A repair company's charge for repairing a certain type of copy machine fits the model where y is the number of dollars charged and x is the number of minutes the repair person is on the job. how many minutes would it take for the cost of repair to reach $140? (round to the nearest minute.)

The value of the variable "a" will be 10. Thus, the correct option is C.

Given that:

Equation, \(\dfrac{3}{5} = \dfrac{a + 5}{25}\)

The largest exponent of the variable in a linear equation, which has a degree of 1, is 1. The values of the variable that make a linear equation true are known as solutions, and they may be discovered in a number of ways, including through substitution or by utilizing the slope-intercept form.

Fundamental to algebra, linear systems of equations are used in physics, economics, and engineering, among other disciplines.

Simplify the equation, then we have
\(\dfrac{3}{5} = \dfrac{a + 5}{25}\\\\15 = a +5\\\\a = 10\)

The value of 'a' is 10.

Thus, the correct option is C.

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The complete question is attached below:

Answer:

5, 19, 21

Step-by-step explanation:

The sum of two smaller sides must be larger than the largest side in order to be a triangle. This means that only the first one can be a set of the triangle.

The most appropriate choice for expectation will be given by-

Expected value for someone who buys the ticket = $\((-1591.2)\)

What is expectation?

At first it is important to know about probability of an event.

Probability gives us the information about how likely an event is going to occur

Probability is calculated by Number of favourable outcomes divided by the total number of outcomes.

Probability of any event is greater than or equal to zero and less than or equal to 1.

Probability of sure event is 1 and probability of unsure event is 0.

Suppose x is a random variable with the probability function f(x). suppose

\(x_1. x_2,........,x_n\) are the values corrosponding to the actual occurance of the event and \(p_1, p_2.,,,, p_n\) be the corrosponding probabilities.

Expectation is given by the formula \(p_1x_1+p_2x_2+...+p_nx_n\)

Here,

Total number of tickets = 832

Number of prized tickets = 1

Probability of winning a ticket = \(\frac{1}{832}\)

Probability of losing a ticket = \(\frac{831}{832}\)

Gain of winning = $(1600 - 5) = $1595

Loss of losing = $(5 - 1600) = -$1595

Expected value for someone who buys the ticket

\(1595 \times \frac{1}{832} + (-1595)\times \frac{831}{832}\)

\(1595\times(\frac{1-831}{832})\\-1595\times \frac{830}{832}\\\)

$\((-1591.2)\)

Expected value for someone who buys the ticket = $\((-1591.2)\)

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Answer:

Bruce's line is steeper and his line is also greater,yes

Step-by-step explanation:

it should have looked like the screen shot

Bruce's slope is both steeper and greater.

In math, a graph can be defined as a pictorial representation or a diagram that represents data or values in an organized manner. The points on the graph often represent the relationship between two or more things.

Given is that the tiles that Bruce used were each of a square foot in area. A table shows the area covered by Felicia’s tiles in terms of the number of tiles used.

The table that shows the area covered by Felicia’s tiles is

        {n}                                  {A}

         9                                      1

        18                                     2

        27                                    3

The following conclusions can be made -

Therefore, Bruce's slope is both steeper and greater.

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{Complete question is -

The tiles that Bruce used were each of a square foot in area. The table shows the area covered by Felicia’s tiles in terms of the number of tiles used.

Number of Tiles     Area Covered (sq. ft.)

9                                            1

18                                          2

27                                          3}

Answer:

$5.20

Step-by-step explanation:

A dozen is 12, so multiply by two.

2.60 * 2 = $5.20

Answer:

5.20 for 12

Step-by-step explanation:

2.60 for 6

2.60*2=12

5.20 for 12

Answer:

m=−37

Step-by-step explanation:

34 = -3 + -1m

Solving for variable 'm'.

Move all terms containing m to the left, all other terms to the right.

Add 'm' to each side of the equation.

34 + m = -3 + -1m + m

Combine like terms: -1m + m = 0

34 + m = -3 + 0

34 + m = -3

Add '-34' to each side of the equation.

34 + -34 + m = -3 + -34

Combine like terms: 34 + -34 = 0

0 + m = -3 + -34

m = -3 + -34

Combine like terms: -3 + -34 = -37

m = -37

Answer:

Sample Response:

The negative sign outside the parentheses represents –1. Distribute the –1 to everything inside the parenthesis. Use the addition property of equality first to add 3 to both sides. Then use the division property of equality to divide both sides by -1.

Answer:

✔ 360°

Identify the following angle measures.

m∠2 = ✔ 60

m∠4 = ✔ 150

m∠6 = ✔ 90

Step-by-step explanation:

i just finished answering the question

Answer:

C

B

B

C

Step-by-step explanation:

for the lazy ppl

The probability of vowel or letter D is determined as 4/9.

The probability of vowel or letter D is calculated by applying the formula for probability of an event as follows;

Mathematically, the formula for probability is given as;

P (E) = number of outcomes in event E / total number of outcomes in sample space

If the lucky wheel is divided into 9 sectors of equal size lettered A through I, the number of outcomes include the following;

number of outcomes = A, B, C, D, E, F, G, H, I

vowels in the outcome = A, E, I

letter D in the outcome = D

number of outcomes = {A, E, I} or {D}

P(vowel or D) = 3/9 or 1/9

P(vowel or D) = 3/9 + 1/9

P(vowel or D) = 1/3 + 1/9

P(vowel or D) = 4/9

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The value of b is 2. Therefore (2, 1) is the midpoint of the line segment with endpoints (-4, 2) and (8, 0)

An equation is an expression that shows the relationship between numbers and variables.

If a point O(x, y) divides line segment AB with endpoints A(x₁, y₁) and B(x₂, y₂) in the ratio of 1:1 (midpoint). The coordinates of O is:

x = (x₁ + x₂)/2

y = (y₁ + y₂)/2

Given that (2, 1) is the midpoint of the line segment (-4, b) and (8, 0). Therefore:

1 = (0 + b)/2

b/2 = 1

b = 2

The value of b is 2.

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The number of positive integers which are less than 1992 and  not factorial tails  are 396.

Let for some positive integer with exactly n zeros be m

Number at the end of zeros of m! be f(m)

f(m) = ( m /5 ) + ( m /25 ) + ( m /125 ) + ( m /625 ) + ....

Here 'm' is multiple of 5

So ,f(m) = f( m + 1) = f( m + 2) = f( m + 3 ) = f( m + 4 )

And f(m) ≤ ( m /5 ) + ( m /25 ) + ( m /125 ) + ( m /625 ) +...

              = m / 4.03

              = m / 4

Value of m greater than 7964 such that f(m) = 1991

f( 7975 ) = 1991

Number of distinct positive integer 7975 / 5 = 1595 less than 1992

Number of positive integers less than 1992 and they are not factorial tails  are equal to

= 1991 - 1595

= 396.

Therefore, there are 396 positive integers which are less than 1992 and  are not factorial tails.

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The probability that the sample mean is more than 105 is 0.0384. The probability that the sample mean is less than 95 is 0.0384. The probability that the sample mean is between 95 and 105 is 0.9232.

The probability that the sample mean is more than 105 can be calculated using the following formula: P(X > 105) = P(Z > (105 - 100) / (20 / √50))

where:X is the sample mean

Z is the z-score

100 is the population mean

20 is the population standard deviation

50 is the sample size

Substituting these values into the formula, we get: P(X > 105) = P(Z > 1.77)

The z-table shows that the probability of a z-score greater than 1.77 is 0.0384. Therefore, the probability that the sample mean is more than 105 is 0.0384.

The probability that the sample mean is less than 95 can be calculated using the following formula: P(X < 95) = P(Z < (95 - 100) / (20 / √50))

Substituting these values into the formula, we get: P(X < 95) = P(Z < -1.77)

The z-table shows that the probability of a z-score less than -1.77 is 0.0384. Therefore, the probability that the sample mean is less than 95 is 0.0384.

The probability that the sample mean is between 95 and 105 can be calculated using the following formula: P(95 < X < 105) = P(Z < (105 - 100) / (20 / √50)) - P(Z < (95 - 100) / (20 / √50))

Substituting these values into the formula, we get: P(95 < X < 105) = P(Z < 1.77) - P(Z < -1.77)

The z-table shows that the probability of a z-score between 1.77 and -1.77 is 0.9232. Therefore, the probability that the sample mean is between 95 and 105 is 0.9232.

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The intervals are nested, each subsequent interval is contained within the previous one. Mathematically, this means I₁ ⊇ I₂ ⊇ ... In ⊇ ... . Therefore, we have:

1. I₁ ⊇ I₂ implies [a₁; b₁] ⊇ [a₂; b₂], which means a₁ ≤ a₂ and b₁ ≥ b₂.
2. I₂ ⊇ I₃ implies [a₂; b₂] ⊇ [a₃; b₃], which means a₂ ≤ a₃ and b₂ ≥ b₃.

To show that a1 ≤ a2 ≤ ... ≤ an ≤ ..., we need to use the fact that the sequence of intervals is nested, meaning that each interval is contained within the next one.

First, we know that I1 contains I2, so every point in I2 is also in I1. That means that a1 ≤ a2 and b1 ≥ b2.

Now consider I2 and I3. Again, every point in I3 is also in I2, so a2 ≤ a3 and b2 ≥ b3.

We can continue this process for all the intervals in the sequence, until we reach In. So we have:

a1 ≤ a2 ≤ ... ≤ an-1 ≤ an

and

b1 ≥ b2 ≥ ... ≥ bn-1 ≥ bn

This shows that the endpoints of the intervals are ordered in the same way.

Given that I₁ ⊇ I₂ ⊇ ... In ⊇ ... is a nested sequence of intervals and In = [an; bn], we can show that a₁ ≤ a₂ ≤ ... ≤ an ≤ ... and b₁ ≥ b₂ ≥ ... ≥ bn ≥ ... as follows:

Since the intervals are nested, each subsequent interval is contained within the previous one. Mathematically, this means I₁ ⊇ I₂ ⊇ ... In ⊇ ... . Therefore, we have:

1. I₁ ⊇ I₂ implies [a₁; b₁] ⊇ [a₂; b₂], which means a₁ ≤ a₂ and b₁ ≥ b₂.
2. I₂ ⊇ I₃ implies [a₂; b₂] ⊇ [a₃; b₃], which means a₂ ≤ a₃ and b₂ ≥ b₃.

Continuing this pattern for all intervals in the sequence, we can conclude that a₁ ≤ a₂ ≤ ... ≤ an ≤ ... and b₁ ≥ b₂ ≥ ... ≥ bn ≥ ... .

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The percentage of measurements that are above the 39th percentile is 61%.

To calculate the percentage of measurements above the 39th percentile, we need to find the complement of the percentile value. The 39th percentile represents the value below which 39% of the measurements fall. Therefore, the complement of the 39th percentile is the percentage of measurements above that value. Since the total percentage adds up to 100%, subtracting 39% from 100% gives us the percentage of measurements above the 39th percentile, which is 61%.

In summary, the percentage of measurements that are above the 39th percentile is 61%. This means that 61% of the measurements are higher than the value corresponding to the 39th percentile.

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What is the percentage of measurements that fall above the 39th percentile?

Answer:

there was 25 performers

Hope this helps ❤️

Answer: 25

Step-by-step explanation:56x=14

x=25 performers

Answer:

x^2 - 2x - 35

Step-by-step explanation:

Using the distributive property, we get x^2 + 5x - 7x - 35 which is equal to x^2 - 2x - 35

Answer:

a = c + 16

Step-by-step explanation:

We have the following two equations:

a = b + 12     [1]

b = c + 4      [2]

Substitute c + 4 for b in equation [1]:

a = b + 12
a = (c + 4) + 12

a = c + 4 + 12

a = c + 16

This is the relationship between a and c

Answer:

C

Step-by-step explanation:

The equation of a line in point- slope form is

y - b = m(x - a)

where m is the slope and (a, b) a point on the line

Here m = 3 and (a, b) = (2, - \(\frac{1}{2}\) ) , thus

y - (- \(\frac{1}{2}\) ) = 3(x - 2) , that is

y + \(\frac{1}{2}\) = 3(x - 2) → C

Answer:

y+1/2=3(x-2)

Step-by-step explanation:

Equation of a straight line is given by;, y-y,=gradient (x-x,) data, y,=-1/2 x=2 and gradient =3. y-(-1/2)=3(x-2). y+1/2=3(x-2) you

Answer:

420mg

Step-by-step explanation:

0.7x6 = 0.42g which is 420mg

1g = 1000mg

COVID-19 has greatly affected business schools worldwide, causing a shift to online learning and various challenges. Further research is needed to understand the specific impact on Kingston Business School and its responses to the pandemic.

Literature review on the impact of COVID-19 on business schools in general:

The COVID-19 pandemic has significantly affected business schools worldwide. Schools have rapidly transitioned to online learning, facing challenges in pedagogy and maintaining the interactive nature of education (Bao et al., 2020).

The pandemic has disrupted the student experience, limiting networking opportunities and access to campus facilities (Vlachos et al., 2020). Enrollment fluctuations, particularly among international students due to travel restrictions, have been observed (Banga et al., 2021). Financial implications have arisen, including reduced revenue and increased technology investments (Berger et al., 2020).

Career services have needed to adapt to changes in internships and job placements (Bektaş et al., 2021). Research activities have been affected, with shifts in focus and disruptions to conferences and collaborations (Perkmann et al., 2020).

Further research specific to Kingston Business School is necessary to assess the institution's unique experiences and responses to the pandemic.

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Answer:

The cost for 1 adult is $27.00 and the cost for 1 child is $11.00.

Step-by-step explanation:

Let c = the cost of a child

Let a = the cost of an adult

5a + 3c = 135  → multiply by -2 →   -10a -6c = -270

3a + 2c = 81  → Multiply by 3 →     (+) 9a + 6c = 243

                                                            -a         = -27

                                                              a         = 27

The cost per adult is $27.00.

Substitute 27 into either of the original equations for a to solve for c.

3a + 2c = 81

3a + 2(27) = 81

3a + 54 = 81  Subtract 54 from both sides

3a = 33  Divide both sides by 3

a = 11

The cost per child is $11.00.

Helping in the name of Jesus.

Answer:

AD = 10

Step-by-step explanation:

It's given that ABCE is a rectangle.

Therefore, measure of opposite sides of the rectangle will be equal.

AB = EC

AB = ED + DC

12 = ED + 4

ED = 8

Measure of side AE = 6

Since, measure of interior angles of a rectangle = 90°

Therefore, ΔEAD will be a right triangle.

By Pythagoras theorem,

AD² = AE² + ED²

      = 6² + 8²

AD = \(\sqrt{36+64}\)

      = \(\sqrt{100}\)

      = 10

Therefore, measure of side AD = 10 units

The function that would necessitate the use of variation of parameters is g(x) = x (cos2x + e^(-2x)).  Therefore, the correct option is option 4.

In calculus, variation of parameters is a technique used to determine a particular solution to an inhomogeneous linear ordinary differential equation.The technique of variation of parameters is used when the forcing is not of the form used for undetermined coefficients. In order words, variation of parameters is used when the nonhomogeneous term (the forcing term) is not a polynomial or exponential function with finite terms.

Hence, to determine the function that would necessitate the use of variation of parameters follow these steps:

Step 1: Identify the functions that cannot be solved using undetermined coefficients.

- Undetermined coefficients work for functions that are polynomials, exponentials, sines, and cosines, or any linear combination of them.

Step 2: Analyze each given function.

- g(x) = arcsin x + cos x + 6 contains an inverse trigonometric function (arcsin x) but can still be solved using undetermined coefficients.

- g(x) = tan x + cot x contains trigonometric functions but can also be solved using undetermined coefficients.

- g(x) = 5x^3 sin (2x) contains polynomial and trigonometric functions and can be solved using undetermined coefficients.

- g(x) = x (cos2x + e^(-2x)) contains both trigonometric and exponential functions multiplied by a polynomial, which is not solvable using undetermined coefficients, and thus requires variation of parameters.

Hence, option 4 is correct.

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26. The equation in slope-intercept form is y = 3x + 20.

27. The equation in slope-intercept form is y = (1/4)x - 11.

30. The equation in point-slope form is y - (-3) = -6(x - 2)

31. The equation in slope-intercept form is y = -6x + 9.

The equation is defined as mathematical statements that have a minimum of two terms containing variables or numbers that are equal.

26.

y-8 = 3(x+4)

y - 8 = 3x + 12  (distribute the 3)

y = 3x + 12 + 8 (add 8 to both sides)

y = 3x + 20

The equation in slope-intercept form is y = 3x + 20.

27.

y+5= (1/4)(x-24)

y + 5 = (1/4)x - 6

y = (1/4)x - 6 - 5

y = (1/4)x - 11

The equation in slope-intercept form is y = (1/4)x - 11.

To find the equation of a line with a slope of -6 that goes through (2,-3), we can use the point-slope form.

Point-slope form:

y - y₁ = m(x - x₁) where m is the slope and (x₁,y₁) is the point

Substituting m = -6, x₁ = 2, and y₁ = -3, we get:

y - (-3) = -6(x - 2)

y + 3 = -6x + 12

y = -6x + 9

The equation in slope-intercept form is y = -6x + 9.

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Answer:

Option C: With the $10 gift card, Jose can buy at most 8 songs.

Step-by-step explanation:

First, lets use s as our variable for the number of songs.

Then, we write an inequality: 1.19s ≤ 10

This inequality means that the product of 1.19 times the number of songs must always be less than or equal to 10.

Then, simply substitute s for your number of songs and test if the inequality holds true. If it does not, then the answer is wrong.

The reason answer C is correct is because if s = 8, the inequality would read as 9.52 ≤ 10 which is true.

Answer:

c

Step-by-step explanation:

Answer:

b) 22

Step-by-step explanation:

180 = (4x+12) + (3x+14)

180 = 7x + 26

7x = 154

x=22

When the group is excessively large is the case that would most likely result in a team member engaging in social loafing. Social loafing is a phenomenon where individuals in a group tend to reduce their effort and contribution when working collectively. This happens when individuals feel that their contribution is not identifiable, and the group is too large for them to feel accountable for their actions. Therefore, in larger groups, individuals may feel less responsible for the overall outcome, leading to decreased motivation and effort.
Your answer: A. When the group is excessively large.

In this case, a team member is more likely to engage in social loafing because their individual contributions may not be easily identifiable, making it easier for them to "hide" within the group without actively participating. In contrast, options B, C, D, and E emphasize individual contributions, rewards, and optimal group size, which would discourage loafing and promote engaging behavior.

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Answer:

When two triangles are similar, the reduced ratio of any two corresponding sides is called the scale factor of the similar triangles. In Figure 1 , Δ ABC∼ Δ DEF. Figure 1 Similar triangles whose scale factor is 2 : 1. The ratios of corresponding sides are 6/3, 8/4, 10/5. hope that helps love!

Answer:

i dont know but here is some help

Step-by-step explanation:

Scale Factor. Suppose you have two similar figures , one larger than the other. The scale factor is the ratio of the length of a side of one figure to the length of the corresponding side of the other figure. Example: Here, XYUV=123=4 .