Negative Number

He'll stop at nothing to avoid them

Started out being that because it didn’t sell as many as 15 on its first 3 day’s then it was a “flop”. Now even though it’s the fastest selling Final Famtasy game ever it’s still somehow an “embarrassing disappointment” for Square because it’s not the fastest selling game of “ALL TIME”

I know the ending was divisive for some people but I’ve never seen people so desperate for a game to fail. Even if it is just a small minority

WAR is Wins Above Replacement, the methodology is described by 538 as:

"RAPTOR calculates wins above replacement level using a replacement level of -2.75 points per 100 possessions. The replacement level estimate is derived from evaluating the historical performance of players on two-way contracts, who are quite literally on the fringes between the major and minor leagues (the NBA and the G League), a status that reflects the traditional definition of replacement-level players."

The Hawks had the highest number of negative WAR players (players who contributed fewer wins than a replacement player) and the lowest amount of players with positive WAR (players who contributed more wins than a replacement player). I filtered by 300 minutes to ensure a guy like Brandon Goodwin was in there. Here are the Hawks numbers:

I included guys like Capela and Skal (and even Dedmon) because whille most/all of their minutes came with other teams, I wanted to show how they stacked up against the other Hox.

I have this problem below:

https://imgur.com/nF76oYe

Here are my answer choices:

https://imgur.com/nMd4nUP

I know the correct answer is D, but I don't get why the bounds are π/2 - π when it was graphed from 0 - π. In the hints, Khan Academy says:

https://imgur.com/KA1rbQE

I get that negative r values in polar coordinate form flip it to the opposite quadrant. I don't get why any of that results in our bounds changing though...

If you drop below a certain number, does Reddit enforce consequences such as site wide mutes/bans?

It is a long story, but today i saw a discussion about if a square root can result in a negative number.For an example: does square root of 4 result in +2 or +-2?Here is what i am getting confused at:

1 - When writting x^(2) = 4 => x^(2) - 0x - 4 = 0and resolving this quadratic equation, the result will be x' = 2 and x'' = -2. Therefore x = +-2

2 - However, don't people usually write as it follows?x^(2) = 4 => x = +-squareroot(4)in this case the +- signal comes before the square root, so does that not imply that squareroot(4) is strictly positive?
(edit on this 2nd argument) - someone said squareroot(4) = squareroot( (+-2)^(2)) = |2| = +2, so in this case the squareroot is strictly positive.

So uh... can squareroots result in negative numbers?

I have no idea if my doubt is understandable, in case it isn't please let me know. Any help will be much appreciatted.

https://preview.redd.it/85illedyed751.png?width=694&format=png&auto=webp&s=da2cbc989f6890187fb2c5435e49f27c3b4ced90

COVID-19 Statistics in Maryland

• Number of Confirmed Cases: 992
• Number of negative test results: 11,516
• Number of Deaths: 5
• Hospitalizations: 226 ever hospitalized
• Released From Isolation: 32

Cases by County:

• Anne Arundel : 88
• Baltimore City: 112
• Baltimore County: 141
• Calvert : 8
• Caroline : 1
• Carroll: 10
• Cecil: 13
• Charles: 21
• Frederick: 22
• Garrett: 3
• Harford : 21
• Howard :73
• Kent: 2
• Montgomery: 255
• Prince George's: 196
• Queen Anne's: 1
• St. Mary's: 8
• Somerset: 1
• Talbot : 2
• Washington: 6
• Wicomico: 6
• Worcester: 2

Cases by Age Range (0-95) and Gender:

• 10-19 : 15
• 20-29: 138
• 30-39: 174
• 40-49: 204
• 50-59: 195
• 60-69: 143
• 70-79: 91
• 80+ : 27
• Female: 487
• Male: 505

SOURCE: https://coronavirus.maryland.gov/

I feel incredibly stupid posting this considering I'm 24 years old and probably learnt negative subtraction in year 4, but I've been needing to brush up on my maths skills to further a hobby of mine and realised today that the whole concept of subtracting negative numbers from positive numbers being the same as adding a positive number just makes no logical sense to me, and I think I'll go crazy if I can't resolve it. For example, 4 - (-6) = 4 + 6

In my mind the concept of subtracting a negative number from a larger negative number makes logical sense. For example, with (-4) - (-2) = -2. I can see that if I had negative 4, or 4 negatives, and I removed (subtracted) two of those negatives, ie I removed (-2), then I would be left with only 2 of those negatives = -2. So ofcourse I can see that in that way (-4) - (-2) is the same as (-4) + 2, as they both give the same result.

However, as soon as this all moves past 0 into the positive realm, the whole sense of it falls apart for me. How can 4 - (-6) = 4 + 6? If I have four of something, four positive integers, how can I remove 6 negative integers? Or any negative integers? I don't have any negative integers, I have four positive numbers. How can I possibly take negatives away from a positive number - I don't have any negatives. Then to suddenly say that removing 6 negatives from positive 4 gives me positive 10?? That just seems like madness to me. And sure I get that in a theoretical sense, for theoretical consistency of the functions of the concepts of adding and subtracting, if (-4) - (-2) = (-4) + 2 then 4 - (-2) must also equal 4 + 2. But in an actual physical logical sense, outside of imagined concepts, for the life of me I can't see how it makes any sense at all.

Any assistance would be a huge help! If I can't even grasp the basics of the basics then I'm surely screwed.

Like say when I'm graphing some equation like y=(x+2)^2. I'm like oh it moves to the left two (more negative) and in my mind I'm like oh that's bad >:(

I know this was super specific but idek

https://www.achrnews.com/articles/130707-the-professor-the-correlation-between-refrigerant-blends-and-temperature-glide#:~:text=The%20total%20temperature%20glide%20of,temperature%20at%20a%20constant%20pressure.&text=In%20the%20condenser%2C%20the%20refrigerant,a%20vapor%20to%20a%20liquid.

Chemours gives the glide for R454b as -1.5K.

https://www.opteon.com/en-/media/files/opteon/opteon-xl41-product-information.pdf?la=en

Maybe it is a typo.

I don't get it at all and the khan academy says the opposite of what the teacher says i think. If Steve owes you $31.75 and I owed you $29.25, Steve owes you more/greater Money! How is -29.25 greater than -31.75?

Disclaimer: I have dyscalculia and math is impossible so any tricks you got to explain it would help alot thanks.

public static void main(String [] args){

Scanner input=new Scanner(System.in);

double number;

double hourly;

double salary;

System.out.print("Enter the number of hours worked (negative nbr to end):");

number=input.nextDouble();

System.out.print("Enter hourly rate of the worker:");

hourly=input.nextDouble();

salary=hourly*number;

System.out.println("Your salary is $"+salary);

while(number >0) {

System.out.print("Enter the number of hours worked (negative nbr to end):");

number=input.nextDouble();

System.out.print("Enter hourly rate of the worker:");

hourly=input.nextDouble();

salary=hourly*number;

System.out.println("Your salary is $"+salary);

}

}

}

For example, if -x = ±3, would x just be the same thing? Or undefined? Im assuming it would just stay the same because it is just reversing the two things but just want to be sure.

Hello

I've been working through an issue in powershell, we have a 3rd party application that is able to pass parameters though to powershell.

We are looking at doing a (get-date).adddays.($minusdays) but when we pass a negative number like -1 it presents with a parsing error.

I suspect it's a problem with the negative being read as a dash as part of the command parameter instead of an input.

does anyone know how to input a - (negative number) through a function parameter without powershell thinking it's additional parameters.

Thanks,

Dilli

Sorry about the weird title, but I'm not sure how to sum up (ha!) this issue. I am trying to find a way to add negative and positive numbers together using their absolute value. Example since I'm terrible at explaining:
Column A: -12,
Column B: 34,
Column C: -16
Column D (sum): 62 instead of 6.
Is this possible?

I haven't seen even one discussion about this on the news. It sounds like to even GET a test most need to have symptoms of some kind of illness, but soooo many end up not having coronavirus. With all the craze right now though, if we get even the sniffles or a headache many of us automatically think, Oh my God, I might have Coronavirus! But it's comforting for me to see just how many people end up being negative. For example, of the 250,000 people who tested in PA, 2000,000 were negative! I read the negative stats every once in awhile just to remind me of this.

I noticed in Ontario's Daily Epidemiologic Summary there are often a negative number of cases reported for certain regions, for example, -5 in Haliburton-Kawartha PHU today. What does this mean? Is it false positives from earlier? Recoveries? Are these cases removed retroactively from previous case counts?

Continued from here

Thanks to /u/TheNitromeFan for the final run and the assist and to all the counters in this thread.

Next get is -22000.

Hi everyone,

I have noticed that Anki has started showing a negative number of new cards for certain decks that I am doing. The deck will initially start with a positive number of cards equal to the number selected in the options group for that deck but then Anki will exceed this number and once it starts presenting cards exceeding the limit selected in the options group, the new cards number will turn negative. I don't know what could be going on because I've used these decks with similar settings in the past without any issue.

I've also found that when I leave the reviewer (question mode) when the number of new cards turns negatives and go to the decks page (main screen) of Anki and then return to the Reviewer (a sort of turning off and turning back on of the reviewer) again the number of new cards resets to 0!

I have also noticed this doesn't occur for all my decks but only certain ones. I don't know what could be different about these decks other than perhaps the decks where this occurs have a more nested structure with greater number of subdecks.

I'm using Anki 2.1.22 (0ecc189a), Python 3.8.0 Qt 5.14.1 and on Windows OS.

Does anyone know what could be going on? How to prevent this?

Thank you,

https://preview.redd.it/9ikhh4rgc3851.png?width=954&format=png&auto=webp&s=170d042d80c8ba0aa59a4364005d0a229b5fd905

Hey, im trying to make a sort of accounting spreadsheet and I have every transaction recorded. I want to have a small table that lists all the expenses, income and profit. is there a way to colour code the income/expenses so when the column is added together (e.g. =SUM(J1:J50)) the income or expenses could be calculated. I want it to be automated as the sales/expenses can be filtered and I don't want the re shuffling to mess up the results. thanks

Way too obvious

Edit: Point proved, look at the battle with downvotes whatever you post about him

I'm going through my pre-calc 11 notes and homework and I cant find out which is right.

When squaring a negative number ex: -2^2 will the answer be 4 or -4? I see instances in my homework answer key where you can only get the correct answer if you use it one way or vice versa.

It makes more sense to me to interpret it as -2^2 = (-2)(-2) but I don't want to keep guessing. My teacher hasn't been much help.

I'm trying to parse out value sets from a text file, each line has 3 sets of values... These may change in length (positive or negative numbers), so MiddleWords was working until I reached a negative number. It isn't recognizing the "-" for the number! Any advice?

Thanks in advance

The simple truth is that adding and subtracting are the same operation. The only difference is the combination of positive or negative numbers. So why do we teach them a whole other way to think about addition and subtraction before they have the chance to learn about negative numbers? If they learned negative numbers first, and then applied that knowledge toward addition and subtraction, they would be much better prepared for future math.

Update: I was waiting to hear back from state dept of health when I received a message from our local Department. They saw my post here apparently! They’re looking into it and I feel much better. I have total trust in our local people to do the right thing.

He'll stop at nothing to avoid them

He'll stop at nothing to avoid them.

He’ll stop at nothing to avoid them.

He'll stop at nothing to avoid them

thanks !

I.e., (-2)1=-2 but (-2)(-1)=2