As his father was a successful attorney and his mother bestowed with strong character, Narendra was as well a bright and talented boy always displaying signs of being a natural leader (Belur Math, 2008. Pettinger, 2005). In Calcutta University, Narendra was described as handsome, muscular, and agile (Nikhilananda, 1953). He took courses in music and gymnastics, but he especially stood out in his studies in the courses Western Philosophy and History at Calcutta University (Belur Math, 2008). As this boy at a tender age was drawn to western thinking and philosophy and disappointed with religious superstitions, Narendra joined the Brahmo Samaj, a modern Hindu movement that sought to revive life and spirituality in India through rationalism (Pettinger, 2005).At the ripe age of adolescence, Narendra underwent an internal spiritual crisis when doubts regarding the existence of God bombarded him. Narendra felt a very strong yearning to actually see God (Pettinger, 2005). Hearing about Sri Ramakrishna from one of his professors, Narendra sought him out at the Kali Temple in Dakshineshwar in November 1881 (Belur Math, 2008). Upon seeing Sri Ramakrishna, Narendra immediately asked if he had seen God. The master then answered him briefly, with Yes, I have. I see Him as clearly as I see you, only in a much intenser sense. God can be seen. One can talk to him. But who cares for God? People shed torrents of tears for their wives, children, wealth, and property, but who weeps for the vision of God? If one cries sincerely for God, one can surely see Him. (Belur Math, 2008. Nikhilananda, 1953).Apart from these remarks, Sri Ramakrishna impressed Narendra because despite his simple way of life, within him lay a deep spirituality that Narendra so aspired to possess (Pettinger, 2005). Thus began a five-year relationship of master and disciple.

## Fetal alcohol syndrome

Teachers and FAS-diagnosed ment of the problem Dybdhal and Ryan (2009) conducted a study focusing on room practices for with fetal alcohol syndrome (FAS) in recognizing through previous studies that not much has been done in schools to cater to the needs of these children. Although many efforts have been implemented to discourage mothers from consuming alcohol during their pregnancy, cases of children with FAS never seem to cease. Children with FAS have particular facial characteristics, and most demonstrate impaired learning abilities. Although FAS is seen as a leading cause of mental retardation, only approximately 20% are mentally retarded, which may explain evidences of behavior problems. In addition, these children are placed in regular schools, where most of the time teachers do not have concrete ideas on how to enhance learning specifically for these students. Participants The three-year study was participated by three students diagnosed with Fetal Alcohol Spectrum Disorders (FASD), who were also previously part of a larger research study concerning the condition, and they were K-12 school-aged when the present study was conducted. The 13 teachers who willingly participated involved 7 men and 6 women. The educators differed in specialized content areas, including math, physical education, English and language arts, and keyboarding, with varied professional experiences, ranging from 1 to 24 years. They were selected from three sites, Windy Way, Fishport, and Island City. Methods Qualitative methods were used in the study and data collection methods included (a) individual or group interviews with teachers on-site, (b) participants’ classroom observations, and, (c) retrieval of the students’ relevant educational and medical records. A total of 26 interviews were conducted during the course of the study, in which these were all taped and transcribed. Interviews involved questions significant to FAS that would assess teachers’ knowledge and methods. Classroom observations were completed during the three years and interview data were coded by authors separately to ensure validity. Results Data revealed that teachers did not have formal trainings that focus on FAS-inclusion in their classrooms, or found them ineffective for several reasons in cases where such were held. Despite these, teachers expressed their willingness to learn how to improve their practice by being given the appropriate measures. In addition, educators do not tend to stereotype students according to given FAS symptoms, but rather respond according to observed behavior. Academic performances of students are not necessarily low, but more concern is given on their unpredictable behavior. Teachers also expressed disappointment with lack of time and coordination among other educators, which could help FAS-diagnosed students. Strategies developed by teachers to support the said students include (1) focus and refocus, (2) providing individual attention, (3) establishing positive relationship, (4) facilitating partner work, (5) attending to seat assignment, and (6) promoting self-control (Dybdahl Ryan, 2009, pp. 191-192). Conclusions In line with given results, authors recommend that teachers should be given in-service programs that would specifically suit the needs of FAS-diagnosed students and teachers as well. There should also be raised awareness among schools regarding the presence of these cases in their areas. Moreover, there should be support towards teachers to be involved in researches that would help them handle these situations. The study helps raise awareness among academic institutions to enhance programs in consideration to FAS-diagnosed students. Teachers have expressed their willingness to learn specific methods to improve practice. FAS-diagnosed students have high possibilities of adequate learning. they just need to be given attention and proper guidance by teachers. Reference Dybdahl, C. S., Ryan, S. (2009). Inclusion for students with fetal alcohol syndrome: Classroom teachers talk about practice. Preventing School Failure, 53 (3), 185-195.

## Death of a salesman willy recalls his sons teenage years as fruitfull and charming what evindence canwe find to show that the

The form of illusion highlighted here may be termed as self-deception. Though Willy himself was never a big success and even at the age of sixty he had to borrow money from Charley to pay his bills, he is inquisitive and critical of his son Biff. Willy was critical of the fact that Biff has not yet found himself which was a disgrace. He seems to be oblivious to the fact that even he was not half as successful as Biff at that age. When Linda tells him not to be too critical of Biff since he admires him, Willy tells her, I simply asked him if he was making any money. Is that a criticism? (Miller 7) This shows his over consciousness regarding money matters and a reader who is not introduced to Willy’s state of mind and existence would think that he was perhaps a very successful businessman himself. This reflects a very significant symptom of the disease – confusion and illusions that lead to unorganized thinking. In fact he is to a large extent responsible for his sons’ (Biff and Happy) immaturity and slow emotional development as he pampers them during their teenage years and tells them the importance of appearance over substance showing them the dreams of high promises held by their future. He recalls that Biff had a promising teenage but he lost many opportunities and hence could not make anything out of life. This also reveals his evasion from admitting that he is failure as a father. Biff has grown up admiring his father more by his words than actions. He has not been a successful student and failed in Math. Bernard, the son of Willy’s friend Charlie has always been a good grade achiever but according to Willy Charlie is not well liked like himself and following the same Biff responds to his father’s query about Willy’s popularity, saying that he is liked but not well liked. Willy even brags to his wife, saying that even though Bernard, the son of his friend gets good grades in schools, he cannot grow into a successful businessman unlike Biff and Happy. Willy’s comments at this juncture is worth taking a deeper reading, Bernard can get the best marks in school, y’understand, but when he gets out in the business world, y’understand, you are going to be five times ahead of him. That’s why I thank Almighty God you’re both built like Adonises. Because the man who makes an appearance in the business world, the man who creates personal interest, is the man who gets ahead. Be liked and you will never want. You take me, for instance. I never have to wait in line to see a buyer. (Miller 21) The above lines expresses his self boasting nature and setting a wrong example in front of his son Biff who ends up idolizing his father and following the wrong way. Staying around his father with a doting wife his sons cannot see his faults and all they end up learning is to give importance to appearance. Biff who has grown up with the habit of a Kleptomaniac never faces his father’s disapproval when he lies about borrowing the things which he actually ends up stealing. When Willy tells Biff to study, the latter shows him the emblem of his University of Virginia he created on his sneakers. Bernard points out that those sneakers cannot obtain good grades for him. He also says, I heard Mr. Birnbaum say that if you don’t start studyin’ math he’s gonna flunk you, and you won’t graduate. I heard him! (Miller 20) Finally Willy ends up shunning away Bernard saying,

## Supporting the No child left behind program

The No Child Left Behind (NCLB) Program The No Child Left Behind program was instituted by the U.S. Congress in 2001, under the Bush administration (Debatepedia par. 1). The ambitious program is aimed at closing the achievement gap with choice, flexibility, and accountability. The program, among other things is aimed at helping disadvantaged students get quality education. The program basically involves government funding of schools in different states as long as they (the states) develop assessments and apply them to all students at specific grade levels. As opposed to focusing on nationwide examination and achievement standards, the program puts emphasis on each state setting its own education standards. Some of the changes that have come with the NCLB program relate to the role of the federal government in public education with respect to teacher qualification, annual testing, academic progress, and changes in funding. The NCLB program has been subject to a lot of debate and criticisms as noted by Debatepedia (par. 1). In spite of the criticisms the program faces, it is a program that is bound to bring a lot of positive change in the education sector. Although the NCLB has suffered from inadequate federal funding, the program has seen a significant improvement in student scores ever since its institution in 2002. More specifically, the test scores of students from minority groups or those who are disadvantaged in one way or another have greatly improved. Given its demand for quality education, the NCLB program has seen the dismissal of teachers who are less qualified which means that most of the teachers that are currently in classes are highly qualified. In this respect, it is estimated that across the U.S. the percentage of qualified teachers has increased to more than 90% (carleton.edu par 3). One of the main aims of the No Child Left Behind Program was to reduce the achievement gap between minority and majority students (carleton.edu par 3). Going by the fact that the achievement gap between these two categories of students has notably reduced, it is worth noting that the program has been a success. The success of the program is further evidenced by the fact that about 450,000 students who were in need of supplemental education services have accessed such services, something that would not have happened without the program (carleton.edu par 3). Yet again, because of the regular tests that students are subjected to, teachers have been able to identify the specific needs of individual students and have been able to attend to these needs on a case by case basis. While previously parents did not have a lot of choice with respect to the schools their children attend, the NCLB program has seen parents enjoy the privilege of deciding where their children learn. This in itself has given teachers and schools the incentive to work harder and make necessary changes to their educational strategies so that they are not closed down or end up without students to teach (carleton.edu par 3). In spite of its advantages and proven record, the NCLB program has been criticised for having the potential to subject teachers to teach the test in a bid to avoid being terminated from employment (carleton.edu par 3). The program has also been criticised for focusing on reading proficiency and math as opposed to other subjects and activities. Some critiques note that the program tends to blame teachers and school curricular for students’ failure (Looking Glass Theatre par 3). Even though these criticisms are worth taking into consideration, the program has overall been successful. Furthermore, policies and strategies van be put in place to remedy its potential weaknesses without having to abolish it altogether. Statistics show that the program is on track with the nation having the capacity to meet the universal grade level proficiency in reading and math whose deadline is set for 2014. Without doubt, the No Child Left Behind program is subject to a number of weaknesses. These weaknesses can quite easily be dealt with to ensure that the program’s effectiveness is boosted. The program has many strengths which warrant its continued application. The program has seem more qualified teachers grace the classroom environment. It has further seen the achievement gap between minority and majority students significantly reduce over a short time. The program has also seen many students benefit from remedial classes and teachers have greater choice over their student’s education among numerous other advantages. For its numerous benefits and little shortfalls, it is worth noting that the NCLB should be upheld. Works Cited carleton.edu. The Controversy: Has NCLB Been Successful or Has It Failed? 2013. Web. 28November, 2013 http://www.carleton.edu/departments/educ/vote/pages/Pros_and-Cons.html Debatepedia. Debate: No Child Left Behind Act. 2013. Web. 28November, 2013 http://dbp.idebate.org/en/index.php/Debate:_No_Child_Left_Behind_Act Looking Glass Theatre. Arguments against NCLB. 2013. Web. 28November, 2013 http://lookingglasstheatre.org/magazine/rg/no_child_rg/?title=nochildsubtitle=nochildcon

## Unique Perspective on Life by Entering the University

Unique Perspective on Life by Entering the University Writing this letter to request admission to the University is more to me than just a necessary task or a routine step in the admissions process. It is an opportunity to demonstrate to you, and myself, the academic progress that I have made in recent years. At times it has been a difficult experience, but the rewards have always exceeded my modest expectations. My favorite mentors through these years have used the usual teacher lingo of, Listen up and Pay attention, but being an immigrant student, with little understanding of the English language, I had to do more than just listen up. I had to study.That first day in eighth grade I felt out of place in a strange country, away from the only home I had ever known, helplessly drowning in a sea of strangers speaking a strange language. I was tempted to quit and run back to Japan. I sat there, petrified, with no understanding of what was being said and no clue as to what was being studied. Fortunately I was blessed with teachers that could sense my fear and uncertainty. With their help and patience I was able to face my difficult situation and confront the struggle that lay ahead of me. My first challenge was learning the English language.I had the good fortune to attend Westfield High School in Virginia, which has an excellent English as a Second Language (ESL) program. This allowed me to learn English while maintaining an academic pace with my peers. Through hard work, diligence, and the demands of my teachers, I made steady progress and soon began to gain a working command of the English language. This ability opened up new doors for me and allowed me to read, communicate, and make friends. It was through these activities that I learned American customs and developed a greater appreciation of our society, holidays, politics, and history.I progressed through the ESL classes and soon joined my classmates in the regular English language courses. My classes were varied and included music, which is one of my main fascinations and avid interests. As time passed, I was no longer running from my schoolwork or escaping into music, I was pursuing academics. Thoughts of Japan began to fade and I no longer had the urge to run back to my familiar homeland. I was not only beginning to talk like an American, but I was beginning to feel like an American as well. As my vocabulary improved and my interests expanded, I was able to complete high school with an academic performance that allowed me to set my sights on higher education. Now, after two years at Northern Virginia Community College studying traditional academic subjects, I have once again set my goals to a higher standard. I have set my sights on a University degree and I am confident that I can excel in a rigorous academic program at that level. While at NVCC my studies included English, Math, Business, and the necessary requirements for transfer to an accredited University. I have also used the experience to focus my energies and narrow my interests. I am now planning my curriculum around Hospitality Management as an academic pursuit, and Music as a labor of love.I am certain I can be an outstanding member of the University student body. My teachers, mentors, and professors have instilled in me a belief in myself, and an attitude of self-assurance. However, my confidence does not just come from my own abilities, but also from the involvement of my family and friends. Through the years they have given me the support I have needed to succeed, and they continue to be by my side. More importantly, they give me the motivation to face each new challenge with a desire to strive for personal excellence and become a better person. Given the opportunity I am confident that my attitude, background, and experience will benefit not only my own chances for success at the University, but also the other students that I interact with. I can offer a new and unique perspective on life that will have a positive effect on the student body in the classroom as well as social settings. You can be sure that my attendance at the University will be a mutual benefit for everyone involved. I have proven to myself that I can adapt to any social situation and that there is no challenge that hard work can not overcome. I look forward to entering your University program and begin accomplishing this next level in my academic pursuit.

## ELL Director

Under the law, each school and district should make sure that the student as a whole, and their subgroups such as ELLs, meet the needed academic regulations in reading, as well as math. To make adequate annually progress, each school and district should generally show that every subgroup has achieved the state proficiency aim in reading, as well as math (Capps, Fix, Murray, Ost, Passel Herwantoro, 2005). Correctly assessing ELLs in English as obliged by the law is extremely tough. These students are expected to comprehend all content in English prior to reaching a certain degree of English proficiency. Accommodations offered during the assessment are normally of limited value and doubtful validity. On top of these reading and math tests, ELLs also are expected meet various English proficiency benchmarks. hence, troubling them in their learning (Roekel, 2007). In the next section of this paper, we will address the challenges facing this students and ways of curbing them. Challenges Relating to Assessing Language Domains before and During Content-Based Instruction English Language Learners come from extremely diverse backgrounds and normally encounter numerous difficulties in the classroom (Roekel, 2007). To cause further difficulties, educators lack useful, research-based facts, strategies and resources required to evaluate, teach and nurture these types of students, whether the ELLs were born in the United States or another place, or whether they are the earliest, middle, or latest generation to be enrolled in an American public school. In a lot of cases, ELLs are being given math and reading tests in English prior to gaining enough knowledge or understanding in English. The matter of communication seems large for educators of ELLs. A 2004 study of teachers in California found out that poor communication among teachers, learners, parents, as well as the community, was a massive problem. Other issues comprised of the lack of tools to educate ELL students and proper assessments to identify learners’ needs, as well as measure student progress (Capps, Fix, Murray, Ost, Passel Herwantoro, 2005). Educators also expressed disappointment over the broad variety of English language and academic levels along with the fact that they get little in-service training or professional development on how to educate/train ELLs. As the size of ELLs continues to grow, for instance, more teachers will be faced with the issue of successful second language literacy instruction (Short Fitzsimmons, 2006). Meeting the educational requirements of ELLs is a difficult task. It is one that needs harmonization and teamwork all through the educational system. This means that everyone should support the learning needs of English Language Learners, beginning with schools of education, which should better prepare all educators to work supportively with ELLs (Roekel, 2007). Also, educators themselves argue that proper professional development and enhancement is amongst their top requirements. Also, another common or universal problem relating to assessing language domains among ELL students is offering a significant access to the program (Roekel, 2007). This is because there has been a tendency of viewing ELLs with learning difficulties also because they are just low-performing English

## The Impact of Digital Technology on the Field Math

With the advent of technology, the use of technology in mathematics curriculum has proved to be a significant component enhancing learning outcomes. According to Rousseau, Christiane, and Yvanp (151), technology has made some topics easier. It enhances the teaching and learning of mathematics to both teachers and students (Bolt 113). The researchers worldwide have examined the role of technology in school mathematics and its associated effects.The introduction of computers in the field of education was aimed to serve three main objectives which include helping students in developing their computer skills normally referred to as IT focus, supporting the aspects of learning for students in order to transform and assess the effect of technology in the education field, narrowing down to mathematics for the purpose of this research and finally using them for extra learning activities. With the use of computers, for instance, using calculators and spreadsheet program in performing arithmetic operations, support more efficient problem-solving approaches. Computers transform the learning process through the introduction of vital and significant changes.Technology has indeed positive and negative effects on mathematics. With technology some mathematical skills have decreased in importance, teachers can use computer-based simulations to carry out complex computations that were not possible to perform without technology (Blume, Glendon, and Mary 161). Long and tedious calculations involving division and graphical representations can better and reasonably be done and interpreted using computers that are less time-consuming. This alludes to the fact that mathematics can be taught more effectively with technology usage.The internet provides access to a variety of information on mathematic topics such as data analysis. Greater emphasis on this topic is based on data analysis tools and computer-generated graphs, giving students an opportunity for gathering, representing, analyzing, and interpreting data in more complex ways.

## Using Manipulatives in Teaching Math for High School Students with Learning Disabilities

Manupilatives are used to bridge the gap between informal Math and formal Math. To achieve these objectives manupilatives used in classroom instruction must fit the development level of the students (Case et al, 2009). Young students have counters while older students use coloured wooden rods that represent difficult numbers. Maccini, Hughes (2006) stated that according to the Principles and Standards for School Mathematics. Manupilatives existed since time in memorial, and it is crucial for teaching students at all levels in order for them to aqcuire knowledge in Mathematics. High school students with learning disabilities require the use of manupilsatives to ease understanding Mathematics. Moyer-Packenham, Salkind, Bolyard, (2008)) suggested that students with learning disabilities may develop more concept understanding of difficult concepts when using virtual manipulatives than those that do not have learning disabilities. This review attempts to review studies conducted on the use of manupilatives in teaching math for high school students with leaning disabilities. The purpose of this paper is to examine the importance and benefits of math manipulatives among students with learning disabilities. 2.2 Literature review Several Mathematics topics can be taught using different manupilatives. These materials should foster students concepts of numerals, geometry, measurements, problems, solving and data analysis (Moyer et al, 2008). The teachers can use counters, blocks cubes and cuboids to teach ordinal numbers, place values, fractions and understanding algebra. Students with learning disabilities can use geoboards when learning geometric shapes, and geometrics solid models can be used when learning spatial reasoning. Rulers and measuring cups can be used to represent length and volume in measurement, and students can use spinners when learning probability. A case study conducted by Puchner, Taylor, O’Donnell, and Fick (2008) they analyzed the use of manupilatives in teaching Mathematics at the elementary level. He decided to use manupilatives rather than using learning outcomes of the learners. The study found that in some of the Mathematics lessons, studied the use of manupilatives is turned into an end in itself rather than an instructional tool. While others, the use of manupilatives failed to help students with learning disabilities. Puchner, et al (2008) in their study noted that this weakness occurred because the teachers concentrated in content teaching and the end product in itself. In other situation, the use of manupilatives was separated from the actual teaching, and in second grade, the students copied the teachers’ examples making it difficult to learn Mathematics content. This misuse of manupilatives provided the researcher with further areas of research. The researchers also found that teachers needed support in the selection of manupilative used in teaching Mathematics among students with learning disabilities. A study conducted by Munger (2007) where, in the experimental group, the teachers used manupilative models to teach Mathematics and the control group the teacher mainly used drawings and charts while teaching Mathematics. He conducted an analysis of covaerience, and it revealed that the experimental group using the manupilatives when teaching scored significantly higher than the control group that used drawings and charts. More research studies reveal that students who use manupilatives

## 1 Sketch On A Set Of Xyz − Axes And Describe The Following X 2 + Y 2 + Z 2 &Lt

16.

Use the two points

P ( – 2 , – 3, 4 ) 9 ( – 6 , 4 , 3 )

then pg = positionofg – position of p

= – 47+75-1K

83. magnitude of PO = 16+49+1 = 586

04 .

unit vector in the direction of pg

= – 47+73-1K

166

OS.

U = 31 -…Math

## Math 483/567 Design Of Experimentsbased On

Problem 2 (10 pts) Define the effect hierarchy principle. Give the definition of the minimum

aberration blocking scheme. Explain why the latter can be justified by the former. (See my notes

in class for reference.)Math

## How Do I Solve This Position/ Minimum And Maximum Function

AP Calculus Problem Set 29

11/9/12

Upon completion, circle one of the following to assess your current understanding:

Completely understand Mostly understand

Sort of understand

Don’t understand

1) A particle travels along the x-axis according to the position function x(t) =43 -2t2 + 20t-2

during the interval [2, 6] where t is in seconds.

At t = 3, is the particle traveling to the left or to the right? Justify your answer.

When is the particle furthest to the left? What is its position then?

C)

When is the particle furthest to the right? What is its position then?

d)

At what time does the particle reach its minimum velocity? What is the minimum velocity?

e)

At what time does the particle reach its maximum velocity? What is the maximum velocity?

f)

At what time does the particle reach its minimum acceleration? What is the minimum

acceleration?

g) At what time does the particle reach its maximum acceleration? What is the maximum

acceleration?

h) At t = 2, is the speed of the particle increasing or decreasing? Justify your answer.

i) At t = 6, is the speed of the particle increasing or decreasing? Justify your answer.Math

## These Questions Are Not For Credit In Class But I Need Explanations And Answers To Learn And Practice For Exam

Math 312 Homework 10 You may use the following facts without proof: 0 The functions sin 3:, cos 3:, and cm are diﬂ‘erentiable on R,

and their derivatives are cos :c, — sin :c, and em, respectively. since

=1. o iim

3—H] Pmctice problems (do not submit): o Prove that the derivative of a constant function is 0.

0 Let f(:c) = (1:6 + b. Prove that f’(:c) = a for all 3:. Math

## I Need Help With Following Question I Would Like To Use Rank Theorem To Show That Nullspace Of Matrix Ramnda*I

(a) Show that the matrix

2 1 0

0 2 0

0 0 2 is not diagonalizable by comparing the algebraic and geometric multiplicities of

its (one) eigenvalue. (b) Using the idea in (a), construct a 9 x 9 matrix with eigenvalues as shown. geometric algebraic A mult. mult.

1 3 3

2 2 3

3 1 3 Math

## Find An Expression For F(X) That Involves An Integral Use This

– K

Area = 5

4-

2+

Area = 12

1+

O

1

3

4

5

.X

6

7

8

-1+

Area = 10

On A W N

Area = 1

Graph of f’

The figure above shows the graph of f, the derivative of a differentiable function f, on the closed interval 0 lt; x lt; 9. The

areas of the regions between the graph of f and the x-axis are labeled in the figure. The function f is defined for all real

numbers and satisfies f (6) = 7.

Let g be the function defined by g (ac ) = 202 – 1.Math

## This Is Honestly The Sixth Try Not All On Here That I Have Tried To Get An Explanation That I Can Understand For

Find the approximate area under the curve by dividing the intervals into n

subintervals and then adding up the areas of the inscribed rectangles. The

height of each rectangle may be found by evaluating the function for each

value of x. Your instructor will assign you n1 and n2.

y = 2xx2 + 1 between x = 0 and x = 6 for niand n2

.

Find the exact area under the curve using integration y = 2x vx2 + 1

between x = 0 and x = 6

Explain the reason for the difference in your answers.Math

## Let N∈N N≥1 And Let F

be a field. Consider the vectorspace F^nover F. For 1≤i≤n, let ei∈ F^nbeb. suppose 9 6162, by,- – book Span Ph

where man -1

lien by deletion theoren , then the te

The b2, 63,.-. but has a subset A

Such that A s tto basis of fin

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## 2 Decide If Each Of The Following Statements Are True Or False If True Then Provide A

A product of invertible n x n matrices is invertible, and the

inverse of the product of their matrices in the same order.

FALSE. It is invertible, but the inverses in the product of the

inverses in…Math

## Find Sem Of Parametric Equations And Symmetric Equations Of The Line That Passes Through The Given Point And Is Parallel To The Given Vector Or Line

Find sem of parametric equations and symmetric equations of the line that passes through the given point and is parallel to the given vector or line. (For each line, write the

direction numbers as Integers.)

Point Parallel to (-4.6,3) 131=L31=z—5 (a) parametric equations (Enter your answers as a comma-separated list.) (b) symmetric equations

pl x+4 _ [—6 _z_3 2

..x+4=_L3=z+3

6 A

\_, 2 (Tux—4: _6=2

‘ 2 —3

(«IX—2: 4-6—2 .’

u:

I

u: Math

## 3 …

For this question consider: P : R2 → R2 given by orthogonal projection onto the line y = 3x and

S : R21)Given map is T : P3 R P3 is defined as T p x p 3 2 xp ‘ x where p’ x denotes the derivative

of the polynomial p x a )Let p, q P3 R be any two polynomials. T p q x p q 3 2 x p q ‘ x p 3 q 3 2 x p…Math

## Please Help Me To Solve 4 And 5

4. Where in the proof of Theorem 2.3.3 did we use the following?

(a) The least upper bound axiom

(b) The assumption that {x } is bounded

(c) The assumption that {x } is increasing

5. Prove that a bounded decreasing sequence {xx } converges by

9(a) using the result proved in the text for increasing sequences;

(b) using the amp; – no definition of convergence and the set A = {xn | n EN}.

Theorem 2.3.3. A bounded monotonic sequence converges.

Proof. We prove the theorem for an increasing sequence; the decreasing sequence

case is left for the exercises (Problem 5).

Assume that {In } is bounded and increasing. To show that { n } is convergent, we

use the amp; – no definition of convergence, and to use this definition, we need to know

the limit of the sequence. We determine the limit using the set A = {xn | n EN},

the set of points in R consisting of the terms of the sequence {x}. Because {x} is

bounded, there is an M gt; 0 such that |X, | lt; M for all n, and this M is an upper bound

for A. Hence A is a bounded nonempty set of real numbers and so has a least upper

bound. Let a =. lubA. This number a is the limit of {x}, which we now show.

Take any amp; gt; 0. Since a = lubA, there is an element a E A greater than a – amp;;

that is, there is an integer no such that Xno = a gt; a – E. But {x } is increasing, so

Xno lt; Xn for all n gt; no, and a an upper bound of A implies that In _ a for all n.

Therefore, for n gt; no, a – amp; lt; xx lt; a, so |xn – a| lt;E.

Remark Note that, from the above proof, it follows immediately that, if a is the limit

of an increasing sequence {Xn}, then *n lt; a for all n E N. (Similarly, we have that

the limit of a convergent decreasing sequence is a lower bound for the terms of the

decreasing sequence.)Math

## Financial Decisions

– We have many options for how to save, invest, or allocate our money.SomeShare/IRA Certificates

Product

APR*

APY

3 month (90 days)

0.90%

0.90%

6 month (180 days

1.40%

1.41%

1 year (365 days)

1.90%

1.92%

18 month (545 days)

1.95%

1.97%

2 year (730 days)

2.00%

2.02%

3…Math

## Please Help Solve This Study Question By Guiding Me Through

The London Eye is a large Ferris wheel that is a famous landmark of London. The function below

en on the Eye.

odels a person’s height above the ground (in feet) as a function of the number of minutes they’ve

f(t) =-221cos( # t) +221

What is the amplitude of f and what does this value represent in the context of the problemgt;

What is the period of f and what does this value represent in the context of the problem? Explain

how you determined the period.

Define a function g that relates the height of a person off the ground (measured in feet) as a

function of the distance traveled (measured in feet) using the cosine function.

Alter the function fto reflect the situation in which the London Eye rotates twice as fast.

Alter the function f to reflect the situation in which the radius of the London Eye is doubled.

Sketch graphs of the given function and the functions you defined in parts (e) and (f) on the same

set of axes.Math

## Suppose A Vector V Is Nonzero Column Vector A Is An N By N Matrix Made By V V Transpose Can You Help Me How To

5. Suppose v E Rquot; is a nonzero column vector. Let A be the n x n matrix va. (a) Show that v is an eigenveotor of A corresponding to eigenvalue A = ||v||2.

(b) Show that 0 is an eigenvalue of multiplicity n — 1. (Hint: What is rank A?) Math

## Hi Please Find Attached Questions For This Week I Will

to get them done by Saturday morning .ill1a ) If log a b x b a x

So the exponential; equation for x log 5 1

1

is 5 x 625

625 1 log 5 54 4, as log a a x x

625

ln 48

ln b

2)log 7 48 , as log ab ln 7

ln a 1.9894 1.99 b)log 5 x3 y a

3

3)a…Math

## I Need Help With Part D I Recently Thought That It Was Not Possible Due To It Being A Continuous Function But

2. Sketch the graph of a continuous function that has a local minimum at r = 1 and a

Horizontal asymptote at y = 0 (as x -+ 0o).

(a) Is your graph concave up or concave down at = 1?

(b) Is your graph concave up or down as it approaches the horizontal asymptote at

y = 0?

(c) Does your graph have an inflection point to the right of x = 1?

(d) Try to draw another graph with these properties that doesn’t have an inflection

point or explain why this is not possible.Math

## Since F(X) And G(X) Are Continuous Function

2. Let f and g be functions from D – R. Now, define the functions max{f, g} and

min {f, g} from D – R by

max{f, g}(x) = max{f (x), g(x)}, min{f, g}(x) – min{f(z), g(x) }.

Assume that f and g are both continuous on D.

(a) Show that max{f, 9} := }(f +9) + 2f -gl

(b) Show that min{f, g} := }(f + 9) – Alf – gl.Math

## A=[9 6 6

9,-9,6]

Find bases of the kernel of A (or the linear transformation

# 1

this means quot; Rz is replaced mp R 2-R,quot;

review row reduction

A = 1 9 – 9 61

RZ R, ARZ if this is

9 6

confusing

6 7 1/ 3 R, # RI

0 – 3

[3 .3 3]

echelon form

V

must have 3 entries for…Math

## You Work At A Major Hotel Chain On A Product Development Team

This chain is interested in offering an incentiveName of the Students

Name of the Course

Week No – Statistics: This is a method of solving a problem by the collections

of information, analyzing this information, interpreting the analysis

and then…Math

## Two Mth 163 Precalculus Projects Are Attached Below About

Polynomial and Rational Functions,ExploringProject Exam-2

Finding Zeros

A. It corresponds ¿ I of factoringhandout 1. 2. Similar example :

4 8 4 3 5 2 x y +6 x y +20 x y 10 2 x 4 y 3 ( y 5 +3+10 x y 7 )

B.

1. It corresponds to B: of…Math

## Hi I Need Help With My Business Math Homework Assignment I Haveattached A Document With What I Need Help With

QUESTION 1 depreciates QUESTION 2 salvage QUESTION 3 depreciable QUESTION 4 straight-line QUESTION 5 yearly depreciation QUESTION 6 Accumulated QUESTION 7 depreciation QUESTION 8 unit QUESTION 9…

Math

## Part 3 Cset Up The Integral To Find The Arclength Of The Parametric Curve C From (1 0) To

(b) Evaluate

dy

172 at the point where (x, y) = (0, -4).

(c) Set up the integral that would give the length of the arc from t = 1 to t = 2.

3. Given the parametric curve C defined by

*= 17 y = In( 1 + t).

(a) Determine

dx

– and

dx2

(b) Determine the equation of the tangent line to C’ at t = 0.

(c) Set up the integral needed to find the arclength of C from (1, 0) to (0.25, In 4).Math

## Question 1 Consider The Following Binomial Experiment

A study in a certain community showed that 8% of theQuestion 1 Consider the following binomial experiment: A study in a certain community showed that 8% of the

people suffer from insomnia. If there are 10,300 people in this community, what is the…Math

## How Would I Find The Solutions To These Questions Is It A Geometry Based Question If So What Formula Must Be

1. The distance from New York City to Los Angeles is 4090 kilometers.

a. [3 pts]What is the distance in miles? (You must use unit fractions. Round to

the nearest mile and be sure to include units.)

b. [3 pts] If your car averages 31 miles per gallon, how many gallons of gas can

you expect to use driving from New York to Los Angeles? (You must

use unit fractions. Round to one decimal place and be sure to include

units.)Math

## Please See The Attached For Correct Questions And Example Formula For Question 8 14 &Amp

18. LET ME SEE YOUR1)Sinoe there is novisible pattern which is repeating itself sothe given number is irrational 2M=Jm=m

3W+2ﬁ=v§+2v§=3q§+2s§=5ﬁ a and simpliﬁed form is 5J5 4}J1_J_—J12T15=W=amp;J§

5)£…Math

## 4 Optimize The Following Functions By Finding The Extreme Values At Which The Function Is Stationary And

Question

# 4. Optimize the following functions by finding the extreme values at which the function is stationary and

determine whether the points are (local) maxima or minima:

(a) y=x3 – 6×2 +9x+1

(b) y= -(4 – x)3

Math

## 1 Let C Denote The Field Of Complex Numbers As With Any Field We Can Consider Vector Spaces Linear

3. For their; (inﬂation, are magir choose arbitraryr matrix mpruaantatiaa. usually

use the standard basis, and do the same as what we did in the previcrus

EIGI’CiSE. Ha hm we‘ll have [T13 = D and the set of minim: VH‘JSDI’S of Q

is the Drdmed basis ,8 {3] It’s not diagn-nalizahlc since dim[Eg} is 1 but not 4. Hill -ll{.’| [-3) It’s not diagonalimhla since its dimisﬂc polynomial rims not

split. ..1 [I [I l l {I

{h]1t’sdiaganaﬁssab1awithﬂ= u 1 0 me: u u 1. 1 l l l

{:1} It’s diagnnalizahla 1with 13- (ﬂ: 2 [I] and Q =(= l l —l)_

[I

[a ]| It’s diagonaﬁmable with D: ( —1 i]

[f] 111’; tﬁagnnaligahle with D— – [— 1′:

i] J ‘I’J.T_ __J. L.-._– -__:_ 11__1-__ 4.1.- -L-___J.__JT’ L- d.L_ -1.-___|._ I. :. J.L_ I. Math

## Define The Linear Span Of A Set Of Vectors {V1 Vk} ⊆ Rn Let {E1 En} Be The Standard Basis

Problem 7 . Define the linear span of a set of vect

rectors ( V 1 . … . VK’S CIRR .`

Let {el . …. en’ be the standard basis of RX. Set 8; = ex – eith , and hi = Ci – en.

Prove that

span ( 81 . … . En- 15 = spanthe . …. An – 15.Math

## Sss On The Cylinder(A) Give An Example Of Two Circles On A Cylinder Which Intersect In More Than Two

Question

# SSS on the cylinder

(a) Give an example of two circles on a cylinder which intersect in more than two

points.

(b) Use this to construct a counterexample to SSS on the cylinder. The two triangles in your counterexample should have one edge in common.

Math

## Find The Critical Points Of The Given Function Then Use The Second Derivative Test To Determine If The Critical

Question

# Find the critical points of the given function. Then use the second derivative test to determine if the critical

points correspond to local maxima, local minima, or saddle points of the graph of the function, or if the test is inconclusive. (Order your answers from smallest to largest x, then from smallest to largest y.)

f(x, y) = (x + y)(2y + xy)

Math

## I Just Need Help Solving These Step By Step

Question

# I just need help solving these step by step

A = PehT

A = ) final amount

P =) Pricipal

Formula

9 7 rate of compounding devoursorting

R

for continuous

T = no of years

compoundend

( = ) natural logarithm exponent

HIM, P= $ 600 0 9 = 4:5%=…Math

## You Throw A Softball Straight Up Into The Air At A Velocity Of 30 Feet Per Second

You release the softball at a

Question

# You throw a softball straight up into the air at a velocity of 30 feet per second. You release the softball at a

height of 5.8 feet and catch it when it falls back to a height of 6.2 feet. nee to Use the position equation to write a mathematical model for the height of the softball.

Math

## Please Give Me Correct Answer And Explain Clearly To Find The Maxima And/ Or

Question

# Please give me correct answer and explain clearly to :

Find the **maxima and/ or**

** minima** for the following function : f(x) = x3/4 – 4×2 + x

FF ) = 1/ x

14* – 4x 2 + x

Find the first derivative and equate to zero

f ( x ) = 3×2 – 8x +1 =0

solving for * you get

21 = 10.54

of ( 10 54 ) = 1/ ( 10 54)3- 4(10-54 ) + 10.54

= – 141 . 1.

* 10 ….Math

## Revenue Cost And Profit A Company Is Planning To Manufacture And Market A New Twoslice Electric Toaster After

Question

# Revenue, cost and profit. A company is planning to manufacture and market a new two-slice electric toaster. After

conducting extensive market surveys, the research department provides the following estimates: A weekly demand of 200 toaster at price of $16 per toaster and a weekly demand of 300 toaster at a price of $14 per toaster. The financial department estimate that weekly fixed cost will be 1400 and variable cost (cost per unit) will be $4

(A) Assume that the relationship between price P and demand X is linear. Use the research department’s estimates to express P as a function of X and find the domain of this function

(B) Find the revenue function in terms of x and state its domain

(C) Assume that the cost function is linear. Use the financial department estimate to express the cost function in terms of x.

(D) Graph the cost function and revenue function on the same coordinate system 0 less than or equal X less than or equal 1000. Find the break-even points and indicate regions of loss and profit.

(E) Find the profit function in terms of X

(F) Evaluate the marginal profit at x = 250 and x=475 and interpret results

Math

## Please Help With These Math Problems Please Type If Possible Please Show Work For Better Understanding Thank You

Question

# Please help with these math problems. Please type if possible. Please show work for better understanding.Thank you

in advance.

Search the menus (Alt+/)

A

100%

Normal text

. .

1 1

1

111|1 1 171 1 1|1 1 1211 1|1 1 1 311 1

1 1 14 1 1 1

1 1 15 1 1 1 |

1 1 1 6 1 1 1

1 17

x2

2 .

f ( x) = Vx2- 4,8(x) =

x2+ 1

(a) Find (f + g) (x)

(b) Find (f – g) (x)

(c) Find (fg) (x)

(d) Find (f /g) (x) and state the domain.

(e) Find (f . g)(x) and state the domain.

(f) Find (g . f) (x) and state the domain.

3. Determine whether the function has an inverse function. If it does, find the inverse function. If

it does not, restrict the domain of the function and find its inverse.

(a) f(x) = x3+8

(b) f(x) = (x -4)2

(c) f(x) =1x- 21

+Math

## Here Yet Another One That I Would Love To Get Your Help With My Friend Thank You Once Again!

Using your MultiSim circuit simulation software on the XenDesktop, complete the Labs below. Once you

complete the lab follow the instructions to submit your lab report below.

Solving Simultaneous…Math

## A Clerk In A Bookstore Has 90 Minutes At The End Of Each Workday To Process Orders Received By Mail Or On

Question

# A clerk in a bookstore has 90 minutes at the end of each workday to process orders received by mail or on

voicemail the store has found in a typical mail order brings in a profit of $30 and a typical voicemail order brings in a profit of $40 each mail order takes 10 minutes to process and each voicemail order takes 15 minutes how many of each type of order should the clerk process how if at all do the maximum profit in optimal processing policy change if the clerk must process at least three email orders and to voicemail orders

Math

## Find Two Unit Vectors Orthogonal To A=(1 4 1) And B=(3 5 2) Enter Answer So That The First Nonzero

Question

# Find two unit vectors orthogonal to a=(-1, -4, 1) and b=(-3, -5, -2). Enter answer so that the first non-zero

coordinate of the first vector is positive

b = ( 3 , – 5. -2)

K

axb =

L

– 2

axb = 136 – 57 – ZE

|Q x b/ = /Bi-55 – zep = 1 169+25+49

= 1243

= 93

Umit vectors oathoganal to given vectors

+

(axb )

lax bl

= 1 ( B6 -5) – 70)

913

13

27

27

27…Math

## Botany A Group Of Tasmanian Botanists Have Claimed That A King’S Holly Shrub The Only One Of Its Species In The

Question

# Botany A group of Tasmanian botanists have claimed that a King’s holly shrub, the only one of its species in the

world, is also the oldest living plant. Using carbon-14 dating of charcoal found along with fossilized leaf fragments, they arrived at an age of 43,000 years for the plant, whose exact location in south- west Tasmania is being kept a secret. What percent of the origi- nal carbon-14 in the charcoal was present?

Math

## Triangle Def Is Translated Using The Rule (X Y) → (X − 2 Y − 3) To Create Triangle D′E′F′ If A Line

Question

# Triangle DEF is translated using the rule (x, y) → (x − 2, y − 3) to create triangle D′E′F′. If a line

segment is drawn from point D to point D′ and from point E to point E′, which statement would **best** describe the line segments drawn?

They are parallel and congruent.

They are perpendicular to each other.

They share the same midpoints.

They create diameters of concentric circles.

Math

## Hi Could I Have Help With These Geometry Questions Regarding Triangles? A Step By Step Would Be Very

Question

# Hi, could I have help with these geometry questions regarding triangles? A step by step would be very

helpful

a) The vertices of a triangle are J(-2,2), K(-1,-3), and L(5,1).

i) is triangle JKL an equilateral, isosceles, or scalene triangle?

ii) Determine the perimeter of JKL

b) A(5,9), B(-3,3), and C(7,-5) are the vertices of a triangle. M is the midpoint of AB and N is the midpoint of AC.

i) Calculate the coordinates of M and N

ii) Show that MN is parallel to BC and half of BC

Math

## (A) If M = 1 3 −1 2 Nd The Elementary Matrix E Such That Em = A Where A = 1

Question

3

nd elementary matrices E1,E2,E3 and E4 such that E4·E3·E2·E1·M = I.

( a )

M =

-1

3

A =

3

2

– 2

4

FM = A where E is elementary

matrices . We want to find inverse of E .

Clearly , we can see that second row

of A is

2 times second row of M.

Row 2 of A =

2 row 2 of M…Math

## A $1249269 76b $752086 50c $752634 42d $1248392 562 Annie Opens A Savings

Question

# a.$1249269.76

b.$752086.50

c.$752634.42

d.$1248392.56

2.Annie opens a savings

account and makes a single deposit of $4000. The account has an annual interest rate of 2.3% compounded weekly. How much will be in the account 8 years later?

a.$4808.06

b.$4807.22

c.$4807.87

d.none of the above

Alia’s parents deposited $100 into a bank account at the end of each month since she was born. The account has an annual interest rate of 1.8% compounded monthly. How much was in the account on Alia’s 18th birthday?

a.$21988.80

b.$24355.91

c.$23084.68

d.$25487.45

The Smith’s purchase a home for $400000 and make a 20% down payment. They finance the remainder with the bank under the following conditions: payments are to be made at the end of each month, and the loan has an annual interest rate of 3.2% compounded monthly. If the mortgage has a term of 25 years, how much is the monthly payment?

a.$1583.01

b.$1550..97

c.$1621.46

d.none of the above

Math

## Three People Invest In A Treasure Dive Each Investing The Amount Listed Below

The dive results in 35 gold

Question

# Three people invest in a treasure dive, each investing the amount listed below. The dive results in 35 gold

coins. Using Hamilton’s method, apportion those coins to the investors based on their investment.

Investor Investment Allocation of 35 coins

Keegan $18,297

Tom $11,088

Trey $2,115

Math

## How Can I Find The Probability That

Question

How can I find the probability that

the shipment is rejected?

. . . XD

mathxl.com

Homework

Do Homework – Tom Campis

Rounding Numbers Calc.

+

Math 150 Statistics Fall 2019

Homework: Section 5.5 Homework

Save

Score: 0 of 1 pt

11 of 17 (11 complete) gt; gt; W Score: 58.82%, 1…

X

5.5.63

Question Help

Suppose a shipment of 180 electronic components contains 4 defective components. To determine

whether the shipment should be accepted, a quality-control engineer randomly selects 4 of the

components and tests them. If 1 or more of the components is defective, the shipment is rejected.

What is the probability that the shipment is rejected?

The probability that the shipment is rejected is

(Round to four decimal places as needed.)

Enter your answer in the answer box and then click Check Answer.

?

at. .

All parts showing

Clear All

Check Answer

## A Population Of Elk Increases By 12% Each Year Every Year After Births 10 Elk Are Added To The Population To

Question

# A population of elk increases by 12% each year. Every year after births, 10 elk are added to the population to

vary the gene pool. Let x sub n denote the size of the population after n years, starting with a population of 50 elk.

a) when does the population exceed 150 elk?

b) after the time found in part a, no more elk will be added to vary the gene pool and hunting will be allowed eliminating 10 elk from the population annually. What is the fate of the population?

Math

How do you find the sine, cosine, and tangent values on the unit circle?

Question

# How do you find the sine, cosine, and tangent values on the unit circle?PAGE NO. :

DATE :

1 1

s off

quot; quot; The yn’t circle is a circle of radius ,.

what that is centered on thi ongin of the

coordinate plane .

X :

The definition allows as to extend the

domaity of…Math

## The Medication Orders Reads Floxin 200 Mg Iv To Be Administered Over 30 Minutes Pharmacy Label Reads 200 Mg/50

Question

# The medication orders reads floxin 200 mg iv to be administered over 30 minutes. Pharmacy label reads 200 mg/50

ml. At what rate, in ml per hour will nurse set the infusion control device?

Math

color:rgb(0,0,0)Parents wish to have $90,000 available for

Question

# Parents wish to have $90,000 available forCompound interest formula

arate

A F

P( Itz )

a time

not

amount

Principal

Here

A z$go, 00 0

8 = 6 1. Per annum

t = 9 years [ 1 8 – 9 = 9 ]

n = 2 [Remiannualy = 2 in a year]

P= have to find

Heonce…Math

## I Need Details Of These 2 Math Questions These Questions Are About Optimization (Basics Of

6.12 Consider the problem minimize f (ac)

subject to a: 6 Q, where f : R2 a R is given by f(:c) = 5:32 with a: = [$1,32]T, and Q = {a3 =

[m1,z:2]T :xf +132 2 1}. a. Does the point :6 = [0, 1]T satisfy the ﬁrst-order necessary condition?

1). Does the point (3 = [0, 1]T satisfy the second-order necessary condition? 0. Is the point 9; = [0, 1]T a local minimizer? Math

## I Am Having A Hard Time Putting This Together Into An Equation That Will Get Me To Find (N) And (Q) Can You

Question

# I am having a hard time putting this together into an equation that will get me to find (N) and (q). Can you

help?

Minimize the function 50000+20N+5q subject to Nq=2500. Interpret this in light of the Wilson lot size problem.

N=

q=

minimum value=

Math

## Exam 1 (Equations And Inequalities Relations And Functions)* Show Your Work To Reveal

Question

12X – 8Y = -24

6.fIND 5 CONSECUTIVE EVEN INTERGERS WHOSE SUM IS 90

7.MARTIN SCORED 78%, 86%, AND 90% ON THREE SCIENCE EXAMS. wHAT MUST HE SCORE ON THE FOURTH TEST IN ORDER TO HAVE AN AVERAGE

GRADE OF 83%?

8.Solve 6-3[2x – 5] = -6

Math

## Four People Have These Amounts Of Money X 2x X+12 And X3 A) Algebraic Expression That Gives The Total

Question

# Four people have these amounts of money: x, 2x, x+12, and x-3

a) algebraic expression that gives the total

amount of money they have

b) expression that gives each person’s share if they share the money equally

c) expression that gives the total remaining if each person spends $15

d) if the 4 people originally had a total of $119, how much did each person have?

. Peoples have money

x 1 2X , X12 ( x3

Now total amount = X+ 2x+ x+12 +x-3

= S X 412 -3

Su+g

b

Now total money = sxtg

for equall share 2 5xtg

Now

they all 4 spend $15 each

Hence

total . 15×4 = $60…Math

## Math 316 Complex Variables

Question

MATH 316 Complex Variables,

question in the picture above.

. Consider the following subsets of the complex plane: (a) (4 points) {z E C I Re(z2 + 1) = 0} (b) (4 points) {z 6 (Cl lz— 1| 3 2 and z 75 0} (c) (5 points) {z E (C | 2 7g 0 and — 7r/2 lt; Arg(z3) lt; 7r/2} Draw a picture of each of these subsets, and state (without proof) which of the following

conditions they satisfy: 0 bounded 0 open 0 closed 0 connected 0 a domain Math

## Show That The Basis Vectors U In R(2) Is Orthogonal Then Express X As A Linear Combination Of Vectors In

Question

# Show that the basis vectors U in R(2) is orthogonal. Then express X as a linear combination of vectors in

U.

U = { u1=V = Su, muzy = { [3] , ] is orthogonal.

Two vectors up and 12 are said to be orthogonal

if their dot Product 4,.U2 is equal to zero .

[3]. [4 = (2) (6) + (3) (4) = 12 + 12 =024

: Up and uz are not…

Math

## I Need Help

Triangle ABC has coordinates A (-4, 4), B (4, 8), and C (4, 0).

a. Find

Question

# I need help

Triangle ABC has coordinates A (-4, 4), B (4, 8), and C (4, 0).

a. Find

the coordinates of the vertices of triangle A’B’C after a dilation using a scale factor of 0.75.

b. Find the coordinates of the vertices of triangle A’B’C after a dilation of triangle A’B’C using a scale factor of 4.

c. Use the scale factors given in parts (a) and (b) to find the scale factor you could use to dilate triangle ABC to its final image in one step. Explain.

2) If a figure has at least one vertex in every quadrant, will its dilation have at least one vertex in every quadrant? Explain.

3) The length of one side of an original figure is 110 units. The length of the corresponding side of the image figure is 11 units. What is the scale factor of the dilation?

4) You have $45 to buy noisemakers and hats for a party you are hosting. Each noisemaker costs $1 and each hat costs $3.

Math

## Each Phase Of Pharmaceutical Clinical Trial Involves Dosing Patients With A Drug Then Drawing A Sample Of The

Question

# Each phase of pharmaceutical clinical trial involves dosing patients with a drug, then drawing a sample of the

blood every house for fifteen hours. An analytical chemist who tests the blood sample can pipet one sample every 15 seconds. How long will it take her to pipet the samples for 2 patients from a 3 – phase clinical trial?

a). 7.5 min

b). 22.5 min

c). 25 min

d). 27.5 min

Math

## Solve The Problem Using Calculus Prove That The Degrees Of Two

Problem 1. Let m, n be nonnegative integers, and let ao, …, am and bo, …, bn be real numbers. Consider

the real-valued polynomial functions

m

f (x) = do +

A

ajxi

g(x) = bo +

M

bixi

j=1

j=1

You know from Calculus I that the functions f and g are differentiable. Assume that m and n are the

result.

degrees for f and g, respectively, and use what you know about derivatives to help prove the following

If f (x) = g(x) for all real numbers x, then m = n, and a; = bi for 1 lt; j lt;m.Math

## Can You Help Me Prove That? It’S A Question

1 ;

34 1 2 Show that if I is a continuous real- valued function on [ a , 6\ satisfying

` of ( 20 ) 9 ( 20 ) dac = 0 for every continuous function } on [a , 6], then

f ( ac ) = O for all ac in [ a , 6 ) .Math

## According To The Us Department Of Agriculture In 19961997 The Production Cost For Planting Corn Was $246 Per Acre

Question

# according to the us department of agriculture in 1996-1997 the production cost for planting corn was $246 per acre

and the cost for planting soybeans was $140 per acre. The average farm used 445 acres of land to raise corn and soybeans and budgeted $85,600 for planting these crops. If all land and all the money budgeted is used, how many acres of each crop should they plant?

Math

## Hi This Page Is From

Question

Hi,

This page is from

Course Hero.

I would like to know how the duty cost per dozen was calculated for question 2 and 3. If duty is an import charge why is question 2 in Icelandic money?

Can you help?

Math

## Hi There I Am Making A Project In Integral Calculus Laplace Transform Second Order Differntial Equation I Am

Hey! You can post the details of the project in an advanced question in the tab for advanced questions.

Or you can ask it to me directly by going to my tutor profile page since I am available to…Math

## Please Give Detailed Proof Of The Following Question Prove That No Equilateral Triangle In

Question

# Please give detailed proof of the following question:

Prove that no equilateral triangle in

the plane can have all vertices with rational coordinates.

Excerpt From: Richard Johnsonbaugh. Foundations of Mathematical Analysis.

Math

## This Is My Calculus 3 Homework Of Sequences And Series

Question

# this is my calculus 3 homework of sequences and series

Extra credit

problems

# Find the sum of the series

6

n=1 ninth 20

3

# Does S 2n+1

n=1 ( n+ 1) 2

converges or diverges.

#

Given n+2 = an . Prove S any is decreasing ?Math

## Please I Need Help On 2 Iii And 2 Iv Math Analysis Questions

2. i. Carefully, graph the function f(x, y)=-3x-3y+2 on the first octant of a properly labeled coordinate system.

ii. Use a ruler to generate a contour map for the function f(x, y) = Vx – y , using z=0, 1, and 2 .

iii. Given f(x,y)=-

3-2x’y log, (2xquot;

4xy3 -2x? y

find f,(x, y) . (Do not simplify.)

3-2x’ y 10g, ( 2×3)

iv. Give a point (x, y) where the function f(x, y )=-

cannot be evaluated, and state the reason.

4xy3 – 2x’ yMath

## If A Triangle Is Inscribed In A Circle Corner Points At The Center And Then 2 On The Circumference If You Are

Question

# If a triangle is inscribed in a circle corner points at the center and then 2 on the circumference, if you are

given an angle using the center and the radius length, how do you find the area?

Math

## Find The Accumulated Value Of An Investment Of $10 000 For 3 Years At An Interest Rate Of 5 5% If The Money Is

Question

# Find the accumulated value of an investment of $10,000 for 3 years at an interest rate of 5.5% if the money is

a-compounded semiannually, b-compounded quarterly, c-compounded monthly, d-compounded continuously.

Compound Interest formula :. A = P (1 + r jut

I

quot;1

final amount

initial amount , which is $10, 000

11

interest rat = 3010 =gt; in decimal form = 0.03

+

quot;1

time in yrs

=

m

(a) -…Math

## Given That

y1(t)=(t+r)^3is a known solution of the linear differential equation:

y (t+4)^2- 5y’ (t+4)+

5 points. |Given that yl (t) = (t + r)3 is a known solution ofthe linear differential equation:

(t+42y—5(t+4)y’+9y=ﬂ t}—4 Use reduction of order to ﬁnd the general solution of the equation. Math

## Find The Vector X Determined By The Given

Question

Find the vector x determined by the given

coordinate vector [x] b and the given basis B.

Find the vector x determined by the given coordinate vector [x], and the given basis B.

3

4

B =

3

[X]B =

0

XE

(Simplify your answers.)Math

## Find Any Particular Nontrivial Way If Possible To Express The

{I} Fine any parﬁeulsr nontrivial way, if possible, to express the zero vector in 3amp;1 as a linear combination of the vectors

[4,1], —2], [2, —1,{}} , and (5,4,—l] . Ifdoing this is possible, then write the linear combination in the manner discussed in

class. If this is not possible, explain whor it’s not. [2 points] Math

## I Did

6 . 1

( a ) For each of the following matrices A determine if it is diagonalizable . If it is , find a diagonal matrix !)

and an invertible matrix P such that F- AP = D. ( You are not requested to find F-1, but it’s not a bad

idea to practice your skills in finding an inverse of a given matrix . If you do decide to find F -1, it is worth

to check that P- AP = D ; if you don’t , at least check that AP = PD.] Note that many of these matrices

appeared in Question 1 .Math

## 1) John’S Sales Last Week Were $251 Less Than Three Times Nancy’S Sales Together They Sold $1123 Determine How

Question

# 1) John’s sales last week were $251 less than three times Nancy’s sales. Together they sold $1123. Determine how

much each person sold last week.

2) A restaurant holds 50 seats. Two types of seats are available the Friday night jazz festival: stage and dining. The cost of a stage is $15.00 and the cost of a dining is $5.00. If all 50 seats are sold the restaurant would collect $400.00. How many of each type of seat is available?

3) A polishing machine requires 1 hours to make a unit of Product A, and 4 hours to make a unit of Product B. The polishing machine operated for 200 hours producing a total of 80 units. How many hours were used to manufacture units of Product A?

4) Edgar and Janet divide a profit of $15 700. If Janet is to receive $4200 more than one-fifths of Edgar’s share, how much will Edgar receive?

Math

## I Have Been Working On This Problem But I Can Seem To Get It Into The Parameters That Are Being Asked The

Question

# I have been working on this problem but I can seem to get it into the parameters that are being asked. The

instructions are find the derivative of each function by using the product rule d(uv)/dx=(u)dv/dx+(v)du/dx. The instructions continue, Do not find the product before finding the derivative. The problem is:

y=6x(3x^2-5x).

I need some step by step help and an example that can help me with similar questions.

I really appreciate your time and help

Math

## Determine Whether The Matrix Is Elementary

Determine whether the matrix is elementary. If it is, state the elementary row

Question

# Determine whether the matrix is elementary. If it is, state the elementary row1

0

6

O

The matrix is elementary. It can be obtained from the identity matrix by interchanging two rows.

O

The matrix is elementary. It can be obtained from the identity matrix by multiplying a row by a nonzero constant.

O

The matrix is elementary. It can be obtained from the identity matrix by adding a multiple of a row to another row.

O

The matrix is not elementary.Math

## A) F(X) Is Continuous For All Real

Question

a) f(x) is continuous for all real

numbers

b) The limit as x approaches 1 does not exist

c) f(1) does not equal the limit as x approaches 1

d) f(1) is not defined

- If f(x) is a continuous function defined for all real numbers, f(-10) = -2, f(-8) = 5, and f(x) = 0 for one and only one value of x, then which of the following could be that x value? (5 points)

-7

-9

0

2

Math

## Evaluate Without Using A Calculator A) Log 0 00001 (2 Marks)B) Log3 729 (2 Marks)C) Log 1 (2

Question

# Evaluate without using a calculator.

a) log 0.00001 (2 marks)

b) log3 729 (2 marks)

c) log 1 (2

marks)

23. Express each of the following as a logarithm. Use a calculator to evaluate your answer correct to one decimal place.

a) 6x = 27

b) 4x+2 = 23

24. The number of people investing in a particular mutual fund at a bank is modelled by the function p(t) = 245(1.15)t

where t is the time in months, and p is the number of people.

a) How many people have invested in the mutual fund after 10 months?

b) How many months does it take for approximately 2000 people to invest in the mutual fund?

Math

## Please Find The Matrix A Associated To The

1 1 0 1 1 0

*1: 2 gag: 0 ,173: 2 ,151: 2 332: 0 433: 2

1 —1 3 1 2 —1 Let T : R3 —gt; R3 such that T(17j) : 133-, j : 112, 3. Find the matrix A associated

to T in the canonical basis. Find a basis of its kernel and its image. Verify your

answers. Math

## Prove That If T Rn &Gt

Rm is a one-to-one linear24. Prove that if’ T . {quot; – #` is a one – to- one linear transformation and S’ = (VI , I’ ] . …. It’ is a set

of linearly independent vectors from # quot;, then ( TIVI ) , TIVE) . …. TIVE’!’ is a set of linearly

independent vectors from `

Hint . Begin the proof by considering the dependence test equation :

[ I’ll vi ) + [ ] ( quot; ; ) + … + CT ( VA ) = 1`

Rewrite the left side using the linearity properties of’ I’ and use the Kernel Test for Injectivity .Math

## Let A And B Be Invertible N × N Matrices C D Are A Generic N × N And N × P Matrices Respectively F = Dt D

Question

# Let A and B be invertible n × n matrices. C, D are a generic n × n and n × p matrices respectively. F = Dt D.

Mark all statements that must be correct.

a). DtA is a p × p matrix

b). F is a p × p matrix

c). (CD) t = Ct Dt

d). (A B) −1 exists and is B−1 A−1

e). A B = B A

f). A C B is invertible.

g). B−1 A B is invertible.

h). F is invertible.

j). B−1A−1ACB = C

k). (At ) −1 exists and is (A−1 ) t

l). At = A (a.k.a. A is symmetric)

m). F t = F

n). v 0F ≥ 0, for any vector v of appropriate dimension

o). v 0F v ≥ 0, for any vector v of appropriate dimension (a.k.a. F is non-negative definite)

6. (14 pt) Let A and B be invertible n x n matrices. C, D are a generic n x n and n x p

matrices respectively. F = D D. Mark all statements that must be correct.

( ) D’A is a p x p matrix

( ) F is a p x p matrix

( ) (CD) = Ct Dt

( ) (AB) – exists and is B-1 A-1

() AB = BA

( ) ACB is invertible.

( ) B-A B is invertible.

() F is invertible.

( ) B-A -‘ACB = C

( ) (At) -1 exists and is (A-1)t

( ) At = A (a.k.a. A is symmetric)

( ) F = F

( ) v’F 2 0, for any vector v of appropriate dimension

( ) v’Fv 2 0, for any vector v of appropriate dimension (a.k.a. F is non-negative

definite)Math

## The Following Are Data Regarding The Years Of Experience (X) And Monthly Salary Of Drivers

Question

# The following are data regarding the years of experience (x) and monthly salary of drivers

(y).

xy2340034500656007670087900999001012300

Find the equation of the line or the general regression equation.

Notes in inputting answer:

-use small caps

-round off numbers to the nearest whole number

-do not add spaces between numbers and symbols

use the format

y=bx+a

or

y=a+bx

Examples

y=2+25x

y=25x+2

Math

## Er Looking At The Dri Tables You Are Concerned That You May Not Be Able To Afford The Food That Will Provide

Question

# er looking at the DRI tables you are concerned that you may not be able to afford the food that will provide

enough protein for your diet. So, you decide to compare the price **per gram of protein** for the foods you commonly eat. The following four items were priced at Wal-Mart in 2014.

hint: find how many grams of protein are in whole package item. Then find unit rate. For example, if a tin of sardines has 2 servings and each serving has 5 grams of protein and I ate the whole tin I would have eaten 10 grams of protein. If the tin costs $2, each gram of protein cost me 20 cents.

Which item is the best purchase in terms of price per gram of protein?Servings

Grams of

Food Item

Price per item

per item

Protein per

Price per gram

(whole package)

serving

of protein

Bush Pinto

Beans

$0.84

3.3

7g

Jif Peanut

Butter

$3.98

25

7g

Bumblebee

Canned

$2.38

4

13g

Chicken

Cheerios

Cereal

$3.68

18

3g

Math

## I Need The Exact Value Of Tan 5 Pi/ 4 No Decimals Can You Please Show Me How To Find This? I Also Need To Sketch

Question

# I need the exact value of Tan 5 PI/ 4. No Decimals. Can you please show me how to find this? I also need to sketch

the angle and identify the reference angle. As well as terminal and tangent .

Thank you

Math

## A As2+Bs+C&Gt

integral from 0 to s (bt+a)dt.

Can you please explain me, what this

Here the transformation T : P2 (s) −→ P2 (s) is defined by

Zs 2 T (as + bs + c) = (bt + a)dt.

0 Let a1 s2 + b1 s + c1 , a2 s2 + b2 s + c2 ∈ P2 (s) and k be a scalar.

To show that T (a1 s2…Math

## 1 Find The Xcoordinates Of Any Relative Extrema And Inflection Point(S) For The Function F(X) =

Question

# 1.

Find the x-coordinates of any relative extrema and inflection point(s) for the function f(x) =

3x(1/3) + 6x(4/3). You must justify your answer using an analysis of f ‘(x) and f (x). (10 points)

2.

What is the maximum volume in cubic inches of an open box to be made from a 16-inch by 30-inch piece of cardboard by cutting out squares of equal sides from the four corners and bending up the sides? Your work must include a statement of the function and its derivative. Give one decimal place in your final answer. (10 points)

3.

The position function of a particle in rectilinear motion is given by s(t) = 2t3 – 21t2 + 60t + 3 for t ≥ 0 with t measured in seconds and s(t) measured in feet. Find the position and acceleration of the particle at the instant when the particle reverses direction. Include units in your answer. (10 points)

Math

## Give The Definition Of A Linearly Independent Set Of Vectors Let {E1 En} Be The Standard Basis

Problem 6. Give the definition of a linearly independent set of vectors .

Let {el . …. en’ be the standard basis of RX. Define fi = ejt eit1 . Prove that the

set of1 . … . In – Is is linearly independent . ( Hint : Use induction . )Math

## Calculus Help

color:rgb(0,0,0)A company (1 point) A company manufacturers and sells x electric drills per month. The monthly cost and

price-demand equations are C(x) = 75000 + 50x, JC = 210— —, 0 lt; lt; 5000.

p 30 J— (A) Find the production level that results in the maximum revenue. Production Level = (B) Find the price that the company should charge for each drill in order to maximize profit. Price = (C) Suppose that a 5 dollar per drill tax is imposed. Determine the number of drills that should

be produced and sold in order to maximize profit under these new circumstances. Number of drills = Math

The marginal cost of printing a poster when x posters have been printed

Question

# The marginal cost of printing a poster when x posters have been printedThe marginal cost of printing a poster when x posters have been printed is

dc

dx

21X

dollars. Find c(25) – c(9), the cost of printing posters 10-25.

The cost of printing posters 10-25 is

dollars.

(Simplify your answer.)Math

## Developped A Real World Scenario That Illustrates The Order Of Operations Include A Mathematical Expression

Question

# developped a real world scenario that illustrates the order of operations . Include a mathematical expression

that represents your unique scenario and a steps by steps explanation of how the order of operations is used to find your answer.

Math

## This Grade 12 Advanced Functions And Vectors This

Two Ferris wheels are rotating side by side at the Math Fair. The first Ferris wheel has a radius

of Tim and makes one complete revolution everv 16s. The bottom of the wheel is 1.5m above

the ground. The second Ferris wheel has a radius of Em and completes one revolution mrv 2i] 5. The

bottom of this wheel is 12m above the ground. a} Write the equation of a sinusoidal function that models the height of one car as it goes

around the Ferris wheel assuming that the car starts at the minim um at time zero. b} Write the equation of a sinusoidal function that models the height of one car as it goes

around the Ferris wheel assuming that the car starts at the minim um at time zero. c} 1Which car {1 or 2] will be higher at a time of 6 seconds? How much higher? Math

## Classroom Scenario

room Scenario Mr. Hamilton was frustrated with Danny’s performance in Math because he believed that Danny could do much better than what he wasdoing in Math. Being a caring and responsible teacher, Mr. Hamilton feels very concerned about Danny’s performance and future. He wants to make Danny realize that he can do much better in his future if he starts paying more attention toward his studies especially Math.

Mr. Hamilton should involve Danny’s parents in his effort of improving Danny’s grades. Like he is in charge in the classroom, Danny’s parents have the charge in the home. Mr. Hamilton should meet with Danny’s parents and inform them what role they can play in improving Danny’s academic performance. This includes monitoring Danny’s activities at home, providing Danny with a proper place to focus his attention, and linking timely completed homework with rewards. It is vital that Danny’s parents adopt the same approach that Mr. Hamilton has adopted i.e. praising Danny at the display of good performance, and look disappointed at poor performance and yet, encourage him to do better next time rather than scold him.

The monitoring system that can help determine the effectiveness of the instructional interventions should comprise both behavioral assessment and performance assessment. “Prereferral intervention strategies are generally determined by a committee of general education teachers before any specialists are included in the plan” (D’Amico and Gallaway, 2008, p. 4). For optimal performance, it is imperative that Danny feels satisfied and happy with the monitoring system. One way to achieve this is by gauging what intervention strategies Danny feels comfortable with. Instructional interventions can also be established by way of mutual consensus between Mr. Hamilton, Danny, and Danny’s parents.

References:

D’Amico, J., and Gallaway, K. (2008). Differentiated Instruction for the Middle School Math

Teacher: Activities and Strategies for an Inclusive Classroom. John Wiley &. Sons.

## Cognitive Behavioral Theory in a Beautiful Mind

41000 In this essay, an attempt would be made to analyze the case and find a probable solution by making use of the ‘Cognitive Behavioral Theory.’ Nash had a mental health problem, schizophrenia, which had surfaced during middle age and stood as a stumbling block between his work and family. The gravity of the problem increased so much that Nash had to leave his job as a professor and eventually became institutionalized. His wife and his roommate Charles stood by Nash, as the depths of his make-believe or imaginary world surfaces. The precipitating set of circumstances could have stemmed from the fact that he was frustrated about not being able to come out with something unique in the mathematical arena, being a Math prodigy himself. His actions of arrogance and anxiety showed the extent of his stress and suffering. This problem had never occurred before but manifested itself when he could not accept his failure. He suffered a harrowing experience for many years to come to terms with himself and finally during the 1970’s he makes his foray into the world of academics by returning once again to teaching and research. Nash being a Mathematical genius had always aspired to create something original and unique that would be useful to society and the world at large. However, when his attempts failed to materialize, he withdrew himself from social circles and became a recluse in his own world. His obsession about making a significant contribution towards the subject of Math and the failure to achieve it had probably triggered his schizophrenia and led to his institutionalization. As a patient, he exhibited his anger and frustration through his actions because he was trapped in a helpless situation.