Find the equation of the line that
is perpendicular to y = –
-x and
contains the point (4,-8).
y=
x + [ ]

Answer:

false

Step-by-step explanation:

False.

Access supports a wide range of built-in functions and operators that can be used to create calculated fields. These functions and operators include mathematical functions (such as multiplication, division, exponentiation), string functions (such as concatenation, trimming, and formatting), date and time functions, aggregate functions (such as sum, average, count), and more.

In addition, Access also allows you to create user-defined functions using VBA (Visual Basic for Applications), which can be used to perform custom calculations on your data.

Therefore, the statement "the only calculated fields you can create in Access are those involving addition and subtraction" is false.

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Answer:

1742

Step-by-step explanation:

\(\frac{6968-4355}{4-2.5}=1742\)

Answer: -14

Step-by-step explanation: Use the given functions to set up and simplify g(−2)

Statistical power is a measure of the ability to reject the null hypothesis when it is false. It represents the probability of correctly identifying a true effect or relationship in a statistical hypothesis test.

A high statistical power indicates a greater likelihood of detecting a significant result if the null hypothesis is indeed incorrect. The power of a statistical test depends on several factors, including the sample size, the effect size (the magnitude of the true effect or difference), the chosen significance level (often denoted as α), and the variability or noise in the data. Increasing the sample size or effect size generally increases the statistical power, while a lower significance level or higher variability decreases it.

Power analysis is commonly used to determine an appropriate sample size for a study, ensuring that it is adequately powered to detect the desired effect. A higher power is desirable as it reduces the chances of a Type II error (failing to reject the null hypothesis when it is false) and increases the chances of correctly detecting real effects or relationships.

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Answer: 960 crayons

Step-by-step explanation:

From the question, we are informed that Mr Andrew bought 15 boxes of crayons at the store to share with his students and that each box contains 64 crayons.

The equation that represents ​c​, the total number of crayons that Mr. Andrew bought will be:

C = 15 × 64

= 960 crayons

Answer:

The slope is \(\frac{2}{5}\)

the y-intercept (0,-2)

the graph points is (5,2)

Step-by-step explanation:

The formula expressing the radius of the circle, r (in cm), in terms of the number of seconds, t, since the circle started shrinking is r = r₀ - kt, where r₀ is the initial radius and k is the rate at which the circle is shrinking.

The formula r = r₀ - kt represents the relationship between the radius of the circle and the time elapsed since it started shrinking. Here's an explanation of the variables:

r represents the radius of the circle at any given time t.r₀ represents the initial radius of the circle when it started shrinking .k represents the rate at which the circle is shrinking, indicating how much the radius decreases per unit of time.t represents the number of seconds that have elapsed since the circle started shrinking.

By subtracting kt from the initial radius r₀, we can determine the current radius of the circle at any given time t. The term kt represents the amount by which the radius decreases over time, based on the rate of shrinkage defined by the value of k.

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Answer:

what class is this?

Step-by-step explanation:

The relation R is symmetric and antisymmetric, but not reflexive or transitive.

Let's examine each property of the relation R separately:

Reflexive: A relation R is reflexive if every element in the set is related to itself. In this case, we have (x, x-1) or (x-1, x) for any integer x. Therefore, the relation is not reflexive since x is not related to itself.

Symmetric: A relation R is symmetric if for any pair of elements x and y in the set, (x,y) being in R implies that (y,x) is also in R. In this case, we have (x, y-1) or (y, x-1) for any integers x and y. It is clear that if (x, y-1) is in R, then (y, x-1) is also in R, and vice versa. Therefore, the relation is symmetric.

Antisymmetric: A relation R is antisymmetric if for any distinct elements x and y in the set, if (x,y) is in R, then (y,x) cannot also be in R. In this case, if we have (x, y-1) and (y, x-1), then x = y-1 and y = x-1. This implies that x = y, which contradicts our assumption that x and y are distinct. Therefore, the relation is antisymmetric.

Transitive: A relation R is transitive if for any elements x, y, and z in the set, if (x,y) and (y,z) are in R, then (x,z) is also in R. In this case, we have (x, y-1) and (y, z-1) for any integers x, y, and z. If we add these two relations, we get (x, z-2).

However, this does not satisfy the original relation, which requires that (x, z-1) be in R. Therefore, the relation is not transitive.

In summary, the relation R is symmetric and antisymmetric, but not reflexive or transitive.

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It is important to have a sufficient sample size when computing a confidence interval to ensure accuracy and precision.

When we compute a confidence interval with a sample size of 82, the confidence interval will be more precise and narrower compared to a confidence interval computed with a smaller sample size. This is because a larger sample size provides more information and reduces the effect of random variation in the data.

However, if the sample size decreases to 67, the precision of the confidence interval will decrease and it will become wider. This is because a smaller sample size will have more random variation and may not accurately represent the population. As the sample size decreases, the confidence level also decreases, indicating that there is more uncertainty about the true population parameter.

A larger sample size will result in a more reliable estimate of the population parameter and a narrower confidence interval. Conversely, a smaller sample size will result in a less reliable estimate of the population parameter and a wider confidence interval.

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Answer:

Step-by-step explanation:

30 square unit is the area of the triangle DEF.

The properties of the triangle are:

We can use the coordinates of the three vertices of the triangle to find the length of its base and height, and then use the formula for the area of a triangle.

The base of the triangle is the line segment from point E to point F, which has a length:

|EF| = √[(4-4)^2 + (7-(-5))^2] = √(0^2 + 12^2) = 12

The height of the triangle is the perpendicular distance from point D to the line containing the base, which is the horizontal line y = -5.

Therefore, the height of the triangle is the vertical distance from point D to the line y = -5, which is 5 units.

The area of the triangle is then:

Area = (1/2) x (base) x (height)

= (1/2) x 12 x 5

= 30 square units.

Therefore, the area of triangle DEF is 30 square units.

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Answer:

Luna gets 1/6 of the whole baguette.

Step-by-step explanation:

If you're dividing 1/3 of a baguette with two people, you're going to have to cut it into two 1/6 pieces.

(1/2) * (1/3) = 1/6

Hope this helps!

Answer:

i am only looking for answers on this app

Sir Step-by-step explanation:

Answer:

24%

Step-by-step explanation:

150 = 54 + 72 = 126 + 24 = 150

24/100 = 24%

Ahhh...first we need to find out the percentage of the oranges+the apples. then take it away from 100%.

I did a bit of tinkering and figured out that the orange percentage is 36% of it.

(\(\frac{150}{54} =\frac{75}{27} =36%\)%)

That means that the apples are 48% and the pears are 100-(36+48)=100-84=16%

The difference quotient is equal to -3a2h, which simplifies to -3a2 divided by h.  This is the slope of the line tangent to the graph of f(x) = -x3 at the point (a, -a3).

The difference quotient is a way to approximate the slope of the line tangent to the graph of a given function. To calculate the difference quotient for f(x) = -x3, we can use the formula f(a h) − f(a) h. Plugging in values for f(a) and f(a h), we get -a3 - (-(a+h)3) / h. We can simplify this expression by multiplying out the parentheses: -a3 + (a3 + 3a2h + 3ah2 + h3) / h. We can then combine like terms and cancel out the h's to get -3a2h / h, which simplifies to -3a2 / h. This is the difference quotient for f(x) = -x3 at the point (a, -a3).

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Both √203 and √96 are irrational numbers since the numbers inside the roots are not perfect squares.

To determine whether a root is rational or irrational, we need to know if the number inside the square root is a perfect square or not. If it is not, then the root is irrational.

For √203, we can determine that 203 is not a perfect square, since the last digit is 3, which is not a perfect square. Therefore, √203 is an irrational number.

For √96, we can simplify the expression as follows:

√96 = √(16*6) = √16 * √6 = 4√6

Since 6 is not a perfect square, 4√6 is an irrational number.

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An equation, in slope-intercept form, for the line of best fit for the table  above is y = 0.05x + 0.7.

In Mathematics and Geometry, the point-slope form of a straight line can be calculated by using the following mathematical equation (formula):

y - y₁ = m(x - x₁)

Where:

First of all, we would determine the slope of this line;

Slope (m) = (y₂ - y₁)/(x₂ - x₁)

Slope (m) = (1.3 - 1.1)/(4 - 8)

Slope (m) = -0.2/4

Slope (m) = 0.05

At data point (8, 1.1) and a slope of 0.05, a linear equation for this line can be calculated by using the point-slope form as follows:

y - y₁ = m(x - x₁)

y - 1.1 = 0.05(x - 8)  

y = 0.05x - 0.4 + 1.1

y = 0.05x + 0.7

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The required sample size as calculated from the data given is 605.

Because we are determining the interval for a proportion in this example, using the z distribution is necessary in order to determine the critical value.

Our significance level would be determined by and as our interval has a 90% level of confidence. The crucial value would then be determined by:

This formula provides the proportion interval's margin of error,

ME = z√pq/n     - (a)

According to estimates, the faulty percentage is 0.1 .

In this instance, the error margin is and we are interested in determining the value of n; hence, when we solve n from equation (a), we obtain,

n = pq/ ( ME / 2)²   - (b)

And by substituting the values from part a's equation (b), we obtained:

n = 0.1( 1 - 0.1) / ( 0.02 / 1.64 )²   = 605.16

On rounding off,

n = 605

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Answer:

$17.00

Step-by-step explanation:

10 x 1.70 = $17.00

Answer:

The retail price is $17.00

Step-by-step explanation:

Answer:

\(\ln 4 -2 \ln x +5 \ln y\)

Step-by-step explanation:

\(\ln \dfrac{4y^5}{x^2}\\\\=\ln(4y^5) - \ln(x^2)~~~~~~~~~~~;\left[ \log_b\left( \dfrac mn \right) = \log_b m - \llog_b n \right]\\\\=\ln 4 + \ln y^5 - 2\ln x~~~~~~~~~~~~;[\log_b m^n = n \log_b m ~\text{and}~\log_b(mn) = \log_b m + \log_b n ]\\\\=\ln 4 + 5 \ln y -2 \ln x\\\\=\ln 4 -2 \ln x +5 \ln y\)

Answer: Answer B

Step-by-step explanation: Let's begin

Answer: B in 4 - 2 in x + 5 in y

Answer:

?

Step-by-step explanation:

no question at all. You need to upload your picture or type your picture in

Answer:

25.1 cm

Step-by-step explanation:

the other person answered first but have a great day!

The interest earned increases with higher principal amounts, higher interest rates, and longer time periods.

Principal (P) | Interest Rate (r) | Time Period (t) | Interest Earned (I)

$1,000 | 2% | 1 year | $20

$5,000 | 4% | 2 years | $400

$10,000 | 3.5% | 3 years | $1,050

$2,500 | 1.5% | 6 months | $18.75

$7,000 | 2.25% | 1.5 years | $236.25

To calculate the interest earned (I), we can use the simple interest formula: I = P * r * t.

For the first row, with a principal of $1,000, an interest rate of 2%, and a time period of 1 year, the interest earned is calculated as follows: I = $1,000 * 0.02 * 1 = $20.

For the second row, with a principal of $5,000, an interest rate of 4%, and a time period of 2 years, the interest earned is calculated as follows: I = $5,000 * 0.04 * 2 = $400.

For the third row, with a principal of $10,000, an interest rate of 3.5%, and a time period of 3 years, the interest earned is calculated as follows: I = $10,000 * 0.035 * 3 = $1,050.

For the fourth row, with a principal of $2,500, an interest rate of 1.5%, and a time period of 6 months (0.5 years), the interest earned is calculated as follows: I = $2,500 * 0.015 * 0.5 = $18.75.

For the fifth row, with a principal of $7,000, an interest rate of 2.25%, and a time period of 1.5 years, the interest earned is calculated as follows: I = $7,000 * 0.0225 * 1.5 = $236.25.

These calculations show the interest earned for different savings principals, interest rates, and time periods.

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The complete chart here is

|---Simplify the Polynomial---|--Degree--|--Leading Coefficient--|--Constant--|

|------7a^4 - 3a^3 - 2a + 2------|------4-------|---------------7----------------|--------2-------|

Explain polynomial

A polynomial is a mathematical expression consisting of variables, coefficients, and exponents, combined using mathematical operations such as addition, subtraction, multiplication, and exponentiation. Polynomials can have one or more terms and are commonly used to model relationships in science and engineering.

What is meant by coefficient?

The coefficient is a numerical factor that is multiplied by a variable or a product of variables in an algebraic expression or equation.

According to the given information

To add the two polynomials, we combine like terms. That is, we add the coefficients of terms that have the same degree.

(7a⁴ - 6a³ + 1) + (3a³ - 2a + 1)

= 7a⁴ + (-6a³ + 3a³) + (-2a) + (1 + 1)

= 7a⁴ - 3a³ - 2a + 2

So, the simplified polynomial is `7a⁴ - 3a³ - 2a + 2`.

The degree of this polynomial is `4` since the term with the highest degree is `7a⁴`.

The leading coefficient of this polynomial is `7` since it is the coefficient of the term with the highest degree.

The constant term of this polynomial is `2` since it is the term with a degree of `0`.

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Answer:

y = 4x + 3

Step-by-step explanation:

y2 - y1 / x2 - x1

11 - 3 / 2 - 0

8 / 2

= 4

y = 4x + b

3 = 4(0) + b

3 = 0 + b

b = 3