How to Mess Up Your Personal Statement for Graduate Or Professional School Applications

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When you applied as an undergraduate, your personal statement probably did not make much of a difference, because undergraduate admissions are heavily based on numbers (GPAs, test scores, etc). Graduate and professional school admissions are different! Your competitors will have grades and test scores similar to yours, because most people who have the motivation to pursue an advanced degree did well as undergraduate students. As the number of applicants rises and academic budgets are cut, every year there's more competition for fewer admissions openings.

How does the committee determine that you have what it takes to succeed in advanced studies? You guessed it. Your personal statement will play a determining role in whether or not your application is successful.

So you know you need to write the strongest, most persuasive personal statement you can. But here are two facts you may not know. First, most reviewers will spend only a couple minutes skimming your personal statement. Second, because their job is to weed out the majority of applications, reviewers are looking for reasons not to recommend you for admission.

Avoid common mistakes that will get your application put in the reject pile. Read on for 10 simple ways you can mess up your personal statement:

1. Say thank you

Your parents and elementary school teachers taught you to be polite in writing, and you know it's a good rule to follow. But do not waste words thanking the committee for reading your application. It's not the same situation as applying for a job, because you're paying the school to review your application so that, hopefully, you can pay them to educate and train you. Starting or ending your statement with phrases like 'Thank you for reviewing this application' or 'I appreciate your consideration' can make you come across as immature, obsequious, or ignorant of academic culture.

2. Make excuses

Lots of applicants have weaknesses in their application files, especially in their transcripts. Maybe you got low grades your freshman year. Maybe you had to leave school and work for a while. Maybe you got an F in that statistics class and had to retake it. Or maybe you got a degree in one field and are applying to grad school in a different field; or you did not pass your medical residency exams the first time.

Whatever your weakness is, do not offer excuses and do not bad-mouth anyone. So it was not your fault that the professor lost your final exam and flunked you, or jobs dried up in your original field of study, or you had the flu when you took the GRE. Do not say anything that sounds like an excuse or sounds like you are blaming someone else for you failing to achieve a goal. Even when it is true, it may make you seem whiny and unable to accept responsibility for your actions. Instead, address the weakness at the end of your statement, and explain how you have overcome it, learned from it, and are a better candidate now because of it.

3. Summarize your resume and transcripts

Many applicants try to summarize their professional resume and academic transcripts in the personal statement. All of this information is requested in the application itself and the reviewers will see it. Personal statements are too short to waste space explaining that you got straight A's your senior year. Instead, describe the experiences and achievements that are relevant to your development as a potential professional in your chosen field

4. Be cute or funny

Maturity is one of the most common adjectives admissions committees use to describe the ideal graduate or professional school student. You are applying to eventually become their colleague, a fellow professional. Show them you take their time, their program, your future, and yourself seriously by maintaining a positive and professional tone. Unless the application directs you to submit a creative writing sample, leave the stand-up routine for the comedy club.

5. Suggest that the program can right a wrong by admitting you

Remember that the committee members are busy professionals who are taking only a couple minutes to skim your statement. On the one hand, asserting that you will make a unique contribution to your program and bring a new perspective by adding to the diversity of their student body is a smart move and shows you as a positive, professional team player. On the other hand, asking for admission on the grounds that it will correct a previous injustice runs the risk of making you appear unqualified and / or confrontational.

6. Be sarcastic

This one does not need much explanation. Your ironic commentaries and sarcastic quips make your Facebook friends laugh, because they know you. The admissions committee does not. They can easily misinterpret sarcastic comments, or decide you're flippant, cynical, pessimistic, or a know-it-all.

7. Say something potentially offensive

Again, not much explanation needed on this one. You do not know anything about the people who are reading your personal statement. Assume they are very sensitive on all issues and write accordingly. Do not assume they agree with any of your political, social, or religious views.

8. Show your inferiority complex or your superiority complex

Many applicants have trouble striking the balance between promoting themselves and not coming off as arrogant in their personal statement. A personal statement is a marketing document and has to showcase your strengths. Yet many applicants err on the side of humility, such as using self-deprecating language; or describing weaknesses and previous failings without explaining how they've worked to turn those weaknesses into strengths. Admissions committees do not admit candidates out of pity!

Other applicants err on the side of conceit, giving the impression that they do not really need any advanced training because they know so much about the field and have so much experience. They fail to describe what they expect to gain from a specialized course of education. You want to walk the line between these extremes. Assert that you are very well-qualified to begin this course of study, and that you have the preparation, motivation, maturity and focus they seek. Then stress your planned specialization, what you will gain from attending their program, and how you need the training they offer to succeed as a professional.

9. Plagiarize your statement, or submit content you paid someone to write

Most grad and professional school applicants have not read hundreds of personal statements and are unaware of how unique each person's writing style is. It really does not take much for admissions committees to note that the language and style of a candidate's personal statement is different from the writing found in other parts of the applications. There are also a few dozen so-called sample personal statements on the internet that are frequently copied and submitted as the applicant's own essay. Committees are well aware of this! You can also hire someone to write a personal statement for you. It may sound great to you, but you should realize that such essays are based on a template that they just customize for you, using the same paragraph organization and phrases. It's a smart move to get an expert to help you revise and polish your words into a persuasive statement. It's risky to plagiarize a statement from the internet, or hire someone to write the whole statement for you.

10. Use poor spelling or poor grammar

This one should be pretty obvious. Academics on admissions committees are generally high achievers with high standards who will not disregard even simple typos. If your personal statement is not technically perfect, it can make you seem sloppy, lazy, or inattentive, which are not qualities anyone wants in a future colleague. Remember that the people skimming your essay are seeking a reason to reject your application and make the pile of possible admits smaller. Always get someone with strong writing skills to review your essay.

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Source by Laura York

Who Owns the Public Schools?

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Part of the series: School Is Hell

Who Owns the Public Schools?

"Without a real private competitive market for education in America, all that is available is what the state education central planners choose to provide."

– Richard M. Ebeling, President, The Future of Freedom Foundation

The so-called "public" school system does not belong to the public; it is owned and run by the government. Therefore, the public schools serve government needs, not the public's needs. In contrast, private schools are owned and run (and are paid for directly) by members of the public, and are accountable to their patrons.

We must not make the mistake of believing that "We, the people," are our government. While politicians and other officials claim to represent us, they are an elite class who pay little attention to their constituents. Further, the school system is a world of its own that has virtually no responsibility to the public it pretends to serve. Its superintendents actually work for the state department of education. Their only connection with the town is that local residents are forced to pay their salaries.

Also, we should not expect public schools to offer real education. They are intended to provide schooling only – basic concepts of literacy and numeracy, with a shallow smattering of other knowledge. However, even those basic skills are sorely neglected in today's schools. They are crowded out by political mandates, social engineering and other concerns. The result is a confusing hodgepodge of opinions, attitudes and values ​​(often contrary to family and religious traditions) with no cohesion, no consistency and no real point other than to turn out docile group-thinkers who will be dependent on the government.

"Local control" of public education simply does not exist. Local school boards do not represent the people who elect them. In my state, CT, state law says, "School boards are not agents of their towns, but are creatures of the state." In other words, the school boards are puppets of the state education bureaucracy, which also controls the state legislature on schooling issues. School board members are also members of political parties and are responsive to their pressures. They simply pretend to control the schools when in fact they decide only trivial details. More and more, what we have is a national school system controlled from distant offices by non-elected bureaucrats with unknown agendas. Even state control is giving way to a virtual federal takeover, through such bad laws as No Child Left Behind and Goals 2000.

The school wars rage on because the system's goals for children are virtually the opposite of the goals that parents have for them. The government uses its schools in order to turn out masses of obedient controllable employees and soldiers; therefore, it offers an experience that conditions our children for low level jobs and / or the military. That should explain why the state-run schools offer a routine that says to children, "Sit down, be quiet, do not ask questions, we'll tell you what to think and do." To parents, it says, "We do not care what you want."

Meanwhile, parents are consistently disappointed by what the government schools offer their kids, but are helpless to change them. School board meetings are charades arranged by the employees in order to prevent input from parents and the public. The entire show is controlled by state and local administrators and the employee unions in order to benefit themselves, not the public or the children.

Parents should not expect the public schools to offer real education, and yet many still do. The government school system has never had the intention to offer what most parents want. Public school is a union-controlled program of coercion paid for by the force of taxation. The employees' qualifications are questionable, their "certifications" are bogus, "tenure" is a sham, and their union constantly seeks maximum pay for minimum work. It is designed to provide political and social indoctrination, with only a minimum of skills and knowledge, but not education. The result is mediocrity, secrecy, and deception with accountability to no one. Fewer and fewer people believe that government is an appropriate agency to offer "public education."

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Source by Ned Vare

USC Pharmacy School Application Requirements and Tips From an Accepted Student

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I will begin with the statistics of the accepted students into the University of Southern California Doctor of Pharmacy program for 2009. 460 students were offered interviews from a pool of over 2000 applicants. 240 students are accepted (11 students from out-of-state schools), and the expected class size for 2009 is 190. One must note that USC offers their undergraduates the opportunity of guaranteed admission as long as they complete their requirements in the TAP program (these students take up a large chunk of seats available for other applicants).

Obtaining a Bachelor's degree is now a requirement for admission at USC. The minimum GPA requirement is a 3.0 (the average GPA of accepted students is a 3.60). Since USC does not require taking the PCAT, other admission criteria is weighed more heavily (GPA, interview performance, extracurricular activities, personal statements, etc.).

For the application process, it is very important for you to note that the University of Southern California sends out interview invitations on a rolling basis, so it is important that you turn in your PharmCAS application and supplemental application as soon as possible. The deadlines for both are early November, but I highly recommend that you turn both in no latter than early August (I turned in my applications by mid-July, just 1.5 months after the application was made available).

At your interview, you will be asked questions by a current pharmacy school student as well as a faculty member. Think of it more of a conversation where you also ask questions back to both of them. When you first arrive at the interview session, you will be greeted by several current pharmacy students, who do a great job of calming you down prior to your interview. Take this opportunity to ask questions and warm up your oral communication skills. Do not worry to much about the "essay" portion as it is just a test of how well you take notes off of a random article that you read. BE SURE to follow all directions provided to you as it is also a test on how well you pay attention to details.

Here are the pre-requisites for USC 's pharmacy program:

Calculus (for science majors)
Statistics (non-business)
Physics w / lab (science / life science majors- thermodynamics & Electromagnetism recommended)
General Biology w / lab (excludes human anatomy & physiology, botany, and microbiology)
Mammalian Physiology w / lab (human preferred-excludes plant, cell and marine physiology)
Microbiology w / lab (fundamentals of microbiology for science majors)
Molecular or Cell Biology (for science majors-one upper division course)
General Chemistry w / lab (for science majors-include inorganic & qualitative analysis)
Organic Chemistry w / lab (for science majors)
Biochemistry (for science majors one upper division course)
Human Behavior (General Psychology or Introductory Sociology)
Microeconomics

For Internationals (holders of foreign US bachelor's equivalent):
English (expository writing)
Interpersonal Communications or Public Speaking

Specific course Equivalencies For from your college, please lands check the forms available from USC's website .

The Pharm.D. program at USC is a 4 year program. USC is a private school, and our estimated tuition and cost of living for 2009 is approximately $ 60,000.

The University of Southern California provides students the opportunity to pursue dual degrees in addition to their Doctor of Pharmacy Degree. These include the following:

Pharm.D./Master of Business Administration (MBA)
Pharm.D./Juris Doctor (JD)
Pharm.D./Master of Public Health (MPH)
Pharm.D./Master of Science in Regulatory Science (MS Regulatory Science)
Pharm.D./ Master of Science in Gerontology (MSG)
Pharm.D./Graduate Certificate in Gerontology (Gerontology Certificate)
Pharm.D./Doctor of Philosophy (Ph.D.)

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Source by David E. Thompson

School Event Ideas to Create School Spirit

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Using events to generate school spirit is a great way to attract involvement from the students, faculty, and parents. There are many ways in which to inspire school spirit. Most events may revolve around the athletics associated with the school, but there are activities such as fundraisers, school gear, and competitions that can be used in place of events.

The most obvious school event to build spirit is a pep rally. This usually involves the cheerleaders and the football team, but it can also be a way for all athletics to participate. Pep rallies during the fall months could include all the fall athletic teams while the same can be done in the spring. One way to get more teams involved is to create competitions such as "land versus water" that pits the football and baseball teams against the swim and water polo teams in a non-sports contest like a trivia quiz about school traditions.

An easy event to plan is a Dress Up Day. Encourage the students to dress in school colors, let them attend class dressed up and painted. Plan a "Twins Day" where students can dress like a friend. Host a creative uniform day that lets students make modifications to their normal uniform with extra points for uniqueness. Let the students vote on the most interesting outfits.

Most schools have a store inside the school in which they sell school related items. This is a prime opportunity for non-event spirit building. Add in a variety of items that feature the school colors or emblem: t-shirts, hoodies, shorts, notebooks, book covers and window decals. For extra fun, have special items just for freshmen, seniors, etc.

Rather than a single event, designate an entire Spirit Week with a lot of activities planned. This can be coordinated with Homecoming Week, where alumni are likely to get involved. Ideas can include having Super Hero Day, Hat or Slipper Day, Flashback Day, etc. Plan a different activity every day leading up to the main event. Spirit Week can include contests between classrooms such as the best decorated door, trivial pursuit games, or which class can rack up the most points for students actually participating in Spirit Week.

Participating in fund raisers, such as Make-A-Wish, can induce a lot of student and faculty participation. Sparking contests between classrooms on who can raise the most money inspires many to empty their banks and pockets. The winning classroom can be treated to lunch at the local pizza shop or for an ice cream treat.

A great way to encourage student involvement is to have organized events such as a girls Powder Puff Football game or student / teacher events. A popular event is a Student Teacher Basketball game. This can include any teacher who wants to participate and any student, whether on the basketball team or not. Have a date and time set up for the students and community to come and enjoy the game.

Involve the principals by encouraging them to be willing to shave their heads or dye their hair a funky color if the students can accomplish a set goal. Make a big deal out of it by doing it at a pep rally for the entire student body to witness.

There are many events that can inspire school spirit. There is nothing better than seeing a stadium filled with one's school colors, that sight alone may entice more kids to participate.

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Source by Darla Blackmon

A Student-Teacher's Reflection on School Relationships

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Student teaching provides students with a hands-on opportunity to get a taste of teaching before they begin their career as an educator and creates opportunities for individuals to work not only with the students in the school, but the staff as well. Educators need to know how to act around students, but a student teacher must also learn how to act around fellow teachers, support staff, administrators, and parents.

Here I will reflected on ideal interpersonal relationships within the school, problems that they hope would not develop, and strategies for solving problems. The importance of maintaining positive relationships at school needs to be in the mind of every student teacher. Things may not always go smoothly, yet a professional should have some ideas on how to handle tricky situations.

Ideal relationships at school help make each day a pleasant day for everyone … teachers, students, support staff, administrators, and parents. Ideal relationships involve the exchange of kind words, good manners, teamwork, and positive attitudes. If such relationships are in place in the school setting, staff can work together in a supportive way to solve problems and to help each other. The staff would care about others and not just their own well-being. Lines of communication would be maintained. The entire staff of the school would work together for the good of the students and to sustain hardworking, dedicated employees. The students would be sure to thrive in such a positive, supportive environment. Furthermore, parents might be more apt to be involved in their child's education if they felt welcomed and appreciated. This is a brief example of what some ideal relationships within the school setting; however, this is not always the reality.

While student teaching, problems between the pre-service teacher and administrator, support staff, students, colleagues, cooperating teacher, and / or faculty advisor can develop. For instance, one hopes that the issue of differing educational philosophies will not hurt a pre-service teacher; however, a student teacher's philosophy may be subject to scrutiny, as s / he does not have the experience that other staff members might have. Another possible issue of contention is that many teachers deal with an enormous number of tasks and issues and often need to vent their frustrations.

Unfortunately, this negative energy may get a student teacher into trouble if s / he partakes in these conversations. Communication barriers may be another problem that can develop between support staff, the cooperating teacher, administrators, and so many more. Some people do not have interpersonal skills, and student teachers need to make sure that s / he does not prejudge based on a look. Additionally, one always hopes not to run into the staff member who just does not care anymore, as this can be harmful to all involved. Finally, not establishing effective classroom management techniques from the beginning with students is a problem that can develop, and one that teachers should avoid at all costs.

Several strategies can and should be implemented when solving problems. First, when dealing with administrators, support staff, colleagues, cooperating teachers, and faculty advisors, confrontations must not occur while a student teacher is emotional. Furthermore, as stated previously, many individuals will express their frustrations to others as a way to cool down. This should not occur in the workplace. The student teacher should ask to speak to the person privately. When solving problems, a student teacher should never use you statements. "You made me mad when …" should be "I felt upset when …." Numerous problems arise due to miscommunication. A student teacher should be willing to listen actively and to try to see the situation from the other person's viewpoint.

When dealing with students, student teachers must first know the expectations and rules of their cooperating teacher. If a cooperating teacher gives permission to actively work through problems with students, a student teacher must maintain composure. Students can sense when a teacher is frustrated, and this will potentially create an explosive situation. The student teacher should talk to the student in private and try to see the problem from the perspective of the student. The student teacher should not be afraid to talk the problem over with his / her cooperating teacher, and when deemed appropriate, the student's parents and / or the school counselor. Many times a fresh viewpoint provides a solution. If a student has a child study team, the child study team should be made aware of the problem, and depending on the severity of the problem, the administrator should also be notified.

This paper was an attempt to reflect on ideal interpersonal relationships within one's school, problems that they hope will not develop, and strategies for solving problems. When dealing with other individuals, problems will occur. Humans are innately different and possess differing viewpoints and perspectives. This can and will lead to conflict. Everyone has an opinion of an ideal relationship, but an ideal relationship is different from a real relationship. When working with people, whether they are adults or children, a student teacher must pick his / her battles. Not all battles are meant to be fought, and not all battles will be won.

The battles worth fighting for are those with the goal to make both sides better for having fought and to create a win-win situation for all parties involved. A student teacher must remember that s / he is not only in the classroom to teach but to be taught. Student teachers should see problems as doorways to learning and growth and not as hurdles to be charged through and overcome.

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Source by Rebecca Schauffele

High School Wrestling: Weight Lifting Options

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Weight lifting (ie resistance training) is merely one component of the conditioning that a wrestler needs to do to prepare for competition. Nonetheless, it's an extremely important component.

Resistance training is valuable because it can increase one's strength, power, and endurance. Resistance training not only increases muscular strength, it also works the ligaments and tendons that are connecting bones and muscles thereby reducing the chance that they become injured when participating in wrestling. In addition, resistance training increases bone density which may keep you from developing stress fractures. The famous strength and conditioning coach Dan John writes, "I've come to describe building muscle as 'armor building' for the sport athlete.

With so many weight lifting options out there, what is a wrestler to do? Perhaps you've seen television infomercials for P90X and have been tempted to try it. Maybe you've looked at bodybuilding routines in magazines like Flex, Muscle and Fitness, and Iron Man. Maybe you've even looked at a copy of Powerlifting USA. Some of you may have watched Olympic Weightlifting when the Olympics are televised. Seeing a man clean and a jerk a huge amount of weight is very impressive.

But, what is best for a wrestler?

First, I would like to mention a man named Tudor Bompa. Bompa states, "Strength training programs for sports must recognize that almost each sport involves different and specific muscle groups. These muscles are called 'prime movers' or the muscles performing the actual technical moves. Therefore, strength training exercises have to target the prime movers . " The sport of wrestling involves a lot of pulling. You pull your opponent's legs during a takedown. You pummel and fight for position. This is why exercises designed to strengthen the muscles that help you pull are really important. Your biceps, shoulders, and back muscles are all important for pulling strength. You also need grip strength for hand fighting and securing holds. You need hip and leg strength throughout a wrestling match. Therefore, focus on exercises that strengthen those particular muscles.

You may also want to consider whether it's off-season or in-season training. That's where the concept of periodization comes into play.

Well, that still leaves the question of what the best resistance training plan is for a wrestler.

Let's explore some of the options.

High Intensity Training (HIT)

High Intensity Training (HIT) was popularized in the 1970s by Arthur Jones, the founder of Nautilus. HIT usually involves doing only one set of a particular exercise as opposed to multiple sets. This one set is done in a slow and controlled manner. One performs the set until he can not possibly do another rep. In other words, he trains until muscular failure. This is believed to build muscular strength and size. HIT workouts are usually brief and intense and done only two to three times per week. Champion bodybuilders Dorian Yates and Mike Mentzer were HIT advocates. Other HIT advocates include Matt Brzycki, Ellington Darden, Ken Leistner, and Drew Baye.

HIT workouts are ideal if you are busy and have little time to train because they are brief (ie 30 minutes or less). However, some believe that always working to failure with limited sets has many drawbacks. There seems to be much debate about whether ones set or multiple sets produce greater strength gains. Studies have shown one set to be just as effective as three sets. Other studies have shown this not to be true. So, you may want to do some research before doing HIT. Some athletes have experienced great success utilizing HIT workouts so it may be worth a try.

Bill Starr 5×5 Training

Bill Starr was the strength coach to the Baltimore Colts when they won the Super Bowl in 1970. He was the strength coach at several US universities. He was also a US Olympic weightlifting champion and national record holder in powerlifting and Olympic lifting.

Starr focused on what he called The Big Three – the bench press, the squat, and the power clean. You can find different versions of his workout online.

As you can see, Starr's program used five sets of five repetitions. The workout also involved heavy, medium, and light days. Although he may be associated with football, his training will certainly work for wrestling. Starr is a legend in the field of strength and conditioning.

Powerlifting

Powerlifting is a strength sport that involves three lifts – the squat, bench press, and deadlift. Powerlifters usually perform multiple heavy sets of low repetitions, focusing on strength and power as opposed to size. These three lifts are all good for wrestling. But, doing only those three lifts may not meet all of your needs. And, focusing only on heavy weights and low reps may not be best if done exclusively.

5/3/1 Workout

This strength building routine was developed by former powerlifter Jim Wendler. The 5, 3 and 1 refer to repetitions. The 5/3/1 workout involves basic multi-joint lifts. Wendler states, "The bench press, parallel squat, deadlift, and standing press have been the staples of any strong man's repertoire. Those who ignore these lifts are generally the people who suck at them. If you get good at those, you'll get good at other stuff, as they have such a huge carryover. " According to the T Nation website, along with the bench press, squat, shoulder press, and deadlift, 5/3/1 includes assistance exercises to build muscle, prevent injury, and create a balanced physique. Wendler's favorites are strength-training staples like chin-ups, dips, lunges, and back extensions.

Power to the People / Pavel Tsatsouline

Pavel Tsatsouline has written a few books one of which is entitled Power to the People: Russian Strength Training Secrets for Every American. Paevel is not fond of HIT or bodybuilding.

Pavel states, "if you look at the training of the strongest people in the world, be it weightlifters, powerlifters, strongmen, whatever, there's one universal truth. They always lift heavy, in terms of percentage of one rep max, they always keep their repetitions low, and they never, ever train to failure. " His workout promises strength without bulk.

Pavel does not care how much you can bench. The amount you can bench is irrelevant to your wrestling abilities. Pavel states, "Unless you are training purely for looks, you must focus on the strength needed for your sport, job, or lifestyle. When I got the contract from the state of New Mexico to develop new strength tests for their select Special Weapons And Tactics Teams, I did not contemplate the bench press or curls, but enforced ten pull-ups, ten rock bottom one-legged squats, and ten hanging leg raises. " Pavel is about functional strength. Pavel also likes to do "ladders." For example, you do one push up, rest a second, do two push-ups, rest briefly again, do three push-ups, and so on. You work your way up the ladder until it starts getting difficult. Then you can rest and do another ladder.

You can some of his interviews, workouts, and articles online.

Density Training

Density training involves doing more work in the same amount of time or the same amount of work in a shorter period of time. For example, you could rest less between sets or perform more reps in the same amount of time.

According to Tom Venuto, some benefits of density training include increased time efficiency of workout, increased intensity of workout, enhanced fat loss by burning more calories in same time period, enhancing post exercise calorie burn, and increased natural growth hormone release.

Density training is touted to improve strength, power, and overall conditioning. Density training could help you to increase your push-ups or pull-ups.

Some names associated with density training are Charles Staley, Ethan Reeve, Bryce Lane, and Matt Wiggins. You can easily find articles about density training online.

Controlled Fatigue Training

Controlled Fatigue Training was developed by Ori Hofmekler. CFT involves combining strength and speed together in one workout. For instance, a CFT drill might involve running or sprinting with your hands in front of your face or stretched overhead. This is not as easy as it may sound. CFT is touted to make your muscle fibers stronger, faster, and tougher.

Every wrestler wants muscle fibers capable of generating and sustaining strength for extended periods. A guy named Mike Westerdal wrote a report entitled The Warrior Physique: Building the Hybrid Super Muscle you may want to check out. He states, "By combining cardio and resistance activities it causes the composition of muscles to transform from predominately type II or type IIb into Type III. By doing this, we are able to push beyond our genetic limits, much like the ancient Spartans, Gladiators and Vikings did. "

You may want to research CFT and super hybrid muscle.

Circuits and Complexes

Circuits and complexes are very similar. You do a series of exercises, one after the other without resting. After you have completed a circuit or complex, you may take a short rest before you do another round. Circuits usually involve going from one exercise to the next with no rest. Complexes often involve barbells or dumbbells. The exercises in the complex are all done with the same weight and you do not stop until you've completed the complex.

Some names associated with circuit training are Bob Gajda, Steve Maxwell, John McCallum, and Matt Wiggins.

You can find plenty of articles on circuit training online.

Steve Maxwell states this about circuit training, "This type of training is extremely demanding! Not only does it bring into play a fair amount of muscular strength and endurance but it creates tremendous systemic fatigue, which some people have termed metabolic conditioning or met-con , for short. "

A name associated with complexes is Istvan Javorek.

Here is an example of a barbell complex. This is Istvan Javorek's Complex 1.

Barbell Upright Row x 6

Barbell High Pull Snatch x 6

Barbell Behind the Head Squat Push Press x 6

Barbell Behind the Head Good Morning x 6

Barbell Bent Over Row x 6

I wrote about High Intensity Interval Training (HIT) earlier. Well, HIT has its own twist on circuit training called 3×3 workouts. You do three exercises one after the other and repeat this sequence for three rounds. This is supposed to improve your metabolic conditioning.

Circuit training and complexes can be great for strength and cardiovascular conditioning. These kind of workouts can time saving as well. They may not be the best if your goal is mainly building brute strength.

Bodyweight Training

Bodyweight training, of course, uses the weight of your body for resistance. You have probably performed push-ups, pull-ups, chin-ups, and dips before. But, have you ever done dive bomber push-ups, Hindu push-ups, hand stand push-ups, Hindu squats, or one-legged pistol squats before?

Some people swear by bodyweight training. Others claim that barbells and dumbbells are better. Some say that resistance is resistance and it does not really matter.

Some good bodyweight training books are Combat Conditioning by Matt Furey and The Naked Warrior by Pavel Tsatsouline.

If weight training is not your thing but you like push-ups, pull-ups and climbing ropes then I say, "Go for it."

Body for Life

Body for Life was a book written by a man named Bill Phillips. He founded Muscle Media, a bodybuilding magazine as well as the EAS supplement company. You may have read or heard about MRPs (meal replacement products). Well, his company produced one of the most popular.

Body for Life outlines an exercise and diet program aimed mainly at people trying to lose weight or simply get in shape.

I've seen the Body for Life workout referred to as a half pyramid with a drop set and a superset. It's very easy to understand. For example, if you were going to work your chest, you would choose two exercises like the bench press and dumbbell flies. You would do five sets of bench presses. You would do one set of 12, 10, 8, 6, and 12 reps for the bench press. That final set of 12 reps on the bench is the drop set. Then, you would immediately do a set of 12 reps for dumbbell flies. That is the superset.

Pyramiding weights is nothing new. Drops sets and supersets are nothing new either. People have indeed used this workout to get stronger and more muscular.

Body for Life is more of a bodybuilding routine although it does not use an excessive number of sets. You work your upper body twice and your lower body once during the first week. The second week, you work your lower body twice and your upper body once. You continue to alternate each week. This keeps you from overtraining.

This is not the perfect workout for a wrestler by any means. But, it's better than sitting on your couch doing nothing. You can find this workout online.

Bodybuilding

Bodybuilders are primarily concerned with size, proportion, and symmetry. They care mainly about how their muscles look as opposed to whether or not they are functional for a sport like wrestling. Bodybuilders attempt to build mass (hypertrophy).

A bodybuilder may use a large number of exercises, sets, and repetitions to achieve the size and look he is seeking. A bodybuilder typically stays in the 10-12 rep range. But, does bodybuilding provide any benefits for a wrestler?

Most wrestlers are not trying to gain muscle mass. Wrestlers generally want to get stronger without gaining much weight. A wrestler does not really care how defined his quadriceps are or how big his triceps are as long as he is strong, quick, and powerful on the mat.

If you want to gain some muscle mass, then you might consider doing some German Volume Training (10 sets of 10 reps) or some other bodybuilding program for a short time. But, do not employ bodybuilding training all year round.

Wrestlers really need not bother with dumbbell flies, triceps kickbacks, concentration curls, leg extensions, or other isolation exercises.

According to Professor Yuri Verkhoshansky, "In many sports, in many countries, bodybuilding is used to develop strength. This is a big mistake!" He goes on to write, "In sports where success is decided by split seconds and where victory hinges on speed of movement, power of muscular effort, and one's endurance for intensive work, bodybuilding is not effective."

A wrestler needs a strong, functional body. Bodybuilding can make you bigger and stronger. However, you can get strong using better methods more suited to a wrestler. And, gaining muscular weight may be of little value to you. Therefore, bodybuilding is probably not the best choice for a wrestler.

Strongman Training / Miscellaneous

Have you ever trained with a sledgehammer? Have you ever pulled around a weighted sled? Have you ever used a kettlebell, Indian clubs, Clubbells, or a Macebell? Well, it might be fun to try something new.

How Did I Train?

Unfortunately, I did not know a lot about weight training back in high school.

At our high school we had an old Universal Weight Machine. Sometimes I would do a circuit around the machine, hitting each station one after the other. I might do the circuit a couple of times. I always enjoyed doing push-ups. At home, I had a bench and some weights. One summer, I followed a course my dad had called Bob Hoffman's Simplified System of Barbell Training. It simply involved doing ten exercises of one set each. The exercises were military presses, curls, rows, shrugs, and other multi-joint compound movements.

I wish I had known more about proper weight training. I was never really organized when it came to my weight training.

I grew up on a farm in the Midwest, so I also performed a lot of physical labor like carrying bales of hay and pails of corn and building fences.

Periodization

You may want to keep periodization in mind when designing a lifting routine. You may want to lift for strength, power, and endurance at different times. Or, you may want to try to build all three of these at the same time. So, research linear periodization and concurrent or conjugate periodization.

Conclusion

Well, I hope I have given you some options to consider when designing your resistance training program. Resistance training is an important component in your wrestling conditioning. You can combine different options as well. You can lift weights and do bodyweight training as well. Just be sure to include some type of resistance training so you will be strong, quick, and powerful on the mat.

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Source by Tharin Schwinefus

High School Track and Field

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For Runners, Jumpers, and Throwers

Many students like to participate in high school track and field events, both during the outdoor summer season and the indoor winter season. Track and field is an excellent sport for those who want to increase their athleticism and agility without all the pressures of a team sport. While there are still some pressures to perform well for the team especially in meets or competitions, generally the track and field athlete is working against their personal bests and competing against others in their events.

In high school track and field, the events are divided into two categories: the races that are run on the track, and the events that take place in the field. Men and women typically do not compete against each other, though time constraints mean that they sometimes race at the same time. While men and women do run the same distances, the hurdles are lower for women, and the weight of the throwing pieces of equipment like the shot, discus, javelin and hammer are less than for men.

Round and Round and Round he goes

The track events include sprints, middle distance, long distance, hurdles, and relays. Sprints consist of short-distance running races such as the 100 m, 200 m, 300 m, and 400 m. Middle distance events include the 800 m, 1500 m, and 3000 m as well as the mile and two mile race.

Long distance events are those where the distance is over 5000 m, such as the 5000 m and 10,000 m races. Hurdles are barriers that are spaced out to be jumped over during a race. The distance for hurdle races are 110 m (100 m for women) and 400 m. For the shorter hurdle races, the hurdles are 0.99 m for men and 0.84 m for women, and for the longer hurdle races, the hurdles are 0.91 m for men and 0.76 m for women.

Among the most exciting events in high school track and field are the relay races. The typical race lengths are 4 x 100 m, 4 x 200 m, 4 x 400 m, and 4 x 800 m. Some high schools also hold distance medley relays (DMR) and sprint medley relays (SMR). The DMR race is where one leg of the race is 1200 m, the next is 400 m, the next is 800 m, and the last is a lengthy 1600 m. The SMR consists of a 400 m leg, 2 200 m legs, followed by an 800 m leg. Some high schools shorten the distance of the SMR to a 200 m leg, 2 100 m legs, followed by a 400 m leg.

On the Inside Track

When racing outdoors, the field events usually take place on the inside of the track. Include throwing events they 're , color : such color : as the shot put, hammer throw, javelin throw, and discus throw and the jumping events, like the high jump, long jump, by triple jump, and pole vault .

Some schools even hold their own decathlon competitions, where one athlete competes in 10 different events over 2 consecutive days. The first day, the athletes perform the 100 m run, long jump, shot put, high ump, and 400 m run. The second day consists of the 110 m hurdles, discus throw, pole vault, javelin, and 1500 m race.

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Source by Mitch McCann

Grad School Burnout – Mild Or Severe Depression, Anxiety and Stress Symptoms in Graduate Students

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Education that is "a way of life " may create vulnerability

Grad school is a long haul educational enterprise. Many Doctoral programs last 5 to 7 years, on top of the five to six years typically required to get the BA and a Masters degrees which precede it. Students who aspire to graduate degrees usually have a history of dedicated scholarship which extends back into high school or even elementary school. For many Grad students education has literally been "a way of life" … sometimes the only way of life that is well known or familiar.

Linda Curci of the Caltech Counseling Center suggests that:

"Burnout is a process that happens gradually over time. It creeps up on a person through an accumulation of random minor negative thoughts, sporadic lost hopes, and a series of small disappointments in oneself. Burnout is a painful process that includes emotional exhaustion, a loss of pleasure in interpersonal relationships, and a diminished sense of self worth. Burnout is the result of trying too hard for too long in a situation where the odds are against meeting one's expectations. people who burn out are intelligent, dedicated people who have high expectations for themselves. "

Grad school can be an emotional and psychological "trial by fire" and burnout tends to happen when you've been pushing too hard for too long and

The warning signs of burnout are:

  • Loss of interest in or questioning the meaning of your studies and research.
  • Chronic fatigue – exhaustion, a sense of being physically run down and emotionally flat
  • Anger at those making demands
  • Cynicism, negativity, and irritability
  • A sense of being besieged
  • Feelings of helplessness

From the point of view of a psychologist however, there is a bit more to be seen in some of the typical symptoms.

Perfectionism – As Curci suggests, one common area of difficulty lies in the impossibility of meeting expectations and all too often these exaggerated expectations are inner demands rather than outer ones.

Perfectionism, can create an inability to start or finish major tasks. Perfectionists are their own worst critics. Nothing is ever good enough and this constant self-criticism leads to paralysis or avoidance which sabotages progress.

Perfectionism is always a defense. Individuals with perfectionistic expectations hope, (wish), need, to protect themselves from all failure or criticism. This criticism which is imagined to be emanating from others is usually coming from within. This can create a vicious circle of fear-driven effort which no amount of external evidence of success ever seems to correct … if only because the possibility of failure can not ever be reduced to zero.

Suffering in silence – Grad students are individuals who have accepted to put themselves under the yoke of a program of training. They have often given up or put aside valid needs and desires in the name of their studies. They have left countries, communities, families, and personal relationships to follow their studies and often set aside personal interests and pleasures to fulfill program requirements.

The pain and anger caused by these losses is real but because the demands have been undertaken "voluntarily," individuals often feel they have no right to complain … or to grieve. These strong and relevant feelings, when unacknowledged can eventually insist on being experienced psychologically and emerge as depression, or as anger and cynicism towards a program which has been responsible for so much pain.

Fear of graduation? Grad students, as noted above, are often individuals who have dedicated themselves for most of their young adult life to a particular academic world. As the end of a program of study comes into sight questions may arise about how to live in the real world. A whole different set of competencies may be felt, frighteningly, to be lacking.

Supervisory strain – While Grad school programs are often well organized to support academic development, supervisors vary in their ability to be helpful with the more personal challenges of their students. In fact if the interpersonal relationship is not optimum the supervisory relationship may even be an additional stressor.

Ill-Health and Computer crashes … The psyche's hardware and software solutions to stress – Even when the strain of grad school is not extreme enough to create a full-scale burnout, it may manifest itself in chronic or minor health problems, particularly those which are significantly related to stress such as headaches, migraines, stomach problems, asthma, sleep difficulties … and if it's not you getting sick, maybe it will be your computer …

Strategically timed computer crashes can be caused by inattention and neglect as the over-stressed psyche looks for ways to create time out.

Cumulative strains – Even if you have been sailing through Grad school for the most part without excessive perfectionism or personal sacrifices, the long term stress of grad school may interact cumulatively with other stressful events such as unavoidable major losses or personal setbacks and funding crises to throw even the most balanced student over the edge into depression or burn-out

Leading a whole human life – The world needs the passion and enthusiasm of those individuals who are willing to push forward into the highest levels of knowledge in their domains, to broaden and deepen what we think and know. It is a loss to us all if students burn out or drop out in despair after such significant investments in their studies.

But the excessive and exclusive focus on their values ​​as scholars may lead Grad students to neglect other aspects of their humanity. Often what is most needed is compassionate and encouraging human contact and reassurance that they are valuable and valued in the world as individuals outside of their studies.

Some general notes on depression

Common signs and symptoms of depression include:

  • a persistent sad or "empty" mood
  • loss of interest or pleasure in activities that were once enjoyed
  • loss of appetite or weight loss
  • sleep problems
  • fatigue, despite adequate sleep
  • feelings of pessimism, guilt, worthlessness, helplessness
  • indecisiveness, difficulty concentrating
  • psychomotor slowing or agitation
  • thoughts of wanting to escape, hopelessness, suicidal thoughts

At its extreme end depression can become so severe that it can create suicidal feelings or thoughts. If you experience suicidal thoughts or feelings, it is very important to:

  • Make taking care of yourself your top priority.
  • Talk about these thoughts with someone. Do not suffer in silence.
  • Contact your institution's counseling center for an assessment or referral to community or other mental health services.

If these symptoms seem all too familiar, you might like to take an on-line depression screening test or contact your counseling center or a mental health professional for an assessment.

References:

Curci linda, (Caltech Counseling Center) Http://www.counseling.caltech.edu/InfoandResources/StressBurnout

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Source by Susan Meindl

The Impact of Cell Phones in Schools

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Most school administrations regard cell phone use as disruptive and distracting, and have implemented policies that prohibits using them on school grounds. Cell phones are a disruption in school. Text messaging can be used to cheat on tests. Students who are text messaging are not able to give full attention to the lesson. If a student cell phone rings in class, it totally disrupts the class for a considerable period of time. Many cell phones are also camera phones. Camera phones present an invasion of privacy in the schools. One of the best ways we can protect the privacy of every student is to ban cell phones from school during the school day.

During the school day, students need to be focused on classroom instruction without distractions. While the phones are very convenient and a common part of everyday life, for the most part, they are a distraction everywhere. Have you ever been on a bus or plane and somebody is carrying on a loud personal conversation? At a school, the distraction may be even greater than in a public place. For many teachers, one of the biggest concerns about including cell phones in schools is that they will be used inappropriately.

Students do not need cell phones during school hours. Many schools now have telephones in the classroom, if it really is an emergency students are easily contacted. I do not really understand why some parents are so adamant about being able to contact their kids at school at a moment's notice. Teachers have a difficult job as it is. They do not need to be dealing with kids having cell phones going off, surreptitiously texting each other, going on the Internet, and taking photos and video not to mention the possibilities for cheating. There are enough distractions

Students will text each other all the time during class, and there are times when the teachers will not even notice! Cellular phones are very distracting. Are we now slaves to our technology? If the student needs to call home they only need to go to the main office or guidance to contact a parent or guardian. Most calls home are not for emergencies, they are for mere simple communication that do not need to be done during school. It must have been a miracle that I made it through that time without the need of a cell phone. The majority of the calls, if not all, will be used in idle chatter. Their current uses are for distraction, social interaction, and lewd photography. And let's not ignore the parents who would call students DURING CLASS to talk about non-emergency issues. If it is truly an emergency, call the school main number and have the child brought to the office. There should be NO tcell phones in the schools.

There are no pros for cellular phone use in school. While cell phones are a convenience, however they do not belong in the school with our students. Students will use them in the class regardless of the rules. It will be a disruptive convenience benefiting only the students to talk to anyone. They will use it to text their friends or to play games. If there is a true emergency the parent only needs to call the school. Cell phones in the school will be a total disruption, they will be a good cheating device.

Obviously the cons of allowing cell phones in school, outweigh the pros. Cell phones have become a nuisance. Youngsters have enough distractions. And, there is no difference between looking through your phone and reading a note passed in class. School is for learning. Students will take it for granted and answer calls during the class. It leaves no hope for the classroom teacher. Whether the phone is on vibrate or not, it still makes no difference because the youngster will be continuously looking at the phone in anticipation of a call or a text message. Text messaging turned out to be as popular as e-mail and is omnipresent in many students' hands, and can caused total disruption to mere chaos in the classroom.

Distractions such as cellular phones do not belong in school. There is no need for cell phones in the schools, just as there was no need for them in the past. In the case of a true emergency, schools have in place systems that protect the children and notify the parents. It is the parents who are entitled to a cell phone. As a result they will always be available at a moment notice. Cellular phones in school are an unnecessary distraction that take time away from teachers and can be a source in cheating. Text messaging is an epidemic. I'm sorry to tell you this, but if you think students will not be texting each other while a teacher is teaching, you're dead wrong. Whether parents feel it is necessary to have cell phones in the schools or not, it is still a distraction to their children's education. It is a disservice to our children to allow cell phones during in the schools. Cell phones have become a huge problem. Kids text during class, leading to cheating, or coordination of other "bad" activities.

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Source by G Gautreau

School Uniforms Are Ineffective

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A study done by David Brunsma from the University of Missouri and Kerry A. Rockquemore from Notre Dame measured the effects of uniforms on attendance, behavior, substance abuse, and academic achievement and concluded that uniforms did not improve any of these. In their report published in the The Journal of Education Research in September / October 1998, the authors contend that uniforms may even have the opposite effect on academic achievement. They state, "Here, contrary to the expected, student uniform use actually decreases, on average, the standardized test score of these tenth graders who wear them due to mandatory school policy." Although these assertions were contested by Ann Bodine in the November / December 2003 issue of The Journal of Educational Research, where she argued that the research methods were flawed, their results are often cited by school uniform opponents, and no other formal studies support claims for either side of the debate.

Perhaps more importantly, Brunsma and Rockquemore consider other reasons schools may see a correlation between uniforms and improved test results and other benefits. They state, "What is omitted from the discourse on school uniforms is the possibility that, instead of directly impacting specific outcomes, uniforms work as a catalyst for change and provide a highly visible window of opportunity. It is this window which allows additional programs to be implemented … Requiring students to wear uniforms is a change which not only effects students, but school faculty and parents. Instituting a mandatory uniform policy is a change which is immediate, highly visible, and shifts the environmental landscape of any particular school. " Whether or not school uniforms directly improve attendance, behavior, and grades is still a matter of debate.

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Source by John L Head