(2x – 10) (x+6) = 0 solve the equation

All rational functions that map C\ {0} one-to-one into C\ {0} are of form f(z) = az + b, where a, b are complex numbers with a ≠ 0. In other words, any linear function of form f(z) = az + b, where a is non-zero, will satisfy given condition.

To see why this is the case, consider a rational function f(z) = P(z) / Q(z), where P(z) and Q(z) are polynomials. For the function to be one-to-one, it means that different complex numbers in the domain map to different complex numbers in the range. Since C\ {0} is an infinite set, the only way for this to happen is if the degree of P(z) is 1 and the degree of Q(z) is 0 (constant). This leads to the linear function f(z) = az + b, where a and b are complex numbers with a ≠ 0.

It is important to note that the condition specified in the question (mapping C\ {0} one-to-one into C\ {0}) restricts the rational functions to linear functions only. If the condition was relaxed or different, there could be other types of rational functions that satisfy the given condition.

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The total number of combinations of the numbers 1 through 10, using only 5 integers, that can combine to add up to 15 is the product of the number of ways in which we can choose 5 integers out of 10 and the number of ways in which we can divide these 5 integers into 4 parts such that their sum is 15. This is equal to 252 × 21 = 5292. The total number of combinations is 5292.

We can use a combination formula which is given by C(n,r) = n! / (r! * (n-r)!).Here, n is the total number of integers available (10 in this case) and r is the number of integers we are choosing (5 in this case).So, we can choose any 5 integers out of 10 in C(10,5) ways which is equal to 252.
Then, we need to find the number of ways in which these 5 integers can combine to add up to 15. We can use a stars and bars method to do that.Let's assume that we have 5 stars representing the 5 integers we chose. Now, we need to divide these stars into 4 parts using 3 bars, such that the sum of stars on the left of the first bar, between the first and second bars, between the second and third bars, and on the right of the third bar, adds up to 15.Each bar divides the stars into two groups.
So, we can say that we are placing 3 identical objects (bars) in a row of 5 identical objects (stars). Using a combination formula, the number of ways in which we can place 3 identical objects in a row of 5 identical objects is C(5+3-1, 3-1) = C(7, 2) = 21.So, the total number of combinations of the numbers 1 through 10, using only 5 integers, that can combine to add up to 15 is the product of the number of ways in which we can choose 5 integers out of 10 and the number of ways in which we can divide these 5 integers into 4 parts such that their sum is 15.

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The values of the given expression having exponent with negative fractional base i.e. \(-2^{(3/2)^2}\\\) is evaluated out to be 16/9.

First, we need to simplify the expression inside the parentheses using the rule that says "exponents with negative fractional base can be rewritten as a fraction with positive numerator."

\(-2^{(3/2)^2}\) = (-2)² × (2/3)²

Now, we can simplify the expression  further by solving the exponent of (-2)² and (2/3)²:

(-2)² × (2/3)² = 4 × 4/9 = 16/9

Therefore, the value of the given expression \(-2^{(3/2)^2}\\\)  is 16/9.

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The question is :

What is the value of the expression \(-2^{(3/2)^2}\) ?

The correct answer is: e. all of the above, customer dissatisfaction costs, inspection costs, scrap costs and warranty and service costs are  likely to decrease as a result of better quality.

Improving the quality of a product or service can lead to a decrease in various costs associated with poor quality. Let's briefly explain how each cost can be reduced:

Customer dissatisfaction costs: By delivering better quality products or services, customer satisfaction increases, resulting in reduced costs associated with customer complaints, returns, refunds, and lost business.

Inspection costs: When the quality of products or services improves, there is a reduced need for extensive inspection or quality control measures. This can result in lower inspection costs, as fewer resources are required to identify and address defects.

Scrap costs: Better quality typically means fewer defects and less scrap or waste. With improved processes and higher product reliability, the amount of scrapped or rejected items decreases, leading to cost savings.

Warranty and service costs: Higher quality products are less likely to experience failures or defects, reducing the need for warranty repairs or service interventions. As a result, the costs associated with warranty claims and servicing are reduced.

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Answer:

line 1 and 2 I think sorry if I'm wrong

Answer:

90

Step-by-step explanation:

Answer:

n°

Step-by-step explanation:

Your selection is correct. Once again, they are alternate angles, meaning they're equal to one another.

Answer:

non-common sides are opposite rays

Step-by-step explanation:

(that's the definition from my 7th grade notebook)

The per-pound price of the mix must be: P = $2.40 per lb.

To get it, we need to take the total amount of money used in the mix, and divide it by the mass of the mixture that we get.

We will use 6lb of pinto beans, where each lb costs $2.00, so the total cost of this part is:

6*$2.00 = $12.00

We also use 4 lb of lima beans, where each pound costs $3.00, so the total cost of this part is:

4*$3.00 = $12.00

Then the total cost of the mix is $12.00 + $12.00 = $24.00

And the the mix has a total mass of 6lb + 4lb = 10lb

Then the per-pound price of the mix must be:

P = $24.00/10lb = $2.40 per lb.

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Answer:

(4,4)

Step-by-step explanation:

The solution set of the system of equations can be found by setting the two equations equal to each other and solving for x.

x^2 - 6x + 12 = 2x - 4

x^2 - 8x + 16 = 0

(x - 4)^2 = 0

x = 4

Since both equations in the system are equal to y, we can substitute x = 4 into either equation to find the corresponding value of y.

y = 2x - 4 = 2(4) - 4 = 4

Therefore, the solution of this system of equations is (4, 4).

Therefore, the correct answer is (4, 4).

Answer:

39 pages per 1 hour

Step-by-step explanation:

13 pages per 1/3 of an hour,

1/3x3=1

13x3=39

Answer:

The slope is -4/3

and

The y-intercept is 2

Step-by-step explanation:

Answer:

It would be 15 students per teacher unit

Step-by-step explanation:

You divide 825 students by 55 teachers

Answer:

B

Step-by-step explanation:

Using the conversion

1 Kg = 1000 g , then

3745 ÷ 1000 = 3.745 Kg

Answer: 0 ≤ x ≤ 4.75

Step-by-step explanation: Domain is the range of possible x values that make sense in the equation. Since the x values are time, and there cannot be negative time, x must obviously be positive. And since y is height and height can't be negative, the domain of x ends at the x-intercept, the point at which y begins to become negative. So the domain of x is 0 is less than or equal to x which is less than or equal to about 4.75.

Answer:

See proof below

Step-by-step explanation:

Two triangles are said to be congruent if one of the 4 following rules is valid

Let's consider the two triangles ΔABC and ΔAED.

ΔABC sides are AB, BC and AC

ΔAED sides are AD, AE and ED

We have AE = AC and EB = CD

So AE + EB = AC + CD

But AE + EB = AB and AC+CD = AD

We have

AB of ΔABC  = AD of ΔAED

AC of ΔABC =  AE of ΔAED

Thus two sides the these two triangles. In order to prove that the triangles are congruent by rule 4, we have to prove that the angle between the sides is also equal. We see that the common angle is ∡BAC = ∡EAC

So  triangles ΔABC and ΔAED are congruent

That means all 3 sides of these triangles are equal as well as all the angles

Since BC is the third side of ΔABC and ED the third side of ΔAED, it follows that

BC = ED  Proved

Answer:

holly has 23 barrettes

Step-by-step explanation

g = 29+h

52 - 29 = 23

holly has 23

The response variable in this study is a categorical binary variable that measures the preference of the students between two brands of instant coffee.

In mathematics, a variable is referred to as the alphanumeric symbol used to represent a number or numerical value. An unknown quantity is represented as a variable in algebraic equations.

The response variable in this study is the preference of the students between brand A and brand B of instant coffee. The students are asked to try both brands and indicate which one they prefer, so the variable is categorical with two possible outcomes: preference for brand A or preference for brand B.

In statistical research, a response variable is an outcome or result that is being studied or measured. In this particular study, the response variable is the preference of the students between two brands of instant coffee, which are brand A and brand B.

Since the students are asked to try both brands and then indicate their preference, the response variable is categorical because it involves classifying each student's response into one of two possible categories: preference for brand A or preference for brand B.

Furthermore, the response variable is binary since there are only two possible outcomes for each student. The students either prefer brand A or prefer brand B, so the variable takes on one of two values: 0 for preference for brand A or 1 for preference for brand B.

Therefore, the response variable in this study is a categorical binary variable that measures the preference of the students between two brands of instant coffee.

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The estimator μ X = 0.25x₁ + 0.65x₂ + 0.15x₄ - 0.05x₆ is an unbiased estimator of μ X, the mean of random variable X. We can  draw a random sample of 6 observations: {x1​,x2​,x3​,x4​,x5​,x6​}.

To prove this, we need to show that the expected value of the estimator is equal to the true population mean, E[μ X] = μ X.

Let's calculate the expected value of the estimator:

E(μ X) = E(0.25x1 + 0.65x2 + 0.15x4 - 0.05x6)

Using the linearity of expectation, we can split the expectation across the terms:

E(μ X) = 0.25E(x1) + 0.65E(x2) + 0.15E(x4) - 0.05E(x6)

Since the sample observations are drawn from the random variable X, the expected values of the individual observations will be equal to the true mean μ X:

E(μ X) = 0.25μ X + 0.65μ X + 0.15μ X - 0.05μ X

Simplifying the expression, we get:

E(μ X) = μ X

Taking the expected value of the estimator, we have:

E[μ X] = E[0.25x₁ + 0.65x₂ + 0.15x₄ - 0.05x₆]

      = 0.25E[x₁] + 0.65E[x₂] + 0.15E[x₄] - 0.05E[x₆]

Since x₁, x₂, x₄, and x₆ are observations from the random variable X, their expected values are equal to the population mean μ X. Therefore, we can substitute μ X for E[x₁], E[x₂], E[x₄], and E[x₆]:

E[μ X] = 0.25μ X + 0.65μ X + 0.15μ X - 0.05μX= μX

Hence, we have shown that the expected value of the estimator is equal to the true population mean, E[μ X] = μ X. Therefore, the estimator μ X = 0.25x₁ + 0.65x₂ + 0.15x₄ - 0.05x₆ is an unbiased estimator of μ X.

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Answer:

x=4

Step-by-step explanation:

Answer:

4

Step-by-step explanation:

8x+6=13x-14

+14        +14

8x+20=13x

-8x      -8x

20=5x

20/5=4

5/5=1

4=x

I hope this helps! :D

Pls give thx and brainliest if I’m right ;)

Answer:

Solve for x.

4(5x - 10) = 2(2x + 12)

Step-by-step explanation:

You're welcome.

Answer:

Step-by-step explanation:

x=4

Answer:

Answer on a graph

Answer:

No

Step-by-step explanation:

Each x can have only ONE y as its partner. In this relation, -1 has TWO different partners: in one point (-1,-4) the y is -4 and in another point (-1,2) the y is 2. Not a function.

Answer:

Student 2 and Student 3

Step-by-step explanation:

Student 2

-(5r - 3s + 1)

= - 5r +3s - 1

Student 3

= - 5r +3s - 1

Determined by various factors such as sample size, statistical significance, and the chosen level of confidence. the probability that the test will fail to decide that the true value is 72.5 when it is indeed 72.5.  

In order to calculate the probability of a Type II error, one would need to know the specific details of the test being used, such as the sample size, the statistical power of the test, and the chosen level of significance.

In general, the probability of a Type II error increases as the sample size decreases and the level of significance decreases. This means that if the test being used is not sufficiently powered or if the level of confidence is too low, there is a higher probability of failing to detect a true effect.

If the test is not able to accurately determine if the statement is true or not when the actual value is 72.5, then there is a possibility that a Type II error has occurred. The probability of this error depends on the specific details of the test being used and cannot be determined without further information.

The probability of a test failing to decide a certain hypothesis is true, when it is actually true, can be determined using the concept of Type II error or false negative rate. In statistical hypothesis testing, Type II error (β) refers to the probability of failing to reject a false null hypothesis. These factors influence the power of the test, which is the probability of correctly rejecting the null hypothesis when it is false. The power of the test (1 - β) is complementary to the probability of making a Type II error.

In this case, the null hypothesis (H0) could be that the value is not equal to 72.5,

while the alternative hypothesis (H1) states that the value is equal to 72.5.

The probability you are looking for is the Type II error rate when the true value is 72.5.

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