The total number of fundamental products of three variables is ?->(Show Answer!)

1. The total number of fundamental products of three variables is

Write Comment

Comments

Tags

Show Similar Question And Answers

QA->What is the total number of Fundamental Duties mentioned in the Constitution?....

QA->In a Program Graph, ‘X’ is an if-then-else node. If the number of paths from start node to X is ‘p’ number of paths from if part to end node is ‘q’ and from else part to end node is ’r’, the total number of possible paths through X is :....

QA->The three-fifth of a number is 40 more than the 40 percent of the same number. The number is :....

QA->The difference between the largest four digit number and the smallest three digit number is :....

QA->The number of articles related to fundamental Rights when the original constitution was brought into force:....

MCQ-> Based on the information answer the questions which follow.A consultant to Department of Commerce. Government of Bianca has suggested 30 products which have high export potential. Dora an entrepreneur and prospective exporter notices that these products can be grouped in three ways- Machine made goods, Handmade goods and Intermediate goods. Among these 30 products some products are both machine made and intermediate goods but not handmade goods. Few products have a combination of handmade and machine made goods but not intermediate goods. Some products are handmade and intermediate goods but not machine made goods. Further it is seen that handmade-machine made goods are I less than machine made-intermediate goods. Similarly the total number of handmade-intermediate goods is I less than machine made-intermediate goods. There are just 4 products common across all product groups i.e. machine made-handmade- intermediate goods. Apart from this the number of only handmade goods is same as only machine made goods but less than only intermediate goods. Each product group/combination has at least one product. Dora prefers to export machine made goods and avoid hand made goods. She finds out that only handmade goods are twice the machine made-intermediate goods and the number of only intermediate goods is an even number. Whereas her close friend Sara prefers to export intermediate goods followed by only handmade goods.Sara and Dora prefer to export as many common products as possible in order to understand the regulatory conditions. Keeping their preferences intact, what is the maximum number of common products which can be exported by both of them?
....

MCQ->Which of the following rules are used in choosing the repeating variables in dimensional analysis :1. Repeating variables should include the dependent variables2. Repeating variables should contain all primary units used in describing the variables in the problem3. Repeating variables should combine among themselves.4. Repeating variables should not contain the dependent variables.Select the correct answer using the codes given below :....

MCQ-> Read passage carefully. Answer the questions by selecting the most appropriate option (with reference to the passage). PASSAGE 4While majoring in computer science isn't a requirement to participate in the Second Machine Age, what skills do liberal arts graduates specifically possess to contribute to this brave new world? Another major oversight in the debate has been the failure to appreciate that a good liberal arts education teaches many skills that are not only valuable to the general world of business, but are in fact vital to innovating the next wave of breakthrough tech-driven products and services. Many defenses of the value of a liberal arts education have been launched, of course, with the emphasis being on the acquisition of fundamental thinking and communication skills, such as critical thinking, logical argumentation, and good communication skills. One aspect of liberal arts education that has been strangely neglected in the discussion is the fact that the humanities and social sciences are devoted to the study of human nature and the nature of our communities and larger societies. Students who pursue degrees in the liberal arts disciplines tend to be particularly motivated to investigate what makes us human: how we behave and why we behave as we do. They're driven to explore how our families and our public institutions-such as our schools and legal systems-operate, and could operate better, and how governments and economies work, or as is so often the case, are plagued by dysfunction. These students learn a great deal from their particular courses of study and apply that knowledge to today's issues, the leading problems to be tackled, and various approaches for analyzing and addressing those problems. The greatest opportunities for innovation in the emerging era are in applying evolving technological capabilities to finding better ways to solve human problems like social dysfunction and political corruption; finding ways to better educate children; helping people live healthier and happier lives by altering harmful behaviors; improving our working conditions; discovering better ways to tackle poverty; Improving healthcare and making it more affordable; making our governments more accountable, from the local level up to that of global affairs; and finding optimal ways to incorporate intelligent, nimble machines into our work lives so that we are empowered to do more of the work that we do best, and to let the machines do the rest. Workers with a solid liberal arts education have a strong foundation to build on in pursuing these goals. One of the most immediate needs in technology innovation is to invest products and services with more human qualities. with more sensitivity to human needs and desires. Companies and entrepreneurs that want to succeed today and in the future must learn to consider in all aspects of their product and service creation how they can make use of the new technologies to make them more humane. Still, many other liberal arts disciplines also have much to provide the world of technological innovation. The study of psychology, for example, can help people build products that are more attuned to our emotions and ways of thinking. Experience in Anthropology can additionally help companies understand cultural and individual behavioural factors that should be considered in developing products and in marketing them. As technology allows for more machine intelligence and our lives become increasingly populated by the Internet of things and as the gathering of data about our lives and analysis of it allows for more discoveries about our behaviour, consideration of how new products and services can be crafted for the optimal enhancement of our lives and the nature of our communities, workplaces and governments will be of vital importance. Those products and services developed with the keeneSt sense of how they' can serve our human needs and complement our human talents will have a distinct competitive advantage. Much of the criticism of the liberal arts is based on the false assumption that liberal arts students lack rigor in comparison to those participating in the STEM disciplines and that they are 'soft' and unscientific whereas those who study STEM fields learn the scientific method. In fact the liberal arts teach many methods of rigorous inquiry and analysis, such as close observation and interviewing in ways that hard science adherents don't always appreciate. Many fields have long incorporated the scientific method and other types of data driven scientific inquiry and problem solving. Sociologists have developed sophisticated mathematical models of societal networks. Historians gather voluminous data on centuries-old household expenses, marriage and divorce rates, and the world trade, and use data to conduct statistical analyses, identifying trends and contributing factors to the phenomena they are studying. Linguists have developed high-tech models of the evolution of language, and they've made crucial contributions to the development of one of the technologies behind the rapid advance of automation- natural language processing, whereby computers are able to communicate with the, accuracy and personality of Siri and Alexa. It's also important to debunk the fallacy that liberal arts students who don't study these quantitative analytical methods have no 'hard' or relevant skills. This gets us back to the arguments about the fundamental ways of thinking, inquiring, problem solving and communicating that a liberal arts education teaches.What is the central theme of the passage?
....

MCQ-> Study the following information carefully to answer the given questions.This data is regarding number of Junior Coliege students, Graduate students and Post-Graduate students (PG) only, studying in colleges A, B, C and D. The respective ratio between the total number of students studying in the Colleges A, B, C and D is 3 : 5 : 2 : 5. In College A, 40% of the total number of students are Junior College students. Out of the remaining, the respective ratio between the number of Graduate students and number of PG students is 5 : 4. In College B, $${2 \over 5}$$th of the total number of students are Junior College students. Out of the remaining, the respective ratio between the number of Graduate students and number of PG students is 5 : 3. In College C, 50% of the total number of students are Junior College students. Out of the remaining, $${5 \over 8}$$th are Graduate students and the remaining are PG students.In College D, 35% of the total number of students are Graduate students,$$ {8 \over {13}}$$th of the remaining students are Junior College students and the rest 1500 are PG students.What is the respective ratio between the total number of graduate students in College A and the total number of Graduate students in College B?
....

MCQ-> The passage given below is followed by a set of three questions. Choose the most appropriate answer to each question.The difficulties historians face in establishing cause-and-effect relations in the history of human societies are broadly similar to the difficulties facing astronomers, climatologists, ecologists, evolutionary biologists, geologists, and palaeontologists. To varying degrees each of these fields is plagued by the impossibility of performing replicated, controlled experimental interventions, the complexity arising from enormous numbers of variables, the resulting uniqueness of each system, the consequent impossibility of formulating universal laws, and the difficulties of predicting emergent properties and future behaviour. Prediction in history, as in other historical sciences, is most feasible on large spatial scales and over long times, when the unique features of millions of small-scale brief events become averaged out. Just as I could predict the sex ratio of the next 1,000 newborns but not the sexes of my own two children, the historian can recognize factors that made2 1 inevitable the broad outcome of the collision between American and Eurasian societies after 13,000 years of separate developments, but not the outcome of the 1960 U.S. presidential election. The details of which candidate said what during a single televised debate in October 1960 Could have given the electoral victory to Nixon instead of to Kennedy, but no details of who said what could have blocked the European conquest of Native Americans. How can students of human history profit from the experience of scientists in other historical sciences? A methodology that has proved useful involves the comparative method and so-called natural experiments. While neither astronomers studying galaxy formation nor human historians can manipulate their systems in controlled laboratory experiments, they both can take advantage of natural experiments, by comparing systems differing in the presence or absence (or in the strong or weak effect) of some putative causative factor. For example, epidemiologists, forbidden to feed large amounts of salt to people experimentally, have still been able to identify effects of high salt intake by comparing groups of humans who already differ greatly in their salt intake; and cultural anthropologists, unable to provide human groups experimentally with varying resource abundances for many centuries, still study long-term effects of resource abundance on human societies by comparing recent Polynesian populations living on islands differing naturally in resource abundance.The student of human history can draw on many more natural experiments than just comparisons among the five inhabited continents. Comparisons can also utilize large islands that have developed complex societies in a considerable degree of isolation (such as Japan, Madagascar, Native American Hispaniola, New Guinea, Hawaii, and many others), as well as societies on hundreds of smaller islands and regional societies within each of the continents. Natural experiments in any field, whether in ecology or human history, are inherently open to potential methodological criticisms. Those include confounding effects of natural variation in additional variables besides the one of interest, as well as problems in inferring chains of causation from observed correlations between variables. Such methodological problems have been discussed in great detail for some of the historical sciences. In particular, epidemiology, the science of drawing inferences about human diseases by comparing groups of people (often by retrospective historical studies), has for a long time successfully employed formalized procedures for dealing with problems similar to those facing historians of human societies. In short, I acknowledge that it is much more difficult to understand human history than to understand problems in fields of science where history is unimportant and where fewer individual variables operate. Nevertheless, successful methodologies for analyzing historical problems have been worked out in several fields. As a result, the histories of dinosaurs, nebulae, and glaciers are generally acknowledged to belong to fields of science rather than to the humanities.Why do islands with considerable degree of isolation provide valuable insights into human history?
....