Why I am against the death penalty

Why I am against the decease punishmentThe decease punishment has been used for old ages as a manner to penalize the guilty. Over the old ages the decease punishment has cost our Justice system 1000000s. Besides the cost, it violates our Human Rights Bill and punishes the guiltless people. The decease punishment is non effectual at cut downing offense. Our society is non any safer and does non discourage people from interrupting the jurisprudence. There are many different options in our system to contend offense, but the decease punishment in non one of them. The decease punishment is supposed prevent others from killing but it does non. Harmonizing to â€Å" Death Penalty Information Center the top academic criminological societies, 88 % of these experts rejected the impression that the decease punishment acts as a hindrance to slaying. † Fear of the decease punishment has small consequence on people perpetrating slaying. A slaying it normally starts, as an statement gone bad when the individual is angry. The mean individual does non walk outside and says, â€Å" I think I will kill today † . No 1 makes decease punishment their first thought when they leave the house. It ne'er crosses the people mind: if they kill a individual, they will acquire the decease punishment. Peoples are still killing and it has non slowed down the figure of slaying instances in the US. If the decease punishment is directing a message, unluckily no 1 is listening to the message. Second, the decease punishment cost more for an executing versus life in prison. Our state spends 1000000s to put to death captives versus go forthing them in prison. Our state is holding a budget crisis but it seem like we have 1000000s of dollars for the decease punishment. Harmonizing to â€Å" Death Penalty Information Center â€Å" California spends it cost $ 232.7 million per twelvemonth. A captive can pass life without parole cost $ 90,000 a twelvemonth per inmate. † We spend a immense sum for a system that has small consequence on offense. Third, the decease punishment goes against our Human Right Bill. On December 10, 1948, United Nations adopted the Human Rights Bill. Harmonizing to Article 5 provinces that â€Å" No 1 shall be subjected to torment or to cruel, inhuman or degrading intervention or penalty † . The decease punishment is hardhearted to worlds and a barbarous penalty. We say do non kill, but we are making the same thing. A signifier in which a human life is being taken by executing is unmerciful. Many captives reform while they are in prison. Criminals have committed some indefinable offenses, but they do non merit to hold their life to stop. The US has changed the significance of Human Rights Bill to warrant our system subsiding of tonss against another. In 1986, 48 states has get rid of the decease punishment. Fourth, the decease punishment has executed people who are non guilty. If we continue the Death punishment, non guilty people will decease. Harmonizing to decease Penalty Information Center â€Å" Since 1973, over 130 people have been released from decease row with grounds of their artlessness. From 2000-2007, there has been an norm of 5 exonerations per twelvemonth † . The job with the decease punishment is that guiltless people is killed. The system makes errors and do non ever have the grounds when convicting people. Many captives spend old ages functioning clip for a offense they did non make. There is no justness for them or their households. Justice system do non oppugn how many non guilty has died. We can penalize them stop other ways beside the decease punishment. They argue that the decease punishment put to deathing those that are guilty. Capital penalty takes many stairss to guarantee that fewer errors is made. In support of their side it is true that felons get a just test in the legal system. Our system assures that lives will be save by executing, merely the opposite there small grounds to turn out that the decease punishment saves lives. Retribution for a offense means the justness system is traveling to acquire even for the offense you committed. Retribution it is a barbarous manner for our justness system warranting what they are making. Taking the life of the people who has killed, we are making the same offense. Killing the felon is non traveling to convey back the victim. We justified it by stating it will convey closer to the victims ‘ households. The victim household heals no faster than they did while the captive was in gaol. They will sorrow the same manner in the same sum of clip. The system is adding slaying on top of slaying there is no terminal to offense. The rhythm goes on and does non stop and the whole intent is the stop slaying. At some point, the system has to confront world and happen another manner that works. Criminal ‘s carry out slaying it is the lowest signifier of offense and the system does the same thing but it gets a enthusiast name. Despite the claim that capital penalty can function as a manner to halt felons. Showing would be felons the effects of their actions. There is a jurisprudence and justness system and you have followed it. The decease punishment should do people believe before making a offense but it is merely the antonym. All things consider the justness system is morally incorrect when it comes to the decease punishment. The cost to put to death a individual is more expensive than life in prison without word. Knowing that guiltless people will be executed it is hardhearted manner of penalty. We should concentrate more on how stop and prevent offense.

Effective Praise Highlights Student Effort

Effective Praise Highlights Student Effort Praise works. In fact, educational research since the 1960s shows that students at every grade level and in every subject like to be praised for their work in the classroom. The empirical evidence from the research shows that praise can have a positive impact on both student academic learning and social behavior. Yet, as researchers Robert A. Gable, et al. note in their article Back to Basics Rules, Praise, Ignoring, and Reprimands Revisited (2009)  in the Journal of Intervention in School and Clinic, Given the documented positive effects of teacher praise, it is puzzling why so many teachers make little use of it. In determining why praise in the classroom is not used more often, Gable et al. suggest that teachers may not have had the training through peer coaching, self-monitoring, or self -evaluating and may not feel comfortable in acknowledging positive pupil behavior consistently.   Another reason may be that teachers may not know how to deliver praise that is effective. Teachers may give general praise using phrases such as, â€Å"Great work!† or â€Å"Nice job, students!† General phrases are not the most effective way for teachers to give feedback in the classroom. General phrases are directed to no one or to no skill in particular. Moreover, while these general phrases may be nice to hear, they may be too broad, and their overuse may result in becoming humdrum.  Similarly routine responses such as â€Å"Awesome!† or â€Å"Excellent!† by themselves do not inform the student what specific behaviors brought about success. Arguments against generic praise given indiscriminately have been made by education researcher Carol Dweck (2007) in her article The Perils and Promises of Praise in Educational Leadership. The wrong kind of praise creates self-defeating behavior. The right kind motivates students to learn. So, what can make praise the â€Å"right kind†? What can make praise in the classroom effective? The answer is the timing or when the teacher gives praise. The other important criteria of praise are the quality or kind of praise. When to Give Praise When a teacher uses praise to acknowledge student effort in problem-solving or in practice, make the praise more effective. Effective praise can be directed to an individual student or group of students when the teacher wants to connect praise with a particular behavior. That also means that praise should not be given for trivial accomplishments or weak efforts by students such as minor task completion or the student completing their responsibilities. In making praise effective, a teacher should explicitly note the behavior as the reason for praise in as timely a manner as possible.  The younger the student, the more immediate the praise should be. At the high school level, most students can accept delayed praise. When a teacher sees a student is making progress, the language of encouragement as praise can be effective. For example, I can see your hard work in this assignment.You have not quit even with this tough problem.Keep using your strategies! You’re making good progress!You have really grown (in these areas).I can see a difference in your work compared to yesterday. When a teacher sees a student succeed, the language of congratulatory praise may be more appropriate, such as: Congratulations! You put in the effort to succeed.Look at what you can accomplish when you do not give up.I am so proud of the effort, and you should be too, about the effort you put into this. Should students succeed easily without effort, praise can address the level of the assignment or problem. For example: This  assignment was not as challenging for you, so lets try and find something that will help you grow.  You may be ready for something more difficult, so what skills should we work on next?  It’s great that you have that down.  Ã‚  We need to raise the bar for you now. After giving praise, teachers should encourage students to take advantage of this opportunity to offer a chance for reflection So when you have another assignment or problem like this, what will you do?  Think back, what did you do that contributed to your success? Quality of Praise Praise must always be connected to a process, rather than student intelligence. That is the basis of Dwecks research in her book Mindset: The New Psychology of Success (2007). She showed that students who received praise for their innate intelligence with statements such as â€Å"You are so smart† exhibited a â€Å"fixed mindset. They believed that academic achievement was limited on innate ability. In contrast, students who were praised for their efforts with statements such as â€Å"Your argument is very clear† exhibited a growth mindset and believed in academic achievement through effort and learning. Thus, we found that praise for intelligence tended to put students in a fixed mind-set (intelligence is fixed, and you have it), whereas praise for effort tended to put them in a growth mind-set (youre developing these skills because youre working hard). Of the two types of praise, Dweck notes, praise for student  effort such as â€Å"All that hard work and effort in completing the project paid off!† improves student motivation. One caution in praising, however, is to Make sure teachers are careful not to be inauthentic to inflate praise for students with low self-esteem. Critics have raised questions about the legitimacy of classroom praise, as rewarding trivial accomplishments or weak efforts. There may be some schools that do not support the use of evidence-based practices such as teacher praise. Additionally, at the secondary level, praise may also be received by students as drawing unwanted attention to an accomplishment. Regardless, there is no evidence to suggest that effective praise has a negative effect on students. Instead, effective praise can provide students with the kind of positive reinforcement that builds on success, motivates them to learn, and increases their participation in class. Steps to Effective Praise Notice effort by the student(s).Make eye contact with the student(s).Smile. Be sincere and enthusiastic.Deliver praise to students in proximity, especially at the secondary level.Prepare for praise by deciding what to say that is specific to the task.  Describe the behavior you want to reinforce telling how you feel about it with specific comments like, Your thoughts were well organized in this essay.Keep records of successful efforts and praise so you can make connections in future assignments. Finally, and most importantly, importantly, do not combine praise with criticism. To keep praise separate from criticism, avoid using the word, but immediately after a compliment. All this can make praise effective in the classroom. Effective praise can provide students with the kind of positive reinforcement that builds on success, motivates them to learn, and increases their participation in class.

Free Essays on Love And Hatred Similarities

Love and Hatred Similarities During the novel, Hawthorne emphasized the relationship between Chillingsworth and Dimmesdale. Throughout the story he focused on the idea that Chillingsworth sought revenge and hated Dimmesdale with a passion for his actions with Hester. One of the strongest quotes Hawthorne displayed was, â€Å"It is a curious subject of observation and inquiry whether hatred and love be not the same thing at bottom.† This statement refers to the similarities both emotions display, even though they are direct opposites of each other. Throughout the novel, Chillingsworth leeches on to Dimmesdale, causing him to break down bit by bit. The pleasure that Chillingsworth gets when seeing Dimmesdale demise becomes what he lives each day for. Chillingsworth states throughout the story that not only does he hate Dimmesdale, but he loves to hate him. This paradox is a bold emotion that carries on throughout the plot. When Chillingsworth finally devotes his life to seek revenge on the Reverend, he becomes obsessed and dependent on Dimmesdale, and begins his own demise as well. To say that both love and hatred are the same at bottom gives us the idea that just because two things are opposite, they are not necessarily different. Hawthorne views both emotions as intense and demanding feelings. Both emotions also lead to a certain level of attachment, as well as a similar outcome. The one difference is that love is a gentle, warm feeling, while hatred is unfriendly and cold. As used in the story, this paradox reflects the emotions felt towards Reverend Dimmesdale by Mr. Chillingsworth. Once Chillingsworth became obsessed with this emotion, he grew attached to hating Dimmesdale, eventually living his life to punish the man. When Reverend Dimmesdale confessed his sin and soon after died, Chillingsworth was left with no life source. With nothing else to live for, he died within the year like an animal deprived ... Free Essays on Love And Hatred Similarities Free Essays on Love And Hatred Similarities Love and Hatred Similarities During the novel, Hawthorne emphasized the relationship between Chillingsworth and Dimmesdale. Throughout the story he focused on the idea that Chillingsworth sought revenge and hated Dimmesdale with a passion for his actions with Hester. One of the strongest quotes Hawthorne displayed was, â€Å"It is a curious subject of observation and inquiry whether hatred and love be not the same thing at bottom.† This statement refers to the similarities both emotions display, even though they are direct opposites of each other. Throughout the novel, Chillingsworth leeches on to Dimmesdale, causing him to break down bit by bit. The pleasure that Chillingsworth gets when seeing Dimmesdale demise becomes what he lives each day for. Chillingsworth states throughout the story that not only does he hate Dimmesdale, but he loves to hate him. This paradox is a bold emotion that carries on throughout the plot. When Chillingsworth finally devotes his life to seek revenge on the Reverend, he becomes obsessed and dependent on Dimmesdale, and begins his own demise as well. To say that both love and hatred are the same at bottom gives us the idea that just because two things are opposite, they are not necessarily different. Hawthorne views both emotions as intense and demanding feelings. Both emotions also lead to a certain level of attachment, as well as a similar outcome. The one difference is that love is a gentle, warm feeling, while hatred is unfriendly and cold. As used in the story, this paradox reflects the emotions felt towards Reverend Dimmesdale by Mr. Chillingsworth. Once Chillingsworth became obsessed with this emotion, he grew attached to hating Dimmesdale, eventually living his life to punish the man. When Reverend Dimmesdale confessed his sin and soon after died, Chillingsworth was left with no life source. With nothing else to live for, he died within the year like an animal deprived ...

Paper for international study classes Essay Example | Topics and Well Written Essays - 750 words

Paper for international study classes - Essay Example Before the discovery of oil in the Middle East states, the region had exhibited a hotbed characteristic of religious feuds over the rich Middle East resources and land. The declining of Ottoman Empire, for instance, paved the way for the rise in control of Asian territories by the European imperialists and the colonial powers, which were interested in securing various territorial boundaries. This paper describes the world problems emerging as a result of Asian social, political and economic sabotages and the ways of dealing with these problems. Middle East problems, which are currently reflected in the world systems, as some of the setbacks in the socio-political and economic gains in the world, include terrorism, sectarian violence, political instability, refugee influx and resource conflict (oil). Globalization, per se, is the reason behind the spread of these resources in the world systems; thus the United States, as the super power, has been on the receiving end in the struggle to mitigate all of these Middle East problems. Globalization has been internalized in Arabic as â€Å"awlaama†. It refers to the widespread of ideas throughout the globe. Global ideas include attitudes, customs and institutions, which originated in one part of the world specifically in the Western states. In the Middle East, the decades of globalization have been marked with endless wars, renewed economic independency, and Intrusive U.S. hegemony and continuity terrorism. Globalization has been ushered in the Middle East by war, which has given the Western victors excessive power over the Middle East region and a creation of an underlying violent of anti-globalization struggle (Fawcett 112). Globalization has ideologically strengthened Islamic fundamentalism and youth radicalization through terrorism activities. Due to the ambiguity of globalization, it has additionally resulted into a

Understanding the Concepts Essay Example | Topics and Well Written Essays - 750 words

Understanding the Concepts - Essay Example A current ratio is considered good if is above 1.0. Another ratio of importance for small business owners is net margin. The net margin is a financial metric that measures the absolute profitability of a company. It is calculated diving net income by total sales. A third ratio I would emphasis is return on assets (ROA). Return on assets measures the effectiveness of the owners or managers to generate net income from its assets. As a manager of a large corporation I would target other ratios that small business owners do not consider. The earnings per share (EPS) is an important ratio due to the fact that it measures the amount of income generated per common stock outstanding. A high EPS positively impacts the market value of a common stock. A second financial metric that corporations have to consider is the dividend payout ratio. The dividend payout ratio is an index showing whether a company pays out most of its earnings in dividends or reinvests the earnings internally. A third rat io I would pay close too is inventory turnover. Inventory turnover is calculated dividing cost of goods sold by average inventory balance. It measures how many times a company’s inventory has been sold during a year. Debt financing occurs when companies borrow money from other parties to finance its operations. Three types of debt financing instruments are loans, notes payables, and corporate bonds. The federal government is one of the biggest players in the debt industry. One of the greatest benefits of debt financing is the ability to raise large amounts of money to be paid in monthly payments. Each monthly payment is composed of two portions: equity and interest. Bonds are an advantageous instrument due to the fact that the principal of the bond is paid back at maturity age. A disadvantage of debt financing is the high interest rates that are paid to the lender. Companies with excellent credit scores are able to borrow money at lower prices. Sometimes companies prefer to r aise capital using debt instead of equity because the sale of stocks dilutes the value of the stocks and it lowers the control of the existing owners. The financial results of a company are correlated with the risks taken by the management team of the company. Higher risks propositions tend to have higher return associated with the option. Risk adverse managers do not like risk, thus they avoid it at all costs. From the perspective of an investor purchasing stocks has more risk than investing in treasury bills. Bonds that pay a higher coupon rates have higher risks than lower paying bonds. Two companies that rate corporate and governmental bonds are Moody’s and Standard & Poor’s. The highest rated bond grades are AAA by Moody’s and Aaa by Standard & Poor’s. A financial variable that can be used to measure the risks of a company is the beta coefficient. The beta of a company measures how sensitive a common stock is in relation to fluctuations in the market . A company with a Beta of one moves in the same direction as the market. Companies with fluctuations above one are more sensitive to market fluctuations. A beta below one implies the company is not sensitive to fluctuations in the market. Beta can also be used as part of the formula of the capital pricing asset model (CAPM). The formula to calculate the capital asset pricing model is Ks = Krf +B(Km-Krf) (McCracken, 2009). CAPM compares the risk of a company against the entire

Effective and Non-Effective Communication Research Paper

Effective and Non-Effective Communication - Research Paper Example At the very core of human resource success is the issue of communication. As with any practice, communication can either be effectively practiced or ineffectively evidenced. As a function of seeking to understand this dichotomy in a more full and complete manner, the following analysis will be contingent upon discussing the importance of effective communication strategies; alongside referencing key examples of communication failures that threaten the entire firm/organization/group in question. Communication is essential in every interaction because it is through this process that an individual makes clear his/her thoughts and ideas. The human resource specialist must understand the conversation cycle and look for other means for communication. Therefore, a best practice would be for the human resources specialist to be able to interpret and understand non-verbal communication as well as verbal communication. In addition, the caregiver should also understand cultural differences in order to understand what is being communicated. Asking questions is another skill that professional must be proficient in because they are able to bring out more necessary information about their clients through questioning. Lastly, they should also have listening skills; understanding what is said between the lines and not just grasping meanings from spoken words. There are indeed many facets of communication and these should be mastered for effective communication. An obvious opposite to the scenario that has been reflected and represented above would be a situation in which the human resource specialist was not cognizant of the deeper meaning that could be reflected within a conversation or particular interaction. Without a level of appreciation and knowledge for non-verbal cues, the degree and extent to which the human resources specialist can

Functioning Of Body Systems Essay Example for Free

Functioning Of Body Systems Essay What is energy? Energy can make changes possible. We use it for our every day lives, it helps to move cars over road and boats over water. Energy is also used to allow our bodies to grow, keep warm and help our minds think. Scientific define energy as the capacity to do work. Energy cannot be destroyed or created, only transported from one source to another. Forms of energy †¢ Potential Energy: Potential is the stored energy of position and the energy of position- gravitational energy. When an object is displaced from its original position and there is energy pulling it back to that position, this works with potential energy. This is when a moving object no longer has kinetic energy; it has potential energy instead. †¢ Chemical energy: Is energy stored which are in the bonds of the atoms and molecules. Batteries biomass, natural gas and coal are examples of stored chemical energy. When chemical energy is burnt it is converted to thermal energy such as burning wood in a fire place. In the human body the glucose is said to have ‘chemical energy’ this is because when chemicals react with oxygen, it releases energy. †¢ Kinetic Energy: Kinetic energy is the energy of motion, its all about where movement happens; even it’s just a simple movement, it still has kinetic energy, like just clapping, dancing, singing, writing, talking, etc. also it’s the energy of motion. [pic] M1 Role of the energy in the human body The Cardiovascular system The human body is made up of the heart and blood vessels; it helps cooling and transportation system for the human body. The main role is to circulate blood through a network of vessel throughout the body to provide individual cells with oxygen and nutrients that help dispose OFF waste (Carbon Dioxide) The Cardiac system gives us energy in the Mitochondria. Metabolism Metabolism is a collection of chemical reactions that take place in the body’s cell. It converts the fuel in the food of which that’s eaten into the energy needed to control everything we do, from moving to thinking to growing. Specific proteins in the body control the chemical reactions of the metabolism, and each of the chemical reaction is coordinated with their body functions. Hormones control the guidance and speed of metabolism. When a person is at rest the speed of metabolism is called basal metabolic rate, this measures the heat produced by metabolism. In the process of metabolism molecules in the digestive system break proteins down into glucose, fatty acids or amino acids, which can be used as an energy source in the body. These become absorbed into the blood, which transports them to the cells. Anabolism The process of anabolism involves simpler molecules combining together to form complex compounds. The main function involves building and storing the proteins. The cells bring together amino acids to form structural and functional proteins. The functional proteins that individually catalyze chemical reactions occur and help fight off diseases that regulate the on-going body process. Cells work in the liver and the muscle, combining molecules of glucose to form glycogen – a compound which is stored. Catabolism The process of catabolism produces energy that’s vital to all activities in the cells. It helps the breaking down of glucose, fatty acids and amino acids to keep the energy and the heat in process. As the process continues, newly digested food, storage glycogen are involved. Breaking down of the fatty acids takes place in two steps. The 1st step which is called Glycolysis, works without oxygen and it produces a small amount of energy. The 2nd stage which takes place is the stage of the Krebs cycle, in this process a series of chemical reactions from Acetyl-CoA with Oxygen, producing carbon dioxide, water and energy. ATP= Adenosine Triphosphate, is the energy needed for cells to function and for muscles to contract. ATP is stored in the muscle and liver Gives Energy by producing: Carbohydrates = Digestion Glucose Fats = Fatty Acids Proteins = Amino Acids This becomes absorbed into the blood is then transported in the cells (muscle, nerve liver). They are then used to produce ATP or it is stored ATP is stored in small amounts, therefore they are stored as: Glucose: Glycogen (Muscle Liver) Fatty Acids: Body Fat Amino Acids: Growth, repair and excreted waste. Cells in the body need energy to function FOOD=ENERGY (E) [pic] Anaerobic Energy Exercise with oxygen Glycogen breaks down into: ATP + CO2 + H20 Using large muscle groups continuously over a period of time Aerobic Glycolisis Fatty Acid Oxidation = The production of ATP from Carbohydrates Fat When exercising is fast and intense, the Cardiovascular cannot supply as much oxygen to the muscles. This is then where anaerobic exercise comes in. Short term effects of physical exercise results from occasional bursts of extra physical activity. Long term effects of physical exercise are the result of frequent physical activity which is moderate and high intensity e.g. activities that involve using lots of muscles and energy and increasing the heart-rate during the activity for at least 20-30 minutes. Exercises without Oxygen Breathing rate increases because of no oxygen available. Glucose is burnt to produce energy and lactic acid, lactic acid can be poison and eventually lead muscles to fatigue and can lead to a cramp, Muscle cramp is on-going, uncontrolled muscle contraction due to lack of oxygen and insufficient blood circulation and can painful. To keep the glucose active essential organs are activated: muscle and liver quickly require a large bust of energy, over a short period of time. The sports involved could be: Weight lifting or long run Anaerobic Glycolysis Anaerobic Glycolisis is less efficient in producing ATP than Aerobic Glycolisis, But is important and needed for a large burst of energy lasting a few minutes Produces ATP from Carbohydrates without Oxygen and works in 2/3 Minutes. Diagram for Aneorobic Respiration Glucose Energy+ Lactic Acid http://www.ivy-rose.co.uk/HumanBody/Muscles/Effects-of-exercise-on-muscles.php The Respiratory System The respiratory system wokrs from the Nasal Cavity, breathing through the Nasal passages, normally. The air is then passed down the Larynx, producing sounds for speaking. It then travels down the Trachea, passing air down the trachea to the lungs. The trachea splits into two borchi’s, carrying air to each lung. The Bronchi then split into smaller tubes that distribute air to the alveoli. Air then eventually enters the millions of tiny air sacs in the lungs called th alveoli Aeorobic respiration When exercising at a steavy and comfertable rate it helps the Cardiovascular sytem to supply the oxygen with all the oxygen they need. Glucose+oxygen energy+carbon dioxide+water Aeorobic exercise can last for long periods of time, without the person becoming breathless and loosing muscle which goes into lactic and could suffer cramps e.g. from swimming/jogging. This is when we need oxygen, so carbondioxide is breathed in. Tidal Volume This is the amount of air taken into the lungs during breathing when the person is at rest approximately 6 litres per minute is breathed out and exchanges during inspiration and expiration. Vital Capacity This is the maximum volume of air breathed in and following a maximum expiration. Oxygen Deficit The body is unable to supply enough O2 to the muscles that the muscles need, which is where exhaustion is reached causing immediate and reduction in strength. Oxygen Debt ATP Adenosine diphosphate (ADP) + ENERGY + inorganic Phosphate During exercise muscles repeatedly contract and relax, using and requiring ENERGY to exercise. The energy comes from a chemical called adenosine triphosphate- also called ATP that is broken down during exercise into another chemical called Adenosine diphosphate (ADP): When there is plenty of oxygen available in the muscle tissues the Energy for muscle action is produced aerobically In anaerobic energy production, ATP is generated by converting glycogen to lactic acid. Lactic acid is a toxic substance that can only be removed from the body by the supply of further oxygen to the affected tissues anaerobic activity leads to oxygen debt Reference: http://kidshealth.org/teen/your_body/body_basics/metabolism.html# Teachers Notes vitualmedicalcentre.com http://kidshealth.org/teen/your_body/body_basics/metabolism.html# http://www.nmsea.org/Curriculum/Primer/forms_of_energy.htm http://www.virtualmedicalcentre.com/ Digestive System The primary function for the digestive system is to break down food both mechanically and by the use of enzymes, so that it may be used for by the body for energy and cell growth and repair. Mouth: Digestion begins at the mouth: the teeth cut and grind food into smaller particles that can be swallowed in the saliva, carbohydrates begin to break down the food. Oesophagus: Once you swallow, the food moves into the Oesophagus where the continual waves of involuntary contraction pushes it way down to the stomach. Stomach: As the food enters the stomach the stomach muscles relax to allow a large volume of food to be stored. The stomach muscles churn and mix the food with acids and enzymes, breaking it into much smaller, more digestible pieces. Small Intestines: Enzymes are increased to break down food from the pancreas and glands, breaking the proteins and carbohydrates. It also gets mixed with the product of the liver which helps break down all the fats in our body aiding digestion. Large Intestines: The large intestines continue the food journey, absorbing any water or mineral still remaining. The rest of the content is waste, which is then passed through the rectum where it is stored until they leave the digestive system through the anus as a bowel movement. Homeostatic Roles: †¢ Supplies energy for life’s activities. †¢ Supplies building blocks for macromolecules Stages of food processing This is the process of eating. Which begins when places the food in the mouth or the oral Digestion Digestion is the process where ingested food is broken down into a form that can then be absorbed and assimilated into the tissues of the body. Digestion includes two types of processes †¢ Mechanical (e.g. chewing, grinding, churning, mixing) †¢ Chemical (e.g. enzymes breaking down of food) Absorption †¢ Digested food is absorbed into the bodily fluids blood and lymph. The small intestine increases its surface area and the rate of absorption. Digestive food is broken down by simple sugars, amino acids, etc. which then enter the bloodstream. Elimination †¢ Undigested food materials are discharged from body. http://www.ivy-rose.co.uk/HumanBody/Digestion/DigestiveSystem-BasicStages.php