 to floor 4 (10 m). If the elevator reached floor 4 before the worker, which of the following statements is true?
a.The elevator and the worker both did the same amount of work, but the elevator provided more power
b. the elevator and the worker both did the same amount of work, but the worker provided more power
c .The elevator did more work and provided more power than the worker
d. The worker did more work and provided more power than the elevator
The elevator and the worker both did the same amount of work, but the elevator provided more power. a.
The object is lifted to the same height the elevator and the worker both did the same amount of work against gravity is given by the formula W = mgh
m is the mass of the object, g is the acceleration due to gravity, and h is the height lifted.
The work done by both the elevator and the worker is W = (100 kg) x (9.8 m/s²) x (10 m)
= 9800 J.
Power is defined as the rate at which work is done, given by the formula P = W/t
t is the time taken to do the work.
Since the elevator reached floor 4 before the worker took less time for the elevator to do the work.
The elevator provided more power than the worker.
The formula states that when an object is raised to a specific height using a lift and a worker they both exerted an equal amount of effort against gravity.
W = mgh where m is the object's mass, g is its gravitational acceleration, and h is the height raised.
The lift's and the worker's combined work is given by W = (100 kg) x (9.8 m/s²) x (10 m)
= 9800 J.
According to the formula P = W/t power is the pace at which work is completed t is the amount of time required to complete the task.
Since the lift arrived at level 4 prior to the worker the lift's work was completed more quickly.
The lift was more powerful than the employee.
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find the missing side length to the nearest tenth
Answer:
C) 7.8Step-by-step explanation:
Use Pythagorean Theorem to find the missing hypotenuse x:
[tex]x=\sqrt{5^2+6^2}=\sqrt{25+36} =\sqrt{61} =7.8[/tex]The matching choice is C.
Please if you know the answer tell me it and the steps also thank you.
Step-by-step explanation: Well to begin, you take 15$ and multiply it by 4, since he wants to buy 4 of those tickets, which is 60$. Then, take the 10$ and multiply it by 2 since he wants 2 of those tickets, which is 20$, you then apply 10% to 60 and 20 by taking 10 percent of 60, then adding it to 60 once have that, which is 66, you take the 3% and find 3% of 66, then add the answer of that to 66, which is 67.98$, you then do the same thing to the 20$.
Sorry if this didnt help, im sure it didnt because im a very bad explainer, but i tried..
The pyramid at right has a volume of 312 cubic
feet. If the prism next to it has the same base area
and height, what is its volume? Explain how you
know.
Answer:
936 cubic feet
(If you like this answer i would appreciate if u give brainliest but otherwise, i hope this helped ^^)
Step-by-step explanation:
To find the volume of the prism next to the pyramid, we need to determine its height. Since the prism has the same base area as the pyramid, we can infer that its height is also the same as the height of the pyramid.
Given that the volume of the pyramid is 312 cubic feet, we can use the formula for the volume of a pyramid:
Volume = (1/3) * Base Area * Height
Let's assume the base area of both the pyramid and the prism is represented by "A" and the height is represented by "h".
For the pyramid:
Volume of pyramid = (1/3) * A * h_p
Given that the volume of the pyramid is 312 cubic feet:
312 = (1/3) * A * h_p
Simplifying the equation, we have:
936 = A * h_p
Now, since the prism has the same base area and height, we can use the same values for "A" and "h_p" to find the volume of the prism.
Volume of prism = A * h_p
Substituting the known values, we have:
Volume of prism = 936 cubic feet
Therefore, the volume of the prism next to the pyramid is 936 cubic feet. This is because the prism has the same base area and height as the pyramid, so their volumes will be equal.
circle the correct choice. Identify n and k, and substitute these
into the correct formula. You do not need to simplify.
3. There are 100 people at a basketball game. 10 winners are chosen. Each winner wins an identical team T-shirt. To find the number of ways to choose the winners, you use (permutations/combinations).
There are 30 students in a club. The club chooses a president, Vice president, and secretary. To find the number of ways to choose the officers, you use (permutations/combinations)
(-help I don’t get it)
3. To find the number of ways to choose the winners, you use combinations.
n = 100 (total number of people)
k = 10 (number of winners to be chosen)
The formula for combinations is:
C(n,k) = n! / (k! * (n-k)!)
Substituting n and k into the formula, we get:
C(100,10) = 100! / (10! * (100-10)!)
We do not need to simplify this expression.
For the club with 30 students, the number of ways to choose the officers is given by permutations because the order in which the officers are chosen matters.
n = 30 (total number of students)
k = 3 (number of officers to be chosen)
The formula for permutations is:
P(n,k) = n! / (n-k)!
Substituting n and k into the formula, we get:
P(30,3) = 30! / (30-3)!
We do not need to simplify this expression.
Please help
I will give 100 points to whoever answers first!
Answer:8
Step-by-step explanation:
The decimal number corresponding to the number [2001]11 is
The decimal number that corresponds with the number [ 2001 ] 11 would be A. 2663
How to find the decimal number ?To convert the number [2001]11 to a decimal number, we can use the formula:
Decimal number = a0 + a1 x b¹ + a2 x b ² + ... + an x b ⁿ
Given the number, [ 2001 ] 11, we would have :
a0 = 1
a1 = 0
a2 = 0
a3 = 2
b = 11
With the formula, the decimal number corresponding to the number would be:
Decimal number = 1 + 0 x 11 ¹ + 0 x 11 ² + 2 x 11 ³
Decimal number = 2663
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What is the sum of 2/9 + 4/9
Somebody PLEASE help me!
!! I will give brainlist !!
Determine the measure of each arc.
The measure of arc MN is 144 degrees
measure of POQ is 322 degrees
The measure of arc PQ is 132 degrees
The measure of arc MN is 72×2 = 144 degrees
The measure of arc NQR is 180 degrees
We have to find measure of NQ
First we have to measure of POQ
92+22+POQ=180
POQ=180-114
POQ=66 degrees
Now measure of arc POQ is (95+66)×2 which is 322 degrees
Measure of arc QR is 72×2 = 114 degrees
The measure of MOR is 108×2 =216 degrees
The measure of PQ is 66×2 which is 132 degrees
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Hi help please quick
Answer:
Initial amount: 934 g
After 80 years: 147 g
Step-by-step explanation:
[tex] A(t) = 934 (\dfrac{1}{2})^\frac{t}{30} [/tex]
The initial amount occurs at t = 0.
[tex] A(0) = 934 (\dfrac{1}{2})^\frac{0}{30} [/tex]
[tex] A(0) = 934 (\dfrac{1}{2})^0 [/tex]
[tex] A(0) = 934 \times 1 [/tex]
[tex] A(0) = 934 [/tex]
After 80 years, t = 80.
[tex] A(80) = 934 (\dfrac{1}{2})^\frac{80}{30} [/tex]
[tex] A(80) = 934 (\dfrac{1}{2})^\frac{8}{3} [/tex]
[tex] A(80) = 934 (0.15749) [/tex]
[tex] A(80) = 147 [/tex]
Find f(-3) for the piecewise function:
Linear Equations-Need help on this problem
(4, -2) is the solution of the given system of equations
The given system of linear equations are
2x-12y=16
4x-19y=22
The missing number in 1st step is 1/2
The missing number in 2nd step is -4
The missing number in 3rd step is 1/5
The missing number in 4th step is 6
The solution of the equation is 4 and -2
Hence, (4, -2) is the solution of the given system of equations
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The school cafeteria is thinking of introducing a vegetarian pizza to the menu. Which
sampling technique would you recommend to determine which of three possible
toppings should be used? Explain your recommendation. [C -2]
4.
I recommend use of simple random sampling to determine the three possible toppings to be used for the vegetarian pizza.
What is simple random sampling suitable?It is a sampling technique in which each member of the population has an equal chance of being selected for the sample. Here, the population would be students who regularly eat at the school cafeteria.
By using the sampling, we make sure that each student has an equal chance of being selected to taste test the different pizza toppings. This will help to eliminate bias and provide a representative sample of the population's preferences. They will provide feedback which will be used to determine which topping should be used for the vegetarian pizza.
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write an equation to represent A, the area in square feet, as a function of w, the width in feet
The equation to represent A, the area in square feet, as a function of w, the width in feet, would be A = w x L
To represent the area (A) in square feet as a function of the width (w) in feet, you will also need to consider the length (l) of the rectangle. The formula for the area of a rectangle is:
A = l * w
However, since you want A to be a function of w, we can rewrite the equation as:
A(w) = l * w
In this equation, A(w) represents the area as a function of the width, and l is a constant value representing the length of the rectangle in feet.
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After x hours of rainfall today, Yvette recorded the amount of rain in inches, y, in a rain gauge. The table shows the
linear relationship for the recorded rainfall.
Rain Gauge
Time, x (hours)
3 4 5
Amount of Rain in Gauge, y (inches) 3.75 4.5 5.25
How many inches of rain was in the gauge before the rain began today, and what was the rate at which the rain fell
in inches per hour?
A. There was 0 inches in the rain gauge before the rain began, and the rain fell at a rate of 1.25 inches per hour.
B. There was 2.5 inches in the rain gauge before the rain began, and the rain fell at a rate of 1.25 inches per hour.
C. There was 3 inches in the rain gauge before the rain began, and the rain fell at a rate of 0.75 inch per hour.
D. There was 1.5 inches in the rain gauge before the rain began, and the rain fell at a rate of 0.75 inch per hour.
The correct option is D, There was 1.5 inches in the rain gauge before the rain began, and the rain fell at a rate of 0.75 inch per hour.
How to write the linear equation?A general linear equation is written as:
y = ax + b
Where a is the slope and b is the y-intercept.
If a line passes through two points (x₁, y₁) and (x₂, y₂), then the slope is:
a = (y₂ - y₁)/(x₂ - x₁)
We can use the first two points:
a = (4.5 - 3.75)/(4 - 3)
a = 0.75
Then we can write:
y = 0.75x + b
replacing the values of the first point we will get:
3.75 = 0.75*3 + b
3.75 - 0.75*3 = b = 1.5
Then the rate is 0.75 and the initial amount is 1.5
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Find the derivative guys pls help
[tex] \qquad\longrightarrow \sf f(x) = sin^{-1} \bigg(\dfrac{x}{2}\bigg)\\[/tex]
The Derivative of f(x) with respect to x-
[tex] \qquad\longrightarrow \sf \dfrac{d}{dx} \:sin^{-1} \bigg(\dfrac{x}{2}\bigg)\\[/tex]
[tex] \qquad\longrightarrow \sf \dfrac{1}{\sqrt{1-\bigg(\dfrac{x}{2}\bigg)^2}}\;\times \dfrac{d}{dx}\:\dfrac{x}{2}\\[/tex]
[tex]\qquad\sf\because\boxed{\sf{ \: \dfrac{d}{dx} sin^{-1}x = \dfrac{1}{\sqrt{1-x^2}}}}\\[/tex]
[tex] \qquad\longrightarrow \sf \dfrac{1}{\sqrt{1-\bigg(\dfrac{x^2}{4}\bigg)}}\;\times\dfrac{1}{2} \:x^{1-1}\\[/tex]
[tex]\qquad \sf\because\boxed{\sf{ \dfrac{d}{dx }x^n = nx^{n-1}}}\\[/tex]
[tex] \qquad\longrightarrow \sf \dfrac{1}{\sqrt{1-\bigg(\dfrac{x^2}{4}\bigg)}}\;\times\dfrac{1}{2} \times 1\\[/tex]
[tex] \qquad\longrightarrow \sf \dfrac{1}{\sqrt{1-\bigg(\dfrac{x^2}{4}\bigg)}}\;\times\dfrac{1}{2} \\[/tex]
[tex] \qquad\longrightarrow \sf\dfrac{1}{2}\: \dfrac{1}{\sqrt{1-\bigg(\dfrac{x^2}{4}\bigg)}}\\[/tex]
[tex] \qquad\longrightarrow \underline{\sf\: \dfrac{1}{2\:\sqrt{1-\bigg(\dfrac{x^2}{4}\bigg)}}}\\[/tex]
Henceforth, Option C) is the correct answer.
If a 6-sided die is rolled 30 times, how many times can you expect to get a 6
if its constant rate or unit rate its just multiple 6 until u get 30
4) What is <8 if <2 is 27°
If Angle 2 Is-congruent-to Angle 6, then the statement which must be true about Angle 2 is that Angle 2 is supplementary to Angle 8.
We, have,
This refers to the type of angle where two different angles are said to have equal measure on their corresponding sides.
With this in mind, we can see that based on the two horizontal parallel lines are intersected by a third line, there is a third line that intersects the top line and forms four angles.
Hence, if If Angle 2 Is-congruent-to Angle 6, then the statement which must be true about Angle 2 is that Angle 2 is supplementary to Angle 8 because the sum of either angles is 180 degrees.
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complete queston:
Two lines are intersected by a third line.
Two horizontal parallel lines are intersected by a third line. The third line intersects the top line and forms 4 angles. Labeled clockwise, from uppercase left, the angles are 1, 2, 4, 3. The third line intersects the bottom line and forms 4 angles. Labeled clockwise, from uppercase left, the angles are 5, 6, 8, 7.
If Angle2 Is-congruent-to Angle6, which must be true about Angle2?
Angle2 Is-congruent-to Angle5
Angle2 is complementary to Angle5.
mAngle2 = mAngle8
Angle2 is supplementary to Angle8.
What's the coefficients and degree of each term?
7x^2 - 8x^4 + 6x^3 - 1 - x
First term:
degree = ______ coefficient = _______
Second term:
degree = ______ coefficient = _______
Third term:
degree = ______ coefficient = _______
Fourth term:
degree = ______ coefficient = _______
Fifth term:
degree = _______ coefficient = ______
What's the leading coefficient, degree of the leading term, and degree of the polynomial?
Thanks!
The coefficients and degree of each term are:
First term: degree = 2, coefficient = 7The coefficients and degree of each termSecond term:
degree = 4, coefficient = -8
Third term:
degree = 3, coefficient = 6
Fourth term:
degree = 0, coefficient = -1 (constant term)
Fifth term:
degree = 1, coefficient = -1
To find the leading coefficient, degree of the leading term, and degree of the polynomial, we need to identify the term with the highest degree:
The leading term has the highest degree: -8x^4
Leading coefficient = -8
Degree of the leading term = 4
Degree of the polynomial = 4
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HELPP PLEASEE!
A) Step 3
B) Step 2
C) No flaws
D) Step 1
The step with the proof that has a flaw is Step 2, AB ≅ BC, Symmetric Property.
How to prove flaw?Step 2 is the flaw in the proof. The symmetric property states that if AB = BC, then BC = AB. It does not justify that AB = BC in the first place.
Therefore, the proof needs additional steps to justify that AB and BC are congruent. One possible way to do this is to use the definition of a midpoint and the segment addition postulate as follows:
Step 1 | B is the midpoint of AC | Given
Step 2 | AB + BC = AC | Segment Addition Postulate
Step 3 | AB + AB = AC | Definition of midpoint (since B is the midpoint of AC)
Step 4 | 2AB = AC | Simplification
Step 5 | AB = AC/2 | Division Property of Equality
Step 6 | AB = BC | Substitution Property of Equality
Step 7 | _____ | Q.E.D.
Step 6 follows from the fact that B is the midpoint of AC, so AC = 2AB. Substituting AC/2 for AB in Step 2 gives AB + BC = AC/2 + BC, which simplifies to AB = BC. Therefore, Step 6 uses the transitive property of equality, which is a valid property of equality.
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A bag of tokens contains 9 red, 4 green, and 6 blue tokens. What is the probability that a randomly selected token is red and green? Enter your answer as a fraction.
The probability that a randomly selected token is red and green is 27/200.
What is probability that the randomly selected token is red and green?The total token = 9 red + 6 green + 5 blue
The total token = 9 + 6 + 5
The total token = 20
There are 9 red and 6 green.
So, 9 out of 20 is red and 6 out of 20 is green
Let set up an equation:
9/20 × 6/20
= 54/400
= 27/200.
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During a summer reading program, Mary read 9 books. The books contained 217 pages, 138 pages, 159 pages, 356 pages, 270 pages, 112 pages, 138 pages, 210 pages, and 195 pages. What was the median number of pages of the 9 books that Mary read during the summer reading program?
270 pages
159 pages
202.5 pages
195 pages
The median number of pages of the 9 books that Mary read during the summer reading program is 195 pages .
To find the median number of pages of the 9 books that Mary read during the summer reading program, we first need to arrange the pages in ascending order:
112 pages, 138 pages, 138 pages, 159 pages, 195 pages, 210 pages, 217 pages, 270 pages, 356 pages
The median is the middle value in this ordered list. Since there are an odd number of values, the middle value is the fifth one, which is 195 pages.
The median is a measure of central tendency that divides a dataset into two equal halves. In this case, it represents the number of pages that is halfway between the smallest and largest values. It is a useful measure because it is less affected by outliers or extreme values than the mean.
In Mary's case, the median number of pages of the 9 books she read during the summer reading program is 195 pages. This means that half of the books she read had fewer than 195 pages and half had more than 195 pages. It gives us a good idea of what to expect in terms of the length of the books she read.
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