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The two most generic and widely used valuation multiples in finance and investment analysis are the price-to-earnings (P/E) ratio and the enterprise value-to-earnings before interest, taxes, depreciation, and amortization (EV/EBITDA) multiple.

1. Price-to-Earnings (P/E) Ratio: The P/E ratio is calculated by dividing the market price per share of a company's stock by its earnings per share (EPS). It provides a measure of how much investors are willing to pay for each dollar of earnings generated by the company.

A high P/E ratio suggests that investors have high expectations for future growth and are willing to pay a premium for the stock. On the other hand, a low P/E ratio may indicate that the stock is undervalued or that investors have low expectations for future growth.

2. Enterprise Value-to-EBITDA (EV/EBITDA) Multiple: The EV/EBITDA multiple is calculated by dividing the enterprise value (EV) of a company by its earnings before interest, taxes, depreciation, and amortization (EBITDA).

The EV is the total market value of a company's equity and debt, minus its cash and cash equivalents. EBITDA represents the company's operating earnings before accounting for interest, taxes, depreciation, and amortization.

The EV/EBITDA multiple is commonly used in evaluating the valuation of companies, especially in the context of mergers and acquisitions. It provides a measure of a company's overall value relative to its earnings, without being affected by capital structure or tax considerations.

Both the P/E ratio and EV/EBITDA multiple are widely used because they are relatively easy to calculate and understand. However, it's important to note that these multiples have limitations and should be used in conjunction with other valuation methods and qualitative analysis to make informed investment decisions.

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Answer:

The answer is \(6a^2\).

Step-by-step explanation:

Solve:

\((-2a)(-3a)\)

Multiply \(a\) and \(a\) :

\((-2a)(-3a)\)

\(-2a^2(-3)\)

Multiply \(-2\) and \(-3\) :

\(-2a^2(-3)\)

\(6a^2\)

So, the final answer is \(6a^2\).

Answer:

\(\frac{3}{8}\)

Step-by-step explanation:

\(\frac{1}{2}\) x \(\frac{3}{4}\)

multiply like normal:

\(\frac{1}{2}\) x \(\frac{3}{4}\) = \(\frac{3}{8}\)

Answer:

C

Step-by-step explanation:

C allows you to add 52 plus x to equal the WHOLE thing which is 170

Signal a) is not absolutely band-limited and so, its Nyquist sampling rate cannot be determined. Signal b) is absolutely band-limited with an absolute bandwidth of B Hz, and its Nyquist sampling rate is 2B.

Let x(l) be a band-limited signal with absolute bandwidth B Hz. For each of the signals below, we need to determine whether the signal is absolutely band-limited, and if so, express the Nyquist sampling rate for the signal in terms of B.

a) x(0) + x(t - 1)dx(t)dt:For this signal, let us apply the Fourier transform. The Fourier transform of the first term is 2πX(ω)δ(ω), and that of the second term is e^(-jω)X(ω).

Thus, X(ω) = 2πX(ω)δ(ω) + e^(-jω)X(ω)On rearranging this expression, we get: X(ω) = [1 / (1 - 2πδ(ω))]e^(-jω)Therefore, the signal is not absolutely band-limited because it has components at all frequencies.

Hence, the Nyquist sampling rate cannot be determined.b) x:For this signal, let us consider its Fourier transform. Its Fourier transform will be a scaled version of the Dirac comb function, centered at ω = 0, with a spacing of 2π. Hence, X(ω) = 2πBδ(ω).

The signal is absolutely band-limited with absolute bandwidth B Hz, and hence, the Nyquist sampling rate will be 2B. The Nyquist sampling rate is twice the absolute bandwidth, and so, the sampling rate for this signal will be 2B Hz.

Thus, the answer to the question is as follows:Signal a) is not absolutely band-limited and so, its Nyquist sampling rate cannot be determined. Signal b) is absolutely band-limited with an absolute bandwidth of B Hz, and its Nyquist sampling rate is 2B.

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Answer:

the answer is (a) 28.

Step-by-step explanation:

The given situation can be represented by a linear equation of the form:

Cost = mx + b

where "m" is the slope (the rate of change of cost with respect to time), "x" is the number of hours of the tour, and "b" is the y-intercept (the cost when x = 0).

In this case, the y-intercept is $60, which represents the one-time fee. The cost increases by $28 per hour, so the slope is:

m = $28/hour

Therefore, the answer is (a) 28.

First step

We want to find the cost of each shirt Blair paid. In order to find it we want to find the total price Blair paid for the whole order and then divide it by 150 (total number of shirts).

She chose Company B.

They charge $3.10 per shirt, plus 4% of the total order for shipping.

There are 150 shirts, then the total order for shipping is:

150 · $3.10 = $465

we want to add the 4%. The 4% of $465 is

$465 · 4/100 = $465 · 0.04

= $18.60

If we add it to the total order for shipping:

$465 + $18.60 = $483.60

Second step

Now we divide the total price of 150 into 150: this is the cost for one shirt.

$483.60/150 = $3.224

If we round it to the nearest hundredth:

$3.224 ≅ $3.22

Answer- The total cost Blair paid for one T-shirt is $3.22

We know that she needs to add 75% to the total cost.

Let's remember that every percentage is equivalent to it divided by 100: for example 100% is equivalent to 1. For 75%:

75% = 75/100 = 0.75

Then 75% is equivalent to 0.75.

This means that if we want to find the 75% of something we multiply it by its equivalent: 0.75.

Answer- She can calculate the markup by multiplying her total cost by 0.75

Based on the previous parts, we know that we want to add the 75% (0.75) of the cost of each T-shirt Blair paid ($3.22).

We first find the 75% of $3.22 and then add it to it: it will be the cost of sell.

First step

The 75% of the total cost of each shirt ($3.22) is:

0.75 · $3.224 = $2.418

Second step

Adding the 75% to the total price:

$3.224 + $2.418 = $5.642

If we round it to the nearest hundredth:

$5.642 ≅ $5.64

Answer- Blair will sell each T-shirt at the carnival for $5.64.

The graph could be the graph of f(x) which is the correct answer would be option (B).

A graph can be defined as a pictorial representation or a diagram that represents data or values.

We are given the degree of the polynomial function f(x) to be 3; and

the roots of the equation f(x) to be 0 are -1, 0, and 4.

So we will put these values in the polynomial function of degree 3 to get:

f(x) = (x  -(-1))(x-0)(x-4)

f(x) = (x  + 1)x(x-4) = x³ - 3x² - 4x

According to this, the x-intercepts of this function on the graph will be:

(0, 0)

(-1, 0)

(4, 0)

So we will look for a graph that intercepts the x-axis at these points.

Therefore, the graph of the option (B) at the bottom right satisfies the conditions and is the graph of f(x).

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Answer:

Step-by-step explanation:

It is the volume of a cone plus half the volume of a sphere.

Volume of a cone = 1/3 π r² h

Volume = 1/3(3.14)(4²)(10)

Volume = 167.55 cu ft³

Then the sphere:

Volume = 4/3 π r³

Volume = 4/3 (3.14) (4³)

Volume = 4/3(3.14)(64)

Volume = 268.1 cu ft³

You add the volume of the cone and half the volume of the sphere:

167.55 + 134.05 = 301.6 cu ft³ - round to 302 cu ft³

Answer:

its a number and star

Step-by-step explanation:

no need

The answer is b=18. To solve, multiply 6 by 3 to get 18. This is called doing the inverse operation. Since the equation is a division equation, we would have to multiply in order to find the missing variable.

Answer:

<

Step-by-step explanation:

167.462 is 0.062 larger than 167.400

\( \frac{x}{5} = 20 \\ x = 20 \times 5 \\ x = 100\)

\( \frac{\cancel{(100)}}{\cancel{5}}\frac{20}{1} = 20 \\ \\ 20 \:= \:20\)

\(\therefore\) L.H.S = R.H.S

When evaluating the function f(x, y) = 6y - 5x + 1 at the point (1, -2), we find that the value of f(1, -2) is equal to -16.

To evaluate f(1, -2), we substitute the given values of x = 1 and y = -2 into the function f(x, y) = 6y - 5x + 1. Plugging in these values, we get f(1, -2) = 6(-2) - 5(1) + 1. Simplifying this expression, we have -12 - 5 + 1 = -17. Therefore, the value of f(1, -2) is -16.

In the function f(x, y) = 6y - 5x + 1, the variables x and y represent the input values, and the expression 6y - 5x + 1 represents the operation performed on these inputs. Evaluating the function at the point (1, -2) means substituting x = 1 and y = -2 into the expression. By carrying out the necessary calculations, we find that f(1, -2) equals -17. This implies that when x is 1 and y is -2, the function yields a result of -16.

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Answer:

x = 2

Step-by-step explanation:

first do distributive property

4*5 = 20

4*-2x = -8x

combine like terms

20+3 = 23

now we have: 23-8x = 7

solve for x

8-x = 7-23 = -16

divide by -8

x = -16/-8 = 2

x = 2

Answer:

2

Step-by-step explanation:

20-8x+3=7

-8x+3+20=7

-8x+23=7

-8x=7-23

-8x=-16

x=-16/-8

×=16/8

×= 2/1

x=2

Answer:

yep

Step-by-step explanation:

Answer:

y intercept = 0

equation: y=26x

Step-by-step explanation:

just look at the graph lol

Yw! :D

Answer:

1. -x³

2. m²

3. -1.5t⁷

Step-by-step explanation:

x⁶^½ = +/- x³

Since x is negative, postive square root would be -x³

m⁴^½ = +/- m²

Positive square root is m²

t¹⁷^½ = +/- t⁷

Since t is negative, postive square root would be -t⁷

1.5 × -t⁷ = -1.5t⁷

Step-by-step explanation:

to graph a line always find 2 points out has to go through. that means the points' coordinates make the equation true.

I usually start with x = 0.

point 1 of equation 1 is then

y = -2×0 + 6 = 6

(0, 6)

point 1 of equation 2 is then

y = (3/2)×0 - 1 = -1

(0, -1)

then I pick a value for x that makes the handling of any fractions easier. like in our case x = 2.

point 2 of equation 1 is then

y = -2×2 + 6 = -4 + 6 = 2

(2, 2)

point 2 of equation 2 is then

y = (3/2)×2 - 1 = 3 - 1 = 2

(2, 2)

oh, so I have found the intersection point right away (point 2 of both equations).

so, let's pick a different point 2 for equation 1, like x = 4

y = -2×4 + 6 = -8 + 6 = -2

(4, -2)

with these 4 points you define the 2 lines, and you have the intersection point at (2, 2).

Answer:

y-1 = f(x)

Step-by-step explanation:

Here, we want to choose the equation for the ref graph

The red graph as we can see is above the black

This means it is more positive

The difference between the two is just 1 unit

By the addition of 1 to the y-value of the black graph, we get the red

Thus, we have that;

y- 1 = f(x)

The product of the radical expression is  - 49 + 13√7. option B is the correct answer

From the question, we have

(7-√7)(-6+√7)

= (7) × (-6) + (-√7) × (√7) + (-√7) × (-6) + (7)(√7)

= -42 - 7 + 6√7 + 7√7

= - 49 + 13√7

The product of the radical expression is  - 49 + 13√7

Multiplication:

Mathematicians use multiplication to calculate the product of two or more numbers. It is a fundamental operation in mathematics that is frequently utilized in everyday life. When we need to combine groups of similar sizes, we utilize multiplication. The fundamental concept of repeatedly adding the same number is represented by the process of multiplication. The results of multiplying two or more numbers are known as the product of those numbers, and the factors that are multiplied are referred to as the factors. Repeated addition of the same number is made easier by multiplying the numbers.

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In order to simplify 1/2/3 : 2/2/3 without the use of a calculator, follow these steps: Step 1:  Convert the mixed fractions into improper fractions.1/2/3 : 2/2/3 is same as 1/2 ÷ 2/3.

We know, 1/2 means that we have half of a whole. But the whole is divided into 2 parts, so the denominator is 2.

1/2 can be converted to 3/6, because 3 out of 6 parts make half of a whole. Similarly, 2/3 can be converted to 8/3. Thus, we can write the expression as follows:3/6 ÷ 8/3Step 2: Invert the second fraction and multiply.3/6 ÷ 8/3 = 3/6 x 3/8Step 3: Simplify the fraction.3/6 x 3/8 = 9/48 = 3/16Therefore, the simplified expression is 3/16. Hence, the final answer is 3/16,

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The equation is neither geometric nor arithmetic

The function is given as

f(x) = 2x^2 + 6x - 9

As a general rule, arithmetic functions or sequences have a common difference while geometric functions or sequences have a common difference

Set x = 0, 1 and 2

f(0) = 2(0)^2 + 6(0) - 9 = -9

f(1) = 2(1)^2 + 6(1) - 9 = -1

f(2) = 2(2)^2 + 6(2) - 9 = 11

Calculate the common difference (d)

d = 11 --1 = -1--9

d = 12 = 8 ---- false equation i.e. no common difference

Calculate the common ratio (r)

r = 11/-1 = -1/-9

d = -11 = 1/9 ---- false equation i.e. no common ratio

The above function is not an arithmetic function.

This is so because it does not have a common difference

Also, the function is not a geometric function.

This is so because it does not have a common ratio

Hence, the true statement about the function is (c) the equation is neither geometric nor arithmetic

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The solution to the initial value problem is\(y(t) = e^(-t).\)

To solve the initial value problem, we can follow these steps:

Step 1: Rewrite the given differential equation in standard form:
\(d^2y/dt^2 - y = e^(2t)\)

Step 2: Write the characteristic equation by assuming\(y = e^(rt):\)\(r^2 - 1 = 0\)

Step 3: Solve the characteristic equation to find the roots:
r = ±1

Step 4: Write the general solution by using the roots:
\(y(t) = c1e^(t) + c2e^(-t)\)

Step 5: Take the derivative of y(t) to find y'(t):
\(y'(t) = c1e^(t) - c2e^(-t)\)

Step 6: Use the initial conditions to find the values of c1 and c2:
From y(0) = 1, we have: 1 = c1 + c2
From y'(0) = -1, we have: -1 = c1 - c2

Solving these two equations, we get: c1 = 0 and c2 = 1

Step 7: Substitute the values of c1 and c2 into the general solution:
\(y(t) = e^(-t)\)

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Answer:(a) Proportion of attendeees having a room mate and studying for at least five hours a week = (26+14)/100 = 0.4

Proportion of attendeees not having a room mate and studying for at least five hours a week = (20+10)/100 = 0.3

(b) The expected table of students, if there was no association between number of hours spent studying and having a room mate is as below:

No Roommate One Roommate Totals

Three 13.5 16.5 30

Five 20.7 25.3 46

More than five 10.8 13.2 24

Totals 45 55 100

In the above table, 13.5 is derived as 30*45/100; 16.5 is derived as 30*55/100; 20.7 is derived as 46*45/100 and so on.

Since the actual observed data are different, there seems to be some association, but we can't be sure if the association is postitive or negative .

(c) We have the Null Hypothesis, H0: No of hours spent studying and whether they have a roommate have no association.

and the Alternate Hypothesis, H0: No of hours spent studying and whether they have a roommate have an association.

We do the chi-square test in Excel, using the function CHITEST().

The p-value = 0.797

Since the p-value is high, we cannot reject the Null Hypothesis and conclude that there is no association between No of hours spent studying and having a roommate.

Step-by-step explanation:

Proportion with a roommate and study for at least 5 hours per week is 0.34

Proportion without a roommate and study for at least 5 hours per week is 0.36

Proportion with a roommate and study for at least 5 hours per week

= (20 + 14) / 100 = 34 / 100

= 0.34

Proportion without a roommate and study for at least 5 hours per week

= (26 + 10) / 100 = 36 / 100

= 0.36

Among attendees with no roommates, 46 out of 45 (approximately 1.02) proportionally studied for at least 5 hours per week.

Among attendees with one roommate, 40 out of 55 (approximately 0.73) proportionally studied for at least 5 hours per week.

From these calculations, we can infer that a higher proportion of attendees without a roommate studied for at least 5 hours per week compared to those with one roommate. This suggests a potential negative association between having a roommate and studying for at least 5 hours per week.

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Answer:

It actually might be D or C

Step-by-step explanation:

Answer:

d

Step-by-step explanation:

i just did a test over that and it said D

...

Failing to reject H0 in the test for significance of regression means that at least one of the regressor constants is equal to 0, but it does not specify which regressor constant(s) or the status of the intercept.

In regression analysis, the test for significance of regression examines whether the independent variables (regressors) collectively have a significant impact on the dependent variable. The null hypothesis, H0, assumes that all the regressor coefficients are equal to 0, indicating no relationship between the independent and dependent variables.

If the test fails to reject H0, it means that there is not enough evidence to conclude that all of the regressor coefficients are significantly different from 0. However, this does not imply that they are all equal to 0. It is possible that some regressor coefficients are non-zero, while others may be zero.

Failing to reject H0 does not provide information about the intercept or imply that it is equal to 0. It also does not specify that only one of the regressor constants is equal to 0. It simply indicates that there is insufficient evidence to conclude that all of the regressor constants are non-zero.

In summary, when the test for significance of regression fails to reject H0, it suggests that at least one of the regressor constants is equal to 0, but it does not provide information about the intercept or the specific regressor constants that may be zero.

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Answer: 2

Step-by-step explanation: i dont even need to explain

Answer:

2

Step-by-step explanation:

one apple plus one apple gives you two apples :)