In a class of 30 students there are 18 who have passed Mathematics, 16 who have passed English and 6 who have not passed either of them. We randomly select a student from that class:
1.a) What is the probability that he has advanced in English and Mathematics?
2.b) Knowing that he has passed Mathematics, what is the probability that he has passed English?
3.c) Are the events "Pass Mathematics" and "Pass English" independent?

the answer is  -2 (6 x + 7)

In logic, the contrapositive of an implication is a new statement that is formed by switching the hypothesis and conclusion, and negating both. In other words, the contrapositive of "if p then q" is "if not q, then not p."

Please find the contrapositives of the given statements below:

(a) Original statement: If m or n is even, then mn is even.
Contrapositive: If mn is not even, then neither m nor n is even.

(b) Original statement: If x ∈ A∩B, then 2 ∈ A and r ∈ B, where A and B are subsets of R.
Contrapositive: If 2 ∉ A or r ∉ B, then x ∉ A∩B, where A and B are subsets of R.

(c) Original statement: Let S be a subset of R. If u is an upper bound for S, then for every ε > 0, there exists some E ∈ S such that u - E < ε.
Contrapositive: Let S be a subset of R. If for some ε > 0, there is no E ∈ S such that u - E < ε, then u is not an upper bound for S.

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The value of the angle x formed by the two intercepted arcs is: 29.5

The central angle is the angle that a circle's arc occupies in its center. The arms of the central angle are formed by the radius vectors.

Now, angles that are formed inside of a circle by two chords create four arcs on a circle, which you can see in this diagram. The measure of the angle is equal to half the sum of the intercepted arcs.

We are given that:

mAB = 34

mCD = 25

Thus:

x = (34 + 25)/2

x = 59/2

x = 29.5

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Answer: 32 km

Step-by-step explanation:

If he travelled 4/5 of the trip by bike, then he travelled 1/5 on foot.

so he travelled 160/5 = 32 km on foot. Phew! thats a long walk.

The height of the cone is h = 3V / πr². Then the correct option is B.

Given that:

Volume of the cone, V = πr²h / 3

Simplify the equation for the value of h, then we have

V = πr²h / 3

3V = πr²h

h = 3V / πr²

The height of the cone is h = 3V / πr². Then the correct option is B.

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The amount invested was approximately P239,534.52.

To solve this problem, we can use the formula for compound interest:

A = P(1 + r/n)^(nt)

where A is the amount after t years, P is the principal amount, r is the annual interest rate (as a decimal), n is the number of times the interest is compounded per year, and t is the time in years.

In this problem, we know that the amount grew to P250,500 after some time. We also know that the interest rate is 5 3/4%, or 0.0575, and that the investment was made on July 12, 2020, which is about 8 months before March 11, 2021.

Let's first convert the interest rate to a monthly rate, since we need to compound the interest monthly:

r = 0.0575/12 = 0.004792

Next, let's calculate the number of months between July 12, 2020 and March 11, 2021:

8 months + 31 days/365 days = 8.0849 months

Now we can use the formula to solve for P:

250500 = P(1 + 0.004792/12)^(12*8.0849)

250500/P = 1.045305

P = 250500/1.045305

P = 239534.52

Therefore, the amount invested was approximately P239,534.52.

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In this scenario, we are trying to estimate a positive random variable, which has a known mean and variance. We are given a measurement X, which is equal to the product of the random variable and another variable W. We assume that W is independent of O, has a zero mean, unit variance, and known fourth moment.

In order to estimate the random variable, we need to find the linear LMS estimator of it based on X. The LMS estimator is a method of finding an estimator that minimizes the mean squared error of the estimation. In this case, we are looking for a linear function of X that gives us the best estimate of the random variable.

Using the linear LMS estimator, we can find the estimator of the random variable based on X = 1. The estimator is given by E[Y|X] = y + (1/O) Cov[Y,X] = y + (1/O) Var[W] = y.

In part (b) of the question, we are asked to find the linear LMS estimator of the random variable based on Y = y. In this case, the estimator is given by E[X|Y] = y + (Cov[X,Y]/Var[Y]) (Y - y) = y + (Cov[X,Y]/o?) (Y - y).

In summary, we can estimate a positive random variable based on a measurement X using the linear LMS estimator. The estimator can be found by finding a linear function of X that minimizes the mean squared error of the estimation. In the given scenario, we can find the estimator of the random variable based on X = 1 and Y = y.

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The probability that a student chosen at random will play an instrument other than drums as a fraction in simplest form is 25/37

The total number of students in the middle school School of Rock is:

3 + 3 + 3 + 12 + 11 + 13 + 14 + 15 = 74

The number of students who play an instrument other than drums is:

3 + 3 + 3 + 12 + 11 + 13 + 15 = 50

Therefore, the probability that a student chosen at random will play an instrument other than drums is:

50/74

= 25/37

Hence, the probability is 25/37 expressed as a fraction in simplest form.

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Answer:

[tex]f(x) = 1000 {(0.80)}^{x - 1} [/tex]

B is the correct function.

The distance between the two points plotted include the following: A. 12 units.

In Mathematics and Geometry, the distance between two (2) points that are on a coordinate plane can be calculated by using the following mathematical equation:

Distance = √[(x₂ - x₁)² + (y₂ - y₁)²]

Where:

x and y represent the data points (coordinates) on a cartesian coordinate.

By substituting the given points into the distance formula, we have the following;

Distance = √[(-4 + 4)² + (-6 - 6)²]

Distance = √[(0)² + (-12)²]

Distance = √[0 + 144]

Distance = √144

Distance = 12 units.

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Answer:

slope = - 11

Step-by-step explanation:

calculate the slope m using the slope formula

m = [tex]\frac{y_{2}-y_{1} }{x_{2}-x_{1} }[/tex]

with (x₁, y₁ ) = (2, 1 ) and (x₂, y₂ ) = (3, - 10 )

m = [tex]\frac{-10-1}{3-2}[/tex] = [tex]\frac{-11}{1}[/tex] = - 11

A call that lasts for a length of 4 minutes would cost the same at either hotel.

For Hotel A: Cost = 2(4) + 5 = 13

For Hotel B: Cost = 4(4) - 3 = 13 minutes

We can determine the length of phone call that would cost the same at either hotel by the following equations.

Given:

Hotel A, cost of the call:

Cost for Hotel A = 2x + 5

For Hotel B, the cost of the call:

Cost for Hotel B = 4x - 3

For the length of the call that would cost the same at either hotel, we shall set these two equations equal to each other and solve for x:

2x + 5 = 4x - 3

Subtracting 2x from both sides, we get:

5 = 2x - 3

Adding 3 to both sides, we get:

8 = 2x

Dividing both sides by 2, we get:

x = 4

So, a call that lasts 4 minutes would cost the same at either hotel.

We can verify this, let's plug x = 4 into both equations:

For Hotel A: Cost = 2(4) + 5 = 13

For Hotel B: Cost = 4(4) - 3 = 13

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Answer:

I believe the correct answer here would be C.

Step-by-step explanation:

The eigenvectors v1 and v2 are such that when multiplied by matrix A, they result in scalar multiples of themselves (scaled by their respective eigenvalues).

An eigenvector is a non-zero vector that, when multiplied by a matrix, results in a scalar multiple of itself. In other words, if A is a square matrix and v is an eigenvector of A, then Av = λv, where λ is the eigenvalue associated with v.

Given the eigenvalues and eigenvectors for matrix A as λ1 = 2, v1 = [-5 1]ᵀ and λ2 = 6, v2 = [5 4]ᵀ, we can say that:

- Av1 = λ1v1 = 2[-5 1]ᵀ = [-10 2]ᵀ
- Av2 = λ2v2 = 6[5 4]ᵀ = [30 24]ᵀ

Therefore, the eigenvectors v1 and v2 are such that when multiplied by matrix A, they result in scalar multiples of themselves (scaled by their respective eigenvalues).

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The correct graph of function f(x) =-3ˣ - 2 is shown in option 4.

We have to given that;

Function is,

⇒ f(x) = -3ˣ - 2

Now, In option 4;

Take a point (0, - 3) into function as;

Plug x = 0, y = - 3;

⇒ f(x) = -3ˣ - 2

⇒ - 3 = - 3⁰ - 2

⇒ - 3 = - 1 - 2

⇒ - 3 = - 3

Thus, The correct graph of function f(x) =-3ˣ - 2 is shown in option 4.

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The expression is factorized to give j = -10  and j = 4

From the information given, we have the quadratic equation as;

j²+ 6j - 40

Using the factorization method, we have to mulitply the coefficient of j² by the constant.

After this, find the pair factors of the product that adds up to give 6

Substitute the values

Then, we have;

j² + 10j - 4j - 40

group the expression in pairs

(j² + 10j) - (4j- 40)

factor the common terms

j(j + 10) - 4(j + 10)

We have;

(j + 10) (j - 4)

j + 10 = 0

collect the terms

j = -10

j = 4

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We have shown that both pairs of opposite sides are parallel, which means that the quadrilateral is a parallelogram.

To prove that a quadrilateral with both pairs of opposite sides equal is a parallelogram, we need to show that its opposite sides are parallel.

Let ABCD be the given quadrilateral with AB = CD and BC = DA. We need to show that AB || CD and BC || DA

Since opposite sides are equal, we have AB = CD and BC = DA. Adding these two equations, we get:

AB + BC = CD + DA

By the triangle inequality, we know that AB + BC > AC and CD + DA > AC. Therefore, we can write:

AB + BC > AC > CD + DA

Subtracting BC and CD from both sides, we get:

AB > AC - BC > DA

Since AB and DA are opposite sides of the quadrilateral, and AC and BC are transversals, we have shown that AB is parallel to DA.

Similarly, we can subtract AB and DA from both sides of the equation AB + BC = CD + DA to get:

BC > CD - DA > AB

Since BC and AB are opposite sides of the quadrilateral, and CD and DA are transversals, we have shown that BC is parallel to AB.

Therefore, we have shown that both pairs of opposite sides are parallel, which means that the quadrilateral is a parallelogram.

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To analyze the increase in average math scores from the beginning to the end of the year for the fifty children, researchers should use a statistical test called paired-samples t test. So fourth option is the correct answer.

The paired-samples t-test is used when comparing the means of two related groups or when analyzing data with repeated measures on the same group. In this case, the scores of the same group of children are measured at the beginning and end of the year, making it a paired design.

The test would determine whether there is a significant difference between the mean math scores at the beginning and end of the year, indicating an increase or decrease in scores over time for the same group of children.

So the correct answer is fourth option paired sample t test.

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The formula that can be used to calculate the density of books in the box is a. Density = the number of books/volume of the box.

This formula relates the number of books in the box to the volume of the box, allowing Bennie to determine how densely packed the books are in the given space. The term "density" refers to the amount of mass (in this case, the number of books) per unit volume, and this formula helps to quantify that relationship.

The volume of the box is the area of ​​the box or cube. A box is a three-dimensional object in the shape of a cube, a three-dimensional object with a square face. The cube, also known as a regular hexahedron, is one of the five Platonic bodies.

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The evaluated lateral surface area is 261.8 square meters, under the condition that the base length is 20 m and height is 13 m.

The lateral surface area of a cylinder is given by the formula 2πrh
Here,
r = radius of the base
h = height of the cylinder.
For the given case, the base length is 20 m and height is 13 m. Then the base length is stated  instead of the radius, we have  to evaluate the radius first.
The radius of a cylinder can be found applying the formula r = l/2π
Here,
l = base length.
So, staging l = 20 m
, we get
r = 20/(2π)
≈ 3.18 m
Now that we have received the radius and height, we can evaluate the lateral surface area applying the formula mentioned above.
Staging
r = 3.18 m
h = 13 m,
we get:
Lateral surface area
= 2πrh
≈ 261.8 m²
Then, the lateral surface area of the given cylinder is approximately 261.8 square meters.
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The after-tax present worth according to the given values is $732,140.56 and the internal rate of return is 22.65%.

(a) To compute the after-tax present worth, we need to determine the net cash flow for each year and discount it to present value using the after-tax MARR of 15%.

Year 0: Initial cost of equipment = -$18,600
Years 1-10:
Revenue from bags = (100.3 bags/carton) x ($0.03/bag) x (200,000 cartons/year) = $120,780
Cost savings from reducing overfilling = (5.5%) x ($0.03/bag) x (200,000 cartons/year) = $3,300
Operating cost of equipment = -$16,000
Depreciation expense = -$1,800 (($18,600 - $3,600 salvage value) / 10 years)

Net cash flow for each year:
Year 0: -$18,600
Year 1: $107,280 ($120,780 + $3,300 - $16,000 - $1,800)
Year 2: $109,160 ($120,780 + $3,300 - $16,000 - $1,800)
...
Year 10: $113,640 ($120,780 + $3,300 - $16,000 - $1,800)

Discounting each year's net cash flow to present value and summing them up, we get:
PV = -$18,600 + ($107,280 / (1+0.15)^1) + ($109,160 / (1+0.15)^2) + ... + ($113,640 / (1+0.15)^10)
PV = -$18,600 + $750,740.56
PV = $732,140.56

Therefore, the after-tax present worth is $732,140.56.

(b) To compute the after-tax internal rate of return, we need to find the discount rate that makes the net present value equal to zero. We can use trial and error or a financial calculator to solve this.

Using trial and error, we find that a discount rate of approximately 22.65% makes the net present value equal to zero. Therefore, the after-tax internal rate of return is approximately 22.65%.

(c) To compute the after-tax simple payback period, we need to determine how long it takes for the cumulative net cash flow to equal the initial cost of the equipment.

Year 0: -$18,600
Year 1: $107,280
Year 2: $109,160
Year 3: $110,960
Year 4: $112,680
Year 5: $114,320
Year 6: $115,880
Year 7: $117,360
Year 8: $118,760
Year 9: $120,080
Year 10: $121,320

The cumulative net cash flow becomes positive in year 3, so the after-tax simple payback period is approximately 1.9 years (between year 2 and year 3).

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Here is the code for the condition given:

```python
age = 65  # Replace this with the given age

if age >= 60:
   print("Senior Citizen")
else:
   print("Not Senior Citizen")

Let us explain the answer in detail:
1. Store the given age in a variable called `age`.
2. Use an if statement to check if the age is greater than or equal to 60.
3. If the condition is true, print "Senior Citizen".
4. If the condition is false, print "Not Senior Citizen" using the else statement.

Here's a code example:

```python
age = 65  # Replace this with the given age

if age >= 60:
   print("Senior Citizen")
else:
   print("Not Senior Citizen")
```

Replace `65` with the given age to check if the person is a senior citizen or not.

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Answer:

We can simplify and rewrite the given equation using properties of algebra:

2.3p – 10.1 = 6.5p – 4 – 0.01p

2.3p – 10.1 = 6.49p – 4

2.3p - 6.49p = -4 + 10.1

-4.19p = 6.1

p = -6.1 / 4.19

p ≈ -1.4568

Therefore, the equation 2.3p – 10.1 = 6.5p – 4 – 0.01p is equivalent to the equation -4.19p = 6.1, which has the solution p ≈ -1.4568.

Now, we can check which of the given equations have the same solution as -4.19p = 6.1:

- 2.3p – 10.1 = 6.4p – 4

Simplifying:

-8.7p = 6.1

p = -0.7011

This equation does not have the same solution as -4.19p = 6.1.

- 2.3p – 10.1 = 6.49p – 4

Simplifying:

-8.79p = 6.1

p = -0.6932

This equation does not have the same solution as -4.19p = 6.1.

- 230p – 1010 = 650p – 400 – p

Simplifying:

229p = 610

p = 610/229

p ≈ 2.6620

This equation does not have the same solution as -4.19p = 6.1.

- 23p – 101 = 65p – 40 – p

Simplifying:

23p + p - 65p = -40 + 101

-41p = 61

p = -61/41

p ≈ -1.4878

This equation does have the same solution as -4.19p = 6.1.

- 2.3p – 14.1 = 6.4p – 4

Simplifying:

-8.7p = 9.1

p = -1.0517

This equation does not have the same solution as -4.19p = 6.1.

Therefore, the equations that have the same solution as 2.3p – 10.1 = 6.5p – 4 – 0.01p are:

- 23p – 101 = 65p – 40 – p

Please mark me the brainliest

Answer:

It's B & C on Edge

:) pls star 5 and thanks!!!!!!!!!!!!!!!!

(a) First step of implicit differentiation:
-0.82dP/dt = dq/dt
The equation that results from differentiating each side of the equation with respect to P is:
-0.82 - 0.82P(d^2q/dP^2) = (dQ/dP)(dP/dt)/(dq/dt)
To find the elasticity of demand, we need to use the formula:
E = (dQ/Q)/(dP/P)
We can rewrite this as:
E = (dQ/dP) * (P/Q)
We know that dQ/dP = -0.82P(d^2q/dP^2), so we substitute that into the formula:
E = (-0.82P(d^2q/dP^2)) * (P/q)
Simplifying this expression, we get:
E = -0.82P^2(d^2q/dP^2)/q

(b)  We can solve the original equation for q by dividing both sides by -0.82:
q = (-1/0.82)P + D
Taking the derivative of q with respect to P, we get:
dq/dP = -1/0.82
We can use this result to calculate the elasticity of demand using the formula:
E = (dQ/dP) * (P/Q)
Substituting the values we found, we get:
E = (-1/0.82) * (P/((-1/0.82)P + D))
Simplifying this expression, we get:
E = -1/(P/((-1/0.82)P + D))
E = -1/((D/P) - 1.22)

(a) Interpretation: The elasticity of demand is a measure of how much the quantity demanded changes in response to a change in price. If E > 1, demand is considered elastic, meaning that a small change in price will result in a large change in quantity demanded. If E < 1, demand is considered inelastic, meaning that a change in price will result in a small change in quantity demanded. If E = 1, demand is unit elastic, meaning that a change in price will result in an equal proportional change in quantity demanded.
(b) Interpretation: The elasticity of demand in this case depends on the values of D and P. If D is relatively small compared to P, then the elasticity of demand will be close to -1.22, which is the upper limit of the elasticity. If D is relatively large compared to P, then the elasticity of demand will be close to zero, which means that demand is very inelastic.

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The time the ball will hit the ground after the free throw has been shot is 6.7 seconds

From the question, we have the following parameters that can be used in our computation:

f(t) = -0.8t² + 4t + 9

The graph is added as an attachment

From the graph, we have

Maximum height = 14 ft

From the graph, we have

Time to reach maximum height = 2.5 seconds

From the graph, we have

Time to hit the ground = 6.7 seconds

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One of the properties of a parabola is that it can act as a reflector. In a reflector, any ray that is perpendicular to the axis of symmetry will be reflected off the surface to the focus. So, correct option is C.

A parabola is a symmetrical plane curve that is shaped like a U or an inverted U. It is defined as the set of all points in a plane that are equidistant from a fixed point, called the focus, and a fixed line, called the directrix.

One of the properties of a parabola is that it can act as a reflector. When a ray of light or any other type of wave strikes a parabolic reflector, it is reflected in such a way that all the reflected rays converge at a single point, the focus of the parabola.

For a ray to be reflected off a parabolic reflector to the focus, it must be perpendicular to the axis of symmetry of the parabola. This is because the axis of symmetry is the line that passes through the focus and is perpendicular to the directrix. Any ray that is parallel to the axis of symmetry will not be reflected to the focus, as it will not intersect with the parabola.

Therefore, the answer to the given question is C. perpendicular. Any ray that is perpendicular to the axis of symmetry of a parabola will be reflected off the surface to the focus, making it a useful tool in various applications, such as telescopes, satellite dishes, and headlights.

So, correct option is C.

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There are approximately 3.72 x 10⁴¹ ways that Anna can hand out 1 treat to each of the 36 children who come to her door.

Anna has 2 dozen Rollo bars, which is equivalent to 2 x 12 = 24 Rollo bars.

She also has 1 dozen apples, which is equivalent to 1 x 12 = 12 apples.

So, Anna has a total of 24 + 12 = 36 treats to hand out.

Now, she needs to hand out 1 treat to each of the 36 children who come to her door.

This can be thought of as selecting 1 treat from the total of 36 treats for each child, without replacement, as each child can only receive 1 treat.

The number of ways to do this is given by the concept of permutations, denoted by "nPr", which is calculated as;

nPr = n! / (n - r)!

where n is the total number of items (treats) to choose from, and r is the number of items (treats) to choose.

In this case, n = 36 (total number of treats) and r = 36 (number of children).

Plugging in the values, we get;

36P36 = 36! / (36 - 36)! = 36! / 0! = 36!

Since 0! (0 factorial) is equal to 1, we can simplify further:

36! / 1 = 36!

36! ≈ 3.72 x 10⁴¹

So, there are 3.72 x 10⁴¹ ways that Anna can hand out 1 treat to each of the 36 children who come to her door.

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Answer:

do the following:

1. Multiply both sides of the equation by 8. This will cancel out the 8 on the left-hand side, leaving us with v by itself.

```

v/8 = 2

(v/8) * 8 = 2 * 8

v = 16

```

Therefore, the value of v is 16..

Step-by-step explanation:

Answer: V=16

Step-by-step explanation:

First you mutiply both sides by 8

[tex]8*\frac{v}{8}=8*2[/tex]

Cancel out the greatest common factor which in this case is 8.

So now we have v=8*2

Multiply 8*2 and the answer should be V=16.

Answer: 87

Step-by-step explanation:

The value of  tan G in the triangle is √67/29

We have to find the value of tan G

The given triangle is a right triangle

We know that tan function is a ratio of opposite side and adjacent side

tan G = opposite side/ adjacent side

The opposite side of tan G is √67

Adjacent side of triangle is 29

tanG =√67/29

Hence, the value of  tan G in the triangle is √67/29

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