Jessie has a square root utility function with a subjective discount factor of 0.93. Her turrent consumption bundle is (c 1=108, 2=94). Which of the following is NOT correct? Jessie is willing to trade 0.997 unit of c 1 for one unit of c 2. O Jessie derives 19.41 utils from this bundle. If one unit of c 1 is taken away from Jessie, she loses 0.048 utils approximately. One more unit of consumption brings Jessie the same amount of additional happiness.

Answer:

b) 2x^2 + 7x + 3

= 2x^2 + 6x + 1x + 3

= 2x(x + 3) + 1(x + 3)

= (2x + 1) (x + 3)

Answer:

184

Step-by-step explanation:

Increased by 15%: there are 15%, or 0.15 more bears.

To solve, we need to add the number of bears last year, and the number of new bears in the park.

1 * 160 + 0.15 * 160 =

1.15 * 160 =

184 bears

Answer:

look at image attached, hope this helps :)

Answer:

SEE attched pic

Step-by-step explanation:

Download symbolab

Answer: 6.75 cc

Step-by-step explanation:

Answer:

which is the annual income in this situation

Answer:

5 :12 ; what is the ratio of the number of gumamela to the total number of flowers

5 : 7 ; what is the ratio of the number of gumamela to the number of orchids

7:5 ; what is the ratio of the number of orchids to the number of gumamela

12 : 5 ; what is the ratio of the total number of flowers to the number of gumamela

12 : 7 ; what is the ratio of the total number of flowers to the number of orchid

Step-by-step explanation:

Ratios of a to b ;is written as a : b

Ratio of b to a is written as b : a

The ratio of a to the sum of a and b equals ;

a : (a + b)

Number of orchids = 7

Number of gumamela = 5

Total number of flowers = 7 + 5 = 12

Ratio two quantities are compared. A number of times a number contains another. It makes value comparisons. When two components of the same unit are compared, it is possible to determine how much of one number is represented in the other. The quotient of two mathematical equations is shown.

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Even if R is anti-reflexive, R2 may not necessarily be anti-reflexive. It depends on the specific properties and composition of the relation R.

Let R be a relation that is reflexive and transitive. We want to prove that R2 = R for any relation R with these two properties.

To prove this, we need to show that for any ordered pair (a, b), (a, b) ∈ R2 if and only if (a, b) ∈ R.

First, let's consider (a, b) ∈ R2. By definition, (a, b) ∈ R2 means that there exists an element c such that (a, c) ∈ R and (c, b) ∈ R.

Since R is reflexive, we know that (a, a) ∈ R and (b, b) ∈ R.

By the transitivity of R, if (a, c) ∈ R and (c, b) ∈ R, then (a, b) ∈ R.

Therefore, (a, b) ∈ R2 implies (a, b) ∈ R.

Now, let's consider (a, b) ∈ R. Since R is reflexive, we have (a, a) ∈ R and (b, b) ∈ R.

By the definition of R2, (a, a) ∈ R2 and (b, b) ∈ R2.

Since R is transitive, if (a, a) ∈ R2 and (a, b) ∈ R2, then (a, b) ∈ R2.

Therefore, (a, b) ∈ R implies (a, b) ∈ R2.

We have shown that for any ordered pair (a, b), (a, b) ∈ R2 if and only if (a, b) ∈ R. Hence, R2 = R.

If the relation R is anti-reflexive, it is not necessarily true that R2 is anti-reflexive.

To understand why, let's consider an example. Let R be a relation defined on the set of integers such that R contains the ordered pairs (a, b) where a < b.

In this case, R is anti-reflexive because for any integer a, (a, a) is not in R.

Now, let's consider R2. R2 is the composition of R with itself. If (a, b) ∈ R and (b, c) ∈ R, then (a, c) ∈ R2.

In our example, if we take a = 1, b = 2, and c = 3, we have (1, 2) ∈ R and (2, 3) ∈ R. Therefore, (1, 3) ∈ R2.

However, (1, 1) is not in R2 because (1, 1) is not in R. Therefore, R2 is not anti-reflexive in this case.

This example demonstrates that even if R is anti-reflexive, R2 may not necessarily be anti-reflexive. It depends on the specific properties and composition of the relation R.

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57+3x+6=90degree

60+3x=90

3x=90-60

3x=30

x=30/3

x=10

Answer:

\( \boxed{x \degree = 9 \degree} \)

Step-by-step explanation:

\( = > 90\degree + 57\degree + (3x + 6)\degree = 180\degree \\ \\ = > 57\degree + (3x + 6)\degree = 180\degree - 90\degree \\ \\ = > 57\degree + (3x + 6)\degree = 90\degree \)

Two Angles are Complementary when they add up to 90° (a Right Angle).

\( = > 57 \degree + (3x + 6) \degree = 90 \degree \\ \\ = > 57 \degree + 3x \degree + 6 \degree = 90 \degree \\ \\ = > 63 \degree + 3x \degree = 90 \degree \\ \\ = > 3x \degree = 90 \degree - 63 \degree \\ \\ = > 3x \degree = 27 \degree \\ \\ = > x\degree = \frac{27}{3}\degree \\ \\ = > x\degree = 9\degree\)

Answer:

-5 is the only one. -2 would be if the circle on the line was solid, but it's an open circle so the number it's on isn't included.

I'm On that test ATM and was wondering if you could give me the aswners to numbers 7 8 9

But the awnser to that question is -5

Answer:

All you have to do is replace p with 5, and see if it works. In this case it doesn't because 5+13 does not equal 21.

Answer:

Not a solution

Step-by-step explanation:

You would plug 5 into the equation where it says p. If 5+13=21, then it is a solution. If it equals to something different, then it is not a solution. In this case, it adds up to 18, making it not a solution.

The null hypothesis is formulated as a statement of equality to represent the assumption of no effect, no difference, or no relationship between variables in hypothesis testing.

The null hypothesis is typically formulated as a statement of equality because it represents the assumption or claim of no effect, no difference, or no relationship between variables in the context of statistical hypothesis testing.

When conducting hypothesis tests, we start with the assumption that there is no significant difference or relationship between variables, and any observed differences or relationships are merely due to random chance or sampling variability. The null hypothesis serves as a benchmark or reference point against which we compare the observed data.

Formulating the null hypothesis as a statement of equality allows for a clear and specific claim to be tested statistically. It sets the baseline or default position that is assumed to be true unless there is sufficient evidence to reject it in favor of an alternative hypothesis.

For example, in a study comparing the mean scores of two groups, the null hypothesis might state that the population means are equal (μ1 = μ2). This implies that any observed difference in sample means is due to chance, rather than a true difference in the population means.

By specifying the null hypothesis as a statement of equality, statistical tests provide a framework to assess the likelihood of observing the obtained data under the assumption of no effect or no difference, allowing us to make inference and draw conclusions about the population parameters based on the evidence from the sample.

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To determine the coordinate of point P after the described rotations, let's go step by step.

First, the point P(3, 5) is rotated 180 degrees clockwise about the point A(3, 2). To perform this rotation, we need to find the vector between the center of rotation (A) and the point being rotated (P). We can then apply the rotation matrix to obtain the new position.

Let \(\vec{AP}\) be the vector from A to P. We can calculate it as follows:

\(\vec{AP} = \begin{bmatrix} 3 \\ 5 \end{bmatrix} - \begin{bmatrix} 3 \\ 2 \end{bmatrix} = \begin{bmatrix} 0 \\ 3 \end{bmatrix}\).

Now, we can apply the rotation matrix for a 180-degree clockwise rotation:

\(\begin{bmatrix} x' \\ y' \end{bmatrix} = \begin{bmatrix} \cos(\theta) & -\sin(\theta) \\ \sin(\theta) & \cos(\theta) \end{bmatrix} \begin{bmatrix} x \\ y \end{bmatrix}\),

where \(\theta\) is the angle of rotation in radians. Since we want to rotate 180 degrees, we have \(\theta = \pi\).

Applying the rotation matrix, we get:

\(\begin{bmatrix} x' \\ y' \end{bmatrix} = \begin{bmatrix} \cos(\pi) & -\sin(\pi) \\ \sin(\pi) & \cos(\pi) \end{bmatrix} \begin{bmatrix} 0 \\ 3 \end{bmatrix} = \begin{bmatrix} -1 & 0 \\ 0 & -1 \end{bmatrix} \begin{bmatrix} 0 \\ 3 \end{bmatrix} = \begin{bmatrix} 0 \\ -3 \end{bmatrix}\).

The new position of P after the first rotation is P'(0, -3).

Next, we need to rotate P' (0, -3) 90 degrees counterclockwise about the point B(1, 1).

Again, we calculate the vector from B to P', denoted as \(\vec{BP'}\):

\(\vec{BP'} = \begin{bmatrix} 0 \\ -3 \end{bmatrix} - \begin{bmatrix} 1 \\ 1 \end{bmatrix} = \begin{bmatrix} -1 \\ -4 \end{bmatrix}\).

Using the rotation matrix, we rotate \(\vec{BP'}\) by 90 degrees counterclockwise:

\(\begin{bmatrix} x'' \\ y'' \end{bmatrix} = \begin{bmatrix} \cos(\theta) & -\sin(\theta) \\ \sin(\theta) & \cos(\theta) \end{bmatrix} \begin{bmatrix} x' \\ y' \end{bmatrix}\),

where \(\theta\) is the angle of rotation in radians. Since we want to rotate 90 degrees counterclockwise, we have \(\theta = \frac{\pi}{2}\).

Using the rotation matrix, we get:

\(\begin{bmatrix} x'' \\ y'' \end{bmatrix} = \begin{bmatrix} \cos \left(\frac{\pi}{2}\right) & -\sin\left(\frac{\pi}{2}\right) \\ \sin\left(\frac{\pi}{2}\right) & \cos\left(\frac{\pi}{2}\right) \end{bmatrix} \begin{bmatrix} -1 \\ -4 \end{bmatrix} = \begin{bmatrix} 0 & -1 \\ 1 & 0\end{bmatrix} \begin{bmatrix} -1 \\ -4 \end{bmatrix} = \begin{bmatrix} 4 \\ -1 \end{bmatrix}\).

The final position of P after both rotations is P''(4, -1).

Therefore, the coordinate of point P after the rotations is (4, -1).

SOLUTION:

Step 1:

In this question, we are given the following:

1. Find the zeros of the quadratic function by graphing. Round to the nearest tenth if necessary.

f(x) = -2x² + 3x +1

Step 2:

The details of the solution are as follows:

CONCLUSION:

The final answers are:

Answer:

44

Step-by-step explanation:

* means multiply

put 8 where the x is

6 * 8 - 4

48 - 4

44

Answer:

0

Step-by-step explanation

Answer:

W (1/3)=0

Step-by-step explanation:

w 1/30=3x1/3-1=

now elimante the opposites

w(1/3)=1-1

which equals 0

Answer:

It will take them 7.89 days

Answer:

B. 9(4+8)

Step-by-step explanation:

Start by simplifying the original expression:

36+72=108

Now, let's try each answer choice:

A. 18(2+3)

Add the numbers in the parentheses:

18(5)=90 --> wrong!

B. 9(4+8)

Add the numbers in the parentheses:

9(12)=108 --> correct!

C. 3(10+24)

Add the numbers in the parentheses:

3(34)=102 --> wrong!

D. 2(19+27)

Add the numbers in the parentheses:

2(46)=92 --> wrong!

Therefore the answer is B. 9(4+8)

Answer:

Cancellation property

Step-by-step explanation:

la propiedad es propiedad de cancelación.

Answer:

AB = 9

AC = AB + BC

AB = 2x - 3

BC = 5x + 9

AC = 48

AC = (2x - 3) + (5x + 9)

2x - 3 + 5x + 9 = 48

2x + 5x = 48 + 3 - 9

7x = 42

x = 42 : 7

x = 6

AB = 2x - 3

AB = 2 · 6 - 3

AB = 12 - 3

AB = 9

Answer:

C

Step-by-step explanation:

the 7 in 167,300 represents the value 7,000.

10 times that is 70,000.

and that we find in

572,000

Answer:

(8x − 2x ) + (−x − 2) = (5x − 3) − (4 −x ) a) Ecuación de Primer Grado. b)

Step-by-step explanation:

Answer:

Estas hablando espanol? Perdon, mio es muy malo. Piensa que la responder correcta es -x=-3.

Step-by-step explanation:

Answer:

a. Change the way we use science

Step-by-step explanation:

Geometry is one of the oldest branch of mathematics. It deals with the shapes and forms and sizes of different objects and the principles of of providing solution to world life problem using these concepts.

It provides scientific solutions to many real life problems. It has many practical utilization in our daily lives. We can provide any solution by using different concepts of science to it.

Answer:

Step-by-step explanation:

Since this is a 30-60-90 triangle, we need the Pythagorean triple for such a triangle. the side length across from the 30 degree angle is labeled as x, the side across from the 60 degree angle is x√3, and the hypotenuse is 2x. Since we know the side length of the side across from the 60 degree angle, we use that identity and solve for x:

\(x\sqrt{3}=18\) and

\(x=\frac{18}{\sqrt{3} }\) and rationalizing the denominator,

\(x=\frac{18}{\sqrt{3} }*\frac{\sqrt{3} }{\sqrt{3} }=\frac{18\sqrt{3} }{3}=6\sqrt{3}\)

This is the side length of the side across from the 30 degree angle. In order to find the hypotenuse, we have to multiply this value by 2 to get

12√3, the third choice down.

105 4/61 105 with a remainder of 4

Given:

\(\begin{aligned}&x^2+y^2=16 \\&z=x y\end{aligned}\)

Express 16 as \(4^{2}\): \(x^2+y^2=16\)

\(x^2+y^2=4^2\\x^2+y^2=4^2 \times 1\)

Trignometry,

\(\cos ^2(t)+\sin ^2(t)=1\)

Now, substitute \(\cos ^2(t)+\sin ^2(t)\) for 1:

\(\begin{aligned}&x^2+y^2=4^2 \times 1 \\&x^2+y^2=4^2 \times\left[\cos ^2(t)+\sin ^2(t)\right]\end{aligned}\\x^2+y^2=4^2 \times \cos ^2(t)+4^2 \times \sin ^2(t)\)

Law of indicates:
\(\begin{aligned}&x^2+y^2=[4 \times \cos (t)]^2+[4 \times \sin (t)]^2 \\&x^2+y^2=[4 \cos (t)]^2+[4 \sin (t)]^2\end{aligned}\\x^2=[4 \cos (t)]^2 \text { and } y^2=[4 \sin (t)]^2\)

Taking positive square roots as follows:

\(x=4 \cos (t), y=4 \sin (t)\)

Recall that, z = xy.

Now, we have:

\(\begin{aligned}&z=4 \cos (t) \times 4 \sin (t) \\&z=16 \cos (t) \cdot \sin (t)\end{aligned}\)

Now, substitute the values:
\(r(t)=x_t i+y_t j+z_t k\)

So, the vector r(t) is: \(r(t)=(4 \cos (t)) i+(4 \sin (t)) i+(16 \cos (t) \cdot \sin (t)) i\)

Therefore, the vector function r(t) is written as: \(r(t)=x_t i+y_t j+z_t k\)

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Answer:

When you roll a 6-sided cube, numbered 1 to 6, the probability of rolling a 2 is 1:6. This is an example of theorectical probability.

Step-by-step explanation:

The probability of rolling a 2 on a 6-sided dice is  

1

6

The probability of rolling two 2s on two 6-sided die is, by the multiplication principle,  

1

6

×

1

6

=

1

36

Subjective is something that is based on personal opinion, so I think the answer is actually theoretical probability! Theoretical probability is a method to express the likelihood that something will occur. It is calculated by dividing the number of favorable outcomes by the total possible outcomes.

Hope this helps, have a good day :)

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The set of all linear combinations of the given set of vectors in R3 is a plane. This is because the given set of vectors contains two linearly independent vectors in R3.

A set of vectors is said to be linearly independent if no vector in the set can be expressed as a linear combination of the other vectors in the set. A set of vectors is said to be linearly dependent if one of the vectors in the set can be expressed as a linear combination of the other vectors in the set.

Since the given set of vectors is linearly independent, any vector in R3 can be expressed as a linear combination of the given set of vectors. In other words, the set of all linear combinations of the given set of vectors spans R3.

However, since the given set of vectors contains only two vectors, the set of all linear combinations is a plane that passes through the origin. Therefore, the set of all linear combinations of the given set of vectors is a plane.

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