Summertime Sadness Settling In

Summertime Sadness Settling In As Summer comes to a close and the bleakness of parting with the town that built you begins to settle, one cant help but realize how important 18 years is. 18 years of the same friends surrounding you, teachers developing you, and parents nagging you. 18 years of memories: your first bike ride, your first sleepover, your first love and first heartbreak. Leaving home can be scary, but looking past the fear of change is the mass opportunity of growth. In the year to come, you will, indefinitely, growand I dont just mean in pant sizes. They say retrospect is 20/20. Looking back on my senior year of high school, there are many mistakes that I made, many failures I endured, and at the time they seemed so large, so monumental. Theyre not. Let me say that again for all the parents out there: THEY ARE NOT. That one test you got a C on? Not a big deal. That detention you got for hitting the snooze button one too many times? Not a big deal. Because all of those errors, all of those failures, and each and every experience will give you a chance to grow once you leave home. You will learn how to study, how to cram, and how to prioritize, and that is just the start of it. You will also learn about yourself, your identity, and your values. And while that feeling of security from your home town will never go away, use this next year and every year after to really jump start your growth into the incredible adult you can be. Rachel Class of 2020 I am studying Middle Grades Education with concentrations in Social Sciences and Literacy in the College of Education. Although I now reside in Champaign, I am originally from Vernon Hills, a Northwest suburb of Chicago.

Analysis Of The Movie Booker - 1276 Words

Booker, 18, was out job searching, trying to figure out what he wanted to do with his life. He kept trying to find a job to help out his mom since she was getting old and sick. Booker’s father was one of the 900 dead in the First Battle of Bull Run. His older brothers were out already fighting in the war and were sending money to their own wives. But Booker never liked violence. He was a pacifist. Everywhere he kept hearing to just join the army, go to war, that’s what all his friends did. But after weeks of not being able to find work, he was forced into the war due to the draft. Booker never left New York in his life; it was his home. Booker had no choice but to go to war; his mother needed money and he didn’t have the money to get out†¦show more content†¦The journey took weeks and food was running short along with water. All the men were getting tired of the constant marching, the gear was getting heavy, and the hot sun wasn’t helping them at all. To Booker’s surprise, some of the men already went down due to these terrible living conditions. They finally met with the confederates in the Henrico County, Virginia for the Battle of Fair Oaks. Booker went to take a position secluded from as many people as he can, hoping that he wouldn’t have to kill anyone. He was up on a slightly elevated part behind a few trees laying down, watching as the men got closer to each other. Finally after they reached a position close enough to each other, the battle began. Booker couldn’t believe how loud it was. He turned away and heard the screams of men getting shot. He heard the artillery being fired and crashing down on a group of soldiers. He didn’t know what to do. Booker never wanted to fire his gun. Eventually he looked back through the rifle and saw a bullet fly into one of his fellow soldier’s head; the bullet entered the man’s head and was stuck there. Booker saw the pieces of the man’s skull flying through the air, blood running down his head, Booker even heard his screams. Booker threw up immediately afterwards. Eventually Booker finally was able to look through the sniper scope again. He saw hundreds lying there, dead. Some were lying and screaming for help. He saw medicals group rushing

The Privacy Of The Hipaa Privacy Laws - 1325 Words

The Right to Keep It Hidden Everyone hides behind a mask of what they want others to know, but when that mask is removed, the private information nobody wants leaked spills out. Until 2003, there was no mask protecting the confidentiality of peoples’ most private information, their private medical history. Before this time, patients had no right to protect their medical information, and no control over who could access it. The HIPAA Privacy Rule locked away the once open book of patients’ medical information in a safe solely controlled by the patient. This federal law, created by the U.S. Department of Health and Human Services, became the â€Å"first federal healthcare information privacy law†, and addresses patients’ rights pertaining to their medical information (Solove 5). In order for patients to continue to have medical privacy and control over their medical records, the HIPAA Privacy Rule needs to remain a strongly enforced federal law. The HIPAA Privacy Rule allows patients to be the dominant controller of their personal medical information by giving them the choice to limit the accessibility of their medical record to others, and the opportunity to obtain their medical record at any time (Solove 1). By giving the patient access to his or her personal medical record, he or she is able to become aware of what information is inside. This gives the patient the opportunity to address a mistake in the medical information with his or her doctor. If the doctor disagrees with theShow MoreRelatedHIPAA: Privacy and Security Rules The Computer, the Nurse and You1436 Words   |  6 PagesHIPAA: Privacy and Security Rules The Computer, the Nurse and You Introduction How would you like to keep track of your personal health information record in your computer at home? The electronic data exchange was one of the goals of the government to improve the delivery and competence of the U.S. healthcare system. To achieve this plan, the U.S. Congress passed a regulation that will direct its implementation. The Department of Health and Human Services is the branch of the government thatRead MoreEssay about Hipaa: Impact the Delivery of Human Services1272 Words   |  6 PagesHIPAA: Impact the Delivery of Human Services July 12, 2008 Health Insurance Portability and Accountability Act (HIPAA) was signed on 21st August 1996 by the U.S President Bill Clinton. Most healthcare insurance companies and providers are to remain to the HIPAA regulation guidelines by October 2002 and October 2003 for smaller health plans. If you are in the healthcare industry, you have probably heard some rumblings about the Health Insurance Portability and Accountability Act ofRead MoreHealth Insurance Portability And Accountability Act Essay1382 Words   |  6 PagesAbstract The Health Insurance Portability and Accountability Act (HIPAA) is divided into five titles. Title I is health insurance portability, Title II is administrative simplification, Title III is medical savings accounts and health insurance tax related provisions, Title IV is enforcement of group health plan provisions, and title V is revenue offsets. HIPAA affects many features of health care, including providing the privacy rights of patients for release of personal data, financial and medicalRead MoreThe Role of Government in Policy790 Words   |  4 Pagesclient’s needs. Laws and judicial decisions influence this healthcare organizations day-to-day business. The Health Insurance Portability and Accountability Act (HIPAA) was established in 1996 to protect the rights of individuals when receiving services from health organizations. HIPAA ensures the privacy and confidentiality of individual’s health information. Health information could be protected on paper, oral communication, or electronically. If an individual’s privacy is violated in anyRead MoreHealth Insurance Portability And Accountability Act1222 Words   |  5 PagesPortability and Accountability Act, known as HIPAA. The primary purpose of HIPAA was to protect an individual from losing their health insurance; If they decided to change jobs or have pre-existing conditions. Another purpose of HIPAA was to reduce the costs and administrative burdens of healthcare by creating electronic formats. HIPAA is also used to develop standards and requirements to protect the privacy and security of protected health information. HIPAA consist of five titles. The main two importantRead MoreHippa Violation1569 Words   |  7 Pagesfor Milo Sampson’s M230/HSC2641 Section 04 - Medical Law and Ethics class. HIPPA Violation – Privacy Rule Thesis: Preventing violations of the HIPAA Privacy Rule greatly impacts any health care professional, specifically patient information as it relates to a pharmacy and its entire staff. Ever wonder what the acronym HIPAA stands for, how it relates to health care professionals, as well as you, the patient? Violations of the HIPAA Privacy rule greatly impacts health care professionals, specificallyRead MoreHipaa, Health Insurance And Portability Act Of 19961577 Words   |  7 Pages HIPAA (Health Insurance and Portability Act of 1996), outlines rules, regulations and the rights of patients to access their healthcare information such as notifications of privacy practices, copying and viewing medical records, and amendments. This paper explains why confidentiality is important today and discusses recourses patients can use if they believe their privacy has been violated. This paper will also discuss criminal and civil penalties’ that can occur for breaking HIPAA privacy rulesRead MoreHipaa, Health Insurance And Portability Act Of 19961576 Words   |  7 PagesHIPAA, (Health Insurance and Portability Act of 1996) outlines rules and regulations and the rights of patients to access their healthcare information such as notifications of privacy practices, copying and viewing medical records, and amendments. This paper explains why confidentiality is important today and discusses recourses patients can use if they believe their privacy has been violated. Thi s paper will also discuss criminal and civil penalties’ that can occur for breaking HIPAA privacy rulesRead MoreHipaa, Health Insurance And Portability Act Of 19961574 Words   |  7 PagesHIPAA, (Health Insurance and Portability Act of 1996) outlines rules and regulations and the rights of patients to access their healthcare information such as, notifications of privacy practices, copying and viewing medical records, and amendments. This paper explains why confidentiality is important today and discusses recourses patients can use if they believe their privacy has been violated. This paper will also discuss criminal and civil penalties’ that can occur for breaking HIPAA privacyRead MoreHealth Insurance Portability And Accountability Act Of 19961492 Words   |  6 Pagesprofessional are reminded of HIPAA (Health Insurance Portability and Accountability Act of 1996) and the important role it plays in daily task. Every patient is protected under HIPAA there really is never an time that HIPAA does not apply to health information. The expectation to protecting private health information under HIPAA is within the school districts in the communities. The school districts records that contain students private health information does not fall under HIPAA regulations. That information

Vhdl for Synthesis Free Essays

ELE591 – VHDL for Synthesis Issue 1. 0: 1st December 2010 The purpose of this laboratory experiment is to familiarise you with the principles of VHDL for synthesis targeted at programmable logic devices. You will observe how various VHDL descriptions result in Register Transfer Level (RTL) implementations and how these can be implemented within specific logic devices. We will write a custom essay sample on Vhdl for Synthesis or any similar topic only for you Order Now The principles of back-annotation will also be explored and how this can be used to examine performance limitations of specific hardware resource mappings. This lab assumes you are already familiar with Xilinx ISE and ModelSim, given that ELE335 is a prerequisite for this module. If necessary, consult the ELE335 lab guide, which is included in the Coursework section of the ELE591 module webpage. Most of the VHDL files needed for this lab are also available from the same location. Exercise 1: Aim: To compare the results of different architectural descriptions for the same entity Steps: †¢ Create a project named â€Å"exercise1†. Add the file ex1a. vhd as a â€Å"VHDL module† †¢ Select the Spartan3 as the target device Compile and synthesise the VHDL description and examine the design report file, paying particular attention to the resource utilisation summary (and timing path analysis). Also examine the RTL design. †¢ Repeat with the files ex1b. vhd and ex1c. vhd and compare the results. Exercise 2: Aim: To illustrate the use of â€Å"don’t care† values in synthesis Steps: †¢ Create a proje ct named â€Å"exercise2†. Add the file docare. vhd as a â€Å"VHDL module† †¢ Compile and synthesise the design targeting the Spartan3 device †¢ Add the file dontcare. hd as a â€Å"VHDL module† and repeat the synthesis. †¢ Compare the report files. Exercise 3: Aim: To illustrate logic resource requirements for conditional versus mutually exclusive input conditions Steps: †¢ Create a project named â€Å"exercise3†. Add the file cond. vhd as a â€Å"VHDL module† †¢ Compile and synthesise the design targeting the Spartan3 device †¢ Add the file exclusiv. vhd as a â€Å"VHDL module† and repeat the synthesis. †¢ Compare the report files. Also compare the timings at the design logic level and at the place and route level. Exercise 4: Aim: To review resource and timing requirements of a complex reset function Steps: †¢ Create a project named â€Å"exercise4†. Add the file cntpt. vhd as a â€Å"VHDL module† †¢ Compile, synthesise and simulate the design targeting the Spartan3 device †¢ Review the report file paying particular attention to the reset equation. †¢ Now examine the file cntpt2. vhd which employs a synchronous complex reset. †¢ Attempt to simulate the designs and comment on the reset timing in both cases. Exercise 5: Aim: To compare CPLD and FPGA implementations of a FIFO design Steps: Create a project named â€Å"exercise5†. Add the file fifo. vhd as a â€Å"VHDL module† †¢ Compile and synthesise the design targeting the Spartan3 device †¢ Recompile the design for a Coolrunner2. †¢ Compare the report files and the resulting RTL layouts. †¢ Place and route both designs †¢ Compare the design files paying particular attention to the maximum operating frequency and the amount of resources used. Which timing parameter is the limiting factor on the operating frequency in each case? Exercise 6: Aim: To illustrate the effects of implicit memory Steps: †¢ Create a project named â€Å"exercise6†. Add the file memcont. vhd as a â€Å"VHDL module† †¢ Compile and synthesise the design targeting the Spartan3 device. †¢ Examine the report file. †¢ Add the file memcont2. vhd as a â€Å"VHDL module†. In this file the signal assignments for oe, we and addr are removed from under the reset condition. †¢ Compile and synthesise the design targeting the Spartan3 device. †¢ Compare the report file with that of the original design. Verify that implicit memory resulted in the creation of a combinatorial latch. Exercise 7: Aim: To illustrate the advantage of â€Å"one hot† encoding of large state-machines implemented in FPGA architectures Steps: †¢ Create a project named â€Å"exercise7†. Add the file onehot. vhd as a â€Å"VHDL module† †¢ Compile and synthesise the design targeting the Spartan3 device †¢ Place and route the design and record the number of logic cells required, the setup time, clock-to-output delay and maximum operating frequency. †¢ Now employ the file notonehot. vhd. This uses the synthesis tool to assign values to the various enumerated states. Compile and synthesise the updated design targeting the Spartan3 device. †¢ Place and route the design and record the number of logic cells required, the setup time, clock-to-output delay and maximum operating frequency. †¢ Compare the results with the original design. This series of experiments should be written up as an INDIVIDUAL formal lab report. The report will be limited to a maximum of 8 pages of main text (i. e. omitting title page etc). The hand-in date is the 17th December, unless you are informed otherwise. How to cite Vhdl for Synthesis, Papers

Psychoticism and Creativity Theory

Question: Discuss about the Psychoticism and Creativity Theory. Answer: Introduction: The chief aim of the essay is to evaluate and understand multiple roles of creativity in bringing evolutionary impact on the education system. To perceive an in-depth knowledge about the function of creativity in term of education, the essay has considered evaluating some relevant theoretical concepts of creativity. The word Creativity is the definition of that particular ability through which a new and original idea can be constructed. In other words, creativity is probably the function of turning inventive, original and new concepts into reality. It is, therefore, the capability of finding patterns and ideas which are hidden and make use of them to procure new solutions. In the words of Craft et al., (2013), through creativity the world can perceive new ways to generate solutions. An important point to consider in this matter is the fruitfulness of creativity can be acquired when there will be a creative person, an original product along with a creative process. Thesis statement Creativity and education is interconnected and theories of psychoanalytical, humanistic and system jointly prepares a strong ground to support that. Creaytivity as opined by Wachanga, Kamonjo Okere, (2015), is a positive effort results from an inconvenient situation. Based on the concepts of Kumpulainen, Mikkola Jaatinen, (2014), the psychoanalytical theory is probably the oldest theoretical concept that argues that creativity is the preliminary act of reverting from a harsh situation. The conceptual approach of Psychoanalytical theory for creativity is that a creative person is the result of difficult and complicated circumstances. It is hence understandable that creativity is like a side of relief for a person to find the solution in a hostile universe, that effort through which innovative ideas step up. This theoretical concept has been propagated since Freud argued that creativity originates when conflict arises from tension and dissatisfaction. However, Sigmund Freud's words on education implicate that education is the process enabling an individual in taking active participation in culture without losing or harming the original energy of that particular. In the historical context, psychoanalytical tendencies in education have been related to the instinctual tendencies of the students. Following the Orthodox concept of Psychoanalytical theory, creativity among school going children evolves from the inner conflicts. In the context to first learning and child development, creative education is required as creativity is considered to be a responsible component for optimizing childrens psychological growth. On the other side, as argued by Davies et al., (2013), creativity regarding child education is necessary for enhancing personal, psychological growth and well being. . Creativity in eduction is advanced through the relation between a teacher and a student and their individual role regarding education. In the argumentative words of Sawyer, (2015), creativity through learning is dependable on children's emotion. The question may arise about the relation between a school teacher and a school child and the role of the teacher in bringing out the creative aspect of the child. The psychoanalytical theory argues that transference is the linking term between a teacher and a students creative approach. The concept elaborates that a teacher is a responsible factor for a childs social and psychological growth that further enhances the creative power of mind (Amabile, 2012). Consequently, it can be understood that craetivity among children relies upon emotion which is developed by an efficient teacher. The most significant idea of Freud that is relevant to a student's psychological maturity to procure creative thought into education is his comparison between creative process and alternative options for neurosis (Ramos Puccio, 2014). Sigmund Freud argued that creativity acts as a defense mechanism which gives protection against neurosis. It further leads to make a well accepted creation that turns out to be a piece of public pleasure. Therefore, the notion of creativity in education is subjected to the concepts fundamental attribute to perform as a defense. In words of Boothby (2014), this particular concept of creativity is relevant for education as creative education is an art and an art is considered to be best defense in terms of condensation or displacement. Therefore, it can be pointed out that creative education is a defense mechanism for students that ultimately turn into a work of appraisal. In countries like Canada and USA, creative thinking has been labeled as a primary essential component of learning. The National curricular center of Korea believes that an educated person is a creative person. Most importantly, in Sweden national plan of national development for overall educational center identifies education as the process of developing creative skills (Elliott, 2015). The fundamental problem with the psychoanalytic approach of creativity about education is that there is less discussion on the medium of unconscious transcends through which creativity releases. It is because unconscious transcends play a major role in engaging the energy to create something innovative. Hence, it performs as a beneficial sublimity which should have been discussed briefly in the psychoanalytic approach. The Humanistic theory, on the other hand, illustrates that human desires and demands rely upon basic needs which are water, food and comfort, safety needs that is security, and needs of love that is intimacy. The most important one prior to obtain self-actualisation is the need to have prestige and accomplishment. Once all of the needs are fulfilled, a person reaches the stage of self-actualization. As opined by Schneider, Pierson Bugental, (2014), a person can act in a meaningful manner when the person passes the level of self-actualization. The reason behind being able to become creative is the ability to meet all the needs. As per the argument of the theory, creativity is not subjected to any particular environment. The theory regarding learning provides a conceptual aspect that discerns that creativity is the chief factor in the case of advancing mental and physical growth in term of society that finally supports to become progressive towards learning. More briefly, based on the words of Laurens et al., (2012), self-actualization is the key through which a person can acquire freedom from all social controls and grabs the ability to become an innovative individual. However, the disadvantages of this method are that self-actualization is probably too hard for a pre-school or school going child and can only be applicable upon adult in education. It is because for a child, the prime need is limited within the basic ones and does not generally recah to the needs of safety, love and esteem. It should not be disregarded that the humanist concept of creativity is the development technique that helps to become less defensive, less judgmental (Amabile, 2012). Qualities like such provide the allowance to express any new idea with complete freedom. In education, there is always a place for new ideas and innovative thinking. The way to become a creative learner is the way of developing trust and conveying any new thought without any hesitance. For instance, in countries like the US, UK, and Australia, special scholarships are given to those students who are capable of showing exclusive learning performance by bringing or innovating any new idea or concept in their respective studies. In China, the role of creativity in education is to promote and motivate learners to develop creative learning in the discourses of education. For the school system of China, creative learning or giving opportunities to the students to become creative is the method of establishing the entire education system original (Ramos Puccio, 2014). However, since the propagation of network theory in the year 1980, the environment became a vital aspect of creativity. Creativity in learning became comprehensive when the role of the environment is being given excessive priority. By the words of Baer, (2012), in this particular field, the Humanistic theory seems less worthy. The Humanistic approach ultimately dishonors the role of environment. As per the system theory which is originated and influenced from Bertalanffy's general theory of system, the environment determines whether a person could reach the level of self-actualization to become innovative or not further. Humanistic theory, on the contrary, gives credit to the fundamental needs of human nature to curve the facet of creativity rather than environment. Nevertheless, in education, the environment does matter as it is a noteworthy fact that a trainee or student can develop quality growth in the socio-cultural and psychological side in an apt atmosphere. The psychoanalytic theory in this context matches with the concept of honoring the aspect of the environment to be a prime factor for creativity. It is because; the theory believes that difficult circumstance makes a person compelled enough to find a solution by creativity (Ramos Puccio, 2014). However, for pre-school and school going children both the theories of psychoanalytic and humanistic sound less upstanding. The relation between creativity and education is dominated by another bizarre aspect which is defined by the theory of Psychoticism, though psychotic traits are rare to construct creativity. According to Cassetta Goghari, (2014), the theory of Psychoticism is probably the most bizarre one among the other theoretical concepts of creativity. The Psychoticism theory of innovation or creativity denotes that the creativity is subjected to the psychotic tendencies those compel an individual to earn a creative personality. An argument can be escalated about the matter that the psychotic tendencies are more related to mental diseases like schizophrenia. Therefore, it cannot be expected that a patient suffering from schizophrenia can become a creative person. As argued by Laurens et al., (2012), the point that makes the ground strong for this theory is that a creative person needs to avoid the external controlling element of society or environment. Addition to that an original personality al ways perceives the world in a different way. People with psychotic tendencies are considered to have the preference in rejecting socio-cultural or absolute norm. In this ground, the attributes of a creative person match appropriately with the typical features of a schizophrenic patient. It is unfortunate enough that this particular theory has been several times neglected by educated individuals and theoreticians of educations and some of them are not even ready to call it a theory. As commented by Acar Runco, (2012), the main opposition to this theory is the concepts of this hypothesis cannot be practically applied to the real world. It is not a worth considering principle to drive a learner to acquire psychotic habits just to become a creative student. However, the evolutionary history of education indicates that there are number mathematicians, philosophers, scientists and many more academic personalities who are known for propagating innovative ideas. For instance mathematicians like John Nash would be probably an ideal example for this context that instead of having schizophrenic behavioral traits has gain immense praise globally. Most significantly, most of the first world domains like European; North American countries are taking initiatives to research the m atter that whether psychotic patients possess creative potentialities or not (Acar Runco, 2012). It is therefore an understandable fact that the theory of psychoticism is unfavorable to apply as psychotic habits which can turn into create something innovative is more genetic rather than an aspect of practice. From the entire essay, it is understandable that creativity is the method of enriching the global education system as creativity is indicative of that individual capability through which a person produces innovative ideas. Additionally, the article has pointed out that Humanistic theory of creativity is probably the most relevant theoretical approach for creative learning. The psychoanalytical theory has dominated the ground of creative learning over years until it has been found that creativity is not always a consequential aspect of an inconvenient situation. Nevertheless, from the entire discourse, it can be deduced that creativity in education depends on students psychological and social growth along with the very environment in which they are engaged in. References Acar, S., Runco, M. A. (2012). Psychoticism and creativity: A meta-analytic review.Psychology of Aesthetics, Creativity, and the Arts,6(4), 341. Amabile, T. (2012).Componential theory of creativity(pp. 3-4). Boston, MA: Harvard Business School. Baer, J. (2012). Domain specificity and the limits of creativity theory.The Journal of Creative Behavior,46(1), 16-29. Boothby, R. (2014). Death and Desire (RLE: Lacan): Psychoanalytic Theory in Lacan's Return to Freud. Routledge. Cassetta, B., Goghari, V. (2014). Theory of mind reasoning in schizophrenia patients and non-psychotic relatives.Psychiatry research,218(1), 12-19. Craft, A., Cremin, T., Burnard, P., Dragovic, T., Chappell, K. (2013). Possibility thinking: culminative studies of an evidence-based concept driving creativity?.Education 3-13,41(5), 538-556. Davies, D., Jindal-Snape, D., Collier, C., Digby, R., Hay, P., Howe, A. (2013). Creative learning environments in educationA systematic literature review.Thinking Skills and Creativity,8, 80-91. Elliott, A. (2015).Psychoanalytic theory: An introduction. Palgrave MacMillan. Kumpulainen, K., Mikkola, A., Jaatinen, A. M. (2014). The chronotopes of technology-mediated creative learning practices in an elementary school community.Learning, Media and Technology,39(1), 53-74. Laurens, K. R., Hobbs, M. J., Sunderland, M., Green, M. J., Mould, G. L. (2012). Psychotic-like experiences in a community sample of 8000 children aged 9 to 11 years: an item response theory analysis.Psychological medicine,42(07), 1495-1506. Ramos, S. J., Puccio, G. J. (2014). Cross-cultural studies of implicit theories of creativity: a comparative analysis between the United States and the main ethnic groups in Singapore.Creativity Research Journal,26(2), 223-228. Sawyer, K. (2015). A Call to Action: The Challenges of Creative Teaching and Learning.Teachers College Record,117(10), n10. Schneider, K. J., Pierson, J. F., Bugental, J. F. (Eds.). (2014).The handbook of humanistic psychology: Theory, research, and practice. Sage Publications. Wachanga, S. W., Kamonjo, F. W., Okere, M. (2015). Relationship between Secondary School Boys Girls Chemistry Self Concept and their Scientific Creativity in Selected Counties in Kenya.Journal of Educational Policy and Entrepreneurial Research,2(2), 1-10.

A Tale of Two Cities Essay Example

A Tale of Two Cities Paper John Fitzgerald Kennedy said that The courage of life is often less dramatic than the courage of a final moment; but it is no less a magnificent mixture of triumph and tragedy. This quote can be interpreted to mean that when it all comes down to the end, courage might seem more significant than the courage of normal everyday life, but really they are both as significant as each other. I do agree with this quote because all forms of courage deserve the same recognition as each other. One work of literature that I feel support this quote are A Tale of Two Cities, a novel by Charles Dickens this work is a prime examples of literature that support this quote. Through the use of characterization Charles Dickens proves this quote. The character Sydney Carton is a man who appears to be not much. He is always drunk and unkept in his appearance. His character appears to be useless to any of the other characters in the story, but he really turns out to be one of the main essential characters in the novel. When Charles Darnay stands trial for being accused of being a spy who is giving English information to the French, Sydney saves Darnay by showing how much they both look alike and thereby making all other evidence admitted obsolete. This is a small everyday act of courage that Sydney commits and shows that he really is a good natured and smart person. When Darnay is held captive and sentenced to die at the guillotine, Sydney commits the greatest act of courage. He decides to save Darnay by trading places with him. He is able to carry out this plan because of how closely he resembles Darnay. We will write a custom essay sample on A Tale of Two Cities specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on A Tale of Two Cities specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on A Tale of Two Cities specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Darnay does this because he has a great love for Darnay and his family, especially for Lucie Manette, Darnays wife. This act of courage though, unfortunately costs Sydney his life. Even so, he dies with grace and dignity because he realizes what a great sacrifice he is making for others. Another was that Charles Dickens proves this quote is through the theme that love has the power to comfort, heal, and redeem. Lucie Manette is the character who emulates this theme the most in the novel. She is a constant reminder that love can heal and rejuvenate. When she meets her father, Doctor Manette, she immediately tries to care for him and become close to him again. Her father soon becomes well again and does not yearn so much for his shoe makers bench, which used to give him comfort while he was imprisoned. She gives her father the courage to be recalled to life. Also she is seen as the golden thread that weaves everyone together, giving everyone courage to live through their triumphs and tragedies. Lucie not only rejuvenates her father but also shows Sydney Carton the road to a better life. After meeting with Lucie, Sydney becomes a changed man who is no longer the drunken fool that everyone thinks he is. He actually starts to care about his life and all the people that he shares it with. John Fitzgerald Kennedy said that the courage people exhibit in normal everyday life is often considered to be less significant than acts of courage that are done in the heat of the moment, but actually have the same significance. A Tale of Two Cities, a novel by Charles Dickens agrees with this quote through the use of characterization and theme. This novel has a wonderful variety of characters that make this quote a truthful statement.

Lines and Angles in ACT Math Review and Practice

Lines and Angles in ACT Math Review and Practice SAT / ACT Prep Online Guides and Tips There are several math topics that act as foundations for understanding ACT Math, even though there are not many questions specifically dedicated to the topic. This is most certainly the case for line and angle problems. Though it is rare to see a pure line and angle problem (without the addition of other geometric shapes), you’ll need to know just how lines and angles work and how to solve for all your missing measures before you can take on those more complex problems. This will be your complete guide to lines and angles on the ACT- what they are, how you’ll see them on the test, and how to solve these types of questions to maximize your points on test day. Properties of Lines and Angles Before we get into how lines and angles function, let’s define our terms. A line is a completely straight marker, meaning it has no curvature. It can either have termination points (and will be called a â€Å"line segment†) or go on infinitely. Its degree measure is always 180 °. Parallel lines are two or more lines that are a set distance apart (equidistant) and never meet. They travel in the same direction continuously. Perpendicular lines meet each other at 90 degree angles. An angle is the meeting of two lines. The measure of how they meet is expressed in degrees, and the point at which they intersect is called the angle’s â€Å"vertex.† Line and Angle Equalities Most of what you’ll need to know about lines and angles on the ACT is how to identify when and how they will be equal or supplementary to one another. Equal angles (or lines) are angles (or lines) that have the same measurement. Supplementary angles are angles that add up to 180 degrees. Because all these angles form a straight line and a straight line equals 180 degrees, the three angles are supplementary. Opposite Angles When two (or more) lines intersect, they form a series of opposite angles. Angles that are exactly opposite will always be equal to one another. Both sets of opposite angles will be equal. Opposite Interior Angles When there are two parallel lines that are crossed by another line (called a transversal), the angles on alternate interiors will be equal to one another. And the angles that are on the same side of the transversal line and the same side of their respective parallel lines will also be equal. That may be difficult to picture, so let’s look at a diagram: The marked angles are all congruent (equal) and the unmarked angles are all congruent. (Note: when you are told that two lines are parallel on ACT Math, the problem will almost always involve opposite interior angles in some way.) Now let’s look at an opposite interior angle ACT problem. Here, the test has made it slightly tricky by asking you for supplementary angles instead of equal ones. But the principle remains the same- we must identify angle measurements/equalities by using opposite interior angle equalities. We can see straight away that $x$ lies on a straight line with both 1 and 2, so angles 1 and 2 will be supplementary with $x$. We can also see that angles 1 and 10 are opposite interior angles and so will be equal to one another. And angle 9 is opposite angle 10 and thus will also be equal. This means that angle $1 = 2 = 9 = 10$ and all are supplementary to $x$. Finally, we can ignore the angles 4, 5, 6, 7 and 12, 13, 14, 15. Why? Because lines $c$ and $d$ are not parallel and so do not have opposite interior angle equalities. This means that $x$ is only supplementary to angles 1, 2, 9, 10. Our final answer is H. Equal lines and equal angles can be quite disorientingin the right hands. Typical Line and Angle Problems Almost every line and angle problem on the ACT is given to you as a diagram problem. You will be presented with a series of givens and then told to find a missing value of some kind. Almost always, this requires multiple steps and the use of multiple pieces of line/angle knowledge. The other notable feature of lines and angle problems on the ACT is that you will be given a â€Å"pure† line and angle problem very rarely. Most of them involve other geometric shapes in some way, most commonly triangles. The good news is that you will generally not need to know more than the fact that all the interior angles in a triangle add up to 180 degrees, but check out our guide to ACT triangles if you are unfamiliar with or unused to working with triangles. Now, we are told that two lines are parallel, so there’s a good chance we’ll need to use our opposite interior angle knowledge. With that in mind, let us expand the drawing we are given so that we can see our opposite interior angles more clearly. Using our opposite interior angles, we know that angle BAC is 82, which means that angle ACX must also be 82 degrees. We can also see that angles ACX and ACD make a straight line. Their sum must therefore be 180 degrees. $ACX + ACD = 180$ $82 + ACD = 180$ $ACD = 98$ We are also told that lines AE and CE are bisectors, which means they cut their respective angles exactly in half. This means that angle EAC = $82/2 = 41$ And angle ECA = $98/2 = 49$ Now, we also know that a the interior angles of a triangle add up to 180 degrees, so we are able to find our angle measure AEC by: $AEC + EAC + ECA = 180$ $AEC + 41 + 49 = 180$ $AEC + 90 = 180$ $AEC = 90$ Our final answer is C, angle AEC is 90 degrees. As we said before, this question is representative of most line and angle problems you’ll see on the test. Based on your givens, you must use your knowledge of opposite interior angles (opposite interiors are equal) and your knowledge of the degree measure of a line (a line is 180 degrees) in order to put together all the clues and solve your problem. And yet, in addition to understanding the properties of lines and angles by themselves, you must also understand the basics of triangles. Because many ACT problems that involve lines and angles also use triangles, your knowledge of lines and angles should definitely be supplemented with triangle study. So don’t forget to brush up on your ACT triangles! Now let's check out our angle tips and tricks. Tips for Solving a Line and/or Angle Problem Most of the time, you must solve a line and angle question piece by piece in order to unlock the final solution. This means you must be careful and vigilant that you keep not only your facts and equalities straight, but your variables as well. As you go through this process, keep in mind these three tips: Tip 1: Write in your givens If you are given a diagram in which your givens are NOT written in, then write them in yourself! Sometimes, seeing the numbers on the page can make all the difference in the world between a difficult problem and an easy one. You’ll also be far less likely to mix up your numbers and variables if you keep your work on the page instead of in your head. Tip 2: Work from your givens to find the next puzzle piece Sometimes, it can be tricky to know where or when or in what order to work through a problem. Take a moment to find what you can before you worry about how to go forward. If you have opposite angles, write in the measure of the angle opposite your given. If you have angles that make a straight line, find the value of the missing variable. Immediately find the missing pieces that you can, and that bounty of information will often lead you straight to your solution. Tip 3: If necessary, use plugging in answers or plugging in numbers If you find yourself stuck (or there is literally no other way to solve the problem), then whip out your PIA or PIN knowledge. Sometimes the process can be slower than a straight solve, but these strategies will almost always get you where you need to go and so can be worth the extra seconds. Ready to put your knowledge to the test? Test Your Knowledge 1. 2. 3. 4. Answers: C, J, B, B Answer Explanations: 1. This problem requires multiple steps, so definitely write in your angle measurements as you find them. In order to find out how many angles measure 50 degrees, we must find the measures of all our angles, so let's go through the process. To begin with, we can see that the 130 degree angle lies on a straight line, so its supplementary angle will be: $180 - 130 = 50$ degrees. Now, we also know that opposite angles are equal, so the angle opposite 50 degrees must also be 50 degrees. We also know that a triangle adds up to be 180 degrees and that our figure in the center is a triangle. So: $180 - 80 - 50 = 50$ degrees. This means that the missing value in our triangle is also 50 degrees. Again, we know that opposite angles equal one another, so the angle opposite this 50 degrees will also be 50 degrees. Based on opposite interior angle equalities, the full angle at the opposite 130 degrees will also be 130 degrees. Because the full angle is 130 degrees and part of it is made up of an 80 degree angle, which means that we can find the other angle by saying: $130 - 80 = 50$ And again, the angle opposite this 50 degree angle will also be 50 degrees. We can also see that the 80 degree angle, plus the 50 degree angle, plus one of the unmarked angles will equal 180 degrees, since they make up a straight line. So we can find the unmarked angle by saying: $180 - 80 - 50 = 50$ Finally, we can use opposite angle equalities to find the last unmarked angle. We have found all our angle equalities, so all that's left is to count how many angles are equal to 50 degrees. There are a total of 8, 50 degree angles. Our final answer is C, 8. 2. For this question, we must use our knowledge that both straight lines and the sum of the interior angles in a triangle equal 180 degrees. First, let us find the measure of angle $y$. Angle $y$ makes a straight line with the 72 degree angle, so: $y + 72 = 180$ $y = 108$ Now, we can use the same process to find angle $x$, which forms a straight line with the 57 degree angle. $x + 57 = 180$ $x = 123$ Now, let us find angle $z$ by first finding the third, unknown, angle in the triangle (which we will call angle $a$). The interior angles in a triangle add up to 180 degrees, so: $a + 57 + 72 = 180$ $a + 129 = 180$ $a = 51$ Now, let’s use that angle to find $z$. The two angles make a straight line, so their sum will be 180. $a + z = 180$ $51 + z = 180$ $z = 129$ (Note: you may notice that the sum of the two non-adjacent interior angles of the triangle is equal to the exterior angle. This is not a coincidence and is in fact one of the many rules of triangles. But don’t worry about having to memorize this rule- you can always find the exterior angles using the properties of straight lines just how we did!) Now, we must find the sum of angles $x, y,$ and $z$, so let’s add our values together. $108 + 123 + 129$ $360$ Our final answer is J, 360. 3. Here, we are dealing with several bisecting angles. This means that the angles are cut exactly in half. This means that angle ABD = DBE and angle DBE = EBC. And because DBE is equal to both ABD and EBC, it means that angles ABD and EBC are also equal. This means that we have three equal angles, all making one line. And we know a line equals 180 degrees, so: $x + x + x = 180$ $3x = 180$ $x = 60$ Each angle measure is 60 degrees, which means that angle DBE is 60 degrees. Our final answer is B, 60 degrees. 4. We can see that angle BAC is part of a triangle. And we know that we need two angle measures of a triangle in order to determine the third. But we can also see that the 45 degree angle is opposite one of our unknown interior triangle angles. Because opposite angles are equal, this means that our second unknown interior angle of the triangle is 45 degrees. We now have two angle measures of the triangle, so let us find the measure of BAC. $BAC + 35 + 45 = 180$ $BAC + 80 = 180$ $BAC = 100$ Measure BAC is 100 degrees. Our final answer is B, 100 degrees. These problems require multiple steps, but the process is often simpler than it looks. So don't tire yourself out prematurely. The Take-Aways The trickiest aspect about line and angles questions is the fact that they require multiple steps and several different numbers and measurements. It can be easy to mix-up your solutions and your work due to careless error, so make sure you take steps to avoid doing so. Remember your equalities, keep your work organized, and do your best to avoid careless errors. Once you’ve locked down lines and angles, you will be well equipped to take on the more and more complex geometry problems the ACT will throw at you over the course of the test. What’s Next? Now that you've learned all about your lines and angles, make sure you're up to speed on the rest of your must-know math topics and formulas for the ACT. Look to our ACT Math tag for all of our guides to ACT Math, including ratios, solid geometry, and more. Studying last minute? Check out our tips for making your time count before test day. Running out of time on the ACT math section? Make sure you review how to buy yourself extra time as you go through your test. Looking to get a perfect score? Perfection is far from unobtainable, so check out our article on how to get a 36 on ACT Math, written by a perfect scorer. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math lesson, you'll love our program. Along with more detailed lessons, you'll get thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial: