What is the range of f )= 4?

Shandra must work at least 11 whole hours tutoring to meet the minimum requirement of Earning $300 in a given week.

She worked 3 hours washing cars, the total number of hours she can work in a week is given as:

3 hours washing cars + x hours tutoring = 17 hours

Now, we need to determine the minimum amount Shandra must earn, which is $300.

The amount she earns from washing cars is calculated as:

3 hours * $12/hour = $36

The amount she earns from tutoring is calculated as:

x hours * $24/hour = $24x

To meet the minimum requirement of earning $300, the total earnings from both jobs must be at least $300:

$36 + $24x ≥ $300

Now, we can solve this inequality to find the range of possible values for x.

$24x ≥ $300 - $36

$24x ≥ $264

Dividing both sides of the inequality by $24:

x ≥ $264 / $24

x ≥ 11

Therefore, Shandra must work at least 11 whole hours tutoring to meet the minimum requirement of earning $300 in a given week. if Shandra worked 3 hours washing cars, she must work at least 11 whole hours tutoring to meet the minimum requirement of earning $300. The range of possible values for the number of whole hours tutoring is 11 hours or more.

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Work Shown:

sin(angle) = opposite/hypotenuse

sin(6) = a/5440

5440*sin(6) = a

a = 5440*sin(6)

a = 568.634840176034

a = 569 feet, which shows why choice B is the answer.

This value is approximate. Make sure your calculator is in degree mode. One way to check is to compute sin(30) and you should get 0.5

side note: 569 feet is roughly equal to 0.1078 miles.

The driver's increase in altitude is 569 feet.

Given that,

A road is inclined at an angle of 6°.

After driving 5,440 feet along this road,

We have to determine,

The driver's increase in altitude?

According to the question,

A road is inclined at an angle of 6°.

After driving 5,440 feet along this road,

The inclination is determined by using the sin angle.

Therefore,

The driver's increase in altitude is,

\(\rm Sin \theta = \dfrac{Perpendicular}{Hypotenuse}\\\\\)

Where Perpendicular = a, angle = 6 degree and hypotenuse = 5,440ft.

Substitute all the values in the formula,

\(\rm Sin \theta = \dfrac{Perpendicular}{Hypotenuse}\\\\\rm Sin6 = \dfrac{a}{5440}\\\\\rm 0.104= \dfrac{Perpendicular}{5440}\\\\Perpendicular = 5440 \times 0.104\\\\Perpendicular = 569 \ feet\)

Hence, The driver's increase in altitude is 569 feet.

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The least appropriate measure of central tendency for a data set that contains outliers is the mean. This is because the mean is calculated by taking the sum of all the values in the data set and dividing it by the number of values. This means that the mean is heavily influenced by outliers, as they are included in the calculation.

The median, 2nd quartile, and 50th percentile are all more appropriate measures of central tendency for a data set that contains outliers, as they are not affected by the presence of outliers. The median is calculated by taking the middle value of the data set, the 2nd quartile is calculated by taking the median of the upper half of the data set, and the 50th percentile is calculated by taking the value at the 50th percentile of the data set.

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We can actually see here that the net area of the  rectangular prism is: 76 in².

The net area refers to the total surface area of a two-dimensional shape when it is unfolded or laid flat. In other words, it is the sum of the areas of all the individual faces of the shape.

When a three-dimensional object is unfolded to create a flat pattern or net, each face of the object becomes a separate two-dimensional shape. The net area is calculated by adding up the areas of these individual shapes.

From the information given, we have:

2 rectangles are 4 in by 2 in

2 rectangles are 5 in by 4 in

2 rectangles are 2 in by 5 in

The net area of the rectangular prism is:

2(4 in × 2 in) + 2(5 in × 4 in) + 2(2 in × 5 in) = 16 in² + 40 in² + 20 in² = 76 in²

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To convert decimals to inches, you need to remember that 1 inch is equal to 2.54 centimeters. Therefore, you can use the conversion factor of 2.54 to convert decimals to inches.

For example, to convert 0.5 decimals to inches, you would multiply 0.5 by 2.54, resulting in an equivalent measurement of 1.27 inches.

Converting decimals to inches is a common task in various fields such as carpentry, engineering, and design. This process involves multiplying the decimal value by a conversion factor to obtain the equivalent measurement in inches. Here's a detailed explanation of the process:

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Answer:

y = 6/7x + 68/7

Step-by-step explanation:

Answer:

\(-4^{4}\)

Step-by-step explanation:

Reduce the expression -4^2×4^2

Calcualte the product and you get -4^4

If you want the alternative form is will be -256

Hope this helpsʕ•ᴥ•ʔ

Answer:

B.  One-fourteenth

Step-by-step explanation:

The afterimage may remain for 28 seconds or longer. The apparent size of the afterimage depends not only on the size of the image on your retina but also on how far away you perceive the image to be. When you look at your hand, you see the negative afterimage on your hand.

Step-by-step explanation:

Given that it has a sunroof = 12 + 20 + 0 + 18 = 50

  with 4 doors = 20

20/50 = 2/5 = .4

The algebraic expression for the sequence 1, 10, 19, is given as a(n) = 1 + (n-1) 9.

In mathematics, an expression that incorporates variables, constants, and algebraic operations is known as an algebraic expression.

For the given sequence the common difference between two consecutive terms is 19 - 10 = 9.

The general form of the nth term of an arithmetic sequence is given as:

a(n) = a + (n-1) d

Since, the value of a = 1 and the common difference d =9, the resulting expression is:

a(n) = 1 + (n - 1) 9

Hence, the algebraic expression for the given sequence is a(n) = 1 + (n - 1) 9.

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Answer:

\(x=\frac{83}{36}\)

Step-by-step explanation:

1) Convert \(2\frac{1}{4}\) to  improper fraction. Use this rule: \(a\frac{b}{c} =\frac{ac+b}{c}\).

\(x-\frac{2\times4+1}{4} = \frac{1}{18}\)

2) Simplify \(2\times4\) to 8.

\(x-\frac{8+1}{4} =\frac{1}{18}\)

3) Simplify \(8+1\) to 9.

\(x-\frac{9}{4} =\frac{1}{18}\)

4) Add \(\frac{9}{4}\) to both sides.

\(x=\frac{1}{18} +\frac{9}{4}\)

5) Simplify \(\frac{1}{18} +\frac{9}{4}\) to \(\frac{83}{36}\).

\(x=\frac{83}{36}\)

Decimal Form: 2.305556

Answer:

83/36

Step-by-step explanation:

x - 2 1/4 = 1/18

x = 1/18 + 9/4

L.C.M= 36,

x = 1x2/18x2 + 9x9/4x9

x = 2/36 + 81/36

x = 83/36

Decimal form = 2.305556

Answer: Addition

Step-by-step explanation:

You add up the 15 and the 4 lost points and you find out he lost a total of 19 points

Answer:

Step-by-step explanation:

7 hr/3 pumps

So first we want to find the unit rate which would be...

5.25 hr/1 pump

Now that we found the unit rate we are going to multiply it by 2 because there are 2 pumps...

5.25*2=10.5

So our answer is 10.5 hr/ 2 pumps

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Arthur Schlesinger Jr. introduced the term "judicial activism" in a January 1947 Fortune magazine article titled "The Supreme Court: 1947".

What is judicial activism?

Judicial activism is a judicial philosophy that is sometimes referred to as "legislating from the bench". It is an exercise of judicial review and generally refers to the willingness of a judge to strike down legislative or executive actions regarding constitutional issues. Judicial restraint is generally thought of as the opposite of judicial activism.[1]

Earlier in the january of 1947 ,Arthur Schlesinger Jr. introduced the term "judicial activism" .An article by Keenan Kmiec says that in its early usage, it was sometimes used with a positive connotation akin to the term "civil rights activist".

Thus , Arthur Schlesinger Jr. introduced the term "judicial activism" in a January 1947 Fortune magazine article titled "The Supreme Court: 1947".

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Answer:

102 beads will be used for each necklace.

Step-by-step explanation:

3,264/32=102

Answer:

Step-by-step explanation:

(6.8 x 10^-8) + (1.7 x 10^-6)

(0.068 x 10^-6) + (1.7 X 10^-6)

(0.068 + 1.7) x 10^-6

= 1.768 x 10^-6

First you have to convert the (6.8 x 10^-8) to be compatible with 10^-6 so you would move the decimal place 2 places to the right since -8 and -6 are 2 digits apart. Think of it like fractions, to add them they must have the same denominator.

Then once you have converted the 6.8 to 0.068 you can add it to the 1.7.

And now you have your final answer, 1.768 x 10^-6.

The maximum volume of the box that can be constructed from the square sheet of metal is V = (x/2)^2 * (x - 2(x/2)) = x^3/8.

Let's assume that the original square sheet of metal has a side length of 'x'. We will cut squares of length 'y' from each corner of the sheet to form the metal box.

The length of the base of the box will be (x-2y) and its width will also be (x-2y), as two squares of length 'y' have been removed from each side of the square sheet. The height of the box will be 'y', as this is the size of the square that was cut out from each corner.

Therefore, the volume of the box can be expressed as V = (x - 2y)^2 y.

Taking the derivative of V with respect to y

dV/dy = 4y(x - 3y)(x - 2y)

Setting dV/dy to zero, we get:

4y(x - 3y)(x - 2y) = 0

This equation has three solutions: y=0, y=x/3, and y=x/2.

The first solution, y=0, corresponds to not cutting any squares from the corners of the sheet and therefore does not result in a box. The second solution, y=x/3, gives a volume of V=(x/3)^2(x-2x/3)=x^3/27, and the third solution, y=x/2, gives a volume of V=(x/2)^2(x-x)=x^3/4.

Therefore, the maximum volume of the box is obtained when y = x/2. In this case, the dimensions of the box are:

length = width = x - 2y = x - x = 0

height = y = x/2

However, since the box cannot have zero length or width, this means that the maximum volume occurs when y=x/2 is at the edge of the feasible region. Therefore, we should choose y=x/2 as the size of the squares to be cut out and the dimensions of the resulting box are:

length = width = x - 2y = x - x = 0

height = y = x/2

So, the maximum volume of the box that can be constructed from the square sheet of metal is V = (x/2)^2 * (x - 2(x/2)) = x^3/8.

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Build-borrow-or-buy.

The build-borrow-or-buy framework is a conceptual model used by strategists to help them decide whether to build capabilities internally, borrow them through partnerships and alliances, or buy them through mergers and acquisitions. The framework helps organizations identify the most efficient and effective way to acquire the resources, capabilities, and competencies they need to achieve their strategic goals. It is a useful tool for decision-making when considering growth strategies, and can help managers evaluate the costs, risks, and benefits of each option.

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(a) build-borrow-or-buy. This framework helps strategists decide whether to pursue internal development, enter into an alliance, or acquire new resources, capabilities, and competencies.

the build-borrow-or-buy framework suggests that companies have three options when it comes to acquiring new resources and capabilities. First, they can build or develop these resources and capabilities internally through investments in research and development or employee training. Second, they can borrow or enter into strategic alliances with other companies to gain access to new resources and capabilities. Finally, they can buy or acquire companies that already possess the desired resources and capabilities.

the build-borrow-or-buy framework provides a structured approach for companies to evaluate their options when it comes to acquiring new resources and capabilities. By considering the pros and cons of each option, companies can make more informed decisions that align with their strategic goals and objectives.


The build-borrow-or-buy framework is a conceptual model that helps strategists decide whether to seek internal development (build), enter into an alliance (borrow), or acquire new resources, capabilities, and competencies (buy). This model assists organizations in evaluating their options for growth and resource allocation based on their strategic goals and objectives.

the build-borrow-or-buy framework is a valuable tool for strategists when choosing between internal development, alliances, or acquisitions to achieve their organization's growth and resource needs.

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Answer:

y=-4/3x-4

Step-by-step explanation:

y=mx+y intercept    <--- formula i used

The radius of the sphere is approximately 3.634 inches.

We have,

The formula for the volume of a sphere is:

V = (4/3)πr³

where V is the volume of the sphere and r is its radius.

We know that the volume of the sphere is 36π cubic inches.

Substituting this value into the formula, we get:

36π = (4/3)πr³

Multiplying both sides by 3/4π, we get:

r³ = (36π)/(3/4π) = 48

Taking the cube root of both sides.

r = (48)^(1/3)

r = 3.634 inches (rounded to three decimal places)

Therefore,

The radius of the sphere is approximately 3.634 inches.

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Answer:

A

Step-by-step explanation:

Answer:

m = -2

Step-by-step explanation:

because of rise/run you can simply see the slope

The circumstance that the score is located 5 points above the mean a central value, relatively close to the mean is when the population standard deviation is much greater than 5.

Standard Deviation is a measure which shows how much variation (such as spread, dispersion, spread,) from the mean exists. The standard deviation indicates a “typical” deviation from the mean. It is a popular measure of variability because it returns to the original units of measure of the data set.

Here, we have

We have to find under what circumstances is a score that is 5 points above the mean considered a central value--meaning it is relatively close to the mean.

We concluded from the above statement that when the population standard deviation is much greater than 5.

Hence, when the population standard deviation is much greater than 5 then, the score that is 5 points above the mean is considered a central value.

Therefore, the correct option is D.

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To sketch the region enclosed by the given curves and determine whether to integrate with respect to x or y, let's analyze each curve and their intersection points.

Curve 1: 2y = 4√x

This curve represents a parabola opening upwards. By squaring both sides of the equation, we get 4y² = 16x, which simplifies to y² = 4x. This means that y is equal to the positive and negative square root of 4x. The curve extends from x = 0 to x = 4, where y is non-negative.

Curve 2: y = 3

This is a horizontal line located at y = 3. It extends infinitely in both directions.

Curve 3: 2y + 2x = 6

This is a linear equation representing a straight line. By rearranging the equation, we have y = 3 - x. This line passes through the point (0, 3) and (3, 0).

To find the area of the region enclosed by these curves, we need to determine the limits of integration. Since the region is bounded by curves 1 and 2, we integrate with respect to x. The limits of integration are x = 0 (where the curves intersect) and x = 4.

Using the formula for area, the area of the region is given by the integral:

A = ∫[0,4] (Curve 1 - Curve 2) dx

Plugging in the equations for Curve 1 and Curve 2, we have:

A = ∫[0,4] (4√x - 3) dx

Evaluating this integral will give us the area of the region enclosed by the given curves.

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The results of given question's parts based on hypothesis testing.

a) Null and Alternative hypothesis

H₀ : p = 0.8

H₀ : p = 0.8 Hₐ : p < 0.8

b) test statistic (z value ) is Z = -2.25.

c) P- value ( Z꜀ ) is - 1.64

d) Rejected the null hypothesis.

We have given that

Sample size, n = 900

Hypothesis population proportion, p₀ = 0.80

Sample proportion , p-hat = 0.77

favourable cases, X = 693

significance level, α = 0.05

a) The following null and alternative hypothesis for population proportion needs to be tested :

H₀ : p = 0.8

Hₐ : p < 0.8

This is corresponding to a left tailed test for a z test for one population will used .

c) we have given that, Significance level is α=0.05 and the critical value for a left tailed test is Z꜀ = - 1.64

so, the rejection region for left tailed test R = { Z Z<- 1.64 }

b) Z- statistic value :

Z = (p-hat - p₀)/√p₀(1-p₀)/n

=> Z = ( 0.77 - 0.8 )/√0.8×0.2/900

=> Z = -2.25

d) Decision about Null hypothesis,

Since, it is observed that Z = - 2.25 < Z꜀ = - 1.645 it is then concluded that the null hypothesis is rejected. Reject the null hypothesis. There is not enough evidence to conclude that the percentage of infants who receive immunization s is less than 80%.

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