Muscle Stimulation Lab free essay sample

1. Based on the results of your investigation, what conclusions can you draw about the relationship between a muscles workload and its threshold of stimulation? The conclusions I was able to determine about the muscle’s workload and its threshold of stimulation was that the threshold stimulus will increase by one when the workload doubles. The muscles can hold a higher workload if they originally have a higher threshold of stimulation with no workload at all. 2. Why would a muscles threshold of stimulation change as its Workload changes? A muscle’s threshold of stimulation changes as its workload changes because the muscle needs more stimulation and more power to contract. 3. Which muscles were able to contract under the greatest loads? What does this suggest about the role these muscles play in frog movement? The thigh and calf were the muscles that were able to contract under the greatest loads. This suggests that these muscles help the frog the most when jumping. We will write a custom essay sample on Muscle Stimulation Lab or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page They are able to hold the weight of the whole frog as it prepares to jump. 4. Describe an experiment you might perform to determine which leg muscles of a frog are important for jumping long distances. An experiment would be to find a live frog and observe their jumping to see which muscles are being used for jumping. The frog should not be harmed in this experiment, it will only be observed. The jumping can be recorded by video and can be replayed in slow motion to carefully see which muscles are being used. 5. What are some advantages of performing this experiment in a simulated environment? Some advantages of performing this experiment in a simulated environment are that, first and foremost, no animals are being hurt or inured. In addition, we are still getting correct observations and we can see each muscle clearly.

What to Do When You Miss Class

What to Do When You Miss Class Regardless of how good a student you are, how detail-oriented, hard working, or diligent, you can be certain that you will miss a class at some point in your academic career. And likely many more than one. There are many reasons for missing classes, ranging from illness, emergencies, and bereavement, to hangovers and a desire to sleep in. Why you missed class matters. If it was for irresponsible reasons, your absence signals that you need to take a closer look at your obligations and priorities. What do you do after missing class? Do you just show up at the next class and start fresh? What about material that youve missed? Do you talk to professors? 7 Things To Do When You Miss Class (Before and After Your Absence) 1 . Understand that some faculty, especially graduate faculty, take offense at absences for any reason. Period. They might be a bit more warm to students who were gravely ill, but dont count on it. And dont take it personally. At the same time, some faculty​ members  dont want a reason for your absence. Try to determine where your prof stands and let that guide your behavior. 2. Be aware of attendance, late work, and make-up policies. This information should be listed in your course syllabus. Some faculty​ members  dont accept late work or offer make-up exams, regardless of the reason. Others offer opportunities to make up for lost work  but have very strict policies about when they will accept make-up work. Read the syllabus to ensure that you dont miss any opportunities. 3. Ideally, email your professor before class. If youre ill or have an emergency, try to send an email to inform the professor that you cannot attend class and, if you wish, provide an excuse. Be professional - offer a concise explanation without going into personal details. Ask whether you may stop by his or her office during office hours to pick up any handouts. If possible, hand in assignments beforehand, by email (and offer to hand in a hard copy when youre back on campus, but an emailed assignment shows that its completed on time). 4. If you cannot email before class, do so afterward. 5. Never ask if you missed anything important. Most faculty  members feel that class time itself is important. This is a surefire way to make a professors eyes roll (maybe inwardly, at least!) 6. Do not ask the professor to go over what you missed. The professor lectured and discussed the material in class and likely will not do it for you now. Instead, demonstrate that you care and are willing to try by reading the course material and handouts, and then ask questions and seek help for the material that you dont understand. This is a more productive use of your (and the professors) time. It also demonstrates initiative. 7. Turn to your classmates for information about what happened in class and ask that they share their notes. Be sure to read more than one students notes because students have different perspectives and might miss some points. Read notes from several students and youre more likely to get a complete picture of what happened in class. Dont let a missed class damage your relationship with your professor or your standing.

Parental Role in Juvenile Delinquency Research Paper

Parental Role in Juvenile Delinquency - Research Paper Example   Failure of parents to assert themselves not just as role models, but also as disciplinary figures within the family structure culminates in complete failure of a child (Tyler 785). Anna Tyler’s â€Å"Teenage Wasteland Short Story† is an excellent illustration of this scenario. In this book a parent, Daisy, fails to raise her son appropriately, instead opting to transfer this responsibility to a tutor, leading to his failure at school and eventual escape from home (Tyler 786). Tyler’s book confirms the imperative role that a parent should play, by motivating a child, executing appropriate disciplinary measures and establishing a positive relationship based on affection and trust, all in the effort of guaranteeing a smooth transition from childhood to adulthood. Based on research conducted by Fletcher, Steinberg, and Williams-Wheeler (769-772), children that have positive relations with their guardians, have a high likelihood of disclosing information concernin g their struggles with troubling issues. As a result, they would consult their parents for solutions, before the problem escalates. Additionally, such constructive parent and child relations most likely exist within families where parents depict warmth and offer support to the children. This is, however, not the case in Anne Tyler’s short story â€Å"Teenage Wasteland†. The teenage character, Donny, is completely unmotivated performing poorly in his academic work. When Daisy, Donny’s concerned mother, notices the poor grades she employs a private tutor named Cal, in order to help him improve his grades (787-789). For a responsible parent, the most logical step would have been to question Donny about his performance, in order to establish the cause of the problem and find out how she could help. Shifting parental responsibility to someone else is neither a reflection of affection nor support. Another negative relationship is that between Cal and Donny since he ac ts more like a friend than an adult figure. Further, Cal does not motivate Donny to perform better or to make responsible decisions. Because of the absence of a constructive relationship between Donny and his role models, coupled with the latter’s failure to adhere to proper success guidelines, the teen’s performance deteriorates further and his bad behavior worsens. Based on research conducted by Stattin and Kerr (1072-1079) parents’ self-confidence inspires children to have higher self-esteem, since they believe that if their parents can achieve something, then they are capable of doing the same. Additionally, when parents assert themselves as firm and capable of handling situations, this also encourages children to rely entirely on them. Clearly, this is not the case in â€Å"Teenage Wasteland†, since Daisy lacks confidence in her parenting capabilities.