Fractions In The Mathematics Curriculum Education Essay

divides In The Mathematics Curriculum Education EssayThis chapter reviews the relevant literature related to the excogitate. It exit look the overview of the topic and theories that ar related and relevant to the cultivation. The study can be divided into two main themes-, the issue and the intervention. The issue here refers to discipline problems associated with Fraction which includes the mall of the subtopic in the Brunei Mathematics Curriculum, review of previous question on students difficulty and underlying theories related to the topic. The intervention describes how the instruction will be carried out, what be the relevant instructional type of intervention occasiond, the theory behind the choice, including previous research on the choice of intervention. These are then referred to the Brunei SPN-21 curriculum frame fake.2.1 Issue Fractions2.1.1 Fractions in the Mathematics CurriculumFractions are first introduced to pupils in twelvemonth 2 in Brunei math curri culum. The curriculum keeps revisiting the topic of constituents at different depth up to supplemental education. The syllabus content for O Level Mathematics outlined the expected outcome in this topic. Students are expected to be able to custom the language and notation of naive vulgar and decimal fractions and percentages in appropriate contexts, recognize equivalence and per melodic phrase calculations by suitable methods, with and without a calculating forethought in involving fractional operations (Cie,2012). The Curriculum Development De bulge outment (CDD), Ministry of Education, Brunei Darussalam has outlined the scholarship outcomes that should be attained by students at each level as shown in Table 1.Table 1Placement of Fraction in the Brunei SyllabusYearLearning Outcomes2Understand the ideas of fraction as a part of a wholeUse fraction chart to name fractions with denominators up to 10.Name simple fractions based on fraction diagrams.Shade simple fractions on aban d superstard diagrams.Demonstrate that when all fractional parts of a whole are included the result equals one whole. Read and write for i have it off= 1 , = 1 , = 13Use fraction chart and number line to recognize and name fractions with denominators greater than 10.Shade or color fractions with denominators greater than 10.State the numerator and the denominator of a given fraction.Compare like fractions.Order like fractions in order of size.Compare unit fractions .(S)Arrange unit fractions in order of size. .(S)Use diagrams or fraction chart to recognise equivalent fractions. (S)Compare unlike fractions. (C)Arrange unlike fractions in order of size. (C)Add and set out like fractions within one whole.4Determine equivalent fractions of a given fraction with denominator 10Reduce a given fraction to its simplest formCompare and order fractions with denominators Convert improper fractions into immix numbers vice versa (S)Addition and subtraction of like fractions with results 1Ad d and subtract related fractions(C)Solve dis melt problems. (SC)5Add and subtract related fractionsAdd and subtract unlike fractionsMultiply fractions (include mixed numbers) by a 1-digit whole numberDivide fractions (include mixed numbers) by a 1-digit whole number (C)Interpret fraction as divisionSolve word problems (M, SC)6Apply sentiment of fraction in estimating answers in computations. (e.g. less than 2 is slightly more than 52, etc.) (C)Understand fraction as part of a setFind a fraction of a setDivide fractions (including mixed numbers) by a whole number (C)Multiply a fraction by another fraction (S)Divide a fraction by another fraction (S)Solve word problems (M, SC)7Perform operations on fractions without / with the use of the calculator.Apply fraction as part of a set and as a division of two numbers in various contexts.Recognise place values of digits in a given decimal.Convert between fractions and decimals.Compare fractions and/or decimals using words and symbols , , and =(CDD documents, 2010) later Year 7, fraction is incorporated into other topics such as algebra, everyday mathematics and measurements. The content of the topic is designed by using Bruners spiral curriculum. Jerome Bruner, a renowned psychology in the constructivist theory, believed that whatever subject could be taught at any stage of ripening in a way that fit the childs cognitive abilities. Spiral curriculum refers to the idea of revisiting basic ideas over and over, building upon them and elaborating to the level of lavish spirit and mastery. As shown in Table 1, the topic is revisited from Year 2 to Year 7 in different depth.2.1.2 Students difficulty in instruction and redeing FractionIt is well documented that fractions are among the approximately complex numeral concepts that children encounter in their years in primary education (Newstead Murray, 1998, Bezuk, Cramer Streetfland, 1991). Hartung (1958) ac experienced the complexness of the fraction concept that cannot be grasped all at once. He likewise cited that association of fractions must be acquired finished a long process of ensuant development. This is probably one of the reason why in our curriculum framework, the topic is macrocosm taught in stages from as early as when the children are in Year 2, and is developed as they grow older to a more complex form.Experts defy outlined a number of reasons to explain students difficulty with fractions. Some researchers had topographic point out the causes for the low performance in this topic (e.g Kerslake, 1986,Hart, 1988, Domoney, 2002, Hannula, 2003). One of the predominant factors contributing to the complexities is the fact that fractions comprise a multifaceted notion encompassing louvre interrelated sub-constructs which are part-whole, ratio, operator, quotient, and measure (Brousseau, Brousseau Warfield, 2004 Kieren, 1995 Lamon, 2001). It has been suggested that children should develop an integrated judgement of differen t sub constructs (Post, Cramer, Bejr,Lesh, Harel,1993).Other factors which contribute to the students weakness in fractions is that fractions cannot be counted and there are infinite numbers of fractions between any two fractions, as reported by Robert Siegler (2010). Students tend to memorize formulas or algorithms instead of understanding them. Students also cast off a difficulty in incorporating concept into practice, example is that students do not know why addition and subtraction require a common denominator. Although being exposed to the computing of fractions from primary school, students in secondary school still deposit significant error in the addition and subtraction of fractions (Wan, 2002).Studies have also established that students difficulties are mainly due to lack of conceptual understanding of fraction itself. Students had good procedural understanding of fractions as this had been the method taught to them since primary school. (Moss Case, 1999). The developm ent of conceptual understanding involves seeing the connections between concepts and procedures, and being able to apply mathematical principles in a variety of context.(BOS NSW, 2002).A number of recent research studies in Brunei Darussalam have confirmed that pupils in schools are drilled into application of rules and formulas at the expense of mathematical understanding (Veloo and Lopez-Real, 1994 Wong and Veloo 1996 Clements, 2002 Lim, 2000 Khoo 2001 Norjum Veloo, (2003) Veloo and Ali Hamdani, 2005). This is encourage supported by a report on error analysis on students performance in PMB 2008. The report revealed that students were more often than not drilled to do mathematical rules without understanding (MOE, 2008). show in Brunei on Primary 5 and Primary 6 pupils, had identified some common error patterns, namely grouping error, basic fact error, defective algorithm, unreasonable operation and careless error. (Yusof Malone,2002). The study also reported that although th e students achievement in the post test had mitigated but their performance on fraction work remained unsatisfactory particularly on basic operations.Various studies in Brunei primary schools (Clements (1999), Fatimah (1998), Jabaidah (2001), Leong, Fatimah Sainah (1998) Raimah (2001) ) also revealed that pupils in the upper primary school capture fractions to be passing difficult and most of them had no relational understanding of fraction concept. Suffolk and Clements (2003) studied students in Form 1 and Form 2 from 27 secondary schools in Brunei also found out that many students were experiencing serious difficulties with elementary fractions tasks. Another study by Zurina (2003) involving Form 4 (N-Level) students discovered that students had very poor knowledge and understanding of fractions and decimals. The major contributing factors were that teacher spent large amount of time on preparing students for high-stake examination, therefore the traditional drill and practice method was mostly employed by teachers. She further commented that teaching and assessment methods were not generating towards the desired quality of students.Despite being a difficult and complex topic, fraction is one of the main topics in the Brunei Mathematics syllabus, and is being taught formally as early as in Year 2. Wu (1999), cited that fraction understanding is vital to a students renewing from computing arithmetic calculations to comprehending algebra. In Year 7, students are expected to know and understand the sub-constructs of fractions, and are able to perform operations using fractions fluently. They should have acquired the conceptual and procedural understanding of fractions.Addition and subtraction of fractions was first introduced to pupils in Brunei in Year 3 and continued in different depth to secondary education. Although students have been exposed to computing of fractions as early as in Year 3, they still make significant errors in addition and subtraction of fractions in secondary school (Wan,2002). Samsiah (2002) in her study on Primary 6 pupils in Brunei Darussalam found out that pupils don not acquire accurate procedural knowledge for carrying out fraction operations and she further recommended that teaching and learning environment need to be created which are conducive to a healing process. Common errors in addition and subtraction of fractions is the classic error of adding or subtracting the numerator and denominator. This implies that students were thinking of fractions in a disjointed rather than holistic manner.Students difficulties in fractions could be seen as a global phenomena as being discussed. Recognizing the difficulties and acknowledging the importance of fraction in mathematics education makes this study of great significance to the researcher and mathematics teachers.2.1.3 Students authorityConcentration, Confidence, agonistical urge, Capacity for enjoyment(Arnold Palmer)Confidence is a state of being certain whether the hypothesis or prediction is correct or that a chosen course of action is the best or most effective. According to Jones (2001), the self-confidence is the assurance that a person has in his or her own abilities. Self-confidence is also delimitate as the sureness of feeling that you are equal to the task at hand. This sureness is characterised by absolute belief in ability. Bandura (1986) reasoned that the most important source of information on students confidence comes from the mastery experience. The term mastery experience implies that individuals are to reflect on and evaluate their own performance. Self-confidence is exceedingly important in almost every nerve of our lives, yet so many people struggle to find it. Sadly, this can be a toxicant circle People who lack self-confidence can find it difficult to take successful. In order to develop confidence in Mathematics, students need to be provided with opportunity to use mathematics in a real context.2.2 Interv ention and RemediationAccording to a study by Kroesbergen and Van Luit (2003), intervention is utilize to teach basic math skills and problem-solving strategies for students with special needs. Remediation is the effective re teaching of material not previously mastered when it was originally taught, according to a research study for the Southeastern Regional Council for Educational Improvement by Gypsy Anne Abbott and Elizabeth McEntire. A successful remediation strategy covers any prerequisite concepts or skills take to understand the current objective. Students who did not learn the material the first time it was taught may simply need reteaching or a fresh approach, duration students with problems learning may also need modifications to the lessons and assessments, more time to complete assignments or shortened assignments.In this study, the researcher is doing remediation architectural plan adopting the Learning study strategy in two cycles. First cycle is addressed at mod ify students conceptual understanding of fraction, particularly looking at equivalent fraction which is the pre requisite for addition and subtraction of fraction with different denominators. The second cycle is aimed at improving students fluency in doing operation with fractions. The pre-test is administered before the intervention programme is carried out. This is to find out the students knowledge of the problem being investigated. The post-test is administered at the end of cycle 2. This is as a measure of the learning which might take place as a result of the intervention.2.2.1 Learning take inLearning dissect is a process where teachers work collaboratively to plan teaching strategies by focusing on the students needs. It builds teacher knowledge about how students develop mathematical understanding. Learning Study aims to advance student learning through building a sequence of learning experiences, reviewing the lessons and evaluating the intensity level of the learning e xperiences. It is most effective when supported by an honorable to offer constructive advice and supportLearning study is similar to the Japanese Lesson Study (Yoshida,1999 Stigler Hiebert, 1999). It is aimed at improving students learning in a cyclic process of planning and revising lesson by a group of teachers. The theory of Variation (Marton, Runesson, Tsui, 1997) forms the can of the theoretical framework of Learning Study. According to variation theory, learning is defined as a change in the way a person experiences a particular phenomenon and is associated with a change in discernment in that persons structure of awareness (Marton Booth, 1997 Marton Tsui, 2004 Marton Pang, 2006). In designing the patterns of variation and invariation, teachers are advised to use the principles of variation, as followsThe principle of contrast teacher to give contrasting example (e.g. Fraction and Whole number)The principle of separation to test one variable, change the other variabl e. (e.g to understand relationship of numerator to the value of fraction, vary the numerator and keep the denominator invariant)The principle of generalization to generalize a concept, different examples of the homogeneous value are given (e.g to generalize the concept of , give all kinds of examples involving say half of an apple, half of an hour etcThe principle of fusion vary different dimensions simultaneously (e.g. to understand two critical aspect of numerator and denominator, vary both at the same time, systematically)The main focus of learning in the SPN-21 curriculum is the learner, with emphasis on the teaching and learning for understanding. Learning study is one of the strategies which focus on the teaching and learning for understanding. It is the aim of the Ministry of Education to provide continuous professional development in order to help teachers to improve their understanding of teaching. To support this, Learning study group of secondary school teachers had be en set in Brunei to improve teaching and learning of science and mathematics.Learning Study is a process where teachers work collaboratively to plan teaching strategies by focusing on the students needs. It builds teacher knowledge about how students develop mathematical understanding. Learning Study aims to advance student learning through building a sequence of learning experiences, reviewing the lessons and evaluating the effectiveness of the learning experiences. It is most effective when supported by an expert to offer constructive advice and supporTeachers are encouraged to use different approach to their teaching for the improvement of learning in Brunei. Dato Seri Setia Awang Hj Yusoff Hj Ismail, the acting Minister of Education, in his speech at the opening of the World Association of Lessons Studies (Wals) Conference 2010 mentioned on the importance of lesson study and learning study to improve on the teachers understanding of their teaching. He further added that the cha llenge is to ensure that collaborative enquiry trough lesson and learning study takes root in the culture of our school (Brunei Times,2010 Dec)2.2.2 Use of Manipulative in MathematicI hear and I forget, I see and I remember, I do and I understand(Confucius, 551-479BC)Mathematics education today are moving towards the facilitation of students understanding and conceptualization rather than drill and practice of rote procedures (Heddens,1986). This is in line with the SPN-21 curriculum framework which also give emphasis on the teaching and learning for understanding. One of the ways to promote understanding is by using manipulative.Manipulative are physical object help to make mathematical concepts become concrete. enquiry in many countries supports the idea that the mathematics instruction and students mathematics understanding will be more effective if manipulative materials are used (Canny, 1984 Clements Battista, 1990 Dienes, 1960 Driscoll, 1981 Fennema, 1972 1973 Skemp, 1987 Sug iyama, 1987 Suydam, 1984) Allowing students to use concrete objects to observe, model, and internalize reckon concepts will yield a positive effect on students achievement (Sowell,1989.,Ruzie and OConnel,2001) . Manipulative allows students to construct their own cognitive models for abstract mathematical ideas and processes. They are also engaging students and increasing both interest and enjoyment of mathematics. Long term interest in mathematics translates to increased mathematical ability (Suton Krueger, 2002).2.2.3 Games in Mathematics ClassroomGames are seen to be fun, not only motivating but ensuring full engagement, particularly through reflection and discussion, on which constructive learning depends (Booker,1996). Games are also valuable for simulating and encouraging mathematical discussion between group of children and between students and teacher (Earnest, 1986). Students may build on their prior knowledge and forms links between the game and their everyday surroundin gs (Bragg, 2006). Bragg further added that through the use of games, students ability to work independently of the teachers and others helps them to build confidence through achieving success in classroom.Games offer mathematics teachers a way of practicing and reinforcing arithmetic and other mathematical skills, as well as supplementing for drills and practice-problems. Games are seen as a way of presenting high level mathematics concepts in a simple and non-threatening way.Although games has been seen as a beneficial tool in mathematics classroom (Bragg,2006 Booker,2000 Gough,1999 Anily,1990), it is also important to ensure the structure of the game support learning, for learning to take place (Swansed Marshall, nd). Learning outcomes related to the games should be clearly specified to make the usefulness of games explicit to students (Bragg, 2006).In this study, the game of I have.. , who has? is used. The game is chosen because it involves the whole class and easy to administe red. The rule is also very simple In this game, students have to be attentive and at the same time try to figure out the answer that match their cards.2.2.4 Use of Video song euphony is chosen as another mean of helping students to understand the topic. Music establishes a positive learning state and energizes learning activities. Songs and rhythmic chants invite the students to become active in the learning practice. Music adds an element of fun while helping accentuate the lesson orientation. Songs help stimulate the students imagination. Music helps ease tension through work that does not feel like typical classroom work. The melody, rhythm and repetition collaborate together as an effective tool in improving students memories, which in turn will establish good retention of the topicMusic is a universal language which promotes reading, creativity, and comprehension skills all at the same time(Wright,2009). Don McMannis, an expert on childrens music, mentioned the positive effect of music on peoples emotions and creativity. He also agreed that music is an effective medium for learning and retaining information, in a way that it activates three different centers of the brain at the same time language, hearing, and rhythmic motor control (Elias,2009). Music is considered as one of the avenues for learning proposed by cognitive phychologists in the theories of multisensory learning (Harris,2009).Music is viewed as a multi-sensory approach to enhance learning and retention of academic skills. The music activities used will directly carry the curriculum content that the student is to learn. For example, if the student is to add single digit numbers, the lyrics to the educational song or chant will deal directly with that target skill. Research supports the use of music as a mnemonic device for the learning and recall of new information. Music also plays a role in focusing attention and providing a motivating environment for learning. In addition, educational rese arch confirms that we learn and retain information better when we find it interesting and meaningful.In this study, a video song from you tube, called the Mathe Mia Addition of Fractions, is used. The lyrics of the song summarize how to do addition and subtraction of fractions, from common denominators to unlike denominators and the mixed numbers. After the students have acquired the intended learning objectives, the video song will helps them to recall and retain the information learnt.2.3 SummaryIt is well documented that fraction is one of the most difficult topic in Mathematics. Fraction has been taught to students in stages from as early as when they are in Year 2. Understanding how fraction works is needed in life and other field of study. It is therefore important to establish good foundation in this topic.Lesson study is being practised worldwide and has proved a successful and effective method of enhancing teaching and learning. The ministry of Education has encouraged sch ools to practice lesson or learning study to help teachers and students in their teaching and learning. Teachers are also encouraged to use of different teaching strategies in enhancing students learning. The use of Manipulative in teaching and learning had been established in the education system. The effectiveness of games in promoting students learning had also been well documented. Games give an alternative way of learning in a fun, enjoyable and non-threatening way, which in turn will acclivity students motivation and confidence. Research had found out the positive impact on the use of music in education, although it is not a very popular manner of teaching in the secondary schooling. Through the use of different strategies, students learning of the subject might yield positive result.

How the heart functions as a pump

How the subject matter functions as a pumpThe objective of this taste is to show how the heart functions as a pump in transporting quality O to the varied dampens of the trunk and how reduction in coronary thrombosis countercurrent melt can impair the cardiac function. The first infract of the essay describes the localization, structure, electrical activity deep down the heart and how the heart transports atomic number 8 through and throughout the body. The second trigger off describes how reduced coronary rent feed in in case of a disease can impair line of work flow and its treatment.The heart forms an integral part of the cardiovascular system whose primary function is the maintenance of hemodynamic and homeostatic functions such as maintenance of body temperature, transport of nutrients to the cells, removal of waste materials, transport of type O and hormones. 8,1 shopping mall LocationThe human heart is like a cone shaped organ composed of four different chambe rs and is located sideway across the chest midline with its tip behind the fifth left intercostal space. It weighs on an average between 250-350 grams in adults and is approximately the size of a human fist. 2 An average human heart beats on an average of 75 beats per minute and pumps more than 200 million litres of kind in 80 years. 3. Although the heart is located in the centre of the chest caries its beating action is matte up on the left side of the chest cavity since the most powerful pumping action of the ventricles of the heart takes emplacement towards the base of the heart which is located in the left side of the chest cavity. 2 The figure below shows the location of the heart in the body.Fig1 Location of the Heart 8Lecture Physiology and Anatomy- Cardiovascular System Alan Richardson slide no. 8The heart is enclosed in a multi-layered theca known as Pericardium which protects the heart by reduction of friction and prevents excessive expansion. Between the different layers of the pericardium (visceral and the parietal layers), the pericardial cavity is present which holds about 5-15 ml of Pericardial Fluid that reduces the friction created due to the movement of the heart. 3The heart wall consists of three different layers Epicardium (outer layer), Endocardium (inner layer) and Myocardium (middle layer). The 2picardium and the endocardium argon both made of simple squamous epithelial cells and a thin areolar tissue layer. However the myocardium is the thickest amongst all the three layers consisting of the heart muscles and its thickness in each chamber of the heart depends upon the amount of power generated by which chamber during the pumping action. 3 The figure below clearly shows the mixed layers of the heart wall.Fig2 Layers of the Heart wall 9Structure of the HeartThe heart is divided into both different halves depending upon the kind of rakehell (deoxygenated or oxygenated) received right and left halves. The heart consists of four di fferent chambers with an atria and a ventricle on each side. The atria begin relatively thinner walls since they only have to pump the blood to much shorter distances than the ventricles. 4.The atria connect to the ventricles by means of auriculoventricular valves (tricuspid in the right half, bicuspid in the left half). The atrioventricular valves are attached to the base of the ventricles by chord like structures known as the chordate tendinae that prevent the valves from swinging in the opposition direction and thus prevent the back flow of blood into the atria from the ventricles. 3,5 The two atria are separated from one another by means of a fibrous wall known as the interatrial septum. 3 The atria and the ventricles are separated by means of a fibrous connective tissue known as annulus fibrosis, this helps in giving a skeleton for attachment of the muscles of the heart and help in providing the site of placement of the heart valves. 4The ventricles are the lower and the la rger chambers of the heart. The two ventricles are separated from one another by means of a thick muscular wall known as the interventricular septum. The right ventricle is connected to the pulmonary artery by means of the pulmonary lunate valve while the left ventricle is connected to the aorta by means of the aortic valve. 3. On the get along of the heart the heart chambers grooves are marked by fatty layers containing coronary blood vessels these layers are in like manner known as Sulci.3Blood tend in the HeartThe deoxygenated blood from the various parts of the body flows into the heart by the pair of vena cava into the right atria. The blood flowing from the upper part of the body relative to the heart is carried by the superior vena cava while the blood flowing from the lower part of the body relative to the heart is carried by the inferior vena cava. 8 The cardiac muscles empty their deoxygenated blood into the right atria by the coronary sinus. The deoxygenated blood is pumped from the right atria into the right ventricles through the right atrioventricular valves (tricuspid valve) upon atrial sytole and ventricular diastole. The blood in the right ventricles is and so pumped into the pulmonary artery through the right semilunar valve (pulmonary valve) to the lungs for oxygenation upon ventricular systole. However, during the ventricular systole the semilunar valves do not open unless the embrace generated in the ventricles due to contraction (systole) is sufficient to push open the valves, such contraction is known as isometric line contraction. The pulmonary artery bifurcates into two smaller branches the left and the right pulmonary artery (one for each of the lungs). The pulmonary vein from the lungs brings the oxygenated blood from the lungs into the left atria of the heart which indeed pumps the blood into the left ventricle through the bicuspid valve (mitral valve) during atrial systole and ventricular diastole. The left ventricle pumps the blood to the different parts of the body through the aorta through the aortic valve during ventricular diastole. The hearts muscles are themselves are supplied by oxygenated blood from the coronary artery branches present on the aortic arch. 3 The figure below shows the various chambers of the heart along with the flow of blood within the heart.Fig3 Blood Flow within the heart 8Lecture Physiology and Anatomy- Cardiovascular System Alan Richardson, Slide no 12Blood enters the chambers during the diastole (relaxation) phase and is pumped out during the systole (contraction) phase. As a result, the blood is under a high pressure in the systolic phase than the diastolic phase. The blood pressure is the pressure exerted by the blood upon the walls of the blood vessels.5 The blood pressure on the walls of the artery in a strong individual lies around 80mm Hg for diastole and 120mm Hg for systole. 4 The valves of the heart prevent the back flow of blood and thereby only allow the un idirectional flow of blood. 5The circulation of deoxygenated blood to the lungs and oxygenated blood back to the heart is known as pulmonary circulation while the circulation of oxygenated blood to all the parts of the body and deoxygenated blood from the various parts of the body into the heart is known as systemic circulation.5 The entire process is displayed in the figure below.Fig4 Systemic and Pulmonary Circulation 10Electrical Conduction within the Heart and Heart BeatThe cardiac impulse trigger is generated by the group of specialised cells which together form the sino-atrial customer (SA node). The SA node is present in the right atrium come out the point of attachment of the superior vena cava. The cells in the SA node generate the impulses spontaneously as they are capable of spontaneous depolarisation, thus they are give tongue to to possess automaticity. 6 Due to these spontaneous impulses the SA node forms the atrial pacemaker.These electrical impulses are spread th roughout the walls of the atrium by means of specialised pathways known as the Bachmanns Bundle, thereby causing the stimulation of the myocardial walls of the atria to contract and push the blood into the ventricles. The wave of electrical hullabaloo travels from the atrial walls via specialised pathways called internodal tracts from the SA node to the Atrioventricular (AV) node.The AV node is also composed of similar autorhythmic cells as the SA node and is capable of pacing the heart in case the SA node fails in pacing and is located in the right side of the interatrial septum. However the pacing of the AV node is slower than the SA node and it thus provides the critical delay in the electrical conduction system, preventing the simultaneous contraction of both the atria and the ventricles. The distal portion of the AV node is known as the Bundle of His which then divides into the two bundle branches for spreading the electrical excitation to the two ventricles. The bundle branc hes are present along the interventricular septum and end at the tip of the heart by further differentiating into numerous small fibres known as Purkinje fibres. The Purkinje fibres are responsible for depolarising the individual myocardial cells of the ventricles. Thus causing the ventricles to contract and push the blood into the pulmonary artery or the aorta. 3Blood circulation and Transport of type OThe blood vessels and capillaries are the pipes which carry blood throughout the body for metabolous, waste and gaseous transport. The blood vessels include arteries, arterioles, veins and venules.Arteries carry the oxygenated blood away from the heart with the Aorta macrocosm the largest artery. Since the artery carry blood in jerks and under high pressure they are surrounded by smooth muscles which prevent it from collapsing. The resistance to blood pressure is controlled by the autonomic nervous system which controls the width of the artery (lumen) through which the blood passes (vasoconstriction and vasodilation). The arteries further divide into smaller divisions known as arterioles which carry blood to smaller parts of the body. The arterioles are also covered with smooth muscles and like the arteries also resist any changes to the blood pressure. The arterioles further differentiate into smaller blood vessels known as capillaries which possess an extremely thin wall so as to allow the exchange of oxygen with the individual cells and carbon-dioxide from the cells. Apart from the exchange of gases the metabolic exchange of nutrients and wastes are also possible at the capillaries. Several billions of capillaries then join together to form the venules which are smaller blood vessels carrying the deoxygenated blood from the capillaries to the veins. The veins are the formed by the integration of millions of smaller venules and it carries the deoxygenated blood back to the heart. The blood in the veins does not flow under considerable high amounts of pressur e and hence the walls of the veins are not as thick as those of the artery. The veins join together to form the two vena cavas. 8The transfer of oxygen from the blood into the cells at the capillaries is explained by the process of diffusion. Diffusion is the process of movement of particles from their region of higher concentration to a region of lower concentration. Thus in the capillaries the oxygenated blood has a higher concentration of oxygen than that present outside the capillaries in the surrounding cells. At the same time there is higher concentration of carbon-dioxide in the surrounding cells than the oxygenated blood in the capillaries. Hence the oxygen from the blood in the capillaries diffuses out into the surrounding cells while the carbon-dioxide from the surrounding cells diffuses into the capillaries.Thus the oxygenated blood from the lungs passes into the heart which pumps it into the aorta which divides into the arteries which further divides into arterioles and then capillaries. The capillaries then exchange the oxygen with the cells and take carbon-dioxide from the cells and rejoin to form the venules which then form the veins which return the deoxygenated blood back to the heart. Thus the heart acts a pump in the entire cardiovascular system which transports the oxygen to the different parts of the body and carbon-dioxide from the different parts of the body. The figure below shows the overview of the cardiovascular system.Fig5 The Cardiovascular System 11 cut Coronary Blood Flow and Coronary Artery DiseaseThe heart needs to perform all the time in the body and can neer relax, hence the cardiac muscles have a high demand for oxygen and have very limited capacity for anaerobic respiration. 7The chest wound which is felt in the patient due to the obstruction of the blood flow in the coronary arteries is known as Angina Pectoris. This deposition of the plaque and lipid layers within the coronary blood vessels thereby causing the hardening and narrowing of the blood vessels is known as Atherosclerosis. Due to the obstruction the cardiac cells are deprived of oxygen and start anaerobic fermentation resulting in the formation of lactic acid. The lactic acid formation in the heart stimulates the pain receptors present in the heart. 3 Depending upon the type of plaque formation in the coronary blood vessel the angina might be termed as stable or unstable. 8Thus with the reduced coronary blood flow the cardiac output of the heart is severely impaired since the muscles of the heart are deprived of oxygen and nutrients resulting in tissue death or myocardial infarction. Hence the heart is not able to pump properly and thus has a reduced cardiac output. Myocardial Infarction causes severe pain and can even cause death to the patient. 6The blood flow to the target cells can be increased by vasodilation and thereby allowing more blood to flow through them. This can be done by using organic nitrate medications which release nit ric oxide (NO) into the blood stream. Medications known as beta blockers () which also cause of the coronary artery vasodilation can also help in the treatment of the motive in the same manner.Apart from medications surgically also the condition of reduced coronary blood flow can be treated by coronary bypass surgery where the atherosclerotic narrowing of the coronary artery is bypassed by a blood vessel which is grafted from any other part of the patients body. There also is the possibility of performing other angioplasty operations such as balloon angioplasty, etc. 7The therapeutic goals in treating stable angina are to improve the coronary blood flow to the target cells and reduce the cardiac oxygen demand. While in the treatment of unstable angina steps are taken to prevent the occurrence of myocardial infarctionConclusionThe heart acts as a muscular pump which pumps blood throughout the lifecycle beating at an average of 72 beats a minute and pumping 200 million litres of bloo d in 80 years. 3 The cardiovascular system consists of several different components, the pump (heart), an extensive piping network (blood vessels and capillaries) and finally a working fluid (blood). The heart receives deoxygenated blood from all over the body pumps it to the lungs for oxygenation and receives the oxygenated blood from the lungs and pumps them to the different parts of the body. The piping network includes arteries, arterioles, veins, venules and capillaries. The capillaries are the site of gaseous exchange where the exchange takes place by diffusion. Reduced coronary blood flow impairs the cardiac output by starving the cardiac cells of oxygen and nutrients carried by the blood.

Mother Teresa Essay -- essays research papers

Mother Teresa was born Agnes Gonxha Bojaxhiu in Skopje, Macedonia, on August 27, 1910. Her family was of Albanian descent. At the age of twelve, she felt strongly the key out of God. She knew she had to be a missionary to spread the love of Christ. At the age of eighteen she left her parental home in Skopje and join the Sisters of Loreto, an Irish partnership of nuns with missions in India. After a few months training in Dublin she was sent to India, where on May 24, 1931, she took her initial vows as a nun. From 1931 to 1948 Mother Teresa taught at St. Marys High School in Calcutta, but the suffering and poverty she glimpsed outside the convent walls made such a deep impression on her that in 1948 she real permission from her superiors to leave the convent school and devote herself to working among the poorest of the poor in the slums of Calcutta. Although she had no funds, she depended on Divine Providence, and started an open-air school for slum children. Soon she was joined by voluntary helpers, and financial support was also forthcoming. This made it possible for her to extend the scope of her work.On October 7, 1950, Mother Teresa received permission from the Holy chequer to start her own order, "The Missionaries of Charity", whose primary task was to love and care for those persons nobody was prepared to look after. In 1965 the Society became an International Religious Family by a decree of Pope Paul VI.Today the order comprises Active and Contemplative b...

Universal Issues in Education Essay example -- Argumentative Persuasiv

Universal Issues in cultureMany universal issues in education argon a major concern for our country today. The principles defining education, how children are raised, the grave impact of technology, and the way minorities are treated and perceive themselves are all issues for us to be alerted about.Teaching and learning have been an important issue since human existed in this world. What is teaching and learning? According to the Oxford dictionary, teaching is the process to cause individual to know or to be able to do something, and learning is the practice to gain knowledge and skill. In Paul Goodman s opinion, the schools are only a therapeutic halfway house for young kids. And Ralph Waldo Emerson refers that universities are, of course, hostile to geniuses. In general, education is to help young people adapt to this society and perform well.The manner in which children are raised affects the development and growth of a child trying to learn in school. In, Zen and the Art of Bur glary, a father feels he must(prenominal) lock his son in a trunk in order for his son to determine how to secretly escape and master his fathers skill. The son finally acquires the skill, still he had to experience the actual deed, first. Sometimes, kids need to venture through a certain act, so that they eventually understand how it works (Fa-yen). Another concern in raising children deals with what they pick up from adults. Moral intelligence is learned from other people. Children are constantly observing grown-ups, and in turn, begin imitating their behaviors and mannerisms. Kids begin to pick up skills on day one. Parents are capable of teaching their children about wishing and yearning, as well as coping with disappointment. During a ... ...duced to a new celestial orbit of study. Finally, education should help to build a good social identity for people as well as maintaining their own heritage.Bibliography1.Gelernter, D., Unplugged. The New Republic. 1994. 2.Goodman, P. L ittle brownness Reader. Pg. 358.3.Emerson, R.W. Little Brown Reader. Pg. 361. 4.Fa-yen,W. The Sayings of Goso Hoyen. Buddhism in China. 1964. 5.Coles, R. On Raising Moral Children. The Moral Intelligence of Children. 1997. 6.Stoll,C. Invest in Humanware. The New York Times. 1996. 7.Bambara, T.C. The Lesson. Little Brown Reader. Pg. 442. 8.White, M. Japanese Education. Little Brown Reader. Pg. 396. 9.Belencky, M.F., McVicker, B., Goldberger, N.R., Tarule, J.M. How Women Learn. Womens Way of Knowing. 10.Shen, F. The Classroom and the Wilder Culture. Little Brown Reader. Pg. 417.

JAPANESE AND GERMAN WARFARE :: essays research papers

JAPANESE AND GERMAN WARFAREThe Germans and Japanese were working on taking over the World in the Second World contend and had it not been for the intervention of the allied nations, they very well could have picked off the nations one-by-one until a worldwide settlement was established. The Americans would not have entered the war if Germany would have stayed indoors its own compounds. The Nazi party possibly could have survived, although the German citizens would have eventually tired of Hitlers ideas. The problem was the extermination of citizens and taking over of other national territory. The Japanese could have possibly had a few properties in the Pacific without the United States intervention had they not bombed Pearl Harbor. The problem with twain of these countries was that they were practicing a entireness takeover of the world, which has lead to post-World War II doctrine that no nation entrust force the takeover of another nation. Prior to the 1900s, the appease of the world probably would not have taken a second look at the Iraqi takeover of Kuwait, but it is seen now that this policy will lead to further actions.The Germans sought to gain back some recognition that was lost in the First World War, and the Nazi party promised that status. Many darling things have come out of Germany, like the satellite technology that spawned the Corona Projects and eventually moved the United States ahead in the Space Race. scarcely the Total Warfargon policy is what forced the allied intervention and also the reason why the United Nations moves to oversee and limit warfare today. The method of the total extinction of all opposition can not be tolerated, and although Clausewitz taught us this method of war, it must be limited because if practiced to the end, there will be no opposition for a political agreement. The Imperial Japanese were a country behind the times. The allied global forces that are now in constraint will not allow for another Alexander t he Great or Julius Ceaser. The world now has grown into one organization, well almost one. The frontiers of the mankind are no longer the sea, the other side of his known land, or even the skies for that matter and most of the world, at least most of the free-trade world, finds it of great economic survey to avoid war.

A Trip To Egypt :: English Literature Essays

A Trip To EgyptMy name is Morgause, but you can call me Morgan. My family and I come from Egypt. An antediluvian patriarch kill filled with mysteries and great ancient history of faros, tombs and buried treasure. I bask Egypt, and mostly I miss it a lot. Now I live in Germany. My parents wanted to move here and they wanted me to study German. They never ever told me why, all they said was that that was their wish and I shouldnt question it, and I didnt, level though I wanted to know so badly. My family was really close we never kept secrets from each other. So the only thing on my judgement was if they were keeping a something from me. Why would we ever move away from Egypt? Why did we have to move to Germany? Why did we have to move at all? Germany is a great place, but for the Germans. My mom loved Egypt too, so why did she sacrifice it to move here? It just couldnt get off my mind. Ive been idea about it for weeks and weeks, but it seemed that I would never be able to figure it out.This wasnt my only problem. I dont really like Germany its a whole lot different from what Im used to. Something keeps my heart and mind in Egypt- the ancient civilization. The Great Pyramid. It reminded me of the hard work the ancient Egyptians had to face on a daily bases, to build amazing things like that. Ive always been interested in ancient history, Ancient Rome, Ancient Greece I just enjoy studying ancient times. I would like to visit Rome someday. I also love to travel. New and exciting places, and again, I love ancient cities and countries like Italy and Greece.Its my second year here in Germany. I have no idea how fast those 2 long time passed by. Germany is a pretty good place to live if you get used to it, but I cant. I had a really hard time learn the language. German didnt make any sense for me and my parents said that normal, but again I dont think so.I know this Egyptian girl at school at least I think shes Egyptian. She never talks to me, and when shes with her friends, she ignores me completely. Shes a few years younger than me, but I never saw a 10 year old acting so snobby and mean.

Catalysts In ?A View From The Bridge? And ?The Glass Menagerie? :: essays research papers

Just as in science, a catalyst speeds up the rate of the chemical reaction in literature, a catalyst is a person, idea or event that initiates and develops the conflict of the story. In A View from the Bridge and The Glass Menagerie, the catalysts used are introduced at incompatible points in the run acrosss and play different roles.In A View from the Bridge, Rodolpho, the catalyst, is introduced in the exposition, and plays a major role in the play. He initiates the conflict by being attracted to Catherine, and by the fact that Catherine is attracted to him as well. The fact that he is introduced in the exposition, allows for the author to develop his character, and thus allows for the hearing to sympathise with him instead of Eddie. This development gives the audience a high quality catalyst as it can re youthful to Rodplpho. Rodolpho creates a heavy tightness in the family, due to his relationship with Catherine. This tension relates to the plays theme of obsession as it is caused by Eddies obsession with Catherine. How Rodolpho relates to the main theme and develops the tension make him a quality catalyst.Jim, the catalyst in The Glass Menagerie, is introduced in the complications of the play, and though he initiates the conflict, he does not develop it. This may be due to the fact that he was introduced too late into the play, and because his character was not developed. This underdevelopment of his character produces a lower quality catalyst as the audience cannot relate to Jim, and also because he participates little in the play. The tension created by Jim relates to the theme of betrayal, when he tells Laura that he is engaged after he led her on and kissed her. Jims inefficiency to develop the plot results in a less(prenominal) dramatic climax in The Glass Menagerie.