MinahilMehr

omg thank you so much! I just emailed u

Everything Talei said is correct but my textbook also briefly covers the enteric nervous system which is a sub-division of the autonomic nervous system, responsible for the gastro-intestinal/digestive tract.
I'm not sure if you'd lose marks for not including it (my geuss would be probably not but don't quote me on that) but it wouldn't hurt to include.

To answer the question as a whole it's important to identify each branch and it's subdivisions before giving a breif but accurate explaination of what they do, so my answer to the question would be this:

The nervous system has two primary parts, the central nervous system and the peripheral nervous system.
The central nervous system is comprised of the brain and the spinal chord and is responsible for processing the information from stimulus both inside and outside the body and coordinating the body's responses and activities.
The peripheral nervous system are a network of nerves that convey messages to and from the central nervous system via the spinal chord with two main branches, the somatic nervous system and autonomic nervous system.
The somatic nervous system is responsible for communicating sensory information to the brain and sending the responding motor information to skeletal muscles to control voluntary movements.
The autonomic nervous system is responsible for sub-conscious responses and behaviour with 3 branches, the sympathetic nervous system, the parasympathetic nervous system and the enteric nervous system.
The sympathetic nervous system is responsible for controlling the body's flight or fight response after percieiving a fer trigger or experiencing a crisis, such as by increasing the body's breathing rate and producing hormones like adrenaline and cortisol.
The parasympathetic nervous system is responsible for maintaining homeostasis or balance within the body, and is typically the dominant system over the sympathetic nervous system. The parasympathetic nervous system helps gradually reduce the effects of the sympathetic nervous system to return the body to a calm state once the individual is out of danger.
The enteric nervous system is responsible for controlling the body's digestive or gastrointestinal tract such as controlling nutrient absorption and hormone release within the gut.

I am a current year 12 psych student this year so I can't say with certainty what I'm doing is correct so if anyone corrects me I'll take any feedback on board and my information may not be the best as I'm still learning the topic as well.
I hope this could be of some help and I'm sorry if it isn't.

Day one of school is (almost) over but I have a study period right now so I thought I'd at least make my procrastination school related.
I had double business management where we're just doing some simple handouts to go over some AoS1 stuff and I'm converting the textbook into notes.
Then I had double hospitality and I love the subject but I am a little nervous about how to do well enough to get a high scoring study score considering the more hands on approach but I geuss thats probably not worth worrying about quite yet.
I've got most holiday homework out the way (just working on a quote gathering task for english which feels like it will take ages so may have to do a less in depth version) and then that should be it.
My school also changed the bell times for some reason so we finish ten minutes earlier but each class goes for 58 minutes which I'm not thrilled about because of all the weird times but it is what it is I geuss.
I hope everyone else who's back at school is going well and to everyone else starting year 12 this year, goodluck and I hope you enjoy it.

I found out yesterday I have been accepted into Melbourne University's psychology course through the Centre of Higher Education studies and I'm so excited. It's so cool to have the opportunity to do a university course and prepare for when I'm in uni myself plus I get to drop media!
Still finishing off my enrollment as the website hasn't been working fully for me (it's probably an internet issue since I'm currently camping) but yeah, I've officially accepted, just need to enroll in the subject itself, order a university id card (which is just so cool to think I'll have one) and then go to orientation!
Congratulations to anyone else who got into their CHES programs and since I know some people may still be waiting good luck to you guys and I hope everyones enjoying their holidays!

I geuss the academic year is officially over for me now seeing as all my results including my statement of marks have been released. I am so happy, I had my awards ceremony and got the subject award for 5/6 of my subjects, as well as the year 11 dux and ended up with a study score of 47 for food studies! All my results have been handed in for my CHES application now so I'm very hopeful but it's out of my hands now. If anyone knows how my food studies score would be scaled this year I'm curios to know if it's changed from last year or not (I know last year it would apparently scale to a 45) and yeah. I've had a good year and I'm really hopeful to continue it next year.
I hope everyone is happy with the results they get and goodluck to anyone who's done school, happy holidays everyone.

Okay so step-up week is over (technically have like 15 minutes left of business management but thought I'd write this while I think of it. I'm loving all the VCE classes I'm in still (minus media but have finally finished my HES application fully so fingers crossed) and I think the content should be good. In psychology we've started looking at the nervous system and neurons which is interesting but a lot more about the physical psychology which isn't my main interest but still fairly good. Also helps I've got good teachers. In English we've started doing some background in our novel for the year which has been fairly chill and my teacher this year seems pretty organised which is good. Media is media, we've started thinking about our folios and researching for our SAT but I don't have the motivation to do that because I'm still hoping to drop it. Business management has been pretty good too, just started looking at business types and objectives so it feels like revision of some of the 1/2 topics which is nice and easy. In hospitality we've started learning how to use the coffee machine and I made my teacher a latte which was apparently good so yay! Overall step up has been really relaxed, I know it won't be that way for all of year 12 but I'll enjoy it while it lasts and try to stay motivated to update this because if I'm going to keep procrastinating by looking at ATAR notes I might as well be journalling to try and hold myself accountable? Overall looking forward to year 12 and will be doing some study across the holidays to stay ahead of my cohort (hopefully).
I don't know how to end one of these so yeah, seeya!

I just finished my last year 11 exam today so it felt right to start this now seeing as next week I officially begin year 12 with stepup (I don't know whether to be excited, terrified or something else all together)
Next year my classes include:

• Business Management 3/4
• Hospitality
• English 3/4
• Psychology 3/4
• and hopefully Melbourne Uni Psych through CHES
  I've done 1/2's of all these subjects this year plus media 1/2 (didn't enjoy it much, especially the learning/teaching style used in it) and 3/4 food studies (loved it) and I'm fairly confident and hopeful for next year.
  I'll try and randomly update this when I think of it seeing as I tend to use ATARnotes regularly for fun throughout the year so might as well do something productive on it lol, plus I find hearing others VCE experiences have helped me gain coinfidence in mine and finding random posts on this site have helped me consider other perspectives and understand how VCE really works.
  That's all for now I geuss and goodluck to everyone still in school at the moment and especially good luck to everyone waiting on their 3/4 exam results

ok cool! i'll do that sometime afterschool

is there a way i can private dm it on here? its somewhat sweat idk like yeah theres a few smart people carrying asw LMAO my bsf was sitting right near me and looked at me and js hugged me cuz she could see from my face lol... yeh i think it will make the news this year too haha

MinahilMehr at least i go to a somewhat sweat school, no one was crying here (except me on the verge lol) so hopefully the state all bombed so my school does well (which is somewhat pathetic)

MinahilMehr
Oh my goodness thankyou so much!
That is so sweet of you, I hope any remaining exams (if you still have any) go well and that your results are what you are hoping for!

MinahilMehr
thankyou so much for the response, I definitely won't be able to afford tutors but I will definitely put in the effort to do more questions throughout the year and make a greater effort to not fall behind. I hope your exam results are what you're hoping for!

ikrrr all the past exams i did were so easy asw ugh

I go to a try hard school where they want the average of our SACS to be quite low (not in the high 80s and 90s). However when watching ATAR reveals from previous years (as you do when you're procrastinating study) I noticed that most people get 80s and 90s on their SACS in order to get an A or A+ on their units and therefore a score in the 40s (specifically talking about psych). I was wondering if anyone has any experience with how much their SACS ended up scaling or just any knowledge about this in general (especially if you have done psych).
Thanks!

MinahilMehr okay no worries just sent you an email

hi!!, were there any specific topics you were after - I have a few that I can send through if you'd like

Sleep is a vital physiological function that undergoes significant changes throughout a person's life, and it is especially dynamic during adolescence. Adolescence is a critical stage of development marked by physical, psychological, and social transformations. One of the prominent sleep-wake shifts observed during this period is the Delayed Sleep-Wake Phase. This shift entails a natural tendency for adolescents to have a later sleep onset and wake-up time compared to adults. It results from a combination of biological and social factors.

The following are biological factors:

Circadian Rhythm Changes:
One of the fundamental biological factors contributing to the Delayed Sleep-Wake Phase in adolescents is the alteration of their circadian rhythms. The circadian rhythm is the body's internal clock that regulates various physiological processes, including the sleep-wake cycle. During puberty, adolescents experience a shift in their circadian rhythms, which leans toward a later schedule. This means that their bodies naturally signal them to stay awake and alert later into the evening.

This shift is thought to be influenced by changes in hormone levels, particularly the secretion of melatonin. Melatonin, a hormone produced by the pineal gland in the brain, plays a crucial role in regulating sleep-wake cycles. In adolescents, melatonin secretion occurs later in the evening compared to adults. As a result, adolescents may find it difficult to fall asleep at an earlier time, as their bodies have not yet signaled the onset of sleep.

Melatonin Secretion:
The timing of melatonin secretion is closely tied to the Delayed Sleep-Wake Phase in adolescents. Melatonin is typically released in response to diminishing light levels in the evening. This hormone helps promote sleep by making individuals feel drowsy and preparing their bodies for rest. However, in adolescents, melatonin is released later in the evening than in adults, contributing to their natural inclination to stay awake later.

The shift in melatonin secretion during adolescence is not solely due to hormonal changes. It is also influenced by the increased exposure to artificial light, particularly from electronic devices like smartphones, tablets, and computers. The blue light emitted by these devices can suppress melatonin production, further exacerbating the Delayed Sleep-Wake Phase in adolescents who use them before bedtime.

Social Factors:

Academic and Social Obligations:

Adolescents lead busy lives filled with academic responsibilities, extracurricular activities, and social interactions. These obligations often extend well into the evening. Students may stay up late to complete assignments, study for exams, or engage in social activities with friends. As a result, they may not get enough sleep on school nights, perpetuating the delayed sleep pattern.

The pressure to perform well academically can also contribute to delayed sleep. Many adolescents feel the need to excel in school, and they may sacrifice sleep to meet their academic goals. The combination of academic pressure and late-night studying can lead to a cycle of sleep deprivation during the school week.

Electronic Devices:

The pervasive use of electronic devices among adolescents is a significant social factor that affects their sleep patterns. These devices provide entertainment, social connectivity, and access to information, making them an integral part of adolescents' lives. However, the blue light emitted by screens can interfere with melatonin production and disrupt the natural onset of sleep.

Adolescents often use electronic devices before bedtime, whether for social media, gaming, or watching videos. This screen time can delay the onset of sleep and contribute to the Delayed Sleep-Wake Phase. Sleep hygiene recommendations suggest limiting screen time before bedtime to mitigate this effect, but many adolescents struggle to adhere to these guidelines.

Peer Pressure:

Peer relationships are paramount during adolescence, and adolescents may feel pressure to conform to the sleep-wake patterns of their friends. Social events, late-night chats, or sleepovers can all lead to delayed bedtimes. The desire to fit in and spend time with peers can override the natural sleep-wake rhythms, further reinforcing the Delayed Sleep-Wake Phase.

Peer pressure can be especially influential on weekends or during school breaks when adolescents have more freedom to choose their sleep schedules. While adults may prioritize consistent sleep patterns, adolescents may prioritize social connections and experiences with friends, even if it means staying up late.

Impact of the Delayed Sleep-Wake Phase:

The Delayed Sleep-Wake Phase in adolescents can have several notable impacts on their physical health, mental well-being, and academic performance:

Sleep Deprivation: Adolescents who consistently experience a delayed sleep pattern may accumulate sleep debt during the school week. Sleep debt can lead to daytime sleepiness, decreased attention and concentration, and impaired cognitive function.

Academic Performance: The combination of academic pressure and late-night studying can negatively affect academic performance. Sleep-deprived adolescents may struggle to retain information, perform well on exams, and complete assignments efficiently.

Mood and Emotional Regulation: Sleep plays a crucial role in emotional regulation, and adolescents who do not get enough sleep may be more prone to mood swings, irritability, and symptoms of depression or anxiety.

Health Consequences: Chronic sleep deprivation during adolescence has been linked to various health consequences, including an increased risk of obesity, cardiovascular issues, and weakened immune function.

Risk Behaviors: Adolescents who experience sleep deficits may be more likely to engage in risky behaviors, such as substance abuse or reckless driving.

Managing the Delayed Sleep-Wake Phase:

Addressing the Delayed Sleep-Wake Phase in adolescents requires a multifaceted approach that considers both biological and social factors. Here are some strategies for managing this sleep-wake shift:

Promote Healthy Sleep Hygiene: Educate adolescents about the importance of good sleep hygiene practices, including maintaining a consistent sleep schedule, creating a sleep-conducive environment, and limiting screen time before bedtime.

Adjust School Start Times: Advocating for later school start times to align with adolescents' natural circadian rhythms has gained momentum in recent years. Schools that have implemented later start times have seen improvements in academic performance and overall well-being.

Encourage Time Management: Teach adolescents effective time management skills to help them balance their academic responsibilities with adequate sleep. Emphasize the importance of planning and prioritizing tasks to avoid late-night cramming.

Limit Exposure to Electronic Devices: Encourage adolescents to reduce their screen time before bedtime. Some devices have built-in features that reduce blue light emissions in the evening. Additionally, using alternatives to electronic devices for entertainment or relaxation before bedtime, such as reading a book, can be beneficial.

Support Healthy Sleep Environments: Ensure that adolescents have a comfortable and quiet sleep environment. Minimize distractions and noise in their bedrooms to promote better sleep quality.

Promote Consistent Bedtimes: Encourage adolescents to establish and maintain consistent bedtimes, even on weekends. Consistency helps regulate circadian rhythms and reduces the impact of social factors that lead to delayed sleep.

MinahilMehr Hey, I would say the IV is whether or not the person is lying and the dependant variable is the change in pitch of voice. It is very confusing I agree. The reason I would say the IV is whether or not the person is lying is because the research is trying to conclude that people change the pitch of their voice when they lie. So the dependant variable (DV) is the measured variable so you can measure pitch of voice (could be quantitative/qualitative) but I would say it is hard to measure if someone is lying on not.
Also I am not a psych student so take this with a grain of salt, this is just how I would answer the question as a chem/bio/physics student.
Also I believe I may know you, have you ever attended swan hill college in Victoria? if so email me at CHA0136@shc.vic.edu.au
would love to hear from you,
Asiri

I would say that answer 1 is correct because question is specifically asking about how lying and pitch change are related, whereas answer 2 would have too many sources of errors/limitation since a change pitch of voice doesn't necessary mean that the person is lying. So answer 1 would make more sense.

I feel like a gave a really bad explanation as to why I think thats the answer so sorry.

Hey!

So with fairness and equality, they're pretty similar, and to an extent you can use similar definitions/examples in the legal system to describe both. Something I used to do was brainstorm examples of fairness/equality, but I would't strictly say one list is only for fairness and the other is only for equality; because there is quite a bit of overlap that you can use examples from any list to justify fairness/equality, as long as you can explain why it is fairness/equality.

Fairness is more focused on the processes and procedures (think procedural fairness) in the legal system. For example, are both parties legally represented? Are both parties given a chance to present their case? Is the judge an impartial referee? The burden of proof being on the prosecution/plaintiff is another example of fairness, because it is only fair if the party that accuses another is held responsible for their claims and therefore has the onus of proving them in court. Another process in which fairness is demonstrated would be committal proceedings- giving the accused a fair and equal opportunity to understand the claims and evidence against them achieves fairness because they are equipped with adequate resources to prepare and appropriate defence case.

Equality is more about making sure both parties are given the same resources and that no party has an advantage/disadvantage. So are all jurors randomly empanelled and have no connection to either party? If so, this can bring about bias towards one party, therefore compromising the integrity and just treatment of both parties.
One party being self represented (an example you can use for fairness as well) and the other being legally represented can mean the self represented party may be confused in court due to not being able to understand all the complex processes that arise when addressing the judge, jury, when giving evidence, or even the stress that goes in collecting evidence for a trial/hearing. So you could definitely say one party is at a significant disadvantage if this is the case, and therefore equality may not be upheld. Another example you could say is having an interpreter can achieve equality, because it helps level the playing field by removing the language barrier faced by people from linguistically diverse backgrounds.

Hope this helps!