please help me with the process and the anwsers
Suppose that X₁,..., X₁, is a random sample from a probability density function given by 0

There are 3 cases to consider when determining horizontal asymptotes:

1) Case 1: if: degree of numerator < degree of denominator. then: horizontal asymptote: y = 0 (x-axis)

2) Case 2: if: degree of numerator = degree of denominator.

3) Case 3: if: degree of numerator > degree of denominator.

The different groups of trainees can be selected in 9 qualified applicants for 3 trainee positions in a fast-food management program is 84 groups i.e. option C is correct.

For calculation of the number of different groups of trainees that can be selected from 9 qualified applicants for 3 trainee positions, we have to use the combination formula nCr = n! / (r! * (n-r)!)

Here n is the total number of applicants i.e. 9 and r is the number of available positions i.e. 3.

So, the number of different groups of trainees that can be selected can be calculated as below using the above combinational formula :

9C3 = 9! / (3! * (9-3)!) = 84

Therefore, the number of different groups of trainees can be selected in 9 qualified applicants for 3 trainee positions in a fast-food management program is 84.

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Answer:

2/3

Step-by-step explanation:

16/4=4

24/4=6

4/6 divided by 2= 2/3

The real number √21 is an example of an irrational number. (Correct choice: C)

According to number theory, real numbers are formed by the following sets:

Then, by direct inspection we get the following conclusions:

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Correct format for cartesian and polar coordinates are given by (x, y) and (r, Ф) respectively.

In mathematics there are major two coordinate system these are cartesian and polar system. By using coordinate systems, the location of a point in the space is identified with respect to some reference axis or reference direction.

Format implies the specific pattern of arrangement. In mathematics, the word formats indicate the proper layout of mathematical expression or graphical representation.

In the cartesian system location of a point is identified by the distance of two reference axis and expressed in a numerical coordinate such as (-4 9) where -4 is the X coordinate and distance from Y axis. And the Y coordinate is 9 and the distance from the X axis.

Hence, correct format for graphical representation of a point by using cartesian system is (x, y). A point is identified by two number bounded by a parenthesis.

In the other hand, in the polar system, the location of a point is denoted by (r, Ф)

where r = distance from origin

Ф = angle created by distance r with the horizontal axis

relation between two system

r = √(x²+y²)

Therefore, correct format for graphical representation of a point in the polar system is (r, Ф). A point is located by a number and angle either in degree or radians also bounded by a parenthesis.

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Answer:

Hello! Your answer would be,

Step-by-step explanation:

Write as an inequality: x is at least 30. If ... The method we will use to solve applications with linear inequalities is very ... If he charges ?60 per job, how many jobs must he do to earn a profit of at least ?4,000 a month? ... Find your last month's phone bill and the hourly salary you are paid at your job. ... 30\text{°},60\text{°},90\.

The table of values is a linear equation which is given as y = -7/2x + 2

A linear function is a mathematical function that represents a straight line when graphed on a coordinate plane. It is a type of function where the independent variable (usually denoted as x) has a constant rate of change with respect to the dependent variable (usually denoted as y).

The slope-intercept form of a linear equation is given as;

y = mx + c

From the table of value given;

f(x) = mx + c

Let's calculate the slope of the equation;

m = y₂ - y₁ / x₂ - x₁

m = 2 - 9 / 0 - (-2)

m = -7 / 2

The slope is -7/2

Taking the slope to find the linear equation;

y = mx + c

Taking any point;

9 = -7/2(-2) + c

9 = 7 + c

c = 2

The equation is y = -7/2 + 2

Taking another point to confirm our answer;

2 = -7/2(0) + c

c = 2

This shows the values is a linear equation;

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Answer: turning it up high because

Step-by-step explanation:

time goes up then down

option C again correct if I'm wrong

An arithmetic sequence has a constant difference between each consecutive pair of terms. This is similar to the linear functions that have the form y=mx+b. A geometric sequence has a constant ratio between each pair of consecutive terms. This would create the effect of a constant multiplier.

Answer:

is this a trick question?  the value of 2+2 = 4

if you are asking what a^2 + b^2  is then ... 1/a^2 + 45a^2 + 61

Step-by-step explanation:

Answer:

1. -3

2. -5

3. -9

4. +16

5. -7

6. -3

7. -11

8. +11

9. -5

10. -5

Step-by-step explanation:

Answer:

4/5

Step-by-step explanation:

From point (-2,0) to point (3,4).

Rise is 4, Run is 5

Answer:

slope: 4/5

Step-by-step explanation:

(-2,0)&(3,4)

\(slope:\frac{y_{2-x_y{2}} }{x_{2-x_x{1} } }\)

\(=\frac{4-0}{3-(-2)} \\\\=\frac{4}{3+2} \\\\slope: \frac{4}{5}\)

hope it helps..

have a great day!!

Answer:

9

Step-by-step explanation:

45 seconds / 2 cars at a time = 22.5

22.5 x 16 carts = 360 seconds or 6 minutes

6 minutes / 2 cars at a time = 3

3 x 3 = 9

The missing number to complete the proportion is 1

Proportion defines that the two given ratios are equivalent to each other. That is two ratios (or fractions) are equal e.g 2:6 = 1:3

Given: 14 seats in 2 rows = 7 seats in ___rows

If each row in a classroom has equal seats. If there are 14 seats in 2 rows of the classroom then we can say there are 7 seats in each row (1 row).

Thus, 14 seats in 2 rows = 7 seats in 1 row

Therefore,  the missing number to complete the proportion is 1. You should type 1

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Step-by-step explanation:

QR= 1.5 inches

TS= 2 inches

TP= 3.8 inches

RS= 1.4 inches

PQ= 2.6 inches

now complete ur promise

Answer:

Step-by-step explanation:

Remark

The question says to increase the lengths of each side by a factor of 1.5.

That means that every measurement we see on the diagram is multiplied by 1.5

QR = given length times 1.5

given length = 1.5

QR = 1.5 * 1.5

QR = 2.25

TS = given length * 1.5

TS = 2 * 1.5

TS = 3

TP = given length * 1.5

TP given = 3.8

TP = 3.8 * 1.5

TP = 5.7

RS = given length * 1.5

given length = 1.4

RS = 1.4 * 1.5

RS = 2,1

PQ = given length * 1.5

given length = 2.6

PQ = 2.6 * 1.5

PQ = 3.9

Answer:

  a) see attached

  b) 15015 meters

Step-by-step explanation:

You want the voltage, current, resistance, and power for each component of the circuit shown in the diagram.

The relevant circuit relations are ...

Given current and resistance for element 1, we immediately know its voltage is ...

  V = IR = (4)(10) = 40 . . . . volts

Given the voltage on element 3, we know that parallel element 2 has the same voltage: 30 volts.

Given the voltage at T is 90 volts, the sum of voltages on elements 1, 2, and 4 must be 90 volts. That means the voltage on element 4 is ...

  90 -(40 +30) = 20

The current in elements 1, 4, and T are all the same, because these elements are in series. They are all 4 amperes.

That 4 ampere current is split between elements 2 and 3. The table tells us that element 2 has a current of 1 ampere, so element 3 must have a current of ...

  4 - 1 = 3 . . . . amperes

The resistance of each element is the ratio of voltage to current:

  R = V/I

Dividing the V column by the I column gives the values in the R column.

Note that power source T does not have a resistance of 22.5 ohms. Rather, it is supplying power to a circuit with an equivalent resistance of 22.5 ohms.

Power is the product of voltage and current. Multiplying the V and I columns gives the value in the P column.

Note that the power supplied by the source T is the sum of the powers in the load elements.

We found that the transmitter is receiving a power of 90 watts, so its operating frequency is ...

  (90 W)×(222 Hz/W) = 19980 Hz

Then the wavelength is ...

  λ = c/f

  λ = (3×10⁸ m/s)/(19980 cycles/s) ≈ 15015 m/cycle

The wavelength of the broadcast is about 15015 meters.

__

Additional comment

The voltage and current relations are "real" and used by circuit analysts everywhere. The relationship of frequency and power is "made up" specifically for this problem. You will likely never see such a relationship again, and certainly not in "real life."

Kirchoff's voltage law (KVL) means the sum of voltage rises (as at T) will be the sum of voltage drops (across elements 1, 2, 4).

Kirchoff's current law (KCL) means the sum of currents into a node is equal to the sum of currents out of the node. At the node between elements 1 and 2, this means the 4 amps from element 1 into the node is equal to the sum of the currents out of the node: 1 amp into element 2 and the 3 amps into element 3.

As with much of math and physics, there are a number of relations that can come into play in any given problem. You are expected to remember them all (or have a ready reference).

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(a) Predicate logic representation:

D(x) ⇔ (C(x) ∧ F(x))

(b) Predicate logic representation:

∃x[Z(x) ∧ (D(x) ∨ ¬Z(x) ∨ F(x))]

(c) Predicate logic representation:

∀x[(Z(x) ∧ D(x)) → F(x)]

(d) Predicate logic representation:

∀x[(K(x) ∧ ¬F(x)) → ¬D(x)]

(a) A student gets F in COMP2711 if and only if he/she hasn't done any tutorial question and cheated in the exams."If and only if" in a statement means that the statement goes both ways. We can rephrase this statement as:"If a student gets F in COMP2711, then he/she hasn't done any tutorial question and cheated in the exams." (Statement 1)

If we want to translate this statement into predicate logic, we can use the implication operator: D(x) → (C(x) ∧ F(x))

However, we want to add the converse of this statement: "If a student hasn't done any tutorial question and cheated in the exams, then he/she gets F in COMP2711." (Statement 2)Using the same predicate logic form, we can use the implication operator: (C(x) ∧ F(x)) → D(x)

Therefore, the combined predicate logic statements are:D(x) ⇔ (C(x) ∧ F(x))

(b) Some students did some tutorial questions but he/she either absent from some of the tutorial classes or cheated in the exams.To express this statement, we can use the existential quantifier (∃), disjunction (∨), and conjunction (∧) operators. In other words, some student x exists that satisfies the following conditions: ∃x[Z(x) ∧ (D(x) ∨ ¬Z(x) ∨ F(x))]

(c) If a student attended every tutorial class but gets F, then he/she must have cheated in the exams.To express this statement, we can use the implication (→) operator. That is, for every student x, if they attended every tutorial class and got F, then they must have cheated in the exams: ∀x[(Z(x) ∧ D(x)) → F(x)]

(d) Any student who asked some questions in the telegram group and didn't cheat in the exams won't get F.To express this statement, we can use the negation (¬) operator and the implication (→) operator. That is, for every student x, if they asked some questions in the telegram group and didn't cheat in the exams, then they won't get F: ∀x[(K(x) ∧ ¬F(x)) → ¬D(x)]

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The scale factor for ΔXYZ to ΔUVW include the following: A. 2.

In Mathematics and Geometry, the scale factor of a geometric figure can be calculated by dividing the dimension of the image (new figure) by the dimension of the pre-image (original figure):

Scale factor = Dimension of image (new figure)/Dimension of pre-image (original figure)

By substituting the given parameters into the formula for scale factor, we have the following;

Scale factor = Dimension of image/Dimension of pre-image

Scale factor = 20/10 = 16/8 = 12/6

Scale factor = 2.

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The least common denominator of the number 2, 3, 4, 7 is found to be 42.

Here, the least common denominator of the following numbers is asked,

2, 3, 4, 7

Now, first understand the meaning of least common denominator, it is basically meant that what is that least common value that will divide all of the four above mentioned numbers. So, it is actually ased about the least common multiple (LCM).

We can find the value which will be a multiple of all those numbers,

4 is multiple of 2 but 3 and 7 are not.

6 is a multiple of 2 and 3 but 7 is not.

42 is the number that is multiple of 6 as well as 7 and it also the smallest number doing so.

So, the least common denominator of 2, 3, 4, 7 is 42.

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Complete question - What is the least common denominator of 2, 3, 7, 4.

1)  the language L1 is accepted by this PDA.

2) the language L2 is accepted by this PDA.

To draw trans diagram of a PDA for the following languages, we need to proceed as follows:

(1) The language, L1 = {an c bn : n ≥ 0}, can be represented in the form of a PDA as follows:

We can explain the above trans diagram as follows:

Initial state is q0.

Stack is initiated with Z.

We make a transition to q1, upon reading a, push 'X' onto the stack.

We remain in q1 as long as we read 'a' and continue pushing 'X' onto the stack.

The transition is made to q2 when 'c' is read. In q2, we keep on poping 'X' and reading 'b'.

Once we pop out all the Xs from the stack, we move to the final state, q3.

Thus the language L1 is accepted by this PDA.

2) The language L2 = {an b2n : n ≥ 0}, can be represented in the form of a PDA as follows:

We can explain the above trans diagram as follows:

Initial state is q0.

Stack is initiated with Z.

We make a transition to q1, upon reading a, push 'X' onto the stack.

We remain in q1 as long as we read 'a' and continue pushing 'X' onto the stack.

The transition is made to q2 when 'b' is read.

In q2, we keep on poping 'X' and reading 'b'.

Once we pop out all the Xs from the stack, we move to the final state, q3.

Thus the language L2 is accepted by this PDA.

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Weighing 59 kgs while playing basketball burns 8.9 calories.

The formula for calories brunt is,

= (time) × (MET × 3.5) × (weight/200).

Given, Playing basketball carries a met value of 8 and you weigh 130lbs or roughly 59kg.

∴ In a minute no. of calories brunt will be,

= 1 × 8 × 3.5 × (59/200).

= (28×59/200).

= (1771/200).

= 8.9 calories.

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Answer:

thx

for the points

Step-by-step explanation:

Answers: Ice cream party, What ever you want day,Part of the day Pizza

To determine the approximate rolling distance for a child on a bike weighing 110 lbs, we would need the regression line equation derived from a statistical analysis.

The regression line represents the relationship between the weight of the bike and the rolling distance. With the regression line equation, we can substitute the weight of 110 lbs into the equation to estimate the corresponding rolling distance. The regression analysis would have been performed using a dataset with various bike weights and their corresponding rolling distances. By analyzing the data, the regression line provides an approximation for predicting the rolling distance based on the weight of the bike.

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x= 5/3

go on chrome it'll show you

When we subtract 3 from 22, the simplified answer is 19. The subtraction operation involves removing or deducting one value from another, resulting in the difference between the two quantities.

To subtract 3 from 22, we can perform the subtraction operation as follows:

22

3

19

We align the numbers vertically and subtract each corresponding place value from right to left. In this case, subtracting 3 from 2 requires borrowing or regrouping. However, since 2 is greater than 3, we can directly subtract 3 from 2 and write the difference, which is 1, in the one's place.

Therefore, the simplified answer is 19.

The subtraction process involves taking away or removing a certain quantity from another. In this case, we subtracted 3 from 22, resulting in a difference of 19. The process of simplifying the answer is simply expressing the result in its most concise and reduced form.

By subtracting 3 from 22, we removed 3 units from the original value of 22, leaving us with 19. This can be visualized as taking away three objects from a group of 22 objects, resulting in a remaining count of 19.

In summary, when we subtract 3 from 22, the simplified answer is 19. The subtraction operation involves removing or deducting one value from another, resulting in the difference between the two quantities.

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