The current study uses Turing’s reaction-diffusion instability model as an analytical framework to analyze the relationship between population density and information density. It’s aim is to illustrate possible by using this mathematical approach to illuminate the complex bidirectional feedback loops underlying the interaction of population and information in a spatial context. Introduction Population growth is now seen as an open, evolving and self-organising system and growth is determined by internal processes. Mathematical modelling provides itself efficient when it comes to describing and predicting human development. Most of the concepts come from physics such as-collective interactions, chaos and self-organisation with causality expressed in probabilistic terms. Understanding the factors that drive population growth is essential for policymakers to plan and implement effective measures to manage population size. Individual-based models, matrix models, and delayed-differential equation models are some of the mathematical modelling methodologies utilised in population studies. Individual-based models are used to replicate the behaviour of individual agents within a population and investigate how their interactions affect population growth. In this dissertation, we explore mathematical models of human population growth and discuss how they can be used to understand the dynamics of population growth. We will analyse different mathematical modelling approaches used in population studies and examine their pros and cons. Turing’s reaction-diffusion model, which was originally intended to describe morphogenesis patterns, has been widely altered to represent a wide range of systems, including ecology, chemistry, and social phenomena. Because of the inclusion of response and diffusion factors, which can be modified to represent intrinsic population growth and information dissemination, the model is particularly well-suited for examining the spatiotemporal dynamics of population and information density. Past world population growth models The Malthusian population growth model is a theory in demography that argues that population growth is limited by the availability of resources. In this regard, the model predicts that when resources become exhausted, population would eventually outpace growth. This idea was first proposed by Thomas Malthus, an English cleric and economist, in his 1798 book “An Essay on the Principle of Population.” [1] The Malthusian exponential model: dN/dt=(b-d)N=rN (1a) b=births d=deaths r=growth rate N=current population It assumes that the rate of population is proportional to the current population. This differential equation leads to the model of the form N=Noe^rt (1b) No= initial population r=growth rate t=time This model even if its accurate for specific time period, it fails to express larger time period. It was based on several key assumptions. Firstly, Malthus argued that population growth is exponential, while the growth of resources is only linear. This indicates that while the pace of population growth doubles over time, the rate of resource growth remains constant. In other words, resources expand at a slower pace, such as 10% or 20%, but the population doubles every generation. Second, according to Malthus, the population could only be kept in check by checks and balances like hunger, war, illness, and vice. Thirdly, Malthus contended that there is a threshold beyond which the population cannot be supported. He argued that resource competition intensifies, which lowers living standards and raises death rates. Malthus underestimated the possibilities for societal and technological advancement. As societies develop, they might discover new methods for increasing food production and improving resource management. Furthermore, he failed to consider the impact of demographic transition on population growth. Demographic transition refers to the shift from high fertility and mortality rates to low fertility and mortality rates as a society undergoes modernization. This shift typically occurs as a result of increased access to education, health care, and other basic services. People often have fewer children as child mortality rates decrease and as they become more aware of the advantages of family planning, which slows down population growth. Logistic model (Verhulst model) The logistic model was proposed to induce a saturation in the population dynamics in an attempt to address the problem of the Malthus model. Its foundation is the idea that a population’s rate of expansion is influenced by two variables: the rate of reproduction and the accessibility of resources. A Belgian mathematician named Pierre Verhulst created the concept in the middle of the 19th century as a means of explaining how population growth is naturally constrained.[2] The logistic model’s basic principle is that all organisms compete with one another for scarce resources like food, water, and shelter. As a result, the number of people that a certain setting can support is limited. This concept is known as the carrying capacity, which is the maximum size a population can reach when given access to a finite amount of resources. The logistic model is derived from the differential equation: dN/dt=rN(1-N/K)(2) dN/dt= rate of change in population size over time r=growth rate N=population K=carrying capacity As N approaches K, dN/dt approaches zero and the population stops growing at N=K. The general solution to (2) is N=K/(1+1/c^‘’ e^(-rt) )(2a) For t=0 and N=No: No/(K-No)=c^‘’ Leading to: N=K/(1+(K/No-1) ) The logistic model has been used to model a wide range of biological systems, from bacteria to fish to humans. When it comes to simulating the expansion of the human population, the logistic model has some drawbacks. The fact that human populations are influenced by a variety of elements, including cultural, social, and economic considerations, in addition to resource availability, is one of the key challenges. For instance, as a result of advancements in healthcare that prolong life and lower new-born mortality rates, human populations may expand quickly. Similar to how fertility rates can affect population increase, social and economic issues may also have an impact. Hyperbolic equation Around 1951, it was discovered that the quasi-hyperbolic equation would fit the world population[3]: P=a/(D-t)^M (3a) Where a is a constant and M was calculated as M=0.99. D is the point of singularity which was estimated by the authors as D=2026.87, the number correlates with the day 13th of November 2026. At that time, in relation to the equation, world population becomes infinite. In differential form: dP/dt=Ma/(D-t)^(M+1) =(M/a^(1/M) ) P^(1+1/M) (3b) Kapitsa’s model His definition of ‘’information in the concept of population is that of knowledge. Knowledge essentially passing from one generation to the other. This separates the humankind from all the other population in nature. The ability to transfer that knowledge detach us from our solely biological nature and it manifests itself into culture and technology. Therefore, in information-based societies, the real limit to growth is not limitation of resources but a limitation of information- the limitation of culture, science, and education. He analyzed population growth with three differential equations corresponding to the three different stages of the demographic transition. [1] dN/dt=N^2/C+1/t dN/dt= C/〖(T1-T)〗^2 dN/dt=C/(〖(T1-T)〗^2+τ^2 ) The addition of τ essentially works as taming of the hyperbolic function Later refinements of the model suggest values of constants: C=163 , T1=1995, τ= 45 Kapitsa’s model was examined and plotted against real population figures up to 2022; Demographic transition theory The demographic transition theory explains how economic progress and modernization alter the population growth rate. This shift often takes place across four or five stages, each of which is distinguished by a different birth and death rate that is driven by developments in infrastructure, technology, and public health. 1. Pre-Transition Stage: This stage is characterized by pre-industrial, agrarian societies with high birth and mortality rates and little population increase. High infant mortality, frequent illnesses, insufficient food supply, and lack of access to high-quality healthcare all contribute to heightened death rates. High birth rates can be ascribed to a number of things, such as lack of access to family planning, religious convictions, and the requirement that children contribute to agricultural labor or provide care for the family through illness and old age. 2. Early Transition Stage: As society begins to industrialize and modernise, advances in nutrition, sanitation, public health, and access to healthcare significantly lower mortality rates. Due to entrenched cultural norms and restricted access to family planning, birth rates continue to be high. As a result of the imbalance between the declining mortality rate and the continually high birth rate, this combination causes rapid population expansion. 3. Mid-Transition Stage: In this stage, overall population growth slows as birth rates steadily fall and mortality rates continue to fall. Increased access to education, especially for women, urbanization, and the availability of birth control technologies are factors resulting in reduced birth rates. Women frequently choose to have fewer children when they are given better educational and economic prospects, and urban living typically calls for smaller family sizes. 4. Late Transition Stage: Population growth is minimal during the late stage of demographic transition, which is characterised by low and steady birth and death rates. Reduced fertility rates are a result of increased economic growth, widespread education, and widespread access to family planning services. Additionally, when the significance of the traditional extended family declines, cultural values and attitudes may change in favour of smaller families and delayed childbirth. Figure 1.Demographic Transition Model; Source: UNEP Grid-Sioux Falls The Role of Information in the Demographic Transition 1. Education: Wider access to education, particularly for women, is made possible by the diffusion of information, which significantly lowers fertility rates. Women can make decisions that are in line with their personal preferences and family circumstances as they gain more understanding about reproductive options, childcare, and family planning. 2. Economic Development: Information exchange can stimulate economic growth by promoting innovation and knowledge transfer. Global communication and data access may boost markets and industries, generate employment possibilities, and improve living conditions. Population growth often reduces as fertility rates stabilise as countries advance economically. 3. Urbanisation: Due to financial and spatial constraints, relocating from rural to urban contexts often implies a change in family arrangements and a decrease in family size. 4. Cultural Changes: With more worldwide communication and information sharing, cultural norms and values may change, affecting views on marriage, parenthood, and gender roles. Increased acceptance of smaller families, dual-income households, and postponed childbearing might result from the introduction of new ideas and exposure to other cultural practises. Information imperative / Information-population feedback loop The distribution of information is one of the primary forces behind population self-organization. There are many different ways that information can be used to promote social and economic progress. People can share their knowledge and experiences with one another, and they can also change their behaviour in response to environmental cues. Information flow can be thought of as the adhesive that binds populations together and enables them to work as a collective. The influence of population density on the rate at which information is distributed is one feedback loop. As a population grows in density, communication pathways become more efficient, allowing for the rapid and widespread diffusion of information. This effect is increased when people engage with one another in social and professional situations, which tend to grow in frequency as population density increases. On the other hand, information transmission has the potential to influence population dynamics through altering reproductive patterns, migration rates, and total growth rates. Information about health and family planning, for example, can lead to reduced birth rates, whereas information about job possibilities or living conditions can motivate people to relocate, leading in population shifts. Population density could be modelled as an evolving function of time and space, while the information density could be influenced by this population density structure through a mathematical relation Experimental approach Linear stability study In this report, linear stability study is used to analyze the behavior of the relation between population growth and information density, as well as computational modelling Linear stability study is a mathematical analysis technique is used to look at a system of equations’ stability characteristics. To ascertain the stability of a dynamic system or process, it is frequently utilized in several disciplines, including physics, engineering, and economics. The system is represented by a collection of differential equations or difference equations in a study of linear stability. The system is represented by a collection of differential equations or difference equations in a study of linear stability. As part of the study, the equations are linearized at a certain equilibrium point, which is frequently the system’s steady state, and the behavior of minor perturbations around the equilibrium is then examined. Determining whether or if small perturbations—that is, disturbances, fluctuations, or changes—in the system have a tendency to develop or degrade over time—is the main goal. The study specifically looks at the linearized system’s eigenvalues, which reveal information on the direction and rate of change of perturbations The system is considered to be stable if all of the eigenvalues have negative real components, in which case any perturbations near the equilibrium point will gradually decay to zero. The system is considered to be unstable if one or more of the eigenvalues have positive real components, which means that even minor perturbations might accumulate and eventually cause big changes. Turing instability The mathematical model of Turing’s diffusion-driven instability explains how patterns emerge in reaction-diffusion systems. The model was first proposed by Alan Turing in 1952 to explain how certain biological organisms such as zebrafish get their stripes, spots, and other distinctive patterns. Turing proposed that these patterns were created by the interaction of chemicals, which he called “morphogens,” and that their creation could be explained by mathematical models. He outlined a system of partial differential equations that represent the spatial distribution of morphogens in a developing organism. He suggested that the interaction between at least two morphogens, one activating and one inhibiting, could generate pattern differentiation. The substances diffuse through the tissue and react with one another such that small, random fluctuations in their concentrations are amplified, ultimately creating patterns. The foundation of Turing’s theory is the idea of reaction-diffusion systems. While the diffusion component relates to how these chemicals are distributed throughout the organism, the reaction component describes how morphogens interact chemically. When two or more chemicals interact and disperse through a medium, their concentration changes over time. This process is referred to as a reaction-diffusion system. A set of partial differential equations can be used to describe the dynamics of these systems. In a traditional reaction-diffusion system, two chemical species can interact and undergo a chemical transformation, which is represented by a set of differential equations. This system is condensed in Turing’s model to consist of two chemical species, X and Y, with distinct diffusivity values, D1 and D2. When X diffuses more quickly than Y, a feedback loop is produced because the concentration of X falls in the low-concentration zone more quickly than in the high-concentration region. As a result of this X depletion encouraging an increase in Y and vice versa, spatial patterns start to appear in the system. The following is a representation of the equations describing the system’s dynamics: ∂X/∂t = F(X, Y) + D1∇2X ∂Y/∂t = G(X, Y) + D2∇2Y Where F and G are functions that describe the rate at which X and Y react with each other, respectively. These functions can describe a wide range of chemical reactions, including autocatalytic and activator-inhibitor reactions. The Laplace operator, ∇2, describes the second-order partial derivative of the concentration gradient, and the diffusion constants, D1 and D2, determine how fast X and Y diffuse through the medium. If a local perturbation causes the concentration of species X to fall while species Y grows in a particular area of the medium to see how patterns could form in this system. As a result, there is an increase in the gradient between the concentrations of X and Y, which encourages the diffusion of X from the highly concentrated area to the nearby low-concentration area. Since X diffuses more quickly than Y, its concentration will drop in the low-concentration zone more quickly than it will in the high-concentration region. As a result, a positive feedback loop is created in which the decrease of X encourages the growth of Y and vice versa. To analyze the behavior of Turing’s model mathematically, it needs to compute the eigenvalues of the linearized system near the homogeneous steady state. These eigenvalues give insight into the stability of the homogeneous state and the possible formation of a spatial pattern. For an information-based world population model it applies as; I(t) represents the density of information in the environment, which can affect the rate of population growth. P(t) represents the density of the population at time t. Based on Turing’s equation for reaction and diffusion, we can write the following system of partial differential equations: ∂P/∂t = f(P, I) + D∇^2P ∂I/∂t = g(y, x) + C∇^2I where f(y, x) and g(y, x) are the reaction terms describing the population growth and the information density, respectively, and D and C are the diffusion coefficients for the population and the information density. The Laplacian operator (∇^2) represents the diffusion of the respective variable in space. For the reaction terms: f(P, I) = rP(x,t)^2 I(x,t) where r is the intrinsic growth rate, K is the carrying capacity (maximum population density), and y/K is the effect of density-dependent regulation on the population growth. For the information density term, we can use a modified logistic model: g(P,I) = bP(x,t) +a(1- P(x,t)/K) where a and b is a constant that determines the effect of information density on population growth To linearize the system, we can assume small deviations from an equilibrium point where both P and I are constant. We can write P(x,t) = P0 + p(x,t) and I(x,t) = I0 + i(x,t), where P0 and I0 are the equilibrium values and p and i represent small perturbations from the equilibrium. Substituting these into the equations and neglecting terms of second order or higher, we obtain: Substituting these into the original system and linearizing, we obtain: ∂p/∂t = r 2P p + r P^2 i + D∇^2p ∂i/∂t = b Pi + a (1- P/K) p + C∇^2i To find the eigenvalues, we can assume solutions of the form: p(x,t) = P(x) exp(λt) i(x,t) = I(x) exp(λt) write 2500 words that can be added to this script

Math


For an information-based world population model it applies as; I(t) represents the density of information in the environment, which can affect the rate of population growth. P(t) represents the density of the population at time t. Based on Turing’s equation for reaction and diffusion, we can write the following system of partial differential equations: ∂P/∂t = f(P, I) + D∇^2P ∂I/∂t = g(y, x) + C∇^2I where f(y, x) and g(y, x) are the reaction terms describing the population growth and the information density, respectively, and D and C are the diffusion coefficients for the population and the information density. The Laplacian operator (∇^2) represents the diffusion of the respective variable in space. For the reaction terms: f(P, I) = r(P(x,t)^2 )I(x,t) where r is the intrinsic growth rate, K is the carrying capacity For the information density term, we can use a modified logistic model: g(P,I) = bP(x,t) +a(1- P(x,t)/K) where a and b is a constant that determines the effect of information density on population growth r = 0.00021 K = 55000000 a = 0.000051 b=-0.406 Diffusion coefficients D = 0.01 C = 0.01 linearize the system find the eigenvalues and the steady states solution of the system and determine the stability of the system

Math


4封信放到4个盒子中,求剩两个空盒子的概率

Math


4封信放到2个盒子中,不允许有空盒子,有多少种可能·

Math


概率论和统计学能否一起运用

Math


For an information-based world population model it applies as; I(t) represents the density of information in the environment, which can affect the rate of population growth. P(t) represents the density of the population at time t. Based on Turing’s equation for reaction and diffusion, we can write the following system of partial differential equations: ∂P/∂t = f(P, I) + D∇^2P ∂I/∂t = g(y, x) + C∇^2I where f(y, x) and g(y, x) are the reaction terms describing the population growth and the information density, respectively, and D and C are the diffusion coefficients for the population and the information density. The Laplacian operator (∇^2) represents the diffusion of the respective variable in space. For the reaction terms: f(P, I) = r*(P(x,t)^2 )I(x,t) where r is the intrinsic growth rate, K is the carrying capacity For the information density term, we can use a modified logistic model: g(P,I) = bP(x,t) +a*(1- P(x,t)/K) where a and b is a constant that determines the effect of information density on population growth r = 0.00021 K = 55000000 a = 0.000051 b=-0.406 Diffusion coefficients D = 0.01 C = 0.01 linearize the system find the eigenvalues and the steady states solution of the system and determine the stability of the system

Math


应用统计学计算双色球的中奖率

Math


For an information-based world population model it applies as; I(t) represents the density of information in the environment, which can affect the rate of population growth. P(t) represents the density of the population at time t. Based on Turing’s equation for reaction and diffusion, we can write the following system of partial differential equations: ∂P/∂t = f(P, I) + D∇^2P ∂I/∂t = g(y, x) + C∇^2I where f(y, x) and g(y, x) are the reaction terms describing the population growth and the information density, respectively, and D and C are the diffusion coefficients for the population and the information density. The Laplacian operator (∇^2) represents the diffusion of the respective variable in space. For the reaction terms: f(P, I) = rP(x,t)P(x,t) I(x,t) where r is the intrinsic growth rate, K is the carrying capacity (maximum population density), For the information density term, we can use a modified logistic model: g(P,I) = bP(x,t) +a(1- P(x,t)/K) where a and b is a constant that determines the effect of information density on population growth r = 0.00021 K = 55000000 a = 0.000051 b=-0.406 Diffusion coefficients D = 0.01 C = 0.01 To linearize the system, we can assume small deviations from an equilibrium point where both P and I are constant. We can write P(x,t) = P0 + p(x,t) and I(x,t) = I0 + i(x,t), where P0 and I0 are the equilibrium values and p and i represent small perturbations from the equilibrium. To find the eigenvalues, we can assume solutions of the form: p(x,t) = P(x) exp(λt) i(x,t) = I(x) exp(λt) linearize the system find the eigenvalues and the steady states solution of the system and determine the stability of the system

Math


For an information-based world population model it applies as; I(t) represents the density of information in the environment, which can affect the rate of population growth. P(t) represents the density of the population at time t. Based on Turing’s equation for reaction and diffusion, we can write the following system of partial differential equations: ∂P/∂t = f(P, I) + D∇^2P ∂I/∂t = g(y, x) + C∇^2I where f(y, x) and g(y, x) are the reaction terms describing the population growth and the information density, respectively, and D and C are the diffusion coefficients for the population and the information density. The Laplacian operator (∇^2) represents the diffusion of the respective variable in space. For the reaction terms: f(P, I) = r*(P(x,t)^2 )*I(x,t) where r is the intrinsic growth rate, K is the carrying capacity (maximum population density), and y/K is the effect of density-dependent regulation on the population growth. For the information density term, we can use a modified logistic model: g(P,I) = b*P(x,t) +a*(1- P(x,t)/K) where a and b is a constant that determines the effect of information density on population growth To linearize the system, we can assume small deviations from an equilibrium point where both P and I are constant. We can write P(x,t) = P0 + p(x,t) and I(x,t) = I0 + i(x,t), where P0 and I0 are the equilibrium values and p and i represent small perturbations from the equilibrium. we also assume that r = 0.00021 K = 55000000 a = 0.000051 b=-0.406 Diffusion coefficients D = 0.01 C = 0.01 linearize the system find the eigenvalues and the steady states solution of the system and determine the stability of the system

Math


Сколькими способами можно посадить за круглый стол 5 мужчин и 5 женщин так, чтобы никакие два лица одного пола не сидели рядом?

Math


The fraction of persons in a population who have a certain disease is 0.02. A diagnostic test is available to test for the disease. But for a healthy person, the chance of being falsely diagnosed as having the disease is 0.06, while for someone with the disease the chance of being falsely diagnosed as healthy is 0.25. Suppose the test is performed on a person selected at random from the population. (a) What is the probability that the test shows a positive result (meaning the person is diagnosed as diseased, perhaps correctly, perhaps not)? (b) What is the probability that the person selected at random is one who has the disease but is diagnosed healthy? (c) What is the probability that the person is correctly diagnosed and is healthy? (d) Suppose the test shows a positive result, what is the probability that the person tested actually has the disease?

Math


2 + 1

Math


The application of mathematical models is critical for researching and comprehending complicated systems such as human population grow. Various modelling tools and methods can provide insights into the dynamics of population increase and help researchers to forecast demographic changes under various situations. Traditional mathematical models have the disadvantage of oversimplifying or ignoring the complex interplay between various factors that drive population growth. This underscores the importance of developing new and innovative models capable of capturing these intricate connections. Introducing Turing’s model of reaction-diffusion instability proves itself crucial in modelling population growth as it provides a better understanding in the intricacies on how information-based societies affect and alter population sizes expand om this

Math


帮我用三角形画一个密铺

Math


Два токарных автомата изготавливают детали по чертежу. Ha продукции первого станка было отобрано n1 = 9 деталей, а на продукции второго n2 = 11 деталей. Выборочные дисперсии контрольного размера, определенные по этим выборкам, S_(1^2 )= 5.9 мкм2 и S_(2^2 ) = 23.3 мкм2 . Проверить гипотезу о равенстве дисперсий при а = 0.05, если альтернативная гипотеза утверждает, что: а) дисперсии неравны; б) дисперсия размера для второго станка больше, чем для первого.

Math


ANOVA test can be used to do what tasks?

Math


По двум независимым выборкам объема n=10 и m=13 xi 2.8 2.4 2.6 2.3 2.2 ni 2 2 3 2 1 yi 2.4 2.2 2.1 2.5 2.6 ni 5 4 2 1 1 Проверить гипотезу о равенстве средних размеров изделий. Пусть α = 0.01

Math


I want you to act as a math teacher. I will provide some mathematical equations or concepts, and it will be your job to explain them in easy-to-understand terms. This could include providing step-by-step instructions for solving a problem, demonstrating various techniques with visuals or suggesting online resources for further study. My first request is “I need help understanding how probability works.”

Math


我每天吃一个蛋卷,每个蛋卷里面有三个鸡蛋,我吃了四个星期,请问我吃了多少打鸡蛋

Math


已知随机变量X_1与X_2均服从零均值,方差为 \sigma^2/2 的高斯分布,且彼此独立。试求出Y=\sqrt{X_1^2+X_2^2} 的概率密度函数表达式。

Math


Рассмотрим эндоморфизм $g: \mathbb{S}^{1}\to\mathbb{S}^{1}$ окружности, который задаётся следующей формулой: $$\bar{x}=2x;(mod; 1)$$ Отображение $g$ имеет одну неподвижную точку $O_1$, которая является образом начала координат при проекции прямой на окружность, то есть $O_1=p(0)$. Поскольку $m=2$, то полный прообраз $O_1$ ($g^{-1}(O_1)$) состоит за двух точек: $O_1=p(0)$ и $O_{2}=p\big(\dfrac{1}{2}\big)$, где $p-$это естественная проекция с прямой на окружность. Пусть $\varepsilon$ настолько мало, что $\varepsilon$ окрестности точек $O_1$ и $O_{2}$ не пересекались. \Рассмотрим $C^{\infty}$ bump-функцию $\Psi: [0;+\infty)\to[0,1]$, такую что\ $\Psi(x)\equiv 1$ при $0;{\leq};x;{\leq};\frac{\varepsilon}{2}$ и $\Psi(x)\equiv0$ при $\varepsilon;{\leq};x<+\infty$\ и функция $\Psi$ строго монотонна при $\frac{\varepsilon}{2};{\leq};x;{\leq};\varepsilon$\ Рассмотрим такое уравнение: \begin{equation} x'=-\ln(2){\cdot}x{\cdot}\Psi(x).\label{ura} \end{equation} Обозначим $h^t$ сдвиг на время $t$ вдоль траектории уравнения. Зафиксируем число $t_{0}>1$. Далее покажем, что композиция $g{\circ}h^{t_{0}}=f$ описывает пример Шуба. \subsubsection{Свойства потока \texorpdfstring{$h^t$}{ht}} Будем считать, что $x{\geq}0$. \begin{lemma} Точка $w_1$ сдвигается потоком $h^{t_0}$ в точку $w_1$ тогда и только тогда, когда выполняется равенство: $$-;\dfrac{1}{t_0\ln{(2)}}\int\limits_{w_1}^{w_2}\dfrac{dx}{x{\cdot}\Psi(x)}=1$$ \end{lemma} \begin{proof} $\dfrac{dx}{dt}=-\ln{(2)}{\cdot}x{\cdot}\Psi(x)$ $\Rightarrow$ $$\dfrac{dx}{x{\cdot}\Psi(x)}=-\ln{(2)}dt$$ Тогда, получаем: $$\int\limits_{w_1}^{w_2} \dfrac{dx}{x{\cdot}\Psi(x)}=-\ln{(2)}\int\limits_{0}^{t_0}dt=-t_0\ln{(2)}$$ \end{proof} \begin{lemma} Значение производной $\dfrac{dh^{t_0}}{dx}$ отображения $h^{t_0}$ в точке $x=0$ равно $2^{-t_0}$. \end{lemma} \begin{proof} Уравнение $x'=-\ln(2){\cdot}x{\cdot}\Psi(x)$ в вариациях имеет вид:\ $y'=Df(x(t))y$ $\Rightarrow$ $$y'=(-\ln(2){\cdot}\Psi(x)-\ln(2){\cdot}x\Psi'(x))y$$ Решая его для $x(t)\equiv0$ с начальными условиями $y(0)=1$, получаем: $$\dfrac{dh(t_0)}{dx}\Big|{x=0}=e^{-\ln(2){\cdot}\Psi(0)t_0}=e^{-\ln(2){\cdot}t_0}=2^{-t_0}$$. \end{proof} Для фиксированного числа $\mu>1$ определим отображение $f{\mu}: x\mapsto \mu h^{t_0}(x)$. \begin{lemma}\label{l5} Пусть $1<\mu<2^{t_0}$. Тогда отображение $f_{\mu}$ имеет единственную неподвижную точку $x^$ на интервале $I: 0<x<\varepsilon$, причём $$\dfrac{df_{\mu}(x)}{dx}\Big|_{x=x^}>1$$ \end{lemma} \begin{proof} Рассмотрим функцию $\xi(w_1,w_2)=-;\dfrac{1}{t_0\ln{(2)}}\int\limits_{w_1}^{w_2}\dfrac{dx}{x{\cdot}\Psi(x)}$.\ Для того, чтобы доказать, что точка $x^$ неподвижная, надо показать, что \$w_1=w_2$ при $t{\neq}0$.\ Определим функцию $F(x)=\xi(x,\dfrac{x}{\mu})$. Тогда, точка, отличная от 0 является неподвижной точкой отображения $f_{\mu}$, тогда и только тогда, когда значение функции $F_{\mu}$ в ней равняется единице.\ Оценим значение $F_{\mu}(x)$ при $x\to+0:$ $$\lim\limits_{x\to+0}F_{\mu}(x)=\lim\limits_{x\to+0}\xi(x,\dfrac{x}{\mu})=\lim\limits_{x\to+0}\left(-;\dfrac{1}{t_0\ln{(2)}}\int\limits_{x}^{\frac{x}{\mu}}\dfrac{dr}{r{\cdot}\Psi(r)}\right)=\dfrac{\ln\left(\mu\right)}{t_{0},\ln\left(2\right)}.$$\ Теперь, поскольку $\mu<2^{t_0}$: $$\dfrac{\ln\left(\mu\right)}{t_{0},\ln\left(2\right)}<\dfrac{\ln\left(2^{t_0}\right)}{t_{0},\ln\left(2\right)}=1$$ Оценим значение $F_{\mu}(x)$ при $x\to \varepsilon-0$: $$\lim\limits_{x\to \varepsilon-0}F_{\mu}(x)=\lim\limits_{x\to \varepsilon-0}\xi(x,\dfrac{x}{\mu})=\lim\limits_{x\to \varepsilon-0}\left(-;\dfrac{1}{t_0\ln{(2)}}\int\limits_{x}^{\frac{x}{\mu}}\dfrac{dr}{r{\cdot}\Psi(r)}\right)$$ Поскольку $\Psi(x)=0$ при $x{\geq}\varepsilon$ и функция $\Psi(x)$ является гладкой, то: $$\dfrac{d\Psi(x)}{dx}\Big|{x=\varepsilon}=0$$\ Кроме того: $$\Psi(x)\big|{x=\varepsilon}=0$$ Тогда, получаем: $$\lim\limits_{x\to\varepsilon-0} \Psi(x)=\lim\limits_{x\to\varepsilon-0}o(\varepsilon-x)$$ Поэтому, интеграл: $$\int\limits_{\frac{\varepsilon}{\mu}}^{\varepsilon}\dfrac{dr}{r{\cdot}\Psi(r)}$$ расходится, следовательно: $$\lim\limits_{x\to\varepsilon-0}F_{\mu}(x)=+\infty$$ Таким образом, найдётся по крайней мере одна точка $x^{\in}I$ такая, что \$F_{\mu}(x^)=1$. Следовательно, точка $x^{\in}I$ является неподвижной точкой отображения $f_{\mu}$. \ Для доказательства единственности неподвижной точки $x^$ достаточно доказать неравенство $\dfrac{df_{\mu}(x)}{dx}\Big|_{x=x^}>1$ для любой неподвижной точки. Равенство $\xi(w_1,w_2)=1$ является неявным заданием функции $w_1=\dfrac{f_{\mu}(w_1)}{\mu}$. \Поскольку $\xi(w_1,w_2)=-;\dfrac{1}{t_0\ln{(2)}}\int\limits_{w_1}^{w_2}\dfrac{dx}{x{\cdot}\Psi(x)}$, то $$\dfrac{df_{\mu}}{dx}=-\mu\dfrac{;;;\dfrac{\partial\xi}{\partial w_1};;;}{\dfrac{\partial\xi}{\partial w_2}}=\mu{\cdot}\dfrac{w_2\Psi(w_2)}{w_1\Psi(w_1)}$$ Тогда, для $w_1=x^$, $w_2=\dfrac{x^}{\mu}$ имеем: $$\dfrac{df_{\mu}(x)}{dx}\Big|{x=x^}=\mu{\cdot}\dfrac{\dfrac{x^}{\mu}\Psi\left(\dfrac{x^}{\mu}\right)}{x^\Psi(x^)}=\dfrac{\Psi\left(\dfrac{x^}{\mu}\right)}{\Psi(x^)}$$ Поскольку $\mu>1$, то $\dfrac{x^}{\mu}<x^*$. Так как функция $\Psi(x)$ на интервале $(\dfrac{\varepsilon}{2},\varepsilon)$ строго монотонно убывает, то получаем, что $\dfrac{df{\mu}(x)}{dx}\Big|_{x=x^}>1$. \end{proof}\mbox{}\\\\\\\ Рассмотрим случай, когда $\mu=2$: \begin{lemma} Точка $x^=0$ является неподвижной точкой отображения $f_2$. \end{lemma} Докажи данную лемму, используя предыдущие

Math


怎么解比例方程?

Math


One chicken plus 2 chickens, how many chickens are there?

Math


Resolver el siguiente Sistema de Ecuaciones Diferenciales de primer orden homogéneos por medio de Valores Propios (eigenvalores) y vectores propios (eigenvectores) asociados a: dxdt=2x+y+2z dydt=3x+6z dzdt=−4x−3z Resolver de la siguiente manera: 1) Cuál es el Polinomio Característico de Valores Propios: 2) Cuál son los de Valores Propios del sistema: 3) Cuál es la Solución para el Valor Propio Real ? (parametrizar con el valor de 1) 4) Tomando el valor propio complejo, cual es el Valor de B1 & B2 ? (parametrizar con el valor de 1)

Math


How does homer use math in October sky? Use 5 different examples, be specific:

Math


“If there are 10 books in a room and I read 2, how many books are still in the room?”

Math


реши уровнение x + 1 = 2

Math


which equation is this (E1/R1 + E2/R2 + E3/R3) / (1/R1 + 1/R2 + 1/R3)

Math


if you were to write a book about FULL understanding of the underlying mathematics of stochastic calculus from scratch such that it build every concept from scratch gradually from the very primitive ideas up to graduate level. what the table of contents would be?

Math


大数定律 条件

Math


证明泊松分布的特征数

Math


область определения функции

Math


There are 5 rooms in a hallway. John goes in room 2. As Keith enters room 4, he looks across the hall at room 3. At this point, where are John and Keith?

Math


从1到100中,任意选出n个数,使得这n个数两两之和均不为完全平方数,求n的最大值为多少?顺便给下代码

Math


There are 4 rooms, each on one of the two sides of a hallway. John goes in room 2. Keith goes into room 4, and looks back and sees room 3. At this point, where are John and Keith?

Math


出一张高中高考数学试卷,满分150分

Math


3 5 5 5 6 6 6 6 6 7 7 7 7 7 7 8 8 8 8 8 8 9 9 9 Can we bump up the 7 and 6 grades ONLY, so that the average grade of the whole list does not go over 7.5?

Math


How do you read a calculus book thoroughly

Math


Постройте ряд распределения для случайных величин Z=XY, если X и Y – независимые случайные величины, заданные рядами распределения: Х= 0; 1;р= 0,3; 0,7;Y = 2 ;3; р = 0,4; 0,6;

Math


奇偶函数的性质

Math


A ball and a bat cost $1.10. The bat costs one dollar more than the ball. How much does the ball cost?

Math


Основанием прямой призмы является прямоугольная трапеция, большая боковая сторона которой равна 8 см, а острый угол 30 . Найдите площадь боковой поверхности призмы, если известно, что в эту призму можно вписать шар. В данной задаче требуется прикрепить полное решение. Оформите решение на отдельном чистом листе, сделайте скан или качественное фото, затем прикрепите к задаче полученный файл. Принимаются файлы следующих форматов: pdf, jpg, png. Критерии оценивания

Math


Методами дифференциального исчисления исследовать функцию y=f(x) и построить график. Определите: Область определения функции Четность/нечетность, периодичность функции; Возрастание и убывание функции. Экстремумы (точки экстремума, значение функции в точках экстремума, координаты точек экстремумa, характер экстремума (точки минимума, максимума )); Промежутки возрастания и убывания функции; Точки перегиба функции (координаты точек перегиба,интервалы выпуклости и вогнутости графика); Нули функции; Промежутки знакопостоянства; Асимптоты графика. ( x + 1 ----- x - 1 ) "^(2)"

Math


что такое дискриминант

Math


求解方程组,求出x,y,z的值:3*tan(x)+4*y-7*log(z)-12*w^3=4,5*tan(x)-7*y+4*log(z)+2*w^3=4,tan(x)+8*log(z)-5*w^3=9,-6*tan(x)+5*y-2*log(z)+10*w^3=4

Math


Please explain calculus derivatives

Math


в Maple Методами дифференциального исчисления исследовать функцию y=f(x) и построить график. Определите: Область определения функции Четность/нечетность, периодичность функции; Возрастание и убывание функции. Экстремумы (точки экстремума, значение функции в точках экстремума, координаты точек экстремумa, характер экстремума (точки минимума, максимума )); Промежутки возрастания и убывания функции; Точки перегиба функции (координаты точек перегиба,интервалы выпуклости и вогнутости графика); Нули функции; Промежутки знакопостоянства; Асимптоты графика. ( x + 1 ----- x - 1 ) “^(2)”

Math


please translate this p5.js code as derivative math using math notation : function setup() { createCanvas(600, 400); } function draw() { background(255); translate(width / 2, height / 2); scale(100, -100); // Calculate waveOffset based on frameCount let waveOffset = frameCount * 0.01; // Draw sine wave with waveOffset stroke(0, 100, 200); strokeWeight(0.01); beginShape(); for (let x = -3; x <= 3; x += 0.01) { let y = sin(x + waveOffset); vertex(x, y); } endShape(); // Tangent line with waveOffset stroke(200, 100, 100); strokeWeight(0.005); let tx = mouseX / 100 - width / 200; let ty = sin(tx + waveOffset); let dy = cos(tx + waveOffset); let slope = dy; let x1 = tx - 0.5; let y1 = ty - 0.5 * slope; let x2 = tx + 0.5; let y2 = ty + 0.5 * slope; line(x1, y1, x2, y2); }

Math


Решите уравнение x в квадрате =2x плюс 8. Если корней несколько, запишите их в ответ без пробелов в порядке возрастания.

Math


Найти площадь фигуры, ограниченной кривыми, заданными в прямоугольных координатах, все параметры считаются положительными. Сделайте иллюстрации. Maple y = e −x |sin(x)|, y = 0 (x ≥ 0);

Math


Написать сценарий урока математики с использованием информационных компьютерных технологий

Math


integrate sinx/x

Math


Раздели 2500 на 6 трехзначных числа, где последняя цифра ноль

Math


1.Which function has odd symmetry? a) y = − 3 2x b. y = − 2 3x c) y = 3x + 7 d) y = 2 x 2. Which inequality has x ≤ −4 or 0 ≤ x ≤ 3 as its solution? a. x(x − 3)(x + 4) ≤ 0 b. −2x(x − 3)(x + 4) ≥ 0 c. 100x(x − 3)(x + 4) ≤ 0 d. all of the above 3.If x 2 − 10x + c is a perfect square trinomial, what is the value of c? a. 25 b. -25 c. 5 d. -5 4. What is the y intercept of the function f(x) = − 3 x−3 + 1 ? a. 2 b. -3 c. 1 d. 0 5. f(x) = x 2−7x+2 x+6 will have the following types of asymptotes. a. 1 horizontal, 1 vertical b. 1 vertical, 1 oblique c. 1 horizontal, 1 oblique d. none. 6. The graph of even degree polynomial function can have at least -------roots and up to a maximum of--- --------roots? a. (0, n-1) b. (n-1,1) c. (0, n) d) none 7. An average rate of change is given by: a. slope of the secant line b. y intercept of the secant line c) a graph’s local max and min 8. An even polynomial function must be an even degree polynomial function. a. True b. False 9. The solution to the polynomial inequality x2 – 4 > 0 is: a. x > 2 b. x > -2 c. x < -2 and x > 2 d. -2 < x < 2 10. The graph of the function f(x) = (x + 4)(x − 2)(x + 6) is transformed by a horizontal stretch by a factor of 2. Which of these statements is true? a. The new y intercept is -96 b. The new y intercept is -24 c. The new zeroes of the function are -8,4,-12 d. The new zeroes of the function are -3,-2,1 11. If P(-3)=0 for a given a polynomial function P(x), the factor and the remainder would be: a. (x + 3), 0 b. (x − 3), 0 c. (x + 1),2 d. (x + 3), −3 12. Which polynomial function has its end behavior extending from quadrants 1 to 2? a. f(x) = x 3 − 9 b.f(x) = −4x 2 + 3x 4 − 6x 3 + 2x + 8 c. f(x) = −6x 3 + 3x 2 + x − 11 d. f(x) = 7x 5 − 8x 4 − 2x 3 + 2 13.The inequality x 4 − 5x 2 + 4 ≥ 0 can be solved by: a. considering all cases b. graphing c. using intervals d. all of the above 14. A polynomial equation of degree three must have at least one real root. a. True b. False 15.The function y = 1 x 2+4 has a: a) Local max of 1/4 b) absolute max of 1/4 c) local min of 1⁄4 d) absolute min of 1/4

Math


翻译成英文:把100根小棒分成10堆,每堆小棒根数都是单数,且一堆比一堆少2根,应如何分?

Math


Math


将下面这段中文准确翻译成英文: 2020年由新型冠状病毒引起的新冠肺炎在全球范围内大流行,给人类带来了巨大的灾难。我们从中得到了许多重要的经验和教训,认识到定量地研究传染病的传播规律、为预测和控制传染病蔓延创造条件的重要性。如今新型冠状病毒大流行已经步入了第三个年头,如何科学高效的开展和实施防控仍是我们亟待解决的现实问题。因此以疫情发展为例,建立相关模型量化疫情的走向,预测疫情的发展,对于未来传染病的科学防控具有重要意义。目前,对传染病和疫情的发展预测主要依靠数据分析及数学模型仿真。在常见的传染病数学模型中,SEIR模型应用最为广泛。SEIR模型通过收集和分析疫情传播数据,将研究人群划分为易感人群、潜伏人群、感染人群和移出人群,从而研究疫情在人群中传播范围、传播速度等随着时间的变化情况,分析并预测疫情走势及其影响。然而,SEIR模型的预测效果和实际情况仍然有较大差距,这是因为病毒变异、防疫措施都会对疫情发展造成影响,导致该模型的预测结果往往会和实际情况出现较大偏差。近年来,关于新冠肺炎预测模型的研究成果不断涌现,李旭等人(2020)采用时间序列方法建立新型冠状病毒肺炎日累计病例数的时间序列模型,认为模型对新型冠状病毒肺炎流行初期的日累计病例数进行预测的效果较好,但不能真实地反映出疾病的发展变化趋势,现实中必须考虑其他因素对预测结果的影响。张原等人(2021)在对新冠肺炎潜伏期的传染性等进行考量以后,选择对疫情发展的的态势、时间节点等进行估计和预测,提出了一种新的模型,经检验模型有效;吴敬等人(2022)则采用了支持向量机(SVM)及时序数据分析方法来预测疫情走势,并取得了优异的准确性。本文基于数据分析方法和时间序列方法,聚焦于新冠病毒的传播特征及发展规律,在SEIR模型的基础上,进一步考虑了温度、病患隔离、疫苗接种、人群接触方式等因素,构建了多因素动态疫情传播模型,在特定情况下,能更准确地预测疫情走势。首先,运用再生矩阵法计算了模型的基本再生数,在此基础上,讨论了公众主动隔离比例、追踪检测力度等参数对基本再生数的影响并运用归一化灵敏度指数进行了基本再生数的敏感性分析。最后,运用数值模拟检验了城市内新冠病毒传播模型的合理性以及最优控制对控制疫情发展的有效性,并指出在突发疫情管控关键期早隔离、早检测等措施对于控制疫情传播、减轻医疗压力等的现实意义。

Math


怎么求\int_{0}^{\infty } \theta e^{-(\alpha +y)\theta } d\theta

Math


$\int_{0}^{\infty } \theta e^{-(\alpha +y)\theta } d\theta = \frac{1}{(\alpha+y)^2}$,其中$\alpha,y>0$。

Math


Riemann sums

Math


Найти площадь фигуры, ограниченной кривыми, заданными в прямоугольных координатах, все параметры считаются положительными. Сделайте иллюстрации. Maple

Math


已知西瓜每周市场卖价符合数组B,西瓜进货价固定为a,商贩的起始资金为ma,m为整数, # 因市场是波动的,卖价有时会低于进货价而导致商贩亏损,为了安全起见,商贩每周只会进1个西瓜, # 这样连续亏损m次时才会破产。若连续营,当手上的资金达到2ma时,一次会进货2个西瓜, # 当手上资金大于或等于3ma时,会一次进货3个西瓜;当手上资金大于或等于4ma时, # 会一次进货4个西瓜;依此类推会进5个,6个。。。求1.m为多少时不会导致破产而利润又能最大化;2. # 第N周商贩手中的总资金

Math


1.下表是水的表面张力对温度的函数数据: T(°C) 0 20 40 60 80 σ×103(N/m) 78.2 73.4 70.2 66.7 63.2 利用牛顿插值法求出穿过上述数据点的多项式(最后的结果输出多项式),画出σ相对于T的关系图,并标出数据点的位置。 给出python代码,将最后图片保存在 D:\网页下载

Math


1.下表是水的表面张力对温度的函数数据: T(°C) 0 20 40 60 80 σ×103(N/m) 78.2 73.4 70.2 66.7 63.2 利用牛顿插值法求出穿过上述数据点的多项式(结果输出多项式),画出σ相对于T的关系图,并标出数据点的位置。 给出python代码,将最后图片保存在 D:\网页下载(图片中σ范围为0-100) (只给代码)

Math


1.下表是水的表面张力对温度的函数数据: T(°C) 0 20 40 60 80 σ×103(N/m) 78.2 73.4 70.2 66.7 63.2 利用牛顿插值法求出穿过上述数据点的多项式,结果输出多项式,并画出σ相对于T的关系图,并标出数据点的位置。 给出python代码,将最后图片保存在 D:\网页下载(图片中σ范围为0-100) (只给代码)

Math


how do you calculate bhaskara

Math


已知西瓜每周市场卖价符合数组B,西瓜进货价固定为a,商贩的起始资金为ma,m为整数, # 因市场是波动的,卖价有时会低于进货价而导致商贩亏损,为了安全起见,商贩每周只会进1个西瓜,这样连续亏损m次时才会破产。 # 若连续营,当手上的资金达到2ma时,一次会进货2个西瓜,当手上资金大于或等于3ma时,会一次进货3个西瓜;当手上资金大于或等于4ma时,会一次进货4个西瓜;依此类推会进5个,6个。。 # 。求1.m为多少时不会导致破产而利润又能最大化; # 2.第N周商贩手中的总资金

Math


1.下表是水的表面张力对温度的函数数据: T(°C) 0 20 40 60 80 σ×103(N/m) 78.2 73.4 70.2 66.7 63.2 利用牛顿插值法求出穿过上述数据点的多项式

Math


1.下表是水的表面张力对温度的函数数据: T(°C) 0 20 40 60 80 σ×103(N/m) 78.2 73.4 70.2 66.7 63.2 利用牛顿插值法求出穿过上述数据点的多项式,给出多项式即可

Math


在任何公理系统中,有真实语句不能在该系统中证明,且该系统的一致性不能由其自己的公理证明。 如何理解这句话的含义

Math


1.下表是水的表面张力对温度的函数数据: T(°C) 0 20 40 60 80 σ×103(N/m) 78.2 73.4 70.2 66.7 63.2 利用牛顿插值法求出穿过上述数据点的多项式,请给出多项式

Math


После дождя уровень воды в колодце может повыситься. Мальчик измеряет время � t падения небольших камешков в колодец и рассчитывает расстояние до воды по формуле h = 5 � 2 h=5t 2 , где h h – расстояние в метрах, � t – время падения в секундах. До дождя время падения камешков составляло 1.2 1.2 с. На сколько должен подняться уровень воды после дождя, чтобы измеряемое время изменилось на 0.1 0.1 с? Ответ дайте в метрах.

Math


请帮我把这段文字进行分类,请尽量落在你记住的三个分类中:2016年安徽省高考数学试卷(理科)(全国新课标I) 一、选择题:本大题共12小题,每小题5分,在每小题给出的四个选项中,只有一项是符合题目要求的.

Math


2GB to bytes

Math


What is 9 + 11?

Math


Math problem : x^2=-1 + 2x , Solve for X .

Math


代数学中,A乘A转置可逆,能说明A可逆吗

Math


explain lebesgue integral for school student

Math


2 4 6 8 10继续输出后面2个数字

Math


imagine you gonna write a chapter in a book about lebesgue integral, the chapter would consist of 20 pages. the book is for school students. every idea should be followed by concrete example. write the first page now

Math


1+1等于几

Math


Unter den 17 Kindern werden vier Buchpreise verlost. Fall 1: Es gibt vier verschiedene Buchpreise, Kinder können mehr als ein Buch gewinnen. Es wird zunächst ein Zettel aus der Urne gezogen und der Preis wird an das jeweilige Kind übergeben. Anschließend wird der Zettel in die Urne zurückgelegt und das Verfahren wird wiederholt, bis alle Preise vergeben sind. Berechne die Wahrscheinlichkeit, dass ein bestimmtes Kind mindestens einen Preis gewinnt.

Math


Ich benötige Hilfe bei einer Matheaufgabe. Kannst Du mir die einzelnen Schritte erklären und jeweils vorrechnen? Es geht um Stochastik. Es gibt 17 Kinder. Es gibt vier verschiedene Buchpreise; keines der Kinder kann mehr als ein Buch gewinnen. Es wird zunächst ein Zettel aus der Urne gezogen und der Preis wird an das jeweilige Kind übergeben. Anschließend wird der Zettel nicht wieder in die Urne zurückgelegt und das Verfahren wird wiederholt, bis alle Preise vergeben sind. Berechne die Wahrscheinlichkeit, dass ein bestimmtes Kind keinen Preis gewinnt.

Math


Написать сценарий урока по математике с использованием информационных компьютерных технологий

Math


Give me a toy example to elaborate the idea of differential equations

Math


Give me a toy numerical example to elaborate the intuition behind GARCH model

Math


I can make 16 hotdogs in 5 minutes. There are 8 people who each need 4 hotdogs a day for a week. If the hotdogs need to be done by 3PM, when should I start making the hotdogs?

Math


I'm watching a movie that is 3 hours and 15 minutes long. I start watching at 9:30AM and I watch for 90 minutes. I then take a half hour lunch break and then I continue watching until the movie ends. At what time will the movie end?

Math


Lucky found $8.25 in Pennie’s, nickels,dimes, and quarters while walking home from school one week. When she deposited this money in the bank, she noticed that she had twice as many nickels as pennies, 1 fewer dime than nickels, add 1 more quarter than nickels. how many quarters did Lucky find that week.

Math


Quando una forma differenziale è esatta?

Math


Si usa negli integrali il teorema dell’omotopia in quegli unici punti intorno ai quali l’integrale è diverso da zero?

Math


1. Given that organisms size, N, as a function of time can be shown by the equation: N(t)=atb+t. Determine the time, T, where N(T)=12a

Math


4 equals 2

Math


I have 4 apples. I have 5 apples. How many apples do I have?

Math


What's the first derivative of sin()?

Math


What is 965*590?

Math


Please write a song that doesn't rhyme and says the first 100 decimal places of the mathematical constant "Pi"

Math


Answer these questions as true or false and provide answers on why you said it's true or false: 1. The normal curve is a probability distribution. 2. The values at the horizontal base of a normal curve are samples standard deviation units. 3. There are three standard deviation units at the base of the standard normal distribution. 4. The area under the curve is 10%. 5. Under the curve, the area of the right mean is 43.31%. 6. The normal curve is described by the parameters μ and 7. A probability value ranges from -1 to 1. 8. The area of the region under the normal curve is 100. 9. The standard normal curve is a probability distribution. 10. Probability is a statement of chance.

Math


What number letter is Q

Math


hallo! Was ist eine geometrische Reihe?

Math


What is the different between Pearson and Spearman correlation in statistics?

Math


正弦信号直接变幅度与调制幅度的区别

Math


I have 2 apples. Both of the apples have a 60% chance of being poisonous. Can you make a chart giving me the odds of there being a certain number of poisonous apples?

Math


how to calculate surface normal from sdf function

Math


why Green's theorem has the direction of LHS

Math


if you have 100 dollars which is increased by 3% every day, how many do you have each day for the coming 100 days

Math


1) Как понять, что у треугольника описана окружность?

Math


小学五年级数学其中考只考了58分,该怎么办

Math


1)Точка О - центр окружности, на которой лежат точки A, B и C. Известно, что угол ABC равен 56 градусам и угол OAB равен 15 градусам. Найдите угол BCO. Ответ дайте в градусах.

Math


На окружности отмечены точки A и B так, что меньшая дуга AB равна 152 градусам. Прямая BC касается окружности в точке B так, что угол ABC острый. Найдите угол ABC. Ответ дайте в градусах.

Math


Хорды AC и BD окружности пересекаются в точке P , BP=15, CP=6, DP=10. Найдите AP.

Math


Сделай решающий математический задач на javascript

Math


A study regressed the time to pain relief following treatment (in minutes) in older people with age 50 -70 with arthritis on age and obtained the following: Time to Pain Relief = -23.2 + 0.87 Age. Then, for people with age 60 years, the average time to pain relief following treatment would be how many minutes?

Math


Two events are mutually exclusive when they cannot occur at the same time. Two events are independent when the occurrence of one event does not affect the occurrence of the others. Identify two examples of events in the contemporary art world, in this regard. Describe a scenario when the two events above will be considered mutually exclusive. Describe a scenario when the two events above will be considered independent. What can you say about the main difference between mutually exclusive event and independent event?

Math


Two events are mutually exclusive when they cannot occur at the same time. Two events are independent when the occurrence of one event does not affect the occurrence of the others. Identify two examples of events you in the contemporary art world. Describe a scenario when the two events above will be considered mutually exclusive. Describe a scenario when the two events above will be considered independent. What can you say about the main difference between mutually exclusive event and independent event? Cite any sources, APA style.

Math


Напиши мотивационное письмо для поступления в математическую вертикаль в 7 класс

Math


Two events are mutually exclusive when they cannot occur at the same time. Two events are independent when the occurrence of one event does not affect the occurrence of the others. Identify two examples of events in the contemporary art world, in that regard. Describe a scenario when the two events above will be considered mutually exclusive. Describe a scenario when the two events above will be considered independent. What can you say about the main difference between mutually exclusive event and independent event?

Math


Biyometri dersi arasınavı not ortalaması 35.1 puan ve standart sapması 6.8 puan olan normal bir dağılım göstermektedir. Bu dersteki notlar en düşükten en yükseğe doğru üç sınıfa ayrılmıştır. İlk sınıfa giren öğrencilerin oranı %30, ikinci sınıftaki öğrencilerin oranı %39 ve geriye kalanlar da son sınıftaki öğrenciler olduğuna göre üçüncü sınıfı ayıran not kaçtır? Lütfen birini seçin: a. 30.5 puan b. 38.5 puan c. 37.0 puan d. 31.6 puan e. 39.7 puan

Math


A、B两地分别在河的上游与下游,从A坐船到B需要2小时,从B坐船到A需要4小时,假设水速与船速都保持不变,请问从A漂到B需要多少小时?

Math


根据以下数列的规律,括号里应该填哪个数? -2,2 ,24 ,14 ,122 ,34 ,(

Math


两个随机变量不相关与独立的区别

Math


圆周率

Math


soluciona con factorizacion de polinomios esta operacion y escribe los pasos: 2x^4=32x^2 - 96

Math


Напиши краткий обзор многочленов Чебышев, Важность обыкновенных дифференциальных уравнений в различных областях и Мотивация использования полиномов Чебышева для решения обыкновенных дифференциальных уравнений

Math


verify: cos0csc0=cot0

Math


Íàéòè ïðåäåë > limit(((x-6)^(1/3)+2)/(x^3+8),x = -2);

Math


如果a趋于0,那么aloga趋于

Math


Üç vektör sırasıyla A⃗ =i+2j−k , B⃗ =2i+2j+2k ve C⃗ =i−j−k olarak veriliyor. Bu vektörler için A⃗ ⋅(B⃗ +2C⃗ ) işleminin sonucu kaçtır? Lütfen birini seçin: a. 3 b. -4i c. 4i +3j d. 4i e. 4

Math


Possiamo affermare che il numero di modi possibili per avere una somma dispari, lanciando n dadi, segue la formula 6^n/2 ?

Math


三角型面积计算 以及推导过程

Math


Bir otomobilin hızı 45 mil/saat olarak veriliyor. Hızı metre/saniye cinsinden nedir? (1 mil=1609 m) Lütfen birini seçin: a. 26.8 b. 17.9 c. 20.1 d. 15.6 e. 24.6

Math


Let the functions f,g and h be defined as follows: f:R→R ;f(x)=4x-3 g:R→R ;g(x)=x^2+1 h:R→R ;h(x)={█(1 if x≥0@0 if x<0)┤ Find the rules for the following functions: fοg gοf fοh hοf

Math


多元函数微积分的一般方法

Math


Math


what does r squared mean in statistics

Math


show me how you can find the determinant of a 4x4 matrix with cofactors

Math


线性移不变系统和线性时不变系统区别

Math


Чем интеграл отличается от производной?

Math


Hello, ChatGPT. We're solving a trigonometric equation. How do we go from: 2 * cos^2(2x) + 3 * cos^2(x) = 2 to: 2 * cos^2(2x) + 3/2 * (1 + cos(2x)) = 2

Math


if you were to write a book about full understanding the underlying mathematics of Generative AI such that it starts from very primitive and intuitive ideas up to a very advanced level. The book should walk slowly and gradually and every chapter is only build on previous chapter without any gap. A school student should find no difficulty reading it to master the concept and reach a graduate level of understanding. What the table of contents might be?

Math


Schema/riassunto equazioni differenziali (tipi, esempi e come risolverle) (calcolo1/analisi1)

Math


математическая модель потребления метана matlab

Math


Provide 100 problems about derivatives ranging from natural log to inverse trigo and the difficulty gets increasing

Math


Per determinare la soluzione del problema di Cauchy{y′=Ay+b(t)y(t0) =y0nel seguito si usa il seguente procedimento.(1) Si determina una base diRNformata da autovettori generalizzati diA, che denotiamo{~v1, . . . , ~vN}.(2) Si determinano i coefficienti diy0nella base scelta, cioey0=∑Nk=1ck~vk.(3) Si determinano i coefficienti dib(t) nella base scelta, cioeb(t) =∑Nk=1bk(t)~vk.(4) Si applica la formulay(t) =eA(t−t0)y0+∫tt0eA(t−s)b(s)ds=∑Nk=1ckeA(t−t0)~vk+∑Nk=1∫tt0bk(s)eA(t−s)~vkds Mi spieghi meglio passo passo? R^N con N pari al numero di righe/colonne della matrice A?

Math


Schema/riassunto equazioni differenziali con esempi e come risolverle (calcolo 1/analisi1)

Math


47848787942897589325892534895234+42378523478783254789325789235897=,

Math


what is poisson process?

Math


What are the angles of a triangle with sides a = 11, b = 16, c = 18

Math


f(x) - периодическая гладкая функция с периодом T (T > 0). Доказать, что lim_(n->∞)( ∫_(a)^b f(x*n) dx) = ((b-a)/T)∫_(0)^T f(x) dx.

Math


How probable is it for a dice to roll a 3?

Math


Hi! Decribe the example of simple calculation using wien2k

Math


1분 10초동안 21리터가 나오는 수도꼭지가 있다. 1초동안 나오는 물의 양을 소수로 나타내어라

Math


3. A river flows from due East to due West. Jasleen paddles across the river at a speed of 3 km/h due North in still water. The current pushes her downstream at 1.5 km/h. What is Jasleen's velocity? Round your answer to the nearest hundredth of a km and include a diagram in your answer. 4.2. î and ĵ are unit vectors. An angle of 20° exists between vectors ū and where u = 3î and = 5ĵ. Determine the magnitude and direction of u + v

Math


The function f has derviates of all orders for all real numbers with f(2) = -1, f'(2) = 4, f''(2) = 6, and f'''(2) = 12. Using the third-degree taylor polynomial for f about x = 2, what is the approximation of f(2.1)?

Math


Under reflection in the line x = 6, the point Y(3,2) is mapped on to a point Y`. What are the coordinates of Y`? A. (-3,-2) B. (3,-2) C. (9,2) D. (9,-2)

Math


Transformar a coordenadas polares x - y = 4

Math


В равнобедренной трапеции большее основание равно 25, боковая сторона равна 10, угол между ними 60 градусов. Найдите меньшее основание.

Math


z变换时域卷积定理证明

Math


В сборнике билетов по биологии всего 20 билетов, в 17 из них встречается вопрос по теме "Зоология". Найдите вероятность того, что в случайно выбранном на экзамене билете школьнику не достанется вопроса по теме "Зоология".

Math


из точки D, лежащей на катете BC прямоугольного треугольника ABC, проведен перпендикуляр DE к гипотенузе AB. Докажите, что DCE = DAE

Math


из точки D, лежащей на катете BC прямоугольного треугольника ABC, проведен перпендикуляр DE к гипотенузе AB. Докажите, что DCE = DAE. Как называется это свойство?

Math


из точки D, лежащей на катете BC прямоугольного треугольника ABC, проведен перпендикуляр DE к гипотенузе AB. Докажите, что DCE = DAE. Как называется это свойство прямоугольного треугольника?

Math


7^2023042520230425202304252023042520230425202304252023042520230425 mod 20230425结果是多少?

Math


limit of ln sin(x)/ cot(x) as x approaches to pi/2

Math


合格加合格等于多少等于多少

Math


The conditional probability for taking the actions a1, a2, a3, a4 and a5 in state s under policy π1 is 0.25, 0.35, 0.2 , 0.15 and 0.05 respectively. The conditional probability for taking the actions a1, a2, a3, a4 and a5 in state s under policy π2 is 0.13, 0.05, 0.27, 0.5 and 0.05 respectively. What is the KL divergence (using natural logarithm) between policy π1 and π2 ? Write your answer as a decimal upto at least 2 decimal places (e.g., 0.07)

Math


Имеется два сплава. Первый сплав содержит 5% меди, второй — 14% меди. Масса второго сплава больше массы первого на 10 кг. Из этих двух сплавов получили третий сплав, содержащий 12% меди. Найдите массу третьего сплава. Ответ дайте в килограммах.

Math


Resuelve La hipótesis de Riemann

Math


I want an introduction to the discrete and continuous probability distributions, including an introduction to the topic, questions" problems" and hypotheses

Math


Enumerate and describe optimal prime and odd-number gear ratios for professional track cycling races.

Math


wha does negative binomial distribution describle in the real world? Originall, what does this distribution come from? Please explain in a plain language with examples in details.

Math


2. Determine the speed of the car in each section of the graph. 3. Determine the acceleration in each

Math


z=xy的图像什么样子

Math


Участники туристической группы решили добираться до начала походной тропы все вместе на электричке. Но один из них опоздал и, успев на скоростную электричку, за 2 часа преодолел расстояние в 2 раза больше, чем 68 км, которые он ожидал. Основная группа движется со скоростью на 30 км/ч медленнее, чем участник на экспресс-электричке. С какой скоростью движется участник на экспресс-электричке? Ответ округлите до целого числа.

Math


Реши: (x+4-a)(x+4+a)=0

Math


do we have a book named as "Mathematical Methods and Algorithms for Data Analysis Using R"?

Math


I want to learn how to implement complex mathematical algorithm/equations, algebra, calculus, statistic, partial differential equation etc, in R software, can you please recommend a book on this?

Math


I often encouter a lot of statistical, algebra and calculus equations and algorithm. Sometimes, i need to implement these algorithm in R software. I need a book to learn how to implement these algorithm from published paper, or books, in R language. Please recomend a book for this, with detailed explanation in a plain language of the mathematical concept and detailed implemention in R software.

Math


Uit onze oefening in het hoofdstuk over de zuignappen, ga je nu verder rekenen met de formules die er staan met een gewicht van 2 kilogram om te bepalen welke diameter zuignappen we nodig hebben.

Math


Choose the expression that has the same value. 5/19+6/198/19 A) 11/19 C) 11/19 +8/19 B) 14/19 D) 5/6 + 6/8

Math


График функции y=2x+4

Math


1. Calculate the speed of the object in each case. A car that travels 200m in a minute. A car that travels 3.5km in one minute and a half. A car that travels half a kilometer in 60s. A car that travels 120km in one hour and fifteen seconds.

Math


Разложи на множетили 25a^2-c^2

Math


Выполните действия: c(c-2)(c+2)-(c-1)(c^2+c+1) ответ должен быть 1-4c

Math


x^3+4x^2+4x=0 Найди корень с решением 7 класс

Math


为什么要用dicky fuller test检验平稳性

Math


Calcola l'integrale di f(x,y)=x/(1+y^2) sulla curva con parametrizzazione g(t)=(cost,sint) con t che va da 0 a pigreco mezzi; spiega il procedimento, non capisco perché faccia 1 piuttosto che arctg(1) (ma arctg(1)=1??)

Math


now i have a partial walsh specturm how can i find truth table satisfied such partial walsh specturm

Math


Ripasso coniche e quadriche (per capire bene i domini, le parametrizzazioni necessarie ecc...), per calcoli di integrali doppi, tripli, di superficie, di volume, di linea di primo, secondo grado ecc... (ripasso coniche e quadriche per esame universitario di analisi2/calcolo2)

Math


I have two regressions, in the first one (y = b*x1+a*x2 + u) I have x2 which is highly correlated with x1 that's why he is omitted. However, In the second one (y = b*x1 + u) I don't have x2. Which regression has smaller standard error, can you explain with referencing standard error formula

Math


Enumerate and describe prime and odd-number gear ratios optimized for professional fixed gear cycling races.

Math


Calcola l’integrale di f(x,y)=x/(1+y^2) sulla curva con parametrizzazione g(t)=(cost,sint) con t che va da 0 a pigreco mezzi; spiega il procedimento, non capisco perché faccia 1 piuttosto che arctg(1) (ma arctg(1)=1??) La risposta è 1, ma non capisco perché, lo svolgimento scritto dal professore passa per la sostituzione sint=x

Math


a. Which model produces the unadjusted odds ratio? Compute the unadjusted odds ratio using the regression coefficient from appropriate model.

Math


what happens to standard error when we add new independent variables which has small correlation with other independent variables in a regression

Math


(A || B) && A can be simplified to (A || B). What is the logical law demonstrated here?

Math


Сколько литров в 2.7 м3

Math


Az ókori görögök által is ismert volt az az állítás, hogyha tekintjük az alábbi (rekurzív) sorozatot: a0 = 2, an+1 = an + 2 an 2 , akkor limn→∞ an = √ 2. Bizonyítsuk be ezt az állítást!

Math


Tekintsük az alábbi függvényt: f : Z + → R, f(x) = (−1)x . Lássuk be, hogy a tanult de níció szerint ezt folytonos függvény!

Math


Adjunk meg egy olyan f : R → R (Dom(f) = R) függvényt, amelynek a) végtelen sok els®fajú és végtelen sok másodfajú szakadása van! (0,5 pont) b) végtelen sok els®fajú szakadása van, és ezek mind egy korlátos [a, b] intervallumban találhatók!

Math


Tekintsük az alábbi érvelést: Legyen x > 0! Ekkor parciális integrálást használva Z 1 x 1 ln(x) dx = ln(x) 1 ln(x) − Z ln(x) −1 (ln(x))2 1 x dx = 1 + Z 1 ln(x) 1 x dx. Mindkét oldalból kivonva az Z 1 x 1 ln(x) dx tagot kapjuk, hogy 0 = 1. Hol a hiba?

Math


. Tekintsük az alábbi f : (1,∞) → R függvényt: f(x) = x −α ahol α ∈ R +. Mely α ̸= 1 értékek esetén kapunk az el®adáson bemutatott Gábriel harsonájához hasonló paradoxont, azaz mely α ̸= 1 értékek esetén lesz a függvény görbéjének az x tengely körüli megforgatásával kapott forgástest térfogata véges, de felszíne végtelen?

Math


Which property is shown? 5/7+ 9/159/15+ 5/7 A) Identity Property C) Distributive Property B) Associative Property D) Commutative Property

Math


what is 9+10

Math


Напиши на русском мотивационное письмо для поступления в математическую вертикаль в седьмых классов

Math


Given the following pairs of (input, result) Example 1: Input: 6 Result: 6 Input: 9 Result: 21 Input: 12 Result: 84 Find a pattern that match all above

Math


Calcolare l’integrale curvilineo∫γy(logyx−1)dx+x(logyx+ 1)dy ,doveγ(t) =(et,2 + sin 2πt),t∈[0,1].Svolgimento.Indichiamo conω=f(x, y)dx+g(x, y)dyla forma differenziale da integrare. Poich ́e∂f∂y= logyx=∂g∂x,ω`e chiusa inA={(x, y)∈R2:x >0, y >0}, che `e convesso [e quindisemplicemente connesso]. Alloraω`e esatta inA, e il suo integrale dipende solo dai punti iniziale efinale diγ. Poich ́eγ(0) = (1,2),γ(1) = (e,2), per calcolare l’integrale possiamo usare il camminoγ0(t) =(1 + (e−1)t,2),t∈[0,1]. Si ha allora,∫γω=∫γ0ω=∫102(log21 + (e−1)t−1)(e−1)dt= 2(e−1) log2e−2(e−1)∫10log(1 + (e−1)t)dt(a)= 2(e−1) log2e−2∫e1logx dx(b)= 2(e−1) log2e−[xlogx−x]e1= 2(e−1) log 2−2e ,dove in (a) si `e usata la sostituzionex= 1 + (e−1)t=⇒dx= (e−1)dt, e in (b) il risultato∫logx dx=xlogx−∫dx=xlogx−x+C. Per quale motivo e come cambia il cammino in gamma0??

Math


What is the intuition behind Bayesian Information Criterion,

Math


there is a game with 5 guys containing parts of a pie chart. the combination of the guys containing the most portion of the pie wins. a guy has 40% of the pie. the other 4 guys have the rest 60% of the pie but they don't unite. each of the latter guys accuses the other of being bribed by the first guy with the 40%. can you tell me how the first guy manages to divide them?

Math


Math


How to find to 1 correct decimal place in trigonometry

Math


Bir örnek ağaç çapları 23 27 24 29 19 26 28 29 27 22 24 23 25cm olarak ölçülmüştür. 3'e cm'lik çap basamakları oluşturulduğunda son çap basamağındaki ağaç sayısı kaçtır? lütfen birini seçin: a.3 b.5 c.4 d.2 e.6

Math


My water bottle has marks for when to drink. There are five marks before you refill the water bottle, then there are five more marks. There is a space of 90 minutes between each mark. When do the marks end?

Math


a向量在b向量上的投影?

Math


求排名公式

Math


Please help design a phase II/III seamless oncology trial, with ORR as primary endpoint in Phase II part, and overall surival (OS) as the primary endpoint in the Phase III part. Patients from Phase II will be used in the final analysis of Phase III. Please provide mathematical details for the design details, and how data from Phase II are pooled in the final analysis of Phase III, and how is the overall type I error was controlled.

Math


Какая из данных числовых последовательностей является бесконечно убывающей геометрической прогрессией? В ответе укажите её знаменатель. 1) 50; 45; 40; 35... 2) -1; 2; -4; 8; -16... 3) 1; 3; 5; 27; 81... 4) -100; 50; -25; 12,5...

Math


Для геометрической прогрессии известно, что разность между её пятым и третьим членами равна 48, а разность между четвёртым и вторым членами равна 24. Определите первый член данной геометрической прогрессии. Определите знаменатель данной геометрической прогрессии.

Math


假设有这样一个1~N的数字金字塔,每个数字依次+1,用一根曲线从1开始连接到每个数字,每层必须排满,终点为N,曲线只能向下或者向左右延伸,不可绕过,不可交叉,且必须经过每一个数字,再把这条曲线拉直,形成一个数列。当N=10的时候,这样的数列有几个?数字塔如下

Math


55的2进制

Math


假设有这样一个1~N的数字金字塔,每个数字依次+1,用一根曲线从1开始连接到每个数字,每层必须排满,终点为N,曲线只能向下或者向左右延伸,不可绕过,不可交叉,且必须经过每一个数字,再把这条曲线拉直,形成一个数列。用公式描述数列的个数,直接给我最终的公式就好,不要给我过程。

Math


正态分布拟合曲线计算公式

Math


Hello, ChatGPT. Is sin^2(x) + cos^2(x) equal to (sin(x) + cos(x))^2 - 2 * sin(x) * cos(x)? If so, why?

Math


В правильной четырехугольный пирамиде высота равна 3, боковое ребро равно 10. Найдите её объём

Math


A = {1,8,7,3,2,6} B= {0,1,2, or 6,7,8,9} C = {8,1,7,5} D = {0,1,2,3,4,5,6} , U = {0,1,2,3,4,5,6,7,8,9} find M, (D\C) \cap M = (\varnothing), M (\subsetq) B, |M| = 3, 7 \in M, M \cap A \cap B = \varnothing

Math


Сделай небольшую шпаргалку по комбинаторике в области дискретной математики

Math


find the accelration of the gipps model using the following ODE defentions: █(&v_n (t+τ)=min{v_n (t)+2.5a_n τ(1-v_n (t)/V_n ) (0.025+v_n (t)/V_n )^(1/2),┤@&├ b_n τ+√(b_n^2 τ^2-b_n [2[x_(n-1) (t)-s_(n-1)-x_n (t)]-v_n (t)τ-v_(n-1) (t)^2/b ̂ ] )}@&) by finding the derivative and using min(a,b)=.5(a+b-|a-b|) and d|f(x)|/dx= f(x)/|f(x)| * df(x)/x

Math


Assume that X is normally distributed with a mean of 6 and a standard deviation of 3. Determine the value for x that solves P(X > x)=0.5 A)

Math


Which angle is coterminal with 40°? Question options: a) 780° b) 820° c) 760° d) 800°

Math


Which angle is coterminal with 40°? a) 780°, b) 820°, c) 760°, d) 800°

Math


Which angle is coterminal with 262°? Question options: a) –98° b) –102° c) –92° d) –108°

Math


Which angle is coterminal with 262°? a) –98°, b) –102°, c) –92°, d) –108°

Math


A terminal point P(x, y) forms a 135° angle. Which of these points might be P? a) (8, 8) b) (2, –2) c) (–5, 5) d) (–4, –4)

Math


A terminal point P(x, y) forms a 180° angle. Which of these points might be P? a) (0, –2) b) (–4, 0) c) (–3, –4) d) (1, 1)

Math


Evaluate sin 170° to the nearest thousandth. a) 0.134 b) 0.648 c) 0.174 d) 0.637

Math


Which point is on the sine curve? a) (180°, 1) b) (270°, 1) c) (0°, 1) d) (90°, 1)

Math


Which point is on the sine curve? a) (540°, –1) b) (540°, 0) c) (540°, 1) d) none of the above

Math


Which angles are coterminal? a) –270° and 270° b) –90° and 90° c) –180° and 180° d) –45° and 45°

Math


A firm expects to sell 2,000,000 gumdrops at $.25 each. The cost of manufacturing and marketing them is $.20 each. Calculate the break-even point for the gumdrops.

Math


A terminal point P(x, y) forms a 135° angle. Which of these points might be P? Question options: a) (8, 8) b) (2, –2) c) (–5, 5) d) (–4, –4)

Math


A periodic function has a pattern of y-values that repeat at regular intervals of its domain. Question options: True False

Math


Which angle is coterminal with –90°? a) 180° b) 90° c) 270° d) 360°

Math


A terminal point P(x, y) forms a 180° angle. Which of these points might be P? Question options: a) (0, –2) b) (–4, 0) c) (–3, –4) d) (1, 1)

Math


first time the sequence 777 appears on pi

Math


Докажи утверждение о том, что любое чётное число, начиная с 4, можно представить в виде суммы двух простых чисел

Math


Случайная величина Е нормально распределена с параметрами а = -8, б = 4. С точностью 2 знака после запятой найдите P(E >-12)

Math


Представь корень из 7 в в виде числового ряда

Math


par quelles methodes peut-on determiner l'aire sous la courbe d'une fonction ? redige cela en 500 mots avec 3 grandes parties en utilisant le chapitre sur l'integrale

Math


Случайная величина Е нормально распределена с параметрами а = -7, σ = 3. С точностью 2 знака после запятой найдите P(5E+33<0)

Math


A can of HUNT"S diced tomatoes is 4.5 inches tall and has a diameter of 3 inches. How much of the diced tomaotes will fit in the can ?

Math


1/s 为什么是积分

Math


Сделай шпаргалку по комбинаторике в дискретной математике и по лексикографическому порядку

Math


[2 3 -1 ; -4 2 -6; 5 -4 a] for what value of a are the vectors linearly dependent?

Math


1/s s域 能用差分方程表示么

Math


Apply the golden ratio to prime-prime, odd-odd, and odd-prime gear ratios used in track and fixed gear cycling.

Math


一个周长是24分米的长方形,正好对折剪开成两个正方形。原来长方形的面积是多少平方厘米?

Math


hey, what is it called when, for example, I have a cube ABCDA1B1C1D1, and to find the angle between AB and A1D1 I say that the angle between AB and A1D1 is equal to an angle between AB and AD?

Math


I am in space and my spaceship has a cabin where people can live. This cabin has a volume of 125 cubic meters and it provides an atmosphere with the same conditions as on earth. At some point as a result of a penetration by something, this cabin gets a small hole with the diameter of 3 millimeters. How much air will have to be generated per hour inside this cabin to not notice the pressure drop?

Math


как быстро посчитать маржинальность товара

Math


Math


Differentiate the following with respect to x. a. f(x) = x4 + x6 – 2x b. f(x) = 3x(x + 9) c. f(x) = 5 d. f(x) = 3/2x e. y = 4 /√x

Math


Hello, ChatGPT. Let's say we're in a school where you can get a grade from 1 to 5 (with 5 being the best possible grade). To calculate an average grade, we need to add all the grades and divide it by number of grades. Let's say we had grades of 2, 4, 5. The average grade is (2+4+5)/3 = 3.6666... Sounds right. But what if we try to find an average pair-by-pair? For example, to find an average grade we: 1) Find an average between the first two grades. It would be (2 + 4)/2 = 3 2) Find an average between our average of the first pair and the last grade. (3 + 5) / 2 = 4. If we calculate it like this, we get different average grade. Why is that so?

Math


write the second order differential equations solution demonstration and give practical examples and full detailed explanations

Math


limit of e^x/x^2 as x approaches to infinity

Math


use the cashier‘s to make change using quarters ,dimes,nickels,and pennies for 87and 99 cents

Math


can infinity be negative

Math


Si z1=4/3+21 hallar z1+z2

Math


Hello, ChatGPT. Please give me a step-by-step solution for a following equation: cos(2*x - pi/4) = 0

Math


Explain the Lagrange multipliers gradually and intuitively

Math


Hello, ChatGPT. I am having troubles with arccosinuses. I check the tasks and answers, and I don't understand why in some cases we add 2*pi*n and in some cases we add just pi*n. Also, I don't understand why sometimes we get two answers (like +-pi + pi*n) and sometimes we only get one. Can you explain these two problems to me?

Math


Реши уравнение: 20 минус 4 умножить на x равно 24 умножить на x плюс 20 минус 28 умножить на x. Задача найти x

Math


What is computational probability

Math


Сколько процентов число 4 составляет от обратного ему числа?

Math


Find ds over dt in the equation st=s^2 over t -sin^2 st

Math


how many ways can 12 words be ordered. what is the frmula to calculate it

Math


: Draw and label a diagram. Round all answers to the nearest tenth.

Math


derivative of 1/x

Math


График какой функции в декартовой системе координат выглядит как сердце

Math


Представить интеграл в виде суммы двух интегралов. Найти пределы интегрирования, позволяющие вычислить интеграл с точностью до 0.005, как это сделать, если интеграл несобственный разрыв в концевой точке

Math


Solve for X: 2x-3=-7

Math


Imagine there is a company which sells chicken nuggets in boxes of 7 and 10. How can I get 61 chicken nuggets from the store?

Math


whats 2-2

Math


How can I get 61 of something from only groups of 7 and 10?

Math


đặt câu hỏi cho nội dung: Một hình hộp chữ nhật có:6 mặt , 8 đỉnh, 12 cạnh

Math


الهكتار كم فيه من متر

Math


2、设G是个哈密尔顿图,贝则G一定是()A_欧拉图 B.平面图 C树 D.连通图

Math


one chicken have 2 feet,one rabbit have 4 feet,how may heads do 100 chickens and rabiits have? If there are 100 chickens and rabbits combined, with chickens having 2 feet and rabbits having 4 feet, how many heads are there in total?

Math


Нужная студенту книга может находиться в четырёх библиотеках с равными вероятностями 0.4. Составить закон распределения числа библиотек, которые посетит студент.

Math


Formalize a mathematical model of a topological limitation.

Math


Rebut this claim by adding onto what I said. I will firstly show what the person said, and at the end you will add onto my claim to rebut the person effectively. Use as much proof as possible Here is the person's proof: The argument that the decimal infinity is mathematically proven to be larger than infinity with merely integers is a common misconception that is often misunderstood. While it is true that there are more real numbers than integers, the concept of infinity complicates this comparison in a way that renders the argument invalid. Firstly, the idea of "counting to infinity" with integers is a flawed one, as infinity is not a number that can be counted to in the traditional sense. It is a theoretical concept that represents an unbounded quantity. Therefore, the comparison of counting integers to infinity versus counting decimals to infinity is not a meaningful one. Moreover, the concept of infinity is not a well-defined mathematical concept. There are different types of infinity, and some infinities are larger than others. The argument assumes that there is only one type of infinity, and therefore that decimal infinity is larger than integer infinity. However, this is not the case. The cardinality of the set of real numbers, which includes decimals, is known as the continuum, and it is larger than the cardinality of the set of integers. However, this does not mean that the decimal infinity is larger than integer infinity. In fact, both infinities have the same cardinality, known as aleph-null. This means that there is a one-to-one correspondence between the integers and the real numbers, despite the fact that there are "more" real numbers than integers. Finally, the argument that it is impossible to make the integer infinity larger is also flawed. Mathematicians have developed concepts such as transfinite numbers and cardinal arithmetic, which allow for the manipulation and comparison of different infinities. In conclusion, the argument that the decimal infinity is mathematically proven to be larger than infinity with merely integers is a flawed one. While there are more real numbers than integers, the concept of infinity complicates this comparison, and both infinities have the same cardinality. Therefore, the argument does not hold up under scrutiny. To understand why the argument that the decimal infinity is larger than the integer infinity is flawed, we need to explore the concept of cardinality, which is a measure of the size of a set. The cardinality of a set is the number of elements in the set, but when we talk about infinite sets, this definition is not applicable. Instead, we use a different definition of cardinality that compares the number of elements in two sets by establishing a one-to-one correspondence between them. A one-to-one correspondence between two sets A and B is a function that assigns each element in set A to a unique element in set B, and vice versa. If such a function exists, we say that A and B have the same cardinality. For example, the sets {1, 2, 3} and {4, 5, 6} have the same cardinality because we can establish a one-to-one correspondence between them by adding 3 to each element in the second set. The function would be: f(1) = 4, f(2) = 5, f(3) = 6. When we compare the cardinality of the set of integers and the set of real numbers, we find that they have different cardinalities. The set of integers is countably infinite, which means that we can list all the elements in the set in a sequence. For example, we can list the integers as follows: 0, 1, -1, 2, -2, 3, -3, and so on. This shows that we can establish a one-to-one correspondence between the integers and the natural numbers (1, 2, 3, ...), which means that the cardinality of the set of integers is the same as the cardinality of the set of natural numbers. Both sets have cardinality aleph-null (א0). On the other hand, the set of real numbers is uncountably infinite, which means that there is no way to list all the elements in the set in a sequence. Georg Cantor proved this in his famous diagonal argument, which shows that any attempt to list all the real numbers in a sequence will always miss some numbers. Therefore, there is no one-to-one correspondence between the set of integers and the set of real numbers, which means that their cardinalities are different. The cardinality of the set of real numbers is greater than aleph-null; it is denoted as 2^aleph-null (א1). However, this does not mean that the decimal infinity is larger than the integer infinity. The infinity of integers and the infinity of decimals both have the same cardinality, aleph-null. This means that we can establish a one-to-one correspondence between the set of integers and the set of decimals. For example, we can list all the decimals between 0 and 1 in a sequence, and then assign each decimal to the corresponding integer by taking the first digit after the decimal point and subtracting it from 9. For instance, 0.123... corresponds to 876..., and 0.987... corresponds to 012.... This shows that the cardinality of the set of decimals is the same as the cardinality of the set of integers, and therefore the argument that the decimal infinity is larger than the integer infinity is incorrect. In conclusion, the concept of cardinality provides a rigorous mathematical framework for comparing the size of infinite sets. The cardinality of the set of integers and the set of real numbers is different, but the cardinality of the infinity of integers and the infinity of decimals is the same, aleph-null. Therefore, the argument that the decimal infinity is larger than the integer infinity is flawed. Why have you typed mass but not sent anything? Here is my rebuttal; add onto it: "Counting to infinity" is rather one of linguistical semantics as well to say the least; while counting to infinity is quite literally flawed, we don't mean that per the definite sense; but rather that – of the sense wherein there is an infinite of it — whereas infinite numbers exist and pertain endlessly. We are not assuming there is one infinity stratum; yet: — of that of similitude — wherein complexities are in fruition and thus forth — aleph-null theoremalization symbolizes an ekphrasis — an allegory to a one-to-one correspondence. Realistic Numerical Values with a high-continuum implicate 'no one-to-one correspondence between the set of integers and the set of real numbers, which means that their cardinality are different.' Cantorismic analysis implies of the cardinality of real numerical sets; is greater than aleph-null; and thus the same cardinality, while true can still be applicable by squaring – and to deny it is a misconstrued analysis. 'Greater' infinites don't necessarily imply a larger quantity; instead: the antithesis — of all being infinite; but rather of those have a Greater likelihood in pursuance to bijective infinity.

Math


Does decimal infinity prove that some infinites are larger than others?

Math


Rebut this claim by adding onto what I said. I will firstly show what the person said, and at the end you will add onto my claim to rebut the person effectively. Use as much proof as possible Here is the person's proof: The argument that the decimal infinity is mathematically proven to be larger than infinity with merely integers is a common misconception that is often misunderstood. While it is true that there are more real numbers than integers, the concept of infinity complicates this comparison in a way that renders the argument invalid. Firstly, the idea of "counting to infinity" with integers is a flawed one, as infinity is not a number that can be counted to in the traditional sense. It is a theoretical concept that represents an unbounded quantity. Therefore, the comparison of counting integers to infinity versus counting decimals to infinity is not a meaningful one. Moreover, the concept of infinity is not a well-defined mathematical concept. There are different types of infinity, and some infinities are larger than others. The argument assumes that there is only one type of infinity, and therefore that decimal infinity is larger than integer infinity. However, this is not the case. The cardinality of the set of real numbers, which includes decimals, is known as the continuum, and it is larger than the cardinality of the set of integers. However, this does not mean that the decimal infinity is larger than integer infinity. In fact, both infinities have the same cardinality, known as aleph-null. This means that there is a one-to-one correspondence between the integers and the real numbers, despite the fact that there are "more" real numbers than integers. Finally, the argument that it is impossible to make the integer infinity larger is also flawed. Mathematicians have developed concepts such as transfinite numbers and cardinal arithmetic, which allow for the manipulation and comparison of different infinities. In conclusion, the argument that the decimal infinity is mathematically proven to be larger than infinity with merely integers is a flawed one. While there are more real numbers than integers, the concept of infinity complicates this comparison, and both infinities have the same cardinality. Therefore, the argument does not hold up under scrutiny. To understand why the argument that the decimal infinity is larger than the integer infinity is flawed, we need to explore the concept of cardinality, which is a measure of the size of a set. The cardinality of a set is the number of elements in the set, but when we talk about infinite sets, this definition is not applicable. Instead, we use a different definition of cardinality that compares the number of elements in two sets by establishing a one-to-one correspondence between them. A one-to-one correspondence between two sets A and B is a function that assigns each element in set A to a unique element in set B, and vice versa. If such a function exists, we say that A and B have the same cardinality. For example, the sets {1, 2, 3} and {4, 5, 6} have the same cardinality because we can establish a one-to-one correspondence between them by adding 3 to each element in the second set. The function would be: f(1) = 4, f(2) = 5, f(3) = 6. When we compare the cardinality of the set of integers and the set of real numbers, we find that they have different cardinalities. The set of integers is countably infinite, which means that we can list all the elements in the set in a sequence. For example, we can list the integers as follows: 0, 1, -1, 2, -2, 3, -3, and so on. This shows that we can establish a one-to-one correspondence between the integers and the natural numbers (1, 2, 3, ...), which means that the cardinality of the set of integers is the same as the cardinality of the set of natural numbers. Both sets have cardinality aleph-null (א0). On the other hand, the set of real numbers is uncountably infinite, which means that there is no way to list all the elements in the set in a sequence. Georg Cantor proved this in his famous diagonal argument, which shows that any attempt to list all the real numbers in a sequence will always miss some numbers. Therefore, there is no one-to-one correspondence between the set of integers and the set of real numbers, which means that their cardinalities are different. The cardinality of the set of real numbers is greater than aleph-null; it is denoted as 2^aleph-null (א1). However, this does not mean that the decimal infinity is larger than the integer infinity. The infinity of integers and the infinity of decimals both have the same cardinality, aleph-null. This means that we can establish a one-to-one correspondence between the set of integers and the set of decimals. For example, we can list all the decimals between 0 and 1 in a sequence, and then assign each decimal to the corresponding integer by taking the first digit after the decimal point and subtracting it from 9. For instance, 0.123... corresponds to 876..., and 0.987... corresponds to 012.... This shows that the cardinality of the set of decimals is the same as the cardinality of the set of integers, and therefore the argument that the decimal infinity is larger than the integer infinity is incorrect. In conclusion, the concept of cardinality provides a rigorous mathematical framework for comparing the size of infinite sets. The cardinality of the set of integers and the set of real numbers is different, but the cardinality of the infinity of integers and the infinity of decimals is the same, aleph-null. Therefore, the argument that the decimal infinity is larger than the integer infinity is flawed. Why have you typed mass but not sent anything? Here is my rebuttal; add onto it; you are proving that decimal infinity proves that there are greater infinites. As a matter of fact, write a whole thesis and a proof rebutting every single claim effectively with sources: "Counting to infinity" is rather one of linguistical semantics as well to say the least; while counting to infinity is quite literally flawed, we don't mean that per the definite sense; but rather that – of the sense wherein there is an infinite of it — whereas infinite numbers exist and pertain endlessly. We are not assuming there is one infinity stratum; yet: — of that of similitude — wherein complexities are in fruition and thus forth — aleph-null theoremalization symbolizes an ekphrasis — an allegory to a one-to-one correspondence. Realistic Numerical Values with a high-continuum implicate 'no one-to-one correspondence between the set of integers and the set of real numbers, which means that their cardinality are different.' Cantorismic analysis implies of the cardinality of real numerical sets; is greater than aleph-null; and thus the same cardinality, while true can still be applicable by squaring – and to deny it is a misconstrued analysis. 'Greater' infinites don't necessarily imply a larger quantity; instead: the antithesis — of all being infinite; but rather of those have a Greater likelihood in pursuance to bijective infinity.

Math


1. P Ↄ ~P /~P

Math


Có 3 mặt hàng, mặt hàng thứ nhất có số lượng là 684 cái, mặt hàng thứ hai có số lượng là 2676 cái, mặt hàng thứ ba có số lượng là 10884 cái, mỗi thùng carton sẽ đóng được 12 cái, mỗi pallet sẽ đóng được 54 thùng carton. Tính số lượng pallet để phân bổ tất cả số hàng này. Trong đó, phân bổ tuần tự mặt hàng đầu tiên rồi đến mặt hàng thứ hai rồi đến mặt hàng thứ ba theo thứ tự pallet. Nếu mặt hàng số 1 còn dư thì số lượng dư sẽ được đóng cùng với mặt hàng thứ 2 sao cho số lượng hàng đóng cho mỗi pallet là tối ưu, nếu số lượng hàng của mặt hàng thứ 2 còn dư và không đủ cho 1 pallet thì tiếp tục lấy phần dư đóng với hàng của mặt hàng thứ ba.

Math


Có 3 mặt hàng, mặt hàng thứ nhất có số lượng là 684 cái, mặt hàng thứ hai có số lượng là 2676 cái, mặt hàng thứ ba có số lượng là 10884 cái, mỗi thùng carton sẽ đóng được 12 cái, mỗi pallet sẽ đóng được 54 thùng carton. Tính số lượng pallet để phân bổ tất cả số hàng này. Trong đó, phân bổ tuần tự mặt hàng đầu tiên rồi đến mặt hàng thứ hai rồi đến mặt hàng thứ ba theo thứ tự pallet. Số thùng carton của mặt hàng số 1 đóng còn dư thì số lượng dư sẽ được đóng cùng với mặt hàng thứ 2 sao cho số lượng hàng đóng cho mỗi pallet là tối đa 54 carton, nếu số lượng carton của mặt hàng thứ 2 còn dư và không đủ cho 1 pallet thì tiếp tục lấy phần dư đóng với hàng của mặt hàng thứ ba. Sao cho nếu số lượng carton phân bổ của mặt hàng thứ ba sẽ chẵn cho các pallet, nếu không đủ thì sẽ có pallet đóng không đủ 54 carton trên một pallet

Math


Có 3 mặt hàng, mặt hàng thứ nhất có số lượng là 684 cái, mặt hàng thứ hai có số lượng là 2676 cái, mặt hàng thứ ba có số lượng là 10884 cái, mỗi thùng carton sẽ đóng được 12 cái, mỗi pallet sẽ đóng được 54 thùng carton. Tính số lượng pallet để phân bổ tất cả số hàng này. Trong đó, phân bổ tuần tự mặt hàng đầu tiên rồi đến mặt hàng thứ hai rồi đến mặt hàng thứ ba theo thứ tự pallet. Số thùng carton của mặt hàng số 1 đóng còn dư thì số lượng dư sẽ được đóng cùng với mặt hàng thứ 2 sao cho số lượng hàng đóng cho đủ 1 pallet tối đa là 54 carton. Đóng xong cho mặt hàng thứ nhất và thứ hai, Nếu số lượng carton của mặt hàng thứ 2 còn dư và không đủ cho 1 pallet thì tiếp tục lấy phần dư đóng với hàng của mặt hàng thứ ba. Nếu không đủ thì sẽ có pallet đóng không đủ 54 carton trên một pallet và pallet đó sẽ là pallet đóng carton của mặt hàng thứ hai dư với số carton của mặt hàng thứ ba.

Math


以下偏微分方程是拟线性方程的有 A、uyuyyx-uxuxxy+u^5=f(x,y) B、uuy-6xyux=0 C、ux^3+2uuy=xy D、uxx-x^2uy=sinx

Math


Có 3 mặt hàng, mặt hàng thứ nhất có số lượng là 684 cái, mặt hàng thứ hai có số lượng là 2676 cái, mặt hàng thứ ba có số lượng là 10884 cái, mỗi thùng carton sẽ đóng được 12 cái, mỗi pallet sẽ đóng được 54 thùng carton. Tính số lượng pallet để phân bổ tất cả số hàng này. Trong đó, phân bổ tuần tự mặt hàng đầu tiên rồi đến mặt hàng thứ hai rồi đến mặt hàng thứ ba theo thứ tự pallet. Số thùng carton của mặt hàng số 1 đóng còn dư thì số lượng dư sẽ được đóng cùng với số carton của mặt hàng thứ 2 sao cho số lượng carton đóng cho đủ 1 pallet tối đa là 54 carton. Đóng xong cho mặt hàng thứ nhất và thứ hai, Nếu số lượng carton của mặt hàng thứ 2 còn dư và không đủ cho 1 pallet thì tiếp tục lấy phần dư đóng với carton của mặt hàng thứ ba.

Math


Có 3 mặt hàng, mặt hàng thứ nhất có số lượng là 684 cái, mặt hàng thứ hai có số lượng là 2676 cái, mặt hàng thứ ba có số lượng là 10884 cái, mỗi thùng carton sẽ đóng được 12 cái, mỗi pallet sẽ đóng được tối đa 54 thùng carton. Tính số lượng pallet để phân bổ tất cả số hàng này. Trong đó, phân bổ tuần tự mặt hàng đầu tiên rồi đến mặt hàng thứ hai rồi đến mặt hàng thứ ba theo thứ tự pallet. Đóng xong mặt hàng thứ nhất, Số thùng carton của mặt hàng thứ nhất còn dư sẽ được đóng cùng với số carton của mặt hàng thứ 2 sao cho số lượng carton đóng cho đủ 1 pallet tối đa là 54 carton. Đóng xong cho mặt hàng thứ nhất và thứ hai, Nếu số lượng carton của mặt hàng thứ 2 còn dư và không đủ cho 1 pallet thì tiếp tục lấy phần dư đóng với carton của mặt hàng thứ ba.

Math


Có 3 mặt hàng, mặt hàng thứ nhất có số lượng là 684 cái, mặt hàng thứ hai có số lượng là 2676 cái, mặt hàng thứ ba có số lượng là 10884 cái, mỗi thùng carton sẽ đóng được 12 cái, mỗi pallet sẽ đóng được tối đa 54 thùng carton. Phân bổ tuần tự mặt hàng đầu tiên rồi đến mặt hàng thứ hai rồi đến mặt hàng thứ ba theo thứ tự pallet. Tính số lượng pallet để phân bổ tất cả số hàng này cho từng mặt hàng (chẵn). Đóng xong mặt hàng thứ nhất, Số thùng carton của mặt hàng thứ nhất còn dư sẽ được đóng cùng với số carton của mặt hàng thứ 2 sao cho số lượng carton đóng cho đủ 1 pallet tối đa là 54 carton. Đóng xong cho mặt hàng thứ nhất và thứ hai, Nếu số lượng carton của mặt hàng thứ 2 còn dư và không đủ cho 1 pallet thì tiếp tục lấy phần dư đóng với carton của mặt hàng thứ ba.

Math


Có 3 mặt hàng, mặt hàng thứ nhất có số lượng là 684 cái, mặt hàng thứ hai có số lượng là 2676 cái, mặt hàng thứ ba có số lượng là 10884 cái, mỗi thùng carton sẽ đóng được 12 cái, mỗi pallet sẽ đóng được tối đa 54 thùng carton. Phân bổ tuần tự mặt hàng đầu tiên rồi đến mặt hàng thứ hai rồi đến mặt hàng thứ ba theo thứ tự pallet. Tính số lượng pallet để phân bổ hàng cho từng mặt hàng (nếu số lẻ sẽ làm tròn xuống và ghi rõ số carton còn dư). Đóng xong mặt hàng thứ nhất, Số thùng carton của mặt hàng thứ nhất còn dư sẽ được đóng cùng với số carton của mặt hàng thứ 2 sao cho số lượng carton đóng cho đủ 1 pallet tối đa là 54 carton. Đóng xong cho mặt hàng thứ nhất và thứ hai, Nếu số lượng carton của mặt hàng thứ 2 còn dư và không đủ cho 1 pallet thì tiếp tục lấy phần dư đóng với carton của mặt hàng thứ ba.

Math


Find the domaion for the following relationships a. {(1,7), (2,8), (3,9(, (3, 119} b. y = 14x + 23 c. y = x^2 - 32 d. f(x) = (x - 3)^2 + 6

Math


If you want to completely cover a room with posters, how would you find the area?

Math


1. Differentiate the following with respect to x. a. f(x) = x4 + x6 – 2x b. f(x) = 3x(x + 9) c. f(x) = 5 d. f(x) = 3/2x e. y = 4/√x

Math


设A={1,2,3,4,5,6,7,8,9},R是定义在A.上的等价关系R={<x, y>|(x,y∈A) 且(4|(x-y))},画出关系R的关系图,并写出商集A/R.

Math


如R、S是集合A上的传递关系,则R°S也是传递的吗?(如正确请证明;如不正确请举例说明)

Math


选择题下列函数哪一一个是双射函数( ) 1).对地球上的每一一个人, 指派相应于他年龄的那个数 2)。对世界上的每个国家,指派它的首都的经度和纬度 3).对每一本由一个作者撰写的书,指派它的作者 4) .对世界上的每一一个国家,指派它的总理

Math


x=1 реши

Math


I need you to act as a professional English paper teacher, Please help me to improve my expression in the style of the journal Biomedical Optics Express. Mathematical modeling is helpful to improve researchers' understanding of biological development, and many mathematical modeling has been proved to be successfully applied in the study of fitting the growth and development pattern of skin pigment cells and the formation of zebrafish stripes. Logistic regression model can be optimized and estimated by maximum likelihood estimation or gradient descent method. It has good explanatory ability and explanatory power. The equation has been widely used in the fields of biology, economics and ecology, and has become an important mathematical tool. The formula is expressed as follows: Where L is the maximum, k is the slope, x is the time, and x0 is the mean time. In this paper, zebrafish organs fitted and quantified by Logistic regression model were used to measure their development trend. At the same time, Logistic function was also used in the development detection of zebrafish to make a fitting analysis of the growth curve of the actual measured data, so as to verify the rationality of the growth and development trend of zebrafish.

Math


\sqrt{2x+4}\:-\sqrt{x+3}\:=1. Solve for x value in LaTex form

Math


\sqrt{2x+4}\:-\sqrt{x+3}\:=1. Solve x value in Latex form

Math


please explain intuitively in a plain language what the matrix time its transpose is trying to tell in reality? Please use the phenomenon in reality as example to explain.

Math


What is the equation for the tangent line to the graph of the function at the given point (1, -1)?7

Math


Дадено: Правоъгълник ABCD (фиг.2), определен с : т.К(390,460), т.М(240,440) т.M разделя диагонала АС в съотношение АМ:МС=1:3 т. К разделя отсечката ВО в съотношение BK:KO =1:3 1. Да се начертае. 2. Да се мащабира фигурата спрямо т.О с коефициенти Sx=1.4, Sy=1.4 3. Да се завърти фигурата на 15 градуса спрямо т.О . Write in c++ using graphics.h library

Math


教我解方程组3x+3y+3=30, 30-5x=2(30-5y)

Math


Bayes teoremi kullanılarak her bir CPU türünün programın çalışma süresine olan etkisini değerleri<kendin vererek matematiksel hesaplayarak açıklayabilir misin?

Math


как вычислить объем пятигранника зная координаты его вершин?

Math


Explain the intuition behind multivariate normal distribution equation

Math


Calculate 4 + 16

Math


帮我生成一组数组(x,y)。要求是x的值为1到20的20个整数,对应y的值从期望为94.0545、方差为0.1的正态分布取值,并且使x=11时取得期望值

Math


20% của 20000

Math


problemes mathématiques niveau CM1 avec des additions et des soustractions exercices

Math


Calculate 3 + 21

Math


Calculate 3 + 22

Math


why we induce a correlation coefficient in the bivariate normal distribution?

Math


x=-y^2+9 ve x=(y-3)^2 eğrileriyle sınırlanan bölgenin alanı?

Math


y=sin(x) eğrisi , y=1/2 doğrusu ve π/6≤x≤π/2 ile sınırlı bölgenin x=π doğrusu etrafında döndürülmesi ile oluşan dönel cismin hacmini disk yöntemi ve kabuk yöntemi ile hesaplayan integraller nedir ?

Math


if you were to write a book about very advanced concepts in probability, what the table of contents might be?

Math


二次函数

Math


list ten great mathematical theorems

Math


explain the intuition behind bivariate normal distribution gradually and intuitively step by step.

Math