Applied Social Psychology On Psychology - 981 Words

Applied social psychology 2 Applied social psychology is one way that psychologist can study our thought, feeling and belief, and how we function around each other, in our everyday lives, here are the five issues that I will be addressing in my literature review they are social influence, Attribution Theory, Group polarization, Cognitive dissonance theory, and Observational Learning. Social applied psychology has been shown to dominant theories and practices of management and organization systematically favor some (elite) groups and/ or interests at the expense of those who are disadvantaged by them; and that this systemic inequality or interest- partiality is ultimately damaging to the emancipatory prospects of all groups. ( Alvesson, Bridgman, Willmott, 2011, p.7). Most psychologist have research and applied this type of program to different studies to help people with their relationship, education, and interactions with the environment etc, as I research this field I can see me applying this to my everyday practice to help my clients with their well being. Applied social psychology 3 Social Influences Therefore, Social influences shows People are always going to influence others in different ways, one of the biggest social influences is called attitudes when itShow MoreRelatedAdolescent Psychology Essay 31067 Words   |  5 PagesQuestion: What Is Psychology? One of the most common questions asked by students new to the study of psychology is What is psychology? Misperceptions created by popular media as well as the diverse careers paths of those holding psychology degrees have contributed this confusion. Psychology is both an applied and academic field that studies the human mind and behavior. 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John Steinbeck s Of Mice And Men - 1117 Words

A Path to Patience Quest stories are generally seen as physical tests of muscle and endurance. In an archetypal quest, the main character goes on a long and painful voyage, and conquers all fears in order to achieve the goal at the end. Literature describes quests in a slightly different way. Thomas Foster’s â€Å"How To Read Literature Like a Professor† describes how a quest has five general parts: a place to go, a person to go there, a reason to go there, challenges along the way, and a deeper meaning to the whole thing. John Steinbeck’s â€Å"Of Mice and Men† relates to Foster’s words. In the novella, George, the main character, is questing towards owning a farm with his mentally disabled friend, Lennie. The two men are a package deal. Lennie†¦show more content†¦The simple wording of this sentence justifies how the beginning of a quest is very basic and should be easy to pick up on. There is no deep, hidden meaning yet. The author is simply setting up the ir character to go on a journey. In â€Å"Of Mice and Men†, it is clear from the first chapter that George is questing towards owning a farm with Lennie. At the end of one of their conversations George says to Lennie â€Å"OK. Someday- we’re gonna get the jack together and we’re gonna have a little house and a couple of acres an’ a cow and some pigs†, to which Lennie responds with â€Å"An live off the fatta the lan!† (14). It is clear that George dreams of having his own land, and him and his partner are anticipating the day that the farm becomes a reality. The quest remains solely physical for now. A book is not a book without conflict, and the same applies to a quest. Challenges, along with trial and error, are necessary for the quester to have a true expedition. Dealing with Lennie’s antics often causes George to lose his patience, and when george loses his patience, everything breaks loose. He verbally abuses Lennie by yelling things like â€Å"Well, we ain’t got any... Whatever we ain’t got, that’s what you want. God a’mighty, if I was alone I could live so easy. I could go get a job an work no trouble† (11). Lennie is dead weight in George’s eyes, although he isn’t the only person who has seen George’s short

To Save a Life free essay sample

Nine out of ten people when asked the simple question, â€Å"Would you rather save a life, or lose a life?† answer to â€Å"save a life.† Not many people can say that they helped save a life. However, if an opportunity presented itself would they say yes or no? I believe that everyone should be an organ donor because organ donation saves and enhances the lives of many patients. Without organ donation, I would not be in my first year of college. In fact, I would never have gone to kindergarten. Organ donations typically occur when a donor with healthy organs is pronounced brain dead donates their organs, often to save multiple lives. For many people at end-stage organ failure, an organ transplant is their only hope for survival. According to the United Network for Organ Sharing, there are currently 118,580 candidates in the U.S. on the waiting list, and an average of 22 people on the waiting list who die everyday waiting for their life-saving transplant. The number of donations needed surpasses the number of donors and organs available. Many people do not register to become a donor because they are not properly educated about organ donation or cannot be bothered to simply check the box when they are at the DMV. What many people do not realize is that not registering to become a donor does not mean their organs will not be donated. All the individual is saying is that if they become brain dead, the decision of donation will be left to their next of kin. However, if you do not tell your next of kin what you wish to happen to your body when you die they might not want to donate your organs because they will want to leave you untouched.When the decision is being made, it is during a very sad and morbid time that might prevent the kin from making the right decision to donate the organs. Organ donation is important to me is because ten days before my first birthday I received a lifesaving liver transplant. When I was four months old I was diagnosed with a disease called tyrosenemia, which caused my liver to become cirrhosised and enlarged. At my four-month-old checkup my doctor noticed that my abdominal region was distended. After a few doctors in her practice checked me out, they referred me to a specialist. This quick decision saved my life. The doctors sent me to a hematologist, a blood doctor, who found nothing wrong, so she sent me to a gastroenterologist, a digestion and liver doctor. After more tests, my parents were told that I had minimal liver function and should be admitted to Children’s Hospital of Philadelphia right away. For 14 days, all kinds of tests were run on me, but none were conclusive. Midway through the second week my parents were introduced to the transplant team as a â€Å"preliminary meeting.† It was explained that I was in liver failure and they running diagnostic testing; testing for disease in other organs began. In other words, was there a disease in my body that would attack the new liver? I had an MRI and a brain scan; if either test showed any disease, there would be no chance for transplantation. The next day my parents received great news. Both tests were negative, and I was diagnosed with tyrosenemia. Tyrosenemia is a rare disease, and given my state a transplant was the only cure. The doctors added my name to the waiting list. Tyrosenemia is a very aggressive disease that would likely cause liver cancer between my second and third birthday. Getting a liver quickly was a concern for my parents. On October 22, 1998, the doctors called and said that there might be a liver for me.My mom brought me to the hospital, and there was a liver. A couple minutes past midnight they wheeled me into the operating room. My first year and half of life included over three months in the hospital and over four weeks in the pediatric ICU. I respect everyone’s freedom to make their own choice about donation, and I understand that the people who are not organ donors have their reasons. However, a lot of people’s concerns stem from lack of education or incorrect information. A common concern is that medical personnel will not try to save them if they know they are a donor, and instead let them die so that they can save multiple people’s lives. Doctors take the Hippocratic Oath, which says that they will act ethically. Also, the only way to become a donor is to be brain dead. If the heart stops pumping blood through the body, then the organs are no longer viable for transplantation. Another common concern is whether one’s religion supports organ donation. Most religions see organ donation as giving a gift and partaking in a beautiful act of kindness. Yet another concern is how organ donation will affect the funeral. The service will be pushed back a few hours, and the family’s wishes will be respected. The family can still have an open casket funeral, and no one would able to tell if they were a donor by simply looking. As you can see, the concerns above are not valid reasons to not become a donor. Donors are well treated and save a life. My biggest push for organ donation is that it gives you the opportunity to continue to help people, while you no longer physically can. Saying yes to organ donation is like saying yes to giving the leftover food from your lunch that you are about to throw away. Throwing away the good and unused food from your lunch is like selfishly taking your organs to the grave with you. When you are buried with your healthy organs, which cannot do anything to help you since you are already dead. You are denying up to eight people the chance to live. Taking your organs to the grave with you is just as wasteful as throwing them away in the trash can. You get to decide where your organs go. Whether they go in the trash or towards saving lives. I am a liver transplant recipient, which is not something everyone gets to say. I take a lot of pride in this. Although sadly someones life was taken away far too early, several lives were saved, which is something that I am very grateful for and will be for the rest of my life. Because of my donor, I am alive. Since my donor is no longer with us, I believe it is very important for me to raise awareness on the impact of organ and tissue donation. I am a living example of what organ donation can do. You can choose to take your organs to the grave with you, where they won’t be helping anyone, or donate them to people in need and save lives.

Student Motivation Essay Example For Students

Student Motivation Essay Motivation in SchoolsThe topic I originally planned to look into for my Action Research Paper was the affect of reward systems on a students academic performance. My idea was that a students performance could be influenced by the presence of a reward system. I was interested in seeing if certain subject areas were more likely to use such systems than other subject areas. I strived to see if a students academic performance could mean more than just their exam scores and ability to complete assignments. I wished to see if a reward system could change the way a student was motivated in the classroom; to see if their overall attitude could be changed. I also thought to look into their attendance in classes where motivation was present. I wanted to see if they were less frequently absent and if they participated more. And lastly, I thought it would be interesting to see if students felt they could in turn change their destiny in education, or if they simply believed they are predestined f or something else. We will write a custom essay on Student Motivation specifically for you for only $16.38 $13.9/page Order now As I was looking further into my topic at hand, I decided to go a different way with my paper. I got away from the reward system and decided to look into student motivation as my topic, focusing on the teacher-student relationship. In high school, I can remember one teacher that changed the way I saw science and it affected me greatly. Before this teacher, although I was always in advanced science classes, I never achieved high grades. I always struggled to keep up with other students, and when I performed poorly on exams, my previous teachers never thought to why I had done so. She approached science in a way I had never seen before, and she offered recognition and praise. She set up the classroom in such a way that I never felt I was being left behind, and she encouraged us always to work up to our potential, and then some. I was motivated to do well and in a way I had never cared for before. I chose to look from the students point of view, instead of talking only to teachers. I th ought it would be more useful to see what the students thought, as I am pursuing my graduate education in Secondary Education. My ultimate goal, to be a teacher, could only benefit from the research I was setting out to collect. I wanted to know what circumstances students felt most comfortable working in. Also, I wanted to see what made them tick inside the classroom. I had the opportunity to use some of the readings I had to complete for my SED 213 class for this paper. In that class, we used two textbooks which I felt fit my topics needs. The chapters on motivation proved useful to my paper, and even gave me ideas to look further into. In the chapter, it discussed a students need for affiliation and approval. By wanting to be a part of a group, a student might be motivated to perform in a certain way, in order to gain entrance to that group and in turn gain their approval. The idea of achievement motivation was also brought up, in which students need to excel only for their own s ake without external rewards. I found that Alfie Kohn, author of Punished by Rewards and many other books on education, feels that achievement motivation is most important to a student truly learning. He feels that authentic experiences in the classroom can only occur when the teacher leaves out all words of praise and punishment. He feels that praise can often be empty in nature, and in turn could actually do more damage to a student than good. Punishments are also damaging, because students could be turned off to learning because they constantly feel threatened by the teacher. He feels that if we want students to take responsibility for their learning, it is up to us to give them responsibilities. They will in turn learn to make good decisions by having the opportunity to decide what happens to them every day, and not by following someone elses directions. Kohn also feels that traditional grades turns students creativity off and causes them to lose interest in what they are learning. He also feels that they lea d students to avoid challenging tasks. He made a point of noting that most students feel the point of going to school is to get As, and not to really learn. It is this need to perform that poses a threat to the education of all students, and traditional grades are the ultimate cause. There is more to memorizing the right answers; because teachers havent completely done their job if the students dont understand why those answers are the right ones. Greg Michies book, Holler if you Hear Me, took the opposite approach to what Kohn proposed. He not only offered his students praise when he felt they deserved it, but he took the time to empathize with them. He knew nothing about their cultures, and in time he came to learn many things about them. In the courses that he taught he always sought to find the best way to relate the material to his students. He often had them read about people from their cultures to serve as motivation that they could be more than the neighborhood expected of t hem. He also motivated his students by keeping his ears open to them, he listened when they talked, which was not always the case with their other teachers. I initially planned to gather my research primarily by interviewing at least 10 high school teachers, varying in their subject areas. I also planned to look further into the differences in advanced versus regular classes when it comes to motivating students to perform. I looked forward to observing first hand the ways in which a teacher uses a reward system during my school visits. After changing my initial proposal, I also decided to revamp the method I was previously going to use to collect my research. Instead of interviewing 10 teachers, I decided to go right to the students, and I surveyed 30 students in two different classes. I was placed in Uniondale High School for my observations for another graduate course, and I thought I would use my time there to my benefit. Uniondale High School is in Nassau County. The school has about 1400 students in grades 9-12. There are 93 teachers in the school, with 27 other professionals and 24 para-professionals also on staff. The students are 77% African American, 19% Hispanic and 4% White and other. The average class size is 23 students. I decided to ask my cooperating teacher if she would allow the students to take my survey. After looking one over, she gave her approval and I set the stage for the surveys. She allowed me to be involved with them, instead of just observing in the rear of the classroom, so that made it easier for me to ask them to help me with my research. I waited until my second day of observing to distribute the surveys. I chose her two AP Social Studies classes because they had a smaller number of students. I felt that they would have more room to spread out during the surveys, so that no one would know what they were writing down. I also put the surveys on smaller pieces of paper so they could easily fold them up after finishing them. Before handing out the surveys I explained to them what I was using them for. I told them why I had decided to go into teaching, and how my research paper would help me to become the best teacher I could be. With that all said they were eager to get started. (I have attached a copy of the survey to the back of this paper). All of the students pooled felt that they would tend to work harder in classes where the teacher offered praise. On most of the surveys they wrote additional comments on the reverse side of the survey. Most felt that in their school there were more teachers that put students down than those who offered praise. When presented with the opportunity to receive encouragement for their hard work, they wanted to continue working hard because they enjoyed that feeling. They expressed the wish that more teachers would use words of encouragement in the classroom instead of only negative comments. They felt that there was more of an emphasis on what they didnt do than what they ha d done. When they forgot their homework assignment, a fuss was made from the teacher, but when they received a good mark on a paper nothing was said. They expressed that they often felt discouraged by this practice, and decided to not spend as much time on future assignments. A few students mentioned that it didnt matter if they received praise or not, they did not care to work hard in classes. They described a sort of unspoken code in the classroom where some students might decide to act up to keep face in front of the other students. In their words, no body wants to be the teachers pet. They had mixed feelings on whether a reward system would be beneficial in their classroom. Some felt that some students would only perform for the reward, and not the actual learning experience. Others felt that a student shouldnt need such a system, and that if they were interested in learning in general, they would learn with or without a reward system. They also were split on the idea of coopera tive learning. Some felt that it was useful in the classroom because it allowed the class to be broken down into smaller groups, and they would feel more comfortable asking questions. Others felt cooperative learning was ineffective because these small groups often didnt do the tasks at hand, and wasted time just socializing. They also felt that it wasnt fair for the whole group to receive the same grade because some students tend to not pitch in as much as others. The most responses came from the question about whether or not students felt teachers treated students differently. Overwhelmingly, most responded that teachers favored students in advanced classes over regular classes. They felt that advanced students had more freedom in class, and that not as many classroom rules were in place. They also felt that they got better grades because the teachers liked them better as well. Students in the regular classes often were subjected to stricter rules, with less opportunities for crea tive learning because they were too often falling behind in lesson plans because of classroom disruptions. As for whether or not teachers treat male and female students different, most felt it wasnt a practice at their school. They felt they were more likely to be judged by whether or not they were good students, not if they were male or female. .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60 , .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60 .postImageUrl , .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60 .centered-text-area { min-height: 80px; position: relative; } .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60 , .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60:hover , .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60:visited , .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60:active { border:0!important; } .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60 .clearfix:after { content: ""; display: table; clear: both; } .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60:active , .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60 .centered-text-area { width: 100%; position: relative ; } .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60:hover .ctaButton { background-color: #34495E!important; } .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60 .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60:after { content: ""; display: block; clear: both; } READ: Nonverbal communication EssayAlthough I felt that the surveys did produce enough feedback to help me with my research paper, I do feel that I could have also benefited from other sources. If given more time, perhaps I would have enjoyed setting up interviews with the students I observed. I was present in their class for three days in a row and I felt at the end that they were quite familiar with my being there. If I had been able to conduct interviews at the end, I feel that my answers could have included more detail on specifics, such as what types of praise they prefer or how a teacher could set up cooperative learning so that all could enjoy and benefit from it. I think that they would have enjoyed having more input in my paper, as they were already honored that I wanted to know what they thought about their classroom settings. I also would have liked to hand out he survey to other classes not on the AP level but could not find the time to do so. Instead of just focusing my time in Uniondale High School, I would have enjoyed pooling other schools from different areas other than Uniondale as well. Because my placement was in Uniondale, it made for easier access to the students. I had also wanted to survey two social studies classes from my old high school, but my relentless phone calls were not returned in sufficient time to allow that. I thought it would have served as a nice comparison, demographically, because my high school was in a neighborhood which consisted of mostly middle class white students and a very small Asian population. Unlike Uniondale, whose student body is primarily made up of African American students, with a small amount of Hi spanic students and even fewer Asian or whites. My Reaction I reviewed the surveys numerous times, and after reading my journal entry for my other graduate class on my observations, it came to me. The process I had gone through to write my paper was meta-cognitive in nature. I had picked my initial topic, only to find out later that a new topic would suit better. I changed it, and set out on a new road collecting information and analyzing it. And even now, when the paper is done the process continues because I realized there were limitations which if not present, my paper would have been even better. I think this is important to relay to students. I think that too often students, like me, have felt they are at a dead end. Instead of trying to run themselves around and go down a different educational road, they chose to relinquish control to fate and continue on the road they are familiar with. Motivation in the classroom can change that. Although I do not agree whole heartedly with Alfie Kohns philosophy on motivation, I do agree that students will work better if they feel they have a say in their education. In my classroom, on the first day of every year, I was thinking that I would put up on the blackboard these two words: student and teacher. I would put under each blank line, and I would ask my students to think of answers for what they expect from a teacher. I in turn, would write down what I expect from them as students. Giving them the option to say what they feel a teacher should be could be a positive growing experience for both them and myself. Each class could want different things, and I feel it is my job to realize their needs and try to address them as best I can. I know it sounds corny, but I truly feel that education in the classroom is a two way street. Teachers and students can only flourish when able to both get to where they are going by removing obstacles that would limit their driving experience. I look forward to my teaching career, and although I know Im bound to have a few fender benders along the way, I hope the journey as a whole is a productive one. Works Cite dDaniels, H. Bizar, M. (1998). Methods that Matter. Portland, ME: Stenhouse Publishers. Ryan, K. Cooper, J. (2004). Kaleidoscope: Readings in Education (10th Ed.). Boston: Houghton-Mifflin. Michie, G. (1999). Holler if you hear me. New York: Teachers College Press. .ua5bcedf6df96e9f6b8c888177aeb07d5 , .ua5bcedf6df96e9f6b8c888177aeb07d5 .postImageUrl , .ua5bcedf6df96e9f6b8c888177aeb07d5 .centered-text-area { min-height: 80px; position: relative; } .ua5bcedf6df96e9f6b8c888177aeb07d5 , .ua5bcedf6df96e9f6b8c888177aeb07d5:hover , .ua5bcedf6df96e9f6b8c888177aeb07d5:visited , .ua5bcedf6df96e9f6b8c888177aeb07d5:active { border:0!important; } .ua5bcedf6df96e9f6b8c888177aeb07d5 .clearfix:after { content: ""; display: table; clear: both; } .ua5bcedf6df96e9f6b8c888177aeb07d5 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ua5bcedf6df96e9f6b8c888177aeb07d5:active , .ua5bcedf6df96e9f6b8c888177aeb07d5:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ua5bcedf6df96e9f6b8c888177aeb07d5 .centered-text-area { width: 100%; position: relative ; } .ua5bcedf6df96e9f6b8c888177aeb07d5 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ua5bcedf6df96e9f6b8c888177aeb07d5 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ua5bcedf6df96e9f6b8c888177aeb07d5 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ua5bcedf6df96e9f6b8c888177aeb07d5:hover .ctaButton { background-color: #34495E!important; } .ua5bcedf6df96e9f6b8c888177aeb07d5 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ua5bcedf6df96e9f6b8c888177aeb07d5 .ua5bcedf6df96e9f6b8c888177aeb07d5-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ua5bcedf6df96e9f6b8c888177aeb07d5:after { content: ""; display: block; clear: both; } READ: 12 Angry Men EssayMcDevitt, T. Ormrod, J. (2002) Child Development (2nd Ed.). Columbus, OH: Pearson Prentice Hall. http://216.239.57.104/u/nydoe?q=cache:OaYbZiCK2GkJ:www.emsc.nysed.gov/repcrd20http://www.alfiekohn.org

Exercise Testing Protocols Essay Example

Exercise Testing Protocols Essay Example Exercise Testing Protocols Essay Exercise Testing Protocols Essay Different exercise protocols prompt different physiological mechanisms before VO2max. This investigation aims to analyse and compare four different tests, both constant load and incremental, in order to determine the most valid and accurate for assessing VO2max. Ten subjects completed four different maximal VO2max tests over a four-week period, with various physiological variables being recorded immediately prior to volitional exhaustion (VO2, RER, lactate and HR).Mean scores for each variable for each test were compared to conclude that in contradiction to current literature, the incremental treadmill test did not elicit the highest VO2, but the incremental cycle ergometer test. Exercise economy and lactate build up were two variables having major implications upon the validity of the four protocols. It is probable that none of the four tests presented a totally accurate VO2max. Several flaws were noted in the data collection procedure and extension studies should be used to support the conclusions drawn.Introduction This investigation involves the comparison of four different exercise tests and their validation in providing quantitative results of VO2max. The tests involved are the: constant load cycle-ergometer test; incremental cycle-ergometer test; multi-stage fitness test and the incremental treadmill test. These tests are all very common in clinical and field fitness testing, therefore the conclusions drawn from this investigation will have direct, practical implications and applications to real world sport.During periods of exercise Hill and Lupton (1923) noted that subjects require additional oxygen to compensate for the additional ATP production and hydrolysis, in relation to rest. They also noted that a plateau occurs in the rate of oxygen consumption (VO2) even though exercise intensity increases, leading them to the assumption that there is a maximal rate of oxygen consumption and utilisation, or VO2max. Hill and Lupton (1924) concluded that circulatory and pulmonary systems being unable to provide sufficient O2 to mitochondria caused VO2max.Later work by Saltin and Strange (1992) supports this view. During regular exercise it is improbable that VO2max will be achieved and so the highest rate of O2 consumption recorded during exercise is known as VO2peak. More contemporary research by Tim Noakes (1996) contradicts Hill and Luptons (1923) theory. He claims that a plateau in VO2 does not always occur, and so he believes a linear relationship between exercise intensity and VO2 is more accurate. Noakes would argue that muscular/peripheral factors are to blame for any incidents of plateau, and that VO2 is not limited.He believes the functions of muscles simply prevent VO2 from increasing further, and therefore VO2max does not exist. The discrediting of Hill and Luptons work by Noakes is based upon the view that Hill only demonstrated experiments that illustrated a plateau and that he did not supply enough experimental evidence to support the theory of the VO2 plateau. The debate between the causes of VO2max as being central/circulatory or peripheral/muscular is generally weighted towards the central argument.According to Wagner (1992), the O2 supply to mitochondria is dependent upon the diffusion gradient, and with Honig et al (1992) proving that the surface area of mitochondria is five hundred times that of the capillaries, the diffusion gradient supports Hill and Luptons theory of circulatory limits to VO2. The more recent beliefs of Noakes are widely criticised by many existing physiologists who claim that Noakes based his ideas on the work of Myers et al (1990) who said that only thirty three percent o f subjects showed a plateau when tested, and that Myers et al only used six subjects, and so it is in fact Noakes work that is unsupported.Froelicher et al (1974) have conducted studies showing variable percentages of subjects actually eliciting a VO2 plateau during exercise, which would support Myers et al (1990). Froelicher et al however, attributed the variances to the protocols used, rather than the inexistence of VO2max, contradicting Myers et al, and moreover, Noakes. Noakes used the absence of a plateau in many cases to promote the idea that VO2 is not limited and would continue to increase with exercise intensity if muscular function did not prevent subjects from continued exercise.Rowell (1986) provides evidence to discredit Noakes by claiming that a plateau is not the only determinant of VO2max, and that Noakes has neglected other physiological indicators that would suggest a maximal VO2. BASES (1997) published a criterion to act as a checklist to aid physiologists in the identification of VO2max. The criterion comprises of: a plateau in VO2; a final respiratory exchange ratio (RER) 1. 15; a final heart rate within 10bpm of predicted maximum; post-exercise blood lactate concentration 8mmol/l; subject fatigue or volitional exhaustion and finally a perceived exertion rating of 19 or greater on a 6-20 Borg Scale.VO2max is often regarded as the most important aspect of fitness due to its benefit to such a wide variety of sports and exercises. Demarie et al (2000) stated that the percentage of VO2max maintained during training is linked to the rate at which physiological adaptations occur. Therefore, the accurate calculation of maximal oxygen uptake is essential for the applied use of designing the most effective training programme to benefit individual athletes.There are many different tests employed by exercise physiologists, sports coaches and physical trainers to assess VO2max in athletes, but as earlier references to the work of Froelicher et al (1 974) illustrates, the protocol for testing VO2max can often influence the results obtained, and whether VO2max or VO2peak is represented. Therefore it is essential that valid and accurate tests be used when assessing VO2max, if the results are to have any reliable and practical function or relevance. This investigation involves the comparison of four exercise tests, each designed to provide accurate VO2max values.The comparison is of validity and therefore, by definition, do the results obtained actually reflect VO2max or are they influenced by physiological responses at high intensity exercise. Research into the physiological demands of these tests and into previous studies involving these tests, is therefore, quite pertinent to this study. Although all tests used in this investigation have the same objective, there are two types of test employed, incremental and constant load, and for each there are different strengths and weaknesses in terms of validity.Incremental tests, accordi ng to Kuipers et al (2003), have a weakness in that stage duration can influence the results. Long stage duration can lead to premature fatigue and volitional exhaustion before VO2max (Crouter et al (2001), therefore, results show VO2peak and are invalid. However Kuipers et al (2003) also say that stage durations between one and six minutes do not influence VO2 plateau and so the tests in this investigation, all of which remain in this time frame, should be immune to such influences.The notion of differences in VO2max values elicited by different tests, is confirmed by Basset and Boulay (2003), who proved that incremental treadmill tests provide significantly higher values than incremental cycle-ergometer tests. Suggesting that cycle-ergometer tests do not accurately reflect VO2max, but reflect VO2peak, hence there could be debate over the validity of VO2max values obtained from them. Kirchoff and Sill (1967) compliment these thoughts with studies providing similar results. Crouter et als (2001) research on premature fatigue could explain this trend.The demands of cycle-ergometer tests are focused entirely on the legs and so lactate build up is concentrated there, hence fatigue of the legs may precede VO2max. Hawley et al (1992) claimed that in their study involving cycle-ergometer tests, 63% of subjects did not reach VO2 plateau due to premature fatigue and volitional exhaustion, caused by acidosis in the legs. Premature volitional exhaustion could also be an invalidating factor of the MSFT, proposed by Leger and Lambert (1982) and developed by Ramsbottom et al (1988).This test comprises of 20m shuttle runs being completed at a gradually increasing pace, set by an audiotape. Several shuttles are completed before a verbal cue from the tape alerts subjects of progression to an increased intensity stage of several more shuttles. With verbal cues preceding the next increment, it has been recognised that subjects do not run until absolute exhaustion, instead many discontinue at a pre-determined target or at the end of a level to avoid the next increment (Wilkinson et al 1998).If such behaviour should lead to sub-optimal performance, then VO2max values translated from the test are not truthful and therefore invalid. This is a predictive VO2max test, which by definition introduces some doubt to the reliability of the test, coupled with sub-optimal performance, the results become unreliable. Another variable of the tests that could influence the value of VO2max obtained is exercise economy (Costill et al 1971).During treadmill exercise, Pokan et al (1995) noticed that mechanical or neuromuscular constraints led to the flattening of tidal volume and maximal pulmonary ventilation as a result of exercise economy. The MSFT will probably be the most affected by exercise economy variances because the ergometers used in the other tests somewhat inhibit inter-subject economy variances, enhancing reliability. This investigation will provide an in-depth discussion into the validity of four VO2max tests.There is ongoing debate in exercise physiological circles into the exact causes of VO2max and the results from this investigation could provide support for the arguments proposed by Hill (1923) or those by Noakes (1995). This study could possibly have an indirect influence on the conclusion of this debate. More practical applications of this test relate to the development of fitness-programmes, which can be dependent upon accurate fitness testing methods. More accurate programmes designed from this research could lead to advancements in the fitness of individual athletes and therefore athletic performance.

Management paper Essay Example | Topics and Well Written Essays - 2750 words

Management paper - Essay Example The book is a collection of various case stories that are divided into two parts labeled Opportunity and Legacy. From these stories Malcolm Gladwell draws his conclusions. The book has attracted both strong support and strong criticism, but many of the author’s ideas are extremely interesting and thought provoking. 1) The Introduction to the book deals with small town of Roseto in Pennsylvania that had a far lower incidence of heart disease than neighboring towns. The better health of the population was unrelated to diet or other lifestyle reasons or genetics. The reason was identified as the strong family ties amongst the people represented by several generations living together. These ties were ingrained in the people from the practice in the Italian region from where they immigrated. 2) The first chapter of the book is titled â€Å"The Mathew Effect† from a biblical quotation that says that those that have shall be given even more while those that do not have will have even the little that they have taken away from them (Gladwell, 2008, p15). Gladwell quotes a study in the mid-1980s of Canadian hockey players which found that in any team, the majority of the players were born in January, February or March compared to the later months of the year. The reason for this was found to be the system from the school age where age group teams were formed with a cutoff date of January 1. The children born in the first quarter of a year are on average bigger and more developed than children born six months later. The older children get selected into teams and given coaching in preference to younger children. 3) Chapter two of this section is titled â€Å"The 10,000- Hour Rule† and makes two separate points. Software pioneers like Bill Joy and Bill Gates had the opportunity to work on software programming for over 10,000 hours. The then expensive computer access time was made possible due to

Critical View of On the Equality of the Sexes by Judith Sargent Murray Essay

Critical View of On the Equality of the Sexes by Judith Sargent Murray - Essay Example Critical View of â€Å"On the Equality of the Sexes† by Judith Sargent Murray This essay opens with a poem which expresses Judith feelings towards oppression and education for women. It further stresses how the society silences women and how the male chauvinists disregard women. She expresses her frustrations when she say men thinks that women appreciate and love little thighs that do not matter when in real sense they appreciate and love similar things that men do. Judith exhibited high degree of intelligence which her parents noticed during her younger age and encouraged her to study with her brother. According to Smith, gender bias was creation of our founding fathers and mothers. Notably, the Declaration of Independence in the America gave an impression that men were born equal and free and could only be governed at their own will. In the nineteenth century, women increasingly participated in various efforts to improve their social status, rights and defend their place in the society. The very first women rights movement emerged from shared sense of discontents facing many women. They capitalized on women antislavery experience and in 1850’s they joined hands in promoting broad agenda for married women to acquire property rights. Judith Sargent Murray was born in Massachusetts, Gloucester in May 1751from a wealthy family that engaged in trade in both West Indies and England. Judith grew up with her brother, Winthrop who was educated b y her parents in order to go to Harvard. However, Judith only received rudimentary education and basic needlework in preparation for marriage. This discriminatory treatment irritated her and eventually she chose to dedicate herself to advocacy for women education and equal rights in male chauvinist society (Murray 134). Judith was married to John Stevens in 1769. She made proper use of her family extensive resources which enable her turn her quest of knowledge and love of reading into a prolific writing career. When Stevens was away, Judith published her first essay titled â€Å"Desultory Thoughts upon the Utility of Encouraging a Degree of Self-Complacency, especially in Female Bosoms†Ã‚  in 1784. Stevens died in 1786 and she was married by John Murray in 1988 with whom she had two children. In 1790’s she wrote for Massachusetts Magazine an essay titled, â€Å"On the Equality of the Sexes†. Others include â€Å"The Gleaner,† that focused on citizenship, federalism, abilities, virtue and female education, â€Å"The Repository,† that emphasized on reflection, philosophy and Universalists subjects. When Judith and her husband moved to Boston, she was offered a column in a biweekly newspaper called Federal Orrery. However, she only submitted five essays and eventually had to cut ties with the newspaper when she received a backlash after allegations that her husband John did most of the writing. This essay compares and contrasts the various critical views of, â€Å"On the Equality of the Sexes† essay. This essay opens with a poem which expresses Judith feelings towards oppression and education for women. It further stresses how the society silences women and how the male chauvinists disregard women. She expresses her frustrations when she say men thinks that women appreciate and love little thighs that do not matter when in real sense they appreciate and love similar things that men do. This is one of the bases of â€Å"O n the Equality of the Sexes†Ã‚  in which she tries to depict how men and women are equal both rationally and intellectually hence the need to be taught the same way as they grow up (Mays 78). The essay also challenges the notion that men possess greater intellect than women. In this respect, Judith argues that