Brianna has $25 and a $10 gift certificate to a clothing store she buys two T-shirts for $9.97 each what are the questions you must answer before you can find how much money she has left

Answer:

λ=3,λ=1

Step-by-step explanation:

let (λ-2)=a

[tex]ax + y = 0\\x + ay = 0[/tex]

solve:

[tex]ax + y = 0\\ax + a^2y = 0\\y-a^2y=0\\a^2 = 1[/tex]

replace a:

[tex](\lambda-2)^2=1\\\lambda^2-4\lambda+4=1\\\lambda^2-4\lambda+3=0[/tex]

solve:

[tex]\lambda_1=2+\sqrt{4-3} =3\\\lambda_2=2-\sqrt{4-3}=1[/tex]

Nontrivial solutions in a system of equations are found when the determinant of the characteristic matrix is zero. For the given equations, the values of λ that lead to nontrivial solutions are λ = 2, with a nontrivial solution x = 1, y = -1.

Nontrivial solutions of the system of equations occur when the determinant of the characteristic matrix is zero. For the given equations, you need to find values of λ that make the determinant of the matrix zero. This means solving for λ where (λ-2)^2 = 0.

Thus, the values of λ that lead to nontrivial solutions are λ = 2. For λ = 2, a nontrivial solution would be x = 1, y = -1.

This process identifies when the system has solutions beyond the trivial one where x = y = 0.

Final answer:

The equation of the line with a slope of -2 that crosses the y-axis at (0,4) is y = -2x + 4.

Explanation:

To find the equation of a line that crosses the y-axis at (0,4) with a slope of -2, we can use the slope-intercept form of a linear equation, which is y = mx + b. Here, m is the slope and b is the y-intercept. Since we are given the y-intercept (0,4), we know b = 4 and we are also given the slope m = -2. Substituting these values into the slope-intercept form gives us the equation:

y = -2x + 4

This equation represents the desired line with a slope of -2 and a y-intercept at 4.

Answer:

x =(3-√-75)/-6=1/-2+5i/6√ 3 = -0.5000-1.4434i

x =(3+√-75)/-6=1/-2-5i/6√ 3 = -0.5000+1.4434i

Step-by-step explanation:

Rearrange:

Rearrange the equation by subtracting what is to the right of the equal sign from both sides of the equation :

                    0-(3*x^2+3*x+7)=0

Step by step solution:

Step  1:

Equation at the end of step  1  :

 0 -  (([tex]-3x^{2}[/tex] +  3x) +  7)  = 0  

Step  2:

Pulling out like terms:

2.1     Pull out like factors:

  [tex]-3x^{2}[/tex] - 3x - 7  =   -1 • ([tex]3x^{2}[/tex] + 3x + 7)

Trying to factor by splitting the middle term

2.2     Factoring  [tex]3x^{2}[/tex] + 3x + 7

The first term is,  [tex]3x^{2}[/tex]  its coefficient is  3 .

The middle term is,  +3x  its coefficient is  3 .

The last term, "the constant", is  +7

Step-1 : Multiply the coefficient of the first term by the constant   3 • 7 = 21

Step-2 : Find two factors of  21  whose sum equals the coefficient of the middle term, which is   3 .

     -21    +    -1    =    -22

     -7    +    -3    =    -10

     -3    +    -7    =    -10

     -1    +    -21    =    -22

     1    +    21    =    22

     3    +    7    =    10

     7    +    3    =    10

     21    +    1    =    22

Observation : No two such factors can be found !!

Conclusion : Trinomial can not be factored

Equation at the end of step  3  :

 [tex]-3x^{2}[/tex] - 3x - 7  = 0

Step  3:

Parabola, Finding the Vertex:

3.1      Find the Vertex of   y = [tex]-3x^{2}[/tex]-3x-7

For any parabola,Ax2+Bx+C,the  x -coordinate of the vertex is given by  -B/(2A) . In our case the  x  coordinate is  -0.5000  

Plugging into the parabola formula  -0.5000  for  x  we can calculate the  y -coordinate :

 y = -3.0 * -0.50 * -0.50 - 3.0 * -0.50 - 7.0

or   y = -6.250

Parabola, Graphing Vertex and X-Intercepts :

Root plot for :  y = [tex]-3x^{2}[/tex]-3x-7

Axis of Symmetry (dashed)  {x}={-0.50}

Vertex at  {x,y} = {-0.50,-6.25}

Function has no real roots

Solve Quadratic Equation by Completing The Square

3.2     Solving   [tex]-3x^{2}[/tex]-3x-7 = 0 by Completing The Square .

Multiply both sides of the equation by  (-1)  to obtain positive coefficient for the first term:

[tex]3x^{2}[/tex]+3x+7 = 0  Divide both sides of the equation by  3  to have 1 as the coefficient of the first term :

  [tex]x^{2}[/tex]+x+(7/3) = 0

Subtract  7/3  from both side of the equation :

  [tex]x^{2}[/tex]+x = -7/3

Now the clever bit: Take the coefficient of  x , which is  1 , divide by two, giving  1/2 , and finally square it giving  1/4

Add  1/4  to both sides of the equation :

 On the right hand side we have :

  -7/3  +  1/4   The common denominator of the two fractions is  12   Adding  (-28/12)+(3/12)  gives  -25/12

 So adding to both sides we finally get :

  [tex]x^{2}[/tex]+x+(1/4) = -25/12

Adding  1/4  has completed the left hand side into a perfect square :

  [tex]x^{2}[/tex]+x+(1/4)  =

  (x+(1/2)) • (x+(1/2))  =

 (x+(1/2))2

Things which are equal to the same thing are also equal to one another. Since

  [tex]x^{2}[/tex]+x+(1/4) = -25/12 and

  [tex]x^{2}[/tex]+x+(1/4) = (x+(1/2))2

then, according to the law of transitivity,

  (x+(1/2))2 = -25/12

We'll refer to this Equation as  Eq. #3.2.1  

The Square Root Principle says that When two things are equal, their square roots are equal.

Note that the square root of

  (x+(1/2))2   is

  (x+(1/2))2/2 =

 (x+(1/2))1 =

  x+(1/2)

Now, applying the Square Root Principle to  Eq. #4.2.1  we get:

  x+(1/2) = √ -25/12

Subtract  1/2  from both sides to obtain:

  x = -1/2 + √ -25/12

 √ 3   , rounded to 4 decimal digits, is   1.7321

So now we are looking at:

          x  =  ( 3 ± 5 •  1.732 i ) / -6

Two imaginary solutions :

x =(3+√-75)/-6=1/-2-5i/6√ 3 = -0.5000+1.4434i

 or:

x =(3-√-75)/-6=1/-2+5i/6√ 3 = -0.5000-1.4434i

Answer:

  24 days

Step-by-step explanation:

The least common multiple (LCM) of 8 and 12 is 8·3 = 12·2 = 24.

The ladies will be at the nail salon on the same day again in 24 days.

_____

8 = 2³

12 = 2²·3

The LCM will have these factors to their highest powers: 2³·3 = 24.

__

The LCM is also the product divided by their greatest common factor (GCF). GCF(8, 12) = 4, so ...

  LCM(8, 12) = 8·12/4 = 24

Answer:

24

Step-by-step explanation:(LCM) 8,16,24

(LCM)12,24

LCM is 24 so the answer to the question is 24

Answer:

(a) Please see the first figure attached

(b) The coordinates of the centroid are [tex]G(\frac{2}{3}, \frac{m+n}{3} )[/tex]

(c) due to the definition of the centroid of a triangle, this will always lie inside the triangle, therefore, for any value of [tex]m[/tex] and [tex]n[/tex], the centroid will lie

Step-by-step explanation:

Hi, let us first solve part (a). Since for any given values of [tex]n[/tex] and [tex]m[/tex] we will obtain two linear functions:

[tex]y=-mx[/tex] and

[tex]y=-nx[/tex]

with [tex]0\leq x\leq 1[/tex] we can assure that our region is going to be a triangle. To see this, please take a look at the plot I generated using Wolfram. In this case, I have used two specific values for m and n but keeping the condition [tex]0\leq n\leq m[/tex].

Now, for part (b) let me start remembering what the centroid is: the centroid of a triangle is the point where the three medians of the triangle meet. And a median of a triangle is a line segment from one vertex to the midpoint on the opposite side of the triangle (see the second figure where the medians are depicted in red and the centroid of the triangle, G is depicted in blue). For a given triangle [tex]\bigtriangleup \rm{ABC}[/tex], the coordinates of its centroid [tex]G[/tex] are given by:

[tex]G_x=\frac{A_x+B_x+C_x}{3}[/tex] and [tex]G_y=\frac{A_y+B_y+C_y}{3}[/tex]

Now let's apply this to our problem. Take a look at the first figure. The vertex A has clearly coordinates [tex](0,0)[/tex] for any value of [tex]m[/tex] and [tex]n[/tex] since the two lines have their intersection with y-axis in this point.

To obtain the coordinates of [tex]B[/tex] and [tex]C[/tex], let's use the given functions and the fact that the coordinate x is limited to 1. Then, we have:

For A:

[tex]y=-mx[/tex] then, when [tex]x=1[/tex], substituting in the formula [tex]y=-m[/tex]

For B and doing the same as for A:

[tex]y=-nx[/tex] then, when [tex]x=1[/tex], substituting in the formula [tex]y=-n[/tex]

Thus, the coordinates of the vertices of the triangle are: [tex]A(1, m)[/tex], [tex]B(1,3)[/tex] and [tex]C(0,0)[/tex] and the coordinates of the centroid are:

[tex]G_x=\frac{A_x+B_x+C_x}{3} = G_x=\frac{1+1+0}{3}\\G_x=\frac{2}{3}[/tex]

and

[tex]G_y=\frac{A_y+B_y+C_y}{3}=\frac{m+n+0}{3}\\G_y=\frac{m+n}{3}[/tex].

Summarizing: the coordinates of the centroid of the region are [tex]G(\frac{2}{3}, \frac{m+n}{3} )[/tex]

Now, for part (c), due to the definition of the centroid of a triangle, this will always lie inside the triangle, therefore, for any value of [tex]m[/tex] and [tex]n[/tex], the centroid will lie. Other important points of the triangle, like the orthocentre and circumcentre, can lie outside in obtuse triangles. In right triangles, the orthocentre always lies at the right-angled vertex.

By calculating the total points for all students and subtracting the total contributed by male students, we find that the mean score for the 15 female students in the class was 92.00.

To find the mean score of the 15 female students in the class, we need to use the information given about the class and the male students. Since the entire class of 32 students had a mean score of 75, and there are 17 male students with a mean score of 60, we can calculate the total points for all students and then subtract the total points contributed by male students to find the total points contributed by female students.[tex]< \/p > \n[/tex]

First, calculate the total points for all students: 32 students × 75 points/student = 2400 total points.[tex]< \/p > \n[/tex]

Next, calculate the total points for male students: 17 students × 60 points/student = 1020 total points.[tex]< \/p > \n[/tex]

Subtract the male students' total from the total points to find the female students' total: 2400 total points - 1020 male points = 1380 female points.<\/p>\n

Finally, divide the female points by the number of female students to find the mean score for female students: 1380 points / 15 students = 92.00 points.[tex]< \/p > \n[/tex]

Therefore, the mean score for the 15 female students was 92.00.[tex]< \/p >[/tex]

The mean score for the 15 female students is 90.

To find the mean score for the female students, we can use the information given about the mean scores and the number of students in each group (males and females). Let's denote the total score for all students as [tex]\( T[/tex] , the total score for male students as[tex]\( M \)[/tex] , and the total score for female students as[tex]\( F \)[/tex] .Given:- The class has 32 students in total.- The mean test score for the class is 75.- There are 17 male students with a mean score of 60.We can calculate the total score for the class[tex]T \)[/tex] using the mean score for the class and the total number of students:[tex]\[ T = \text{mean score for the class} \times \text{total number of students} = 75 \times 32 \][/tex] Next, we calculate the total score for the male students [tex](\( M \))[/tex]  using their mean score and the number of male students: [tex]\[ M = \text{mean score for males} \times \text{number of male students} = 60 \times 17 \][/tex] The total score for the female students [tex]F \)[/tex]  can be found by subtracting the male students' total score from the class's total score:[tex]\[ F = T - M \][/tex] . Now we can find the mean score for the female students by dividing their total score by the number of female students:\[tex][ \text{mean score for females} = \frac{F}{\text{number of female students}} \]Let's perform the calculations:\[ T = 75 \times 32 = 2400 \]\[ M = 60 \times 17 = 1020 \]\[ F = T - M = 2400 - 1020 = 1380 \]\[ \text{mean score for females} = \frac{F}{15} = \frac{1380}{15} = 92 \][/tex]Therefore, the mean score for the 15 female students is 92. However, to maintain at least two decimals of accuracy as requested, we can express this as 92.00. For simplicity and following the standard convention for mean scores, we round to the nearest whole number, which gives us a mean score of 90 for the female students.

Answer:   C. 0.3

Step-by-step explanation:

Given : Number of English speaking households =350

Number of Spanish speaking households =50     (1)

Number of households in which the language is other than English or Spanish=100      (2)

Total households participates in this survey =350+50+100=500

No. of households not speak English =100+50=150    (Add (1) and (2))

If a psychologist approaches a house at random to conduct an interview, the chance that the language in that household will NOT be English will be :_

[tex]\dfrac{\text{No. of households not speak English}}{\text{Total households}}\\\\=\dfrac{150}{500}\\\\=\dfrac{3}{10}=0.3[/tex]

Hence, the correct option is option (c).

Answer:

3 brothers.

Step-by-step explanation:

You know that Kim made [tex]1\frac{1}{4}[/tex] quarts of a fruit smoothie.

Observation: [tex]1\frac{1}{4}[/tex] is the same as saying [tex]\frac{5}{4}[/tex] because, [tex]1\frac{1}{4} =1+\frac{1}{4} =\frac{4.1+1}{4} =\frac{5}{4}[/tex], then Kim made [tex]\frac{5}{4}[/tex] of a fruit smoothie.

Now, the problem says that Kim drank [tex]\frac{1}{5}[/tex] of her smoothie, this means:

[tex]\frac{5}{4} .\frac{1}{5}=\frac{1}{4}[/tex]

Kim drank [tex]\frac{1}{4}[/tex] quart of the smoothie, the rest of the smoothie is:

[tex]\frac{5}{4}- \frac{1}{4}=\frac{4}{4}[/tex]

Now to know how many brothers Kim has we have to divide the rest of the smoothie ([tex]\frac{4}{4}[/tex]) in [tex]\frac{1}{3}[/tex], this is:

[tex]\frac{4}{4} :\frac{1}{3} =\frac{12}{4} =3[/tex]

Then Kim has 3 brothers.

Answer:

Step-by-step explanation:

Let's split the analysis on two components, horizontal and vertical.

Supposed no air resistence, the horizontal movement is given by the expression [tex] d=25.0 cos20° t[/tex]. Since it travels 50 m, solving for [tex]t[/tex] you get [tex]t=\frac2.0{cos20°} \approx 2 s[/tex].

The vertical movement is given by the expression [tex] h=25.0sin20°t-\frac12gt^2[/tex], where [tex]g=9.81m/s^2[/tex] is the gravitational acceleration. The highest point is reached when the vertical velocity ([tex]v=25.0sin 20° -gt[/tex]) is zero, or at [tex]t=\frac{25.0sin20°}{9.81} \approx 1s. At this time, it's height will be [tex] h= 25.0sin20° (1) -\frac1/2 (9.81) (1^2) \approx 4 m. [/tex]

Please note that the number are heavily approximated, do plug yours in a calculator

Answer: 64 people attended to the morning session only.

Step-by-step explanation:

They told us that each one of the 128 people attended at least one of the two sessions of the one-day seminar. We don't know for sure to which one of the sessions they attended, we only know that every person attended at least one. The probability of one person going to the morning session is the same as the probability that they will go to the afternoon session: 50%. To get the number of persons that attended the morning session only, we simply have to perform the product between the probability and the total number of potential attendees to the seminar. Let N be the total number of attendes, M the number of persons going to the morning session only and P the probability of those persons actually going to that session:

[tex]M = N \times P = 128 \times 0.5 = 64[/tex]

So the total number of persons that attended the morning sessions only is 64.

Answer:

The opportunity cost for Canada will be comparatively high in the production of shoes.

Step-by-step explanation:

An American worker can make 20 pairs of shoes or grow 100 apples per day.

A Canadian worker can produce 10 pairs of shoes or grow 20 apples per day.

In easy words, opportunity cost is defined as the value of ones next best alternative.

The opportunity cost for Canada will be comparatively high in the production of shoes.

Final answer:

To find the perpendicular bisector of segment AB with endpoints A(3, 0) and B(–1, 2), first determine the midpoint M, then the slope of AB, and use the negative reciprocal to get the slope of the bisector. The equation of the perpendicular bisector is y = 2x - 1, which intercepts the x-axis at P(0.5, 0). The lengths of PA and PB are both 2.5 units.

Explanation:

To find the equation of the perpendicular bisector of the segment AB, we first need to find the midpoint of AB, which will lie on the bisector. The coordinates of A(3, 0) and B(–1, 2) give us the midpoint M as follows:

Add the x-coordinates of A and B and divide by 2: (3 + (–1))/2 = 2/2 = 1.

Add the y-coordinates of A and B and divide by 2: (0 + 2)/2 = 2/2 = 1.

So the midpoint M is (1, 1).

Next, the slope of AB is (2 - 0)/(-(1) - 3) = 2/(-4) = -1/2. The slope of the perpendicular bisector will be the negative reciprocal of -1/2, which is 2.

The equation of the line with slope 2 passing through (1, 1) is y - 1 = 2(x - 1). Simplifying, we get y = 2x - 1 as the equation of the perpendicular bisector.

Intercepting the x-axis means y = 0, so to find point P where the bisector meets the x-axis, set y to 0: 0 = 2x - 1, which gives x = 0.5. Therefore, point P is (0.5, 0).

Now to find the lengths of PA and PB, we use the distance formula:

Distance PA = √((3 - 0.5)^2 + (0 - 0)^2) = √(2.5^2) = 2.5.

Distance PB = √(((-1) - 0.5)^2 + (2 - 0)^2) = √(1.5^2 + 2^2) = √(2.25 + 4) = √6.25 = 2.5.

Hence, PA and PB both measure 2.5 units.

Answer:

y = 6

Step-by-step explanation:

Given that y varies directly with x then the equation relating them is

y = kx ← k is the constant of variation

To find k use the condition y = 3 when x = 9, then

k = [tex]\frac{y}{x}[/tex] = [tex]\frac{3}{9}[/tex] = [tex]\frac{1}{3}[/tex], thus

y = [tex]\frac{1}{3}[/tex] x ← equation of variation

When x = 18, then

y = [tex]\frac{1}{3}[/tex] × 18 = [tex]\frac{18}{3}[/tex] = 6

That number is 8,565,550.

Answer:

8,565,550.

Step-by-step explanation:

The number is 8,x6x,xx0   where  all the x's = 5 so the answer is:

8,565,550.

Answer: (6+15+9)=275+5x

X=11

Step-by-step explanation:

Supposing one car by visitor, then non members will always pay the 5 dollars per person parking

Non members will spend 30 dollars a visit

And members wil have an accumulated spend of 275 initial dollars plus 5 dollars a visit.

Then (6+15+9)=275+5x

X=11

They'll have spent the same after the 11th visit.

Chart and plot in picture.

Answer:

[tex]{n \choose 4}[/tex] where n s the total number of employees

Step-by-step explanation:

Since [tex]{n \choose x}[/tex] gives the number of ways you can pick a subset of x elements from n.

remember in order to calculate the combination number ( for example if you know the number of office employees) is

[tex]{n \choose 4}=\frac{n!}{4! (n-4)!}[/tex]

using that 4! =1*2*3*4  and same idea for n!

Answer:

E(X) = 17.4

Step-by-step explanation:

We can calculate the expected value of a random X variable that is discrete (X takes specific values ) as:

E(X) =  ∑xp(x)  where x are the specific values of x and p(x) the probability associated with this x value.

In this way the expexted value is

E(X) =  ∑xp(x) =(16*0.6)+(18*0.3)+(20*0.2) = 8+5.4+4 =  17.4

Answer:

(a) Absolute value relationship, f(-5)=6

(b) Linear relationship, g(0.2)=0.3

(c) Absolute value relationship, p(-3)=13

Step-by-step explanation:

A modulas function always represents an absolute value relationship.

A polynomial function with degree 1 is always represents a linear function.

(a)

The given function is

[tex]f(x)=|x-3|-2[/tex]

It is a modulas function, so it represents an absolute value relationship.

Substitute x=-5 in the given function.

[tex]f(-5)=|-5-3|-2\Rightarrow 8-2=6[/tex]

Therefore the value of function at x=-5 is 6.

(b)

The given function is

[tex]g(x)=1.5x[/tex]

It is a linear function, so it represents a linear relationship.

Substitute x=0.2 in the given function.

[tex]g(0.2)=1.5(0.2)=0.3[/tex]

Therefore the value of function at x=0.2 is 0.3.

(c)

The given function is

[tex]p(x)=|7-2x|[/tex]

It is a modulas function, so it represents an absolute value relationship.

Substitute x=-3 in the given function.

[tex]p(-3)=|7-2(-3)|\Rightarrow |7+6|=13[/tex]

Therefore the value of function at x=-3 is 13.

Reduce the power by applying the identity,

[tex]\sin^2x+\cos^2x=1[/tex]

[tex]\implies\displaystyle\int\sin^3x\,\mathrm dx=\int\sin x(1-\cos^2x)\,\mathrm dx[/tex]

Let [tex]u=\cos x\implies\mathrm du=-\sin x\,\mathrm dx[/tex]:

[tex]\implies\displaystyle\int\sin^3x\,\mathrm dx=-\int(1-u^2)\,\mathrm du[/tex]

[tex]=\dfrac{u^3}3-u+C=\boxed{\dfrac{\cos^3x}3-\cos x+C}[/tex]

Answer:

25%

Step-by-step explanation:

The schools

So,

$2.00 - 100%

$2.50 - x%

Write a proportion

[tex]\dfrac{2.00}{2.50}=\dfrac{100}{x}[/tex]

Cross multiply

[tex]2x=2.5\cdot 100\\ \\2x=250\\ \\x=125\%[/tex]

The markup percent is 125% - 100% = 25%

Answer:

b = 6 or b = -6 (non-zero vectors)

b = 0 (zero vector)

Step-by-step explanation:

Two vectors [tex]\vec{a}=\langle a_1,a_2,a_3\rangle[/tex] and [tex]\vec{b}=\langle b_1,b_2,b_3\rangle[/tex] are orthogonal if their dot product is equal to 0, or in other words

[tex]a_1\cdot b_1+a_2\cdot b_2+a_3\cdot b_3=0[/tex]

In your case,

[tex]\vec{a}=\langle -46, b, 10\rangle\\ \\\vec{b}=\langle b,b^2,b\rangle[/tex]

Hence, if vectors a and b are orthogonal, then

[tex]-46\cdot b+b\cdot b^2+10\cdot b=0\\ \\-46b+b^3+10b=0\\ \\b^3-36b=0\\ \\b(b^2-36)=0\\ \\b(b-6)(b+6)=0\\ \\b=0\text{ or }b=6\text{ or }b=-6[/tex]

Note, then if b = 0, then [tex]\vec{b}=\langle 0,0,0\rangle[/tex] and zero-vector is orthogonal to any other vectors.

Thus, b = 6 or b = -6.

Answer:

Step-by-step explanation:

Answer:

the right answer is a)missing a loan payment

Step-by-step explanation:

because if you are missing a loan payment, you would have a negative report at the risk centers

Answer:

A. missing a loan payment

Step-by-step explanation:

Whenever someone wish to apply a loan, lenders would consider his/her credit scores when analyzing the application. A good credit score would increase his/her chance to be qualified for the loan. The higher the score qualifies you for a fair interest rates, and also it would reduce the perceived risk.

Considering the question, missing a loan payment would definitely affect his credit score negatively. It would affect the interest rate, loan terms and credit limit.

Answer:

The median of this data set is 1

Step-by-step explanation:

1) First sort the list of all the data set from the smallest to the largest

so we have (0,0,0,0,0,0,0,0,1,1,1,1,2,2,2,2,2,3,3,5,10)

2) Find the elements in the middle of the list

(0,0,0,0,0,0,0,0,1,1,1,1,2,2,2,2,2,3,3,5,10)

When you find an unique number your work is done, but when this happens the median is the average of the two elements in the middle of the sorted list

Hence the median is 1

Final answer:

To find the actual number of productive FTEs, divide the total number of hours worked (55,267) by the number of hours worked per FTE. The answer is option a. 2.27.

Explanation:

To find the actual number of productive FTEs, we need to divide the total number of hours worked (55,267) by the number of hours worked per FTE. The number of hours worked per FTE can be calculated by dividing the total number of hours paid by the total number of productive FTEs. So, the equation becomes:

55,267 / (59,995 / x) = x

Multiplying both sides of the equation by (59,995 / x), we get:

55,267 = (59,995 / x) * x

Simplifying further:

55,267 = 59,995

Dividing both sides of the equation by 59,995, we get:

x = 55,267 / 59,995

x = 0.9213

Therefore, the actual number of productive FTEs is approximately 0.9213, which can be rounded to 0.92. Therefore, the answer is option a. 2.27.

Final answer:

The actual number of productive Full-Time Equivalents (FTEs) is calculated by dividing the total annual productive hours (55,267 hours/year) by the standard annual working hours for one full-time employee (2,080 hours/year), resulting in 26.57, which rounds to option c. 26.60.

Explanation:

To calculate the actual number of productive Full-Time Equivalents (FTEs) based on the hours worked in a hospital food service department, we use the given number of hours worked per year and divide it by the standard number of working hours in a year for one full-time employee.

First, let's establish the standard number of working hours in a year for one FTE, based on an 8-hour day:

To find the actual number of productive FTEs, we divide the number of hours worked by the standard number of working hours in a year:

Productive Hours Worked: 55,267 hours/year

Standard Hours for 1 FTE: 2,080 hours/year

Actual number of productive FTEs = Productive Hours Worked / Standard Hours for 1 FTE

Actual number of productive FTEs = 55,267 hours/year / 2,080 hours/year

Actual number of productive FTEs = 26.57

Therefore, the nearest option to our result is c. 26.60.

Answer:

D, E, F, B, C, A, G

Step-by-step explanation:

D is the midpoint of AB, E is the midpoint of BC and DB || FC

This is given information from the diagram and statement.

∠B ≅ ∠FCE

Since DB and FC are parallel, ∠B and ∠FCE are alternate interior angles, and therefore congruent.

∠BED ≅ ∠CEF

∠BED and ∠CEF are vertical angles, and therefore congruent.

ΔBED ≅ ΔCEF

By angle-side-angle, these triangles are congruent.

DE ≅ FE, DB ≅ FC

Corresponding parts of congruent triangles are congruent.

AD ≅ DB, DB ≅ FC, therefore AD ≅ FC

From transitive property of congruence.

ADFC is a parallelogram

Since AD and FC are congruent and parallel, ADFC is a parallelogram.

DE is parallel to AC

Since ADFC is a parallelogram, DE is parallel to AC by definition of a parallelogram.

Answer: There are 8 $5 bills, 2 $10 bills, and 6 $1 bills.

Step-by-step explanation: If you have 6 more $5 bills than the number of $10 bills, that means you have at least 6 to start off with. This also means you have at least 1 $10 bill. If you have 1 $10 bill, then you have 3 $1 bills as well. Adding those bills up, you get $43. From here, you know you need $3 more. Meaning you have to add another $10 bill. Since you added another $10 bill, you have to equal out the $5 bills.

So if you know you have 2 $10 bills and 6 $1 bills, you can determine that you need 8 $5 bills to complete the set.

2 $10 = $20

8 $5 = $40

6 $1 = $6

$20 + $40 + $6 = $66

Answer:

The correct option is (b)

Step-by-step explanation:

Chart of accounts refers to listing or arranging various accounts for the ease of locating them. Listing is done based on the order of appearance beginning with balance sheet and then income statement.

The order starts with assets, followed by liabilities and stockholders' equity from the balance sheet and revenue and expenses from income statement.

So, the correct order is stated in option (b).

Answer:

Option b

Step-by-step explanation:

In the chart of accounts, each account number has two digits. The first digit indicates the major account group to which the account belongs.

In the chart of accounts

1-Assets,

2-Liabilities

3-Stockholders' Equity

4-Revenues

5-Expenses

Form the given options, only option b represents the correct account numbers.

Therefore, the correct option is b.

Answer:  1. {-2, -3}   2. {-5, 5}   3. {-3, 5}

Step-by-step explanation:

1) First, factor the equation by finding two numbers whose product is 6 and sum is 5.  Then apply the Zero Product Property by setting each product equal to zero and solving for m.

m² + 5m + 6 = 0

                 ∧

                1 + 6 = 7

                2 + 3 = 5   This works!

        (x + 2)(x + 3) = 0

x + 2 = 0      x + 3 = 0

     x = -2           x = -3

2) Factor out the GCF of 5. Notice the remaining factor is the difference of squares (because the middle term is missing and the first and last terms are perfect squares. Then apply the Zero Product Property by setting each product equal to zero and solving for p.

5p² - 125 = 0

5(p² - 25) = 0

5(p +5)(p - 5) = 0

5 ≠ 0    p+ 5 = 0         p - 5 = 0

                 p = -5              p = 5

3) Factor out the GCF of 2. Factor the equation by finding two numbers whose product is -15 and sum is -2.  Then apply the Zero Product Property by setting each product equal to zero and solving for x.

2x² - 4x - 30 = 0

2(x² - 2 - 15) = 0

              ∧

             1 - 15 = -14

             3 - 5 = -2    This works!

     (x + 3)(x - 5) = 0

x + 3 = 0     x - 5 = 0

     x = -3          x = 5

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Try #4 and #5 on your own.  If you still need help with them, please create a new question and post them.

Answer:

Step-by-step explanation:

you want maximum height reached?

[tex]\frac{dy}{dt} =46-32t\\\\at max. height velocity=0\\ 0=46-32t\\32 t=46\\t=46/32=23/16\\y=t(46-16t)\\ at t=\frac{23}{16} \\ y=\frac{23}{16}(46-16*\frac{23}{16} )\\\\y=\frac{529}{16} ft[/tex]

i. Average velocity for a time period of 0.5 seconds: -26 ft/s.  ii. Average velocity for a time period of 0.1 seconds: -36.4 ft/s iii. Average velocity for a time period of 0.05 seconds: 3.2 ft/s.  iv. Average velocity for a time period of 0.01 seconds: -18.36 ft/s

To find the average velocity for a given time period, we need to calculate the change in height and divide it by the change in time.

Given the height equation:[tex]y = 46t - 16t^2[/tex]

i. Time period of 0.5 seconds:

Initial time, [tex]t_1 = 2[/tex]

Final time, [tex]t_2 = 2 + 0.5 = 2.5[/tex]

Change in time: [tex]\delta t = t2 - t1 = 2.5 - 2 = 0.5[/tex] seconds

To find the change in height, we substitute the initial and final times into the height equation:

Initial height, [tex]y_1 = 46t_1 - 16t_1^2 = 46(2) - 16(2)^2 = 92 - 64 = 28[/tex] feet

Final height, [tex]y_2 = 46t_2 - 16t_2^2 = 46(2.5) - 16(2.5)^2 = 115 - 100 = 15[/tex]feet

Change in height:  [tex]\delta y = y_2 - y_1 = 15 - 28 = -13[/tex] feet

Average velocity: V_avg = Δy / Δt = -13 / 0.5 = -26 ft/s (negative since the ball is moving downward)

ii. Time period of 0.1 seconds:

Initial time,[tex]t_1 = 2[/tex]

Final time, [tex]t_2 = 2 + 0.1 = 2.1[/tex]

Change in time: [tex]\delta t = t_2 - t_1 = 2.1 - 2 = 0.1[/tex]seconds

Initial height, [tex]y_1 = 46t_1 - 16t_1^2 = 46(2) - 16(2)^2 = 92 - 64 = 28[/tex] feet

Final height, [tex]y_2 = 46t_2 - 16t_2^2 = 46(2.1) - 16(2.1)^2 = 96.6 - 72.24 = 24.36[/tex] feet

Change in height: [tex]\delta y = y_2 - y_1 = 24.36 - 28 = -3.64[/tex]feet

Average velocity: [tex]V_{avg} = \delta y / \delta t = -3.64 / 0.1 = -36.4[/tex] ft/s (negative since the ball is moving downward)

iii. Time period of 0.05 seconds:

Initial time, [tex]t_1 = 2[/tex]

Final time, [tex]t_2 = 2 + 0.05 = 2.05[/tex]

Change in time: [tex]\delta t = t_2 - t_1 = 2.05 - 2 = 0.05[/tex] seconds

Initial height, [tex]y_1 = 46t_1 - 16t_1^2 = 46(2) - 16(2)^2 = 92 - 64 = 28[/tex] feet

Final height, [tex]y_2 = 46t_2 - 16t_2^2 = 46(2.05) - 16(2.05)^2 =95.4 - 67.24 = 28.16[/tex] feet

Change in height: [tex]\delta y = y_2 - y_1 = 28.16 - 28 = 0.16[/tex] feet

Average velocity: [tex]V_{avg} = \delta y / \delta t = 0.16 / 0.05 = 3.2[/tex] ft/s

iv. Time period of 0.01 second:

Initial time, t_1 = 2[tex]t_1 = 2[/tex]

Final time, [tex]t_2 = 2 + 0.01 = 2.01[/tex]

Change in time: [tex]\delta t = t2 - t1 = 2.01 - 2 = 0.01[/tex]seconds

Initial height, [tex]y_1 = 46t_1 - 16{t_1}^2 = 46(2) - 16(2)^2 = 92 - 64 = 28[/tex] feet

Final height, [tex]y_2 = 46t_2 - 16t2^2 = 46(2.01) - 16(2.01)^2 =92.46 - 64.6436 = 27.8164[/tex] feet

Change in height: [tex]\delta y = y_2 - y_1 = 27.8164 - 28 = -0.1836[/tex] feet

Average velocity: [tex]V_avg = \delta y / \delta t = -0.1836 / 0.01 = -18.36[/tex]  ft/s (negative since the ball is moving downward)

To estimate the instantaneous velocity when t = 2, we can find the derivative of the height equation with respect to time, dy/dt:

[tex]y = 46t - 16t^2\\dy/dt = 46 - 32t[/tex]

Substitute t = 2 into the derivative equation:

[tex]dy/dt = 46 - 32(2) = 46 - 64 = -18[/tex] ft/s (negative since the ball is moving downward)

Therefore, the estimated instantaneous velocity when t = 2 is -18 ft/s.

Hence, i. Average velocity for a time period of 0.5 seconds: -26 ft/s.  ii. Average velocity for a time period of 0.1 seconds: -36.4 ft/s iii. Average velocity for a time period of 0.05 seconds: 3.2 ft/s.  iv. Average velocity for a time period of 0.01 seconds: -18.36 ft/s

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