6. A local restaurant is trying to recruit new employees. As an incentive to work there, they are offering a hiring bonus. In addition to
their hourly wages, new employees will receive a one-time pay bonus. The equation y = 200 + 115x gives a new employees total
pay, y, for working z hours.
a. How much is the hiring bonus? Explain.
the employee not paid as their hourly wage? Explain
b. how much does the employee get paid as their hourly wage? explain

\(\text {Hello! Let's Solve this Problem!}\)

\(\text {To Solve this problem we must know that Multiplying a Negative to a Negative}\) \(\text {will equal a positive.}\)

\(\text {\underline {Multiply}}\)

\(\text {-3*-5=}\)

\(\text {Your Answer Would Be:}\)

\(\fbox {15}\)

\(\text {Best of Luck!}\)

\(\text {Also just remember when it comes to problems like these, think if it as 2 positive}\) \(\text {numbers. So really it's just 3*5}\)

After four hours, the height of the candles will be the same.

A connection between a number of variables results in a linear model when a graph is displayed. The variable will have a degree of one.

The linear equation is given as,

y = mx + c

Where m is the slope of the line and c is the y-intercept of the line.

A red candle has an 8-inch height and burns at a 7/10-inch per hour rate. A 6-inch tall blue candle burns at a rate of 1/5 inch per hour.

Let x be the number of hours and y be the height.

y = -0.70x + 8           ...1

y = -0.20x + 6             ...2

From equations 1 and 2, then we have

- 0.20x + 6 = - 0.70x + 8

(0.70 - 0.20)x = 8 - 6

0.50x = 2

x = 4 hours

After four hours, the height of the candles will be the same.

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Answer:

L=2D+54

L=126 miles after 36 days

Step-by-step explanation:

L=2D + 54

L= 2(36) +54

L = 126 miles

In inferential statistics, we calculate statistics of sample data to estimate the characteristics of the entire population from which the sample was taken. The process involves drawing inferences about a population from a random sample of data taken from that population.

The sample statistics are used to estimate the parameters of the population. To make an inference, we use a hypothesis test or confidence interval based on the sample statistics. The key to inferential statistics is random sampling, which allows us to make generalizations about the population based on the characteristics of the sample.

In order to ensure that the sample is representative of the population, we use a variety of sampling techniques, including simple random sampling, stratified sampling, cluster sampling, and systematic sampling.

Each of these techniques has its own advantages and disadvantages, and the choice of technique depends on the characteristics of the population being studied and the research questions being asked.

Once we have a representative sample, we use statistical methods to draw conclusions about the population. This allows us to make predictions and to test hypotheses about the population with a high degree of confidence.

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Answer:

1. 6a-2b+4

2. 3a-3b+9

3. x=1

4. x=9

Answer:

210 gallons

Step-by-step explanation:

120 x 1 = 120

120 / 4 = 30 x 3 = 90

120 + 90 = 210

Answer:

simplify?

x^5 Y^5 Z^5

Step-by-step explanation:

1.

T = Total money in your backpack = $0.80

x = Number of dimes

y = Number of quarters = 2

T = $0.1x + $0.25y

Replacing the data provided:

0.8 = 0.1x + 0.25(2)

0.8 = 0.1x + 0.5

Solving for x:

Subtract 0.5 from both sides:

0.8 - 0.5 = 0.1x + 0.5 - 0.5

0.3 = 0.1x

Divide both sides by 0.1:

0.3/0.1 = 0.1x/0.1

3 = x

So, you have 3 dimes

Answer:

Formula: n+6

In mathematics, a recursive definition is used to define the elements in a set in terms of other elements in the set. 

Answer: -81

Hope this helps

Answer: No, because the sample was not random.

Step-by-step explanation:

For the results to have been valid, the sample would have had to be random meaning that only some of the people were chosen to participate at random.

Instead, EVERY woman customer was asked which means they were not chosen at random as they should have been. Also, they only surveyed women when they should have taken a proper sample consisting of all customers.

Answer:

No, because the sample was not random.

Step-by-step explanation:

Answer:

18 hours

Step-by-step explanation:

9/0.50 = 18 hours

Answer:

-250...? Please specify.

Step-by-step explanation:

Answer:

13 + \(\sqrt{89}\)

or

22.43398... (depends on how you round it)

Step-by-step explanation:

1. The question stated that the radius of the circle O is 5, so the length of AO and CO is 5.

2. Since line AB and line CB are both tangent to the circle, they have the same length. CB is 8, so AB will also be 8.

--> Both triangle AOB and COB share one side, and the other side (radius) has the same length, so the third side must be the same length

3. Tangent means having a 90-degree angle with the radius. We know that the triangle AOB is a right triangle since the angle OAB is 90 degrees.

We can use the Pythagorean theorem to find side OB. OB^2 = AO^2 + AB^2.

--> OB^2 = 25 + 64

--> OB^2 = 89

--> OB = \(\sqrt{89}\)

Now that we know the lengths of all three sides, we can add them up.

--> 5 + 8 + \(\sqrt{89}\)

--> 13 + \(\sqrt{89}\)

or

--> 22.43398113....

Answer:

S V W and if you rotate it the W would be an M

Step-by-step explanation:

(1) The family has bought 6 tickets.

(2) The teacher has bought 28 tickets.

What is an expression?

In mathematics, an expression or mathematical expression is a finite combination of symbols that is well-formed according to rules that depend on the context.

(1) To solve this problem, we need to set up the equation: cost = price * number of tickets. We are given the cost ($62.50) and the price ($10), and we want to solve for the number of tickets. Substituting these values into the equation and solving for the number of tickets gives:

number of tickets = cost / price

number of tickets = $62.50 / $10

number of tickets = 6.25

Since the number of tickets must be a whole number, the family bought 6 tickets.

(2) To solve this problem, we can use the same equation as before: cost = price * number of tickets. We are given the cost ($278.50) and the price ($10), and we want to solve for the number of tickets. Substituting these values into the equation and solving for the number of tickets gives:

number of tickets = cost / price

number of tickets = $278.50 / $10

number of tickets = 27.85

Since the number of tickets must be a whole number, the teacher bought 28 tickets.

Hence,

(1) The family has bought 6 tickets.

(2) The teacher has bought 28 tickets.

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The square root of -1 is the definition of i. A square root is squared to eliminate the two and leave the original number.

Given that,

We have to find why i squared is equal to negative 1.

We know that,

The imaginary numbers are denoted as i.

We occasionally obtained negative integers in equations when using the radican (square root) symbol to solve them. When they realized this, some would halt and respond, "no actual solution," which is technically accurate. We can further simplify radicals by using the imaginary number I which is the square root of real numbers. We occasionally even manage to get rid of the fictitious element, which provides us with actual solutions.

The square root of -1 is the definition of i. A square root is squared to eliminate the two and leave the original number.

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The lengths of the sides of the translated triangle that are equal are sides ST' and SU.

To determine the side lengths of the translated triangle, we need to find the new coordinates of the vertices after the translation.

The translation involves moving all points down 8 units, so we subtract 8 from the y-coordinate of each vertex.

Given: The initial vertices:

S(4, 3)

T(2, 6)

U(6, 6)

After the translation, the vertices become:

S'(4, 3 - 8) = S'(4, -5)

T'(2, 6 - 8) = T'(2, -2)

U'(6, 6 - 8) = U'(6, -2)

Next, we calculate the lengths of the sides of the translated triangle.

Length of side ST:

√((x2 - x1)² + (y2 - y1)²)

ST' = √((2 - 4)² + (-2 - (-5))²)

= √((-2)² + 3²)

= √(4 + 9)

= √13

Length of side SU:

SU' = √((6 - 4)² + (-2 - (-5))²)

= √(2² + 3²)

= √(4 + 9)

= √13

Length of side TU:

TU' = √((2 - 6)² + (-2 - (-2))²)

= √((-4)² + 0²)

= √(16 + 0)

= √16

= 4

Therefore, the side lengths of the translated triangle are as follows:

ST' = SU' = √13

TU' = 4

Thus, we can see that the lengths of the sides ST' and SU' are equal, while the length of side TU' is different.

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Answer:

it would round up too 27.30

Step-by-step explanation:

The value of the test statistic used to test the claim is -2.00.

And, at a significance level of 0.05, we fail to reject the null hypothesis and conclude that we do not have sufficient evidence to support the claim that the mean GPA for Psychology students at the college is equal to 3.2.

Now, If a two-sided test of hypothesis is conducted at a 0.05 level of significance and the test statistic resulting from the analysis was 1.23, the potential type of statistical error is Type II error.

A Type II error occurs when we fail to reject a false null hypothesis, meaning that we conclude there is no significant difference or effect when there actually is one.

To answer the second question, we can perform a one-sample t-test to test the claim that the mean GPA for Psychology students at a certain college is less than 3.2.

The hypotheses are:

H₀: μ = 3.2

Ha: μ < 3.2

where μ is the population mean GPA.

We can use the t-statistic formula to calculate the test statistic:

t = (x - μ) / (s / √n)

where, x is the sample mean GPA, s is the sample standard deviation, n is the sample size, and μ is the hypothesized population mean.

Substituting the given values, we get:

t = (3.1 - 3.2) / (0.35 / √49)

t = -0.10 / 0.05

t = -2.00

Therefore, the value of the test statistic used to test the claim is -2.00.

Since this is a one-tailed test with a significance level of 0.05, we compare the t-statistic to the critical t-value from a t-table with 48 degrees of freedom.

At a significance level of 0.05 and 48 degrees of freedom, the critical t-value is -1.677.

Since the calculated t-statistic (-2.00) is less than the critical t-value (-1.677), we reject the null hypothesis and conclude that there is sufficient evidence to support the claim that the mean GPA for Psychology students at the college is less than 3.2.

To calculate the p-value of the test, we can perform a one-sample t-test using the formula:

t = (x - μ) / (s / √n)

where x is the sample mean GPA, μ is the hypothesized population mean GPA, s is the sample standard deviation, and n is the sample size.

Substituting the given values, we get:

t = (3.1 - 3.2) / (0.35 / √49)

t = -0.10 / 0.05

t = -2.00

The degrees of freedom for this test is 49 - 1 = 48.

Using a t-distribution table or calculator, we can find the probability of getting a t-value as extreme as -2.00 or more extreme under the null hypothesis.

Since this is a two-sided test, we need to find the area in both tails beyond |t| = 2.00. The p-value is the sum of these two areas.

Looking up the t-distribution table with 48 degrees of freedom, we find that the area beyond -2.00 is 0.0257, and the area beyond 2.00 is also 0.0257. So the p-value is:

p-value = 0.0257 + 0.0257

p-value = 0.0514

Rounding to three decimal places, the p-value of the test is 0.051.

Therefore, at a significance level of 0.05, we fail to reject the null hypothesis and conclude that we do not have sufficient evidence to support the claim that the mean GPA for Psychology students at the college is equal to 3.2.

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Answer:

x=-3, y=5. (-3, 5).

Step-by-step explanation:

y=x+8

x+y=2

---------

x+(x+8)=2

x+x+8=2

2x+8=2

2x=2-8

2x=-6

x=-6/2

x=-3

substitute x=-3,

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

y=-3+8=5

Answer: (-3, 5).

According to the question SELECT color FROM wax_crayons WHERE red < 110.

To write and run a query on the "wax.crayons" table to find all the crayon colors with a value for the column "red" that is less than 110, you can use the following SQL query:

```sql

SELECT color

FROM wax.crayons

WHERE red < 110;

```

- "SELECT color" specifies that we want to retrieve the "color" column from the table.

- "FROM wax_crayons" indicates that we are querying the "wax_crayons" table.

- "WHERE red < 110" sets the condition that the value of the "red" column should be less than 110 to filter the results.

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Remarks : The correct question of Technology : write and run a query on the wax.crayons table to find all the crayon colors with a value for the column red that is less than 110

Answer:

60-32

Step-by-step explanation:

i had the same thing

Answer:

5

Step-by-step explanation:

In order to prove that △VWZ ~ △YXZ by SAS theorem we must have ∠VZW ≅ ∠YZX. Thus, option c is the most appropriate choice.

To prove that △VWZ ~ △YXZ by SAS theorem, we must prove that two sides of each triangle such that the angle between these sides is congruent are also congruent.

now △VWZ ~ △YXZ is to be proved, it implies that -

∠V ↔︎ ∠Y

∠W ↔︎ ∠X

∠Z ↔︎ ∠Z

thus  ∠VZW ≅ ∠YZX should be true.

hence, option c is correct and that automatically strikes out option d.

now the sides involving Z should also be congruent to prove that

△VWZ ~ △YXZ

thus, side WZ ≅ side XZ and side VZ ≅ side YZ

since we don't have such an option- options a and b are not the correct choices for this question.

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The complete question is -

In the diagram, VZ/YZ=WZ/XZ

To prove that VWZ~YXZ by the SAS similarity theorem, Which other sides or angles should be used?

a. WV and XY

b. WV and YZ

c. ∠VZW ≅ ∠YZX

d. ∠VWZ ≅ ∠YXZ

It is not possible to find a vector in R3 that cannot be written as a linear combination of ⟨1,2,1⟩,⟨1,3,1⟩, and ⟨1,4,1⟩.

It is required to show that the vectors ⟨1,2,1⟩,⟨1,3,1⟩,⟨1,4,1⟩ do not span R3 by providing a vector that is not in their span. Here is a long answer of 200 words:The given vectors are ⟨1,2,1⟩,⟨1,3,1⟩, and ⟨1,4,1⟩, and it is required to prove that they do not span R3.

The span of vectors is the set of all linear combinations of these vectors, which can be written as the following:Span {⟨1,2,1⟩, ⟨1,3,1⟩, ⟨1,4,1⟩} = {a ⟨1,2,1⟩ + b ⟨1,3,1⟩ + c ⟨1,4,1⟩ | a, b, c ∈ R}where R represents real numbers.To show that the given vectors do not span R3, we need to find a vector in R3 that cannot be written as a linear combination of ⟨1,2,1⟩,⟨1,3,1⟩, and ⟨1,4,1⟩.Suppose the vector ⟨1,0,0⟩, which is a three-dimensional vector, is not in the span of the given vectors.

Now, we need to prove it.Let the vector ⟨1,0,0⟩ be the linear combination of ⟨1,2,1⟩,⟨1,3,1⟩, and ⟨1,4,1⟩.⟨1,0,0⟩ = a⟨1,2,1⟩ + b⟨1,3,1⟩ + c⟨1,4,1⟩Taking dot products of the above equation with each of the given vectors, we get,⟨⟨1,0,0⟩, ⟨1,2,1⟩⟩ = a⟨⟨1,2,1⟩, ⟨1,2,1⟩⟩ + b⟨⟨1,3,1⟩, ⟨1,2,1⟩⟩ + c⟨⟨1,4,1⟩, ⟨1,2,1⟩⟩⟨⟨1,0,0⟩, ⟨1,2,1⟩⟩ = a(6) + b(8) + c(10)1 = 6a + 8b + 10c

Similarly,⟨⟨1,0,0⟩, ⟨1,3,1⟩⟩ = 7a + 9b + 11c⟨⟨1,0,0⟩, ⟨1,4,1⟩⟩ = 8a + 11b + 14cNow, we have three equations and three unknowns.

Solving these equations simultaneously, we geta = 1/2, b = -1/2, and c = 0

The vector ⟨1,0,0⟩ can be expressed as a linear combination of ⟨1,2,1⟩ and ⟨1,3,1⟩, which implies that it is not possible to find a vector in R3 that cannot be written as a linear combination of ⟨1,2,1⟩,⟨1,3,1⟩, and ⟨1,4,1⟩.

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Answer:

1. <

2. <

Step-by-step explanation:

Have a good day :)

We find that the probability of getting a z-value of 0.829 or more extreme is 0.201. Since this probability is greater than the level of significance of 0.1, we fail to reject the null hypothesis.

To determine whether there is enough evidence to conclude that more than 1.9% of this drug's users experience flu-like symptoms as a side effect, we can use a hypothesis test.

Null hypothesis: The proportion of patients experiencing flu-like symptoms while taking the prescription drug is 1.9% or less.

Alternative hypothesis: The proportion of patients experiencing flu-like symptoms while taking the prescription drug is more than 1.9%.

We can use a one-tailed z-test to test this hypothesis. The test statistic is calculated as:

z = (p - P) / sqrt(P * (1 - P) / n)

Where p is the sample proportion, P is the hypothesized population proportion, and n is the sample size.

In this case, p = 20/873 = 0.0229 and P = 0.019. The sample size is n = 873.

Substituting the values, we get:

z = (0.0229 - 0.019) / sqrt (0.019 * (1 - 0.019) / 873) = 0.829

Using a standard normal distribution table, we find that the probability of getting a z-value of 0.829 or more extreme is 0.201. Since this probability is greater than the level of significance of 0.1, we fail to reject the null hypothesis. Therefore, there is not enough evidence to conclude that more than 1.9% of this drug's users experience flu-like symptoms as a side effect.

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We find that the probability of getting a z-value of 0.829 or more extreme is 0.201. Since this probability is greater than the level of significance of 0.1, we fail to reject the null hypothesis.

To determine whether there is enough evidence to conclude that more than 1.9% of this drug's users experience flu-like symptoms as a side effect, we can use a hypothesis test.

Null hypothesis: The proportion of patients experiencing flu-like symptoms while taking the prescription drug is 1.9% or less.

Alternative hypothesis: The proportion of patients experiencing flu-like symptoms while taking the prescription drug is more than 1.9%.

We can use a one-tailed z-test to test this hypothesis. The test statistic is calculated as:

z = (p - P) / sqrt(P * (1 - P) / n)

Where p is the sample proportion, P is the hypothesized population proportion, and n is the sample size.

In this case, p = 20/873 = 0.0229 and P = 0.019. The sample size is n = 873.

Substituting the values, we get:

z = (0.0229 - 0.019) / sqrt (0.019 * (1 - 0.019) / 873) = 0.829

Using a standard normal distribution table, we find that the probability of getting a z-value of 0.829 or more extreme is 0.201. Since this probability is greater than the level of significance of 0.1, we fail to reject the null hypothesis. Therefore, there is not enough evidence to conclude that more than 1.9% of this drug's users experience flu-like symptoms as a side effect.

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Answer:

k

Step-by-step explanation:

yes u smart