Sports Exercise Science Paper Essay Example for Free

Sports Exercise Science Paper Essay AussieFit offers two inexpensive membership options starting at basic Fit which is $4.95 a week. Includes Full-club access includes strength, cardio and free weights. Each is designed to fit your schedule and budget. BasicFit plus Includes all â€Å"BasicFit privileges† â€Å"PLUS Aussie-style world-class Group Fitness† including: BodyPump, Cycling, Zumba, and more! From $6.89 a week and for just $5 extra per week, you can add on your choice of the â€Å"Little Nippers Kids’ Club† or â€Å"Unlimited Touch less Tanning.† There are several weights that are available mostly all the basic equipment, the site does not reveal too much information regarding weights. There are also several programs like: â€Å"Zumba Fitness† a Latin-inspired dance-fitness that blends international music, created by Grammy Award-winning producers. â€Å"Body Attack† which is a sports inspired cardio workout that builds strength and stamina. Its a high-intensity program is designed to a wide range of fitness levels and ages. The possibility of using low-impact and low-intensity options throughout the class allows new participants to enjoy the class alongside very fit individual. Also â€Å"Body Combat† which is a unique, Martial Arts-based workout that’s designed for people looking to boost cardio fitness and benefit from total body conditioning. Primarily for fun, this workout is particularly for youthful, sociable individuals who are likely to attend classes with friends. â€Å"Body flow† a workout which combines Yoga, Tai Chi and Pilates and is designed for those looking to improve general fitness, relax and reduce stress, increase mental clearness and to get a sense of well-being. It requires low-level coordination and is particularly popular with the more mature market. There is also â€Å"Body Jam† which puts together the latest dance moves and the hottest new sounds and is designed for the young and young at heart it’s perfect for confident, social people who like to listen to the latest music and try out all the latest trends. Another one is â€Å"Body pump† which is the original barbell class that is for of all ages and fitness levels, and is perfect for anyone looking to get the best possible results in the shortest time. It is favored by those who are bored by an individual weights program and by group fitness people who recognize the need to add some weight training to their workout. Another one is â€Å"Body Step† an energizing step-based cardio workout that uses a height-adjustable step and simple movements on, over and around the step. Including cardio blocks that push fat burning into high gear followed by muscle-conditioning tracks that shape and tone the body, it’s perfect for anyone looking for a fun way to increase fitness. The Website however does not reveal the following; color schemes, music, atmosphere and uniforms. Also absent recreational leagues, clinics, types of sport instruction offered, due to the fact the gym does not have any gymnasiums. The number of employees capacity, number of administrators capacity, is also confidential information. In conclusion, I felt the gym website did a fairly below average job with their website. I felt the website was not well rounded and focused too much on one specific key area being their programs and did not cover all the areas equally. The club website also lacked a lot of information and was really too basic and general to the point of boredom, so I do not think I would attend AusssieFit due to the fact the website lacked creativity, in depth information and diversity with what they have to offer.

rose for emily Essay -- essays research papers

Almost everyone laments how the world has changed since they were young, how everything is now faster, more complicated, and less friendly. In William Faulkner's "A Rose for Emily," Miss Emily sees the world change in many different ways, and yet stays the same. In her case, the world she grew up in literally is gone, and she does not posses the skills to change along with it. She is a woman lost in time, with no real place among society, especially not a society who places her on a pedestal, enabling her many questionable actions. The factors of her life and the stigmas placed upon her due to those factors yield to her no choice but the actions which she chose. Miss Emily's generation grew up in a time when women were expected to get married, have children, and take care of the house. For someone of her status, this would have been the epitome of her adult life. She would be the mistress of a household, leading a life of entertaining and quiet leadership. Miss Emily, however, never married. Her father had never accepted her suitors, meeting them at the door "clutching a horsewhip." He selfishly kept her single all those years, which must have caused immense embarrassment to a woman from her era, whose whole life should have led up to her marriage. She seldom left her house after her father died, further mystifying herself to the town who watched her life from behind their lace curtains. The Civil War came and went, and Miss Emily still lived in that same house "set on what had once been [the] most select street," "lifting its stubborn and coquettish decay above the cotton wagons and the gasoline pumps." Miss Emily had once belonged to the most select class, and still stubbornly maintained the image, even though she and her entire town knew the truth to be otherwise. She remained a stubborn product of her times, keeping a manservant who most likely had been with her since he had been a slave, and had stayed out of loyalty to her. She continually refused progress, not allowing them to "fasten the metal numbers above her door and attach a mailbox to it" when the town finally got postal service. Time continued ticking on, and yet Miss Emily refused to acknowledge it. She firmly entrenched herself in denial when her father died, telling the townspeople... ...onument to her town even though they believe that "she was [a] fallen" woman. "She held her head high enough†¦it was as if she demanded more than ever the recognition of her dignity." All her life she had been denied happiness, and now she has found it. Unfortunately, this love was doomed to fail. There are too many traditions, customs, and prejudices engrained in Emily, her town, her family, and her love. Homer will not marry her. However, she has finally found love and happiness, and Miss Emily is above the law. So she poisons Homer Barron and keeps him in a room upstairs. She sleeps with him every night, his body arranged in the "attitude of an embrace," clinging to the idea of a "marriage" that she never had. She is a sad, lonely woman, and if she cannot have this one last chance at happiness, then she will keep it by force. Throughout her life the town she lived in has been her "enabler," allowing her to continue in her unhealthy habits; Emily has no reason to think that what she has done is wrong. She is simply preserving what is rightfully hers; she is holding on to some semblance of happiness that has always been denied her.

Gang Resistance Education and Training Essay

Gang Resistance Education and Training (G. R. E. A. T) is a national program that educates elementary and middle school children how to avoid becoming a gang member. The program is instructed by police officers and is part classroom instruction and other learning activities. â€Å"The goal of the GREAT program is to teach youth how to set goals for themselves, how to resist peer pressure, how to resolve conflicts, and how gangs can affect the quality of their lives. (Ramsey, Rust, & Sobel, 2003) The program also teaches the youth personal empowerment, among other things, that prevent them from getting into any gang activity. Originally the program was based off a nine lesson middle-school curriculum. The beginning of the G. R. E. A. T. program started in early 1992 in Arizona. The program was so successful that in 1993 it ballooned across the nation and was supported by congress as a part of the Alcohol Tobacco and Firearm’s project outreach. G. R. E. A. T. became one of the primary prevention programs. In 1995, the G. R. E. A. T. Program underwent a comprehensive five-year longitudinal evaluation and study by the National Institute of Justice (NIJ), in conjunction with the University of Nebraska at Omaha, to measure the impact of the program. † (Board, 2011) The report showed that those involved in the program had â€Å"lower rates of victimization, more negative views about gangs, more favorable attitudes toward law enforcement, reduced risk-seeking behaviors, and increased association with peers involved in prosocial activities. (Board, 2011) In 2000 the program underwent a curriculum review as a result of this review the program revised their core curriculum and used a random field trial where classrooms were randomly assigned to be control and test groups. The field test spanned thirty-one schools among seven cities and about four thousand students. The results showed that after one year, students from the test group had lower gang membership as compared to the control group. This was due to the lessons that the program was teaching the students. The lessons that G. E. A. T. mainly focused on provided life skills to student in order to make it possible for them to avoid violence and delinquent behavior. The program consists of thirteen, one hour sessions. The program is also facilitated by a summer program combined with a family training component. The main focus of this program was to keep the youth out of the criminal justice system. One of the benefits of the program was that the youth detention centers received less youth offenders arriving at their facility. This benefit is a result of educating the youth about gangs. Reactions to the term, gang, elicits a mixed response due to the media, music, movies, and personal experience. The questions that remain regarding the recruitment of gang membership are: why is the number of gang members raising when the information is out there about the violent and destructive behavior of the gangs? The other aspect that should be asked is why do prospective members overlook the violence that is required of them during a gang war with rival gangs. These questions can be answered by looking at how the gangs recruit. The success of the gang’s recruitment can also be their undoing. The success of a crime prevention program is higher when they are led by the students or peers. This is also how the gangs recruit, using the prospective members peer group to recruit them to join the gang. The prevention programs are shown to help the community by making the school safer, which ultimately gives the students an advantage in improving their chances to be successful and a contributing member of society. These programs also increase the social bonds like the ones seen in control theories and social learning. Recruiting gang members is a problem in America but this is only the start of the problem. One of the main problems identified in cities across the United States as it’s progressed to the twenty-first century is gang violence. A person can see a link between the individual’s interaction and the social learning theories with regards to gangs. This is why the goals of G. R. E. A. T. are to stop gang involvement, violence, and prevent youth crime. They do this by providing a pathway to develop relationships with their family, other young people, and most importantly law enforcement officials in order to create a safer environment for the youth. In order to make a bigger impact, the program is taught in two different school levels. The G. R. E. A. T. program is taught to the youth starting in elementary and continuing until middle school. The elementary program and middle school program are both skill based learning. The elementary program is designed as an introduction course to the middle school program. The elementary program sets the foundation that begins to teach the youth skills that are needed for the more intensive program that is taught in middle school. All of this is done while they develop the bond between the youth and law enforcement officials. These bonds continue to develop once the students move onto the middle school program. The curriculum of the middle school program is more in depth in an attempt to cement the good behaviors of the students. This is done by enhancing their knowledge of their actions and consequences. These courses are taught to the sixth and seventh grade students. They are based on scenarios in order to show the student how to avoid engaging in violent behavior. At the middle school level the youth should have a good foundation based on the elements of the program. This program would not be possible or successful without the devoted teachers. The classes are taught by specially trained law enforcement officials. These instructors learn how to teach the key skills that they will give the students. These skills help the youth to avoid joining gangs and refrain from getting in trouble with law enforcement. The G. R. E. A. T. rograms success is based on the fact that the officers that are associated with the program still commit time to the youth of the program the semester immediately following the training sessions. The G. R. E. A. T. program requires an enormous amount of obligation from the law enforcement officers. The officer’s commitment begins with a one or two week training program. This training requires the officer to prep heavily for the training out of the classroom environment. In order for the officers to receive their training certificate they much attend all the classroom sessions. The classroom portion of the training requires the officer’s to perform both informal and formal presentations to the class. The officers are also required to maintain standards, failure to maintain these standards are grounds for dismissal from the program. Another requirement of the officer is that their records and work history most be clear of any type of disciplinary incidents. The program is fairly successful, but there are concerns. The concerns about the program are that the youth by the time they are in the program have already been exposed to a lot of the activities that the program teaches to avoid. However, the ones that teach the program feel this is an invaluable program because any action to prevent criminal activity is worth it. This is a valued point, but only if they can get to the youth before they are completely corrupted. It is hard to break a habit that has been part of your life for a long time. That is why the earlier the youth is when entering into the program, the better the chances for change. â€Å"The impact of the intervention must obviously be measured when the delinquent behavior usually appears, that is, no earlier than preadolescence. Clearly, we must expect interventions that aim to change the course of human development will have long-term effects. † (Esbensen, Osgood, Taylor, Peterson, & Freng, 2001) During the program the youth learn that influences in and out of school cause them to do things that are not socially acceptable. It is at this moment when the officers know they can reach the youth and effect change. The program ultimately teaches the youth their good and bad behaviors, giving them an opportunity to identify their behavior and become productive members of their society. The younger youth are oblivious to the fact that their peers are convincing them to commit criminal acts. For this reason, the lessons taught in the elementary program is beneficial to prevent the manipulation of the youth. The youth are exposed to multiple topics that give them the needed skills to resist gang recruitment. The sessions are designed to be interactive which give the youth an opportunity to learn and practice good behaviors that will assist them throughout their lives. Both the elementary and middle school program share the same key aspects. One of the aspects of the G. R. E. A. T. rogram is the teaching of life skills which is what the main structure of the program is based on. â€Å"G. R. E. A. T. instruction focuses on providing life skills to students to help them avoid delinquent behavior and resorting to violence to solve problems. † (What is G. R. E. A. T.? , 2012) This program is designed to prevent youth violence, delinquency, and gang membership. These skills are important to be taught before the youth hits the desired age for the gangs to recruit and to prevent delinquency. The program also benefits communities that do not have gang problems by preventing youth violence and delinquency. The program attempts to stop the bad behavior of the youth by reaching them at an early stage of development. The earlier the interaction with the youth, the easier the transition is going to the middle school program. There are four components to the program which are taught in thirteen sessions. The components are the elementary program, middle school program, summer program, and family training. The elementary and middle school component are both integrated with National English language arts standards and national health education standing and is based on effective research practices. (Elementary School – G.  R. E. A. T. Program – Gang Resistance Education And Training, 2012) (Middle School – G. R. E. A. T. Program – Gang Resistance Education And Training & , 2012) The elementary program is intended for fourth and fifth grade students. This program gives the elementary and middle school students a better chance in preventing behavioral problems. Its success has ballooned over the years making it a national treasure as well as spreading outside of the United States. â€Å"Since the G. R. E. A. T. Program went nationwide in 1992, many law enforcement agencies and schools from all 50 states, the District of Columbia, U.  S. territories of Guam and Puerto Rico, Bermuda, Canada, Central America, England, and military bases in Japan and Germany have implemented the program. † (Organization – G. R. E. A. T. Program – Gang Resistance Education And Training, 2012) The program is now being taught by the dedicated law enforcement officers in over 500 communities across the nation. The continued success of the program depends on the programs ability to maintain its â€Å"strong organizational structure to regulate decisions and program or curricula changes. † (Organization – G. R. E. A. T.  Program – Gang Resistance Education And Training, 2012) Since the program started in 1991, thousands of students have graduated from the program. G. R. E. A. T. has achieved great and expected positive results. â€Å"The evaluation survey was first administered to youths when they were in 7th grade and re-administered annually through 11th grade. Results show that G. R. E. A. T. was able to successfully change several risk factors (e. g. , peer group associations and attitudes about gangs, law enforcement, and risk-seeking behaviors) associated with delinquency and gang membership. (Esbensen, 2004) The reason for the success of this program is the dedication of the program to elicit the change of the students. They do this by teaching the youth the social skills that lead them into feeling confident enough to be able to refuse to participate in their previous delinquent behaviors and become a contributing member of society. The continued success of the program relies on many things. The future of the program depends on the commitment of the law enforcement officials who run it. If the pattern continues since the inception of the program, the program will continue to gain steam and grow stronger. The changes that should be implemented to the program are small tweaks, but would improve its success. The first change that should be implemented is the program should start the youth in the program at a younger age. This would ensure that the youth would gain skills to avoid the gangs before they experience any gang activities. This would ultimately ensure the youths success in gaining the skills to refuse the gangs advances and delinquent behaviors. Other aspects of the program should include ride along programs, jail or prison visits, and make the youth more active in the middle school program. Gaining these aspects will give the youth the feel of responsibility as well as teach them where continuation of their actions could lead them eventually if they do not change their ways. The results from the program show that the students that have gone through the program have shown a more optimistic feeling about law enforcement officials. The kids that are enrolled in the G. R. E. A.  T program develop an understanding that make the gangs less a desirable life and give them skills to reject gang membership. The youth that are enrolled in the program have shown a resistance to the pressures from their peers and are less likely to act out with violence. The youth also find a way to disassociate with the peers that originally led them to begin their delinquent behavior. The youth find themselves exerting less anger and those that graduate from the program have low affiliation to gangs. The G. R. E. A. T. program is very successful at helping youth resist gangs.

Literature Reviews On Biosensors And Risk Perpection And...

CHAPTER TWO LITERATURE REVIEWS ON BIOSENSORS AND RISK PERPECTION AND COMMUNICATIONS 1) INTRODUCTION In time past, work relating to this project has been done. This Chapter aims at reviewing such works, compare research studies and provide a work base for this project. Cancer diagnosis is presently undergoing a paradigm shift with the integration of molecular biomarkers as part of a routine diagnostic panel. The molecular shift ranges from those comprising of the DNA, RNA, microRNAs (miRNAs) and proteins. The miRNAs were newly discovered as a small non-coding endogenous single-stranded RNAs that critically controls the development, invasion and metastasis of cancers [13]. MiRNAs are different with cancers; they are seen to have the potential to function as diagnostic markers for cancer. Also, the deregulating of the activities of miRNAs offers a novel cancer therapeutic approach that provides high throughput techniques for the identification of changed cellular molecules [13]. The application of miRNAs to a change of body specimens from blood to tissues has been beneficial and is va lued in the clinical environment. Generally, the novel cancer diagnostic tools have extended their application as prognostic risk factors that are also targeted as a personalized medicine to individuals. Figure 5: Molecular diagnostic schema representing routine biological specimens and their molecular alterations [13] It has been noted that delivering an early and accurate diagnosis in cancerShow MoreRelatedTechnology For Cancer Diagnosis / Prognosis And How People Perceive The Technology6629 Words   |  27 Pages Abstract Aim of this project is to study opportunities and challenges of novel biosensor technology for cancer diagnosis/prognosis and how people perceive the technology in relation to the risk involve. Study shows the earlier cancer is been perceived in a person, there is a higher chance of there being a cure for it. Lately, most cancers are detected and diagnosed after it has fully grown. Hence, sensitive and accurate methods for early detection of relevant biomarkers for clinical diagnosis areRead MoreTechnology For Cancer Diagnosis / Prognosis And How People Perceive The Technology5466 Words   |  22 Pages Abstract Aim of this project is to study opportunities and challenges of novel biosensor technology for cancer diagnosis/prognosis and how people perceive the technology in relation to the risk involve. Study shows the earlier cancer is been perceived in a person, higher chance of there being a cure for it. Lately, most cancers are detected and diagnosed after it has fully grown. Hence, sensitive and accurate methods for early detection of relevant biomarkers for clinical diagnosis are of essence