Bones Essays - Skeletal System, Anatomy, Biology, Zoology, Bone

Bones Many people believed that the bone is static and inert, but this idea is incorrect, the organic and mineral components of the bone matrix are continually being recycled and renewed through a process called remodeling. This process goes under way throughout life, as part of normal bone maintenance. Bone remodeling plays a key factor between the activities of osteocytes, osteoblasts, and osteoclasts. In the adult stage, osteocytes are continually removing and replacing the surrounding calcium salts. But osteoclasts and osteoblasts also remain active, even after the epiphyseal plates have closed. For the most part their activities have a balance. As one osteon forms through the activity of osteoblasts, another is destroyed by osteoclasts. In young adult, approximately each year one fifth of the adult skeleton is demolished and the rebuilt or replaced. The turnover and recycling of minerals give each bone the ability to adapt to new stresses. The mechanism that controls the internal organization and structure is osteoblast. Whenever a bone is stressed, the mineral crystals generate electrical fields. Osteoblasts have an attraction to these electrical fields, and once they are in this area they begin to produce bone. Since bones are adaptable , their shapes reflect the forces applied to them. Heavily streeled bones become thicker and stronget, whereas bones not being accessible to ordinary stresses will be deteriorated. Therefore is important to exercise daily to maintain a normal bone structure.

the specter of communism essays

the specter of communism essays In the years following the end of the Cold War, many historians and social scientists have written accounts of what were some of the causes and effects of this period when the threat of war was almost always present. One such person was Melvyn Leffler and his work, The Specter of Communism, which described the origins and conflicts of the Cold War. Out of these accounts several interesting questions come to light about the true nature of the Cold War. One such question that has surfaced recently is that of number 2 on the handout. The main emphasis of the question or statement is that the Cold War never really took place, and what did occur was nothing but a complete waste of money and time. I will have to disagree with the statement that it was a waste of time and money for several reasons. First of all, throughout the entire Cold War, Americas core interests were constantly a threat from the expansion of the Soviet Union and communism. These ranged from the spread of comm unism through Europe, into the Far East and even into our own backyard of Latin America and the Caribbean. All of these places represented vital interests for the survival of the United States and the American way of life. When World War Two ended, the American public felt that they had finally achieved a peace that could last forever with the United States as the worlds foremost power economically, politically, and militarily. The remainder of the century was to be Americas Century, a time when the world would follow the United States into prosperity, both politically and economically. The end of the war left the United States in a position to dictate to the world the type of peace that would now encompass the globe. Following the principles of the Atlantic Charter, the United States could help bring political and economic relief to the world through its systems of capitalism and democracy. Suc...

PERSUASIVE WRITING Essay Example | Topics and Well Written Essays - 1000 words

PERSUASIVE WRITING - Essay Example Among such organizations is the one called â€Å"Feed the Children, Inc.†. It was founded in 1979 in Oklahoma City, and today it works all over the world. As it is mentioned on the official website of â€Å"Feed the Children†, the organization â€Å"exists to end child hunger† and has the mission of â€Å"providing hope and resources for those without life essentials† (Feed the Children, Inc., 2014). Overall, the focus of the organization is to deliver food, drugs, clothes and other necessities to children and their families who lack them all over the globe. Every person can lend a helpful hand and support children in need as the organization presents a range of unique opportunities for those who wish to help out, such as sponsoring a child, volunteering, and organizing special projects (â€Å"Feed the Children, Inc., 2014). The first unique way every person can help a kid in need presented by â€Å"Feed the Children† is called â€Å"Sponsor a Child†. The essence of this option is that the organization gives the opportunity for those who want to be engaged in a program to change a life of a particular child. As the website goes, â€Å"for only $30 a month, you can have a powerful impact in one child’s life; you’ll stop her stomach from growling, give her clean water and send her to school† (Feed the Children, Inc., 2014). For children who live in the developing countries, even thirty dollars can be of a great support and can â€Å"help rescue a boy or a girl from the enemies of childhood – hunger, disease and poverty† (Feed the Children, Inc., 2014). This option allows searching and choosing a child one wants to help; by this, one’s support becomes not only more personalized but more controlled as well because a sponsor has an opportunity to commun icate with the kid he/she decides to help through letters, photos and important information as well as regular updates on the child’s health and well-being. In a course of one month,

As Most Theories on Motivation Are Ethnocentric In Nature, They Have Essay

As Most Theories on Motivation Are Ethnocentric In Nature, They Have Little Value in A Geocentric World - Essay Example Ethnocentrism is considered as types of attitudes as well as behaviours of various individuals. Ethnocentrism behaviour involves cooperation of members within groups and absence of cooperation outside groups. An individual with ethnocentric behaviour considers one’s group as superior and outside group as inferior and disgraceful. The implication of ethnocentrism is not only present in war and conflict rather it may be available in consumer choice. It also arises from the competition between individuals. There is no precise difference between the evolutionary procedures in order to deal with own group members and members of other groups (Axelrod & Hammond, 2003). In ethnocentrism facts, the psychological aspects of individuals possess both negative and positive outcomes. It may also cause misunderstanding and intercultural-willingness-to-communicate may get decreased. When the sensitivity of intercultural communication increases, the competence level also rises, but ethnocentrism acts as ‘an obstacle to intercultural communication competence’. The sensitivity of intercultural communication as well as multiculturalism encourages cultural diversity and maintains cultural appreciation so as to motivate the people for eliminating ethnocentrism (Dong & Et. Al., n.d.). The policy of ethnocentrism may lead to â€Å"cultural myopia† and the staffing of ethnocentric brings restriction in the development of opportunities in host nations (Hill, 2008).

Is Man Naturally Evil Essay Example for Free

Is Man Naturally Evil Essay Hsà ¼n Tzu says that man’s nature is naturally evil. Hsà ¼n Tzu wrote Man’s Nature is Evil in the year 300 BCE. Tzu thought that man’s nature is naturally evil and needs to be taught by a teacher to overcome this. He Mencius has not completely understood what man’s nature really is. Tzu also believes that if a man lacks something in himself that they go to look for whatever they lack in someone else. The last thing he talks about is how to differentiate between good and evil. Hsà ¼n Tzu’s belief that man’s nature is naturally evil is partially true, he does not believe in Mencius’s view whatsoever, Tzu believes that man looks for those attributes that he does not have in other people, and he also expresses the difference between good and evil. Tzu’s reasons apply to people in current day life because when people are born they do not know right from wrong, and I believe he is right when he says people look for attributes they lack themselves in others around them. Man’s nature is naturally evil according to Hsà ¼n Tzu; therefore man needs a teacher to guide him towards what is good. Tzu states in his writing, â€Å"A warped piece of wood must wait until it has been laid against the straightening board, steamed, and forced into shape before it can become straight; a piece of blunt metal must wait until it has been whetted on a grindstone before it can become sharp (pg. 101).† When Mencius is talking about this quote it means that a person does not start their life being the perfect human being. Everyone needs a teacher, leader, or mentor to show him or her the right and good way of doing things. When a person grows up without having some to look over them and guide them in the right direction they may start to go into the wrong direction. People need that mentor there to help them when they do not know what the right thing to may be. Then Hsà ¼n Tzu says, â€Å"Hence, today any man who takes to heart the instructions of his teacher, applies himself to his studies, and abides by ritual principles may become a gentleman, but anyone who gives free rein to his emotional nature, is content to indulge his passions, and disregards ritual principles becomes a petty man (pg. 101).† This statement by Tzu means that every man should listen to every word that his or her mentor gives them and never forget them. These words of advice that a person’s teacher gives them are going to help them achieve all of their goals for the rest of their lives. These wise  words from the mentors will make a man become good for the rest of their life. Hsà ¼n Tzu also states that if a man does not listen to the words of their mentor they will never be able to know what being good feels like. These people will live their entire lives going towards evil and will never be able to change it without the help of a mentor. I agree with Tzu on this topic because if it was not for our teachers and mentors people would be causing trouble all of the time. Hsà ¼n Tzu does not agree with Mencius’s thought on this subject matter. Tzu states that, â€Å"Mencius states that man is capable of learning because his nature is good, but I say that is wrong. It indicates that he has not really understood man’s nature nor distinguished between the basic nature and conscious activity (pg. 101).† Tzu explains basic nature as something that is just given to you by heaven when you are born. On the other hand, conscious activity is the things that are taught to people and that they learn from their mentors. The way Hsà ¼n Tzu explains basic nature and conscious activity is, â€Å"That part of man which cannot be learned or acquired by effort is called the nature; that part of him which can be acquired by learning and brought to completion by effort is called activity. This is the difference between nature and conscious activity (pg. 101).† Hsà ¼n Tzu speaks about how man does not have every quality, but he will strive to get as many qualities as he can no matter what the circumstances are. Tzu makes a statement that says, â€Å"A man whose accomplishments are meager longs for greatness; an ugly man longs for beauty; a man in cramped quarters longs for greatness; a poor man longs for wealth; a humble man longs for eminence. Whatever a man lacks in himself he will seek outside. But if a man is already rich, he will not long for wealth, and if he is already eminent, he will not long for greater power. What a man already possesses himself he will not bother to look for outside (pg. 103).† When Hsà ¼n Tzu says this he means that when someone does not have a quality that they want or may need they go and try to take that quality they are seeking from another person. I believe this happens because people are insecure about themselves and need to take things from others to make themselves feel good about themselves. Tzu the says, â€Å"Hence, man in the state in which he is born neither possesses nor understands ritual principles. If he does not  possess ritual principles, his behavior will be chaotic, and if he does not understand them, he will be wild and irresponsible. In fact, therefore, man in the state in which he is born possesses this tendency towards chaos and irresponsibility (pg. 103).† This is showing that Tzu thinks when a person is born they do not yet understand what ritual principles are and they believe they can do anything they want to do. Hsà ¼n Tzu then follows this by saying, â€Å"From this it is obvious, then, that man’s nature is evil, and that his goodness is the result of conscious activity (pg. 103).† I completely agree with Tzu’s theory on this concept because I believe this is the reason why some people feel the need to bully others. Hsà ¼n Tzu then talks about the distinction between good and evil. Tzu says, â€Å"All men in the world, past and present, agree in defining goodness as that which is upright, reasonable, and orderly, and evil as that which is prejudiced, irresponsible, and chaotic (pg.103).† Hsà ¼n defines the difference between being good and being evil. The way to be good in Tzu’s head is be accepting of other thoughts even if they do not make complete sense. I believe Tzu means that to be good people need to give everyone a chance no matter what their thoughts are. Tzu then goes on to talk about being evil. I believe that from what Tzu says being evil is judging a person by how he or she looks. Another way of being evil that I got out of this is that if someone does something wrong they try to go and blame it on someone else. Another thing that Hsà ¼n Tzu says is, â€Å"Therefore, in ancient times the sages, realizing that man’s nature is evil, that it is prejudiced and not upright, irresponsible and lacking in order, for this reason established the authority of the ruler to control it, elucidated ritual principles to transform it, set up laws and standards to correct it, and meted out strict punishments to restrain it (pg. 104).† This is a great statement mad by Tzu because it explains that without people leading us we would resort to doing all things evil. The sages knew that man’s nature was evil so they set up laws and rulers to restrict people from being evil and making them resort to being good. In my own life I had to be taught the difference between good and evil. I was born not knowing the difference between the two. My parents were a huge part of teaching me the difference between being good and not being evil. They were they to tell me when I was doing something wrong. After they told me that I did something wrong they would always try and help me correct it to the best of their ability. I also had all of my teachers growing up there to teach me things about being good that my parents did not teach me. I also had positive role models to look up to and hope to achieve what they did when I was growing up. I always wanted to be like Derek Jeter when I was growing up as a kid. He was my biggest inspiration out of any famous sports star. He was just a regular kid like me, and with the help of his parents, teachers, and role models he got to where he is today. Now he is a role model and inspiration for children all over the world. I believe that Hsà ¼n Tzu’s theory that what a man does not have in himself in looks for in others is a very true theory. I believe this has a lot to do with bullying. When a person bullies another human being I would say it is because they are insecure about themselves. The bullying of another helps that person feel more complete and better about him or herself. This is also another reason why we need teachers; they help us avoid doing this type of thing. Teachers are always going to be there to tell a person to stop doing something like this and correct them. In conclusion, I completely agree with Hsà ¼n Tzu’s ideas. Man’s nature is evil when he or she is born, and when the person is growing up they learn what is good through their parents, teachers, and mentors. Tzu talks about how Mencius does not fully understand what man’s nature is, and I agree with Hsà ¼n Tzu. I love Tzu’s idea of how if a man lacks a quality in himself he will go out and look for that quality in someone else. I agree with how Hsà ¼n Tzu defines the difference between good and evil. I was able to relate his theory of man being born with an evil nature by saying how my parents, teachers, and role models taught me what is right from wrong. I also see, in real life, people are always trying to get attributes that they lack themselves from other people around them. I believe that Hsà ¼n Tzu is a very intelligent man and I agree with his theories on human nature.

The Deductive Problem of Evil Essays -- Philosophy essays

The Deductive Problem of Evil      Ã‚   One of the major philosophical debates concerning God's existence involves the problem of evil.   The problem has two basic formulations, one is deductive, the other inductive.   The deductive form of the problem asks the following:   Is the existence of evil logically compatible with a necessarily benevolent and necessarily omnipotent being?   One of the philosophers who discusses the problem is Richard Gale.   I will begin this essay by outlining the deductive problem of evil according to Gale.   I will then try to refute the deductive argument and prove that the existence of evil is indeed logically compatible with a benevolent and omnipotent being.   A conclusion will then follow. The deductive argument has been around since the time of Epicurus.1  Ã‚   In its simplest form, the problem is stated as follows: 1. God is omnipotent 2. God is wholly good 3. Evil exists Proponents of the argument believe the set of propositions is logically inconsistent, i.e. that at least one proposition must be false.   This basic formulation is problematic.   It presupposes two important things:   First, that God and evil are logically incompatible; and second, that God's omnipotence is unlimited.   It is obvious, then, that some additional premises are needed if the argument is to succeed.   W.L. Mackie was one of the first philosophers to provide these additional premises.2   He adds the following premises to the set: 4. A wholly good (omni-benevolent) being eliminates and prevents every evil he can.3 5. There are no limits to what an omnipotent being can do. With the insertion of these revised principles, Mackie hopes to deduce a contradiction, namely that evil does not exist (from 1,... ...Ibid.   P. 103 8 Some philosophers have referred to this idea as the Condition of Reasonable Epistemic Access (COREA) Works Consulted: Christlieb, Terry. "Which Theisms Face an Evidential Problem of Evil?" Faith and Philosophy 9 (January 1992): 45-64. Griffin, David. Evil Revisited: Responses and Reconsiderations. Albany: SUNY Press, 1991. -  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   - -. God, Power and Evil: A Process Theodicy. Philadelphia: Westminster Press, 1976. Plantinga, Alvin. "Epistemic Probability and Evil." Archivio di Filosophia 56 (1988). - - -. "The Probabilistic Argument from Evil." Philosophical Studies 35 (January 1979): 1-53. Reichenbach, Bruce. "Natural Evils and Natural Laws: A Theodicy for Natural Evils." International Philosophical Quarterly 16 (June, 1976): 179-88. Rowe, William L. "Ruminations About Evil," Philosophical Perspectives 5 (1991). The Deductive Problem of Evil Essays -- Philosophy essays The Deductive Problem of Evil      Ã‚   One of the major philosophical debates concerning God's existence involves the problem of evil.   The problem has two basic formulations, one is deductive, the other inductive.   The deductive form of the problem asks the following:   Is the existence of evil logically compatible with a necessarily benevolent and necessarily omnipotent being?   One of the philosophers who discusses the problem is Richard Gale.   I will begin this essay by outlining the deductive problem of evil according to Gale.   I will then try to refute the deductive argument and prove that the existence of evil is indeed logically compatible with a benevolent and omnipotent being.   A conclusion will then follow. The deductive argument has been around since the time of Epicurus.1  Ã‚   In its simplest form, the problem is stated as follows: 1. God is omnipotent 2. God is wholly good 3. Evil exists Proponents of the argument believe the set of propositions is logically inconsistent, i.e. that at least one proposition must be false.   This basic formulation is problematic.   It presupposes two important things:   First, that God and evil are logically incompatible; and second, that God's omnipotence is unlimited.   It is obvious, then, that some additional premises are needed if the argument is to succeed.   W.L. Mackie was one of the first philosophers to provide these additional premises.2   He adds the following premises to the set: 4. A wholly good (omni-benevolent) being eliminates and prevents every evil he can.3 5. There are no limits to what an omnipotent being can do. With the insertion of these revised principles, Mackie hopes to deduce a contradiction, namely that evil does not exist (from 1,... ...Ibid.   P. 103 8 Some philosophers have referred to this idea as the Condition of Reasonable Epistemic Access (COREA) Works Consulted: Christlieb, Terry. "Which Theisms Face an Evidential Problem of Evil?" Faith and Philosophy 9 (January 1992): 45-64. Griffin, David. Evil Revisited: Responses and Reconsiderations. Albany: SUNY Press, 1991. -  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   - -. God, Power and Evil: A Process Theodicy. Philadelphia: Westminster Press, 1976. Plantinga, Alvin. "Epistemic Probability and Evil." Archivio di Filosophia 56 (1988). - - -. "The Probabilistic Argument from Evil." Philosophical Studies 35 (January 1979): 1-53. Reichenbach, Bruce. "Natural Evils and Natural Laws: A Theodicy for Natural Evils." International Philosophical Quarterly 16 (June, 1976): 179-88. Rowe, William L. "Ruminations About Evil," Philosophical Perspectives 5 (1991).

Marks of Maturity Essay

As a participant within my focus group, my teachings should assist each of them in†¦ The capability of identifying the relationship between Jesus and the Law, by Applying their hermeneutic skills to accurately interpret Scriptures through critical thinking. Gaining competence for themselves in giving a defense for why Christ is the Messiah, by Understanding the Great Commission, the Covenants of God, and God’s purpose for sending Christ. Making a decision for Christ if not yet saved, or confirming reasons for their faith, by Taking them to what the Word says about what is asked of a disciple of Christ, and what is needed of a follower to be saved. Be proficient in identifying the fundamentals of the Christian faith, by Demonstrating the capacity to complete the aptitude test administered upon completion of the given material for this lesson. Wielding the talents to employ these lessons to anyone they know like family and friends, by Sharing the information in the handouts given during the lesson with loved ones, confess their faith (NEW BELIEVER’S ) and or understanding why it’s important (EVERYONE), and committing to fulfill the Great Commission once understood, in the community. Upon the successful completion of this course of study, a student could be expected to make a decision for Christ if they had not already done so. Having already done so however, a student could be expected to reaffirm their decision for a life with Christ. Each student will be given the essentials necessary to critically analyze and interpret such faith based principles such as the Covenants with God, the promise of Christ, the Great Commission, and the means to Discipleship. Upon understanding of these elements one could build a practicum within a small group to present to the rest of the class on what five things they would emphasize in witnessing to a family member or friend. I would ask that everyone submit a name to me of someone they knew that was lost spiritually, and that they could honestly see themselves having a conversation based on the practicum they submitted before presenting. Once the lesson is given, and the groups share their presentation the groups would be split up in groups of two. These groups would then use the practicum to go before one person for each two man group equally distributed according to their skill sets and witness to the one lost person of my choice. Explaining each of the lesson fundamentals with this person a summary should be written of what was discussed, and the reactions for this lost person. This summary should be brief to not fill more than five minutes but exhaustive enough to give details. Discussing the outcome would be beneficial for the class so that if a similar situation arrived for them they would have a general idea how to minister the situation. Once the findings are summarized a brief review of the lesson will be administered where the class will be allowed to answer the review questions aloud. As I look around the room, distinguishing the question to just one student will sometimes be needed based on my observations in the  last two sessions with them. From here a modest test based on the expectations and proof model will be given, no more than 15 questions. From there we will trade papers with a different partner and grade the papers discretely. I will walk around the room to ensure no one missed a large amount of questions, and if so follow-up with those individuals. My email will be given at closing to provide assistance on anything relative to discipling later, and regarding the lesson challenge, I will give each individual according to the level I observed them a challenge to email me that will pertain to the lessons I have given and applying them in the world.