which of the following are true of quantitative research and quantitative researchers? (select all that apply.)

Answer:

3/20

Step-by-step explanation:

3/20 is .15 in the simplest fraction form

The length of NQ for this problem is given as follows:

NQ = 5.

In this problem, we have two similar triangles, meaning that their side lengths are proportional.

The lengths for this problem are given as follows:

The similar triangles are given as follows:

PQR and PNO.

The equivalent side lengths are given as follows:

Hence the proportional relationship is given as follows:

5/(5 + x) = (x - 1)/8

Applying cross multiplication, we have that:

(x + 5)(x - 1) = 40

x² + 4x - 5 = 40

x² + 4x - 45 = 0.

Hence:

(x + 9)(x - 5) = 0.

The positive solution is:

x - 5 = 0

x = 5.

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A meta-analysis is a statistical method for combining the findings average of several research to find overarching trends in the studies as a whole.

A statistical method known as meta-analysis is used to aggregate data from various research in order to find overall trends across all of the investigations. Finding patterns in research that have been carried out using various methods and in various contexts is a specialty of this strategy. Researchers can determine the overall impact of a specific intervention or treatment by performing a meta-analysis, which combines the findings of various studies into a single effect size or summary statistic. This method is employed in a variety of fields, such as psychology, education, and medicine. Meta-analysis is an effective method that may be used to pinpoint larger study trends and to bolster the body of evidence supporting any given hypothesis or course of action.

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A statement, rule, or legislation that establishes the link between the independent variable and the dependent variable (the dependent variable). f ( 6 ) = 82 .

Domain of [tex]$2 x^2+5 \sqrt{x-2}:\left[\begin{array}{cc}\text { Solution: } & x \geq 2 \\ \text { Interval Notation: } & {[2, \infty)}\end{array}\right]$[/tex]

Range of [tex]$2 x^2+5 \sqrt{x-2}:\left[\begin{array}{cc}\text { Solution: } & f(x) \geq 8 \\ \text { Interval Notation: } & {[8, \infty)}\end{array}\right]$[/tex]

Interception zones on the axis [tex]$2 x^2+5 \sqrt{x-2}$[/tex] : None .

Asymptotes of [tex]$2 x^2+5 \sqrt{x-2}$[/tex] : None .

Points of Extremity [tex]$2 x^2+5 \sqrt{x-2}$[/tex] : Minimum (2,8) .

[tex]f(x) = 2x^{2} +5\sqrt{(x-2} \\f (6) = 2 *(6^{2} ) + \sqrt{6 - 2} \\ = 82[/tex]

the type of conduct or activity appropriate to a person, thing, or institution; the reason why something is made or existing; role. any formal event or occasion that is held in public or among friends. a component that affects or is influenced by other components: Availability and demand determine price.

As a set of inputs with one output for each, a function is defined as a relationship between them. A function, expressed simply, is an association between inputs where each input is connected to one and only one output. Each function has a range or codomain. f(x), where x is the input, is a common way to refer to a function.

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The type of slope for each function is given as follows:

Zero, Positive, Positive, Undefined.

There are four types of lines, and their slopes are classified as follows:

There is a mistake in the options or in the graph, as both graphs b and c are increasing lines.

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The correct answer is OB. The statement does not make sense as a and b are real numbers in the imaginary number of the form a + bi. Hence, the imaginary numbers are defined and interpreted in the set of real numbers also.

Imaginary numbers are defined as the set of numbers of the form a + bi, where a and b are real numbers and i is the imaginary unit.

It is a mathematical concept that extends the real numbers system, by introducing a new number i which is defined as the square root of -1. It allows us to solve equations which are not solvable in real numbers.

The word "imaginary" is used to denote the presence of the imaginary unit i, which is not a real number but is used to extend the real numbers. It does not mean that these numbers are undefined.

Hence, the statement "The word imaginary in imaginary numbers tells that these numbers are undefined" is not true, as the imaginary numbers are defined and interpreted in the set of real numbers also.

In summary, the statement is not making sense as the imaginary numbers are defined in the set of complex numbers.

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Answer:

1st and 2nd ones

Step-by-step explanation:

39 + 3(17) = 90 degrees

Supplementary angles add up to 180

Answer: To find the distance Alexandria is from her starting point, you can use the Pythagorean theorem.

The theorem states that in a right triangle, the square of the hypotenuse (the distance between the starting point and the final point) is equal to the sum of the squares of the other two sides (the distance traveled north or south and the distance traveled east or west).

In this case, the distance traveled north or south is 480 meters (the distance traveled due south) and the distance traveled east or west is 427 meters (the distance traveled due east) - 171 meters (the distance traveled due west) = 256 meters.

So, using the Pythagorean theorem:

Distance = √(480^2 + 256^2)

Distance = √(230400 + 65536)

Distance = √(295936)

Distance = 544.98 meters

So Alexandria is 544.98 meters away from her starting point.

Step-by-step explanation:

Answer:

0 > x

Step-by-step explanation:

The open circle indicates that x cannot be equal to zero, which rules out the last two options. Since the line is going to the right (towards numbers greater than 0), x must be greater than zero, which means that the first option is correct.

Answer:

x > 0

Step-by-step explanation:

we see the blue line. it covers everything that is larger than 0.

the dot on 0 is empty, which indicates that the point (here 0) itself is not included.

therefore, the second answer option (x > 0) is correct.

Assume f(x) has a continuous second derivative. The expression "f(b) = f(a) + f'(a)(b-a) + ∫ₐᵇf"(x)(b-x)dx" is TRUE.

To show that f(b) = f(a) + f'(a)(b-a) + ∫ₐᵇf"(x)(b-x)dx, we will use Taylor's theorem with a remainder in the integral form.

Taylor's theorem states that for any function f(x) that has a continuous kth derivative, we can express the function at any point x = b as:

f(b) = f(a) + f'(a)(b-a) + (1/2!)f''(a)(b-a)^2 + ... + (1/k!)f^(k)(c)(b-a)^k

where c is some value between a and b.

If we take the limit as k approaches infinity, we get:

f(b) = f(a) + f'(a)(b-a) + ∫ₐᵇf"(x)(b-x)dx

This is known as the Taylor's theorem with a remainder in the integral form.

This equation shows that f(b) is equal to f(a) plus the linear approximation of f'(a)(b-a) plus the remaining error term ∫ₐᵇf"(x)(b-x)dx which is the integral of the second derivative of f(x) times (b-x) from a to b.

This is true because f"(x) is continuous on the interval [a, b], so the integral of f"(x) over that interval exists. And because the second derivative of f(x) is continuous, the integral can be evaluated.

Therefore, assuming that f(x) has a continuous second derivative, we can conclude that f(b) = f(a) + f'(a)(b-a) + ∫ₐᵇf"(x)(b-x)dx

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Answer: yes

Step-by-step explanation: because it will stay the same

The value that Daniela got is wrong because she should have divided through by 3 to get x instead of subtracting

We have y = 3x + b

We are to find the value of x from the equation that we have above

But first we are to take the other terms to one part of the equation so that x can stand on its own

3x = y - b

divide through the equation by 3

3x / 3 = y - b / 3

x = y - b / 3

This is the solution Daniela should have gotten

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Answer:

1/3

Step-by-step explanation:

Using the fractions given, make common denominators.

After you do the first hint, look for a pattern in the top separate from a pattern in the bottom.

1. Yes. A dilation is performed on the figure. The ratio of the two figures is same. 2. No. The ratios of the sides of the figures are not equal and no transformation is applied.

The transformation, or f: X X, is the name given to the function, f, that maps to itself. After the transformation, the pre-image X becomes the picture X. Any operation, or a combination of operations, such as translation, rotation, reflection, and dilation, can be used in this transformation. A function can be moved in one way or another using translation, rotation, reflection, and dilation. A function can also be scaled using rotation around a point. Two-dimensional mathematical figures move about a coordinate plane according to transformations.

1. Yes. A dilation is performed on the figure. The ratio of the two figures is same.

2. No. The ratios of the sides of the figures are not equal and no transformation is applied.

3. Yes. A translation is performed on the figure to shift the transformation with 2 units.

4. No. The ratios of the sides of the figure are not same.

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The value of the variable is; x = π³ - π/π

Algebraic expressions are described as mathematical expressions that are comprised of variables, factors, constants, terms and coefficients.

These algebraic expressions are also comprised of arithmetic operations, such are; Division

Multiplication, Subtraction, Floor division, Addition, Bracket, Parentheses

From the given information, we have that;

y = π³

y = πx + π

Substitute the values, we have;

π³ =  πx + π

Collect like terms

π³ - π = πx

Divide both sides by the coefficient of x

x = π³ - π/π

Thus, the value is x = π³ - π/π

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The class width is 10.

A histogram is a representation of statistical data that makes use of rectangles to illustrate the frequency of data items in a series of equal-sized numerical intervals. The independent variable is represented along the horizontal axis and the dependent variable is plotted along the vertical axis in the most popular type of histogram.

Given:

Order the data increasingly

45,45,46,59,59,63,64,65,65,66,67,69,69,70,70,70,71,71,71,72,72, 73,73,73,74,74,75,76,76,76,77,77,78,79,80,80,80,80,80,80,81,81

81,81,82,82,83,83,83,83,83,84,84,85,85,85,87,87,89,89,90,93,94

94,94,96,99,101,101,109

Now, the range: maximum-minimum

= 109-45 = 64

Now, Divide the range by the number of classes you wish to distribute the data,

= 64/6

= 10.66 (round to 11)

Create intervals of type [a,b] starting with the first datum, and then add the class width to create the interval classes.

[45,56), [56,67), [67,78), [78,89), [89,100), [100,111)

Then, Create a frequency table that includes class boundaries (the smallest and largest data in the class), midpoints (adding the endpoints and dividing by 2), frequencies (the amount of data that fall into the class), relative frequencies (the frequency of the class divided by the total number of data, in this case 70), and cumulative frequencies (the sum of the frequencies of the class plus the previous ones)

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A quadratic function in vertex form with a fraction can be graphed by first converting the fraction to decimal form.

A quadratic function is a function of the form f(x) = ax² + bx + c, where a, b, and c are numbers with a not equal to zero. It should be noted that the graph of a quadratic function is a curve called a parabola.

Then, using the vertex and the slope of the parabola, plot the vertex point and at least two more points on either side of the vertex. Finally, use these points to graph the parabola. The equation of a quadratic in vertex form is y = a(x-h)^2 + k where (h,k) is the vertex.

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Answer: (-2) + 22 + (-30) = (-10)

Step-by-step explanation:

I'm not too sure, I hope this works

The trigonometric function that represent the equation in the graph is y = sin(x + π/2).

The key components visible on the graph are:

y = π/2  is the midpoint.

We can conclude that the correct answer is either b or d.

at x = 0, f(x) = 0.

Function y = sin(x + π/2)

Therefore the correct answer is option d that is y = sin(x + /2) is the trigonometric function that represents the equation in the graph.

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The correct answer is D. the proportion of boxes with broken glass is greater than 0.08.

The p-value is 0.001 which is less than the significance level of α = 0.01; therefore, the null hypothesis (H0: p = 0.08) can be rejected. We can conclude that there is convincing evidence that the proportion of all boxes that contain broken glass is greater than 0.08.

To calculate the p-value, we can use the formula: p-value = P(x ≥ X|H0)

Where X is the sample mean, and H0 is the null hypothesis that the proportion of boxes with broken glass is equal to 0.08.

Using this formula, we get: p-value = P(x ≥X|H0) = P(x ≥ 0.08) = 0.001

Since the p-value is less than the significance level of 0.01, the null hypothesis can be rejected and we can conclude that there is convincing evidence that the proportion of boxes with broken glass is greater than 0.08.

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We need 32 rows in the truth table that would use to evaluate a logical statement in five variables.

To find out the number of rows in a truth table with 5 variables, we should know what is a truth table.

A truth table is a study of a logic function by listing all possible values the function can attain. The top row illustrates logical variables and combinations in increasing complexity leading up to the final function.

The number of rows that a truth table needs is decided by the number of basic statement letters involved in the set formulas that will be involved in the set of formulas.

The formula to calculate the number of rows is equal to 2ⁿ, where n is the number of basic statement letters involved.

Number of rows = 2ⁿ

If the number of variables in a truth table is 5, then the number of rows = 2⁵

2⁵ = 2×2× 2× 2× 2

= 32

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The amount of square inches of the log that the furniture maker sanded in terms of π is; 288π in²

The formula for volume of a cylinder is;

V = πr²h

where;

V is volume

h is height

r is radius

Now, we have the parameters as;

r = 2 in

V = 96π in³

Thus;

96π = π(2)²h

h = 96/4

h = 24 in

Formula for surface area of a cylinder is;

S.A =  2πr²h +  2πrh

S.A = 2(π(2)²*24) + 2(π * 2 * 24)

S.A = 192π + 96π

S.A = 288π in²

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The Expressions with solution are shown below.

A mathematical operation such as subtraction, addition, multiplication, or division is used to combine terms into an expression. In a mathematical expression, the following terms are used:

Given:

As, the expression is contains the variables, numbers and operation.

So, the expression can be

1. 3x + 4 + 6x

= 9x + 4 (adding the like terms)

2.  x+5y  

3. 4(2y+3)

= 8y + 12

4. 3y×2

= 6y

5. 20x / 5x

= 4

6. 42 / 12x

= 7/2x

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The circumference of the circle is equal to the sum of the 3 sides of the triangle, multiplied by pi. The formula for the circumference is:

The circumference of the circle circumscribing an isosceles triangle with two congruent angles of degree measure x can be calculated using the above formula. The formula takes into account the two congruent angles of the triangle, which have a degree measure of x, as well as the third side of the triangle.

The circumference of the circle is then calculated by multiplying the sum of the three sides of the triangle by pi.

This formula allows us to calculate the circumference of the circle regardless of the size of the triangle or the degree measure of the two congruent angles.

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the relationship between the monthly rent (p) and the demand (x) is p(x) = -15x + 1560.

A real estate office handles an apartment complex with 80 units. When the rent per unit is $360 per month, all 80 units are occupied. However, when the rent is $405per month, the average number of occupied units drops to 77. Assume that the relationship between the monthly rent (p) and the demand (x) is linear.

Since the equation will be linear, we only need two coordinates to write the equation.

They are given, we can assign the values x = no.of units and y = rent:

x1 = 80, y1 = 360

and

x2 = 77, y2 = 405

Find the slope: m = (y2-y1)/(x2-x1)

m = (405-360)÷(77-80) = 45÷(-3)= -15

The slope m= -15

A) Write the equation of the line giving the demand (x) in terms of the rent (p)

Use the point/slope equation.

Using the point/slope formula: y - y1 = m(x - x1)

y - 360= -15(x - 80)

y - 360 = -15x + 1200

y = -15x + 1200 + 360

y = -15x + 1560

or

p(x) = -15x + 1560

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B.The first class’s histogram has greater spread (variability) since it is derived from a smaller number of tosses per student.

The question is asking which statement is true regarding the two histograms of -values. The first class has 250 students and they are each instructed to toss a coin 20 times. The second class has 200 students and they are told to toss a coin 40 times. The first class is tossing the coin less times than the second class, so the spread (variability) is greater for the first histogram since it is derived from a smaller number of tosses per student.

The first class has 250 students and they are each instructed to toss a coin 20 times. The second class has 200 students and they are told to toss a coin 40 times.

The first class is tossing the coin less times than the second class, so the spread (variability) is greater for the first histogram since it is derived from a smaller number of tosses per student.

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