What is the value of the expression below when y=9?y^2+3y-4

Answer:

The Distributed Pattern Matching (DPM) problem have provided mathematical analysis and simulation results for establishing the effectiveness of the proposed architecture. DPMS achieves many desirable properties of both the unstructured and structured P2P systems. Like unstructured systems DPMS supports partial keyword matching, utilizes the heterogeneity in peer capabilities, and does not place any hard restriction on index/document placement. Like structured systems, on the other hand, DPMS attains logarithmic bound on search complexity and offers guarantee on search completeness and discovery of rare items. Advertisement traffic in DPMS is comparable to that of DHT-based structured P2P systems. To our knowledge Distributed Pattern Matching (DPM) problem has never been addressed by any research activity in P2P context. 1 The index distribution architecture of DPMS is unique and has been designed specifically to solve the DPM problem. The novel aggregation scheme, proposed in this paper, can effectively reduce storage overhead at the indexing peers without incurring a significant decrease in query routing performance. However, the use of bloom filter for representing indices is not new. Many network applications use bloom filters. A comprehensive list of such applications can be found in [6]. The rest of this paper is organized as follows. Section II highlights and compares the approaches related to DPMS. The architecture and operation of DPMS are presented in section III. Mathematical analysis of search complexity in DPMS is provided in section IV.

The values of x where the function f(x) is not continuous are x = 2, and the discontinuity at x = 2 is a jump discontinuity.

The function f(x) is defined as:

f(x) = {1/2x+5, x<=2

{x+3, x>2

To find the values of x where f(x) is not continuous, we need to check for three types of discontinuities: removable, jump, and infinite.

Removable discontinuity: This occurs when a function has a hole at a certain point, but can be made continuous by defining or redefining the value of the function at that point. In order for a discontinuity to be removable, the limit of the function as x approaches that point must exist.

To check for removable discontinuity, we need to check if the limit of the function as x approaches a certain point exists, but the function value is different from the limit. In this case, we only need to check the function at x = 2.

lim x->2- f(x) = lim x->2- 1/2x+5 = 6

lim x->2+ f(x) = lim x->2+ x+3 = 5

Since the limits from both sides are not equal, there is a removable discontinuity at x = 2. We can redefine the value of f(x) at x = 2 as 6 to remove the discontinuity.

Jump discontinuity: This occurs when the function has two distinct finite limits from both sides of a point, but the limits are not equal.

To check for jump discontinuity, we need to check if the limit of the function as x approaches a certain point exists from both sides, but they are not equal. In this case, we only need to check the function at x = 2.

lim x->2- f(x) = lim x->2- 1/2x+5 = 6

lim x->2+ f(x) = lim x->2+ x+3 = 5

Since the limits from both sides are not equal, there is a jump discontinuity at x = 2.

Infinite discontinuity: This occurs when the function approaches infinity or negative infinity as x approaches a certain point.

To check for infinite discontinuity, we need to check if the limit of the function as x approaches a certain point approaches infinity or negative infinity. In this case, there is no such point where f(x) approaches infinity or negative infinity.

Therefore, the values of x where the function f(x) is not continuous are x = 2, and the discontinuity at x = 2 is a jump discontinuity.

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Classes studied for,      Classes he did not study for       Total

Classes Passed,   23                     4                                             27

Classes Failed,       3                      2                                             5

Total,                     26,                     6                                            32

Please find attached the two way frequency table formatted on Excel spreadsheet

the details provided are;

32 classes were taken by Romain in total during his high school years.

Three of the classes he attempted but failed to pass

27 out of the total classes Romain took and passed

26 classes were studied for by Romain.

Therefore;

26 - 3 = 23 is the number of classes Romain took, passed, and studied for.

32 - 27 = 5 is the total number of classes Romain failed.

Total classes Romain passed without paying attention: 27 - (26 - 3) = 4.

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11. Dimension of Row Space = 3.

12. Dimension of Row Space = 1.

13. largest possible rank is 5.

14. largest possible dimension is 3.

15. Dimension of Nul A = 2.

Let's discuss it further below.

11. The dimension of the row space of an 8x5 matrix A can be found using the Rank-Nullity theorem, which states that the rank of a matrix (dimension of the row space) plus the dimension of the null space equals the number of columns in the matrix. So, if the null space is 2-dimensional, then the dimension of the row space is:

Dimension of Row Space = 5 (number of columns) - 2 (dimension of null space) = 3.

12. For a 5x6 matrix A, the Rank-Nullity theorem can also be applied. If the null space is 4-dimensional, then the dimension of the row space is:

Dimension of Row Space = 5 (number of rows) - 4 (dimension of null space) = 1.

13. The largest possible rank of a 7x5 matrix A is equal to the minimum of the number of rows and columns, which in this case is 5. For a 5x7 matrix A, the largest possible rank is also the minimum of the number of rows and columns, which is 5.

14. The largest possible dimension of the row space of a 4x3 matrix A is the minimum of the number of rows and columns, which is 3. For a 3x4 matrix A, the largest possible dimension of the row space is also the minimum of the number of rows and columns, which is 3.

15. The smallest possible dimension of Nul A for a 6x8 matrix can be found using the Rank-Nullity theorem. The largest possible rank of a 6x8 matrix A is the minimum of the number of rows and columns, which is 6. Thus, the smallest possible dimension of Nul A is:

Dimension of Nul A = 8 (number of columns) - 6 (largest possible rank) = 2.

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Then we can fill out the table of joint relative frequency as follows:

               Small        Large

Male         5/50        18/50

Female    21/50        6/50

Joint relative frequency is a statistical term that refers to the proportion of individuals in a population that share two or more specific characteristics. In other words, it measures the frequency or occurrence of a specific combination of two or more variables within a larger population.

Here,

To find the joint relative frequencies, we need to divide each cell by the total number of people (males + females).

Here, we added up the number of males and females to get the total number of people (50). Then, we divided the number of males who ordered a small sandwich (5) by 50 to get the relative frequency of males who ordered a small sandwich (5/50), and so on for each cell in the table.

To calculate the joint relative frequencies, we need to divide each cell in the second table by the total number of observations, which is the sum of all cells in the first table.

The total number of observations is:

5 + 18 + 21 + 6 = 50

To calculate the joint relative frequency for the first cell (small sandwich, male), we divide the number of observations in that cell by the total number of observations:

joint relative frequency = 5/50 = 0.1

Note that the sum of the relative frequencies in each column should add up to 1, since we are dividing by the total number of people.

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a)System of inequalities of the graph is

y-x-2≤0

y-x+3≥0

b)System of inequalities of the graph is

y-x≥0

y+x≥0

c)System of inequalities of the graph is

y-1≤0

y-x-1≤0

In mathematics, an inequality is a statement that two quantities or expressions are not equal. Specifically, an inequality describes a relationship between two values, indicating whether one value is greater than, less than, or equal to another value.

First line coordinates

X y

-2 0

0 2

slope=2-0/0+2=1

Equation of line is y=x+2

Second line coordinates

X y

3 0

0 -3

slope=-3-0/0-3=1

Equation of line is y=x-3

System of inequalities of the graph is

y-x-2≤0

y-x+3≥0

First line coordinates

X y

0 0

-1 -1

slope=-1-0/-1-0=1

Equation of line is y=x

Second line coordinates

X y

0 0

1 -1

slope=-1-0/1-0=-1

Equation of line is y=-x

System of inequalities of the graph is

y-x>0

y+x≥0

First line coordinates

y=1

Second line coordinates

X y

0 1

-1 0

slope=0-1/-1-0=1

Equation of line is y=x+1

System of inequalities of the graph is

y-1≤0

y-x-1≤0

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Answer: Answer is below <3

Step-by-step explanation:

1. —1x²(3x²—7x—5)
2. 14x ² (y²—2x+4x²)

3. 8100m²y4

4. (a5— 7b6) (a5 — 7b6)

5. (m+1) (m+11)

6. (a+1) (a+6)

7. —3x+6

8. (—6a+1) (—6a+1) / 4

9. (x+5)²

10. X² — 7xy—88x

Hope this helps!

Answer:6x-2y=8

Step-by-step explanation:

[tex]\left \{ {{3x-y=4} \atop {Ax-By=8}} \right. \\\frac{3x}{Ax} =\frac{y}{By} =\frac{4}{8}=\frac{1}{2}\\\frac{3}{A} =\frac{1}{2}\\A=6\\\frac{1}{B} =\frac{1}{2}\\B=2\\so, 6x-2y=8[/tex]

Answer:

6x - 2y = 8                            

Step-by-step explanation:

If:

3x - y = 4

⇒ 4* 2 = 8

then:

3*2 = 6

-1 * 2 = -2

The answer is:

6x - 2y = 8

Answer: 30, 30%, 8181

Step-by-step explanation:

Step 1: I looked at the question and saw that it was asking which of the given options had the same value as 30%30 and 81 8181.

Step 2: I looked at the list of options and saw that 30, 30%, and 8181 all had the same value as the given numbers.

Step 3: I chose those three options as my answer.

Answer: 75%

Step-by-step explanation: 12 of 16 is expressed as 12/16. 12/16 is equal to .75 and a percent requires you to move the decimal place 2 to the right.

Answer: 6 bricks long by 6 bricks wide

Step-by-step explanation:

Since her first arrangement is a 12 x 3 brick patio, we can assume she has 36 bricks. A square has equal lengths of all sides, with this info, she can arrange the 36 bricks into a 6 by 6 patio

Answer:

94

Step-by-step explanation:

∠JKL and ∠JML are supplementary( they add to 180°).

Set their values equal to 180 to find the value of x.

15x - 19 + 13x + 3 = 180

Combine like terms

28x - 16 = 180

Add 16 to both sides to isolate the x

28x = 196

Divide both sides by 28

x = 7

Substitute the value of x into the expression for ∠JML

13(7) + 3 = ∠JML

91 + 3 = ∠JML

94° = ∠JML

To check our answer we can substitute the value of x into the expression for ∠JKL and if they add up to 180 we are correct

15(7) - 19 =∠JKL

105 -19 =∠JKL

86 =∠JKL

94° + 86° = 180°

Therefore we are correct

A sample space is a collection or a set of possible outcomes of a random experiment and using it we know that Tamara should assume that the sum of the two dice is 5 x 20.

A sample space is a collection or a set of possible outcomes of a random experiment.

The sample space is represented using the symbol, “S”.

The subset of possible outcomes of an experiment is called events.

A sample space may contain a number of outcomes that depends on the experiment.

So, Let X = a number of times the sum of the two numbers on two cubes is 5.

Two numbered cubes are rolled n = 180 times.

The event of getting a sum of 5 in independent of the other results.

The random variable X follows a Binomial distribution with parameters n = 180 and n = 1/9.

Then,

E(X) = np

Calculate how many times Tamara expects the two dice to sum to 5 as follows:

= E(X) = np

= 180 * 1/9

= 20

Therefore, a sample space is a collection or a set of possible outcomes of a random experiment, and using it we know that Tamara should assume that the sum of the two dice is 5 x 20.

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Complete question:

Tamara finds the sum of two number cubes rolled at the same time. The chart below shows all possible sums from the 36 possible combinations when rolling two number cubes. How many times should Tamara expect the sum of the two cubes to be equal to 5 if she rolls the two number cubes 180 times?

Answer:

Mohsin could be first, Yousuf could be second and luke could be third it doesn't matter really wich way roun it could be that yousuf is first or luke thirst.

Step-by-step explanation:

Answer:

The missing length is 45

Step-by-step explanation:

CD || AB

[tex]\mathrm{\cfrac{EC}{AC} =\cfrac{ED}{BD} }[/tex]

[tex]\mathrm{\cfrac{20}{8} =\cfrac{?}{18} }[/tex]

[tex]\mathrm{\cfrac{?}{18}=\cfrac{20}{8}}[/tex]

Cancel the common factor, which is 4:-

[tex]\mathrm{\cfrac{?}{18}=\cfrac{5}{2}}[/tex]

Multiply both sides by 18:-

[tex]\mathrm{?=45^o}[/tex]

Therefore, the missing length is 45.

________________________

Hope this helps!

If the number b is 90% less than 47 and the number a is 110% greater than b, then the value of a is 9.87.

If the number b is 90% less than 47, that means b is equal to 10% of 47, which can be calculated as:

b = 0.1 x 47

b = 4.7

If the number a is 110% greater than b, that means a is equal to 100% (or 1) plus 110% (or 1.1) of b, which can be calculated as:

a = (1 + 1.1) x b

a = 2.1 x 4.7

a = 9.87

Therefore, the value of a is 9.87.

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There are 252 flower seeds in the 14 packets that Mr. Doyle bought, which is option B.

What is Multiplication?

Multiplication is a mathematical operation that involves combining or adding a number to itself a certain number of times, resulting in a product that represents the total value of those added numbers. It is often represented using the "×" symbol or the asterisk symbol "*".

To find out how many flower seeds are in the 14 packets that Mr. Doyle bought, we can multiply the number of seeds in one packet by the number of packets he bought:

Number of seeds = 18 seeds/packet x 14 packets

Number of seeds = 252 seeds

Therefore, there are 252 flower seeds in the 14 packets that Mr. Doyle bought, which is option B.

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Answer:

Proofs attached to answer

Step-by-step explanation:

Proofs attached to answer

The probability that in a random sample of 190 Americans aged 14 or older, more than 27 are single is approximately 0.9975

To solve this problem, we can use the normal approximation to the binomial distribution.

First, we need to calculate the mean and standard deviation of the number of singles in a sample of 190 Americans aged 14 or older.

Mean

μ = n × p = 190 × 0.22 = 41.8

Standard deviation

σ = sqrt(n ×p × (1 - p)) = sqrt(190 × 0.22 × (1 - 0.22)) = 5.27

Now, we can use the standard normal distribution to calculate the probability that more than 27 people in the sample are single. We convert the binomial distribution to a normal distribution by using the following formula

z = (x - μ) / σ

where x is the number of singles in the sample.

z = (27 - 41.8) / 5.27 = -2.80

Using a standard normal distribution table or calculator, we can find that the probability of getting a z-score of -2.80 or lower is approximately 0.0025.

However, we want to find the probability of getting more than 27 singles, so we need to find the area to the right of z = -2.80. This is equivalent to subtracting the probability of getting a z-score of -2.80 or lower from 1:

P(Z > -2.80) = 1 - 0.0025 = 0.9975

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Answer:

121,68

Step-by-step explanation:

First we need to find how smaller the new number will be:

[tex] \frac{144 \times 15.5\%}{100\%} = 22.32[/tex]

Then we subtract this number from 144:

144 - 22,32 = 121,68

And there we have the answer

The rate of 50 deaths per 1,000 births is known as the infant mortality rate.

What is infant mortality rate?

Infant mortality rate (IMR) is the total number of deaths per 1,000 live births of infants under one year of age. Infant mortality rate is an essential demographic statistic for assessing population health status and identifying health disparities among different groups of the population.

IMR reflects the underlying mortality rate of infants in a society, which can be influenced by several factors, including maternal health, access to healthcare, nutrition, and socio-economic factors.Infant mortality rate (IMR) is the total number of deaths per 1,000 live births of infants under one year of age.

The rate of 50 deaths per 1,000 births is known as the infant mortality rate. The infant mortality rate is considered one of the most critical indicators of a country's health status and is often used to compare the health status of different populations.

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Answer:

Even

Step-by-step explanation:

Its even because a parabola as the equation of x^2, that is an even graph!

:)

Answer:

even

(sorry if it's wrong but I'm pretty sure it's even.)

To complete the table of inputs and outputs for the function g(x) = -4x - 1:

x   | g(x)

-------------------

-3   | 11

-2/3   | 1/3

0   | -1

1/2   | -3

2   | -9

Answer:

There are two statements that may not be true:

B. If two lines intersect, both lines are in one plane.

F. There is exactly one line through any two points.

Statement B is not true because if two lines intersect at an angle, they are not in the same plane. This is known as skew lines.

Statement F is not true in non-Euclidean geometries, such as spherical or hyperbolic geometry. In these geometries, there can be multiple lines that pass through two points. However, in Euclidean geometry (which is what is typically taught in high school), there is exactly one line that passes through any two points.

Step-by-step explanation:

Answer: B. If two lines intersect, both lines are in one plane.

F. There is exactly one line through any two points

Step-by-step explanation:

The rest are true because I remember learning those in Geometry but B and F aren’t true because they just don’t make sense and aren’t true in general.

The approximate distance between Khloe and school is given by 18.78 miles.

Representing Khloe's movements on a coordinate plane.

Let us assume that Khloe's starting point (her school) is at the origin (0,0).

She walks 20 miles due west,

which means she moves 20 units to the left on the x-axis. Her new position is (-20,0).

She then walks 8 miles due north,

which means she moves 8 units up on the y-axis.

Her new position is (-20,8).

Finally, she walks 3 miles due east,

which means she moves 3 units to the right on the x-axis.

Her new position is (-17,8).

Distance between Khloe's final position and her starting point (the school),

Use the Pythagorean theorem,

Distance = √((change in x)^2 + (change in y)^2)

⇒Distance = √((-17-0)^2 + (8-0)^2)

⇒Distance = √(289 + 64)

⇒Distance = √353

⇒Distance ≈ 18.78 miles

Therefore, Khloe is approximately 18.78 miles away from her school.

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Answer:

x=0 or x=-5

Step-by-step explanation:

the step by step explanation is uo above in the image. it will help you understand it

Answer:

Step-by-step explanation:

8x^2+40x=0. 8x(x+5)=0. 8x=0. Or x+5=0. So. X=0.x=_5

Answer:

5

Step-by-step explanation:

0+5+0= idc

Equatiοns such as f(x) = x² - 4x + 3, f(x) = -2x² + 4x - 1, and f(x) = 0.5x² + 2x - 1 are examples.

A mathematical entity knοwn as a functiοn cοnverts an input frοm οne set (knοwn as the dοmain) tο a singular οutput frοm anοther set (called the range). A functiοn, then, is a rule that designates precisely οne οutput fοr each input in the dοmain. The nοtatiοn f(x), where f is the functiοn's name and x is the input value, is frequently used tο denοte a functiοn. Fοr instance, the functiοn f(x) = 2x + 1 takes any input x, dοubles it, adds 1, and returns the οutcοme.

Cοntinuοus Functiοn

Functiοn: If c is a cοnstant, f(x) = c

All real numbers dοmain

Range: {c}

Examples οf equatiοns are f(x) = 2, f(x) = -5, and f(x) = 0.

Linear Prοcess:

m is the slοpe and b is the y-intercept in the equatiοn f(x) = mx + b.

All real numbers dοmain

the entire real number range

Examples οf equatiοns include: f(x) = 2x + 1, f(x) = -3x + 5, and f(x) = 0.5x - 2.

Functiοn: where a, b, and c are cοnstants and a 0; f(x) = ax² + bx + c

All real numbers dοmain

Range: If a > 0 οr if a 0, then y | y h, where h is the vertex's y-cοοrdinate

Equatiοns such as f(x) = x² - 4x + 3, f(x) = -2x²+ 4x - 1, and f(x) = 0.5x² + 2x - 1 are examples.

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