For the arithmetic sequence beginning with the terms (1, 4, 7, 10, 13, 16. },

what is the sum of the

first 19 terms?

Answer:The answer is $911.68.

Step-by-step explanation:

Answer:

we will need 20 glass panels to cover the walls of the greenhouse with 5' x 4' glass panels.

Step-by-step explanation:

First, let's calculate the total wall area:

2 walls (10' x 8') = 160 sq. ft.

2 walls (15' x 8') = 240 sq. ft.

Total wall area = 400 sq. ft.

Next, let's calculate the total floor area:

15' x 5' = 75 sq. ft. (total floor area)

75 sq. ft. / 2 = 37.5 sq. ft. (floor area for tomatoes)

To cover the walls with glass panels, we need to divide the total wall area by the area of each glass panel:

Glass panel area = 5' x 4' = 20 sq. ft.

400 sq. ft. (total wall area) / 20 sq. ft. (area of each glass panel) = 20 glass panels

Therefore, we will need 20 glass panels to cover the walls of the greenhouse with 5' x 4' glass panels.

The value of given function [tex]f(x) = \frac{4}{x+2}+2[/tex] at x = -4 is 0, and at x = 4 is 2.17. The graph and table is attached below.

To graph and create a table for f(x) = 4/(x+2) + 2, we can start by making a table of values. To calculate the value of F(x) at each given x, we substitute the value of x into the function and simplify as follows,

At x = -4

F(x) = (4/(-4+2)) + 2 = -2 + 2 = 0

Therefore, F(-4) = 0.

At x = -3

F(x) = (4/(-3+2)) + 2 = undefined (division by zero)

Therefore, F(-3) is undefined.

At x = -2

F(x) = (4/(-2+2)) + 2 = undefined (division by zero)

Therefore, F(-2) is undefined.

At x = -1

F(x) = (4/(-1+2)) + 2 = 6

Therefore, F(-1) = 6.

At x = 0

F(x) = (4/(0+2)) + 2 = 10

Therefore, F(0) = 10.

At x = 1

F(x) = (4/(1+2)) + 2 = 4

Therefore, F(1) = 4.

At x = 2

F(x) = (4/(2+2)) + 2 = 2.67

Therefore, F(2) = 2.67.

At x = 3

F(x) = (4/(3+2)) + 2 = 2.4

Therefore, F(3) = 2.4.

At x = 4

F(x) = (4/(4+2)) + 2 = 2.17

Therefore, F(4) = 2.17.

Now we can plot these points on a coordinate plane and connect them to create the graph.

A vertical asymptote is a vertical line on a graph that the function approaches but never touches or crosses. It occurs when the denominator of a rational function (a function with a fraction of polynomials) becomes zero and the function becomes undefined at that point.

A horizontal asymptote is a horizontal line on a graph that the function approaches as x approaches positive or negative infinity. It describes the long-term behavior of a function as x becomes very large or very small.

We can see from the graph that there is a vertical asymptote at x = -2, and a horizontal asymptote at y = 2.

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The statistics that is the most appropriate is option 2 from the image I added. [tex]Z = \frac{0.34 - 0.25}{\sqrt{\frac{0.3(1 - 0.3)}{50}+\frac{0.3(1 - 0.3)}{40} } }[/tex]

We have to find the proportion 1

= 17 / 50

= 0.34

Then we find the proportion 2

= 10 / 40

= 0.25

the proprotion = 17 + 10 / 50 + 40

= 27 / 90

= 0.3

Then the value of n1 = 50 and the value of n2 = 40

If we are to find the test statistics

The formula that we would use after inputting the values would be given as

[tex]Z = \frac{P1 - P2}{\sqrt{p(1 - p)\frac{1}{n1}+\frac{1}{n2} } }[/tex]

We will have

[tex]Z = \frac{0.34 - 0.25}{\sqrt{0.3(1 - 0.3)\frac{1}{50}+\frac{1}{40} } }[/tex]

When we expand we will have

[tex]Z = \frac{0.34 - 0.25}{\sqrt{\frac{0.3(1 - 0.3)}{50}+\frac{0.3(1 - 0.3)}{40} } }[/tex]

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The general solution to the system of differential equations is:

x =

To solve the simultaneous differential equations:

Dx = axt

Dy = a'xt + b'y

We can use the method of integrating factors to solve the second equation.

Let v = exp(∫b'dt) be the integrating factor. Then we can multiply both sides of the second equation by v:

vDy = va'xt + vb'y

Notice that the left-hand side is the product rule of the derivative of vy with respect to t. So we can rewrite the equation as:

D(vy) = va'xt

Integrating both sides with respect to t, we get:

vy = exp(∫va'dt) ∫va'xt exp(-∫va'dt) dt + C

where C is a constant of integration.

Now, let's differentiate the first equation with respect to t:

D(Dx) = D(axt)

D²x = aDx + ax

Substituting Dx into the above equation, we get:

D²x = a²xt + ax

Notice that this is a linear homogeneous differential equation of the form:

D²x - ax = a²xt

which can be solved using the method of undetermined coefficients. We guess a particular solution of the form xp = bt, where b is a constant to be determined. Substituting xp into the above equation, we get:

D²(bt) - abt = a²xt

bD²t - abt = a²xt

Solving for b, we get:

b = a²/(a² - a)

Therefore, the general solution to the first equation is:

x = c₁e^t + c₂e^(-at) + a²t/(a² - a)

where c₁ and c₂ are constants of integration.

Now, let's substitute x into the equation for vy:

vy = exp(∫va'dt) ∫va'xt exp(-∫va'dt) dt + C

vy = exp(∫va'dt) ∫va'(c₁e^t + c₂e^(-at) + a²t/(a² - a)) exp(-∫va'dt) dt + C

vy = exp(∫va'dt) [c₁∫va'e^t exp(-∫va'dt) dt + c₂∫va'e^(-at) exp(-∫va'dt) dt + a²/(a² - a)∫va't exp(-∫va'dt) dt] + C

vy = exp(∫va'dt) [c₁e^(∫va'dt) + c₂e^(-a∫va'dt) + a²/(a² - a) ∫va't exp(-∫va'dt) dt] + C

where C is another constant of integration.

We can differentiate vy with respect to t to obtain y:

y = (1/v) D(vy)

y = (1/v) D(exp(∫b'dt) [c₁e^(∫va'dt) + c₂e^(-a∫va'dt) + a²/(a² - a) ∫va't exp(-∫va'dt) dt] + C)

y = exp(-∫b'dt) [c₁va'e^(∫va'dt) - c₂va'e^(-a∫va'dt) + a²/(a² - a) va't] + C'

where C' is another constant of integration.

Therefore, the general solution to the system of differential equations is:

x =

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Claim: Youth voting can be beneficial for democracy and civic engagement.

Evidence: Only 6 percent of countries allow 16 year olds to vote which indicates is potential for more countries to explore this option.

Based on evidence, the author's third and final claim is that youth voting can be beneficial for democracy and civic engagement as its shows that allowing 16 and 17 year old to vote has been associated with higher voter turnout and increased civic engagement among young people.

The fact that only 6 percent of countries currently allow 16 year olds to vote suggests that there is potential for more countries to explore this option.

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By showing that a statement is true for a base case and proving that it is true for k+1, assuming that it is true for k, we can show that it is true for all integers in the range of interest.

To show that a formula is true for all integers 1 ≤ k ≤ n, we can use mathematical induction. The process of mathematical induction has two steps: the base case and the induction step.

Base case: Show that the formula is true for k = 1.

Induction step: Assume that the formula is true for some integer k ≥ 1, and use this assumption to prove that the formula is also true for k + 1.

If we can successfully complete both steps, then we have shown that the formula is true for all integers 1 ≤ k ≤ n.

Let's illustrate this with an example. Suppose we want to show that the formula 1 + 2 + 3 + ... + n = n(n+1)/2 is true for all integers 1 ≤ k ≤ n.

Base case: When k = 1, the formula becomes 1 = 1(1+1)/2, which is true.

Induction step: Assume that the formula is true for some integer k ≥ 1. That is,

1 + 2 + 3 + ... + k = k(k+1)/2

We need to prove that the formula is also true for k + 1. That is,

1 + 2 + 3 + ... + (k+1) = (k+1)(k+2)/2

To do this, we can add (k+1) to both sides of the equation in our assumption:

1 + 2 + 3 + ... + k + (k+1) = k(k+1)/2 + (k+1)

Simplifying the right-hand side, we get:

1 + 2 + 3 + ... + k + (k+1) = (k+1)(k/2 + 1/2)

We can rewrite k/2 + 1/2 as (k+2)/2:

1 + 2 + 3 + ... + k + (k+1) = (k+1)(k+2)/2

This is the same as the formula we wanted to prove for k + 1. Therefore, by mathematical induction, we have shown that the formula is true for all integers 1 ≤ k ≤ n.

In summary, mathematical induction is a powerful tool for proving statements about a range of integers. By showing that a statement is true for a base case and proving that it is true for k+1, assuming that it is true for k, we can show that it is true for all integers in the range of interest.

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The sample space for choosing one card is, S={I, L, L, M, P, T, U, Y}

Since, We know that;

A sample space is a set of potential results from a random experiment. The letter "S" is used to denote the sample space. Events are the subset of possible experiment results. Depending on the experiment, a sample area could contain a variety of results.

Given that,

A set of eight cards were labeled with M, U, L, T, I, P, L, Y.

Here, the sample space is;

{ S, U, B, T, R, A, C, T}

Now, Elements in order is,

⇒ S = {I, L, L, M, P, T, U, Y}

Therefore, the sample space for the given cards is,

S = {I, L, L, M, P, T, U, Y}

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The sequence (an bn)nen is convergent given that |an| < 135642 for all n e N and (bn)nen converges to 0.

To prove the convergence of the sequence (an bn)nen, we need to show that it is a Cauchy sequence. Let ε > 0 be arbitrary. Since (bn)nen converges to 0, there exists a natural number N such that |bn| < ε for all n ≥ N. Also, since |an| < 135642 for all n, we have

|an bn - am bm| = |an(bn - bm) + (an - am)bm|

≤ |an||bn - bm| + |an - am||bm|

< 135642ε + |an - am|ε

We can make the first term less than ε/2 by choosing n and m large enough so that |bn - bm| < ε/(2×135642), which is possible by the convergence of (bn)nen to 0.

For the second term, we can make it less than ε/2 by choosing n and m large enough so that |an - am| < ε/(2M), where M is any upper bound for the sequence (|an|)nen. Then we have

|an bn - am bm| < ε

for all n, m ≥ max(N, N') where N' corresponds to ε/(2M). Therefore, the sequence (an bn)nen is a Cauchy sequence, and since R is complete, it converges to some limit L.

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The probability that the chosen student eats fish or eggs is 12/26 = 0.4615 or approximately 46.15%

To answer your question, let's first organize the information given:

Total vegetarians: 26
Eat both fish and eggs: 9
Eat eggs but not fish: 3
Eat neither fish nor eggs: 7

We want to find the probability that the chosen vegetarian student eats fish or eggs. To do this, we need to find the total number of vegetarians who eat fish or eggs. Since 9 eat both fish and eggs, and 3 eat eggs but not fish, we can deduce that 9 + 3 = 12 vegetarians eat fish or eggs.

Now, to find the probability, we'll divide the number of vegetarians who eat fish or eggs (12) by the total number of vegetarians (26).

Probability = (Number of vegetarians who eat fish or eggs) / (Total number of vegetarians)
Probability = 12 / 26
Probability ≈ 0.4615

So, the probability that the chosen vegetarian student eats fish or eggs is approximately 0.4615 or 46.15%.

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A ray is a half-infinite line. The pairs of non-overlapping angles that share a ray to make a right angle are ∠FGE and ∠FGH.

Since, We know that;

A half-infinite line (also known as a half-line) with one of the two points and is commonly used to represent a ray. It is assumed to be infinite.

A straight line has an angle of measurement of 180°. And a 90° angle is made when two lines are perpendicular to each other.

As we can see the line EGH is a straight line, and FG is another line that is perpendicular to line EH,

Therefore, it will form two angles measuring 90°. These angles will be ∠FGE and ∠FGH.

Hence, the pairs of non-overlapping angles that share a ray to make a right angle are ∠FGE and ∠FGH.

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The car's speed is 60 km/hour.

Let's denote the distance from the starting point to the destination by D, and let's denote the car's speed by S.

Using the formula speed = distance / time.

S = d  / t = (D - 200) / 1  ---- (1)

S = d / t = (D - 80) / 3  ----- (2)

We can simplify equation (2) by multiplying both sides by 3:

Expanding the right-hand side:

3S = D - 80

From equation 1 and 2:

3 (D - 200) = D - 80

3D - 600 = D - 80

3D - D = 600 - 80

2D = 520

D = 260

Therefore, the distance from the starting point to the destination is 260 km.

Using equation (1), we can find the car's speed:

S = 260 - 200 / 1

S = 60 m/s

Therefore, the car's speed is 60 km/hour.

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The complete question is:

A car is 200km from its destination after 1 hour and 80km from its destination after 3 hours. At what rate is the car traveling per hour?

The maximum allowable probability of failure for each individual light is approximately 0.00528, or 0.528%.

If we assume that the probability of each light failing is the same, let's call this probability "p".

To find the maximum allowable probability of failure for each individual light, we can use the binomial distribution.

The probability that the entire strand of lights works is given by the probability that all 10 lights work, which is (1-p)^10.

We want to find the value of p such that this probability is at least 0.9:

(1-p)^10 ≥ 0.9

Taking the logarithm of both sides:

10 log(1-p) ≥ log(0.9)

log(1-p) ≥ log(0.9)/10

1-p ≤ 10^(-log(0.9)/10)

p ≥ 1 - 10^(-log(0.9)/10)

p ≥ 0.00528

So the maximum allowable probability of failure for each individual light is approximately 0.00528, or 0.528%.

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The mass percent of the vinegar solution is approximately 3.85%.

To calculate the mass percent of a vinegar solution containing 3.74 g of acetic acid in a total mass of 97.20 g, follow these steps:

1. Identify the mass of acetic acid (3.74 g) and the total mass of the solution (97.20 g).
2. Divide the mass of acetic acid by the total mass of the solution:

    3.74 g ÷ 97.20 g.
3. Multiply the result by 100 to get the mass percent:

    (3.74 g ÷ 97.20 g) × 100.

Thus, the mass percent of the vinegar solution is approximately 3.85%.

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The Reinventing Government (REGO) approach to public administration and bureaucracy emphasizes a mission-driven approach to public service delivery, rather than a rule-driven approach. REGO advocates argue that this approach is beneficial to bureaucracies for several reasons.

Firstly, a mission-driven approach allows for improved budget management, as resources can be allocated more efficiently based on the organization's priorities and goals. This can lead to cost savings and better use of public funds.

Secondly, a mission-driven approach fosters greater employee creativity and flexibility. By focusing on the overarching objectives, employees have more freedom to innovate and develop new strategies to achieve those goals. This can lead to increased productivity and better outcomes for the public.

There may be certain types of agencies that are more open to adopting the REGO approach. Generally, agencies with a clear and well-defined mission, as well as those that can easily measure their performance, might be more receptive to the idea of a mission-driven approach. Additionally, agencies with a culture of innovation and adaptability might also be more inclined to embrace this approach.

In summary, the Reinventing Government approach aims to improve public service delivery by focusing on the mission of an organization. Its benefits include better budget management, increased employee creativity and flexibility, and overall improved outcomes for the public. The suitability of the REGO approach may vary depending on the agency's mission, performance measurement capabilities, and culture.

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It is true that When the central bank raises the discount rate, commercial banks are likely to reduce their borrowing of reserves from the Fed.

The discount rate is the interest rate at which commercial banks can borrow reserves from the central bank, such as the Federal Reserve in the United States. An increase in the discount rate makes borrowing from the Fed more expensive for commercial banks.

As a result, commercial banks may choose to call in loans to replace the reserves they would have otherwise borrowed from the central bank. Calling in loans refers to the process of demanding the repayment of outstanding loans from borrowers, which allows the bank to obtain funds to maintain their required reserve levels. By calling in loans, banks can avoid the higher cost of borrowing from the Fed due to the increased discount rate.

Overall, a higher discount rate can encourage commercial banks to reduce their borrowing of reserves from the central bank and instead call in loans to maintain their reserve requirements. This can lead to tighter credit conditions in the economy, as banks may be less willing to extend new loans to borrowers, potentially slowing down economic growth.

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Answer:

Point C is in the second quadrant. C is the correct answer.

The probability of a radiation measurement of 599 or higher from a mountain known to have terrorists, assuming no nuclear danger, is about 0.0668.

We are given that the radiation levels observed by the satellite are normally distributed with a mean of 490 and a variance of 2916. We want to find the probability of a random radiation measurement being 599 or higher, assuming there is no nuclear danger.

First, we need to standardize the radiation level of 599 using the formula:

z = (x - mu) / sigma

where x is the radiation level, mu is the mean, and sigma is the standard deviation. Substituting the values we have:

z = (599 - 490) / √(2916) = 1.5

Now, we can use a standard normal distribution table or calculator to find the probability of a z-score of 1.5 or higher. The table or calculator will give us the area under the standard normal curve to the right of 1.5.

Using a calculator, we can find this probability as follows:

P(Z > 1.5) = 0.0668 (rounded to four decimal places)

Therefore, the probability of a random radiation measurement being 599 or higher is approximately 0.0668, assuming there is no nuclear danger.

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Is because the standard error is the standard deviation of the sampling distribution of the difference between the means, and as such, the differences between the sample means would vary across multiple random samples of the same size.

For part b, the standard error for the difference between the sample means can be calculated as:

[tex]se = sqrt((s1^2/n1) + (s2^2/n2))[/tex]

where s1 and s2 are the sample standard deviations for the two groups, and n1 and n2 are the sample sizes.

Substituting the given values, we get:

[tex]se = sqrt((8.43^2/21) + (3.5^2/21)) ≈ 2.15[/tex]

Interpretation: The standard error represents the standard deviation of the sampling distribution of the difference between the sample means. A lower standard error indicates that the sample means are more likely to be representative of their respective populations, and that the difference between the means is more likely to be significant.

The correct answer is (A): If further random samples of these sizes were obtained from these populations, the differences between the sample means would vary. The standard deviation of these values for (x1-x2) would equal about 2.2. This is because the standard error is the standard deviation of the sampling distribution of the difference between the means, and as such, the differences between the sample means would vary across multiple random samples of the same size.

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From the trigonometric ratios, the value of sine trigonometric ratio for angle C, i.e., sin(C) in above right angled triangle CDE, is equals to the 0.55.

Trigonometry is a branch of mathematics. The trigonometric ratios are special measurements of a right triangle the right angle trigonometric ratios, these ratios describe the relationship between the sides and angles in a right triangle. The six trigonometric ratios in a right angled triangle are defined as sine, cosine, tangent, cosecant, secant, and cotangent. The symbols used for them are sin, cos, sec, tan, csc, cot. The three main ratios are defined as below

We have a right angled triangle CDE with 90° measure of angle D present in above figure. We have to determine the value of sine angle of C. Consider angle C priority,

Height or opposite of triangle = 11

Length of hypotenuse of triangle = 20

Using the above formula for sine trigonometric ratio, [tex]sin \: C = \frac{opposite}{hypotenuse}[/tex]

Substitute all known values in above formula, [tex]= \frac{11}{20}[/tex]

= 0.55

Hence, required value is 0.55.

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Complete question :

The above figure complete the question.

Find the value of sin C rounded to the nearest hundredth, if necessary.

20

E

11

D

Help PLEASE

The distance of the student from the foot of the tower is 25.63m the nearest 1/2 is 25.5m.

Given that From the top of a tower 14m high

The angle of depression of a student is 32°

we can use trigonometry to find the distance from the foot of the tower to the student:

tan(32°) = opposite/adjacent = 14/distance

Rearranging this equation gives:

distance = 14/tan(32°)

= 25.63m

Therefore, the distance of the student from the foot of the tower is approximately 25.63m nearest 1/2, this is 25.5m.

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The principal that will grow to $5,100 in two years, eight months at 4.3% compounded semi-annually is approximately $4,568.20.

To find the principal that will grow to $5,100 in two years and eight months at 4.3% compounded semi-annually, you can use the formula for compound interest:

A = P(1 + r/n)^(nt)

where:
A = final amount ($5,100)
P = principal amount (what we're trying to find)
r = annual interest rate (4.3% or 0.043)
n = number of times interest is compounded per year (semi-annually, so 2)
t = time in years (2 years and 8 months or 2.67 years)

First, plug in the values:

$5,100 = P(1 + 0.043/2)^(2*2.67)

Next, solve for P:

P = $5,100 / (1 + 0.043/2)^(2*2.67)

P = $5,100 / (1.0215)^(5.34)

P = $5,100 / 1.11726707

P ≈ $4,568.20

The principal that will grow to $5,100 in two years, eight months at 4.3% compounded semi-annually is approximately $4,568.20.

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It should be noted that two significant measurements employed to characterize the physical attributes of 3D objects are volume and surface area.

An object's volume relates to how much space it occupies, whereas its surface area pertains to the sum total of external surfaces on said object.

In this case, to illustrate this, consider a cube; its volume calculation involves cubing the length of one side [V = l^3], while finding its surface area consists of multiplying that same length by itself.

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Answer:

77 cm^2

Step-by-step explanation:

rectangular prism or cuboid

Right rectangular prism Solve for surface area▾

A = 77

L = 2

w = 3

h = 6.5

A=2(wl+hl+hw) = 2.(3.2+6.5.2+6.5.3)=77

chegg

Answer: the answer is b

Step-by-step explanation:

Answer: D

Step-by-step explanation:

y =mx+c

Step-by-step explanation:

remember, a negative exponent means 1/...

so,

3^-3 = 1/3³ = 1/27

Answer:

1/27

Step-by-step explanation:

To decrease the width of a confidence interval while maintaining the same level of confidence, you can increase your sample size i.e., Option C is the correct answer.

A confidence interval is a range of values that is likely to contain the true population parameter with a certain level of confidence. The width of the confidence interval is influenced by several factors, including the sample size, level of confidence, and population standard deviation.

When the sample size is increased, the standard error of the sample mean decreases, which in turn decreases the width of the confidence interval. This means that a larger sample size provides more precise estimates of the population parameter and reduces the variability of the sample means. As a result, a larger sample size allows for a narrower confidence interval while maintaining the same level of confidence.

On the other hand, decreasing the sample size can widen the confidence interval, as there are less data available to estimate the population parameter. Increasing the significance level or decreasing the population standard deviation may also widen the confidence interval, as this increases the range of plausible values for the population parameter.

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A value which is in the domain of f(x) include the following: C. 4.

In Mathematics, a piecewise-defined function is a type of function that is defined by two (2) or more mathematical expressions over a specific domain.

Generally speaking, the domain of any piecewise-defined function simply refers to the union of all of its sub-domains. By critically observing the given piecewise-defined function, we can reasonably infer and logically deduce that it is defined over the interval -6 < x ≤ 0 and 0 < x ≤ 4.

In conclusion, a value of 4 is the only answer option that is in the domain of this piecewise-defined function.

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Complete Question:

Which value is in the domain of f(x)?

A.) –7

B.) –6

C.) 4

D.) 5