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.
Упростить выражение log54+log53 и итог умножить на два
Answer:
6.913339
Step-by-step explanation:
The expression 17n+11 represents the perimeter of the triangle. What is the length of the third side? Please Answer as soon as posable. Thank you.
Answer:the answer is 8n hope that helps!
the image i attached is the question
Answer:
D
Step-by-step explanation:
Solve for X:
3x-8≥7
3x≥15
x≥5
Any value of x is greater than or equal to 5
This is represented by answer D
a sum of scalar multiples of two vectors (such as ab, where a and b are scalars) is called a linear combination of the vectors. let u, and v,. express , as a linear combination of u and v
The linear combination of u and v = <3,-27>=5U+4V.
What does linear combination in vectors mean?A linear combination of two or more vectors is the vector formed by multiplying two or more vectors (with distinct directions) by scalar values. The above equation demonstrates that the vector is produced by adding two vectors to three vectors.
What is the term "linear combination"?The term "linear" has two independent meanings: geometric and algebraic. Because linear combinations essentially linear in the both senses, the expression is accurate.
According to the given information:Let u= <3,3> and v= <-3,3>
<3,-27> = x< 3,3> + y<-3,3> = <3x - 3y, 3x + 3y>
3x - 3y = 3 => x - y = 1
3x + 3y = -27 => x + y = -9
Adding both, we get
2x = -8 => x = -4
y = -5
So <3,-27> = -4< 3, 3 > + (-5) < -3 , 3 >
The linear combination of u and v = <3,-27>=5U+4V.
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I understand that the question you are looking for is:
A sum of scalar multiples of two vectors (such as au + bv, where a and b are scalars) is called a linear combination of the vectors.
Let u= <3,3> and v= <-3,3>. Express <3,-27> as a linear combination of u and v.
The slope for a wheelchair ramp for a home has to be 1/2. if the vertical distance from the ground to the door bottom is 3 ft, find the distance the ramp has to extend from the home in order to comply with the needed slope. write your work in the answer box.
Answer:
6 ft
Step-by-step explanation:
slope = [tex]\frac{rise}{run}[/tex] ( rise is vertical height and run is horizontal distance )
here vertical height = 3 and slope = [tex]\frac{1}{2}[/tex] , then
[tex]\frac{1}{2}[/tex] = [tex]\frac{3}{run}[/tex] ( cross- multiply )
run = 2 × 3 = 6 ft
A city has a population of 2,549,786 people. Estimate this population to the nearest million. Express your answer as the product of a single digit and a power of 10.
Rounded to the nearest million,the population is about ____
Written as the product of a single digit and a power of 10, this number is ___x 10^_
Please answer this ^-^
Answer:2,549,786 rounded to the nearest million is 3,000,000
Pls give me brainliest if I am rigth
Step-by-step explanation:3,000,000 written as a power of ten is
Classify the angle as acute , obtuse , right , or straight
Answer:
From top to the bottom:
Acute,
Right,
Straight
Step-by-step explanation:
An acute angle is formed when the measure of the angle is smaller than 90° which is provided in te first image.
A right angle is formed when the measure of an angle is precisely 90° which we can see in the second image.
A straight angle is formed when the measure of an angle is precisely 180° no less no more, which we can see in the last image.
what is the net force on the object with a mass of 32kg and accelerating at 4.5m/s²
pls help me
Answer: 144N
Step-by-step explanation:
A=acceleration. N=net force. M=mass
A=N/M
4.5=N/32
4.5*32=N
N=144N
[tex]{ \qquad\qquad\huge\underline{{\sf Answer}}} [/tex]
Net Force acting on a body can be determined by formula :
[tex]\qquad \sf \dashrightarrow \: f = m \times a[/tex]
where,
f = force acting on the bodym = massa = Acceleration of the body due to net force exerted on it[tex]\qquad \sf \dashrightarrow \: f = 32 \times 4.5[/tex]
[tex]\qquad \sf \dashrightarrow \: f = 144 \: \: N[/tex]
So, the net force acting on the body is 144 Newtons.
Sara and her mom are planning to attend the symphony. An adult ticket is $54. The price of an adult ticket is 1/4 the price of a student ticket plus $25. Write an equation to determine how much Sara will pay for a student ticket.
The equation that represents the price of a student ticket will be 54 = x/4 + 25. Sara's spend for a student ticket will be $116.
What is the solution to the equation?The allocation of values to the parameters that produce the calculation's balance is known as an outcome.
Sara and her mom are planning to attend the symphony. An adult ticket is $54. A ticket for 1/4 an adult costs $25 more than it would be for a student.
Let x be the amount of pay for student's tickets. Then the equation will be
54 = x / 4 + 25
Simplify the equation, then we have
x / 4 = 54 - 25
x / 4 = 29
x = $116
The equation that represents the price of a student ticket will be 54 = x/4 + 25. Sara pays for a student ticket will be $116.
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If the price of an apple is $0.50, the marginal utility per dollar spent on the fifth apple is: ________
a) 20
b) 30
c) 40
The marginal utility per dollar spent on the fifth apple is 60. The correct option is D.
What is marginal utility?The marginal utility simply refers to the change or extra satisfaction derived from the change in consumption.
Hence, the marginal utility of the fifth apple equals :
Difference /change or extra satisfaction derived by consuming one more than 4 apples = (total utility of 5th apple - total utility of 4th apple)
= (250 - 220) = 30
Hence, marginal utility per dollar: Marginal utility/price per apple
Price per apple = $0.5
Marginal utility of 5th apple = 30
Marginal utility of 5th apple = 30 / 0.5
Marginal utility of 5th apple = 60
Therefore, the marginal utility per dollar spent on the fifth apple is 60. The correct option is D.
Complete question :
If the price of an apple is $0.50, the marginal utility per dollar spent for the fifth apple is:
a) 20
b) 30
c) 40
d) 60
Number of apples ____total utility
2__________________130
3__________________180
4__________________220
5__________________250
6__________________270
7__________________280
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From midnight to 7:00 am, the temperature rose 1.1 C each hour. If the temperature at 7:00 am was -0.3 C, what was the temperature at midnight?
The temperature at midnight is -8°C.
How to calculate the temperature?Let the initial temperature be x.
It should be noted that there are 7 hours between midnight and 7am.
Therefore, the equation will be:
x + (1.1 × 7) = -0.3
x + 7.7 = - 0.3
x = -0.3 - 7.7
x = -8
The temperature at midnight is -8°C.
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Find, in gradient-intercept form, the equation of a line which has:
a gradient of -4/5 and which passes through (4,-2)
The gradient is -4/5, so the equation is of the form
[tex]y=-\frac{4}{5}x+c[/tex]
Substituting in the coordinates (4, -2),
[tex]-2=-\frac{4}{5}(4)+c \\ \\ c=\frac{6}{5} \\ \\ \therefore y=-\frac{4}{5}x+\frac{6}{5}[/tex]
Help? Anyone pls. I'd give brainliest
Answer:
3/2
Step-by-step explanation:
xy= -2 X -3
= 6
z = 4
so xy/z is 6/4 which is 3/2.
solve the equation tanx+secx=2 given that x is greater than or equal to 0 and less than or equal to 2pie
X = 0.6444
Trigonometric Identities are equality statements that hold true for all values of the variables in the equation and that use trigonometry functions.
There are numerous distinctive trigonometric identities that relate a triangle's side length and angle. Only the right-angle triangle is consistent with the trigonometric identities.
The six trigonometric ratios serve as the foundation for all trigonometric identities. Sine, cosine, tangent, cosecant, secant, and cotangent are some of their names. The adjacent side, opposite side, and hypotenuse side of the right triangle are used to define each of these trigonometric ratios. The six trigonometric ratios are the source of all fundamental trigonometric identities.
tan x +sec x =2
⇒sin x /cosx + 1/ cos x = 2
⇒1+sin x / cos x =2
⇒ (sin² x/2 +cos ² x/2 +2 sin x/2 cos x/2 )/( cos ² x/2 - sin²x/2 ) = 2
⇒(cos x/2 +sin x/2)² / ( cos ² x/2 - sin²x/2 ) = 2
⇒( cos x/2+sin x/2)² / (cos x/2 + sin x/2)(cos x/2-sinx/2) = 2
⇒(cos x/2 +sin x/2)/ (cos x/2-sin x/2) = 2
Dividing by cos x/2 in both numerator and denominator,
⇒(1+tan x/2)/(1-tan x/2) =2
⇒ 1 + tan x/2 = 2 - 2tanx/2
⇒ tan x/2 = 1/3
⇒ x= 0.6444
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find the indicated length.
Point R bisects segment ST. Find RT if ST = 16.9 meters.
RT=
The value of the indicated length RT is 8.45 meters
How to find the indicated length?The given parameters are
Point R bisects segment ST. ST = 16.9 meters.The above means that
RT = 1/2 * ST
So, we have
RT = 1/2 * 16.9
Evaluate the products
RT = 8.45
Hence, the value of the indicated length RT is 8.45 meters
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maritza compro 1.5 litros de pintura azul. si empleo 1/2 del contenido de esa lata para pintar un mural
¿cuantos litros de pintura azul uso en este?
The fraction of 1/2 of the number of liters of blue paint is 3/4 therefore 3/4 liters of blue paint must be used to draw that painting.
What is a fraction?If we divide two numbers by each other then the upper word is called the numerator, a lower word is called the denominator, and the representation is known as the fraction.
Given that,
Maritza bought 1.5 liters of blue paint.
The given painting is going to be used 1/2 fraction of the total liters of blue paint.
1/2 of the blue paint ⇒
(1/2)1.5
⇒ (1/2)15/10
⇒ (1/2)3/2
⇒ 3/4 liters of blue paint.
Hence "The fraction of 1/2 of the number of liters of blue paint is 3/4 therefore 3/4 liters of blue paint must be used to draw that painting".
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The given question is in another language the translation in English is as follows;
Maritza bought 1.5 liters of blue paint. if I use 1/2 of the contents of that can to paint a mural
How many liters of blue paint do I use on this?
Options are PR = 18, 14, 9 and 11 please help me with which it is
round 184329 to the nearest 100
Answer:
184300
Step-by-step explanation:
When rounding to the nearest anything, you look at the place 1 unit smaller. Here, we'd look at the tens place.
184329
Anything 5 or greater increases the value of the place 1 unit bigger. Here, we have a 2 in the tens place. That doesn't increase the 3 in the hundreds place, so we round down to 184300.
the ice cream shop has 10 flavor of ice cream, how many different two-scoop ice cream cones can you make?
90 different two-scoop ice cream cones we can make.
What do we mean by permutations and combinations?Permutations and combinations are the various ways in which objects from a set can be selected, generally without substitute, to form subsets. When the order of selection is a factor, this selection of subsets is called a permutation; when order is not a factor, it is called a combination.To find how many different two-scoop ice cream cones can you make:
We're picking two flavors out of ten, so we'll use [tex]\left(\begin{array}{c}10 \\2\end{array}\right)=45[/tex] different two-scoop cones.This time, there are more cones that were previously excluded, and we use permutation:[tex]\frac{10 !}{8 !}=90[/tex]Therefore, 90 different two-scoop ice cream cones we can make.
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find the derivative of f(x)=3x+5
Answer: Derivative of f(x) =3x+5=3
Step-by-step explanation:
By the Sum Rule, the derivative of 3x+5 with respect to x is d/dx[3x]+d/dx[5]
d/dx[3x]+d/dx[5]
evaluate: d/dx[3x]
Since 3 is constant with respect to x, the derivative of 3x with respect to x is 3d/dx[x].
3d/dx[x]+d/dx[5]
Differentiate using the power rule
which states that d/dx[[tex]x^{n}[/tex]] is [tex]nx^{n-1}[/tex] where n=1.
3⋅1+d/dx[5]
Multiply 3 by 1.
3+d/dx[5]
Differentiate using the Constant Rule.
Since 5 is constant with respect to x, the derivative of 5 with respect to x is 0.
3+0
Add 3 and 0 = 3
So, derivative of f(x) =3x+5=3
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Find x and y pleaseee
Answer:
x = 23 y = 42
Step-by-step explanation:
y + 54 + 4x - 8 = 180
y + 4x = 180 - 46
y + 4x = 134
180 - (5x - 19) = 4x - 8
180 - 5x + 19 = 4x - 8
180 + 19 + 8 = 4x + 5x
207 = 9x
207/9 = x
x = 23
y + 4(23) = 134
y = 134 - 92
y = 42
. Evaluate the expression for x = 3, y=13 , and z = 5. 12x−3y4x−z
Enter your answer in the box. 42 BRAINLESS
Answer:
4
Step-by-step explanation:
replace x , y and z with the values given for them
12x - 3y + 4x - z
12(3) - 3(13) + (4)(3) - 5
36 - 39 + 12 - 5 = 4
Answer:it is 5
Step-by-step explanation:
i got it on the k12 test
Solve the quadratic equation by completing the square.
2
x² - 10x+10=0
Answer: x=5+[tex]\sqrt{15}[/tex]
Step-by-step explanation:
x² - 10x+10=0
x² - 5x - 5x+10=0
x² - 5x - 5x+25-15=0
(x-5)^2 -15=0
(x-5)^2=15
x-5=[tex]\sqrt{15}[/tex]
x=5+[tex]\sqrt{15}[/tex]
Find the average of first six multiples of 2.
Answer:
7
Step-by-step explanation:
2+4+6+8+10+2
=42÷6(coz 6 multiples)
=7
If the straight-line distance from her home to the university is 10. 3 km in a direction 25. 0° south of east, what was her average velocity in km/h?.
34.3 Km /h was her average velocity in km/h.
What is average velocity?
The change in position or displacement (x) divided by the time intervals (t) during which the displacement happens is the definition of average velocity. Based on the direction of the displacement, the average velocity might either be positive or negative. Meters per second (m/s or ms-1) is the SI measure for average velocity.The displacement of a body, or the shortest distance it must go during a trip, is calculated as the displacement multiplied by the time interval over which it covered that distance.average velocity = Displacement / time taken
V = d/ l
V = 10.3 Km/0.300m = 34.3Km
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Can someone help me find the perimeter of the figure in feet.
2 ( x + a ) = 4b explain how i solve this not the answer how to sovle it please
Answer:
x = 2b - a
Step-by-step explanation:
2(x + a) = 4b
2x + 2a = 4b
x + a = 2b
x = 2b - a
I think this question is incomplete
Simplify the quantity 12 minus three fifths times the square root of 25 end quantity squared plus the quantity 2 minus 4 end quantity squared.
1,804
814
85
18
The value of the expression (12 - 3/5√25)^2 + (2 - 4)^2 is 85
How to evaluate the expression?The expression is given as
(12 - 3/5√25)^2 + (2 - 4)^2
Evaluate the square root of 25
So, we have
(12 - 3/5√25)^2 + (2 - 4)^2 = (12 - 3/5 * 5)^2 + (2 - 4)^2
Evaluate the product
So, we have
(12 - 3/5√25)^2 + (2 - 4)^2 = (12 - 3)^2 + (2 - 4)^2
Evaluate the difference
So, we have
(12 - 3/5√25)^2 + (2 - 4)^2 = 9^2 + (2 - 4)^2
Evaluate the exponent and the sum
So, we have
(12 - 3/5√25)^2 + (2 - 4)^2 = 85
Hence, the value of the expression (12 - 3/5√25)^2 + (2 - 4)^2 is 85
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The midpoint of \overline{\text{AB}}
AB
is M(1, -3)M(1,−3). If the coordinates of AA are (-6, -7)(−6,−7), what are the coordinates of BB?
Answer:
the coordinates of BB would be: B(8,1)
Are 12,16,20 pythagorean triplets. Explain why.
Answer:
The numbers that make up today's date—12, 16, and 20—form a Pythagorean triple. That is, 12² + 16² = 20².
Step-by-step explanation:
Answer:Yes, these are pythagorean triplets because they are multiples of 4. 4 times 3 is twelve.4 times 4 is 4.And 4 times 5 is 20.