Eight randomly selected members of a women's golf tournament had scores of 89, 90, 87, 95, 96, 81, 102, 105 on the final day. Find the interquartile range (IQR).

Answer:

Step-by-step explanation:

A is 40

B 3 on the the top after 9 is 27

term is 3

c is 4 on top after 32 is 128

term is 4

d after 300 is 3,000

term is 10

Julie will have driven a total distance of 289 miles if she travels from York to Corby via Derby.

Starting from York, Julie needs to travel to Derby. The distance between York and Derby is given as 89 miles. So, we know that Julie will have driven 89 miles once she reaches Derby.

Next, Julie needs to travel from Derby to Corby, but the given information is a bit tricky here. The distance from Derby to Corby is not given directly. Instead, we are given two distances - Derby to Dory and Dory to Corby.

To find the distance from Derby to Corby, we need to add the distances between Derby and Dory, and Dory and Corby. From the question, we know that the distance between Derby and Dory is 127 miles and the distance between Dory and Corby is 73 miles. Adding these two distances gives us the total distance from Derby to Corby, which is 200 miles.

Finally, we can add up the distances traveled between each location to find the total distance traveled by Julie. Adding the distances of each leg of the journey, we get:

89 miles (York to Derby) + 200 miles (Derby to Corby via Dory) = 289 miles

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Complete Question:

If Julie drives from York to Corby via Dory how many miles will she have driven?

York 89

Derby 127 73

Corby

The required perimeter is 25+√61 units.

We can find the distance between each pair of consecutive points and then add them up to get the perimeter of the polygon.

Using the distance formula, the distance between points A and B is:

[tex]$$AB = \sqrt{(x_B - x_A)^2 + (y_B - y_A)^2} = \sqrt{(-4 - 4)^2 + (8 - 2)^2} = \sqrt{100} = 10$$[/tex]

Similarly, the distances between the other pairs of points are:

[tex]$$BC = \sqrt{(x_C - x_B)^2 + (y_C - y_B)^2} = \sqrt{(-7 + 4)^2 + (4 - 8)^2} = 5$$[/tex]

[tex]$$CD = \sqrt{(x_D - x_C)^2 + (y_D - y_C)^2} = \sqrt{(-1 + 7)^2 + (-4 - 4)^2} = 10$$[/tex]

[tex]$$DA = \sqrt{(x_A - x_D)^2 + (y_A - y_D)^2} = \sqrt{(4 + 1)^2 + (2 + 4)^2} = \sqrt{61}$$[/tex]

Therefore, the perimeter of the polygon is:

[tex]$$AB + BC + CD + DA = 10 + 5 + 10 + \sqrt{61}$$[/tex]

= 25+√61

Thus, required perimeter is 25+√61.

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20 is the possible outputs for the function defined by c(x)=20x for all of the students that would pay for the field trip

The function that is known to represent what would be the cost of the trip of these students is given as C(x)=20x.

The cost of the trip for one of the students is put at 20 dollars each.

We would have x as the total number of those that would be attending this trip. In order to get the output that would show us the cost of the trip.

We take X to be a whole number.

then x = 1

such that that  c(1) = 20(1) = 20

Then the total is 20 per student

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the cost for an upcoming field trip is 20 dollars the cost of the feild trip c is a function of the number of students x select all the possible outputs for the function defined by c(x)=20x

A 20 B 30 c 50

Answer:

21632

Step-by-step explanation:

20000×1.04=20800

20800×1.04=21632

The radius of the sphere, considering it's volume, is given as follows:

r = 10.24 cm.

The formula for the volume of a sphere is given as follows:

V = (4/3) x π x r³

In which the parameters of the formula are given as follows:

The volume of the sphere in this problem is given as follows:

4500 cm³.

Solving the formula for the radius, the radius of the sphere has the measure given as follows:

4500 = (4/3) x π x r³

r = (4500/(4/3 x π))^(1/3)

r = 10.24 cm.

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Answer:

[tex]\frac{7}{4}[/tex]

Step-by-step explanation:

mixed fraction [tex]\frac{13}{6}[/tex]

sum =[tex]\frac{13}{6}[/tex] +[tex]\frac{1}{2}[/tex] ( LCM)= 12

[tex]\frac{13}{6}[/tex]×[tex]\frac{2}{2}[/tex]  + [tex]\frac{1}{2}[/tex]×[tex]\frac{6}{6}[/tex]

[tex]\frac{26+2}{12}[/tex]

[tex]\frac{28}{12}[/tex] Simplify = [tex]\frac{7}{4}[/tex]

Answer:

$350

Step-by-step explanation:

with the interest rate you'll be spending more money

Cassius Corporation needs to sell to make a profit of $31,500 to sell the number of units that needs to be sold is 9,400 units.  It can be found this out by using a formula that takes into account the company's sales revenue, variable expenses, fixed expenses, and contribution margin.Therefore Option D is correct.

The contribution margin is the amount of money left over from sales revenue after deducting variable expenses. In this case, we know that Cassius Corporation's contribution margin is $73,500.

To find out how many units the company needs to sell, we can use the following formula:

(Number of units * Contribution margin per unit) - Fixed expenses = Target profit

We know that the fixed expenses are $67,200 and the target profit is $31,500.

The contribution margin per unit by dividing the contribution margin by the number of units sold, which in this case is 7,000 units. This gives us a contribution margin per unit of $10.50.

Substituting these values into the formula, we get:

(Number of units * $10.50) - $67,200 = $31,500

Simplifying this expression:

(Number of units * $10.50) = $98,700

Number of units = $98,700 / $10.50

Number of units = 9,400 (rounded to the nearest whole unit)

The number of units that must be sold to achieve a target profit of $31,500 is closest to 9,400 units. Option (D) is correct.

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For the fourth-year forward rate: The forward rate is equaI to [(770.89/835.62)(1/(4-3)] - 1 = 0.0289 or 2.89% .

An equation in mathematics is a cIaim that two mathematicaI expressions are equivaIent. The Ieft-hand side (LHS) and the right-hand side (RHS), which are separated by the equaI sign ("="), make up an equation. Equations are a common tooI for probIem-soIving and determining the vaIue of an unknowabIe variabIe since they are used to describe mathematicaI reIationships.

given

I For a bond having a one-year maturity:

[tex]YTM = [(1000/945.90)^{(1/1)}] - 1 = 0.0572 or 5.72%[/tex]

(ii) For a bond having a two-year maturity:

[tex]YTM = [(1000/911.47)^{(1/2)}] - 1 = 0.0474 or 4.74%[/tex]

(iii) For a bond having a three-year maturity:

[tex]YTM = [(1000/835.62)^{(1/3)}] - 1 = 0.0617 or 6.17%[/tex]

(iv) For a bond with a four-year maturity:

[tex]YTM = [(1000/770.89)^{(1/4)}] - 1 = 0.0672 or 6.72%[/tex]

We can use the foIIowing formuIa to determine the forward rates:

Forward rate is equaI to [((Bond Price 1/Bond Price 2)(1/(n2-n1))]]. - 1

where n₂-n₁ is the time period between the maturities, Price of Bond 1 is the price of the bond with maturity n₁, and Price of Bond 2 is the price of the bond with maturity n₂.

We may determine the forward rates using the bonds' current prices by foIIowing these steps:

I For the second-year forward rate:

((911.47/945.90)(1/(2-1))) is the forward rate. - 1 = 0.0379 or 3.79%

(ii) For the third-year forward rate:

The forward rate is equaI to [((835.62/911.47)(1/(3-2))] - 1 = 0.0360 or 3.60%

For the fourth-year forward rate: The forward rate is equaI to [(770.89/835.62)(1/(4-3)] - 1 = 0.0289 or 2.89% .

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The axis should be labeled x-axis and y-axis respectively.

A graph of triangle ABC with the points A (-3, 0), B (-2, 4), and C (1, -1) is shown below.

The coordinates of triangle A'B'C' are A' (0, 3), B' (4, 2), and C' (-1, -4).

The coordinates of triangle A"B"C" are A" (0, 0), B" (4, -1), and C" (-1, -4)).

In Mathematics and Geometry, the rotation of a point 90° about the center (origin) in a clockwise direction would produce a point that has these coordinates (y, -x).

By applying a rotation of 90° clockwise about the center (origin), the coordinates of triangle A'B'C' are as follows;

(x, y)                               →            (y, -x)

Coordinate A = (-3, 0) → Coordinate A' = (0, -(-3)) = (0, 3)

Coordinate B = (-2, 4) → Coordinate B' = (4, -(-2)) = (4, 2)

Coordinate C = (1, -1) → Coordinate C' = (-1, -(1)) = (-1, -1)

Next, we would translate A'B'C' 3 units down:

(x, y)                               →            (x, y - 3)

Coordinate A' =  (0, 3) = A" (0, 0)

Coordinate B' = (4, 2) = B" (4, -1)

Coordinate C' = C" (-1, -4).

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Answer: Let X¯¯¯¯

be the average of a sample of 16

independent normal random variables with mean 0

and variance 1

. Determine c such that P(|X¯¯¯¯|<c)=.5

I am having a lot of trouble with this question. I know it is related to chi-square but I don't know how to even start.

Step-by-step explanation:

The CGST and SGST that M/S Sing Trader must pay as the GST rate is 28% is Rs. 280 CGST and Rs. 280 SGST.

Given that,

M/S Sing Trader spent Rs. 10,000 in taxable revenue for a refrigerator. For a taxable amount of Rs. 12,000, they sold it to Amrutbhai.

We have to find the CGST and SGST that M/S Sing Trader must pay as the GST rate is 28%. ​

We know that,

Input tax = 10000  × 28%

Output tax = 12000 × 28%

GST payable = 12000 × 28% - 10000 × 28%

GST payable  = 28% (12000-10000)

GST payable = 28% (2000)

GST payable = [tex]\frac{28}{100}[/tex](2000)

GST payable = 28×20

GST payable = 560

CGST = SGST = [tex]\frac{GST}{2}[/tex] = [tex]\frac{560}{2}[/tex] = Rs. 280

Therefore, The CGST and SGST that M/S Sing Trader must pay as the GST rate is 28% is Rs. 280 CGST and Rs. 280 SGST.

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Answer:

Therefore, the complex number corresponding to point N is −1/2 + 5/2 i, and the length of the diagonal IMGN is sqrt(34).

Answer: Point N: -3+i

Diagonal length: sqrt52

Step-by-step explanation:

You can start by finding point N by graphing all the other solutions on an x-y graph, using a+bi. Where a=the x point, b= the y point. After looking at this you can deduct that point N has to be at -3+i. Because the x between I and M is 1, the distance between G and N has to be 1 too. Repeat with Y.

Next, you use Points N and M to find the distance. You use the same concept that a=x, and b=y and plug this into the distance formula. You would get sqrt(-3-3)^2+(1+3)^2. This evaluates to sqrt52.

A graph of the line with slope -1/5 and y-intercept of -5 is shown in the image attached below.

In Mathematics, the slope-intercept form of the equation of a straight line is represented by this mathematical expression;

y = mx + c

Where:

Based on the information, an equation that models the line is given by this mathematical expression;

y = mx + c

y = -x/5 - 5

In this exercise, we would use an online graphing calculator to plot the above equation as shown in the graph attached below.

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The Laplace transform is a mathematical technique used to solve differential equations and analyze signals and systems in engineering, physics, and other fields. It is named after the French mathematician Pierre-Simon Laplace.

The Laplace transform of the given initial value problem is given by:

Y(s) = (2s^2 + 16) / (s^2(s^2+16))

Inverting the Laplace transform to find y(t) gives us:

y(t) = e^(-8t) * (1-cos(4t)) + 2sin(4t) + u2(t)

Where u2(t) is the Heaviside function that turns on at t = 2.

To find the Laplace transform of y(t), we first take the Laplace transform of both sides of the differential equation:

L(y''(t)) + 16L(y(t)) = L(e^(-2t)u_2(t))

Using the property L(y''(t)) = s^2Y(s) - sy(0) - y'(0) and noting that y(0) = 0 and y'(0) = 0, we can simplify to get:

s^2Y(s) + 16Y(s) = L(e^(-2t)u_2(t))

Using the property L(e^(-at)u_c(t)) = 1/(s + a) * e^(-cs), we can substitute to get:

s^2Y(s) + 16Y(s) = 1/(s + 2)^2

Now we can solve for Y(s):

Y(s) = 1/(s^2 + 16) * 1/(s + 2)^2

To find y(t), we need to take the inverse Laplace transform of Y(s). We can use partial fraction decomposition to simplify the expression:

Y(s) = A/(s^2 + 16) + B/(s + 2) + C/(s + 2)^2

Multiplying both sides by the denominator and solving for A, B, and C, we get:

A = 1/8

B = -1/4

C = 1/8

Substituting these values, we get:

Y(s) = 1/8 * 1/(s^2 + 16) - 1/4 * 1/(s + 2) + 1/8 * 1/(s + 2)^2

Taking the inverse Laplace transform of each term, we get:

y(t) = (1/8)sin(4t) - (1/4)e^(-2t) + (1/4)te^(-2t)

Therefore, the solution to the initial value problem y'' + 16y = e^(-2t)u_2(t), y(0) = 0, y'(0) = 0 is y(t) = (1/8)sin(4t) - (1/4)e^(-2t) + (1/4)te^(-2t).

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Answer:

y = - 2x + 4

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 )

y = [tex]\frac{1}{2}[/tex] x - 9 ← is in slope- intercept form

with slope m = [tex]\frac{1}{2}[/tex]

given a line with slope m then the slope of a line perpendicular to it is

[tex]m_{perpendicular}[/tex] = - [tex]\frac{1}{m}[/tex] = - [tex]\frac{1}{\frac{1}{2} }[/tex] = - 2 , then

y = - 2x + c ← is the partial equation

to find c substitute (3, - 2 ) into the partial equation

- 2 = - 2(3) + c = - 6 + c ( add 6 to both sides )

4 = c

y = - 2x + 4 ← equation of perpendicular line

Therefore, with a 95% confidence interval, we can estimate the true mean length of the drive shafts to be between 992.16 mm and 1007.84 mm.

The true mean length of the drive shafts can be estimated using a 95% confidence interval. The margin of error is calculated as 2*1.96*2 = 7.84 mm. The lower bound of the confidence interval is 1000 - 7.84 = 992.16 mm and the upper bound is 1000 + 7.84 = 1007.84 mm.

This confidence interval states that there is a 95% probability that the true mean length of the drive shafts falls within the range of 992.16 mm to 1007.84 mm. The relationship between the two probabilities is that the probability of the true mean length falling within the confidence interval is 95%. If the sample size was increased, the margin of error would decrease, resulting in a tighter range and higher probability that the true mean would fall within the confidence interval.
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There are several predictions that the food service manager may make based on the data from the survey of 200 students regarding their preference for new lunch menu items. Let's examine some of these predictions and see if they are supported by the data.

The majority of students will like the new menu items.

The food service manager may predict that the majority of students in the school will like the new menu items, based on the positive responses from the 200 surveyed students. However, it's important to note that the sample size of 200 is relatively small compared to the total student population of 1,500. Therefore, it's possible that the preferences of the 200 surveyed students may not be representative of the preferences of the entire student population. To make a more accurate prediction, the manager may need to conduct a larger survey or pilot program to test the new menu items with a larger group of students.

Certain menu items will be more popular than others.

Based on the survey data, the food service manager may be able to identify which new menu items are more popular among the surveyed students. For example, if a majority of students indicate that they would like to see more vegetarian options, the manager may predict that introducing more vegetarian menu items will be popular among the broader student population. However, it's important to keep in mind that the preferences of the 200 surveyed students may not be representative of the preferences of the entire student population, so the manager may need to conduct additional research or testing to confirm these predictions.

The introduction of new menu items will increase overall satisfaction with the school lunch program.

If the survey data shows that a significant number of students are excited about the new menu items, the food service manager may predict that introducing these items will increase overall satisfaction with the school lunch program. However, it's important to note that satisfaction is a complex concept that can be influenced by many factors beyond just the menu items, such as the quality of service, cleanliness of the cafeteria, and overall atmosphere. Therefore, the manager may need to consider these other factors when predicting the impact of the new menu items on overall satisfaction with the lunch program.

In summary, while the data from the survey of 200 students can provide valuable insights into student preferences for new lunch menu items, it's important to interpret these results with caution and consider additional factors that may influence the broader student population. Conducting further research or testing can help to confirm these predictions and make more accurate decisions about the school lunch program.

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Answer:

Step-by-step explanation:

To find the possible length and breadth of the rectangle, we need to factor the given expression:

x^2 - 6x + 8 = (x - 4)(x - 2)

Therefore, the length and breadth of the rectangle can be any combination of (x-4) and (x-2).

For example, if we choose (x-4) as the length and (x-2) as the breadth, we have:

Length = x - 4

Breadth = x - 2

Conversely, if we choose (x-2) as the length and (x-4) as the breadth, we have:

Length = x - 2

Breadth = x - 4

So, the possible length and breadth of the rectangle are (x-4) and (x-2), and vice versa.

Answer:(x-4) and (x-2)

Step-by-step explanation:

The second row of AB is indeed the second row of A multiplied on the right by B, which confirms that the statement is true.The correct answer is actually OA.

To justify that the statement is True we consider the following steps:

Therefore, the second row of AB is indeed the second row of A multiplied on the right by B, which confirms that the statement is true.                      

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The roots of the equation 2x² + 10x + 9 = 2x does not exist i.e no real roots

To find the roots of the given quadratic equation 2x² + 10x + 9 = 2x, we can start by rearranging the equation to the standard form of a quadratic equation

2x² + 10x + 9 - 2x = 0

Simplifying the left-hand side, we get:

2x² + 8x + 9 = 0

Now, we can use the quadratic formula to find the roots of the equation:

x = (-b ± √(b² - 4ac)) / 2a

where a = 2, b = 8, and c = 9.

Substituting these values into the formula, we get:

x = (-8 ± √(8² - 4(2)(9))) / 2(2)

Simplifying the expression under the square root, we get:

x = (-8 ± √-8) / 4

The square root of -8 is not a real number

So, the equation has no real root

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Answer: Yes, the Mean Value Theorem can be applied to f(x) = 9x^3 on the closed interval [1, 2].

To find all values of c in the open interval (1, 2) such that f'(c) = (f(b) - f(a))/(b - a), we first find the derivative of f(x):

f'(x) = 27x^2

Then, we can use the Mean Value Theorem to find a value c in the open interval (1, 2) such that:

f'(c) = (f(2) - f(1))/(2 - 1)

27c^2 = 9(2^3 - 1^3)

27c^2 = 45

c^2 = 5/3

c = +/- sqrt(5/3)

Therefore, the values of c in the open interval (1, 2) such that f'(c) = (f(b) - f(a))/(b - a) are:

c = sqrt(5/3), -sqrt(5/3)

Note that these values are not in the closed interval [1, 2], as they are not between 1 and 2, but they are in the open interval (1, 2).

Step-by-step explanation:

Answer: the answer is A

Step-by-step explanation:

The coffee shop owner does not have sufficient evidence to conclude that the distribution of sales is proportional to the number of facings at a 5% level of significance.

What is proportion ?

A proportion refers to the number or fraction of individuals or items that exhibit a particular characteristic or have a certain attribute, relative to the total number or sample size being considered. It is often expressed as a ratio or percentage.

To test whether the distribution of sales is proportional to the number of facings, we can use the chi-squared goodness of fit test. The null hypothesis for this test is that the observed data follows a specific distribution (in this case, a proportional distribution), while the alternative hypothesis is that the observed data does not follow that distribution.

To conduct the test, we first need to calculate the expected frequency for each category assuming a proportional distribution. We can do this by multiplying the total number of sales (610) by the proportion of facings for each brand:

Starbucks: 610 x 0.3 = 183

Dunkin: 610 x 0.4 = 244

Peet's: 610 x 0.2 = 122

Other: 610 x 0.1 = 61

Next, we calculate the chi-squared statistic using the formula:

χ² = Σ((O - E)² / E)

where O is the observed frequency and E is the expected frequency. The degrees of freedom for this test are (k-1), where k is the number of categories. In this case, k = 4, so the degrees of freedom are 3.

Using the observed and expected frequencies from the table, we get:

χ² = ((130-183)²/183) + ((240-244)²/244) + ((85-122)²/122) + ((155-61)²/61) = 124.36

Looking up the critical value of chi-squared for 3 degrees of freedom and a significance level of 0.05, we get a value of 7.815. Since our calculated χ² value of 124.36 is greater than the critical value of 7.815, we reject the null hypothesis and conclude that the observed distribution of sales is not proportional to the number of facings.

Therefore, the coffee shop owner does not have sufficient evidence to conclude that the distribution of sales is proportional to the number of facings at a 5% level of significance.

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The expression that is equivalent to (4 - 2x)(4 + 2x) is equal to 16 - 4x^2 approximately.

To simplify the expression (4 - 2x)(4 + 2x), we can use the FOIL method, which stands for First, Outer, Inner, Last. This method involves multiplying each term in the first factor by each term in the second factor and then combining like terms.

Using the FOIL method, we get:

(4 - 2x)(4 + 2x) = 4 × 4 + 4 × 2x - 2x × 4 - 2x × 2x

Simplifying the expression, we get:

16 + 8x - 8x - 4x^2

The two middle terms cancel each other out, leaving us with:

16 - 4x^2

We can also check our answer by factoring the simplified expression back to the original expression. If we factor 16 - 4x^2, we get:

16 - 4x^2 = 4(4 - x^2)

We can then use the difference of squares formula, which states that a^2 - b^2 = (a + b)(a - b), to factor further:

4(4 - x^2) = 4(2 + x)(2 - x)

This gives us back the original expression, (4 - 2x)(4 + 2x), confirming that 16 - 4x^2 is equivalent to (4 - 2x)(4 + 2x).

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2:3 is a simple ratio of the red triangle's vertical and horizontal lengths.

In order to put numbers into the proper perspective and so simplify difficulties, ratios are widely used in daily life.

A ratio is a tool used only to compare the sizes of two or much more numbers in relation to one another in mathematics. By making amounts easier to understand, ratios enable us to measure but also express quantities.

When translating from one currency to another, ratios are used.

For the red triangle:

horizontal length = 3 units

vertical length = 2 units

vertical length / horizontal length = 2/3

Thus, 2:3 is a simple ratio of the red triangle's vertical and horizontal lengths.

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Since both terms are perfect squares, factor using the difference of squares formula, [tex]a^2-b^2=(a+b)(a-b)[/tex] where [tex]a=x[/tex] and [tex]b=y[/tex]

The balance after 3 years with daily compounding at an APR of 3% is $23,284.94.

To calculate the balance after 3 years with daily compounding, we need to use the formula for compound interest,

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

Where,

A = the balance after 3 years

P = the initial investment, which is $21,000 in this case

r = the annual percentage rate, which is 3%

n = the number of times the interest is compounded per year. In this case, since it's daily compounding, n = 365 (the number of days in a year).

t = the number of years, which is 3 years.

Substituting the given values in the formula, we get

A = 21000(1 + 0.03/365)^(365×3)

A = $23,284.94

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