Solve each equation in Exercises 73-81 by the method of your choice. One possible reason for the explosion of college tuition involves the decrease in government aid per student. In 2001, higher-education revenues per student averaged $8500. The bar graph shows government aid per U.S. college student from 2005 through 2012. (All figures are adjusted for inflation and expressed in 2012 dollars.) Source: State Higher Education Executive Others Association The mathematical model G = − 82 x 2 + 410 x + 7079 Describes government aid per college student, G, x years after 2005. a. Does the model underestimate or overestimate aid per student in 2011? By how much? b. If we project the model past 2012, determine in which year government aid per student decreased to $4127.
Solve each equation in Exercises 73-81 by the method of your choice. One possible reason for the explosion of college tuition involves the decrease in government aid per student. In 2001, higher-education revenues per student averaged $8500. The bar graph shows government aid per U.S. college student from 2005 through 2012. (All figures are adjusted for inflation and expressed in 2012 dollars.) Source: State Higher Education Executive Others Association The mathematical model G = − 82 x 2 + 410 x + 7079 Describes government aid per college student, G, x years after 2005. a. Does the model underestimate or overestimate aid per student in 2011? By how much? b. If we project the model past 2012, determine in which year government aid per student decreased to $4127.
Solution Summary: The author explains how the model overestimates or underestimates aid per student in 2011 and by underset_13.
Solve each equation in Exercises 73-81 by the method of your choice.
One possible reason for the explosion of college tuition involves the decrease in government aid per student. In 2001, higher-education revenues per student averaged $8500. The bar graph shows government aid per U.S. college student from 2005 through 2012. (All figures are adjusted for inflation and expressed in 2012 dollars.)
Source: State Higher Education Executive Others Association
The mathematical model
G
=
−
82
x
2
+
410
x
+
7079
Describes government aid per college student, G, x years after 2005.
a. Does the model underestimate or overestimate aid per student in 2011? By how much?
b. If we project the model past 2012, determine in which year government aid per student decreased to $4127.
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Q.1) Classify the following statements as a true or false statements:
a. If M is a module, then every proper submodule of M is contained in a maximal
submodule of M.
b. The sum of a finite family of small submodules of a module M is small in M.
c. Zz is directly indecomposable.
d. An epimorphism a: M→ N is called solit iff Ker(a) is a direct summand in M.
e. The Z-module has two composition series.
Z
6Z
f. Zz does not have a composition series.
g. Any finitely generated module is a free module.
h. If O→A MW→ 0 is short exact sequence then f is epimorphism.
i. If f is a homomorphism then f-1 is also a homomorphism.
Maximal C≤A if and only if is simple.
Sup
Q.4) Give an example and explain your claim in each case:
Monomorphism not split.
b) A finite free module.
c) Semisimple module.
d) A small submodule A of a module N and a homomorphism op: MN, but
(A) is not small in M.
I need diagram with solutions
T. Determine the least common
denominator and the domain for the
2x-3
10
problem:
+
x²+6x+8
x²+x-12
3
2x
2. Add:
+
Simplify and
5x+10 x²-2x-8
state the domain.
7
3. Add/Subtract:
x+2 1
+
x+6
2x+2 4
Simplify and state the domain.
x+1
4
4. Subtract:
-
Simplify
3x-3
x²-3x+2
and state the domain.
1
15
3x-5
5. Add/Subtract:
+
2
2x-14
x²-7x
Simplify and state the domain.
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