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History Of Aromatherapy Health And Social Care Essay

History Of Aromatherapy Health And Social Care Essay Ever since I can remember, I have been fascinated with the sense of smell and identifying the ways that aromas are so influential on a persons memories, thoughts and emotions. I decided to do my Independent Study on the history and practice of aromatherapy because I have always been drawn to it, and I hope to be able to offer others a chance to learn about it by developing a course that can be offered at the Firefly Academy. Using essential oils in my everyday life has given me many benefits. I can customize linen and room sprays according to the season, or the emotional atmosphere I want to create. It is simple to create salves for bug bites or muscle strain that are completely natural and work as well as store-bought items. I can use essential oils just like herbs to dress candles, add to talisman or amulet bags, or purify ritual space in my magickal practice. The only limit on the uses of essential oils is my own creativity. What Do The Terms Aromatherapy and Essential Oil Mean? To begin with, we need to define the terms aromatherapy and essential oil: Â · Aromatherapy is the art and science of enhancing health and well being with essential oils. (Aura Cacia, a leading advocate and manufacturer of high quality essential oils) [1] Â · Essential oils are the volatile essences extracted from plant materials for the purpose of affecting ones health, mood or environment. The Use of Scent Throughout Human History We dont need to have a degree in chemical engineering or physiology to understand how essential oils can affect us, or to enjoy them by adding scent to our everyday lives. Its something human beings have been doing throughout thousands of years of history. The use of ointments, powders, waters, oils and incense has been documented as part of worship, medicine and culture throughout many early civilizations. From Egypt and Persia, to India and China, trade routes flourished as the rich and powerful demanded steady supplies of aromatic salves for use as medicine, resins and incense to please the gods, and fragrant powders or perfumes to scent the skin [2] . Although no one can prove exactly when essential oils were first distilled from plants, the Persian Avicenna (980-1037 C.E.) is generally given credit as the first. Avicenna was a philosopher and physician, and he used essential oils extensively in his practice. [3] In more modern times, the scientific revolution in the 19th century led to the identification and isolation of many essential oils and active plant compounds. These discoveries soon led scientists to develop synthetic substances that could be produced cheaply and in mass quantities. This made it possible (economically feasible) to add artificial scent to products that were widely available to the public. Some of these products were soap, shampoo, beverages, and perfumes. The term aromatherapy was coined in the early 20th century by Rene-Maurice Gattefosse, a French scientist. [4] He developed an intense interest in the healing properties of essential oils after his personal experience with lavender essential oil. His family owned a perfumery business and he worked in the laboratory. One day, an explosion occurred and Rene-Maurice badly burned his hands. The closest thing around to use to quench the heat of the burns was a large container of lavender essential oil. He healed very quickly from his burns and was left without any scarring. There are many notables in the development of modern aromatherapy. Two of the most well-known are: Dr. Jean Valnet [5] , a surgeon in World War II who began using essential oils on the battlefield after reading of Gattefossess work; and Robert Tisserand who is credited with being one of the first to bring widespread education about aromatherapy to the English-speaking world. Where Do Essential Oils Come From Most essential oils are used today as flavorings for foods and beverages, or as fragrance for perfumes, body care and cleaning products. Only a small percentage of all essential oils produced are used in practical aromatherapy. Each essential oil is comprised of a unique combination of volatile, aromatic chemicals. Most essential oils contain over one hundred different chemicals. Thousands of different aroma chemicals have been discovered in plants by scientists so far [6] . The combination of these chemicals is what gives an essential oil its fragrance and also makes it effective to use. Many things can contribute to the amount and variation of each chemical constituent in an essential oil. Things such as climate, soil quality, growing conditions, or harvesting methods can have a big effect on the quality of the essential oil that ends up in a bottle on the shelf of your local health food store. The various aspects work together to create each oils signature fragrance and physical properties. Essential oils can come from all parts of the plant including, leaves, flowers, roots, seeds or fruit. Some examples of essential oils that come from different parts of a plant are: leaf-Peppermint, flowers-Rose, roots-Angelica, seeds-Black Pepper, fruit (rind)-Orange. Unlike using fresh or dried herbs, to use an essential oil we must first to get it out of the plant. Try sniffing a fresh peppermint or thyme leaf. There will be very little scent. Now, rub the herb between your fingers and sniff again. By crushing the cell walls of the leaf, the essential oil is released. This is one way to extract the essential oil but not very efficient! And although there are many ways of extracting an essential oil from plants, there are three main methods used by most manufacturers today. Steam distillation is an ancient process. The basic process remains unchanged from that used centuries ago. The majority of essential oils are distilled this way. Fresh plant material is stacked on racks set above boiling water. The steam causes the cell walls of the plant material to break down and release the essential oil. After passing through a condenser, the essential oil can be separated from the water by skimming it off the top. Expression is a mechanical method pressing the essential oil out of the plant. Usually this method is used for getting essential oils out of the peels of citrus fruits such as oranges, limes, or lemons. Citrus oils are fragile and the fresh fruit aroma is lost if the peels are steam distilled. Enfleurage (Absolutes and Concretes) is the process used to extract essential oils from plants that are extremely delicate or have a low quantity of oil per plant. Some examples of oils that are made as absolutes are rose, jasmine or violet. These essential oils tend to be very expensive because they are labor intensive to create and it takes a tremendous amount of plant material to make a small amount of essential oil. In the past, layers of flowers were covered in rendered animal fat or a hydrocarbon solvent. As the fat became saturated with the scent, the spent flowers were removed and replaced with fresh. This process makes a waxy substance called a concrete. To further refine the mixture, the fat was mixed with alcohol to separate the essential oil from the fat. This produces an absolute from the concrete. This is the liquid product that contains the essential oil. How Do We Interpret Scent and How Does Scent Affect Us Most of us can think of examples of how scent has influenced our memory. One example might be that the smell of cinnamon evokes the memory of sitting in your grandmothers kitchen as she made cinnamon rolls 20 years after her passing. Another might be the automatic grimace that comes to your face at remembering the smell of the skunk that sprayed the dog last year. These are just a couple examples that show how scent becomes wired into our memories. Once scent molecules are breathed into the nose, they bind with receptors that send impulses to the olfactory bulbs that sit at the base of the brain. The olfactory bulbs interpret the scent message and send it on to the limbic system. The limbic system is part of the oldest part of our brain. It controls the functions that are necessary for our very survival such as the sex drive, hunger, thirst or need for sleep. This area is close to the hippocampus, where feelings and emotions originate, and long-term memory is stored [7] . It is easy to see why scents can affect us so strongly when we see how closely the sense of smell is related to our memory and survival instincts. We can apply this to our everyday lives when we extrapolate that our highest thought processes which include language, mathematics or abstract thinking can be affected by aromatherapy since the areas that process fragrance information and memory are so closely linked. By using an essential oil (such as Rosemary which is used for mental challenges) while studying, this scent becomes imprinted in the brain along with the information being studied. By sniffing the same oil later, like right before an exam, we can take advantage of this linking to have better recall. In Victorian times, scented stationary was popular for love letters. Maybe the writers hoped the sweet scent of perfume would cause ones beloved to think fondly of the writer. We can use aromatherapy in so many ways to make our lives healthier and happier. We can use it to help us not only with physical applications, but also to improve our mental and emotional health. And if you have had any experience in magick or spell casting, you can begin to see the implications immediately! How To Choose An Essential Oil When choosing oils for use in aromatherapy, it is vital to make sure that you are purchasing an essential oil. Essential oils are extracted from plants that grew in nature. They are not created in a laboratory. It is important to choose oils that have been extracted from the appropriate part of the plant, and using the correct method of extraction. On the other hand, aroma oils, fragrance oils, or nature identical oils have been created in a lab or altered in a way that does not include all the components of the pure essential oil. They are not interchangeable with essential oils! These other types of oils have their uses, but it not in the practice of aromatherapy. An example of this is peppermint oil used by the food industry. Manufacturers will sometimes redistill the peppermint essential oil to remove the grassy notes and amplify the minty notes. This is done for a purer peppermint flavor in your toothpaste. Essential oils can be chosen for their physical, emotional, or spiritual properties. You may choose an oil to relieve a physical symptom, to help deal with stress or to purify your ritual space. Some oils with be effective for all these areas. Frankincense was used in ancient times to fumigate (purify) churches and temples. Not only was this effective against disease agents such as plague, but it also brought people to a meditative state, and calmed the emotions. Many people use Frankincense for the same purposes today. Most books have charts showing the properties associated with each essential oil. It is a good idea to get a couple books that list a variety of information the oils. It is important to know physical properties, such as whether the oil you are choosing might be antibacterial, stimulant or sedative. It is also useful to know what effects the oil might have on the mind or emotions. If choosing an oil to use for magickal purposes, the correspondences listed for the herb will be the same as for the oil. Once several oils have been identified for the required purpose, the best way to choose the appropriate oil is to take a whiff and see which one pleases you the most. The imprint of scent is so individualized that even if all the books say that oil A is the absolute best choice for headaches, if the individual doesnt find the scent pleasing, or has a negative memory of the aroma, it will not have the desired effect. Always choose essential oils based on your personal preference. Essential oils are very versatile in their abilities to nurture, heal, support and rejuvenate our bodies, minds and spirits. They are easily absorbed into the body through the skin, by inhalation, or ingestion. But just because they are natural substances and have been used for centuries does not mean that they are without some risk. It is very important to use safety precautions when working with essential oils. Many essential oils often share a lot of the same chemical components. Sometimes knowing which chemicals are present in an essential oil will give you a good idea how that oil might be used. One example is eucalyptol. Oils, such as eucalyptus and tea tree, that contain this chemical are helpful in relieving chest congestion. Another example is the neurotoxin, thujone. This chemical can be extremely dangerous. Oils with a low content of thujone, such as yarrow or sage, should be used with caution and not used on a continual basis. Other oils, such as mugwort or wormwood, (does absinthe ring a bell?) should not be used at all. Skin irritation can be common if using essential oils without diluting them with a vegetable oil. These dilution oils are called carrier oils. Most vegetable oils can be used as carrier oils. If using essential oils on the elderly or young children, they should be diluted even more. Some essential oils can cause sensitivity to sunlight, as well. Pregnant women, and those with other health conditions such as epilepsy or diabetes, should take extra precautions in choosing essential oils. And unless properly trained, no one should ingest essential oils! Always research the essential oils you use to make sure you are following the proper safety protocols. There are usually warnings listed on the bottle and most stores have pamphlets or brochures that will list safety precautions. It is well worth the time spent reading about potential problems or doing a skin-patch test (to test for allergic reactions) to avoid the pain and hassle of a bad reaction. How To Apply Essential Oils There are many different ways that essential oils (EOs) can enter the body. Inhalation through the nose is one of the best known. Absorption through the skin is another popular method. Less common ways include oral, vaginal or rectal application. Although ingestion of essential oils is more common in Europe, never ingest them without the advice of a trained professional. Most cases of poisoning have occurred after people ingested too high a dose. Ingesting just one or two teaspoons of concentrated essential oil can be enough to cause injury or death [8] . Inhalation is one of the easiest ways to use essential oils. Oils can be inhaled directly from the bottle, a drop or two placed on a tissue or light bulb, or a few drops added to a bowl of hot water or to the well of a pillar candle. A couple drops can be added to a dryer sheet and a whole load of sheets will be redolent with aroma. Diffusers are another popular way to disperse essential oils into the air. There are many types of diffusers available. Some use a fan to move air through a paper filter on which youve placed a few drops of oil. Others use a nebulizer to vaporize the oil into a fine mist. And still another type uses ultrasonic technology to release the oil within a fine mist of water. There are many way to apply essential oils to the skin and it is an effective way to incorporate them into your body. Essential oils can be added to bathwater or to massage oil. It is also easy to add essential oils to any unscented shampoo, lotion or body wash product to create your own custom blends. General dilution rates for healthy adults are 10-20 drops essential oil in a bath tub of warm water or 10-15 drops per ounce of carrier oil. Use half or less of these rates for children or the elderly. Essential Oil Quality It is worth discussing essential oil quality and how to choose the correct oil for the purpose for which you wish to use it. It is vital to make sure the essential oil youre using is produced from the proper part of the plant, extracted using the most efficient process, is harvested at the correct time, and contains all the active ingredients that make the oil effective. There should be no artificial components added. Choosing well-known suppliers and brands makes it easier to feel confident that the oils you buy. Firstly, make sure the label says that it is 100% pure essential oil. To work as intended, the oil must be pure. As mentioned earlier in this essay, fragrance or aroma oils made from synthetic ingredients are not interchangeable with essential oils. An exception to this statement would be when purchasing extremely expensive oils such as Neroli, Rose or Jasmine that are 100% pure essential oils that have been diluted in a carrier oil to make it more affordable. The carrier oil will be listed on the ingredients panel. If you only need a drop of two of rose oil for your Valentines Day sachet, you might decide that the 5ml bottle of diluted Rose Otto for $20 is a better choice than the 2ml bottle of 100% pure Rose Otto for $130. However, if you are making an anti-aging face cream you might want the real deal to increase the amount of active ingredients to make your cream more effective. Secondly, make sure you know the Latin name of the oil you want. This way you know that you are buying the correct product. There are several types of Lavender essential oil on the market. One is extracted from the flowers of Lavandula augustifolia and is noted for its relaxing and calming properties. Another is extracted from the stems, leaves and flowers of Lavandula latifolia (called Spike Lavender) and is useful to repel insects and to help with cold symptoms. Each has different properties. The FDA requires that all manufacturers list the botanical names on the labels. Thirdly, realize that it takes varying amounts of plant material and labor to produce each type of essential oil. If you are buying a brand of essential oils that has the same price on all oils, you are probably getting a low-quality, extremely diluted, or blatantly synthetic product. It can take over 2000 pounds of rose blossoms to produce one pound of essential oil, but perhaps around 50 pounds of Eucalyptus to produce one pound of essential oil. It is obvious just from this one statistic that rose oil is going to a lot more expensive than eucalyptus. Just like in other real-life situations, if it seems too good to be true it probably is. Where We Go From Here This essay is the basis I am using to develop a course on Aromatherapy for The Firefly Academy. I hope to have it in included alongside the courses developed on Kitchen Herbology and Magickal Herbalism. The course will build on the information presented in this essay, introduce in-depth lessons on the fourteen most popular and affordable essential oils, provide information on making essential oil blends, and showcase easy recipes to begin using aromatherapy to improve the quality of ones life. There will be a project requiring students to make at least one recipe and describe their experiences using the blend in a short essay. A short, multiple choice quiz will be offered at the end of the course. Below is the proposed outline of the course: Lesson 1-What is Aromatherapy? What is an Essential Oil? Lesson 2-Why Does Aromatherapy Work? Lesson 3-Quality, Resources and Choosing Oils Lesson 4-How to Use Essential Oils in Your Life Lesson 5- Essential Oil Profiles Part 1 (Lavender, Tea Tree, Peppermint, Eucalyptus, Patchouli, German Chamomile, Clary Sage) Lesson 6- Essential Oil Profiles Part 2 (Lemon, Geranium, Sweet Orange, Bergamot, Ylang Ylang, Rosemary, Sandalwood) Lesson 7-Blending, Carrier Oils, Fun Formulas Lesson 8-Essay, Quiz, Where Do We Go From Here? Aromatherapy is a natural, effective way to improve many areas of our lives. It is not hard to learn and does not require an enormous expenditure of money. Essential oils are a good value as each one can be used for many different purposes and they take up little space in a cabinet or medicine chest. My life has been enriched in countless ways by learning and using aromatherapy. I am fascinated by the ease in which I can ease the sting of a bug bite. I am rewarded with a good nights sleep when I place a few drops of my Sweet Dreams blend on my pillow. My spiritual practices are enhanced by diffusing Frankincense and Myrrh on my altar to create sacred space. I will never regret the time and resources I have devoted to learning how to put the benefits of aromatherapy to use in my life. Sources http://www.auracacia.com http://www.kirjasto.sci.fi/avicenna.htm http://www.aromaweb.com/articles/history.asp http://en.wikipedia.org/wiki/Limbic_system http://www.ncbi.nlm.nih.gov/pubmed/15895251 Nyam News , December Volumes 1 2, Caribbean Food and Nutrition Institute, 2005 The Practice of Aromatherapy, Jean Valnet, MD, Healing Arts Press, 1980 The Complete Book of Essential Oils Aromatherapy, Valerie Ann Worwood, New World Library, 1991 Aromatherapy: An A-Z: The Most Comprehensive Guide to Aromatherapy Ever Published, Patricia Davis, Random House, 2005 The Illustrated Encyclopedia of Essential Oils , Julia Lawless, Element Books Ltd, 1995 The Aromatherapy Deck, Frontier Natural Products Co-op, 2007 Certificate course on Aromatherapy, The American College of Healthcare Sciences (formerly Australasian College) Aura Cacia Retailers Aromatherapy Course, Aura Cacia Company Footnotes: [1] www.auracacia.com [2] The Illustrated Encyclopedia of Essential Oils, Julia Lawless, Element Books Ltd, 1995 [3] http://www.kirjasto.sci.fi/avicenna.htm [4] http://www.aromaweb.com/articles/history.asp [5] The Practice of Aromatherapy by Jean Valnet, MD [6] Nyam News, December Volumes 1 2, Caribbean Food and Nutrition Institute, 2005 [7] http://en.wikipedia.org/wiki/Limbic_system [8] http://www.ncbi.nlm.nih.gov/pubmed/15895251 Top of Form Bottom of Form

Bio-mechanical Differences Between Male and Female Runners

Bio-mechanical Differences Between Male and Female Runners BUILT TO RUN:  BIOMECHANICAL DIFFERENCES  BETWEEN MALE AND FEMALE MARATHON RUNNERS Acknowledgements Special thanks are accorded to the following people whose work contributed significantly in developing this essay: Dennis Bramble and Daniel Lieberman whose recent findings established running as an essential factor in the evolution of humans, findings that added an extra measure of interest to, and a context for, the essay; Jolie Holschen for doing such an excellent job of pulling together so much valuable information on the anatomical differences between male and female athletes; and Stephen Seiler for his exploration of gender differences in endurance performance and training. In addition, there were numerous other sources used and for which appreciation is due. Attributions are made to all sources in the References section at the end of the essay. Table of Contents INTRODUCTION 1 Anatomical Differences between Men and Women with Specific Reference to Running 2 Definition of the Term Marathon with Comparison to Other Types of Running 7 Definitions of the Term Biomechanics 8 Application of Biomechanics to Running with Reference to Marathon Runners 10 OBJECTIVE AND SCOPE 12 REVIEW OF EXISTING RESEARCH ON METHODS AND FINDINGS 12 DISCUSSION 19 CONCLUSIONS 22 FURTHER OPPORTUNITIES FOR RESEARCH 22 REFERENCES 24 BUILT TO RUN:  BIOMECHANICAL DIFFERENCES  BETWEEN MALE AND FEMALE MARATHON RUNNERS â€Å"More than by brain size or tool-making ability, the human species was set apart from its ancestors by the ability to jog mile after lung-stabbing mile with greater endurance than any other primate.† INTRODUCTION The introductory quotation (Hotz, 2004) simply, yet vividly, expresses the results of a recent study completed by two American scientists, Dennis Bramble and Daniel Lieberman, and released in the journal Nature (2004). Bramble and Lieberman contend that â€Å"the ability to run long distances was the driving force shaping the modern human anatomy.† Hotz’s characterization of early humans as â€Å"marathon men and women from the tips of their distinctively short toes and long Achilles tendons to the tops of their biomechanically balanced heads† (emphasis added) sets the backdrop for this essay—an exploration of the biomechanical differences between male and female marathon runners. After a few additional historical comments, this essay opens with a presentation of anatomical differences between men and women with specific reference to running then continues with definitions and descriptions of the term marathon, as a form of organized running sport, and definitions for the term biomechanics in preparation for a discussion of how the field of biomechanics is applied to running. With this information as a foundation, the objective and scope will be articulated followed by presentation of previous methods and findings revealed from a search of the literature on the topic of biomechanical differences between male and female marathon runners and closely-related topics. These findings will be discussed and conclusions drawn. Finally, recommendations for further research will be presented. To return briefly to the research findings of Bramble, a paleontologist and biomechanics expert, and Lieberman, a physical anthropologist, to continue setting the backdrop for the essay, Bramble states: â€Å"Running made us human, at least in an anatomical sense. We think running is one of the most transforming events in human history† (Chui, 2004). Endurance running is an activity that is reserved for humans in the primate world and not common in other mammals with the exception of dogs, horses and a few others. Bramble and Lieberman contend that running permitted humans to scavenge and hunt for food over significant distances and that the high protein food they secured was instrumental in developing larger brains (Wilford, 2004). To facilitate running, humans developed several traits including large buttocks with strong muscles which connect the femur to the trunk of the body preventing the body from â€Å"over-balancing with each step.† In addition, â€Å"humans have a lengthy arm-swinging stride† and â€Å"[l]ong ligaments and tendons—including the Achilles tendon—[which] serve as springs that store and release mechanical energy during running.† (Hotz, 2004). Bramble’s reference to today’s running in the evolutionary context he and Lieberman established provides an appropriate introduction to the exploration of the biomechanical differences between male and female marathon runners (Wilford, 2004): â€Å"Today, endurance running is primarily a form of exercise and recreation, but its roots may be as ancient as the origin of the human genus.† Anatomical Differences between Men and Women with Specific Reference to Running The description of anatomical differences between men and women, which is focused on anatomical features that are involved in running, begins with a gender-neutral discussion to establish a foundation for the more gender-specific information. Rossi (2003) emphasizes the complexity of walking, a precursor to running. He writes that half of the 650 muscles and tendons in the human body are involved in what most people consider to be the simple act of walking. He suggests that, in the evolution of the human body, there were â€Å"hundreds of adaptations† that had to take place, adaptations that required â€Å"repositioning of everything in the body† over several million years. Rossi writes: â€Å"The arms, no longer needed for branch swinging, became shorter, the legs longer, the pelvis wider, the shoulders narrower, the neck longer and more slender, the spine changed from C-shape to S-shape. Major changes were required in the hip, knee and ankle joints. Hundreds of muscles, tendons, ligaments and joints gradually shifted in position, size and function. And of course, the new posture and gait required important changes in the size and position of all the organs of the chest and abdomen. Rossi suggests that some of these changes were extremely significant from a biomechanical perspective. For instance, he calls attention to the blood pumping requirement of the upright human form: Daily in each individual, approximately 74,000 quarts of blood must travel through 100,000 miles of blood vessels from the brain to the feet and legs in a circular pattern. Rossi emphasizes the human â€Å"engineering† challenge that was required to design a system that would counteract the effects of gravity in moving blood vertically in this manner. Rossi’s comments are particularly important in the context of the current discourse because they provide some insight into the current state of relevant anatomical features of today’s runners and how those features were derived. The anatomy of humans, unlike that of other living creatures, provides for speed and endurance. The unique characteristics related to running include (Science in Africa, 2005, citing University of Utah Public Relations, 2004): Skull features. These features, which include sweating from the scalp and face, cool the blood. A balanced head. This shape of head with a relatively flat face, small teeth, and short snout moves the center of the mass backward which helps to counter the effects of moving upward and downward during running. A ligament running from the rear of the skill and neck downward to the thoracic vertebrae. This feature serves as a shock absorber that aids the arms and shoulders in counterbalancing the head during running activity. Shoulders â€Å"decoupled† from the head and neck. This feature allows rotation of the body while the head faces forward during running. A tall body. This feature, which includes a narrow trunk, waist and pelvis, provides for increased skin surface allowing for enhanced body cooling and permits the upper and lower body segments to move independently. Short forearms. This feature permits the upper body to act as a counterbalance to the lower body during running activity while reducing the muscle power required for maintaining flexed arms. Large vertebrae and disks. This feature permits the human back to accepted heavier loads when runners impact the ground. Large, strong connection between the pelvis and the spine. This feature supports more stability and shock absorbing capacity during running activity. Large buttocks. This feature, and the muscles that form it, stabilize the body during running activity. The connection of these muscles to the femur prevents the body from pitching forward. Long legs. This feature allows humans to take large strides during running activity. The tendons and ligaments permit the legs to be lighter and less muscular thereby requiring a smaller amount of energy to propel them while running. Large hip, knee, and ankle joint surface areas. These features provide enhanced shock absorption by reducing the impact in any one specific area. Arrangement of bones in the foot. This feature provides for a more rigid foot by creating a stable arch, allowing runners to push off in a more efficient manner and to use ligaments located on the bottom of the feet as springs. Large heel bone, short toes, and a big toe. These features provide for enhanced shock absorption and increased capacity to push off during running activity. With the running-related anatomical features applicable to all humans as a foundation, the focus now turns to the differences in anatomical features between men and women, specifically those features that are involved in running activity. Holschen (2004) writes that, until puberty, males and females are equal in terms of strength, aerobic power, heart size, and weight; they also have similar amounts of body fat. Starting at puberty, according to Holschen (2004), male and female sex hormones begin affecting bone and lean body mass, circulation, and metabolism in different ways. A female typically has a wider pelvis, femoral anteversion (inward twisting of the femur), genu valgum (knees touch but ankles are separated), and external tibial torsion (feet do not line up in a straight manner because of out-toeing from outward rotation of the large calf bone). Center of gravity differences between men and women are minimal, correlating more by body type and height than with gender. (Atwater, 1985, cited in Holschen, 2004). When compared with males, females typically have smaller bones accompanied by smaller articular surfaces. They also have proportionately shorter legs with resulting decreased potential force in certain maneuvers. (Holschen, 2004). At puberty, girls gain both fat and lean muscle mass due to the influence of female hormones; boys lose body fat and add muscle mass due to the influence of male hormones (Holschen, 2004). Women in adulthood have about ten percent more body fat than do their male counterparts (Greydanus, D. and Patel, D., 2002, cited in Holschen, 2004). The basal metabolic rate is approximately ten percent lower in women than in men. The presence of female hormones mandates that women rely more on fat metabolism at any given exercise level when compared to men. In addition, glycogen uptake, storage, and use are increased. (Holschen, 2004, citing Bonekat, H. W. et al., 1987; Dombovy, M. L. et al., 1987; Frankovich, R. J. and Lebrun, C. M., 2000; Nicklas, B. J. et al., 1989; Tarnopolsky, L. J., 1990) Cureton and associates (1988, cited in Holschen, 2004) attribute the differences in muscle strength between men and woman to skeletal and cardiac muscular hypertrophy and muscle mass percentage; they conte nd that muscle mass in men is forty percent compared to twenty-three percent in women. Changes in body composition and circulatory capacity beginning at puberty result in approximately twenty percent higher cardio-respiratory capacity in men. Men also have comparatively higher oxygen-carrying capacity, larger heart and lung mass, a higher stroke volume, and higher maximal cardiac output which result in greater effectiveness in aerobic and anaerobic activities, although training can overcome the inherent differences (Williford, H. N. et al., 1993, cited in Holschen, 2004). The results of the current research point to fundamental anatomical differences between men and woman, differences that largely begin to appear during puberty and which have some bearing on running capability. Definition of the Term Marathon with Comparison to Other Types of Running The term running can be defined as â€Å"[moving] swiftly on foot so that both feet leave the ground during each stride† (American Heritage Dictionary of the English Language, 2000). The research by Bramble and Lieberman (2004, cited in Nature, 2004), which was presented earlier, seems to indicate that running has been part of human existence since its beginnings and, in fact, contributed significantly to development of human life today. Humans no longer require running for survival, at least in their normal affairs; that is, typically, humans do not have to run from danger or run in pursuit of animals to kill for food. In modern times, running has taken on a new form—competition foot racing. This competition racing can be against oneself to achieve one’s own â€Å"personal best† or with others. Racing against others can take many forms ranging from informal competitions between two young friends racing against one another on a playground to very formal co mpetitions such as those in the quadrennial Olympics. The more formal running competitions are typically classified by the length of the run: 100, 200, 400, 800, 1500, 5000, and 10000 meters as well as marathons (Dollman, 2003). There are many terms that refer to specific forms of foot racing: run, dash, sprint, relay, meet, competitive trial of speed, footrace, and marathon (Webster’s New World Thesaurus, 1997). Of these, the terms dash and sprint are typically used interchangeably to describe â€Å"a short, fast run or race† (Webster’s New World Dictionary, 1988) or â€Å"a short, swift movement† (Webster’s New World Thesaurus, 1997). Organized dashes and sprints are commonly of 50 meters, 100 meters, 200 meters, 50 yards, 100 yards, and 200 yards in length (Webster’s New World Thesaurus, 1997). Marathons are a form of long-distance running, which are on- and off-the-track competitions of more than 3000 meters (Hlus, 1997). Specifically, a marathon is â€Å"a footrace of 42 kilometers, 195 meters (26 miles, 385 yards) run over an open course,† or â€Å"any long-distance or endurance contest† People who compete in marathons are called marathoners (Webs ter’s New World Dictionary, 1998). Physiologically, there is a fundamental difference between a sprint or dash and a marathon. According to Pritchard (1994), â€Å"A sprinter can exert maximum force throughout the run, but this is not possible for longer runs, where propulsive force must be reduced to match energy availability.† Historically, marathons are not new events. According to legend, the name marathon is derived from the Greek city, Marathon, to commemorate Pheidippides’s run from that city to Athens to announce Greek victory over the Persians. The marathon was introduced to the Olympics in 1896 and today’s official distance was established in 1908. (Hlus, 1997; The Columbia Encyclopedia, 2005) Today, in addition to marathon races in the Olympics, many cities throughout the world serve as sites for annual or other periodic marathons (The Columbia Encyclopedia, 2005). A new form of marathon race has recently taken form—the ultramarathon, which is â€Å"any organized footrace extending beyond the standard marathon running distance of 42 kilometers, 195 meters†¦[they] typically begin at 50 kilometers and extend to enormous distances† (Blaikie, n. d.). Standard distances for ultramarathons are 50 and 100 kilometers and 50 and 100 miles (Meyers, 2002) with the longest certified race being the Sri Chinmoy, a 2092 kilometer race held annually in New York (Blaikie, n. d.). Definition of the Term Biomechanics The research produced numerous and varied definitions for the term biomechanics. The following are representative of the findings: â€Å"The study of the mechanics of a living body, especially of the forces exerted by muscles and gravity on the skeletal structure.† (The American Heritage Dictionary of the English Language, 2000). [The] application of mechanical engineering principles and techniques in the field of medicine and surgery, studying natural structures to improve those produced by humans† (The Hutchinson Encyclopedia, 2003). â€Å"[A] science examining the forces acting upon and within a biological structure, and the effects produced by those forces† (The University of Calgary, n. d.). â€Å"[T]he science that deals with forces and their effects, applied to biological systems† (Freivalds, 2004). â€Å"[T]he application of the principles and techniques of mechanics to the human body in motion† (Snowden, 2001). â€Å"Biomechanics is a specific field which evaluates the motion of a living organism†¦and the actions of forces on that organism†¦a combination of several different areas of study [including] anatomy and physiology, kinematics (the study of motion without regard to its causes), kinesiology (the study of human movement) and kinetics (the study of forces acting on a system)† (National Endurance Sports Trainers Association, 2005). In furnishing a definition for biomechanics, the Quintic Consultancy Ltd. (2005) provides some additional insight into the origin and details of the term, stating that the name â€Å"is derived from the Greek bios meaning life and mekhaniki meaning mechanics,† adding that these individual terms are combined to mean â€Å"the mechanics of life forms.† The biomechanics discipline includes research into various life forms including plants, insects, reptiles, birds, fish, humans, and others. Within the human specialty, topics include mechanics â€Å"of bone, tooth, muscle, tendon, ligament, cartilage, skin, prostheses, blood flow, air flow, eye movement, joint movement [and] whole body movement† (The Quintic Consultancy Ltd., 2005). Historically, according to Knudson (2003), the study of human biomechanics has alternated between emphasizing each of its two components—the biological and the mechanical. Atwater (1980, cited in Knudson, 2003) claims that, during the first half of the twentieth century, scholars emphasized medicine and anatomy under the term kinesiology. The distinct field of biomechanics was born from the work of biomechanists in the 1960s and 1970s. From that point the field began to emphasize mechanics over biology. Today, the competing forces to move the discipline either toward a biological emphasis or toward a mechanical emphasis continue (Knudson, 2003). Application of Biomechanics to Running with Reference to Marathon Runners The field of biomechanics, already narrowed in a previous section from consideration of all life forms to only humans for the purpose of this essay, can be focused even further to a sub-field called sports biomechanics (The Quintic Consultancy Ltd., 2005): â€Å"Sports biomechanics uses the scientific methods of mechanics to study the effects of various forces on the sports performer. It is concerned, in particular, with the forces that act on the human neuromusculoskeletal system, velocities, accelerations, torque, momentum, and inertia. It also considers aspects of the behavior of sports implements, footwear and surfaces where these affect athletic performance or injury prevention. Sports biomechanics can be divided up into two sections: performance improvement [and] injury prevention.† The Australian Sports Commission (n. d.) furnishes additional descriptive information on the application of biomechanics to sports, using a term the Commission calls applied sports biomechanics which â€Å"incorporates techniques from physics, human anatomy, mathematics, computing and engineering to analyse technique to prevent injury and improve performance.† The Commission’s division of sports biomechanics into two categories—performance improvement and injury prevention—echoes the classifications offered by The Quintic Consultancy Ltd. Williams (2003) describes how biomechanics can help runner performance, specifically that of the marathoner. Leading into his recommendations, he describes how marathon runners use a simple biomechanical strategy known as â€Å"drafting off another runner† when running into the wind to reduce the adverse effects of air resistance and reduce oxygen consumption for the latter part of the race. He writes: â€Å"The goal of the sport biomechanist is to improve movement efficiency, mainly by maximizing propulsive forces and minimizing resistive forces, and thus provide the athlete with a mechanical edge. Using high-speed cinematography, the biomechanist can analyze a runner’s form and detect problems in running form that may be inefficient, such as overstriding, and that may waste energy. Although most elite and experienced marathoners have developed efficient running styles, even a small improvement in running efficiency may make a significant difference over the duration of a marathon.† In addition to the strategy of â€Å"drafting off another runner,† Williams offers several other â€Å"biomechanical strategies† including selecting the proper sportswear (i.e. uniform and shoes) and optimizing body weight and composition. Thus far the topics of anatomical differences between men and women with specific reference to running; definitions and descriptions of the terms marathon (as an organized, competitive form of running) and biomechanics; and the application of biomechanics to running have been presented and discussed. With this as a foundation, the focus of the discourse now turns to the topic of biomechanical differences between male and female marathon runners and closely-related topics. OBJECTIVE AND SCOPE The objective of this portion of the essay will be to explore the biomechanical differences between male and female marathon runners through a review and analysis of selected literature on the topic and related issues. The scope of the literature review will include marathon running with specific reference to available information on the differences between males and females. Although running of shorter distances (e.g. sprints and dashes) and longer distances (e.g. ultramarathons) as well as other sports activities are excluded from the specific scope of this essay, references will be made to these activities when they related to marathon running. Performance improvement and injury prevention were mentioned as the two primary areas addressed by applied sports biomechanics. Gender-specific issues in each of these areas will be explored briefly as well. REVIEW OF EXISTING RESEARCH ON METHODS AND FINDINGS One researcher who has studied gender differences in endurance performance, including marathon running, is Stephen Seiler (1996) of The Institute for Sport, Agder College in Kristianstad, Norway. He writes: â€Å"Some years ago it was proposed by some that women would actually perform better [than men] at ultra-endurance type activities. This theory has been disproved in the laboratory and in practice.† â€Å"As long as women are women, I don’t think they will surpass men,† states Norways perennial marathon winner Grete Waitz (quoted in Holden, 2004). The anatomical differences between females and their male counterparts, specifically those that affect running, were presented in the introduction. Now an attempt will be made to show that the general anatomical differences between men and women extend to biomechanical differences that affect marathon running performance and injury. Holschen (2004) writes that â€Å"[T]he female athlete remains less well understood and less well studied compared with male athletes, especially in the areas of performance factors, repetitive stress, and acute injuries.† She continues: â€Å"Logical reasons for this include: (a) a limited two-generation span of the high-profile elite female; (b) fewer females involved in coaching, research, and sports medicine; and (c) limited areas of female youth sports historically (gymnastics, swimming, dance).† The reality of Holschen’s findings proved to be true in the current research activity. There were remarkably few available sources on the biomechanics involved in women’s marathon running. Most of the research either applied to males or did not identify the gender. Results from a review of selected research literature will be presented in this section beginning with gender-differentiated research results on running performance. Following this, results of rese arch into the two applied sports biomechanics specialties will be presented with a focus on studies concerning footwear and injuries. Holden (2004) writes about performance in running with special attention to female runners. She quotes physiologist Henrik Larsen of the Copenhagen Muscle Research Centre in explaining women’s marathon performance vis-à  -vis men: â€Å"Women had not developed long distance; that’s why the improvement is much greater on the marathon.† Larsen, who seems to attribute the performance improvements of female marathoners to focused training instead of anatomic factors, claims that â€Å"[w]e don’t see any higher oxidative capacity in women.† Holden also offers comments by exercise physiologist Timothy Noakes of the University of Cape Town, South Africa who agrees with Larsen’s assessment: â€Å"A smaller body frame gives women an edge on endurance†¦but men can run 10% faster even when the difference in body size is controlled for.† Stephen Seiler (1996), who was quoted at the start of this section stating that the proposal that women could perform better in ultra-endurance activities has been disproved, confirms that â€Å"there are some physiological differences between the sexes that impact performance in females independent of age.† He notes that there is a ten percent difference in marathon times between men and women, adding that this difference is the same â€Å"across the distance running performance spectrum.† He attributes this difference, not to a difference in training, but to physiological differences. He studied maximal oxygen consumption, the lactate threshold, and efficiency to analyze the differences between men and women as these factors might affect long-distance running performance: Maximal Oxygen Consumption. There is a 43 percent difference between men and women with men possessing a VO2 max (oxygen-delivering capacity measure) of 3.5 liters per minute and women with a capacity of 2.0 liters per minute. Seiler attributes this in part to male size; men are larger. But, even when size is factored in, male oxygen consumption capacity is still fifteen to twenty percent higher. Males have a greater capacity to deliver oxygen to their muscles and organs. The Lactate Threshold. This is the point at which lactic acid begins to accumulate at higher than normal levels in the blood stream indicating an exercise intensity boundary at which the level of intensity can be maintained over a long period and that which will result in quick fatigue. Seiler does not believe that lactate thresholds are different for men and women as a percentage of their VO2 max. Efficiency. After finding conflicting information comparing the efficiency of males and females—revealing that females are less efficient, more efficient, or the same as males in terms of efficiency—Seiler believes that differences in efficiency do not account for the differences in endurance performance. Seiler concludes with his determination that the ten percent performance difference between men and women in endurance running can be attributed to the first of the three physiological factors he studied—maximal oxygen consumption. Another researcher who explored gender differences in athletics, and especially in endurance events, is Dollman (2003). Citing Shepard (2000), Dollman writes that there is consistent evidence, based on observations, that males possess â€Å"larger measures† of the following (quoted): Heart volume, even when corrected for stature. Haematocrit, which gives males a 13 percent greater oxygen-carrying capacity than females. Plasma volume. Total muscle mass, which means that females perform the same absolute task at a higher percentage of maximum voluntary contraction, with concomitant vascular impedance limiting cardiac ejection and peak cardiac output. In addition, male skeletal muscles may have a higher succinate dehydrogenase (an integral membrane protein) concentration (Dollman, 2003, citing Costill, et al., 1987). Males may produce better mechanical efficiency during running (Dollman, 2003, citing Miura, 1997) although this is arguable as it may be rooted in cultural origins (Dollman, 2003, citing Shepard, 2000). Now attention will turn briefly to a review of selected research into the two primary application areas addressed by applied sports biomechanics: running performance and injuries. Regarding performance, footwear will be discussed followed by a presentation of selected findings on research into injuries. Gender issues will be introduced. Lipsky (2001, citing Hennig, 2001) presented research findings on gender-specific requirements for athletic footwear designed for running. The research experiment involved fifteen women and seventeen men of the same body weights, heights, and ages. Each subject wore the same shoe size and each tested five types of shoes which included three styles of men’s shoes and two styles for women. Using â€Å"Kistler† force platforms at a set velocity, ground force reactions, tibial acceleration, angular foot motion, and plantar pressures at eight strategic locations on the foot were measured. Accordin

marketing :: essays research papers

1.  Ã‚  Ã‚  Ã‚  Ã‚  The product life cycle is essential when a firm is a managing a product. While a product is in the introductory phase of its life cycle the customer is going through a learning process. Firms must consider this learning process when determining how much to spend on marketing strategies, the firm must understand that it will spend a lot of money to make the customer aware of their product and they wont see a lot of sales. During the growth phase of the life cycle the firm will see fast growth which will lead to profits or they will break even. The firm will also see declining expenditures so to properly manage their product they should concentrate more on building and holding customers rather than focusing on innovators and early adopters. At the beginning of the maturity phase sale will increase but slower because the market becomes saturated so the firm must work harder to maintain customers to keep profits from declining rapidly. Firms should focus on custome r loyalty and try to increase usage by each user. When a product begins to decline a firm could either move the product to a new market in a different country or they could leave the product in the same market but not spend money on marketing the product and focus more on other products they could market. 2.  Ã‚  Ã‚  Ã‚  Ã‚  Attending a sporting event is a service, by attending you are being provided with entertainment which is a form of a service. a. A sporting event is intangible you are receiving the entertainment which cannot be physically touched or compared to another product easily, you must compare the product by comparing to it another experience you had or someone else told you about. A sporting event is inseparable, we can see this by looking at the three aspects of inseparability. First the service providers involvement clearly the service provider is present in that the players are physically playing in front of you. Second the customers are directly involved in the service experience, just take the Detroit vs. Indiana basketball game where players and fans were involved in a fist fight in Detroit. Although this may have been a bad experience for the fans it shows just how involved fans are with sporting event. Third other customers are involved with your experience, like the drunk at the game who is cheering for the other team.

Relationships in Norman MacLeans A River Runs Through It Essay

Relationships in Norman MacLean's A River Runs Through It "Eventually the watcher joined the river, and there was only one of us. I believe it was the river." The river that Norman Maclean speaks of in A River Runs Through It works as a connection, a tie, holding together the relationships between Norman and his acquaintances in this remote society. Though "It" is never outwardly defined in the novella there is definite evidence "It" is the personality of the people and that the river is running through each individual personality acting as the simple thread connecting this diverse group of people. With the help of the river these Montana residents are able to teach as well as learn from each other. Since the time of the Indians, fathers have been teaching sons the ways of the river and the Maclean family is no different. Paul and Norman learn from a young age first how to pray, read the Bible, and then fly fish from their father. For the Maclean family "there is no clear line between religion and fly-fishing" and their father is a Presbyterian preacher who incorporates all these lessons into the river. He carefully transitions from telling them "about Christ's disciples being fishermen" to teaching them "to approach the art (of fly-fishing) Marine- and Presbyterian- style" alongside the river. Along this river his sons receive "as many hours of instruction in fly fishing as in all other spiritual matters" making the river a pivotal part of everyday life. "Although Paul was three years younger than Norman?he was already far ahead in anything relating to fishing" by their early teens. Paul quickly passes Norman and his father in skillful fishing but more than that he acquired more style. His father... ...y and as expected Norman "is blamed for Neal." Norman is able to put his anger quickly behind him however, when he and Paul go on a fishing trip to "recuperate." He looks to "fishing for the healing effects of the cool waters" of the river. He quickly becomes lost in his fishing, so completely that he becomes "totally composed of thoughts about the Elkhorn River, the weather, and a mythological fish" and not a single thought of his dying anger. Characters are bound to each other by the river and through their common love of the river. Sometimes the only thing they have in common is this mutual love. This Montana community is entwined in the river that runs through it. All the characters obviously feel the same as Norman when he says "I also became the river." Work Cited MacLean, Norman. A River Runs Through It. University of Chicago Press, 1989.

Quality Physical Education

Physical education schools play a critical role in increasing physical activity by offering quality, daily physical education and other opportunities to recreate. Physical education is the only program that provides students with opportunities to learn motor skills, develop fitness, and gain understanding about the importance of physical activity. Physical education teaches children the skills they need to be active through out their lifetime. Physical education can also enhance academic learning. Regular aerobic exercise produces an increased number of capillaries servicing the brain, which allows for a greater exchange of nutrients and waste products. Additionally, physical education incorporates concepts of math, reading/English language arts, and science into the physical education realm. Technology has integrated into the curriculum with heart rate monitors, pedometers, and computer-based fitness stations. Another way physical education helps academic learning by children receiving additional physical education show an acceleration of their psychomotor development, and this could provide a mechanism for accelerated learning of academic skills. â€Å"Other potential mechanisms include increased cerebral blood flow, greater arousal, changes in hormone levels, enhanced nutrient intake, changes in body build, and increased self esteem,† as mention in the Pediatric Exercise Science (Shepard, 1997, p. 113). In other words, exercise boost oxygen and glucose delivery to the brain, which can help, improve brain function. Physical Education plays a critical role in educating the whole student. Like other academic courses of study, physical education is upon rigorous national standards that define what students should know and be able to do because of participation. Physical education improves children’s relationships with children in their classroom. Children learn how to play as a team player. Physical education includes all children, which helps the children think of others not just themselves. In a quality physical education program, students can achieve physical and individual benefits. Teamwork is very important in everyday life. Most professions are team-oriented style of work. Managers value teamwork because it results in a more cost-effective and useful organization. Physical education is for every child regardless of physical ability, ethnicity, gender, language, race, or religion, the opportunities not only to succeed in physical education, but also to develop a lifelong commitment the health benefits of physical activity. Teachers are able to manage the student’s time more effectively. Physical education prepares students to live physically active, healthy lives through learning experiences at school. International Society of Sport Psychology state, â€Å"Exercise can have beneficial emotional effects across all ages and for both sexes† (p. 183). The major reason for having physical education in secondary schools is to lead the students toward better lifestyles and to be physically fit. There was an article published in 1992 by, The National Association for Sport and Physical Education (NASPE), stating what â€Å"The Physically Fit Person† should consist of. This article states five factors of a physical fit person. One factor is that a physically fit person â€Å"has learned skills necessary to perform a variety of physical activities. † The second factor â€Å"is the person physically fit. † The third factor is â€Å"does this person participates regularly in physical activity. † The fourth is a physically fit person â€Å"knows the implications of and the benefits from involvement in physical activity. † The last factor is that a physically fit person â€Å"values physical activity and its contributions to a healthful lifestyle. The plan as physical educators is to have each child be a physically fit person, by their exit of high school. Quality Physical Education means a planned program of instruction and activity for all students through the entire school year. Quality Physical Education programs are essential in helping students gain competence and confidence in a variety of movement forms such as: aquatics, dance, gymnastics, recreational and activities. It should provide a sound framework for the design and assessment that develop the students' motivation, fitness, cognitive, affective, and active lifestyle needs, and should focus on lifetime involvement. American Heart Association quote, â€Å"Today, about one of three American kids and teens are overweight or obese, nearly triple the rate in 1963 (American Heart Association Learn and Live – Healthier Kids) (2010). National Academics state, (2005), â€Å"If healthier students are, in fact, more attentive and academically successful students, then parents, principals, and policy makers alike may be supportive of obesity prevention efforts† (p. 6). â€Å"National Health Education Standards offer a coherent vision of what it means to be health literate. These Standards describe the knowledge and skills essential to the development of health literacy. That â€Å"knowledge† includes the most important and enduring ideas, issues, and concepts related to achieving good health. Those â€Å"skills† include the ways of communicating, reasoning, and investigating which characterize a health-literate person. National Standards are not a federal mandate nor do they define a national curriculum. The Standards are intended to serve as a framework for organizing health knowledge and skills into curricula at the state and local levels. † Here are the National Standards: Demonstrates competency in many movement forms and proficiency in a few movement forms. Applies movement concepts and principles to the learning and development of motor skills. Exhibits a physically active lifestyle. Achieves and maintains a health-enhancing level of physical fitness. Demonstrates responsible personal and social behavior in physical activity settings. Demonstrates understanding and respect for differences among people in physical Activity settings. Understands that physical activity provides opportunities for enjoyment, challenge, self- expression and social interaction. Student involve in physical education will develop: †¢ Teamwork- the ability and willingness to work within a group for the good of the group. (leadership, trustworthiness. ) †¢ Cooperation- the ability and willingness to follow group or team strategies. (followership) †¢ Communication skills- knowing when to speak and when to listen in order to help the group achieve its goals. †¢ An awareness and appreciation of personal and group safety. †¢ Honesty- playing within the rules for the good of the group and game. †¢ Courage- the willingness to try new things to expand one's horizons. Goal setting ability- the willingness to set appropriately challenging goals for oneself and the group. †¢ Perseverance- the ability and willingness to continue pressing towards the goal in the face of normal adversity. †¢ Creativity- the ability to come up with solutions to problems and physical challenges. †¢ An increased level of agility, coordination, and physical fitness. Physical education is the only program that provides students with opportunities to learn motor skills, develop fitness, and gain understanding about the importance of physical activity. It is the aspect of education that contributes to the total growth and development of the child mostly through selected movement and physical activities. It also enhances academic learning, helps meet the overall elementary school mission, treats students with dignity and respect, and applies instructional and Physical education helps develop the whole child, including the child's cognitive development, physical Development, social development and helps develop psychomotor skills. The ultimate goal of physical education will always be participation in health-enhancing physical activity for a lifetime. References http://wilderdom.com/games/PhysicalActivities.html https://www.nap.edu/read/11461/chapter/2#1 http://www.educationworld.com/standards/national/nph/pe/k_12.shtml

Mesopotamia and Egypt Essay

The early civilizations of Mesopotamia and Egypt were very similar, but they were also different in some ways. Both Mesopotamia and Egypt developed their civilizations centered on rivers, but these rivers were polar opposites. Mesopotamia was between two rivers called the Tigris and Euphrates rivers. Egypt’s civilization developed around the Nile River. The Tigris and Euphrates rivers differed from the Nile River. The Nile River was calm, and the Tigris and Euphrates Rivers were wild and very unpredictable. Since these rivers had opposite behaviors, Mesopotamia’s specialty was in irrigation, while Egypt was a more agricultural society. Mesopotamia and Egypt were very similar in their roots, but they also had distinctive forms of social organization and religious observance that developed because of the rivers that surrounded them. Mesopotamia’s social organization was a way to differentiate between rulers and those who were commoners. Each city-state in Mesopotam ia had elders and young men that made decisions for the community. Rulers protected their access to both political and economic resources by creating systems of bureaucracies, priesthoods, and laws. Priests and bureaucrats served their leaders well, defending and advocating rules and norms that validated the political leadership. Lists of professions were passed around so each person could know his or her place in the social order. The king and priest were at the top of the social structure followed by bureaucrats who were scribes, supervisors, and craft workers. The craft workers were jewelers, gardeners, potters, metal smiths, and traders; this was the largest group of the social structure. The craft workers were not slaves but they depended on their employer’s households. People rarely moved from one social level to another. Not only was there organization between society in general, but there was also specific organization between families. In families, the senior male became the patriarch. A family was made up of a husband and a wife who was bound by a contract that stated that the wife would provide children, preferably male, and the husband would provide support an d protection. If there was no male child, a second wife or slave could bear children to serve as the couple’s offspring. In families, sons would inherit the family’s property and the daughters would receive dowries. Priests were at the top of the social organization with the king because they lived in temples, which represented  the cities’ power. Bureaucrats were at the top of the social structure underneath the main people of power because they were scribes. Mesopotamia was the world’s first city to keep records and read, developing a writing system. Writing became important to the development of cities and enabled people to share information across greater distances and over longer periods of time. Scribes played a significant role in developing a writing system that people anywhere and in the future could decipherer. The Tigris and Euphrates Rivers served as major communication and transportation routes for Mesopotamia. The need for a system of record keeping developed because farmers and officials needed a way to keep track of the distribution of goods and services. It was important to keep track of goods and services because long-distance trade was very important to Mesopot amia since it lacked many raw materials that were crucial to developing the city. On the other hand, in Egypt, the social organization was similar to Mesopotamia, but differed just slightly. At the top was a Pharaoh or also called a king was the center of Egyptian life followed by priests, scribes, craftsmen, and lastly farmers and slaves. The Pharaoh was at the center of life and had the responsibility to ensure that flooding of the Nile River continued without interruption and had the responsibility to develop a vibrant economy. Egyptians believed that the Pharaoh was a descendant from the gods. Egypt had one advantage that Mesopotamia did not have, the Nile River. The Nile River was navigable and provided annual floods. These annual floods allowed for regular moisture. Even though the Nile River did not fertilize the fields as wells as the Tigris and Euphrates Rivers in Mesopotamia, the yearly floods meant that the topsoil was renewed every year, making the soil easy to plant in. Egypt also had the sun that allowed a bountiful agriculture. Egypt, similarly to Mesopotamia, was a scribe nation. Since little people were literate in both Mesopotamia and Egypt, a scribesâ €™ social status was increased automatically. However, even though both Mesopotamia and Egypt were scribal cultures, Egypt appeared to be more literate. This could be because Egypt developed later than Mesopotamia, and they may have used it more since Egypt had the Nile River. The Nile provided for good harvest allowing Egypt’s economy to flourish. Since Egypt had good harvest, they may have needed to keep better track of goods and services because they had more goods to keep track of since they had better harvest than  Mesopotamia. Social structure in Egypt and Mesopotamia was not the only thing that was affected by the rivers. Another aspect of early civilization that was affected by the Tigris and Euphrates rivers in Mesopotamia was religion. Mesopotamians had beliefs in gods that molded their political organizations and controlled everything. They believed the gods controlled weather, fertility, harvests, and the underworld. They had to respect their gods, but they also feared them because they were powerful. A major way for Mesopotamians to worship their gods was through the temples. Temples were gods’ homes and were the cities’ identity. To demonstrate cities’ power, rulers would elaborately decorate temples. The priests and other officials lived in the temples and worked to serve gods, the most pow erful immortal beings to the Mesopotamians. Temples ran productive and commercial activities and those that were close to the river would hire workers to hunt, fish, and collect. The temples were a way for people to worship their gods and show their faithfulness to them. Therefore, since the Mesopotamians believed that the gods controlled everything including weather and harvest, two important aspects in Mesopotamia civilization, it was important that they stay faithful to their gods since they did not have the best rivers. The Tigris and Euphrates Rivers would flood if there was heavy rainfall during the height of the agricultural season. Thus, if they worshiped their gods frequently, the Mesopotamians may believe that the gods will bestow good weather eliminating floods more often, creating a better year of harvest. Like Mesopotamia, each region in Egypt had its own god. In addition, Egypt also had temples to worship their gods. In Egypt, gods were inactive and the kings, or pharaohs, were active. The pharaoh had responsibility to uphold cults while the priests were to uphold regular rituals. The pharaoh acted as a mediator between the gods and the people o f the city. He supported the gods through rituals held in temples, which the Egyptians contributed many resources to. Since trade from the Nile River allowed the city of Egypt to prosper economically, they had more resources to build more elaborate temples and later on pyramids. Pyramids were unique to Egyptian culture. The pyramids became a place for state rituals and were very important to Egyptian culture. Since Egypt prospered because of its location next to the Nile, they had an abundance of resources that was necessary to build the intricate temples. Both Mesopotamia and Egypt were  riverine cultures. Each city had its own unique social organization and religious beliefs, but they had similar roots. Both civilizations were scribal cultures, but since Egypt had the Nile River, the two civilizations differed. Since both civilizations were scribal, scribes attained great social status under the king and priests. Egypt prospered greatly from the resources that the predictable Nile River offered. Mesopotamia had the Tigris and Euphrates rivers that were unpredictable, but still provided for irrigation and allowed the city to advance in irrigation technology and opened the city up to the surrounding cities. Mesopotamia and Egypt both had polytheism and worshiped their gods in temples. Instead of referring to the king like in Mesopotamia, Egypt refers to the pharaoh. Egypt believed that the pharaoh communicated with the gods. The rivers in both Mesopotamia and Egypt opened these areas up to the rest of the world and allowed for great economic growth.