Assume A is a subset of B, then
a. all members of A are members of B
b. all members of B are not members of A
c. all members B of are members of A
d. all members of A are not members of B

Answer:

10.10 15.15

Step-by-step explanation:

25.30 15.12 25.13

The color gradient will vary depending on the height values, with distinct colors representing different average heights. This visualization makes it easier to compare average heights across gender and age groups.

If you drag the average height measure to the color box and select the mark type to be a square, each cell in the table will be represented by a square. The color of the square will correspond to the average height of patients within that particular gender and age group. So, for example, if the average height of male patients aged 20-30 is 6 feet, the corresponding square in the table will be colored to indicate this height range.
When you drag the average height measure to the color box and select the mark type as a square, the cells in the table will display square-shaped marks. Each square's color will represent the average patient height for each specific gender and age group.

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Answer:

7x = 9

Step-by-step explanation:

3x -2y = 15

4x+2y = -6

---------------------

7x + 0y = 9

7x = 9

The answers to both the subparts using probability are shown:

(A) The probability that every sign is unique is 378/845.

(B) The probability that each sign is unique and that the first number is the biggest one among the others is 189/1690.

Probability is a branch of mathematics that deals with numerical representations of the likelihood of an event occurring or of a proposition being true.

The probability is calculated by dividing the total number of outcomes by the total number of potential events.

Odds and probability are two different concepts.

Calculating odds involves dividing the probability of an event by the probability that it won't happen.

(A) Since there are three positions for letters and four places for numbers.

Consequently, the final result will be 10⁴×26³.

Since each letter and number should be distinct, the necessary probability is:

= 10 * 9 * 8 * 7 * 26 * 25 * 24 / 10⁴ * 26³

= 378/845

(B) In this instance, the likelihood that the first number will be the greatest among the four numbers is 1/4 because it should be.

In order to obtain the result, multiply the result in (a) by 1/4 as follows:

= 378/845 * 1/4

= 189/1690

Therefore, the answers to both the subparts using probability are shown:

(A) The probability that every sign is unique is 378/845.

(B) The probability that each sign is unique and that the first number is the biggest one among the others is 189/1690.

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Answer: ⅗ or 3/5

Step-by-step explanation:

Complete y2 - y1 over x2 - x1 with your given points:

-4 - (-1)  =  -3

_____     ___   (Remember that two negatives equal to a positive)

-2 - 3   =   -5

Jen needs to tutor for 12 hours to earn $106.

A. The amount of money Jen earns, m, depends on the number of hours, h, she tutors. Since she earns $8 per hour, the equation that models Jen's money earned is:

m = 8h + 10

where 10 represents the initial $10 she has.

B. We can set up an equation to find out how many hours Jen needs to tutor to earn $106:

8h + 10 = 106

Subtracting 10 from both sides, we get:

8h = 96

Dividing both sides by 8, we get:

h = 12

Therefore, Jen needs to tutor for 12 hours to earn $106.

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Greetings from Brasil...

Just replace the N of the function F(N) with the requested value - 10:

F(N) = 2N + 3

F(- 10) = 2 · (- 10) + 3    now N has been replaced by - 10

F(- 10) = - 20 + 3

The thickness of the clay layer, which drains only from the upper surface, can be determined based on the consolidation settlement observations. With 50% of consolidation settlement occurring in 1 hour for a 25 mm thick specimen, and a total primary consolidation settlement of 35 mm occurring over many years, the thickness of the clay layer is approximately 87.5 mm.

The consolidation settlement of a clay specimen can be used to estimate the thickness of a clay layer that drains only from the upper surface. In this case, the observed settlement data provides valuable information.

Firstly, we know that 50% of the consolidation settlement occurs in 1 hour for a 25 mm thick clay specimen. This is an important parameter for calculating the coefficient of consolidation (Cv) using Terzaghi's theory. From the Cv value, we can estimate the time required for full consolidation settlement.

Secondly, we are given that the same clay settles 10 mm over 10 years and eventually settles a total of 35 mm over a longer period. This long-term settlement is known as the total primary consolidation settlement. By comparing this settlement value with the settlement data from the oedometer test, we can determine the thickness of the clay layer.

To calculate the thickness, we can use the concept of the consolidation settlement ratio. The ratio of the total primary consolidation settlement to the consolidation settlement at 50% completion is equal to the ratio of the total thickness to the thickness at 50% completion. Applying this ratio, we can determine that the thickness of the clay layer, which drains only from the upper surface, is approximately 87.5 mm.

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The position value, r(t) is equals to the (t³/6)k + 2j and velocity value, v(t) is equals to ( t²/2 )k + 4i , for a(t) = tk, v(0) = 4i, r(0) = 2j.

Acceleration is defined as the rate of change of the velocity of an object with respect to time. Accelerations are vector quanty.

a = dv/dt

We have the following informations are available,

Initial velocity, v(0) = 4i

Initial position, r(0) = 2j

Acceleration at any time "t",

a(t) = tk

we have to determine the value of v(t) and r(t).

As we know, a(t) = dv(t)/dt = tk

integrating the above equation ,

v(t) = ∫tk dt = ( t²/2 )k + c

at t = 0 , v(0) = 0 + c = 4i ( since, v(0) = 4i

=> c = 4i

So, v(t) = ( t²/2 )k + 4i

Also, velocity is calculated by derivative of postion (r) with respect to time.

=> v(t) = dr(t) /dt

=> r(t) = ∫ v(t) dt

=> r(t) = ∫ ( t²/2 )k dt

integrating value of the right hand side,

r(t) = ( t³/2×3 )k +d

= (t³/6)k + d

At t = 0, r(0) = (0/6)k + d

=> r(0) = d = 2j

so, r(t) = (t³/6)k + 2j

Hence, the required position and velocity are

(t³/6)k + 2j and ( t²/2 )k + 4i.

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The length, width, and height of the box are 6 inches, 4 inches, and 2 inches

Since the volume of the box is 60 cubic inches, we have:

length × width × height = 60

We are also given that the width is 2 inches less than the length, and the height is 4 inches less than the length. Let's use l for the length, so we have:

width = l - 2

height = l - 4

Substituting these values into the volume equation, we get:

l × (l - 2) × (l - 4) = 60

Expanding the left-hand side, we get:

l^3 - 6l^2 + 8l - 60 = 0

We can factor this equation as:

(l - 6)(l^2 + 2l - 10) = 0

The solutions are:

l = 6 or l = -1 ± √11

Since the length of the box must be positive, we reject the negative solution and get:

length = l = 6 inches

width = l - 2 = 4 inches

height = l - 4 = 2 inches

Therefore, the length, width, and height of the box are 6 inches, 4 inches, and 2 inches, respectively.

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Step-by-step explanation:

\(2(3 + 3g) >12 + 4m \\ 6 + 6g > 12 + 4m \\ 6 - 12 > - 6g + 4m \\ - 6 > - 6g + 4m\)

Answer:

  2

Step-by-step explanation:

The best mechanical advantage you can get is obtained by pushing the door at its edge. If the door's center of mass is halfway from the hinge to the edge, then the advantage you get (in terms of force reduction) is ...

  1/(1/2) = 2

Answer:

7

Step-by-step explanation:

\(2.8 \times {10}^{5} = 2.8 \times 100000 = 280000 \\ 4 \times {10}^{4} = 4 \times 10000 = 40000 \\ 280000 \div 40000 = 7\)

Answer:

what

Step-by-step explanation:

Answer:

1, 2 and 3  (I, II and III)

Step-by-step explanation:

Since the slope is positive (3) in the equation y = 3x + 1, it means that the graph has a positive slope, meaning the line slopes up from left to right.

The y intercept is 1

the x intercept is:  

0 = 3x + 1

x = 1/3

Therefore, the graph of y = 3x + 1 lies in quadrants I, II and III.  Graph the equation to prove this.  

we dunno, hmmm let's check for the slope for PQ

\(P(\stackrel{x_1}{-8}~,~\stackrel{y_1}{-10})\qquad Q(\stackrel{x_2}{-5}~,~\stackrel{y_2}{-12}) \\\\\\ \stackrel{slope}{m}\implies \cfrac{\stackrel{\textit{\large rise}} {\stackrel{y_2}{-12}-\stackrel{y1}{(-10)}}}{\underset{\textit{\large run}} {\underset{x_2}{-5}-\underset{x_1}{(-8)}}} \implies \cfrac{-12 +10}{-5 +8} \implies \cfrac{ -2 }{ 3 } \implies - \cfrac{2 }{ 3 }\)

keeping in mind that perpendicular lines have negative reciprocal slopes, then if both are truly perpendicular, then line RS will have a slope of

\(\stackrel{~\hspace{5em}\textit{perpendicular lines have \underline{negative reciprocal} slopes}~\hspace{5em}} {\stackrel{slope}{ \cfrac{-2}{3}} ~\hfill \stackrel{reciprocal}{\cfrac{3}{-2}} ~\hfill \stackrel{negative~reciprocal}{-\cfrac{3}{-2} \implies \cfrac{3}{ 2 }}}\)

let's see if that's true

\(R(\stackrel{x_1}{9}~,~\stackrel{y_1}{-6})\qquad S(\stackrel{x_2}{17}~,~\stackrel{y_2}{-5}) \\\\\\ \stackrel{slope}{m}\implies \cfrac{\stackrel{\textit{\large rise}} {\stackrel{y_2}{-5}-\stackrel{y1}{(-6)}}}{\underset{\textit{\large run}} {\underset{x_2}{17}-\underset{x_1}{9}}} \implies \cfrac{-5 +6}{8} \implies \cfrac{ 1 }{ 8 } ~~ \bigotimes ~~ \textit{not perpendicular}\)

Answer:

Step-by-step explanation:

No they are not perpendicular.

Perpendicular lines have slopes that are negative reciprocals of each other.

PQ slope = -12 - -10/-5 --8 = -2/3

RS slope = -5 - -6/17 -9 = 1/8

Slope are not negative reciprocals - the lines are not perpendicular.

Slope formula is m = y2 - y1/x2 - x1

Use this to determine slope.

For example if the the slope of RS was 3/2 - the lines would be perpendicular.

From the given average the number of students are more in the afternoon quiz as compare to the morning quiz .

As given in the question,

Combined average score of the two classes = 84.

Average score of students in the morning quiz = 80

Let 'x' be the number of students in the morning quiz

80 = ( Sum of all number of students in the morning quiz) / x

⇒  Sum of all number of students in the morning quiz = 80x __(1)

Average score of students in the afternoon quiz = 86

Let 'y' be the number of students in the afternoon quiz

86 = ( Sum of all number of students in the afternoon quiz) / y

⇒  Sum of all number of students in the afternoon quiz = 86y __(2)

Average score of combined classes = ( 80x + 86y ) / (x + y)

⇒ 84 = ( 80x + 86y ) / (x + y)

⇒ 84x + 84y = 80x + 86y

⇒4x = 2y

⇒ y = 2x

Number of students in the afternoon are double  the number of students in the morning.

Therefore, from the given averages afternoon class has more number of students than morning class

The complete question is :

Professor Liu gave the same quiz to the students in her morning class and in her afternoon class. The average (arithmetic mean) score for the two classes combined was 84. Which class had more students?(1) The average score for the students in the morning class was 80

(2) the average score for the students in the afternoon class was 86

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The inequality 3 ≤ x - 2 simplifies to x ≥ 5. This means x can take any value greater than or equal to 5. Therefore, option (E) with a number line from positive 5 to positive 10 is correct.

Given: 3 \(\leq\) x - 2

We need to work out which number line below shows the values that x can take. In order to solve the inequality, we will add 2 to both sides. 3+2 \(\leq\) x - 2+2 5 \(\leq\) x

Now the inequality is in form x \(\geq\) 5. This means that x can take any value greater than or equal to 5. So, the number line going from positive 5 to positive 10 shows the values that x can take.

Therefore, the correct option is (E) A number line going from positive 5 to positive 10.  We added 2 to both sides of the given inequality, which gives us 5 \(\leq\) x. It shows that x can take any value greater than or equal to 5.

Hence, option E is correct.

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Answer:

97500 apples left

Step-by-step explanation:

haha hope this helps

Answer:

$2.25 is the discounted price for each gallon.

Step-by-step explanation:

So you take 40% and convert it into decimal form, which is 0.4. Then you take $3.75 x 0.4 = 1.5. Then subtract $1.50 from $3.75, and that equals $2.25 each gallon.

Have a nice day!

Answer:

82

Step-by-step explanation:

For this problem you would first round everything. 9.03 becomes 9, 19.87 becomes 20, 3.11 becomes 3 and 4.97 becomes 5. You then just do the problem. 9 + 20 = 29, multiplied by 3 makes 87, 87 - 5 = 82.

The compound interval for the given interval is (-∞, ∞).

A compound inequality is a combination of two inequalities that are combined by either using "and" or "or". The process of solving each of the inequalities in the compound inequalities is as same as that of a normal inequality but just while combining the solutions of both inequalities depends upon whether they are clubbed by using "and" or "or".

The given intervals are (-∞, -2] or [-3, ∞).

Now, the compound interval is (-∞, ∞)

Thus, the interval notation is -∞<x<∞

Therefore, the compound interval for the given interval is (-∞, ∞).

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The probability that the sample mean will be within plus minus 2 of the population mean if the sample size is n = 100 between z-scores of 0 and 2.5 using a z-table.

The standard deviation of the sample distribution, commonly known as the standard error, can be computed using the formula given that the population mean is 100 and the standard deviation is 16:

Standard Error = Standard Deviation / sqrt(sample size)

Let's determine the likelihoods for sample sizes of n = 100 and n = 400:

For n = 100:

Standard Error = 16 / sqrt(100) = 16 / 10 = 1.6

We can determine the z-scores for the upper and lower boundaries to establish the likelihood that the sample mean will be within plus or minus 2 of the population mean:

Lower Bound z-score = (Sample Mean - Population Mean) / Standard Error

Lower Bound z-score = (100 - 100) / 1.6

Lower Bound z-score = 0

Upper Bound z-score = (Sample Mean - Population Mean) / Standard Error

Upper Bound z-score = (104 - 100) / 1.6

Upper Bound z-score = 4 / 1.6

Upper Bound z-score = 2.5

We can calculate the region under the normal distribution curve between z-scores of 0 and 2.5 using a z-table or statistical software. This shows the likelihood that the sample mean will be within +/- 2 standard deviations of the population mean.

For n = 400:

Standard Error = 16/√400

Standard Error = 16/20

Standard Error = 0.8

We determine the z-scores by following the same procedure as above:

Lower Bound z-score = (Sample Mean - Population Mean) / Standard Error

Lower Bound z-score = (100 - 100) / 0.8

Lower Bound z-score = 0

Upper Bound z-score = (Sample Mean - Population Mean) / Standard Error

Upper Bound z-score = (104 - 100) / 0.8

Upper Bound z-score = 4 / 0.8

Upper Bound z-score = 5

Once more, we may determine the region under the normal distribution curve between z-scores of 0 and 5 using a z-table or statistical software.

A larger sample size, like n = 400, has the benefit of a lower standard error. The sampling distribution of the sample mean will be more constrained and more closely resemble the population mean if the standard error is less.

As a result, there is a larger likelihood that the sample mean will be within +/- 2 of the population mean. In other words, the estimate of the population mean gets more accurate and dependable as the sample size grows.

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Answer:

Step-by-step explanation:

The ratio of seasoning to flour is 4:6.

This can also b re-written as a fraction. The fraction would be 4/6.

If you want to find the amount of seasoning per cup of flour, you must divide.

4/6  Divide the denominator (bottom number) by 6 to get a 1 on the bottom. Now divide the numerator (top number) be the same amount. This gives you a 0.66 on the top. Now you have 0.66/1.

0.66 is equivalent to 2/3, so for every 1 cup of flour, there is 2/3 a tablespoon of seasoning.

Hope this helps!

Answer:

30

Step-by-step explanation:

The sum of the angles of a triangle is 180

x+34 +116 = 180

Combine like terms

x+150 = 180

Subtract 150 from each side

x+150-150 = 180-150

x = 30

using the angle sum property of triangle.

According to this, sum of all angles of a triangle is equal to 180°

x° + 116° + 34° = 180°

x° + 150° = 180°

x° = 180° - 150°

x° = 30°

The coach of the basketball team has three substitute players: Bird, Walton, and Miller.

To determine all the possible sets of substitute players that the coach can use, we can consider the different combinations. Using all three players: {Bird, Walton, Miller}. Using only two players: a. {Bird, Walton}, b. {Bird, Miller}, c. {Walton, Miller}, Using only one player: a. {Bird}, b. {Walton},  c. {Miller},  Not using any substitute players: {}.  Therefore, the possible sets of substitute players that the coach can use are: {Bird, Walton, Miller}, {Bird, Walton}, {Bird, Miller}, {Walton, Miller}, {Bird}, {Walton}, {Miller}, and {} (no substitute players).

These sets represent all the different combinations and possibilities for the coach to choose from when deciding which substitute players to use in a game.

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The model's fit to the data is weak, indicated by a correlation coefficient of -0.34. There is a weak negative relationship between the variables, with the model's predictions being imprecise and scattered around the line of fit.

A relationship coefficient of - 0.34 shows a frail negative connection between's the factors in the information. This intends that as one variable expands, the other variable will, in general, diminish, however, the relationship isn't a serious area of strength for exceptionally.

The line of fit for the information recommends that there is a general pattern or example, however, it doesn't fit the information focuses intently. The scatterplot of the information would show focuses spread around the line, for certain focuses straying a considerable amount from it.

The model's capacity to foresee the specific upsides of the reliant variable in light of the free variable(s) is restricted. In outline, the attack of the model to the information isn't an area of strength for extremely, there is a frail negative connection between the factors.

The model's forecasts may not be profoundly precise, and there may be different elements or factors not caught by the model that impact the information.

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The research reveals that emotional people tend to be more satisfied with their jobs, committed to their employer, and produce more work than conscientious individuals is False.

Emotional intellect is the capacity to recognize and regulate a person's emotions and comprehend the emotions the others. A high EQ helps you to build connections, lower team stress, defuse battles and improve job fulfillment.

It can help a graduate evolve the best at what they do, be the best coworker possible, and achieve professional victory. Communication, partnership, and relationship-building skills are enhanced by higher levels of emotional intelligence. It also enables best focus on the work.

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The complete question is-

research reveals that emotional people tend to be more satisfied with their jobs, committed to their employer, and produce more work than conscientious individuals.

a. True

b. False

Answer:

55

Step-by-step explanation:

(55+55+58+48) ÷4

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