James

The reading that I decided to summarize is called â€Å"The Emergence of the Star System in America† by Richard Decorate. The topic Is very useful because It emphasizes the Idea of the star system. The system Includes different kinds of Information that was created about actors.The velveteen of the system was influenced and developed through three transformations like â€Å"the discourse on acting, the picture personality and the star† The reading is significant because the write takes the reader thought the Journey about what perception of film actors used to be before 1907 and how the incept of performers kept evolving and changing till the year of 1914.The first transformation Is the discourse on acting. Decorate argues that before 1907, film actors were not popular and all the â€Å"Journalistic discourse of the time focused primarily on the scientific aspects of the apparatus†). It was assumed that films were products that did not have any involvement of hum an labor until the rise of another discourse in 1907, the importance of the labor in film production.The discourse led to a new knowledge which created a â€Å"struggle destined to resituated the site of textual radioactivity for the spectator away from the work of the apparatus Itself' Another very Important aspect Is that at the time all those who appeared In films were called picture performers and their activities were described as posing because the activity of acting in film was known only in terms of photography due to â€Å"struggle between a photographic and a theatrical conception of the body' (Decorate, p 19). In 1908, a huge decrease in demand of documentary films led to development of dramatic films.It led too huge popularity of people who appeared in films and who had a lend of the prolific, film and the real stories. The blend led to strengthening of the concept called the picture performer and acceptance of the fact that the â€Å"art of acidulous be translated to the screen† (Decorate, p 22). The acceptance allowed society to legitimate the concept of cinema and get new tastes of consumption like a combination of good action and acting in order to appeal to large audiences. The second transformation is the picture personality.Actors presented themselves with fictional names and public personalities. Three kinds of knowledge appeared hill creating the personality. The first one Is the circulation of the name that emphasizes the â€Å"difficulty of separating the circulation of the players' names and the circulation of the films they were in† (Decorate, p 25). Actors were identified in specific films because of names. The second knowledge is intellectuality. It â€Å"constituted the picture personality† . The knowledge was created by both the cinema and press. Personalities of performers supposed to be Just like their characters had.The knowledge emphasized stage experiences of actors. The last ell known transformation Is the star. Stars have always been â€Å"characterized by a fairy through going articulation of the paradigm professional Life/private life. With the emergence of the star, the question of the player's existence outside his/her work in films entered discourse† Around 1914, there was already no restriction in terms of knowledge and textually of players in films. Personal lives of stars became a new kind of a popular knowledge. Professional and personal lives became self-controlled film characters.Eventually, the main difference between â€Å"the picture personality and he star is that the later supports a family discourse† The redundancy and closure of the two lives led to the emergence of the star concept with its system and power. The writing is very useful it terms of understanding how the concept of the star was created and why it evolved in certain ways. It was also very helpful to understand the emergence in terms of the three key transformations likeliest discourse on acting, the picture personality and the star. The transformations allowed me to learn about interconnected aspects and facts which led to the concept of the star system.

Deformed Cloned Animals Research Paper Example

Deformed Cloned Animals Research Paper Example Deformed Cloned Animals Paper Deformed Cloned Animals Paper skin ,heart etc. there are many ethical concerns over therapeutic cloning because the embryos used to create the stem cells are destroyed. Stem cells can also be used to get organs for organ transplants. Genetically modified (GM) foods Cloning can also be used to genetically modify food crops so that they produce more seeds and better seeds and that dont get diseases. These foods are called genetically modified (GM) foods. There has been a lot of controversy over whether these foods should be consumed or not. Many scientists feel that if we eat these foods they can create many problems like diseases for us in the future. Thus, even though GM foods are available to us people are still in doubt as to whether they should consume them.UK has recently given the go ahead for farmers to grow GM crops. This has come after a long debate in the UK as to whether GM crops should be grown. US scientists are warning of a serious risk to human health after the discovery that traditional varieties of major American food crops are widely contaminated by DNA sequences from GM crops. Crops engineered to produce industrial chemicals and drugs GM crops could already be poisoning GM-free crops grown for food in the US. This has raised concern over GM crops all over the world. GM crops can also have a very bad impact on farmland wildlife due to the harmful chemicals that they produce. Should humans be cloned? Many people are very opposed to cloning humans. The U.S. Congress has passed a bill to ban human cloning which would make it a crime to even attempt human cloning and to ship, receive or import cloned embryos or products derived from them. Many people feel that it is unethical and immoral to clone humans. The human genome project which is researching the human genome plans to give scientists more information on human cloning. Last year advanced cell technologies in Worcester, Massachusetts announced that it had cloned a human embryo. An Italian doctor, Severino Antinori has said that he has cloned and implanted a human embryo in a womans uterus. Clonaid, an American company promise to clone a human baby for $200,000.cloning humans is still be very risky and needs more research. Researchers have not only cloned sheep like dolly but they have also cloned other animals like cats, monkeys, mice, goats, pigs, rabbits, etc. Attempts to clone other species have also been unsuccessful and very few cloned animals have survived. The genes of cloned mice are severely compromised and arent functioning properly. The same may happen if we clone humans. Religion also has to be taken into consideration if we want to clone humans. Many religions feel that we shouldnt clone people and play god. After the religious sect the Raelians claimed they had successfully given birth to the first cloned human baby, everyone in the US Congress agreed on the need for a ban on the practice. The Raelians believe that humans are created by aliens and are strong advocates of cloning. They say that they have already cloned a human child. Dolly the sheep Dolly the sheep was the world first cloned mammal. She has recently died at the age of 6.she had to be killed by lethal injection because she was suffering from lung cancer and severe arthritis. Although most sheep live to the age of 11 and 12 she died early. The postmortem indication indicated that she was quite normal apart from her cancer and arthritis. She was famously cloned by Dr. Ian Wilmut of the rosin institute, Edinburgh, Scotland. She was the first sheep to be cloned after 276 unsuccessful attempts .Dr. Wilmut himself isnt ruling out that Dollys arthritis was a symptom of her cloning origins. Dolly also had many problems with weight; she was very overweight and constantly on drugs. Her death reopens the debate on cloning and its problems. She is the worlds most famous cloned animal. The advantages of cloning Therapeutic cloning can solve the problems of many people who have defective organs or problems with their organs like lungs, liver, etc. by using stem cells to grow organs. Human clones can also be created to donate their organs. To prevent rejection of the new organs the cells used to generate stem cells and grow the organs can be taken from the patients themselves. Couples who cant have children due to sterility or other reasons can still have children who resemble them and are genetically identical to them through cloning. Even if the woman is sterile she can still have the child from her body if the scientists implant the embryo in her uterus. Cloning can be used to obtain treatments for diseases like Parkinsons disease, diabetes, heart disease, kidney aliments, cancer, hepatitis, multiple sclerosis, cystic fibrosis, etc. The techniques of cloning form an integral part in the effort to prepare advanced medicines for diagnosis, vaccines and for the treatment of various diseases. Thousands of patients benefit from these techniques. Hereditary diseases can also be prevented through cloning by detecting whether a baby has any diseases through its genes and preparing early for any disease which could even save its life. With cloning we can also have children with the characteristics of parents even if one parent suffers from a serious genetic illness. In this process the scientist who clones the child ensures that it gets that particular gene from the parent who does not have the illness. Doctors can also eliminate strands of DNA that cause deformation and diseases like Down syndrome to ensure that a healthy child is born. Animals can also be cloned with human genes so that their organs can be used for human transplants. E.g.: the British company IMUTRAN is mass producing hogs to donate organs. This has an added advantage because the organs will be cloned from animals and cannot be rejected. Animals that are endangered can be cloned to increase their numbers and be repopulated .Through cloning extinct animals may also be brought back. It will be a very significant achievement if this happens. Researchers are already trying to clone a frozen wooly mammoth. Extinct animals can be cloned through the cells that are in the bone marrow of their skeletons. We can also clone deceased pets. We may be able to clone many great people like Einstein, Newton and Aristotle for the benefit of mankind. e.g.: we could clone someone like Aristotle who, instead of practicing philosophy could be building rockets or solving the problems that mankind are facing. Human diseases can be researched by studying animal clones like mice which are genetically engineered to carry disease carrying mutation in their genes. Genetically modified animals are being produced in large numbers to produce drugs or proteins that are useful in medicine. e.g.: bacteria producing insulin for diabetic patients Cloning through genetic engineering will also give parents the right to choose what characteristics they want in their children to have. It is the parents ambition to want their children to have certain characteristics. Disadvantages of cloning Cloning can be immoral. Many religious groups and people believe that man should not play god. They also believe that genetic engineering is unnatural and people should not overstep their bounds. Many people also believe that cloning and genetic engineering are wrong because they generate dangerous attitudes towards children, especially those with disease. They also believe that children who are cloned are psychologically affected by it. Most species are interrelated by food chains in nature. Scientists think that introducing genetically modified animals to the wild will disrupt food chains. Cloning is very expensive and highly inefficient .more than 90% of cloning experiments fail to produce results. There is a very high failure rate due to many reasons. The main reason are due to the improper development of the egg with the newly transferred nucleus and the egg not being able to attach itself to the uterus wall. Cloned animals have higher rates of infection, disorders, die early and have many other problems. e.g.: about a third of cloned calves born alive died young and had poor health. Cloned animals have been found to be much bigger than normal animals and have abnormally large organs. Clones can have many defects e.g. cows that were cloned were less attentive and intelligent than normal cows. Cloning also causes imbalance in animals protein, hormone and fat levels. Sometimes scientists can make mistakes when modifying the genetic material of animals (imprinting genes) causing abnormalities. This can be a great risk with humans. Most imprinting errors occur when embryonic stem cells are being cultured in laboratories. Through cloning there is the possibility of compromising individuality, creativity and freedom. If each person is cloned many times there would be a lot of people who are alike, creating confusion. People would have nothing unique about them. The clones could even take over the identity of original people. Sometimes the women who are carrying the cloned embryos may themselves face pregnancy complications. Cloning will cause us to lose our diversity. The beauty of humanity lies in the differences between people. with cloning everyone would look the same, act the same and be the same Some people are resistant to certain diseases and others are not. This is usually through genes. If people were cloned and had the same genes then they would all be at risk of getting the same disease that they were all not resistant too and being wiped out. This could even happen to the entire human race if everyone on earth had the same genes. In a way it would be inhumane to clone people because clones will not be considered as individuals or humans. They will be considered as a persons property and may even be sold .It will be unethical to sell humans even if they are cloned humans. People may abuse cloning technology to do illegal and immoral things by creating clones for their own purposes. If a child was cloned and became disfigured due to some error the parents dreams will be shattered and they would have to try and get a child by cloning an embryo again. This way thousands of embryos will be destroyed. This is also the case with animal cloning. Researchers believe that it is unethical to destroy embryos that will eventually form children. e.g.: a cloned cow recently died weeks after its birth with a huge abnormality in blood pressure. The same could happen to human clones leading to questions over the ethics of cloning. Conclusion Cloning has both its advantages and disadvantages. I am not opposed to further research into human cloning to find out whether it will be possible to clone humans or not. I also feel that additional research should be done for animal cloning to see whether it should be continued. I am still not sure about the plans to start cloning humans. I fell that without doing proper research into the problems that are there in cloning and solving the problems we shouldnt start cloning humans. References http://english.people.com.cn/200108/01/eng20010801_76227.html globalchange.com/clonlink.htm

Mark Twain Essays - English-language Films, Picaresque Novels

Mark Twain Essays - English-language Films, Picaresque Novels Mark Twain In his famed novel, The Adventures of Huckleberry Finn, Mark Twain writes a classic American adventure story, complete with moral dilemmas, the theme of an individual against society, and the proverbial journey into maturity. However, the focus of his book is not on the adventure itself, but rather on the pseudo father-son relationship that springs up between Jim and Huck during their pilgrimage down the Mississippi. Huck, an uncivilized, pragmatic child, has had little if any controlling influence in his life. His father Pap is an abusive alcoholic who kidnaps him in the beginning of the novel, setting the scene for his disappearance and the ensuing journey. Huck meets Jim, an escaped slave, and accepts him as a companion, as they are both running for their freedom. However, Huck still sees Jim as a slave, a piece of property, rather than a human. This changes as the two journey down the Mississippi River, becoming dependent on each other, one filling both a practical ! and emotional need of the other. This bond begins to fade from view as the book strays from Huck and Jim with the introduction of the Duke and the Dauphin, and gets progressively further from view towards the end of the book. Eventually, When Twain re-introduces Tom in the end of the novel, he removes Huck and Jim?s relationship as the focus of the book and thereby dilutes his message. Huck and Jim begin their travels together as two very different people running in the same direction, yet end as the closest of friends. In the beginning, Huck and Jim stay together out of need because Jim needs a white person to run with to avoid being captured as a slave, and Huck is lonely by himself. Running together, they gradually become good friends, but their camaraderie is not cemented until they are separated and later reunited in chapter fifteen. In this chapter, the two are separated in a dense fog near Cairo, their destination, where the Ohio river joins the Mississippi. After many hours, Huck finally makes his way back to the raft, which he finds with one broken oar and covered with debris. Jim is sleeping, and Huck, still in a childish state of mind, decides to play a joke on Jim by pretending that he was never lost. He pretends to wake up next to Jim, who is overjoyed to see him, and convinces him that the whole episode was a dream. When Jim finally rea! lizes that Huck is fooling him, he admonishes him sharply for it, "?my heart wuz mos' broke bekase you wuz los', en I didn' k'yer no' mo' what become er me en de raf'. En when I wake up en fine you back agin, all safe en soun', de tears come, en I could a got down on my knees en kiss yo' foot, I's so thankful. En all you wuz thinkin' 'bout wuz how you could make a fool uv ole Jim wid a lie. Dat truck dah is TRASH; en trash is what people is dat puts dirt on de head er dey fren's en makes 'em ashamed." (Twain, 109) It is here that Jim?s association with Huck?s really becomes paternal, for Jim?s words are those of a responsible father whose son has acted shamefully. Jim?s words have a profound affect on Huck, who realizes that Jim is a person, and that his feelings can be hurt. Regardless of his former friendship with Jim, he still considered him a lowly slave until then. In the early 1800?s in the South, blacks were slaves, and the social order was accepted. Most people thought nothing of black rights, they were considered property. As Huck states, "I was stealing a poor old woman's nigger that hadn't ever done me no harm?"(Twain, 271) Twain?s installation of Jim as a symbolic father for Huck is a rejection of this sentiment, in that he sees Jim as a person, and a far better one than Huck?s real father who, despite his white skin, never treated Huck as a good father should. Pap seems to typify the whites in this story, most of whom are ethically barren in one way or another. The Duke and

Coordinate Geometry on ACT Math Strategies and Practice

Coordinate Geometry on ACT Math Strategies and Practice SAT / ACT Prep Online Guides and Tips Coordinate geometry is a big focus on the ACT math section, and you’ll need to know its many facets in order to tackle the variety of coordinate geometry questions you’ll see on the test. Luckily, coordinate geometry is not difficult to visualize or wrap your head around once you know the basics. And we are here to walk you through them. There will usually be three questions on any given ACT that involve points alone, and another two to three questions that will involve lines and slopes and/or rotations, reflections, or translations. These topics are tested by about 10% of your ACT math questions, so it is a good idea to understand the ins and outs of coordinate geometry before you tackle the test. This article will be your complete guide to points and the building blocks for coordinate geometry: I will explain how to find and manipulate points, distances, and midpoints, and give you strategies for solving these types of questions on the ACT. What Is Coordinate Geometry? Geometry always takes place on a plane, which is a flat surface that goes on infinitely in all directions. The coordinate plane refers to a plane that has scales of measurement along the x and y-axes. Coordinate geometry is the geometry that takes place in the coordinate plane. Coordinate Scales The x-axis is the scale that measures horizontal distance along the coordinate plane. The y-axis is the scale that measures vertical distance along the coordinate plane. The intersection of the two planes is called the origin. We can find any point along the infinite span of the plane by using its position along the x and y-axes and its distance from the origin. We mark this location with coordinates, written as (x, y). The x value tells us how far along (and in which direction) our point is along the x-axis. The y value tells us how far along (and in which direction) our point is along the y-axis. For instance, take look at the following graph. This point is 4 units to the right of the origin and 2 units above the origin. This means that our point is located at coordinates (4, 2). Anywhere to the right of the origin will have a positive x value. Anywhere left of the origin will have a negative x value. Anywhere vertically above the origin will have a positive y value. Anywhere vertically below the origin will have a negative y value. So, if we break up the coordinate plane into four quadrants, we can see that any point will have certain properties in terms of its positivity or negativity, depending on where it is located. Distances and Midpoints When given two coordinate points, you can find both the distance between them as well as the midpoint between the two original points. We can find these values by using formulas or by using other geometry techniques. Let’s breakdown the different ways to solve these types of problems. May you always have fast vehicles (or at least sturdy shoes) for all your distance travel. Distance Formula $√{(x_2-x_1)^2+(y_2-y_1)^2}$ There are two options for finding the distance between two points- using the formula, or using the Pythagorean Theorem. Let’s look at both. Solving Method 1: Distance Formula If you prefer to use formulas on as many questions as you are able, then go ahead and memorize the distance formula above. You will not be provided any formulas on the ACT math section, including the distance formula, so, if you choose this route, make sure you can memorize the formula accurately and call upon it as needed. (Remember- a formula you remember incorrectly is worse than not knowing a formula at all.) You will have to memorize each and every ACT math formula you'll need and, for those of you who want to learn as few as possible, the distance formula might be the straw that broke the camel’s back. But for those of you who like formulas and have an easy time memorizing them, adding in the distance formula to your repertoire might not be a problem. So how do we use our formula in action? Let us say we have two points, (-5, 3) and (1, -5), and we must find the distance between the two. If we simply plug our values into our distance formula, we get: $√{(x_2-x_1)^2+(y_2-y_1)^2}$ $√{(1-(-5))^2+(-5-3)^2}$ $√{(6)^2+(-8)^2}$ $√{(36+64)}$ $√100$ 10 The distance between our two points is 10. Solving Method 2: Pythagorean Theorem $a^2+b^2=c^2$ Alternatively, we can always find the distance between two points by using the Pythagorean Theorem. Though, again, you won’t be given any formulas on the ACT math section, you will need to know the Pythagorean Theorem for many different types of questions, and it's a formula you’ve probably had experience using in your math classes in school. This means you will both need to know it for the test anyway, and you probably already do. So why can we use the Pythagorean Theorem to find the distance between points? Because the distance formula is actually derived from the Pythagorean Theorem (and we'll show you how in just a bit). The trade-off is that solving your distance questions this way takes slightly longer, but it also doesn’t require you to expend energy memorizing any more formulas than you absolutely need to and carries less risk of remembering the distance formula wrong. To use the Pythagorean Theorem to find a distance, simply turn the coordinate points and the distance between them into a right triangle, with the distance acting as a hypotenuse. From the coordinates, we can find the lengths of the legs of the triangle and use the Pythagorean Theorem to find our distance. For example, let us use the same coordinates from earlier to find the distance between them using this method instead. Find the distance between the points $(−5,3)$ and $(1,−5)$. First, start by mapping out your coordinates. Next, make the legs of your right triangles. If we count the points along our plane, we can see that we have leg lengths of 6 and 8. Now we can plug these numbers in and use the Pythagorean Theorem to find the final piece of our triangle, the distance between our two points. $a^2+b^2=c^2$ $6^2+8^2=c^2$ $36+64=c^2$ $100=c^2$ $c=10$ The distance between our two points is, once again, 10. [Special Note: If you are familiar with your triangle shortcuts, you may have noticed that this triangle was what we call a 3-4-5 triangle multiplied by 2. Because it is one of the regular right triangles, you technically don’t even need the Pythagorean Theorem to know that the hypotenuse will be 10 if the two legs are 6 and 8. This is a shortcut that can be useful to know, but is not necessary to know, as you can see.] Midpoint Formula $({{x_1+x_2}/2}$ , ${{y_1+y_2}/2})$ In addition to finding the distance between two points, we can also find the midpoint between two coordinate points. Because this will be another point on the plane, it will have its own set of coordinates. If you look at the formula, you can see that the midpoint is the average of each of the values of a particular axis. So the midpoint will always be the average of the x values and the average of the y values, written as a coordinate point. For example, let us take the same points we used for our distance formula, (-5, 3) and (1, -5). If we take the average of our x values, we get: ${-5+1}/2$ $-4/2$ 2 And if we take the average of our y values, we get: ${3+(-5)}/2$ $-2/2$ −1 The midpoint of the line will be at coordinates (−2,−1). If we look at our picture from earlier, we can see that this calculation makes sense. It is difficult to find the midpoint of a line without use of the formula, but thinking of it as finding the average of each axis value, rather than thinking of it as a formal formula, may make it easier to visualize and remember. So what kinds of point and distance questions are on your horizon? Let's take a look. Typical Point Questions Point questions on the ACT will generally fall into one of two categories: questions about how the coordinate plane works and midpoint or distance questions. Let’s look at each type. Coordinate Plane Questions Questions about the coordinate plane test how well you understand exactly how the coordinate plane works, as well as how to manipulate points and lines within it. This can take the form of testing whether or not you understand that the coordinate plane spans infinitely, or how well you understand how negative and positive x and y coordinate values will be, or how well you can visualize points and how they move within the coordinate plane. Let's take a look at an example: We know from our earlier chart that if x is positive and y is negative, then we will be in quadrant IV, and if x is negative and y is positive, we will be in quadrant II. Quadrant I will always have both positive x values and positive y values, and quadrant III will always have both negative x values and negative y values. These do not fit our criteria, so we can eliminate them. This means that our final answer is E, II or IV only. Midpoint and Distance Questions Midpoint and distance questions will be fairly straightforward and ask you for exactly that- the distance or the midpoint between two points. You may have to find distances or midpoints from a scenario question (a hypothetical situation or a story) or simply from a straightforward math question (e.g., â€Å"What is the distance from points (3, -5) and (4, 4)?†). Let’s look at an example of a scenario question, Becky, Lia, and Marian are friends who all live in the same neighborhood. Becky lives 5 miles north of Lia, and Marian lives 12 miles east of Lia. How many miles away do Becky and Marian live from each other? miles 12 miles 13 miles 14 miles 15 miles First, let's make a quick sketch of our scenario. Now, because this is a distance question, we have the option of using either our distance formula or using the Pythagorean Theorem. Since we have already begun by drawing out our diagram, let's continue on this path and simply use the Pythagorean theorem. Now, we can see that we have made a right triangle from the legs of distance we have already. Becky lives 5 miles north and Marian lives 12 miles east, which means that the legs of our triangle will be 5 and 12. Now we can find the hypotenuse by using the Pythagorean theorem. $5^2+12^2=c^2$ $25+144=c^2$ $169=c^2$ $c=√169$ $c=13$ [Note: if you remember your shortcuts for right triangles, you could have saved yourself some time and simply known that our distance/hypotenuse was 13. Why? Because a right triangle with legs of 5 and 12 means we have a 5-12-13 triangle, which means that the hypotenuse will always be 13.] The distance between Becky’s house and Marian’s house is 13 miles. Our final answer is C, 13 miles. On very rare occasions, you may also be asked for something slightly more peculiar on a midpoint or distance formula, such as the product or the sum of the coordinates. This just requires that you take an extra step once you’ve found your new coordinate points, so don’t get thrown by this scenario. We know that our midpoints are the averages of our individual coordinates. This means we can work backwards from our one pair of given coordinates and from our midpoint coordinates to find our second pair of original coordinates. Our first set of original coordinates is at (1,−5), so these will act as our $x_1$ and our $y_1$. And we are told that our midpoint is at (4,−3), so let us set up the problem. First, let us find the value of our $x_2$ (the x-coordinate of point B). ${x_1+x_2}/2=4$ ${1+x_2}/2=4$ $1+x_2=8$ $x_2=7$ Second, let us find the value of our $y_2$ (the y-coordinate of point B). ${y_1+y_2}/2=−3$ ${-5-y_2}/2=-3$ $−5+y_2=−6$ $y_2=−1$ Now we just need to add our two coordinates. $7+(−1)$ 6 Our final answer is C, 6. Now let's talk strategy, strategy, strategy. (Pretty sure saying things three times makes 'em lucky. Or just conjures Beetlejuice. Either way.) ACT Math Strategies for Solving Point Questions Though point questions can come in a variety of forms, there are a few strategies you can follow to help master them. #1: Always Write Down Your Given Information Though it may be tempting to work through questions in your head, it is easy to make mistakes with your point questions if you do not write down your given information. This is especially the case when working with negatives or with absolute values. In addition, most of the time when you are given a diagram with marked points on the coordinate plane, you will not be given coordinates. This is because the test makers feel it would be too simple a problem to solve had you been given coordinates. So take a moment to write down your coordinates and any other given information in order to keep it straight in your head. #2: Draw It Out In addition to writing down your given information, draw pictures of your scenarios. Make your own pictures if you are given none, draw on top of them if you are given diagrams. Never underestimate the value of marking information on a sketch- even a rough approximation can help you keep track of more information than you can (or should try to) in your head. Time and energy are two precious resources at your disposal when taking the ACT and it takes little of each to make a rough sketch, but can cost you a lot more of both to keep all your information in your head. #3: Decide Now Which Formulas You Want to Use If you feel more comfortable using a variety of formulas for a variety of scenarios, then go ahead and memorize the distance formula in addition to all your other need-to-know formulas. But just remember that memorizing a formula wrong is worse than not remembering it at all, so make sure that you memorize and practice all your formula knowledge between now and test day so you can lock it in your head. If, however, you are someone who prefers to dedicate your study efforts elsewhere (or you simply feel that you won’t remember more than a handful of formulas correctly on the day of the test), then go ahead and forget all your â€Å"optional† formulas. Take the time to memorize and use the Pythagorean theorem instead (since you’ll need to know it for a multitude of other types of problems anyway) and wash your hands of the rest of them. You’ll have to know at least a few formulas to do well on the ACT, but you can absolutely get by with only needing a handful, rather than needing to know them all. Test (about to be) in progress. Test Your Knowledge Now, let’s test your point knowledge on a few more real ACT math questions. 1. In the standard $(x,y)$ coordinate plane, a line segment has its endpoints at $(3,6)$ and $(9,4)$. What are the coordinates of the midpoint of the line segment? A. $(3,-1)$B. $(3,1)$C. $(6,2)$D. $(6,5)$E. $(12,10)$ 2. 3. 4. What is the distance between coordinates $(4, -2)$ and $(-4, -6)$? A. $4√5$B. $5√3$C. 8D. $9√3$E. 14 Answers: D, G, F, A Answer Explanations: 1. Here, we have a simple midpoint question, so we just need to find the averages of our coordinates. We are given $(3,6)$ and $(9,4)$, so let us first find the midpoint $x$-coordinate. $${3+9}/2=12/2=6$$ We know our answer must be C or D, since those are the only options that gives us our midpoint $x$-coordinate at 6. Now let us find our $y$-coordinate. $${6+4}/2=10/2=5$$ Our midpoint coordinates will be at (6,5). Our final answer is D, (6,5) 2. If we make a right triangle between the points we are given, we can see that it will have leg lengths of 8 and 8. Because the distance will be in proportion to the legs and the distance between E and D is $1/4$ the distance between E and F, we can take $1/4$ of the distance of each leg. So if we count 2 up from the $x$-coordinate and 2 up from the $y$-coordinate, we get a new coordinate point at (8,6). Our final answer is G, (8,6). 3. This is a question that may appear at first to be a beast to solve, but the principle behind it is not as complex as it looks. Once we've parsed the text, we can see that we are essentially just being asked to find the square root of the sum of the squares of our coordinate values ($√{x^2+y^2}$). The easiest way for us to do this is to plug in our own estimated values for our $z$ points. Because we are not given exact coordinate points, we know we will be able to solve the problem without exact coordinates, which means that a rough estimate will do just fine. So let's give each coordinate point a rough value and say that they are: $z_1=(−5,6$) $z_2=(−3,1)$ $z_3=(−3,−3)$ $z_4=(3,−2)$ $z_5=(5,2)$ Now we need to find the square root of the sum of the squares of our coordinate values ($√{x^2+y^2}$). This means that the squares will cancel out any negative coordinate values (because a negative times a negative is a positive). So we are just looking for whichever $z$ coordinate has the largest absolute value of its coordinates, and these would be $z_5$ and $z_1$. It looks as though $z_1$ will have the largest modulus value, but let's test them both just to be sure. $z_5$ $√{x^2+y^2}$ $√{5^2+2^2}$ $√{25+4}$ $√{29}$ 5.4 And $z_1$: $√{x^2+y^2}$ $√{(−5)^2+6^2}$ $√{25+36}$ $√{61}$ 7.8 The point with the greatest modulus value is $z_1$. Our final answer is F, $z_1$ 4. This is a typical distance question and we can, as always, either use the Pythagorean Theorem or the distance formula. In this case, let's just use the distance formula. $√{(x_2−x_1)^2+(y_2−y_1)^2}$ Our coordinates are: (4,−2) and (−4,−6), so let's plug that into our formula. $√{((−4)−4)^2+((−6)−(−2))^2}$ $√{(−8)^2+(−4)^2}$ $√{64+16}$ $√{80}$ $√16*√5$ $4√5$ (To understand how to reduce roots like this, check out our guide to advanced integers.) Our final answer is A, $4√5$ Oh yeah! You've earned some lasers! The Take-Aways The basic building blocks for coordinate geometry are understanding how the coordinate plane works and how points fit in and can be manipulated in it. Once you've grasped these fundamental concepts, you'll be able to perform more complex coordinate geometry tasks, such as finding slopes and rotating shapes. Coordinate geometry is not an insignificant ACT math topic, but luckily success is mostly a matter of organization and diligence. Be careful to keep track of your negatives and all your moving pieces and you’ll be able to dominate those point questions and all the coordinate geometry the ACT can throw at you. What’s Next? Want to brush up on any of your other math topics? Check out our individual math guides to get the walk-through on each and every topic on the ACT math test. Been procrastinating on your ACT studying? Learn how to overcome your desire to procrastinate and make a well-balanced study plan. Running out of time on the ACT math section? Our guide will help you how to beat the clock and maximize your ACT math score. Trying to get a perfect score? Check out our guide to getting a perfect 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: {{cta('999536b9-3e8d-43b1-bb4b-469b84affecc')}}

Political and Economical Polices of the Soviet Union Assignment

Political and Economical Polices of the Soviet Union - Assignment Example The term Glasnost is related to the Soviet Union’s open policy on different branches of the government. On the other side, the Perestroika is generally the reformatory political movement in the Soviet Union aiming to bring forth economic and political restructuring. Before trying to evaluate the relevance of these policies at present, one must try to understand the problems which forced the government to implement the same. These policies are still relevant at present in Russian context because the same can help this nation to ensure smooth functioning of the government machinery. Besides, the transformation of Russian Communism from humane concern to Stalinism resulted in the degradation of the system as a whole. One can see that implementation of innovative economic and political policies can help a nation to be at the forefront of development. Within this scenario, change in economic and political policies, apart from Communist ideology, helped Russia to enjoy the benefits of modernization. So, these policies proved to be successful by limiting the influence of Stalinism and prove to be relevant at present. One can see that the US-Russian relations at present are based upon mutual understanding and co-operation. During the Cold War, the relationship was not smooth but based upon suspicion. Besides, both the nations tried their level best to divide the world nations into different blocs based upon ideological differences. In addition, the change in Russian political and economic policies was helpful to move rapidly towards development. Now, the US government does not consider Russia as a potential enemy in the international arena.  

Palliative Care for Urinary Tract Infections in Elderly Patients Essay

Palliative Care for Urinary Tract Infections in Elderly Patients - Essay Example By an extension, the principles of a model of medical reflection also provide a cyclical model which will enable me to reflect upon this problem and subsequently examine my nursing practice as a founding point for further development and improvement in the nursing profession. Description In this paper I will be reflecting on an experience with a patient who was suffering from urinary tract infection, dehydration and dementia, whom I encountered during my community placement. This patient was suffering from Urinary tract infection and dehydration and had been transferred to the ward from Emergency Medical Unit (EMU). The patient was also suffering from dementia and during the handover it was mentioned that she could be both verbally and physically aggressive. It was also handed over that she had intravenous (IV) fluids prescribed and needed a cannula insertion as she had removed the one previously in place. This involved a patient who will be referred to as Mrs P, in order to maintain confidentiality and anonymity (NMC 2008). Mrs P was an elderly 79-year old woman who was suffering from dehydration and urinary tract infection. Mrs P had also been diagnosed with dementia, and was reported as being aggressive both physically and verbally. Feelings Initially when we opted to insert the cannula into the patient initially she agreed to our intentions only to turn aggressive and unmanageable, later my mentor advised the matron to insert the cannula, which she did though without the patient’s consent, as the patient shouted and almost made the whole process impossible. I was disturbed by these two related events, first, the patient’s aggressiveness and two, our forceful way to inserting the cannula into the patient. Thus these situations brought in me a need to find out more about the patient and their condition, and the consequences of the matron’s decision. When I met the patient I felt sympathetic towards her and her insistence to refusing the c annula insertion given her general condition. A mixture of thoughts crossed my mind, although I could understand why she did not want to undergo the process, but this thought was not conclusive for me as a medical student. On reflection it seemed a positive experience as it allowed me to see how people cope differently with medical conditions, and the impact it has on the patient and the entire therapeutic process. Evaluation During this experience I thought that the nursing team had built a good professional relationship with the patient and therapeutic process. The patient had plenty of time to discuss any concerns or issues that she had and any of her reasons for refusal the cannula insertion. In my mind, I had theorized that the issues that had been discussed or ought to be discussed included issues such as symptom management; how the patient is feeling is important and needs to be taken into consideration. This would also need to be discussed with her partner alone, to find out how she is feeling and to find the best medical alternative for her treatment. This is why the Visual Analogue Scale could have been helpful for monitoring the progression of the patient’s condition (Crichton 2001). Since I have used the tool before, I find it to be beneficial for effective monitoring of patient’s condition because it was a good indicator as to when we would need to adjust her analgesia using the World Health Organization (WHO)Â  analgesic ladder (WHO, 2005).

A Road Not Taken Poetry Explication Essay Example | Topics and Well Written Essays - 750 words

A Road Not Taken Poetry Explication - Essay Example Then in November 8, 1894, The Independent newspaper of New York published his first ever professional poem. In 1985, Frost married his long time girlfriend and fiancee Elinor Miriam White. She proved to be a significant inspiration in Frosts poetry until her death in 1938. The couple had moved to Britain in 1912 after a failure of their New Hampshire farm. It was there that Frost met other modern day poets as Rupert Brooke, Robert Graves and Edward Thomas who inspired and motivated him. While there, Frost also found friendship in poet Ezra pound who contributed to the promotion and publication of Frost’s work. At the time, of his return to the United States in 1915 Frost had published two full collections, North of Boston and A Boy’s will which had established his reputation as a re-known poet. Frost went on to become the most celebrated poet in America increasing his fame and honors with each new book. Though his work was some-what of traditional form and by principle associated with life of New England, Frost is merely a neither minor nor regional poet. The author of mystical and often searching themes, Frost is a modern poet in how he adhered to language and the complexity of his work through its layers of irony and ambiguity. Until his death in Boston on January 29, 1963, Robert Frost taught and lived in Massachusetts and Vermont for years. The road not taken is a metaphorical poem relating to the period and the amount of consideration it takes an individual to make a momentous decision. In reference to Frost’s biography, he made decisions that turned his life around totally. In the poem, the road not taken uses the path as a general metaphor for his life. He starts. â€Å" Two roads diverge in a yellow wood†(Line 1) Here Frost introduces the metaphorical two roads which are primary to the poem. â€Å"And sorry I could not travel both And be one traveler, long there I stood.† (Lines 2 and 3)According to the phrase Frost is trying to explain to us that we find ourselves in situations where necessity dictates it for us to make decisions. Where we have to choose this over the other, some of us spend quite a substantial amount of time deliberating over things, trying to trying to identify the best decision. Robert himself at one point in life made the decision to quit Harvard. He went to live on his farm with his wife to concentrate more on his poetry writing. In the process of making this decision, he must have deliberated on what is best for him and what makes him happy. In this stanza of the poem, Robert Frost writes that he is at a crossroad where he has to choose which way he was going to embark on, to continue with his journey. Day after day we find ourselves in situations where we need to make choices. Some involve little things others might change our lives wholly, thus the need to take our time to think about what would be the decision in relation to our lives. This stanza aptly explains this ph enomenon, since Frost describes how he is at that intersection for a long while trying to decide which path would serve him best. When we look at the second stanza Frost also writes â€Å"Then took the other, as just as fair.† (Line 1) Frost explains how he gave both paths an equal amount of thought and concentration. Frost continues to explain his actions by asserting that one should not look at his or her choices without carefully thinking things over.