The History of Bodybuilding

The History of Bodybuilding Among the obscure sports to choose from, one that the public have the least amount of knowledge about is the sport of bodybuilding. That is the competition with the guys in the little Speedo and enough instant bronze tan lotion to kill a horse. But Speedos and bronze tanner aside, the men and women who participate in this sport are in peak physical condition, training year round to maintain a physique that ancient Greeks attributed only to the gods. When it comes down to it, bodybuilding has a lot of similarities to other more recognized sports. They require hard work, much practice, and a relentless dedication to their sport. Bodybuilding certainly covers all of these areas and is a truly competitive sport.Bodybuilding is defined as the process of developing musculature of the body through specific types of diet and physical exercise, such as weightlifting, for competitive exhibition. From 1890 to 1929 was the first time period when bodybuilding became a commercially recognized spor t and gained great popularity from the general public.Ronnie Coleman 8 x Mr Olympia 2009 Melbourne, VIC,...The first famous bodybuilder was Eugen Sandow, who became known as "The Father of Modern Bodybuilding." On March 28th 1891, the first World Bodybuilding Championship was held in London. Five years later, in 1896, the first European Bodybuilding Championship took place. This was also the year in which the first modern Olympic Games took place in Athens with weightlifting as one of the events.The 1940's to the 1970's were known as the "Golden Age of Bodybuilding." Training techniques were advancing along with the equipment used. During this period, bodybuilding enjoyed more commercial success. Movies such as Hercules, Tarzan, and Superman featured bodybuilders-turned-actors. The manufacturing of exercise equipment was at an all-time high, and pros were endorsing specialized nutrition supplements that were specifically geared toward the bodybuilding community.

Is It Addiction or Habit What Happens to Your Brain

Is It Addiction or Habit What Happens to Your Brain Do you have habits or addictions? How can you tell and how does it impact your brain? Here is some information on the differences between having a habit vs. an addition, and how it rewires your brain. If you see yourself going down the route of addiction, it’s best to be able to identify some of the warning signs.  Source:[JourneyPure]

The role of technology in EFL classroom Literature review

The role of technology in EFL classroom - Literature review Example The students need interactive tools to learn the language properly so that they can apply the principles and rules correctly. Numerous studies have shown that inclusion of technological tools in learning foreign language can significantly improve the learning of foreign language in general and grammar in particular (Cheng, 2003). In order to find out how technology improves the learning of foreign language, Chatel (2002) carried out direct meetings with eight teachers of English as a Second Language (ESL). His research findings show that proper selection of website and software helps students in selecting in their quest of ESL. The use of technological tools is quite efficient in transferring the real essence of language to the students of all ages. It is important to understand the methodology as a teacher for positively imparting the instructions and grammar tools to the students of EFL. These tools must be grabbed with both hands. Nowadays, there is little problem of tools for learning. The computer has revolutionized the world greatly with all kinds of automation in every niche of life. These tools should be utilized positively as much as possible in every aspect. Similar kind of research was conducted by Lasagabaster and Sierra (2003) who conducted interviews with 59 undergraduate students. The research results showed that the students were quite aided by the uses of Computer Aided Instructions (CAI). They seem to learn the foreign language usage and grammar quite easily once they have interactive tools available to them. The students must have computers with them to enhance their learning ESL. They can download various presentations and other type of interactive tools that enhance their learning capabilities. They will get groomed to the language decorum. Once they start feeling about the language as their own, it will be easy for them to make progress. There are many

HRM INCIDENT 1 - Should He Be Fired Case Study Example | Topics and Well Written Essays - 500 words

HRM INCIDENT 1 - Should He Be Fired - Case Study Example There are certain situations that an employer needs critically to evaluate before deciding whether to fire or discipline an employee (Paetkau, 2007). Firing an employee means that an employee has to leave his or her job, while disciplining might mean suspending the employee with or without pay or resorting to corrective action based on the offence. Toni Berdit, area supervisor for Quick-Stop, a chain of convenience stores in Washington D.C was on his normal supervisory duty on one of the Sundays in the Center Street Store. According to the company’s policy, when the safe is being emptied, the manager has to be present, and the employee present has to place each $ 1000 in a brown bag and leave it on the floor next to the safe until the manager checks to be sure that the amount is accurate. That day Bill decided to save the supervisor’s time, as he was not there when the safe was being emptied; so he had counted the money before he arrived. The store got busy, and Bill accidentally mistook one of the moneybags for a bag that contained the customer’s groceries while packing, so he put the money in with the groceries. The supervisor arrived later on, and after noticing the money was missing, they began searching. Lucky enough the customer came back and handed the bag of money. Bill had violated the money-count ing procedure, so he was prior to losing his job. He complained to Toni how this would have a bad impact on his family and even promised to be the best store manager they could ever get in case he’s not fired. Toni then called his boss and after his approval, Bill was not fired. I agree with Toni’s decision of not firing Bill. This is because although the company’s policy was to terminate anyone who violated the procedure, it happened once and for the first time. Firing employees is not healthy for an organization because if Bill were fired, the company would have been forced to

Development of memory in infancy

Development of memory in infancy Discuss, with reference to appropriate experimental studies, the development of memory in infancy. Memory is the process of encoding, storing and retrieving information. Encoding is the acquiring and the entering of information into the system. Storage is the retaining of the memories over time, and retrieval is recovering the stored memories when required to do so. Memory consists of three systems. Firstly there is the sensory memory, which is the perceptual system which stores only the recently acquired images for long enough to integrate it with the next, therefore producing an apparent motion. Secondly there is short-term memory that is a temporary storage for small quantities of information for a brief time. Finally the long-term memory system holds relatively permanent information. Studying the development of memory in infancy has many benefits, as it helps to show how memory develops over time. This knowledge from research can be applied to different settings, for example an educational setting, where the more a teacher understands about the memory development of children the more they can use this information to guide childrens learning therefore giving the best possible learning outcomes. This essay will discuss the strategies used to help with encoding, storing and retrieving information. To help compare the development of infants memory, studies with older children have been included. Memory strategies are the ways in which people effectively remember information. These strategies include encoding strategies and retrieval strategies. Encoding strategies are used to help enter the information into the memory; this can include rehearsal, organisation and elaboration. Rehearsal refers to the mental repetition of information. Brainerd and Reynas (2002) fuzzy trace theory suggests there are two memory representations. These are verbatim trace and gist trace. The verbatim trace refers to remembering information exactly, whereas gist trace is remembering the general meaning of the information. The gist trace representations last, but the verbatim trace representations leads to more forgetting. Flavell, Beach and Chinsky (1966) studied rehearsal in 5 year, 7 year and 10 year olds. Each age group had 20 children, who were all given a set of 7 pictures. The children were told to try and remember some of the pictures. After a 15 seconds gap, the children were asked to say al oud the pictures they could recall. During the 15 seconds gap a lip reader assessed what they believed each children might have been saying to themselves. They found that two of the 5 year olds, more than half of the 7 year olds, and most of the 10 year olds repeated the pictures to themselves. It was found that rehearsal lead to better recall. Flavell et al. (1966) found that age differences may show the development of strategies used, such as rehearsal. Although some of the children may have been using rehearsal strategies, but may not have moved their lips. McGilly and Siegler (1990) carried out an extension on Flavell et al.s (1966) study, by also asking children to report how they remembered the pictures. They found a high amount of children (74%) reported using rehearsal strategies. However only 39% were observed, by lip reading techniques, using rehearsal strategies. Therefore suggesting that children of all ages use rehearsal, however it may not be as effectively used in you nger children (Smith, Cowie Blades, 2003). This would explain age differences in recall in Flavell et al.s (1966) study. Ornstein, Naus and Liberty (1975) compared the rehearsal strategies of 7 year olds and adults. Participants were given a word to remember every 5 seconds, and asked to say aloud what they were thinking. They found that children repeated the word until the next word was given, then they would repeat the next word. Whereas adults repeated the word until they were given the second word, then they would repeat both words. Therefore showing that adults effectively used organization, but 7 year old children did not use this at all. This is important in showing that children use rehearsal strategies, but they lack the knowledge of how to effectively use such strategies. A study by Naus, Ornstein and Aivano (1977) taught 8 year olds a strategy of rehearsing in groups of three. They found that the 8 year olds could recall the same amount as 12 year olds, after being taught the chunking strategy. Therefore younger children can do this, but the organization of rehearsal does not occur naturally at these ages. Organisation, or chunking, is the grouping of information in an effective way to help with encoding. Moely, Olson, Halwes Flavell (1969) showed children a set of pictures that were in a random order in laid out in front of them. The set included pictures of animals and furniture, for example. The children were instructed to learn all the pictures and if it helped them they were allowed to rearrange the pictures. It was found that the children of 10 years and older had effectively used organisation strategies, as 10 year olds had categorised pictures according to whether it was an animal, or a piece of furniture, etc. As with rehearsal strategies, the younger children were not effectively using the organisation strategy. The children use this strategy, but do not seem to have developed knowledge of how it is best to be used, like the older children had. Elaboration is the strategy when people make associations between given information to help with encoding and the subsequent recall of this information. Foley, Wilder, McCall and Van Vorst (1993) gave 6 and 9 year olds verbal images to help them to recall pairs of words. The childrens recall was better if the image was basic, yet memorable. Pressley and Levin (1980) found that children of 7 years could use elaboration if an effective image was given with the pair of words, of which one was English and the other was its Spanish equivalent. This led to children learning the words better. Therefore children can use elaboration as an encoding strategy when given support, but the use of elaboration by themselves had not yet developed fully. As Buckhalt, Mahoney and Paris (1976) found when children first begin to use elaborations they use simple, static elaboration, whereas older children use active elaborations. Active elaborations are images that are distinctive and therefore remembered better, allowing for a better recall. Leichtman and Ceci (1995) studied the reliability of childrens testimony. The study was set in a preschool, where a stranger, Sam Stone, came in for a day. Some of the children were then given suggestive interviews every week for four weeks after. All of the children were interviewed on the fifth week, by a new interviewer, who had not seen Sam Stone or any of the previous interviews. The children were firstly asked for a report of what happened on the day of Sam Stones visit, and then asked questions. The leading questions had led a high majority of the 3-4 year olds to make false claims, although the 5-6 year olds were less likely to do this. Therefore younger childrens encoding is effected by what is inferred by other people, for example the leading questions in Leichtman and Cecis (1995) study inferred that Sam Stone had done something wrong, this lead to 72% of the 3-4 year olds saying he had done it, and 44% even claiming to have seen him do it. The older children were not affe cted by the leading questions as much, therefore showing that the encoding for the older children may have been better as they felt secure in what they could recall. Retrieval strategies are the ways in which people recall information from long-term memory. Kreutzer, Leonard and Flavell (1975) studied how 5 and 10 year olds would retrieve information from long-term memory. They used a story and asked the children how they could remember the answer. Kreutzer et al. (1975) found all 10 year olds could think of one way at least, whereas only half the 5 year olds could do this. Therefore the 5 year olds had not all developed effective retrieval strategies. Kobasigawa (1974) used 24 pictures, from 8 categories, for children of 6, 8 and 11 years of age to learn. Along with the pictures the children were shown 8 cue cards, one for each category. Later on the children were shown the cue cards and asked to recall the earlier pictures. A third of the 6 year olds used the cue cards, whereas most of the older groups did this. The 11 year olds only effectively used the cue cards, by using them to help name all the pictures they could remember from that catego ry. The 6 and 8 year olds who used the cue cards, only named one picture from each category. Therefore suggesting that the 6 year olds had not developed the knowledge of how to use cue cards. The 8 year olds knew to use the cue cards, but they didnt know exactly how to use them. Therefore full knowledge of the usefulness of cue cards must develop later on, as the 11 year olds could use them effectively. Retrieval cues, such as cue cards, are strong aids to recall, according to Nelson (1990) people have no early memories because verbal cues are used as retrieval cues. Simcock and Hayne (2002) assessed the language skills of infants of 27, 33 and 39 months, and then tested the infants verbally and non-verbally. The infants were then tested on their recall at 6 or 12 months later. Simcock and Hayne (2002) found retention on both verbal and non-verbal recall, however non-verbal memory recall was better than verbal. They also found that verbal recall reflected the verbal abilities at the time of encoding, therefore showing that encoding is important in the recall of information. Overall many of the basic processes are seen at birth, and are crucial from the early days. Memory strategies develop from the second year, but only become predominant between 5 to 7 years old, these strategies include rehearsal, organisation and elaboration. With age comes the development of quality, frequency, flexibility and the effective use of these strategies. Changes in the efficiency with age of encoding can be seen, as at the age of 2-5 years children can hold from 2 to 4 pieces of information in short-term memory, and at 7 years this is increased to 5 pieces of information. This is through the effective use of rehearsal, as this helps the child to become better at registering information as well as organising it and therefore helping to make storage and retrieval easier. Meta-cognitive skills refer to knowing that you know. Implicit knowledge of meta-cognition skills can be seen later on in infancy, whereas explicit knowledge develops from the age of 5 to 15. In general children under-report, therefore specific questioning leads to greater reporting and prevents the information from decay. To increase retrieval of information in infants it is important to encourage them to think deeply about what they are being asked to remember (Butler, Gross Hayne, 1995). The phrasing of the question can clearly lead children into the answer they think the interviewer wants, as Leichtman and Cecis (1995) study has shown. An important area to study in memory is forgetting, as a lot can be learnt about memory from what is not remembered as well as what is. For example, Hartshorn et al. (1998) found that infants aged between 2 and 18 months exhibited retention after the shortest test delays. They also found as the interval increased the younger infants were the first to forget, this is determined by experience. This study shows that forgetting is affected by experience; therefore what is remembered must also be affected by experience. Research into memory development in infants needs to take into account the biological side, as the brain is still changing and developing itself and plays a huge role in memory. References Butler, S., Gross, J., Hayne, H. (1995). The effect of drawing on memory performance in young children. Developmental Psychology, 31, p. 597-608. Brainerd, C. J., Reyna, V. F. (2002). Fuzzy-trace theory and false memory. Current Directions in Psychological Science, 11, p. 164-169. Buckhalt, J.A., Mahoney, G. J., Paris, S. G. (1976). Efficiency of self-generated elaborations by EMR and nonretarded children. American Journal of Mental Deficiency, 81, p. 93-96. Flavell, J. H., Beach, D. R., Chinsky, J. M. (1966). Spontaneous verbal rehearsal in a memory task as a function of age. Child Development, 37, p. 283-299. Foley, M. A., Wilder, A., McCall, R., Van Vorst, R. (1993). The consequences for recall of childrens ability to generate interactive imagery in the absence of external supports. Journal of Experimental Psychology, 56, p. 173-200. Hartshorn, K., Rovee-Collier, C., Gerhardstein, P., Bhatt, R. S., Klein, P. J., Aaron, F., Wondoloski, T. L., Wurtzel, N. (1998). Developmental changes in the specificity of memory over the first year of life. Developmental Psychobiology, 33, p. 61-78. Kobasigawa, A. (1974). Utilization of retrieval cues by children in recall. Child Development, 45, p. 127-134. Kreutzer, M. A., Leonard, C., Flavell, J. H. (1975). An interview study of childrens knowledge about memory. Monographs of the Society for Research in Child Development, 40, p. 1-58. Leichtman, M., Ceci, S. (1995). The effects of stereotypes and suggestions on preschoolers reports. Developmental Psychology, 31, p. 568-578. McGilly, K., Siegler, R. S. (1990). The influence of encoding and strategic knowledge on childrens choices among serial recall strategies. Developmental Psychology, 26, p. 931-941. Moely, B. E., Olson, F. A., Halwes, T. G., Flavell, J. H. (1969). Production deficiency in young childrens clustered recall. Developmental Psychology, 1, p. 26-34. Naus, M. J., Ornstein, P. A., Aivano, S. (1977). Developmental changes in memory: The effects of processing time and rehearsal instructions. Journal of Experimental Child Psychology, 23, p. 237-251. Nelson, K. (1990). Remembering, forgetting, and childhood amnesia. In R. Fivush J. A. Hudson (Eds.), Knowing and remembering in young children. P. 301-306. New York: Cambridge Univ. Press. Ornstein, P. A., Naus, M. J., Liberty, C. (1975). Rehearsal and organizational processes in childrens memory. Child Development, 46, p. 818-830. Pressley, M., Levin, J. R. (1980). The development of mental imagery retrieval. Child Development, 61, p. 973-982. Simcock, G., Hayne, H. (2002). Breaking the barrier: Children do not translate their preverbal memories into language. Psychological Science, 13, p. 225-231. Smith, P. K., Cowie, H., Blades, M. (2003). Understanding Childrens Development (4th Edition). Blackwell.

Can Computers replace Teachers?…No Essay

I don’t believe it can be true! I will now justify my reasons. Teacher is the best guide of a child.One machine can do the work of 50 ordinary men. But no machine can do the work of one extra-ordinary man.and teachers are extraordinary It would be easier for a computer to build informative children but to repair a broken one a teacher is needed.. These days there is an onslaught of technology on the modern classroom. Teachers, administrators, parents, and students alike are being told that technology is the whetstone with which we can all sharpen our education system. Technology can open doors, expand minds, and change the world. That may be true, but it’s not the panacea that it’s been made out to be. As much innovation as the iPad may bring to the classroom, it’s not going to replace a teacher anytime soon. In fact, the influx of technology like iPads means there is a greater need for teachers. We need teachers who are part early adopter, part integrator , and part mad scientist. The modern teacher is willing to take chances and able to figure out just not how technology works, but how it works for each student, and where its use is most appropriate.A computer can never do all these. I too believe that personalized tech-infused learning is the future of education. However, There is a problem.It’s not about the technology. Rather, the sleek and ever more powerful devices that are coming down the pipeline are simply one part of a teacher’s toolkit. The technology is not the lesson, it is there to enhance the lesson. Our classrooms are changing, and without a doubt they will look quite different in five or ten years than they do today. New technologies are being developed quickly, and with so many different trends taking hold, it is yet to be seen what will be shaken out and what will stick. BUT One thing we feel strongly about: teachers aren’t going anywhere. Whatever word you choose – teacher, tutor, preceptor, or something else – the role a teacher plays in the classroom is huge. Everyone knows this on a personal level, and can identify a teacher or mentor who has had influence on us or changed our trajectories in a positive way. They encourage students when they struggle, and inspire them to set and reach for their goals. They are role models, leading by example and giving direction when necessary. A computer can give information, but a teacher can lend a hand, or an ear, and discern what’s necessary for a student to succeed, and to want to succeed. A computer is also unable to meet the emotional needs of the students. While  teache can relate to their her students by their past experience as they too are humans. Teacher can solve a child’s problem but of course computer can’t solve a child’s problem. A computer cannot keep order in a classroom so what would keep the students behaving? They would only misbehave more when someone isn’t there to tell them that what they are doing is wrong! So yes, technology is going to play a critical role in the future of education. But not as big a role as that of a teacher.

The Theme of Justice in Frankenstein Essay - 942 Words

How important is the theme of justice in Frankenstein. Refer closely to the creation scene and Justines trial scene. Justice is defined as justice is the administration of law; especially : the establishment or determination of rights according to the rules of law or equity which can be interpreted as adhering to laws of both a natural and civilised level. In Frankenstein many of the fundamental laws of both humanity and the world we live in are broken. Creation in he Christian faith is a marvel that only one being or person has the right to control. The all loving, all powerful God. However victor is the creator of the creature and this breaks the basis of Christian belief and crossed scientific boundaries even in the mind.†¦show more content†¦Alas he does not and justice proceeds on Justine. Shelley persists in representing Frankenstein as feeling genuine heartfelt remorse, A thousand times rather would I have confessed myself guilty of the crime ascribed to Justine but this is not as genuine as it may seem as Shelley does not proceed to describe Frankensteins sorry with a confession. Instead he goes on with more lies and deceits. Shelley intended these c hain of events to be the worst behaviour of Victor Frankenstein, although more people go on to die and in arguably a more horrific and gothic fashion, on this occasion he lies to his friends, family, the court and just about fails on every natural law of human kindness and responsibility. He is being unjust. This is one major demonstration of how Victor has created a being surpassing his power and comprehension and this is the other major demonstration of unjust actions in the novel. Several themes seem to run through Shelleys Frankenstein, some obvious, others subtle. 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