Essay on the Dark Side of the Mind Exposed in Cask of Amontillado

The Dark Side of the Mind Exposed in Cask of Amontillado "A wrong is unredressed when retribution overtakes its redresser. It is equally unredressed when the avenger fails to make himself felt as such to him who has done the wrong." With that statement, Montresor begins his tale of revenge deciding that the act must be slow and sweet and that in order to fully enjoy it, his adversary must be aware of his intentions. Hidden within those same few lines, lies not only this horrid plan, but also the true interest of its' true author. In his Cask of Amontillado, Edgar Allen Poe reveals his supreme interest in the dark side of the human mind and heart. Much of what a story means, much of its effect on the reader depends on the eyes through which it is seen and on the voice that tells it to us. In Cask of Amontillado, those eyes and voice belong to Montresor. The story is written in second-person perspective. In relaying the events of the day, Montresor refers to the reader as 'you' several times. This does not only act to pull the reader into the story, but it also provides a valuable insight into the mind of the author. By referring to the reader as 'you' a connection is established between Montresor and the reader. This connection suggests that the reader can sympathize with the actions of Montresor by relating them to some event in the readers' past or imagination. Poe suggests that we, as a body of readers, all want to commit acts such as that committed by Montresor and therefore can understand him and his dark actions. To fully understand the dark side of the human mind and heart, the mind of Montresor has to be examined. The question as to what fiendishly evil act Fortunato committed that was so seve... ...each step, Montresor pulls Fortunato in a little further by provoking him with threats of getting his archenemy Luchresi to test the wine. Without breaking from his calm shell, Montresor is able to lead Fortunato to his doom never once faltering or stumbling. In his Cask of Amontillado, Poe dives into a study of the darkness of the human mind and heart. He looks at the worst crime possibly committed by one human to another and ponders over the mind of the criminal. Montresor, calm, cool, and collected, is able to fulfill a plan that he had made long before. Fifty years later, he conveys the story to the world so that the dark side of all people may be matched against that of him. A man that truly lives by the motto of his family, "nemo me impune lacessit" [no one provokes me with impunity], Montresor becomes a study for Poe and a mirror to all mankind.

An Ideal Student Essay

An Ideal Student Children are the wealth of a nation. A Nation that produces a generation of talented and hardworking youth marches ahead on the path of progress. However creating quality citizens is no easy task and cannot be achieved overnight. The first step for that is to produce ideal students in our schools. These ideal students would go on to become ideal citizens. Who is an ideal student? There isn’t one definite answer to that because there are many qualities that together define an ideal student. The most important quality of an ideal student is that for him. The foremost duty of his school life is to study. He studies regularly and works hard to improve his performance in each exam. But his objective of studying is not to only score good marks or secure a high rank. Beyond that he has a thirst for knowledge, an interest to learn more about everything he observes. Apart from studies, an ideal student actively gets involves in other activities. He is good in arts and sports and regularly participates in intra and inter school events. He is an active member of various clubs in the school and helps in organizing events. But participating in competitions and winning events is not the only big thing in life, and an ideal student knows that very well. Virtues like kindness, compassion, respect, sincerity, honesty, politeness are equally important in today’s world, and these qualities are found in abundance in an ideal student. He treats his parents, teachers and elders with respect, and speaks politely to everybody. In times of crisis for his friends, he is the first person to stand by them. He never boasts of his achievements and never gets depressed by his failures. He is always cheerful and maintains a positive approach to life. He spreads hope and happiness wherever he goes. In short his conduct is admired by everyone. An ideal student is a voracious reader. He reads the newspaper regularly and is well aware about the events and happenings in various parts of the world. He also reads magazines, novels and short stories. He has an excellent grasp of the language and is very good at communicating things to others. Last but not the least, an ideal student loves his parents and family members very much and does as much as he can to help them and to keep them happy. He never wastes his parents’ hard-earned money and believes that knowledge is the biggest wealth he can acquire. An ideal students grows up to be an asset to his family, his society and the country. If only all our schools could produce more and more ideal students, our country could achieve tremendous progress and become the envy of the whole world.

Linguistic history on punjabi family Essay

My family’s linguistic history is a main role of one person from each family that represents to reflect others. My family’s linguistic history project is based on my mom’s history and how that reflects me. While my mom was growing up, she didn’t loose any language but only gained a language. She gained a language because of her movement, which reflected on me a lot. Most of my mom’s history while growing up did affect me and changed my life too. Her background information spoke the difficulty she had between different languages, which affected me in many ways. These following paragraphs are about my mom’s history and how it flows to reflect me. Starting of with my mom, her name is Manjeet Kaur and her side of the family is from India, Punjab- Amritsar. This country and place reflected on my life because if my mom’s side of the family did not come from India- Punjab, I wouldn’t know the wonderful culture that I represent right know. She was born in 1978, August 5, which did reflect me because if she weren’t born at that time, I wouldn’t be here at this time. She learned to read and write in India when she was 6-years old. Her first language was Punjabi with no problem speaking it but when she transferred to the United States of America, she learned speaking and writing English slowly by slowly. She had hard time speaking English when she transferred to the United States of America but still tried her best. This statement about my mom learning English actually reflected herself because when school had started for the first time, my brother and me more often speak English at home rather than Punjabi. She had learned English by just hearing me and my brother talk in English but she didn’t just stop their to learning English because she knew she was missing out a lot of the main information so she started asking many ELA related question for example, she would ask (How do we say our names in English or How do we greet others and more). While learning English, my mom didn’t really lose her Punjabi language but while teaching my mom English, I learned that for once I am teaching an adult something important which did reflected me. My mom feels strong and robust about her primary language because she is pretty sure that she is not going to forget her primary language. Also, she would not forget her Punjabi language she talks Punjabi with her relatives. My mom feels strong and robust about her primary language because she says â€Å"with her primary language, she has gotten this far to learning English†. My mom says that because I know her primary language well and she knows it too so we translate through that language to get my mom to know English much better. When she uses her primary language, it would most likely be with her relatives using her own language. In the future, she would not forget her primary language because she would be using it with my brother, my dad, and me and so forth with her relatives. In my conclusion, I state that my mom’s linguistic history affects me too in many ways. This also would affect me because I have a main role to conduct and support my mom that she could accomplish her goal to learn English and not to forget her primary language. These interviews really help me gather information on her history and answered all of my questions the way I asked. Language learned or lost both was answered and completed her feeling and thinking’s on the specific languages. The future of her language helps me conduct this essay in a good way too but the main part on how these question and answers reflected me.

My favorite place to go as a child Essay Example

My favorite place to go as a child Essay Example My favorite place to go as a child Paper My favorite place to go as a child Paper There is a hill to the North of the town where I lived before that I liked to go to as a child. While standing there I could not stop thinking about the enormous space in front of me. There was nothing there, but it was not empty. Everything was electric. Energy from the lights and the people below seemed to fill the gap. Ideas and emotions flied around each other before finding their way back down to their owners who have not had time to notice they have been absent. This was a really nice place to think. I remember that every time I went there it was like standing at the mouth of a cave made of cloud and earth that hides the city from the rest of the universe. From there, the river seemed nothing but a smudge at the bottom of the hill, and if you looked closely, you could almost see the water creeping along the bed like a snake trying to sneak away into darkness. I especially liked to come to that place after the rain, when the air smelled clean and crisp. During those moments everything felt fresh, and like it might try to rain again; maybe leave a small puddle or two on the pavement. I remember that every time I went to the hill I was accompanied by the wind, which was blowing through the valley with force and power, as if a Greek god was common us. The wind was blowing my hair over my eyes and to the side of my face. Like shotgun blast dirt attempts to penetrate my eye balls but I automatically shut them ensuring the safety of my pupils. I must admit that the wind was keeping the valley alive and restless and made me come to the hill again and again. When the wind was blowing like this I started to realize that nothing remains constant or the way it was before hand. I understood that I can watch the ordinary be rearranged and witness the rebirth of something that once was old. Nothing is attached in the valley, everything is just as unattached as gypsies who roam the country side liberated in their freedom.

Hells Kitchens Irish Mob essays

Hells Kitchens Irish Mob essays Hells Kitchen is a working class neighborhood on the west side of Midtown, Manhattan. At the turn of the century the area was largely an Irish and Germen enclave. Throughout the early years of the twentieth century, the most common activity for a young male was to be in some sort of gang. The most powerful of the early Hells Kitchen gangs was the Gophers, named so because they usually met in tenement basements. It was mostly made up of Irish toughs from the West Side. At their peak in 1907, there was believed to be around some 500 members. Their main specialties were burglarizing shops and pool halls, and raiding the docks and the Hudson River Rail Road. Occasionally they would rent themselves out as enforcers for various political candidates, but most of their time was spent fighting among themselves and other gangs in the area. There was no real boss of the Gophers, because they were so turbulent very few of their leaders held the distinction for more then a few months. By prohibit ion the Gophers gang was depleted, and what was left of the Gophers was resurrected by the infamous Owney the killer Madden. Owney the killer Madden was born in Liverpool, England, of Irish Parentage, and moved to Hells Kitchen at a young age. Owney the killer Madden was the first his kind in Hells Kitchen, he dressed in expensive suits and was well known in New Yorks high society. He controlled bootleg liquor, breweries, nightclubs, taxicabs, laundries, cloak and cigarette concessions. He also had a controlling interest in the very popular Cotton Club in Harlem and a piece of heavyweight boxing champion, Primo Carnera. Owney was force to share his bootlegging business with Dutch Schultz. In 1931 Madden was mad a representative of the Irish Mob in New York by Lucky Luciano. With such a lucrative base of income, it was only a matter of time before someone from Hells Kitchen would ch...

Systems of Equations on ACT Math Algebra Strategies and Practice Problems

Systems of Equations on ACT Math Algebra Strategies and Practice Problems SAT / ACT Prep Online Guides and Tips If you’ve already tackled your single variable equations, then get ready for systems of equations. Multiple variables! Multiple equations! (Whoo!) Even better, systems of equations questions will always have multiple methods with which to solve them, depending on how you like to work best. So let us look not only at how systems of equations work, but all the various options you have available to solve them. This will be your complete guide to systems of equations questions- what they are, the many different ways for solving them, and how you’ll see them on the ACT. Before You Continue You will never see more than one systems of equations question per test, if indeed you see one at all. Remember that quantity of questions answered (as accurately as possible) is the most important aspect of scoring well on the ACT, because each question is worth the same amount of points. This means that you should prioritize understanding the more fundamental math topics on the ACT, like integers, triangles, and slopes. If you can answer two or three integer questions with the same effort as you can one question on systems of equations, it will be a better use of your time and energy. With that in mind, the same principles underlying how systems of equations work are the same for other algebra questions on the test, so it is still a good use of your time to understand how they work. Let's go tackle some systems questions, then! Whoo! What Are Systems of Equations? Systems of equations are a set of two (or more) equations that have two (or more) variables. The equations relate to one another, and each can be solved only with the information that the other provides. Most of the time, a systems of equations question on the ACT will involve two equations and two variables. It is by no means unheard of to have three or more equations and variables, but systems of equations are rare enough already and ones with more than two equations are even rarer than that. It is possible to solve systems of equations questions in a multitude of ways. As always with the ACT, how you chose to solve your problems mostly depends on how you like to work best as well as the time you have available to dedicate to the problem. The three methods to solve a system of equations problem are: #1: Graphing #2: Substitution #3: Subtraction Let us look at each method and see them in action by using the same system of equations as an example. For the sake of our example, let us say that our given system of equations is: $$3x + 2y = 44$$ $$6x - 6y = 18$$ Solving Method 1: Graphing In order to graph our equations, we must first put each equation into slope-intercept form. If you are familiar with your lines and slopes, you know that the slope-intercept form of a line looks like: $y = mx + b$ If a system of equations has one solution (and we will talk about systems that do not later in the guide), that one solution will be the intersection of the two lines. So let us put our two equations into slope-intercept form. $3x + 2y = 44$ $2y = -3x + 44$ $y = {-3/2}x + 22$ And $6x - 6y = 18$ $-6y = -6x + 18$ $y = x - 3$ Now let us graph each equation in order to find their point of intersection. Once we graphed our equation, we can see that the intersection is at (10, 7). So our final results are $x = 10$ and $y = 7$ Solving Method 2: Substitution Substitution is the second method for solving a system of equations question. In order to solve this way, we must isolate one variable in one of the equations and then use that found variable for the second equation in order to solve for the remaining variable. This may sound tricky, so let's look at it in action. For example, we have our same two equations from earlier, $$3x + 2y = 44$$ $$6x - 6y = 18$$ So let us select just one of the equations and then isolate one of the variables. In this case, let us chose the second equation and isolate our $y$ value. (Why that one? Why not!) $6x - 6y = 18$ $-6y = -6x + 18$ $y = x - 3$ Next, we must plug that found variable into the second equation. (In this case, because we used the second equation to isolate our $y$, we need to plug in that $y$ value into the first equation.) $3x + 2y = 44$ $3x + 2(x - 3) = 44$ $3x + 2x - 6 = 44$ $5x = 50$ $x = 10$ And finally, you can find the numerical value for your first variable ($y$) by plugging in the numerical value you found for your second variable ($x$) into either the first or the second equation. $3x + 2y = 44$ $3(10) + 2y = 44$ $30 + 2y = 44$ $2y = 14$ $y = 7$ Or $6x - 6y = 18$ $6(10) - 6y = 18$ $60 - 6y = 18$ $-6y = -42$ $y = 7$ Either way, you have found the value of both your $x$ and $y$. Again, $x = 10$ and $y = 7$ Solving Method 3: Subtraction Subtraction is the last method for solving our systems of equations questions. In order to use this method, you must subtract out one of the variables completely so that you can find the value of the second variable. Do take note that you can only do this if the variables in question are exactly the same. If the variables are NOT the same, then we can first multiply one of the equations- the entire equation- by the necessary amount in order to make the two variables the same. In the case of our two equations, none of our variables are equal. $$3x + 2y = 44$$ $$6x - 6y = 18$$ We can, however, make two of them equal. In this case, let us decide to subtract our $x$ values and cancel them out. This means that we must first make our $x$’s equal by multiplying our first equation by 2, so that both $x$ values match. So: $3x + 2y = 44$ $6x - 6y = 18$ Becomes: $2(3x + 2y = 44)$ = $6x + 4y = 88$ (The entire first equation is multiplied by 2.) And $6x - 6y = 18$ (The second equation remains unchanged.) Now we can cancel out our $y$ values by subtracting the entire second equation from the first. $6x + 4y = 88$ - $6x - 6y = 18$ $4y - -6y = 70$ $10y = 70$ $y = 7$ Now that we have isolated our $y$ value, we can plug it into either of our two equations to find our $x$ value. $3x + 2y = 44$ $3x + 2(7) = 44$ $3x + 14 = 44$ $3x = 30$ $x = 10$ Or $6x - 6y = 18$ $6x - 6(7) = 18$ $6x - 42 = 18$ $6x = 60$ $x = 10$ Our final results are, once again, $x = 10$ and $y = 7$. If this is all unfamiliar to you, don't worry about feeling overwhelmed! It may seem like a lot right now, but, with practice, you'll find the solution method that fits you best. No matter which method we use to solve our problems, a system of equations will either have one solution, no solution, or infinite solutions. In order for a system of equations to have one solution, the two (or more) lines must intersect at one point so that each variable has one numerical value. In order for a system of equations to have infinite solutions, each system will be identical. This means that they are the same line. And, in order for a system of equations to have no solution, the $x$ values will be equal when the $y$ values are each set to 1. This means that, for each equation, both the $x$ and $y$ values will be equal. The reason this results in a system with no solution is that it gives us two parallel lines. The lines will have the same slope and never intersect, which means there will be no solution. For instance, For which value of $a$ will there be no solution for the systems of equations? $2y - 6x = 28$ $4y - ax = 28$ -12 -6 3 6 12 We can, as always use multiple methods to solve our problem. For instance, let us first try subtraction. We must get the two $y$ variables to match so that we can eliminate them from the equation. This will mean we can isolate our $x$ variables to find the value of our $a$. So let us multiply our first equation by 2 so that our $y$ variables will match. $2(2y - 6x = 28)$ = $4y - 12x = 56$ Now, let us subtract our equations $4y - 12x = 56$ - $4y - ax = 28$ $-12x - -ax = 28$ We know that our $-12x$ and our $-ax$ must be equal, since they must have the same slope (and therefore negate to 0), so let us equate them. $-12x = -ax$ $a = 12$ $a$ must equal 12 for there to be no solution to the problem. Our final answer is E, 12. If it is frustrating or confusing to you to try to decide which of the three solving methods â€Å"best† fits the particular problem, don’t worry about it! You will almost always be able to solve your systems of equations problems no matter which method you choose. For instance, for the problem above, we could simply put each equation into slope-intercept form. We know that a system of equations question will have no solution when the two lines are parallel, which means that their slopes will be equal. Begin with our givens, $2y - 6x = 28$ $4y - ax = 28$ And let’s take them individually, $2y - 6x = 28$ $2y = 6x + 28$ $y = 3x + 14$ And $4y - ax = 28$ $4y = ax + 28$ $y = {a/4}x + 7$ We know that the two slopes must be equal, so we will find $a$ by equating the two terms. $3 = a/4$ $12 = a$ Our final answer is E, 12. As you can see, there is never any â€Å"best† method to solve a system of equations question, only the solving method that appeals to you the most. Some paths might make more sense to you, some might seem confusing or cumbersome. Either way, you will be able to solve your systems questions no matter what route you choose. Typical Systems of Equations Questions There are essentially two different types of system of equations questions you’ll see on the test. Let us look at each type. Equation Question As with our previous examples, many systems of equations questions will be presented to you as actual equations. The question will almost always ask you to find the value of a variable for one of three types of solutions- the one solution to your system, for no solution, or for infinite solutions. (We will work through how to solve this question later in the guide.) Word Problems You may also see a systems of equations question presented as a word problem. Often (though not always), these types of problems on the ACT will involve money in some way. In order to solve this type of equation, you must first define and write out your system so that you can solve it. For instance, A movie ticket is 4 dollars for children and 9 dollars for adults. Last Saturday, there were 680 movie-goers and the theater collected a total of 5,235 dollars. How many movie-goers were children on Saturday? 88 112 177 368 503 First, we know that there were a total of 680 movie-goers, made up of some combination of adults and children. So: $a + c = 680$ Next, we know that adult tickets cost 9 dollars, children’s tickets cost 4 dollars, and that the total amount spent was 5,235 dollars. So: $9a + 4c = 5,235$ Now, we can, as always, use multiple methods to solve our equations, but let us use just one for demonstration. In this case, let us use substitution so that we can find the number of children who attended the theater. If we isolate our $a$ value in the first equation, we can use it in the second equation to solve for the total number of children. $a + c = 680$ $a = 680 - c$ So let us plug this value into our second equation. $9a + 4c = 5,235$ $9(680 - c) + 4c = 5235$ $6120 - 9c + 4c = 5235$ $-5c = -885$ $c = 177$ 177 children attended the theater that day. Our final answer is C, 177. You know what to look for and how to use your solution methods, so let's talk strategy. Strategies for Solving Systems of Equations Questions All systems of equations questions can be solved through the same methods that we outlined above, but there are additional strategies you can use to solve your questions in the fastest and easiest ways possible. 1) To begin, isolate or eliminate the opposite variable that you are required to find Because the goal of most ACT systems of equations questions is to find the value of just one of your variables, you do not have to waste your time finding ALL the variable values. The easiest way to solve for the one variable you want is to either eliminate your unwanted variable using subtraction, like so: Let us say that we have a systems problem in which we are asked to find the value of $y$. $$4x + 2y = 20$$ $$8x + y = 28$$ If we are using subtraction, let us eliminate the opposite value that we are looking to find (namely, $x$.) $4x + 2y = 20$ $8x + y = 28$ First, we need to set our $x$ values equal, which means we need to multiply the entire first equation by 2. This gives us: $8x + 4y = 40$ - $8x + y = 28$ - $3y = 12$ $y = 4$ Alternatively, we can isolate the opposite variable using substitution, like so: $4x + 2y = 20$ $8x + y = 28$ So that we don't waste our time finding the value of $x$ in addition to $y$, we must isolate our $x$ value first and then plug that value into the second equation. $4x + 2y = 20$ $4x = 20 - 2y$ $x = 5 - {1/2}y$ Now, let us plug this value for $x$ into our second equation. $8x + y = 28$ $8(5 - {1/2}y) + y = 28$ $40 - 4y + y = 28$ $-3y = -12$ $y = 4$ As you can see, no matter the technique you choose to use, we always start by isolating or eliminating the opposite variable we want to find. 2) Practice all three solving methods to see which one is most comfortable to you You’ll discover the solving method that suits you the best when it comes to systems of equations once you practice on multiple problems. Though it is best to know how to solve any systems question in multiple ways, it is completely okay to pick one solving method and stick with it each time. When you test yourself on systems questions, try to solve each one using more than one method in order to see which one is most comfortable for you personally. 3) Look extra carefully at any ACT question that involves dollars and cents Many systems of equations word problem questions are easy to confuse with other types of problems, like single variable equations or equations that require you to find alternate expressions. A good rule of thumb, however, is that it is highly likely that your ACT math problem is a system of equations question if you are asked to find the value of one of your variables and/or if the question involves money in some way. Again, not all money questions are systems of equations and not all systems of equation word problem questions involve money, but the two have a high correlation on the ACT. When you see a dollar sign or a mention of currency, keep your eyes sharp. Ready to tackle your systems problems? Test Your Knowledge Now let us test your system of equation knowledge on more ACT math questions. 1. The sum of real numbers $a$ and $b$ is 20 and their difference is 6. What is the value of $ab$? A. 51B. 64C. 75D. 84E. 91 2. For what value of $a$ would the following system of equations have an infinite number of solutions? $$2x-y=8$$ $$6x-3y=4a$$ A. 2B. 6C. 8D. 24E. 32 3. What is the value of $x$ in the following systems of equations? $$3x - 2y - 7 = 18$$ $$-x + y = -8$$ A. -1B. 3C. 8D. 9E. 18 Answers: E, B, D Answer Explanations: 1. We are given two equations involving the relationship between $a$ and $b$, so let us write them out. $a + b = 20$ $a - b = 6$ (Note: we do not actually know which is larger- $a$ or $b$. But also notice that it doesn't actually matter. Because we are being asked to find the product of $a$ and $b$, it does not matter if $a$ is the larger of the two numbers or if $b$ is the larger of the two numbers; $a * b$ will be the same either way.) Now, we can use whichever method we want to solve our systems question, but for the sake of space and time we will only choose one. In this case, let us use substitution to find the value of one of our variables. Let us begin by isolating $a$ in the first equation. $a + b = 20$ $a = 20 - b$ Now let's replace this $a$ value in the second equation. $a - b = 6$ $(20 - b) - b = 6$ $-2b = -14$ $b = 7$ Now we can replace the value of $b$ back into either equation in order to find the numerical value for $a$. Let us do so in the first equation. $a + b = 20$ $a + 7 = 20$ $a = 13$ We have found the numerical values for both our unknown variables, so let us finish with the final step and multiply them together. $a = 13$ and $b = 7$ $(13)(7)$ $91$ Our final answer is E, 91. 2. We know that a system has infinite solutions only when the entire system is equal. Right now, our coefficients (the numbers in front of the variables) for $x$ and $y$ are not equal, but we can make them equal by multiplying the first equation by 3. That way, we can transform this pairing: $2x - y = 8$ $6x - 3y = 4a$ Into: $6x - 3y = 24$ $6x - 3y = 4a$ Now that we have made our $x$ and $y$ values equal, we can set our variables equal to one another as well. $24 = 4a$ $a = 6$ In order to have a system that has infinite solutions, our $a$ value must be 6. Our final answer is B, 6. 3. Before we decide on our solving method, let us combine all of our similar terms. So, $3x - 2x - 7 = 18$ = $3x - 2y = 25$ Now, we can again use any solving method we want to, but let us choose just one to save ourselves some time. In this case, let us use subtraction. So we have: $3x - 2y = 25$ $-x + y = -8$ Because we are being asked to find the value of $x$, let us subtract out our $y$ values. This means we must multiply the second equation by 2. $2(-x + y = -8)$ $-2x + 2y = -16$ Now, we have a $-2y$ in our first equation and a $+2y$ in our second, which means that we will actually be adding our two equations instead of subtracting them. (Remember: we are trying to eliminate our $y$ variable completely, so it must become 0.) $3x - 2y = 25$ + $-2x + 2y = -16$ - $x = 9$ We have successfully found the value for $x$. Our final answer is D, 9. Good job! The tiny turtle is proud of you. The Take-Aways As you can see, there is a veritable cornucopia of ways to solve your systems of equations problems, which means that you have the ability to be flexible with them more than many other types of problems. So take heart that your choices are many for how to proceed, and practice to learn the method that suits you the best. What’s Next? Ready to take on more math topics? Of course you are! Luckily, we've got your back, with math guides on all the different math topics you'll see on the ACT. From circles to polygons, angles to trigonometry, we've got guides for your needs. Bitten by the procrastination bug? Learn why you're tempted to procrastinate and how to beat the urge. Want to skip to the most important math guides? If you only have time to tackle a few articles, take a look at two of the most important math strategies for improving your math score- plugging in answers and plugging in numbers. Knowing these strategies will help you take on some of the more challenging questions on the ACT in no time. Looking to get a perfect score? Check out our guide to getting a 36 on the ACT math section, written by a perfect-scorer. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math lesson, you'll love our program. Along with more detailed lessons, you'll get thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Australiana Literature Essay Example | Topics and Well Written Essays - 500 words

Australiana Literature - Essay Example e again tends to generates a dedoublement, one that there is no mistaking this time, and one that, if only for the reason that Whites tributary insertion of Dostoevskys The Brothers Karamazov into his own text, is noticeably self-referring. Is its resolution of this crisis - if that is what it is - recognizable as well? To answer in terms of Whites theme of representation-at-the-margin a good number of his story White holds out an optimism of an Australian vernacular writing that will yet remain in touch with a parent European Writing (Wilke p 97). Finally, however, what has seemed a bearable, if problematic relationship between Arthur and Waldo - and we are talking constantly regarding possibilities of representation - proves to be non-viable. As a replacement for of making for a productive synthesis, the narratives in the novel are known as "Arthur" and "Waldo" is but the same crisis of potentially aggressive confusion seen from somewhat different viewpoints. except the fact that white sees a number of positive sacrificial meaning at this point only obvious conclusion in The Solid Mandala is collapse or regression into an undifferentiated condition, into the extremely confusion of Same as well as Other it has tried to reconcile: Waldo Brown, dead of spite, in addition to his non-identical twin Arthur, sent to a mental institution, and keeping just one of his four solid mandalas. The conflict never affected their relationship as Arthur said at one occasion Ill kill," Arthur continued to bellow, "the pair of you bloody buggers if you touch," he choked, "my brother."( White p45) this showed how one brother protected the other Bound together in conflict, Waldo and Arthur represent duality in totality. Separate yet whole, the brothers symbolize the two opposing halves of the self. White advocates the need for both parts as well as for balance between the two. For example, Arthur’s insight—his almost visionary capability—is too otherworldly for this