convert 0.14..... into fraction

Answer:

x= 16.5

Hope this helps bye ─=≡Σʕっ•ᴥ•ʔっ

Answer:

Step-by-step explanation:

-4.5 = -0.5 (x - 7.5)                        Remove the brackets on the right

-4.5 = -0.5x  + (-0.5)(-7.5)            

-4.5 = -0.5x + 3.75                        Subtract 3.75 from both sides

-4.5 - 3.75 = - 0.5x                        Combine the left.

- 8.25 = - 0.5x                               Divide by - 0.5

- 8.25 / - 0.5 = x

x = 16.5

Typo.

The computed mean is 58.8 degrees based on frequency distribution.

To find the mean of the data summarized in the frequency distribution, we first need to find the midpoint of each class interval.

Midpoint of 40-44 = (40 + 44) / 2 = 42
Midpoint of 45-49 = (45 + 49) / 2 = 47
Midpoint of 50-54 = (50 + 54) / 2 = 52
Midpoint of 55-59 = (55 + 59) / 2 = 57
Midpoint of 60-64 = (60 + 64) / 2 = 62

Next, we multiply each midpoint by its corresponding frequency and add up the results.

(2 x 42) + (6 x 47) + (12 x 52) + (7 x 57) + (3 x 62) = 1764

Finally, we divide this sum by the total number of values (which is the sum of the frequencies).

2 + 6 + 12 + 7 + 3 = 30

1764 / 30 = 58.8

The computed mean is 58.8 degrees.

When we compare this to the actual mean of 57.8 degrees, we see that the computed mean is slightly higher. This may be due to the fact that there are more values in the higher end of the distribution (i.e. 50-54 and 55-59) compared to the lower end (i.e. 40-44 and 45-49).

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A) The probability that the sample mean is within $500 of the population mean for a sample of size 60 is 0.6611

B) The probability that the sample mean is within $500 of the population mean for a sample of size 120 is 0.7362

The EAI (Error of the Estimate) sampling problem is a specific case of the Central Limit Theorem, which states that the distribution of sample means from a population with a finite variance will be approximately normally distributed as the sample size increases.

The formula for calculating the standard error of the mean is

SE = σ/√n

where SE is the standard error, σ is the population standard deviation, and n is the sample size.

For n = 30, SE = 4,000/√30 = 729.16

A. For a sample size of n = 60, SE = 4,000/√60 = 516.40

To find the probability that the sample mean is within $500 of the population mean, we need to calculate the z-score for a range of +/- $500

z = (x - μ) / SE

where x is the sample mean, μ is the population mean, and SE is the standard error.

For a range of +/- $500, the z-scores are

z = ($51,300 - $51,800) / 516.40 = -0.969

z = ($52,300 - $51,800) / 516.40 = 0.969

Using a standard normal distribution table, the area between z = -0.969 and z = 0.969 is 0.6611.

B. For a sample size of n = 120, SE = 4,000/√120 = 368.93

Following the same steps as above, the z-scores for a range of +/- $500 are

z = ($51,300 - $51,800) / 368.93 = -1.364

z = ($52,300 - $51,800) / 368.93 = 1.364

Using the standard normal distribution table, the area between z = -1.364 and z = 1.364 is 0.7362.

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Answer:

AA similarity postulate

Explanation:

For triangle XZY, the angles are 90°, 40°, 50°.

For triangle AXB, the angles are 90°, 40°, 50°.

Which states that all the angles are of equal measure in the triangles.

This is stated by AA similarity theorem meaning when two angles are equal in the triangle. Then the triangles are congruent to each other.

Answer:

Hahaha i hate both but I think I’d rather watch spongebob lol

Step-by-step explanation:

Thank you for the points. Hope you have an amazing day ♡

I'd rather watch spongebob.

(a) The number of students who were undergraduates, living off campus, or both is 38. (b) The number of students who were undergraduates living on campus is 30. (c) The number of graduate students living on campus cannot be determined from the given information.

Let's solve each part of the question step by step:

(a) To find the number of students who were undergraduates, living off campus, or both, we can use the principle of inclusion-exclusion. The total number of students surveyed is 60.

Number of undergraduates = 32

Number of students living off campus = 8

Number of undergraduates living off campus = 2

To find the number of students who were undergraduates, living off campus, or both, we can add the number of undergraduates and the number of students living off campus and then subtract the number of undergraduates living off campus to avoid double-counting:

Number of students who were undergraduates, living off campus, or both = Number of undergraduates + Number of students living off campus - Number of undergraduates living off campus = 32 + 8 - 2    = 38

Therefore, 38 students were undergraduates, living off campus, or both.

(b) To find the number of students who were undergraduates living on campus, we need to subtract the number of undergraduates living off campus from the total number of undergraduates:

Number of undergraduates living on campus = Number of undergraduates - Number of undergraduates living off campus = 32 - 2   = 30

Therefore, 30 students were undergraduates living on campus.

(c) The question doesn't provide the exact number of graduate students, so we cannot determine the number of graduate students living on campus from the given information.

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Question 1: The item not included in the cost of merchandise inventory is "Purchase discounts."

2: The total cost of the merchandise is $3,332.00.

5: The company's gross margin and operating expenses, are $211,000 and $191,720.

Merchandise inventory expenses normally consist of the price paid for the inventory, deductions from the purchase price resulting from purchase returns and allowances, and freight expenses paid by the purchaser.

Although purchase discounts reduce the cost of merchandise inventory, they are not considered part of it. Instead, they are treated as a distinct discount in the accounting records.

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Answer:

Step-by-step explanation:

Given: 3x + 1 = x + 7

Firstly, 3x - x = 7 - 1

Then, 2x = 6

x = 6/2

x = 3

The Value of x is 3

Answer: Greater than 10.

Answer:

900+ hours

Step-by-step explanation:

The uniform continuous probability for the interval (25 < x < 45) within the uniform distribution U(15, 65) can be found by calculating the proportion of the total range that falls within that interval.

To calculate the probability, we need to determine the length of the interval (45 - 25) and divide it by the length of the entire range (65 - 15).

Length of the interval: 45 - 25 = 20

Length of the entire range: 65 - 15 = 50

Now, we divide the length of the interval by the length of the entire range to obtain the probability:

Probability = (Length of interval) / (Length of entire range) = 20 / 50 = 0.4

Therefore, the uniform continuous probability for p(25 < x < 45) within the uniform distribution U(15, 65) is 0.4, rounded to one decimal place.

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Answer:

Annalise is correct because the outputs are closest when x = 1.35

Step-by-step explanation:

The solution to the equation 1/(x-1) = x² + 1 means the one x value that will make both sides equal. If we look at the table, notice how when x = 1.35, f(x) values are closest to each other for both equations, signifying that x = 1.35 is approximately the solution. Thus, Annalise is correct.

The statement that It is sufficient to test an analogy by asking what are its relevant similarities is false.

Analogy refers to the process of comparison of two or more items such that it explains some idea, or classification or familiarity and representativeness. Studying the analogies helps in enhancing, strengthening and reinforcing the skills in areas such as reading comprehension, homophones, deductive reasoning and logic.

Testing an analogy only by relevant similarities will produce partial results which might not be suitable to fully explain the reason. Hence, both relevant similarities and differences are to be considered for more detailed review. Different kind of analogies used to explain the differences or similarities are synonym and antonym, symbol and reference, degree of differences.

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Answer:

After 4 hours of renting the bus both companies would charge 300 dollars.

Answer:

4 hours

Step-by-step explanation:

$100 (base price) + 200 (4 hrs at a $50 rate) = $300

$200 (base price) + $100 (4 hours at a $25 rate) = $300

Answer:

X=4

Step-by-step explanation:

30x+5=31x+1

x=4

Answer:

120 cubic cm

Step-by-step explanation:

The Volume of a Triangular Prism = \(1/2Bh\), where B = height x length of triangle, divided by 2 (because that's how we find the area of a triangle).

So the height of the triangle is 4 cm, and the length is 6 cm; 6 x 4 = 24, divided by 2 is = 12 cm.

Then the other H, the height of the triangular prism, is = 10 cm, and 12 x 10 is equal to 120 cm ^3.

Based on the information given in part c, it can be stated with 95% confidence that the true value of the response variable y, using the given values of predictor variables x1 and x2, falls within the calculated confidence interval.

The interval is constructed by taking into account the variability of the sample data and assuming a normal distribution of errors. The calculated interval is a range of values that is likely to contain the true value of y with a 95% degree of confidence. Therefore, if the experiment is repeated many times, 95% of the calculated intervals would contain the true value of y, and 5% of the intervals would not. The lower and upper limits of the interval are the estimated values of y that correspond to the lower and upper values of the predictor variables, respectively, within the given confidence level.

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they will reverse the damage Trump has done (vehicle-wise) by givivng a 10% vehicle efficiency boost in 2023

Answer:

1. 11.84722 ≈ 12

2. 116.61111 ≈ 117

Answer:   oof amount minutes

Step-by-step explanation:

The pool will have the same amount of water in 427 minutes.

Thus c. The pools will have the same amount of water at 427 minutes.

A linear equation only has one or two variables. No variables in a linear equation is raised to power greater than 1 or used as denominator of a fraction.

It is given that,

Amount of water in Pool A = 7, 646 gallons

Rate of draining of Pool A = 8 gallons per minute

Amount of water in Pool B = 8500 gallons

Rate of draining of Pool B = 10 gallons per minute

Now m the number of minutes that the pools contain the same amount of water.

Therefore amount of water in Pool A draining in m minutes,

= 7646 - (8 × m)

= 7646 - 8m          ...(i)

And amount of water in Pool B in draining m minutes,

= 8500 - (10× m)

= 8500 - 10m     ...(ii)

Equating equation (i) and (ii) we get,

7646 - 8m = 8500 - 10m

Collecting like terms we get,

10m - 8m = 8500 - 7646

Solving we get,

2m = 854

or, m = 854/2

⇒  m = 427 minutes

The pool will have the same amount of water in 427 minutes.

Thus c. The pools will have the same amount of water at 427 minutes.

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1. A softball player can have six (6) possible outcomes

2. Six (6) combinations can be made.

Since the player bats six times, it means that there is possibility of having six outs, or six on base, or six homerun or even a mixture of the three outcomes in six times. The constant touch is six times

Since the sandwiches are just three types and can be ordered with either white bread or multi-grain bread, it means that there is possibility of having two different pairs each making six possible combinations of the available toppings.

Therefore, there will be six possible outcomes and six possible combinations of the sandwiches.

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The complete question goes thus:

1. A softball player bats six times in a game. Each at-bat results in an out, getting on base or hitting a homerun. How many possible outcomes can the player have?

2. A sandwich shop has three types of sandwiches: ham, turkey, and chicken. Each s andwich can be ordered with white bread or multi-grain bread. Customers can add any combination of the six available toppings. How many combinations can be made?

The mean of the normal distribution cannot be determined from the given information. The graph only shows the shape of the distribution and the values of the horizontal axis.

To calculate the mean of a normal distribution, we need to find the midpoint of the distribution, which is the value that divides the distribution into two equal halves. In this case, the midpoint is 0 because there are equal numbers of values on both sides of the zero line. The normal distribution is symmetric around its mean, so if the mean is zero, then the distribution is symmetric around the zero line. Therefore, the mean of this normal distribution is 0.

A normal distribution is a continuous probability distribution that is symmetrical around its mean. The mean is the average value of the distribution and is represented by the symbol µ. The standard deviation (σ) represents the spread of the distribution. In a normal distribution, about 68% of the data falls within one standard deviation of the mean, about 95% falls within two standard deviations, and about 99.7% falls within three standard deviations. The normal distribution is widely used in statistics to describe many real-world phenomena, such as heights, weights, test scores, and IQ scores.

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(a) To express the NHS's total costs (C) as a function of human dentists hired (H) and Drill-o-Trons (D) rented,

we can set up the equation: C = 100,000H + 50,000D.

This equation represents the cost of hiring H human dentists at £100,000 each and renting D Drill-o-Trons at £50,000 each.

To rearrange the function to have H as a function of C, D, and the rental/wage rates, we can isolate H in the equation as follows: H = (C - 50,000D) / 100,000. This equation shows the number of human dentists hired (H) in terms of the total cost (C), the number of Drill-o-Trons rented (D), and the rental/wage rates.

The slope of this function is -0.001, which means that for every increase in the total cost (C) by £1, the number of human dentists hired (H) decreases by 0.001.

(b) In the graph, with the number of humans on the vertical axis and the number of Drill-o-Tron 2000s on the horizontal axis, we can represent the NHS's options for providing 90k dentist appointments every year. Assuming perfect substitution between humans and Drill-o-Trons, the cost lines will represent different combinations of H and D that yield the same total cost (C).

The cost lines will have different slopes, reflecting the different rental/wage rates. The NHS will choose the bundle of humans and Drill-o-Trons where the cost line intersects with the 90k dentist appointments requirement. The total cost at that point will be the minimum cost option for providing the required number of appointments.

(c) In the long run, with the new information that 15k appointments need to be seen by human dentists, the NHS will need to adjust its hiring strategy. The graph representing the effect on NHS hiring will show a shift in the cost lines, as the cost of hiring additional human dentists may now be more favorable compared to renting Drill-o-Trons.

In the short run, the NHS may face some challenges in immediately hiring and training enough human dentists to meet the increased demand for their services.

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We can simplify \((16x^4)^(-1/2) to 1/(4x^2)\) using the properties of rational exponents.

Certainly! Here's an example:

Simplify the expression: \((16x^4)^(-1/2)\)

We can apply the property of rational exponents which states that \((a^m)^n = a^(m*n)\). Using this property, we get:

\((16x^4)^(-1/2) = 16^(-1/2) * (x^4)^(-1/2)\)

Next, we can simplify \(16^(-1/2)\) using the rule that \(a^(-n) = 1/a^n\):

\(16^(-1/2) = 1/16^(1/2) = 1/4\)

Similarly, we can simplify \((x^4)^(-1/2)\) using the rule that \((a^m)^n = a^(m*n)\):

\((x^4)^(-1/2) = x^(4*(-1/2)) = x^(-2)\)

Substituting these simplifications back into the original expression, we get:

\((16x^4)^(-1/2) = 1/4 * x^(-2) = 1/(4x^2)\)

Therefore, the simplified expression is \(1/(4x^2).\)

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(5, 4) is not a solution of the equation y = -2x + 14 y = -3x - 11.

System of equation can be solved using different method such as elimination method, substitution method and graphical method.

Let's find the solution of the system of equation as follows:

y = -2x + 14

y = -3x - 11

using substitution method,

-3x - 11 = -2x + 14

-3x + 2x = 14 + 11

-x = 25

y = -2(25) + 14

y = -50 + 14

y = -36

Therefore, (5, 4) is not a solution.

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Answer:

Step-by-step explanation:

Angles in a quadrilateral add to 360°. So

\(60+80+120+x=360\)   (where \(x\) is the fourth angle)

\(260+x=360\)  

\(x=100\)°    (after subtracted 260 from both sides of equation)

Answer:

each song would be 67 cents (0.67)

Step-by-step explanation:

9.38/14=0.67

Stack parameters and register parameters are different ways of passing function arguments in a programming language.

Each approach has its advantages, and the choice between them depends on various factors such as platform architecture, optimization goals, and calling conventions. However, some advantages of stack parameters over register parameters include:

Flexibility: Stack parameters allow for more flexibility in function calls, as they can accommodate a larger number of arguments compared to registers. Registers have limited availability, and if there are more arguments than available registers, the stack can be used to pass the remaining parameters.

Function Call Conventions: Many calling conventions dictate the use of the stack for passing parameters, making stack parameters more compatible with standard calling conventions across different platforms and compilers. Register parameters, on the other hand, may have stricter limitations or variations depending on the specific architecture or calling convention.

Function Composition: Using the stack for parameter passing allows for easier function composition and chaining. When functions call other functions, the stack-based parameter passing mechanism allows the callee function to easily access the arguments passed by the caller function, as they are stored in a well-defined and accessible location.

Optimized Register Usage: Register parameters are generally preferred when optimizing for performance, as they can provide faster access to the arguments due to the reduced memory access required. However, stack parameters can free up registers for other critical uses, such as storing frequently accessed variables or intermediate results.

Language Portability: Stack parameters are generally more portable across different programming languages, as register usage and availability can vary significantly. Using the stack for parameter passing ensures compatibility and consistency in function calls, regardless of the programming language used.

It's worth noting that the specific advantages may vary depending on the programming language, compiler, and target platform. Therefore, it is essential to consider the specific context and requirements when choosing between stack parameters and register parameters.

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The patient can consume approximately 2 cans of 12 oz Coca Cola without exceeding the advised sugar limit.

To determine the number of 12 oz cans of Coca Cola the patient can consume, we need to convert the sugar limit provided by the doctor into grams and then calculate the amount of sugar in a 12 oz can of Coca Cola.

Provided:

Sugar limit: 8.5 × 10^(-2) kg

Coca Cola sugar content: 110 g/L

Volume of a 12 oz can: 12 oz (which is approximately 355 mL)

First, let's convert the sugar limit from kilograms to grams:

Sugar limit = 8.5 × 10^(-2) kg = 8.5 × 10^(-2) kg × 1000 g/kg = 85 g

Next, we need to calculate the amount of sugar in a 12 oz can of Coca Cola:

Volume of a 12 oz can = 355 mL = 355/1000 L = 0.355 L

Amount of sugar in a 12 oz can of Coca Cola = 110 g/L × 0.355 L = 39.05 g

Now, we can determine the number of cans the patient can consume by dividing the sugar limit by the amount of sugar in a can:

Number of cans = Sugar limit / Amount of sugar in a can

Number of cans = 85 g / 39.05 g ≈ 2.18

Since the number of cans cannot be fractional, the patient should limit their consumption to 2 cans of Coca Cola.

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