Problem: Antennas are characterized by a number of performance measures which a user would be concerned with in selecting or designing an antenna for a particular application. Chief among these relate to the directional characteristics (as depicted in the antenna's radiation pattern) and the resulting gain. Even in omnidirectional (or weakly directional) antennas, the gain can often be increased by concentrating more of its power in the horizontal directions, sacrificing power radiated toward the sky and ground. The antenna's power gain (or simply "gain") also takes into account the antenna's efficiency, and is often the primary figure of merit.
How would you distribute power to allow for a greater gain?
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Answer: horizontal directions

Problem: Instruments were marketed by teacher-dealers, much as the title character in the popular musical The Music Man. Often, these teacher-dealers conducted mandolin orchestras: groups of 4-50 musicians who played various mandolin family instruments. However, alongside the teacher-dealers were serious musicians, working to create a spot for the instrument in classical music, ragtime and jazz. Like the teacher-dealers, they traveled the U.S., recording records, giving performances and teaching individuals and mandolin orchestras. Samuel Siegel played mandolin in Vaudeville and became one of America's preeminent mandolinists. Seth Weeks was an African American who not only taught and performed in the United States, but also in Europe, where he recorded records. Another pioneering African American musician and director who made his start with a mandolin orchestra was composer James Reese Europe. W. Eugene Page toured the country with a group, and was well known for his mandolin and mandola performances. Other names include Valentine Abt, Samuel Adelstein, William Place, Jr., and Aubrey Stauffer.
Who was the famous North American musican and director?
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Answer: unanswerable

Problem: All students and faculty, regardless of religion, are required to agree to adhere to an honor code. Early forms of the Church Educational System Honor Code are found as far back as the days of the Brigham Young Academy and early school President Karl G. Maeser. Maeser created the "Domestic Organization", which was a group of teachers who would visit students at their homes to see that they were following the schools moral rules prohibiting obscenity, profanity, smoking, and alcohol consumption. The Honor Code itself was not created until about 1940, and was used mainly for cases of cheating and academic dishonesty. President Wilkinson expanded the Honor Code in 1957 to include other school standards. This led to what the Honor Code represents today: rules regarding chastity, dress, grooming, drugs, and alcohol. A signed commitment to live the honor code is part of the application process, and must be adhered by all students, faculty, and staff. Students and faculty found in violation of standards are either warned or called to meet with representatives of the Honor Council. In certain cases, students and faculty can be expelled from the school or lose tenure. Both LDS and non-LDS students are required to meet annually with a Church leader to receive an ecclesiastical endorsement for both acceptance and continuance. Various LGBT advocacy groups have protested the honor code and criticized it as being anti-gay, and The Princeton Review ranked BYU as the 3rd most LGBT-unfriendly school in the United States.
What did the Princeton Review rank BUY for LGBT-friendliness?
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Answer:
unanswerable