QUESTION 1· Select the correct description of right-hand and l.docx
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QUESTION 1 · Select the correct description of right-hand and left-hand behavior of the graph of the polynomial function. ƒ(x) = 4x2 - 5x + 4 · · · Falls to the left, rises to the right. · · · Falls to the left, falls to the right. · · · Rises to the left, rises to the right. · · · Rises to the left, falls to the right. · · · Falls to the left. QUESTION 2 · Describe the right-hand and the left-hand behavior of the graph of t(x) = 4x5 - 7x3 - 13 · · · Because the degree is odd and the leading coefficient is positive, the graph falls to the left and rises to the right. · · · Because the degree is odd and the leading coefficient is positive, the graph rises to the left and rises to the right. · · · Because the degree is odd and the leading coefficient is positive, the graph falls to the left and falls to the right. · · · Because the degree is odd and the leading coefficient is positive, the graph rises to the left and falls to the right. · · · Because the degree is even and the leading coefficient is positive, the graph rises to the left and rises to the right. QUESTION 3 · Select the correct description of right-hand and left-hand behavior of the graph of the polynomial function. ƒ(x) = 3 - 5x + 3x2 - 5x3 · · · Falls to the left, rises to the right. · · · Falls to the left, falls to the right. · · · Rises to the left, rises to the right. · · · Rises to the left, falls to the right. · · · Falls to the left. QUESTION 4 · Select from the following which is the polynomial function that has the given zeroes. 2,-6 · · · f(x) = x2 - 4x + 12 · · · f(x) = x2 + 4x + 12 · · · f(x) = -x2 -4x - 12 · · · f(x) = -x2 + 4x - 12 · · · f(x) = x2 + 4x - 12 QUESTION 5 · Select from the following which is the polynomial function that has the given zeroes. 0,-2,-4 · · · f(x) = -x3 + 6x2 + 8x · · · f(x) = x3 - 6x2 + 8x · · · f(x) = x3 + 6x2 + 8x · · · f(x) = x3 - 6x2 - 8x · · · f(x) = x3 + 6x2 - 8x · QUESTION 6 · Sketch the graph of the function by finding the zeroes of the polynomial. f(x) = 2x3 - 10x2 + 12x · · · 0,2,3 · · · 0,2,-3 · · · 0,-2,3 · · · 0,2,3 · · · 0,-2,-3 QUESTION 7 Select the graph of the function and determine the zeroes of the polynomial. f(x) = x2(x-6) 0,6,-6 QUESTION 8 · Use the Remainder Theorem and Synthetic Division to find the function value. g(x) = 3x6 + 3x4 - 3x2 + 6, g(0) · · · 6 · · · 3 · · · -3 · · · 8 · · · 7 QUESTION 9 Use the Remainder Theorem and Synthetic Division to find the function value. f(x) = 3x3 - 7x + 3, f(5) -343 343 345 340 344 QUESTION 10 · Use the Remainder Theorem and Synthetic Division to find the function value. h( ...
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1.Select the correct description of right-hand and left-hand beh.docx
1.
Select the correct description of right-hand and left-hand behavior of the graph of the polynomial function.
ƒ(x) = 4x
2
- 5x + 4
[removed]
Falls to the left, rises to the right.
[removed]
Falls to the left, falls to the right.
[removed]
Rises to the left, rises to the right.
[removed]
Rises to the left, falls to the right.
[removed]
Falls to the left.
QUESTION 2
1.
Describe the right-hand and the left-hand behavior of the graph of
t(x) = 4x
5
- 7x
3
- 13
[removed]
Because the degree is odd and the leading coefficient is positive, the graph falls to the left and rises to the right.
[removed]
Because the degree is odd and the leading coefficient is positive, the graph rises to the left and rises to the right.
[removed]
Because the degree is odd and the leading coefficient is positive, the graph falls to the left and falls to the right.
[removed]
Because the degree is odd and the leading coefficient is positive, the graph rises to the left and falls to the right.
[removed]
Because the degree is even and the leading coefficient is positive, the graph rises to the left and rises to the right.
QUESTION 3
1.
Select the correct description of right-hand and left-hand behavior of the graph of the polynomial function.
ƒ(x) = 3 - 5x + 3x
2
- 5x
3
[removed]
Falls to the left, rises to the right.
[removed]
Falls to the left, falls to the right.
[removed]
Rises to the left, rises to the right.
[removed]
Rises to the left, falls to the right.
[removed]
Falls to the left.
QUESTION 4
1.
Select from the following which is the polynomial function that has the given zeroes.
2,-6
[removed]
f(x) = x
2
- 4x + 12
[removed]
f(x) = x
2
+ 4x + 12
[removed]
f(x) = -x
2
-4x - 12
[removed]
f(x) = -x
2
+ 4x - 12
[removed]
f(x) = x
2
+ 4x - 12
QUESTION 5
1.
Select from the following which is the polynomial function that has the given zeroes.
0,-2,-4
[removed]
f(x) = -x
3
+ 6x
2
+ 8x
[removed]
f(x) = x
3
- 6x
2
+ 8x
[removed]
f(x) = x
3
+ 6x
2
+ 8x
[removed]
f(x) = x
3
- 6x
2
- 8x
[removed]
f(x) = x
3
+ 6x
2
- 8x
QUESTION 6
1.
Sketch the graph of the function by finding the zeroes of the polynomial.
f(x) = 2x
3
- 10x
2
+ 12x
[removed]
0,2,3
[removed]
0,2,-3
[removed]
0,-2,3
[removed]
0,2,3
[removed]
0,-2,-3
QUESTION 7
1.
Select the graph of the function and determine the zeroes of the polynomial.
f(x) = x
2
(x-6)
[removed]
0,6,-6
[removed]
0,6
[removed]
0,-6
[removed]
0,6
[removed]
0,-6
QUESTION 8
1.
Use the Remainder Theorem and Synthetic Division to find the function value.
g(x) = 3x
6
+ 3x
4
- 3x
2
+ 6, g(0)
[removed]
6
[removed]
3
[removed]
-3
[removed]
8
[removed]
7
QUESTION 9
1.
Use the Remainder Theorem and Synthetic Division to find the function value.
f(x) = 3x
3
- 7x + 3, f(5)
[removed]
-343
[removed]
343
[removed]
345
[removed]
340
[removed]
344
QUESTION 10
1.
Use the Remainder Theorem and Synthetic Division to find the function value.
h(x) = x
3
- 4x
2
- 9x + 7, h(4)
[removed] ...
QUESTION 11. Select the correct description of right-hand and le.docx
QUESTION 1
1. Select the correct description of right-hand and left-hand behavior of the graph of the polynomial function.
Rises to the left, falls to the right
Rises to the right, rises to the left
Falls to the left, rises to the right
Falls to the right
Falls to the left, falls to the right
4 points
QUESTION 2
1. Select the correct description of right-hand and left-hand behavior of the graph of the polynomial funciton.
f(x) = 4x2 - 5x + 4
Falls to the left, rises to the right
Falls to the left, falls to the right
Rises to the left, rises to the right
Rises to the left, falls to the right
Falls to the left
4 points
QUESTION 3
1. Find all the real zeroes of the polynomial function.
f(x) = x2 - 25
-25
5
-5
25
±5
4 points
QUESTION 4
1. Use synthetic division to divide.
(4x3 + x2 - 11x + 6) ÷ (x + 2)
4x2 - 5x - 6
4x2 - 7x + 3
4x2 - 2x - 2
4x2 + 5x - 12
4x2 + 7x - 4
4 points
QUESTION 5
1. Use the Remainder Theorem and synthetic division to find the function value. Verify your answers using another method.
h(x) = x3 - 6x2 - 5x + 7
h(-8)
-849
-847
-851
-848
-845
4 points
QUESTION 6
1. Find all the rational zeroes of the function.
x3 - 12x2 + 41x - 42
-2, -3, -7
2, 3, 7
2, -3, 7
-2, 3, 7
-2, 3, -7
4 points
QUESTION 7
1. The total revenue R earned (in thousands of dollars) from manufacturing handheld video games is given by
R(p) = -25p2 + 1700p
where p is the price per unit (in dollars).
Find the unit price that will yield a maximum revenue.
$38
$35
$36
$37
$34
4 points
QUESTION 8
1. Find the domain of the function
Domain: all real numbers x except x = 7
Domain: all real numbers x except x = ±49
Domain: all real numbers x except x = ±8
Domain: all real numbers x except x = -7
Domain: all real numbers x except x = ±7
4 points
QUESTION 9
1. Find the domain of the function and identify any vertical and horizontal asymptotes.
Domain: all real numbers x
Vertical asymptote: x = 0
Horizontal asymptote: y = 0
Domain: all real numbers x except x = 2
Vertical asymptote: x = 0
Horizontal asymptote: y = 0
Domain: all real numbers x except x = 5
Vertical asymptote: x = 0
Horizontal asymptote: y = 2
Domain: all real numbers x
Vertical asymptote: x = 0
Horizontal asymptote: y = 2
Domain: all real numbers x except x = 5
Vertical asymptote: x = 5
Horizontal asymptote: y = 0
4 points
QUESTION 10
1. Simplify f and find any vertical asymptotes of f.
x+3; vertical asymptote: x = -3
x; vertical asymptote: none
x; vertical asymptote: x = -3
x-3; vertical asymptote: none
x2; vertical asymptote: none
4 points
QUESTION 11
1. Determine the equations of any horizontal and vertical asymptotes of
horizontal: y = 5; vertical: x = 0
horizontal: y = 1; vertical: x = -5
horizontal: y = 1; vertical: x = 1 and x = -5
horizontal: y = -1; vertical: x = -5
horizontal: y = 0; vertical: none
4 points
QUESTION 12
1. Identify all intercepts of ...
Algebra Revision.ppt
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The document provides information about graphing polynomial functions, including:
1) How to determine the degree, leading coefficient, intercepts, and behavior of a polynomial function graph from its standard and factored forms. Activities are provided to match polynomial functions and determine intercepts.
2) How to use the leading coefficient test to determine if a polynomial graph rises or falls on the left and right sides based on whether the leading coefficient is positive or negative and if the degree is odd or even. Examples analyze the behavior of specific polynomial function graphs.
3) How to sign a table to summarize the intercepts, degree, leading coefficient, and behavior of polynomial function graphs. Students are asked to graph specific functions and
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Recommended
1.Select the correct description of right-hand and left-hand beh.docx
1.
Select the correct description of right-hand and left-hand behavior of the graph of the polynomial function.
ƒ(x) = 4x
2
- 5x + 4
[removed]
Falls to the left, rises to the right.
[removed]
Falls to the left, falls to the right.
[removed]
Rises to the left, rises to the right.
[removed]
Rises to the left, falls to the right.
[removed]
Falls to the left.
QUESTION 2
1.
Describe the right-hand and the left-hand behavior of the graph of
t(x) = 4x
5
- 7x
3
- 13
[removed]
Because the degree is odd and the leading coefficient is positive, the graph falls to the left and rises to the right.
[removed]
Because the degree is odd and the leading coefficient is positive, the graph rises to the left and rises to the right.
[removed]
Because the degree is odd and the leading coefficient is positive, the graph falls to the left and falls to the right.
[removed]
Because the degree is odd and the leading coefficient is positive, the graph rises to the left and falls to the right.
[removed]
Because the degree is even and the leading coefficient is positive, the graph rises to the left and rises to the right.
QUESTION 3
1.
Select the correct description of right-hand and left-hand behavior of the graph of the polynomial function.
ƒ(x) = 3 - 5x + 3x
2
- 5x
3
[removed]
Falls to the left, rises to the right.
[removed]
Falls to the left, falls to the right.
[removed]
Rises to the left, rises to the right.
[removed]
Rises to the left, falls to the right.
[removed]
Falls to the left.
QUESTION 4
1.
Select from the following which is the polynomial function that has the given zeroes.
2,-6
[removed]
f(x) = x
2
- 4x + 12
[removed]
f(x) = x
2
+ 4x + 12
[removed]
f(x) = -x
2
-4x - 12
[removed]
f(x) = -x
2
+ 4x - 12
[removed]
f(x) = x
2
+ 4x - 12
QUESTION 5
1.
Select from the following which is the polynomial function that has the given zeroes.
0,-2,-4
[removed]
f(x) = -x
3
+ 6x
2
+ 8x
[removed]
f(x) = x
3
- 6x
2
+ 8x
[removed]
f(x) = x
3
+ 6x
2
+ 8x
[removed]
f(x) = x
3
- 6x
2
- 8x
[removed]
f(x) = x
3
+ 6x
2
- 8x
QUESTION 6
1.
Sketch the graph of the function by finding the zeroes of the polynomial.
f(x) = 2x
3
- 10x
2
+ 12x
[removed]
0,2,3
[removed]
0,2,-3
[removed]
0,-2,3
[removed]
0,2,3
[removed]
0,-2,-3
QUESTION 7
1.
Select the graph of the function and determine the zeroes of the polynomial.
f(x) = x
2
(x-6)
[removed]
0,6,-6
[removed]
0,6
[removed]
0,-6
[removed]
0,6
[removed]
0,-6
QUESTION 8
1.
Use the Remainder Theorem and Synthetic Division to find the function value.
g(x) = 3x
6
+ 3x
4
- 3x
2
+ 6, g(0)
[removed]
6
[removed]
3
[removed]
-3
[removed]
8
[removed]
7
QUESTION 9
1.
Use the Remainder Theorem and Synthetic Division to find the function value.
f(x) = 3x
3
- 7x + 3, f(5)
[removed]
-343
[removed]
343
[removed]
345
[removed]
340
[removed]
344
QUESTION 10
1.
Use the Remainder Theorem and Synthetic Division to find the function value.
h(x) = x
3
- 4x
2
- 9x + 7, h(4)
[removed] ...
QUESTION 11. Select the correct description of right-hand and le.docx
QUESTION 1
1. Select the correct description of right-hand and left-hand behavior of the graph of the polynomial function.
Rises to the left, falls to the right
Rises to the right, rises to the left
Falls to the left, rises to the right
Falls to the right
Falls to the left, falls to the right
4 points
QUESTION 2
1. Select the correct description of right-hand and left-hand behavior of the graph of the polynomial funciton.
f(x) = 4x2 - 5x + 4
Falls to the left, rises to the right
Falls to the left, falls to the right
Rises to the left, rises to the right
Rises to the left, falls to the right
Falls to the left
4 points
QUESTION 3
1. Find all the real zeroes of the polynomial function.
f(x) = x2 - 25
-25
5
-5
25
±5
4 points
QUESTION 4
1. Use synthetic division to divide.
(4x3 + x2 - 11x + 6) ÷ (x + 2)
4x2 - 5x - 6
4x2 - 7x + 3
4x2 - 2x - 2
4x2 + 5x - 12
4x2 + 7x - 4
4 points
QUESTION 5
1. Use the Remainder Theorem and synthetic division to find the function value. Verify your answers using another method.
h(x) = x3 - 6x2 - 5x + 7
h(-8)
-849
-847
-851
-848
-845
4 points
QUESTION 6
1. Find all the rational zeroes of the function.
x3 - 12x2 + 41x - 42
-2, -3, -7
2, 3, 7
2, -3, 7
-2, 3, 7
-2, 3, -7
4 points
QUESTION 7
1. The total revenue R earned (in thousands of dollars) from manufacturing handheld video games is given by
R(p) = -25p2 + 1700p
where p is the price per unit (in dollars).
Find the unit price that will yield a maximum revenue.
$38
$35
$36
$37
$34
4 points
QUESTION 8
1. Find the domain of the function
Domain: all real numbers x except x = 7
Domain: all real numbers x except x = ±49
Domain: all real numbers x except x = ±8
Domain: all real numbers x except x = -7
Domain: all real numbers x except x = ±7
4 points
QUESTION 9
1. Find the domain of the function and identify any vertical and horizontal asymptotes.
Domain: all real numbers x
Vertical asymptote: x = 0
Horizontal asymptote: y = 0
Domain: all real numbers x except x = 2
Vertical asymptote: x = 0
Horizontal asymptote: y = 0
Domain: all real numbers x except x = 5
Vertical asymptote: x = 0
Horizontal asymptote: y = 2
Domain: all real numbers x
Vertical asymptote: x = 0
Horizontal asymptote: y = 2
Domain: all real numbers x except x = 5
Vertical asymptote: x = 5
Horizontal asymptote: y = 0
4 points
QUESTION 10
1. Simplify f and find any vertical asymptotes of f.
x+3; vertical asymptote: x = -3
x; vertical asymptote: none
x; vertical asymptote: x = -3
x-3; vertical asymptote: none
x2; vertical asymptote: none
4 points
QUESTION 11
1. Determine the equations of any horizontal and vertical asymptotes of
horizontal: y = 5; vertical: x = 0
horizontal: y = 1; vertical: x = -5
horizontal: y = 1; vertical: x = 1 and x = -5
horizontal: y = -1; vertical: x = -5
horizontal: y = 0; vertical: none
4 points
QUESTION 12
1. Identify all intercepts of ...
Algebra Revision.ppt
This document provides an overview of topics covered in intermediate algebra revision including: collecting like terms, multiplying terms, indices, expanding single and double brackets, substitution, solving equations, finding nth terms of sequences, simultaneous equations, inequalities, factorizing common factors and quadratics, solving quadratic equations, rearranging formulas, and graphing curves and lines. The document contains examples and practice problems for each topic.
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The document provides information about graphing polynomial functions, including:
1) How to determine the degree, leading coefficient, intercepts, and behavior of a polynomial function graph from its standard and factored forms. Activities are provided to match polynomial functions and determine intercepts.
2) How to use the leading coefficient test to determine if a polynomial graph rises or falls on the left and right sides based on whether the leading coefficient is positive or negative and if the degree is odd or even. Examples analyze the behavior of specific polynomial function graphs.
3) How to sign a table to summarize the intercepts, degree, leading coefficient, and behavior of polynomial function graphs. Students are asked to graph specific functions and
University of phoenix mat 117 week 9 quiz
Get professional solution for assignment help,homework help,easy writing help,and This is Writing for all Universities in USA,UK,and Australia.
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The document describes three math problems:
1) A landscaper needs to lay the largest possible basketball court within a budget. The optimal dimensions are found to be 32.66 feet wide by 57.15 feet long.
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3) Solving a quadratic equation by completing the square. The solutions are found to be -4.7 and -0.3.
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This document provides instruction on solving various types of algebraic equations, including:
1) Single-step equations by using the inverse operation (addition/subtraction, multiplication/division)
2) Multi-step equations by isolating the variable term and using inverse operations
3) Equations with variables on both sides by collecting like terms to one side of the equal sign
Worked examples are provided for each type along with checks of the solutions.
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This module introduces polynomial functions of degree greater than 2. It covers identifying polynomial functions from relations, determining the degree of a polynomial, finding quotients of polynomials using division algorithm and synthetic division, and applying the remainder and factor theorems. The document provides examples and practice problems for each topic. It aims to teach students how to work with higher degree polynomial functions.
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2) Set each factor equal to 0:
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Question 11. Determine which of the following points lies on .docx
Question 1
1. Determine which of the following points lies on the graph of the equation:
(0,7)
(0,6)
(0,5)
(6,5)
(1,5)
Question 2
Complete the table. Use the resulting solution points to sketch the graph of the equation.
Question3
Graphically estimate the x- and y- intercepts of the graph:
y = x3 - 9x
x-intercept: (±3,0),(0,0)
y-intercept: (0,0)
x-intercept: (3,0),(0,0)
y-intercept: (0,0)
x-intercept: (-3,0),(0,0)
y-intercept: (0,0)
x-intercept: (0,±3),(0,0)
y-intercept: (0,0)
x-intercept (0,3),(0,0)
y-intercept (0,0)
Question 4
Find the x- and y-intercepts of the graph of the equation
y=49-7x
x-intercept: (7,0)
y-intercept: (0,-7)
x-intercept: (49,0)
y-intercept: (0,7)
x-intercept: (-7,0)
y-intercept: (0,-49)
x-intercept: (49,0)
y-intercept: (0,49)
x-intercept: (7,0)
y-intercept: (0,49)
Question 5
Determine whether the value of x=7 is a solution of the equation:
2.
no
yes
Question 6
Solve the equation 8-5x=6
Question 7
Solve the equation and check your solution.
-2-4x=30
9
-11
-8
7
-10
Question 8
Solve the equation and check your solution.
5y + 1 = 6y - 5 + 8y
2/3
3/2
6/5
5/6
-2/3
Question 9
Solve the equation and check your solution.
67x - 24 = 3x + 8(8x-3)
3
67
-3
-67
All real numbers
Question 10
Solve the equation and check your solution.
10
6
7
9
8
Question 11
Solve the equation and check your solution. (If not possible, explain why.)
2
5
6
4
10
Question 12
3.
4. Solve the equation and check your solution. (If not possible, explain why)
5.
-18
7
11
No solution. The variable is divided out.
20
Question 13
Write the quadratic equation in general form.
4x2 = 8 - 9x
4x2 + 9x + 8 = 0
4x2 + 9x = -8
4x2 - 9x - 8 = 0
-4x2 + 9x - 8 = 0
4x2 + 9x - 8 = 0
Question 14
Solve the quadratic equation by factoring.
x2 - 6x + 5 = 0
-1, 5
-1,-5
1,-5
1,5
6,5
Question 15
Solve the quadratic equation by factoring.
x2 + 8x + 16 = 0
4
-1/4
-4
±4
1/4
Question 16
Solve the equation by extracting square roots.
(x+6)2 = 5
6 + √5
-6 ± √5
-6 -√5
6 ± √5
-6 + √5
Question 17
Use the Quadratic Formula to solve
x2 + 20x + 98 = 0
x = -8, x = -12
x = -√2 - 10, x = √2 - 10
x = -√3 - 10, x = √3 - 10
x = 10, x = -10
x = -√2 - 9, x = √2 - 9
Question 18
Write the complex number in standard form.
√ -9
3i
-3i
9i
4i
-9i
Question 19
Find real numbers a and b such that the equation is true.
a + bi = 14 + 2i
a=16, b=4
a=18, b=6
a=14, b=2
a=15, b=14
a=17, b=5
Question 20
Find all solutions to the following equation.
x = -17/4
x=9
no solution
x=-17
x=-8
Question 1
1. Determine which ...
College algebra real mathematics real people 7th edition larson solutions manual
This document contains information about the College Algebra Real Mathematics Real People 7th Edition Larson textbook including:
- A link to download the solutions manual and test bank for the textbook
- An overview of the content covered in Chapter 2 on solving equations and inequalities, including linear equations, identities, conditionals, and more.
- 51 example problems from Chapter 2 with step-by-step solutions.
College algebra in context 5th edition harshbarger solutions manual
The document discusses solutions to exercises from a College Algebra textbook. It provides the steps to solve 16 different math equations involving variables like x and t. The equations use concepts like linear models, properties of equality, and combining like terms. Solutions are found by applying division, multiplication, addition or subtraction properties, or graphing the equations to find the intersection point of the lines.
Pc12 sol c08_8-6
This document provides examples and explanations of using Pascal's triangle to expand binomial expressions. It shows how to:
1) Expand binomial expressions like (x + 1)5 and (x - y)8 using the appropriate row of Pascal's triangle as coefficients.
2) Determine missing coefficients in expansions like (x + y)7.
3) Compare directly multiplying factors to using the binomial theorem to expand expressions like (x - 5)4.
4) Expand various binomial expressions like (x + 2)6, (x2 - 3)5, and (-2 + 2x)4 by applying the binomial theorem.
Factorising quadratic expressions 1
This document discusses factorizing quadratic expressions. It provides examples of expanding and factorizing expressions of the form (x + a)(x + b). A pattern is observed where the constant term is the product of a and b, and the coefficient of x is the sum of a and b. Students are asked to factorize additional quadratic expressions using this pattern.
QUESTION 1Select the correct description of right-hand and lef.docx
QUESTION 1
Select the correct description of right-hand and left-hand behavior of the graph of the polynomial function.
Rises to the left, falls to the right
Rises to the right, rises to the left
Falls to the left, rises to the right
Falls to the right
Falls to the left, falls to the right
4 points Save Answer
QUESTION 2
Select the correct description of right-hand and left-hand behavior of the graph of the polynomial funciton.
f(x) = 4x2 - 5x + 4
Falls to the left, rises to the right
Falls to the left, falls to the right
Rises to the left, rises to the right
Rises to the left, falls to the right
Falls to the left
4 points Save Answer
QUESTION 3
Find all the real zeroes of the polynomial function.
f(x) = x2 - 25
-25
5
-5
25
±5
4 points Save Answer
QUESTION 4
Use synthetic division to divide.
(4x3 + x2 - 11x + 6) ÷ (x + 2)
4x2 - 5x - 6
4x2 - 7x + 3
4x2 - 2x - 2
4x2 + 5x - 12
4x2 + 7x - 4
4 points Save Answer
QUESTION 5
Use the Remainder Theorem and synthetic division to find the function value. Verify your answers using another method.
h(x) = x3 - 6x2 - 5x + 7
h(-8)
-849
-847
-851
-848
-845
4 points Save Answer
QUESTION 6
Find all the rational zeroes of the function.
x3 - 12x2 + 41x - 42
-2, -3, -7
2, 3, 7
2, -3, 7
-2, 3, 7
-2, 3, -7
4 points Save Answer
QUESTION 7
The total revenue R earned (in thousands of dollars) from manufacturing handheld video games is given by
R(p) = -25p2 + 1700p
where p is the price per unit (in dollars).
Find the unit price that will yield a maximum revenue.
$38
$35
$36
$37
$34
4 points Save Answer
QUESTION 8
Find the domain of the function
Domain: all real numbers x except x = 7
Domain: all real numbers x except x = ±49
Domain: all real numbers x except x = ±8
Domain: all real numbers x except x = -7
Domain: all real numbers x except x = ±7
4 points Save Answer
QUESTION 9
Find the domain of the function and identify any vertical and horizontal asymptotes.
Domain: all real numbers x
Vertical asymptote: x = 0
Horizontal asymptote: y = 0
Domain: all real numbers x except x = 2
Vertical asymptote: x = 0
Horizontal asymptote: y = 0
Domain: all real numbers x except x = 5
Vertical asymptote: x = 0
Horizontal asymptote: y = 2
Domain: all real numbers x
Vertical asymptote: x = 0
Horizontal asymptote: y = 2
Domain: all real numbers x except x = 5
Vertical asymptote: x = 5
Horizontal asymptote: y = 0
4 points Save Answer
QUESTION 10
Simplify f and find any vertical asymptotes of f.
x+3; vertical asymptote: x = -3
x; vertical asymptote: none
x; vertical asymptote: x = -3
x-3; vertical asymptote: none
x2; vertical asymptote: none
4 points Save Answer
QUESTION 11
Determine the equations of any horizontal and vertical asymptotes of
horizontal: y = 5; vertical: x = 0
horizontal: y = 1; vertical: x = -5
horizontal: y = 1; vertical: x = 1 and x = -5
horizo ...
1.2 algebraic expressions t
This document provides examples and explanations of operations involving polynomials and rational expressions. It covers factoring polynomials, evaluating polynomial expressions, adding, subtracting, multiplying and dividing rational expressions, and simplifying complex fractions and expressions with radicals. Step-by-step solutions are shown for problems such as factoring expressions, evaluating polynomials for given values, combining like rational expressions, rationalizing denominators, and more. The document demonstrates various techniques for working with polynomials and rational expressions.
3.4 a linear programming
The document discusses using linear programming to find the maximum and minimum values of an objective function given certain constraints. It provides an example of finding the minimum and maximum values of the function f(x,y)=3x-2y when constrained by y≥2, 1≤x≤5, and y≤x+3. The values are found by graphing the inequalities to determine the vertices and substituting the vertices into the objective function.
Solving Linear Equations
This document summarizes three methods for solving systems of linear equations: graphing, substitution, and elimination. It provides examples of solving systems of two equations using each method. Graphing involves plotting the lines defined by each equation on a coordinate plane and finding their point of intersection. Substitution involves isolating a variable in one equation and substituting it into the other equation. Elimination involves adding or subtracting multiples of equations to remove a variable and solve for the remaining variable.
Η έννοια της εξίσωσης, Οι εξισώσεις: α + x = β, x – α = β, α – x = β, αx = β,...
Εξισώσεις και προβλήματα, , Α.4.1, Η έννοια της εξίσωσης, Οι εξισώσεις, α + x = β, x – α = β,
α – x = β, αx = β, α : x = β , x : α = βα , , ΜΑΘΗΜΑΤΙΚΑ Α΄ΓΥΜΝΑΣΙΟΥ, Μέρος Α' , Κεφάλαιο 3ο, Οι φυσικοί αριθμοί, teagher, Εκπαιδευτικό βίντεο από τo ΚΑΛΙΤΣΑ : https://mcjmcjmcj.wordpress.com/
Άρθρο του μαθήματος: https://wp.me/PJcUD-8DN/
#teagher, #ΕΚΠΑΙΔΕΥΣΗ, #ΜΑΘΗΜΑΤΑ, #ΓΥΜΝΑΣΙΟ #ΠΡΩΤΗΓΥΜΝΑΣΙΟΥ, #ΛΥΣΕΙΣ, #ΑΠΑΝΤΗΣΕΙΣ, #ΚΑΛΙΤΣΑ,
1.3 solving equations t
The document provides examples and explanations for solving different types of equations, including:
1) Polynomial equations through factoring or the quadratic formula.
2) Rational equations by clearing denominators.
3) Radical equations by squaring both sides to remove radicals.
4) Absolute value equations by recognizing that |x-c|=r implies x=c±r.
The document also discusses solving power equations, finding zeros and domains of functions, and using properties of absolute values.
Polynomial Function and Synthetic Division
This presentation explains the basic information about Polynomial Function and Synthetic Division. Examples were given about easy ways to divide polynomial function using synthetic division. It also contains the steps on how to perform the division method of polynomial functions.
1050 text-bop
This document defines polynomials and discusses their key properties. A polynomial is an expression of the form anxn + an-1xn-1 + ... + a1x + a0, where the coefficients an, an-1, ..., a1, a0 are real numbers. The degree of a polynomial is the highest exponent in the expression, and the leading coefficient and term refer to the coefficient and term with the highest degree. Addition and multiplication of polynomials follow the distributive property, and the degree and leading term of a product are determined by the individual polynomials' degrees and leading terms.
Module 3 quadratic functions
This module covers quadratic functions and equations. Students will learn to determine the zeros of quadratic functions by relating them to the roots of quadratic equations. They will also learn to find the roots of quadratic equations using factoring, completing the square, and the quadratic formula. The module aims to help students derive quadratic functions given certain conditions like the zeros, a table of values, or a graph.
According to Davenport (2014) social media and health care are c.docx
Social media is collaborating with healthcare to meet the needs of providers and patients, and is moving toward using analytics to evaluate its value within healthcare. The document instructs the reader to research areas of social media that could benefit from an analytic model combining data and value-based analytics, then evaluate a resource by discussing five major social media stakeholder roles, whether social media could improve medical practice and provide rationale, and concluding with main points.
According to (Fatehi, Gordon & Florida, N.D.) theoretical orient.docx
According to (Fatehi, Gordon & Florida, N.D.) theoretical orientation represent styles of mind for understanding reality. This theoretical orientation can be organized as a continuum from theoretical constructs that are independent and concrete as with the Behavioral/ CBT theories, to theoretical constructs that are interdependent and abstract as with the Psychodynamic theories (Fatehi, Gordon & Florida, N.D.). Family systems and Humanistic/Existential are theoretical midpoints (Fatehi, Gordon & Florida, N.D.). Trait theory tends to focus on the premise that we are born with traits or characteristics that make us unique and explain our behaviors (Cervone& Pervin, 2019). For example, introversion, extroversion, shyness, agreeableness, kindness, etc. all these innate characteristics that we are born help to explain why we behave in a certain manner according to the situations we face, (Cervone& Pervin, 2019). Psychoanalytic perspective on the other hand focuses on childhood experiences and the unconscious mind which plays a role in our personality development, (Cervone& Pervin, 2019).
According to Freud, (Cervone& Pervin, 2019) our unconscious mind includes all our hidden desires and conflicts which form the root cause of our mental health issues or maladaptive behaviors. The main difference between these two perspectives is that trait theory helps to explain why we behave in a certain manner, whereas psychoanalytic theory only describes the personality and predicting behavior and not really explaining why we behave the way we do. There is no such evident similarity between the two perspectives, but kind of rely on underlying mechanisms to explain personality. Also, there is some degree of subjectivity present in both the perspectives. Trait theories involve subjectivity regarding interpretations of which can be considered as important traits that explain our behaviors, and psychoanalytic theory is subjective and vague in the concepts been used like the unconscious mind. My opinions accord with the visible contrasts between the two, one focused on internal features describing our behaviors in clearer words, whilst other concentrating on unconscious mind in anticipating behavior which is ambiguous and harder to grasp.
References
Cervone, D., & Pervin, L. A. (2019). Personality: Theory and research (14th ed.). Wiley.
Fatehi, M., Gordon, R. M., & Florida, O. A Meta-Theoretical Integration of Psychotherapy Orientations.
.
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GCSEYr9-SolvingQuadratics.pptx
Here are the steps to solve this equation by factorising:
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2) Set each factor equal to 0:
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Question 11. Determine which of the following points lies on .docx
Question 1
1. Determine which of the following points lies on the graph of the equation:
(0,7)
(0,6)
(0,5)
(6,5)
(1,5)
Question 2
Complete the table. Use the resulting solution points to sketch the graph of the equation.
Question3
Graphically estimate the x- and y- intercepts of the graph:
y = x3 - 9x
x-intercept: (±3,0),(0,0)
y-intercept: (0,0)
x-intercept: (3,0),(0,0)
y-intercept: (0,0)
x-intercept: (-3,0),(0,0)
y-intercept: (0,0)
x-intercept: (0,±3),(0,0)
y-intercept: (0,0)
x-intercept (0,3),(0,0)
y-intercept (0,0)
Question 4
Find the x- and y-intercepts of the graph of the equation
y=49-7x
x-intercept: (7,0)
y-intercept: (0,-7)
x-intercept: (49,0)
y-intercept: (0,7)
x-intercept: (-7,0)
y-intercept: (0,-49)
x-intercept: (49,0)
y-intercept: (0,49)
x-intercept: (7,0)
y-intercept: (0,49)
Question 5
Determine whether the value of x=7 is a solution of the equation:
2.
no
yes
Question 6
Solve the equation 8-5x=6
Question 7
Solve the equation and check your solution.
-2-4x=30
9
-11
-8
7
-10
Question 8
Solve the equation and check your solution.
5y + 1 = 6y - 5 + 8y
2/3
3/2
6/5
5/6
-2/3
Question 9
Solve the equation and check your solution.
67x - 24 = 3x + 8(8x-3)
3
67
-3
-67
All real numbers
Question 10
Solve the equation and check your solution.
10
6
7
9
8
Question 11
Solve the equation and check your solution. (If not possible, explain why.)
2
5
6
4
10
Question 12
3.
4. Solve the equation and check your solution. (If not possible, explain why)
5.
-18
7
11
No solution. The variable is divided out.
20
Question 13
Write the quadratic equation in general form.
4x2 = 8 - 9x
4x2 + 9x + 8 = 0
4x2 + 9x = -8
4x2 - 9x - 8 = 0
-4x2 + 9x - 8 = 0
4x2 + 9x - 8 = 0
Question 14
Solve the quadratic equation by factoring.
x2 - 6x + 5 = 0
-1, 5
-1,-5
1,-5
1,5
6,5
Question 15
Solve the quadratic equation by factoring.
x2 + 8x + 16 = 0
4
-1/4
-4
±4
1/4
Question 16
Solve the equation by extracting square roots.
(x+6)2 = 5
6 + √5
-6 ± √5
-6 -√5
6 ± √5
-6 + √5
Question 17
Use the Quadratic Formula to solve
x2 + 20x + 98 = 0
x = -8, x = -12
x = -√2 - 10, x = √2 - 10
x = -√3 - 10, x = √3 - 10
x = 10, x = -10
x = -√2 - 9, x = √2 - 9
Question 18
Write the complex number in standard form.
√ -9
3i
-3i
9i
4i
-9i
Question 19
Find real numbers a and b such that the equation is true.
a + bi = 14 + 2i
a=16, b=4
a=18, b=6
a=14, b=2
a=15, b=14
a=17, b=5
Question 20
Find all solutions to the following equation.
x = -17/4
x=9
no solution
x=-17
x=-8
Question 1
1. Determine which ...
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College algebra in context 5th edition harshbarger solutions manual
The document discusses solutions to exercises from a College Algebra textbook. It provides the steps to solve 16 different math equations involving variables like x and t. The equations use concepts like linear models, properties of equality, and combining like terms. Solutions are found by applying division, multiplication, addition or subtraction properties, or graphing the equations to find the intersection point of the lines.
Pc12 sol c08_8-6
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2) Determine missing coefficients in expansions like (x + y)7.
3) Compare directly multiplying factors to using the binomial theorem to expand expressions like (x - 5)4.
4) Expand various binomial expressions like (x + 2)6, (x2 - 3)5, and (-2 + 2x)4 by applying the binomial theorem.
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This document discusses factorizing quadratic expressions. It provides examples of expanding and factorizing expressions of the form (x + a)(x + b). A pattern is observed where the constant term is the product of a and b, and the coefficient of x is the sum of a and b. Students are asked to factorize additional quadratic expressions using this pattern.
QUESTION 1Select the correct description of right-hand and lef.docx
QUESTION 1
Select the correct description of right-hand and left-hand behavior of the graph of the polynomial function.
Rises to the left, falls to the right
Rises to the right, rises to the left
Falls to the left, rises to the right
Falls to the right
Falls to the left, falls to the right
4 points Save Answer
QUESTION 2
Select the correct description of right-hand and left-hand behavior of the graph of the polynomial funciton.
f(x) = 4x2 - 5x + 4
Falls to the left, rises to the right
Falls to the left, falls to the right
Rises to the left, rises to the right
Rises to the left, falls to the right
Falls to the left
4 points Save Answer
QUESTION 3
Find all the real zeroes of the polynomial function.
f(x) = x2 - 25
-25
5
-5
25
±5
4 points Save Answer
QUESTION 4
Use synthetic division to divide.
(4x3 + x2 - 11x + 6) ÷ (x + 2)
4x2 - 5x - 6
4x2 - 7x + 3
4x2 - 2x - 2
4x2 + 5x - 12
4x2 + 7x - 4
4 points Save Answer
QUESTION 5
Use the Remainder Theorem and synthetic division to find the function value. Verify your answers using another method.
h(x) = x3 - 6x2 - 5x + 7
h(-8)
-849
-847
-851
-848
-845
4 points Save Answer
QUESTION 6
Find all the rational zeroes of the function.
x3 - 12x2 + 41x - 42
-2, -3, -7
2, 3, 7
2, -3, 7
-2, 3, 7
-2, 3, -7
4 points Save Answer
QUESTION 7
The total revenue R earned (in thousands of dollars) from manufacturing handheld video games is given by
R(p) = -25p2 + 1700p
where p is the price per unit (in dollars).
Find the unit price that will yield a maximum revenue.
$38
$35
$36
$37
$34
4 points Save Answer
QUESTION 8
Find the domain of the function
Domain: all real numbers x except x = 7
Domain: all real numbers x except x = ±49
Domain: all real numbers x except x = ±8
Domain: all real numbers x except x = -7
Domain: all real numbers x except x = ±7
4 points Save Answer
QUESTION 9
Find the domain of the function and identify any vertical and horizontal asymptotes.
Domain: all real numbers x
Vertical asymptote: x = 0
Horizontal asymptote: y = 0
Domain: all real numbers x except x = 2
Vertical asymptote: x = 0
Horizontal asymptote: y = 0
Domain: all real numbers x except x = 5
Vertical asymptote: x = 0
Horizontal asymptote: y = 2
Domain: all real numbers x
Vertical asymptote: x = 0
Horizontal asymptote: y = 2
Domain: all real numbers x except x = 5
Vertical asymptote: x = 5
Horizontal asymptote: y = 0
4 points Save Answer
QUESTION 10
Simplify f and find any vertical asymptotes of f.
x+3; vertical asymptote: x = -3
x; vertical asymptote: none
x; vertical asymptote: x = -3
x-3; vertical asymptote: none
x2; vertical asymptote: none
4 points Save Answer
QUESTION 11
Determine the equations of any horizontal and vertical asymptotes of
horizontal: y = 5; vertical: x = 0
horizontal: y = 1; vertical: x = -5
horizontal: y = 1; vertical: x = 1 and x = -5
horizo ...
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Η έννοια της εξίσωσης, Οι εξισώσεις: α + x = β, x – α = β, α – x = β, αx = β,...
Εξισώσεις και προβλήματα, , Α.4.1, Η έννοια της εξίσωσης, Οι εξισώσεις, α + x = β, x – α = β,
α – x = β, αx = β, α : x = β , x : α = βα , , ΜΑΘΗΜΑΤΙΚΑ Α΄ΓΥΜΝΑΣΙΟΥ, Μέρος Α' , Κεφάλαιο 3ο, Οι φυσικοί αριθμοί, teagher, Εκπαιδευτικό βίντεο από τo ΚΑΛΙΤΣΑ : https://mcjmcjmcj.wordpress.com/
Άρθρο του μαθήματος: https://wp.me/PJcUD-8DN/
#teagher, #ΕΚΠΑΙΔΕΥΣΗ, #ΜΑΘΗΜΑΤΑ, #ΓΥΜΝΑΣΙΟ #ΠΡΩΤΗΓΥΜΝΑΣΙΟΥ, #ΛΥΣΕΙΣ, #ΑΠΑΝΤΗΣΕΙΣ, #ΚΑΛΙΤΣΑ,
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The document provides examples and explanations for solving different types of equations, including:
1) Polynomial equations through factoring or the quadratic formula.
2) Rational equations by clearing denominators.
3) Radical equations by squaring both sides to remove radicals.
4) Absolute value equations by recognizing that |x-c|=r implies x=c±r.
The document also discusses solving power equations, finding zeros and domains of functions, and using properties of absolute values.
Polynomial Function and Synthetic Division
This presentation explains the basic information about Polynomial Function and Synthetic Division. Examples were given about easy ways to divide polynomial function using synthetic division. It also contains the steps on how to perform the division method of polynomial functions.
1050 text-bop
This document defines polynomials and discusses their key properties. A polynomial is an expression of the form anxn + an-1xn-1 + ... + a1x + a0, where the coefficients an, an-1, ..., a1, a0 are real numbers. The degree of a polynomial is the highest exponent in the expression, and the leading coefficient and term refer to the coefficient and term with the highest degree. Addition and multiplication of polynomials follow the distributive property, and the degree and leading term of a product are determined by the individual polynomials' degrees and leading terms.
Module 3 quadratic functions
This module covers quadratic functions and equations. Students will learn to determine the zeros of quadratic functions by relating them to the roots of quadratic equations. They will also learn to find the roots of quadratic equations using factoring, completing the square, and the quadratic formula. The module aims to help students derive quadratic functions given certain conditions like the zeros, a table of values, or a graph.
Similar to QUESTION 1· Select the correct description of right-hand and l.docx (20)
QUESTION 11. Select the graph of the quadratic function ƒ(x) = 4.docx
QUESTION 11. Select the graph of the quadratic function ƒ(x) = 4.docx
Question 11. Determine which of the following points lies on .docx
Question 11. Determine which of the following points lies on .docx
College algebra real mathematics real people 7th edition larson solutions manual
College algebra real mathematics real people 7th edition larson solutions manual
College algebra in context 5th edition harshbarger solutions manual
College algebra in context 5th edition harshbarger solutions manual
QUESTION 1Select the correct description of right-hand and lef.docx
QUESTION 1Select the correct description of right-hand and lef.docx
Η έννοια της εξίσωσης, Οι εξισώσεις: α + x = β, x – α = β, α – x = β, αx = β,...
Η έννοια της εξίσωσης, Οι εξισώσεις: α + x = β, x – α = β, α – x = β, αx = β,...
More from makdul
According to Davenport (2014) social media and health care are c.docx
Social media is collaborating with healthcare to meet the needs of providers and patients, and is moving toward using analytics to evaluate its value within healthcare. The document instructs the reader to research areas of social media that could benefit from an analytic model combining data and value-based analytics, then evaluate a resource by discussing five major social media stakeholder roles, whether social media could improve medical practice and provide rationale, and concluding with main points.
According to (Fatehi, Gordon & Florida, N.D.) theoretical orient.docx
According to (Fatehi, Gordon & Florida, N.D.) theoretical orientation represent styles of mind for understanding reality. This theoretical orientation can be organized as a continuum from theoretical constructs that are independent and concrete as with the Behavioral/ CBT theories, to theoretical constructs that are interdependent and abstract as with the Psychodynamic theories (Fatehi, Gordon & Florida, N.D.). Family systems and Humanistic/Existential are theoretical midpoints (Fatehi, Gordon & Florida, N.D.). Trait theory tends to focus on the premise that we are born with traits or characteristics that make us unique and explain our behaviors (Cervone& Pervin, 2019). For example, introversion, extroversion, shyness, agreeableness, kindness, etc. all these innate characteristics that we are born help to explain why we behave in a certain manner according to the situations we face, (Cervone& Pervin, 2019). Psychoanalytic perspective on the other hand focuses on childhood experiences and the unconscious mind which plays a role in our personality development, (Cervone& Pervin, 2019).
According to Freud, (Cervone& Pervin, 2019) our unconscious mind includes all our hidden desires and conflicts which form the root cause of our mental health issues or maladaptive behaviors. The main difference between these two perspectives is that trait theory helps to explain why we behave in a certain manner, whereas psychoanalytic theory only describes the personality and predicting behavior and not really explaining why we behave the way we do. There is no such evident similarity between the two perspectives, but kind of rely on underlying mechanisms to explain personality. Also, there is some degree of subjectivity present in both the perspectives. Trait theories involve subjectivity regarding interpretations of which can be considered as important traits that explain our behaviors, and psychoanalytic theory is subjective and vague in the concepts been used like the unconscious mind. My opinions accord with the visible contrasts between the two, one focused on internal features describing our behaviors in clearer words, whilst other concentrating on unconscious mind in anticipating behavior which is ambiguous and harder to grasp.
References
Cervone, D., & Pervin, L. A. (2019). Personality: Theory and research (14th ed.). Wiley.
Fatehi, M., Gordon, R. M., & Florida, O. A Meta-Theoretical Integration of Psychotherapy Orientations.
.
According to Libertarianism, there is no right to any social service.docx
According to Libertarianism, there is no right to any social services besides those of a night-watchman state, protecting citizens from harming each other via courts, police, and military.
Consider this town
that decided to remove fire rescue as a basic social service. To benefit from it, one had to pay a yearly fee. Do you think libertarians would generally have to support such a policy in order to be consistent? Why or why not? Also, can you think of any other social services that might no longer exist in a libertarian society? (Btw, none has ever existed).
.
According to Kirk (2016), most of your time will be spent working wi.docx
Kirk (2016) identified four data action groups for working with data: data acquisition, data examination, data transformation, and data exploration. Data acquisition involves gathering the raw material.
According to cultural deviance theorists like Cohen, deviant sub.docx
This document discusses how cultural deviance theorists view subcultures as having their own value systems that oppose mainstream society's values. It asks how rap culture has perpetuated these subcultural values and promoted violence and crime among young men. It also asks how theorists would explain the persistence and popularity of rap culture given its deviation from conventional norms and values, citing examples from Tupac Shakur and 50 Cent. The document requests a 750-1000 word essay on this topic supported by 3-5 scholarly sources.
According to Gray et al, (2017) critical appraisal is the proce.docx
According to Gray et al, (2017) “critical appraisal is the process of carefully and systematically assessing the outcome of all aspects of a study, judging the strengths, limitation, trustworthiness, meaning, and its applicability to practice”. The steps involved in critical appraisal include “identifying the study's elements or processes, determining the strengths and weaknesses, and evaluating the credibility and trustworthiness of the study” (Gray et al., 2017). The journal article chosen is
“change in staff perspectives on indwelling urinary catheter use after implementation of an intervention bundle in seven Swiss acute care hospitals: a result of a before/after survey study”
by Niederhauser, Zullig, Marschall, Schweiger, John, Kuster, and Schwappach. (2019).
Identifying the study's elements or processes
A significant issue addressed by the study is the nursing “staffs’ perspective towards indwelling urinary catheter (IUC) and evaluation of changes in their perspectives towards indwelling urinary catheter (IUC) use after implementation of a 1-year quality improvement project” (Niederhauser et al, 2019). the process of the research was conducted in “seven acute care hospitals in Switzerland” (Niederhauser et al, 2019). With a “sample size of 1579 staff members participated in the baseline survey and 1527 participated in the follow-up survey. The survey captures all nursing and medical staff members working at the participating hospitals at the time of survey distribution, using a multimodal intervention bundle, consisting of an evidence-based indication list, daily re-evaluation of ongoing catheter needs, and staff training were implemented over the course of 9 months” (Niederhauser et al, 2019).
Determining the strengths and weaknesses
A great strength of the study is a large sample size of over 1000 and the use of well-constructed and easy-to-read heading for better understanding. Also, the use of figures, graphs, and tables make the article less cumbersome to read. Another strength is the implementation of the ethical principles of research by enabling informed consent and voluntary participation as well as confidentiality and anonymity of information.
On the other hand, the study has several weaknesses such as the use of “the theory of planned behavior to model intentions to reduce catheter use, but it is not possible to know if changes observed in staff perception led to a true change in practice” (Niederhauser et al, 2019). Another weakness of the study is the repeated survey design which allows assessment of changes in staff perspectives after implementation of a quality improvement intervention but the sustainability of the effects over time could not be evaluated.
Evaluating the credibility and trustworthiness of the study
Although the study used a larger sample size of over 1000, the “use of a single-group design and no control group weakens its credibility and trustworthiness because there are no causal inferences abou.
According to article Insecure Policing Under Racial Capitalism by.docx
According to article "Insecure: Policing Under Racial Capitalism" by Robin D.G. Kelley and the article "Yes, We Mean Literally Abolish the Police" by Mariame Kaba, the police are no longer an attribute of safety and security. The facts that are given in the articles are similar within the meaning of the content. The police do not serve for the benefit of the whole community. Racial and class division according to social status became the basis of lawlessness and injustice on the part of the police. Kaaba in his article cites several stories confirming the racial hatred that led to the murder of African Americans. After that, people massively took to the streets of many cities in several countries, demanding an end to racial discrimination and the murder of African Americans. Kelley's article describes numerous manifestos where demands for police abolition have been raised, but all have been rejected. In the protests, people suggested that they themselves would take care of each other, which the police could not do. I understand that the police system is far from ideal and the permissiveness of police representatives should be limited. Ruth Wilson Gilmore says that "capitalism is never racial." I think that this phrase she wants to say that the stronger people take away from the weak people and use them for their own well-being. And since the roots of history go back to slavery, then African Americans are the weak link. In this regard, a huge number of prisons and police power appeared. The common and small class do not feel protected, on the contrary; they expect a threat from people who must protect them. The police take an oath to respect and protect human and civil rights and freedoms, regardless of skin color and social status. If this does not happen, then you need to change the system.
.
Abstract In this experiment, examining the equivalence poi.docx
Abstract:
In this experiment, examining the equivalence point in a titration with NaOH identified an
unknown diprotic acid. The molar mass of the unknown was found to be 100.78 g/mol with pKa
values of 2.6 and 6.6. The closest diprotic acid to this molar mass is malonic acid with a percent
error of 3.48%.
Introduction:
The purpose of the experiment was to determine the identity of an unknown diprotic acid. The
equivalence and half-equivalence points on the titration curve give important information, which
can then be used to calculate the molecular weight of the acid. The equivalence point is the
moment when there is an equal amount of acid and NaOH. Knowing the concentration and
volume of added NaOH at that moment, the amount of moles of NaOH can be determined. The
amount of moles of NaOH is then equivalent to the amount of acid present. Dividing the original
mass of the acid by the moles present gave the molar mass of the acid.
In this particular titration, there were two equivalence points as the acid is diprotic.
Consequently, the titration curve had two inflection points. The acid dissociated in a two-step
process with the net reaction being:
H2X + 2 NaOH Na2X + 2 H2O
This was important to take into consideration when calculating the molar mass of the diprotic
acid. If the first equivalence point was to be used, the ratio of acid to NaOH was 1:1. If the
second equivalence point was used in the calculations, the ratio became 1:2 as now a second
set of NaOH molecules reacted with the acid to dissociate the second hydrogen ion. The
titration curve also showed the pKa values of the acid. This happened at the half-equivalence
point where half of the acid was dissociated to its conjugate base (again, because of the diprotic
properties of the acid, this happens twice on the curve). The Henderson Hasselbalch equation
pH = pKa+log(A-/HA)
shows that at the half-equivalence point, the pKa value equaled the pH and was visually
represented by the flattest part of the graphs.
Discussion:
The titration graph showed that the data was consistent with the methodology and proved to be
an precise execution of the procedure and followed the expected shape. One possible source of
error was the actual mass of the acid solid. While transferring the dust from the weigh boat to
the solution, some remained in the weigh boat this could have altered the molar mass
calculations and shifted the final the final mass lighter than actual.
The Vernier pH method was definitely a much more concrete method of interpreting the results.
It was possible to see which addition of NaOH gave the greatest increase in pH ( greatest 1st
derivative of the titration graph). The relying solely on the indicator color would make it very
difficult to judge at which precise point the color shifted most, as the shift was a lot more gradual
compared to the precise numbers. This may have been a more reliable method if there was a
de.
ACC 403- ASSIGNMENT 2 RUBRIC!!!Points 280Assignment 2 Audi.docx
ACC 403- ASSIGNMENT 2 RUBRIC!!!
Points: 280
Assignment 2: Audit Planning and Control
Criteria
UnacceptableBelow 60% F
Meets Minimum Expectations60-69% D
Fair70-79% C
Proficient80-89% B
Exemplary90-100% A
1. Outline the critical steps inherent in planning an audit and designing an effective audit program. Based upon the type of company selected, provide specific details of the actions that the company should undertake during planning and designing the audit program.
Weight: 15%
Did not submit or incompletely outlined the critical steps inherent in planning an audit and designing an effective audit program. Did not submit or incompletely provided specific details of the actions that the company should undertake during planning and designing the audit program, based upon the type of company selected.
Insufficiently outlined the critical steps inherent in planning an audit and designing an effective audit program. Insufficiently provided specific details of the actions that the company should undertake during planning and designing the audit program, based upon the type of company selected.
Partially outlined the critical steps inherent in planning an audit and designing an effective audit program. Partially provided specific details of the actions that the company should undertake during planning and designing the audit program, based upon the type of company selected.
Satisfactorily outlined the critical steps inherent in planning an audit and designing an effective audit program. Satisfactorily provided specific details of the actions that the company should undertake during planning and designing the audit program, based upon the type of company selected.
Thoroughly outlined the critical steps inherent in planning an audit and designing an effective audit program. Thoroughly provided specific details of the actions that the company should undertake during planning and designing the audit program, based upon the type of company selected.
2. Examine at least two (2) performance ratios that you would use in order to determine which analytical tests to perform. Identify the accounts that you would test, and select at least three (3) analytical procedures that you would use in your audit.
Weight: 15%
Did not submit or incompletely examined at least two (2) performance ratios that you would use in order to determine which analytical tests to perform. Did not submit or incompletely identified the accounts that you would test; did not submit or incompletely selected at least three (3) analytical procedures that you would use in your audit.
Insufficiently examined at least two (2) performance ratios that you would use in order to determine which analytical tests to perform. Insufficiently identified the accounts that you would test; insufficiently selected at least three (3) analytical procedures that you would use in your audit.
Partially examined at least two (2) performance ratios that you would use in order to determine which analytical tests .
ACC 601 Managerial Accounting Group Case 3 (160 points) .docx
ACC 601 Managerial Accounting
Group Case 3 (160 points)
Instructions:
1. As a group, complete the following activities in good form. Use excel or
word only. Provide all supporting calculations to show how you arrived at
your numbers
2. Add only the names of group members who participated in the completion
of this assignment.
3. Submit only one copy of your completed work via Moodle. Do not send it to
me by email.
4. Due: No later than the last day of Module 7. Please note that your professor
has the right to change the due date of this assignment.
Part A: Capital Budgeting Decisions
Chee Company has gathered the following data on a proposed investment project:
Investment required in equipment ............. $240,000
Annual cash inflows .................................. $50,000
Salvage value ............................................ $0
Life of the investment ............................... 8 years
Required rate of return .............................. 10%
Assets will be depreciated using straight
line depreciation method
Required:
Using the net present value and the internal rate of return methods, is this a good investment?
Part B: Master Budget
You have just been hired as a new management trainee by Earrings Unlimited, a distributor of
earrings to various retail outlets located in shopping malls across the country. In the past, the
company has done very little in the way of budgeting and at certain times of the year has
experienced a shortage of cash. Since you are well trained in budgeting, you have decided to
prepare a master budget for the upcoming second quarter. To this end, you have worked with
accounting and other areas to gather the information assembled below.
The company sells many styles of earrings, but all are sold for the same price—$10 per pair. Actual
sales of earrings for the last three months and budgeted sales for the next six months follow (in pairs
of earrings):
January (actual) 20,000 June (budget) 50,000
February (actual) 26,000 July (budget) 30,000
March (actual) 40,000 August (budget) 28,000
April (budget) 65,000 September (budget) 25,000
May (budget) 100,000
The concentration of sales before and during May is due to Mother’s Day. Sufficient inventory should
be on hand at the end of each month to supply 40% of the earrings sold in the following month.
Suppliers are paid $4 for a pair of earrings. One-half of a month’s purchases is paid for in the month
of purchase; the other half is paid for in the following month. All sales are on credit. Only 20% of a
month’s sales are collected in the month of sale. An additional 70% is collected in the following
month, and the remaining 10% is collected in the second month following sale. Bad debts have been
negligible.
Monthly operating expenses for the company are given below:
Variable:
Sales commissions 4 % of sales
.
Academic Integrity A Letter to My Students[1] Bill T.docx
Academic Integrity:
A Letter to My Students[1]
Bill Taylor
Professor of Political Science
Oakton Community College
Des Plaines, IL 60016
[email protected]
Here at the beginning of the semester I want to say something to you about academic integrity.[2]
I’m deeply convinced that integrity is an essential part of any true educational experience, integrity on
my part as a faculty member and integrity on your part as a student.
To take an easy example, would you want to be operated on by a doctor who cheated his way through
medical school? Or would you feel comfortable on a bridge designed by an engineer who cheated her
way through engineering school. Would you trust your tax return to an accountant who copied his
exam answers from his neighbor?
Those are easy examples, but what difference does it make if you as a student or I as a faculty member
violate the principles of academic integrity in a political science course, especially if it’s not in your
major?
For me, the answer is that integrity is important in this course precisely because integrity is important in
all areas of life. If we don’t have integrity in the small things, if we find it possible to justify plagiarism or
cheating or shoddy work in things that don’t seem important, how will we resist doing the same in areas
that really do matter, in areas where money might be at stake, or the possibility of advancement, or our
esteem in the eyes of others?
Personal integrity is not a quality we’re born to naturally. It’s a quality of character we need to nurture,
and this requires practice in both meanings of that word (as in practice the piano and practice a
profession). We can only be a person of integrity if we practice it every day.
What does that involve for each of us in this course? Let’s find out by going through each stage in the
course. As you’ll see, academic integrity basically requires the same things of you as a student as it
requires of me as a teacher.
I. Preparation for Class
What Academic Integrity Requires of Me in This Area
With regard to coming prepared for class, the principles of academic integrity require that I come having
done the things necessary to make the class a worthwhile educational experience for you. This requires
that I:
reread the text (even when I’ve written it myself),
clarify information I might not be clear about,
prepare the class with an eye toward what is current today (that is, not simply rely on past
notes), and
plan the session so that it will make it worth your while to be there.
What Academic Integrity Requires of You in This Area
With regard to coming prepared for class, the principles of academic integrity suggest that you have a
responsibility to yourself, to me, and to the other students to do the things necessary to put yourself in
a position to make fruitful contributions to class discussion. This will require you to:
read the text before.
Access the Center for Disease Control and Prevention’s (CDC’s) Nu.docx
Access the Center for Disease Control and Prevention’s (CDC’s)
“Nutrition, Physical Activity, and Obesity: Data, Trends and Maps”
database. Choose a state other than your home state and compare their health status and associated behaviors. What behaviors lead to the current obesity status?
Initial discussion post should be approximately 300 words. Any sources used should be cited in APA format.
.
According to DSM 5 This patient had very many symptoms that sugg.docx
According to DSM 5 This patient had very many symptoms that suggested Major Depressive Disorder.
Objective(s)
Analyze psychometric properties of assessment tools
Evaluate appropriate use of assessment tools in psychotherapy
Compare assessment tools used in psychotherapy
.
Acceptable concerts include professional orchestras, soloists, jazz,.docx
Acceptable concerts include professional orchestras, soloists, jazz, Broadway musicals and instrumental or vocal ensembles, and comparable college or community groups performing music relevant to the content of this class. (Optionally, either your concert report
or
your concert review - but not both unless advance permission is given - may be based on a concert of non-western music selected from events on the concert list.)
Acceptable concerts include the following:
• Symphony orchestras • Concert bands and wind ensembles • Chamber Music (string quartets, brass and woodwind quintets, etc.) • Solo recitals (piano, voice, etc.) • Choral concerts • Early music concerts • Non-western music • Some jazz concerts • Opera• Broadway Musicals• Flamenco• Ballet• Tango
Assignment Format
The following are required on the concert review assignment and, thus, may affect your grade.
• Must be typed• Must be double-spaced• Must be between
2 and 4 pages
in length
not including the cover sheet
.• Must use conventional size and formatting of text - e.g. 10-12 point serif or sans serif fonts with normal margins. • Must include the printed program from the concert and/or your ticket stubs. Photocopies are unacceptable. (Contact me at least 24 hours before due date if any materials are unavailable.)• All materials (text, program, ticket stub) must be
stapled
together securely. Folded corners, paper clips, etc. instead of staples will not be accepted.• Careful editing, proofreading, and spelling are expected, although minor errors will not affect your grade.
Papers that do not follow these format guidelines may be returned for resubmission, and late penalties will apply.
Concert Review Assignment Content
I. Cover Sheet:
Include the following on a cover sheet attached to the front of your review:
• Title or other description of the event/performers you heard, along with the date and location of the performance. For example:
New World Symphony Orchestra
1258 Lincoln Road
Saturday, June 5, 2013
Lincoln Road Theater, Miami Beach
• Your name, assignment submission date, course. For example:
Pat Romero
October 31, 2013
Humanities 1020 MWF 8:05 a.m.
II. Descriptions
The main body of the concert review should include brief discussions of
three of the
pieces
in the concert you attend. In most cases, a single paragraph for each piece should be sufficient, although you may wish to break descriptions of longer pieces into separate short paragraphs, one per movement.
Your description of each piece (song) should include:
• The title of the piece and the composer's name if possible, as listed in the concert program.• A brief description of your reaction to the piece. For example:
When the piece started I thought it was going to be slow and boring, but the faster section in the first movement made it more exciting. A really great flute solo full of fast and high notes in the third movement caught my attention. I'm not sure, but I thought that som.
ACA was passed in 2010, under the presidency of Barack Obama. Pr.docx
ACA was passed in 2010, under the presidency of Barack Obama. Prior to this new act, there were plenty of votes that did not agree with the notion of accessible insurance. Before 2010, The private sector had been given coverage in such a way that Milstead and Short (2019) called it sickness insurance; meaning companies will risk incurring medical expenses as long as it was balanced by healthy people. They were doing so by excluding people that had pre-existing conditions, becoming a very solvent business (Milstead & Short, 2019). After ACA was passed that was no longer the case. When President Trump came into term he did so by bringing his own healthcare agenda, which attempted to repeal ACA, but ultimately failed to come up with a replacement.
In 2016, the Republican's party platform was to repeal ACA, while continuing Medicare and Medicaid, but on the other hand, democrats put down that Obamacare is a step towards the goals of universal health care, and that this was just the beginning (Physicians for a National Health Program, n.d.). As for the cost analysis of repealing the Affordable Care Act, this would increase the number of uninsured people by 23 million, and it will cost about 350 billion through 2027, as well as creating costly coverage provisions to replace it (Committee for a Responsible Federal Budget, 2017).
(2 references required)
.
Access the FASB website. Once you login, click the FASB Accounting S.docx
Access the FASB website. Once you login, click the FASB Accounting Standards Codification link. Review the materials in the FASB Codification, especially the links on the left side column. Next, write a 1-page memo to a friend introducing and explaining this new accounting research resource that you have found. Provide at least one APA citation to the FASB Codification and reference that citation using the APA guidelines.
.
Academic Paper Overview This performance task was intended to asse.docx
This document provides an overview of an academic paper performance task intended to assess students' ability to conduct scholarly research, articulate an evidence-based argument, and effectively communicate a conclusion. Specifically, the performance task evaluates students' capacity to generate a focused research question, explore relationships between multiple scholarly works, develop and support their own argument using relevant evidence, and integrate sources while distinguishing their own voice.
Academic Research Team Project PaperCOVID-19 Open Research Datas.docx
Academic Research Team Project Paper
COVID-19 Open Research Dataset Challenge (CORD-19)
An AI challenge with AI2, CZI, MSR, Georgetown, NIH & The White House
(1) FULL-LENGTH PROJECT
Dataset Description
In response to the COVID-19 pandemic, the White House and a coalition of leading research groups have prepared the COVID-19 Open Research Dataset (CORD-19). CORD-19 is a resource of over 44,000 scholarly articles, including over 29,000 with full text, about COVID-19, SARS-CoV-2, and related corona viruses. This freely available dataset is provided to the global research community to apply recent advances in natural language processing and other AI techniques to generate new insights in support of the ongoing fight against this infectious disease. There is a growing urgency for these approaches because of the rapid acceleration in new coronavirus literature, making it difficult for the medical research community to keep up.
Call to Action
We are issuing a call to action to the world's artificial intelligence experts to develop text and data mining tools that can help the medical community develop answers to high priority scientific questions. The CORD-19 dataset represents the most extensive machine-readable coronavirus literature collection available for data mining to date. This allows the worldwide AI research community the opportunity to apply text and data mining approaches to find answers to questions within, and connect insights across, this content in support of the ongoing COVID-19 response efforts worldwide. There is a growing urgency for these approaches because of the rapid increase in coronavirus literature, making it difficult for the medical community to keep up.
A list of our initial key questions can be found under the
Tasks
section of this dataset. These key scientific questions are drawn from the NASEM’s SCIED (National Academies of Sciences, Engineering, and Medicine’s Standing Committee on Emerging Infectious Diseases and 21st Century Health Threats)
research topics
and the World Health Organization’s
R&D Blueprint
for COVID-19.
Many of these questions are suitable for text mining, and we encourage researchers to develop text mining tools to provide insights on these questions.
In this project, you will follow your own interests to create a portfolio worthy single-frame viz or multi-frame data story that will be shared in your presentation. You will use all the skills taught in this course to complete this project step-by-step, with guidance from your instructors along the way. You will first create a project proposal to identify your goals for the project, including the question you wish to answer or explore with data. You will then find data that will provide the information you are seeking. You will then import that data into Tableau and prepare it for analysis. Next, you will create a dashboard that will allow you to explore the data in-depth and identify meaningful insights. You will then give structure .
AbstractVoice over Internet Protocol (VoIP) is an advanced t.docx
Abstract
Voice over Internet Protocol (VoIP) is an advanced telecommunication technology which transfers the voice/video over
high speed network that provides advantages of flexibility, reliability and cost efficient advanced telecommunication
features. Still the issues related to security are averting many organizations to accept VoIP cloud environment due to
security threats, holes or vulnerabilities. So, the novel secured framework is absolutely necessary to prevent all kind of
VoIP security issues. This paper points out the existing VoIP cloud architecture and various security attacks and issues
in the existing framework. It also presents the defense mechanisms to prevent the attacks and proposes a new security
framework called Intrusion Prevention System (IPS) using video watermarking and extraction technique and Liveness
Voice Detection (LVD) technique with biometric features such as face and voice. IPSs updated with new LVD features
protect the VoIP services not only from attacks but also from misuses.
A Comprehensive Survey of Security Issues and
Defense Framework for VoIP Cloud
Ashutosh Satapathy* and L. M. Jenila Livingston
School of Computing Science and Engineering, VIT University, Chennai - 600127, Tamil Nadu, India;
[email protected], [email protected]
Keywords: Defense Mechanisms, Liveness Voice Detection, VoIP Cloud, Voice over Internet Protocol, VoIP Security Issues
1. Introduction
The rapid progress of VoIP over traditional services is
led to a situation that is common to many innovations
and new technologies such as VoIP cloud and peer to
peer services like Skype, Google Hangout etc. VoIP is the
technology that supports sending voice (and video) over
an Internet protocol-based network1,2. This is completely
different than the public circuit-switched telephone net-
work. Circuit switching network allocates resources to
each individual call and path is permanent throughout
the call from start to end. Traditional telephony services
are provided by the protocols/components such as SS7, T
carriers, Plain Old Telephone Service (POTS), the Public
Switch Telephone Network (PSTN), dial up, local loops
and anything under International Telecommunication
Union. IP networks are based on packet switching and
each packet follows different path, has its own header and
is forwarded separately by routers. VoIP network can be
constructed in various ways by using both proprietary
protocols and protocols based on open standards.
1.1 VoIP Layer Architecture
VoIP communication system typically consist of a front
end platform (soft-phone, PBX, gateway, call manager),
back end platform (server, CPU, storage, memory, net-
work) and intermediate platforms such as VoIP protocols,
database, authentication server, web server, operating sys-
tems etc. It is mainly divided into five layers as shown in
Figure1.
1.2 VoIP Cloud Architecture
VoIP cloud is the framework for delivering telephony
services in which resourc.
Abstract Structure of Abstra.docx
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- 1. QUESTION 1 · Select the correct description of right-hand and left- hand behavior of the graph of the polynomial function. ƒ(x) = 4x2 - 5x + 4 · · · Falls to the left, rises to the right. · · · Falls to the left, falls to the right. · · · Rises to the left, rises to the right. · · · Rises to the left, falls to the right. · · · Falls to the left. QUESTION 2 · Describe the right-hand and the left-hand behavior of the graph of t(x) = 4x5 - 7x3 - 13 · · · Because the degree is odd and the leading coefficient is positive, the graph falls to the left and rises to the right. · · · Because the degree is odd and the leading coefficient
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- 4. · f(x) = x3 - 6x2 - 8x · · · f(x) = x3 + 6x2 - 8x · QUESTION 6 · Sketch the graph of the function by finding the zeroes of the polynomial. f(x) = 2x3 - 10x2 + 12x · · · 0,2,3 · · · 0,2,-3 · · · 0,-2,3 · · · 0,2,3 · · · 0,-2,-3 QUESTION 7 Select the graph of the function and determine the zeroes of the polynomial. f(x) = x2(x-6) 0,6,-6
- 5. QUESTION 8 · Use the Remainder Theorem and Synthetic Division to find the function value. g(x) = 3x6 + 3x4 - 3x2 + 6, g(0) · · · 6 · · · 3 · · · -3 · · · 8 · · · 7 QUESTION 9 Use the Remainder Theorem and Synthetic Division to find the function value. f(x) = 3x3 - 7x + 3, f(5)
- 6. -343 343 345 340 344 QUESTION 10 · Use the Remainder Theorem and Synthetic Division to find the function value. h(x) = x3 - 4x2 - 9x + 7, h(4) · · · -28 · · · -27 · · · -31 · · · -25 · · · -29 QUESTION 11
- 7. · Use synthetic division to divide: (3x3 - 24x2 + 45x - 54) ÷ (x-6) · · · 6x2 - 3x - 9, x ≠ 6 · · · 6x2 -3x - 9, x ≠ 6 · · · 3x2 - 6x + 9, x ≠ 6 · · · 3x2 - 6x - 9, x ≠ 6 · · · 3x2 + 6x + 9, x ≠ 6 QUESTION 12 · Use synthetic division to divide: (x3 - 27x + 54) ÷ (x - 3) · · · x2 + 3x - 18, x ≠ 3 · · · x2 - 3x - 27, x ≠ 3 · · · x2 + 9x + 18, x ≠ 3 · · · x2 + 9x - 6, x ≠ 3 ·
- 8. · · x2 + 6x + 9, x ≠ 3 QUESTION 13 · Use synthetic division to divide: (4x3 - 9x + 16x2 - 36) ÷ (x + 4) · · · 4x2 - 9, x ≠ -4 · · · 4x2 + 9, x ≠ -4 · · · -4x2 - 9, x ≠ -4 · · · 4x3 - 9, x ≠ -4 · · · 4x3 + 9, x ≠ -4 QUESTION 14 · Use synthetic division to divide: · · · 5x2 + 45x + 25, x ≠ 1/5 · · · 16x2 + 80x + 20, x ≠ 1/5 · · · 100x2 + 45x + 400, x ≠ 1/5 ·
- 9. · · 20x2 + 180x + 400, x ≠ 1/5 · · · 4x2 + 21x + 20, x ≠ 1/5 · QUESTION 15 · Find all of the zeroes of the function. (x - 3)(x + 9)3 · · · -3,9 · · · 3,9 · · · -3,-9 · · · -3,3,9 · · · 3,-9 QUESTION 16 · Find all the rational zeroes of the function. x3 - 12x2 + 41x - 42 · · · -2, -3, -7 · · · 2, 3, 7
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- 11. where x is the horizontal distance in feet from the point where the ball is punted. How far, horizontally, is the ball from the kicker when it is at its highest point? · · · 28 feet · · · 13 feet · · · 18 feet · · · 23 feet · · · 16 feet QUESTION 19 · The profit P (in hundreds of dollars) that a company makes depends on the amount x (in hundreds of dollars) the company spends on advertising according to the model. P(x) = 230 + 40x - 0.5x2 What expenditure for advertising will yield a maximum profit? · · · 40 · · · 0.5 · ·
- 12. · 230 · · · 20 · · · 115 QUESTION 20 · The total revenue R earned per day (in dollars) from a pet-sitting service is given by R(p) = -10p2 + 130p where p is the price charged per pet (in dollars). Find the price that will yield a maximum revenue. · · · $7.5 · · · $6.5 · · · $8.5 · · · $9.5 · · · $10.5