Analyze and diagnose a hypothetical situation Essay

Analyze and diagnose a hypothetical situation - Essay Example He should go to the police immediately. If that’s the case, then Tom will not have to worry about retaliation or other complications within the company hierarchy. I will need to find out the type of pornography that Tom had seen. If the pornography found is not illegal that is it is not child pornography, then there can be no legal implications or actions that Tom can take. The matter will remain purely based on company’s policy on pornography on company computer. This will however also depend on whether the computer that held the pornography was company property or the personal property of the executive in discussion. If it is personal property, then there is nothing Tom can do as people have the right to their personal material and no law is against that. Tom will however need to explain what exactly he was doing with the executive’s computer and whether he had authorization to handle such a property. If the matter will need to be pursued, Tom should be able to produce a written permission or request allow him to use or work on the computer otherwise this may lead to negative legal repercussion of being charged with violation of privacy or private property. If he does not have anything written, then he can as well pursue another course of action. Most companies however do not allow pornographically materials in the work place and especially if people get engaged with it during working hours. These policies do not however apply during one’s break time, on most top executives and is also not followed strictly and especially if watched behind closed doors or does not negatively affect the image of the company. If this is the case with the company policy, then Tom has no charges to press or whistleblowing to do on the executive. Any course of action Tom takes may negatively affect him and not the executive. What he did when he went through the files on the executive’s computer may be taken as a violation of private property and this is punishable

Museum Paper Essay Example | Topics and Well Written Essays - 1000 words

Museum Paper - Essay Example There are various writings on the coffin that indicate of the mummy’s social identity as a fertility god. The major aspect of the writing is the prayer that ensures that Irethorrou is supposed to receive meals that entail of â€Å"good and pure things† to achieve its eternity. The lineage of Irethorrou is outlined on the coffin, and tis includes of the Akhimim city. Based on the information written on the coffin, we note that Irethorrou was a wardrobe-priest, responsible for caring for the god’s statue. This means that the Egyptians purified the statue, cleaned it adnd clothed it on a daily schedule. The major aim of Irethorrou was to specialize in fumeal rituals, since he was a servant of the funerary duty Osiris-Sokar. The mummy boy is wrapped in linen and it has amulets made of stones. They are positioned strategically at crucial points on the swaddling linen. It is important to note that the positioning of the amulets in the linen layer close to the body is described to posses’ magical effects that are connected to the Egyptian belief in resurrection. The amulets are placed on the Mummy in a manner that enables individuals to realize the traditions associated with the treatment of the head. These aim at reawakening and reanimating the body. We note that there are amulets placed on the right eye of Irethorrou, and they have direct associations with the atef god. The deities are situated together with a belief that they will work in a speeded and secure manner to ensure that Irethorrou resurrects. However, we note that the life and death of Irethorrou is not indicated however, it is estimated that the mummy lived to be around forty to fifty years. The cause of his death is not identified although various bumps on its back skin characterize the infection of a deadly disease. The Cantor Arts Center is an art collection center that entails of different works from the entire globe. The collections usually

Thomas Kuhn Vs Jacques Derrida Essay Example for Free

Thomas Kuhn Vs Jacques Derrida Essay Thomas Samuel Kuhn (1922-1996) name is remembered for his enduring work in the philosophy of Science. Born on 18th July 1922, in Cincinnati, Ohio, United States, his thoughts on the History of Science became most influential doctrine for the scientists. In his most famous book â€Å"The Structure of Scientific Revolutions†, Kuhn brought about the main essence of Scientific Revolutions through the ages. As a graduate student in theoretical physics at Harvard, he conceptualized the evolution of scientific thoughts and studies as periodic revolutions since ages, which he named as â€Å"paradigm shifts†. (Kuhn 1996) Kuhn says that, â€Å"Science is not a steady, cumulative acquisition of knowledge. Instead, science is â€Å"a series of peaceful interludes punctuated by intellectually violent revolutions.† (Thomas Kuhn, Online Edition) This implies that aspiring Scientists tend to follow the accepted norms and patterns and act and are trained within these â€Å"Received Beliefs† (Kuhn 1996) but these accepted beliefs tend to undergo through transitional phases. One set of belief takes the place of another set of belief and then scientists come forward with their own assumptions through these set of beliefs. This trend takes the form of revolution, which carries the world forward periodically. In other words, we can see the revolution in the scientific world every now and then. Kuhn’s theory is all about the sociological presumptions of science as seen or perceived by humans. This Paradigm shift is not about just the theories but the perceived beliefs or thought processes that go along with the changes in theory. This paradigm shift or scientific discoveries make its appearance in three phases. The first one is in the pre-scientific phase, whereby scientists have never arrived on any one consensus on any propounded theory. There have been criticism and contradictions resulting in several contrary and incomplete theories, and this leads to second phase which is Normal Science and scientists undergoing discoveries in this phase set their own assumptions right by their own several theories which they call as paradigms and explain their discovery within that paradigm in detail. But here too criticism can crop up and so scientists now give space to their experiments and explain their theory or Paradigm with the help of their experimental evidence. And again if some one comes out with the whole new definition of the theory then new stage of beliefs start. In all the arena of the scientific world, when new takes the place of old bestowing among the aspiring scientist’s new waves of thoughts, this according to Kuhn is paradigm shift. In these complexities of the world we find our-self facing number of paradoxes and complexities of life. On one hand, scientific philosophy has given us new lease of life on other hand philosophers like Jacques Derrida shows us the mirror of the sociological aspects of our daily principles and experiences that we face. Jacques Derrida argues that all human beings have to pass through different experiences according to the time. In other words, time is a big factor for the life experiences that human beings have to face. The experiences that human beings face arise in present time only, which do not have any link to the past. These experiences are a type of events, which are totally different from the experiences felt in the past. But, these experiences do make us remember our past and enable us to make anticipation about the future. And this remembrance about the past due to our experiences in the present and our anticipation for our future take place in continuity and is repeated. In other words whatever sequence of events have taken place now though do not have any connection in the past but there are certain cords or threads that have shades in our past that make our present experiences link to our past. Jacques Derrida is a French philosopher of today who conceptualized the school of deconstruction with a vision that has been applied to literature and linguistic writing and is a historical continuous cultural process of writing leaving the old conventional paradigm and moving into new. Both the Jacques Derrida and Kuhn are contemporary philosophers, two sides of same coin. Both are the philosophers of genre capturing the essence of what makes the true meaning of our lives, and what is basic truth about life. Kuhn, by delving into the history of science gives us the theory of our existence. He believes that whatever in our life if not scientifically proved, then it has no existence and no value. We are caught in the web of the accepted paradigms which keep on changing periodically but whose roots are same. One paradigm gives the way to another paradigm, scientifically yet true and scientists make the discovery on the set paradigm. In Kuhn own words, â€Å"the historian of science may be tempted to exclaim that when paradigms change, the world itself changes with them. Led by a new paradigm, scientists adopt new instruments and look in new places. Even more important, during revolutions scientists see new and different things when looking with familiar instruments in places they have looked before. It is rather as if the professional community had been suddenly transported to another planet where familiar objects are seen in a different light and are joined by unfamiliar ones as well†. (Kuhn 1996) On the other hand, Jacques Derrida is a philosopher of different mood and artistic soul. He too says old paves the wave for new but roots of the new still lies in the old. There are some traces of old in new. According to Helen Cixus, he belongs to â€Å"The Incorruptible† (Stanford Encyclopedia of Philosophy 2006), the whole new generation of writers whose writings will always remain fresh and enticing for the readers. No other thinker in last 100 years has astounded and had an impact on philosophers, theologians, literary and art critics, psychologists, writers and artists than Jacques Derrida and it is also true about him that no other thinker than him has been greatly misunderstood. Kuhn’s vision was scientific and how science has constructed and deconstructed the world around us since centuries and Jacques Derrida interpreted writers, philosophers and sociologists to bring out the problem of current sociological interests. He gave us entirely new and hidden interpretations of writers from Plato to Joyce. He delves on the fact that from every structure like any literary, psychological, social, economic, political or religious device, which captures within our soul, our experiences of life makes us face the world through the process of â€Å"Exclusion.†(Direk Lawlor 2002) And it is absolutely sure that in the process of newly found creation, there is always something, which is left out. There is some missing cord or missing link, which we never able to make out but they make their appearance felt. Kuhn and Jacques Derrida were philosophers of different dimensions but gave us same reflection of life. Kuhn analyzed the works of scientists and Derrida analyzed the works for writers. He breathes and mourns through the eyes and souls of different writers whereas Kuhn breathes through the heart and soul of scientists and their discoveries that are giving our lives new directions. Derrida writes through the works of other writers that is his voice is a voice of other writers whereas Kuhn reflects the voice of scientific revolution through the ages. Reference List Direk Z. Lawlor L. 2002. Jacques Derrida: Critical Assessments of Leading. Published by Routledge. Kuhn, T. (1996). The structure of scientific revolutions (3rd ed.). Chicago: University of Chicago Press. Butler J. 2004. Jacques Derrida. Retrieved on January 12, 2008 from W.W.W: http://www.lrb.co.uk/v26/n21/butl02_.html Stanford Encyclopedia of Philosophy. 2006. Jacques Derrida. Retrieved on January 12, 2008 from W.W.W: http://plato.stanford.edu/entries/derrida/#Inc Thomas Kuhn. Online Edition. Retrieved on January 12, 2008 from W.W.W: http://www.des.emory.edu/mfp/Kuhnsnap.html

Terminology And Description Of Human Movement English Language Essay

Terminology And Description Of Human Movement English Language Essay If you have ever gone to the doctors with an injured joint or muscle, you will notice that doctors use a special terminology. When referring to the patient, for example, they might report limited range of motion or patient cannot flex forcefully or subject reports pain during abduction of the humerus. This scientific or medical type terminology has been developed over 100s of years to allow very precise and concise description of movement of human body parts. When used correctly it allows one to totally understand a movement pattern without actually being able to see it, but more importantly, it allows for correct describing of human movement. This same terminology is also used in the field of exercise science and kinesiology to describe the movements in sports, games and injuries. In this chapter we will take a detailed look at the language and terms used in human movement terminology. As we aforementioned, this specific terminology is also used in the exercise science field and throughout all healthcare professions. This specific terminology, also called nomenclature, may sound a little technical, but it helps ensure that we know exactly what someone means and there is little room for discrepancy. For example, one could say the soccer player was swinging her leg. By this we could mean swinging front to back or side to side whereas if we say flexion and extension of the femur we would realize this meant swinging from front to back. There is a comprehensive list of movement terminology that basically allows us to describe every movement in our body and we even have specific terms that are used only with particular body parts. For example, our feet and hands have specific terminology such as plantar flexion and ulnar deviation. We will look at this terminology in detail to allow us to be able to fully describe the vast majority of basic human movements. However befor e we consider the details of specific movement terminology let us look at some related motion terminology. Forms of Motion Virtually all human movements are a combination of movements occurring in different directions. In the next section we will see that these directions are actually referred to as planes and there are three cardinal planes, namely, sagittal, frontal, and transverse. Our movements are in fact quite complex since we have multiple actions contributing to any movement. In other words, we rarely perform an isolated movement with one limb that is confined to a particular plane. Our movements also involve both straight and rotational movements which we refer to as linear and angular motion. Thus our movements combine both linear and angular motion components. Both linear and angular are pure forms of motion in their isolated state but most of our movements are not isolated. Therefore, since our movements require multiple joints and limbs to act together we also refer to a combination term as general movement. The basic definition for linear motion is motion along a straight line or a curved line with all body parts moving in the same direction at the same speed. If you think about this youll realize this would be quite difficult because when a human runs, their arms and legs are swinging back and forth and the trunk simply moves forward. Therefore, we use some other terms to describe motion. Rectilinear: motion a long a straight line. Imagine a skater gliding on the ice. All body parts are moving at same speed through same range of motion. Curvilinear: motion along a curved line. Imagine the flight path of a javelin after release. Angular: motion involving rotation around a fixed point. This is actually the type of motion that most of our limbs go through as we move. The difference between angular and curvilinear is that with angular motion any point on the rotating body is always the same distance from the axis of rotation. General: this is a combination motion involving any two or more of the above types of motion. Review Questions: Types of motion 1. Provide a one-word definition and provide two examples of the following (try to use different example from those previously used, or that I gave you): a. Motion along a straight line: b. Motion around a central/fixed point: c. A complex combination of linear and angular motion: d. Motion along a varied path: 2. Fit the following into motion categories: a. A skimming stone on the lake: Curvilinear b. A javelin throw (be careful): Curvilinear c. Skater gliding on the ice: Rectilinear d. A car accelerating on the highway: Rectilinear e. A car decelerating on the highway: Rectilinear f. A plane taking off: Curvilinear g. A 10M platform dive: General h. A soccer kick: Angular 3. In your own words provide a definition for each type of motion we discussed. Basic Terminology In order to correctly describe a movement pattern and end up in a specific position, there needs to be an agreed upon starting position for all basic movements. This agreed upon starting position is referred to as the Anatomical Reference Position. Anatomical Reference Position (AP) This AP is an erect (upright) standing position with feet about shoulder width apart and the palms of the hand facing forward. All body parts are facing forward in the AP position (Please see figure 1.) If you assume this standing position you will notice it is not a natural, relaxed standing position as you must turn your palms outwards. You will notice that you palms naturally want to turn inwards towards your thighs. If you stand in this position with your hands forward it is referred to as the fundamental standing position. It is essentially the same as the anatomical reference position except the palms face inwards. (See figure 2.) When our bodies are in the anatomical reference position, we consider our joints and body parts to be in the neutral or zero degrees position. Therefore, any movement from this AP constitutes a rotation around some joint. The movement away from the AP is then classified or named appropriately. All of the motion that occurs will occur in one (or a combination) of the planes of motion we described earlier in the chapter, i.e., sagittal, frontal, or transverse. Therefore, we can learn body movements according to the plane of motion in which they occur. For example, any extension movement usually occurs in the sagittal plane, abduction or adduction movements occur in the frontal plane and rotational movements occur in the transverse plane. There are numerous types of movement. Lets take a look at these movements according to the plane in which they occur and then we can look at some movements with unique terms due to their particular association with a specific joint. Cardinal Reference Planes Now that we have an agreed starting position we need to look at dividing the body into sections or segments. Some of these segments, such as upper and lower body, will be reviewed later in the chapter. We divide the body into segments so that we can more accurately describe the direction of movements or actions. In the human body we refer to these as cardinal reference planes. These planes are all imaginary lines. A plane is a two dimensional surface with orientation defined by spatial coordinates. Each plane has a corresponding axis around which movements in that plane take place. Having this arrangement allows us further clarity in describing movements. There are three planes in the body that correspond to the three dimensions of space. The orientation is such that each plane is perpendicular to the other two. There is also a relationship between the intersection of these planes and the center of gravity of the body. Since each plane bisects the body, it therefore must pass through the center of gravity. Thus, the center of gravity is defined as that point where the three planes intersect each other. The line of gravity which is slightly different from the center of gravity is simply a vertical line that passes through the center of gravity. Insert figure of planes. Note: All planes could be shown in same figure. A plane is simply a flat surface that divides the body into two parts. All planes are also imaginary lines that divide the body. The sagittal plane is an imaginary line that divides the body vertically into right and left halves of equal mass. This plane is also sometimes referred to as the anteroposterior plane. The imaginary line runs from the front (anterior) to the back (posterior) and also from the top (superior) to the bottom (inferior) of the body. (Please see figure 3.) If you can imagine cutting a bagel in half so you have two semi-circle halves, this would be a sagittal plane cut. Certain movement types, such as flexion and extension movements, are examples of movements occurring in the sagittal plane. These movement patterns will be discussed in more detail later. Sagittal Plane Movements Extension a straightening movement resulting in an increased joint angle. Bones move apart. Flexion a bending movement that results in a decreased joint angle. Bones move closer together. Hyperextension a straightening movement where joint extends beyond starting or neutral position. Unique Sagittal Plane Movements Dorsi Flexion flexion movement of the ankle where the top of the foot moves toward the anterior tibia. Plantar Flexion extension movement of the ankle where the toes move away from the body (pointing your toes). The frontal plane divides the body vertically into front and back halves of equal mass. This plane is also sometimes referred to as the lateral or coronal plane and runs side to side dividing the body into anterior and posterior parts. (See figure 4.) If you can imagine slicing your bagel in half to put in the toaster you would make the cut along the frontal plane. Certain movement types, such as abduction and adduction movements, are examples of movements occurring in the frontal plane. These movement patterns will be discussed in more detail later. Frontal Plane Movements Primary Abduction movement away from the body Adduction movement towards the body For example performing a jumping back would require both of these movements Specialized Lateral flexion of the trunk right/left Radial/ulnar deviation (wrist) Elevation/depression (scapula) Inversion/eversion (subtalar foot) The transverse plane is the final plane and divides the body into top (superior) and bottom (inferior) halves of equal mass. It is sometimes referred to as the horizontal plane and runs from side to side and anterior to posterior. Most actions that involve rotation of the whole body (or part of it) occur in the transverse plane. For example, throwing a discus or executing a tennis serve are examples of movements in the transverse plane. Other specific movements also exist. Certain movement types, such as supination and pronation movements, are additional examples of movements occurring in the transverse plane. These movement patterns will be discussed in more detail later. Transverse Plane Movements Primary Internal (medial) rotation External (lateral) rotation Specialized Right/left rotation (head, neck and trunk) Supination/pronation (forearm and whole body) Horizontal adduction/flexion (shoulder joint) Horizontal abduction/extension (shoulder joint) Note 1: All sagittal planes are perpendicular to all frontal planes which, in turn, are perpendicular to all transverse planes. Note 2: One can make many sagittal plane, or frontal plane or transverse plane dissections through the body, but only those that dissect the center of gravity or the mid-point are referred to as cardinal planes. Cardinal Axes Any time a joint moves it moves in a particular plane or combination of planes. At the same time the joint in question is also rotating around an axis. The axis refers to the type of movement of the joint and is directly related to the plane of movement. So, the cardinal axes refer to lines that are perpendicular to a particular cardinal plane. Therefore a movement that occurs in a particular plane always occurs in the same axis, so it is a good idea to learn planes and axes in pairs. The transverse axis is always associated with the sagittal plane. Imagine an axis running perpendicular to the sagtittal plane. It sometimes helps to visualize movements. For example, if someone were to perform a leg extension exercise, this movement would be in the sagittal plane. If you were to insert a bar through the knee and still allow the motion to occur it would have to be placed in the anteroposterior axis, in other words, inserted from the side. This would allow the perpendicular axis to be performed. (See figure ?.) Other terms used for this axis include lateral, medial, or somersault axis. Using the same logic we can now determine the positioning of the axis for the frontal and transverse planes. All frontal plane movements occur in the anteroposterior axis. (This is sometimes called the sagittal, or cartwheel axis.) Using our visual and a cartwheel, we can see the wheel rotates around an axis that would go through the belly somewhere from front to back. (See figure?) All transverse plane movements occur in the longitudinal axis (or vertical or twist axis). This axis runs from top to bottom or the length of the body segment. Again using the visual of a figure skater doing a pirouette, the pirouette takes place in the transverse plane with a longitudinal axis. Therefore the axis runs through the body from top to bottom. (See figure?) Try these practice problems Planes of Motion 1. Identify three simple movements that occur predominantly in each of the following planes: a: sagittal b: frontal c: transverse 2. Identify three different movement actions that occur in each axis: a: transverse b: anterioposterior c: longitudinal 3. Give the names of the planes and axes in which the following motions occur! a. Stepping up a step? Sagittal, transverse axis. b. Side step with the right leg? Frontal, s anteroposterior axis. c. Shaking your head no? Transverse, longitudinal axis. d. Straight sit-up? Sagittal, transverse axis. e. Side bending of the trunk? Frontal, anteroposterior axis. f. Cartwheel? Frontal, anteroposterior axis. g. Throwing a discus? Transverse, longitudinal axis. h. Throwing a dart? Sagittal, transverse axis. The Plane-Axis Relationship So remember, if we learn our planes and axis in pairs we will easily remember that: All sagittal plane movements occur in the transverse axis! All frontal plane movements occur in the anteroposterior axis! All transverse plane movements occur in the longitudinal axis! This consistent relationship between planes and axis allows you to remember planes and axis more easily. If you can identify either the plane or the axis for a particular movement then you will automatically have figured out the other (provided you remember the pairing). For example, if one evaluates the movement plane and axis of the bicep curl you might easily determine that the movement plane is sagittal. If you identify this correctly then the axis of rotation is automatically the transverse axis. Movement Plane Æ’Â   automatic Æ’Â   Axis of rotation Sagittal Transverse Frontal Anteroposterior Transverse Longitudinal An additional way to help identify planes and axis is to remember that certain anatomical movements are usually associated with a corresponding plane and axis. For example, flexion and extension movements occur in the sagittal plane around the transverse axis. Abduction and adduction occur in the frontal plane around the anteroposterior axis and finally, rotational movements like pronation and supination occur in the transverse plan around the longitudinal axis. We will look more specifically at these movement actions in the next section. Basic Movement Pattern Terminology In each of the three planes several distinct movement patterns occur. However, what is lacking in these descriptive terms is any reference to direction. In other words, if someone performs arm flexion, we dont really know the direction. For that reason we have numerous other terms that we refer to as anatomical directional terminology that provide us with more detailed information about the orientation of a particular movement. These terms have clear cut word root origins. If you can learn these word root meanings, you will be able to piece together the meanings for most of these terms. There are some unique terms like ventral (relating specifically to the belly or abdomen) which youll just have to learn. The list below contains the relevant terms you you learn. Anatomical Directional Terminology I Can you fill in the meaning of each term? Anterior: Front Anteroinferior: Front below Anterolateral: Front side Anteromedial: Front middle Anteroposterior / Anterosuperior: Front rear/ front top Contralateral: Opposite side Distal: Away from origin Dorsal: Back Inferior: (infra) Below Ipsilateral: Same side Lateral: side Medial: Midline Posterior: behind Posteroinferior: / Posterolateral: Behind below/ behind beside Posteromedial: / Posterosuperior: Behind inside/ behind upper Prone: Face down Proximal: Near origin Superior: Above Supine: Face up Ventral: Relating to the belly or abdomen (can also be use mean deep). Anatomical Directional Terminology II Below are some other terms that fall into a general category. Protraction: forward movement of the shoulder girdle away from the spine. Retraction: backward movement of the shoulder girdle away from the spine. Horizontal abduction: movement of the humerus in the horizontal plane away from the midline. Horizontal adduction: movement of the humerus in the horizontal plane towards the midline Opposition of the thumb: diagonal movement of the thumb across the palmar surface. Upward rotation: Superior movement of the shoulders. Lateral flexion: sideways bending. Hyperextension: Extension beyond normal resting position. Cervical rotation: turning your head left or right. Plane specific movements Sagittal plane movements Dorsiflexion: bringing the top of your foot towards your lower leg. Plantarflexion: extending or planting your foot (pointing your toes away from you). Frontal plane movements Elevation: moving your shoulder girdle (blades) upwards/superior. Depression: moving your girdles downwards/inferior. Eversion: rotating the sole of your foot outwards. Inversion: rotating the sole of your foot inwards. Radial deviation: rotating your hand at the wrist towards your thumb (like hitchhiking). Transverse plane movements Supination: outward rotation of the forearm so palm faces outwards or upwards. Pronation: opposite of supination where forearm rotates so palm faces downward or inwards. Ulnar deviation: rotating your hand towards your ulna (opposite of radial deviation). Whole body Movement Terminology In this category we can consider other terms that apply more generally. Circumduction: circular movement of a body segment. Circumduction involves flexion, extension, abduction and adduction. Reduction: a return to the normal resting position. Review Problems: Directional terminology 1. What is the term when one stands erect with palms facing outward? Anatomical reference position From this position what do you call the movement when you:- 2. Bend your elbow from a fully straight to a 90o bent position? Elbow flexion 3. Maintain the 90o elbow bent position, but turn your palm down? Pronation 4. Maintain the 90o elbow bent position, but turn your palm up? Supination 5. Maintain the 90o elbow bent position, keep your elbow touching your side, turn your arm out so your fingers are pointing directly away from your side? External/ lateral (outward) rotation 6. Maintain the 90o elbow bent position, keep your elbow touching your side, and turn your arm back so that your fingers are pointing directly forward? Internal/ medial (inward) rotation 7. Straighten your elbow? Extension 8. Move your arm laterally away from your side until it is parallel to the floor? Abduction 9. Move your arm back down to your side? Adduction 10. Turn your head to the right? 11. Bend forward at the waist? 12. Return to starting position? Review questions: Synonyms Give the synonyms that are used for ankle, spine, and wrist movements in the following list. Also describe using the rule of three and identify the primary cardinal axis! Ankle 1. Dorsiflexion? Foot flexion 2. Plantarflexion? Foot extension Spine 3. Flexion? Bending forward 4. Extension? Standing up 5. Lateral flexion?Bending to side Wrist 6. Radial deviation? Lateral deviation 7. Ulnar deviation? Medial deviation 8. Can you think of any other anatomical movement synonyms? The Rule of Three: Motion Bone Joint The rule of three is a simple anatomical guideline for describing a movement pattern. It allows us to describe a movement in a specific order sequence to allow accurate movement. In the rule of three we refer to the movement type first, for example, flexion or extension. Secondly, we refer to the bone that moves. Thirdly, we refer to the joint around which the action occurs. Hence, we refer to the movement in this sequenced order, i.e., movement Æ’Â   bone Æ’Â   joint. Using this approach really helps with the clarification of particular movement. Look at this example. If you asked your friend to extend their leg they could actually do a couple of things and still extend their leg. They could: Lift their entire leg straight out in front. Push their entire leg straight back. Sit on a chair and straighten out the lower leg. So you see there are several options and it can become confusing. If we use the rule of three we can give very specific instructions. For this movement sequence we would actualy say, Extend your (right) leg at the knee, which would require they perform a knee extension action described in #3 above. This way there is no lack of clarity around which movement is needed. You try the following: Lets use the data from above again. Describe the following movements using the rule of three. The first one is done for you. Start in the AP position. It might be a good idea to briefly define the rule of three here first. From this position how do you describe the movement when you:- 1. Bend your elbow from a fully straight to a 90o bent position? The correct answer is flexion of the forearm at the elbow not flexion of the elbow. 2. Maintain the 90o elbow bent position, but turn your palm down? 3. Maintain the 90o elbow bent position, but turn your palm up? 4. Maintain the 90o elbow bent position, keep your elbow touching your side, and turn your arm out so that your fingers are pointing directly away from your side? 5. Maintain the 90o elbow bent position, keep your elbow touching your side, and turn your arm back so that your fingers are pointing directly forward? 6. Straighten your elbow? 7. Move your arm laterally away from your side until it is parallel to the floor? 8. Move your arm back down to your side? 9. Turn your head to the right? 10. Bend forward at the waist? 11. Return to starting position? Conclusion In this chapter we have reviewed planes of motions, axis of rotations, the rule of three and some basic anatomical reference terminology. We have also learned that when describing movements we assume a universal starting position that is referred to as the anatomical reference position where one stands erect with hand by ones a side and palms facing inwards. Humans move in one, or a combination of three planes of movement and they are the sagittal, frontal, or transverse planes. Each movement in these planes is associated with the same axis of rotation, either transverse, anteroposterior, or longitudinal. There is a plane-axis relationship whereby each plane of motion is always associated with the same axis of rotation and this allows us to remember the planes and axis more easily. When we describe human movement we also use what is called the rule of three. In the rule of three we describe movement using the sequence of bone, movement, and joint. Using this approach a bicep curl wou ld be flexion of the forearm and the elbow. Using this basic language and the above guidelines we can ore accurately describe human movements. You will notice that there is often more than one term to describe a particular movement. Over the years different terminology has evolved and it is wise to learn the different terms that imply the same thing. For example, external rotation is the same as lateral rotation. In this text we provide you with the most accurate terms first but we will provide the alternative terminology where appropriate.

Personal Narrative- Christian Apologetics :: Personal Narrative

Personal Narrative- Christian Apologetics Two weeks of this past summer rank high as some of the most rewarding times of my life. Next to my salvation, the experience has become an important turning point of my youth. This experience changed my worldview into a biblical perspective, and strengthened my faith in the Lord. For the first time, I was on my own, flying cross-country to spend two weeks in Colorado, not for a vacation I might add. I was to attend a Christian apologetics course sponsored by Summit Ministries. The coursework was grueling, intense, and mind stretching. My living quarters were a small, rickety, 100 year old (and counting) hotel with paper thin walls shared with 99 other students. I left my sheltered home-school and was introduced to the modern, secular world of weird people, graphic videos of abortion, and the persecution of Christians in Sudan through science, history, theology, and philosophy. We were taught about the chain reactions that develop in a nation caused by unwise decisions, and looked at problems our country faces today and studied them using the Bible. Many knowledgeable Christian professionals fed us their studies and wisdom taught by the Bible. A former Mob boss gave his moving testimony, and an outgoing evangelist who witnessed to Michael Jordan, presented us with arguments and strategies to combat false religions, yet be effective witnesses. Those two weeks were intense, mentally and emotionally, and I got a taste of the real world. Now I often think about my generation, and if it is truly ready to undertake the leadership of our great nation. Many are blind and sinking in the bog of humanistic and atheistic views of today’s society, and will not be ready when the torch is passed on to them.

Nature of the Conflict in Sophocles Antigone Essay -- Antigone confan

The Nature of the Conflict in Antigone  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In â€Å"Sophocles’ Praise of Man and the Conflicts of the Antigone,† Charles Paul Segal explains the nature of the conflict between Antigone and Creon: The conflict between Creon and Antigone has its starting point in the problems of law and justice. At any rate, the difference is most explicitly formulated in these terms in Antigone’s great speech on the divine laws. . . . Against the limited and relative â€Å"decrees† of men she sets the eternal laws of Zeus, the â€Å"unwritten laws of the gods.† She couples her assertion of these absolute â€Å"laws† with her own resolute acceptance of death (460) (64). In Antigone the protagonist, is humble and pious before the gods and would not tempt the gods by leaving the corpse of her brother unburied. She is not humble before her uncle, Creon, because she prioritizes the laws of the gods higher than those of men; and because she feels closer to her brother, Polynices, than she does to her uncle. The drama begins with Antigone inviting Ismene outside the palace doors to tell her privately: â€Å"What, hath not Creon destined our brothers, the one to honoured burial, the other to unburied shame?† Antigone’s offer to Ismene (â€Å"Wilt thou aid this hand to lift the dead?) is quickly rejected, so that Antigone must bury Polynices by herself. The protagonist, Antigone, is quickly developing into a rounded character, while Ismene interacts with her as a foil, demurring in the face of Creon’s threat of stoning to death as punishment for violators of his decree regarding Polynices. The main conflict thusfar observed is that whi ch the reader sees taking shape between Antigone and the king. Antigone is a religious person who is not afraid of death, and who re... ... pervading themes in Sophocles is the justice of the universe. We are to understand that, in some sense, cosmic justice ultimately prevails (718). WORKS CITED Abrams, M. H. A Glossary of Literary Terms, 7th ed. New York: Harcourt Brace College Publishers, 1999. Segal, Charles Paul. â€Å"Sophocles’ Praise of Man and the Conflicts of the Antigone.† In Sophocles: A Collection of Critical Essays, edited by Thomas Woodard. Englewood Cliffs, NJ: Prentice-Hall, Inc., 1966. Sophocles. Antigone. Translated by R. C. Jebb. The Internet Classic Archive. no pag. http://classics.mit.edu/Sophocles/antigone.html â€Å"Sophocles† In Literature of the Western World, edited by Brian Wilkie and James Hurt. NewYork: Macmillan Publishing Co., 1984. Watling, E. F.. Introduction. In Sophocles: The Theban Plays, translated by E. F. Watling. New York: Penguin Books, 1974.

Improving socials skills

Social/Cultural: The child recognizes his/her parents as safe people. Environmental: Improving socials skills, developing friendships, Improving self-confidence, and aiding the care ever. Developmental: A central task of adolescence is to develop a sense of oneself as an autonomous individual. The drive for such autonomy derives from the internal, biological processes marking the transition to a more adult role (puberty and increasing cognitive maturity) and from the shifts in social roles and expectations that accompany these underlying physiological and cognitive changes.Spiritual: It is difficult to identify the infant's spiritual needs because of their limited ability to communicate on a linguistic level. However, positive experiences of love and affection, and a stimulating environment may foster aspects of spirituality such as hope and security in an Infant. Young children encompass the first three stages of Spiritual Development. Intellectual: This stage Is essential for deter mine the learning pattern of the child. This stage the child also learns problem solving skills.Emotional: Growing In a safe and happy environment Is also crucial for your child's long-term development. The more exposure to these activities, the better developed Overall Reflection: A stage is a period of time, perhaps several years, during which a arson's activities (at least in one broad domain) have certain characteristics in common† (Frederick & Belittle, 2010). This model really says that people develop at different level and stages. Being a teacher I can agree with this theory.I can tell a change with 7th graders that I teach and see some maturity from the beginning of the year to the end of the year. In the incremental model development is seen as a change that is made gradually over time. This is a contrast to the stage model which views change as abrupt. (Frederick & Belittle, 2010) Both the incremental and the ultrasonically model believe that change takes place more gradually and continuously. (Frederick & Belittle, 2010) I think that the life wheel can help explain how as human throughout our lives we evolve over time throughout our lives.It also can show at different parts of our lives we focus on one or more aspects of the life wheel. Reference: Frederick, P. C. , & Belittle, P. (2010). The life span: Human development for helping professions (3rd deed. ). Upper Saddle River, NJ: Pearson Education, Inc. Week Two: The Early Years: Physical: When a child is born they begin developing strength from large muscles to mall muscles. When children are young they need to do many activities to strengthen their large and small muscles.Something I realized is that muscle skill development and maintaining healthy body are essential in life later for reading, writing and math. Social/Cultural: In this stage the child develop a sense of self and a sense of belonging to a family. They begin interacting with other children and they also play in stages (playi ng alone, playing near others but not really playing with them, not wanting to share, playing and sharing, and playing with a purpose). This tag is also were the child also learn to respect the rights and feelings of others.Environmental: A child's environment plays a big role in their development. Exposure to different forms of activities that exercise the analytical and creative sides of the brain are important. Developmental: (Week 1-3 only: Reflection may include characteristics of this stage) Spiritual: The pre-stage is infancy before & language and conceptual thought. Sometime between two and seven a child enters intuitive/ projective faith marked by the rise of imagination, but lacks logic for questioning perceptions or fantasies.Next, children progress into mythic/literal faith. Here the child develops a way of dealing with the world and making meaning that now criticizes and evaluates the previous stage of imagination and fantasy. Intellectual: When a child is the brain is ready to learn and receive information. In essence the brain is like a computer, it has great potential for development. Having a great childhood greatly influences the way the child develops. Emotional: Doing this period the child will realize that the world does not revolve around them.They learn to trust and mistrust others. As toddlers, they become proud of things they accomplish and egging stating their opinions and desires. They also begin to learn to be away from to solve issues that may arise with others using words. They often control their angry and they learn that it is okay to make mistakes. Overall Reflection: After reading about development through the early years, I think that emotional and environmental developments are the most vital during this period. When we are first conceived the environment is the number factor influencing us.Pigged believed that the mind creates its own knowledge. â€Å"This constructivist stance takes the child to be an active artificial in the learning process, constantly seeking out and trying to make sense of new information. † (Frederick & Belittle, 2010) If you look at it from this point of view this is where teachers play an important part in making things catch the attention of students and making it reach them. New research is becoming available often over infant memory and recognition (Frederick & Belittle, 2010).This is true in the way that the environment plays a major role in the development process; children are a product of their environment. The belief and behaviors of children are passed down room generation to generation. There are several things that I find myself doing that both my mother and father do. I have read research that says expectant mothers that read to their infants while in the womb have smarter children. Erik Erickson believed that the early years of a child's life were important to their emotional well-being (Frederick & Belittle, 2010).He had stated that the child should be nur tured, loved, and handled well to grow into an optimistic well rounded person (Frederick & Belittle, 2010) This is a very true being a teacher I see that the students that have parents hat are active and show that they care and support their child they care have the most well rounded students that I teach. While the students that have the parents that are focused on other things those students are not as much well rounded and willing to think outside of the box. Rebellions. (3rd deed. ). Upper Saddle River, NJ: Pearson Education, Inc. Week Three: Middle Childhood through Early Adolescence: Physical: During the middle years, the child's growth rate is somewhat slower than in previous years, and certainly less rapid than the growth anticipated during adolescence. These changes contribute to the child's growing sense of competence in relation to his physical abilities and enhance his potential for participating in sports, dance, gymnastics, and other physical pursuits.Social/Cultural: A central task of adolescence is to develop a sense of oneself as an autonomous individual. The drive for such autonomy derives from the internal, biological processes marking the transition to a more adult role (puberty and increasing cognitive maturity) and from the shifts in social roles and expectations that accompany these underlying physiological and cognitive changes. Compared to children under age 10, teenagers re given new opportunities to experience independence outside of the home.They spend much more unsupervised time with peers which (compared to adult-child relationships) are relatively equal in terms of interpersonal power and authority. At by adults in the family, in school, and in community-based programs or activities. Environmental: The environmental changes that students experience as they move into middle-grade schools are particularly harmful in that they emphasize competition, social comparison, and self-assessment at a time when the adolescent's focus on hims elf or herself is at its height.The Junior high school's emphasis on discipline and teacher control, and its limited opportunities for student decision making, come at a time in development when adolescents are beginning to think of themselves as young adults who are becoming more responsible and deserve greater adult respect. A poor â€Å"fit† between the early adolescent and the classroom environment increases the risk of disengagement and school problems, especially for those early adolescents who were having difficulty succeeding in school academically prior to this school transition.Developmental: A central task of adolescence is to evolve a sense of oneself as an autonomous individual. The drive for such autonomy derives from the internal, biological processes marking the transition to a more adult role (puberty and increasing cognitive maturity) and from the shifts in social roles and expectations that accompany these underlying physiological and cognitive changes. Com pared to children under age 10, teenagers are given new opportunities to experience independence outside of the home.They spend much more unsupervised time with peers which (compared to adult-child relationships) are relatively equal in terms of interpersonal power and authority. At the same time, forever, they continue to rely on the support and guidance offered by adults in the family, in school, and in community-based programs or activities. Spiritual: Part of the child's development as an individual includes an emerging understanding of the life cycle?of birth, growth, aging, and death.There is an increasing awareness that life fits into a larger scheme of relationships among individuals, groups of people, other living creatures, and the earth itself. School-age children become keenly interested in these topics, especially when confronted with personal experiences such as the birth of a sibling or the death of a grandparent. As children experience these events and learn to view their personal encounters as part of a larger whole, families and communities provide important structure.They define value systems that provide children with basic principles and encourage them to examine their personal actions in light of their impact on those around them. Intellectual: The most important cognitive changes during early adolescence relate to the increasing ability of children to think abstractly, consider the hypothetical as well as the real, consider multiple dimensions of a problem at the same time, and reflect on themselves and on complicated problems.There is also a steady increase in the sophistication of children's information-processing and learning skills, their knowledge of different subjects, their ability to apply their knowledge to new learning situations, and their awareness of their own strengths and weaknesses as learners. These higher-order cognitive abilities help adolescents regulate their learning and behavior better to accomplish more complicate d and elaborate tasks. Emotional: Children in this period need both the freedom of personal expression and the structure of expectations and guidelines that they can understand and accept.Opportunities to interact with other hillier during this period without excessive adult interference is important, same time, children need to have positive interactions with adults, reinforcing their sense of self-esteem, self-worth, and belief in their capability of personal success Overall Reflection: Adolescence and middle childhood, although a time for exploration and the excitement of freedom and gaining maturity, is also a time of struggle when teens work endlessly to identify themselves and come to terms with forthcoming adulthood and separation from family (Berger, 2008).Changes in the intensity of peer relationships help the adolescents in self-discovery and surmount he difficulties of their heightened sense of self. Peer pressure supports the adolescent, although the choice of friends ca n be either a help or a hindrance depending on the interests of the peers. Adolescence is a time of self-centeredness and self-consciousness when peer pressure can be immense.As teens face social pressures that include experimentation with drugs and other substances, sexuality, and a changing perspective on relationships, their strong social network and the guidance of familial alliances are powerful relationships that mitigate stress during this time. These stages of development include significant changes physically, mentally, and emotionally. The choices made by individuals during these stages have both positive and negative consequences for the individual, his or her peers, and his or her families.Adolescence begins when a flood of hormones triggers puberty, usually between the age of 10 and 14. The release of sex-specific hormones of androgen's and estrogen by the gonads produce physical and psychological changes. Maturation and increased efficiency of organs and muscles follow a major growth spurt (Berger, 2008). Berger, K. S. (2008). The developing person through the life span (7th deed. ). New York: Worth Week Four: Young to Middle Adulthood: Physical: In this stage young adults complete the process of physical maturation, usually attaining full adult height.Secondary sexual characteristics, such as size of penis and breasts, are completed. Your organs and systems are all operating at peak efficiency in young adulthood, roughly ages 21 to 39. Your body has grown, and your physical potential is set. You can take advantage of that by eating correctly and by working out to get stronger. This is the time in life when you can reach your peak physically. The growth spurt that came during puberty set the ground work for what you are capable of becoming as a young adult.Your body will respond to activities such as running, cardiac training, weight training and diet more predictably during young adulthood than it could when you were in puberty. Social/Cultural: Some of the social changes include divorce, changes in employment (either reaching the peak of career or being unemployable for being â€Å"overqualified†), caring for elderly relatives, and difference in parental responsibilities (either taking them on for later life parents or starting over for some empty nest parents). Arming their own families and invest little in post-secondary education.Doing this period the young adult moves out of their parents home and begin to start their own home. Leaving the parental home to establish one's own residence, establishing financial independence, completing school, moving into full-time employment, getting married, and becoming a parent are considered key markers of adulthood (Booth, Grouter, and Shannon, 1999). Occupational (Week 4 and 5): During this stage young adults move into adult roles and responsibilities and may learn a trade, work, and/or pursue higher education.They identify career goals and prepare to achieve them. Spiritu al: Intellectual: In this stage of life adults fully understand abstract concepts and are aware of consequences and personal limitations. Often times they secure their autonomy and build and test their decision making skills. Often they develop new skills, hobbies, and adult interests. Emotional: Doing this stage of life children become adults, they move into adult relationships with their parents. They begin to see their friends as a less important and begin to think for themselves.They are more empathetic and have greater intimacy skills. Carry some feelings of invincibility. Establish lasting self image and begin to feel self-worth. Overall Reflection: Middle adulthood is a complex time period that requires a multidimensional outlook to understand all of the processes and changes that are taking place. The many changes during middle adulthood include physical, cognitive and social differences. During middle adulthood biological and physical changes become apparent.During this tim e visual perception, hearing and the reproductive system decline. Adults who have never worn glasses or contact lenses may start needing visual correction. During this time adults may also need more light to see than their younger friends. However, the actual time when one is considered an adult varies from theorists to theorists and can range anywhere from 18 to 25 years of age (Frederick & Belittle, 2010). There are also cognitive changes during middle adulthood. There is a mixed pattern of positive and negative changes in cognitive abilities.Processing speed starts to decrease during this time period however crystallized thought does not decline until older age Working memory begins to decline however semantic memory continues to increase as we learning throughout our older years. Theorists such as Chase, Erikson, Valiant, Elevations, Jung, Gould, and soon have all described stages or phases in life- task change (Frederick & Belittle, 2010). Theorist have shown that all adults se em to go through the same stages of changes in middle adulthood (Frederick & Belittle, 2010). Professionals. 3rd deed. ). Upper Saddle River, NJ:Pearson Education, Inc. Physical: Often times the person become less active and the health begin declining. Sometimes at this age you will find older people that are very active and in better shape than some of the younger adults. Social/Cultural: The person has friends that hey spend most of their time with and are very comfortable with the person that they are. Environmental: Often times at this age you will find older parents living at home with their students or either in a personal care home.Occupational (Week 4 and 5): Doing this stage in life the person has either retired from the career or Job. Sometimes you will find older adults retired but working part time to remain active in not settle with the end of life. Spiritual: Most older adults often face many losses as they age, so doing the lifetime they often turn to religion and to spirituality as ways to Andre their losses. A lot of older adults can often quote spirituals from the bible. Intellectual: Doing this stage the mind gets weaker. They become unable to react quickly, or solve puzzles quickly than they could when they were younger.They don't think less, Just become slower Emotional: Sometimes in this age the older adult is faced with depression since they often have faced many losses be that from children, spouses, and/or friends. Overall Reflection: Erikson felt that much of life is preparing for the middle adulthood stage and the last stage is recovering from it. Perhaps that s because as older adults we can often look back on our lives with happiness and are content, feeling fulfilled with a deep sense that life has meaning and we've made a contribution to life, a feeling Erikson calls integrity.Our strength comes from a wisdom that the world is very large and we now have a detached concern for the whole of life, accepting death as the completion o f life. Aging starts during the middle adult stage then it will continue to intensify until the person reaches the end. As aging progress, the body also progress, we slowly die as our neurons in the brain die, and our skins sag. Aging is inevitable it happens to everybody, we suggest that we should be happy up to the last day we live and not live in the stage of Erikson, which is the despair.Maintaining good health becomes more challenging with age, as the immune system becomes progressively less effective†¦ And as the cardiovascular, respiratory, and organ systems function less adequately' (Frederick & Belittle, 2010). On the other hand, some adults may reach this stage and despair at their experiences and perceived failures. They may fear death as they struggle to find a purpose to their lives, wondering â€Å"Was the trip worth it? Alternatively, they may feel they have all the answers (not unlike going back to adolescence) and end with a strong dogmatism that only their vi ew has been correct.