What is register in linguistics?

In linguistics, register refers to the variety of a language used in a particular social setting or for a particular reason. For example, formal grammar is more likely in a job interview than in a casual setting. In a formal setting, people might choose words such as "child" or "father" instead of "kid" or "dad." Other situations that might affect one's language include speaking to a child, being in a legal setting, or being in school. Register refers to the use of language rather than specifically to variables associated with the user (such as age, geographical background, class background, and so on). Registers are affected by the field of an event, including its purpose. Registers are not distinct from each other but instead form a spectrum with no firm, discrete boundaries. In addition, registers are influenced by (and overlap with) other factors, such as dialect and age, which determines one's language choices. 

In linguistics, register is one of the many styles of varieties of language. It is determined by a variety of factors, including social occasion, context, purpose, and audience. Register is also sometimes referred to as stylistic variation. The term register can also refer to degrees of formality in language. One example of this is the use of jargon, which is technical vocabulary associated with a specific area of work or interest. 
 

Register is a part of sociolinguistics, which is the study of the way in which we use language in a social context. MAK Halliday (whose linguistic theory is discussed in the link below) developed and expanded this concept during the 1960s and 70s. To best understand the concept of registers, here is an example:
You probably use multiple registers without realizing it. For example, if you are writing a formal academic paper, the language you use is different from what you might post on Twitter or some other social media. This is because you have audiences with two different expectations about your language and you know how to adjust for these audiences. 
Formal language might sound strange on social media, not to mention being too wordy for the Twitter platform, and informal language will get you a bad grade in academia. 
Language is not just a set of things (words in sentences) that make the same meaning all the time; the people involved in this meaning-making also influence how something gets comprehended. Part of learning language is learning when to use which kind of register. 

y = xsqrt(4-x^2) , y=0 Find the volume of the solid generated by revolving the region bounded by the graphs of the equations about the x-axis.

The region bounded by y=xsqrt(4-x^2)  and y=0 revolved about the x-axis is shown on the attached image.We may apply the Disk method using a rectangular strip perpendicular to the axis of revolution. As shown on the attached image, the thickness of the rectangular strip is "dx" with a vertical orientation perpendicular to the x-axis (axis  of revolution).
We follow the formula for the Disk method:V = int_a^b A(x) dx  where disk's base area is A= pi r^2 with r =y=f(x) .
 Note: r = length of the rectangular strip. We may apply r = y_(above)-y_(below) .
 Then r =(xsqrt(4-x^2))- 0 =xsqrt(4-x^2) .
The boundary values of x are a=-2 to b=2 .
Plug-in the f(x) and the boundary values to integral formula, we get: 
 
V = int_(-2)^2 pi(xsqrt(4-x^2))^2 dx
Simplify:
V = int_(-2)^2 pix^2(4-x^2) dx
V = int_(-2)^2 pi*(4x^2-x^4) dx
Apply basic integration property: intc*f(x) dx = c int f(x) dx 
V = pi int_(-2)^2 (4x^2-x^4) dx
Apply basic integration property:int (u-v)dx = int (u)dx-int (v)dx .
V = pi *[ int_(-2)^2 (4x^2)dx -int_(-2)^2(x^4) dx]
Apply Power rule for integration: int x^n dx= x^(n+1)/(n+1) .
V = pi *[(4x^3)/3 -x^5/5]|_(-2)^2
Apply definite integration formula: int_a^b f(y) dy= F(b)-F(a) .
V = pi *[(4(2)^3)/3 -(2)^5/5] -pi *[((-2)^3)/3 -(-2)^5/5]
V = pi *[32/3 - 32/5] -pi *[(-32)/3 -(-32)/5]
V = pi *[160/15 - 96/15] -pi *[(-160)/15 -(-96)/15]
V = pi *[64/15 ] -pi *[(-64)/15 ]
V =(64pi)/15 -( -64pi)/15
V =(64pi)/15 +64pi/15
V =(128pi)/15 or 26.81 (approximated value)

In The story of My Life by Helen Keller, how was Helen as a learner?

In The Story of My Life, Helen Keller describes herself as an avid learner. As soon as she got the language connection at the pump, she began learning words as quickly as possible. She sought out these words so she could communicate about people and things in her environment. 
Aside from language, Helen also had a curiosity about the world. The book describes her many adventures in learning, facilitated by a teacher who wanted her to learn. 
Helen did not shy away from a learning challenge. It is difficult for a sighted deaf person to learn to speak and more so for a blind and deaf person. But Helen set a goal of learning to speak, and she did. 
It was very unusual for women to go to college, but Harvard had established a college for women, Radcliffe, and Helen went there. Going to college was difficult because none of the textbooks were in Braille. Someone had to read each text and finger spell each word in Helen's hand. 
There are two factors that contribute to the fascination with Helen Keller's story: one is the desire of Annie Sullivan to teach Helen. She worked hard to figure out how to reach Helen and then how to give Helen rich learning experiences. The other was Helen's insatiable desire to learn. 

College Algebra, Chapter 4, 4.6, Section 4.6, Problem 68

Find the slant asymptote, the vertical asymptotes, and sketch a graph of the function $\displaystyle r(x) = \frac{3x - x^2}{2x - 2}$.

By applying Long Division,







By factoring,

$\displaystyle r(x) = \frac{3x - x^2}{2x - 2} = \frac{x(3 - x)}{2(x - 1)}$

Thus,

$\displaystyle r(x) = \frac{-1}{2}x + 1 + \frac{2}{2x - 2}$

Therefore, $\displaystyle y = \frac{-1}{2}x + 1$ is the slant asymptote.

The vertical asymptotes occur where the denominator is , that is, where the function is undefined. Hence the lines $x = 1$ is the vertical asymptotes.

To sketch the graph of the function, we must first determine the intercepts.

$x$-intercepts: The $x$-intercepts are the zeros of the numerator, $x = 0$ and $x = 3$

$y$-intercept: To find $y$-intercept, we set $x = 0$ into the original form of the function

$\displaystyle r(0) = \frac{(0)(3 -0)}{2(0 -1)} = 0$

The $y$-intercept is .

Next, we must determine the end behavior of the function near the vertical asymptote. By using test values, we found out that $y \to \infty$ as $x \to 1^+$ and $y \to - \infty$ as $x \to 1^-$. So the graph is

Are judges curupt?

If we're going to examine this question, it's necessary to establish some objective criteria for what constitutes judicial corruption. In the broadest possible terms, we could say that judicial corruption involves judges being unduly influenced to make their decisions, either through bribery or political pressure. In some countries, for example, where there's no independent judiciary to speak of, it's common for judges to hand down decisions in court cases, not according to the rules and norms of justice, but in accordance with how the government expects them to act. In such cases, if the demands of justice conflict with those of the government, then the latter will prevail.
In contrast to political pressure, which of its nature tends to come from governmental authorities, the bribing of judges is largely practiced by private individuals and organizations. This is a much more common practice than political pressure in countries such as the United States, where there's a formal separation of powers. In most cases involving bribery, corrupt judges will be offered sums of money in return for a favorable verdict. Sometimes this can result in a lesser sentence, at other times, an outright acquittal.
A recent survey showed that 50% of those polled thought that the American judiciary was corrupt. A report by the anti-corruption organization Transparency International further found that 15% of those interviewed admitted paying bribes to judges. This is more than double the number that reported paying bribes for access to public services in general.
A scholarly paper by Professor Stratos Pahis in the Yale Law Journal appeared to confirm these findings, purporting to show that judicial corruption is endemic throughout the United States. What seems to be the biggest problem is not so much the actual incidents of corruption or their frequency, but the lack of appropriate mechanisms in place to prevent them from happening and to punish those found responsible.
The vast majority of American judges are undoubtedly fine, upstanding public servants. But on the basis of Professor Pahis's article and other available evidence, it would appear that the problem of judicial corruption in the United States lies in how the system is structured, rather than in how many rotten apples there may be at any given time.
https://www.yalelawjournal.org/note/corruption-in-our-courts-what-it-looks-like-and-where-it-is-hidden

Over the last two years, there were several scandals in the Texas Executive Branch related to criminal activity, corruption, or other problems. Pick one of the issues and do some “basic” research on the issue. In 200-250 words, describe what the issue is, why it is important, and how you think the government should fix it or your opinion of the issue. For full credit, you should reply to one person in 50-100 words and include at least one source as evidence. Potential Issues: · Attorney General Ken Paxton being indicted for securities fraud. (http://www.statesman.com/news/news/new-indictments-clarify-paxton-charges/nnMXM/) · Former Governor Rick Perry indicted for misuse of government funds. (http://www.statesman.com/news/news/state-regional-govt-politics/appeals-court-tosses-one-count-of-rick-perry-indic/nm56L/) · Millions of dollars spent from Texas Enterprise Fund without a formal application. (http://www.houstonchronicle.com/news/politics/texas/article/Scathing-audit-rakes-governor-s-office-over-Texas-5781567.php) · Public Integrity Unit moves from Travis County DA to DPS. (http://kxan.com/2015/05/30/texas-lawmakers-approve-changes-to-public-integrity-unit/) · Texas State Board of Education making questionable changes to school books. (http://www.theatlantic.com/education/archive/2014/11/was-moses-a-founding-father/383153/) Reply to the following discussion topics: 1. Attorney General Ken Paxton being indicted for securities fraud 2. Texas State Board of Education making questionable changes to school books 3. Millions of dollars spent from Texas Enterprise Fund without a formal application.

The Texas State Board of Education has made several controversial changes to textbooks used by schools in the state. In 2014, the state board was about to approve several social studies textbooks to be recommended to districts in the state; however, right-wing groups raised objections that resulted in all the textbooks being rejected. In the aftermath of a public hearing about the textbooks, the textbook publishers had to make last-minute changes so that the textbooks were palatable to these conservative groups. When the state board approved the textbooks, the members of the board had not seen the changes at all.
The problems with the textbook approval process in the state go back to 2010, when the state board passed several laws governing social studies and history textbooks used by schools in the state. These laws require the textbooks to include the role of the Bible in creating the United States, remove any mention of hip hop culture, and contain information that supports the idea that states' rights were more important than slavery in causing the Civil War (among many other claims).
Changes made to textbooks in Texas affect textbooks in other states, as Texas has so many students that publishers cater to the state's demands. This issue is important because it affects the way students learn history and distorts history. The government should change this issue by allowing historians, not politicians, to decide what appears in textbooks. (Note: You should also comment on another student's answer as part of your answer.)
Source:
http://www.theatlantic.com/education/archive/2014/11/was-moses-a-founding-father/383153/

Why did President Truman have a meeting at Potsdam in 1945?

The Potsdam Conference was held in the summer of 1945. Harry Truman, Joseph Stalin, Winston Churchill, and Clement Attlee attended it. One of the main purposes of this conference was to discuss what to do with Germany after World War II had ended.
The leaders reached several agreements about Germany and about Europe. They created a Council of Foreign Ministers. It included Great Britain, the Soviet Union, the United States, France, and China. They also agreed that an Allied Control Council would deal with the military administration of Germany. They agreed to have four zones of occupation. France, Great Britain, the United States, and the Soviet Union would have a zone that it would administer. Germany would be a demilitarized country. They also planned to try to develop Germany economically. The goal was to develop farming as well as developing industries that had no connection to military products, materials, or equipment. They also were going to put war criminals on trial. Germany would also pay reparations. There was some discussion about the border between Germany and Poland, but most of that was resolved after the war ended. However, Poland did get some land from Germany.
The leaders also agreed to issue an ultimatum to Japan to surrender without conditions. A little over a week after this ultimatum was issued, we dropped the first atomic bomb on Japan at Hiroshima.
There were many issues that were discussed at the Potsdam Conference.
https://history.state.gov/milestones/1937-1945/potsdam-conf

https://www.history.com/topics/world-war-ii/potsdam-conference