Anatomy and Physiology Objectives Essay Example

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. Descr ibe the anatomical position. Relate the common names to the corresponding anatomical descriptive terms for various regions of the human body. We will write a custom essay sample on Anatomy and Physiology Objectives specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Anatomy and Physiology Objectives specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Anatomy and Physiology Objectives specifically for you FOR ONLY $16.38 $13.9/page Hire Writer 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. †¢ †¢ †¢ †¢ †¢ †¢ De scribe the steps of intramembranous and endochondral ossi? cation. Explain how bone grows in length and thickness. Describe 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 skel etal muscle, and relate the arrangements to strength 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 ty pes of ion channels, and explain how they relate to graded potentials and action potentials. Describe the factors that maintain 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: Se nsory, 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 t wo general mechanisms of hormone 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. Exp lain 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. 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 capilla ries 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 ce ll-mediated immune response. Distinguish between the action of natural killer cells and cytotoxic T cells. De? ne 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. Desc ribe 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 involv ing the hypothalamic thermostat. Describe how to select foods to maintain a healthy diet. Compare the sources, 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.

Free Essays on Noras Relationships In “A Doll House“

Nora’s Relationships The story â€Å"A Doll House† by Henrik Ibsen is about a young woman named Nora, who is trying to cope with a secret she has kept away from her husband, Torvald. Torvald thinks that Nora received the money from her father, for medical treatment, to save his life. He does not believe in loans. But the real story is Nora borrowed the money from Krogstad, a person who works for Torvald. Everyone who knows Nora considers her as a helpless young woman, who cannot survive in the world by herself. In â€Å"A Doll House†, Henrik Ibsen uses conflict to show Nora’s subservient relationship with Torvald, Nora’s Hostile relationship with Krogstad, and Nora’s misunderstood relationship with Kristine. The first relationship showing conflict is Nora’s subservient relationship with Torvald. When Torvald talks to Nora he talks to her as if Nora was his child. He calls Nora his â€Å"squirrel† and his little lark. Torvald approaches Nora as if she was his doll telling her what to do and when to do things. Torvald does not like Nora’s â€Å"sweet tooth† eating macaroons, so she hides them from Torvald whenever she knows he is around. With Torvald thinking of Nora as a child, she thought she could persuade him into not firing Krogstad. But her husband thinks that it is nonsense and just ignores Nora and sends a letter for Krogstad’s dismissal. The author shows how much Torvald sees Nora as a doll that is dependent on him and only him. Nora’s hostile relationship with Krogstad was a relationship with many unfriendly visits. Krogstad was the only person who knew about Nora’s secret, because he was the person that she borrowed the money from. When Krogstad heard that Nora’s friend Kristine was going to take Krogstad’s place at his job, he manipulates Nora’s actions and behavior by her influence on her husband to keep his job. He told Nora how he figured out that she forged her father’s signature t... Free Essays on Nora's Relationships In â€Å"A Doll Houseâ€Å" Free Essays on Nora's Relationships In â€Å"A Doll Houseâ€Å" Nora’s Relationships The story â€Å"A Doll House† by Henrik Ibsen is about a young woman named Nora, who is trying to cope with a secret she has kept away from her husband, Torvald. Torvald thinks that Nora received the money from her father, for medical treatment, to save his life. He does not believe in loans. But the real story is Nora borrowed the money from Krogstad, a person who works for Torvald. Everyone who knows Nora considers her as a helpless young woman, who cannot survive in the world by herself. In â€Å"A Doll House†, Henrik Ibsen uses conflict to show Nora’s subservient relationship with Torvald, Nora’s Hostile relationship with Krogstad, and Nora’s misunderstood relationship with Kristine. The first relationship showing conflict is Nora’s subservient relationship with Torvald. When Torvald talks to Nora he talks to her as if Nora was his child. He calls Nora his â€Å"squirrel† and his little lark. Torvald approaches Nora as if she was his doll telling her what to do and when to do things. Torvald does not like Nora’s â€Å"sweet tooth† eating macaroons, so she hides them from Torvald whenever she knows he is around. With Torvald thinking of Nora as a child, she thought she could persuade him into not firing Krogstad. But her husband thinks that it is nonsense and just ignores Nora and sends a letter for Krogstad’s dismissal. The author shows how much Torvald sees Nora as a doll that is dependent on him and only him. Nora’s hostile relationship with Krogstad was a relationship with many unfriendly visits. Krogstad was the only person who knew about Nora’s secret, because he was the person that she borrowed the money from. When Krogstad heard that Nora’s friend Kristine was going to take Krogstad’s place at his job, he manipulates Nora’s actions and behavior by her influence on her husband to keep his job. He told Nora how he figured out that she forged her father’s signature t...

The role of SHIPPING BUSINESS in the ECONOMIC DEVELOPMENT of a country Assignment

The role of SHIPPING BUSINESS in the ECONOMIC DEVELOPMENT of a country is important. Hence, MARITIME TRANSPORT plays a significant role in that development. Discuss - Assignment Example e significant for the movement of the goods and services are fixed infrastructures, means of transportation and organizational system which is quite significant for ensuring that ships and fixed infrastructures are used in an effective and efficient manner (Samija, n.d.). Since its foundation in the 3200 BC as Egyptian coastal sail ships, it can be observed that the maritime transportation has endorsed in the global trade. It was during 1200 BC, most of the Egyptian ships were found to trade as far as Sumatra which has been observed to be one of the lengthy maritime routes of that particular time. European regal powers, generally England, Netherlands, Spain and France were the first countries to develop a worldwide maritime trade network. Maritime transportation can be considered as a derived demand. It has been noticed that seaborne trade led to 89.6% of the world business and 70.1% in terms of value in 2006 (Tamiotti & et. al., 2009). When considered in terms of ownership, maritime shipping is found to be a globalised industry. Maritime transportation is geographical by its physical characteristics, strategic in terms of control as well as commercial in terms of usage and thus tends to run on its own space similar to land and air modes. Rivers and oceans are considered to be the two main components of physiography of maritime transportation. Modifications made to the water canals, augmentation of the size and specialization of vessels have been because of the technological alterations that had a major impact upon the water transport. It has been noted that the significance and configuration of maritime route has altered with economic developments as well as technical developments (Rodrigue & et. al., n.d.) A noteworthy characteristic of the economies of shipping is mainly focused upon its capital costs thereby demanding financing. It is due to their size, ships demonstrate a noteworthy capital outlay. One of the crucial benefits of maritime transportation is

Planning in my neighborhood Essay Example | Topics and Well Written Essays - 1500 words

Planning in my neighborhood - Essay Example The neighbourhood has also been envisioned with curvilinear streets, its area about 160 acres, with 10 units per acre and with about 5,000 to 9,000 residents (Perry, 1948). It is also ideal that the neighbourhood has about 10% of its area as parks or open space for recreation and enjoyment, and the school should have a play area, a community centre and church. My neighbourhood – Darling Heights, a suburb in Toowoomba City, Queensland, has about 5,035 2006 population (Australia Bureau of Statistics). Darling Heights is bordered by Drayton in the west, Kearneys Spring to the east, and Harristown to the north. Its local government is the Toowoomba Region. Toowoomba is a mountain city located southeast of Queensland and about 127 km west of the capital Brisbane. The climate is pleasant and has an altitude of an average 700 metres above sea level (Toowoomba, 2009). *How was it developed: what is the history of your neighbourhood? Hall (1975) acknowledged that â€Å"Modern urban an d regional planning has arisen in response to specific social and economic problems which in turn were triggered off by the Industrial Revolution at the end of the 18th century.† The earliest human settlements were near rivers or bodies of water. These are villages with houses grouped together around a square. The square served as a meeting place or for religious purposes. It may have a shrine and the settlement may be surrounded by a wall for protection. The water source provides water supply or fertile land if not rich hunting grounds. These were seen as early examples of town planning of which location and design suited the purposes of the community (Lecture). Morris (1979) suggested that the oldest planned settlements are Mohenjo-Daro and Harappa in Pakistan. The history of Darling Heights is closely linked with Toowoomba. It dates back to 1827 when English explorer Allan Cunningham discovered a rich Farming Land and named it Darling Downs (Toowoomba, 2009). Drayton, a nea rby suburb, was settled as early as 1842. Toowoomba was earlier called the Swamp, and it was listed a municipality in 1860, a township in 19892, and a city by 1904 (Toowoomba, 2009). The Toowoomba Regional Council is tasked at planning and managing the Darling Heights and other areas of Toowoomba. They oversee building and development, infrastructure planning as well as delivery and local area planning. It consults with the community to ensure that council planning reflects their ideal vision for the region. Coverage includes the schemes and infrastructure for stormwater, sewerage, transport and water supply networks (Toowoomba Regional Council, 2011). *How well does it work – i.e. legibility, connectivity, accessibility, etc.? My neighbourhood in Darling Heights has a comprehensively planned lay-out. Within an estimated 170 acres area, this Toowoomba neighbourhood has a church, a school, some small commercial establishments, as well as a few large ones. Within the community, there are small streets that allow pedestrians. However, there are major streets that cross within the community which provides risks for residents. Connectivity is the ease or manner of which residents in an area move from one point to another or access areas which may have direct or indirect implication in their community life and existence (Saura and Pascual-Hortal, 2006). The

Pay Structures, Pay & Merit Assignment Example | Topics and Well Written Essays - 500 words

Pay Structures, Pay & Merit - Assignment Example Executive compensation differs from sales or human resource personnel on the ground that executive compensation involves negotiation between the executive and the employer (Peter, 2002). Thus, it is negotiated and agreed on unlike other employees whose compensations are spelt out in advance. Executive offer letter is more detailed comprising a variety of options such as housing agreements, bonuses, incentives, guaranteed service pack in case of termination of employment, and income protection guarantees in the event of sale or other liquidity event resulting to change in the company administration. All these benefits and variety of options are not available to other employees. Offering of more lucrative salary to executives is made in a bid to attract, motivate, and retain executive officers who have the capability of leading and managing business successfully, link an organization cash incentives with measurable performance align their interests with the company’s’ interests to achieve long-term goals. This has contradicting effects on low paid employees. In some instances, it motivates them to work hard and acquire the executives in order to receive such compensation in future. In other situations, low paid employees are demotivated, arguing that they are the ones who do most of the work, but executives ends up receiving more compensation than them (Worldatwork, 2007). During survival mode, reduction of staff compensation strategy may be preventing layoffs, but an organization may end up losing its top talent. As a human resource manager, I would adopt a pay-for-performance strategy. In implementing this strategy, I would let them be aware that each of them will be compensated with the same amount of monetary value he or she will create for the company, with little basic salary as benchmark. For top management, I will make them realize that their success is counted on how the organization successfully attains its goals (Peter, 2002).

The Nature Of Pastoral Care Theology

The Nature Of Pastoral Care Theology Pastoral care in ministry is one of the most critical ministries found within the Church. Churches are full of individuals who have or are experiencing crisis, anxiety, devoiced, loneliness, lost, grief, sadness, and family issues. These prevailing crises make available to pastors opportunities to assist these individuals mostly by just encouraging and listening to those within their faith community. In many cases, pastors involvement in these crises may only require of them to listen whereas in other the need for trained pastors in specialized ministry of counseling is required. Many individuals now-a-days continue to turn to their pastors as a first source when face with a crisis. Pastors are usually more immediately and directly accessible than some other counseling professionals they do not charge a fee, and they are every so often known and trusted within a community. Since pastors are perceived as generalist, parishioners as well as community residents often look to them for assistance in a wide range of needs, including counseling. A skill acquired by pastors from some useful classes in the area of counseling during their training in seminary as well as an important basic quarter in C.P.E. (Clinical Pastoral Education). Personally, my study in pastoral counseling has given me the necessary tools to effectively counsel my congregants. Such training has led me into the following concepts: Clinical Pastoral Periderm, which focuses on relationship and individuals; the different kinds of Listening Skill introduced by Salvage; the dynamics of Loss Grief with grief being the emotional reaction to loss; Family System Theory a self-regulatory system maintaining its own status, as well as the Family as an Emotional System along with the Eight Concepts of Bowen Theory; Congregational System Pastoral Care; Crisis Counseling which includes the A-B-C Method; Pastoral Issues in Illness; Pastoral for Domestic Violence and Child Abuse; Multi-Cultural Pastoral Care; Gender Difference in Pastoral Care; and finally, Pastoral Intimacy, Power and Professional Boundaries. Pastoral care is the foremost task of ministry by most pastors as well as a majority of congregants, yet, there is a difference relating to pastoral care and the professional discipline of counseling. Some pastors are members of the American Association of Pastoral Counseling which has what one may refer to as an expressed Code of Ethics. The same is true of the American Association of Marriage and Family Therapists, American Psychological Association, etc. There are certainly many potential similarities in the relationship between pastors and professional counselors and the people they serve. All these relationships involve issues of exposure, familiarity and trust. There is an intrinsic disparity of control which some, particularly pastors, is uncomfortable acknowledging, but which exists whenever a person in distress seeks help from one viewed as more experienced. Healing is mostly a main concentration in any aiding relationship. Likewise, borderline concerns must be taken care of so as to construct the safest likely environment in which a counselee or congregant can deal with his or her pain. Nevertheless, there are a number of possible distinctions between pastoral care and professional counseling. Professional counselors are trained to understand the transference and countertransference phenomena, double task tensions, and the boundaries of our trained competency. Like professional counselors, pastors also have codes of conduct to guide our activities, which are spiritual in origin. These codes are based on religious beliefs except for exclusions concerning sexual wrongdoing; pastoral codes usually are more generalized in nature than professional counseling ethical codes of behavior. In contrast to professional counselors, pastors often engage in their ministries in a variety of informal settings with a multiplicity of roles with parishioners. Our core functions as pastors are embedded in a spiritual restraint that touches on many facets of life and society. Although training in counseling can aid pastors to work more effectively with church members, yet our calling to such profession is very distinct. In one of his many writings, Eugene Peterson called on pastors to return to our distinctive, ancient calling which states that our pastoral work is a ministry of Word and Sacrament.  [1]   People believe counseling is a great remedy. Yet many are reluctant says Hansen to see a professional counselor. Perhaps their reluctance is due to the costs of such visit besides, professional counselors ask hard questions. He continues, For me, trying to be a counselor is a mean of saving time and effort. It is a go between my peoples needs to have me do unspecific things for them rather than cautioning them to live through the thick forests of their lives by following Christ in discipleship.  [2]   This means that pastoral care is rooted in word and sacrament not having its origins in various scientifically grounded personality theories but prayer, proclamation, and the word of God. Again, Eugene Peterson emphasizes, pastors responsibility is to keep the community attentive to God.  [3]   Like pastoral care, professional counseling by a pastor is a serious business. Pastors who engage in professional counseling without being trained are treading on dangerous ground, because such is not included within the authority of their ordination. When we do away with what is the ancient activities of pastoral care and engage in professional counseling methods without the necessary training, we are then held to the same standard to that of a licensed counseling professional. Standing before the law, pastors will not have the benefit or protection they have within the ancient practice of pastoral care. Here are several shielding legal guidelines for the practice of ministry: Pastors are to be clear about the expertise offered. We are to refer to our activities in clearly religious terms, not professional counseling terms. Unless we are trained and are willing to adhere to all of the professional standards of licensed professional counselors, pastors are to stay with practices that we can identify as pastoral care. For if we hold ourselves out as professional or psychological counselor, the law of the land will treat us as one. Pastors are not to assume broader duties, which are not part of our competence or calling. Although, the distinction amid pastoral care and professional counseling are clear in many situations, in others they appear less distinct. Yet a process of reflection and discernment is needed most to identify the pastoral role. So the following need to be addressed: Whom am I called to be in this particular ministry setting? What are my sacred functions as one who has a set-apart ministry? What distinguishes my role and relationships from those of psychologists, family therapists, and specialists in pastoral counseling? Where do I set the limits and boundaries to my pastoral activities?  [4]   Pastoral Care in ministry in my estimate is the most important ministry next to the ministry of preaching of the Gospel. People who are hurting is seeking through the pastor from the Gospel a healing balm for their wounds. The Gospel itself addresses the totality of humanity: spiritual and body. When one part is addressed to the negligence of the other the total needs of that person will not be met. Pastors who are sensitive to, and addresses the hurts of members in their congregation through the appropriate counseling technique, are more likely to be successful in ministry then those who neglect these needs. To conclude, Pastoral care is a vital resource that extends to a broader spectrum of individuals with a variation of needs. This opportunity comes with what I will refer to as a wonderful challenge, however; it is necessary for those ministering to such needs, to reflect wisely on their gifts as well as to recognize their limits of their profession. Bibliography Clinebell, Jr., Howard J. Basic Types of Pastoral Counseling (New York: Abingdon press 1984) Hansen, David The Art of Pastoring ( Inter Varsity Press Downer Grove, Illinois 1994) Paterson, Eugene H. Five Smooth Stones for Pastoral Work (Wm. B. Eerdmans Publishing Co. Grand Rapids, MI 1992) Lynch, Gordon Clinical Counseling in Pastoral Settings ( Routledge New York, NY 1999) Paterson, Eugene H. Working the Angles: The Shape of Pastoral Integrity (Wm. B. Eerdmans Publishing Co. Grand Rapids, MI 1987) Ross, Kenneth. Hearing Confessions (London: SPCK Publishing, 1974) Salvage, John Listening Caring Skills (Abingdon Press, Nashville 1996) An Incident in Ministry that illustrates my Approach to Pastoral Care Luke and Nancy was the first inter-racial couple that sought membership at my present pastoral appointment, Spencer Memorial United Methodist Church. For eight years of being their pastor, I have watched them grow diligently in their spiritual walk with the Lord, but something always seems to be lacking within their relationship especially around the Thanksgiving holiday, something that they couldnt get around to talk about but was bothering them. On one Wednesday after Bible Study Nancy asked if she could schedule an appointment so that she could meet with me. Sure I responded to her, so we went ahead and set an appointment to meet an hour earlier on the next Wednesday before Bible Study. When we met following prayers on that Wednesday, Nancy begins by saying that they came to see me to discuss about the death of her father which loss she cannot seem to get rid of. The presenting problem is one in which Nancys father passed away almost immediately when she became a member of Spencer. This occurred rather suddenly after her father was diagnosed of cancer. When word reached her that her father was terminal and the doctors have given him up, she immediately went to be with her mother to assist her while they prepared for the inevitable. Two weeks later after her arrival on Thanksgiving Day, her father passed away leaving her with a sudden stricken grief that after seven years she is finding it very difficult to dealing with her feeling of loss. Recently Nancy went back home to visit her mother because her visit back home had been infrequent since her father passed away. During her visit she was beset with her feelings of loss and now she tells me that she it has been such a long since the death of her father but the pain do not seem to go away. She and her father became close after a long period of estrangement between them and she describes their relationship developing over the years into more unique friendship than that of father and daughter. She tells me that the mode of her grief varies from day to day. On those days when she is so stressed up, she feels the pain of her loss strongly especially when she cannot pick up the phone and dial her father; for her father had grown to become her best friend in spite of their past history and he had been there for her over the last few years of his life. During this whole session, Nancy pattern of speech appears normal yet she wept throughout it. But what was helpful is that we kept good eye contact during our discussion until she became emotional which minimize it. Below are statements showing that during one point of the session empathy was for the most part effective: Nancy: I guess this may sound crazy, but this past Thanksgiving, I went home and my Mom was able to convince me so that we can get rid of his clothes. Something that I said out loud to Mom that we were never ever going to get rid of his clothes because it was the only physical memory that I had of him. On Thanksgiving Day while going through his closet I could smell his distinct cologne (Kouros) on his clothes. It was too difficult; I broke down in the closet crying. Pastor: I know that it must have been hard for you, because I also lost my father to sudden stroke. Nancy: Pastor Morris, it was the hardest thing for me to do. Pastor: It takes a lot of strength to carry that through. Nancy: You can say that, it does. I break down whenever I begin to talk about him. Pastor: You miss him Nancy: Yes Pastor, I miss him so much (she begins to openly sob). Nancy was referring to the feelings of her loss that never seems to go away after seven years. My intent during this session was to reflect on those feelings. In addition, she was critical of herself in the early part of our session for not having moved beyond her feelings of loss. At this point in the session, I became aware of how much she was hurting. It is very important that pastoral wisdom include some general knowledge of grief and mourning process that is informed by those who have done researched and written about it. One of the most influential interpretations of the grief process for me has been Erich Lindemanns study called Symptomatology and Management of Acute Grief,  [5]  in it he affirmed grief as work, something necessary for life rather than something pathological that should be avoided. He also described five things that he had observed in acute grief: (1) guilt, (2) anger, (3) bodily distress, (4) being preoccupy with the deceased image and, (5) loss of customary of patterns of conduct.  [6]   Lindermann theorized that there are discernible stages in the grief process that the grieving person and those who care for that person should be aware of. Recently when Nancy visited her parent home she was overwhelmed with renewed emotions of loss, perhaps as new as they were seven years ago when her father passed away. Furthermore, she expressed her frustration in still undergoing such strong feeling of grief when so much time has passed. This displeasure could be viewed as her inclination to move in an affirmative direction toward healing, and it was her self-actualizing tendency that was seeking to express it. A likely hypothesis as to why Nancy has not moved past her present stage of grief might be that in her societal system the essential conditions that would allow her to discover the know-how in order to process her grief does not exist. She may also have family members in her family that deal with pain differently by discouraging open expression of emotions. If such be the case, then providing empathy might permit her to move past most of the pain that she was experiencing. The below example shows during the session, where the grief focus was shifted: Nancy: I was in denial when the news first hit me that my father was terminal. I got on the next available flight for Dallas. I went down immediately to be with him. Two weeks after my arrival he passed away. Pastor: That was fast. And it seems that you possess lots of pleasant memories of your father Nancy: Yes I do have a lot of good memories, but the hardest thing is the emptiness brought about by the loss. In this example, she described her experience of losing her father. In response, I attempted to direct her focus on the good memories that she had of her father, rather than she dwelling on her loss. However, it seems to me that her focus was on her feelings of emptiness; it was when I regain control of the situation and saidà ¢Ã¢â€š ¬Ã‚ ¦. Pastor: Nancy, as a pastoral counselor, I certainly am open to the grieving process for those who had lost a loved one but not for such a long period. However, I must honestly say that there is more to the grief that you are undergoing. Even though you have not explain what brought about your estrangement with your parents which may have something to do with prolonged grief. Nancy: (Sobbing againà ¢Ã¢â€š ¬Ã‚ ¦) you are right pastor. 17 years ago after falling in love with Luke in College I took him to ask for my parents blessing because we had decided to get married since we were three months pregnant. Not telling them that he is an African American, we drove to my home time in Dallas Texas during our Christmas break. When we arrived, my parents did not receive Luke and forbid me to get marry to him. Because we love each other and were caring a child I went against their decision and got married to Luke thus being banished or ostracized by my parents. In view of this new revelation, I decided to reference the family- systems theory which offers better ways to understand and resolve such problem. For instance: From a Bowenian family-systems perspective, there have been some key emotional cutoffs  [7]  in Nancy family system when she was banished. Its not entirely clear how these things work, but family-therapy research indicates that Nancy present dilemma is somehow connected to this cutoff; moreover, it is only by repairing it and reconnecting with the long-lost, left-behind, and thrown-out members of her family that her presenting problem  [8]  will resolve itself. Therefore, one aspect of a treatment plan recommended would involve my counseling her toward a self-differentiated  [9]  balance between these two extremes (guilt and grief). Finally, Nancy realized that her prolonged grief was because of her guilt after shifting her guilt back and fro.  [10]  I believe my ability to provide empathy  [11]  through reflection was my strength. What was of greater substance was my ability to offer advanced empathy, moving away from her stated words to the indirect emotions beyond her words.

Managing Change Essay

You are required to write an essay supported with reference to the academic literature that answers the following question: †¢ You have recently been appointed to your first management post following graduation. You are keenly aware that as part of your management role you will be responsible for managing change and anticipate drawing on your BM 6105 studies to help you achieve success in this area. Based on the theoretical perspectives covered during your module studies, what do you believe to be the critical factors that promote effective strategic change outcomes? You need to:†¢ Develop your answer into a paper that both discusses your chosen factors for success and justifies their selection. †¢ Identify and research two organisations that have undergone a significant change process. BM 6105 Assignment Key questions you need to ask 1. Who are you in this report? 2. What ‘theoretical perspectives’ do you need to examine in the essay? 3. How can you define ‘effective strategic change’ based on what you have covered in your module? 4. What are the 4 critical factor areas which you could focus upon in your essay? How many critical factors should be in your report? 5. What 3 areas of the module do you need to review to answer your assignment? 6. How can you ‘identify two organisations that have undergone a significant change process’? 1. Who are you in this report? You are a recently appointed manager . As such, you need to integrate practical aspects into your discussion. 2. What ‘theoretical perspectives’ do you need to examine in the essay? You need to define ‘strategic change’ You need to discuss theories underpinning the four critical factors 3. How can you define ‘effective strategic change’ based on what you have  covered in your module? Examine chapters 1 and 2. Then argue for what you perceive (believe) to be effective strategic change. You should also read and integrate some of the articles listed at the end of these chapters within your discussion. 5. What 3 areas of the module do you need to review to answer your assignment? Your module follows the core text book. It is important that you read Parts ONE, TWO and THREE of the text book BEFORE you attempt to write your essay. – Part One – The context and meaning of change (chp 1- 2) – Part Two – Changing Organisations (Chp 3 -6) – Part Three – Strategies for Managing Change (Chp 7-9) 4. What are the 4 critical factor areas which you could focus upon in your essay? How many critical factors should be in your report? i) Organisational structure and design – Chp 3 ii) Culture – Chp 4 iii) Politics and Conflict – Chp 5 iv) Leadership – Chp 6 At Least TWO factors should be in your report †¢ How can you ‘identify two organisations that have undergone a significant change? – You need to give supportive evidence comprising of actual organisational change, which have occurred as a result of any of the critical factors discussed in your essay. – These examples can be case studies which you have already discussed or are available from text books – Examples could also be obtained from online news sources such as Financial Times, The Economist, BBC etc. BM 6105 Assignment layout 1. Suggest a title for this essay. 2. What different headings/sections will your essay have? 3. What sort of language will be used in each section? Can you use â€Å"I†? 1. Suggest a title for this report. An essay on effective strategic change in organisations: an analysis of critical factors Examining Critical Factors for promoting effective strategic change outcomes 2. What different headings/sections will your essay have? 1. Introduction 2. Defining organisational change 3. Critical factors and organisational change 4. Effective strategic change 5. Conclusion 3. What sort of language will be used in each section? Introduction †¢ In this essay there will be†¦ †¢ This essay will†¦ †¢ This essay is going to†¦ †¢ This essay has been undertaken to†¦ N.B. You cannot use â€Å"I†. You can use tables, figures, numbering for Sections in your essay. 2

Market Segmentation Essay

An organization cannot satisfy all the needs and wants of all the consumers. Therefore, Market is divided into different segments so an organization can focus on the needs and wants of the specific consumers who share similar needs and demonstrate similar buyer behavior. In the world, there are different types of buyers with their own needs and behavior. Segmentation is the process to match groups of the purchasers with same needs and wants. Market segmentation: The division of a market into different groups or the process of splitting customers in a market into different groups or segments, within which customers show similar buying behavior and share a similar level of interest in the same set of needs and wants satisfied by a marketer is called Market segmentation. Reasons for segmentation of market: The reason for segmenting a market is to allow your marketing program to focus only on the segment that is most likely to buy your offering. Market segmentation makes possible how to use marketing mix for different target markets. A company is then able to determine which groups of customers are best suited to serve and which product and service offers will meet the needs of the customers and will satisfy them. Therefore, the main objective of segmentation must be how to win and retain the customers you want to serve. If the segmentation process is done properly then it will insure the maximum return for your marketing and sales expenditures, depending on what you are selling and whether you are selling your offerings to individual consumers or a business. Levels of Market Segmentation †¢Segment Marketing †¢Individual Marketing †¢Niche Marketing †¢Local Marketing Segment Marketing: Dividing the market into different segments on the basis of homogenous need. Segmented on basis of broad similarity with regard to some attributes. Segmentation is also sometimes identifying, capturing & retaining potential new markets. Individual Marketing: Extreme marketing in which marketers focus on individual customers. Keep track of individual tastes & preferences of individual customers. Many companies are approaching individuals through e-mails to promote their products. Niche Marketing: Marketer’s effort to position their product or service in smaller markets that have similar attributes and have been neglected by other marketer. Segment further divided into sub segments to cater unsatisfied needs of small group is called as niche. Local Marketing: Marketers offer customized products to suit the local markets. McDonalds introduced â€Å"Muslimized† or â€Å"Arabic† products such as Big Mac, Halal Chicken, Mac Arabia, and more†¦ Variables to Segment the Market: There are a number of segmentation variables that allow an organization to divide their market into homogenous groups. These variables will be discussed briefly below: †¢Geographic †¢Demographic †¢Psychographic †¢Behavioral Geographic segmentation It is based on regional variables such as region, climate, population density, and population growth rate. Geographic segmentation divides markets into different geographical areas. Marketers use geographic segmentation because consumers in different parts of world vary in characteristics and behaviors. An area can be divided by the town, the region or the country. If you are an organization working on a global scale you may divide by global regions such as Europe, North America, South America, Asia and Africa. Example: McDonalds globally, sell burgers aimed at local markets, for example, They also offer vegetable burgers in India due to lots of vegetarians and burgers are made from lamb in India rather than beef because of religious issues also. In Mexico more chili sauce is added and so on. In Muslim countries halal food is offered. In Arabic countries Arabic food is offered like Mc Arabia. Demographic Segmentation It is based on variables such as age, gender, ethnicity, education, occupation, income, and family status. Demographics originate from the word ‘demography’ which means a ‘study of population’. The population can be divided into age, gender, income, and family lifecycle amongst other variables. As people age their needs and wants change, some organizations develop specific products aimed at particular age groups. Gender segmentation is commonly used within the cosmetics, clothing and magazine industry. Income segmentation is another strategy used by many organizations Products and services are also aimed at different lifecycle segments. Examples: ïÆ'ËœFor different age groups: Nappies for babies, toys for children, clothes for teenagers and so on. Introduction of Maxim, (www.maxim-magazine.co.uk)A male lifestyle magazine covering male fashion, films, cars, sports and technology. Psychographic Segmentation: oIt is based on variables such as values, attitudes, opinions, interests, personality and lifestyle. oIt is used highly in the hospitality industry oVALS (Values And Lifestyles) Principle Oriented- principles or beliefs rather than feelings, events, or desire for approval. Status Oriented- status or other people’s actions, approval, or opinions. ï‚ §Action Oriented- action prompted by a desire for social or physical activity, variety, and risk taking. Behavioral Segmentation: It is based on variables such as usage rate and patterns, price sensitivity, brand loyalty, and benefits sought. It refers to why people purchase a product or service. How will the product enhance their overall lifestyle? Occasion is another variable. When should a product be purchased? Occasion segmentation aims to increase the ‘reason to buy factor’ and thus increase sales. Usage rate divides customers into light, medium and heavy users. Heavy users obviously contribute more to turnover then light or medium users, the objective of an organization should be to attract heavy users who will make a greater contribution to company sales. It is based on benefits people seek when buying a product. It is based on Total satisfaction from a service rather than individual benefits. Examples: When someone is going out to dinner McDonalds and local restaurant will not come in the same breathe for choices of where to go. When purchasing a computer the benefit sought will be of ‘ease of use’. ïÆ'ËœThe demand for turkeys increases during Christmas, flowers and chocolates on mother’s day and so on.

ESL Dialogue to Make an Appointment With the Dentist

ESL Dialogue to Make an Appointment With the Dentist In teaching English and a Second Language (ESL) or English as an Alternative Language (EAL)  students how to properly communicate in English, oftentimes specific examples will help them to understand the dynamics of English grammar and usage at play in real life circumstances, though it is important to also emphasize the technical rules associated with each grammatical situation. One such example of a situation an ESL or an EAL  student may encounter outside of school is scheduling an appointment at the dentist- or doctor, but its best to keep these types of exercises simple and one-dimensional to present the clearest message to students. In this scenario, the teacher should begin by playing the role of the dentist office assistant, mining answering a phone that the student, the patient, should voice.   ESL Dialogue for Practicing Scheduling Medical Appoints Dentist Office Assistant: Good morning, Beautiful Smile Dentistry, this is Jamie. How may I help you today? Patient: Good morning, Id like to schedule a check-up. D:  Id be happy to do that for you. Have you been to Beautiful Smile before? P: Yes, I have. My last check-up was six months ago. D: Great. Can I get your name, please? P:  Yes, of course, sorry. My name is [students name]. D: Thank you, [students name]. Which dentist did you see on your last check-up. P:  Im not sure, really. D: Thats OK. Let me check your chart... Oh, Dr. Lee. P: Yes, thats right. D: OK... Dr. Lee has time next Friday in the morning. P: Hmmm... thats not good. Ive got work. How about the week after that? D: Yes, Dr. Lee has sometimes open. Would you like to suggest a time? P: Does he have anything open in the afternoon? D: Yes, we could fit you in on Thursday, January 14th at 2.30 in the afternoon. P: Great. Thatll work. D: OK, thank you for calling Mr. Appleman, well see you next week. P:  Thank you, bye-bye. Key Phrases for Making Appointments to Emphasize The key takeaways from this exercise are the phrases that one might encounter at a doctor or dentists office that may be confusing to new English learners like which dentist did you see? or we can fit you in, which makes no sense in the literal interpretation of the phrase. The most important phrase for an ESL student to learn here, though, is Id like to schedule or make an appointment, but its also important to be able to understand the response, like if the office assistant had said I wish I could help as a rejection- an ESL student may not understand this means there is nothing that assistant can do to match that persons schedule. The phrase check-up and have you been to Dr. Xs before are both unique to ESL students because they present a colloquialism commonly used to describe situations specific to visiting a doctor or dentist.

Gladiators fight Essays

Gladiators fight Essays Gladiators fight Paper Gladiators fight Paper Many other training methods were used to prepare a gladiator to fight. To increase strength, training consisted of hitting a large pole, called a palus, with a wooden sword. Each recruit would plant his own palus and use it as his own. Gladiators were taught to stab at their opponents, not to slash them. Stabbing injured major organs the fastest. Gladiators made shields from branches and swords from sticks to practice with. Weapons included the war chain, net, trident, dagger, and lasso. All of these weapons were used against the palus. Gladiators also fought in armor. They carved a large shield called the scutum, the left grieve the ocrea, the right grieve the galea, and the sword the gladius. Gladiators not only learned how to fight well, but how to make an effective killing blow. Some gladiators used spears, and practiced throwing at targets. Gladiators didnt only train for strength, but for distance and speed. Gladiators did not only train for strength, but for distance and speed. When the gladiator was about to be killed, the lanistas taught the gladiators to die with bravery and to not be afraid. Gladiators were trained to give watchers entertainment and a good time. (Owens, The Roman Gladiator) : Gladiator training had always been looked at as barbaric and stressful. But, the training was far from barbaric. An analysis the foot bones of gladiators that suggest they had extremely strong feet, and most had fought barefoot. An examination of the bones, showed no breaks or stress fractures in the feet; thus suggesting the training was not barbaric. (Karl Grossschmidt, True Gladiators)Â  Major gladiator schools, had a hospital. The one thing that was always available to gladiators was medical care. Lanistas and emperors wanted their gladiators to have the best heath possible. Many of the methods doctors used in ancient time are used today, such as the practice of bone setting. Most of the time gladiators received better heath care than many of the Roman citizens. Two of the most famous doctors from the gladiator period, are Galen and Philostratos. Galen practiced medicine at Pergamum. He contributed many different health care techniques and different exercised and training methods. One of his suggestions was to use a small ball and follow the workout by eating, athletes are those which not only exercise the body, but are able to please the spirit. (Grivetti, Applegate 7) To train with the ball, required no money; almost everyone could afford it, and it took no weapons or other equipment to use. He recommended always train in moderation. Galen also said training did not just include building upper body strength, but to work on distance and speed. He advised gladiators to run in deep sand, because it is not easy to place your feet. Galen recommended jumping across ditches carrying lead weights. (Grivetti, Applegate 8) Philostratos, described training that included running, lifting weights, and exercise that included wrestling with beasts. His approach is what professionals today call cross-training. Philostratos suggested chasing horses and bending sticks of iron with their bare hands. A famous boxer, Tisander, from Naxos, trained under Philostratos. Philostratos instructed Tisander to swim around the headlands of his island. He was only to swim using his arms, which by resting the rest of his body, it also received exercise. The doctors were an important part of the training of hundreds of gladiators. As a result, gladiators were very fit for their games. Many gladiators fought throughout the Roman time, but only few became famous. (Grivetti, Applegate 7) Two gladiators, Polumbus and Spartacus, became known to history. Polumbus was a gladiator in the city of Ephesus, the capital of ancient Asia Minor, now located on modern day coast Turkey. Polumbus was a new kind of gladiator: a volunteer. He was married; this meant he was a free man. Polumbuss training method included running and practicing in mock fights. His masters name was Vettius; he also owned the gladiator school that Polumbus attended. Polumbus was a Mirmalo gladiator; the Mirmalo used a Samnite sword, and a helmet. The Mirmalos usual opponent was the Thracian. Polumbus was Vettiuss best gladiator. He usually defeated all of his opponents. The night before his final fight, Polumbus ate with his fellow gladiators and Vettius. The next day, Polumbus fought his rival, the Thracian, and was ordered to die. He received the customary execution blow. (Discovery Channel True Gladiators) Polumbuss wife place on his tomb, To Polumbus, my own husband for the sake of his memory, hear this. (Discovery Channel True Gladiators) Polumbus was later buried in the gladiator graveyard, right outside the Romes walls. Spartacus was a gladiator who lived and went to school in Capua. His manager was Lentulus. Spartacus is famous for leading a gladiator revolt. The gladiators were upset at how they were being treated, and decided to revolt. The gladiators chose Spartacus, Crixus, and Oenomaus to lead the attack. Eighty of the gladiators escaped, behind Spartacuss tactics. Knifes and other weapons were used to escape. The eighty gladiators set up a defensive front at Mount Vesuvius. When armies came looking for them, the gladiators used ropes to hide in holes, and then used surprise attacks. (Meijer 30-33) The gladiators were finally surrounded by the Roman army in the city of Bruittium and Marcus Licinius Crassus killed Spartacus in battle. Gladiators played very important part of Roman entertainment and culture. The first gladiatorial games took place in Rome in 264 BC as a part of an upper-class funeral ritual. Decimus Junius Brutus put on a gladiatorial game in honor of his late father. Three pairs of slaves fought in the Forum Boarium. Emporer Augustus was one of the emperors to promote gladiator games, and move them commercially to an arena. He thought the games would be good propaganda for the empire. The first gladiator games were held in his name, the future games held in Augustuss sons and grandsons names. During his games, over 10,000 gladiators fought to their death and these games were later said to have been the greatest ever. (Meijer 33-35) Augustus wanted to make sure other emperors did not become as well known as he, so he limited the number of gladiators allowed in the different schools. During Augustuss reign, he chose only ten days to be devoted to gladiator games. The first dates were December 2nd to 8th, December 17th to 23rd, during the festival of Saturnalia, a peace festival in honor of the god Saturn. The second set of dates were March 19th to 23rd, during the festival of Quinquatrus, this was the fifth day after the Ides of March, the day of Julius Caesars death. (Meijer 33-35) Gladiators fought in the Colosseum. The Colosseum, originally known as the Flavian Amphitheatre, was the main amphitheater in Rome. It could hold up to 50,000 seated spectators. The Colosseums main use was holding gladiatorial combat. Construction was initiated by Emperor Vespasian and completed by his sons, Titus and Domitian, between 72 and 81 AD. (Nardo 30)Â  Also, after about three to five years of fighting, gladiators could earn their freedom. A form of gladiator is still around today, the football player. Football players devote their lives to training and excelling, just like yesterdays gladiators. Gladiators were the athletes of their day. Although some did not have a choice, many were motivated to join their sport. Financial results, adoration status, quality nutrition, shelter, and medical attention, and resulting independence from a job well done drove these men. They reflected the brutality and grit of their day. The gladiators took their oath seriously to the end: To suffer myself to be whipped with rods, burned with fire, or killed with steel if I disobey. As Maximum (played by Russel Crowe, in Gladiator the movie) stated: Death smiles at us all. All that a man can do is smile back. (Ridley Scott, Gladiator) Dunkle, Roger. Roman Gladiatorial Games. 11 August 2002. Brooklyn College, www.nutrition.org.

Education in the UAE Essay Example | Topics and Well Written Essays - 500 words

Education in the UAE - Essay Example Generally, the current education system has aided in developing the country’s economy in a number of ways. Education has facilitated better living standards for UAE citizens. Acquisition of advanced skills through education has enabled UAE residents secure well-paying jobs both at home and in foreign countries. In addition,education has facilitated acquisition of skills necessary for establishing personal businesses and self-employment. In this regard, many people can participate in nation building and public projects development. Participation of citizens innation building and other activities such as funding public projects has largely boostedthe economic growth of UAE. The current UAE education mechanism has aided in providing adequate personnel to run the country’s economic activities. The UAE isable to produce adequate personnel to serve in government and exportthe surplus to other countries. The current education system has been structured in away that facilitates training of technical and professional faculties such as engineering, medicine, accounting among others. This has assisted in lowering the wage bill since professionals acquired locally are cheaper than those acquired from foreign country. Money that used to be spenton acquiring human resource from other countries before the inception of the current education system isnow used for economic developments in the country. Education has helped in reducing over dependency on oil as the core source of income. In fact, the current education system in the UAE has boosted diversification of the economy base since unlighted people can engage in a variety of economic activities such as international trade, entrepreneurship, tourism and many other activities. The UAE education has a great potential of continued development in the next five years. This is because the UAE government has invested heavily on the new technology and

Regulations Influencing The UK Construction Industry Essay

Regulations Influencing The UK Construction Industry - Essay Example Due to this concern, sustainable construction’s concept emerged, while national governments passed a number of regulations to help in the management of the large construction industry. Undeniably, sustainable construction remains an imperative channel of improving the construction industry’s performance, hence rendering it more sustainable. Consequently, national governments have helped to reduce the environmental challenges posed by the diverse construction activities (Hackett et al, 2006). The construction sector remains an imperative industry in the UK. It has profound social, environmental, and economical impacts. According to Barkham (2012), the construction industry of the UK contributes around 10 percent of the total GDP of the UK. Besides, it provides over 1.5 million individuals with employment. However, it has dire environmental effects attributed to the diverse construction activities. For instance, the UK reports an annual average waste of about 70 million t ones with about half of all generated energy being used by the sector. The UK has passed several acts, including the Anti -Corruption Act of 2012. Such developments have improved sustainable construction levels throughout the nation, even though it still lags much behind compared to the other European nations (Morton, 2007). The purpose of this paper is to examine some regulations, which impact upon the UK construction industry and the impacts they have had upon it. The first regulator of the construction industry is the CIS (Construction Industry Scheme). The CIS stipulates the rules and procedures of how contractors must handle their subcontractors’ payment during construction work within the construction sector. The CIS applies primarily to construction contractors and subcontractors within the mainstream construction activities. Conversely, the firms and businesses whose central work is not construction are required to handle their work as contractors within the construct ion sector; they consequently fall under CIS. This is usually applicable to firms and businesses that have a relatively high yearly expenditure on construction work (Morton, 2007). All contractors under CIS must follow some stipulated regulations when paying their subcontractors. Subcontractors are advised to register themselves with the HMRC and ensure they inform them about any changes they make to their businesses in order to ascertain that they are paid their dues correctly (Morton, 2007). Contractors under CIS are also obliged to make their monthly returns every month. Finally, both contractors and subcontractors working under the CIS should update the HMRC about any alterations they make to their business since their registration with the scheme. These changes or details include change in address, business legal structure changes, liquidation, and cessation of operations among other issues (Ruddock, 2008). Another important regulation is the 2008’s Climate Change Act of the UK, which became a law on first December 2008. This act concerns itself with the cutback of greenhouse gases emission. It goes further to affirm that the UK government has a binding duty of assessing the diverse risks associated with climate change within the UK. Conversely, this act only guarantees a certain level of carbon cutback by the year 2050. In addition, it affirms that carbon emissions must be minimized by at least twenty six percent and eighty percent by 2020 and 2050 respectively. The government intends to achieve this via several ways involving increased carbon pricing and utilization of renewable energy (Myers, 2008). Therefore, it is advisable to mull over