Answer:
1.Ongoing efforts have been undertaken in Malaysia to improve the financial reporting and accountability in government agencies. Discuss the efforts.
Malaysia has been making efforts to improve financial reporting and accountability in government agencies for several years. In 2015, the Malaysian government introduced a new financial reporting framework for government agencies called the Malaysian Public Sector Accounting Standards (MPSAS). This framework is designed to improve financial reporting and ensure that government agencies are held accountable for their financial performance.
The MPSAS framework is based on international accounting standards and is meant to increase transparency and consistency in financial reporting. It includes guidelines for budgeting, financial management, and reporting of financial performance. Additionally, the Malaysian government has established the Accountant General's Department, which is responsible for overseeing financial reporting in government agencies.
Other initiatives aimed at improving financial reporting and accountability in Malaysia include the implementation of electronic financial management systems, the introduction of new financial management guidelines, and the establishment of a Financial Management Committee to oversee financial management across all government agencies.
2.Discuss the extent of application for the key accounting concepts in the public sector.
The key accounting concepts that are applicable to the public sector are similar to those used in the private sector, with some important differences. One of the key differences is that in the public sector, accounting practices are focused on ensuring accountability to the public and ensuring that public funds are used responsibly.
Some of the key accounting concepts that are applicable in the public sector include accrual accounting, budgeting, and financial reporting. Accrual accounting is used to record financial transactions as they occur, regardless of when payment is made or received. This helps to ensure that all financial transactions are recorded accurately and transparently.
Budgeting is also an important accounting concept in the public sector. Governments typically create budgets to allocate funds to various programs and projects. These budgets are then used to monitor financial performance and ensure that resources are used efficiently.
Financial reporting is another key accounting concept in the public sector. Governments are required to report on their financial performance to ensure transparency and accountability. This includes reporting on revenue and expenses, assets and liabilities, and cash flow.
3.Clearly describe the regulatory framework and procedures for financial reporting in the public sector.
The regulatory framework for financial reporting in the public sector typically involves a combination of national and international accounting standards. In Malaysia, the regulatory framework is based on the Malaysian Public Sector Accounting Standards (MPSAS), which are based on international accounting standards.
Under this framework, government agencies are required to prepare financial statements in accordance with MPSAS. These statements include the statement of financial position, statement of financial performance, statement of changes in equity, and statement of cash flows.
Additionally, the Accountant General's Department is responsible for overseeing financial reporting in government agencies. They are responsible for ensuring compliance with MPSAS and for providing guidance on financial reporting issues.
Government agencies in Malaysia are required to submit their financial statements to the Accountant General's Department for review and approval. Once approved, these statements are published and made available to the public.
Overall, the regulatory framework and procedures for financial reporting in the public sector are designed to ensure transparency and accountability in the use of public funds.
Which of the following is not a run-on sentence?
O The average length for a feature film is between 80 and 100 minutes but there are some films that exceed 14 hours in length and one film that was 85
hours long.
O According to data collected throughout film history, the average length for a feature film is between 80 and 100 minutes, although some far exceed the
standard running time.
O There are some movies that clock in at over 14 hours long even though the average movie is around 80 minutes but can run up to 120 minutes.
O With an average film length of 80 to 100 minutes it can be surprising to discover that some movies have been 14 hours long and even 85 hours long.
The option that is not a run-on sentence is this: According to data collected throughout film history, the average length for a feature film is between 80 and 100 minutes, although some far exceed the standard running time.
What is a run-on sentence?A run-on sentence is a sentence that continues without using appropriate punctuation to join independent clauses. In the sentence above, the comma is used in the right place to join the independent clause, so we may not refer to this as a run-on sentence.
The other three options continue on end without appropriate punctuation to break off the independent clauses.
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Kevin said that if you triple his age the result will be 1 less than his mother age Graph
Answer:
Let's use "K" to represent Kevin's current age, and "M" to represent his mother's current age.
According to the problem, if you triple Kevin's age, the result is 1 less than his mother's age:
3K = M - 1
We can simplify this equation by adding 1 to both sides:
3K + 1 = M
This equation tells us that if we add 1 to three times Kevin's age, we get his mother's age. We can use this equation to solve for Kevin's age if we know his mother's age, or we can use it to solve for his mother's age if we know Kevin's age.
Solve the equation.
3/4x+3-2x = -1/4+1/2x+5
If necessary:
Combine Terms
Apply Properties:
Add Subtract
Multiply Divide
The solution of the equation is x = -1.
Given is an equation we need to solve it,
3x/4 + 3 - 2x = -1/4 + x/2 +5
Multiplying the equation by 4 both the sides,
3x + 12 - 8x = -1 + 2x + 20
Combining the like terms,
3x - 8x - 2x = 20 - 1 - 12
3x - 10x = 7
-7x = 7
x = -1
Hence the solution of the equation is x = -1.
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A company produces traffic barrels. The diameter each barrel is
18 inches. The surface area of one barrel is 2,939.04 square inches.
What is the height of the traffic barrel? Estimate to the nearest hundredth using 3.14 for pie
The height of the traffic barrel is 42.97 inches.
What is the height of the traffic barrel?The surface area of a cylinder is derived with A = 2πr² + 2πrh. A = surface area, r = radius and h = height.
Since diameter is given as 18 inches, we can get radius by dividing the diameter by 2:
r = 18 / 2
r = 9 inches.
Substituting these values, we get:
2,939.04 = 2π(9²) + 2π(9)h
2,939.04 = 162π + 18πh
2,939.04 - 162π = 18πh
h = (2,939.04 - 162π) / (18π)
h = 42.9736382161
h = 42.97 inches
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Help please
Expand the logarithm as much as possible
In(9/x)
The logarithm expression In(9/x) can be expanded as In(9) - In(x)
Expanding the logarithm as much as possibleFrom the question, we have the following parameters that can be used in our computation:
In(9/x)
Using the logarithmic identity log a/b = log a - log b, we can expand ln(9/x) as follows:
ln(9/x) = ln(9) - ln(x)
Therefore, ln(9/x) can be expressed as the difference of two natural logarithms: ln(9) and ln(x).
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in the figure below, m ABD=95 degrees, and m 1 is 35 degrees
Answer:
<2 = 30°
Step-by-step explanation:
Let angle 1 = x
Let angle 2 = y
x + y = 95
x = 35 + y Substitute 35 + y for x in x + y = 95
x + y = 95
35 + y + y = 95 Subtract 35 from both sides
y + y = 60 Combine like terms
2y = 60 Divide both sides by 2
y = 30
Helping in the name of Jesus.
The figure below is a net for a triangular prism. What is the surface area of the triangular prism, in square meters?
The surface area of the triangular prism is given as follows:
S = 549.15 m².
How to calculate the surface area?The surface area of a prism is given by the sum of the areas of all the parts that compose the prism.
The prism for this problem is composed as follows:
Rectangle of dimensions 15 m and 13 m.Rectangle of dimensions 15 m and 15.81 m.Two right triangles of sides 9 m and 13 m.Hence the surface area is obtained as follows:
S = 15 x 13 + 15 x 15.81 + 2 x 0.5 x 9 x 13
S = 549.15 m².
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The triangular prism's surface area is given as follows:
S = 549.15 m².
The total area of all the prism's component components determines the prism's surface area.
The following is the structure of the prism for this issue:
rectangle with 15 and 13 meter sides.
rectangle with measurements of 15 and 15.81 meters.
two right triangles with 9 and 13 meter sides. So, the following is how the surface area is determined:
S is equal to 15 x 13 plus 15 x 15.81 and 2 x 0.5 x 9 x 13
S = 549.15 m².
Mr moketsi is the grade 6 maths teacher this week he is teaching the geometry section properties of 2D shapes.
Illustrate with actual activities how he is going to unfold his lesson according to the constructivism approach. include all the practices in your lesson with actual examples (10 marks)
Mr. Moketsi could help students in their learning of properties of 2D shapes through hands-on activities and discovery, as suggested by the constructivist perspective.
How would Mr Moketsi do this?Mr. Moketsi initiates the class by inquiring about their comprehension of 2D shapes and their properties, provoking conversation amongst students as they share their thoughts with their peers and their teacher.
He subsequently introduces an assortment of manipulatives, such as pattern blocks, geoboards, and tangrams to encourage experimentation and inquiry into these geometric figures, while posing thought-provoking questions throughout the lesson to help learners make connections between different shapes with a focus on discovering their unique attributes.
Mr. Moketsi encourages reflection, questioning how this newfound knowledge may be applied in reality, stimulating critical thinking abilities during classroom interaction with surfaces representing planes containing lengths and widths.
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What is the value of X? (Please help, used 50 points!)
Answer:
x=7
(x)(x+1)=(4)(4+10)
Step-by-step explanation:
Expanding the right-hand side of the equation, we get:
(x)(x+1) = (4)(14)
Simplifying, we get:
x^2 + x = 56
Moving all terms to the left-hand side, we get:
x^2 + x - 56 = 0
Now we can factor this quadratic equation:
(x + 8)(x - 7) = 0
So the solutions are x = -8 or x = 7.
Answer: X=7
Step-by-step explanation:
To Solve this problem we have to remember a formula regarding secants in circles it states (A+B)*B=(C+D)*D, I have attached said Theorem. This is Exactly what your problem is asking.
So First
B = 4
A = 10
D = x
C = 1
(A+B)*B=(C+D)*D
(10+4)*4=(1+x)*x
14*4=x²+x
-x²-x+56=0
Using Quadratic Formula
X = 7, X = -8
Since you cant have - side length X= -8 is Extraneous
Thus Final solution is X = 7
Hey I was wondering if anyone can help me solve this and maybe graph it to.
The line described by y = 3/4x+5 is tangent to a circle at the point (0, 5). The line described by 3x + 4y = 38 is tangent to the same circle at the point (6, 5). Find the equation of the circle.
The equation of the circle is determined as (x + 3)² + (y - 9)² = 25.
What is the equation of the circle?The equation of the circle is calculated as follows;
For the equation;
y = 3/4x+5
Slope = 3/4, the slope of the line perpendicular to the line = -4/3.
it is pass through the (0, 5).
The equation of the line: y - 5 = -4x/3
For the equation;
3x + 4y = 38
4y = -3x + 38
y = -3x/4 + 38
slope = -3/4, the slope of the line perpendicular to the line = 4/3
it is pass through the (6, 5)
The equation of the line: y - 5 = 4/3(x - 6)
Solve the two equations together to find the point of intersection;
(-4/3)x + 5 = (4/3)(x - 6) + 5
-4x/3 = 4x/3 - 8
8x/3 = -8
8x = -24
x = -3
y - 5 = -4x/3
y - 5 = -4(-3)/3
y - 5 = 4
y = 9
The center of the circle = (-3, 9)
The radius of the circle is calculated as;
r = √ (-3 -0)² + (9 - 5)²
r = √(9 + 16)
r = 5
The equation of the circle becomes;
(x - a )² + (y - b)² = r²
(x + 3)² + (y - 9)² = 5²
(x + 3)² + (y - 9)² = 25
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will mark brainliest
Answer:
$74.66
Step-by-step explanation:
Plot the points on the graphing calculator (x = length of HDMI cord, y = cost). Then generate a linear regression model:
y = 3.68x + 1.06 (approximately)
x = 20, so y = 74.66
$74.66 is the correct answer.
Man I don’t even know how to solve this, can y’all help me???
Answer:
3
Step-by-step explanation:
The inverse function returns the original value for which a function gave the output.
This means if there is a function f(x) and at x = a, f(a) = k then f⁻¹(k) = a
This may be difficult to grasp with variables but essentially returning to the specific question
if f(3) = 17
then
f⁻¹(17) = 3
And that is the answer
what is equivalent to 1 whole and 7/8
An equivalent fraction to 1 whole and 7/8 is 15/8.
What is improper fraction?A fraction that has the numerator higher than or equal to the denominator is said to be inappropriate. It is, in other words, a "top-heavy" fraction since the fraction represents a value greater than one full unit.
According to question:1 whole and 7/8 can be written as a mixed number, which is a combination of a whole number and a fraction:
1 whole and 7/8 = 1 + 7/8
To find an equivalent fraction, we can convert the mixed number to an improper fraction by multiplying the whole number by the denominator of the fraction, and then adding the numerator. The result is the numerator of the improper fraction, and the denominator stays the same:
1 + 7/8 = (1 × 8 + 7)/8 = 15/8
Therefore, an equivalent fraction to 1 whole and 7/8 is 15/8.
For instance, the improper fraction 7/4 results from the numerator's (7), which is greater than the denominator (4).
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Recommend what grade 12s could do to minimise the impact of the anxiety they may feel on the day of the examination. In your answers, also indicate how that could enhance their performance in the examination.
Answer:
Experiencing anxiety on the day of the examination is a common problem for many students, especially those in grade 12 who may feel a lot of pressure to perform well. However, there are several strategies that they can use to minimize the impact of anxiety and enhance their performance in the examination. Some of these strategies include:
1. Get enough sleep: Getting enough sleep is essential for students to perform well on the day of the examination. Students should aim to get at least 7-8 hours of sleep before the exam day. A well-rested brain will be able to function better, and students will be less likely to feel anxious or stressed.
2. Eat a balanced breakfast: Eating a balanced breakfast on the day of the examination can help students feel more alert and focused. A healthy breakfast can also provide the necessary energy needed to get through the examination.
3. Plan your day: Plan your day well ahead of the examination. This will help you feel more in control and reduce feelings of anxiety. Set aside time to review notes, relax and mentally prepare for the exam.
4. Practice relaxation techniques: Practice relaxation techniques such as deep breathing or progressive muscle relaxation to help calm your nerves. These techniques can help students reduce stress levels and anxiety, which in turn can enhance their performance.
5. Avoid last-minute cramming: Cramming at the last minute can increase feelings of anxiety and negatively impact performance. Instead, spend time reviewing notes and practicing past papers in the days leading up to the examination.
6. Stay positive: It is essential to stay positive and avoid negative thoughts or self-doubt. Remind yourself of your hard work and preparation for the exam. Believe in your abilities, and focus on what you can do rather than what you cannot.
By implementing these strategies, grade 12 students can minimize the impact of anxiety on the day of the examination, and enhance their overall performance. Remember that exam performance is not just about what you know, but also about how you manage your anxiety and stress levels.
a shape has 3 sides. the bottom edge is 5 inches and the hight is 1 foot. what is the surface area
Answer:
Step-by-step explanation:
Select the correct answer from each drop-down menu. f(x) = x2 − 8x + 15 g(x) = x − 3 h(x) = f(x) ÷ g(x) h(x) = . The domain of h(x) is U .
Answer:
f(x) = x²-8x+15
g(x) = x -3
h(x) = f(x) ÷ g(x)
= x²-8x+15 ÷ x-3
x-3√x²- 8x +15 | x-5
x² - 3x
-5x + 15
- 5x + 15
-----------
h(x) = x-5
if a spinner has 2 blue, 2 green and 2 red what is the probability of landing on red when it is spinned
The probability of landing on red is given by the number of red sections divided by the total number of sections. In this case, there are 2 red sections out of a total of 6 sections. Therefore, the probability of landing on red is:
P(red) = 2/6 = 1/3
So the probability of landing on red is 1/3.
I need help pleaseeeeee
On performing the given row-operation on the given augmented-matrix:
(a) multiplying row1 by -2 and adding to row2, we have [tex]\left[\begin{array}{ccc}5&-2&6\\-10&10&-15\end{array}\right][/tex],
(b) interchanging row1 and row2, we have [tex]\left[\begin{array}{ccc}0&6&-3\\5&-2&6\end{array}\right][/tex],
(c) Multiplying row1 by 2, the matrix becomes [tex]\left[\begin{array}{ccc}10&-4&12\\0&6&-3\end{array}\right][/tex].
The augmented matrix on which we have to perform the row operation is
⇒ [tex]\left[\begin{array}{ccc}5&-2&6\\0&6&-3\end{array}\right][/tex],
Part(a) : We have to multiply row1 by -2 and and add to row2,
The row-operation is performed as : [tex]\left[\begin{array}{ccc}5&-2&6\\(5\times-2)+0&(-2\times-2)+6&(6\times-2)-3\end{array}\right][/tex];
Simplifying further ,
We get,
[tex]\left[\begin{array}{ccc}5&-2&6\\-10&10&-15\end{array}\right][/tex].
Part(b) : We have to interchange the "row1" and "row2",
On interchanging,
We get,
[tex]\left[\begin{array}{ccc}0&6&-3\\5&-2&6\end{array}\right][/tex].
Part(c) : We have to multiply the elements of "row1" by 2,
So, On multiplying the "row1" by 2,
We get,
⇒ [tex]\left[\begin{array}{ccc}5\times 2&-2\times 2&6\times 2\\0&6&-3\end{array}\right][/tex]
⇒ [tex]\left[\begin{array}{ccc}10&-4&12\\0&6&-3\end{array}\right][/tex].
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Solve the system of equations
x+y=15
Y=x^(2)-5
(-5,20) and (4,11)
(3,4) and (7,8)
(5,10) and (-4,19)
(5,20) and (4,11)
Answer:
(a) (-5,20) and (4,11)
Step-by-step explanation:
You want the solutions to the system of equations ...
x + y = 15y = x² - 5SubstitutionUsing the second equation to substitute for y in the firs equation, we have ...
x +x² -5 = 15
x² +x -20 = 0 . . . . . subtract 15, put in standard form
(x +5)(x -4) = 0 . . . . . factor
Zero product ruleA product is zero only when one or more factors is zero. The values of x that make the factors zero are ...
x = -5 and x = 4
The corresponding values of y are ...
y = 15 -x
y = 15 -{-5, 4} = {20, 11}
The solutions are (x, y) = (-5, 20) and (4, 11).
I need help pleaseee
The matrix row operation on the matrix A gives us: 0x + 10y - 25z = 4
How to solve matrix row operations?There are 3 primary basic operations that are utilized on the rows of a matrix when we utilize the matrix to solve a particular system of linear equations . The aim is usually to get the left region of the matrix to resemble the identity matrix .
The three primary operations are:
Switching Rows
Multiplying a Row by a Number
Adding Rows
Now, from the given matrix, the equations are:
x - y + 5z = -1
x - y - 4z = 5
5x + y + 0z = -1
We are told to add -5 times row 1 to row 3 and this gives:
-5x + 5x + 5y + 5y - 25z + 0z = 5 - 1
0x + 10y - 25z = 4
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please answer i need help!!!!!!!!!!!!!!
Answer: 29
Step-by-step explanation:
<F is 29 degrees because 180-58=122 and 180-122= 58, so then you divide 58 by 2 to get 29 for each x. The x's are each equal to 29.
Answer:
29 degrees
Step-by-step explanation:
The problem shows angle HGE as 58 degrees.
Segment HF is 180 degrees so we can subtract 58 from 180 to get 122 degrees for angle g
Now, the sum of all angles in a triangle is 180.
So, there are 3 angles in the triangle:
g(we know this is 122)
e
f
the graph denotes that the measures of angle e and f are the same because they are the same variable.
Lets subtract 122 from 180 to get 58.
So, angle e and f together combine to make 58 degrees.
But we also know that e and f have the same measure.
So, to find the measure of f, simply divide 58/2 to get 29 degrees.
May I please have Brainliest? I put a lot of thought and effort into my answers, so it would be much appreciated!
Find the areas of the trapezoids.
The rule to get from one term to the next in a
sequence is
Xn+1 = 2xn - 3
Calculate the value of x3 if
a) x₁ = 7
b) x₁ = 9
Answer:
Step-by-step explanation:
When x_1 =7 then you can figure out by given condition say X_n+1= 2X_n-3
then X_2= 11 by substituting the value of X_1 as 7 similarly you can find out the value of X_3 by substituting X_2 as 11 so X_3 =19.
Similarly you can find out b)
The table describes the quadratic function p(x). x p(x) -4 24 -3 9 -20 -1 -3 0 2 0 What is the equation of p(x) in vertex form? Op(x) = 2(x - 1)² - 3 p(x) = 2(x + 1)² - 3 Op(x) = 3(x - 1)² – 3 p(x) = 3(x - 1)² – 3
The equation of p(x) in vertex form is p(x) = 3(x + 1)² - 3.
Option C is the correct answer.
Since, Polynomial is an equation written as the sum of terms of the form kxⁿ.
where k and n are positive integers.
We have,
From the table,
From p(x) = 24 to p(x) = -3 the value of p(x) is decreasing and from p(x) = -3 to p(x) = 24 it is increasing.
So,
The vertex is (- 1, -3).
The vertex form of p(x).
p(x) = a ( x - h)² + k
Where (h, k) is the vertex.
Now,
(-1, -3) = (h, k)
Make (- 2, 0) = (x, p(x))
0 = a (- 2 + 1)² + (-3)
0 = a x 1 - 3
a = 3
Thus, The vertex equation of p(x).
p(x) = 3(x + 1)² - 3
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The discrete random variable X can take values 0, 1, 2 and 3 only. Given that P (x≤2) = 0.70, P (x≤1) = 0.55, P (x=2)=0.15 and E(x) = 29/20. Find P (x=1) .
The value of P(x=1) from the given discrete data is 0.5.
From the given data
Let P(x=2)=x
p+p+x=1
x=1-2p
E(x²)=∑PiXi²=P(0)²+p(1)²+(1-2p)(2)²
= 0+p+(1-2p)4
= 4-7p
E(x)=∑PiXi=P(0)+P(1)(1-2p)(2)
= 0+p+2-4p
= 2-3p
Given that, E(x²)=E(x)
4-7p=2-3p
4p=2
p=0.5
Therefore, the value of P(x=1) from the given discrete data is 0.5.
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Identify an equation in standard form for ellipse with its center at the origin, a vertex at (3, 0), and a focus at (1, 0). Below are the options for the answer. HELP ASAP!!!
The equation in standard form of the eclipse is expressed as:
D. x²/9 + y²/8 = 1.
How to Write the Equation of an Eclipse in Standard Form?The standard form equation for an ellipse with center at the origin, a vertex at (a, 0), and a focus at (c, 0) is:
x²/a² + y²/b² = 1, where c² = a² - b².
In this case, the center is at the origin, a vertex is at (3, 0), and a focus is at (1, 0).
Since the center is at the origin, we know that a vertex is located a distance of a units to the right and left of the center, so a = 3.
Since the focus is located a distance of c units to the right and left of the center, we know that c = 1.
Using c² = a² - b², we can solve for b²:
1² = 3² - b²
b² = 8
So the equation in standard form is:
x²/9 + y²/8 = 1.
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Please help!!!!!!!!!
Answer: I did not do the math, I just tell people how to do it
Hope I helped.
Step-by-step explanation:
Multiply the number of triangles you created by 180.
I need to know this for math the clay they shown is shaped like a rectangular prism with a hole inside that is shaped like a smaller rectangle prism I need this right now please help me I will give you a lot of points and extra if you answered
The volume of the clay used to make the vase is 36 in³
How to determine the volumeTo determine the volume of clay that was used for the vase, we need to consider that;
The formula for the volume of a rectangular prism is expressed as;
Volume = lwh
Such that;
V is the volume of the prism.l is the length of the rectangular prism.w is the width of the rectangular prism.h is the height of the rectangular prism.For the bigger prism, we have;
Volume = 3 × 3 × 5
Multiply the values
Volume = 45 in³
For the hole, we have;
Volume = 4 × 3/2 × 3/2
Multiply the values
Volume = 9 in³
Then, the volume of clay used for the vase = 45 - 9 = 36 in³
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La escuela de Hannah organizó una
donación de libros. Hay 150 estudiantes
en su escuela, que donaron b libros en
total. Hanna donó 3 veces el promedio
de libros que donó cada estudiante
According to the information, Hannah donated b/50 books in total.
How to calculate how many books did Hannah donate?First, we need to find the average number of books donated by each student. We can do this by dividing the total number of books donated by the number of students:
average number of books per student = b / 150Hannah donated 3 times this amount, so we can multiply the average by 3 to find how many books she donated:
Hannah's donation = 3 * (b / 150)Simplifying this expression, we get:
Hannah's donation = b / 50Therefore, Hannah donated b/50 books in total.
Note: This question is in Spanish. Here is the question in English:
Hannah's school organized a book donation. There are 150 students in her school who donated a total of b books. Hannah donated 3 times the average number of books donated by each student. How many books did Hannah donate?
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A radioactive substance decays at a continuous rate of 14.4 % per day. After 15 days, what amount of the substance will be left if you started with 140 mg? (a) First write the rate of decay in decimal form. r = (b) Now calculate the remaining amount of the substance. Round your answer to two decimal places.
Answer:(a) The rate of decay is 14.4% per day, which can be written as a decimal by dividing by 100: r = 0.144.
(b) The formula for continuous decay is given by:
A = A₀ * e^(-rt)
where A is the remaining amount of the substance after time t, A₀ is the initial amount, r is the rate of decay, and e is the mathematical constant approximately equal to 2.71828.
Plugging in the given values, we get:
A = 140 * e^(-0.144*15)
A = 140 * e^(-2.16)
A ≈ 47.23
Therefore, after 15 days, approximately 47.23 mg of the radioactive substance will be left, rounded to two decimal places.
Step-by-step explanation: