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SVEN [57.7K]
2 years ago
11

Ms. A. Lee is an advisor for the Walton College of Business and she is often asked by students what they should major in if they

want to make a lot of money. Of course, her bias was to recommend the Walton College, but in order to make this recommendation with some evidence behind her she conducted a study in which she compared salaries (6 years after graduation) for a random sample of U. of A. graduates. She divided them into 2 groups: those who graduated from the Walton College and those who had any other major in the university. She entered her data into an Excel spreadsheet as illustrated below.
Walton Alumni Non-Walton Alumni
78000 45000
74000 54000
70000 52000
89000 41000
1. What is the independent variable in this scenario?
2. What is the dependent variable in this scenario?
3. How would you describe the research design in this scenario?
4. Assume Ms. A. Lee concluded there was no difference in salaries between colleges (Walton or Non-Walton), how many conditions to infer causation have been met?
Mathematics
1 answer:
sdas [7]2 years ago
3 0

Answer:

1. college

2, salary

3. true experiment

4. 2

Step-by-step explanation:

1. in this scenario the independent variable is the college. that is  either walton college or non walton.

2. the dependent variable is the variable of interest. And this is salary. Students want to know what to major in that can give them a lot of salary when they start working.

3. This is a true experiment due to the random sample assigned.

4.  2 conditions to infer causation have been met.

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If a 4 x 16 rectangle has the same area as a square, what is the length of a side of the square?
Licemer1 [7]

Answer:

Option D. 8 units

Step-by-step explanation:

step 1

Find the area of rectangle

The area of rectangle is

A=(4)(16)=64\ units^2

step 2

Find the length side of the square with the same area of rectangle

The area of a square is

A=b^2

where

b is the length side of the square

we have

A=64\ units^2

substitute

64=b^2

take the square root both sides

b=8\ units

therefore

The length side of the square is 8 units

7 0
3 years ago
Compute: 3/8 divided -0.25
Makovka662 [10]

Answer:

-1.5

Step-by-step explanation:

3/8 is 0.375 in decimal form

3 0
3 years ago
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What is the difference between -6 and -14
Oksana_A [137]
The difference between -6 and -14 is that -6 is greater than -14 on a line.
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3 years ago
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The magnitude, M, of an earthquake is defined to be M = log StartFraction I Over S EndFraction, where I is the intensity of the
uranmaximum [27]

The equation represents the magnitude of an earthquake that is 10 times more intense than a standard earthquake is \rm M = log\left ( \dfrac{10S}{S}\right ).

Given

The magnitude, M, of an earthquake is defined to be M = log StartFraction I Over S EndFraction, where I is the intensity of the earthquake (measured by the amplitude of the seismograph wave) and S is the intensity of a "standard" earthquake, which is barely detectable.

<h3>The magnitude of an earthquake</h3>

The magnitude of an earthquake is a measure of the energy it releases.

For an earthquake with 1,000 times more intense than a standard earthquake.

The equation represents the magnitude of an earthquake that is 10 times more intense than a standard earthquake is;

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Hence, the equation represents the magnitude of an earthquake that is 10 times more intense than a standard earthquake is \rm M = log\left ( \dfrac{10S}{S}\right ).

To know more about the magnitude of earthquakes click the link given below.

brainly.com/question/1337665

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