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In Friedman's test for a randomized block design, the correct alternative hypothesis is a. ha: not all the sample means are equal

The Friedman's test is a non-parametric statistical test used in randomised block designs, where the same individuals are evaluated under various circumstances or at various times, to compare three or more similar groups or treatments. In Friedman's test, the alternative hypothesis (Ha) argues that certain sample means are not equal to all other sample means,

Whereas in the test, null hypothesis (H0) states that all sample means are equal. In other words, the alternative hypothesis takes into account the likelihood of such differences and Friedman's test is used to assess if there are any statistically significant variations in the mean rankings of the groups or treatments.

Complete Question:

In friedman's test for a randomized block design, what is the correct alternative hypothesis?

a. ha: not all the sample means are equal

b. ha: all the medians are equal

c. ha: not all the medians are equal

d. ha: all sample means are equal

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The part of the coordinate plane that is equidistant from the points A(-3, 2) and B(3, 2) is the horizontal line with a y-coordinate of 2.

The points A(-3, 2) and B(3, 2) have the same y-coordinate, which means they lie on a horizontal line. The midpoint of the line segment AB will also lie on this line.

To find the midpoint, we can average the x-coordinates and the y-coordinates of the two points.

The x-coordinate of the midpoint is (-3 + 3) / 2 = 0 / 2 = 0.

The y-coordinate of the midpoint is (2 + 2) / 2 = 4 / 2 = 2.

Therefore, the midpoint of AB is (0, 2).

Since the midpoint lies on the same horizontal line as the points A and B, any point on this line will be equidistant from A and B. This line is parallel to the x-axis and has a y-coordinate of 2.

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Step-by-step explanation:

(5x4)/(6x4) - (1x6)/(4x6)

=20/24 - 6/24

= (20-6)/24

=14/24

=7/12

give me brainliest

A machine learning model overfits when it becomes overly complicated and begins to memorize the training data rather than learning broad patterns that can be applied to fresh data. In other words, the model performs worse on the validation or test set because it cannot generalize to new data due to how well it fits the training data.

Assume, for instance, that we train a convolutional neural network (CNN) on the 2,000 training images in the cats vs. dogs dataset and obtain high accuracy on the training set. However, the accuracy drastically declines when we test the model on the 2,000 test photographs. This is a symptom of overfitting and indicates that the model cannot generalize to new data since it has learned the specific features of the training set too well. We can employ strategies like regularisation, dropout, and early halting, as well as increasing the volume of training data, to avoid overfitting.

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Veremos que el area del banderín es 930cm^2, entonces la opción correcta es A.

Luego de una pequeña busqueda online, pude ver que el banderin es un triangulo isósceles con base de 31cm y altura de 60 cm.

Recordar que para un triangulo de base b y altura h, el area es:

A = b*h/2

Entonces el area del banderín va a ser:

A = (31cm)*(60cm)/2 = 930cm^2

Entonces la opción correcta es A.

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Answer:

80 tea spoons

Step-by-step explanation:

400÷5=80

hope it helps

\( \frac{1}{5} \frac{x}{400} \)

1x400/5=80/400

Null hypothesis: the mean entry-level salary of an employee and is not significantly less than that of professionals in the company.

Alternative hypothesis: the mean entry-level salary of an employee is significantly less than that of professionals in the company.

A hypothesis in a study is a statement that is made to explain a given observation without prior testing to prove or disprove the statement.

The two types of hypothesis are:

The null hypothesis states that there is no significant difference between two variables while the alternative hypothesis states that there is a significant difference between the variables.

For the given observation:

Null hypothesis: the mean entry-level salary of an employee and is not significantly less than that of professionals in the company.

Alternative hypothesis: the mean entry-level salary of an employee is significantly less than that of professionals in the company.

In conclusion, the null hypothesis is the hypothesis of no significant difference.

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Answer: D

Step-by-step explanation:

The given function is even function.

What is Mathematical function ?

Mathematical function is the representation of relation between independent variables and dependent variables.

here, the give function is given as  \(f(x) = \frac{3x^{2}}{1-x^{4}}\)

First let us find the value of f(-x) :

\(\begin{aligned}f(x)&=\frac{3x^{2}}{1-x^{4}}\\f(-x)&=\frac{3(-x)^{2}}{1-(-x)^{4}}\\&=\frac{3x^{2}}{1-x^{4}}\\f(-x)&=f(x)\end{aligned}\)

Thus it is clear that upon taking negative value of x it is equals to f(x) function. It should be noted that the for the function to be odd function the value of f(-x) must be equals to negation of f(x) that is f(-x) = - f(x).

Therefore, The given function is even function.

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A square wall tile has side lengths of 4 inches.You use 360 titles.What is the area of wall covered by the titles ?

\(\red{\leadsto}\:\)\(\textsf{Side \:of \:the \: square \:tile} \)\(\sf= 4 \: inches \)

\(\green{\leadsto}\:\)\(\textsf{Number \:of \: tiles }\)\(\sf= 360 \)

\(\green{ \underline { \boxed{ \sf{Area \: of \: square = side \times side }}}}\)

\(\begin{gathered}\\\implies\quad \sf 4 \times 4 \\\end{gathered} \)

\(\begin{gathered}\\\implies\quad \sf 16 \: inches^2 \\\end{gathered} \)

\(\bull\tt{Area \:of one \:square \: tile = 16 \: inches^2}\)

\(\bull \tt{Area \:of \:360 \:square \: tile = 16 \times 360}\)

\(\implies \tt 5760 \:inches^2\)

\(\\\)

\(\maltese\) Area of wall covered by tiles \(\sf =5760 \: inches^2\)

Answer:

B the second answer is correct!!!!

Step-by-step explanation:

Hope This Helped

Let me know if its wrong or not but i 99.99% believe it's correct

You didn't include the actual question lol

Valid approaches for validating compliance to security baselines, but they serve different purposes is given by option c. A and B.

Vulnerability scanning is a process of automated scanning of the target system to identify potential security weaknesses or vulnerabilities.

This process helps in identifying known vulnerabilities in the system configuration, software, and other components that may pose a security risk.

It is a useful tool for validating compliance to a security baseline as it can identify deviations from the expected configuration.

Penetration testing, on the other hand, is a controlled, simulated attack on a system to identify and exploit vulnerabilities.

Penetration testing is designed to identify vulnerabilities that might not be found by vulnerability scanning or other automated tools.

Penetration testing is also used to validate compliance to a security baseline.

By verifying that the baseline provides adequate protection against real-world threats.

Therefore, both vulnerability scanning and penetration testing are valid approaches for validating compliance to a security baseline, but they serve different purposes.

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The probability that the average height of the sample men is greater than 69.5 inches is approximately 0.9772 or 97.72%.

To find the probability that the average height of the sample men is greater than 69.5 inches, we will use the Central Limit Theorem and the z-score formula.
Identify the given values:
  - Population mean (μ) = 70 inches
  - Population standard deviation (σ) = 2.5 inches
  - Sample size (n) = 100
  - Sample mean (\(\bar{x}\)) = 69.5 inches.

According to the Central Limit Theorem, the distribution of sample means will be approximately normally distributed with mean μ and standard deviation σ/√n.

Calculate the standard deviation of the sample means \((\sigma \bar{x} )\)
\((\sigma \bar{x} ) = \sigma /\sqrt{n }\)

= 2.5/√100

= 2.5/10

= 0.25
Calculate the z-score using the formula:
\(z = ([\bar{x}- \mu )/\sigma\bar{x}\)

= (69.5 - 70)/0.25 = -0.5/0.25

= -2
Use a z-table or calculator to find the probability that a z-score is greater than -2:
  P(z > -2) = 1 - P(z ≤ -2) = 1 - 0.0228 = 0.9772.

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Answer:

817

Step-by-step explanation:

Answer:

105°

Step-by-step explanation:

180-75=105

Answer:

105 degrees

Step-by-step explanation:

We are given the following picture

We are given the following statements

- Line BA is congruent to line OC

- Line ON is congruent to line DA

- Angle A is congruent to angle O

If we highlight the congruencies we get

where the matching colors indicate congruency. As we can see, we have a pair of sides that are congruent and the included angle are also congruent. This is the condition for the SAS theorem to apply. Hence both triangles are congruent by the SAS theorem

Answer:

x = 40

Step-by-step explanation:

All angles in a triangle add up to 180

(3x-10) + 30 + x = 180

4x = 160

x = 40

Answer: x = 40

Step-by-step explanation:

All the interior angles of a triangle add up to 180°

Therefore,

30 + 3x - 10 + x = 180

30 + 4x - 10 = 180

20 + 4x = 180

4x = 160

x = 40

Answer:

7

Step-by-step explanation:

x+16=4x-5

slove for x

Scientific notation is a way of writing numbers that are too large or too small to be conveniently written in the standard form. It involves expression numbers as the product of a number between 1 and 10 and a power of 10. This notation is commonly used by scientists, mathematicians, and engineers.

a. 4.327 x 103

b. 9.8435 x 102

c. 4.5 x 10-3

d. 6.2487 x 102

e. 1.357 x 10-1

f. 9.8180004 x 10-1

When a number is too big or too small to be stated in the conventional form, it can be written using scientific notation.. It involves expressing numbers as the product of a number between 1 and 10 and a power of 10. For example, a number like 4.327 x 103 would be written as 4,327 in standard form. Similarly, 9.8435 x 102 would be written as 984.35 in standard form. While 4.5 x 10-3 would be written as 0.0045 in standard form and 6.2487 x 102 would be written as 624.87 in standard form. Additionally, 1.357 x 10-1 would be written as 0.1357 in standard form and 9.8180004 x 10-1 would be written as 98.180004 in standard form. Scientists, mathematicians, and engineers frequently employ scientific notation.

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We can calculate the z-score for each student's score using the formula:
z-score = (x - mean) / standard deviation
where x is the student's score.

To find the number of students that scored on the given test, we need to use the normal distribution formula. We know that the mean of the test is 80 and the standard deviation is 5. Therefore, we can calculate the z-score for each student's score using the formula:

z-score = (x - mean) / standard deviation

where x is the student's score.

Once we have calculated the z-score for each student, we can use a standard normal distribution table or calculator to find the proportion of students who scored at or below a certain z-score. For example, if we want to find the proportion of students who scored above 75, we would calculate the z-score for a score of 75 and then subtract that proportion from 1 to get the proportion of students who scored above 75.

To find the number of students that scored, we can multiply the proportion of students who scored in a certain range by the total number of students (2000). For example, if we found that 10% of students scored above 90, we could estimate that 200 students scored above 90.

Overall, using the normal distribution formula allows us to estimate the number of students that scored on the given test based on the mean and standard deviation of the test scores.

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Answer:

$125

Step-by-step explanation:

a rent collector is entitled to 2½% of all rents collected if he collected rents totaling $5,000.00 calculate his commission:

2 1/2% = 0.025

$5,000 * 0.025  = $125

Answer:

Step-by-step explanation:

If moving due west is +16, then moving due east is going to cover up for -16 and an additonal -2 to the east. which sums up to -18. Therefore -18 is 2units to the east.

Length = 4m

Width = ½ of length = ?

Then width will be,

→ 4 × 1/2

→ 4 ÷ 2 × 1

→ 2 × 1 = 2

Thus, 2 is the width.

The student covers a total distance of 22.05 kilometers in a week's time, walking between the park and the house each day.

To find the total distance covered by the student in a week's time, we need to calculate the distance covered in one round trip (from the house to the park and back) and then multiply it by the number of round trips in a week.

Given that the difference between the park and house is 1 kilometer and 575 meters, we can convert it to a total distance of 1.575 kilometers.

In a round trip, the student covers twice the distance between the park and the house, which is 1.575 kilometers * 2 = 3.15 kilometers.

Now, we need to determine how many round trips the student makes in a week. Let's assume the student makes one round trip each day.

Since there are 7 days in a week, the total distance covered by the student in a week's time is 3.15 kilometers * 7 = 22.05 kilometers.

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Answer: Square and rectangle

Step-by-step explanation:

Answer:

Step-by-step explanation:

we know the formula,

sin^2(0) + cos^2(0) = 1

=> cos^2(0) = 1 - sin^2(0)

=> cos^2(0) = 1 - (3/8)^2

=> cos^2(0) = 1 - 9/16

=> cos^2(0) = 7/16

=> cos(0) = square root of 7/16

Answer:

150 is the given number

Double=150x2=300

Step-by-step explanation:

The height of the tree stump is 2.48 feet.

To find the height of the tree stump, we can use the formula for the volume of a right cylinder: \(V = \pi r^2h\), where V represents the volume, r represents the radius, and h represents the height.

Given that the circumference of the tree stump is measured as 197 inches, we can use the formula for the circumference of a circle: C = 2πr, where C represents the circumference.

From the given circumference, we can solve for the radius, r, by dividing the circumference by 2π: r = C / (2π).

Plugging in the given circumference of 197 inches, we have: r = 197 / (2π) ≈ 31.416 inches.

Now, we can substitute the known values of the volume and radius into the volume formula: 92650 = π(31.416)^2h.

To solve for the height, h, we divide both sides of the equation by π(31.416)^2: h = 92650 / (π(31.416)^2) ≈ 29.74 inches.

Since we want to convert the height from inches to feet, we divide the height by 12: h = 29.74 / 12 ≈ 2.48 feet.

Therefore, the height of the tree stump is approximately 2.48 feet.

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