The theme of the short story Young Goodman Brown by Nathaniel Essay

The theme of the short story Young Goodman Brown by Nathaniel Hawthorne - Essay Example Usually, this kind of negative response did have a deadly result on the disrespected woman. It has been noted that the stories that were penned down before 1842 had a female character that was destroyed only by accident and not by intention alone. The story has shown the transformation of a man from his normal state to that of an abnormal one where he abandoned meeting with anyone and then in the end coming back to his life and restoring normal relationships with all that were important to him and more than that, his wife. A number of authors have made note of the fact that Browns departure from faith and reliance was not an act on purpose since Brown actually planned on returning to her after the forest trip. But there is a belief that the very act of the man leaving the woman shows the males indifference to the security related with their females. Thus it is viewed as the women are in reality viewed as somewhat a kind of sexual beings and men as sexually frozen pieces. The mans lack of sexual desire is what has been truly killing the woman of late and it basically allows for the man to continue living in a hollow life. This is true that this does not necessarily mean the real nature of women but about the way in which men imagine of them. Hawthornes men are obsessed with females but the only way they can make any connection with women is through fantasy or by performing some fantasy-related activities that are not considered appropriate by the female populace. The family ties play a huge role here as husband and wife are considered as the two wheels of a car, the car being the home in this point. These two have to gel together emotionally as well as physically in order to make their individual lives easy and the people who are attached with them within the household. Family ties definitely help the Young Goodman Brown as the writer has suggested that in the long run, it is the family which plays its due

Report Essay Example | Topics and Well Written Essays - 2000 words - 8

Report - Essay Example This paper aims at discussing how the city of Barcelona has attempted to use events to pursue wider objectives in tourism. Rationale The tourism strategy in Barcelona aims at developing a tourism model that will ensure that a balance is maintained between the local residents and tourist. It also aims at maintaining the identity values of this particular city. One of the values that the strategy fights to keep is the rich culture. It also maintains the values that make it attracting all sorts of tourist ranging from those who are interested in sport events, cultural festivals, religious events, and many others. Background The city of Barcelona has on many occasions had a boost to its tourism industry as a result of international events. These events include the visit by Benedict the XVI, the Barcelona marathon, Formula 1 Gran Prix of Barcelona, the Aphrodite – Les Folies Tour, Barcelona 1992 Summer Olympics, Barcelona Open, La Merce Festivity, and the champion league finals. Th ese events attracted thousands of visitors to the city of Barcelona and earned the city a lot of income. Benedict the XVI visit to Barcelona Pope Benedict XVI arrived in Barcelona on the 6th of November 2010. His mission to Barcelona was to preside over the consecration of Barcelona’s Cathedral La Sagrada Familia. During the visit, the Pope held a private meeting with the queen and king of Spain. The visit is believed to have generated a total income of about â‚ ¬ 39 million to the city of Barcelona as a result of the activities that took place during the visit. More than half of this income is believed to have come from the expenditures of the visitors whose main attraction to Barcelona was the Pope’s visit. The income came from business activities such as transport, accommodation, shopping, restaurants, and many others (Smith 2012, p. 201). This event also played a very important role in marketing Barcelona as a tourist destination. The visitors who came specifica lly for the pope’s visit must have noticed the very many tourist attractions in Barcelona. Barcelona Marathon The city of Barcelona hosted the Barcelona Marathon of 2013. The marathon took place on the 17th of March 2013. The competition involved athletes from all over the world. The Barcelona Marathon first took place in the year 1980, and its fame has grown gradually over the years. In the year 2012 16, 743 athletes were registered for the marathon. During this marathon, city always gets lots of visitors who either come to participate in the event or just witness the event. Apart from being a tourist attraction by itself, it also helps allot in creating global awareness of the other tourist attractions in the city of Barcelona. Formula 1 Gran Prix Barcelona 2013 The city of Barcelona hosted the fifth Formula 1 Grand Prix of the season. These events took place in between the 10th and 12th of May 2013. During this event, the city received a lot of visitors from all over the w orld. Most of them were people who came specifically to experience the formula 1 event (Chalip and McGuirty2004, p. 272). This can mean that it generally increased the number of visitors that the city hosted in that year. This would mean that they also had an extra income because of this event. Other businesses such as accommodation and restaurants also benefited from this event. Income was also earned through the sales of tickets. Kylie Minogue in Barcelona Kylie Minogue is an internationally known

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

Goya :: Essays Papers

Goya His name, Francisco Goya, born in 1746, one of Spains most innovative painters and etchers; also one of the triumvirate—including El Greco and Diego Velà ¡zquez—of great Spanish masters. Much in the art of Goya is derived from that of Velà ¡zquez, just as much in the art of the 19th-century French master Édouard Manet and the 20th-century genius Pablo Picasso is taken from Goya. Trained in a mediocre rococo artistic milieu , Goya transformed this often frivolous style and created works, such as the famous The third of May, 1808, that have as great an impact today as when they were created. Goya was born in the small Aragonese town of Fuendetodos (near Zaragoza) on March 30, 1746. His father was a painter and a gilder of altarpieces, and his mother was descended from a family of minor Aragonese nobility. Facts of Goya's childhood are scarce. He attended school in Zaragoza at the Escuelas Pias. Goya's formal artistic education commenced when, at the age of 14, he was apprenticed to a local master, Josà © Luzan, a competent although little-known painter in whose studio Goya spent four years. In 1763 the young artist went to Madrid, where he hoped to win a prize at the Academy of San Fernando. Although he did not win the desired award, he did make the acquaintance of Francisco Bayeu, an artist also from Aragà ³n, who was working at the court in the academic manner imported to Spain by the German painter Anton Raphael Mengs. Bayeu (the brother of Goya's wife) was influential in forming Goya's early style and was responsible for his participation in an important commis sion, the fresco decoration of the Church of the Virgin in El Pilar in Zaragoza. In 1771 Goya went to Italy for approximately one year. His activity there is relatively obscure; he spent some months in Rome and also entered a composition at the Parma Academy competition, in which he was successful. Returning to Spain about 1773, Goya participated in several other fresco projects, including that for the Charterhouse of Aula Dei, near Zaragoza, in 1774, where his paintings prefigure those of his greatest fresco project, executed in the Church of San Antonio de la Florida, Madrid, in 1798. It was at this time that Goya began to do prints after paintings by Velà ¡zquez, who would remain, along with Rembrandt, his greatest source of inspiration.

Encounters in Enemies and Recognition :: Enemies Recognition Essays

Encounters in Enemies and Recognition An encounter is an unexpected meeting, and we see the leading characters in ‘Enemies’ and ‘Recognition’ having to come to terms with their past and as their encounters occur we see their changing perspective about certain issues surrounding them and how their characters develop from what they are to what they become. In ‘Enemies’ we see this being exercised upon by the leading character Mrs Clara Hansen. The title of the story ‘Enemies’ is in itself a description of what Mrs Hansen has become to her true self, an enemy. A common definition or rather characteristic associated with an enemy is one who hates and opposes and enemies usually in the general context fight a war or battle with another. Mrs Hansen fulfills this definition of what makes an enemy through her struggle within her confrontation between what she has become and who she truly is. In the opening pages we are given a description of Mrs Hansen as keeping to herself when she travels and this is justified by her having money, been a baroness, a beauty, and has survived dramatic suffering. This description of her conveys a picture of her as a very proud woman who has suffered and worked hard to get where she is. She is also described as having â€Å"The crushing presence of these states in her face and bearing is nearly always enough to stop loose mouths of the people who find themselves in her company.† This description of her conveys the amount of influence she has upon people and she may assume some level of control upon their behaviour. The people who do not behave in accordance in her presence, those who assail her face are referred to as either stupid, senile or self obsessed, hence, saying that one would not be normal not to do the latter in her presence. â€Å"Withdrawn as a castle†, this being a statement giving her a high status especially when used as a simile against a castle, actually making her seem like a queen and very uncommon unlike the ordinary man, and this is the perception that she has of herself. Her relationship with Alfred is that of master and servant with her being the dominant power. The fact that she was dominant over a male servant, even though there was general oppression against all blacks in the apartheid era, is an inverse upon the social norm of sexism, we actually do not see her beneath the authority of any male within the whole story. Encounters in Enemies and Recognition :: Enemies Recognition Essays Encounters in Enemies and Recognition An encounter is an unexpected meeting, and we see the leading characters in ‘Enemies’ and ‘Recognition’ having to come to terms with their past and as their encounters occur we see their changing perspective about certain issues surrounding them and how their characters develop from what they are to what they become. In ‘Enemies’ we see this being exercised upon by the leading character Mrs Clara Hansen. The title of the story ‘Enemies’ is in itself a description of what Mrs Hansen has become to her true self, an enemy. A common definition or rather characteristic associated with an enemy is one who hates and opposes and enemies usually in the general context fight a war or battle with another. Mrs Hansen fulfills this definition of what makes an enemy through her struggle within her confrontation between what she has become and who she truly is. In the opening pages we are given a description of Mrs Hansen as keeping to herself when she travels and this is justified by her having money, been a baroness, a beauty, and has survived dramatic suffering. This description of her conveys a picture of her as a very proud woman who has suffered and worked hard to get where she is. She is also described as having â€Å"The crushing presence of these states in her face and bearing is nearly always enough to stop loose mouths of the people who find themselves in her company.† This description of her conveys the amount of influence she has upon people and she may assume some level of control upon their behaviour. The people who do not behave in accordance in her presence, those who assail her face are referred to as either stupid, senile or self obsessed, hence, saying that one would not be normal not to do the latter in her presence. â€Å"Withdrawn as a castle†, this being a statement giving her a high status especially when used as a simile against a castle, actually making her seem like a queen and very uncommon unlike the ordinary man, and this is the perception that she has of herself. Her relationship with Alfred is that of master and servant with her being the dominant power. The fact that she was dominant over a male servant, even though there was general oppression against all blacks in the apartheid era, is an inverse upon the social norm of sexism, we actually do not see her beneath the authority of any male within the whole story.

ENG Assignement

Solomon Material Assignment 2: Research Proposal Research and Report writing Professor Barry D. McCullough Date: 10/28/2013 – Thesis, Major points, and Plan ENG-215 Due to inadequate and deceptive information, poor quality control on food by FDA and due to environmental exposures, people are suffering to public health problems. Confirming the precision of food labels requires time and care. We as people need to do more to both understand this problem and develop procedures in place that better protect us.The techniques to improve the quality control of food in the Food and Drug Administration need to be changed. America is a country where food supply locally produced and large quantities imported from abroad. FDA is the responsible government agency which controls all foods quality. According to Tucker Foreman, Carol L (As cited in Who's At Risk for Fodder, illness American interest, Mayday' the equivalent of sickening people is 1 in 6 Americans each year, and these illnesses result in an estimated 128,000 hospitalizing and 3,000 deaths due to food borne diseases†.Standards ought to be set, but there is lack of adequate standards quality controls for food by FDA. A high number of approved condiments used in American foods raise health and safety fears on the society. These condiments involved in large quantities in many food products, such that they could become hurtful or dangerous due to the unhealthy conditions that result from eating. Secondly national and international distribution increases the problem. A significant portion of the vegetables consumed in the United States shipped from a different state ofAmerican large farms across the country. They transported long hours in an inadequate protection, and then be contaminated. Fresh-bagged lettuce, sprouts, berries and unappreciated juices have all been courses for food- borne illness. Farmers plant foods in soils with already high levels of arsenic chemical substances and then As Range, Ravis h (as cited in Transcript: Challenges in setting credible standards for food labeling and safety, summer 2013) â€Å"applying arsenic laden pesticides. † Regardless of the source, arsenic is still unsafe once it gets into food.That arsenic is highly dangerous†. The government fails to regulate arsenic in foods or even established action levels. As per Consumers report (Novena 2)† Arsenic not only is a potent human carcinogen but also can set up children for other health problems in later life. † Finally, very confusing marketplace for consumers with food labels has controlled to a marketplace that is confusing and dishonest. Both sugar and salt are examples of ingredients that can be involved in limitless capacities in any food product.

“Jane Eyre” as a bildungsroman novel Essay

Bildungsroman is a novel genre that narrates a hero or heroine’s process of psychological maturation and focuses on experiences and changes that accompanies the growth of the character from youth to adulthood. â€Å"The term â€Å"Bildungsroman† was introduced to the critical vocabulary by the German philosopher and sociologist Wilhelm Dilthey (1833-1941), who first employed it in an 1870 biography of Friedrich Schleiermacher and then popularized it with the success of his 1906 study Poetry and Experience† (Boes 231). To be a Bildungsroman, the hero or heroine in a novel will experience certain forms of pain or loss that pulls him or her away from either family or home and into the journey of desiring self-identity. At the end of the story the hero or heroine finally succeeds in the society. The plot of Jane Eyre, written by Charlotte Brontà «, generally follows this form. The growth of the main character, Jane Eyre, is distinctively divided into phases by places that she stayed at, starting from her tragic childhood to her final destination as Mr. Rochester’s mistress. The changes of emotions and maturation of identities as Jane Eyre goes through her life provide evidence of a Bildungsroman. Through the novel, Jane Eyre grows up, moving from a radical stage to â€Å"a more pragmatic consciousness† (Mickelsen 418). Psychological maturation is a typical trait of Bildungsroman genre. At the beginning, Jane uses the knowledge she learns from the books to defend herself when she is angry: â€Å"‘you are like a murderer – you are like a slave-driver – you are like the Roman emperors!'† (Brontà « 8). Her angry and chaotic emotions have built up since she lost her parents and was adopted unwillingly by Mrs. Reed. Jane cannot find her place in this family. Her anger and desperation becomes more intense each time Mrs. Reed’s family treats her not as a family member but more like a servant. Jane’s burst of emotions against her cousin, John, resulted in her being locked ino the red-room and eventually sent to the Lowood School, where she spends the rest of her childhood and the beginning of her adolescence. When Jane is again treated unfairly and libelled by Mr. Brocklehurst, through the support of her patient friend Helen Burns, and kind-hearted Miss Temple, she is able to release her indignation. Jane Eyre experiences a huge emotional transition when she no longer feels like a wanderer but gains a sense of belonging through the care of Miss Temple and  the support of Helen. After Jane finishes her education at Lowood, she applies and becomes the governess of Adele where she will work at Thornfield. At Thornfield, Jane meets Mr. Rochester and experiences the most powerful emotion – love. Love makes Jane brave and mature. Her relationship with Mr. Rochester makes her fell confused but respected. She feels psychologically equal with Mr. Rochester when he admits how much he loves her. However, Jane still feels insignificant that she has to depend on Mr. Rochester. The strong emotional conflict between love and shame makes Jane run away from Thornfield and go to Marsh End where she meets St. John. The final emotionally transitional state for Jane Eyre happened when St. John asked her to marry him and go to India to serve as a missionary. Jane strongly refused St. John’s proposal and decided to follow her heart and marry her lover, Mr. Rochester. The story concludes when, Jane Eyre, who is a successful Bildungsroman character, finishes her emotional maturation process. Another significant feature of Bildungsroman is that the character will go through a series of challenges and changes in order to finally achieve complete self-actualization. Jane Eyre undergoes a period which she was called â€Å"a mad cat†, or titled â€Å"less than a servant† in Mrs. Reed’s house (Brontà « 9). Deep in her mind, Janestrongly refuses these names; therefore she often hides and reads books in order to educate herself [rep] in order and build up her inner-self. In constructing a sense of inner self, Jane is able to differentiate her identity from the rest of Mrs. Reed’s family members. Jane has similar experience at Lowood School where she is incorrectly labelled â€Å"an interloper and an alien† and also harshly, â€Å"a liar† (Brontà « 56). However, Miss Temple and Helen trust Jane which allows Jane to rebuild her point of view and establish new identity. In Jane’s life, they were the first to acknowledge Janeâ€℠¢s unique identity. Under Miss Temple’s protection and guidance, Jane completes her education at Lowood; however, Jane lives more like a shadow of Miss Temple. Jane then later became the governess of Adele in order to break away the image of Miss Temple and create her own. There in Thornfield, she continues to educate herself by painting and reading to build up the real Jane Eyre identity. When Mr. Rochester asks Jane to marry him and gives e her the title of â€Å"Mrs.  Rochester†, [p_voice] it stunned Jane that she will no longer be â€Å"Jane Eyre† but under the name of â€Å"Rochester†. Losing her self-identity frightened Jane and the shadow of class differences and unfairness from her childhood experience affected her and made her leave Mr. Rochester. Later in the story, Jane finds her relatives in Marsh End and sheinherits a considerable amount of money, which makes herreconnect to family. Moreover, her newfound wealth makes her economically independent; these conditions eliminate Jane’s self-contempt and complete her desired image as an independent woman in society. At the end of the story, she choses to give up her independence and reunite with Mr. Rochester. â€Å"Indeed, Bildungsromane typically conclude with the protagonist making some choice, thereby confirming that the protagonist has achieved a coherent self† The story of Jane Eyre starts from her helpless childhood until â€Å"the last step of [her] maturity when [she] finally finds self-knowledge (â€Å"she† in the original source is â€Å"he† for it was referring to hero)† (Kern 6). After all Jane has experienced, from an adopted orphan to a gentlemen’s mistress, she finally comes to a successful and independent state which she can make her own decision and will not be restricted by anything. The various challenges during Jane’s growing process that educate and change her emotions and identities align with the basic definition of a Bildungsroman genre. Although the story of Jane Eyre falls into a fairy tale ending, the novel Jane Eyre functions as a Bildungsroman.