<span>The
content of any course depends on where you take it--- even two courses
with the title "real analysis" at different schools can cover different
material (or the same material, but at different levels of depth).
But yeah, generally speaking, "real analysis" and "advanced calculus"
are synonyms. Schools never offer courses with *both* names, and
whichever one they do offer, it is probably a class that covers the
subject matter of calculus, but in a way that emphasizes the logical
structure of the material (in particular, precise definitions and
proofs) over just doing calculation.
My impression is that "advanced calculus" is an "older" name for this
topic, and that "real analysis" is a somewhat "newer" name for the same
topic. At least, most textbooks currently written in this area seem to
have titles with "real analysis" in them, and titles including the
phrase "advanced calculus" are less common. (There are a number of
popular books with "advanced calculus" in the title, but all of the ones
I've seen or used are reprints/updates of books originally written
decades ago.)
There have been similar shifts in other course names. What is mostly
called "complex analysis" now in course titles and textbooks, used to be
called "function theory" (sometimes "analytic function theory" or
"complex function theory"), or "complex variables". You still see some
courses and textbooks with "variables" in the title, but like "advanced
calculus", it seems to be on the way out, and not on the way in. The
trend seems to be toward "complex analysis." hope it helps
</span>
Answer:
Step-by-step explanation:
Question 2
As far as I can see, you got it right. The general transformation for 90 ccw is
(x,y) ===> (-y, x)
What that means is for the x you put in -y changing the sign to the opposite and for the y you put in x and this time you leave the sign alone . The transformation is shown in the left hand diagram.
The two tables are shown below.
Original
The transformed table is
- (-4,1)
- (-2,1)
- (-2,3)
- (-5,3)
- (-4,1) This is just to let the program know to close the figure For some reason this did not have lines and if I delete it and put the lines in, I won't be able to upload the new diagram.
===========
Four
This one transforms from (x,y) to (-x,-y) which means where you see an x, you put a - x and where you see a y, you put a minus y. It is the middle frame.
Original
- (-4,3)
- (0,3)
- (-2,0)
- (-4,3) Here again, this is just to close the figure.
The transformed figure in red I think is
- (4,-3)
- (0,-3
- (2,0)
- (4,-3) And this closes the figure as well.
==========
Six
The diagram is on the right
Reflection about the y axis. Here the transformation is (x,y) ====> (-x,y) notice the ys don't change.
There is no closure.
Reflection
Answer:
The number of seniors who scored above 96% is 1.
Step-by-step explanation:
Consider the provided information.
Two percent of all seniors in a class of 50 have scored above 96% on an ext exam.
Now we need to find the number of seniors who scored above 96%
For this we need to find the two percent of 50.
2% of 50 can be calculated as:



Hence, the number of seniors who scored above 96% is 1.
Good luck I really hope you past it then
110 girls and 85 boys.
Subtract 1 from 195. Then divide by 2. 194/2 = 97. Then add 13 97+13=110. There are 110 girls.