Compare Contrast Mary Rowlandson and Olaudah Equiano Essay

There are various things that make up a piece of literature. For example: choice of diction, modes of discourse, and figurative language. Mary Rowlandson and Olaudah Equiano were great examples of authors that used these elements of literature. There are similarities and differences in A Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson and From Africa to America. Though Mary Rowlandson and Olaudah Equiano shared similarities in experiences, they had different writing personalities, purposes, attitudes, tones, and relations with their communities. There are four main modes of discourse: expository, narrative, descriptive, and persuasive. In Mary Rowlandson’s A Narrative of the Captivity and Restoration of Mrs.†¦show more content†¦Both narratives are similar in the experiences the two authors possessed. Both Mary Rowlandson and Olaudah Equiano were held captive at a time in their lives. White men captured Olaudah Equiano, while Mary Rowlandson had Ind ian captivators. Olaudah’s story tells of the time where he first saw the slave ship he was put on and the journey across great waters to the new world. Rowlandson’s story tells of the apathy of the Indians and her stay with the tribe. It is apparent that the journey across the sea was horrible enough for the ship’s passengers to commit suicide by jumping off of the ship rather than staying on board with the putrid smell of human wastes and lack of ventilation. In a brief paragraph, Equiano wrote of his daily routine before his captivity. He mentioned the relationship he had with his mother, and how he was her favorite child. I became, of course, the greatest favorite with my mother and was always with her. (72) Olaudah and Mary were alike because Olaudah had a great relationship with his mother while Mary was fond of her own child in her narrative. About two hours in the night, my sweet babe like a lamb departed this life; I must and could lie down next to my d ead babe, side by side all the night after. (2) Neither Olaudah Equiano nor Mary Rowlandson ended their stories with the family members they were most fond of. Equiano’s captivity was the reason why he was stripped from his mother while Rowlandson’s baby died during herShow MoreRelatedA Narrative Of The Life Of Olaudah Equiano1246 Words   |  5 Pagesbeing enslaved by Native Americans and of Africans being enslaved by whites. Two captivity narratives that were widely read during the time are A Narrative of the Capture and Restoration of Mrs. Mary Rowlandson by Mary Rowlandson and The Interesting Narrative of the Life of Olaudah Equiano by Olaudah Equiano. They relate the experiences of a married white Puritan woman captured by Native Americans and an African boy captured for the American slave trade at a young age respectively. They were often

Imperialism And Cultural Imperialism - 1910 Words

Stephen Kwame through content analyses and observation techniques investigated the role of mass communication in media imperialism in the world and its impact on the development that has led to cultural imperialism in the world . The main objectives of the research are: 1. To define the effect of media domination on the cultural settings of the world. 2. To see how the western nations have become targets. 3. To define the magnitude of Americanization of beliefs through the media. In studying the media, he discovered that at all levels of the human engagement, the samples of his study reveal that language is very vital, and human conduct is dependent on that. All types of communication, including the arbitrated as in mass†¦show more content†¦Straubhaar (1991) comments on how Brazil in trying to ‘’extricate itself from self-dependency from media hegemony’’ (p.36) The case of South Korea is shown by (Jin, 2007) who admits that there are ‘’impediments as the West still regulates the Korean market through capital and cultural control, Korea now produces and sends local television programmes in the export market in that region’’ (p.89). The attention of the project research in the mass media is so large that is has become enormous for the scholars to comprehend. The research looks at mass communication as a trajectory to all imperialism. It will be based on the belief that mass communication has necessitated cultural imperialism. Owusu conducted a study of four items to pursue this fact. They include music, news from television programming, the film, and the American and Western world domination of the other nation’s culture through the media. The belief is that the Northern Hemisphere and the West, in particular, have projected the media/cultural hegemony. At some point, even some Western countries like Canada has become worried of the Americanization of the world; it has to regulate the American content coming into their media. The research on the press has become so varied that scholars areShow MoreRelatedReflection On Cultural Imperialism748 Words   |  3 Pagesof language as a system of cultural domina tion and oppression that has been shown in real-world cases through many reading in which we have explored. One of the topics that we have explored and had introduced was that brought up in â€Å"How to Tame a Wild Tongue† is the notion of Cultural Imperialism which I would like to explore more and pose some questions and attempt to answer them using a few fields of study. With the introduction of this concept of Cultural Imperialism, just the phrasing of theRead MoreLogan And Cultural Imperialism1169 Words   |  5 Pageslaced with a couple of the course concepts which are powerlessness, othering, cultural imperialism, marginalization, and lastly violence. Regardless, the two concepts discussed in class which impacted the most while analyzing the film are violence and cultural imperialism. Certainly, violence stood out like an oasis in a barren desert when Wolverine’s hand is covered in blood and shaking at the beginning. Cultural imperialism is a key concept when Dr. Xander and Pierce are together getting out of theRead MoreCultural Imperialism And The United States1475 Words   |  6 PagesDuring my time in Guatemala, I believe that the social issues I came in the most contact with were hegemony and cultural imperialism, or in other words, the influence the United States has over Guatemala. No matter where I was, whether it be the streets o f the small town of San Miguel or the larger, more developed city of Guatemala City, I could not help but notice how much of an impact the United States has. Throughout the course of a month we learned a lot about the root causes of poverty- AmericaRead MoreCultural Imperialism : Culture, Power, And Representation1992 Words   |  8 Pagesterm cultural imperialism has often been used when describing certain aspects of the media industry. Cultural imperialism can be seen as the imbalance of culture, power and representation, favouring the socially dominant and influential. The cultural hegemony of these powerful industrialised or economically influential countries is thought to be able to both determine general cultural values and homogenise different societies globally. Although not restricted to media, cultural imperialism is inRead MoreImpact Of Globalization On The World Of Today s World2976 Words   |  12 Pagesof moving information and consumer goods around the world in term s of what it means for hegemonic powers, developing nations, cultural populations and economic systems. Two theories that are directly related to this balance and imbalance of power in terms of capitalism and consumerism include cultural imperialism, or the tendency of stronger nations to push their cultural identities and patterns onto weaker nations, and the dependency theory, which posits that the flow of information, money and powerRead MoreEssay On Cultural Imperialism1526 Words   |  7 PagesThe primary objective of this chapter is to explore the cries of cultural imperialism, how this operates through the comics as those of The Phantom by Lee Falk, Flash Gordon by Alex Raymond and Tintin by Herge and how they have discovered more prominent support from overseas readers, both as daily paper/magazine comics series and also in the form of comic books. In no place has these comics been appreciated more enthusiastically than in Australia, India and Sweden and the other earstwhil e colonisedRead MoreThe Global North/South Divide1724 Words   |  7 Pages 1 Final Essay Part 2-Imperialism and changes in the global community International events from 1870-1945, the Age of Imperialism, World War I, and the Great Depression had worldwide impacts on economic and social issues. Imperialism in the late 19th century became a competition among European countries to take control of as many areas in Africa before the others did. For theRead MoreThe widespread image of American culture is seen to hold a strong base for globalisation. The1000 Words   |  4 Pagestheories where an alternate way of viewing different aspects of culture and society is developed without theoretical evidence. The study and notion of global interaction claims that imperialism theory has originated from western developed countries, having a strong impact on non-industrialized countries. Cultural imperialism theory mainly focuses on international communication in a social-political view. Social politics emphasizes mostly on aspects of leading states and their effects internationallyRead MoreGlobalization And Its Effects On Culture1087 Words   |  5 Pages(Rothkopf). The debate between cultural unity and cultural plurality dates back to the Greeks where they questioned universal human goodness and the differences between societies. More than two millennia later, the issue of a common versus diverse human culture remains contentious. This paper argues that a diverse human culture is more desirable than a universal culture because states and societies benefit from promoting and protecting diversity. Those who argue for cultural unity maintain that a universalRead MoreGlobalization Of The American Style Fast Food900 Words   |  4 Pagesworldwide. This can be seen as a globalization of food culture. Since the societies are becoming more and more alike nowadays and leading to a phenomenon known as globalization. Some people afraid that globalization will lead to the loss of cultural identify while some think it can have a good impact on the societies. Based on the book《Golden Arches East: McDonald’s in East Asia》which indicates the advantages of the food globalization by providing the view that it is not only spreading

Harrahs Entertainment free essay sample

What are the objectives of various Database Marketing Programs and are they working The objectives of the various Database marketing Programs is to collect information related to Customer such as betting patterns, to formulate strategies and predict customer worth to increase the effectiveness and efficiency of the company’s Marketing Dollars. Yes, The programs are effective as they increased the Net Income of the company from $99388 in 1997 to $208,470 in 1999.With the help of their data base programs they were able to determine customer preferences and predict the rewards and services for them. This resulted in increase in new customers and retention of the old customers. 2.Why it is important to use â€Å"The customer worth† in the Database Marketing Program efforts rather than observed level of play. The prediction of Customer worth with the help of quantitative models helped them to build relationships with Customers based on their future worth rather than their past behaviors. We will write a custom essay sample on Harrahs Entertainment or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page For example, with the help of observed level of play, they were able to predict the customer’s behavior in their Casino only. Based on this observation they could not infer how worthy the customer was to their Casino. With the help of prediction they were able to monitor the Customer’s behavior in other Casinos too. This helped them formulate strategies to acquire customer’s from their competitors and retain their old customers by following their betting patterns. 3.How does Harrah’s integrate various elements of its marketing strategy to deliver more than the results of Data Base Marketing ? Can Harrah’s Strategy be replicated? By integrating various elements of its marketing strategy Harrah’s was able to track its customers over time. This helped them discover the right marketing instrument, for the right behavior modification, for the right customer. Thus they were able to customize incentives paid to their customers. With the help of this they were also able to link all their  properties together and create a differentiation in Brand and Service. Yes, Harrah’s strategy can be replicated so they should constantly improvise on their loyalty programs as they are key source of their competitive edge over their competitors.

Left Brain - Right Brian Essays - Cerebrum, Neuroscience

Left Brain - Right Brian Psychology Right Brain, Left Brain. The article in which I chose to examine is called Right Brain, Left Brain: Fact and Fiction, written by Jerre Levy. In the past fifteen years or so there has been a lot of talk of left brain and right brain people. Levy's reason for righting this article was clearly to stop the misconceptions and show the truth about how our brain hemispheres operate. Levy first explores the myth of the left brain and right brain theory. She states that generally people see the left hemisphere of the brain controlling logic and language and the right, creativity and intuition. In addition people differ in their styles of thought, depending on which half of the brain is dominant. She believes that most of what these notions state is farce. Next the article explores the history of this fascination of the left and right hemispheres of the brain. Apparently the study of this aspect of the brain traces back to time of Hippocrates. Levy weaves in and out of the various theories and prominent people known for contributing to the confusion. It wasn't until 1962 when Roger W. Sperry began experimenting on certain aspects of the brain that contribute to the truth of the left and right brain theory. Sperry studied people who had undergone surgical division of the corpus callosum, the bridge between the two hemispheres. His studies showed that, an object placed in the right hand (left hemisphere) could be named readily, but one placed in the left hand (nonverbal right hemisphere) could be neither named nor described. Next to branch off of Sperry's studies was psychologist Doreen Kimura. Kimura developed behavioral methods which involved presenting visual stimuli rapidly to either the left or right visual fields. Another important method developed was dichotic listening which centered around the use of sound to study the hemispheres. Through these tests and the continual study the theory that the left brain controlled ended. Instead a new theory was born known as the two-brain theory. This said that at different times one of the two hemispheres would be operating. An example of this is that the right hemisphere is in control when an artist paints but the left hemisphere was in control when a novelist wrote a book. This theory failed because of one physical studies showed that people with hemispheres surgically disconnected could operate in everyday life. Also, research demonstrated that each hemisphere had its own functional expertise, and that the two halves were complementary. Next, the article states its worth. The author shows the up to date agreed upon theory of the two hemispheres in five simple points. 1. The two hemispheres are so similar that when they are disconnected by split-brain surgery, each can function remarkably well, although quite imperfectly 2. Although they are remarkably similar they are also different. The differences are seen in contrasting contributions. Each hemisphere contributes something to every action a person takes. 3. Logic is not confined to the left hemisphere. Although dominant in the left logic is present in the right hemisphere. 4. There is no evidence that either creativity or intuition is an exclusive property of the right hemisphere. Same theory as #3. 5. Since the two hemispheres do not function independently, and since each hemisphere contributes its special capacities to all cognitive activities, it is quite impossible to educate one hemisphere at a time in a normal brain. Levy comes to the conclusion that people are not purely left or right brained. There is a continuum in which the hemispheres work together in harmony. Often the left or right hemisphere is more active in some people but it is never the sole operator. She concludes, We have a single brain that generates a single mental self. This article showed that we are not left or right brained but merely somewhere on the scale between left and right brain. Some of us were extreme left, few extreme right and most in the middle leaning left a bit (this is where I fell). I could not agree more with what I read in this article. The author wrote a fabulous complete article. In my summary, I feel I

Hope is the Thing with Feathers free essay sample

In the poem â€Å"Hope is the thing with feathers† by Emily Dickinson the contrast between the struggles, or darkness in life, and the hope that brings people through those struggles is the main focus. Hope is a feeling; it is a desire that drives people through even the most nightmarish situations. It is the expectation that everything will be okay, to trust there is a possibility for a brighter outcome. Having hope is to dream and have the courage to believe this outcome is possible. Hope is the faith in powers beyond one’s control. Without hope people would simply give up when faced with struggle. Dickinson awes at hope and what it can do. In the poem hope is shown as an animate thing, a bird. The imagery of hope being a bird with feathers gives the reader an image that hope can take flight (Pottebaum). This flight can take or lift a person from the burdens they face in life (Pottebaum). We will write a custom essay sample on Hope is the Thing with Feathers or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The world or people are projected as the soul, both as collective and as individual (Brantley). These simplistic metaphors bring this short but direct tone to a meaningful message that hope lives and abides in all of us. In later years Emily Dickinson lived a somewhat isolated existence in regards to the outside world, her immediate family were those she interacted with most (Kirk). On researching about her life, she was born in 1830. She was formally educated for the time period, even attending Mount Holyoke Female Seminary in 1847. (Kirk) During her youth she seemed to have much more social interaction, but as deaths of friends and relatives began to happen, she became more reclusive (Kirk). By the 1860s, she very rarely left Amrherst , her family home (Kirk). Miss Dickinson never married and it was suggested that she may have experienced unrequited love (Kirk). This could suggest that these events of loss and isolation helped contribute to the imagery she would later use in her writings. It is the pain and loss of those we love that strikes the deepest. In giving these emotions the attributes of storms â€Å"that could abash the little bird† (7) Miss Dickinson paints an image of our lives as we face events that we cannot control. Hope is given feathers that can touch our souls and bring us out of our despair with its sweet song (Pottebaum). It also brings forth the image that hope is a delicate thing that can still sing, even during the fiercest of events (Brantley). It dwells in each of us, and this is projected in the most direct way by simply stating† that perches in the soul† (2). This statement speaks to everyman that hope resides inside the soul; but one must listen for its song. It is for this reason that I have been drawn to this poem. All of us face events and challenges that can seem overwhelming, but with hope we find a way to endure. As Miss Dickinson states we must listen and embrace this hope. Hope is in everyone, and is the light that drives people out of the darkness. It is â€Å"sweetest in the gale is heard† (5), this is saying that hope is contagious. Once it is â€Å"heard† it can be passed from one person to another. Dickinson portrays hope as a burning desire to make it through the â€Å"storm† (6). This melody of hope can carry us through difficult times without asking for a crumb. She explores the selflessness of hope. When it is not needed it waits within one. It never leaves; hope is always there to shine through the dark when one decides it is time to call upon it. Hope never asks for anything in return, â€Å"Yet, never, in extremity, It asked a crumb of me. † (11-12). Dickinson is saying that hope is the light in one’s soul; it is the good in us (Brantley). I believe this image is an encouragement to live life knowing that hope is there in the soul asking for nothing but the opportunity to sing. The description of the† chilliest lands and strangest seas† (9-10), brings forth both an interruption of the possibility of loss or as a prompt to encourage us to engage life. I see these simple words as both negative and positive. Dickinson accomplishes this theme with the use of voice. She uses short, yet powerful words to create a tone of simplicity. She intends these words to strike, to hit home. Dickinson wants these words to create an emotional experience. She wants the reader to remember all the times that hope was there for them, guided them, and helped them cross to the other side of the storm. Her wording is informal; this creates a sense of familiarity between the reader and the thing of hope (Brantley). Her tone is humbled and appreciative; she speaks as if she owes the little bird of hope a great deal. She refers to hope sweetly as if reminiscing about a fond memory. Yet, hope is not a thing that comes out in times of happiness; it appears in times of despair. It is a friend, a guiding light, or to Dickinson a little bird (Pottebaum). Whenever she has needed it, her friend has appeared for her and this she is grateful. On a simplistic view, â€Å"chilliest land† (9) can seem cold and harsh, but if you never venture and explore do you truly live? The words strangest sea could be both literal and emotional; Miss Dickinson could be exploring love or moving away from the comforts of family (Brantley). It is compelling that such simple, concise words can hold such meaning when comparing to her life or ours. These universal concepts engage us to look at our own lives and view ourselves in more simple terms. Life can be full of tribulations, it is these times we must look for the warmth and bear the sore of the storm. Miss Dickinson brings to her readers’ visual concepts in the form of the feathers implying that hope is a bird. The audible suggestion is presented in the form of the hearing and listening for the song of hope. She also in her own concise way brings in the physical feeling of cold and unfamiliar in her descriptions in the â€Å"chillest lands and strangest seas† (9-10). This writing could be read quickly and dismissed so easily if one did not take time to exam with depth and feeling, these simple words imply. These thoughts are so concise, yet universal. We all will face pain and loss at some time during our lives. It is from within ourselves, that we draw hope and strength to persevere. This image which presents hope as a feathered bird, the most fragile of things; yet it survives the storms life brings this suggests unsaid we can, also. This depth of thought can be brought forth by reading and contemplating the words carefully with introspection of one’s own challenges. Pain, loss and hope are universal; despair comes to those who stop listening for the song of hope. Hope is there but we must be open to it. Miss Dickinson was a prolific writer (Brantley). Following her death in 1886, her family found approximately 1800 poems she had placed in volumes she had carefully, and I believe, loving assembled her handwritten writings she had devoted her life to her poetry (Kirk). It is an amazing testament of her views, as shown so simply in this work, of the complicated emotions one faces in life. Dickinson chose to write this poem in a way that made you think about life. She used simplistic words that held deeper meaning with the underlying metaphors between human nature, hope, and a bird itself. Life is much this way, things seem clear on the surface but as you reach the root of things one realizes that life is much more complex. In life we face many struggles and hope is there to remind us that things will get better; it guides us much like a bird might guide a ship back to land.

The 21 Hardest ACT Math Questions Ever

The 21 Hardest ACT Math Questions Ever SAT / ACT Prep Online Guides and Tips You’ve studied and now you’re geared up for the ACT math section (whoo!). But are you ready to take on the most challenging math questions the ACT has to offer? Do you want to know exactly why these questions are so hard and how best to go about solving them? If you’ve got your heart set on that perfect score (or you’re just really curious to see what the most difficult questions will be), then this is the guide for you. We’ve put together what we believe to be the most 21 most difficult questions the ACT has given to students in the past 10 years, with strategies and answer explanations for each. These are all real ACT math questions, so understanding and studying them is one of the best ways to improve your current ACT score and knock it out of the park on test day. Brief Overview of the ACT Math Section Like all topic sections on the ACT, the ACT math section is one complete section that you will take all at once. It will always be the second section on the test and you will have 60 minutes to completed 60 questions. The ACT arranges its questions in order of ascending difficulty.As a general rule of thumb, questions 1-20 will be considered â€Å"easy,† questions 21-40 will be considered â€Å"medium-difficulty,† and questions 41-60 will be considered â€Å"difficult.† The way the ACT classifies â€Å"easy† and â€Å"difficult† is by how long it takes the average student to solve a problem as well as the percentage of students who answer the question correctly. The faster and more accurately the average student solves a problem, the â€Å"easier† it is. The longer it takes to solve a problem and the fewer people who answer it correctly, the more â€Å"difficult† the problem. (Note: we put the words â€Å"easy† and â€Å"difficult† in quotes for a reason- everyone has different areas of math strength and weakness, so not everyone will consider an â€Å"easy† question easy or a â€Å"difficult† question difficult. These categories are averaged across many students for a reason and not every student will fit into this exact mold.) All that being said, with very few exceptions, the most difficult ACT math problems will be clustered in the far end of the test. Besides just their placement on the test, these questions share a few other commonalities. We'll take a look at example questions and how to solve them and at what these types of questions have in common, in just a moment. But First: Should YouBe Focusing on the Hardest Math Questions Right Now? If you’re just getting started in your study prep, definitely stop and make some time to take a full practice test to gauge your current score level and percentile. The absolute best way to assess your current level is to simply take the ACT as if it were real, keeping strict timing and working straight through (we know- not the most thrilling way to spend four hours, but it will help tremendously in the long run). So print off one of the free ACT practice tests available online and then sit down to take it all at once. Once you’ve got a good idea of your current level and percentile ranking, you can set milestones and goals for your ultimate ACT score. If you’re currently scoring in the 0-16 or 17-24 range, your best best is to first check out our guides on using the key math strategies of plugging in numbers and plugging in answers to help get your score up to where you want it to. Only once you've practiced and successfully improved your scores on questions 1-40 should you start in trying to tackle the most difficult math problems on the test. If, however, you are already scoring a 25 or above and want to test your mettle for the real ACT, then definitely proceed to the rest of this guide. If you’re aiming for perfect (or close to), then you’ll need to know what the most difficult ACT math questions look like and how to solve them. And luckily, that’s exactly what we’re here for. Ready, set... 21 Hardest ACT Math Questions Now that you're positive that you should be trying out these difficult math questions, let’s get right to it! The answers to these questions are in a separate section below, so you can go through them all at once without getting spoiled. #1: #2: #3: #4: #5: #6: #7: #8: #9: #10: #11: #12: #13: #14: #15: #16: #17: #18: #19: #20: #21: Disappointed with your ACT scores? Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically. Answers: 1. K, 2. E, 3. J, 4. K, 5. B, 6. H, 7. A, 8. J, 9. F, 10. E, 11. D, 12. F, 13. D, 14. F, 15. C, 16. C, 17. D, 18. G, 19. H, 20. A, 21. K Answer Explanations #1: The equation we are given ($−at^2+bt+c$) is a parabola and we are told to describe what happens when we change c (the y-intercept). From what we know about functions and function translations, we know that changing the value of c will shift the entire parabola upwards or downwards, which will change not only the y-intercept (in this case called the "h intercept"), but also the maximum height of the parabola as well as its x-intercept (in this case called the t intercept). You can see this in action when we raise the value of the y-intercept of our parabola. Options I, II, and III are all correct. Our final answer is K, I, II, and III #2: First let us set up the equation we are told- that the product of $c$ and $3$ is $b$. $3c=b$ Now we must isolate c so that we can add its value to 3. $3c=b$ $c=b/3$ Finally, let us add this value to 3. $c+3={b/3}+3$ Our final answer is E, $b/3+3$ [Note: Because this problem uses variables in both the problem and in the answer choices- a key feature of a PIN question- you can always use the strategy of plugging in numbers to solve the question.] #3: Because this question uses variables in both the problem and in the answer choices, you can always use PIN to solve it. Simply assign a value for x and then find the corresponding answer in the answer choices. For this explanation, however, we’ll be using algebra. First, distribute out one of your x’s in the denominator. ${x+1}/{(x)(x^2−1)}$ Now we can see that the $(x^2−1)$ can be further factored. ${x+1}/{(x)(x−1)(x+1)}$ We now have two expressions of $(x+1)$, one on the numerator and one on the denominator, which means we can cancel them out and simply put 1 in the numerator. $1/{x(x−1)}$ And once we distribute the x back in the denominator, we will have: $1/{x^2−x}$ Our final answer is J, $1/{x^2−x}$. #4: Before doing anything else, make sure you convert all your measurements into the same scale. Because we are working mainly with inches, convert the table with a 3 foot diameter into a table with a $(3)(12)=(36)$ inch diameter. Now, we know that the tablecloth must hang an additional $5+1$ inches on every side, so our full length of the tablecloth, in any straight line, will be: $1+5+36+5+1=48$ inches. Our final answer is K, 48. #5: The position of the a values (in front of the sine and cosine) means that they determine the amplitude (height) of the graphs. The larger the a value, the taller the amplitude. Since each graph has a height larger than 0, we can eliminate answer choices C, D, and E. Because $y_1$ is taller than $y_2$, it means that $y_1$ will have the larger amplitude. The $y_1$ graph has an amplitude of $a_1$ and the $y_2$ graph has an amplitude of $a_2$, which means that $a_1$ will be larger than $a_2$. Our final answer is B, $0 a_2 a_1$. #6: If you remember your trigonometry shortcuts, you know that $1−{cos^2}x+{cos^2}x=1$. This means, then, that ${sin^2}x=1−{cos^2}x$ (and that ${cos^2}x=1−{sin^2}x$). So we can replace our $1−{cos^2}x$ in our first numerator with ${sin^2}x$. We can also replace our $1−{sin^2}x$ in our second numerator with ${cos^2}x$. Now our expression will look like this: ${√{sin^2}x}/{sinx}+{√{cos^2}x}/{cosx}$ We also know that the square root of a value squared will cancel out to be the original value alone (for example,$√{2^2}=2$), so our expression will end up as: $={sinx}/{sinx}+{cosx}/{cosx}$ Or, in other words: $=1+1$ $=2$ Our final answer is H, 2. #7: We know from working with nested functions that we must work inside out. So we must use the equation for the function g(x) as our input value for function $f(x)$. $f(g(x))=7x+b$ Now we know that this function passes through coordinates (4, 6), so let us replace our x and y values for these givens. (Remember: the name of the function- in this case $f(g(x))$- acts as our y value). $6=7(4)+b$ $36=7(4)+b$ $36=28+b$ $8=b$ Our final answer is A, b=8. #8: If you’ve brushed up on your log basics, you know that $log_b(m/n)=log_b(m)−log_b(n)$. This means that we can work this backwards and convert our first expression into: $log_2(24)-log_2(3)=log_2(24/3)$ $=log_2(8)$ We also know that a log is essentially asking: "To what power does the base need to raised in order to achieve this certain value?" In this particular case, we are asking: "To which power must 2 be raised to equal 8?" To which the answer is 3. $(2^3=8)$, so $log_2(8)=3$ Now this expression is equal to $log_5(x)$, which means that we must also raise our 5 to the power of 3 in order to achieve x. So: $3=log_5(x)$ $5^3=x$ $125=x$ Our final answer is J, 125. #9: Once we’ve slogged through the text of this question, we can see that we are essentially being asked to find the largest value of the square root of the sum of the squares of our coordinate points $√(x^2+y^2)$. So let us estimate what the coordinate points are of our $z$s. Because we are working with squares, negatives are not a factor- we are looking for whichever point has the largest combination of coordinate point, since a negative square will be a positive. At a glance, the two points with the largest coordinates are $z_1$ and $z_5$. Let us estimate and say that $z_1$ looks to be close to coordinates $(-4, 5)$, which would give us a modulus value of: $√{−4^2+5^2}$ $√{16+25}$ 6.4 Point $z_5$ looks to be a similar distance along the x-axis in the opposite direction, but is considerably lower than point $z_1$. This would probably put it around $(4, 2)$, which would give us a modulus value of: $√{4^2+2^2}$ $√{16+4}$ 4.5 The larger (and indeed largest) modulus value is at point $z_1$ Our final answer is F, $z_1$. #10: For a problem like this, you may not know what a rational number is, but you may still be able to solve it just by looking at whatever answer seems to fit with the others the least. Answer choices A, B, C, and D all produce non-integer values when we take their square root, but answer choice E is the exception. $√{64/49}$ Becomes: $√{64}/√{49}$ $8/7$ A rational number is any number that can be expressed as the fraction of two integers, and this is the only option that fits the definition. Or, if you don’t know what a rational number is, you can simply see that this is the only answer that produces integer values once we have taken the root, which makes it stand out from the crowd. Our final answer is E, $√{64/49}$ #11: Because we are working with numbers in the triple digits, our numbers with at least one 0 will have that 0 in either the units digit or the tens digit (or both, though they will only be counted once). We know that our numbers are inclusive, so our first number will be 100, and will include every number from 100 though 109. That gives us 10 numbers so far. From here, we can see that the first 10 numbers of 200, 300, 400, 500, 600, 700, 800, and 900 will be included as well, giving us a total of: $10*9$ 90 so far. Now we also must include every number that ends in 0. For the first 100 (not including 100, which we have already counted!), we would have: 110, 120, 130, 140, 150, 160, 170, 180, 190 This gives us 9 more numbers, which we can also expand to include 9 more in the 200’s, 300’s, 400’s, 500’s, 600’s, 700’s, 800’s, and 900’s. This gives us a total of: $9*9$ 81 Now, let us add our totals (all the numbers with a units digit of 0 and all the numbers with a tens digit of 0) together: $90+81$ 171 There are a total of 900 numbers between 100 and 999, inclusive, so our final probability will be: $171/900$ Our final answer is D, $171/900$ #12: First, turn our given equation for line q into proper slope-intercept form. $−2x+y=1$ $y=2x+1$ Now, we are told that the angles the lines form are congruent. This means that the slopes of the lines will be opposites of one another [Note: perpendicular lines have opposite reciprocal slopes, so do NOT get these concepts confused!]. Since we have already established that the slope of line $q$ is 2, line $r$ must have a slope of -2. Our final answer is F, -2 #13: If you remember your trigonometry rules, you know that $tan^{−1}(a/b)$ is the same as saying $tanÃŽËœ=a/b$. Knowing our mnemonic device SOH, CAH, TOA, we know that $tan ÃŽËœ = \opposite/\adjacent$. If $a$ is our opposite and $b$ is our adjacent, this means that $ÃŽËœ$ will be our right-most angle. Knowing that, we can find the $cos$ of $ÃŽËœ$ as well. The cosine will be the adjacent over the hypotenuse, the adjacent still being $b$ and the hypotenuse being $√{a^2+b^2}$. So $cos[tan{−1}(a/b)] $will be: $b/{√{a^2+b^2}}$ Our final answer is D, $b/{√{a^2+b^2}}$ #14: By far the easiest way to solve this question is to use PIN and simply pick a number for our $x$ and find its corresponding $y$ value. After which, we can test out our answer choices to find the right one. So if we said $x$ was 24, (Why 24? Why not!), then our $t$ value would be 2, our $u$ value would be 4, and our y value would be $42$. And $x−y$ would be $24−42=−18$ Now let us test out our answer choices. At a glance, we can see that answer choices H and J would be positive and answer choice K is 0. We can therefore eliminate them all. We can also see that $(t−u)$ would be negative, but $(u−t)$ would not be, so it is likely that F is our answer. Let us test it fully to be sure. $9(t−u)$ $9(2−4)$ $9(−2)$ $−18$ Success! Our final answer is F, $9(t−u)$ #15: In a question like this, the only way to answer it is to go through our answer choices one by one. Answer choice A would never be true, since $y−1$. Since $x$ is positive, the fraction would always be $\positive/\negative$, which would give us a negative value. Answer choice B is not always correct, since we might have a small $x$ value (e.g., $x=3$) and a very large negative value for $y$ (e.g., $y=−100$). In this case, ${|x|}/2$ would be less than $|y|$. Answer choice C is indeed always true, since ${\a \positive \number}/3−5$ may or may not be a positive number, but it will still always be larger than ${\a \negative \number}/3−5$, which will only get more and more negative. For example, if $x=3$ and $y=−3$, we will have: $3/3−5=−4$ and $−3/3−5=−6$ $−4−6$ We have found our answer and can stop here. Our final answer is C, $x/3−5y/3−5$ #16: We are told that there is only one possible value for $x$ in our quadratic equation $x^2+mx+n=0$, which means that, when we factor our equation, we must produce a square. We also know that our values for $x$ will always be the opposite of the values inside the factor. (For example, if our factoring gave us $(x+2)(x−5)$, our values for $x$ would be $-2$ and $+5$). So, given that our only possible value for $x$ is $-3$, our factoring must look like this: $(x+3)(x+3)$ Which, once we FOIL it out, will give us: $x^2+3x+3x+9$ $x^2+6x+9$ The $m$ in our equation stands in place of the 6, which means that $m=6$. Our final answer is C, 6. #17: The simplest way to solve this problem (and the key way to avoid making mistakes with the algebra) is to simply plug in your own numbers for $a$, $r$ and $y$. If we keep it simple, let us say that the loan amount $a$ is 100 dollars, the interest rate $r$ is 0.1, and the length of the loan $y$ is 2 years. Now we can find our initial $p$. $p={0.5ary+a}/12y$ $p={0.5(100)(0.1)(2)+100}/{12(2)}$ $p=110/24$ $p=4.58$ Now if we leave everything else intact, but double our loan amount ($a$ value), we get: $p={0.5ary+a}/12y$ $p={0.5(200)(0.1)(2)+200}/{12(2)}$ $p=220/24$ $p=9.16$ When we doubled our $a$ value, our $p$ value also doubled. Our final answer is D, $p$ is multiplied by 2. #18: If we were to make a right triangle out of our diagram, we can see that we would have a triangle with leg lengths of 8 and 8, making this an isosceles right triangle. This means that the full length of $\ov {EF}$ (the hypotenuse of our right triangle) would be $8√2$. Now $\ov {ED}$ is $1/4$ the length of $\ov {EF}$, which means that $\ov {ED}$ is: ${8√2}/4$ And the legs of the smaller right triangle will also be $1/4$ the size of the legs of the larger triangle. So our smaller triangle will have leg lengths of $8/4=2$ If we add 2 to both our x-coordinate and our y-coordinate from point E, we will get: $(6+2,4+2)$ $(8,6)$ Our final answer is G, $(8,6)$ #19: First, to solve the inequality, we must approach it like a single variable equation and subtract the 1 from both sides of the expression $−51−3x10$ $−6−3x9$ Now, we must divide each side by $-3$. Remember, though, whenever we multiply or divide an inequality by a negative, the inequality signs REVERSE. So we will now get: $2x−3$ And if we put it in proper order, we will have: $−3x2$ Our final answer is H, $−3x2$ #20: The only difference between our function graphs is a horizontal shift, which means that our b value (which would determine the vertical shift of a sine graph) must be 0. Just by using this information, we can eliminate every answer choice but A, as that is the only answer with $b=0$. For expediency's sake, we can stop here. Our final answer is A, $a0$ and $b=0$ Advanced ACT Math note: An important word in ACT Math questions is "must", as in "]something] must be true." If a question doesn't have this word, then the answer only has to be true for a particular instance (that is, itcould be true.) In this case, the majority of the time, for a graph to shift horizontally to the left requires $a0$. However, because $sin(x)$ is a periodic graph, $sin(x+a)$would shift horizontally to the left if $a=-Ï€/2$, which means that for at least one value of the constant $a$ where $a0$, answer A is true. In contrast, there are no circumstances under which the graphs could have the same maximum value (as stated in the question text) but have the constant $b≠ 0$. As we state above, though, on the real ACT, once you reach the conclusion that $b=0$ and note that only one answer choice has that as part of it, you should stop there. Don't get distracted into wasting more time on this question by the bait of $a0$! #21: You may be tempted to solve this absolute value inequality question as normal, by making two calculations and then solving as a single variable equation. (For more information on this, check out our guide covering absolute value equations). In this case, however, pay attention to the fact that our absolute value must supposedly be less than a negative number. An absolute value will always be positive (as it is a measure of distance and there is no such thing as a negative distance). This means it would be literally impossible to have an absolute value equation be less than -1. Our final answer is K, the empty set, as no number fulfills this equation. Whoo! You made it to the finish line- go you! What Do the Hardest ACT Math Questions Have in Common? Now, lastly, before we get to the questions themselves, it is important to understand what makes these hard questions â€Å"hard.† By doing so, you will be able to both understand and solve similar questions when you see them on test day, as well as have a better strategy for identifying and correcting your previous ACT math errors. In this section, we will look at what these questions have in common and give examples for each type. In the next section, we will give you all 21 of the most difficult questions as well as answer explanations for each question, including the ones we use as examples here. Some of the reasons why the hardest math questions are the hardest math questions are because the questions do the following: #1: Test Several Mathematical Concepts at Once As you can see, this question deals with a combination of functions and coordinate geometry points. #2: Require Multiple Steps Many of the most difficult ACT Math questions primarily test just one basic mathematical concept. What makes them difficult is that you have to work through multiple steps in order to solve the problem. (Remember: the more steps you need to take, the easier it is to mess up somewhere along the line!) Though it may sound like a simple probability question, you must run through a long list of numbers with 0 as a digit. This leaves room for calculation errors along the way. #3: Use Concepts You're Less Familiar With Another reason the questions we picked are so difficult for many students is that they focus on subjects you likely have limited familiarity with. For example, many students are less familiar with algebraic and/or trigonometric functions than they are with fractions and percentages, so most function questions are considered â€Å"high difficulty† problems. Many students get intimidated with function problems because they lack familiarity with these types of questions. #4: Give You Convoluted or Wordy Scenarios to Work Through Some of the most difficult ACT questions are not so much mathematically difficult as they are simply tough to decode. Especially as you near the end of the math section, it can be easy to get tired and misread or misunderstand exactly what the question is even asking you to find. This question presents students with a completely foreign mathematical concept and can eat up the limited available time. #5: Appear Deceptively Easy Remember- if a question is located at the very end of the math section, it means that a lot of students will likely make mistakes on it. Look out for these questions, which may give a false appearance of being easy in order to lure you into falling for bait answers. Be careful! This question may seem easy, but, because of how it is presented, many students will fall for one of the bait answers. #6: Involve Multiple Variables or Hypotheticals The more difficult ACT Math questions tend to use many different variables- both in the question and in the answer choices- or present hypotheticals. (Note: The best way to solve these types of questions- questions that use multiple integers in both the problem and in the answer choices- is to use the strategy of plugging in numbers.) Working with hypothetical scenarios and variables is almost always more challenging than working with numbers. Now picture something delicious and sooth your mind as a reward for all that hard work. The Take-Aways Taking the ACT is a long journey; the more you get acclimated to it ahead of time, the better you'll feel on test day. And knowing how to handle the hardest questions the test-makers have ever given will make taking your ACT seem a lot less daunting. If you felt that these questions were easy, make sure not underestimate the effect of adrenaline and fatigue on your ability to solve your math problems. As you study, try to follow the timing guidelines (an average of one minute per ACT math question) and try to take full tests whenever possible. This is the best way to recreate the actual testing environment so that you can prepare for the real deal. If you felt these questions were challenging, be sure to strengthen your math knowledge by checking out our individual math topic guides for the ACT. There, you'll see more detailed explanations of the topics in question as well as more detailed answer breakdowns. What’s Next? Felt that these questions were harder than you were expecting? Take a look at all the topics covered on the ACT math section and then note which sections you had particular difficulty in. Next, take a look at our individual math guides to help you strengthen any of those weak areas. Running out of time on the ACT math section? Our guide to helping you beat the clock will help you finish those math questions on time. Aiming for a perfect score? Check out our guide on how to get a perfect 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 classes. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our classes are entirely online, and they're taught by ACT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

Answer both parts Essay Example | Topics and Well Written Essays - 1000 words - 1

Answer both parts - Essay Example It will be useful in the research because it will provide insight of what happens in the community. It addresses the use of media in addressing contemporary phenomenon of language manipulation. What is more interesting in this article was that it is the human beings that manipulate language the conditions of the other human being in the prison. Even though the international human rights are enumerated still the prisoners are tortures and deprived of basic needs. The implication is that these laws are made ti protect the prisoners and at the same time they are broken by the use of language to make the situation later than the normal conditions. There is knowledge gap that need to be addressed as early as possible in order to investigate And find out how the use of language contribute to the violation of human rights that are accepted internationally. The term originated from the United States’ President George Bush that coined and subsequently used it on 20th September 2001 through his government. Accordingly, the Western media picked it up to refer to a global military, legal, conceptual as well as political war against regimes linked supportive to terrorist’s activities, as well as terrorist-attached organizations. War on Terror, ‘The war on terror (Global War on Terrorism) is a global military movement that instigated after 11th September 2001 terrorist invasion of the US. The United States later spearheaded a coalition comprising of other NATO as well as non-NATO countries in this war campaign to extinguish al-Qaeda as well as their associated militant extremist groupings. The term always meant the Muslims nations linked to Islamic terrorism groupings such as al-Qaeda and their affiliates. The current US admiration replaced the term with the Overseas Contingency Operation but still drives similar agendum and objectives of the initial President Bush’s â€Å"War