Of Plymouth Plantation and the Interesting Narrative free essay sample

The writings of both authors, William Bradford and Aloud Quinoa, are very important, because they show us first and accounts of their ideas and horrors. In the story Of Plymouth Plantation, William Bradford showed how Puritans could overcome obstacles in many quotes in this story. Being thus arrived in good harbor, and brought safe to land, they fell upon their knees and blessed the God of Heaven who brought them over the vast and furious ocean, and delivered them from all the perils and miseries thereof, again to set their feet on the firm and stable earth Is just one quote that revealed how the Puritans looked to God to overcome these obstacles (pigs. 30-31). Many believed that all the obstacles were all to Gods will and everything was happening for a reason. Believing that everything was to Gods will made it easier to except all their misfortunes of all the events happening in America. We will write a custom essay sample on Of Plymouth Plantation and the Interesting Narrative or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page God affected everyone in a different way. Quinoa tells us that he was the son of a chief, and that at about the age of eleven he and his sister were kidnapped while out playing, and were marched to the coast and put on board a slave ship. Quinoa then endured the middle passage on a slave ship bound for the New World. Bradford and Quinoa both have many similarities. To begin with, both of them leave a country for a specific reason.Bradford leaves his country, England, to escape religious prosecution and Quinoa leaves America to void discrimination and becoming a slave again. Bradford left his country roots to traveled to Holland, before sailing to the New World and helping establish a Plymouth Colony for English Puritans. According to Elements, when Quinoa bought his freedom he left America to forget his slavery horrors that had happened there. Secondly, Bradford and Quinoa married Englishmen. Bradford marries twice.His first wife, Dorothy, felled from the Mayflowers deck and drowned during the voyage While having many similarities, Bradford and Quinoa also had many differences. For example, their reason to go to America, the New World. Quinoa had no choice, he was forced to go. At 11 he was kidnapped into domestic slavery. He was held captive in West Africa for seven months and then sold to British slavers, who shipped him to Barbados and took him to Virginia. Bradford wasnt forced, he was seeking for a religious settlement.

Essay Topics For Teenagers

Essay Topics For TeenagersTeenagers are particularly well placed to find essay topics suitable for them to have. In fact, because of their natural curiosity and creative imagination, they can create the most original and creative paper they can. Since so many subjects are available, we should consider some very suitable essay topics for teenagers.Teens often get ideas for essays from magazines or books. These are good since they are usually written by someone with experience. However, there are some ways that they can be improved upon to make them more exciting. Let's take a look at some of the key features.Teens will most likely get their ideas from other teens or young adults. The best way to ensure that is to look at friends or old acquaintances. If they are comfortable with writing, then this is the best way to start. It allows for a more intimate relationship with the reader, and this is something that you should definitely strive for.An important aspect to consider when writing essay topics for teenagers is the subject. Some topics are definitely better suited to them than others. Don't think that just because it's not appropriate for you, that it isn't suitable for your teen. It may not be appropriate to you for instance, but you may love it. So it is definitely worth giving it a try.Teens will also be interested in things that are current. In fact, they will find these to be very interesting. For example, if your teen has a website, it would be great to let them take on this topic. You might even want to challenge them with something new and interesting, such as. Although they might initially not know what they are looking for, by researching it, they will have a better idea.Another way to make essay topics for teenagers more interesting is to use the latest technologies. Letting them write about something that they see is a great way to make it really personal. By considering their interests, it allows them to show that they are knowledgeable and inter ested in the topic.Hopefully, the information above has given you some great ideas for teenage essay topics. By writing one yourself, you can ensure that they are unique and fascinating.

Free Essays on To Pray Or Not

To Pray or Not to Pray â€Å"The trend of taking God and moral teaching out of schools is a diabolical scheme,† declared the Reverend Billy Graham soon after the Engel versus Vitale and Schempp verdict (Haas 30). The debate over the separation of church and state had been swirling through courtrooms for years. The controversy over school prayer in the Engel versus Vitale case started over a prayer recited in the New York public school system, known as the Regent’s Prayer. A group of three parents found the prayer unfair to their children and decided to take their case to court. After hard work and tough battles the case came to the Supreme Court. On June 25, 1962 the court made the decision to ban prayer from public schools across the nation. Yet, the prayer is beneficial to help minimize juvenile delinquency, does not favor one religion, and revives America’s spiritual heritage. â€Å"Something is terribly wrong with our education system. The evidence is everywhere: children who cannot read, graduates who cannot reason, danger in school yards, and indoctrination in classrooms,† (Free 1). Since the court outlawed prayer, the nation has been in a moral decline. Serious crimes in schools have risen to 3,000,000 a year, violent assaults have risen to 465,000, and the number of teachers attacked per year reaches 5,000 (Crisis). Taking prayer out of school has allowed immorality and violence to seep into the public school system. Teen pregnancy, school shootings, and drug use have become more prominent then any other time in our country’s history. Teen pregnancy increased two hundred percent from 1960 to 1990 (Geisler 2). Without moral instruction and values teens are going out and getting pregnant without even thinking of the consequences. Children are having children. Some take the easy way out and have abortions, which are unfair to the innocent child at hand. Between 1960’s and 1990’s abortion has increase... Free Essays on To Pray Or Not Free Essays on To Pray Or Not To Pray or Not to Pray â€Å"The trend of taking God and moral teaching out of schools is a diabolical scheme,† declared the Reverend Billy Graham soon after the Engel versus Vitale and Schempp verdict (Haas 30). The debate over the separation of church and state had been swirling through courtrooms for years. The controversy over school prayer in the Engel versus Vitale case started over a prayer recited in the New York public school system, known as the Regent’s Prayer. A group of three parents found the prayer unfair to their children and decided to take their case to court. After hard work and tough battles the case came to the Supreme Court. On June 25, 1962 the court made the decision to ban prayer from public schools across the nation. Yet, the prayer is beneficial to help minimize juvenile delinquency, does not favor one religion, and revives America’s spiritual heritage. â€Å"Something is terribly wrong with our education system. The evidence is everywhere: children who cannot read, graduates who cannot reason, danger in school yards, and indoctrination in classrooms,† (Free 1). Since the court outlawed prayer, the nation has been in a moral decline. Serious crimes in schools have risen to 3,000,000 a year, violent assaults have risen to 465,000, and the number of teachers attacked per year reaches 5,000 (Crisis). Taking prayer out of school has allowed immorality and violence to seep into the public school system. Teen pregnancy, school shootings, and drug use have become more prominent then any other time in our country’s history. Teen pregnancy increased two hundred percent from 1960 to 1990 (Geisler 2). Without moral instruction and values teens are going out and getting pregnant without even thinking of the consequences. Children are having children. Some take the easy way out and have abortions, which are unfair to the innocent child at hand. Between 1960’s and 1990’s abortion has increase...

Dónde tomar clases gratis para el examen de ciudadanía

Dà ³nde tomar clases gratis para el examen de ciudadanà ­a Los residentes permanentes legales pueden tomar clases gratis con numerosas organizaciones para estudiar los exmenes de inglà ©s y de conocimientos histà ³ricos y cà ­vicos, los cuales forman parte de los requisitos para adquirir la ciudadanà ­a estadounidense por el trmite de la  naturalizacià ³n. En este artà ­culo se listan 40 organizaciones - y sus respectivos nà ºmeros telefà ³nicos- ubicadas en los 12  estados con mayor poblacià ³n latina que brindan gratuitamente clases para la ciudadanà ­a. Adems, muchas de ellas tambià ©n ayudan para completar el formulario N-400, con el cual se inicia la tramitacià ³n de la solicitud de la naturalizacià ³n.   Los migrantes que residen en otros estados encontrarn, al final de este artà ­culo, un telà ©fono al que pueden marcar desde cualquier parte de Estados Unidos para solicitar informacià ³n sobre organizaciones locales que prestan este servicio. Finalmente, antes de presentar este documento se recomienda a todos los residentes permanentes verificar si califican para no pagar la tarifa correspondiente que, en la actualidad, es de $725, incluidos los $85 de la toma de los datos biomà ©tricos.  ¿Donde tomar clases gratis para examen de ciudadanà ­a? Todas las organizaciones que se listan a continuacià ³n forman parte de la campaà ±a para Nuevos Ciudadanos Americanos, liderada  por el Immigrant Legal Resource Center y del que forman parte asociaciones sin fines de lucro, fundaciones, organizaciones religiosas y despachos de abogados. Las organizaciones religiosas en este listado atienden a todos los migrantes;  es decir, no es necesario practicar su religià ³n para recibir este tipo de ayuda. Arizona International Rescue Committee. Tel: 602-433-2440Chicanos por la Causa. Tel: 602-257-0700. E-mail: infocplc.orgPromise ArizonaFriendly House. Tel: 602-416-7210. E-mail: evelynsfriendlyhouse.org, a la atencià ³n de Evelyn SenzCampesinos sin Frontera. Tel: 928-627-5995. En el condado de Yuma California Immigrant Legal Resource Center en el rea de Central Valley. Tel: 415-255-9499NALEO Educational Fund en la zona de Los AngelesInstituto Internacional del Area de la Bahà ­a, en zona de San Francisco. Tel. 415-538-8100 ext. 206Public Law Center, en el rea del condado de Orange. Tel: 714-541-1010Ready Now San Diego, en el rea de San Diego. Tel: 619-363-3423Services Immigrant Rights Educational Services, zona de Sillicon Valley. Tel: 408-453-3017 Carolina del Norte Carolina Refugee Resettlement Program. Tel: 704-535-8803  Insteep. Tel: 919-680-8000. Email: infoinstepp.orgLa Coalicià ³n. Tel: 888-839-8682. Cobra una pequeà ±a tarifa. Colorado Puede contactar a Colorado Immigrants Rights Coalition en: Denver.  Tel: 303-922-2244Montrose. Tel:970-249-4115 Florida Brevard Hispanic Center. Tel: 321-802-9516. Zona de Palm BayCatholic Legal Services. Tel: 305-372-1073 (Downtown Miami) y 305-887-8333 (Doral)Hispanic Services Council. Tel: 813-936-7700. TampaJustice Shall Be for All. Tel: 407-556-5955. Email: infojusticeshallbeforall.org. KissimmeeRedlands Christian Migrant Association. Tel: 800-282-6540. Area de Immokalee Georgia Catholic Charities of Atlanta. Tel: 770-790-3104GALEO. Tel: 885-54GALEOLatin American Association. Tel: 404-638-1800 (Atlanta), 404-702-0271 (Athens), 678-205-1018 (Lawrenceville)New American Pathways. Tel: 404-299-6099. Afiliada con el Church World Service and Episcopal Migration Ministries.Oficina del alcalde de Atlanta para Asuntos Migratorios. Email: welcomingatlantaatlantaga.gov Illinois Esperanza Legal Assistant Center. Tel: 309-732-0047Hispanic American Community Education and Services. Tel: 847-244-0300. Email: infohaces.orgIllinois Coalition for Immigrant and Refugee Rights. Tel: 855-435-7693 Nueva York Catholic Migration Services. Tel: 728-236-3000 (Brooklyn), 347-472-3500 (Queens)CUNY Citizenship Now. Tel: 646-664-9400Dominicanos USA. Tel: 718-665-0400. Email: contactdominicanosusa.orgMake the Road New York. Tel: 718-418-7690Northern Manhattan Coalition for Immigrant Rights. Tel: 212-781-0355Oficina del Alcalde de Nueva York para Asuntos Migratorios. Tel: 212-788-7654Oficina del Estado de Nueva York para Nuevos Americanos. Tel: 1-800-566-7636 Nueva Jersey Make the Road New Jersey. Tel: 908-768-4991 Nuevo Mà ©xico New Mexico State University. Tel: 575-234-9280 (Carlsbad)Catholic Charities brinda ayuda a bajo costo en 2010 Bridge SW (Albuquerque) y en 1234 San Felipe Ave (Santa Fe) Texas American Gateways. Tel: 512-478-046, ext. 200 (Austin), 210-521-4768, ext. 232/233 (San Antonio), y 512-387-2650 (Waco)Catholic Charities of Dallas. Tel: 214-634-7182Catholic Charities of Galveston and Houston. Tel: 713-526-4611Proyecto Inmigrante. Tel: 888-793-2182. Oficinas en Dallas, Fort Worth y Wichita Falls Washington Colectiva Legal del Pueblo. Tel: 206-931-1514. Email: infocolectivalegal.orgOficina de Seattle para Inmigrantes y Refugiados. Tel: 202-727-8515.One America. Realizan Dà ­as de la Ciudadanà ­a por todo el estado. Adems, desde todos los estados se puede marcar a la Asociacià ³n Nacional de Oficiales Latinos Electos  (NALEO, por sus siglas en inglà ©s) al 888-839-8682. Esta là ­nea se atiende en inglà ©s y en espaà ±ol y se ofrece informacià ³n sobre otros centros cercanos adonde se puede acudir para solicitar ayuda en la preparacià ³n de los exmenes de inglà ©s, historia y conocimientos cà ­vicos para sacar la ciudadanà ­a estadounidense por naturalizacià ³n. Recursos en là ­nea para preparar el examen para la ciudadanà ­a Los residentes permanentes que consideren que es suficiente si estudian por sà ­ mismos, pueden practicar el examen en la pgina de la organizacià ³n Citizenship Works o en la pgina de UScitizenshipsupport.com. En ambas pginas se informa sobre las 100 preguntas de conocimientos cà ­vicos e historia que pueden ser preguntadas y tambià ©n se brindan tips memorà ­sticas para facilitar recordar las respuestas correctas el dà ­a del examen. Tambià ©n se ofrece informacià ³n prctica sobre quà © esperar el dà ­a de la entrevista y examen. Asimismo, en la pgina del Servicio de Inmigracià ³n y Ciudadanà ­a (USCIS, por sus siglas en inglà ©s) se brinda material para practicar el examen cà ­vico y el de inglà ©s. Es de interà ©s verificar siempre esta pgina porque actualiza posibles cambios a las preguntas. Por ejemplo, los nombres del presidente, vicepresidente,  partido en el gobierno y representantes locales ante el Congreso. Informacià ³n prctica sobre el examen para ciudadanà ­a por naturalizacià ³n Como regla general, actualmente la cita para presentarse al examen de inglà ©s y conocimientos histà ³ricos y cà ­vicos tiene lugar entre 6 y 8 meses despuà ©s de la presentacià ³n de los papeles. El examen, salvo casos excepcionales por edad o enfermedad o discapacidad, deber rendirse siempre y en inglà ©s. El mismo dà ­a tiene lugar la entrevista.   Si el migrante reprueba el examen, deber repetirlo. USCIS enviar una carta con una nueva cita entre 60 y 90 dà ­as despuà ©s.  Si de nuevo reprueba, la peticià ³n de naturalizacià ³n se negar y se deber iniciar desde cero un nuevo proceso de naturalizacià ³n y pagar una nueva tarifa. Por el contrario, si el migrante pasa el examen y la entrevista, como regla general jurar como ciudadano estadounidense entre 1 y 4 semanas despuà ©s de haber aprobado dicho examen. Es recomendable no viajar fuera de Estados Unidos desde la fecha en la que se aprueba el examen y la de juramentacià ³n y, si se hace, que sea por un corto periodo de tiempo. Finalmente, a la hora de adquirir la nacionalidad americana es  importante conocer las ventajas y derechos que se adquieren con esta ciudadanà ­a. Uno de los beneficios no muy conocido es que en promedio los ciudadanos ganan a lo largo de su vida laboral un 11 por ciento ms que los residentes permanentes legales.   Tambià ©n se puede votar en elecciones federales. Para ejercer el derecho al voto es necesario registrarse previamente segà ºn las leyes del estado en el que se reside. Puntos Clave: clases gratis para la ciudadanà ­a por naturalizacià ³n. Los residentes permanentes legales pueden nacionalizarse y adquirir la ciudadanà ­a  estadounidense mediante el trmite de la naturalizacià ³n.Los exmenes de inglà ©s leà ­do y escrito y de conocimientos histà ³ricos y cà ­vicos es parte del trmite de naturalizacià ³n.Numerosas organizaciones brindan clases gratis para ayudar a los migrantes a aprobar dichos  exmenes.NALEO Educational Fund es la coordinara nacional de muchas de  esas organizaciones a travà ©s de la Campaà ±a Citizenship Works. Este es un artà ­culo informativo. No es asesorà ­a legal.

Introduction to Nursing research Essay Example | Topics and Well Written Essays - 750 words - 3

Introduction to Nursing research - Essay Example The purpose of this study as explained by the authors was to assess whether self-monitoring of blood glucose was effective in treating the glycemic control of the patient and in helping them deal with the psychological effects of being newly diagnosed with type 2 diabetes. There were no specific research questions in this study but one could assume that the research questions were: Will patients who are newly diagnosed with type 2 diabetes show improvement in glycemic control because of their self-management? Also, will immediate feedback insure compliance with medication requirements and determine patient attitude toward their disease? These questions can be inferred by the two-fold purpose of the study(O’Kane et al., 2008). The basic concept is that the researchers wanted to understand how self-monitoring effected the attitudes and the self-monitoring of newly diagnosed patients with type 2 diabetes. The phenomena studied was type 2 diabetes in adult males, aged 70 or older (O’Kane et al., 2008). This was a quantitative study that used a â€Å"a randomised controlled trial† (O’Kane et al., 2008, para. 11) that used two groups. One group was asked to self-monitor their glucose concentrations regularly, ( the intervention group) and the second group was asked not to monitor their glucose concentrations (the control group). The patients were newly diagnosed with type 2 diabetes and they were recruited from several diabetes services in several cities in Ireland. The age of the patients was 70 and above, and the study was done between 2002 and 2005. Some doctors referred specific participants. The exclusion criteria for the participants was patients that were in secondary stages of diabetes, those who used insulin or who were already self-monitoring, those who had major diseases within the last six months, those with chronic kidney or liver disease, and those who were abusing alcohol (O’Kane

Article Review Essay Example | Topics and Well Written Essays - 500 words - 32

Article Review - Essay Example The fourth layer contains tailor-structured applications. In the past, the business management process structures focused on data but currently there is a shifting trend from the data system to processes. The focus was only on the data specific methods, which has transformed into the creation of the business processes, which was dismissed in the past. The shift has moved further to enhance the redesigning of the process to advanced levels. Separating the business process management into different components is because of the current developments in the area of web services. Workflow terminologies are helpful in explaining the business process management. The application of business process passes information, tasks, and documents from one party to the next according to the required and set procedures. A Workflow Management System refers to a system that generates and manages the accomplishment of workforce with the use of software operating on several workflow engines that are able link workflow engines, its requirements and the use of IT tools and their applications. The business process management has several phases, which it uses to support its operational business processes. The first stage is the design stage where redesigning of the processes occur. The next phase is the configuration stage where there is implementation of the designs by a process specific information system. After this stage there is the enactment phase where there is caring out of operational processes using the specific system. The diagnosis phase is the last stage where there is analysis of the operating processes to identify problems and to come up with solutions. The operational process of the business process management is divided into two trends in the modern times, Case Handling and Straight through processing. The Straight through processing is the automation of the business process though dealing with situations without

Forces in Skeletal Structure of the Arm

Forces in Skeletal Structure of the Arm Bio Mechanics and Kinetics Task 1. Produce a labelled diagram showing the forces involved on the skeletal structure of a human arm as a weight is being held at a particular angle. Your report should use the principle of moments to fully describe all of the forces that are being applied at various points along the forearm through the muscle and tendons. (Assessment criteria 1.1, 1.2, 1.3) Skeletal muscles consist of many parallel fibres wrapped in a flexible sheath along a bone, narrowing at both ends into tendons. Some of the muscles thin into two or three tendons which are known as â€Å"biceps† and â€Å"triceps†. Muscle fibres contract after receiving an electrical signal from the nerve ending attached to them; hence the muscles shorten and a pulling force is sensed by the two bones. Primarily, the main function of the muscles is to pull and not to push. As part of this task, I am going to demonstrate the forces involved on the skeletal structure of the human arm when a weight is being held at a particular angle. The image below shows a free-body diagram illustrating the forces exerted on the forearm bar. According to the Laws of Statics such as Newton’s Law, the net force on the immobile bar must be zero, and the total torque (which will be discussed later) is also zero. Figure 1 Hence the forces acting on the forearm are its weight (W), the weight of the hand (H), force from the bicep muscle (B, which pulls upward the forearm at an angle ÃŽ ±) and the force from the humerus bone (A). The muscular system within the arm generates linear force. Linear force refers to the force that acts in straight line between the origin and the insertion. However the linear force is manifested by the rotational moment which is generated at the joint centre. This is due to the geometrical relationship between the lines of action of the muscles and the joint centre. The maximum force a muscle is able to exert is equivalent to its cross-sectional area, i.e. the legs are capable of lifting heavier load due to having greater cross-sectional area compared to the arms. Therefore the estimated maximum force a muscle can apply is about 7106 dyn/cm2 = 7 x 105 Pa = 102lb/in2. The formula to calculate the moment of force is: For example, if an arm (weighing 7kg) lifts a load of 5kg by 1cm, what is the moment of force applied on the arm? Firstly I will need to find the force of both objects, by using this formula: Where acceleration is 9.8m/s (Earths gravitational field, since it is constant). The force of the object = 5kg X 9.8m/s = 49N The force of the arm = 7kg X 9.8m/s = 68.6N Therefore the moment of a force =49N X 0.01m = 0.49Nm The moment of force of 0.49Nm is applied on the arm. The various joints in the body are known as levers which causes rotations about a fulcrum (axis rotation). This is used to figure out the forces exerted by the muscles such as lifting loads and transfer movement from one point to another. For a lever, the force F required to balance a load of weight (W) is: Where d1 and d2 are the lengths of the lever arms (illustrated in figure 2) If d1 is 5cm and d2 is 35cm, find out the force required to balance the weight of 5kg. Using the above formula: Therefore, a force of 0.71Nm is required to balance the weight of 5kg on the arm. If the load is close to the fulcrum, the mechanical advantage is greater (d12); hence if it is far away then it is smaller (d2> d1). Therefore the mechanical advantage may increase or decrease depending on the distances from the fulcrum. We can also measure torque (any point of the fulcrum), which refers to the force applied over a distance (lever arm) that causes rotations of the fulcrum. The torque is dependent on three variables: amount of force, angle of application of force and the length of the moment arm/ R. As mentioned above in figure 1, the total torque is equal to zero;. The following formula is used to calculate Torque Ï„: Where F is the force (0.71Nm), R is the distance from the location force is applied to the joint (moment arm) (35cm) à Ã‚ ´ is the angle between the force and the radial line I will now find out the torque for the same question, if the angle is 20 °; This links in with the above statement of the total torque being equal to zero. I am now going to discuss about the elbow and the forces applied to it. There are many properties which can be used to calculate the forces of the biceps: the angle of the elbow; the length of the upper and lower arm bone; and the distance from the bone to the location the muscle is attached to. I will now use this formula to find out the force exerted by the biceps (equilibrium) in holding the object, which is the sum of the clockwise moments about any points, equals the sum of the anticlockwise moments about the same point: Taking 5cm from bone to the biceps attachment; The force exerted by the biceps holding the object is 891.8N. Similarly, we can also measure the tension of the bicep/arm holding the object. The image below shows an arm being held out and elevated from the shoulder by the deltoid muscle. The forces can be measured the taking the sum of the torques (of the shoulder joint, the tension (T) can be calculated: Where W1 is the weight of the arm, W 2 is the weight of the object Using the above question; if = 20; the weight of the arm (W1) is 68.6N and the weight of the object (W2) is 49N, then calculate T: = 113.96N Therefore the force needed to hold up the bicep/arm at 20, is 113.96N. Task 2. A) You must complete the energy changes/momentum worksheet. Assessment criteria 2.3,2.4 See attachments b) You must produce a report that describes the equations of motion needed to calculate the range and maximum height that a projectile thrown by a human can achieve. This report must include examples of both the range equation and maximum height equation. You could use a sports person throwing a ball as an example. A projectile is any object that has been thrown or shot by a human (measures projectile motion). Projectiles are affected by two factors: gravity (Horizontal motion) and air resistance (vertical motion which is the force of gravity pulling down the object). As part of this task I am going to carry out various calculations to find out the range and maximum height that a golf ball can achieve when a golf player hits the ball. A golfer hits a ball so that it moves off with a speed of 37m/s at an angle of 45. I am going to calculate how far the ball goes; the maximum height it will reach; and how long it takes for the ball to get there. Firstly, I am going to use the following formula to calculate how far the ball travels; Where R is the range/resultant (how far the ball goes), V0 is the initial velocity of the ball speed (37m/s) g is the gravity (9.8m/s) also can be used as (a) since it is constant à Ã‚ ´ is angle of the ball (45 °) Therefore; Hence, when a ball is hit with a speed of 37m/s at 45 °, the ball will go far as 139.7m. Secondly, I will calculate the maximum projectile height (how high a ball will go) by using the following method; Where Ymax is the maximum projectile height that the ball will go The maximum projectile height that a ball will reach is 34.9m. The final calculation that I am going to carry out is the flight time so that I can find out how long it takes for the ball to get there. I will use the following method; Where Tflight is the time flight of how long it takes for the ball to reach there. The flight time for the ball to get there is 5.3s. Using the same question, I now want to find out how far the ball travels horizontally from A to C and the time that the ball is in the air, ignoring any air resistance and taking g = 10ms-2. Firstly, I will calculate the time that the ball is in the air for, by using the following formula; I need to find out the vertical motion from A to B first = 90 ° 45 ° = 45 ° Formula; Where v is the final velocity (0 since it is moving horizontally), u is the initial velocity (37m/s x cos 45) is 26.16m/s a is the acceleration (10m/s) t is the time Therefore; , so the time it takes from A to C is twice this I will now look at the horizontal motion from A to C. Horizontal component of velocity. This is constant during motion. Horizontal distance = horizontal velocity X time of flight Therefore the horizontal distance the ball travels from A to C is 136.8m. Task 3. You must produce a report showing how the variation of blood pressure affects the human body. Your report must include calculations to determine pressure based on area or density values. Assessment criteria 3.1,3.2 Bernoulli’s Principles explains that flowing blood has different speeds and therefore different kinetic energies (KE) at different parts of the arteries. It determines the relationships between the pressure, density and velocity at every point in a fluid. Bernoulli’s Principle was discovered by a Swiss physicist called Daniel Bernoulli in 1738. He has demonstrated that as the velocity of fluid flow increases, its pressure decreases. Flowing blood has mass and velocity. The mean velocity squared (V2) is equal to the kinetic energy. The image below demonstrates the variance of kinetic energy at different parts of the vessels and also shows the theory of Bernoulli’s Principle: Therefore KE =  ½ mV2. As we know from above that blood flows inside arteries, were pressure is applied laterally against the walls of the vessel which is known as the potential or pressure energy (PE). The total energy (E) of the blood pressure within the artery is the sum of the kinetic and potential energies (presuming there are no gravitational effects): E = KE + PE(where KE ∠ V2)à ¢Ã¢â€š ¬Ã†â€™ Therefore,E ∠ V2 + PE Similarly, Bernoulli’s Principle states that the sum of the Pressure (P), the kinetic energy per unit volume (1/2 pv2), and the gravitational potential energy per unit volume (pgy) has the same value at all points along a streamline. The equation below shows this: There are two vital theories that follow from this relationship, which includes: Blood flow driven by the variation in total energy between two points. Normally, pressure is considered as the driving force for blood flow but in fact it is the total energy that moves flow between two areas (i.e. longitudinally along a blood vessel or across a heart valve). KE is relatively low in most of the cardiovascular system; hence PE difference is the energy that drives flow. Similarly, is KE is high then the total energy increases which explains the flow across the aortic valve during cardiac ejection. This is because, as KE drives blood across the valve at a very high velocity, it ensures that the total energy (E) in the blood crossing the valve is higher than the total energy of the blood more distal in the aorta. KE and PE can be converted to maintain the total energy unchanged, which is the basis of Bernoulli’s Principle. This principle is basically about the blood vessel that is suddenly narrowed then returned to its normal diameter. The velocity increases as the diameter decreases in narrowed region (stenosis). Blood flow (F) is the mean velocity (V) and the vessel cross-sectional area (A) is directly related to diameter (D) (or radius, r2); hence V ∠ 1/D2. If the diameter is reduced by half in the region of the stenosis, the velocity increases 4-fold, due to KE ∠ V2, hence KE increases 16-fold. The image below demonstrates this: The image above shows the total energy being conserved within the stenosis (E actually decreases because of resistance), then the 16-fold increase in KE will decrease in PE. Once past the narrowed segment, KE will go back to its pre-stenosis value as the post-stenosis diameter is the equal to the pre-stenosis diameter, hence flow is conserved. Due to the resistance of the stenosis and turbulence, the port stenosis PE and E will both fall. Therefore, blood flowing at greater velocities has greater ratio of KE to PE. As we know, blood pressure is the force of fluid against the walls of the arteries, similar to how water exerts the pressure inside aplastic pipe. It is made up of systolic and diastolic pressure. Systolic pressure is the top figure and relates to when the heart is contracting (beating) and forcing blood through the arteries and transporting it to the rest of the body i.e. brain, kidneys etc. The normal values for systolic pressure is from 120-139mmHg. Diastolic pressure is the bottom figure and is linked to when the heart is relaxing. The normal value for diastolic pressure is between 80-89mmHg. Hence, if the values exceed these numbers, then it is considered to be hypertension. Hypertension is high blood pressure which is caused by the increased force of blood flowing through the arteries. Healthy arteries are flexible, strong and elastic. Inner lining of the arteries are smooth allowing the blood to flow freely, supplying important organs and tissues with adequate nutrients andoxygen. Hypertension can gradually lead to wide range of problems such as damaging the cell’s inner lining of the arteries; hence releasing a cascade of events that causes the artery wallsthick and stiff (called arteriosclerosis), or hardening of the arteries. Similarly, the fats from the diet enter the bloodstream and passes through the damaged cells. However, plaques are prone to building up in the arteries leading to atherosclerosis. These changes lead to blocking blood flow to the heart, kidneys, brain, arms and leg. Heart: it causes coronary artery disease, which is narrowing of the arteries that doesn’t allow blood to flow freely through the arteries. Leading to chest pain, heart attack (myocardial infarction)or irregular heart rhythms (arrhythmias). Hypertension can also cause enlarged left heart as the pressure forces the heart to work harder than necessary. Similarly, overtime the strain on the heart leads to the heart muscles to weaken and work less effectively causing the heart to wear out and fail. Brain: hypertension can cause mini-strokes (Transient ischemic attack (TIA)), which a temporary disruption of blood supply to the brain caused by blood clot or atherosclerosis. Similarly, it can lead to the full-blown stroke which happens when part of the brain is deprived of oxygen and nutrients leading brain cells to die. Uncontrolled hypertension damages and weakens the brains blood vessels, causing to narrow, rupture or leak. Narrowing and blockage of the brains blood vessels can also lead to Dementia and mild cognitive impairment. Kidneys: filters excess fluid and waste from the blood via a process that depends on healthy blood vessels. Hypertension can damage both the blood vessels and leading to the kidneys. This leads to various kidney diseases, failure and scarring of the kidney. Eyes:- Blood vessels supplies blood to the eyes; hence high blood pressure can damage the blood vessel (retinopathy) Reference http://www.bhf.org.uk/heart-health/conditions/high-blood-pressure/blood-pressure-research.aspx 22nd October 2013 http://www.bhf.org.uk/heart-health/conditions/high-blood-pressure.aspx 22nd October 2013 http://www.webmd.boots.com/hypertension-high-blood-pressure/guide/diastolic-systolic 24th October 2013 http://edition.cnn.com/HEALTH/library/high-blood-pressure/HI00062.html 24th October 2013 http://amazinghumanbody-prakash.blogspot.co.uk/2009/10/skeletal-system.html 25th October 2013 http://www.bbc.co.uk/science/humanbody/body/factfiles/armandshoulder/arm_and_hand.shtml 26th October 2013 http://www.cvphysiology.com/Hemodynamics/H012.htm 26th October 2013 http://www.bu.edu/gk12/kai/Lesson%206/BP_Back.pdf 27th October 2013 http://mysite.verizon.net/fvozzo/genphys/lecture.html 27th October 2013 http://muscle.ucsd.edu/musintro/ma.shtml 29th October 2013 http://www.as.wvu.edu/~rbrundage/chapter8b/sld015.htm 29th October 2013 http://www.answers.com/topic/projectile-motion 30th October 2013 http://www.wired.com/wiredscience/2011/10/optimizing-a-basketball-shot/ 1st November 2013 http://demoweb.physics.ucla.edu/node/28 25th November 2013 http://www.medicalphysics.org/apps/medicalphysicsedit/WebPOTB.pdf 25th November 2013 http://physics.eou.edu/opensource/physics/projectile.pdf 27th November 2013 http://www.google.co.uk/url?sa=trct=jq=esrc=ssource=webcd=14ved=0CG8QFjANurl=http%3A%2F%2Fwww.wooster.edu%2F~%2Fmedia%2Ffiles%2Facademics%2Fresearch%2Fhhmi%2Fresources%2Flectures%2Fhuman-arm-goniometer.ashxei=bnakUuzDC6yg7AbX5oGYCQusg=AFQjCNFMTH1EmPzRvKvptZu4R7_XUpFKPwbvm=bv.57752919,d.ZGU 28TH November 2013 Dobson et al. 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