Pulse Rate Essay Example for Free

Pulse Rate Essay The purpose of this practical is to investigate how the pulse rate of humans changes when they exercise. Someone who is physically fit can supply their muscles with enough blood, carrying glucose and oxygen, for an activity at a lower heart and breathing rate. The fitter you are the lower your resting heart rate. You and your classmates will be the humans investigated. SAFETY: If you know you have any condition that affects you doing exercise, please make sure your teacher knows before you start the investigation. In the investigation you are going to measure and record your pulse rate, before and after doing some physical activity. Work in pairs and decide who will be the ‘exerciser’ and who will be the ‘pulse-taker and recorder’. The pulse-taker takes the resting pulse of the exerciser. The exerciser should be sitting down and holding their left hand out with their palm facing up and their elbow straight. The pulse-taker puts the index and middle fingers of their right (or left) hand together, and presses the pads of their fingers lightly on the underside of the exerciser’s left wrist, just at the base of their thumb. With their fingers in this position, they should be able to feel a pulse. Once the pulse has been found, the pulse-taker starts the stopwatch and counts the number of beats in 15 seconds. To find the heart rate in beats per minute, the pulse count for 15 seconds is multiplied by 4. The exerciser exercises (jog on the spot, do jumping jacks, ste p up and down on the platform at the front of the room at a rate of 30 steps per minute) for 3 minutes. The pulse-taker counts the number of beats in 15 seconds immediately after exercise has stopped, then 2 minutes after exercise stopped and then 4, 6 and 8 minutes after exercise stopped. These rates should be taken with the exerciser sitting down. Recovery is to be assessed by calculating the ‘4 minutes after exercise’ value as a percentage of resting rates and comparing the percentage with the measure of fitness. This should give an inverse relationship i.e. the fitter the subject, the lower the percentage. LAB REPORT Date: Topic: Aim: Question: Materials and apparatus: Variables: * Independent (changed): * Dependent (measured): * Controlled (held constant): Method: numbered steps Observations and results: * Table neatly ruled up, units in header column; ensure the title is descriptive. * Graph of data summarised in table. * A concise description of other observations made, that are not given in table. * Calculation of the ‘4 minutes after exercise’ value as a percentage of resting rate. Discussion: examine the rubric in the table below closely; sequence your discussion as shown in the rubric; do not describe again how the experiment was carried out or restate the result; that is done in the ‘Method’. You will need to refer to the results in the process of explaining them. Focus on ‘Why’ i.e. the ‘Aim’ and ‘What the results indicated’ i.e. explain or account for the results; identify and explain sources of error and limitations in the experiment. Did the procedure and materials provided allow for the collection of sufficient data? Did the procedure and materials provided allow for the collection of accurate data? * Error – identify error(s) made in obtaining the results; explain how the error(s) affected the results and the objecti ves (Aim) of the investigation; describe how the error(s) could be reduced or eliminated. * Limitations (consider conditions, time, materials) explain how the limitation identified affected the accuracy of results, describe how limitation identified could be eliminated or reduced. * Conclusion: answer the question using the results Criteria| 2| 1| 0| Background knowledge| Theory or problem being investigated is fully explained; the expected results are stated| Theory or problem being investigated is not quite fully explained; the expected results are not stated| Theory or problem being investigated is not explained; the expected results are not stated| Explanation of results| Results are thoroughly interpreted| Results are fairly well interpreted| No interpretation of the results is provided; results are poorly interpreted| Sources of error| At least one well explained and valid source of error is provided| A valid source of error is provided but it is not well explained| No source of error is provided; that which is offered is invalid | Limitations | Limitations of the procedure are valid and well explained at least one limitation | At least one limitation is presented but it is poorly explained| No limitation is presented; that which is presented is invalid| Conclusion| Conclusion is related to the ‘Aim’ and makes reference to the observations (results)| Conclusion is related to the ‘Aim’ but makes no reference to the observations (results)| Conclusion is not related to the ‘Aim’; makes no reference to the observations (results)| OBSERVATION/REPORTING/RECORDING Data table 12 marks scaled to 10 Criteria| Complete| Partial| Not at all| Title a concise statement identifying the variables included in the table is printed and underlined with a single line| 2| 1| 0| A pencil and ruler are used to construct table – rows and columns ruled up so that items are distinguished from each other; table has an outer border | 2| 1| 0| Table is large enough so that all the entries can be neatly written in the available space; table is not broken| 2| 1| 0| First column is independent variable (chosen by the experimenter); second and subsequent columns the dependent variables (readings taken by the experimenter)| 2| 1| 0| Column headings include the quantity and the unit (as appropriate); accepted scientific conventions e.g. if the quantity being measured is length in millimeters column heading is to be written as ‘length / mm’; ‘length in mm’ or ‘length (mm)’| 2| 1| 0| Numerical values are inserted into the body of table no units| 2| 1| 0| OBSERVATION/REPORTING/RECORDING Line graph – 16 marks scaled to 10 Criteria| Complete| Partial| Not at all| A pencil is used for drawings in lines on graphs, labeling the axes and writing the title| 2| 1| 0| The independent variable is plotted on the X axis and the dependent variable on the Y axis| 2| 1| 0| The scales chosen for the graph axes makes it easy to read the graph, such as 1, 2 or 5 units to a 20 mm square and make the best use of the space available – half or more of the length and width of the grid| 2| 1| 0| Each axis is labeled and the relevant quantity and units stated e.g. Temperature of solution/0C| 2| 1| 0| Points are lightly drawn (but are visible on the grid) with a sharp pencil using a fine cross or an encircled dot; points are no larger than one of the smallest squares on the grid| 2| 1| 0| Where data falls on a straight line or smooth curve, and then a line of best fit or an appropriate curve is drawn in on the graph; when a straight line or smooth curve is not formed neighboring points are joined by straight ruled lines; lines of best fit show an even distribution of points on either side of the line along its whole length| 2| 1| 0| Lines are thin, drawn without kinks or breaks| 2| 1| 0| Title a concise statement identifying the variables included in the graph is printed and underlined with a single line| 2| 1| 0|

An Introduction To Fiber Optics Technology Essay example -- Technology

An Introduction to Fiber Optics Technology Throughout time, speed and efficiency in the telecommunications industry has progressed at a rapid pace due to fiber optic technology. In 1979, AT&T revolutionized the telecommunications industry by producing a medium for data transmission which used light, called fiber optic cable. This medium created a bandwidth of 44.736 Mbps and could multiplex 672 trunk circuits onto one fiber (Cole, 2000). However, this invention was only the beginning of a great addition to telecommunications, one that would change the industry forever. Even though AT&T introduced fiber optic technology in 1979, they weren't the first company to think of such a creative idea. The concept of exchanging data by the use of light was thought of by Alexander Graham Bell in the late 1800's. Bell always thought of possibilities that pulses of light could transmit voice signals, but Bell never had a dependable light source to test the idea (Cheo, 1990). In 1880, Bell patented a phone using optical transmission called the Photophone. Bell's invention failed because it used air as the medium to transmit light, rather than the glass fibers that are used today. Copper wire was simply more reliable than Bell's invention at the time, leading to the failure of his Photophone (Hecht, 1999). Expanding on Bell's idea, English scientist John Logie Bard and United States scientist Clarence W. Hansell patented the idea of using hollow glass pipes to transmit television images in the 1920's. However, the tubes patented were very poor quality and experienced signal loss very easily. Bard and Hansell also ran into the same problem Bell did, not having a constant, intense light source (Hecht, 1999). Solving Bard and Hansell's p... ...singly being used in every aspect of communications. When AT&T started using fiber optics in 1979, telephony was revolutionized. Today, the fiber optics industry is growing faster and faster. Over 90 % of long distance calls are now transmitted via fiber optics (Concise, 1994). Hopefully, someday there will be no limit to speed in the telecommunications industry because of fiber optics. Works Cited Cheo, P. (1990). Fiber Optics and Optoelectronics: Second Edition. Upper Saddle River, NJ: Prentice Hall. Cole, M. (2000). Introduction to Telecommunications: Voice, Data, and the Internet. Upper Saddle River, NJ: Prentice Hall. Concise Columbia Electronic Encyclopedia. (1994). Fiber Optic Systems:OVERVIEW. Available WWW.http:// www2.hawaii.edu/~rubio/fiberoptics/overview.htm Fotec. (1996). Lennie Lightwave's Guide To Fiber Optic Jargon. [Online Web Site].

Iq & Eq, Intelligence and Cognitive Intelligence

A Assessment Name: Cognitive intelligence and Emotional Intelligence in Modern organisations â€Å"Intelligence is an abstract concept for whose definition continues to evolve with modernity, these days it refers to a variety of mental capabilities, including the ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly, and learn from experience as well as the potential to do so† (Bonnies Strickland, 2nd,2001).This essay will be a discussion on what cognitive intelligence and emotional intelligence are, how they both represent intelligence, and how they play a role within an organisation through their strengths and limitations. This essay will discuss the recent popularity of emotional intelligence and that cognitive intelligence is not essentially the main predictor for organisational behaviour in modern organisations.Cognitive intelligence generally can be referred to IQ tests or General Mental Ability (GMA) to name a few and is defi ned as â€Å"the general efficacy of intellectual processes† (Ackerman, Beier, Boyle, 2005, as cited in Cote & Miners). Results in genetic behaviour points to beyond doubt that GMA or IQ has a strong genetic background, although heritability has shown the increase of GMA with age (Bouchard, 1998: Bouchard, McGue, 1998 as cited in Schmidt 2004).Cote and Miners 2006 believed cognitive intelligence also demonstrates as task performance based and is in relation to the organisational citizenship behaviour (OCB), this is then reflected to the organisations activities, achievement and objectives. Since the end of World War 1 measures of GMA have been used in the recruiting and hiring of employees (Yerkes, 1921 as cited in Schmidt, 2004), though the most popular GMA tests still in modern society is the Wonderlic Personnel Test.The strengths of GMA & IQ tests are that they have been used as a predictor in personnel selection for over 80 years and have substantial evidence supporting i t as a strong predictor of job performance in organisations. Schmidt has stated that GMA is positively linked to several life outcomes such as the level of education and the income of adult. Studies have been carried out on the effectiveness of GMA in relation to occupational level, according to Shmidt 2004; these include cross-sectional studies and longitudinal studies.Shmidt also stated that cross-sectional studies relied on people’s rankings of the occupational level of different occupations, similarities between the mean ratings across these studies excluding the regard of age, country of origin or social class. These studies concluded that mean GMA scores increased with occupational level, so if GMA score was high for an individual they would find it harder to enter higher occupational levels. This suggests that having a lower GMA rating was a requirement for a higher job occupation (Schmidt, 2004).Longitudinal studies focussed on the prediction of occupational fulfilmen t later in life by the measurement of GMA scores in the early part of life (Schmidt, 2004). Wilk, Desmarais and Sackett 1995 used the results from the National Longitudinal survey, in which young adults were tested over a 5 year period to measure GMA, these studies predicted the hierarchy of occupational level (as cited in Shmidt, 2004). This meant if the GMA score was- high they were most likely to move into a higher complexity job, where as if their score was low they were most likely to move down into a less complex job (Schmidt, 2004).However, limitations are known for GMA testing through certain literature has led to the conclusion that GMA may not be as well understood, this can be drawn from the research conducted on GMA’s constructs and measures as well as its moral judgements (Viswesvaran & Ones, 2003). An example of this is the question of the group differences of the results and also the grounds of GMA being not good (enough) predictor (Goldstein, Zedeck &Goldstein as cited in Viswesvaran & Ones 2003).Analogy has been used from psychological testing literature that underlines GMA’s role in real life situations and environments (Reeve & Hakel: as cited in Viswesvaran & Ones, 2003). There are points of criticism that revolves around GMA; firstly is central criticism this is seen in articles by Goldstein et all, and it validates GMA for low real-life predicaments. Also it is seen that GMA tests should be acknowledged on the terminology used as some words can be seen as racist or fascist, words like discrimination and adverse can impact bias or unfair results (Viswesvaran & Ones, 2003).It has been belief that cognitive attuned staff give modern organisations the competitive advantage in the organisational domain this is due with the cognitive ability to process technical, numerical and vast amounts of information (Schmidt & Hunter, 1998. 2000; Michaels Handfield- Jones and Axelrod, 2001, as cited in Cote & Miners, 2006). Although, the limi tations of one possessing cognitive ability alone and very minimal if any emotional intelligence can result in a poor performance rate if one is to completely rely on only skills that are cognitive in the work place ( Cherniss, Goleman & Bennis, 2003).Recently theorists have suggested that one’s intelligence does not only exist of cognitive intelligence, but also a grave amount of interpersonal and emotional intelligence. In modern management, one of the most proactive concerns is that of emotions related to performance of organisations (Cote & Miners, 2006). Emotional intelligence has been discussed as a new predictor that is non-cognitive in relation to organisational performance and was popularized by Daniel Goleman in 1995 (Goleman, 1998 as cited in Cote & Miners, 2006).Emotional intelligence is defined as â€Å"a set of abilities that includes the abilities to perceive emotions in self and in others, use these emotions to facilitate performance, understand emotions and emotional knowledge, and regulate emotions in the self and in others† (Cote & Miners, 2006). Strengths of EI is correlated to the limitations of cognitive intelligence, as stated before people who score high in GMA tests can do poorly in organisations and social relations (Cherniss, 2010). An example of this would be the syndrome of Asperger’s.EI can influence job performance with the competencies of self-control, empathy, integrity, social skills, reliability, conscientiousness and motivation (Cherniss, 2010). In organisation behavioural perspective, EI can assist individuals with low GMA scores to manage their impressions well and in turn receive high performance ratings. This can be achieved by the development of links to co-workers who can provide assistance and can enrich learning- potential to that individual which than can lead to a higher level of occupation (Mehra, Kilduff & Brass 2001 as cited in Cote & Miners, 2006).According to Mayer and Salovey’s mod el, there are four main areas on EI: Identifying emotions, Using emotions, Understanding emotions and managing emotions. This model was the only model in which was supported by a confirmatory factor and measures by desirable psychometric properties (Cote & Miners, 2006). Limitations of Emotion intelligence is the dearth of studies which relates to job performance thus, is the relation of criticisms of the ‘scientific status’ of emotional intelligence in organisational behaviour (Becker, 2003; Landy, 2005, as cited in Cote & Miners, 2006).Barret and colleagues referred to emotional intelligence as â€Å"the Madison Avenue approach to science and professional practice†, he implies that the increase awareness of EI relates to the outspread of its nature which contrasts the scientific evidence (Cote & Miners, 2006). Studies have suggested that there is no relation or consistency between job performance and emotional intelligence, specifying on particular tasks as aca demic performance (Petrides, Frederickson, and Furnham, 2004, as cited in Cote & Miners, 2006).The display of competencies of emotional intelligence such as being empathetic, affiliated, highly self-aware and agreeable is not beneficial of being an effective leader (Antonakis, 2003, as cited in Pratt, Douglas, Ferris, Ammeter, and Buckley, 2003). Also, often the high need of affiliation for those requiring can place importance on individual interests rather than the organisations success (Antonakis, 2003, as cited in Pratt, Douglas, Ferris, Ammeter, and Buckley, 2003).Also, disperses of high emotional occurrences in the organisation setting, with that the concern of the negative feelings towards others could be misinterpreted. Therefore, recognising an individual’s emotions at all times is not beneficial to active and effective leadership qualities. Psychological ability defined by Wedeck as â€Å"the ability to judge correctly the feelings, moods, motivations of individualà ¢â‚¬ , which can be incorporated by that of general intelligence (Cote & Miners, 2006).Thus, because emotional and cognitive intelligence both represent that of general intelligence though in separate content domains, they may be associated with each other but would not correspond perfectly. However, several organisations have incorporated EI and GMA, IQ into their employee development programs also business schools have added EI to their curriculums (Boyatzis, Stubbs and Taylor, 2002 as cited in Cote& Miners, 2006). Most mining organisations such as (Anglo American) also have incorporated aptitude and psychological tests which include both EI and GMA, as part- of their application to job recruitment.Goleman, Mayer, Salovey and Caruso have all argued that both emotional intelligence and Cognitive intelligence make linear yet independent contributions to job performance (Cote & miners, 2006). By the combination of emotional and cognitive intelligence, people can receive higher perfo rmance in organisations. Concluding, this essay has discussed the strengths and limitations of both cognitive intelligence and emotional intelligence in relation to GMA, IQ and EI testing within the organisational level.The essay has also viewed cognitive intelligence and emotional intelligence operating in modern organisations either individually or incorporated together. Cognitive intelligence displays specific abilities in task and problem solving, strategic and analytical aspects of intelligence. Emotional intelligence demonstrates proficiency in producing the components of empathy, self-regulation and self-awareness in an organisational structure. Haslam (2007) summarised that many theorists discuss that one’s intelligence does not only compose of cognitive abilities but also an array of multiple interpersonal and emotional intelligences.References Cote` S, & Miners C. H. (2006). Emotional Intelligence, Cognitive Intelligence and Job Performance. Administrative Science Q uarterly, 51(1), 1-28. Anglo American. Retrieved from: http://www. angloamerican. com. au/careers/employment- programmes. aspx Cherniss, C. (2010). Emotional intelligence: Toward clarification of a concept. Industrial and Organizational Psychology,  3, 110-126. Haslam, N. (2007). Introduction to Personality and Intelligence. London, UK: SAGE Publication. Inc. Roberts, R. D. , Matthews, G. & Zeinder, M. (2010). Emotional intelligence: Muddling through theory and measurement. Industrial and Organizational Psychology,  3, 140-144. Schmidt, F. L. , & Hunter, J. (2004). General mental ability in the world of work: Occupational attainment and job performance. Journal of Personality and Social Psychology,  86(1), 162-173. Viswesvaran, C. & Ones, D. S. (2002). Agreements and disagreements on the role of general mental ability (GMA) in industrial, work, and organizational psychology. Human Performance,  15(1/2), 211-231.

The First Female Soldier At The Men - 1704 Words

War: Leave It to the Men In 1782, America introduced the first female soldier to serve in an American military unit. Women have played a vital and important role since then when it comes to the military. During the World Wars, the importance of female soldiers was ever so important. While the men were at war, they filled in numerous jobs that were left vacant by the men overseas fighting to help keep the economy and America running smooth. Although women have proven their worth to the United States Military, there still is a place that their presence is not, and should never be needed. That place is on the front lines where all the action takes place during the war. As mentioned before, the front lines of combat are not the place for women. There is a laundry list of why women should not be in combat, but first let s start with the fact that women are simply not built to be equally strong as men. When it comes to combat operations, or even training for combat operations. The training is highly demanding both physically, and mentally. According to a physical strength capacity test which measures the lifting capabilities required for most combat jobs in the military, there are several lifting demands that include light, medium, moderately heavy, heavy (over 50lbs), and very heavy (over 100lbs). In regards to the heavy category, only 8% of women were able to qualify while 82% of men were able to complete this task (Eden). This report alone goes to show that physicallyShow MoreRelatedMaximo Badaro s One Of The Guys : Military Women, Paradoxical Individuality, And The Transformations Essay1509 Words   |  7 Pageslead to institutional changes within the military. The article’s main focus is on the how the addition of female soldiers has redefined what it means to be a soldier and how this has changed the military as an institution. He also analyzes the agency available to women in the military and the role their femininity plays in their lives as soldiers . 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