Rock debris from space called enter Earth and are called If they survive this fall and land on Earth, they are called

.Fill in the blanks plz

Answer:

Folk culture and popular culture differ in their patterns of origins,distribution and diffusion. Folk culture is practiced by small homogeneous groups living in isolated rural areas while Popular culture is found in large heterogeneous societies that share certain customs despite differences in other personal characteristics among them.

Explanation:

In terms of the way they are both different from each other, we can explain under the patterns listed i.e origin, distribution and diffusion.

Origin: Customs originate from hearths. Folk customs are often anonymous while popular customs originate in more developed countries as part of the market for recreational and disposable income to purchase these material goods.

Distribution :Popular culture is distributed widely across many countries, with little regard for physical factors while Folk cultures often (though not always) incorporate elements of the local environment of wherever it is being noticed. Groups with relatively little contact with others develop unique folk cultures. Thus, people living in some remote environments tend to have a specific culture related to their environment and quite different from other geographical locations practicing same named culture.  

Diffusion: Popular culture diffuses or mixes (usually hierarchically) through rapid electronic communications and transportation networks while Folk culture diffuses or mixes through relocation diffusion.

Answer:

yessir

Explanation:

i am rad

Answer:

[tex]\textsf{C)}\quad \displaystyle 2\sum^{\infty}_{n=0} \dfrac{x^{2n+1}}{(2n+1)!}[/tex]

Explanation:

The series expansions for [tex]e^x[/tex] and [tex]e^{-x}[/tex] are:

[tex]\displaystyle e^x = \sum_{n=0}^{\infty} \frac{x^n}{n!}=1 + x + \frac{x^2}{2!} + \frac{x^3}{3!} + \frac{x^4}{4!}+ \cdots \\\\\\\\e^{-x} = \sum_{n=0}^{\infty} \frac{(-x)^n}{n!}=1 - x + \frac{x^2}{2!} - \frac{x^3}{3!} + \frac{x^4}{4!}- \cdots[/tex]

Therefore:

[tex]\displaystyle e^x -e^{-x} = \left(1 + x + \frac{x^2}{2!} + \frac{x^3}{3!} + \frac{x^4}{4!} + \cdots\right)-\left(1 - x + \frac{x^2}{2!} - \frac{x^3}{3!} + \frac{x^4}{4!} -\cdots\right)[/tex]

This simplifies to:

[tex]\displaystyle e^x -e^{-x} = \left(x + \frac{x^3}{3!} + \frac{x^5}{5!}+\cdots\right)-\left( - x - \frac{x^3}{3!} -\frac{x^5}{5!} -\cdots\right)[/tex]

[tex]\displaystyle e^x -e^{-x} = \left(x + \frac{x^3}{3!} + \frac{x^5}{5!}+\cdots\right)+\left( x + \frac{x^3}{3!} +\frac{x^5}{5!} +\cdots\right)[/tex]

[tex]\displaystyle e^x -e^{-x} =2 \left(\dfrac{x^1}{1!} + \frac{x^3}{3!} + \frac{x^5}{5!}+\cdots\right)[/tex]

The expression inside the parentheses represents terms where the numerators are x raised to consecutive positive odd numbers, and the denominators are factorials of those odd numbers

A positive odd number can be expressed as 2n + 1, where n is a non-negative integer starting from zero.

So, the numerator of each term in the series can be expressed as [tex]x^{2n+1}[/tex] and the denominator as (2n + 1)!.

Therefore, we can express the power series of [tex]e^x -e^{-x}[/tex] as:

[tex]\displaystyle e^x -e^{-x}=2\sum^{\infty}_{n=0} \dfrac{x^{2n+1}}{(2n+1)!}[/tex]

Answer:

9861

Explanation:

The last clue indicates that the solution is 19*519 = 9861. This value also satisfies the other clues, that is, it has four digits, all digits are different, it begins and ends with an odd number (9 and 1) and has two even numbers in the middle (8 and 6).

Answer: 9w(2w-3)

Explanation:

Factor:

18w^2−27w      

9x2=18

9x3=27

=   9w(2w−3)

Answer:

D

Explanation:

because postindustrial don't do any of the other's

The 'middle-class squeeze' in relation to student loan debt is attributed to flat incomes, rising education costs, higher unemployment rates since the 2008 recession, and a lack of savings compared to past generations.

There are several reasons behind what researchers refer to as the 'middle-class squeeze' when it comes to student loan debt. Notably, it is caused by a combination of flat incomes and skyrocketing education costs, which lead to a significant financial burden on students and graduates. This situation is exacerbated by challenging economic factors, such as the increase in unemployment since the 2008 recession, creating fewer job opportunities for recent graduates. This makes the repayment of student loans even more daunting, particularly when starting on entry-level wages.

Moreover, the rising tuition rates force students to take on larger loans, resulting in average debts of $25,250 upon graduation as reported in 2010. The interplay between stagnant wages and increasing costs of living compounds the issue, as American families have less money saved compared to previous generations. The phenomenon of the 'middle-class squeeze' is further supported by indicators such as lower bond returns and a widening gap between lower and middle-class incomes. In effect, the social challenge of student loan debt not only impacts the individual graduates but also affects the broader society.

The middle-class squeeze in relation to student loan debt is due to rising tuition rates, stagnating wages, higher private loan interest rates, and limited governmental support for higher education costs, resulting in financial hardships for graduates.

The term "middle-class squeeze" in relation to student loan debt refers to the financial hardship faced by middle-income earners due to the disparity between stagnant wages and the escalating costs of higher education. This has led to a significant burden of debt on graduates. The reasons behind this include rising tuition rates, the increase of student loan debt, limited government funding, higher interest rates on private loans, and sluggish wage growth.

Research by economist Susan Dynarski points out that while the government provides student loans, the structure of the US loan market involves both public and private sectors. Private loans often carry fewer consumer protections and come with higher interest rates, contributing to financial strain. Additionally, Daniela Senderowicz emphasizes that flat incomes and inflating education expenses lead many students towards financial ruin, though she also highlights activism and community building as potential solutions to manage crippling student debts.

Data from the Levy Economics Institute and various studies, like the Class of 2017 college debt statistics, corroborate the issue, revealing the ongoing trend of indebtedness among graduates which impacts the broader economic participation of the middle class.

He stated that United States should provide support to free people who are continuously resisting and showing oppressiveness against outside pressure or armed minorities.

Explanation:

President Harry S Truman provided 18 minute speech before joint session of congress on 12th March 1947.

Truman stated that U.S. should provide all aids (financial/political/military) to nations which are under threat from internal or external forces. Truman Doctrine marked change in U.S. international policy to containment from isolationism. As an immediate effect in 1947, his effort helped Greek and Turkish to fight against communist.