Answer:
The increasing number of students who are hooked on playing online mobile games (OMG) is alarming. As such, this study was realized to address the problem. This study assessed the gaming profile towards OMG and its relation to the academic performance of the engineering students of Eastern Visayas State University Tanauan Campus (EVSUTC). Specifically, the study investigated the correlation between student's number of hours spent on playing OMG (at school and home), commonly played OMG (at school and home), reasons for playing OMG and attitudes on playing OMG with academic performance utilizing Eta and Pearson r correlation analyses. A random sample of 134 student respondents were selected through purposive sampling of those who are playing OMG using their mobile phones. Descriptive correlational research design was utilized and a validated survey instrument was employed to gather the needed information. The findings revealed that majority of the students played mobile legends and spent mostly 2 hours playing OMG for a reason of boredom. The overall attitudes of the students on playing OMG were interpreted as Less Favorable (M=2.58, SD=1.13). Out of the independent variables being set in the study, the number of hours spent on playing OMG at home (r=-0.188, p=0.039) and commonly played OMG at school (r=0.203, p=0.045) were found significantly correlated with student's academic performance. Hence, the students' time spent on playing OMG at home and the type of games that students played at school have significant bearing to their academic performance. As such, delimiting student's usage of internet can be made to address the problem.
Classify this triangle. (image down below)
(Acute scalene triangle. (Obtuse isosceles triangle. (Right isosceles triangle (Right scalene triangle?
Answer: Right iscoleces triangle
Step-by-step explanation: The square on the left bottom side means it is a right angle. The lines means that a side is congruent to the other side. By definition, iscoleces triangles have two congruent sides, so this must be it.
Answer:
right isosceles
Step-by-step explanation:
the right angle and the two sides that are equal make the triangle a right isosceles
I need help pls help
Answer:
550g
Step-by-step explanation:
total g in 1 kg is 1000
so 1000 - 550 =450
1.8(1.1x−1.3)−1.88=−24.02
The solution will be x= -10
Simplifying the given expression
[tex]1.8(1.1x - 1.3) - 1.88 = - 24.02[/tex]
Step1: Convert decimal to fraction
[tex]1.8( \frac{11x}{10} - 1.3) - 1.88 = - 24.02[/tex]
[tex]1.8( \frac{11x}{10} - \frac{13}{10} ) - 1.88 = - 24.02[/tex]
[tex]\frac{18}{10} ( \frac{11x}{10} - \frac{13}{10} ) - 1.88 = - 24.02[/tex]
Step2: Make denominator common
[tex]\frac{18}{10} ( \frac{11x - 13}{10}) - 1.88 = - 24.02[/tex]
Step3: Simplifying the fraction
[tex]\frac{9}{5} ( \frac{11x - 13}{10}) - 1.88 = - 24.02[/tex]
Step4: Make denominator common
[tex] \frac{9(11x - 13)}{5 \times 10} - \frac{1.88 \times 50}{50} = - 24.02[/tex]
[tex] \frac{9(11x - 13)}{50} - \frac{94}{50} = - 24.02[/tex]
[tex] \frac{9(11x - 13 - 94)}{50} = - 24.02[/tex]
[tex] \frac{99x - 117 - 94}{50} = - 24.02[/tex]
Step5: Simplifying
[tex] \frac{99x - 211}{50} = - 24.02[/tex]
[tex] 99x - 211 = - 24.02 \times 50[/tex]
[tex] 99x - 211 = - 1201[/tex]
[tex] 99x = - 1201 + 211[/tex]
[tex] 99x = - 990[/tex]
[tex] x = \frac{ - 990}{99} [/tex]
[tex]x = - 10[/tex]
Hence, the solution x=-10
Learn more about simplification here:
https://brainly.in/question/49393260
#SPJ10
Elian's credit card had a balance of $132.20 on April 1. On April 5, he charged $74.50. On April 18, he made a payment of $52. On April 22, hecharged $18.75 and did not use the credit card the rest of the month. What was his average daily balance? $166.76 $173.45 $206.70 $179.86
Answer:
I iitiriririrrifjjrjr idiocy jdkthink 179.86
A farmer raises only cows and Sheep. He wants to raise no more than 16 animals, including no more than 12 sheep. He spends birr 5 to raise a cow and Br 2 to raise a sheep. He has Br 50 available for this purpose. Cows sell birr 100 and sheep birr 50. Required: How many of each animal should he raise to maximize profit? What is the maximum profit?
The maximum profit will be 956 birrs for both cows and sheep.
What is profit?The amount of money earned by any seller on the cost price is called the profit.
Given that:-
A farmer raises only cows and Sheep. He wants to raise no more than 16 animals, including no more than 12 sheep. He spends birr 5 to raise a cow and Br 2 to raise a sheep. He has Br 50 available for this purpose. Cows sell birr 100 and sheep birr 50.From the given data we can see that the total number of animals cows and sheep is 16.
C + S = 16
To raise a cow need 2 Br
To raise Sheep need 5 Br
The number of sheep is 12 and cows 4.
So the amount required to raise sheep and cows is:-
Sheeps = 12 x 2 = 24 Br
Cows = 4 x 5 = 20 Br
Total = 44 Br
The selling price of cows and sheep are 100 and 50 Br.
Cows = 100 x 4 = 400Br
Sheeps = 50 x 12 = 600 Br
Total = 1000 Br
So the profit will be calculated as follows:-
P = 1000 - 44 = 956 Br
Therefore the maximum profit will be 956 birrs for both cows and sheep.
To know more about Profit follow
https://brainly.com/question/1305349
#SPJ1
PLEASE HELP!! ANSWER AND EXPLANATION NEEDED URGENTLY!!
Using it's concept, it is found that the probability that the button is either pink or blue is:
[tex]p = \frac{26}{29}[/tex]
What is a probability?A probability is given by the number of desired outcomes divided by the number of total outcomes.
In this problem, we have that:
There are x yellow buttons.There are y blue bottons.There are z pink buttons.There are six times as many pink buttons as yellow books, hence:
z = 6x.
Considering the ratio of yellow buttons to blue buttons, we have that:
[tex]\frac{x}{y} = \frac{3}{8}[/tex]
3y = 8x
[tex]y = \frac{8x}{3}[/tex]
The total number of buttons is given by:
[tex]T = x + \frac{8x}{3} + 6x[/tex]
[tex]T = \frac{29x}{3}[/tex]
The number of pink or blue is given by:
[tex]y + z = \frac{8x}{3} + 6x = \frac{26x}{3}[/tex]
Hence the probability is given by:
[tex]p = \frac{\frac{26x}{3}}{\frac{29x}{3}} = \frac{26}{29}[/tex]
More can be learned about probabilities at https://brainly.com/question/14398287
#SPJ1
Which of the following is the difference of two squares?
A. 100m^2+9n^2
B.9x^2-12y^2
C. 16g-49h
D. 25a^2-36b^6
The difference of two squares expression is (d) 25a^2-36b^6
How to determine the difference of two squares?The difference of two squares is represented as:
x^2 - y^2
Where x and y are perfect square expressions.
From the list of options, we have:
25a^2-36b^6
The terms of the above expression are perfect squares
i.e.
25a^2 = (5a)^2
36b^6 = (6b^3)^2
Hence, the difference of two squares expression is (d) 25a^2-36b^6
Read more about expressions at:
https://brainly.com/question/3189867
#SPJ1
(9x³+5)/(2x - 3)
How do I divide these using long division
(9x³+5)/(2x - 3)
split up (9x³+5)
9x³/2x-3 + 5/2x-3
attached solution.
1,000f= 4,135.135135...
what is the answer in fraction form?
Answer:
f = 4 [tex]\frac{5}{37}[/tex]
Step-by-step explanation:
divide 1000 on both sides.
f = 4.135 repeating (the 135 is repeating.)
Put the .135135135... over 999 because it is repeating. F becomes 4[tex]\frac{135}{999}[/tex]
Simplify. f = [tex]4\frac{5}{37}[/tex]
On a zip-line course, you are harnessed to a cable that travels through the treetops. You start at Platform A and zip to each of the other platforms. How far do you travel from Platform B to Platform C? Write your answer to the nearest tenth of a foot.
The distance between B and C is 26.926 units.
What is distance formula?The distance between coordinate P(x1 , y1) and coordinate Q(x2 , y2) is calculated using the distance formula: d = √[(x2 - x1)² + (y2 - y1)²]
The zip-line course distance from platform A to platform F are given
Coordinates of B = (-25, -20)
coordinates of C = (-15, 5)
Now, the distance between B and C is
= `√(5-(-20))² +((-15)-(-25))²
=√25² + 10²
= √725
= 26.926 units.
Learn more about this concept here:
https://brainly.com/question/17210538
#SPJ1
Determine the rank of A
Answer:
The rank of a matrix is the number of nonzero rows in the reduced matrix, so the rank is 3. option (C)
Step-by-step explanation:
Echelon Form : it is used to find the rank of matrix by reducing rows into zeros then the number of non zero rows is the rank of the matrix
[tex]\left[\begin{array}{ccccc}1&-1&5&-2&2\\2&-2&-2&5&1\\1&0&-12&9&-3\\-1&1&7&-7&1\end{array}\right][/tex]
apply row operations:
R₂= R₂ - 2 R₁
[tex]\left[\begin{array}{ccccc}1&-1&5&-2&2\\0&0&-12&9&-3\\1&0&-12&9&-3\\-1&1&7&-7&1\end{array}\right][/tex]
R₃= R₃ - R₁
[tex]\left[\begin{array}{ccccc}1&-1&5&-2&2\\0&0&-12&9&-3\\0&0&-17&11 &-5\\-1&1&7&-7&1\end{array}\right][/tex]
R₄ = R₄ +R₁
[tex]\left[\begin{array}{ccccc}1&-1&5&-2&2\\0&0&-12&9&-3\\0&0&-17&11 &-5\\0&0&12&-9 &3\end{array}\right][/tex]
R₄ = R₄ +R₃
[tex]\left[\begin{array}{ccccc}1&-1&5&-2&2\\0&0&-12&9&-3\\0&0&-17&11 &-5\\0&0&0&0 &0\end{array}\right][/tex]
we can clearly see that after performing row operations there are 3 non zero rows,
therefore the Rank of the given matrix is 3
learn more about rank of matrix at
https://brainly.com/question/13012411
#SPJ10
sin theta = 1/4, tan theta > 0
Find cos theta/2
Answer:
Step-by-step explanation:
sin θ=1/4,tan θ>0
so θ lies in first quadrant.
cos θ=√(1-sin²θ)=√(1-(1/4)²)=√(1-1/16)=√(15/16)=√15/4
[tex]2cos^2 \frac{\theta}{2} =1+cos \theta[/tex]
[tex]2~cos^2\frac{\theta}{2} =1+\frac{\sqrt{15} }{4} =\frac{4+\sqrt{15}}{4} \\cos~\frac{\theta}{2} =\sqrt{\frac{4+\sqrt{15} }{4 \times 2} } \\cos\frac{\theta}{2} =\frac{\sqrt{8+2\sqrt{15}} }{4}[/tex]
Which of the following is a solution to the equation x[tex]x^{2}[/tex]– 6x + 5 = 0?
Answer:
[tex]\huge\boxed{\sf x =5 \ \ \ OR \ \ \ x = 1}[/tex]
Step-by-step explanation:
Given equation:[tex]x^2-6x+5=0[/tex]
Using mid-term break formulaMultiply -5 and -1 gives +5 (side term) and adding them gives -6 (mid term).So, split -6 into -5 and -1[tex]x^2-5x-x+5=0\\\\Take \ common\\\\x(x-5)-1(x-5)=0\\\\Take \ (x-5) \ common\\\\(x-5)(x-1)=0[/tex]
Either,
x - 5 = 0 OR x - 1 = 0
x = 5 OR x = 1[tex]\rule[225]{225}{2}[/tex]
Use the Factor Theorem to determine whether x−1 is a factor of 4x^3−6x^2+2x+1.
A ship leaves port at 1 pm traveling north at the speed of 30 miles/hour .at 3 pm the ship adjusts its course20° eastward. Sketch a diagram to show the path the ship moved and the distance the ship is from the port. And how far the ship is from the port at 4pm?
The ship is 88.8 miles far from the port at 4 pm.
Given,
The displacement from 1 to 3 in the afternoon.
D1 = 30 miles/hr × 2 hr
= 60 miles to the north
The displacement from 3 till 4 in the afternoon.The ship changes its course 20 degrees eastward at 3 o'clock.
Therefore, D2 = 30 miles/hr × 1 hr
= 30 miles to the 20° north eastward
By combining two vectors, the resulting displacement:
D = √((D1 ₊ D2 × cos(20°))² ₊ (D2 × sin(20°))²
D = √((60 ₊ 30 × cos (20°))² ₊ (30 × sin(20°))²
D = 88.8 miles
Hence the ship is 88.8 miles far away from the port at 4 pm.
Learn more about "Law of sines and cosines" here-
brainly.com/question/13098194
#SPJ10
Some children research their classmates' favourite colour. They show the results in a pie chart. 40 children were asked about their favourite colour. How many children chose each colour? red = green = blue =
Step-by-step explanation:
Can you attach the questions please? Thanks
Input 1,2,3,4,5, n output 2,-1,-4,-7, ?please help me find the linear function!
Answer:
f(x) = -3x + 5
Step-by-step explanation:
The slope of the function is -3 as the outputs decrease by three for each iteration.
The constant is 5 and can be determined if you plug in 1 as an x value and solve for c in an equation like this: -3(1) + c = 2
if the figure forms the base of a right solid 110 centimeters high, find the surface area
Answer:
60200 cm^2
Step-by-step explanation:
I believe I've answered this question on another post: https://brainly.com/question/27987703
Find the distance between the points (2, −3) and (−4, −7).
-------------------------------------------------------------------------------------------------------------
Answer: [tex]7.21[/tex]
-------------------------------------------------------------------------------------------------------------
Given: [tex]\textsf{(2, -3) and (-4, -7)}[/tex]
Find: [tex]\textsf{Find the distance between the two points}[/tex]
Solution: Use the distance formula and the two points that were provided to determine the distance.
Plug in the values
[tex]d = \sqrt{(x_2-x_1)^2+(y_2-y_1)^2}[/tex][tex]d = \sqrt{(-4-2)^2+(-7-(-3))^2}[/tex]Simplify and expand
[tex]d = \sqrt{(-6)^2+(-7+3))^2}[/tex][tex]d = \sqrt{(-6)^2+(-4))^2}[/tex][tex]d = \sqrt{36+14}[/tex][tex]d = \sqrt{52}[/tex]If we are using square root we use the square root of 52 but if we simplify it to a decimal point we would use 7.21
Help mee with this question pls I don’t understand
Answer:
a) Cat
b) 4 (unless there is a key that says otherwise)
c) 3 more people
Step-by-step explanation:
a) It has the least number of shapes (only 5)
b) Cat has 1 small square which stands for 1 person and 4 small squares put together make a big square so a big square is 4 people. Unless a key says that a small square is more or less 1, then it should be 4.
c) If one big square is 4 people, then there are 10 people for giraffes and 7 people for dogs. 10 - 7 = 3 more people.
find x with two triangles
Answer:
x=12
Step-by-step explanation:
Given that there is only one expression given in each triangle, if we only use the information in a single triangle, there is no way to set up an equation that we could solve to find the expression. (For this situation, at best we could use the triangle sum theorem to say that the three angles in one triangle added to 180°, but since we don't know the other two angles, that's 3 unknowns with only 1 equation... that's not solvable)
The only way to solve this problem is to make a relationship of some sort between the two triangles.
Proving a relationship between triangles - option 1
You may have a theorem about the Third angles of two triangles... "Given two arbitrary triangles, [tex]\triangle ABC[/tex] and [tex]\triangle D E F[/tex], if [tex]\angle A \cong \angle D[/tex] and [tex]\angle B \cong \angle E[/tex], then [tex]\angle C \cong \angle F[/tex] "
If you have this, then the third angles are congruent.
In a more general situation of a similar problem (one in which you don't know two of the angles to begin with), it might be easier to prove triangle congruence, or triangle similarity.
Other Relationships between triangles
There are two main relationships between triangles: similarity and congruence.
Most people learn about congruence first.
In the situation for this problem, the two triangles happen to be congruent (we'll prove it shortly), which implies that all corresponding angles between shapes are congruent (and all corresponding sides between shapes are congruent).
For the purpose of solving for things related to angles, proving that the two triangles are similar is enough to know that angles between triangles are congruent (sides wouldn't necessarily be equal, but would be proportional, and since we're not solving for anything related to side lengths, proving that the triangles are similar would be enough).
Proving a relationship between triangles - option 2 - congruence
Notice that the triangle on top has two angles with markings (a single mark, and a double mark), and one side with a marking (a single tick). These three pieces are in a configuration of ASA (the side is between the two angles).
Looking at the bottom triangle, it also has angles and sides with corresponding markings, and they are also in an ASA configuration.
Thus, by ASA congruence, these triangles are congruent triangles.
Knowing the triangles are congruent (even though we only used 3 parts), the rest of the corresponding parts (including the third angles) are also congruent.
Proving a relationship between triangles - option 3 - Similarity
For similarity, the process is similar to proving congruence, however the theorems we have for proving similarity are different.
SSS, SAS, or AA similarity.
Since the triangles in our problem do have two angles that are congruent, by AA similarity, the triangles are "similar".
Knowing the triangles are similar (even though we only used 2 parts), the last set of corresponding angles are also congruent.
Building our equation
Since the third angle of each triangle is congruent, by definition of congruent angles, the measures of each of those two angles are equal, and so we can build an equation knowing that the two expressions are equal to each other:
[tex]3x-7=2x+5[/tex]
Solving for x
From there, we need some algebraic properties equality to solve for x.
Subtract 2x from both sides...
[tex](3x-7)-2x=(2x+5)-2x\\x-7=5[/tex]
add 7 to both sides...
[tex](x-7)+7=(5)+7\\x=12[/tex]
Extension
Knowing the value for x, we could solve for the measure of the angles, if that had been requested. Simply substitute 12 back into the expressions for the angle measure (the results should be the same for both angles, since they were congruent angles)
[tex]3(12)-7\\36-7\\29[/tex] [tex]2(12)+5\\24+5\\29[/tex]
So, if we had been asked, the measure of the angle is 29°
1-
-5-4-3-2-11₁
H
5
4
3
2
Mark this and return
-2+
-3+
AWN
-4
-5
]
[
C
1 2 3 4 5 x
]
What is the range of the function on the graph?
all the real numbers
O all the real numbers greater than or equal to 0
all the real numbers greater than or equal to 2
all the real numbers greater than or equal to -3
The range of the function on the graph is C. all the real numbers greater than or equal to –3 .
How to get the range?We can see by the graph maximum value of y of function is -3 and the graph continues to extend upward .
So, the range contain all the real numbers greater than or equal to –3 .
Therefore, the range contain all the real numbers greater than or equal to –3 .
Learn more about graph on:
https://brainly.com/question/2043285
#SPJ1
Steps are very much required they should be clear and neat please i need to understand this I'm taking a practice test for my future sats
ill report in inappropriate answers
Answer:
2nd option
Step-by-step explanation:
the mean is calculated as
mean = [tex]\frac{sum}{count}[/tex]
= [tex]\frac{4x+5+7x-6-8x+2}{3}[/tex]
= [tex]\frac{3x+1}{3}[/tex]
= [tex]\frac{3x}{3}[/tex] + [tex]\frac{1}{3}[/tex]
= x + [tex]\frac{1}{3}[/tex]
Using a rounded version of a conversion ratio allows for a quick estimate of a unit conversion
using mental math or paper and pencil (no calculator or phone). Show an example of a unit cuz
conversion estimation using this strategy.
The conversion ratio that can be illustrated will be converting 2030m to kilometers.
How to illustrate the conversion?The unit conversion that can be illustrated based on the information can be convert 2030m to kilometers.
It should be noted that 1000 meters makes 1 kilometer. Therefore, rounding up 2030m mentally will be 2000m and the conversion to kilometers will be:
= 2000/1000
= 2 km
Learn more about ratio on:
brainly.com/question/2328454
#SPJ1
1/a + 1/b = 1/2 (solve for a)
Answer:
1/a+ 1/b = 1/2
Adding the fractions we get
b+a/ab=1/2
cross Multiplying the denominator we get,
b+a=ab/2
a= ab/2 -b
Answer:
a = 1/(1/2 + 1/b)
Step-by-step explanation:
1/a + 1/b = 1/2
1/a = 1/2 - 1/b
1 = a(1/2 - 1/b)
1/(1/2 + 1/b) = a
Find the equation of a line passing through the points (-1,5) and (3,17).
Answer:
y=3x+8
Step-by-step explanation:
First of all, remember what the equation of a line is:
y = mx+b
Where:
m is the slope, and
b is the y-intercept
you find the slope by using this formula:
then we figure out it is 3
then graph to find the y-intercept which is 8
Answer:
y = 3x + 8
Step-by-step explanation:
Below is the image for the formula of the slope.
1. Subtract y values:
17 - 5 - 12
2. Subtract x values:
3 - (-1) = 4
3. Divide y/x
12 / 4 = 3
Therefore, the slope is 3.
Next, you need to find the y-intercept. This is our equation so far:
y = 3x + b
We can substitute any of the points given to us from the problem. I will use the first point: (-1, 5).
When substituting, you get:
5 = 3 ( -1 ) + b
5 = -3 + b
b = 8
Therefore, the equation is y = 3x + 8
Evaluate the given function. The values of the independent variable are approximate.
f(x) = 3x² - 3x, find f(3.52) and f(-8.77)
The values of f(3.52)=26.61 and f(-8.77)=257.05
An assignment of an element from set Y to each element of set X constitutes a function from set X to set Y. The sets X and Y are collectively referred to as the function's domain and codomain, respectively.
The notation f: X→Y denotes a function, its domain, and its codomain. The value of a function at an element x of X, denoted by the symbol f(x), is referred to as the image of x under f or the value of f applied to the argument x.
The given function is f(x) = 3x²-3x =3x(x-1)
f(3.52)=3*(3.52)(3.52-1)
=26.61
f(-8.77)=3*(-8.77)(-8.77-1)
=257.05
Therefore, the values of f(3.52)=26.61 and f(-8.77)=257.05
Learn more about functions here -
https://brainly.com/question/12431044
#SPJ10
Equations Of Parabolas (Conics) Unscramble
The match is shown in the picture for the function of a parabola and the graph of a parabola.
What is a parabola?It is defined as the graph of a quadratic function that has something bowl-shaped.
As we know the standard form of the parabola is:
y = a(x - h)² + k
If a > 0 (parabola opens upwards)
If a < 0 (parabola opens downwards)
or
x = a(y - h)² + k
If a > 0 (parabola opens right side)
If a < 0 (parabola opens left side)
Here (h, k) is the vertex of the parabola and a is the leading term.
Thus, the match is shown in the picture for the function of a parabola and the graph of a parabola.
Learn more about the parabola here:
brainly.com/question/8708520
#SPJ1
Tim go to school.His age is a cube number.His age is double 1 square number and half a different square number.How old is Tim?
Answer:
Tim is 8 years old.
Explanation:
8 is the cube number of 2, as 2 × 2 × 2 = 8. Additionally, 8 is double 4, which is the square number of 2, and half of 16, which is the square number of 4.
Tim who goes to school is 8 years old.
Why numerical ability is important ?Good numerical ability describes your ability to think and conclude logical thoughts in your daily life also in your working role how you handle data in form of numbers, graphs, statements etc.
According to the given question Tim goes to school.
His age is a cube number let that number be x therefore age of Tim would be x³.
His age can also be defined as double of 1 square number which is 2x² and half of a different square of a numbers.
Let us equate x³ = 2x² and by hit and trial we get to know that x = 2 satisfies this condition.
So, Age of Tim could be 8 years,Now lets check our third statement half a different square number 16 is square of 4 so half of 16 is also 8.
Thus Tim is 8 years old.
learn more about these type of problems here :
https://brainly.com/question/10904874
#SPJ2
CAN SOMEONE PLS HELP ME WITH BOTH OF THESE QUESTIONS
EXPLANATION IS NOT NEEDED
WILL MARK BRAINLIEST
The amount in the new checking account is 600 dollars
The operation (5 α 3) + (7 α 5) is 46.
How to find the amount in the checking account?She had 1000 dollars in her checking account. she had a loan of 800 dollars to pay.
After paying her loan form her checking account the balance of the loan reduce to half.
Therefore, she paid 800 / 2 = 400 dollars for her loan
Hence,
Her new checking account = 1000 - 400 = 600 dollars
How to find value of an operation?
a α b = ab - a + b
Therefore,
(5 α 3) + (7 α 5)
(5 α 3) = 5(3) - 5 + 3 = 13
(7 α 5) = 7(5) - 7 + 5 = 33
Therefore,
(5 α 3) + (7 α 5) = 13 + 33 = 46
Note: I can't use the at symbol because it is a swear word.
learn more on operation and checking account here: https://brainly.com/question/583664
#SPJ1
