Relationship Between VO2 Max And Gender Physical Education Essay

Relationship Between VO2 Max And Gender Physical Education Essay Within the exercise world the most widely accepted measure of cardiovascular fitness is VO2 max. Also known as maximal oxygen uptake, VO2 max is defined by Albernethy et al (1996) as the maximum amount of oxygen than can be absorbed and transported to working tissues for use within the body. This literature also states that athletes with a high VO2 max are typically know to be endurance athletes whereas athletes with a lower VO2 max are classified as either power or sprint athletes. Whilst relationship between types of exercise and VO2 max are clearly defined, the relationship between VO2 max and gender is still a topic which is widely debated within the exercise world. After reviewing literature from Martin et al (1991), Rowland et al (2000) and Suth (2005) it is evident that males have a higher VO2 max than that of females, regardless of age. Despite this, all articles indicate that body composition and cardiac size are both major determinants of VO2 max. Rowland et al (2000) found that in adolescents, VO2 max is higher in males in both absolute terms and relative to body mass. Interestingly, at the age of 18 males have a 75% greater VO2 max when expressed as an absolute value as opposed to a 25-30% higher VO2 max relative to body mass (Rowland et al, 2000). As we venture into adulthood, females are said to have a body fat content which is 1.7 times greater than males and as a result there is a noteworthy gender difference in VO2 max when looking at absolute values (Suth, 2005). However, when looking at VO2 max relative to lean body mass the differences between genders are reduced by almost 50%. In the study conducted by Martin et al (1991) groups of sedentary and trained men and women were tested for VO2 max. The result yielded from the experiment indicate that males had a greater VO2 max both relative to body mass and when compared to the study groups. The aim of the current study was to conduct a two submaximal cardiovascular fitness tests on a sample of mixed gender university students in order to examine the relationship between VO2 max and gender. Two submaximal fitness tests, namely the Astrand-Ryhming step test and YMCA Protocol test were used in order to obtain the results and perform the analysis between genders. Method Subjects The study consisted of a total 83 participants, who were recruited from the faculty of human movement studies during laboratory sessions, which included 42 males and 41 females. Each of the participants was required to complete two fitness tests which aimed at determining their maximal oxygen uptake or VO2 max. Prior to undertaking the fitness tests each participant recorded their gender, age, height and weight by means of classification and analysis upon the tests completion. This data, represented as mean  ± standard deviation (SD), is as follows. Males (42) mean  ± SD: Age 19.07  ± 3.85 yrs, Height 181.39  ± 6.36 cm, Weight 76.88  ± 8.87 kg. Females (41) mean  ± SD: Age 18.28  ± 1.73 yrs, Height 181.39  ± 6.36 cm, Weight 60.05  ± 6.93 kg. In addition the participants were grouped into groups of 2-3, along with recording their 85% HR max for testing purposes. Testing Protocols Prior to the conduction of the Astrand-Ryhming step test and YMCA Protocol test, various conditions of testing were followed in order to ensure the same standard and validity of testing between groups. It was expressed that participants were to have not participated in heavy exercise nor have had and stimulants or heavy means in the four hours prior to testing. Also it was mentioned that participants were to be well hydrated and wearing clothing and footwear appropriate for physical activity. Finally, it must be noted that in ideal circumstances, temperature and humidity levels should be standardised. Astrand-Ryhming step test: For this test participants were required to set up steps at specific heights of both 40cm (males) and 33cm (females). In order to complete the test correctly the subjects had to step up and down on the platform at a rate of 22.5 complete ascents and descents per minute. This translated to a 4count on a metronome set at 90 beats per minute (bpm). Each participant was required to step for 6 minutes with their heart rate (HR) being recorded at the end of each minute. It was expressed that the test was not to exceed 10 minutes and the test be stopped if the HR exceed 85% HR max. The test was deemed completed when the difference between the final two values was less than 6 bpm. Upon completion of the test the Astrand-Ryhming nomogram was used to estimate the participants VO2 max. YMCA Protocol test: For this particular test, participants were required to cycle for multiple intervals of three minutes according to a modified guide which was based on the participants HR. In order to ensure that the bike was at a comfortable height, students had to adjust the height of the cycle ergometer so that the knee was slightly flexed at the bottom of the downstroke. At the beginning of the test the student was required to pedal at 50 revolutions per minute (rpm) by means of warm up. The first workload on the ergometer was set at 25 watts (W) which the participant cycled for three minutes with their HR being recorded for the last 15 seconds of the 2nd and 3rd minutes. After the first three minutes had been completed the HR from the 2nd and 3rd minutes was analysed to determine the work-rate (WR) category for the remainder of the test, ensuring that the HR for this period differed by no more than 6. The participant then had to continue riding moving to subsequent WR after every three minutes u ntil the successive HR differed by no more than 6 bpm. The test was concluded when the participant had at least two WR with corresponding steady state heart rates between 110 bpm and 85% HR max. Data Collection Procedures The data collection process for the Astrand-Ryhming step test required participants to record their HR at 1 minute intervals until the steady state had been reached and the test completed. This raw data was used in correlation with both the participants weight and Astrand-Ryhming Nomogram to find their Raw VO2 max (L.min). For the YMCA Protocol test a chart was used whereby HR was plotted against WR. Firstly a horizontal line was drawn where the subjects age-predicted HR max lies. Secondly the HR from the last minute of each of the last two WR was plotted against the corresponding WR. Next a straight line is drawn joining these two values as well as intersecting the line of the subjects age-predicted HR max. From this point a vertical line was drawn downwards which intersected the work-rate and VO2 scales below the horizontal axis consequently determining the subjects VO2 levels (L.min). Data Analysis Procedures For the Astrand-Ryhming step test, the subjects age determined VO2 max was predicted by using the age correlation factor table which was located in the age correction factor for determination of predicted VO2 max table and multiplying it by the Raw VO2 max levels. Further analysis was conducted by converting this value from L.min to ml.kg.min in order express VO2 max relative to body mass. Like the analysis procedure for the Astrand-Ryhming step test, the relative body mass VO2 max was also determined for the YMCA Protocol test. This method differed from the Astrand-Ryhming step test as the age correction table was not used; instead age was incorporated into the graph for plotting HR against WR. Results After completion of the two sub-maximal fitness tests it was evident from the tests that males (49.09  ± 11.48) as a whole group recorded a higher VO2 max level in the YMCA Protocol Test as opposed to females (46.42  ± 11.81). Despite this, when analysing results for the Astrand-Ryhming step test it was discovered that as an entire cohort, females (48.26  ± 10.51) recorded an average higher VO2 max than their male (47.66  ± 8.04) counterparts. In addition, it is evident that males (H: 181.39  ± 6.36 cm, W: 76.88  ± 8.87 kg) have a higher average height and weight as opposed to women (H: 164.34  ± 26.94 cm, W: 60.05  ± 6.93 kg). Figure 1 refers to the average group VO2 max between males and females for both sub-maximal fitness tests. Based on this figure it is evident that males have a higher mean value for both tests than women. Conversely, women have a greater spread of data for the Astrand-Ryhming step test as opposed to men, as well as having higher maximum values for the YMCA Protocol Test. Males seem to have a fairly even spread of data for both tests, which correlates to their higher average VO2 max in the YMCA Protocol Test. Table 1: Average ( ± SD) values for males and females age, height (cm), weight (kg) and VO2 max (ml.kg.min) Age Weight (kg) Height (m) YMCA Protocol Test (ml.kg.min) Astrand-Ryhming step test (ml.kg.min) Males 19.07  ± 3.85 76.88  ± 8.87 181.39  ± 6.36 49.09  ± 11.48 47.66  ± 8.04 Females 18.28  ± 1.73 60.05  ± 6.93 164.34  ± 26.94 46.42  ± 11.81 48.26  ± 10.51 Figure 1: Box plot of average VO2 max between males and females for both sub-maximal fitness tests Discussion The gender differences of VO2 max for the study somewhat reflects the observations and results recorded in previous literature. Previous studies on gender research have indicated that males have a higher VO2 max than that of females, in both absolute terms and relative to body mass (Rowland et al, 2000). It was found that after the completion of the current study that this research was only partly confirmed as males were found to have a higher VO2 max in the YMCA Protocol Test, whilst females recorded a higher VO2 max in the Astrand-Ryhming step test. It is believed that differences in body composition are the main contributing factor as to why VO2 max levels differ between genders. When analysing height and weight components between males (H: 181.39  ± 6.36 cm, W: 76.88  ± 8.87 kg) and females (H: 164.34  ± 26.94 cm, W: 60.05  ± 6.93 kg), it was evident that males were on average significantly larger than females. This correlates with research conducted by Rowland et al (2000) which states that majority of males can produce a higher VO2 max due to the fact they are anatomically bigger. As a result of their larger size it is known that males have larger chest cavities and consequently larger lungs, which equates to them having a larger lung capacity and consequent VO2 max levels. This evidence is closely associated with the results produced from the YMCA Protocol Test as males (49.09  ± 11.48) produced a considerably higher VO2 max than that of females (46.42  ± 11.81). Evidently body composition is not the only determinant of VO2 max as personal fitness levels and training background may also play a major part in VO2 max levels (Suth, 2005). In addition to this, personal motivation could have also contributed to the overall results from the tests. Suth (2005) revealed that there is a high correlation between personal fitness, training background and VO2 max regardless of gender. Consequently, regardless of body composition or gender, a person who participates regularly in moderate to vigorous physical activity will have a higher VO2 max than that of a sedentary individual. With the selected sample being human movement studies students, who all have an interest in sport, it is likely that majority of participants would engage in physical activity resulting in them having above average fitness levels. Whilst training background and prior fitness levels were not extensively measured prior to the test is may be assumed that this concept is a possible e xplanation for the females (48.26  ± 10.51) recording a marginally higher VO2 max than males (47.66  ± 8.04) in the Astrand-Ryhming step test. Key limitations to this study could have had a direct correlation to the results which were recorded from the study. Mainly the fact that the two sub-maximal fitness tests were performed directly after each other could have had a direct bearing on the results. This is because following the first test, depending on how exhausting it was, the subject could have been pre-fatigued and possibly performing below their optimal performance levels consequently producing a lower VO2 max level. Another limitation to the study is the fact that training background and fitness levels were not extensively analysed prior to the studies conduction. This is particularly evident as all of the studies participants, as they are a part of the faculty of human movement studies, would be assumed to have above average VO2 max levels consequently not providing much difference between males and females. Conversely, if participants of this study were compared against a group of sedentary individuals different r esults outlining differences between fitness levels and genders could be expected. Similarly, it would be expected that the VO2 max results for the second test would be lower than the first due to fatigue. Looking forward to the future, ensuring that all participants perform each test in the same order, or possibly on different days, will mean that the results obtained from the tests will project the optimal efforts of the participants. Conversely, a downfall to this would be that it would take more time to obtain results from the two tests. Also, another idea is to groups participants according to body mass and/or height in order to determine whether maximal oxygen uptake is governed by gender or body composition.

Analysis and Discussion of the Nature of Team Building Process

I have just been appointed as a Manager of a Department within a new company. My role will be to develop a new work group of twelve into an effective and cohesive business team. The aim of this paper will be to analyse and discuss the nature of the teambuilding process. I will look at the various components involved in this process, from Leadership Styles and communication methods to decision-making, planning, and group dynamics. Within the context of this framework I will attempt to integrate several academic models and theories in order to clarify my own ideas on the teambuilding process. Finally, I will focus on my own personal style of leadership and motivational techniques. Would I have been able to lead the team to achieve its maximum potential? Have I achieved a good balance between directing group actions and giving the group the freedom to make their own choices? Ultimately, have I been honest enough with the group to gain their trust and respect? The most important aspect in the initial teambuilding phase is time spent on planning. Before the team meets as a group it will be necessary to clearly define the reason for the team's existence. What will be their function within the context of the organisations future strategies? As Coghlan (1994,) states: † Groups and teams play a key role in the process of planned organisational change. The change process typically involves teams in the organisation's hierarchy responding to the change agenda and adapting to it in terms of its tasks and processes. †    I think it is essential at this stage to also consider which leadership style gives me the best opportunity to obtain maximum effectiveness for the group. The previous questions identify several separate issues i.e. what tasks will the group have to perform and how will this affect individuals within the group? John Adair (1985) identifies the relationship between the task, the group and the individual (see fig. 1) and how a balance must be maintained between all three in order to produce the most effective results for the organisation. Fig.1 Interaction of needs within the group. ( Adair, 1985) In order to fulfil each of these needs it is necessary to obtain a high degree of information, and to establish lines of communication. My first task will be to identify the companies strategy and what requirements they have for the team. Will the team have to report back specifically to anyone, or will there be a certain level of group autonomy? It will also be necessary to define the boundaries/parameters that the team will be required to work within. I will also establish what resources are available i.e. money, information, time and materials. Will we have use of a secretary for notetaking and access to a suitable room for team meetings? Once the issues of task have been established I will then explore the expectations and experiences of the individuals who will comprise the group. Schutz (1958) argues that it is possible to determine how well a group will come together by looking at the compatibility of the individuals within that group. In order to match personality types and balance skill levels it is useful to look at the work of Meredith Belbin (1993) whose research offers a typology of team roles and behaviour (fig. 2). Each team member would be required to complete Belbin's Self-Perception Inventory before the meeting. Tyson and Jackson (1992) further categorised Belbin's original eight roles into subsections of people, task and ideas. They identified the wide range of differences in personality and character those individual team members would bring to a group, this in turn enables predictions to be made about the possible strengths and weaknesses in group dynamics. I think that it would also be a useful tool for team members to understand their own unique attributes that they bring to the team. These one to one meetings will be a good opportunity to express to team members an outline of the companies objectives and to get a feel for their own expectations and interests. I would also emphasise that within the team a level of parity will exist, irrespective of external hierarchies, and that I would always be available if individual members felt that decisions taken within the group were causing external pressures. My final task before organising the first team meeting would be to get each member to briefly write down what their levels of expertise and experience are and a short outline about themselves, plus relevant e-mail addresses and telephone numbers (if they have access). This initial pattern of communication is comparable to ‘the wheel' Mullins (1999) where the leader acts as a central conduit through which all parties communicate and indirectly are all linked. My eventual aim however would be to decentralise this communication method and achieve ‘the all-channel network' Mullins (1999). The latter system requires that all members of the team interact with each other. I would hope that this system would produce an environment where all members feel comfortable enough to express themselves freely, and that the communication channels promote the free exchange of ideas. The next stage in the teambuilding cycle is the team meeting. This will require a certain amount of planning and consideration. This preparation will hopefully convey a level of professionalism and intent to each of the team members. Because the team are new to each other, and to me, I will be trying to gain their trust and promote confidence in the project. It is essential to ensure that everyone will be able to attend the meeting. I would plan for weekly meetings initially on one dedicated afternoon (probably Monday). This would allow the team to clear their schedule well in advance. Regular attendance demonstrates a level of commitment and promotes team unity, which is vitally important at this stage. It is also important to have an agenda with a time-scale built in, meetings can become long and drawn out and members lose interest and focus. Team members should be notified well in advance of the meeting, either by e-mail or memo. The initial phase of the meeting will allow the team to introduce themselves. This will then be followed by my own introduction, and a presentation which would emphasise the organisations goals and objectives (It might be necessary to invite someone from senior management to give a short introduction to the project, and to stress the importance of the teams involvement). I would then encourage the group to establish a team mission/charter, which would give the team focus, and would also help to develop team identity. It is important that members do not feel alienated because they are unable to link their work with overall organisational goals Maslow (1954). At the end of this talk I will introduce two more concepts to the group. The idea here is to increase awareness in the teambuilding process, whether through improved decision making or more efficient problem solving. The first is the observation sheet Mullins (pg.498, 1999). This is a feedback mechanism on individual participation, and could be a useful tool in future weeks. The sheet is a simple method for giving constructive feedback. However, in order to promote a non-judgemental environment it would be necessary to employ an independent assessor to undertake this role. Secondly I would introduce Tuckman's (1965) ‘Team Development Wheel'. The wheel looks at change in the group process and focuses on the dynamics of a team's development. Tuckman identifies four different stages that should be accomplished in order to attain group maturity. The stages are: At stage one, Forming, the team has many questions, concerns. There are certain anxieties like, where do they fit into the group? Why am I here? Who are the other team members? Will I be able to get all my questions answered? It is important at this stage that the Team Leader has prepared well enough to reassure everyone by providing suitable answers and by providing a framework whereby individuals will have a better understanding of what they are expected to contribute. Belbin's (1993) team analysis could be usefully deployed at this stage. At stage two, Storming, the group may find difficulties occur as the team attempts to assert identity. Personal differences will emerge on the proposed direction that the group should take. This is a particularly difficult stage as competition and jealousy can cause other members to feel demotivated and to question their need to belong to the team. I would try to foster an open and honest forum. I would attempt to decrease my own influence on the decision making process and encourage the team to work their way through any difficulties, and hope that other leaders may emerge to offer further support. At stage three, Norming, a more cohesive unit will emerge. Team members will have developed more confidence in the group, there is a greater sense of belonging. Member's opinions are more readily accepted, and preconceived ideas are diluted in order to achieve common consent. At this point I can act more as a facilitator, providing occasional feedback, but allowing the group to formulate and expedite their own decisions. Finally at stage four, Performing, the group will have achieved a high state of maturity. A supportive and trust based ethos permeates the group. Tasks are tackled effectively, and the group has a flexible and resourceful approach to decision making and problem solving. My role at this point would still be as a facilitator, able to offer experience and advice when required. Each stage provides the group with insight into the various mechanisms' that are required to allow the teambuilding process to progress. By understanding the process the team will perhaps be more adaptable to change and work more fluently towards achieving team goals. It is vital that team unity is established at the earliest opportunity. It's important that team members leave this first meeting with a positive attitude to what they are being asked to accomplish. The team mission will outline the team's objectives, and members will be encouraged to share ideas and communicate with each other or through me. A further way to improve team unity is through the use of teambuilding exercises and training programs. Teambuilding exercises will give the group a chance to deal with real issues in a safe environment. They encourage the group to respond as a collective unit to achieve results and they assist with team bonding and individual growth. Taking this concept a step further, I would schedule a two to three day weekend away from the company, and invest a portion of the resources (if they are available) in a practical teambuilding exercise program. This type of weekend would focus on team issues like trust, respect, and empowerment, and would improve interpersonal relationships and promote strong partnerships. I would arrange this time away in the first month of the project. Training would be tailored to reflect my leadership style, whereby, I would empower the team with the freedom to make decisions within defined parameters Murdock (1999). I would arrange training sessions to deal ! with the two complementary key issues required for this process, i.e. communication and decision-making. With empowerment comes a level of responsibility; a responsibility that each team member would have towards each other to listen effectively and give constructive feedback. Team members must provide each other with feedback on whether their performance enhances the team's performance or impedes it. To do this they need an understanding of non-verbal communication and effective listening skills. Regular training sessions could provide each member with key skills. I would try to initiate some kind of training budget, specifically for the team, in order that this program of improvements could be accomplished.

Compare the Neo-Freudian Theories of Personality to Freudian Psychoanalysis

The hypothesis that personality characteristics directly influence physical health is a big part in health psychology and related fields (Smith, 2013). This information is often not dealt with completely when dealing with the insufficient attention to personality measurement. The ideal is that submission is a somewhat healthier stance than that of a dominate personality. The fear of rejections, negative evaluations and social anxieties are inversely associated with dominance.So the studies on dominance provide statistically significant disconfirming evidence regarding interpersonal sensitivity and cardiovascular disease. This information has been presented in a clear conceptual model of potentially important personality traits related to health (Smith, 2013). There is no substantial evidence that there is interpersonal sensitivity predicts the infectious diseases or cardiovascular disease. There is many concerns about the positives and negatives of this study due to the potential of convincing individuals that they have no control in their own health.The main purpose of this kind of study is to provide for useful tools. There is a certain amount of reading that is to be considered to be a potential issue as to if the personality characteristics directly influence the health of a person. A discussion on animal research is related to some of the hypothesis. In these studies a widely cited animal research is that in social behavior provide further evidence that dominance can promote cardiovascular disease. In male monkeys, the dominate male is put under a great deal of stress to deal with the whole group.There are also studies that prove the difference that being submissive in personality is a way to gain more cardiovascular disease. Personality implications of adaption-innovation: v. birth order as a determination of cognitive style. The first born child is the personality type that is the child the parents learn with and from. This is the child that generally is the obedient child and is readily available to mind their parents. This particular study deals with the birth order in the cognitive abilities of the child as well as the way to solve problems by doing things differently or breaking paradigms.When there is left brain domination then the planned approach relates to the adaption, and the right brain dominated individuals relates to innovation. The general belief is that Kirton believes that an individual’s position on the dimension of adaptation-innovation is determined by genetic component. These traits in first born children are conforming, efficient, and disciplined (Skinner & Fox-Francoeur, 2010). These individuals tend to reject new ideas, especially when the ideal is something that has been tried and true for a substantial amount of time.The adaptation tends to be in the first born and the innovation tends to be with the later born of children. Direct and Indirect effects of Birth order on personality and Identity: Suppo rt for the null Hypothesis The hypothesis is that the proposed birth order affects the psychological outcomes through the different investments between the parents and the children and the differences in the identification from between the parent to the child (Dunkel, Harbke, & Papini, 2009).The difference is that the hypothesis of the birth order is not simply the psychological effect of the birth order, but it is the amount of everything that the parent invests in the child that bonds the child to the parent. This also causes different types of psychological development of these children. The understanding is that the first born child will more try to attempt to win favor with the parent by identifying with the parent and then the differential investments with the other children that will not be as anxious to identify with the parents.There are generally five accepted traits of a first born child are more conscientious, extroverted, and possibly neurotic while being less open and agreeable (Dunkel, Harbke, & Papini, 2009). Birth order or the psychological effects of birth order is not always straightforward in the findings and understandings. There are always changes made when determining the psychological effect of birth order with other changes in the child’s life such as divorce, step-siblings, half siblings, adopted siblings and spacing between siblings that would change the dynamics of the whole birth order process.There are other factors that have to be considered in this process is that the age of the parents, education level which are both in direct relation to the maternal issues of the parents which are put upon the child. Also the full model is where the psychological effect is up to the parent’s investment and identification. The evaluation of the data is in several steps. First the information is dealing with the participant’s age, gender, and parental education.Then the next is the evaluation of the maternal age as a potent ial moderator of the relation between birth order on personality information (). Then the evaluation of closeness, rejection and identification as potential mediators in how the birth order influences personality hypothesized (Dunkel, Harbke, & Papini, 2009). The determination of the age, gender and parental education is that is unlikely to influence the behaviors and psychological addressing of the closeness, rejection or identification of the children.The closest degree of relationship is dealing with the first born and the maternal age. The indirect effects on personality and identity and there is a direct absence between birth order and any of the personality or identity. With the findings of the instance is that the children find the niche in the family with the parents ability and investment in the child from birth order to personality and identify formation. This information was stating that the psychological effects are not directly related to the birth order or the mediator that is the closeness or rejection from the mother.The potential outcomes the more sensitive the family dynamics it is reasonable to conclude that birth order is of little importance in predicting individual differences in personality and identity (). The effects of birth order on personality traits and feelings of academic sibling rivalry have been documented with the connection to birth order and personality; however, there are still controversies over the types investigated. The first born child was the birth order contributed to why children with the same family have different personalities.When handled appropriately the first born child can be responsible and even a protective person. When handled inappropriately the first born child could end up with criminalist type tendencies and very neurotic in their behaviors. The child that is always trying to play catch up with the eldest child is more likely to become neurotic. The first born child generally takes the parental role as the surrogate parent to their siblings, where the later of the children generally take new interests and activities within the family to prove that they are worthy of attention.There are three different kinds of personality traits that are dealt with when dealing with birth order and that is social, academic and physical. Sibling rivalry does not usually decrease with age spacing, number of parent’s numbers or sibling within the family and the ability to develop strategies and support for children suffers with sibling rivalries (Badger & Reddy, 2009). The academic scores between the lastborn participants are tat scoring is higher than last born participants. The second is the conscientiousness scores was the first born were significantly different than that of the last born.Then the differences in the openness to Experience and Agreeableness the last born participants scored higher than that of the first born child. Preliminary analyses show the main difference in the birth order and conscientiousness with firstborn children having higher levels of higher conscientiousness. The last children are more likely to experience the feeling of inadequacy compared to the eldest child (Badger & Reddy, 2009). The issue with the last born experiencing more academic rivalry may be explained that the youngest siblings were more likely to feel inadequate.There has been much discussion about the damage that is done by sibling rivalry that concerns issues all the way from resentment, to no harm, to serious harm between siblings. The discussion is ongoing to determine if the birth order does actually have a considerable impact on the continued sibling rivalry. Research suggests that birth order does influence various personality traits that are continuous, such as conscientiousness, openness to new experience and agreeableness but there is much debate about sibling rivalry.Introduction to the Commentaries and Online Forum of Personality Disorders: Theory, Research and T reatment Research on personality disorders has a long history of clinical and theoretical literature on the pathogenesis and treatment of personality disorders. This area has seen a large increase in this area leading to understanding of the nature, course, correlates and consequences of personality broadly (Krueger, 2010). The research has lead to a better understanding and treatment of the personality disorders.Narcissism is a dimensional trait should be used to help propel the research of personality disorders. The personal inflammation of the worth of oneself, power, prestige and vanity is the personality disorder that is gives the unearned sense of entitlement. These individuals have the belief that they should have extreme attention from others and have an extreme lack of empathy for others. The understanding of these personality disorders also assists with the potential of prevention and intervention programs to deal with the personality disorders (Krueger, 2010).With the pra ctice and realization of the different types of personality disorders there are more opportunities to work between the clinical researchers, and clinicians to maintain a dialogs to increase the understanding and treatment of these disorders. The ability to create the dialog between the clinicians and the clinical researchers that will highlight some unanswered questions that will help to work toward questions that need to be addressed in the research. The publishing of the information that is gathered would assist in helping and giving relief to the individuals that suffers of these personality disorders.

Spontaneous Fission Definition