Our topic is Bulletproof Material/Clothing.
Please follow the instruction and write a research paper about bulletproof material and clothing.
Mainly investigate the principle of current bulletproof vest and material (Kevlar/aramid material) and what are the limitations, and what kind of New Material could possibly improve/fix the issue? (Minimize the thickness/weight of the bulletproof vest? Lower the production cost? More environmental friendly?)
Instructions:
1. Fibers and materials: existing, new and to be developed
2. Fabrication/assembly methods and clothing structure
3. Evaluation criteria & testing methods/procedures
4. Re-design
5. Proposed product(s) and specifications
Important criteria for evaluation will be to:
1) successfully blend quantitative and qualitative research, consider a multi-method approach (i.e. Testing data/graph/ text)
2) thoughtfully cover the micro to macro aspects of the topic,
3) examine relevant physical and social/cultural aspects of the topic,
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Read the following document on Management and Leadership. It will provide an insight and starting point in developing an approach to your analysis:
Self Esteem
Below is an example of situation that represents an employee situation that confront businesses:
Your objective is to analyze the situation and discuss recommendations based on your perception of the problem and potential solutions:
Think of yourself as an executive/manager/consultant for the company and be sure to consider both short and long range objectives. Also consider the issues and solutions from the perspective of the employees and management.
Employee Self-Esteem
Enlightened company owners and managers know their employees want to feel good about themselves. It’s probably no surprise that people with poor self-esteem don’t perform as well as those who have a healthy, balanced, self-opinion. While it is true that throughout life we are all exposed to negative messages about ourselves, messages of unworthiness can dramatically affect a person’s confidence, which is an important success ingredient.
Most managers do not have a degree in social work or counseling. The good news is that it does not require a degree for a manager to work with people and help them develop a positive perception of themselves. As employee self-esteem grows, productivity will improve, staff turnover will be reduced, and profitability will increase.
Discuss the characteristics of people with low and high self-esteem and ways in which individual can increase their self-esteem. In what ways can organizations can support individual efforts to improve self-esteem.
The following questions are provided to stimulate your thinking for possible incorporation into your assignment. They are not to be answered directly or in a Q/A format:
• How is self-esteem established?
• Who is responsible for an employee’s self-esteem?
• Why is employee self-esteem important?
• Why should organizations be concerned with employee self-esteem?
• What can organizations do to help employees increase and maintain high self-esteem?
Objective:
Create a report that addresses the most important issues you have identified in the case and how they can be addressed currently and avoided in the future.
Do not just restate the facts of the case or answer the questions; discuss the importance of relevant issues and how they can be addressed/incorporated into a business solution.
Requirements:
Successful Critical Thinking Exercise will be three (3)
to five (5) pages in length and incorporate the
information and knowledge gained in the course
addressing the areas defined in the Analysis Questions.
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For this critical thinking assignment, compare the main healthcare-related components of the Rio Policy Statement (as found in the article, For a Global Agenda or Post Millennium Development Goals) to the health components of Saudi Arabia’s Vision 2030. In your analysis, highlight those components that are in agreement. Also, be sure to include the components where there may be disagreement. Be sure to examine any resource allocation that might be different.
You will develop a written paper including the following sections to organize your writing:
Rio Policy Statement,
Saudi Vision 2030,
Compare and Contrast, and
Discussion.
Your paper should meet the following structural requirements:
The paper should be 4-6 pages in length, not including the cover sheet and reference page.
Formatted according to APA writing standards.
Provide support for your statements with in-text citations from a minimum of four scholarly articles. Two of these sources may be from the class readings, textbook, or lectures, but two must be external.
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Sustainability – Intensive animal farming/Industrial livestock production
Sustainability – Intensive animal farming/Industrial livestock production
This essay must be about the topic of SUSTAINABILITY and INTENSIVE ANIMAL FARMING
“A sustainable food system provides us with a diet that is low in environmental impact, which delivers food and nutritional security, and thus supports a healthy life for present and future generations. A sustainable food system is also protective and respectful of our food animals, biodiversity and ecosystems; delivers food to society in a manner that is culturally acceptable, accessible, economically fair and affordable; is nutritionally adequate, safe and healthy; is not dependent on non-renewable resources or exhaustive of conditionally renewable ones; and is not exploitative or abusive of human resources, especially its labor pool”, how does topic fit in? What is/are your thesis/es with respect to this topic – what aspect of the current unsustainability of our current food system does your chosen topic illustrate and why? How will understanding this topic/aspect help us better understand, with respect to our food system, what is unsustainable and what is not and why? If you are researching an aspect of the food system held up to us as an illustration or example/model of sustainability, what makes it so and what standard/alternative is it being compared against? How can we better understand what is unsustainable by looking closely at this alternative?
Your essay is expected to be research based, using source of information to support it – peer-reviewed journal articles, both open-access and via our library (e.g. from Frontiers in Sustainable Food Systems, Sustainable Production and Consumption, International Journal of Sustainable Development, etc.); governmental, institutional or reputable non-governmental reports (e.g. from FAO, World Resources Institute, etc.); and high-quality journalistic reporting (e.g. from The Economist, The Guardian, the NYT, National Geographic, etc.). All uses of published material must be cited.
You should not rely on small number of sources for the majority of your facts and figures but seek out a topic and sources by multiple authors and works.
You must make it clear in your introductory section, what the purpose of your essay is, what the thesis/es is/are (i.e. what your arguments are), and what the reader will know and understand having read your essay. Your essay will be judged, in part, on whether these stated expected learning outcomes for your essay are supported by the subsequent content.
Please write your essay using the following style guide.
• No larger than 12 point font
• Margins (1” left and right, 1” top and bottom)
• Name at the end of your paper (i.e. on the last page only) after all references, figures, etc. next to word count
• 2.0 spacing of text
• Indented first line of new paragraphs (1”)
• No widows or orphans (single line or heading stranded at start of paragraph at bottom of a page, single line or heading stranded at end of paragraph at top of a page)
• Title (UPPER CASE BOLD – centered)
• Major sub-headings (Lower case bold – left margin) – please use these to break up and structure your essay
• Sub-headings to be informative (i.e. guide the reader, must not be merely Introduction, Conclusion, etc.)
• Supporting figures and/or tables to be included, numbered sequentially, and cited in the text where they are first referred to – all graphics like phtotos, graphs, maps, etc. are figures (Figure 1), (Figure 2) and all data sets in a matrix are tables (Table 1), (Table 2), etc. All figures or table must have a caption and shall be cited as to its source as with all other information (e.g. Smith 2001).
• All material used from the literature to be cited in text using author-date (person or agency responsible if no byline) e.g. (Smith 2001) with citations at the END of the paper in REFERENCES section – absolutely NO referencing materials in footnotes or end notes.
• Pages to be numbered in header, right adjusted (do not include your name or the title of the paper, just the page number).
• All acronyms to be printed in full on first usage, thereafter in abbreviated form e.g. Food and Agricultural Organization (FAO) first usage, FAO 2nd and thereafter.
• Word count to be included at bottom of essay next to your name (can use auto counter in MS Word). Only include words in main body of essay (not References, etc.)
Citations and referencing
Please use the Geographical Review format when listing sources in your REFERENCES section. These are the general instructions that the Geographical Review provides for authors about referencing which you should use:
Use the in-text, author-date system of documentation described in The Chicago Manual of Style. Locate the citations discreetly in the text, preferably at the end of a sentence, so that prose flow is uninterrupted (e.g. Smith 1989 p13-14). Specify the page numbers on which direct quotations or statistics appear otherwise, if you are merely paraphrasing, you don’t need the page number, just the author and year (e.g. Smith 1989). If a citation contains more than one reference, list the oldest first and the most recent last (e.g. Taft 1934; Hart 1984, 1990; Smith 1989). The first time someone is named in the text, use the full name; thereafter, use only the surname e.g. In 1989, John Smith said that…. (Smith 1989). Smith also said ……. In the REFERENCES, include only works cited in the text, captions, and notes pertaining to illustrations and tables. If you did not cite it in your paper, then it should not be entered in your REFERENCES. Conversely, make sure that all cited works have entries in the REFERENCES. Arrange entries in your REFERENCES alphabetically by author; list works by the same author in chronological order, with the oldest first and the most recent last. If an author has two or more entries with the same year of publication, place an a, b, c and so forth after the date in your citation based on which is first cited in your paper and repeat this notation in your REFERENCES (e.g. Smith 1990a, Smith 1990b). Here is the citation guide from the Geographical
Review:
Book by a single author (include the subtitle):
Zelinsky, W. 2001. The Enigma of Ethnicity: Another American Dilemma. Iowa City: University of Iowa Press.
Book by multiple authors (include every author, as well as the subtitle):
Moore, A. M. T., G. C. Hillman, and A. J. Legge. 2000. Village on the Euphrates: From Foraging to Farming at Abu Hureyra. London: Oxford University Press.
Edited book (include the subtitle):
Nostrand, R. L., and L. E. Estaville, eds. 2001. Homelands: A Geography of Culture and Place across America. Baltimore, Md.: Johns Hopkins University Press.
Chapter in an edited book (always include the page numbers):
Sheridan, T. E. 2000. Human Ecology of the Sonoran Desert. In A Natural History of the Sonoran Desert, edited by S. J. Phillips and P. W. Comus, 105-118. Tucson: Arizona–Sonora Desert Museum Press; Berkeley: University of California Press.
Translation:
Nora, P., ed. 1996-1998. Realms of Memory: Rethinking the French Past. Translated by A. Goldhammer. Edited by L. D. Kritzman. 3 vols. New York: Columbia University Press.
Journal article (include the issue number, if any):
Mills, A. 2005. Narratives in City Landscapes: Cultural Identity in Istanbul. Geographical Review 95 (3):441–462.
Newspaper article (if no author, cite the name of the newspaper; for example, Economist):
Thompson, G. 2001. An Exodus of Migrant Families Is Bleeding Mexico’s Heartland. New York Times (National Edition), 17 June, §1, 1, 8.
Dissertation or thesis:
Skop, E. H. 2002. Saffron Suburbs: Indian Immigrant Community Formation in Phoenix. Ph.D. diss., Arizona State University.
Interview:
Marsh, S. 2001. Interview with the author. Amarillo, Tex., 13 June.
Web page URL (use only publicly accessible Web sites; do not force a break in the URL at the end of a line; and if the Web site no longer exists, insert “Formerly at” before the URL):
PRC [People’s Republic of China]. 2000. The Bai Ethnic Minority. Washington, D.C.: Ministry of Foreign Affairs, People’s Republic of China. [https://www.fmprc.gov.cn/eng/5255.html]. (Last accessed 10 October, 2018).
Do not use footnotes for references.
Cite all references in the text (e.g. Mason and Lang 2017)
and then include the full reference in the references
section at the end of your paper. Be sure to cite every
time you paraphrase the literature you are using,
sentence-by-sentence, not just at the end of a long
paragraph. Cite the sources of figures, photos, etc.
also. Your essay should aim to weave information from multiple sources together in a coherent narrative and thus should be interspersed by multiple citations, not just the same article ten times in ten sentences, for example. If you quote something verbatim, please place it in quotation marks and include the page number with your citation (e.g. Mason and Lang 2017 p17).
If your quote is more than a single sentence, include it as a separate paragraph indented 1” from both margins.
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Read the book : Climate Changed: A personal Journey through the Science by Philippe Squarzoni (2014)
– Provide a summary of the book (1 page)
– Provide a brief overview of the evidence presented in the book linking human activity to climate change, and the associated climate change impacts (1 page)
– Give your views on climate change (2 pages).
– Do you agree with the science presented in the book?
– Are you prepared to make changes to your lifestyle to reduce your impact?
– What changes as a society do we need to make?
– What challenges do you anticipate?
– Are you hopeful?
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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
——————————————————————————–
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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