16 mi
12 mi
What is the length of the hypotenuse?
C =
miles

The difference quotient of f(x) is \(\frac{-\frac{1}{h}+ 5}{5x+ h -12}\) .

According to the given question.

We have a function

f(x) = -1/(5x -12)

As we know that, the difference quotient is a measure of the average rate of change of the function over and interval.

The difference quotient formula of the function y = f(x) is

[f(x + h) - f(x)]/h

Where,

f(x + h) is obtained by replacing x by x + h in f(x)

f(x) is a actual function.

Therefore, the difference quotient formual for the given function f(x)

= [f(x + h) - f(x)]/h

= \(\frac{\frac{-1}{5(x+h)-12} -\frac{-1}{5x-12} }{h}\)

= \(\frac{\frac{-1}{5x + 5h -12}+\frac{1}{5x-12} }{h}\)

= \(\frac{\frac{-1+5h}{5x + 5h-12} }{h}\)

= \(\frac{-1+5h}{(5x +h-12)(h)}\)

= \(\frac{-1+5h}{5xh + h^{2} -12h}\)

= \(\frac{h(-\frac{1}{h}+5) }{h(5x+h-12)}\)

= \(\frac{-\frac{1}{h}+ 5}{5x+ h -12}\)

Hence, the difference quotient of f(x) is \(\frac{-\frac{1}{h}+ 5}{5x+ h -12}\) .

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The  solution of the given system of equations is (8, -1). of the given system of equations is (8, -1).

One method to solve the given system of equations is substitution:

- Solve one of the equations for one of the variables (e.g., x = 9 + y from the second equation).

- Substitute the expression for the variable into the other equation.

- Solve the resulting equation for the remaining variable.

- Substitute the value for the remaining variable back into one of the original equations to find the value of the other variable

Using this method with the given equations

- x - y = 9 -> x = 9 + y

- 3x + 2y = 22 -> 3(9 + y) + 2y = 22

- Simplifying and solving for y: 27 + 5y = 22 -> 5y = -5 -> y = -1

- Substituting y = -1 into x = 9 + y: x = 8

To check this solution, we can substitute these values back into both original equations and confirm that they are true statements.

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Answer:

f(-5) = 37

f(-3)= 13

f(-1)= -3

f(1)=  -11

f(3)= -11

Step-by-step explanation:

The statement "Convenience samples are generally not representative of the population" is true.

Convenience samples are a type of non-probability sampling in which the researcher selects participants based on their convenience. This means that the researcher selects participants who are easy to reach or who are available at the time of the study. Convenience samples are often used in research because they are quick and easy to collect.

However, convenience samples are not representative of the population because they do not include all members of the population.

For example, if a researcher is interested in studying the effects of a new medication on people with high blood pressure, they might select participants from a convenience sample of people who are easy to reach, such as people who are already taking medication for high blood pressure. However, this convenience sample would not be representative of the population of people with high blood pressure because it would not include people who are not taking medication for high blood pressure.

Here are the reasons why convenience samples are generally not representative of the population:

Bias: Convenience samples are often biased because the researcher selects participants who are easy to reach or who are available at the time of the study. This can lead to a sample that is not representative of the population because it may include more people from certain groups, such as people who are more educated or people who are more likely to respond to surveys.

Small sample size: Convenience samples are often small in size, which can make it difficult to generalize the results of the study to the population.

Heterogeneity: Convenience samples are often heterogeneous, which means that they include people from different backgrounds and with different experiences. This can make it difficult to identify patterns or trends in the data.

If you are conducting a research study, it is important to use a sampling method that will give you a representative sample of the population. Probability sampling methods, such as simple random sampling and stratified random sampling, are more likely to give you a representative sample than convenience sampling.

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The perpendicular height of the parallelogram is 13 cm.

A right triangle is a triangle that has an angle that measures 90 degrees. The three sides of a right -angled triangle are known as the length, base and the hypotenuse.

Area of a right-angled triangle = 1/2 x base x height

Area of a right-angled triangle = 1/2 x 13 x 6 = 39 cm²

A parallelogram is quadrilateral that has two pairs of parallel sides. The opposite sides equal in length

Area = base x height

Area of the parallelogram = 4 x 39 = 156 cm²

Height = area / base

156 cm² / 12 = 13 cm

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Answer: 1,176 miles

Step-by-step explanation:

490 / 5 = 98 miles

98 mph X 12 hours is 1,176

Answer:

There is no Nash equilibrium in pure strategies because neither player has a strategy that maximizes their expected payoff.

(A) The modified payoff matrix for the matching pennies game with the updated losing payoffs is as follows:

         Player 2

         Heads (H)     Tails (T)

Player 1  +1, -1        -6, +6

Heads (H)

Tails (T) -10, +10      +1, -1

(B) The diagrams showing each player's pair of expected payoff lines and the other player's equilibrium decision probability are as follows:

Player 1's Expected Payoff Line:

H      T

Probability:  p1     1-p1

Expected Payoff:  p1(-6) + (1-p1)(+1)

Player 2's Expected Payoff Line:

H      T

Probability:  p2     1-p2

Expected Payoff:  p2(-10) + (1-p2)(+1)

The equilibrium decision probability for each player will be the value that maximizes their expected payoff. In this case, player 1 will choose heads (H) with probability p1* and player 2 will choose tails (T) with probability p2*.

(C) To calculate the numerical values of the Nash equilibrium probabilities (p1*, p2*), we need to find the values that maximize each player's expected payoff.

For player 1:

Expected Payoff = p1(-6) + (1-p1)(+1)

= -6p1 + 1 - p1 + p1

= -5p1 + 1

To maximize this expected payoff, we set the derivative equal to zero:

d/dp1 (-5p1 + 1) = -5 = 0

-5 = 0 (No solution)

For player 2:

Expected Payoff = p2(-10) + (1-p2)(+1)

= -10p2 + 1 + p2 - p2

= -9p2 + 1

To maximize this expected payoff, we set the derivative equal to zero:

d/dp2 (-9p2 + 1) = -9 = 0

-9 = 0 (No solution)

There is no Nash equilibrium in pure strategies because neither player has a strategy that maximizes their expected payoff.

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When a postal worker counts the number of complaint letters received by the united states postal service in a given day, the type of data collected is quantitative.

Quantitative data is data that can be measured and expressed in numbers. In this case, the number of complaint letters received by the United States Postal Service in a given day can be measured and expressed as a number.

Qualitative data, on the other hand, is data that cannot be measured or expressed in numbers. For example, the contents of the complaint letters would be qualitative data.

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Answer:

4

.

.

.

.

.

.

.

.

.

pls rate ..

ANSWER

yes it is

you have 6 eggs right you remove 2 eggs from the 6 eggs which means you have 4 then the 2 you removed you fry them then the 2 eggs you fry you eat those same 2 eggs and then it leaves you with 4 eggs

The mathematical model of an abstract syntax tree (AST) for a programming language's block (BL) statement typically involves representing the syntax of the statement using a tree structure.

This tree structure consists of nodes that correspond to different components of the statement, such as keywords, variables, operators, and expressions. The AST provides a way to parse and interpret the syntax of the statement, allowing for efficient compilation and execution of the code.

The model can be represented using various algorithms and data structures, such as recursive descent parsing or top-down parsing. Ultimately, the AST serves as a tool for developers to analyze, optimize, and debug their code, and is an essential component of many modern programming languages.

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Answer:

6

Step-by-step explanation:

∛27=3

√9=3

3+3=6

Please give brainliest if this helped and thank me

Answer:

You can not find X unless there is an answer you are looking for (Ex: 2x=4 so x=2) if there is nothing its equal to x can be everything and nothing

Step-by-step explanation:

Answer:

The speed in the first part is 16 mph.

Step by step explanation:

The total distance is 48 miles. The total time is 4 hours.

In the second part of the trip, he was traveling at speed s for distance d for 2 hours.

In the first part of the trip he was traveling

at twice the speed, or 2s, for distance 48 - d, for 2 hours.

speed = distance/time

distance = speed * time

First part of trip:

48 - d = 2s * 2

d + 4s = 48 Equation 1

Second part of the trip:

d = s * 2

d = 2s =

Equation 2

Equations 1 and 2 form a system of equations in two unknowns, d and s.

d + 4s = 48

d = 2s

Substitute 2s for d in equation 1.

2s + 4s = 48

6s = 48 =

s=8

The speed in the second part is 8 mph.

The speed in the first part is 2s = 2(8) =

16.

The speed in the first part is 16 mph.

Check:

d = 2s = 2(8) = 16

48 - d = 48 - 16 = 32

The second part is 16 miles. The first part is 32 miles.

16 miles at 8 mph takes 2 hours.

32 miles at 16 mph takes 2 hours.

2 hours + 2 hours = 4 hours.

Our answer is correct.

Answer: The speed in the first part is 16 mph.

Answer: B

Step-by-step explanation: Since she rolled 2 on cube 1, and the value on the cubes was zero after the second roll, then that leaves us with B -2. Because 2 plus -2 equals 0.

Fiona rolled Cube 1 and got a 2, and then she rolled Cube 2 and got -2 to make the sum of 0.

Hence, the correct answer to the question is B.

In the given problem,

Fiona rolls two number cubes, Cube 1 and Cube 2.

She first rolls Cube 1 and gets a 2.

After rolling Cube 2, the sum of the values on both cubes is 0. Cube 2 has negative integers on its faces.

Therefore, we can set up an equation where x is the number Fiona rolled on Cube 2.

Adding the values on both cubes, we get:

2 + x = 0

Solving for x, we subtract 2 from both sides and get:

x = -2

Therefore,

Fiona rolled a -2 on Cube #2.

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Answer: y = -6x - 2  

Step-by-step explanation:

54x + 15 = -3(3y + 1)   To solve for y distribute on the right side to get,

54x + 15 = -9y -3        Add 3 to both sides

      +3             +3

54x  + 18 = -9y        Divide each term by -9 on each side.

y = -6x - 2

Answer______

54x + 15 = -3 (3y + 1)

54x + 15 = -9y -3

+3 +3

54x + 18 = -9y

y = -6x - 2

Answer: 441

Step-by-step explanation:

Answer:

Option (4)

Step-by-step explanation:

We have to prove: \(6^{\frac{1}{3} }=\sqrt[3]{6}\)

To prove this equation we will take \(6^{k}=e^{\frac{1}{3}}\)

\(6^{k}=\sqrt[3]{6}\)

\((6^{k})^3=(\sqrt[3]{6})^3\)

\(6^{3k}=6^1\)

By comparing powers of 6 on both the sides,

3k = 1

k = \(\frac{1}{3}\)

Therefore, \(6^{\frac{1}{3}}=\sqrt[3]{6}\)

Hence the equation is true.

Option (4) will be the correct opion.

35.5m

Step-by-step explanation:

355m÷10=35.5m answer

Answer:

-6.433,-0.76,-0.55,-0.04,3.54

Step-by-step explanation:

hope this helps

Answer:

can you take a picture of your problem

Answer:

show the picture of the figure

Answer:

(4×12)+(5×12)

48+60

108 eggs total

Answer:

108

Step-by-step explanation:

Well considering the fact that the question is asking how many eggs did Clay collect in total, we can just multiply 4*12 (12 being how many eggs being in the container and 4 being the amount of containers) and multiply 5*12 to get a total of 108 eggs. Or you could just add both the amount of containers and multiply it by 12. Hope this helped :)

Answer:

Step-by-step explanation:

Rewrite in slope-intercept form.

The slope-intercept form is  

y = m x + b , where  m  is the slope and  b  is the y-intercept.  y  = m x + b

Reorder  2  and  2 x .  y = 2 x + 2

Use the slope-intercept form to find the slope and y-intercept.

Slope:  

2

y-intercept:  

2

Rounding a percentage to the nearest whole number can be done by considering the decimal part of the percentage. For the percentages provided, 11.969 would round to 12%, 39.9804 would round to 40%, and 11.61+32 would equal 43.

To round a percentage to the nearest whole number, we examine the decimal part. If the decimal is 0.5 or greater, we round up to the next whole number. If the decimal is less than 0.5, we round down to the previous whole number. In the given examples, 11.969 has a decimal of 0.969, which is closer to 1 than to 0, so it rounds up to 12. Similarly, 39.9804 has a decimal of 0.9804, which is closer to 1, resulting in rounding up to 40. Lastly, the expression 11.61 + 32 equals 43, as it is a straightforward addition calculation.

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There is a 16% probability that the individual actually had the disease given a positive test result.

The probability that the individual had the disease can be calculated as follows:

Let A = Event of testing positive and actually having the disease

Let B = Event of testing positive but not actually having the disease

We are looking for P(A|B), which is the probability of actually having the disease given a positive test result.

Using Bayes' Theorem, we have:

P(A|B) = P(A) * P(B|A) / P(B)

Bayes' theorem is a mathematical formula used in probability theory to calculate the probability of an event based on prior knowledge of conditions that might be related to the event.

It states that the conditional probability of an event A given event B is equal to the product of the probability of event B and the conditional probability of event A given event B, divided by the probability of event B. The formula is represented as P(A|B) = P(B|A) * P(A) / P(B).

Where:

P(A) = 1/500 (probability of having the disease)

P(B|A) = 0.95 (probability of a correct positive result given that the individual has the disease)

P(B) = P(B|A) * P(A) + P(B|A') * P(A') (probability of a positive test result)

= 0.95 * 1/500 + 0.01 * 499/500 (probability of a false positive result given that the individual does not have the disease)

Plugging in the values, we have:

P(A|B) = (1/500) * 0.95 / [0.95 * 1/500 + 0.01 * 499/500] = 0.16 or 16%

Therefore, there is a 16% probability that the individual actually had the disease given a positive test result.

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50% of Susan's trips to class would take more than 50 minutes.Answer: 50%.

Given data: The average time it takes for Susan to get to her class is 50 minutes. And the standard deviation is 5 minutes. We have to find the proportion of Susan's trips to class would take more than 50 minutes.

Solution:To find out the required proportion, we need to calculate the Z-score first.

\(Z-score = (X - μ)/σ\)

where, X = the value of the random variable (Susan's time to get to class)

μ = the population mean (average time)σ = the standard deviation

Here, X = 50 minutes

μ = 50 minutes

σ = 5 minutes

Z-score = (X - μ)/σ

= (50 - 50)/5

= 0

The Z-score table indicates that the area under the standard normal distribution curve for a Z-score of 0 is 0.5. Therefore, 50% of Susan's trips to class would take more than 50 minutes.Answer: 50%.

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Let g be the integral function defined by g(x) = ∫x-1 (-1/2 * cos (t³ / 2t)) dt for x = 0, g is g(x) = -1/2(x-1 * sin(t³/2t) - x-1 * cos(t³/2t)).

To solve this integral, we need to use the substitution method. We will let u = t/2t, du = 3t/2 dt.

Thus, the integral becomes:

g(x) = -1/2 * ∫x-1 cos(u) du

Using integration by parts, we get:

g(x) = -1/2(x-1 * sin(u) + ∫x-1 sin(u) du).

After integrating the second part, we obtain the final result:

g(x) = -1/2(x-1 * sin(u) - x-1 * cos(u))./2t

we subtitute the value of u to get:

g(x) = -1/2(x-1 * sin(t³/2t) - x-1 * cos(t³/2t)).

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The points where the graphics touch the coordinate axes are known as the function intercepts.

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