arctic oil :: essays research papers fc

The Arctic Circle Ditions enclose roughly the same territory, which is somewhat larger than the region bounded by the Arctic Circle, and will be used as the basis for this article.The largest Arctic tundra areas are in Canada, Russia, Greenland (Kalatdlit-Nunat), Scandinavia, Iceland and Alaska.Climate and Land Formation Tundra climate is characterized by harsh winters, low average temperatures, little snow or rainfall, and a short summer season (Goudie 1993). The arctic tundra, in particular, is influenced by permafrost, a layer of permanently frozen subsoil in the ground. The surface soil, which tends to be rocky, thaws in summer to varying depths. The combination of frozen ground and flat terrain on the tundra impedes the drainage of water. Held at the surface or saturating the upper layer of soil, the water forms ponds and bogs that provide moisture for plants, thereby counteracting the low precipitation.In relatively well-drained locations, the periodic freezing and thawing of the soi gy are also extremely important. Some animals adapt well to Arctic conditions; for instance, a number of species of mammals and birds carry additional insulation, such as fat, in cold months (Urquhart 1995).The Arctic has more than 400 species of flowering plants. The vast stretches of tundra that cover the plains and coastal regions consist of low creeping shrubs, grasses, thick growths of lichens and mosses, and herbs and sedges.Abundant animal life inhabits the Arctic, both on land and in the sea. Arctic mammals include polar bear, arctic fox, ermine, marten, arctic wolf, wolverine, walrus, seal, caribou, reindeer (domesticated caribou), musk-ox, lemming, arctic hare, and many species of whale.Birds are plentiful throughout the Arctic Regions. The guillemot and little auk nest by the thousands along cliffs. Ravens, snow buntings, and sandpipers have been seen in the remotest northern land regions, as have the snowy owl and the gyrfalcon. Various species of gull, including the jaeger, also r ange far t laska and northern Canada still follow a subsistence lifestyle. They live as their ancestors have, measuring their lives with the caribou.The Porcupine caribou herd sustains some 7,000 aboriginal people in northern Canada and Alaska. They rely on caribou meat for food and on the herd for learning the ways of their culture. For the Gwich'in, which means "caribou people," this animal is the spiritual center of life. Young men learn from their fathers and uncles how to hunt wisely and use all parts of the animal.

Construction resources Essay

Construction resources make use of physics in many of their products. Two that I have picked are solar collectors and their use of insutation. Insulators have the purpose of preventing conduction, convection and radiation to unwanted areas. There are a wide range of techniques and materials used in doing this and I am going to look in depth at this idea. The company uses solar collectors in many different ways, their main purpose is to collect solar energy and heat energy. They can be used to heat and power many different appliances. Photovoltaic cells: Photovoltaic cells transfer the energy carried by the electromagnetic waves that make up sunlight directly to an electrical circuit in order to make a current flow. Light excites electrons to move from one layer to another through semi conductive silicon materials. Only a fraction of a volt is produced so a large array is needed to produce appreciable currents, usually about 20W to 100W. The Photovoltaic cells produce DC current so if alternate current AC is desired then an inverter is required. AC form is commonly available from the mains. Solar cells: Sunlight may also be used to heat water directly. This can be done in two ways, water can be circulated through pipes which run through the back of the solar cells, producing water at around 60oC suitable for household use. The other method is to focus sunlight from a large are to a small spot using an array of mirrors, this can produce temperatures of up to 4000oC and it’s quite feasible to produce power stations from this, however it has not been implemented yet. Here is on way in which the hot water can be used, this is quite economical and environmentally friendly. Solar panels are quite versatile and can be put on many roofs of simply in the garden, which makes them popular when it comes to heating swimming pools of hot water for showers. Any material that is a poor conductor of heat and electricity can be used as an insulator. Thermal insulating materials reduce the flow of heat between hot and cold regions. Thermal insulation may have to fulfill one or more of three functions: to reduce thermal conduction in the material, in which heat is transferred by electrons; to reduce thermal convection currents, which can be set up in air- or liquid-filled spaces; and to reduce radiation heat transfer, in which thermal energy is transported by electromagnetic waves. These are three ways in which heat energy can be transferred. Conduction, where heat energy is transferred through solid materials, metals are normally the best conductors. There are a number of factors that affect thermal conductivity. Increasing the area of the cross-section of the solid through which hear flows increases the rate of flow, however increasing the thickness of the wall decreases the flow of heat. Provided that a steady state has been reached (where the temperature of any point is not changing through time) then the rate of flow of heat ? Q/? t is given by: ?Q/? t –> A ? T/? x Besides the physical dimensions of the materials, another factor affecting rate of flow is the properties of the material, the Thermal Conductivity of the materials ? through which the heat energy is travelling is the constant of proportionality in this relationship, so:?Q/? t = -? A ? T/? x The units for thermal conductivity are watts per metre per kelvin. The Quantity ? Q/? t is called the temperature gradient. On my visit to Construction resources I noticed that they have used these Physical conclusions in there insulation. One in particular is ‘Homatherm’ a wall and roof insulator. The slabs are thick which means less flow of heat, and have a thermal conductivity is only 0. 04 W/mK. Conduction in terms of particles: The particles in metals and non-metals are arranged differently, which gives them their different characteristics. In a non-metal the particles have forces between them that can be described like springs. When heat is delivered to the solid the oscillations of the particles being heated will increase in amplitude. For heat to be conducted the neighboring particles must also receive the extra energy, as particles oscillations increase in frequency the neighboring particles also gradually increase in frequency as heat is transferred to them. This is a very slow process. In a metal the arrangement is different, metallic boding occurs between metal atoms where a ‘sea of delocalized’ electrons hold the positive metal ions together in a lattice. It is these free electrons that are responsible for the high conductivity character of metals. When a metal is heated the metals ions vibrate with an increase frequency. When an electron hits these ions with extra energy, they receive this extra energy and move faster. This electron can then travel to another parts of the lattice, to an ion that hasn’t received any of this heat energy and collide with it, transferring its energy to this ion. Now that ion has extra energy and vibrates with a greater frequency. This process is a lot faster as there are many electrons in a metal lattice. U-Values: Architects and heating engineers use U-Values to calculate the flow of heat energy through building materials. The U-Values is quoted for a given thickness of a particular material, and is based on actual measurements made using the material. The U-Value is defined as: U-value = Rate of energy flow Area X Temperature difference Construction resources uses this knowledge of U-Values when designing building materials to reduce the energy wasted in the form of heat going out of the build and to achieve the ultimate goal of reducing CO2 emissions. But there are obvious limitations with reducing thermal conductivity, you can only reduce it to a certain amount, 0. 025 in air, so there will always be heat loss. Also too much insulation in the house will lead to what construction resources refers to as internal pollution. This has lead to construction resources researching in trying to lower the energy that is used to build and transport he construction materials. Bibliography: Microsoft Encarta Heinemann Advanced Science Salter’s Horner’s AS Advanced Physics Strengths and Limitations of Photovoltaic cells: Since one photovoltaic cell only produces a small fraction of a volt, large arrays are required to produce appreciable voltages. This requires a lot of space and the cells need to be in a place where no shadows will be cast on them. This limits what they can be used for. Also the amount of power produced by the photovoltaic cells directly depends on the amount of sunlight, so they cannot be relied on to produce power for something that constantly needs it. The only way this can be overcome is if some power was stored for a rainy day. But this again would take up space. Also an array of solar collector will be expensive and have a long ‘pay back’ time. However it is environmentally friendly and after the pay back time, savings can be made. Also photovoltaic cells can be made look attractive depending on where they are placed. Strengths and Limitations of solar cells: The solar cells have similar limitations to the photovoltaic cells in regards to positioning and cost but a small array is only required to produce enough hot water for something like residential showers or central heating. This is economical and environmentally friendly and solar cells are quite versatile.

American Revolution: Loyalist Believed Patriots, James Chalmers Plain Truth

In the years prior to the American Revolution there were many different perspectives on whether the colonies should fight for their independence, or remain loyal to England and attempt to repair their relationship. The loyalists, who were mostly royal governors and officials in the colonies, believed that the talk of separation from Britain was a waste of time as it seemed impossible at the time. They also believed that the colonies still owed Britain a great debt due to their support in helping win the French and Indian War.Most loyalists believed that the colonies could not survive on their own as they depended just as much, if not more, on Great Britain as they did the colonies. The opposing perspective came from the group of people know as the patriots, who supported colonial independence from England. Many believed strongly in this fight for liberty and went to great measures to express their beliefs and have their voices heard.These people disagreed with the taxes being instill ed on the colonies without proper representation, and believed that Parliament and the King were unfit to rule the colonies as such a great distance separated each country and their governments. Both sides had their arguments as to why fighting for independence or remaining loyal to Britain was the right choice, and using these arguments, attracted many people to join each of their sides.Plain Truth was an article written by James Chalmers in 1776 which was essentially an angry response to Thomas Paine’s Common Sense that was published shortly before. In seventy pages, Chalmers wrote anything he could think of to tear down Common Sense. His main fault was in his writing, as it was directed at the more educated men and women, who at the time were mostly loyalists already, unlike Common Sense which was written very simply in order to be read and understood by even the uneducated.His main opposition to Paine were his views on democracy. Paine had a strong desire for democracy, u nlike many of the other Patriots that Chalmers disagreed with wholeheartedly. He refers to the short-lived democracies of Greece and Rome, comparing them to what he believes will be the outcome of a future American democracy, resulting in war and ruins. He briefly reminds the colonists of their debt to England due to their support in the French and Indian War, but as this is clear to most colonists, a strong argument is unnecessary.Chalmers’ biggest loyalist argument is that the colonists just simply could not win a war against Britain alone, which was very true. He saw it illogical for Spain or France to assist the colonists in their fight for independence in fear of directing ideas of revolution to their own royal colonies. Although many of the ideas expressed in Plain Truth are true, his lack of simple writing and invalid arguments could not have attracted nearly as many supporters as Thomas Paine’s Common Sense.  (New, Christopher)â€Å"Of the Natural Rights of Colonists† describes the views of African Americans on the American Revolution and the patriots’ desire for independence. In this piece of writing, the African Americans compare the relationship between Great Britain and the colonies to the relationship between a slave and his or her master. They emphasize that every person, no matter who they are, what they look like, or where they came from, is born with liberty and their own God-given rights.Just as a slave has those rights ripped away from them by their master, they believe that the colonists are being stripped of their rights by England as well. Obviously being against slavery or anything similar, the African Americans who contributed to this piece of writing are supporters of the fight for independence and patriots. Comparing the colonies to slavery really emphasizes that they believe they are being treated unfairly and deserve the rights they were born with.This piece of writing would have attracted many patriot supporters, as its arguments were truthful and relevant. (â€Å"Of the Natural Rights of the Colonists†) Patrick Henry, in his piece Liberty or Death, describes all of the things the colonies have done to try and peacefully repair their relationship with Great Britain, and how each one was ignored. He explains how war is not something they want, but after nothing else has worked, it seems to be the only possible solution.After countless protests, petitions and even pleading before the King, all had been ignored. Henry enthusiastically describes the need for war, as they will no sooner give up their liberty willingly than they will die. It is clear that Patrick Henry is a strong supporter of the fight for independence from Greta Britain and a strong patriot leader as well. This piece, describing England’s refusal to compromise with the colonists pleading requests surely brought upon many patriot supporters who agreed that war was the only option left.  (Henry, Patrick )Each of these views, both loyalists and patriots has a different argument as to why the colonies should either attempt to repair their relationship with England, or fight for independence. The patriots felt that England, by controlling them, was taking away the rights that they were born with, just as masters strip slaves of their rights. They also believed that they had no other option at this point, as England was not being the least bit cooperative and had ignored all protests and pleading prior.Loyalists believed that the fight for independence would essentially end in unnecessary deaths on both parts, as they believed it was impossible for the colonists to win against the English. They were skeptical of the government that American independence would produce, as past democracies in history had all ended in ruins. Each side has many arguments that divided the colonists based on their beliefs. It is clear that each side has attracted many supporters, but in the end, the Patriots turned out superior.

History of Physical Education

Brief History of Physical Education A brief history of physical education in the United States would kick off in the nineteenth century. There was growing popularity of formal physical education programs all across Europe where calisthenics and gymnastics were all the rage. American schools looked to follow the European model by incorporating physical education into the curriculum for primary and secondary schools. And a brief history of physical education would not be complete with a consideration of institutes of higher education that gradually built up extremely successful sports programs.How it began The brief history of physical education would start in just about 1820 when schools focused on gymnastics, hygiene training and care and development of the human body. By the year 1950, over 400 institutes had introduced majors in physical education. The Young Men's Christian Association launched its very first chapter in 1851 and focused on physical activities. Colleges were encoura ged to focus on intramural sports particularly track, field and football.But physical education became a formal requirement following the civil war when many states opted to pass laws that required schools to incorporate a substantial physical education component into their curriculums. But it was not till 1970 that an amendment was made to the Federal Education Act that allowed women from high school and college to compete in athletic competitions. Sex-based discrimination was completely outlawed from government funded programs at this point. THE HISTORY OF PHYSICAL EDUCATION AND ADAPTED PHYSICAL ACTIVITY IN GREECEIn Greece the latest years special education has followed the same progression as in any other country in Europe but in a very slow pace. Specifically, Special Education services were available to Greek children since the beginning of the 20th century, adapted Physical Education was introduced the last two decades. After the first half of the century various associations developed intense activity with the aim to protect specific groups of people with special needs such as, the blind, the deaf and motionaly disabled.The initiative had clearly charitable characteristics with pity as the main feeling. The state welfare was non-existent every kind of care and prevention was accorded to the authorization of the charitable organization that with full power decided during the course of the years about the life and the future of thousands of people with special needs. The offers of the individuals had the form of institutional care (enclosed protection) with the offer of basic knowledge.The interest of private initiative led to the introduction of various institutional units and schools; firstly in the area of Attica and then in other cities of Greece. Some of the first institutions, which were created, was the â€Å"house of the blind† in 1906, the â€Å"house of the deaf and dump† in 1923, and the â€Å"Hellenic organization for the protec tion and rehabilitation of disabled children†. In 1937 much late there were more branches created such as the â€Å"national institution for the protection of the deaf and dump† in 1937, the â€Å"lighthouse of the blind† in 1946, the â€Å" school of the blind in North Greece† in 1948 etc.These institutions housed a great number of children but the role of the individuals was not only always a charitable one. However, the private sector helped in its way the state preparation so as to take up later the responsibility and interfere institutionally. The first state interferences began in 50’s and concerned mainly legislation arrangements for the blind and after for the motionaly disabled. The state however was interested in the group of the mentally retarded children and later in the motionaly disabled, which the private agents had completely ignored.The first school, which was founded by the state for the mentally retarded children, was the â€Å" original special school of Athens† in 1937. Many people considerthe state interference in the space of special education during the 30’s non-occasional. The considerable evolutions of pedagogical and psychology sciences, the establishment of obligatory attendance for all the children and the great number of mentally retarded children comparatively with other groups of â€Å" inferior individuals† was a reality which the Greek state could not ignore.From the mid of 50’s the 70’s the developments in special education came again from the wide activity of the private sector while the state followed with mainly legislation inferences and the well known sympathy towards the people with special needs. So, during this period educational units were founded and â€Å"deaf and dumb† schools in various areas of Greece and units for motionaly-disabled people. Another offer of the private sector was the foundation of children’s neuropsychiatry clini cs and schools for the group of â€Å"marginal adults† and â€Å" mentally retarded children†.The exemplification of the Greek state and the educational policy of the western countries begins in the mid of the 70’s approximately. Specifically towards the end of the 70’s measures were promoted for the professional rehabilitation of the disabled by giving motives to employers for the employment of these people. Since 1980 and then special classes for the children with, learning difficulties and slight mental retardment began to be estamplished.The Greek state in the 80’s seems to desire to participate actively with the other social factors in an attempt of reorganization of the philosophy and pre-existent structure concerning the people with special needs, which imposed their life and social back round. Precisely, emphasis was given in the whole development and the development of the potential of the people with special needs, their introduction in t he productive procedure and their mutual acceptance in the social group.Today, thousands of individuals with disabilities are introduced to sports in various settings such as schools or in sports clubs in both segregated and integrated settings by a variety of national and international organizations. The momentum for such change is contributed to several reasons: †¢ One of the most important reason is the introduction and approval of a new law, which mandates not only free public education for all children, but most important integration of children with disabilities in schools settings.This law is consideredas a springboard for the recognition for all children’s rights to participate in physical education activities. †¢ A second reason, is beginning of 90’s the implementation of the program â€Å"Sports for All†, which is organized by the General Secretariat of Sports and implemented with the support of different municipalities within Greece. †¢ A third reason, is the mandatory exposure of all students of physical education in adapted physical activity course work during their core university studies.In this way they have the opportunity not only to be introduced, but also to become specialized later on this subject. This has considerably affected their attitude to teach integrated sports. †¢ A fourth reason is the organization of the Paralympic Games of 2004, which is considered one of the largest events in the world. Due to the magnitude of this event, Greece started to evaluate the current status of the movement for sports for the disabled people, as well as, begin to take important actions towards the best organization of the games. History of Physical Education PREFACE To provide a meaningful background of physical education and sport in modern society it is helpful to have a clear understanding of its role in the past and how it emerged. The purpose of this assignment is to outline the history of physical education since time immemorial. The text begins with the beginning of the humankind engaging in physical activities, showing the history of physical education and sport being a rich tapestry of people, places, events and social forces from early civilization to the present time through transitional periods. INTRODUCTIONThe ground of education as a whole is going through remarkable challenges to serve the needs of the individual and the society, and this trend is reflected in physical education also. The history of physical education goes back to the earliest times, if we think of it in the simple terms of fitness and has existed since human society in one form or other. Since early history, even before the dawn of civilization and cultur e, physical exercise has been a very important aspect of human existence and it was not so long ago that it was called† physical culture† or â€Å"physical training†.THE PALEOLITHIC PERIOD Primitive humans began life in the â€Å"Stone Age. † What can they be called? Paleolithic people, Stone agers, primitive humans or cave men. They were hunters and gatherers. They hunted wild game and fished; they gathered veggies, berries and nuts. Primitive humans depended entirely on nature for food. Primitive men moved according to their satisfaction, needs and necessity. They needed to be fit to be able to go through their journey to hunt for food and water. Being nomads and hunters, they were people who had to be persistently hunting and gathering food for survival.Their trips regularly lasted for one-to-two days for food or water and were meant for regular physical activity to be produced. When they successfully hunted, they would travel many miles and miles to cel ebrate with family and friends. Physical activities were not organized by them. The necessity for survival which is the protection against hostile environment and wild beasts, and sometimes the engagement in murder to insure their protection, motivated these men to keep themselves physically ? t and strong enough compared to stronger forces of nature. In those days there were no machines to help people in their work.That is why they had to depend exclusively upon their physical powers and physical skill. They considered their body to be their prize possession, so their primary concern was to maintain and protect their body. The order of the day was the survival of the most fit. Their sociable nature was inborn and drew only by mating and propagation that gave them the desire to dance and play, which were not being organized. Men lived in such a state for thousands of years. There was neither any organization nor system. Most of their acts were learnt by the young generations by the competence of imitation rather than instruction.This lifestyle created many physical activities and a high level fitness which defined human life. THE NEOLITHIC TRANSITION Neolithic people lived during the â€Å"New Stone Age†, from 9000 to 8000 B. C. This was the transitional period in which pre- historic societies began to control their surroundings and form civilization. The two most significant developments were the domestication of animals and farming. Their society was different from Paleolithic culture because they lived in established communities, domesticated animals and cultivated crops.As they improved their society they developed skills like spinning, weaving and building. They also made tombs and religious items. Men and women gave up hunting gathering as the only sources of living and learnt to produce their own food. Agriculture and the raise of cattle were discovered and increased to a productive economy. Many villages were built generally located next to rive rs. Then came the creation of the plow, so the difficult tasks being done by the animals and other agricultural development brought the beginning of a less active lifestyle.Social organization became more complex in the first villages, and then towns. Different kind of chiefs appeared and gave rise to a political system. There was class system whereby society was divided into rich and poor. A specialization of work took place. Apart from peasants and cattle farmers, new economical activities such as craftsmanship (fabric, pottery) were born. This era in history symbolizes the beginning of a more sedentary lifestyle, as man began to lessen some hardships of life while simultaneously decreasing daily physical activity.ANCIENT CIVILIZATIONS (2500-250 B. C. ) (i) China In China, the participation of regular physical activity was encouraged by the philosophical teachings. There were no such words in the Chinese vocabulary entirely corresponding to the Western terms of â€Å"sport† and â€Å"physical education†. Such physical exercises as wrestling, swordplay, archery, charioteering and horse-racing were all incorporated in the military training and therefore came under the general term of â€Å"wuyi,† or â€Å"martial arts. † Kung Fu gymnastics was developed to keep the body in good and working condition.It consisted of various stances and movements, patterned by separate foot works and imitations of different kind of animals’ fighting styles. (ii) India India has a long recorded history of civilization but physical activity was not encouraged because of the religious teachings over there. The teachings of Buddha restricted most of the sports and games practiced by other early civilizations. However, an exercise programs known as â€Å"yoga†, same as the Chinese Cong Fu gymnastics, was developed and some other physical activities as well. According to the Hindu priests, Yoga signifies the development of body, mind, and spir it.The Ancient Indian philosophers recognized the health benefits of Yoga, which consisted of the proper functioning of organs and the whole well-being. There have been many physical activities but were never treated as a part of general education, they were mostly an entry to military career. ANCIENT GREECE: THE HEART OF PHYSICAL EDUCATION & SPORT (2500-200 B. C. ) The western civilization began with the Greeks. They were the first one to provide a methodical and philosophical attitude toward education, physical education and sport. It is believed that no other civilization has held fitness in such appreciation as the ancient Greece had.The admiration for beauty of the body and importance of health and fitness throughout society is one that is beyond compare in history. For the Greeks, the development of the body was equivalently as important as development of the mind. They believed that the physical well-being was crucial for the mental well –being. During that period, the Greek states were frequently at war with each other. The Fighting abilities were very much associated with physical fitness levels, therefore making it very important for the people to maintain high level of fitness.Athens and Sparta were the two most famous city-states and dominant force of the Greek civilization. Sparta was already militaristic by 700 B. C. Spartans were derisive of intellectualism. They were generally suspicious and conventional. All that mattered to the Spartans was being a warrior. Athens was the more democratic of the two city-states. Both city-states served the people and their needs although they were very different. Being a potential warrior was all that mattered to the Spartans. Athens was the more democratic of the two city-states. SPARTAThe Spartan system was much more autocratic. Male children were taken at the age of seven to learn the basic military skills while living in barracks. Little emphasis was placed on the arts, sciences, philosophy and lite rature. Physical activities such as gymnastics, running, jumping, boxing, wrestling and pankration (a brutal combination of  boxing and wrestling) were provided to produce powerful warriors. When the children reached the age of fourteen, they were taught group fighting tactics which would allow them to succeed while in the military from the ages of twenty to thirty.Girls did not live in public military  barracks like the boys, but they participated in discuss, gymnastics, horse riding,  javelin, swimming, running, and wrestling at separate training grounds. The objective for women’s physical education was to enable them to produce healthy and strong potential warriors. At the age of thirty, the men could then marry women who were fit and healthy so that they could make strong babies, therefore future warriors. ATHENS For the Athenian -The motto for education was â€Å"a sound mind in a sound body† (mens sana in corpore sano) Athens was quite different compared to the Sparta.The Athenian culture was a very much more freethinking and democratic society specially noted for its art, literature, philosophy as well as its political system. There were citizens, foreign settlers and slaves but only the citizens were provided with educational opportunities. When compared to Sparta, education was very different in Athens. Women had no physical education compared to Sparta. They put much more emphasis toward intellectual quest. Their objective was similar to Sparta that is preparing male warriors.Athenian education was a balance between music (including poetry) and gymnastics which enveloped a range of physical activities. Physical education was provided to the students with a series of graded activities at the Palestra, which consisted of an indoor facility for gymnastics, and to an outdoor space for boxing, discus, javelin, running, jumping, pankration, pentathlon and wrestling. Many of these athletic events were part of the four great sport and rel igious festivals which consisted of the Olympic, Isthmian, Pythian and Nemean Games.These games started as simple athletic contests dedicated to Greek gods, but the Olympic Games, in particular, over 1000 years, became increasingly complex encompassing events for boys and men in running over different distances, pentathlon, wrestling, races in armour, chariot races, and pankration. As of education more broadly, the clear objectives of physical education in Athens were to educate the mind and the body and to produce a well integrated person. ROMANS The political ambition of Rome incorporated physical education into a national program for the preparation of military.Therefore, similar to the Greeks, sports, games and physical recreation were meant to prepare boys and young men for military service. Physical education for the Romans was about athletics, which was entertainment above all. All Roman citizens between the ages of 17 and 60 had to be fit for the military service, so it was very important for all the citizens to maintain good physical condition and be prepared. Military training consisted of activities such as running, marching, jumping, and discus and javelin throwing. The fitness levels of the general Roman population declined as individuals became attracted to wealth and entertainment.People were forced to fight to the death, and oftentimes fed to lions. Women were not as marginalized in Rome as they were in Greek city-states. Some sporting events were organized for young women such as swimming, dancing, and light exercise was common, especially among the privileged classes. THE DARK (476-1000) AND MIDDLE AGES (900-1400) The Middle Ages saw the fall of the Roman Empire which was conquered by Barbarians from Northern Europe, whereby the lavish lifestyles of the Romans had resulted in the complete decay of the society's fitness level.There was the rise of Christianity, and the Christian’s influence brought about a denial of physical activity fo r anything other than manual labor. They viewed physical play as immoral, so they halted the Olympic Games in 394. The barbarians from Northern Europe were similar to the primitive humans. Their way of life consisted of hunting and gathering food, so physical activity and fitness were fundamentals for survival. Thus, despite the downfall of the Roman Empire, fitness experienced a revival during the Dark and Middle ages because survival during these challenging times required it. THE RENAISSANCE (1400-1600)During the Renaissance, a renewed appreciation for human life evolved creating an environment which was ready for the widespread development of physical education; revival of ancient Greek ideals throughout Europe. There were many people which included the religious leader;Martin Luther, the philosopher; John Locke, physical educators; Vittorino da Feltra, John Comenius, and Richard Mulcaster carried on that high fitness levels improved intellectual learning. But in the 1600s peopl e believed that if it did not have any specific purpose than just a waste of time. PHYSICAL EDUCATION AS FROM THE 1700SThere was a big change in physical education during the 1700’s which can be mostly accredited to three people: Jean Jacques Rousseau, Johan Simon, and Guts Muths. Rousseau was the first person to promote education for the people and he also concluded play as being educational and stressed the importance of physical education to the development of a strong body. In the mid 1700s, Johan Simon became the first physical education teacher and stressed on the fact that physical education should be taught along with reading and writing. Simon believed physical education should include a lot of physical effort.Guts Muths developed a series of gymnastic apparatuses and believed that very important social skills are developed through physical education. These people of that time and the things they did began to pave the road to where we are today. In 19th-century, the first indoor gymnasium was built in Germany and some countries such as Europe, Sweden and Germany developed systems of gymnastics that were adopted internationally. A gymnasium was also build in Finland where exercise was for the first time seen as a way to achieve physical treatment. In connection to exercise, students started to study anatomy and physiology.Denmark was among the first countries to require physical education in schools. By the 1820s, some American schools offered gymnasium and physical education. The physical education included the development and care of the body, and training in hygiene, callisthenic exercises, gymnastics, and the performance and management of athletic games. CONCLUSION Physical education has a cultural heritage and background which started at the dawn of civilization. Primitive human being had to be very active and physically to survive. Farming began in its primitive form and made people have more physical activity from only working in the fiel ds.People fitness levels changed here and the also began seeing a more sedentary lifestyle. Ancient Greek culture depended upon preparing its young men for war. Training for battle was not an option, but a prerequisite. Ancient physical education programs concentrated exclusively on activities that trained soldiers. The significance of physical education no longer concentrates solely on training soldiers for battle and ancient athletes for victories but for the wholesome development of a person. It began in ancient Greece and made its way around the world. REFERENCES S. E. Smith. (). What was the Neolithic Period?. Available: http://www. isegeek. com/what-was-the-neolithic-period. htm. Last accessed: 30th Oct 2012. Charles A. Bucher. (1983). Historical foundations of physical education and sport. In: Nancy K. Roberson Foundations of physical education and sport. US: The C. V. Mosby Company. P133-155. http://www. cals. ncsu. edu/agexed/aee501/rousseau. html http://prezi. com/ieokiwmd e3ni/history-of-physical-education/ Howel et al. 1994. History Of Sport And Physical Education. In: Foundations of Physical Education,pp. 17-117 A. Bruce Frederick. (). Gymnastics. Available: http://www. britannica. com/EBchecked/topic/250277/gymnastics#ref700589. Last accessed: 01st nov 2012. History of Physical Education Brief History of Physical Education A brief history of physical education in the United States would kick off in the nineteenth century. There was growing popularity of formal physical education programs all across Europe where calisthenics and gymnastics were all the rage. American schools looked to follow the European model by incorporating physical education into the curriculum for primary and secondary schools. And a brief history of physical education would not be complete with a consideration of institutes of higher education that gradually built up extremely successful sports programs.How it began The brief history of physical education would start in just about 1820 when schools focused on gymnastics, hygiene training and care and development of the human body. By the year 1950, over 400 institutes had introduced majors in physical education. The Young Men's Christian Association launched its very first chapter in 1851 and focused on physical activities. Colleges were encoura ged to focus on intramural sports particularly track, field and football.But physical education became a formal requirement following the civil war when many states opted to pass laws that required schools to incorporate a substantial physical education component into their curriculums. But it was not till 1970 that an amendment was made to the Federal Education Act that allowed women from high school and college to compete in athletic competitions. Sex-based discrimination was completely outlawed from government funded programs at this point. THE HISTORY OF PHYSICAL EDUCATION AND ADAPTED PHYSICAL ACTIVITY IN GREECEIn Greece the latest years special education has followed the same progression as in any other country in Europe but in a very slow pace. Specifically, Special Education services were available to Greek children since the beginning of the 20th century, adapted Physical Education was introduced the last two decades. After the first half of the century various associations developed intense activity with the aim to protect specific groups of people with special needs such as, the blind, the deaf and motionaly disabled.The initiative had clearly charitable characteristics with pity as the main feeling. The state welfare was non-existent every kind of care and prevention was accorded to the authorization of the charitable organization that with full power decided during the course of the years about the life and the future of thousands of people with special needs. The offers of the individuals had the form of institutional care (enclosed protection) with the offer of basic knowledge.The interest of private initiative led to the introduction of various institutional units and schools; firstly in the area of Attica and then in other cities of Greece. Some of the first institutions, which were created, was the â€Å"house of the blind† in 1906, the â€Å"house of the deaf and dump† in 1923, and the â€Å"Hellenic organization for the protec tion and rehabilitation of disabled children†. In 1937 much late there were more branches created such as the â€Å"national institution for the protection of the deaf and dump† in 1937, the â€Å"lighthouse of the blind† in 1946, the â€Å" school of the blind in North Greece† in 1948 etc.These institutions housed a great number of children but the role of the individuals was not only always a charitable one. However, the private sector helped in its way the state preparation so as to take up later the responsibility and interfere institutionally. The first state interferences began in 50’s and concerned mainly legislation arrangements for the blind and after for the motionaly disabled. The state however was interested in the group of the mentally retarded children and later in the motionaly disabled, which the private agents had completely ignored.The first school, which was founded by the state for the mentally retarded children, was the â€Å" original special school of Athens† in 1937. Many people considerthe state interference in the space of special education during the 30’s non-occasional. The considerable evolutions of pedagogical and psychology sciences, the establishment of obligatory attendance for all the children and the great number of mentally retarded children comparatively with other groups of â€Å" inferior individuals† was a reality which the Greek state could not ignore.From the mid of 50’s the 70’s the developments in special education came again from the wide activity of the private sector while the state followed with mainly legislation inferences and the well known sympathy towards the people with special needs. So, during this period educational units were founded and â€Å"deaf and dumb† schools in various areas of Greece and units for motionaly-disabled people. Another offer of the private sector was the foundation of children’s neuropsychiatry clini cs and schools for the group of â€Å"marginal adults† and â€Å" mentally retarded children†.The exemplification of the Greek state and the educational policy of the western countries begins in the mid of the 70’s approximately. Specifically towards the end of the 70’s measures were promoted for the professional rehabilitation of the disabled by giving motives to employers for the employment of these people. Since 1980 and then special classes for the children with, learning difficulties and slight mental retardment began to be estamplished.The Greek state in the 80’s seems to desire to participate actively with the other social factors in an attempt of reorganization of the philosophy and pre-existent structure concerning the people with special needs, which imposed their life and social back round. Precisely, emphasis was given in the whole development and the development of the potential of the people with special needs, their introduction in t he productive procedure and their mutual acceptance in the social group.Today, thousands of individuals with disabilities are introduced to sports in various settings such as schools or in sports clubs in both segregated and integrated settings by a variety of national and international organizations. The momentum for such change is contributed to several reasons: †¢ One of the most important reason is the introduction and approval of a new law, which mandates not only free public education for all children, but most important integration of children with disabilities in schools settings.This law is consideredas a springboard for the recognition for all children’s rights to participate in physical education activities. †¢ A second reason, is beginning of 90’s the implementation of the program â€Å"Sports for All†, which is organized by the General Secretariat of Sports and implemented with the support of different municipalities within Greece. †¢ A third reason, is the mandatory exposure of all students of physical education in adapted physical activity course work during their core university studies.In this way they have the opportunity not only to be introduced, but also to become specialized later on this subject. This has considerably affected their attitude to teach integrated sports. †¢ A fourth reason is the organization of the Paralympic Games of 2004, which is considered one of the largest events in the world. Due to the magnitude of this event, Greece started to evaluate the current status of the movement for sports for the disabled people, as well as, begin to take important actions towards the best organization of the games.

Impact of Structural Adjustment of the World Bank Essay

Impact of Structural Adjustment of the World Bank - Essay Example Structural adjustments are measures formulated to facilitate and accelerate economic development in the targeted economies3. According Ahmed and Lipton structural adjustment police are intended to rectify the structural imbalance in the foreign and public balances2. The policies could be initiated internally by the country concerned or external forces such the World Bank and the international monetary fund. The structural adjustments reforms endeavor to reduce and eliminate the various financial distortions, such as overvalued exchange rate, huge monetary deficits and to restrict inefficient public services that hinder fair distribution of the resources in the economy of particular country1. In general, the structural adjustments are intended to minimize or eliminate the balance of payments and the public sector deficits, with an objective of stimulating high economic growth. In addition, the policies aimed at achieving an appropriate structural change capable of sustaining a robust economic growth and a favorable monetary environment in a particular economy3. One of the major characteristics of the structural adjustments is promoting specialization where the targeted economy is influenced to produce commodities â€Å"tradable† in the global market and reducing factors that enhance production of commodities with no or little economic value, especially in the public domain4. Enhancing the flexibility and adaptability of the targeted economy to the changing global economic environment is an important objective of the structural adjustments. This reduces the effects of adverse global economic changes on the economy of a particular country 3. Structural adjustment policies comprise of measures aimed at facilitating short-term economic stability and long-term adjustments.

An Unannounced Inspection Case Study Example | Topics and Well Written Essays - 1000 words

An Unannounced Inspection - Case Study Example Likewise, it was noted that the plant manager is not within the premises and the area where the employee who complained works is reported to be currently undergoing a major renovation for a process change for the product in the line. The Questions and Responses How would you act, what actions should you take, and what would you do? According to OSHA inspection standards, employers should be aware that inspections are regularly conducted without the need for advance notice or any presentation of warrant to inspect. In this case, an employee reported a complaint, which is one of the requirements where OSHA would be able to enter and inspect the worksite without obtaining a warrant or even the employer’s express consent. Therefore, the only expected and appropriate action that should be taken is to allow the OSHA inspector to undertake the needed inspection and to address all inquiries or questions regarding the complaint in the worksite under major renovation; with proper advice of the matter from the plant manager. One could call the authorized officer in charge of safety and the plant manager just to formally advise them that the OSHA inspector is currently at the plant and to enable one to effectively assist the inspector, as duly and lawfully required. Should you challenge the validity of the OSHA inspector's request, or their right to enter the workplace? One has not authority to challenge the validity of the OSHA inspector’s request because by virtue of law, specifically relating to â€Å"Section 5(a)(1) of the Act, known as the â€Å"General Duty Clause,† which requires that every working man and woman must be provided with a safe and healthful workplace† (Occupational Safety & Health Administration, 2002, p. 1), the disgruntled worker has the right to forward any perceived concern that could possible endanger his health and safety in the work setting. Or should you request a warrant to enter the workplace, and thereby gain some time to make sure everything is in order back in the plant? There really is nothing to hide at the plant and the OSHA inspector could even assist in recommending the most appropriate methods to ensure that safety and security of the workers are addressed; while the major renovation for a process change for the product in the line is taking place. Can you gain any time to check with your in-area safety supervisor first? Or, should you immediately comply with the request for the inspection? Explain your answers. As previously noted, one strongly believes that the policy of the organization in terms of reporting relevant incidents (including the area safety supervisor and even the plant manager) must be followed and adhered to. Doing so does not mean that one is buying extra time but following protocols and policies in reporting relevant incidents within the organization for proper approval, as needed. Scenario #2: Serious Near-Miss Crane Incident Brief Case Overview Being the EH&S pr ofessiona

Health Nutrition Research Paper Example | Topics and Well Written Essays - 3000 words

Health Nutrition - Research Paper Example In this paper, I conduct such an assessment using two methods- Diet History and Food Record. Specifically, I would be using a 7 day food record. There are actually four methods : 1) Diet History (DH), 2) Food Record (FR), 3) 24 hour recall and 4) Food Frequency Questionnaire. Although there have been significant literature regarding the comparison of the four methods such as that of Hopkins (2000) and Lubrok (2002) report on the appropriateness of using the four. Each method had its strengths and weaknesses. One of the most important issues is the degree to which the data can change temporally and spatially. Nonetheless, the study supports some of the earlier findings like that of the work of Buzzard et al (1996) where the use of more than method can complement the weakness of the others. That is, they can relate the consistency of the findings thereby making the researcher and the audience more confident in the findings. Why focus on only two methods The reason behind this is that DH and FR are the ones that are prominent and used extensively in the field. In an assessment study of what nutritionists recommend to use, Darwin et al (1998) found that DH and FR stands out above the rest. Nonetheless, most of the respondents favored DH better than FR because of the intensiveness of DH and because of the time span covered. FR usually takes a few days as compared to DH. In this study, I aim to compare Diet History with a 7 day Food Record thru a statistical report using a population of 41 respondents 19-41 years old. This study also provides an opportunity for me to better appreciate the use of these methods and gain some important insights in the process. Methodology Respondents For this study, data regarding food intake of from 41 respondents were obtained. To address the issue of biases regarding age, the respondents were chosen so as to provide a 19-41 age spectrum. Of the 41 respondents, 5 were males and 36 were females. Relevant anthropometrical data such as age, weight, height, Body Mass Index (BMI) and Basal Metabolic Rate (BMR) were collected and compiled. Dietary assessment The data collection process involved the collection of the Diet History and the 7-day food record of the respondents. With a knowledge of the food intake, the total energy uptake (in kJ) and the total fiber (g) were determined along with the breakdown of the components comprising the total energy. The energy percentages included %protein, % fat, % carbohydrate and % alcohol. The fat category was further categorized into Polyunsaturated Fat (%PUFA), Monounsaturated (%MUFA) and saturated fatty acids (%SFA). All of this were determined so as to provide a complete picture of the fodd intake of the respondents. Data analysis In the past, statistical computations were conducted manually. With the advent of computers, such a tedious task has been automated. There are many statistical software currently available in the market but the most popular of which is the SPSS. I will be using the Version 14.0 for this study. For the purpose of consistency, all of the analysis was conducted using a statistical significance of 0.05. Using the Descriptive Statistics feature of SPSS, the mean and standard