Physics of the Human Body in Earths Gravitational Field :: physics human gravity

No Conclusion The force of gravity affects all "bodies" in the universe. How well each human falls into the imaginary line of gravity determines the energy they must have to expel to live within this force. The ideal axis for obtaining the greatest balance is one that is a strait line through the center mass of the body. This line should be identical to the one between the gravitational force between the body and the earth. The human body has adapted over many generations and there are markers that will show where a strait line should form to be properly aligned. This imaginary line connects points at the top of the head, middle of the ear, middle of the shoulder, midpoint of the hip joint, center of the knee joint, and center of the ankle joint. Finding the angles that this line forms from unevenness will explain some things about the amount of energy and mobility this person spends to stay upright. If a person is not consciously holding their muscles to stay up, they must have chronic tension in their muscles to even themselves out. Over time this tension has been programmed into their brain and the connective tissue has been bundled up to help hold the tension. This tension has most definitely limited mobility of the antagonist muscles because they must now use extra force to move. These tensions are most likely formed from the overall function of the individual. For example, if a person is a shot-putter they will build up connective tissue to reinforce themselves from the large amount of torque placed on their bodies outside of their Center of Mass. Over time, their body will adapt to resist the forces its put on it but outside of shot-put, those tensions will remain as part of the person. Eventually, the chronic torque t hat the tensions of the muscles put on the body will deform the lines of symmetry and be detrimental to the person. When people lift weights, it is almost impossible to isolate the lifting to a specific muscle due to the body's make up and connections in the brain. Phisiologicly, there are limitations to each muscle. When an isolated lift is attempted and one muscle can't do the job and more are called in that might not act directly on the lift but help in some way, it is called recruitment. Recruitment generally involves using more superficcial muscles than inferior ones and will result in a greater torque beacuse of this.

Emily Grierson Living in the Past in William Faulkners A Rose for Emil

Emily Grierson Living in the Past in William Faulkner's A Rose for Emily   Ã‚   In "A Rose for Emily," by William Faulkner, Emily Grierson seems to be living with her father in what people referred to as the old South.   However, most of the story takes place after the Civil War, but Miss Emily is clearly living in the past.   As critic Frederick Thum pointed out, "Many people are able to survive in the present, but give little or no thought to the future, and these people usually live in the past.   Such a mind is the mind of Miss Emily Grierson..."(1).   Miss Emily's comprehension of death, her relationship with the townspeople, and her reaction toward her taxes are clear examples that she is living in the past.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   At the beginning of the story, the narrator tells the reader that "our whole town went to her funeral"(336).   The narrator goes on and informs the reader that,   "She was a 'fallen monument...[sig] a tradition, a duty and a care: a sort of hereditary obligation upon this town'"(Pierce 850).   "Miss Emily was referred to as a 'fallen monument' because she was a 'monument' of Southern gentility, and ideal of past values but fallen because she had shown herself susceptible to death (and decay" (Rodriguez 1).   By the time of Emily's death most of the people in her town were younger than she and had never been able to include her in their lives or community activities.   She has stood mainly as a example of an older ideal of Southern womanhood, even though she had grown fat and pale in her later years.   The older and younger generations of townspeople treated Miss Emily differently.   "'The older generation, under the mayoralty of Colonel Sartois, has relieved Miss Emily of her taxes and has sent its children to take... ...licts between them.   Her refusal or inability to move out of this world is reflected in her comprehension of death, her relationship with the townspeople, and her reaction toward her taxes. Works Cited and Consulted Faulkner, William.   "A Rose For Emily" Literature and the Writing Process   Eds. Elizabeth McMahan, Susan X Day, and Robert Funk. 4th Ed.  Upper Saddle River:   Prentince Hall, 1996. Pierce, Constance, "William Faulkner." Critical Survey of Short Fiction Ed. Frank N. MaGill. 7 vols.   Pasadena, California:   Salem Press, 1993: 848-857. Rodriquez,Celia. "An Analysis of 'A Rose for Emily.'" 9 Sept. 1996. 17 Mar. 1998 http://www.cwrl.utexas.edu/daniel/amlit/reader/South?radriquezerose.html Them, Frederick.   "A Rose for Emily:   Confusion of Past and Present." 2 Oct. 1995. 17 Mar.1998 http://sru.ocs.drexel.edu.undergrad/st93mey7/fred/rose.html

Life Skills

————————————————- Life Skills Development/Module One/Unit 1: Values Education

Cell Phone Should Be Banned in High School

Hussein Hmood ENG, 1101 Mrs. Myers Cell Phone should be banned in high school When I was in high school, I saw many students in school using cell phones. The students were supposed to come to school to learn, but instead they were texting. I was one of those students. I did not pay attention in class and my grades began to drop. Finally my parents took my cell phone away, and my grades started to go up; from personal experience, I know cell phones should be banned in high school. Cell phones distraction in class.Student would be texting each other or playing with their cell phone instead of listening and paying attention to the teacher. Jesse Scccia English teacher from New York said â€Å"when I was teaching, all too often I turned around from writing something on the blackboard to find students text messaging or otherwise playing with their phones. † When student playing with their cell phone and texting each other they are not listing or learning anything, which mean they w asting the teacher time by not paying attention to the teacher and playing with their cell phone.Cell phone in classroom effect teachers teaching in class, when a teacher trying to teach in class and student be listing to music, texting, playing games or watching movies in the internet. Eventually, the teacher notices and warns them that their phones will be confiscated. The phones disappear with reluctant obedience until the next opportunity arises to surreptitiously pull them out again. By doing that the teacher going to be distracted from teach by having to tell students to stop playing with their phones.When the teacher think about the student playing with their cellphone the quality of teaching going to go dawn because the teacher going to keep thinking some student playing with their phone the teacher going to keep to turn around trying to find the once that using their cellphone. cell phones can cause cheating by students by looking up answers during test and quizzes. For exa mple, one of the students during class sends answers to his friends and it continued to other students cell phones are causing problem for others students because not cheating students work hard and those cheating ruin integrity of the class.Although all parents do not agree about cell phone use hurts students. The New York time had an article that said, â€Å"If my children are not allowed to keep their phones during the school day off and in their backpack or lockers the school is governing my parenting and children’s behavior during non-school time the school has no such right. † However, these parents are incorrect, and are somewhat helping the cheating continue.These parents who feel their child should be allowed to keep his/ her phone clearly do not understand how it is hurting a child’s education. Mobile phones can cause a distraction. They can disturb teachers and students. For example, if I was working hard on a piece of work, trying to concentrating, a nd a student’s phone rings, it disrupts the whole class. I may become side-tracked or the teacher may be interrupted during speaking to the class. Teaching would be constantly disrupted if this kept happening.Education standards would deteriorate. Looking then at long term effects, if this was happening every day, you would be wasting five minutes a day, so nearly half an hour a week, and so that would be over ten hours a year of disruption. Also, mobile phones provide a large temptation to cheat in tests. They can communicate to almost anywhere and anyone in the world. Because they are small, students can quietly and discreetly send a text and it can go unnoticed. You got to school to learn, not to waste time playing games or cheating in tests.

Cancer and Reproducibility of Decisions

Cancer and Reproducibility of Decisions Ur ologic ca n cer : W h a t a bo u t re p r odu c ib i l i ty of d ec i s ion m a de a t m ultidi sci plin a r y t e a m m a n a g e m e nt? BAYOUD Y, LOOCK PY, MENARD J, MESSAOUDI R, RIPERT T, PIERREVELCIN J, KOZAL S, LEON P, KAMDOUM M, CHOLET I, LARRE S . Â   Abstract: I nt r odu c t i on : The prostate cancer (PCa) treatment is multimodal. Thus multidisciplinary team management (MDTM) decision-making process appears as a tool to answer all aspects of PCa. To evaluate the reproducibility of therapeutic decisions made at MDTM. M a t erials a n d M e thod s : We compared therapeutic decisions of PCa by presenting the same file of patient under a fake identity after 6 to 12 months from the first presentation. Forty-nine files of radical prostatectomy (RP) (28 pT2, 21 pT3) performed for clinical localized PCa were represented at MDTM which included urologist, oncologist, pathologist and radiologist. Analysis of therapeutic decisions comprised criteria as: TNM stage, Gleason score, margin status and comorbidities. The reproducibility was assessed statistically by Kappa coefficient. R es u l t s: Forty-nine file of radical prostatectomy (RP). The mean age was similar in both groups. The mean PSA was 8,32 ng/ ml (3,56-19,5) in pT2 group and 9.4ng/ml (3,8-22) in pT3 group. The margin status was positive in 25% and 47,6% respectively in pT2 and pT3 group. Decision made for pT2 group were the same in 100% case (k=1). In the group of pT3 (n=21), 33% of decision were different at second MDTM, especially for pT3b with only 29% reproducible decision (k= 0,1). Concerning pT3a, 86% of decision were reproducible (k= 0,74). Con cl u s i on : We showed a reliability and reproducibility of decision made at MDTM when guidelines are well defined. The therapeutic attitudes were less reproducible in locally advanced PCa but decision concerning those cases should be made in the setting of guidelines. K e y w o r d s : Cancer, Kappa coefficient, Prostate , multidisciplinary, Reproducibility. INTRODUCTION: The prostate cancer (PCa) is the most frequent cancer in men as well in Europe and USA (1). The PCa counts for 11% of all men cancers and it’s responsible for 9% of the mortality by cancer in men in Europe. In France in 2010, the incidence of PCa was 71577 cases and the related mortality of PCa at the same year was 8791 deaths which represent a 2.5% less mortality per year during last years (2). The multidisciplinary team management becomes an obligation for all oncologic fields as mentioned by the French government law: cancer program 2003-2007, this program stipulate that each new patient should benefit from MDTM decision-making process, organize the setting of MDTM and also gives tools to develop trials of research for a new diagnosis and therapeutic arsenal (3). Some urologists express some doubt about the interest of MDTM because of it’s a new burden without assigned budget while others see in the MDTM an equalit y of chance of patients, and possibility to include patients in trials and protocols. Number of European study showed the interest of MDTM and its beneficial impact on survival (4, 5). The efficiency of decisions made at MDTM is obvious but the evidence about their reproducibility remains doubtful. Through patients underwent a radical prostatectomy (RP) for localized prostate cancer (PCa) and represented identically, we evaluated a reproducibility of decision made at MDTM.

Cause and effect Essay Example | Topics and Well Written Essays - 250 words

Cause and effect - Essay Example The party went on until after midnight and with increasing time, he drank even more. By the time the party was over, he was heavily intoxicated and was not even in the state to drive. But he did not have any other option and he had to drive himself. He was not in a very conscious and alert state and did not realize when he crossed the speed limits. He was stopped by the police and they analyzed his level of alcohol which was way above the normal limits. They not only fined him but he was also taken to the police station where he was jailed. His act of carelessness made him land in this trouble. It was a very difficult situation for my friend. He was not only caught by the law enforcement personnel but his parents also got really worried about his whereabouts. They were very disappointed with his act and he also found himself in a very embarrassing position and could not face them. If he would have been careful and would not have consumed excessive alcohol he could have saved himself from this occurrence.

Fashion History of the corsets, and why is it considered iconic Essay

Fashion History of the corsets, and why is it considered iconic - Essay Example The purpose of the essay "Fashion History of the corsets, and why is it considered iconic" is to critically examine and evaluate the corset as a tool for fashion. The hypothesis of this essay is that the corset is an iconic element of fashion in the modern era and it has always been since the Age of Renaissance several hundreds of years ago. In order to attain this end, the following objectives will be explored critically. The corset is often worn below the chest down to the hips and the knee, therefore enhancing the body of modern-day women. The history of the corset predates the era of writing. The earliest evidence available to scholars of today includes images of gods and women that were printed over 4,000 years ago. The image above provides traces of how corsets existed in different forms in prehistoric societies. This includes Ancient Egypt which is known to have had a civilisation over 4,000 years ago. This picture in figure 2 (left) shows a goddess or an influential leader or both. And the nature of her outfit shows that she was only prepared for the most important and the most influential men in the society. This is because her outfit showed that she was dressed in a much more dignified way and manner and this was obviously meant to show her feminine side. In Ancient Crete though, it appears that the corset was used by normal members of the society to provide a kind of depiction of the clothes they wore. Figure 2 (right) shows people, who look more like commoners adorned in tight clothes.