find all real and complex roots of the equation z 10 = 910

The simplified expression is just the set s. First, we can use the associative property of intersection to rearrange the parentheses: (r∩s) ∩(s∩(r∩s)) = (r∩s) ∩((r∩s)∩s)

We can use the commutative property of intersection to switch the order of r and s in the first set:

(r∩s) ∩((r∩s)∩s) = (s∩r) ∩((r∩s)∩s)

Now, we can use the distributive property of intersection over intersection to expand (r∩s)∩s:

(s∩r) ∩((r∩s)∩s) = (s∩r) ∩r∩s

Finally, we can use the associative and commutative properties of intersection to rearrange the sets again and simplify:

(s∩r) ∩r∩s = s∩r∩r∩s = s∩(r∩r)∩s = s∩s = s

Therefore, the simplified expression is just the set s.

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The intersection of two sets can be represented using a truth table that shows the input values and the resulting output value that represents the intersection of the two sets.

The purpose of truth tables is to help analyze logical statements and determine their truth values based on the different combinations of inputs or variables. Truth tables display all possible outcomes of a logical operation and allow for a clear visualization of the relationship between inputs and outputs.

Number systems, particularly those derived from binary, are closely related to truth tables because they involve the use of binary digits or bits (0 and 1) to represent numbers and perform logical operations. Truth tables can be used to determine the output of binary logical operations, such as AND, OR, and NOT, based on the input values.

Set theory, on the other hand, is related to truth tables in the sense that it deals with the study of sets, which can be represented using truth tables. Truth tables can be used to determine the membership of elements in a set and to evaluate logical statements involving sets. For example, the intersection of two sets can be represented using a truth table that shows the input values and the resulting output value that represents the intersection of the two sets.

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Answer:

C. 7.5x - 21

Step-by-step explanation:

We can distribute the 3 to both the 2.5x and the -7

(3 * 2.5x) + (3 * -7)

7.5x - 21

To calculate the time it would take to reach 50,000 pairs, we can use the average doubling time provided in the table. The shape of the curve is a J-shaped exponential curve.

which means that the number of pairs increases at an accelerating rate over time. Since the average doubling time is 11.05 years, we can determine the number of times we need to double the initial number of breeding pairs (791) to reach 50,000 pairs. By successively doubling the number of pairs and keeping track of the years passed, we reach 50,000 pairs in 235 years (as given in the table).

However, there are unrealistic assumptions made in predicting the time to reach 50,000 pairs. The main assumption is that the doubling time remains constant, while in reality, factors such as environmental limitations, availability of resources, and human intervention could cause the rate of growth to change over time.

Additionally, the model assumes that there are no significant negative events (such as disease outbreaks or natural disasters) that could negatively impact the bald eagle population during this period.

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To help management decide when to invest in online advertising for increasing SPSS manual sales, you should follow these steps:

1. Open the spreadsheet containing the sales data and the time trend variable.

2. Examine a scatter plot of the sales data to identify any trends or patterns.

3. Using SPSS or another statistical software, construct a linear regression model with manual sales as the dependent variable and the time trend as the independent variable.

4. Analyze the output, focusing on the estimated equation, slope coefficients, and p-values.

Assuming you've completed the analysis and obtained the following example results: - Estimated equation: Sales = a + b(Time Trend) - Slope coefficient (b): 1.2 - P-value: 0.01 Interpretation: The slope coefficient of 1.2 indicates that for every unit increase in the time trend variable, manual sales are expected to increase by 1.2 units.

The p-value of 0.01, which is less than the typical significance level of 0.05, suggests that the relationship between the time trend and sales is statistically significant.

Advice to management: Based on the analytics, investing in online advertising when the time trend is increasing will likely result in higher manual sales, as the significant positive relationship between time trend and sales suggests a strong connection between the two variables.

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To help management decide when to invest in online advertising for increasing SPSS manual sales, you should follow these steps:

1. Open the spreadsheet containing the sales data and the time trend variable.

2. Examine a scatter plot of the sales data to identify any trends or patterns.

3. Using SPSS or another statistical software, construct a linear regression model with manual sales as the dependent variable and the time trend as the independent variable.

4. Analyze the output, focusing on the estimated equation, slope coefficients, and p-values.

Assuming you've completed the analysis and obtained the following example results: - Estimated equation: Sales = a + b(Time Trend) - Slope coefficient (b): 1.2 - P-value: 0.01 Interpretation: The slope coefficient of 1.2 indicates that for every unit increase in the time trend variable, manual sales are expected to increase by 1.2 units.

The p-value of 0.01, which is less than the typical significance level of 0.05, suggests that the relationship between the time trend and sales is statistically significant.

Advice to management: Based on the analytics, investing in online advertising when the time trend is increasing will likely result in higher manual sales, as the significant positive relationship between time trend and sales suggests a strong connection between the two variables.

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Answer:

A) the middle number in a numerical data set when the values have been arranged in numerical order.

From the test points, we find that f(x) is increasing on the interval (1, ∞), including the endpoint 1 for the function f(x) = x3+ 3x2 - 9x + 14.

To determine on what interval f(x) is increasing, we need to find the derivative of f(x) and solve for when it is greater than zero.
f'(x) = 3x^2 + 6x - 9

Setting f'(x) > 0, we can solve for x: 3x^2 + 6x - 9 > 0

Dividing by 3, we get: x^2 + 2x - 3 > 0

Factoring, we have: (x + 3)(x - 1) > 0

This expression is greater than zero when both factors are either both positive or both negative.

Thus, we have two intervals: x < -3 and x > 1

Testing values in each interval, we can see that f(x) is increasing on:
(-infinity, -3) and (1, infinity)

Therefore, the interval on which f(x) is increasing (including the endpoints) is: [-3, 1]

To determine the interval on which the function f(x) = x^3 + 3x^2 - 9x + 14 is increasing, we first need to find its critical points by taking the derivative and setting it equal to 0.

f'(x) = 3x^2 + 6x - 9

Now, set f'(x) to 0 and solve for x:

0 = 3x^2 + 6x - 9

We can factor out a 3:

0 = 3(x^2 + 2x - 3)

Now, factor the quadratic equation:

0 = 3(x - 1)(x + 3)

So, the critical points are x = 1 and x = -3.

To determine if f(x) is increasing or decreasing in each interval, we can use a number line with the critical points:

-∞ < x < -3,  -3 < x < 1,  1 < x < ∞

Choose a test point in each interval and evaluate f'(x):

For x = -4: f'(-4) = -16 (negative)
For x = 0: f'(0) = -9 (negative)
For x = 2: f'(2) = 15 (positive)

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The missing angles in the right angle triangle are as follows:

∠1 = 53.1°

∠2 = 36.9°

A right angle triangle is a triangle that has one of its angles as 90 degrees. The angles of the right angle triangle can be found using trigonometric ratios.

The sum of angles in a triangle is 180 degrees.

Therefore,

cos ∠1 = adjacent / hypotenuse

Hence,

cos ∠1 = 18 / 30

∠1 = cos⁻¹ 0.6

∠1 = 53.1301023542

∠1 = 53.1 degrees

Therefore,

∠2 = 180 - 90 - 53.1

∠2 = 36.9 degrees

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Answer:

[tex]y= (x+\frac{1}{2})^2-8.25[/tex]

Step-by-step explanation:

First, we move the c in [tex]ax^2+bx+c[/tex] to the other side of the equation by adding 8 onto both sides:

[tex]x^2+x=8[/tex].

Then, since [tex]x^2\\[/tex] has no coefficient, we make the left side a perfect square trinomial by adding [tex](\frac{b}{2})^2[/tex] on both sides of the equation. We do this because adding this to the equation will make the left side equal to [tex](x\pm\frac{b}{2})^2[/tex] (plus-minus because the sign depends on if b is negative or positive):

[tex]x^2+x+\frac{1}{4}=8+\frac{1}{4}[/tex].

Then, simplify the left side:

[tex](x+\frac{1}{2})^2=8.25[/tex]

Finally, subtract 8.25 on both sides to make it vertex form:

[tex]y= (x+\frac{1}{2})^2-8.25[/tex]

The standard deviation of the sample proportion will be 0.14. So, the correct option is option D) 0.14.

The formula for the standard deviation of a sample proportion is given by:
standard deviation = √[p(1-p)/n]
where p is the proportion of successes in the population (i.e. the proportion of students who cleared the exam), and n is the sample size.

In this case, p = 225/300 = 0.75, since in the school of 300 students 225 students cleared the exam. The sample size is n = 10, as sample of 10 of these students is taken.

Plugging these values into the formula, we get:

standard deviation = √[0.75(1-0.75)/10] = √[0.01875] = 0.1366

Rounding to two decimal places, the answer 0.14.

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Answer:

10

Step-by-step explanation:

The median is the number in the middle when they are in order

-6, -4, 4, 5, 7, 10, 11, 12, 13, 16, 20

Step-by-step explanation:

26 is 355 plus the product of 265 and p

26 = 355 + 265p

The exact length x of the diagonal of the rectangle is the exact length of the diagonal is 4sqrt(5).

We can use the Pythagorean theorem to solve for the diagonal:

The Pythagorean Theorem is a fundamental principle in mathematics that describes the relationship between the sides of a right triangle.

It states that the sum of the squares of the two shorter sides (the legs) of a right triangle is equal to the square of the length of the longest side (the hypotenuse).

x^2 = 4^2 + 8^2

x^2 = 16 + 64

x^2 = 80

x = sqrt(80)

x = 4sqrt(5)

Thus, the exact length of the diagonal is 4sqrt(5).

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Answer: 10/663 or 1.51% chance

Step-by-step explanation: drawing a 4 is a 1/52 chance, and then drawing a non face card is 40/51 chance. you have to multiply those together to get 40/2652 or 10/663 chance. 10/663 is a 1.51% chance

To show that (βa)^(-1) = 1/β A^(-1), we can use the definition of the inverse of a matrix.

To show that (βA)^(-1) = 1/β A^(-1) for a nonsingular matrix A and a nonzero scalar β, follow these steps:

1. Let's consider a nonsingular matrix A and a nonzero scalar β.
2. Multiply both sides of the equation by (βA).

On the left side, we have:
(βA)(βA)^(-1)

On the right side, we have:
(βA)(1/β A^(-1))

3. Apply the property of inverse matrices:

(βA)(βA)^(-1) = I, where I is the identity matrix.

4. On the right side, distribute the (βA) to both terms in the parentheses:
(βA)(1/β A^(-1)) = β(1/β) A(A^(-1))

5. β(1/β) simplifies to 1, and applying the property of inverse matrices again, A(A^(-1)) = I, so:
1 * I = I

Thus, we have shown that (βA)^(-1) = 1/β A^(-1) for a nonsingular matrix A and a nonzero scalar β.

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The statement "defects are additive in a multi-step manufacturing process" is generally false.

It depends on the type of defects and the specific manufacturing process. In general, defects are not necessarily additive in a multi-step manufacturing process.

Some defects may be additive, meaning that they can accumulate or worsen as the manufacturing process progresses. For example, if a part is slightly out of tolerance in one step of the process, subsequent steps may exacerbate the deviation, leading to a larger defect in the final product.

On the other hand, some defects may be independent or even compensatory, meaning that they do not accumulate or cancel each other out as the process progresses. For example, if one step of the process introduces a defect in one dimension of a part, another step may correct the defect in another dimension, resulting in a final product that meets specifications.

Therefore, the statement "defects are additive in a multi-step manufacturing process" is generally false, as it depends on the specific types of defects and the manufacturing process being considered.

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The statement "defects are additive in a multi-step manufacturing process" is generally false.

It depends on the type of defects and the specific manufacturing process. In general, defects are not necessarily additive in a multi-step manufacturing process.

Some defects may be additive, meaning that they can accumulate or worsen as the manufacturing process progresses. For example, if a part is slightly out of tolerance in one step of the process, subsequent steps may exacerbate the deviation, leading to a larger defect in the final product.

On the other hand, some defects may be independent or even compensatory, meaning that they do not accumulate or cancel each other out as the process progresses. For example, if one step of the process introduces a defect in one dimension of a part, another step may correct the defect in another dimension, resulting in a final product that meets specifications.

Therefore, the statement "defects are additive in a multi-step manufacturing process" is generally false, as it depends on the specific types of defects and the manufacturing process being considered.

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The value of the constant k such that the function f(x) = k √x [0, 1] is a probability density function is k = 3/2.

To find the value of the constant k such that the function f(x) = k √x [0, 1] is a probability density function, we need to ensure that the integral of f(x) over the interval [0,1] equals 1.

So, we need to find k such that ∫0^1 k √x dx = 1.

Integrating, we get:
∫0^1 k √x dx = k(2/3)x^(3/2)|0^1 = k(2/3)

Setting this equal to 1, we have:
k(2/3) = 1

Solving for k, we get:
k = 3/2√1

Therefore, the value of the constant k such that the function f(x) = k √x [0, 1] is a probability density function is k = 3/2.

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The value of det(2A) = 8 from the given data, and value of det(A).

Suppose a is a 3x3 matrix and det(a) = 1. To find det(2a), we can use the property that det(kA) = k^n * det(A), where k is a constant and A is an n x n matrix. In this case, k = 2 and n = 3. Therefore, det(2a) = 2^3 * det(a) = 8 * 1 = 8. So, det(2a) is equal to 8.

Hi! I'm happy to help you with your question. Suppose matrix A is a 3x3 matrix and det(A) = 1. We want to find the determinant of matrix 2A.

Step 1: Multiply the matrix A by 2. This means that each element of matrix A is multiplied by 2, resulting in the matrix 2A.

Step 2: Compute the determinant of the new matrix, det(2A). Since A is a 3x3 matrix, when you multiply it by a scalar (in this case, 2), the determinant will be affected by the scalar raised to the power of the matrix size (3). So, det(2A) = 2^3 * det(A).

Step 3: Substitute the given value of det(A) = 1 into the equation. So, det(2A) = 2^3 * 1.

Step 4: Calculate the result: det(2A) = 8 * 1 = 8.

Therefore, det(2A) = 8.

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With the help of percentage, 87.5% of the bean seeds should sprout.87.5% of the bean seeds should sprout.

Percentage is a way of expressing a number as a fraction of 100. It is often used to represent a portion or a rate of change.

The given information states that 21 out of 24 bean seeds sprouted in the first period. This means that 87.5% (or 21/24) of the seeds sprouted in that period. Therefore, statement A is supported by the information given.

Statement B suggests that more than 100 bean seeds should sprout, but this is not necessarily true based on the information provided. The total number of seeds planted is not given, so we cannot determine whether more than 100 seeds should sprout. Therefore, statement B is not supported by the information given.

Statement C suggests that 1 out of 8 bean seeds will not sprout. However, this statement is not necessarily true based on the information given. It is possible that more or fewer than 1 out of 8 bean seeds did not sprout. Therefore, statement C is not supported by the information given.

Statement D suggests that at least 20 bean seeds will not sprout. This statement is not necessarily true based on the information given. It is possible that fewer than 20 bean seeds did not sprout. Therefore, statement D is not supported by the information given.

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Your answer: b. Reject the null hypothesis.

Explanation:

In a repeated-measures study using a sample of n = 8 participants, the researcher obtained a t-value of 2.98. For a two-tailed test with an alpha of .05.

To determine the correct decision for a two-tailed test with an alpha level of 0.05 based on a t-value of 2.98 for a repeated-measures study with a sample size of n = 8, we need to compare the t-value to the critical t-value for a two-tailed test at alpha level of 0.05 with 7 degrees of freedom, which is n - 1.

Using a t-table or a t-distribution calculator with 7 degrees of freedom and an alpha level of 0.05, we can find the critical t-value for this sample size is approximately 2.365(rounded to three decimal places).

Since the obtained t-value (2.98) is greater than the critical t-value (2.365), we would reject the null hypothesis.

Therefore, the correct decision for a two-tailed test with an alpha of 0.05 based on the given t-value of 2.98 is:

b. Reject the null hypothesis.

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The system is solvable only if [tex]$-b_1 + 2b_2 - b_3 = 0$[/tex]. All solutions for the given condition are [tex]${(x, y, z) \mid x = \frac{1}{2}(2t - b_1 - b_2), y = \frac{1}{5}(4t + 2b_1 - 5b_2), z = t}$[/tex].

We can set up the augmented matrix as follows:

[tex]\begin{bmatrix}1 & 2 & -2 & b_1 \ 2 & 5 & -4 & b_2 \ 4 & 9 & -8 & b_3\end{bmatrix}[/tex]

We can row reduce this matrix to determine when the system is solvable and to find any solutions. Performing row operations, we get:

[tex]\begin{bmatrix}1 & 2 & -2 & b_1 \ 0 & 1 & 0 & 2b_1 - 5b_2 \ 0 & 0 & 0 & -b_1 + 2b_2 - b_3\end{bmatrix}[/tex]

So the system is solvable if and only if [tex]$-b_1 + 2b_2 - b_3 = 0$[/tex]. In this case, we can solve for z in terms of y and x by expressing z as a free variable and solving for x and y in terms of z. We get:

[tex]\begin{align*}z &= t \y &= \frac{1}{5}(4t + 2b_1 - 5b_2) \x &= \frac{1}{2}(2t - b_1 - b_2) \\end{align*}[/tex]\begin{align*}

z &= t \

y &= \frac{1}{5}(4t + 2b_1 - 5b_2) \

x &= \frac{1}{2}(2t - b_1 - b_2) \

\end{align*}

where t is any real number. So the solutions are given by the set:

[tex]${(x, y, z) \mid x = \frac{1}{2}(2t - b_1 - b_2), y = \frac{1}{5}(4t + 2b_1 - 5b_2), z = t}$[/tex]

where t is any real number, and [tex]$-b_1 + 2b_2 - b_3 = 0$[/tex].

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9. A - Each person is assigned a three-digit number (from 000 to 999). On a Random Digit Table, numbers are read, three at a time. The first hundred three-digit numbers read will represent the people in the sample.

10. C - Every man in the sampling frame will be assigned 8 sequential 4-digit numbers and every woman in the sampling frame will be assigned 12 sequential 4-digit numbers. From a Random Digit Table, groupings of 4 numbers will be read and the first 100 subjects with their number read will be in the sample (duplicate selections will be ignored).

9. Method A is probability sampling because each individual in the sampling frame has an equal chance of being selected, and the selection is based on random digits.

10. Method C is stratified sampling because the sampling frame is divided into two strata based on gender, and each stratum is sampled separately using a random selection method. This allows for a more representative sample by ensuring that both men and women are adequately represented in the sample.

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9. A - Each person is assigned a three-digit number (from 000 to 999). On a Random Digit Table, numbers are read, three at a time. The first hundred three-digit numbers read will represent the people in the sample.

10. C - Every man in the sampling frame will be assigned 8 sequential 4-digit numbers and every woman in the sampling frame will be assigned 12 sequential 4-digit numbers. From a Random Digit Table, groupings of 4 numbers will be read and the first 100 subjects with their number read will be in the sample (duplicate selections will be ignored).

9. Method A is probability sampling because each individual in the sampling frame has an equal chance of being selected, and the selection is based on random digits.

10. Method C is stratified sampling because the sampling frame is divided into two strata based on gender, and each stratum is sampled separately using a random selection method. This allows for a more representative sample by ensuring that both men and women are adequately represented in the sample.

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The general solution to y′′′ + 8y′′ + 20y′ = 0 is: y(x) = e^(-4x)(c1 cos(2x) + c2 sin(2x)) + c3

The characteristic equation of the given third-order linear homogeneous differential equation is:

r^3 + 8r^2 + 20r = 0

Dividing both sides by r gives:

r^2 + 8r + 20 = 0

The roots of this quadratic equation can be found using the quadratic formula:

r = (-b ± sqrt(b^2 - 4ac)) / 2a

where a = 1, b = 8, and c = 20. Plugging in these values, we get:

r = (-8 ± sqrt(8^2 - 4(1)(20))) / 2(1)

= -4 ± 2i

Since the roots are complex and come in a conjugate pair, the general solution to the differential equation is:

y(x) = e^(-4x)(c1 cos(2x) + c2 sin(2x)) + c3

where c1, c2, and c3 are arbitrary constants.

Therefore, the general solution to y′′′ + 8y′′ + 20y′ = 0 is:

y(x) = e^(-4x)(c1 cos(2x) + c2 sin(2x)) + c3

where c1, c2, and c3 are arbitrary constants.

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8ln(4) is the area encompassed by the curves y = 2/x, y = 8x, and the x-axis.

To determine the area bounded by the given curves, we must first determine the points of intersection. Because y > 0, we only consider the section of the curve between these two points when we solve y = 2/x and y = 8x.

On integrating y = 2/x with respect to x, we will get the area under the curve. We will use limit x = 1/4 to x = 2. For the area above the x axis, the limits will be x = 1/4 to x = 2 for integration of y = 8x with respect to x.

As a result, the area contained by the curves is equal to the difference between these two areas, which is 8ln(4).

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Step-by-step explanation:

if x=4. then it be |4-2|-1= 1

x=5 5-2-1 so 2

and so on

If Ax = ax for nxn matrix A, nx1 matrix x, and a E R, then the given initial value problem of the derivative is: y = (-4/3) sin(x) + (4√3/3) cos(x)

The given differential equation is:

d²y/dx² + y = 0

To solve this equation, we assume the solution to be of the form y = A sin(kx) + B cos(kx), where A and B are constants and k is a constant to be determined.

Taking the derivatives of y with respect to x, we get:

dy/dx = Ak cos(kx) - Bk sin(kx)

d²y/dx² = -Ak² sin(kx) - Bk² cos(kx)

Substituting the values in the differential equation, we get:

(-Ak² sin(kx) - Bk² cos(kx)) + (A sin(kx) + B cos(kx)) = 0

Simplifying, we get:

(Ak² + 1) sin(kx) + (Bk² + 1) cos(kx) = 0

Since sin(kx) and cos(kx) are linearly independent, the coefficients of each must be zero. Therefore, we have the following two equations:

Ak² + 1 = 0 ...(1)

Bk² + 1 = 0 ...(2)

Solving the equations for k, we get:

k = ±i

Thus, the general solution of the differential equation is:

y = A sin(x) + B cos(x)

To solve for the constants A and B, we use the given initial conditions:

y(π/3) = 0 and y'(π/3) = 2

Substituting the values in the above equation, we get:

A sin(π/3) + B cos(π/3) = 0

and

A cos(π/3) - B sin(π/3) = 2

Solving the equations for A and B, we get:

A = -4/3 and B = 4√3/3

Therefore, the solution of the given initial value problem is:

y = (-4/3) sin(x) + (4√3/3) cos(x)

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a) The expected value of X is 5/8.

b) The expected value of Y-[tex]X^2[/tex] is 1/16.

c) The variance of X is 21/64.

(a) The expected value of a discrete random variable X with possible values x1, x2, ..., xn and corresponding probabilities p1, p2, ..., pn is given by:

E(X) = Σ(pi [tex]\times[/tex] xi) for i = 1 to n

Using this formula, we can calculate the expected value of X as follows:

E(X) = (1/8[tex]\times[/tex](-1)) + (2/8 [tex]\times[/tex]0) + (5/8 [tex]\times[/tex] 1) = 5/8

Therefore, the expected value of X is 5/8.

(b) To find the probability function of Y-[tex]X^2[/tex], we need to find the possible values of Y-[tex]X^2[/tex] and their corresponding probabilities.

Y takes values -1, 0, 1 with probabilities 1/8, 2/8, 5/8 respectively. Therefore, Y-X^2 takes values (-1 - [tex](-1)^2[/tex]), (0 - [tex]0^2[/tex]), (1 - [tex]1^2[/tex]), which simplify to -2, 0, and 0, respectively.

The probabilities of Y-X^2 taking these values can be found by considering all possible combinations of the values of X and Y. For example, when X = -1 and Y = -1, we have Y-[tex]X^2[/tex] = -1 - [tex](-1)^2[/tex] = -2. The probability of this occurring is 1/8 [tex]\times[/tex]1/8 = 1/64. Continuing in this way, we can find the probabilities for all possible values of Y-[tex]X^2[/tex]:

Y-[tex]X^2[/tex] = -2 with probability 1/64

Y-[tex]X^2[/tex] = 0 with probability 3/8

Y-[tex]X^2[/tex] = 2 with probability 5/64

Now we can calculate the expected value of Y-[tex]X^2[/tex] as follows:

E(Y-[tex]X^2[/tex]) = (-2 [tex]\times[/tex] 1/64) + (0 [tex]\times[/tex] 3/8) + (2 [tex]\times[/tex] 5/64) = 1/16

Therefore, the expected value of Y-[tex]X^2[/tex] is 1/16.

(c) The variance of a discrete random variable X with possible values x1, x2, ..., xn and corresponding probabilities p1, p2, ..., pn is given by:

Var(X) = E(X^2) - [E(X)[tex]]^2[/tex]

To calculate Var(X), we need to first calculate E(X^2). Using the formula for expected value, we have:

E(X^2) = (1/8 [tex]\times[/tex][tex](-1)^2[/tex]) + (2/8 [tex]\times[/tex] [tex]0^2[/tex]) + (5/8 [tex]\times[/tex] [tex]1^2[/tex]) = 7/8

Now we can calculate Var(X) using the formula above:

Var(X) = E([tex]X^2[/tex]) - [E(X)[tex]]^2[/tex] = 7/8 - (5/8[tex])^2[/tex] = 21/64

Therefore, the variance of X is 21/64.

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Using the concept of proportion, we have that:

1) Approximate number of students who prefer R & B is: 176 students

2) Approximate number of students who prefer R & B is:  464 students

Normally in table of values, we can easily tell if a table shows a proportional relationship by calculating the ratio of each pair of values. If those ratios are all the same, the table shows a proportional relationship.

We are told that there are a total of 1200 total students on the campus.

1) Total number of students = 1200

Total number surveyed = 150

Total who prefer R & B music = 22

Thus:

Approximate number of students who prefer R & B = (22/150) * 1200

= 176 students

2) Total number of students = 1200

Total number surveyed = 150

Total who prefer Pop or Rock music = 30 + 28 = 58

Thus:

Approximate number of students who prefer R & B = (58/150) * 1200

= 464 students

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She will need to purchase 3 boxes of gloves.

He exceeded his goal by 10 devices.

There are 28 phalange bones in each foot.

There will be 2 smoothies left in stock after 4 days from one case.

Frank needs to consume no more than 15 grams of fat for the rest of the day.

Since there are 100 gloves in each box, she will need 222/100 = 2.22 boxes of gloves. Since she cannot purchase a partial box, she will need to purchase 3 boxes of gloves.

The medical sales rep sold devices for a total of 17 x 30 = 510 devices in November. Since his goal was to sell 500 devices, he exceeded his goal by 510 - 500 = 10 devices.

Since there are 56 phalange bones in the body and 14 phalange bones in each hand, there are 56 - (14 x 2) = <<56-(14*2)= 28 phalange bones in each foot.

Frank needs to consume no more than 56 - 41 = 15 grams of fat for the rest of the day.

The rec center sells 12 smoothies per day for 4 days, for a total of 12 x 4 = 48 smoothies. Therefore, there will be 50 - 48 = 2 smoothies left in stock after 4 days from one case.

Since Ashton drank a 24 oz bottle of water, he still needs to drink 64 - 24 = 40 ounces of water for the rest of the day.

Kathy walks a total of 3 x 2.5 =7.5 miles with her friend each week. Therefore, she still needs to walk 10 - 7.5 = 2.5 more miles to meet her goal for the week.

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β is an angle with cos(β) = -5/6 and β is not in the third quadrant, we need to compute the exact value of csc(β), without rationalizing the denominator.

Step 1: Determine the quadrant of angle β.
Since cos(β) = -5/6 and β is not in the third quadrant, then β must be in the second quadrant, as cosine values are negative in the second quadrant.

Step 2: Compute the sine of angle β.
We know that sin^{2}(β) + cos^{2}(β) = 1 (Pythagorean identity). So,
sin^{2}(β) + (-5/6)^{2} = 1
sin^{2}(β) + 25/36 = 1
sin^{2}(β) = 11/36
sin(β) = √(11/36) (since sin is positive in the second quadrant)

Step 3: Compute the exact value of csc(β).
Since csc(β) is the reciprocal of sin(β), then csc(β) = 1/sin(β).
csc(β) = 1/(√(11/36))

Therefore, the exact value of csc(β) is 1/(√(11/36)).

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β is an angle with cos(β) = -5/6 and β is not in the third quadrant, we need to compute the exact value of csc(β), without rationalizing the denominator.

Step 1: Determine the quadrant of angle β.
Since cos(β) = -5/6 and β is not in the third quadrant, then β must be in the second quadrant, as cosine values are negative in the second quadrant.

Step 2: Compute the sine of angle β.
We know that sin^{2}(β) + cos^{2}(β) = 1 (Pythagorean identity). So,
sin^{2}(β) + (-5/6)^{2} = 1
sin^{2}(β) + 25/36 = 1
sin^{2}(β) = 11/36
sin(β) = √(11/36) (since sin is positive in the second quadrant)

Step 3: Compute the exact value of csc(β).
Since csc(β) is the reciprocal of sin(β), then csc(β) = 1/sin(β).
csc(β) = 1/(√(11/36))

Therefore, the exact value of csc(β) is 1/(√(11/36)).

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