Essay On Stress And Coping - 1885 Words

Introduction Becoming older is looked upon as a normal continuum of one’s life where individuals get older as the time goes on and their visual appearance change. People describe ageing process were individual appearances start to change and we can see differences in their skin tones, changes in their hair appearance and wrinkles or so called smile lines that we get on our face especially around our eyes as we get older. Biologically speaking our body is made up of cells that make up our organs which are part of our organ cells. Cells also get older and die were new ones are created in their place. As we get older the production of newer cells becomes less effective and slower. When a person experiences high levels of stress it can turn†¦show more content†¦Stress is not always negative but can also have positive outcomes. As we deal with stress we learn how to manage it and adept to certain situations. Neuroendocrine stress can be bad for our health and can impact function of our cells. Many theories were put in place on how stress reacts within our bodies. It was believed that fight or flight was affected by stress and each person took either route when dealing with stress. Modern theories focus more on that each individual person and their bodies react differently when they face stress. Stress can affect endocrine hormones which affects metabolism and can cause us to gain weight. Stress can cause chronic diseases to occur later in one’s life. Elderly people are mostly prone to effects of stress as their homeostasis is already down. Being exposed to stress early on can be also beneficial and can result in developing new skills on management of stress and help an individual mature faster. Mindfulness Stress that one experiences in their lifetime can accumulate become chronic and effect their mental and physical health. A study was completed on 134 healthy individuals whom were screened for depressive symptoms and their severity were they reported their health statuses by using self-reporting patient health questionnaires. Participant’s mental and physical health was looked by exploring their life stresses and their mindfulness attention of their stress. It was foundShow MoreRelatedCoping With Stress Essay1454 Words   |  6 Pagespeople have stress and they find ways to cope. Stress is a person’s feeling that is created by our body when there is certain event that can cause tension to strain upon our physical, mental, and emotional state. Stress can be caused by being in college, the tests, homework, clinicals and state boards can have an overwhelming amount of pressure. Stress can be physical and mental strain on our body, this can be very harmful. The tragic loss of a loved one can cause tremendous amount of stress. LearningRead MoreCoping With Stress Essay2106 Words   |  9 PagesCollege is all about accomplishing schoolwork at the wee hours, and waking up early in the morning to run errands; surviving college requires diligence, and is definitely stressful. Many researchers have their own definition of stress, but the primary definition of stress is it is a subjective feeling produced by events perceived as being threatening and uncontrollable. Similarly, there are a number of events that can be stressful to people from minor to chronic events, and these events that causeRead MoreCoping with Stress Essay2034 Words   |  9 Pages Stress is part of our lives. We live with it, deal with it, and above all worry about it. Our way of life, the area in which we live, the economy, and our jobs can cause a great deal of stress. Not everyone deals with the same level of stress and there are several factors that can impact our lives a nd cause us to have higher or lower stress levels. 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Many workers experience job stressRead MoreStrategies for Coping with Stress Essay examples2020 Words   |  9 PagesStrategies for Coping with Stress Stress has been defined as a pattern of negative physiological and psychological processes occurring in situations where people perceive threats to their well being which they may be unable to meet. These situations involve stimuli which can be either real or imagines and are generally known as stressors. Stressors come in many forms; for example, they can be cataclysmic such as life disasters including floods and earthquakes and also Read MoreA Comparison of Stress and Coping Styles in Men and Women Essay851 Words   |  4 Pagesthat men and women differ in many ways. Various researchers have pondered, and tried to determine the differences that may exist in coping styles and levels of stress in men and women. Despite the many studies that have been done on the relationship between stress and health, the nature of this has not yet been clearly established (Matud, 2004). Coping has been defined as the constantly changing cognitive and behavioural efforts to manage specific external and/or internal demandsRead MoreStress : Stress And Health1336 Words   |  6 Pages Stress and health might seem like two very different things but they are actually very alike. Stress can influence someone’s health such as the way our body reacts or adapts to the stressful situation. Chapter 12 states that stress can lead to health issues such as suppression of the immune system and cardiovascular wear and tear. Stress can play a huge role in our health and this essay will answer some of the stress questions such as three things that stress me out, a stressful situation in myRead MoreThe Effects Of Stress On Health And Mental Health Essay1619 Words   |  7 PagesOvercoming Stress Have you seen a mental health expert about a mental health disorder, or were you diagnosed for such a condition? Most people will answer no even if they had a mental or emotional health issue in the past. Heath includes physical health and mental health, it’s not just physical. A lot of people hate to admit that they have mental disorder, and they might even refuse to seek a professional health care. It’s really important for people to take care of any emotional or mental issueRead MoreThe Effects Of Stress On Physical Health1655 Words   |  7 PagesStress is an ongoing dilemma that is prevalent in everyone’s life. Stress is a factor that is undoubtedly a part of dealing with an expeditious and busy lifestyle, which occurs when confronted with everyday trivial problems. Each individual copes and distinguishes with stress in a variety of different ways. Correspondingly, there are several causes and effects of stress that affects an individual’s physical a nd emotional wellbeing. Thus, it is imperative to acknowledge and manage these stressorsRead MoreFactors that May Lead to Work-life Conflict1526 Words   |  6 Pages2011). Therefore, this essay will focus on managing the work-life conflict, since it has negative effects on job satisfaction and performances. There are two forms of work-life conflict, work-to-family conflict (WFC) and family-to-work conflict (FWC). It is defined as an interrole confliction, which is the participation of one role leading to difficulties of another role, such as work and family role (Greenhaus Beutell, 1985 as cited by Premeaux et al., 2007). 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The Underrepresentation Of Female Athletes - 2748 Words

Underrepresentation of Female Athletes in Sports Television Coverage Abby Rice University of Missouri-Columbia Introduction ESPN commentator Michael Wilbon once described American soccer star Mia Hamm as â€Å"perhaps the most important athlete of the last fifteen years† (Zirin, 2007, p. 46). As a forward for the United States women’s national soccer team, she held the record for international goals, more than any other player, male or female, until 2013. After a pair of Olympic gold medals, two World Cup titles and a place in the National Soccer Hall of Fame, Hamm announced her retirement from the sport in 2004. As the curtain fell on Hamm’s legendary career, her retirement was met with a wall of silence from the media. Mia Hamm’s illustrious career slipped silently from the public’s radar with little pomp and circumstance. The media reaction, or lack thereof, toward Hamm’s retirement was not accidental. The sporting world has long been characterized by its inadequate coverage of female athletes. New York Times journalist Karen Crouse described this lack of coverage seen for female sports. Crouse said the modern day female athlete feels â€Å"as if she is the sum total of her physical assets—or invisible† (LaVoi, 2013, p. 40). While the number of women participating in high school, collegiate and professional sports has skyrocketed since the passage of Title IX, the coverage of female athletes has continued to pale in comparison to their male counterparts. InShow MoreRelatedUnrealistic Body Ideals And Eating Disorders Essay1313 Words   |  6 Pagesthese kinds of burgers if they want to achieve the unrealistic body type. However, this is typical for advertisement. No matter what the commercial is trying to advertise, sexually objected women can be used to sell it (Wood 242). Not only are the females portrayed stereotypically in this commercial but the stereotypical man is also depicted. The desirable image of men in general is shown â€Å"as strong, aggressive, and dominant† (Wood 243) and that is exactly how the men are depicted in this commercialRead MoreImproving the Perception of Female Athletes Essay example898 Words   |  4 Pagescredit or recognition for said passion predominantly because of your gender. Because of how the media perceives women in sports, female athletes receive a lot less attention than male competitors. The most appropriate steps to improve this issue would have to be to have a day dedicated to the appreciation of female athletes, increasing the pay of the female professional athletes, and constricting Title IX. To begin, women’s sports do not receive nearly as much credit or air time as men’s sports do. WhenRead MoreRepresentation of Athletes in the Media2358 Words   |  10 Pagesbeen an abundance literature on the subject of the representation of female athletes in the media, from television coverage and newspapers to magazines and websites. 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Ergonomics Free Essays

The aim of this study is to investigate the isometric strength or MVC (maximum voluntary contraction) by measuring grip strength, arm strength, leg strength, torso strength and key pinch strength. So that each participant’s strength percentile values in the population for each strength category can be calculated and human biomechanical capabilities and relative variability in human capabilities can be understood by comparing the data collected. Also the effects of the factors, like grip span, wrist posture or using the dominant side, on each of the strength categories can be examined. We will write a custom essay sample on Ergonomics or any similar topic only for you Order Now . INTRODUCTION Isometric strength is the force that a muscle group can exert without movement. Maximum Isometric strength is the maximum force that a muscle group can exert without movement. It is also called MVC (maximum voluntary contraction). Some of the widely used isometric strengths are: arm strength, shoulder strength, composite (leg) strength, back (torso) strength, grip strength and pinch strength. All of the strength categories are measured for the subjects excluding for the ones having health problems about their waist. These measurements are done by using Caldwell Protocol, which says that after a build-up time of about 2 seconds, the subject is required to maintain a steady state maximal exertion for at least 3 seconds and this (average) level is taken as the subject’s strength score. So that we can say that, in general, the isometric strength measurement procedure requires individuals to build-up their muscular exertion slowly over a 4-6 seconds period, without jerking, and maintain the peak exertion for about 3 seconds. This peak exertion (3 sec average) is the isometric strength of the individual. No external motivation should be provided. A break of at least 30 seconds should be provided between successive exertions if only a few measurements are to be made. It is necessary to increase the rest duration to 2 minutes if about 15 measurements are to be made in one test session. This additional rest is necessary to recover from fatigue generated due to the isometric exertion (Mital and Kumar, 1998). While measuring the strength categories, the effects of some factors like elbow angle, wrist posture, grip span and using dominant or non-dominant side are observed. The orientation of the arm influences human isometric strength exertion capability. As the arm orientation changes the mechanical advantage also changes, resulting in weaker or stronger strength exertions. Also the wrist orientation is critical in generating isometric torques with non-powered hand tools. Approximately 70% more torque is exerted when wrenches are in the horizontal position than when they are in vertical positions (Mital and Kumar, 1998). Therefore, by using some statistical techniques like ANOVA (Analysis of Variance), the significance of the factors that are mentioned before is tested. . OBJECTIVES The main objective of this study is to investigate the isometric strength or MVC (maximum voluntary contraction) by measuring grip strength, arm strength, leg strength, torso strength and key pinch strength. So that each participant’s strength percentile values in the population for each strength category can be calculated and human biomechanical capabilities and re lative variability in human capabilities can be understood by comparing the data collected. Also the effects of the factors, like grip span, wrist posture or using the dominant side, on each of the strength categories can be examined. 4. METHODS The experimental task consisted of performing isometric handgrip, pinch grip and lifting contractions for the combinations of the levels of wrist posture, grip-span and by using the dominant or non-dominant side in a standing posture. The equipments used are handgrip dynamometer, pinch grip dynamometer and lift platform. Our lab group conducting this study consists of two female and a male student, which are all right-handed and served as subjects. While measuring the grip strength the combinations of neutral wrist posture with the 5 grip-span settings, vary from 33mm to 85mm, are used. For the 2nd setting the combinations with the wrist flexion and wrist extension are measured too. Then non-dominant side MVC in neutral posture in 3rd setting for males and in 2nd setting for females, and dominant side MVC keeping the wrist in neutral posture and the elbow at 150o angle are measured. The reason for using the 3rd setting for males and 2nd setting for females is that, on average, 3rd setting is the standard for male hand size, and 2nd setting is the standard for female hand size. After finishing the grip strength measurements, the key pinch strength at neutral arm and wrist posture is measured. After all, by using the lifting platform, MVC for arm, leg and torso strength are measured. While measuring all types of strength categories Caldwell protocol is used and all of the measurements are done as two trials. The data including only the maximum recordings can be seen from the table below: Table 4. : Collected Data for All Group Members for All Strength Categories |Name |Dominant Grip |Non-dominant |Dominant |Arm | | |Strength(MVC) |GS (MVC) |side GS at |Lift | | | | |elbow 150: | | |Female |16. 43 |4. 47 |19. 6 |17 | |Male |37. 86 |6. 69 |44. 81 |19 | The following table combines the data collected from the subjects with the data taken from the population. By looki ng at it, one can say that for males, with respect to grip strength, our sample mean, 37. 86 is about the 25% tile in strength, which means, Gurkan has more strength than about 25% of the population. And by using the same way, we can say that our female subjects have more strength than 2% of the population on average. And the information like percentiles for the rest of strength categories can be seen in a same manner from the table below. Table 5. 2: The percentiles of small group and data comparison with the population [pic] Another result from the study is the relationship between grip strength and grip-span and wrist/elbow posture. In order to understand the effects, Analysis of Variance (ANOVA) test is done. Our ANOVA hypothesis is as the following; H0:The group means are not different. H1:The group means are different. For the ANOVA results we can look at the following table to investigate he r-squared values, p-values and f values to understand the effects and relationships. According to the results taken; the highest p-valued factor is the wrist posture which has 3 levels of extension, neutral and flexion. Then comes the elbow posture and finally the grip-span. Table 5. 3: R-squared, p-value and f values of factors effecting grip strength |   |   |r-squared |p-value |f | |grip |grip â €“ span |0. 9395 |0. 64 |3. 45 | |strength | | | | | |vs. | | | | | | |wrist posture |0. 8997 |0. 769 |0. 28 | | |elbow posture |0. 9896 |0. 321 |1. 71 | The quality of the fit is given by the statistical number r-squared. An r-squared of 1. 0 would mean that the model fit the data perfectly, with the line going right through every data point. More realistically, with real data you’d get an r-squared of around 0. 85. Finally in order to support the other techniques we have looked at the result of the Tukey’s test. 5. DISCUSSION The implication of strength measurements in Ergonomic Intervention and the uses and importance of strength data in ergonomic intervention can be explained by the means of the following concepts. Many industrial activities are performed through human intervention. It is generally accepted that knowledge of what a person can or cannot do under specified circumstances is essential for efficient work design and injury prevention. Human strength recommendations for tool design and work and workspace design have also been receiving considerable attention. Lack of design guidelines and screening procedures can lead to overloading of the muscle-tendon –bone-joint system and, thereby, fatigue and possible consequent injuries. As a matter of fact, Chaffin et al. (1978) have reported that the incidence rate of back injuries ustained on the job increased when the job strength requirements exceeded isometric strengths of the workers. Human strengths of individuals thus form the basis for many design data bases and screening procedures. Therefore we can say that the overall intent of these developments is to reduce injuries and, in the process, maximize industrial productivity. 6. CONCLUSIONS AND RECOMMENDATIONS The results indicate that although there’s not a significant difference, the optimum grip-span setting for the males is the 3rd, for the females is the 2nd setting as it’s been told in the literature. These findings were supported by the results of tukey’s test, which shows that the maximum strength is achieved with these settings. Also when we look at the R-squared values from the ANOVA test applied to understand the relationship between grip strength and grip-span and wrist/elbow posture, we can see that the effect is not so significant because of the large R-squared values. But if we want to sort them, wrist posture is the most significant, and then grip-span and elbow posture come respectively, where it can be seen easily from the table below: Table 7. : R-squared values for the factors effecting grip strenth |   |   |r-squared | |grip |grip – span |0. 9395 | |strength | | | |vs. | | | |wrist posture |0. 8997 | | |elbow posture |0. 9896 | Although the effect is not significant, the study suggests that grip span of a tool and the posture of wrist and elbow are important factors to be considered. From this study it can be understood that the isometric strength measurement is inexpensive and flexible. But the major disadvantage of isometric testing is that only one joint angle is tested at a time. If different joint angles need to be tested, the process must be repeated for each angle. Therefore as a further study, ways to test different joint angles one at a time can be studied. REFERENCES Eksioglu, M. , 2006. Optimal work-rest cycles for an isometric intermittent gripping task as a function of force, posture and grip span. Ergonomics, 49, 180-201. Eksioglu, M. , 2004. Relative optimum grip span as a function of hand anthropometry. International Journal of Industrial Ergonomics, 34, 1-12. Mital, A. , Kumar, S. , 1998. Human muscle strength definitions, measurement, and usage: Part I – Guidelines for the practitioner. International Journal of Industrial Ergonomics, 22, 101-121. Mital, A. , Kumar, S. , 1998. Human muscle strength definitions, measurement, and usage: Part II – The scientific basis (knowledge base) for the guide. International Journal of Industrial Ergonomics, 22, 123-144. http://en. wikipedia. org/wiki/Confidence_interval http://talkstats. com/showthread. php? t=2460 http://en. wikipedia. org/wiki/Analysis_of_variance http://en. wikipedia. org/wiki/Student’s_t-test http://en. wikipedia. org/wiki/Multiple_comparisons http://www. le. ac. uk/bl/gat/virtualfc/Stats/mult. htm APPENDIX A) Descriptive statistics of the collected sample data (mean, std. dev. , and range only). In calculations, we have considered only the highest values but not all trial values. Table A. Descriptive Statistics of the collected sample data | | |Descriptive Statistics: FEMALE | | | |Variable Mean StDev Variance Range | |FEMALE 16,43 4,47 19,96 17,0 | | | |Descriptive Statistics: MALE | | |Variable Mean StDev Variance Range | |MALE 37,86 6,69 44,81 19,00 | B) Each participant’s strength percentile values in the population for each strength category (pinch strength calculations excluded). Again, we have con sidered only the highest values but not all trial values. Table B. 1 Grip strength percentile calculations | |Descriptive Statistics: Dicle; Duygu; Gurkan | | | |Variable Q1 Median Q3 IQR | |Dicle 10,00 15,00 17,00 7,00 | |Duygu 15,00 19,00 20,00 5,00 | |Gurkan 33,00 36,00 43,00 10,00 | Table B. 2 Leg, arm, torso strength percentiles measured for each participant | | |Descriptive Statistics: ARM. M; LEG. F; LEG. M; TORSO. M; TORSO. F;ARM. DYG; ARM. DCL | | | |Variable Q1 Median Q3 IQR | |ARM. M * 34,300 * * | |LEG. F * 48,40 * * | |LEG. M * 109,90 * * | |TORSO. M * 119,1 * * | |TORSO. F * 53,00 * * | |ARM. DYG * 15,650 * * | |ARM. DCL * 11,20 * * | C) 95% confidence interval for the true average grip strength, based on the sample data. [pic] C. I. for alpha = 0. 05 For males: (30. 334 , 45. 386) For females: (9. 466 , 23. 394) These intervals say that; in 95 of 100 trials these intervals contain the true average grip strength. D) Grip-strength vs. grip-width and wrist/elbow posture relationships: Table D. 1 ANOVA : Grip-span sets relationship General Linear Model: Value versus Grip; Member | | | |Factor Type Levels Values | |Grip fixed 5 set1; set2; set3; set4; set5 | |Member fixed 3 dicle; duygu; gurkan | | | | | |Analysis of Variance for Value, using Adjusted SS for Tests | | | |Source DF Seq SS Adj SS Adj MS F P | |Grip 4 171,60 171,60 42,90 3,45 0,064 | |Member 2 1374,40 1374,40 687,20 55,20 0,000 | |Error 8 99,60 99,60 12,45 | |Total 14 1645,60 | | | | | |S = 3,52846 R-Sq = 93,95% R-Sq(adj) = 89,41% | Table D. 2 ANOVA : Wrist posture relationship General Linear Model: values versu s position; names | | | |Factor Type Levels Values | |position fixed 3 ext; flex; neutral | |names fixed 3 dicle; duygu; gurkan | | | | | |Analysis of Variance for values, using Adjusted SS for Tests | | | |Source DF Seq SS Adj SS Adj MS F P | |position 2 18,67 18,67 9,33 0,28 0,769 | |names 2 1178,00 1178,00 589,00 17,67 0,010 | |Error 4 133,33 133,33 33,33 | |Total 8 1330,00 | | | | | |S = 5,77350 R-Sq = 89,97% R-Sq(adj) = 79,95% | Table D. 3 ANOVA : Elbow position relationship |General Linear Model: numbers versus elbow. ; members | | | |Factor Type Levels Values | |elbow. p fixed 2 ds150; neutral | |members fixed 3 dicle; duygu; gurkan | | | | | |Analysis of Variance for numbers, using Adjusted SS for Tests | | | |Source DF Seq SS Adj SS Adj MS F P |elbow. p 1 6,00 6,00 6,00 1,71 0,321 | |members 2 660,33 660,33 330,17 94,33 0,010 | |Error 2 7,00 7,00 3,50 | |Total 5 673,33 | | | | | |S = 1,87083 R-Sq = 98,96% R-Sq(adj) = 97,40% | The quality of the fit is given by the statistical number r-squared. An r-squared of 1. 0 would mean that the model fit the data perfectly, with the line going right through every data point. More realistically, with real data you’d get an r-squared of around 0. 85. So that, we can say that the effect of the factors investigated is not significant by looking at the large R-squared values. E) Comparison analysis among the data collected (Analysis of Variance, multiple comparison and t-tests, as necessary). In testing the null hypothesis that the population mean is equal to a specified value  ? 0, one uses the statistic [pic] where  s  is the  sample standard deviation  of the sample and  n  is the sample size. The degrees of freedom used in this test is  n  ? 1. Also we can use the Multiple Comparison Tests, which are a group of tests that follow on from one or two-factor ANOVA or the Kruskal-Wallis test,  but only if significant differences have been found. It would appear that they could be used on their own but because they are not as powerful as ANOVA or Kruskal-Wallis, they can occasionally fail to find differences when the former succeed. They are used for exactly the same reasons that ANOVA and Kruskal-Wallis are used, but provide more information. ANOVA and Kruskal-Wallis can only tell you whether there is a difference between two or more of your groups and not which ones. We made ANOVA test for the grip-span settings, elbow/wrist posture and dominant/non-dominant side usage. When we look at the R-squared values from the ANOVA results, we fail to reject the null hypothesis; H0: The group means are not different. H1: The group means are different. Because, we have large R-squared values. And also by looking at the F and p-values,which is a small value, we can say that there is not a significant difference between the test groups. There is no need to conduct Tukey test because of failing to reject the null hypothesis, but despite of this situation we have conducted to support our previous results. And again we saw that there is not a significant difference. C25 = set1 subtracted from: | | | |C25 Lower Center Upper ——-+———+———+———+– | |set2 -27,59 5,00 37,59 (————*————) | |set3 -26,26 6,33 38,93 (——†”—-*————) | |set4 -32,59 0,00 32,59 (————*————) | |set5 -35,26 -2,67 29,93 (————*————) | |——-+———+———+———+– | |-25 0 25 50 | In this test, set 1 is compared with the other sets’ average. And as it can be seen the sets are not significantly different, there is only a slight difference, because the range includes â€Å"0†. So that there’s chance that different sets give the same results. TUKEY’S TEST FOR SETS: One-way ANOVA: C26 versus C25 | | | |Source DF SS MS F P | |C25 4 172 43 0,29 0,877 | |Error 10 1474 147 | |Total 14 1646 | | | |S = 12,14 R-Sq = 10,43% R-Sq(adj) = 0,00% | | | | | |Individual 95% CIs For Mean Based on | |Pooled StDev | |Level N Mean StDev ——-+———+——— +———+– | |set1 3 21,67 12,42 (————*————) | |set2 3 26,67 14,15 (————*————) | |set3 3 28,00 13,75 (————*————) | |set4 3 21,67 10,60 (————*————) | |set5 3 19,00 9,00 (————*————) | |——-+———+———+———+– | |12 24 36 48 | | | |Pooled StDev = 12,14 | | | | |Tukey 95% Simultaneous Confidence Intervals | | All Pairwise Comparisons among Levels of C25 | | | |Individual confidence level = 99,18% | | | | | |C25 = set1 subtracted from: | | | |C25 Lower Center Upper ——-+———+———+———+– | |set2 -27,59 5,00 37,59 (————*————) | |set3 -26,26 6,33 38,93 (————-*————) | |set4 -32,59 0,00 32,59 (————*————) | |set5 -35,26 -2,67 29,93 (————*————) | |——-+———+———+———+– | |-25 0 25 50 | | | | | |C25 = set2 subtracted from: | | | |C25 Lower Center Upper ——-+———+———+———+– | |set3 -31,26 1,33 33,93 (————-*— ———) | |set4 -37,59 -5,00 27,59 (————*————) | |set5 -40,26 -7,67 24,93 (————*————) |——-+———+———+———+– | |-25 0 25 50 | | | | | |C25 = set3 subtracted from: | | | |C25 Lower Center Upper ——-+———+———+———+– | |set4 -38,93 -6,33 26,26 (————*————-) | |set5 -41,59 -9,00 23,59 (————*————) | |——-+———+———+———+– | |-25 0 25 50 | | | | | |C25 = set4 subtracted from: | | | |C25 Lower Center Upper ——-+———+———+———+– | |set5 -3 5,26 -2,67 29,93 (————*————) | |——-+———+———+———+– | | | |-25 0 25 50 | E) CONTINUED Comparison of our data with population data. In order to compare, we should calculate the percentiles; Calculating percentiles for a value relative to a population with known mean (50th %tile) and standard deviation (assuming normal distribution): 1. Calculate z. [pic] z = (37,86 – 40. 5)/3. 84 = -0,69 2. Look up the z value from the table of â€Å"cumulative probabilities of the standard normal distribution. † z = -0,69 is about 0. 25 so the percentile is 25% for the first calculation. Here is the table of our all computations taken from EXCEL: Table E. 1 Comparison of our data with population data [pic] The following table combines the data collected from the subjects with the data taken from the population. By looking at it, one can say that for males, with respect to grip strength, our sample mean, 37. 86 is about the 25% tile in strength, which means, Gurkan has more strength than about 25% of the population. And by using the same way, we can say that our female subjects have more strength than 2% of the population on average. And the information like percentiles for the rest of strength categories can be seen in a same manner from the table above. How to cite Ergonomics, Papers

Article Analysis for Information Technology & Decision Making

Question: Discuss about theArticle Analysisfor Information Technology Decision Making. Answer: The present paper is an analysis of the article titled Gamified learning: A role-playing approach to increase student in-class motivation, authored by Topiceanu (2017). The paper highlights the research topic, purpose of the research, the problems addressed by the researcher and the valuable research question. It also provides a comprehensive summary of the valuable article. Further, the most interesting aspect found from the article is presented as a personal perception. How this aspect could be applied in the classroom for teaching experience in future would also be discussed. Appropriate references would support the proposed actions. An improved and successful strategy for addressing educational needs at the contemporary era is represented by the highly evolving and advanced teaching techniques. Such techniques encompass online courses, dynamic grading systems, collaborative assignments and real-time feedback. In addition, motivational inserts into the students learning process are also noteworthy. Amalgamation of the massive open online courses (MOOCs) and learning has proved itself to be quite popular as it is capable of integrating many aspects of learning that permit learners to take part in higher education courses through distant learning (Su, 2017). The term gamification has emerged in the recent past that has a major contribution to the field of education. The term gamification refers to the application of video games into systems that are nongaming for improving the experiences of the users and engaging the users in a positive activity. Introduction of gamification applications into the education field i s still at the novice stage. Nevertheless, it has proved its worth as a motivational factor for the younger generation (Mart?Parreo et al., 2016). According to Bozkurt (2017) application of gamification into the education, the arena is backed by a strong scientific explanation that relies on design patterns, heuristics and gaming dynamics. Gamification has made its way into many classrooms processed online which is e-learning. Serious games have been found to be popular in acting as a tool engaging and motivating individuals for learning. The advantages that the process presents include instant feedback for learners, increased engagement and augmented loyalty of students. Against this background, Topiceanu (2017) thought it considerate to introduce a gamified platform for the motivation of students. This was done through transposing students in a role-playing game that entailed them to receive rewards with levels, experience, level-ups, quests, guilds and achievements for taking part in educational activities in the classroom. The assumption behind the study was that gamification is noteworthy approach since the gaols are similar to that of a learner who takes part in the offline classroom. Further, the level of interaction between the teachers and students, both allegiance and competitive, is more when compared to other solutions. The study was conducted by the researcher with the hope that the results would be encouraging. The research question was whether gamified platform provides better support to learners to increase motivation and augment learning in an effective manner. The gamified grading platform was well explained by the authors. This was formed on the basis of present and past trends in the field of educational science. Gamified was proposed as an innovative platform favouring student interaction, constant rewards and collaboration. The gamified platform was defined as role-play-based (RPG) student class organisation. The purpose was to promote teamwork, sustain efforts and form a lasting bond. For the implementation of the tool, a set of tools were created that were simple in nature. The validation of the gamified platform was done from 2014 to 2017. The test run was on three generations of students and at two computer science undergraduate courses, namely, Algorithm Design and Analysis (ADA) andComputerOrganization (CO). Control groups were also considered for the study. The results of the study highlighted that the elements were familiar to a large pool of students. The elements nonetheless triggered interest among the students, and they welcomed all new approaches for learning. The studys results proved the positive influence of the proposal, and this was supported by the feedback of the participants at the end of each semester. The attitude of the learners towards grades and participation in the study was positive after taking part in the gamified system. Comparison of the control group with the study group highlighted that in the group for gamified, the participants were in favour of the modern approach. With the introduction of the gamified platform, the researcher hoped to throw light on a novice domain of educational research. By adopting the platform, it is possible that learners can be motivated to adopt such gaming elements to bring improvements in their education. Lastly, it is to be said that gamification is surely a promising tool that i n case integrated properly is crucial in promoting the satisfaction of the students and bringing together for learning, competing and working together. The most interesting aspect pointed out from the research is that participants show better performance, and increased engagement and interest when they get rewards. Rewards act as the driving factor for bringing about positive changes in the attitudes of the learners. When this aspect is applied in the classroom setting, many improvements can be achieved in terms of teaching experience and student performance. Rewarding students for their best performance in form of materialistic rewards such as chocolates, stationaries have been proved to be an effective motivational factor (Whitton et al., 2016). Student is motivated to compete with others in a healthy manner for achieving the rewards and being satisfied. Niemi et al., (2016) pointed out that praises and admiration received from teachers in a classroom setting are highly commendable for motivating and encouraging students. This approach acts suitably in enhancing progress towards the already set academic goals. The power of recogni tion is not to be underestimated by teachers. Emmer and Evertson (2016) highlight that providing constructive feedback is also a form of rewards that aims to enhance the motivation of the students. Students feel encouraged when they receive constructive feedback highlighting both positive and negative sides of their performances. Students under such condition feel that their efforts have been recognised and that there are further chances of improvements. References Bozkurt, A. (2017). Gamification, Education and E-learning: An interview with Andrzej Marczewski.eLearn,2017(8), 1. Emmer, E. T., Evertson, C. M. (2016).Classroom management for middle and high school teachers. Pearson. Mart?Parreo, J., Mndez?Ibez, E., Alonso?Arroyo, A. (2016). The use of gamification in education: a bibliometric and text mining analysis.Journal of Computer Assisted Learning,32(6), 663-676. Niemi, H., Toom, A., Kallioniemi, A. (Eds.). (2016).Miracle of education: The principles and practices of teaching and learning in Finnish schools. Springer. Su, C. H. (2017). A Novel Hybrid Learning Achievement Prediction Model: A Case Study in Gamification Education Applications (APPs).International Journal of Information Technology Decision Making,16(02), 515-543. Toprceanu, A. (2017). Gamified learning: A role-playing approach to increase student in-class motivation.Procedia Computer Science,112, 41-50. Whitton, D., Barker, K. L., Nosworthy, M., Humphries, J., Sinclair, C. (2016).Learning for teaching: Teaching for learning.