Blood Pressure And Pulse Lab Physical Education Essay

Blood Pressure And Pulse Lab Physical Education Essay The purpose of the blood pressure and pulse lab was to test many variables which could have an effect on blood pressure and pulse. The variable tested in this lab was the, Effects of Changes in Posture, the Effects of Exercise, and the Effects of Cognitive Stress on Mean Arterial Pressure and Heart Rate. Background: Blood is an essential factor for all living organisms. Blood is an important fluid within our bodies which delivers oxygen, nutrients and essential substances, to cells throughout the body. Blood also has the function of transporting various wastes materials / products, such as carbon dioxide, from various body cells through the respiratory and excretory organs. The activities performed in the blood pressure and pulse lab examined the rate at which blood flows throughout the body, and which factors would either increase or decrease the blood pressure, being the pressure of the blood within the circulatory system, and pulse pressure. Blood flow and blood pressure is determined by two distinct factors. These factors are the force needed to push the blood through the blood vessel and the amount of resistance of blood flow through the blood vessel. The average normal blood pressure in a healthy individual should be around 120/80 BP, but it is stressed that the blood pressure should remai n a little lower than this pressure. The sympathetic and parasympathetic nervous system plays an important role in blood pressure and heart rate. The sympathetic nervous system through the Cardio acceleratory center increases heart rate in fight or flight situations. While the parasympathetic nervous system uses the cardio inhibitory center to decrease the heart rate. The mechanical events of the cardiac cycle are the sequences of events which take place in order for the heart to work properly. In the cardiac cycle there are two distinct phases. These two phases are the diastole phase and the systole phase. In the medical field the diastolic pressure and the systolic pressure are measured with the use of a stethoscope and Sphygmomanometer. The measure of pulse pressure refers to the difference between the systolic number (Top) and the diastolic number (Bottom). The normal blood pressure of a healthy individual is 120/80 BP; in this instance, the pulse pressure would equal 40mmHg (120 80 = 40mmHg). Blood pressure is constantly fluctuating; because of this doctors need to take an average blood pressure to adequately check for any complications in their parents. The average blood pressure is called the mean arterial pressure (MAP). To begin to calculated the mean arterial pressure one must first start by calculating the pulse pressure (PP). The Puls e pressure can be calculated by taking the difference between the systolic pressure (SP) and the diastolic pressure (DP); (PP = SP DP).Using the Pulse pressure the mean arterial pressure can be calculated. The mean arterial pressure is equal to a third of the pulse pressure plus the diastolic pressure (MAP = DP + (PP*1/3) ). The basic mechanical events of the cardiac cycle can be deduced into four phases. Phase one in the cardiac cycle is referred to as the First Diastole Phase. During the first diastole phase, the atria and ventricles within the heart are fully relaxed, as the Atrioventricular valves remain open. This allows De-oxygenated blood to flow to the right atrium, from both the superior and inferior vena cavae. The rate in which blood flows back into the heart is given the term Venous Return (De-oxygenated blood). The muscles incorporated in exercise require a lot of oxygen in order to perform their function, as a result there would be an increase in venous return. Blood within the right atrium is emptied into the right ventricle though the Atrioventricular or Tricuspid valve. At the end of diastole (the loading or filling phase), the amount of blood accumulated in the right or left is referred to as the end-diastolic volume (EDV). The second phase of the cardiac cycle is referred to as the first systolic phase. During this phase the right ventricle receives incoming electrical signals from the purkinje fibers, which are the fibered branches which extend from the Atrioventricular bundle, in the intraventricular sulcus of the heart, and are dispersed from the apex of the heart. The purkinje fibers signal the ventricles to contract, which closes the Atrioventricular valves and forces the semilunar valves to open, pushing de-oxygenated blood into the pulmonary arteries. The pulmonary arteries function is to prevent the flow of blood back into the right ventricle. All of the blood is never fully ejected from the ventricles after systole. The amount of blood which remains in the ventricle at the end systole is known as end-systolic volume (ESV). The end-diastolic volume and the end-systolic help to calculate the stroke volume (SV) which is the volume of blood ejected from one ventricle during each beat. The stroke v olume can be calculated by taking the difference between end-diastolic volume and end-systolic volume, (SV = EDV ESV). The stroke volume can also be used to calculate the cardiac output, or the rate at which blood is ejected from the heart, (CO = HR x SV). In the second diastolic phase, the semilunar valves are closed and the Atrioventricular valves are opened, as a result oxygenated blood within the pulmonary veins and beings to fill within the left atrium. At the same time, blood from both vena cavae fills within the right atrium. The mitral valve closes preventing any oxygenated blood from flowing back within the left atrium. In the second systolic phase, Atrioventricular valves close and semilunar valves open. Similar to the first systolic phase, Purkinje fibers send messages to the ventricles signaling them to contract, in which oxygenated blood is pumped into the aorta. The aortic semilunar valve prevents any oxygenated blood from pumping directly back into the left ventricle. Hypothesis: Posture Changes Reclining for 3 minutes It is expected that arterial pressure and pulse rate would most likely decrease; when someone is resting the body is controlled by the parasympathetic system which uses the cardio inhibitory center to decrease heart rate. Standing up quickly after reclining for 3 minutes It is expected that arterial pressure and pulse rate will increase, when the subject is in the standing position versus when they are laying down their blood has to overcome gravity and the heart has to work harder to produce the force necessary to push blood to the upper limbs. Standing at attention for 3 minutes It is expected that arterial pressure will decrease compare to standing up quickly after reclining for 3 minutes, because 3 minutes is a long enough period for the body to adjust to the effects of gravity and to assess the force needed to pump blood to the upper extremities. It is hypothesized that the standing at attention for 3 minutes data will be an intermediate between the reclining test and the standing up quickly after reclining test. Exercise Immediately after exercising it is expected that arterial pressure and pulse pressure will increase, because muscles involved in the exercise demand more oxygen which will increase the amount of venous return and increase the heart rate and pulse pressure. One, Two, and Three, minutes post exercise It is expected that arterial and pulse pressure will decrease compared to immediate testing after exercise. As the individual begins to rest after strenuous exercise the body begins to incorporate the parasympathetic nervous system and through the cardio inhibitor center, it begins to decrease the heart rate. Cognitive Stress It is expected that cognitive stress will increase the blood pressure slightly, because stress is believed to trigger the sympathetic nervous to increase the heart rate. Procedure For Procedures, Refer to Lab 6, Activity 2, in the Anatomy and Physiology Lab Manual Data Results: Lab Activities Data Tables Proper use of the Sphygmomanometer: Subject: Brianna Burton Systolic Pressure Diastolic Pressure Pulse Pressure MAP Trial 1 110mmHg 70mmHg 80mmHg 83.33 mmHg We were told by the instructor there was no need to perform a trial 2 Effect of Postural Changes Subject: Same as above Blood Pressure Pulse Rate MAP Sitting Quietly (Baseline) 110/70 mmHg 80 BPM 83.33 mmHg Reclining (After 2-3 minutes) 110/70 mmHg 76 BPM 83.33 mmHg Immediately Upon Standing 118/78 mmHg 92 BPM 91.33 mmHg After Standing for 3 Minutes 112/72 mmHg 85 BPM 85.33 mmHg Exercise Subject: (Well-Conditioned) Aaron Banks Fitness Index: 50 Subject: (Poorly-Conditioned) Justin Kim Fitness Index: 44 Baseline Immediately 1 Minute 2 Minutes 3 Minutes 4 minutes 5 Minutes Well-Conditioned Subject BP: 130/80 mmHg BP: 132/80 mmHg BP: 128/70 mmHg BP: 120/78 mmHg BP: 110/68 mmHg BP: 110/72 mmHg BP:108/72 mmHg HR: 90 BPM HR: 101 BPM HR: 103 BPM HR: 100 BPM HR: 98 BPM HR: 98 BPM HR: 87 BPM MAP: 96.67 mmHg MAP: 97.33 mmHg MAP: 89.33 mmHg MAP: 92 mmHg MAP:86.67 mmHg MAP: 84 mmHg MAP: 84 mmHg Poorly-Conditioned Subject BP: 122/98 mmHg BP: 128/90 mmHg BP: 138/86 mmHg BP: 120/82 mmHg BP: 122/90 mmHg BP: 122/90 mmHg BP:118/96 mmHg HR: 82 BPM HR: 120 BPM HR: 119 BPM HR: 111 BPM HR: 110 BPM HR: 110 BPM HR: 108 BPM MAP: 106 mmHg MAP: 102.67 mmHg MAP: 103.33 mmHg MAP: 94.67 mmHg MAP: 106.67 mmHg MAP: 100.67 mmHg MAP: 103.33 mmHg Cognitive Stressor Subject: Nika Condition Max HR Min HR Mean HR Systolic BP Diastolic BP Pulse Pressure MAP Baseline 1 100 BPM 82 BPM 89 BPM 134 mmHg 91 mmHg 43 mmHg 105.3 mmHg Spell Forward 96 BPM 83 BPM 91 BPM 108 mmHg 88 mmHg 20 mmHg 94.7 mmHg Spell Back 112 BPM 84 BPM 92 BPM 111 mmHg 89 mmHg 29 mmHg 96.3 mmHg Number of misspelled words forward = 1 Number of misspelled words backward = 3 Discussion: The purpose of the blood pressure and pulse lab was to test many variables which could have an effect on blood pressure and pulse. The variables tested in this lab were the, Effects of Changes in Posture, the Effects of Exercise, and the Effects of Cognitive Stress on Mean Arterial Pressure and Heart Rate. In activities the variable being tested is the Effects of Changes in Posture. For the baseline the subject, in this case Brianna, sat quietly as her baseline blood pressure, pulse rate, was tested, and her mean arterial pressure (MAP) was calculated. The results for Briannas blood pressure was 110/70 mmHg, which is about the average blood pressure (120/70 mmHg) in a healthy individual. Her Pulse pressure was 80 beats per minute (BPM). Given these values her baseline MAP, was calculated to be 83.33 mmHg (MAP = 70 + ((110 70))*1/3) ). In the next test, the effect of reclining for 2-3 minutes was tested. In this test, after reclining for 2-3 minutes, her blood pressure, and MAP remained the same as the Baseline test. It was observed that her pulse rate did in fact decrease: (80 > 76 BPM), though it is not known if this decrease in the pulse rate is significant enough. In the hypothesis above it was expected that arterial pressure and pulse rate would most likely decrease when someone i s resting because parasympathetic nervous system would begin to signal the body to relax affecting the cardiac centers (CAC deactivated CIC activated). The activation of the cardio inhibitory center decreases the heart rate and pulse pressure. For the next test the Effect of standing quickly after 3 minutes of reclining was tested. Immediately after standing up, her Blood pressure, Pulse rate and MAP was determined. Her blood pressure was 118/78 mmHg, her Pulse Rate was 92 BPM and her MAP was 91.33 mmHg. The MAP was calculated by using the formula: (91.33 mmHg = 78 + ((118-78))*1/3)). During this test Briannas Blood pressure, Pulse Rate and MAP significantly increased, ((BP: 110/70 >> 118/78 mmHg) (PR: 80 >> 92 BPM) (MAP: 83.33 >> 91.33 mmHg) as expected in the hypothesis. In the hypothesis it was expected that arterial pressure and pulse rate would increase, when the subject is in the standing position versus when they are lying down. When Brianna quickly stood up her heart had to overcome the effects of gravity; the heart has to work harder to produce the force needed to effectively push blood to the upper limbs and the head. Also immediately standing activates the sympathetic nervous system, which activates the CAC incr easing heart rate. This hypothesis is accepted, based on her data the blood pressure, pulse rate and MAP did in fact increase when she stood up. Next we tested the Effects after standing for 3 minutes. After standing for 3 minutes Briannas blood pressure was 112/72 mmHg and her pulse rate was 85 BPM. Given these values her MAP for this test was calculated to be 85.33 mmHg (MAP = 72 + (112-72)*1/3). In the hypothesis it is expected that the arterial pressure would have decreased compared to the standing up quickly after reclining for 3 minutes test. It was hypothesized that arterial pressure would decrease because 3 minutes is a long enough period from the body to properly adjust to the effects of gravity and to assess the force needed to pump blood to the upper extremities. As stated in the hypothesis the blood pressure, pulse rate and MAP did in fact decrease based on the standing for 3 minutes test, because of this, the hypothesis can be accepted (BP: 110/70 >> 112/72 mmHg) (PR: 80 >> 85)) (MAP: 83.33 mmHg >> 85.33) In the next test, we tested the effects of exercise on the Body, comparing a well-conditioned person and a poor-conditioned person. For the first test a well-conditioned person was chosen. The baseline BP for this individual was around 132/80 mmHg. Immediately after exercise the blood pressure was 132/80 mmHg. This shows that there was an increase of blood pressure dependent on the effects of exercise. In the hypothesis it is expected that arterial pressure and pulse pressure will, increase, because muscles involved in the exercise also increase the venous return which will increase heart rate. For this test as hypothesized the Heart rate also increased (90 >> 101 BPM). After 5 minutes of resting the blood pressure and Heart of the subject decreased lower than the baseline, indicating some level of human error in reading the equipment effectively. Despite this, it is found that the blood pressure and pulse rate at 5 minutes was significantly lower from the baseline in the well-condit ioned person vs. the poor conditioned person. In the poor conditioned person. Their baseline blood pressure was 122/98 mmHg and after exercising for 5 minutes it was 128/90 mmHg. After 5 minutes the poor conditioned persons blood pressure was 118/96 mmHg. Again in this experiment its hard to compare the two subjects because there seems to be some human errors in effectively checking the blood pressure since it is lower than the baseline. After 5 minutes the well-conditioned persons systolic pressure dropped from 128>>108 SP despite the diastolic pressure increasing from 70 >> 72 mmHg DP. The fitness index to the well-conditioned person was 50 and 44 for the poor conditioned person. Based on the fitness index both subjects display the poorest physical conditioning possible. For the final test the effects of cognitive stress was tested. Based on this experiments results it is difficult to determine whether or not cognitive stress had any effect on the blood pressure. It was hypothesized that cognitive stress would increase heart rate because stress activates the sympathetic nervous system, which increases the heart rate. There seems to be no correlation between cognitive stress and heart rate, so the hypothesis is rejected.

Nature nurture debate Essay

Critically compare how the nature/nurture debate has been addressed by three different researchers or schools of thought in psychology and/or philosophy. At least ones of the researchers/schools must have been active before the 20th century. The nature nurture debate has been a traditional argument for centuries between numerous psychologists. The debate questions whether human abilities are innate or obtained through experience. All through history, psychologists have not been able to come to an agreement with the debate of nature and nurture. Even though all psychologists have not been able to agree on the same views, there are several ypotheses that have been tested. This essay will critically compare the relative importance of the debate through defining the key terms nature and nurture, focussing on three schools in psychology- Behaviourism, Psychoanalysis and Cognitive; discussing their findings involved and using evidence to back up arguments used throughout. Nature is defined as human-beings come into the world as intuitive store of knowledge and understanding of reality (Smith et al 2003 p. ). In other words the Nature side of the debate believes that everyone is born with some sort of information. Smith et al (2003 p. ) also defined Nurture as being â€Å"knowledge being acquired through experience and interactions of the world. This suggests that everyone is born as a blank slate and learn everything through the environment around us. Structuralism was one of the earliest schools that came about prior to the 20t h century due to the Work of Wilhelm Wundt. It was the first school of thought to be established. The paradigm of structuralism is primarily concerned with the structure of the human psyche, and it does not address historical aspects or change in culture† (Lett 1987, Rubel and Rosman 1996). Wilhelm Wundt was interested in tudying mental experiences. His psychology relied on the natural sciences, and he believed that psychology was all about conscious experience. The method known as introspection was brought into play with Wundt believing that trained observers could illustrate thoughts, feelings and emotions through the use of this procedure. Cited online: (Kendra Cherry 2012). Wundt defined introspection as â€Å"the examination of one’s own mental state† (Schultz D, P & Schultz S, E. 2008 p. ) This suggests that introspection can be seen as a self examination. In his work of introspection he wanted to identify aspects to do with mental experience. To support this Nevid, J. S (2009 p. 7) proposed that â€Å"Wundt used introspection as a method of elaborating the basic structures of mental experience in the structure of feelings, perceptions and sensations. † What’s more, Edward B. Titchener (1867-1927) who became a disciple of Wilhelm Wundt. Titchener collaborated with Wundt on the method known as introspection and the pair decided together to attempt the construction of Ones mind, in terms of breaking down mental experiences into their component parts (Nevid, J. S 2009). As regards to the nature- nurture debate, some theorists may see Structuralism being slightly more on the nurture side, since Wundt’s explains the experiences within a person. However, Structuralism mainly falls towards the nature side of the debate which he talks about internal reasons, that Wundt proposes the experience of a person and those experiences are caused by the environment. nconscious drives. Initially, psychology should be scientific and should always be able to measure the things you’re studying. Also, introspection could be seen as lacking in reliability and the construction of and individual’s brain can be seen as too subjective (Moore 2011). Therefore, the work by Wundt and his disciple Titchener would not be seen v alid. Another school of thought is Behaviourism. It was introduced in the early 20th century by John B. Watson and was the primary paradigm in psychology around this time. Behaviourism is mostly concerned with observable behaviour as opposed to internal events like thinking† (McLeod, S. A. 2007). â€Å"The emphasis was placed upon identifying the external factors and produce changes in behaviour, learning or conditioning using a ‘stimulus response’ model† (Malim ; Birch 1998 cited in Ingleby et al 2010). John B. Watson (1978-1958) gnored Structuralism views, when he considered that the only area under discussion that psychologists ought to consider was that of behaviour, and he rejected the consciousness theory. ). Watson did not believe in introspection being any part of his school of thoughts. He believed that behaviourism would eliminate all initiatives that Structuralism invented. Supporting this Dewey, R (2007) proposes that â€Å"Watson implied the behaviourists would completely remove introspection from psychology. † Watson strong interest into classical conditioning and controlling the emotions of human behaviour lead to his study of ‘little Albert’ experiment. Previously, in the 1890s Russian physiologist Ivan Pavlov was interested in classical conditioning, and lead to him looking at salivation in dogs when they were being fed. The introduction to PavloVs work on classical conditioning influenced Watson to then prepare his study on little Albert. â€Å"Watson was interested in taking Pavlov’s research further to show that emotional reactions could be classically conditioned in people† (Cherry, K. 2012). The study consisted of Watson and Raynor in 1920, exposing an orphan ‘little Albert’ with a series of stimuli, the famous stimuli of all; a white rat, and then observed little Albert’s reactions to it. Little Albert did not show any sign of fear when the rat was exposed. Watson then showed Albert the rat again but making a loud noise. As expected from a youngster, he began to cry after hearing the noise. Each time after that, Watson showed the child the rat and he began to cry automatically. Therefore showing that Watson had conditioned and emotional response of fear with the child when the loud noise was paired with the rabbit cited in (Nicholas, L. 2008). Consequently, Watson was able to show that emotional responses can be conditioned or learned. He then concluded that phobias were most likely conditioned responses. Watson was similar to Freud, that early childhood experiences influenced the adult personality. Watson differed from Freud in that he had behavioural evidence that learned responses in childhood transferred across stimuli and environments† as cited in (Watson et al. 1920). Watson was a proponent of the nurture debate and believed that all individuals’ differences were down to the result of learning. Another psychologist that engages into the nurture debate is Bandura (1961) who conducted a study to investigate if social behaviors can be obtained by imitation. The results supported his Social learning theory. McLeod, S. A. 2011) put forward the results from Bandura’s study as â€Å"Children learn social behavior such as aggression through the process of observation learning – through watching the behavior of another century. This is the school that stresses the importance of the unconscious mind. Psychoanalysis is made up of infantile experiences and for many alongside biological instincts or drives, particularly sexual ones Cones 2001). Therefore thi s takes both nature and nurture perspectives into account. Freud is one of the most endowed and the most complex, figures in the history of psychology Cited in (Glassman & Hadad 009). Freud’s theory can be used to question the behaviourist approach, due to their view that the environment influences and individual’s notion and behaviour. However Freud believes that the human thought and behaviour is more complex than this. â€Å"Freud proposes that the mind is a combination of all conscious and unconscious thoughts† (Malim and birch 1998:9, Cited in Ingleby et al 2010). Freud proposed a three part structure to personality; ‘d, ego and the superego. These three components all have their own individual principles. They are mental processes or systems and not actual physical structures (Griggs 2009). The ld consists of being the source of all basic drives. The ego is the part of the personality that mediates between the ld and the Superego. It is the most pragmatic part of the personality and it finds gratification for instinctual drives within the constraints of norms and society (Griggs 2009). The superego opposes the demands of the ‘d, and is known as the conscience of ones mind. It was the last structure to develop. It is known as the ‘morality principle’ as it represents the moral demands of family and society, and opposes the desire for immediate gratification (Glassman & Hadad 2009). Freud also developed a process that the ego used which is known as the defence mechanism. This is the process which the ego used to protect humans for anxiety. Additionally, moving on from the inequity of the three personality structures, Freud emphasised the importance that childhood experiences impact personality, and this is how he lead to his theory of the psychosexual stages. These stages engaged in the different points that children experienced throughout their childhood. Freud stressed the importance of nature playing a major role throughout each of these stages that children went through (Feshbach et al, 1991). Erik Erikson one of the major neo-Freudian theorists, expanded on Freud’s theory. He developed eight psychosocial stages that he believed each individual came across throughout their life (Glassman ; Hadad 2009). Erikson proposed that an individuals life span , matured throughout their life span, whilst Freud considered that out personality is formed at the age of 5 (Miller 1983). In addition to Freud’s work, psychologist Carl Jung who is best known for his theory of the Collective unconscious established a rapport between the conscious and unconscious. Although Jung agreed with Freud ith the existence of the Unconscious, he believed that Freud failed to explain details about the presence of archetypes within human minds† (Smith 2003 p. 464). Overall, Psychoanalysis accounts for both nature and nurture debate, where Freud and Jung were interested in the unconscious mind; relying on the nature, however Freud also put forward the influence of child experience repres enting the nurture debate. Therefore this school of thought indicates a combination of both nature and nurture. To conclude, there are a number ‘Thoughts of schools† that provide evidence for both Nature and Nurture debate.

Essay on The History of Accounting - 1013 Words

The origin of accounting primarily consists of the establishment of human society and commerce. The idea of accounting is an old practice that has been dated since the Mesopotamia era. During this era, trade between tribes around Mesopotamia required records to be kept on stone and clay tablets. This took place at least 3600BC, where in those times, the ‘scribes’ who possessed a knowledge of writing also served as bookkeepers. Overall, accounting has made significant contributions over the past five and a half thousand years. The first samples of what we called â€Å"writing† were believed to be actual records of transactions from more than 5,000 years ago. Many scholars considered that accounting systems were in use which had†¦show more content†¦Merchants and property owners used accounting not just for their businesses; They also used it for getting in touch with God, their environmental settings and family members. Francesco Datini, a famous Italian m erchant wrote â€Å"In the Name of God and Profit† in his ledger books. Merchants like Datini (and later Benjamin Franklin) kept moral account books, too, for tallying their sins and good acts the way they tallied income and expenditure. If we wanted to know how to make our country and companies more accountable, we should study the Dutch. In 1602, the foundation of modern capitalism was invented which was the first publicly traded company and official stock market in Amsterdam (the Dutch East India Company). It was their older and well-maintained culture of accountability that kept these institutions stable for a century. The double-entry accounting eventually spread to the Netherlands during the early 1500s which has made the accounting education the country’s main focus. Their managers, eventually, gained trust from The Dutch for maintaining good books and logging in regular interest payments, and paying off their state debts in the meantime. 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