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Game Theory in the Social Sciences

Game Theory in the Social Sciences

True or false, and explain.
It is not possible for a finite game to have a mixed strategy Nash equilibrium, if all players have strictly dominant strategies. 

Consider a contributions game with 2 players. Each player can either ‘Contribute’ or ‘Not.’ If either (or both) Contribute, a good is provided to both. The good is worth 2 jollies to each player. If a player Contributes, she pays a cost of 1 jolly (deducted from the 2 jollies that the good is worth to her). If a player does Not contribute, she has no cost deducted from her jollies. If both players choose Not to contribute, both players receive 0 jollies.
(a) Suppose player 1 uses a mixed strategy. What is player 2’s expected payoff?
(b) Suppose player 2 uses a mixed strategy. What is player 1’s expected payoff?
(c) What is the mixed strategy Nash equilibrium in this game?
(d) Suppose the good is worth 3 jollies to both players instead of 2. What is the mixed strategy Nash equilibrium of this game?
 
Consider a 2 player stag hunt in which a Stag is worth 6 jollies to each player and a Hare is worth 1 jolly to any player catching one. What is the mixed strategy Nash equilibrium in this game?
 . Pat and Chris must independently decide whether to go to Naan n’ Curry or Top Dog at noon. Pat prefers Naan n’ Curry; Chris prefers Top Dog; and as BFF’s, they derive no jollies unless they eat together. Specifically, if they both choose Top Dog, Chris earns 3 jollies and Pat 1 jolly, and vice versa if they eat at Naan n’ Curry. 1

(a) Draw the strategic form

(b) Identify all Nash equilibria

Pat and Chris have had a falling out and are now mortal enemies. They must independently decide where to eat, as in the previous question. Pat still prefers Naan n’ Curry; Chris still prefers Top Dog. Each player gets 1 jolly from eating at her less preferred place and 3 jollies from eating at her more preferred place. Now, they each lose 1 jolly deducted from these payoffs if they eat at the same place.

(a) Draw the strategic form

(b) Identify all Nash equilibriam

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football hooliganism

 
my dissertation topic is on ‘does hooliganism still exist in football.

i need a literature review on this.
First briefly explain the broad issues related to your investigation; you don’t need to write much about this, just demonstrate that you are aware of the breadth of your subject.
Then narrow your focus to deal with the studies that overlap with your research.
Finally, hone in on any research which is directly related to your specific investigation. Proportionally you spend most time discussing those studies which have most direct relevance to your research.
It is very important to note that your review should not be simply a description of what others have published in the form of a set of summaries, but should take the form of a critical discussion, showing insight and an awareness of differing arguments, theories and approaches. It should be a synthesis and analysis of the relevant published work, linked at all times to your own purpose and rationale.

the literature review should:

• compare and contrast different authors’ views on an issue
• group authors who draw similar conclusions
• criticise aspects of methodology
• note areas in which authors are in disagreement
• highlight exemplary studies
• highlight gaps in research
• show how your study relates to previous studies
• show how your study relates to the literature in general
• conclude by summarising what the literature says

also

define your topic and provide an appropriate context for reviewing the literature;
establish your reasons – i.e. point of view – for
reviewing the literature;
explain the organisation – i.e. sequence – of the review;
state the scope of the review – i.e. what is included and what isn’t included. For example, if you were reviewing the literature on obesity in children you might say something like: There are a large number of studies of obesity trends in the general population. However, since the focus of this research is on obesity in children, these will not be reviewed in detail and will only be referred to as appropriate.
Main body

The middle or main body should:

organise the literature according to common themes;
provide insight into the relation between your chosen topic and the wider subject area e.g. between obesity in children and obesity in general;
move from a general, wider view of the literature being reviewed to the specific focus of your research.
Conclusion

The conclusion should:

summarise the important aspects of the existing body of literature;
evaluate the current state of the literature reviewed;
identify significant flaws or gaps in existing knowledge;
outline areas for future study;
link your research to existing knowledge.

please be very critical when writing this, and stay focused on the topic ‘does hooliganism still exist in football’ use themes and past and present researches and compare and contrast.

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MUSLIM WOMEN AND FOOTBALL: PERCEPTIONS OF BARRIERS AND OPPORTUNITIES OF A COMMUNITY FROM NIGERIA

 
This dissertation is chapter 1 which is the Introduction: this chapter of the research would introduce the topic in detailed yet precise manner, including the background of the study, the statement of purpose as well as the significance of the study. Moreover, the research question as well as the purpose of study and objectives must also be presented in order to make sure that the overall idea behind the research is not eluded. These are the research questions for the dissertation:
• Can identities be shaped and reinforced through participation in football?
• What is the perception of Muslim women participating in football?
• What barriers and opportunities are presented in the representation of Muslim women in football?
• Can the role of Muslim women participating in football be seen as ‘kicking against tradition?’
• How important to changing attitudes is the influence of football on Muslim society, but particularly to women?
• How beneficial is football to Muslim women and can they compete in real-time events without compromising their identity?
This chapter (Introduction) must explain proposed topic, well written and researched explanation. This chapter must be 1000 words.

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Special topics in sport and psychology

 
This assessment is in two parts. For Part 1, you are required to answer questions relating to a case study concerning the psychological aspects of sports injury (which was covered in Unit 13) and which refers to the video clip below, ‘Harry: coping with injury’. Part 2 involves reflecting on your learning within your chosen option units in Study Topic 4.
Task
Part 1
Case study (1200 words/60 marks)
Read the case study below and answer the questions that follow. You should also watch the video referred to in the case study, ‘Harry: coping with injury’, which is below. A copy of the transcript of this clip can be found in the ‘Other formats’ area of the Module Website.
Skip transcript: Harry: coping with injury
Transcript: Harry: coping with injury
MATT (TRAINER)
Well, after today. Don’t bounce around like that.
HARRY
What?
MATT (TRAINER)
Sit properly. Harry.
We had a medical review today and he didn’t get the greatest of news. He was really hoping that he’d be able to sprint and begin training, but we’re still really looking at another at least four to six weeks of rehab. He’s actually been pretty upset today, which is pretty unusual for him. He’s very, very frustrated right now.
HARRY
You do everything right, but yet everything still gets worse and worse. I’ve been positive, got on with it, do what I need to do, but yet that doesn’t have any effect on whether you’re going to get better or not or if you’ll be able to do whatever. When you do athletics, it’s your life, especially when you think you can go somewhere and you’re not allowed to do anything. I’m programmed to run. I’m programmed to train. That’s my life. That’s what I want to do, and that’s just like telling someone they can’t live their life.
INTERVIEWER
What’s it been like for you seeing your son not being able to do what he loves because of his injury?
FATHER
It is a bit stressful. Sometimes you can see that he’s just mildly depressed. The other day, he was crying on my shoulders. Came in and sat down, he was crying, and I really have to tell him, Harry, you have to be very well fit to go and run again because if you go now and you are not fit, you’re only just going to aggravate it and that would be the end of your career.
HARRY
Welcome to Baywatch.
MATT (TRAINER)
How was that overall, though?
HARRY
Can’t we do any jogging in the water?
MATT (TRAINER)
Not yet, not yet. Eventually, you’ll put a vest on and you’ll do running in the water, yeah, but not yet. I know it’s not running, but it still adds up.
HARRY
Biggest frustration of my life — crying, sobbing, didn’t know what to do with myself, but Matt, he helped me a lot, ’cause we thought let’s try and think about positive edge. How many people have had a year out to rest, literally just resting your muscles? And if we improve all the other stuff that we need to improve, people should be scared of me.
MATT (TRAINER)
I mean, this is the time at which coaches are almost more valuable. When things are going well, it’s all easy. When things are tough is when you really need to see whether you have the tools to turn that– turn that around.
Don’t be lazy in the front. It’s the front that needs to work.
The opportunity to race becomes very unlikely, but it can be very tempting to think, well, maybe we can get a race out this year. Those thoughts have crossed my mind, and certainly Harry has challenged me to keep an open mind about could we race this year. He’s so enthusiastic. He desperately wants to compete. It’s frustrating, more frustrating for him because he’s not able to do the things that he wants to do.
HARRY
If anything, it was a turning point and I’ve learned how to push forward and to never give up hope because, you know, I’ve been blessed with so much talent and I just need to perform and I just need to do what I need to do. You know, it could be a surprise thing where I’m back in a couple weeks or it could be another thing where it takes a couple of months.
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Harry: coping with injury
Case study: Sita’s injury experiences
Sita, aged 26, is an elite level hockey player and a part-time student at university. Sita is no stranger to the injury experience. In the past 12 months she has experienced several hamstring strains and a dislocated shoulder. Her current injury is a Grade II anterior talofibular ligament injury (ankle injury) sustained during competitive match play. When describing what happened immediately before the injury, she said ‘I never saw the challenge coming’. Before the past 12 months, her only experience of injury had been injuries that prevented training and competing for no longer than a week. Sita has also been experiencing some personal problems at home: her father died a year ago and more recently her husband, who is the main breadwinner of the household, has lost his job. She also attends university and has several pieces of coursework that are due in. Sita is very hard-working, but she is struggling with one particular subject.
Sita feels frustrated after sustaining another injury so soon after her shoulder injury. She knows that rehabilitation is likely to take over six weeks and that she will miss several important games. This is causing her to feel very angry. Her team has several players pushing for first team places in her playing position and she is also worried that she will not regain her first team place once rehabilitated. She has told her coach that she will not observe training this week, because it is too painful to watch her teammates train, and that she feels ‘useless’ and is ‘letting them down’ at such a key time in the season. She is frustrated by having to move around on crutches, and daily activities (e.g. carrying a cup of tea from the kitchen to the dining room) have now become a source of stress. This has often caused her to lose her temper and on one occasion she threw the cup in frustration. She is trying to stay positive and focus on her recovery, but is feeling very demotivated and is struggling to push herself to engage fully with her rehabilitation programme. She is having doubts about her ability to recover from the injury and thinks she may be prone to injury in the future.
To help her to cope with the injury, Sita’s physiotherapist recommends that she watches a video of sprinter Harry Aikines-Aryeetey coming to terms with injury. By watching this video she realises that she is not alone in finding injury difficult to deal with, and empathises with the feelings Harry demonstrates in the film. She begins to realise that her own feelings are a typical response to injury and that it is possible to come through the injury in a positive way.
Questions
• a. What are the similarities between Sita’s and Harry’s experiences of injury? (100 words/5 marks)
• b.Discuss how psychological factors could have led to Sita’s injury. (300 words/15 marks)
• c.Using either a cognitive appraisal model or a grief response model, discuss Sita’s psychological reactions to injury, taking into consideration what factors may have led to these reactions and what effect they may have. (400 words/20 marks)
• d.Discuss three possible psychological intervention strategies that could help Sita to cope more effectively with the psychological effects of her injury. (400 words/20 marks)
Part 2
Reflecting on your learning (Units 14–16) (800 words/40 marks)
For this part of the assignment task, you are required to consider one of the optional units in Study Topic 4.
• a.Explain how your study of this unit has helped you to develop new insights into the topic area. (400 words/20 marks)
• b.Discuss the key findings of your chosen journal article and how these findings may apply in a sport and fitness environment. (400words/20 marks)

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The Secrets of Sports Direct

 
Essay Question

Using the case study ‘Dispatches: The Secrets of Sports Direct’ produce a written analysis of two of the following dimensions in which work is experienced, supported by appropriate theories and evidence plus practical examples from the case study:

• Control in the workplace
• Metaphors we encounter in organizations
• Power in Managerial Practices
• Conflict and Resistance
• Work Satisfaction

Further guidance

View and review the case study paying particular attention to the experiences of work for the Sports Direct staff. Using theory discussed in seminars and lectures this term (you should also include research from your own personal reading). You should analyse your observations using examples from the case study to support your arguments.

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Football: Seeing Is Believing

 
Please Edit This Essay According To Rubric Below. Also, Please Attach A Cover Letter Which Should Be The First Page. A Cover Letter Is a formal analysis of your individual writing process.
A cover letter is critical thinking applied to your writing process. You should approach it as �meta-analysis� or self-observation of the steps you took to create your essay. A Cover Letter Should be 250 Words. The Essay Is Already Written Just Add The Cover Letter And Follow Below Comments On The Rubric That I Have Attached.

English 103 Rubric for Essays

Student:

Essay Assignment: This I Believe

MLA Format: Yes__X___ No_____ (If �No� 5 pts. deducted from original grade)

Does essay clearly respond to the assigned topic? Yes__X__ No_____ (If �No,� no credit is given. Essay must be rewritten to fulfill the assignment only according to the class revision schedule.)
Original Grade: (maximum 75)

Extra Points for On-Time Upload: +10

Essay Elements

Max pts. are listed
Excellent
Good
Improvement Needed
Unsatisfactory or Fail
(Additional Comments)

Cover Page

25 pts.

Self-analysis of writing steps/process

Essay�s evolution from notes to final draft.

Qualities of thought

0

No cover page attached/uploaded.
Writing Clarity

10 pts.

Correct sentences and grammar as part of effective expression;

word choice and sentence style

The writing is somewhat clear; however, there are quite a few sentence fragments and spelling errors.

8
Organization & Coherence

10

unified and �organic� beginning middle and end;

appropriate paragraph style and length

effective transitions, use of key words and phrases, clear and cohesive integration of quotations and any second source material
The paper is organized, but the single body paragraph is too long. It would have been ideal to create two body paragraphs.

7

Argument

15

Cohesive structure of thesis statement and topic sentences (correctly placed and clearly stated) directly affects argumentation

sound logic & other aspects of persuasive discourse (avoids bias, slanted language, unfounded claims, bias)

displays logos, ethos, pathos)

analysis or evaluation rather than summary or simple narration

The argument is clear, but is not clearly supported. Your body paragraph is unfortunately almost entirely summary instead of reasons for why you believe in football.

13
Support

10

Representative, sufficient, specific, and relevant supporting details

makes ample use of text and/or secondary sources to support points
The support used (the football game) is a good one, but you need to do more than just summarize the events – explain why exactly this game made you believe in the power of football. Do not let your examples/quotes speak for themselves.

7

Voice & Tone

5

Tone (including level of diction) is appropriate to subject

Writer�s voice is present throughout

Awareness of audience is apparent

The tone is a tad too informal at times.

3
MLA Style

N.A.

Correct use of quotations

Sufficient and correct notation of sources according to MLA guidelines

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Game Theory

 
This order is ideally suited for a writer who is familiar with game theory, and the penny matching game in particular, to make the description below easier to understand.

This order is to improve an existing paper about the penny matching game, which is a type of game from game theory. In this assignment, we test the results of changing the payoff of one of the possible combinations in the penny matching game. Ex. A soccer player in a penalty shoot out regular vs if the payout was increased if the kicker scored in the top left hand corner of the goal with a reward of 10,000. How does it effect the goal keeper and kickers decisions vs the zero sum game.

The paper is already written as a first draft. I wanted someone who is an expert in this subject to improve it. The first draft of the paper, the rubric, and the professor’s comments are attached. The first draft and the professor’s comments are attached in PDF form, as the comments were handwritten. The current essay includes references, but the writer is free to add or remove references as they like

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Concussion in Football

 
This essay is argument Synthesis essay.

Instruction from Professor:
Synthesis
Although at its most basic level a synthesis involves combining two or more summaries, synthesis writing is more difficult than it might at first appear because this combining must be done in a meaningful way, and the final essay must generally be thesis-driven. In composition courses, “synthesis” commonly refers to writing about printed texts, drawing together particular themes or traits that you observe in those texts and organizing the material from each text according to those themes or traits. Sometimes you may be asked to synthesize your own ideas, theory, or research with those of the texts you have been assigned. In your other college classes you’ll probably find yourself synthesizing information from graphs and tables, pieces of music, and art works as well. The key to any kind of synthesis is the same.

Whenever you report to a friend the things several other friends have said about a film or CD you engage in synthesis. People synthesize information naturally to help other see the connections between things they learn; for example, you have probably stored up a mental data bank of the various things you’ve heard about particular professors. If your data bank contains several negative comments, you might synthesize that information and use it to help you decide not to take a class from that particular professor. Synthesis is related to but not the same as classification, division, or comparison and contrast. Instead of attending to categories or finding similarities and differences, synthesizing sources is a matter of pulling them together into some kind of harmony. Synthesis searches for links between materials for the purpose of constructing a thesis or theory.

Key Features
• It accurately reports information from the sources using different phrases and sentences;
• It is organized in such a way that readers can immediately see where the information from the sources overlap;
• It makes sense of the sources and helps the reader understand them in greater depth.

Sometimes there is very little obvious difference between a background synthesis and a thesis-driven synthesis, especially if the paper answers the question “what information must we know in order to understand this topic, and why?” The answer to that question forms the thesis of the resulting paper, but it may not be a particularly controversial thesis. There may be some debate about what background information is required, or about why, but in most cases the papers will still seem more like a report than an argument. The difference will be most visible in the topic sentences to each paragraph because instead of simply introducing the material for the paragraph that will follow, they will also link back to the thesis and assert that this information is essential because…
On the other hand, all research papers are also synthesis papers in that they combine the information you have found in ways that help readers to see that information and the topic in question in a new way. A synthesis essay with a weak thesis (such as “media images of women help to shape women’s sense of how they should look”) will organize its findings to show how this is so without having to spend much time discussing other arguments (in this case, other things that also help to shape women’s sense of how they should look). A essay with a strong thesis (such as “the media is the single most important factor in shaping women’s sense of how they should look”) will spend more time discussing arguments that it rejects (in this case, each paragraph will show how the media is more influential than other factors in that particular aspect of women’s sense of how they should look).
Two types of Syntheses
An explanatory synthesis helps readers to understand a topic. Writers explain when they divide a subject into its component parts and present them to the reader in a clear and orderly fashion. Explanations may entail descriptions that re-create in words some object, place, event, sequence of events, or state of affairs. The purpose in writing an explanatory essay is not to argue a particular point, but rather to present the facts in a reasonably objective manner. The explanatory synthesis does not go much beyond what is obvious from a careful reading of the sources. You will not be writing explanatory synthesis essays in this course. However, at times your argumentative synthesis essays will include sections that are explanatory in nature.
The purpose of an argument synthesis is for you to present your own point of view – supported, of course, by relevant facts, drawn from sources, and presented in a logical manner. The thesis of an argumentative essay is debatable. It makes a proposition about which reasonable people could disagree, and any two writers working with the same source materials could conceive of and support other, opposite theses.
Preparing to write your essay
Regardless of whether you are synthesizing information from prose sources, from laboratory data, or from tables and graphs, your preparation for the synthesis will very likely involve comparison. It may involve analysis, as well, along with classification, and division as you work on your organization. Sometimes the wording of your assignment will direct you to what sorts of themes or traits you should look for in your synthesis. At other times, though, you may be assigned two or more sources and told to synthesize them. In such cases you need to formulate your own purpose, and develop your own perspectives and interpretations. A systematic preliminary comparison will help. Begin by summarizing briefly the points, themes, or traits that the texts have in common (you might find summary-outline notes useful here). Explore different ways to organize the information depending on what you find or what you want to demonstrate. You might find it helpful to make several different outlines or plans before you decide which to use. As the most important aspect of a synthesis is its organization, you can’t spend too long on this aspect of your paper! A synthesis essay should be organized so that others can understand the sources and evaluate your comprehension of them and their presentation of specific data, themes, etc.
The following format works well:
Writing the essay
The introduction (usually one paragraph)
1. Contains a one-sentence statement that sums up the focus of your synthesis.
2. Also introduces the texts to be synthesized:
(i) Gives the title of each source (following the citation guidelines of whatever style
sheet you are using);
(ii) Provides the name of each author;
(ii) Sometimes also provides pertinent background information about the authors,
about the texts to be summarized, or about the general topic from which the
texts are drawn.
The body of a synthesis essay:
This should be organized by theme, point, similarity, or aspect of the topic. Your organization will be determined by the assignment or by the patterns you see in the material you are synthesizing. The organization is the most important part of a synthesis, so try out more than one format.
Be sure that each paragraph:
1. Begins with a sentence or phrase that informs readers of the topic of the paragraph;
2. Includes information from more than one source;
3. Clearly indicates which material comes from which source using lead in phrases and
in-text citations. [Beware of plagiarism: Accidental plagiarism most often occurs
when students are synthesizing sources and do not indicate where the synthesis
ends and their own comments begin or vice verse.]
4. Shows the similarities or differences between the different sources in ways that make
the paper as informative as possible;
5. Represents the texts fairly–even if that seems to weaken the paper! Look upon
yourself as a synthesizing machine; you are simply repeating what the source says,
in fewer words and in your own words. But the fact that you are using your own
words does not mean that you are in anyway changing what the source says.
Conclusion
When you have finished your paper, write a conclusion reminding readers of the most significant themes you have found and the ways they connect to the overall topic. You may also want to suggest further research or comment on things that it was not possible for you to discuss in the paper. If you are writing a background synthesis, in some cases it may be appropriate for you to offer an interpretation of the material or take a position (thesis). Check this option with your instructor before you write the final draft of your paper.
Peer Review
Read a peer’s synthesis and then answer the questions below. The information provided will help the writer check that his or her paper does what he or she intended (for example, it is not necessarily wrong for a synthesis to include any of the writer’s opinions, indeed, in a thesis-driven paper this is essential; however, the reader must be able to identify which opinions originated with the writer of the paper and which came from the sources).
1. What do you like best about your peer’s synthesis? (Why? How might he or she do more of it?);
2. Is it clear what is being synthesized? (i.e.: Did your peer list the source(s), and cite it/them correctly?);
3. Is it always clear which source your peer is talking about at any given moment? (Mark any places where it is not clear);
4. Is the thesis of each original text clear in the synthesis? (Write out what you think each thesis is);
5. If you have read the same sources,
a. did you identify the same theses as your peer? (If not, how do they differ?);
b. did your peer miss any key points from his or her synthesis? (If so, what are they?);
c. did your peer include any of his own opinions in his or her synthesis? (If so, what are they?);
6. Where there any points in the synthesis where you were lost because a transition was missing or material seems to have been omitted? (If so, where and how might it be fixed?);
7. What is the organizational structure of the synthesis essay? (It might help to draw a plan/diagram);
8. Does this structure work? (If not, how might your peer revise it?);
9. How is each paragraph structured? (It might help to draw a plan/diagram);
10. Is this method effective? (If not, how should your peer revise?);
11. Was there a mechanical, grammatical, or spelling error that annoyed you as you read the paper? (If so, how could the author fix it? Did you notice this error occurring more than once?) Do not comment on every typographical or other error you see. It is a waste of time to carefully edit a paper before it is revised!
12. What other advice do you have for the author of this paper?

Notes from Professor:
Synthesis means putting ideas from many sources together in one essay/presentation. After surveying and or evaluating several books, movies, journals, articles, photos, or even classroom activities (conducting primary research counts as well), organize some of the information around a theme or a question, make generalizations and test them. In the final stages of drafting try to present your information in a logical way that clearly supports your argument.

In other words, a synthesis is a written discussion that draws on one or more sources, hopefully to reach a conclusion. It follows that your ability to write syntheses depends on your ability to infer relationships among sources – essays, articles, fiction, and also non written sources, such as lectures, interviews, observations. This process is nothing new for you, since you infer relationships all the time–say, between something you’ve read in the newspaper and something you’ve seen for yourself, or between the teaching styles of your favorite and least favorite instructors. In fact, if you’ve written research papers, you’ve already written syntheses. In an academic synthesis, you make explicit the relationships that you have inferred among separate sources.The purpose of an argument synthesis is for you to present your own point of view — supported, of course, by relevant facts, drawn from sources, and presented in a logical manner. The thesis of an argumentative essay is debatable. It makes a proposition about which reasonable people could disagree, and any two writers working with the same source materials could conceive of and support other, opposite theses.

Please remember that the synthesis is not a summary, a comparison, or a review; and while it does report, it is not a report. It is the result of an integration or amalgamation of what you’ve heard and read and your ability to use this learning to develop and support your argument.

Here is a copy of my Annotated Bibliography:

Gerald Pacheco
Professor Howell
English 122-106
Floating Deadline
Mandatory regulation is the most effective tool for post-concussion management
Baugh, Christine M., et al. “Perceived Coach Support and Concussion Symptom-Reporting: Differences between Freshmen and Non-Freshmen College Football Players.” Journal of Law, Medicine & Ethics 42.3 (2014): 314-322. Academic Search Complete. Web. 22 Nov. 2015.
Baugh et al. assert the challenges football athletes have transitioning from high school to college. The study asserts freshmen and non-freshmen had a different perception of support for self-reporting symptoms of concussions to the coaching staff. The study indicated non-freshmen who felt they had the support from their coach to report symptoms of a concussion reported and were not required to play while experiencing concussion symptoms. However, the study found that coach’s support could lead to many undiagnosed concussions and athletes returning to play with symptoms of a concussion.
Bazarian, Jeffrey J., et al. “Persistent, Long-Term Cerebral White Matter Changes After Sports-Related Repetitive Head Impacts.” Plos one 9.4 (2014): 1-12. Academic Search Complete. Web. 24 Nov. 2015.
Bazarian et al. study analyzes the effects of repetitive head impacts (RHI) by using helmet-based accelerometers to estimate the average of RHI during a single season. The study occurred with ten Division III college football players and five non-athlete controls. Bazarian et el. stated, “the group underwent diffusion tensor imaging (DTI), physiologic, cognitive, and balance testing at preseason, post-season, and after six-months of no-contact rest” (1). The results reveal diffusion tensor imaging change from preseason, post-season, and six-months of no-contact rest.
Case, David, and Edmond Richer. “Analysis of Sports Related mTBI Injuries Caused by Elastic Wave Propagation through Brain Tissue.” International Journal of Multiphysics 9.1 (2015): 1-8. Academic Search Complete. Web. 24 Nov. 2015.
Case and Richer study “aimed to improve Finite element models use to predict the effect of impact on the brain, by taking into consideration the strains/stresses and pressure gradients created in the brain tissue by the propagation of elastic waves produced by the impact” (2). The finding of the study indicated intense pressure formed in specific areas of the brain could exceed the maximum pressure applied to the helmet. Case and Richer express, the Finite model and use of pressure wave propagation provided an “understanding of the mechanism of brain injury and improve the accuracy of mTBI prediction” (7).
Cook, Amanda, Harold King, and John A. Polikandriotis. “Where Do We Go From Here? An Inside Look Into The Development Of Georgia’s Youth Concussion Law.” Journal of Law, Medicine & Ethics 42.3 (2014): 284-289. Academic Search Complete. Web. 22 Nov. 2015.
The authors study recognizes Georgia as one of the last states to adopt a youth concussion law after Lysted Law of Washington State. The study compares Georgia’s youth concussion law with all 50 states and District of Columbia. The authors express the importance of coaches, athletes, and parents need to receive mandatory formal training provided by medical professionals trained in the management of concussion. This training will assist in understanding the importance of self-reporting and the decision of returning athletes to the playing field.
Drysdale, Thomas A. “Helmet-To-Helmet Contact: Avoiding A Lifetime Penalty By Creating A Duty To Scan Active NFL Players For Chronic Traumatic Encephalopathy.” Journal of Legal Medicine 34.4 (2013): 425-452. Academic Search Complete. Web. 24 Nov. 2015.
Drysdale study analyzes chronic traumatic encephalopathy CTE in the NFL. The study argues for the NFL to recognize the symptoms of CTE, implement regulation to prevent future concussion, and the future of the NFL. Drysdale study is compelling to discuss the consolidated concussion lawsuits filed against the NFL.
JOHNSON, L. SYD M. “Return to Play Guidelines Cannot Solve the Football-Related Concussion Problem.” Journal of School Health 82.4 (2012): 180-185. Academic Search Complete. Web. 22 Nov. 2015.
Johnson’s study on “return to play guidelines” for concussion is on the largest group of athletes to play football, the high school athlete. The guideline is the only tool for preventing the athlete from returning to the playing field to soon. Johnson states, “Cognitive impairments affecting verbal learning and memory, flexibility and inhibition, attention and speed of information processing” (18). At the same time, the study makes a strong recommendation for children and adolescent athletes. The study reveal there is no guideline for safe return to play for children playing contact sports.
The annotated bibliography are the six sources I choose to write my argument synthesis essay. If you decide to change a source can you call or email me before Tuesday the first. Tuesday is the deadline for turning in my annotated Bibliography. I been thinking of a “causal-cause/effect” argument.

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Brazil Olympics

 
Professor requirement:

‘Reading Sport Critically’ Research paper instructions

Research paper Outline:

Submit a (printed) one page outline clearly stating your research topic, a one paragraph summary (of the question(s) you intend to explore/possible lines of argument for the paper), identify class readings that apply to your topic, and provide a list of 10 academic sources (not including class readings).

Due: October 16, 1:30 p.m., in class

Research Paper:

2500 words (not including bibliography).

In this paper you must use the ‘reading sport critically’ theoretical and methodological framework to explore/investigate a specific topic relating to sport and social issues. You must demonstrate your familiarity with all course readings that relate to your topic as well as draw upon at least 10 additional academic sources (published in 1999 or later unless provided as historical evidence). This paper will be evaluated in terms of:

demonstration of command of appropriate knowledge
critical thinking capacity
quality of presentation/ability to construct a logical argument/write an effective paper
Due: December 4 in class at 1:30 p.m., or before (hand-in a printed copy)

My requirement:
1. As Prof required, student MUST use the “reading sport critically” (which is a journal article) theoretical and methodological framework to explore a topic. I will attach the article. Please read it before you start. My understanding of reading sport critically is that you need to put sociology theory, terms, and concept when you think of sport. You are not understanding sport at a kind of activity, but a professional sociology subject.

2. The reason why I required 15 academic sources, was because my Prof wants us to discuss all course readings that relate to my topic. I have five class readings, including reading sport critically. Please read them before you start! Student MUST include these reading as required.
List of relating class reading (I will attach them):
a. Reading sport critically: a methodology for interrogating power. Sociology of Sport Journal. Mary McDonald & Susan Birrell.
b. Investigating corruption in corporate sport: The IOC and FIFA. International Review for the Sociology of Sport. Andrew Jennings.
c. When Symbols Clash: Legitimacy, legality and the 2010 Winter Olympics. Mass Communication & Society. Karen-Marie Elah Perry, Helen Hyun Ji Kang.
d. Football’s tsars: proprietorship corporatism and politics in the 2010 FIFA World Cup. Soccer & Society. Scarlett Cornelissen.
e.Sochi, sexuality, and Empire. Zero Anthropology. Maximilian Forte.

3. I already talked with my Prof. She wants my paper discussing terms: neoliberalism, nationalism, capitalism, globalism, corporatism, and consumerism. The main idea is to understand Olympics as a industry. What does Olympics industry mean? For example, it means the government cooperates with global corporations to gain benefits. coca cola is one of the sponsor of FIFA. They made money from Olympics. It is just an example, you can develop your own idea and argument after read these five class reading. Just remember to have Olympics industry as another key term.

4. I will also attach my paper outline, which I already hand it in to my Prof. As you can see, in my outline, I didn’t take position on how do I think about Brazil Olympics. And my academic sources were not enough. Please take a position and have ten more academic sources.

Hope my requirement is clear and helpful. Let me know if you need more information!

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Is Magnetic Resonance Imaging (MRI) effective in the detection of knee meniscus tear for football players in comparison with sonography ( Ultra Sound Imaging )

This essay is a formative assessment. The structure of this essay is literature search process and critical methodological appraisal of one primary research paper.

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