Behavior of Scratching Biological Discussion Assignment
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Behavior of Scratching Biological Discussion Assignment
Because humans are organisms, our physical functions are dictated by biology. However, our behaviors and mental functions are also controlled to a large degree by biology, but we often do not think about this fact. Please review the link below that highlights 10 human behaviors that have been identified as having biological foundations. Then seek out information on a different behavior and how biology may explain it. Identify the behavior and the biological evidence to explain it in your post.
http://listverse.com/2013/07/11/10-human-actions-with-biological-explanations-2/
- Reply to two classmates post.
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DB1 (Kevin Rodrigues):
For this weeks discussion topic I chose to expand a little bit more on why our bodies decide that to put us in a tired state when night time comes. As stated on the article, The Science of Sleep by Kristin Harper, our bodies are on a 24-hour time cycle where they’re constantly releasing chemicals to our brain which allow us to have stimuli to our everyday surroundings and the need to sleep or rest at night time is no exception. The process begins when the hormone, Melatonin, is released and triggers us to be drowsy and tired, Melatonin levels commonly peak during midnight, but wait there’s more. Our eye’s retinas and the exposure of light play a vital role for the release or delay of melatonin for example, our retinas are exposed to light, that signal gets sent to the Suprachiasmatic nucleus, and then travels down to our Pineal gland which is the location for melatonin production and since already exposed to light no melatonin will be produced. On the contrary during night time, the signal between the Suprchiasmastic nucleus and the Pineal gland is never sent and therefore triggering our Pineal gland to produce and release melatonin [1].
[1] Harper, Kristin. (2015, January.) The Science of Sleep. American Chemical Society. https://www.acs.org/content/acs/en/education/resources/highschool/chemmatters/past-issues/archive-2014-2015/the-science-of-sleep.html
DB2 (Hannah Wiles):
For this week’s topic of discussion, I have chosen to discuss why humans laugh and how our bodies benefit from this simple everyday function. The act of laughing first occurs at as early as 3 months of a human’s life, well before they can speak. Laughter is a basic occurrence amongst people who feel comfortable with each other but it is also a way for humans to show acceptance towards a stranger. It is believed that this ideal was used long ago to show closeness towards members of a tribe and to show outsiders that they were not a threat. Another theory behind laughter is that primates used to groom one another to show affection, however, as groups became larger grooming was phased out and replaced by laughter. As for some of the internal benefits of laughing, it can increase your oxygen intake, release endorphins, relieve tension, and even boost the immune system.
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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