PLEASE USE THE UPLOADED PRIOR ASSIGNMENT AS A GUIDE….

Assignment 5, nutrition and diet 

Diet/Nutrition/Obesity/Food insecurityIn the unit on Nutrition and Obesity, the various assigned materials approach the content from different angles. The following questions will be the basis of a short reflection assisgnment

1. Collect a 24 hours diet on a client.
2. Analyze the diet according to current recommendations, evidence based recommendations. According to BMI, sex, activity level, any health issues etc, anything missing in the diet? Anything too much or too little?  Are you suggesting any change?
3. Address the diet, giving advise vs a motivational interviewing approach vs a combo vs other? Your thoughts….
4. What are socio-economic factors influencing access to healthy foods resulting in health disparities?

In a short assignment (minimum of 3 paragraphs, but doesn’t need to be much longer than 3 paragraphs), comment on the above questions with something that struck you from the assigned materials. You can also relate it to your experience with patients or your experience as a patient. However, use the assigned materials as a basis for your discussion.  Did something surprise you or was new information for you? Is there something you agree or disagree with?Be sure to appropriately site any sources using APA. I do not expect you to do research or include anything outside of the assigned readings.(1-2  pages, double spaced, using APA format) 

Grading Criteria

1.  24 hour diet                                                                                          0.5 pt

2.  Analysis of the 24 hour diet by age, sex, BMI, activity etc.                  1.5 pt

3.    Reflect on communication strategies with patients re diet                   1 pts              

(MI vs advise)

4.  Identify socio-economic factors & health disparities related to diet and food access                                                        1.5 pts      

 5.   Utilize at least 2 sources* & correct APA format                                   0.5 pts 

Introduction

One of the most important parts of any research article is its methodology. The methodology section details how the research carried out each step of the study, from acquiring participants, gaining permission, informed consent, collecting data, and analyzing data. The section is one of the most important because this is where a researcher may make mistakes. Not in their writing, but in their research processes. Other researchers will read a methodology to determine how valid and reliable the study actually is. Attention to detail is extremely important when writing a methodology as not even one step or detail can be left out. Any missing information raises questions, and when questions are raised, credibility, validity, and reliability suffer.

In this unit, you will start your Methodology Part 1 of a three-part process. It is divided into three sections due to the level of detail required. Imagine having a food recipe for a complex meal you are preparing. If details are left out, how likely are you to be able to reproduce the dish correctly? That is the mindset you need when approaching your methodology, however, unlike a recipe, you will not be writing a list of instructions or steps, you will be writing a fluid section in proper paragraph form. 

Question

For this written assignment, you will continue to create your applied research proposal.  Employing the readings from this week, submit the following for review:

• Purpose of the Study – Repeated from Introduction Section
• Applied Research Questions – Repeated from Introduction Section
• Study Population – demographics of the population that participants will be selected from – i.e. population numbers, gender numbers, age range, grade level(s), socioeconomic status, ability level(s), virtual, hybrid, traditional teaching format, etc.
• Population Justification – Why was this particular population selected?  How will this particular population help answer the research questions?
• Intervention – Explain what strategy, skill, technology, process, etc. will be added to or taken away from the study population that you intend to collect data on.
• Intervention Plan – Explain how you will implement the new strategy, skill, technology, process, etc. with the student.  Over what time period?  How will you teach it?  What steps will you take to integrate this intervention into current processes?  How will you know if students fully understand the new idea? (THIS IS NOT HOW YOU WILL COLLECT DATA FOR YOUR STUDY.  THIS IS ONLY HOW YOU WILL IMPLEMENT YOUR INTERVENTION.  DATA COLLECTION COMES LATER.)
• Sources of Data – Where will the data for research come from? (student scores, assessments, interviews, surveys, questionnaires, focus groups, etc.)  Give a general overview of the various sources you will be collecting data from – NOT HOW YOU WILL COLLECT DATA
• Instrumentation – Discuss your sources, if they are an instrument, in detail (such as surveys, questionnaires, and assessments).  How many questions will it have?  What type of questions?  Why did you choose this instrument?  How will this instrument help you answer your research questions?

The Topic Is: Correlation between Extracurricular Activities and Academic Performance 

This assignment will be assessed by your instructor. Your paper will be assessed on how well the above areas have been covered.  In addition, the below aspects will also be assessed:

• Page Requirement: The assignment should be a minimum of three pages, not including title and reference pages.
• APA Formatting: Use APA formatting consistently throughout.
• Syntax and Mechanics: Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Your written work should contain no errors and be very easy to understand.

 Please review Unit 3 Written Assignment Rubric https://my.uopeople.edu/pluginfile.php/1589475/mod_assign/intro/5470WA3Rubric.pdf to better understand how your paper will be assessed. 

Reading Assignment

1. Choosing & Using Sources: A guide to academic research. (2020). Teaching & Learning, University Libraries. https://ohiostate.pressbooks.pub/choosingsources/ 

2. Evidence guide for school excellence: Qualitative data. (n.d.). NSW Government.  

 https://education.nsw.gov.au/content/dam/main-education/teaching-and-learning/school-excellence-and-accountability/media/documents/qualitative-data.pdf

3. Lencioni, P. (2007). Conquer team dysfunction. https://www.workforcemetrics.com/app/download/726489204/article,+Conquer+Team+Dysfunction,+Lencoini.pdf 

4. Quantitative research: Definition, methods, types, and examples. (n.d.). QuestionPro. https://www.questionpro.com/blog/quantitative-research/ 

APA format, in-text citation, 1 page

Over the next two decades, 78 million Americans will grow old.  That’s the largest number ever in the US. 

At present, there are around 16,000 nursing homes with 1.7 million beds and about a 15 percent vacancy rate. (See: CDC – Resources on Nursing Home Care). 

Clearly, unless the nation undertook a massive building program, there will be many, many more old people than the number of available LTC beds.  

So what are we going to do with all the geezers like me? 

Are LTC beds the only place to put us?  Are there other alternatives that are more cost-efficient?  Given issues of quality  — either perceived or actual —  in many LTCs, do we really even want to keep traditional nursing homes as an option?  What might old people really want?   What are younger people willing to support financially?  What role might pharmaceutical products have in managing age-related issues? What would be the best way for people to age out into death?  

What role does culture play in this discussion?  How do other nations address this issue?

As we think about answers to those questions, there is another level of analysis that looks at the ethics of old age. For example, do you think that everyone has the right to use all the Medicare services they want – regardless of the decisions made about their health when they were younger? In other words, should all old people share an equal right to Federally supported healthcare even if they did not share the same level of responsibility in their earlier choices regarding food, exercise, drugs, and alcohol? 

A second question to consider is whether or not the Government should have any voice in restricting one’s personal choices about dying.  Should everyone have the right to die when they want to, regardless of the situation or reasons?  Who and how should an end-of-life decision be made when the person is not in possession of their full faculties? 

Follow Proper Business Letter

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 Think about the last time you shopped for toys. Perhaps you were buying toys for your own children or children of friends or family. If you shopped online, one of the filters you probably used to find an appropriate toy was age range. While toy manufacturers designate specific age ranges due to the choking hazards associated with the item, they also take child development into account. They know that designing a 250-piece puzzle is neither appropriate nor useful for a 2-year-old who has limited sensory and motor skills. In this discussion, you will reflect on a favorite toy or game as a child and determine which stage of Piaget’s theory of cognitive development you were in when you played with it.  

Describe your favorite toy or game as a child. Indicate at which cognitive stage of development you were when you played with this toy and explain how your play reflected that stage of cognitive development. Provide scholarly citations and references to support your post. 

Hock, R. R. (2020). Forty studies that changed psychology: Explorations into the history of Psychological research (8th ed.). Upper Saddle River, NJ: Pearson.
Chapter 5, “Human Development,” Reading 5.2: “Out of Sight, But Not Out of Mind”

DeWolfe, T. E. (2013). Jean Piaget’s theory of cognitive development. In Salem Press Encyclopedia of Health. Amenia, NY: Grey House Publishing.

Gernhardt, A., Keller, H., & Ruebeling, H. (n.d.). Children’s family drawings as expressions of attachment representations across cultures: Possibilities and limitations. Child Development, 87(4), 1069–1078.

Mooya, H., Sichimba, F., & Bakermans-Kranenburg, M. (2016). Infant-mother and infant-sibling attachment in Zambia. Attachment & Human Development, 18(6), 618–635.

Posada, G., Trumbell, J., Noblega, M., Plata, S., Peña, P., Carbonell, O. A., & Lu, T. (2016). Maternal sensitivity and child secure base use in early childhood: Studies in different cultural contexts. Child Development, 87(1), 297–311. doi:10.1111/cdev.12454

Richland, L. E., Frausel, R. R., & Begolli, K. (2016). Cognitive development. In H. L. Miller (Ed.), The SAGE encyclopedia of theory in psychology (pp. 142–146). Thousand Oaks, CA: SAGE Publications.

Salkind, N. J. (2008). Piaget’s theory of cognitive development. In N.J. Salkind (Ed.), Encyclopedia of Educational Psychology (pp. 799-804). Thousand Oaks, CA: SAGE Publications, Inc. 

McLeod, S. (2007). Bowlby’s attachment theory. Retrieved from http://www.simplypsychology.org/bowlby.html 

McLeod, S. (2016). Mary Ainsworth: The strange situation. Retrieved from http://www.simplypsychology.org/mary-ainsworth.html#ssc 

Document: Final Project Topics (Word document)

Document: Psychology Theories Template (Excel Spreadsheet)