L-6 vertebrae Case Study Example | Topics and Well Written Essays - 500 words

L-6 vertebrae - Case Study Example This paper discusses the problems caused by L-6 vertebrae and their solutions. Six lumbar vertebras can occur at any age on anybody. It has no known cure because doctors have not gotten its causative diseases. This means that this abnormality has different effects on people depending on a number of factors. Some of the factors are; age, physical activity that an individual engages in, historical body health among others. Many doctors have suggested that most of the back pains on people with L-6 lumbar vertebra as appearing because of this abnormality. Some of the spinal diseases have been associated with this disorder among the victims (Sellone & Long, 2007). People with complex physical exercise have trouble when they turn to the sides. They may also develop tumors that reduce their efficiency in physical exercise. Old people with this L-6 lumbar vertebra have problems that are more serious because of their inflexible bodies. It is a healthy practice for any human being to have physical exercise to remain fit. However, for old people it is hard for them to re main fit due to lack of exercise or very small exercise if any. Parts of the vertebral column where the L6 lumbar vertebra meets the L5 vertebra also has been reported to develop some diseases due to the friction that may occur sometimes as a result of inadequate cerebrospinal fluid (Weaver & Poloso, 2005). This phenomenon is often seen when the L6 lumbar develops at older ages of life. The logic underlying this phenomenon is that, normal body metabolism enables it to produce just enough cerebrospinal fluid for its normal functioning. Additional joint between L6-L5 lumbar vertebrae calls for extra cerebrospinal fluid. It takes time for the body to adjust to new metabolism. Sometimes it may not adjust at all, imposing serious health problems to the victim (Sellone & Long, 2007). Nevertheless, to some people, this abnormality has no demerits at all;

International Criminal Justice, Foundations of International and Essay

International Criminal Justice, Foundations of International and Comparative Criminal Justice - Essay Example Few would disagree with the statement above in the light of all the efforts made by the International Criminal Justice Organisations today. War crimes are now punishable and international law prevents any heartless dictator or fundamentalist group from depriving innocent people of their honour, life and money. This question requires the discussion of the role of the victims in International Criminal Trials and the discussion of any possible shortcomings in the system in this regard and their possible solutions. Particular attention is paid to the role of child victims in this regard and the possible reforms in the better redressal of their grievances and sufferings. To assess the role of victims it is necessary to define the concept of who a victim actually is. The term is used in many contexts, but it cannot be used in the subjective, abusive way it is often used. For example many terrorists may regard themselves as victims, which is not acceptable within the principles of International Law. For a simple definition we may look towards a dictionary definition of this concept. According to the Oxford Advanced Learner's dictionary a victim is a "person who has been attacked, injured or killed as the result of a crime, a disease, an accident.' "an individual, or groups or bodies such as an organisation or social grouping of people, who is harmed or damaged by someone else and whose harm is acknowledged, and who shares the experience and looks for, and receives, help and redress from an agency"(Viano 2000:10). Another definition of "victim" is contained in Article 1 of the UN Declaration of Basic Principles of Justice for Victims of Crime and Abuse of Power, as, "persons who, individually or collectively, have suffered harm, including physical or mental injury, emotional suffering, economic loss or substantial impairment of their fundamental rights, through acts or omissions that are in violation of criminal laws operative within Member States, including those laws proscribing criminal abuse of power" It can be argued that such definitions should also include the dependants of the direct victims as victims themselves. Thus another definition given by the UN Basic Principles and Guidelines on the Right to a Remedy and Reparation for Victims of Gross Violations of International Human Rights Law and Serious Violations of International Humanitarian Law can be said to be adequate in this regard when it classifies victims as , "Persons who individually or collectively suffered harm, including physical or mental injury, emotional suffering, economic loss or substantial impairment of their fundamental rights, through acts or omissions that constitute gross violations of international human rights law, or serious violations of international humanitarian law. Where appropriate, and in accordance with domestic law, the term "victim" also includes the immediate family or dependants of the

ASB 2104 Principles of Organisation and Management Essay

ASB 2104 Principles of Organisation and Management - Essay Example The discussion explains some prominent management theories, their similarities and dissimilarities and their present day relevance. The classical theory of management is the oldest and the most widely accepted school of management. The classical theory was propounded and practiced extensively between 1885 and 1940. The genesis of the theory can be traced back to the Industrial Revolution that necessitated the need for systematic and logical methods to manage organizations. Many factories were set up during the Industrial Revolution because of which the need for proficient planning, organizing, and controlling the activities of workers arose. The classical theory of management evolved with a view to enhance the worker-level productivity and that of the entire organization. The classical theory of management consists of two major schools: There were many contributors to the theory of scientific management. However, the most prominent work in this sphere was that of Frederick W. Taylor who is regarded as the father of scientific management. Taylor, who worked at the Midvale Steel Company, felt a pressing need to cut costs, analyze work methods and develop labor and management co-operation. On the basis of his time studies, Taylor recommended a differential piecework plan wherein workers were paid higher wage rates for above standard performance and low wage rates for below standard performance. The concept of minimum basic wage rates can also be attributed to Taylor’s works, for till that point of time, there was no guarantee of minimum wages to workers. The contribution of Henri Fayol forms the backbone of the theory of general administration. Fayol termed planning, organizing, commanding, coordinating and controlling as the basic functions of management. According to the author, all activities in industrial projects could be classified into six broad categories: technical, commercial, financial, security, accounting and managerial. Additionally, Henri

Drama - Blood Brothers Response Essay Example for Free

Drama Blood Brothers Response Essay Blood brothers is a story which was written in 1981 as a school play and included a range of themes which help the audience understand and feel for the story rather than just watching it. The themes in this play include poverty, innocence, love, games, belief and superstition. I feel that the key themes that control the play are chance and society of the time and I feel that most of the story circles around these themes and most events are caused by these themes. To emphasize the themes in the play, we created a three minute version of the play which consisted of still images, narration and stylised movement. We decided to split the play into four sections which were: baby years, childhood, 14 17 years and 20+ years. We decided that we would show the giving away of the baby as this allows the rest of the story to flow. If it wasnt for this specific scene, the story wouldnt have happened as the giving away of one twin is a significant event in the play. This also allowed us to add emotion to our piece as this is one of the several events which separate people into two opinions. For the second section (which was childhood) we included images of them first meeting, playing games, both of the mothers separating Mickey and Eddie and Mrs Johnstone giving the locket to Eddie. My group and I felt that these were also important events in the play; in fact one of the main themes in the play is games which relates to the robbery and overall shooting of both twins later on. For 14 -17 years, we decided to show both children being suspended from school, the meet up between friends with the devil narration on top which we thought allowed our piece to flow making it easier to understand. At the last stage, 20+, we performed four still images which included an unemployment scene, Lindas pregnancy, Eddie and Linda being together and finally the shooting with the second half of the images having the mad man narration over the top: Theres a mad man running round and round You know the devils got your number You know hes right beside you Hes screamin deep inside you And someone said hes callin your number up today Today Today TODAY! This piece of narration was used in our three minute version of the play as we thought that it summed up a lot of the happenings in this age group and is a constant theme throughout the play. I found that the best way to tell this story within the three minutes was to use different techniques which allowed expressing and stressing of several moments in a play making it more effective. In our three minute version, this included levels, space and marking the moment. One example of these entire three put together was when both boys got expelled. We had the class sitting down at the back while the teacher was standing up straight looking down on one pupil who was higher than the class but lower than the teacher. This made use of levels, space and also marked the moment by focusing on the locket. We decided to make the giving away of the baby the most significant point in the play. This is because the whole of the story centres on this point, and if it wasnt for this event, none of the other events would have happened. To mark this moment, we used narration which was originally placed over the point where Mrs Johnstone was only considering giving the baby to Mrs Lyons. How quickly and idea, planted, can Take root and grow into a plan. The thought conceived in this very room Grew as surely as a seed, in a mothers womb This piece of narration allowed us to realise how the event they are seeing came into being. We found that forum theatre was a very useful technique to bring Mickeys monologue to life. Forum theatre was used to change the way we said lines and how to put expression, feeling and life to the lines which in turn make the monologue a lot more vibrant and interesting. The way we performed forum theatre was to have someone acting out a verse of the poem. We then got the audience to comment and suggest improvements. We then acted the verse out again and repeated the process until we were happy with it. Below is the verse we performed. Y know our Sammy, He draws nudey women, Without arms, or legs or even heads In the baths, when he goes swimmin. But Im not allowed to go to the baths, Me Mam says I have to wait, Cos I might get drowned, cos Im only seven, But Im not, Im nearly eight. We started off with the beginning of the verse being said in a very secretive way although it was put in the category of secret in a child which meant that it had to be told; something I had felt many a time when I was a young child which also meant my body was slightly crouched and slightly tense. I used the same experience to goggle at what Sammy was able to do when he went swimming. Then disappointment kicks in when I hit But Im not allowed as my voice goes slower and my body slumps and when the mother comes on I re-enact a rather rude hand motion usually used when someone is too talkative while the mother reads her quote. The last line is said in a way of self-pity making the character feel sorry for himself which I have felt many times when I was a young child and feeling as if my parents were deriving me of all of the worlds pleasures. In this monologue I learnt that Mickey was a character who always wanted more and wanted something someone else had that he hadnt which is an apparent characteristic of Mickey throughout the play. It also helped me realise that it was more than just a greedy feeling as the feeling was a lot deeper and it was if the world had forgotten about him but not the others who lived in the world around him. As I said before, forum theatre had helped me find these characteristics as it helped shape what had been written. It was as if there were a lot of muddled thoughts and both me and the audience were helping to piece it together properly so we could both get an idea on how the character was really like and how the character really felt. For individual spontaneous improvisation, I acted as Mrs Johnstone where I was looking at both babies and playing with them as if it were my last time with both of them. Of course, at the time my character would have not known which baby would have been taken and because of this, I acted in a way as if it were the last time for Mrs Johnstone to see both of them. My thought track for this piece was: I cant believe this is happening and it would have been hard to come to terms with something which could potentially change somebodys life, especially when it is your own son. This decision was both challenged and supported by a technique called a conscience corridor which we used to find the pros and cons of giving the baby away which was then fired to somebody stepping into the shoes of Mrs Johnstone. Feeling the confused and mixed feelings, it gave us a chance to make our own decision as if we were that character. Some pros included having money, less stress, a better life for your son, less work. Some cons included the guilt of your child being bought, splitting up a natural bond given to both children, more stress as you worry and having to cover it up from the outside world. The conscience corridor was put into action by splitting the class in half and putting them up as two sides to create a human corridor. We then got a member of our class to walk up while each person in the wall said the pros and cons. When the person in the middle finishes walking up through the corridor, he/she tells us his/her decision. In this situation, I wrote a diary entry as Mrs Johnstone. I typed my diary entry up below I cant believe it is happening. So close to the time where one of my beloved babies would be given away to my employer. I am sure that I am doing the right thing I cant afford to give them both a good life and Mrs Lyons does want a baby so badly. Even so, I feel I am breaking a natural bond given to them both which makes me unsure on whether I should do it. I am in a situation which I would never wish on any mother. Overall, I found that explorative strategies helped us understand Blood Brothers as it allowed us to see what usually are hidden thoughts and feelings of characters. It also allows us to get into character and realise how events and other actions are performed by the character.

The Other Side Of The River, By Alex Kotlowitz

The Other Side Of The River, By Alex Kotlowitz The book, The Other Side of the River, by Alex Kotlowitz, investigates the relationship between two Michigan cities, as well as the death of Eric McGinnis. The two towns, St. Joseph and Benton Harbor, are called the twin cities, though they are anything but. For one, St. Joseph is predominantly white, while the majority of the population in Benton Harbor is African American. Throughout the novel Kotlowitz questions how people are affected by their environment. When interviewed about his book he said, your perspectiveall depends on which side of the river you live on. This statement is undoubtedly the backdrop for Kotlowitzs book. Erics death is just one of the many ways in which disagreement between the two cities took place. Another death that sparked a commotion between the two cities, and possibly more important, between the two races, was the death of Norris Maben. January 18, 1990, a year before Erics death was when Norris Maben was killed. Maben was shot by Marv Fiedler, a white cop. Fiedler thought Maben was the suspect he had been looking for and when it appeared that Maben was about to pull out a gun, Fiedler shot him. There was a logical explanation behind the shooting, but to the public this was just an unjust act of violence. To make matters worse, Maben was unarmed. The citizens of Benton Harbor saw this as a racial attack. Right before Fiedlers trial was when Erics dead body was found floating in the St. Joseph river. Immediately the residents of Benton Harbor thought he was murdered by a white citizen of St. Joseph. On the other hand, the citizens of St. Joseph thought it was possibly a suicide, or they didnt really care. One St. Joseph resident commented , That nigger came on the wrong side of the bridge. He Should have stayed on his side of the river. Erics untimely death stirred up stagnant feelings of the Maben shooting, as well as forming new a feud between the two cities. Residents of both St. Joseph and Benton Harbor grew up learning that the people on the other side of the river are corrupt. Chris Adams, the owner of a popular teen hangout, told Kotlowitz during an interview, You grow up around here learning that bad things happen in Benton Harbor. You grow up afraid to go across the river. This fear of venturing to the other side of the river was true for adults as well as teens. The author, Alex Kotlowitz, recounts how black teens asked cops for rides back to Benton Harbor because they were so afraid of being left alone in St. Joseph, but more importantly, they were afraid of the whites. Situations such as these bring into question whether this fear of the opposite race is a learned behavior as suggested by Chris Adams, or if prejudice is a behavior you are born with. This idea of behaviors being learned, or being born with the behaviors, is referred to Nature vs. Nurture. Nature refers to ones instinct and the concept that a persons behaviors can be traced back to their genetic makeup. On the contrary, nurture refers to the theory that people act a certain way because they learned so from their parents or peers. Growing knowledge of the human genome is helping scientists form theories in which both sides are partly right, but as of now the subject is still in debate amongst sociologists. In my opinion, I feel that a persons behaviors are learned by observing their parents or their peers. The characters from The Other Side of the River grew up learning that the other race is inferior and the other town across the river is corrupt. There are a few people, who are white, and live on the Benton Harbor side of the river. These people often interact with both races. It is people like this who learned growing up that neither race is superior. Furthermore, there are also a few characters, such as Ruth McGinnis, who are sociable and cordial with whites, and many other inhabitants of St. Joseph. As I began to read this book I expected a story about the death of Eric McGinnis, but as I read more and more I realized that this book was about much more. It told the underlying story of the two Michigan towns, St. Joseph and Benton Harbor. It also told of various other controversies that helped me, as the reader, to identify why the townspeople felt the way they did about Erics death. This book also left me feeling unsettled. Living in a country that takes such pride in its diversity, it makes me wonder how two towns such as Benton Harbor and St. Joseph can exist. There are hundreds of towns just like these two, and if people will cease to be ignorant than they will be able to see each other for who they are, and no longer define each other according to their race.

Richard Cory, by Edwin Arlington Robinson Essay -- Richard Cory Analysi

The narrator in â€Å"Richard Cory† by Edwin Arlington Robinson is a low class working citizen telling the reader, in detail, about a distinguished gentleman named Richard Cory who eventually â€Å"put a bullet through his head.† Almost everyone, including the narrator, would stare at him with awe every time they saw him. He was â€Å"imperially slim†(4), always charismatic and well-dressed. He was extremely courteous and polite. He would please everyone’s heart with a simple â€Å"Good Morning.† Then the narrator soon explains that on â€Å"one calm summer night† he executes himself by putting a gun to his head. When I first read the poem, I thought it told the story of a young man and his riches. After about my third or fourth reading, I realized this poem is revealing that no matter how suicidal one gets, he or she should know that his or her life is not at its worse. The first two lines of the poem are â€Å"Whenever Richard Cory went down town,/We people on the pavement looked at him.† After only reading those two lines and not knowing what the poem was about, I thought Richard Cory must be someone very special. When finishing the first stanza, I thought to myself, â€Å"Who is this man and why are they so star-strucked by him?† After reading it again, I found that maybe the â€Å"people on the pavement† worked for a low salary and rarely saw anybody that looked, dressed, and conducted themselves in a pleasing manner. The bystanders are probably questioning what a man with such taste and an aristocrat would ...

Learning Strategies Essay -- Education Educating Studying Essays

Learning Strategies The new year begins and Learning Strategies is on your schedule. Truly, you are probably not knowing what to expect and you think that this class is not for you. Boy, are you wrong. This class will save you plenty of time, so you better listen closely. At the end, you will leave the class wondering why no one ever showed me this. So listen up! The three most useful things that I learned in this class are: my learning style, how to take notes when reading a textbook, and how to be a more successful student at college. If you know your learning style, college will be easier. â€Å"If you discover how you process information best, you can learn things both more efficiently and in less time† (Hopper, Practicing College Study Skills, 139). This course allowed me to discover the best method for me to learn, and I got to explore the way others learned. For example, there is a test to see how you learn best. A person prefers to use their dominant left brain, right brain, or both, a person may learn best by seeing (visual), hearing (auditory), or doing (kinesthetic), and this person may like to study alone or in a group. I will give you an idea and characteristics of each: on the dominant left brain, the person is logical, make lists, and like to check things off, right brain, the person is creative, and interprets information visually, both sides of the brain equally is a combination of dominant left and right brain characteristics, a visual learning likes to see things written down, time lines, o r graphs, an auditory learner learns best by hearing, a tape recorder is a good way to learn, a kinesthetic person learns best by hands on and interaction, a person that study wells all should make sure they know the conc... ...tics won’t work, than all I have to say is you must them and prove me wrong. In the College Study Skills course I learned a whole lot more than these three things. I learned how to make a master schedule, how to transfer information from short-term to long-term memory, how to make a goal, and what is in the library at M.T.S.U. So this class is very beneficial. It is not another boring class that you’ll want to skip. This class will guide you and take you through a journey of how to become a better student. It will allow you to discover how you learn and will teach you how to save time. Now, you know what to expect in this class. The semester will end before you know it, and at the end you will see how much you actually learned. Works Cited Hopper, Carolyn. Practicing College Study Skills. Second Edition, New York: Houghton Mifflin Company, 2001.