Structures And Functions Of Cells In Nervous System Biology Essay

Structures And Functions Of Cells In Nervous System Biology Essay Neurons are the nerve cells; they contain a cell body, an axon, and dendrites. The cell body is the part that contains the nucleus and cytoplasm. The axon is a piece that extends from the cell body; its job is to send impulses away from the cell body. Most are covered with myelin sheath. This sheath helps protect the axon and speeds the impulse. The dendrites branch off from the cell body also, their job is to send impulses to the cell body. Neuralgia is a connective tissue that supports the neurons. Their job is to protect the nervous system. Astrocytes look like star-shaped cells; they are the biggest of the neuroglial cells in the central nervous system. Astrocytes surround the brains blood capillaries to form blood-brain barriers which protect the brain from harmful substances. Microglia are smaller cells that eat cellular debris, waste, and pathogens in nerve tissue. Oligodendrocytes are in the interstitial nervous system, smaller than astrocytes. They wrap around axons to form myelin sheaths. As stated above, the sheaths protect the axons and speed the nerve impulses. Describe the structures and functions of the  peripheral nervous system (PNS). Be sure to include the nerves associated with the PNS, and contrast the functions of the somatic and autonomic nervous systems. The peripheral nervous system consists of nerves, which transmit impulses from the brain to other parts of the body; and ganglion, which are masses of nerve cell bodies that connect structures. There are two main groups of nerves: the afferent nerves and the efferent nerves. The afferent nerves send information from the body to the brain. The efferent nerves send information from the brain to the muscles. The system is then broken into the somatic and autonomic nervous systems. The somatic nervous system regulates the voluntary controlled parts of the skeletal muscles, while the autonomic nervous system regulates involuntary controlled parts like smooth muscle, cardiac muscle, the glands, and secretions. The autonomic nervous system is also broken into two parts: the sympathetic and parasympathetic divisions. The sympathetic division responds when the body is in danger, increases heart rate, blood pressure, etc. The parasympathetic division is when the body is relaxed and resting. It is responsible for things like constriction of pupil, slowing of heart, and digestive systems. Name the two primary components of the  central nervous system (CNS).   Describe the protective membranes associated with the CNS. Differentiate between afferent and efferent nerve structure and function. The central nervous system consists of the brain and the spinal cord. The brain is protected by the skull and the spinal cord is, obviously, protected by the vertebrae. They are also surrounded by meninges and by cerebrospinal fluid. The meninges are three protective layers of tissue. The outermost layer is the dura mater, the middle is the arachnoid membrane, and then the pia mater is the innermost layer. The cerebrospinal fluid flows all around the brain and spinal cord. It provides nutrients to the central nervous system. The spinal cord consists of afferent and efferent nerves. The afferent nerves send information from the body to the brain. The efferent nerves send information from the brain to the muscles. Name and give a brief description of the structures of the brain. Include the functions of these structures. The four major divisions of the brain are the cerebrum, the cerebellum, the diencephalon, and the brain stem. The cerebrum is the largest part of the brain. It is the whole top portion of the brain; it controls the memory, sensations, and voluntary movements. The cerebellum is attached to the brain stem and its main function is to coordinate body movements and balance. The diencephalon is in between the cerebrum and the midbrain. It consists of the thalamus, which is in charge of the sensory stimuli; the hypothalamus, which is in charge of sensory functions (i.e.: sleep, appetite, etc.); and the pineal body, which is in charge of regulating the bodys biological clock. The brain stem is between the spinal cord and the diencephalon and consists of the medulla oblongata, the pons, and the upper part of the midbrain. The brain stem is the path for impulses between the brain and the body. Choose 10 pathological conditions affecting the nervous system; describe each including diagnosis and treatment, if applicable. Alzheimers disease is a progressively fatal disease. It destroys brain cells and causes memory loss. Gradually over time the person will no longer be able to write or perform tasks, and then it gets to the point that the person cannot even control bodily functions such as bowel and bladder movements. There is not really a diagnostic test yet that has identified Alzheimers. There is no cure for AD, but the use of tacrine hydrochloride is used in mild cases to improve memory. Bells palsy is generally a temporary paralysis of the muscles on one side of the face following trauma. Diagnosis is simply the inability to close eye or drooling because of no control of facial muscle on one side of the face after a trauma has occurred. There is really no treatment needed, however, facial massage, heat, prednisone for swelling, or analgesia for pain all help. Anencephaly is when there is no brain or spinal cord at birth. The only diagnosis is through an amniocentesis during pregnancy, and there is nothing they can do. Carpal tunnel syndrome is pressure on the median nerve caused by swelling of the tendons. Doctors diagnose carpal tunnel based on the symptoms of tingling in the fingers or palms of hands, pain in the wrists, or weakness in hands. Treatment uses splints, anti-inflammatory drugs, and sometimes surgery. Cerebral contusion occurs when the brain hits the inner skull and causes a bruise of the brain, happens most often in car accidents. If doctors suspect a cerebral contusion they can have an MRI or CT scan run. Treatment consists of close observation, if there is a lot of intracranial pressure then surgery may be needed. Huntingtons chorea is an inherited, degenerative disorder. The characteristics are spontaneous involuntary motor movements, speech problems, and restlessness. Since the disease is inherited, genetic testing could be done to diagnose the disease even before it begins. There is unfortunately no cure for this disease. There are many support groups for families affected by the disease. Narcolepsy is a sleeping disorder where the person can fall asleep randomly for minutes or even hours at a time. A polysomnogram can be performed to evaluate the persons sleep patterns. There is no cure, but medications are used to control the symptoms. Shingles (herpes zoster) is a viral infection that causes a rash on the body; occurs mostly in adults over 50. Flu-like symptoms, GI disturbances, tiredness, and rash are all symptoms that help to diagnose the disease. Treatments are used to help ease pain and get you better faster (analgesics or antiviral medications). Paraplegia is caused when there is severe injury to the spinal cord, results in paralysis of the lower half of the body. There is no treatment for paraplegia. However I did see online that there are many support groups for anyone who knows or falls victim to paraplegia. Multiple sclerosis is an inflammatory disease of the central nervous system. MS destructs the myelin surrounding nerves of the CNS. There are many symptoms that indicate someone could have MS: Unsteady balance, numbness of multiple extremities, facial numbness, and even impotence in males. When a doctor suspects MS an MRI may be performed, complete blood count, and spinal fluid evaluation. As with many of the diseases of the nervous system, there is no cure for MS. There are some medications that have helped prolong remissions, and as always there are support systems to help the family and persons affected by the disease.

Changing Learning Styles in the Light of New Educational Technology Essay

Over the last twenty years technology is guiding our lifestyle, i. e. how we should live, how should we communicate and also how one shall learn. Discoll (2000) defines learning as â€Å"a persisting change in human performance or performance potential which must come about as a result of the learner’s experience and interaction with the world. † In other words learning is defined as lasting changed state (emotional, mental physiological- skills) brought about as a result of experiences and interactions with the content or people. This definition holds the notion that gaining knowledge is an objective of learning (or a style) that is attainable if not already innate through either reasoning or experiences. It is known that learners create knowledge as they make attempts to understand their experience, as they are not empty vessels to be filled in with knowledge Instead learners are actively attempting to create meaning, they often select and pursue their own learning styles. Although it is believed that real life learning is messy and complex, but methods which emulate the fuzziness of this kind of learning is more effective for lifelong learning. Earlier the life of knowledge is measured in decades but today as knowledge is growing exponentially, and there we may have such fields where the life of knowledge is measured in months and weeks. Today what is known may become obsolete after few weeks. According to (ASTD) American Society of Training & Documentation the amount of knowledge in the world has doubled in the past 10 years and is doubling every 10 months as a result this is responsible for the shrinking half life of knowledge. It is believed that because of these trends in the development of knowledge formal education remains no more the ultimate source of learning, rather learners are switching on to a variety of sources like personal networks, communities of practice and personal experiences. As we can no longer personally experience and acquire learning that we need to act in this digital age making connections has become necessary to keep moving the learning theories. We may derive our learning, competence and expertise by forming connections with the experiences of others, as experience has long been considered the best teacher of knowledge, so here the quote â€Å"I store my knowledge in my friends mind† becomes an axiom for collecting knowledge by collecting people of varied experiences. Chaos is the new reality for the learners to attain knowledge, as with Chaos learners foster their understanding by deriving out the meaning of their task which has hidden patterns and their chaos unveil that meaning. Chaos as a science connects specialized communities and further it connects everything to anything. It recognises the adjacent patterns for new knowledge which is a key to learning. Since technology is getting advanced day by day thereby altering one brain, it further defines and shapes our thinking. In today knowledge economy it is necessary to form connection between the sources of information in order to develop useful informational patterns or a network, it can be computer or social networking which works on the simple principle that people groups systems nodes, entities all can be connected to create an integrated whole. This way sharing and exchanging of ideas may greatly lead to the notion of serendipity, innovation and creativity. In their new learning styles if students are connected to their teachers, their peers, and with other social groups through various networks. It may be possible that they come up with new ideologies and experiences which will result in the enhancement of their learning, researches in the past have indicated that cognitive (interactive and experimental) learning is the result of â€Å"Mental Construction† in a collaborative learning environment. It is believed that 1. Learning and knowledge rests in diversity of opinions. 2. Learning is a process of connecting specialized nodes (experts) or information sources. 3. Capacity to know more is more critical than what is currently known. 4. Nurturing and maintaining connective bonds is needed to facilitate continual learning. 5. An ability to seek connections between fields, ideas and concepts is a skilful learning. 6. Updated knowledge is the index of all learning activities. Learners change as the knowledge keeps on changing from time to time, learning styles acknowledges the tectonic shifts in society where learning is no longer an internal individualistic activity and learners no more permissive sponges. It requires us to rethink and redesign our learning styles for the digital age. This paper is an attempt to provide an insight into new form of learning style and tasks needed for learners to compete and flourish in this age. Connections based on small efforts of many with the large efforts of few, where flow of knowledge starts when the individual enters into his social network, add something from the global nodes comes back to him. Radio and television, print media are just a one way preposition, they push their contents to us, but the web is a two way push and pull. It connects the learners directly to the sources it can be live as on line and offline too. Web has the ability of two ways reciprocity, another important aspect of learning through web is that it is the medium that honours the notion of multiple intelligences as experts from all over the world are at an ease to contribute their knowledge at a single platform. Web has become a great tool for writers as they provide the learners learning with entertainment, it has multiple forms of intelligence abstract, textual, visual, musical social and kinaesthetic. Learning through web has a chance to construct a medium that enables all young people to become engaged in their ideal way of learning. The Web affords the match we need between a medium and how a particular person learns. One of the goal of Learner is to have course curricular to be offered in multiple formats – teach Led, CD- Rom, DVD, Video and internet , Mobile Phones, Spoken and written Information, Conferencing, Virtual Classrooms etc. The right technology used appropriately can greatly enhance the learning experience. The key to choosing the right technology to support learning is to match the technology to the learner and the learning context. E-learning has a two way benefit for learners, one to have professional lessons from the experts and to have the lessons available at anytime as online subject matter of different courses is being delivered over the internet, and is available for all learners. The most common function used in online learning style is electronic mail that allows students and teachers to send and receive messages along with attached files. In addition web conferencing capabilities let participants conduct multi-person discussions, either in real time (chats) online or off time, combination of technology with personal contact and support is optimal for pedagogy. If the faculty members of distant learning integrate technology into their teaching it will be of great help in mentoring and giving time to time support to the learners.

Persepolis and the Iranian Revolution - 2467 Words

Dean K. Myers THL 357 Research Project 2,421 words Persepolis and the Iranian Revolution Persepolis was made in 2007. The film is based on the graphic novel of the same name. Persepolis is directed by Marjane Satrapi. The story is derived from her own personal experiences growing up during the Iranian Revolution (also called the Islamic Revolution) in Tehran, Iran. Included will be an in-depth analysis of the factors that caused the Revolution as well as an accounting of conditions in Iran during that era. A brief comparison of the current situation within Iran and how it is connected to the Iranian Revolution is also necessary. Persepolis is loosely based on the life of Satrapi. Lauded over by celebrated critics known†¦show more content†¦(Keddie 7) Later evidence will show that protests continue to be an effective tool in the rejection of oppression. This Sharia-based influence gained ultimate momentum going into the Iranian Revolution. In Islam: The Straight Path, Esposito gives four reasons for this religious resurgence. Ironically, these reasons parallel many of the factors leading to the downfall of the Shah’s reign. The first is a crisis experienced by Iranians caused by â€Å"loss of identity, and lack of self-esteem.† (pg 160) The Shah’s 1974 economic plan meant to raise Iran’s prosperity due to the influx of capital created by the oil boom. Instead in 1978, following four years of economic prosperity, an economic downturn was experienced by Iran. This caused construction and other similar industries to lay off many workers in the cities. The now-unemployed workers, many of them moving from rural areas, were left to fend for themselves. Oil profits and the nepotism of the Shah towards his favored constituents continued to widen the gap between the rich and the poor as well. This ignited the ire of the Iranian people. The second is the Iranian disillusionment with Muslim leaders and their Western-inspired system of government (Espo sito, 160). For years the Shah was deemed a puppet of Western government. Britain was the main player during the first half of the 20th century, withShow MoreRelatedPersepolis And The Iranian Revolution1917 Words   |  8 PagesIn the graphic novel, â€Å"Persepolis† Marjane’s way of living is completely changed by the Iranian Revolution. The Iranian revolution entails the overthrow of the Pahlavi dynasty under â€Å"the Shah†, Mohammed Reza Shah Pahlavi. After 1979, the main character of the novel, Marjane, is about ten years old and lives through the changes made after the revolution beginning in primary school. These changes as a new Islamic republic included a stricter government, capital punishment for protest, mandatory dressRead MoreIranian Revolution and Comic Book Persepolis1136 Words   |  5 PagesPersepolis The memoir of Marjane Satrapi growing up in Iran is written as a very personal account in the comic book Persepolis. This is a story that describes her life during the Islamic Revolution which includes her moral, physical, religious, and psychological struggles she endured. Being the setting of a bloody war with Iraq, Iran was not the ideal environment Marjane’s parents wanted her to grow up in. Persepolis represents a unique life of a child in Tehran, Iran and the actions she tookRead MorePersepolis : The Iranian Revolution And The Western World1980 Words   |  8 PagesPersepolis is a graphic novel that depicts what it was like growing up first hand in Iran during the 1980s’. 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Behind closed doors, the life the young Marjane led was often very different from the images of burka-wearingRead MoreThe Rise Of The Iranian Revolution1375 Words   |  6 PagesIranian Revolution was its climax in 1979 with the Revolutionary goal being met by its supports. Supporters of the revolution were very mixed in their goals for a new Iran. The Islamic Extremist lead by Ayatollah Khomeini wanted to install an Islamic regime inside of Iran that would follow Islamic law. Religious clerics viewed the Shah as not being a positive leader for Iran and wanted him overthrown and the country left as is. Iranians such as the middle class and students wanted to install an IslamicRead Mor eThe Iranian Revolution And The Revolutionary Revolution1313 Words   |  6 PagesThe Iranian Revolution was its climax in 1979 with the Revolutionary goal being met by its supports. Supporters of the revolution stood mixed in their goals for a new Iran. The Islamic Extremist lead by Ayatollah Khomeini wanted to install an Islamic regime inside of Iran that would follow Islamic law. Religious clerics viewed the Shah as not being a positive leader of Iran and wanted him overthrown and the country left as is. Iranians such as the middle class and students wanted to install an IslamicRead MoreEvolution Of A Revolution : Live From Tehran An Abc Broadcast By Peter Jennings And Persepolis1184 Words   |  5 PagesThere are three central themes present in the two movies, Evolution of a Revolution: Live from Tehran an ABC broadcast by Peter Jennings and Persepolis by Vincent Paronnaud, Marjane Satrapi. The two movies demonstrate the rising of Iranian Islamic Revolution and its cause and e ffect on the people of Iran. The three central themes within the movies are political culture and religion and exile. Firstly, in Evolution of a Revolution demonstrates within Iran the political powers have utilized their powerRead MoreThe Iranian Revolution Of Iran1317 Words   |  6 PagesThe Iranian Revolution was at its climax in 1979 with the Revolutionary goal being met by it’s supports. Supporters of the revolution stood mixed in their goals for a new Iran. The Islamic Extremist lead by Ayatollah Khomeini wanted to install an Islamic regime inside of Iran that would follow Islamic law. Religious clerics viewed the Shah as not being a positive leader of Iran and wanted him overthrown and the country left as is. Iranians such as the middle class and students wanted to install anRead MoreCultural Acceptance in Marjane Satrapis Persepolis1616 Words   |  7 Pagesï » ¿Whitfield Logan English 102 Ighade 4-7-14 Cultural Acceptance in Persepolis Marjane Satrapi‘s graphic novel Persepolis  is an  autobiography that  depicts her childhood up to her early adult years in  Iran  during and after the  Islamic revolution.  Throughout the novel Satrapi incorporates character development, religion, and the conflict of freedom vs. confinement in order to develop a greater appreciation between two opposing eastern and western cultures. When analyzing the current relationshipRead MoreMarjane Satrapi s Persepolis 1501 Words   |  7 Pages The Iranian author of Persepolis, Marjane Satrapi, narrates a Bildungsroman showing her growth and development in Iran, as well as a memoir, showing the historical events in Iran. She discusses historical events like the Islamic revolution in 1979, which made it compulsory for the Iranian females to wear veils. Satrapi’s life story is mainly set in Iran, where she shows readers the strict, controlling and oppressive government the Iranians live under as well as the importance of clothing and body

Essay on kabuliwala script - 1251 Words

SCENE 1 ::: (One morning when narrator is in the midst of the seventeenth chapter of his new novel, his 5 years old daughter Mini enters into the room) MINI ---Father! Ramdayal the door-keeper calls a crow a krow! He doesnt know anything, does he? NARRATOR--- Do you know the differences of languages in the world? (Before the narrator could explain to her the differences of language in this world, Mini comes out with another question). MINI---What do you think, Father? Bhola says there is an elephant in the clouds, blowing water out of his trunk, and that is why it rains! (While the narrator sat still making ready some reply to this last saying, Mini puts another question) MINI---Father! What relation is Mother to you? NARRATOR---My dear†¦show more content†¦NARRATOR--- Mini must get rid of her false fear(Says to himself) (Mini stood by narrator’s chair, and looked at the Cabuliwallah and his bag) KABULIWALA---( offered her nuts and raisins) SCENE 4 (One morning, however, not many days later, as narrator is leaving the house, he is startled to find Mini, seated on a bench near the door, laughing and talking, with the great Cabuliwallah at her feet) NARRATOR---Why did you give her those? (taking out an eight-anna bit, narrator handed it to him.) (AFTER SOME TIME WHEN NARRATOR RETURNS) (Cabuliwallah had given the coin that narrator pays him, to Mini, and her mother catches sight of the bright round object) MINI’S MOTHER---Where did you get that eight-anna bit? MINI---The Cabuliwallah gave it me MINI’S MOTHER---The Cabuliwallah gave it you! Oh, Mini! how could you take it from him? (NARRATOR ENTERS) (Narrator saved her from her mother’s scoldings) (It was not the first or second time that the two had met.) (They had many quaint jokes, which afforded them much amusement. MINI---O Cabuliwallah, Cabuliwallah, what have you got in your bag? KABULIWALA---An elephant! (Not much cause for