BCOM 275 Article Rebuttal Essay Example for Free

BCOM 275 Article Rebuttal Essay Smoking bans, specifically in public places, has been a topic of debate for several years now. This debate has been originated primarily from medical or health-related origins. Many have felt strongly against the ban of smoking in public places. Although, almost an equal amount of people support the smoking ban. This paper will acknowledge the pros to proceeding with the smoking ban to rebuttal the argument presented in the article titled, â€Å"The case against smoking bans† by Thomas A. Lambert and analyze the reliability, credibility, and validity of the data used to support his argument. According to Lambert (2012), â€Å"Government-imposed smoking bans are unwise†. â€Å"Risk based argument are insufficient because the slight risks associated with ETS cannot justify the substantial privacy intrusion occasioned by sweeping smoking bans† (p 34). The author’s support against the smoking ban is based on the fact that the statements regarding the need for the ban due to the increase of health care costs for the smoker and those effected by the second-hand smoke. Lambert supports his argument based on the findings of a comprehensive study in the New England Journal of Medicine in 1997. The study states, â€Å"†¦smoking probably has the effect of reducing overall healthcare costs because smokers die earlier than nonsmokers. The study’s authors concluded that in a population in which no one smoked, health care costs would be 7 percent higher among men and 4 percent higher among women than the costs in the current mixed population of smokers and nonsmokers† (Government-imposed smoking bans are unwise, 2012, p 36). Although, this data is credible based on its source, this information cannot wholly be deemed valid based on no stated facts to compare healthcare costs of the nonsmokers. â€Å"Logical fallacie s are errors in reasoning† (Cheesebro, T.,  O’Connor, L., Rios, F., 2010). There are four types of common logical fallacies, which are: faulty causation, hasty generalization, either/or thinking, slippery slope and faulty comparison. The justification based on the other data is an example of a hasty generalization and faulty comparison. A hasty generalization occurs when â€Å"†¦a few examples are selected to represent the whole of the conclusion† (Cheesebro, T., O’Connor, L., Rios, F., 2010). By committing to these generalizations, your conclusions may be incorrect because you are only acknowledging the data that will solely support your argument. The author’s argument is also a faulty comparison because he treats the unique situations the same. He strongly believes that there is no significant difference in the costs of health care in comparison to those who do not smoke. But the author fails to mention the health effects of second hand smoke and why it should be banned in public places In contrast, smoking bans in public places should be implemented because there are many studies that reveal that there is a real problem regarding exposure to second hand smoke. According to the CDC (2012), â€Å"Since 1964, 2.5 million nonsmokers have died from exposure to secondhand smoke†. That statement alone, which is evidence based, is a valid argument why smoking in public places should be banned. Non-smokers should not have to be victims caused by careless smokers who are more interested in feeding their addiction and pleasures. It is intrusion of someone’s privacy if they do not want to be exposed to secondhand smoke. Public places refers to as restaurants, parks, multiunit housing and casinos etc. For children, secondhand smoke exposure can contribute to respiratory and ear infections and higher risk of sudden infant death syndrome. For adults, it can cause lung cancer and cardiovascular diseases. With that being said, if we choose not to smoke due to the health effects and increased risk of death, why should we forced to go down with the smokers? We have a choice and it should be respected. If these health conditions can be caused by secondhand smoke alone, consider what effects smoking has on a smoker’s body. As mentioned earlier, those who do smoke die earlier. So how can the statement regarding no difference in health care costs between a smoker and non-smoker be valid? In conclusion, due to the evidence-based bad health effects of secondhand smoke, smoking in public places should be banned. There is no justification for someone who chooses to live a healthy lifestyle in order to live longer,  to have a smoker determine how long they should live or what quality of life they should have. References Cheesebro, T., O’Connor, L., Rios, F. (2010). Communicating in the workplace. Upper Saddle River, NJ: Prentice Hall. Lambert, T. A. (2007). The case against smoking bans. Regulation, 29(4), 34-40. Retrieved on March 7, 2014 from, http://search.proquest.com/docview/210517192?accountid=458 Smoking and Tobacco. (2012). Centers for Disease Control and Prevention. Retrieved on March 6, 2014 from, http://www.cdc.gov/tobacco/data_statistics/fact_sheets/secondhand_smoke/healt h_effects/index.htm

Electronic Music Origin And Effects Music Essay

Electronic Music Origin And Effects Music Essay In Bernard Wiletss discovering electronic music, Bernard states, We live in an age of technology in which machines touch every part of our lives; it is not surprising that music has also been influenced by technology. (Bernard). The sound of music has undergone massive changes since the dawn of the synthesizer. When once a band relied solely on the instruments its members could play in order to forge their thoughts into sound, they now can purchase a piece of hardware or software to add an array of instruments to their music. However, due to this technological advance many argue that talent is no longer required to be a musician and that synthesizer programmers are lazy hacks but I beg to differ. To understand exactly what it takes to be an electronic musician and or synth programmer you must first understand electronic music and its components. Wilets describes the production of sounds by means of conventional instruments, using a string bass as an example as When a string on a string bass is made to vibrate or oscillate a sound is produced. By changing the length of the oscillating strings with the left hand, the instrument produces different pitches. (Wilets). If the sound created was displayed visually, it would look like what is called a wave pattern. The electronic sound synthesizer or synth for short is a device designed to create or manipulate sounds. A synthesizer is composed of many ways to create and manipulate sounds. Depending on the synth the options range from filtering out certain frequencys and distorting sounds to pitching them higher than any know instrument can achieve. However, there is one component of design of which all the others build upon, the oscil lators. The oscillators or Oscs for short, produce sound electronically. Each oscillator produces a unique sound and waveform. Common waveforms found on most synthesizers are the square; saw tooth, sine, and triangle waveforms. These four waveforms serve as the basic building blocks for most conventional instruments. Often instruments are grouped together depending on their similarities in sound and technique. Instruments such as flutes, piccolos, and ocarinas fall under the category of wind instruments. Wind instruments are grouped together because they rely on air to create sound. Instruments that share the same means of sound production often share an audible similarity as well. This similarity extends to each instruments waveform. By modifying one of the four basic waveforms, a synthesizer could recreate virtually any known instrument, making it massively appealing. Although the idea of electronic instruments and electronically produced music has been around since the 1800s it was not until around the 1940s that the concept was fully realized. Although inventions such as the musical telegraph and theremin served as a testament to the future of electronically produced music, the idea still needed to be refined. It wasnt until the invention of the Moog synthesizer, invented by Robert Moog and Don Buchla, did the synthesizer begin its musical takeover. The very first Moog synthesizers were massive and resembled machines seen in old science fiction movies before the computer age. They were extremely expensive, extremely hard to program and used mostly in film scoring and music houses. After refining his invention however, Moog compressed the massive instrument into a portable and affordable device thus making the synthesizer something anyone could afford. This innovation would eventually go on to change the face of music forever. . While most still used the synthesizer as a means to replicate existing instruments others saw the deeper potential it held. Based on simplistic waveforms that required modification to attain certain sounds, the synthesizer held limitless sonic capabilities. Bands such as the Moody Blues and Emerson, Lake and Palmer were among the first to use the synthesizer to achieve more abstract sounds. Their sonic creativity would lead others to do the same and eventually synthesized sounds began to serenade all types of music. Due to the demand to create unique sounds and music, companies wishing to cash in on this new device made many types of synthesizers. Due to copyright, other companies had to veer away from the subtractive analog synthesis used in Moog synthesizers. They had to create their own synthesizers thus creating new ways to approach sound synthesis. Over time, a slew of ways to approach sound synthesis came about. Synthesizers based on additive synthesis, frequency modulation, granular synthesis and phase distortion to name a few began to hit music stores. While the design became seemingly more small and simplistic, the ways to manipulate and create sound became vast. Programming each of these types of synth required knowledge in the specific form of synthesis it implored. When once a synth programmer had to simultaneously play keys, pull and plug cords into various inputs and outputs he can now do the same thing by simplistic digital means, which often only require the flicking of a switch. This advance in technology is what people claim to be the reason why talent is no longer required. Of course holding down a single key and playing an entire riff or ensemble may seem lazy in practice. People forget that that entire riff started as dull waveforms. In order to produce something like that an electronic musician must have vast knowledge in not only music, in order to achieve a good sounding riff, he must also know how to program his synthesizer. Take for example the arpeggiated synth lines heard in most trance songs. In order to create these sounds the synth programmer must first create the sound he wishes to arpeggiate. This process can be as simple as combining three saw tooth waveforms, pitching one in a high octave, another in a lower and the last one in an extremely almost un-audible low octave. Then filtering most of the high frequencies out, adding a low frequency osc after filtering and adjusting the way in which the sound is unleashed, sustained and how it decays, to linking the frequencys cutoff to the low frequency osc, running it through another filter and programming the sound to continually morph its velocity to a prerecorded pattern. After that, the programmer must then use an arpeggiator, arpeggiator range from simplistic preset patterns to possessing the ability to adjust its velocity one hundred times during the course of the sounds procession. This process is known as tweaking the sound. After programming his arpeggiated synth patch the electronic musician might go on to program a synth to stand in for bass sounds and then another for keyboard which all are as complicated as making an arpeggiated sound. After the electronic music has finished all the synth parts of his songs, he must then turn his focus to the percussion. Although a synthesizer is capable of producing drum sounds, the sounds created often had a synthetic sound to them that most electronic musicians did not find appealing. Most electronic musicians then would turn to another piece of equipment or software known as a drum machine. A drum machine is a sound module that specializes in the production of percussive timbres. Drum machines followed a similar path to synthesizers, first being complicated large pieces of machinery to becoming hand held devices. Programming these are equally complicated. As drum machines involved they began to be capable to record sounds and edit them to programmers wishes thus making things like heartbeats the kick drum of many songs. These two pieces of hardware or software became the instruments of choice to most electronic music producers, whether they are in the form of hardware or software. Now programming a riff or drum pattern was hard enough the programmer also has to humanize his track or else it would sound too robotic. By humanizing, I mean the process in which they make the drumbeat sound as if someone was actually playing a drum kit. This implies varying velocity, panning the sounds to encompass the space drums demand, and adding digital effects, the same thing implies to the synth. So in order to produce electronic music, the electronic musician must know all of the things I discussed as well as music theory and how instruments work. For example, you could not create an organ synth sound and play it like guitar it just would not work. So that being said I think the electronic musician if far from lazy and that, the simplification of electronic instruments only makes their capabilities greater as they do not have to worry about attaching cybernetic arms to their body in order to fiddle with more cords. Alot of people however say that anyone could become an electronic musician. That the style can be taught and is not heartfelt. That electronic musicians lack the talent of other muscians. This is what an electronic musician credits his inspiration to Im a very curious person, and I tend to find new obsessions every few years. I love the energy that lives on the border of human ingenuity, the edge where scientific curiosity, spiritual wonder, and technological invention meet in explosions of beauty and truth. I love to celebrate those people whose spark ignites at that juncture. As I seek new musical inspiration, (sometimes I do run dry for periods) I look for energetic examples in other fields besides music. I often find them in the realms of physics, poetry, architecture, biology, history anywhere actually. I guess Im a bit insatiable, and I want to explore the best that humanity has created, and echo it as well as I can in my own work. That statement, to me, is what music is all a bout. Holmes, Thomas B. Electronic and Experimental Music: Pioneers in Technology and Composition. London: Routledge, 2002. Print. MOOG [a Film by Hans Fjellestad]. Web. Nov.-Dec. 2010. . Moog. Dir. Hans Fjellestad. Perf. Robert Moog. ZU33, 2004. DVD. Shapiro, Peter, and Iara Lee. Modulations: a History of Electronic Music : Throbbing Words on Sound. New York: Caipirinha Productions, 2000. Print. Â  YouTube Discovering Electronic Music Part 1. YouTube Broadcast Yourself. Web. 10 Nov. 2010. . Rich, Robert. Robert Rich Interview -. Synthesizer Music and Electronics | Join the Electronic Music Revolution NOW! Web. 28 Nov. 2010. .

The Great American Depression of the 1930s :: American History Essays

The Great American Depression of the 1930's The economic depression that beset the United States and other countries in the 1930s was unique in its magnitude and its consequences. At the depth of the depression, in 1933, one American worker in every four was out of a job. In other countries unemployment ranged between 15 percent and 25 percent of the labor force. The great industrial slump continued throughout the 1930s, shaking the foundations of Western capitalism and the society based upon it. Economic Aspects President Calvin COOLIDGE had said during the long prosperity of the 1920s that "The business of America is business." Despite the seeming business prosperity of the 1920s, however, there were serious economic weak spots, a chief one being a depression in the agricultural sector. also depressed were such industries as coal mining, railroads, and textiles. Throughout the 1920s, U. S. banks had failed--an average of 600 per year--as had thousands of other business firms. By 1928 the construction boom was over. The spectacular rise in prices on the STOCK MARKET from 1924 to 1929 bore little relation to actual economic conditions. In fact, the boom in the stock market and in real estate, along with the expansion in credit (created, in part, by low-paid workers buying on credit) and high profits for a few industries, concealed basic problems. Thus the U. S. stock market crash that occurred in October 1929, with huge losses, was not the fundamental cause of the Great Depression, although the crash sparked, and certainly marked the beginning of, the most traumatic economic period of modern times. By 1930, the slump was apparent, but few people expected it to continue; previous financial PANICS and depressions had reversed in a year or two. The usual forces of economic expansion had vanished, however. Technology had eliminated more industrial jobs than it had created; the supply of goods continued to exceed demand; the world market system was basically unsound. The high tariffs of the Smoot-Hawley Act (1930) exacerbated the downturn. As business failures increased and unemployment soared--and as people with dwindling incomes nonetheless had to pay their creditors--it was apparent that the United States was in the grip of economic breakdown. Most European countries were hit even harder, because they had not yet fully recovered from the ravages of World War I.) The deepening depression essentially coincided with the term in office (1929-33) of President Herbert HOOVER. The stark statistics scarcely convey the distress of the millions of people who lost jobs, savings, and homes. From 1930 to 1933 industrial stocks lost 80% of their value. In the four

Proverbs Essay -- Bible Religion

Proverbs: Choice and Discernment, the Two Ways of Living   Ã‚  Ã‚  Ã‚  Ã‚  In studying the book of Proverbs there is a similar theme of choice and discernment, the teachings of decision-making and the repercussions of your actions. These books are made up of extremes and polar opposites. The dualisms are the rich and poor, the righteous and the wicked, and the wise and the foolish. There is advice given and it is up to the judgment of the person to which category they will fall into. There are two ways of living, and based on the person’s discernment and ultimate choice to which one they will get to live.   Ã‚  Ã‚  Ã‚  Ã‚  This paper will focus on Proverbs 10, 12, and 14, Solomon’s Proverbs, to display this theme of choice and discernment. Proverb 10 is an antithetical parallelism, because the second line is opposite of the first. This passage is both observational and didactic. Some of the passages are subtle entities and some are teachings that promote an ideal. â€Å" Wise children make their fathers proud of them; foolish ones bring their mothers grief† (10:1). This first passage is very simple; if you are wise, then you will be good to your parents, the teaching is, do not be foolish. The next passage has great insight, â€Å"wealth you get by dishonesty will do you no good, but honesty can save your life† (10:2). This passage is an ellipsis because it leaves out detail to how exactly honesty can save your life, but it will do you more good than being dishonest. You will be rewarded for choosing to act wisely. â€Å"The Lord will not let good people go hun gry, but he will keep the wicked from getting what they want† (10:3). This passage shows the world as a just world, that God/dess will keep things even keel, even though this is not the case. Things are unfair sometimes, and using observation on personal life experiences, bad things can happen to good people. Although this passage does teach that if you choose to be good, you will be taken care of, and if you choose to be wicked you will not always get what you want. There are two choices here on how to live, good or wicked, and good judgment would be choosing to be good. It encourages again the need for right decision making. These passages lack emotion; they are just a steady flow of advice. They speak of retribution; you will get what’s coming to you. If you choose to be lazy, you will be poor and not achieve any status, if you choose... ... that if you make the right decision, God will help you, he will guide and save you. This maybe the details that are left out of Proverbs, there may not be a need for detail at all. It doesn’t matter what the situation is, don’t be lazy, the out come then will be the help of the Lord. This advice is God/dess’ guidance, it is then up to you which path you will take, what decisions will be made, and which life you choose to live. The Lord can only bring us this far; He/She is unable to help, if we are do not make the right decisions and live righteously.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Works Cited Bricker, Daniel P. The Doctrine of the â€Å"Two Ways† in Proverbs. Doctoral candidate in   Ã‚  Ã‚  Ã‚  Ã‚  Old Testament at Fuller Theological Seminary, Pasadena. 1995. ATLA index. Buttrick, George Arthur. The Interpreter’s Bible, twelve volumes. Abingdon Press,   Ã‚  Ã‚  Ã‚  Ã‚  Nashville, 1984.   Ã‚  Ã‚  Ã‚  Ã‚   Clifford, Richard J., A Commentary by†¦ Proverbs, The Old Testament Library.   Ã‚  Ã‚  Ã‚  Ã‚  Editorial Advisory Board; James L. Mays, Carol A. Newsom, David I.   Ã‚  Ã‚  Ã‚  Ã‚  Petersen. Westminster John Knox Press, Louisville, Kentucky, 1999. Drane, John. Introducing the Old Testament. Harper & Row, Publishers. San Francisco,   Ã‚  Ã‚  Ã‚  Ã‚  1987.

Daredevil Stunts at Niagara Falls :: essays research papers

Annie Edson Taylor a widowed school teacher from Michigan made history on October 24, 1901 being the first person to take the daring plunge over the picturesque yet treacherous Niagara Falls. Various people have taken on Niagara Falls and all it’s furry from trapeze artist to barrel jumper all seeking a degree of fulfillment, at what cost? That is the risk these daredevils are willing to take. While there were many daredevil acts before Mrs Taylor’s bold accomplishment, none quite so renowned, for no one had previously endeavored to drive themselves over the falls. Though Carlisle Graham had announced a few months prior he would journey down Horseshoe Falls he did not go forth with his plans. Annie was strapped into a Kentucky oak barrel that was held together by seven steal rings and packed with padding, the barrel was 34 inches in diameter through the middle and four and a half feet long. The lid was screwed shut and Annie was towed out by a small boat to the mainstream and released at 4:05 pm, several news people were on hand, ready to deliver Annie’s fate to the world. The barrel streamed toward the Canadian side and over the Horseshoe Falls. Mrs Taylor was in the barrel for 17 minutes after her frightening tumble down Niagara Falls, until it was close enough to the Canadian shores to be hauled in. The top of the barrel was cut away. Annie emerged s cratched and bruised, very stunned but satisfied, quoted to have said â€Å"No one ought ever do that again.† She did try to cash in on her accomplishment, for it is documented that it was one of her motives for such a precarious act, however she was far from victorious. In lieu of money, for 10 years she held the honor of being the only person to ever go over the falls. She died a pauper twenty years later, at the still disputed age of 83. Not unlike Annie Taylor numerous people tried a variety of different stunts seeking fame and fortune for there dare devilish ways, many paying with their lives. One of the most notorious people to take to the tight rope was Jean Francois Gravelot or better known as â€Å"The Great Blondin†, he was branded as the most bold and entertaining daredevil of all time, he was infatuated with crossing over Niagara Falls. Daredevil Stunts at Niagara Falls :: essays research papers Annie Edson Taylor a widowed school teacher from Michigan made history on October 24, 1901 being the first person to take the daring plunge over the picturesque yet treacherous Niagara Falls. Various people have taken on Niagara Falls and all it’s furry from trapeze artist to barrel jumper all seeking a degree of fulfillment, at what cost? That is the risk these daredevils are willing to take. While there were many daredevil acts before Mrs Taylor’s bold accomplishment, none quite so renowned, for no one had previously endeavored to drive themselves over the falls. Though Carlisle Graham had announced a few months prior he would journey down Horseshoe Falls he did not go forth with his plans. Annie was strapped into a Kentucky oak barrel that was held together by seven steal rings and packed with padding, the barrel was 34 inches in diameter through the middle and four and a half feet long. The lid was screwed shut and Annie was towed out by a small boat to the mainstream and released at 4:05 pm, several news people were on hand, ready to deliver Annie’s fate to the world. The barrel streamed toward the Canadian side and over the Horseshoe Falls. Mrs Taylor was in the barrel for 17 minutes after her frightening tumble down Niagara Falls, until it was close enough to the Canadian shores to be hauled in. The top of the barrel was cut away. Annie emerged s cratched and bruised, very stunned but satisfied, quoted to have said â€Å"No one ought ever do that again.† She did try to cash in on her accomplishment, for it is documented that it was one of her motives for such a precarious act, however she was far from victorious. In lieu of money, for 10 years she held the honor of being the only person to ever go over the falls. She died a pauper twenty years later, at the still disputed age of 83. Not unlike Annie Taylor numerous people tried a variety of different stunts seeking fame and fortune for there dare devilish ways, many paying with their lives. One of the most notorious people to take to the tight rope was Jean Francois Gravelot or better known as â€Å"The Great Blondin†, he was branded as the most bold and entertaining daredevil of all time, he was infatuated with crossing over Niagara Falls.

Manufactured Crisis: Myths, Fraud, and the Attack

Manufactured Crisis: Myths, Fraud, and the Attack on America's Public Schools is an illustrative work by Berliner, an educational psychologist, and Biddle, a social psychologist, unfolds the the popualr myths about American school education that are prevalent in the American society.   It further explain the background of the creation of these myth and refute the popular beliefs on various grounds.He is of the view thatr since the publication of A Nation at Risk (1983), American society has fabricated various popular myths about their scholl educational system. He further narrates the nature of these beliefs and says that there are several distinct types of popular myths i.e. failure of Aemrican school system in general, declin in the college students’ performance   and the comparative failure to keep up with their fallow students in   advanced European and Asian countries measured against the developed parameters, better performance of private schools as compared with public schools, too much resource allocation for education but net result is not worth that spending and threat to American future due to the failure of these public school system. Berliner and Biddle consider these allegation as mere speculations and fabrication that has no real grounds. The arguments provided innthe books are not subjective and indivduals speculation but Berliner and Biddle’s arguments are developed by close analysis and interpretation of the data and decoding high-sounding polemical pronouncements. The pronouncements of these prominent scholars are based on quite fair assumptions and they closely assess the data to prove their points. The strength of their findings can be illustrated by the continuous advice offered to reader to aassess their findings on parameters they used for other contemporary educational critics who created the above-mentioned myths. At the very start, the book looks into the hidden agendas and motives of some distinguished educational critics and tries to pocate the reasons for that. The authors depict that by manufacturing some myth about the public sector school system, these scolars and intellectiauals serve the vested interests of pro-privatization groups. Berliner and Biddle further assersts in the past the assualt on public schools came from the same pro-privatization groups. They provide comprehensive data and manifest that all these attacks were repleted with fabricated myths faradulent assertions about the disadvantages of American Public School System. Berliner and Biddle illustrates that in reality this manufactured viewpoint is an epitome of organized malevolence that only serves the interests of some vested group in the education sector.And this creationof myth has deluded American nation about the true state of public school system and their triumphs for the last two decades. The fabrication of these myths need lobbying abd subtle penetration into the minds and psychology of the Amerrican people. Berliner and Biddle affirm that this viewpoint has been extensively propogated influential people within the govermental sector and outside, who â€Å"were pursuing a political agenda designed to weaken the nation's public schools, redistribute support for those schools so that privileged students are favored over needy students, or even abolish those schools altogether† (p. xii). Berliner and Biddle again reinforce the idea that provision of education to a diverse population on the mass scale is only possible through these public schools amd its structure is far more developed than depicted by the authors of manufactured realities. The intial chapters reveals the deceitfuil statements about the accomplishments and aptitudes of American students. They further explores the myths associated with huge spendings on the educations and its results. It further narrates the chrateristics of public school systems that are apprehensible to the critics of public schools. These chapter further illustrates the misapprehension in the mind of general public and root causes of prevalent public dissatisfaction with public education. Berliner and Biddle discloses that these critics intentionally disregard the   accomplishments of these public schools and only portrays the social and educational problems associted with these institutes. In the proceeding chapters, the authors analyze the mtives behind these manufactured criticism and dilemmas attributed to public school system.   Berliner and Biddle display that this criticism is dine in a subtle way but in response they do not put the blame of the critics and their believers but put social forces under allegations.They further appraise the suggestions of these critics for educational reforms of this system as poorply formulated ideas. The next chapter provide a cpmprehensive assessment of the real dilemmas faced by American educational system. Considers authtentic and productive criticism beneficial for public school system in particular and American educational sector in general but they further note that criticism to serve particular interets has also long tradition in the education sector. Berliner and Biddle note that there has been a long tradition of criticizing. They not only identifies the manufactured myths but also proves these myths as fake and fabricated with the help of data collected through various means. They further seek solutions to the real problems faced by the public schools in America. This book also considers the five Bracey reports on public education published annually by Phi Delta Kappan since 1991 and the 1994 PDK/Gallup poll as essential indicators of the realities about American School systems. Berliner and Biddle’s main focus was the manufactured crisis produced by various educational critics to undermine American Public school system and erosion of a sense of loss these manufactured myths has produced in the minds of American citizens about their educational system but thet further eloborated the various authentic criticism and suggested that the recommendation of these studies must be implemented to improve the system. They include their own recommendations in that list and says that the comiited forces together with appropriate educational research and compassion can eliminate this crisis and will mold it into success. For the above-mentioned reasons and others, The Manufactured Crisis is an well0doumented and illustrative work that can capacitate those who committed for the excellance in American school system to work in a more productive and reponsible way. Rerefences Berliner and Biddle.( 1995.) The Manufactured Crisis: Myths, Fraud, and the Attack on America's Public Schools. Addison Wesley.

Anatomy and Physiology of Body Systems

Intermediate Apprenticeship in Health (Emergency Care Assistance) Edexcel L2 Diploma in Emergency Care Assistance (QCF) Unit 11 Anatomy and Physiology of Body Systems A/602/5038 Candidate Name: _Ashley Orwin____________________ Candidate Employer: ___________________ Unit Overview: This unit will give learners a basic understanding of how the body is organised – from cells up to systems. Learners will also gain an understanding of the components and functions of the main systems of the body, leading to further understanding of how illness or injury affects the normal functions of an organ or system. How you will be assessed for unit 12:This unit consists of one knowledge outcome which will be assessed via a workbook. Outcomes| Assessment| Criteria| 1. Know how body Systems are organised| Knowledge Workbook| 1. 1 Label the structure of a typical cell1. 2 Outline the definition of tissue1. 3 Outline the definition of an organ1. 4 Outline the definition of a body system1. 5 Defin e directional terms used in medicine1. 6 Label major organs within the body cavities| 2. Know the Functions of the Respiratory System| Knowledge Workbook| 2. 1 Describe the function of the respiratory system2. 2 Label the components of the respiratory tract2. Describe the structure of the lungs2. 4 Outline the process of respiration2. 5 Describe the initial management of asthma| 3. Know the function of the Cardiovascular System| Knowledge Workbook| 3. 1 Outline the role of thecardiovascular system3. 2 Label the structure of the heart3. 3 State the electrical conductionsystem of the heart3. 4 Describe the purpose of differenttypes of blood vessels3. 5Describe the properties of blood| 4. Know how the nervous system supports body functions| Knowledge Workbook| 4. 1 Outline the role of the nervoussystem4. 2 Identify the components of thenervous system| 5.Know how the skeletal system functions | Knowledge Workbook | 5. 1 Outline the role of the skeletalsystem5. 2 Label the bones of the s keleton5. 3 Describe the different types of skeletal joints5. 4 Outline the relationship between the muscular system and theskeleton| In order to pass this unit you must complete this workbook to a satisfactory standard. Should you have any difficulties with this workbook your clinical tutors will be happy to support you 1. Know how the body systems are organised. 1. 1: Label the structure of a typical cell Using the following diagram label the key component of the cell.Nucleolus Nucleolus Smooth endoplasmic reticulum Smooth endoplasmic reticulum Nucleus Nucleus Centriole Centriole Cytoplasm Cytoplasm Cell membrane Cell membrane Mitochondria Mitochondria Rough endoplasmic reticulum Rough endoplasmic reticulum Golgi complex Golgi complex 2. 2 Outline the definition of a tissue You need to describe the following types of tissue in your answer, epithelial, connective, nervous and muscle specifying how muscle is sub divided into both voluntary and involuntary giving appropriate examples . A collection of similar cells and the intercellular substances surrounding them.There are four basic kinds of tissue in the body: epithelium, connective tissues including adipose tissue, blood, bone, and cartilage, muscle tissue; and nerve tissue. Epithelial: Covers the whole surface of the body. It is made up of cells closely packed and ranged in one or more layers. This tissue is specialised to form the covering or lining of all internal or external body surfaces. Connective: Connective tissue serves a connecting function; it supports and binds other tissue. Nervous: nervous tissue is responsible for sensing stimuli and transmitting signals to and from different parts of an organism.Neurons are the basic unit of nervous tissue. Muscle tissue: has ability to relax and contrast and so brings about movement and mechanical work in various parts of the body. (Skeletal, smooth and cardiac) 1. 3 Outline the definition of an organ. An organ is a number of specialised tissues and cells t hat are formed together to form an organ which has a specific function within the body. E. g. the heart, use for carrying blood around the body. An organ is a number of specialised tissues and cells that are formed together to form an organ which has a specific function within the body.E. g. the heart, use for carrying blood around the body. You need to consider the following in your answer, namely how specialized tissues have both specialist functions or form a particular structure such as the heart or lungs. 1. 4 Outline the definition of a body system. The body has many different organs all with their own specific jobs and are made up of different parts for example the respiratory system has the nose, trachea, diaphragm, bronchus, bronchioles, lungs and mouth which are all use to breath.A group of organs working together to perform a particular function The body has many different organs all with their own specific jobs and are made up of different parts for example the respirato ry system has the nose, trachea, diaphragm, bronchus, bronchioles, lungs and mouth which are all use to breath. A group of organs working together to perform a particular function You need to include in your answer that the body is comprised of a number of systems that contain specific organs that have specialized functions, for example the lungs in the respiratory system. . 5 Define Directional terms used in medicine Your answer must provide a clear definition of the following terms and how these are utilised to describe the human body and positioning of both injuries and/or organs. 1. Superior — Toward or at the upper part of the structure 2. Inferior– Toward or at the lower part of the structure 3. Lateral – Away from the midline of the body / on the outer side 4. Medial – Toward or at the midline of the body / on the inner side 5. Posterior – Toward back of the body 6. Anterior – Toward or at the front of the body . Proximal – Clo ser to the point of attachment of a limb to the body trunk 8. Distal – Further from the point of attachment of limb 9. External –Structure closer to internal organs 10. Internal – structure further from the internal organs 11. Superior — Toward or at the upper part of the structure 12. Inferior– Toward or at the lower part of the structure 13. Lateral – Away from the midline of the body / on the outer side 14. Medial – Toward or at the midline of the body / on the inner side 15. Posterior – Toward back of the body 16.Anterior – Toward or at the front of the body 17. Proximal – Closer to the point of attachment of a limb to the body trunk 18. Distal – Further from the point of attachment of limb 19. External –Structure closer to internal organs 20. Internal – structure further from the internal organs 1. 6 Label major organs within body cavities Complete the diagram clearly labelling the organs and major structures. Aorta Aorta Tarynx Tarynx Trachea Trachea Heart Heart Superior vena cava Superior vena cava Oesophagus Oesophagus Lung Lung Diaphragm Diaphragm Aorta AortaLiver Liver Inferior vena cava Inferior vena cava Spleen Spleen Gall bladder Gall bladder Stomach Stomach Pancreas Pancreas Kidney Kidney Ureter Ureter Small intestine Small intestine Appendix Appendix Large intestine Large intestine Bladder Bladder Rectum Rectum Urethra Urethra Student notes and Supplementary Work sheets. Directional Medical Terms As an Ambulance Care Assistant you should be able to use directional medical terms. The first important thing in learning about anatomy and physiology is to know the anatomical position and body landmarks.To accurately describe body parts and position, initial reference point and directional terms should be used in a medical setting. The correct anatomical position is standing up (erect) with the feet parallel and the arms hanging at the sides with the palms facin g forward and the thumbs pointing away from the body. To precisely point out the chief complaint of a patient, the ECA or Paramedic uses anatomical terms representing a certain body part. For example, a patient walks in the emergency room with a laceration on the posterior portion of the left lower leg.To clearly state the area of injury the Paramedic uses the term â€Å"sural† which means the posterior surface of the lower leg rather than writing â€Å"back area of the lower leg†. Knowing these terms not only give the ECA or Paramedic a more accurate formulation of chief complaints but it also saves time of a good deal of description. To clearly explain exactly the relation of a body structure to each other, directional terms are used. For example to describe the relationship or location of the heart to the arms, we can say â€Å"the heart is located in between the arms†.Using anatomical terminology, this is expressed as â€Å"the heart is medial to the arms. † Hence, it is a more clear and precise statement Common Anatomical Terms (for reference purposes only) ABDOMINAL| ACROMIAL| ANTECUBITAL| AXILLARY| BRACHIAL| BUCCAL| CARPAL| CERVICAL| COXAL| CRURAL| DIGITAL| FEMORAL| FIBULAR| INGUINAL| NASAL| ORAL| ORBITAL| PATELLAR| PELVIC| STERNAL| PUBIC| TARSAL| THORACIC| UMBILLICAL| CALCANEAL| CEPHALIC| DELTOID| FEMORAL| GLUTEAL| LUMBAR| OCCIPITAL| OLECRANAL| POPLITEAL| SCAPUALR| SURAL| VERTEBRAL| PLANTAR| | | |Common Anatomical Terms (for reference purposes only) ABDOMINAL| ACROMIAL| ANTECUBITAL| AXILLARY| BRACHIAL| BUCCAL| CARPAL| CERVICAL| COXAL| CRURAL| DIGITAL| FEMORAL| FIBULAR| INGUINAL| NASAL| ORAL| ORBITAL| PATELLAR| PELVIC| STERNAL| PUBIC| TARSAL| THORACIC| UMBILLICAL| CALCANEAL| CEPHALIC| DELTOID| FEMORAL| GLUTEAL| LUMBAR| OCCIPITAL| OLECRANAL| POPLITEAL| SCAPUALR| SURAL| VERTEBRAL| PLANTAR| | | | The terms commonly used in practice are superior, inferior, lateral, medial, posterior, anterior, sural, proximal, distal, external an d internal.Using these terminologies show on the diagram below and identify the position of the directional medical terms. These terms will commonly be used in practice not only to describe injuries but to provide an appropriate handover to other healthcare professionals. Supplementary Reading The Tissues Tissue is a group of cells that have a similar shape and function. Different types of tissues can be found in different organs. In humans, there are four basic types of tissue:   epithelial, connective, muscular, and nervous tissue. There may be various sub-tissues within each of the primary tissues.Epithelial tissue covers the body surface and forms the lining for most internal cavities. The major function of epithelial tissue includes protection, secretion, absorption, and filtration. The skin is an organ made up of epithelial tissue which protects the body from dirt, dust, bacteria and other microbes that may be harmful. Cells of the epithelial tissue have different shapes as shown on the student's worksheet. Cells can be thin, flat to cubic to elongated. Connective tissue is the most abundant and the most widely distributed of the tissues.Connective tissues perform a variety of functions including support and protection. The following tissues are found in the human body, ordinary loose connective tissue, fat tissue, dense fibrous tissue, cartilage, bone, blood, and lymph, which are all considered connective tissue. There are three types of muscle tissue: skeletal, smooth, and cardiac. Skeletal muscle is a voluntary type of muscle tissue that is used in the contraction of skeletal parts. Smooth muscle is found in the walls of internal organs and blood vessels. It is an involuntary type.The cardiac muscle is found only in the walls of the heart and is involuntary in nature. Nerve tissue is composed of specialized cells which not only receive stimuli but also conduct impulses to and from all parts of the body. Nerve cells or neurons are long and string-lik e. In tissues the simplest combination is called a membrane, or a sheet of tissues which cover or line the body surface or divide organs into parts. Examples include the mucous membrane which lines body cavities. Tissues combine to form organs. An organ is a part of the body which performs a definite function.The final units of organization in the body are called systems. A system is a group of organs each of which contributes its share to the function of the body as a whole 2. Know how the respiratory system functions 2. 1 Describe the function of the respiratory system. You need to consider the following topics in your answer, namely the extraction of Oxygen from the atmosphere and the excretion of carbon dioxide. You also need to describe how the respiratory system maintains the acid base balance of the blood and how lungs are ventilated i. e. he process by which air enters the lungs. It may be useful to read the following text, Section 8- The Respiratory system, Ambulance Servic e Basic Training Manual. Nancy Caroline (2007) Emergency Care in the Streets, chapters 11. 3-11. 16 inclusive Watch the following presentation before attempting this question, http://www. nlm. nih. gov/medlineplus/ency/anatomyvideos/000018. htm The respiratory system, in close conjunction with the circulation system is responsible for supplying body cells with essential oxygen and removing potentially harmful carbon dioxide from the body.The mouth and nose channel air from outside the body through a system of tubes of diminishing size that eventually reach the two lungs on either side of the heart within the chest cavity. The respiratory system, in close conjunction with the circulation system is responsible for supplying body cells with essential oxygen and removing potentially harmful carbon dioxide from the body. The mouth and nose channel air from outside the body through a system of tubes of diminishing size that eventually reach the two lungs on either side of the heart within the chest cavity. 2. 2 Label the components of the respiratory tract.Complete the diagram below. Diaphragm Diaphragm Right lung Right lung Trachea Trachea Alveolus Alveolus Bronchus Bronchus Mouth Mouth Bronchioles Bronchioles Nasal cavity Nasal cavity 2. 3 Describe the structure of the lungs You need to consider the following in our answer, namely the structure of the lungs, there position within the thoracic cavity, the shape and membranes that cover them. If needed you can utilise a diagram to facilitate your explanation. The two sponges- like lungs fill most of the chest cavity and are protected by the flexible ribcage. Together they form one of the body largest organs.Their essential function is gas exchange taking vital oxygen from the air and expelling waste carbon dioxide to the air. Air enters the lungs from the trachea, which branches at its base into main airways, the primary bronchi. Each primary bronchus enters its lungs at a site called the hilum, which is also where the main blood vessels pass in and out of the lungs. The primary bronchus divides into secondary bronchi, all the time decreasing in diameter. Many subsequent divisions from the narrowest airways; the terminal and then respiratory bronchioles, which distribute air to the alveoli.This intricate network of air passages resembles an inverted tree, with the trachea as the trunk, and is known as the bronchial tree. They are corresponding trees from the pulmonary arteries and arterioles bringing low-oxygen blood from the hearts right side and pulmonary venules and veins, returning high oxygen blood to the heart left side. The two sponges- like lungs fill most of the chest cavity and are protected by the flexible ribcage. Together they form one of the body largest organs. Their essential function is gas exchange taking vital oxygen from the air and expelling waste carbon dioxide to the air.Air enters the lungs from the trachea, which branches at its base into main airways, the primary bron chi. Each primary bronchus enters its lungs at a site called the hilum, which is also where the main blood vessels pass in and out of the lungs. The primary bronchus divides into secondary bronchi, all the time decreasing in diameter. Many subsequent divisions from the narrowest airways; the terminal and then respiratory bronchioles, which distribute air to the alveoli. This intricate network of air passages resembles an inverted tree, with the trachea as the trunk, and is known as the bronchial tree.They are corresponding trees from the pulmonary arteries and arterioles bringing low-oxygen blood from the hearts right side and pulmonary venules and veins, returning high oxygen blood to the heart left side. 2. 4 Outline the process of respiration Your answer needs to include the process of both internal and external respiration and diffusion of gases through a semi permeable membrane. You do not need to consider partial pressures and diffusion gradients in order to answer this questi on. ECTIS (2007) chapter 11. 12 provides a valuable insight into the mechanics of respiration.External inspiration is the process of extracting air particles from the atmosphere so that lungs and the main organs are the body expel carbon dioxide, a by – product which is removed by the lungs. Internal inspiration is where the blood and cells carry oxygen around the body to different organs. CO2 the waste product is absorbed through the blood and sent back to the lungs and expired back into the atmosphere. Reference – Ambulance service basic training manual 2003 (updated January 2010) External inspiration is the process of extracting air particles from the atmosphere so that lungs and the main organs are the body expel carbon ioxide, a by – product which is removed by the lungs. Internal inspiration is where the blood and cells carry oxygen around the body to different organs. CO2 the waste product is absorbed through the blood and sent back to the lungs and expir ed back into the atmosphere. Reference – Ambulance service basic training manual 2003 (updated January 2010) 2. 5 Describe the initial management of asthma Your answer needs to focus on current best practice clinical guidelines JRCALC 2006, Nice. As an ECA you are not permitted to administer any medication such as adrenaline, Salbutalmol or Ipatropium Bromide only Oxygen therapy.Consider management of a simple exacerbation and also life threatening asthma. Ensure you structure your answer in the D,R,C,A,B,C,D,E format. 1. Check for dangers that could injure you or the causalities and people around you. 2. Check response levers by speaking to the person and tapping their shoulder if they are unconscious 3. Ring 999 for support 4. Check that causalities airway is clear and look for obstructions. Check the spo2 levels using a pulse oximeter , checking oxygen sats are 94% or above.If they are below you will need to administer oxygen at 15lpm via an adult non re breather until bac kup arrive ready to administer salbutamol via a nebuliser mask at 8lpm until they symptom subside or transported to hospital for treatment. 5. Check for dangers that could injure you or the causalities and people around you. 6. Check response levers by speaking to the person and tapping their shoulder if they are unconscious 7. Ring 999 for support 8. Check that causalities airway is clear and look for obstructions. Check the spo2 levels using a pulse oximeter , checking oxygen sats are 94% or above.If they are below you will need to administer oxygen at 15lpm via an adult non re breather until backup arrive ready to administer salbutamol via a nebuliser mask at 8lpm until they symptom subside or transported to hospital for treatment. Supplementary Worksheets and Reading Introduction Primary function of respiratory system is transport of O2 and CO2. This requires the four processes collectively known as respiration: Fill out the blanks Pulmonary ventilation is the movement of †¦oxygen†¦Ã¢â‚¬ ¦ Into and out of the lungs (breathing). This involves gas pressures and †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦muscle†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ contractions. 1.External†¦ Respiration†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ is the exchange of O2 (loading) and CO2 2. (Unloading) between blood and alveoli (air sacs). 3. Transport of respiratory gases between †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦blood†¦Ã¢â‚¬ ¦ and tissues. 4. Internal†¦Ã¢â‚¬ ¦ Respiration†¦Ã¢â‚¬ ¦is gas exchange between blood and tissue cells. The respiratory system is situated in the thorax, and is responsible for gaseous exchange between the circulatory system and the outside world. Air is taken in via the upper airways (the nasal cavity, pharynx and larynx) through the lower airways (trachea, primary bronchi and bronchial tree) and into the small bronchioles and alveoli within the lung tissue.The lungs are divided into lobes; the left lung is composed of the upper lobe, the lower lobe and the lingula (a small remnant ne xt to the apex of the heart), the right lung is composed of the upper, the middle and the lower lobes. To take a breath in, the external intercostal muscles contract, moving the ribcage up and out. The diaphragm moves down at the same time, creating negative pressure within the thorax. The lungs are held to the thoracic wall by the pleural membranes, and so expand outwards as well. This creates negative pressure within the lungs, and so air rushes in through the upper and lower airways.Expiration is mainly due to the natural elasticity of the lungs, which tend to collapse if they are not held against the thoracic wall. This is the mechanism behind lung collapse if there is air in the pleural space (pneumothorax) Each branch of the bronchial tree eventually sub-divides to form very narrow terminal bronchioles, which terminate in the alveoli. There are many millions of alveloi in each lung, and these are the areas responsible for gaseous exchange, presenting a massive surface area for exchange to occur over.Each alveolus is very closely associated with a network of capillaries containing deoxygenated blood from the pulmonary artery. The capillary and alveolar walls are very thin, allowing rapid exchange of gases by passive diffusion along concentration gradients. CO2 moves into the alveolus as the concentration is much lower in the alveolus than in the blood, and O2 moves out of the alveolus as the continuous flow of blood through the capillaries prevents saturation of the blood with O2 and allows maximal transfer across the membrane. The Earth's atmosphere is made up of only five gases: nitrogen, oxygen, water vapour, argon, and carbon dioxide.Several other compounds also are present. Complete the table below which details the composition of inspired air. Percentage Present Inspired Air| | 100%| Oxygen| | 20%| Nitrogen| | 79%| Carbon Dioxide| | 0. 04%| Water Vapour| | variable%| Inert Gases| | 0. 15%| Complete the table below providing a brief description of ea ch structure. Structure| description| Nose| The nose is mainly made up of cartilage bones and fibrous tissues. | | Pharynx| Pharynx is a cone shaped passageway leading from the oral and nasal cavities in the head to the oesophagus and larynx. | Larynx| Is part of the respiratory system and is located between the pharynx and the trachea. We use it to talk and swallow. | | Trachea| Trachea is a tube like a portion respiratory tract that connects the larynx with the bronchus and bronchioles lungs. This is also known as the windpipe. | | Bronchi| Bronchi are the main part of the lung that goes through to the bronchioles. | | Bronchioles| The tiny branch of air tubes within the lungs that are a continuation of bronchus. They join the bronchi to the alveoli| | Lungs| Lungs are involved with inspiration of oxygen and expiration of CO2, which is a part of breathing. | Alveoli| Part within the lungs where gas and blood exchange occurs. Tiny air sacs with a large surface area and surrounded b y dense network of capillaries| | Pleura| Liquid that lubricates the lungs and keeps them working correctly. Offer some protection against impact| | The rate of breathing differs significantly when presented with a variety of illnesses and/or trauma. To adequately assess a patients respiratory function you must be able to recognise whether a patients respiration rate is bradypnoeic, tachypnoeic or within normal parameters.Complete the table below to demonstrate this. Respiratory Rates | Bradypneoic| Normal| Tachypnoeic| Neonate| 40| Child| 30| Adult| 30| Asthma: Signs, Symptoms and Management. Asthma is a condition that affects the airways – the small tubes that carry air in and out of the lungs. When a person with asthma comes into contact with something that irritates their airways (an asthma trigger), the muscles round the walls of the airways tighten so that the airways become narrower and the lining of the airways becomes inflamed and starts to swell. Sometimes, sticky m ucus or phlegm builds up, which can further narrow the airways. These reactions cause the airways to become narrower and irritated – making it difficult to breath and leading to symptoms of asthma. Asthma is a long-term condition  that can cause a cough, wheezing and breathlessness. The severity of the symptoms varies from person to person. Asthma can be controlled well in most people most of the time. In the UK, 5. million people are currently receiving treatment for asthma. That  is  1 in every 12 adults and 1 in every 11 children. Asthma in adults is more common in women than men. If you are diagnosed with asthma as a child, the  symptoms may disappear during your teenage years. However, asthma can return in adulthood. If childhood symptoms of asthma are moderate to severe, it is more likely that the condition will persist or return later in life. However, asthma does not only start in  young people and can develop at any age. The cause of asthma is not fully und erstood, but it is known that asthma often runs in families.You are more likely to have asthma if one or both of your parents  has the condition. What is asthma? Asthma is caused by inflammation of the airways. These are  the small tubes, called bronchi,  which carry air in and out of the lungs. If you have asthma, the bronchi  will be  inflamed and  more sensitive than normal. When you come into contact with something that irritates your lungs, known as a trigger, your airways become narrow, the muscles around them tighten and there is an increase in the production of sticky mucus (phlegm). This makes it difficult to breathe and causes wheezing and coughing.It  may also  make your chest feel tight. A severe onset of symptoms is known as an asthma attack or an ‘acute asthma exacerbation'. Asthma attacks may require hospital treatment and can sometimes be life-threatening, although this is rare. For some people with chronic (long-lasting) asthma, long-term infla mmation of the airways may lead to more permanent narrowing. Common triggers A trigger is  anything that irritates the airways and brings on the symptoms of asthma. These differ from person to person and people with asthma may have several triggers.Common triggers include house dust mites, animal fur, pollen, tobacco smoke, exercise, cold air and chest infections. Other types of asthma There are  other types of asthma that can be made worse by certain activities: * Work-aggravated asthma is pre-existing asthma that is made worse by dust and fumes at work. * Occupational asthma is caused by exposure to specific substances at work. For example, some nurses develop occupational asthma after exposure to latex, and some workers in the food-processing industry develop occupational asthma as a response of exposure to flour. OutlookWhile there is no cure for asthma, symptoms can come and go throughout your life. A number of treatments can help control the condition very effectively. Tre atment is based on two important goals: * relief of symptoms * preventing future symptoms and attacks from developing Successful prevention can be achieved through a combination of medicines, lifestyle advice and identifying and then avoiding potential asthma triggers Know how the cardiovascular system functions. 3. 1 Outline the role of the cardiovascular system. You need to provide a summary of the cardiovascular system its organs and their function.Watch the presentation to enable you to answer this question correctly. http://www. nlm. nih. gov/medlineplus/ency/anatomyvideos/000023. htm The functions of the cardiovascular system are to transport nutrient, oxygen, water and remove waste products from the cardiovascular system. The other function is to pump oxygenated blood around the body. 1. Deoxygenated blood enters the heart full of CO2. 2. It gets pushed through the heart through electrical impulses into the lungs. 3. It gets rid of CO2 and replaces oxygen. 4. Blood flows arou nd the body giving vital organs oxygen and taken away waste products. 5.Deoxygenated blood goes back into the heart. The functions of the cardiovascular system are to transport nutrient, oxygen, water and remove waste products from the cardiovascular system. The other function is to pump oxygenated blood around the body. 6. Deoxygenated blood enters the heart full of CO2. 7. It gets pushed through the heart through electrical impulses into the lungs. 8. It gets rid of CO2 and replaces oxygen. 9. Blood flows around the body giving vital organs oxygen and taken away waste products. 10. Deoxygenated blood goes back into the heart. 3. 2 Label the structure of the heart Complete both diagrams below.It may be useful to read section 9 of the Ambulance Service basic training manual. Left Atrium Left Atrium Pulmonary artery Pulmonary artery Pulmonary veins Pulmonary veins Inferior vena cava Inferior vena cava Right ventricle Right ventricle Septum Septum Left ventricle Left ventricle Arteria l valve Arterial valve Bicuspid valve Bicuspid valve Tricuspid valve Tricuspid valve Right atrium Right atrium Pulmonary valve Pulmonary valve Branch of pulmonary vein Branch of pulmonary vein Aortic Trunk Aortic Trunk Pulmonary artery Pulmonary artery Aortic branches Aortic branches Superior vena cava Superior vena cava . 2 Label the diagram. Aortic Trunk Aortic Trunk Pulmonary artery Pulmonary artery Right atrium Right atrium Left ventricle Left ventricle Great cardiac vein Great cardiac vein Bradiocephalic artery Bradiocephalic artery 3. 3 State the electrical conduction system of the heart. Your answer needs to include a description and functioning of the SA node, AV node, Bundle of His, Purkinje Fibres and L&R Bundle Branches. It might be useful to incorporate a diagram of the normal sinus rhythm to illustrate your answer. Watch the following presentation to reinforce your understanding of this chain of events. ttp://www. nlm. nih. gov/medlineplus/ency/anatomyvideos/000021. htm 1. The brain sends electrical impulses to the heart telling it to beat. 2. The S-A node (sinoatrial node) receives the message and sends it along the atria telling it to contract and push blood forward. 3. The A-V node (atrioventricular node) holds the current for 60 -80 milliseconds to allow blood to gather. 4. The A-V bundle takes the signal and passes it down the branches. 5. The purkinje fibres receive the signal. 6. The contractions happen as the fibres contract. 7. The brain sends electrical impulses to the heart telling it to beat. . The S-A node (sinoatrial node) receives the message and sends it along the atria telling it to contract and push blood forward. 9. The A-V node (atrioventricular node) holds the current for 60 -80 milliseconds to allow blood to gather. 10. The A-V bundle takes the signal and passes it down the branches. 11. The purkinje fibres receive the signal. 12. The contractions happen as the fibres contract. 3. 4 Describe the purpose of different types of blood vessels. Your answer must include a description of the arteries , veins, arterioles, venules and capillaries along with their function.You may wish to include a diagram in your answer. Blood is transported around the body in a network of different blood vessels that come in different sizes. Arteries are the biggest of the blood vessels carrying blood away from the heart towards the vital organs and tissues but the only one that doesn’t is the pulmonary artery. Arterioles branch out from the main arteries and carry oxygenated blood to the capillaries and they are a lot smaller and thinner than arteries. Capillaries are smaller of the vessels and lead to the tissues where they deposit oxygen and minerals and extract carbon dioxide which is a waste product.Veins carry deoxygenates blood back to the body ready to go round the system again. Venules carry deoxygenated blood away from the capillaries and branchy together to make veins. Blood is transported around the body in a network of different blood vessels that come in different sizes. Arteries are the biggest of the blood vessels carrying blood away from the heart towards the vital organs and tissues but the only one that doesn’t is the pulmonary artery. Arterioles branch out from the main arteries and carry oxygenated blood to the capillaries and they are a lot smaller and thinner than arteries.Capillaries are smaller of the vessels and lead to the tissues where they deposit oxygen and minerals and extract carbon dioxide which is a waste product. Veins carry deoxygenates blood back to the body ready to go round the system again. Venules carry deoxygenated blood away from the capillaries and branchy together to make veins. 3. 5 Describe the properties of blood. Blood is essential to life; your answer must describe in detail the major components of blood and their functions in maintaining homeostasis. Don’t forget that blood contains more than solids.They key components you must discus s are red blood cells, white blood cells, platelets and plasma. Begin by describing their shape and size along with their function. Bloody is a specialized body fluid, it has four main components, red blood cells, white blood cells, plasma and platelets. Blood has many different functions including: * Transporting oxygen and nutrients to lungs and tissues * Forming blood clots to prevent excess blood loss * Carrying cell and antibodies that fight infection * Bring waste products to kidneys and liver, which filter and clean blood * Regulation body temperatureRed blood cells account for 40-45 % of blood volume; they are a biconcave disk shape with a flattened centre. RBC contain a special protein called haemoglobin which helps carry oxygen from the lungs to rest of the body and return carbon dioxide from body to lungs to be exhaled. White blood cells protect body from infections. They are much fewer in number than RBC’s, accounting for only 1% of blood. Most common is neutrophi l (immediate response) accounts for 55-75% of total white blood cells. Each neutrophil lives less than a day.There are other types; lymphocyte which there is a T and a B lymphocyte. T attack various infected cells and tumours, B makes antibodies, which are proteins that target bacteria viruses and other foreign materials. Plasma is a liquid component of blood it is a mix of water, sugar, fat, protein and salt, plasma job is to transport blood cells throughout the body along with nutrients, waste product, antibodies, clotting, and proteins, chemical Messages such as hormones and proteins that help maintain body’s fluid balance.Platelets clot the blood together at the site of an injury and also contain white blood cells to stop infection entering the wound which is why the scab forms. Bloody is a specialized body fluid, it has four main components, red blood cells, white blood cells, plasma and platelets. Blood has many different functions including: * Transporting oxygen and n utrients to lungs and tissues * Forming blood clots to prevent excess blood loss * Carrying cell and antibodies that fight infection * Bring waste products to kidneys and liver, which filter and clean blood * Regulation body temperatureRed blood cells account for 40-45 % of blood volume; they are a biconcave disk shape with a flattened centre. RBC contain a special protein called haemoglobin which helps carry oxygen from the lungs to rest of the body and return carbon dioxide from body to lungs to be exhaled. White blood cells protect body from infections. They are much fewer in number than RBC’s, accounting for only 1% of blood. Most common is neutrophil (immediate response) accounts for 55-75% of total white blood cells. Each neutrophil lives less than a day.There are other types; lymphocyte which there is a T and a B lymphocyte. T attack various infected cells and tumours, B makes antibodies, which are proteins that target bacteria viruses and other foreign materials. Plas ma is a liquid component of blood it is a mix of water, sugar, fat, protein and salt, plasma job is to transport blood cells throughout the body along with nutrients, waste product, antibodies, clotting, and proteins, chemical Messages such as hormones and proteins that help maintain body’s fluid balance.Platelets clot the blood together at the site of an injury and also contain white blood cells to stop infection entering the wound which is why the scab forms. 4 Know how the nervous system supports body functions. 4. 1 Outline the role of the nervous system. Your answer should consider how the nervous system receives external and internal stimuli and conveys impulses not only to the brain, spinal cord and organs but also away from these, eliciting specific responses and in turn maintaining homeostasis. You may use diagrams and continue on a separate sheet if needed.The main function of the central nervous system is to send electrical impulse to the brain through the spinal c ord and sends it back to the peripheral nervous system which causes to react and feel pain when hurt or unwell. Somatic nerves have control over movement of joints whether you can move arms or legs. Autonomic nerves control the body’s natural reactions such as breathing, you don’t need to control them they happen naturally. Sympathetic nerves control things such as accelerating your heat rhythm and breathing rate.Homeostasis is the body controlling the body’s natural state and responding to change within your natural state. The stimulus receives the message telling the brain the body has a change in natural response and relays a signal to receptors which is the site where it processes the information and relays the message to the control centre which makes the decision on how to deal with the situation and return affected are back to normal state. STIMULUS RECEPTOR C N RESPONSE EFFECTORS SThe main function of the central nervous system is to send electrical impu lse to the brain through the spinal cord and sends it back to the peripheral nervous system which causes to react and feel pain when hurt or unwell. Somatic nerves have control over movement of joints whether you can move arms or legs. Autonomic nerves control the body’s natural reactions such as breathing, you don’t need to control them they happen naturally. Sympathetic nerves control things such as accelerating your heat rhythm and breathing rate. Homeostasis is the body controlling the body’s natural state and responding to change within your natural state.The stimulus receives the message telling the brain the body has a change in natural response and relays a signal to receptors which is the site where it processes the information and relays the message to the control centre which makes the decision on how to deal with the situation and return affected are back to normal state. STIMULUS RECEPTOR C N RESPONSE EFFECTORS S 4. 2 Identify the components of the nervous system. Peripheral nerve Peripheral nerve Spinal cord Spinal cord Brain Brain 4. 2 Identify the components of the nervous system.Please label the diagrams. Parietal lobe Parietal lobe Frontal lobe Frontal lobe Occipital lobe Occipital lobe Cerebellum Cerebellum Temporal lobe Temporal lobe Spinal cord Spinal cord 5 Know how the skeletal system functions. 5. 1 Outline the role of the skeletal system. You should consider the skeletal system has several functions that include not only protection, movement and support but also blood cell production. Your answer should provide a brief explanation on how the skeletal system performs the aforementioned functions. The functions of the skeletal system are to support the main framework of the human body.It allows attachments of different tendons and muscles which form joints around the body which allow us to move arms and legs. The system also stores vital nutrients such as calcium which is stored within the bone marrow. The skeletal s ystem also plays a vital role in protecting main organs around the body e. g. heart and lung found inside the thoracic cavity. With the organs been protected this allows the body to functions correctly without becoming injured. The functions of the skeletal system are to support the main framework of the human body.It allows attachments of different tendons and muscles which form joints around the body which allow us to move arms and legs. The system also stores vital nutrients such as calcium which is stored within the bone marrow. The skeletal system also plays a vital role in protecting main organs around the body e. g. heart and lung found inside the thoracic cavity. With the organs been protected this allows the body to functions correctly without becoming injured. 5. 2 Label the bones of the skeleton Label the diagrams below Skull Skull Sternum Sternum Patella Patella Sacrum Sacrum Ulna Ulna Radius Radius Humerus Humerus Ribs RibsMetatarsals Metatarsals Tibia Tibia Fibula Fibu la Femur Femur Radius Radius Ulna Ulna Scapular Scapular Clavicle Clavicle 5. 3 Describe the different types of skeletal joints. Your answer must provide a full description of the different types of joints in the human body. It would be useful to identify where these joints are and if needed provide a diagram. Fibrous joints are fixed or unmovable, staying same place and never move shape or size. Cartilaginous joints can move partly but cannot fully move within the body. E. g. rib cage, spinal column. Saddle joints, only allow flexing and extending of different limbs but cannot be rotated.The thumb is the only bone with a saddle joint. Hinge joint, elbow, fingers, knees. Movement only occurs in one direction, usually forward. The knee is an exception it allows the foot and lower leg to move side to side. Gilding joints allow two or more joints to move against each other without any grinding or friction. Pivot joints allow up to 360 degree Movement in certain joints for example the w rist is very flexible and has full rotation. Ball joints are a ball and socket joint and they provide movement and rotation such as your hips and shoulders. Fibrous joints are fixed or unmovable, staying same place and never move shape or size.Cartilaginous joints can move partly but cannot fully move within the body. E. g. rib cage, spinal column. Saddle joints, only allow flexing and extending of different limbs but cannot be rotated. The thumb is the only bone with a saddle joint. Hinge joint, elbow, fingers, knees. Movement only occurs in one direction, usually forward. The knee is an exception it allows the foot and lower leg to move side to side. Gilding joints allow two or more joints to move against each other without any grinding or friction. Pivot joints allow up to 360 degree Movement in certain joints for example the wrist is very flexible and has full rotation.Ball joints are a ball and socket joint and they provide movement and rotation such as your hips and shoulders. 5. 4 Outline the relationship between the muscular system and the skeleton Your answer must include the functions of ligaments, tendons and muscles in relation to bones and joints: e. g. ligaments, attach one bone to another at the site of a joint; tendons continuous with the sheath covering each muscle and attached to the outer surface of a bone, another muscle or the skin, muscles, generate force to produce movement.The muscular skeletal system is made up of all bones in the body and the joints and muscles that surround them; this allows movement of different muscles and protection of our vital organs inside our human body. The muscular skeletal system is made up of all bones in the body and the joints and muscles that surround them; this allows movement of different muscles and protection of our vital organs inside our human body. Supplementary resources and reading All the web links are interactive resources that you can utilise to reinforce and consolidate your understanding o f the anatomy and physiology of the human body.These are interesting and informative interactive modules that you should enjoy completing. These are not compulsory however it will help you in your continued study towards becoming an Emergency Care Assistant and further in your career as a pre hospital professional. It would be helpful once you have completed these interactive modules to provide a screen print of the last page confirming you have completed the module, placing this in your portfolio under unit 11 anatomy and physiology. Using the web link below complete the online learning module that investigates the pulmonary and systemic circulation 1. http://www. wisc-online. om/Objects/ViewObject. aspx? ID=AP12704 Use the link below to reinforce your understanding of the anatomy of the respiratory system 2. http://www. wisc-online. com/Objects/ViewObject. aspx? ID=OTA1004 The following link investigates the mechanism of breathing and the process of external and internal respirati on 3. http://www. wisc-online. com/Objects/ViewObject. aspx? ID=AP15104 Use the link below to consolidate your understanding of the cardiovascular system 4. http://www. wisc-online. com/Objects/ViewObject. aspx? ID=OTA1304 This link enables you to further investigate blood and the cells found within it. 5. http://www. isc-online. com/Objects/ViewObject. aspx? ID=CLT103 6. http://www. wisc-online. com/Objects/ViewObject. aspx? ID=AP14604 7. http://www. wisc-online. com/Objects/ViewObject. aspx? ID=AP14704 This link is a crossword puzzle that asks you to identify common cardiovascular diseases, be warned it is quite difficult. 8. http://www. wisc-online. com/Objects/ViewObject. aspx? ID=GEN2405 The nervous system is of paramount importance to maintain homeostasis, use these links to investigate the nervous system further. The links will enable you to have a full understanding of the brain, the sympathetic nervous system and nerve fibres. 9. ttp://www. wisc-online. com/Objects/ViewObje ct. aspx? ID=AP14404 10. http://www. wisc-online. com/Objects/ViewObject. aspx? ID=AP2704 11. http://www. wisc-online. com/Objects/ViewObject. aspx? ID=OTA502 12. http://www. wisc-online. com/Objects/ViewObject. aspx? ID=COS1903 This link follows on from the nervous system and gives a brief insight into brain injury 13. http://www. wisc-online. com/Objects/ViewObject. aspx? ID=OTA1104 The skeletal system enables the human form to remain upright, use this link to name the bones contained within the skeleton and the skull 14. http://www. wisc-online. com/Objects/ViewObject. spx? ID=MEA304 15. http://www. wisc-online. com/Objects/ViewObject. aspx? ID=AP12904 16. http://www. wisc-online. com/Objects/ViewObject. aspx? ID=COS1503 This final resource is produced by the BBC, again very interactive and sallows you to demonstrate your knowledge of a variety of body systems. 17. http://www. bbc. co. uk/science/humanbody/body/interactives/3djigsaw_02/index. shtml As part of your role as a ECA y ou will be required to measure a patients’ blood pressure, utilise the interactive tutorial to familiarise yourself with blood pressure, its measurement and consequence of abnormality 18. http://www. nlm. ih. gov/medlineplus/tutorials/hypertension/htm/_no_50_no_0. htm 19. http://www. nlm. nih. gov/medlineplus/tutorials/hypertension/htm/index. htm (allows you to download notes to the presentation) 20. http://www. nlm. nih. gov/medlineplus/ency/anatomyvideos/000013. htm This resource contains hundreds on interactive tutorials on a variety of diseases, this is a valuable research tool for you to use at your leisure 21. http://www. nlm. nih. gov/medlineplus/tutorials. html Interactive Module Links Tracking Sheet Watched| Y/N| Comment| 1. http://www. wisc online. com/Objects/ViewObject. aspx? ID=AP12704 2. http://www. isc-online. com/Objects/ViewObject. aspx? ID=OTA1004 3. http://www. wisc-online. com/Objects/ViewObject. aspx? ID=AP15104 4. http://www. wisc-online. com/Objects/Vie wObject. aspx? ID=OTA1304 5. http://www. wisc-online. com/Objects/ViewObject. aspx? ID=CLT103 6. http://www. wisc-online. com/Objects/ViewObject. aspx? ID=AP14604 7. http://www. wisc-online. com/Objects/ViewObject. aspx? ID=AP14704 8. http://www. wisc-online. com/Objects/ViewObject. aspx? ID=GEN2405 9. http://www. wisc-online. com/Objects/ViewObject. aspx? ID=AP14404 10. http://www. wisc-online. com/Objects/ViewObject. aspx? ID=AP2704 11. ttp://www. wisc-online. com/Objects/ViewObject. aspx? ID=OTA502 12. http://www. wisc-online. com/Objects/ViewObject. aspx? ID=COS1903 13. http://www. wisc-online. com/Objects/ViewObject. aspx? ID=OTA1104 14. http://www. wisc-online. com/Objects/ViewObject. aspx? ID=MEA304 15. http://www. wisc-online. com/Objects/ViewObject. aspx? ID=AP12904 16. http://www. wisc-online. com/Objects/ViewObject. aspx? ID=COS1503 17. http://www. bbc. co. uk/science/humanbody/body/interactives/3djigsaw_02/index. shtml 18. http://www. nlm. nih. gov/medlineplus/tutorials/ hypertension/htm/_no_50_no_0. htm 19. http://www. nlm. ih. gov/medlineplus/tutorials/hypertension/htm/index. htm (allows you to download notes to the presentation) 20. http://www. nlm. nih. gov/medlineplus/ency/anatomyvideos/000013. htm 21. http://www. nlm. nih. gov/medlineplus/tutorials. html| | | Criteria| Achieved(? )| AssessorsComments| Internal Verifiers Comments| 1. 1 Label the structure of a typical cell| | | | 1. 2 Outline the definition of tissue| | | | 1. 3 Outline the definition of an organ| | | | 1. 4 Outline the definition of a body system| | | | 1. 5 Define directional terms used in medicine| | | | 1. 6 Label major organs within the body cavities| | | | . 1 Describe the function of the respiratory system| | | | 2. 2 Label the components of the respiratory tract| | | | 2. 3 Describe the structure of the lungs| | | | 2. 4 Outline the process of respiration| | | | 2. 5 Describe the initial management of asthma| | | | 3. 1 Outline the role of thecardiovascular system| | | | 3. 2 Label the structure of the heart| | | | 3. 3 State the electrical conduction system of the heart| | | | 3. 4 Describe the purpose of different types of blood vessels| | | | 3. 5Describe the properties of blood| | | | 4. 1 Outline the role of the nervous system| | | | 4. Identify the components of the nervous system| | | | 5. 1 Outline the role of the skeletal system| | | | 5. 2 Label the bones of the skeleton| | | | 5. 3 Describe the different types of skeletal joints| | | | 5. 4 Outline the relationship between the muscular system and the skeleton| | | | | General Comments| Areas for Improvement| Assessor Signature: Date:| Learner Signature Date:| Internal Verifier Signature: Date:|