I need to use algebra to complete the question but I couldn't find the answer. I have already tried to substitute in lines, use the cyclic quadrilateral and angle in the centre of a circle theorem and alternate segment theorem. But there is a theorem I was missing out or something in the algebra because when I tried rearranging the equations it went wrong and I kept on getting 0 = -y + 2x from 360 = 180-2y+ 180-2y(AOB and AOC) + 2x (each of opposite angles in cyclic quadrilateral) + y(bottom angle next to 70) + 2y (angle Abc).

What I'm trying to understand is what Jung means when he says 'That was when I learned what a neurosis is', and how I can apply that to ending challenges with studying.
I did some research and to my current understanding, (please correct me if any parts are different) he seems to say that neurosis is about avoiding reality due to anxiety related to performing a certain task?Would Jung fainting be a symptom of the neurosis around studying here?
And it seems he's saying he was fainting on purpose, or perhaps 'allowing' the fainting because he didn't want to study? He finally overcame the fainting by having a change of mindset of wanting to avoid not being able to work in the future, and then proceeding to simply push through the fainting and study the Latin grammar. When he says that day he finally understood what a neurosis is, is he saying the anxiety around study was bringing about the physiological response of fainting, but such responses, if brought to the conscious, can be controlled (and controlled immediately in one sitting, albeit with a string drove to do so in his case)?
Also, why does Jung feel guilt and shame around the event, (intrinsically it seems, aside from others' opinions too) and seem to give the idea that he orchestrated the event, it seems he's referring to being the cause of even the part where he got pushed by the other boy? Is this more of a spiritual take where because he didn't want to study, his desire became reality (in a painful way) and therefore he felt guilty for wanting to find escapism from study? Or is it more literal?
Also is a point being made in the final paragraph that being in solitude for the purpose of exploring nature and spirituality, and using escapism, away from society, can lead to and exacerbate a neurosis?
So I ask all of this yes out of a growing interest in psychology especially Jungian, but very practically because I'm trying to understand how I can solve challenges regarding my own studies.
I'm currently studying maths at university, and have had challenges with studying since the time following Covid 19. These included moving school to one where I was one of very few new students, bullying, longing for the past (both previous school and how life was pre-covid), along with study becoming a lot more independent. As well as away from school: having challenges navigating my beliefs, home life as a 2nd gen (born in country of origin but moved as a baby) where cultural values between home and current country clashed, and just generally (especially following standstills due to lockdowns), realising both practically and in in my observations (which I would ruminate on regardless of if I could do anything to solve the challenges whether personal or in some news article), very suddenly and rapidly, that the world is a very harsh place, very different from how I once viewed it with rose-tinted glasses.
There's several factors to consider, that could be making studying effectively more challenging, of course even without what I mentioned in the previous paragraph. Studying poses its own innate challenges as learning new content is challenging in itself. So now differentiating this from these challenges is yet anther challenge to overcome.
Nevertheless, alongside working on overcoming the 'side challenges' I'll call them, my main pursuit has consistently been to 'push through' as it seems Jung did to improve his studies. I would say I've done well overall, come a long way, and I am proud of my achievements, yet there have beent several occurences of not meeting goals, (causing an unplanned gap year), and also a failed exam despite consistent efforts. Yes, there's more I could have done to avoid that failure, and I know there are topics I didn't fully understand even by the time the exam came, and there are extended practice sheets (not complusory but helpful practice, and I did all the compulsory work and then my own extra study including asking questions on what I didn't yet understand) that were available that I'm doing now in preparation to re-sit the exam. All of this is to say, despite this, it feels too much like some sort of cycle of underperformance I need to break out of, yet pushing through seems to be becoming less effective. In slightly-post-covid-but-pre-university times, it was things like missing the top grade I needed by a few marks, but I have never failed an exam before this.
For more context, just a few months pre-Covid I was scoring not only best in year but in the whole school in mathematics, and yes I worked very hard, but it didn't feel like I was walking through fire to do so, and was excelling in almost all of my subjects, and also really enjoying the process of learning, with much better mood overall, and was even getting quite fit! Even if I was albeit on auto-plilot of having a streak of good previous results, and didn't even believe mental health 'existed' or could have a serious impact on how people function from what I'd heard, and they should just push through, which of course is what I'm actually now trying to figure out. In regards to getting my mental health sorted, I'm working on doing that as much as I know how to, and learning through knowledge on reddit and more, without being triggered to the point of having study affected, and have reached out for advice.
These days I'm fighting the self-doubt of repeated underperformance and anxiety about my current study methods and more fundamentally if I'm even targeting the right areas, not being completely sure of what went wrong in certain past exams since scripts aren't returned.
I've done so much research on studying smarter not harder, and fighting perfectionistic tendencies of reading the notes on the topic that precede the questions for so long that I've used all energy on that rather than active practice, (and then procrastinate or even fall asleep at my desk) especially for a subject like mathematics where practice is key.
If anyone of this subreddit could give any insight into this I'd truly appreciate it. If it helps, I'm INFJ-T the last 5 times I did the Myers-Briggs test. Thank you.
I've pasted an excerpt below on Carl Jung's book 'Memories, Dreams and Reflections' approx pages 44-49:
EXCERPT:
"Whenever it was a question of an equivalence, then it was said that a : a, b : b, and so on. This I could accept, whereas a : b seemed to me a downright lie or a fraud. I was equally outraged when the teacher stated in the teeth of his own definition of parallel lines that they met at infinity. This seemed to me no better than a stupid trick to catch peasants with, and I could not and would not have anything to do with it. My intellectual morality fought against these whimsical inconsistencies, which have forever debarred me from understanding mathematics. Right into old age I have had the incorrigible feeling that if, like my schoolmates, I could have accepted without a struggle the proposition that a : b, or that sun : moon, dog = cat, then mathematics might have fooled me endlessly--just how much I only began to realize at the age of eighty four. All my life it remained a puzzle to me why it was that I never managed to get my bearings in mathematics when there was no doubt whatever that I could calculate properly. Least of all did I understand my own moral doubts concerning mathematics. Equations I could comprehend only by inserting specific numerical values in place of the letters and verifying the meaning of the operation by actual calculation. As we went on in mathematics I was able to get along, more or less, by copying out algebraic formulas whose meaning I did not understand, and by memorizing where a particular combination of letters had stood on the blackboard. I could no longer make headway by substituting numbers, for from time to time the teacher would say, "Here we put the expression so and-so," and then he would scribble a few letters on the blackboard. I had no idea where he got them and why he did it--the only reason I could see was that it enabled him to bring the procedure to what he felt was a satisfactory conclusion. I was so intimidated by my incomprehension that I did not dare to ask any questions. Mathematics classes became sheer terror and torture to me. Other subjects I found easy; and as, thanks to my good visual memory, I contrived for a long while to swindle my way through mathematics, I usually had good marks. But my fear of failure and my sense of smallness in face of the vast world around me created in me not only a dislike but a kind of silent despair which completely ruined school for me. In addition, I was exempted from drawing classes on grounds of utter incapacity. This in a way was welcome to me, since it gave me more free time; but on the other hand it was a fresh defeat, since I had some facility in drawing, although I did not realize that it depended essentially on the way I was feeling. I could draw only what stirred my imagination. But I was forced to copy prints of Greek gods with sightless eyes, and when that wouldn't go properly the teacher obviously thought I needed something more naturalistic and set before me the picture of a goat's head. This assignment I failed completely, and that was the end of my drawing classes. To my defeats in mathematics and drawing there was now added a third: from the very first I hated gymnastics. I could not endure having others tell me how to move. I was going to school in order to learn something, not to practice useless and senseless acrobatics. Moreover, as a result of my earlier accidents, I had a certain physical timidity which I was not able to overcome until much later on. This timidity was in turn linked with a distrust of the world and its potentialities. To be sure, the world seemed to me beautiful and desirable, but it was also filled with vague and incomprehensible perils. Therefore I always wanted to know at the start to what and to whom I was entrusting myself. Was this perhaps connected with my mother, who had abandoned me for several months? When, as I shall describe later, my neurotic fainting spells began, the doctor forbade me to engage in gymnastics, much to my satisfaction. I was rid of that burden--and had swallowed another defeat. The time thus gained was not spent solely on play. It permitted me to indulge somewhat more freely the absolute craving I had developed to read every scrap of printed matter that fell into my hands. My twelfth year was indeed a fateful one for me. One day in the early summer of 1887 I was standing in the cathedral square, waiting for a classmate who went home by the same route as myself. It was twelve o'clock, and the morning classes were over. Suddenly another boy gave me a shove that knocked me off my feet. I fell, striking my head against the curbstone so hard that I almost lost consciousness. For about half an hour afterward I was a little dazed. At the moment I felt the blow the thought flashed through my mind: "Now you won't have to go to school any more." I was only half unconscious, but I remained lying there a few moments longer than was strictly necessary, chiefly in order to avenge myself on my assailant. Then people picked me up and took me to a house nearby, where two elderly spinster aunts lived. From then on I began to have fainting spells whenever I had to return to school, and whenever my parents set me to doing my homework. For more than six months I stayed away from school, and for me that was a picnic. I was free, could dream for hours, be anywhere I liked, in the woods or by the water, or draw. I resumed my battle pictures and furious scenes of war, of old castles that were being assaulted or burned, or drew page upon page of caricatures. Similar caricatures sometimes appear to me before falling asleep to this day, grinning masks that constantly move and change, among them familiar faces of people who soon afterward died. Above all, I was able to plunge into the world of the mysterious. To that realm belonged trees, a pool, the swamp, stones and animals, and my father's library. But I was growing more and more away from the world, and had all the while faint pangs of conscience. I frittered away my time with loafing, collecting, reading, and playing. But I did not feel any happier for it; I had the obscure feeling that I was fleeing from myself. I forgot completely how all this had come about, but I pitied my parents' worries. They consulted various doctors, who scratched their heads and packed me off to spend the holidays with relatives in Winterthur. This city had a railroad station that proved a source of endless delight to me. But when I returned home everything was as before. One doctor thought I had epilepsy. I knew what epileptic fits were like and I inwardly laughed at such nonsense. My parents became more worried than ever. Then one day a friend called on my father. They were sitting in the garden and I hid behind a shrub, for I was possessed of an insatiable curiosity. I heard the visitor saying to my father, "And how is your son?" "Ah, that's a sad business," my father replied. "The doctors no longer know what is wrong with him. They think it may be epilepsy. It would be dreadful if he were incurable. I have lost what little I had, and what will become of the boy if he cannot earn his own living?" I was thunderstruck. This was the collision with reality. "Why, then, I must get to work!" I thought suddenly. From that moment on I became a serious child. I crept away, went to my father's study, took out my Latin grammar, and began to cram with intense concentration. After ten minutes of this I had the finest of fainting fits. I almost fell off the chair, but after a few minutes I felt better and went on working. "Devil take it, I'm not going to faint," I told myself, and persisted in my purpose. This time it took about fifteen minutes before the second attack came. That, too, passed like the first. "And now you must really get to work!" I stuck it out, and after an hour came the third attack. Still I did not give up, and worked for another hour, until I had the feeling that I had overcome the attacks. Suddenly I felt better than I had in all the months before. And in fact the attacks did not recur. From that day on I worked over my grammar and other schoolbooks every day. A few weeks later I returned to school, and never suffered another attack, even there. The whole bag of tricks was over and done with! That was when I learned what a neurosis is. Gradually the recollection of how it had all come about returned to me, and I saw clearly that I myself had arranged this whole disgraceful situation. That was why I had never been seriously angry with the schoolmate who pushed me over. I knew that he had been put up to it, so to speak, and that the whole affair was a diabolical plot on my part. I knew, too, that this was never going to happen to me again. I had a feeling of rage against myself, and at the same time was ashamed of myself. For I knew that I had wronged myself and made a fool of myself in my own eyes. Nobody else was to blame; I was the cursed renegade! From then on I could no longer endure my parents' worrying about me or speaking of me in a pitying tone. The neurosis became another of my secrets, but it was a shameful secret, a defeat. Nevertheless it induced in me a studied punctiliousness and an unusual diligence. Those days saw the beginnings of my conscientiousness, practiced not for the sake of appearances, so that I would amount to something, but for my own sake. Regularly I would get up at five o'clock in order to study, and sometimes I worked from three in the morning till seven, before going to school. What had led me astray during the crisis, was my passion for being alone, my delight in solitude. Nature seemed to me full of wonders, and I wanted to steep myself in them. Every stone, every plant, every single thing seemed alive and indescribably marvelous. I immersed myself in nature, crawled, as it were, into the very essence of nature and away from the whole human world."

What I'm trying to understand is what Jung means when he says 'That was when I learned what a neurosis is', and how I can apply that to ending challenges with studying.
I did some research and to my current understanding, (please correct me if any parts are different) he seems to say that neurosis is about avoiding reality due to anxiety related to performing a certain task?Would Jung fainting be a symptom of the neurosis around studying here?
And it seems he's saying he was fainting on purpose, or perhaps 'allowing' the fainting because he didn't want to study? He finally overcame the fainting by having a change of mindset of wanting to avoid not being able to work in the future, and then proceeding to simply push through the fainting and study the Latin grammar. When he says that day he finally understood what a neurosis is, is he saying the anxiety around study was bringing about the physiological response of fainting, but such responses, if brought to the conscious, can be controlled (and controlled immediately in one sitting, albeit with a string drove to do so in his case)?
Also, why does Jung feel guilt and shame around the event, (intrinsically it seems, aside from others' opinions too) and seem to give the idea that he orchestrated the event, it seems he's referring to being the cause of even the part where he got pushed by the other boy? Is this more of a spiritual take where because he didn't want to study, his desire became reality (in a painful way) and therefore he felt guilty for wanting to find escapism from study? Or is it more literal?
Also is a point being made in the final paragraph that being in solitude for the purpose of exploring nature and spirituality, and using escapism, away from society, can lead to and exacerbate a neurosis?
So I ask all of this yes out of a growing interest in psychology especially Jungian, but very practically because I'm trying to understand how I can solve challenges regarding my own studies.
I'm currently studying maths at university, and have had challenges with studying since the time following Covid 19. These included moving school to one where I was one of very few new students, bullying, longing for the past (both previous school and how life was pre-covid), along with study becoming a lot more independent. As well as away from school: having challenges navigating my beliefs, home life as a 2nd gen (born in country of origin but moved as a baby) where cultural values between home and current country clashed, and just generally (especially following standstills due to lockdowns), realising both practically and in in my observations (which I would ruminate on regardless of if I could do anything to solve the challenges whether personal or in some news article), very suddenly and rapidly, that the world is a very harsh place, very different from how I once viewed it with rose-tinted glasses.
There's several factors to consider, that could be making studying effectively more challenging, of course even without what I mentioned in the previous paragraph. Studying poses its own innate challenges as learning new content is challenging in itself. So now differentiating this from these challenges is yet anther challenge to overcome.
Nevertheless, alongside working on overcoming the 'side challenges' I'll call them, my main pursuit has consistently been to 'push through' as it seems Jung did to improve his studies. I would say I've done well overall, come a long way, and I am proud of my achievements, yet there have beent several occurences of not meeting goals, (causing an unplanned gap year), and also a failed exam despite consistent efforts. Yes, there's more I could have done to avoid that failure, and I know there are topics I didn't fully understand even by the time the exam came, and there are extended practice sheets (not complusory but helpful practice, and I did all the compulsory work and then my own extra study including asking questions on what I didn't yet understand) that were available that I'm doing now in preparation to re-sit the exam. All of this is to say, despite this, it feels too much like some sort of cycle of underperformance I need to break out of, yet pushing through seems to be becoming less effective. In slightly-post-covid-but-pre-university times, it was things like missing the top grade I needed by a few marks, but I have never failed an exam before this.
For more context, just a few months pre-Covid I was scoring not only best in year but in the whole school in mathematics, and yes I worked very hard, but it didn't feel like I was walking through fire to do so, and was excelling in almost all of my subjects, and also really enjoying the process of learning, with much better mood overall, and was even getting quite fit! Even if I was albeit on auto-plilot of having a streak of good previous results, and didn't even believe mental health 'existed' or could have a serious impact on how people function from what I'd heard, and they should just push through, which of course is what I'm actually now trying to figure out. In regards to getting my mental health sorted, I'm working on doing that as much as I know how to, and learning through knowledge on reddit and more, without being triggered to the point of having study affected, and have reached out for advice.
These days I'm fighting the self-doubt of repeated underperformance and anxiety about my current study methods and more fundamentally if I'm even targeting the right areas, not being completely sure of what went wrong in certain past exams since scripts aren't returned.
I've done so much research on studying smarter not harder, and fighting perfectionistic tendencies of reading the notes on the topic that precede the questions for so long that I've used all energy on that rather than active practice, (and then procrastinate or even fall asleep at my desk) especially for a subject like mathematics where practice is key.
If anyone of this subreddit could give any insight into this I'd truly appreciate it. If it helps, I'm INFJ-T the last 5 times I did the Myers-Briggs test. Thank you.
I've pasted an excerpt below on Carl Jung's book 'Memories, Dreams and Reflections' approx pages 44-49:
EXCERPT:
"Whenever it was a question of an equivalence, then it was said that a : a, b : b, and so on. This I could accept, whereas a : b seemed to me a downright lie or a fraud. I was equally outraged when the teacher stated in the teeth of his own definition of parallel lines that they met at infinity. This seemed to me no better than a stupid trick to catch peasants with, and I could not and would not have anything to do with it. My intellectual morality fought against these whimsical inconsistencies, which have forever debarred me from understanding mathematics. Right into old age I have had the incorrigible feeling that if, like my schoolmates, I could have accepted without a struggle the proposition that a : b, or that sun : moon, dog = cat, then mathematics might have fooled me endlessly--just how much I only began to realize at the age of eighty four. All my life it remained a puzzle to me why it was that I never managed to get my bearings in mathematics when there was no doubt whatever that I could calculate properly. Least of all did I understand my own moral doubts concerning mathematics. Equations I could comprehend only by inserting specific numerical values in place of the letters and verifying the meaning of the operation by actual calculation. As we went on in mathematics I was able to get along, more or less, by copying out algebraic formulas whose meaning I did not understand, and by memorizing where a particular combination of letters had stood on the blackboard. I could no longer make headway by substituting numbers, for from time to time the teacher would say, "Here we put the expression so and-so," and then he would scribble a few letters on the blackboard. I had no idea where he got them and why he did it--the only reason I could see was that it enabled him to bring the procedure to what he felt was a satisfactory conclusion. I was so intimidated by my incomprehension that I did not dare to ask any questions. Mathematics classes became sheer terror and torture to me. Other subjects I found easy; and as, thanks to my good visual memory, I contrived for a long while to swindle my way through mathematics, I usually had good marks. But my fear of failure and my sense of smallness in face of the vast world around me created in me not only a dislike but a kind of silent despair which completely ruined school for me. In addition, I was exempted from drawing classes on grounds of utter incapacity. This in a way was welcome to me, since it gave me more free time; but on the other hand it was a fresh defeat, since I had some facility in drawing, although I did not realize that it depended essentially on the way I was feeling. I could draw only what stirred my imagination. But I was forced to copy prints of Greek gods with sightless eyes, and when that wouldn't go properly the teacher obviously thought I needed something more naturalistic and set before me the picture of a goat's head. This assignment I failed completely, and that was the end of my drawing classes. To my defeats in mathematics and drawing there was now added a third: from the very first I hated gymnastics. I could not endure having others tell me how to move. I was going to school in order to learn something, not to practice useless and senseless acrobatics. Moreover, as a result of my earlier accidents, I had a certain physical timidity which I was not able to overcome until much later on. This timidity was in turn linked with a distrust of the world and its potentialities. To be sure, the world seemed to me beautiful and desirable, but it was also filled with vague and incomprehensible perils. Therefore I always wanted to know at the start to what and to whom I was entrusting myself. Was this perhaps connected with my mother, who had abandoned me for several months? When, as I shall describe later, my neurotic fainting spells began, the doctor forbade me to engage in gymnastics, much to my satisfaction. I was rid of that burden--and had swallowed another defeat. The time thus gained was not spent solely on play. It permitted me to indulge somewhat more freely the absolute craving I had developed to read every scrap of printed matter that fell into my hands. My twelfth year was indeed a fateful one for me. One day in the early summer of 1887 I was standing in the cathedral square, waiting for a classmate who went home by the same route as myself. It was twelve o'clock, and the morning classes were over. Suddenly another boy gave me a shove that knocked me off my feet. I fell, striking my head against the curbstone so hard that I almost lost consciousness. For about half an hour afterward I was a little dazed. At the moment I felt the blow the thought flashed through my mind: "Now you won't have to go to school any more." I was only half unconscious, but I remained lying there a few moments longer than was strictly necessary, chiefly in order to avenge myself on my assailant. Then people picked me up and took me to a house nearby, where two elderly spinster aunts lived. From then on I began to have fainting spells whenever I had to return to school, and whenever my parents set me to doing my homework. For more than six months I stayed away from school, and for me that was a picnic. I was free, could dream for hours, be anywhere I liked, in the woods or by the water, or draw. I resumed my battle pictures and furious scenes of war, of old castles that were being assaulted or burned, or drew page upon page of caricatures. Similar caricatures sometimes appear to me before falling asleep to this day, grinning masks that constantly move and change, among them familiar faces of people who soon afterward died. Above all, I was able to plunge into the world of the mysterious. To that realm belonged trees, a pool, the swamp, stones and animals, and my father's library. But I was growing more and more away from the world, and had all the while faint pangs of conscience. I frittered away my time with loafing, collecting, reading, and playing. But I did not feel any happier for it; I had the obscure feeling that I was fleeing from myself. I forgot completely how all this had come about, but I pitied my parents' worries. They consulted various doctors, who scratched their heads and packed me off to spend the holidays with relatives in Winterthur. This city had a railroad station that proved a source of endless delight to me. But when I returned home everything was as before. One doctor thought I had epilepsy. I knew what epileptic fits were like and I inwardly laughed at such nonsense. My parents became more worried than ever. Then one day a friend called on my father. They were sitting in the garden and I hid behind a shrub, for I was possessed of an insatiable curiosity. I heard the visitor saying to my father, "And how is your son?" "Ah, that's a sad business," my father replied. "The doctors no longer know what is wrong with him. They think it may be epilepsy. It would be dreadful if he were incurable. I have lost what little I had, and what will become of the boy if he cannot earn his own living?" I was thunderstruck. This was the collision with reality. "Why, then, I must get to work!" I thought suddenly. From that moment on I became a serious child. I crept away, went to my father's study, took out my Latin grammar, and began to cram with intense concentration. After ten minutes of this I had the finest of fainting fits. I almost fell off the chair, but after a few minutes I felt better and went on working. "Devil take it, I'm not going to faint," I told myself, and persisted in my purpose. This time it took about fifteen minutes before the second attack came. That, too, passed like the first. "And now you must really get to work!" I stuck it out, and after an hour came the third attack. Still I did not give up, and worked for another hour, until I had the feeling that I had overcome the attacks. Suddenly I felt better than I had in all the months before. And in fact the attacks did not recur. From that day on I worked over my grammar and other schoolbooks every day. A few weeks later I returned to school, and never suffered another attack, even there. The whole bag of tricks was over and done with! That was when I learned what a neurosis is. Gradually the recollection of how it had all come about returned to me, and I saw clearly that I myself had arranged this whole disgraceful situation. That was why I had never been seriously angry with the schoolmate who pushed me over. I knew that he had been put up to it, so to speak, and that the whole affair was a diabolical plot on my part. I knew, too, that this was never going to happen to me again. I had a feeling of rage against myself, and at the same time was ashamed of myself. For I knew that I had wronged myself and made a fool of myself in my own eyes. Nobody else was to blame; I was the cursed renegade! From then on I could no longer endure my parents' worrying about me or speaking of me in a pitying tone. The neurosis became another of my secrets, but it was a shameful secret, a defeat. Nevertheless it induced in me a studied punctiliousness and an unusual diligence. Those days saw the beginnings of my conscientiousness, practiced not for the sake of appearances, so that I would amount to something, but for my own sake. Regularly I would get up at five o'clock in order to study, and sometimes I worked from three in the morning till seven, before going to school. What had led me astray during the crisis, was my passion for being alone, my delight in solitude. Nature seemed to me full of wonders, and I wanted to steep myself in them. Every stone, every plant, every single thing seemed alive and indescribably marvelous. I immersed myself in nature, crawled, as it were, into the very essence of nature and away from the whole human world."

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ALGEBRA HELP:

• I am well-versed in helping students do well in Algebra 1 & 2 College Algebra Intermediate Algebra Pre-Algebra and I am very knowledgeable and proficient in the following algebra topics in alphabetical order:
• Absolute Values Circle Equation Domain Exponents Graphing Horizontal & Vertical Asymptotes Inequalities, Equations & Functions Inverse Functions Linear, Exponential, Logarithmic, Quadratic Equations Logarithms Maximum & Minimum Values of a Graph Number Lines One-to-One Functions Parallel & Perpendicular Lines Plotting Points & Ordered Pairs Point-Slope Form Polynomial Division Polynomials Radicals Range Rational & Irrational Expressions Rational Functions Real Roots Real Zeros Relations & Functions Slope Slope-Intercept Form Square Roots Standard Form of a Line System of Equations System of Inequalities Variables X and Y Intercepts

CALCULUS HELP:

• I am well-versed in helping students do well in Calculus I, II & III, Calculus 1, 2 & 3, Business Calculus, Multivariable Calculus, Vector Calculus and I am very knowledgeable and proficient in the following calculus topics in alphabetical order:
• Absolute & Local Maximum and Minimum Antiderivative Area & Volume Chain Rule Concavity Continuity Convergence Test Critical Points Curvature Curve of Rotation Curve Sketching Derivatives Divergence Test First & Second Derivative Test Fourier Series Implicit Differentiation Increasing / Decreasing Functions Infinite Series Integrals Integration by Parts Jacobian Matrix Limits L’Hopital’s Rule Maclaurin Series Mean Value Theorem Partial Derivative Product & Quotient Rule Reiman Sum Related Rates Simpson’s Rule Solid of Revolution Substitution Rule Taylor Series

If you are unable to Pass your Exams, Quizzes, Tests or Unable to Handle Homework Assignments or full course online, Get paid help from Online Helpers at Hiraedu!
Contact Details for Hiraedu Helper:
WhatsApp: +1 (213) 594-5657
Call: +1 727 456 9641
Website: hiraedu. com
Email: [info@hiraedu](mailto:info@hiraedu). com
Discord ID: Hiraedu#4788
Telegram Username: Hiraedu
ATTRIBUTES THAT SET ME APART FROM OTHER TUTORS:

• I firmly believe that I have many attributes and skills that set me apart from other tutors. Below is a list of qualities that makes me an ideal fit to help you master your coursework:

I CAN AID STUDENTS TAKING PROCTORED ASSESSMENTS:

• Proficient in CollegeBoard AP Calculus AB, AP Calculus BC & AP Statistics exams.
• Skilled with International Baccalaureate Math Exams: IB Maths HL & IB Maths SL
• Can intentionally answer a few problems incorrectly at the student's request.
• Can text solutions to the student while they are taking a proctored exam.
• Upon request, can purposely obtain grades below an A (ex: B+, B, C+, C-).
• I can stretch out the time to a plausible length for timed exams and assignments before submitting them.
• Have reliable software that can change my IP address to match the closest major city near the student.
• I have exceptional multiple-choice exam-taking skills. I have mastered the various techniques to make calculated guesses for the correct option in standardized exams such as the SAT & GRE.

I CAN VERIFY MY ACADEMIC KNOWLEDGE & SKILLS:

• I have no problem with requests to solve sample problems upfront to prove my knowledge & proficiency of the course concepts.
• I can provide glowing references & strong examples of work done for past clients to verify my academic skills.
• I can also provide, upon request, complete detailed calculations with explanations for solutions to the problems worked on.
• I am quite skilled and adept in using multiple modernized educational platforms and software, including but not limited to: Brightspace MyStatLab D2L WebAssign Canvas MyMathLab Blackboard ALEKS
• Can format term papers and discussion posts in APA MLA Harvard Chicago Vancouver OSCOLA IEEE format.

I HAVE PAID ACCESS TO OVER 15 STUDY-HELP WEBSITES AND MATHEMATICAL SOFTWARE:

• I have multiple paid subscriptions to a wide range of academic tutoring resources, including Chegg, Quizlet, CourseHero, Brainly, Grammarly, Study. com, Bartleby, Slader, Transtutors, Slideshare, StudocU, Turnitin, Academia, SymboLab, WolframAlpha, and Scribd to help guide to solve exam & homework questions that I may not immediately know.
• However, I am smart enough not to blatantly plagiarize solutions online but instead write them in my own unique words, formatting, & mathematical terminology.
• I have access to a very sophisticated graphing calculator and various mathematical software that provides step-by-step solutions to complex mathematical problems within seconds, allowing me to provide exact solutions to the student in a timely manner.
• I have impeccable handwriting and a high-quality mobile scanner app that allows me to scan written solutions in very legible high-definition JPG, PNG, or PDF formats.

MY AVAILABILITY & RELIABILITY:

• Depending on my availability, I can accommodate immediate tutoring requests, 1-24 hour, and 1-30-day deadlines.
• I can schedule live real-time online sessions and meet deadlines in an impressively timely fashion.
• I can provide quick notifications and updates of progress made in the student's class via email text phone calls.
• I can also be available to tutor students for Fall 2021 Spring 2022 Summer 2022 semesters.

MY EDUCATIONAL SOFTWARE OF EXPERTISE:

• I am very knowledgeable and well-versed in a wide range of educational software to tutor students in including but not limited to: Acellus ALEKS APEX Learning Aplia Blackboard Brightspace Canvas Cengage CengageNow Connect ConnectMath Connexus CPM D2L Discord Edmentum Eviews Examity Excel Hawkes Learning Honorlock Khan Academy Knewton LimeSpring Lumen Maple MasteringChemistry MasteringPhysics MathXL (XL) MATLAB McGraw-Hill Microsoft Word Minitab Moodle MyAccountingLab MyEconLab MyITLab MyLab My Lab MyMathLab My Math Lab MyOpenMath MyPsychLab MySocLab MyStatLab My Stat Lab NCSS Open Source Software Pearson PERT PlatoWeb PowerPoint Prezi R Respondus Lockdown Browser with Webcam Sapling SPSS Stata StraighterLine Straighter Line WebAssign Web Assign Webex (Cisco) WebWork Wiley WileyPlus Wonderlic Zoom

SCHOOLS FROM WHICH I'VE HELPED STUDENTS IN :
As of 2021, I have tutored and helped students enrolled at the following U.S. universities community colleges county & city colleges schools for-profit institutions listed below in alphabetical order:

• A - C: American Public University System (APUS) Arizona State Ashford Brigham Young Brown Broward California State (Fullerton) Capella Chamberlain (Illinois) Colorado Technical Columbia Columbia Southern Cornell
• D - K: Dallas College Dartmouth DeVry Excelsior College Florida International Florida State Full Sail Georgia State Grand Canyon Harvard Houston Community College Ivy Tech Community College Kaplan Kennesaw State Kent State
• L - T: Liberty Lone Star College System Kaplan Miami Dade Michigan State CUNY State University of New York (SUNY) Northern Virginia Ohio State University of Phoenix (UOP) Penn State Princeton Purdue (Davenport) San Diego State San Francisco State San Jose State Southern New Hampshire Southern Nevada Stanford St. Petersburg Strayer Texas Tech
• UNIVERSITY OF: Alabama Arizona California (UC) Central Florida Chicago Cincinnati Florida Houston Illinois (Urbana-Champaign) Iowa Maryland Minnesota Michigan North Texas Pennsylvania Southern Florida Texas Toronto
• U - Z: UCLA Extension Utah State Utah Valley Valencia Walden U Wake Technical Western Governors Wilmington Yale

I OFFER FLEXIBLE PAYMENT PLANS:

• I offer several unique payment plans, including a weekly plan, a discounted monthly plan, a discounted half-now / half-later plan, and highly discounted up-front rates.
• I can accept the following payment methods for my services: PayPal Debit Cards Square Cash Credit Cards Cash App Venmo.
• Only people located in North America have access to Venmo Cash App Zelle.
• This is an excellent way to determine if the person you're dealing with is from the United States.
• Within reason, I offer a partial or full money-Back guarantee if the student is very unsatisfied with my academic services.

TUTORING AVAILABLE FOR OTHER SUBJECTS:

• For other subjects, you can reach out to me, and I can connect you with one of my tutoring partners who can provide general academic assistance for the following subjects:
• Art & Design: Art History Design Film Studies
• Business: Accounting (Acc) Biz Courses Business Administration (Biz Admn) Business Calculus Business Law Business Statistics Corporate Finance Economics (Econ) Finance (Fin) Financial Accounting Intermediate Accounting Intermediate Microeconomics (Micro) Macroeconomics (Macro) Management (Mgmt) Managerial Accounting Marketing MBA
• Computer Science: C C++ Computer Programming (Comp) Java Python R (Introduction & Intermediate Level Only)
• Humanities: Communications (Comm) English Literature Essay & Term Paper Writing, Editing, Proofreading Essays History Papers Philosophy (Phil) Religious Studies Theology (Theo)
• Mathematics: A.P. Calculus AB & BC Psychology Statistics AP Statistics Bio statistics Calculus I (1) Calculus II (2) Calculus III (3) College Algebra Differential Equations Discrete Math Finite Math Functions General Math Geometry Liberal Arts Math Linear Algebra Multi-variable Calculus Partial Differential Equations Precalculus Probability Quantitative Reasoning Real Analysis Statistics Trigonometry (Trig) Vector Calculus
• Science & Medicine: Anatomy & Physiology (A & P) Biochemistry Biology (Bio) Biostatistics Earth Science Environmental Science General Chemistry (Chem) Healthcare Medicine Nursing Nutrition Organic Chemistry Physics (Phys)
• Social Sciences: Anthropology Economics (Econ) Geology Law & Justice Liberal Arts Liberal Studies Political Science Psychology Sociology

THE OBLIGATORY "IS THIS A SCAM?" QUESTION:
Considering the fact that you found my contact information online, it’s understandable to be skeptical regarding the legitimacy of my services. Therefore, I’m willing to do all of the following to help you feel more secure in trusting me with your academic needs:

• 1) Speak with you on the phone and answer any questions you may have so that you have the opportunity to assess and analyze my tone, articulation, accent, diction, dialect, regionalisms, pitch, vocabulary, word choice, intonations, and inflections.
• NOTE: I’m a New Jersey-born Irish/Italian-American, but I have been told that I speak in an erudite & articulate suburban American accent with a “professor style” voice somewhat resembling the voice of actor: Ben Stein.
• 2) Agree to do some homework questions of yours upfront with the work fully shown in real-time to prove my mastery of the course content.
• 3) Send you screenshots of at least five past scores I attained from completing exams & homework assignments for other students in the same type of class you need help with.
• 4) Send you full screenshots of written exam solutions I wrote up by hand for students in the past in the same course that you need help with so that you can see my neat handwriting.
• 5) Provide you with the contact information of students who have utilized my services in the past who would be more than willing to vouch for my skills.

MY REBUTTAL TO THE OBLIGATORY “IS THIS A SCAM?” QUESTION:
At the risk of sounding arrogant, I consider myself to be at least marginally more intelligent (both academically & socially) than the average person. Therefore, if I ever decided to suddenly risk prison time, risk my reputation, and risk enduring the wrath of modern-day “cancel culture” by scamming people out of their money:

• I certainly wouldn’t do it for such paltry amounts of money. (i.e., anything less than $1,000 per victim.)
• I certainly wouldn’t choose high school & college students as my “target audience” to scam, considering that most people without college degrees have abysmally low annual incomes. Why choose low-income victims when it would be much more profitable to target high-income, high-net-worth individuals earning at least six figures a year? I have knowledge in business consulting, and I promise you that a business owner would be a MUCH more lucrative mark than a low-income college student.
• I wouldn’t choose such a time & energy-draining method of scamming people. Also, communicating back and forth with potential clients is an absurdly long time sink since only less than 10% of all potential clients who reach out to me actually become paying clients of mine. This means that 90% of my time communicating with potential clients ultimately proves to be a colossal waste of my irretrievable time & energy.
• If you pay me to provide academic services and I don’t deliver, you can always dispute the payment with the payment app and easily get your money refunded. If I were in the habit of swindling money from people, then all of my payment accounts would have been investigated and be completely shut down by now. And I would have been permanently banned from opening new accounts. Therefore, the fact that all my payment apps have been fully active for years should be sufficient proof that I haven’t had people consistently disputing payments sent to me.

HOW TO CONTACT ME:

• I take my work as a tutor very seriously, and I always aim to do my best to help my students excel in school. I have a solid and sincere passion for academic achievement, and with my help, I am positive that I can help students obtain very high grades with minimal stress and effort.
• Please feel free to contact me if you're interested in my services and would like to learn more. I'm available 24/7 via phone call, email, and text. Again, thank you for taking the time to read my Reddit tutoring ad, and I hope to hear from you soon!

Contact Details for Hiraedu Helper:
WhatsApp: +1 (213) 594-5657
Call: +1 727 456 9641
Website: hiraedu. com
Email: [info@hiraedu](mailto:info@hiraedu). com
Discord ID: Hiraedu#4788
Telegram Username: Hiraedu
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Hey so I accidently skipped over algebra 1 and I was planning to redo it over this summer. I found some curriculum's and I was wondering if this was good? (im also going to add some things from khan academy)
**First Quarter:**

• **Weeks 1-2: Introduction to algebraic expressions and properties of real numbers**
  
  • Learn about variables, constants, coefficients, and terms.
  • Understand the different properties of real numbers (commutative, associative, distributive, identity, and inverse properties).
• **Weeks 3-4: Solving linear equations and inequalities**
  
  • Practice solving single-variable linear equations.
  • Explore how to solve and graph linear inequalities on a number line.
• **Weeks 5-6: Graphing linear equations and inequalities**
  
  • Learn to plot points on the Cartesian plane.
  • Understand the concept of the slope and y-intercept.
  • Graph linear equations and inequalities in two variables.

**Second Quarter:**

• **Weeks 7-8: Systems of linear equations**
  
  • Solve systems of linear equations using graphing, substitution, and elimination methods.
  • Interpret solutions of systems graphically and algebraically.
• **Weeks 9-10: Exponents**
  
  • Review the laws of exponents (product rule, quotient rule, power rule).
  • Simplify expressions involving exponents.
• **Weeks 11-12: Polynomials (definitions, operations)**
  
  • Define polynomials and understand their structure.
  • Perform addition, subtraction, and multiplication of polynomials.
• **Week 13: Factoring polynomials**
  
  • Factor out the greatest common factor (GCF).
  • Factor trinomials and special products (difference of squares, perfect square trinomials).

**Third Quarter:**

• **Week 14: Quadratic Equations & Functions**
  
  • Introduce quadratic equations and their standard form.
  • Solve quadratic equations by factoring, completing the square, and using the quadratic formula.
  • Graph quadratic functions and understand their properties (vertex, axis of symmetry).
• **Week 15: Rational Expressions & Equations**
  
  • Simplify rational expressions.
  • Solve rational equations and understand their applications.
• **Week 16: Radical Expressions**
  
  • Simplify radical expressions.
  • Perform operations with radicals (addition, subtraction, multiplication, division).

**Fourth Quarter:**

• **Week 17: Linear functions (slope-intercept form, point-slope form)**
  
  • Write and interpret linear functions in slope-intercept form (y = mx + b) and point-slope form (y - y1 = m(x - x1)).
  • Convert between different forms of linear equations.
• **Week 18: Transformations of functions**
  
  • Understand transformations such as translations, reflections, stretches, and compressions.
  • Apply transformations to linear and quadratic functions.
• **Week 19: Review for final exam**
  
  • Comprehensive review of all topics covered throughout the course.
  • Practice problems and mock exams to prepare for the final assessment.

THANKSSS!!!!!!!

Hey so I accidently skipped over algebra 1 and I was planning to redo it over this summer. I found some curriculum's and I was wondering if this was good? (im also going to add some things from khan academy)
**First Quarter:**

• **Weeks 1-2: Introduction to algebraic expressions and properties of real numbers**
  
  • Learn about variables, constants, coefficients, and terms.
  • Understand the different properties of real numbers (commutative, associative, distributive, identity, and inverse properties).
• **Weeks 3-4: Solving linear equations and inequalities**
  
  • Practice solving single-variable linear equations.
  • Explore how to solve and graph linear inequalities on a number line.
• **Weeks 5-6: Graphing linear equations and inequalities**
  
  • Learn to plot points on the Cartesian plane.
  • Understand the concept of the slope and y-intercept.
  • Graph linear equations and inequalities in two variables.

**Second Quarter:**

• **Weeks 7-8: Systems of linear equations**
  
  • Solve systems of linear equations using graphing, substitution, and elimination methods.
  • Interpret solutions of systems graphically and algebraically.
• **Weeks 9-10: Exponents**
  
  • Review the laws of exponents (product rule, quotient rule, power rule).
  • Simplify expressions involving exponents.
• **Weeks 11-12: Polynomials (definitions, operations)**
  
  • Define polynomials and understand their structure.
  • Perform addition, subtraction, and multiplication of polynomials.
• **Week 13: Factoring polynomials**
  
  • Factor out the greatest common factor (GCF).
  • Factor trinomials and special products (difference of squares, perfect square trinomials).

**Third Quarter:**

• **Week 14: Quadratic Equations & Functions**
  
  • Introduce quadratic equations and their standard form.
  • Solve quadratic equations by factoring, completing the square, and using the quadratic formula.
  • Graph quadratic functions and understand their properties (vertex, axis of symmetry).
• **Week 15: Rational Expressions & Equations**
  
  • Simplify rational expressions.
  • Solve rational equations and understand their applications.
• **Week 16: Radical Expressions**
  
  • Simplify radical expressions.
  • Perform operations with radicals (addition, subtraction, multiplication, division).

**Fourth Quarter:**

• **Week 17: Linear functions (slope-intercept form, point-slope form)**
  
  • Write and interpret linear functions in slope-intercept form (y = mx + b) and point-slope form (y - y1 = m(x - x1)).
  • Convert between different forms of linear equations.
• **Week 18: Transformations of functions**
  
  • Understand transformations such as translations, reflections, stretches, and compressions.
  • Apply transformations to linear and quadratic functions.
• **Week 19: Review for final exam**
  
  • Comprehensive review of all topics covered throughout the course.
  • Practice problems and mock exams to prepare for the final assessment.

THANKSSS!!!!!!!

Engaging kids in emotional activities is a great way to help them understand, express, and manage their emotions. Here are some effective activities:

1. Emotion Charades

• Materials: Emotion cards (happy, sad, angry, etc.)
• Activity: Write different emotions on cards. Have children pick a card and act out the emotion while others guess which emotion it is.

2. Feelings Wheel

• Materials: Printable feelings wheel
• Activity: Use a feelings wheel to help kids identify and talk about their emotions. You can have children spin the wheel and describe a time they felt that way.

3. Story Time with Emotions

• Materials: Storybooks focused on emotions
• Activity: Read books that talk about different emotions. Discuss how the characters feel and why. Examples include "The Color Monster" by Anna Llenas or "In My Heart" by Jo Witek.

4. Emotion Drawing

• Materials: Paper, crayons/markers
• Activity: Ask children to draw a picture of what they look like when they feel a certain emotion. This helps them visualize and express their feelings.

5. Emotion Puppets

• Materials: Socks, markers, felt, glue
• Activity: Create puppets that represent different emotions. Use the puppets to act out scenarios where different emotions are expressed and discussed.

6. Calm Down Jars

• Materials: Clear jar, glitter, water, glue
• Activity: Make a calm down jar by mixing glitter with water and glue in a clear jar. When a child feels upset, they can shake the jar and watch the glitter settle to help them calm down.

7. Emotion Cards

• Materials: Cards with different emotional faces
• Activity: Show the cards to the children and ask them to name the emotion and discuss times when they felt that way.

8. Role-Playing

• Materials: None needed
• Activity: Create different scenarios and role-play with children how to handle different emotions and situations. This helps them practice empathy and problem-solving.

9. Emotion Journals

• Materials: Notebooks, pens/pencils
• Activity: Encourage children to keep an emotion journal where they can write or draw about their feelings each day.

10. Mindfulness and Breathing Exercises

• Materials: None needed or a simple video guide
• Activity: Teach children simple mindfulness and breathing exercises to help them manage stress and calm down when they are upset.

11. Emotional Bingo

• Materials: Bingo cards with different emotions
• Activity: Create bingo cards with different emotions. When an emotion is called, the child can describe a time they felt that way.

12. Feelings Collage

• Materials: Magazines, scissors, glue, paper
• Activity: Have children cut out pictures from magazines that represent different emotions and create a collage. Discuss why they chose each picture.

13. Music and Movement

• Materials: Music
• Activity: Play different types of music and have children move in ways that express how the music makes them feel.

These activities can be adapted for different age groups and can be done individually or in groups. They are designed to make talking about emotions fun and interactive, helping children develop emotional intelligence and empathy.
Subscribe to our channel:- https://www.youtube.com/@kidsAdventureStories9834

This won't be a short read. TL,DR is the title.
If you are anything like me, then you would have wondered at some point just how the hell does the game work on the basic level, and you, no doubt, saw this abomination of a formula.
I always liked NV system because of how simple it is. About the only question you can get is which is applied first, DT or DR (it's DR, if you wonder), but that's it. When picking between an item with 5DT and 7DT you know exactly what you get. When you pop morphine Med-X +25DR, you know exactly what you get. When you take +3DT perk, you know exactly what you get.
With FO4, not so much.
So, I thought to myself: what if I try to rearrange the formula so that I can estimate the effects of things in-game without a calculator? A rounding here, a second-order error there, but if I can make myself a +-5% formula that I can work out instantly in my mind, it should be helpful. So I did a bit of algebra, some substitution shenanigans, and... Well, see for yourself.
CodeCogs version for those of you who need it.
FD -> FinalDamage (dealt to HP); GD -> GunDamage (as listed in the interface); DC -> DamageCoeff (the disparity between listed and dealt damage); DR -> DamageResist (as listed in the interface).
The formula is FinalDamage = GunDamage * DamageCoeff * HeadShot * SneakMulti. Headshots and sneakshots are unrelated to this discussion (they are applied independently of armor), so we will just put them aside.
The thing of interest here is DC (DamageCoeff), which is basically the impact of armor, and it's rather convoluted:
DC = min(0.99, ((0.15 * GD) / DR)^0.365 )
Holy hell, that's scary, especially for a video game of all things. So let's simplify it a bit.
First, the min part. It's doesn't do that much. Without it, if damage is ~6.6 times greater than armor it will be amplified. It's quite rare that this happens (especially at later stages, especially toward player character), so we can just omit it.
That leaves us with DC = (0.15 * GD / DR) ^ 0.365.
Okay, that's better. Now let's do something you haven't done since your 8th grade math class: simplify our expression for final damage.
FD = GD * (0.15 * GD / DR) ^ 0.365 = apply power for each item inside parenthesis = GD * 0.15^0.365 * GD^0.365 / DR^0.365 = GD * 0.5 * GD^0.365 / DR^0.365 = GD^1.365 * 0.5 / DR^0.365
FD = GD^1.365 * 0.5 / DR^0.365
That's much better. But we can go just a bit further. In math classes they might have taught you about substitutions. Let's substitude AGD = GD^1.365 * 0.5, and ADR = 1 - 1/DR^0.365 (what A means you'll get in a second). A-a-a-and:
FD = AGD * (1 - ADR), where AGD is actual gun damage, and ADR is actual damage resistance.
We got back to FO3, ladies and gentlemen, by simply adjusting the pip-boy listed values.
P.S.
Changing displayed weapon damage from GD to 0.5 * GD^1.365 is trivial, but it's a bit more complicated with DR as it is composed on multiple pieces:
ADR = (DR1 + DR2 + ... + DRn) ^-0.365
You can change the displayed value of a set, but there is no simple change for the displayed value of a piece, unlike in F03/FNV where sources of DR simply were simply added. Still, calling DR "armor rating" and displaying actual damage resistance somewhere in pip-boy/workbench would make things much simpler, IMO.
P.S.S.
By the way, have you noticed that armor penetration (like on rifleman) isn't actually penetration?
Say, we have 30% armor pen. That would mean that effective DR is 0.7*DR. If you plug this into damage formula (DC is basic coefficient, DC' is with armor penetration):
DC' = (0.15 * GD / (0.7 * DR))^0.365 = (1/0.7)^0.365 * (0.15 * GD / DR)^0.365 = 1.14 * DC
30% armor penetration is just flat 14% damage increase, regardless of target armor — be it 10 or 1000.

The Union Public Service Commission has released NDA Syllabus 2024 PDF through the official notification. Candidates should check UPSC NDA 1, 2 Syllabus to understand the topics that must be studied for the upcoming NDA Exam. The UPSC NDA syllabus 2024 is divided into two subjects, i.e. Mathematics and General Ability Test.
The NDA 2024 Syllabus includes objective-type questions only. Along with the syllabus, candidates must check the NDA Exam Pattern 2024 to understand the exam requirements and format. Scroll down the page to check the NDA Syllabus 2024 in Hindi and English, the NDA exam pattern, the marking scheme, etc, here.

NDA Syllabus 2024

The UPSC NDA Syllabus 2024 for the written exam is divided into two papers, i.e. Mathematics and General Ability Test. Candidates should be familiar with the NDA 2024 syllabus to understand the topics and sub-topics that can be asked in the exam. They should begin the preparation after understanding the NDA 2 Syllabus 2024, as it will help them align their approach with requirements. Check the detailed NDA Syllabus 2024 PDF in English and Hindi here.
Candidates should check the UPSC NDA Syllabus and Exam Pattern before commencing the preparation. The official syllabus has been detailed in the NDA Notification 2024 .

NDA Syllabus 2024 Important Topics

The NDA Syllabus 2024 PDF is divided into two subjects: Mathematics and General Ability Test. Moreover, the NDA General Ability Test syllabus is divided into two sub-parts: English and General Knowledge. The NDA Syllabus 2024 PDF Download in English covers various subjects, such as physics, chemistry, general science, social studies, geography, and current events. Check the detailed NDA Syllabus 2024 for all the subjects below.

NDA Syllabus 2024 for Mathematics

The NDA Mathematics Syllabus 2024 comprises various sections, i.e. Algebra, Matrices, Trigonometry, Analytical Geometry, Differential Calculus, Integral Calculus, Vector Algebra, and Statistics and Probability. The detailed NDA Syllabus 2024 for Mathematics is shared below for reference purposes.
NDA Syllabus for AlgebraConcept of set, operations on sets, Venn diagrams. De Morgan laws, Cartesian product, relation, equivalence relation. Representation of real numbers on a line. Complex numbers—basic properties, modulus, argument, cube roots of unity. Binary system of numbers. Conversion of a number in decimal system to binary system and vice-versa. Arithmetic, Geometric and Harmonic progressions. Quadratic equations with real coefficients. Solution of linear inequations of two variables by graphs. Permutation and Combination. Binomial theorem and its applications. Logarithms and their applications. NDA Syllabus for Matrices and DeterminantsTypes of matrices, operations on matrices. Determinant of a matrix, basic properties of determinants. Adjoint and inverse of a square matrix, Applications-Solution of a system of linear equations in two or three unknowns by Cramer’s rule and by Matrix Method. NDA Syllabus for TrigonometryAngles and their measures in degrees and in radians. Trigonometrical ratios. Trigonometric identities Sum and difference formulae. Multiple and Sub-multiple angles. Inverse trigonometric functions. Applications-Height and distance, properties of triangles. NDA Syllabus for Analytical Geometry of Two and Three DimensionRectangular Cartesian Coordinate system. Distance formula. Equation of a line in various forms. The angle between two lines. Distance of a point from a line. Equation of a circle in standard and in general form. Standard forms of parabola, ellipse, and hyperbola. Eccentricity and axis of a conic. Point in a three-dimensional space, the distance between two points. Direction Cosines and direction ratios. Equation two points. Direction Cosines and direction ratios. Equation of a plane and a line in various forms. The angle between two lines and the angle between two planes. Equation of a sphere. NDA Syllabus for Differential CalculusConcept of a real-valued function–domain, range, and graph of a function. Composite functions, one-to-one, onto, and inverse functions. The notion of limit, Standard limits—examples. Continuity of functions—examples, algebraic operations on continuous functions. Derivative of function at a point, geometrical and physical interpretation of a derivative—applications. Derivatives of sum, product, and quotient of functions, derivative of a function with respect to another function, derivative of a composite function. Second-order derivatives. Increasing and decreasing functions. Application of derivatives in problems of maxima and minima NDA Syllabus for Integral Calculus and Differential EquationsIntegration as inverse of differentiation, integration by substitution and by parts, standard integrals involving algebraic expressions, trigonometric, exponential and hyperbolic functions. Evaluation of definite integrals—determination of areas of plane regions bounded by curves—applications. Definition of order and degree of a differential equation, formation of a differential equation by examples. A general and particular solution of differential equations, solution of the first order and first-degree differential equations of various types—examples. Application in problems of growth and decay NDA Syllabus for Vector AlgebraVectors in two and three dimensions, magnitude and direction of a vector. Unit and null vectors, addition of vectors, scalar multiplication of a vector, scalar product or dot product of two vectors. Vector product or cross product of two vectors. Application work done by a force and moment of a force and in geometrical problems NDA Syllabus for Statistics and ProbabilityStatistics Classification of data, Frequency distribution, cumulative frequency distribution—examples. Graphical representation—Histogram, Pie Chart, frequency polygon— examples. Measures of Central tendency—Mean, median and mode. Variance and standard deviation—determination and comparison. Correlation and regression. Probability Random experiment, outcomes and associated sample space, events, mutually exclusive and exhaustive events, impossible and certain events. Union and Intersection of events. Complementary, elementary and composite events. Definition of probability—classical and statistical—examples. Elementary theorems on probability—simple problems. Conditional probability, Bayes’ theorem—simple problems. Random variable as function on a sample space. Binomial distribution, examples of random experiments giving rise to Binominal distribution

NDA Syllabus 2024 for General Ability Test

The NDA General Ability Test Syllabus 2024 is divided into two parts: English and General Knowledge. The NDA question paper in English will be designed to assess the candidate’s understanding of English and workmanlike use of words. The NDA English syllabus covers various aspects, such as Grammar and usage, vocabulary, comprehension, and cohesion in extended text, to assess the candidate’s proficiency in English.
The NDA General Knowledge syllabus will broadly cover the subjects, i.e. Physics, Chemistry, General Science, Social Studies, Geography and Current Events. Check the detailed NDA Syllabus 2024 for the General Ability Test shared below for reference.
NDA GAT Syllabus 2024 NDA Syllabus for EnglishSpotting Errors Comprehension Selecting Words Synonyms Antonyms Sentence Improvements Ordering of Words in a Sentence, etc. NDA Syllabus for PhysicsPhysical Properties and States of Matter, Mass, Weight, Volume, Density and Specific Gravity, the Principle of Archimedes, and the Pressure Barometer. Motion of objects, Velocity and Acceleration, Newton’s Laws of Motion, Force and Momentum, Parallelogram of Forces, Stability and Equilibrium of bodies, Gravitation, elementary ideas of work, Power and Energy. Effects of Heat, Measurement of Temperature and Heat, change of State and Latent Heat, Modes of transference of Heat. Sound waves and their properties, Simple musical instruments. Rectilinear propagation of Light, Reflection and refraction. Spherical mirrors and Lenses, Human Eye. Natural and Artificial Magnets, Properties of a Magnet, Earth as a Magnet. Static and Current Electricity, conductors and Nonconductors, Ohm’s Law, Simple Electrical Circuits, Heating, Lighting and Magnetic effects of Current, Measurement of Electrical Power, Primary and Secondary Cells, Use of X-Rays. General Principles in the working of the following: Simple Pendulum, Simple Pulleys, Siphon, Levers, Balloon, Pumps, Hydrometer, Pressure Cooker, Thermos Flask, Gramophone, Telegraphs, Telephone, Periscope, Telescope, Microscope, Mariner’s Compass; Lightening Conductors, Safety Fuses. NDA Syllabus for ChemistryPhysical and Chemical changes. Elements, Mixtures and Compounds, Symbols, Formulae and simple Chemical Equations, Law of Chemical Combination (excluding problems). Properties of Air and Water Preparation and Properties of Hydrogen, Oxygen, Nitrogen and carbon dioxide, Oxidation and Reduction. Acids, bases and salts. Carbon—different forms. Fertilizers—Natural and Artificial. Material used in the preparation of substances like Soap, Glass, Ink, Paper, Cement, Paints, Safety Matches and Gun-Powder. Elementary ideas about the structure of Atom, Atomic Equivalent and Molecular Weights, Valency NDA Syllabus for General ScienceThe difference between living and nonliving things. The basis of Life—cells, Protoplasms, and Tissues. Growth and Reproduction in Plants and Animals. Elementary knowledge of Human Body and its vital organs. Common Epidemics, their causes and prevention. Food is a source of Energy for man. Its constituents include a balanced Diet. The Solar System includes meteors, comets, and Eclipses. Eminent Scientists have achieved many achievements. NDA Syllabus for History, Freedom Movement etc.A broad survey of Indian History, with emphasis on Culture and Civilisation. Freedom Movement in India. Elementary study of Indian Constitution and Administration. Elementary knowledge of Five Year Plans of India. Panchayati Raj, Co-operatives and Community Development. Bhoodan, Sarvodaya, National Integration and Welfare State, Basic Teachings of Mahatma Gandhi. Forces shaping the modern world; Renaissance, Exploration and Discovery; War of American Independence. French Revolution, Industrial Revolution and Russian Revolution. Impact of Science and Technology on Society. Concept of one World, United Nations, Panchsheel, Democracy, Socialism and Communism. Role of India in the present world. NDA Syllabus for GeographyThe Earth, its shape and size. Lattitudes and Longitudes, Concept of time. International Date Line. Movements of Earth and their effects. Origin of Earth. Rocks and their classification; Weathering—Mechanical and Chemical, Earthquakes and Volcanoes. Ocean Currents and Tides Atmosphere and its composition; Temperature and Atmospheric Pressure, Planetary Winds, Cyclones and Anti-cyclones; Humidity; Condensation and Precipitation; Types of Climate, Major Natural regions of the World. Regional Geography of India—Climate, Natural vegetation. Mineral and Power resources; location and distribution of agricultural and Industrial activities. Important Sea ports and main sea, land and air routes of India. Main items of Imports and Exports of India. NDA Syllabus for Current EventsKnowledge of Important events that have happened in India in recent years. Current important world events. Prominent personalities—both Indian and International including those connected with cultural activities and sports
NDA GAT Syllabus 2024 SubjectNDA Important Topics NDA Syllabus for EnglishSpotting Errors Comprehension Selecting Words Synonyms Antonyms Sentence Improvements Ordering of Words in a Sentence, etc. NDA Syllabus for PhysicsPhysical Properties and States of Matter, Mass, Weight, Volume, Density and Specific Gravity, the Principle of Archimedes, and the Pressure Barometer. Motion of objects, Velocity and Acceleration, Newton’s Laws of Motion, Force and Momentum, Parallelogram of Forces, Stability and Equilibrium of bodies, Gravitation, elementary ideas of work, Power and Energy. Effects of Heat, Measurement of Temperature and Heat, change of State and Latent Heat, Modes of transference of Heat. Sound waves and their properties, Simple musical instruments. Rectilinear propagation of Light, Reflection and refraction. Spherical mirrors and Lenses, Human Eye. Natural and Artificial Magnets, Properties of a Magnet, Earth as a Magnet. Static and Current Electricity, conductors and Nonconductors, Ohm’s Law, Simple Electrical Circuits, Heating, Lighting and Magnetic effects of Current, Measurement of Electrical Power, Primary and Secondary Cells, Use of X-Rays. General Principles in the working of the following: Simple Pendulum, Simple Pulleys, Siphon, Levers, Balloon, Pumps, Hydrometer, Pressure Cooker, Thermos Flask, Gramophone, Telegraphs, Telephone, Periscope, Telescope, Microscope, Mariner’s Compass; Lightening Conductors, Safety Fuses. NDA Syllabus for ChemistryPhysical and Chemical changes. Elements, Mixtures and Compounds, Symbols, Formulae and simple Chemical Equations, Law of Chemical Combination (excluding problems). Properties of Air and Water Preparation and Properties of Hydrogen, Oxygen, Nitrogen and carbon dioxide, Oxidation and Reduction. Acids, bases and salts. Carbon—different forms. Fertilizers—Natural and Artificial. Material used in the preparation of substances like Soap, Glass, Ink, Paper, Cement, Paints, Safety Matches and Gun-Powder. Elementary ideas about the structure of Atom, Atomic Equivalent and Molecular Weights, Valency NDA Syllabus for General ScienceThe difference between living and nonliving things. The basis of Life—cells, Protoplasms, and Tissues. Growth and Reproduction in Plants and Animals. Elementary knowledge of Human Body and its vital organs. Common Epidemics, their causes and prevention. Food is a source of Energy for man. Its constituents include a balanced Diet. The Solar System includes meteors, comets, and Eclipses. Eminent Scientists have achieved many achievements. NDA Syllabus for History, Freedom Movement etc.A broad survey of Indian History, with emphasis on Culture and Civilisation. Freedom Movement in India. Elementary study of Indian Constitution and Administration. Elementary knowledge of Five Year Plans of India. Panchayati Raj, Co-operatives and Community Development. Bhoodan, Sarvodaya, National Integration and Welfare State, Basic Teachings of Mahatma Gandhi. Forces shaping the modern world; Renaissance, Exploration and Discovery; War of American Independence. French Revolution, Industrial Revolution and Russian Revolution. Impact of Science and Technology on Society. Concept of one World, United Nations, Panchsheel, Democracy, Socialism and Communism. Role of India in the present world. NDA Syllabus for GeographyThe Earth, its shape and size. Lattitudes and Longitudes, Concept of time. International Date Line. Movements of Earth and their effects. Origin of Earth. Rocks and their classification; Weathering—Mechanical and Chemical, Earthquakes and Volcanoes. Ocean Currents and Tides Atmosphere and its composition; Temperature and Atmospheric Pressure, Planetary Winds, Cyclones and Anti-cyclones; Humidity; Condensation and Precipitation; Types of Climate, Major Natural regions of the World. Regional Geography of India—Climate, Natural vegetation. Mineral and Power resources; location and distribution of agricultural and Industrial activities. Important Sea ports and main sea, land and air routes of India. Main items of Imports and Exports of India. NDA Syllabus for Current EventsKnowledge of Important events that have happened in India in recent years. Current important world events. Prominent personalities—both Indian and International including those connected with cultural activities and sports
The NDA General Ability Test Syllabus 2024 is divided into two parts: English and General Knowledge. The NDA question paper in English will be designed to assess the candidate’s understanding of English and workmanlike use of words. The NDA English syllabus covers various aspects, such as Grammar and usage, vocabulary, comprehension, and cohesion in extended text, to assess the candidate’s proficiency in English.
The NDA General Knowledge syllabus will broadly cover the subjects, i.e. Physics, Chemistry, General Science, Social Studies, Geography and Current Events. Check the detailed NDA Syllabus 2024 for the General Ability Test shared below for reference.
NDA GAT Syllabus 2024 SubjectNDA Important Topics NDA Syllabus for EnglishSpotting Errors Comprehension Selecting Words Synonyms Antonyms Sentence Improvements Ordering of Words in a Sentence, etc. NDA Syllabus for PhysicsPhysical Properties and States of Matter, Mass, Weight, Volume, Density and Specific Gravity, the Principle of Archimedes, and the Pressure Barometer. Motion of objects, Velocity and Acceleration, Newton’s Laws of Motion, Force and Momentum, Parallelogram of Forces, Stability and Equilibrium of bodies, Gravitation, elementary ideas of work, Power and Energy. Effects of Heat, Measurement of Temperature and Heat, change of State and Latent Heat, Modes of transference of Heat. Sound waves and their properties, Simple musical instruments. Rectilinear propagation of Light, Reflection and refraction. Spherical mirrors and Lenses, Human Eye. Natural and Artificial Magnets, Properties of a Magnet, Earth as a Magnet. Static and Current Electricity, conductors and Nonconductors, Ohm’s Law, Simple Electrical Circuits, Heating, Lighting and Magnetic effects of Current, Measurement of Electrical Power, Primary and Secondary Cells, Use of X-Rays. General Principles in the working of the following: Simple Pendulum, Simple Pulleys, Siphon, Levers, Balloon, Pumps, Hydrometer, Pressure Cooker, Thermos Flask, Gramophone, Telegraphs, Telephone, Periscope, Telescope, Microscope, Mariner’s Compass; Lightening Conductors, Safety Fuses. NDA Syllabus for ChemistryPhysical and Chemical changes. Elements, Mixtures and Compounds, Symbols, Formulae and simple Chemical Equations, Law of Chemical Combination (excluding problems). Properties of Air and Water Preparation and Properties of Hydrogen, Oxygen, Nitrogen and carbon dioxide, Oxidation and Reduction. Acids, bases and salts. Carbon—different forms. Fertilizers—Natural and Artificial. Material used in the preparation of substances like Soap, Glass, Ink, Paper, Cement, Paints, Safety Matches and Gun-Powder. Elementary ideas about the structure of Atom, Atomic Equivalent and Molecular Weights, Valency NDA Syllabus for General ScienceThe difference between living and nonliving things. The basis of Life—cells, Protoplasms, and Tissues. Growth and Reproduction in Plants and Animals. Elementary knowledge of Human Body and its vital organs. Common Epidemics, their causes and prevention. Food is a source of Energy for man. Its constituents include a balanced Diet. The Solar System includes meteors, comets, and Eclipses. Eminent Scientists have achieved many achievements. NDA Syllabus for History, Freedom Movement etc.A broad survey of Indian History, with emphasis on Culture and Civilisation. Freedom Movement in India. Elementary study of Indian Constitution and Administration. Elementary knowledge of Five Year Plans of India. Panchayati Raj, Co-operatives and Community Development. Bhoodan, Sarvodaya, National Integration and Welfare State, Basic Teachings of Mahatma Gandhi. Forces shaping the modern world; Renaissance, Exploration and Discovery; War of American Independence. French Revolution, Industrial Revolution and Russian Revolution. Impact of Science and Technology on Society. Concept of one World, United Nations, Panchsheel, Democracy, Socialism and Communism. Role of India in the present world. NDA Syllabus for GeographyThe Earth, its shape and size. Lattitudes and Longitudes, Concept of time. International Date Line. Movements of Earth and their effects. Origin of Earth. Rocks and their classification; Weathering—Mechanical and Chemical, Earthquakes and Volcanoes. Ocean Currents and Tides Atmosphere and its composition; Temperature and Atmospheric Pressure, Planetary Winds, Cyclones and Anti-cyclones; Humidity; Condensation and Precipitation; Types of Climate, Major Natural regions of the World. Regional Geography of India—Climate, Natural vegetation. Mineral and Power resources; location and distribution of agricultural and Industrial activities. Important Sea ports and main sea, land and air routes of India. Main items of Imports and Exports of India. NDA Syllabus for Current EventsKnowledge of Important events that have happened in India in recent years. Current important world events. Prominent personalities—both Indian and International including those connected with cultural activities and sports

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• Online Courses (1 - 20 Weeks Long)
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MY MATH SUBJECTS OF EXPERTISE:
I am very knowledgeable and proficient in assisting students in a wide range of mathematics classes. I can help students complete their homework assignments and other projects get an A on quizzes, tests, and exams (including proctored assessments) answer online discussion posts write essays & papers in MLA APA Chicago format and provide general overall academic help in each math course listed below:

• Advanced Placement Honors High School Level Math
• AP Calculus AB A.P. Calculus BC
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• Biostatistics Bio-Statistics
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• Calculus I Calculus II Calculus III (Calc)
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• International Baccalaureate (IB) Maths
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• Multivariable Calculus Multi variable Calculus
• Precalculus Pre-calculus
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• Psychology Statistics Psych Stats
• Quantitative Reasoning Quantitative Methods Quantitative Literacy (Quant)
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STATISTICS HELP (MY BEST SUBJECT):

• I have a master's degree in Applied Statistics from a university in New Jersey, USA. As a result, I am very proficient in helping students with various types of Statistics courses including Biostatistics Business Statistics Elementary Statistics Probability & Statistics Psychology Statistics.
• I have extensive knowledge and skill with helping students get through various statistical concepts including all of the following in alphabetical order:
• ANOVA Bar Graph, Boxplot, Dot Plot, Histogram, Pie Chart Bias Binomial, Exponential, Poisson, Gamma, Uniform Distribution Central Limit Theorem Chi-Square Test Coefficient of Determination (R^2) Conditional & Relative Probability Confidence Interval Correlation Coefficient (r) Critical Region Critical Value Descriptive & Inferential Statistics Effect Size Expected Value Experiment vs Observation Goodness of Fit Test Hypothesis Testing Interpolation & Extrapolation Interquartile Range (IQR) Kurtosis Left, Negative, Right, Positive Skewed Distribution Logistic Regression Mean, Median, Mode, Midrange Multiple Regression Nominal, Ordinal, Interval, Ratio I Population Parameter Normal, Symmetric & Bell Shaped Distribution Null & Alternate Hypothesis One & Two Sample T-Test One & Two Sample Z-Test Ordinary Least Squares Outliers P-Value Pooled Variance (Equal Variances) Proportion R^2 Range Regression Regression Line Reject & Fail to Reject Ho Relative & Cumulative Frequency Distributions Relativity & Reliability Right, Left, One, Two Tailed Tailed Hypothesis Test Sample Statistics Sampling Methods (Convenience, Stratified, Simple, Cluster, Systematic) Significance Level (1%, 5%, 10%) Skewness Standard Deviation& Variance T-Score Test Statistic Time Series Type I & Type II Errors Unbiased Estimators Z-Score

ALGEBRA HELP:

• I am well-versed in helping students do well in Algebra 1 & 2 College Algebra Intermediate Algebra Pre-Algebra and I am very knowledgeable and proficient in the following algebra topics in alphabetical order:
• Absolute Values Circle Equation Domain Exponents Graphing Horizontal & Vertical Asymptotes Inequalities, Equations & Functions Inverse Functions Linear, Exponential, Logarithmic, Quadratic Equations Logarithms Maximum & Minimum Values of a Graph Number Lines One-to-One Functions Parallel & Perpendicular Lines Plotting Points & Ordered Pairs Point-Slope Form Polynomial Division Polynomials Radicals Range Rational & Irrational Expressions Rational Functions Real Roots Real Zeros Relations & Functions Slope Slope-Intercept Form Square Roots Standard Form of a Line System of Equations System of Inequalities Variables X and Y Intercepts

CALCULUS HELP:

• I am well-versed in helping students do well in Calculus I, II & III, Calculus 1, 2 & 3, Business Calculus, Multivariable Calculus, Vector Calculus and I am very knowledgeable and proficient in the following calculus topics in alphabetical order:
• Absolute & Local Maximum and Minimum Antiderivative Area & Volume Chain Rule Concavity Continuity Convergence Test Critical Points Curvature Curve of Rotation Curve Sketching Derivatives Divergence Test First & Second Derivative Test Fourier Series Implicit Differentiation Increasing / Decreasing Functions Infinite Series Integrals Integration by Parts Jacobian Matrix Limits L’Hopital’s Rule Maclaurin Series Mean Value Theorem Partial Derivative Product & Quotient Rule Reiman Sum Related Rates Simpson’s Rule Solid of Revolution Substitution Rule Taylor Series

If you are unable to Pass your Exams, Quizzes, Tests or Unable to Handle Homework Assignments or full course online, Get paid help from Online Helpers at Hiraedu!
Contact Details for Hiraedu Helper:
WhatsApp: +1 (213) 594-5657
Call: +1 727 456 9641
Website: hiraedu. com
Email: [info@hiraedu](mailto:info@hiraedu). com
ATTRIBUTES THAT SET ME APART FROM OTHER TUTORS:

• I firmly believe that I have many attributes and skills that set me apart from other tutors. Below is a list of qualities that makes me an ideal fit to help you master your coursework:

I CAN AID STUDENTS TAKING PROCTORED ASSESSMENTS:

• Proficient in CollegeBoard AP Calculus AB, AP Calculus BC & AP Statistics exams.
• Skilled with International Baccalaureate Math Exams: IB Maths HL & IB Maths SL
• Can intentionally answer a few problems incorrectly at the student's request.
• Can text solutions to the student while they are taking a proctored exam.
• Upon request, can purposely obtain grades below an A (ex: B+, B, C+, C-).
• I can stretch out the time to a plausible length for timed exams and assignments before submitting them.
• Have reliable software that can change my IP address to match the closest major city near the student.
• I have exceptional multiple-choice exam-taking skills. I have mastered the various techniques to make calculated guesses for the correct option in standardized exams such as the SAT & GRE.

I CAN VERIFY MY ACADEMIC KNOWLEDGE & SKILLS:

• I have no problem with requests to solve sample problems upfront to prove my knowledge & proficiency of the course concepts.
• I can provide glowing references & strong examples of work done for past clients to verify my academic skills.
• I can also provide, upon request, complete detailed calculations with explanations for solutions to the problems worked on.
• I am quite skilled and adept in using multiple modernized educational platforms and software, including but not limited to: Brightspace MyStatLab D2L WebAssign Canvas MyMathLab Blackboard ALEKS
• Can format term papers and discussion posts in APA MLA Harvard Chicago Vancouver OSCOLA IEEE format.

I HAVE PAID ACCESS TO OVER 15 STUDY-HELP WEBSITES AND MATHEMATICAL SOFTWARE:

• I have multiple paid subscriptions to a wide range of academic tutoring resources, including Chegg, Quizlet, CourseHero, Brainly, Grammarly, Study. com, Bartleby, Slader, Transtutors, Slideshare, StudocU, Turnitin, Academia, SymboLab, WolframAlpha, and Scribd to help guide to solve exam & homework questions that I may not immediately know.
• However, I am smart enough not to blatantly plagiarize solutions online but instead write them in my own unique words, formatting, & mathematical terminology.
• I have access to a very sophisticated graphing calculator and various mathematical software that provides step-by-step solutions to complex mathematical problems within seconds, allowing me to provide exact solutions to the student in a timely manner.
• I have impeccable handwriting and a high-quality mobile scanner app that allows me to scan written solutions in very legible high-definition JPG, PNG, or PDF formats.

MY AVAILABILITY & RELIABILITY:

• Depending on my availability, I can accommodate immediate tutoring requests, 1-24 hour, and 1-30-day deadlines.
• I can schedule live real-time online sessions and meet deadlines in an impressively timely fashion.
• I can provide quick notifications and updates of progress made in the student's class via email text phone calls.
• I can also be available to tutor students for Fall 2021 Spring 2022 Summer 2022 semesters.

MY EDUCATIONAL SOFTWARE OF EXPERTISE:

• I am very knowledgeable and well-versed in a wide range of educational software to tutor students in including but not limited to: Acellus ALEKS APEX Learning Aplia Blackboard Brightspace Canvas Cengage CengageNow Connect ConnectMath Connexus CPM D2L Discord Edmentum Eviews Examity Excel Hawkes Learning Honorlock Khan Academy Knewton LimeSpring Lumen Maple MasteringChemistry MasteringPhysics MathXL (XL) MATLAB McGraw-Hill Microsoft Word Minitab Moodle MyAccountingLab MyEconLab MyITLab MyLab My Lab MyMathLab My Math Lab MyOpenMath MyPsychLab MySocLab MyStatLab My Stat Lab NCSS Open Source Software Pearson PERT PlatoWeb PowerPoint Prezi R Respondus Lockdown Browser with Webcam Sapling SPSS Stata StraighterLine Straighter Line WebAssign Web Assign Webex (Cisco) WebWork Wiley WileyPlus Wonderlic Zoom

SCHOOLS FROM WHICH I'VE HELPED STUDENTS IN :
As of 2021, I have tutored and helped students enrolled at the following U.S. universities community colleges county & city colleges schools for-profit institutions listed below in alphabetical order:

• A - C: American Public University System (APUS) Arizona State Ashford Brigham Young Brown Broward California State (Fullerton) Capella Chamberlain (Illinois) Colorado Technical Columbia Columbia Southern Cornell
• D - K: Dallas College Dartmouth DeVry Excelsior College Florida International Florida State Full Sail Georgia State Grand Canyon Harvard Houston Community College Ivy Tech Community College Kaplan Kennesaw State Kent State
• L - T: Liberty Lone Star College System Kaplan Miami Dade Michigan State CUNY State University of New York (SUNY) Northern Virginia Ohio State University of Phoenix (UOP) Penn State Princeton Purdue (Davenport) San Diego State San Francisco State San Jose State Southern New Hampshire Southern Nevada Stanford St. Petersburg Strayer Texas Tech
• UNIVERSITY OF: Alabama Arizona California (UC) Central Florida Chicago Cincinnati Florida Houston Illinois (Urbana-Champaign) Iowa Maryland Minnesota Michigan North Texas Pennsylvania Southern Florida Texas Toronto
• U - Z: UCLA Extension Utah State Utah Valley Valencia Walden U Wake Technical Western Governors Wilmington Yale

Paid Help from Hiraedu: If You're struggling to handle your Online Exams, Assignments or any other coursework, get help from Hiraedu and pay after the exam. Contact details for Hiraedu is: WhatsApp: +1 (213) 594-5657 OR Call: +1 727 456 9641
I OFFER FLEXIBLE PAYMENT PLANS:

• I offer several unique payment plans, including a weekly plan, a discounted monthly plan, a discounted half-now / half-later plan, and highly discounted up-front rates.
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• This is an excellent way to determine if the person you're dealing with is from the United States.
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TUTORING AVAILABLE FOR OTHER SUBJECTS:

• For other subjects, you can reach out to me, and I can connect you with one of my tutoring partners who can provide general academic assistance for the following subjects:
• Art & Design: Art History Design Film Studies
• Business: Accounting (Acc) Biz Courses Business Administration (Biz Admn) Business Calculus Business Law Business Statistics Corporate Finance Economics (Econ) Finance (Fin) Financial Accounting Intermediate Accounting Intermediate Microeconomics (Micro) Macroeconomics (Macro) Management (Mgmt) Managerial Accounting Marketing MBA
• Computer Science: C C++ Computer Programming (Comp) Java Python R (Introduction & Intermediate Level Only)
• Humanities: Communications (Comm) English Literature Essay & Term Paper Writing, Editing, Proofreading Essays History Papers Philosophy (Phil) Religious Studies Theology (Theo)
• Mathematics: A.P. Calculus AB & BC Psychology Statistics AP Statistics Bio statistics Calculus I (1) Calculus II (2) Calculus III (3) College Algebra Differential Equations Discrete Math Finite Math Functions General Math Geometry Liberal Arts Math Linear Algebra Multi-variable Calculus Partial Differential Equations Precalculus Probability Quantitative Reasoning Real Analysis Statistics Trigonometry (Trig) Vector Calculus
• Science & Medicine: Anatomy & Physiology (A & P) Biochemistry Biology (Bio) Biostatistics Earth Science Environmental Science General Chemistry (Chem) Healthcare Medicine Nursing Nutrition Organic Chemistry Physics (Phys)
• Social Sciences: Anthropology Economics (Econ) Geology Law & Justice Liberal Arts Liberal Studies Political Science Psychology Sociology

THE OBLIGATORY "IS THIS A SCAM?" QUESTION:
Considering the fact that you found my contact information online, it’s understandable to be skeptical regarding the legitimacy of my services. Therefore, I’m willing to do all of the following to help you feel more secure in trusting me with your academic needs:

• 1) Speak with you on the phone and answer any questions you may have so that you have the opportunity to assess and analyze my tone, articulation, accent, diction, dialect, regionalisms, pitch, vocabulary, word choice, intonations, and inflections.
• NOTE: I’m a New Jersey-born Irish/Italian-American, but I have been told that I speak in an erudite & articulate suburban American accent with a “professor style” voice somewhat resembling the voice of actor: Ben Stein.
• 2) Agree to do some homework questions of yours upfront with the work fully shown in real-time to prove my mastery of the course content.
• 3) Send you screenshots of at least five past scores I attained from completing exams & homework assignments for other students in the same type of class you need help with.
• 4) Send you full screenshots of written exam solutions I wrote up by hand for students in the past in the same course that you need help with so that you can see my neat handwriting.
• 5) Provide you with the contact information of students who have utilized my services in the past who would be more than willing to vouch for my skills.

MY REBUTTAL TO THE OBLIGATORY “IS THIS A SCAM?” QUESTION:
At the risk of sounding arrogant, I consider myself to be at least marginally more intelligent (both academically & socially) than the average person. Therefore, if I ever decided to suddenly risk prison time, risk my reputation, and risk enduring the wrath of modern-day “cancel culture” by scamming people out of their money:

• I certainly wouldn’t do it for such paltry amounts of money. (i.e., anything less than $1,000 per victim.)
• I certainly wouldn’t choose high school & college students as my “target audience” to scam, considering that most people without college degrees have abysmally low annual incomes. Why choose low-income victims when it would be much more profitable to target high-income, high-net-worth individuals earning at least six figures a year? I have knowledge in business consulting, and I promise you that a business owner would be a MUCH more lucrative mark than a low-income college student.
• I wouldn’t choose such a time & energy-draining method of scamming people. Also, communicating back and forth with potential clients is an absurdly long time sink since only less than 10% of all potential clients who reach out to me actually become paying clients of mine. This means that 90% of my time communicating with potential clients ultimately proves to be a colossal waste of my irretrievable time & energy.
• If you pay me to provide academic services and I don’t deliver, you can always dispute the payment with the payment app and easily get your money refunded. If I were in the habit of swindling money from people, then all of my payment accounts would have been investigated and be completely shut down by now. And I would have been permanently banned from opening new accounts. Therefore, the fact that all my payment apps have been fully active for years should be sufficient proof that I haven’t had people consistently disputing payments sent to me.

HOW TO CONTACT ME:
If you are unable to Pass your Exams, Quizzes, Tests or Unable to Handle Homework Assignments or full course online, Get paid help from Online Helpers at Hiraedu!
Contact Details for Hiraedu Helper:
WhatsApp: +1 (213) 594-5657
Call: +1 727 456 9641
Website: hiraedu. com
Email: [info@hiraedu](mailto:info@hiraedu). com

• I take my work as a tutor very seriously, and I always aim to do my best to help my students excel in school. I have a solid and sincere passion for academic achievement, and with my help, I am positive that I can help students obtain very high grades with minimal stress and effort.
• Please feel free to contact me if you're interested in my services and would like to learn more. I'm available 24/7 via phone call, email, and text. Again, thank you for taking the time to read my Reddit tutoring ad, and I hope to hear from you soon!

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If you are unable to Pass your AWS Exams, Quizzes, Tests or Unable to Handle Homework Assignments or full course online, Get paid help from Online Helpers at Hiraedu!
Contact Details for Hiraedu Helper:
WhatsApp: +1 (213) 594-5657
Call: +1 727 456 9641
Website: hiraedu. com
Email: [info@hiraedu](mailto:info@hiraedu). com
ASSESSMENTS I CAN COMPLETE:

• Online Courses (1 - 20 Weeks Long)
• Homework Assignments
• Exams Quizzes Tests
• Excel Projects
• Discussion Forum Posts
• Research Papers Term Papers Essays
• Employment Assessments

MY MATH SUBJECTS OF EXPERTISE:
I am very knowledgeable and proficient in assisting students in a wide range of mathematics classes. I can help students complete their homework assignments and other projects get an A on quizzes, tests, and exams (including proctored assessments) answer online discussion posts write essays & papers in MLA APA Chicago format and provide general overall academic help in each math course listed below:

• Advanced Placement Honors High School Level Math
• AP Calculus AB A.P. Calculus BC
• AP Statistics
• Biostatistics Bio-Statistics
• College Algebra Intermediate Algebra
• Business Calculus
• Business Statistics
• Business Math
• Calculus I Calculus II Calculus III (Calc)
• Geometry
• International Baccalaureate (IB) Maths
• Liberal Arts Math
• Logic & Reasoning
• Multivariable Calculus Multi variable Calculus
• Precalculus Pre-calculus
• Probability & Statistics
• Psychology Statistics Psych Stats
• Quantitative Reasoning Quantitative Methods Quantitative Literacy (Quant)
• Statistics (Stats)
• Statistics for Social Sciences
• Trigonometry (Trig)

STATISTICS HELP (MY BEST SUBJECT):

• I have a master's degree in Applied Statistics from a university in New Jersey, USA. As a result, I am very proficient in helping students with various types of Statistics courses including Biostatistics Business Statistics Elementary Statistics Probability & Statistics Psychology Statistics.
• I have extensive knowledge and skill with helping students get through various statistical concepts including all of the following in alphabetical order:
• ANOVA Bar Graph, Boxplot, Dot Plot, Histogram, Pie Chart Bias Binomial, Exponential, Poisson, Gamma, Uniform Distribution Central Limit Theorem Chi-Square Test Coefficient of Determination (R^2) Conditional & Relative Probability Confidence Interval Correlation Coefficient (r) Critical Region Critical Value Descriptive & Inferential Statistics Effect Size Expected Value Experiment vs Observation Goodness of Fit Test Hypothesis Testing Interpolation & Extrapolation Interquartile Range (IQR) Kurtosis Left, Negative, Right, Positive Skewed Distribution Logistic Regression Mean, Median, Mode, Midrange Multiple Regression Nominal, Ordinal, Interval, Ratio I Population Parameter Normal, Symmetric & Bell Shaped Distribution Null & Alternate Hypothesis One & Two Sample T-Test One & Two Sample Z-Test Ordinary Least Squares Outliers P-Value Pooled Variance (Equal Variances) Proportion R^2 Range Regression Regression Line Reject & Fail to Reject Ho Relative & Cumulative Frequency Distributions Relativity & Reliability Right, Left, One, Two Tailed Tailed Hypothesis Test Sample Statistics Sampling Methods (Convenience, Stratified, Simple, Cluster, Systematic) Significance Level (1%, 5%, 10%) Skewness Standard Deviation& Variance T-Score Test Statistic Time Series Type I & Type II Errors Unbiased Estimators Z-Score

ALGEBRA HELP:

• I am well-versed in helping students do well in Algebra 1 & 2 College Algebra Intermediate Algebra Pre-Algebra and I am very knowledgeable and proficient in the following algebra topics in alphabetical order:
• Absolute Values Circle Equation Domain Exponents Graphing Horizontal & Vertical Asymptotes Inequalities, Equations & Functions Inverse Functions Linear, Exponential, Logarithmic, Quadratic Equations Logarithms Maximum & Minimum Values of a Graph Number Lines One-to-One Functions Parallel & Perpendicular Lines Plotting Points & Ordered Pairs Point-Slope Form Polynomial Division Polynomials Radicals Range Rational & Irrational Expressions Rational Functions Real Roots Real Zeros Relations & Functions Slope Slope-Intercept Form Square Roots Standard Form of a Line System of Equations System of Inequalities Variables X and Y Intercepts

CALCULUS HELP:

• I am well-versed in helping students do well in Calculus I, II & III, Calculus 1, 2 & 3, Business Calculus, Multivariable Calculus, Vector Calculus and I am very knowledgeable and proficient in the following calculus topics in alphabetical order:
• Absolute & Local Maximum and Minimum Antiderivative Area & Volume Chain Rule Concavity Continuity Convergence Test Critical Points Curvature Curve of Rotation Curve Sketching Derivatives Divergence Test First & Second Derivative Test Fourier Series Implicit Differentiation Increasing / Decreasing Functions Infinite Series Integrals Integration by Parts Jacobian Matrix Limits L’Hopital’s Rule Maclaurin Series Mean Value Theorem Partial Derivative Product & Quotient Rule Reiman Sum Related Rates Simpson’s Rule Solid of Revolution Substitution Rule Taylor Series

Paid Help from Hiraedu: If You're struggling to handle your Online Exams, Assignments or any other coursework, get help from Hiraedu and pay after the exam. Contact details for Hiraedu is:
WhatsApp: +1 (213) 594-5657
Call: +1 727 456 9641
Discord ID: Hiraedu#4788
Telegram Username: Hiraedu
ATTRIBUTES THAT SET ME APART FROM OTHER TUTORS:

• I firmly believe that I have many attributes and skills that set me apart from other tutors. Below is a list of qualities that makes me an ideal fit to help you master your coursework:

I CAN AID STUDENTS TAKING PROCTORED ASSESSMENTS:

• Proficient in CollegeBoard AP Calculus AB, AP Calculus BC & AP Statistics exams.
• Skilled with International Baccalaureate Math Exams: IB Maths HL & IB Maths SL
• Can intentionally answer a few problems incorrectly at the student's request.
• Can text solutions to the student while they are taking a proctored exam.
• Upon request, can purposely obtain grades below an A (ex: B+, B, C+, C-).
• I can stretch out the time to a plausible length for timed exams and assignments before submitting them.
• Have reliable software that can change my IP address to match the closest major city near the student.
• I have exceptional multiple-choice exam-taking skills. I have mastered the various techniques to make calculated guesses for the correct option in standardized exams such as the SAT & GRE.

I CAN VERIFY MY ACADEMIC KNOWLEDGE & SKILLS:

• I have no problem with requests to solve sample problems upfront to prove my knowledge & proficiency of the course concepts.
• I can provide glowing references & strong examples of work done for past clients to verify my academic skills.
• I can also provide, upon request, complete detailed calculations with explanations for solutions to the problems worked on.
• I am quite skilled and adept in using multiple modernized educational platforms and software, including but not limited to: Brightspace MyStatLab D2L WebAssign Canvas MyMathLab Blackboard ALEKS
• Can format term papers and discussion posts in APA MLA Harvard Chicago Vancouver OSCOLA IEEE format.

I HAVE PAID ACCESS TO OVER 15 STUDY-HELP WEBSITES AND MATHEMATICAL SOFTWARE:

• I have multiple paid subscriptions to a wide range of academic tutoring resources, including Chegg, Quizlet, CourseHero, Brainly, Grammarly, Study. com, Bartleby, Slader, Transtutors, Slideshare, StudocU, Turnitin, Academia, SymboLab, WolframAlpha, and Scribd to help guide to solve exam & homework questions that I may not immediately know.
• However, I am smart enough not to blatantly plagiarize solutions online but instead write them in my own unique words, formatting, & mathematical terminology.
• I have access to a very sophisticated graphing calculator and various mathematical software that provides step-by-step solutions to complex mathematical problems within seconds, allowing me to provide exact solutions to the student in a timely manner.
• I have impeccable handwriting and a high-quality mobile scanner app that allows me to scan written solutions in very legible high-definition JPG, PNG, or PDF formats.

MY AVAILABILITY & RELIABILITY:

• Depending on my availability, I can accommodate immediate tutoring requests, 1-24 hour, and 1-30-day deadlines.
• I can schedule live real-time online sessions and meet deadlines in an impressively timely fashion.
• I can provide quick notifications and updates of progress made in the student's class via email text phone calls.
• I can also be available to tutor students for Fall 2021 Spring 2022 Summer 2022 semesters.

MY EDUCATIONAL SOFTWARE OF EXPERTISE:

• I am very knowledgeable and well-versed in a wide range of educational software to tutor students in including but not limited to: Acellus ALEKS APEX Learning Aplia Blackboard Brightspace Canvas Cengage CengageNow Connect ConnectMath Connexus CPM D2L Discord Edmentum Eviews Examity Excel Hawkes Learning Honorlock Khan Academy Knewton LimeSpring Lumen Maple MasteringChemistry MasteringPhysics MathXL (XL) MATLAB McGraw-Hill Microsoft Word Minitab Moodle MyAccountingLab MyEconLab MyITLab MyLab My Lab MyMathLab My Math Lab MyOpenMath MyPsychLab MySocLab MyStatLab My Stat Lab NCSS Open Source Software Pearson PERT PlatoWeb PowerPoint Prezi R Respondus Lockdown Browser with Webcam Sapling SPSS Stata StraighterLine Straighter Line WebAssign Web Assign Webex (Cisco) WebWork Wiley WileyPlus Wonderlic Zoom

SCHOOLS FROM WHICH I'VE HELPED STUDENTS IN :
As of 2021, I have tutored and helped students enrolled at the following U.S. universities community colleges county & city colleges schools for-profit institutions listed below in alphabetical order:

• A - C: American Public University System (APUS) Arizona State Ashford Brigham Young Brown Broward California State (Fullerton) Capella Chamberlain (Illinois) Colorado Technical Columbia Columbia Southern Cornell
• D - K: Dallas College Dartmouth DeVry Excelsior College Florida International Florida State Full Sail Georgia State Grand Canyon Harvard Houston Community College Ivy Tech Community College Kaplan Kennesaw State Kent State
• L - T: Liberty Lone Star College System Kaplan Miami Dade Michigan State CUNY State University of New York (SUNY) Northern Virginia Ohio State University of Phoenix (UOP) Penn State Princeton Purdue (Davenport) San Diego State San Francisco State San Jose State Southern New Hampshire Southern Nevada Stanford St. Petersburg Strayer Texas Tech
• UNIVERSITY OF: Alabama Arizona California (UC) Central Florida Chicago Cincinnati Florida Houston Illinois (Urbana-Champaign) Iowa Maryland Minnesota Michigan North Texas Pennsylvania Southern Florida Texas Toronto
• U - Z: UCLA Extension Utah State Utah Valley Valencia Walden U Wake Technical Western Governors Wilmington Yale

Paid Help from Hiraedu: If You're struggling to handle your Online Exams, Assignments or any other coursework, get help from Hiraedu and pay after the exam. Contact details for Hiraedu is:
WhatsApp: +1 (213) 594-5657
Call: +1 727 456 9641
Discord ID: Hiraedu#4788
Telegram Username: Hiraedu
I OFFER FLEXIBLE PAYMENT PLANS:

• I offer several unique payment plans, including a weekly plan, a discounted monthly plan, a discounted half-now / half-later plan, and highly discounted up-front rates.
• I can accept the following payment methods for my services: PayPal Debit Cards Square Cash Credit Cards Cash App Venmo.
• Only people located in North America have access to Venmo Cash App Zelle.
• This is an excellent way to determine if the person you're dealing with is from the United States.
• Within reason, I offer a partial or full money-Back guarantee if the student is very unsatisfied with my academic services.

TUTORING AVAILABLE FOR OTHER SUBJECTS:

• For other subjects, you can reach out to me, and I can connect you with one of my tutoring partners who can provide general academic assistance for the following subjects:
• Art & Design: Art History Design Film Studies
• Business: Accounting (Acc) Biz Courses Business Administration (Biz Admn) Business Calculus Business Law Business Statistics Corporate Finance Economics (Econ) Finance (Fin) Financial Accounting Intermediate Accounting Intermediate Microeconomics (Micro) Macroeconomics (Macro) Management (Mgmt) Managerial Accounting Marketing MBA
• Computer Science: C C++ Computer Programming (Comp) Java Python R (Introduction & Intermediate Level Only)
• Humanities: Communications (Comm) English Literature Essay & Term Paper Writing, Editing, Proofreading Essays History Papers Philosophy (Phil) Religious Studies Theology (Theo)
• Mathematics: A.P. Calculus AB & BC Psychology Statistics AP Statistics Bio statistics Calculus I (1) Calculus II (2) Calculus III (3) College Algebra Differential Equations Discrete Math Finite Math Functions General Math Geometry Liberal Arts Math Linear Algebra Multi-variable Calculus Partial Differential Equations Precalculus Probability Quantitative Reasoning Real Analysis Statistics Trigonometry (Trig) Vector Calculus
• Science & Medicine: Anatomy & Physiology (A & P) Biochemistry Biology (Bio) Biostatistics Earth Science Environmental Science General Chemistry (Chem) Healthcare Medicine Nursing Nutrition Organic Chemistry Physics (Phys)
• Social Sciences: Anthropology Economics (Econ) Geology Law & Justice Liberal Arts Liberal Studies Political Science Psychology Sociology

THE OBLIGATORY "IS THIS A SCAM?" QUESTION:
Considering the fact that you found my contact information online, it’s understandable to be skeptical regarding the legitimacy of my services. Therefore, I’m willing to do all of the following to help you feel more secure in trusting me with your academic needs:

• 1) Speak with you on the phone and answer any questions you may have so that you have the opportunity to assess and analyze my tone, articulation, accent, diction, dialect, regionalisms, pitch, vocabulary, word choice, intonations, and inflections.
• NOTE: I’m a New Jersey-born Irish/Italian-American, but I have been told that I speak in an erudite & articulate suburban American accent with a “professor style” voice somewhat resembling the voice of actor: Ben Stein.
• 2) Agree to do some homework questions of yours upfront with the work fully shown in real-time to prove my mastery of the course content.
• 3) Send you screenshots of at least five past scores I attained from completing exams & homework assignments for other students in the same type of class you need help with.
• 4) Send you full screenshots of written exam solutions I wrote up by hand for students in the past in the same course that you need help with so that you can see my neat handwriting.
• 5) Provide you with the contact information of students who have utilized my services in the past who would be more than willing to vouch for my skills.

MY REBUTTAL TO THE OBLIGATORY “IS THIS A SCAM?” QUESTION:
At the risk of sounding arrogant, I consider myself to be at least marginally more intelligent (both academically & socially) than the average person. Therefore, if I ever decided to suddenly risk prison time, risk my reputation, and risk enduring the wrath of modern-day “cancel culture” by scamming people out of their money:

• I certainly wouldn’t do it for such paltry amounts of money. (i.e., anything less than $1,000 per victim.)
• I certainly wouldn’t choose high school & college students as my “target audience” to scam, considering that most people without college degrees have abysmally low annual incomes. Why choose low-income victims when it would be much more profitable to target high-income, high-net-worth individuals earning at least six figures a year? I have knowledge in business consulting, and I promise you that a business owner would be a MUCH more lucrative mark than a low-income college student.
• I wouldn’t choose such a time & energy-draining method of scamming people. Also, communicating back and forth with potential clients is an absurdly long time sink since only less than 10% of all potential clients who reach out to me actually become paying clients of mine. This means that 90% of my time communicating with potential clients ultimately proves to be a colossal waste of my irretrievable time & energy.
• If you pay me to provide academic services and I don’t deliver, you can always dispute the payment with the payment app and easily get your money refunded. If I were in the habit of swindling money from people, then all of my payment accounts would have been investigated and be completely shut down by now. And I would have been permanently banned from opening new accounts. Therefore, the fact that all my payment apps have been fully active for years should be sufficient proof that I haven’t had people consistently disputing payments sent to me.

HOW TO CONTACT ME:
Paid Help from Hiraedu: If You're struggling to handle your Online Exams, Assignments or any other coursework, get help from Hiraedu and pay after the exam. Contact details for Hiraedu is: WhatsApp: +1 (213) 594-5657 OR Call: +1 727 456 9641

• I take my work as a tutor very seriously, and I always aim to do my best to help my students excel in school. I have a solid and sincere passion for academic achievement, and with my help, I am positive that I can help students obtain very high grades with minimal stress and effort.
• Please feel free to contact me if you're interested in my services and would like to learn more. I'm available 24/7 via phone call, email, and text. Again, thank you for taking the time to read my Reddit tutoring ad, and I hope to hear from you soon!

My contact details:
WhatsApp: +1 (213) 594-5657
Call: +1 727 456 9641
Discord ID: Hiraedu#4788
Telegram Username: Hiraedu
Website: hiraedu. com
Email: [info@hiraedu](mailto:info@hiraedu). com
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Hello all, How common are graduate level course substitutions for their undergraduate-level counterparts (i.e which out of algebra, real analysis, complex analysis, gen topology would the math department be okay with you skipping the undergrad level course and directly taking the grad level course)
In particular I'm looking to take MAT 534-535 and not take MAT 313-314 if possible, as well as bypassing the undergrad real analysis courses.
Thanks!

I have just received my bachelors degree from a large state school (I believe in group 2 of the AMS rankings), I was a double major in CS and math with CS being my main major as I substituted most math electives with CS classes. Going into my senior fall semester, I realized math was my passion and what I really wanted to do. I took real analysis that fall (last fall) and did decent (B+) but it further enforced my love for math, I also had a very weak background in math going into it, as I kind of got through most of my math courses without learning much (my own fault). This past semester I took algebra and geometry and received an A- and B+. My math gpa and regular gpa is a 3.21, and I recieved 3 C's in math courses (probability, stochastic processes, and numerical analysis). However, I was not able to take the GRE/math GRE.
This past year, I applied to about 9 PhD programs in applied math (financial math and PDEs were what my interests were) and got into none of them. I was discouraged at first, but realized I had the opportunity to strengthen my application instead of giving up. I am currently studying for the math subject GRE, and believe I can do very well on it (900+), I've been doing practice tests and am studying every single day until the exam in September and October. I can't really change my undergrad GPA of 3.2, but would a GPA of 3.2 coupled with a 900+ math subject GRE be enough to get some acceptances this cycle? Last cycle I applied to mostly AMS group 2 universities with a couple group 1, and 1 group 3 university. Other than that, is there anything I can do to strengthen my application? I know one of my letters of rec should have been very positive, with the other 2 being more or less ok. Is there any way to get better letters of rec now that I am done with school? I did get into 1 master's program where I'd have to pay (and cost is an issue), should I instead try to work as a research assistant for a professor in the math department that I graduated from?

Hi guys something about this derivation confuses me. I can follow it algebraically but what I don't understand is.
How can Y(s) be substituted into itself. Wouldn't the Y(s) being substituted in be a Y(s) from a previous time.
How can it be treated as a single variable and algebraically manipulated. For example initially the signal U(s) at t = 0 goes through G(s) and initially Y(s) would just be Y(s) = U(s)*G(s) before this Y(s) value is fed back into the loop and used for the error term.
So it confuses me how in the algebraic derivation this isn't considered. Or am I thinking about this wrong?

After the gruesome death of Karla Reyes, her memory still haunted me. I found myself constantly thinking about her, replaying our last moments together, and wishing I could change the outcome. The guilt and grief weighed heavily on my heart, and I knew that attending her funeral was something I needed to do, not just for Karla but for myself as well.
Five days after the discovery of Karla’s death, the day of the funeral arrived, and I made my way to the cathedral Catholic church, my heart heavy with sorrow. My family wasn't particularly religious, but Karla's family was, and I wanted to pay my respects in the way they would have wanted.
I entered the church, the familiar scent of incense and candles filled my nostrils, bringing back memories of Sunday school and holidays spent in these halls. I spotted Karla's family seated in the front pews, their faces etched with grief. My own family was there as well, offering their support and comfort during this difficult time.
My dad approached Karla's father, his eyes filled with sympathy. "I'm so sorry for your loss, Mr. Reyes. Has Karla mentioned anyone who might want to cause her harm? Anyone who wished her ill?"
Karla's father, his eyes red-rimmed and swollen, shook his head. "I can't think of anyone, Sheriff Anderson. Except..." He trailed off, his voice thick with emotion.
"There was a man, part of a pandilla, who wanted to kill my family. He had threatened us, but I never thought he would go after Karlita. I always kept my family protected, but maybe..." Mr. Reyes's voice broke, and he buried his face in his hands, his shoulders shaking with sobs.
My mom, who had been comforting Karla's mother, shot me a worried glance, her eyes filled with tears. Mrs. Reyes clutched my mom's hand, her grief-stricken voice calling out, "Porque a mi niña? Why my little Karla? Why you took her away from me so early?"
I made my way towards the coffin, my heart pounding in my chest. The coffin was made of rosewood, adorned with delicate orchids. It was a closed casket, and I felt a pang of sadness that I wouldn't be able to see Karla one last time, to say a proper goodbye. I placed a white rose on top of the coffin, my fingers trailing over the smooth wood. "Rest in peace, Karla," I mouthed out.
One month later, I remembered being in art class, trying to focus on the painting in front of me—a vibrant blue jay perched on a branch. It was a peaceful scene, but my mind kept wandering, my thoughts drifting back to Karla.
Suddenly, someone brushed past me, and I looked up to see Mandy Lake. She was known for her Gothic attire and multiple piercings. "Oops, sorry," she mumbled, taking a seat next to Hannah, who was jamming to Haley Kiyoko through her headphones.
Brandon returned from his bathroom break and slid into the seat next to me. "Hey, Lily, I might have heard some rumors popping up," he signed, his eyes downcast.
I signed, "What kind of rumors?"
Brandon opened his mouth to respond, but before he could speak, Ryan barged into the art room, his eyes landing on me. "Hey, Lily, I hear you're smoking a juul these days. You got hit this ganja with me?" he said with a smirk, walking towards us.
Brandon snapped, "She doesn't do that, Ryan. Leave her alone."
Ryan laughed, a mocking sound that grated on my nerves. "Maybe it's her twin Billie, then." He pulled out his iPhone 6, displaying a Snapchat video of me and Karla smoking a juul. I tried to make out the poster's handle, but Ryan swiped it away before I could read it.
Our art teacher, Ms. Taylor, appeared at Ryan's side, her eyes narrowed. "Get out of my class, Ryan, or I'm writing you up.”
“Geez, Ms. Tay-Tay. You're a buzzkill,” Ryan groaned and made a squealing sound, trying to mimic me. As he turned to leave, I purposely stuck out my foot, tripping him. He landed on his nose, as small specks of bloody boogers seeped from his nostrils. Getting up from his feet, Ryan stormed off, smearing the door with blood.
Ms. Taylor saw the whole thing and sighed in frustration. "Lily, I know you did that to defend yourself, but it's not the right thing to do," she said, her voice firm but understanding.
I signed angrily, "I don't care, Ms. Taylor. He shouldn't have bothered me in the first place.”
“Fair point,” Ms. Taylor's eyes widened at my response, and she shook her head, clearly at a loss for words.
In a rather abrupt manner, the speakers blared, "Lilibelle Anderson please report to the principal's office."
Everyone in the class turned to look at me, letting out ohss and whispers. Brandon had enough of it, slamming his hands on the table, "Shut the hell up, all of you."
“Don't sweat it,” I signed to Brandon, "I'll meet you after lunch," and left the room, my heart pounding.
Passing by the lockers, I stopped in front of one in particular—Karla's. It was covered in sticky notes, drawings, and pictures, along with flowers, all expressing grief and condolences. There was also a letter written by Mrs. Becker as well. The letter read.
“Dear Karla Reyes,
It is a tragedy to have lost a talented student like you. You were potential, shining bright like a star. Whoever monster did this to you deserves hell. Hope you rest in peace, and forever be singing in the choir of the heavens.
With much love,
Your Choir teacher.”
Alyssa appeared behind me, her voice soft. She towered over me, placing a hand on my shoulder. "It must be tough, losing a friend. But you shouldn't blame yourself, Lily. You were a victim too."
I looked at her, surprised by her kindness. She gave me a small smile and said, "Take care of yourself, okay?" Then she walked away, leaving me alone with my thoughts. At least Alyssa didn't look at me like I was the one who killed Karla. Fiona being one of those people who after Karla's death, looked at me like I was a monster.
I continued on my way to the principal's office, my heart heavy. Principal Kelly was waiting for me, his expression kind but stern. "How are you doing, Lily?" he asked, motioning for me to take a seat.
I signed, "I'm okay."
He nodded, his eyes filled with sympathy. "I'm so sorry about what happened to you, Lily. I wish I could take away your pain. But I'm afraid I have some disappointing news. You've broken a rule, and I have no choice but to give you a week of detention."
I signed, "Am I going to be expelled?”
Principal Kelly shook his head. "No, Lilibelle. I understand you've been through a lot, and I want to give you a chance to make things right. But I can't condone vaping on school property."
I crossed my arms, frustration building inside me. "Who told you about the vape video?”
He hesitated, his hands placed up high on top of his balding head. "I can't tell you that. But I want you to know that I'm on your side.”
I shook my head, my anger rising. "I'll find it out myself," I signed, my eyes flashing.
With that, I left his office, tears pricking at the corners of my eyes. I noticed a group of students huddled together, whispering and glancing in my direction. I recognized Brianne among them, and my heart sank. Whatever rumor was spreading, it was gaining traction.
I quickened my pace, eager to get away from their judgmental stares. As I turned the corner, I collided with someone, sending our books flying. "Oh, I'm so sorry," I signed, bending to pick up the fallen books.
The girl I had bumped into offered me a hand, her eyes warm and sympathetic. "It's okay. Are you alright?”
I recognized her as Sarah Miller, a fellow freshmen from a different homeroom and a member of the Journaling club. She was one of the girls. I always saw them hanging out in the school library, reading newspapers and what not. From word of mouth, Sarah was Alyssa’s cousin and used to be inseparable. Part of me wanted to know more about Alyssa, and maybe just maybe Sarah knew something.
"Yeah, I'm fine," I signed, taking her hand and hoisting myself up. "Thanks."
She smiled at me, her eyes kind. "No problem. Hey, um, I know we don't really know each other that well, but if you ever need someone to talk to, I'm here. I know you've been through a lot lately."
I nodded, my throat tightening with emotion. "Thanks, Sarah. I appreciate it.”
“Mhm. Oh yeah, I was wondering if you had lunch B?”
“Who doesn't have Lunch B. Everyone and their mothers have Lunch B.”
Sarah let out a giggle, tucking one of her honey blonde strands behind her ears. “That's so true. Anyways….you wanna eat together or-”
Seeing how shy Sarah was made me like her a lot. She was endearing in a way, and of course I would want to be friends with a kind individual. “Sure, why not.” I gestured, with a welcoming tone.
After a few classes later, I headed to lunch with Matt and Brandon, my stomach rumbling in anticipation of the school's infamous chicken nuggets. Matt chatted about his plans to go grocery shopping with his mom after school, complaining about having to make the list during Allegra's class.
"I actually find grocery shopping fun," I signed, my eyes lighting up at the thought. "Especially when I get to pick out my favorite peaches."
Matt brows drooped, as he hugged on his gray sleeves. “Groceries can be fun, but try buying groceries in bulk. Mom always says it saves trips, but rolling 6 carts of food kills my back.”
“Oh..”
“Yep. That's one of the downsides of being filthy rich.”
I noticed Brandon's silence, his eyes distant as he lost himself in his thoughts. Matt, ever observant, asked, "You okay, Brandon? Still dealing with what happened the day of Karla's disappearance?”
Brandon lied, forcing a weak smile. "Yeah, I'm fine. Just tired."
Matt's concerned gaze didn't waver. "Are you sure? You know you can talk to me about anything."
Brandon nodded, his eyes flicking to me. "Actually, there's something I wanted to tell you both, but... it can wait."
Matt's brow furrowed, but he let it go, changing the subject. "Why don't you two find a table? I'll go grab our lunches."
As we made our way to secure a spot, Brandon blurted out, "I know who posted the video.”
I froze, my eyes widening. "What?"
Brandon took a deep breath, his eyes fixed on the ground. "I confronted Ryan in the bathroom. Pinned him against the wall and interrogated him."
I could sort of imagine that happening; out of our trio, Brandon was the most developed and could even pass for a sophomore. Some kids are early bloomers, others such as Matt and myself were late bloomers.
"And?" I prompted, my heart pounding.
"Matt suddenly appeared out of nowhere, and Ryan freaked out, blurting out the poster's name," Brandon continued, his voice tight. "Matt was confused as to why Ryan freaked out, but I knew it was because he was guilty.”
"Was it someone we know?" I asked, my fingers discreetly moved, mimicking a whisper.
Brandon nodded, his eyes meeting mine. "It's Mandy Lake."
I looked down at my lap, sadness washing over me. I knew it would be one of the choir girls, but to find out it was Mandy….I was surprised. She had always seemed so nice, but I guessed appearances could be deceiving.
Just then, Sarah appeared, her face lighting up when she spotted me. "Hey, Lily! How's it going?"
I smiled, my mood instantly lifting at the sight of my friend. "Good! Sarah, this is Brandon. Brandon, Sarah.”
Brandon shook Sarah's hand, a nervous smile on his face. "Nice to meet you. I'm a fan of your newspaper column, 'Unsolved Cases of Meadows Dale.' It's my favorite read."
Sarah laughed, her eyes sparkling with delight. "Oh, wow! I'm super into mysteries, so I guess it makes sense."
Matt appeared with three trays, placing them in front of us with a flourish. "Here you go, my friends. Wish I could be buff like Arnold Schwarzenegger so I could carry six plates at once."
He turned to Sarah, a teasing glint in his eye. "Have you adopted another stray, Lily?”
I signed, "Yes we did. We're a band of four strays, surrounded by purebred pups."
“Sweet!” Matt grinned, popping a fry into his mouth. "Anyways, well, I heard Brianne Becker started dating Ryan. Talk about the unholy couple."
Brandon groaned, rolling his eyes. "Ugh, I heard about that. They are perfect for each other."
“What? They are dating?” My mouth agape, It was sorta surprising that Brianne and Ryan were a thing, although such a concept wasn't out of reach.
"It's true. I saw them together yesterday, they were sharing a cone together.” Sarah chimed in, as she pulled out some books from her light pink backpack. She then added, "Also, before Brianne, Ryan tried to date Alyssa once, and she refused him."
“Oh really?” Matt nodded, taking a bite of his burger. "Obviously, if I were Alyssa, I'd do the same. Good call.”
I nodded, my eyes dropping to the book she picked up to read. "What are you reading?"
She held up the book, a copy of The Perks of Being a Wallflower. "It's one of my favorites. It's about this shy, introverted freshman and his journey through high school. It's a beautiful story about friendship and self-discovery."
I smiled, recognizing the title. "I've heard great things about it. Maybe I'll give it a read."
Sarah's eyes lit up. "You should! And if you ever want to talk about it, I'm here. I love discussing books.”
Brandon raised one of his brows, while he took glimpses of the book. “Wait, was there a movie version with Emma Watson in it?”
“Mhm. That's the one. Emma Watson was so pretty in that movie!” Sarah confirmed, her eyes glued to her book. Brandon looked at me, I could tell his face was flushed in bright pink.
I took a sip of my chocolate milk, my eyes flitting between my friends. "You know, I've been meaning to ask... what exactly happened that day? The day of Karla's disappearance and mine?"
“Lily..”
“Tell me what I want to know.”
“Okay fine,” Brandon cleared his throat, his eyes flicking to Matt. "Do you want us to take you there? To the abandoned shed?"
I nodded, my heart pounding in my chest. "Yes. I think I need to see it."
Curious, while sliding a Harry Potter book mark inside her book, Sarah spoke, “What shed? You mean the one by the woods located near the Skating Rink?”
Matt winked “Bingo!”
“So you guys want to go there? Today, right?”
Brandon and I nodded, “Pretty much.”
I could hear Sarah darting her hand inside her backpack, loud rustling sounds indicated that she was searching for something. Her mouth formed into a smile, digging out a Polaroid camera out of her now disorganized backpack. “Here! Unfortunately I can't join you guys for your adventure, cuz of Journalism club. I hope this helps.” Sarah plopped the camera in my hands, it weighed a bit in my hands.
“Thanks, Sarah!” I signed in gratitude, fascinated by how it felt in my hands.
“No problem. Just be careful with it. My grandma got it for me on my birthday, okay?”
“Deal. If somehow my fat ass breaks it, you can definitely press charges.” Matt held up his hand as he made an oath. I couldn't help but laugh, while Sarah let out a worrisome whine.
Sarah shook her head with a defeated smile, placing her pink colored nail finger on her teeth. “Ah, I love you guys already.”
“Same-uh I mean nice,” Brandon exchanged a glance with me, sweat dripping in his temple. "Okay," he said, his voice gentle. "Let's go after school.”
We finished our lunches in comfortable silence, my mind racing with anticipation and trepidation. I knew visiting the shed would bring back painful memories, but I needed to face them head-on.
After school, around 6pm we made our way to the shed, located in a secluded area near the skating rink. The sun was low in the sky, casting long shadows that danced eerily in the breeze. We approached the dilapidated structure, my heart began to pound in my chest. This was the place where I had been held captive, where I had endured unimaginable horrors. Where I saw that video of Karla.
Matt placed a gentle hand on my shoulder. "You don't have to go in if you don't want to, Lily. We can just show you the outside."
I shook my head, steeling myself. "No, I want to see it all. I need to."
Brandon opened the creaking door, and we stepped inside, the musty air thick with memories. The shed was empty now, but I could still feel the weight of the past lingering in the air. With Sarah's polaroid camera, I snapped a few photos. Matt grabbed the photos, shaking them up and down to see if the film developed.
I took a shaky breath, my eyes scanning the space. "This is where he kept me…” I trailed off, unable to continue. Brandon's arm slipped around my shoulders, offering silent support.
Matt's face was grim as he surveyed the shed. "We searched this place after you were found, but there was no sign of the kidnapper. It was like he vanished into thin air."
I nodded, my eyes fixed on the dusty floor. "He was careful. He always wore gloves, a mask... I never saw his face."
Brandon's voice was gentle. "But you heard his voice. Anything distinctive about it?"
I shook my head, my eyes stinging with unshed tears. "Just that it was deep and distorted, like he was using a voice changer or something.”
Brandon's jaw clenched, his fists balling at his sides. "We'll find him, Lily. I just know our dad's are going to do something about this."
I nodded, grateful for their determination. "Thank you, both. I know it's not easy for you either."
We stood in silence for a few moments, each of us lost in our thoughts. Finally, I took a deep breath, steeling myself. "Let's go. Being here brings back too many memories."
Matt squeezed my shoulder, his eyes understanding. "Of course, Lily. We can come back another time if you want, but for now, let's get the heck out of here.”
We stepped back into the fading light, the shed's creaking door closing behind us with a soft thud. I took a deep breath of the fresh air, grateful to be away from the suffocating confines of that place. Just to only feel a set of eyes watching me from the woods.
As we walked back towards town, Matt asked, "So, what's the plan for tonight? Movie night? We could do a horror flick, maybe something with Arnold Schwarzenegger."
I shook my head, signing, "No horror movies for me. I've had enough scares in real life."
Brandon laughed, punching Matt's arm playfully. "Come on, man, Lily's right. Let's go for a comedy or an action flick.”
Matt feigned hurt, his hand over his heart. "Fine, fine. No horror. But we're definitely watching 'Predator' next week. It's a classic."
I rolled my eyes, signing, "Fine. But only if we get pizza and ice cream."
Brandon grinned, rubbing his hands together. "Deal! Extra cheese and pepperoni for me."
That night, as we settled in for our movie night in my house. It was much closer, so I asked my Mom if Brandon and Matt could sleep over for the night. Mom was setting the pepperoni topped lasagna inside of the oven, as she said, “Sure they can stay! Just make sure you make them call their parents for permission, okay?”
“I will.” I assured my mother, before running back to the living. I hopped on one of the sofas, catching Brandon off guard.
“So…” Brandon and Matt asked.
“What happened?”
Matt brought up the topic of The Masked Man once again. "Lily, is there anything else you can remember about him? Any small detail could help us track him down."
I shook my head, my eyes fixed on the TV screen. "I've told you everything, Matt. I never saw his face, and his voice was distorted. I'm sorry."
Brandon spoke up, his eyes thoughtful. "What about his scent? Did he wear cologne or anything distinctive?"
I furrowed my brow, trying to recall. "I... I think he might have worn cologne. Something woody and musky. It was faint, but I remember catching a whiff of it a few times."
Matt's eyes lit up. "That's something! We can ask around, see if anyone recognizes that scent. It could be a crucial piece of the puzzle."
I nodded, a glimmer of hope sparking within me. "Okay. I'll try to remember more details. Maybe there's something else I've missed.”
The movie began, and we settled in, our bowls of popcorn and soda within reach. Funny enough after watching Forrest Gump, we had fallen asleep on top of each other. About three hours later, I woke up, disoriented, and realized I had fallen asleep on the couch with Brandon and Matt. Brandon was sleeping on the edge, his limbs dangling off the couch, while Matt was hugging me in his sleep. I carefully slipped out of Matt's arms, not wanting to wake him, and groggily walked towards the darkness of the kitchen.
The glass back door loomed in front of me, and I remembered the night before, my dad had recently started to put his deputies to watch over our house every night. I had felt safe with them, and that was the reason I wanted to invite Matt and Brandon to have a sleepover in my house.
I yawned and stretched, my eyes adjusting to the dim light. The kitchen was quiet, the only sound the ticking of the clock. I made my way to the back door, my heart pounding. I knew I shouldn't open it, but something compelled me to do so.
With trembling hands, I unlocked the door and stepped outside into the cool night air. The backyard was bathed in moonlight, and I felt a sense of peace wash over me. I took a deep breath, the scent of freshly cut grass filling my lungs.
Suddenly, I heard a noise. It sounded like a twig snapping. My heart raced, and I froze, my eyes scanning the yard. I couldn't see anyone, but I knew I wasn't alone.
"Who's there?” Signing cautiously, I wait for a response. It could have been a cat or dog walking around. However it sounded like a hard boot walking.
No answer. I took a cautious step backward, my heart pounding in my chest. Then, from the shadows, a figure emerged. It was tall and broad, dressed in black from head to toe. That same mask covered their face, obscuring their identity. It was him again.
I backed away, my heart pounding. "Stay away from me, please.” I tried to communicate with the figure, my fingers becoming slippery with sweat.
He didn't respond, but continued to advance, their steps slow and deliberate. I turned to run back inside, but the door was locked. I frantically tried the handle, my heart pounding in my ears.
"Let me in!" I frantically waved my hands and screamed an awful ear piercing screech. My fists furiously banging on the door.
The Masked Man was getting closer, and I knew I had to act fast. I searched for a weapon, my eyes landing on a garden rake leaning against the wall. I grabbed it and swung it at the figure, connecting with their arm. They let out a pained grunt, but didn't stop. I swung again, this time hitting their leg. They stumbled, but quickly recovered, their eyes fixed on me.
I backed away, my heart pounding. "Stay back!" I tried to shout, my voice scratchy and whistling. None of the words that came out of my mouth were incoherent. It was horrible, that even my own voice betrayed me.
The Masked Man lunged at me, and I swung the rake again, this time hitting them in the chest. They fell to the ground, and I took the opportunity to run back inside, locking the door behind me. I leaned against it, my breath coming in ragged gasps.
Brandon and Matt rushed into the kitchen, their eyes wide. "What happened? We heard you scream," Brandon said, his voice full of concern.
I signed, my hands shaking, "There was someone in the backyard. They tried to get in."
Matt looked out the window, his face pale. "I don't see anyone out there now. Are you sure it wasn't just a dream?"
I shook my head, my heart still pounding. "I'm sure. I hit them with the rake. They fell, but then they got back up and kept coming."
Brandon's eyes widened. "We need to call the police. This is serious, Lily."
I nodded, my hands still shaking. "Okay. But first, let's make sure all the doors and windows are locked. I don't want them getting in."
We spent the next few minutes checking every door and window in the house, making sure they were securely locked. My Dad and police arrived soon after, and we explained what had happened. They searched the backyard but found no sign of the intruder.
The officer took my statement, his face grim. He informed my Dad with instructions. "We'll increase patrols in the area, but in the meantime, stay vigilant. Keep your doors and windows locked, and be aware of your surroundings, Sheriff.”
“Thank you, Officer Devins,” My dad thanked the officer, before heading in my way. He looked at me with concern, before rubbing his eyes in a worried manner. “Hey Lilibee. You should go to sleep. Daddy's going to be staying awake for the night. It's to keep you safe.”
“Okay,” I hugged my father, my heart was still pounding from the encounter. That night, I had trouble sleeping, my mind replaying the events over and over. The Masked Man had found me again that night. I didn't know how or when, but he was back. I had a good feeling this wasn't his last appearance.
I hurried down the hallway, my heart pounding in my chest. It had been a long day, and I was eager to get this detention over with and go home. When I approached the office, I saw the old secretary, Mrs. Miller, gossiping on the phone, her eyes glued to her screen. I took the opportunity to slip past her unnoticed and make my way towards Dr. Wells' office.
The door was slightly ajar, and I knocked gently before pushing it open. Dr. Wells looked up from his laptop, a soft smile spreading across his face when he saw me.
"Lily, what a pleasant surprise," he signed, motioning for me to come in. "How are your painting classes going?"
I signed back, while sitting down on the couch. "They're going really well, thank you. I'm enjoying it a lot."
Dr. Wells laughed, his eyes crinkling at the corners. "That's wonderful to hear. And how are you doing otherwise? Still dealing with the aftermath of what happened that day?"
I kicked my feet awkwardly, feeling a rush of emotions as I thought about the kidnapping. "I went back to the spot where he held me," I confessed. "I thought it would give me closure, but then I started having nightmares about him again."
Dr. Wells tilted his head, his expression concerned. "And how did that make you feel?" he asked gently.
I nervously averted my eyes to the paintings hanging on his walls, beautiful landscapes and abstracts in rich colors. "I thought I was doing better," I signed. "But then he came back again, and I realized I'm still scared. My dad is the sheriff, though, and he has cops outside my house, so I know I'm safe."
Dr. Wells' expression remained neutral, almost pensive. "It's good that you're taking precautions and seeking support," he said slowly, his lips twitching slightly as he formed the words. "I'm always here if you need to talk, Lily."
I nodded, feeling a wave of gratitude for this kind man. "Thank you, Dr. Wells," I signed. "By the way, why do they call you 'doctor'? I thought you were just the school counselor."
A soft laugh escaped his lips. "Well, I do have my doctorate degree in forensic psychology," he explained. "I often work with the police on cases, especially those involving youth. It can be quite fascinating, although it keeps me busy at night."
"No wonder you always look so tired," I teased, a smile playing at my lips. "Did you get the degree to impress all the ladies?"
Dr. Wells laughed heartily, his eyes sparkling with amusement. "Maybe," he joked. "Or maybe I just wanted to pay off my student loans someday."
Changing the subject, he stood up and opened a small fridge behind his desk. "Speaking of which, are you hungry? I have some bacon-chicken salads here if you'd like one."
"Sure," I signed, my stomach rumbling at the mention of food.
Dr. Wells pulled out two plates, each with a generous serving of salad. He handed one to me and took a seat across from me at the small table in the corner of his office. I dug into the salad, and it was delicious—the perfect combination of crispy bacon, tender chicken, and fresh greens. I savored every bite, feeling grateful for this unexpected meal.
As I popped a slice of hard-boiled egg into my mouth, Dr. Wells asked, "So, Lily, do you have detention today?"
I nodded, signing, "Yes, I do. I got into a bit of trouble for vaping, so I have to serve an hour of detention with Ms. Asinley."
Dr. Wells' expression softened. "I'm sorry to hear that," he said sincerely. "I hope it goes well. Just remember that I'm here if you need any support or if you want to talk about anything."
"Thanks, Dr. Wells," I said, feeling a warm blush spread across my cheeks. "You're so sweet."
Before I knew it, an hour had passed, and it was time for me to head to my detention. I stood up, stretching my legs, and bid Dr. Wells goodbye, feeling a sense of warmth and contentment in my heart.
"Take care, Lily," Dr. Wells signed, his eyes warm and friendly. "Remember, I'll always keep an eye out for you."
I smiled and waved as I left his office, feeling a boost of confidence. Dr. Wells had a way of making me feel like everything was going to be alright. Making my way down the hallway towards the U.S. history room, I spotted Ms. Asinley, the pregnant teacher who was overseeing my detention. She smiled at me gently and motioned for me to take a seat wherever I liked.
The room was quiet, with only a few other students serving detention that day. I chose a desk by the window, the afternoon sunlight streaming in and warming my face. I pulled out my algebra homework and began to work, grateful for the peaceful atmosphere.
Ms. Asinley walked over to my desk, her hands resting gently on her swollen belly. "How are you doing today, Lily?" she asked softly, her eyes kind. "Is there anything I can help you with?"
I shook my head, signing, "No, thank you, Ms. Asinley. I'm just working on my algebra homework. It's nice to have a quiet place to focus."
She smiled and patted my shoulder gently. "You know where to find me if you need anything," she said, before moving on to check on the other students.
I settled into my work, grateful for this unexpected moment of calmness. As I worked through the equations, I felt a sense of satisfaction and peace wash over me. Detention didn't seem so bad as I thought, and I was making good progress on my missing assignments. That was until the door burst open, and two figures stormed in, bringing with them a gust of fresh air and the scent of grass and sweat.
Alyssa and Emma, dressed in their red and black soccer uniforms, strode into the room, their faces flushed from practice. "Hey, Ms. Asinley," Emma called out, waving a paper assignment in her hand. "Sorry this is late. I completely forgot about it."
Ms. Asinley, her hands resting comfortably on her pregnant belly, smiled brightly at the girls. "It's quite alright, Emma. No need to apologize." She took the assignment from Emma and made a note in her book.
Alyssa, her eyes sparkling with curiosity, turned to Ms. Asinley and asked, "So, when's the baby coming? You must be getting close, right?"
Ms. Asinley's face lit up, and she placed a gentle hand on her belly. "I'm due in about four months," she replied, her voice warm and happy. "I might start planning the baby shower soon, although I think I'll wait until I'm closer to seven months."
"Ooh, a baby shower!" Alyssa exclaimed, her eyes shining with excitement. "I can't wait! I love babies."
Emma smiled at her friend's enthusiasm and added, "We'll definitely be there. Just let us know when and where."
Ms. Asinley thanked them, and the two girls were heading to the door, still chatting excitedly about the upcoming baby shower. Alyssa caught my eye and waved before leaving the class. I waved back, feeling a sense of warmth despite my earlier envy. Alyssa had always been surprisingly friendly to me, and I never quite understood why. Honestly, I was just an asshole as a kid, and I wished I didn't need to be this way.
As I shifted in my seat, I realized I needed to use the bathroom. I raised my hand and caught Ms. Asinley's attention. "May I please be excused to go to the restroom?" I signed, feeling a bit self-conscious.
Ms. Asinley nodded and signed, "Of course, Lily. Take your time."
I gathered my things and headed out of the classroom, grateful for the opportunity to stretch my legs. As I walked down the empty hallway, I couldn't shake the feeling that I was being watched. I told myself it was just my imagination running wild after last night's incident, but the atmosphere felt off.
I quickened my pace, eager to reach the girl's bathroom at the end of the hall. As I pushed open the door, I spotted a familiar figure—Mandy, one of the popular girls from my grade. She was taking a drag from a raspberry lemonade Juul, the sweet-smelling vapor hanging in the air.
"So, you're the one who showed the video to Principal Kelly," I signed, my eyes narrowing.
Mandy froze, her eyes widening in surprise. "Who told you that?" she demanded, her voice shaking.
I shrugged, signing, "Does it matter? You should be careful, Mandy. Maybe it's your turn to face the consequences now."
Mandy's face paled, and she took a step towards me, her voice urgent. "You can't tell Principal Kelly about this, Lily. You just can't."
I crossed my arms, a challenge in my eyes. "Why not?" I asked.
Before Mandy could respond, a bloodcurdling scream tore through the bathroom, causing us both to jump. Mandy grabbed my hand, her eyes wild with fear. She dragged me out of the bathroom, our footsteps echoed through the halls. “Come with me! Now!"
I followed her, my heart pounding in my chest. We ran down the hall, Mandy's grip tight on my hand. "What happened?" I frantically signed.
"There's a man—a masked man. He was peeking at us through the gap in the stall door," she whispered, her voice shaking.
My heart hammered in my chest as I frantically signed, "What? Are you serious?"
Mandy nodded, her eyes darting around the bathroom nervously. "We have to tell an adult," I signed, taking a step towards the door.
"No!" Mandy hissed, pulling me back. "We can't. He could still be out there. We need to hide."
I felt a rush of fear as I realized the gravity of the situation. "Where can we go?" I asked, my eyes scanning the bathroom for a possible hiding place.
Mandy grabbed my hand and pulled me towards the door. "Come on, we have to get out of here. We'll find a teacher and alert them, but we can't stay here."
I followed Mandy, my heart pounding in my chest. We rushed down the hallway, our eyes darting around, searching for any sign of the masked man. The school felt eerily quiet, the afternoon sun casting long shadows on the walls.
Mandy led me towards the gymnasium, her eyes darting around nervously. "In here," she whispered, pushing open the door. "Hide in the storage closet near the mats. I'll try to find a teacher and come back for you."
I nodded, my heart racing as I stepped into the dimly lit gymnasium. The large space felt oppressive in the fading light, the rumble of the air conditioning adding to the eerie atmosphere. I hurried over to the storage closet and slipped inside, pulling the door shut behind me.
The closet was small and cramped, filled with stacks of mats and sports equipment. I sat down, hugging my knees to my chest, and tried to calm my racing heart. The darkness and the constant rumbling noise made me feel on edge, and I found myself straining to listen for any signs of Mandy's return.
As the minutes ticked by, I became increasingly aware of the need to use the bathroom. The urge to pee was plaguing me, and I shifted uncomfortably, willing my bladder to cooperate. The darkness and the silence, broken only by the hum of the air conditioning, made the time feel endless. Just as I thought I couldn't take it anymore, I heard the door to the gymnasium open. I perked up, my heart racing as I waited for Mandy to enter. But it wasn't Mandy who stepped into the room.
The Masked Man stood in the doorway, his blood-smeared mask sending a chill down my spine. He crouched down, his eyes locking with mine, and placed something metal on the ground—Mandy's brow piercing.
Just as he walked away, almost like a cat dropping off a dead mouse, I felt a warm release between my legs. I had lost control of my bladder, the warm liquid spreading across my pants and soaking through to the floor. I felt a wave of embarrassment wash over me, and I could do nothing to stop it. However, I was scared shit less to even react, and there I knew Mandy was gone.
Soon enough, the next day, the gym teacher, Mr. Woods, and his male gymnastics students were checking on the mats when they made a gruesome discovery. One of the gymnasts unfolded a mat, and there, wrapped up like a present, was fifteen-year-old Mandy Lake. Her jaw was ripped open, her ribs shattered, and her nails were peeling off, almost as if she had been clawing at a hard surface. Similar to Karla, Mandy's larynx was missing, ripped out of her throat.
Just like Karla Reyes….
I later found out why Mandy hadn't wanted me to tell the principal about her situation. You see, Mandy came from a single-mother household, and her mother worked at an adult-themed diner. Some busybody neighbors thought this wasn't a good influence on the children and called Child Protective Services, or CPS, on Ms. Lake.
Thankfully, CPS saw no issue with the situation. However, if Mandy were to cause any trouble or draw negative attention, it could risk not only her but also her siblings being taken away. Mandy was like a second mother to those kids, and her death hit Ms. Lake hard. Last time I heard of Ms. Lake was about a year ago. She was battling with a methamphetamine addiction, and that resulted in her death. All because of me. All because of him.
In the end, Mandy Lake was the second victim, but wasn't the last one. They're are 6 Choir Girls left.