Given the code below: class A {} class B extends A {} public static void func(List p) {   … }   a. The client code below does not compile, explain why. b. Modify func() so that it compiles. func(new ArrayList());

This bonus question is worth 5 bonus points but is currently set to 0 points in Canvas, so your displayed test score will not change immediately after submission. After reviewing submissions, I will manually add 5 bonus points in Canvas for correct answers. Skipping this question will not affect your regular Test grade. BONUS 1 Convert the molarity of hydrogen peroxide (H2O2) 0.909 M solution into mass percent % (wt) of hydrogen peroxide solution.                                                             The density of the H2O2 solution is 1.01 g/ml.  Molar Mass of H2O2 is 34.01 g/mol

What is the formula of the toxic chemical, potassium cyanide?

Given the class hierarchy below. Could the symmetry of equals() be violated? If yes, provide client code that demonstrates that.   class A {   int x;   public A(int x) {this.x = x;}   public boolean equals(Object o) {        if (!(o instanceof A)) return false;        A a = (A)o;        return this.x == a.x;   }        } class B extends A {   int y;   public B(int x, int y) {super(x); this.y = y;} }  

Identity Beyond 1) Read all selections from the module reading folder in “Made in America: Identity Beyond.” And IMPORTANTLY, make sure to read all the Biographical Information for each writer. Maya Angelou: Biographical Information; “On the Pulse of Morning” Sherman Alexie: Biographical Information;  “Crow Testament”; “At Navajo Monument Valley Tribal School”; “Pawn Shop” Wendell Berry: Biographical Information; “Do Not Be Ashamed”; “Manifesto: The Mad Farmer Liberation Front” Li-Young Lee Biographical Information; “Restless”; “I Ask My Mother to Sing”; “Have You Prayed?’; “Three Words.” Gloria Anzaldua: Biographical Information; “How to tame a Wild Tongue”; “New Speakers” 2) Make sure you have watched any instruction videos associated with this Assignment. * 3) Choose ONE author from the Module selections, “Made in America: Identity Beyond.” * 4) For the question, read the question or prompt as well as the poem itself, if needed. Once the question appears, you may open any link to the poem the questions may provide, but NO other tabs may be opened. (The online proctoring service may flag this, but you have permission to open an included poem link–but nothing else.) * 5) Once you have read the question or prompt, you may take a moment to gather your thoughts. Then, PLEASE GIVE an audible VERBAL response to the question or prompt. You may have the poem in question before you, but no other materials, notes or websites are allowed. 6) Give an audible VERBAL response to the following prompt: How does your selected writer’s identity shape his or her writing?  This is an OPINION assignment meaning you are free to respond based on your own opinion and not that of your instructor or someone else. However, as you give your answer, pay attention to these ideas below to help form your response.  A) What is your writer’s identity? Think of his or her ethnicity, religion, or social background. B) Where do you see your writer’s identity showing through in their writing? Use specific examples from the text to help demonstrate your point. C) How does your writer rise above his or her identity to create art that appeals to everyone and not just people who identify the same as your writer? D) How can identity become a POSITIVE force in art and in society, beyond the negativity often associated with and stemming from ‘identity politics?’ (See assignment video) 7) There is no set length on responses/answers, but just make sure you answer them as clearly and thoroughly as possible. * 8) Once you have verbally given your answer, please submit the following in the answer text box: “Answered aloud.” (This will ensure the answers and assignment submits properly). * 9) This assignment will be graded primarily on effort, meaning your answers are not expected to be perfect; I just want to ensure you have engaged the reading and used your own thoughts, words, and ideas to answer.

For 2 of your favorite Southern authors, please audibly and verbally respond to the following 3 prompts, then put “Answered Aloud” in the answer submission box:  In your opinion, which of the following important Southern themes such as Place/Setting, OR Language, OR Religion, OR Storytelling is most prominent and important in your selected writer’s written work and in his/her interview? Why do you think this is the MOST important? (Use examples from the text AND from the interview to support your points) VOICE–A writer has what is often referred to as a “voice” in their writing: writing voice captures the writer’s style using dialogue, tone, and theme, and gives a small glimpse into who the writer is in real life and tells the reader: What is important to the writer? How does their environment shape their writing? Actual voice, on the other hand, is the real life version of the writer: how they speak, their personality, and their personal story. Find  examples in the interview where you feel the writer’s actual voice seems aligned with their writing voice. In other words, find the moments in the interview where what they say and/or how they sound in real life remind of you themes, ideas, and/or moments from their written work?  STORY–Lastly, how does the writer or the story connect with your own story? Some helpful prompts to think about: Does it remind you of anyone? A person you know (friend or family member, etc.)? Where does it remind you of? A place you’ve been, visited, lived, or read about? What does it remind you of? A memory, event, or personal experience? READ HERE Crystal Wilkinson–Meditation on Grief; LISTEN HERE READ HERE William Barber II: “A Conversation with Reverend William Barber”; LISTEN HERE READ HERE Ron Rash–“Back of Beyond”; LISTEN HERE (You don’t have to listen beyond the 9:00 mark) READ HERE Lee Smith–“Tongues of Fire”; LISTEN HEREREAD HERE Maya Angelou Letter to My Daughter Chapter 1 ONLY; LISTEN HERE and HERE READ HERE Eudora Welty “Petrified Man”; LISTEN HERE READ HERE William Faulkner “Barn Burning”; LISTEN HERE READ HERE Zora Neale Hurston “How it Feels”; LISTEN HERE    

I understand that to receive Disability Support Services (including Pregnancy accommodations) in compliance with Section 504 of the Rehabilitation Act of 1973, as amended, and the Americans with Disabilities Act of 1990 (ADA), students are responsible for requesting accommodations each term.  Student obligations regarding the initial accommodation process are as follows: Complete an Application for Disability Support Services and return with proper documentation, as outlined in the Disability and Accessibility Handbook. Meet with the campus DSS Coordinator to discuss accommodation requests. Once the campus DSS Coordinator 1) reviews the application and supporting documentation OR 2) each subsequent semester, receives an email request from the student for the continuation of accommodations.   Keep in mind that accommodations are not retroactive. In other words, faculty members are not obligated to accommodate exams, assignments, or any course-related activity that occurred prior to being sent an accommodation letter from the DSS office.

In preparation for your Whitman, Hometown, assignment, you are asked to present a verse or perhaps multiple verses from Walt Whitman’s poem, Song of Myself.  Which verse (or verses) do you think best fit your vision for your film project? In other words, what verse(s) will you focus on and why? Please give an audible, verbal response.

In connection to the material in the LIVING ART lecture video, think of or choose a work of art that best demonstrates the qualities that either: EE Cummings, Emily Dickinson, T. S. Eliot or Robert Frost believed makes for good art. (Choose only one of these poet’s criteria to reference and apply).  ***Note: Although Emily Dickinson never says it outright herself, her poems demonstrate certain qualities that make for good art.   Why did you choose this piece of art? Reference details from the piece of art itself to prove your points.  (You cannot choose a poem from any of these; your example must come from somewhere else. Examples can include: a song, a painting, a sculpture, a film a play, a poem, etc.–this is YOUR opinion and you can choose almost anything)  Please give an audible, verbal response. 

Having watched the Whitman, Alabama videos (at least 7 of them), which video do you think best captured the ‘spirit’ or ‘message’ of the verse it was trying to depict? Explain your answer.  Please give an audible, verbal response.