Consider the equation y = x2 +1. This shifts the original parabola upward 1 unit. The vertex is now (0, 1) instead of (0, 0). It will retain the exact shape of the original parabola, but every y-coordinate will be shifted upward 1 unit. So, instead of (-1, 1) and (1, 1), we plot (-1, 2) and (1, 2). Take the equation y = x2 -1. We're shifting the original parabola downward 1 unit, so that the vertex is now (0, -1) instead of (0, 0). It will still have the same shape of the original parabola, but every y-coordinate will be shifted downward 1 unit. So, instead of (-1, 1) and (1, 1), for instance, we plot (-1, 0) and (1, 0). Consider the equation y = (x + 1)2. This shifts the original parabola one unit to the left. The vertex is now (-1, 0) instead of (0, 0). It retains the shape of the original parabola, but every x-coordinate is shifted to the left one unit. Instead of (-1, 1) and (1, 1), for instance, we plot (-2, 1) and (0, 1). Consider the equation y = (x - 1)2. This is the original parabola shifted one unit to the right. The vertex is now (1, 0) instead of (0, 0). It retains the shape of the original parabola, but every x-coordinate will be shifted to the right one unit. Instead of (-1, 1) and (1, 1), for instance, we plot (0, 1) and (2, 1).
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One-sentence summary -- Shift a parabola upward. Shift a parabola downward. Shift a parabola to the left. Shift a parabola to the right.

A G major is one of the three most popular chords to play on the mandolin. Hold the second fret on both of the A strings with your pointer finger. Then, hold down the third fret of the E strings with your ring finger. Strum all 8 strings to play a G major chord. When strings are not held down they are in the "open" position. Your top four strings should be in the open position. A C chord is played using the same chord shape as the G major chord. Move your fingers up one string so that your pointer finger is on the second fret of the D strings and your ring finger is on the third fret of the A strings. Strumming this shape while the top and bottom strings are open will create a C chord. Unlike the C and the G chords, the D chord has a completely different shape. Place your pointer finger on the second fret of the G strings and your middle finger on the second fret of the E strings to play a D chord. Once you get the chord shapes down and can create a good sound, practice going back and forth between a C and G chord. These chords are easier to transition to because they have the same shape. Strum four times on the C chord, then transition to the G chord and strum four more times. Then, when you feel comfortable, you can start mixing in the D chord in your progression. For example, you can hold each note for one beat and play C-C-C-C, G-G-G-G, C-C-C-C, D-D-D-D, C-C-C-C, G-G-G-G.
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One-sentence summary -- Play a G major. Move your fingers up one string to play a C chord. Put your fingers on the second fret of the E and G strings for a D chord. Practice transitioning between different chords.

If you have a general idea of what you want or would like to achieve, it can be tempting to simply start working towards it. But, if you don't have clearly defined goals, you might find yourself working or drifting towards a vague goal or a goal that has changed. Defining a goal can prevent wasted time or energy. It may actually motivate you to accomplish goals. For example, an employee may not feel like starting a vague assignment that has no clear structure or guidelines. But, employees are more motivated to work when they're given clear goals and feedback. Examples of vague or general goals include: "I want to be happy," "I want to be successful," and "I want to be a good person." This is vital to understanding what you really are trying to achieve. Define any general or vague terms. For example, if you stated that you want to be successful, you must define what success means to you. While it may mean making lots of money to some people, others may consider it to mean raising healthy, confident children. Defining general terms and goals will help you start to see yourself as the person or quality you're defining. For instance, if you see success as meaning professional success, you may create goals to get professional training and launch a career. It's normal to think you want something without really questioning why you want it. But, sometimes you may decide that those goals don't actually match the dreams and desires in your life. A good example of this stems from social perceptions and ideas. Many children might say they want to be doctors or firefighters when they grow up, not really understanding what it means or discovering later that those goals have changed. Ask yourself if your goals have been influenced by people around you, like the expectations of parents or significant others or by social pressure from peers or the media. Your goals should be something you want to do for you, not someone else. Are you trying to achieve or do something to prove someone wrong? While the "right" reasons are different for everyone, you need to ask yourself if your goals are right for you. If not, you might find yourself feeling unfulfilled or burnt out. For example, if you want to become a doctor, is it because you want to help people or because they make a lot of money? If your motive isn't right for you, you may have a harder time accomplishing the goal or feeling fulfilled by it. It's easy to become carried away when thinking about goals. But, there are some things that may be outside your control. Depending on what kinds of goals you set, this may become a problem. Your goals should be realistic and attainable. For example, someone might want to be the greatest basketball player ever, but factors like age and height may be limiting and beyond your control. Setting goals that aren't achievable in the first place can make you feel let down and unmotivated.
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One-sentence summary -- Define what you want. Be specific when defining terms. Think about whether you really want these things. Consider your motives. Set realistic goals.

If you are going to convince your parents to purchase a trampoline, you should show your knowledge of the subject. Like any sport, trampolining has both health benefits and risks. For instance, compared to high impact sports like running, trampolining is fairly low impact yet still burns a lot of calories. The up and down motion of rebounding is also great for the body and can help to reduce stress. It is also a lot of fun! Trampolining involves serious risk of injury. Common injuries include sprains, broken arms and legs, head and neck injuries. These kinds of injuries are not uncommon. It would not be fun to get injured and miss out on other activities, so you should be aware of risks. If you want to convince your parents to buy a trampoline, you should know about current trampoline models. Research trampolines with good safety features and find out the price of various models by searching for trampolines online or in stores like Walmart or Target. Ask for a round trampoline. The round trampolines are safer than the square ones. Find out whether the trampoline has a safety net. Trampolines with a safety net are safer than those without one.
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One-sentence summary --
Research the benefits of using a trampoline. Write down the risks of trampolining. Figure out the safest trampolines on the market.