Of all of the common assumptions that we discussed in class, I think one of the most common is the idea that a children’s text should in some way teach the reader something. We of course talked about the term didactic, and how a didactic book strongly pushes a lesson onto the reader, telling them that they should believe this or that. Many times a reason for that lesson isn’t even given, as though the young person reading the book should just accept that lesson because they are told to, because the other knows better. As I was reading Cat in the Hat by Dr. Seuss, the book I selected for the assignment, I was hoping that it wouldn’t be as didactic as most other children’s books, and that it would be as playful and exciting as I remember as a child. On the last two pages of the book, however, the absent mother returns home, the cat has disappeared, the children are behaving nicely, sitting in chairs, and it is pretty obvious that even though they got into mischief they are still good children after all. Nothing really has changed at the end of the book. Although all sorts of things got played with, and the children broke the rules I am sure they know about (like, “Don’t fly kites in the house”), major boundaries were never crossed.
We talked about how the opposite of a didactic book might be an ambiguous book, or a book that encourages the reader to think about issues, to make decisions for themselves. In that kind of book, the author usually wants to the reader to think for her or himself, to understand that some things are difficult, even for adults. The author may present a problem and ask you what you think, or might just never come around to saying exactly what you are supposed to believe. The last page of Cat in the Hat ends with the narrator saying, referring to the mother, “Should we tell her about it? / Now what SHOULD we do? / Well . . . / What would YOU do / If your mother asked you?” (61). In some ways, this is probably a pretty ambiguous ending. The author asks the reader that if your mother left, if someone wanted you to do what you weren’t supposed to, if you did it anyway, and if you didn’t get caught, then would you tell your mother or father what happened? Most adults wouldn’t tell what happened themselves, but the question is there anyway, and it seems to be really asking children what they believe.
But it doesn’t seem really that ambiguous. If the book were really ambiguous it would be breaking the Typical Case Prototype of children’s books, and in almost every other way the book keeps to those prototypes. As Nodelman describes it, children’s books are typically bright, colorful, funny, entertaining, and maybe sometimes rhyming. Children’s books portray children as the way adults typically think of them, as crazy kids who aren’t serious like adults, or innocent angels who would never really do any harm when they play. Dr. Suess portrays typical kids, bored by the rain, wanting to do something wild. Although Seuss’s style is strange, the children even look like the sort of standard white children that appear in most books, the girl in a dress and ribbon in her hair. We saw in class how these children are a lot like the standard one’s in Cassie’s history textbook And although strange things happen in the book – a talking cat, a couple of strange Things, a lot of things getting thrown around – it is the kind of play we come to expect in children’s lives, especially in the sorts of standard things shown on television and in movies.
In fact, the children never quite seem to trust the Cat, and they always just sort of watch him play. The children never really do anything that crazy themselves. The Fish, who sounds a lot like an adult, is always there to warn them, and in the end everything gets cleaned up. Of course the book is fun and playful, and is obviously one of the most famous and liked picture books ever made, but it is still pretty straightforward. Cat in the Hat reinforces and demonstrates almost all of the typical assumptions about childhood, and it fulfills all of the typical case prototypes of children’s books. Examining it made me think about how the book might have changed in recent years, especially since children are rarely bored when they are at home any more (with all of the stuff they own to play with). But more than that, it made me think about why we expect all children’s books to be like this, why it is always considered one of the best books for children. Although I like typical children’s books, it makes me also interested in books that don’t do what we expect. The book was written 1957, and in so many ways children’s books have become so incredibly different since then. But in a lot of other ways, some good, some bad, they haven’t changed at all.
Answer:
Maya is 8 years old.
Step-by-step explanation:
12 = 2a
Aiden is 6 years old.
a + 2 = m
6 + 2 = 8
Maya is 8 years old.
Solve the given differential equation by undetermined coefficients. y'' 7y' 6y = 30
The complementary solution is Ус = C₁е¯ + C₂е¯ -6x
Consider the differential equation
=y" + 7y' + 6y = 30...(1)
Rewrite the equation,(D² + 7D + 6)y = 30 where
d /D = dx
Auxiliary equation is,
f(m) = 0
3 m³ +7m+6=0
m² + 6m+m+6=0
m(m+6) +1(m+6) = 0
(m +6)(m + 1) = 0
m = −1, −6 -6
Hence,
The complementary solution is Ус = C₁е¯ + C₂е¯ -6x
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4x + 17 = 5x + 6 whats the answer
Answer:
x=11
Step-by-step explanation:
4x + 17 = 5x + 6
Solve for x
Subtract 4x from each side
4x-4x + 17 = 5x-4x + 6
17 = x+6
Subtract 6 from each side
17-6 = x+6-6
11 =x
Answer:
[tex] \sf \: x = 11[/tex]
Step-by-step explanation:
[tex] \sf \: 4x + 17 = 5x + 6[/tex]
Subtract both sides by 4x to remove 4x.
[tex] \sf4x + 17 - 4x = 5x - 4x + 6 \\ \sf 17 = x + 6[/tex]
Subtract both sides by 6 to remove 6 .
[tex] \sf17 - 6 = x + 6 - 6 \\ \sf11 = x[/tex]
Roman earns $8.50 an hour as an intern at law firm. Usually he works 30 hours a week. This week however, there is a big case and he worked 47 hours. What is his gross pay for this week? (Standard overtime rules.)
The gross pay for this week after working overtime is $471.75.
What is the overtime pay rule?
The civil overtime vittles are contained in the Fair Labor norms Act, Unless pure, workers covered by the Act must admit overtime pay for hours worked over 40 in a workweek at a rate not lower than time, and That's an illustration of total pay for a hand who worked 42 hours in a workweek Regular pay rate x 40 hours = Regular pay, plus. Regular pay rate x1.5 x 2 hours = Overtime pay, equals.
Usual earning Earning = $8.5 for 30 hours for a week
Overtime = 47 hours-30 =17 hours
Overtime rate = $8.5 + $8.5/2 = $ 12.75 for hour for a week
Gross pay= ($8.5*30)+($12.75*17)
= 255 + 216.75
= 471.75.
The gross pay for this week after working overtime is $471.75.
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Solve Multi-Step Equations
X/5-9=1
Answer:
50
Step-by-step explanation:
[tex]\frac{x}{5}-9=1 \\ \\ \frac{x}{5}=10 \\ \\ x=50[/tex]
if LM=MP, then M must be the midpoint of LP.
True or False?
Answer:
True
Step-by-step explanation:
dividing both sides by M you are left with L=P
Astronauts brought back 500 lb of rock samples from the moon.how many kilograms did they bring back?1 kg = 2.20 lb227 kg227 kg498 kg498 kg500 kg500 kg1,100 kg
Astronauts brought back 500 lbs rock samples from the moon they brought back 227 kilograms of sample. The correct option is D.
Who, in brief, is an astronaut?
A space traveler is referred to as an astronaut. The term "astronaut" is currently used to designate to anyone traveling on a spaceship, including civilians, whereas it was previously reserved for military-trained experts.As the astronaut brought 550 lbs sample,
2.20lbs = 1 kg.
1 lbs = 1/2.20
1 lbs = 0.45
so, 500 lbs nearly implies 227kgs.
Thus, the correct option is D.
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1. If we are told that (x+4)(x+7)=0, then what can we infer?
By zero product property we know: __ = 0 OR __ = 0
And therefore we know that X=__ OR X= ___
2. If we are told that (3x-7)(2x+5)=0 then what can we infer?
By zero product property we know: __ = 0 OR __ = 0
And therefore we know that X=__ OR X= ___
3.We want to solve the equation x^2-3x-40=0
First factor x^2-3x-40: ___
By zero product property we know: __ = 0 OR __ = 0
And therefore we know that X=__ OR X= ___
4.We want to solve the equation 3x^2-11x-42=0
First factor 3x^2-11x-42: ___
By zero product property we know: __ = 0 OR __ = 0
And therefore we know that X=__ OR X= ___
5.We want to solve the equation 10x^2+9x+2=0
First factor 10x^2+9x+2
By zero product property we know: __ = 0 OR __ = 0
And therefore we know that X=__ OR X= ___
1. x + 4 = 0 or x + 7 = 0
x = -4 or x = -7
2. 3x - 7 = 0 or 2x + 5 = 0
x = 7/ 3 or x = -5/ 2
3. x + 5 = 0 or x -8 = 0
x = -5 or x = 8
4. (x - 6) = 0 or (3x + 7) = 0
x = 6 or x = -7/ 3
5. 5x + 2 = 0 or 2x + 1 = 0
x = -2/ 5 or x = -1/ 2
How to determine the values1. (x+4)(x+7)=0
We have that;
Zero product property;
x + 4 = 0 or x + 7 = 0
x = -4 or x = -7
2. (3x-7)(2x+5)=0
We have that;
Zero product property ;
3x - 7 = 0 or 2x + 5 = 0
x = 7/ 3 or x = -5/ 2
3. x² -3x - 40=0
x² -8x + 5x - 40 = 0
factorize the common multipliers
x(x - 8) + 5(x - 8) = 0
Zero product property;
x + 5 = 0 or x -8 = 0
x = -5 or x = 8
4. 3x² - 11x - 42=0
3x² +7x - 18x - 42 = 0
Factorize further
x(3x + 7) - 6(3x + 7) = 0
Zero product property;
(x - 6) = 0 or (3x + 7) = 0
x = 6 or x = -7/ 3
5. 10x² + 9x + 2 = 0
10x² + 5x + 4x + 2 = 0
Factorize
5x( 2x + 1) + 2 (2x + 1) = 0
Zero product property;
5x + 2 = 0 or 2x + 1 = 0
x = -2/ 5 or x = -1/ 2
Thus, the zero product property states that the product of two non-zero elements is not zero
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solve 2x-9y=14 for y
The value of y in expression is 14-2x/-9
How to calculate the value of y ?The expression is written as
2x - 9y = 14
We are asked to calculate the value of y in the expression
2x - 9y = 14
-9y= 14-2x
Divide by the coefficient of y which is -9
y= 14-2x/-9
Hence the value of y is 14-2x/-9
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Find the x-intercept and the y-intercept of the graph of the equation. 2x + 5y = 20
Help please for algebra
in slope intercept form:
y=mx+b.
slope of line:
-3/4
y intercept:
(0, 5/2)
can someone help, fasttt!
Answer:
(2/3)^4 = 2^4/3^4
(2/3)^1 = 2/3
(-3/4)^0 = 1
(-0.4)^8/(-0.4)^4 = (-0.4)^4
Step-by-step explanation:
(2/3)^4 = 2^4/3^4
(2/3)^1 = 2/3
(-3/4)^0 = 1
(-0.4)^8/(-0.4)^4 = (-0.4)^4
What is the area of the shaded region?
Answer:
208
Step-by-step explanation:
4*30 = 120
(15-4) * 8 = 88
88 + 120 = 208
Answer:
208 cm
Step-by-step explanation:
Solving right side first. 8*15=120
Take out 8cm from 30. 30 - 8 = 22
22*4= 88
88 + 120 = 208
Check work I found the total area and the white rectangle.
15*30=450 which in total area
15-4=11 11 is the left/right side of the white rectangle
30-8=22 22 is the top/bottom side of the white rectangle.
22*11= 242
208+242=450
PLEASE HELP
i don’t understand geometry that well and i need to get this in soon
Step-by-step explanation:
Take Reference of Z-angle forward and backward and X-Angle if none are in this category then write none.
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How do I solve this question?
DE is parallel to ST as ∠ EAT = ∠ AED which are alternate interior angles.
∠TAC = ∠ABC (The angle between the chord and the tangent is equal to the angle in the alternate segment)
Since, EDCB is a cyclic quadrilateral,
∠CBD + ∠CED = 180 ----- I
- ∠CED + ∠AED = 180 -----II
----------------------------------------------------
∠ CBD = ∠AED
Also, ∠ CBD = ∠ EAT( A is tangent to the circle)
So, ∠ EAT = ∠ AED ( Alternate interior angle)
So, DE || ST
Therefore, DE is parallel to ST as ∠ EAT = ∠ AED which are alternate interior angles.
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answer the question in the photo
Answer: input is h, output is k
Step-by-step explanation: inserting a number into h will give you your outcome of k in the solution
Answer:
Step-by-step explanation:
Hhighihuyiuhhihihuhihiihiihihhihihiihihihiihiihiihihihihihihihihihihihihiihihihihihihiihiihiihihihihihihihihiihihiihihhiihihihihihihihihihiihiihihiihhihihiihhihihihhihihihihihihihhihihihi
Multiply negative 1 over 3 multiplied by 1 over 4. Which of the following is correct? (5 points) negative 1 over 3 negative 1 over 4 negative 1 over 7 negative 1 over 12
Answer:
D. Negative 1 over 12
Step-by-step explanation:
-1/3*1/4=-1/12
Hope this helps!
Please mark as brainliest if correct!
Answer:
-1/12, so D.
Step-by-step explanation:
-1/3(1/4)
-1/12
Please give brainliest, lol.
Find an equation in point-slope form for the line having the slope m= -3 and containing the point (6,3).
l...................................................
can u help me find the GCF of monomials/ with solution
1). 14, 42
2) 16a, 20
3) 22d,33e,99f
4)21b, 14ab, 49bc
14, 4, 11, 7
1. 14, 42
14 = 2 x 7
42 = 2 x 3 x 7
GCF = 14
2. 16a , 20
16a= 2 x 2x2x2xa
20 = 2 x 2 x 5
GCF = 4
3) 22d,33e,99f
22d = 2 x 11x d
33e = 3 x 11 x e
99f = 3 x3 x 11 xf
GCF = 11
4)21b, 14ab, 49bc
21b= 3 x 7 xb
14ab = 2 x 7 x a x b
49bc = 7 x7xb x c
GCF = 7
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Durante un entrenamiento, un ciclista da una vuelta a una pista circular en 105 segundos, mientras que otro tarda 60 segundos. Si ambos inician sus recorridos juntos, ¿en cuántos segundos será la próxima vez que coincidan en el punto de inicio?
Los ciclistas se encuentran aproximadamente 140 segundos después de partir.
¿En cuanto tiempo se encuentran dos ciclistas que se mueve a distintas rapideces constantes por primera vez?
En este problema asumimos que cada ciclista se mueve a rapidez constante, de modo que la rapidez angular de cada uno se define como sigue:
ω = 2π / T (1)
Donde:
ω - Rapidez angular, en radianes por segundo.T - Período, en segundos.A su vez, la posición de cada ciclista es descrita por las siguientes dos ecuaciones paramétricas:
x / R = cos ωt (2)
y / R = sin ωt (3)
Donde:
x, y - Coordenadas del ciclista.R - Radio de la pista circular.Primero, determinar la rapidez angular de cada ciclista:
ω₁ = 2π / 105 s
ω₁ ≈ 0.060 rad / s
ω₂ = 2π / 60 s
ω₂ ≈ 0.105 rad / s
Segundo, procedemos a graficar cada función paramétrica y determinamos el primer punto de intersección. Los resultados se encuentran en las imágenes adjuntas. Nótese que las curvas verde y púrpura se basan en la ecuación (2), mientras las curvas azul y rojo lo son de la ecuación (3).
Los dos ciclistas se encuentran por primera vez si las cuatro ecuaciones tienen el mismo valor t. En consecuencia, los ciclistas se encuentran aproximadamente 140 segundos después de partir.
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Square the binomial: (8y-5)^2
Answer:64y^2 −80y+25
Step-by-step explanation:
Evaluate the following function when x = -1 and x = 2 and determine the sum of the two results:
Answer:
J. 1
Step-by-step explanation:
Plug the x values into the equation:
f(-1)=3-(-1)^2
f(2)=3-(2)^2
Solve each one, then add.
3-(-1)^2=
=3-1=2
3-(2)^2=
=3-4=-1
Combine the answers together.
2-1=1
The answer is J. 1.
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In a figure, m < a = 15x + 81 and m < c = 10x + 24 if < a and < c are supplementary find the measure of angle c.
The measure of angle c is 54 degrees
How to find the measure of angle c?The given parameters are
a = 15x + 81
c = 10x + 24
Angles a and c are supplementary angles
So, we have
a + c = 180
This gives
15x + 81 + 10x + 24 = 180
Evaluate the like terms
25x = 75
Divide by 25
x =3
Substitute x =3 in c = 10x + 24
c = 10 * 3 + 24
Evaluate
c = 54
Hence, the measure of angle c is 54 degrees
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Suppose a survey of 979 business owners found that more than ought . which part of the survey represents the descriptive branch of statistics? make an inference based on the results of the survey.
Women make up 64% of the sample and are typically the household's main investment.
There is a correlation between American women and being the main provider in their home.
What is Descriptive Statistics?Descriptive statistics, also known as brief informative coefficients, are used to summarize a specific data collection, which may be a sample of a population or a representation of the entire population. Descriptive statistics include measures of variability and central tendency (spread). Measures of central tendency include the mean, median, and mode, whereas measures of variability include the standard deviation, variance, minimum and maximum variables, kurtosis, and skewness.
For instance, the sum of the following data set is 20: (2, 3, 4, 5, 6). A 4 (20/5) is the mean. A data set's mode is the number that appears most frequently, while its median is the value that is in the middle of the range of values. It is the value that separates a data set's higher values from lower values. There are many less common ways to use descriptive statistics, but they are nevertheless essential.
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The correct question is - Suppose a survey of 580 women in the United States found that more than 64% are the primary investor in their household. Which part of the survey represents the descriptive branch of statistics? Make an inference based on the results of the survey.
19
Select the correct answer.
A boat is anchored in the water. At low tide, the boat is floating 20 feet above the seafloor and is a horizontal distance of 40 feet away from its
anchor. At high tide, the boat is a horizontal distance of 35 feet away from its anchor.
low tide
high tide
20 ft
? ft
40 ft
35 ft
Approximately how high is the boat floating above the seafloor at high tide? Assume the anchor rope remains tight, without any slack.
OA 22.5 ft
OB. 27.8 ft
OC
15.6 ft
OD. 35.7 ft
Reset
Next
The height of the boat floating above the seafloor at high tide is 17.5 feet.
In this question, we have been given a boat which is anchored in the water.
At low tide, the boat is floating 20 feet above the seafloor and is a horizontal distance of 40 feet away from its anchor.
And at high tide, the boat is a horizontal distance of 35 feet away from its anchor.
We need to find the distance the boat floating above the seafloor at high tide.
Consider the following diagram.
Let the boat floating m feet above the seafloor when the boat is a horizontal distance of 35 feet away from its anchor.
Since both the triangle are similar triangles, the corresponding sides must be in proportion.
⇒ 20/40 = m/35
We need to find the value of m.
⇒ 20 × 35 = m × 40
⇒ m = 35 / 2
⇒ m = 17.5 feet
Therefore, the height of the boat floating above the seafloor at high tide is 17.5 feet.
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Unir las operaciones con el mismo resultado
(Ignoren los resultados)
Answer:
Step-by-step explanation:
1.
1) =7+(-4)=3
2) =13-8=5
3) =11+5=16
4) =-5-9=-14
5) =-8-1=-9
6) =-1-(-7)=6
7) =-10+13=3
8) =15-7=8
9) =-2+6=4
10) =9-4=5
11) =-1-8=-9
2.
[tex]\sqrt{12.8+25.4}= \sqrt{38.2}\approx 6.18[/tex]
21. Find the y-coordinate of point M, the midpoint of AB, for A(-3, 3) and B(5, 7).
(Lesson 1-4)
A. -1
B. 1
C. 2
D. 5
Answer:
The [tex]y[/tex]-coordinate of this midpoint is [tex]5[/tex].
Step-by-step explanation:
Let [tex]{\sf A}[/tex] and [tex]{\sf B}[/tex] denote two points in the cartesian plane.
If point [tex]{\sf A}[/tex] is at [tex](x_{a},\, y_{a})[/tex] while point [tex]{\sf B}[/tex] is at [tex](x_{b},\, y_{b})[/tex], the midpoint of [tex]{\sf AB}[/tex] would be at:
[tex]\begin{aligned}\left(\frac{x_{a} + x_{b}}{2},\, \frac{y_{a} + y_{b}}{2} \right)\end{aligned}[/tex].
In other words, the [tex]y[/tex]-coordinate of the midpoint of [tex]{\sf AB}[/tex] would be the average of the [tex]y\![/tex]-coordinates of point [tex]{\sf A}[/tex] and point [tex]{\sf B}[/tex].
In this question, the [tex]y[/tex]-coordinates of point [tex]{\sf A}[/tex] and point [tex]{\sf B}[/tex] are [tex]3[/tex] and [tex]7[/tex], respectively. The [tex]y\![/tex]-coordinate of the midpoint of [tex]{\sf A}\![/tex] and [tex]{\sf B}[/tex] would be the mean [tex](3 + 7) / (2) = 5[/tex].
14. Name one pair of rays that are not opposite rays.
Answer:
nothing there
Step-by-step explanation:
1.4x 10 to the 3rd power
Answer:
1400x
Step-by-step explanation:
10^3 in scientific notation means to move the decimal 3 places to the right.
The graph of F(x), shown below, has the same shape as the graph of G(x) = x2, but it is shifted to the left 2 units. What is its equation? F(x) = _____ A. F(x) = (x - 2)2 B. F(x) = x2 + 2 C. F(x) = x2 - 2 D. F(x) = (x + 2)2
The transformed equation is:
F(x) = G(x + 2) = (x + 2)^2
So we can se that the correct option is D.
What is the equation?We know that the graph of F(x) has the same shape of G(x) = x^2, but shifted to the left 2 units.
Remember that for a random function f(x), a shift of 2 units to the left is written as:
h(x) = f(x + 2).
Then, in this case, we can write:
F(x) = G(x + 2)
Replacing G(x), we can get the transformed equation:
F(x) = G(x + 2) = (x + 2)^2
So we can se that the correct option is D.
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