What has happened to Miyax? How would you feel if you were in her situation?

The question isn't clear about what part of the novel it is asking about, so I'll answer the question based on the first thing that readers know has happened to Miyax to put her in a bad situation. When we are introduced to Miyax, she is lying on her stomach looking across a vast, frozen wasteland. It's six in the evening and getting darker, but Miyax is at least dressed for the extreme cold weather of the Alaskan wilderness; however, Miyax is in trouble. She has been lost for several days, and she is running out of food.

Miyax was lost. She had been lost without food for many sleeps on the North Slope of Alaska.

Miyax is in a bad situation because her location is not favorable for survival. It's hundreds of miles in any direction to any kind of more habitable location, and there are no roads that cross the area where she is at that she could use for guidance or easier traveling. Miyax is getting desperate for survival, so she has chosen to follow a pack of wolves in hopes of getting food from them.

and the very life in her body, its spark and warmth, depended upon these wolves for survival. And she was not so sure they would help.

y = x, y = 4, x =0 Find a such that the line x = a divides the region bounded by the graphs of the equations into two regions of equal area.

y=x
y=4
x=0
The region bounded by the three equations is:

To determine the area of the bounded region, draw a vertical strip. (See attached image.)
In the figure, the top of the vertical strip touches the graph of y=4. And its lower end touches the graph of y=x. Also, the bounded region starts from x=0 and ends at x = 4.
So, applying the formula
A = int_a^b (y_(_(upper)) - y_(_(lower)))dx
the integral needed to compute the area of the bounded region is:
A = int_0^4 (4 - x)dx
Evaluating it results to:
A = (4x - x^2/2)  |_0^4
A = (4*4 - 4^2/2) - (4*0 - 0^2/2)
A = 8
Hence, the area of the region bounded by the three equations is 8 square units.
Then, draw a vertical line that divides the area of the enclosed region equally. Let the equation of this line be x=a. (See attached image.)
Since it divides the area equally, the area of the region at the left of the vertical line is equal to the area of the region at the right. And the area of each is 4 square units.
A_(_(l eft))= A_(_(r ight)) = A/2 = 8/2=4
Considering the region at the left of x=a, the integral needed to compute its area is:
A_(_(l eft)) = int _0^a (4-x)dx
Evaluating the integral, it results to:
A_(_(l eft)) = (4x - x^2/2) |_0^a
A_(_(l eft)) = (4*a - a^2/2) - (4*0 - 0^2/2)
A_(_(l eft)) = 4a-a^2/2
To determine the value of a, plug-in the area of the region at the left of the vertical line.
4=4a - a^2/2
Take note that to solve quadratic equation, one side should be zero.
a^2/2 - 4a + 4 = 0
To eliminate the fraction in the equation, multiply both sides by 2.
2*(a^2/2 - 4a + 4) = 0*2
a^2-8a+ 8a = 0
Applying quadratic formula, the values of a are:
a = (-(-8)+-sqrt((-8)^2-4*1*8))/(2*1)
a=(8+-sqrt32)/2
a=(8+-4sqrt2)/2
a=4+-2sqrt2
a_1=4-2sqrt2=1.1716
a_2=4+2sqrt2 = 6.8284
Between them, it is only a1=1.1716 that is within the interval of the bounded region.
Therefore, the equation of the vertical line that divides the area of the bounded region equally is x = 1.1716 .

"Gatsby believed in the green light, the orgiastic future that year by year recedes before us. It eluded us then, but that’s no matter—tomorrow we will run faster, stretch out our arms farther…. And one fine morning— So we beat on, boats against the current, borne back ceaselessly into the past." What is the diction (and specific words that support the diction), and what is the tone? What are the literary devices in the passage? What is the overall significance of the passage and how does it help to develop the book?

Fitzgerald uses the metaphor of the "green light" to signify the hoped-for future that we continue to believe is a possibility but that actually gets further and further away from us.  We think to ourselves, we didn't reach it yesterday, but tomorrow we will be sure to try harder, and so we convince ourselves that we cannot fail to achieve success.  We continue to believe that "one fine morning," our dreams will, in fact, be within our grasp and not somewhere in that distant future anymore.  However, despite our belief, we are actually pushed backward, further from our dream the more we try to achieve it.  Another metaphor compares us to boats that are "ceaselessly" pushed back by the current, a metaphor for reality that would prevent our hopes from coming true, for the failure of the American Dream.  
The level of diction here is standard: it exists above conversational/neutral (our everyday speech) and below elevated (language that is often considered sacred and so is rarely changed).  It is the kind of language that we often use in formal writing and the like.  Words such as orgiastic (instead of emotional or even frenzied, for example), eluded (instead of escaped or outran), and ceaselessly (instead of never stopping) help to indicate the diction level.  
Tone, in literature, refers to the author's feelings about the subject.  In this case, it does seem as though the author is in agreement with Nick Carraway, the narrator, as we have seen this description play out throughout the text.  Therefore, we might describe the tone as knowing or cynical.  
This passage essentially describes what Carraway (and, likely, Fitzgerald) believe to be the human condition, at least for Americans living during the 1920s.  There's this glitz and glamour about the age that comes from the clothing, the music, the dancing and entertainment industry.  However, there's a tragedy about it too: the idea that the American Dream is a fiction that everyone wanted to believe in but that people really were not able to achieve.  It was, simply, a "dream" in a true sense of the word.  And there is something quite tragic, if naively innocent, about people's commitment to their belief in the possibility that this dream could be made reality when, in reality, we cannot reach it.

In this quote, Fitzgerald uses a metaphor to compare the future (and the fulfilment of one's personal goals) to the green light outside Daisy's house. He also uses personification to describe the future as a living thing which can be chased and caught by the likes of Jay Gatsby.
Initially, the tone of this quote is hopeful and optimistic.  It is based on the idea that we must overcome failure by continually striving for success. In other words, we must never give up, just as Gatsby never stopped trying to be with Daisy.
But the tone changes towards the end of the quote, becoming more pessimistic. The idea of the boat being "borne back," for example, highlights the idea that no matter how hard Gatsby tried to win back Daisy, he was never successful. Moreover, he paid the ultimate price since he lost his life in his pursuit of Daisy.
In the wider context, then, this quote describes the failure of the American Dream because it negates the idea that if we keep trying, we will eventually achieve our goals. While this is best applicable to Gatsby, remember that none of the characters in this book achieve the life they truly want. Nick, for instance, returns disheartened to the Midwest while Daisy is destined to spend her life in a loveless marriage to Tom.

The literary device used in this passage is an extended metaphor in which all of humanity, Gatsby included, is heading towards the green light at the end of Daisy's dock. This light is a symbol not only of Gatsby's love for Daisy but also Americans' quest to achieve the proverbial American Dream of greater wealth and higher status. Later, in another metaphor, humanity is compared to boats that are constantly beaten back by the tides so that they never make any progress. 
The diction in this passage is elevated, in that it does not use much informal language. The syntax is fragmented, as there are parts of sentences such as "And one fine morning..." These thoughts are not completed, much as people's wishes are not completed and these syntactical choices contribute to the overall cynical tone of the passage. 
The significance of this passage is that it expresses our collective hopes for a better future, as well as expressing Gatsby's hopes to achieve the American Dream of climbing the social ladder and earning great wealth. Gatsby does not achieve these hopes by the end of the novel, and Fitzgerald expresses that we won't either, though we will keep trying. 

These are the last words in The Great Gatsby, and they continue the metaphor of the green light as a representation of hope, especially for the future. Nick Carraway likens the pursuit of a better future to taking a boat upstream, which emphasizes the difficulty in achieving a dream. He concludes by implying that the past is impossible to escape.

Describe the similarities and differences between plants and fungi. Consider how they grow, multiply, etc.

Plants and fungi are two of the five kingdoms of living organisms on earth (the other three are animalia, protista, and monera). They share many characteristics, but are considered entirely different organisms. Below is a list of the ways they are similar and different.
 
Ways Plants and Fungi are Similar

Both are fixed organisms without the ability to move
Both have structures that attach them to the ground or another location (roots in plants, and micro-filaments in fungi)
Both are eukaryotic organisms

 
Ways Plants and Fungi are Different

Plants and fungi have different DNA sequences
Plants and fungi have different cell structures
Plants use photosynthesis (solar power) to create energy; Fungi require external sources of nutrients
Plant cell walls are made of cellulose; fungi cell walls are made of chitin 
Plants are producers; fungi are decomposers

There are more differences than similarities when it comes to fungi and plants. Though in some cases, their physical appearance may be similar, their physiology and function are not often comparable.

What kind of actions did the British take to get money from colonists, and do you think the reactions of the colonists were justified?

The British used several methods to get money from the colonists. The British were concerned that the colonies were becoming more expensive to run after the French and Indian War ended. The British believed that since the colonists were benefiting from the British presence, they should share in the cost of running the colonies. For example, the British military protected the colonists from attacks from other nations or groups.
The British did a few things to get more money from the colonists. First, the British decided to more strictly enforce some of the trade laws that existed. The British cracked down on smuggling with the passage of the Sugar Act. This law lowered the taxes on sugar but increased enforcement of this law. With stricter enforcement of this law, the British hoped to gain more tax revenue.
The British also passed a few additional tax laws. The Stamp Act required the colonists to pay a tax when they bought newspapers or playing cards. They also had to pay a tax on legal documents. In 1767, the Townshend Acts were passed. The Townshend Acts placed taxes on imported products such as glass, tea, and other products.
The colonists weren’t happy with these taxes, and they took various actions to protest them. The colonists certainly had a valid point that they didn't have representatives in Parliament that could speak about and vote on these proposed taxes, which is a right that British citizens have. These taxes were one of the factors leading to the Revolutionary War.
https://www.history.com/topics/american-revolution/stamp-act

https://www.history.com/topics/american-revolution/townshend-acts

https://www.u-s-history.com/pages/h1211.html

College Algebra, Chapter 1, 1.2, Section 1.2, Problem 30

Suppose that a father is four times as old as his daughter. In 6 years he will be three times as old as she is. How old is the daughter now?

If we let $x$ be the age of the daughter, the age of the father is $4x$

$
\begin{array}{|c|c|c|}
\hline\\
& \text{Present} & \text{Future} \\
\hline\\
\text{Father} & 4x & 4x + 6 \\
\hline\\
\text{Daughter} & x & x + 6\\
\hline
\end{array}
$

So,


$
\begin{equation}
\begin{aligned}

4x + 6 =& 3(x + 6)
&& \text{Model}
\\
\\
4x + 6 =& 3x + 18
\text{Simplify}
\\
\\
x =& 12
&&

\end{aligned}
\end{equation}
$



Therefore, the present age of the daughter is 12.

What are some comedic devices in act 1 of Twelfth Night?

Shakespeare employs many comedic devices in act 1 of Twelfth Night. These include crossdressing, mistaken identity, romantic entanglements, slapstick, and love letters. Even music can be thought of as a comedic device by the way it is used to heighten or advance the comic action of the scenes. Although each device is funny as a separate element, when used in tandem, the devices create a humorous domino effect.
For instance, Viola’s decision to disguise her gender by dressing as “Cesario” results in her landing a position in Orsino’s household. She soon realizes she has romantic feelings for the Duke, but Orsino is in love with Olivia. To further complicate matters, when “Cesario,” acting as Orsino’s go-between, tries to convince Olivia to fall in love with the Duke, Olivia falls in love with “Cesario.” In this instance, crossdressing leads to mistaken identity, which in turn leads to a romantic entanglement or love triangle among Orsino, Viola, and Olivia. The love letters delivered during act 1 also function as comedic devices by the manner in which the characters respond to their content and the complications that arise from their delivery.
Each device also appeals to different audience members. While some playgoers might prefer the intricacies of a love triangle, others might relish the type of physical comedy demonstrated in scenes of rowdy drunkenness or in Feste’s antics.