Legalization of Marijuana for Personal Use essays

Sanctioning of Marijuana for Personal Use articles I expect to talk about the issue of whether pot ought to be sanctioned or not. My crowd will be undergrads. Since all issues identified with pot are passionate just as sensible, I need to expect that people inside my crowd, a school class, will hold a wide assortment of conclusions. I expect that some will be against the thought on different good or functional grounds, that others will be in understanding dependent on legitimate or down to earth grounds, and that some will be supportive of it for individual reasons, in all probability since they like to utilize it and might want to have the option to do as such unafraid of being captured, having a genuine dark showcase on their record, or of managing illicit street pharmacists in My own view will be that maryjane for individual use ought to be legitimized yet managed in much the manner in which we do mixed refreshments. I can make a few contentions for this view. One that from the start appears to be very enticing is that individuals are finding genuine clinical uses for maryjane. Helps patients report that when they use maryjane their hunger returns, supporting their general wellbeing. This can be lifesaving with a illness like AIDS. It has likewise been appeared to help with the queasiness that can accompany chemotherapy, to help battle glaucoma, and even to get individuals with numerous sclerosis out of wheelchairs and strolling once more (Cella, PAGE). Those are for the most part intense diseases and all can have destroying results, but since weed is characterized governmentally as a medication with misuse potential just by the national government, it tends to be exceptionally hard for these individuals to get the pot that they state causes them to such an extent. Be that as it may, this would not discharge weed to be utilized, for example, in the manner in which liquor is lawfully with some significant limitations and shields. Regardless of whether endorsed for therapeutic use, recreational clients would still hazard being accused of crimes and deali... <!

Litrature Review Article Example | Topics and Well Written Essays - 250 words

Litrature Review - Article Example Despite the fact that not refering to their wellspring of data, they recognize advancement of tests with late nineteenth century before its application in the universal war. The creators anyway guaranteed believability in ensuing segments of the audit that are sufficiently referenced. These areas incorporate survey of kinds of tests that distinguishes psychological capacity tests, mechanical capacity test, engine and sensor capacity test, tangible capacity test, and bent test with so much applications as determination of workers, preparing and improvement, group building and advancement, and profession improvement and movement. The general way to deal with the authors’ writing audit that depended on various and differentiated sources further distinguish the authors’ great job in building up a sound survey. The creators in this manner made an honorable showing in looking into existing writing to combine data regarding the matter. Their discoveries are legitimate on the g rounds that they depend on distributed assets, solid in view of the broad extent of the investigated assets, and I agree with the authors’ assessments that mental tests are critical to work force choices in light of the fact that the recognized ideas are generally polished (Ajila and Linus,

Two Commonly Confused Words (Very Really)

Two Commonly Confused Words (Very Really) EP 32: English Grammar 101: Two Commonly Confused Words (Very Really) EP 32: English Grammar 101: Two Commonly Confused Words (Very Really) This week we continue our weekly mini series. We are investigating the foundations of English grammar, starting with the basics and moving on from there. This week we discuss two commonly confused words in the English language: very and really. Join Cath Anne as she wraps up our short series on the foundations of English grammar. Looking for study tips, help with essay writing, or advice on how to be a better student? Welcome to The Homework Help Show, a weekly show where we teach, assist, and offer valuable insights for student life. From study hacks to writing tips, discussions about student mental health to step-by-step guides on academic writing and how to write a resume, weve got you covered. Want your questions answered? Write them below or join the conversation on social media using the hashtag #askHHG TRANSCRIPT: Cath Anne: [00:00:06] Im Cath Anne and welcome back to our channel. Here on The Homework Help Show we provide you with valuable content for your academic and student life. Just a quick reminder before we jump into the content this week. Every Monday at 7:00p.m. EST, you can join me on Instagram. Ill be doing a quick chat and a Live video just to check with you guys and see how your classes are going and to remind you of our upcoming videos. I love to chat with you guys so make sure you join us. Add us on Instagram and join me Live every Monday at 7:00 pm EST. Cath Anne: [00:00:45] This week we are returning to our Grammar 101 series for the final episode and were going to talk about the difference between two words that often get confused in the English language which are really and very. Sometimes these words can get confused and can be difficult to know when to use really and when to use very. Today Im going to give you a quick explanation that will hopefully help clarify things for you and help you to know when to use really and when to use very. Cath Anne: [00:01:19] Though this might seem really basic, these tips can be helpful for anyone even if you are native English speaker. It always helps to go back to the foundation of the language and re-learn a few of these skills. So, if youre interested please follow along and join me in our discussion. Cath Anne: [00:01:41] OK lets get started. So, first there is one thing in common that both of these words do. Really and very are both used to add intensity or emphasis to what you are saying. Both of them have the same effect. Really and very they both have the same effect of emphasizing words. Cath Anne: [00:02:03] So, lets begin with really. Really is used to modify, to add emphasis, to change, verbs, adjectives and adverbs. So, it works with all three of these types of words. Cath Anne: [00:02:19] We can also use it. So, yeah, we can use modify verbs, we can use it to modify adjectives and adverbs. Now, lets move into a couple of examples. For example, The kitten is really silly. In this sentence, silly is an adjective; we use really before the adjective to modify. So, this gives emphasis to the word silly. He runs really quickly, is another sentence. The word quickly is actually adverb and we add really to add emphasis to quickly he runs. Here I have written, Youre really funny. Funny is being modified here, and that is an adjective and we are using the word really to modify it and emphasize how funny that person is. It must be that person thats telling you all those silly jokes all the time. Cath Anne: [00:03:22] We can also say Im really tired. Tired here is an adjective. So, we use the word really to emphasize how tired I am. Maybe youre feeling this at the mid-point in the semester when tests and essays are ramping up. We can use really to modify verbs and we can also use it to modify adjectives and adverbs as we have discussed. Cath Anne: [00:03:49] Now we will talk a little bit about how we use really to modify verbs in just a little bit. Move over to the sentences. We just gave you some examples of where it modifies adjectives and adverbs so far but we will talk about the verbs in a little bit. Cath Anne: [00:04:06] So, moving on to very. Very is a bit different. It is used to modify adjectives and adverbs only. You can not use the word very to modify verbs. Cath Anne: [00:04:17] Generally, we use very in negative sentences, So that can give me a sense of when to use very if youre confused between the two words. If it is a negative sentence, generally youll use very because it just allows the sentence to flow a little bit better. We will talk a little bit more about that. Lets take a look at a few examples. Cath Anne: [00:04:43] Here we have, The sandwich is very good. Good is an adjective and we are using very to modify the word good. Youre not very funny. Maybe this is the person that tells you all the puns all the time. Very is modifying the word funny which is an adjective again in a sentence. And also youre not is negative sentence. It is a negative statement. Cath Anne: [00:05:11] So, you could say not really funny. Youre not really funny. Cath Anne: [00:05:16] But, this just doesnt have the same flow to it doesnt sound as natural as Youre not very funny. So, here we would use the word very. Cath Anne: [00:05:28] He doesnt run very quickly. Here we have another negative sentence. Adding very in this sentence adds emphasis to how not quickly he runs. So, again we are using it in a negative sentence. Theyre very rich. They are very rich. You could say theyre really rich. But, as you can see it doesnt have the same ring to it. So, we prefer to use the word very, but in this sentence you could use very or really. Cath Anne: [00:06:01] OK. Lets take a look at a few example sentences. In particular I want point out times where we will be using the word really to modify verbs and we will discuss a little bit more about using very in a negative sentence. Cath Anne: [00:06:18] Lets take a look. So, in our first example sentence we have, They *blank* love pizza. Here we are modifying the word love and love is a verb. So we will use the word really. They really love pizza. The restaurant wasnt *blank* good. So, here we have the word wasnt which implies a negative sentence. So, we have the word, wasnt which implies a negative sentence. So, The restaurant wasnt very good.. Cath Anne: [00:07:15] Then we have It is *blank* rainy today. Now, in this sentence we could use the word really or the word very. They both work in this sentence. It is really rainy today. Rainy is an adverb so we can use either one of these. Cath Anne: [00:07:43] He *blank* eats a lot. Here we are modifying the word eats, which is a verb, so here would use the word really. He really eats a lot. As you can see if we tried to use the word very it wouldnt make sense. He very eats a lot is not a correct sentence. So we will prefer to use the word really. Cath Anne: [00:08:19] I *blank* hope we can catch up soon. Here we are modifying the word hope which is a verb. So we use the word really. I really hope we can catch up soon. Finally, we have, He doesnt eat *blank* much. Doesnt, again we have a negative word. So, here we will use the word very. Cath Anne: [00:08:57] Ok. Thats a quick overview of when to use really and when to use very. Remember, can you can use really in front of a verb and if you are making a negative statement use the word very instead of really. It just makes the sentence flow and sound a bit more natural. Cath Anne: [00:09:22] OK. So, I hope that was a benefit to you. If you do have any questions please leave them in the comments below. Feel free to DM us on Instagram, or anywhere that you find us. Next week we will be discussing study methods and how you can incorporate that into your study routine. So, Im really excited for that one. If you did like this video and you want to see more of our content, make sure that you click like, give us a thumbs up and make sure to subscribe to our channel. We also have many other platforms where we are linked. We are doing podcasts, we are doing the video here on YouTube and we are also on many other platforms like Medium we write lots of blogs. So, all of that social media information is in the description box below for your viewing pleasure. Youre free to connect anywhere on those platforms. Yeah, so it would really help us if you guys would like and subscribe to our channel to keep in the loop. Thats it for me this week guys. I hope to talk to you soon. I hope this video was of benefit. Take care. Two Commonly Confused Words (Very Really) EP 32: English Grammar 101: Two Commonly Confused Words (Very Really) EP 32: English Grammar 101: Two Commonly Confused Words (Very Really) This week we continue our weekly mini series. We are investigating the foundations of English grammar, starting with the basics and moving on from there. This week we discuss two commonly confused words in the English language: very and really. Join Cath Anne as she wraps up our short series on the foundations of English grammar. Looking for study tips, help with essay writing, or advice on how to be a better student? Welcome to The Homework Help Show, a weekly show where we teach, assist, and offer valuable insights for student life. From study hacks to writing tips, discussions about student mental health to step-by-step guides on academic writing and how to write a resume, weve got you covered. Want your questions answered? Write them below or join the conversation on social media using the hashtag #askHHG TRANSCRIPT: Cath Anne: [00:00:06] Im Cath Anne and welcome back to our channel. Here on The Homework Help Show we provide you with valuable content for your academic and student life. Just a quick reminder before we jump into the content this week. Every Monday at 7:00p.m. EST, you can join me on Instagram. Ill be doing a quick chat and a Live video just to check with you guys and see how your classes are going and to remind you of our upcoming videos. I love to chat with you guys so make sure you join us. Add us on Instagram and join me Live every Monday at 7:00 pm EST. Cath Anne: [00:00:45] This week we are returning to our Grammar 101 series for the final episode and were going to talk about the difference between two words that often get confused in the English language which are really and very. Sometimes these words can get confused and can be difficult to know when to use really and when to use very. Today Im going to give you a quick explanation that will hopefully help clarify things for you and help you to know when to use really and when to use very. Cath Anne: [00:01:19] Though this might seem really basic, these tips can be helpful for anyone even if you are native English speaker. It always helps to go back to the foundation of the language and re-learn a few of these skills. So, if youre interested please follow along and join me in our discussion. Cath Anne: [00:01:41] OK lets get started. So, first there is one thing in common that both of these words do. Really and very are both used to add intensity or emphasis to what you are saying. Both of them have the same effect. Really and very they both have the same effect of emphasizing words. Cath Anne: [00:02:03] So, lets begin with really. Really is used to modify, to add emphasis, to change, verbs, adjectives and adverbs. So, it works with all three of these types of words. Cath Anne: [00:02:19] We can also use it. So, yeah, we can use modify verbs, we can use it to modify adjectives and adverbs. Now, lets move into a couple of examples. For example, The kitten is really silly. In this sentence, silly is an adjective; we use really before the adjective to modify. So, this gives emphasis to the word silly. He runs really quickly, is another sentence. The word quickly is actually adverb and we add really to add emphasis to quickly he runs. Here I have written, Youre really funny. Funny is being modified here, and that is an adjective and we are using the word really to modify it and emphasize how funny that person is. It must be that person thats telling you all those silly jokes all the time. Cath Anne: [00:03:22] We can also say Im really tired. Tired here is an adjective. So, we use the word really to emphasize how tired I am. Maybe youre feeling this at the mid-point in the semester when tests and essays are ramping up. We can use really to modify verbs and we can also use it to modify adjectives and adverbs as we have discussed. Cath Anne: [00:03:49] Now we will talk a little bit about how we use really to modify verbs in just a little bit. Move over to the sentences. We just gave you some examples of where it modifies adjectives and adverbs so far but we will talk about the verbs in a little bit. Cath Anne: [00:04:06] So, moving on to very. Very is a bit different. It is used to modify adjectives and adverbs only. You can not use the word very to modify verbs. Cath Anne: [00:04:17] Generally, we use very in negative sentences, So that can give me a sense of when to use very if youre confused between the two words. If it is a negative sentence, generally youll use very because it just allows the sentence to flow a little bit better. We will talk a little bit more about that. Lets take a look at a few examples. Cath Anne: [00:04:43] Here we have, The sandwich is very good. Good is an adjective and we are using very to modify the word good. Youre not very funny. Maybe this is the person that tells you all the puns all the time. Very is modifying the word funny which is an adjective again in a sentence. And also youre not is negative sentence. It is a negative statement. Cath Anne: [00:05:11] So, you could say not really funny. Youre not really funny. Cath Anne: [00:05:16] But, this just doesnt have the same flow to it doesnt sound as natural as Youre not very funny. So, here we would use the word very. Cath Anne: [00:05:28] He doesnt run very quickly. Here we have another negative sentence. Adding very in this sentence adds emphasis to how not quickly he runs. So, again we are using it in a negative sentence. Theyre very rich. They are very rich. You could say theyre really rich. But, as you can see it doesnt have the same ring to it. So, we prefer to use the word very, but in this sentence you could use very or really. Cath Anne: [00:06:01] OK. Lets take a look at a few example sentences. In particular I want point out times where we will be using the word really to modify verbs and we will discuss a little bit more about using very in a negative sentence. Cath Anne: [00:06:18] Lets take a look. So, in our first example sentence we have, They *blank* love pizza. Here we are modifying the word love and love is a verb. So we will use the word really. They really love pizza. The restaurant wasnt *blank* good. So, here we have the word wasnt which implies a negative sentence. So, we have the word, wasnt which implies a negative sentence. So, The restaurant wasnt very good.. Cath Anne: [00:07:15] Then we have It is *blank* rainy today. Now, in this sentence we could use the word really or the word very. They both work in this sentence. It is really rainy today. Rainy is an adverb so we can use either one of these. Cath Anne: [00:07:43] He *blank* eats a lot. Here we are modifying the word eats, which is a verb, so here would use the word really. He really eats a lot. As you can see if we tried to use the word very it wouldnt make sense. He very eats a lot is not a correct sentence. So we will prefer to use the word really. Cath Anne: [00:08:19] I *blank* hope we can catch up soon. Here we are modifying the word hope which is a verb. So we use the word really. I really hope we can catch up soon. Finally, we have, He doesnt eat *blank* much. Doesnt, again we have a negative word. So, here we will use the word very. Cath Anne: [00:08:57] Ok. Thats a quick overview of when to use really and when to use very. Remember, can you can use really in front of a verb and if you are making a negative statement use the word very instead of really. It just makes the sentence flow and sound a bit more natural. Cath Anne: [00:09:22] OK. So, I hope that was a benefit to you. If you do have any questions please leave them in the comments below. Feel free to DM us on Instagram, or anywhere that you find us. Next week we will be discussing study methods and how you can incorporate that into your study routine. So, Im really excited for that one. If you did like this video and you want to see more of our content, make sure that you click like, give us a thumbs up and make sure to subscribe to our channel. We also have many other platforms where we are linked. We are doing podcasts, we are doing the video here on YouTube and we are also on many other platforms like Medium we write lots of blogs. So, all of that social media information is in the description box below for your viewing pleasure. Youre free to connect anywhere on those platforms. Yeah, so it would really help us if you guys would like and subscribe to our channel to keep in the loop. Thats it for me this week guys. I hope to talk to you soon. I hope this video was of benefit. Take care.

The American Youth Soccer Organization - 898 Words

Many years ago I volunteered with AYSO – American Youth Soccer Organization. During my few years there as coach, age director and referee I became associated with the Volunteer Protection Act as well as the Child Protection Act. So when time came for our church in Washington to create a children’s ministry program, I was able to help the church in implementing these Acts into its policies. We never called the news and spouted off that we were the first to do such as another church attempted to do, because we did these things to protect the Children and our volunteers. The other church that had done similar did so just to attract new member into its ranks. Another problem with today’s church is its negligent selection of its staff and volunteers. At the very least the church should run all prospective workers through the National Sex Offenders Public Website. Yet I feel that isn’t enough either, as the Sex Offenders database only keeps records of sex-relate d offenses. Churches should do random background check yearly on all of its volunteers. Yet as most churches that I have come in contact with would say, â€Å"We are low on volunteers and we don’t want to scare prospective volunteers away!† What good is a volunteer if he is a criminal or sex offender? Are we going to be like the Catholic Church and secretly move our sex offenders around like some kind of shell game? Find the Church find the offender! When people know that they and their children are safe then people will comeShow MoreRelatedThe Effects Of Sports Injuries On Sports2027 Words   |  9 Pagesin the American Football community because it has been proved that every hit a player takes causes some kind of brain damage. Although the critics mainly focus on the NFL, there is another type of football they have overseen. It otherwise known as soccer in the United States and not as popular as it is all across the world. There also have been a serious of major he ad injuries in this sport and they have to be addressed because they should be a concern for everyone who plays the sport. Soccer is theRead MoreMajor League Soccer Business Strategy943 Words   |  4 PagesMajor League Soccer: Past, Present, and Future KEY CHALLENGE Currently, MLS (Major League Soccer) needs to adopt a strategy that will lead to continuous growth; specifically with regard to increasing market share and revenues. The NASL’s (North American Soccer League) failure caused by over-expansion makes MLS cautious to adopt a business expansion strategy. Although MLS has overcome several difficulties in previous decades, it still has a long way to go for its business goal: becoming a top-rankedRead MoreEssay On Marketing Coordinator1143 Words   |  5 Pagesposition as I am confident that I am a great candidate for this position. I have played soccer most of my life competitively as well as recreationally it is one of my greatest passions. I have traveled various south and central American countries to play soccer as well so I am confident that I can study and learn about soccer marketing internationally. I can also speak Spanish very fluently. Playing soccer my whole life I have learned to work on a team to achieve great outcomes so I am confidentRead MoreEssay on Sports Global Impact1331 Words   |  6 PagesSports have always been an important part of society, weather it be football (soccer), American football, or baseball. From watching the games on TV, cheering on the players, playing the game, or even betting on a game. We have all contributed to our favorite sport at some point in our lives. However, sports do so much more than entertain us, sports provide jobs, influence the economy, and can sometimes cause trouble. Between the food, the memorabilia, the revenues for live sporting events, andRead MoreChanging Demographics Of The American Male1639 Words   |  7 PagesFor the hindered American male, frust ­rated with the changing demographics of the nation and grasped by the conviction that his days on top are arriving at an end, there might be no type of porno ­graphy more fulfilling than watching a bundle of hard-drinking, bar singing soccer fans with thick brogues beat the damnation out of each other. The scene is quite often the same: Singing men in red development after singing men in blue. When they meet in the focal point of the edge, red pushes blue, fingersRead MoreThe Culture Of Soccer Is More Than Just Articles1285 Words   |  6 PagesThe culture of soccer is more than just articles written in sport pages, or rumors about players been transferred from one club to another. It includes a bigger picture that covers many different social, political and economic aspects of the game. In countries where the sport is not that relevant, people refer to it as soccer. In others where the sport is very popular and has been around for a long time, it is referred to as football. When it comes to the sport, there are two very different ideasRead MoreAnnette Lareau on Unequal Childhoods Essay755 Words   |  4 PagesIn roughly 95 million middle-class American homes the notion of making last minute plans to share quality time with family and friends is challenging. With their priority for leisure time being focused on their children’s futures, making plans often involves two to four weeks advance notice. However, 200 million working-class and poverty level families accommodate those last minute plans with ease. Parenting styles in American families is what Annette Lareau addresses in Unequal Childhoods: ClassRead MoreHistory Womens Soccer Research1418 Words   |  6 Pageseducation programs in 1972 * 1979 was the Title IX Athletics Policy Interpretation * In 1970, 1/25 North American school girls participated in a school sport†¦.in 2006, it has increased to 1/3. * Soccer is 4th most popular, after basketball, volleyball, and cross country * Soccer holds the greatest growth curve: In 1977, only 2.8% of campuses offered soccer for women, however 88.6% of campuses offer it now – an increase by 40 times (40 fold increase). (Williams 2007, 34). Read MoreThe Sport of Soccer Essay1093 Words   |  5 PagesThe Sport of Soccer Not much is known about the origin of soccer. However, the Greeks and Romans played football and ball kicking games. The London Football Association developed the first sets of rules in 1863. British sailors and settlers brought the game to India, South America and Europe. During the late 19th century, soccer was brought to the United States. However, it did not prove popular until after World War I. In 1908, soccer was made an Olympic event. Since 1952, Hungary has won theRead MoreSoccer: The Worlds Sport971 Words   |  4 Pagesgame of soccer is played in every continent, and is the world’s most popular sport. It is proven to be one of the number one sports to be played and watched. Because its fans and players are so devoted, the sport continues to grow. Requiring only a ball and open space, the activity is available to anyone, whether rich or poor, male or female, athletic or not. Over the years, soccer has won the hearts of many because of its unique history, many benefits, and notable achievements. Soccer has proven

True Love Prevails - 823 Words

TRUE LOVE PREVAILS True Love Prevails Wendy Cook Rowan Cabarrus Community College Abstract The Lady or The Tiger is a beautiful little story that leaves the reader hanging at its end. This is a paper arguing the possible outcome of the story. No one can ever doubt the power of true love. Even when faced with the darkest of decisions, when love is present, it always wins one way or another. Frank Stockton poses this age old question to his reader in the short story The Lady or the Tiger. Literally, he leaves it to your discretion to decide whether a barbaric princess chooses her lovers fate to be death at the hand of a tiger or†¦show more content†¦The princess was also very jealous of her lover which is a true sign of love. When the day arrived for her lover’s trial, she knew which lady would emerge from the door if the â€Å"correct† one was chosen, and she â€Å"hated her.† (page 5). When the princess was with her love, she had seen this lady casting flirty glances at her lover. The princess even thought that her lover might be returning them as well! Just like any woman smitten with jealously she imagined every conversation the two had to be intimate even though in her heart she mus t have known better. Regardless, the princess knew that â€Å"the girl was lovely†¦and with all the intensity of the savage blood transmitted to her thougth long lines of wholly barbaric ancestors, she hated the woman who blushed and trembled behind that silent door.† (p. 5) If the princess did not truly love the young man there would be no jealousy, the love would not be true love, and she would have cared less about this lady. No one, not even the king, was given the information of which door held the lady or the tiger, but the princess pull all the strings to know the answer. Why would she have gone through the trouble if she didn’t want her lover to live? She sat â€Å"paler and whiter than anyone in the vast ocean of anxious faces around her† and directed her lover to a door when he asked. Would she have been pale and white if she wanted him to die at the hand of a tiger? Of course not! Her barbaricShow MoreRelatedThe Theme of True Love in A Midsummer Nights Dream by William Shakespeare744 Words   |  3 PagesThe Theme of True Love in A Midsummer Nights Dream by William Shakespeare The overriding theme of the play A Midsummer Nights Dream by William Shakespeare deals with the nature of love. Though true love seems to be held up as an ideal, false love is mostly what we are shown. Underneath his frantic comedy, Shakespeare seems to be asking the questions all lovers ask in the midst of their confusion: How do we know when love is real? How can we trust ourselves that love is real when we areRead MoreBeauty and the Beast: Story Analysis1469 Words   |  6 Pagesgets to know the Beast and learns to become friends with him. It is through this friendship that many of the lessons in the story are taught. One of the important messages that were taught through the story is that true beauty comes from within. Also, if love is true it will prevail through any means. Beauty is scared of the Beast at first because of his appearance, but slowly over time she gets to know him for whom he was and she becomes a friend with him. The Beast then asks Beauty to marry himRead MoreBeauty And The Beast Essay1447 Words   |  6 Pageslearns to become friends with him. It is through this friendship that many of the lessons in the story are taught. nbsp;nbsp;nbsp;nbsp;nbsp; One of the important messages that were taught through the story is that true beauty comes from within. Also, if love is true it will prevail through any means. Beauty is scared of the Beast at first because of his appearance, but slowly over time she gets to know him for whom he was and she becomes a friend with him. The Beast then asks Beauty to marry himRead MoreEthan Frome Essay643 Words   |  3 Pagesresponsibility to his wife and land prevents him from achieving true happiness and causes his ultimate emotional death. Ethan Frome has a strong enough sense of responsibility to keep himself from achieving true happiness with his love Mattie. While Ethan and Mattie sit in the sled preparing to ram head first into the tree, he sees Zeena’s face appear before him, and this reminds him that he still needs to care for her. Sitting on the sled with his love, Ethan awaits his death, â€Å"But suddenly his wife’s faceRead More Cinderella: The Grimm Brothers v. Disney Essay789 Words   |  4 Pageswoman who has two daughters. The wife and daughters torment Cinderella, making her complete tedious chores. Eventually, Cinderella attends a ball for the Prince and they fall in love. However, she runs away every night and he cannot find her. The Prince finally takes one of her slippers and sets out to find the love of his life. He then goes to her household and asks all the sisters to try the slipper on. The stepsisters try to deceive the Prince but â€Å"the blood was streaming from† their feetRead MoreRomeo And Juliet Human Nature Analysis1122 Words   |  5 Pagesin all its complexities, is flawed and hinders a very glorified subject of Shakespeare’s from ultimately prevailing: love. The faults of young love, a family feud and the power struggles within the chain of being are all complex products of the human nature that prevented a happy ending. Shakespeare stresses that the lovers were only driven to their suicidal fate by their young love in a very limited time triggering attempts to rebel against the wishes of their feuding families and the chain of beingRead MoreNight Activities And Sleep Runs1570 Words   |  7 Pagesfantastical dream. The novel of Shakespeare is presented to the audience as a love story, and what love does to people who are in love. Love is blind; it makes people do things that they would never think they would do. Therefore we as the audience ask ourselves, is love controlled by human beings who love one another or is love controlled by a higher power? There are many people who believe that a higher power has control over love. An example of a higher power would be a cupid, a flying angel-type creatureRead MoreThe Parables, By Jeanette Winterson, And The Whitbread Award For Best First Fiction844 Words   |  4 PagesSometimes in order to prevail a message, it is necessary to provide more than just direct context is required. Authors will use anecdotes in order to teach a lesson, often in terms of religious lessons. These parables add insight to the writing by mirroring characters in an abstract style. Fictional short stories have a way of relating to the actual writing. There is generally a conn ection with the characters in the short story, with the main characters.They will follow a similar journey, needingRead MoreFreedom: much like love is essential to life, a right given to all creatures as soon as they take800 Words   |  4 PagesFreedom: much like love is essential to life, a right given to all creatures as soon as they take their first breath, and most importantly; freedom, much like love, will always prevail. Dr. Martin Luther King Jr. thoroughly understood the symbiotic relationship that freedom and love had on equality. Therefore, if Dr. King was still alive he would not advocate the revision Section 4 of the Civil Rights Act of 1965 to include a new formula that would coerce a stronger watch of the federal governmentRead MoreEssay Idea: Sonnet 611273 Words   |  6 PagesLove Prevails Idea: Sonnet 61 by Michael Drayton is a fourteen line Petrarchan sonnet that dramatizes the conflicting emotions that arise from an intimate relationship coming to an abrupt end. After analyzing and doing several closer readings, I learned that Idea: Sonnet 61 is actually about the poet’s own conflicting emotions and feelings from a harsh break up. However, it was no ordinary and flippant relationship. It was a serious relationship that involved great amounts of passion that

Skeletal, Muscular Articular Systems Free Essays

string(133) " points of attachment for muscles that are responsible for moving the upper limbs; mobility is high as these girdles are very light\." |Skeletal, Articular and Muscular Systems | |Human Anatomy Physiology Assignment 6 | |A short study of the human bodies skeletal, muscular and joint types. | Contents Task 12 Task 23 Task 3a8 Task 3b0 Task 4a10 Task 5a10 Task 6a11 Task 6b14 References16 Pictures/Figures16 Task 1 Task 1A A patient with a bone mineral density T-score of -2. We will write a custom essay sample on Skeletal, Muscular Articular Systems or any similar topic only for you Order Now 7 would be suffering from osteoporosis. †¢ Normal BMD, T-score -1 SD †¢ Osteopenia, T-score between -1 -2. 5 SD †¢ Osteoporosis, T-score -2. SD †¢ Severe Osteoporosis, T-score -2. 5 SD with associated fractures. [1] Task 1B Key hormones associated with bone formation in men/women are PTH (parathyroid hormone) produced by the parathyroid glands, and Calcitonin produced by C-cells. In children, HGH is important and is most involved in epiphyseal plate activity; in adolescents the sex hormones testosterone and oestrogen play an important role in bone growth, growth hormone (HGH) is modulated by the activity of the thyroid hormones, ensuring that the skeleton has proper proportions as it is growing. Later in adolescence, the sex hormones testosterone and oestrogen induce epiphyseal plate closure in the long bones; an excess of growth hormone during this development phase can lead to gigantism, while a deficiency of HGH and/or the thyroid hormones would produce dwarfism. Low blood levels of ionic calcium will stimulate the release of PTH; in turn stimulating osteoclasts to resorb bone and thus releasing more calcium to the blood. Osteoclasts will break down both old and new bone matrices, osteoid escapes assimilation due to its lack of calcium salts. Read Renal System Physiology Physioex Rising levels of blood calcium will end the stimulus of PTH, declining levels of PTH will reverse these effects; causing the level of blood Ca2+ to fall, calcitonin only has a negligible effect on calcium homeostasis in humans. (Marieb Hoehn, 2010, pp. 185-86) Task 1C The major supplements used to help sufferers of osteoporosis are calcium and vitamin D, aim for at least 700mg of calcium from food/drink intake; when using calcium and vitamin D to help osteoporosis then a formulation prescribed by a doctor should be sought. Most over the counter calcium/vitamin D supplements do not contain the correct amount and ratio of calcium/vitamin D, to help treat osteoporosis a formulation containing 1. 2g of calcium and 800iu of vitamin D[2] should be taken. (NHS , 2011) Other good dietary sources of calcium are small fish (with bones – sardines/pilchards), low-fat dairy products and dark green leafy vegetables (broccoli/cabbage/okra) as are tofu (soya) and nuts. (NHS, 2011) Good dietary sources of vitamin D include all oily fish, eggs; fortified spreads and liver. It is also important to get the appropriate amount of sunlight, as the UVB rays penetrate skin where they are converted into pre-vitamin D3 by cutaneous 7-dehydrocholesterol. Aim for at least 5-30 minutes per day of UVB during the hours of 10am to 3pm, to the legs; face; back and arms for sufficient vitamin D production; cloud cover and darker skin tones will reduce the available UVB. (USA. Gov, 2011) Task 1D High impact sports, such as running; weight training; walking; aerobic exercise and squash are all good for increasing BMD, low impact sports such as swimming and cycling have no positive effect on BMD. Exercise regimes should be undertaken at least twice per week, preferably three times p/w of 30 minutes or more, and of course should be supervised by a qualified individual. The level of intensity should be low at the start of the regimen, increasing the number of repetitions and/or weight over time. Any BMD gains achieved would be lost if the exercise regime is stopped, and thus regular face-to-face contact is important to help foster a positive mental attitude. (Todd Robinson, 2003) Individuals suffering from osteoporosis should be careful when undertaking vigorous high impact exercise, due to the weakness of the skeletal system; most importantly, an active lifestyle coupled with regular exercise should be followed to help combat osteoporosis in advancing years. Task 2 Task 2A – Axial Skeleton Eighty bones separated to form three regions (skull, vertebral column thoracic cage) make up the structure of the axial skeleton. The parts of the axial skeleton form the longitudinal axis of the body, protect the brain/spinal cord and support the neck/head/trunk. The skull formed of the cranial and facial bones is an exceptionally complex bony structure; the skull serves as a compound for the frail brain, and has connection positions for the head/neck muscles. The vertebral column comprises of 26 asymmetrical bones connected to form a curved flexible structure that supports the trunk; extending from the skull to the pelvis the vertebral column transmits weight to the lower limbs. Providing attachment points for the muscles of the neck/back and for the ribs, it also acts as protection for the spinal column. The thorax, more commonly known as the chest consists of thoracic vertebrae; ribs; sternum and costal cartilages that secure the ribs onto the sternum. Forming a protective cage around vital organs, the thorax has a rough cone shape that is quite broad; the thorax also supports the shoulder girdles; upper limbs and provides the muscles of the back/neck/shoulders and chest with connection points. (Marieb Hoehn, 2010, pp. 199,216) Task 2A – Appendicular Skeleton The appendicular skeleton is made up of the limbs and their girdles, the appendicular skeleton is appended to the axial skeleton; hence the name appendicular. The upper limbs attached via a yoke like girdle (pectoral) to the trunk of the body; and the lower limbs secured by the pelvic girdle. The bones of the upper/lower limbs have different functionalities and mobility, but still have the same essential plane; that the limbs are constituted of three key divisions linked via alterable joints. The appendicular skeletal structure allows us movement such as taking a step, picking up a cup or kicking a ball. The pectoral girdle is comprised of an anterior clavicle and a posterior scapula; the shoulders formed from the associated muscles and the paired pectoral girdles. Attaching the upper limbs to the axial skeleton, the pectoral girdles also present points of attachment for muscles that are responsible for moving the upper limbs; mobility is high as these girdles are very light. You read "Skeletal, Muscular Articular Systems" in category "Papers" The upper limbs form from 30 bones, each bone described locally as a bone of the hand, arm or forearm; the arm is considered in an anatomical sense to be the upper limb between the shoulder and elbow. The lower limbs attach to the axial skeleton via the pelvic girdle and diffuse the weight of the upper body to the lower limbs, and provide support for the pelvic visceral organs. Some of the strongest ligaments in the body attach the pelvic girdle to the axial skeleton, the pelvic girdle is very stable but lacks the mobility of the pectoral girdle; carrying the weight of the body the lower limbs are subject to astonishing forces. Compared to the bones of the upper limbs, the bones of the lower limbs are much thicker and stronger. (Marieb Hoehn, 2010, pp. 223,233,237) Task 2b – Axial/Appendicular Attachments The thoracic cage is thinly attached to the pectoral girdle, not like the pelvic girdle that is affixed to the axial skeleton by some incredible strong ligaments, some of the strongest in the body. The sockets of the pelvic girdle are deep and cuplike, the femur head is secured firmly in place in these sockets, the pectoral girdle is far more moveable but the pelvic girdle is much more table. The shoulders are formed from the paired pectoral girdles and their associated muscles, a girdle usually refers to a belt like structure that encircles the body, however in the case of the pectoral girdles this does not satisfy the said description. The medial end of each clavicle is joined anteriorly to the sternum and the distal ends encounter the scapulae laterally. The scapulae do not perfect the girdle posteriorly, as their medial rims fail to join to each other or to the axial skeleton, however the scapulae attach to the thorax and the vertebral column via muscles that garb their exteriors. The upper limbs are attached to the axial skeleton via the pectoral girdles and also provide connection points for the upper limb muscles. The girdles are light and this allows a freedom of movement that is not accomplished elsewhere in the body, as only the clavicle fastens to the axial skeleton, this allows the scapulae to move easily across the thorax. The hip joint being a ball and socket joint has a good range of motion; however, the shoulder has a wider range of motion. The joints strong ligaments limit movements, but do occur in all planes. Formed from the articulation of the femurs spherical head and the greatly cupped acetabulum of the hipbone is the hip joint. A circular lip of fibrocartilage (Acetabulor labrum) enhances the depth of the acetabulum; the diameter of the labrum is smaller than the head of the femur making for a snug fit of these articular surfaces; dislocations of the hip are a rare incident. Extending from the brim of the acetabulum up to the stem of the femur, the heavy articular casing wholly surrounds the joint; there are several robust ligaments that reinforce the hip joint capsule. These ligaments include the iliofemoral ligament, an anteriorly placed v-shaped ligament, and the pubofemoral, which is a triangular condensing of the lesser fragment of the capsule, and the ischiofemoral ligament that is a coiling posterior ligament. On either side of the pelvic girdle, the iliolumbar ligament connects the pelvis and vertebral columns. (Marieb Hoehn, 2010, pp. 225-226,233,267) Ligaments of the pelvic girdle: Iliolumbar ligament ? Anterior Sacroiliac ligament ? Sacrospinus ligament ? Sacrotuberous ligament ? Pubofemoral ligament ? Iliofemoral ligament ? Ischiofemoral ligament ? Sacroiliac ligament ? Ischiofemoral ligament ? Ligamentum teres Ligaments of the thoracic girdle: ? Capsular ligament ? Coracoclavicular ligament ? Costoclavicular ligament ? Coracohumeral ligamen t ? Glenohumeral ligament Task 2c – Lordosis, Kyphosis, Scoliosis Cervical and lumbar secondary curvatures being convex anteriorly, are associated with a Childs development, this is a result of reshaping of the intervertebral discs and not from modification of the vertebrae. The cervical curvature being present at birth does not become distinct until 3 months when the baby will start to raise its head, whereas the lumbar curvature will develop when the baby begins to walk. During the early childhood years the vertebral problems of scoliosis or lordosis may appear as rapid growth of the long bones stretches muscles, lordosis is most often present during preschool years but is more often than not remedied when the abdominal muscle strengthen. This firming up tilts forward the pelvis and the thorax widens, thus developing the military posture in adolescence. At the onset of old-age many parts of the skeleton are affected, principally the spine; the discs thin and loose elasticity and hydration resulting in a probable rise in disc herniation, at 55 years old it’s not uncommon to have a loss of up to several centimetres in stature. Osteoporosis can produce further shortening of the spine as can kyphosis, in the elderly this is referred to as a dowager’s hump, with age the thorax develops rigidity due to ossification of the costal cartilage, thus resulting in shallow breathing from a loss of rib cage elasticity. Abnormal spine curvatures, of which some are congenital and some resulting from muscle weakness, disease and bad posture. In the thoracic region of the spine, an abnormal lateral curvature is referred to as scoliosis (twisted disease) most often presenting during adolescence and more common in girls. Scoliosis can also be a result of muscle paralysis, unequal lower limbs (length) or severe abnormal vertebra structure, non-functioning muscles on one side of the spine will cause the muscles of the opposite side to exert an unopposed pull; forcing the spine into a misaligned position. Body braces and/or surgery are used to treat scoliosis during childhood and thus preventing a permanent deformity. Scoliosis can also cause breathing difficulties, due to the nature of the disease a compressed lung in not unusual. Kyphosis, often referred to as hunchback, is a thoracic curvature that is dorsally exaggerated; very common due to osteoporosis in elderly people and can also reflect rickets, osteomalacia or tuberculosis of the spine. An accentuated curvature of the lumbar vertebrae is called Lordosis (swayback), this too can be caused by spinal tuberculosis or osteomalacia. Lordosis can also be caused in a temporary form by carrying a heavy frontal load, a pregnant woman being one example. These individuals will usually pushback their shoulders in order to preserve their centre of gravity, this of course emphasises the lumbar arch. (Marieb Hoehn, 2010, pp. 217,243-244) Task 3a Structural Class |Structural |Types |Type of Mobility | | |Characteristics | | | |Fibrous[3] |Articulating bones joined by |Sutures (Short Fibres) |Child/Limited | | |fibrous connective tissue. |Adult/Synarthrosis | | | |Syndesmosis (Longer Fibres) | | | | | |Amphiarthrosis/Immobile | | | |Gomphosis (Periodontal Ligament) |Immobile | |Cartilaginous[4] | |Synchondrosis (Hyaline Cartilage) |Immobile | | |Articulating bones joined by | | | | |fibrocartilage or hyaline | | | | |cartilage. | | | | | |Symphysis (Fibrocartilage) |Slight Movement | |Synovial[5] |Joint capsule containing synovial |Plane |Nonaxial | | |membrane and synovial fluid. | | | | |Hinge |Uniaxial | | | |Pivot |Atlantoaxial | | | |Condyloid |Biaxial | | | |Saddle |Biaxial | | | |Ball Socket |Multiaxial | Task 4a |Characteristic |Skeletal |Cardiac |Smooth | | |Attached to bones, facial muscle skin. |Walls of the heart. Single unit muscle in walls of hollow | |Location | | |visceral organs (other than the heart) | | | | |multiunit muscle in intrinsic eye muscles, | | | | |airways large arteries. | | |Single, very long, cylindrical, |Branching chains of cells; uni-|Single, fusiform, uninucleate; no | |Shape and appearance |multinucleate cells with obvious |or binucleate; striations. |striations. | | |striations. | | | | |Epimysium, perimysium and endomysium. |Endomysium attached to fibrous |Endomysium. |Connective Tissue components | |skeleton of heart. | | | |Voluntary via axon terminals of the |Involuntary, intrinsic system |Involuntary; autonomic n erves; hormones, | |Regulation of contraction |somatic nervous system. |regulation; also autonomic |local chemicals; stretch. | | | |nervous system controls; | | | | |hormones; stretch. | | | Slow to fast |Slow |Very slow | |Speed of contraction | | | | | |No |Yes |Yes, in single unit muscle | |Rhythmic contraction | | | | Task 5a The classification of muscles falls into four purposeful groups: prime movers (agonists), antagonists, synergists and fixators. A prime mover or agonist is a muscle that has the chief responsibility of producing an explicit undertaking, for instance the biceps brachii is the fleshy muscle of the anterior arm that is the agonist of elbow flexion. An antagonist is a muscle that opposes the movements of agonists, an active agonist will result in a stretched or relaxed antagonist; however, antagonists usually help to regulate movement of the agonist with a slight tightening to provide resistance to slow or stop movement as not to overshoot the mark. Agonists and antagonists are located opposite each other on the joint of which they act, antagonists can also work as agonists and one example of this is the biceps brachii causing flexion of the forearm that is antagonised by the triceps brachii, the agonist for forearm extension. In supplement to the agonists and antagonists, the majority of muscle movements also involve synergists, synergists work alongside agonists to add extra force to movements or they work to reduce detrimental movements that can arise when the agonists move. (Marieb Hoehn, 2010, p. 321) Task 5b |Elbow Flexion |Elbow Extension |Pronation |Supination | |Biceps brachii (Prime mover) |Triceps brachii (Prime mover) |Pronator teres |Biceps brachii | |Brachialis (Prime mover) |Anconeus |Pronator quadratus (Prime mover) |Supinator | |Pronator teres (Weak) | Brachioradialis | Task 5c Biceps brachii, Brachialis, Brachioradialis Task 5d Triceps brachii, Anconeus Task 5e Triceps brachii, Anconeus Task 5f Biceps brachii, Brachialis, Brachioradialis Task 6a Contraction refers to the activation of myosin cross bridges, these bridges are the force generating sites; when the tension is generated then contracting occurs through the cross bridges of the thin filaments, this force must surpass forces oppo sed to shortening; this then pulls filaments toward the m-line. When tension declines and the cross bridges inactivate, then contraction ends thus inducing relaxation in the muscle fibre. In the sliding filament model of contraction, thin filaments will slide past thick filaments, and as a result, the actin[6] and myosin[7] strands will overlap to a larger gradation. Relaxed muscle fibres only have thick and thin fibres overlapping at the tips of the a-bonds, stimulation of the muscles fibres by the nervous system activates the myosin heads of the thick filaments to clasp onto the myosin fastening position on the actin of the thin filaments, and this process begins sliding. [8] In the course of contraction, these cross bridge connections are forced/broken numerous times, the attachments act like miniscule ratchets in order to create pressure and thus impel the thin filaments further toward the sarcomeres centre. This contraction event occurs concurrently throughout all sarcomeres in a cell shortening the muscle cell, it should be noted as the thin filaments slide towards the centre; the z-disc to which they are attached to will be pulled toward the m-line. [9] In an overall look at contraction, the muscle cell contracts as do the i-bonds and the distance between consecutive z-discs is reduced and the h-zones vanish, moving the contiguous a-bonds closer together; however, they do not change in length. (Marieb Hoehn, 2010, p. 284) Task 6b Direct Phosphorylation The demand for ATP rises as we begin vigorous exercise, within a few contractions stored ATP is consumed, creatine phosphate is then used to egenerate ATP and this process is ongoing while the metabolic pathways acclimatize to the bodies demand for increased ATP. Pairing CP with ADP results in an almost instantaneous energy transfer, and a phosphate group to form ATP from the CP to ADP. Two to three times as much CP as ATP is stored in muscle cells, the CP-ADP feedback is incredibly efficient and the volume of ATP in muscle cells does not change by much during the preliminary contraction phase. Maximum muscle power can be provided for 14-16 seconds using stored CP and ATP, this is roughly long enough to invigorate muscle for a 100-metre surge; this reaction is reversible and CP resources are refilled during rest periods. [10] (Marieb Hoehn, 2010, pp. 298-99) Anaerobic Pathway More ATP is engendered by catabolism as stored ATP and CP are expended; this catabolism of glucose is through the blood or from glycogen stored in muscle, glycolysis is the opening phase of glucose breakdown, glycolysis occurs in both the presence and absence of oxygen; however, it does not use oxygen and is therefore anaerobic. Glucose is destroyed to form two pyruvates during glycolysis, this releases enough energy to form some ATP (two ATP per glucose); usually, pyruvate manufactured would then enter the mitochondria and reacting with oxygen would provide even more ATP using the aerobic pathway. Vigorous muscle contraction at about 70% causes the bulging muscles to compress blood vessels, thus impairing blood flow and oxygen delivery. During these anaerobic conditions, the majority of pyruvate produced is transformed into lactic acid, this process is referred to anaerobic glycolysis. Anaerobic glycolysis yields around 5% of the ATP produced via the aerobic pathway from each glucose molecule, however it produces ATP about 2. 5 times faster than the aerobic pathway. [11] (Marieb Hoehn, 2010, pp. 298-99) Aerobic Pathway Ninety-five percent of ATP used for muscle activity during moderate exercise and rest is produced via the aerobic respiration pathway. Occurring in the mitochondria, aerobic respiration requires oxygen and encompasses a series of chemical reactions. During these reactions, the links of fuel molecules are destroyed liberating energy for ATP production. Glucose is broken down utterly to yield water, CO2 and great quantities of ATP, diffusing out of muscle tissue into the blood; the lungs remove CO2. With the onset of exercise, glycogen stored in the muscles provides a large amount of the fuel, briefly, after this circulating glucose, pyruvate and free fatty acids are the main source of fuel, roughly 30 minutes after this fatty acids will be the main energy source. Aerobic glycolysis provides a great deal of ATP (32), but is slow due to its numerous steps; it also requires a constant supply of oxygen and nutrients to continue. [12] (Marieb Hoehn, 2010, pp. 298-99) [pic] References Marieb, E. N. Hoehn, K. , 2010. Bones and Skeletal Tissue. In A. Wagner, ed. Human Anatomy Physiology. 8th ed. San Francisco: Pearson International Ltd. pp. 185-86. Marieb, E. N. Hoehn, K. , 2010. Bones and Skeletal tissue. In A. Wagner, ed. Human Anatomy Physiology. 8th ed. San Francisco: Pearson International Ltd. pp. 199,216. Marieb, E. N. Hoehn, K. , 2010. Bones and Skeletal Tissue. In A. Wagner, ed. Human Anatomy Physiology. 8th ed. San Francisco: Pearson International Ltd. pp. 223,233,237. Marieb, E. N. Hoehn, K. , 2010. Covering, Support and Movement of the Body. In A. Wagner, ed. Human Anatomy and Physiology. 8th ed. San Francisco: Pearson International Ltd. p. 284. Marieb, E. N. Hoehn, K. , 2010. Covering, Support and Movement of the Body. In A. Wagner, ed. Human Anatomy Physiology. 8th ed. San Francisco: Pearson International Ltd. pp. 225-226,233,267. Marieb, E. N. Hoehn, K. , 2010. Muscles and Muscle Tissue. In A. Wagner, ed. Human Anatomy and Physiology. 8th ed. San Francisco: Pearson International Ltd. pp. 298-99. Marieb, E. N. Hoehn, K. , 2010. The Muscular System. In A. Wagner, ed. Human Anatomy Physiology. 8th ed. San Francisco: Pearson International Ltd. p. 321. Marieb, E. N. Hoehn, K. , 2010. The Vertebral Column. In A. Wagner, ed. Human Anatomy Physiology. 8th ed. San Francisco: Pearson International. pp. 217, 243-244. NHS , 2011. Osteoporosis – Treatment. [Online] Available at: HYPERLINK â€Å"http://www. nhs. uk/Conditions/Osteoporosis/Pages/Treatment. aspx† http://www. nhs. uk/Conditions/Osteoporosis/Pages/Treatment. aspx [Accessed 13 May 2011]. NHS, 2011. Vitamins and Minerals – Calcium. [Online] Available at: HYPERLINK â€Å"http://www. nhs. uk/Conditions/vitamins-minerals/Pages/Calcium. aspx† http://www. nhs. uk/Conditions/vitamins-minerals/Pages/Calcium. aspx [Accessed 13 May 2011]. Todd, J. A. Robinson, R. J. , 2003. Osteoporosis and Exercise. Postgrad Medical Journal, 4(79), pp. 320-23. USA. Gov, 2011. Vitamin D. [Online] Available at: HYPERLINK â€Å"http://ods. od. nih. ov/factsheets/VitaminD-HealthProfessional/† http://ods. od. nih. gov/factsheets/VitaminD-HealthProfessional/ [Accessed 13 May 2011]. Pictures/Figures http://samedical. blogspot. com/2010/07/contraction-of-skeletal-muscle. html (Figure 6. 1/6. 2/6. 3/6. 4/6. 5) http://i. acdn. us/image/A2868/286833/ 300_286833. jpg (Figure 7. 1) http://www. mindfiesta. com/images/article/Respiration_clip_image001. gif (Figure 7. 2) ———————– [1] http://www. gpnotebook. co. uk/simplepage. cfm? ID=-1979318262linkID=32590cook=no [2] Per day of both supplements. [3] See figure 3. 1, pictures A B [4] See figure 3. 1, pictures C D [5] See figure 3. 1, pictures E, I F 6] See figure 6. 3 (Page 13) [7] See figure 6. 2 (Page 13) [8] See figure 6. 1 (Page 12) [9] See figure 6. 1 [10] See figure 7. 1 [11] See figure 7. 2 [12] See figure 7. 2 ———————– Monday, 22 April 2013 Figure 3. 1 Task 3b A. Skull (Fibrous) B. Ankle – Tibiofibular/Distal (Synovial/Fibrous) C. First rib/Sternum (Cartilaginous) Hyaline Cartilage D. Vertebrae (Cartilaginous) Fibrocartilage E. Pubis (Cartilaginous) Fibrocartilage F. Scapula/Humerus (Synovial) G. Humerus/Ulna Radius (Synovial) Hyaline cartilage H. Intercar pal (Cartilaginous) Plane joint/Nonaxial A C F G D E H B Figure 6. 1 Figure 6. 3 Figure 6. 2 Figure 7. 2 Figure 7. 1 How to cite Skeletal, Muscular Articular Systems, Papers

Macbeth Essays (1031 words) - Characters In Macbeth,

Macbeth In William Shakespeare's Macbeth, the hero evolves tragically from ?valour's minion1? who saved his country from invaders, to a ?tyrant2?, who had children murdered to secure his power. By definition, a tragic hero, such as Macbeth, is ruined by a fatal flaw. It is not the heart of an evil man, but rather political ambition and misplaced confidence, combined with a weakness to manipulation, that fuel this weak character's demise. Initially, Macbeth does not harbour malevolent intentions. He is ?Belloma's bridegroom3?, a war hero viewed most admirably by his comrades and superiors. Loyal Macbeth lays his life on the line for his king and his country, hardly seeming like one who would commit regicide. In contrast to this display of fortitude, Macbeth exhibits weakness during his first encounter with the weird sisters. Greeting Macbeth as Thane of Cawdor and king, the witches spark his restless ambition. Unlike Banquo, who declares one who trusts such prophecy ?takes reason prisoner4?, Macbeth is tempted by their news, and begs to know more. Upon receiving the title Thane of Cawdor, Macbeth's impulsive side surfaces for the first time as he entertains thoughts ?whose murder is yet fantastical5?. However, he does not commit himself entirely to crime, hoping that ?chance may crown6? him. The witches are not the only ones from whom Macbeth draws confidence. Motivated to the point of summoning evil to help her execute the murder, Lady Macbeth seems to be more focused on the task than her husband. The two implicate themselves in a plot to murder Duncan. Knowing Macbeth is filled with ?milk of human kindness7?, she appeals to his sense of manliness to motivate him to go through with the deed. This painless manipulation on the part of Lady Macbeth further illustrates how weakened Macbeth is by his ambition. His desires are so uncontrollable that the slightest justification of an evil deed will drive him to do it. The ?sorry sight8? of bloody hands upon having murdered Duncan brings about the first hint of madness in Macbeth as his conscience grapples with his ruthlessness. This emotional vulnerability causes his craving for power to become insatiable. Acquiring a ?fruitless crown9? did not leave him completely satisfied; he wanted a line of kings. To beget fulfillment, Macbeth hires murderers to kill Banquo and his son Fleance. This murder is preceded by an act of manipulation of the recruited killers by Macbeth, who makes a veiled promise of favour to the two poor men. Exploiting their situation for the betterment of his, he is evolving from a selfless soldier to a greedy despot. Although he comes to manipulate humans, he loses control of his mind. Disaster falls upon Macbeth as he is overcome by ?saucy doubts and fears10?, which drive him to insanity before his banquet guests. Feelings of dignity and the effects of humiliation are now things of the past as Macbeth now knows only the sensations of hunger for power and fear of retribution. The notion that ?blood will have blood11? has become increasingly prevalent, surfacing in the forms of ghosts and floating daggers. Macbeth is being tortured by his conscience, leading to more restlessness. Macbeth's desperate need to see the weird sisters once more can be attributed to a fear of his fate. They lead Macbeth to believe that he is safe in his throne. All his confidence is placed in their prophecies, illustrating that his ambition would even sell his soul to misleading witches in return for cryptic reassurance. Macbeth is now consumed by his vaulting ambition, becoming even weaker on his quest for power. Towards the end of the play the well-respected warrior becomes the hated tyrant. Already having committed innumerable atrocities, he lowers himself further by having Macduff's innocent wife and children killed in their own home. His former colleagues feel their ?country sinks beneath the yoke12? with each passing day as a result of Macbeth's selfish leadership. They decide that ?Macbeth is ripe for shaking13?, planning to overthrow their former friend and king now that he is so emotionally unstable. In the face of impending death, Macbeth shows self-disgust, remorse and loneliness. He is clearly dissatisfied with himself, declaring his lifestyle ?is fall'n into the sear14?. Macbeth has no ?honour, love,