Countries With Negative Population Growth

Countries With Negative Population Growth Data from the Population Reference Bureau showed in 2006 that there were 20 countries in the world with negative or zero natural population growth expected between 2006 and 2050.   What Does Negative Natural Population Growth Mean? This negative or zero natural population growth means that these countries have more deaths than births or an even number of deaths and births; this figure does not include the effects  of immigration or emigration. Even including immigration over emigration, only one of the 20 countries (Austria) was expected to grow between 2006 and 2050, though the rush of emigration from wars in the Middle East (especially Syrias civil war) and Africa in the mid-2010s could revise those expectations. The Highest Decreases The country with the highest decrease in the natural birthrate was  Ukraine, with a natural decrease of 0.8 percent  each year. Ukraine was expected to lose 28 percent  of its  population between 2006 and 2050 (from 46.8 million to 33.4 million in 2050). Russia and Belarus followed close behind at a 0.6 percent  natural decrease, and Russia was expected to lose 22 percent  of its population by 2050, which would be a loss of more than 30 million people (from 142.3 million in 2006 to 110.3 million in 2050). Japan was the only non-European country in the list, though China joined it after the list was released and had a lower-than-replacement birthrate in the mid-2010s.  Japan has a 0 percent natural birth increase and was expected to lose 21 percent  of its population between 2006 and 2050 (shrinking from 127.8 million to a mere 100.6 million in 2050).   A List of Countries With Negative Natural Increase Heres the list of the countries that were expected to have a negative natural increase or zero increase in population between 2006 and 2050. Ukraine: 0.8% natural decrease annually; 28% total population decrease by 2050Russia: -0.6%; -22%Belarus: -0.6%; -12%Bulgaria: -0.5%; -34%Latvia: -0.5%; -23%Lithuania: -0.4%; -15%Hungary: -0.3%; -11%Romania: -0.2%; -29%Estonia: -0.2%; -23%Moldova: -0.2%; -21%Croatia: -0.2%; -14%Germany: -0.2%; -9%Czech Republic: -0.1%; -8%Japan: 0%; -21%Poland: 0%; -17%Slovakia: 0%; -12%Austria: 0%; 8% increaseItaly: 0%; -5%Slovenia: 0%; -5%Greece: 0%; -4% In 2017, the Population Reference Bureau released a fact sheet showing that the top five countries expected to lose population between then and 2050 were:China: -44.3%Japan: -24.8%Ukraine: -8.8%Poland: -5.8%Romania: -5.7%Thailand: -3.5%Italy: -3%South Korea: -2.2%

Make Hot Ice From Vinegar and Baking Soda

Make Hot Ice From Vinegar and Baking Soda Sodium acetate or hot ice is an amazing chemical you can prepare yourself from baking soda and vinegar. You can cool a solution of sodium acetate below its melting point and then cause the liquid to crystallize. The crystallization is an exothermic process, so the resulting ice is hot. Solidification occurs so quickly you can form sculptures as you pour the hot ice. Fast Facts: Hot Ice Science Experiment MaterialsBaking SodaVinegarConcepts IllustratedSupercoolingCrystallizationExothermic Chemical ReactionsTime RequiredFrom start to finish, this experiment takes about an hour. Once you have the hot ice, you can quickly melt and recrystallize it.LevelBeginner to Intermediate LevelNotesThe chemicals in this experiment are non-toxic. However, because liquids are boiled, adult supervision is recommended. This project is best for middle school and above. Sodium Acetate or Hot Ice Materials 1-liter clear vinegar (weak acetic acid)4 tablespoons baking soda (sodium bicarbonate) Prepare the Sodium Acetate or Hot Ice In a saucepan or large beaker, add baking soda to the vinegar, a little at a time and stirring between additions. The baking soda and vinegar react to form sodium acetate and carbon dioxide gas. If you dont add the baking soda slowly, youll essentially get a baking soda and vinegar volcano, which would overflow your container. Youve made the sodium acetate, but it is too dilute to be very useful, so you need to remove most of the water. Here is the reaction between the baking soda and vinegar to produce the sodium acetate: Na[HCO3]– CH3–COOH → CH3–COO– Na H2O CO2Boil the solution to concentrate the sodium acetate. You could just remove the solution from heat once you have 100-150 ml of solution remaining, but the easiest way to get good results is to simply boil the solution until a crystal skin or film starts to form on the surface. This took me about an hour on the stove over medium heat. If you use lower heat you are less likely to get yellow or brown liquid, but it will take longer. If discoloration occurs, its okay. Once you remove the sodium acetate solution from heat, immediately cover it to prevent any further evaporation. I poured my solution into a separate container and covered it with plastic wrap. You should not have any crystals in your solution. If you do have crystals, stir a very small amount of water or vinegar into the solution, just sufficient to dissolve the crystals.Place the covered container of sodium acetate solution in the refrigerator to chill. Activities Involving Hot Ice The sodium acetate in the solution in the refrigerator is an example of a supercooled liquid. That is, the sodium acetate exists in liquid form below its usual melting point. You can initiate crystallization by adding a small crystal of sodium acetate or possibly even by touching the surface of the sodium acetate solution with a spoon or finger. The crystallization is an example of an exothermic process. Heat is released as the ice forms. To demonstrate supercooling, crystallization, and heat release you could: Drop a crystal into the container of cooled sodium acetate solution. The sodium acetate will crystallize within seconds, working outward from where you added the crystal. The crystal acts as a nucleation site or seed for rapid crystal growth. Although the solution just came out of the refrigerator, if you touch the container you will find it is now warm or hot.Pour the solution onto a shallow dish. If the hot ice does not spontaneously begin crystallization, you can touch it with a crystal of sodium acetate (you can usually scrape a small amount of sodium acetate from the side of the container you used earlier). The crystallization will progress from the dish up toward where you are pouring the liquid. You can construct towers of hot ice. The towers will be warm to the touch.You can re-melt sodium acetate and re-use it for demonstrations. Hot Ice Safety As you would expect, sodium acetate is a safe chemical for use in demonstrations. It is used as a food additive to enhance flavor and is the active chemical in many hot packs. The heat generated by the crystallization of a refrigerated sodium acetate solution should not present a burn hazard.

Strategic Approach for Information Systems Essay

Strategic Approach for Information Systems - Essay Example They are not only faster, but also much more accurate. Thus, large corporations process their financial accounts and supervise resources using information systems as human mind is prone to err. Not only do governments provide welfare and basic civic services using these systems, but individuals also utilize these facilities for everyday activities such as shopping, banking, investing and studying. (Robson, 2003) As days pass and technology progresses, innovative and enhanced information systems are coming into existence. Not every person working in a business requires the same information systems; the type depends on their requirements. Top management focuses on business development and planning, while people working on the middle management level require intricate details about the production and etc. to supervise and control business activities. Based on different requirements, there are six basic types of information systems: Transaction Processing System (TPS) - This keeps track and stores all the critical transactions that take place everyday in a business. This is mainly used by the middle management that takes care of the day to day activities of the business. Management Information System (MIS) - This formulates a report that represents all the information recorded by the TPS. This again is of great help to supervisors who can also use this as a way to present the information to seniors. Office Automation System (OAS) - This system basically helps the employees to become more proficient and productive by providing them with facilities to process information, calculate and create documents more accurately. Microsoft Office is a good example of an OAS. Executive information system (EIS) - It readily provides the senior management with vital internal and external information regarding the business in an interactive manner. Knowledge Management System (KMS) - This system assists the sharing of information among employees in an organized manner. Knowledge, the important ideas that have been extracted from the information, is communicated through this system/network. (Pearlson and Saunders, 2005) Advantages of using Information Systems The usage of information systems has many advantages to it. Firstly, it makes all the work painless as all the complicated calculations has to be done by the computer. Also, financial accounts become perfectly balance as errors are caught in a second on computers. Storage becomes simple as the memory of the computer is too deep and can be extended to whatever size we want. Secondly, paper work in finished off and there is no need for organizations to stock up uncountable files. Information systems are not only proficient at handling the information but also help in decision making. Assessment becomes quicker as the exact scenario is portrayed in front of us in forms of reports. Information systems also provide us with analytical tools that help us in judging a situation more clearly. Thirdly, information systems encourage decentralization of authority - it measures performance at all levels and help us in amending organizational plans and procedures. Most

Literature review and best practices for STEMI care Essay

Literature review and best practices for STEMI care - Essay Example Lee (2009) suggested that physicians should initiate the catheterization laboratory without necessary consulting the cardiologists. In some cases, some patients that have been referred for PPCI do not get optimum percutaneous reperfusion and at the right time with an experienced group (Tubaro et al., 2011). PCI aims to open the artery as soon as possible after its blockade, preferably within 90minutes (Cardiosmart.org, 2014). The recommended time for the treatment of patients with PCI capability is a maximum of 90 minutes. For those without PCI capability, they should receive medical attention in the first 30minutes of arrival at a hospital. The treatment is basically fibrinolytic therapy. Paramedic bypass of the protocols of emergency care reduced the number of minutes of the door to balloon time. From the study, there was an improvement of over 28 % percent. Before the initiation of paramedic by pass protocol, the average time needed was about 107 minutes. These saw an improvement of about thirty-seven minutes with an average time coming down to 70 percent. However, the study recommends for further studies to determine the outcome of those patients who were taken care of by these paramedics (Cheskeset al, 2011). In the observation by Pitta et al (2010), it was noted that most of the time lost is on the acquisition of an electrocardiogram and most of the patients never had an electrocardiogram conducted on them because of the delays. Hence, from the case study, the authors emphasize on the need to have a Pre-hospital electro cardiogram to conduct to aid in reducing the door to balloon time. In the study conducted by Wilson et al, (2010) to assess the impact of interdepartmental collaboration on door to balloon time reduction, the authors observes that there is a great improvement on time reduction with emergency department physician activation of cardiac catheterization laboratory followed with instantaneous transfer in

The Problems with Voting in America Essay -- Politics Political Essays

The Problems with Voting in America If one were to look at the voting history as of late in America you would surely find information on the Florida catastrophe in 2000. The problem with our voting system today is in the technology being used; many demographic groups find our current systems confusing and hard to use. As voters step into the polling places this election year many will be voting through new devices some even sporting â€Å"touch screen† technology and we can only hope that the new technology is understood and accepted. In the US each municipality selects their own voting equipment regardless of what other places are doing. According to this CPSR article the Vote-O-Matic system has been in place for over ten years in many US counties and while some may view this technology as acceptable the Vote-O-Matic was a major player in the 2000 recount. Many municipalities have the funding to adopt new technology but others either feel uncomfortable with this change or don’t have the funding. The problem with the Vote-O-Matic is it uses paper ballots that consist of many...

Anatomy and Physiology of Body Systems

Intermediate Apprenticeship in Health (Emergency Care Assistance) Edexcel L2 Diploma in Emergency Care Assistance (QCF) Unit 11 Anatomy and Physiology of Body Systems A/602/5038 Candidate Name: _Ashley Orwin____________________ Candidate Employer: ___________________ Unit Overview: This unit will give learners a basic understanding of how the body is organised – from cells up to systems. Learners will also gain an understanding of the components and functions of the main systems of the body, leading to further understanding of how illness or injury affects the normal functions of an organ or system. How you will be assessed for unit 12:This unit consists of one knowledge outcome which will be assessed via a workbook. Outcomes| Assessment| Criteria| 1. Know how body Systems are organised| Knowledge Workbook| 1. 1 Label the structure of a typical cell1. 2 Outline the definition of tissue1. 3 Outline the definition of an organ1. 4 Outline the definition of a body system1. 5 Defin e directional terms used in medicine1. 6 Label major organs within the body cavities| 2. Know the Functions of the Respiratory System| Knowledge Workbook| 2. 1 Describe the function of the respiratory system2. 2 Label the components of the respiratory tract2. Describe the structure of the lungs2. 4 Outline the process of respiration2. 5 Describe the initial management of asthma| 3. Know the function of the Cardiovascular System| Knowledge Workbook| 3. 1 Outline the role of thecardiovascular system3. 2 Label the structure of the heart3. 3 State the electrical conductionsystem of the heart3. 4 Describe the purpose of differenttypes of blood vessels3. 5Describe the properties of blood| 4. Know how the nervous system supports body functions| Knowledge Workbook| 4. 1 Outline the role of the nervoussystem4. 2 Identify the components of thenervous system| 5.Know how the skeletal system functions | Knowledge Workbook | 5. 1 Outline the role of the skeletalsystem5. 2 Label the bones of the s keleton5. 3 Describe the different types of skeletal joints5. 4 Outline the relationship between the muscular system and theskeleton| In order to pass this unit you must complete this workbook to a satisfactory standard. Should you have any difficulties with this workbook your clinical tutors will be happy to support you 1. Know how the body systems are organised. 1. 1: Label the structure of a typical cell Using the following diagram label the key component of the cell.Nucleolus Nucleolus Smooth endoplasmic reticulum Smooth endoplasmic reticulum Nucleus Nucleus Centriole Centriole Cytoplasm Cytoplasm Cell membrane Cell membrane Mitochondria Mitochondria Rough endoplasmic reticulum Rough endoplasmic reticulum Golgi complex Golgi complex 2. 2 Outline the definition of a tissue You need to describe the following types of tissue in your answer, epithelial, connective, nervous and muscle specifying how muscle is sub divided into both voluntary and involuntary giving appropriate examples . A collection of similar cells and the intercellular substances surrounding them.There are four basic kinds of tissue in the body: epithelium, connective tissues including adipose tissue, blood, bone, and cartilage, muscle tissue; and nerve tissue. Epithelial: Covers the whole surface of the body. It is made up of cells closely packed and ranged in one or more layers. This tissue is specialised to form the covering or lining of all internal or external body surfaces. Connective: Connective tissue serves a connecting function; it supports and binds other tissue. Nervous: nervous tissue is responsible for sensing stimuli and transmitting signals to and from different parts of an organism.Neurons are the basic unit of nervous tissue. Muscle tissue: has ability to relax and contrast and so brings about movement and mechanical work in various parts of the body. (Skeletal, smooth and cardiac) 1. 3 Outline the definition of an organ. An organ is a number of specialised tissues and cells t hat are formed together to form an organ which has a specific function within the body. E. g. the heart, use for carrying blood around the body. An organ is a number of specialised tissues and cells that are formed together to form an organ which has a specific function within the body.E. g. the heart, use for carrying blood around the body. You need to consider the following in your answer, namely how specialized tissues have both specialist functions or form a particular structure such as the heart or lungs. 1. 4 Outline the definition of a body system. The body has many different organs all with their own specific jobs and are made up of different parts for example the respiratory system has the nose, trachea, diaphragm, bronchus, bronchioles, lungs and mouth which are all use to breath.A group of organs working together to perform a particular function The body has many different organs all with their own specific jobs and are made up of different parts for example the respirato ry system has the nose, trachea, diaphragm, bronchus, bronchioles, lungs and mouth which are all use to breath. A group of organs working together to perform a particular function You need to include in your answer that the body is comprised of a number of systems that contain specific organs that have specialized functions, for example the lungs in the respiratory system. . 5 Define Directional terms used in medicine Your answer must provide a clear definition of the following terms and how these are utilised to describe the human body and positioning of both injuries and/or organs. 1. Superior — Toward or at the upper part of the structure 2. Inferior– Toward or at the lower part of the structure 3. Lateral – Away from the midline of the body / on the outer side 4. Medial – Toward or at the midline of the body / on the inner side 5. Posterior – Toward back of the body 6. Anterior – Toward or at the front of the body . Proximal – Clo ser to the point of attachment of a limb to the body trunk 8. Distal – Further from the point of attachment of limb 9. External –Structure closer to internal organs 10. Internal – structure further from the internal organs 11. Superior — Toward or at the upper part of the structure 12. Inferior– Toward or at the lower part of the structure 13. Lateral – Away from the midline of the body / on the outer side 14. Medial – Toward or at the midline of the body / on the inner side 15. Posterior – Toward back of the body 16.Anterior – Toward or at the front of the body 17. Proximal – Closer to the point of attachment of a limb to the body trunk 18. Distal – Further from the point of attachment of limb 19. External –Structure closer to internal organs 20. Internal – structure further from the internal organs 1. 6 Label major organs within body cavities Complete the diagram clearly labelling the organs and major structures. Aorta Aorta Tarynx Tarynx Trachea Trachea Heart Heart Superior vena cava Superior vena cava Oesophagus Oesophagus Lung Lung Diaphragm Diaphragm Aorta AortaLiver Liver Inferior vena cava Inferior vena cava Spleen Spleen Gall bladder Gall bladder Stomach Stomach Pancreas Pancreas Kidney Kidney Ureter Ureter Small intestine Small intestine Appendix Appendix Large intestine Large intestine Bladder Bladder Rectum Rectum Urethra Urethra Student notes and Supplementary Work sheets. Directional Medical Terms As an Ambulance Care Assistant you should be able to use directional medical terms. The first important thing in learning about anatomy and physiology is to know the anatomical position and body landmarks.To accurately describe body parts and position, initial reference point and directional terms should be used in a medical setting. The correct anatomical position is standing up (erect) with the feet parallel and the arms hanging at the sides with the palms facin g forward and the thumbs pointing away from the body. To precisely point out the chief complaint of a patient, the ECA or Paramedic uses anatomical terms representing a certain body part. For example, a patient walks in the emergency room with a laceration on the posterior portion of the left lower leg.To clearly state the area of injury the Paramedic uses the term â€Å"sural† which means the posterior surface of the lower leg rather than writing â€Å"back area of the lower leg†. Knowing these terms not only give the ECA or Paramedic a more accurate formulation of chief complaints but it also saves time of a good deal of description. To clearly explain exactly the relation of a body structure to each other, directional terms are used. For example to describe the relationship or location of the heart to the arms, we can say â€Å"the heart is located in between the arms†.Using anatomical terminology, this is expressed as â€Å"the heart is medial to the arms. † Hence, it is a more clear and precise statement Common Anatomical Terms (for reference purposes only) ABDOMINAL| ACROMIAL| ANTECUBITAL| AXILLARY| BRACHIAL| BUCCAL| CARPAL| CERVICAL| COXAL| CRURAL| DIGITAL| FEMORAL| FIBULAR| INGUINAL| NASAL| ORAL| ORBITAL| PATELLAR| PELVIC| STERNAL| PUBIC| TARSAL| THORACIC| UMBILLICAL| CALCANEAL| CEPHALIC| DELTOID| FEMORAL| GLUTEAL| LUMBAR| OCCIPITAL| OLECRANAL| POPLITEAL| SCAPUALR| SURAL| VERTEBRAL| PLANTAR| | | |Common Anatomical Terms (for reference purposes only) ABDOMINAL| ACROMIAL| ANTECUBITAL| AXILLARY| BRACHIAL| BUCCAL| CARPAL| CERVICAL| COXAL| CRURAL| DIGITAL| FEMORAL| FIBULAR| INGUINAL| NASAL| ORAL| ORBITAL| PATELLAR| PELVIC| STERNAL| PUBIC| TARSAL| THORACIC| UMBILLICAL| CALCANEAL| CEPHALIC| DELTOID| FEMORAL| GLUTEAL| LUMBAR| OCCIPITAL| OLECRANAL| POPLITEAL| SCAPUALR| SURAL| VERTEBRAL| PLANTAR| | | | The terms commonly used in practice are superior, inferior, lateral, medial, posterior, anterior, sural, proximal, distal, external an d internal.Using these terminologies show on the diagram below and identify the position of the directional medical terms. These terms will commonly be used in practice not only to describe injuries but to provide an appropriate handover to other healthcare professionals. Supplementary Reading The Tissues Tissue is a group of cells that have a similar shape and function. Different types of tissues can be found in different organs. In humans, there are four basic types of tissue:   epithelial, connective, muscular, and nervous tissue. There may be various sub-tissues within each of the primary tissues.Epithelial tissue covers the body surface and forms the lining for most internal cavities. The major function of epithelial tissue includes protection, secretion, absorption, and filtration. The skin is an organ made up of epithelial tissue which protects the body from dirt, dust, bacteria and other microbes that may be harmful. Cells of the epithelial tissue have different shapes as shown on the student's worksheet. Cells can be thin, flat to cubic to elongated. Connective tissue is the most abundant and the most widely distributed of the tissues.Connective tissues perform a variety of functions including support and protection. The following tissues are found in the human body, ordinary loose connective tissue, fat tissue, dense fibrous tissue, cartilage, bone, blood, and lymph, which are all considered connective tissue. There are three types of muscle tissue: skeletal, smooth, and cardiac. Skeletal muscle is a voluntary type of muscle tissue that is used in the contraction of skeletal parts. Smooth muscle is found in the walls of internal organs and blood vessels. It is an involuntary type.The cardiac muscle is found only in the walls of the heart and is involuntary in nature. Nerve tissue is composed of specialized cells which not only receive stimuli but also conduct impulses to and from all parts of the body. Nerve cells or neurons are long and string-lik e. In tissues the simplest combination is called a membrane, or a sheet of tissues which cover or line the body surface or divide organs into parts. Examples include the mucous membrane which lines body cavities. Tissues combine to form organs. An organ is a part of the body which performs a definite function.The final units of organization in the body are called systems. A system is a group of organs each of which contributes its share to the function of the body as a whole 2. Know how the respiratory system functions 2. 1 Describe the function of the respiratory system. You need to consider the following topics in your answer, namely the extraction of Oxygen from the atmosphere and the excretion of carbon dioxide. You also need to describe how the respiratory system maintains the acid base balance of the blood and how lungs are ventilated i. e. he process by which air enters the lungs. It may be useful to read the following text, Section 8- The Respiratory system, Ambulance Servic e Basic Training Manual. Nancy Caroline (2007) Emergency Care in the Streets, chapters 11. 3-11. 16 inclusive Watch the following presentation before attempting this question, http://www. nlm. nih. gov/medlineplus/ency/anatomyvideos/000018. htm The respiratory system, in close conjunction with the circulation system is responsible for supplying body cells with essential oxygen and removing potentially harmful carbon dioxide from the body.The mouth and nose channel air from outside the body through a system of tubes of diminishing size that eventually reach the two lungs on either side of the heart within the chest cavity. The respiratory system, in close conjunction with the circulation system is responsible for supplying body cells with essential oxygen and removing potentially harmful carbon dioxide from the body. The mouth and nose channel air from outside the body through a system of tubes of diminishing size that eventually reach the two lungs on either side of the heart within the chest cavity. 2. 2 Label the components of the respiratory tract.Complete the diagram below. Diaphragm Diaphragm Right lung Right lung Trachea Trachea Alveolus Alveolus Bronchus Bronchus Mouth Mouth Bronchioles Bronchioles Nasal cavity Nasal cavity 2. 3 Describe the structure of the lungs You need to consider the following in our answer, namely the structure of the lungs, there position within the thoracic cavity, the shape and membranes that cover them. If needed you can utilise a diagram to facilitate your explanation. The two sponges- like lungs fill most of the chest cavity and are protected by the flexible ribcage. Together they form one of the body largest organs.Their essential function is gas exchange taking vital oxygen from the air and expelling waste carbon dioxide to the air. Air enters the lungs from the trachea, which branches at its base into main airways, the primary bronchi. Each primary bronchus enters its lungs at a site called the hilum, which is also where the main blood vessels pass in and out of the lungs. The primary bronchus divides into secondary bronchi, all the time decreasing in diameter. Many subsequent divisions from the narrowest airways; the terminal and then respiratory bronchioles, which distribute air to the alveoli.This intricate network of air passages resembles an inverted tree, with the trachea as the trunk, and is known as the bronchial tree. They are corresponding trees from the pulmonary arteries and arterioles bringing low-oxygen blood from the hearts right side and pulmonary venules and veins, returning high oxygen blood to the heart left side. The two sponges- like lungs fill most of the chest cavity and are protected by the flexible ribcage. Together they form one of the body largest organs. Their essential function is gas exchange taking vital oxygen from the air and expelling waste carbon dioxide to the air.Air enters the lungs from the trachea, which branches at its base into main airways, the primary bron chi. Each primary bronchus enters its lungs at a site called the hilum, which is also where the main blood vessels pass in and out of the lungs. The primary bronchus divides into secondary bronchi, all the time decreasing in diameter. Many subsequent divisions from the narrowest airways; the terminal and then respiratory bronchioles, which distribute air to the alveoli. This intricate network of air passages resembles an inverted tree, with the trachea as the trunk, and is known as the bronchial tree.They are corresponding trees from the pulmonary arteries and arterioles bringing low-oxygen blood from the hearts right side and pulmonary venules and veins, returning high oxygen blood to the heart left side. 2. 4 Outline the process of respiration Your answer needs to include the process of both internal and external respiration and diffusion of gases through a semi permeable membrane. You do not need to consider partial pressures and diffusion gradients in order to answer this questi on. ECTIS (2007) chapter 11. 12 provides a valuable insight into the mechanics of respiration.External inspiration is the process of extracting air particles from the atmosphere so that lungs and the main organs are the body expel carbon dioxide, a by – product which is removed by the lungs. Internal inspiration is where the blood and cells carry oxygen around the body to different organs. CO2 the waste product is absorbed through the blood and sent back to the lungs and expired back into the atmosphere. Reference – Ambulance service basic training manual 2003 (updated January 2010) External inspiration is the process of extracting air particles from the atmosphere so that lungs and the main organs are the body expel carbon ioxide, a by – product which is removed by the lungs. Internal inspiration is where the blood and cells carry oxygen around the body to different organs. CO2 the waste product is absorbed through the blood and sent back to the lungs and expir ed back into the atmosphere. Reference – Ambulance service basic training manual 2003 (updated January 2010) 2. 5 Describe the initial management of asthma Your answer needs to focus on current best practice clinical guidelines JRCALC 2006, Nice. As an ECA you are not permitted to administer any medication such as adrenaline, Salbutalmol or Ipatropium Bromide only Oxygen therapy.Consider management of a simple exacerbation and also life threatening asthma. Ensure you structure your answer in the D,R,C,A,B,C,D,E format. 1. Check for dangers that could injure you or the causalities and people around you. 2. Check response levers by speaking to the person and tapping their shoulder if they are unconscious 3. Ring 999 for support 4. Check that causalities airway is clear and look for obstructions. Check the spo2 levels using a pulse oximeter , checking oxygen sats are 94% or above.If they are below you will need to administer oxygen at 15lpm via an adult non re breather until bac kup arrive ready to administer salbutamol via a nebuliser mask at 8lpm until they symptom subside or transported to hospital for treatment. 5. Check for dangers that could injure you or the causalities and people around you. 6. Check response levers by speaking to the person and tapping their shoulder if they are unconscious 7. Ring 999 for support 8. Check that causalities airway is clear and look for obstructions. Check the spo2 levels using a pulse oximeter , checking oxygen sats are 94% or above.If they are below you will need to administer oxygen at 15lpm via an adult non re breather until backup arrive ready to administer salbutamol via a nebuliser mask at 8lpm until they symptom subside or transported to hospital for treatment. Supplementary Worksheets and Reading Introduction Primary function of respiratory system is transport of O2 and CO2. This requires the four processes collectively known as respiration: Fill out the blanks Pulmonary ventilation is the movement of †¦oxygen†¦Ã¢â‚¬ ¦ Into and out of the lungs (breathing). This involves gas pressures and †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦muscle†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ contractions. 1.External†¦ Respiration†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ is the exchange of O2 (loading) and CO2 2. (Unloading) between blood and alveoli (air sacs). 3. Transport of respiratory gases between †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦blood†¦Ã¢â‚¬ ¦ and tissues. 4. Internal†¦Ã¢â‚¬ ¦ Respiration†¦Ã¢â‚¬ ¦is gas exchange between blood and tissue cells. The respiratory system is situated in the thorax, and is responsible for gaseous exchange between the circulatory system and the outside world. Air is taken in via the upper airways (the nasal cavity, pharynx and larynx) through the lower airways (trachea, primary bronchi and bronchial tree) and into the small bronchioles and alveoli within the lung tissue.The lungs are divided into lobes; the left lung is composed of the upper lobe, the lower lobe and the lingula (a small remnant ne xt to the apex of the heart), the right lung is composed of the upper, the middle and the lower lobes. To take a breath in, the external intercostal muscles contract, moving the ribcage up and out. The diaphragm moves down at the same time, creating negative pressure within the thorax. The lungs are held to the thoracic wall by the pleural membranes, and so expand outwards as well. This creates negative pressure within the lungs, and so air rushes in through the upper and lower airways.Expiration is mainly due to the natural elasticity of the lungs, which tend to collapse if they are not held against the thoracic wall. This is the mechanism behind lung collapse if there is air in the pleural space (pneumothorax) Each branch of the bronchial tree eventually sub-divides to form very narrow terminal bronchioles, which terminate in the alveoli. There are many millions of alveloi in each lung, and these are the areas responsible for gaseous exchange, presenting a massive surface area for exchange to occur over.Each alveolus is very closely associated with a network of capillaries containing deoxygenated blood from the pulmonary artery. The capillary and alveolar walls are very thin, allowing rapid exchange of gases by passive diffusion along concentration gradients. CO2 moves into the alveolus as the concentration is much lower in the alveolus than in the blood, and O2 moves out of the alveolus as the continuous flow of blood through the capillaries prevents saturation of the blood with O2 and allows maximal transfer across the membrane. The Earth's atmosphere is made up of only five gases: nitrogen, oxygen, water vapour, argon, and carbon dioxide.Several other compounds also are present. Complete the table below which details the composition of inspired air. Percentage Present Inspired Air| | 100%| Oxygen| | 20%| Nitrogen| | 79%| Carbon Dioxide| | 0. 04%| Water Vapour| | variable%| Inert Gases| | 0. 15%| Complete the table below providing a brief description of ea ch structure. Structure| description| Nose| The nose is mainly made up of cartilage bones and fibrous tissues. | | Pharynx| Pharynx is a cone shaped passageway leading from the oral and nasal cavities in the head to the oesophagus and larynx. | Larynx| Is part of the respiratory system and is located between the pharynx and the trachea. We use it to talk and swallow. | | Trachea| Trachea is a tube like a portion respiratory tract that connects the larynx with the bronchus and bronchioles lungs. This is also known as the windpipe. | | Bronchi| Bronchi are the main part of the lung that goes through to the bronchioles. | | Bronchioles| The tiny branch of air tubes within the lungs that are a continuation of bronchus. They join the bronchi to the alveoli| | Lungs| Lungs are involved with inspiration of oxygen and expiration of CO2, which is a part of breathing. | Alveoli| Part within the lungs where gas and blood exchange occurs. Tiny air sacs with a large surface area and surrounded b y dense network of capillaries| | Pleura| Liquid that lubricates the lungs and keeps them working correctly. Offer some protection against impact| | The rate of breathing differs significantly when presented with a variety of illnesses and/or trauma. To adequately assess a patients respiratory function you must be able to recognise whether a patients respiration rate is bradypnoeic, tachypnoeic or within normal parameters.Complete the table below to demonstrate this. Respiratory Rates | Bradypneoic| Normal| Tachypnoeic| Neonate| 40| Child| 30| Adult| 30| Asthma: Signs, Symptoms and Management. Asthma is a condition that affects the airways – the small tubes that carry air in and out of the lungs. When a person with asthma comes into contact with something that irritates their airways (an asthma trigger), the muscles round the walls of the airways tighten so that the airways become narrower and the lining of the airways becomes inflamed and starts to swell. Sometimes, sticky m ucus or phlegm builds up, which can further narrow the airways. These reactions cause the airways to become narrower and irritated – making it difficult to breath and leading to symptoms of asthma. Asthma is a long-term condition  that can cause a cough, wheezing and breathlessness. The severity of the symptoms varies from person to person. Asthma can be controlled well in most people most of the time. In the UK, 5. million people are currently receiving treatment for asthma. That  is  1 in every 12 adults and 1 in every 11 children. Asthma in adults is more common in women than men. If you are diagnosed with asthma as a child, the  symptoms may disappear during your teenage years. However, asthma can return in adulthood. If childhood symptoms of asthma are moderate to severe, it is more likely that the condition will persist or return later in life. However, asthma does not only start in  young people and can develop at any age. The cause of asthma is not fully und erstood, but it is known that asthma often runs in families.You are more likely to have asthma if one or both of your parents  has the condition. What is asthma? Asthma is caused by inflammation of the airways. These are  the small tubes, called bronchi,  which carry air in and out of the lungs. If you have asthma, the bronchi  will be  inflamed and  more sensitive than normal. When you come into contact with something that irritates your lungs, known as a trigger, your airways become narrow, the muscles around them tighten and there is an increase in the production of sticky mucus (phlegm). This makes it difficult to breathe and causes wheezing and coughing.It  may also  make your chest feel tight. A severe onset of symptoms is known as an asthma attack or an ‘acute asthma exacerbation'. Asthma attacks may require hospital treatment and can sometimes be life-threatening, although this is rare. For some people with chronic (long-lasting) asthma, long-term infla mmation of the airways may lead to more permanent narrowing. Common triggers A trigger is  anything that irritates the airways and brings on the symptoms of asthma. These differ from person to person and people with asthma may have several triggers.Common triggers include house dust mites, animal fur, pollen, tobacco smoke, exercise, cold air and chest infections. Other types of asthma There are  other types of asthma that can be made worse by certain activities: * Work-aggravated asthma is pre-existing asthma that is made worse by dust and fumes at work. * Occupational asthma is caused by exposure to specific substances at work. For example, some nurses develop occupational asthma after exposure to latex, and some workers in the food-processing industry develop occupational asthma as a response of exposure to flour. OutlookWhile there is no cure for asthma, symptoms can come and go throughout your life. A number of treatments can help control the condition very effectively. Tre atment is based on two important goals: * relief of symptoms * preventing future symptoms and attacks from developing Successful prevention can be achieved through a combination of medicines, lifestyle advice and identifying and then avoiding potential asthma triggers Know how the cardiovascular system functions. 3. 1 Outline the role of the cardiovascular system. You need to provide a summary of the cardiovascular system its organs and their function.Watch the presentation to enable you to answer this question correctly. http://www. nlm. nih. gov/medlineplus/ency/anatomyvideos/000023. htm The functions of the cardiovascular system are to transport nutrient, oxygen, water and remove waste products from the cardiovascular system. The other function is to pump oxygenated blood around the body. 1. Deoxygenated blood enters the heart full of CO2. 2. It gets pushed through the heart through electrical impulses into the lungs. 3. It gets rid of CO2 and replaces oxygen. 4. Blood flows arou nd the body giving vital organs oxygen and taken away waste products. 5.Deoxygenated blood goes back into the heart. The functions of the cardiovascular system are to transport nutrient, oxygen, water and remove waste products from the cardiovascular system. The other function is to pump oxygenated blood around the body. 6. Deoxygenated blood enters the heart full of CO2. 7. It gets pushed through the heart through electrical impulses into the lungs. 8. It gets rid of CO2 and replaces oxygen. 9. Blood flows around the body giving vital organs oxygen and taken away waste products. 10. Deoxygenated blood goes back into the heart. 3. 2 Label the structure of the heart Complete both diagrams below.It may be useful to read section 9 of the Ambulance Service basic training manual. Left Atrium Left Atrium Pulmonary artery Pulmonary artery Pulmonary veins Pulmonary veins Inferior vena cava Inferior vena cava Right ventricle Right ventricle Septum Septum Left ventricle Left ventricle Arteria l valve Arterial valve Bicuspid valve Bicuspid valve Tricuspid valve Tricuspid valve Right atrium Right atrium Pulmonary valve Pulmonary valve Branch of pulmonary vein Branch of pulmonary vein Aortic Trunk Aortic Trunk Pulmonary artery Pulmonary artery Aortic branches Aortic branches Superior vena cava Superior vena cava . 2 Label the diagram. Aortic Trunk Aortic Trunk Pulmonary artery Pulmonary artery Right atrium Right atrium Left ventricle Left ventricle Great cardiac vein Great cardiac vein Bradiocephalic artery Bradiocephalic artery 3. 3 State the electrical conduction system of the heart. Your answer needs to include a description and functioning of the SA node, AV node, Bundle of His, Purkinje Fibres and L&R Bundle Branches. It might be useful to incorporate a diagram of the normal sinus rhythm to illustrate your answer. Watch the following presentation to reinforce your understanding of this chain of events. ttp://www. nlm. nih. gov/medlineplus/ency/anatomyvideos/000021. htm 1. The brain sends electrical impulses to the heart telling it to beat. 2. The S-A node (sinoatrial node) receives the message and sends it along the atria telling it to contract and push blood forward. 3. The A-V node (atrioventricular node) holds the current for 60 -80 milliseconds to allow blood to gather. 4. The A-V bundle takes the signal and passes it down the branches. 5. The purkinje fibres receive the signal. 6. The contractions happen as the fibres contract. 7. The brain sends electrical impulses to the heart telling it to beat. . The S-A node (sinoatrial node) receives the message and sends it along the atria telling it to contract and push blood forward. 9. The A-V node (atrioventricular node) holds the current for 60 -80 milliseconds to allow blood to gather. 10. The A-V bundle takes the signal and passes it down the branches. 11. The purkinje fibres receive the signal. 12. The contractions happen as the fibres contract. 3. 4 Describe the purpose of different types of blood vessels. Your answer must include a description of the arteries , veins, arterioles, venules and capillaries along with their function.You may wish to include a diagram in your answer. Blood is transported around the body in a network of different blood vessels that come in different sizes. Arteries are the biggest of the blood vessels carrying blood away from the heart towards the vital organs and tissues but the only one that doesn’t is the pulmonary artery. Arterioles branch out from the main arteries and carry oxygenated blood to the capillaries and they are a lot smaller and thinner than arteries. Capillaries are smaller of the vessels and lead to the tissues where they deposit oxygen and minerals and extract carbon dioxide which is a waste product.Veins carry deoxygenates blood back to the body ready to go round the system again. Venules carry deoxygenated blood away from the capillaries and branchy together to make veins. Blood is transported around the body in a network of different blood vessels that come in different sizes. Arteries are the biggest of the blood vessels carrying blood away from the heart towards the vital organs and tissues but the only one that doesn’t is the pulmonary artery. Arterioles branch out from the main arteries and carry oxygenated blood to the capillaries and they are a lot smaller and thinner than arteries.Capillaries are smaller of the vessels and lead to the tissues where they deposit oxygen and minerals and extract carbon dioxide which is a waste product. Veins carry deoxygenates blood back to the body ready to go round the system again. Venules carry deoxygenated blood away from the capillaries and branchy together to make veins. 3. 5 Describe the properties of blood. Blood is essential to life; your answer must describe in detail the major components of blood and their functions in maintaining homeostasis. Don’t forget that blood contains more than solids.They key components you must discus s are red blood cells, white blood cells, platelets and plasma. Begin by describing their shape and size along with their function. Bloody is a specialized body fluid, it has four main components, red blood cells, white blood cells, plasma and platelets. Blood has many different functions including: * Transporting oxygen and nutrients to lungs and tissues * Forming blood clots to prevent excess blood loss * Carrying cell and antibodies that fight infection * Bring waste products to kidneys and liver, which filter and clean blood * Regulation body temperatureRed blood cells account for 40-45 % of blood volume; they are a biconcave disk shape with a flattened centre. RBC contain a special protein called haemoglobin which helps carry oxygen from the lungs to rest of the body and return carbon dioxide from body to lungs to be exhaled. White blood cells protect body from infections. They are much fewer in number than RBC’s, accounting for only 1% of blood. Most common is neutrophi l (immediate response) accounts for 55-75% of total white blood cells. Each neutrophil lives less than a day.There are other types; lymphocyte which there is a T and a B lymphocyte. T attack various infected cells and tumours, B makes antibodies, which are proteins that target bacteria viruses and other foreign materials. Plasma is a liquid component of blood it is a mix of water, sugar, fat, protein and salt, plasma job is to transport blood cells throughout the body along with nutrients, waste product, antibodies, clotting, and proteins, chemical Messages such as hormones and proteins that help maintain body’s fluid balance.Platelets clot the blood together at the site of an injury and also contain white blood cells to stop infection entering the wound which is why the scab forms. Bloody is a specialized body fluid, it has four main components, red blood cells, white blood cells, plasma and platelets. Blood has many different functions including: * Transporting oxygen and n utrients to lungs and tissues * Forming blood clots to prevent excess blood loss * Carrying cell and antibodies that fight infection * Bring waste products to kidneys and liver, which filter and clean blood * Regulation body temperatureRed blood cells account for 40-45 % of blood volume; they are a biconcave disk shape with a flattened centre. RBC contain a special protein called haemoglobin which helps carry oxygen from the lungs to rest of the body and return carbon dioxide from body to lungs to be exhaled. White blood cells protect body from infections. They are much fewer in number than RBC’s, accounting for only 1% of blood. Most common is neutrophil (immediate response) accounts for 55-75% of total white blood cells. Each neutrophil lives less than a day.There are other types; lymphocyte which there is a T and a B lymphocyte. T attack various infected cells and tumours, B makes antibodies, which are proteins that target bacteria viruses and other foreign materials. Plas ma is a liquid component of blood it is a mix of water, sugar, fat, protein and salt, plasma job is to transport blood cells throughout the body along with nutrients, waste product, antibodies, clotting, and proteins, chemical Messages such as hormones and proteins that help maintain body’s fluid balance.Platelets clot the blood together at the site of an injury and also contain white blood cells to stop infection entering the wound which is why the scab forms. 4 Know how the nervous system supports body functions. 4. 1 Outline the role of the nervous system. Your answer should consider how the nervous system receives external and internal stimuli and conveys impulses not only to the brain, spinal cord and organs but also away from these, eliciting specific responses and in turn maintaining homeostasis. You may use diagrams and continue on a separate sheet if needed.The main function of the central nervous system is to send electrical impulse to the brain through the spinal c ord and sends it back to the peripheral nervous system which causes to react and feel pain when hurt or unwell. Somatic nerves have control over movement of joints whether you can move arms or legs. Autonomic nerves control the body’s natural reactions such as breathing, you don’t need to control them they happen naturally. Sympathetic nerves control things such as accelerating your heat rhythm and breathing rate.Homeostasis is the body controlling the body’s natural state and responding to change within your natural state. The stimulus receives the message telling the brain the body has a change in natural response and relays a signal to receptors which is the site where it processes the information and relays the message to the control centre which makes the decision on how to deal with the situation and return affected are back to normal state. STIMULUS RECEPTOR C N RESPONSE EFFECTORS SThe main function of the central nervous system is to send electrical impu lse to the brain through the spinal cord and sends it back to the peripheral nervous system which causes to react and feel pain when hurt or unwell. Somatic nerves have control over movement of joints whether you can move arms or legs. Autonomic nerves control the body’s natural reactions such as breathing, you don’t need to control them they happen naturally. Sympathetic nerves control things such as accelerating your heat rhythm and breathing rate. Homeostasis is the body controlling the body’s natural state and responding to change within your natural state.The stimulus receives the message telling the brain the body has a change in natural response and relays a signal to receptors which is the site where it processes the information and relays the message to the control centre which makes the decision on how to deal with the situation and return affected are back to normal state. STIMULUS RECEPTOR C N RESPONSE EFFECTORS S 4. 2 Identify the components of the nervous system. Peripheral nerve Peripheral nerve Spinal cord Spinal cord Brain Brain 4. 2 Identify the components of the nervous system.Please label the diagrams. Parietal lobe Parietal lobe Frontal lobe Frontal lobe Occipital lobe Occipital lobe Cerebellum Cerebellum Temporal lobe Temporal lobe Spinal cord Spinal cord 5 Know how the skeletal system functions. 5. 1 Outline the role of the skeletal system. You should consider the skeletal system has several functions that include not only protection, movement and support but also blood cell production. Your answer should provide a brief explanation on how the skeletal system performs the aforementioned functions. The functions of the skeletal system are to support the main framework of the human body.It allows attachments of different tendons and muscles which form joints around the body which allow us to move arms and legs. The system also stores vital nutrients such as calcium which is stored within the bone marrow. The skeletal s ystem also plays a vital role in protecting main organs around the body e. g. heart and lung found inside the thoracic cavity. With the organs been protected this allows the body to functions correctly without becoming injured. The functions of the skeletal system are to support the main framework of the human body.It allows attachments of different tendons and muscles which form joints around the body which allow us to move arms and legs. The system also stores vital nutrients such as calcium which is stored within the bone marrow. The skeletal system also plays a vital role in protecting main organs around the body e. g. heart and lung found inside the thoracic cavity. With the organs been protected this allows the body to functions correctly without becoming injured. 5. 2 Label the bones of the skeleton Label the diagrams below Skull Skull Sternum Sternum Patella Patella Sacrum Sacrum Ulna Ulna Radius Radius Humerus Humerus Ribs RibsMetatarsals Metatarsals Tibia Tibia Fibula Fibu la Femur Femur Radius Radius Ulna Ulna Scapular Scapular Clavicle Clavicle 5. 3 Describe the different types of skeletal joints. Your answer must provide a full description of the different types of joints in the human body. It would be useful to identify where these joints are and if needed provide a diagram. Fibrous joints are fixed or unmovable, staying same place and never move shape or size. Cartilaginous joints can move partly but cannot fully move within the body. E. g. rib cage, spinal column. Saddle joints, only allow flexing and extending of different limbs but cannot be rotated.The thumb is the only bone with a saddle joint. Hinge joint, elbow, fingers, knees. Movement only occurs in one direction, usually forward. The knee is an exception it allows the foot and lower leg to move side to side. Gilding joints allow two or more joints to move against each other without any grinding or friction. Pivot joints allow up to 360 degree Movement in certain joints for example the w rist is very flexible and has full rotation. Ball joints are a ball and socket joint and they provide movement and rotation such as your hips and shoulders. Fibrous joints are fixed or unmovable, staying same place and never move shape or size.Cartilaginous joints can move partly but cannot fully move within the body. E. g. rib cage, spinal column. Saddle joints, only allow flexing and extending of different limbs but cannot be rotated. The thumb is the only bone with a saddle joint. Hinge joint, elbow, fingers, knees. Movement only occurs in one direction, usually forward. The knee is an exception it allows the foot and lower leg to move side to side. Gilding joints allow two or more joints to move against each other without any grinding or friction. Pivot joints allow up to 360 degree Movement in certain joints for example the wrist is very flexible and has full rotation.Ball joints are a ball and socket joint and they provide movement and rotation such as your hips and shoulders. 5. 4 Outline the relationship between the muscular system and the skeleton Your answer must include the functions of ligaments, tendons and muscles in relation to bones and joints: e. g. ligaments, attach one bone to another at the site of a joint; tendons continuous with the sheath covering each muscle and attached to the outer surface of a bone, another muscle or the skin, muscles, generate force to produce movement.The muscular skeletal system is made up of all bones in the body and the joints and muscles that surround them; this allows movement of different muscles and protection of our vital organs inside our human body. The muscular skeletal system is made up of all bones in the body and the joints and muscles that surround them; this allows movement of different muscles and protection of our vital organs inside our human body. Supplementary resources and reading All the web links are interactive resources that you can utilise to reinforce and consolidate your understanding o f the anatomy and physiology of the human body.These are interesting and informative interactive modules that you should enjoy completing. These are not compulsory however it will help you in your continued study towards becoming an Emergency Care Assistant and further in your career as a pre hospital professional. It would be helpful once you have completed these interactive modules to provide a screen print of the last page confirming you have completed the module, placing this in your portfolio under unit 11 anatomy and physiology. Using the web link below complete the online learning module that investigates the pulmonary and systemic circulation 1. http://www. wisc-online. om/Objects/ViewObject. aspx? ID=AP12704 Use the link below to reinforce your understanding of the anatomy of the respiratory system 2. http://www. wisc-online. com/Objects/ViewObject. aspx? ID=OTA1004 The following link investigates the mechanism of breathing and the process of external and internal respirati on 3. http://www. wisc-online. com/Objects/ViewObject. aspx? ID=AP15104 Use the link below to consolidate your understanding of the cardiovascular system 4. http://www. wisc-online. com/Objects/ViewObject. aspx? ID=OTA1304 This link enables you to further investigate blood and the cells found within it. 5. http://www. isc-online. com/Objects/ViewObject. aspx? ID=CLT103 6. http://www. wisc-online. com/Objects/ViewObject. aspx? ID=AP14604 7. http://www. wisc-online. com/Objects/ViewObject. aspx? ID=AP14704 This link is a crossword puzzle that asks you to identify common cardiovascular diseases, be warned it is quite difficult. 8. http://www. wisc-online. com/Objects/ViewObject. aspx? ID=GEN2405 The nervous system is of paramount importance to maintain homeostasis, use these links to investigate the nervous system further. The links will enable you to have a full understanding of the brain, the sympathetic nervous system and nerve fibres. 9. ttp://www. wisc-online. com/Objects/ViewObje ct. aspx? ID=AP14404 10. http://www. wisc-online. com/Objects/ViewObject. aspx? ID=AP2704 11. http://www. wisc-online. com/Objects/ViewObject. aspx? ID=OTA502 12. http://www. wisc-online. com/Objects/ViewObject. aspx? ID=COS1903 This link follows on from the nervous system and gives a brief insight into brain injury 13. http://www. wisc-online. com/Objects/ViewObject. aspx? ID=OTA1104 The skeletal system enables the human form to remain upright, use this link to name the bones contained within the skeleton and the skull 14. http://www. wisc-online. com/Objects/ViewObject. spx? ID=MEA304 15. http://www. wisc-online. com/Objects/ViewObject. aspx? ID=AP12904 16. http://www. wisc-online. com/Objects/ViewObject. aspx? ID=COS1503 This final resource is produced by the BBC, again very interactive and sallows you to demonstrate your knowledge of a variety of body systems. 17. http://www. bbc. co. uk/science/humanbody/body/interactives/3djigsaw_02/index. shtml As part of your role as a ECA y ou will be required to measure a patients’ blood pressure, utilise the interactive tutorial to familiarise yourself with blood pressure, its measurement and consequence of abnormality 18. http://www. nlm. ih. gov/medlineplus/tutorials/hypertension/htm/_no_50_no_0. htm 19. http://www. nlm. nih. gov/medlineplus/tutorials/hypertension/htm/index. htm (allows you to download notes to the presentation) 20. http://www. nlm. nih. gov/medlineplus/ency/anatomyvideos/000013. htm This resource contains hundreds on interactive tutorials on a variety of diseases, this is a valuable research tool for you to use at your leisure 21. http://www. nlm. nih. gov/medlineplus/tutorials. html Interactive Module Links Tracking Sheet Watched| Y/N| Comment| 1. http://www. wisc online. com/Objects/ViewObject. aspx? ID=AP12704 2. http://www. isc-online. com/Objects/ViewObject. aspx? ID=OTA1004 3. http://www. wisc-online. com/Objects/ViewObject. aspx? ID=AP15104 4. http://www. wisc-online. com/Objects/Vie wObject. aspx? ID=OTA1304 5. http://www. wisc-online. com/Objects/ViewObject. aspx? ID=CLT103 6. http://www. wisc-online. com/Objects/ViewObject. aspx? ID=AP14604 7. http://www. wisc-online. com/Objects/ViewObject. aspx? ID=AP14704 8. http://www. wisc-online. com/Objects/ViewObject. aspx? ID=GEN2405 9. http://www. wisc-online. com/Objects/ViewObject. aspx? ID=AP14404 10. http://www. wisc-online. com/Objects/ViewObject. aspx? ID=AP2704 11. ttp://www. wisc-online. com/Objects/ViewObject. aspx? ID=OTA502 12. http://www. wisc-online. com/Objects/ViewObject. aspx? ID=COS1903 13. http://www. wisc-online. com/Objects/ViewObject. aspx? ID=OTA1104 14. http://www. wisc-online. com/Objects/ViewObject. aspx? ID=MEA304 15. http://www. wisc-online. com/Objects/ViewObject. aspx? ID=AP12904 16. http://www. wisc-online. com/Objects/ViewObject. aspx? ID=COS1503 17. http://www. bbc. co. uk/science/humanbody/body/interactives/3djigsaw_02/index. shtml 18. http://www. nlm. nih. gov/medlineplus/tutorials/ hypertension/htm/_no_50_no_0. htm 19. http://www. nlm. ih. gov/medlineplus/tutorials/hypertension/htm/index. htm (allows you to download notes to the presentation) 20. http://www. nlm. nih. gov/medlineplus/ency/anatomyvideos/000013. htm 21. http://www. nlm. nih. gov/medlineplus/tutorials. html| | | Criteria| Achieved(? )| AssessorsComments| Internal Verifiers Comments| 1. 1 Label the structure of a typical cell| | | | 1. 2 Outline the definition of tissue| | | | 1. 3 Outline the definition of an organ| | | | 1. 4 Outline the definition of a body system| | | | 1. 5 Define directional terms used in medicine| | | | 1. 6 Label major organs within the body cavities| | | | . 1 Describe the function of the respiratory system| | | | 2. 2 Label the components of the respiratory tract| | | | 2. 3 Describe the structure of the lungs| | | | 2. 4 Outline the process of respiration| | | | 2. 5 Describe the initial management of asthma| | | | 3. 1 Outline the role of thecardiovascular system| | | | 3. 2 Label the structure of the heart| | | | 3. 3 State the electrical conduction system of the heart| | | | 3. 4 Describe the purpose of different types of blood vessels| | | | 3. 5Describe the properties of blood| | | | 4. 1 Outline the role of the nervous system| | | | 4. Identify the components of the nervous system| | | | 5. 1 Outline the role of the skeletal system| | | | 5. 2 Label the bones of the skeleton| | | | 5. 3 Describe the different types of skeletal joints| | | | 5. 4 Outline the relationship between the muscular system and the skeleton| | | | | General Comments| Areas for Improvement| Assessor Signature: Date:| Learner Signature Date:| Internal Verifier Signature: Date:|

Reading Writing Reading And Writing - 862 Words

Reading and writing isn t and was never my thing in early education. Reading always intimidated me, it wasn t relaxing like a lot of people had told me. I could never find a good book that caught my interest and that I wanted to finish. I despised reading out loud in from of my classmates. My problem wasn t that I just disliked it, it was that I thought I was bad at it. I stumbled on words that seemed like everyone else knew. I was unconfident, unappreciative, and unmotivated when it came to reading and writing. In elementary I could never keep up with my peers in the reading and writing category. I accelerated among my classmates in math, but I still struggled to be at the same reading level as them. As my classmates moved on to the thin chapter books I was still trying to to get comfortable with what seemed like little kid books. I got so frustrated that I began to hate reading and along with that writing. Because of my struggles with reading it made me a poor writer when I moved i nto middle school. As I moved into middle school my hatred for reading remained the same. As my poor attitude about reading got worse my writing also became harder to complete. The essays with word counts started to become hard to reach, and began to seem almost impossible at times. The long nights of staring at a seemingly blank piece of paper that was supposed to contain an essay got tiring and repetitive. I dreaded going to English class and nothing made it worse than when my teachersShow MoreRelatedReading And Writing Of Reading976 Words   |  4 PagesAre reading and writing connected? Reading and writing have always been strong elements, in our lives, studies have shown that reading affects writing and vise-versa. Stephen King said, â€Å"If you could put together a model car or assemble a piece of furniture from directions you could write a sentence†. He states the importance of two powerful elements, reading and writing, and by putting them together we could make som ething out of them. I can come to terms with the fact that reading and writing areRead MoreReading And Writing Of Reading1156 Words   |  5 Pagesthat come from learning about reading and writing. Such skills as reading road signs, writing your information down on job applications, and being able to read regulations and laws are all possible due to learning how to read and write. These skills are critical to learn at a young age because it helps students with academics, affects how quickly the everyday person can read or write in the future, and impacts the jobs citizens can get after graduating. Reading and writing has impacted me in a numerousRead MoreWriting, Reading, And Reading898 Words   |  4 PagesPersonal Statement #1: UC Irvine Writing and reading, to me, work harmoniously. They go together like peanut butter and jelly - although I am not that fond of peanut butter. Nevertheless, it is essential to read in order to experience growth in one’s writing. As it is essential to write, so there could be more voices and more books of ones liking out in the world to read. Reading was one of my favorite activities as a child (and still is). Books took me to other realms and made me experience feelingsRead MoreThe Importance Of Reading And Writing For Writing893 Words   |  4 PagesImportance of Reading and Writing How important is reading and writing to you? Do you despise reading, and believe that reading, and writing is useless tasks that we do not need to learn? Literature is not math, it is extremely important to learn, even if you do not go into a field where English is required. We use reading and writing every day. In this essay I will explain why I believe that literature is important. I will give personal examples about why I think that reading and writing are importantRead MoreImportance Of Reading And Writing827 Words   |  4 Pagesdescription in my writing to help the reader feel like they are a part of the story. I would describe myself as a novice reader looking to become an avid reader. Whenever I do choose to read, I find it to be a great way to escape reality. I feel I am going to another place and time. I become invested in the characters and feel like I am a part of the story. Writing allows me to express my thoughts. I love to create a story line and help the readers to picture the scene. Reading and writing, to me, areRead MoreThe Ideas Of Reading And Writing1434 Words   |  6 PagesBechdel Essay The ideas of reading and writing seem intertwined, in order to do one of them you must be able to do the other. Which, makes both equally as powerful as the other in language and literature. Most authors who talk about the ideology of reading and writing, compose their works mainly based off of outside sources, mainly. However, author/comic writer Alison Bechdel composes a story about writing the story and the troubles and hardships she encountered while writing. This oddly more intricateRead MoreThe Importance Of Reading And Writing860 Words   |  4 Pagesgoing to school in order to have the essentials I need in life. Reading and writing make the world go round. If the human race was unable to express their voices, we would all be doomed. Reading gives you knowledge, it allows you to step into another person’s shoes, to see, to feel, to learn and to imagine what they experienced. Without writing there would be nothing to read. They go hand and hand. I was never a fan of reading, I had trouble pronouncing words as a kid; in fact I had to goRead MoreThe Ideas Of Reading And Writing1430 Words   |  6 PagesThe ideas of reading and writing seem intertwined, in order to do one of them you must be able to do the other. Which, makes both equally as powerful as the other in language and literature. Most authors who talk about the ideology of reading and writing compose their works mainly based off of outside sources, mainly. However, author/comic writer Alison Bechdel composes a story about writing the story and the troubles and hardships she encountered while writing. This oddly more intricate story thoughRead MoreThe Struggle Of Reading And Writing875 Words   |  4 PagesThe Struggle of Reading and Writing Throughout my years of schooling, I have become ambivalent about reading and writing. I have struggled in school to make myself enjoy writing. I didn’t mind reading as much, as long as it was to my interest. It has differed throughout the years I have been in school. Some years I have enjoyed both, reading and writing, and other years I have not liked either. Getting myself to enjoy reading and writing has been quite the adventure. In elementary school, I lovedRead MoreQuestions On Reading And Writing1203 Words   |  5 PagesAnonymous I used to loathe reading and writing. I still do. There is however, a difference between my feelings regarding reading and writing in my past compared to my feelings now. I didn’t know who I was or what my thoughts were on many subjects. I also had trouble connecting with the stories I was reading. The main turning point in my attitude towards reading was in my ninth grade English class. My teacher, Mrs. Schultz, taught me, or maybe I finally decided to listen, and I found a deeper