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Anatomy

Movement in the human body is possible due to specific interactions between the nervous, muscular and
skeletal systems. For this paper, you will describe these interactions as your body goes through specific actions.

Scenario
You see a delicious cookie on the table in front of you. You decide you will try one. To do this you must:
1) Lift your arm directly in front of you to reach for the cookie – you produce movement at the shoulder
2) Grasp the cookie with your fingers and your thumb – you produce movements at the MP joints
3) Bring the cookie to your mouth – you produce movement at your elbow

Required Elements
The paper must have the following elements as you describe how getting this cookie to your mouth is possible:
1) APA Style: The paper should written in APA style, have an abstract, separate sections with headings, a
bibliography page & be properly sited. See link in blackboard for specifics

2) An Introduction: Introduce the topic by explaining the role each system plays in movement and how
these systems interact to produce movement in general (no specific movements here). The introduction
should be a thorough discussion of the topic before you get specific.

3) Motor Pathway: The specific path the nerve signal travels through the brain, spinal cord and spinal
nerves so that the conscious thought that starts in the brain “I will pick up the cookie” reaches the
muscles and causes movement at the joint. (The motor pathway as discussed in class) – This is
described only once in general, NOT for each specific movement!

4) Nerve Physiology: The mechanism by which the nerve signal is initiated in the neuron, propagated down
the axon and passed to the muscles (Nerve physiology as discussed in class)

5) Muscle Physiology: The mechanism by which the muscles are stimulated by the nerve and then contract,
including sliding filament theory (Muscle Physiology as discussed in class).

6) Descriptions of the interaction between the nerves, muscles and bones for each movement: you should
describe specifically what happens when going through movements 1-3 above. Be sure to:
a. Name the movements that occur at the joints (flexion, elevation, extension abduction etc.).
b. Name the specific nerves that stimulate the specific muscles to pull the specific bones to produce
movements you identified at the joint.

Sample Solution

Lee and Ng (2010) notice that in the field of second language learning, scholastic gamble taking has been characterized as a circumstance based process that can be overseen by giving the legitimate settings to its application. The settings might go from the ones wherein the students acknowledge what expertise to utilize and under what conditions to the ones in which learning occurs in a plausible setting. The last option can make understudies limits in the use of chance taking. The way that hazard taking is definitely not a decent character quality that is steady across circumstances has allowed scientists to assume it a potential instrument that understudies can apply for the improvement of their realizing when fittingly directed. Moreover, a greater part of work distributed in the writing of the field has related risk taking to other study hall factors. A valid example is Ely’s portrayal of chance taking. In a review achieved in 1986 (as refered to in Nga, 2002), he explains that facing challenges is naturally connected with study hall cooperation and fearlessness. Ely learns a key educational element that was not contained in that frame of mind of the term and that is expected in a language class: eagerness to take part. As per Hongwei (1996) study hall cooperation might exhibit for language students a significant opportunity to rehearse and work on their abilities in the objective language. Then again, Lee and Ng (2010) express that one more homeroom factor connected with the ability to talk is the educator’s job and whether it can diminish understudy restraint to partake in the subsequent language class. Since there have been various different ways to deal with the term risk taking, the work to characterize it and its instructive reasoning have changed such a lot of that exploration on student contrasts has not come to a bound together clarification of the term yet. Despite this reality, one of the most broad meanings of hazard taking is tracked down in the expressions of Beebe, one of the main analysts in the field. In her examination of hazard taking, she mindfully catches the greater part of its fundamental qualities. She describes the term as a “circumstance where an individual needs to settle on a choice including decision between options of different allure; the outcome of the determination is dubious; there is plausible of disappointment” (Beebe, 1983, p.39). Her meaning of hazard taking reverberates with the perceptions of different creators, for instance, Wen and Clément’s vulnerability of results and the selection of activities referenced by Bem. Beebe (1983) doesn’t conceivably explain the instructive ramifications of hazard taking; despite the fact that, from her meaning of the term, educators and students can infer that the gamble of being correct or wrong, for example disappointment, is inborn to figuring out how to communicate in a subsequent language. From every one of the particulars of the gamble taking develop checked on up to this point, we can express that hazard taking is certainly not a detached build however is firmly connected with other central student factors, for example, homeroom support and eagerness to convey in a subsequent language. What ought to be featured from the writing on risk taking is that this term requires exchange between the student and the choices that he makes, his eagerness to partake, and the instructive setting. Certainly the meanings of hazard taking have likewise made research accou>

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