that are NOT discussed in the video. [Q8] What are the 3 different measures of central tendency ? How do these measures differ?

The economy and business are benefited by peace and harmony, which eventually eliminates unemployment.

When people fight in the name of their faith, which eventually leads to the spread of communalism, peace and harmony are hampered. Inflation is the term for the increase in the cost of essential goods, and it is one of the major factors that disturbs the idea of peace and harmony.

The law plays a significant role in upholding an orderly and peaceful society in pluralistic countries where citizens do not all adhere to the same religion. People are free to practise the religion of their choice under the law. No one can be forced to adhere to a particular set of cultural values and customs. By law, all religions are given equal weight. No one is made to feel better or worse because of their religion. Anyone found to have discriminated against someone based on their religious background faces harsh legal penalties. They must respect everyone, regardless of their religion, socioeconomic status, or other similar characteristics, according to the law. It reduces the possibility that riots will break out due to cultural conflicts.

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The limit as x approaches one is infinity.

\(lim_{x\to1}\frac{x + x {}^{2} + {x}^{3} + ... + {x}^{100} - 1000}{1 - x} =\infty\)

The limit of a function, f(x) as x approaches a given value b, is define as the value that the function f(x) attains as the variable x approaches the given value b.

From the given question, as x approaches 1,

substituting x into 1 - x,

the denominator of the function approaches zero, because 1 - 1 = 0 and thus the function becomes more and more arbitrarily large.

Thus, the limit of the function as x approaches 1 is infinity.

Therefore,

The limit (as x approaches 1)

\(lim_{x\to1}\frac{x + x {}^{2} + {x}^{3} + ... + {x}^{100} - 1000}{1 - x} = \infty \)

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The expression \(-2\vec C+6\vec D\) in the ordered pair notation is (16,-16).

The vector components of a vector are represented as the ordered pair of its x and y components.

For example, if a vector has x - component 'a' and y- component 'b' , then the ordered pair notation for the vector is (a, b), where the vector is \(a \vec i+b \vec j\).

Now the vector C has its x- component = -2

y- component of C = -1

Therefore, ordered pair notation of C = (-2, -1)

x- component of D = 2

y-component of D = -3

Therefore, ordered pair notation of D = (2,-3)

So the expression  \(-2\vec C+6\vec D\) = -2 (-2,-1) +6 (2,-3) = (4,2) + (12, -18)

= (16, -16)  in the ordered pair notation.

That is, the vector \(\bold {-2\vec C+6\vec D}\) is a vector with x-component 16 and y-component -16.

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Given the function u(x) and v(x), the function operation (u/v)(x) is -x³ + x² - 1 .

Given the functions in the question;

To determine (u/v)(x), we replace the function designators in u/v with the actual functions.

(u/v)(x) = (x⁵ - x⁴ + x²) / (-x² )

To simplify, we factor out the common factor.

(u/v)(x) = x²(x³ - x² + x⁰ ) / x²(-x⁰ )

Cancel out the common factors

(u/v)(x) = (x³ - x² + x⁰ ) / (-x⁰ )

(u/v)(x) = (x³ - x² + 1 ) / (-1 )

Move -1 from the denominator and apply distributive property.

(u/v)(x) = (-1)(x³ - x² + 1 )

(u/v)(x) = -x³ + x² - 1

Given the function u(x) and v(x), the function operation (u/v)(x) is -x³ + x² - 1 .

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Answer: 96

Step-by-step explanation:

All you have to do is multiply the three numbers.

Answer:

96

Step-by-step explanation:

We do 8 * 4 * 3 = 96 choices. We wouldn't add instead of multiplying because we are listing combinations.

Answer:

Based on the given options, the correct answer is A.

Option A states that the price in the year 2012 is $18,000, which describes a point on a graph or chart that represents a data point for the year 2012 and a value of $18,000. This is a common way to describe a data point on a graph or chart.

Option B is not a logical description of a point and does not provide a clear indication of the relationship between the year and the price.

Option C describes a different price point for the year 2012 than option A.

Option D describes a point in the year 2010, not 2012 as specified in the question stem.

Option E describes a different price point for the year 2010 than option D and does not specify the price in 2012.

Answer:

In the year 2012, the price is 18000

Step-by-step explanation:

The x coordinate is 2012

The y coordinate is 18000

The price is 18000 and the year is 2012.

In the year 2012, the price is 18000.

Answer: \(1250\ m^2\)

Step-by-step explanation:

Let x= Total land.

Then for Maize = \(\dfrac{x}{3}\)    

For Potatoes = \(\dfrac15(x-\dfrac {x}{3})=\dfrac15(\dfrac{2x}{3})=\dfrac{2}{15}x\)

For beans = \(x- (\dfrac{x}{3}+\dfrac{2}{15}x)=0.5 \ ha\)

\(\Rightarrow\ x- (\dfrac{5x+2x}{15})=0.5 \ ha\\\\\Rightarrow\ x- (\dfrac{7x}{15})=0.5 \ ha\\\\\Rightarrow\ \dfrac{15x-7x}{15}=0.5 \ ha\\\\\Rightarrow\ \dfrac{8x}{15}=0.5 \ ha\\\\\Rightarrow\ x=0.5\times\dfrac{15}{8} \ ha\\\\\Rightarrow\ x=0.9375 \ ha\)

1 ha = 10000.00 m²

0.9375 ha = 9375 m²

Land for potatoes = \(\dfrac{2}{15}(9375) =1250\ m^2\)

Hence, \(1250\ m^2\) of the land is on potatoes.

Answer:

Number of rectangles  could alex draw with an area of 11cm² = 1

Step-by-step explanation:

Minimum length in centimeter grid = 1 cm

Alex is drawing rectangles with different areas on a centimetre grid.He can draw 3 different rectangles with an area of 12cm²

That is

                  \(12 = 1 \times12\\\\12=2\times6\\\\12=3 \times4\)

         These are the 3 different rectangles with an area of 12cm².

Now we need to find how many rectangles could alex draw with an area of 11cm².

                    11 = 1 x 11

So only one factorization is possible.

Number of rectangles  could alex draw with an area of 11cm² = 1

Answer:

Alex can only drawn 1 rectangle with an area of 11 cm²

Step-by-step explanation:

When Area = 12 cm², Alex could draw 3 rectangles.

This is because, Area of a rectangle = Length * Breadth

and the factors of 12 are 1, 2, 3, 4, 6, and 12.

The 3 triangle formed can be gotten from the correct combinations of these factors, which are 12 × 1, 2 × 6, 3 × 4.

All of these three combinations give us an area of 12 cm²

Similarly when Area = 11 cm², 11 is a prime number and its factors are 1 and 11.

The only combination that can be made from these factors is 11 × 1.

This means that only one rectangle can be drawn

To keep it easy and simple

Hope it helps.

A brainliest is always appreciated.

The domain of f(g(x)) = (-infinity, -4) U [-4, 4) U (4, infinity).

To find the domain of f(g(x)), we first need to find the domain of g(x) and then the domain of f(x).

The domain of g(x) is the set of all real numbers x such that x + 4 >= 0. So, g(x) is defined for all x >= -4.

To find the domain of f(x), we need to exclude the values of x for which f(x) is not defined. In this case, f(x) is not defined for x = 4. Hence, the domain of f(x) is all real numbers except 4, i.e., (-infinity, 4) U (4, infinity).

Therefore, the domain of f(g(x)) is the set of all real numbers x such that g(x) is defined and g(x) belongs to the domain of f(x). This means that f(g(x)) is defined for all x >= -4, except x = 4.

So, the domain of f(g(x)) = (-infinity, -4) U [-4, 4) U (4, infinity).

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For the quadrilateral ABCD the statement which proves that this quadrilateral is not a rectangle is (a) The slope of CD is "(-5-1)/(-5-5) = 3/5", and the "slope of DA is [3-(-5)]/[-3-(-5)] = 8/2", these "two-segments" are not perpendicular , so the shape is not a rectangle;

The coordinates of the "four-vertices" of the quadrilateral ABCD are :

A(-3,3), B(2,6), C(5, 1), D(-5,-5);

To prove whether the quadrilateral is a rectangle or not, we need to show that its adjacent sides are perpendicular and its diagonals are congruent.

In this question, we are given the coordinates of the four vertices of the quadrilateral.

To determine if it's a rectangle, we use the slope formula to find the slopes of the sides of the quadrilateral. If slopes of adjacent sides are "negative-reciprocals" of each other, then they are perpendicular. If the slopes of the diagonals are equal, then they are congruent.

Using the given coordinates, we find that the slope of CD is = (-5-1)/(-5-5) = 3/5, and

The slope of DA is = [3-(-5)]/[-3-(-5)] = 8/2. These two slopes are not negative reciprocals of each other, so CD and DA are not perpendicular.

So, the quadrilateral is not a rectangle.

Therefore, the correct option is (a).

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The given question is incomplete, the complete question is

The coordinates of the "four-vertices" of the quadrilateral ABCD are :

A(-3,3), B(2,6), C(5, 1), D(-5,-5);

Which statement proves whether or not this quadrilateral is a rectangle?

(a) The slope of CD is (-5-1)/(-5-5) = 3/5, and the slope of DA is 3-(-5)/-3-(-5)=8/2, these two segments are not perpendicular , so the shape is not a rectangle;

(b) The slope of AB is (6-3)/(2-(-3) = 3/5, and slope of BC is (6-1)/(2-5) = -5/3, these two segments are perpendicular , so the shape is a rectangle;

(c) The slope of BC is (6-1)/(2-5) = -5/3, and slope of CD is (-5-1)/(-5-5) = 3/5, these two segments are not perpendicular, so the shape is not a rectangle;

(d) The slope of AB is (6-3)/(2-(-3) = 3/5, and slope of CD is (-5-1)/(-5-5) = 3/5, these two segments are perpendicular , so the shape is a rectangle;

Answer:

a

Step-by-step explanation:

2x^2-4x 6x^2-5x

2x^2 times 6x^2= 12x^4

2x^2 times -5x= -10x^3

-4x times 6x^2= -24x^3

-4x times -5x= 20x^2

12x^4-10x^3-24x^3+20x^2

12x^4-34x^3+20x^2

(Also Brainliest if this helps pls)

The mean is 18.6.

Given the following information; z = 2.25, x = 22.2, and σ = 1.6, to find the mean, we have to apply the formula for z-score. z = (x - μ)/σWhere; z-score is represented by z, the value of X is represented by x, the mean is represented by μ and the standard deviation is represented by σSubstituting the values into the equation above;2.25 = (22.2 - μ)/1.6Multiplying both sides of the equation by 1.6, we have;1.6(2.25) = (22.2 - μ)3.6 = 22.2 - μ Subtracting 22.2 from both sides of the equation;3.6 - 22.2 = - μ-18.6 = - μ Multiplying both sides of the equation by -1, we have;μ = 18.6

Simply said, a z-score, also known as a standard score, informs you of how far a data point is from the mean. Technically speaking, however, it's a measurement of how many standard deviations a raw score is from or above the population mean.

You can plot a z-score on a normal distribution curve. Z-scores range from -3 standard deviations, which would fall to the extreme left of the normal distribution curve, to +3 standard deviations, which would fall to the far right. You must be aware of the mean and population standard deviation in order to use a z-score.

The z-score can show you how that person's weight compares to the mean weight of the general population.

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Answer:

14

Step-by-step explanation:

Answer:

14 U could have just look that up

Step-by-step explanation:

To solve the equation \(6sin^2(x)\) + 6sin(x) + 1 = 0, we can use algebraic methods and the unit circle to determine the values of x that satisfy the equation.

1. Start by rearranging the equation to a quadratic form: \(6sin^2(x)\) + 6sin(x) + 1 = 0.

2. Notice that the equation resembles a quadratic equation in terms of sin(x). Let's substitute sin(x) with a variable, such as u: \(6u^2\) + 6u + 1 = 0.

3. Solve this quadratic equation for u. You can use the quadratic formula or factorization methods to find the values of u. The solutions are u = (-3 ± √3) / 6.

4. Since sin(x) = u, substitute back the values of u into sin(x) to obtain the values for sin(x): sin(x) = (-3 ± √3) / 6.

5. To find the values of x, we can use the inverse sine function. Take the inverse sine of both sides: x = arcsin[(-3 ± √3) / 6].

6. The arcsin function has a range of [-π/2, π/2], so the values of x lie within that range. Use a calculator to find the approximate values of x based on the values obtained in step 5.

7. Plot the obtained x-values on the graph to show the solutions of the equation \(6sin^2(x)\) + 6sin(x) + 1 = 0. The graph will illustrate the points where the curve intersects the x-axis.

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Answer:

x=10

Step-by-step explanation:

according to the question

(x+2)(x-2)=96

=>x^2-4=96

=>x^2=96+4

=>x^2=100

=>x=√100

Therefore

x=10

x=-10

As width and length can't be negative

So x=10

Width=10-2=8

Length=10+2=12

12×8=96 (proven)

Answer:

Please check the explanation.

Step-by-step explanation:

As we know that the area of a rectangle is defined by multiplying the length by the width.

Given

substituting all the given values in the formula to find the value of x.

\(A=l\times w\)

\(96=\left(x+2\right)\times \left(x-2\right)\)

\(96=x^2-4\)

\(x^2-4=96\)

subtract 96 from both sides

\(x^2-4-96=96-96\)

\(x^2-100=0\)

\(x^2=100\)

\(\mathrm{For\:}x^2=f\left(a\right)\mathrm{\:the\:solutions\:are\:}x=\sqrt{f\left(a\right)},\:\:-\sqrt{f\left(a\right)}\)

\(x=\sqrt{100},\:x=-\sqrt{100}\)

\(x=10,\:x=-10\)

Putting x = -10 in the length and width will make the length and width negative, which can not be possible.

i.e.

length = l = x+2 = -10+2 = -8 units

width = w = x-2 = -10-2 = -12 units

Therefore, x=-10 must be excluded.

Now, putting the length of x = 10.

i.e.

length = l = 10+2 = 10+2 = 12 units

width = w = x-2 = 10-2 = 8

\(A=l\times w\)

96 = 12 × 8

96 = 96

Therefore, the correct value of x = 10

Answer:

A is a solution because it is in the shaded area.

Step-by-step explanation:

The probability that a student who has skipped many classes has a GPA less than 2.0 is 0.5.

To calculate this probability, we can use the data from the table given. If a student has skipped many classes, they are in the "Many Skips" category. From the table, we can see that there are 200 students in the "Many Skips" category and 100 of them have a GPA of less than 2.0. Therefore, the probability of a student with many skips having a GPA less than 2.0 is given by:

P(GPA < 2.0 | Many Skips) = 100/200 = 0.5

This means that if we randomly select a student who has skipped many classes, there is a 50% chance that their GPA will be less than 2.0. This calculation provides insight into the relationship between attendance and GPA, and it suggests that skipping many classes is associated with a lower GPA.

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Answer:

D. 240

Step-by-step explanation:

6 types of backpacks = 6

4 types of binders = 4

5 types of pencils = 5

2 types of notebook paper= 2

6×4×5×2=

24×10=

240

The number of possible outcomes will be 240. The correct option is D.

Expression in maths is defined as the relation of numbers variables and functions by using mathematical signs like addition, subtraction, multiplication and division.

Given that there are 6 types of backpacks, 4 types of binders, 5 types of pencils, and 2 types of notebook paper.

6 types of backpacks = 6

4 types of binders = 4

5 types of pencils = 5

2 types of notebook paper= 2

The number of possible outcomes will be calculated as:-

N = 6×4×5×2

N = 24×10

N = 240

Therefore, there will be 240 possible outcomes. The correct answer is D.

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The algebraic representation of the given figure is y = y₁ + 14, for B (x, y) and C (x ,y₁)

A module for an associative algebra is that algebraic representation in abstract algebra. In this case, an associative algebra is a ring, which need not be unitary.

If the algebra is not unitary, it can be made to be so using a standard method (see the adjoint functors page); there is no fundamental difference between the algebraic representations and the modules for the resulting unitary ring, in which the identity acts through the identity mapping.

Point A in both triangles are same

For Point B(-2,8) and Point C(-2, -6)

we can see Point B y = Point C y+14

So the algebraic representation is Point B(x, y) =  Point C (x ,y+14)

As x is same we get

y = y₁ + 14

Where y is point B y and y₁ is point C y,

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Answer:

20x20=400

Step-by-step explanation:

Answer:

True.........

Step-by-step explanation:

plzz mark me as a brainlist

Answer:

Step-by-step explanation:

You haven’t provided the choice of methods!

Note that 3/20 can be scaled to a fraction that has a denominator of 100, making it easy to write the fraction as a decimal.

3/20 = 15/100 = 0.15

Step-by-step explanation:

we need to get 100 in denominator so last two options are discarded

multiply the fraction by 1/5 will change the number

we need to multiply with 1(5/5)

hence correct method is

multiply the fraction by 5/5 to get a denominator of 100 and then write the numerator as hundredths using a decimal point.

3/20*5/5

=3*5/(20*5)

=15/100

=0.15

I hope it's helpful!

When you increase the sample size, the confidence interval becomes narrower. On the other hand, increase in confidence level at the same time will increase the length of your confidence interval.
A confidence interval is a range of values that is used to estimate an unknown population parameter. It is calculated based on the sample data and the desired level of confidence.

Increasing the sample size means collecting more data, which leads to a more precise estimate of the population parameter. As a result, The confidence interval decreases.

Increasing the confidence level means you want to be more confident that the population parameter falls within the interval. This requires widening the confidence interval to capture a larger range of possible values.

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\( \fbox{(2,5)}\)

Hello, substitute all the given coordinates & see if RHS match with LHS

given equation,

y = 4x-3

First coordinate,

(x,y) = (2,5)

5= 4×2-3

5=5

Hence, first solution satisfies the given equation,

let's solve for rest other cordinates,

second coordinate,

(x,y) = (5,5)

5= 4×5-3

5 ≠ 17

does not satisfy,

third coordinate,

(x,y) = (4,5)

5= 4×4-3

5 ≠ 13

does not satisfy,

fourth coordinate,

(x,y) = (4,5)

5 = 4×3-3

5 ≠ 9

does not satisfy.

Hence the correct answer is (2,5)

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The smallest integer 160 needs to be multiplied by to give a square number is 15.

A perfect square is a number system that can be expressed as the

square of a given number from the same system.

The smallest integer 160 needs to be multiplied by to give a square number;

60 x 15= 900

Hence,

The square root of 900= 30

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Answer:

Organize into a table for good gatherings.

The 99% confidence interval is ( 255.157, 262.843 ).

The subset chosen from the larger set to make assumptions is known as a random sample. A range of values is a confidence interval.

According to the given question,

n = number of pregnant women who are smokers

n   =   115

μ = average pregnancy length for the sample

μ   =   259

σ = standard deviation

σ   =   16

At a 99% confidence level,

α   =   0.01

z(α/2)   =   2.576

The confidence interval is

CI    =   μ ± z(α/2).(σ/√n)

      =   259 ± (2.576)(16/√115)

      =   259 ± (2.576)(16/10.724)

      =   259 ± (2.576)(1.492)

      =   259 ± 3.843

      =   ( 259 - 3.843, 259 + 3.843)

CI   =   ( 255.157, 262.843 )

Therefore, the 99% confidence interval to estimate the length of pregnancy for women who smoke is ( 255.157, 262.843 ).

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The complete question is

Is smoking during pregnancy associated with premature births? To investigate this question, researchers selected a random sample of 115 pregnant women who were smokers. The average pregnancy length for this sample of smokers was 259 days. From a large body of research, it is known that the length of human pregnancy has a standard deviation of 16 days. The researchers assume that smoking does not affect the variability in pregnancy length.

Find the 99% confidence interval to estimate the length of pregnancy for women who smoke.

Note: The critical z-value to use is 2.576

Answer:

The direction of relationship changes at least once.

Step-by-step explanation:

Curvilinear relationship is a relationship between two variables where if one variable increases the other variable also increases but up to certain point after which one variable increases and other decreases. This type of relationship is referred as non monotonic function.

Here is a possible graphic organizer on the topic of differential equations.The following descriptions correspond to each subtopic included in the graphic organizer.

Differential Equation: an equation that involves an unknown function and its derivatives or differentials.Initial Value Problem: a type of differential equation that requires the solution to satisfy a given condition at a specific point.General Solution: a solution that contains arbitrary constants and includes all possible solutions of a differential equation.Exact Differential Equation.

a differential equation that can be solved by using an integrating factor that makes the left-hand side of the equation exact.

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