What was the result of the Japanese attack on Pearl Harbor in 1941?

On December 7, 1941, the Japanese navy attacked the American fleet at Pearl Harbor, thus bringing America into WWII. The Japanese army was facing a shortage of fuel and material as America embargoed airplane fuel and scrap iron to Japan because of its aggressive role in China and Southeast Asia. Japanese leadership thought the best course of action to take would be to attack the American fleet at Pearl Harbor, crippling any American offensive action against Japan and potentially even convincing America not to get into the war. What the Japanese did not realize was that it made most Americans pro-war out of a desire to avenge the deaths of over 2000 American servicemen. While the Japanese damaged or sunk the majority of the cruisers and battleships stationed at Pearl Harbor, they did not damage the vital oil supplies on the island or the aircraft carriers, which were out on maneuvers that morning and not located in the harbor. America quickly replaced the battleships, and the aircraft carriers proved key in early conflicts with Japan such as Doolittle's bombing raid over Tokyo and the Battle of Midway, both of which happened in 1942 and played decisive factors in turning the tide of the war.  
When America declared war on Japan, Germany also declared war on the United States; by the end of 1941, all the key players of WWII were in place.  

In The Outsiders, what does Dally hate?

In The Outsiders, Ponyboy offers a description of Dallas, or Dally, in the first chapter. Ponyboy says, "His eyes were blue, blazing ice, cold with a hatred of the whole world." From this description, it appears that Dally hates most everything. He seems to be somewhat different from the other Greasers according to Ponyboy. In most greasers, there was a "shade of difference that separates a Greaser from a hood." This is not present in Dally as he seems to have a toughness and coldness that the others do not.
Ponyboy also informs the reader about what the Greasers refer to as "rumbles." He explains that Greasers could never really beat the Socs. The Socs always win in the end because they "got all the breaks." Ponyboy speculates that perhaps this could explain why Dally is so bitter.
While Dally appears to be hardened, he is the one that Ponyboy and Johnny go to for help when they are in trouble. Dally even helps to save the boys from a fire after they attempt to rescue children from a burning church. Near the end of the novel, after Johnny dies as a result of burns and wounds from the fire, we see that perhaps there is something Dally doesn't hate. Dally is hurt by Johnny's death. Ponyboy observes that "Johnny was the only thing Dally loved."

Who is probably leaving them gifts?

I assume you're referring to the unusual gift items left in the knothole of a tree for Scout and Jem. The gifts were left there by Boo Radley. They consist of two pieces of chewing gum, a ball of twine, a broken pocket watch, two old "Indian head" pennies, a full pack of gum, a tarnished spelling bee medal, and a couple of figurines of Scout and Jem, intricately carved out of soap.
Boo is trying to communicate with Jem and Scout, his only real connection with the outside world. The gifts are important because they mark the point in the story when the attitude of the children towards Boo starts to change. Though understandably wary at first, they come to accept Boo's tokens of regard for the spirit in which they are given. Unfortunately, they are not able to post their little thank you note in the knothole as it has been filled in with cement by Nathan Radley, Boo's brother. He claims he only did it to cure the tree, as it is somewhat diseased. Whether that is true or not, Nathan has instantly shut down Boo's one meaningful connection to the outside world.

In "Growing Up Asian in America," when Noda's uncle becomes angry, how does she react to him?

While out for an early morning drive during the sweet potato harvest, Noda pulls over to the side of the road so that a tractor can pass through, but by doing so her car ends up in the sand. Her uncle immediately runs over and is absolutely furious at what she's done, but Noda simply apologizes and isn't bothered by his angry outburst. She is instead filled with admiration and amusement for her uncle, and she must try to hide her smile while apologizing. She admires her uncle for all his hard work to make a living for their family. Usually, Noda would be upset if someone was angry with her, but she doesn't feel that way this time, which surprises her.

Noda is a sweet niece, showing love and affection for her uncle. She describes an incident with him in California as he is trying to harvest his sweet potatoes. The harvest is his life's work, and it is through this work that he provides for his family. He is extremely stressed and overwhelmed with the tasks at hand when Noda is driving nearby and she moves off the road to allow a tractor to pass by. In doing so, she becomes stuck in the sand.
Her uncle runs over, throwing his hat and gesticulating wildly. In the moment, while it could have been very stressful, Noda is overcome with love and affection for the man who is working so hard for his family, and she offers a sincere and loving apology. She is very kind and gentle with him, which shows the love and care she has for the man.

"Growing up Asian in America" is an essay by Japanese American writer Kesaya E. Noda and is included in the anthology Making Waves: An Anthology of Writings By and About Asian American Women. The essay explores issues of race and self-acceptance in America surrounding the ever evolving and changing identity of Asian Americans.
The narrator describes a scene that takes place in California as her uncle is frantically working in his sweet potato fields during the harvest season. Noda describes her uncle as being stressed and concerned with managing his harvest crews and the influx of equipment onto his fields. Noda pulls her car off to the side of the road to make room for a passing tractor and quickly becomes stuck in the sand, blocking the entire roadway. As Noda tries to free her stuck car, she notices her uncle furiously running toward her car and shouting at her. Noda’s uncle continues screaming at her and rips off his hat, throwing it through the air. Although Noda says she is upset by outbursts of anger, she finds herself amused by the situation and overcome with affection for her uncle as she forces herself to hide a smile and apologizes to her uncle for the mishap.

Noda's uncle is a farmer—a potato farmer, no less. And when she goes to visit him, he's pretty stressed out, as it's right in the middle of harvest time. It's early morning when Noda drives up the farm roadway toward the shed, but as she pulls off to the side of the road to let a tractor go by, her car gets stuck in some white sand. She tries to move it forward and back, but it just won't budge. It's at that moment that her uncle starts running toward her, screaming at Noda for blocking the entire roadway.
Noda's never driven in sand before, and she apologizes to her uncle. Normally she's devastated by displays of anger, but curiously not this time. Instead, Noda's surprised to find herself deeply amused, as well as feeling rather affectionate toward her irate uncle.

What are the strengths and weaknesses of the Articles of Confederation? What were its achievements and failures?

The Articles of Confederation had quite a few flaws. There was no Supreme Court to rule on the laws and there were no provisions in the Articles for the national government to demand taxes. This is probably their biggest flaw in that the United States owed money both foreign and domestically and it could not pay its debts without a centralized taxation system. The Founders were hesitant to create an aloof central government that would be unresponsive to the people; this is why the Articles lasted for so long. The Articles gave the states all the power but each state only wanted to pay what it perceived to be its fair share of the bill for the American Revolution. Also, the states were free to make deals with other nations. The states could also wage trade wars against other states as there was nothing to regulate interstate commerce.
The Articles did have some good points, however. They provided the framework government during the American Revolution. The Northwest Ordinance was also passed under the Articles. This would allow for the organization of new territory into states. The Northwest Ordinance also outlawed slavery in the new territories. The Articles provided a great deal of freedom and part of them still linger in the Tenth Amendment which gives any power not mentioned in the Constitution to the state governments.

The plan of government created by the Articles of Confederation had strengths and weaknesses. It was the weaknesses that eventually led to a movement to replace this plan of government.
The strengths of the Articles of Confederation dealt mainly with getting our country running after the Revolutionary War ended. This period of time was going to be a difficult period no matter what plan of government was created. The Articles of Confederation allowed our people to elect their leaders. It also allowed the leaders to make laws that helped run the country.
Two laws that represent significant achievements of the Articles of Confederation were the Land Ordinance of 1785 and the Northwest Ordinance of 1787. The Land Ordinance of 1785 allowed the government to develop an organized plan to deal with the western lands and to sell those lands. This was one way the government was able to raise money. The Northwest Ordinance of 1787 created a plan that became a model for how a territory could become a state. After certain population thresholds were met, the territory could apply for statehood.
There were several weaknesses of the Articles of Confederation. One weakness was that the government couldn’t levy taxes. This made it hard for the government to raise money and to pay its debts. The government also couldn’t require people to join the military. This made it difficult for our government to deal with issues we had with other countries or with issues within our own country. For example, when Spain and Great Britain interfered with our trade, there wasn’t much we could do about it. When some of our people rebelled against our government, as with Shays’ Rebellion, the federal government didn’t respond to this threat. The federal government also had financial problems. Since both the state government and the federal government could print money, inflation was a concern. People often lacked confidence in the value of our paper money. Another weakness was there was no federal court system. Thus, there was no place for states to take their disputes in order to resolve them.
As the weaknesses became more obvious, a decision was made to hold a meeting in Philadelphia in 1787 to discuss changing our plan of government. This led to the development of a new plan of government, which is known as the Constitution.
https://m.landofthebrave.info/articles-of-confederation.htm

Single Variable Calculus, Chapter 7, Review Exercises, Section Review Exercises, Problem 44

Differentiate $\displaystyle y = \frac{(x^2 + 1)^4}{(2x + 1)^3 (3x - 1)^5}$


$
\begin{equation}
\begin{aligned}

\ln y =& \ln \left[ \frac{(x^2 + 1)^4}{(2x + 1)^3 (3x - 1)^5} \right]
\\
\\
\ln y =& \ln (x^2 + 1)^4 - [\ln (2x + 1)^3 + \ln (3x - 1)^5]
\\
\\
\ln y =& 4 \ln (x^2 + 1) - 3 \ln (2x + 1) - 5 \ln (3x - 1)
\\
\\
\frac{d}{dx} (\ln y) =& 4 \frac{d}{dx} [\ln (x^2 + 1)] - 3 \frac{d}{dx} [\ln (2x + 1)] - 5 \frac{d}{dx} [\ln (3x - 1)]
\\
\\
\frac{1}{y} \frac{dy}{dx} =& 4 \cdot \frac{1}{x^2 + 1} \frac{d}{dx} (x^2 + 1) - 3 \cdot \frac{1}{2x + 1} \frac{d}{dx} (2x + 1) - 5 \cdot \frac{1}{3x - 1} \frac{d}{dx} (3x - 1)
\\
\\
\frac{1}{y} y' =& \frac{4}{x^2 + 1} \cdot 2x - \frac{3}{2x + 1} \cdot 2 - \frac{5}{3x - 1} \cdot 3
\\
\\
\frac{y'}{y} =& \frac{8x}{x^2 + 1} - \frac{6}{2x + 1} - \frac{15}{3x - 1}
\\
\\
y' =& y \left( \frac{8x}{x^2 + 1} - \frac{6}{2x + 1} - \frac{15}{3x - 1} \right)
\\
\\
y' =& \frac{(x^2 + 1)^4}{(2x + 1)^3 (3x - 1)^5} \left( \frac{8x}{x^2 + 1} - \frac{6}{2x + 1} - \frac{15}{3x - 1} \right)

\end{aligned}
\end{equation}
$

What evidence of culture do you see in your community? Example (For example, restaurants, festivals, clubs, organizations, etc.) Can culture be ‘given’ to a group rather than ‘created’ by a group? Example (For example, who decides the characteristics of a culture? The people themselves or those who observe/invade/conquer/oppress them?) Is it possible to belong to more than one culture or cultural group? Explain Example (For example, what of the “hyphenated” cultural groups such as Carib-Canadian, Chinese-Canadian, etc.) If someone belongs to more than one cultural group, how might they determine their primary culture? Example (For example, if you are of mixed heritage, do you define yourself with one group over another? How does one make that determination?)

Culture includes the social behaviors and norms established by a particular society. It also includes examples of intellectual achievement, particularly in the arts.
The first question is very personal and you must tailor it to what you see in your community. Restaurants are the most obvious examples of culture. Many communities have a variety of restaurants—Mexican, French, Italian—and even "standard American fare" includes the influences of other cultures. For example, hamburgers and hot dogs are a result of the German influence on cuisine. Family restaurants, such as The Olive Garden, are the result of the standardization of Italian cuisine.
The second question is more complicated and is debated frequently today in the context of cultural appropriation—that is, the habit of dominant cultures to use, or appropriate, the cultural products of other groups, and to profit or benefit off of them while excluding the people who invented those cultural products. There are multiple examples of this in American culture, including everything from hairstyles to music. A prominent example is the popularity of rap and hip-hop. When rap first emerged in the South Bronx in New York City in the late 1970s, it was not regarded favorably. The music was associated with lower-class black and Latino youth. However, when it became profitable, white musicians also released albums, contributing to the genre becoming more mainstream.
Something similar occurred with jazz after the First World War and with rock and roll in the 1950s. Record producers wanted to sell the music, which had mass appeal, to white youth but could not promote the black artists who created the music—hence, The Original Dixieland Jazz Band, whose leader Nick LaRocca, went so far as to say that black people had no influence on jazz, and Elvis who became the "King of Rock and Roll." Jazz, rock and roll, and rap are all products of American culture and are a reflection of the influences of different groups on cultural forms. Jazz, for example, was invented by black people in New Orleans, but it was influenced by both African and European musical traditions.
It is usually the dominant group which decides, through money and social influence, what the most viable cultural products are. However, it would be wrong to falsify history and say that Elvis invented rock and roll. He contributed to its popularization and brought his own ideas to the form, but he did not invent it.
It is absolutely possible to belong to more than one cultural group. Hyphenated identities are more common in places with histories of migration. The United States is an excellent example, for most of its citizens have origins elsewhere and their ancestors brought certain traditions and cultural histories with them when they immigrated. Thus, people are Irish-American, Chinese-American, or Lebanese-American, among many other identities. Black American, or African-American people, are unique in that their culture was formed as a result of slavery and segregation. A community was formed among people who were originally of very different groups. Some kidnapped people came from present-day Nigeria, which also has numerous tribes, while others were from present-day Senegal. These people spoke different languages and had different customs, but formed a new culture based on the shared experience of oppression in the New World.
"Primary culture," as you call it, is usually based on national identity. For example, a person of Algerian descent who was born and raised in France will probably have the hyphenated identity, "French-Algerian." However, that person is likely going to identify more as French, for it is the cultural norms (e.g., standards of behavior, food, systems of infrastructure) of France that they know and with which they would most likely identify.
France is a diverse country, but French identity is rather distinct. Though people's habits and politics may vary from region to region, there is a shared sense of history, a generally shared cuisine, and an understanding of manners. The same applies to British culture and identity. American culture is harder to pinpoint. Arguably, there is no distinct American culture. People in rural Montana live very differently from people in rural Mississippi. Even major cities, such as Los Angeles and New York, are very different from one another and the people have different habits and approaches to life. Culture is not always easily definable.