650 pounds to dollars

Roads that are well-maintained, dry, and free from hazards are generally less likely to result in traction loss.

The likelihood of losing traction depends on various factors such as road conditions, weather, vehicle type, and driver behavior. However, in general, roads that are well-maintained, dry, and free from debris or hazards are less likely to result in traction loss. Additionally, roads with good grip surfaces, such as asphalt or concrete, tend to provide better traction compared to unpaved or slippery surfaces. It's important to drive cautiously and adapt to the specific conditions of the road to minimize the risk of losing traction.

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Answer:

9

Step-by-step explanation:

let the number be X

x multiplied by 3 will be equal to 15 + X + 3

3x = 18+X

2x = 18

x = 9

Answer:

9

Step-by-step explanation:

Answer:

\(\frac{1}{2}\) and \(3\)

Step-by-step explanation:

We will set up an equation based on the problem using \(x\) to represent the integer.

\(3+2x^2 = 7x\)

Now, we will solve for \(x\) by setting the equation equal to 0 and factoring.

\(2x^2 -7x + 3 =0\\2x^2 - 6x - x +3 =0\\2x(x-3) -1(x-3)=0\\(2x-1)(x-3) =0\\x=\frac{1}{2}, 3\)

So, the integer can be either \(\frac{1}{2}\) or \(3\).

The coordinate of the midpoint of the segment with the given endpoints is ( 1/2, -6 ).

The midpoint formular used in finding the midpoint of a segment is expressed as;

( [x₁+x₂]/2 , [y₁+y₂]/2 )

Given the data in the question;

Point V(-2,5)

Point Z(3,-17)

Plug these values into the equation above.

( [x₁+x₂]/2 , [y₁+y₂]/2 )

( [(-2) + 3]/2 , [5 + (-17)]/2 )

( 1/2 , -12/2 )

( 1/2, -6 )

The coordinate of the midpoint of the segment with the given endpoints is ( 1/2, -6 ).

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The law of motion for the unemployment rate is given by the equation: Δu = fu - s(1 - u). The correct option is (a) Δu = fu - s(1 - u).

The equation represents the change in the unemployment rate (Δu) over time. Let's break down the components of the equation:

- fu represents the job finding rate (f) multiplied by the current unemployment rate (u). This term represents the number of unemployed individuals who find jobs and transition into employment, which decreases the unemployment rate.

- s(1 - u) represents the separation rate (s) multiplied by the difference between one and the current unemployment rate (1 - u). This term represents the number of individuals who become separated from their jobs and enter unemployment, which increases the unemployment rate.

Therefore, the equation Δu = fu - s(1 - u) combines the effects of job finding and separation rates on the change in the unemployment rate.

Thus, the correct option is (a) Δu = fu - s(1 - u)

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Answer:

Option (C)

Step-by-step explanation:

This question is incomplete; here is the complete question.

Morris is showing his work in simplifying,

(-6.7 + 4.3) - 1.2

Step 1: (4.3 - 6.7) - 1.2

Step 2: 4.3 - (6.7 + 1.2)

Step 3: 4.3 - 7.9

Step 4: -3.6

Which statement is true ?

A). Step 1, Morris used the commutative property.

B). Step 2, Morris used the distributive property.

C). Step 3, Morris used the associative property.

D). Step 4, Morris's answer is incorrect.

In associative property,

a + (b + c) = (a + b) + c

By this property,

(-6.7 + 4.3) - 1.2

Step 1, (-6.7 + 4.3) - 1.2 = (4.3 - 6.7) - 1.2

Step 2, (4.3 - 6.7) - 1.2 = 4.3 - (6.7 + 1.2) [Use of associative property]

Step 3, 4.3 - 7.9

Step 4, -3.6

Answer:

Step-by-step explanation:

To calculate the probability that none of the selected subjects left the treatment center against medical advice, we need to know the total number of subjects transported by helicopter and the number of subjects who left against medical advice.

Let's assume the total number of subjects transported by helicopter is 'N' and the number of subjects who left against medical advice is 'A'.

The probability that none of the selected subjects left against medical advice can be calculated using the hypergeometric probability formula:

P(X = 0) = (C(A, 0) * C(N - A, n)) / C(N, n)

Where:

C(n, r) represents the number of combinations of selecting 'r' items from a set of 'n' items.

In this case, since we want to calculate the probability of selecting none of the subjects who left against medical advice, we set X = 0.

Substituting the values, we have:

P(X = 0) = (C(A, 0) * C(N - A, n)) / C(N, n)

Simplifying further:

P(X = 0) = (C(0, 0) * C(N - A, n)) / C(N, n)

Since C(0, 0) = 1 (by convention), the formula becomes:

P(X = 0) = (1 * C(N - A, n)) / C(N, n)

Now, you need to provide the values of 'N', 'A', and 'n' in order to calculate the probability.

A solution to the given system of linear inequalities is (-6, -1).

In order to to graph the solution to the given system of inequalities on a coordinate plane, we would use an online graphing calculator to plot the given system of inequalities and then take note of the point of intersection;

2x + 7y ≤ -14     .....equation 1.

-3x + 5y > 5    .....equation 2.

Based on the graph (see attachment), we can logically deduce that the solution to the given system of inequalities is the shaded region below the solid and dashed line, and the point of intersection of the lines on the graph representing each, which is given by the ordered pair (-6, -1).

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Answer:

Option 4

Step-by-step explanation:

This is a standard formula.

The equation of the line through \((x_1, y_1)\) with slope \(m\) is \(y-y_1=m(x-x_1)\).

Answer: y = 1/2x + 12

Answer:

Step-by-step explanation:

183.5

Answer:

the answer is 183.5

Step-by-step explanation:

The number of elements in the sample space for this experiment is 969.

If a person eating at a cafeteria must choose 3 of 19 vegetables on offer, we can calculate the number of elements in the sample space, or the total number of possible outcomes, using the formula for combinations:

nCr = n! / [r!(n - r)!]

where n is the total number of items in the set and r is the number of items being chosen.

In this case, we have 19 vegetables and we want to choose 3 of them, so we can plug in n = 19 and r = 3:

19C3 = 19! / [3!(19 - 3)!]

= 19! / (3!)(16!)

= 969

Therefore, there are 969 possible combinations of 3 vegetables that a person can choose from a selection of 19 vegetables.

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Answer:

c

Step-by-step explanation:

Answer:

600

Step-by-step explanation:

Given

equation t = 6n

n is term number

we have to find 100th term.

Thus, term number is 100

substituting 100 in place of n in equation t=6n , we can find the value of 100th term

t = 6*100 = 600

Thus, 100th term is 600.

Answer:

i forgot what it was sorry

Step-by-step explanation:

Answer:

4x+36

-6x+12

Step-by-step explanation:

The "integers"— , positive, negative, NOT zero. The "rational numbers"— , or fractions, like 355/113.

Answer:

see explanation

Step-by-step explanation:

sum the parts of the ratio, 2 + 1 = 3 parts , thus

81 cm² ÷ 3 = 27 cm² ← value of 1 part of the ratio

2 parts = 2 × 27 = 54 cm²

Area of A = 54 cm² and area of B = 27 cm²

The side of the original square = \(\sqrt{81}\) = 9 cm

The width of both rectangles is 9 cm ( width remains unchanged after cut )

Thus

Rectangle A

9 × length = 54 ( divide both sides by 9 )

length = 6 cm

Rectangle B

9 × length = 27 ( divide both sides by 9 )

length = 3 cm

Rectangle A → length = 6 cm, width = 9 cm

Rectangle B → length = 3 cm , width = 9 cm

Answer:

Rectangle A                 Rectangle B

length = 9 cm                length = 9 cm

width = 6 cm                  width = 3 cm

Step-by-step explanation:

Area of square At = 81 cm²

Square is cut into two pieces = A + B

The ration of area A to B = 2:1

Find

Rect A        Rect B

length         length

width           width

---------------------------------

first, get the side of the square = A = s²

81 = s²,      

s = √81      

s = 9 cm

since the ratio is 2:1, therefore the side can be divided into 3

9 ÷ 3 = 3 cm ----- take note of this to get the Width

Rectangle A

L = 9 cm (which is the s = 9 cm)

W = 3 cm (2 ratio) = 6 cm

Rectangle B

L = 9 cm  (which is the s = 9 cm)

W = 3 cm (1 ratio) = 3 cm

Proof:

At = A + B

81 = (9x6) + (9x3)

81 = 54 + 27

81 = 81  ----- OK

Answer:

Acceleration and velocity

Newton's second law says that when a constant force acts on a massive body, it causes it to accelerate, i.e., to change its velocity, at a constant rate. In the simplest case, a force applied to an object at rest causes it to accelerate in the direction of the force.

Answer:

Step-by-step explanation:

so the question is asking about the time from 1500 feet to 1100 feet.  How long did they fall, w/o a parachute.    aka   "freefall"   so,   at 1500 feet the jumper is really at time zero.   so, plug in to the formula

1100 = -16\(x^{2}\) +1500  

( x represents seconds so i'll change it to t so we know it's time )  

1100 = -16\(t^{2}\) + 1500

now we can solve for t  , to see how long the jumper falls

-400 = - 16\(t^{2}\)      ( subtracting 1500 from both sides of equation )

25 = \(t^{2}\)      ( dividing both sides by  -16 )

oh.. look at how nice that turns out.. :)

\(\sqrt{25}\) = t  ( take the square root on both sides )

5 = t    

the jumper fell for 5 seconds to get to 1100 feet  

Both sprinklers with a water output rate of 25L per hour and 35L per hour were used for a combined total of 45 hours, resulting in a total water output of 1425L.

To determine the duration of each sprinkler's use, we can solve a system of equations.

Let's denote the duration of the Alexander family's sprinkler use as x hours and the duration of the Martin family's sprinkler use as y hours. Since the water output rate is the amount of water per hour, we can set up the following equations:

25x + 35y = 1425 (equation for total water output)

x + y = 45 (equation for total duration)

To solve this system of equations, we can use substitution or elimination. Let's use the elimination method. Multiply the second equation by 25 to eliminate x:

25x + 25y = 1125

Now subtract this equation from the first equation:

25x + 35y - (25x + 25y) = 1425 - 1125

10y = 300

Divide both sides by 10:

y = 30

Substituting this value back into the second equation, we find:

x + 30 = 45

x = 15

Therefore, the Alexander family's sprinkler was used for 15 hours, and the Martin family's sprinkler was used for 30 hours.

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The correct statements regarding activity diagrams are:

a. There can be multiple end points, but only one starting point.

c. A branch can have multiple incoming arrows.

d. A decision point may have more than 2 outgoing arrows.

e. An indeterminacy is created when the successors of an activity have non-mutually exclusive conditions.

f. An activity can be nested within another activity.

Activity diagrams are graphical representations used in software engineering to depict the flow of activities or actions within a system. The correct statements regarding activity diagrams are as follows:

a. There can be multiple end points, but only one starting point:

Activity diagrams typically illustrate the flow of activities from a single starting point to multiple end points. This allows for depicting different termination points in the system's behavior.

c. A branch can have multiple incoming arrows:

A branch in an activity diagram represents a decision point where the flow of activities can diverge. It is possible for multiple incoming arrows to converge at a branch, indicating different paths leading to the decision point.

d. A decision point may have more than 2 outgoing arrows:

A decision point in an activity diagram represents a condition or a decision that determines the subsequent flow of activities. It is possible for a decision point to have more than two outgoing arrows, indicating different paths based on the decision outcome.

e. An indeterminacy is created when the successors of an activity have non-mutually exclusive conditions:

In an activity diagram, if the subsequent activities following a certain action have conditions that are not mutually exclusive, it creates an indeterminacy. This means that multiple paths may be followed simultaneously based on the different conditions.

f. An activity can be nested within another activity:

Activity diagrams support the nesting of activities within each other. This allows for representing complex activities or sub-processes within a larger activity, providing a hierarchical structure to the diagram.

In conclusion, the correct statements regarding activity diagrams include multiple end points and a single starting point, the possibility of multiple incoming arrows at a branch, the presence of more than two outgoing arrows at a decision point, the creation of indeterminacy with non-mutually exclusive conditions, and the ability to nest activities within one another.

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We are interested in the activity diagram. Check all the correct answers.

Please select at least one answer.

O a. There can be multiple end points, but only one starting point.

O b. Any joint must have been preceded by a branch.

O c. A branch can have multiple incoming arrows.

O d. A decision point may have more than 2 outgoing arrows.

Oe. An indeterminacy is created when the successors of an activity have non-mutually exclusive conditions.

Of. An activity can be nested within another activity.

The least distance traveled is \($240\sqrt{3}$\) feet.

Each boy shakes hands with the two boys who are not adjacent to him on the circle. Since there are six boys in total, each boy shakes hands with four other boys. We can represent these handshakes on a graph, where the six vertices represent the six boys and the edges represent the handshakes. Each vertex has degree 4, meaning that there are 12 edges in total.

To minimize the distance traveled, each boy should simply walk directly across the circle to shake hands with the two boys on the opposite side. This way, each boy walks a distance equal to the diameter of the circle, which is \(2 \times 40 = 80$ feet.\)

Since there are six boys, the total distance traveled is \(6 \times 80 = 480$ feet\). However, we have counted each handshake twice, so we need to divide by 2 to get the total distance traveled. This gives us \(240$ feet.\)

To express this answer in the simplest radical form, we can use the fact that an equilateral triangle with side length \(s$\) has height \(s\sqrt{3}/2$\). The six handshakes form an equilateral triangle with side length 80, so its height is \(80\sqrt{3}/2 = 40\sqrt{3}$ feet\). Therefore, the total distance traveled is \(240\sqrt{3}$\) feet.

Therefore, the correct answer is \(240\sqrt{3}$\)feet.

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Answer:

this is the answer off of quizzes

If 1/x 1/y=5 and y(5)=524, by implicit differentiation the value of y'(5) is  20.96

Differentiate both sides of the equation 1/x + 1/y = 5 with respect to x to find y′(5).

Differentiating 1/x with respect to x gives:

d/dx (1/x) = -1/x²

To differentiate 1/y with respect to x, we'll use the chain rule:

d/dx (1/y) = (1/y) × dy/dx

Applying the chain rule to the right side of the equation, we get:

d/dx (5) = 0

Now, let's differentiate the left side of the equation:

d/dx (1/x + 1/y) = -1/x² + (1/y) × dy/dx

Since the equation is satisfied when x = 5 and y = 524, we can substitute these values into the equation to solve for dy/dx:

-1/(5²) + (1/524) × dy/dx = 0

Simplifying the equation:

-1/25 + (1/524) × dy/dx = 0

To find dy/dx, we isolate the term:

(1/524) × dy/dx = 1/25

Now, multiply both sides by 524:

dy/dx = (1/25) × 524

Simplifying the right side of the equation:

dy/dx = 20.96

Therefore, y'(5) ≈ 20.96.

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The type of measurement scale which the professor employed is an ordinal scale.

We can rate people or things using an ordinal scale without explaining the meaning of the distinctions between the ranks. The second level of measurement, known as the ordinal scale, conveys data ranking and ordering without assessing the degree of variation between them.

The data in the given case is the names of the subjects namely science, mathematics, and management, which is definitely qualitative data. Next, it must be determined whether the data is at the nominal level or the ordinal level. Data at the nominal level cannot be ordered, however, data at the ordinal level can be. The professor is developing a relationship between the subjects by placing them in order since he is able to rank them according to the preferences of the pupils. Thus, he is using an ordinal scale.

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Answer:

she is charged 460 dollars because she has to pay 20$ each year she doesnt pay

Step-by-step explanation:

Answer:

she is charged 460 dollars because she has to pay 20$ each year she doesnt pay

Step-by-step explanation:

she is charged 460 dollars because she has to pay 20$ each year she doesnt pay

Answer:

yay lol

Step-by-step explanation:

Answer:

(-3, -2) and (-3, 4). Hope that helped!

Step-by-step explanation: