which type of analysis first equates groups on the basis of overall score and then evaluates differences in performance between the groups on particular items in an attempt to identify sources of bias?

The sum of the infinite geometric series 16 + 12 + 9 + ... is 64.

To find the sum of an infinite geometric series, you can use the formula:

sum =[tex]\frac a{(1 - r)}[/tex]

where "a" is the first term in the series and "r" is the common ratio between terms.

In this case, the first term is 16 and the common ratio is 3/4, so the sum is:

sum [tex]= \frac{16}{(1 - \frac{3}4)} =\frac{16}{(\frac{1}4)} = 64[/tex]

Therefore, the sum of the infinite geometric series 16 + 12 + 9 + ... is 64.

Note that this formula is only valid if the absolute value of the common ratio is less than 1. If the absolute value of the common ratio is 1 or greater, the series will either converge to a finite value or diverge to infinity, and the sum cannot be calculated using this formula.

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The type II error in this hypothesis test will occur when there is lack of enough evidence to conclude that less than 87% of the graduates of the academic program find full-time employment.

It is given to us that -

A certain academic program boasts that 87% of their graduates find full-time employment in their field within the first year of graduation.

The academic director wants to perform a hypothesis test to see if her concern is warranted.

We have to explain the meaning of a type II error for this type of hypothetic test.

In Hypothesis test, type II error occurs when the null hypothesis is not rejected even if it is actually false.

When performing hypothesis test, there are two factors that play an important role -

(a) The significance level of the hypothesis test

(b) The p-value obtained

In the given situation,

Null hypothesis, [tex]H_{0}[/tex]: p = the proportion is equal to 87%, i.e., 0.87

Alternative hypothesis, [tex]H_{A}[/tex]: p = the proportion has reduced than 0.87

The type II error may occur when -

the p-value is greater than the significance level

This condition will arise when there is lack of enough evidence to conclude that less than 87% of the graduates of the academic program find full-time employment.

In such situation, we cannot reject the null hypothesis because the p-value must be greater than the significance level.

Thus, the type II error in this hypothesis test will occur when there is lack of enough evidence to conclude that less than 87% of the graduates of the academic program find full-time employment.

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The type II error in this hypothesis test will occur when there is lack of enough evidence to conclude that less than 87% of the graduates of the academic program find full-time employment.

What is type II error ?

In Hypothesis test, type II error occurs when the null hypothesis is not rejected even if it is actually false.

When performing hypothesis test, there are two factors that play an important role -

(a) The significance level of the hypothesis test

(b) The p-value obtained

In the given situation,

Null hypothesis, : p = the proportion is equal to 87%, i.e., 0.87

Alternative hypothesis, : p = the proportion has reduced than 0.87

The type II error may occur when -

the p-value is greater than the significance level

This condition will arise when there is lack of enough evidence to conclude that less than 87% of the graduates of the academic program find full-time employment.

In such situation, we cannot reject the null hypothesis because the p-value must be greater than the significance level.

Thus, the type II error in this hypothesis test will occur when there is lack of enough evidence to conclude that less than 87% of the graduates of the academic program find full-time employment.

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The probability of getting a full house is 0.001441 or 0.14%.

When you dealt five cards from a thoroughly shuffled standard check of cards then for the probability of getting a full house we need to know the total number of full house combinations and possible cards hands.

This is calculated by taking the number of possible full house combinations (3,744) and dividing it by the total number of possible 5-card hands (2,598,960). This can be written as :

Mathematically, this can be expressed as:

P(Full House) = 3,744 / 2,598,960 = 0.001441 or 0.14%

Therefore the probability of getting a full house is 0.001441 or 0.14%

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The science of conducting studies to gather, arrange, summarize, analyze, and draw conclusions from data is known as statistics.

Survey responses are analyzed using statistics. Understanding the phrases and ideas is crucial in order to fully comprehend what is being represented (or misrepresented) by a given statement.

Data collection, analysis, presentation, and interpretation are all part of the science of statistics. Much of the early motivation for the subject of statistics came from governmental needs for information on a variety of economic activities and census data. Both theoretical and practical advancements in statistics have been sparked by the current need to transform the vast volumes of data accessible in many application domains into valuable information.

Option B is the proper response, thus.

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The amounts of pupils that gives each answer is given as follows:

The amounts are obtained by the multiplication of the decimal equivalent of each percentage by the total number of students, which is 40.

The percentages are given as follows:

Then the decimal equivalents of each of these percentages is given as follows:

Finally, the number of students that gave each student is given as follows:

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Answer: f(x) = -x^2 - 9x - 90

Correct answer is the last one (D)

Step-by-step explanation:

Graph every single one of them using Desmos Graphing Calculator

The total number of adults who attended the play are 210.

Here, we are given that tickets for a play cost $ 7 for students and $ 10 for adults.

Total number of seats = 380

Box office revenue on opening night =  $ 3290

Let the number of adults be x

Then, the number of students will be = (380 - x)

thus, we can form the following equation-

10x + 7(380 - x) = 3290

10x + 2,660 - 7x = 3290

3x + 2,660 = 3290

3x = 3290 - 2660

3x = 630

x = 630/3

x = 210

Thus, the total number of adults who attended the play are 210.

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The domain of the function is [2, 2) And the range is (3, 3) (along the y -axis).

The domain of a function is the input value for which the function exists while the range is the output value for which the function exists.

The range of a function is defined as the set of all the possible output values that are valid for the given function.

For the graph given, the domain lie across the x-axis.

The range is possible y values. Since we can use negative x values, if we plug in x values for the function, we are going to get positive numbers, as we plug in higher negative numbers, our range is bigger.

The domain of the function is [2, 2) And the range is (3, 3) (along the y -axis).

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Answer:

answer is in explanation

Step-by-step explanation:

The domain of the function is [2, 2) And the range is (3, 3) (along the y -axis).

How to find the domain and range of a function?

The domain of a function is the input value for which the function exists while the range is the output value for which the function exists.

The range of a function is defined as the set of all the possible output values that are valid for the given function.

For the graph given, the domain lie across the x-axis.

The range is possible y values. Since we can use negative x values, if we plug in x values for the function, we are going to get positive numbers, as we plug in higher negative numbers, our range is bigger.

The domain of the function is [2, 2) And the range is (3, 3) (along the y -axis).

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The probability that the shipment is accepted is 0.278685

The following problem is a problem of the binomial distribution. Here,

n = 31

p = probability of pills being a defect = 0.08

We need to find the probability that the batch is affected.

This means we need to find

P(X≤1)

PMF of Binomial is given by

P(X = x) = ⁿCₓ pˣ (1-p)ⁿ⁻ˣ

= P(X = 0) + P(X = 1)

=  ³¹C₀ 0.08⁰ 0.92³¹ +  ³¹C₁ 0.08 X  0.92³⁰

= 0.92³⁰(0.92 + 31X0.08)

= 0.92³⁰ X 3.4

=0.278685

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The Computation results of given combination and permutation expression,

(A) P(9, 3) = 504

(B) C(9, 3) = 84

(C) P(8,8) = 40,320

(D)P(9,9) = 1

A permutation is an arrangment of arranging objects or numbers in order.

The formula for permutations is

ⁿPᵣ = n!/(n-r)!

Combinations are the way of selecting objects or numbers from a group of objects, in such a way that the order of the objects does not matter.

The formula for combinations is,

ⁿCᵣ = n!/[r! (n-r)!]

ⁿCᵣ represents the number of combinations from “n” objects taken “r” at a time.

We have given some expressions and we shall compute these.

(A) P(9, 3) , here n = 9 and r = 3

=> P(9, 3) = 9!/(9-3)! = 9!/6! = 9×8×7×6!/6!

P(9, 3) = 9×8×7 = 504

(B) C(9, 3) = 9!/3!(9-3)! = 9!/6!×3!

= 9×8×7×6!/6!(3×2×1) = 9×8×7/6 = 84

(C) P(8, 8) = 8!/(8-8)!

= 8!/0! = 8! = 8×7×6×5×4×3×2×1 = 40,320

(D) C (9, 9) = 9!/9!(9-9)!

= 9!/9! 0! = 1

Hence ,we get all the values of given expression.

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Answer:

Step-by-step explanation:

[tex]\displaystyle\\\frac{1}{2}z+6=\frac{3}{2}( z+6)[/tex]

[tex]\displaystyle\\Didtribute\ \frac{3}{2}:\ \frac{1}{2}z+6=\frac{3}{2}z+9[/tex]

[tex]\displaystyle\\Substract\ \frac{1}{2} z\ on\ each\ side:\ 6=z+9[/tex]

[tex]\displaystyle\\Substract\ 9\ on\ each\ side:\ -3=z\\\\[/tex]

[tex]z=-3[/tex]

The correct option B. two complex (nonreal) solutions, for the given quadratic equation.

The given quadratic equation is-

3x² + 4x = - 5

3x² + 4x + 5 = 0

So,  D = b² - 4ac

In which, b = 4, a = 3, c = 5

D = (4)² - 4(3)(5)

D = 16 - 60

D= -44

D < 0

2 complexes (nonreal) solutions are found for the given quadratic equation.

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The correct question is-

Use the discriminant to determine how many and what kind of solutions the quadratic equation 3x² + 4x = - 5 has.

A. one real solution

B. two complex (nonreal) solutions

C. no real or complex solutions

D. two real solutions

The value of the numerical expression -(5⁻⁴)(5²) will be - 1/25. Then the correct option is C.

When the relevant components and basic processes of a numerical method are given values, the expression's result is the result of the computation it depicts.

The definition of simplicity is making something simpler to achieve or grasp while also making it a little less difficult.

The expression is given below.

⇒ -(5⁻⁴)(5²)

Simplify the expression, then we have

⇒ -(5⁻⁴)(5²)

⇒ -(1/5⁴)(5²)

⇒ -(5² / 5⁴)

⇒ - 25 / 625

⇒ - 1/25

The value of the numerical expression -(5⁻⁴)(5²) will be - 1/25. Then the correct option is C.

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The slope of the line that passes through each pair of points are:

1. -29/3

3. -27/19

5. 2/3

7. -11/3

2. 22/13

4. 1/5

6. 2/3

8. 5/17

The slope of a line that joins two points can be found by using the formula below:

Slope (m) = change in y / change in x

1. Slope (m) of the line that goes through (8, 12) and (11, -17):

Slope (m) = (-17 - 12) / (11 - 8) = -29/3

3. Slope (m) of the line that goes through (-1, -8) and (-20, 19):

Slope (m) = (19 - (-8)) / (-20 - (-1)) = 27/-19

m = -27/19

5. Slope (m) of the line that goes through (2,16) and (8, 20):

Slope (m) = (20 - 16) / (8 - 2) = 4/6

m = 2/3

7. Slope (m) of the line that goes through (11,-6) and (8,5):

Slope (m) = (-6 - 5) / (11 - 8) = -11/3

2. Slope (m) of the line that goes through (2.-11) and (15, 11):

Slope (m) = (-11 - 11) / (2 - 15) = -22/-13

m = 22/13

4. Slope (m) of the line that goes through (5, -18) and (-15, -16):

Slope (m) = (-16 - (-18)) / (-15 - 5) = 2/10

m = 1/5

6. Slope (m) of the line that goes through (9, 10) and (-12,-4):

Slope (m) = (-4 - 10) / (-12 - 9) = -14/-21

m = 2/3

8. Slope (m) of the line that goes through  (11, 8) and (-6, 3):

Slope (m) = (8 - 3) / (11 - (-6)) = 5/17

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Answer:

1/16

Step-by-step explanation:

Rational Exponents can be rewritten as Radicals:

[tex](\frac{1}{8})^{\frac{4}{3}}=\sqrt[3]{\frac{1}{8}}^{4}[/tex]

Take the cube root of 1/8 = 1/2.

Raise (1/2) to the 4th power

Step-by-step explanation:

the numerator (top part) of a fractional exponent means "to the power of ...".

the denominator (bottom part) of a fractional exponent means "the ...th root".

so,

(1/8)^(4/3) means the cubic root of 1/8 to the power of 4.

these 2 operations can be done in any sequence.

it is the same if we first put 1/8 to the power of 4 and then get the cubic root, or if we first get the cubic root of 1/8 and then put that result to the power of 4.

to keep the numbers small, I prefer here to start with the cubic root :

cubic root (8) = 2, because 2³ = 8.

and so, cubic root (1/8) = 1/2

(1/2)⁴ = 1/16

that's it.

(1/8)^(4/3) = 1/16

Answer:

360 inches.

Step-by-step explanation:

because 1 yard is 36 inches (3 rulers) so just multiply 36 by your number of yards.

Answer:

Step-by-step explanation:

the answer is (6m+1). Hope i helped :)

×

Answer:

0.53

Step-by-step explanation:

0.6 because you divide 9 and 17

On solving the provided question we can say that the answer is - nnual rate of return will he need to get in order to accomplish his goal if interest is compounded continuously is [tex]A(t) = 2800^e(20)t.[/tex]

Simple interest and compound interest are the two methods for calculating interest. Simple interest is computed on a loan's principle, or initial loan amount. Compound interest is sometimes referred to as "interest on interest" since it is computed using both the principal and the accrued interest from prior periods.

Formula for Monthly Compound Interest. 12 times a year are used to compute interest that is compounded monthly., Formula for Quarterly Compounding. Four times a year are used to compute interest that is compounded quarterly., Formula for Daily Compound Interest., Formula for Annual Compound Interest.

[tex]3300 = 2800e^20t\\ (33/28) = e^20t\\ ln(33/28) = 20t\\ 0.05ln(33/28 = t.[/tex]

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By using the concept of percentage, it can be calculated that

65% people are completely satisfied with the car

What is percentage?

Suppose there is a number and the number has to be expressed as a fraction of 100. The fraction is called percentage.

For example 2% means [tex]\frac{2}{100}[/tex]. Here, 2 is expressed as a fraction of 100.

This is a word problem on percentage

Number of people who are completely satisfied with the car = 1495

Total number of people surveyed = 1495 + 210 + 595 = 2300

Percentage of people who are completely satisfied with the car = [tex]\frac{1495}{2300}\times 100[/tex]

  = 65%

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According to the point-slope form, the linear equation for the attendance in terms of the price is given as [tex]y=-20p+1490[/tex].

It is given to us that -

If the price of admission was $17, the attendance was about 1150 customers per day

When the price of admission was dropped to $12, attendance increased to about 1250 per day

We have to write a write a linear equation for the attendance in terms of the price.

Let us say that -

Price of admission is given as "p"

and, attendance of customers is given as "q"

It is given to u that -

For p = $17, q = 1150 customers per day

For p = $12, q = 1250 customers per day

We know that the point-slope form of a linear equation can be represented as -

[tex]y-y_{1} =m(x-x_{1} )[/tex] ------ (1)

where,

([tex]x_{1} ,y_{1}[/tex]) = initial coordinates of the point

m = slope of the linear equation = [tex]\frac{y_{2} -y_{1} }{x_{2} -x_{1} }[/tex] ----- (2)

From the given information, we can represent the points as -

([tex]x_{1} ,y_{1}[/tex]) = (17, 1150)

and, ([tex]x_{2} ,y_{2}[/tex]) = (12, 1250)

Substituting the values of ([tex]x_{1} ,y_{1}[/tex]) and ([tex]x_{2} ,y_{2}[/tex]) in equation (2), we have -

[tex]m = \frac{y_{2} -y_{1} }{x_{2} -x_{1} }\\= > m = \frac{1250-1150}{12-17}\\= > m = \frac{100}{-5} \\= > m = -20[/tex]------ (3)

Now, substituting the values of ([tex]x_{1} ,y_{1}[/tex]) and m from equation (3) in the point-slope form of the linear equation (1), we have

[tex]y-y_{1} =m(x-x_{1} )\\= > y-1150=(-20)(x-17)\\= > y-1150=-20x+340\\= > y=-20x+340+1150\\= > y=-20x+1490[/tex]

In terms of price, p we can write the above linear equation as -

[tex]y=-20p+1490[/tex]

Thus, the linear equation for the attendance in terms of the price is given as [tex]y=-20p+1490[/tex].

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If you have two main effects, and one main effect is significant, this means that d. The other main effect and the interaction effect may or may not be significant

A statistically significant result indicates that it is unlikely to be explained solely by chance or random factors. In other words, if there is no true effect in a research study, a statistically significant result has a very low chance of occurring.

The significance level is the threshold at which one can accept whether an event is statistically significant. Researchers use the p-value to determine statistical significance: if the p-value is less than the significance level, the result is statistically significant.

If you have two main effects and one of them is significant, the other one and the interaction effect may or may not be significant.

In conclusion, based on the information illustrated, the correct option is D.

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The equation is y = 2.5. And the actual distance in the third case and the distance on the map in the fourth case will be 120 miles and 90 mm, respectively.

A connection between a number of variables results in a linear model when a graph is displayed. The variable will have a degree of one.

The linear equation is given as,

y = mx + c

Where m is the slope of the line and c is the y-intercept of the line.

Let 'x' be the distance on the map and 'y' be the actual distance. Then the equation of the line is given as,

(y - 25) = [(50 - 25) / (20 - 10)](x - 10)

y - 25 = 2.5x - 25

y = 2.5x

If x = 48 mm, then the actual distance is given as,

y = 2.5(48)

y = 120 miles

If y = 225 miles, then the distance on the map is given as,

225 = 2.5x

x = 90 mm

The graph is given below.

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Test c had 60 items

It is the most accurate statement that can be made about the reliability of these tests.

The reason that objective tests include so many items is to increase the reliability of the test.

Reliability Test

It is the characteristic of a set of test scores that relates to the amount of random error from the measurement process that might be embedded in the scores. Scores that are highly reliable are precise, reproducible, and consistent from one testing occasion to another.

Probability

A probability is a number that reflects the chance or likelihood that a particular event will occur. Probabilities can be expressed as proportions that range from 0 to 1, and they can also be expressed as percentages ranging from 0% to 100%.

A measure of reliability between two variants of the same test is known as alternate forms reliability. The results of two identical (but distinct) tests are correlated, and a reliability coefficient is computed. If variations in one test's observed results correspond to variations in the scores of an equivalent test, the test is said to be dependable. A psychological test's practise effect which is typical of test-retest reliability, can be mitigated by a survey instrument's alternate-form reliability. The goal is to reword the survey questions in a way that makes them functionally identical, or just rearrange the questions in the first and second surveys of the same respondents.

Test c had 60 items

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Considering the definition of parallel line, the line that contains the point (1, -1) and is parallel to y = 3x - 2 is y= 3x -4.

A linear equation o line can be expressed in the form y = mx + b

where

Parallel lines are two lines that prolonged towards infinity never touch.

Two lines are parallel if they have the same slope and different y-intercepts.

In this case, the line is y= 3x -2

where:

Two lines are parallel if they have the same slope. So, the parallel line has a slope of 3.

The line passes through the point (1, -1). Replacing in the expression for a line:

-1= 3× 1 + b

-1= 3 + b

-1-3 = b

-4 = b

Finally, the equation of parallel line is y= 3x -4.

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Answer:

Below

Step-by-step explanation:

IF b is even :   b+2      b+4      b+6    b+8    b+10    b+12

If b is ODD  :   b+1     b+3    b+5   .....  b+11

The probability the researcher will make a type i error 0.10

The hypothesis testing, type I error involves rejecting true null hypothesis also referred to as 'false-positive' conclusion and type II error occurs when false null hypothesis is not rejected. It is also known as 'false negative' conclusion. And they are opposite to each other.

Here we have given that suppose a researcher plans to conduct a test of hypotheses at the 5% significance level. she designs her study to have power of 0.90 at a particular alternative value of the mean

And we need to find the probability the researcher will make a type i error

While looking into the given question,

We know that,

Significance level = 5%

alternative value of the mean = 0.90

Then the probability the researcher will make a type i error is calculated as,

mean = 1 - error

0.90 = 1 - error

=> error = 0.10

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6x - 11y = - 13 is the the equation of this line in standard form that is option A from the group of choices.

In its simplest form in algebra, the definition of an equation is a mathematical statement that shows that two mathematical expressions are equal. For instance, 3x + 5 = 14 is an equation, in which 3x + 5 and 14 are two expressions separated by an 'equal' sign. Linear equations are classified into three types: point-slope, standard, and slope-intercept. Coefficients, variables, operators, constants, terms, expressions, and an equal to sign are all components of an equation. When we write an equation, it is mandatory to have an "=" sign, and terms on both sides. Both sides should be equal to each other.

Here,

6x - 11y = - 13 is the the equation of this line in standard form that is option A from the set of possibilities.

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The probability that exactly 7 of them are 16 to 24 years old is 0.222

In this question we have been given a recent study of minimum wage earners found that 55% of them are 16 to 24 years old.

A random sample of 12 minimum wage earners is selected. we need to find the probability that exactly 7 of them are 16 to 24 years old.

Here, n = 12

p = 0.55

1 - p = 0.45

x = 7

Using binomial distrubution the required probability would be,

P = 12C7 * (0.55)^7 * (0.45)^(12 - 7)

P = 792 * 0.01522 * (0.45)^5

P = 792 * 0.01522 * 0.01845

P = 0.2224

Therefore, the required probability is 0.222

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