Hispanic Last Names Essay Example | Topics and Well Written Essays - 250 words

Hispanic Last Names - Essay Example Hispanic surnames are always two. Balbastro Ajuntas is the womans’ real name referred to as ‘nombre.’ Ajuntas is part of her first name, not her middle name.Berrera is her fathers’ name or Apellido paterno. It is what we call her last name. Maria is her mothers’ name or Apellido materno and it is used with her fathers’ name. It is not only her last name but it completes her last name. If Balbastro was to marry Ramon Gonzalez Gomez, she would take Ramons’ last names in that pattern. Most Hispanic countries however, have the additional conjunction ‘de’ to show that the added name is a married one. It is worth noting that women in todays world do not change their names on personal or professional reasons. Women in Hispanic culture never changes her first sir name in marriage. This is different from other cultures like US, where a woman assumes the husbands’ name after marriage. It is therefore important to note that, the naming system of Spain has the traditional personal surname of the farther followed by that of the mother and that a woman does not have to change her surnames in favor of her husband’s name because Spanish naming system does not entail the maiden name

Paris Garbage Transport via Inland Waterways Essay

Paris Garbage Transport via Inland Waterways - Essay Example Selection of an environmental friendly method for waste transportation becomes necessary for such a situation. For better understanding of the whole process of garbage transport through inland waterways, we can select the port of Lille in France. All the collected waste are not transported, instead a part is processed where it has been created especially for agriculture, mining and construction. Household wastes are put into 20 open top containers having capacity of 10 tons per container in the Collection Centre of Sequedin. The containers are transported from Sequedin to the 3km distant Port of Lille by truck. With the Ampiroll system containers are released on the terminal by the truck itself. Containers are loaded into the barge by the scaffold crane. The barge navigates to the landfill site of Blaringhem which is at a distance of 63 km. In Blaringhem, containers are unloaded by a super stacker and cleared in the spot. Empty containers are loaded into the barge and the vessel returns in the opposite direction. Since June 1999, estimatedly 76 000 Teu's were transported this way. In 2005, t he 7 314 containers transported this way reduced the quantity of CO produced through the transport by half and the quantity of energy consummation by one third. Recycling, reuse and valorizing waste is good for environment. The process of garbage disposal through waterways is more environmental friendly as it needs less land filling, less wasting of money and less consumption of natural resources. Also Inland Ports have the experience of terminals with up to date material and large traffic management.Cities and services in charge of waste have skills for waste collection, waste processing and waste valorization. Inlands Ports can be reliable and competent partners for companies or organizations that are in charge of waste management. Syctom in Paris, a household waste treatment company managing 2.5 milliontons/year of municipal solid waste in the Paris area for the past 10 years has encouraged sustainable transport solutions for the huge waste flows generated by an urban region like Paris. Its contract passed with the paper company UPM Kymmene is a unique and fine example of an innovating solution. Shipping waste consisting of collected old newspapers and magazines for recycling to Grand-Couronne has been in operation since 2005 with an 800 tones motor barge outfitted with an onboard crane. Now UPM Kymmene will send the newly manufactured paper rolls by ship to Paris and will be used to print daily newspapers and magazines. This 1,800 tones vessel takes on board 30'45 ft pallet wide' containers to and from Grand-Couronne and operates twice a week. The operation substitutes 4,200 truck movements and this volume is set to go up. Paris is conducting a pilot study to examine the prospect of transporting recyclable glass using inland waterway transport. Every year, 2,500 truck movements are necessary to transport glass collected from public glass deposit bins to the processing center in Rozet Saint-Albin, in Aisne. A first test using river transport as a substitute was carried out between Gennevilliers and the processing center through the port of Soissons along the Seine and the Oise. Currently Paris transports more than 2.5 million tones of wasteby river, among which are ashes, papers, plastics, and bulk, industrialand building material waste. In February 2005, The Council of

Fitness Market Analysis Essay Example for Free

Fitness Market Analysis Essay Industry/market Industry: How many fitness centers? What’s their revenues? Profit margins? Is it growing? Concentrated or not? Market: PMB, attendance, consumer spending, Statistics Canada (average spending) General Trends: Growing? Health trends? Key Competitors: other popular gyms in the area (Nautilus, Progym, energy cardio) The Fitness Market The fitness market is very large and keeps growing. This market is targeted at anyone who wants to be in shape and is looking to live a healthier lifestyle. In 2009, consumers spent on average 186$ on fitness facilities and the median expenditure per household was 390$. We notice a positive trend of fitness center attendance during the past 10 years. Since 2003, there has been an increase in participating in a physical activity throughout the population of Quebec. Even though this change is small, it is a good indicator that people are looking to workout more. If we notice other health behaviours in Quebec we will notice the same positive trend of wanting to live a healthy lifestyle. There has been a drop in the smoker population: dropping from 26.4% in 2003 to 23.8% in 2010. People are also consuming more fruits and vegetables (5 times a day) an increase from 45.4% to 51.1% (2003-2010). Even the population’s life expectancy increased by 2 years to 81 from 2003 to 2008. All these statistics give us a good understand of our population’s health behaviours allowing to conclude that that the fitness center market has a high potential for profit because people are looking to stay fit and live healthier and longer.

Levers in the Body

Levers in the Body First-class Levers Typical examples of first-class lever are the crowbar, seesaw, and elbow extension. An example of this type of lever in the body is seen with the triceps applying the force to the olecranon (F) in extending the nonsupported forearm (W) at the elbow (A). Other examples of this type of lever may be seen in the body when the agonist and the antagonist muscle groups on either side of a joint axis are contracting simultaneously with the agonist producing force while the antagonist supplies the resistance. A first-class lever is designed basically to produce balanced movements when the axis is midway between the force and the resistance. When the axis is close to the force, the lever produces speed and range of motion (triceps in elbow extension). When the axis is close to the resistance, the lever produces force motion (crowbar). In applying the principle of levers to the body it is important to remember that the force is applied where the muscle inserts in the bone and not in the belly of the muscle. For example, in elbow extension with the shoulder fully flexed and the arm beside the ear, the triceps applies the force to the olecranon of the ulna behind the axis of the elbow joint. As the applied force exceeds the amount of forearm resistance, the elbow extends. This type of lever may be changed for a given joint and muscle, depending on whether the body segment is in contact with a surface such as a floor or wall. For example, we have demonstrated the triceps in elbow extension being a first-class lever with the hand free in space where the arm is pushed upward away from the body. By placing the hand in contact with the floor, as in performing a push-up to push the body away from the floor, the same muscle action at this joint now changes the lever to second class because the axis is at the hand and the resistance is the body weight at the elbow joint. In a first class lever, the weight and force are on opposite sides of the fulcrum: A small force can be used to advantage over a heavy weight if a long force arm  or lever arm can be used. Examples of this lever include scissors, crowbars, and  teeter-totters. An example of a first-class lever is the joint between the skull and the atlas  vertebrae of the spine: the spine is the fulcrum across which muscles lift the  head. Here the fulcrum lies between the effort and the load. In our bodies, a lever of the first class can be found when the head undergoes nodding movements, i.e. when the occipital condyles articulate with the facets of the atlas. The weight of the face and the head are the resistance. The contraction of the neck muscles is the effort to lift the weight. Another example of a lever of the first class is when the bent arm is straightened . A lever of the first class serves a twofold purpose, i.e. it increases the speed of movement and it overcomes the resistance. In doing so, the resistance (load) is moved in the opposite direction. http://www.botany.uwc.ac.za/Sci_Ed/grade10/manphys/images/man/1_class.gif Lever of the first class Second Class Lever This type of lever is designed to produce force meovements, since a lage rsistance can be moved by a relatively small force. An example of a second-class lever is a wheelbarrow. Besides the example given before of the triceps extending the elbow in a push-up another similar example of a second-class lever in the body is plantar flexion of the foot to raise the body up on the toes. The ball of the foot (A) serves as the axis of rotation as the ankle plantar flexors apply force to the calcaneus (F) to lift the resistance of the body at the tibial articulation (W) with the foot. There are relatively few occurrences of second-class levers in the body. In the second class lever, the load is between the fulcrum and the force: A smaller effort can be used to advantage over a larger weight. An example of  this lever is a wheelbarrow. An example in the human body of a second-class lever is the Achilles  tendon, pushing or pulling across the heel of the foot. Here the load lies between the fulcrum and the effort. A lever of the second class operates on the same principle as a wheelbarrow. A small upward force applied to the handles can overcome a much larger force (weight) acting downwards in the barrow. Similarly a relatively small muscular effort is required to raise the body weight. In our bodies, a lever of the second class can be found in our feet when we stand on our toes and lift our heels of the ground. The resistance (load) is the weight of our body resting on the arch of the foot. The effort is brought about by the contraction of the calf muscle attached to the heel. This leverage allows us to walk. The main purpose of a lever of the second class is to overcome the resistance. http://www.botany.uwc.ac.za/Sci_Ed/grade10/manphys/images/man/2_class.gif Lever of the second class Third Class Lever With this type of lever the force being applied between the axis and the resistance, are designed  to produce speed and range of motion movements. Most of the levers in the hman body are of this  type, which require a great deal of force to move even a small resistance. Examples include a  screen door operated by a short spring and application of lifting force to a shovel handle with the  lower hand while the upper hand on the shovel handle serves as the axis of rotation. The biceps  brachii is a typical example in the body. Using the elbow joint (A) as the axis, the biceps applies  force at its insertion on the radial tuberosity (F) to rotate the forearm up, with its center of gravity  (W) serving as the point of resistance application. The brachialis is an example of true third-class leverage. It pulls on the ulna just below the elbow,  and since the ulna cannot rotate, the pull is direct and true. The biceps brachii, on the other hand,  supinates the forearm as it flexes, so that the third-class leverage applies to flexion only.  Other examples include the hamstrings contracting to flex the leg at the knee while in a standing  position and using the iliopsoas to flex the thigh at the hip.  In the third class lever, the force is between the fulcrum and the load: In this case, there is no force advantage force is NOT increased. In fact, a  larger force is actually needed to move a smaller weight, so there is a force  disadvantage. The use of this lever is in the gain in speed of movement of the  weight. Examples of this lever class include: The inside door handle of a car, the coiled  spring pulling on a screen door, a pair of finger-nail clippers, and tweezers.   An example of a third-class lever in the human body is the elbow joint: when  lifting a book, the elbow joint is the fulcrum across which the biceps muscle  performs the work. Here the effort lies between the fulcrum and the load. In our bodies, an example of a lever of the third class is when the biceps contracts, allowing us to lift something in our hand. The elbow is the fulcrum, the hand and its contents are the resistance (or load) and the biceps muscles creates the effort. The load can be moved rapidly over a large distance, while the point of application moves over a relatively short distance. The main purpose of this type of lever is to obtain rapid movement. http://www.botany.uwc.ac.za/Sci_Ed/grade10/manphys/images/man/3_class.gif Lever of the third class More Information About Levers A Brief Review F A lever is characterized by a fulcrum, a force arm and a weight  arm. F The force arm is the distance from the fulcrum to the point where  force is applied. F The weight arm is the distance from the fulcrum to the center of  gravity of the weight. à ´Ã¢â€š ¬Ã¢â‚¬Å¡Ã†â€™ First Class Lever: The fulcrum is between the force and  the weight. à ´Ã¢â€š ¬Ã¢â‚¬Å¡Ã†â€™ Second Class Lever: The weight is between the fulcrum  and the force. à ´Ã¢â€š ¬Ã¢â‚¬Å¡Ã†â€™ Third Class Lever: The force is located between the  fulcrum and the weight. F Most of the movements of the body are produced by third class  levers. F Third class levers give the advantage of speed of movement rather  than strength. F Second class levers give the advantage of strength. F First Class levers can give the advantage of strength or speed  depending on where the fulcrum is located. F Since the human body is made up mostly of third-class levers, its  movements are adapted more to speed than to strength. (Short  force arm/long weight arm) http://www.botany.uwc.ac.za/Sci_Ed/grade10/manphys/skel_mus.htm Relationship of the length of lever arms The resistance arm is the distance between the axis and the point of resistance application. The distance between the axis and the point of force application is known as the force arm. There is an inverse relationship between force and the force arm just as there is between  resistance and the resistance arm. The longer the force arm, the less force required to move the  lever if the resistance and resistance arm remain constant. In addition, if the force and force arm  remain constant, a greater resistance may be moved by shortening the resistance arm. There is also a proportional relationship between the force components and the resistance  components. For movement to occur when either of the resistance components increase, there  must be an increase in one or both of the force components. Even slight variations in the location  of the force and resistance are important in determining the effective force of the muscle. Decreasing the amount of resistance can decrease the amount of force needed to move the lever. The system of leverage in the human body is built for speed and range of movement at the  expense of force. Short force arms and long resistance arms require great muscular strength to  produce movement. In the forearm, the attachments of the biceps and triceps muscles clearly  illustrate this point, since the force arm of the biceps is 1 to 2 inches and that of the triceps less  than one inch. Many other similar examples are found all over the body. From a practical point of  view, this means that the muscular system should be strong to supply the necessary force for  body movements, especially in strenuous activity. Most human activity, and especially strenuous activity, involves several levers working together. As with throwing a ball, levers in the shoulder, elbow, wrist, hand, and lower extremities  combine to propel the ball. It almost assumes the effect of one long lever from hands to feet. The  longer the lever, the more effective it is in imparting velocity. Forces in the Body Athletes display some of the wonderful shows of force that the human body is capable of performing. Such force is only possible through the arrangement of the muscles, bones and joints that make up the bodys lever systems. Bones act as the levers, while joints perform as living fulcrums. Skeletal muscles create motion by pulling on tough cords of connective tissue called tendons. These tendons in turn pull on the bone which creates motion. Muscles move bones through mechanical leverage. As a muscle contracts, it causes the bone to act like a lever with the joint serving as a fulcrum. Muscle exerts force by converting chemical energy (created during respiration) into tension and contraction. When a muscle contracts, it shortens, pulling a bone like a lever across its hinge. Muscles move and this causes us to move. We are capable of performing a wide variety of movements, but, muscle itself moves only by becoming shorter. They shorten and then they rest a muscle can pull but it cannot push. There are almost 700 skeletal muscles of the human body, controlled by a few basic principles involving muscle movements or muscular activity. F Skeletal muscles produce movements by pulling on bones or tendons. The tendon gives a very firm anchorage. The point where a muscle is connected to a bone is called the point of insertion. F The bones serve as levers and joints act as fulcrums for the levers. Muscles can only contract a short distance, but since they are attached near a joint, the movement at the opposite end of a limb is greatly increased. The biceps muscle of the arm may contract only 89 to 90 mm, but the hand will move about 60 cm. F The skeletal or voluntary muscles act in pairs rather than singly. One of the muscles produces contraction while the other allows relaxation. Flexion (bending) occurs when contraction causes two bones to bend toward one another, while extension (straightening out) occurs from contraction of muscles, resulting in an increase in angle between two bones. Such pairs of muscles are called antagonistic. Often antagonistic muscles are in groups, for example, both the brachialis and the biceps muscles flex the arm at the elbow and antagonize the triceps, but only when the palm is facing upwards. In pairs or groups of antagonistic muscle, one is usually much stronger than the other. The biceps, which flex the arm are larger and more powerful than the triceps which extends it. F When the body is at rest, the some of the antagonistic skeletal muscles remain in a state of contraction, called muscle tone, which holds the body in rigid position. If the person becomes unconscious, or is asleep, muscle tone is lost as the muscles relax completely. Questions: 1. A first class lever has the ____________ in the middle. 2. Give an example of a first class lever: ____________________________ 3. Draw a diagram of a first class lever: 4. A second class lever has the ______________ in the middle. 5. Give an example of a second class lever:_________________________________ 6. Draw a diagram of a second class lever: Bones as Levers 8 M. Poarch 2002 http://science-class.net 7. A third class lever has the _______________ in the middle. 8. Give an example of a third class lever: ____________________________ 9. Draw a diagram of a third class lever: 10. For EACH of the three classes of levers, explain the advantage gained by using this type of lever. ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 11. What type of lever do we find most often in the human body? ___________________________________________________________ 12. Explain how a muscle exerts force: ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Bones as Levers 9 M. Poarch 2002 http://science-class.net 13. Examine the following diagrams, write down next to each picture which class of lever the picture represents and explain why: Lever in the body: Type of lever and why: Bones as Levers 10 M. Poarch 2002 http://science-class.net 14. Describe each of the following: a. Advantage (mechanical advantage) b. Antagonistic c. Effort d. Extension e. Flexion f. Force g. Force arm h. Fulcrum i. Insertion j. Joint k. Levers l. Limbs m. Load n. Muscle tone o. Resistance p. Tendon q. Weight arm 15. Circle and label each one example of each class of lever on the skeleton. Label the fulcrum, effort and load for each class of lever. GLOSSARY CENTER OF GRAVITY: The point in any solid where a single applied force could support it; the point where the mass of the object is equally balanced. The center of gravity is also called the center of mass. (When a man on a ladder leans sideways so far that his center of gravity is no longer over his feet, he begins to fall.) GRAVITATION (GRAVITY): The force, first described mathematically by Isaac Newton, whereby any two objects in the Universe are attracted toward each other. (Gravitation holds the moon in orbit around the earth, the planets in orbit around the sun, and the sun in the Milky Way. It also accounts for the fall of objects released near the surface of the earth. Objects near the surface of the earth fall at a rate of 32 feet per second.) FREE FALL: In physics, the motion of a body being acted on only by gravity. FRICTION: The force of one surface sliding, rubbing, or rolling against another. Friction slows down the motion of objects, and can create heat. Friction can also stabilize motion. FULCRUM: The fixed point about which the lever moves. The point at which energy is transferred. INERTIA: The tendency for objects at rest to remain at rest, and objects in uniform motion to continue in motion in a straight line, unless acted on by an outside force. LEVER: A rigid rod or bar to which a force may be applied to overcome a resistance. A lever (or a combination of levers) is a simple machine used to gain force, gain speed, or change directions. LEVERAGE: To wield power with levers. Understanding where the fulcrum is located allows us to position ourselves to gain our greatest leverage. MACHINE: A device (or system of devices) made of moving parts that transmits, send or changes a force. Machines are often modeled on how the human body works. SCIENCE: An organized body of information or HOW THINGS WORK! SIMPLE MACHINE: Machines powered by human force (as opposed to batteries, electricity or burning fuel) LOAD In bio-mechanics, the body mass is referred to as load. If an object is picked up, the load will be that of the body plus the object been picked up. The body weight place a load on the bone and muscle structures. If no load is applied, the body will stand still (inertia). To move the body load, force needs to be applied. A lighter body load requires less applied force to be moved and a stronger body will be able to move the body load faster. The secret of success is for the body to become stronger without the body gaining weight. 2.2. FORCE (MOTIVE FORCE) Force = Mass x Acceleration. Force is the strength of the muscle push or pull required to move the body mass (load). As long as the force applied on the muscle is equal to the load of the body, the body will not move and will be in equilibrium (state of rest). The force applied by the muscles must be bigger than the body mass (load) for the body to move. Strengthening the muscles will enable the body to apply a larger force on the bones. The more force muscles apply on the bones, the faster the movement of the limbs will be. The long jump run-up clearly demonstrates how the body angle change in accordance with the force applied. The body angle will change to accommodate the force applied. The key factor is how much strength training can be applied on the muscle in an attempt to develop force before an injury will occur in the form of a torn muscle or a broken bone. 2.2.1. Static force is a force that does not produce motion (The set position in the 100m start). 2.2.2. Centrifugal force is the force pulling outwards during rotation (The discus pulling in the hand during rotation). 2.2.3. Centripetal force is the force pulling inwards during rotation. (The force pulling in the shoulder while delivering a discus). 2.2.4. Eccentric force is an off-centre force. The centre of gravity in the human body is more or less situated at the navel. Delivering a shot needs an eccentric force to deliver the shot, as the shot is held next to the shoulder while delivering the shot. Eccentric force requires more muscle strength than force executed in line with the centre of gravity. In the sketch it can be seen that the shot is not in line (above) with the centre of gravity. The key-factor is to reduce movement away from the centre of gravity by either bringing the source that requires the applied force e.g. the shot, closer to the body to avoid muscle injury. 2.2.5. Internal forces will be the force that is applied by the muscles on the bones in the limbs. 2.2.6. External forces will be the force acting outside the body such as the gravity of the earth and friction between bodies such as the feet and the ground. 2.3. INERTIA Inertia is the bodys resistance to change position (Newtons 1st law Law of inertia). If no force is applied on the body, the body will not move. 2.3.1. Moment of inertia = mass x radius squared. Moment of inertia, normally a very short period of time, is the moment the body is standing still or in a state of rest e.g. in pole vault, the trajectory of the body will follow an upwards and downwards motion. At the point where upwards motion change to downwards motion, a moment of inertia will exist. 2.4. WORK Work is force x distance in the direction of force e.g. the amount of time the push or pull of the muscles is required to move the body over a 1500m x the 1500m = work required. The key factor is to develop the capacity of the body to operate at a work rate of e.g. 110% during training. The athlete will then be able to operate at 91% (100% à · 110%) during competition to achieve success, with less injury risk to the body. If an 800m athlete wants to run 60 seconds per 400m lap in competition, the training repetitions should be at 54.6 seconds. Training at repletion times of 54.6 seconds will enable the athlete run at 91% capacity and run a time of 60 seconds in per 400m lap. Mechanical work = product of weight lifted x distance lifted 2.5. GRAVITY Gravity is a force that is always present. It is the magnetic force of the earth which pulls objects vertically downwards to the centre of the earth. 2.5.1. Centre of gravity is the point in a body where force acts through. A solid body like the shot or discus will have a fixed centre of gravity but in the human body the centre of gravity will be determined by the position of the body. 2.6. TORQUE Torque is the force causing an object to rotate x length of lever arm e.g. a longer arm requires more force to deliver a javelin than a shorter arm. Key factor If sufficient force can be exerted on a longer arm, the longer arm is likely to generate more torque e.g. a longer arm will throw a javelin further than a short arm because more torque can be applied on the javelin during the process of delivery. 2.6.1. External unbalanced torque must be applied to create angular velocity. Newtons 1st law A body will remain at rest, or motion will be in a uniform straight line, until an external force is applied to change its direction is relevant. To deliver a javelin, an upward and forward movement of the arm is required. The arm holding the javelin will have to exceed the force required to move the javelin forward as well as to overcome the downward force of gravity, before a javelin will be able to travel in a temporary upwards trajectory after delivery. 2.7. AXIS An axis is a straight line about which a body rotates. 2.7.1. Vertical axis of the body passes through body from top to bottom when standing in the upright position. 2.7.2. Sagittal (also called anteroposterior) axis of the body is an axis parallel to the ground which passes through the body from front to back. Key factor The sprinter will move from start to finish as fast as possible without changing the distance of the sagittal axis from the ground (Moving up and down). 2.7.3. Frontal axis of the body is the axis parallel to the ground passing through the body from side to side e.g. the shortest distance between 2 points is a straight line. Key factor The sprinter will move from start to finish as fast as possible without changing the distance of the frontal axis from the sagittal axis (Moving side to side). 2.7.4. Horizontal (also called transverse) axis is an axis which is parallel to the ground and can be sagittal or frontal. The sketches below show how the 3 axiss is applied in bio-mechanics: 2.8. ACCELERATION When the body is moving, the speed that it is moving, and the time it takes to move from one point to the next point defines acceleration. Acceleration is the rate of change of velocity. Acceleration of the body is in proportion with the force applied by the muscles in the body. More force will ensure greater acceleration. 2.8.1. Angular acceleration is the rate of change of angular velocity e.g the angular acceleration of a high jumper crossing the cross bar. 2.8.2. Positive acceleration means the velocity increases faster and faster e.g. a sprinter running the 1st 100m of a 400m sprint. 2.8.3. Negative acceleration is velocity decelerating (slowing down) e.g. a sprinter running the last 100m of a 400m sprint and exhaustion is resulting in a reduced muscle force. 2.8.4. An object free falling downwards accelerates at 9.8m/sec. e.g. to deliver a javelin, the force applied must be more than the body mass, the mass of the javelin and gravity force. After delivery of the javelin in an upwards direction, gravity will continuously pull the javelin back to earth at a rate of 9.8m/sec. The point of return will be when the combined force of the body the javelin and gravity are reduced to a force less than the force of gravity (9.8m/sec). The trajectory of the javelin will consist of positive acceleration (going up), a moment of inertia (changing direction) and negative acceleration (going down). Key factor The bigger the eccentric force applied during the delivery of the javelin, the longer negative acceleration will be delayed. (The javelin will travel further before returning to the ground). 2.9. SPEED Speed is the rate of change of a position. For a sprinter speed will mean the stride length x stride frequency. For a jumper speed will mean the speed during take-off. For a thrower the speed will mean the speed during delivery of the implement. 2.10. VELOCITY Once the force applied on the body (muscle contraction), is bigger than the load (body mass), the body will start moving (positive acceleration). The speed per second that the body change position in a given direction = velocity. If a sprinter covers 100m in 10 seconds the velocity of the athlete will be 100 à · 10 = 10m/s. 2.10.1. Optimal velocity is sometimes called maximum velocity 2.10.2. Angular velocity is the angle through which the body turns per second e.g. during the period of time that the jumper travels through air after take off. 2.11. MOTION Motion is the continuous change of position. As long as force is applied, motion will take place e.g. as long as the athlete is running motion takes place. 2.11.1. Linear motion is movement in a straight line from one point to another e.g. a sprinter from start to finish. 2.11.2. Rotational motion is movement around an axis of rotation e.g. the arms and legs of a sprinter is moving in circular movements while moving forward. 2.11.3. General motion is a combination of linear motion and rotational motion e.g. In the 100m, the body of the sprinter is moving forward in a straight line but the arms and legs is moving in a circular motion. In discus the thrower moves from the back of the circle to the front of the circle while the body is turning around in circles in an attempt to gain maximum speed of the discus prior to delivery. 2.11.4. Uniform motion is steady, constant motion with unchanged speed e.g a 10000m athlete will try to run economically in an attempt to maintain the pace of running (uniform motion) as long as possible. 2.12. MOMENTUM Momentum is the quantity of motion of a moving body. Momentum = mass x velocity 2.12.1. Angular momentum is the moment of inertia x angular velocity 2.13. FRICTION The level of smoothness of two surfaces making contact will determine the level of friction. The smoother the surfaces, the more likely a gliding (slip) motion will appear when force is applied at an angle. A sprinter has to accelerate as fast as possible. To do this force has to be applied through the feet onto the ground in a running action to ensure forward movement. Fast acceleration may cause the feet to slip on the ground. To avoid slipping the friction between the feet and ground is increased. This is done by wearing spikes in the running shoes to create as much friction as possible between the surfaces of the track and the running shoes. 2.14. EQUILIBRIUM Equilibrium is another word for balance. When the resultant of all forces acting on a body are zero (neutralizing each other), the body is in equilibrium. A body at rest is in equilibrium. The sprinter in the set position is in equilibrium. When you lie still on a bed, the body is in equilibrium. The force of the body pressing against the bed and the force of the bed pushing back are equal, resulting in the body lying still. (Newtons 3rd law: Law of reaction For every action there is an equal and opposite reaction). 2.15. ENERGY Energy is the capacity to do work. There are 2 types of energy: 2.15.1. Potential energy When the body is standing still (equilibrium) no energy is used, but the potential for it to move is always there. 2.15.2. Kinetic energy is created when the forces applied on the body causes the body to move. The force applied to stop the body will equal the energy used to move. The more force is applied, the faster the body will move and the more kinetic energy the body will have. Injuries occur when kinetic energy is transferred to potential energy to quickly e.g. when the body come to a standstill due to external forces such as in a car accident, or the pull on the muscle is to big for the muscle to handle and the muscle will tear. It is important that once kinetic energy is created and the result is a fast moving object, the slowing down process must be within the capacity of the muscles that causes the decelerati

Monter Inc. Movie Essay -- essays research papers

Reverse Monsterfication   Ã‚  Ã‚  Ã‚  Ã‚  Throughout the length of the movie, I was taken back to my childhood when there were monsters in my own closet. Over the years, the monsters have all died and been replaced by just as scary skeletons, so my closet is still full. However, to a young child monsters are still lurking in the shadows, and they still make the floor creak. The approach taken by the writers of this film is one of uniqueness and of originality. By successfully juxtaposing the situation between monster and child, the writers were able to confront a touchy subject head on. This was reached through a combination of differences represented by the monsters in the movie and between the child’s impression of monsters in real life. We all know that in real life, to a child, monsters can be very real, intimidating, and extremely terrifying. The monsters in the movie are shown to be emotional creatures, with feelings and concerns. Appropriately enough, the largest monster named Sullivan is be st friends with one of the smallest monsters named Mike. Sullivan the bear, being the largest and scariest of monsters, turns out to be the one with the largest heart and concern for the well being of a small human girl he names Boo. The movie also shows us that the monsters are actually at work, earning money. Not only are they at work, but they also have a society, relationships, and an apparent chain of leadership and authority. To top it off, the monsters are more s...

Essay --

Prison’s Society In order to go into depth about the prison experience, I believe that the necessary research was adamant in understanding some of the reasons why people are locked up in the first place. There are numerous charges that can be filed in order to submit chances for someone to go to jail. The experiences that people go through in their lives, make them whom they are, well at least that is one of my beliefs. Each person that can end up locked up may not experience the same things, however for the most part after the reading; it is viable to conclude that most experiences are similar in nature. Our book, American Corrections, does clearly break down corrections as a whole, but I was extremely interested in the information about prison experiences. Thus, this reading will introduce my views of women and prison. Prior to reaching the core of this essay, I have to gain an understanding of the experience as a whole, thus Chapter 11 discussed the prison society as a whole. Initially, the inmate code, which is a set of rules of conduct that reflect the values and norms of the prison social system and help define for inmates the image of the model prisoner. The rule that apply to that were broken down into a total of five necessary rules to, from my knowledge, stay in rather good standings: 1. Don’t interfere with inmate interests. 2. Don’t quarrel with fellow inmates. 3. Don’t exploit inmates. 4. Maintain yourself. 5. Don’t trust the guards or the things they stand for. These things were also mentioned in an interview that I conducted with an individual whom actually was an inmate at one of America’s worst prisons (Ridgeway and Casella). Another thing that was mentioned, that I want to harp briefly on is that fact... ...fference is how female inmates tend to form pseudo families in which they adopt various roles as to a father, mother, daughter, or sister, which in a sense gives them a sense of better protection than that of men who want to appear more dominant and â€Å"not like the rest.† This is in reference to subcultures to which is discussed in the reading form theories and concepts that were first developed in male prisons. As stated previously, males tend to act for themselves and are evaluated by others according to how they adhere to the inmate code. Women place less emphasis on status achievement and recognition. They also place are different from their response to violence which would include slapping, kicking, biting, and hitting, versus the male disposition of a more serious attack of shanking because males are much more likely to feel more threatened by another inmate.

Creativity vs. Psychological Health of Anne Sexton

A number of creative individuals have taken their own lives, including John Steinbeck, Ernest Hemingway, Sylvia Plath, and many other writers. The large number of such cases suggests that there may be a functional relationship between creativity and psychological health. This relationship seems to vary across domains, with the rate of suicide especially high in certain groups of artists. This may suggest that there may be something unique to those domains that either draws suicide-prone persons into the domain or has an impact on the individual such that suicide is considered and often attempted. When the poem writing by Anne Sexton entitled Her Kind you can closely compare how Anne’s mental health affected her poetry and how her poetry affected her mental health. The American Pulitzer Prize–winning poet Anne Sexton took her own life in 1974 via carbon monoxide poisoning before reaching the age of fifty. Her life and work are especially interesting because her poetry was clearly tied to her own psychiatric treatment. She began writing with only moderate formal education (a high school diploma), but after being published she was given honorary degrees from several universities, including Tufts, Radcliffe, and Harvard. Sexton's poems, many dealing with suicide, read together with richly researched recent biography, enhanced by biographer's access to tapes of Sexton's sessions with her psychiatrist and by foreword by that psychiatrist, permit unusual opportunity to understand the interrelationship of her illness, her treatment, and the meaning of suicide in her life. Whatever was on her mind seemed to come out in her poetry whether it was about sex, madness or death. â€Å"Readers tend to be generous in their praise, celebrating the poetry primarily because it so fully and openly reveals Sexton's personal pain† (Anne). Basically, the speaker of â€Å"Her Kind† is outcast because she is powerful. Traditionally, society expects women to lead sheltered lives. Women are to be obedient, quiet, and timid. They are viewed as gentle and kind, not â€Å"dreaming evil† (Line 3, Sexton). The modern, liberated woman completely shatters this tradition by courageously speaking her mind and living an independent life. She is empowered as she seeks education and a stable career instead of a domestic life. Since the modern woman does not fit the traditional label, â€Å"A woman like that is not a woman quite† (Line 6, Sexton). Society would view this line of the poem as a negative slam on the modern woman and paraphrase it by saying, â€Å"She's not quite right in the head; therefore, she does not belong here in civilization. † Anne Sexton was a poet and a woman, but most importantly, she was an outcast. Subjected to nervous breakdowns and admitted to a neuropsychiatry hospital, Sexton must have been all too familiar with the staring eyes and the judging minds of the public. Just being a woman in today's world often can be enough to degrade a person in the public's eye, let alone being labeled as a crazy woman. But Anne Sexton did not let society remain unchallenged in its views. She voiced a different opinion of women through poetry. In Anne Sexton's â€Å"Her Kind† she embraces society's negative stereotype of modern, liberated women and transforms it into a positive image. Two voices, the voice of society and the voice of Anne, duel about the issue of the stereotype of modern women. Like Anne Sexton, the speaker in this poem is an outcast woman. Sexton was born in Massachusetts on November 9, 1928, to Mary Gray Staples and Ralph Churchill Harvey, who were known to drink regularly and sometimes heavily. They were somewhat prominent and quite socially active. Scholars suggest that they may have valued their social engagements over their family responsibilities. There is some evidence that Sexton's mother was jealous about her very early writing (Long). Sexton did not have obvious creative aspirations, but instead seemed to think more about a family of her own. At one point her mother accused her of plagiarism and had that particular writing examined. It was deemed to be original, but many scholars suggest this incident affected Sexton's relationship with her mother. Sexton's aunt on her father's side attempted suicide in early childhood, lived several decades in an apparently stable marriage, and eventually committed suicide just before she turned seventy. The family believes that if her aunt's suicide had any sort of influence on Sexton, it was probably informational (e. g. , the aunt modeling suicide) rather than genetic. Biographers place great emphasis on Sexton's psychiatric treatment, which was significant as evidenced by the content of her poetry. And, it is possible, given her nonconformism that Sexton suffered from a borderline personality disorder. There are reports of her schizophrenic language, for instance, as well as her tendency to enter some sort of trance at the end of her psychiatric treatment sessions. She apparently did not want to end the sessions, perhaps because of emotional and social needs. â€Å"Sexton’s writing seems so personal she is often labeled a ‘confessional’ poet† Anne did not agree with this title and preferred to be called a â€Å"storyteller† (Middlebrook). For instance, in her poem titled â€Å"Her Kind† she writes, â€Å"A woman like that is not a woman, quite. I have been her kind† (Sexton). Many people would automatically assume that Anne was speaking about herself in her poem, especially according to those who believe her poetry is confessional. But in reality, â€Å"she considered the speaking ‘I’ in her poetry as a literary rather than a real identity† (Middlebrook). Not everything she wrote was necessarily about her but rather perhaps a form of therapy. Diane Middlebrook believes Sexton conveys the terms on which she wishes to be understood: not victim, but a witness (Middlebrook). Through reading Anne Sexton’s poem â€Å"Her Kind† we get a better understanding of Anne herself. She was a strong character who used her writing as therapy. Doctors never knew that her writing would have such an impact on the world. She writes specifically in her poem â€Å"Her Kind† about what she went through in society as a woman. Through Anne’s writing it improved her mental health. It was an outlet for her feelings. Her writing was true and honest and something many women would never talk about much less publicly write about. Her mental health inspired her creative writing which in turn helped her mental health to some degree. Her honest writing became her outlet and a way of therapy. Works Cited â€Å"Anne (Harvey) Sexton. † American Writers: A Collection of Literary Biographies. Ed. A. Walton Litz. New York: Charles Scribner's Sons, 1981. Literature Resource Center. Gale. University of South Carolina Libraries. 6 Apr. 2009 . George, Diana Hume. â€Å"Oedipus Anne: The Poetry of Anne Sexton. † Oedipus Anne: The Poetry of Anne Sexton. University of Illinois Press, 1987. Rpt. in Contemporary Literary Criticism. Ed. Daniel G. Marowski and Roger Matuz. Vol. 53. Detroit: Gale Research, 1982. Literature Resource Center. Gale. University of South Carolina Libraries. 7 Apr. 2009