Reproductive System Essay Example for Free

Reproductive System Essay Discuss the purpose of the lesson. 2. Brainstorm with the class about body parts. 3. Use Reproductive System Visuals 1-6 to continue reviewing the male and female reproductive systems including the location and function of each part. . Lead the activity labeling parts of the reproductive system. 5. Assign homework. This lesson was most recently edited on March 23, 2011. Public Health – Seattle King County  ©1988; revised 2011 www. kingcounty. gov/health/flash Lesson 2 – Page 1 Family Life and Sexual Health, High School FLASH Materials Needed Student Materials †¢ Reproductive System Worksheets (1 copy per student) †¢ Individual Homework: Anatomy (1 copy per student) †¢ Family Homework: Talking about the Reproductive System (1 copy per student) Classroom Materials †¢ Reproductive System Visuals 1-6 (contained in this lesson also available online as a PowerPoint slide: www. ingcounty. gov/health/FLASH) †¢ Labeled body parts for classroom activity, one set per class †¢ Seven pairs of scissors Teacher Preparation Well in advance †¦ †¢ Review lecture notes due to the large number of terms and definitions. The day before the lesson †¦ †¢ Make copies of Materials Needed (see above) †¢ Prepare visuals for use on a SMART Board or projector. Note: When the lesson says â€Å"board,† use whatever is available in your classroom. Standards National Health Education Standard: †¢ Standard 3: Students will demonstrate the ability to access valid information, products and services to enhance health. Performance Indicator 3. 12. 4: Determine when professional health services may be required. Washington State Health Education Standard: †¢ Essential Academic Learning Requirement (EALR) 2: The student acquires the knowledge and skills necessary to maintain a healthy life: Recognizes dimensions of health, recognizes stages of growth and development, reduces health risks, and lives safely. Component 2. 2: Understands stages of growth and development. Grade Level Expectations (GLE) 2. 2. 1: Analyzes the physiological and psychological changes throughout the lifetime. Public Health – Seattle King County  ©1988; revised 2011 www. kingcounty. gov/health/flash Lesson 2 – Page 2 Family Life and Sexual Health, High School FLASH Activities NOTE: Instructions to you are in regular font. A suggested script is in italics. Feel free to modify the script to your style and your students’ needs. 1. Discuss the purpose of the lesson. Identify the lesson as, primarily, a review of information that many students learned in earlier grades. Explain that being well-grounded in knowledge about the reproductive system will help them make sense of discussions later in the unit about pregnancy, birth control, and sexually transmitted diseases. Also, if they have health problems in the future, knowing body parts helps them explain to a health provider what they think the problem may be. 2. Brainstorm with the class about body parts. Write on the board in three columns: Male / Female / Both. Ask students to name reproductive system body parts, both internal and external, in the three columns. Fill in from the Teacher Master List (below) the parts that students don’t mention. As you list the parts on the board, briefly define each body part, where it is in the body and what it does. 3. Use Reproductive System Visuals 1-6 to continue reviewing the male and female reproductive systems, including the location and function of each part. Use a document camera (or SMART Board, overhead projector, etc) to project the images on the board. Explain that the parts labeled as male, female, or both are for most people, but when people are intersex (i. e. , they have a disorder of sex development), there may be some differences †¦ differences that were present at birth. NOTE: Briefly review â€Å"what it does† (each part’s function, below) if students are unfamiliar with the physiology, as you point to the visuals. Please do not feel that you must convey every bit of information in the Teacher Background chart, below. Find more suggested language regarding the hymen and circumcision in Lesson 16, p 5. Teacher Background Male Part penis (made up of shaft, glans, and sometimes foreskin) foreskin †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ Public Health – Seattle King County What it Is / What it Does allows passage of urine and of semen provides sensation (has many nerve endings) the average penis measures 3-4† when its not erect (flaccid) and 5-7† when erect 1 protects the glans of the penis provides sensation males who’ve been circumcised don’t have one muscular sac which is shorter when cold, longer when warm holds testes controls temperature provides sensation ww. kingcounty. gov/health/flash scrotum  ©1988; revised 2011 Lesson 2 – Page 3 Family Life and Sexual Health, High School FLASH †¢ †¢ produce sperm and sex hormones (androgens, testosterone) each is made of 500-1,200 feet 2 of tightly coiled tubes allows maturation of sperm cell from a man (commonly called â€Å"sperm†) they car ry strings of genes (called â€Å"chromosomes†) or DNA instructions in case the sperm cell meets with an egg cell and fertilizes it. uspend the testis supply blood to the testis provide sensation carry sperm from the testis provides storage for sperm allow passage of sperm as big around as sewing thread they lead into the abdomen, where (behind the bladder) they widen into storage sacs contribute fructose (sugar) to semen for nourishing the sperm helps sperm live longer and travel better about a teaspoon full per ejaculation produces most of the fluid that makes up semen pair of glands produce fluid called pre-ejaculate or â€Å"pre-cum† that cleanses the urethra of acid (from urine) to protect the sperm estes (also called testicles) singular = testis epididymis (plural = epididymes) spermatazoan (plural = spermatozoa) †¢ †¢ †¢ †¢ †¢ †¢ †¢ spermatic cords vas deferens (plural = vasa deferentia †¦ also called sperm ducts) †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ seminal vesicles semen prostate gland Cowper’s glands (also called bulbourethral glands) Female Part uterus (made up of muscular walls, a lining called the endometrium, and a cervix. The uterus is also called â€Å"womb†) cervix What it Is / What it Does †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ ouses and protects embryo/fetus/baby allows nutrient ; waste exchange with placenta nourishes an embryo, before a placenta grows the bottom section of the uterus produces fluids to help sperm travel produces a mucous plug to keep germs out during pregnancy allows passage of sperm produces fluids to cleanse and lubricate itself and to help sperm travel allows passage of shed endometrium during menstruation allows passage of baby provides sensation (has many nerve endings especially in the outer third) a collapsed tube, like a deflated balloon www. ingcounty. gov/health/flash vagina Public Health – Seattle ; King County  ©1988; revised 2011 Lesson 2 – Page 4 Family Life and Sexual Health, High School FLASH †¢ †¢ †¢ †¢ †¢ †¢ 3† long when not aroused, 5-6† wh en aroused, 3 but very stretchy is the middle of female’s three openings membrane partly covering vaginal opening ome girls are born without a hymen may be stretched during sexual intercourse or by using a tampon or with fingers carry strings of genes called chromosomes which mix with chromosomes of sperm to direct fetal development if fertilized and implanted in the uterus they dissolve in the Fallopian tube after about 24 hours if not fertilized.

Tennessee v. Garner 1985 Essay -- Supreme Court Decision Essays Case

Name:  Ã‚  Ã‚  Ã‚  Ã‚  Tennessee v. Garner Citation:  Ã‚  Ã‚  Ã‚  Ã‚  No. 83-1035, 83-1070 (1985) Facts:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  On October 3, 1974, Memphis Police Officers Hymon and Wright were dispatched to answer a â€Å"prowler inside call.† When the police arrived at the scene, a neighbor gestured to the house where she had heard glass breaking and that someone was breaking into the house. While one of the officer radioed that they were on the scene, the other officer went to the rear of the house hearing a door slam and saw someone run across the backyard. The suspect, Edward Garner stopped at a 6-feet-high fence at the edge of the yard and proceeded to climb the fence as the police officer called out â€Å"police, halt.† The police officer figured that if Garner made it over the fence he would get away and also â€Å"figured† that Garner was unarmed. Officer Hymon then shot him, hitting him in the back of the head. In using deadly force to prevent the escape of Garner, Hymon used the argument that actions were made under the authority of the Tennessee statute and pursuant to Police Department policy. Although the department’s policy was slightly more restrictive than the statute it still allowed the use of deadly force in cases of burglary. Garner’s fathers’ argument was made that his son was shot unconstitutionally because he was captured and shot possessing ten dollars that he had stolen and being unarmed showing no threat of danger to the officer. The incident was then reviewed by the Memphis Police Firearm’s Revie...

Why Was Stalin Able to Become Leader of Russia by 1926?

Why was Stalin able to become leader of Russia by 1926? (7) In January 1924, Lenin, the Leader of the Russian communist party died. Trotsky, the leader of the Red army seemed like Lenin’s successor at the time as he played a major role in the civil war. Meanwhile, Stalin held two positions: People’s commissar for Nationalities (responsible for the different nationalities in the Soviet empire) and General Secretary (responsible for the day to day running of the party. He was also a member of the Politburo, the party leaders who ran the country after Lenin’s death.They consist of Stalin, Trotsky, Zinoviev, Kamenev, Bukharin, Rykov and Tomsky. As Lenin’s funeral was organized by Stalin since he was regarded as the party’s administrator because of his position as General Secretary, Stalin was able to deliver the oration. This enabled him to portray himself as the chief mourner, and heir to Lenin. Stalin also telegrammed Trotsky the wrong date. Many saw Trotsky’s absent as disrespect for Lenin who had assumed a God-like status so his reputation was damaged. As a result, Lenin’s funeral gained Stalin support and made Trotsky unpopular, contributing to his success in being the leader of Russia.Apart from that, the fact that the Politburo decided not to publish Lenin’s Testament which contains criticisms of them also contributes to Stalin’s success. This is because in his testament, Lenin had wanted Stalin removed from his position. Members of the party may not have supported Stalin if they had read the testament containing criticisms of him. They would probably support Lenin’s desire for Stalin to be removed from his position. Apart from enabling Stalin to gain support during Lenin’s funeral, his position as General Secretary also contributes to his success in becoming Russia’s leader in many ways.As it enabled him to access personal files of party members, Stalin gained information wh ich he could use against his rivals. Furthermore, it also gave him the right to appoint new party members so he appointed his supporters. During Lenin Enrolment between 1923-5, over half a million new members joined the party as it gave them privileges. This made them loyal to Stalin as he had allowed them into the party. New members could easily identify with Stalin because of his humble, peasant background and support for Stalin grew. On the other hand, Trotsky was unpopular.He came from a wealthy Jewish background and had a late conversion to Bolshevism. He was an intellectual who appeared arrogant. He also did not cultivate support but worked alone. This could be because of his poor judgment regarding other people. Trotsky also believed in the ‘Permanent Revolution’ but in contrast, Stalin promoted ‘Socialism in one country’. Many feared that Trotsky’s idea of world revolution would ruin Russia so support increased for Stalin. In 1924, Trotsky sa id the party’s bureaucracy was too big and was working for its own benefit.He was isolated by Stalin as Stalin had joined with Zinoviev and Kamenev to form the ‘Triumvirate’. This happened before Lenin’s death and the aim of this alliance is to prevent Trotsky from being the next party leader. They campaigned against Trotsky by publishing his disagreement s with Lenin during 1903-7. They also used Stalin’s position as General Secretary and the 1921 ban against factions to remove Trotsky’s supporters from their influential positions. This led to Trotsky being constantly isolated and outvoted.In 1925, Trotsky was forced to resign from his position of Commissar for War. Stalin, as a member of the ‘Triumvirate’ has partly defeated the Left Opposition. However, In April 1926, Zinoviev and Kamenev realized that Stalin is exploiting his position as he used it to appoint his supporters into the party. They joined forces with Trotsky to f orm the United Opposition. They planned to restore Party and Soviet democracy and end the NEP (New Economic Policy). They were defeated in 1926 at the central committee meeting because Stalin called in his support and banned them from speaking.He also used his control of Party Congresses and elections to outvote them. They worked secretly but were then accused of factionalism (breaking the party) and were expelled from the party. The United Opposition was successfully defeated by Stalin and the party is now full of his supporters. As a conclusion, Stalin’s political schemes with the aid which his position as General Secretary offered enabled him to remove his rivals, gain support and power so he was able to become leader of Russia by 1926. Beatrice 11. 1

Getting Started With SCons Installing and Using

SCons is a next-generation make utility that is much easier to configure and use than make. Many developers find make syntax not just difficult to get into but quite ugly. Once youve learned it, its okay, but it has a bit of a steepish learning curve. So thats why SCons was devised; its a better make and considerably easier to use. It even tries to figure out what compiler is needed and then supplies the right parameters. If you program in C or C on Linux or Windows then you should definitely check SCons. Installation To install SCons you need to have Python already installed. If you are using Linux then most likely youll have Python already. If you have Windows you can check if you already have it; some packages might have installed it already. First, get a command line. Click the start button, (on XP click Run), then type cmd and from the command line type python -V. It should say something like Python 2.7.2. Any version 2.4 or higher is ok for SCons. If you havent got Python then you need to download and install 2.7.2. Currently, SCons does not support Python 3 so 2.7.2 is the latest (and final) 2 version and the best one to use. However, that may change in the future so check the SCons requirements. Follow the instructions for installing SCons. Its not complicated; however, when you run the installer, if its under Vista/Windows 7 make sure you run the scons.win32.exe as administrator. You do this by browsing to the file in Windows Explorer and right click then Run As Administrator. Once its installed then, assuming you have any of Microsoft Visual C (Express is ok), MinGW tool chain, Intel Compiler or the PharLap ETS compiler already installed, SCons should be able to find and use your compiler. Using SCons As a first example, save the code below out as HelloWorld.c. int main(int arcg,char * argv[]){printf(Hello, world!\n);} Then create a file called SConstruct in the same location and edit it so it has this line below in it. If you save the HelloWorld.c with a different filename, make sure that the name inside the quotes matches. Program(HelloWorld.c) Now type scons at the command line (in the same place as HelloWorld.c and SConstruct) and you should see this: C:\cplus\blogsconsscons: Reading SConscript files ...scons: done reading SConscript files.scons: Building targets ...cl /FoHelloWorld.obj /c HelloWorld.c /nologoHelloWorld.clink /nologo /OUT:HelloWorld.exe HelloWorld.objscons: done building targets. This built a HelloWorld.exe which when run produces the expected output: C:\cplus\blogHelloWorldHello, world! Notes The online documentation is very good for getting you started. You can refer to the terse single file man (manual) or the friendlier more verbose SCons Users Guide. SCons makes it easy to remove unwanted files from the compilation just add the -c or -clean parameter. scons -c This gets rid of HelloWorld.obj and the HelloWorld.exe file. SCons is cross-platform, and while this article has  been about getting started on Windows, SCons comes prepackaged for Red Hat(RPM) or Debian systems. If you have another flavor of Linux, then the SCons guide gives instructions for building SCons on any system. Its open source at its best. SCons SConstruct files are Python scripts so if you know Python, then youll have no probs. But even if you dont, you only need to learn a small amount of Python to get the best out of it. Two things you should remember, though: Comments start with #You can add print messages with print(Some Text) Note that SCons is only for non-.NET, so it cant build .NET code unless you learn SCons a bit more and create a specific builder.