Purpose of The Daily News

What is the purpose of the daily news?Many will answer and say that the news is there to inform the public, but is that really their purpose. Most of the news that is shown on television is shown in less than two to three-minute segments; a person cannot become informed on certain topics in that little amount of time. The three-minute segments of news that are displayed on television only give the viewer a watered down version of information from a biased point of view. When a person watches the news one can see that many of images shown are negative towards a certain subject. The viewer may not see it but the shocking or exciting images being displayed constantly on the daily news must have some greater purpose than to inform the viewer. The greater purpose is to provoke public interest and excitement; this provocation of public interest an excitement through the use of exciting or shocking images, stories, and language is called news sensationalism. Many people think they are being informed by the news but what they do not realize is that it is not always enlightening, as it should be, but it is instead very captivating. Through the use of sensationalism the news that is displayed on television everyday impacts and influences a person by showing them negative images, using â€Å"buzz† words, providing one-sided information, and by restricting boundaries of information.What types of images are displayed daily on the news?Tune into the news and the first image that are shown are images on something negative like murder, war, violence, and death. News stations display these types of negative images in order to acquire your attention. Negative images on the news grab people's attention because they rarely happen in a person's life. People are attracted to negative images of violence and death because they find them fascinating. These negative images are fascinating because many people have not experienced them first hand; there exists less violence and death now than in any other time in human history. Humans are creatures who have evolved over time from a civilization of violence and death to one that has become more sophisticated and educated. Therefore, when images of violence and death are displayed on television they show people a part of the human past that was more violent. This shows that humans have some type wickedness inside them because if they did not humans would not sit in front of their television watching news on people's death. Now when horrible events occur in this world people can see it on the news, therefore, one can say that human beings have become desensitized to negative images because they are being shown constantly in a continual loop. Consequently, the negative images of violence and death may be showed on the news in order to remind humans of their violent past and to show that these events do occur in real life. In addition, the negative images help people manage with their current situations by showing them that their lives are not so bad and could be much worse. The continual loop of negative images reflects that society likes the negative because it reminds humans of their fascination for violence and helps people cope with their current situations. The news media use â€Å"buzz† words constantly in their news and headlines to capture a viewer's attention in order to instill fear and make profit. â€Å"Buzz† words, according to the American Heritage Dictionary of the English Language, are type of words or phrases that usually sound important or technical and are used primarily to impress people without knowledge in a particular subject (â€Å"buzzword†). First off when a news station tries to grab the viewers attention they usually use the headline â€Å"We just got breaking news,† this phrase immediately captures a person's attention because one does not know what to expect. After that phrase is said some type of â€Å"buzz† word usually follows it immediately because people will not know about the subject since it is breaking news. For example, when 9/11 occurred it was breaking news and president Bush followed right after the attack with a small speech. In that speech president Bush used the â€Å"buzz† words terrorism, bombing, and extremism because they sounded technical to the situation. President Bush's words captured the people's attention and impressed them so much that they were instilled with fear and eventually lead to the war in Iraq. Moreover, by obtaining people's attention through the use of â€Å"buzz† words news stations draw more views, which in turn allows them to get higher ratings and make profit. News stations make profit by selling airtime to commercials, so a news station with a lot of viewers will make a great quantity of money. Therefore, â€Å"buzz† words are used more now than ever before because using them allows news stations to instill fear and gather more viewers which amounts to more profit. When people watch the news they tend to trust the information they are getting because many people are lazy to go searching for information on their own, as a result the news seems real and authentic but in reality the news merely provides biased information. The news provides one-sided information because it is in the news stations best interest to do so; being biased allows news stations to attract specific types of viewers. By attracting a specific type of viewer it allows news stations to push a distinct viewpoint. For example, Fox news is a conservative media outlet that attracts conservatives, while MSNBC is liberal media outlet that attracts liberals. They each have their different point of view but they cater to people who have the same view as them. Therefore, when people watch the news on one of these networks they shall only be informed on one side of the argument. This also shows something about the viewers; it shows that the viewers only watch specific news networks in order to reinforce their side of the argument. Every human has their own one-sided view when it comes to specific subjects, so in order to prove that their view is right to individuals they have to reinforce their biased view in some way and that way is through the news (Eveland). For example, when a person thinks of a Muslim they usually think of a person who is a terrorist and from the Middle East. Their belief on what a Muslim person is was reinforced by the news coverage on 9/11. This gave many people biased views on what type of people are terrorists; the news coverage gave Americans the false perception that all Muslim people must be terrorists that hail from the Middle East. Therefore, most of the biased views that come from the news can be attributed to the viewer's self-centered ideology that they have to be right because the news intention is only to give viewers what they want to hear. In essence, the daily news that is shown is always biased because different media outlets want to attract and give specific viewers what they want.   News stations have created restricted boundaries so that people don't searching for information outside of them.One must first ask what are those restricted boundaries?These restricted boundaries are the information that is not shown to the public. National governments hold many secrets and if they were to be exposed by the news to the citizens many of them would feel betrayed. If people could not trust their government they would most likely rebel so in order to keep their trust the government works behind the scenes controlling what is shown on the news. Many governments do this by regulating the media through the use of money by either fining the news companies or allowing them to be tax exempt. Therefore the news can be used to keep people under control and manipulate them. For example, the media coverage on the 9/11 terrorist attacks was used to manipulate American citizens to go to war with Iraq even though Iraq had nothing do with it. President Bush's administration manipulated â€Å"evidence† on the news so that he could get Americans citizens to agree with him to invade Iraq (Hutchinson). Everyone in America at that time was so focused on revenge that no one dared question the information that was provided on the news. At that time it was a restricted boundary to question whether the war in Iraq was just; everyone just assumed it was justifiable after what had happened. It was not until many years later that Americans went outside the restricted boundary to uncover the truth about why they had invaded Iraq. The news was and continues to be manipulated so that people never search for information outside of restricted boundaries because what they might find may not be what they were shown. The news original intention was to inform the public and provide accurate information. It has changed drastically through the use of news sensationalism. Negative images are now shown so constantly in a continual loop that humans have become attracted to them, which in turn, has helped people cope with their current living situations. â€Å"Buzz† words have also gone on the rise because they have enticed more viewers, which have helped news stations instill fear into people and make more profit. Information on the news has now become biased in order to cater to certain types of people because viewers now only want to reinforce that they are right and justified in their opinions. Restricted boundaries have also been created by the news so that viewers do not go searching for information outside of them because many people may find out that they have been manipulated in some way by the news that was presented to them. To sum it up, the daily news that is presented now is not what it used to be; it is now a tool used by media outlets to distort the truth.

How Does Mcewan Depict the Breakdown in Joe and Clarissa’s?

How does McEwan depict the breakdown in Joe and Clarissa’s relationship in the middle section of the novel? McEwan initially portrays Clarissa and Joe as the ideal couple, capturing the seemingly stable love affair between two academics. However, McEwan seeks to explore the disintegration of the ‘superior’ middle-class romance, to emphasise how nothing is safe. To the unknowing reader, everything about the relationship is calm and admirable. Yet difficulties begin to surface early in the novel.The reader learns how Clarissa is unable to bear children; something which the reader can see is hidden from daily life, but obviously has a profound effect on the relationship. To add to this, Joe is unhappy about his status in the scientific community. He feels his work as a lecturer is not enough, and this causes his self-worth to diminish over time. Joe longs for a perfect life, with a perfect career and for his interests to be satisfied. Everything down to the expensive wine at the picnic suggests Joe seeks perfection.Similarly, Clarissa also seeks perfection but instead, strives for the ideal romance, idealised by her literary idol, John Keats. McEwan focuses on a breakdown of communication throughout the middle section of the novel. Any conversations between the couple are brief and rushed, without consideration for the other’s words. Chapter 9 is significant for the development of Joe and Clarissa’s relationships collapse as the reader is invited to witness the events from Clarissa’s perspective.Through McEwan’s technique, the reader can view the hardships of Clarissa’s day, to recognise the daily stresses of her personal and professional life. We see Clarissa’s confusion at Joe’s apparent manic state, the communication issues, ‘All this talking and listening that’s supposed to be good for couples’. Joe simply cannot leave Clarissa alone; he is dependent on her for mental supp ort and he fails to recognise when she needs time to herself.Throughout Chapter 9, we learn that Joe is trusting Clarissa and coming on rather strongly, ‘but his intensity is inhibiting her’. However, it is at this point where we recognise that Clarissa is being told the whole story, despite claims later in the novel that she isn’t, she simply doesn’t take the correct amount of interest. The three obvious milestones of the breakdown are the balloon incident, Jed Parry’s intervention and Joe’s evident depression. Parry appears as the main catalyst, as he highlights the couple’s flaws.Trust is a huge issue between Joe and Clarissa, as made obvious when Joe fails to tell Clarissa of Parry’s late night phone call, ‘I know I made my first serious mistake when I turned on my side and I said to her â€Å"It was nothing. Wrong number. †Ã¢â‚¬â„¢ His actions could suggest he simply didn’t want to worry Clarissa at such a time, but also could ring early alarm bells for problems of trust. Trust issues are also evident when Joe raids Clarissa’s study, frantically searching for evidence of an affair. Shortly after this, they begin to sleep in separate beds, ceasing the late night discussions and passionate love-making.

Film Review (African Women in Films) Movie Example | Topics and Well Written Essays - 750 words - 1

Film (African Women in Films) - Movie Review Example The film shows the flagrant gender discrimination in these countries. The film took second place in the 1994 Monte Carlo film festivities. The film showed the rest of the world that some sectors of our global society still implement gender discrimination acts. The film strives to persuade the world to do their share to help free the women from their current chain of gender equality and other human rights abuses. Further, the convincing and excellently planned film set rightfully shows the realities of gender inequality (Moscowitz 2). The well-research film poignantly starts with a female reciting a poem. The author did not overlook anything significant. The author is not biased. Furthermore, the poem recitation informs the film audiences that the women’s society requires them to tow the line or implement their role us unwilling victims of society’s gender inequality and human rights abuse culture (Moscowitz 3). The film strengths lie in the use of real victims to bring the message across to the global audiences. The film’s weakness is that it does not include women in other societies. The final scene brings to mind that the movie audiences must do their share to help women victims out of their misery. Moreover, the poem shows the women’s role in life, serving the husband and children (Moscowitz 2). To accomplish this role, the women must not learn how to read or about how to survive in life alone. Likewise, the women accept their fate. The film shots vividly show fate includes doing everything in their power to please the male gender, especially the husbands. The film’s close-up shots include correctly focuses on several discriminatory issues (Klevan 87). One of the issues is the compulsory genital mutilation of the women. The mutilations are often done during their childhood years. Likewise, the women have no right to follow their heart. The women cannot marry the person they love. Forced or arranged

Suffering because of Diabetic KetoAcidosis Case Study

Suffering because of Diabetic KetoAcidosis - Case Study Example Thi study stresses that insulin deficiency as seen in type 1 DM compels  the body to breakdown  amino acids  and  triglycerides  as opposed to glucose for energy production. Due to high breakdown of glyceride and amino acids, the levels of serum free fatty acids and glycerol goes abnormally leading to high level of uncontrolled lipolysis. The Free Fatty Acids (FFA) rises substantially in the blood ; meanwhile, muscles lysis goes up. Due to production of acetoacetic acids and hydroxybutyric acids, both of which are strong organic acids increases leading to metabolic acidosis. Metabolic acidosis is one of the classical symptoms of DKA during the initial stage. Because of increased metabolic acidosis, the patients physiologic compensation takes over. In order to restore normal pH, there is Kausmal respiration that attempt to increase the expiration. Many patients will present with acetone-breathe. Hyperglycemia arises due to insulin insufficiency leading to high sugar levels i n the blood and osmotic diuresis that leads to loss of urinary function. This is a striking similarity with the case study presented. In addition, the urinary excretion of ketones causes increased loss of sodium, potassium and water is lost at large amounts leading to reduced urinary excretion as seen in the patient. As a result of increased loss of electrolytes, potassium often migrates into extracellular component leading to increased potassium levels, often driven back to intracellular by insulin therapy. In order to diagnose DKA, first the patient history and physical assessment helps in identifying which laboratories test to be done. Clinical diagnosis depends on three key laboratory findings; the arterial blood pH normally less than 7.30 with an anion gap of more than 12. Secondly, serum ketones levels are an important diagnostic measurement. The presence of serum ketones and urine ketones indicate definitive diagnosis.

Looking at the Four Way Relationship among Jackson, Clay, Calhoun, and Essay

Looking at the Four Way Relationship among Jackson, Clay, Calhoun, and Webster, which Man do you Find more Admirable and Why - Essay Example First is the one concerning the â€Å"nullification crisis†. Prior to this period, under the American System a lot of subsidies were being granted through tariffs imposed on imports and otherwise aiding the domestic industry because it was thought to boost the economy. When Jackson came into power, he curbed these trade protection measures which resulted in an outcry and retaliation from the Congress. The crisis that developed with strong stances from both sides was dimmed when the Congress announced it would lower taxes in 1833. The second episode was concerning the â€Å"Bank War†. The Bank of the United States was a corporation controlled by the Congress with basically two major functions, one was to print paper money and the second was to manage the government’s finances, however Jackson thought that such an institution was dangerous and wrongful and later vetoed a charter asking to expand the Bank’s role. Jackson became the advocate for the people aga inst the elite who had set to exploit them. By doing this he introduced a new but permanent theme into American Politics. Further, Jackson strengthened and extended the role and responsibilities of an American President. He inaugurated the â€Å"spoils system† which was in effect a patronage system whereby once a party wins the elections, the government gives employment to its voters as an incentive to stay loyal to the party. During his time in power, Andrew Jackson displayed a lot of strength and patriotism and with his precise aim and steel will was able to greatly impact the face of American politics for generations to come. (Miller Center, University of Virginia). Daniel Webster (1782-1852) was an American statesman, lawyer and orator and a strong supporter of nationalism. Following his quick success, Webster was elected for the House of Representatives in 1812. Later, Webster left the congress and moved to Boston, where he proceeded to establish himself as one of the na tion’s greatest lawyers. He returned back to Congress in 1823 and was elected for senator four years later. Webster allied with President Andrew Jackson over the issue of nullifying tariff in South Carolina but apart from that they were not really on the same side. Webster ran for presidency but was never elected. (Sydney Nathan). Henry Clay (1777-1852) was an American statesman, congressman and senator. Clay was a supporter of balancing the rights of Free states as well as slave states and fought for federal funding for the national bank, the industry and for much needed investment in infrastructure. Clay also ran twice for the Presidency, both times unsuccessfully. (Bio.Truestory) John Calhoun (1782-1850) was an influential American politician, senator and political theorist. He was Vice President of the United States from 1825 to 1832 during the presidency of John Quincy Adams and also during the initial time period under Andrew Jackson. Calhoun resigned from Vice Presiden cy in 1832 and was then elected for the United States Senate. He had been a supporter of President Jackson initially, but with the passage of time and events their alliance deteriorated and Calhoun withdrew his support from Jackson after he turned against him. He subsequently became a strong voice against Jackson’s policies especially, the â€Å"spoils system†. From the time beginning from1832 and leading up to this death, Calhoun dedicated his

Theroies Behind Female Criminality Research Paper

Theroies Behind Female Criminality - Research Paper Example In trying to explain the observed phenomena, the paper analyses critical theory, feminist theory, strain theory and biological determinism. Finally, solutions borrowed from various scholars in criminology would be proposed on how to prevent female criminality in the society. Female criminality has been neglected by researchers with authors conceiving it differently. The reason behind this could be because of the fewer women who break the law than men (Burgess-Proctor, 2006). The US Department of Justice (2006) noted that as of 2005, crimes committed by women stood at 19.2% against 78.5% committed by men. But by 2008, the total males arrested for criminal offences had reduced to 75.5%, 65.2% being arrested for crimes related to property with more serious crimes attracting more male arrests (Jensen, 2012). Between 2004 and 2008, male arrests increased by 0.6% while female arrests increased by 5.1%. By mid 2008, there were about 207,700 women in jails in the US, an increase of about 33% from the year 2000. But the female population in the US comprises more than half the entire population which protects them from prosecution of crime or even detection. Hence, female criminality deserves more research than what has been accomplished so far. More so, 60% of these women in prisons in the US have children to take care of. A typical female crime committer would be young and from a minority low socio-economic condition. Majority of them would have low education and inadequate job skills to fend for the families (Hudson, 2010). As earlier indicated, female criminality involves less of violent crimes and crimes related to property; the crimes committed by women tend to be less dangerous as compared to those committed by men, a gender typical pattern (Jensen, 2012). These crimes do not violate the traditional norms for women where women would not be dominant but submissive instead. As such, it has been widely appreciated that women criminality could be considered as resista nce or victimization as opposed to being criminality. Female criminality theories Also referred to as radical criminology theory, critical criminology theory has been cited by Smart (2009) as explaining female criminology. This theory perceives women from the economic structure aspect and the social structures conflicts. Female criminality has been considered as a function of the existent capitalist system which prohibits women from equal access to economic benefits enjoyed by men. According to Price and Sokoloff (2004), spending most of the time at home hinders women from committing crime and if they do so, it would be in conjunction with their traditional roles as home makers, wives and mothers thus shoplifting, prostitution or fraud would be common crimes among them. In case of a violent crime, then it would be directed towards their lovers, husbands and children. The feminist theory and feminism has been described by Price and Sokoloff (2004) as a theory with diverse perspective that women interests have been perceived overtly politically so as to propagate social justice and equality. This theory looks at male dominance against the women in the modern society and its effect against women and on crime. This has been likened by Smart (2009) to the focus on power which has caused most men to be on top of the corporate ladder than women. Jensen (2012) gives an example of the federal level where there were 17 out of 100 senators in the US in 2010 and 76 out of 435 in the

Therapeutics and diagnostics reasoning Essay Example | Topics and Well Written Essays - 3500 words

Therapeutics and diagnostics reasoning - Essay Example The other steps include verifying, labeling and recording (Afful-Broni, 2014). This paper aims at identifying and critically analyzing the ethical, legal, practical, and administrative issues concerning to drug administration. The paper then explored and critically discussed facets of diagnostic reasoning and pharmacokinetics pertinent to a variety of medications mostly used in patient’s care. There is a growing necessity for nursing practitioners in both primary and secondary care settings to enlighten themselves on various issues surrounding drug administration. Drug administration is an essential part of nursing role that is underpinned by professional and legal requirements. In order to maintain patient’s safety, it is of the essence that nurses’ post registration and pre-registration knowledge and skills be developed in order that they can be able to competently administer medications and perform drug calculations (American Academy of Pediatrics, 2013, p. 67). There are various principles that govern drug administration in nursing. These principles aim to provide patients safety. In order to provide secure drug administration, the nurse ought to perform the rights of drug administration.  These rights are the right client, the right drug, the right dose, the right time and the right route. With familiarity in drug administration, there are five additional rights, which are essential to nursing professional. These additional rights include the right assessment, the client’s right to education, the right documentation, the client’s right to refuse, and the right evaluation (Andersen, 2012, p. 56). The principle of the right client or right patient entails administering medication to the right patient. The right client or patients needs to be confirmed by looking at the wristband, and by read-through a second bit of identification. This might be a

Management Finance Essay Example | Topics and Well Written Essays - 2500 words - 1

Management Finance - Essay Example Company should consider a system that will give accurate results and should be certain depending on the data inputted into the system. The system also should be simple to understand and be friendlier to the end users. In addition, the system should also be flexible for it to respond easily to the changes in the organization and for simple decision-making by the junior staff. Activity based costing method is more flexible hence it produces reports which can be used by the management in decision making, this is because it has got a certain methodology of costing products and services. Compared to the traditional method, activity based costing system cannot distort costs of the products that might occur if the products cost would have been done arbitrarily. There are four steps the company should follow to implement Activity based costing system. The first step is identification of activities in within the organization. The company will be required to analyse all the activities under every department. Under this step, the company should consider the processes, which are operational in the departments, this is because in some cost centres there are activities, which were operating; but they have ceased operating. Berry limited has three activities: machine setup, ordering and machine running. Berry limited cost pool comprises of material ordering cost, machine running cost and general facility cost of $280000, $316000, $42000 and $361400 respectively. Second step is the allocation of resource costs to the company activities. The cost is traced to find why it occurs; the cost can be director in direct cost. Direct cost is directly related to the output, the direct cost of product X, y and Z are $980,000, $1024000 and $1012000. Indirect cost is the cost that cannot be associated with a particular output; the cost is for the general company. Berry limited incurs a total of $1,377,400

Forum 5 Research Paper Example | Topics and Well Written Essays - 250 words

Forum 5 - Research Paper Example most effective of what is commonly known as â€Å"business to customer communications† which effectively influences consumers to an organization or its brand products due to its dual way communication (Bowie and Buttle, 2012, n.p.). The customer communication effort is particularly effective because of its personalized approach that focuses on individual consumers. It similarly has a number of efficiencies that facilitate communication between businesses and their consumers towards capturing consumers’ attention and influencing them into preferring an organization and its products. The low cost of email communication as well as its speed in communication for example allows organizations to respond to consumers’ enquiries in a faster and affordable way, communicating the organization’s efficiency and the value it puts on consumers (Masterman and Wood, 2006). Application of emails also promotes consumers’ confidence in an organization and its products due to a continued contact even after purchase (Turner and Weickgenannt, 2008). The associated advantages and efficiencies of emails therefore identify it as a successful way of putting an organization’s name in front of current customers and potential customers. This is, further, because the approach induces confidence among the

Using an example from the leisure industry, e.g. airline travel, to Essay

Using an example from the leisure industry, e.g. airline travel, to what extent will a high degree of competition in a market result in lower prices for the consumers - Essay Example With such competitions, especially healthy ones, the businesses are forced to jointly manipulate their products’ and services’ prices in order to cope up with the market forces and customer demands (Peter, 1987, p. 57). The end results of such healthy competitions is lowering of commodity or service’s prices, which is a great advantage to the end consumers. This paper will thereby analyse the trends within the entire leisure industry, but narrow down to give a close attention to the airline travel business (Wilkerson, 2003, p. 46), and the market competitions that result to the lowering of prices. With regards to recreation as a business segment within leisure industry, humans tend to spend much of their time in activities of daily work, living, social duties, sleep, and leisure as a whole (Thomas,1970, p. 16). The later outcome being free from aforementioned commitments of social or physiologic needs, which are recreational prerequisites. According to Klaus & Christine (2004, p. 92), leisure increases with increase in longevity, as many people spend more hours on physical and economic survival. Other aspects accounting for the increasing role of recreation within the society include population trends, affluence, as well as the increasing commercialization of leisure activities and offerings (Thomas,1970, p. 19). While several people’s perception is that leisure is simply a spare time or unconsumed time left by the living necessities (McLean& Rogers, 2005, p. 201), most scholars hold that leisure is a strong force that pushes individuals to reconsider and reflect on th e realities and values missed in daily life activities. Thus, recreation or leisure remains the most essential element of individual’s development, as well as civilization (Thomas,1970, p. 21). Another segment of leisure is entertainment, which is a form of activity performed to hold the attention and interest of a target audience, or in simple terms, to give delight and

Critical Thinking and Ethics Essay Example for Free

Critical Thinking and Ethics Essay What is the relationship between ethics and critical thinking? Critical thinking and ethics are used in everyday life. I think it best that we define the two terms before we get deep into the discussion. The Merriam-Webster dictionary says ethics is â€Å"the discipline dealing with what are good and bad with moral duty and obligation† and Dictionary Reference say critical thinking is â€Å"disciplined thinking that is clear, rational, open-minded, and informed by evidence†. These could both be further defined by saying they are the ability to make good or bad choices and the act of thoroughly thinking through a decision. Critical thinking and ethics decisions are life skills. Critical Thinking There are six levels in the critical thinking process. They are remembering, understanding, applying, analyzing, evaluating, and creating. The majority of people use the first four levels in day to day life. The final two levels are probably used in more complex problems and more time will be required in devotion to applying these steps. Critical thinking is used in our day to day lives. We make multiple decisions in a day’s time. Some of these decisions are routine and some require more effort and time. We learn to evaluate things at a young age and most likely pick up most of our problem solving skills from our parents. When you hear the term â€Å"critical thinking† your first thought may be negative but critical thinking should not be thought of as â€Å"being critical† but rather â€Å"think critically†. During our life there will be times when we need to make decisions that can be life altering. A few examples might be buying a new car, choosing courses at your university, or deciding between a two jobs. Everyone can relate to the stress of buying a new car. This is a decision that could  affect you for the next five years and it’s a decision that should not be taken lightly. My decision to buy the car may have a different outcome if I start the process with questions as opposed to making a emotional purchase. Those questions might look something like this, â€Å"What type of car do I want?†, â€Å"What amount of payment can I afford?†, and â€Å"What is the best car make?†. All of these questions will determine the outcome. Answering all these questions will allow me to make an informed decision. Ethics We stated earlier that ethics deals with knowing what is right or wrong. We do the right thing because it is the law, because it is what we were taught, or because we listen to our inner voice. I used a personal evaluation tool earlier this week called the ethical inventory list. This was an activity to help me better understand the values that influence my decisions. This tool produced some shocking results which I was surprised to see. My preferred ethical lens was Reputation. I do care what people think and this has motivated me to excel in all things I do. My blind spot was revealed during this exercise and was identified as â€Å"unrealistic role expectation†. I had to read the definition twice to fully understand it and I still need to do more research. In short, I put too much value in the role (position) a person holds and that can cause you to forget that people make mistakes. My father was a law enforcement officer. I was taught what was right and wrong at a young ag e. My father took this to the extreme at times because he saw more bad than good while assuming his daily duties. I have always been known as the guy that will make the right choice even if that choice is the hard choice. Ethics apply to the professional world and well as the social sector. I work for a large heavy equipment manufacture. Ethics is one of our core values. The company makes ethical choices that affect the entire world. A few examples are promoting safety, recycling, emissions, and renewable resources. Do these topics cross your mind when you think of the largest heavy equipment manufacturers in the world? They may not but it is the professional right, the ethically right thing to do. When I first started working for the company I was surprised at how much emphasis was placed on safety. They require wearing PPE (personal protection equipment) and have mandatory monthly safety training. The company recycles everything. They recycle all metal products, cardboard, plastics, wood, and  even personal trash has to be sorted. Professional companies maintain high ethical standards because it is the right thing to do for their employees and customers. Social ethics is doing what is right for the people around you. When I think of social ethics a couple things come to mind. First is the â€Å"adopt a highway† sign that you see along the roadway when you drive home. Groups of people come together for no apparent reason besides keep the world a cleaner place. Is this the right thing to do? Sure it is. Another example is the groups of people that come together at public parks to do maintenance and clean-up work. Chances are they do not live in the neighborhood, nor do they have children that play there. Why do people strangers come together sacrificing their free time to volunteer for activities like these? There is one answer. They are the ethically right thing to do. Conclusion Ethics are a vital part of survival but we need to be reminded ourselves that ethics change as the world changes. Things that used to be considered in a negative manner is now accepted by society. However, we still need ethical decisions in order for us to thrive as a community, a society, and a civilization. References Ethics [Def. 1]. (n.d.). Merriam-Webster Online. In Merriam-Webster. Retrieved October 16, 2014, from http://merriam-webster.com/dictionary/ethics Critical Thinking [Def. 2]. (n.d.). Dictionary Reference Online. In Dictionary Reference Online. Retrieved October 16, 2014, from dictionary.reference.com/browse/critical+thinking

Levers in the Body

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

Socialization Leads To Identity Formation

Socialization Leads To Identity Formation What is socialization? Socialization is the process in which human beings interact with each other individually and in groups. It is the process by which one learns the traditions, customs and accepted behaviour in any given society. It is not a onetime process, but it is a lifelong process that provides individuals with skills, values and attitudes that are necessary for interacting with the society. Human beings need social experiences to learn their culture and survive in the society. They are not born with values and skills. They learn from what they see, hear and experience throughout their life. They have the capability to learn and absorb from what they see around them. Socialization is not a just a simple term that can be seen at face value. It has many layers, and each layer is different from the other and leads to different processes and situations. Socialization has three layers; primary, secondary and tertiary. Primary is what we learn from our family and when we are youn g, secondary is what we learn in school, and tertiary is what we learn throughout our lives. We now know what socialization means, but what is identity? Identity is what makes an individual who he really is and what his purpose in life is. It is what makes an individual definable and recognizable. It is who you are and where you come from and what makes you unique from every other human being. It gives an individual a sense of being. Identity can be defined as individuality, personality, distinctiveness or uniqueness that makes an individual stand out. Like socialization, identity too cannot be seen at face value. Identity has many layers to itself, and as we walk through life, each new layer keeps unfolding in front of us. Now, since we know what socialization and identity both mean, we can bring them together and relate them to answer our question does socialization lead to identity formation? Well, I think yes, socialization does lead to identity formation as we discover who we really are and where we fit in, only in the midst of people and in our interaction with them. Once we start interacting with the society, we learn so much about ourselves as well as about others (individuals or societies), their culture, customs, behaviour, etc. We learn that we are similar to some people, and different from others. Socialization makes an individual more confident. The more people we talk to, the more topics we talk about, and this in turn widens our scope. Also, we make ourselves more visible to society and hence people recognize us. Thus socialization helps in building ones identity. Todays world is all about power and identity. If one has an identity as well as the right attitude, he can achieve whatever h e wants. Socializing also leads to better networking. Better networking means more connections and more connections means higher opportunities at work or elsewhere as well. Hence socialization leads to a boost in ones career or talent and thus helps in identity formation. The more we interact with people, the more we discover ourselves and form judgements about ourselves as well as others. One is only able to discover his true self when he interacts with others and reacts in certain ways that are different from others. Everyone has a different and unique reaction to a certain situation. This uniqueness is what gives an individual his identity. For example, if we see Phillip Zimbardos Stanford Prison Study Experiment (Zimbardo, 1971), that was undertaken to study the behavioural and psychological consequences of becoming a prisoner or prison guard, we observe that the prisoners started to lose their identity, and didnt see it as an experiment, but as a real prison run by psychologist. They forgot that they were actually just college students and not actually prisoners. The prisoners actually gave up their freedom and forgot their rights and liberties. The situation was such that it made them feel that way. The environment was so realistic that they act ually believed they were prisoners and thus behaved in rebellion. It is the prisoners who created in the guards a sadistic impulse. The guards were compelled to act in ways that were totally opposite from what they were feeling inside. But few of the guards were actually cruel, and felt no guilt or regret while doing their job. They had completely lost themselves and started behaving in the role that was assigned to them, i.e. the role of a prison guard. The prisoners as well as the guards lost their true identity and became what the situation required them to be. The fresh prison routine, the privilege cell for the obedient ones and the hole for those who were punished, the clothes they were made to wear, the food they were made to eat, the number given to them by which they were now addressed, made them lose their true identity and become someone else. Thus, from this experiment we learn that situations affect us more than we think. What the volunteers in this experiment experienc ed was the power of the situation and not anything to do with their personality. Prisons are institutions which attempt to rid individuals of their previous identity, and this can be clearly seen in Zimbardos prison experiment. Another example is The Clark Doll Experiment (Clark, 1939) that was carried out by Dr. Kenneth Clark and his wife, where they asked black children to choose between a black doll and a white doll. Most of the children said the white doll was nicer, prettier and the one they preferred playing with, whereas the black doll was the bad doll. All these children were aged from 6 to 9 only and were already so damaged by racism at such a young age. This racism was due to the school segregation between white and black kids. It was distorting their minds, causing them to have stereotypes and hate themselves. When asked the last question of the experiment-which doll looks like you? the children hesitated and answered. They wanted to choose the white doll, but reluctantly pick the black one. Thus, prejudice, discrimination and segregation caused black children to develop a sense of inferiority and self hatred. These children were embarrassed of who they truly were, and hated themselves for being black. They wanted to be white like the other kids. Thus, they lost their identity at such a young age and in fact were ashamed of who they actually were. They preferred being someone else. Thus, socialization does lead to identity formation, and this identity formation starts at a young age itself. Even before children learn the basic dos and donts. So, it is very important to keep children away from bad influences and situations that can make them form bad judgements and ideas about themselves. Now, arguing against the motion, socialization leads to identity formation, I would completely disagree upon this statement. Identity is who we are and where we come from. We form our identity by how we behave, how our family has brought us up, what education we get, where our interests lie, etc. It is what we do and how we behave as individuals that form our identity and make us who we truly are. Socialization has nothing to do with identity formation. Socialization will not pour knowledge or talents into an individual; it will not build ones identity. It is important because we get to know more people, and get to widen our base. But it doesnt form who we are. It is we ourselves who from who we are, not the people around us. Primary and Tertiary socialization may lead to identity formation, but I can confidently say that Secondary socialization does not lead to identity formation. This can be proved by Paul Williss Learning to Labour: How Working Class Kids Get Working Class Jobs (Willis, 1977). In this study, we see that it is the family that gives the children their identity and even schooling could not change this identity. This is because the school did not teach them what they actually required in life and what they need to live life the way their society lives it. It is the students who distance themselves from the school culture and requirements, and develop their own counterculture. They are resistant to the schooling, and reject what the school offers to them. Willis finds that they are not less talented, but they do develop an antagonism towards the work hard move forward mentality of modern education, and develop what Willis terms as counter school culture (Willis, 1977). Thus, these children do not form a different identity that their school wants them to become. They stick to what their family has taught them and what their family requires them to be. Their family requires them to be labourers, who earn their living by hard work and labour, not by sitting on a desk and signing papers. Thus, these children reject the education and school culture that schooling is supposed to embed in a student, and prefer living life the way their family has been doing so, not because they want to, but because it is their duty, it is who they are and where they belong.

Philosophy of Education Essay example -- Philosophy on Teaching Statem

Philosophy of Education As I begin my education for becoming a teacher, I am beginning to make decisions on things such as how I would like my teaching style to be, ways to deal with discipline problems, and how I would like my classroom to be set up. However, I cannot put my ideas into one philosophy. I feel that using many styles of teaching is better than just using one. Some students may learn better with one style of teaching while others may learn better with another. The teaching philosophies I can best relate to are realism, pragmatism, and idealism. The main reason I would like to become a teacher is the love for little kids. I really enjoy being around children. After teaching Sunday School to children up to 8 years of age for over five years, I feel that I can relate to them and connect with them very well. I also feel that students look up to teachers, so they are a very big influence on the children's’ lives. I would love to know that I could make such a big influence on a child’s life. In my opinion teachers have an impact on the life of every student they ever have in class. The appearance of the classroom has a big effect on how smoothly the class will go. The seating arrangement in my classroom will be in a U shape. It will be better with classroom discussion to have the students facing each other. This type of seating arrangement should relax the children and make them feel more comfortable. On the bulletin boards there will be pictures of the students while involved in class activities and students work as a reward for doing well on an assignment. Also on the walls there will be posters to inspire the students. My class ... ...er the teacher will have more time for each student, therefore, the students will get more out of the class than if the class was bigger. I think that smaller schools and smaller class sizes are much better than consolidating the schools into one large school. Teachers should try to make the class as interesting as possible. If the students are interested in learning they will try harder and learn better. Teachers should be a positive influence on their student’s lives. They should not only teach them the basic subjects, but also try to make them become better people by being involved with them. Some parents don’t care how their children act and don’t try to help them overcome problems such as shyness; therefore it is left up to the teacher to help these students. This is where the teacher should become a friend and role model for the students.

Terrorists Attack: a Media Analysis :: essays research papers

Terrorists Attack!!   Ã‚  Ã‚  Ã‚  Ã‚  February 26, 1993, the day that terrorists made the biggest attack on American soil to that point. It was early afternoon on a Friday, 12:18 pm to be exact, a car bomb ripped through the guts of the now infamous North World Trade Center twin tower. It happened very quickly, and without warning, normal people were simply going about their daily business, when all of a sudden, the building shook, the power went out, and smoke began to fill all 110 floors of the towers. Many wondered what had happened, had a plane struck the building, was it an earthquake? D, none of the above, some crazed maniac had decided to kill 5 people and injure many more just to get some point across.   Ã‚  Ã‚  Ã‚  Ã‚  This event graced the front page of newspapers and news magazines across the country, the New York Times was the newspaper closest to the action. Covrage in this newspaper was published one day after the event, and coverednot only the event but the ensuing traffic chaos it caused. Being a newspaper local to New York City, the site of the attack, the newpaper catered to the interests of its local readers. The New York Times, however, is also circulated around the country, and around the world. This required the newpaper editors, publishers, and writers to remain sensitive to the feelings and thoughts of readers in the broader reading audience.   Ã‚  Ã‚  Ã‚  Ã‚  Newsweek Magazine also published coverage of the attack. Their primary audience is a national one, and consequently, the coverage is geared toward a broader audience. Also, seeing as the magazine is only published once a week, rather than daily as the New York Times, Newsweek had more time to gather facts and evidence. This added time for research leads more to a fact based coverage than a question based coverage.   Ã‚  Ã‚  Ã‚  Ã‚  One interesting observation is that it seems both sources immediately assume that foreign terrorists were the primary perpetrators of this attack. Neither article comes right out and says it, however both are rather ambiguous about it. Newsweek does mention the possibility of a domestic source for the violence, but spends much more time and effort explaining the possible foreign sources. Overall both articles seem rather straightforward in their representation of the event, and remain rather simplistic, so as not to confuse the reading audience.   Ã‚  Ã‚  Ã‚  Ã‚  When an event of this magnitude occurs, emotions are bound to play a role in the coverage.

A Running Sunday :: Personal Narrative Writing

A Running Sunday "Are you listening, Jaehee Hwang?" A tall skinny lady walked towards me. This was the fifth time she had told me to hush up. "I'll have to ask you to leave if you are not reverent." Sister Jung always made me feel like a sinner. I knew she was right. She was the primary teacher; she was always right. As soon as she turned around, I began to giggle with Ji Young again, "hee hee look at Sister Jung, she stands so straight like one of those British guards with big puffy hats and red uniform hee hee." Sister Jung swooshed around, placed her index finger on her lips, and looked straight at me. She had long, straight black hair, without a single strand out of place. She wore an ironed white blouse and a knee length jean skirt with two rose imprints on it. I hated it when I knew I had to listen to her. After church, I raced my brother to the parking lot, and I jumped into the car. From a block away from our house, my dad turned his head to the backseat while both of his hands were on the steering wheel. "Jaehee, are you listening?" "Just drive honey." Now my mom turned her head and fixed her eyes on mine. "How many times do we have to tell you? Listen to Sister Jung, she is a wonderful primary teacher and " "You're the bishop's daughter I know, Mom, I know I have to be good and blah, blah, blah." "Jaehee Hwang! Ugh! Don't you ever get sick of hearing your name?" When my father reached the garage I said, "No. I think it sounds beautiful." I gave my mom a big smile and hopped out of the car. I rushed into the house. Ring! Ring! Ring! I took three big leaps into the kitchen. "Hello?" "Jaehee! You have to come to my house! I have a big surprise!" "Okay wait. Mooommm! Can I pleaasee go to Ji Young's house?" "If you promise to be reverent every Sunday." "I promise." "I don't want to hear any more troubles from you, young lady, so keep out of mess." "I promise." "Jaehee I'm serious. Don't go wild." I rolled my eyes and raced out the door. I ran for two blocks until I reached Ji Young's house. When I got to her front lawn, my eyes widen and I jumped up and down. "I can't believe it!" Ji Young was feeding seeds to a flock of chickens.

Create a speech on “Looking for Alibrandi” Essay

â€Å"Looking for Alibrandi† is a film which develops the notion of changing perspective through focusing on the central character Josies search for identity and belonging in the world and her relationships with other characters. Moreover, the use of music and camera shots is applied to certain scenes to emphasize Josies attitude and feelings. The use of voice over is applied throughout the film by the main character Josie Alibrandi as it constantly reveals personal ideas and impressions from Josies point of view. During her final year of High school, her life is turned upside down. However, as she matures from being a very rebellious and determined girl to a more responsible and experienced young woman, perspectives of her own identity, her culture and the people around her change drastically. In â€Å"Looking for Alibrandi† changing perspectives is demonstrated through the concept of cultural background, Josie has to come to terms with her Italian heritage including Tomato Day or as she likes to call it National Wog Day, because her culture makes up who she is. Italian music is applied to this scene to represent there Italian culture and to allow the audience to gain some knowledge and understanding about their traditions and customs. Also, fast paced music is taken over towards the end of the scene to indicate the way she feels rushed and embarrassed about her culture. A key event in the film that changes Josies perspective is the meeting of her father, Michael Andretti. Initially, Josie is hostile to her father and unsympathetic to his explanations. However, as certain events unfold, Josie begins to admire him and sentimental piano music is plays to convey the positive attitude she had towards the idea of having a father figure. Michael Andretti also faces a similar change in perspective of his daughter and his own perspective on fatherhood. Furthermore, another change in perspective is identity. Primarily, Josie  believes due to her ethnic background, she was looked down upon. However, the experience of a close friends death causes her to realize the importance of family and that others have it much worse than her. In relation to John Bartons death, a close up of Josies face is captured to display her devastated yet numb expression along with harmonious tunes to mirror Josies grief. In conclusion, as demonstrated in â€Å"Looking for Alibrandi†, changing perspectives is an ongoing process in life and is can be both positive and negative. Without this process in life, a person cannot adapt to new situations and present themselves in life.

My Best Friend Essay

My best friends name is Brittney Lewis. We have been friends since the ninth grade. We have a few things in common, but we’re mostly best friends because opposites attract. Brittney and I met in a Physical Science class we had together. At first we didn’t talk very much if at all, but after a while we grew on each other and stated hanging out together. Since then we have remained friends and since shared many things together like good laughs, jobs, and even some times that weren’t so good for both of us. Mostly, I’m just happy to be able to have such a great friend like her. Like I said before, Brittney and I met in a Physical Science class that we had. That class contained an abnormal group of people. There were a lot of those student types that didn’t care about school, much less class and then there were those that were class clowns who always thought they should have a minute or two to enlighten us with a joke everyday. As you can see this class was pretty out of control and there wasn’t any way to cool us down. Brittney and I sat next to each other all the time and would sit back and watch as the rest of the people in the class made fools of themselves while receiving referrals to the principal. We always laughed and played around in that class and it made us closer as friends; seeing as how we were the only two normal ones there we sort of became really good friends. Don’t get me wrong there have been many other times that she and I spent laughing our â€Å"asses† off, if not at other people or things then at us. Many of our laughs come from when we started working together at Dunkin Donuts/Baskin Robbins. Boy, we sure have a lot of bonding memories at that job. We absolutely hated working at that dump and would strongly suggest that no one apply to work there. It all started off when I got hired in the 10th grade and Brittney and I were in History together when I told her. She immediately asked if I could get her hired and I told her I supposed I could help her since she sounded so desperate when she asked. After a few days after I mentioned to my boss that a friend of mine was seeking employment and wanted to join our staff he told me to call her and tell her she was hired. She was thrilled that I had gotten her the job. The both of us were not so thrilled to find  out what our job was going to be like. Soon after working there for a little over a year Brittney and I realized we didn’t have to slave for minimum wage when many of our friends had clean jobs and were getting paid way more than either of us. So, we decided to throw in the towel and quit. It wasn’t long until Brittney and I landed a job together getting paid way more and staying clean at a shoe and apparel store called The Underground Station. We loved our job. It was just another thing that brought the two of us even closer. Read more:  Friends in Need are Friends Indeed Some of the closest people to you, like your mom, dad, uncle, grandparents will tell you what don’t kill you will only make you stronger. During Brittney’s and my last year and a half in Savannah, before moving here, we both hit some bumpy areas in the road. At this point Brittney and I had been really good friends for about three years. Brittney was sixteen years old and I was still fifteen, about to turn sixteen. Now, sometimes, young folks, like me, get spur of the moment ideas and run with them. The idea was to get a tattoo. I knew my mom would be devastated if she found out, but I wasn’t thinking about her. Brittney already had a tattoo and wanted another one. I didn’t have any and wanted one. Together we made an appointment to go see â€Å"P†, our local tattoo artist for under age kids wanting some permanent body art. In less than thirty minutes I had deceived my mom and still knew she would be crushed if she knew what I had done. Well, eventually, my mom found out and killed me, like I knew she would. She was so heated she told me to get out of her house. Not having anywhere else to go I went to Brittney’s house where she and her mother comforted me for the next four days. My mom loves me dearly, but was very upset with me and needed some time to cool off. Like me, Brittney has been the typical teenager as well, only her â€Å"oops† was a baby; not a mistake, but a blessing, Brittney got pregnant at the end of our senior year in high school. I was there 100 percent to help her deal and prepare for what was soon to come. Brittney and I have been through so many circumstances together; some good and some bad. Together we have grown as both people and friends. Even today we remain best friends. Through all of our laughs, silly jobs,  and bad times we’ve never had a fall out or been upset with each other for anything we couldn’t get over in five minutes. Although my mom has since moved from Savannah, Brittney and her mother still go visit her in her new home and my mom still visits them as well. I couldn’t ask for a better friend to have to be there for me when I need it the most or to just call up when I’m bored. Brittney and I will remain best friends for a long time and so will our families.

Harper: Cost and Attractive Markets Essay

How good is the product? The product in theory has great potential able to save costs in two major industries, ceramics in paints. Looking at both individually: 1) Paints: Potentially 12 – 18 cents of savings to original estimations, however research with client has shown great difficulty. Was not working well due to suspension problems, was unable to have the right shine for use in white paints. Furthermore, once quality of end product was acceptable, savings was found to be 3cents per a gallon, which was deemed not worthwhile. However more wear on tear on machinery due to abrasive properties of domimite. 2) Ceramics: Huge initial investment to switch over the dies but estimated to be a large number of advantages: a. Strength of tile improves b. Minimal moisture expansion c. If used more than 20% thermal expansion goes down reducing tile mfg time. d. Low temperature in kiln e. Reduces Variable cost of tile by 17% through the above mechanisms. Tile industry Fixed cost is huge due to machinery, labor etc. However actual tests have not been so conclusive. While advantages of them are seen, there have been issues with warping and with cracks. Penetration with smaller suppliers but failed to interest medium and large manufacturers. What obstacles has Harper encountered in developing the market for Dominite? Single source player, very unattractive to large customers Testing has been inconclusive Failed to find right mixture Failed to sale the higher grade material Penetrated the wrong market segment Should Harper try to sell the Dominite operation? It Depends ï Å  How much for? For the right price, certainly. It comes down to how realistic are the new projections that came out in 1985. Can we really meet those targets? I doubt it. How much do we need to sell to break even? Assuming we use 1985 costs for 1986 we would need to sell? Doing the math I assumed everything was a fixed cost except for the 35% of the plant cost(if I took anything else as a variable cost it would go more than the price)giving us a VC of 48. There fore we would have needed to sell 54 thousand units which is way way way more. I do feel that selling costs and admin costs should be part of variable costs, but when I calculate it that way our VC is more than our price which is fucked up. Basically we really need to sell more or sell the entire division. If the decision is not to sell the Dominite operation, what changes should be made in the current sales program? What are the most attractive markets? What offer should be presented in terms of value proposition and price? Basically our sales are not doing too well. Take one look at the original projections and our current sales data. Stuff of nightmares. The question is how can we improve it? We have been using trade shows, industry magazines and cold calls. They have gone as far as to leverage their contacts within the pain industry but it is still not clicking. I think we need to spend some serious R&D time. Our sales pitch so far has been hey, use some dolomite and shit will get better. My recommendation would to actually figure out what formula works for which application and actually sound like we know what we are talking about when we go to the customer. The most attractive markets are obviously paint and ceramic given our product. Let us look at each one of those individually: 1) Ceramic: 33% of market is 4 big guys, this is key. Any one of them will buy 40 – 60 thousand tons a year and we will be able to break in. At all costs we must try and get to one of these customers. 33% is medium players amounting to 12 companies. The customer trying to buy us out is in this category. No data on how much they buy but I find it to be a lot less than what we need to even break even 33% left are all small which we have been hitting. 2) Paint: 25% of the market is with big guys and 75% with the small guys. Again we have to target the big players. The small guy stratergy is not cutting it. Though given the technical difficulties with paint and the minor margins we make, I am wondering if we should save on those sales resources and move them to ceramics. Our valuation offer is basically price saving and reduced time for manufacturing. Our price is competitive with talc which is the product we directly compete with, however we are barely making it. It’s a hard call and I want to discuss with you guys in the meeting tomorrow. Are any changes needed in the Dominite sales organization? First of all we are cannibalizing our own sales resources with the introduction of superfine. I think we need to dedicate resources solely to dominite to make an impact. Second of all all the above points I made about hitting the right market segments.

Bonehead Writing Discussion Essay

Why do you think Vetter chose such a renegade spokesperson as the voice for his ideas? The use of a renegade voice in this particular process of relating issues about the different points of consideration with regards the establishment of writing skills among individuals today actually increases the emotional notice of the entire composition that has been presented. The ideas that he wants to send to his readers actually makes a certain point of impact upon the understanding of the readers with regards the issue of strong skill that one has to put upon the writing practices he has as applied in actual situations of professional advancement in the society. Moreover, the organizations today usually measure the capability of the person with regards answering questions reasonable through writing. Organizations such as business and formal institutions actually make it certain that writing is a primary skill that needs to be comprehensively progressive among the staff that they are to employ in their system. This is the reason why the author of the speech actually used the said type of voice to serve as a wakeup call to those concerned in the matter. 2. When Vetter greets you halfway through the paper with his `Good Morning, class` move, he forces you to play the role of student. What do you think he’s up to in light of the fact that his speaker says that writing cannot be taught? Or, put differently: Do you really think Vetter believes that writing is un-teachable? Explain yourself. As Vetter makes it certain that writing skills are of utmost concern among high-standard universities today, he also wants to point out that such progressive matters considered by the said learning institutions would only be successful if the students themselves realize the importance of the matter to them as developing individuals in the field of professional works and careers. Undeniably, it is through this approach that he has been able to involve the readers directly within the issue. More over, the matter is likely considered as one of the major issues that are related with writing competencies of individuals today. Understandably, although Vetter points put that writing is teachable in a more ironical presentation, he wants to point out that such teaching could only be victoriously accepted if everyone concerned would be awakened to consider the truths and benefits about the matter.

CHALLENGING THE OBAMA HEALTH CARE LEGISLATION Research Paper

CHALLENGING THE OBAMA HEALTH CARE LEGISLATION - Research Paper Example The Congress (2010) has once declared: â€Å"By most measures, we have the best medical care system in the world† (p. 32). Yet, there are still major problems and critical issue. A significant portion of the population does not have insurance and costs are continuously increasing. Failure to get a health insurance can prevent one from gaining access to preventative care. The uninsured is given treatment when s/he becomes sick, as recognized by the defendants, since health care in the United States is commonly given because of incapacity to afford medical expenses or acquire a health insurance. Yet, the acquired costs to provide medical services to the uninsured are at times remain unpaid. The costs of unpaid health care services are transferred to economic actors in the form of increased premiums and costs, which, consequently, can contribute to the continuity of the cycle and further enlarge the uninsured population (Congress 2010). The Congress approved of the PPACA against these conditions. The petitioners challenge a number of the interconnected parts of the PPACA as well. Primarily, the new Act considerably changes and enlarges the Medicaid plan. Medicaid is a joint federal-state initiative established in 1965 that supports federal subsidy to states that decide to offer health care to vulnerable and poor populations (Congress 2010). PPACA will expand the numbers of new entrants to the Medicaid rosters by widening the initiative to encompass all people under 65 years of age with a specific income percentage of the federal poverty threshold (Health Care Lawsuits 2011). Furthermore, the new Act opens the opportunity for the formation of medical benefit transactions intended to permit start-up or small businesses and individuals to control their purchasing power to acquire viable prices (Bandow 2011). And finally, the new Act obliges that the states give their workers an agreed health insurance coverage minimum level. The petitioners claim that these co nditions infringe state autonomy and the Constitution by forcing and controlling the states and denying them their ‘celebrated ability’ to govern their own Medicaid initiatives, medical care, and state machinery (Bandow 2011). The petitioners expect that these and a variety of other conditions in the PPACA will generate massive costs for Florida (Health Care Lawsuits 2011). Basically, the petitioners argue that the legislation is invasive, domineering, and may drain states’ coffers. When Congress was pressing on the agenda of President Obama to take into the public sector decision making in health care, lawmakers paid insignificant attention to the Constitution. In spite of everything, the tenants of Capitol Hill had become comfortable with proposing any laws they wanted (Bandow 2011). As expected, all of the followers of the president and their colleagues sacked the constitutional cases against the Obamacare law. Yet, the supporters of state-owned health care ar e not happy anymore. The Eleventh Circuit Court of Appeals recently abolished a