Loneliness in Mice and Men essays

Loneliness in Mice and Men essays Essay on Loneliness in the book Of Mice and Man I would say that the whole story is mostly about loneliness. I am sure the author did it on purpose. Even though he wrote about feelings and emotions the characters in the book had, it applies to most ordinary people. Most of us feel lonely sometimes... There was a lot of characters that were lonely in the book. I would start with Lennie because I think he was a kind of a main character in the book. He certainly was lonely, but I am not really sure it made much difference to him, because he was a little bit insane. He didnt have any friends except of George. But he felt that he doesn't sometimes understand what George is talking about. From the book I got the impression that George is more like Lennies father than a friend. Gorge looked after Lennie all the time. Every time Lennie got into some trouble George always helped him out. George was lonely in a certain way too. Lennie wasnt actually Georges equal friend, Lennie was just someone he took care of. He was depending on him, and George knew it. I think he felt that Lennie was a kind of dead-weight for him. Of course he liked him, but they always lost their job, because Lennie had done something. And George just wanted to settle down, have a job and a girl-friend. There were other lonely characters in the book too. Curleys wife, who we mentioned in our previous essay, Crooks and Candy. The other ranch-workers never talked to Crooks, because he was black. They wouldnt event let him go to the bunk-house to play cards with them, because they thought that he stinks. Crooks felt of course miserable and embarrassed. The only thing he could do was to keep himself isolated from all the other people. That was his defence. Candy was old, thats why he was alone most of the time. Together with George and Lennie he dreamed of their own farm. ...

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:

Philosophy Paper Essay Example | Topics and Well Written Essays - 1250 words

Philosophy Paper - Essay Example Hume is representative of skepticism in the search for Truth, skepticism of the mind itself in its ability to make valid judgments devoid of connection with material reality. Only when mental deductions were tied directly to â€Å"objective fact† through material measurements and statistical replicability would they be validated by the scientific method. Thus, the foundations of epistemology are revised with Hume in European thought, and Kant’s â€Å"Critique of Pure Reason† is an example of this in German philosophy of the same period. Kant’s polemics against metaphysics served to promote their devaluation in Western thought from the early 18th century, and metaphysics with its subjective methods that could not be proved or measured empirically were no longer considered objective knowledge. Hume’s writings on the biases, and the manner that logic reasons from the biases awoke Kant to writing his â€Å"Critique of Pure Reason† and other treatises. What Hume wrote of in the biases Kant would formulate more clearly in a conceptualization of a priori knowledge. In Kant’s philosophy, the logic of the biases was transformed into a type of integral essentialism, where the logic governing a process was held by the observer to be simultaneously its own nature, cause, and identity. This is based in an analysis of materialism that, like Hume, was based on substance and empiricism as indicative of the factuality of truth. In Kant, the application of moral awareness is limited to experience in the w orld as such, and therefore cannot be extended beyond being through speculation to places where the individual had no experience, thus limiting metaphysics to physics in the academic context of knowledge construction and validation. Kant’s model of consciousness was based on the preservation of the moral consciousness within logical thought or as its greater context of understanding. Thus, through this application, the biases in the

Cultural diversity in human resource management within hospitality Essay

Cultural diversity in human resource management within hospitality industries - Essay Example The literature published on the particular issue is explored. It seems that the forms of cultural diversity as part of the HRM in hospitality industry can be differentiated across firms in accordance with the local social and cultural principles; the ethics of each organization in regard to this issue have also an important role in choosing the HRM strategies of firms operating in the hospitality industry. The aspects of HRM in three major organizations in the hospitality industry, Hyatt, Hilton and Marriott are presented in order to show the common forms and effects of cultural diversity for HRM in organizations operating in this industry. It has been proved that the practical forms and implications of cultural diversity in the workplace can be differentiated from their theoretical context, at the level that market conditions tend to change continuously requiring different approaches when developing critical organizational decisions, such as decisions related to the level of cultura l diversity accepted within each organization. In order to understand how diversity can impact human resource management it would be necessary to refer to the role of HRM within modern organizations. Human Resource Management (HRM) can be characterized as a framework for managing employee issues across organizations. The role of HRM, even if seems simple, it could be described as quite complex, having to align the needs and the skills of individuals with the needs and the resources of the organization. The above view is verified through the following fact: HRM is divided into many categories, i.e. forms, each of which aims to address specific organizational problems, for instance, hard and soft HRM, the strategic HRM Management and so on (Talwar 2006). In accordance with Lee-Ross et al. (2010) HRM aims to support the relationships between employer and employees; it is explained that these relationships are often difficult to be managed, due to the lack of communication skills of HR managers but also due to the lack of willingness by the employees to support innovation and change. From a similar point of view, Saee (2006) supports that HRM is used for resolving disputes between the employer and employees especially in regard to the methods and the time framework related to the completion of various organizational projects or the alteration of existing business practices. It is also noted that HRM is a framework indicating the level of capabilities of managers involved in the relevant activity. On the other hand, Riley et al. (2002) supports that HRM is a mechanism/ framework reflecting primarily the interests of the organization; it is for this reason that HRM policies are usually based on the organizational aims and targets, either in the short or the long term. The level at which cultural diversity is promoted by HR managers within a

Post-Traumatic Stress In Relation To Holden Caulfield Essay example --

Post-Traumatic Stress In Relation To Holden Caulfield Introduction   Ã‚  Ã‚  Ã‚  Ã‚  Throughout life, an individual may endure emotionally and physically straining moments causing the person to become downhearted, and or irate. These feelings are normal, but may however become a problem when these feelings prohibit someone from living a ‘normal’ life. An estimated 5.2 million American adults ages 18 to 54, or approximately 3.6 percent of people in this age group in a given year, have PTSD (Narrow, Rae, Regier). This purpose of this report is to prove whether or not Holden Caulfield, the main character of J.D. Salingers’s book The Catcher In The Rye, is depressed. What Is A Depressive Disorder? Depression is a serious medical illness that negatively affects how a person conducts him/herself, and the way he/she think. Depression may include anxiety disorders, post-traumatic stress disorders, manic depressions. People with a depressive illness cannot merely ‘pull themselves together’ and get better. About 5% of the population will have some form of a mental illness at some point in their lives. Half of these people will also have a substance abuse Whorpole 2 problem, according to statistics from the National Alliance for the Mentally Ill, or NAMI. What is Post-Traumatic Stress Disorder (PTSD)? Difficult situations are a part of life, and people everywhere must cope with difficult circumstances such as conflict in out lives. See Appendix 1 (Depression). But occasionally, people experience an event, which is so unexpected that it continues to have serious affects, long after it has happened. Like depression in general these events may include a traumatic event involving actual or threatened death to themselves or others. Also learning that a close friend is in danger or has died can cause this type of anxiety disorder (What Is A Depressive Disorder?). This condition is one of several known as an anxiety disorder. One significant event in Holden’s life that is a factor for his mental illness is the death of his brother Allie. When Holden found out, â€Å"[He] was only thirteen and they were going to have [him] psychoanalyzed and all, the night [Allie] died, and [he] broke all the windows with [his] fist, just for the hell of it† (Salinger 39). Holden’s brother died of leukemia and at the time he did not know how to properly deal with the situatio... ...work hard on it, because as of now, he is always talking about Allie as if he was still alive. There has also been a good deal of research on the use of medications for adults with PTSD, including research on the formation of emotionally charged memories and medications that may help block the development of symptoms (Gold, McCarty 151-62). Medications appear to be useful in reducing overwhelming symptoms of arousal (such as sleep disturbances and an exaggerated startle reflex), intrusive thoughts, and avoidance; reducing accompanying conditions such as depression and panic; and improving impulse control and related behavioral problems. The incomparable solution for Holden would be a combination of the two, psychotherapy and medication. One should not rely on just medication, because then the risk of addiction increases. If medication and psychotherapy and being used, the person will become more able to cope with the situations that the person may face, on their own. Conclusion   Ã‚  Ã‚  Ã‚  Ã‚  The report was to prove that Holden Caulfield of J.D. Salingers’s book The Catcher In The Rye, is depressed. POINTS TO SUMMARISE REPORT: - - - - - - - CONCLUDING STATEMENT

My Christmas 2008

When I woke up early morning Friday 19. December the first thought that crossed my mind was that finally, today we were getting free from school! This holiday was going to be amazing! Time went on and suddenly I got home from school and the days without homework, early mornings and tired hours were finally over! What a relief†¦ I started these days by just sleeping. I slept for a very long time the first nights. I didn't really do anything special the first weekend. I was rested and ready for a new week full of Christmas, friends, family and fun! Christmas Eve was really good. My aunt and my grandfather visited us and ate dinner with us. I just love the dinner on Christmas Eve! My neighbour, a good friend of mine also showed up late at night, and he stayed with us a little while we watched a movie and talked. At the first day of Christmas my whole family, including my uncles, aunts with their family. My cousins are so fun to be around, so I had a really good day. Christmas is the best holiday. At least that's what I think. Next day I went shopping with two of my friends. Of course this trip went no longer than Sweden. We ended the day by watching movies and eating a lot candy. Not very healthy though, but we had a good time that day. The days went faster then ever, and suddenly it was new years eve! I spent this night only with my family. We ate good food, and the night turned out to be real nice. After this night the holiday was going to an end, and before we knew it, suddenly it was Monday and back to school. I really loved this holiday. I had a good time with my family and my friends that I care about a lot. They're the best. Hoping it will be just as good next year.

The Revival of Indigenous Movements - 1862 Words

Marisol de la Cadena argued that Latin Americas turn to the Left away from neoliberalism in the past few years has been in part due to the revival of indigenous movements (indigenismo) in the Andean countries of Peru, Ecuador and Bolivia. Modern politics on the Left can accommodate these movements when they are concerned with capitalist exploitation, protection of the environment, cultural autonomy and land reform, although it shares the same modernist and rationalist assumptions as the liberals and supporters of free trade and laissez faire capitalism. If modernity as defined by John Locke, Thomas Hobbes, Karl Marx, Max Weber and Emile Durkheim means science, technology, industry and urbanization, with human beings removed from the state of nature, then there is hardly any room at the table for belief in earth spirits, sacred mountains an invisible sky and water gods. Most modernist thinkers have rejected such beliefs as primitive, backward and unscientific, a relic of the past, alt hough relativists and cultural realists like Clifford Geertz have always been able to accept cultures and ways of life on their own terms rather than trying to fit them into rigid laws and frameworks of social and economic development. Even Durkheim and Marx, who regarded urban, industrial capitalism as producing a society of anomie, alienation and isolated individuals did not advocate a return to traditional religion or the feudal or tribal past, but instead for progress toward socialism orShow MoreRelatedThe Evolution of Folk Music Vocals1304 Words   |  5 PagesThe Evolution of Folk Music Vocals By its definition, folk music technically refers to indigenous forms of music created by local, regional or native populations as a way of engaging in cultural expression. 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