The data set below represents bugs found by a software tester in her product during different phases of testing: 88, 84, 81, 94, 91, 98, 98, 200. The measures of central tendency are given below: Mean

Experimental data and non-experimental data differ in their method of collection and the level of control over the variables involved.

Experimental data is obtained through controlled experiments where researchers manipulate independent variables to observe their effects on dependent variables. Non-experimental data, on the other hand, is collected without direct manipulation of variables, often through observation or existing records.

Experimental data involves conducting controlled experiments to gather information. In such cases, researchers actively manipulate variables to study their impact on the outcome. For example, in a study investigating the effects of a new medication on blood pressure, participants may be randomly assigned to receive either the medication or a placebo. The researchers then measure and compare the participants' blood pressure readings to determine the medication's effectiveness. In another example, an experiment could be conducted to examine the impact of different fertilizers on plant growth by treating different groups of plants with specific fertilizers and measuring their growth rates.

Non-experimental data encompasses information collected without direct manipulation of variables. One example is observational data, where researchers observe and record naturally occurring events or behaviors. For instance, a study on animal behavior might involve observing a group of primates in their natural habitat and documenting their social interactions, feeding patterns, or communication. Another example of non-experimental data is survey data, which involves gathering information through questionnaires or interviews. For instance, a market research survey may ask consumers about their preferences for different brands of a product or their likelihood of purchasing certain items.

In experimental data, researchers have control over variables, allowing them to establish cause-and-effect relationships between the independent and dependent variables. Non-experimental data, however, lacks such control, making it more challenging to establish causal relationships. While experimental data provides strong evidence for drawing conclusions, non-experimental data is valuable for exploring relationships, describing phenomena, and generating hypotheses that can be further tested through experiments.

In summary, experimental data is collected through controlled experiments where variables are manipulated, while non-experimental data is obtained through observation or existing records without direct manipulation. Experimental data allows for establishing cause-and-effect relationships, while non-experimental data provides valuable insights for exploration and hypothesis generation. Examples of experimental data include studies on medication effects or fertilizer impact, while examples of non-experimental data include observational studies on animal behavior or surveys on consumer preferences.

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Answer:

In my view 1st answer is correct..

The amount in the ira's account s = $187,159.62.

How do you interest rate?

Future Value of an Ordinary Annuity

\(s = R(( 1 + i)^{n} - 1 ) / i\)

where

S = the future value;

R = the periodic payment;

i = the interest rate per period;

n = the number of periods.

\(s = 5000 ( 1 + 0.032)^{25} - 1)/ 0.032\)

\(s = 5000((1.032)^{25} - 1 )/0.032\)

\(s = 5000( 2.19782157471 - 1)/0.032\)

\(s = 5000(1.19782157471)/0.032\)

\(s = 5000 * 37.4319242096\)

s = $187,159.62

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Answer:

Factoring a polynomial means breaking it down into simpler parts that can be multiplied together to get the original polynomial. To factor a polynomial completely, we want to find all of its factors, including any that are in the form of a constant, a variable, or a combination of both.

Let's take a look at how to factor two of the given polynomials.

x^5 - x^3

We can factor out the greatest common factor (GCF) of x^3 to get:

x^5 - x^3 = x^3(x^2 - 1)

Now, we have a difference of squares, which we can factor using the formula:

a^2 - b^2 = (a + b)(a - b)

In this case, a = x and b = 1, so we get:

x^5 - x^3 = x^3(x + 1)(x - 1)

Therefore, the polynomial x^5 - x^3 can be completely factored as x^3(x + 1)(x - 1).

3x^2 - 75

We can factor out the GCF of 3 to get:

3x^2 - 75 = 3(x^2 - 25)

Now, we have a difference of squares, which we can factor as:

a^2 - b^2 = (a + b)(a - b)

In this case, a = x and b = 5, so we get:

3x^2 - 75 = 3(x + 5)(x - 5)

Therefore, the polynomial 3x^2 - 75 can be completely factored as 3(x + 5)(x - 5).

In general, to factor a polynomial completely, we should first look for any common factors that can be factored out using the GCF. Then, we can look for special patterns, such as differences of squares, sums or differences of cubes, or quadratic trinomials that can be factored using the quadratic formula or by factoring the sum or difference of two perfect squares. Finally, we can use trial and error or other methods to find any remaining factors that are not immediately obvious.

If you could label my answer brainliest, that would be awesome!

- Dante

Answer:

168. would be the length

Let A be a matrix with linearly independent columns. None of the above statements is not true. So the option G is correct.

In mathematics, a matrix can be thought of as a rectangular array of numbers, symbols, or expressions. Matrices are commonly used in linear algebra, which is the study of mathematical operations involving vectors and matrices.

Matrices are used to represent linear equations, and they can be used to describe transformations such as rotations and reflections. Matrices can also be used to represent graph theory data, and to represent systems of equations.

A matrix with linearly independent columns is one in which each column is not a linear combination of the other columns. In other words, the columns are all independent from each other and cannot be expressed as a linear combination of the other columns. This means that the columns are all different and no two columns are the same.

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Given statement solution is :- The value of the number is -1/9.

Let's solve the problem step by step.

Let's assume the number we're looking for is represented by the variable "x".

The problem states that the sum of 9 times the number (9x) and 7 is equal to 6. We can write this as an equation:

9x + 7 = 6

To isolate the variable "x," we need to move the constant term (7) to the other side of the equation. We can do this by subtracting 7 from both sides:

9x + 7 - 7 = 6 - 7

This simplifies to:

9x = -1

Finally, to solve for "x," we divide both sides of the equation by 9:

9x/9 = -1/9

This simplifies to:

x = -1/9

So, the value of the number is -1/9.

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The statement that describe him are:

Financial managemant is the ability of a person to effective and efficiently manage their fund so as to avoid debt and to maintain financial health.

Based on the given scenario Emma is saving to meet her needs incase of unforeseen circumstance and she is trying to as well prevent financial setbacks .

Therefore Emma is more prepared to meet her basic needs.

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Answer:

A

Step-by-step explanation:

Answer:

Since the pole is in the shape of a cylinder, its volume can be calculated using the formula V = πr²h, where r is the radius and h is the height (or length in this case). We are not given the radius, so we cannot calculate the exact volume. However, we can use an approximation assuming a reasonable radius.

Let's assume a radius of 1 foot. Then, the volume would be V ≈ π(1)²(15) = 15π ≈ 47.1 cubic feet.

The closest answer choice to this approximation is D) 141 ft². However, note that volume is measured in cubic units (feet cubed or ft³), not square units (feet squared or ft²). Therefore, none of the answer choices are in the correct units for the volume of a cylinder.

False. Cronbach's alpha is a measure of internal consistency reliability, not a measure of the correlation between scale items.

It assesses the extent to which the items in a scale or questionnaire are measuring the same underlying construct.

Cronbach's alpha is calculated based on the inter-item correlations among the items in a scale. It provides a measure of the average correlation between all possible pairs of items in the scale. The range of Cronbach's alpha is between 0 and 1, with higher values indicating greater internal consistency or reliability.

Essentially, Cronbach's alpha quantifies the extent to which the items in a scale are consistently measuring the same construct or concept. It assesses how well the items "hang together" as a reliable measurement tool.

While correlation between scale items is related to internal consistency, Cronbach's alpha specifically measures the degree to which the items are interrelated and provides a single coefficient that reflects the overall reliability of the scale. It does not directly indicate the extent of item-item correlations or the strength of individual item contributions to the scale.

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Answer:

89

Step-by-step explanation:

2 PLUS 3456 PLUS 687=32534

Answer:

46.7

Step-by-step explanation:

Sp-Cp

$44-$30=$14

14/Cp x 100

= 14/30 x 100=46.66%

Ans= 46.7%

Proof

% x CP

46.66/100 x $30= $13.998

$13.998= SP-CP

Hope it helps

Jim's got profit percentage is 46.67%

Profit percentage is refer to "the amount of profit that has been incurred in terms of  percentage".

According to the question,

Jim buys a wardrobe for £30 which is cost price of wardrobe and he sells £44.

In order to find profit percentage we have to use formula.

Profit percentage = \(\frac{selling price - cost price }{cost price}\) × 100

= \(\frac{(44-30)}{30}\) × 100

= \(\frac{14}{30}\) × 100  

= 46.6667%  ≈ 47%

Hence, Jim's got profit percentage is 46.67%.

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The variable of years of experience in Marty's study illustrates an example of ordinal level data.

The variable of years of experience in Marty's study represents a categorical variable that is ordered or ranked. It falls under the ordinal level of measurement. Ordinal data involves categories or groups that have a specific order or hierarchy, but the differences between the categories may not be equal or measurable. In this case, the teachers are grouped based on the number of years of experience they have, and these groups are arranged in a specific order: 4 or less years, 5-10 years, 11-20 years, and more than 20 years. The categories have a natural order, but the difference between each category is not uniform or quantifiable. For example, the difference between 4 years and 5 years of experience is not necessarily the same as the difference between 10 years and 11 years. Therefore, the variable of years of experience in Marty's study represents ordinal level data.

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Computing the derivative of f(x) = 4x/(2x + 3) using the limit definition of the derivative requires the algebraic skill of simplifying complex fractions.

To find the derivative of f(x) using the limit definition, we need to simplify the given expression and then apply the limit. The first step involves simplifying the complex fraction.

Starting with f(x) = 4x/(2x + 3), we can simplify the expression by multiplying both the numerator and the denominator by the conjugate of the denominator, which is (2x + 3). This simplification eliminates the complex fraction and helps us in further calculations.

After simplifying, the expression becomes f(x) = 4x(2x + 3)/[(2x + 3)(2x + 3)]. Next, we expand and combine like terms in the numerator, resulting in f(x) = (8x^2 + 12x)/(4x^2 + 12x + 9).

With the expression in a simplified form, we can now apply the limit definition of the derivative. This definition involves taking the limit as h approaches 0 of [f(x + h) - f(x)]/h.

By substituting the simplified expression into the limit definition and following the steps of evaluating the limit, we can finally determine the derivative of f(x) with respect to x.

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Answer:

c. 12

Step-by-step explanation:

Answer:

69500

Step-by-step explanation:

\(\frac{695000}{x}=\frac{100\%}{10\%}\\\frac{x}{695000}=\frac{10}{100}\\\Rightarrow x=69500\)

Given data:

The given expression is -4/9 x=3/8

The given expression can be written as,

The product is less than both the factors.

Thus, option C) is correct.

Answer:

r = 14

Step-by-step explanation:

Slope = \(\frac{y_{2}-y_{1}}{x_{2}-x_{1}}\\\)

\(\frac{-4-r}{8-2}= -3 \\\\\frac{-4 - r}{6} = - 3\)

Cross multiply,

-4 - r = -3*6

-4 - r = -18

-4  = - 18 + r

-4 + 18 = r

r = 14

Answer:r = 14

Step-by-step explanation:

To select the correct graph, look for one that accurately depicts the two dashed lines (y = -x + 1 and y = x - 2) and the shaded region where both inequalities are satisfied.

To solve the inequalities by graphing, we first need to rewrite them in slope-intercept form (y = mx + b).  x + y < 1 can be rewritten as y < -x + 1 (subtracting x from both sides and then flipping the inequality symbol).  x - y > 2 can be rewritten as y < x - 2 (subtracting x from both sides and then flipping the inequality symbol). Now we can graph each inequality on the same coordinate plane.  For y < -x + 1, we start by graphing the line y = -x + 1 (which has a y-intercept of 1 and a slope of -1). Since the inequality is less than, we shade the region below the line.  For y < x - 2, we start by graphing the line y = x - 2 (which has a y-intercept of -2 and a slope of 1). Again, we shade the region below the line since the inequality is less than.

We can see that the shaded regions overlap in the bottom left corner of the graph, creating a triangular region. This is the solution to the system of inequalities. So the correct graph is the one that shows the shaded triangular region formed by the overlapping shaded regions of the two inequalities.

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Answer:

9.3%

Step-by-step explanation:

10/50= 0.20 or 20%

14/30= 0.4667 or 46.6%

0.20•0.4667=0.09333 or 9.3%

Answer: She had 22 incorrect answers

Step-by-step explanation: You divide 44 by 2.

For the poset or the ordered set given in question

a) The maximal elements are 27, 48, 60, and 72.

b) The minimal elements are 2 and 9.

c) There exists no greatest element.

d) There exists no least element.

e) The upper bounds of {2, 9} are 18, 36, and 72.

f) The least bound of {2, 9} is 18.

g) The lower bounds of {60, 72} are 2, 4, 6,  and 12.

h) The greatest lower bound of {60, 72} is 60.

A poset is a partially ordered set that helps to establish and expand the logical idea of an ordering and arrangement of elements of a set.

In a poset we can find the greatest, least, upper bounds,

An element a of x will be the maximal element provided that there exists no b ∈ x such that a < b.

An element a of x will be the minimal element provided that there exists no b ∈ x such that b < a.

An element a of x will be the greatest element provided that b ≤ a for all b ∈ x.

An element a of x will be the least element provided that a ≤ b for all b ∈ x.

To find the upper bound of the set {2, 9}, with respect to the poset, is to find all of the elements that both 2 and 9 divides. These elements are 18, 36, and 72.

To find the least upper bound of the set {2, 9} is to consider the upper bounds, and find the one that divides the others.

To find the lower bounds of the set {60, 72}, with respect to the poset, is to find the elements that divide into 60 and 72. These elements are 2, 4, 6, and 12.

To find the greater lower bound of the set {60, 72}, is to consider the lower bounds, and see which one is divisible by them all.

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Answer:

I'm gonna say false

GDP or Gross Domestic Profit is the money that is being spent/made inside the country. So it stands to reason that if people are spending more, the GDP would go up.

Hope this helps!

P(above average grades/boy) = P(above average grades). The correct option is B

The likelihood that a male will have grades above average is 23/37, or roughly 62%. 38/75, or almost 51%, of students are expected to have grades above average.

Statement A is untrue since the two probabilities do not equal one another. The probability of a guy having above-average grades is not the same as the probability of a student having above-average grades, hence Statement C is also untrue. Statement D is untrue since a boy's chance of being chosen is not the same as his chance of earning above-average grades.

Given that he was chosen, the likelihood of a boy obtaining above-average grades is the same as the likelihood that he will. This is so that the likelihood that a boy will have above-average grades is unaffected by the selecting procedure.

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Answer: 90 degrees

Step-by-step explanation:

It is a right angle which means it is 90 degrees. Plz mark me brainliest