What is (f*g)(x) f(x) = - x ^ 2 g(x) = x + 1

The domain is the set of all words in the English language that has a partial order relation and not a total order relation.

Given:

The domain is the set of all words in the English language (as defined by, say, Webster's dictionary.

Assume,

The domain is the set of all words in the English language (as defined by, say, Webster's dictionary). Word x is related to word y if x appears as a substring of y. x is a substring of y if all the letters in x appear in consecutive order somewhere in y. For example, "logical" is a substring of "topological" because the letters l-o-g-i-c-a-l appear consecutively in the order of the word "topological". However, "local" is not a substring of "topological" because the letters l-o are separated from c-a-l by the letters g and i.

Now, x is related to y if x is a substring of y.

Considering the following points through the example:

(A) Clearly, x is a substring of itself. Therefore, x is related to x and hence it is called reflexive.

(B) If x is related to y or y is related to x then x =y and it is called antisymmetric.

(C) If x is related to y and y is related to û then we can say that x is related to û (i.e. if x is a substring of y and y is a substring of û then x is also inscribed in û. Hence, we called it transitive.

Hence, the order is not the total order relation. It is a partial order relation.

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The 99% confidence interval for the mean GPA of all students at the university is (2.558, 2.842).

For a sample of size 100 and a 95% confidence interval, the value of 2a/2 is:

2a/2 = 1 - 0.95 = 0.05

Rounding to two decimal places, we get 2a/2 = 0.05.

Therefore, the answer to question 4 is:

The 85% confidence interval is (12.60, 13.00).

For question 5, we can use the formula:

CI = X ± zα/2 * (s/√n)

where X is the sample mean, s is the sample standard deviation, n is the sample size, and zα/2 is the z-score corresponding to the desired level of confidence.

Substituting the given values, we get:

CI = 2.70 ± 2.576 * (0.50/√54)

Calculating this expression, we get:

CI = (2.558, 2.842)

Therefore, the 99% confidence interval for the mean GPA of all students at the university is (2.558, 2.842).

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The 99% confidence interval for the mean GPA of all students at the university is (2.558, 2.842).

For a sample of size 100 and a 95% confidence interval, the value of 2a/2 is:

2a/2 = 1 - 0.95 = 0.05

Rounding to two decimal places, we get 2a/2 = 0.05.

Therefore, the answer to question 4 is:

The 85% confidence interval is (12.60, 13.00).

For question 5, we can use the formula:

CI = X ± zα/2 * (s/√n)

where X is the sample mean, s is the sample standard deviation, n is the sample size, and zα/2 is the z-score corresponding to the desired level of confidence.

Substituting the given values, we get:

CI = 2.70 ± 2.576 * (0.50/√54)

Calculating this expression, we get:

CI = (2.558, 2.842)

Therefore, the 99% confidence interval for the mean GPA of all students at the university is (2.558, 2.842).

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Answer:

20

Step-by-step explanation:

The area of a circle is equal to pi*radius^2

We can then write this as

314.1592=π*r^2

We then divide pi to get

100=r^2

take the square root and you find that the radius equals around 10

The diameter is always equal to the radius times two which means that the diameter is 20

hope this helps

The test statistic is calculated to be 4.05, which is greater than the critical value of 2.704 at a significance level of 0.05, indicating strong evidence to reject the null hypothesis and conclude that the mean cost per person exceeds $38.0.

To test if there is sufficient evidence to conclude that the mean cost per person exceeds $38.0, we can perform a one-sample t-test.

Using the given information, the test statistic is calculated as

t = (39.7188 - 38.0) / (3.5476 / √(40)) = 4.05.

Using a t-table with 39 degrees of freedom (n-1), the p-value is found to be less than 0.01.

Since the p-value is less than the significance level of 0.05, we can reject the null hypothesis and conclude that there is sufficient evidence to suggest that the mean cost per person exceeds $38.0.

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A square has its diagonals perpendicular bisector to each other and is of the same length. The length of each side of the original garden is 4 meters.

A square has its diagonals perpendicular bisector to each other and is of the same length.

A square is always a rectangle, parallelogram, a rhombus and a quadrilateral but its reverse statement may or may not be true.

Let the length of the original garden be x. Given the garden is in a square shape the area will be the square of the side of the square garden.

Given that each side of the original square garden is increased by 9 meters, therefore, the new total area of the garden will be 169 square meters. Thus, the area of the new garden can be written as,

(x+9)²=169

(x+9)²=13²

x+9=13

x=4

Hence, the length of each side of the original garden is 4 meters.

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The correct statement is Most of the songs were between 3 minutes and 3.8 minutes long.

Based on the given information from the graph, we can determine the following:

The graph shows an upward trend from 2.8 to 3.4 on the horizontal axis.

Then, there is a downward trend from 3.4 to 4 on the horizontal axis.

From this, we can conclude that most of the songs played during the one-hour interval were between 3 minutes and 3.8 minutes long. This is because the upward trend indicates an increase in length from 2.8 to 3.4, and the subsequent downward trend suggests a decrease in length from 3.4 to 4.

Therefore, the correct statement is:

Most of the songs were between 3 minutes and 3.8 minutes long.

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Answer:

A

Step-by-step explanation:

Answer: 40% drive and 60% take the bus.

Step-by-step explanation:

    We will divide the number of students who drive to school by the total number of students, and then multiply by 100 to turn it into a percentage.

         \(\displaystyle \frac{250}{250+375} *100= 40\%\)

    Next, we will divide the number of students who ride the bus to school by the number of students who ride the bus, and then multiply by 100 to turn it into a percentage.

         \(\displaystyle \frac{375}{250+375} *100= 60\%\)

Answer:

-5x²+26x-24

Step-by-step explanation:

(5x-6)(-x+4)

=5x(-x+4)-6(-x+4)

=-5x²+20x+6x-24

=-5x²+26x-24

The simple reason why streets are usually designed parallel or perpendicular to each other is because that pattern makes it easy for users to connect people easily.

A perpendicular street can simply be defined as a street which intersect another streets. However, on the other end, two streets are said to be parallel to each other when they are in the same distance apart. The same is applicable in mathematics as a perpendicular line intercept another line and parallel lines don't meet.

That being said, when streets are parallel or perpendicularly designed, residents of the environment find it easy to communicate with each other. Business owners use this easy accessibility to easily describe their addresses to customers.

So therefore, it can be deduced from the given explanation above that when streets are designed with good planning, it makes people access it easily.

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The fraction of registered voter that did not participate was 2/5

Is a number that expresses the portion of some number over a total. The number that expresses the portion is known as the numerator and the number that expresses the total is known as the denominator.

To solve this exercise we have to perform a mathematical operation with fractions:

Information about the problem:

Calculating the fraction of the registered voter that did not vote we get:

No. did not participate = Total - Registered voter participated

No. did not participate = 1 - 3/5

No. did not participate = (5 - 3) /5

No. did not participate = 2/5

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Answer:

Below

Step-by-step explanation:

1:50000  means 1 cm on the map is 50 000 cm in the real world

 so   1 cm on the map = 500 m   in the real world   (100cm = 1m)

           500 m IS  .5 km      

                so 1 cm on the map =  .5  km  

Answer:   1 cm

Step-by-step explanation: convert 50000 cm into km. This will give you 0.5 km. This means that 1 cm represents 0.5km

Answer:

8.8 L

Step-by-step explanation:

volume/time

176/22

=8.8

Follow these procedures to calculate the mean absolute deviation.

1. Determine the data's mean by adding all of the values and dividing by the number of values in the data set.

2. Subtract the mean from each of the data points.

3. Make each difference a good one.

4. Add up all of the positive differences.

5. Subtract this total from the amount of data values in the collection.

This is the  mean absolute deviation.

A data set's average absolute deviation is the sum of its absolute departures from a central point. It is a statistical dispersion or variability summary statistic.

The average distance between the values in a data collection and the set's mean is described by mean absolute deviation. A data collection with a mean average deviation of 3.2, for example, has values that are 3.2 units away from the mean on average.

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Answer:

Step-by-step explanation:

13x-6y=10    (1,4)

x=1    y=4

⇒ 13*1-6*4=10

⇒ 13-24=10

⇒ -11≠10

⇒ (1,4) isn`t solution of the equation y=13x-6y

y=-3|x-5|+1    (1,-11)

x=1   y=-11

-11=-3|1-5|+1

-11=-3|-4|+1

-11=-3(4)+1

-11=-12+1

-11≡-11

⇒ (1,-11) is solution of the equation y=-3|x-5|+1

The given statement "CUBE can be applied to all aggregate functions including AVG, SUM, MIN, MAX, and COUNT." is True because cube is sql function that can be use in any aggregate functions.

The CUBE operator is a SQL feature that can be used to generate summary information from a query by grouping on one or more columns. It can be applied to all aggregate functions including AVG, SUM, MIN, MAX, and COUNT.

When the CUBE operator is used in a query, it generates a set of subtotals and grand totals for all possible combinations of the grouped columns. For example, if we group by two columns, the CUBE operator will generate subtotals for each of the two columns, as well as a grand total for both columns combined.

By using the CUBE operator with aggregate functions, we can easily generate summary information that provides a more comprehensive view of the data. This can be particularly useful in data analysis and reporting, where we often want to see both detailed and summarized information at the same time.

Overall, the CUBE operator is a powerful SQL feature that enables us to generate summary information for all aggregate functions, providing more insights and a better understanding of the data.

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The inverse of (x-A)^c = B, where A = 2x + 1, is x = -(B^(1/c) + 1).

To find the inverse of the expression in (x - A)^c = B, where A = 2x + 1, we can use the following steps:

First, solve for x in terms of A

x = (A - 1) / 2

Substitute the expression for A into the original equation

(x - (2x + 1))^c = B

Simplify

(-x - 1)^c = B

Take the c-th root of both sides

-x - 1 = B^(1/c)

Solve for x

x = -(B^(1/c) + 1)

Therefore, the inverse of the expression in (x - A)^c = B, where A = 2x + 1, is given by

x = -(B^(1/c) + 1)

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--The given question is incomplete, the complete question is given

" Inverse of this in (x-A)^c = (B)

—-

where A = 2X+1 "--

LMC (18,21) = 126

ok done. Thank to me :>

Not sure if I quite understand your question. But ill assume that you're asking if 1 times 7 is positive. Or if 1x7 is positive.

1 times 7 equals 7 so it is a positive integer.

1x7 can be positive or negative depending on what x equals. If x is a negative number then the whole expression is negative. If x is postive the expression is positive.

Answer:

Obesity describes body weight that is more than 20 percent higher than the average weight for a person of a given age and height. It is a medical condition that is characterized by excessive body fat which poses various health risks including diabetes, heart disease, sleep apnea, and high blood pressure. Obesity may result from a variety of factors such as a sedentary lifestyle, poor dietary habits, genetics, hormonal imbalances, and certain medications. Treatment options for obesity include lifestyle changes, pharmaceutical interventions, and in severe cases, surgical procedures.

\(\large\bf{\underline{Given:}}\)

__________________________________________

\(\large\bf{\underline{Using\: formula:}}\)

\(\boxed{\bf\underline\pink{⟹\frac{h}{3} \times (b_1 + b_{2} + \sqrt{b_{1} } \times b_{2})}}\)

__________________________________________

\(\large\bf{\underline{Therefore}}\)

‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎\( \bf \: ⟹v = \frac{12}{3} \times (16 + 6 + \sqrt{16 \times 6)} \)

‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎\( \bf \: ⟹v = 4 \times (16 + 6 + 9.7979)\)

‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎\( \bf \: ⟹v = 4 \times 31.7979\)

‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎\( \bf \: ⟹v = 127.1917\)

__________________________________________

\(\large\bf{\underline{Hence}}\)

\(\large\bf{⟹Volume=127.19{cm}^{2}(approx)}\)

Answer:

55

Step-by-step explanation:

bedcause if you add 50 and 5 then it makes yes

The number of papers checked by both becomes equal in 10 hours.

The allocation of weights to the important variables that produce the calculation's optimum is referred to as a direct consequence.

Teacher Malone is reviewing papers in the educators' parlor. She has previously gotten done with reviewing 20 tasks and is evaluating 5 additional tasks each hour. Her showing colleague just came in to help her. He can grade at a pace of 7 tasks consistently.

Let 'x' be the number of hours and 'y' be the number of assignments. Then the equations are given as,

y = 5x + 20        ...1

y = 7x                ...2

At some point, they will be finished and will have graded the same number of papers. Then from equations 1 and 2, we have

7x = 5x + 20

7x - 5x = 20

2x = 20

x = 20 / 2

x = 10

The number of papers checked by both becomes equal in 10 hours.

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Answer:

1/3 = ?/18

1/3 * 18 = ?

6 = ?

...

Answer:

Step-by-step explanation:

We can use the cross-multiplication method to solve this proportion.

Cross-multiplication means we multiply the numerator of one ratio by the denominator of the other ratio, and then set them equal to each other. Like this:

30 × 18 = 90 × ?

Now we can solve for the missing number by dividing both sides by 90:

30 × 18 / 90 = ?

Simplifying the left side, we get:

6 = ?

So the missing number in the proportion is 6. Therefore:

30/90 = 6/18

Answer:

C) $14.2

Step-by-step explanation:

$3 is flat value. minimum price. $0.8 per mile for 14 miles is 0.8x14 which equals to 11.2. Add $3 and get $14.2.

C) 14.20

.8×14=11.2

11.2+3=14.2

The following are the answer to each statement;

1. The book is $18

2. Giselle can earn up to $18 pulling weeds for her grandma.

3. Giselle's grandma pays her $1 for every 5 weeds she pulls

4. Giselle does not have to use any of her own money towards the purchase of the book when she pulls 90 weeds.

5. Giselle only needs to pull 18 weeds to not use any of her own money

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The solution is where both lines cross each other:

Correct option: C (5,-2)

Reason:

The largest sin(x) can get is 1, and the same goes for sin(3x).

Consequently, the largest 2sin(3x) can get is 2.

You can visually verify these claims by graphing each function with a tool like Desmos. Take note of the y coordinate of the highest points. See below.

Therefore, the largest f(x) = 2sin(3x)+C can get is 2+C or C+2

The potential at the center of the square due to the four equal charges is (8k * q) / l.

To find the potential at the center of the square due to the four charges, we can calculate the electric potential at that point due to each charge individually and then sum them up.

Given:

Four equal charges, q, placed at the corners of a square of side length l.

The center of the square is at the center of the coordinate system.

The electric potential, V, at a point due to a point charge q is given by the formula:

V = k * q / r

Where:

k is the electrostatic constant (k = 9 * 10^9 Nm^2/C^2)

q is the magnitude of the charge

r is the distance from the charge to the point

Since the charges are placed at the corners of a square, the distance from each charge to the center of the square is l/2. Thus, the potential at the center due to each charge is:

V = k * q / (l/2) = 2k * q / l

Since all four charges are equal, the total potential at the center of the square is the sum of the potentials due to each charge:

V_total = 2k * q / l + 2k * q / l + 2k * q / l + 2k * q / l

V_total = (8k * q) / l

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The potential at the center of the square is the sum of the potentials due to each charge, which can be calculated using the formula V = k * q / r. Since the charges are placed at the corners of the square of side l, the distance from the center of the square to each charge is sqrt(2) * l/2. Therefore, the potential at the center is (4 * sqrt(2) * k * q) / l.

The potential at the center of the square can be found by considering the contributions from each of the four charges. Since the charges are equal and placed at the corners of the square, the electric field at the center will be zero. Therefore, the potential at the center of the square is simply the sum of the potentials due to each charge.

The potential due to a single charge can be calculated using the formula:

V = k * q / r

where V is the potential, k is the electrostatic constant (approximately 9 x 10^9 Nm^2/C^2), q is the charge, and r is the distance.

Since the charges are placed at the corners of the square of side l, the distance from the center of the square to each charge is sqrt(2) * l/2. Plugging in these values, we get:

V = 4 * (k * q / (sqrt(2) * l/2))

V = (4 * sqrt(2) * k * q) / l

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Josh should mix 1.2 gallons of dark pink paint and 1.8 gallons of light pink paint to achieve the desired medium pink color.

To find out how much of each leftover paint Josh should mix to achieve a medium pink color (50% red), we can set up a system of equations based on the percentages of red in the paints.

Let's assume that Josh needs x gallons of dark pink paint and y gallons of light pink paint to achieve the desired color.

The total amount of paint needed is 3 gallons, so we have the equation:

x + y = 3

The percentage of red in the dark pink paint is 80%, which means 80% of x gallons is red. Similarly, the percentage of red in the light pink paint is 30%, which means 30% of y gallons is red. Since Josh wants a 50% red mixture, we have the equation:

(80/100)x + (30/100)y = (50/100)(x + y)

Simplifying this equation, we get:

0.8x + 0.3y = 0.5(x + y)

Now, we can solve this system of equations to find the values of x and y.

Let's multiply both sides of the first equation by 0.3 to eliminate decimals:

0.3x + 0.3y = 0.3(3)

0.3x + 0.3y = 0.9

Now we can subtract the second equation from this equation:

(0.3x + 0.3y) - (0.8x + 0.3y) = 0.9 - 0.5(x + y)

-0.5x = 0.9 - 0.5x - 0.5y

Simplifying further, we have:

-0.5x = 0.9 - 0.5x - 0.5y

Now, rearrange the equation to isolate y:

0.5x - 0.5y = 0.9 - 0.5x

Next, divide through by -0.5:

x - y = -1.8 + x

Canceling out the x terms, we get:

-y = -1.8

Finally, solve for y:

y = 1.8

Substitute this value of y back into the first equation to solve for x:

x + 1.8 = 3

x = 3 - 1.8

x = 1.2

Therefore, Josh should mix 1.2 gallons of dark pink paint and 1.8 gallons of light pink paint to achieve the desired medium pink color.

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Answer:   B

Step-by-step explanation:  ¼ + ⅔ = 11/12