Individually you are required to write an essay about the research onion model by Saunders & Lewis. You need to define and explain each layer as well as general explanation of its choices. It is recommended that you follow a theme for your essay. A theme can be about a specific industry/organization. The word limits for this essay is 800. 10% plus is allowed.
Project Learning Outcomes:
• Understand how to conduct an academic essay
• Practice how to perform a literature review in academic research
• Understand different tools that can be applied a research
Tasks to be Covered: Title:
• A title that captures the contents of the essay Introduction:
• Include a highlight of its importance (a hook)
• Introduce the essay with brief information
• The aim of the essay
• Set up for coming sections Main body
• Present the chosen choice
• Justify the choices
• Show arguments from the literature
• Reflection on your knowledge Conclusion
• Recall the research aim
• Explain how it achieved
• Summarise the main key points from the main body Additional Requirements:
• Cover page,
• Reference list and in-text citation (Harvard style)
• Times New Roman font, size 12, 1.5 spacing
• To be submitted via Moodle Dropbox
Referencing your work: Harvard referencing is required when using any book, article, journal or online references in the assignment
Plagiarism and cheating:
Your attention is drawn to the University’s stated position on plagiarism. THE WORK OF OTHERS THAT IS INCLUDED IN THE ASSIGNMENT MUST BE ATTRIBUTED TO ITS SOURCE (a list of references and bibliography must be submitted).
Please note that this is intended to be an individual piece of work. Ensure that you read through your work prior to submission. For some assignments, you may be asked to use the University Plagiarism detection service ‘Turnitin’. Action will be taken where a student is suspected of having cheated or engaged in any dishonest practice. Students are referred to the University regulations on plagiarism and other forms of academic irregularity. Students must not copy or collude with one another or present any information that they themselves have not generated.
Note: Late submission by one minute will be considered a one-day late submission, which will cause a loss of 10% for each day.
This essay considers being cheating as it is plagiarist from other sources. I have warning you and gave a chance to fix it. Your mark for this essay will be zero. I will distribute your name to the college. If you repeat cheating an action will be taken.
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Article #2
C:\Users\lindn\Downloads\Single- Versus Multiset Resistance Exercise in Older Adults.mht
Article #3
Hydration Research
SSE Roundtable #26: Hydration and Physical Activity: Scientific Concepts and Practical Applications
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Michael F. Bergeron, Ph.D., Gary W. Mack, Ph.D.
ROUNDTABLE
HYDRATION AND PHYSICAL ACTIVITY: SCIENTIFIC CONCEPTS AND PRACTICAL APPLICATIONS
RT# 26 / Volume 7 (1996), Number 4
Introduction
Generally, research that is conducted under controlled laboratory conditions does not have an immediate impact on sports practitioners-coaches, trainers, athletes, etc., who rightly feel that the non-controlled, spontaneous, and somewhat unpredictable aspect of sport warrants field testing under less-controlled conditions. Of course, the most complete answer to a problem can be developed when the theoretical tenets of basic science can be melded with the more practical aspects of applied science.
The issue of hydration and physical performance has been studied for many years by both basic and applied scientists. In this issue of the GSSI Roundtable, we discuss a number of topics pertaining to dehydration and exercise with Gary Mack, Ph.D., a basic scientist, and Michael Bergeron, Ph.D., who has focused much of his research on the effects of dehydration in tennis players. Their responses to our questions follows.
What type of studies have you conducted regarding the effects of dehydration on physical performance?
Mack: Our studies have focused on two aspects of dehydration. First, we have examined the detrimental influence of dehydration on the body’s ability to dissipate heat during a thermal load. These studies have focused on identifying the physiological mechanism by which hypovolemia and hyperosmolality, produced during dehydration, impose limitations in heat transfer from the body core to the skin, and a reduction in heat loss from the skin to the environment. Our studies have also characterized baroreflex modulation of skin blood flow and sweating in response to alterations in central blood volume, and the inhibition of thermal sweating by increases in plasma osmolality. Second, we have examined the phenomenon referred to as “involuntary dehydration.” In these studies we have examined the mechanisms that contribute to a delay in complete restitution of body fluids following a reduction in total body water. Our efforts have been directed to understanding the factors that contribute to this phenomenon so that we can improve rehydration practices.
Bergeron: Most of my recent studies have been more applied in nature. Our work has been directed toward examining fluid balance in tennis. Many of the tennis players that I have worked with have experienced significant performance decrements when they haven’t managed fluid balance well, and more than a few have suffered problems such as heat cramps and heat exhaustion during competition. However, with a sport such as tennis it is somewhat difficult to identify reliable and measurable outcome-related performance variables. Thus, much of my work in this area has been descriptive in nature, in an attempt to determine the extent and rate of fluid loss that players routinely encounter during competition. As a next step, we are developing projects to examine the effects of dehydration on a variety of tennis-specific psychomotor skills.
Dr. Mack, what are the physiological consequences of dehydration on one’s ability to perform physical activity?
Mack: Fluid deficits imposed voluntarily (i.e., by fluid restriction) or by previous thermal and/or exercise stress will impair subsequent work performance. Water losses due to sweating can often exceed 30 g/min. (1.8 kg/h). The consequences of a progressive loss of body water are a decrease in blood volume (hypovolemia) and an increase in the concentration of electrolytes in the body fluids (hypertonicity). Both of these conditions can impair the body’s ability to dissipate heat generated during exercise. The greater level of dehydration, the greater the degree of impairment.
Numerous studies have clearly demonstrated that cardiovascular strain is greater and body core temperature rises faster when a person exercises in a dehydrated condition, regardless of the environmental conditions. Of course, the decrement in performance is exaggerated when exercise is performed in a hot environment. Furthermore, the combined effects of dehydration and exercise in the heat can lead to heat-related disorders ranging from simple heat cramps to life-threatening heat stroke.
Dr. Bergeron, you have focused the majority of your research on tennis players. What is the profile of the athletes who have served as subjects in your studies?
Bergeron: Most of the players I have worked with were regionally or nationally ranked juniors, Division I collegiate players, or touring professionals. As a result of their regular training and competition schedules, which typically includes at least 2-3 hours a day on the court, these athletes generally have a high degree of cardiorespiratory fitness, a relatively low amount of body fat, and a unique blend of on-court endurance, speed, agility, and power. They usually train and compete year-round, and often play tennis in places in which they have very little time to adequately acclimatize to new environmental conditions. Their matches generally last from less than one hour to sometimes more than four hours. During tournaments, these players often play multiple, long matches on successive days. Clearly, their schedules can be grueling.
What type of sweat and electrolyte losses have you documented in the players you have studied?
Bergeron: Most of the sweat losses that we have calculated were incurred during matches in fairly hot and humid conditions. The ambient temperature was generally 90°F (32°C) or more and the relative humidity was around 60%. In general, during singles play the boys and girls (12-16 yrs.) and young women (18-22 yrs.) had sweating rates of 0.7-1.4 liters per hour; young men (18-30 yrs.) sweated at a rate of 1.2 to 2.5 liters per hour. Although the highest sweat rates that I have measured in a male and female were 3.4 liters and 2.5 liters per hour, respectively.
In heat-acclimatized young adult tennis players the sweat concentration of sodium has generally been a little above 20 mmol per liter, and sweat potassium losses have approximated 5 mmol per liter. However, in heat-acclimatized boys, the sweat sodium loss tends to be somewhat higher (approximately 40 mmol per liter). Even with a high degree of mineral conservation the on-court hourly loss of sodium for many of these players can easily exceed 1 gram. As we have observed with some players, the combination of very high sweat rates (2.5-3.4 liters per hour) coupled with moderate sweat sodium concentrations (35 to just over 60 mmol/L) can yield rather impressive on-court sweat sodium losses of 2,000 to almost 5,000 mg. per hour of play. Considering that tennis players routinely play multiple or long matches on successive days during tournaments, it is not surprising that many tournament players often begin matches in a dehydrated and sodium-deficient condition.
Dr. Mack, are these values out of line with those that you see in a laboratory setting?
Mack: Answering this question is not as clear-cut as it may seem. Several factors influence whole body sweat rate and the determination of sweat electrolyte composition. First, sweating and sweat composition is not uniform over the entire body. Second, sweat composition is dependent on the local sweat rate. Finally, progressive dehydration associated with prolonged exercise in the heat may modify regional sweat rates and thereby sweat composition. Thus, determination of an average sweat composition during exercise performed in the laboratory or field is not a simple measurement.
In our laboratory we sample sweat from five different skin sites and then use an equation which incorporates factors that account for the regional differences in sweat rate and adjusts for the relative contribution of each region to the total surface area of the body. Using this technique we have determined the average electrolyte composition of sweat in active college aged students under standard exercise protocols. Whole-body sweat rates of ~0.8 L/hr. induced with mild (40% VO2 max.) cycle ergometry in the heat (36°C; 30% RH) produces sweat with an average sodium concentration of 68 mmol/L and a potassium concentration of 4.7 mmol/L. However, these values may vary considerably with a range of 30 to 110 mmol Na/L and 2.5 to 9.3 mmol K/L. During prolonged exercise (up to six hours) in the heat, when sweat rates are maintained by simultaneous fluid replacement, individuals may lose in excess of 5 g of sodium (the equivalent of 12.5 g of table salt). At higher sweat rates (1.4 L/hr.) induced by intense treadmill exercise (70% VO2 max) we have measured an average whole body sodium concentration of 74 mmol/L (range of 40 to 104 mmol/L). Lower values of sweat sodium concentration, such as those in the tennis players described by Dr. Bergeron, are a function of the athletes’ high level of fitness and degree of heat acclimatization.
Dr. Mack, the importance of sodium for rehydration purposes has been outlined in numerous articles. However, is there a downside to giving a healthy athlete “carte blanche” access to sodium?
Mack: During recovery from dehydration, electrolyte replacement ensures complete restoration of the extracellular fluid and a more complete restitution of water balance. The normal range of daily U.S. intake of sodium chloride is 2-9 grams (35-156 mmol sodium), and potassium is 2-4 grams (50-100 mmol). Electrolyte losses in these ranges are generally replenished within 24 hours following exercise if adequate fluid is consumed. In the absence of meals, more complete rehydration can be accomplished with fluids containing sodium than with plain water. The ideal salt concentration in the ingested fluid has not been determined. However, a consensus report sponsored by the National Academy of Sciences recommends that the solution should provide approximately 20-30 mmols of sodium per liter, 2 to 5 mmols of potassium per liter, and chloride as the only anion.
I don’t think there is a documented downside to ad libitum sodium intake in healthy adults. Sodium intake must vary in proportion to the deficit in total body sodium content. Normal healthy adults have several sophisticated regulatory systems that act to regulate sodium intake and retention. In healthy individuals, when all these mechanisms are working properly, sodium balance is achieved without the need to restrict sodium intake.
Dr. Bergeron, are there other nutritional issues besides hydration status that you see in the athletes you work with?
Bergeron: It’s clear that any time there is extensive and repetitive sweating, there is potential for developing a sodium deficit. This condition is often exacerbated when a susceptible athlete limits his or her salt intake. We are now in the process of looking more closely at other potential mineral imbalances that might develop in athletes during long periods of extensive sweating.
A tennis player’s blood glucose level and carbohydrate stores are also a concern. Therefore, we always stress a high-carbohydrate diet, and we encourage players to consume a carbohydrate-electrolyte drink during and after matches, particularly if they are going to play again soon.
I also find that the daily caloric intake of many athletes is often inadequate. Unfortunately, the high dietary bulk associated with a high-calorie, high-carbohydrate diet is unappealing to some athletes. In these cases, high-carbohydrate, high-calorie drinks or snacks can be beneficial.
Do you see any carryover from your studies to other groups of athletes? To the “average” person who trains and competes in the heat?
Bergeron: Many of the college athletes that I have worked with, including swimmers, basketball players, and soccer players, tend to function in a chronically dehydrated condition, as evidenced by their high urine specific gravities or their inability to urinate prior to practices or games. I don’t think that the typical athlete or the average recreational exerciser appreciates the extent of fluid and electrolyte losses that readily and routinely occur during most forms of physical activity. Generally, athletes should be able to urinate before and after they train or compete. If they are unable to do so, they likely have not consumed enough fluid. For those people who lose considerable sodium from extensive sweating, consuming more sodium-rich foods or adding salt to foods and fluids may be appropriate.
Mack: As I stated earlier, our studies have demonstrated that complete restoration of the extracellular fluid compartment (and blood volume) cannot be attained without replacement of the lost sodium. Furthermore, during prolonged exercise, a combination of sodium loss and the ingestion of large quantities of fluids with little or no electrolytes can lead to low plasma sodium. In ultraendurance events, hyponatremia (blood sodium concentrations of less than 130 mmol/L) has been observed at the end of competition and is associated with problems of disorientation, confusion and, in some cases, grand-mal seizures. To prevent the development of hyponatremia or related conditions, sufficient electrolytes should be provided in fluid replacement beverages. This would certainly constitute a practical application of our research.
Selected Readings:
American College of Sports Medicine (1996). Position stand on exercise and fluid replacement. Med. Sci. Sport Exerc. 28:i-vii
Bergeron, M.F., C.M. Maresh. L.E. Armstrong, J.F. Signorile, et al. (1995). Fluid-electrolyte balance associated with tennis match play in a hot environment. Int. J. Sport Nutr. 5:180-193
Bergeron, M.F., L.E. Armstrong,, & C.M. Maresh (1995). Fluid and electrolyte losses during tennis in the heat. Clin. Sports Med. 14:23-3
Maughan, R.J., J.B. Leiper, & S.M. Shirreffs (1996). Rehydration and recovery after exercise. Sport Sci. Exch. 9(62):1-5
Mack, G.W., H. Nose, & E.R. Nadel. (1988). Role of cardiopulmonary baroreflexes during dynamic exercise. J. Appl. Physiol. 65:1827-1832.
Nose, H., G.W. Mack, X. Shi, & E.R. Nadel (1988). Role of osmolality and plasma volume during rehydration in humans.
J. Appl. Physiol. 65:325-331
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The intent of this assignment is to critically reflect on the teaching and learning roles students, families, schools, and communities play in creating an effective school culture and community. You are asked to define school–family–community partnerships based on the theoretical and practical perspectives found in the literature and to connect this definition of school culture and community to your own context. What role do you play within the community and what strengths do you bring to the relationship? What strengths do others bring? What are the potential successes and challenges when “brokering” culture between school and community?
Use the American Psychological Association (APA) style of writing and referencing (i.e., APA document formatting with appropriate heading levels, clear, concise, critically reflective and includes citations to support what you write) throughout your paper.
Summarize the purpose and conclusions of the research, identify the study design, and comment on its methodology
• What were the authors’ research question(s) and hypotheses? Were the methods and statistics selected adequate to answer the question(s)? How do you know that they’re adequate? (10%)
• What choices did the authors make to improve validity and reliability? What types of reliability were assessed/reported and were they adequate? What were their trade-offs between internal and external validity? (15%)
• What study design was used? What are strengths and weaknesses of that design? Did the study design utilize “controls”? If so, what kind (randomization, matched samples, control/comparison groups, statistical controls, others) and were they adequate? If no controls were used, what are the implications of this choice? (15%)
• What did the authors measure and how? Be specific. (10%)
• Do the authors’ conclusions make sense, given what they were able to actually test with their methodology? Are there alternative explanations? (10%)
• What questions did the study raise that you would like to see answered by future research? (10%)
• Do you have suggestions that would improve their methodology? (Hint: No research study is perfect. There is always something that could be improved.) (10%)
• 10% of your grade on this assignment will be the use of proper APA-formatting, and an additional 5% will be proper
spelling and grammar (yes, this absolutely counts). This is to emphasize that following formatting and submission instructions and thoroughly proofreading are integral unless you want your manuscripts immediately rejected from scholarly journals.
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Does societies perception of Black Hair determine your decision with your hair? Natural vs. Non- natural styles
o Minimum 5 studies on the topic
o Research questions based on your topic
o Hypotheses based on previous findings
Research question: does societies perception of Black Hair determine your decision with your hair?
Natural vs. Non- natural styles
why is the topic important?
to identify that the term “good hair” is black hair.
To also identify the the importance of embracing black hair and redefining the perception.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
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This research Paper provides the opportunity for you to demonstrate your ability to apply the concepts. Your responses should be complete and to the point. Please choose either I or II for the final paper.
I. A behavioral problem: The behavioral problem paper should include: its official definition (DSM-5), its signs and symptoms, developmental/physiological/psychological/sociological factors underlying its causation, and treatment approaches, both traditional and, if available, alternative.
II. An educational problem: The educational problem paper would address an issue related to problems in visual or auditory analysis/comprehension or a problem in speech or writing. The paper should begin with a fictitious client history, diagnosis supported by signs and symptoms, the developmental/physiological/psychological/sociological factors underlying its causation, and treatment approaches, both traditional and, if available, alternative.
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Engage in a dialogue with your classmates–do you even remember the event he/she lists? What else do you have to say about someone else’s event? Your response to someone else must be at least FOUR sentences. You can certainly respond to more than one person.
The point of this post is to brainstorm possible topics for the Scandal Paper assignment. You do NOT have to choose the event you post here, but you certainly may. You may also select a topic for the paper that someone else posts. That is not a problem. The Discussion serves to generate a variety of ideas for anyone to select.
This is Discussion I would like to respond to this discussion
There have been many different scandals that were controversial within the past 100 years, but I decided to pick a more recent scandal. The most scandalous or controversial news event that I could think of would be the Harvey Weinstein scandal. This scandal is recent and rocked all of Hollywood while making front page news. Being a Oscar winning producer, Weinstein shocked people worldwide when this major scandal regarding him emerged. This scandal received widespread media coverage. Over the span of several decades, over 80 women came forward to allege that the movie mogul either harassed, raped or made inappropriate advances towards them, prompting national attention. Some of these women included Cara Delevingne, Kate Beckinsale, Angelina Jolie, and Salma Hayek. This became a major scandal within the entertainment industry and made people think about what was really going on behind the scenes. In May of 2018, Weinstein was arrested, and charged with rape as well as other offenses. He would later be released on bail but the effects of the scandal was just the beginning.The fall of Harvey Weinstein sparked the #MeToo and Time’s Up influential movements all across platforms including social media. Celebrities, actors, actresses, politicians and everyday civilians came together and brought light to this scandal by making their voices be heard, and letting others know that it was okay to come forward. This scandal would later influence what would become known as the “Weinstein Effect”.
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Evaluate the following situation: https://www.youtube.com/watch?v=MAHey2LjA6c. Construct an argument for or against
euthanasia using act or rule utilitarianism. Post your response (minimum of 700 words) and evaluate at least one post of a classmate.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
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Describe a significant change event you experienced (going from high school to college, changing jobs, etc.). How did you prepare for the change? What fears did you encounter and how did you overcome those fears? Knowing what you know now about the change, what would you do differently today that you didn’t do then? How can you apply these “should haves” to changes you’ll face in the future?
Papers should be double spaced with one inch margins and 2 pages in length.
Use at least three (3) quality references Note: Wikipedia and other related websites do not qualify as academic resources.
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