Unit 2 Discussion Big Ideas in science Research Paper

Unit 2 Discussion Big Ideas in science - Research Paper Example d spent; calories consumed in food; number of glasses of water (or other fluids) drank per day; number of hours spent to rest and sleep; weight decreased (or maintained) through exercise; and pages of books that were read; among others. As such, the measurement units include: seconds, minutes and hours (time); cups (fluids); calories (food); units (hygiene – bar of soap, gram of toothpaste); pounds (weight); dollars (money) and kilometers (distance travelled). Measurement is crucial within one’s daily life to ensure conformity to schedules and to adhere to appropriate units or volume of resources spent or consumed within a budget. It is necessary to avoid exceeding the use of resources or spending beyond what one can control. If measurements were inconsistent, there would be deviations from plans and it would prove to be costly in the long run. For instance, if time and distance to travel is not appropriately measured, one would be perennially late and would take a toll in academic performance. Yes, technology could help perform this measurement differently and with greater accuracy and precision. For instance, one of the wearable gadgets (Nakashima, 2014) could now measure more effectively calories burned after regular exercise. Before, the weighing scale would be used to measure weight before and after exercise and physical fitness activities. In rural or third world countries, other crude tools of measurement could still be used. For instance, time and distance could be measured by observing the sun and counting trees or lamp posts, as needed. †¢Compare your measurement to something used within scientific research. Use the assigned reading for this unit and publisher resources to provide a specific example for comparison, or feel free to share examples from another source. What type of device is used, what does it measure, and why is it an essential tool for measurement? In an article entitled â€Å"Reconsidering the Effectiveness of Scientific Tools for

Achilles Tendon Sprain Case Study

Achilles Tendon Sprain Case Study Name: Lani Thompson Age: 26 Sex: Female Occupation: Merchandiser Height: 179 Weight:77.8, BMI: Diet: Mixed Family: She lives with her partner, no kids. Medical History: No history of Hypertension, Cardiovascular, Diabetics mellitus, pulmonary or any chronic disease. Footwear: A comfortable, properly fitted footwear should be used. Avoid High heels. Daily activities: Usually she goes to Gym thrice in a week, occasionally she goes for swimming. Balance: Muscle performance: No muscle wasting. Posture: Circumferential measurement: Alignment: There is no difference in alignment while she walks. History: Lani Thompson is a hockey and rugby player. About 4 months back, while she was training rugby she had a right ankle sprain. The Incident was happening around 7 in the night. Soon after she was shifted to the hospital and consulted with the doctor. On the same day she had undergone several investigations and examinations, including X-Ray and ultrasound. No evidence of any fracture on the x-ray and was diagnosed as an Achilles tendon sprain. Initial 2 weeks she was in a brace, subsequently she started ankle exercises. Later she exercised with Theraband and had started physiotherapy treatment for 2 weeks, eventually continued her exercises at home. Past Medical History: She has never been hospitalized for any chronic diseases. No history of Diabetes mellitus, Hypertension, Heart diseases, Asthma, Hepatitis, Sexually transmitted diseases or Tuberculosis. She regularly takes medications for depression/anxiety and for contraception. Medication: Venlafaxine, Quitiepine and a contraceptive pill. Surgical Intervention: No surgical interference. Gait pattern: Altered, limping of right leg. Range of Motion (ROM): Normal on left side, right ankle ROM is slightly altered, No muscle stiffness. Palpation: No tenderness or any abnormalities. Anatomy of the Ankle joint: The ankle joint mainly consists of two joints, the subtalar and the true ankle joint. The subtalar joint comprises three bones, the tibia, the fibula and the talus. The mechanism of the ankle joint is very complex. True ankle is responsible for the up and down movements of the foot. The subtalar joint is positioned under the true ankle joint and consists with two bones, the calcaneus and the talus. This joint is responsible for the side to side movement of the foot. The joint is covered with a cartilage known as articular cartilage. The articular joint is lubricated with synovial fluid. Many ligaments connect the ankle bones together, they are anterior fibular ligament, which attaches the fibula to the tibial bone. The second ligament is known as the lateral collateral ligament, which connects calcaneus bone with the fibula and the tibial bone and the third one is deltoid ligament, it connects calcaneus and the talus bones together to the tibia. Many tendons attach the muscles of the lower limb and the bones of the ankle, they are the Achilles, the flexor hallicus longus, the flexor digitorium, the peroneal tendons, the posterior tibialis and the anterior tibialis tendons. Among these tendons the Achilles tendon is considered to be the strongest tendons in the human body. It is located at the posterior of the leg and connects the calcaneus bone to the gastrocnemius ,solens and plantarius muscles. The Achilles tendon is about six inches long and can withstand around four time of body mass during walking and almost eight times while running. Achilles Tendonitis: It is the inflammation of the calcaneus tendon.Over use of the tendon causes pain and stiffness, for instance running up hill or climbing up stairs. Achilles Rupture: asdf†¦Ã¢â‚¬ ¦.. Exercises: Group 1 Exercise: Evertion/ Invertion isometric exercises. Evertion: This exercise can be performed by placing the injured foot adjacent to a door or the leg of a table and gradually push extremely to the lateral side of the foot. Inversion: This exercise can be done by placing the medial aspect of the foot to any fixed objects such as a table leg or a door, then to push gently outward –in for two to three seconds. Evertion/Invertion with an exercise band: Evertion: The client has to sit and fix the leg straight, with the help of an elastic band One end of the elastic band is attached to a table leg and other to the foot and then gradually turns the foot outwards. Invertion: Rotate the foot inwards by reversing the position of the band .The movement of the foot should be apart from the leg of the table. The client can proceed to the group two exercises, if he tolerates to do group one exercise. Group 2 exercises: Gastrocnemius stretch: The patient has to bend forward and push the wall with his hands. The injured leg should be placed just behind the other foot, keeping the foot firmly to the floor for about 30 seconds. Soleus Stretch: Place the non injured foot behind the injured foot and bend the other knee joint. The heel should be raised while stretching. Weight bearing exercises: The client should stand on the floor with the affected leg and bend the other leg, so that the whole body weight should bear on the injured leg for 30 seconds and then lift the heel up and down. Injured leg stand with a cloth: The client is asked to stand on a 2inches thick cloth with the injured leg for 30 seconds. The client can proceed to the group three exercises, if he tolerates to do group two exercises. Group 3 exercises: Lateral step and bound exercise. This exercise is performed by placing a folded towel on the floor and to stand beside the towel and client steps on the folded towel. Other foot should be placed firmly on the floor. Repeat the same exercise with other leg. As the pain allows, increase the repetitions and speed accordingly. Hop exercise: It is performed by placing a folded towel on a floor and the client is asked to stand beside the towel and bound over the folded towel and to rest on the other foot. Then reverse the entire exercise with the other leg.As the pain allows, slowly raise the speed and hops. Rehabilitation: Range of movement: Stretching of the calf muscle: When the patient will be able to sand comfortably with an injured leg, he is asked to move back the injured foot and move the hip gradually forward, so that the calf muscle is stretched. Hold for 20 seconds and repeat for at least 2 times per day. Alphabet writing: The patient has to write alphabets with his greater toe at least 2 times per day. Balance training exercises: By holding a fixed object firmly with one hand and stand on a single leg, keeping the other knee folded. Repeat the same with the other foot as well. As the patients balance improves, he is encouraged to repeat the same exercise with eyes shut. GOALS: Short term: Phase 1 and 2 Improve joint range of motion and flexibility Increase ankle strength Gain normal gait pattern Progressive Proprioception and motor coordination Long term: Phase 3 and 4 Improve cardiovascular endurance Return to complete sports activity Rehabilitation program involves: Stretching of the calf muscle and around the ankle muscle Strengthening exercise Deep massage techniques Cardiovascular endurance exercise Agility training Phase 1: T o gain range of motion Stretching- Calf plantar fascia stretch: Sit on the floor with leg extended and knees straight Loop a towel around the affected leg and grip the end of towel on each hand. Affected leg should be in straight and pull the towel near the body Hold the position as same for 30 seconds and relax Repetition: 3 to 5 Calf muscle stretching: Open kinetic chain exercise: Toe curls Marble pickups Four-plane surgical tubing exercises Sub maximal Isokinetics in short arc Strengthening exercise: Plantar flexion exercises with Theraband Inversion and eversion exercise isometric exercise Flexibility: Grade 1 and 2 mobilization Alphabet ROM Proprioceptive: Stork standing Single plane tilt board Biomechanical ankle platform system in non-partial Weight bearing position. Cardiac endurance exercise: Pool therapy Stationary cycling. PHASE 2: Stretching: Achilles stretches in sitting and standing positions Open kinetic chain exercise: full –arc ISO kinetics Close kinetic chain exercise: Shuttle squats Heel raises Toe raises Tubing lunge steps Proprioception: Wobble board work Walking on uneven surface Biomechanical ankle platform system with partial Cardiac endurance training: Treadmill Stairmaster PHASE 3: Program in this phase should be considered according to the Strength and progression of the client. The program involves dynamic and functional tolerance of the patient. Start up with increase weight bearing force on the ankle joint Stretching of Achilles tendon in a supinated position Eccentric heel drop with knee straight Eccentric heel drop with knee bent Lunges and squats Step ups Side step ups with weight bearing To focus on lateral stability –up and down sideways movement Back pedalling exercise Caricos Plyomettric drills Proprioception: Ladder drill Netball throwing and catching with Standing on the affected leg moving to catch the ball and return to land on the same leg. Four square hopping drills Agility training: Shuttle running with changing the direction Zigzagging or figure of 8 runs Phase 4: functional rehabilitation activities such as tip toe walking. Polymeric progressions –hopping, bounding, depth jumps and box drills Sport-specific training Unstable surface training Stationary cross country skier Ensure normal plantar to dorsiflexion strength ratios and muscle balance Careful increase in training regimens

Taking a Chance in Hurston’s Novels, Their Eyes Were Watching God and Seraph on the Suwanee :: Their Eyes Watching God Seraph Suwanee

Taking a Chance in Hurston’s Novels, Their Eyes Were Watching God and Seraph on the Suwanee â€Å"‘All right then, you name somethin’ and we’ll do it. We kin give it uh poor man’s trial anyhow.’† â€Å"‘Anyhow Ah done got rested up and de bed bugs is done got too bold round heah. Ah didn’t notice when mah rest wuz broke. Ah’m goin’ out and look around and see whut we kin do. Ah’ll give anything uh common trial.’† pp. 168-69; Their Eyes Were Watching God â€Å"Arvay woke up next morning with hope and determination. Nothing beats trial but a failure, Arvay decided. She might not win Jim back, but she meant to give it a poor man’s trial. That is the best that she could do. If she failed, it was not going to be because she never tried.† p. 316; Seraph on the Suwanee The first passage shows no sign of weakness or unsureness; there are only bold declarations of fact. Janie tells Tea Cake to â€Å"name somethin’† and they would be capable of doing it (168). Tea Cake shares the same attitude with Janie, telling her that he is rested and that he is â€Å"goin’ out† too â€Å"look around† for something for them to do (168-9). The indecision lies not with the two of them but instead with the outside world. The use of active, present-tense verbs makes the passage vibrant and lifelike. It is clear to the reader from this passage that the couple is happy and confident in themselves; they will give most anything â€Å"a poor man’s trial† (168). They are not worried about their future, and the impression is that they â€Å"kin do† practically anything and still be happy (169). In the second passage, there is sureness tainted with uncertainty. Arvay has â€Å"hope and determination† to accomplish her goal, but she is unsure about its outcome (316). She thinks that â€Å"she might not† regain her status with her husband (316). She is not positive that Jim will take her back. Because she is willing â€Å"to give it a poor man’s trial,† the extent of her resolve is shown (316). However, her lack of confidence shows in the next sentence, where she admits that there is a possibility for failure. Arvay has resolved not to lose Jim â€Å"because she never tried† (316). While the sentences are active in this passage, the past tense lends them an air of resignedness and doubt.

Laramie Project

The fact that they were decline on Action†. A case that literally the world was watching, I would only Imagine that they would not want to be a part of the process that could condemn or free the two who killed an Icon of the LIGHT community. 29. Someone can only contain their guilt over doing something for so long. Henderson probably was at his Max. Taking the life of someone causes a lot of psychological and emotional stress to the one who does It, and Henderson probably finally met his wits end. 30. He is excommunicated. Though his home teacher does not desert him entirely. 31 .They aren't affected, hey remain firm that homosexuality is a sin. But after his comment of them remaining uncaring as he played a murderer onstage, they see the difference. 32. After the incident, however Debaser's ideals change. Believing that no one in America should live in fear, as no one has the right to live in fear in America. Due to his standing as an officer of the law, seeing the terror of t he people who he swore to protect made him see the horror of fear that they lived in on a daily basis. 33. Personally I don't think the death penalty would be the correct means to act.An eye or an eye makes the world blind, and this would only cause what Sheppard martyred for to be destroyed. 34. Kind of sort of. She seems very nonchalant even after the trial, so I don't really know. And I don't know, no one but himself, Sheppard, and Henderson knows what really happened that night so I can't come up with a conclusive answer to that. 35. Kind of. It seems more of a curse/burden then a gift In my opinion. Condemning him to suffer for the loss of his son seems kind of harsh but that's not in my opinion to say so. So I don't know whether or not to agree with this. 36.

The Different Ways We Evaluate People

Evaluation and Judgment Checkpoint Evaluation and Judgment Checkpoint Question One: What are the different ways in which we evaluate people? When we meet someone for the first time, we notice a number of surface characteristics—clothes, gestures, manner of speaking, tone of voice, appearance, and so on. Then, drawing on these cues, we assign the person a ready-made category. Associated with each category is a schema (plural: schemata), which, is a set of beliefs or expectations about something (in this case, people) that is based on past experience and is presumed to apply to all members of that category (Fiske & Taylor, 1991). Schemata serve a number of important functions (Gilbert, 1998). First, they allow us to make inferences about other people. We assume, for example, that a friendly person is likely to be good-natured, to accept a social invitation from us, or to do us a small favor. Second, schemata play a crucial role in how we interpret and remember information. Schemata can also lure us into â€Å"remembering† things about people that we never actually observed. Most of us associate the traits of shyness, quietness, and preoccupation with one’s own thoughts with the schema introvert. Question Two: How do these factors play a role in our expectations of other people? Over time, as we continue to interact with people, we add new information about them to our mental files. However, our later experiences generally do not influence us nearly so much as our earliest impressions. This is known as the primacy effect. According to Susan Fiske and Shelley Taylor (1991), they point out that human thinkers are â€Å"cognitive misers. † Instead of exerting ourselves to interpret every detail we learn about a person, we are stingy with our mental efforts. Once we have formed an impression about someone, we tend to keep it, even if our first impressions were formed by jumping to conclusions or through prejudice (Fiske, 1995). Thus, if you already like a new acquaintance, you may excuse a flaw or vice you discover later on. Conversely, if someone has made an early bad impression on you, you may refuse to believe subsequent evidence of that person’s good qualities. Moreover, first impressions can lead to a self-fulfilling prophecy. A stereotype is a set of characteristics believed to be shared by all members of a social category. Question Three: What are the disadvantages of these expectations? A stereotype is a special kind of schema that may be based on almost any distinguishing feature, but is most often applied to sex, race, occupation, physical appearance, place of residence, and membership in a group or organization (Hilton & Von Hipple, 1996). When our first impressions of people are governed by a stereotype, we tend to infer things about them solely on the basis of their social category and to ignore facts about individual traits that are inconsistent with the stereotype. As a result, we may remember things about them selectively or inaccurately, thereby perpetuating our initial stereotype. For example, with a quick glance at almost anyone, you can classify that person as male or female. Once you have so categorized the person, you may rely more on your stereotype of that gender than on your own perceptions during further interactions with the person. Stereotypes can easily become the basis for self-fulfilling prophecies. References Morris, C. & Maisto, A. (2005) Social Psychology. Retrieved November 13, 2009, from The Psychology of Science, Axia College e-Resource.