Answer:28.5

Step-by-step explanation:

How to solve pls. I need help really bad I don’t understand

**Answer:**

The answer for the question is 3.7

What is equidistant from the angles of a triangle?

**The circumcenter** of a triangle is the point in the plane equidistant from the three **vertices of the triangle.**

In geometry, the **circumscribed** circle or circumcircle of a polygon is a circle that passes through all the vertices of the polygon. The center of this circle is called the circumcenter and its radius is called the circumradius.

Not every polygon has a** circumscribed circle.** A polygon that does have one is called a **cyclic polygon**, or sometimes a concyclic polygon because its vertices are concyclic. All triangles, all regular simple **polygons,** all rectangles, all isosceles trapezoids, and all right kites are cyclic.

A related notion is the one of a **minimum bounding circle**, which is the smallest circle that completely contains the polygon within it, if the circle's center is within the** polygon**. Every polygon has a unique minimum bounding circle, which may be constructed by a linear time algorithm.

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Graph the line. 2x+y=8

**Answer:**

**Step-by-step explanation:**

put it into the y=mx+c equation

y=-2x+8

therefore th y intercept is at (0,8)

and the gradient in -2

What is the function of rational root theorem?

A theorem which is used to find the rational solutions of a **polynomial equation **is known as the **rational root **theorem.

A **polynomial **expression is given and after solving them we get the two values known as the roots of the function.

These are also known as the **zeros **of polynomial as after putting these values in the equation we get the result as 0 .

We should use the rational root theorem only when the value of coefficients are small.

The **theorem **states that each rational solution x = p ⁄ q, when on simplified satisfies the below mentioned points,

p is an integer factor of the **constant **term a0, and

q is an integer factor of the leading **coefficient **an.

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What is the formula of rational function?

The formula of** rational **function is [tex]R(x) = \frac{P(x)}{Q(x)}[/tex] , where P(x) and Q(x) are polynomial functions.

What is rational function ?

A rational function is one that can be written as a** polynomial **divided by a polynomial. Since polynomials are defined everywhere, the domain of a rational function is the set of all numbers except the zeros of the denominator. Example 1. f(x) = [tex]\frac{x}{x - 2}[/tex].

Rational functions are typically identified by the degrees of the numerator and denominator. For example, a quadratic for the numerator and a cubic for the denominator is identified as a quadratic/cubic rational function. A rational function model is a generalization of the polynomial model.

The formula of** rational **function is [tex]R(x) = \frac{P(x)}{Q(x)}[/tex] , where P(x) and Q(x) are polynomial functions.

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What age can you skip count?

Therefore , the 6 year old children can able to skip **count** to 1 to 100 counting by making them learn.

Mathematicians can add numbers using the counting-on technique. When using this method, a learner begins by **adding** the larger number, then "counts on" with the other addends to get the sum. The student will recognize 4 as the higher number and add three more numbers, such as **integers** "4... 5, 6, 7," if the number sentence is 4 + 3.

Here,

Around age 6, kids start to learn how to skip count. Skip counting teaches your youngster to count swiftly and gets them ready to grasp the fundamentals of multiplication.

The simplest way to count is in skip increments of 10, which are essentially identical to regular increments of 10 with the exception of an extra '0': 10, 20, 30,... 80, 90, 100.

Therefore , the 6 year old children can able to skip count to 1 to 100 counting by making them learn.

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what is the product of -8x^7 and -2xy^3

**Answer:**

16x^8y^3

**Step-by-step explanation:**

Simplify the expression.

**Answer:**

[tex]-8x^7(-2xy^3) = 16x^8y^3[/tex]

**Step-by-step explanation:**

⭐**Multiplication rules**

⭐ **Exponent multiplication rule**

⭐** Multiplying two terms with variables**

We need to utilize these 3 key points (⭐) when multiplying to terms with variables.

**First, let's multiply the coefficients:**

-8 * -2 = 16

**Next, let's multiply the variables:**

[tex]x^7 * xy^3[/tex]

These two variables have the same base (**x**), so we will add their exponents up.

** remember: if you see a variable without an exponent, it has an exponent of 1 **

[tex]x^7 * x = x^8[/tex]

[tex]a^n * a^m = a^{n+m}[/tex]The variable [tex]y^3[/tex] will stay the same because there is no other y variable.

= [tex]x^8y^3[/tex]

**Now, "attach" the variables to the product of the coefficients:**

= [tex]16x^8y^3[/tex]

Due tomorrow

I need help with #2

Please and thank you!

1.) 1 inch = 2ft

2.) 260

3.)

2.) 260

3.)

What is the median of 25 and 29?

The **median **of the set of numbers 25 and 29 is 27. This is the **average** of the two middle numbers in the ordered set, and it is not affected by extreme values or outliers.

The **median **of a set of numbers is the value that is exactly in the middle of the set when it is ordered from least to **greatest**. In this case, the set of numbers is 25 and 29. When we order this set from least to greatest, we get 25, 29. There are two numbers in this set, so the median is the **average** of the two middle numbers, which is the only number in the set. The only number in this set is 27, so the median is 27.

To find the **median**, we first need to arrange the numbers in order from least to greatest. If there is an **odd** **number** of numbers in the set, the median is the middle number. If there is an **even** **number **of numbers in the set, the **median** is the average of the two middle numbers. In this case, there are two numbers in the set, so the median is the **average **of the two **middle numbers**.

In summary, the **median **of the set of numbers 25 and 29 is 27. This is the average of the two middle numbers in the ordered set, and it is not affected by extreme values or outliers.

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What is the difference between a figure also called a pre-image and an image?

The image is the final appearance of a figure after a **transformation** operation. The **pre-image** is the original appearance of a figure in a transformation operation.

A point, line, or **geometric** figure can be transformed in one of four ways, each of which affects the shape and/or location of the object. Pre-Image refers to the object's initial shape, and Image, after transformation, refers to the object's final **shape** and location.

**Preimages** are the original, unaltered shapes, and images are the new (transformed) shapes. To put it another way, a transformation is a process that maps a preimage onto an image.

Pre-Image refers to the object's initial shape, and Image, after transformation, refers to the object's final **shape** and location.

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At a supermarket, shopping trolleys are 1 meter long. Your friend works by collecting them and stacking them into an area. Each shopping trolley in the stack adds on 0.25 m. How many trolleys could be stacked in a single line of 10 metres?

**Answer:**

If each shopping trolley is 1 meter long, and each trolley in the stack adds 0.25 meters, then the total length of the stack will be equal to the length of each trolley plus the length added by each additional trolley in the stack. This means that the total length of the stack will be equal to 1 + 0.25 = 1.25 meters per trolley.

If the stack has a total length of 10 meters, and each trolley adds 1.25 meters to the stack, we can divide the total length by the length added by each trolley to find the number of trolleys that can be stacked in a single line of 10 meters:

10 / 1.25 = <<10/1.25=8>>8 trolleys

Therefore, if each shopping trolley is 1 meter long and each trolley in the stack adds 0.25 meters, a single line of 10 meters could hold a stack of 8 trolleys.

**Step-by-step explanation:**

A tailor cuts 234 yards from a roll of fabric to make one curtain. She has 1812 yards of fabric available to make curtains. Use the drop-down menus to answer each question.

The **symbol** that should be used is the **division** symbol. On the other hand, in the result the **whole number** represents the number of curtains, while the fraction represents a fraction of the next curtain.

Given :

The numerator: Number above.

The **denominator**: Number below.

A whole number: Optional element.

The number of curtains the tailor can make is equal to the **total** fabric divided by the fabric required for one curtain. Based on this, the symbol should be ÷.

= **18 1/2 ÷ 2 3/4**

The whole number represents the number of curtains. The division of the total fabric and the total fabric required for one curtain will include a whole number and a fraction. In this situation, the whole number represents the number of **curtains** that can be made from the total fabric.

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What number is ten more than 21?

The number that is 10 more than 21 is **31**, using the concept of **addition**.

**Addition** (usually signified by the plus symbol +) is one of the four basic operations of arithmetic, the other three being subtraction, multiplication and division.The addition of two whole numbers results in the total amount or sum of those values combined. The example in the adjacent image shows a combination of three apples and two apples, making a total of five apples. This observation is equivalent to the mathematical expression "3 + 2 = 5" (that is, "3 plus 2 is equal to 5").

Besides counting items, addition can also be defined and executed without referring to concrete objects, using abstractions called numbers instead, such as integers, real numbers and complex numbers. Addition belongs to arithmetic, a branch of mathematics. In algebra, another area of mathematics, addition can also be performed on** abstract objects **such as vectors, matrices, subspaces and subgroups.

Here, what we can do is use **addition** to find the number 10 more than 21.

= 21 + 10

= **31**

Hence, the number 10 more than 21 is** 31.**

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Find the solution to the following system by substitution.

y=-2x-3

y = 3x + 12

O A. (-1/2, 3/)

O B. (3,21)

O

C. (-3,3)

о

D. (-3,-9)

your answer is going to be C (-3,3)

What is the y-intercept of the exponential function?

**Answer:**

y- intercept = - 1

**Step-by-step explanation:**

to find the y- intercept, let x = 0 in f(x) and evaluate

using rule of exponents

[tex]a^{-m}[/tex] = [tex]\frac{1}{a^{m} }[/tex]

given

f(x) =- 32[tex](2)^{x-3}[/tex] + 3 , then

f(0) = - 32 [tex](2)^{0-3}[/tex] + 3

= - 32 [tex](2)^{-3}[/tex] + 3

= - 32 × [tex]\frac{1}{2^3}[/tex] + 3

= - 32 × [tex]\frac{1}{8}[/tex] + 3

= - 4 + 3

= - 1 ← y- intercept

Please help !!!!!!!!

**Answer: 64.5 hours**

**Step-by-step explanation:**

2580 divided by 40

a team of researchers gets a list of all 500 members of an organization they want to include in the study. they only have funding and time to survey 50 members. they take the list of members, randomly select a starting point, and select every 10th name from the list for the sample. what is the sampling interval?

The required** sample interval** in the given situation is 10.

The sampling interval is the space or period of time in which measurements or data collection occur.

This is known as the "nth selection" in research and occurs when we choose the nth participant (or sample unit) from the list; this sampling interval results in a** random selection** from the entire population.

Calculating the sampling interval involves dividing the population size by the desired sample size to arrive at the predetermined periodic interval.

So, have a population size of 500 people.

The number of members to be selected is only 50.

We already know that to find the sample interval, we should divide the population size bu the required sample size.

Now, calculate the sample interval as follows:

= 500/50

= 50/5

= 10

Therefore, the required sample interval in the given situation is 10.

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HELP ME PLEASE : Math is a bit different at the North Pole. Can you solve this math with Christmas symbols problem?

34 =snowman

21/3=7. Candy cane=7

7+9=16 Wreath =9

16-x(snowman)= -1

x(snowman)= 17

17+17=34

21/3=7. Candy cane=7

7+9=16 Wreath =9

16-x(snowman)= -1

x(snowman)= 17

17+17=34

The **sum** of the two Santa models is **24**.

Given is math is a bit different at the north pole and a problem is shown in the image.

We can assume the three variables as : **[x], [y] **and** [z]**. So, we can write the equations as -

**3x = 21 **........ Eq[1]

**y + z = 16 **........ Eq[2]

**x + y - z = - 1 **........ Eq[3]

Now, it is given that -

3x = 21

x = 21/3

x = 7

and

y + z = 16

y = 16 - z

So, we can write the equation as -

x + y - z = - 1

7 + 16 - z - z = - 1

23 - 2z = - 1

2z = 24

z = 12

So, we can write -

[z] + [z] = 12 + 12 = 24

Therefore, the **sum** of the two Santa models is **24**.

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Enter the correct answer in the box.

This graph represents a transformation of the parent cube root function.

Graph shows a radical function plotted on a coordinate plane. A curve enters quadrant 3 at (minus 10, minus 3.2), goes through (minus 4, minus 3), (0, minus 2.5), data point (3, minus 1), (5, 0), and exits quadrant 1.

Replace the values of h and k to create the equation of the transformed function.

Replacing the values of h and k to create the equation of the **transformed function** gives us; y = [∛(x - 4)] - k

The graph represents a **transformation** of the parent cube root function.

The** parent cube root function** is; y = ∛x

In this parent function, we see that the value of h and k are equal to 0. Where;

h = 0, k = 0 in **parent function**

Then the graph **changes direction** at the coordinate (0,0) in parent function.

From the given graph, we can see that it changes direction at the coordinate (4,-1)

This tells us that the graph is shifted by 4 units to the right and then by 1 unit downwards.

Thus, it means that the value of h = 4 and the value of k = 1.

Thus, the equation of the** transformed function** will be written as;

y = [∛(x - 4)] - k

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suppose that 62 percent of the graduates from your high school go on to four-year colleges, 15 percent go on to two-year colleges, 18 percent find employment, and the remaining graduates search for a job. if a randomly selected student is not going on to a four-year college, what is the probability he or she will find employment?

Using the AND rule of probability and** percentage **calculations, The answer is 0.0684.

Probability is the** likelihood** that something will occur. When we don't know how an event will turn out, we might discuss the likelihood of various outcomes. Statistics is the study of events that follow a probability distribution.

Percentages are fractions with a 100 as the denominator. The percent symbol (%) is used next to the number to denote that it is a percentage.

62% goes to college.

% not going to college = 100%-62%

=38%

on that 38%, 18% gets employment,

probability = 0.38 * 0.18

=0.0684

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he cost of a parking permit consists of a one-time administration fee plus a monthly fee. A permit purchased for 12 months costs $660. A permit purchased for 15 months costs $810.

What is the administration fee?

$50

$54

$55

$60

The one-time **administration **fee is (d) $60

From the question, we have the following parameters that can be used in our computation:

12 **months **costs $660.

15 months **costs** $810.

This means that

(x, y) = (12, 660) and (15, 810)

For the **one-time **administration fee, we have

(x, y) = (0, y)

So, we calculate the **slope** using

slope = (y₂ - y₁)/(x₂ - x₁)

So, we have

(y - 660)/(0 - 12) = (810 - 660)/(15 - 12)

This gives

(660 - y)/12 = 50

So, we have

660 - y=600

This gives

y = 60

Hence, the administration fee is $60

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What are the steps to solving 5x 3 13?

Linear expressions or **equations **are expressions in which the highest power of the **variable **is one 5x+3= 13 in four steps

steps 5 x + 3 = 13. 5x+3=13. Subtract 3 from both sides. Subtract 3 from both sides.

5x=13-3. 5x=13−3. Subtract 3 from 13 to get 10. Subtract 3 from 13 to get 10.

5x=10. 5x=10. Divide both sides by 5. Divide both sides by 5.

x=\frac{10}{5} x=510 Divide 10 by 5 to get 2. Divide 10 by 5 to get 2.

Linear expressions or **equations **are expressions in which the highest power of the variable is one.

Quadratic expressions or equations are expressions in which the highest power of the variable is two.

**Cubic **expressions or equations are expressions in which the highest power of the variable is three.

**Quartic **expressions or equations are expressions in which the highest power of the variable is four.

From the expression, 5x + 2 given,

the highest power of x is one. So it is a **linear **expression.

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how to cross multiply fractions with whole numbers

If you simply multiply the **numerator**, which is the top **number **on the bar, you can multiply a fraction by a full number.

A **number **that is not negative and doesn't have any **fractional **or decimal components. Anything that isn't a whole number is a fraction. most often expressed with a **numerator **(top) and denominator (bottom). All fractions should ideally be "correct" fractions, that is, less than 1.

You can multiply a fraction by a whole number by only multiplying the numerator which is the top number on the bar. for example:

E = 2 x 3/4

E = 6/4

E = 1²/₄

Hence, If you simply multiply the **numerator**, which is the top **number **on the bar, you can multiply a fraction by a full number.

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How do you explain what a function is?

A **function **is a **mathematical **relationship between the **domain **and the **range**, two sets of values. The **range **is the set of output values that the **function **produces, and the **domain **is the set of input values for which it is defined.

**What is a function, exactly?**

a **mathematical **phrase, rule, or law that establishes the link between an independent **variable **and a dependent **variable **(the dependent **variable**).

Consider the **function **f(x) = x^2 as an illustration. This **function **generates the value f from the supplied value x. (x). This **function **will return the value 9 if the given value is 3, since 3^2 = 9.

Generally speaking, a **function** describes the relationship between two sets of values (the **domain**) (the **range**). For instance, the relationship between the input value x and the output value f(x) is described by the **function **f(x) = x^2.

A formula, which is a guide that explains how to calculate the output value for a specific input value, is typically used to express a **function**. For instance, the **function **f(x) = x^2 has the formula f(x) = x^2. We just enter the input value into the formula and simplify to determine the output value for a particular input value.

A fundamental idea in mathematics, **functions **are used to model and describe a wide variety of real-world occurrences. For instance, the quadratic **function **f(x) = x^2 + 2x + 1 can be used to simulate how an item would move in the presence of gravity. A population's expansion over time can be predicted using the exponential **function **f(x) = 3^x.

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A windowpane is 63 inches tall and the diagonal distance from one corner to the other is 65 inches. How wide is the windowpane?

**Answer:**

16 inches

**Step-by-step explanation:**

Using the Pythagorean theorem, the distance is [tex]\sqrt{65^2-63^2}=16[/tex].

Two brothers, Leo and William, are racing their bikes around

a 9.5-mile loop. Since Leo is younger, he is given a 1.5-mile

head start. The graph to the right shows Leo's progress.

The expression 19x can be used to determine y, the distance

in miles that William has traveled after x hours have passed.

Which statement about this situation is not true?

A. William is traveling at a faster speed than Leo.

B. The difference between their speeds is exactly

1.5 miles per hour.

C. Leo traveled only 8 miles during the race.

D. Both brothers will finish the race in 1/2 hour.

The incorrect answer is **b) **The difference between their **speeds** is exactly 1.5 miles per hour.

**What is distance?**

The distance between two sites is the length of the route. The **metre is the SI unit for distance.**

**What is speed?**

The speed at which an object’s location changes in any direction. The distance travelled divided by the time it took to travel that distance is how **fast** something is moving.

**What is time?**

The amount of time that something happens, goes through a process, or remains the same.

Let **distance** be Y and **time** be X.

Distance (Y) travelled by William after X hours;

Y= 19X

Speed of Leo = [tex]\frac{distance}{time}[/tex]

= [tex]\frac{8}{0.5}[/tex]= 16 m/hr

Difference in speed= 19-16= 3m/hr

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The tables show functions representing the growth of two types of bacteria on certain days within an experiment that lasted a total of 10 days. How do the functions in the table compare? since x-intercepts indicate the amount of each bacteria at the start of the experiment, there was more of bacteria b than bacteria a at the start. Since y-intercepts indicate the amount of each bacteria at the start of the experiment, there was more of bacteria b than bacteria a at the start. Since the maximum value in the table for bacteria a is greater than the maximum value in the table for bacteria b, bacteria a has a faster growth rate than bacteria b. Since the minimum value in the table for bacteria a is less than the minimum value in the table for bacteria b, bacteria a has a slower growth rate than bacteria b.

**False** , the amount of each **bacteria **at the start of the experiment, there was more of bacteria B than bacteria A at the start.

Given :

A. Since **x-intercepts **indicate the amount of each bacteria at the start of the experiment, there was more of bacteria B than bacteria A at the start.

False, it is the y-intercept of the **function** that indicates the amount at the start of the experiment.

B. Since y-intercepts indicate the amount of each bacteria at the** start **of the experiment, there was more of bacteria B than bacteria A at the start.

**True**, the y-intercept is given when x = 0, indicating the** initial value** of the function.

C. Since the maximum value in the table for bacteria A is greater than the maximum value in the table for bacteria B, bacteria A has a **faster** growth rate than bacteria B.

False, because the maximum value of each table is given in different times, and also the initial value of each table is different.

D. Since the **minimum** value in the table for bacteria A is less than the minimum value in the table for bacteria B, bacteria A has a slower growth rate than bacteria B.

False, the growth rate is not given by the inicial value. If we model both tables with an **exponential** function, the count of bacteria A quadruped in two days, and the count of bacteria B doubled in one day, so they have the same growth rate.

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Full question :

is in the image uploaded.

Jonas knows the following information about the

19

1919 members in his travel group:

5

55 members have been to both the United States and Australia.

11

1111 members in total have been to the United States.

12

1212 members in total have been to Australia.

Can you help Jonas organize the results into a two-way frequency table?

Have been to the United States Have not been to the United States

Have been to Australia

Have not been to Australia

The complete two-way **frequency table** is shown below.

what is **frequency table**?

a table that displays the distribution of a characteristic's occurrence **frequency **in accordance with a specific set of class intervals.

explanation:

Denote the events as follows:

U = a member have been to the United States

NU = a member have not been to the United States

A = a member have been to Australia

NA = a member have not been to Australia

The information provided is:

A NA Total

U 5 __ 11

NU __ __ __

Total 12 __ 19

Complete the table as follows:

n (U ∩ NA) = n (U) - n (U ∩ A)

= 11 - 5

= 6

n (NU) = N - n (U)

= 19 - 11

= 8

n (NU ∩ A) = n (A) - n (U ∩ A)

= 12 - 5

= 7

n (NA) = N - n (A)

= 19 - 12

= 7

n (NU ∩ NA) = n (NA) + n (U ∩ NA)

= 7 - 6

= 1

Therefore, the complete 2-way **Frequency table** is:

A NA Total

U 5 6 11

NU 7 1 8

Total 12 7 19

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The value of 12004+ 32004+52004+72004+ 92004 is calculated using a powerful

computer. What is the units digit of the correct answer?

**Units digit - 6**

**Step-by-step explanation:**

A. 12004+ 32004 = 44008

B. 52004+72004 = 124008

Total - 44008+124008+ 92004 = **208016**

**Units digit - **6

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I need help with this

The value of **function **(f + g)(x) is 7x² + x - 4.

Here the functions provided are,

f(x) = 4x² - 5x

g(x) = 3x² + 6x - 4

The p **addition property** of functions (f + g)(x) allows them to be written as,

(f + g)(x) = f(x) + g(x)

In the above equation, we can substitute the values of each function.

(f + g)(x) = 4x² - 5x + 3x² + 6x - 4

We have to combine the similar terms,

(f + g)(x) = 4x² - 5x + 3x² + 6x - 4

= 7x² + x - 4

So (f + g)(x) = 7x² + x - 4

Therefore the correct answer is option B.

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Write a business letter.InstructionsWrite one paragraph for each of your main points. Try to use connecting words at the end or beginning of each paragraph.You will be graded on the following criteria:Letter contains all appropriate elements:o headingo inside addresso salutationo bodyo closingo signature Letter contains appropriate level of formality. Letter contains no errors in conventions such as spelling and grammar errors.
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The total weight of a giraffe and her calf is 904 kilograms. How much does the calf weigh? Use a tapediagram to model your thinking.
What disqualifies you from registering for Selective Service?
A work center can be a:I. machine.II. group of machines.III. department.IV. a part used to produce a product.II and IV onlyII and III onlyI and III onlyI, II, III, and IVI, II, and III only
if y=156 when x=39 what is y when x is 17 please show work
Do interest rates rise or fall during a recession?
Which idea from the text is best supported by details in the passage?Modern British culture now has a strong African component.There is a link between the Benin people and the ancient Israelites.The influence of European artists like Michelangelo was widespread.The plaques disproved the initial European assumption that African artists were inferior.
What steps does the government always take in order to create public policy?
What is AAA congruence rule?
Can you give more examples of inverse?
considering all elections at all levels of government, which of the following best describes electoral behavior in the united states? responses
Why is it called XY axis?