in how many ways can the letters d, i, g, i, t be arranged so that the two i's are not next to each other?

Answer:

100%

Step-by-step explanation:

If all 27 votes for hunger relief, that would be 100% or all of them.

√29 units is the distance between the two points.

We have to find the distance between points (5, 4) and (7, 9)

The formula for distance is d=√(x₂-x₁)² + (y₂-y₁)²

x₁ is 5, y₁ is 4, x₂ is 7 and y₂ is 9.

Plug in the values in distance formula.

Distance=√(7-5)² + (9-4)²

=√2² +5²

=√4+25

=√29 units

Hence, the distance between the two points is √29 units.

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Find the distance between points (5, 4) and (7, 9)?

Answer: The answer would be A or $1

Step-by-step explanation:

$9 x 3 = $27 adult Wilson tickets          $9 x 2 = $18 adult Jackson tickets

$5 x 4 = $20 student Wilson tickets     $5 x 6 = $30 student Jackson tickets

$20 + $27 = $47 Wilson tickets            $18 + $30 = $48 Jackson tickets

                                          $48 - $47 = $1

Answer:

a. $1

Step-by-step explanation:

To find the difference, calculate how much each family spent on tickets and then subtract the lower number from the higher number. I’ll start with the Wilson’s.

First, multiply the cost of the tickets by how many they bought.

$9*3 adult tickets=$27

$5*4 student tickets=$20

Then, add the values together to find the total cost.

$27+$20=$47

Now, let’s do the same for the Jackson’s.

$9*2 adult tickets=$18

$5*6 student tickets=$30

$18+$30=$48

Finally, subtract the Jackson’s total cost from the Wilson’s.

$48-$47=$1

The difference is $1.

Answer:

erm

Step-by-step explanation:

0.2

1/4

40%

0.5

3/4

Answer:

Nah I have grids

Step-by-step explanation:

Answer:

A. 27

Step-by-step explanation:

mG=(180-126)/2=27

For n e N let an be the number of strings of 0's and l's,

(a) i. a₁ = 2, ii. a₂ = 1, iii. a₃ = 2, iv. a₄ = 3, v. a₅ = 5.

(b) The values of aₙ represent the nth term in the Fibonacci sequence.

(c) The set of strings of length n can be built by appending "1" or "01" to strings of length n-1 and n-2.

(d) The conjecture that the values of aₙ represent the nth term in the Fibonacci sequence is proven using mathematical induction.

(a) To find the values of aₙ, we'll calculate them one by one:

i. a₁: We have two possible strings of length 1 that satisfy the condition: "1" and "0". So a₁ = 2.

ii. a₂: For a string of length 2, the only valid option is "10". So a₂ = 1.

iii. a₃: Now, let's consider strings of length 3. We can build them by appending either "1" or "01" to valid strings of length 2. From the previous step, we know that a₂ = 1. Thus, we have two options: "101" and "100". So a₃ = 2.

iv. a₄: Similarly, for strings of length 4, we can append either "1" or "01" to valid strings of length 3. From the previous step, we know that a₃ = 2. Thus, we have three options: "1010", "1001", and "1000". So a₄ = 3.

v. a₅: Continuing the same pattern, we can append either "1" or "01" to valid strings of length 4. From the previous step, we know that a₄ = 3. Thus, we have five options: "10101", "10100", "10010", "10001", and "10000". So a₅ = 5.

(b) If we look closely at the values of aₙ that we calculated, we notice that they form the Fibonacci sequence: 2, 1, 2, 3, 5, ...

Conjecture: The values of aₙ represent the nth term in the Fibonacci sequence.

(c) To build the set of strings of length n from the sets of strings of length n-1 and n-2, we can append either "1" or "01" to the strings of length n-1 and n-2.

For example, to obtain a string of length 4, we can append "1" or "01" to the strings of length 3. Similarly, to obtain a string of length 5, we can append "1" or "01" to the strings of length 4.

(d) To prove our conjecture that the values of aₙ represent the nth term in the Fibonacci sequence, we can use mathematical induction. We would need to show that a₁ = F₁, a₂ = F₂, and assume that aₖ = Fₖ and aₖ₋₁ = Fₖ₋₁ hold for some k ≥ 2 and prove that aₖ₊₁ = Fₖ₊₁.

Since a₁ = 2 = F₁ and a₂ = 1 = F₂, the base cases hold.

Next, assume that aₖ = Fₖ and aₖ₋₁ = Fₖ₋₁ hold for some k ≥ 2.

From the construction in part (c), we know that to obtain a string of length k+1, we append "1" to a string of length k and append "01" to a string of length k-1.

So, aₖ₊₁ = aₖ + aₖ₋₁ = Fₖ + Fₖ₋₁.

Using the property of the Fibonacci sequence that Fₖ + Fₖ₋₁ = Fₖ₊₁, we can conclude that aₖ₊₁ = Fₖ₊₁.

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One of the primary goals when constructing a frequency distribution for quantitative data is to summarize the data in a manner that: accurately depicts the data as a whole.

Hence, option (a) is correct.

One of the primary goals of constructing a frequency distribution for quantitative data is to summarize the data by organizing it into classes or intervals and showing how many data points fall into each class.This allows for a quick visual representation of the data and can reveal patterns, trends, and insights that might not be apparent when looking at the raw data. The frequency distribution can also be used to calculate various descriptive statistics such as measures of central tendency (e.g., mean, median) and measures of dispersion (e.g., range, standard deviation) that further summarize the data and provide a more complete understanding of its characteristics.

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The complete question may be:

One of the primary goals when constructing a frequency distribution for quantitative data is to summarize the data in a manner that:_____________

(a) accurately depicts the data as a whole.

(b) accurately add the data as a whole.

(c) Make a frequency distribution of data

(d) None of the above

The cash flow to stockholders for 1998 is -$4 million.

To calculate the cash flow to stockholders for 1998, follow these steps:

Identify the dividends paid: Brandy's Candies paid $23 million in dividends during 1998.

Determine the net common stock repurchases: Brandy's Candies made net common stock repurchases of $27 million during 1998.

Subtract the net common stock repurchases from the dividends paid: $23 million - $27 million = -$4 million.

The resulting cash flow to stockholders for 1998 is -$4 million, indicating a net outflow of cash from stockholders.

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Answer:

-10

Step-by-step explanation:

4+-5 is the same as 4-5 =-1

7--3 is the same as 7+3 =10

-1 * 10 = -10

The Answer would be:

-10

The missing values in the expression are 12 and 18.

The model shows the area of each part of a rectangle. The total area of the rectangle is 48 square units.

The area of the shaded part is 12 square units. Therefore, the area of the unshaded part is 48 - 12 = 36 square units.

The area of the unshaded part can be divided into two parts: the area of the top part and the area of the bottom part.

The area of the top part is 18 square units. Therefore, the area of the bottom part is 36 - 18 = 18 square units.

Therefore, the missing values in the expression are 12 and 18.

Here is the expression with the missing values filled in:

Total area = (shaded area) + (top part area) + (bottom part area)

Total area = 12+18+18 = 48

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The orthogonality assumption in ordinary least squares (OLS) regression states that the error term (ε) is uncorrelated with the independent variable (X).

In OLS regression, the model assumes that the relationship between the dependent variable (Y) and the independent variable (X) can be represented as Y = a + bX + ε, where ε is the error term.

The orthogonality assumption states that this error term is uncorrelated with X, meaning that there is no systematic relationship between the independent variable and the random error. In other words, the error term represents the variation in Y that cannot be explained by X.

The orthogonality assumption is crucial because it allows OLS to estimate the coefficients (a and b) in a way that is unbiased and efficient. If there were a correlation between X and the error term, it would imply that the variation in Y not explained by X is related to X, leading to biased and inefficient coefficient estimates. By assuming orthogonality, OLS can separate the effects of X on Y from the random error, allowing for reliable estimation of the relationship between the variables.

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Answer: (d)- 1.76 kg

Step-by-step explanation:

Given

The first laptop mass was 11 kg

The rate of mass decreases by 4.7% per year

In 1982, it was

\(\Rightarrow 11-11\times 4.7\%=11-11\times 0.047\\\Rightarrow 11(1-0.047)\ kg\)

In 1983, it was

\(\Rightarrow 11(1-0.047)-11(1-0.047)\times 0.047=11(1-0.047)^2\)

In 2019 i.e. after 38 years, it is

\(\Rightarrow 11(1-0.047)^38=11\times 0.953^{38}=1.76\ kg\)

The appropriate simulation applet to calculate an approximate p-value is 0.0077.

The strong evidence that a short delay hinders the memorization process is strong data suggests that a brief delay impairs memorization.

Delay or no delay, answer: the number of words remembered

The mean distance between words remembered with and without delay over time is null, or zero.

Alt: The mean distance in words remembered over the long term (with no delay minus with delay) is higher than 0.

Yes, the majority of the lines do skew to the right. The mean for no delay is 10.55 whereas that for with delay is 8.7.

The mean distance in words remembered is 1.85.

1)0.0077 as the p-value

2)Strong data suggests that a brief delay impairs memorization.

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Answer:

All real numbers greater than or equal 2.

Step-by-step explanation:

There is a closed circle on the number 2,which means that it is included in the range. The line is increasing, meaning that all real numbers greater than or equal to 2 is the range.

After doing the equitation the at rate of $15 per week.

How to do graph representation?

Graph representation is a way of visualizing data as a graph or chart. It is used to easily identify relationships between data points and to illustrate trends in the data. Graphs can be used to present data in a variety of ways, such as bar graphs, line graphs, pie charts, scatter plots and more. Graphs are especially useful when trying to compare two or more sets of data and to highlight any patterns or trends that may exist. Additionally, graphs are often used to represent numerical data in a more visually appealing way. By using graphs, it is easier to identify relationships, trends and outliers in the data. Graphs also help to make data easier to interpret and understand.

Carson owes = $110

At rate of $15 per week.

The graph representation will follows:

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True. The equation Ax = 0 gives an explicit description of its solution set.

When A is a matrix and x is a vector, the equation Ax = 0 represents a homogeneous system of linear equations. The solution set of this system consists of all vectors x that satisfy the equation and make the left-hand side equal to zero.

The explicit description of the solution set can be obtained by using techniques such as Gaussian elimination or matrix factorizations. These methods allow you to perform row operations on the augmented matrix [A | 0] to obtain the reduced row echelon form. The reduced row echelon form reveals the structure of the solution set by identifying pivot and free variables.

If there are no free variables (all columns of A are pivot columns), then the solution set consists of only the zero vector, x = 0. In this case, the solution set is a singleton set {0}.

If there are one or more free variables, you can express the solutions in terms of those variables. The free variables introduce parameters that allow for infinitely many solutions. The explicit description of the solution set will involve expressing the dependent variables (those corresponding to pivot columns) in terms of the free variables.

In summary, the equation Ax = 0 gives an explicit description of its solution set, either as the singleton set {0} or as a set of vectors expressed in terms of free variables.

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Answer:

60°, 60°, and 60° is the set of interior angles of triangle.

Step-by-step explanation:

Given:

Set of interior angles

Find:

Set of interior angles of triangle

Computation:

We know that, sum of  interior angles of triangle is 180°

So,

90° + 42° + 58° = 190°

60° + 60° + 60° = 180°

100° + 48° + 42° = 190°

31° + 75° + 70° = 176°

So,

60°, 60°, and 60° is the set of interior angles of triangle.

Answer:

60°, 60°, and 60°

Step-by-step explanation: I took the quiz

Answer:

49

Step-by-step explanation:

28/1/3= 49

Answer: Dome Fuji, in Antarctica, is the coldest place in the world with a record low of –92 degrees.

Step-by-step explanation:

The standard normal distribution  becomes smaller.

What is standard deviation?

As the number of degrees of freedom for a t distribution increases, the difference between the t distribution and the standard normal distribution

becomes smaller.

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Answer:

You can also demonstrate a proof of the sum of interior angles of triangles and apply a formula, a + b + c = 180° a + b + c = 180 ° , where a , b , and c are the interior angles of the triangle.

Answer:

For a function y = f(x), the domain is the set of the possible values of x that we can input, while the range is the set of the possible outputs of the function.

In this case we gave y = f(x) = (1/3)^x

A) Domain

To see the domain we always start assuming that the domain is the set of all real numbers, and then see if there is a real number that causes any problem.

(for example if we had a denominator like "x - 2", the point x = 2 would cause problems because it would make the denominator equal to zero, and we can not divide by zero)

Particularly because x is the exponent, we do not have any problem here, so the domain is the set of all real numbers:

D: = R

B) Range.

To find the range we usually need to find the smallest value of the function.

Here we have:

y = (1/3)^x

Is really easy to see that as x increases, the denominator increases but the numerator remains the same, then as x increases, the value of y decreases.

For example for x = 100 we will have:

y = 1/3^100 ≈ 0

(you also can see that y will never be a negative value, and as x increases the value of y tends to zero)

then:

0 < y

And if we have x negative, like x = -3 for example.

y = (1/3)^-3 = (3/1)^3 = 3^3 = 27

So if x decreases (or increases in the negative value) then the value of y increases, so we do not have any upper limit.

Then the range is only defined by

0 < y.

We can write the rane as:

R: (0, ∞)

C) The y-intercept is the value of y when x= 0

y = (1/3)^0 = 1

(for any number different than zero N, we have that N^0 = 1)

the y-intercept is 1

D) The asymptote is a tendency to a given value, such that the function never does reach that value.

Here we have two asymptotes.

y tends to infinity as x tends to negative infinity.

y tends to zero as x tends to infinity.

Answer:12 out of 9 chances

Step-by-step explanation:

Answer: 9/24 or 3/8(simplified).

Step-by-step explanation:

Okay first let's break it down.

The spinner has a 1/4 chance of landing on blue.

The spinner has a 1/2 chance of landing on red.

The spinner has a 1/4 chance of landing on green.

The spinner has a 3/4 chance of landing on red or blue

The spinner has a 3/4 chance of landing on red or green.

The spinner has a 1/2 chance of landing on blue or green.

A 6-sided die has a 1/2 chance of landing on either even or odd.

The question first asks the probability of spinning a red or blue.

So first, you need to know how many parts of the spinner of the four sections are red and blue. It's 3/4. There are 3 even numbers on a six-sided die so that's 3/6 or 1/2. Next, multiply these probabilities to get 9/24 or 3/8.

Answer:

5.1m

Step-by-step explanation:

Distance=\(\sqrt{5^{2} +1^{2} }\)

=5.1

Answer:

5.1 meters

Step-by-step explanation:

To Know :

Applying Distance Formula :

Answer:

The Lower Left Option

Step-by-step explanation:

The upper-left graph is neither increasing or decreasing, it's slope is infinite

The upper-right graph decreases, then increases slightly, and increases again

The last graph increases then decreases

To determine the points at which a function is discontinuous, you need to analyze the function and identify any points where the function fails to be continuous.

A function is considered discontinuous at a point if any of the following conditions are met:

1. Jump Discontinuity: This occurs when the function approaches different finite values from the left and right sides of a point. For example, consider the function f(x) = {2x, x < 0, 3x, x ≥ 0}. At x = 0, the function approaches different values (0 from the left and 0 from the right), so it has a jump discontinuity at x = 0.

2. Removable Discontinuity: This occurs when a function has a hole or gap at a particular point that can be "filled in" by redefining the function at that point. For example, consider the function f(x) = (x - 1)/(x - 1). At x = 1, the function is undefined (division by zero), but if we redefine the function as f(x) = 1 for x = 1, the hole can be "filled in" and the function becomes continuous.

3. Infinite Discontinuity: This occurs when a function approaches positive or negative infinity at a particular point. For example, consider the function f(x) = 1/x. As x approaches 0 from the left, the function approaches negative infinity, and as x approaches 0 from the right, the function approaches positive infinity. Thus, the function has an infinite discontinuity at x = 0.

4. Other Discontinuities: There may be other types of discontinuities that don't fall into the above categories. For example, oscillating or periodic functions can exhibit discontinuities where the function jumps between different values. Analyzing the behavior of the function near specific points will help you identify these types of discontinuities.

Remember to always analyze the behavior of the function on both the left and right sides of a point to determine the type of discontinuity present.

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There is a 5/6 probability that you will remove pairs of socks to make sure you obtain a pair that is not navy.

Simply put, the probability is the likelihood that something will occur. When we don't know how an event will turn out, we can discuss the likelihood or likelihood of several outcomes.

Statistics is the study of events that follow a probability distribution.

So, we know that:

27 black socks.

18 grey socks.

9 navy socks.

Probability formula: P(E) = Favouravle events/Total events

Now, insert values in the formula as follows:

P(E) = Favouravle events/Total events

P(E) = 27+18/27+18+9

P(E) = 45/54

P(E) = 15/18

P(E) = 5/6

Therefore, there is a 5/6 probability that you will remove pairs of socks to make sure you obtain a pair that is not navy.

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Correct question:
in a pitch-black room, you have a drawer with 27 black socks, 18 grey socks, and 9 navy socks. What is the probability that you take out pairs of socks to ensure you get a pair that is not navy?

The open intervals on which the graph of \(f(x) = x^4 - 3x^3\) is concave upward are (-∞, 0) and (3/2, ∞), and the open interval on which the graph of f(x) is concave downward is (0, 3/2).

A graph is a visual representation of data, information, or functions. In mathematics, a graph typically refers to a set of points and lines or curves connecting them, which can be used to represent mathematical relationships and functions.

To determine the intervals where the function \(f(x) = x^4 - 3x^3\) is concave upward or concave downward, we need to find the second derivative of the function, which gives us the concavity of the function.

\(f(x) = x^4 - 3x^3\\\\f'(x) = 4x^3 - 9x^2\\\\f''(x) = 12x^2 - 18x\)

For the function f(x) to be concave upward, f''(x) > 0, and for f(x) to be concave downward, f''(x) < 0.

So, we need to solve the inequality f''(x) > 0 and f''(x) < 0:

\(f''(x) > 0:\\\\12x^2 - 18x > 0\\\\6x(2x - 3) > 0\)

The critical points are x = 0 and x = 3/2. We can test each interval:

Interval (-∞, 0):

\(f''(-1) = 12(-1)^2 - 18(-1) = 30 > 0\), so f(x) is concave upward on this interval.

Interval (0, 3/2):

\(f''(1) = 12(1)^2 - 18(1) = -6 < 0,\) so f(x) is concave downward on this interval.

Interval (3/2, ∞):

\(f''(2) = 12(2)^2 - 18(2) = 12 > 0\), so f(x) is concave upward on this interval.

Therefore, the open intervals on which the graph of \(f(x) = x^4 - 3x^3\) is concave upward are (-∞, 0) and (3/2, ∞), and the open interval on which the graph of f(x) is concave downward is (0, 3/2).

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