the x coordinate is neither a positive or negative number the y coordinate is half of 28

Cost per unit = Total manufacturing cost / Number of units produced = $1,663,240 / 6,400 = $259.88 per unit

To calculate the total manufacturing cost and cost per unit for the month of August, we need to determine the overhead cost for each activity:

1. Material handling: Number of parts used x Rate = 142,000 parts x $2.00 per part = $284,000
2. Assembly and inspection: Number of direct labor hours x Rate = 26,480 DLH x $25.00 per DLH = $662,000
3. Testing: Number of units tested x Rate = 6,400 units x $5.00 per unit = $32,000

Now, add up all the overhead costs: $284,000 + $662,000 + $32,000 = $978,000

Next, add direct material and direct labor costs:
Direct material cost = $208,600
Direct labor cost = 26,480 DLH x $18.00 per hour = $476,640

Total manufacturing cost = Direct material + Direct labor + Overhead costs = $208,600 + $476,640 + $978,000 = $1,663,240

Cost per unit = Total manufacturing cost / Number of units produced = $1,663,240 / 6,400 = $259.88 per unit

Manufacturing overhead cost = Number of direct labor hours x Rate = 26,480 DLH x $40.00 per DLH = $1,059,200

To calculate the total manufacturing overhead cost applied for the month of August using the $40.00 per direct labor hour rate.

Manufacturing overhead cost = Number of direct labor hours x Rate = 26,480 DLH x $40.00 per DLH = $1,059,200

The traditional method using a single predetermined overhead rate based on direct labor hours may not accurately capture the variation in overhead costs associated with different activities or products.

The activity-based costing (ABC) method is likely to provide better information for manufacturing managers because it allocates overhead costs based on specific cost drivers related to each activity. This allows for a more accurate representation of the resources consumed by each product or process. In contrast, the traditional method using a single predetermined overhead rate based on direct labor hours may not accurately capture the variation in overhead costs associated with different activities or products.

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Another possible vertex of the square is determined as (2, 1).

option B is the correct answer.

The vertex of a figure is the point of intersection of two sides of the shape.

The perimeter of the square is given as 12 units, the length of each side of the square is calculated as follows;

P = 12 units

a side length = 12 units / 4 = 3 units

To determine another possible vertex of the square, the length between the points must be equal to 3.

Let's consider point A;

A = (1, 2)

given vertex = (-1, 1)

distance between the points = √ (-1 -1)² + (1 - 2)² = √5

Let's consider point B;

B = (2, 1)

given vertex = (-1, 1)

distance between the points = √ (-1 -2)² + (1 - 1)² = √9 = 3

Thus, point B is another possible vertex of the square.

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Answer:

x = 5

Step-by-step explanation:

8x and 50 form a right angle , then

8x + 50 = 90 ( subtract 50 from both sides )

8x = 40 ( divide both sides by 8 )

x = 5

Answer:

Right angles equal 90 degrees, so 90-50=40

40=8x

divide by 8 on both sides

x=5

Step-by-step explanation:

Answer:

either or

2,4 or 4,2

4,8 or 8,4

6,12 or 12,6

8,16 or 16,8

Step-by-step explanation:

if u tell me which one is x and would help even more good luck

It's the second one.

Brainliest please!

Answer:

y=3x

Step-by-step explanation:

Answer:

I might be wrong but Karl misplaced the (5). Karl puth the 5 in the (x) area instead of the y.it had to be (3-5)^2

Answer:

a field trip

a road trip

a trip to a far antique museum

Uhm I would also appreciate if i had options.

Answer:

x = 2

Step-by-step explanation:

Product = muliplication

Let x represent the number

14x = 28

x = 2

Answer:

phone B

Step-by-step explanation:

Answer:

y = 0.25x+1

Step-by-step explanation:

Y= mx+b

m= 0.25

b= 1

hope this helps

When President Dwight Eisenhower ordered the Arkansas National Guard into service to enforce court orders to desegregate schools, it was an example of a) executive orders.

Executive orders are directives issued by the President of the United States that have the force of law. They are used to manage and govern the operations of the federal government. In this case, President Eisenhower used his executive authority to deploy the Arkansas National Guard to enforce the desegregation of schools as mandated by the courts.

The Supreme Court's landmark decision in Brown v. Board of Education in 1954 declared that segregation in public schools was unconstitutional. However, resistance to desegregation persisted in some areas of the country, including Arkansas. To ensure compliance with the court's ruling, President Eisenhower exercised his executive power and deployed the National Guard to Little Rock, Arkansas, to protect and enforce the rights of African American students seeking to attend previously all-white schools.

Therefore, President Eisenhower's action of ordering the Arkansas National Guard to enforce court orders to desegregate schools falls under the category of a) executive orders, as he used his executive authority to implement a policy decision.

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(b) 734.0 ft-lbs of work is done.

To find the work done by the force, we need to use the formula:

Work = force x distance x cos(θ)

where:

force = 56 pounds (the given constant force)

distance = 16 feet (the distance the door is being pulled)

θ = 35 degrees (the angle between the force and the displacement of the door)

We need to convert the angle to radians to use it in the formula:

theta = 35 degrees x (pi/180) = 0.6109 radians

Now we can substitute the values into the formula:

Work = 56 pounds x 16 feet x cos(0.6109 radians)

Work = 734.0 ft-lbs (rounded to one decimal place)

Therefore, the answer is (b) 734.0 ft-lbs.

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Answer:

98

Step-by-step explanation:

97 is prime, so its only factors are 1 and 97, which add to 98.

Answer: The first option and the third option

Step-by-step explanation: You are not supposed to find something equivalent to the fraction, you have to divide the fraction.

13824 ÷ 8 = 1728

Then it is when you try to find a number equivalent to 1728. 12 to the power of 3 equals 1728

12×12=144

144×12=1728

12 to the power of 3 is equivalent to 1728

These are wrong: 2 to the power of three is unequivalent and so is 12 to the power of 6 and 6 to the power of 3

2 to the power of 6 is 64

2×2=4

4×2=8

8×2=16

16×2=32

32×2=64

3 to the power of 3 is 27

3×3=9

9×3=27

64 times 27 equals 1728 so it's equivalent and that means that our answers are A, the 1st option , and C, the 3rd option

The equivalent expression will be;

⇒ 12³

Mathematical expression is defined as the collection of the numbers variables and functions by using operations like addition, subtraction, multiplication, and division.

Given that;

The expression is,

⇒ 6³ × 2⁶ / 2³

Now,

Since, The expression is,

⇒ 6³ × 2⁶ / 2³

Solve as;

⇒ 6³ × 2⁶ × 2⁻³

⇒ 6³ × 2⁶⁻³

⇒ 6³ × 2³

⇒ (6 × 2)³

⇒ 12³

Thus, We get;

⇒ 6³ × 2⁶ / 2³ = 12³

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The statement that  describes how the graph of h is different from the graph of g is: B. The graph of h is the graph of g vertically shifted up 1 unit.

The function h(x) = g(x) + 1 is obtained by adding a constant (1) to the output of the function g(x) = x^2. This means that the graph of h(x) will be the same as the graph of g(x), except that every point on the graph of h(x) will be shifted vertically upward by 1 unit.

Therefore, the correct statement is: B. The graph of h is the graph of g vertically shifted up 1 unit.

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35/35-14/35=21/35=0.6=60%

The statement "x ∈ {x}" is true. The statement "{x} ⊆ {x}" is true. The statement "{x} ∈ {x}" is false. The statement "{x} ∈ {{x}}" is true.

a) The statement is true because an element x can be a member of a set that contains only itself. In this case, the set {x} contains the element x.

b) The statement is true because every element in {x} is also in {x}. Since both sets are identical, {x} is a subset of itself.

c) The statement is false because a set cannot be an element of itself. In this case, {x} is a set, and it cannot be an element of the same set.

d) The statement is true because the set {{x}} contains the set {x} as its only element. Therefore, {x} is an element of the set {{x}}.

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Answer:

210 ways

Step-by-step explanation:

The number is ₁₀C₄=10!/4!*6! = 210 ways

Hope this helps. Please mark as brainliest

The correct answer is 210

They can do this in ¹⁰C₄ ways. Because there is no order to be followed while selecting, we use the combinations formula

ⁿCₓ = n!/x!(n-x)! , where n is the number of people, and x is the sample

Substituting n = 10, x = 4, we get

​¹⁰C₄ = 10!/4!(10-4)!

¹⁰C₄ = 10!/4!6!

¹⁰C₄ = 10*9*8*7*6/4!6!

¹⁰C₄ = 10*9*8*7/4*3*2*1

¹⁰C₄ = 210

So, the group of 4 members can be sent in 210 ways.

There are 210 different groups of 4 members they could send.

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Answer:

105 degrees, by the alternate interior angles theorem

Step-by-step explanation:

Using the least common multiple, it is found that the least possible number of coins that each of them has is of 24.

They have the same number of coins, with Betty sorting the coins in groups of 6 and Jane sorting the coins in groups of 8, and none of them having coins remaining.

Thus, the least possible number of coins they have is the least common multiple of 6 and 8, found factoring both these numbers into prime factors, as is done below:

6 - 8|2

3 - 4|2

3 - 2|2

3 - 1|3

1

Hence the least common multiple of 6 and 8 is given by:

lcm(6,8) = 2 x 2 x 2 x 3 = 2³ x 3 = 24.

Thus, it is found that the least possible number of coins that each of them has is of 24.

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We get that proportional relationship pass trough (0,0) and has the form of

y=kx. So the answer is

y=4x

Answer: two angles have the same measure if only and only if they are congruent

explanation:

A true biconditional statement is true both "forward" and backward". All definitions can be written as true biconditional statements.

The measure of angle DAB in the given quadrilateral can be calculated as: 109°.

To find the measure of an angle in a quadrilateral, you need to use the fact that the sum of all angles in a quadrilateral is always equal to 360 degrees.

Using the above fact stated, we can add up the three known angles in the given quadrilateral and then subtract it from 360 degrees to find the measure of angle DAB.

Thus, we have:

m<DAB = 360 - (90 + 97 + 64)

m<DAB = 360 - 251

m<DAB = 109°

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Answer:  False

Explanation:

We can use a counterexample to see why this is false.

|38| = 38

We see that both input and output are the same value, so there's no way it can be larger than itself.

You can pick any positive number you want to set up a counterexample.

Picking negative values won't work to set up a counterexample.

The answer is $9,300

Answer:1 tile 2 box 2 tile 1 box 3 tile 5 box 4 tile 6 box 6 tile 4 box

Step-by-step explanation: math

The ascending order of increasing functions are,

y = (3/4)x - 10 < y = (1/2)x - 2 < y = (4/3)x - 7/3 < y = (3/2)x - 11/2

< y = (5/2)x + 10.

The equation of a line in slope-intercept form is y = mx + b.

Where slope = m and b = y-intercept.

The y-intercept, or (0,b), is the point where the line crosses the y-axis at x = 0. The slope represents the rate of change of the y-axis relative to the x-axis.

When the equation of the form y = mx + b, the slopes of the function can be used to sort them in ascending order.

The equations in ascending order are,

y = (3/4)x - 10 < y = (1/2)x - 2 < y = (4/3)x - 7/3 < y = (3/2)x - 11/2

< y = (5/2)x + 10.

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Answer:

m = \(\frac{19}{4}\)

Step-by-step explanation:

Given

4(m + 7) = 47 ← distribute parenthesis on left side

4m + 28 = 47 ( subtract 28 from both sides )

4m = 19 ( divide both sides by 4 )

m = \(\frac{19}{4}\) [ or m = 4.75 ]

True.

Dividing the questions into sections, such as "Mendelian Genetics and Probability," "Pedigrees," and "Chi-Square Statistics," and progressing from basic to more advanced questions can help students develop their understanding of the genetics of sickle cell disease and its relationship to malaria resistance by building on their prior knowledge and gradually increasing the difficulty of the material.

Breaking down the questions into different sections and organizing them in a way that starts with basic concepts and gradually becomes more challenging is an effective teaching method. This allows students to build on their existing knowledge and gradually gain a deeper understanding of the topic at hand, in this case, the genetics of sickle cell disease and its relationship to malaria resistance.

This approach can help students to better absorb and retain the information, making it easier for them to apply their knowledge to new and more complex problems.

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