Given that events A and B are independent with P(A) = 0.8 and P(B) = 0.5, determine the value of P(A n B), rounding to the nearest thousandth, if necessary

the measure of ∠B = 85°

Explanation:

m∠A = (x-23)°

m∠B = (2x+29)°

Complementary angles are angles that have their sum equal to 90°:

m∠A + m∠B =90°

(x-23)°+ (2x+29)° = 90°

x + 2x -23 + 29 = 90°

3x + 6 = 90

collect like terms:

3x = 90-6

3x = 84

x = 84/3

x = 28°

m∠B = (2x+29)° = 2(28) + 29

m∠B = 85°

Therefore, the measure of ∠B = 85°

a).  2^38 bytes of memory

b). 12 bits

c). The maximum number of entries in the single-level page table would be 2^38.

d). The size would be 2^38 * 4KB, which equals 2^20 pages.

e). The maximum number of entries it can have depends on the remaining bits of the logical address.

f). The amount of bits required to denote an index into the inner page table is obtained by subtracting the offset and outer page index bits from the logical address.

a. To address a physical memory size of 128GB (2^37 bytes), a 64-bit architecture would require 38 bits for the logical address, allowing access to a maximum of 2^38 bytes of memory.

b. Given that the page size is 4KB (2^12 bytes), 12 bits would be needed to specify the displacement into a page. This means that the lower 12 bits of the logical address would be used for page offset or displacement.

c. With a single-level page table, the maximum number of entries would be equal to the number of possible logical addresses. In this case, since the logical address requires 38 bits, the maximum number of entries in the single-level page table would be 2^38.

d. The size of the single-level page table is determined by the number of entries it contains. Since each entry maps to a page of size 4KB, the size of the single-level page table can be calculated by multiplying the number of entries by the size of each entry. In this case, the size would be 2^38 * 4KB, which equals 2^20 pages.

e. For a two-level page table, the size of the outer page table is determined by the number of entries it can contain. Since the outer page table uses 4KB pages, the maximum number of entries it can have depends on the remaining bits of the logical address. The number of bits used for the index into the outer page table is determined by subtracting the bits used for the inner page index and the offset from the total number of bits in the logical address.

f. The number of bits used to specify an index into the inner page table can be determined by subtracting the bits used for the offset and the bits used for the outer page index from the total number of bits in the logical address. The remaining bits are then used to specify the index into the inner page table.

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Answer:

2/3

Step-by-step explanation:

Since you need to find the mising number, I will give it the variable (v)

So the equation is now:

1½v is the same as 1½ x v

3½ + (1½v) = 4½

I need to undo addition so I subtract.  To undo you need to look at the sign at the front of the number, since there was no negative sign I can infer that 3½ is positive.  I need 3½ to cancel out and become 0, so I subtracted 3½ with 3½.  What you do to one side of the equal sign, do to the other.  4½ subtract 3½ is 1.

The equation is now:

1½v = 1

I need to undo multiplication, so I divide 1½ by 1½.  It cancels out, and I what you do to one side of the equal sign, you do to the other. 1 divides by 1½ is 2/3.  (I used a calculator for this part)

The given two 6-bit numbers are x1 = 100001 and x2 = 001011. We need to find out the values of S1(x1), S1(x2), S1(x1⊕x2) and S1(x1)⊕S1(x2).S-Box is a substitution box that is used in encryption and decryption processes in cryptography.

It substitutes a set of input bits with another set of output bits. S-Boxes are nonlinear functions that enhance the security of a block cipher algorithm.S-Box S1:0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 151 14 2 15 11 4 12 13 10 3 6 9 8 0 5 7.

Calculation:S1(x1) = S1(100001) = (14)10S1(x2) = S1(001011) = (5)10S1(x1⊕x2) = S1(101010) = (8)10S1(x1)⊕S1(x2) = (14)10 ⊕ (5)10 = (11)10Thus, the values of S1(x1), S1(x2), S1(x1⊕x2) and S1(x1)⊕S1(x2) are (14)10, (5)10, (8)10, and (11)10, respectively. The fact that S1 is non-linear with respect to x1 and x2 is evident from the difference in values of S1(x1⊕x2) and S1(x1)⊕S1(x2).

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Explanation:

Let x be the number of people and y be the amount of meat.

They have a proportional relationship:

To find the constant of proportionality k we use the initial information that for 10 people she uses 4 pounds of meat.

x=10 and y=4:

The relationship is:

Now we just have to replace x by 20, 30, 40, 50 and 75 in this relationship and find y

Answer:

Number of people Amount of meat

20 8

30 12

40 16

50 20

75 30

The main concern in the scenario of a 9-year-old boy being hospitalized for 2 weeks is his emotional well-being. So correct answer is option a.

Hospitalization can be a stressful and challenging experience for anyone, especially for a young child. The main concern in this scenario is ensuring the emotional well-being of the boy during his hospital stay. Being away from home, undergoing medical treatments, and experiencing a disrupted routine can lead to feelings of fear, anxiety, and sadness. It is crucial to provide appropriate emotional support, create a comforting environment, and address the child's emotional needs to minimize distress and promote a positive experience during the hospitalization.

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The given function is f(x) = 6x. We need to find the fourth derivative of f(x) and evaluate it at x = 4. To find the fourth derivative, we differentiate the function successively four times. The derivative of f(x) = 6x with respect to x is: f'(x) = 6.

Differentiating f'(x) = 6 with respect to x, we get:
f''(x) = 0.
Differentiating f''(x) = 0 with respect to x again, we get:
f'''(x) = 0.
Differentiating f'''(x) = 0 with respect to x for the fourth time, we get:
f''''(x) = 0.

Now, we need to evaluate f''''(x) at x = 4. Substituting x = 4 into the equation, we get:
f''''(4) = 0.

Therefore, the fourth derivative of f(x) is zero at x = 4.

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Answer:

-1/55

Step-by-step explanation:

exact form -1/55

decimal form -0.018

plz mark as brainliest

thank you

19NBoli

Answer:

\(-\frac{1}{55}\)

Step-by-step explanation:

Hi! Ace here.

Whenever we have a positive being added to a negative, we can just do the positive subtracted my negative.

So let's rewrite this:

\(\frac{4}{5} -\frac{9}{11}\)

When subtracting and adding fractions, we have to make sure there is a common denominator, and if there isn't a common denominator, then we make a common denominator. The LCM, in this case, is 55, so let's convert the fractions.

\(\frac{4}{5} *\frac{11}{11} =\frac{44}{55}\)

\(\frac{9}{11} * \frac {5}{5} = \frac{45}{55}\)

Since \(\frac{11}{11}\) and \(\frac{5}{5}\) both equal 1, the fraction is the same value.

Now we subtract normally with our "new" numbers.

\(\frac{44}{55}- \frac{45}{55}\)\(=-\frac{1}{55}\)

I hope this helped, let me know if you have any questions.

The value of x in the equation is -32.8.

To solve for X in the equation X - (-1.8) = -31, we need to follow some basic algebraic steps.

The first step is to simplify the equation by adding the two negatives, which would result in X + 1.8 = -31. The next step would be to isolate X by subtracting 1.8 from both sides of the equation.

This will give us X = -32.8.
The value of X in this equation is -32.8.
It's essential to keep in mind the basic rules of algebra when solving such equations.

By following the rules and taking it step by step, we can solve any equation, regardless of how complex it may seem.
In conclusion,

X - (-1.8) = -31 is a straight forward equation that can be solved using basic algebraic steps.

The value of X is -32.8.
The given equation is X - (-1.8) = -31.
When you see a subtraction of a negative number, you can rewrite it as addition of the positive number. So, X - (-1.8) becomes X + 1.8. The equation now is:
X + 1.8 = -31
To find the value of X, subtract 1.8 from both sides of the equation:
X + 1.8 - 1.8 = -31 - 1.8

We can simplify by adding the values of the two negative numbers on the left side of the equation:

X + 1.8 = -31

Next, we can isolate the variable x by subtracting 1.8 from both sides of the equation:

X = -31 - 1.8

Simplifying further, we get:

X = -32.8
This simplifies to: X = -32.8
So, the value of X is -32.8 in the equation X - (-1.8) = -31.

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Answer:

x = 8

Step-by-step explanation:

Isolate the variable by dividing each side by factors that don't contain the variable.

The values for the highlighted variables is a=-1,b=-9,c=9,d=3,e=3,f=2 and g=3/2.

Given:

3x/2x-6 + 9/6-2x

Rewrite 6-2x as 2x-6 by taking (-1) as common factor:

= 3x/2x-6 + 9/(-1)(2x-6)

so a = -1

= 3x/2x+6 + -9/2x-6

so b = -9

The LCM of 2x - 6 and 2x - 6 is 2x -6.

= 1*3x + 1*-9 / 2x-6

= 3x - 9 / 2x -6

so c = 9

(3x - 9) = 3(x-3)

(2x - 6) = 2(x - 3)

= 3(x-3)/2(x-3)

so d =3,e=3 and f=2 , g = 3/2.

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Full question:

Enter the values for the highlighted variables to complete the steps to find the sum:

3x/2x-6 + 9/6-2x = 3x/2x-6 + 9/a(2x-6) = 3x(2x-6)+6(2x-6)=3x-c 2x-6 =d(x-x) f(x-3) = g

A- -1

B= -9

C= 9

D= 3

E= 3

F= 2

G= 1.5

The number of shirts that the debate club need to sell on order to break even would be = 17 T-shirts.

The total amount of money that the company producing the T-shirts will charge the club = $250

The total charge contains the following:

The amount to sell each T-Shirt. = $15 each.

The number of T-shirts that can be sold = 250/15 = 16.6

That is approximately = 17 T-shirts.

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The first and second derivative terms can be evaluated using the finite volume method with linear interpolation. Comparing the two, the first derivative represents the slope or rate of change, while the second derivative describes the curvature or rate of change of the first derivative.

In the finite volume method with linear interpolation, the first and second derivative terms can be calculated to analyze the behavior of a function. The first derivative represents the slope or rate of change of the function at a particular point. It provides information about the direction and magnitude of the function's change. By evaluating the first derivative using linear interpolation, we can estimate the rate of change between adjacent points in the discretized domain.

On the other hand, the second derivative describes the curvature or rate of change of the first derivative. It measures how the slope of the function is changing with respect to the independent variable. The second derivative can indicate whether the function is concave up or concave down and can help identify points of inflection. Using linear interpolation, the second derivative can be approximated based on the discretized data points.

When comparing the first and second derivative terms, it is important to note that the second derivative provides additional information about the behavior of the function beyond what the first derivative reveals. While the first derivative focuses on the rate of change, the second derivative indicates how that rate of change is changing. By considering both derivatives, we can gain insights into the shape, convexity, and other characteristics of the function being analyzed.

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Answer:

25 degree

Step-by-step explanation:

23 - 25 = -2 degree

So, the temperature change is 25 degrees.

The example which shows the commutative property of addition is (2x²+5x)+(4x²-4x)=(4x²-4x)+(2x²+5x). The correct option is D.

Given that examples are shown in attached image.

We have to find the example which shows the commutative property of addition.

The commutative property of addition states that A+B= B+A.

The example first is (2x²+5x)=-(-2x²-5x).

This does not satisfy the commutative property of addition.

The example second is (2x²+5x)+0=(2x²+5x)

This does not satisfy the commutative property of addition.

The example third is (2x²+5x)+(4x²-4x)=2x²+5x+4x²-4x

This does not satisfy the commutative property of addition.

The example fourth is (2x²+5x)+(4x²-4x)=(4x²-4x)+(2x²+5x).

This example will satisfy the commutative property of addition.

Hence, from the given examples the example which satisfy the commutative property of addition is (2x²+5x)+(4x²-4x)=(4x²-4x)+(2x²+5x).

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The side length of the square that provides a counterexample to the statement square units in the area of a square is greater than or equal to the number of units in the perimeter is 2 Units.

A square is a kind of a 2D figure in which all the sides are equal.

We know that the absolute perimeter of a square is the sum of the lengths of all the total sides and as we see the area of a square is (side)².

Assuming that the whole square has four units completed for each side.

The square's circumference can be calculated as is 4 sides plus 4 fours, or as seen as 16 units.

Now the area of the square will be calculated as (4) ² = 16 sq units.

Now assuming that the total side length of the square about is 2 units.

The square's perimeter is calculated as (24) = 8 units, while its total area is calculated as (22) = 4 units.

∴ 2 units make up the side length that serves as a counterexample.

Basically, herein we have to determine the absolute numbers that when are multiplied by 4 are seen to be greater than it's square such numbers are 1, 2, 3.

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Answer:

D

Step-by-step explanation:

The diagonals of a rhombus bisect the angles, thus

∠ ABC = ∠ CBD = 5x - 18 and

∠ BAC = ∠ DAC = x

The diagonals are perpendicular bisectors of each other, thus

the angles round the intersection of the diagonals = 90°

Consider the triangle on the left of the rhombus, then

5x - 18 + x + 90 = 180 ( sum of angles in a triangle )

6x + 72 = 180 ( subtract 72 from both sides )

6x = 108 ( divide both sides by 6 )

x = 18 → D

If the best fit line is nearly horizontal, it suggests no significant relationship between height and head circumference.

In this scenario, the explanatory variable is the child's height, as it is being used to predict the head circumference.

The response variable is the head circumference itself, as it is the variable being predicted or explained by the height.

To draw a scatter diagram of the data, you would plot the child's height on the x-axis and the corresponding head circumference on the y-axis. Each data point would represent a child's measurement pair.

Once all the data points are plotted, you can then draw the best fit line, also known as the regression line, that represents the overall trend or relationship between height and head circumference.

By observing the scatter diagram and the best fit line, you can determine the relationship between a child's height and head circumference.

If the best fit line has a positive slope, it indicates a positive relationship, meaning that as height increases, head circumference tends to increase as well.

If the best fit line has a negative slope, it indicates a negative relationship, meaning that as height increases, head circumference tends to decrease.

By assessing the slope of the best fit line in the scatter diagram, you can determine whether the relationship between height and head circumference is positive, negative, or nonexistent.

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Answer:

Two angles whose sum in 90 degrees

Step-by-step explanation:

Answer:

180

Step-by-step explanation:

A = 16 + 25 + 36 + 49 + 64 + 81 = 271

B = 27 + 64 = 91

A - B = 271 - 91 = 180

Answer:

The absolute value of 21 1/3 is just 21 1/3

Step-by-step explanation:

Absolute value just means the same number but positive, so since the number is already positive, there is no change

If it were a negative number, you would need to change the number to positive form

Answer:

Median = 70

Lower Quartile = 52

Upper Quartile = 76

Interquartile range = 24

Step-by-step explanation:

Since you've already correctly identified the minimum and maxiumum, we simply need to find the lower and upper quartiles, and the interquartile range.

Step 1:  Find the median:

Thus, the median is 70.

Step 2:  Find the Lower Quartile (Q1):

Step 3:  Find the Upper Quartile (Q3):

Step 4:  Find the interquartile range (IQR)

The greatest common factor of 12 and 80 is 12, so we can use the distributive property to factor that out.

Identify the greatest common factor (GCF). In this case, it's 12.

Rewrite the expression so the GCF is outside of the parentheses. 12 + 80 = 12(1 + 80/12).

Simplify the expression inside the parentheses. 1 + 80/12 = 7.

Substitute the simplified expression back into the original equation. 12 + 80 = 12(7).

Simplify the expression. 12 + 80 = 84.

Therefore, 12 + 80 = 84 after applying the distributive property to factor out the greatest common factor of 12.

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The term which is used for describing the number of voters who casted their votes using the ballots is called as voter turnout.

The process of selecting a candidate for a suitable post who takes care of the policies which will be framed for the people is called as voting. In this process, the members/ citizens casts their vote in the favor of their suitable candidate. Many times voters are not valid and their votes are considered as null and void.

The voter turnout is either the percentage of registered voters, eligible voters, or all voting-age people ( this varies from place to place depending upon the minimum voting age required). The voter turnout is also referred to the number of people who go to it or take part in it. High voter turnout is generally considered a sign of a healthy democracy.

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The numerator of the repeated-measures t-statistic is the difference between the means of two related groups, while the numerator of the single sample t-statistic is the difference between the sample mean and the population mean.

In a repeated-measures t-test, you compare the means of two related groups, typically in a pretest-posttest design or when participants are measured under two different conditions. The numerator for the repeated-measures t-statistic is calculated as:

Numerator (Repeated-Measures) = Mean_Difference - 0

where Mean_Difference is the mean of the differences between the two related groups.

In a single sample t-test, you compare the mean of a single sample to a known population mean. The numerator for the single sample t-statistic is calculated as:

Numerator (Single Sample) = (Sample_Mean - Population_Mean)

In summary, the numerators differ in that the repeated-measures t-statistic considers the differences between two related groups, while the single sample t-statistic compares a sample mean to a population mean.

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Answer:

x = 3

Step-by-step explanation:

2(x+4) + 2 = 5x + 1

2x + 8 + 2 = 5x + 1

2x + 10 = 5x + 1

-3x + 10 = 1

-3x = -9

x = 3

To solve for x, we need to simplify the equation and isolate the variable. Let's proceed with the given equation:

2(x + 4) + 2 = 5x + 1

First, distribute the 2 to the terms inside the parentheses:

2x + 8 + 2 = 5x + 1

Combine like terms on the left side:

2x + 10 = 5x + 1

Next, let's move all terms containing x to one side of the equation and the constant terms to the other side. We can do this by subtracting 2x from both sides:

2x - 2x + 10 = 5x - 2x + 1

Simplifying further:

10 = 3x + 1

To isolate the x term, subtract 1 from both sides:

10 - 1 = 3x + 1 - 1

9 = 3x

Finally, divide both sides of the equation by 3 to solve for x:

9/3 = 3x/3

3 = ×

Therefore, the solution to the equation is x = 3.

After answering the presented question, we can conclude that it contains  inequality the extremes of Terri's data, which may not be representative of her typical time spent at the fitness club.

In mathematics, an inequality is a non-equal connection between two expressions or values. As a result, imbalance leads to inequity. In mathematics, an inequality connects two values that are not equal. Inequality is not the same as equality. When two values are not equal, the not equal symbol is typically used (). Various disparities, no matter how little or huge, are utilised to contrast values. Many simple inequalities can be solved by altering the two sides until just the variables remain. Yet, a lot of factors contribute to inequality: Negative values are divided or added on both sides. Exchange left and right.

The interquartile range is the most acceptable measure of variability for Terri's data (IQR).

The IQR is an acceptable measure of variability in this example because it focuses on the middle 50% of the data, which is where Terri spends the majority of her time at the fitness club. The mean and median are measures of central tendency rather than variability, and the range would be less useful in this situation because it contains the extremes of Terri's data, which may not be representative of her typical time spent at the fitness club.

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