if f(x)=4x-11,what is the value of f(5)

Answer:

3.5

Step-by-step explanation:

Answer:

10

Step-by-step explanation:

Answer:

10

Step-by-step explanation:

The answer is..........

-3704

Answer:

=-3704

Step-by-step explanation:

Remeber PMDAS

Look at the attachment below

Hope this helps (:

the 4 values of c that make the expression x² - 3xc factorable are 1, 2, -1, and -2.

To make the expression x² - 3xc factorable, we need to find 4 values of c.

Here's how:

To factor the quadratic expression, x² - 3xc, we need to look for two terms that we can add or subtract to obtain the quadratic expression. x² - 3xc can be rewritten as x² - (3c)x.

Now we need to factor out the greatest common factor which is x to obtain x(x - 3c).Thus, x² - 3xc = x(x - 3c).

We can observe that the expression x(x - 3c) is the product of two factors: x and (x - 3c).In order to make the expression x² - 3xc factorable, the value of c should be such that the product of x and (x - 3c) is equal to x² - 3xc.

Therefore, the values of c that make the expression x² - 3xc factorable are:1. c = 1:

This gives us x(x - 3)2. c = 2: This gives us x(x - 6)3. c = -1:

This gives us x(x + 3)4. c = -2: This gives us x(x + 6)

Therefore, the 4 values of c that make the expression x² - 3xc factorable are 1, 2, -1, and -2.

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Answer:

Step-by-step explanation:

distrbut the negative

-12x+20=5-3x

then add 3x =-9

then u subtract 20

then it is -15

-9x=-15

then u dived by -9

the u get positive

x=15/9

Answer:

To calculate the quartiles, interquartile range, and range for each set of data, and to determine the standard deviation for the given sets, let's work through each one separately:

a. Set a: 6, 10, 15, 21, 28, 32, 12, 7, 25, 9

Lower quartile (Q1): 9

Upper quartile (Q3): 25

Interquartile range: Q3 - Q1 = 25 - 9 = 16

Range: 32 - 6 = 26

b. Set b: 6, 12, 15, 9, 8, 7, 6, 11, 3, 2, 5

Lower quartile (Q1): 5

Upper quartile (Q3): 12

Interquartile range: Q3 - Q1 = 12 - 5 = 7

Range: 15 - 2 = 13

c. Set c: 17, 81, 36, 38, 39, 41, 45, 61, 27, 78, 62, 91, 42, 31, 35, 37, 80, 82

Lower quartile (Q1): 36

Upper quartile (Q3): 78

Interquartile range: Q3 - Q1 = 78 - 36 = 42

Range: 91 - 17 = 74

d. Set d: 22, 28, 15, 12, 13, 16, 29, 11, 15, 16, 21, 29, 31, 2

Lower quartile (Q1): 13

Upper quartile (Q3): 28

Interquartile range: Q3 - Q1 = 28 - 13 = 15

Range: 31 - 2 = 29

To determine the standard deviation for each set of data, it is necessary to know the complete dataset, including the number of observations. Please provide the complete datasets for sets a, b, c, and d so that I can calculate the standard deviations accurately.

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The correct option is (c) the time distribution of a behavior. Scatterplots display the relationship between two continuous variables and are useful for examining how a behavior changes over time.

A scatterplot is a type of data visualization that is used to display the relationship between two continuous variables. It consists of a set of points plotted on a Cartesian coordinate system, where each point represents the values of two variables. The x-axis represents one variable, and the y-axis represents the other variable.

Scatterplots are particularly useful for examining the time distribution of a behavior. By plotting the time (or another continuous variable) on one axis and the corresponding behavior measurement on the other axis, scatterplots allow us to analyze how the behavior changes over time. They can reveal patterns, trends, or clusters in the data, providing insights into the temporal distribution of the behavior being studied.

Scatterplots are not typically used to determine the function of a behavior or the frequency of a behavior. For determining the function of a behavior, other methods such as functional analysis or experimental manipulation are commonly employed. Frequency of a behavior is often assessed using other measures such as event recording or interval recording, rather than scatterplots.

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Answer:

= 4.32 × 10^4

Step-by-step explanation:

= 4.32 × 10^4

(scientific notation)

= 4.32e4

(scientific e notation)

= 43.2 × 10^3

(engineering notation)

(thousand; prefix kilo- (k))

In scientific notation, a large number is converted to an equivalent decimal number between 1 and 10, multiplied by 10 raised to some power. Very small numbers are converted to an equivalent decimal number between 1 and 10, multiplied by 10 raised to some negative power.

Answer:

see below

Step-by-step explanation:

t> -3

There is an open circle at -3 since there is no equals sign

t is greater so the line goes to the right

Answer: x = 5

Step-by-step explanation:

15x - 5(2x - 1) = 3(3x - 5)

Distribute the 5 on the left and the 3 on the right.

15x - 10x + 5 = 9x - 15

Combine like terms.

5x + 5 = 9x - 15

Subtract 9x from the both sides and subtract 5 from both sides to get the variable alone on one side.

5x + 5 = 9x - 15

-9x -5 -9x -5

-4x = -20

Divide each side by -4

x = 5

The area of triangle formed by the origin and the points of intersection of the given parabolas is 30 square units

Given the parabolas with equations y = −3x² + 20 and y = x² − 16, we are supposed to find the area of the triangle formed by the origin and the points of intersection of the given parabolas.

Let us first find the points of intersection of the given parabolas by equating the two given equations:

−3x² + 20 = x² − 16

⇒ 4x² = 36

⇒ x² = 9

⇒ x = ± 3

We have x = 3 and x = −3 as the two points of intersection.

Now let's find the y-coordinates of these points by substituting the value of x in any of the given equations.

For instance, if we substitute x = 3 in the equation y = −3x² + 20, we get:

y = −3(3)² + 20

= −27

Similarly, if we substitute x = −3 in the equation y = x² − 16, we get:

y = (−3)² − 16

= −7

Thus, the points of intersection of the given parabolas are (3, −27) and (−3, −7).

Now we can find the area of the triangle formed by the origin and these points of intersection.

The vertices of the triangle are the origin (0, 0), and the points of intersection of the parabolas (3, −27) and (−3, −7).

We know that the area of a triangle formed by three non-collinear points in a coordinate plane is given by the following formula:

Area = ½ |x1(y2 − y3) + x2(y3 − y1) + x3(y1 − y2)|

We can substitute the values of the given coordinates into this formula and simplify.

This gives us the following:

Area = ½ |0(−27 − (−7)) + 3(−7 − 0) + (−3)(0 − (−27))|

⇒ Area = ½ |(−21) + 81|

⇒ Area = 30

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Answer:

b. 1

Step-by-step explanation:

Step 1: Define

y(x) = 4x

y(x) = 4

Step 2: Substitute and Evaluate

4 = 4x

x = 1

Answer:

  x = 4

Step-by-step explanation:

The ratio of the side opposite the large filled dot to the hypotenuse is ...

  16/20 = x/5

  (4/5)(5) = x = 4 . . . . multiply by 5

The value of x is 4.

__

The angle marks tell us the triangles are similar.

Answer:

2/5

Step-by-step explanation:

Pick one of the numbers and divide them.

For example:

4/10 = 2/5 or 5/12.5 = 2/5

No matter which pairs you choose, you should get the same answer when you divide them.

The average value of the function h on the interval [-1,1] is equal to 1/2. The solution to the problem is as follows:Let's start by calculating the definite integral of h(u) with the given limits of integration[tex][-1,1].\[\int_{-1}^{1}\frac{1}{20-10u}du\][/tex]

To solve the integral.

we can use the u-substitution method where, [tex]let\[u=20-10u\]and\[\frac{du}{du}=-10du\][/tex]

Then,[tex]\[\int_{-1}^{1}\frac{1}{20-10u}du\]Let,\[u=20-10u\]\[du=-10du\][/tex]

Then,[tex]\[-\int\frac{1}{u}du\]which is equal to\[-\ln|u|+C\][/tex]

Substituting  we can find the definite integral of h(u) with the limits of integration, 1 and -1.\[-\ln|20-10(1)|-[-\ln|20-10(-1)|]\]Simplify,\[-\ln|10|-[-\ln|30|]\]

which is equal to\[\ln|30|-\ln|10|\]and simplified as\[\ln\left|\frac{30}{10}\right|\]which is equal to\[\ln|3|\]Then, the average value of the function h on the interval [-1,1] is:[tex]\[\frac{1}{1-(-1)}\int_{-1}^{1}\frac{1}{20-10u}du\][/tex]

Substituting the integral,[tex]\[\frac{1}{2}\ln|3|\][/tex]

Thus, the average value of the function h on the interval [-1,1] is equal to 1/2.

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Answer:

4a/5

Step-by-step explanation:

[tex](a+a+a+a) / 5 \\ = \frac{4a}{5} [/tex]

Solving further ;

Simplify

[tex]4a \div 5 =\frac{4}{5} a [/tex]

the simple answer is 14.16 years.

The doubling time for the value of the country's exports is given by the formula:

t = ln(2) / k,

where k is the constant of proportionality in the exponential growth function.

Here, the value of the exports of a country is given by V(t) = 1.7e^(0.049t)The doubling time for the value of the country's exports can be obtained as follows:

t = ln(2) / k, where k is the constant of proportionality

k = 0.049Thus, the doubling time is given byt = ln(2) / 0.049t = 14.16 years (approximately)

Therefore, the simple answer is 14.16 years.

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Answer:

"Girl do your work i'm telling your teacher"

Step-by-step explanation:

improvise honey you give the worst answers ever and now you expect people to ask and give you good answers

Answer:

-852

Step-by-step explanation:

his total he spend was 1383.49 and 531.49 - 1383.49 is -852

The length of AC cannot be determined based on the information provided.

The confusion earlier.

Given the information that Triangle ABC has a perimeter of 40 inches, we can proceed to find the length of AC.

Let's assume that AC has a length of x inches.

Since the perimeter of a triangle is the sum of the lengths of its sides, we can set up an equation:

AC + AB + BC = 40

Substituting the values in the equation, we have:

x + AB + BC = 40

Without any additional information or specific lengths for AB and BC, it is not possible to determine the exact value of x or AC.

The lengths of AB and BC could vary, resulting in different values for AC.

the prior haziness.

We can go on to find the length of AC now that we know Triangle ABC has a perimeter of 40 inches.

Assume for the moment that AC is x inches long.

We may create the equation AC + AB + BC = 40 since the perimeter of a triangle is equal to the sum of the lengths of its sides.

With the variables in the equation substituted, we get x + AB + BC = 40.

The exact value of x or AC cannot be calculated in the absence of any more details or precise lengths for AB and BC.

various values for AC might come from various AB and BC lengths.

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Maria can also utilize other descriptive statistics measures such as measures of dispersion (e.g., range, standard deviation) to capture the variability in tuition costs and provide a more comprehensive understanding of the data set.

To report the average cost of college tuition from the 1950s until the present time, Maria, the researcher, would use descriptive statistics. Descriptive statistics involves organizing, summarizing, and presenting data to describe and understand a particular phenomenon or variable.

In this case, Maria wants to calculate the average cost of college tuition, which is a measure of central tendency that provides a representative value of the entire data set. The average, also known as the mean, is obtained by summing up all the tuition costs and dividing it by the total number of observations.

Descriptive statistics will allow Maria to analyze the historical trends and variations in college tuition costs over time. She can calculate the mean tuition costs for each decade or specific time periods, presenting the average values to provide insights into the overall cost trends.

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d. All of the above. ll three statements mentioned in options a, b, and c are correct. Let's go through each statement to understand why they are true.

All of the statements (a, b, and c) are correct. They highlight important considerations and assumptions when using simple regression or multiple regression models to draw conclusions about the relationship between independent variables and the dependent variable while accounting for other factors and avoiding biases in the parameter estimates.

a. When drawing ceteris paribus conclusions about how x1 affects y, with model (1), we must assume that x2, and all other factors contained in u, are uncorrelated with x1.

In simple regression model (1), where only x1 is included as an independent variable, it is crucial to assume that other factors, including x2, and all the remaining factors contained in the error term u, are uncorrelated with x1. This assumption is necessary to isolate the effect of x1 on y and draw ceteris paribus conclusions. Failing to meet this assumption could lead to biased and misleading results.

b. When drawing ceteris paribus conclusions about how x1 affects y, with model (2), because x2 is explicitly in the model equation, we are able to measure the effect of x1 on y, holding x2 fixed—assuming all other factors contained in u, are uncorrelated with x1 and x2.

In the multiple regression model (2), where both x1 and x2 are included as independent variables, the presence of x2 allows us to measure the effect of x1 on y while holding x2 fixed. This assumes that all other factors contained in the error term u, including those not explicitly included in the model equation, are uncorrelated with both x1 and x2. By including x2 in the model, we can account for its influence on y and draw ceteris paribus conclusions about the effect of x1.

c. With a simple regression model like (1) or a multiple regression model like (2), if any other factor, not explicitly in the model equation and, thus contained in u, is correlated with any independent variable xj, then the OLS estimator of the slope parameter βj associated with that variable is biased.

In both simple regression model (1) and multiple regression model (2), if there are additional factors not explicitly included in the model equation that are correlated with any of the independent variables (e.g., x1 or x2), then the Ordinary Least Squares (OLS) estimator of the slope parameter associated with that variable (e.g., β1 or β2) will be biased. This bias arises due to omitted variable bias, where the omitted factors influence both the dependent variable y and the independent variable, leading to biased parameter estimates.

To ensure unbiased estimates and valid conclusions, it is important to carefully consider the model specifications, including the inclusion of relevant variables and assumptions regarding the correlation between the independent variables and the factors in the error term.

In summary, all of the statements (a, b, and c) are correct. They highlight important considerations and assumptions when using simple regression or multiple regression models to draw conclusions about the relationship between independent variables and the dependent variable while accounting for other factors and avoiding biases in the parameter estimates.

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Answer:

got what right?

Step-by-step explanation:

Answer:

you're

Step-by-step explanation:

welcome buddy that's cool very cool

Answer

9/20

Step-by-step explanation:

This is a probabilty, problem

firstly, let us bring out the sample space and size

the sample space is

9 apples,

5 bananas,

1 orange, and

5 peaches

The sample size is (9+5+1+5)= 20    

The probability of picking a banana is

Pr(banana) =5/20

=1/4

The probability of picking an apple

Pr(apple) = 9/20

The probability of picking up a banana and an apple with replacement is

=1/4+9/20

=9/80

Bail-in and bail-out are terms used in resolving bank failures. Bail-in involves the bank's stakeholders bearing the losses, while bail-out involves external financial support. Pros of bail-in include protecting taxpayers and promoting market discipline, while cons include potential contagion effects, complexity, and investor uncertainty. Bank regulators seek to improve bail-in frameworks to enhance financial stability and protect taxpayers.

Bail-in refers to a process in which a failing bank's creditors and shareholders are required to bear the losses incurred by the bank. In a bail-in, the bank's liabilities are written down or converted into equity, effectively recapitalizing the bank and restoring its solvency. This approach aims to ensure that the costs of the bank's failure are borne by the bank's stakeholders rather than taxpayers or the government.

On the other hand, a bail-out involves providing financial support to a failing bank by external sources, typically the government or a central bank. The bail-out involves injecting funds into the bank to prevent its collapse and maintain its operations. This approach aims to protect depositors and maintain stability in the financial system but can often place a burden on taxpayers.

Now let's discuss the pros and cons of using bail-in to resolve a bank failure.

Pros of using bail-in:

1. Protection of taxpayers: Bail-in reduces the burden on taxpayers by making the bank's stakeholders, such as bondholders and shareholders, responsible for covering the losses. This helps prevent moral hazard and ensures that the costs of the bank's failure are borne by those who have a stake in the bank.

2. Market discipline: Bail-in promotes market discipline by holding creditors and shareholders accountable for their investment decisions. This encourages better risk assessment and monitoring of banks by investors, as they become more cautious about investing in banks with higher risk profiles.

Cons of using bail-in:

1. Potential contagion effects: The implementation of bail-in measures can potentially lead to contagion effects in the financial system. If investors lose confidence in one bank, it may spread to other banks and institutions, causing a broader financial crisis.

2. Lack of clarity and complexity: Determining the appropriate allocation of losses and implementing a bail-in can be complex and challenging. There may be difficulties in accurately valuing assets, determining the order of creditor hierarchy, and navigating the legal and operational complexities involved.

3. Investor uncertainty: The possibility of bail-in may increase uncertainty among investors, leading to higher borrowing costs for banks and reduced market confidence. This can negatively impact the stability of the financial system.

In recent years, bank regulators have been seeking to improve their bail-in frameworks to enhance financial stability and protect taxpayers. They aim to establish clear rules and procedures for implementing bail-ins, ensure sufficient loss-absorbing capacity within banks, and enhance transparency and investor confidence.

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Answer:

The constant of proportionality is [tex]\frac{9}{2}[/tex]

Step-by-step explanation:

The constant of proportionality is the ratio between two directly proportional quantities

To find the constant of proportionality from the given graph choose a point on the line and substitute x and y in the equation of the proportionality by the coordinates of the point.

∵ Point (4, 18) lies on the line

∴ x = 4, y = 18

∵ The equation is y = kx

→ Substitute x by 4 and y by 18

∴ 18 = k(4)

∴ 18 = 4k

→ Divide both sides by 4 to find k

∴ [tex]\frac{18}{4}=\frac{4k}{4}[/tex]

∴ [tex]\frac{18}{4}=k[/tex]

→ Simplify the fraction by dividing up and down by 2

∴ [tex]\frac{9}{2}=k[/tex]

∴ The constant of proportionality is [tex]\frac{9}{2}[/tex]

Answer:

1.6 hours or 1 hour 36 minutes

Step-by-step explanation:

We have been given an equation , where d represents distance traveled in miles and t represents time in hours.

To find the time taken by the flight to travel 800 miles, we will substitute in our given equation as:

1 hour equals 60 minutes.

0.6 hours = 0.6*60 minutes = 36 minutes.

Step-by-step explanation:

Answer:because...

Step-by-step explanation:

they are the same size and both can reflect on eachother .

Answer:

that's easy its C

Step-by-step explanation:

because the power is negative, multiply by a negative number, in this case 10, 5 times.

Answer:

RS = 6

Step-by-step explanation:

6x-2=3x+7

 +2     +2

6x   =3x+9

-3x     -3x

3x=9

x=3

3+3=6