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1. VERY IMPORTANT
Updated 46d ago
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The real Professor(s) Higgins: Section 1–a professor of Phonetics: Henry Sweet, phonetician: The whole point of his “Current shorthand” is that it can express every sound in the language perfectly, vowels as consonants, and that your hand has to make no stroke except for the easy and current ones with which you write m, n, l, p and q, scribbling them at whatever angle comes easiest to you, his unfortunate determination to make this remarkable and quite legible script serve also as a Shorthand reduced it in his own practice to the most inscrutable of cryptograms. HIS TRUE OBJECTIVE WAS the provision of a full, accurate. Legible script for ur noble but ill-dressed language; but he was led past by his contempt for the popular Pitman system of Shorthand, which he called the Pytfall system. —> the triumph of Pitman was because of business organisation: cheap textbooks and exercise books were available in this and school where experienced teachers coached you up to the necessary sufficient. Sweet couldn’t organise his market in that fashion—> he was angry at Oxford for the failure of it to do justice to his eminence. Such people as phoneticians are among the most important people in England right now. Pygmalion (1938-12) shows the figure of a Phoenician, a linguist who studies languages scientifically and whose existence is usually confined to the knowledge of very few people belonging to the field, emerged publicly for the first time. Section 2.2– The Philological Society Established in 1830 it is the oldest learned society in Great Britain devoted to the scholarly study of language and languages. It had a particular interest in historical comparative linguistics and maintains its traditional interest in the structure, development and varieties of Modern English. The society experiences a period of heightened success in the 1860’s-70s with phoneticians suc as Alexander John Ellis and Henry Sweet — through the years it continued to attract known scholars like Bopp and Grimm. The greatest achievement to date is what has since remained the foremost authoritative dictionary of the English language: Oxford English Dictionary, whose first official dictionary was Augustus Henry Murray. Daniel Jones: played a key role in the development and Institutionalisation of the study of phonetic in England. In 1907 he secured a part-time lectureship in phonetics at University College in London —> his reputation soon expanded and in 1911 he was named Britain’s first Professor of Phonetics. He produced an extremely large number of publications and transcripts which offered meticulous descriptions of English phonetics ì, especially directed at second language learners, and explanations of other languages such as Cornish, Sindhi and Ga. Besides, he published analyses of French, Spanish, Italian, Russian and Cantonese. He identified and systemised the eight Cardinal vowels. He was also interested in the improvement of orthography. He was more concerned about practical matters, he developed a new concept of phoneme, considering phonemes as families of sounds, each appropriate to a specific phonetic context. He also distinguished prosodic features from phonemes and coined the terms chroneme and toneme to denote differences in length and pitch. he invested time in scientific descriptions of his analyses by means of photos of his own lip movements, X-rays of his tongue positions, oscillograms. He recorded his voice, and in 1956 he recorded his pronunciation of the Cardinal Vowels on gramophone records (Thomas 2011). The next paragraphs will illustrate some of these descriptions concerning Cardinal Vowels in detail, and one of Daniel Jones's major works, the English Pronouncing Dictionary (1917), which both students and teachers, native and non-native speakers of English, still use nowadays (almost 100 years later!) as a major reference for the pronunciation of the English language. One of the main aims characterizing his works was to provide the learner with a scientific study of the English speech sounds and their distribution in connected speech. It is, indeed, with this idea in mind that he identified and systematized the eight Cardinal Vowels as a technique for characterizing the vowel inventories of language (i.e. of all languages), and illustrated the speech sounds of English to give foreigners the scientific information needed in order to learn educated Southern English, in an appreciably lighter fashion ones 1922: Il. The general idea behind the concept of Cardinal Vowels is that they demarcate the articulatory vowel space that speakers have at their disposal; consequently, such vowels can be regarded as reference points for the phonetic description and transcription of any language. For this purpose, and with the firm conviction that these vowel sounds can only be learnt from a teacher who knows how to make them or from a gramophone record or tape record, Daniel Jones recorded his pronunciation of the Cardinal Vowels on gramophone records'". The following extract describes their use as presented by Daniels Jones himself in the booklet which accompanied his two-record set in 1956: + ++ Section 4–playing Mr. Higgins: Praat (Dutch for talk) is a freeware program for the analysis and reconstruction of acoustic speech signals. Student could use it for: Recording themselves in order to compare their English to other’s Explore varieties of English Become more familiar with the language features studied theoretically during linguistic courses. 4.1.1–The Praat windows: A variety of windows will open, it is better to explore the main windows before starting to use the actual Spectrogram. Praat objects windows: is used to open, create and save files, as well as, to open the various editors and queries which will be needed to work with sound files. Praat picture windows: used to create and display publication-quality images. Praat editor windows: mostly used when examining a sound file, the spectrogram on the bottom, and selections and measurements can be taken by using the cursor. Praat info windows: will pop up with the specific result when a query is made either in the editor window or the objects window. TO KNOW: Pitch: quality of a sound governed by the rate of vibrations producing it; the degree or highness or lowness of a tone. The intensity of a sound wave: is measured in decibels and represents the power and loudness of the wave. A dormant (called f1, f2, f3, f4 —> voice) is a concentration of acoustic energy around a particular frequency in the speech wave, it emphasises the harmonic, with higher amplitudes of a speech sound. —> f0 is the lowest frequency of a complex sound and is equal to the Pitch of one’s voice. F1 and F2 are important for vowels, while using dormant patterns, acoustic phonetics makes it possible to define specific vowels and differentiate them from one another. F1 describes the height of the tongue when the vowel is being produced, whereas f2 reflects the place of the tongue and the rounding of the lips —> will be further apart for front vowels and closer together for back vowels. Pulses: are single vibrations or short bursts of sound which produce variations in air pressure —> occur in pulse-like manner, pushing the air out of the mouth or nose and displacing air with pulse. —> can be represented as a waveform. 4.1.2—Recording, opening, and saving sounds: To record sounds using Praat, a microphone, sound card, or external ADC (Analog-Digital Conversion) box will have to be plugged in to a computer before starting Praat, and then: Objects → New → Record Mono (at this stage the Sound recorder window will pop up, see Figure 32). The Sound recorder window Through the Sound recorder window it will be possible to choose the sampling frequency (the default, 44100 Hz, is fine for most purposes), the microphone or other sound source, and whether to record a mono or stereo sound. In order to record and then to stop the recording, Record and Stop will have to be pressed respectively, being careful that the sound level ar stays within the green range to avoid clipping"?. Once a recordinglas been made, it will have to be named and saved, It will then show up in the Praat objects window where it's ready for editing. Praat can only record one minute long chunks, to record longer sounds, the buffer size in Praat → Preferences → Sound Recording Preferences will have to be changed, otherwise another software program to record the session can be used and then the sounds can be imported into Praat for analysis and manipulation. If there is no need to record a sound because one has already been recorded lin aif, wav or flac format®, there are two ways to open it in Praat: on Mac OS X, the supported files can be dragged onto the Praat icon in the dock, otherwise: Objects → Open → Read trom File... as it works for other operating systems. Once the files have been uploaded, they will appear in the Objects window for further use. To save a file, given that files are never saved by default by Praat, the file in the Objects window will have to be selected, then: Objects → Save → Save as file. 4.1.3–Measuring waveforms and spectrograms: Once a sound has been recorded and/or opened in Editor window via Objects → View & Edit, the Waveform of the sound will be represented as in Figure 25 above and, if the sound is sufficiently short, a broadband Spectrogram showing the spectral energy of the sound over time, will be displayed. In addition, a series of red dots (representing the Formants), blue lines (representing the speaker's Pitch), and a yellow line (representing the Intensity) might also be present. These can be enabled and disabled in the Editor → View → Show Analyses menu. The cursor will spawn two dotted lines by clicking within the Editor window. A vertical bar will show the time within the sound where it has been clicked (labeled at the top in seconds) and, by clicking within the Spectrogram, a horizontal bar will show the frequency at the cursor (labeled on the left in red). If the Pitch or Intensity tracks are displayed where the cursor is placed, values at the time the cursor represent will be given on the left side of the editor window. In addition, portions of the sound can be selected by clicking and dragging them (or by using the Select menu). The time of the start and finish of the selection will be displayed in red, and the duration of the selection (in seconds) will be displayed in the top of the bar. The three gray bars at the bottom of the editor window can be used to play a sound in the editor window. The bottom-most bai (Total Duration) will play the entire sound. The middle bar (Visible Part) will play only the visible portion of the sound. The different sections of the top bar (split by the cursor or selection), when clicked, will play the corresponding pieces of the visible portions of the sound file. Hitting < tab> also plays the visible portion of the file. To view some analyses and to get a closer look at the data, the five buttons in the bottom left corner of the window will have to be selected: all shows the entire file, in and out zoom in and out, sel zooms to make the current selection fill the window, and bak zooms back to the previous zoom level. When dealing with long sound files, in order to view analyses like the spectrogram and formants, zooming in will have to be selected to show only a pre-defined amount of time. The Group setting in the bottom right corner of the window will ensure that if two sounds are open in Editor windows at once, they will share the same zoom characteristics. This is best used to compare two versions of the same file, say, an original versus one with an acoustic modification made. 4.1.4– Viewing Pitch via a Narrowband Spectrogram: The most reliable way of getting a sense of the Pitch through the course of the word in Praat is by examining a narrowband Spectrogram 2 with a reduced visible range 0 - 400 Hz for speech). This can be done by editing the Spectrogram settings as described here: To make changes to the spectrogram settings, Editor → Spectrum → Spectrogram Settings will have to be selected. This will pull up the Spectrogram settings window where there are two very important settings: the window length and view range. Window length (given in seconds) controls how large of a chunk of the sound Praat will examine when trying to find the frequencies present at a given moment in the signal. Looking at a larger window of the sound will give more accurate information about the frequencies present, but will also reduce the accuracy of the temporal information given. Varying the window length enables one to choose between Broadband and Narrowband spectrograms. View range controls how much of the spectrum is visible. For speech, one is likely be interested in the range from 0 to 5000 or 6000 Hz, but if examining fricatives, it might be interesting to look as high as 15,000 Hz. For music, instead, one may focus on the area from 100 to 2000 Hz. If the sound files have a relatively small or large dynamic range (the difference in volume between the loudest and quietest parts), or if the spectrograms seems too light or too dark, the dynamic range setting can be adjusted here, but 50 dB is usually safe. The contours of the harmonics will accurately represent the Pitch contours of the voice during the word, and doing this will offer a sense of the contour before using the Pich tracker for more precise measurement. Praat also has the ability to provide a Pitch track in the Editor window: Editor → Pich → Show Pitch will select it in the Editor window. At this point, a blue line will be placed on top of the Spectrogram representing the Pitch (see Figure 33). Once the Pitch track is placed, the cursor can be used to check the Pitch at any given point in the word by placing it and checking the middle blue number on the right side of the window. The cursor can also be placed at a given point in the file and Editor → Pitch → Get Pitch. Running Editor → Pitch → Get Pitch when a chunk of the sound is collected will return the average pitch during that selection
Updated 96d ago
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Sports & Exercise Science Lectures History of Sport and Exercise Science, highlighting relevance of training principles today. • Historian part of speaker finds interest in history of Sport and Exercise Science. Sport and exercise science history and its evolution. • Sport Science: Systematic approach to understanding factors relating to sports performance. • Exercise Science: Systematic approach to understanding how the human body responds to physical activity. • Agriculture led to sedentary lifestyle and exercise became a way to combat it (0:03:14) • Ancient Chinese philosophers like Confucius and Hippocrates advocated for exercise as a means of maintaining health (5000 years ago) Exercise science history, including Leonardo da Vinci's anatomical sketches and early physiology experiments. • Leonardo da Vinci (1500s) made accurate anatomical sketches, discovering heart as muscle pump and nervous system hierarchy. • William Harvey (1600s) discovered blood circulation in one direction, and Boyle (1600s) found Boyle's law, which explains breathing mechanism. • Johan Bernoulli (1700s) developed mathematical models to explain muscle mechanics, using tractors to investigate muscle contractions. • James Lin discovered the origins of scourgia by inviting vitamin C-rich food, with great success. • Anton Laviesia named oxygen and recognized hydrogen as an element, and his experiments on human respiration led to a better understanding of metabolism and nutrition. Note Sport and Exercise Science sub-disciplines and their roles in sport and clinical contexts. • Sport and Exercise Science sub disciplines explore roles in sporting and clinical contexts (psychologists, biomechanics, nutritionists, strength coaches, physiologists, performance analysts) • Accredited Exercise Physiologists provide individualized exercise programs for high-risk populations (hypertension, heart disease, diabetes, musculoskeletal conditions, injuries) Exercise physiology and biomechanics in sports. • Exercise physiologist specializes in prescribing exercise for patients with chronic diseases or injuries. • Sports physiologist studies the physiological demands of sports and advises athletes on training and competition. • Biochemist analyzes technique and injury mechanisms in sports, measuring mechanical loads and risk assessments. Improving athletic performance through strength training and conditioning. • Unknown Speaker discusses biomechanics and jumping throws, using a three-mesh Castle system to measure angles, velocities, and selections of throwing motion. • Strength and conditioning coach works with athletes to improve strength, power, speed, fitness, acceleration, agility, endurance, and flexibility. • Coach designs programs to reduce injury risk, optimize recovery, and deliver rehab programs in conjunction with medical staff for injured athletes. Motor control, learning, and performance in sports. • Motor control specialists focus on learning, performing, and retaining motor skills over time. • Sport psychologists help athletes overcome barriers to optimal performance, using techniques like visualization and mindfulness. Sports dietitians' role in optimizing athletes' health, performance, and nutrition. • Sports dietitians tailor nutritional strategies for athletes to optimize health, performance, and body composition. • Dietitians recommend food first approach and supplements when necessary, and provide individualized advice and hydration stations. • Unknown Speaker discusses six specialist supplements in Sport and Exercise Science, including nutrition (12:30) • Speaker shares insights on interdisciplinary approach to high performance in surfing, with focus on strength conditioning and sport science (14:45) Functional Anatomy an understanding of how to use a correct terms to describe movement interaction, understand major bones, muscles, joints, and how they work together in human movement, and begin to develop the ability to form a movement. Analysis of exercise and supporting tasks. Despite in this lecture, if you're unfamiliar with anatomy, it might require a second viewing. Beautiful lecture is the ability to stop review. If you require any further help with the content, please reach out to your tutor. So the first thing I understand in anthropical language is that whenever we refer to position or something, we're referring to it in its position when in the anatomical position. So this is the standardized position of the body where it is always direct and facing forwards, with the palms of the side of the body, toes and palms of the hands facing forwards. Having a standard anatomical position is crucial to reference and describe the relationship of body sequence to one another when it is anatomical position. There are three COVID plans from which we can view or segment the body that is essential, frontal and reverse plastics. So the station plane, or the median plane, is the side on view of the body, meaning you see a profile of the person. The frontal plane is also called the corona plane, and there's the view we get between directly at the front or back of the body. And finally, the transverse plane, also called the horizontal plane, is the birds of view of the body. There generally can be from the ground up as well, right, if it's never nearly achieved. And the other understand that the body can be viewed in three different planes. It's relatively straightforward to understand that rotational movement also occurs in each of these three axes. So this is called an axis of rotation, and is essentially an imaginary line about which any rotational movement occurs perpendicular to that Cardinal plane of action, just like the anatomical position and Cardinal planes allow us to describe the relative positions with different body parts. So it doesn't understand axis of rotation allows us to constantly describe human movement. However, most movements of human body typically occur about two or more axes of rotation, which makes the analysis of human movement far more challenging. So you think about the 3x Y and Z plane take elbow flexion like a bicycle. When view from front and the front plane, it looks like the forearm hand is simply moving up towards the face, open, viewed side on from the sagittal plane, you see that the forearm hand also moving away from the body and then back towards the body as it goes through that arc. Movement. This way to understand all three other anatomical positions, the counter planes and the axes of rotation, to be able to accurately describe pure movement. So now we can consider best view in his plans. So in the anatomical position, the most common actually the rotation between the SAP flexion and extension. And we'll go through that few slides for now. Include flexion and extension at the wrist, elbow, shoulder, neck, trunk, hip, knee and ankle. At the ankle. It's also referred to as dorsi flexion and plantar flexion, rather than flexion extension. Multi joint actions can involve both. So kicking your foot forwards involve flexing the hip, swinging forward and extending in the knee. Some of that actually rotation. Best views in the frontal plane include adduction and abduction at the shoulder and hip, lateral flexion at the neck and trunk, as well as radial and ulna deviation at the wrist and diversion and inversion at the ankle. And this is why I move the mechanism, which can result in raw ego the arm actually in breast stroke. Swing is adduction, kicking a stop or the ring forward involved adduction of the hip. Two legs coming together are being added so that's adduction. When the arm is being taken away from the body, it is being abducted. It's been taken away. Finding the transverse plane. Some of the best view axes of rotation and movements include internal and external rotation of the shoulder and hip, and horizontal adduction and abduction for the shoulder and the forearms, pronation and supination and neck and trunk rotation. Each of these three slides are diagrams. Highlight the movements just went through. The next slide go through the names of these moves and what the actions are. Flexion and extension refer to increasing and decreasing the angle in the frontal plane. So for instance, elbow flexion is raising your forearm and hand, while extension is lowering back down. This is truthfully all flexion extension, except for the ankle, which you remember dorsiflexion and plantar flexion. So dorsiflexion refers to moving the top of the foot towards the leg, and plant deflection is away from the leg towards the ground. I find this easier to remember using your plan to flexion as the movement required to step on a plane with your toes. Adduction. And adduction refer to moving away or towards the central plane. Next is protraction and retraction. This is moving something forward or patterns. And a good example is the second level of shoulder blades. When you pull your shoulder blades back and away. This is attraction. Protraction is the opposite elevation and depression. Can be also thought of with regarding the shoulder is raising, like in a shrug, while depression is lowering back down another shoulder blade sample is upward and downward rotation, with upward rotation referring to the rotational movement around access to a point superior and downward rotation, maybe opposite. Medium and lateral rotation referred to rotating toward or away from midnight. So the arms hanging medial rotation is internal rotation of your arm, the shoulder towards midnight, and external or lateral rotation being back away from midnight. Pronation suppression has special terms for forearm movement. With a forearm rotation to have your palm facing upward in an anatomical position in front of supreme and the back of your hands facing forward into pronation. We can also use these terms of the foot, but they are known as inversion, meaning the sole of the foot faces towards mid level E version, when the solar foot rolls away from the middle. Our last two terms, especially with the circumduction, referring to the combination of flexion and attention abduction and medial lateral rotations, and often we could curtain rally, but when we move up arms or legs, it's usually not in a single plane through a multiple plane with multiple positive move and social conduction despises. Now opposition is the movement of bringing tips of your fingers and thumb together. And the reason we also have possible thumbs are very useful with lasers pick up items. Here is a diagram illustrating protraction, retraction, elevation and depression, these lines of upper rotation and downward rotation. So on this slide is a consolidated view of some special actions that only currently in places. So we've got scapular to demonstrate protraction, retraction, depression, elevation, plus upward and downward rotation. You can see that you can invert or divert the ankle. In running terms, we can talk about pronation as collapsing inwards during foot strike, which means I saw the foot faces away from midline. Next is illustrate example of plantar flexion and dorsiflexion and ankle, and define this example of protraction, retraction, elation and depression of the Mandal which is the lower jaw bone. So you would think that with each member of the move toward or away from the midline, or up versus down, all these things, or have anatomical terms to solve the time in terms of the direction of body. So anterior and posterior refer to the front and back of the body in atomic position. You also call them ventral end dorsal, and think of dorsalism, but the dorsal is the dorsal fin on the back, mostly we refer to as anterior and posterior. Superior and inferior refer to the directions towards the head or towards the feet, while medial and lateral refer to the direction towards the midline or away from midline in a sideways direction, approximately distal, our special tendencies to refer to the relative positioning of something compared to another landmark. So if something is distal, it refers to sides located away from a specific area, most often the center of body, and for instance, the hand is visible to the elbow. Proximal refers to sites located towards a specific area, so the COVID The elbow is proximal to the hand. The term distal, or is maximum or distance or proximal indicates proximity. Now last terms are superficial and deep, which require you to think in three days. So something that's superficial is close to the surface or the skin of the body, or something that's deep is away from so muscles are deep to the skin, but superficial to bone. So many of these will become important when we talk about anatomy, as certain structures can be proximal or anterior or superficial to other structures. The human anatomy is built around the scaffolding of the split system. So this slide shows you in the structure an anatom. We're not going to go through that in this lecture for this electron. Functional anatomy is more important than understand the function of the skeleton that bones make up, beyond just being the strong structure holding us together, the way the bones fit together and serve as attachment points for the ligaments, tendons and muscles, serves to allow various movements of the body that we've already discussed. The skeleton by the rib cage also protects wild organs, while the internal structure of the bone allows for the storage of minerals and production of new blood cells. We wouldn't have any of the functional movements we've discussed so far without having a skeleton to support these movements. There are 206, bones in the human body. We don't need to learn them all, but we're certainly discussing some of them in this unit. So basic understanding of the major structure of the skeleton is important, and you can use this as a reference for some of those major bones. In this particular image, the green bones represent the actual skeleton, and the non green turn the perpendicular skeleton thanks to better understand how movement can occur in the body. Is cartilage, which is a stiff but flexible connective tissue found in many applications throughout the body. So cartilage is composed of specialized cells called corona sites. They produce a large amount of extracellular matrix. So cartilage can be classified as three types. We have hyaline cartilage, which forms a smooth surface on articular joint surfaces, with Fibro cartilage that is a part of form of cartilage found at sites such as the pubic symphysis. And you've got elastin cartilage, which can be found in here. Cartilage doesn't actually contain blood vessels instead, the chondrocytes are supplied by diffusion, which is helped by the pumping action generated by the compression of articulate cartilage or flexion of the elastic charge. So because it doesn't have a blood supply, cartilage grows and repairs more slowly, which is why cartilage injuries are so slow to healing athletes and and often require arthroscopic surgery, which are inelastic but flexible bands of connective tissue that attached, attached two bones together so they enhance joint stability by maintaining the alignment of bones and limiting range of motion. Those are the two primary functions keep bone and enhancement stability. The most common injuries involve involving into sprains, which means over stretching and tearing of the fibers, and they can be quite slow to heal. So if we bring that together, we get a joints so these facilitate the movers that we discussed at the front of this lecture, per muscular structure, joined by the ones, separate by cartilage. The form joints, which used to be also called articulations. There are three types of classifications of joint. So we have fibrous joints, which are bound by dense connective tissue. And these are joints in the scale, and they really don't move much. You have a catalyst joint, which, as the name suggests, is a joint with fibrous cartilage separating two bones, such as the symphysis, pubis and the ribs. And again, they don't move very much. And then finally, we have synovial joints, which are bound by a joint capsule in containing ligaments and muscles to allow them to occur. And these are the ones with most interesting in this lecture. So not only a synovial joints most interesting for me, but also the most common type of joint. So the articulate capsule, which surrounds synovial joint forms a kind of SAC around the joint. And so there's also synovial membrane inside the articulate capsule, which secretes synovial fluid, and this lubricates the articular cartilage of the joint services, similar to enjoy car lubricating the moving parts. It also nourishes the joint structure, and it can act as a shock absorber, distributing the stress evenly across the articular surface. So all of this combines to allow for smooth fluid movement joints, and usually without needing an oil change during your lifetime, as we've already gone over, the bones with the joints are held together by ligaments. But what we haven't talked about here is the joints can also contain something else called a bursa, which we'll discuss a bit later. So even though synovial joints are major type of joint, they can also be classified with various types of synovial joints. So we have plain joints, which can be found in the joints between the vertebral articulating surfaces. We've got hinge joints such as the elbow or the knee. We have pivot joints such as the ulnar and radius. We have COVID joints in the fingers. We have several joints, which is the thumbnail and sub joint, such as the hip and joint. Okay, so this is a very useful slide for a reference for various locations where these joints can be found. As I mentioned before, we have bursa which can sometimes occur with some synovial joints. These are small sacks of fibrous tissue filled with synovial fluid, and they are found where different parts move over one another in the body, and they help reduce friction within the joint. So these mostly occur with bones, ligaments, muscles, skin or tendons, over later, and will rub together. If a person comes in flames, it can lead to an injury you might have heard for bursitis, where the bursar releases too much fluid and the joint gets very swollen, and they can make movement difficult. So burst sit around tendons, and so that's the next structure that we look at. So tendons are tough but flexible bands of tissue that attach muscle to bone and help facilitate movement. So like many fibrous structures we've already discussed, they have a limited blood supply, which makes healing and repair slow. Some common tenderness injuries, which are strains or over stretching. Can be a tenderpathy or tenderloin, which is a result of inflammation, and tenderlois, which is a chronic inflammatory condition. Lastly, we have the muscles, and as with the bones, you'll do need to understand some of the basic muscles of the body, but for the for this functional anatomy component, we'll just talk about the functions of the skeleton worker. So essentially, our muscles control our posture. They provide support for the soft tissues in the body. They allow the body to store energy to use during movement exercise. They can guard entrances and agents in the body, and they also produce heat to allow us to regulate our body temperature. When muscle is contracted, it pulls on the tendon of the muscle, which in turn is connected to the bones, bone, and then we get the movement. So the way in which that occurs in a single muscle cell fiber is made up of many myofibrils, which can make up any starters. So within the start of me there's actin and myosin filaments, and that's called an actin mycin cross bridge. And they slide past and pull each other closer together or further to control the movement. So whilst we're over the 700 muscles in the body, here's a list of some of the major muscles that we'll refer to, and you'll cover it in a different unit, but certainly will be exposed as many of these throughout the labs. So reaching the end of this lecture, we now have to use the knowledge from this lecture to answer some applied problems. So during stationary cycling, what plane or planes of movement is this exercise occurring? So what axis of rotation is movement occurring? So we will need to look at a sporting movement or an exercise and describe it in its proper anatomical terms, so not always as simple as stationary cycling. So take this diagonal Wood Chop exercise as an example. This is still quite a basic movement. If there are multiple axes of rotation occurring through multiple planes involving many joints, bones and muscles. And even in a more complex example, we can go to Goldsmith and see movement across multiple axes of rotation of all three planes. For example, the frontal plane, we can see abduction and abduction, as well as inversion and inversion. In the Sagitta plane, we can see flexion and extension in the medial lateral axis. On the transverse plane, we can see rotation around the longitudinal latches. Many real world supporting movements will be like this, involving a complex coordination of many movements across many planes. We will work through all of these in the labs. So to be able to describe all of these different actions using proper environmental terminology, I highly recommend you start the voting time to study with most of your three credit point units. You'll find that towns a week is allocated for full time state, only four hours of that is lectures and labs, which leaves the rest of your time for state. So please use that time, why is it, this particular left of today on functionality, you may have many questions about plans of movement anatomical terms. I'm trying to write them down, bring them to the lab so that we can speak to your tuners about their experiences with learning this material. Thanks for watching this lecture. Body compostion In this lecture, we will cover body composition, the different types of tissue in the human body, and how these are distributed, measured and the impact on our health. of this lecture, you'll have an understanding of the components of body composition and implications of body composition on health. So body composition is the general term that refers to the relative amounts of tissue types of the body, generally related to fat and fat free mass. It is expressed as a percentage of body fat. There are general classifications of body composition, from underweight to severely obese. Body Composition is related to general health and can also have an impact on supporting performance. The assessment of body composition can be used to monitor lifestyle interventions. There are optimal ranges for health and exercise. Professionals administer different Exercise and Nutritional strategies to influence body composition. There any correlations between risk of chronic disease and body position, including coronary heart disease, diabetes, hypertension, some cancers, hyperlipidemia is more commonly referred to as high cholesterol, but encompasses several blood lipids. Body Mass Index is one measure of obesity as a relationship between height and weight. On this low we can see the relative risk of type two diabetes starts increasing rapidly between BMI 25 to 30, which is Catia crisis, overweight, and beyond, which is obese. We can see on the right side that the same relationship holds true for many forms of cancer. Delicately, this pilot, diabetes and cancer can be thought of as lifestyle diseases, and that body composition is one factor which is correlated with the risk of these diseases. Here we can see the five different lenses through which to view body composition. So at the time level, we mostly hydrogen and oxygen, the word elements on a carbon skeleton with trace elements making it the rest. At the molecular level, we mostly water with fats, proteins and minerals making up the remainder. At the cellular level, where you predominantly cell mass, extra cellular solids, that's ECS, that ECF is extra cellular fluids and fat. And functionally, which we're most often interested is joint modify is muscle and fat, and then other substances like blood and bone. So within the functional assessment of body composition, there are a number of different models that can be used to describe body composition. As we can see, whether we're using a two, three or four component model, the common factor is fat mass. So different techniques are required for different analyzes, but most techniques can identify fat mass or a fat percentage analysis. So while fat is a common denominator between these different assessments of body composition, there are still different types of fat. So optimal fat is critical for optimal health. It is necessary for healthy cell and system function. At the minimum, it's 3% for men and 12% for women. Fat can be stored under the skin, known as subcutaneous or visceral fat, and deeper fat around the organs. It's the visceral fat that can be the dangerous for health due to its proximity to the organs. Here are a number of different ranges for recommended levels of body fat, but broadly speaking and optimum body fat percentage could be generalized to be between eight and 35% if you're unsure what these different levels of body fat look like, This slide provides a rough depiction of how body shapes change with increasing levels of body fat. For similar levels of body fat percentage, there are different fat distributions referred to as Android fat, or going away fat core locally there's the apple or pear body shape. The Android shape is more associated with health risk as the fat is stored around the organs. So humans are becoming increasingly overweight innovative. This is due to a number of reasons, but it can be summarized simply, as we are consuming more of energy. As wealth increases and high energy convenience foods become more prevalent, we're also burning less and less energy as tasks which were typically performed manually and burned like calories, and they are performed by technology machines. So this combination of more energy being consumed and less being burned has resulted in an explosion in obesity that's particularly in wealthy first world countries, and with that, an increase in preventable chronic diseases. So as many physical characteristics, there is a genetic component, and there are rare forms of obesity that are result of gene mutations which influence appetite or energy homeostasis. However, given that human genetics have changed little in the past 50 years, and obesity rates have increased significantly, the impact of genes on obesity are quite small. Instead, lifestyle choices driving the change in obesity rates, the magnitude of chronic health conditions associated with obesity are large, expensive and largely preventable, so being overweight has been demonstrated to impact cardiovascular disease, cancer, high blood pressure, hypertension and type two diabetes. Type Two Diabetes is a situation where the body becomes resistant to insulin. Type one diabetes is an unable genetic condition that usually in young people, where the body cannot produce insulin. Being overweight or obese can impact sleep as we naturally, plays a critical role in physical and mental health. However, it's not only being overweight that has health implications. Being underweight can also carry significant risks. In women, it can lead to menstrual abnormalities and associated health complications with that. In women, it can lead to osteoporosis. So that's a condition characterized by weaker bones, which makes it more susceptible to fracture. But physiologists and dietitians can calculate metabolic rate using equations to determine the basal metabolic rate, that's the minimum energy required to maintain physiological function, so it is dependent upon age, gender and body mass. Resting metabolic rate can still be calculated, and it's similar, but it's measured under different conditions. This is important because knowing the metabolic rate consists professionals to prescribe nutrition and exercise, inventions to manage body composition. So once we know roughly how much energy a person needs to function at rest, we can apply an activity factor to this BMR to determine daily energy requirements, in total, to maintain weight, and use this as a guide to monitor nutritional intake, to manage weight. So in summary, body composition is the compartmentalization of body tissues. Body fat is essential for health, but there is an optimal range and lifestyle choices impact body composition. So overweight and obesity has a range of adverse health risks, and likewise, underweight is also the health risk. Exercise professionals look at the energy requirements and we can calculate those to help us by nutrition and exercise interventions to help people with weight, composition. ANTHROPOMETRY we will build on understanding of body composition and the means available for body composition assessment. By the end of this lecture today, you will understand how to measure and interpret body composition using both field and lab based methods. So assessment methods for many physical tests, including anthropogenic can be divided into field based tests and lab based tests. Generally speaking, field tests are more simple, quicker and cheaper to administer, but can lack the accuracy and sometimes the detail of lab methods. Lab methods, on the other also, are far more accurate, of the more expensive compared to field tests have much tighter testing protocols involving more time, and they make them more challenging to administer to administer. Two groups, we'll go through some of these assessments. Now, with all testing, there are protocols to ensure there are reliability to test. So for height and weight, an example would be weighing someone with shoes off for the first time and then shoes on the next time will result in increasing weight. That's the weight of their shoes, but we could mistakenly conclude that they'd increase weight. So an easy way to avoid confusion with all their testing protocols is to have standardized testing. So with for height, we would remove shoots, we would stand straight and have the feet together. On this last point, think about the difference in height of a couple of centimeters, and the difference between your feet together and your feet wide apart. For body weight, ideally, your point is in minimal clothing, which is not always convenient or comfortable, but something that we should consider for if we're doing some athlete populations, particularly swims or water ball athletes, we're trying to get them with straight from the pool where they have weight here, because that would affect the measurement as well. Body mass index, or BMI, is a common method to non invasively assess body composition in terms of overweight and absent, using just height and weight. So it is based on the concept that individuals with lower body fat will have a lower BMI. However, that's not always accurate in the sense that a heavily muscular athlete can appear overweight or even obese, although they have a metabolically healthy tissue in terms of they have a lot of muscle mass. So here is an example of a classification table which outlines for adults, normal BMI, overweight, obesity and severe obesity would be based upon that relationship of height and weight. Though there's an illustration as discussed in BMI, it's very well researched, and there is really strong relationships between BMI and health complications, such as diabetes, hypertension, coronavisis, heart disease. So colitheasis is the formation of gallstones and hardened deposits within the fluid of the gallbladder, which is small organ under liver, Corona heart disease. So that's CHD. So this BMI chart doesn't even show obesity, which is a BMI over 30 under the risk of higher BMI through the range of normal and overweight as alluded to, BMI is a pretty useful tool for measuring antibiotic at the population level, as for most people, weight increases with percentage of body fat. However, it doesn't directly measure fat mass. Therefore at an individual level, it might not, might not necessarily be a great measure. So for example, if you lose three kilograms of muscle and gain three kilograms of fat to body mass index, let's say very muscley individuals are often considered overweight or obese, and the elderly can have non representative BMI due to age associated muscle atrophy or decreasing height. It's important to know the limitations of tests, as they will influence your interpretation and interventions. This involves another very common method to assess body fat. They are very important to measure. They are reliable and valid. However, they become slightly invasive because it provides some touching but there are a range of sites that can be used to make the testing a little bit more comfortable. It involves measuring the two layers of subcutaneous fat beneath the skin, and it can provide an estimation of some overall fatness. I talked about reliability. It can have a small error. There's small error associated with every test, but the more you practice, and if you're likely credited level one anthropometrist, you've practiced enough that your error is acceptably low. There's a number of different summation sites. You have seven sites, which provides a good overall view of the body, but sometimes it might only be three or four sites, and sometimes there's an site model as well. We'll be practicing involved in the lab. Whilst it appears a fairly straightforward practice, it is important to practice to get a feel of, first of all, to get an accurate landmark, because there are specific sites that we take a measure. Then also to get a feel of what an appropriate pinch is. So we don't get sometimes it's easy to pinch the muscle inside the sample, which gives it a bigger ring in a lower ring. And if all measures are always taken on the right side of the body, where they can, ideally, we carefully measure and mark the site with a permanent marker. I grabbed this info between the thumb, index finger, just to get a slight fold. We replace the calipers just below that pinch, hold for two seconds and then release. And we do multiple measures at the same site to get valid readings. Some of the sites that we take would be the medzilla, the abdominal, the thigh, triceps and biceps, and it's also subscapular, suprailiac, medial calf, and suppress Mala so there are several methods by the number of different sites, whether it's 34678, and each different summation has a conversion to body fat percentage. So it depends on the number of access sites you have. Some can be uncomfortable for some people. So then you have different samples that you can use to know that the formulas give you body density, but you need to use the serum equation to convert percent with a series a published researcher from the 60s, and it's not the Apple program on your phone. Here are some other methods that you can use to value to test my body fat. So based on the clients that you work with or the sporting organization, they may have a different protocol. So it's important that you're familiar with one specific requirements, and also important that you keep using the same protocol. You cannot compare a three site to a seven site. You compare the three side to three side, or a seven side to seven side. As far as assessments go, gith measurement is about as basic as it can get. However, the power and the surface of the test, it's easy to learn, it's easy to administer. It inexpensive, and the value of information and the relationships to health, it's actually a really good test. As well as the waste, there's also a full body assessment, which will involve measuring other areas. So it's really important to practice these you're entering someone else's physical zone. You're touching. It's a minimal touch, but you're still touching. So whilst trying to accurately place a tape and read small writings, it can be quite challenging, so it's really important to practice these you can also measure a mid thigh, thigh, forearm and cut. I stated earlier there was a waist to hip ratio, and given the low cost of the test, information value is incredibly high. Higher scores of waste relative to keep circumference indicates higher abdominal fat, which is an increased risk of cardiovascular disease, and that's the android or apple shape that we talked about in the previous lecture. There are optimal ranges, and there's risk related to waste to heat ratios. So this is some really important information for such a non invasive and simple test, but also laboratory tests which become more complicated and provide more detailed information. So these include the scans hydrostatic weight, air displacement and biological impedance, which we'll go through now. So a dual energy X ray, or DEXA, is a low radiation X ray scan of the entire body, which can estimate body fat and bone density. It has mass less radiation than an x ray, and it's able to identify fat and bone and it can actually provide excellent detail on fat mass and really important information on bone density. So that bone density so that bone density information is quite important for specific populations. It could also be done in conjunction with a more frequently performed field test. There's a comparison, because it's expensive for them and requires professional expertise. For example, The Sporting Club might do one test in their preseason as a really detailed assessment. At the same time, they'll do skin folds, and they'll use that skin fold comparison to Dexter skin to track their athletes with multiple skin fold assessments throughout the season. Hydrostatic weighing. This is where the subject is weighed on land, and then when they land fully submerged in water, and relies on the difference between underwater and out of water weights and the density of the body and water displacement. This is not as popular due to the non population scans, due to the inconvenience of being weighed underwater, and it requires the specialized equipment that subject must also exhale or their air and then remain underwater, which makes it a somewhat difficult process. There's also air displacement, which was used to overcome the need to submit some of the water, and also calculated based upon weight and air displacement. But again, it's less popular test because it's time consuming and expensive. And finally, we have bio electrical impedance analysis. Now, whilst you could argue that this is a field measure rather than a lab measure, it does require a specialized piece of equipment. So that's what's included here. This is where a low level current is passed through the body to estimate the body fat percentage, given that lean tissue contains more water than fat tissue, the level of resistance to the current, indicating that lean versus fatness. This is certainly much cheaper than other lab based methods that's not as reliable and only provides a general measure of body composition. It could also be influenced by hydration status and even moisture on hair and clothes. So whilst we understand we try standardize all our tests, we can see that there's more errors can be introduced into a b by a test. So in summary, body composition can be assessed by field or lab tests. The field tests are cheaper, they're quicker and but they're less accurate than lab the lab much more accurate, much more detailed, but they can be expensive. They're also prohibitive for large groups, because the time requirements for the streets protocols, BMI home weight only, and that has a great relationship to health risk. So does he have to weight ratio, girth OS detects remains the gold standard for body composition. It is a little more expensive regarding specialized equipment and harder to get body composition. Assessment for exercise and sports science professionals is a really important tool in the assessment toolbox, and this will form part of our labs where we get a lot of hands on experience, learning how to do girths and skin vaults, learning to I'm encourage you to be involved in the lab as much as possible, to practice these skills. Thank you for listening to today's lecture if you have any questions, please ask your tutors or send His names. Thanks
Updated 163d ago
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Role of Executive in Parliamentary Democracy The Executive ( the political executive) remains responsible and accountable to the Parliament. Parliament exercises political and financial control over the Executive and ensures administrative oversight over the executive. Subset of Parliament: In the parliamentary system the de facto head of the executive (Prime Minister) is not directly elected by the people, but he is the leader of the majority party in the Parliament. S/He chooses his own Cabinet which again, should be out of the Parliament only. Thus, in parliament democracy, the executive is a subset of the Legislature. The legislature is responsible for making the laws and the executive is responsible for enforcing the laws. In this case, the separation of power between the executive and legislature is not followed in a strict sense. Collective and Individual Responsibilities: The Executive is collectively responsible to the Parliament. It means that the term and tenure of the executive depends on the pleasure of the Lower House of Parliament. The House can introduce a no-confidence motion regarding the removal of the executive (government). The ministers, however, are individually responsible to the President and, ultimately, to the Council of Ministers. Administrative role: The executive's primary responsibility is to maintain internal peace and order, while also ensuring the country's safety from external aggression, encompassing all activities related to the state's well-being. The executive is also responsible for day-to-day administration. Financial role: The Executive has the authority to formulate the Budget, which is required to be presented annually to Parliament. The Executive has the freedom to determine expenditure levels, acquire funds for various purposes, and raise revenue to meet expenditures, leaving the entire financial initiative to the Government. Role of Parliament: Without the authority of Parliament, the executive, acting through its ministers, cannot raise funds through taxing, borrowing, or any other means. Money bills must originate and pass in the Lok Sabha, which has the exclusive authority to grant money in the form of taxes or loans and to sanction expenditure. Policy initiatives: The political executive, or the Council of Ministers, introduces bills in the house through its party members. The cabinet, the highest order of political executives, initiates and decides public policy concerning almost every sphere of government's activity. Further, delegated legislative functions are performed by the political and permanent executive. These are very important for policy making. Judicial role: The judicial functions are performed by the President of India with the aid and advice of his/her Council of Ministers. It includes the appointment of the judges of the Supreme Court and High Courts, and the power to grant pardon, reprieve, suspension, remission, or commutation of punishment or sentence of a court. Military Functions: The President of India with the Council of Ministers in aid and advice, is also vested with military powers
Updated 169d ago
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BASIC STRUCTURE AND PROMINENT FUNCTIONS OF VERTEBRATE INTEGUMENT INTRODUCTION The integument or the outer cover of the body is commonly referred to as the skin. Together with its derivatives it makes up the integumentary system. It is continuous with the mucous membrane lining the mouth, eyelids, nostrils, rectum and the openings of the urino-genital ducts. The skin functions primarily to cover and protect the tissues lying beneath it. In other words, it forms the external protective covering of an animal. Forms interface between organism and external environment. Part that the predator sees first, and which offers the first line of defense. Abundantly supplied with sensory nerve endings, which are affected by environmental stimuli and play an important role in communication. General metabolism of the body, temperature regulation and water loss. Character of the skin and its derivatives shows variation in different regions of the body, in different individuals, in the same individual as age advances and in different groups of vertebrates. The type of environment whether aquatic or terrestrial is of importance in connection with these variations. The evolution of vertebrate integument is correlated with the transition of vertebrates from an aquatic to a terrestrial environment. Nevertheless, basic similarities exist in the integument of all vertebrates. INTEGUMENT PROPER In Annelids, Arthropods, integument consists of single layer of cells, the EPIDERMIS, together with an outer non-cellular CUTICLE, secreted by the cells. Annelids have a body covered with an external thin collagenous cuticle (never shed or molted). In Arthropods, the chitinous and rigid cuticle makes up the exoskeleton. Periodic shedding of this cuticle is termed Ecdysis. THE VERTEBRATE SKIN DIFFERS FROM INVERTEBRATE SKIN TWO LAYERS – Outer epidermis derived from ectoderm Inner dermis or corium of mesodermal origin. The relative amount of the two layers varies with the environment. EPIDERMIS – the epidermis is made of stratified epithelium (several layers of columnar epithelium cells). These cells are held together tightly by minute intercellular bridges found on the surface of cells. The innermost layer is stratum Malpighii or stratum germinativum placed over a thin basement membrane. These cells divide constantly to produce new cells. Move upwards, tend to become flattened, protoplasm becomes horny (keratinisation). In fishes and amphibians, this keratinised layer forms a cuticle, but in amniotes, it forms stratum corneum, of hard, horny, flat, cornified cells made largely of keratin, which is tough, waterproof and insoluble protein. It affords protection against mechanical injuries, fungal and bacterial attacks and prevents desiccation. In many Tetrapoda, this layer is shed periodically in pieces or all at once. No stratum corneum in cyclostomes and fishes (since they are fully aquatic) here the epidermis has mucous glands, secreting mucus to keep the skin slimy and protects it from bacteria. The epidermis has no blood vessels and is nourished by capillaries in the dermis. The epidermis rests on a thin basement membrane which separates it from the dermis Dermis has an outer loose layer and inner dense layer Made up of dense connective tissue having cells, muscles, blood vessels, lymph vessels, collagen and elastic fibres, and nerves. Amphibians and reptiles -collagen fibres at right angles in three planes Birds and mammals, they have an irregular arrangement. Substances pass by diffusion from the dermis to the epidermis. Skin contains pigment, if present in epidermis, it occurs as a diffuse substance or as granules. If in dermis, then in the form of granules in special branching cells called chromatophores. The pigment can either collect as a central ball making the skin lighter or spread out into all the branches making the skin darker, thus, chromatophores bring about colour variations. Chromatophores are of many kinds, Melanophores that contain brown to black pigment Lipophores or xanthophores which contain yellow red fatty pigments Iridocytes or guanophores contain crystals of guanine which reflect light. Under dermis, the skin has subcutaneous loose areolar tissue which separates the skin from the underlying muscles, it may contain fat and muscles, especially in mammals. Integument of Anamnia shows a decrease in thickness and also a decrease in the degree of ossification. These are of advantage in allowing greater mobility and in amphibians, they permit respiration by the skin. But in Amniota, the skin becomes progressively thicker to prevent loss of water and to retain body heat. STRUCTURE OF INTEGUMENT IN CYCLOSTOMATA Epidermis is multi-layered (stratified) but has no keratin. It has three types of unicellular gland cells: mucus glands (secrete mucus), club cells (scab-forming cells) and granular cells (unknown function). Below epidermis is the cutis formed of collagen and elastin fibres. Star- shaped pigment cells are also present in the cutis. STRUCTURE OF INTEGUMENT IN PISCES The epidermis has several layers of simple and thin cells, but there is no dead stratum corneum. The outermost cells are nucleated and living. The stratum Malpighii replenishes the outer layers of cells which have some keratin. Unicellular goblet or mucous gland cells are found in the epidermis, as in all aquatic animals. The mucous makes the skin slimy reducing friction between the body surface and water, protects the skin from bacteria and fungi and assists in the control of osmosis. Multicellular epidermal glands like poison glands and light producing organs may also be found. The epidermis rests on a delicate basement membrane. The dermis contains connective tissue, smooth muscles, blood vessels, nerves, lymph vessels and collagen fibres. The connective tissue fibres are generally not arranged at right angles but run parallel to the surface. Scales are embedded in the dermis and projected above the epidermal surface. The colours of fishes are due to chromatophores and iridocytes. STRUCTURE OF INTEGUMENT IN AMPHIBIA: The epidermis has several layers of cells, six to eight cells in thickness and is divisible into three layers: stratum corneum, stratum germinativum and a basal portion in contact with the basement membrane. The outermost layer is a stratum corneum, made of flattened, highly keratinised cells. Such a dead layer appears first in amphibians and is best formed in those which spend a considerable time on land. The stratum corneum is an adaptation to terrestrial life (protects body and prevents excessive loss of moisture). In ecdysis, stratum corneum is cast off in fragments or as a whole in some. (moulting / desquamation i.e., removal of unicellular sheet of stratum corneum). The dermis is relatively thin in amphibians, it is made of two layers - upper loose stratum spongiosum and a lower dense and compact stratum compactum. Connective tissue fibres run both vertically and horizontally. Blood vessels, lymph spaces, glands and nerves are abundant in the stratum spongiosum. There are two kinds of glands, multicellular mucous glands and poison glands in the dermis, but they are derivatives of the epidermis. Mucous gland produces mucus (slimy protective covering, helps in respiration). Amphibian skin is an important organ of respiration. Poison glands produce a mild but unpleasant poison which is protective. In the upper part of the dermis are chromatophores. (melanophores and lipophores) Ability of the skin for changing colour to blend with the environment is well developed. INTEGUMENT IN REPTILIA. The integument is thick and dry, it prevents any loss of water, it has almost no glands. The only glands present are scent glands for sexual activity. The epidermis has a well-developed stratum corneum well adapted to terrestrial life. The horny scales of reptiles are derived from this layer. Ecdysis is necessary to remove dead outer layers, hence scales are shed periodically in fragments or cast in a single slough as in snakes and some lizards Scales often form spines or crests. Below the epidermal scales are dermal bony plates or osteoderms in tortoises, crocodiles and some lizards (Heloderma). The dermis is thick and has an upper layer and a lower layer, upper layer has abundance of chromatophores in snakes and lizards. Lower layer has bundles of connective tissue in which collagen fibres lie at right angles. Leather of high commercial value can be prepared from the skin of many reptiles like lizards, snakes and crocodiles. Many lizards and snakes have elaborate colour patterns, they may be for concealment or as warning colours. There is marked colour change in certain lizards such as chameleon, the colour may change with the environment for concealment or it may change in courtship or threat. The ability of chameleons and some other animals to change colour is known as metachrosis. (metachromatism) In Calotes, chromatophores are controlled by the posterior lobe of pituitary whereas in chameleons they are controlled by the Autonomic Nervous System. INTEGUMENT IN BIRDS Thin, loose, dry and devoid of glands. There is only a uropygial gland at the base of the tail, its oil is used for preening (to clean and tidy its feathers with its beak) and waterproofing the feathers (aquatic birds) Epidermis is delicate except on shanks and feet where it is thick and forms epidermal scales. The rest of the body has a protective covering of epidermal feathers. The keratin producing powers of the epidermis are devoted to producing feathers and scales. The dermis is thin and has interlacing connective tissue fibres, abundant muscle fibres for moving feathers, blood vessels and nerves. The dermis has an upper and lower compact layer, between which is a vascular layer, the dermis also contains fat cells. The skin has no chromatophores. Pigment is found only in feathers and scales. Colour patterns in birds are vivid (concealment, recognition and sexual stimulation) Colours are produced partly by pigments and partly by reflection and refraction from the surface of the feathers. INTEGUMENT IN MAMMALS Skin is elastic and waterproof, much thicker than in other animals, especially the dermis is very thick and is used in making leather. Epidermis is thickest in mammals. Outer stratum corneum containing keratin, cells not dead as believed before. Below this is stratum lucidum (barrier layer), chemical called eleidin Below this stratum granulosum, darkly staining granules of keratohyalin Below this is stratum spinosum whose cells are held together by spiny intercellular bridges. Lastly stratum germinativum which rests on a basement membrane Dermis is best developed in mammals. Upper layer is papillary layer made up of elastic and collagen fibres with capillaries in-between, thrown into folds called dermal papillae, especially in areas of friction Greater lower part of dermis is reticular layer, having elastic and collagen fibres. In both layers there are blood vessels, nerves smooth muscles, certain glands tactile corpuscles and connective tissue fibres in all directions. Below dermis the subcutaneous tissue contains a layer of fat cells forming adipose tissue In the lowest layer of epidermis there are pigment granules, no pigment bearing chromatophores in mammaIs (in man, branching dendritic cells or melanoblasts) FUNCTIONS OF THE INTEGUMENT ▪ PROTECTION ▪ TEMPERATURE CONTROL ▪ FOOD STORAGE ▪ SECRETION ▪ EXCRETION ▪ SENSATION ▪ RESPIRATION ▪ LOCOMOTION ▪ DERMAL ENDOSKELETON ▪ SEXUAL SELECTION 1. Protection: The integument forms a covering of the body and is protective. It protects the body against entry of foreign bodies and against mechanical injuries. It protects the tissues against excessive loss of moisture, this is very important because both aquatic and terrestrial animals are dependent upon water in their bodies for various metabolic activities. The integument forms protective derivatives, such as scales, bony plates, layer of fat, feathers and hair which reduce the effect of injurious contacts. In some animals the skin shows protective colouration which makes the animals resemble their environment, thus, making them almost invisible to their enemies. Poison glands of toads, slippery skin of aquatic animals and an armour of spines of some mammals are protective devices of the integument. The skin forms a covering which prevents the passage of water and solutes in one of the following ways: (a) By formation of cuticle in Protochordata and embryos of fishes and amphibians, (b) By secreting a coat of mucus in fishes and aquatic amphibians, and (c) By formation of keratin layers in the epidermis of tetrapoda. Keratin is formed from the cytoplasm of degenerating cells of the epidermis which finally form a layer of horny stratum corneum. 2. Temperature Control: Heat is produced constantly by oxidation of food stuffs in tissues. This heat is distributed evenly by the circulating blood. The body heat is lost constantly with expired breath, with faeces and urine, and from the surface of the skin. The integument regulates heat and maintains a constant temperature in endothermal animals. In birds the heat is regulated by adjustment of feathers which retain a warm blanket of air, when feathers are held close to the body, they remove warm air and body cooled, when feathers are fluffed out, they keep the warm air enclosed. In mammals, constant evaporation of sweat regulates the body heat. In cold weather contraction of skin’s blood capillaries reduces the loss of body heat. In some animals, fat in the skin prevents loss of heat because it is a non-conductor of heat. 3. Food Storage: The skin stores fat in its layers as reserve food material which is used for nourishment in times of need. In whales and seals the fat of the skin forms a thick layer, called blubber which is not only reserve food but also maintains the body temperature. 4. Secretion: The skin acts as an organ of secretion. Glands of the skin are secretory. In aquatic forms there are secretory mucous glands whose secretions keep the skin moist and slippery. In mammals, sebaceous glands secrete oil which lubricates the skin and hairs. Mammary glands produce milk for nourishment of the young. In birds uropygial glands secrete oil for preening the feathers. Odours of scent glands attract the opposite sex. Lacrymal glands’ secretion wash the conjunctiva of eyeball in mammals. Ear wax (cerumen) secreted by the glands of auditory meatus greases the eardrums and avoids insects to enter the canal. 5. Excretion: The integument acts as an organ of excretion. Shedding of the corneal layer during ecdysis removes some waste substances. In mammals metabolic waste (salts, urea and water) is removed from the blood by means of sweat. Chloride secreting cells are found in gills of marine fishes. 6. Sensation: The skin is an important sense organ because it has various kinds of tactile cells and corpuscles which are sensory to touch, temperature changes, heat, cold, pressure and pain. 7. Respiration: In amphibians, the moist skin acts as an organ of respiration, in frogs the respiratory function of the skin is greater than that of the lungs. 8. Locomotion: Derivatives of the integument bring about locomotion in some animals, such as the fins of fishes aid in locomotion in water, the web of skin in the feet of frogs and aquatic birds aid in swimming, feathers of the wings and tail of birds are used for flying, and extensions of the integument forming “wings” of flying lizards, extinct pterodactyls, flying squirrels and bats. 9. Dermal Endoskeleton: The skin contributes to the endoskeleton. It forms the dermal bones of vertebrates and also forms parts of the teeth. Endoskeleton of head protects the brain and sense organs. In the body it protects the soft, tender viscera. 10. Sexual Selection: The skin acts as an organ of sexual selection. It provides the feathers of birds which often have brilliant colours which are for sexual attraction. Some integumentary glands of mammals produce odours far attracting the opposite sex. Antlers of male deer distinguish it from female. Besides the above functions, mammalian skin synthesizes the vitamin D with the help of Sebum of sebaceous glands. Brood pouches beneath skin in some fishes and amphibians protect unhatched eggs. Nasal glands of tetrapods, keep the nostrils free of dirt and water. Skin also has the power of absorption of oils, ointments, etc
Updated 170d ago
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. The last experimental. So this is going to involve the event relationship to between more variables. And do much changing on manipulating one of the variables theries as you already talked about both designs. And then we record or collect data, what obser the change in the dependent variable that result from our manipulation of the. That's what we're looking at. We're moving and sh and manipulating one and seeing if it causes an effects or change in the other. That's what we're looking for. So have experimental research, we are looking for causation not just correlation. We're not just looking to see due to variables moved together. No, we're actually looking to see if we make a change in one variable, do we see a subsequent change in the other word? If we make another change in that variable, we shift it more, we change it fast. We take it away. Do we need a consequential change in the independent variableag yet, okay, you're able to shift and manipulate the independent variable and consistently see a change of the dependent variables, then you know you have causation, a change in one causes a change in the other. They've already kind of gone over this multiple things, so I will just briefly say this again, but you've got the independent variable dependent variable, the independent ones you what we're going to manipulate and change, whatever. that looks like. um at a very simple level of experimental research, you can have one level of your independent variable, and then nothing, right? You can have your experimental group and your controller. The group that gets the treatment, that group that does not. So that is your very basic experimental research where you just have two groups and one of them is to control groups. But even still, you should see a change in the depependent variable to the group that is receiving treatment and you should see no change for the group that is not receiving treatment, right? That would be causation. Now, of course, you can have multiple levels of the independent variable, we're not gonna get too much into that. In this course, um, but two is kind of the minimal, right? treatment, no truth, and then you can move beyond that. The dependent variable is the one that is being measured. It is hopefully changing. If you see no change in the dependent variable when you're making changes to the independent variable, you've got a big problem, right? That means that your independent variable that you manipulating actually has nothing to do with the behavior that you're trying to observe. It doesn't impact it at all, and you're going to have no results, no adjacent. It's very disappointing. It does happen. and it's disappointing, but not happen. Um, so it is the uh the outcome orependent measure. Now, something I briefly mentioned that I have gone too much into depth, yet are the confounding variables, so the confounding or they're also called you probably heard them called extraneous variables. These are other variables, other than your independent variables. So anything that is not your independent variable can be a confounding variable, and it can cause and change in the dependent variable if you have not accounted for and controls something that has to be at and avoid it at all costs. Let's say let's say we're doing a study and we are trying to decrease the amount of smoking individuals engage. Hi, so we're trying to help them. We're trying to decrease their smoking paper. And our treatment is going to be some sort of meditation and relaxation techniques that they can learn because of that is based on the research that people smoke war when they're experiencing higher levels of stress. So how can we decrease their stress? Let's teach them various coping mechanisms, deb breathing techniques, meditation techniques, other things that they can do to decrease their stress and hopefully have a decrease in theopy behavior. Okay, great. So we implement our treatment. But what if we forgot to ask participants? if any of them had gotten pug onto to the doctor recently and had some maybe vac about their health, if they received some not so great news about their health, could that be a variable that is intacting how much they decide to smoke after that document? Absute, right? The doctors that said, hey, you' lungs are not looking for good, or you've got something precursors to cancer, we're gonna have to run some tests. That type of news could certainly impact someone who's smoking and could result in a change in their smoking behavior, they might leave that doctor's office and go, okay, wow, I really need to stop smoking. But if we didn't ask them that, we don't know. We don't have that information. So, we've moved forward, we implement our procedure and our treatment, and theyreased their smoking and we go, wow, our treatment works really great. Look at all these people that stop smoking. But in fact, all those people went to the doctor got not so great, there was a decided to not smoke, regardless of whether or not you taught them had a meditate break, right? That is a confounding variable that will throw your data because you did not account for it. Whenever we're doing a study like that, on any type of addictive behaviors for illness, if you're doing a medication study, you have to ask all of those questions. You have to get all of that information up front, because those are come down in variables that can change the behavior that you did not account for and you are not manipulating or control. So now we can't make the claim that if we um, you know, give individuals, um different mechanisms to decrease their stress, it will decrease their snow people. We can't make that claim anymore because that's not what caused the meaning. Or at least we don't know for sure that that's what we're doing. So confoundingles are a big bump. we run into these a lot, and I will tell you that when we are designing a research study um when you're working in a lab and you're working with researchers, it is intimidating to bring a research project to the lab. I mean, I did it a lot inad school. We were required to do this. You have to do this when you're doing research, but you bring your research question and your proposal for how you're gonna run your study to the lab. you put it up there and literally everyone in the room writs it apart. Everyone sits there for an hour or two and says, what about this confounding birdle? What about this? Well, this one's gonna throw your data. Well, this one's not gonna work. Well, you have an accountant for this, they rip it apart. It doesn't feel great in the moment. However, that is how you identify all of the compounding variables and you find a way to account. so that you have good data in the end. It's very important piece of research and experimental research specifically. We do want to avoid them at all costs. Okay, so here's another example. Let's say a researcher investigate whether giving students more time to study, reduces their tests anxiety. Okay. What is going to be the dependent variable here? What are we measuring? What are we looking at? We wouldn't want to take it again. Test anxiety. levels of anxiety when you're taking a test, right? That's what we're measure. We're trying to change that, okay? So that's gonna be the behavior that we're looking at. What is the independent variable here? Time to set, the amount of time that you're set, whatever that may be, okay? So the DV is test anxiety or levels of anxiety will take the test whatever you will word that, that's what we're measuring. Am amount of study time is what we're looking at for the independent version. Now, when you're taking a test, there are multiple things that happen that have nothing to do, maybe, with the amount of time you study. Can we reduce test anxiety by making sure that you study at least a minimum amount of time? Yes, we can reduce your test anxiety a little bit. But there are also other factors that if we if I was running this study as an experimental research, not just as like the naturalistic observation in a classroom, like let's just see if we can help. If I was actually running an experimental res research that many things that I have to account for. I need to account for type of tests. What if I get half of my participants, the tests is the morning and half of my participants the test in the afternoon? That's the I founding variable. Maybe the students in the morning are more stressed out because they didn't have time to relax in the morning and get ready for this test that I'm about to do them yet. Right? They're getting ready, they're in traffic, they're driving here, trying to park and so and so forth. Yes, we might run into that in the afternoon, but you still have got more time in the day. to get ready for it. So that's a confounding marriage, time of test. Another confounding variable would be temperature in the room. If it's too cold or too hot, you've got one room that's hotter, one room that's colder. That can impact someone's test anxiety. When you're feeling anxious, if I'm sure everyone has felt that feeling at one point in their life, it doesn't feel great to then also be hot and sweat. It usually makes that anxiety a little bit worse. You start to feel kind ofustrophobic and you're like, I don't know what's going on. I'm getting really hot. I don't feel good, I'm getting kind of dizzy, like, and your anxiety skyrock. right? So, I wanna make sure that the temperature in my room every time participants are taking the test, it has to be exactly the same, or usually within a couple degrees of the temperature. Okay, so these are just a few examples I can go on and on about all of the things that would impact you while you're having an exam that would impact your test anxiety. I need to help for all of those things, and every participant in all of my different groups would all have to have the same things so that I can truly say it was the amount of set. and it wasn't possibly due to during the room, time of the test, the room that they're in, how close they're sitting to each other and so on. and and that and that's part of the roofing unit ofart process, right? If I came to my lab and just said, oh, I'm gonna do this. They're like, well, what else, what else are you controlling for? I'm like, nothing, you know,'ll be fine. They're gonna rivet apart, right? All of those confounding variables that we need to account for. Um, a study involved investigating how manipulating the accuracy with which feedback is delivered, affects a number of work tasks that can be completed by college. So this is essentially, say, a student is doing a work task, and if I give you no feedback on that, as to whether you're doing it track, if I give you feedback that is correct and it matches, I say, yes, that's correct. or if I give you wrong feedbacks. So that's what we're talking about when we were saying a different type of feedback on your ability to complete a task. So, what is the independent variable here? What are we manipulating? Yeah, that's hypo feedback, right? We're gonna change that. It's gonna be different. What's the dependent variable that we're measured? It's the behavior we're looking at here? Yeah. Uh, number of work task. Correct, yes. How many workops did they actually complete? Do they get more done when they're getting positive feedback? Do they get more done when they're getting no feedback at all? You probably don't get more done when they're getting negative. You back would probably be my hypothesis, but we're gonna look at them, right? We're gonna count how many tasks they get done based on the type of feedback that they are given. And then we see how this impact that dependent varies. How does that impact the behavior that they're engaging? So, there will be questions like this on these things. This is like a perfect example. It will be this exact one, I'll change the words I'll change a thing. And I'll ask you these questions. What is the independent? What is the dependent variable? And sometimes I'll put a confounding variable in there and I'll say like, identify the confounding variable. and you'll hopulate pick one of the choices. So very similar to what I've test questions would look like for something like that. But the good to be able to look at examples and pull these things up about. If you're in any type of research class, statistics class, you need to be able to have this very uh, you guys could go over these ones.. I'm not gonna keep going, but you get you get this. All right. So experiments typically involve two groups at a minimum, which I talked about already, but you're gonna have atom minimum, your control group, and your experimental. The control group is a group of participants that does not receive the treatment. No treatment. Okay. Um, you don't change it. You essentially just measure their behavior, but you don't expose them to anything. Um, so work tasks with the feedback, that would be the control group is no feedback, okay? So we just allow the students to complete tasks as they normally would, we do not interject, we do not give the feedback one way or another. We just sort of let them carry on with their day as they normally would and we count how many works how they could. Versus, the experimental group are the ones that are going to receive some type of treatment. Now, as I've said before, minimally, you've got one experiment group and your control but you can have multiple experimental groups and a controll. And so you can have two or three different types of feedback. Those would be your experimental groups, and you can still have a group that received no feedback. if we're looking at study fine with students, you can look at, you know, two hours, four hours, six hours a week. Those are your experimental groups. the other students, you would sort of just allow them to either or you would prevent them from studying at all, or you just would not manipulate the study time for them, you would allow them to study however long they normally do and have them report on. So you would just basically specify that this group did not have a controlled set amount of set, and then they would report on how many hours they affected. versus the other three experimental groups would have a set amount by the time that you're controlled. Okay. Here's a question, a clinical psychologist conducts a study that involves ten people. He thinks he can cure depression by giving his science a particular type of drug. So he prescribes the drugs and finds his 60 days later, all clients show fewer signs of depression, as the psychologist includes he has cured depression. So what's the problem? There's a lot of problems here, but like, what's the main simple problem with what we understand in this particular research research? What has not been done? Yes.... doesn't describe. There is no controller, right? Every single person got the drug. There's no control group. So how do you know that that drug improved their depression? If you do not have a control group, you have no comparison to make, the whole point of having a control group, the whole reason we do it is so that if the drug does work, let's say that the psychologist is correct, this drug works, it cures depression. If you have a controlled group, we have a group of participants who didn't get the dress, what should happen for them? is someone over here? I take a guy? What should happen for people who are naked? Is it control with this? What do you expect? Yes. Yes, they should save the same, right? They're not getting the drugs. So they shouldn't get better. And then the people in the experimental group who are getting the drug if the drug works, they should get better. And you have that comparison. You now you can definitively say, okay, look at all these people that did not get the drug in my control group, they didn't get any better. The symptoms of depression persisted. But look at all of my participants, my experimental your, we saw a significant improvement in depression symptoms. Okay, now maybe you have a plane. But if you give the drugs to every single person, you have nothing to compare. How do you know what your drug is not something else that you're their depression? Maybe a bunch of people were unemployed and during that time that they were given the drug, they got a job. Back didn't improve someone's levels of depression, especially if it's a situational depression. course, there's a depression that is biologically, you know, that's a different type of depression, but there's also situational depression. And if you have an accountant for every single situation that person is in, those are confounding variables that can impact in this case, levels of depression. Do you know how control group, you have nothing to compare. You cannot make this. big problem. can't rule out any other expavation. So that's why minimally we always have to have at least a control group and an experimental group. And as I said, you can have more than that, but the bare minimum requirement, no treatment, treatment, control group, experiment. So when we use, um control groups and experimental groups, individuals are randomly assigned to each group, and I've kind of talked about this a little bit that the need for this in order to make sure that the participants in each group represents the larger population. That's the, right? You're never going to be able to access the entire population. You're not going to be able to access every single person who's ever experienced depression or has symptoms of depression in a drug site. You're going to have to randomly assign participants to certain groups and hope that they represent the larger population of people that experience symptoms of depression, right? So that is the point of random assignment to different conditions. Usually, the experimenter, I mean, ideally, the experimenter doesn't even know who's in which group, in a drug study that is ideal. We call it a double blind assignment where the participant doesn't know if they're getting a drug or not and the experiments or also does't know if they're getting the drug or not. Why? Because bias can be introduced? If they're participant thinks they're getting the drug, um, they can have sort of placebo effects, right? If you've ever heard of that, the placebo effects, or they think they're getting better because they're underlyression, they're getting the drug. researchers can also treat participants differently based on if they know who is getting the drug and who's not, and that will impact the data that they're collecting on that person's behavior. So, ideally, like the perfect scenario, nobody knows what's going on. There's a lab that assigns the drug and puts it in an envelope and assigns names, randomly and they give the envelope to their researcher and there's a red pill and there's a blue pill, but the researcher doesn't know which one is which. One could be trained it, one could be placebo, we don't know, and that's very important, but kind of nobody knows what's going on. until the end. And that's how you get the best data. out of something like this. Now, group should be comparable to each other. um, they should be assigned to the group based on Chancel, essentially. Um, usually we use some sort of computer programming to randomly assign numbers, two people and then randomly assign those numbers into the groups that were trying to produce. This can be very difficult to do. The smaller your participant pool, in fact, the more impossible this gets. So that's why a lot of research studies try to get so many participants and absorbid an amount of participants, um or why you need to run several studies to build your participant pool, before you can make any sort of claim about your data. because the smaller you participant pool gets, the less representative of the population they will be. because you do need to think about things like, um intelligence or um education level personality type socioeconomic status, ethnicity, um, their income, there's so many things that you have to think about and a smaller you participant will gets, the less representative of all of these things it will be. And then we run into the problem that your participants didn't actually represent the larger population, and your data really only applies to that very small group, and it cannot be applied to the larger group, which is always the goal. The goal of research is to collect data with a smaller amount of people, but you hope that you can go and apply those kinds and those results to the larger population. If you are looking for a drug that cares depression, you want those results to be good and to be representative of the larger population so that you can then produce a drug that can be distributed to people who have symptoms of depression and it cures them, right? You don't only want that drug to work for 60 people that you ran the side with, and that's it. and it doesn't work for anyone else. So, random assignment does help with this, but also large participant groups are going to make sure or ensure that you have a representative family of the larger published. Okay. yeah. So some other important things we have to considerable we're running research. and just terms that you should be aware of, so a confederate is someone who is employed by the researcher or is a researcher themselves that is going to participate in the study and pretend to be a participant. So they're gonna essentially take part in the study. um, the participants will not know that that person is a confederate, obviously it's a secret, so this involves some level of deception, usually in the study that we have to present to our review board and make sure that all of that is okay. But when you use a confederate, it's usually because you are conducting a study that people know they're being observed, they're going to change their behavior. So that's why we have confederates. When I was in grad school, a a grad friend of mine, she was in a different lab, and I was helping with her study. She ran this really interesting study on graphic Ed, so people would eat very, very fast. And I'm not just talking like, you know, kind of fast. We're talking like a burrit that big, is gone in one minute or less, like gone. And so, like barely chewing their food, like, wrap it, rapid, you. And as you can expect, there is a lot of health concerns that come first. We had some children who were rabbit eaters in that study. um there was significant choking hazards that had already occurred with some of those personents because they're eating much too fast, too large in bites. Um, but before we could run our study with children, we had to make sure that it was safe and it was not going to impact them too greatly, so we ran it with college students here on campus. Um and when we first started running it, you realized very quickly that they knew they were being observed, and so they were slowing down their eating. They were still eating fast, but it wasn't quite as fast as they had reported in their interviews when we were trying to pull participants. So what did we do? We got conf better. So we had a sticker researcher in there. and we left, so we who were identified as the researchers, we were like, hey, um, we're gonna be back a little later, and we're just we're gonna ask for your report on how fast you ate, but we gotta go. We'll be back later. Maybe pizza in the middle of the room, help yourselves. And then we actually had another researcher in there who was a participant, but she was a confederate. And she had to eat with them, which was difficult because she had to eat very, very quickly, so that they didn't know that she was a confederate. But that is an example of what we would do. Now, she had a time where she had different time on her too, that she was like collecting data for certain people in different sessions, so we could get a truer representation of how fast those people ate and their behavior was a different because they didn't know that they were being observed. So that is a perfect example when we could use the compatory. Um, replication and I've already sort of talked about this before, but we always wanna ask if we can rep replicate the results that have been found. This is extremely important. Scientific understanding is based on the accumulation of knowledge. The more knowledge we have, the more data we have on a on a body of research, the greater our scientific understanding is of that res research, of that behavior, of that phenomenon or theory, or whatever it is that we're investigated, the more research we have, the better we understand it. Replication is foundational to science moving forward. If we adjust did research for the heck of it, just to entertain ourselves to stimulate our reins or whatever research we just want to do, it doesn't help science, it doesn't move us forward at all. We have to publish it and then other scientists, other researchers have to replicate it and move the science forward. It's an extremely important part of research and without it, it really would kind of be pointless to do research at all. The point is to accumulate the knowledge and move the science forward. I've gonna talk about briefly about significant outcomes. If you take a statistical course, they get into this in great detail. But whenever we're looking at data, we're looking for what is called significant outcomes, statistically significant differences. We're not just looking for minimal differences between our groups, between our control group and our experimentsal groups, or even between our different experimental groups, we're looking for significant changes. big changes, changes that make a difference in people's lives. and a difference in their behavior changes, not just very small minuscule differences that maybe we can kind of say, well, there's a slight change. No, there must be a statistically significant dip. Now, of course, that is determined by the statistical analysis that are run. um, or if you're doing a study that's sort of based on kind of like a real world problem, um, things like when we work with children with autism and things like that, um, or any individual with a developmental disability, we're looking for um learning outcomes, so do they make significant jumps in their learning outcomes or their development? E cognitive or physical development, right? So they need to be meaningful differences as, you know, we're not just looking for tinyunicule changes, we're looking for meaningful, statistically significant differences between our groups. Experimental bias is something we always have to be aware of, these are going to be factors that could impact your dependent variable, a bias from the researcher, a bias from the in from the first incipant. Those can impact the data that you get in the way that they be hidden um any expectations that you are the persistent have can surely impact how they are behaving. We always need to account for that and make sure that we're, you know, making sure that doesn't do. Well is a false treatment. I've already kind of mentioned this before, but we typically see this with any sort of drug study um, but it's just the no treatment. They're given a pill that doesn't have any chemical properties to it, so it shouldn't impact their um system.? So if it impacts them in any way? That's what we need when we say alpha seat. And then finally, I've also talked about this already, but double blind means both the experimenter and the person do not know who's receiving treatment and who's not. That is the ideal standard to lose a another one in experiment, nobody knows. And it prevents
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Hello. I'm Dr. Haley and I'm going to be speaking to debt today about topic, about that central to our course, information and data literacy. >> And in the first part of this lecture, I'm going to talk a bit about bias, in particular, how it fits with aging research. >> Some tools that you can learn through this course like these, the trap test, then a bit about the use of peer reviewed journals to evaluate research. >> In subsequent lectures, we'll talk about other issues and evaluating research methods. >> And a major issues we're facing here are very important at all times. >> How can we really trust what we hear on TV or from our friends or read in a newspaper? How much can we trust what we think is our common sense or things that are widely accepted about topics like aging? >> How can we develop our critical thinking skills to look at news stories, research reports, or as I'm going to describe, sometimes figure out what is a legitimate research report and what is not. >> So in this course, we're looking specifically at psychology of aging. But I think it's important to note that the same skills and the same issues of challenging sources are important in any kind of work that you might be doing. So we're going to work on, first of all, identifying some clues to obviously fake information, obviously bad news. >> Also detecting things that are hyped, are exaggerated in the news. >> And in this course we're gonna focus on two kinds of sources. >> We're going to first portfolio project, do a paper looking at evaluating a website for its accuracy and such. >> And we're also going to look at a research article and there'll be another portfolio project focused on that. >> So we'll do this focussed on aging. But again, this is a broader skill that students can develop. So first of all, let's think a little bit about how age and age is often represented in media and the news. And I'm actually very much misrepresented. So ageism is an important issue. >> There's a lot of age bias. >> We know that just like sexism and racism, there are biases against older people that often are not challenged in, are often not considered. And so I'm going to mention four themes that I see as common in the media and the news to kinda give folks a heads up about this. And we'll use some media examples of that. >> And then I will go on to talk more about how to evaluate resources. >> So the four areas that I'm going to highlight, as I mentioned, our age bias. >> First of all, some of those are very frank and very negative. >> There's a kind of an age bias about the exceptional older adult, where basically older people who are successful or do something outstanding are heralded and in a sense, set aside as not typical of older adults. There's a theme of gloom and doom about aging that is often termed, for example, labelled as the aging of our society, is a silver tsunami or storm about to hit us. And then finally, we see a lot of media reports about health issues, particularly suggesting that cures are just around the corner. So here's some example of media that I've pulled for the purpose of this course that show ageism or negative stereotypes and portrayals of older people. So the slide on laughter, The picture on the left, you can see this is actually from an advertisement in a psychiatric journal for the medication Thorazine. >> Thorazine was the first anti-psychotic drug developed in the 19 fifties. And we can see here the portrayal of an older adult, probably who had Alzheimer's or other form of dementia, portrayed as as basically a raving lunatic with a cane about to attack people in the middle slide. >> And I miss not discussing these with students as I often do them live lectures. But we can see a sign denoting elderly people by a road. >> And look how elderly people are portrayed. The person in front is leaning over and it's frail and he uses a cane. And one behind is also frail and stupid. >> And we see the lack of attention and care to the sign, as well as an indication of the disregard for older people. Finally, on the right, you can see an example of a cartoon kind of thing that we might see on birthday cards as people are older. Laura portrayed in media. So you've got an older man portrayed in a very unappealing way. He says that came in here for a reason, but I forgot what it was. >> So he's depicted as confused and not knowing what he's doing. >> And the older woman sitting with him, I think you were going to throw me to the, to the rug and rubbish me. So they're basically poking fun at the idea that older people would have any sexual interests, which is seen as sort of ridiculous and worthy of scorn. And so these sort of negative ages, attitudes and comments are very common and we almost don't realize they're happening. Here's the theme I mentioned, the exceptional older adults. So we've got an older wet weightlifter. We've got Betty White, who's very commonly portrayed in the media as a very spongy and outgoing older adult. >> We've got the woman who swim from Cuba to Florida without a shark cage. >> The first to do so, who was in her sixties. >> And then because I'm a cigar smoke or I had to show, this is an elderly Cuban man who actually the switches 100th birthday. He celebrated with a nice Cuban cigar, some ROM, and some cash for his birthday. >> So these positive portrayals of older people are great. >> It can also be used to portray the idea that well, while most older people are dependent and struggling and impaired, there's a few exceptions out there. And so we want to watch that, that, that does not lead to us missing the fact that most older people actually are independent and functioning well. I mentioned this idea, the silver, silver tsunami. >> If we look at the top-left slide, commonly we see figures portrayed about the aging of America, the growth of the older adult population, as if this is a catastrophe waiting to hit. >> And this, of course, misses the fact that Most older adults are independent and our productive either in paid employment or volunteer work or with their families that we see also a portrayal of a headline, Florida car crashes caused by senior drivers. And so that's again, a dramatic exaggeration. >> Older adults are actually not the highest risk group for car crashes. >> It's actually younger people. And the theme of the sad older adult, the tarnished golden years being portrayed. So it's very important that we watch out for these types of media negative portrayals. Finally, the idea that there's a cure. Just around the corner, I put together this nice collage of headlines in front pages from British tabloids that sort of show the same kind of thing we see in US News breakthroughs around the corner, drugs that are gonna hit anytime to cure Alzheimer's disease, puzzles or other simple, simplistic cures. >> Chocolate all portrayed as potential cures for the problems and ailments of late life. >> And so we've gotta watch this. >> I had been in the field of Alzheimer's disease since 1981. >> There have been cures promised around the corner for a long time. >> And this is again a favorite, favorite angle in the media that's seen as sort of upbeat, but actually offers false promise and false hope. And even in research that is published in six, in prominent and well scrutinized peer reviewed journals. >> We see, for example, news reports. >> Here's a news release. >> Remarkable therapy beats terminal breast cancer. And if you actually look at the article that was published in Nature Medicine, It was a ladder to the journal, Describes data on a single patient who recovered from breast cancer. >> And of course, this is made into a major story when it's actually a single case. So we had to watch the way that scientific news is portrayed. >> So we're going to talk about in this class that uses something called the trap test. And that's outlined in some assignments that you've got for the class. I'm listing a couple of other great webpages here to help you understand how to evaluate research. The American Psychological Association has a great piece if you follow this link about fake news and how to identify it in terms of psychological science. >> The Alzheimer's Society, which is in the United Kingdom, also has nice very specific site about fake news and Alzheimer's and Dementia Research. >> We are using for this course something we call the trap test. >> And you've got some assignments and you've got some videos to watch that will teach you about using the trap test and you will uses in both of your portfolio assignments. >> This is also been called the crap test, perhaps using a less genteel terminology. >> The point is that what these metrics asks us to do is to look at websites or news stories or research articles through the lens of five criteria. One of those is timeliness. How up to date your information as a second has relevance? How much does it answer your question? And as you'll see when you are doing the assignment on a research articles, sometimes even a great research article really can't fully answer the question that you're interested in. >> Sometimes we don't have all of the answers. Authority, how expert is the opinion or the data that is being presented? >> How, how much has that material been peer reviewed or reviewed by editors? So that'll help you know something important in evaluating a source of information accuracy. >> Do they cite actual evidence that they cite other research reports that would confirm their use or their statements. >> And then the purpose. If you look at some webpages or even some research articles, you will find that the intent is really not to inform. It's to advocate or sell products that maybe to entertain. It may be for political or financial biases. >> So we want to look at all these careful, carefully. >> Again, your Canvas assignment has some detail about these, but these are the rough outlines of what we're looking at. >> So in this course, we're going to focus on peer reviewed journals in psychology. >> But there are many other resources that may not be peer reviewed journals that are very useful. And I've giving you some links here if you're interested in aging, of sources that really do have great information about aging. I note for example, the Nash and stood and aging, which is part of the National Institutes of Health, which has very credible information about aging. >> Now let's talk about peer reviewed journals. >> We're going to use that as the hallmark of a, of a great source for scientific information. >> So a peer reviewed journal has some characteristics important to understand. >> A journal will have a publisher that actually does the business of putting the material on the web or publishing in paper journals and distributing it, of advertising it, of setting up the structures for journal review. A peer reviewed journal will have an editor. This is UC and should be an eminent scholar in the area of the scientific endeavor. >> And then there are every peer reviewed journal will have an editorial board. >> And that editorial board will be made up of people who are experts in the topic, say in this case, psychology of aging. >> Now when research articles are written and one of us wants to submit them to a journal. >> We first of what, we submit them online. They used to be done to do this by paper and by mail, but they're submitted online. >> The editor will first take a quick look at it and we'll decide whether it's suitable even to be sent out for review because we get some papers that are obviously deficient or they're not up to the standards of the journal or the topic isn't appropriate for the journal. >> So some of those may actually be sent back. >> Peer reviewed. But if it looks like it's an appropriate journal, The article is sent out or the manuscript is sent out by peer reviewers who are people who are experts in the field. >> And most journalists use peer review anonymously. So for example, in my field of psychology of aging, we're going to look at a journal that has an editor. >> I'll show you. >> She reviews papers that come in. >> If it's a paper about family caregiving, which is my main area of expertise. Then this editor might choose usually about three reviewers who are experts in that topic and request that we review this manuscript and see whether it's completed appropriately and is appropriate for publication in a journal. >> And I'll say more about this. Those reviewers give the article very close scrutiny. >> So once this manuscript is submitted, as I've said, there's anonymous reviews and the editor then has quandary. They may have reviews that are mixed, where some people think the papers grade and perfect tests is. Others think it needs revision. Others may think it's fatally flawed and should be rejected. So we write detailed reviews at outline our views of the strengths and weaknesses of the paper. And then the editor looks at these and makes the decision. >> Many papers or outright rejected, the author gets a nice email back that says, we're sorry, this manuscript isn't suitable for this journal. >> Best wishes to you, and perhaps you'll be able to use the comments that you got. >> It needs reviews to be helpful. >> At the other end, a paper can be accepted exactly as it is in the editor would basically say, the reviewers don't see any concerns here. >> We're proud to accept this paper and we'll be publishing it. I've published somewhere over a 160 research articles in peer reviewed journals, and I've only had two that were immediately accepted without any revision for publication. So this is tends to be rare. So the more common thing is the editor, if it's really a manuscript that's outstanding and the reviewers have very few comments. They might say we accept this pending a few revisions. But more common is that the authors are asked to look closely at the reviews, tried to address the comments, revised manuscript and resubmit. So the top journals in the fields related to aging, whether that be medicine or scientific areas, or psychology, they accept less than 10% of articles that are submitted to them. >> Most journals, most good journals, accept less than 50% of articles that are submitted. >> So this peer review process is really an excellent way for scholars who know the field to look at work to see if there are mistakes that could be corrected or fatal flaws, and a research methodology that mean that this article really isn't suitable for publication and to check whether the conclusions for this paper are warranted. >> So another way to look at the peer reviewed process, this is from the Wiley journalist wanted to important scientific publishers. You can see a flow chart here that shows >> How an editor may, for example, assess a paper either rejected initially or send it out for reviews. Sometimes they may think that further reviews are needed, say a statistician. >> But we can see this flowchart. >> If the paper, paper may be rejected or if it needs revisions, it's sent back out. And so this is, when done well, a very complex and very challenging result. But it means that papers that are published have received a great deal of scrutiny. So as an example of a scientific journal in psychology of aging, here's the APA journal, American Psychological Association Journal, psychology and aging. So let's go take a look at the website for this journal. And what we can see on this website, a few things that you will want to look at as you look at peer reviewed journals. Well, first of all, we see there's an editor listened are listed Elizabeth Stein Morrow and follow her link, we see an impact factor. This is something I will come back to. The Web of Science has something called an impact factor. You can gauge the relative strength of a journal by, in a rough manner in the field of gerontology. They actually show the ranking, which I'll show you how to get within the field of gerontologists. >> Ninth highest rank journal. >> We can see that it is indexed by, it's got an index number. >> And we can see that there's a link, for example, let me find this to the editorial board. >> We can see that down below. And so let's take a look here. >> I will come back to Dr. Stein Moro. In fact, I'm going to copy her name because I'm going to look her up. >> We're going to investigate her a little bit and see what her qualifications are to edit such a journal. But let's look down here at the editorial board. And let's take a look and see if there's any familiar names here. So in fact, if we look at the editorial board of this journal, we will see some names that to anybody in the field of aging are familiar. >> Dr. Chang is at the University of Hong Kong. He's an expert on family caregiving, Dr. Karen hookers, and expert on social gerontology. We've got a variety of well-known scholars and I'm, let's take a look here. >> I see that for example, I'm looking for some familiar name. All of these folks are familiar to me. >> But as an example, look, there's Dr. Haley at the University of South Florida on this editorial board. So I'm kind of brag and here to show you this, these, um, Hoola, also on our faculty here at University of South Florida is on this editorial board. You can see people from prominent research universities. I think I've got one more. >> I want to show you here that Dr. Brent small, also from USF. >> So anyway, the editorial board of this journal is a good example of one that if you looked up any of these people, it's very prominent. You can look up its impact factor. You can note that it's indexed when you look at these cover pages of the journals. >> So you can actually do detective work on researchers who are claimed to be an editor and who are authors on Pape, scholarly papers, or even people who are mentors, potential mentors that you might go to work with for research. >> So in subsequent slides I'm going to show you it's pretty straightforward. >> You can Google a professor's name or a scholar's name and find out a lot about them. What research that they've done. Many professors, researchers have pages on Google Scholar, which I'll show you how to use that will identify their areas of research and their publications. Another resource that's very nice to know about is called ResearchGate, where many researchers have public pages that show their research and even make it available. So we're going to be reading and reviewing peer reviewed research articles in this course. >> And let me say some things about what you should be looking at when you are examining a peer-reviewed research article. Well, students are certainly familiar with looking at the article title and the abstract. But let's go beyond that. Take a close look. >> When you're reading these articles, who, who the authors are. >> You might even look up the lead author and see what other publication they've done. >> In a footnote. >> You'll also find what universities they're apart of, perhaps what departments they're a part of an aging research. We often see people who were not only in psychology departments, but maybe at medical schools or in other research entities will see acknowledgements of funding. >> For example, whether research is funded by say, the Nash institutes a health which would be mean it got a lot of scrutiny even to get the funding to do the work orbits, say by a drug company. >> We may be skeptical about its sources. >> I'll teach you how to look up journal quality. >> The abstract should provide a good summary of that paper, but you're missing a lot. If that's all you look at, introduction, key things that, that introduction of an article should do is that it should give you a rationale. Why is this study needed? What are the key missing elements in prior research? >> What are the controversies that are going to be addressed by this paper? >> And a well-written paper will leave the reader really interested and excited to find out what this paper is doing to address this controversy or a gap in the literature, the method section will tell you something about who the participants are, how they were recruited, whether they came from a random sample or they came from a clinic. >> Things about what measures were done and the research design. And in a subsequent set of slides, we'll talk about different research designs. >> In the results section, you'll see detailed statistical comparisons for a course like this. >> If you haven't had a research statistics course, I'd say basically, if it's a peer reviewed article, trust that it was done right. >> But you will see a lot of statistical comparisons that require fare better expertise to see if they're done accurately. When you read research articles, don't forget to look closely at tables figures. >> These will have a lot of important detail that may not even be mentioned, are just skipped over in the text. The discussion section, we'll come to some conclusions and talk about the implications for, say, practice with older people or for future research. >> A key part is a research article should discuss limitations of the research. >> And as a journal reviewer, one of the things I often mentioned in my reviews is that they haven't mentioned important limitations that should be presented. >> So that will wrap up this portion of the lecture. >> I hope you found this informative
Updated 203d ago
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Explain the cognitive approach for GAD See course pack pg 18 Explain classical conditioning of phobias Let's say there is a dog that is the unconditioned stimulus, however it bites it then it becomes the unconditioned response because it leads to pain. So when there are any dogs around, the conditioned stimulus is a new dog. The new conditioned response is to fear the new dog. What is systematic desensitization in terms of specific phobias? It's where you learn relaxation skills, create a fear hierarchy (see coure pack pg 12) and to comfort feared situations. Relaxation is incompatible with fear. What are the 3 types of treatments for phobias? Systematic desensitization, flooding and modeling What are the 3 different types of systematic desensitization? In vivo desensitization which is facing your fears live, covert desensitization which is facing your fears by an imaginal situation and the new approach which is facing your fears by virtual reality. What is flooding? It is where you are facing your fears by being forced non gradually so you get exposure What is modeling? It's where your therapist confronts the feared object and the client watches What is the key success to beating phobias Research supports there treatment and the key to success is actual contact with feared object or situation What is the treatment for agoraphobia? Exposure. The therapist helps the client go farther and farther from their homes. However, often for agoraphobia it's a partial recovery and relapse is pretty common. What are the characteristics of Social Anxiety Disorder? Anxiety in social situations, it often begins in childhood, worried about being judged, they see themselves as “bad performers”. What are the symptoms of social anxiety disorder? Negative thoughts, feeling embarrassed in social situations, various physical reactions, avoidance of if they can't avoid they use their “safety behaviours.” What is the cognitive perspective as to what causes Social Anxiety Disorder? The theory is that they have self defeating beliefs which are just cognitive distortions. The thought is that they set unrealistic high social standards. They also think that they are “unattractive and socially unskilled” What is the treatment for social anxiety disorder? To do cbt therapy where you change your thoughts and beliefs, exposure to uncomfortable social situations, social skills/ assertiveness training. Treatment often includes using antidepressants but therapy is as effective as meds and it's less likely to cause a relapse. What are the characteristics of panic disorder? Panic attacks are periodic and they are unpredictable. There is often worry about having another attack. The fears are that they are going crazy, going to die, and fear of losing control. What are the symptoms of panic disorder? Extreme physical sensations and the panic attack peaks rapidly, it starts to diminish after around 5-10 minutes. According to the biological perspective, what causes panic disorder? The theory is that it is caused by irregular norepinephrine activity. What is the treatment for panic disorder based on the biological perspective? Antidepressants and benzodiazepines. To learn to break the cycle of attack, the anticipation and fear. Combination treatment is best meaning meds and therapy is highly recommended. According to the cognitive approach, what causes panic disorder? The theory is that one is overly sensitive to certain bodily sensations like anxiety sensitivity. Misinterpret: signs of medical catastrophe. What is the treatment for panic disorder based on the cognitive approach? To have accurate interpretations, interactive exposure which is the biological challenge procedure (like running in place to get your heart rate up to realize that when your heart rate is up it doesn't mean you're going to have an attack) and relaxation and breathing techniques. What are the characteristics of Obsessive compulsive disorder? Obsessions which are intrusive, foreign and persistent. If you try to resist the obsessions it causes a lot of anxiety. Compulsions which develop rituals and they are unreasonable. They know it is unreasonable but they fear terrible results and the compulsions also cause temporary relief from anxiety. According to the Behavioural perspective, what causes OCD? Compulsions which reduce anxiety in this cause the behaviours are learnt. What is the treatment for OCD based on the behavioral perspective? Exposure and response prevention. You experience the anxiety while resisting doing the ritual According to the Cognitive perspective, what causes OCD? The thought is to try to neutralize “bad” thoughts but it fails. What is the treatment for OCD based on the cognitive perspective? To identify and change distorted cognitions. CBT therapy is better than cognitive or behavioural therapy According to the Biological perspective, what causes OCD? It's thought to be because of an abnormal serotonin activity and or brain structure and functioning. It takes place in the orbitofrontal cortex and caudate nuclei What is the treatment for OCD based on the biological perspective? It's antidepressants but also meds and cbt may be most effective What are the symptoms of Unipolar disorder? Low mood/ irritability (especially in children and adolescents), there's a loss of pleasure/ interest in activities they once enjoyed. Weight appetite and sleep patterns change, there is lethargy and agitation, fatigue problems with concentration and attention span and there's a possibility of suicidality. What are the different types of Unipolar disorder? Major depressive disorder, persistent depressive disorder which is just depression that's persistent but not as severe as major depressive disorder and double depression which is an alternation between major and persistent depression. According to the Biological perspective, what causes unipolar depression? Genetic factors play a role. Biochemical factors like serotonin and norepinephrine and also maybe dopamine play a role. What is the treatment for unipolar depression based on the biological perspective? Antidepressants and electro convulsive therapy (ECT) which is done on half of the brian According to the analytic/ dynamic perspective, what causes unipolar depression? The theory is that the death of a loved one causes a regression to the oral stage, and relationships lead to insecurity. What is the treatment for unipolar depression based on the analytic/ dynamic perspective To review past events and feelings According to the Behavioral perspective, what causes unipolar depression? The theory is that less rewards leads to more constructive behaviours. Researchers say that number of social rewards is very important What is the treatment for unipolar depression based on the Behavioral perspective The treatment is to increase pleasurable activities then reward the client with reward appropriate behaviours According to the cognitive perspective, what causes unipolar depression? Learn helplessness where you believe that you have no control over your life. There's the belief that there are also attributions. Internal attributions are global and stable. For example “it's all my fault (internal). I ruin everything (global) and I always will ((stable). Then there are better attributions. For example, “she had a role in this also (external), but I have been a jerk lately (specifically), and I don't usually act like that” (unstable). This is because of negative thinking which are becks 4 cognitive components What are becks 4 cognitive components? Maladaptive attitudes, cognitive triad, errors in thinking and automatic negative thoughts What is bipolar disorder? Its bouts of low depression and highs of mania which are extreme mood swings. Bipolar disorder usually starts in late adolescence and early adulthood, its onset usually begins between ages of 15-44 years. What are the five main areas of symptoms in mania? Emotional, motivational, behavioural, cognitive and physical Explain the two different kinds of bipolar disorder There is bipolar one, which is characterized by full manic and major depressive episodes. Then there is bipolar two which is characterized by hypomanic episodes which are less severe than bipolar one and also major depressive episodes that are also less severe than bipolar one. These can recur 4+ episodes in a year which we would call that rapid cycling. What is cyclothymic disorder? It is characterized by many periods of hypomanic symptoms and mild depression. Symptoms must last 2+ years to be diagnosed and you experience periods of normal mood. However this disorder may progress to bipolar one According to the Biological perspective, what causes bipolar disorder? Genetic factors like you inherit a predisposition. So identical twins there is a 40% likelihood both twins would have bipolar disorder however, in fraternal twins there is only a 5-10% likelihood. According to the permission theory, what causes bipolar disorder? The theory is that low serotonin opens the door to mood disorder with norepinephrine. Depressed episodes are believed to be caused by low serotonin and low norepinephrine. However mania is believed to be caused by low serotonin but high norepinephrine. What is the treatment for bipolar disorder Lithium therapy which is very effective. 60% of patients with mania improve, but determining the correct dosage is difficult because too high a dosage in lithium can actually cause lithium intoxication which is poisoning. However, compliance is an issue that makes people not want to stay on it because it has lots of side effects like weight loss and some people don't like the side effects but there are also people who like the feeling of mania and do not want to take lithium to get rid of the mania.
Updated 321d ago
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Chapter 19 Viruses And Prokaryotes 19.1 Studying Viruses And Prokaryotes I. Infection Causing Agents (Pathogen) A.Virus 1. = Infectious Particle Made Of Dna/Rna Surrounded By Protein Coat 2. Not Considered Living Organisms A) Don’T Reproduce On Own & Not Made Of Cells B.Bacteria 1. = 1 Celled Microorganism That Can Cause Infection 2. Prokaryote C.Viroid 1. = Infectious Particle That Causes Disease In Plants 2. Made Of Single Strand Of Rna 3. Passed Thru Seeds & Pollen 4. Can Stunt Plant Growth D.Prion 1. = Infectious Particle Made Of Proteins 2. Cause Other Proteins To Unfold/Fold Incorrectly A) Protein Shape Very Important 3. No Genetic Material 4. Can Cause Several Brain Diseases A) Mad-Cow Disease B) Creutzfeld-Jakob Disease C) Can Go For Long Period Of Time W/O Effect - Once Symptoms Start They Continue Fast & Always Fatal Viral Structure And Reproduction - 19.2 I. Structure Of Viruses (Virion) A.Capsid = Protein Shell 1. Surrounds Genetic Material 2. Various Shapes 3. May Be Surrounded By Lipid Envelope = Protective Outer Coat A) May Have Sugar & Protein Spikes B) Helps Attach To Host C) Can Be Used For Identification 4. Capsid, Genetic Material (Dna/Rna) & Few Enzymes Only Things That Makeup Virus B.Structure & Shape Important To How They Work 1. Very Specific To What They Can Infect 2. Has To Fit Into Protein Receptor On Cell Membrane 3. Shapes A) Enveloped (Flu) B) Helical (Rabies) C) Polyhedral (Foot And Mouth) D) Protein Spikes Are What Immune System Targets 4. Genetic Material A) Can Have Dna Or Rna - Not Both B) Can Be Single-Stranded, Double-Stranded, Linear, Circular, Or Segmented C.Bacteriophage (Phage) 1. = Virus That Infects Bacteria 2. Uses Tail & Spikes To Attach To Bacteria A) Uses Enzymes To Break Thru Membrane B) Inserts Genetic Material W/ Tail Sheath Punching Thru Bacterial Membrane D.Viruses That Infect Eukaryotes 1. Can Enter Cell By Endocytosis 2. If Have Envelope Some Will Fuse W/ Cell Membrane A) Then Release Capsid Into Cytoplasm Of Cell (Hiv Virus) 3. No Matter How Virus Gets In, Once In Cell It Attacks The Nucleus Ii. Virus Replication A.2 General Pathways 1. Lytic Infection (Pathway) A) The Virus Takes Control Of Host’S Dna - Turning On Genes To Copy Viral Genes B) Host Cell Makes Viral Capsid & Enzymes - Which Makes Viral Dna C) Host Cell Makes New Viruses D) Host Cell Bursts Open Releasing New Viruses E) Destroys Host Cell 2. Lysogenic Infection (Pathway) A) Combines Viral Dna Into Host Dna = Prophage (Bacteriophage) Or Provirus (All Other Organisms) B) Prophage/Provirus Copied W/ Host Cell’S Dna Into All Daughter Cells C) Prophage/Provirus Can Remain Dormant In Host Cell Or Eventually Become Triggered (Stress) D) When Triggered Cell Then Enters Lytic Phase E) Ex. Herpes Simplex Virus And Aids
Updated 354d ago
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Chapter 19 Viruses And Prokaryotes 19.1 Studying Viruses And Prokaryotes I. Infection Causing Agents (Pathogen) A.Virus 1. = Infectious Particle Made Of Dna/Rna Surrounded By Protein Coat 2. Not Considered Living Organisms A) Don’T Reproduce On Own & Not Made Of Cells B.Bacteria 1. = 1 Celled Microorganism That Can Cause Infection 2. Prokaryote C.Viroid 1. = Infectious Particle That Causes Disease In Plants 2. Made Of Single Strand Of Rna 3. Passed Thru Seeds & Pollen 4. Can Stunt Plant Growth D.Prion 1. = Infectious Particle Made Of Proteins 2. Cause Other Proteins To Unfold/Fold Incorrectly A) Protein Shape Very Important 3. No Genetic Material 4. Can Cause Several Brain Diseases A) Mad-Cow Disease B) Creutzfeld-Jakob Disease C) Can Go For Long Period Of Time W/O Effect - Once Symptoms Start They Continue Fast & Always Fatal Viral Structure And Reproduction - 19.2 I. Structure Of Viruses (Virion) A.Capsid = Protein Shell 1. Surrounds Genetic Material 2. Various Shapes 3. May Be Surrounded By Lipid Envelope = Protective Outer Coat A) May Have Sugar & Protein Spikes B) Helps Attach To Host C) Can Be Used For Identification 4. Capsid, Genetic Material (Dna/Rna) & Few Enzymes Only Things That Makeup Virus B.Structure & Shape Important To How They Work 1. Very Specific To What They Can Infect 2. Has To Fit Into Protein Receptor On Cell Membrane 3. Shapes A) Enveloped (Flu) B) Helical (Rabies) C) Polyhedral (Foot And Mouth) D) Protein Spikes Are What Immune System Targets 4. Genetic Material A) Can Have Dna Or Rna - Not Both B) Can Be Single-Stranded, Double-Stranded, Linear, Circular, Or Segmented C.Bacteriophage (Phage) 1. = Virus That Infects Bacteria 2. Uses Tail & Spikes To Attach To Bacteria A) Uses Enzymes To Break Thru Membrane B) Inserts Genetic Material W/ Tail Sheath Punching Thru Bacterial Membrane D.Viruses That Infect Eukaryotes 1. Can Enter Cell By Endocytosis 2. If Have Envelope Some Will Fuse W/ Cell Membrane A) Then Release Capsid Into Cytoplasm Of Cell (Hiv Virus) 3. No Matter How Virus Gets In, Once In Cell It Attacks The Nucleus Ii. Virus Replication A.2 General Pathways 1. Lytic Infection (Pathway) A) The Virus Takes Control Of Host’S Dna - Turning On Genes To Copy Viral Genes B) Host Cell Makes Viral Capsid & Enzymes - Which Makes Viral Dna C) Host Cell Makes New Viruses D) Host Cell Bursts Open Releasing New Viruses E) Destroys Host Cell 2. Lysogenic Infection (Pathway) A) Combines Viral Dna Into Host Dna = Prophage (Bacteriophage) Or Provirus (All Other Organisms) B) Prophage/Provirus Copied W/ Host Cell’S Dna Into All Daughter Cells C) Prophage/Provirus Can Remain Dormant In Host Cell Or Eventually Become Triggered (Stress) D) When Triggered Cell Then Enters Lytic Phase E) Ex. Herpes Simplex Virus And Aids
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