Irish community of new york city Essay Example | Topics and Well Written Essays - 500 words

Irish community of new york city - Essay Example The Irish community in New York is regarded among the active and most thriving population ion the multicultural city of New York. They engage in various activities that are economic oriented. They have their own Irish civic organization that are scattered throughout New York City. The organization has seen spread through from the friendly sons of St. Patrick to the New York major society. Most writers from the Irish communities stage most of the theatre companies in New York. In addition to this, their hardworking presence is also noted in their musicians. They hardly go a loss for a place to offer their performance.The Irish people are hardworking in almost every activity that they do. Not surprisingly, Irish populations living in New York have lower poverty rates compared to Americans as a whole. The households that are held by Americans of Irish descent have median incomes that are higher the Americans households. On average, Irish-American household is believed to be earning $56, 363 compared to the Native American household earning $50,046. Approximately six percent of the Irish Americans are thought to have incomes at the poverty level, compared to the general Americans who have a poverty level reaching eleven percent. Over the period of 19th century, the Irish gangs had terrorized the streets of New York. The gangs were fighting for the right of existence of the Irish population in New York City. Today, the incidents of the Irish gangs are unheard of, and the gangs do no longer exist along the streets of New York.

A Letter Format About the Advancements Essay Example for Free

A Letter Format About the Advancements Essay Dear Mr. Darwin, I am writing this letter to inform you of the current status of the finches you were so fascinated with what has changed since your visit, modern theories, and all of the currently identified species. First and foremost, I would like to tell you that your works and studies on the finches have become the most closely tied to you out of all of your other various studies. Modern-day scientists have become just as intrigued (if not more so) with the drab-colored little birds as you were. They show a great promise in explaining how evolution and natural selection works, and could easily be considered one of the most important scientific discoveries in history. Though the finches have not changed much in and of themselves since your last visit, much has been discovered about them that was not previously known. Although including all such discoveries in this text would be far too time and space consuming, I will inform you of some of the main changes below. Although you originally grouped all of the various types of finches into four genera, many modern-day scientists have decided that there are in fact six different genera: the Geospiza, Camarhynchus, Cactospiza, Platyspiza, Certhidea, and the Pinaroloxias. In addition, scientists have identified 14 species of finches, and there may be more scientists are still discovering things. Below I shall include a chart detailing the species in relation to the genera: Common Name Genus Species Small Ground Finch GeospizaFuliginosa Medium Ground Finch GeospizaFortis Large Ground Finch GeospizaMagnirostris Sharp-beaked Ground Finch GeospizaDifficilis Cactus Ground Finch GeospizaScandens Large Cactus Ground Finch GeospizaConirostris Small Tree FinchCamarhynchusParvulus Medium Tree FinchCamarhynchusPauper Large Tree FinchCamarhynchusPsittacula Woodpecker FinchCactospizaPallidus Mangrove Finch Cactospiza Heliobates Vegetarian FinchPlatyspizaCrassirostris Warbler Finch CerthideaOlivacea Cocos Island FinchPinaroloxiasInornata Although the above list is quite detailed, it doesnt include all of the various finches many are slightly different from the above species, but not so different as to count as a separate species. Many finches have similar coloration but slightly posses different beaks, or vice versa. It should also be noted that the above list only includes the finches discovered thus so far. There could very well be more finches that modern scientists are unaware of. The new species and genera are all new discoveries, and it is not certain whether or not they are newly evolved since your visit or simply hadnt been found by you. Either way, their discovery has helped the scientific world immensely in its attempt to understand evolution and natural selection. To draw a conclusion to this letter, I must once again congratulate you on your efforts all those many years ago they have helped to shape modern science, and have provided us with a greater understanding of the workings of the world. The world is indebted to you.

This Be the Verse by Philip Larkin Essay -- This Be the Verse Philip L

This Be the Verse by Philip Larkin They fuck you up, your mum and dad. They may not mean to, but they do. They fill you with the faults they had And add some extra, just for you. But they were fucked up in their turn By fools in old-style hats and coats, Who half the time were sloppy-stern And half at one another's throats. Man hands on misery to man. It deepens like a coastal shelf. Get out as early as you can, And don't have any kids yourself. Lately, I have read a good deal of poems by Philip Larkin, and one unifying factor that I have noticed is that Larkin never seems to use a filler. Every word in every one of his poems seems to be carefully crafted and placed, to the point where the flow and rhythm of the poem seem almost an accident. One poem I read that really stayed with me is the above poem, "This be the Verse." I will now show you how this poem, which at first glance seems to be written only to amuse, really has a much deeper meaning. I will examine the poem in several parts. First, I would like to examine the use of curse words in the poem, or why other words that would be considered more acceptable to the general public were not used. Then, I will discuss the three stanzas of the poem and what they were meant to do for the audience. Lastly, I will explore why Larkin would write such a poem, and what he was trying to get across to his audience by writing it. The second line in this poem contains the word "fuck," a word that is usually not considered acceptable for the general public. Yet Larkin incorporates it almost immediately into his poem. I can think of four possible reasons why. Firstly, words such as fuck quickly and easily grab the audiences attention. This is similar to yelling "sex" in a crowded marketplace, everyone wants to know what is being discussed. Also, words like fuck prepare the audience for a humorous bit of poetry, and this perks the audience's attention, and lets them know off the bat that this will not be another long and boring verse. Secondly, words such as fuck produce an atmosphere for adults, or mature people. One term that is used quite extensively lately is "adult language." This term branches off of the common idea that children should and would not use such words until they are older and have a more concrete knowledge of what they are really saying. Thus, by using a w... ...of the poem then provide the solution: to stop reproducing. This is where Larkin says to the world that there is no way out of this problem. That the human race will either have to cease to exist, or simply live with all of it's problems. Like all of his poems, Larkin wrote "This be the Verse" with very careful planning and word placement. And even though this is a funny poem, it has a very deep message to share with the world. Everyone knows that the world is full of problems, and that hundreds of organizations are trying hard to fix all of the problems in order to make our lives better. However, as demonstrated in the poem, we can never absolve all our problems because we keep handing all of our flaws on to posterity. Thus, the human race will forever have problems, and although we work hard to decrease some, we will always have new problems, and there will never be a completely happy world. And this lesson can be applied to a smaller environment as well. All the way through a country's internal problems, a city's problems, a family's problems and the problems one has with oneself. No one can ever lead a perfectly happy life. There will always be problems to overcome. This Be the Verse by Philip Larkin Essay -- This Be the Verse Philip L This Be the Verse by Philip Larkin They fuck you up, your mum and dad. They may not mean to, but they do. They fill you with the faults they had And add some extra, just for you. But they were fucked up in their turn By fools in old-style hats and coats, Who half the time were sloppy-stern And half at one another's throats. Man hands on misery to man. It deepens like a coastal shelf. Get out as early as you can, And don't have any kids yourself. Lately, I have read a good deal of poems by Philip Larkin, and one unifying factor that I have noticed is that Larkin never seems to use a filler. Every word in every one of his poems seems to be carefully crafted and placed, to the point where the flow and rhythm of the poem seem almost an accident. One poem I read that really stayed with me is the above poem, "This be the Verse." I will now show you how this poem, which at first glance seems to be written only to amuse, really has a much deeper meaning. I will examine the poem in several parts. First, I would like to examine the use of curse words in the poem, or why other words that would be considered more acceptable to the general public were not used. Then, I will discuss the three stanzas of the poem and what they were meant to do for the audience. Lastly, I will explore why Larkin would write such a poem, and what he was trying to get across to his audience by writing it. The second line in this poem contains the word "fuck," a word that is usually not considered acceptable for the general public. Yet Larkin incorporates it almost immediately into his poem. I can think of four possible reasons why. Firstly, words such as fuck quickly and easily grab the audiences attention. This is similar to yelling "sex" in a crowded marketplace, everyone wants to know what is being discussed. Also, words like fuck prepare the audience for a humorous bit of poetry, and this perks the audience's attention, and lets them know off the bat that this will not be another long and boring verse. Secondly, words such as fuck produce an atmosphere for adults, or mature people. One term that is used quite extensively lately is "adult language." This term branches off of the common idea that children should and would not use such words until they are older and have a more concrete knowledge of what they are really saying. Thus, by using a w... ...of the poem then provide the solution: to stop reproducing. This is where Larkin says to the world that there is no way out of this problem. That the human race will either have to cease to exist, or simply live with all of it's problems. Like all of his poems, Larkin wrote "This be the Verse" with very careful planning and word placement. And even though this is a funny poem, it has a very deep message to share with the world. Everyone knows that the world is full of problems, and that hundreds of organizations are trying hard to fix all of the problems in order to make our lives better. However, as demonstrated in the poem, we can never absolve all our problems because we keep handing all of our flaws on to posterity. Thus, the human race will forever have problems, and although we work hard to decrease some, we will always have new problems, and there will never be a completely happy world. And this lesson can be applied to a smaller environment as well. All the way through a country's internal problems, a city's problems, a family's problems and the problems one has with oneself. No one can ever lead a perfectly happy life. There will always be problems to overcome.

Essay --

Introduction Sam wakes up, grabs her phone, unlocks it, checks her Twitter, Facebook, and Instagram, and then gets up and brushes her teeth, in that order. Whether one choses to acknowledge it or not, computer mediated communication (CMC), and more specifically, social networking websites and applications have become an integral part of ones daily routine. Millions of people across the globe have integrated Social Networking Sites (SNSs) into their everyday lives. Amongst those million, adolescents and young adults spend the most amount of time online communicating with their peers (Reich, Subrahmanyam, & Espinoza, 2012). Although many of the SNSs have unique networking functions to offer, generally they perform the same way in allowing individuals to: (1) connect with people they already share ties to, and (2) to make new connections based on shared interest or desired qualities (Reich, Subrahmanyam, & Espinoza, 2012). SNSs are a vastly growing apparatus, but there is still much to be learned about how and if these networks have a direct effect on how individuals communicate face-to-face (Boyd & Ellison, 2007). Past and current CMC studies have studied interpersonal communication amongst college aged adults, and late adolescents. However, it is rare to find a study that gives mention to how CMC through SNSs impact FTFC in early adolescents and pre-teens. Understanding how SNS impact face-to-face communication amongst today’s preadolescents can help predict the future of communication. This paper examines existing literature on the use of computer- mediated-communication through social networks and its impact on face-to-face communication amongst adolescents, in hopes that it will identify limitations in past and current studies,... ...nclude the sample not being able to be generalizable to all users of CMC because the participants in the proposed study are preadolescents. The sample size is also too small for it to be generalizable for all preadolescents, and it only focusing in a school setting provides limitations as well. Another limitation that can be assumed is due to the fact that the data being collected is self reported; therefore everything collected must be taken at face value and can be flawed due to selective memory, telescoping, or exaggeration. If access to the schools or parental consent is denied, this could be a big limitation as well. The objective of the current proposed study was to gain insight into how CMC through SNSs affect FTFC in early adolescents. Hopefully researchers will see the value of this study and they will be inspired to conduct further research on the topic.

Hong Kong Waste Problem

Hong Kong has an imminent waste problem. Here you can learn about what municipal solid waste is, how significant our waste problem is, and how the Government tackles the problem. The Waste Problem Hong Kong generates several types of solid waste. It includes municipal solid waste (MSW), which comes from domestic, commercial and industrial sources; construction waste, which arises from construction, renovation and demolition activities; and other special wastes such as chemical waste and livestock waste. †¢ More on waste in Hong Konghttp://www. epd. gov. k/epd/english/environmentinhk/waste/waste_maincontent. html Municipal Solid Waste Municipal solid waste includes waste from domestic premises and public facilities, commerce and some types of industry, but excludes construction waste and chemical waste. Each year, more than 6 million tonnes of MSW are generated, over half of which is disposed of in the three strategic landfills. Unfortunately, the generation of MSW has been growing at a much faster rate than expected, and our consumption-led lifestyle is putting enormous pressure on these landfills. The three existing landfills will be full, one by one, in the mid to late 2010s. If the waste loads continue to increase, there will be a need to allocate an additional 400 hectares of land to develop new landfill sites to meet our waste disposal needs up to 2030. Clearly, Hong Kong needs a more sustainable way to deal with waste. To address our waste problem, the Government published â€Å"A Policy Framework for the Management of MSW (2005-2014)† (Policy Framework) in December 2005. The Policy Framework sets out a comprehensive strategy for the management of MSW in the next 10 years. It consists of a series of policy tools and measures to tackle the waste problem head on. †¢ More on municipal solid wastehttp://www. gov. hk/en/residents/environment/msw. htm †¢ Information on the Policy Framework for the Management of Municipal Solid Waste (2005-2014)http://www. epd. gov. hk/epd/msw/htm_en/content. htm Construction Waste The high levels of construction activity in Hong Kong generate equally high levels of inert or recyclable waste and non-inert or organic waste. Both hese forms of waste pose challenges to the maintenance of our landfill programme, and need to be managed carefully. Under the polluter-pays principle, the Environmental Protection Department operates the Construction Waste Disposal Charging Scheme, whereby construction waste producers pay appropriate charges for the disposal of their waste. The Government is also encouraging the industry to sort and recycle waste as far as possible, and to plan and build more efficiently to minimise waste. Mo re on construction wastehttp://www. gov. hk/en/residents/environment/constructionwaste. htm Waste Reduction and Recycling You can participate in a number of waste reduction programmes. The Wastewi$e Label under the Hong Kong Awards for Environmental Excellence, for example, helps Hong Kong businesses and organisations in adopting measures to reduce the amount of waste generated within their establishments or through the products and services they provide. It provides members with free advice on waste management techniques and rewards their efforts through public recognition. You can also help the recycling of domestic waste by participating in the Programme on Source Separation of Domestic Waste and separating waste using the waste separation bins on housing estates and deposit rechargeable batteries in designated collection boxes. †¢ More on waste reduction and recyclinghttp://www. gov. hk/en/residents/environment/wasteredrecyc. htm

Save Dispute For People

Save Dispute For People Save â€Å"Dispute† For People Save â€Å"Dispute† For People By Maeve Maddox The verb dispute, like contradict, connotes disagreement. Unlike contradict, dispute does not work equally well with human and nonhuman referents. The following â€Å"clickbait† headline illustrates what I mean: 13 Facts That Will Dispute The Person Who Says Reagan was a Great President Facts or people may contradict, but only people dispute. The verb dispute entered English from Old French in the thirteenth century with the meaning â€Å"to contend with opposing arguments; to debate or argue.† That remains the chief meaning. Another meaning is â€Å"to challenge.† Here are examples of correct usage: The people are tired of  political parties disputing among themselves, he says. How to dispute an error on your credit report Some Experts Dispute Claims Of Looming Doctor Shortage Scientists offered cash to dispute climate study Here are examples in which the verb dispute is used where contradict or another word or phrase would be more apt: There is no evidence in the record that will dispute the fact that Tiger Inn does not invite guest lecturers to speak on its premises. If a person strongly believes in something, any fact that will dispute their point will be automatically denied. The following example from a site belonging to a Spanish speaker seems to use dispute in the sense of contend or perhaps prevail: Fourth step, we must begin to interpret our strategy by thinking about  tactical  actions. These are  the concrete facts  that will dispute over the space of our adversary. I suspect that dispute may be going in the direction of an all-purpose synonym for contradict because it is shorter than most of the alternatives. Meanwhile, careful writers will think twice about who or what is doing the disputing and save the verb dispute for people. Synonyms for dispute in the sense of â€Å"to argue† or â€Å"to voice disagreement†: debate discuss exchange views quarrel disagree clash fall out wrangle bicker squabble Words and phrases that may be used with nonhuman referents in the sense of contradict or refute: contest [kon-TEST] disprove prove wrong prove false debunk discredit invalidate confute conflict with be at odds with be at variance with be inconsistent with run counter to disagree with Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:50 Synonyms for â€Å"Leader†English Grammar 101: Verb MoodContinue and "Continue on"

Threat of Anne Hutchinson essays

Threat of Anne Hutchinson essays Anne Hutchinson went against the assumptions of what women should do in her time. She held meetings in her home giving her views of her extremist Puritan beliefs, which many were against. Anne Hutchinson was the same type of threat to the Massachusetts Bay colony just like any other antinomian, except she was much more influential, thus more dangerous than many other individual previous antinomians. Deputy Governor testimony accused Hutchinson of being an antinomian. He stated, ...Mrs. Hutchinson hat so forestalled the minds of many by their resort to her meeting that now she hath a potent party in the country. Now if all these things have endangered us as from that foundation and if she particular hath disparaged all our ministers in the land that they have preached a covenant of works, and only Mr. Cotton a covenant of grave, why this is not to be suffered... He was accusing her of exactly what antinomian, who were also called Puritan extremists. The ministers and church held most of government power in Massachusetts Bay colonies around that time in the mid 1600s. Having been accused of being an antinomian, she was trying to overthrow the power of the ministers, thus trying to overthrow the government as well, which is a threat the community in that time and place. Several ministers stated that Hutchinson had come and accused all of them, except John Cotton, of preachin g covenant of works, which supports what Deputy Governor claimed. Although Anne Hutchinson denied this allegations, it seems that the Governor still took these testimonies against her, because the words of a minister werent considered to be anything but the truth to those who followed their religion and were not antinomians. Mr. Cotton had to testify. Although he tried to defend Hutchinson, because of how she saw him as the only good minister among those she was talking to. Her words did make him feel uncomfortable in fr ...

Free Essays on A Definition Of Religion

The word religion comes from the Latin word Religio. In our society it means believing in a higher power. This higher power is usually a God and people are taught how this God came to be. When one believes in a God there are set ways of worship and a moral code that is lived by. Not every religion has a God and sometimes there are many God’s or in some instances there is no God. In any case this general definition does not do justice to all the religions because of the different beliefs that each religion has. There are many aspects to religion like animism, magic, divination, taboos, totems, sacrifice, myth, rituals, rites of passage, and ancestor veneration. Not every religion has all of these but a combination of them. Animism is the belief that everything around has spirit. Magic has many definitions but for the use of religion it is the belief that performing certain formulas, dances, and or incantations correctly one can change the course of nature. Divination is the belief where a priest or a prophet tells of the future to be. Taboo is a belief where people observe rules pertaining to their religion, like Hindus don’t eat the flesh of cattle. Totems are symbols that resemble a certain religion, clan, nation, or a group of people. Sacrifice is a very common practice throughout most religions, it entails giving something to the gods so that they may either be kept happy or for the simple reason of bringing the community and the gods closer together. Myth is one way of explainin g the way things came to be in the world; usually myths are passed on from previous generations. Rituals are usually re enactments of myths. They are ceremonies that are performed every day, several times a day, weekly, and or annually. The rites of passage are transitional points in ones life, the most prominent one being the passage from childhood to adulthood. Ancestor veneration is where people celebrate or remember their deceased family members. ... Free Essays on A Definition Of Religion Free Essays on A Definition Of Religion The word religion comes from the Latin word Religio. In our society it means believing in a higher power. This higher power is usually a God and people are taught how this God came to be. When one believes in a God there are set ways of worship and a moral code that is lived by. Not every religion has a God and sometimes there are many God’s or in some instances there is no God. In any case this general definition does not do justice to all the religions because of the different beliefs that each religion has. There are many aspects to religion like animism, magic, divination, taboos, totems, sacrifice, myth, rituals, rites of passage, and ancestor veneration. Not every religion has all of these but a combination of them. Animism is the belief that everything around has spirit. Magic has many definitions but for the use of religion it is the belief that performing certain formulas, dances, and or incantations correctly one can change the course of nature. Divination is the belief where a priest or a prophet tells of the future to be. Taboo is a belief where people observe rules pertaining to their religion, like Hindus don’t eat the flesh of cattle. Totems are symbols that resemble a certain religion, clan, nation, or a group of people. Sacrifice is a very common practice throughout most religions, it entails giving something to the gods so that they may either be kept happy or for the simple reason of bringing the community and the gods closer together. Myth is one way of explaini ng the way things came to be in the world; usually myths are passed on from previous generations. Rituals are usually re enactments of myths. They are ceremonies that are performed every day, several times a day, weekly, and or annually. The rites of passage are transitional points in ones life, the most prominent one being the passage from childhood to adulthood. Ancestor veneration is where people celebrate or remember their deceased family members. ...

Compare the representation of the Victorian woman in The French Essay

Compare the representation of the Victorian woman in The French Lieutenant's Woman and Dracula - Essay Example Social class structures were beginning to break down as common men were able to make fortunes in industry and landowners found it more and more difficult to keep the idyllic life they’d constructed alive. Women, too, were beginning to question their allotted place in society as more and more opportunities opened for them in the urban centers of the country, providing them with a means of supporting themselves and freeing themselves from the yoke of male domination. However, at the same time, these positions were not the equal rights positions of modern times, so it was often difficult to determine whether one wanted to sacrifice freedom for comfort or comfort for freedom. Rarely was it possible to attain both. All of these social and economical concerns can be found in the novels written during this time period. â€Å"The Victorian novel, with its emphasis on the realistic portrayal of social life, represented many Victorian issues in the stories of its characters† (Gre enblatt, 2005). Two of these novels, The French Lieutenant’s Woman by John Fowles and Dracula by Bram Stoker, portray similar tales of women, Sarah and Lucy, who deviate from the expected behavior as they compare to Ernestine and Mina, who have upheld the social norms, yet each finds drastically different conclusions partially as a result of the different perspectives offered by the authors, one having lived in the Victorian period itself and the other writing within a historical framework from a more modern world. In both novels, the reader is introduced to a similar figure in Victorian society, that of the unmarried, young, educated yet penniless woman who fits into no specific social class. Sarah Woodruff in The French Lieutenant’s Woman is quickly understood to be an ex-governess who has no independent income and depends upon others for her well-being while Mina Murray in

IP Law Essay Example | Topics and Well Written Essays - 1500 words

IP Law - Essay Example Firm managers carry out valuation of their patents when they are deciding whether or not to file a patent application or refurbish a patent, when computing royalties for patent licensing contracts, when calculating the value of a potential merger or acquisition, and when calculating their own corporate value. Lawyers and judges value patents in suits of patent infringement; financial institutions calculate the value of patents when they use the intangible asset as collateral for bank loans; and investors and financial analysts value patents to evaluate the cost of firms as a foundation for their investment decisions and recommendations (Hall, 1992; Martin and Drews, 2005). IP in the form of patentable technology, legally protectable trademarks and designs, copyright and others have progressively become the most crucial assets, not only for many of the worlds largest companies, but also for small and medium enterprises (Schweihs, 2002). Intellectual property (IP) is a term which refers to a number of discrete kinds of legal monopolies over conceptions of the mind, which can be either artistic or commercial. IP also includes the related areas of law (Raysman et all, 2008). A variety of intangible assets are given certain special rights under the IP law. The most common kinds of intellectual property include trademarks, copyrights, industrial design rights, patents, and trade enigmas in some jurisdictions. According to Sherman and Bently (1999), â€Å"The British Statute of Anne 1710 and the Statute of Monopolies 1623 are now seen as the origin of copyright and patent law respectively.† Originality is one of the most important terms which are related to copyright. Presently the term ‘originality’ is used by law as a touchstone in evaluating when and why something can be copyrighted. England’s conventional criterion for originality was a Lockeanderived industriousness criterion, according to which the work must spring up from the author at

Recombinant Art Essay Example | Topics and Well Written Essays - 500 words

Recombinant Art - Essay Example 23 Mar. 2009 ). From oulipo to recombinant poetics Interaction with different forms of generative production enables one to dynamically explore emergent meaning. New forms of computer-based art can make it possible for participants to actively become engaged in aspects of the production of the work. Each "user" of a specifically authored computer-mediated system may have a quite different experience emerging through interaction. Yet, emergent systems can also be analogue in nature. There is an interesting commonality to generative literary, artistic, and musical production that is relevant to the OULIPO, Recombinant Poetics, as well as techno-audio remix culture. In the following, I will compare and contrast approaches to combinatorics from the perspective of each of these fields of research. OULIPO (Ouvroir de litrature potentielle - The Workshop for Potential Literature) "does not want to be considered a literary school, or to overtly advance specific ideologies or theories, its goals portray an understanding of literature that merits outline and critique". In his illuminating book entitled OULIPO - A Primer of Potential Literature, Warren F. Motte, Jr., outlines the history of OULIPO, which was conceived at the initiative of Raymond Queneau and Franois Le Lionnais: It was born...

Sotfware Trends Coursework Example | Topics and Well Written Essays - 250 words

Sotfware Trends - Coursework Example More consumers are using tablets due to their portability and efficiency, and this pressurizes companies to accommodate the change (Gartner Group, 2015). Additionally, Gartner Group suggests that infinite data centers are emerging companies therefore should analyze asset use and support upgrades rather that considering fresh recycle. It is agreeable that energy management is a worrying concern because the rate of consumption of energy does not match the rate of production. There is a need to have energy information management systems to balance energy production and consumption. In the future, the increase in the use of mobile devices will make portals, data centers, and personal clouds shrink. Gartner Group further predicts integration of hybrid clouds in both the public and private systems. Fabric data centers integrating many common IT elements will also emerge to enjoy pooling of resources globally. The Increase in functionality causes the nature of the technology become more sophisticated than before. The future of software packages is in the â€Å"clouds.† Software applications will offer customer access to online platforms. The applications will have boundaries that empower customers in their interaction with production companies in facilitating reverse logistics. As organizations evolve, they face the challenge of acquiring sufficient and reliable storage space for their data. The problem will call for the creation of software that can handle massive data (Fujita & Gavrilova, 2011). In conclusion, users expect real-time solutions and more user-friendly software with improved interaction with humans, and this is the preview of what the future world of software development holds in store. Gartner Group, (2015).  10 Tech Trends Through 2015.  Photo Gallery. Retrieved 13 April 2015, from http://www.information-management.com/gallery/gartner-cloud-storage-big-data-

The Role of a Modern Industrial Manager Essay Example | Topics and Well Written Essays - 2000 words

The Role of a Modern Industrial Manager - Essay Example The paper tells that managers are pivotal in performing leadership functions in the organization. By definition, management refers to the activities and people involved in the four general functions of management -planning, organizing, leading and the coordination of resources. However, increasing number of literature today has tended to emphasize the difference between management and leadership. Modern management and modern management thinkers assert that management has to focus on leadership if managerial functions must be achieved. Zhong-Ming &, Takao argue that, most modern management thinkers assert that leadership must be more facilitative, participative and empowering in how visions and goals of the organizations are carried out. Industrial management is concerned with the design, improvement, and implementation of integrated systems of people, material, information, equipment, and energy. According to McGregor & Cutcher, industrial management draws upon specialized knowledge and skills in the mathematical, physical and the social sciences not leaving out the principles and methods of engineering analysis. Today, industrial management is also known as industrial engineering, operations management now encompasses services though initially applied to manufacturing. Management involves the process of directing, planning, controlling, and coordinating the activities of an organization so that predefined goals are met. However, prominent writers in the field of management see coordination as the main objective of management rather than one of its functions. In managerial terms, leadership is the way people relate themselves to an organization. Leadership is at the center of coordinating and executing management functions. The activities of an organization must be properly carried out and executed if the goals must be achieved. Managerial functions are performed by managers and leaders assigned to each of the functional areas. Acknowledged by all to be the fat her of scientific management, Frederick W. Taylor equated leadership with effective management, with focus on productivity, improvement, and efficiency, he thought of management as being generic and universal. As for Mullins, leadership is a relationship through which one person influences the behavior or actions of other people And he suggested that leadership is a dynamic process, which can be altered to suit a particular management philosophy.

Sotfware Trends Coursework Example | Topics and Well Written Essays - 250 words

Sotfware Trends - Coursework Example More consumers are using tablets due to their portability and efficiency, and this pressurizes companies to accommodate the change (Gartner Group, 2015). Additionally, Gartner Group suggests that infinite data centers are emerging companies therefore should analyze asset use and support upgrades rather that considering fresh recycle. It is agreeable that energy management is a worrying concern because the rate of consumption of energy does not match the rate of production. There is a need to have energy information management systems to balance energy production and consumption. In the future, the increase in the use of mobile devices will make portals, data centers, and personal clouds shrink. Gartner Group further predicts integration of hybrid clouds in both the public and private systems. Fabric data centers integrating many common IT elements will also emerge to enjoy pooling of resources globally. The Increase in functionality causes the nature of the technology become more sophisticated than before. The future of software packages is in the â€Å"clouds.† Software applications will offer customer access to online platforms. The applications will have boundaries that empower customers in their interaction with production companies in facilitating reverse logistics. As organizations evolve, they face the challenge of acquiring sufficient and reliable storage space for their data. The problem will call for the creation of software that can handle massive data (Fujita & Gavrilova, 2011). In conclusion, users expect real-time solutions and more user-friendly software with improved interaction with humans, and this is the preview of what the future world of software development holds in store. Gartner Group, (2015).  10 Tech Trends Through 2015.  Photo Gallery. Retrieved 13 April 2015, from http://www.information-management.com/gallery/gartner-cloud-storage-big-data-

E-billing in Local Municipalities in South Africa Essay

E-billing in Local Municipalities in South Africa - Essay Example It provides various of benefits to consumers such as convenient distribution and navigation, in order to improve the analysis as well as cost reporting in business sectors. Several companies are adopting e Billing solutions in the file and contract management. Through e Billing, customers better understand their manner of spending and how cost savings are made. Tshwane is one municipality of South Africa in which approximate population is 2.2 million. Most part of the municipality have low income level; 55% of the people are unemployed with ages 18 - 65; 8.7% of inhabitants who are older than 15 are illiterate. classified as 'illiterate'. Despite this fact, the leaders are pushing the economic growth and development of the entire city and one example towards achieving their goals is their involvement in the advance information and communication technology system programs such as the Tshwane Global Digital Hub program. The city is envisioned to be the destination of communication and information technology-based business.

Ruby Tuesday’s Code of Conduct Essay Example for Free

Ruby Tuesday’s Code of Conduct Essay For each business due to the human aspect of ethics and the connection to business success corporate leaders take different steps to establish a code of conduct not only for employees but directors and officers of a major company. The code of conduct has different key areas that have significant importance to the business. Ruby Tuesday has specific guidelines that they set for their employees. Preventing harassment and discrimination including race, color, religion, gender, age, sexual orientation, national origin, disability, veteran or marital status, and rudeness towards guests or vendors could result to disciplinary actions including the termination of employment. Having this in the policy shows that the company does care for the rights and respect given to the people that are apart of their company. It provides employees to feel they are given fair treatment. Another key area is inside trading. It is against policy for an employee, officer, or director to profit from material that is nonpublic. Material can include unannounced sales or estimate of sales, unannounced changes in earnings estimates or actual earnings, and changes in management. Any employee, director, or officer withholding any information may not buy or sell any securities or exercise any options to buy securities until 48 hours after material information has been released publicly. With this being included in the policy it is important to establish trust between an employee and the employer. It shows significance to the business that they are all about honesty. They don’t allow information to be leaked early. If a sale was being given at a specific time well it wouldn’t be fair if anybody knew a couple days before or a week before. Employees should prevent the payment of bribes or kickbacks. They are unable to offer, give, solicit, receive, or authorize any bribe or kickback. It’s unacceptable to accept improper inducement payment or gift in connection with Ruby Tuesday. The significance  of preventing the payment of bribes is to not cheat the business out of its sale. If a customer was purchasing something for full price but did not want to pay full price, instead the customer bribed the employee with a really good gift or payment. It would be cheating the company out of its profit for that specific merchandise. Employees are able to eliminate hazards from the workplace and provide a safe and healthy work environment. They are told to dispose of any hazardous material and toxins. Establishing a safe and healthy work area is very important in a business. Not everybody can be comfortable with working around something that isn’t safe to them physically or health wise. It is important that not only employees are safe but customers are as well. There are antitrust laws in business. Employees are never allowed to discuss or make agreements with competitors. These type of discussions can include past, present, or future pricing, pricing policies, bids, discounts, promotions or similar items or conditions regarding sales. Trust is important in business you have to know whether or not your employees can be trusted with top secret information. You wouldn’t want your competition a couple steps ahead of you and knowing all your plans and tactics. Also included in the policy is the proper use of assets. The theft, misuse or waste of any property or services by an employee, officer or director can result in disciplinary actions including termination of your employment. It also can include possible civil and criminal penalties. The proper way of handling property and services are important. If you didn’t follow the safety guidelines of equipment things could go wrong. You could end up damaging the property or getting hurt from not using it properly. Companies’ take steps to ensure that the policy and guidelines are being followed properly. The board of Ruby Tuesday oversees, advises and monitors the performance of the management team. They do this by having frequent meetings discussing the management and the release of the company’s quarterly earnings. The directors are expected to spend time to review and understand the materials being distributed to them in advance of meetings of the Board and of the committees on which they serve. Three ways Ruby Tuesday can engage in socially responsive activities within the community is creating a webpage on a social network. They could also have surveys given out to each customer that walks in. And last but not least a fundraiser they can do to help raise money for either their company benefit or community’s  benefit.

Why is American public education inferior among industrialized nations

Why is American  public education inferior among industrialized nations In 2011 the United States has allotted 15.3 percent of its 3.82 trillion dollar government budget for education. Japan plans to spend 9.8 percent of their 2.66 trillion dollar budget. The United Kingdom fixed 12.1 percent of 669.3 billion dollars, and Canada set aside 12.5 percent of their 276 billion dollar budget as well. In comparison to all of these other countries spending towards education, the United States spends more than all of them combined. Now while this is a quantified observation, the United States public education system is inferior to these other industrialized nations. Many reasons are prevalent for this statement. In the United States there are problems with the ways teachers operate the classroom, the ways academic performance is determined, the ways teachers are trained, and the ways curriculums are arranged. These are all issues that the United States needs to improve on in its effort to maintain a leadership position in the fields of mathematics and science and to keep its place as a major world power (UNESCO Institute for Statistics). A major argument with the United States education system is whether or not to switch to a year-round calendar in public schools. In the United States, schools currently start at the beginning of September or at the end of August, and tend to end in the month of June. United States government requires students to attend school at least 175-185 days of the year with a typical school day lasting around seven hours. In between two different school years there typically tends to be a two month summer vacation. Schools are normally organized into semesters, but the apportionment of a school year is largely decided by the school district (Education in the United States 15). While the United States does not have a year-round education, the country of Japan does. Japans school year starts on April 1st and ends on March 31st with the government mandating that students attend school at least 210 days out of the year (Ishikada). As a student reaches higher grade levels in Japan the school days usually become longer. First graders are in school for around five hours a day while fifth graders are in classes for roughly seven hours during a day (Rohlen 162). An average day in a Japanese school has students in some type of recess or lunch period for fifteen percent of the day (Rohlen 170). Primary school students will specifically have a recess in which students are allowed to use playground equipment while secondary students have ten minute breaks in between their fifty minute classes (Whitman 14). All schools in Japan normally have a lunch period lasting one hour and thirty minutes with time set aside so that students are able to clean up after themselves and to have time for relaxation with other students after eating (Rohlen 162). These two educational systems in both Japan and the United States are systematized quite similarly in structure. Discrepancies between the two systems lie in that a Japanese student is in school more hours in any given day than an American student. Also, a Japanese student attends school more days out of the year than an American student. In light of these two differences, Japanese students receive more edification and practice with their material than students do in the United States. With schools days in Japan being longer and years being longer than in the United States, students have a lot more time in between classes and for lunch. Japanese children spend fifteen percent of their day in recess while American children spend around five percent of their day in recess (Rohlen 170). Because Japanese students have their breaks in between classes throughout the day it allows their minds to relax and actually process what they have learned before attending their next class. This idea o f mind relaxation and processing expands into a main supportive assertion for year-round education. With shorter breaks in a given school year, rather than one long summer vacation, it gives a child time to gather what they have learned in an effort to use it in their future studies (Bemis and Palmer 4). An extensive summer vacation causes a child to forget what they have learned and when they return to school teachers have to take time that could be used for other areas of learning and instead focus on review (Moore 59). If schools in the United States were to become year-round this problem would be removed and America would see positive results in its educational system. With the school year length being a plausible problem in the United States, another major area of concern are the curriculums being mandated by public schools. The government of the United States passed the No Child Left Behind act as a law on January 8th, 2002 (No Child Left Behind). The No Child Left Behind act put into law by Congress gives each and every state in the United States the power to create its own curriculum with certain impediments. Because this act was established as law, curriculums in public schools are not nationally standardized. Even though the No Child Left Behind act does regulate educational practice, the curriculums used by schools are determined by local governments. These local governments can vary between the state level and the school district level (Slavin). No Child Left Behind requires public schools to give students annual tests in reading and math in grades three through eight and only one test between the grades of ten and twelve. During the 2007 s chool year science tests were required to be admitted by public schools (No Child Left Behind). Approximately ninety-five percent of students in schools are required to take standardized tests. These requirements are set forth even if English is a students second language or if that student has some type of disability (Slavin). Test results are used to determine whether a schools students are making adequate progress throughout their educational career. This progress refers to the legislatures intention to have all children proficient in reading, math, and science by 2014 (National Science Foundation). What is determined as adequate progress is defined on a state level, and leaves the states the power to determine their own standards and how to reach them. No Child Left Behind creates discrepancies in the quality of education that is provided in the different states. Because of how the curriculum is determined in the United States, another area of education that is being jeopardized is the material being taught. Teachers are able to specifically teach for only the standardized tests, focusing on only providing information that will be seen on the test in the exact same style that the test will follow (FairTest). This leads students to memorize information rather than focusing on mastering skills that were once deemed important (Slavin). By not analyzing other areas of the educational system and only paying attention to the advanced yearly progress schools make, instruction is only being enforced on a shallow level. No Child Left Behind emphasizes that students make progress, but it fails to realize whether students are just learning the information being taught or if they are achieving their actual potential. With massive state-to-state differences in the public schooling system the results of standardized tests begin to lose credibility. Standar dized tests in the United States do not keep track of the progress students and schools make as a whole, but they do bring to the surface the discrepancies between state curriculums and the resources that are being distributed to teachers and students. British education is regulated by the national government with an intensive standardized system. The British government established a national curriculum by setting up an organized set of stages for children ranging from ages five to sixteen and core subjects for them to study. It indicates the various focuses to be taught at different stages and the anticipated knowledge, abilities, and understanding level for the various subjects. It also lays down the grounds for how the students progress should be tested (Education System in England). Four stages are what make up the National Curriculum of Britain and each stage is determined by what a childs age is at the time. These stages are known as key stages. Key Stage One encompasses students ages five to eight, Key Stage Two ages eight to eleven, Key Stage Three ages eleven to fourteen, and Key State Four ages fourteen to sixteen (Qualifications and Curriculum Development Agency). To move onto the next key stage, students are subjected t o a standardized test correlating with the specific key stage they were previously in. After the test has been taken by all of the students, the results are then reported to the parents and the public in two different ways: the actual test grade of the student is revealed and also evaluations for each individual student are provided by the teacher (Education System in England). By doing this, the risks of high stake standardized tests are diminished. Teachers are able to communicate that a student is brilliant and able to learn information at a superior level, but that they may just be an awful test taker or having an off day. There are some benefits to having localized curriculums, but the curriculum statutes determined by the United States are inferior in comparison to that of the British national curriculum. Because the quality of education between the different states in the United States varies, the students from each state are certainly not on the same page once they graduate. Colleges have specific standards from which they create their expectations. Because one student may come from a state that has lower academic standards does not mean that a college will change their expectations to accommodate them. If a state has lower standards of achievement their students will not be as prepared for higher education and eventually will have a difficult time meeting their colleges academic anticipations. One other disadvantage when comparing the United States with Britain is that by having a minimum of fifty different curriculums on a strictly state level, these curriculums are hard to examine and fix. In Br itain if a change is needed in their educational policy there is only one system that needs to be scrutinized and corrected. Since there are fifty states in the United States there is not only one curriculum to fix, but fifty different curriculums that need to be analyzed and then changed. Regardless of the country or grade level, all teachers practically follow one standard approach when instructing a class on a new subject. This standard approach comes forward even when countries have strikingly different standards of arranging their curriculum in its educational system. With the first step the teacher reviews any knowledge that is germane to the information needed for the lesson that students should already know. The teacher then proceeds to teach and discuss the concepts of the subject with the students. Before long the teacher is evaluating the progress of the students by asking questions and overseeing them while they work in groups or individually. Finally, the teacher provides students with sample problems to practice on in order to master the new subject in its entirety. These steps are virtually universal in the teaching profession, and both teachers from around the world and American teachers use them to some degree. How they focus on each step is what separ ates the two countries from one another (Beauchamp). Teachers in the United States tend to focus on the reviewing step of teaching new subject matter more than their counterparts in Japan. This is because of how subject matter is taught during a curriculum. A traditional style of instruction for teachers that students are used to in the classroom is to spend a majority of the class going over previous homework assignments either correcting or reviewing them (Woodward). Teachers in the United States have higher standards and requirements for homework than any other country in the world (Schmidt et al). Perhaps this happens because schools in the United States only cover subject matter briefly and never go in depth into the area which resigns students to never being able to master certain subjects. American teachers also rarely focus on changing their teaching style in the classroom while going over a lesson. This causes about only sixty percent of students to be consistently focused during a teachers instructions (Rohlen 170). The last parts of a lesson are used for students to work independently or in groups during class. This is also called seatwork (Slavin 223). This is in order for a teacher to evaluate the students knowledge by having them practice what they have learned. American teachers take time while seatwork is being conducted to work at their desks correcting student assignments or by planning what is going to come next in their instructions. American teachers do this instead of observing the classroom in an effort to help the students with their work and to keep track of what the class needs to improve on (Rohlen 170). This defeats the entire purpose of seatwork. Due to teachers in the United States not assessing their students while seatwork is being conducted and by not having discussions about misconceptions, students are missing out on a fundamental step in the learning process. In general when comparing the United States and Japan, an observation would be that Japanese teachers are a lot more dedicated to the education of their students. During the time while seatwork is being done by students, Japanese teachers will observe the classroom in an effort to evaluate their students advancement. By observing their classroom the teacher can then determine whether or not it is appropriate to proceed on to the next area of the lesson being taught. Part of the reason why U.S. teachers take time to correct papers or plan lessons while students conduct seatwork is because the majority of their time at school is spent teaching. Japanese teachers only teach four out of the eight hours they are at school (Rohlen 165). Japanese school teachers do an exceptional job with their styles of teaching in order to keep the focus of their students. Because Japanese teachers change their strategies so frequently their students are always paying attention and are rarely bored with c lass. Students in Japanese classrooms are also able to get much more out of a school day because teachers are not taking a majority of the class time going over and correcting old assignments (Beauchamp). Because homework is not emphasized as much in Japanese schools as in American schools, teachers have more opportunities to provide students with new topics and to assist students with any problems they may have. This is an important observation because by doing this Japanese students are able to achieve their full potential during their educational career. If the United States were to change their teaching tactics and focus less on review and more on in-depth studies, perhaps students would leave the public education system with more than just a degree (Rohlen 165). The methods with which teachers instruct their students can be traced back to the way they were specifically trained for their position. American teachers are required to have a bachelors degree in order to teach and must also pass an exam to become a licensed teacher. During the course of acquiring a bachelors degree there are many mandatory courses one must take in order to achieve the status of an educator. Most of these courses are in the areas of different teaching methods in the classroom. In addition to this, American teachers must also student teach with an experienced teacher for at least one semester. American teachers do not have much time to learn from a mentor or their peers, and are expected to know a majority of what they are going to need for a position upon being hired. Even after being hired into a school, teachers will work individually a greater part of the time. Because teachers are instructing students a bulk of the school day they do not have much time to colla borate and compare classroom techniques with one another. Teachers in the United States have hardly any time to learn from others in their prospective profession on different ways to instruct and also learn most of what they know during their college education in classrooms rather than from raw experience. Experience is what human beings learn best from, and it is a trial and error process. The United States should require teachers to student teach for a minimum of one year in order for them to learn as much as they can from their more experienced colleagues (Rohlen 165-166). Frances requirements to become a teacher are much more rigorous than that of the United States. To become a teacher one must first obtain a bachelors degree or its equivalent. This is a mandatory canon before applying to one of the many university institutes for teacher training. These institutes are also known as IUFMS. IUFMs are specific to the different regions of France. Each IUFM specializes in the training of secondary teachers. Potential future teachers are required to attend an IUFM for two years. The first year consists of taking a training course in the career of their choice. The career paths available are for primary, secondary, and high school teachers. After the first year, training teachers take an exam in their chosen career path. In order for training teachers to proceed with their second year of training they must pass the exam. Year two at an IUFM has a much more thorough curriculum. Trainees are trained in French, mathematics, a foreign language, and in physical e ducation. They are also subjected to nine hours of teaching each week and are assigned a qualified teacher of the same subject they are studying that currently is employed in a school. The training teacher meets with this mentor on a regular basis in order to have them assist with the training process. Upon completion of the second year at an IUFM, teachers are officially appointed as such by the Ministry of National Education. With this program set up in training teachers, France has established a meticulous system in order to procure the finest teachers possible. Teachers are able to gain experience from a mentor for an entire year rather than just a semester like American student teachers do. Even after becoming employed in a school in France, teachers are able to learn from their fellow educators in an effort to improve their own educational techniques in the classroom. France has an excellent system in place for training teachers, and the United States should take some time in order to learn from their techniques (Instituts Universitaires de Formation des Maitres). With all the aforementioned areas of education that the United States needs to improve on, it comes as no surprise that academic performance lies as one of the main subjects being analyzed and studied in the public school system in the United States today. In comparison to other countries the United States is doing poorly. There are exceptions of course, but when compared to China these exceptions are not applicable. One extensive study found that standardized tests given to students covering mathematics and reading is that China had scores higher in both areas. In fact, the highest scores of American fifth graders were below the average scores of the Chinese fifth graders. This may be caused by the fact that sixty-nine percent of the time in American schools are spent on academic activities while eight-five percent of time in Chinese schools are. Focus on improvement in these indispensable areas of education is becoming even more prevalent as populations grow. Parents in the United States could help their children become more academically proficient by being more active in their childrens lives regarding education outside of school. Chinese students spend an average of ninety-five minutes on homework each day while fourteen minutes are spent on homework each day in the United States. Also, the Chinese spend well over an hour on both Sunday and Saturday simply studying their material. Students in the United States spend less than twenty minutes during the entire weekend studying. Parents could help change these habits with the amount of influence they hold over their children. In fact, more than fifty percent of parents in China purchase academic workbooks for their children to practice with when there is no homework available to them. Only twenty-eight percent of American parents do this. With these studies bringing the United States poor education system to the surface, perhaps it is easier to understand why the United States is falling behind (Stevenson, Lee , and Stigler). American public schools could never be farther from the perfection that their government is demanding. No Child Left Behind aims for one-hundred percent of students to be proficient in both standardized reading tests and math tests by the year of 2014 (National Science Foundation). This is unobtainable. The fact the United States is even attempting to do this pushes it even farther behind the rest of the world in the educational field. Other countries are correct with their ways of instructing students, training teachers, determining academic performance, and curriculum planning. American classrooms could take a lot from these other countries. The only problem is that the United States has an ego problem and has a consistent belief that its standards are better than others. Perhaps if enough parents and citizens were to raise concern about the problems in the education system of the United States changes would be made. The people of the United States have the power. Citizens are not to be afraid of their government. The government is to be afraid of its citizens.

Captain Picard: Is He a Good Leader? Essays -- Star Trek Essays Papers

Captain Picard: Is He a Good Leader? In Star Trek the Next Generation : "The Defector," does Captain Picard prove himself to be a good leader? In trying to answer this question, I thought "Well, what makes a good leader? Who do we (the general public) consider to be good leaders?" The most obvious choices popped into my head: President of the United States, Congress Representatives, CEO's of large companies. But after considering these leaders, I did not see how Picard compared to them. After all, he is the Captain of the Enterprise, a military space ship. I guess that makes him more of a Colin Powell type-a U.S. military officer of the highest ranking. It makes sense that U.S. military officers are considered to be good leaders. But, does Picard (as a military officer himself) measure up to the standards of a U.S. military officer? Well, what are the standards of a U.S. military officer? I mean, what characteristics must a person posses in order to reach the level of Colin Powell? I am certain that there are more than a few characteristics one must exhibit in order to become an officer in the U.S. military (not just anyone can be an officer, you know), but the three that I find the most essential are: a person must be able to think rationally in the time of a crisis; a person must display determination and confidence when confronting a crisis; a person must keep in mind those who depend on the decisions he or she is making. If someone possesses these three abilities, I think the person can be considered a good leader. In "The Defector," Captain Picard faces a crisis similar to one a U.S. military officer may face (of course, science fictional war and real-life being understood as two separate occurrences). A Romulan ... ...hat the Federation can definitely depend on to make the right decisions in the time of any crisis. He is a man of rationality, confidence and determination, and understanding of others who depend on him; he is a good leader. That is a fact that cannot be second guessed. Works Cited Star Trek The Next Generation: "The Defector. Videotape. Dir. Robert Scheerer. With Patrick Stewart, Jonathan Frakes, Levar Burton, Michael Dorn, Gates McFadden, Marina Sirtis, Brent Spiner, and Wil Wheaton. Paramount Pictures, 1990. 46 min. Lynch, Timothy. The Defector: a Synopsis and Review. n. pag. Online. Internet. 15 January, 1995. Available : http://cruciform.cid.com./~werdna/sttng/tlynch/defector.rev.html. Shakespeare, William. Henry V. n. pag. Online. Internet. Available: gopher://spinaltap.micro.umn.edu:70/11/Ebooks/By%20Title/shake/ Histories/King%20Henry%20V

Comparison Of Tones Used By Ph :: essays research papers

Two of the most well known black writers that were for the abolishnist movement in America were Frederik Douglass and Phillis Wheatley. At a time when a literate Negro would have only existed in a nightmare and when even the majority of the white women in the country were illiterate, these two authors of distinguished valor managed to write literature and recite speeches that inspired some of the most impenetrable minds to change their ways of thinking. Wheatley would move her readers with her subtle, yet powerful literature while Douglass would do the same with his powerful use of words. Phillis Wheatley was one of the more passive abolishionist writers. Because she was a slave and she was aware of her position in society as opposed to the whites, she knew that enfuriating her audience was the wisest thing to do. When criticizing slavery she chose her words very wisely. In her poem â€Å"On Being Brought from Africa to America,† for example, she does not blatantly protest about slavery and call her readers savages like Douglass would do. Instead she and realized has realized her position in serialized her position in society as a slave and In her literature she criticizes slavery through rli Although, Phillis Wheatley was an abolishnist writer, she passive than a lot of her literature didn’t always reflect. At first glance it would For a man going against a legion of non-followers, Frederik Douglass held nothing back. Wheatley, Unlike unFor an abolishnist writer, one must and Although they both took very diifrent approaches very, but also managed to get their works published. Wheatley would move the crowed inspire authors wrote poetry ab it was a forbidden for a Negros to learn how to read black to learn how to read andbeing literate being illeterate was law for blacks, and women ere being illetarate for Wheatley and Douglass wroteAt a time where it was forbidden for a Negro to learn how to read and even majority of the white women couldn’t read, Phillis and Wheatley were writing verses that were so powerful wthese two authors, managed to recite speeches and write sonnets to get to

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:|