Provide a detailed distinction between the two training
methodologies that may be utilised in the organisation, as well as
the popular methods for each.
Answers
In an organization, two popular training methodologies that can be utilized are on-the-job training and off-the-job training.
Let's examine each methodology along with their popular methods:
1. On-the-Job Training:
On-the-job training refers to the process of acquiring knowledge and skills while performing tasks and responsibilities directly related to one's job. It takes place within the actual work environment and provides hands-on experience. Some popular methods of on-the-job training include:
a. Job Shadowing: This method involves a new employee observing and working closely with an experienced employee, learning from their day-to-day activities and tasks.
b. Mentoring: In this method, a more experienced employee (mentor) guides and supports a less experienced employee (mentee) by providing advice, feedback, and sharing their expertise.
c. Coaching: Similar to mentoring, coaching involves a more experienced employee providing guidance and support to enhance the skills and performance of the employee being coached.
d. Apprenticeships: This method combines on-the-job training with classroom instruction. It allows individuals to learn a trade or skill through practical experience while working alongside skilled professionals.
2. Off-the-Job Training:
Off-the-job training refers to the process of learning and acquiring skills outside of the regular work environment. It usually takes place in a separate training facility or classroom setting. Some popular methods of off-the-job training include:
a. Workshops and Seminars: These are interactive sessions where participants learn new skills, gain knowledge, and exchange ideas on specific topics facilitated by subject-matter experts.
b. Conferences and Conventions: These events bring together professionals from a particular industry or field to attend presentations, panel discussions, and networking opportunities to learn about new trends and developments.
c. E-Learning and Online Courses: With advancements in technology, online platforms offer various courses and training programs that individuals can access remotely at their own pace and convenience.
d. Simulations and Role-Playing: These methods involve creating artificial scenarios or situations that closely resemble real work situations, allowing participants to practice and develop skills in a controlled environment.
e. Case Studies and Group Discussions: Participants analyze real-life scenarios and engage in group discussions to understand problem-solving techniques, decision-making processes, and best practices.
It's important to note that the selection of the training methodology and methods depends on the specific needs, goals, and resources of the organization, as well as the desired learning outcomes for the employees. A combination of both on-the-job and off-the-job training can often be beneficial for comprehensive skill development and knowledge acquisition.
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Related Questions
I need help with step 3
Answers
\(f(x) = ( \frac{1}{4} ) {}^{x} \)
\(f(0) = ( \frac{1}{4} ) {}^{0} \)
\(f(0) = 1\)
\(f(1) = ( \frac{1}{4} ) {}^{1} \)
\(f(1) = \frac{1}{4} \)
\(f(2) = ( \frac{1}{4} ) {}^{2} \)
\(f(2) = \frac{1}{16} \)
#IfWrongPleaseReport
Determine whether the triangles are congruent. Explain your reasoning .
SAS (Side, Angle, Side) or ASA (Angle, Side, Angle)
Answers
We know these triangles are congruent by looking at the information given. The bottom sides have the same lengths, giving us one part of SAS.
We can also see an a right angle is given to us at the bottom, this automatically means the left angle is also a right angle. This is the angle of SAS.
Lastly, we know they share another side because they’re sharing the same side exactly.
help, please the question and thank you
Answers
Answer:graph D its the only one that reflects across the X AXIS correctly
Step-by-step explanation:
BRAINLIEST!!! PLEASE HELP! Find the number of four-digit numbers which are not divisible by 4
Answers
Answer
4141
4141/4=1035.25
Answer:
5234
Step-by-step explanation:
Customers of a phone company can choose between two service plans for long distance calls. THE first plan has a $19 monthly fee and charges an additional fee of $0.10 for each minute of calls. THE Second plan has $0 monthly fee but charges $0.14 for each minute of calls. For how many minutes of calls will the cost of the two plans be equal?
Answers
Equating the two expressions representing the total charges for each plan, it will take 475 minutes for the cost of the two plans to be equal.
What are mathematical expressions?Mathematical expressions combine variables with constants, values, and numbers without using the equal symbol (=).
On the other hand, equations are two or more mathematical expressions that are shown to be equal or equivalent.
First Plan Second Plan
Monthly fee $19 $0
Unit fee per minute $0.10 $0.14
Let the minutes under each Plan = x
Expressions:19 + 0.10x ...Expression for Plan 1
0.14x ...Expression for Plan 2
For the cost of the two plans to be equal,
19 + 0.10x = 0.14x
19 = 0.04x
x = 475
Check for Total Costs:
Plan 1: 19 + 0.10x = 19 + 0.10(475) = $66.50
Plan 2: 0.14x = 0.14(475) = $66.50
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Bob makes his first $900 deposit into an IRA earning 8.1% compounded annually on his 24th birthday and his
last $900 deposit on his 41st birthday (18 equal deposits in all). With no additional deposits, the money in the
IRA continues to earn 8.1% interest compounded annually until Bob retires on his 65th birthday. How much is
in the IRA when Bob retires?
Answers
The total amount accumulated from the deposits by Bob's 41st birthday is approximately $24,409.16.
When Bob retires on his 65th birthday, the approximate amount in his IRA will be $144,679.61.
To calculate the amount in Bob's IRA when he retires on his 65th birthday, we need to consider the periodic deposits made from his 24th birthday to his 41st birthday and the subsequent compounding interest until his retirement.
Given:
Bob makes equal deposits of $900 annually from his 24th to 41st birthday (a total of 18 deposits).
The interest rate is 8.1% compounded annually.
First, let's calculate the total amount accumulated from the annual deposits until Bob's 41st birthday. We can use the formula for the future value of an annuity:
FV = P * ((1 + r)^n - 1) / r
Where:
FV = Future Value
P = Payment (deposit amount)
r = Interest rate per period
n = Number of periods
Using the given values:
P = $900
r = 8.1% or 0.081 (converted to decimal)
n = 18
FV = 900 * ((1 + 0.081)^18 - 1) / 0.081
≈ $24,409.16
So, the total amount accumulated from the deposits by Bob's 41st birthday is approximately $24,409.16.
Next, we need to calculate the future value of this amount from Bob's 41st birthday to his retirement at age 65. We can use the formula for compound interest:
FV = PV * (1 + r)^n
Where:
FV = Future Value
PV = Present Value (the accumulated amount from the deposits)
r = Interest rate per period
n = Number of periods
Using the given values:
PV = $24,409.16
r = 8.1% or 0.081 (converted to decimal)
n = 65 - 41 = 24 (the number of years from age 41 to 65)
FV = 24,409.16 * (1 + 0.081)^24
≈ $144,679.61
Therefore, when Bob retires on his 65th birthday, the approximate amount in his IRA will be $144,679.61.
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In which interval does a root exist for this equation? tan(x) = 3x^2
PLEASE HELP
Answers
To determine the interval for which a root exists, you can use the intermediate value theorem.
First, observe that the left-hand side of the equation, tan(x), is undefined for x = (n + 1/2) π, where n is an integer. Thus, we can restrict our attention to the interval (-π/2, π/2) where the tangent function is continuous and strictly increasing.
Next, note that tan(0) = 0 and tan(π/6) = 1/√3 < 3/36 = 1/12. Also, as x approaches π/2 from the left, tan(x) approaches infinity, while 3x^2 approaches infinity faster. Therefore, there exists at least one root of the equation in the interval (0, π/6).
Similarly, tan(-π/6) = -1/√3 > -1/12, and as x approaches -π/2 from the right, tan(x) approaches negative infinity, while 3x^2 approaches infinity faster. Therefore, there exists at least one root of the equation in the interval (-π/6, 0).
Therefore, the equation tan(x) = 3x^2 has at least one root in the interval (-π/6, π/6).
Which option shows cos Ø?
Answers
sohcahtoa
cah
adjacent over hypotenuse
5/29
square root of 15, 2 times the square root of 3, 3 times the square root of 3, square root of 17 least to greastes get it right and u win 100 dollars
Answers
Answer: 9
Step-by-step explanation: Im guessing right now
What is the length of AB?
6units? , 12 units?, 10 units ?, 14 units?
Answers
Answer:
C. 10 units
Step-by-step explanation:
Use the distance formula:
\((x_{1},y_{1})\\\\(x_{2},y_{2})\\\\d=\sqrt{(x_{2}-x_{2})^2+(y_{2}-y_{1})^2}\)
Find the coordinate points of A and B:
\(A(-7,-6)\\\\\\B(1,0)\)
Insert the values into the formula:
\(d=\sqrt{(1-(-7))^2+(0-(-6))^2}\)
Two negatives make a positive. Simplify:
\(d=\sqrt{(1+7)^2+(0+6)^2}\)
Simplify addition:
\(d=\sqrt{(8)^2+(6)^2}\)
Simplify exponents (x²=x·x):
\(d=\sqrt{64+36}\)
Simplify addition:
\(d=\sqrt{100}\)
Find the square root (x·x=√y):
\(d=10\)
The length of AB is 10 units.
:Done
Answer:
10 units
Step-by-step explanation:
Iready diagnostic
Which of the cross sections described would result in a rectangle with a height of
inches (in.)?
A.A horizontal cross section through the center of a sphere with a radius of 4 in.
B. A horizontal cross section through the center of a cone with a radius of 4 and a height of 4 in.
C. A vertical cross section through the center of a cone with a radius of 4 and a height of 4 in.
D. A vertical cross section through the center of a cylinder with a radius of 4 and a height of 4 in.
Answers
Answer:B. A horizontal cross section through the center of a cone with a radius of 4 and a height of 4 in.
Step-by-step explanation:
Would be very happy if you helped.Don’t spam guys
Answers
\(\\ \sf\longmapsto 41sin\Theta=40\)
\(\\ \sf\longmapsto sin\Theta=\dfrac{40}{41}\)
Now
\(\boxed{\sf cos\Theta=\sqrt{1-sin^2\Theta}}\)
\(\\ \sf\longmapsto cos\Theta=\sqrt{1-\left(\dfrac{40}{41}\right)^2}\)
\(\\ \sf\longmapsto cos\Theta=\sqrt{1-\dfrac{1600}{1682}}\)
\(\\ \sf\longmapsto cos\Theta=\sqrt{\dfrac{1681-1600}{1681}}\)
\(\\ \sf\longmapsto cos\Theta=\sqrt{\dfrac{81}{1681}}\)
\(\\ \sf\longmapsto cos\Theta=\dfrac{9}{41}\)
We know
\(\boxed{\sf tan\Theta=\dfrac{Sin\theta}{Cos\Theta}}\)
\(\\ \sf\longmapsto \dfrac{tan\Theta}{1-tan^2\Theta}\)
\(\\ \sf\longmapsto \dfrac{\dfrac{sin\Theta}{cos\Theta}}{1-\dfrac{sin^2\Theta}{cos^2\Theta}}\)
\(\\ \sf\longmapsto \dfrac{\dfrac{\left(\dfrac{40}{41}\right)}{\left(\dfrac{9}{41}\right)}}{1-\dfrac{\left(\dfrac{40}{41}\right)^2}{\left(\dfrac{9}{41}\right)^2}}\)
\(\\ \sf\longmapsto \dfrac{\dfrac{{40}}{{9}}}{1-\dfrac{{40}^2}{{9}^2}}\)
\(\\ \sf\longmapsto \dfrac{\dfrac{40}{9}}{\dfrac{9^2-40^2}{9^2}}\)
\(\\ \sf\longmapsto \dfrac{\dfrac{40}{9}}{\dfrac{81-1600}{81}}\)
\(\\ \sf\longmapsto \dfrac{\dfrac{40}{9}}{\dfrac{-1519}{81}}\)
\(\\ \sf\longmapsto {\dfrac{40}{\cancel{9}}}\times \dfrac{\cancel{81}}{(-1519)}\)
\(\\ \sf\longmapsto \dfrac{40\times 9}{(-1519)}\)
\(\\ \sf\longmapsto - \dfrac{360}{1519}\)
Solve for x. 3/4 = 16/x
Answers
Answer:
\(x = \frac{64}{3} \: \: or \: \: 21 \frac{1}{3} \)Step-by-step explanation:
\( \frac{3}{4} = \frac{16}{x} \)First of all cross multiply
That's
\(3x = 64\)Divide both sides by 3
That's
\( \frac{3x}{3} = \frac{64}{3} \)We have the final answer as
\(x = \frac{64}{3} \: \: or \: \: 21 \frac{1}{3} \)Hope this helps you
there is 6-9 for the people that confused
Answers
Answer:
6. 75 Students in Mrs.Reynolds class.
7. 60 Birthdays in February
8. February and May are a combined 20% of birthdays
9. March has 24% of the students birthdays
Step-by-step explanation:
6. Adding all the numbers will give us 75 total students.
7. 450 divided by 7 will get us 6. And there are 10 birthdays in February, so we do 10 times 6 and get 60.
8. On a calculator if you input 20% of 75 you will get 15. February and May are the only 2 birthday months that if you add them up you get 15.
9. If you put 24% of 75 on a calculator you will get 18. March is the only month with 18 birthdays.
There is Mrs. Reynolds' class has 75 students. February has 60 birthdays. February and May account for 20% of all birthdays. In March, 24% of students celebrate their birthdays.
What is a graph?A graph can be defined as a pictorial representation or a diagram that represents data or values.
Mrs. Reynolds creates a graph of the number of students who have birthdays in the first half of the year.
The graph has been given in the question.
Here y-axis represents Months and the x-axis represents the Number of students
As per the given graph, the required solution would be as:
Adding all of the numbers together generates a total of 75 students.
450 divided by 7 equals 6. And there are ten birthdays in February, so multiply 10 by 6 to get 60.
If you enter 20% of 75 into a calculator, you will obtain 15. February and May are the only two birthday months that total up to 15.
If you multiply 24% of 75 by 18, you get 18. March is the only month in which there are 18 birthdays.
Thus, there is Mrs. Reynolds' class has 75 students. February has 60 birthdays. February and May account for 20% of all birthdays. In March, 24% of students celebrate their birthdays.
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i need to find the equation of the line
Answers
Somebody help me with this
Answers
Answer:
D s>350000
Step-by-step explanation:
The difference in base salary is 7,000 (45,000-38,000). To earn an additional 7,000, sales must be at least 350,000.
350000 x.02 (2% commission) is 7,000
Find the slope between the points (9,54) and (-5,61)
Answers
Answer:
slope=(Y2-Y1)/(X2-X1)
slope=7/-14= -1/2
please give me brainlest
PLEASE HELP ITS FOR A TEST I WILL GIVE U BRAINLIEST
Danica and Darrelle have developed a lucrative business selling handmade silver bracelets. Darrelle makes the more complex bracelets and Danica makes the simpler ones. It takes Darrelle 4 hours to make 3 bracelets and Danica can make 5 bracelets every 2 hours.
a. Convert this scenario into linear equation(s); show both the standard form and the slope-intercept form of your equation(s).
b. Could any part of this scenario be graphed using any of the special functions discussed in the course text? Explain your answer.
c. Each bracelet Darrelle sells makes $10.50 in profit. Each bracelet Danica sells makes $3.50 in profit. If Darrelle and Danica work the same amount of time, explain each of the steps you will use and then calculate how many hours will it take for the whole business to make at least $500 profit?
Answers
Answer:
At the average rate of making profit, it will take slightly more than 30 hours for the business to reach a profit goal of $500. (30.075)
Step-by-step explanation:
a) It is not clear what linear equation is desired. We are given enough information to write an equation relating the number of bracelets produced by each worker to the time it takes.
Let n represent the number of bracelets Danica produces. Let r represent the number of bracelets Darrelle produces. Let h represent time in hours.
.. r/3 = h/4 ... Darrelle produces 3 bracelets in 4 hours
.. 4r - 3h = 0 ... equation in standard form
.. r = (3/4)h ... equation in slope-intercept form (the intercept is 0)
.. n/5 = h/2 ... Danica produces 5 bracelets in 2 hours
.. 2n - 5h = 0 ... equation in standard form
.. n = (5/2)h ... equation in slope-intercept form
b) We have no idea what special functions were discussed in the course. Of course these equations can be graphed. (2-dimensional equations are easily graphed.)
c) A profit function can be written in terms of the number of bracelets produced. Then it can be solved to find when (h=?) profit is equal to $500.
.. Let p represent the total profit from production of bracelets.
.. p = 10.50*r + 3.50*n ... profit in terms of bracelets produced
.. p = 10.50*((3/4)h) + 3.50*((5/2)h) ... profit in terms of hours, where both work the same hours
.. p = 16.625 h
.. 500 = 16.625 h ... we want to find hours until $500 profit
.. 500/16.625 = h ≈ 30.0752
At the average rate of making profit, it will take slightly more than 30 hours for the business to reach a profit goal of $500.
_____
If you work out the timing of when bracelets are finished, assuming they are made at a constant rate, you find that there will be 23 of Darrelle's bracelets and 76 of Danica's bracelets finished in 30 hours and 40 minutes. These will yield a profit of $507.50. After another 8 minutes, Danica will have finished bracelet 77 to add another $3.50 to the profit total.
Mr. Bloop was having a party! He made cupcakes for the guests, but many more people showed up than he expected. He decided to cut the cupcakes into fourths (they were rather large anyway). If Mr. Bloop had 36 cupcakes to start with, what is the maximum number of guests that he could serve cupcakes pieces?
Answers
Step-by-step explanation:
36 because since theres 36 people each person gets one for each
Some values of a linear function are shown in this table:
х
y
2
4
3
6.5
4
4
9
5
11.5
What is the rate of change of this function?
O A. -2.5
O B. 2.5
O C. 1.625
D. -1.625
Answers
the function of this answer b
what rationale is correct for the nusre to empty a hemovac woudn suction device when it is half full
Answers
A nurse should empty a Hemovac wound suction device when it is half full to ensure proper functioning and prevent discomfort or injury to the patient due to the device becoming too heavy.
The rationale for a nurse to empty a Hemovac wound suction device when it is half full is to ensure the device is functioning correctly and to prevent it from becoming too heavy and potentially causing discomfort or injury to the patient.
When a Hemovac wound suction device is half full, it may start to lose suction, which can result in less efficient drainage of fluid from the wound site. By emptying the device, the nurse can ensure that the device is functioning correctly and that the suction pressure is maintained.
Additionally, allowing the device to become too full can make it heavy and uncomfortable for the patient, potentially causing discomfort or injury to the wound site. Therefore, emptying the device when it is half full can help prevent these complications and ensure that the patient remains comfortable throughout the healing process.
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what is a congruent polygon
Answers
A congruent polygon refers to two or more polygons that have the same shape and size. There must be an equal number of sides between two polygons for them to be congruent.
Congruent polygons have parallel sides of equal length and parallel angles of similar magnitude. When two polygons are congruent, they can be superimposed on one another using translations, rotations, and reflections without affecting their appearance or dimensions. Concluding about the matching sides, shapes, angles, and other geometric properties of congruent polygons allows us to draw conclusions about them.
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Determine the number of ways she can arrange her daily schedule.
Answers
Answer:
This can be found by using the permutations and combinations formuals.
Combinations being the C equation and Permutations being the P equation.
\(P(n,r)=\frac{6!}{(6-6)!}=720\)
Explanation:
A permutation is used for the list of data (where the order of the data matters) and the combination is used for a group of data (where the order of data doesn't matter).
What is the slope of the line tangent to the curve y^3-xy^2+x^3=5 at the point (1,2)?
Options are as follows: A. 1/10
B. 1/8
C. 5/12
D. 11/4
Answers
The slope of the line tangent to the curve y³-xy²+x³=5 at the point (1,2) is option (B) 1/8.
To find the slope of the line tangent to the curve at the point (1,2), we first need to find the derivative of the curve with respect to x, and then evaluate it at x=1, y=2.
Taking the derivative of both sides of the equation y³-xy²+x³=5 with respect to x using the product rule, we get
3y²(dy/dx) - y² - 2xy(dy/dx) + 3x² = 0
Simplifying this expression and solving for dy/dx, we get:
dy/dx = (y² - 3x²)/(3y² - 2xy)
Substituting x=1 and y=2, we get:
dy/dx = (2² - 3(1)²)/(3(2)² - 2(1)(2))
dy/dx = (4 - 3)/(12 - 4)
dy/dx = 1/8
Therefore, the correct option is (B) 1/8
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Pls Help 100 pts
Find
XY given A bisects XY,
XY = 5a – 3, and AY = 2a + 6.
Answers
Answer:
Hii! so are you asking for the answer to a graph? do you want the point?
If you do then I think it is (7a, -3) I might be wrong let me know if I am and I'll fix it.
Step-by-step explanation:
if a ray QT bisects <RQS, what will be the measure of one of the resulting angles?
mZTQS=
Answers
Answer:
m<TQS=23
Step-by-step explanation:
(3x-5)+(x+1)
4x-4=180
+ +
4x=184
--- ----
4 4
x= 46
46/2
=23
If a ray QT bisects <RQS, then \(m<TQS=23.5\) °
Given :
a ray QT bisects <RQS
<PQR and <RQS is a linear pair . It makes and angle 180 degree
\(m<PQR+m<RQS=180\)
From the diagram,
m<PQR=3x-5, and m<RQS=x+1
Substitute the expression and solve for x
\(m<PQR+m<RQS=180\\3x-5+x+1=180\\4x-4=180\\4x=180+4\\4x=184\\Divide \; by \; 4\\x=46\)
now , \(m<RQS = x+1 =46+1=47\)
Given QT bisects <RQS. it means QT divides RQS equally
\(m<TQS= \frac{m<RQS}{2} \\m<TQS= \frac{47}{2} \\\\m<TQS=23.5\)
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The lifespans of tigers in a particular zoo are normally distributed. The average tiger lives 22. 4 years; the
standard deviation is 2. 7 years.
Use the empirical rule (68 - 95 - 99. 7%) to estimate the probability of a tiger living between 27. 8 and 30. 5
years.
Answers
The probability of a tiger living between 27.8 and 30.5 years is approximately 0.68, as this range falls within one standard deviation of the mean.
The lifespans of tigers in a particular zoo are normally distributed, with an average of 22.4 years and a standard deviation of 2.7 years. Using the empirical rule, it is possible to estimate the probability of a tiger living between 27.8 and 30.5 years. This range falls within one standard deviation of the mean, so the probability of a tiger living in this range is approximately 0.68. This means that, out of 100 tigers, 68 will live between 27.8 and 30.5 years. The empirical rule also states that 95% of all tigers will live between 19.7 and 25.1 years and 99.7% of tigers will live between 16.0 and 29.2 years. Knowing this information can help us better understand the lifespan of tigers in the zoo.
The probability of a tiger living between 27.8 and 30.5 years is calculated by using the z-score formula:
z = (x - mean) / standard deviation
Therefore, the z-score for a tiger living between 27.8 and 30.5 years is:
z = (27.8 - 22.4) / 2.7
= 1.37
The probability of a tiger living between 27.8 and 30.5 years is the area under the normal curve between z-scores 1.37 and 0. This area is approximately 0.68.
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y=6x-17 -12x+2y = -34 ??
Answers
Carry learning!
Stay safe!
Study hard!
A hairstylist charges $15 for an adult haircut at nine dollars for a child haircut she wants to earn at least $360 and cut a maximum of 30 haircut this week the graph represents the hairstylist constraints
Answers
Answer:10 adult and 20 children
Step-by-step explanation:
The two inequalities for the given situation are x+y>30 and 15x+9y≤360.
Given that, a hairstylist charges $15 for an adult haircut at nine dollars for a child haircut she wants to earn at least $360.
What is a inequality?Inequalities are the mathematical expressions in which both sides are not equal. In inequality, unlike in equations, we compare two values. The equal sign in between is replaced by less than (or less than or equal to), greater than (or greater than or equal to), or not equal to sign.
Let the number of adults be x and the number of child be y.
So, x+y>30
Now, 15x+9y≤360
⇒ 3(5x+3y)≤360
⇒ (5x+3y)≤120
From the graph we can see that, two graphs intersecting at (15, 15)
Therefore, the two inequalities for the given situation are x+y>30 and 15x+9y≤360.
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Tell whether the following statements are always true, sometimes true or always false./p>
a. If a positive is subtracted from a negative integer, the difference is a negative integer.
b. If a positive integer is subtracted from a positive integer, the difference is a positive integer.
Answers
Each statement about integer is:
"If positive is subtracted from a negative integer, the difference is negative integer" can be sometimes true because when a positive integer is subtracted from a negative integer, the difference can be a negative integer or a positive integer."If a positive integer is subtracted from a negative integer, the difference can be a negative integer or a positive integer" is sometimes true because when a positive integer is subtracted from a negative integer, the difference can be a negative integer or a positive integer.Statement A: If positive is subtracted from a negative integer, the difference is negative integer.
This statement is sometimes true.
If a positive integer is subtracted from a negative integer, the difference can be a negative integer or a positive integer. For example, if -5 is subtracted from -3, the difference is -8, which is a negative integer. However, if -3 is subtracted from -5, the difference is 2, which is a positive integer. The difference sign depends on which value is the bigger one.
Statement B: If a positive integer is subtracted from a positive integer, the difference is a positive integer.
This statement is sometimes true.
If a positive integer is subtracted from a positive integer, the difference can be a positive integer or a negative integer. For example, if 3 is subtracted from 5, the difference is 2, which is a positive integer. However, if 5 is subtracted from 3, the difference is -2, which is a negative integer.
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