Estimation of peak oxygen uptake from submaximal tests Lab Report

Estimation of peak oxygen uptake from submaximal tests - Lab Report Example Generally, V02PEAK values were significantly greater among men than among women, despite correcting for differences in body mass (i.e., values expressed as mL/kg/min). The study sought to estimate peak oxygen uptake from submaximal tests using treadmill and cycle tests. Peak oxygen uptake (V02PEAK), defines the maximum volume of oxygen that is consumed within a unit time, normally a minute (Sagiv, 2012). It is an indicator of oxygen utility in the body and therefore shows effectiveness of the body’s functionality. Oxygen uptake and utility defines capacity to undertake physical and mental tasks and in extremely low cases, is necessary for cellular and organ activities. It is therefore significant to performance and health. Peak oxygen uptake depends on many factors. Gender is one of the factors and biological differences explain this. Males have higher peak oxygen consumption and according to Sagiv (2012), difference in size of the human heart between males and females explain this. Males have a larger size of the organ and this suggest greater capacity to circulate oxygen that in females. Since circulation is one of the factors to diffusion of oxygen in the lungs and therefore transfers to body parts for utility, it explains that men have higher oxygen consumption capacity and higher peak oxygen uptake that have women. Angiotensin-Converting enzyme and temperature have also been associated with higher peak oxygen uptake. Age is another facto to peak oxygen uptake. Increase in age increase the uptake level and this is more significant in males that in females, especially during younger ages. Body mass that increases in boys, as they grow, together with increase in hemoglobin content also explains the increase peak oxygen uptake (Coelho-E-Silva, Cupido-dos-Santos, Figueredo, Armstrong, & Ferreira, 2013). Brown, Miller, & Eason (2006) also explain that weight, age, and sex are significant factors

My Philosophy of Education Essay -- Philosophy of Education Statement

My Philosophy of Education The obstacle of finding a career is something we are all faced with at one time or another. Fortunately for me, I found this decision to be a very easy one, because I have a love for teaching. The decision of my career was clear. I was going to become a teacher. The nature of students, or at least most students, is to learn and master problem-solving abilities in order to be a successful adult. I believe the student’s nature is ever changing, therefore, in that perspective, I agree mostly with progressivism. People are natural explorers, and the mind of the human is designed for problem solving. One person whose views I share is John Dewey, who is the founder of progressivism. Mr. Dewey said the schools should teach children how to think with â€Å"continuous reconstruction of experience†. Schools should not teach children what to think but how to think through a continuous reconstruction of experience. I also agree with Mr. Dewey that students should be given the power to make decisions on issues that will affect them. Participation of decisions, in life makes for a well-rounded student and adult. Knowledge must continually be redefined and rediscovered to keep up with the change. You can listen to the older generations and how they were taught and how the generation of today is taught. The older generation used small black boards to write on; where as today, the generation has computers to help in their education. The nature of ...

The Shortage of Educationally Prepared Nursing Faculty

The Shortage of Educationally Prepared Nursing Faculty The nation is in need of a sufficient Registered nurse supply. The adequacy of this supply is critical in providing quality health care. An integral role of Registered nurses (RNs) and Advanced Practice Registered Nurses (APRNs) in primary care delivery helps to bring focus to the nation’s health care systems of patients’ and communities. The United States’ estimated shortage of nurses will grow to 260,000 by 2025, disturbing the nation’s health care delivery systems (American Nurses Association, 2011).The widespread of attention toward the growing need of nurses in the United States presents decreased awareness on the focus of nurse faculty shortages (National League of Nursing, 2010). Although active nursing numbers are growing, state, and national projections predict nursing shortages will increase as the population ages and requires more care, and practicing nurses, in large numbers, begin to retir e. Without coordinated statewide actions addressing the growing problem of faculty shortages, United States citizens will continue to face severe nurse shortages (National League of Nursing, 2010).Nursing faculty is intertwined with the current national shortage of nurses (American Nurses Association, 2011). Issues and Influencing Factors Some of the main issues affecting nursing shortages are the worsening of shortages of faculty in academic environments, damaging nursing professions infrastructure in edcation. Ninety-four percent of academic health centers believe faculty shortages arrive in at least one medical school, and 69% agree that these faculty shortages are an issue for institutions abroad.The majority have identified nurse faculty shortages as the highest in demand followed by allied health, pharmacy, and medicine (National League of Nursing, 2010). The limitation of student capacities is growing across the country in relation to nurse faculty shortages. Influencing fact ors contributing to these shortages involve aging faculty, budget constraints, the workload of full-time nurse educators in non-administrative positions teaching in either pre-licensure RN or graduate-level RN programs, competing salaries among employers in medical facilities versus universities, and recruitment (American Nurses Association, 2011).Recruitment of qualified new faculty is limited of master’s and doctoral programs with a focus on nursing education like the underrepresentation of minority groups, inadequate faculty compensation, and workplace issues like employee workload, clinical scheduling, student attitudes, and abilities, and cultural issues (American Nurses Association, 2011).According to the American Nurses Association (2011), â€Å"United States nursing schools turned away 75,587 qualified applicants from baccalaureate and graduate nursing programs in 2011 from insufficient faculty numbers, clinical sites, classroom space, clinical preceptors, and budget constraints† (Scope of the Nursing Faculty shortage). One other contributing factor is salary differences. According the Maryland Statewide Commission on the Crisis in nursing (2005), â€Å"The average salary for a practicing nurse with an advanced degree is $80,000, but a nursing faculty member makes about $50,000.The starting salary for a full-time faculty member at a Maryland school of nursing is approximately equal to that of a new graduate from an associate-degree or baccalaureate nursing program beginning as a full-time staff nurse. Given the additional education, master’s degree in nursing at minimum, and the experience required for a faculty position, this disparity in salary seems inequitable† (p. 2). Shortage Challenges, Strategies, and Consequences A challenge to decrease the growing shortage of nurses is to enhance opportunities for nursing faculty in addition to faculty increases in a timely manner.Countering strategies toward nurse faculty shortage s need to gain a focus on various educational methods within institutions like retaining senior faculty, and recruitment of new faculty in a timely manner in collaboration with anticipated retirements. National prospects suggest the initiation of a new motivation tool that launches new educational and research training with focuses on doctoral studies early in nursing careers with added support (Hinshaw, 2001). The consequence of a non-functioning solution to the problem will continue to contribute to nursing shortages placing the health care arena in jeopardy of poor health care delivery.The decrease of nurses has major consequences on preparing for emergencies, quality health care, the safety of patients’, access to health care services, and growth of the economy (The Center for Health and Health Care in Schools, 2006). More nurses will resume other avenues of employment, in addition to an increase of workload burnout. Recommendations Schools of Nursing, nursing school†™s educational institutions, and nursing professions need to evaluate old strategies and develop new and creative solutions for decreasing the shortage of nursing faculty (Hinshaw, 2001). A strong recommendation is retaining productive senior faculty.Academic administrators and faculty should evaluate new solutions for retaining senior faculty skills as they enter the retirement phase. Strategies suggested and developed should include methods based on the respect held for the expertise of senior faculty members on the needs of the nursing program as new junior faculty are recruited (Hinshaw, 2001). According to Hinshaw (2001), examples of recommendations include senior faculty to develop, and share new experiences, offer phased retirement plans, establish intellectual homes like Centers of Excellence based on research, and provide service components to retain senior faculty.Timing for replacement of senior faculty incorporates a specific strategy of preplanning. A widely used stra tegy used is to negotiate a loan from nursing program parent institutions. The loans are paid back as senior faculty retires. The major benefit of this loan program is it permits for the recruitment of new faculty as the experienced senior faculty is in place, providing several years for mentoring relationships between the two groups.Such a cadre of new and senior faculty can also build a strong climate for teaching mastery, research programs, and sponsorship into leadership positions in the profession because time is available for the new individuals to develop in a more comfortable, less stressed environment. At the same time, the expertise of the senior faculty is respected, and acknowledged. Another recommendation is to increase faculty salaries in comparison to clinical salaries. Currently there is more than a 20 thousand dollar difference between the two master’s of nursing professions, which also complicates recruitment of nursing faculty.According to American Nurses A ssociation (2011), â€Å"The average salary of a nurse practitioner, across settings and specialties, is $ $91,310. By contrast, in March 2011, master's prepared faculty earned an annual average salary of $72,028† (Factors contributing to the Faculty Shortage). Because the United States is economically challenged, increased salaries for higher educated nursing professionals may steer him or her toward faculty employment. Last, a resolution to gaining more nurses to consider faculty positions is to introduce academics early in his or her nursing career. Incorporating teaching throughout Associate Degree programs nd higher will appeal a more viable career option toward academic nursing. Economic Investments The nursing shortage detrimentally has damaged the health care system. Studies have revealed that nursing shortages contribute to non-desirable patient outcomes, medication errors, and an increase in mortality rates. Inadequate staffing issues were linked to increased patien t mortality (American Nurses Association, 2011). Researchers have identified that federal investments in nursing education is needed. Hospitals and other medication institutions need to support educating future nurses and increase nurse efficiency.There is a need for innovative pathways in education toward bachelor and graduate studies in nursing in addition to incentives for recruitment of nursing faculty. Families and surrounding communities need to recognize the effects of nursing care has on the quality and safety of health care and be prepared to assist with funds to support the need for higher education. The public should become involved with an understanding that united is a stand, and divided the country shall fall in addition to taking a stand to demand better care of growing communities with longer lifespans.Conclusion Shortages of nursing faculty, placements in clinical settings, and nursing program classrooms report each year in every state in the congressional district report denying qualified candidates to nursing schools (National League of Nursing, 2010). Rising factors affecting the nursing shortage is wages. Wages for nurses compared to past wages have grown dramatically but still lag behind other health care professionals with equal education. Although many strategies have been initiated, there is no one strategy, or solution to the ongoing issue of a need for roughly 800,000 nurses needed by 2020 (American Nurses Association, 2011).Until communities, governments, hospitals, and other medical institutions, in addition to nursing programs take a united stand in promoting the future of quality health care, the United States will continue to experience a shortage in nursing. The key to producing qualified nurses is to employ more qualified faculty. A solution to this promotion should start within early nursing programs with teaching as a focus. This will help future nurses to admire the importance of helping patients in addition to helping new nurses grow in the nursing practice. References American Nurses Association. (2011). Nurse Faculty Shortages.Retrieved October 07, 2012, from American Nurses Association: http://www. aacn. nche. edu/media-relations/fact-sheets/nursing-faculty-shortage Hinshaw, A. (2001, January 31). A Continuing Challenge: The Shortage of Educationally Prepared Nursing Faculty. Retrieved October 07, 2012, from The Online Journal of Issues in Nursing 6(1). Manuscript 3. Available: http://www. nursingworld. org/MainMenuCategories/ThePracticeofProfessionalNursing/workforce/NursingShortage/Resources/ShortageofEducationalFaculty. html Maryland Statewide Commission on the Crisis in Nursing. (2005, September 02). Nursing Faculty Shortage .Retrieved October 07, 2012, from Maryland Board of Nursing: http://www. mbon. org/commission/nsg_faculty_shortage. pdf National League of Nursing. (2010, February). 2010 NLN Nurse Educator Shortage Fact Sheet. Retrieved October 07, 2012, from National League of Nursing: h ttp://www. nln. org/governmentaffairs/pdf/nursefacultyshortage. pdf The Center for Health and Health Care in Schools. (2006, September). Thoughts on a Nursing Shortage. Retrieved October 08, 2012, from The Center for Health and Health Care in Schools: http://www. healthinschools. org/News-Room/EJournals/Volume-7/Number-9/Thoughts-on-a-Nursing-Shortage. aspx

How to Grow Crystals From Salt and Vinegar

Salt and vinegar crystals are easy-to-grow non-toxic crystals that you can grow in a rainbow of colors. This crystal growing project is especially useful for kids or beginners looking for quick and easy crystals. Materials 1 cup hot water (H)1/4 cup salt (sodium chloride)2 teaspoons vinegar (dilute acetic acid)food coloring (optional)piece of spongeshallow dish Instructions Stir together the water, salt, and vinegar. Boiling water works best, but its alright if the waters not quite boiling.Place the piece of sponge on the shallow dish. Pour the mixture over the sponge so that it soaks up the liquid and almost covers the bottom of the dish.If you want colored crystals, you can dot the sponge with food coloring. As the crystals grow, the colors may run together a bit. You can use this to your advantage to make more colors. For example, dotting blue and yellow food coloring near each other can produce blue, green, and yellow crystals.Save the rest of the crystal growing solution in a sealed container.Set the dish in a sunny window or another warm area with good air circulation. You will see crystal growth overnight or within a day. Add more crystal growing solution to replace the liquid that evaporates.Continue growing your crystals as long as you like. The project is non-toxic so when you are done, you can either save your crystals or else throw them away . You can dump leftover crystal solution down the drain and wash the dish as usual.You can keep the crystals and watch them. Over time, the salt will react with water in the air to subtly change the appearance of the crystals. How the Crystals Grow Salt dissolves better in hot water than cold water, so as the solution cools the salt wants to come out of solution and crystallize. When you pour the solution over the sponge, this causes the liquid to evaporate. This further concentrates the salt so that it will crystallize. The salt crystals will start to form on undissolved salt or the sponge. Once the crystals start developing, they grow fairly rapidly. Try This Table salt crystals have a cubic shape. Adding the vinegar and growing the crystals on a sponge alters the appearance a bit. You can experiment with different types of salt, such as sea salt, iodized salt, Himalayan salt, and other.Instead of using a sponge, try growing the crystals on another surface. Good choices include a charcoal briquette, a brick, or a rough rock.If you use a charcoal briquette, another interesting chemical to add to the mixture is laundry bluing or Prussian blue. It is available online as well as in stores in the laundry section (as bluing) or art section (as Prussian blue). This iron-based solution produces intricate white crystals that readily absorb food coloring. While it is safe to work with, its best to avoid its use around very young children to prevent any chance they might ingest the iron salt.