Category: Writing

PART 1

Introduction

In this assignment we will begin to apply what we have learned about healthy diets and macronutrients.

Your Tasks

Task 1- Brainstorm

Imagine that you have a friend or family member that is looking to change some of their nutritional practices (this can either be an actual person in your life or it can be fictitious). What advice would you give them? Make sure to consider the principles of adequacy, balance, calorie control, moderation, and variety.

Task 2- Write-Up

Write a 200+ word response describing the advice that you would give to a family member/friend who is looking to change their nutritional habits. Make sure to address all 5 principles mentioned in Task 1.

PART 2-

Your Tasks

Task 1- Food Log

You will keep a 3-day food log, where you will record the meals and snacks, along with their nutrients,that you ate throughout each day. You can choose to track this using Cronometer or the

This week’s focus: water, sodium, potassium, Vitamin A, Vitamin C, Vitamin D, calcium, and iron.

You may record carbohydrates, fat, and protein; however, they are not required for this week.

Please see the page for more specific details on this process.

Task 2- Analysis

Please answer the following questions in complete sentences:

1. In regard to last week’s ‘challenge’-
   1. Did you try your protein swaps? If so, how did it go?
2. In regard to water-
   1. Did you meet the recommendations for water intake? What are considerations that a person needs to make when determining water needs?
   2. What drinks do you mainly drink to meet fluid needs? Do you think that those are healthy choices (caffeine, alcohol, sugar)?
3. In regard to micronutrients-
   1. What is your fruit and vegetable consumption like? Are you meeting recommendations? What are ways that you can increase your consumption?
   2. What were your averages for salt, potassium, Vitamin A, Vitamin C, Vitamin D, calcium, and iron? Were these values above, below, or at the recommended values? Did these averages surprise you?
   3. Were you taking a multivitamin prior to this course? After seeing these values, do you think you will continue taking the multivitamin or will you start taking a multivitamin? Why or why not?
4. Looking forward-
   1. What are foods that you can start eating in order to increase the above micronutrients (except salt!) in your diet?
   2. What are ways that you can cut back on salt in your diet?

   PART 3

Introduction

As we have seen this week, children require a balanced diet in order to promote healthy growth. But what happens if the parent goes on a ‘diet’? Will this create an imbalance for their growing child?

Your Tasks

Task 1- Research

Research the effects that diets can have on children. You can focus on a specific diet (vegan, keto, etc.) or you can focus on dieting in a broad sense.

Task 2- Discuss

1. In this discussion post are you going to focus on a particular diet or dieting in general? (1 point)
2. Are there benefits to children following a diet? Why or why not? (5 points)
3. What are problems with having children follow a diet? Think along the lines of physical, mental, and/or social ramifications. (5 points)
4. What should a parent do and/or consider if they personally are wanting to go on a diet, but still have to cook for their children? Should their children be involved or not? (4 points)
5. The post must be at least 250 words. (2 points)
6. Include at least 1 outside reference, cited in APA format. This reference needs to be cited both in-text and at the end of the post in a reference list. (3 points)

Task 3- Peer Response

1. Respond to at least 2 classmate’s posts. What do you think of their ideas? What would you add to their ideas? Is there something else that should be considered? (10 points)

1-page paper, 12 times font, single spaced.

Intro paper must be a half page about yourself.

Colored picture of present self (present time, no old or past pictures) no family pictures, pictures with pets is acceptable.

I would like to know about you, likes/dislikes. (long walks on beach, ice cream, foods, shows, whatever)

Declare youre major/minor, if none minor thats fine.

What are your educational goals and life-long goal, become a professor, educator, PT,OT.

On the top right corner, type in the letter grade you expect to earn.

Do not make intro into bullet form

information to use for the essay

(Likes – scary movies Going to the gym , spending time with friends and family , going on vacations , I like rollercoasters anything amusement park related, I like having self care days I like bbq especially fajita and sausage I like listening to Billie eilish I actually attended her concert this past November it was awesome I like watching a lot of shows on Hulu and Netflix I like baked potatoes theyre my favorite food especially loaded with brisket

Dislikes – include mustard and sweet relish I think its very gross along with loud chewing as well I hate traffic jams and dishonesty I also hate waiting in long lines but I do it anyways because I dont have a choice I also dislike being interrupted when talking or spam calls

My major is kinesiology with a minor in English
My educational goals are to become an elementary teacher or middle school teacher. I am still deciding if I wanna do coaching as an after school thing I also and deciding on pursing my masters degree after I complete my bachelors I have a lot of people telling me I should

Class, the word disability is a broad term that has several interpretations depending on who is using it and what it is being used for (Wehmeyer et al., 2017). For our purposes, we are looking at it from not only a social perspective but also from psychological, legal, and medical ones as well. When we look at the rights of those who had disabilities over the centuries, for the most part, there were none. Individual with such conditions as seizures, deformities, mental disorders, and such were treated inhumanely. The use of eugenics was rampart in many countries including the United States (. Some believe that it is still being utilized albeit in a cloaked manner ().

Until the Civil Rights Movement that began in the early 50’s and progressed throughout the 60’s and beyond, discrimination in all forms was the way our society functioned (. The Civil Rights Movement gave impetus to certain groups so that people with disabilities and others who advocated for better treatment began to have needs addressed through laws. However, it wasn’t until 1990 that a federal law (the American with Disabilities Act – ADA) came into existence thus giving individuals who had disabilities the right to have a quality of life on par with others ().

For this week, you will learn about the ADA and how it was a long time in coming with regards to allowing people with disabilities being able to have access to jobs, education, buildings, and other areas (Wehmeyer et al., 2017). There are five titles to the ADA (as it stands now; however, more can be added as newer conditions arise (Koch and Rumrill Jr, 2017). Also, through the reading of the textbook chapters for this week you will see how advocacy whether from a group or from self-advocacy has aided with our having laws like the ADA and how advocacy continues to helps those who have disabilities (Wehmeyer et al., 2017).

After listening to the audio, and viewing the videos along with this mini-lecture, and reading this week’s chapters, go to Discussions and reply to the initial and one peer post. Please, be sure to read the example as that is the template that you need to follow with APA formatting. It takes about two weeks to get into how the discussions need to be written with APA.

Also, it is now difficult to click on the websites and to go directly to the sources that are given in these lectures. You need to cut and paste those in the address bar and that will bring you directly to the site.

PLEASE do NOT use my references here unless you have read them. One cannot use references without having read or viewed or listened to them. To do otherwise is plagiarism. You cannot use Koch and Rumrill — please, do not unless you have read the book. For some reason, students use it and I am aware that the book is not a common one.

Dr. G.

References

Koch, L. C., & Rumrill Hr., P. D. (2017). Rehabilitation counseling and emerging disabilities: Medical, psychosocial, and vocational aspects.

New York, NY: Springer Publishing Company.

Wehmeyer, M. L., Brown, I., Percy, M., Shogren, K. A., & Fung, W. L. A. (2017). Comprehensive guide to intellectual & developmental

disabilities (second edition). Baltimore, MD: Brooks.

Link .

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Link 3).

DB1: Complete this Discussion Board assignment for credit

Complete the following for credit.

1. Share your “Gots and Needs.”
   1. Gots (3-5 sentences): Reply directly to my post (this one) and describe a concept or idea in this chapter that you understood well. DO NOT simply say you learned something. Enter your response as if you’re teaching the information to someone.
   2. Needs (1-2 sentences): Ask a question about a concept that you still feel unclear about and need someone to help clarify it. We will discuss the common questions in class.
2. Help someone (3-5 sentences): Browse through the questions posted by your peers (all of the posts below mine) and try to answer one that you have a reasonable understanding about. Even if you’re unsure, give it your best attempt. Preferably, respond to someone who does not have any responses yet. Support your response with slide numbers from our lecture slides or page numbers from the book.
3. Pay attention to grammar.

How to earn points:

• 10 points = Share your “Gots and Needs”: Reply to this post elaborating on what you “got” and what you “need” help with.
• 10 points = Help someone: Reply to another student’s post and helped them with their “need.” Refer them to specific slides or book pages.
• 10 points = Grammar: Attempted to use proper grammar throughout the response (e.g., capitalization, punctuation, sentence structure, etc.).

How to earn 0 points:

• 0 points = Share your “Gots and Needs”: Generically say you learned something without trying to teach the concept, such as “I learned about self-efficacy.” Do not ask a question about something you need help with or say that you understand everything and don’t need any help.
• 0 points = Help someone: Don’t help anyone, or simply agree with someone that you have the same question and need help too.
• 0 points = Grammar: Don’t make an effort to use proper grammar.

Note: This is a Canvas page. Scroll to the bottom left and click the “Previous” button to go back or to the bottom right and click the “Next” button to move forward.

After reviewing the readings, share your thoughts on the diversity present within the disabled population, such as persons with congenital disabilities, or acquired disabilities.

What are some of the key factors which come into play during adulthood for a person with a disability? Describe any three in your own words.

There are some functional disabilities that come into play when a person starts to grow older, especially in their later years of adulthood. Please share some of these with the class. Have you known anyone who has faced such challenges? Share your experiences with the class.

An excellent response will consist of at least 2-3 paragraphs. Your response should include citations and an accompanying reference list in APA-7 format to document the source of your ideas. For help with APA-7 formatting, refer to the Course Resources section of the classroom.

Discussion Post 500 words or more. For your discussion post, choose one of the following topics and respond in detail. Be sure to define key concepts, provide examples, and connect your discussion to research or real-world applications.

Option 1: How Our Senses Shape Perception

Our senses (vision, hearing, touch, taste, and smell) allow us to interpret the world, but they do not always reflect reality exactly as it is. Explain how sensory input is processed by the brain and how perception can be influenced by factors like expectations, prior knowledge, or illusions. Provide examples, such as how optical illusions trick our visual system or how context shapes what we hear (e.g., the McGurk effect).

Do not replace or removed anything from the monthly report.

Do objectives 1-4, impact stories, and next month’s agenda.

Southern Arkansas University

At Alumni, I helped set up tables and chairs for December events.

At the Athletic center, I went over 400+ athletes and checked to see if they had their schedules saved. Checked early alerts for students missing class, poor attendance, and not doing assignments. Finished doing football, men’s track, and women’s track and printed out their schedule and degree plans.

Volunteer, for the service for MLK day, we helped cooked potatoes soup, bread pudding. Made over 462 meals.

Week one assignment entails selecting a senior project topic that stem from a workplace issue that you are familiar with. Categorizing the most common workplace issues will depend on the type of business and overall office environment, but in general problem areas fall into four broad categories: communication, harassment and bullying, gossip, and overall morale.

The following is an outline to assist with selecting a topic process:

Begin by generating a series of possible topics that involves workplace issues. You should think realistically about the practical implications of your choice, in practically in terms of the time requirement to complete the research.

• Do you know enough about the topic to conduct a research project?
• Will you have access to the topic population or data sources.
• Do your topic fall within the broad field of organization management?

Let us take a closer look at what is involved in conducting a problem analysis. Remember, you are not looking for solutions yet; but are interested in zeroing in on the problem area so that a clearer and more accurate picture may emerge.

Appendix A: Problem Analysis Worksheet is designed to assist you with the selecting of a research project that meet the above criterias. The problem analysis worksheet will assist you with recording of your thought process. You may wish to make copies of the form and complete one for each general topic being considered as a project. For example: The initial questions could be —

• Why are other departments producing better results than this one?
• Why are sales not higher in this department?
• Why is absenteeism higher in this department than in any other department of the office complex?

Roughly delineate the problem area, including;

• What is being discussed about it and why is it a problem?
• Where is the problem located and who is involved?

You should also accumulate your personal observations that is related to the workplace issue. Remember to identify the outward manifestations of the problem (current status) as well as possible underlying causes (desire status). Obtain these initial observations from the organization in which you propose implementing the Senior Project.

To add to these possible causes, brainstorm (with fellow adult learners and others in the organization) other possible causes. Some of these additional possible causes will suggest other symptoms that should be observed. Further observations and discussions with others in the organization will verify whether these symptoms exist. Finally, there should be a complete list of the symptoms and possible causes.

• Consolidate the list of symptoms and causes and translate them into a set of explanations of the problem. It is important at this stage to be aware of personal biases, so do not ignore other equally possible explanations. Start to think objectively.
• Based on all the observations, select the explanations that appear to be most relevant to the problem under study.
• Analyze the relationships between the various explanations that may provide additional insight into the problem. Are they getting at the same thing? If so, you may be able to consolidate them into a more general statement. Does your explanation have implications for another one?

All of the above information is placed on the Appendix A: Problem Analysis Worksheet and discussed with the other adult learners and the Project Facilitator. Record each step of the analysis. You may wish to make copies of the form and complete one for each general topic being considered as a Project.

You may find it helpful to view the Problem Analysis Worksheet in terms of a “funnel” analogy. The top of the funnel represents the broad or vague area of interest. As observations are made, facts accumulated, descriptions clarified, and relationships discerned, the problem becomes progressively focused, defined, and manageable.

You are now ready to write the Appendix B: Senior Project Topic Proposal. The problem statement, which will become the topic proposal, should be a brief and clear statement. Keep in mind that this proposal needs to be written in such a way that someone who knows nothing about the area of study will understand it. Define all specialized terms clearly and concisely.

The Topic Proposal must be approved and signed by the Professor. I choose Diversity and Inclusion

Individual Assignment Instructions:

Research the library for articles describing a redeployment effort. It can be any reverse logistic topic affecting military operations. For ideas, and for possible reference material, use the articles listed in the Individual Assignment Resources. Be sure to back any assertions and/or personal opinions with authority (library articles, for example). Develop the paper in conformance with APA criteria. The length should be two-pages, excluding title page and reference page. Use at least three library articles (articles from class count toward the three library article requirement).

Individual Assignment Resources:

Kindberg, S. B., & Gallo, A. L. (2006). Innovation in redeployment: . Army Logistician, 38(3), 30.

(Also available in the eReserves Learning Material folder for this week.)

Rutner, S. M., Aviles, M., & Scott, C. (2012). . The International Journal of Logistics Management, 23(1), 96-118. doi

Answer the two discussion questions afterwards respond to two of my classmates post, no plagiarism whatsoever please also attach a plagiarism report. I uploaded the two discussions once you are done with the initial I will send you my classmates post.

First one: The Psychiatric Assessment & Diagnosis

After studying Module 2: Lecture Materials & Resources, discuss the following:

1. Define psychiatric interview and its importance to the psychiatric nurse practitioner’s role.
2. Compare the phases and critical tasks involved in performing the initial interview.
3. Explain the on going process of the psychiatric assessment.

Second one: Caring for African American, Mexican, & Navajo Populations

1. Describe the importance of folk medicine practices and folk healers to African Americans in the rural setting.
2. Mrs. M., a Mexican American who just gave birth, tells the nurse not to include certain foods on her meal tray because her mother told her to avoid those foods while breastfeeding. The nurse tells her that she doesn’t have to avoid any foods and should eat whatever she desires. What concept does this demonstrate?
3. Describe at least two communication barriers encountered by non-Navajo nurses when providing care to Navajo clients

Submission Instructions:

• Your initial post should be at least 500 words, formatted, and cited in current APA style with support from at least 2 academic sources.
• You should respond to at least two of your peers by extending, refuting/correcting, or adding additional nuance to their posts.
• Incorporate a minimum of 2 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work. Journal articles should be referenced according to the current APA style (the online library has an abbreviated version of the APA Manual).