a big is a full of candies and the following data is provided: the lower specification limit is 48 pound and upper specification limit is 56 pound, the population mean weight of the candy bag is 50 pound with a standard deviation of 1.75 pound. (normal distribution exist) (8pts) a) what percentage of the bag contain less than 48 pound? (4 pts) b) what would be average weight of the bag if we desire 4% of the bag to be below 48 pound (4 pts)

To convert the given infix expression a+bc/2 - (ac - 3/b) into postfix notation, we will use a stack to store and manage operators. Here's the step-by-step process:

1. Start scanning the expression from left to right.
2. If an operand (a, b, c, 2, or 3) is encountered, append it to the output.
3. If an operator (+, -, *, or /) is encountered, push it onto the stack if it's empty or if the operator at the top of the stack has a lower precedence. Otherwise, pop operators from the stack and append them to the output until the stack is empty or the operator at the top of the stack has a lower precedence. Then, push the current operator onto the stack.
4. If an open parenthesis '(' is encountered, push it onto the stack.
5. If a close parenthesis ')' is encountered, pop operators from the stack and append them to the output until an open parenthesis '(' is encountered. Pop the open parenthesis but do not append it to the output.
6. After scanning the entire expression, if there are still operators in the stack, pop them and append them to the output.

Applying these rules, we get the following postfix expression:

a b c * 2 / + a c * 3 b / - -

Here's the evolution of the stack during each step:

1. Push '+'
2. Push '*', pop '+' (higher precedence), push '+'
3. Push '/'
4. Pop '*', pop '/', push '-'
5. Push '*', pop '-' (higher precedence), push '-'
6. Push '/'
7. Pop '*', pop '/', pop '+', pop '-'

The resulting postfix expression is: a b c * 2 / + a c * 3 b / - -

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Rouche's theorem, f(z) and f(z) + g(z) have the same number of zeros inside the unit circle |z| = 1.

By using the quadratic formula we get,

\($$z=\frac{-b\pm\sqrt{b^2-4ac}}{2a} \Right arrow z=\frac{-2\pm\sqrt{(-2)^2-4(4)(3)}}{2(4)}$$$$\Right arrow z=\frac{-2\pm i\sqrt{2}}{4}$$$$\Rightarrow z=\frac{-1\pm i\frac{\sqrt{2}}{2}}{2}$$\)These two zeros lie inside the unit circle |z| = 1. Let's now examine the function g(z) =\(x(9x^4 + x). Let f(z) = 3 + 2z + 4z^2\), then we have to show that \(|x(9x^4 + x)| < |3 + 2z + 4z^2| on |z| = 1\). Since |z| = 1, we can bound |2z| by 2 and |4z^2| by 4. Therefore we have,\($$|3+2z+4z^2|\geq |2z|-4+3=|2z|-1$$\)On the other hand, we have,\($$|x(9x^4+x)|\leq |9x^6+x^2|$$$$\leq 9|x|^6 + |x|^2$$$$=9|x|^2|x|^4+|x|^2$$$$\leq 9|x|^2 + |x|^2$$$$=10|x|^2$$$$\Right arrow |x(9x^4+x)| < 10$$\)Now we want to show that |2z| > 1.

To do so, we assume the opposite, i.e. |2z| ≤ 1, then we have,\($$|3+2z+4z^2|\leq 4+3+4=11$$\)

But we have just shown that \($|x(9x^4+x)| < 10$\), which means that for |2z| ≤ 1 we have,\($$|x(9x^4+x)| < |3+2z+4z^2|$$\)

Therefore, by Rouche's theorem, f(z) and f(z) + g(z) have the same number of zeros inside the unit circle |z| = 1.

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a) Null Hypothesis: H₀: P>0.22

Alternative hypothesis: H₁:P<0.22

b) Test statistic  Z = 2.5

The sample size is n = 1100.

Given the information, political research selected 1100 voters from the town and discovered that 25% of the citizens supported the building.

Given sample percentage "p" = 25% = 0.25, this follows.

A campaign strategist decided to check the assertion that more than 22% of people support building based on available data.

Assuming Population Proportion 'P' = 22% = 0.22

Q = 1 - p = 1 - 0.22=0.78

Given the available information, a political strategist wishes to test the assertion that more citizens prefer building than 22%, thus we assume the null hypothesis is true.

Null Hypothesis: H₀: P > 0.22

Alternative hypothesis: H₁: P < 0.22

The test of statistic

Z = (p - P) ÷ √(PQ ÷ n)

Z = (0.25 - 0.22) ÷ √(0.22 × 0.78 ÷ 1100)

Z = 2.5

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Answer:

25000 is the amount of gophers there are at the beginning

1.95 is the amount they increase each year (95 percent).

Step-by-step explanation:

don't need one

A decimal tab stop is the best option for aligning numbers that contain decimals.

A decimal tab stop is a type of tab stop that aligns numbers at their decimal point. When aligning numbers that contain decimals, it is important to line up the decimal points in order to make the numbers visually clear and easy to read. By setting a decimal tab stop, the tab will stop at the decimal point of each number, allowing them to be aligned perfectly. This is particularly useful for tables and financial documents where precision and accuracy are important.

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Answer:

.6

Step-by-step explanation:

Tangent means opposite side divided by adjacent side

tan B = AC /BC

tan B = 9 / 15

tan B  = .6

Answer:

6

Step-by-step explanation:

We were given that:

The iguana is 42cm at birth

It increases by 12% every week; r = 12% = 0.12

The number of weeks is represented by ''x'' & the length of the Iguana is represented by ''y''

This function is represented by the expression below:

Answer:

You are probably making this harder than it is. That's what I was doing. So it is asking for the hour when it is \(76^oF\). So that would be 4. Then it is asking for the temperature at 2 hrs. so that would be 104\(^oF\). so your answer would be 104, 4.

Hope this helps!

Answer:

yeah it's proportional

coz

12/30 = 0.4

and also 18/45 = 0.4

Hope it will help :)❤

We can use the radical rules to simplify the product 3(4x2). To start, we simplify 4 to its square root, which equals 2. Next, we employ the power property of radicals, which asserts that (a,m) = (a(m/2)), to simplify the cube root (x2) by using it. In this instance, (x2) = x.

We now get 3 * 2 * x, which simplifies to 6x when the simpler terms are combined.The result is that the product 3(4x2) has the simplest form (6x).We can dissect the constituent parts and use the radical-simulation principles to simplify the product 3(4x2).In the beginning, we may reduce the square root of 4 to 2: 3(2x2).Then, since it contains a square (2) and a cube root (), we can reduce them as follows:

3 * 2 * x^(²/³)Taking the square root before the cube root is shown by the exponent 2/3. We may calculate the exponent by reducing it to: 3 * 2 * x(2/3)The terms are then combined when we multiply the coefficients: 6 * x(2/3)As a result, 6x(2/3) is the product of 3(4x2) in its simplest form.

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Thematic Analysis is a process that is used to analyze the text in research in qualitative research. It aims to find the patterns in the data by examining the contents of the text.

In the Qualitative Descriptive Study Design, thematic analysis is utilized to analyze the data obtained from interviews, observation, or other qualitative methods. This method involves the identification of themes and patterns in the data. It helps the researcher to organize the data, identify patterns, and develop the categories and themes that will be used to describe the findings of the study.

Thematic Analysis is used in Qualitative Descriptive Study Design to provide an in-depth understanding of the research topic. It allows the researcher to capture and analyze the rich and diverse experiences of the participants in the study. In this method, data is collected from the participants, and the researcher analyzes the data by identifying the common themes and patterns that emerge from the data. This process of analysis is done in a systematic and iterative manner until the researcher identifies all the themes that are relevant to the research question.

Thematic analysis is useful in qualitative research because it allows the researcher to identify the themes and patterns in the data that are not explicitly stated by the participants. It helps to identify the underlying meanings of the data and to develop a deeper understanding of the research topic. This method is particularly useful when the researcher is dealing with large volumes of data and wants to identify the key themes and patterns that emerge from the data.

In conclusion, Thematic Analysis is a useful method of analysis in Qualitative Descriptive Study Design. It is used to analyze the data obtained from interviews, observation, or other qualitative methods. This method involves the identification of themes and patterns in the data and helps the researcher to organize the data, identify patterns, and develop the categories and themes that will be used to describe the findings of the study.

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Answer: Number of students out of 300 who will attend sports class are 200.

Step-by-step explanation:

Let x be no. of students in 300 students who have sports practice;

Mr McGee found that 6 students out of 9 in his class have a sports practice today.

so according to ratio and proportions we have:

6/9=x/300

by cross multiplying 300 on left hand side we have ;

x=200 students

So

number of students out of 300 who will attend sports class are 200.

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Answer:

Step-by-step explanation: Based on the given condition, formulate :

          multiply total students with 6

      6×300 =1800

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Answer:

Find the Slope from a Graph

Identify rise and run from a graph

Distinguish between graphs of lines with negative and positive slopes

Find the Slope from Two Points

Use the formula for slope to define the slope of a line through two points

Find the Slope of Horizontal and Vertical Lines

Find the slope of the lines

x

=

a

and

y

=

b

Recognize that horizontal lines have slope = 0

Recognize that vertical lines have slopes that are undefined

Identify slopes of parallel and perpendicular lines

Given a line, identify the slope of another line that is parallel to it

Given a line, identify the slope of another line that is perpendicular to it

Interpret slope in equations and graphs

Verify the slope of a linear equation given a dataset

Interpret the slope of a linear equation as it applies to a real situation

Identify slope from a graph

The mathematical definition of slope is very similar to our everyday one. In math, slope is used to describe the steepness and direction of lines. By just looking at the graph of a line, you can learn some things about its slope, especially relative to other lines graphed on the same coordinate plane. Consider the graphs of the three lines shown below:

You can determine the slope of a line from its graph by looking at the rise and run. One characteristic of a line is that its slope is constant all the way along it. So, you can choose any 2 points along the graph of the line to figure out the slope. Let’s look at an example.

EXAMPLE

Use the graph to find the slope of the line.

A line that crosses the points (2,1) and (6,3). A blue line labeled Rise goes up two units from the point (2,1). A red line labeled Run goes left from the point (6,3) so that it forms a triangle with the main line and the Rise line. A formula says slope equals rise over run.

Show Solution

This line will have a slope of

1

2

no matter which two points you pick on the line. Try measuring the slope from the origin,

(

0

,

0

)

, to the point

(

6

,

3

)

. You will find that the

rise

=

3

and the

run

=

6

. The slope is

rise

run

=

3

6

=

1

2

. It is the same!

Let’s look at another example.

EXAMPLE

Use the graph to find the slope of the two lines.

A graph showing two lines with their rise and run. The first line is drawn through the points (-2,1) and (-1,5). The rise goes up from the point (-2,1) to join with the run line that goes right to the point (-1,5). The second line is drawn through the points (-1,-2) and (3,-1). The rise goes up from the point (-1,-2) to join with the run to go right to the point (3,-1).

Show Solution

When you look at the two lines, you can see that the blue line is steeper than the red line. It makes sense the value of the slope of the blue line, 4, is greater than the value of the slope of the red line,

1

4

. The greater the slope, the steeper the li

Step-by-step explanation:

Answer:

2.3

Step-by-step explanation:

Given:

A diagram of Aram's observations.

To find:

The measure of the missing angle.

Solution:

From the given figure it is clear that the three angles \(52^\circ,x^\circ,68^\circ\) lie on a single point and right side of a straight line.

So, the sum of angle \(52^\circ,x^\circ,68^\circ\) must be \(180^\circ\).

\(52^\circ+x^\circ+68^\circ=180^\circ\)

\(x^\circ+120^\circ=180^\circ\)

\(x^\circ=180^\circ-120^\circ\)

\(x^\circ=60^\circ\)

Therefore, the measure of the missing angle is \(x^\circ=60^\circ\).

Answer:

The minimum value of a function is the lowest point of a vertex. If your quadratic equation has a positive a term, it will also have a minimum value. ... If you have the equation in the form of y = ax^2 + bx + c, then you can find the minimum value using the equation min = c - b^2/4a.

Answer:

A set is continuos if the values of the set can be any value in the given ranges

A set is discrete if the values of the set are finite and separate.

Than:

a) The weight of a puppy.

The weight of a puppy can be any value between 0 kg and a given maximum weight, then this is a continuous set.

b) The number of puppies in a litter.

Here we can have only whole numbers, for example, we can not have 7.34321 puppies in the litter, so this is a discrete set.

c) A person's temperature.

Temperature can be any value in a given range, so this is a continuous set.

d) The dress sizes of women.

Normally, there is a given set of dress sizes like s, l, xl, etc.

So in general, this is a discrete set. (While the actual "size" of a dress can take a lot more values than those ones, but this still is a discrete set)

Answer:

1. f(4) or f(n)= 28

2. f(-2) or f(n)= -2

(please consider marking brainliest <3 )

Step-by-step explanation:

n=4                           n=-2

f(n)= 5(n)+8              f(n)= 5(n)+8

f(n)= 5(4)+8              f(n)= 5(-2)+8

(n)= 20+8                 f(n)= -10+8

f(n)=28                      f(n)=-2

Answer:

\(5(x^2+8x+16)=94\)

Step-by-step explanation:

\(5(x^2+8x+(\frac{8}{2})^2)=14+5(\frac{8}{2})^2\\ \\ 5(x^2+8x+16)=14+5(16)\\\\5(x^2+8x+16)=14+80\\\\5(x^2+8x+16)=94\)

Answer:

okay i will gladly

The given figure is a parallelogram and the area of the figure is

15 sq. units

How to find area of a figure by counting on grid?

According to the given question:

Counting the units for base and height

Base = 5

Height = 3

∴ Area of parallelogram = base x height

                                        = 5 x 3

                                        = 15 sq. units

Therefore the area of the given figure is 15 sq. units

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Answer:

See below

Step-by-step explanation:

Adding 5 to the function means there's a vertical shift of 5. For example, if f(x)=x^2, then g(x)=f(x)+5 makes g(x) 5 units above f(x)

Answer:

All of the above

Step-by-step explanation:

because all are correct

4 feet.

The length of the rope from the ground to the top of the tent is 4 feet.

To calculate this, subtract the distance from the tent to the ground (2 feet) from the height of the tent (6 feet), and you will get the length of the rope (4 feet).

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Answer:

I can't see properly try a better view of it

Hey mate ..

The formula of area of. trapezium is 1/2×(a+b)×h

where 'a' and 'b' are the "parallel sides" and 'h' is the height ..

So ..the answer is

1/2×(12.5+17.5)×6 =

1/2×30×60=

90cm^2

Answer:

90 cm²

Step-by-step explanation:

The area (A) of a trapezoid is calculated as

A = \(\frac{1}{2}\) h(b₁ + b₂ )

where h is the perpendicular height and b₁, b₂ the parallel bases

Here h = 6, b₁ = 17.5, b₂ = 12.5 , then

A = \(\frac{1}{2}\) × 6 × (17.5 + 12.5) = 3 × 30 = 90 cm³

Answer:

Step-by-step explanation:

You want to know the amount borrowed at 10%, 12%, and 14% if the total borrowed was $21000, the total interest was $2580, and the total of amounts borrowed at 10% and 14% was double the amount borrowed at 12%.

The relations give rise to three equations. If we let x, y, z represent the respective amounts borrowed at 10%, 12%, and 14%, we have ...

  x + y + z = 21000 . . . . . . total borrowed

  0.10x +0.12y +0.14z = 2580 . . . . . . total interest

  x + y = 2z . . . . . . . . . . . relationship between amounts

Writing the last equation as ...

  x -2y +z = 0

we can formulate the problem as a matrix equation and use a solver to find the solution. We have done that in the attachment. It tells us the amounts borrowed are ...

__

Additional comment

Recognizing that the amount at 12% is 1/3 of the total, we can use that fact to rewrite the other two equations. The interest on the $7000 at 12% is $840, so we have ...

These two equations have the solution shown above. (It is usually convenient to solve them by substituting for x in the second equation.)

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