The Wild History of Roller Skates

An overview of the evolution of dry land skating aka roller skates. Early 1700s - Skeelers In Holland, an unknown Dutchman decided to go ice skating in the summer, ice skating was the widespread method used in the Netherlands to travel the numerous frozen canals in winter. The unknown inventor accomplished dry land skating by nailing wooden spools to strips of wood and attaching them to his shoes. Skeelers was the nickname given to the new dry-land skaters. 1760 - Crashing the Masquerade Party A London instrument maker and inventor, Joseph Merlin, attended a masquerade party wearing one of his new inventions, metal-wheeled boots. Joseph desiring to make a grand entrance added the pizzazz of rolling in while playing the violin. Lining the huge ballroom was a very expensive wall-length mirror. The fiddling skater stood no chance and Merlin crashed solidly into the mirrored wall, as his roller skates crashed into society. 1818 - Roller Ballet In Berlin, roller skates made a more graceful entrance into society, with the premier of the German ballet Der Maler oder die Wintervergn Ugungen (The Artist or Winter Pleasures). The ballet called for ice-skating but because it was impossible at that time to produce ice on a stage, roller skates substituted. 1819 - First Patent In France, the first patent for a roller skate issued to a Monsieur Petibledin. The skate was made of a wood sole that attached to the bottom of a boot, fitted with two to four rollers made of copper, wood or ivory, and arranged in a straight single line. 1823 - The Rolito Robert John Tyers of London patented a skate called the Rolito with five wheels in a single row on the bottom of a shoe or boot. The Rolito was unable to follow a curved path, unlike the in-line skates of today. 1840 - Barmaids on Wheels In a beer tavern known as Corse Halle, near Berlin, barmaids on roller skates served thirsty patrons. This was a practical decision, given the size of beer halls in Germany, which gave dry land skating a publicity boost. 1857 - Public Rinks Huge public rinks opened in the Floral Hall and in the Strand of London. 1863 - Inventor James Plimpton American, James Plimpton found a way to make a very useable pair of skates. Plimptons skates had two parallel sets of wheels, one pair under the ball of the foot and the other pair under the heel. The four wheels were made of boxwood and worked on rubber springs. Plimptons design was the first dry-land skate that could maneuver in a smooth curve. This considered the birth of the modern four-wheeled roller skates, which allowed for turns and the ability to skate backwards. 1884 - Pin Ball-Bearing Wheels The invention of pin ball-bearing wheels made rolling easier and skates lighter. 1902 - The Coliseum The Coliseum in Chicago opened a public skating rink. Over 7,000 people attended the opening night. 1908 - Madison Square Gardens Madison Square Gardens in New York became a skating rink. Hundreds of rink openings in the United States and Europe followed. The sport was becoming very popular and various versions of the roller skating developed: recreational skating on indoor and outdoor rinks, polo skating, ballroom roller dancing and competitive speed skating. 1960s - Plastics Technology (with the advent of new plastics) helped the wheel truly come of age with new designs. 70s 80s - Disco A second big skating boom occurred with the marriage of disco and roller-skating. Over 4,000 roller-discos were in operation and Hollywood began making roller-movies. 1979 - Redesigning Roller Skates Scott Olson and Brennan Olson, brothers and  hockey  players who lived in Minneapolis, Minnesota, found an antique pair of roller skates. It was one of the early  skates  that used the in-line wheels rather than the four-wheeled parallel design of George Plimpton. Intrigued by the in-line design, the brothers began redesigning roller skates, taking design elements from the found skates and using modern materials. They used  polyurethane  wheels, attached the skates to ice hockey boots, and added a rubber toe-brake to their new design. 1983 - Rollerblade Inc Scott Olson founded Rollerblade Inc and  the term rollerblading  meant the sport of in-line skating because Rollerblade Inc was the only manufacturer of in-line skates for a long time. The first mass-produced rollerblades, while innovative had some design flaws: they were difficult to put on and adjust, prone to collecting dirt and moisture in the ball-bearings, the wheels were easily damaged and the brakes came from the old roller skate toe-brake and were not very effective. Rollerblade Inc Sold The Olson brothers sold Rollerblade Inc and the new owners had the money to really improve the design. The first massively successful Rollerblade skate was the Lightning TRS. In this pair of  skates  the flaws had vanished, fiberglass was used to produce the frames, the wheels were better protected, the skates were easier to put on and adjust and stronger brakes were placed at the rear. With the success of the Lightning TRS, other in-line skate companies appeared: Ultra Wheels, Oxygen,  K2  and others. 1989 - Macro and Aeroblades Models Rollerblade Inc produced the Macro and Aeroblades models, the first skates fastened with three buckles instead of long laces that needed threading. 1990 - Lighter Skates Rollerblade Inc switched to a glass-reinforced thermoplastic resin (durethan  polyamide) for their skates, replacing the  polyurethane  compounds previously used. This decreased the average weight of skates by nearly fifty percent. 1993 - Active Brake Technology Rollerblade, Inc. developed ABT or Active Brake Technology. A fiberglass post attached at one end to the top of the boot and at the other end to a  rubber-brake,  hinged the chassis at the back wheel. The skater had to straighten one leg to stop, driving the post into the brake, which then hit the ground. Skaters had been tilting their foot back to make contact with the ground, before ABT. The new brake design increased safety. Presently the best way for you to experience the latest inventions in the world of wheels is up-close and personal. Please do so, try in-line skating and keep rolling.

Adolescent Behavior And Its Effects On Human Behavior

In modern society, where there are more and more new infectious diseases to emerge, people are more interested in learning and practicing behavior to stay away from contracting the infection. Modifying behavior seems to play the most important role in preventing acquiring those kind of infectious disease. Many people are aware of the potential risk of unsafety sex attitude; some don’t, especially young people. It is trendy now that more young males are likely to risk their life by getting involved in unsafety sexual behavior. The risk even more increases when they combine drugs with sexual encounters on purpose, of enhancing performance, or lengthening duration. Most of those drug is known to interfere with the process of judgement†¦show more content†¦These risk is especially high in the minority (i.e., gay and bisexual) male youth. This study and research has come to a conclusion that alcohol and steroids has increased the rate of taking HIV risk when misuse of these drugs right before sex encounter. These research has contributed to evaluating the difference in sexual orientation leading to different risk sexual behavior (Blashill, 2015) Substances that associated with the sexual risk behaviors are not limited to illicit drugs but also included the prescription drugs. Sex under the influence of prescription drugs would most likely lead to sexual risk behavior such as having sex with many partners and no protection. Well ’s research has indicated that more and more young peoples have sex without condoms and many of them have â€Å"bare back† sex after using prescription drugs. It is quite a surprise to find out in this research that those studied subjects are associated with such activities including many who are â€Å"white race, younger age, higher parental class, and being a heterosexual man (2015)† Although the association between the risk sexual behavior and substance abuses is obvious but how the drugs have an effect on the drug abuser’s brain is still not completely understood. Many clinical trials tried to identify where the brain region affects the most, and which affects more serious than the others. These

Cognitive - 1722 Words

Cognitive Dissonance Anna Parks PSY/400 10-13-14 Mrs. Bunke Cognitive Dissonance People can display themselves outwardly in a certain manner although on the inside be completely different. A person’s attitude and behavior can influence each other; a person’s surrounds will also have an impact on how the person is. An example of this can be seen in a person committing a crime such as shoplifting, the person knows this is illegal and not moral but in the right situation the person may forget his or her moral upbringing and commit the crime any way. Influences on the individual can be overpowering, causing the person to behave or act in an attitude different from the person’s normal action and behavior. People tend to suffer from†¦show more content†¦Teens do this because they have an association that â€Å"Sam did it and did not get in trouble, I can do it too and not get in trouble.† These individuals see themselves as invincible because they are in a group that performs this kind of behavior at all times, so they think nothing of the repercussions that could come. Culturally Carla is unsure, her parents have taught her the difference between right and wrong and the thought of taking the clothes is wrong to her. Even while her grandparents were growing up in the Great Depression they never stole, what they did not need to survive. She keeps thinking though that â€Å"My friends did it, so can I.† Carla grew up in a religious home, her family attends church every Sunday, and she is very close with her family. People in her family have held honesty and trust to high standards as well as her religion. Stealing is one of the commandments forbidden to be broken as well as lying. If Carla goes through with taking the clothes what will her parents say? Will she still be able to come to the mall with her friends? Will she be able to participate in the next game at school? Will her friends think she is a loser if she gets caught? Could she become ‘one of them’ by taking the clothing? Carla is also considering how she will feel about herself if she takes the items and how well her conscience will let her sleep at night. Carla is dealing with moral hypocrisy.Show MoreRelatedDifference Between Cognitive And Cognitive Psychology1389 Words   |  6 Pagestwo different approaches to Cognitive Psychology This essay will be focused on two different approaches to cognitive psychology: Cognitive Neuropsychology and Cognitive Neuroscience. 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Standards Of Medical Care In Diabetes

Question: Describe about the Standards Of Medical Care In Diabetes ? Answer: Teaching is a rewarding and rich pursuit for the nurses who want to share the clinical expertise with the mass. This provides strong motivation for teaching. As an instructor, one can mould professional skills and values (Cunningham, 2009). The present writing is on an experience in teaching in relation to clinical practice. It looks into the teaching plan, the rationale for the chosen topic, evaluation of the teaching experience and the areas of weaknesses and strengths. A reflection is also done on the basis of the evaluation. The Gibbs Reflective Cycle is used. This model provides a framework for reflection. It has six phases that compete the cycle that helps to improve the teaching experience profusely and gives a chance to learn from such experience so that the practice gets better in the future (Bannigan, 2009). Learning is a way through which behavioural knowledge, change, attributes and skills can be acquired (Boud. 2013). Learning, therefore, means changing the attitudes and behaviours and not just being present in a class or going through books. Three sets in learning theory are used in the circle of education which are humanistic, cognitive and behaviourist. For the teaching session, the cognitive approach was used. This is due to the student-centred nature of it. In other words, students follow a self-directed way for themselves in a role of an adult learner (Gredler, 2005). Cognitive learning provides the resource of knowledge and it goes beyond imitation of any other. It is the input of skills and knowledge by cognitive or mental processes. (Comadena, 2007) states that the best way of learning varies from person to person. Different people have different styles of learning that suits them best. The best approach the teacher can have is the addressing of different learning styles in t he teaching plans they have. This provides encouragement to students for understanding the preferred style of learning. The student should be made aware of different styles of learning and must be encouraged to identify their preferred style. (Hawk, 2007) put recommendations for teachers that they should make an environment with the help of different tools so that the listeners can understand the topic effectively. PowerPoint slides were provided along with the images from the web with the intension that the students can gather information from both the ways. Application of it was done by letting the students actively participate in the discussion of the topic, doing monitoring of the progress of the student and asking questions. Visual teaching methods were used. Cognitive learning ways include research, case studies, discussions followed by self-assessments. The PowerPoint presentation used had big font size and sufficient background lights. Images related to the topic were used f or attracting the students and grasping the attention. The topic chosen was on the basis of the level of the audience, and it was kept in mind to choose a topic relevant for the future career in nursing. According to Watson (2008) teachers in nursing have a duty regarding the imparting knowledge. There was a responsibility to impart knowledge whose basis is current evidence, best practices and validated research whenever available. The Andragogical Model has a concept for being responsible for decisions taken by own self. Once this self-concept is arrived at, a deep psychological requirement is developed that is to be treated and seen by others as being competent to self-direction. This takes into account allowing the learners to know the importance of the topic, showing them the way by which they can direct themselves by information and drawing the relation of the topic with the experiences they had. People do not learn until they are motivated and ready to do so. This needs help to overcome behaviours, believes and inhibitions regardin g learning (Garrett, 2010). The lesson plan is a vital part of good teaching. This allows the teacher to check on the time and the content of the lesson. It also sets a framework for evaluation and reflection (Spooner, 2007). The lesson plan was structured by asking the question to own self about the title of the session, expected learning type, learning and teaching methods, time length, teaching session location, availability of electronic resources. Thought was also given on the number of people in the audience, the study level of them, the stage of learning they are in and the process of knowing whether the students will be able to understand the teachings or not. Usually, these are done by getting feedback from the learners, using the techniques of questioning and doing assessments in the formal and informal way. Objectives and aims were also set for the teaching sessions. This was done for letting the students know the things they would expect and what the outcomes would be when the session ends. Billings (2013) explained that goals of establishing learning objectives are the means for clarifying the teaching purpose for ensuring that the lesson is completed successfully, and all the objectives are fulfilled. The identification of learning objectives livens up the communication taking place between the learner and the teacher. When teaching objectives are clearly identified and then presented in a progression that is orderly, desired outcomes are attained. Different situations had taken place during the teaching session. An analysis is been done using the Gibbs module that consist of six stages. In such kind of cycle, the first stage consists of the situations description. Then is an analysis of the related feelings followed by the task of evaluating the experience. The fourth stage comprises of analysis that makes sense related to the experience. Lastly comes the conclusion is drawn from the whole process and action plan for implementing the lessons learnt from the experience in the future if such situations arise (Finlay, 2008). It was felt that discussion is required for reflective practice. Practise knowledge was generated as a result. It helped in developing esteem along with satisfaction. An ability to adapt to a new environment was also build up. Means of self-confidence, improvement and learning from the mistakes were set. Further teaching experience would be affected by the ability to look into others perspectives that were in corporated by the present experience. The clinical teaching session was of 30 minutes excluding the time for interaction. This extra time had to be allotted for getting the maximum results of the session. Effective communication would impart the knowledge to the full extent. The chosen topic was spreading awareness about Diabetes. People having diabetes are increasing in number. This is due to growth in population, urbanisation, physical inactivity and obesity. Taking into account the number of persons affected by Diabetes, it is needed to spread awareness on the topic. As in 2010, 285 people approximately had Diabetes. Type 2 diabetes was the case in 90% of incidences (American Diabetes Association. (2013). As per International Diabetes Federation, the number of people affected by diabetes was 381 million in the year 2013 (International Diabetes Federation, 2015). It was thus thought a good idea to choose this topic as the theme for the teaching session. The lesson plan included imparting knowledge on the epidemiology o f diabetes, the risk factors for it and the concerned lifestyle interventions that can be implemented. In it, were the definitions of type 1 and type 2 diabetes, demographics of the disease, diabetic emergencies and the possible treatments for it. All the matter was looked into deeply, and sufficient light was thrown into it for imparting the best possible knowledge. The objectives set were that students will come to know what diabetes is. They will be able to distinguish between the types of diabetes. Proper identification of the symptoms and signs of diabetes would be taught, and they would discover the influence of diet on diabetes. I had organised all the needful beforehand to avoid last minute errors. I made sure that I reached the venue well before time. I checked with the equipment for their proper functioning and waited with patience for the time when I was about to start. Initially, I felt nervous just after starting the lecture. An introduction was delivered and attempts were made to build up a strong connection with the students as there was an intention of not to let the students feel bored and inattentive. The first approach taken was asking them about how much knowledge they had about the topic. It was felt good to see that the students had taken an interest in the topic, and they had some basic knowledge on the topic. Emphatic listening was showed up. According to Floyd (2014), emphatic listening is all about the motivation for understanding the other person and not judging the facts of the person. I then went through the slides in details and pointed out all relevant things. Non-verbal skills of com munication were used including facial expression and body gestures. Good amount of communication was received, and the session was enjoyed till its end. I was happy to see the students response. They were not disappointed with the undertaken session. It was thought that rights decisions were made. Moreover, confidence was build up in the field of teaching and communication. Perron (2014) stated that communication is a vital factor in teaching. Sufficient communication improves teaching and learning both. My worries and anxieties regarding effective communication were proved to be wrong. A session went alright due to the use of cognitive approach and proper teaching methods. Cognitive theory is a good option to follow in teaching (Bowman, 2014). The teaching was enjoyed in spite of the fact that the mouth occasionally became dry and thirst aroused. The idea of printing out the notes was of great help. It ruled out the chances of getting blank. The thing regretted is talking fast. Studies show that people tend to speak fast when they are nervous. The students were found to be satisfied and claimed to have learnt new things from the ses sion. Satisfaction was achieved by the students from the engagement with the students by adhering to practices of student discussion. The students appeared to have knowledge. Students must be provided with an opportunity to succeed in the assessment. It is necessary to ensure that the students have a viable workload depending on the level of education they are in. This was ensured in the taken session. The content of the session was set up keeping this point in mind. It was concluded that after conducting the teaching session an overview was received on how a teacher must teach with respect for the students and behaviour that is extremely polite. Knowledge was also gained on communication. The lesson was learnt for speaking in public and delivering lectures. The students gave positive feedback that the teaching had a valuable impact on them, and they were motivated to take up the subject in the due course of their education. The students were asked as much as possible, and a whole h earted approach was undertaken to answer the questions. It gave a positive feeling and ideas on how to be prepared for such teachings in the future. A lot was learned from the teaching experience. It was believed that the experience would help in the working of different groups together in an environment. In the future, it would help in giving the best practices in teaching as more knowledge had been gained about how to prepare for teaching sessions. Learning was also received on how to be calm and patient while giving learning lessons. From the whole process, the role of learning and teaching was made clear. Professional knowledge and skills were developed from it. Policies and laws for providing good and effective teaching were understood. This would be implemented in near future. It was also understood that effective teaching in nursing promotes valuable information on the nursing practice. References: American Diabetes Association. (2013). Standards Of Medical Care In Diabetes2013.Diabetes care,36(Suppl 1), S11. Bannigan, K., Moores, A. (2009). A model of professional thinking: Integrating reflective practice and evidence based practice.Canadian Journal of Occupational Therapy,76(5), 342-350. Billings, D. M., Halstead, J. A. (2013).Teaching in nursing: A guide for faculty. Elsevier Health Sciences. Boud, D., Keogh, R., Walker, D. (2013).Reflection: Turning experience into learning. Routledge. Bowman, N. D., Akcaoglu, M. (2014). I see smart people!: Using Facebook to supplement cognitive and affective learning in the university mass lecture.The internet and higher education,23, 1-8 Comadena, M. E., Hunt, S. K., Simonds, C. J. (2007). The effects of teacher clarity, nonverbal immediacy, and caring on student motivation, affective and cognitive learning.Communication Research Reports,24(3), 241-248. Cunningham, K. (2009).Teacher. Ann Arbor, Mich.: Cherry Lake Pub. Finlay, L. (2008). Reflecting on Reflective practice.Accessed March,29, 2014. Floyd, K. (2014). Empathic listening as an expression of interpersonal affection.International Journal of Listening,28(1), 1-12. Garrett, B., MacPHEE, M. A. U. R. A., Jackson, C. (2010). High-fidelity patient simulation: Considerations for effective learning.Nursing Education Perspectives,31(5), 309-313. Gredler, M. E. (2005).Learning and instruction: Theory into practice. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall. Hawk, T. F., Shah, A. J. (2007). Using learning style instruments to enhance student learning.Decision Sciences Journal of Innovative Education,5(1), 1-19. International Diabetes Federation,. (2015).About diabetes. Retrieved 31 August 2015, from https://www.idf.org/about-diabetes Perron, N. J., Cullati, S., Hudelson, P., Nendaz, M., Dolmans, D., van der Vleuten, C. (2014). Impact of a faculty development programme for teaching communication skills on participants practice.Postgraduate medical journal,90(1063), 245-250. Spooner, F., Baker, J. N., Harris, A. A., Ahlgrim-Delzell, L., Browder, D. M. (2007). Effects of training in universal design for learning on lesson plan development.Remedial and Special Education,28(2), 108-116. Watson, J. (2008). Nursing: The philosophy and science of caring (revised edition).Caring in nursing classics: An essential resource, 243-264.