Online Courses vs. Traditional Courses Essay -- Higher Education, Inter

Today, an ever increasing number of universities are offering courses to understudies that are completely on the web. Understudies who are attracted to online courses incorporate understudies working all day occupations, understudies who might favor a private report condition, or understudies who locate that online courses are simpler than conventional (grounds based) courses. Ads outfitted to urge understudies to enlist for online classes tend to depict them as being simpler and requiring less work than its grounds partner. For example, some TV promotions show understudies wearing night garments working in a casual domain inside their home - liberated from the weights brought about by cutoff times and testing. In spite of the way that online courses and conventional courses by and large spread a similar material on a given subjectâ€the two are notably unique concerning specialized prerequisites, social cooperation, testing, and practice. Having solid PC abilities is one of the principal necessities for an understudy taking an online course. Interestingly, customary courses rarely require the utilization of PCs; rather, online courses are directed altogether on a PC by means of the web. Understudies must realize how to explore the web, use email to convey and submit assignments, and use word preparing and different projects required for the particular course. Understudies who are fledgling PC clients will be at an incredible weakness and likely won't total the course with an acceptable evaluation. Understudies who have these aptitudes will have the option to exceed expectations through online courses without any difficulty, and more adaptability than courses instructed nearby. Absence of social cooperation is another factor that an understudy ought to consider when enlisting to take an online course. A... ...es, than courses taken nearby. Understudies totally should have incredible self-control so as to effectively finish an online course. Taking everything into account, other than a private report condition, the absolute most preferred position of an online course over a customary course is the adaptability they offer in booking, particularly for understudies with fluctuating calendars. All things considered, in spite of commercials, online courses expect understudies to fill in as hard as courses instructed on campusâ€if not harder. Understudies who need PC aptitudes, understudies who require solid social cooperation, and understudies who are not firmly restrained should take courses that are offered nearby. Understudies should cautiously assess these focuses and any course writing accessible so as to choose the sort obviously that best accommodates their learning style, as this has been generally useful for me.

Cultural Dimensions Essay Example for Free

Social Dimensions Essay 1)Give the definition and goals of â€Å"your† social measurements (what does the measurement measure? what would you like to gauge? For example : capacity to work in gatherings, singular strengthening (for the individual/aggregate measurement). Diffuse and Specific orientated societies †The most evident distinction is the capacity to isolate private from proficient life. In diffused societies, the private and expert lives are firmly connected while explicit societies keep them isolated. Moreover, explicit societies advance unequivocal quality, exactness, and straightforwardness. Additionally, individuals from explicit orientated societies can expel themselves from a circumstance with respect to standards and qualities. This implies explicit orientated societies empower objectivity. This is conversely with the diffuse orientated culture that is increasingly circuitous and profoundly abstract. Besides, it very well may be said that this culture is increasingly casual and social-orientated. 2)Illustrate the measurement alluding not exclusively to the expert life. Depict circumstances in which the measurement may affect practices. For example : when someone cries in the study hall, (for the impartial/full of feeling measurement). For instance, if an administrator is welcome to supper by workers, in a particular orientated culture, the supervisor may decay the greeting as the person in question wouldn’t feel it is fitting while in a diffuse orientated culture this may be viewed as a chance to carry familiarity to the relationship. So in an organization situated in Germany, this greeting would be viewed as unseemly on the grounds that Germany has a progressively explicit culture while in Finland this wouldn’t essentially be disapproved of as it is increasingly diffuse orientated. 3)In request to gauge â€Å"your† measurement among people of various nationality, set up an arrangement or questions (MCQ or Yes/No sort are simpler to break down).

The Leadership Pipeline Model Building the Next-Generation Leaders

The Leadership Pipeline Model Building the Next-Generation Leaders Leadership is among the biggest challenges of our time. Without proper leadership, companies can fail and people’s lives can be disrupted.It’s one of the challenges every corporation has to solve, no matter how small or big they are. One of the key aspects of leadership is the development and succession process at play. Without a proper leadership succession plan, the effects can be long lasting.In this guide, we’ll look into one of the frameworks for building the next-generation leaders: the leadership pipeline model. We’ll examine the definition, the core components and the advantages of using the model. We’ll also provide tips on how to make the most of the system in your organization. THE HISTORY OF THE LEADERSHIP PIPELINE MODELIssues regarding the succession of leadership have not been recent phenomena. Every company in the past would have had to think about how to guarantee the company continues to move forwards and to fill the leadership roles as people move on for a variety of reasons. For years, organizations have struggled with the task to a varying degree. Finding the necessary skills for these demanding positions has been, and will be, the most pressing human resource challenge to tackle.Therefore, out of challenges organizations and theorists began experimenting with ideas and models around leadership succession. In the 1970s, Walter Mahler published a framework on his findings at General Electric. The paper ‘Critical Career Crossroads’, in which Mahler argued for shift in work values at different stages of the organization to ensure leadership success.By focusing on the different stages, the management can ensure success as people move upwards within the organizations structure. After publication, Mahler’s model was implemented in over 80 companies across the US. In 2000, Ram Charan, Stephen J. Drotter and James Noel developed Mahler’s ideas further in their book The Leadership Pipeline.The book’s findings and recommendations were based on over 30 years of consultancy experience, with the writers having worked with a number of Fortune 500 companies. The objective was to present a strategy that would provide organizations with a model for nurturing leadership. It presented a six-step leadership pipeline model to reflect on the major events every leader goes through.Charan, Drotter and Noel’s model outlines a framework of leadership development from the junior positions to senior executives. The model seeks to ensure organizations have strong leadership that stems from within the organization. Instead of the organization having to look outwards to find suitable leaders, the leadership pipeline model creates an internal st epladder that moves eligible candidates from one position to another.The leadership pipeline model generates a framework, which identifies leaders, assesses competencies of the leaders, plans leadership development, and measures the effectiveness of the model. Charan, Drotter and Noel updated their ideas to further fit today’s challenges in 2011.THE SIX STEPS OF THE LEADERSHIP PIPELINE MODELAs mentioned in the previous chapter, there are six steps to the leadership pipeline model. Each stage is created in a way that the leaders are able to develop the competencies required for the next step and to ultimately lead to the ability to be in charge of the organization. The below describes the function of the step and the focus point for each level.Although these are a great representation of the leadership passages, your organization might notice distinctive aspect you need to consider when implementing the steps.THE LEADERSHIP PIPELINE MODELStep 1: Managing Self to Managing OthersStep 2: Managing Others to Leading ManagersStep 3: Leading Managers to Functional ManagerStep 4: Functional Manager to Business ManagerStep 5: Business Manager to Group ManagerStep 6: Group Manager to Enterprise ManagerSource: Tools 4 Management blogStep 1: Managing self to managing othersThe first step involves the employees, with still relatively little leadership experience. The employees are generally equipped with technical and professional skills, but not necessarily enhanced personal skills in terms of leading or managing others. The aim of the step is to sharpen and broaden the individual skills, with the ability to understand and accept the company culture at the top list of the skills that need to be taught.During this initial process, the employee will become better at the initial responsibilities and eventually move towards the role of first-line management. According to Charan, Drotter and Noel, the first leadership passage can be the hardest, as it requires a shift in beha vioral or value-based transition.The skills employees should be taught during the first step include planning work, assigning work, the ability to motivate and coach others, and assessment of other employees. The emphasis is on the basic functions of management, such as reallocating time and other resources.Since time management will increase in importance as the person progresses in leadership, the ability to allocate time efficiently is crucial for further development. But aside from the behavior changes, the step also emphasizes value-based changes. The employee attitude has to shift from tolerating management to valuing its importance.The attention must shift from purely individual-focused mindset to understanding the value of control and team effort. While the job description of the first level managers still has individual responsibilities and tasks, they must slowly start shifting the mindset towards managing others, rather than just themselves.Step 2: Managing others to lead ing managersCharan, Drotter and Noel found the second step to be the most neglected passages among organizations. They felt the step is the most crucial as it “is the level where a company’s management foundation is constructed; level-two managers select and develop the people who will eventually become the company’s leaders”.Therefore, it’s essential to get this point right. On the outset, the difference to the previous step is not as obvious, but the divergence is found on the level of tasks. The second-level manager must be able to divest him- or herself from the individual tasks, to purely managing others.The focus in terms of skills will be on the ability to assess and select others for first-level roles, assigning and assisting them with managerial work, and measuring their progress in the new role. The first-level managers essentially become the mentors on stage two. In order for the leadership pipeline model to work, the second-level candidates have to be able to u nderstand the value-based requirements of managers.As Charan, Drotter and Noel wrote, “one of the tough responsibilities of managers of managers is to return people to individual-contributor role if first-line managers don’t shift their behaviours and values”. The other major skill to focus on at the second-level deals with coaching. Coaching of first-line managers can often be rather limited and therefore, the managers of the second-level should be able to provide performance-feedback. The emphasis begins to shift slowly towards the importance of mentorship and away from purely focusing on processes.Step 3: Leading managers to functional managerThe third passage sees managing managers turn into functional managers. The change might not seem significant, but there are major changes to be discovered. The key to becoming a functional manager is developing the leader’s communication skills further.Furthermore, functional managers are required to widen their understanding of the organization beyond just the tasks and performances they need to manage. Since the functional manager will be dealing with other managers, they must be good at understanding the different needs in a variety areas of the organization â€" in essence, the skill of “seeing the big picture” becomes increasingly important.The main skills that need developing at this point are: the ability to be a part of the team (i.e. communication) and understanding the needs and concerns of others. The functional manager must be able to compete for resources, while maintaining the operational needs of the business at the centre. The development needs to start focusing more on the strategic abilities of the person and enhance his or her ability to delegate tasks to other managers and employees.The emphasis becomes on focusing on long-term strategy, which is something Charan, Drotter and Noel called “managerial maturity”. This is described as an ability to create a functional strategy, which “ enables them to do something better than the competition”. The functional manager is able to look beyond the current moment and devise strategies that give the organization a competitive edge in the long-term. Step 4: Functional manager to business managerDuring the fourth passage, the manager makes a big leap in the leadership scale. A business manager will need to be able to perform under bigger pressure, as the autonomy to make decisions expands further. The organization must find the right employees to this process, as the passage requires real leadership skills from the employees.The fourth level is an important shift in the leadership pipeline model since the skills start shifting from being able to manage to being able to lead. The passage is not just about being able to think strategically and improving your ability to allocate time and resources. The step to becoming a business manager requires deeper understanding of functionality and its influence to profits.The develop ment focus should turn to improving the manager’s ability to work, inspire and control different teams. The manager must become skilled at understanding how different people operate and improve his or her abilities to understand employees at an emotional level. The ability to understand emotional intelligence should be at the heart of the development process. Furthermore, the focus should not be just on the ability to manage different people, the business manager must also understand how different functions operate together.The emphasis must be on the strategic trade-off between future goals and the present needs of the organization. The manager can’t just ensure things are working smoothly, but he or she must be able to meet the financial requirements and needs. This means understanding how current functionality will influence the profits in the future.Instead of allocating time and resources, the business manager will spend most of his or her time reflecting and analyzing the past, present and future performance. According to Charan, Drotter and Noel, the fourth passage can lead to problems in the leadership pipeline model. For the passage to work appropriately,“business managers must learn to trust, accept advice, and receive feedback from all functional managers, even though they may never have experienced these functions personally.”Step 5: Business manager to group managerThe shift from a business manager to a group manager is the most evident in the value they are able to put on different businesses. While a business manager will continue to focus on his or her team’s achievements, a group manager takes satisfaction from the success of others. The passage is about discovering those people who are able to support and encourage other managers to excel, instead of focusing on being perfect themselves.The passage requires the development of the four skills. First, the emphasis should be on evaluation skills and devising strategy, which appropriate ly focuses on capital allocation and deployment. This is about the ability to analyze and identify the right data, as well as the application of the right corporate strategies in any given situation.The second skill involves the development of other managers. Although mentoring is important in all the previous passages, the ability to identify and support the right talent becomes crucial at this part of the pipeline model. For the third skill, the group manager must be able to start looking at the broader business needs, in terms of expanding and growing the operational aspects of the business.A group manager must be able to consider new ventures and the discarding of old operations if they aren’t supporting the profits of the organization. Finally, group managers must become better at self-actualization. According to Charan, Drotter and Noel, leadership becomes a holistic practice at this point. The holistic leader has to “evolve their perspective to the point that they see iss ues in the broadest possible terms”.Step 6: Group manager to enterprise managerFinally, the leadership pipeline model reaches the final passage, which sees group managers become enterprise managers. The emphasis at this point becomes almost solely value- rather than skill-based. The leader’s abilities should already have been proven in terms of the technical abilities.From now on, the leader must be able to highlight the values behind their leadership strategy and success. The role of an enterprise manager becomes more about the long-term vision, although there is still some need for maintaining the short-term functionality. Above all, the final passage leaders have to become outward looking in their approach to leadership.The development of the final stage leaders must emphasize visionary rather than strategic thinking. At this level, leaders must be able to think big and see the road ahead, even when it hasn’t been made yet. The leader has to learn to focus on the whole, ins tead of the individual pieces that make up the organization. Micromanagement is not something an enterprise manager should be concerned with.Since the leader in the final passage will be in charge of the whole organization, the ability to inspire and motivate are crucial. The leader has to be able to communicate the vision clearly; otherwise, the pipeline will start clogging up. THE ADVANTAGES OF USING THE MODELApplying a leadership pipeline model to an organization can provide a number of benefits. These advantages can be divided into two major groups: improvements in operational efficiency and improvements in employee skills and capabilities. Both benefits with their detailed advantages are examined in the below chart:Improvements in operational efficiencyImprovements in employee skills and capabilitiesThe leadership pipeline model facilitates the selection process of the organization and its succession planning. This will boost the overall leadership development process, ensuring the organization has enough in-house talent.The process also provides the HR department with a better understanding of the current leadership situation. The department will have better knowledge of the current, as well as the future, level of leadership skills in different stages of the organization, which allows for better planning in terms of staffing. The department doesn’t have to resort to additional training or hiring based on previous qualifications, but based on objective examination of the skills. Overall, the department will enjoy from the ability to better respond to staffing changes.The ability to move people to higher leadership positions in-house, with a correct understanding of talents, will enhance operational efficiency. The staff is already equipped with enough information about leadership, but also the organization and therefore, the transition is smoother.The skills required for each level are clearly defined, guaranteeing the process for replacing talent wonâ €™t take long, as the needs have already been clearly defined.The leadership pipeline model is effective in empowering the organizations employees and transforming their skillset to new heights. The model creates a transform where employees have a clear career path available to them, which can be a powerful motivation in terms of productivity, but also skill development.The framework creates a system, which allows the employee to identify their specific capabilities, enhancing and nurturing their unique talent. This will ensure the employee will find him- or herself in positions that are most suited for him or her. This not only puts the right employees in the right jobs (boosting operational effectiveness), but also guarantees the person feel satisfied in the position. The selection to leadership positions is based on skills, not position currently held. Therefore, it provides everyone with the same opportunity to move upwards.The model generates a system where people go after thei r individual career goals with speed. As mentioned above, the framework guarantees a path to move forwards, within an organization they enjoy working in. Overall, it can reduce a risk of people switching organizations because they already have opportunities to grow and develop further.Overall, the big takeaway from having a leadership pipeline model implemented it’s the fact that the above benefits are not just for the organisation or the employee. As the chart shows, both parties can benefit from the framework, ensuring that the system is a win-win for everyone.THE BUILDING BLOCKS OF SUCCESSFUL LEADERSHIP PIPELINEDespite the benefits listed above, leadership succession remains a cause of concern for a number of organizations. DDI’s Global Leadership Forecast from 2011 showed how only 38% of participating leaders said the quality of leadership within their organization is either very good or excellent.More importantly, only 18% of HR professionals in the same survey felt the org anizations have a strong bench to respond to future needs. In order to make the most of the leadership pipeline model, organizations must also focus on the following four elements. A simple system with buy-in from the senior leadership teamThe focus should be on creating a clear and simple pipeline framework. The more complex the program, the more it risks failing at some point. If the organization is able to reduce the bureaucracy required to run the system, then it ensures the system is based on clarity and effectiveness. One way to remove complexity from the system is by narrowing its focus.The processes used must be focused on the actual objectives and the needs of the organization. There’s no reason to add broadness by creating a far-reaching process when there is no need for it. The scope is at its best when it doesn’t focus on every person within the organization, but narrows the effort down towards a few key players.Furthermore, it’s important to ensure the system is f lexible enough to respond the changing needs within the organization. Organizations can grow, reduce or change objectives and the leadership pipeline model has to be flexible enough to respond to these changes without much trouble.At any stage of the process, the evaluation and implementation of the model shouldn’t be on a single person’s shoulders. The model won’t achieve its objectives if there is only a single leader making all the shots. Although the detailed activities will be best dealt with by the specific management teams, depending on the level of the model, overall, the leadership pipeline model requires a buy-in from the senior level.By having the whole organization and especially the executive behind the model, the success of the program is more guaranteed. It creates a more cohesive and supportive environment for the program to work. Cohesion in implementation is not the only benefit of executive buy-in, as organization-wide focus ensures coaching is more varied t hroughout the organization.You don’t want to end up in a situation where each management level only has one suitable mentor, inspiring the next generation of leaders, but you need a number of different leaders supporting the upcoming talent. The more you can gather up in-house involvement, the better the results will be. It is possible to provide outside consultancy with a leadership pipeline model, but you want to aim to have a situation where a large part of the development process can be dealt with people working in the organization.Focus on developmentOnce you’ve identified the talent, you want to nurture and you’ve created a flexible and non-complex process in place, your attention must be on development. The most important part of a leadership pipeline model is development at each stage of the managerial hierarchy.This means that the nurturing of the high-level executive should not be any better than the lower level development. Leadership starts from the bottom and ther efore, you need to ensure each of the six steps outlined above is working to its full potential.The key thing to understand is how development never ends, even when the leader assumes his or her position. Development and engagement matters in the workplace, as it creates a more motivated workplace. One recent survey highlighted how employees with properly engaged managers are 59% more likely to stay motivated themselves.A leadership pipeline model must emphasize the importance of continued learning among leaders, people participating in the program and other employees as well. Therefore, you need to provide enough resources and tools at all stages to ensure skills and qualities are adequately improved and enhance.Another important point to understand about developing leadership is how the organization must have a mixture of internal and external talent. By just focusing on in-house training, you can miss fresh perspective on how the organization should operate. Therefore, the implem entation of a leadership pipeline model should not mean you stop the recruitment process altogether.You definitely want to ensure the organization is adequately recruiting fresh, graduate-level talent. This can help you better understand and identify the current skill level and get new perspectives regarding the future talent. By focusing on graduates, you are able to adjust your leadership pipeline requirements further.Assess and identify potentialLeadership positions aren’t for everyone and you shouldn’t expect people to want to climb up the career ladder. It’s important to ensure you continue to assess and to identify the potential, within and outside of your company. The aim is to ensure the most qualified people are participating in your leadership pipeline and the positions are filled with talented and motivated people.As mentioned above, don’t rely solely on your in-house pipeline, but add an element of recruitment to your leadership pipeline model. Furthermore, spend enough time identifying the right people within your organization as well. Continuous leadership monitoring and talent assessment at all levels of the organization are crucial for guaranteeing success.The most important part of the assessment is naturally the identification of the qualities and skills you require. If you aren’t aware of the skills the organizations needs to reach its objectives, then it will be difficult to ensure you are prepared correctly for leadership. There are plenty of characteristics associated with leadership and these should be at the centre of your pipeline program. But furthermore, you also need to identify the company objectives and the specific skills leaders would need to achieve these.Once you’ve established the norms you need, you can start screening for potential talent. The monitoring system should be a combination of assessment by the managers, but also a level of self-monitoring. If the people are able to focus on analyzing their own talent and abilities, they might be more able to recognize the potential they have or don’t have. This means that people, who are not suitable for specific positions, might rule it out themselves and make the succession planning process easier.Finally, to properly associate the talent within the workforce, you want the employees to experience a number of different roles. Therefore, an element of job change can boost leadership pipeline.Keep succession planning transparentFinally, for achieving the best results with the leadership pipeline model, you need to emphasize transparency. The process should be based on honesty and people should be on top of what’s going on. You don’t want to create a system where leadership decisions and succession planning are done in secret, without the understanding and input of the employees.The organization will benefit if employees are told what the leadership options and chances are. You don’t want the organization to create a system where secret d eals are made or the selection criteria changes from one moment to another.Therefore, ensure the leadership pipeline model process is explained and employees have the option to learn more about it. You also need to set forward clear guidelines for participation and succession. You need employees to know how they can improve their chances of being part of the model and the skills that are required for them to move forward within the organization.Each leadership position should have a clear set of selection criteria and the process for hiring people to leadership position should be clearly explained. If you do make chances to the selection criteria, the reasoning behind it should be explained thoroughly to ensure employees don’t find the changes unfair. By focusing on transparency, you ensure employees remain motivated and behave in a transparent manner.Part of the model is built around self-monitoring and therefore, you want to create an environment where employees feel the best op tion is to provide honest data and assessment of their capabilities rather than to lie about their qualifications.FINAL THOUGHTSLeadership pipeline model is a comprehensive way of ensuring leadership is developed and cherished across the organization. The model understands one of the main building blocks of leadership, which is how the development of great leaders begins early. The framework ensures that companies are not focusing on the qualities and skills after it’s too late, but to provide the most talented employees the opportunities to move forward in their careers right from the start.The model also recognizes the shifts managers have to go through from becoming leaders: learning to move beyond the technical skills and implement proper strategies and value-based decisions. The benefits of implementing a leadership pipeline model can be the difference between successful and failing companies.

Essay On The 8th Amendment - 1791 Words

The Most Significant Amendment in the Bill of Rights Throughout the history of this ever-expanding nation as well as many others, there have been times in which words alone were able to stop an action. Consequences were bountiful and punishment seemed to be thought of on the fly. For instance, a convicted murderer may have gotten thrown in jail, however a man who may have sneezed on the king would have been burned at the stake for â€Å"Crimes against the Kingdom.† In modern times it seems nearly impossible to think that such unfathomable treatment was commonplace and, worse yet, a public spectacle. After many years of being free of British rule, the Framers of the United States Constitution had envisioned a society based on the treatment from†¦show more content†¦This is a very appropriate analogy because neither the date nor year is mentioned, leaving only facts. A man was killed and his murderer was hung. Those 2 minor details lay out the entire scenario from start to end. This is identical to how the world had work ed. You could charge a man for stealing a loaf of bread as easily and readily as you could cut off his hands for doing the same thing. In modern times however, variables can determine severity of consequence in a way that creates a â€Å"fair† decision based on preponderance of evidence including time, location, gender, mental inclination, political views and any other random inconveniences that may lead to conflict either internally or physically. In light of this topic, another portion of the original writing, â€Å"...excessive fines† can be discussed. Rather than all acts leading to the same punishment, there are varying levels of severity to each issue. A very common example of this would be tax evasion. (1) Tax evasion essentially means filling out tax forms with knowingly incorrect figures and data. (2) As a direct result of tax evasion, convicted criminals are presented with penalties varying from either 1-5 years in prison or a $100,000 fine maximum. Once agai n, variables play a tremendous role of importance in this form of punishment. Often times, tax evasion is played off into a fine and while incarceration is still a prevalent issue it is far less moreShow MoreRelatedEssay The 8th Amendment1201 Words   |  5 PagesThe 8th Amendment In the United States Constitution, the 8th Amendment prohibits the use and practices of cruel and unusual punishment. What exactly is considered to be cruel and unusual punishment? This question is a hot topic among Americas many different current controversies. Many people are saying that the use of capital punishment (to be sentenced to death as a penalty in the eyes of the law [a capital crime]. 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While these landmark cases made great strides for the rights of minors passing through the criminal justice system, they are just the first steps in creating a juvenile justice system that takes into consideration the vast differences between adolescents and adults. Using sociological (Butler, 2010) and legal (Harvard Law Review, 2010) documents, this essay will explicate why the next such step toRead MorePlessy V Ferguson Analysis Essay1386 Words à ‚  |  6 PagesDanielle Trefz HONR259N 12 April 2011 Plessy v. Ferguson In 1892, Homer Plessy, a man of 1/8th African descent, bought a first class ticket and boarded a train traveling within Louisiana. Upon discovery of his mixed heritage, the conductor ordered him to move to the designated colored car. He was arrested when he refused to move; a violation of The Separate Car Act which required separate but equal accommodations for African Americans and Whites on railroads. Thus began the fight against theRead More Capital Punishment: Not Cruel and Not Unusual Essay1276 Words   |  6 Pagesrapists escape from prison every year(List of prison escapes, 2015). As I write this essay, police are searching for two convicted murders who escaped from the Clinton Correctional Facility in New York on June 6th, 2015. The ONLY punishment from which one cannot escape is capital punishment. As the world is changing, so are people’s views on the death penalty. Some think that it does not follow the 8th amendment and that Americans should abolish it. Even though, a number of people do not wish

The Holocaust Cruel Slaughter Of The Jews - 1487 Words

Most everyone reflects on and thinks of the Holocaust as a horrifying, heartless slaughter of the Jews. The Holocaust can be a very hard, depressing issue to discuss but it is a major part of history and cannot be ignored. The Holocaust affected countless numbers of people in the past and it continues to affect many to this day. The Jewish population was the population that most affected the most through the Holocaust. Adolf Hitler had way too much power and he used that position of excessive power to nearly destroy the Jews. After World War I Germany was given harsh penalties by the Western Alliance and these penalties made living one’s daily life in Germany a struggle. â€Å"The leaders of the allies drew up this treaty to purposely revenge†¦show more content†¦Ã¢â‚¬Å"Hitler soon emerged as a charismatic public speaker and began attracting new members with speeches blaming Jews and Marxists for Germany’s problems and espousing extreme nationalism and the concept of an Aryan ‘master race’.† (History.com Staff, 2009). Since Germany was in such a grave state many people backed him and his views up because it was their way out of their tough times. â€Å"In July 1921, he assumed leadership of the organization, which by then had been renamed the Nationalist Socialist German Workers’ (Nazi) Party† (History.com Staff, 2009). His fiery, compelling speeches were key elements for his gain of power. Another key element for Hitler’s gain of excessive power was the Great Depression. â€Å"Due to America s large trade industries, the depression quickly spread all over the world. This put Germany into a dire state as unemployment rocketed† (The Truth About Hitler’s Rise To Power, n.d). With the rise of unemployment Hitler was able to gain more votes through promising more employment opportunities for Germany. â€Å"The depression was important as Hitler could prey on these people, and these people came, not in thousands, but millions† (The Truth About Hitler’s Rise To Power, n.d). The depression was key element in Hitler’s rise to power. The Northstar Report says that, â€Å"Without the great depression†¦Hitler wouldn t have got anywhere near to achieving the role of chancellor† (The Truth About Hitler’s Rise To Power, n.d). But with the Great

What is an Essay Free Essays

Everyone knows intuitively what an essay is, but if you are hoping for academic success you really need to be on top of them. You need to know what sort of structure an essay should have and also have an idea about what makes a good essay in order to succeed in the competitive academic world. Don’t panic, our helpful guide will put you on the right track. We will write a custom essay sample on What is an Essay? or any similar topic only for you Order Now If you’re in a muddle about the difference between essays, assignments and other sorts of coursework, remember to check out our other guide â€Å"The Difference Between Essays, Assignments, Reports and Coursework† for insights! The Basics Most essays written for post-graduate courses are between 1,000 and 5,000 words long. The format will vary from subject to subject, but you will generally need an introduction, in which you ‘set the scene’ and explain what you are going to discuss, a main body in which you present your argument, and a conclusion where you sum up the message of the essay and present recommendations and reflections. A good essay not only shows a thorough understanding of a subject, it presents a well-reasoned argument for a particular point of view. You should discuss alternative viewpoints and give reasons why you disagree with them. The Essay Journey It helps to see the process of writing an essay as a journey: see figure 1 below. This sets out the steps you need to take from start to finish:  ·Start to plan your essay by paying attention to the title you have been given, and any extra material as well. Use brainstorming techniques to overcome writer’s block and get some ideas onto paper.  ·Once you are started, you need to collect information (see ‘researching your essay) then manage and organise the information. Once you have collected enough information you can start writing (see the sections on structure and being critical)  ·Finally, add those finishing touches and you are there! Researching your Essay Your course notes or tutor should have plenty of information about sources of information for your essay, including reading lists and online databases. Your university library should also be able to give you some guidelines.Use both academic textbooks and journals as well as online sources. You need a rough plan of the areas you want to consider. Think about what reading you need to do to explore these areas further. Learn how to read: you don’t need to read everything thoroughly, skimming and scanning for relevant information are very useful. Use the index and table of contents to determine whether content will be useful. Look at abstracts and introductions for an idea of the ideas which will be explored. Keep asking vital questions: is this relevantHow is it linked to what I’ve discoveredWhat else do I need to know Be smart about taking notes. Don’t write endless notes you’ll never read. Use ‘maps’ to show how bits information relate to each other. Make brief, not lengthy notes, but don’t forget to record page, author, and other relevant details – you’ll need them for citations and the reference list! Keep reflecting upon and evaluating what you have discovered as you research Consider making reading grid or annotated bibliography (see figure 2) DetailsOverall topic / themeKey ideasRelevant quotationsHow use in essay Author, Title, Year of publication, PublisherArea of interest of book/paperThe main ideas put forward / theses testedUseful direct quotations (be sparing!)How does what the author say relate to the essay subject? Structuring your Essay The typical essay has an introduction, a main body and a conclusion. In the introduction you briefly overview the area, set out your aims and objectives, and perhaps discuss any key terms used. In the main body you put forward your arguments and look at the area in more detail. The body is sometimes, though not always, structured with headings and subheadings. If formal headings are not present this section needs to be logically structured so your essay has ‘flow’. The conclusion summarises what has been said, highlights any issues and makes recommendations. Being Critical An adequate essay shows a thorough understanding of the subject area. A good essay takes a critical stance, analysing the evidence and showing why existing arguments are weak or flawed. Critical writing means assessing whether other writers give appropriate evidence for their conclusions, giving reasons why readers should accept statements, presenting evidence and argument clearly and logically, and considering alternative opinions. Good critical writing also involves an awareness of the limitations of one’s arguments and evidence. Overall, criticality means questioning and taking little for granted. Language Academic essays need to be written in appropriate language. There isn’t space here to go into details, but the University of Essex have a useful booklet on grammar and style (see bibliography for details) which is full of information on writing essays correctly. Overall, assume that your reader is intelligent but may not know the field you are discussing in depth. Define key terms if they are unclear. If your university has style guidelines, follow them Write in a clear and concise way. Do not use short forms (contractions like ‘don’t’). Avoid abbreviations and where you use acronyms write them in full the first time they are used. Write in the third person (avoid ‘I’ and ‘we’, ‘you’ and ‘your’) Referencing Your university or college will specify the format for references and citations. They should give you a detailed guide of how you are to refer to the sources you use. Make sure you follow it consistently for both in-text citations and the reference list. Make sure every source you use is referenced. If you use direct quotations, the page number should always be given (sometimes page numbers are also required for all references). Bibliography If you are keen to find out more, here are some further sources which might be useful†¦ Norton, L and Pitt, E (2013) ‘Writing Essays at University’, [online] (cited 13th February 2013) available from http://www.londonmet.ac.uk/fms/MRSite/psd/hr/capd/CELT-student%20facing/Writing%20Essays%20at%20University%20book.pdf Plymouth University (2013) ‘Writing Essays’ [online] (cited 13th February 2013) available from http://www.learningdevelopment.plymouth.ac.uk/LDstudyguides/pdf/6Writingessays.pdf Queen Margaret University (2013) ‘Essay Writing’, [online] (cited 12th February 2013) available from http://www.qmu.ac.uk/els/docs/Planning%20and%20writing%20essays.pdf University of Essex (2013) ‘How to Improve your Academic Writing’ [online] (cited 12th February 2013) available from http://www.essex.ac.uk/myskills/How_to_improve_your_academic_writing.pdf University of Leicester (2013) ‘Writing Essays Tour’, [online] (cited 13th February 2013) available from http://www2.le.ac.uk/offices/ld/resources/writing/writing-essays-tour University of Leicester (2013) ‘What is Critical Writing’, [online] (cited 13th February 2013) available from http://www2.le.ac.uk/offices/ld/resources/writing/writing-resources/critical-writing How to cite What is an Essay?, Essay examples

Neuromuscular Junction Self-Quiz Answers Essay Example

Neuromuscular Junction: Self-Quiz Answers Paper Chapter 1 great review of the basic anatomical areas of the body 1. Metabolism, anabolism, catabolism 2. ICF, ECF 3. True 4. False 5. False 6. Parasagittal 7. D, effectors 8. A, differentiation 9. C, hypogastric 10. C, 3 11. Axillary-armpit, inguinal-groin, cervical-neck, cranial-skull, oral-mouth, brachial-arm, orbital-eye, gluteal-buttock, buccal-cheek, cixal-hip 12. 1 superior, 12 superficial, 1superior and 6 lateral, 6 lateral, 4 posterior, 8 ipsilateral, 5 medial, 4 anterior, 2 inferior, 10 proximal 13. pericardial cavity, 1 cranial cavity, 3 thoracic cavity, 6 abdominal cavity, 5 pleural cavity, 7 pelvic cavity, 2 vertebral cavity 14. 6, 1, 11, 5, 10, 8, 7, 9, 4, 3, 2 Chapter 2 great review of all my chem. classes 1. Mass number 18 and 10 neutrorns = atomic number of 8 2. Solid, liquid, gas 3. Monosaccharides, amino acids 4. True 5. False 6. True 7. C6H12O6 and CH4 are considered compounds 8. Glucose + fructose = sucrose is a dehydration synthesis reaction 9. Proteins do not st ore energy 10. Lipids are triglycerides, steroids, and eicosanoids 11. E, salt 2. A, 1,2,3,and 4 13. E monosaccharide 14. 1, 2, 1, 4, 3 15. 11,1,8,3,7,4,5,9,10,12,6,2 Chapter 3 One of my favorite classes in undergrad was Genetics, already studied this, very interesting still, though, almost thought about getting into forensics after taking this class 1. Plasma membrane, cytoplasm, nucleus 2. Apoptosis=pre-programmed cell death, necrosis=cell death by tissue damage 3. Teleomeres are special DNA sequences located at the ends of chromosomes 4. DNA sequence ATC = RNA sequence UAG 5. False 6. True 7. True 8. E isotonic soln. 9. C 10. Steps of protein synthesis: 1) attachment of RNA polymerase 2) transcription 3) detachment of RNA polymerase 4)modification on newly synthesized mRNA by snRNPs before leaving the nucleus and entering the cytoplasm 5)binding of mRNA to a ribosomal small sub-unit 6)binding of initiator tRNA to start codon on mRNA 7)joining of large and small ribosomal subunits to make a functioning ribosome 8) attachment of specific aa’s to tRNA 9)binding of anticodons of tRNA to codons of mRNA 10) aa’s joined together by peptise bonds 11) detachment of protein from ribosome when ribosome reaches the stop codon 11. Organelles that function in decomposition reactions: lysosomes, peroxisomes, proteosomes 12. C 13. 2, 3, 5, 7, 6, 8, 1, 4 14. 2, 9, 3, 5, 11, 8, 1, 6, 10, 7, 13, 4, 12 15. 3, 9, 1, 5, 11, 4, 8, 7, 2, 10, 6 Chapter 4 1. Epithelium, nervous, muscle, connective 2. Shape and number of layers 3. True 4. True 5. Skeletal is voluntarily controlled 6. Stratified squamous epithelium is Avascular 7. Goblet cells produce and release mucous 8. Cartilage is avascular, so it takes in fluids from surrounding tissues 9. Serous membrane covering the lungs= pleura 10. Exocytosis = merocrine gland 11. D 12. Gap junctions allow cwlls to communicate with each other 13. 4, 8, 5, 2, 6, 3, 1, 7 14. C, E, N, E, C, E, M, E, C, M, N, E, C, E, N 15. 3, 5, 8, 13, 9, 7, 11, 6, 2, 4, 10, 12, 1 Chapter 5 Studied this topic way too much when I worked in a tanning salon 1. Stratum lucidum 2. Eccrine sweat glands= most common, watery; ceruminous glands = ear; apocrine sweat glands = located axilla, groin, areolae, secrete viscous lipid-rich fluid 3. False 4. True 5. We will write a custom essay sample on Neuromuscular Junction: Self-Quiz Answers specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Neuromuscular Junction: Self-Quiz Answers specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Neuromuscular Junction: Self-Quiz Answers specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Stratum basale = where stem cells are located, mitoses occurs 6. I already know all of this stuff, so I’ll stop here Chapter 6 1. Bone growth in length: interstitial growth. Bone growth in width: appositional 2. Crystallized inorganic mineral salts contributes to bone’s hardness. Tensile Strength is a combination of collagen and organic molecules. 3. Bone resorption involves increased activities of osteoclasts. T 4. Bone formation from cartilage is known as endochondral ossification. T 5. Bone growth is controlled primarily by hormones. T 6. Intramembranous ossification steps: d 1)clusters of osteoblasts form a center that secretes ecm 2)ecm hardens by deposition of Ca and mineral salts 3)bony matrices fuse to form trabeculae 4) periosteum develops 5) compact bone replaces spongy bone on the surface 7. Endochondral ossification steps: a 1) chondrocytes enlarge and calcify 2) nutrient artery invades the perichondrium 3) primary ossification center: osteoblasts activated 4) osteoclasts join the party and form the marrow cavity 5) secondary ossification center activated at epiphysis 8. Spongy bone differs from compact bone: it has trabeculae 9. Weight bearing exercise â€Å"maintains and increases† bone mass 10. Bone repair steps: 1)hematoma 2)migration of fibroblasts to fx site 3)fibrocartilaginous callus formation 4) bony callus formation 5)resorption of remaining bone fragments and remodeling 11. Zones at epiphyseal plate: 1) resting cartilage 2) proliferation 3) hypertrophic 4)calcified 12. 3,9,8,1,5,4,6,7,12,2,11,10 13. 2. 6. 4. 5. 7. 3. 1. 14. 12,4,8,6,3,9,13,10,7,5,2,11,1 15. ,7,6,1,4,,2,5,9,8,10 CHAPTER 7 Great chapter about the skeletal system learned alot 1. Membrane-filled spaces in the fetal skull : fontanels 2. Sphenoid bone- sella turcica- hypophyseal fossa- contains the pituitary gland 3. Fused vertebrae of the vertebral column : sacrum and coccyx 4. The atlanto-occipital joint allows you to nod your head â€Å"yes† 5. Ribs that are not attached to the sternum are true ribs. False 6. In which of the following bones are the paranasal sin uses not found. Lacrimal 7. Which of the following pairs are mismatched: sacrum: supports the lower back 8. Which of the following bones are not paired: vomer 9. Suture between the parietal and temporal bones: squamous suture 10. The primary vertebral curves present at birth: sacral curve and thoracic curve 11. Which of the following are f unctions of cranial bones? (All) protection of the brain, attachment of muscles that move the head, protection of the special sense organs, attachment of the meninges, attachment of muscles that produce facial expressions 12. Match the following. Crest: prominent ridge or elongated projection, meatus: tubelike opening, condyle: large round protuberance at end of a bone, facet: smooth flat articular surface, spinous process: sharp slender projection, foramen: opening for passage of nerves blood vessels or ligaments, tuberosity: large rounded dough projection, fossa: shallow depression, fissure: narrow slit between adjacent parts of bones for passage of blood vessels or nerves 13. Match the following. Supraorbital foramen-frontal bone; temporalmandibular joint- articulation of mandibular fossa and articular tubercle of the temporal bone to the mandible; external auditory meatus- temporal bone; foramen magnum- occipital bone; optic foramen- sphenoid bone; cribriform plate- ethmoid bone; palatine process- maxillae; ramus- mandible; transverse foramen, bifid spinous process- cerviacal vertebrae; dens- axis; promontory- sacrum; costal cartilages- ribs; xiphoid process- sternum 14. 2,3,5,6,4,1,5,4,2,4,3 15. Match the following. Frontal bone-forms the forehead. emporal bones- form the interior aspects of the cranium and part of the cranial floor, medial wall of the orbits, superior portions of nasal septum, most of the side walls of the nasal cavity, and is a major supporting structure of the nasal cavity. Zygomatic bones- form the prominence of the cheek and part of the lateral wall and floor of the orbit. Mandible- the largest, strongest facial bone and is the only movable skull bone. Vomer- a roughly triangular bone on the floor of the nasal cavity, and one of the components of the nasal septum. Parietal bones- form greater portion of the sides and roof of the cranial cavity. Occipital bone- forms the posterior part and most of the base of the cranium and contains the foramen magnum. Sphenoid bone- called the keystone of the cranial floor, contains the sella turcica, optic foramen and pterygoid processes. Nasal bone- forms the bridge of the nose. Lacrimal bones- the smallest bones of the face, contain a vertical groove that houses a structure that gathers tears and passes them on to the nasal cavity. Hyoid bone- does not articulate with any other bone. Maxillae- unite to form upper jaw bone and articulate with every bone of the face except the mandible. Palatine bones- form the posterior part of the hard palate, part of the floor and lateral wall of the nasal cavity, and a small of the floors of the orbits. Inferior nasal concha- scroll like bones that form part of the lateral walls of the nasal cavity and functions in the turbulent circulation and filtration of air. CHAPTER 8 I already know most of this stuff 1. The bones that comprise the palm are the metacarpals. 2. The three bones that comprise the hip bones are ilium, ischium, and pubis 3. The true pelvis is the part inferior to the pelvic brim, the false pelvis is superior to the brim 4. The largest carpal bone is the lunate. FALSE,( the largest bone is the capitate 5. The anterior joint formed by the two coxal bones is the pubic symphysis. TRUE 6. Which is true? Only 2†¦ although the joints of the pectoral girdle are not very stable, they allow free movement in many directions 7. True concerning the elbow joint: 1) when the forearm is extended the olecranon fossa receives the olecranon process. 3) the head of the radius articulates with the capitulum. ) the trochlea articulates with the trochlear notch and 5) the head of the ulna articulates with the ulnar notch of the radius. 8. The most superior tarsal that articulates with the tibia is the TALUS 9. Which is not true concerning the scapula? 2) The scapular notch accommodates the head of the humerus and 3) the scapula is also known as the collar bone 10. A decrease in the height of the medial longitunidal arch causes a consition known as clubfoot. FALSE 11. Which of the following are involved in the knee joint? B) lateral condyle of the tibia and e) medial condyle of the femur (the fibula does not articulate in the knee joint) 12. The greater sciatic notch is located in the ilium 13. Matching: 2,6,9,7,4,5,8,10,1,3 Chapter 9 working in orthopedics, I didn’t have to type out all the answers in detail here 1. Joint 2. Arthroplasty 3. False 4. False 5. False 6. Cartilaginous, synovial, fibirous 7. Gomphosis and suture 8. Osteoarthritis 9. Elevation and depression 10. Absorb shock at joints, lubricate joints, supply O2, provide phagocytes to remove debris from joints 11. 2,3,and4 12. All of the answers are correct 13. Suture, syndesmosis, gomphosis, synchrodrosis, symphysis, syntosis 14. Pivot joint, planar joint, condyloid joint, hinge joint, ball and socket joint, saddle joint Chapter 10 I used to work in a health club as an aerobics instructor 1. Motor unit 2. Atrophy 3. Acetylcholine 4. True 5. True 6. Latent period- brief delay between stimulus and contraction 7. Mismatched- titin 8. Thick filaments slide inward toward the M-line : is incorrect 9. If sarcomeres shorten, tension increases : is not true 10. Creatine phosphate, glycolysis, anaerobic, aerobic 11. The myosin heads would be unable to detach from actin 12. 5,6,9,7,2,4,10,3,1,8 13. 7,10,9,12,8,11,6,1,2,3,4,13,5 14. 2,3,1,1 and 2, 3,2,1,3,1 and 2, 3, 2 and 3, 3 Chapter 11 this is a chapter I need to learn about 1. The major muscle of the cheek is the buccinators 2. the three superficial posterior plantar flexors of the leg are the gastrocnemius, soleus, and plantaris 3. True: longer fibers in a muscle result in greater range of motion. 4. True: when flexing the forearm, the biceps brachii acts as the prime mover and the triceps acts as the antagonist. 5. The gracilis muscle does not flex the thigh . The iliotibial tract is composed of the tendon of the gluteus maximus, the deep fascia that encircles the thigh, and the tendon of the tensor fascia latae 7. In order for movement to occur: 1) muscles generally need to cross a joint, 3) muscles that move a body part cannot cover the body part, and 4) muscles need to exert force on the tendons that pull on the bones 8. Muscle that aids in â€Å"pouting†: mentalis 9. The rectus femoris has fascicles arranged on both sides of a centrally positioned tendon, this Is known as bipennate 10. Which name is mismatched? E) serratus anterior: comblike muscle located on the anterior surface of the body 11. Fixator: muscle that stabilizes the origin of the prime mover. Antagonist: muscle that stretches to allow desired motion. Synergist: muscle that contracts to stabilize intermediate joints. Compartment: group of muscles, along with their blood and nerves, that have a common function. Prime mover (agonist): contracting muscle that produces the desired motion. 12. 13,9,8,6,3,11,10,1,2,7,12,4,5 13. Quadriceps femoris muscle: rectus femoris, vastus lateralis, vastus medialis, vastus intermedius. Hamstrings: biceps femoris, semitendonosus, semimembranosus. Largest muscle mass of the back: erector spinae, includes spinalis, longissimus, and iliocostalis groups. Intrinsic muscle groups of the hands: thenar, hypoothenar, intermediate. Constitute flexor compartment of the arm: biceps brachii, brachialis, coracobrachialis. Swimmer’s muscle: latissimus dorsi. Muscles that strengthen and stabilize the shoulder joint (rotator cuff): subscapularis, supraspinatus, infraspinatus, teres minor. Breathing muscles: diaphragm, external and internal intercostals. Posterior thoracic muscles: trapezius, levator scapulae, rhomboid major, and rhomboid minor. 14. Muscle of facial expression: orbicularis oculi, zygomaticus major. Muscle of mastication: masseter, temporalis. Muscle that moves the eyeball: superior rectus. Extrinsic muscle that moves the tongue: styloglossus. Supra hyoid muscle: digastrics. Muscle of the perineum: external anal sphincter. Muscle that moves the head: sternocleidomastoid. Abdominal wall muscle: rectus abdominus, external oblique. Pelvic floor muscle: levator ani. Pectoral girdle muscle: trapezius. Muscle that moves the humerus: deltois, latissimus dorsi. Muscle that moves the radius and ulna: triceps brachii, pronater teres. Muscle that moves the wrist hands and digits: flexor carpi radialis. Muscle that moves the vertebral column: iliocostalis thoracis. Muscle that moves the femur: gluteus maximus. Muscle that acts on the femur, tibia and fibula: quadriceps femoris. Muscle that moves the foot and toes: tibialis anterior and gastrocnemius. 15. Third class lever: most common in the body, eg: adduction of the thigh, FEL. Second class lever: always produces a mechanical advantage, produce the most force, FLE. First class lever: lever formed by the head resting on the neck, EFL. CHAPTER 12 1. The subdivisions of the PNS are somatic, autonomic and enteric. 2. The two divisions on the autonomic nervous system are sympathetic and parasympathetic. 3. False: at a chemical synapse between two neurons, the neuron receiving the signal is called the presynaptic neuron, and the neuron sending the signal is called the post synaptic neuron. 4. False: neurons in the PNS are always capable of repair while those in the CNS are not. 5. Which statements are true? 1) the sensory function of the nervous system involves sensory receptors sensing certain changes in the internal and external environments. ) sensory neurons receive electrical signals from sensory receptors. 3) the integrative function of the nervous system involves analyzing sensory information, storing some of it, and making decisions regarding appropriate responses. 5) motor function involves the activation of effextors (muscle and glands). 6. A neurons resting membrane potential is established and maintained by 3) difference s in both ion concentrations and electrical gradients, 4) the fact that there are numerous large, nondiffusible anions in the cytosol, and 5) Na-K pumps that help maintain the proper distribution of Na and K. . Correct order of the events in a chemical synapse: 2) arrival of a nerve impulse at the pre-synaptic neurons synaptic end bulb (or varicosity) 4)inward flow of Ca through activatedvoltage-gated Ca channels in the synaptic end bulb membrane 5) exocytosis of synaptic vesicles 1) release of neurotransmitters into synaptic cleft 7) binding of neurotransmitters to receptors in the postsynaptic neurons plasma membrane 6) opening of ligand gated channels on the post synaptic membrane 3) either depolarization or hyperpolarization of post synaptic membrane 8. Several neurons in the brain sending impulses to a single motor neuron that terminates at the NMJ is an example of a converging circuit. 9. Which of the following are true? 1) if the excitatory effect is greater than the inhibitory effect but less than the threshold of stimulation, the result is a subthreshold EPSP. ) if the excitatory effect is greater than the inhibitiory effect and reaches or surpasses the threshold level of stimulation, the result is a threshold or suprathreshold ESPS and one or more nerve impulses 3) if the inhibitory effect is greater than the excitatory effect, the membrane hyperpolarizes, resulting in inhibition of the postsynaptic neuron and the inability of the neuron to generate an impulse. 0. Which of the following are true? 2) ion channels allow for the development of graded potentials and action potentials 3) voltage gated channels open in response to changes in membrane potential 4) ligand gated channels open due to the presence of specific chemicals 5 ) a graded potential is useful for communication over long distances 11. Which of the following are true? ) The frequency of impulses and number of activated sensory neurons encodes differences in stimuli intensity 2) larger-diameter axons conduct nerve impulses faster than smaller diameter ones. 4) the presence or absence of a myelin sheath is an important factor that determines the speed of nerve impulse propagation 12. Neurotransmitters are removed from the synaptic cleft by 2) diffusion away from the cleft, 4) enzymatic breakdown, and 5) cellular uptake 13. )Astrocytes: maintain the chemical environment 2) oligodendrocytes: provide myelin sheath 3) ganglia: cluster of cell bodies located outside the brain and spinal cord 4) ependymal cells: form CSF and assist in circulation 5) satellite cells: support neurons in PNS ganglia 6) gray matter: contain mostly cell bodies 7) white matter: contain mostly myelinated axons 8) enteric plexus: extensive neuronal networks that help regulat e the digestive system 9) microglia: small phagocytic neuroglia 10) Schwann cells: provide myelin sheath for PNS axons 11) nucleus: a cluster of cell bodies within the CNS 12) nerve: bundles of axons and associated connective tissue and blood vessels in the PNS 13) multipolar neuron: neurons having several dendrites and one axon, most common 14) bipolar neuron: neurons witih one main axon and one axon, found in the retina of the eye 15) unipolar neuron: neurons with just one process extending from the cell body, are always sensory, located in PNS 14. 1) Action potential: a sequence of rapidly occurring events that decreases and eventually reverses the membrane potential and then restores it to the resting state (a nerve impulse) 2) graded potential: a small deviation from the resting membrane potential that makes the membrane either more or less polarized. ) IPSP: hyper-polarization of the post-synaptic membrane 4) EPSP: depolarization of the post-synaptic membrane 5) absolute refra ctory period: time where there cannot be another action potential, even with a strong stimulus 6) relative refractory period: an action potential can only occur with a very strong stimulus 7) spatial summation: results from the buildup of nt released simultaneously from several pre-synaptic bulbs 8) temporal summation: results from buildup of nt from the rapid, successive release by a single pre-synaptic end bulb 9)depolarizing graded potential: polarization is less negative than the resting level 10) hyperpolarizing graded potential: polarization is more negative than the resting level 15. ) neurolemma: the outer nucleated cytoplasmic layer of the Schwann cell 2) Nodes of Ranvier: gaps in the myelin sheath of the axon 3) Nissl bodies: rough ER in neurons, site of protein synthesis 4) neurofibrils: form the cytoskeleton of the neuron 5) axon hillock: area where the axon joins the cell body 6) initial segment: first portion of the axon, closest to the axon hillock 7) trigger zone: ar ea where nerve impulses arise Chapter 13 THE SPINAL CORD AND SPINAL NERVES 1. Spinal nerves are considered mixed nerves 2. Reflec arc: sensory receptorsensory neuronintegration centermotor neuroneffector 3. T 4. F 5. True statements: stretch reflex helps maintain muscle tone, the Achilles reflex is an example of a stretch reflex, spinal nerves T2-T12 do not enter into the formation of a plexus 6. Sensory receptor is activated by stimulus-sensory neuron relays info to spinal cordimpulse travels through dorsal root of spinal nerveintegration centers interpret sensory impulses and then generate motor I mpulsesimpulses travel through ventral root of spinal nervemotor impulse reaches muscle, causing withdrawal of affected limb 7. Endoneurium surrounds each individual axon 8. Tracts of the posterior column are 1)conscious proprioception, 2)touch, 3)pressure, 4)vibration 9. Lateral corticospinal is a motor tract 10. Interfere with the flow of sensory impulses 11. False statement: the two main spinal cord sensory pathways are spinothalamic and anterior columns 12. True: anterior grey horns contain cell bodies that cause muscle contraction, cell bodies of autonomic motor neurons are located in the lateral grey horns, gray matter in the spinal cord consists of cell bodies, neuroglia, unmylelinated axons, dendrites of interneurons and motor neurons 13. A) stretch reflex b) muscle spindles monitor changes in muscle length c)crossed extensor reflex helps maintain balance d)tendon reflex causes muscle relaxation when the force becomes too extreme e)monosynaptic reflex involves one sensory and one motor neuron g) contralateral reflex arc sensory impulse enters one side and motor impulse exits the other side h) intersegmental reflex arc occurs when the sensory impulse travels up and down the spinal cord thereby activation several motor neurons and more than one effector o) reciprocal innervations 14. Plexus- the joining together of the rami of adjacent nerves. Cervical enlargement- area of cord that serves the upper limbs. Lumbar enlargement- serves the lower limbs. Central canal- space filled with CSF. Denticulate ligaments- extending the length of the spinal cord, these pia mater thickenings, fuse with the arachnoid mater and dura mater and help protect the s pinal cord from shock and sudden displacement. 15. Cervical plexus: C1-C4, and some of C5, phrenic nerve arises from this plexus, supplies the skin and muscles of the head and neck and superior part of the chest and shoulders, damage to this plexus can affect breathing. Brachial plexus: part of C5, C6-T1, median nerve arises from this plexus, supplies the shoulders and upper limbs. Lumbar plexus: L1-L4, femoral nerve, supplies the anterolateral abdominal wall, external genitals and part of the lower limbs. Sacral Plexux: L4-S4, sciatic nerve, supplies the buttocks, perineum, and lower limbs. Coccygeal plexus: S4-S5, supplies a small area of skin in the coccygeal region. Chapter 14 THE BRAIN AND CRANIAL NERVES 1. The cerebral hemispheres are connected by the corpus callosum. 2. Five lobes of the brain are frontal, parietal, occipital, temporal, and insula. 3. The longitudinal fissure separates the cerebrum into right and left halves 4. False: the brain stem c onsists of the medulla, pons, and the diencephalon 5. True: as you confidently answer questions, your brain is exhibiting beta waves 6. Regulation of the body temperature is not a function of the thalamus. 7. False: an interruption of blood flow to the brain for even 20 seconds may impair brain function 8. Which ways does CSF contribute to homeostasis? Mechanical and chemical protection, and circulation 9. Functions of the hypothalamus: 1) production of hormones oxytocin and ADH 2) regulation of emotional and behavior patterns, 3) control of the ANS 4) regulation of eating and drinking 5) control of body temperature 6) regulation of circadian rhythms 10. False: the internal capsule is an example of a commissural tract (eg. The corpus callosum in is a commissural tract) 11. True: hemispheric lateralization is more pronounced in males than in females 12. Cranial nerves: I-olfactory, sensory, smell. II-optic, sensory. III-occulomotor, motor, intrinsic eye muscles. IV-trochlear, motor, superior oblique muscle, only nerve that initiates dorsally. V-trigeminal, mixed, functions in chewing. VI-abducens, motor, lateral rectus muscle of the eye, originates from the pons. VII- facial, mixed, facial expressions, secretion of saliva and tears. VIII- vestibulocochlear, sensory, hearing and equilibrium. IX-glossopharyngeal, mixed, secretion of saliva, taste, regulation of blood pressure, and muscle sense. X-vagus, mixed, secretion of digestive fluids, and much more. XI-accessory, motor, swallowing and head movements. XII-hypoglossal, functions during speech and swallowing. 13. Limbic system- emotional brain, involved in olfaction and memory. Pons- bridges connecting parts of the brain, site of pneumotaxic and apneustic areas. Thalamus- sensory relay area, plays an essential role in awareness and in acquisition of knowledge and cognition. Reticular formation- alerts the cerebral cortex of incoming messages. Circumventricular organs- lack a blood brain barrier, monitor chemical changes in the blood. Medulla oblongata- site of decussation of pyramids. Pineal gland- secretes melatonin. Reticular Activation System- responsible for maintaining consciousness and awakening from sleep. Hypothalamus- regulates the ANS, produces hormones that regulate endocrine function. Midbrain- contains reflex centers for movements of the eyes head and neck in response to visual and other stimuli, and reflex center for movements of the head and trunk in response to auditory stimuli. Basal Ganglia- several groups of nuclei that control large autonomic movements of skeletal muscles and help regulate muscle tone required for specific body movements. 14. Gyri- folds in the cerebral cortex. Internal capsule- a thick band of sensory and motor tracts that connect the cerebral cortex with the brain stem and spinal cord. Mammillary bodies- located in the hypothalamus, relay station for reflexes related to smell. Tentorium cerebella- dura mater extention that separates the cerebellum from the cerebrum. Pyramids- protrusions in the medulla formed by the large corticospinal tracts. Falx cerebella- dura mater extension that separates the two sides of the cerebellum. Septum pellucidum- thin membranous partition between the lateral ventricles. Cerebellar peduncles- bundles of white matter (axons) that relay info between the cerebellum and other parts of the brain. Falx cerebri- dura matter that separates the two sides of the cerebrum. Sulci- shallow grooves in the cerebral cortex. Arachnoid villi- finger like extensions that reabsorb CSF 15. Somatasensory association area- integration and interpretation of somatic sensations, comparison of past to present sensations. Visual association area- allows recognition and evaluation of visual experiences. Frontal eye field- involved in scanning eye movements. Broca’s area- allows planning and production of speech. Auditory association area- allows for interpretation of sounds as speech, music, or noise. Premotor area- coordinates muscle movement for complex, learned sequential motor activities. Wernicke’s area- translates works into thoughts. Common integrative area- receives impulses from many sensory and association areas as well as the thalamus and brain stem, allows formation of thoughts so appropriate action can occur. Orbitofrontal cortex- allows you to discriminate among different odors Chapter 15 The AUTONOMIC NERVOUS SYSTEM 1. Ach, epinephrine, NE 2. Thoracolumbar, craniosacral 3. True 4. True 5. False statement: d 6. Autonomic plexus that supplies the large intestine: inferior and superior mesenteric 7. True statements: the somatic NS and the ANS both include sensory and motor neurons. The effect of an autonomic motor neuron is either excitation or inhibition, but that of somatic motor neuron is always excitation. Autonomic sensory neurons are mostly associated with interoceptors. Autonomic motor pathways consist of two motor neurons in series. 8. False statement: c 9. True statements: MAO breaks down NE. A beta blocker works by preventing activation of beta receptors by epinephrine and NE. Activation of nicotinic receptors always causes excitation of the post-synaptic cell. 10. Cholinergic neurons: all sympathetic preganglionic neurons, arasympathetic preganglionic neurons, all parasympathetic postganglionic neurons, some sympathetic postganglionic neurons 11. All are true 12. 1,3,4 13. Receptor sensory neuron integrating center preganglionic neuron autonomic ganglion postganglionic neuron effec tor Chapter 16 SENSORY, MOTOR, AND INTEGRATIVE SYSTEMS 1. Sensation, perception 2. Dessucation 3. False 4. True 5. Lack of sensation could occur because 1)the stimulus was not in the receptive field, 2) the generator potentential did not reach its threshold, 3) there is damage to the somatosensory region of the cerebral cortex 6. C 7. Referred pain is pain felt in an area for away from the affected organ. Nociceptors exhibit very little adaptation. 8. B 9. D 10. E 11. REM sleep: neuronal activity on the pons and midbrain is high, most somatic neurons is inhibited, most freaming occurs 12. False statement: a receptor potential generates nerve impulses in a second order neuron 13. Posterior column- composed of axons of first order neurons, include the gracile fasciculus and cuneate fasciculus. Spinothalamic pathway – carries impulses for pain, temperature, tickling, and itching. Spinocerebellar tracts- major routes relaying proprioceptive input to the cerebellum, critical for posture, balance and coordination. Lateral corticospinal tracts- contains motor neurons that control skilled movements of hands and feet. Anterior corticospinal tract- contain motor neurons that coordinate movements of the axial skeleton. Corticobulbar tracts- contains axons that convey impulses for precise, voluntary movements of the eyes tongue and neck, plus chewing, facial expression, and speech. Pyramidal pathways- direct pathways conveying impulses from the cerebral cortex to the spinal cord that result in precise voluntary movements. Extrapyramidal pathways- tracts include rubrospinal, tectospinal, vestibulospinal, lateral reticulospinal, and medial reticulospinal. Primary motor area- located in the pre-central gyrus, the major control region of the cerebral cortex for initiation of voluntary movements. Basal Ganglia- contain neurons that help initiate and terminate movements, can suppress unwanted movements, and influence muscle tone. Trigeminothalamic pathway- carries impulses for most somatic sensations from the face, nasal cavity, oral cavity and teeth. 14. Exteroceptors receptors located near or at the external surface of the body. Interoceptors receptors located in blood vessels, visceral organs, muscles and nervous system. Proprioceptors receptors located in muscles, tendons and joints, and inner ear, that provide information about body position, muscle tension, and position and activity of joints. 15. Merkel discs type I cutaneous mechanoreceptors that function in touch. Ruffini corpsucles type II cutaneous mechanoreceptors, most sensitive to stretching that occurs as digits or limbs move Chapter 17 The Special Senses 1. The five senses are sweet, sour, salty, bitter, and umami (MSG) 2. Static equilibrium refers to the maintenance of the position of the body relative to the force of gravity: Dynamic equilibrium refers to the maintenance of body position in response to rotational acceleration or deceleration. 3. True: of all special senses, only smell and taste sensations project both higher cortical areas and limbic system. 4. False: the ability to change the curvature of the lens for near vision is convergence. 5. True statements: 1) the sites of olfactory transduction are olfactory hairs 3) the axons of olfactory receptors pass through the olfactory foramina in the cribriform plate of the ethmoid bone. 5) within the olfactory bulbs, the first order neurons synapse with second order neurons. 6. The false statement: Olfactory receptors respond to the chemical stimulation of an odorant molecule by producing a receptor potential. 7. The incorrect statement: the threshold for bitter substances is the highest. 8. When viewing an object close to the eyes, the following are required for proper formation on the retina: 1) increased curvature of the lens, 2) contraction of the ciliary muscle 4) refraction of light at the anterior and posterior surfaces of the cornea 9. Which is ismatched: filiform papillae – contain tastebuds in early childhood 10. Order of the visual pathway: cornea aqueous humor - pupil - lens - vitreous body - photoreceptors - bipolar cells - ganglion cells - optic nerve - o ptic chiasm - optic tract - thalamus - visual cortex 11. Incorrect statement : retinal is a derivative of vitamin C 12. Order of the auditory pathway: external auditory canal - tympanic membrane - Auditory ossicles - oval window - cochlea - spiral organ 13. 1) palpebrae- upper and lower eyelids, shade the eyes during sleep and spread lubricating secretions over the eyeball. ) tarsal or Meibomian glands, modified sebaceous glands, secretion help keep eyelids from adhering to one another 3) conjunctiva, membrane that lines the inner aspect of the eye, passes from the eyelids to the sclera 4) eyelashes, protect eyeballs from debris, perspiration, and direct rays from the sun 5) lacrimal apparatus, produces and drains tears 6) extrinsic eye muscles, move the eyeballs medially, laterally, superior and inferior 7) eyebrows, arch transversely above the eyes, help protect similar to that of eyelashes 8) tarsal plate, thick fold of connective tissue that gives form and support to the eyelids 14. 3,6,9,14,1,5,10,13,7,15,2,11,12,4,8 15. 2,11,14,13,3,10, 6, 12,4,5,9,1,7,8