Explain the Physiology the Cardiovascular and the...

Explain the physiology the cardiovascular and the digestive system in the body in relation to energy metabolism in the body. Discuss the role of energy in the body and analyse how those two body systems interrelate to perform a named functions. For distinction analyse Energy it is the ability to do work. Energy cannot be destroyed but it can be changed to another form. Without energy we would not be able to growth or move. To stay alive we need regular and permanent supply of energy or else we would die. Without energy our body would not be able to carry out processes such as: * Growth and reconstructions of new cells and tissues as energy is necessary to supply biochemical reaction that then is building larger organic molecules†¦show more content†¦Break food into tiny parts, so that the useful elements of food could be absorbed into out bloodstream and sent through our body. 2. Get rid of useful parts of the food that our body can’t use. Digestion starts in mouth and it is going through several steps. Teeth which are a Mechanical digestion start tearing and crushing the food down into small pieces so that the food will smoothly run down our throat. The salivary glands are located underneath the back of our tongues and that’s what is creating our saliva. The saliva is the Chemical Digestion is helping soften the food in the mouth so it is easy to swallow. Also saliva is the first out of several chemicals that is breaking the food into smaller bits. The tongue is the muscle that works with the food and saliva to form something similar to balls that can be swallowed. Also tongue contains taste buds so that we know if the food is salt, sweet, sour or bitter. Esophangus is a simple transportation tube that is joining the throat with stomach. When swallowing we are closing a trap door in our throats called the epiglottis. By closing this trap we are preventing the food prom going to trachea and into our lungs. Also Food moves down the esophangus using muscles not gravity. Stomach is the first stop after the Esophangus. When the food gets into stomach the stomach uses chemicals to try to make the food smaller. These chemicals are called gastric juices and they include hydrochloric acid and enzymes. (Enzymes areShow MoreRelatedAssignment Brief to Break Down Unit 5 Health and Social Care Level 11545 Words   |  7 PagesTitle: Extended Diploma Level 3 in Health and Social Care Unit : 5 Assignment Title: Anatomy Physiology Scenario/Vocational Context: This unit introduces core knowledge of cellular structure and function, and the organisation of the body as a whole, and then builds on this to develop a more detailed knowledge of the fine anatomy and physiology of the systems involved in energy metabolism. Functional Skills Development: This assignment will give you the opportunity to develop skills

Free Will Essay example - 1168 Words

Free Will I want to argue that there is indeed free will. In order to defend the position that free will means that human beings can cause some of what they do on their own; in other words, what they do is not explainable solely by references to factors that have influenced them. My thesis then, is that human beings are able to cause their own actions and they are therefore responsible for what they do. In a basic sense we are all original actors capable of making moves in the world. We are initiators of our own behavior. The first matter to be noted is that this view is in no way in contradiction to science. Free will is a natural phenomenon, something that emerged in nature with the emergence of human beings, with their†¦show more content†¦Dogs, lizards, fish, cats, frogs, etc.; have no free will and therefore it appears arbitrary to impute it to human beings. Why should we do things that the rest of nature lacks? It would be an impossible aberration. The answer here, is tha t there is enough variety in nature—some things swim, some fly, some just lie there, some breathe, some grow, while others do not; so there is plenty of evidence of plurality of types and kinds of things in nature. Discovering that something has free will could be yet another addition to all the varieties of nature. I am going to give four agruments on why, in my opinion free will exists. The first argument has to deal with determinism. If we are fully determined in what we think, believe and do, then of course the belief that determinism is true is also a result of this determinism. But the same is true for the belief that determinism is false. There is nothing you can do about whatever you believe—you had to believe it. There is no way to take an independent stance and consider the arguments unprejudiced because all various forces making us assimilate the evidence in the world just the way we do. One either turns out to be a determinist or not and in neither c ase can we appraise the issue because we are pre-determined to have a view on that matter one way or another. We will never be able to resolve this debate, since there is no way of truly knowing. InShow MoreRelatedFree Will And Free Choice1122 Words   |  5 Pagesknown permitted the choice, your free will grants you this privilege. Or does it? Free will is a false concept often confused with free choice. Free will does not truly exist, the limitations set by nature and the influence of other people hinder the ability to choose without the impact of past experiences. As Barbara Smoker, a British Humanist activist and freethought advocate stated, â€Å"Free choice means you are not forced by other people or what is outside of you. Free will is the idea that you areRead MoreShould Free Will Be Free?904 Words   |  4 Pagestalking about the idea of â€Å"free will† there are a lot of factors involved. I think it’s difficult to just openly say yes or no to the question of â€Å"Do all humans have free will?†, because there are certain cases on each side where things aren t so black and white. When first thinking about this question, I went back and forth on my answer. It was hard to pick a side. In the end though I came up with this idea. All humans are created as free beings, and they have the free will to do as they chooseRead MoreFree Will And The Door For Free Action1426 Words   |  6 PagesWith a revised interpretation of free will and internalization of weight bestowal, indeterminacy might open the door for free actio n. We will discuss what this paper means by free action and indeterminacy, explore why Sider thinks indeterminacy is incompatible with free action, object Sider’s arguments using Nozick’s proposal of self-subsuming weight bestowal, and investigate possible counter arguments to Nozick’s proposition. The libertarian view requires a free action to be non-random, uncausedRead MoreThe Theory Of Free Will1616 Words   |  7 PagesEssay 3 – Free Will Free will is the ability to choose freely and control our actions. Basically, free will shows the level of responsibility we claim for our actions and decisions. Obviously, if outside forces determine our choices, we cannot be held responsible for our actions. However, if our choices are made with total freedom than certainly we must claim responsibility for our choices and actions. God is justified in creating a world with the existence of free will which philosophers suchRead MoreFree Will and Determinism 1619 Words   |  7 PagesThe problem of free will and determinism is a mystery about what human beings are able to do. The best way to describe it is to think of the alternatives taken into consideration when someone is deciding what to do, as being parts of various â€Å"alternative features† (Van-Inwagen). Robert Kane argues for a new version of libertarianism with an indeterminist element. He believes that deeper freedom is not an illusion. Derk Pereboom takes an agnostic approach about causal determinism and sees himselfRead MoreIn Defense of Free Will1055 Words   |  4 Pages In this paper I will present an argument against free will and then I will defend a response to that argument. Free will is defined as having the ability to make our own choices. Some will argue that all of our decisions have already been dictated by our desires therefore we never actually truly make our own choices. The purpose of this paper is to defend the argument that we have free will by attacking the premise that states we have no control over what we desire. I will defeat this premiseRead More Destiny, Fate, Free Will and Free Choice in Oedipus the King - The Paradox of Free Will1318 Words   |  6 PagesA Paradox: Oedipuss Free will in the Play Oedipus Rex William Shakespeare once wrote, Who can control his fate? (Othello, Act v, Sc.2).  A hero and leader must acknowledge above all else his honor, and the pride of his image.   In ancient Greek beliefs, a hero was a man who stood taller than the rest; he was able to better any conflict.   He did this not for himself or for any token award that may be given to him, but for the security of his fellow man.   Physical strength and superior wit areRead MoreThe Relevence of Free Will615 Words   |  3 Pageshuge part in who we are. But we also have free will. -Aidan Quinn Basically this quote is saying how we are raised in the home determines a big factory of how discipline we are however we still must take into consideration that we are still held accountable for our action regardless. Although how we were raised in the home play a major role with the choices we make in our entire lives as an individual. I do believe that morals have a strong factor in free will and determinism. Hom es that teach moralsRead MoreThe View On Free Will1264 Words   |  6 PagesAvalon Singer 29 September 2014 Topic 1: What I Believe is the Correct View on Free Will We are raised to believe that we are the makers of our own destiny. Every decision we make is our own, and we are free citizens in every sense of the word. Although this thought is comforting, I do not consider it to be true. I think that free will is an illusion. The idea of free will is what keeps us sane and motivates us in our lives, but is not what controls our lives. I presume that our world isRead MoreThe Theory Of Free Will950 Words   |  4 PagesAs a concept, free will offers a tremendous opportunity to pursue rationality of purpose. Within this rationality, individuals find wisdom whenever they exercise it appropriately. Both Skinner and Bandura state that free will explore the determinant to the ability of humanity to discover the space around them (Koons, 2002). Over time, philosophers have maintained that free will offers itself as a gift to humanity. It is presumed, therefore, that free will is God’s ordination, and as such, man should

Thermal Equilibrium Experiment free essay sample

This laboratory focused on the thermodynamic processes involved when two incompressible substances are mixed together. 12 experiments were performed, 10 involving the combination of a measured amount of hot and cold water and 2 involving the combination of ice and liquid water, the majority of these experiments were performed three times. The average variance in final temperature for each experiment was less than 10 percent providing proof of repeatability. Equipment used during the experiment included a gram scale, thermocouple, Styrofoam cup, glass beakers, microwave, an ice bath and ice. The first half of the experiment was dedicated to the mixing of two containers of water at different temperatures. The mass of the water in each container was measured and the containers were then heated or cooled to achieve the temperature desired for the experiment. The temperature was measured with a thermocouple before and after mixing. The data was recorded and is included in tables. The second half of the experiment involves the mixing of ice and liquid water. Water was weighed and cooled then mixed with an amount of ice that was also weighed. The temperature before and after mixing was recorded and included in tables. When the experiments were completed analysis was performed using the laws of thermodynamics. The data collected was used in equations to find theoretical values for final equilibrium temperature. The theoretical values were compared with those measured during the experiment. The total average percent difference between the measured final temperature and the theoretical final temperature is less than 5. 0%. This low deflection between measurement and theory lends credibility to the experiment and proof of the concepts provided within the experiment. When two incompressible substances of different temperatures are combined, there will be a resultant equilibrium temperature that lies between the temperatures of the substances that were combined. The mass of the substances greatly affects the resulting final temperature. An incompressible substance is one whose volume can be considered constant no matter the change in pressure. In this laboratory, the incompressible substance water was used in its liquid and solid states. The First Law of Thermodynamics is essentially an energy balance equation and is state below. Q – W = ? U (Eq. 1) Q represents the amount of heat transferred into or out of the system. W represents the amount of work done by or on a system. ?U represents the change in the internal energy of the system. The units for Q, W and U are kilojoules. When analyzing a thermodynamic process, a system boundary must be established. Establishing the boundary will determine how complicated or simple the first law analysis is. The boundary for this experiment was established in such a way that there was no heat transferred into or out of the system. There was also no work being done on or by the system. A value for work would be required if a device such as a compressor or turbine was included in the system. Since there is no heat transfer across the boundary or work done, the Q and W values are considered to be zero. The equation now becomes. 0 = ? U = Ut2 – Ut1(Eq. 2) In order to use equation 2, the mass and specific heat of the incompressible material was determined. Specific heat refers to the amount of energy, measured in kilojoules, required to raise one kilogram of the incompressible substance by one degree Kelvin or Celsius. The specific heat value for water at 1 atmosphere of pressure varies according to temperature, but the average is 4. 18 KJ / KG* ? K Using mass and specific heat values, the following equation for the change in internal energy was used to calculate final equilibrium temperature. 0 = [ M * C * ( T2 – T1 ) ]substance 1 + [ M * C * ( T2 – T1 ) ]substance 2(Eq. 3) M represents the mass of the substance ( KG ) C represents the specific heat of the substance ( KJ / KG * ? K ) T2 represents the final equilibrium temperature ( ? Kelvin ) T1 represents the initial temperature ( ? Kelvin ) Modifications to this equation must be made in the case of phase change. Phase change occurs when a substance changes from a solid to a liquid for example. When hot water was mixed with ice, the ice changed phase from solid to liquid. This phase change must be taken into account because a portion of the total system energy is committed to the process of turning the solid ice into liquid water. To accomplish this, the latent heat of melting for ice is included in the energy balance equation. The average percent difference between theoretical final temperature and measured final temperature for Table V is 5. 23%. This indicates that the theoretical calculations and the measured values for final temperature are close enough to one another to lend credibility to the experiment. Data from Table IV was used in Equation 4 to find the theoretical final equilibrium temperatures for the experiments involving the mixing of ice and water. The average percent difference between the theoretical final temperature and the measured final temperature is 3. 61%. This is also an indication of a legitimate, repeatable experiment. Possible sources for error in the experiment contributing to variations between measured and theoretical final temperatures are listed below. †¢Liquid residue remaining in transfer beakers causing the mass of the water that was actually mixed to be lower than that measured in the beaker before mixing. †¢Evaporation of liquid from the hot water beaker during transfer from the microwave to the laboratory station where the experiment was being performed. This will also cause a lower mass of water to be mixed. †¢Accuracy of testing equipment. The thermocouples and gram scales used have tolerances above and below actual values being measured. †¢Heat transfer due to the environment such as convection and radiant heat transfer. Though our experiment was simplified by specifying a system boundary by which there was no heat transfer into or out of the system. The fact that some amount of heat transfer due to the environment occurred can’t be completely ignored. The Equilibrium Experiment provided valuable information concerning the thermodynamic processes involved in the mixing of two incompressible substances. Data was successfully obtained from numerous experiments and analyzed using Equations 3 and 4. The overall percentage difference from data collected to theoretical calculations made is a mere 4. 42%. The quality of the results lends credibility to the experiment and confirms established theory. When two substances of different temperatures are combined, they will eventually reach an equilibrium temperature that lies between the initial temperatures of the two substances. The mass and temperature of the objects govern what the final temperature will be.

Personality Essay Example

Personality Essay While there are many different theories of personality, the first step is to understand exactly what is meant by the term personality. The word personality itself stems from the Latin word persona, which referred to a theatrical mask work by performers in order to either project different roles or disguise their identities. A brief definition would be that personality is made up of the characteristic patterns of thoughts, feelings and behaviors that make a person unique. In addition to this, personality arises from within the individual and remains fairly consistent throughout life. Some other definitions of personality: Personality refers to individuals characteristic patterns of thought, emotion, and behavior, together with the psychological mechanisms hidden or not behind those patterns. This definition means that among their colleagues in other subfields of psychology, those psychologists who study personality have a unique mandate: to explain whole persons. (Funder, D. C. , 1 997) †¢ Although no single definition is acceptable to all personality theorists, we can say that personality is a pattern of relatively permanent traits and unique characteristics that give both consistency and individuality to a persons behavior. (Feist and Feist, 2009) While there are many different theories of personality, the first step is to understand exactly what is meant by the term personality. The word personality itself stems from the Latin word persona, which referred to a theatrical mask work by performers in order to either project different roles or disguise their identities. A brief definition would be that personality is made up of the characteristic patterns of thoughts, feelings and behaviors that make a person unique. In addition to this, personality arises from within the individual and remains fairly consistent throughout life. Some other definitions of personality: †¢ Personality refers to individuals characteristic patterns of thought, emotion, and behavior, together with the psychological mechanisms hidden or not behind those patterns. This definition means that among their colleagues in other subfields of psychology, those psychologists who study personality have a unique mandate: to explain whole persons. (Funder, D. C. , 1997) Although no single definition is acceptable to all personality theorists, we can say that personality is a pattern of relatively permanent traits and unique characteristics that give both consistency and individuality to a persons behavior. (Feist and Feist, 2009) These personality types are †¢ Sanguine †¢ Phlegmatic †¢ Choleric †¢ Melancholic Long ago, each of these types was associated with a dominant humor present in the body: sanguin e – blood humor, phlegmatic – phlegm humor, choleric – yellow bile humor, melancholic – black bile humor. We will write a custom essay sample on Personality specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Personality specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Personality specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Additionally to that, the latest research shows that these four basic temperaments are associated with chemicals, like dopamine (for sanguine type), estrogen (for phlegmatic type), testosterone (for choleric type) and serotonin (for melancholic type). The Sanguine Type This type is characterized by spontaneity, optimism, enthusiasm, high energy, mental flexibility, novelty seeking, impulsiveness and curiosity. These traits are associated with specific genes in the dopamine system. These people often have very expressive faces and love using words like â€Å"adventure†, â€Å"energy†, â€Å"new†, â€Å"fun†, â€Å"active†, â€Å"travel† and similar. The Phlegmatic Type These people are mainly defined by their social skills, such as their ability to express themselves and read other people face expressions and body language. They do well at connecting facts and seeing â€Å"the big picture†. They are nurturing, sympathetic, agreeable and emotionally expressive. Some of these character traits are linked with estrogen that is present in both men and women. Physically you can recognize them by their smooth skin, full lips, round faces and small noses. Their favorite words are â€Å"passion†, â€Å"passionate†, â€Å"sensitive† and â€Å"sweet†. The Choleric Type This type is associated with testosterone, which is also present in men and women, but more so in men. These people are direct, focused, tough, analytical, logical and strategic. They have a great deal of courage and like to compete, often against each other. They often have square jaws, high cheekbones and high foreheads and love to use words like â€Å"intellect†, â€Å"ambition† and â€Å"challenge†. More  » The Melancholic Type Melancholics tend to be calm, loyal and orderly, just as their personality name sounds. They are cautious and conventional. These men and women inherited genes in the serotonin system and their favorite words are â€Å"family†, â€Å"loyal†, â€Å"respect†, â€Å"caring†, â€Å"values† and â€Å"moral†. Thorndikes theory of learning 1. Learning is incremental. [9] 2. Learning occurs automatically. [9] 3. All animals learn the same way. [9] 4. Law of effect- if an association is followed by a â€Å"satisfying state of affairs† it will be strengthened and if it is followed by an â€Å"annoying state of affairs â€Å" it will be weakened. 5. Thorndike’s law of exercise has two parts; the law of use and the law of disuse. . Law of use- the more often an association is used the stronger it becomes. [15] 2. Law of disuse- the longer an association is unused the weaker it becomes. [15] 6. Law of recency- the most recent response is most likely to reoccur. [15] 7. Multiple response- problem solving through trial and error. An animal will try multiple respo nses if the first response does not lead to a specific state of affairs. [15] 8. Set or attitude- animals are predisposed to act in a specific way. [15] 9. Prepotency of elements- a subject can filter out irrelevant aspects of a problem and focus and respond only to significant elements of a problem. [15] 10. Response by analogy- responses from a related or similar context may be used in a new context. [15] 11. Identical elements theory of transfer- This theory states that the extent to which information learned in one situation will transfer to another situation is determined by the similarity between the two situations. [9] The more similar the situations are, the greater the amount of information that will transfer. 9] Similarly, if the situations have nothing in common, information learned in one situation will not be of any value in the other situation. [9] 12. Associative shifting- it is possible to shift any response from occurring with one stimulus to occurring with another stimulus. [15] Associative shift maintains that a response is first made to situation A, then to AB, and then finally to B, thus shifting a response from one condition to another by associating it with that condition. [16] 13. Law of readiness- a quality in responses and connections that results in readiness to act. 16] Thorndike acknowledges that responses may differ in their readiness. [16] He claims that eating has a higher degree of readiness than vomiting, that weariness detracts from the readiness to play and increases the readiness to sleep. [16] Also, Thorndike argues that a low or negative status in respect to readiness is called unreadiness. [16] Behavior and learning are influenced by the readiness or unreadiness of responses, as well as by their strength. [16] 14. Identifiability- According to Thorndike, the identification or placement of a situation is a first response of the nervous system, which can recognize it. 16] Then connections may be made to one another or to another response, and these connections depend upon the original identification. [16] Therefore, a large amount of learning is made up of changes in the ident ifiability of situations. [16] Thorndike also believed that analysis might turn situations into compounds of features, such as the number of sides on a shape, to help the mind grasp and retain the situation, and increase their identifiability. [16] 15. Availability- The ease of getting a specific response. 16] For example, it would be easier for a person to learn to touch their nose or mouth than it would be for them to draw a line 5  inches long with their eyes closed. [16] Development of law of effect Thorndikes research focused on instrumental learning, which means that learning is developed from the organism doing something. For example, he placed a cat inside a wooden box. The cats used various methods trying to get out, however it does not work until it hits the lever. Afterwards, Thorndike tried placing the cat inside the wooden box again, this time, the cat is able to hit the lever quickly and succeeded to get out from the box. At first, Thorndike emphasized the importance of dissatisfaction stemming from failure as equal to the reward of satisfaction with success, though in his experiments and trials on humans he came to conclude that reward is a much more effective motivator than punishment. He also emphasized that the satisfaction must come immediately after the success, or the lesson would not sink in. [ Transfer of learning is the study of the dependency of human conduct, learning, or performance on prior experience. The notion was originally introduced as transfer of practice by Edward Thorndike and Robert S. Woodworth. [1] They explored how individuals would transfer learning in one context to another context that shared similar characteristics  Ã¢â‚¬â€œ or more formally how improvement in one mental function could influence another related one. Their theory implied that transfer of learning depends on the proportion to which the learning task and the transfer task are similar, or where identical elements are concerned in the influencing and influenced function, now known as identical element theory. Transfer research has since attracted much attention in numerous domains, producing a wealth of empirical findings and theoretical interpretations. However, there remains considerable controversy about how transfer of learning should be conceptualized and explained, what its probability occurrence is, what its relation is to learning in general, or whether it may be said to exist at all. 2] Most discussions of transfer to date can be developed from a common operational definition, describing it as the process and the effective extent to which past experiences (also referred to as the transfer source) affect learning and performance in a current novel situation (the transfer target). [3] This, however, is usually where the general consensus between various research approaches ends. There are a wide variety of viewpoints and theoretical frameworks apparent in the literature. For review purposes, these are categorized as follows: †¢ a taxonomical pproach to transfer research that u sually intends to categorize transfer into different types; †¢ an application domain-driven approach by focusing on developments and contributions of different disciplines that have traditionally been interested in transfer; †¢ the examination of the psychological scope of transfer models with respect to the psychological functions or faculties that are being regarded; and †¢ a concept-driven evaluation, which reveals underlying relationships and differences between theoretical and empirical traditions. Do we really forget? Many people think that the human mind is too complex to explain, and memory is no exception. Even though vast amounts of research have been carried out into how we remember (and forget! ) things, nobody knows for sure the model on which human memory is based. There are, nonetheless, two main reasons for which psychologists think we forget information: †¢ You store information in your memory but are unable to remember it when you need to, but perhaps can at a later date. In this case, information is inaccessible †¢ The human memory simply forgets information, permenantly, and the physical traces of the memory disappear. In which case, information is unavailable †¢ Forgetting †¢ You can’t talk about remembering without mentioning its counterpart. It seems that as much as we do remember, we forget even more. Forgetting isn’t really all that bad, and is in actuality, a pretty natural phenomenon. Imagine if you remembered every minute detail of every minute or every hour, of every day during your entire life, no matter how good, bad, or insignificant. Now imagine trying to sift through it all for the important stuff like where you left your keys. †¢ There are many reasons we forget things and often these reasons overlap. Like in the example above, some information never makes it to LTM. Other times, the information gets there, but is lost before it can attach itself to our LTM. Other reasons include decay, which means that information that is not used for an extended period of time decays or fades away over time. It is possible that we are physiologically preprogrammed to eventually erase data that no longer appears pertinent to us. Failing to remember something doesn’t mean the information is gone forever though. Sometimes the information is there but for various reasons we can’t access it. This could be caused by distractions going on around us or possibly due to an error of association (e. g. , believing something about the data which is not correct causing you to attempt to retrieve information that is not t here). There is also the phenomenon of repression, which means that we purposefully (albeit subconsciously) push a memory out of reach because we do not want to remember the associated feelings. This is often sited in cases where adults ‘forget’ incidences of sexual abuse when they were children. And finally, amnesia, which can be psychological or physiological in origin Memory Human memory, like memory in a computer, allows us to store information for later use. In order to do this, however, both the computer and we need to master three processes involved in memory. The first is called encoding; the process we use to transform information so that it can be stores. For a computer this means transferring data into 1’s and 0’s. For us, it means transforming the data into a meaningful form such as an association with an existing memory, an image, or a sound. Next is the actual storage, which simply means holding onto the information. For this to take place, the computer must physically write the 1’ and 0’s onto the hard drive. It is very similar for us because it means that a physiological change must occur for the memory to be stored. The final process is called retrieval, which is bringing the memory out of storage and reversing the process of encoding. In other words, return the information to a form similar to what we stored. The major difference between humans and computers in terms of memory has to do with how the information is stored. For the most part, computers have only two types; permanent storage and permanent deletion. Humans, on the other hand are more complex in that we have three distinct memory storage capabilities (not including permanent deletion). The first is   Sensory memory, referring to the information we receive through the senses. This memory is very brief lasting only as much as a few seconds.