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Need help question 3

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A circular glass plate has a diameter of 350 mm (13.78 in) and athickness of 10 mm (0.394 in). The edge of the plate is clamped,and air at 258C (778F) is on both sides of the plate. Determine the transmission loss for the plate for a frequency of [A] 250 Hz and [B]1000 Hz.

 For this project, you will be creating a poster or brochure that goes through the step-by-step procedure needed to draw a quadratic equation. You will also need to include pictures or drawings of real life parabolas. Preparation: Before creating your poster, you must find the basic information about the graph of your quadratic equation. You must find the information listed below and have it checked by your teacher BEFORE you start your poster.

1. Does the parabola open upward or downward? How can this be determined from the equation

? 2. What is the equation of the axis of symmetry?

3. What are the coordinates of the vertex?

4. What is he minimum/maximum value of the parabola and how was it determined?

5. What is the y-intercept of your parabola?

6. What are the roots/zeroes/y-intercepts of your parabola? How many roots are there and how do you know? a. Solve by factoring b. Solve using the quadratic formula (extra credit 10pts)

7. How do you find other points on the parabola? Find at least three points on each side of the parabola.

8. Graph the parabola on graph paper.

9. Find at least three pictures that represent parabolas. You can print pictures from the computer, draw pictures of parabolas in everyday life, or cut out pictures from magazines.

Creating your Poster/Brochure 1. Write your quadratic equation on the top of your poster/brochure. 2. You need the following information on your poster/brochure: a. Direction of Parabola Section: You need a statement that says, “The parabola for this equation opens__________________ because __________________. “ b. Maximum/Minimum Section: You must describe how you determine if the equation has a maximum or minimum value and what that value is. You must include a statement that says something like, “The maximum value of this quadratic function is ______________.” c. Axis of Symmetry Section: you must include the formula for finding the AOS and the following statement. The axis of symmetry is _____________. d. Vertex Section: you must include all of the work that you did in order to find the vertex, as well as a statement that says, The vertex is located at (___,____). e. Y-Intercept Section: You must describe how you find the y-intercept and include a statement that says, “The y-intercept for this equation is (____,_____). f. Roots/Zeros/x-intercepts Section: You must find the roots of the function by factoring and by using the quadratic formula (10 points extra credit). You must identify how many roots there will be. The roots of this quadratic equation are (_____,_____) and (______,______). g. Other Points Section: You must show how you found three other points on your parabola. One of the points must be found by explaining the symmetry of the parabola. h. Graph: The graph of the parabola must be drawn on graph paper. All points must be labeled. The axis of symmetry and vertex must be labeled too. i. Real-Life Section: Find examples of parabolas in magazines, on the Internet, or draw them. You must have at least three examples.

5. solve the quadratic equation depicted in the graph.

this is my answer which is wrong:
Solve the quadratic equation means to find the roots of the quadratic equation. The roots of the quadratic equations are that the point of where the graph of quadratic function crosses the x-axis.
The given graph touches the x-axis at x=0
So the roots of quadratic equation are equal and its x=0
So the roots of the quadratic equation is x=0

help me correct my answer this is what my teacher told me to do: #5...I can see how this could be confusing....but look UP to the x axis. The labels for the x axis are at the bottom of the graph but the axis is actually up near the top. This graph crosses the x axis at two points (not zero).
5.

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7.. State the standard form of a quadratic equation and indicate the names of each of the three terms.

This is my answer: Quadratic term, Linear term, and Constant term.

This is my teachers response:#7 The names of the terms are correct, please also state the standard form of a quadratic equation.

Can you help me fix these problems please, im stuck!

What is a private individual and what is a public individual explain in depth and give examples.

The Victorians Had the Sane Concerns About Technology as We Do

English homework

(I chose the story “Lob’s Girl” by Joan Aiken

for this assignment

Please use the chart to fill out the worksheet

Determine the average rate of change over the given interval for the given graph.

given graph - vertex (2, -6)

                       roots (-1, 0) (0,0) (3,0) on the x-axis

1.  [-1,2]

2.  [0,3]

3.  [2,3]

If you can tell me a way to upload the picture of the graph I will be happy to do so.

Subject-civics

Which one of the goals listed in the Preamble do you think is the most important and why? State the goal you've selected. Give examples to back up your opinion. In a couple of days then, come back to comment on a classmate's choice. State whether you agree or disagree with him or her. Explain why.

When Jefferson wrote "all men are created equal" in the preamble to the Declaration, he was not talking about individual equality. What he really meant was that the American colonists, as a people, had the same rights of self-government as other peoples, and hence could declare independence, create new governments and assume their "separate and equal station" among other nations. But after the Revolution succeeded, Americans began reading that famous phrase another way. It now became a statement of individual equality that everyone and every member of a deprived group could claim for himself or herself. With each passing generation, our notion of who that statement covers has expanded. It is that promise of equality that has always defined our constitutional creed.

Thomas Jefferson drafted a passage in the Declaration, later struck out by Congress, that blamed the British monarchy for imposing slavery on unwilling American colonists, describing it as "the cruel war against human nature." Why was this passage removed?

Based on Eurocentric beauty ideals, give an example of a piece of media (from an advert, social media post, film, show, comic book, magazine, etc.) that you think celebrates a type of beauty that tends to fall outside of those parameters. Do you see yourself reflected in it? Give a few lines on how you think it does this. 

Post an example of a type of media you've encountered (so a book, film, show, meme, gif, podcast, song, etc.) that you think makes commentary or pushes back against any of the following: racist ideologies, orientalist ideologies, processes of racialization, gender stereotyping, processes of Othering. Give a line or two on how you think it does that. You can share links/images/gifs

Two arguments offer the bare beginnings of an answer to this complicated question. The first is that the desire to exploit labor was a central feature of most colonizing societies in the Americas, especially those that relied on the exportation of valuable commodities like sugar, tobacco, rice and (much later) cotton. Cheap labor in large quantities was the critical factor that made these commodities profitable, and planters did not care who provided it - the indigenous population, white indentured servants and eventually African slaves - so long as they were there to be exploited.

To say that this system of exploitation was morally corrupt requires one to identify when moral arguments against slavery began to appear. One also has to recognize that there were two sources of moral opposition to slavery, and they only emerged after 1750. One came from radical Protestant sects like the Quakers and Baptists, who came to perceive that the exploitation of slaves was inherently sinful. The other came from the revolutionaries who recognized, as Jefferson argued in his Notes on the State of Virginia, that the very act of owning slaves would implant an "unremitting despotism" that would destroy the capacity of slaveowners to act as republican citizens. The moral corruption that Jefferson worried about, in other words, was what would happen to slaveowners who would become victims of their own

"boisterous passions.

. "

But the great problem that Jefferson faced - and which many of his modern critics ignore - is that he could not imagine how black and white peoples could ever coexist as free citizens in one republic. There was, he argued in Query XIV of his Notes, already too much foul history dividing these peoples.

And worse still, Jefferson hypothesized, in proto-racist terms, that the differences between the peoples would also doom this relationship. He thought that African Americans should be freed - but colonized elsewhere.

This is the aspect of Jefferson's thinking that we find so distressing and depressing, for obvious reasons. Yet we also have to recognize that he was trying to grapple, I think sincerely, with a real problem.

No historical account of the origins of American slavery would ever satisfy our moral conscience today, but as I have repeatedly tried to explain to my Stanford students, the task of thinking historically is not about making moral judgments about people in the past. That's not hard work if you want to do it, but your condemnation, however justified, will never explain why people in the past acted as they did. That's our real challenge as historians.

Do you believe the founders of the United States are still relevant to our modern times? Why or why not? Use evidence from the text and materials from the unit to support your claim

35Cl2 (560 cm-1), 39K35Cl (281 cm-1), 1H2 (4401 cm-1). Calculate the force constants for these molecules if treated as harmonic oscillators. 

At different moments, the Virginia colonists had tried to limit the extent of the slave trade, but the British crown had blocked those efforts. But Virginians also knew that their slave system was reproducing itself naturally.

They could eliminate the slave trade without eliminating slavery. That was not true in the West Indies or Brazil.

The deeper reason for the deletion of this passage was that the members of the Continental Congress were morally embarrassed about the colonies' willing involvement in the system of chattel slavery. To make any claim of this nature would open them to charges of rank hypocrisy that were best left unstated.

If the founding fathers, including Thomas Jefferson, thought slavery was morally corrupt, how did they reconcile owning slaves themselves, and how was it still built into American law?

English homework

(For this assignment I chose the story “Lob’s Girl” by Joan Aiken

Subject-civics

What are the advantages of being able to change the U.S. Constitution? Explain these advantages. Give your opinion of a current law that you believe should be changed, and why. Come back in a couple of days and post a comment to one of your classmates stating whether you agree with the law they've earmarked that needs to be changed, and if you think their reason is a strong, or a valid explanation for the needed change.

Subject-civics

Name and describe with some detail (at least three sentences each) the functions of each branch of the American government.

8. One of the places on the human body that Greeks believed could carry wisdom/intelligence/ideas is the ____.

Two things. First, the toughest question we face in thinking about the nation's founding pivots on whether the slaveholding South should have been part of it or not. If you think it should have been, it is difficult to imagine how the framers of the Constitution could have attained that end without making some set of "compromises" accepting the legal existence of slavery. When we discuss the Constitutional Convention, we often praise the compromise giving each state an equal vote in the Senate and condemn the Three Fifths Clause allowing the southern states to count their slaves for purposes of political representation. But where the quarrel between large and small states had nothing to do with the lasting interests of citizens - you never vote on the basis of the size of the state in which you live - slavery was a real and persisting interest that one had to accommodate for the Union to survive.

Second, the greatest tragedy of American constitutional history was not the failure of the framers to eliminate slavery in 1787. That option was simply not available to them. The real tragedy was the failure of Reconstruction and the ensuing emergence of Jim Crow segregation in the late 19th century that took many decades to overturn. That was the great constitutional opportunity that Americans failed to grasp, perhaps because four years of Civil War and a decade of the military occupation of the South simply exhausted Northern public opinion. Even now, if you look at issues of voter suppression, we are still wrestling with its consequences.

You argue that in the decades after the Declaration of Independence, Americans began understanding the Declaration of Independence's affirmation that "all men are created equal" in a different way than the framers intended. How did the founding fathers view equality? And how did these diverging interpretations emerge?

English homework

(For this assignment I chose the story “Lob Girl” by Joan Aiken)

Subject-civics

Writing Activity 12: You are the chief editor of a major American News Magazine. Write an editorial explaining what might happen if the system of checks and balances were eliminated. You may use a graphic editor to produce a political cartoon to help illustrate your editorial for an extra credit.

Consider:

•  the power that each branch of the federal government has

• the limitations on the powers of each branch

On July 4, 1776, when the Continental Congress adopted the historic text drafted by Thomas Jefferson, they did not intend it to mean individual equality. Rather, what they declared was that American colonists, as a people, had the same rights to self-government as other nations. Because they possessed this fundamental right, Rakove said, they could establish new governments within each of the states and collectively assume their

"separate and equal station" with other nations. It was only in the decades after the American Revolutionary War that the phrase acquired its compelling reputation as a statement of individual equality.

Here, Rakove reflects on this history and how now, in a time of heightened scrutiny of the country's founders and the legacy of slavery and racial injustices they perpetuated, Americans can better understand the limitations and failings of their past governments.

Rakove is the William Robertson Coe Professor of History and American Studies and professor of political science, emeritus, in the School of Humanities and Sciences. His book, Original Meanings: Politics and Ideas in the Making of the Constitution (1996), won the Pulitzer Prize in History. His new book, Beyond Belief, Beyond Conscience: The Radical Significance of the Free Exercise of Religion will be published next month.

I view the Declaration as a point of departure and a promise, and the Constitution as a set of commitments that had lasting consequences - some troubling, others transformative. The Declaration, in its remarkable concision, gives us self-evident truths that form the premises of the right to revolution and the capacity to create new governments resting on popular consent. The original Constitution, by contrast, involved a set of political commitments that recognized the legal status of slavery within the states and made the federal government partially responsible for upholding "the peculiar institution."

As my late colleague Don Fehrenbacher argued, the Constitution was deeply implicated in establishing "a slaveholders' republic" that protected slavery in complex ways down to 1861.

But the Reconstruction amendments of 1865-1870 marked a second constitutional founding that rested on other premises. Together they made a broader definition of equality part of the constitutional order, and they gave the national government an effective basis for challenging racial inequalities within the states. It sadly took far too long for the Second Reconstruction of the 1960s to implement that commitment, but when it did, it was a fulfillment of the original vision of the 1860s.

With the U.S. confronting its history of systemic racism, are there any problems that Americans are reckoning with today that can be traced back to the Declaration of Independence and the U.S. Constitution?

Subject-civics

Writing Activity 11: In a one page essay, discuss what is the main responsibility of the executive branch, judicial branch, and legislative branch? Then explain how our government might be affected without the judicial branch if someone introduced a questionable "Bill" they wanted to become law. 

Subject-civics

"Debating the 2nd Amendment."

The debate over gun control and the "right to bear arms" has been one of the hottest constitutional debates ongoing over the past forty years. The assassinations of President John F. Kennedy, his brother, Senator Robert Kennedy, and civil rights activist, Martin Luther King became the modern "spring board" justifying gun control activists' arguments to illegalize the current right to own hand guns. There are many more notable and recent assassinations and assassination attempts intensifying the fervor of the argument. Opponents of gun control laws have equal justifications to match the arguments of the proponents.

Searching on the internet, you are to find both a pro and con argument supporting and rejecting gun control. You'll post both arguments as well as your own opinion about gun control. State how your opinion is in "alignment" with the rights guaranteed to all American citizens as stated in the 2nd Amendment.

Subject-civics

Writing Activity 13: "I claim the 5th."

Instructions: You've heard it stated, "I decline to testify on the basis of my Fifth Amendment right!" Write a paragraph that explains the meaning of this statement. Also, state under what kind of circumstances might this statement be made and why? (This will take a little internet searching. Use "key word--Fifth Amendment--as a starting point.) 

Subject- civics

Discovery Search Writing Assignment:

To find data to complete the Discovery Search Writing Assignment, perform a web search. Web searches should always be done with adult supervision. Stride recommends the use of the safe search options that most web browsers come with, or one of the safe search engines produced by many major search engine providers. Search for these key terms: 

• The World Factbook 

• National Geographic

Step 1: On a word document, identify 5 historical and 5 contemporary examples of nations whose governments are either limited or unlimited governments according to the definitions of the terms you've learned. You must include at least one choice that is an unlimited government, and one that is limited. This means you may have 9 of one kind and only 1 of the other, or any combination in between.

Step 2: Document what factors you used to classify your choices either limited or unlimited.

Step 3: Research and find the following information about your nations (see the list below).

• Were/are they classified an industrial nation?

• Were/are they classified an agricultural nation?

• Were/are they classified a rich or poor nation?

• Did/do they have a strong military force?

• Have they been/are they often engaged in civil unrest?

Step 4: Once you have identified and classified your examples, write a summary opinion conclusion about each nation's government. Based on all the data you've collected, does this nation's citizens share the same freedoms that citizens of America enjoy? Is it a nation where you could comfortably live in according to the laws there citizens must abide?

Step 5: Once you have completed your assignment, submit it to your instructor.