Dock Line Terms and Best Practices for Securing Your Boat

Plenty of poorly secured boats have floated away from the dock after a shift in weather or tide. It happens to everyone once, but after the first time, youll want to learn the basics. To understand how to tie a boat up securely, you need to understand basic boat architecture and terms. These are quite basic, so most of you may already know many of these terms. However, it never hurts to review them. Lets start with the two basic lines that hold each boat to the tying fixtures on the dock. If you are tying to a buoy then you want to review mooring basics since our current discussion is about tying to docks. Bow Line The bow line runs from a cleat or chock and over the forward gunwale, where the line should be fitted with a chafe guard. The line is then finally secured to the tying fixture on the dockside which could be a cleat, bollard, post, or ring. The knot required will vary according to the tie point. Stern Line The stern line is attached to the stern tying fixture that is closest to the dock. Securing the stern from the outboard tying fixture or a central bit is not recommended since it will be more difficult to retain tension. A chafe guard can also be used here, but the stern line moves over the gunwale much less than at the bow. In situations where the boat is in a slip or berth, then the second set of lines is attached to hold the boat in a central position. Lines should be tied tightly unless a spring line is used. Spring Lines A single spring line makes a boat much more secure, so its highly recommended. There are two types of spring lines: forward springs and aft springs. The name of a spring line refers to which direction it is traveling when leaving the boat. So a forward spring travels from the stern forward from one-half to one-third of the vessel length before being secured to the dock. The forward spring brings the stern of the boat close to the face wall by pulling forward. An aft spring line travels from the bow or forward gunwale back to the dock with a length about half the length of the vessel. An aft spring is best rigged after a forward spring to keep tension even throughout all lines. Spring lines are useful to keep winds that are parallel to the dock from pulling the vessel away from its position. Tides and Tying There are plenty of devices of various qualities made to secure boats against tidal forces, but your regular dock lines will do the job if you know how to rig them correctly. Bow and stern lines need to be long enough to slack and keep the vessel from pulling the tying fixtures free. In some cases, boats can sink from poor tidal planning, so be careful and check the tide charts for your area. Spring lines will keep the vessel in position horizontally as long as they are set to the correct length, which should be barely tight at low tide.

Case Study Approaches to Ethical Dilemas Essay - 1151 Words

Case Study Approaches to Ethical Dilemmas LaDonna Landry BSHS 335 January 12, 2015 Nicole Zmuda Case Study Approaches to Ethical Dilemmas The case study I chose is that of six-year-old Tavion Robinson who was taken to Methodist Hospital by his father for a broken arm and abrasions. There were a couple of things in this case that could insinuate that the broken arm and abrasions were not an accident. The father being hesitant to leave Tavion alone with hospital staff was the first red flag that something could be wrong. Secondly, Mr. Robinson’s request that he be notified prior to releasing Tavion’s records to anyone. Thirdly, informing the Emergency Department that Tavion’s parents are divorced and that the mother†¦show more content†¦She suspects the father was physically abusing him and wanted to view documentation. I do believe that Tavion’s mother has the right to view his records especially if she suspects abuse. Along with the inconsistencies of the finding of the injuries and the suspicions of the mother I feel that this is enough reason to investigate the suspicion of child abuse. The concerns of the mother is valid and she also is aware of how the father handles his son on a day to day basis she isn’t suspicious for no reason at all. There is history amongst the adults before they divorced she knows how he was disciplined as a kid and he could be using the same discipline as that in which his parents used on him. The mother has several avenues that she can take on her suspicions she could talk to the social worker at the hospital, the Department of Family Protective Services or contact the police. The ethical issue we are dealing with is the mother wanting the hospital documents of her son’s visit and the father denying her access without him being consulted. Al so the injuries not matching up to the father’s story. Confidentially will be the legal issue in this case regarding Tavion’s medical records. Of course the father’s request of being contact if there is a request to view the files makes him look suspicious and makes it appear he is hiding something. However, if the hospital staff suspects that there is

Mathematics Technology Lesson Plan Essay Example For Students

Mathematics Technology Lesson Plan Essay NTeQ Lesson PlanProject Title: Developing Time ManagementUnit Topic: Statistics and Data CollectionGrade Level: High School (9th-12th)Overview: Students all over the world seem to battle with time management. Many students are involved in extra-curricular activities, or they work while they attend school. Therefore, they not only have the burden of the everyday school assignments, they have several responsibilities outside of school itself. This project will allow students to communicate with students from other tellecollaborating classrooms to discuss the issue of expectations versus time and create a project on their data. This project will provide the opportunity to research topics on how our lifestyles affect our health. Another important aspect of this project is to propose ideas for why we are so constricted by time and if our time constraints have changed over the years. The project will take three weeks to complete and it will address content in mathematics, health, history, and language arts. The students will be responsible for developing their own questions in the survey they will conduct. The surveys will need to be word processed. They will survey a variety of people asking fellow students how much time they spend various activities each day. The students will then classify the information into categories they feel are important. These categories can be discussed with the tellecollaborating classrooms for further input. Once they have collected sufficient data they will present the information on a spreadsheet through a program like Microsoft Excel. After analyzing the data the students will research the information they found through resources such as the library and/or Internet. Once the students have gained sufficient knowledge from their research they will need to develop a paper/presentation on the effects of time constraints and how it has changed through out the years. They can begin by organizing their ideas using concept map software. In d isplaying the data the student will have the opportunity to develop a PowerPoint presentation. We will write a custom essay on Mathematics Technology Lesson Plan specifically for you for only $16.38 $13.9/page Order now Objectives: Students will be able to:Collect data and present ideas that support the data. Present the data in the form of a spreadsheet. Analyze data to support and draw conclusions. Classify information. Identify ways to collect information. Express data and interpretation of data in a presentation. Expand their understanding of mathematics in real world settings. Understand and interpret graphs and charts. Benchmarks/Standards: Patterns, Relationships and Functions(Strand I, Standard I, and Benchmark II)Analyze, interpret and translate among representations of patterns including tables, charts, graphs, matrices and vectors. Patterns, Relationships and Functions(Strand I, Standard I, Benchmark III)Study and employ mathematical models of patterns to make inferences, predictions and decisions. Patterns, Relationships and Functions(Strand I, Standard I, Benchmark IV)Use patterns and reasoning to solve problems and explore new content. Data Analysis and Statistics(Strand III, Standard I, Benchmark I)Collect and explore data through observation, measurement, surveys, sampling techniques and simulations. Data Analysis and Statistics(Strand III, Standard I, Benchmark II)Organize data using tables, charts, graphs, spreadsheets and data bases. Data Analysis and Statistics(Strand III, Standard I, Benchmark IV)Identify what data are needed to answer a particular question or solve a given problem and design and implement strategies to obtain, organize and present those data. Data Analysis and Statistics(Strand III, Standard II, Benchmark III)Use the data and their characteristics to draw and support conclusions. Data Analysis and Statistics(Strand III, Standard II, Benchmark V)Formulate questions and problems and gather and interpret data to answer those questions. Data Analysis and Statistics(Strand III, Standard III, Benchmark III)Formulate and communicate arguments and conclusions based on data and evaluate their arguments and those of others. Prior Knowledge:Students will have worked on the following mathematical skills:Reading data from a chart, graph, and spreadsheet. Exploring patterns and describing mathematical relationships. Classifying information into categories and groups based on similar properties. Formulating and supporting arguments based on statistical data. Students will have performed the following tasks with technological devices:Found sources of information by using a search engine via the Internet. Exchanged and responded to email messages from teacher and fellow students. Word processed papers. Input data into a graphing calculator and displayed results on a graph. New technology skills the students will acquire in this project include the following:Develop a small computerized presentation. Save and create different types of files. Create graphs and charts. Input data into an Excel spreadsheet. Make a computer projected concept map. Computer Functions:LEARNING TASKCOMPUTER FUNCTIONCOMPUTER APPLICATIONDATA MANIPULATIONComputer PresentationCreate a small three-slide presentation.Microsoft PowerPoint#8594; Copy charts and graphs onto slides. #8594; Create title slide. #8594; Incorporate slide transitions. .u413bb9acc1f7784b02e56aadf7214f63 , .u413bb9acc1f7784b02e56aadf7214f63 .postImageUrl , .u413bb9acc1f7784b02e56aadf7214f63 .centered-text-area { min-height: 80px; position: relative; } .u413bb9acc1f7784b02e56aadf7214f63 , .u413bb9acc1f7784b02e56aadf7214f63:hover , .u413bb9acc1f7784b02e56aadf7214f63:visited , .u413bb9acc1f7784b02e56aadf7214f63:active { border:0!important; } .u413bb9acc1f7784b02e56aadf7214f63 .clearfix:after { content: ""; display: table; clear: both; } .u413bb9acc1f7784b02e56aadf7214f63 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u413bb9acc1f7784b02e56aadf7214f63:active , .u413bb9acc1f7784b02e56aadf7214f63:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u413bb9acc1f7784b02e56aadf7214f63 .centered-text-area { width: 100%; position: relative ; } .u413bb9acc1f7784b02e56aadf7214f63 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u413bb9acc1f7784b02e56aadf7214f63 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u413bb9acc1f7784b02e56aadf7214f63 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u413bb9acc1f7784b02e56aadf7214f63:hover .ctaButton { background-color: #34495E!important; } .u413bb9acc1f7784b02e56aadf7214f63 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u413bb9acc1f7784b02e56aadf7214f63 .u413bb9acc1f7784b02e56aadf7214f63-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u413bb9acc1f7784b02e56aadf7214f63:after { content: ""; display: block; clear: both; } READ: System of Government in the Philippines During Sample EssaySaving FilesLearn what the different types of files are from webpage.Internethttp://www.wiley.com/college/service/file.html#8594; Save files in jpg. and PDF. formats. #8594; Read info. from the given webpage. Create graphs and charts.Take data and create a graph or chart.Microsoft Excel.#8594; Highlighting information wanted for chart/graph. #8594; Show the various types of charts/graphs available. #8594; Display information using a given graph. #8594; Label axis on the chart/grid. Continued on next page. Input data into spreadsheet.Enter data into a spreadsheet.Microsoft Excel.#8594; Input data into formatted spreadsheet. #8594; Label cells accordingly. Create a concept map.Outline key concepts of their project.Inspiration Software.#8594; Insert ideas into concept map. Materials:Computer AccessOverhead ProjectorComputer Programs (Excel, PowerPoint, Inspiration, Internet)Hand-outsGraphing CalculatorsOpening Set Activity:This lesson will begin by asking the students to think about how much time they spend through out the day on various activities. The students will then be asked to break down their day by writing the activities that consume the parts of their day (sleeping, homework, school, extra-curricular activities, video games, eating, etc.). Each student will take their data and calculate the percent of the day spent on each activity. Check for understanding: Can someone please tell me how to calculate a number in to a percent? What number should we divide by?Once they have done this the students will be divided in to groups and compare their data with fellow classmates. In groups they will discuss if the way they spend their time constitutes a healthy lifestyle. And I will raise the question if they feel time constrictions have changed over th e yearsand whether or not younger generations are expected to do more? If so, what has brought about these changes? The students will have to come up with some sort of hypothesis and they will be given the chance to test the hypothesis through the project. This will serve as a great introduction to the project they are about to partake in. Procedures:Once the students have discussed their own personal data in their groups I will hand them a packet filled with information for their project. The directions for the assignment will be handed out in the packet with the link to the project website. I will discuss the project with the students. Check for understanding: Does everyone understand what is being asked of them? Ask me some questions.On the project website students will be able to connect with the tellecollaborating classroom as well as access an example of a similar project. The guidelines for tellecollaborating with another classroom will be clearly outlined on the project website. They will also have site information from the other classroom into their project. I will let the students know that I will be checking the correspondence among the classrooms on a regular basis and providing feedback and suggestions. The students will also be informed that the tellecollaboration part of the project is a large part of their grade, so it is important that they participate in sharing their data with the other classrooms. During the first day, the students will discuss in their groups how they are going to collect the information from the audience they intend to survey. The student will also design and sign a contract wit h one another that must be approved by the teacher. Since the use of the computer is limited (only three in the classroom), the students will have to come prepared each day with a description of how they are going to use the computer each day. Check for understanding: Can someone please explain what it means to tellecollaborate with another classroom? Where can I go to do this? Is it important that I include this in my project?Outline of Computer use:Since the use of the computers is limited and must be shared, here is an idea of how the students will be rotated through the computer stations. Providing the fact that there are three computers in the classroom, the students will be divided into six groups. Each day three groups will be assigned to a computer, while the other three groups analyze their data and receive instruction from the teacher in regards to the new technology skills they will be acquiring. Each day at the computer the students will get the information they need and input the information into the programs that are required. This will be switched back and forth until completion of the project. So basically, they will have a planning/learning day, followed by a day on the computer. For example:Analysis Day (Before Computer Use)Computer Day*Round One:-Begin to formulate questions. -Look over the project website. Round Two:- Decide on sample audience Type questions on Microsoft Word. Round Three:-Lesson on Microsoft Excel and saving files.-Begin tellecollaboration. .uee6e6a683cc435fe8742a76658a8aecb , .uee6e6a683cc435fe8742a76658a8aecb .postImageUrl , .uee6e6a683cc435fe8742a76658a8aecb .centered-text-area { min-height: 80px; position: relative; } .uee6e6a683cc435fe8742a76658a8aecb , .uee6e6a683cc435fe8742a76658a8aecb:hover , .uee6e6a683cc435fe8742a76658a8aecb:visited , .uee6e6a683cc435fe8742a76658a8aecb:active { border:0!important; } .uee6e6a683cc435fe8742a76658a8aecb .clearfix:after { content: ""; display: table; clear: both; } .uee6e6a683cc435fe8742a76658a8aecb { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uee6e6a683cc435fe8742a76658a8aecb:active , .uee6e6a683cc435fe8742a76658a8aecb:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uee6e6a683cc435fe8742a76658a8aecb .centered-text-area { width: 100%; position: relative ; } .uee6e6a683cc435fe8742a76658a8aecb .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uee6e6a683cc435fe8742a76658a8aecb .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uee6e6a683cc435fe8742a76658a8aecb .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uee6e6a683cc435fe8742a76658a8aecb:hover .ctaButton { background-color: #34495E!important; } .uee6e6a683cc435fe8742a76658a8aecb .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uee6e6a683cc435fe8742a76658a8aecb .uee6e6a683cc435fe8742a76658a8aecb-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uee6e6a683cc435fe8742a76658a8aecb:after { content: ""; display: block; clear: both; } READ: Matching Essay-Look at webpage about saving files and answer questions. Round Four:-Analyze data collected from survey. Begin to develop keywords for search. -Think about classification of information. Compare data found with the data of the tellecollaborating classroom. Begin to discuss possible classification ideas w/tellecollaborating classroom. Round Five:-Lesson on Inspiration-Enter data in to Excel template spreadsheet and calculate formulae. Round Six:-Analyze spreadsheet and decide on the graphical information. -Discuss area of research.-Graph the information. -Begin search on chosen research aspect (lifestyle, history, etc.)Round Seven:-Lesson on PowerPoint-Discuss research idea with tellecollaborating classroom. Round Eight:-Discuss project idea. -Outline key concepts.-Insert key concepts into Concept Map template. -Discuss project with tellecollaborating classroom. Round Nine:-Discuss presentation-Work on PowerPoint presentation. -Save work on disk. *Denotes that the computer time and analysis time is rotated at the half of the period, not a full class period. Once this is complete the students will present the project to the class and evaluate their fellow group members. They will also be responsible for journaling their project experience. Guided Practice:Through out this project I will take the time in class to visually show them how to use Excel, PowerPoint, Inspiration, and how to save files prior to those points in their projects (the new technical skills required for this project). Check for Understanding: I will be walking around the room during the students cooperative group work. I will be available to answer any questions the students may individually have and to assess whether or not they understand the material. At the end of each day, a spokesperson from each group will have the responsibility of telling me what they accomplished each day. The groups will also have to write down any questions they have about the project at the end of each day and I will go over the questions with the whole class each day. This will provide additional feedback on how the project is going. The students will be required to hand in a copy of their computer work each day they work at the computer stations. And I will be checking the tellecollaborating aspect of the project regularly to guide student discussion in case they are getting off course. The students will also have to journal their experiences, so they can express in writing what they understood and what was difficult for them to understand. These activities will all serve as a great opportunity to assess the students understanding and knowledge of the material. Assessment:I will be assessing the students through out the project by questioning and observing. The formal assessment of this project will be the completed project itself, the PowerPoint presentation. This will be graded using a rubric, making sure that the key concepts were obtained in the project. The tellecollaboration will also serve as graded assessment, as well as the peer evaluations. Plan for Reteaching:For the students that require additional assistance they will have the opportunity to work on practice assignments. I will give them additional worksheets that reiterate key concepts, such as converting numbers to percents, and reading information from a chart and graph. I will also have my lecture notes on the various technological skills available for them to look over. They can also access the instructions and an example on the project website for further understanding. I will also be available before and after school for any additional help that they may need. Inclusion of Diverse Learners:This lesson incorporates a multitude of different teaching techniques to incorporate all types of learners. There is visual material, as well as auditory directions and discussions. For those students who are better learning through social interaction, they will have the opportunity to do so in their groups. An adaptation that could be made to this activity to include a student with a visual impairment would be to make sure the room was equipped with a computer than magnified the print on the monitor. As for students with ADHD, this project allows the students to move around the classroom, and they are not confined to their desks for an extended period of time. And for the kinesthetic learners, the computer is a great hands-one activity in itself. Implementing the Plan:Handouts:-notes on computer programs-information packet describing the project-sample questions example-question hand-out for daily questions-worksheets the reiterate key concepts-sample surveys for references-peer evaluation forms-student contractsTechnical: advertise tellecollaborative project identify tellecollaborating schools and set up plans with teachers create project webpage bookmark internet sites create project folder and group folders on each computer desktop Software icons available on desktop create PowerPoint and Excel examples create Excel and Inspiration templates

Who Has Seen the Wind Brians Apprehension of Life Essay Example For Students

Who Has Seen the Wind: Brians Apprehension of Life Essay In the novel, Who Has Seen the Wind, Mitchell effectively describes the tale of a young boy who experiences several different epiphanies which are crucial to his understanding of life. Throughout the novel, Brian refers to his epiphanies as a special feeling, and attempts to piece them together to find the true meaning of existence. Brian experiences seven unique life-changing revelations, however, the ones concerning morality, the unity between right and wrong, and mortality are, for him, the most influential. For one whose heart is set on recognizing the genuine significance of human actuality, the apprehension of morality is imperative. The barbarity and hardheartedness towards a gopher leads Brian to realize the difference between right and wrong. The prairie children hunt for gophers as a form of entertainment and use buckets of water to lure the creatures out. This time, Brian feels uneasy and distraught when Art picks up a helpless gopher. The gopher cries out and the thin and frantic sound thread from Arts closed hand. Brian look away Mitchell 122. We will write a custom essay on Who Has Seen the Wind: Brians Apprehension of Life specifically for you for only $16.38 $13.9/page Order now Art continues to torture the poor creature and amputates the tail from its body. The Young Bens killing of the gopher and his beating of Art illustrates to Brian that such behavior towards living animals is nefarious and intolerable. To stop the gophers suffering, the Ben was obligated to kill it. Brian commends Bens actions and wishes he could have been a part of it: n his heart Brian with the Young Ben Mitchell 124. He realizes at this point that animals have rights of their own and the boys actions were unjustified. It was wrong to cause the gopher such suffering. Since choosing between right and wrong is a frequent exercise in life, it is important that one have knowledge of what constitutes right or wrong behaviour in order that one can choose correctly. Only then can one make an attempt to reach some understanding of life in general. The gopher incident, therefore, signifies a momentous event in Brians understanding of life. Brian discovers the contrast between right and wrong, but does not at first realize that they go hand in hand. The horrendous sight of a two-headed calf draws Brian to the conclusion that unfortunate events arise along with pleasant ones. Brian experiences the feeling when he observes the hideous animal. The boy becomes confused. Previous epiphanies have been positive, or have been positively constructive, but this one is only depressing. It right, thought Brian Mitchell 173. Brian has trouble discerning why something so lamentable must have to exist. Brian wonder how there could be a calf with two heads. The more he thought, the more the futility welled up in him, urging him to forget the whole matter. He forget the calf that lived for a few moments, lifting two heavy heads on its neck, only to die Mitchell 173. At this stage, Brian finally comprehends that distressing things go hand in hand with joyous ones. Life is made up of both happy and tragic experiences, and Brian must understand this to understand life. Just as bad accompanies good, death follows birth. The visit to Brians dead grandmothers bedroom guides him to appreciate that death is part of a life cycle and is the fate to which everyone is subject. In the grandmothers room, Brian has the most perplexing feeling that his grandmother is still alive despite the fact that she has been dead for two weeks. He observes the portraits upon the wall, and realizes that, just like his grandmother and father, the people in the portraits once lived but are now dead. till the feeling that grandmother not dead persisted in him. He look up again at the soapstone plaques. They had died. For hundreds of years they had been dead. His own father had died and his father, and his father, and his father before him Mitchell 291. Brian begins to ask himself why death must be. Why people die? Why they finish up? What the good in being human? It awful to be a human. .u5b2b805e289c7c48b3eab5ac8c89cc18 , .u5b2b805e289c7c48b3eab5ac8c89cc18 .postImageUrl , .u5b2b805e289c7c48b3eab5ac8c89cc18 .centered-text-area { min-height: 80px; position: relative; } .u5b2b805e289c7c48b3eab5ac8c89cc18 , .u5b2b805e289c7c48b3eab5ac8c89cc18:hover , .u5b2b805e289c7c48b3eab5ac8c89cc18:visited , .u5b2b805e289c7c48b3eab5ac8c89cc18:active { border:0!important; } .u5b2b805e289c7c48b3eab5ac8c89cc18 .clearfix:after { content: ""; display: table; clear: both; } .u5b2b805e289c7c48b3eab5ac8c89cc18 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u5b2b805e289c7c48b3eab5ac8c89cc18:active , .u5b2b805e289c7c48b3eab5ac8c89cc18:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u5b2b805e289c7c48b3eab5ac8c89cc18 .centered-text-area { width: 100%; position: relative ; } .u5b2b805e289c7c48b3eab5ac8c89cc18 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u5b2b805e289c7c48b3eab5ac8c89cc18 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u5b2b805e289c7c48b3eab5ac8c89cc18 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u5b2b805e289c7c48b3eab5ac8c89cc18:hover .ctaButton { background-color: #34495E!important; } .u5b2b805e289c7c48b3eab5ac8c89cc18 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u5b2b805e289c7c48b3eab5ac8c89cc18 .u5b2b805e289c7c48b3eab5ac8c89cc18-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u5b2b805e289c7c48b3eab5ac8c89cc18:after { content: ""; display: block; clear: both; } READ: To what extent does Alex have his own freedom of thought: "A Clockwork Orange" EssayIt any good, thinks Brian Mitchell 291. Brian must comprehend that death exists, that it is something everyone will experience and is a part of and the end of life in order to engage in philosophical reflection on its existence. Understanding death is compulsory to fully understanding life. Throughout the novel, Brian strives to understand life. He experiences many epiphanies, however, morality, the co-existence of right and wrong and mortality bring him closest to finding the true meaning of life. As Brian matures, his wisdom will grow and he will somedayfully comprehend human existence.