What is the efect of growth hormone on metabolism?

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NATIONAL CENTER FOR CASE STUDY TEACHING IN SCIENCE

The Hunger Pains: Ghrelin, Weight Loss, and Maintenance by Lynn M. Diener Sciences Department Mount Mary College, Milwaukee, WI

Part I – You Look Fantastic! Mallory Messner Hey Sara, it was great to see you during break! It’s been way too long. And by the way, congratulations on the weight loss, you look fantastic. Do you mind if I ask how you did it? April 5 at 1:32pm Like

Sara Finnegan Mal, it was great to see you too! Tanks for noticing the weight loss, it required a lot of hard work. I started exercising 5 days a week and restricting calories (eating smaller portions mainly). April 5 at 1:45pm Like

Mallory Messner You’d think I would already have realized that there is no trick when it comes to weight loss, being a biology major and all–sigh–I just hoped maybe you had found some magic solution. Haha. April 5 at 1:50pm Like

Sara Finnegan I gotta tell you though, I’m having a heck of a time keeping the weight of. It seems like I’m always hungry! You know, they always say that only 5% of people who lose weight ever keep it of long term. I’m hoping to remain in the 5% but right now I’m not so sure. =(

Have you heard about some hormone called ghrelin in any of your biology classes? I’ve been reading about it in the news lately, I wonder if it has anything to do with my struggles… April 5 at 1:55pm Like

Mallory Messner Actually I do recall learning something about ghrelin in class. Let me take a look and get back to you. I’ll send you an email! April 5 at 1:57pm Like

Questions 1. Craft an email from Mallory to Sara explaining some of the basics of ghrelin. Your email should explain what a

hormone is and what kind of hormone ghrelin is. It should also explore ghrelin’s efect on growth hormone and metabolism. Feel free to use your textbook and reliable internet sources.

2. What is the efect of growth hormone on metabolism? Pay special attention to its efect on protein, bone, fatty tissue, and carbohydrates.

3. What does anabolic mean? What about catabolic? How would you classify growth hormone?

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NATIONAL CENTER FOR CASE STUDY TEACHING IN SCIENCE

Part II – Sleep Is Important Mallory Messner So ghrelin seems like an intriguing possibility, huh? Did you know that it’s generally elevated in people after they lose weight? Even a whole year after they lost the weight! April 5 at 6:03pm Like

Sara Finnegan Yeah, thanks for the email. I can’t believe that a chemical like ghrelin can help to increase your appetite. And the fact that it’s elevated in people after they lose weight, ugh! April 5 at 6:09pm Like

Mallory Messner I found some other really interesting studies about ghrelin. How are you sleeping lately? April 5 at 6:12pm Like

Sara Finnegan I’m a college sophomore, just like you, how do you think I’m sleeping? April 5 at 6:14pm Like

Mallory Messner Haha, point taken. Well one study found some correlations with sleep and ghrelin levels. More sleep, less ghrelin! I found their data on the correlation between hours of sleep and BMI interesting as well.

Hours of sleep Average BMI Standard error 6.10 32.15 0.70 6.55 31.4 0.25 7.40 31.05 0.25 8.25 31.4 0.30 9.10 31.6 0.50

April 5 at 6:23pm Like

Questions 1. Make a line graph of this data using the space below. Don’t forget to include error bars using the standard error.

Identify and label the dependent and independent variables; this will dictate their placement on your graph.

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NATIONAL CENTER FOR CASE STUDY TEACHING IN SCIENCE

2. Explain the trend you see in the data you graphed.

3. Using a ruler, show which error bars overlap and don’t overlap on the graph above.

4. Without knowing the results of any statistics done on the data, which data point(s) may be signifcantly diferent from each other based on the data provided? Which data did you rely on to come to your conclusion?

5. Knowing that less sleep means more ghrelin, what suggestions might you make to Sara if you were Mallory? What is a take-away message for this study?

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NATIONAL CENTER FOR CASE STUDY TEACHING IN SCIENCE

Part III – Dessert for Breakfast Sara Finnegan Maybe I need to start prioritizing my sleep just a little bit… April 5 at 7:01pm Like

Mallory Messner Seriously! Me too… =) Another really fascinating recent study looked at the timing and composition of calories ingested, focusing specifcally on breakfast. Are you familiar with those high protein diets? April 5 at 7:04pm Like

Sara Finnegan Oh yeah, my roommate is trying to lose weight that way. April 5 at 7:06pm Like

Mallory Messner Well researchers had one group of obese individuals eat a small (calorie-wise), protein enriched breakfast in the morning. Te other group ate many more calories high in carbohydrates and enriched in protein. Both ingested the same number of calories over the course of the whole day, the diferences were in the timing and quantity of fats, carbs and protein. Te amusing part is that the second group of dieters also had dessert with every breakfast. =D April 5 at 7:10pm Like

Sara Finnegan Seriously??? I’d love to start every morning with dessert. I bet I know who lost weight and who didn’t. April 5 at 7:13pm Like

Mallory Messner Seriously! And we’re talking doughnuts, cake, chocolate bars. You might fnd the results surprising though. Here, take a look at the weight loss data. Tey were “dieting” from weeks 0 till 16. Week 16–32 was follow up, when they were trying to maintain their weight loss.

Low calorie breakfast Dessert for breakfast Time (weeks) average weight (kg) average weight (kg)

0 89 91 4 85 87 8 82 85 12 77 82 16 75 78 20 78 76 24 81 74 28 84 72 32 87 71

April 5 at 7:21pm Like

Questions 1. Make a line graph of the data above in the space provided below.

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NATIONAL CENTER FOR CASE STUDY TEACHING IN SCIENCE

2. What is the trend the researchers saw? You should focus on which group lost more weight and had more successful weight loss maintenance.

3. Do you think Sara is surprised by the results?

4. Does ghrelin make you hungry or leave you feeling satisfed?

5. Knowing what you do about ghrelin, in which case do you think the researchers saw a greater decrease in ghrelin after eating?

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NATIONAL CENTER FOR CASE STUDY TEACHING IN SCIENCE

Part IV – Easier Weight Loss? Sara Finnegan Mal, that’s a seriously cool study. 30 minutes ago Like

Mallory Messner I know! And they saw all sorts of other things change in the dessert group. Levels of ghrelin decreased after meals, feelings of satiety (satisfaction) increased, and cravings decreased. 28 minutes ago Like

Sara Finnegan Haha, maybe I’ll try the dessert for breakfast diet to combat my difculty in maintaining. 25 minutes ago Like

Mallory Messner Well, it’s only one study. I’m not sure I’d change your whole diet outlook based on one study, but the results are defnitely compelling. Tere really is a lot left to learn about ghrelin and weight loss in general. 20 minutes ago Like

Questions 1. Speculate about why the dessert for breakfast group saw decreases in cravings and increases in satiety.

2. Would you change your diet based on the study? What kind of evidence is necessary to make you “believe” a research study?

3. If you were doing research in this area, what would be your next step?

2

Credit: Licensed image in title block © Konstantin Andy #1627988 | Fotolia. Case copyright held by the National Center for Case Study Teaching in Science, University at Bufalo, State University of New York. Originally published September 17, 2012. Please see our usage guidelines, which outline our policy concerning permissible reproduction of this work.

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Discussion: Lasting Ideas From The Renaissance

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In addition to the information presented in the module overview this week regarding the reasons for the creation of artifacts in each era (the ancient world, the Middle Ages, the Renaissance), recall information about motives for creating artifacts presented earlier in the course as you answer these questions:

  1. Identify an artifact that represents the characteristics of each era. You should identify a total of three artifacts. Insert an image or include a link to your artifact.
  2. What do you believe was the purpose for the creation of each of the artifacts you selected? Justify your response using what you now know about the culture and values of each era.
  3. Why do you believe the creators felt the need to express themselves using these artifacts?

When responding to your peers, reflect on what you have learned in this module. What differences do you notice between the artifacts from each era? Where do you think those differences stemmed from? Do you think contemporary human creative expression can or should work to elevate humanity?

To complete this assignment, review the Discussion Rubric PDF document.

Undergraduate Discussion Rubric

Overview

Your active participation in the discussions is essential to your overall success this term. Discussion questions will help you make meaningful connections between the course content and the larger concepts of the course. These discussions give you a chance to express your own thoughts, ask questions, and gain insight from your peers and instructor.

Directions

For each discussion, you must create one initial post and follow up with at least two response posts. For your initial post, do the following:

 Write a post of 1 to 2 paragraphs.

 In Module One, complete your initial post by Thursday at 11:59 p.m. Eastern.

 In Modules Two through Eight, complete your initial post by Thursday at 11:59 p.m. of your local time zone.

 Consider content from other parts of the course where appropriate. Use proper citation methods for your discipline when referencing scholarly or popular sources.

For your response posts, do the following:

 Reply to at least two classmates outside of your own initial post thread.

 In Module One, complete your two response posts by Sunday at 11:59 p.m. Eastern.

 In Modules Two through Eight, complete your two response posts by Sunday at 11:59 p.m. of your local time zone.

 Demonstrate more depth and thought than saying things like “I agree” or “You are wrong.” Guidance is provided for you in the discussion prompt.

Rubric

Critical Elements Exemplary Proficient Needs Improvement Not Evident Value

Comprehension Develops an initial post with an organized, clear point of view or idea using rich and significant detail (100%)

Develops an initial post with a point of view or idea using adequate organization and detail (85%)

Develops an initial post with a point of view or idea but with some gaps in organization and detail (55%)

Does not develop an initial post with an organized point of view or idea (0%)

40

Timeliness N/A Submits initial post on time (100%)

Submits initial post one day late (55%)

Submits initial post two or more days late (0%)

10

Engagement Provides relevant and meaningful response posts with clarifying explanation and detail (100%)

Provides relevant response posts with some explanation and detail (85%)

Provides somewhat relevant response posts with some explanation and detail (55%)

Provides response posts that are generic with little explanation or detail (0%)

30

 

 

 

Critical Elements Exemplary Proficient Needs Improvement Not Evident Value

Writing (Mechanics)

Writes posts that are easily understood, clear, and concise using proper citation methods where applicable with no errors in citations (100%)

Writes posts that are easily understood using proper citation methods where applicable with few errors in citations (85%)

Writes posts that are understandable using proper citation methods where applicable with a number of errors in citations (55%)

Writes posts that others are not able to understand and does not use proper citation methods where applicable (0%)

20

Total 100%

Describe how you characterized any underlying conflicts

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Overview

In this module, we will learn about the psychoanalytic tradition. In the previous module, we addressed methods theorists use to measure personality and completed a mock Thematic Apperception Test (TAT). Now, let’s revisit your Module One Journal responses using a psychoanalytic lens and see if we can discover new insights about ourselves.

Please note: This journal will contain a nonclinical analysis. Your task is not to diagnose or assign clinical labels to yourself. That would require licensure beyond the scope of this course. This journal does require personal reflection; analyze and share to the depth you are comfortable with.

Prompt

For your journal, use the Module Two Journal Template to answer the following questions. Specifically, you must address the following rubric criteria:

  • Describe what a psychoanalyst like Freud or Jung would be looking for in the responses to a projective test like the Thematic Apperception Test. Your response should be 2 to 5 sentences in length.
  • Using the lens of a psychoanalyst, reflect on your Module One Journal responses by answering the following questions in 2 to 5 sentences each:
    • Describe what role your unconscious might have played in your responses. Are there any defense mechanisms present in your story?
    • Describe how you characterized any underlying conflicts present in your story. Think about drives and the parts of personality (id, ego, superego) in your response.
    • Describe how you characterized the interactions of the people in your story. What could this tell us about attachment and relationships?
    • Describe how much your own life experience informed the story you told.
  • After considering the role of the unconscious and projection in the story you told, describe another interpretation for your image. Your response should be 2 to 5 sentences in length.
  • Describe what a greater awareness of projection means for other interactions you might have with people in a social or professional setting. Your response should be 2 to 5 sentences in length.

Guidelines for Submission

Submit your completed Module Two Journal Template. If you cite external resources, you must use APA citation style.

Module Two Journal Rubric

CriteriaComplete (100%)Proficient (70%)Not Complete (0%)ValuePsychoanalystDescribes what a psychoanalyst like Freud or Jung would be looking for in the responses to a projective test like the TATShows progress toward proficiency, but with errors or omissions; areas for improvement may include details related to what a psychoanalyst would be looking for in responses to a projective testDoes not attempt criterion13UnconsciousDescribes what role the unconscious might have played in the responsesShows progress toward proficiency, but with errors or omissions; areas for improvement may include details related to what role the unconscious might have playedDoes not attempt criterion13Underlying ConflictsDescribes characterization of any underlying conflicts present in the storyShows progress toward proficiency, but with errors or omissions; areas for improvement may include details related to the characterization of any underlying conflictsDoes not attempt criterion13InteractionsDescribes characterization of the interactions of the people in the storyShows progress toward proficiency, but with errors or omissions; areas for improvement may include details related to the characterization of the interactions of peopleDoes not attempt criterion13Life ExperienceDescribes how much life experience informed the storyShows progress toward proficiency, but with errors or omissions; areas for improvement may include details related to how life experience informed the storyDoes not attempt criterion13Another InterpretationDescribes another interpretation for the imageShows progress toward proficiency, but with errors or omissions; areas for improvement may include details related to another interpretation for the imageDoes not attempt criterion13Other InteractionsDescribes what a greater awareness of projection means for other interactions in a social or professional settingShows progress toward proficiency, but with errors or omissions; areas for improvement may include details related to what awareness of projection means for other interactions in a social or professional settingDoes not attempt criterion13Articulation of ResponseSubmission has no major errors related to citations, grammar, spelling, or organizationSubmission has some errors related to citations, grammar, spelling, or organization that negatively impact readability and articulation of main ideasSubmission has critical errors related to citations, grammar, spelling, or organization that prevent understanding of ideas9Total: 100%

PSY 328 Module Two Journal Template

First, you may want to revisit your submission for the Module One Journal assignment. Next, complete this template by replacing the bracketed text with the relevant information.

 

· Describe what a psychoanalyst like Freud or Jung would be looking for in the responses to a projective test like the Thematic Apperception Test. Your response should be 2 to 5 sentences in length.

[Insert text]

 

· Using the lens of a psychoanalyst, reflect on your Module One Journal responses by answering the following questions in 2 to 5 sentences each:

· Describe what role your unconscious might have played in your responses. Are there any defense mechanisms present in your story?

[Insert text]

· Describe how you characterized any underlying conflicts present in your story. Think about drives and the parts of personality (id, ego superego) in your response.

[Insert text]

· Describe how you characterized the interactions of the people in your story. What could this tell us about attachment and relationships?

[Insert text]

· Describe how much your own life experience informed the story you told.

[Insert text]

 

· After considering the role of the unconscious and projection in the story you told, describe another interpretation for your image. Your response should be 2 to 5 sentences in length.

[Insert text]

 

· Describe what a greater awareness of projection means for other interactions you might have with people in a social or professional setting. Your response should be 2 to 5 sentences in length.

[Insert text]

Environmental and Evolutionary Psychology Brochure

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Read the instructions in the University of Phoenix Material: Applications of Motivation in Learning Theory, and select one option to complete the assignment. You can choose from the following options:

  • Option 1: Environmental and Evolutionary Psychology Transcript
  • Option 2: Environmental and Evolutionary Psychology Brochure
  • Option 3: Forensic Psychology Transcript
  • Option 4: Forensic Psychology Literature Handout
  • Option 5: Health and Sports Psychology Plan
  • Option 6: Health and Sports Psychology Literature Chapter
  • Option 7: Industrial/Organizational Psychology Presentation
  • Option 8: Industrial/Organizational Psychology Handout

Click the Assignment Files tab to submit your assignment.

Running Head: APPLICATION OF MOTIVATION IN LEARNING THEORY 1

APPLICATION OF MOTIVATION IN LEARNING THEORY 2

 

 

 

 

 

 

 

 

Application of Motivation in Learning Theory

PSYCH 635

February 16, 2015

 

 

 

 

 

 

 

 

 

 

Application of Motivation in Learning Theory:

Environmental and Evolutionary Psychology Transcript

 

Environmental and evolutionary psychology focuses on the study of how environmental and evolutionary factors affect one’s psychological processes. Environmental psychology identifies the connection between the environment and its impact on humans. Moreover, this includes how it affects human, cognitively and one’s behavior. Evolutionary psychology, generally, goes into research about memory, language, and perspectives through the evolutionary theory of adaptation. The evolutionary theory targets functional properties of organisms. This may include the functioning of the brain. People may not behave or act the same way in the same environments or in different environments. Furthermore, humans tend to have to adapt in the settings, transforming psychological traits to allow humans to become more comfortable than before. Evolutionary theorists view the psychological traits of humans as progressed adaptations. Environmental and evolutionary psychology can allow people to understand how they can be affected by external factors. For example, there are a variety of psychological benefits of spending time in nature and with animals. Theory-based motivation can be applied for learning to alter behavior. There are intrinsic and extrinsic rewards in spending time in nature and with animals. Information has been gathered from an interview, where the interviewer is helping a park visitor expand his or her knowledge on the benefits of spending time in nature and with animals.

Interview

Interviewer: Welcome to the national park. It seems as if you are enjoying the views. Outside of the beauty of nature and fun spent observing or interacting with animals, did you know that there are many psychological benefits of spending time in nature and with animals?

Park Visitor: I have some of knowledge on its benefits. I come here to the park, to get away and establish some peace of my mind.

Interviewer: How does the park allow you to establish some peace of mind? What makes visiting, an effective method for you?

Park Visitor: Nature and animals allow me to feel accepted because I know I cannot be judged by them. Moreover, it helps me to relax because the environment is very calming.

Interviewer: That is great! I do agree with you, people do benefit from spending more time outdoors with nature or animals. According to Diamond (2010), “There is even a new movement called ecotherapy that aims to rescue our bodies and minds by getting us reconnected with nature” (p.28). Ecotherapy is a form of therapy that comes from nature. It allows people to create a balance, establishes harmony, and also increases mental health. People that spend more time with nature or animals are more likely to have better health and better perspective than others.

Park Visitor: Many of my friends and family never believe me when I go into details about how nature and being with animals can make me think better and relaxed than without it. I am unaware of the exact benefits, but I know that it can allow me to appreciate the world and its beauty more, along with minimizing my stressors. I was unaware that ecotherapy was a real therapeutic method used by a lot of people around the world.

Interviewer: There are many health symptoms that are improved with nature and with animals. Did you know that spending time with nature and animals can also reduce Attention deficit hyperactivity disorder (ADHD) symptoms, improve vision, increase critical thinking skills, and create a better spiritual base?

Park Visitor: No. I did not have any ideal.

Interviewer: I’ll help you to understand?

Park Visitor: Yes, please!

Interviewer: ADHD is a disorder that causes issues with staying focused and creates an inability to control behavior. By spending time in nature and animals, it allows individuals to relax, focus, and control of their behavior, based on what is around them. Furthermore, being out improves distance vision. It lowers the chance of nearsightedness because it allows people to gradually increase their eyesight through observation and expansion of the natural settings. Spiritually, nature makes people nicer, enhancing social interactions, value for community and close relationships (National Wildlife Federation, 2014).

Park Visitor: That is very interesting! I knew that it helped the mind and body, but I did not know that there were so many other benefits. To know that there are researchers or psychologists that have looked into how being in nature and with animals can create health or psychological benefits is amazing.

Interviewer: Yes, there have been studies conducted that focus on the effects of being in nature. Since the early 1980s, environmental psychologists have studied the health effects of contact with nature (Velarde et al, 2007). At the same time, models that promote ecological health have informed the development of strategies such as “healthy cities”, “healthy schools” and “healthy workplaces” which recognize the importance of natural environments for human health and well-being (Burls 2007).

Park Visitor: I must admit that I am curious now. What about these adorable creatures? [Park visitor approaches the area of the ducks]. Can you alert me of the exact benefits that would come from being around them, separated from nature?

Interviewer: Animals can contribute to better health, too. For example, studies have shown that by having a dog, an infant can gain a higher interleukin secretion profile and can grow up with reduced sensitization (Dr. Gern et. al., 2004). It is surprising, would you say? Animals can help people to improve in social interaction and stimulation. Animals can help bring forth happiness in a variety of ways.

Park Visitor: I have children that have grown up being around animals because I, myself, love animals. They have grown to love animals and it is helpful that the animals can help bring benefits to children, just as children are able to benefit animals through love and care.

Interviewer: Spending time in nature and with animals can bring intrinsic rewards, as well as extrinsic rewards. We have gone into details about the intrinsic rewards of relaxation, more focus, more motivation, and peace with the mind and body. Would you like to know about the extrinsic rewards, as well?

Park Visitor: Yes! I am really enjoying this interview because I am a nature and animal lover. I am grateful that you have allowed me to expand my knowledge on two of my favorite topics.

Interviewer: Extrinsic motivation refers to our tendency to perform activities for known external rewards, whether they be tangible (e.g., money) or psychological (e.g., praise) in nature (Brown, 2007). Extrinsic rewards, in this case, would include having a place or setting of comfort and having animals there to provide company or support.

Park Visitor: I could not agree more. These are the main reasons why I visit this park.

Interviewer: Is there anything else that you would like to know about the psychological benefits of spending time in nature and being with animals?

Park Visitor: No, thank you for helping to raise awareness on the benefits of nature and with being around animals.

Interviewer: My pleasure, it is important that I help everyone, I can; expand their perspectives and knowledge on the benefits that can, simply, come from nature and by being around animals.

 

Conclusion

Environmental and evolutionary psychology focuses on the study of how environmental and evolutionary factors affect one’s psychological processes. There are a variety of psychological benefits of spending time in nature and with animals. Throughout the interview, the interviewer provides information on the benefits of being in nature and animals. For example, spending time in nature and with animals can be therapeutic for the mind and body. It has led to what is known as ecotherapy. Ecotherapy is therapy that comes from nature creating a balance, establishing harmony, and increasing the level of mental health. Spending time with nature and animals can also reduce Attention deficit hyperactivity disorder (ADHD) symptoms, improve vision, increase critical thinking skills, and create a better spiritual base. Studies on effects of natures date back from the 1980s. Being with animals outside of nature can help improve health by allowing people to feel better through social interaction and stimulation. The intrinsic rewards of spending time in nature and around animals consist of relaxation, more focus and motivation, and obtaining peace with the mind and body. Extrinsic rewards include having a place or setting of comfort and having animals there to provide company or support.

 

 

 

 

 

 

 

 

 

 

 

References

Brown, L. V. (2007). Psychology of motivation. New York: Nova Publishers.

Burls, A. (2007). ‘People and Green Spaces: Promoting public health and mental wellbeing

through ecotherapy’, Journal of Public Mental Health, vol. 6, no. 3, pp. 24–39.

Diamond, A. (2010). Spending time outdoors can be therapeutic. Nursing

Standard, 24(44), 28. Retrieved from http://search.proquest.com/docview/721733827?accountid=458

Gern, J. E. et. al. (2004) Effects of dog ownership and genotype on immune development and

atopy in infancy. The Journal of Allergy and Clinical Immunology, 113 (2) 307-314

National Wildlife Federation. (2014). Health Benefits. Retrieved on March 3, 2014 from

http://www.nwf.org/be-out-there/why-be-out-there/health-benefits.aspx

Velarde, M. Nielsen, T. S. and Hansen, K. B. (2007). Beyond blue to green: The benefits of contact with nature for mental health and well-being. Retrieved from http://www.hphpcentral.com