The Difference Between an Endocrine Gland and an Exocrine Gland

There are numerous differences between an endocrine gland and an exocrine gland. To summarize the main differences between the two types of glands in a general sense, the terms internal and external come to mind. Endocrine glands secrete hormones into the body’s internal environment to cause a specific action to occur. Exocrine glands release secretions that follow pathways that lead to external areas (Shier, Butler, & Lewis, 2016).

Endocrine glands secrete hormones into the bloodstream to travel to distant, internal areas and cause specific actions that affect the body’s metabolism and many other processes. Some examples of major endocrine glands include the thyroid, hypothalamus, pituitary, adrenal, testes and ovary. Each endocrine gland secretes specific hormones to effect certain actions within the body. The hormones travel through the bloodstream until they reach their designated target cells to initiate the desired action or effect. An example of a specific action would be the thyroid gland secreting T3 and T4 hormones into the blood stream. These hormones travel through the bloodstream to their target cells. The desired action that results can include enhancing the speed of protein synthesis, lipid breakdown or cellular energy release from carbohydrates (Briers, 2012).

Exocrine glands produce secretions that travel through tubes or ducts to external regions of the body to cause specific effects. Examples of some of the major exocrine glands include sweat, mammary, salivary, tear and mucous. An example of a exocrine gland in action would be the salivary glands which produce saliva in the mouth, to aid in digestion, help prevent bacteria buildup and tooth decay and to enhance the ability to swallow. Another example would be sweat glands secreting sweat droplets on the skin’s surface, to aid in temperature regulation (Crampton, 2016).

While most of the endocrine and exocrine glands have very different, unique roles and functions, there are some glands that pull double duty as a combination of both types of glands. The pancreas produces enzymes which aid in digestion as an exocrine function, while also secreting insulin into the bloodstream, to aid in controlling blood glucose levels, which is an endocrine function. The liver also has a multifaceted capability, in that it produces bile in an exocrine manner, but also secretes plasma proteins into the bloodstream as an endocrine function. These diverse glands have important and amazing roles, in assisting with keeping the human body functioning properly (Davis, 2016).

References:

Shier, D., Butler, J., & Lewis, R. (2016). Hole’s human anatomy and physiology (14th ed.). New York, NY: McGraw-Hill.

Briers, D. (2012). The Difference Between Endocrine and Exocrine Glands. DBriers. Retrieved from http://www.dbriers.com/tutorials/2012/08/the-difference-between-endocrine-and-exocrine-glands/

Davis, K. (2016). Exocrine Pancreatic Insufficiency: What You Need to Know. MNT. Retrieved from http://www.medicalnewstoday.com/articles/310292.php.

Crampton, L. (2016). Interesting Facts about Saliva and Salivary Glands. Owlcation. Retrieved from https://owlcation.com/stem/Interesting-Facts-About-Saliva-and-Salivary-Glands

Photo Credit: http://www.slideshare.net/LadyRixi/endocrine-glands-22547640

Eric Dempsey

MS, ISSA Master Trainer

Dempseys Resolution Fitness

Sports Facilities Used in Athletic Recruiting

The use of facilities and equipment in the recruitment of athletes is a very common and highly debated practice. When a prospective student athlete comes to a school during a recruiting pitch, coaches often showcase their best facilities and equipment in the hopes of swaying the decision to join. Sometimes unethical practices occur, where the athlete is told untruths and shown facilities that aren’t really available. This can cause quite the shock and upset to the new athlete who was shown and told one thing and then arrives for practice to see something completely different. If the school has high quality facilities and equipment, this is not an issue, and showing the athlete the real facilities can be an enticing technique for recruitment. The real ethical issues revolve around the lies and deceit that sometimes occurs (Appenzeller, 2011).

There is somewhat of an arms race going on in the recruiting world of sports. Competition is high and the stakes are even higher. Getting the right athletes to join the team and keeping the good ones they already have, is a tough job. Research shows that modern athletes want to be engaged. They want to be team players and part of something bigger than themselves. In order to appeal to these newfound variables, universities are spending millions of dollars to upgrade facilities with cutting edge technology, designs, amenities and features. Specialized marketing and advertising companies work with universities to create unique marketing approaches to capitalize on the needs and wants of today’s athletes. A university’s history, traditions and back story are embedded into a modern technology, based package, which is designed to impact the new athletes upon their very first visit. These marketing campaigns are expensive and are going on across the country. This new era of recruiting and marketing is proving to be very profitable for the marketing firms that specialize in this niche (Jessop, 2014).

One of the issues surrounding the facilities for the recruiting arms race is the problem between big money universities and smaller universities. It is hard to compete with universities who are dropping fifty million dollars or more to develop these state of the art facilities and recruiting packages. Smaller universities try to recruit good prospects and then the bigger universities lure the athletes away with facilities and amenities, which the smaller school simply can’t match. Some argue that the best interests of these athletes would sometimes be served better by the smaller universities, who have reputable programs, yet lack the big lights, bells and whistles. The nature of the recruiting game is dog eat dog and those with the fancy facilities usually get what they want. Even the big money universities are competing at extreme levels and some wonder how far can it go. There are on so many upgrades that can reasonably be made to facilities but new heights are continually being pushed. The battle rages on as the amount of money being spent, continues to climb (Hoffman, 2015).

While in the past, coaches may have lied to and deceived prospective recruits, about a school’s facilities and equipment. In today’s world, that situation is diminishing with the advent of mega facilities and social media. Athletes now are looking at facilities across the full spectrum of social media sites. Reviews and videos of athletes conducting recruiting tours are readily available to anyone who searches online. Hiding facilities inadequacies is very difficult to do now. Schools that spend millions of dollars on the newest and best features are not hiding anything. The dilemma that athletes face now is one that has to do with their best interests versus the ever growing list of amenities. Schools have ridiculous facilities now with custom locker rooms, training equipment, technological training aids, and all sorts of other added features. But with all of these high priced gadgets and features, is the athlete going to receive the experience and education that they seek? For many, the education part is irrelevant and is a whole separate topic of debate. Athletes today are bombarded with giant video screens, new cryotherapy chambers and free IPads. And that doesn’t even touch the ongoing debate of whether athletes should be paid in school or not. Some say that the entire recruiting situation is an ethical minefield. Others think that it is just the natural evolution of the growing industry, in today’s society. The facilities arm race continues unabated, and will likely continue to do so, for many years to come (Hobson and Rich, 2015).

References:

Appenzeller, H. (2011). Ethical behavior in sport. Durham, N.C.: Carolina Academic Press.

Jessop, A. (2014). FSU Utilizes New Football Facilities to Attract Top Recruits. Forbes. Retrieved from http://www.forbes.com/sites/aliciajessop/2014/09/20/fsu-utilizes-new-football-facilities-to-attract-top-recruits/#148e770231ce

Hoffman, J. (2015). The Recruiting Process in College Athletics Needs to Change. Know it All Football. Retrieved from http://www.knowitallfootball.com/2015/02/04/recruiting-process-college-athletics-change/

Hobson, W., and Rich, S. (2015). Colleges Spend Fortunes on Lavish Athletic Facilities. The Bulletin. Retrieved from http://www.bendbulletin.com/sports/3846188-151/colleges-spend-fortunes-on-lavish-athletic-facilities?referrer=bullet1

Photo credit: http://collegesportsbusinessnews.com/issue/november-2014/article/football-facilities-are-key-recruiting-fundraising-tool

Eric Dempsey

MS, ISSA Master Trainer

Dempseys Resolution Fitness

Sports vs Education: The Dilemma of Sports in School

College and high school sports’, contributing to the educational process is a highly debated topic. There are many aspects of sports in school, that do contribute to the educational process and others argue, that there are many aspects that do not. While there is some validity in both sides of the discussion, it really comes down to how the sports program is run at a particular school. Some schools are more interested in the sports programs doing well rather than the academic achievements of their athletes. Other schools try to maintain a good balance between the sports performance and the athletes’ academic achievement. For the schools that appear to favor winning the sports seasons and championships, emphasis is placed upon keeping the athletes in the game over their grade point averages. While the schools who try to maintain a balance, help to keep the athletes’ academic performance in good standing, often at the cost of the sports team’s winning streak. It is a difficult situation, with many complex variables. The goals and influence of the school’s leadership, ultimately determines the positive or negative impact, of sports on the educational process (Coakley, 2015).

One of the big differences between American schools and other foreign schools abroad is the emphasis on sports, at the high school and college levels. Many foreign students, who move to the United States, immediately notice the importance placed upon sports in school. It is noticed because it is such a big deal in American schools and it isn’t emphasized by most schools, in other countries. In other countries, schools place emphasis on academics and the international test scores reflect this difference. When international research and surveys are published, they frequently show the United States lagging far behind other countries, in topics like math and science. Some argue that the schools in other countries are doing it right and the United States isn’t, with its preference for sport emphasis. Budget issues are also frequently associated with the sports in school argument. Some schools who had to make tough budget decisions, tried to cut their sports programs. When schools cut sports programs, there was great public outcry and debate. One thing that occurred in many schools was that when the sports programs were canceled, academic achievement and grades went up. There was also a decrease in bad behavior and disciplinary actions. Many think that this proves the point that school is for learning and not sports. Numerous schools that cut sports programs eventually caved in to the pressure, and restarted their sports programs with new parameters in place (Ripley, 2013).

While it has been shown statistically, that American emphasis on sports in school has a price that is paid in academic achievement, some feel that it doesn’t have to be that way forever. Leadership and management in the schools can find ways to balance sports and academics so that both receive fair attention. Different programs and guidelines have been implemented in various schools, which set standards for academics and sport participation. If a student in these schools wishes to participate in sports, an academic standard or grade point average must be maintained. If the student’s grade point average drops below the standard, then they cannot participate in sports until the academic requirements have been met. These types of programs have met with varying degrees of success. Many student athletes have demonstrated that it is possible to succeed in sports and academics at the same time. Many universities have adopted these types of programs and there has been involvement by collegiate organizations, such as the NCAA, to help promote these guidelines (Shortell, 2013).

The argument for sports in school has many valid points as well. While the struggle between athletics and academics is true and ongoing, canceling sports programs can adversely affect students in many ways. Sports have always been touted to teach sportsmanship, competitiveness, team work and discipline. Some consider this a unique educational aspect of American schools. It has been shown that students who were athletes in high school and college had a high probability to be more successful in the professional workplace. Many employers look specifically for sports participation at high school and college level, when screening applications of potential employees. Some argue that great scores in math and science may not benefit a student in the future workplace when compared to the drive, discipline, team work and competitiveness of a former athlete. The situation and variables related to the job, matter a lot in these instances. Overall, many feel that the qualities that a student athlete develops, through sports in school, is a unique and important factor that academics alone, cannot replace. While a balance between academics and sports seems to be an optimal answer, the influence of sports in American schools is here to stay, barring any dramatic change in future society and culture (Sato, 2013).

References:

Coakley, J. (2015). Sports in society: Issues and controversies (11th ed.). New York, NY: McGraw-Hill.

Ripley, A. (2013). The Case Against High-School Sports. The Atlantic. Retrieved from http://www.theatlantic.com/magazine/archive/2013/10/the-case-against-high-school-sports/309447/

Shortell, E. (2013). Sports vs. Education: A False Choice. Harvard Political Review. Retrieved from http://harvardpolitics.com/united-states/sports-vs-education-false-choice/

Sato, K. (2013). The Case For High School Sports. The Huffington Post. Retrieved from http://www.huffingtonpost.com/kai-sato/high-school-sports_b_3997391.html

Photo Credit: http://www.thesportsmirror.com/2015/12/what-schools-should-really-teach-in-sports-education/

Eric Dempsey

MS, ISSA Master Trainer

Dempseys Resolution Fitness

RAMA: Program for Warriors

As I plug away at the courses for my 5th and hopefully, final college degree, I often reflect back to my first college degree. 

The RAMA (Restorative Arts & Martial Arts) program was one of the best educational experiences of them all. 

A degree program for warriors, taught by warriors. A collaboration between Troy University, the Ranger Training Brigade and the 75th Ranger Regiment at Fort Benning. 

The year was 1997. This program was ahead of it time, as most of the topics taught have become popular trends now.

Functional fitness, kettlebells, bodyweight, SAQ, plyometrics, Dumbbells, medicine balls, Indian clubs, Army master fitness trainer, resistance training, BJJ combatives, combat hapkido, combat handgun, meditation, and anatomy & physiology were some of the fundamental courses. 

The down side, was at the time, there were very few certifications available, for these topics. So it ended up just being a course on a transcript. 

Now there are certifications for just about every topic that they taught. 

The program was great for shooters as the courses were very relevant to the job. 

The entire Army should have adopted the program. But like most things in the military, that actually work and are good, the program was canceled. 

I was glad that I was able to at least get my 1st associates degree through this program. 

Almost 20 years later, I still apply the concepts learned in this program, to the program that I teach today.

Sometimes new is not really new and new is not always better.

"Lean, fast and strong" are the fundamental cornerstones of my program and have been for over ten years now.

The RAMA program was instrumental in my development as a trainer and strength coach. 

I will always be grateful for the opportunity and experience that I received from this once great program. 

Eric Dempsey

MS, ISSA Master Trainer

Dempseys Resolution Fitness

Academic Integrity is still important

 Academic integrity is about being honest and truthful concerning all of a student’s academic affairs. It especially refers to a student completing all their assigned work and assignments by themselves, without cheating, or having someone else do their work for them. It also covers plagiarism or copying someone else’s material without properly citing or quoting the author. 

It is extremely important for a student to maintain high levels of academic integrity throughout their academic experience at a university or college. A student’s credibility is at stake and there are serious consequences that could be detrimental to the student’s academic and professional careers. The consequences of violating academic integrity range from failing a course, dismissal from a university, monetary fines and other legal penalties.

In today’s world of available technology, it is easy to copy and paste large volumes of data to complete an assignment or paper. People in today’s society yearn for things that are quick and easy. The work ethic has declined over the years and this has had an impact in the university settings. Colleges and universities have had to take measures to enforce strict academic integrity policies to deter students from being tempted to simply take credit for other people’s work (Blum, 2009).

Recent studies have found that more students violate academic integrity to some degree, than previously thought. Some think that the added academic challenge in today’s universities have made students more competitive and the need to do well is much higher. Students who struggle to pass courses have been expected to be the ones who chose a less than honest path to complete their work. Now, new information has revealed that successful students may feel compelled to violate their academic integrity, just to stay ahead (Bratek, 2012).

Most academic institutions now offer online degree programs. Academic integrity still applies in the online world. Some students think that they can get away with violations of academic integrity because of the online format. Also many classes have open book and take home exams, with a set of rules or guidelines for completion. Academic integrity policies have been created to cover these modern educational circumstances. However, even with academic integrity policies clearly in place, students still try to beat the system. Harvard University recently investigated over one hundred students, who may have violated academic integrity policies during an exam. These students, if found to be at fault, will face severe penalties, including dismissal from the university and possible legal action (Robbins, 2012).

The bottom line is that each student is responsible for his or her own work and is accountable for that work. There is no need to violate academic integrity policies of any institution. I believe that ethics, moral character and integrity need to be taught and reinforced by academic institutions. If a person cannot be an honest student, what type of professional will they be in their career field?

References:

Blum, S. (2009). Academic Integrity and Student Plagiarism: a Question of Education, Not Ethics. The Chronicle of Higher Education. Retrieved from http://chronicle.com/article/Academic-IntegrityStud/32323/ 
Bratek, E. (2012). Moving From Cheating to Academic Honesty. Education Week. Retrieved from http://www.edweek.org/ew/articles/2012/10/17/08bratek.h32.html 

Robbins, R. (2012). Harvard Investigates "Unprecedented" Academic Dishonesty Case. The Harvard Crimson. Retrieved from http://www.thecrimson.com/article/2012/8/30/academic-dishonesty-ad-board/

Eric Dempsey

MS, ISSA Master Trainer

Induction into the DET Honor Society

Always learning and always grateful! 

I received my certificate, honor cord and pin for my acceptance into the Delta Epsilon Tau International Honor Society for graduating from the ISSA College of Exercise Science with a 4.0 GPA.

On to the next academic challenge!

Eric Dempsey

MS, ISSA Master Trainer

Another Degree Completed!

I'm very grateful that I was able to participate in this program. 

This past year was academically tough. 

A lot of time, work and effort went into this degree. And I am better for it. 

The ISSA Associate of Science Degree in Exercise Science with an emphasis in Personal Training is complete!

This degree was more challenging than I expected. It was also much better than I expected. 

I learned a lot of valuable "new" information about many different topics. 

The learning never ends. Success lies outside of your comfort zone.

It's time to start the next degree/challenge!

Veterans: use your GI Bill!

Eric

Inducted into the DET National Honor Society!

So, on a positive note, I got this from school today. It doesn't mean anything but its nice to hear some positive words of affirmation after I spent the last year academically busting my ass during countless late nights. Woo Hoo! As I fill out the application forms to the next academic horror show. 

Dear Eric,

Congratulations! 

The Office of the Registrar is pleased to inform you that you have met all of the requirements of graduation and are an official graduate of ISSA's College of Exercise Science.

Your undergraduate 4.0 GPA in the College of Exercise Science has qualified you to become a member of the Delta Epsilon Tau National Honor Society.

Membership in this Honor Society brings honor and earned recognition to individuals, like you, who have worked diligently to acquire new knowledge and skills from an accredited distance learning institution. 

Membership sets you apart from other students and clearly demonstrates your commitment to distance education and self-study.

The Honor Society's emblem, a gold key, may be worn with pride by those who have been elected to membership. It bears the Greek letters D.E.T., the Flaming Torch and two of the finest words in any language: Integrity and Excellence.

By words and example, the Members of the Delta Epsilon Tau Honor Society reflect the concern, modesty, friendly spirit, and good nature that characterize the qualities found in true leaders.

You are now one of the most highly decorated members of the ISSA family. We hope you are as proud of your achievement as we are of you.

Well done,

The Office of the Registrar

I appreciate the kind words from school.

Eric

My Journey Through Grad School: Summer Semester is over, Fall Semester is the last one

And Graduate school summer semester grades are in. In the 2014 Current Topics in Fitness / Wellness course, I received an "A". In the Nutrition for Peak Performance course, I also received an "A". Current GPA 3.8. One semester left. I have to buckle down and bring it one more time!

Eric Dempsey
Master Sergeant, U.S. Army Retired
NASM Certified Personal Trainer and Weight Loss Specialist
Graduate Student In Exercise Science At Cal U.
Dempseys Resolution Fitness 

www.dempseysresolution.com