When does the atmosphere surrounding the ride begin to change in "Because I Could Not Stop for Death" ?

In Emily Dickinson's "Because I Could Not Stop for Death," the atmosphere surrounding the ride begins to alter and grow colder when the carriage pauses before what the speaker recognizes as a grave.

The lighthearted tone of the poem, indicated by the speaker's mention that she has put away her "labor and leisure" for an unexpected ride, changes after the driver and the speaker pass the setting sun and the speaker grows cold and quivers with a chill. Then, as the driver approaches a "House" in the ground, the roof barely apparent, the speaker must wonder.  For, it is then that the speaker begins to realize that her ride has not been spontaneous, but is ironically, gravely serious.

We paused before a House that seemed
A swelling of the Ground--
The Roof was scarcely visible--
The Cornice--in the Ground--

In the last stanza, the tone is markedly somber as the speaker narrates from the "House" in the ground that it has been ages since she first guessed that the carriage was headed to the cemetery. The repetition of the words Ground and Eternity certainly connote the serious and final destination of the carriage ride--"toward Eternity."

In Harper Lee's To Kill a Mockingbird, what is a good passage that shows Atticus takes pride in his work?

In Harper Lee's To Kill a Mockingbird, one of the best passages depicting Atticus taking great pride in his work is found in Chapter 9.

Towards the end of the chapter, Jack, Atticus's brother, asks Atticus how bad Tom Robinson's case will be. Atticus laments that the case is very bad because neither the prosecution nor the defense has any concrete evidence and states he had "hoped to get through life without a case" influenced by racism. Yet, Atticus follows his laments by posing the following rhetorical question to his brother:

But do you think I could face my children otherwise? (Ch. 9)

In asking this rhetorical question, Atticus is stating he would not be able to, in good conscience, face his children or the rest of society if he did not accept the task of defending Robinson since he knows it is his moral obligation as a defense lawyer to give all charged with a crime the best defense possible, thereby upholding America's legal principle that all are innocent until proven guilty. The fact that he feels he will not be able to face anyone if he does not accept Robinson's case shows exactly how much pride Atticus takes in his work.

Atticus additionally reveals how much pride he takes in his work when he explains to his brother he "intend[s] to jar the jury a bit" (Ch. 9). Based on Atticus's later actions during the trial, we can see that, in saying this, Atticus means he plans to get the jury to think very introspectively about their racist beliefs in order to try and convince them to make their judgement based objective facts, not subjective racist beliefs. He further explains to his brother, "I think we'll have a reasonable chance on appeal" (Ch. 9). Both of these statements show just how dedicated Atticus is to putting his all into defending Robinson, which further shows us exactly how much pride he takes in his work.

Why did the governor's attorneys walk out of the court? How did the judge react to this?

In Chapter 9, the governor's attorneys walked out of the court as a protest. The lead attorney, Tom Harper, had initially asked Judge Ronald Davies to disqualify himself from the case, as he had been appointed by the federal government to preside over the arguments. The governor's attorneys feared the judge would be biased against the state, so their main priority was to get Judge Davies off the case.

Later in the proceedings, Tom Harper asked that Judge Davies dismiss the case altogether, claiming the case involved constitutional issues that would require a three-judge panel to proceed. Judge Davies asserted that the hearing would continue. Tom Harper then read a statement on behalf of all the governor's attorneys. He stated that the governor and the state's military officials would not concede their constitutional power to the federal government and that they reserved the right to administer the affairs of the state according to their best judgement.

After reading the statement, the governor's attorneys vacated the courtroom because they felt the case was stacked against them. Also, they believed the federal government had overstepped its authority, making their walk-out a protest of sorts. For his part, Judge Davies remained unperturbed by the actions of the governor's attorneys. He calmly pounded the gavel and called the court to order.

When the Department of Justice attorneys proclaimed that they were prepared to offer more than a hundred witnesses in support of the order for integration, Judge Davies said the one hundred witnesses would be allowed to have their day in court after the recess.

What were Wilson's goals for the United States in World War I?

The United States entered World War I in 1917. When the Germans resumed sinking our ships without warning, the United States declared war on Germany and fought on the side of the Allies.

President Wilson explained what he hoped to accomplish by joining World War I. President Wilson had very idealistic war goals. One goal he had was to make this “a war to end all wars.” In other words, President Wilson was telling the American people that if we were to be victorious in World War I, this would be the last war ever.

Another war goal of the United States was to make the world safer for democratic governments. Germany, Austria-Hungary, and Turkey all had nondemocratic governments. President Wilson believed an Allied victory would make the world a better place and a safer place for those countries that had democratic governments.

Finally, President Wilson said we didn’t want to gain any land if we were to win in World War I.

President Wilson had very idealist war goals.

What does a child learn in pre-school?

Pre-school (sometimes called pre-kindergarten or pre-K) is a combination of daytime childcare and early childhood education. Children may begin pre-school as young as three years, but more commonly at the age of four as preparation for entering kindergarten at five years. Pre-school helps children adjust to the environment outside of the home, learn to direct their attention for longer periods of time, develop social and fine motor skills, and begin learning some of the content they will encounter in primary school. Children in pre-school  might learn to sing the alphabet song, if their language has one, as well as counting. They may also learn to identify colors, shapes, animals, and natural phenomena like weather patterns. Pre-schools typically offer lessons in a "playtime" environment with group activities. Movement, singing, arts and crafts, and free play are also common in the curriculum.

Pre-school may be attended for a half day (in the morning or afternoon) or for a full day. As an example of how this time might be spent, a child may arrive at pre-school and sing a song, cut paper with safety scissors during craft time, have a snack, practice identifying shapes, make some animal sounds, ride a tricycle outside, and learn to wash their hands. Every pre-school differs a little bit in how they structure their schooling, but pre-school is generally intended to prepare a child mentally, socially, and physically for primary school. 

What is the reason octane (C8H18) is a liquid at room temperature while methane (CH4) is a gas at the same temperature?

We are talking about the difference in the physical state of octane versus methane at room temperature.  Methane is a very small molecule with a molecular weight of 16 g/mol.  It exists as a gas at standard temperature and pressure.  Octane is a much larger molecule with a molecular weight of 114 g/mol.  It exists as a liquid at standard temperature and pressure.  

All gasses at room temperature and atmospheric pressure are comprised of small molecular weight molecules.  The smaller a molecule, the more degrees of freedom of movement the individual atoms and bonds have.  The increased movement of these smaller molecules allows them to have more space between the individual molecules.  This increased molecular motion and space between molecules is one of the defining characteristics of a gas versus a liquid (or solid).  The larger octane molecules have less degrees of freedom and less molecular motion so they are able to be closer together, thus existing as a liquid instead of a gas.

In Liam O'Flaherty's "The Sniper," what does the woman symbolize?

Liam O'Flahtery wrote "The Sniper" as a means of showing the harsh realities and complexities of war. "The Sniper" exhibits the theme that war turns humans into objects and friends (or brothers) into enemies. As the sniper is hiding from enemy fire, he spots the old woman speaking to the man in the armored car. The old woman reveals the sniper's hiding spot to the man in the armored car and the sniper then realizes that the old woman is actually an informer. When the sniper shoots and kills the old woman, he is not thinking of her as a human being; the sniper is only thinking of her as being his enemy and a threat to his safety. The old woman is symbolic of war's ability to dehumanize people and turn them into objects and enemies. The sniper, being in immediate danger, was not able to take into account that the old woman was a human being like himself. The sniper's decision to kill the woman was fueled by his immediate need to protect himself from his enemy. The sniper does not view the woman as a person; he only views her as an enemy and a resource for the opposing side.