Which relation is displayed in this table? x y 5 5 a. {(5,  5), (6,  −6), (8,  7), (−9,  9)} 8 7 6 -6 -9 9 b. {(5,  5), (−6,  6), (7, 8), (9,  −9 )} c. {(−5,  5), (−6,  6), (−8,  7), (−9,   9)} d. {(5, −5), (6, −6), (8, −7), (9, −9) }

On the way home from visiting his family, vincent’s plane cruised at an altitude of 3.2 × 10^4 feet. he had heard that a man named felix baumgartner skydived from an altitude of 1.28 × 10^5 feet. vincent wants to know how much higher felix went on his skydiving trip. question 1 you have already seen how adding numbers works in either scientific notation or standard notation. but can you subtract numbers in scientific notation and get the same results as subtracting in standard notation? to find out, first solve vincent’s problem in standard notation. part a write the cruising altitude of vincent’s plane in standard notation.

Add. express your answer in simplest form. 12 9/10+2 2/3 = i need u guys to me find the answer to this question

Stu and ambrose are working together on a study of whether diet is related to students' mental health. first, they randomly select 10 students from the student center and 10 students from the office of counseling and psychological services. then, they ask students to rate their diet in terms of healthiness on a scale of 1-100 before completing a 20-item mental health survey. a) name one of the constructs being studied b) how was the construct you named above operationally defined in this experiment? e) was the variable you described above their independent variable, their dependent variable, or a controlled variable? d) what is a confounding variable? what is a potential confound in this study?