The 31 Critical ACT Math Formulas You MUST Know

The 31 Critical ACT Math Formulas You MUST Know SAT/ACT Prep Online Guides and Tips The two greatest difficulties of ACT Math are the time crunch-the math test has 60 inquiries in an hour!- and the way that the test doesn’t furnish you with any equations. All the equations and math information for the ACT originates from what you’ve realized and retained. In this total rundown of basic recipes you'll require on the ACT, I'll spread out each equation you more likely than not retained before test day, just as clarifications for how to utilize them and what they mean. I'll additionally give you which equations you ought to organize remembering (the ones that are required for numerous inquiries) and which ones you ought to retain just when you have everything else made sure about close. Previously Feeling Overwhelmed? Does the possibility of remembering a lot of equations make you need to run for the slopes? We've all been there, yet don't quit presently! The uplifting news about the ACT is that it is intended to allow all test-takers to succeed. A considerable lot of you will as of now be comfortable with the vast majority of these equations from your math classes. The equations that appear on the test the most will likewise be generally natural to you. Equations that are just required for a couple of inquiries on the test will be least natural to you. For instance, the condition of a circle and logarithm recipes just ever appear as one inquiry on most ACT math tests. In the event that you’re going for each point, feel free to retain them. In any case, in the event that you feel overpowered with equation records, don’t stress over it-it’s just one inquiry. So let’s take a gander at all the recipes you completely should know before test day (just as a couple of that you can make sense of yourself as opposed to remembering one more equation). Polynomial math Direct Equations Functions There will be at any rate five to six inquiries on direct conditions and capacities on each ACT test, so this is a significant area to know. Slant Slant is the proportion of how a line changes. It’s communicated as: the change along the y-hub/the change along the x-pivot, or $ ise/ un$. Given two focuses, $A(x_1,y_1)$, $B(x_2,y_2)$, discover the incline of the line that interfaces them: $$(y_2 - y_1)/(x_2 - x_1)$$ Incline Intercept Form A straight condition is composed as $y=mx+b$ m is the incline and b is the y-catch (the purpose of the line that crosses the y-pivot) A line that goes through the starting point (y-hub at 0), is composed as $y=mx$ In the event that you get a condition that isn't composed along these lines (for example $mxâˆ'y=b$), re-compose it into $y=mx+b$ Midpoint Formula Given two focuses, $A(x_1,y_1)$, $B(x_2,y_2)$, discover the midpoint of the line that associates them: $$((x_1 + x_2)/2, (y_1 + y_2)/2)$$ Great to Know Separation Formula Discover the separation between the two focuses $$√{(x_2 - x_1)^2 + (y_2 - y_1)^2}$$ You don’t really need this recipe, as you can basically chart your focuses and afterward make a correct triangle from them. The separation will be the hypotenuse, which you can discover by means of the pythagorean hypothesis Logarithms There will normally just be one inquiry on the test including logarithms. On the off chance that you’re stressed over remembering an excessive number of equations, don’t stress over logs except if you’re pursuing for an ideal score. $log_bx$ asks â€Å"to what force does b need to be brought to result up in x?† More often than not on the ACT, you’ll simply need to know how to re-compose logs $$log_bx=y = b^y=x$$ $$log_bxy=log_bx+log_by$$ $$log_b{x/y} = log_bx - log_by$$ Measurements and Probability Midpoints The normal is a similar thing as the mean Locate the normal/mean of a lot of terms (numbers) $$Mean = {sumof he erms}/{ he umber(amount)ofdifferent erms}$$ Locate the normal speed $$Speed = { otaldistance}/{ otal ime}$$ May the chances be ever in support of yourself. Probabilities Likelihood is a portrayal of the chances of something occurring. A likelihood of 1 is ensured to occur. A likelihood of 0 will never occur. $${Probabilityâ€Å'ofâ€Å'anâ€Å'outcomeâ€Å'happening}={ umberâ€Å'ofâ€Å'desiredâ€Å'outcomes}/{ otal umberofpossibleoutcomes}$$ Likelihood of two free results both happening is $$Probabilityâ€Å'ofâ€Å'eventâ€Å'A*probabilityâ€Å'ofâ€Å'eventB$$ e.g., Event A has a likelihood of $1/4$ and occasion B has a likelihood of $1/8$. The likelihood of the two occasions happening is: $1/4 * 1/8 = 1/32$. There is a 1 of every 32 possibility of the two occasions An and occasion B occurring. Blends The conceivable measure of various blends of various components A â€Å"combination† implies the request for the components doesn’t matter (for example a fish dish and an eating routine soft drink is a similar thing as an eating regimen pop and a fish course) Potential mixes = number of component A * number of component B * number of component C†¦. for example In a cafeteria, there are 3 distinctive treat choices, 2 diverse dish choices, and 4 beverage choices. What number of various lunch blends are conceivable, utilizing one beverage, one, sweet, and one dish? The all out mixes conceivable = 3 * 2 * 4 = 24 Rates Discover x percent of a given number n $$n(x/100)$$ Discover what percent a number n is of another number m $$(100n)/m$$ Discover what number n is x percent of $$(100n)/x$$ The ACT is a long distance race. Make sure to take a break here and there and appreciate the beneficial things throughout everyday life. Little dogs improve everything. Geometry Square shapes Region $$Area=lw$$ l is the length of the square shape w is the width of the square shape Border $$Perimeter=2l+2w$$ Rectangular Solid Volume $$Volume = lwh$$ h is the tallness of the figure Parallelogram A simple method to get the region of a parallelogram is to drop down two right plots for statures and change it into a square shape. At that point explain for h utilizing the pythagorean hypothesis Region $$Area=lh$$ (This is equivalent to a rectangle’s lw. For this situation the stature is what might be compared to the width) Triangles Region $$Area = {1/2}bh$$ b is the length of the base of triangle (the edge of one side) h is the tallness of the triangle The tallness is equivalent to a side of the 90 degree point in a correct triangle. For non-right triangles, the tallness will drop down through the inside of the triangle, as appeared in the graph. Pythagorean Theorem $$a^2 + b^2 = c^2$$ In a correct triangle, the two littler sides (an and b) are each squared. Their whole is the equivalent to the square of the hypotenuse (c, longest side of the triangle) Properties of Special Right Triangle: Isosceles Triangle An isosceles triangle has different sides that are equivalent long and two equivalent edges inverse those sides. An isosceles right triangle consistently has a 90 degree edge and two 45 degree edges. The side lengths are dictated by the recipe: x, x, x√2, with the hypotenuse (side inverse 90 degrees) having a length of one of the littler sides * √2. E.g., An isosceles right triangle may have side lengths of 12, 12, and 12√2. Properties of Special Right Triangle: 30, 60, 90 Degree Triangle A 30, 60, 90 triangle portrays the degree proportions of its three edges. The side lengths are dictated by the recipe: x, x√3, and 2x. The side inverse 30 degrees is the littlest, with an estimation of x. The side inverse 60 degrees is the center length, with an estimation of x√3. The side inverse 90 degree is the hypotenuse, with a length of 2x. For instance, a 30-60-90 triangle may have side lengths of 5, 5√3, and 10. Trapezoids Region Take the normal of the length of the equal sides and increase that by the tallness. $$Area = [(parallelsidea + parallelside)/2]h$$ Frequently, you are given enough data to drop down two 90 edges to make a square shape and two right triangles. You’ll need this for the tallness at any rate, so you can just discover the regions of every triangle and add it to the territory of the square shape, on the off chance that you would prefer not remember the trapezoid equation. Trapezoids and the requirement for a trapezoid equation will be all things considered one inquiry on the test. Keep this as a base need in case you're feeling overpowered. Circles Region $$Area=Ï€r^2$$ Ï€ is a consistent that can, for the motivations behind the ACT, be composed as 3.14 (or 3.14159) Particularly helpful to know whether you don’t have a number cruncher that has a $ï€$ include or in case you're not utilizing an adding machine on the test. r is the span of the circle (any line drawn from the inside point directly to the edge of the circle). Zone of a Sector Given a range and a degree proportion of a curve from the middle, discover the zone of that division of the circle. Utilize the equation for the region increased by the edge of the circular segment partitioned by the complete edge proportion of the circle. $$Areaofanarc = (Ï€r^2)(degreemeasureofcenterofarc/360)$$ Outline $$Circumference=2Ï€r$$ or then again $$Circumference=Ï€d$$ d is the width of the circle. It is a line that cuts up the hover through the midpoint and contacts two finishes of the hover on inverse sides. It is double the span. Length of an Arc Given a span and a degree proportion of a circular segment from the inside, discover the length of the bend. Utilize the equation for the boundary duplicated by the point of the circular segment isolated by the all out edge proportion of the circle (360). $$Circumferenceofanarc = (2ï€r)(degreemeasurecenterofarc/360)$$ Model: A 60 degree curve has $1/6$ of the absolute circle's periphery on the grounds that $60/360 = 1/6$ An option in contrast to retaining the â€Å"formulas† for curves is to simply stop and consider circular segment outlines and bend territories coherently. In the event that you know the equations for the zone/outline of a circle and you realize what number of degrees are in a circ

RANDOMNESS

Arbitrariness Nathan Bransford expounded as of late on the haphazardness of hits. As such, there isnt some mystical force that destines the characteristics of a story that breaks records and opposes the chances. Once in a while an ideal tempest just meets up. Like the super waves he depicts adrift, the ones that show up from no place and establish a gigantic connection in that huge, immense water, they simply occur and cant be fore casted. http://blog.nathanbransford.com/2012/06/arbitrariness of-bestsellers.html But, we continue attempting to comprehend the procedure. Whats worse,in my supposition, and this is a BIG issue with me, is that we additionally slam customary distributers for delivering books that don't progress admirably. That is talking out of the two sides of our mouths. We attempt to figure we can copy smash hit status, and truly figure out how to characterize the way to such a level, as though there was a manual some place. That rationale should likewise imply that on the off chance that we can anticipate extraordinary books, at that point we realize enough to dodge a terrible one. The arrangement is, individuals, is that we can just compose our best.Publishers can just endeavor to anticipate what will sell. eaders can just profess to perceive a presentation book as a success. The truth of the matter is that no one has aced how to make a smash hit. There is no HOW TO WRITE A BESTSELLER FOR DUMMIES. Just addressed somebody this week who legitimized independently publishing Hes just attempting to mitigate his own still, small voice, the one that is endeavoring to defend into a foggy reality that he likely gets no opportunity with customary distributing. So he says theyve lost touch, can no longer create quality material, along these lines leaving him no decision yet to continue with independently publishing since it has equivalent believability. This is my world . . . furthermore, my clarification of distributing: The more prepared, experienced individuals who lay their eyes and hands on your original copy, the better the book. Note, I didn't state customary or independently published. Different layers of survey and dynamic goes into conventional distributing. On the off chance that you independently publish, ensure you put a similar level of consideration into your original copy as a conventional distributing house would place into it. Recruit editors. Recruit a spread planner. Recruit a for issue. That is, except if you are experienced yourself. That doesnt mean read guidelines and learn as you go. Certainly, you CAN learn as you go, yet don't go only it. Youll never observe the landmines, regardless of what number of blog entries you read about the business. This business isnt about haphazardness. Its about constancy and center to detail. Nothing is secure. Disappointment exists. Not exactly acceptable occurs. However, your chances improve the more experience you put into your books advancement, writing,and advancement. Rather than attempting to coordinate a smash hit, simply compose your best. At that point perceive what you ought to and ought not do. Be brave in your composition. Be grounded in your distributing, regardless of which course you take.

How to Choose Topics For Your College Essay

How to Choose Topics For Your College EssayAs you are preparing to write a college essay, it's a good idea to list down a few different college essay topics that you can write about. Not all topics should be covered in each topic section. However, when you use a variety of topics as your topic selection, you will be able to express yourself better when writing your paper.One thing that you should do is to include several different college essay topics. However, you don't want to start writing about the same topics over again. It's much better to diversify your topic selection by writing about topics that are different from one another. By writing about the same topics over again, it may lose its impact.The first thing that you should do when it comes to looking for college essay topics is to find out what kinds of topics are most popular. In this case, you need to do a little research. For example, there are people who prefer to write about religion and those who prefer to write abou t popular culture. There are those who love to write about their own life stories and those who love to write about history. Even though some students prefer to write about both of these topics, there are those who prefer to write about their own life stories and those who prefer to write about history.After knowing which subjects are popular among other students, you can then look for different college essay topics that would be appropriate for your class. Once you have narrowed down the top two topics to choose from, you can then choose the topic that you think would fit the subject that you chose.The next thing that you should do when it comes to looking for college essay topics is to be specific about the topic that you have chosen. For example, you may want to write about questions about government that you encountered in your class. You may also want to write about the difference between the energy sources used in developing nations and developed nations. When writing about su ch topics, you should be careful to be specific about the exact words that you would use so that you can ensure that the paper is not rejected.Another thing that you should consider when it comes to looking for different college essay topics is to come up with more than one topic. In fact, the more topics that you have, the better it will be for you because you will have more topics to choose from. This is especially true if you are a bit more experienced in writing college essays because this will help you increase your skills in writing essays.There is also a good idea to use the literature of your chosen subjects. When you are writing your essay, you should remember that you have to use the literature of your chosen subject to come up with interesting and captivating topics. Keep in mind that writing articles and essays will require you to use the literature of the topics that you will be discussing. The choice of literature is a very important aspect of successful essay writing. Finally, do not forget to include some kind of conclusion to your essay. Once you finish writing the paper, do not forget to attach a conclusion that is all that you needed. The conclusion will serve as a last one to make your college essay interesting and memorable.

Biography of Isoroku Yamamoto, World War II Admiral

Isoroku Yamamoto (April 4, 1884–April 18, 1943) was the commander of the Japanese Combined Fleet during World War II. It was Yamamoto who planned and executed the attack on Pearl Harbor in Hawaii. Initially against war, Yamamoto nevertheless planned and participated in many of the most important battles of the war. He was finally killed in action in the South Pacific in 1943. Fast Facts: Isoroku Yamamoto Known For: Isoroku Yamamoto was the commander of the Japanese Combined Fleet during World War II.Also Known As: Isoroku TakanaBorn: April 4, 1884 in Nagaoka,  Niigata,  Empire of JapanParents: Sadayoshi Teikichi, and his second wife MinekoDied: April 18, 1943  in Buin,  Bougainville,  Solomon Islands,  Territory of New GuineaEducation:  Imperial Japanese Naval AcademyAwards and Honors:  Ã‚  Grand Cordon of the  Order of the Chrysanthemum  (posthumous appointment, Grand Cordon of the Order of the Rising Sun with Paulownia Flowers  (April 1942),  Grand Cordon of the Order of the Rising Sun  (April 1940); the subject of many books and moviesSpouse: Reiko MihashiChildren: Yoshimasa and Tadao (sons) and Sumiko and Masako  (daughters)Notable Quote: Should hostilities once break out between  Japan  and the  United States, it is not enough that we take  Guam  and the  Philippines, nor even  Hawaii  and San Francisco. We would have to march into   Washington  and sign the treaty in the  White House. I wonder if our politicians (who speak so lightly of a Japanese-American war) have confidence as to the outcome and are prepared to make the necessary sacrifices. Early Life Isoroku Takano was born April 4, 1884, in Nagaoka, Japan, and was the sixth son of samurai Sadayoshi Takano. His name, an older Japanese term for 56, referenced his fathers age the time of his birth. In 1916, following the death of his parents, the 32-year-old Takano was adopted into the Yamamoto family and assumed its name. It was a common custom in Japan for families without sons to adopt one so that their name would continue.  At age 16, Yamamoto entered the Imperial Japanese Naval Academy at Etajima. Graduating in 1904 and ranked seventh in his class, he was assigned to the cruiser Nisshin. Early Military Career While on board, Yamamoto fought in the decisive Battle of Tsushima (May 27-28, 1905).  During the engagement, Nisshin served in the Japanese battle line and sustained several hits from Russian warships. In the course of the fighting, Yamamoto was wounded and lost two fingers on his left hand. This injury led to him earning the nickname 80 sen, as a manicure cost 10 sen per finger at the time. Recognized for his leadership skill, Yamamoto was sent to the Naval Staff College in 1913. Graduating two years later, he received a promotion to lieutenant commander. In 1918, Yamamoto married Reiko Mihashi with whom he would have four children. A year later, he departed for the United States and spent two years studying the oil industry at Harvard University. Returning to Japan in 1923, he was promoted to captain and advocated for a strong fleet that would allow Japan to pursue a course of gunboat diplomacy if necessary. This approach was countered by the Army, which viewed the Navy as a force for transporting invasion troops. The following year, he changed his specialty from gunnery to naval aviation after taking flying lessons at Kasumigaura. Fascinated by air power, he soon became the schools director and began to produce elite pilots for the Navy. In 1926, Yamamoto returned to the United States for a two-year tour as the Japanese naval attachà © in Washington. Early 1930s After returning home in 1928, Yamamoto briefly commanded the light cruiser Isuzu before becoming captain of the aircraft carrier Akagi.  Promoted to rear admiral in 1930, he served as a special assistant to the Japanese delegation at the second London Naval Conference and was a key factor in raising the number of ships the Japanese were permitted to build under the London Naval Treaty. In the years after the conference, Yamamoto continued to advocate for naval aviation and led the First Carrier Division in 1933 and 1934. Due to his performance in 1930, he was sent to the third London Naval Conference in 1934. In late 1936, Yamamoto was made the vice minister of the Navy. From this position, he argued strenuously for naval aviation and fought against the construction of new battleships. Road to War Throughout his career, Yamamoto had opposed many of Japans military adventures, such as the invasion of Manchuria in 1931 and the subsequent land war with China. In addition, he was vocal in his opposition to any war with the United States and delivered the official apology for the sinking of USS Panay in 1937. These stances, along with his advocating against the Tripartite Pact with German and Italy, made the admiral very unpopular with the pro-war factions in Japan, many of which put bounties on his head. During this period, the Army detailed military police to conduct surveillance on Yamamoto under the guise of providing protection from potential assassins. On August 30, 1939, Navy Minister Admiral Yonai Mitsumasa promoted Yamamoto to commander-in-chief of the Combined Fleet commenting, It was the only way to save his life—send him off to sea. Following the signing of the Tripartite Pact with Germany and Italy, Yamamoto warned Premier Fumimaro Konoe that if he were forced to fight the United States, he expected to have success for no more than six months to a year. After that time, nothing was guaranteed. With war almost unavoidable, Yamamoto began planning for the fight. Going against traditional Japanese naval strategy, he advocated a quick first strike to cripple the Americans followed by an offensive-minded decisive battle. Such an approach, he argued, would increase Japans chances of victory and might make the Americans willing to negotiate peace. Promoted to admiral on November 15, 1940, Yamamoto anticipated losing his command with the ascension of General Hideki Tojo to prime minister in October 1941. Though old adversaries, Yamamoto retained his position due to his popularity in the fleet and connections to the imperial family. Pearl Harbor As diplomatic relations continued to break down, Yamamoto began planning his strike to destroy the US Pacific Fleet at Pearl Harbor, Hawaii, while also outlining plans for drives into the resource-rich Dutch East Indies and Malaya. Domestically, he continued to push for naval aviation and opposed the construction of the Yamato-class super-battleships, as he felt they were a waste of resources.  With the Japanese government set on war, six of Yamamotos carriers sailed for Hawaii on November 26, 1941. Approaching from the north they attacked on December 7, sinking four battleships and damaging an additional four—beginning World War II. While the attack was a political disaster for the Japanese due to the United States desire for revenge, it provided Yamamoto with six months (as he anticipated) to consolidate and expand their territory in the Pacific without American interference. Midway Following the triumph at Pearl Harbor, Yamamotos ships and planes proceeded to mop up Allied forces across the Pacific. Surprised by the speed of the Japanese victories, the Imperial General Staff (IGS) began to ponder competing plans for future operations. While Yamamoto argued in favor of seeking a decisive battle with the American fleet, the IGS preferred to move toward Burma. Following the Doolittle Raid on Tokyo in April 1942, Yamamoto was able to convince the Naval General Staff to let him move against Midway Island, 1,300 miles northwest of Hawaii. Knowing that Midway was key to the defense of Hawaii, Yamamoto hoped to draw the American fleet out so that it could be destroyed. Moving east with a large force, including four carriers, while also sending a diversionary force to the Aleutians, Yamamoto was unaware that the Americans had broken his codes and were informed about the attack. After bombing the island, his carriers were struck by U.S. Navy aircraft flying from three carriers. The Americans, led by Rear Admirals Frank J. Fletcher and Raymond Spruance, managed to sink all four Japanese carriers (Akagi, Soryu, Kaga, and Hiryu) in exchange for the USS Yorktown (CV-5). The defeat at Midway blunted Japanese offensive operations and shifted the initiative to the Americans. After Midway Despite the heavy losses at Midway, Yamamoto sought to press forward with operations to take Samoa and Fiji. As a stepping stone for this move, Japanese forces landed on Guadalcanal in the Solomon Islands and commenced building an airfield. This was countered by American landings on the island in August 1942. Forced to fight for the island, Yamamoto was pulled into a battle of attrition that his fleet could not afford. Having lost face due to the defeat at Midway, Yamamoto was forced to assume the defensive posture preferred by the Naval General Staff. Death Throughout the fall of 1942, he fought a pair of carrier battles (Eastern Solomons Santa Cruz) as well as numerous surface engagements in support of the troops on Guadalcanal. Following the fall of Guadalcanal in February 1943, Yamamoto decided to make an inspection tour through the South Pacific to boost morale. Using radio intercepts, American forces were able to isolate the route of the admirals plane. On the morning of April 18, 1943, American P-38 Lightning planes from the 339th Fighter Squadron ambushed Yamamotos plane and its escorts near Bougainville. In the fight that ensued, Yamamotos plane was hit and went down, killing all on board. The kill is generally credited to 1st LieutenantRex T. Barber.  Yamamoto was succeeded as commander of the Combined Fleet by Admiral Mineichi Koga.

Critique Of The Ecological Model And The Pie Theoretical...

The following information will briefly discuss my critique of the ecological model and the pie theoretical framework. Moreover, from a social work perspective, it is important to look at all interrelated components of any issue or problem, to effectively work towards a solution. Our mission in social work, is to meet the needs of our client population. Also, we have to be culturally competent in this field, and aware of oppression, and human diversity, to effectively work with our client population. Lastly, we as social workers have to be research informed, and knowledgeable about interventions to effectively work with any given population. My Critique of the Ecological Model the Pie Theoretical Framework First of all, the Ecological Model and the Pie Theoretical Framework help practitioners to understand the many problems related to diversity, and oppression, and help practitioners to find solutions. Thus, we all are unique and different in many ways and deserve fair treatment. From an historical perspective, as social workers, it is important for us to have a complete understanding of diversity, and oppression, so we can be effective in helping our client population. Appleby, Colon Hamilton (2011), mentioned Susan Dworak-Peck, who stated, â€Å"The social work profession has suffered from the lack of a unifying framework that might bring together the diverse areas of expertise within our profession. Yet, the Pie system helps to strengthen and unify us as practitioners inShow MoreRelatedDecision Theory: a Brief Introduction28334 Words   |  114 PagesStockholm 1 Contents Preface ..........................................................................................................4 1. 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Descriptive Essay About Pancake House - 1500 Words

Day one: I was still awake. It was three o clock in the morning, and this was the morning I had been waiting for. This was the day that I would go to the boundary water. I was extremely excited to go, but you know, a little nervous because after all it was my very first time. I was up packing my bag with all the supplies I needed that we had bought the day before. Stuff like, you know, camping dishes, pillow, matches. When I had finished packing all the stuff, which barely fitted it was already almost five o clock in the morning. Me and my parents put everything into the car and left the house they seemed pretty tired but I was wide awake. We arrived at the school where the coach bus would pick us up, me and a couple friends and my†¦show more content†¦We canoed a while to our next portage which was, if you know something about portaging about thirty rods long so not that bad. But that s when I realized how heavy those portaging backpacks actually were. By that night I had a fair amo unt of mosquito plus a few deer fly bites. My shoulders ached. Day three: When I woke up I felt sore all over. I was on breakfast duty that day so I had to make the pancakes and bacon, which I burned and were not good. But I tried†¦ We took down the tents and when everything was put back into the backpacks we were off. We canoed down the small lakes and then we hit the river. We knew about this river and knew that it was very fast and had quite a strong current. We all knew that we obviously couldn t paddle down it so we got out of our canoes and slowly held onto our canoes while we were simultaneously holding onto the branches to keep us from being pulled down the river, hitting our heads on the sharp rocks. As I was close to exiting the fast current when I stepped into a very deep spot out of nowhere. I tripped and fell backwards, and my head went under the cold water. I felt numb. I reached up and my friend grabbed my hand and helped me up. Luckily we made it past the river without any deaths. The rest of the portaging that day was complete torture being in soaking wet clothes. That night in the tent, I had to use the bathroom, well there obviously isnShow MoreRelatedMaking Sense of Advertisements Daniel Pope8330 Words   |  34 Pagesfully and graphically rewrite the history of our time.† Few if any historians today would claim that they could compose a complete history of an era from its advertisements, but in recent years scholars have creatively probed advertisements for clues about the society and the business environment that produced them. The presence of many excellent online collections of advertisements provides learners as well as established scholars the opportunity to examine these sources in new ways. The experience

Beowulf And Epic Questions Essay Example For Students

Beowulf And Epic Questions Essay Did Beowulf truly obtain the qualities of an epic hero? In the epic poem Beowulf, Beowulfs character traits prove to be the depiction of an epic hero. Beowulfs traits of boastfulness, bravery and amazing strength are the proof of his heroism. Beowulfs boastfulness may not be the most convincing heroic trait, but it certainly was important to the people of his time. Beowulf boasted to Unferth to clarify Unferths misunderstanding of a swimming event between Beowulf and Breca, in which they swam out to sea and remained there for five nights. Beowulf informed Breca of how they were seperated after five nights in a storm. He boasted of the nine sea monsters he slayed while he floated about. Beowulf boasted to Hygelac of his victories over Grendel and his mother while he was in Danes land. He also boasted to Wiglaf in his dying words. ie line 1889 I have ruled the Geats for fifty winters ; no king of any neighbouring tribe has dared attack me with swords, or sought to cow and subdue me. In Anglo Saxon time, any hero or persons of great accomplishments were expected to boast to express their greatness. Bravery was a greater aspect of Beowulfs heroic traits. Beowulf was very brave to fight Grendel. Grendel was a tremendously feared monster by the Danes. Beowulf fought him with no armor or protection of any kind, for reasons stated in line 588, I count myself no less active in battle, no less brave than Grendel himself; thus, I will not send him to sleep with my sword. Beowulf proved himself even braver by coming to fight a monster he knew nothing about. He only heard of a hellish monsters crimes, thus sailed over the sea to assist the famous leader, the warrior king. Beowulfs bravery appeared again when he set out to kill Grendels mother. She lived in a lair at the bottom of a horrible lake which no man would think of entering. Beowulf entered the blood boiling waters with no hesitation. He swam for twenty four hours before he reached the monsters lair. There he met Grendels mother who brutally attacked him. As shown in line 1239, The woven corslet that covered his shoulders saved Beowulfs life. Even after being almost killed by Grendels mother the brave Beowulf stayed to finish the fight. Beowulf was a very brave character and would never give up or scare away from any challenge. Beowulfs most heroic trait was his amazing strength. He displayed his amazing strength when he fought Grendel and his mother. An outstanding display of strength was shown in his battle with Grendle in line722, Hygelacs brave kinsman held his hand in a vise like grip; each was a mortal enemy to the other . The horrible monster suffered grievous pain; a gaping wound opened on his shoulder; the sinews sprang apart, By tearing off Grendels arm, Beowulf showed his emense strength. By swimming straight down for twenty four hours to  reach the monsters lair without a breath for air, Beowulf proved that he was a man off amazing strength and endurance. Beowulf maintained the status of an amazing man in the water when he spent five nights at sea and, with a sword in his hand killed nine sea monsters. Weather he was ripping off a monsters arm or swimming for twenty four hours without a breath, Beowulf proved himself the most powerful man in all the lands. In the epic poem Beowulf, Beowulfs amazing power, bravery and boastfulness made him an epic hero to everyone who knew of him. By ruling the Geats for fifty years and maintaining peace and happiness, Beowulf made himself an extrordinary hero to all.