The Sun Also Rises Essays - The Sun Also Rises, Ernest Hemingway

The Sun Also Rises The remarkable thing about the book was its liberal use of dialogue and how Hemingway used it to carry the reader through the book. There was no plot in the book in the sense that there was no twists, intrigue, or goals for any of the characters and the dialogue was the only thing that moved the reader through the book. Hemingway used so much dialogue that it was difficult at times to follow who was saying what, but I believe this didn't matter because any of the characters, except for maybe Jake, could have been carrying on those conversations. I say anyone except Jake because he was different than all the other characters in more ways than just being the narrator. He obviously had received a wound from W.W.I that caused him to be sexually scarred and thus set him apart from anyone else. Jake seemed to be an observer who was watching the lives of his friends unfold and happen around him, but without his participation. I read that Hemingway had purposely re-written the book in first person and this was probably to spell out that Jake was an observer and was thus aware of what was written on the pages. There is a scene towards the end of the book where Jake finds all of his friends eating at a restaurant and thinks to himself that he is too far behind to catch up. Jake always seems behind, or at least only a marginal player put so in his position because of his injury. He must have had relations with Brett before the injury and was a "player" before it, so this leads to the assumption that Jake purposely removed himself from being a participant. As I was reading I was trying to make connections and read into the story to try and understand if there was more there than what was just on the page. It was hard, for me, to see more than just the story, but perhaps Hemingway just wanted the reader to experience other people's lives. I say this because many of the experiences that occurred to the characters also took place in Hemingway's life and maybe he just wanted to share with us what it was like.

Anatomy and Physiology Objectives Essays

Anatomy and Physiology Objectives Essays Anatomy and Physiology Objectives Essay Anatomy and Physiology Objectives Essay Anatomy and Physiology Chapter Objectives Chapter 1: Introduction to the Human Body Chapter 2: The Chemical Level of Organization Chapter 3: The Cellular Level of Organization Chapter 4: The Tissue Level of Organization Chapter 5: The Integumentary System Chapter 6: The Skeletal System Bone Tissue Chapter 7: The Skeletal System The Axial Skeleton Chapter 8: The Skeletal System The Appendicular Skeleton Chapter 9: Joints Chapter 10: Muscular Tissue Chapter 11: The Muscular System Chapter 12: Nervous Tissue Chapter 13: The Spinal Cord and Spinal Nerves Chapter 14: The Brain and Cranial Nerves Chapter 15: The Autonomic Nervous System Chapter 16: Sensory, Motor, and Integrative System Chapter 17: The Special Senses Chapter 18: The Endocrine System Chapter 19: The Cardiovascular System The Blood Chapter 20: The Cardiovascular System The Heart Chapter 21: The Cardiovascular System Blood Vessels and Hemodynamics Chapter 22: The Lymphatic System and Immunity Chapter 23: The Respiratory System Chapter 24: The Respiratory System Chapter 25: Metabolism and Nutrition Chapter 26: The Urinary System Chapter 27: Fluid, Electrolyte, and Acid-Base Homeostasis Chapter 28: The Reproductive System Chapter 29: Development and Inheritance 2 2 2 3 3 3 4 4 4 5 5 6 6 7 7 8 8 8 9 9 10 11 11 12 12 13 13 14 14 Chapter 1: Introduction to the Human Body Define anatomy and physiology, and name several subspecialties of these sciences. Describe the levels of structural organization that make up the human body. List the 11 systems of the human body, representative organs present in each, and their general functions. Define the important life processes of the human body. Define homeostasis and explain its relationship to interstitial fluid. Define homeostasis. Describe the components of a feedback system. Contrast the operation of negative and positive feedback systems. Explain how homeostatic imbalances are related to disorders. Describe the anatomical position. Relate the common names to the corresponding anatomical descriptive terms for various regions of the human body. Define the anatomical planes, sections, and directional terms used to describe the human body. Outline the major body cavities, the organs they contain, and their associated linings. Chapter 2: The Chemical Level of Organization Identify the main chemical elements of the human body. Describe the structures of atoms, ions, molecules, free radicals, and compounds. De? ne a chemical reaction. Describe the various forms of energy. Compare exergonic and endergonic chemical reactions. Describe the role of activation energy and catalysts in chemical reactions. Describe synthesis, decomposition, exchange, and reversible reactions. Describe the properties of water and those of inorganic acids, bases, and salts. Distinguish among solutions, colloids, and suspensions. De? ne pH and explain the role of buffer systems in homeostasis. Describe the functional groups of organic molecules. Identify the building blocks and functions of carbohydrates, lipids, and proteins. Describe the structure and functions of deoxyribonucleic acid (DNA), ribonucleic acid (RNA), and adenosine triphosphate (ATP). Chapter 3: The Cellular Level of Organization Describe the structure and functions of the plasma membrane. Explain the concept of selective permeability. De? ne the electrochemical gradient and describe its components. Describe the processes that transport substances across the plasma membrane. Describe the structure and function of cytoplasm, cytosol, and organelles. Describe the structure and function of the nucleus. Describe the sequence of events in protein synthesis. Discuss the stages, events, and signi? cance of somatic and reproductive cell division. Describe the signals that induce somatic cell division. Describe how cells differ in size and shape. Chapter 4: The Tissue Level of Organization Name the four basic types of tissues that make up the human body and state the characteristics of each. Describe the structure and functions of the ? ve main types of cell junctions. Describe the general features of epithelial tissue. List the location, structure, and function of each different type of epithelium. Describe the general features of connective tissue. Describe the structure, location, and function of the various types of connective tissue. De? ne a membrane. Describe the classi? cation of membranes. Describe the general features of muscular tissue. Contrast the structure, location, and mode of control of skeletal, cardiac, and smooth muscle tissue. Describe the structural features and functions of nervous tissue. Explain the concept of electrical excitability. Describe the role of tissue repair in restoring homeostasis. Describe the effects of aging on tissues. Chapter 5: The Integumentary System Describe the layers of the epidermis and the cells that compose them. Compare the composition of the papillary and reticular regions of the dermis. Explain the basis for different skin colors. Contrast the structure, distribution, and functions of hair, skin glands, and nails. Compare structural and functional differences in thin and thick skin. Compare structural and functional differences in thin and thick skin. Describe the effects of aging on the integumentary system. Contrast the structure, distribution, and functions of hair, skin glands, and nails. Chapter 6: The Skeletal System Bone Tissue Describe the six main functions of the skeletal system. Describe the structure and functions of each part of a long bone. Describe the histological features of bone tissue. Describe the blood and nerve supply of bone. Describe the steps of intramembranous and endochondral ossi? cation. Explain how bone grows in length and thickness. Desc ribe the process involved in bone remodeling. Describe the sequence of events involved in fracture repair. Describe the importance of calcium in the body. Explain how blood calcium level is regulated. Chapter 7: The Skeletal System The Axial Skeleton Describe how the skeleton is divided into axial and appendicular divisions. Classify bones based on their shape or location. Describe the principal surface markings on bones and the functions of each. Name the cranial and facial bones and indicate whether they are paired or single. Describe the following special features of the skull: sutures, paranasal sinuses, and fontanels. Describe the relationship of the hyoid bone to the skull. Identify the regions and normal curves of the vertebral column and describe its structural and functional features. Identify the bones of the thorax. Chapter 8: The Skeletal System The Appendicular Skeleton Identify the bones of the pectoral (shoulder) girdle and their principal markings. Identify the bones of the upper limb and their principal markings. Describe the joints between the upper limb bones. Identify the bones of the pelvic girdle and their principal markings. Describe the division of the pelvic girdle into false and true pelves. Compare the principal differences between female and male pelves. Identify the bones of the lower limb and their principal markings. Describe the development of the skeletal system. Compare the principal differences between female and male pelves. Chapter 9: Joints Describe the structural and functional classi? cations of joints. Describe the structure and functions of the three types of ? brous joints. Describe the structure and functions of the two types of cartilaginous joints. Describe the structure of synovial joints. Describe the structure and function of bursae and tendon sheaths. Describe the types of movements that can occur at synovial joints. Describe the six subtypes of synovial joints. Describe six factors that in? uence the type of movement and range of motion possible at a synovial joint. Explain the effects of aging on joints. Explain the procedures involved in arthroplasty, and describe how a total hip replacement is performed. Chapter 10: Muscular Tissue Explain the structural differences between the three types of muscular tissue. Compare the functions and special properties of the three types of muscular tissue. Explain the importance of connective tissue components, blood vessels, and nerves to skeletal muscles. Describe the microscopic anatomy of a skeletal muscle ? ber. Distinguish thick ? laments from thin ? laments. Outline the steps involved in the sliding ? lament mechanism of muscle contraction. Describe how muscle action potentials arise at the neuromuscular junction. Describe the reactions by which muscle ? bers produce ATP. Distinguish between anaerobic and aerobic cellular respiration. Describe the factors that contribute to muscle fatigue. Describe the structure and function of a motor unit, and de? ne motor unit recruitment. Explain the phases of a twitch contraction. Describe how frequency of stimulation affects muscle tension, and how muscle tone is produced. Distinguish between isotonic and isometric contractions. Compare the structure and function of the three types of skeletal muscle ? bers. Describe the effects of exercise on different types of skeletal muscle ? bers. Describe the main structural and functional characteristics of cardiac muscle tissue. Describe the main structural and functional characteristics of smooth muscle tissue. Explain how muscle ? bers regenerate. Describe the development of muscles. Explain the effects of aging on skeletal muscle. Chapter 11: The Muscular System Describe the relationship between bones and skeletal muscles in producing body movements. De? ne lever and fulcrum, and compare the three types of levers based on location of the fulcrum, effort, and load. Identify the types of fascicle arrangements in a skeletal muscle, and relate the arrangements to stren gth of contraction and range of motion. Explain how the prime mover, antagonist, synergist, and ? xator in a muscle group work together to produce movements. Explain seven features used in naming skeletal muscles. Describe the origin, insertion, action, and innervation of the muscles that move the humerus. Describe the origin, insertion, action, and innervation of the intrinsic muscles of the hand. Describe the origin, insertion, action, and innervation of the muscles that move the femur. Describe the origin, insertion, action, and innervation of the muscles that act on the femur, tibia, and ? bula. Describe the origin, insertion, action, and innervation of the muscles that move the foot and toes. Chapter 12: Nervous Tissue List the structures of the nervous system. Describe the three basic functions of the nervous system. Contrast the histological characteristics and the functions of neurons and neuroglia. Distinguish between gray matter and white matter. Describe the organization of the nervous system. Recall that the nervous system consists of two main subdivisions: the central nervous system and the peripheral nervous system) Describe the cellular properties that permit communication among neurons and effectors. Compare the basic types of ion channels, and explain how they relate to graded potentials and action potentials. Describe the factors that maintai n a resting membrane potential. List the sequence of events that generate an action potential. Explain the events of signal transmission at a chemical synapse. Distinguish between spatial and temporal summation. Give examples of excitatory and inhibitory neurotransmitters, and describe how they act. Describe the classes and functions of neurotransmitters. Identify the various types of neural circuits in the nervous system. Describe the classes and functions of neurotransmitters. Identify the various types of neural circuits in the nervous system. Chapter 13: The Spinal Cord and Spinal Nerves Describe the protective structures and the gross anatomical features of the spinal cord. Describe how spinal nerves are connected to the spinal cord. Describe the components, connective tissue coverings, and branching of a spinal nerve. De? ne plexus, and identify the distribution of nerves of the cervical, brachial, lumbar, and sacral plexuses. Describe the clinical signi? cance of dermatomes. Describe the functions of the major sensory and motor tracts of the spinal cord. Describe the functional components of a re? ex arc and the ways re? exes maintain homeostasis. Describe the protective structures and the gross anatomical features of the spinal cord. Describe how spinal nerves are connected to the spinal cord. Describe the origin and distribution of the cervical plexus. Describe the origin, distribution, and effects of damage to the brachial plexus. Describe the origin and distribution of the lumbar plexus. Describe the origin and distribution of the sacral and coccygeal plexuses. Chapter 14: The Brain and Cranial Nerves Identify the major parts of the brain. Describe how the brain is protected. Describe the blood supply of the brain. Explain the formation and circulation of cerebrospinal ? uid. Describe the structures and functions of the brain stem Describe the structure and functions of the cerebellum. Describe the components and functions of the diencephalon. Describe the cortex, gyri, ? ssures, and sulci of the cerebrum. List and locate the lobes of the cerebrum. Describe the nuclei that comprise the basal ganglia. List the structures and describe the functions of the limbic system. Describe the locations and functions of the sensory, association, and motor areas of the cerebral cortex. Explain the signi? ance of hemispheric lateralization. De? ne brain waves and indicate their signi? cance. Identify the cranial nerves by name, number, and type, and give the functions of each. Describe how the parts of the brain develop. Describe the effects of aging on the nervous system. Explain the formation and circulation of cerebrospinal ? uid. Describe the components and functions of the diencephalon. Describe the locations and functions of the sensory, association, and motor areas of the cerebral cortex. Explain the signi? cance of hemispheric lateralization. De? ne brain waves and indicate their signi? cance. Chapter 15: The Autonomic Nervous System Compare the structural and functional differences between the somatic and autonomic parts of the nervous system. Describe preganglionic and postganglionic neurons of the autonomic nervous system. Compare the anatomical components of the sympathetic and parasympathetic divisions of the autonomic nervous system. Describe the neurotransmitters and receptors involved in autonomic responses. Describe the major responses of the body to stimulation by the sympathetic and parasympathetic divisions of the ANS. Describe the components of an autonomic re? ex. Explain the relationship of the hypothalamus to the ANS. Chapter 16: Sensory, Motor, and Integrative System De? ne sensation, and discuss the components of sensation. Describe the different ways to classify sensory receptors. Describe the location and function of the somatic sensory receptors for tactile, thermal, and pain sensations. Identify the receptors for proprioception and describe their functions. Describe the neuronal components and functions of the posterior column–medial lemniscus pathway, the anterolateral pathway, and the spinocerebellar pathway. Identify the locations and functions of the different types of neurons in the somatic motor pathways. Compare the locations and functions of the direct and in- direct motor pathways. Explain how the basal ganglia and cerebellum contribute to movements. Compare the integrative cerebral functions of wakefulness and sleep, and learning and memory. Describe the four stages of sleep. Explain the factors that contribute to memory. Identify the locations and functions of the different types of neurons in the somatic motor pathways. Compare the locations and functions of the direct and indirect motor pathways. Explain how the basal ganglia and cerebellum contribute to movements. Chapter 17: The Special Senses Describe the olfactory receptors and the neural pathway for olfaction. Describe the gustatory receptors and the neural pathway for gustation. List and describe the accessory structures of the eye and the structural components of the eyeball. Discuss image formation by describing refraction, accommodation, and constriction of the pupil. Describe the processing of visual signals in the retina and the neural pathway for vision. Describe the anatomy of the structures in the three main regions of the ear. List the major events in the physiology of hearing. Identify the receptor organs for equilibrium, and describe how they function. Describe the auditory and equilibrium pathways. Describe the development of the eyes and the ears. Describe the age related changes that occur in the eyes and ears. Chapter 18: The Endocrine System Compare control of body functions by the nervous system and endocrine system. Distinguish between exocrine and endocrine glands. Describe how hormones interact with target-cell receptors. Compare the two chemical classes of hormones based on their solubility. Describe the two general mechanisms of hor mone action. Describe the mechanisms of control of hormone secretion. Describe the locations of and relationships between the hypothalamus and pituitary gland. Describe the location, histology, hormones, and functions of the anterior and posterior pituitary. Describe the location, histology, hormones, and functions of the thyroid gland. Describe the location, histology, hormone, and functions of the parathyroid glands. Describe the location, histology, hormones, and functions of the adrenal glands. Describe the location, histology, hormones, and functions of the pancreatic islets. Describe the location, hormones, and functions of the male and female gonads. Describe the location, histology, hormone, and functions of the pineal gland. List the hormones secreted by cells in tissues and organs other than endocrine glands, and describe their functions. Describe the actions of eicosanoids and growth factors. Describe how the body responds to stress. Describe the development of endocrine glands. Describe the effects of aging on the endocrine system. Describe the two general mechanisms of hormone action. Describe how the body responds to stress. Chapter 19: The Cardiovascular System The Blood Describe the functions of blood. Describe the physical characteristics and principal components of blood. Explain the origin of blood cells. Describe the structure, functions, life cycle, and production of red blood cells. Describe the structure, functions, and production of white blood cells (WBCs). Describe the structure, function, and origin of platelets. Explain the importance of bone marrow transplants and stem cell transplants. Describe the three mechanisms that contribute to hemostasis. Identify the stages of blood clotting and explain the various factors that promote and inhibit blood clotting. Distinguish between the ABO and Rh blood groups. Explain why it is so important to match donor and recipient blood types before administering a transfusion. Chapter 20: The Cardiovascular System The Heart Describe the location of the heart. Describe the structure of the pericardium and the heart wall. Discuss the external and internal anatomy of the chambers of the heart. Describe the structure and function of the valves of the heart. Outline the ? w of blood through the chambers of the heart and through the systemic and pulmonary circulations. Discuss the coronary circulation. Describe the structural and functional characteristics of cardiac muscle tissue and the conduction system of the heart. Explain how an action potential occurs in cardiac contractile ? bers. Describe the electrical events of a normal electrocardiogram (ECG). Describe the pressure and volume changes that occur during a cardiac cycle. Relate the timing of heart sounds to the ECG waves and pressure changes during systole and diastole. Explain the relationship between exercise and the heart. Describe several techniques used for failing hearts. Describe the development of the heart. Describe the structural and functional characteristics of cardiac muscle tissue and the conduction system of the heart. Explain how an action potential occurs in cardiac contractile ? bers. Describe the electrical events of a normal electrocardiogram (ECG). De? ne cardiac output. Describe the factors that affect regulation of stroke volume. Outline the factors that affect the regulation of heart rate. Chapter 21: The Cardiovascular System Blood Vessels and Hemodynamics Contrast the structure and function of arteries, arterioles, capillaries, venules, and veins. Outline the vessels through hich the blood moves in its passage from the heart to the capillaries and back. Distinguish between pressure reservoirs and blood reservoirs. Discuss the pressures that cause movement of ? uids between capillaries and interstitial spaces. Explain the factors that regulate the volume of blood ? ow. Explain how blood pressure changes throughout th e cardiovascular system. Describe the factors that determine mean arterial pressure and systemic vascular resistance. Describe the relationship between cross-sectional area and velocity of blood ? ow. Describe how blood pressure is regulated. De? ne pulse, and de? ne systolic, diastolic, and pulse pressures. De? e shock, and describe the four types of shock. Explain how the body’s response to shock is regulated by negative feedback. Describe and compare the major routes that blood takes through various regions of the body. Describe the development of blood vessels and blood. Explain the effects of aging on the cardiovascular system. Contrast the structure and function of arteries, arterioles, capillaries, venules, and veins. Outline the vessels through which the blood moves in its passage from the heart to the capillaries and back. Distinguish between pressure reservoirs and blood reservoirs. Explain the factors that regulate the volume of blood ? ow. Explain how blood pressure changes throughout the cardiovascular system. Describe the factors that determine mean arterial pressure and systemic vascular resistance. Describe the relationship between cross-sectional area and velocity of blood ? ow. Chapter 22: The Lymphatic System and Immunity List the components and major functions of the lymphatic system. Describe the organization of lymphatic vessels. Explain the formation and ? ow of lymph. Compare the structure and functions of the primary and secondary lymphatic organs and tissues. Describe the development of lymphatic tissues. Describe the components of innate immunity. De? e adaptive immunity, and describe how T cells and B cells arise. Explain the relationship between an antigen and an antibody. Compare the functions of cell-mediated immunity and antibody-mediated immunity. Outline the steps in a cell-mediated immune response. Distinguish between the action of natural killer cells and cytotoxic T cells. De? n e immunological surveillance. Describe the steps in an antibody-mediated immune response. List the chemical characteristics and actions of antibodies. Explain how the complement system operates. Distinguish between a primary response and a secondary response to infection. Chapter 23: The Respiratory System Describe the anatomy and histology of the nose, pharynx, larynx, trachea, bronchi, and lungs. Identify the functions of each respiratory system structure. Describe the events that cause inhalation and exhalation. Explain the difference between tidal volume, inspiratory reserve volume, expiratory reserve volume, and residual volume. Differentiate between inspiratory capacity, functional residual capacity, vital capacity, and total lung capacity. Explain Dalton’s law and Henry’s law. Describe the exchange of oxygen and carbon dioxide in external and internal respiration. Describe how the blood transports oxygen and carbon dioxide. Explain how the nervous system controls breathing. List the factors that can alter the rate and depth of breathing Describe the effects of exercise on the respiratory system. Describe the development of the respiratory system. Describe the effects of aging on the respiratory system. Describe the anatomy and histology of the nose, pharynx, larynx, trachea, bronchi, and lungs. Identify the functions of each respiratory system structure. Explain the difference between tidal volume, inspiratory reserve volume, expiratory reserve volume, and residual volume. Differentiate between inspiratory capacity, functional residual capacity, vital capacity, and total lung capacity. Chapter 24: The Respiratory System Identify the organs of the digestive system. Describe the basic processes performed by the digestive system. Describe the structure and function of the layers that form the wall of the gastrointestinal tract. Describe the nerve supply of the GI tract. Describe the peritoneum and its folds. Identify the locations of the salivary glands, and describe the functions of their secretions. Describe the structure and functions of the tongue. Identify the parts of a typical tooth, and compare deciduous and permanent dentitions. Describe the location and function of the pharynx. Describe the location, anatomy, histology, and functions of the esophagus. Describe the three phases of deglutition. Describe the location, anatomy, histology, and functions of the stomach. Describe the location, anatomy, histology, and function of the pancreas. Describe the location, anatomy, histology, and functions of the liver and gallbladder. Describe the location, anatomy, histology, and functions of the small intestine. Describe the anatomy, histology, and functions of the large intestine. Describe the three phases of digestion. Describe the major hormones that regulate digestive activities. Describe the development of the digestive system. Describe the effects of aging on the digestive system. Chapter 25: Metabolism and Nutrition De? ne metabolism. Explain the role of ATP in anabolism and catabolism. Describe oxidation–reduction reactions. Explain the role of ATP in metabolism. Describe the fate, metabolism, and functions of carbohydrates. Describe the lipoproteins that transport lipids in the blood. Describe the fate, metabolism, and functions of lipids. Describe the fate, metabolism, and functions of proteins. Identify the key molecules in metabolism, and describe the reactions and the products they may form. Compare metabolism during the absorptive and post absorptive states. De? e basal metabolic rate (BMR), and explain several factors that affect it. Describe the factors that in? uence body heat production. Explain how normal body temperature is maintained by negative feedback loops involving the hypothalamic thermostat. Describe how to select foods to maintain a healthy diet. Compare the sou rces, functions, and importance of minerals and vitamins in metabolism. Chapter 26: The Urinary System List the functions of the kidneys. Describe the external and internal gross anatomical features of the kidneys. Trace the path of blood ? ow through the kidneys. Describe the structure of renal corpuscles and renal tubules. Identify the three basic functions performed by nephrons and collecting ducts, and indicate where each occurs. Describe the ? ltration membrane. Discuss the pressures that promote and oppose glomerular ? ltration. Describe the routes and mechanisms of tubular reabsorption and secretion. Describe how speci? c segments of the renal tubule and collecting duct reabsorb water and solutes. Describe how speci? c segments of the renal tubule and collecting duct secrete solutes into the urine. Describe how the renal tubule and collecting ducts produce dilute and concentrated urine. De? ne urinalysis and describe its importance. De? ne renal plasma clearance and describe its importance. Describe the anatomy, histology, and physiology of the ureters, urinary bladder, and urethra. Describe the ways that body wastes are handled. Describe the development of the urinary system. Describe the effects of aging on the urinary system. Chapter 27: Fluid, Electrolyte, and Acid-Base Homeostasis Compare the locations of intracellular ? uid (ICF) and extracellular ? uid (ECF), and describe the various ? uid compartments of the body. Describe the sources of water and solute gain and loss, and explain how each is regulated. Explain how ? uids move between compartments. Compare the electrolyte composition of the three major ? uid compartments: plasma, interstitial ? uid, and intracellular ? uid. Discuss the functions of sodium, chloride, potassium, bicarbonate, calcium, phosphate, and magnesium ions, and explain how their concentrations are regulated. Compare the roles of buffers, exhalation of carbon dioxide, and kidney excretion of H+ in maintaining pH of body ? uids. De? ne acid–base imbalances, describe their effects on the body, and explain how they are treated. Describe the changes in ? uid, electrolyte, and acid–base balance that may occur with aging. Chapter 28: The Reproductive System Describe the location, structure, and functions of the organs of the male reproductive system. Discuss the process of spermatogenesis in the testes. Describe the location, structure, and functions of the organs of the female reproductive system. Discuss the process of oogenesis in the ovaries. Compare the major events of the ovarian and uterine cycles. Explain the differences among the various types of birth control methods and compare their effectiveness. Describe the development of the male and female reproductive systems. Describe the effects of aging on the reproductive systems. Chapter 29: Development and Inheritance Explain the major developmental events that occur during the embryonic period. Describe the major events of the fetal period. De? ne a teratogen and list several examples of teratogens. Describe the procedures for fetal ultrasonography, amniocentesis, and chorionic villi sampling. Describe the sources and functions of the hormones secreted during pregnancy. Describe the hormonal, anatomical, and physiological changes in the mother during pregnancy. Explain the effects of pregnancy on exercise and of exercise on pregnancy. Explain the events associated with the three stages of labor. Explain the respiratory and cardiovascular adjustments that occur in an infant at birth. Discuss the physiology and hormonal control of lactation. De? ne inheritance, and explain the inheritance of dominant, recessive, complex, and sex-linked traits.

Importance of Scientific Knowlege for Students Essay

Importance of Scientific Knowlege for Students - Essay Example Knowledge based economies rely on skilled mathematicians and scientist. However, it is a worrying fact that America's labor force is aging fast. It has been projected that more than twenty percent of scientists and mathematicians are likely to retire by the year 2010 (Mac Iver 221). This is likely to result to a deficiency owing to the fact that fewer learners are pursuing math and science as their careers. The situation is further compounded by the fact that administrators and teachers themselves do not have adequate training, proficiency, tools and skills necessary for teaching Science and Mathematics (Janelle p. 231). In the previous decades, America has fallen behind in world rankings of nations with students earning math and science degrees and in the production of skilled workers. Consequently, United States has been forced to rely on other countries for skilled workers. For instance, doctors are recruited from regions such as Philippines, Sub-Saharan Africa and India. Moreover , emerging Asian nations like India and South Korea are winning acknowledgment in the development of software, computer, electronic display and storage technologies. On the other hand, dependence on science might make people incapable of maintaining their standards of living if they continue depending on the resources that present science offers, and substitute technologies might be insufficient or might present unbelievable hazards. Importance of Science Science and maths have an enormous influence on people's lives. They offer the foundation of much of contemporary technology techniques in materials, tools that make work and lives easier. If science and technology had by no means been invented, the world would be extremely different. Today, people can view live actions in the comfort of living rooms, communicate to friends anywhere on the globe and send emails and other types of messages within a few seconds. Almost everyday, medical professionals save lives and are capable of treating and curing once life frightening ailments with the use of sophisticated procedures, drugs and equipment. Discoveries made by scientists help to shape people's views about themselves and the universe. From the ancient Egyptian's scientific breakthroughs, to today's changing of organism's hereditary makeup, the development of scientific knowledge is an enduring phenomenon. Science Based Careers From the history of mankind, knowledge in math and science has at all times been improving and growing. A great deal of what separates the contemporary way of living from that of cave-dwelling ancestors are the innovations in science and its related field, mathematics. Every profession available these days in United States and beyond needs some mathematical and scientific knowledge. Training in humanistic studies is not nearly sufficient for any type of career. For instance, even farming has turned out to be quite complex. Outputs in agriculture have risen as scientists continually develop more efficient fertilizers and a better array of plants. With every passing day coupled with numerous discoveries in math and science, mastery of fresh developments is fundamental to students and all constituents of today's

Mission, aims and objectives of Tesco PLC Essay

Mission, aims and objectives of Tesco PLC - Essay Example This way, Tesco seeks to be valued not only by its customers, but also by the communities it serves, its employees and its shareholders. This vision is a qualitative long term target for Tesco as a business thus one could arguably state that it describes the Group’s aims. The company used the above stated mission and vision statements to develop seven corporate objectives. These seven corporate objectives are quantifiable medium to long-term targets that inform Tesco’s corporate strategy. The first objective for Tesco is to continue to grow its UK core market. The UK is the largest business in the Group and a key driver of sales and profit. In 2011, the UK contributed 68% of the Group’s trading profit (Tesco 2011a). The second objective is to be an outstanding international retailer both in stores and online. The company is currently in 14 markets outside the UK that contribute 25% of the Group’s profits. The third objective is to be as strong in everyth ing the company sells as they are in food. This involves broadening their products and services offering. The fourth objective is to grow their broadening retail services in all the markets where the Group operates. Tesco has largely focused their retailing services within the UK market. The three remaining objectives are: to put the Group’s responsibilities to the communities it serves at the heart of what the organisation does; to be a creator of highly valued brands; and to build their team so that the organisation creates more value. Tesco’s organizational diagram Tesco is a large, multinational organisation. This naturally leads to the organisation adopting a huge and complex organisational structure that has to delegate roles and responsibilities across the world. The diagram shown above only covers the executive level of the Group and does not include the board of directors, to whom the Group CEO, Philip Clarke reports. Evaluate how the choice of structure of an organisation can affect the way the organization is run Organisational structure refers to the patterns of relationships between roles in an organisation and its different parts. Some define it as the system of organizational rules, divided into rules regulating the behaviour of people and rules regulating the functioning of machines (Scheidegger 1997). It deals with issues such as responsibility, authority, communication, coordination, and control. A more modern definition is suggested by McMillan (2002) who defined organizational structure as the visible and invisible architecture that connects and weaves together all aspects of an organisation’s activities so that it functions as a complete dynamic entity. How an organisation is run depends on the competitive strategy that is has adopted. For example pursuing a differentiation strategy requires the business to be run differently than when the business is pursuing a low cost leadership strategy. For this reason, Chand ler (1962) argued that structure follows strategy in organizations. Strategy is the determination of long-term goals and objectives, courses of action and allocation of resources, and structure is the way the organization is put together to administer that strategy, with all the

Organisational Behaviours and HRM Coursework Example | Topics and Well Written Essays - 500 words

Organisational Behaviours and HRM - Coursework Example rce management and staff management may differ in so many ways depending on the scope, nature of the roles and even the services with human resource management being broader in perspective in both compared to staff management that is narrower in perspective. They too have similarities. The similarities can be summarized in terms of; Payroll & Associated Tasks, new staff recruitment procedures, the documentation processes, and models. In terms of models, both focus on the significance of integrating personnel and human resource management techniques with organizational objectives (Armstrong, 2006) so that both can aim to achieve a common overall objective. The organizational behavior concept and human processes are quite basic in relationship. Organizational behavior concept manifest themselves as some regulations or guidelines that define how employees in a given organization should conduct themselves when they want to engage themselves within certain activities like politics, examples include; organization culture, politics, and ethics. Human resource management, on the other hand, is concerned with implementing the said concepts by doing whatever is necessary to develop strategies of setting rules for the concerned employees. Example, under the organization concept of organization culture, human resource will be concerned with acting as an amplifier of the organization culture using any communication means like employee orientation to help him/her understand the said culture. The same is true for other concepts. The primary responsibility of a human resource manager is to ensure that human resources are utilized and managed as efficiently and effectively as possible (Saiyadain, 1999). Particularly, he/she does; recruitment and selection as well as developing the workplace as required by the organization. He also sees through that all employees receive the required training that is relevant to their job. Others are; motivating employees, ensuring a balance

Examining The Accuracy Of Plymouth Plantation Religion Essay

Examining The Accuracy Of Plymouth Plantation Religion Essay Bradfords Plymouth Plantation, contains records of the Pilgrims settlement in the New World. This document represents the history of one of the first colonies in New England that founded our countries religion, culture, and history. Some historians wonder if Bradfords documentation of the Plymouth settlement is accurate. Even though Bradfords personal views and bias are evident throughout the passage there is still a lot of factual evidence that would be lost with out this manuscript. Bradford has been an inspirational writer to many, such as Cotton Mather, William Hubbard, Thomas Prince, and Thomas Hutchinson. Of Plymouth Plantation, is separated into two books dating from 1620 to 1650. Bradford, apparently wrote the first book in 1630 (Shuffleton), and goes into detail of the Separatist movement. The main points of the book include: the Separatists afraid of religious persecution, fleeing from England to Holland, settling in Leiden, their voyage on the Mayflower, and their experiences in New England. Bradford orders his material not only chronologically but teleologically, into chapters that are organized topically as well as in terms of sequences of events, and he indicates in numerous ways that his history is plotted and moving toward a particular outcome (Read). The way in which Bradford wrote this book is why it has been so influential. It is easy to follow and a timeline is evident throughout. He goes into detail on instances that he finds important. For example, in what he called the First Encounter, an Indian attack occurred and he went into meticulous detail of how the Indians loo ked, sounded, and how they interacted with the pilgrims. But about midnight they heard hideous and great cryà ¢Ã¢â€š ¬Ã‚ ¦they concluded it was a company of wolves or such like wild beasts (Perkins 56). This text gives insight to how the Indians responded to the Pilgrims invasion. The second book was written between 1646 and 1650, and is a form of annals dating from 1630 to 1650, which tells of the Pilgrims day to day life. His use of annals proved accurate when compared to colony records that would have been available to him at that time. Bradford writes most of history out of nostalgia (Wenska). This means that he has a yearning for the past and uses bible verses to compare to whats happening in the colony. This is seen when Bradford compares the Plymouth settlers to the Israelites of the old testament, when their time of wandering is over, spiritual principles are settled, and now the Pilgrims must face the spiritual uncertainties of history as they strive to build their own Can aan (Shuffleton). In the bible, the Israelites were Gods chosen people, and God granted them the power to dominate Canaan. Everything was made abundant to them, until they started to sin. Once they started to defy Gods word, God took away the inheritance he had given them. Bradford says this in hopes that his Separatists can overcome their sinful nature and remain faithful to God, and in return keep New England, the land God has granted them. His own personal beliefs and views were definitely evident throughout the text. He regarded himself as an instrument of God (Perkins 49). He believed that God helped people overcome obstacles through faith, à ¢Ã¢â€š ¬Ã‚ ¦but they cried unto the Lord and he heard their voice and looked on their adversity (Shuffleton). On the Mayflower there was a young man who thought highly of himself and cursed the sick. But it pleased God before they came half seas over, to smite this young man with a grievous disease, of which he died in a desperate manner, and so was himself the first that was thrown overboard. Thus his curses light on his own head, and it was an astonishment to all his fellows for they noted it to be the just hand of God upon him (Perkins 51). This text shows Bradfords belief that God has a hand in everything was shared by the Separatists. In his description of Plymouth, there were two rather sharply divided groupsthe saints, or members of the Separatist church, and the strange rs, or Non-separatistsà ¢Ã¢â€š ¬Ã‚ ¦ Obviously Bradford held the saints in much higher esteem then he did the strangers, who were often disruptive of the peace of the colony (Westbrook). His favoritism can also be seen when he omits most of the facts concerning incidents when the Separatists are being disloyal to God. For example when they fight amongst themselves in Amsterdam, or slaughter the Indians at Wessagusset. But, in Plymouth in 1642, when there were outbreaks of burglary, adultery, and fornification (Westbrook), he didnt seize to leave out any details of their wickedness. After Bradford discusses the outbreak of flagrant sin he ends his narrative with the headings, Anno 1647, and Anno 1648, leaving them blank. Peter Gays says, Bradford ends his history in silence (Shuffleton). One can also tell hes partial to the Separatists by his depictions of characters. He differentiates between admiral characters who, are members of the Separatist congregation and the despicable ones , who are either unchurched or have Anglican sympathies (Westbrook). When he speaks of William Brewster whom he admires and considers a father figure, he speaks only of his strengths. When speaking of someone he dislikes he explains their weaknesses, and why they are not trustworthy. His tendency seems to be toward caricature and ridicule in depicting persons whom he disliked, such as Lyford, Weston, Thomas Morton, and Oldham (Westbrook). Many historians have used Plymouth Plantation as a resource in writing their books, due to the accuracy and detailed history of the early settlement. This entire passage has been treated as an early interpretation of the American landscape and an illustration of English preconceptions about that landscape as wilderness' (Read). Nathaniel Morton, Bradfords nephew, had copied large parts from Plymouth Plantation and was considered very important when his uncles original works had been lost. Increase Mather used it as a source for his account of Indian Wars. Increases son, Cotton, later used it for his own history of the Plymouth Colony. William Hubbard used it in his writing of the General History of New England from the Discovery to MDCLXXX. Thomas Prince quoted and paraphrased many passages in his Chronological History of New England in the form Annals in 1736. It has been influential because of how Bradford handled time relationships, characterized individuals and groups, and focuse d on events that he thought were important. Bradford helped to demonstrate the workings of divine providence for the edification of future generations (Gould). This document has saved past history that would have otherwise been lost. The years since these early literary historians wrote has neither dulled nor lessened our admiration for Bradford as either historian or man of letters (Wenska). It will continue to contribute to the American culture for generations to come. Bradfords Of Plymouth Plantation can not be classified as objective history, because he incorporated too much of his own personal beliefs and values. Instead it can be used as a history book for the foundation of New England. Early authors saw its importance and incorporated it into their own writings. It has helped shape our differing religions, culture, and literature that can be found in todays era.

A, B, C...Not As Easy As 1, 2, 3: Are College-Bound Students Prepared?

Students that go to college â€Å"to get a good job† and those â€Å"optimistic, high achieving, civic minded that hold the promise of true greatness† according to American historian and Yale graduate Neil Howe, along with his American author and Harvard graduate William Strauss, are in for quite the reality check upon arriving to college and finding that they are ill-prepared for the curriculum established at a university. The educational system in the United States has seen many changes over its history as a country, and most recently, alarming news of the US slipping greatly behind in the Global Education Race and the College Board changing college admission standards have drastically changed the face of higher education (Snider, Global Education Race). As it is, students already struggle tremendously to adjust to the overwhelming new aspects of a college life. With little preparation, these events only worsen the minimum forms of preparation offered. Many schools co ntinue to struggle to adequately arm their students with the necessary tools needed in college. In addition, George Bush’s â€Å"No Child Left Behind Act† of 2001 has been a turning point in the history of America’s Education. The placement and expectation of all students on the same level has been argued a negative one. It is clear that the repercussions of events in history have altered the environment of contemporary education of high school students aspiring to continue onto higher education. The problem of declining University retention rates and of Americans attaining a collegiate degree can be seen as a failure of the lack of academic preparation, largely due to state standardized testing and curriculum deficiencies. This failure was a result of several important events; th... ...n. â€Å"In Global Education Race, US Falls Behind.† The Hechinger Report; Huffington Internet Newspaper. October 2011. 12, May 2012 Kirst, Michael., Aguilar, Antonio., and Bueschel, Abraham. Improving Transition From High School To Postsecondary Education. Policy Analysis California Education. Berkely, California. Lotkowski, VA., Robbins, SB., and Noeth, RJ. The Role of Nonacademic Factors in College Readiness and Success. Downloaded from ACT Website. 6 May 2012. Ulluci, Kerri and Spencer, Joi. â€Å"Unravelling the Myths Of Accountability: A Case Study of the California High School Exit Exam.† Urban Review. 41.2 (2009): pages 161-173. Academic Search Complete. Web. 16 May 2012 United States. Dept. of Education. National Commission on Excellence in Education. A Nation at Risk: The Imperative for Educational Reform. Washington: GPO, 1983. Print.