The Nervous System and its Role in the Cardiac Cycle

The heart is a magnificent creation that has the ability to mostly govern itself, under normal circumstances. The cardiac conduction system and SA Node are usually the primary, autonomous controllers, of the cardiac cycle. But sometimes the heart needs some input from outside sources. The nervous system plays very important roles in assisting with the management the cardiac cycle. The two primary components of the nervous system involved in the cardiac cycle are the parasympathetic and sympathetic portions of the nervous system (Shier, Butler, & Lewis, 2016).

The parasympathetic nerve fibers transmit signals, with the help of the medulla oblongata and vagus nerves. When these signals reach their destination, acetylcholine is released which ultimately, decreases the heart rate. The parasympathetic actions primarily are involved with decreasing the heart rate but can play a dual role and initiate both heart rate increase and decrease, depending on the situation. The vagus nerves play a role within the parasympathetic system to assist with increasing heart rate. The parasympathetic system initiates actions that are much faster than sympathetic system actions because they operate in a wider range of heart rate variability frequencies. The parasympathetic system can operate in low frequency and high frequency modes, where the sympathetic system is restricted to the low frequency variability band (Stauss, 2003).

Generally opposite of the actions of the parasympathetic system, the sympathetic system’s primary function assists with increasing the heart rate. It does this by increasing the rate of slow diastolic depolarization and by initiating the release of norepinephrine. These actions result in an increased rate and force of heart contractions. Research has shown that the sympathetic system primarily operates in the low frequency and very low frequency variability bands. Further research implicates the sympathetic system as a role player in instances of heart failure and sudden cardiac death. The sympathetic system enhances the autonomous actions of the heart while the parasympathetic system slows things down, or inhibits automatic actions of the heart (Sztajzel, 2004).

The parasympathetic system and sympathetic system need a check and balance system to maintain the proper balance between activities that increase and decrease heart rate. This is done through baroreceptor reflexes and the cardiac control center located within the medulla oblongata in the brain. Blood pressure is controlled this way from baroreceptors that are sensitive to the stretching of major blood vessels such as the aorta and carotid arteries. Signals are sent to either the parasympathetic system or sympathetic system to cause the desired response in heart rate which affects blood pressure. Research has indicated that these systems are slightly different between men and women. Women appear to have a slightly altered sympathetic system with minor differences that try to fight off hypertension. The nervous system plays a critical role in assisting the cardiac conduction system with the cardiac cycle. Any number of variables can alter or interfere with this complex system, resulting in a variety of medical issues, such as congestive heart failure or sudden cardiac death. The complexity of the nervous system and cardiac conduction system and their interactions, are truly amazing, as they join forces to keep the cardiac cycle operating at optimal levels (Hinojosa-Laborde, Chapa, Lange, & Haywood, 1999).

References:

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

Stauss, H. (2003). Heart Rate Variability. American Journal of Physiology. Retrieved from http://ajpregu.physiology.org/content/285/5/R927.short

Sztajzel, J. (2004). Heart Rate Variability: Noninvasive Electrocardiographic Method to Measure the Autonomic Nervous System. Swiss Medical Weekly. Retrieved from http://www.firstbeattechnologies.com/userData/firstbeat/download/Heart-rate-variability_a-noninvasive-electrocardiographic-_2004.pdf

Hinojosa-Laborde, C., Chapa, I., Lange, D., & Haywood, D. (1999). Gender Differences in Sympathetic Nervous System Regulation. Clinical and Experimental Pharmacology and Physiology. Retrieved from http://onlinelibrary.wiley.com/doi/10.1046/j.1440-1681.1999.02995.x/full

Photo Credit: https://www.pinterest.com/pin/318840848591062869/

Eric Dempsey

MS, ISSA Master Trainer

Dempseys Resolution Fitness

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 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

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

ISSA Master Trainer Certification Completed

The quest for knowledge continues as the eternal white belt! 

ISSA Master Trainer.

It took a lot of academic effort to get this. 

I am now better trained and educated so that I may provide a higher quality of effective service to my clients. 

Another challenge completed just means it's time to move on to the next learning experience. 

I am grateful and thankful that I was able to achieve this. 

On to the next challenge!

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

What an Elementary School Physical Education Program Should Be

The focus of an elementary school physical education program should be in developing children’s perceptual abilities, motor skills and interest in physical activity. The program should not be overly technical, as specialized, sports related, skill development will come later in the children’s life, especially during high school. 

An elementary school program should focus on having a personalized approach to each individual student. Some children are fast learners and highly coordinated and others are not. The program should help each type of student with their particular needs. The physical education program should help children see the value in physical activity and help them develop a positive relation with it. 

Basic motor skill development should be included as this is an important learning process for children. The basic skills including running, jumping, skipping, climbing, throwing and catching should be taught as part of the fundamental program. Perceptual motor skills should also be included, to not only help the children function more efficiently in a learning environment, but to also help with better overall movement patterns.

Physical education programs at this level should be progressive in nature and begin with basic skills and then evolve into more advanced game and sport related skill development. Team building, social interaction and group participation should be emphasized over victory and defeat, in sporting events and games. 

This program has the ability to help children develop a positive self-image and allow them to face physical challenges with confidence. This is a critical part of a child’s development that will assist them throughout their lives. The elementary school physical education program can build a child’s foundation for self-confidence, functional motor skills and a desire to be active, that will have a lifelong and positive impact.

References:

Fahey, Thomas. Youth Fitness Trainer, 3rd Ed. Carpinteria: International Sports Sciences Association, 2015. Print.

Fahey, Thomas. Fitness for Kids and Teens, 3rd Ed. Carpinteria: International Sports Sciences Association, 2015. Print.

Eric Dempsey

MS, NASM Weight Loss Specialist

Dempseys Resolution Fitness

Learning never ends!

The fruits of my labor are paying off finally. 

I received my ISSA Certified Fitness Trainer certificate. 

The learning never ends as it is a continual journey in the quest to be better than yesterday. 

Back to the books to continue the mission!

Eric

College: the education journey continues

Time to hit the books again. Making progress! 

Starting week 7/10 of the ISSA certified fitness trainer course and specialist in fitness nutrition course. 

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