touch senses :: essays research papers

The skin contains numerous sensory receptors which receive information from the outside environment. The sensory receptors of the skin are concerned with at least five different senses: pain, heat, cold, touch, and pressure. The five are usually grouped together as the single sense of touch in the classification of the five senses of the whole human body. The sensory receptors vary greatly in terms of structure. For example, while pain receptors are simply unmyelinated terminal branches of neurons, touch receptors form neuronal fiber nets around the base of hairs and deep pressure receptors consist of nerve endings encapsulated by specialized connective tissues. Receptors also vary in terms of abundance relative to each other. For example, there are far more pain receptors than cold receptors in the body. Finally, receptors vary in terms of the concentration of their distribution over the surface of the body, the fingertips having far more touch receptors than the skin of the back. Other types of receptors located throughout the whole body, including proprioceptive receptors and visceral receptors, receive information about the body's internal environment. Proprioceptive or stretch receptors, located in muscles and tendons, sense changes in the length and tension of muscles and tendons and help to inform the central nervous system of the position and movement of the various parts of the body. Each stretch receptor consists of specialized muscle fibers and the terminal branches of sensor neurons. The muscle fibers and sensor neuron endings are very closely associated and are encased in a sheath of connective tissue. Visceral receptors monitor the conditions of the internal organs. Most responses to their stimulation by an organ are carried out by the autonomic system. Several visceral sensors, however, produce conscious sensations such as nausea, thirst, and hunger. Touch Receptors are the nerves cells that tell your brain about tactile sensations. There are several types of touch receptors, but they can be divided into two groups. Mechanoreceptors that give the sensations of pushing, pulling or movement, and thermoreceptors that tell you about sensations of temperature. The mechanoreceptors contain the most types of touch receptors. Free nerve endings inform the brain about pain, and they are located over the entire body. Located in the deep layers of dermis in both hairy and glabrous skin, the pacinian corpuscles detect pressure, telling the brain when a limb has moved. After the brain has told a limb, such as an arm, to move, the pacinian corpuscles tells the brain that that limb has actually moved into the correct position. touch senses :: essays research papers The skin contains numerous sensory receptors which receive information from the outside environment. The sensory receptors of the skin are concerned with at least five different senses: pain, heat, cold, touch, and pressure. The five are usually grouped together as the single sense of touch in the classification of the five senses of the whole human body. The sensory receptors vary greatly in terms of structure. For example, while pain receptors are simply unmyelinated terminal branches of neurons, touch receptors form neuronal fiber nets around the base of hairs and deep pressure receptors consist of nerve endings encapsulated by specialized connective tissues. Receptors also vary in terms of abundance relative to each other. For example, there are far more pain receptors than cold receptors in the body. Finally, receptors vary in terms of the concentration of their distribution over the surface of the body, the fingertips having far more touch receptors than the skin of the back. Other types of receptors located throughout the whole body, including proprioceptive receptors and visceral receptors, receive information about the body's internal environment. Proprioceptive or stretch receptors, located in muscles and tendons, sense changes in the length and tension of muscles and tendons and help to inform the central nervous system of the position and movement of the various parts of the body. Each stretch receptor consists of specialized muscle fibers and the terminal branches of sensor neurons. The muscle fibers and sensor neuron endings are very closely associated and are encased in a sheath of connective tissue. Visceral receptors monitor the conditions of the internal organs. Most responses to their stimulation by an organ are carried out by the autonomic system. Several visceral sensors, however, produce conscious sensations such as nausea, thirst, and hunger. Touch Receptors are the nerves cells that tell your brain about tactile sensations. There are several types of touch receptors, but they can be divided into two groups. Mechanoreceptors that give the sensations of pushing, pulling or movement, and thermoreceptors that tell you about sensations of temperature. The mechanoreceptors contain the most types of touch receptors. Free nerve endings inform the brain about pain, and they are located over the entire body. Located in the deep layers of dermis in both hairy and glabrous skin, the pacinian corpuscles detect pressure, telling the brain when a limb has moved. After the brain has told a limb, such as an arm, to move, the pacinian corpuscles tells the brain that that limb has actually moved into the correct position.

The Pursuit of Happiness and the Union of Aristotle and Genesis Essay

The Pursuit of Happiness and the Union of Aristotle and Genesis Two major schools of thought broadly influenced the development of the moral code of Western Civilization. The Judeo-Christian tradition gave us faith and God through the text of the Bible. The ancient Greeks gave us philosophical inquiry and "the Good" through the teachings of Socrates, Plato, and Aristotle. In his Nichomachean Ethics, Aristotle proposes that "the Good" is the highest end of man’s actions. Happiness is "the Good" because it is the only end man pursues with no other end in mind. A man obtains this highest end by living his life in a virtuous manner. In marked contrast, a careful reading of Genesis shows that, in the world of the Hebrews, the highest end of a man’s actions is faith in and communication with God himself. Oneness with God is the highest end because no other god exists. A man obtains this highest end by obeying God’s commands and fulfilling God’s plan for him. On first examination, the differences between these two construc ts seem negligible. But when we look closely at the ways in which the men of Genesis obtain their highest ends, we find that their means are less than virtuous in the eyes of Aristotle. To reach God, the ends seem to justify the means, while to reach "the Good", the virtuous path is crucial. Although this inherent difference in the two systems of morality seems to oppose them to one another, the difference between them has actually helped meld them together to form our modern view of happiness. We need both views: that wicked means will corrupt even the best ends, and that good ends can justify any means. In fact, there are stories in each text that describe a man who finds happiness through God, or "the Good," ... ...e which cannot be taken away; second, according to Genesis, because we have been given happiness by communion with a God who is ever present. Although not everyone considered to be a member of Western society holds these views on happiness, one can see these two roots in our construct of happiness. In our very American constitution, we acknowledge our inalienable right to the "pursuit of happiness." This phrase represents nothing other than the ultimate union of Aristotle and Genesis: we are guaranteed as humans, as a God-given right, the ability to strive for happiness through the Aristotelian process. NOTES 1. Aristotle, Nichomachean Ethics, trans. Martin Ostwald (Upper Saddle River: Prentice Hall, 1999). 2. Genesis, trans. Robert Alter (New York: W.W. Norton & Company, 1996). 3. The Holy Bible, King James Version (New York: American Bible Society).

Cool Running’s – American Dream

Englisch – Leistungskurs Do you think that â€Å"Cool Running’s† is an example of the idea of the American Dream? Give reasons for your answer! The film â€Å"Cool Running’s† can be regarded as a perfect example of the idea of the American Dream in many ways. When a group of Jamaican athletes founds a bobsled team, on an island, offering neither snow nor any sleds they could practice on, a former bobsled coach finds himself ready to train the team, in order to win the Winter Olympics.Regarding their commitment to obtain their goals, they struggle through everything standing in their way, such as not being supported by their own families, and even being ridiculed by the opponent teams, and the media. The first desperately looking team becomes a well-trained bobsled crew, showing off their skills and now even competing in the Winter Olympics. Their goal to win the Olympics only becomes of second importance, when their coach reveals his past referring to the scandal he is responsible for, by cheating during the past Olympics, followed by him saying: â€Å"If you're not enough without a medal, you'll never be enough with one. During the final day’s race one of the sled’s blades falls off, flipping the sled on its side, when only a few meters are separating the team from the finishing line. However, they lift the sled proudly and walk across the finishing line, while the crowd around them is applauding cheerfully. It seems like society almost forgot the meaning of the American Dream, by putting prosperity on a level with happiness. Many people forget how some can even find happiness without wealth or economic success, but in their personal fulfillment, which in this case was to take part in the Winter Olympics and represent their country.

For single sex schools

This House believes single-sex schools are good for education Co-educational schools attempt to establish uniformity in the teaching of two groups, boys and girls, who typically learn and develop at different speeds and using different methods. ‘They do not develop in the same way or at the same time; boys favour visual processing and do not have the hand-motor control that girls readily achieve in early grades'. [l] It is widely accepted that ‘boys develop more slowly than girls.. hat's true at every level of analysis'. [2] Furthermore, they develop physically at ifferent speeds, girls often developing earlier which can lead to bullying from the opposite sex for those who either over-develop or under-develop.Therefore, it should come as no surprise that, at least in the United States, elementary school boys are 50% more likely to repeat a grade than girls and they drop out of high school a third more often. 3] If they were taught separately and the curriculum and teachin g was tailored to their needs, drop-out rates would not be so high nor as vastly disproportionate. [1] Gilbert, M. ‘Single-sex schools help children thrive'. The Christian Science Monitor 20 September 2007. 2] Bronski, M. , ‘Single-sex Schools'. Znet, 25 October 2002. [3] Gilbert, M. ‘Single-sex schools help children thrive'. The Christian Science Monitor 20 September 2007.Point Counterpoint Everyone develops at slightly different speeds, however few would advocate everyone should be home-schooled. Ultimately, the curriculum determines the mode of teaching, not the gender composition of the class, and the curriculum can be moulded to suit both girls and boys, faster and slower learners and those with repeat grades that is a manifestation of difficulties in learning and as relevant to heir proximity to girls in the classroom as it is to the higher-achieving boys.Furthermore, the sociologist Cynthia Epstein argues that in fact there is no consensus among psychologist s as to the existence of psychological or cognitive differences between the sexes'. [l] Finally, as Michael Bronski notes, the benefits of same-sex schools cannot be applied across the educational sphere for the private schools where the tests take place admit ‘either only high-achieving pupils or self- select by expelling poorly-performing or misbehaving students'. [2] [1] Kaimer, W. The Trouble with Single-sex Schools'.The Atlantic, April 1998. [2] Bronski, M. , ‘Single-sex schools'. znet, 25 October 2002. Research Spotlight on Single-Gender Education NEA Reviews of the Research on Best Practices in Education If you walked into the average public school classroom in the United States, you'd find an equal number of boys and girls. But some experts suggest it may be time for a change. Single-gender education and the often-spirited dialogue surrounding it have raised a number of issues concerning the best manner to educate boys and girls.In 993, American University profes sors Myra Sadker and David Sadker published their research in Failing in Fairness: How America's Schools Cheat Girls, which describes striking discoveries about fairness in American schools. During a three-year study, trained observers visited more than 100 elementary school classrooms in Connecticut, Maryland, Massachusetts, Virginia, and the District of Columbia and noted student-teacher interactions, including the following: Boys called out eight times as often as girls did. When a boy yelled out, the teacher ignored the â€Å"raise your and† rule and usually praised his contribution.Girls who called out got reminders to raise their hands. Teachers valued boys' comments more than girls' comments. Teachers responded to girls with a simple nod or an 0K, but they praised, corrected, helped, and criticized boys. Boys were encouraged to solve problems on their own, but teachers helped girls who were stuck on problems. Male dominance in the classroom may come as no surprise to a dvocates of single-gender education who suggest that boys and girls are regularly treated differently in coeducational settings nd that both boys and girls could both benefit from single-gender classrooms.Studies suggest that when boys are in single-gender classrooms, they are more successful in school and more likely to pursue a wide range of interests and activities. Girls who learn in all-girl environments are believed to be more comfortable responding to questions and sharing their opinions in class and more likely to explore more â€Å"nontraditional† subjects such as math, science, and technology.In addition, advocates believe that when children learn with single- ender peers, they are more likely to attend to their studies, speak more openly in the classroom, and feel more encouraged to pursue their interests and achieve their fullest potential. Of course, these beliefs have been challenged as well. The American Single-Sex Education for Girls (1998), which notes that s ingle-sex education is not necessarily better than coeducation. According to the report, boys and girls thrive on a good education, regardless of whether the school is single-sex or coeducational.Some findings include: No evidence shows that single-sex education works or is etter for girls than coeducation. When elements of a good education are present† such as small classes and schools, equitable teaching practices, and focused academic curriculum†girls and boys succeed. Some kinds of single-sex programs produce positive results for some students, including a preference for math and science among girls. Additional research on the effectiveness of single-gender classrooms is necessary, but we all can agree that we need to construct an educational environment that meets the social and intellectual needs of boys and girls.

Ib History Mao’s Cultural Revolution Notes

The great Proletarian cultural revolution * All over China was the campaign to destroy the old and build the new * Abolishing the four olds * The people crowding Beijing in 1966 carried the little red book and the Mao badge * forcefully taken away anything old or has traditional values. * The children were taken into actions as well * Giving social advantages to the Red guards, thousand took advantage * The youth were educated of the revolutionary stories * Women had equal status in the revolution as men did Political figures such as Liu Shaoqi and Wang Guangmei were persecuted and eventually dead * 1968 the red guards started to fight each other, the PLA joined different groups causing increase in violence * Same year Sino-Soviet battle in XinJiang threatening China’s national security, Mao ordered to terminate the revolution in the XinJiang Province * Later on that year he decided that the revolution has reached its primary goals, therefore declared the success of the revolu tion * Students were sent home, but when some university students continued to fight, PLA was sent in * Mao restructured the government by forming the Revolutionary Committee which runs the country. Power struggle pursued * 1966-1969 the dark time of the cultural revolution, half a million people died from torture * Youths were raised without supervision caused social instability * A whole generation, the realization that their loyalties earned them only manual labor jobs in rural China and that their supposed counter revolutionary targets were exonerated contributed to changing attitudes towards the Party and its ageing leadership. Economy fell as most of the urban workers were afflicted in politics, as did agriculture and production * 1971, Lin Biao tried to assassinate Mao, the 571 incident. After failure he tried to escape on a plane which was shot down * 1972, Nixon came to China due to international pressure in the UN as well as US political needs * Border tension with USSR, I ndia, DPRK, North Vietnam, therefore needed the improved relations with US * Jan 1976, Zhou Enlai died; Later on that year Zhu De died. September 9th, Mao died * Mao’s widow Jiang Qing with three other men were arrested for crime against state, and Hua Guofeng would succeed Mao. Mao’s Impact Though his failure in the great leap forward and the cultural revolution, he remained an icon in China, but was portrayed as a tyrant in overseas. * Heightened sense of nationalism was when the CCP defeated the Japanese, which laid foundation for the overall success in 1949 * He made China to stand up, which is why he remained an icon for most Chinese people * Economically, despite the setbacks from the great leap forward and the cultural revolution, China did develop hugely in economic sector during his rule. * Life expectancy reached 65 by the time of Mao’s death. * Women gained the same social status as men did * Literacy rate increased

Adolescents and Cyberspace Essay

Abstract The Internet has a great deal of benefit in our lives. It is the window that opens onto the world and shows us everything that is happening around us. Although it is meant to help and support our needs, enrich our social lives and expand our civic connections, it has not been going so far in this way. A lot of research is showing that the heavy use of cyberspace is isolating people form the world around them. Knowing that adolescents are spending a great deal of their time in cyberspace, this article will examine the things they miss when they are left to grow up in it. Leaving Adolescents Grow Up in Cyberspace The question on whether leaving adolescents grow up in cyberspace is beneficial or not has long been controversial. When a lot agree that cyberspace has made their life easier, many others believe the opposite. Everything has side effects, which might have great impact on its user if not handled properly. It seems that adolescents, out of all other people, all missing a lot when their parents are letting them grow up in cyberspace. Everything in this advanced world is possible these days, that’s why we find students who study on the Internet in hybrid or online courses. Traditionally, learning has been assumed to take place in a classroom or face-to-face environment where the instructor and students are physically together, but not all students learn the same way and therefore the traditional approach is not ideal for all students (Young, 2007). This is true, but a lot of students are finding it difficult to cope with the new and modern way of learning, where the instructor lectures them online. Some students say: -â€Å"Instructor feedback tend to be slow† -â€Å"I didn’t feel as part of the class† -â€Å"You can’t verbalize your thoughts and let others hear your ideas† -â€Å"Too many technical problems† -â€Å"Unreliable Internet connections from my Internet service provider† -â€Å"You also lose the personal teacher student relationship† -â€Å"No way to read body language† -â€Å"With on-line classes, it is hard to be able to get the whole â€Å"personal† thing† -â€Å"You don’t get to see the professor or class members face-to-face† -â€Å"It takes more time to e-mail or post a question on the discussion board and wait for a response† (â€Å"Students’ Positive and Negative Experience in Hybrid and Online Classes†, 2007, page). Moreover, Irvine(2004) states: â€Å"Assignments are dispersed online. Students are much more likely to do research online than use a library. And even class handouts have gone the way of the Web, posted on electronic bulletin boards for downloading after class†(p.31A). So, if the Internet connection went off, students wouldn’t be able to continue their work. When the computer server in Emory University went down for a few hours one evening, a lot of people were at loose ends, they couldn’t to their homework (Sridharan, 2004). This is how adolescents are missing the more active and efficient way of learning because of cyberspace, thus suffering from a lot of educational and studying problems they are better off without. Looking at the world today would make us realize how much we miss security. And since adolescents are widely using cyberspace, they are the most likely to get affected by what it generates. A lot of teenagers have no problem in making friends, of whom they’ve never seen. In fact, they see that it is one of the purposes of using the Internet. But they never realize how dangerous it could be to meet someone you haven’t actually seen. The Internet allows people to communicate with people who are different from them, people in another country or kids at school they don’t talk to. This access of information is so easy, but of course there is a dark side to having such broad access: it gives identity thieves and sexual predators a new place to look for victims (Stern, 2004). Also, the Internet has shaped the way adolescents work, live, and relax. It has even created new ways for them to express themselves which might be liberating and fun but can also become a forum for of pettiness and criminal exploitation (Irvine, 2004). Furthermore, Ian and Walder (2005) say: As we have become dependent on the Internet, as the network of networks, so we have become vulnerable to criminal and terrorist networks that use cyberspace as a means to undermine and circumvent state control. Protecting against those that wish to attack  the integrity, confidentiality and availability of systems and data they process, is primarily an issue of implementing appropriate security measures. (page) The main purpose for this worry is because adolescents are unaware of what criminals might do to take advantage of people who want to be friendly, allowing them to threaten the country’s and society’s safety. In this way letting them spend too much time in cyberspace is making them loose a lot of security which puts them in dangerous problems later on. We must not forget the most important consequence of growing up in cyberspace: lack of social life and relationships. Sitting in front of the monitor for several continuous hours, without even noticing how time flies by quickly, makes us never want to get off the chair. As many adolescents are living in virtual communities, their only concern is making friends online. Ten years ago, social theorists were suggesting that the Internet would revolutionize social relationships (Carter & Denise M., 2004). Now, the Internet has come a far distance that kids and teens can’t live without it; people can find a job without leaving their desks, shop online without going to the mall and communicate with others without meeting face-to-face by e-mails, online chat rooms and instant messages. So, all the activities that were done with family and friends, are being done alone on the Internet. As a result, such activities have proved to be more isolating than watching television, which friends and family often do in groups, and the time spent with them is decreasing a lot in the presence of the Web. In addition, teens are preferring not to go out for walks or hang out with friends because they are busy in their own larger world. Know it or not, youngsters who are allowing time online to replace face-to-face interaction are being isolated from the real world and are being trapped in the virtual world (Staples, 2004). Seemingly, â€Å"Teenagers who spend much of their lives hunched over computer screens miss the socializing, the real world experience that would allow them to leave adolescence behind and grow into adulthood. These vital experiences, like much else, are simply not available in a virtual form† (Staples, 2004, p.A29). All of this is breaking the social relationships and is bringing up adults that don’t know how to deal with others because they never had the chance to sit and talk face-to-face. A lot of people fear of not being able to go with the flow; who ever doesn’t have access to cyberspace doesn’t have a life. But this isn’t proved to be completely true since it’s not being used in the best and efficient way. Of course it’s the parents job to lead them to the right track; they should always keep them under high supervision. To be more specific, parents should encourage them to have a real life, make real friends, go to real places and spend quality time with family. This doesn’t mean getting rid of this great technology but not letting it control them. Indeed, adolescents are missing a lot of the real world and its content, and aren’t aware of the circumstances and the costs of growing up in cyberspace. References Carter & Denise, M.(2004, December).Living in Virtual Communities: Making Friends Online.Journal of Urban Technology 11(3), 109-125.Retrieved March 19, 2008, from EBSCO Host database. El Mansour, B. & Mupinga, D.M.(2007, March).Students’ Positive and Negative Experiences in Hybrid and Online Classes.College Student Journal 41(1), 242-248.Retrieved March 19, 2008, from EBSCO Host database. Ian & Walder.(2005, April).Crime and Security in Cyberspace.Cambridge Review of International Affairs 11(3), 109-125.Retrieved March 19, 2008, from EBSCO Host database. Irvine, M.(2004, December 5).Youths Adopt, Drive Technology Advances.Fort Worth Star-Telegram, p.31A. Staples, B.(2004, May 29).What Adolescents Miss When We Let Them Grow Up in Cyberspace.New York Times, p.A24.

Property Law Essay Example | Topics and Well Written Essays - 2000 words

Property Law - Essay Example 360,000 by raising a mortgage amount from the Solent bank. This mortgage amount was with a joint responsibility with his father. Under the provisions of the Law of Property Act 1925, beneficial owners can obtain a court order for putting the trust into effect and directing sale of the property and thereafter division of the sale proceeds. With regard to house properties, the share of the parties will in general be 50% each, due to their joint ownership of the property. However, the court could refuse to grant sale order, if the reason behind the creation of the trust persists. 3 In Midland Bank v Cooke, 4 the Court of Appeal granted a half share to the defendant in the matrimonial home. In the absence of an express agreement, the court opined that the conduct of the parties would be examined in order to determine the intended share of each party. 5 In Stack v Dowden, the House of Lords held that in disputes where the family property was in joint names and in the absence of an express declaration regarding ownership, a beneficial joint tenancy could be presumed.6 Since, the defendant had provided 65% of the amount; Stack was entitled to 35% of the proceeds of the sale.7 In Jones v Kernott, the UK Supreme Court upheld the trial court’s grant of 90% of the property’s sale proceeds to the plaintiff. ... It is left to the court to defer the sale if it were of the opinion that such sale would be contrary to the purpose for which the property had been purchased. 9 In the UK common ownership of property is not transferred automatically between the parties to a marriage. Automatic transfer takes place, only if the parties consent to place the concerned property in their joint names. Such joint ownership can be of the following categories. First, joint tenancy, wherein the survivor of the married couple automatically inherits the share of the deceased spouse. Second, tenancy in common, in which the share in the property is transferred as per the will of the deceased spouse or as per the rules of intestacy.10 As such on the death of a spouse, the remaining spouse automatically derives a portion of the deceased spouse’s estate provided the property is held jointly by them. On the satisfaction of the Spouses Legal Right Share, children and issue become entitled to a share in the prope rty, after the intestate death of a person. In Abbott v Abbott the court granted 50% of the sale proceeds to the wife, as the couple had undertaken joint liability with regard to the repayment of the mortgage on the property. In addition, this husband and wife had arranged their finances entirely in a joint manner.11 The existence of a will executed by the deceased has a significant effect on the legal right of the remaining spouse or children. However, with regard to non – marital cohabitees, there is no such automatic entitlement, unless there is a specific benefit under a will. Conclusion Since Angelina holds the property, jointly with her deceased husband, she will receive half the share of the property, after meeting obligations and