rokkam@gmail.com Home Work #1 1. For the Figure below‚ tell me the minimum total cost while satisfying timing constraints with all guaranteed probabilities. Please use dynamic program to do it. R1 R2 nodes T P C T P C 0 1 0.8 9 2 0.8 5 2 0.2 9 3 0.2 5 1 1 0.9 10 2 0.7 4 3 0.1 10 4 0.3 4 2 1 0.9 9 2 0.8 5 4 0.1 9 6 0.2 5 3 1 0.2 8 3 0.4 2 2 0.8
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Mathematics Grade 1 Session 1 I. Read the following numbers. 1. 89 2. 106 3. 736 4. 245 5. 899 6. 302 7. 720 8. 1200 9. 5075 10. 7001 II. What is the place value of each underlined digit? Give the value of each underlined digit. Give the answers orally. A B C D E F 1. 601 215 520 1‚364 5‚ 055 8‚ 762 2. 740 806 810 1‚ 099 3
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Paep‚ Soundharya Jayaraman Jayaraman‚ Evie Tanghe & Yudistira Sa Yudistira Sanggramawi jaya 10th Octob 17th October 2012 Antwerp M Antwerp Management School 1 Table of Contents INTRODUCTION .............................................................................................................................................. ..3 1 PROBLEM STATEMENT .......................................................................................................................... 4 2 ASSUMPTIONS
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Edexcel IGCSE Maths 1 Answers to activities and exercises Unit 1 1NUMBER 11 EXERCISE 1 1 6 2 3 1 3 2 7 2 3 3 ‚ 75% 4 11 0.15‚ 15% 16 3 21 1 4 11 6 12 0.075‚ 7.5% 17 3 22 2 5 41 7 14 19 EXERCISE 1* 1 6 11 16 2 7 3 8 2 3 3 40 2 7 12 2 3 3 40 4 5 3 8 13 3 18 1 15 4 9 4 9 14 7 11 5 6 3 8 5 10 15 1 2 5 6 7 40 17 680 22 3.1 27 41.86 18 910 23 24 28 49.88 19 0.765 24 18 20 0.095 25 26.25 21 39 26 42.84 EXERCISE 2 1 6 11 16 5 –20 –6 3
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Problem Set 1 MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question. 1) Which of the following topics is NOT a primary concern of macroeconomists? A) relative wages of skilled and unskilled workers B) unemployment C) differences in standards of living across countries D) fluctuations in the level of economic activity 1) 2) Primarily‚ macroeconomists use microeconomic principles to study A) business cycles and trends in the stock market
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better quality of education that school can offer the better grade students can have in return. Further to that‚ the group will analyze the performance of a school having a good quality education than those who don’t. II. STATEMENT OF THE PROBLEMS 1. Does the tools and equipment in school have an effect on the performance of the students? 2. Is there some difference in the performance of the students between high quality educations than the performance of the students from lower quality education
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Variants 1 SKU SKU increased from 12 to 18 without any increase in existing capacity Line Balancing disturbed Space constraint for storage of CBBs Route Card - Existing Parameters No of Variants No of SKUs Total SKU produced Monthly Plan / Production Oven Out put / hr (ton) Running hr Total tonnage per run Creaming input Per shift output after Packing No of m/c M/c Hr utilised per shift Tiger Coconut 1 3 3 250 1.1 11 12.1 Tiger Treat Cream Cream Rectangle 1 4 1 1 1 4 75
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1 unskilled Technician machinist skill electrician Q 100 80 30 40 lights( MP) 400 450 550 600 $ 400 500 700 750 cost 40000 40000 21000 30000 TRP 4000 4500 5500 6000 Recommendations can make to assist the company is the skill electrician provide more effectively productivity. Unit of output the company can produce for skill technician more higher compare to others The monetary costs of employing is lower for skill technician compare to others. Assuming price is 10 per light‚ Skill
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Algebra existed long before the Christian era. We find traces on tablets found at the site of NIPPUR (Babylon)‚ four thousand years old‚ and almost at the same time‚ Egypt. Then it was Greece‚ nursery learned philosophers and mathematicians‚ take the torch of algebra before sending the closest we civilized nations‚ those Indians ‚ those Arabs who ’introduced in Europe Average age (around 950). In 825‚ a sage of Baghdad‚ al-Khwarizmi wrote a famous treatise on
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PLACE VALUE of DECIMALS PLACE VALUE | Trillions | Billions | Millions | Thousands | Ones / Unit | Decimalpoint | .1 | .01 | .001 | HUNDRED | TEN | TRILLIONS | HUNDRED | TEN | BILLIONS | HUNDRED | TEN | MILLIONS | HUNDRED | TEN | THOUSANDS | HUNDREDS | TENS | ONES | | TENTHS | HUNDREDTHS | THOUSANDTHS | 5 | 8 | 9‚ | 6 | 1 | 2‚ | 7 | 4 | 5‚ | 6 | 1 | 8‚ | 3 | 2 | 5 | . | 1 | 6 | 2 | b. READING and WRITING DECIMALS ---- activity ----- c. = = COMPARING AND ORDERING DECIMALS
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