I will give brainliest to whoever answers this!

As a claims handler, Maria is responsible for managing and processing claims submitted by customers or clients. This role involves handling various types of claims, such as insurance claims, warranty claims, or product return claims, depending on the nature of the business.

In this capacity, Maria's ongoing work as a claims handler involves receiving and reviewing claim submissions, verifying the validity of the claims, gathering necessary documentation or evidence to support the claims, and assessing the coverage or liability.

She acts as a liaison between the customers and the organization, ensuring that the claims process is smooth and efficient. Maria may also need to investigate the circumstances surrounding the claims and make decisions on the appropriate course of action, such as approving or denying claims or negotiating settlements.

Additionally, she may be responsible for documenting and maintaining records of claims, communicating with customers to provide updates or resolve any issues, and ensuring compliance with applicable regulations and policies.

Overall, as a claims handler, Maria plays a crucial role in providing timely and fair resolutions to customer claims, maintaining customer satisfaction, and protecting the interests of the organization.

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Based on the information provided, Mateo has drawn a line to represent the parallel cross-section of the triangular prism. Is he correct? Yes, he is correct. Here's an explanation:

A triangular prism has two triangular bases and three rectangular faces. When a triangular prism is lying on a rectangular face, it means that one of its rectangular faces is on the bottom. If Mateo draws a line along the length of this rectangular face, he is creating a parallel cross-section of the triangular prism.

This is because the line he drew is parallel to the triangular base of the prism, and the two bases are also parallel to each other. A parallel cross-section is created when a plane cuts through a solid parallel to its base, and in this case, Mateo's line fulfills this condition.

Therefore, Mateo is correct in representing the parallel cross-section of the triangular prism by drawing a line along the length of a rectangular face.

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A confounding variable in this study is Temperature

What is Temperature?

The average kinetic energy of a system is measured by its temperature. The kinetic energy of a system starts to rise as the particle's velocity increases, which raises the system's temperature. The energy that is transferred when two bodies with different surface temperatures come in touch is referred to as heat.

Concept:

Confounding factor Temperature is a confounding factor in the study since it is an unanticipated variable that affects the dependent variable and, as a result, alters the study's conclusions.

Greater ice cream sales do not result from sunburns, and sunburns do not result from increased ice cream sales. This example ignores the weather's confusing influence, which increases ice cream consumption while also increasing the risk of sunburn.

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Answer:

48 ft. sq.

Step-by-step explanation:

To find the area of rectangle, we multiply length and the breadth.

So, here, 12 ft. is length and 4 ft. is breadth. When we multiply 4 with 12, we will get the answer, that is 48 ft. sq.

The angle between the vectors (u) and (v) is 90 degrees.

Here are the steps in more detail:

The dot product of (u) and (v) is:

u · v = (2)(-3) + (3)(2) + (1)(0) = -6 + 6 + 0 = 0

The magnitudes of (u) and (v) are:

|u| = √(2² + 3² + 1²) = √(4 + 9 + 1) = √14

|v| = √(-3² + 2² + 0²) = √(9 + 4 + 0) = √13

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Substituting the values into the formula to find the angle, we get: cos(θ) = 0

To find the angle (θ), we need to take the inverse cosine (arcos) of 0:

θ = arcos(0) = 90°

Therefore, the angle between the vectors (u) and (v) is 90 degrees.

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The quotients of the long division expressions are 6x^2 + 2x - 6, 7x^3 - 4x^2 + 6x + 10 and 7x^3 + x^2 - 5x - 8

Polynomial set up 2

The long division expression is represented as

x + 5 | 6x^3 + 32x^2 + 4x - 21

So, we have the following division process

           6x^2 + 2x - 6

x + 5 | 6x^3 + 32x^2 + 4x - 21

           6x^3 + 30x^2

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

                      2x^2 + 4x - 21

                       2x^2 + 10x

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

                       -6x - 21                      

                       -6x - 30

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

                                   9

Polynomial set up 3

The long division expression is represented as

2x - 3 | 14x^4 - 29x^3 + 24x^2 + 2x - 29

So, we have the following division process

            7x^3 - 4x^2 + 6x + 10

2x - 3 | 14x^4 - 29x^3 + 24x^2 + 2x - 29

            14x^4 - 21x^3

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

                       -8x^3 + 24x^2 + 2x - 29

                       -8x^3 + 12x^2                        

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

                        12x^2 + 2x - 29

                        12x^2 - 18x

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

                                  20x - 29

                                  20x - 30

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

                                               1

Polynomial set up 5

The long division expression is represented as

2x - 1 | 14x^4 - 5x^3 - 11x^2 - 11x + 8

So, we have the following division process

            7x^3 + x^2 - 5x - 8

2x - 1 | 14x^4 - 5x^3 - 11x^2 - 11x + 8

            14x^4 - 7x^3

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

                       2x^3 - 11x^2 - 11x + 8

                       2x^3 - x^2                        

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

                        -10x^2  - 11x + 8

                        -10x^2 + 5x

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

                                  -16x + 8

                                  -16x + 8

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

                                               0

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Answer:

$64,208.33

Step-by-step explanation:

100% - 33% = 67%

Since she pays 33% in taxes, she will only get 67% of the $23 million.

1 year = 12 months

20 years = 20 × 12 months = 240 months

There are 240 months in 20 years.

monthly amount = 67% of $23 million / 240

monthly amount = 0.67 × $23,000,000 / 240

monthly amount = $64,208.33

An increase in individual income taxes Decreases; increases.  Therefore, Option A. which states that an increase in income taxes decreases disposable income and consumption spending.

An increase in individual income taxes decreases disposable income, which decreases consumption spending. This is because disposable income is the amount of income available after paying taxes and essential expenses, such as housing, food, and transportation. When income taxes increase, individuals have less disposable income to spend on non-essential items, such as dining out, entertainment, or travel. Therefore, consumption spending decreases as a result of the reduced disposable income.

Furthermore, the relationship between income taxes, disposable income, and consumption spending is an example of the Keynesian consumption function. According to this economic theory, consumption spending is a function of disposable income, and the marginal propensity to consume (MPC) is the proportion of each additional dollar of disposable income that is spent on consumption. When income taxes increase, the MPC decreases because individuals have less disposable income to spend. This results in a downward shift of the consumption function, leading to a decrease in consumption spending.

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Answer:

When you divide, you find the reciprocal (flip the numerator and denominator) of the number after the division sign and then multiply.

9/11 divided by 5/11

9/11 x 11/5

9/5

1 4/5

The value of a is 1, b is 4, and c is 5.

:)

Answer:

Step-by-step explanation:

(-2g+7)-(g+11)

-2g+7-g-11

-3g-4

Answer:

11.5 years

Step-by-step explanation:

Given data

Principal= $400

Rate= 6%

For the compound interest at time t, the expression is given as

A= P(1+r)^t

Substitute

A= 400(1+0.06)^t

A=400(1.06)^t

B. How much money is in Jennifer's account after 5 years

put t= 5

A=400(1.06)^5

A=400*1.338

A=$535.2

C. Approximately when will Jennifer have $800 in her account

A=$800

P=$400

r=6%

t= ln(A/P)/r

t= ln(800/400)/0.06

t= ln(2)/0.06

t= 0.6931/0.06

t=11.551

Hence the time is about 11.5 years

75% people came to each other activities

PERCENTAGES:

percentage, a relative value indicating hundredth parts of any quantity. One percent (symbolized 1%) is a hundredth part; thus, 100 percent represents the entirety and 200 percent specifies twice the given quantity.

The music concert was attended by 250 people

350 people attended the drama play

the percentage of people at other activities

30 /100 × 250 = 75%

75% people came to each other activities

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We are to determin if the following sequence are arithmetic and also fin their common difference if they are arithmetic.

(1) -3, -9, -27, -81, ................

This sequence is not an arithmetic sequence because theere is no common difference.

-9 - -3 = -27 - -9

-9 + 3 = -27 + 9

-6 ≠ -18

Therefore is not an arithmetic sequcence.

(2) 13, 17, 21, 25, ......................

This sequence is an arithmetic sequence.

It has a commdon difference of 4

17 - 13 = 21 - 17

4 = 4

Therefore, the sequence is an arithmetic sequence.

(3) -6, -2, 2, 6, .........................

This sequence is an arithmetic sequence.

It has a common difference of 4

-2 - -6 = 2 - -2

-2 + 6 = 2 + 2

4 = 4

Therefore, the sequence is an arithmetic sequence

Answer:

I’m gay

Step-by-step explanation:

Answer:

Add 8x to both sides of the inequality.

Step-by-step explanation:

I got it right

The probability that the one math major and one computer science major who refuse to serve together wind up on the committee together is 3/7.

The probability that the one math major and one computer science major who refuse to serve together wind up on the committee together, we can consider two cases:

Case 1: The math major who refuses to serve is selected.

In this case, we need to select 3 math majors from the remaining 4 math majors and 2 computer science majors from the 4 computer science majors who are willing to serve together. The probability of this case can be calculated as:

P(case 1) = (4 choose 3) × (4 choose 2) / (9 choose 5)

Case 2: The computer science major who refuses to serve is selected.

In this case, we need to select 3 math majors from the 5 math majors who are willing to serve together and 2 computer science majors from the remaining 3 computer science majors. The probability of this case can be calculated as:

P(case 2) = (5 choose 3) × (3 choose 2) / (9 choose 5)

To find the overall probability, we need to sum up the probabilities of both cases:

P = P(case 1) + P(case 2)

Calculating the probabilities:

P(case 1) = (4 choose 3) × (4 choose 2) / (9 choose 5) = (4 × 6) / 126 = 24 / 126 = 4 / 21

P(case 2) = (5 choose 3) × (3 choose 2) / (9 choose 5) = (10 × 3) / 126 = 30 / 126 = 5 / 21

P = P(case 1) + P(case 2) = 4/21 + 5/21 = 9/21 = 3/7

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Answer:

Change in Y over change in X. So down 8 and over 2. Simplified it would be 4/1

Answer:

x=8

Step-by-step explanation:

19x-13+6x-7=180

x=8

We have a || b (a parallel to b), the interior angle property. Therefore, the value of x would be 8.

The sum of all the interior angles of parallel lines is equal to 180 degrees.

We have a || b (a parallel to b), the interior angle property

19x - 13 + 6x - 7 = 180

25x - 20 = 180

25x=  200

x = 8

Therefore, the value of x would be 8.

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Answer:

First of all this is 5th grade math but 400/800 = 1/2

Step-by-step explanation:

Answer:

1:2

Step-by-step explanation:

400/800=1/2 as 400*2=800

Therefore , the solution of the given problem of expression comes out to be 1.5 and 2 second is the correct answers.

Mathematical operations such as multiplication, division, addition, and deletion are necessary. If you put them together, you get the following: A formula, some data, and a math operator The components of a statement of fact are values, variables, and operations like additions, elisions, multiplications, and divisions. You can contrast and compare different words and phrases.

Here,

Given :

Expression : 35 -10t

So, velocity will be between 15 and 20 m/s

We have to find the time in seconds:

Thus , from observing the given values ,

we get,

at t=1.5

=> v =35 - 10*1.5 = 35 - 15 =20 m/s

and

at t =2

=> v = 35 - 10*2 = 35 -20 = 15m/s

So , 1.5 and 2 second is the correct answers for given problem of expression.

Therefore , the solution of the given problem of expression comes out to be 1.5 and 2 second is the correct answers.

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The given simultaneous equations have the following solution:

x = -√13 - 1, y = (1 + √13) / 2

or

x = √13 - 1, y = (1 - √13) / 2

A n algebraic expression is an expression built up from constant algebraic numbers, variables, and addition, subtraction, multiplication, division and exponentiation by an exponent that is a rational number.

The given simultaneous equations are:

x²-9y-x=2y² - 12 ...(1)

x+2y-1=0 ...(2)

From equation (2), we can write x = 1-2y and substitute this value of x in equation (1):

(1-2y)² - 9y - (1-2y) = 2y² - 12

Expanding and simplifying the above expression, we get:

4y² - 8y - 11 = 0

Using the quadratic formula, we can solve for y:

y = [ -(-8) ± √((-8)² - 4(4)(-11))] / (2(4))

y = [ 8 ± √(208) ] / 8

y = [ 1 ± √13 ] / 2

We can use equation (2) to determine the values of x that correspond to the values of y now that we have them:

When y = (1 + √13) / 2:

x = 1 - 2y = 1 - 2(1 + √13) / 2 = -√13 - 1

When y = (1 - √13) / 2:

x = 1 - 2y = 1 - 2(1 - √13) / 2 = √13 - 1

Therefore, the solution to the given simultaneous equations is:

x = -√13 - 1, y = (1 + √13) / 2

or

x = √13 - 1, y = (1 - √13) / 2

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The abscissa on the curve x^2 = 2y which is nearest to the point (4,1) is x = √(3/8).

Given the equation x^2 = 2y.

The coordinates of the point are (4,1).We have to find the abscissa on the curve that is nearest to this point.So, let's solve this question:

To find the abscissa on the curve x2 = 2y which is nearest to the point (4,1), we need to apply the distance formula.In terms of x, the formula for the distance between a point on the curve and (4,1) can be written as:√[(x - 4)^2 + (y - 1)^2]But since x^2 = 2y, we can substitute 2x^2 for y:√[(x - 4)^2 + (2x^2 - 1)^2].

Now we need to find the value of x that will minimize this expression.

We can do this by finding the critical point of the function: f(x) = √[(x - 4)^2 + (2x^2 - 1)^2]To do this, we take the derivative of f(x) and set it equal to zero: f '(x) = (x - 4) / √[(x - 4)^2 + (2x^2 - 1)^2] + 4x(2x^2 - 1) / √[(x - 4)^2 + (2x^2 - 1)^2] = 0.

Now we can solve for x by simplifying this equation: (x - 4) + 4x(2x^2 - 1) = 0x - 4 + 8x^3 - 4x = 0x (8x^2 - 3) = 4x = √(3/8)The abscissa on the curve x^2 = 2y that is nearest to the point (4,1) is x = √(3/8).T

he main answer is that the abscissa on the curve x^2 = 2y which is nearest to the point (4,1) is x = √(3/8).

The abscissa on the curve x^2 = 2y which is nearest to the point (4,1) is x = √(3/8).

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Using the Pythagorean theorem and the law of sines, the correct lengths to the nearest hundredth and the angle measures to the nearest degree are: A) ME = 5; ER = 6, MR ≈ 7.81 m∠E = 90°, m∠M ≈ 50°, m∠R ≈ 40°

The theorem states that the square of the longest side of a right triangle equals the sum of the squares of the lengths of the other two smaller sides of the right triangle.

The points, M(3,2), E(3,−3), and R(9,−3) has been plotted on the graph which shows that angle E  is a right triangle, therefore:

m∠E = 90 degrees.

Find ME and ER:

ME = 5 units

ER = 6 units.

Using the Pythagorean theorem, find MR:

MR = √(ME² + ER²)

MR = √(5² + 6²)

MR = √(25 + 36)

MR = 7.81 units

Using the law of sines, find m∠M:

sin M/ER = sin E/MR

sin M/6 = sin 90/7.81

sin M = (sin 90 × 6)/7.81

sin M = 0.7682

M = sin^(-1)(0.7682)

m∠M ≈ 50°

m∠R = 180 - 50 - 90

m∠R = 40°

Thus, the correct lengths to the nearest hundredth and the angle measures to the nearest degree are:

A) ME = 5; ER = 6, MR ≈ 7.81 m∠E = 90°, m∠M ≈ 50°, m∠R ≈ 40°

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Answer:

Step-by-step explanation:

2A:3B

= 5:6

3B:2C

= 36:15

A:C

= ?:?

2A/3B x 3B/2C

=5/6 x 36/15

=1/1 x 6/3

=1/1 x 2/1

=2

3B and 3B got canceled

For 2A and 2C, the 2 in front of A and C, got canceled as we are cross multiplying.

So I think the answer is

A:C

=1:1     ??

My answer could be wrong.

The lowest value is 47 and the highest value is 70. The range of the data set is 23.

To find the range of a data set, we need to subtract the lowest value from the highest value.

The given sample of time spent in rush-hour traffic on a snowy day last winter is: 65, 51, 69, 68, 59, 53, 47, 69, 70, 62, 68.

To find the range:

Arrange the data in ascending order: 47, 51, 53, 59, 62, 65, 68, 68, 69, 69, 70.

The lowest value is 47 and the highest value is 70.

Subtract the lowest value from the highest value: 70 - 47 = 23.

Therefore, the range of the data set is 23.

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Hi! To find the level of marketing expenditure that will maximize sales and the maximum sales value, we can follow these steps:

1. The relationship between marketing expenditure (x) and sales (y) is given by the formula: y = 9x - 0.20x^2 + 8.
2. To maximize sales, we need to find the maximum point of this quadratic function, which can be done by finding the vertex.
3. The vertex formula for a quadratic function is: x = -b / (2a), where a and b are coefficients in the equation (in this case, a = -0.20 and b = 9).
4. Calculate x (marketing expenditure) for the vertex: x = -9 / (2 * -0.20) = -9 / -0.40 = 22.50.
5. Round the marketing expenditure to 2 decimal places: 22.50.
6. Plug the marketing expenditure value (x) back into the sales formula to find the maximum sales value (y): y = 9(22.50) - 0.20(22.50)^2 + 8.
7. Calculate y: y = 202.50 - 0.20(506.25) + 8 = 202.50 - 101.25 + 8 = 109.25.
8. Round the maximum sales value to 2 decimal places: 109.25.

So, the level of marketing expenditure that will maximize sales is $22.50, and the maximum sales value is $109.25.

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Step-by-step explanation:

\( {x}^{2} - 12x + 36 = 90 \\ {x}^{2} - 12x - 54 = 0 \\\)

Let a=1, b=-12, c=-54

Use formula

\( \frac{ - b + - \sqrt{ {b}^{2} - 4ac } }{2a} \)

You will get

\(x = 6 + 3 \sqrt{10} \\ x = 15.48683298 \\ or \\ x = 6 - 3 \sqrt{10} \\ x = - 3.48683298\)

Answer:

x = 6 + 3\(\sqrt{10}\)

Step-by-step explanation:

if you 'un-foil' the equation \(x^{2}\) - 12x + 36 = 90 you will get the following:

(x - 6)^2 = 90

take the square root of each side and you will get the following:

x - 6 = \(\sqrt{90}\)

Add 6 to each side

x = 6 + \(\sqrt{90}\)

simplify \(\sqrt{90}\) to be \(\sqrt{9}\) x \(\sqrt{10}\)  which equals 3 \(\sqrt{10}\)

Final answer:  6 + 3\(\sqrt{10}\)

Answer:

a^2 - a + 5

Step-by-step explanation:

To expand the polynomial (a-1)(a-4)(a+5), you can use the distributive property and the fact that a product of two binomials is the sum of the products of each term in each binomial.

Using the distributive property, you can rewrite the expression as:

(aa - 1a - 4*a + 4) * (a + 5)

Then, you can use the fact that a product of two binomials is the sum of the products of each term in each binomial to simplify the expression further:

a^2 - 5a + 4 * a + 5

Combining like terms, you get:

a^2 - 5a + 4a + 5

Which simplifies to:

a^2 - a + 5

So the expanded form of (a-1)(a-4)(a+5) is: a^2 - a + 5

 a) 68% of the students spend between 10.2 hours and 15.8 hours on Statistics each week.
b) 95% of the students spend between 7.4 hours and 18.6 hours on Statistics each week.
c) 99.7% of the students spend between 4.6 hours and 21.4 hours on Statistics each week.

a) To find the range of study hours for 68% of the students, we can use the Empirical Rule. According to the Empirical Rule, for a bell-shaped distribution, approximately 68% of the data falls within one standard deviation of the mean.
Mean: 13 hours
Standard Deviation: 2.8 hours
Thus, for 68% of the students, the study hours will fall between:
Mean - 1 standard deviation = 13 - 2.8 = 10.2 hours
Mean + 1 standard deviation = 13 + 2.8 = 15.8 hours
Therefore, 68% of the students spend between 10.2 hours and 15.8 hours on Statistics each week.
b) Similarly, to find the range of study hours for 95% of the students, we can use the Empirical Rule. According to the Empirical Rule, approximately 95% of the data falls within two standard deviations of the mean.
Mean: 13 hours
Standard Deviation: 2.8 hours
Thus, for 95% of the students, the study hours will fall between:
Mean - 2 standard deviations = 13 - 2(2.8) = 7.4 hours
Mean + 2 standard deviations = 13 + 2(2.8) = 18.6 hours
Therefore, 95% of the students spend between 7.4 hours and 18.6 hours on Statistics each week.
c) To find the range of study hours for 99.7% of the students, we can use the Empirical Rule. According to the Empirical Rule, approximately 99.7% of the data falls within three standard deviations of the mean.
Mean: 13 hours
Standard Deviation: 2.8 hours
Thus, for 99.7% of the students, the study hours will fall between:
Mean - 3 standard deviations = 13 - 3(2.8) = 4.6 hours
Mean + 3 standard deviations = 13 + 3(2.8) = 21.4 hoursStandard
Therefore, 99.7% of the students spend between 4.6 hours and 21.4 hours on Statistics each week.

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 the complete question is:

 For a 4-unit class like Statistics, students should spend average of 12 hours studying for the class. A survey was done on 24 students, and the distribution of total study hours per week is bell-shaped with a mean of 13 hours and a standard deviation of 2.8 hours. Use the Empirical Rule to answer the following questions. a) 68% of the students spend between hours and hours on Statistics each week. b) 95% of the students spend between hours and hours on Statistics each week. c) 99.7% of the students spend between hours and hours on Statistics each week.

Answer:

beta increases

Step-by-step explanation: