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## Which of the following best describes the 1957 events at Central High School in Little Rock, Arkansas? Governor Faubus resisted the school’s integration with National Guard troops, and President Eisenhower sent federal troops to enforce integration. Under Governor Faubus, Little Rock police first fought, then enforced, the order to integrate the school. President Eisenhower sent National Guard troops to resist the school’s integration, but Governor Faubus obtained a court order to dismiss them. President Eisenhower and Governor Faubus worked together to make the integration process run as smoothly as possible.

The correct answer is  Governor Faubus resisted the school’s integration with National Guard troops, and President Eisenhower sent federal troops to enforce integration.

After the Supreme Court case Brown vs. Board of Education (1954) the federal government called for the desegregation of schools all across America. This included Central High School. Central High School was previously an all white school. After Brown vs. Board of Education ruled segregated schools illegal, 9 black students enrolled at Central High School. These individuals would be known as the Little Rock 9.

After enrolling, these students tried to attend Central High School but were kept out by the national guard troops. This was due to Governor Fabius’s disagreement with integrating white and black schools. However, President Eisenhower enforced the federal ruling by sending in federal troops to enforce the new ruling, allowing black and white students to attend the same school.

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## Sam is measuring the velocity of a car at different times. After two hours, the velocity of the car was 50km/h. After six hours, the velocity of the car is 54km/h. Part A: Write an equation in two variables in standard form that can be used to describe the velocity of the car at different times. Show your work and define the variables used. (5points) Part B: How can you graph the obtained in Part A for the first seven hours? (5points)

You are given the time and speed so from there you can get the points (2,50) and (6,54) once you got that you can see how the slope is 1 and
b=48
x-y=-48 (standard form)

part B=
1    49
2    50
3    51
4    52
5    53
6    54
7    55

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## The side of a square measures (3x − 6) units. Part A: What is the expression that represents the area of the square? Show your work to receive full credit. (4 points) Part B: What are the degree and classification of the expression obtained in Part A? (3 points) Part C: How does Part A demonstrate the closure property for polynomials? (3 points)

A. The area of a square is given as:

A = s^2

Where s is a measure of a side of a square. s = (2 x – 5) therefore,

A = (2 x – 5)^2

Expanding,

A = 4 x^2 – 20 x + 25

B. The degree of a polynomial is the highest exponent of the variable x, in this case 2. Therefore the expression obtained in part A is of 2nd degree.

Furthermore, polynomials are classified according to the number of terms in the expression. There are 3 terms in the expression therefore it is classified as a trinomial.

C. The closure property demonstrates that during multiplication or division, the coefficients and power of the variables are affected while during multiplication or division, only the coefficients are affected while the power remain the same.

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## How many possible hands of 3 cards can be obtained from a deck of cards? what are the odds of dealing three eights in a row from the deck?

Mahtematical and statistical reasoning makes it evident that there is a mistake in the writing of the question and the digits were duplicated. So the right question is:

“You need to have a password with 5 letters followed by 3 odd digits between 0 and 9, inclusive. If the characters and digits cannot be used more than once, how many choices do you have for your passwor?”

The solution is:

5 letters from 26 with no repetition => 26*25*24*23*22 different choices.

odd digits are 1, 3, 5, 7 and 9 => 5 different digits to choose

3 digits from 5 with no repetition => 5*4*3 = 60

Then, the total number of choices is: 26*25*24*23*22*60 = 473,616,000

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## In the important industrial process for producing ammonia (the Haber Process), the overall reaction is: N2(g) + 3H2(g) → 2NH3(g) + 100.4 kJ A yield of NH3 of approximately 98% can be obtained at 200°C and 1,000 atmospheres of pressure. This reaction is: exothermic endothermic

In the important industrial process for producing ammonia (the Haber Process), the overall reaction is: N2(g) + 3H2(g) → 2NH3(g) + 100.4 kJ A yield of NH3 of approximately 98% can be obtained at 200°C and 1,000 atmospheres of pressure. This reaction is: exothermic endothermic

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The correct answer is a. Amy: wildlife in or near water = turtles, crayfish, goldfish non-water wildlife = fox, deer, bobcat.

Explanation:

According to the question students were asked to contrast their observations based on the location so according to the location, animals should be differentiated into water animals and land animals.

So turtles, crayfish, goldfish are the wildlife found in or near the water and fox, deer, bobcat are non-water animals according to their location. Therefore the correct answer is a. Amy: wildlife in or near water = turtles, crayfish, goldfish non-water wildlife = fox, deer, bobcat.

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## Methanol is an important solvent. it is also an important starting material for the synthesis of other molecules. most methanol today is obtained from the

Methanol is an important solvent. it is also an important starting material for the synthesis of other molecules. most methanol today is obtained from the

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## In the reaction of 1.23 g of salicylic acid, molar mass 138.12 g/mol, with 2.85 g of acetic anhydride, molar mass 102.10 g/mol, a student obtained 1.39 g of acetylsalicylic acid, molar mass 180.17 g/mol. What is the percent yield? I found that salicylic acid was the limiting reactant so do I just find the mass from there?

The coefficient of CO₂ is 5.

Explanation:

Balancing the reaction:

___C₅H₁₂ + ___O₂ → ___CO₂ + ___H₂O

There are 5 C in the left side, so we put 5 on the right side:

___C₅H₁₂ + ___O₂ →  5CO₂ + ___H₂O

There are 12 H in the left side, so we put 6 as the coefficient of H₂O:

___C₅H₁₂ + ___O₂ →  5CO₂ + 6H₂O

Finally, there are 16 O in the right side, so we put 8 as the coefficient of O₂

___C₅H₁₂ + 8O₂ →  5CO₂ + 6H₂O

The coefficient of CO₂ is 5.

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## A company has prepared the operating budget and the cash budget and is now preparing the budgeted balance sheet. the balance of accounts receivable can be obtained from the? _

Initial investment on Jan 1, 2013 = (500 shares)*(\$24 per share) = \$12,000

Dividend collected at the end of 2013 = \$2.50*500 = \$1,250
Dividend collected at the end of 2014 = \$4*500 = \$2,000
Dividend collected at the end of 2015 = \$3*500 = \$1,500
Mony received from sellng the 500 shares at the end of 2015 = \$20*500 = \$10,000

Total returns at the end of 2015 = 1,250+2,000+1,500+10,000 = \$14,750
Net gains = 14750 – 12000 = \$2,750
Duration = 3 years
Realized total rate of return = 2750/12000 = 0.2292 = 22.9%

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## In the reaction of 1.15 g of salicylic acid, molar mass 138.12 g/mol, with 2.83 g of acetic anhydride, molar mass 102.10 g/mol, a student obtained 1.21 g of acetylsalicylic acid, molar mass 180.17 g/mol. What is the percent yield?

The coefficient of CO₂ is 5.

Explanation:

Balancing the reaction:

___C₅H₁₂ + ___O₂ → ___CO₂ + ___H₂O

There are 5 C in the left side, so we put 5 on the right side:

___C₅H₁₂ + ___O₂ →  5CO₂ + ___H₂O

There are 12 H in the left side, so we put 6 as the coefficient of H₂O:

___C₅H₁₂ + ___O₂ →  5CO₂ + 6H₂O

Finally, there are 16 O in the right side, so we put 8 as the coefficient of O₂

___C₅H₁₂ + 8O₂ →  5CO₂ + 6H₂O

The coefficient of CO₂ is 5.

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## Part A: Abe rented a bike at \$36 for 5 days. If he rents the same bike for 8 days, he has to pay a total rent of \$48. Write an equation in the standard form to represent the total rent (y) that Abe has to pay for renting the bike for x days. Part B: Write the equation obtained in Part A using function notation. Part C: Describe the steps to graph the equation obtained above on the coordinate axes. Mention the labels on the axes and the intervals.

Equation of the system is y = 4x + 16 and in function form is f(x) = 4x + 16.

Step-by-step explanation:

A. We are given that, the rent for 5 days is \$36 and for 8 days is \$48 i.e. in the tuple form we get the points (x,y) = (5,36) and (8,48) where x= no. of days for which the bike is rented and y= rent in dollars.

Now, using these two points we will find the slope ‘m’ of the function.

i.e. m =

i.e. m = 4.

Now, the general form of the straight line is y = mx + b, where b is the y-intercept.

Using the point (x,y) = (5,36) and slope m = 4, we will find the value of ‘b’ by substitution.

i.e. 36 = 4*5 + b  i.e  b = 16

Hence, the equation of the system is y = 4x + 16.

B. We have to write y = 4x + 16 into function notation i.e. f(x) = y

Hence, function notation is f(x) = 4x + 16.

C. Let x-axis be the number of days for which bike is rented and y-axis be the rent in dollars. Let the intervals be 1 unit apart.

Now, we can find the end points (0,16) and (-4,0). Plot these points and join them, this will give you the graph of the equation as shown below.

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## Essential fatty acids cannot be synthesized by the human body and therefore must be obtained in the diet true or false

Essential fatty acids cannot be synthesized by the human body and therefore must be obtained in the diet true or false

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## Related questions

### Which of these plant hormones is associated with the spoilage of a bushel of apples? ethylene cytokinin indole acetic acid gibberellic acid

Ethylene is also an important natural plant hormone, and is used in agriculture to force the ripening of fruits, and also is naturally occurring (but not in such high amounts such as the ones you see on store shelves — these are forced to ripen quickly compared to naturally occurring levels (which has low levels of ethylene at a time in comparison of forced ripening which has increased levels of ethylene at once).
Ethylene it is what causes a maturing apple to go red, and then that red apple starts to wither, get squishy/ soft, and then it starts to rot.

ANSWERED AT 14/10/2019 – 12:10 PM

QUESTION POSTED AT 14/10/2019 – 12:10 PM

Permezoic era.

### Explanation;

• Phanerozoic eon  is the current eon in the history of the Earth. During this eon abundant animal and plant life has existed.
• The Phanerozoic began 542 million years ago with the Cambrian explosion and continues to the present.
• It is divided into three major spans of time largely on the basis of characteristic assemblages of life-forms: namely; Paleozoic, Mesozoic and Cenozoic.

ANSWERED AT 14/10/2019 – 09:39 AM

QUESTION POSTED AT 14/10/2019 – 09:39 AM

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## In which calculation would the use of the mass-energy equivalence principle be needed? A. energy obtained from the burning of fossil fuels B. energy given off by a current flowing through a wire C. energy created by the conversion of mass of a uranium sample D. mass of coal burned in order to provide the energy needed for a large city

In evolutionary biology, mimicry is a similarity of one organism, usually an animal, to another that has evolved because the resemblance is selectively favoured by the behaviour of a shared signal receiver that can respond to both.[1] Mimicry may evolve between different species, or between individuals of the same species. Often, mimicry evolves to protect a species from predators, making it an antipredator adaptation.[2] The resemblances that evolve in mimicry can be in appearance, behaviour, sound or scent. Mimicry may be to the advantage of both organisms that share a resemblance, in which case it is a mutualism, or mimicry can be to the detriment of one, making it parasitic or competitive. Mimicry occurs when a group of organisms,[a] the mimics, evolve to share perceived characteristics with another group, the models. The evolutionary convergence between groups is driven by the selective action of a signal-receiver or dupe.[3] Birds, for example, use sight to identify palatable insects, whilst avoiding the noxious ones. Over time, palatable insects may evolve to resemble noxious ones, making them mimics and the noxious ones models. In the case of mutualism, sometimes both groups are referred to as “co-mimics”. It is often thought that models must be more abundant than mimics, but this is not always so.[4] Mimicry may involve numerous species; many harmless species such as hoverflies are Batesian mimics of strongly defended species such as wasps, while many such well-defended species form Mullerian mimicry rings, all resembling each other. Mimicry between prey species and their predators often involves three or more species.[5]

In its broadest definition, mimicry can include non-living models. The specific terms masquerade and mimesis are sometimes used when the models are inanimate.[6][7][8] For example, animals such as flower mantises, planthoppers and geometer moth caterpillars resemble twigs, bark, leaves or flowers.[7][4][9] Many animals bear eyespots, which are hypothesized to resemble the eyes of larger animals. They may not resemble any specific organism’s eyes, and whether or not animals respond to them as eyes is also unclear.[10] Nonetheless, eyespots are the subject of a rich contemporary literature.[11][12][13] The model is usually another species, except in automimicry, where members of the species mimic other members, or other parts of their own bodies, and in inter-sexual mimicry, where members of one sex mimic members of the other.[4]

Mimesis in Ctenomorphodes chronus, camouflaged as a eucalyptus twig

Though visual mimicry through animal coloration is most obvious to humans, other senses such as olfaction (smell) or hearing may be involved, and more than one type of signal may be employed.[7][5] Mimicry may involve morphology, behaviour, and other properties. In any case, the mimetic signal always functions because it resembles that of another organism. In evolutionary terms, this phenomenon is a form of co-evolution. It can involve an evolutionary arms race if mimicry negatively affects the model, and the model can evolve a different appearance from the mimic.[4]p161 Mimicry should not be confused with other forms of convergent evolution, which occurs when species come to resemble each other by adapting to similar lifestyles that have nothing to do with a common signal receiver. Mimics may have different models for different life cycle stages, or they may be polymorphic, with different individuals imitating different models. Models themselves may have more than one mimic, though frequency dependent selection favours mimicry where models outnumber mimics. Models tend to be relatively closely related organisms,[14] but mimicry of vastly different species is also known. Most known mimics are insects,[7] though many other animal mimics are known. Plants and fungi may also be mimics, though less research has been carried out in this area.[15][16][17]

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## Match the following. 1. Navigation Acts British obtained Canada 2. French and Indian War required colonies to trade only with England 3. Quartering Act British reacted with Intolerable Acts 4. Sugar and Molasses Act tax reduced after boycotts 5. Boston Tea Party philosopher 6. Saratoga turning point of the Revolution 7. George Rogers Clark British allies in the Revolution 8. John Locke captured western British forts 9. Proclamation of 1763 forbade settlement beyond Alleghenies 10. Iroquois required colonists to house troops

2. French and Indian War =  British obtained Canada
3. Quartering Act = required colonists to house troops
4. Sugar and Molasses Act = tax reduced after boycotts
5. Boston Tea Party = British reacted with Intolerable Acts
6. Saratoga = turning point of the Revolution
7. George Rogers Clark = captured western British forts
8. John Locke = philosopher
9. Proclamation of 1763 = forbade settlement beyond Alleghenies
10. Iroquois = British allies in the Revolution

Permit me to say a bit more about John Locke, the philosopher — as important background to the American Revolution.

The American founding fathers read Locke (as well as other Enlightenment writers).  The American Revolution (1775-1783) was inspired by ideas such as those of Locke.  John Locke (1632-1704) argued for the idea of a “social contract.”  According to his view, a government’s power to govern comes from the consent of the people themselves — those who are to be governed.  This was a change from the previous ideas of “divine right monarchy” — that a king ruled because God appointed him to be the ruler.  Locke repudiated the views of divine right monarchy in his First Treatise on Civil Government.  In his Second Treatise on Civil Government, Locke argued for the rights of the people to create their own governments according to their own desires and for the sake of protecting their own life, liberty, and property.

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Which of President Johnson’s actions led directly to his impeachment by Congress?

He fired the Secretary of War in violation of the Tenure of Office Act.

Explanation:

Republican radical lawmakers twice tried the Supreme Court to intervene against President Andrew Johnson. Unable to succeed in these attempts, the same deputies found in the 1867 Tenure of Office Act, the prerogative to open a process of impeachment against Andrew Johnson in 1868. With only one year in force, that law provided that the president of the Republic could dismiss its secretaries of State without the Congress authorization.

On August 12, 1867, Jonhson had not observed the Tenure of Office Act and had removed the Secretary of War (named for Lincoln) Edwin Stanton. Stanton was allied with the radicals. His departure was the breach used for the impeachment process to begin.

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How did the second continental congress influence the conflict between the colonists and britain?

The Second Continental Congress was the second meeting of the colonies’ delegates in Philadelphia on May 10, 1775. The delegates, including George Washington, Thomas Jefferson, Benjamin Franklin, and John Adams, were elected in part by colonial assemblies and in part by the provincial congresses that had sprung up to replace those rebellious legislatures dissolved by royal governors. The Congress commissioned Washington to organize a continental army and assume responsibility for the siege of Boston. It formulated regulations for the conduct
for trade; issued paper money; and sent emissaries abroad to negotiate with foreign powers for financial, diplomatic, and military assistance. Most of the delegates, including Washington , still hoped for reconciliation with Britain, but by the end of 1775 this possibility had faded. In August the British monarch had issued a proclamation ” for suppressing rebellion and sedition ” in the colonies and in September had hired 20,000 Hessians. Two days later Congress approved a formal Declaration of Independence. It caused war against Britain.

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What differing opinions emerged toward Henry Clay’s proposed compromise?

He major points of the Compromise of 1850 were:
(1) California would be a free state.
(2) The remainder of the Mexican Cession was divided into 2 territories: Utah and New Mexico where slavery would be settled based on popular sovereignty.
(3) Texas gave up claims to New Mexico in exchange for
financial aid from the U.S.
(4) Slave trade (not slavery itself) was outlawed in the
capital
(5) A new Fugitive Slave Law was passed.

Posted in History

The location o the Ottoman Empire had an impact on the

The Ottoman Empire dominated trade routes between Europe/the Mediterranean and Asia. It had a virtual monopoly over these trade routes from the early 1400s through the early 1500s. However, by 1500 European ships had become ocean-worthy and sailors (beginning with da Gama) found the sea route to Asia around the southern cape of Africa. Though the land route to Asia through Ottoman territory was shorter and more direct, the ocean route around Africa could be faster and was not vulnerable to blockade by the Turks. The Ottoman Empire gradually lost some of its wealth due to the shifting trade, but it remained the singlest greatest power in Eastern Europe and the Eastern Mediterranean until the late 1600s.

So, the most important impact of the Ottoman Empire on global trade was that its power in the 1400s and 1500s forced European nations to invest in ocean-going navigation and exploration in order to sail to Asia rather than go through Ottoman land routes.

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