Please answer this question for me. :)

On average, a customer spends approximately 1.16 minutes waiting time on hold before they can start speaking to a representative.

To find the average waiting time for a customer on hold before they can start speaking to a representative, we need to consider both the arrival rate of calls and the average service time of the staff members.

Given:

9 staff members taking calls.

On average, one call arrives every 5 minutes (standard deviation of 5 minutes).

Each staff member spends on average 18 minutes with each customer (with a standard deviation of 27 minutes).

To calculate the average waiting time, we need to use queuing theory, specifically the M/M/c queuing model. In this model:

"M" stands for Markovian or memoryless arrival and service times.

"c" represents the number of servers.

In our case, we have an M/M/9 queuing model since we have 9 staff members.

The average waiting time for a customer on hold is given by the following formula:

Waiting time = (1 / (c * (μ - λ))) * (ρ / (1 - ρ))

Where:

c = number of servers (staff members) = 9

μ = average service rate (1 / average service time)

λ = average arrival rate (1 / average interarrival time)

ρ = λ / (c * μ)

First, let's calculate the average arrival rate (λ):

λ = 1 / (average interarrival time) = 1 / 5 minutes = 0.2 calls per minute

Next, calculate the average service rate (μ):

μ = 1 / (average service time) = 1 / 18 minutes = 0.0556 customers per minute

Now, calculate ρ:

ρ = λ / (c * μ) = 0.2 / (9 * 0.0556) ≈ 0.407

Finally, calculate the waiting time:

Waiting time = (1 / (c * (μ - λ))) * (ρ / (1 - ρ))

= (1 / (9 * (0.0556 - 0.2))) * (0.407 / (1 - 0.407))

≈ 1.16 minutes

Therefore, on average, a customer spends approximately 1.16 minutes waiting on hold before they can start speaking to a representative.

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Answer:

1. B

2. Seven Hundred thousand nine hundred and four

Step-by-step explanation:

Answer:

x=4.5

Step-by-step explanation:

MAB=MBC

AB=BC

3x+2=5x-7

7+2=5x-3x

9=2x

x=9/2

x=4.5

hope it helps..

have a great day!!

Answer:

x = 4.5

Step-by-step explanation:

here's your solution

=> AB = BC. ( both arc are equal )

=> 3x + 2 = 5x - 7

=> 3x - 5x = - 7 - 2

=> - 2x = - 9

=> x = 9/2

=> x = 4.5

hope it helps

Answer:

\( \boxed{\sf Time \ taken = 15 \ minutes} \)

Given:

Initial speed (u) = 65 km/h

Final speed (v) = 85 km/h

Acceleration (a) = 80 km/h²

To Find:

Time taken for car to achieve a speed of 85 km/h in minutes

Step-by-step explanation:

\(\sf From \ equation \ of \ motion:\)

\( \boxed{ \bold{v = u + at}}\)

By substituting value of v, u & a we get:

\( \sf \implies 85 = 65 + 80t\)

Substract 65 from both sides:

\( \sf \implies 85 - 65 = 65 - 65 + 80t\)

\( \sf \implies 20 = 80t\)

\( \sf \implies 80t = 20\)

Dividing both sides by 80:

\( \sf \implies \frac{ \cancel{80}t}{ \cancel{80}} = \frac{20}{80} \)

\( \sf \implies t = \frac{2 \cancel{0}}{8 \cancel{0}} \)

\( \sf \implies t = \frac{ \cancel{2}}{ \cancel{2} \times 4} \)

\( \sf \implies t = \frac{1}{4} \: h\)

\( \sf \implies t = \frac{1}{4} \times 60 \: minutes\)

\( \sf \implies t = 15 \: minutes\)

So,

Time taken for car to achieve a speed of 85 km/h in minutes = 15 minutes

Angle VYN + angle YNV = angle VYN + angle YNV, which  proves that VYSN is a cyclic quadrilateral since its opposite angles (VYN and YNV) are supplementary.

To identify three other angles that are equal to 47°, we can use the properties of angles in a circle and the relationships formed by intersecting lines and tangents.

Angle VNY:

Reason: Alternate segment theorem

Explanation: When a tangent and a chord intersect at a point on the circumference of a circle, the angle between the tangent and the chord is equal to the angle in the alternate segment.

Angle YAN:

Reason: Tangent and radius are perpendicular

Explanation: When a tangent and a radius intersect at the point of tangency, the angle formed is a right angle. Therefore, angle YAN is equal to 90°. Since angle YAN is supplementary to angle YNA (180° - 90° = 90°), angle YNA is also equal to 90°. Thus, angle YNA is equal to 47°.

Angle VSA:

Reason: Angle at the center is twice the angle at the circumference

Explanation: The angle VSA is an inscribed angle that intercepts the same arc as angle YNA. According to the inscribed angle theorem, the angle at the center of the circle is twice the angle at the circumference. Therefore, angle VSA is equal to 2 * angle YNA = 2 * 47° = 94°.

However, we need to find another angle equal to 47°, so we consider its supplement. The supplement of angle VSA is 180° - 94° = 86°. Since the supplement of angle VSA is equal to angle VAS, angle VAS is equal to 47°.

Proving that VYSN is a cyclic quadrilateral:

In a cyclic quadrilateral, the opposite angles are supplementary. Let's consider angle VYN and angle VSN:

Angle VYN + angle VSN = 180°

Angle VYN + angle VYS + angle SNY + angle YNV = 180°

From the given information, we know that angle VYS = 47° and angle SNY = 47°. Substituting these values:

Angle VYN + 47° + 47° + angle YNV = 180°

Angle VYN + 94° + angle YNV = 180°

Since angle VYN + angle YNV is equal to the straight angle (180°), it follows that:

94° = 180° - angle VYN - angle YNV

Therefore, the sum of angle VYN and angle YNV is equal to 180° - 94° = 86°. This implies that angle VYN + angle YNV = 86°.

Hence, we have:

Angle VYN + angle YNV = 86°

Angle VYN + angle YNV = angle VYN + angle YNV

This proves that VYSN is a cyclic quadrilateral since its opposite angles (VYN and YNV) are supplementary.

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placed constitutional limits on the power of the French monarchy.

Step-by-step explanation:

Following the storming of the Bastille, Option C is correct that the National assembly replaced the French monarchy with a democratic system similar to that of the US government.

In 1789, the national assembly abolished the feudal system that was in France.

Instead, they made the declaration of rights for the citizens.

The religious orders of the state became dissolved and the religious leaders that were in the French state were made to become employees of the state.

Thus, Following the storming of the Bastille, Option C is correct.

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Answer:

If there are different denominators in a fraction you have to multiply the denominators by their least common factor(lcm).

Example:

2/4 + 5/8=

We can multiply the 4 and the 2 by 2 to get 4/8.

2/4= 4/8

Then, you add normally.

4/8+5/8= 9/8

And remember you cant add the denominator it stays the same, that is why we made them the same.

Answer: $1875

Step-by-step explanation:Take x as the amount of money you have. 30%=30/100. So, 30/100*x=15. x= 2500. So, 75% of x is 75/100 * 2500 = 1875$

Answer:

7.80

Step-by-step explanation:

46.80 divided by 6 is 7.80

Answer:

  The point is part of the solution. It is found in the doubly-shaded area.

Step-by-step explanation:

The first inequality graphs with a solid boundary line of negative slope that has negative x- and y-intercepts. Shading is below the line (and to its left).

The second inequality graphs with a solid boundary line of negative slope that has positive x- and y-intercepts. Shading is above the line.

The solution space is the doubly-shaded area to the (upper) left of the point where the boundary lines cross. The given point is in the 2nd quadrant, and is in the solution space.

The point is part of the solution set.

__

Additional comment

Sometimes help is needed with graphing.

If a variable in the inequality has a coefficient of 1, its corresponding intercept is easily found. (It is the constant on the other side of the inequality symbol.)

The slope of the boundary line can be found by solving for y. The slope is the coefficient of x in that formulation. For the first inequality, the slope is -4 and the y-intercept is -3. This means (-1, 1) and (-2, 5) will be other points on the line.

For the second inequality, the slope is -1/8, and the x-intercept is 7. This, too, means that (-1, 1) is a point on the line, along with (-9, 2).

Slope is rise/run. A slope of -1/8 means the line falls 1 unit (rise) for each 8 units to the right (run). Working the other direction, the line will rise 1 unit for each 8 units to the left.

Answer: 3

Step-by-step explanation:

The width of the driveway in terms of x is (5x² + 43x - 18) / 12.

We have,

The concept used here is basic geometry, specifically the formula for the area of a rectangle.

The area of a rectangle is calculated by multiplying its length by its width.

To find the width of the driveway in terms of x, we need to divide the total area of the driveway by its length.

Area of the driveway: 5x² + 43x - 18

Length of the driveway: 3 + 9 = 12

Width = Area / Length

Width = (5x² + 43x - 18) / 12

Thus,

The width of the driveway in terms of x is (5x² + 43x - 18) / 12.

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Answer:

126

Step-by-step explanation:

I = prt

I = (600)(0.07)(3)

I = 126

Answer: 126

To rotate a point (x, y) 90 degrees clockwise about the origin, we can swap the x and y coordinates and change the sign of the new x coordinate.

For quadrilateral ABCD, let's denote the coordinates of points A, B, C, and D as (x₁, y₁), (x₂, y₂), (x₃, y₃), and (x₄, y₄) respectively.

To find the coordinates of the rotated quadrilateral A'B'C'D', we apply the rotation transformation to each point:

A' = (y₁, -x₁)

B' = (y₂, -x₂)

C' = (y₃, -x₃)

D' = (y₄, -x₄)

In other words, we swap the x and y coordinates of each point and change the sign of the new x coordinate. These new coordinates represent the rotated points of the quadrilateral.

It's important to note that this rotation assumes the origin as the center of rotation. If a different center of rotation is specified, the transformation will be different.

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Answer:

7x - 2y - 20 = 0

Step-by-step explanation:

the equation of a line in slope- intercept form is

y = mx + c ( m is the slope and c the y- intercept )

calculate m using the slope formula

m = \(\frac{y_{2}-y_{1} }{x_{2}-x_{1} }\)

with (x₁, y₁ ) = (2, - 3 ) and (x₂, y₂ ) = (4, 4 )

m = \(\frac{4-(-3)}{4-2}\) = \(\frac{4+3}{2}\) = \(\frac{7}{2}\) , then

y = \(\frac{7}{2}\) x + c ← is the partial equation

to find c substitute either of the 2 points into the partial equation

using (4, 4 )

4 = \(\frac{7}{2}\) (4) + c = 14 + c ( subtract 14 from both sides )

- 10 = c

y = \(\frac{7}{2}\) x - 10 ← in slope- intercept form

multiply through by 2

2y = 7x - 20 ( subtract 2y from both sides )

0 = 7x - 2y - 20 , that is

7x - 2y - 20 = 0 ← required equation

Answer:

60 minutes, 1 hour

Step-by-step explanation:

5 minutes for 1/3 of a mile, means 15 minutes per mile

15 x 4 = 60 minutes

5/6 - 3/8

Rewrite the fractions to have a common denominator:

5/6 x 4 = 20/24

3/8 x 3 = 9/24

Now you have 20/24 - 9/24 = 11/24

The answer is D. 11/24

Answer:

D. 11/24

Step by Step Explanation:

Just use cymath.

To determine the multiplicative rate of change of the exponential function represented in the table, we can calculate the ratios between consecutive values in the second column. Let's denote the values in the second column as \(\(y_1\), \(y_2\), \(y_3\), and \(y_4\)\), corresponding to the entries 4, 4.75, 5.125, and 5.1875, respectively.

The ratio between the second and first values is given by:

\(\[\frac{y_2}{y_1} = \frac{4.75}{4} = 1.1875\]\)

Similarly, the ratio between the third and second values is:

\(\[\frac{y_3}{y_2} = \frac{5.125}{4.75} \approx 1.0789\]\)

Finally, the ratio between the fourth and third values is:

\(\[\frac{y_4}{y_3} = \frac{5.1875}{5.125} \approx 1.0122\]\)

Based on these observed ratios, we can conclude that the multiplicative rate of change of the exponential function is approximately 1.0122. Therefore, the correct answer is option 4. 5.

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There are 13 students in the group who are not enrolled in either a

mathematics course or a physics course.

We can solve this problem using the principle of inclusion-exclusion,

which states that the size of the union of two sets is given by:

|A ∪ B| = |A| + |B| - |A ∩ B|

where |A| represents the size (number of elements) of set A, and |A ∩ B|

represents the size of the intersection of sets A and B.

In this case, we want to find the number of students who are not enrolled

either a mathematics course or a physics course.

Let M be the set of students enrolled in a mathematics course, and let P

the set of students enrolled in a physics course. Then the number of

students who are not enrolled in either course is:

|not enrolled| = |total| - |M ∪ P|

We are given that |M| = 15, |P| = 10, and |M ∩ P| = 5. To find |M ∪ P|, we

use the inclusion-exclusion principle:

|M ∪ P| = |M| + |P| - |M ∩ P|

= 15 + 10 - 5

= 20

So the number of students who are not enrolled in either course is:

|not enrolled| = |total| - |M ∪ P|

= 33 - 20

= 13

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Answer:

A.) The function is linear.

C.) The height increases at a constant rate of change.E

Step-by-step explanation:

Edge 2022

The function is linear and the height increases at a constant rate of change are the correct statements of the given graph.

Graph is a mathematical representation of a network and it describes the relationship between lines and points.

Based on the description, it seems that the function is linear because the graph shows a line of dots that increases at a constant rate from 0 to 9 weeks.

Therefore, the following statements apply:

The function is linear.

The height increases at a constant rate of change.

Linear functions are those functions whose graph goes in a straight line. This function has one independent variable and one dependent variable.

The height increases at a constant rate of change. We can see as the time is increasing the height is increasing. We can determine this by slope of graph.

Hence, the function is linear and the height increases at a constant rate of change are the correct statements of the given graph.

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Calculating this expression yields the overall chances of getting hurt as a kid riding at night with no helmet.

As a kid who rides at night with no helmet, the chances of getting hurt can be calculated by considering the individual probabilities and applying them sequentially. Given that 4% of kids get hurt even when riding correctly, and riding correctly has a 22% chance of getting hurt, the overall chances of getting hurt increase when riding at night with no helmet. By incorporating the 30% increase due to not wearing a helmet and the additional 33% increase for riding at night, the total chances of getting hurt can be determined.

To calculate the chances of getting hurt as a kid riding at night with no helmet, we need to consider the individual probabilities and combine them. First, 4% of kids get hurt even when riding correctly. This represents the baseline probability. Next, riding correctly has a 22% chance of getting hurt. This is an additional probability that applies when riding correctly.

When not wearing a helmet, the chances of getting hurt increase by 30%. This means that the probability increases by 30% compared to riding correctly. Additionally, riding at night further increases the chances of getting hurt by 33%. This probability is applied on top of the previous probabilities.

To calculate the total probability, we multiply the probabilities of each condition. Starting with the baseline probability of 4%, we multiply it by 22% (riding correctly), then by 30% (not wearing a helmet), and finally by 33% (riding at night).

Total probability = 4% * 22% * 30% * 33%

Calculating this expression yields the overall chances of getting hurt as a kid riding at night with no helmet.

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Answer: f(n) = 27 - 3n

Hope this helped

Answer:

D

Step-by-step explanation:

In 2 hours they wash 8 cars total so...

8

16

24

The extra time is 15 mins for 2 cars

The length of the segment AC is 15.73 units.

The ratio between the adjacent side and the hypotenuse is known as the cosine function (or cos function) in triangles. One of the three fundamental trigonometric functions, cosine is the complement of sine (co+sine) and one of the three main trigonometric functions. The entire notion of COS includes a variety of themes.

For the given right triangle the angle A is 70 degrees and the hypotenuse = 46.

Using trigonometric identity we have:

Cos A = adjacent side to A / Hypotenuse

Cos (70) = x / 46

0.34(46) = 15.73

Hence, the length of the segment AC is 15.73 units.

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Answer:

I believe the answer is 65 square root 13, if im wrong pls give me the options to choose from