Of Mice And Men Curley’s wife Essay

â€Å"Well, stick around and keep your eyes open. You’ll see plenty. She ain’t concealin nothing. I never seen nobody like her. She got the eye goin’ all the time on everybody. I bet she gives the stable buck the eye. I don’t know what the hell she wants†. Discuss the way in which you as a reader respond to Steinbeck’s presentation of Curley’s wife. You need to look closely at the way in which he uses language to achieve effect. Steinbeck in his book â€Å"Of mice and men† has predominantly used animals to present the other side of human beings that is normally found in animals. He clearly brought in the common characteristics of animals that are possessed by men and each character in this book gives the imagery of an animal. For the purpose of this assignment we shall explore the various characteristics and methods that the writer uses to describe Curley’s wife. â€Å"Well, stick around and keep your eyes open. You’ll see plenty. She ain’t concealin nothing. I never seen nobody like her. She got the eye goin’ all the time on everybody. I bet she gives the stable buck the eye. I don’t know what the hell she wants†. The writer has made use of language in several occasions to draw meaning and give more sense to the piece of work and the most notable and obvious is the kind of language used which is so casual and local portraying the setting where the characters are acting in as well as their status in the society. The use of the phrase † I never seen nobody like her† in the above opening quotation is really non standard English that possibly points at the level of education of the characters and their role in the society and clearly demonstrates that they are really casuals in a farm though they have endeavored to dream for a better future. The writer has made use of figures of speech in reference to Curley’s wife and in that effect has brought about her true character in this book. He has mainly used metaphors in chapter four in reference to Curley’s wife. Curley’s wife came to look for her husband in place where Crooks and George were having some discussions the writer described her as follows: â€Å"her face was heavily made up and her lips slightly parted†. This was just an indirect reference to her frustrations and increasing concerns about her husband which the writer described using her appearance. Another metaphor just in the same chapter is the description of her gesture at the men whom she found there and her perception of them. The writer says that † her eyes traveled from one face to another† which basically referred to her looking at the men who were there at that time that she considered weak and useless and this was a major source of conflict with other characters as they perceived her as a trouble maker. Her description of Candy as a â€Å"funny thing† is equally metaphoric and points at her disregard for men and how tough she was on men that she considered to be only confident while they were in groups, but could not make any statement as an individual. As she continued to look at the men, after provoking them she realized that â€Å"all their faces were closed against her† meaning that nobody among all the men were interested in listening to her or hearing anything from her. In her argument with the men she reached a point that she became defensive of her husband, that all the other men were accusing and in that effect she refers to them as â€Å"a bunch of bindle stiffs† possibly referring them as people who are quite traditional and against the advice of women and therefore making them feminists. This was a perfect example of similes as under normal circumstances men cannot be compared with bindles. She also goes ahead to compare them with the sheep that are known to be stiff naked. Curley’s wife remains a unique character in this book as she is the only woman in the book that is dominated by men and as such she has become a victim of circumstances and is seen to suffer from all kinds of oppression leveled against her by the men. She depicts the negative picture of women in a male sexist society where women have no place and are only known for their destructive tendencies. She is often referred to as â€Å"trampt†,’bitch† and â€Å"tart† which basically qualifiers her as a destructive character and one who destabilizes the status of men in that society. As a female character in a group dominated by men she will obviously be expected to support her own rights and this she does alone but the male characters in this book would rather prefer to gag her and ensure that she remains under their command. She has also proved to be a very sharp character in this play that is more human and interactive than any other character in this book . Her behavior and character therefore tries to tackle the challenges that the females are really facing in the modern society in their efforts to break the barriers set by male chauvinists. Being the only women in the story clearly points out at the gender insensitivity that still exists and ignorance of the role that the females can play in the society especially in decision making. This is also an indicator of continued male domination in major activities in the society. However her persistence in trying to match the males who are the majority in this setting is a positive move in promoting equality and it is also a clear sign that change can come and the status can be abolished. The use of personification is also evident in this book in the same chapter where as Curley’s wife disappeared the writer explains that the â€Å"halter chains rattled and some horse snorted and some stamped their feet† this is in clear reference to the relieve that her disappearance brought to the men whom are referred as horses in that quotation. Another personification can be witnessed in her second coming and discussion with Lenny where she refers to the â€Å"pup† as like a human being, by saying that â€Å"He is dead†. She also uses flashback in her discussion with Lennie and showing her other side of being a very humble and hospitable lady with a lot of talents and even shows what she could manage if given time. A show came through and I met one of the actors†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. The writer has therefore made use of figures of speech like metaphors, similes, flashbacks and personifications in portraying the characters of Curley’s wife and illustrates her as a strong woman who has positively represented women as a whole in the novel, with main emphasis in chapter 4 and 5 of the book. Curley’s wife has demonstrated herself as a strong woman who is not willing to negotiate her honesty and true feeling for anything. Her kind nature is clearly brought by the fact that she is willing to listen and understand the problems of the low class citizens of the society like Lennie; who are incidentally grouped in the same category of women and given all sorts of names like infirm, old, rejected, feeble and lifeless; but they are able to develop a unique bond that arises from their circumstances. Therefore Curley’s wife represents women as people who are social and can get along with almost everybody, unlike men who lack this trait. Females are therefore lowly rated by males yet they have enormous potentials that even men cannot match.

This study aims to measure the lung function between 1st year sports therapy university students The WritePass Journal

This study aims to measure the lung function between 1st year sports therapy university students Introduction This study aims to measure the lung function between 1st year sports therapy university students IntroductionResultsDiscussionReferencesRelated Introduction This study aims to measure the lung function between 1st year sports therapy university students. This is appropriate to assess the level of severity of lung diseases such as asthma or cystic fibrosis and identify characteristics when diagnosing other participants.   The study tests both static and dynamic lung volumes by measuring the volume of air expired from the lungs as well as the power of which it is expired. These are measured by a Spirometer machine, which calculates the volume of the lungs forced vital capacity (FVC), which is the maximum volume of air, expired after one maximum inspiration. Also forced expiratory volume (FEV1) showing the percentage of FVC expelled over the time in seconds of which the measurement is made. Lastly by calculating the final measurement of the forced expiratory volume to forced vital capacity ratio (FEV1/FVC) we can see the expiatory power to resistance of airflow within the lungs, allowing to show signs of the lungs percentage ability to fo rcibly expel air within the lungs. This study could be seen to look into the physical fitness and ability of the lungs and other pulmonary factors to perform. With the use of the participants we can see the different levels of fitness between subjects and assess other factors, which could contribute to the outcome of the study. The test itself can be described as a random sampling test, subjects were previously assigned you groups that vary in gender and physical fitness. It is conducted by subjects in a seated position on a bench firstly testing FVC values by forcibly expelling as much air as possible, in one rapid expiration after one inspiration into the spirometer. Secondly by forcibly expelling as much air as possible for as long as possible to calculate the FEV1 value. Finally to show an entire resistance to airflow a FEV1/FVC can be calculated. Averages will be taken of each group and higher values can be seen to show a more powerful and resourceful lung function between Subjects. Other variables and factors co nsidered within the tests are the subject’s height, gender and illnesses or conditions to show any outliers or considerable variances between groups. With these in mind the results will be assessed to show the level of performance within the groups and how these could be affected. Results SUBJECT Group INITIALS Gender Height FVC FEV1 FEV1/FVC NOTES 1 A 1012133 M 167 5.2 4.8 92.31 FVC 2 A 0907562 F 171 4.8 4.25 88.54 Group A 3.96 3 A 1028114 M 182 6.6 5.95 90.15 Group B 3.7475 4 A HH M 170 3.75 3.15 84.00 Group C 4.91714286 5 A 0906679 M 171 5.25 4.62 88.00 Group D 4.81111111 6 A 1027186 M 178 5.9 5.5 93.22 Group E 4.77136364 7 A 1005219 M 171 4.28 3.98 92.99 8 A 1012960 F 160 2.93 2.3 78.50 FEV1 9 A 0919586 F 167 4.01 3.43 85.54 Group A 3.38384615 10 A 1003480 F 164 4.45 3.84 86.29 Group B 3.246 11 E JT M 178.5 #DIV/0! Group C 4.26571429 12 E AO F 168 4.1 3.64 88.78 Group D 4.1 13 E DF F 176 3.01 2.54 84.39 Group E 4.12318182 14 E AD F 167.5 3.47 3.19 91.93 SMO 15 E ER F 163 3.19 2.81 88.09 SMO FVC AV 4.44643678 16 E BG F 167 4.04 3.53 87.38 SMO FEV1 AV 3.8291954 17 E BH M 173 5.57 4.77 85.64 18 E SS M 179 5.54 4.63 83.57 19 E JE M 185 6.13 5.01 81.73 20 E JS M 178 5.33 4.68 87.80 21 E SH M 174 4.81 4.42 91.89 22 E FR M 172 5.6 4.6 82.14 23 E OS M 172 5.4 4.6 85.19 24 E MO M 179.4 5.34 4.71 88.20 25 E GN M 172 4.7 4.3 91.49 26 E MONZ M 177 4.45 3.78 84.94 27 E TREVOR M 177 3.88 3.21 82.73 28 E ALI M 168 5.23 4.7 89.87 29 E JOR M 174 5.88 4.74 80.61 30 D CH M 175 4.49 4.01 89.31 31 D HB F 164 #DIV/0! 32 D RM M 175 4.55 3.86 84.84 33 D AS M 172 4.3 4.11 95.58 34 D KC M 183 4.2 3.91 93.10 35 D CO F 168 4.12 3.7 89.81 36 D SL F 168 4.38 3.2 73.06 37 D JT F 154 3.4 2.9 85.29 38 D CP F 164 3.67 3 81.74 39 D TM F 168.5 3.6 3.03 84.17 40 D AL M 180.5 4.55 3.83 84.18 41 D JA M 178.2 4 3.37 84.25 42 D CTK M 176 4.78 4.18 87.45 43 D AB M 179.9 4.62 4.07 88.10 44 D SB M 176 2.8 2.25 80.36 45 C 1014315 F 172 5.65 5 88.50 46 C 1012212 M 191 6.65 6.2 93.23 47 C 1014640 F 156 3.7 3.55 95.95 48 C 1012633 M 167 3.3 2 60.61 49 C 1016163 M 182 5.6 5.05 90.18 50 C 1013151 M 176 5.2 4.4 84.62 51 C 1011941 M 181 5.95 5.4 90.76 52 C 1022773 M 186 6.2 3.4 54.84 53 C 1011809 M 170 4.51 4.1 90.91 54 C F M 3.47 3.19 91.93 55 C S M 167 3.87 3.81 98.45 56 C L F 156.5 3.65 3.12 85.48 57 B JRS M 181 4.95 4.12 83.23 58 B L Dennis M 183 4.8 4.28 89.17 59 B 1023169 M 186 3.7 3.65 98.65 60 B RWJ M 177 3.15 3.02 95.87 SMO 61 B JM M 168.3 6 5.25 87.50 62 B MH F 161.3 4 3.6 90.00 63 B AB M 161.3 5.05 4.33 85.74 64 B BU M 101.8 5.4 4.6 85.19 65 B JW M 179.1 5.4 4.6 85.19 66 B NC M 169.1 4.32 3.26 75.46 67 B EH M 187 5.32 3.88 72.93 68 B 1009373 F 174 3.65 2.92 80.00 69 B CM M 176.7 5.11 4.24 82.97 70 B JR M 176 5.05 4.45 88.12 71 B EK M 171 5.05 4.28 84.75 72 B RB F 165 4.6 4.29 93.26 SMO 73 B 1007117 F 155 3.9 3.5 89.74 74 B 1017573 M 174 4.8 4.5 93.75 75 B 1027814 M 180 4.3 2.89 67.21 Chest inf 76 E 1010245 F 164 2.01 1.25 62.19 77 E 1027206 F 155 2.38 2.26 94.96 Asthma 78 E 1006974 M 176 2.73 2.7 98.90 79 E 1015301 M 176 3.3 3.28 99.39 SMO 80 D 1007703 M 184 5.81 5.07 87.26 81 B 1020415 F 160 2.76 2.15 77.90 Asthma 82 D 1010931 M 1.89 4.52 3.81 84.29 83 D 1026768 F 160 3.64 3.25 89.29 84 C 1012648 F 167 3.71 3.09 83.29 85 A 1027299 M 182 5.32 4.63 87.03 86 A 1003819 F 176 2.47 2.41 97.57 87 B 1005235 F 161 3.43 2.77 80.76 88 C 1013209 F 3.33 2.96 88.89 89 A 1002116 F 4.83 3.53 73.08 (Figure 1) Raw data Collected within the study, outlining the contained variables and data collected. One-Sample Statistics N Mean Std. Deviation Std. Error Mean Group A 13 4.5992 1.14036 .31628 (Figure 2.0) One sample T-Test comparing group A’s FVC results to the rest of the year. One-Sample Test Test Value = 4.446436782 t df Sig. (2-tailed) Mean Difference 95% Confidence Interval of the Difference Lower Upper Group A .483 12 .638 .15279 -.5363 .8419 (Figure 2.1) One sample T-Test comparing group A’s FVC results to the rest of the year. One-Sample Statistics N Mean Std. Deviation Std. Error Mean Group B 21 4.5114 .84415 .18421 (Figure 2.2) One sample T-Test comparing group B’s FVC results to the rest of the year. One-Sample Test Test Value = 4.446436782 t df Sig. (2-tailed) Mean Difference 95% Confidence Interval of the Difference Lower Upper VAR00001 .353 20 .728 .06499 -.3193 .4492 (Figure 2.3) One sample T-Test comparing group B’s FVC results to the rest of the year. One-Sample Statistics N Mean Std. Deviation Std. Error Mean Group C 14 4.6279 1.19814 .32022 (Figure 2.4) One sample T-Test comparing group C’s FVC results to the rest of the year. One-Sample Test Test Value = 4.446436782 t df Sig. (2-tailed) Mean Difference 95% Confidence Interval of the Difference Lower Upper Group C .567 13 .581 .18142 -.5104 .8732 (Figure 2.5) One sample T-Test comparing group C’s FVC results to the rest of the year. One-Sample Statistics N Mean Std. Deviation Std. Error Mean Group D 17 4.2018 .66987 .16247 (Figure 2.6) One sample T-Test comparing group D’s FVC results to the rest of the year. One-Sample Test Test Value = 4.446436782 t df Sig. (2-tailed) Mean Difference 95% Confidence Interval of the Difference Lower Upper Group D -1.506 16 .152 -.24467 -.5891 .0997 (Figure 2.7) One sample T-Test comparing group D’s FVC results to the rest of the year. One-Sample Statistics N Mean Std. Deviation Std. Error Mean Group E 22 4.3677 1.22493 .26116 (Figure 2.8) One sample T-Test comparing group E’s FVC results to the rest of the year. One-Sample Test Test Value = 4.446436782 t df Sig. (2-tailed) Mean Difference 95% Confidence Interval of the Difference Lower Upper Group E -.301 21 .766 -.07871 -.6218 .4644 (Figure 2.9) One sample T-Test comparing group E’s FVC results to the rest of the year. One-Sample Statistics N Mean Std. Deviation Std. Error Mean Group A 13 4.0300 1.08923 .30210 (Figure 3.0) One sample T-Test comparing group A’s FEV1 results to the rest of the year. One-Sample Test Test Value = 3.829195402 t df Sig. (2-tailed) Mean Difference 95% Confidence Interval of the Difference Lower Upper Group A .665 12 .519 .20080 -.4574 .8590 (Figure 3.1) One sample T-Test comparing group A’s FEV1 results to the rest of the year. One-Sample Statistics N Mean Std. Deviation Std. Error Mean Group B 21 3.8371 .77423 .16895 (Figure 3.2) One sample T-Test comparing group B’s FEV1 results to the rest of the year. One-Sample Test Test Value = 3.829195402 t df Sig. (2-tailed) Mean Difference 95% Confidence Interval of the Difference Lower Upper Group B .047 20 .963 .00795 -.3445 .3604 (Figure 3.3) One sample T-Test comparing group B’s FEV1 results to the rest of the year. One-Sample Statistics N Mean Std. Deviation Std. Error Mean Group C 14 3.9479 1.14264 .30538 (Figure 3.4) One sample T-Test comparing group C’s FEV1 results to the rest of the year. One-Sample Test Test Value = 3.829195402 t df Sig. (2-tailed) Mean Difference 95% Confidence Interval of the Difference Lower Upper Group C .389 13 .704 .11866 -.5411 .7784 (Figure 3.5) One sample T-Test comparing group C’s FEV1 results to the rest of the year. One-Sample Statistics N Mean Std. Deviation Std. Error Mean Group D 17 3.6206 .64917 .15745 (Figure 3.6) One sample T-Test comparing group D’s FEV1 results to the rest of the year. One-Sample Test Test Value = 3.829195402 t df Sig. (2-tailed) Mean Difference 95% Confidence Interval of the Difference Lower Upper Group D -1.325 16 .204 -.20861 -.5424 .1252 (Figure 3.7) One sample T-Test comparing group D’s FEV1 results to the rest of the year. One-Sample Statistics N Mean Std. Deviation Std. Error Mean Group E 22 3.7886 1.02453 .21843 (Figure 3.8) One sample T-Test comparing group E’s FEV1 results to the rest of the year. One-Sample Test Test Value = 3.829195402 t df Sig. (2-tailed) Mean Difference 95% Confidence Interval of the Difference Lower Upper Group E -.186 21 .854 -.04056 -.4948 .4137 (Figure 3.9) One sample T-Test comparing group E’s FEV1 results to the rest of the year. Test of Homogeneity of Variances VAR00002 Levene Statistic df1 df2 Sig. 3.835 4 82 .007 (Figure 4.0) One way ANOVA comparing FVC of each group. ANOVA VAR00002 Sum of Squares df Mean Square F Sig. Between Groups 2.007 4 .502 .472 .756 Within Groups 87.208 82 1.064 Total 89.215 86 (Figure 4.1) One way ANOVA comparing FVC of each group. Multiple Comparisons Dependent Variable:VAR00002 (I) VAR00001 (J) VAR00001 Mean Difference (I-J) Std. Error Sig. 95% Confidence Interval Lower Bound Upper Bound Bonferroni A B .08780 .36394 1.000 -.9622 1.1378 C -.02863 .39721 1.000 -1.1746 1.1173 D .39747 .37996 1.000 -.6987 1.4936 E .23150 .36076 1.000 -.8093 1.2723 B A -.08780 .36394 1.000 -1.1378 .9622 C -.11643 .35582 1.000 -1.1430 .9101 D .30966 .33646 1.000 -.6610 1.2803 E .14370 .31462 1.000 -.7640 1.0514 C A .02863 .39721 1.000 -1.1173 1.1746 B .11643 .35582 1.000 -.9101 1.1430 D .42609 .37219 1.000 -.6477 1.4998 E .26013 .35257 1.000 -.7570 1.2773 D A -.39747 .37996 1.000 -1.4936 .6987 B -.30966 .33646 1.000 -1.2803 .6610 C -.42609 .37219 1.000 -1.4998 .6477 E -.16596 .33302 1.000 -1.1267 .7948 E A -.23150 .36076 1.000 -1.2723 .8093 B -.14370 .31462 1.000 -1.0514 .7640 C -.26013 .35257 1.000 -1.2773 .7570 D .16596 .33302 1.000 -.7948 1.1267 Dunnett T3 A B .08780 .36601 1.000 -1.0511 1.2268 C -.02863 .45008 1.000 -1.4006 1.3433 D .39747 .35557 .940 -.7214 1.5164 E .23150 .41016 1.000 -1.0115 1.4745 B A -.08780 .36601 1.000 -1.2268 1.0511 C -.11643 .36942 1.000 -1.2582 1.0254 D .30966 .24562 .893 -.4197 1.0391 E .14370 .31959 1.000 -.8033 1.0907 C A .02863 .45008 1.000 -1.3433 1.4006 B .11643 .36942 1.000 -1.0254 1.2582 D .42609 .35907 .917 -.6951 1.5473 E .26013 .41321 .999 -.9869 1.5071 D A -.39747 .35557 .940 -1.5164 .7214 B -.30966 .24562 .893 -1.0391 .4197 C -.42609 .35907 .917 -1.5473 .6951 E -.16596 .30757 1.000 -1.0829 .7510 E A -.23150 .41016 1.000 -1.4745 1.0115 B -.14370 .31959 1.000 -1.0907 .8033 C -.26013 .41321 .999 -1.5071 .9869 D .16596 .30757 1.000 -.7510 1.0829 (Figure 4.2) One way ANOVA comparing FVC of each group. Test of Homogeneity of Variances VAR00002 Levene Statistic df1 df2 Sig. 1.485 4 82 .214 (Figure 5.0) One way ANOVA comparing FEV1/FVC of each group. ANOVA VAR00002 Sum of Squares df Mean Square F Sig. Between Groups 63.338 4 15.834 .243 .913 Within Groups 5343.195 82 65.161 Total 5406.532 86 (Figure 5.1) One way ANOVA comparing FEV1/FVC of each group. Multiple Comparisons Dependent Variable:VAR00002 (I) VAR00001 (J) VAR00001 Mean Difference (I-J) Std. Error Sig. 95% Confidence Interval Lower Bound Upper Bound Bonferroni A B 2.36465 2.84873 1.000 -5.8539 10.5832 C 1.93275 3.10914 1.000 -7.0370 10.9025 D 1.47376 2.97412 1.000 -7.1065 10.0540 E .57801 2.82387 1.000 -7.5688 8.7248 B A -2.36465 2.84873 1.000 -10.5832 5.8539 C -.43190 2.78518 1.000 -8.4671 7.6033 D -.89090 2.63361 1.000 -8.4888 6.7070 E -1.78665 2.46267 1.000 -8.8914 5.3181 C A -1.93275 3.10914 1.000 -10.9025 7.0370 B .43190 2.78518 1.000 -7.6033 8.4671 D -.45899 2.91330 1.000 -8.8638 7.9458 E -1.35474 2.75975 1.000 -9.3165 6.6071 D A -1.47376 2.97412 1.000 -10.0540 7.1065 B .89090 2.63361 1.000 -6.7070 8.4888 C .45899 2.91330 1.000 -7.9458 8.8638 E -.89575 2.60669 1.000 -8.4160 6.6245 E A -.57801 2.82387 1.000 -8.7248 7.5688 B 1.78665 2.46267 1.000 -5.3181 8.8914 C 1.35474 2.75975 1.000 -6.6071 9.3165 D .89575 2.60669 1.000 -6.6245 8.4160 Dunnett T3 A B 2.36465 2.45780 .979 -5.0407 9.7700 C 1.93275 3.80046 1.000 -9.9166 13.7821 D 1.47376 2.18161 .998 -5.2430 8.1905 E .57801 2.41005 1.000 -6.6911 7.8471 B A -2.36465 2.45780 .979 -9.7700 5.0407 C -.43190 3.74733 1.000 -12.1297 11.2659 D -.89090 2.08768 1.000 -7.1028 5.3210 E -1.78665 2.32536 .996 -8.6439 5.0706 C A -1.93275 3.80046 1.000 -13.7821 9.9166 B .43190 3.74733 1.000 -11.2659 12.1297 D -.45899 3.57227 1.000 -11.8337 10.9157 E -1.35474 3.71619 1.000 -12.9882 10.2787 D A -1.47376 2.18161 .998 -8.1905 5.2430 B .89090 2.08768 1.000 -5.3210 7.1028 C .45899 3.57227 1.000 -10.9157 11.8337 E -.89575 2.03125 1.000 -6.9231 5.1316 E A -.57801 2.41005 1.000 -7.8471 6.6911 B 1.78665 2.32536 .996 -5.0706 8.6439 C 1.35474 3.71619 1.000 -10.2787 12.9882 D .89575 2.03125 1.000 -5.1316 6.9231 (Figure 5.3) One way ANOVA comparing FEV1/FVC of each group. (Figure 6.0) Graph containing the correlation between Height and FVC results. Group Statistics Gender N Mean Std. Deviation Std. Error Mean FVC Females 30 3.6960 .77678 .14182 Males 57 4.8414 .90564 .11995 (Figure 7.0) Independent samples text comparing FVC results between males and females. Independent Samples Test Levenes Test for Equality of Variances t-test for Equality of Means 95% Confidence Interval of the Difference F Sig. t df Sig. (2-tailed) Mean Difference Std. Error Difference Lower Upper FVC Equal variances assumed 1.665 .200 -5.878 85 .000 -1.14540 .19485 -1.53281 -.75800 Equal variances not assumed -6.166 67.457 .000 -1.14540 .18575 -1.51611 -.77470 (Figure 7.1) Independent samples text comparing FVC results between males and females. Discussion After conducting the study there is much to discuss. Raw data (figure 1) from the tests indicate that some participant did not fill in the required data needed. This can be down to competence of conducting the procedure or observer error asking the question whether this is entirely valid. Furthermore a correct procedure must be outlined and overlooked so that each group performs the same method. Some subjects may have stood up and some may have sat down, possibly causing the results to differ. (Townsend, 1984; Allen et al. 1985) have shown that FVC is affected by body position, 1-2% lower by sitting rather than standing and 7-8% lower supine than to standing. Taking these into account the results could not be described as entirely valid or reliable. As the study looks into identifying and discussing results between student groups we can see how they performed compared to normal values. The subjects appear to deliver between the normal values of 4-5L in males and 3-4L in females for FVC (figure 7.0) this appears to show a significant result meaning males have a higher FVC than females with group C performing the best on average (figure 2.4). (Figure 4.0) shows that the statistic of FVC between the groups has a significance of .007 meaning there is a small difference between them however (figure 4.1) states that the difference is not significant. This essentially shows that although there is an apparent difference between the groups this can be seen as not having an effect on the study. (Figure 3.0) shows that Group A has the highest average FEV1 meaning they have the most power of expiration of air. (Figures 5.0 – 5.1) state that th ere is no significant difference between the values of all the groups with each subject showing results near to the value of 85% this could be seen to have a normal result. With such an apparent loosely based study it is important to consider certain group or subject variances, which can effect the study. Identifying these can create a more reliable and valid study as well as identify further ideas for research. The FVC method is highly effort dependant and has poor reliability as it is measured upon volume of air as well as a less reliable observed rate of exertion. Certain people may not want to exert the entire force needed due to anxiety or other factors such as illness or conditions. (Eston. R. et al. 2009) shows us that although there is no difference between FVC values for healthy people and asthmatics there is a considerable change in dynamic FEV1 values with asthmatics having a much larger decrease in performance from the FVC value. This could be mainly attributed to the fact that asthmatics have difficulty breathing out and therefore exerting a larger force of air from their lungs for a long time could be harder. With this in mind it could be advised that a screening process becomes more prominent before the test it taken these can identify, illnesses, conditions, injuries and even a physical activity questionnaire to see whether more active subject have better results. Any hidden values could the research and discovering more about the subject can help to answer more questions. Height comparisons (figure 6.0) show there is no relationship between the subjects height and FVC value, however it is hard to follow this when it not clear of whether the sitting or standing method has been used. (Ferris et al 1971; Cotes 1979) show that sitting height provides less variability in lung function than standing height, this could show that (figure 6.0) with its varied results show that subjects were standing. (Becklake 1968) explains that there are many other factors that effect lung function results, some of which are not identified within this study. Gender amounts to a change in 30%, body size 22%, age 8% and ethnicity 10% most of which can be identified through a survey. This study may be described as having no significant purpose without the inclusion of further factors detailed by (Becklake 1968). With these included it could be seen to show a purpose and significance with vision to elaborate upon affecting factors however currently this shows a significant variety of results between subject groups. References Becklake,M.R. (1986) Concepts of normality applied to measurement of lung function. American Journal of Medicine; 80: 1158-64. Eston, R. Et al. (2009) Kinanthropometry and Exercise Physiology Laboratory Manual: Tests, Procedures and Data, Volume 2: Physiology. 3rd ed. Oxon, Routledge. Ferris, B et al (1971) correlation of anthropometry and simple tests of pulmonary function. Archives of environmental health; 22: 672-6. McArdle,W.D. et al (2006) Essentials of Exercise Physiology. 3rd ed. Philadelphia, Lippincott Williams Wilkins Townsend, M.C (1984) Spirometric forced expiratory volumes measured in the standing versus sitting posture. American Review of Respiratory Disease; 130:123-4.

Free Essays on Human Development in the Classroom

Human development and more specifically child development is different for each and every one of us. However our development tends to follow similar sets of guidelines, if you will. As a teacher it is absolutely essential to fully understand these guidelines in order to provide the best possible classroom experience for children. Adolescence is perhaps one of the trickiest phases of life because there are so many factors involved, peer pressure, hormones, fitting in, bodily changes etc. It is inevitable many problems are going arise, but being education, and fully understanding how humans work, will fully equip teachers with the problem solving skills necessary to properly mentor students. Not every situation is fixable, but by knowing the proper resources, you can at least point students in the right direction. The most crucial thing to understand about human development, especially adolescence, is that every person is different. What works for one, may not work for another. Not only are there many different internal things going on, but now-a-days more than ever, there are many external things going on. It is no longer the time of the nuclear family, where mom watches the children; dad works nine to five etc. There are more single parent homes now more than ever; putting many adolescents in a parental situation of their own if they have younger siblings. Drugs are more creative and widely used now more than ever, so you really don’t know who is doing what in their spare time. The spectrum of children having responsibility is so huge; it is hard to really know where everyone is. Some kids live with their parents (who fund their college educations) until they are 24, 25, the same time others have families of four by this age and both are considered normal. I think the bottom li ne for teacher is staying open-minded and on your toes!... Free Essays on Human Development in the Classroom Free Essays on Human Development in the Classroom Human development and more specifically child development is different for each and every one of us. However our development tends to follow similar sets of guidelines, if you will. As a teacher it is absolutely essential to fully understand these guidelines in order to provide the best possible classroom experience for children. Adolescence is perhaps one of the trickiest phases of life because there are so many factors involved, peer pressure, hormones, fitting in, bodily changes etc. It is inevitable many problems are going arise, but being education, and fully understanding how humans work, will fully equip teachers with the problem solving skills necessary to properly mentor students. Not every situation is fixable, but by knowing the proper resources, you can at least point students in the right direction. The most crucial thing to understand about human development, especially adolescence, is that every person is different. What works for one, may not work for another. Not only are there many different internal things going on, but now-a-days more than ever, there are many external things going on. It is no longer the time of the nuclear family, where mom watches the children; dad works nine to five etc. There are more single parent homes now more than ever; putting many adolescents in a parental situation of their own if they have younger siblings. Drugs are more creative and widely used now more than ever, so you really don’t know who is doing what in their spare time. The spectrum of children having responsibility is so huge; it is hard to really know where everyone is. Some kids live with their parents (who fund their college educations) until they are 24, 25, the same time others have families of four by this age and both are considered normal. I think the bottom li ne for teacher is staying open-minded and on your toes!...

Free Essays on Thought Paper

Do Genetics, Society, Family Upbringing or We Ourselves Determine Who We Are? Genetics are responsible for a range of things from how we look to the amount of time we will spend on this earth, but they do not determine who we are. Our society plays a role in who we grow up to be because we are highly conditioned by it. Our family upbringing will give us the values and character that will make up who we are. Finally there is ourselves, which is the final product of all of these factors. Since each of these factors play a key role in how we turn out, each decision that we make is not really our own but rather it’s the best decision we can make based on society and our upbringings. Genetics are the blue prints for our physical body. They determine what color hair we will have, the color of our eyes and even what diseases we may acquire later on in life. I do believe that genetics determine our brain capacity, which may gear us toward certain personality traits, but they will not determine who we are. As opposed to genetics, our society plays a huge role in who we are. From the time we can process what we take in from society we are being shaped and conditioned into what society wants us to be. The media portray one or a few sides of the society we live in. These portrayals are taken in by the viewer and either assimilated into themselves or discarded (but not without its influence). Society affects who we find attractive. In the early part of the 20th century for an example, full figured women were seen as very attractive. As time has passed society has now put a monumental emphasis on women being skinny. This is an example of the fact that as society changes so do our views opinions and perceptions. Other things conditioned or effected by our society are who we trust, what we where, what we eat, and even our hobbies. We are conditioned by society to conform and surrender to the role that it wants us to play. The remarkable thing ... Free Essays on Thought Paper Free Essays on Thought Paper Do Genetics, Society, Family Upbringing or We Ourselves Determine Who We Are? Genetics are responsible for a range of things from how we look to the amount of time we will spend on this earth, but they do not determine who we are. Our society plays a role in who we grow up to be because we are highly conditioned by it. Our family upbringing will give us the values and character that will make up who we are. Finally there is ourselves, which is the final product of all of these factors. Since each of these factors play a key role in how we turn out, each decision that we make is not really our own but rather it’s the best decision we can make based on society and our upbringings. Genetics are the blue prints for our physical body. They determine what color hair we will have, the color of our eyes and even what diseases we may acquire later on in life. I do believe that genetics determine our brain capacity, which may gear us toward certain personality traits, but they will not determine who we are. As opposed to genetics, our society plays a huge role in who we are. From the time we can process what we take in from society we are being shaped and conditioned into what society wants us to be. The media portray one or a few sides of the society we live in. These portrayals are taken in by the viewer and either assimilated into themselves or discarded (but not without its influence). Society affects who we find attractive. In the early part of the 20th century for an example, full figured women were seen as very attractive. As time has passed society has now put a monumental emphasis on women being skinny. This is an example of the fact that as society changes so do our views opinions and perceptions. Other things conditioned or effected by our society are who we trust, what we where, what we eat, and even our hobbies. We are conditioned by society to conform and surrender to the role that it wants us to play. The remarkable thing ...

Prospectus Essay Example | Topics and Well Written Essays - 250 words

Prospectus - Essay Example One of the most asked questions among several professional Historians is how the women gained the voting rights in 1893. Why didn’t they get the freedom rights in 1877 after putting all efforts pressurizing the then Colorado political rulers? Some Historians refer to the most popular theory â€Å"Myth of the Frontier† in explaining the concepts2. According to this theory, the Western women enjoyed their independence, freedom, and democracy to the maximum level during the 1870s, especially in the 1876. More reasons and answers came from certain individuals who asserted some of the Colorado Politicians granted and favored women suffrage in order to create for themselves a good image sin the political field. Another explanation or view is that the Colorado men never granted the women rights to vote such easily. They, however, fought political war; organized among themselves as suffragists with several goals, one of which the right to vote3. This argument tends to explain w hy these women never achieved gained the rights in 1877 despite their struggle. Colorado women remain in pride over the achievements of their early great grandmothers of the 19th century. The above three reasons explaining how the women achieved their independence can be discussed widely to give more and pithy explanations concerning the endlessly asked

List of possible risk Essay Example | Topics and Well Written Essays - 500 words

List of possible risk - Essay Example This may also subject the respondent to severe loss of reputation since confidentiality and privacy being the reasons normally given by potential respondents for unwillingness to participate in such surveys. This risk can easily be reduced by the members adherence to confidentiality of the survey responses and to make sure no information is leaked to irrelevant persons and in the long run will boost the confidence of the respondents to give all the information required. Also the computers used in storing the information are locked with passwords which are only accessible by the members only. Data and information security is high priority; this is due to the fact that this information is sometimes confidential. The risk of losing or unprotect the data will mean losing the survey and could lead to the share of the information to a third party. Even after carefully planning and survey administration, problems do take place leading to a data which is not sufficiently valid and reliable. Insufficient measures for keeping data, as in computer information systems also result in loss and alteration of data. (Marrett, 2003). Data can also be lost during the analysis, processing and reporting of data information through incorrect transfer of data in the database, this can therefore by use of any kind of backups on the computers used and also by using cloud computing. Data loss through members of the team can also be prevented by the team administering an oath of allegiances, this will make the members to be more careful on the kind of information they share from the survey. (Marrett, 2003). For a survey to give a consistent, relevant and sound evident, the information it provides must be both valid and relevant to the purpose. For the survey to be reliable, all the measurements must be consistent from one individual to the other involved in the survey at different

Accessing Water Between Urban Individuals and Bedouins in Saudi Arabia Essay

Accessing Water Between Urban Individuals and Bedouins in Saudi Arabia - Essay Example As a result, it was able to drill thousands of deep tube wells in the most promising areas for both domestic and agricultural use (Royal Embassy of Saudi Arabia). In addition, Saudi Arabia is a desert country with no lakes or rivers and very little rainfall of about 500 mm per year. Moreover, the population is increasing at a high rate hence the increase in the demand for water. Nonetheless, to meet the demand the government in conjunction with water department has employed water distribution systems to enable accessing high quality and clean drinking water. Therefore, this paper aims discuss access of water between the metropolitan individual and Bedouins. From the experiences of both Bedouin’s area and the metropolitan city, there is a significant different in terms water access and water availability. Firstly, the urban dwellers drink water that has been recycled either from a river or the ocean. Most of the water transmission in the urban area is through the pipes from the main distribution center. The piped water is treated using disinfectants and, therefore, healthy and safe for drinking and for domestic uses. The water that serves the urban dwellers comes from the different sources. For instance, water extraction from the sea through desalination and the aquifers well that store water in underground forms the primary sources of water to urban dwellers. The urban individual mostly depends on the modern technology to carry out most of their tasks including pumping the water to their places of residence. They use the electrical power driven machine to pump water to their door steps. This kind of distribution method makes the access of water accessible. In addition, there is the Ministry water that through the water company ensures that urban residents acquire clean disinfected water. The ministry allocates