This document discusses the nervous system and how it controls and regulates the body. It describes how neurons send and receive signals through electrical and chemical processes. The nervous system consists of the central nervous system (brain and spinal cord) and peripheral nervous system (nerves connecting to other body parts). Sensory neurons receive signals from stimuli and send them to the brain while motor neurons carry signals from the brain to glands and muscles to elicit responses. The nervous system maintains homeostasis through feedback loops to keep internal conditions stable despite outside changes. Certain drugs and substances can disrupt these normal nervous system functions.
“The right half of the brain controls the left half of the body. This means that only left handed people are in their right mind.”
Made up of brain and spinal cordActs as body’s control center, coordinates body’s activitiesImpulses travel through the neurons in your body to reach the brainCentral Nervous System is yellow in this diagram.
Made up of all the nerves that carry messages to and from the central nervous system.Similar to telephone wires that connect all of our houses in the communityCentral Nervous System and Peripheral Nervous System work together to make rapid changes in your body in response to stimuli.Peripheral Nervous System is green in this diagram.
Somatic Nervous SystemRelay information between skin, skeletal muscles and central nervous systemYou consciously control this pathway by deciding whether or not to move muscles (except reflexes)Reflexes: Automatic response to stimulusAutonomic Nervous SystemRelay information from central nervous system to organsInvoluntary: You do not consciously control theseSympathetic Nervous System: controls in times of stress, such as the flight or fight responseParasympathetic Nervous System: controls body in times of rest
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This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2. Stimulus—any internal or external change
that brings about a response.
◦ Examples of stimuli outside of body—noise, light,
smell of food, temperature of air
◦ Examples of stimuli inside of body—hormones
3. How does your body handle all these stimuli?
◦ Control systems maintain homeostasis. (They keep
steady, life-maintaining conditions inside your
body, no matter what is happening and changing
around you.)
◦ Examples of homeostasis—regulation of your
breathing, heartbeat, and digestion
4. Neurons (nerve cells) are the basic
functioning units of the nervous system.
A neuron is made up of a cell body, branches
called dendrites, and axons.
Any message carried by a neuron is called an
impulse. Impulses move in only one
direction.
5. Dendrites receive impulses from other
neurons and send them back to the cell body.
Then end of the axon branches out which
allows the impulses to move to many other
muscles, neurons, and glands.
6. Sensory neurons receive information and
send impulses to the brain or spinal cord.
Interneurons relay these impulses to motor
neurons
Motor neurons then conduct impulses from
the brain or spinal cord to muscles or glands
throughout your body.
7. Neurons don’t touch each other.
As an impulse moves from one neuron to
another it crosses a small space called a
synapse.
Impulse reaches end of an axon
Axon releases a chemical
The chemical flows across the synapse and
stimulates the impulse in the dendrite of the
next neuron.
8. 1. Central Nervous System –includes the brain
and spinal cord
◦ Brain is control center for all activities in the body
(made of billions of neurons)
◦ Spinal cord is made of bundles of neurons
◦ Sensory neurons send impulses to the brain or
spinal cord.
9. 2. Peripheral nervous system—includes all the
nerves outside the central nervous system
that connect the brain and spinal cord to
other body parts
◦ Includes 12 pairs of nerves from your brain called
cranial nerves
◦ Includes 31 pairs of nerves from your spinal cord
called spinal nerves (read about the spinal nerves
on the next slide)
10. Spinal Nerves
◦ Made up of bundles of sensory and motor neurons
bound together
◦ Carry impulses from all parts of the body to the
brain and from the brain to all parts of your body
◦ A single spinal nerve can have impulses going to
and from the brain at the same time
11. The peripheral nervous system has two major
parts—the somatic and autonomic systems.
The somatic system controls voluntary
actions. It is made up of cranial and spinal
nerves that go from the central nervous
system to your skeletal muscles.
The autonomic system controls involuntary
actions such as heart rate, breathing,
digestion, etc.
12. Brain and spinal cord injuries can be very
dangerous.
Major causes of these injuries include car,
motorcycle, and bicycle accidents, as well as
sports injuries.
13. Reflexes
◦ Involuntary, automatic response to a stimulus
◦ You can’t control reflexes because they occur
before you know what has happened.
◦ Allows the body to respond without having to think
about what action to take.
◦ Controlled in your spinal cord, not in your brain.
◦ Your brain acts after the reflex to help you figure
out what to do to make the pain stop.
14. Alcohol and caffeine directly affect your
nervous system.
◦ Alcohol, when swallowed, directly passes into cells
of the stomach and small intestine then into the
circulatory system. After that, it travels through the
entire body.
◦ Upon reaching neurons, alcohol moves through the
nerve cell membranes and disrupts their normal cell
functions.
◦ Heavy alcohol use destroys brain and liver cells.
15. Drugs that slow down the body’s activities
are called depressants.
Any substance that speeds up the activity of
the central nervous system is called a
stimulant. (it speeds up your body processes)
◦ Caffeine
Homeostasis is interrupted and difficult with
the effects of drugs.