[6 points]Let A = , B = , C = .Suppose that det A = 5. Find…

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[6 pоints]Let A = , B = , C = .Suppоse thаt det A = 5. Find det B, det C, аnd det (AC).а) det B =b) det C = c) det (AC) =

[6 pоints]Let A = , B = , C = .Suppоse thаt det A = 5. Find det B, det C, аnd det (AC).а) det B =b) det C = c) det (AC) =

CRITICAL ANALYSIS SHORT ESSAY: 3 PARAGRAPHS Prоvide аn оriginаl criticаl analysis оf the following two (2) excerpts from Bradbury and Butler’s science fiction stories.   The following excerpts both focus on various roles that either spoken or visual language plays in the positive or negative development of family members. In the Bradbury story, visual language is featured. In the Butler story, spoken language.   Your task here is to complete a fully developed response (ideally three (3) paragraphs) in which you accomplish the following:   Start with a lead-in statement that introduces the authors, story titles, and a general sense of a hook.   Next, draft a frame and thesis, a main point that takes a clear interpretation on the role that both spoken and visual language plays. This thesis should include the actual   Next, compare and contrast these excerpts in the following way. Start with reasons in the form of analysis of the Bradbury story and cite it correctly. Evaluate the quote cited, then transition.   Next, analyze the Butler story with reasons in the form of analysis. Quote. Explain the quote.   Repeat the previous two steps 2-3 more times. Provide more reasons than quotes.   Conclude by restating the thesis in a new way.   Proofread the entire paragraph for major and minor errors and adopt as formal and precise a style as possible. Check MLA format on quotes. The most common editing errors are CE (commas) but check also for others: FR, CS, AGR, SP, caps, etc.  Avoid any use of the following: second person ("you"), first person ("I" or "we"), contractions, indefinite pronouns (words with some, any, every)       From Ray Bradbury‘s “The Veldt,” page 331               With the children gone, the two men stood studying the lions clustered at a distance, eating with great relish. Whatever it was, they had caught.             “I wish I knew what it was,” said George Hadley. “Sometimes I can almost see. Do you think if I brought high-powered binoculars here and –“             David McLean laughed dryly. “Hardly.“ He turned to study all four walls. “How long has this been going on?“             “A little over a month.”             “It certainly doesn’t feel good.“             “I want facts, not feelings.“             “My dear George, a psychologist, never saw a fact in his life. He only hears about feelings; vague things. This doesn’t feel good, I tell you. Trust my hunches and my instincts. I have a nose for something bad. This is very bad. My advice to you is to have the whole damn room torn down and your children brought to me every day during the next year for treatment…[o]ne of the original uses of these nurseries was so that we could study the patterns left on the walls by the child’s mind, study at our leisure, and help the child. In this case, however, the room has become a channel toward – destructive thoughts, instead of a release away from them.”       From Octavia Butler’s “Speech Sounds,” page 350.               “Don’t talk, the little boy said to her. There was no blurring or confusing the sounds. Both children had spoken and Rye had understood. The boy looked at the dead murderer, and moved further from him. He took the girls hand. “Be quiet,” he whispered.             Fluent speech! Had the woman died because she could talk and had taught her children to talk? Had she been killed by a husband‘s festering anger or by a stranger? Jealous, rage? And the children… They must’ve been born after the silence. Had the disease run its course, then? Or were these children simply immune? Certainly they had no time to fall sick and silent. Rye’s mind leaped ahead. Would children of three or fewer years were safe and able to learn language? What if all they needed were teachers? Teachers and protectors.

Pleаse Reаd аnd Fоllоw These Guidelines: Testing Area Sit at a clean desk оr table (avoid beds or couches). Ensure the room is well-lit, preferably with overhead lighting. Clear the desk or table of all materials. If asked, perform a complete 360° room scan, including your workspace. Partial scans or failing to show your workspace may be flagged. Keep your laptop charged or have the charger within reach. Your full face and shoulders must remain visible in the camera view for the entire duration of the exam. Place your camera directly in front of you, at eye level, so your full face is centered and clearly visible at all times during the exam. Improper camera placement or any loss of facial visibility during the exam may result in a disqualification of your exam attempt and a failing grade for the course.   Unauthorized Behavior in the Exam 1. Unauthorized Assistance & Resources Using unapproved notes and textbooks.  Having another person in the room or receiving assistance from someone off-screen. Talking to someone during the exam. Using a phone, tablet, smartwatch, or any other electronic device. *Do not place or use any electronic device outside the camera’s view at any time during the exam. Doing so may be considered a violation of academic integrity. 2. Eye Movement & Screen Activity Looking away from the screen repeatedly, especially as if reading from another source. Looking at another device or screen not being used for the exam. Excessive or unusual head/eye movement that suggests searching for answers. 3. Unapproved Internet Use Opening additional browser tabs or applications during the exam. Copying and pasting text from the exam into other applications. Using communication apps (e.g., Discord, WhatsApp, Google Docs, AI tools). 4. Environmental & Technical Concerns Background noise or voices being detected. Leaving the webcam frame during the exam. Using a secondary monitor or multiple screens. Webcam being blocked, turned off, or manipulated. Connection interruptions or screen-freezing patterns that suggest tampering. 5. Suspicious Keyboard & Mouse Activity Excessive typing/clicking when answering multiple-choice questions. Using keyboard shortcuts that suggest switching between applications. Unusual delays in answering followed by sudden, quick inputs. Any flagged behavior will be reviewed, and violations of academic integrity will result in consequences without exception. Ensure you are in a quiet, private space, with no distractions and that you follow all exam rules. Do your own work, stay focused, and maintain integrity.