Marjorie Benton

Health promotion

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Discuss why nutrition is a central component in health promotion. What are some of the nutritional challenges for emerging populations? What roles do nutritional deficiency and nutritional excess play in disease?

Answer preview

Dave has committed two tortuous actions by causing a car accident and causing Victor to suffer physical harm through an assault. The most critical step is ascertaining the persons who accrue tort liability from these acts. On the charge of negligently causing a car accident, Empire Courier Service would be liable under vicarious liability doctrine. The inference of vicarious liability is made when an employee commits a tort when in the ordinary routine that constitutes part of his or her job mandate (Neild, 2013). The negligent conduct transpired in between deliveries when Dave had gone for lunch in a company vehicle. The fact that most employees of Empire Courier Service go for lunch at Big Burrito Bistro serves to illustrate that going for lunch at that place is an established routine in their employment. Therefore, the employer incurs liability for the negligent accident committed as Dave was leaving the parking lot.

[822 Words]

Health promotion

Marjorie Benton

Change in mental health due to COVID-19

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Question Description: Instructions
This assignment is a full draft of your Argument Research PaperPreview the document. This draft will demonstrate the argument and writing techniques studied in the course and will build upon the steps you have taken in all the previous weeks toward developing your Argument Research Paper. This draft is expected to meet all of the Argument Research Essay requirements for writing, content, length, and sources.

Writing Requirements for the Argument Research Essay First Draft, Due in Week 5, and for the Argument Essay Final Draft, Due in Week 7

Correct use of APA guidelines for the following:
Headers with pagination
Title Page
Margins, spacing, and paragraph indentation
APA in-text citation and referencing for all sources
Do not divide your essay into sections.
Do not use headings within your paper to indicate changes in topic. While longer APA essays and particular types of APA writing, such as scholarly articles, employ APA-style bolded headings to divide portions of the writing, you are writing a shorter academic essay. Your shift from one paragraph to the next should be signaled through your use of the effective transition and topic sentence rules we have practiced.
6-8 full pages for the essay itself, not including title page or references
Effective structure, including your introduction paragraph, your body paragraphs, and your conclusion paragraph
Use of third-person throughout. Focus on the topic, not on you nor on the essay. In other words: no first-person “I,” and no referring to the essay, such as “In this essay.”
At least 5 scholarly sources visibly used, cited, and referenced
Refer to the full Argument Research Essay Rubric
Your instructor will grade and offer feedback on this draft to help set you up toward additional success with your final draft in Week 7. In Week 6, you will post your draft to your peer review group area in discussion to also receive their feedback.

Grading: This activity will be graded using the Argument Research Essay Rubric.

 

Course Outcomes (CO): 3, 5, 6

 

Due Date: By 11:59 p.m. MT on Sunday

Rubric
ENGL147 Week 5 Assignment Rubric (90 pts)
ENGL147 Week 5 Assignment Rubric (90 pts)
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeLength
5.0 pts
Meets length requirement (6-8 pages, not including title page or references).
4.25 pts
Length is 5 pages, not including title page or references.
3.75 pts
Length is 4 pages, not included title page or references.
3.0 pts
Length is 3 pages, not including title page or references.
0.0 pts
Length is fewer than 3 pages, not including title page or references.
5.0 pts
This criterion is linked to a Learning OutcomeAPA Paper Format
5.0 pts
The essay is formatted in correct APA Style for the following items: header with pagination, correct margins and spacing, indentation of the first line of each paragraph. The paper does not use sections or headings within the essay.
4.25 pts
The essay is missing or has errors in 1-2 elements of the following: header with pagination, correct margins and spacing, indentation of the first line of each paragraph. The paper does not use sections or headings within the essay.
3.75 pts
The essay is missing or has errors in 3-4 elements of the following: header with pagination, correct margins and spacing, indentation of the first line of each paragraph. The paper may incorrectly include section divisions or headings within the essay.
3.0 pts
The essay is missing or has errors in 5 or more elements of the following: header with pagination, correct margins and spacing, indentation of the first line of each paragraph. The paper may incorrectly include section divisions or headings within the essay.
0.0 pts
No effort
5.0 pts
This criterion is linked to a Learning OutcomeIntroduction and Thesis Statement
8.0 pts
The introduction paragraph is highly effective and clear. The introduction paragraph begins with a viable, appropriate attention-getting technique, offers a clear but brief overview of the existing debate, and presents a narrow argument thesis in which the writer takes a clear stance within the debate. The writer avoids using first-person and second-person and avoids referring to the paper itself.
6.8 pts
The introduction paragraph includes the necessary components but may be lacking in clarity, strength, or appeal in one of the following areas: a viable, appropriate attention-getting technique, a clear but brief overview of the existing debate, and a narrow argument thesis in which the writer takes a clear stance within the debate. Or, the writer may use first-person or second-person or may refer to the paper itself.
6.0 pts
The introduction paragraph does not include one of the required components, or the paragraph needs much work in one or more of the following: a viable, appropriate attention-getting technique, a clear but brief overview of the existing debate, and a narrow argument thesis in which the writer takes a clear stance within the debate. The writer may use first-person or second-person or may refer to the paper itself.
4.8 pts
The introduction paragraph does not include one or more of the required components, or the paragraph needs much work in two or more of the following: a viable, appropriate attention-getting technique, a clear but brief overview of the existing debate, and a narrow argument thesis in which the writer takes a clear stance within the debate. The writer may also use first-person or second-person or may refer to the paper itself.
0.0 pts
No effort
8.0 pts
This criterion is linked to a Learning OutcomeBody of the Essay: Argument
12.0 pts
In each body paragraph, the thesis argument is forwarded with strong and effective use of multiple argument techniques. Supporting and opposing arguments are richly developed and are presented and analyzed with the writer’s voice as the driving force of each paragraph. The writer avoids using first-person and second-person and avoids referring to the paper itself.
10.2 pts
Body paragraphs forward the thesis argument well but could be more effective in one of the following: use of multiple argument techniques, rich development of supporting and opposing arguments, and the writer’s voice as the driving force. Or, the writer may sometimes use first-person or second-person or may refer to the paper itself.
9.0 pts
Body paragraphs forward the thesis argument but could be more effective in some of the following: use of multiple argument techniques, rich development of supporting and opposing arguments, and the writer’s voice as the driving force.The writer may use first-person or second-person or may refer to the paper itself.
7.2 pts
Body paragraphs fall short of fully forwarding the central argument because of notable deficits in the use of multiple argument techniques, in rich development of supporting and opposing arguments, or in the writer’s voice as the driving force. The writer may use first-person or second-person or may refer to the paper itself.
0.0 pts
No effort
12.0 pts
This criterion is linked to a Learning OutcomeBody of the Essay: Paragraph Development
10.0 pts
The student’s voice is the driving force of each paragraph. Each paragraph includes all of the following: a clear topic sentence in the student’s voice, a brief discussion of the point at hand in the student’s voice, a smooth and clear shift from student’s voice to source material via signal phrases, a brief and clear presentation of source material, a clear indication of when the student’s voice begins again after the source material, and a rich interpretation and analysis in the student’s voice of the source material as related to the overall thesis and/or to the specific argument point at hand.
8.5 pts
The student’s voice is often the driving force of each paragraph, but some paragraphs may be missing some of the following: a clear topic sentence in the student’s voice, a brief discussion of the point at hand in the student’s voice, a smooth and clear shift from student’s voice to source material via signal phrases, a brief and clear presentation of source material, a clear indication of when the student’s voice begins again after the source material, and a rich interpretation and analysis in the student’s voice of the source material as related to the overall thesis and/or to the specific argument point at hand.
7.5 pts
The student’s voice is often the driving force of each paragraph, but many paragraphs are missing some of the following: a clear topic sentence in the student’s voice, a brief discussion of the point at hand in the student’s voice, a smooth and clear shift from student’s voice to source material via signal phrases, a brief and clear presentation of source material, a clear indication of when the student’s voice begins again after the source material, and a rich interpretation and analysis in the student’s voice of the source material as related to the overall thesis and/or to the specific argument point at hand.
6.0 pts
The student’s voice is not often the driving force of all paragraphs because most paragraphs are missing much of the following: a clear topic sentence in the student’s voice, a brief discussion of the point at hand in the student’s voice, a smooth and clear shift from student’s voice to source material via signal phrases, a brief and clear presentation of source material, a clear indication of when the student’s voice begins again after the source material, and a rich interpretation and analysis in the student’s voice of the source material as related to the overall thesis and/or to the specific argument point at hand.
0.0 pts
No effort
10.0 pts
This criterion is linked to a Learning OutcomeBody of the Essay: Organization and Flow
8.0 pts
Throughout the essay, the writing flows smoothly with effective transitions. The writing employs strong, clear, varied word choice that clarifies ideas and demonstrates good sentence variety. The essay is organized effectively and logically from start to finish.
6.8 pts
Throughout most of the essay, the writing flows smoothly with effective transitions. The writing usually employs strong, clear, varied word choice that clarifies ideas and demonstrates good sentence variety. The essay reflects that an organizational plan has been employed.
6.0 pts
In some places throughout the essay, the writing flows smoothly with effective transitions. There is some evidence of clear, varied word choice and sentence variety. The organization of paragraphs may not be optimal.
4.8 pts
Throughout the essay, the writing may be choppy due to a lack of sentence variety, word choice, or transitions. The organization of paragraphs from start to finish in the essay might be confusing or otherwise ineffective.
0.0 pts
No effort
8.0 pts
This criterion is linked to a Learning OutcomeSources: Quality and Number
10.0 pts
Five scholarly sources are visibly used in the essay itself and are all referenced and cited with enough information needed to determine their scholarly nature.
8.5 pts
Five sources are visibly used in the essay itself, but some may not include enough information needed to determine their scholarly nature.
7.5 pts
Five sources may be used, but 1-2 may not be scholarly. Or, fewer than five sources are used or some are not visibly integrated into the writing.
6.0 pts
Five sources may be used, but 3 or more may not be scholarly. Or, fewer than five sources are used and many or most are not visibly integrated into the writing.
0.0 pts
No effort
10.0 pts
This criterion is linked to a Learning OutcomeSources: Application and Integration
8.0 pts
Each time a source is used within the essay, it is well-previewed in the student’s voice and is smoothly integrated with a signal phrase or with correct integration into a student’s sentence. Each time a source is used, it is highly relevant to the point at hand and is effective in the context of the argument. The student has chosen to paraphrase or quote according to best practices. Sources comprise a small portion of each paragraph and are never used in the topic sentence or final sentence of a paragraph. Sources are cited directly after use, never at the end of the paragraph.
6.8 pts
Almost every time a source is used within the essay, it is well-previewed in the student’s voice and is smoothly integrated with a signal phrase or with correct integration into a student’s sentence. The source may not be clearly relevant to the point at hand or in the context of the argument. The student may need to make better choices between paraphrasing or quoting according to best practices. Sources may be over-used in some paragraphs or may be used in the topic sentence or final sentence of a paragraph. Sources may be cited at the end of a paragraph vs. directly after their use.
6.0 pts
Source application and integration may fall short and may require work to meet some of the following standards: sources well-previewed in the student’s voice, smoothly-integrated with a signal phrase or with correct integration into a student’s sentence, clearly relevant to the point at hand or in the context of the argument, well-informed in choice of paraphrase or quotation, minimally used to maintain writer’s voice, and effectively placed sources and citations.
4.8 pts
Source application and integration may fall short and may require work to meet many of the following standards: sources well-previewed in the student’s voice, smoothly-integrated with a signal phrase or with correct integration into a student’s sentence, clearly relevant to the point at hand or in the context of the argument, well-informed in choice of paraphrase or quotation, minimally used to maintain writer’s voice, and effectively placed sources and citations.
0.0 pts
No effort
8.0 pts
This criterion is linked to a Learning OutcomeEssay Conclusion
8.0 pts
The conclusion is succinct and powerful, avoiding verbatim repetition of material from the introduction or from the paper. The conclusion flows well from the final body paragraph, reiterates the thesis concept in a unique way, and leaves the reader thinking with a look at larger contexts while staying keenly on-topic. The writer avoids using first-person and second-person and does not refer to the essay itself.
6.8 pts
The conclusion is succinct and powerful, but may include a small amount of verbatim repetition of material from the introduction or from the paper. The conclusion may flow well from the final body paragraph and addresses larger contexts, but in a way that may not be effective or powerful. The writer may use first-person or second-person or may refer to the esay itself.
6.0 pts
The conclusion is ineffective in some of the following areas: power and conciseness, unique wording, smooth flow, a thought-provoking ending, third-person point of view.
4.8 pts
The conclusion is missing multiple required elements or is highly ineffective due to wordiness, repetition, length (too short or too long), choppiness, a lack of impact, and/or the use of first-person or referring to the essay itself.
0.0 pts
Sources are not cited.
8.0 pts
This criterion is linked to a Learning OutcomeAPA Citation and Referencing
8.0 pts
All in-text citations and references are formatted in correct APA Style, and the references page is formatted correctly: The word References is centered at the top, the entire page is double-spaced uniformly, the list is alphabetized, and all but the first line of each source is properly indented.
6.8 pts
In-text citations and references may have minor errors in APA Style, and the references page may show errors in 1-2 of the following: The word References is centered at the top, the entire page is double-spaced uniformly, the list is alphabetized, and all but the first line of each source is properly indented.
6.0 pts
In-text citations and references may have persistent errors in APA Style, or the references page may show errors in 3 of the following: The word References is centered at the top, the entire page is double-spaced uniformly, the list is alphabetized, and all but the first line of each source is properly indented.
4.8 pts
In-text citations and references may have major errors in APA Style, may not include enough information to fully identify the source, or 4 or more of the following: The word References is centered at the top, the entire page is double-spaced uniformly, the list is alphabetized, and all but the first line of each source is properly indented.
0.0 pts
Sources are not cited or are cited poorly enough that the nature of the sources is overwhelmingly unclear.
8.0 pts
This criterion is linked to a Learning OutcomeWriting: Mechanics & Usage
8.0 pts
The writing is free of errors in grammar, spelling, and punctuation that would detract from a clear reading of the paper.
6.8 pts
The writing contains a few errors in grammar, spelling, and punctuation, but the errors do not detract from a clear reading of the text.
6.0 pts
The writing contains some errors in grammar, spelling, and punctuation that need to be addressed for a clearer reading of the paper.
4.8 pts
The writing contains several errors in grammar, spelling, and punctuation that impede a clear reading of the paper.
0.0 pts
No effort
8.0 pts
Total Points: 90.0

Answer preview

The COVID-19 pandemic has disrupted systems, including virtual learning, which has increased distress as people try to cope with new systems. Working at home and remote learning has many odds and stresses not previously experienced. The pressure to the various stakeholders to adapt to new systems and fear that such investment will not be sustained is a major cause of anxiety disorder. For instance, Fleming (2020, April 25) explains that many children struggle to adapt to remote learning. The benefits of flexibility in learning are only localized for those who are socially advantaged. Not all physical environments support remote learning, and technical problems are a major cause of distress. Parents, teachers, and students are worried about what the future will bring and how it will affect them. University students have also experienced distress in the era of COVID-19.  According to Hadi et al. (2020), social field students have reported difficulties contacting lecturers for statistic tasks, which is a major cause of distress.

[1845 Words]

Change in mental health due to COVID-19

Marjorie Benton

Risk of childhood obesity

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22 unread replies.66 replies.

Growing up, my mom usually packed my lunch for school. I was totally happy eating the same thing day after day- typically a sandwich of some kind on whole wheat bread. Most kids in my grade school packed their lunches, but in high school things changed a little. I would pack my lunch, but then I’d also see what was being served in the lunch line. I’d usually buy some french fries and/or a soda (which I still love but now it is diet soda), to “round out” my healthy meal. There were lots of high calorie, high fat foods to choose from.

I had friends (in grade school and high school) who bought their lunches daily. Sometimes there would be salad on their plates, but more often it was things like pizza and tator tots. That’s why I wasn’t surprised to read about a new study which found that kids who regularly purchased school lunches were more likely to be obese than those who brought their lunches.

In this study of sixth graders, published in the American Heart Journal, it found that students were 29% more likely to be obese if they ate school lunches. “Of the 142 obese children in the study for whom dietary information was known, almost half were school-lunch regulars, compared with only one-third of the 787 who were not obese.” More than two hours per day in front of the T.V. also increases the risk of childhood obesity but surprisingly, not by as much- only 19%.

Although many schools have relied on high energy food with little nutritional value in the past because it’s cheaper, that could soon be changing. “Under a federal law passed last December, Department of Agriculture guidelines will limit the number of calories served at every school meal and require programs to offer a variety of fruits and vegetables.”

Are you surprised by these findings? What kind of experience have you had with school lunches? When you reply to others make sure to compare your experiences to their own and extend the discussion by explaining what impact these changes might bring.

Check Out This Video:

Teach Every Child About Food (Links to an external site.)

https://video.search.yahoo.com/yhs/search?fr=yhs-i…

Read Chapters 6 and 7.

Required TextbookGoulding, M. & Zinczenko, D. (2010). Eat This Not That! For Kids!: Be the Leanest, Fittest Family on the Block!. NewYork, NY: Rodale.

Answer preview

Besides, there will be negative impacts in the future if children continue to consume school lunches, such as pizza.  When children become obese while young, they are vulnerable to more futures risks such as asthma, type 2 diabetes, early puberty, and heart diseases.  Also, obesity in children will eventually lead to obese adults who will be at the risk of cancer and stroke (CDC, 2018). Since no one would like to complicate his/her life, childhood obesity is preventable. Children should eat fresh food and not fast food like pizza. Parents should also teach their children how to prepare healthy foods from home instead of relying on ready-made foods in the market (Oliver, 2010).

[357 Words]

Risk of childhood obesity

Marjorie Benton

Nutritional food

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The Country to use for this question is INDIA

As Hite and Seitz (2016) show in Chapter 3, “Food,” there is enough food produced and available to feed the entire world every day. However, for various reasons, millions still go hungry, making food security—having consistent access to adequate nutritional food—a persistent global social problem in both developing and developed countries.

 

 

 

1) Where do most of the world’s hungry live?

2) What are the major causes of hunger?

3)What are some potential consequences and benefits to using biotechnologies in developing countries?

4) From one of your previously selected developing country: What factors contribute to food insecurity in your selected country? Discuss at least two ways in which government or other forms of leadership are addressing food insecurity issues for that nation.

Answer preview

The leading cause of hunger in the world and India in specific is Poverty. India has a considerable population, and most of these individuals live below the recommended poverty line or below a dollar a day. Statistics estimate that nearly 23.6 percent of the country’s population live below a dollar a day (Yadav, 2020). The country’s unemployment rate is relatively high; therefore, many citizens are unable to afford basic needs such as adequate food. A majority of the employed population also earn too little to guarantee them and their families food security. This makes Poverty the leading cause of hunger in the country (Saxena, 2018).

The other cause of hunger in the country is ineffective government policies to address the issue. Hunger has been a menace worldwide, and most governments are taking remedial actions to address the issue. In developed countries, the administrations have come up with strategies that have significantly minimized the rate of hunger amongst their population. However, in India, the government has been unable to formulate effective strategies that enhance adequate food production in the country, leading to a high rate of hunger (Yadav, 2020).

[778 Words]

Nutritional food

Marjorie Benton

Nutrition

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Healthcare professionals would be thrilled if individuals made decisions about what to eat based on a solid knowledge of what constitutes a “healthy diet.” Unfortunately, that is not typically the case. Many people do not know what constitutes a healthy diet. There are also those who do know but make less healthy choices for several reasons.

The food choices that people make are influenced by a variety of factors. Factor-categories include, but are not limited to, environmental cues, socioeconomic realities, cultural/religious beliefs, and the availability of foods in the community.

In a 3-page paper, written in APA format using proper spelling/grammar, address the following:

  1. Explain what nutrition is and why it is important.
  2. Describe the characteristics of a healthy diet and provide supporting examples.
  3. Identify at least two (2) factors (other than culture) that can impact a person’s food choices and provide a specific example for each.
  4. Research a culture (e.g., ethnic, religious, dietary) where specific food restrictions are dictated and address the following:
    1. Describe the restrictions.
    2. Explain how the restrictions could make it difficult for an individual to achieve a healthy diet.
    3. What dietary alternatives could be incorporated to overcome the dietary restrictions?
  5. Cite at least 3 credible references and present the resources in APA format on the References page.

Answer preview

Biological factors that affect food choice among people are hunger, taste, and appetite. These are the most fundamental determinants of food choices because the human body needs nutrients and energy to survive and respond to hunger or satiety. In the human body, the balance between hunger, food intake, and appetite stimulations are controlled by the central nervous system. Macronutrients generate varying satiety signals, with proteins being the most satiating and fats being the least satiating. Palatability is another crucial determinant of peoples’ food choices. Palatability refers to the proportionate pressure one feels when consuming a particular

[1133 Words]

Nutrition

Marjorie Benton

Mental Healthcare for Adolescence and children

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Mental Healthcare for Adolescence and children

Scenario

Ryan is a 12 year old diagnosed with Oppositional Defiant Disorder (ODD). As a small child, Ryan was first diagnosed with Attention Deficit, Hyperactivity Disorder. He had just started preschool and was unable to remain in one place for more than a minute or two. His parents had already had a very difficult time in disciplining him, because he would become very upset and throw temper tantrums when he could not do as he wished. He just seemed to be an unhappy, irritable child. This behavior continued in school. As time progressed, Ryan was diagnosed with Oppositional Defiant Disorder, because he continued to refuse to listen to adults and comply with the rules.

By the age of 12, he has begun to bully and annoy others. His parents have decided that the approaches they have used in the past are not working, and they are more afraid his behavior will only get worse.

Initial Post

Provide explanations for these questions and statements:

  • Describe the behaviors apparent for each disorder in this scenario (Attention Deficit Hyperactivity Disorder and Oppositional Defiant Disorder).
  • If this behavior becomes worse and Ryan starts to violate the rights of others, what medical diagnosis will be given and why?
  • Discuss at least two types of medication appropriate to treat Ryan and support your choices with rationale and credible resources
  • Describe why therapy for the parent is important in this scenario including at least two supporting rationales.

 

 

 

 

Assignment 02

Endocrine Disorder Guides

Competency

Evaluate responses to nursing interventions for clients with endocrine disorders.

Scenario

You are working as a nurse supervisor. You are finding a lot of new nurses are unfamiliar with certain endocrine disorders. You have decided to put together a guide for these nurses to educate them on different endocrine diseases and provide them with ways to provide quality multidimensional care.

Instructions

Compare and contrast two endocrine disorders within the guide. Include the following information:

  • Identify and compare the causes and diagnostic tests.
  • Identify and compare the signs and symptoms of the disorder.
  • Describe the nurses’ role in caring for a patient that suffers from this disorder to include the multidimensional aspects of nursing care.
  • Identify how you will evaluate responses to the interventions taken for each disorder.

Resources

Submit your completed assignment by following the directions linked below. Please check the Course Calendar for specific due dates.

My questions is for Mental Health and Multidimensional care.

My questions are explained in the folder below. One is discussion and the other essay.

Requirements: Essay | 1 pages, Single spaced

Assignment 01 is a discussion post that is due this Tuesday. Can you please get it done by that day? Below is the rubric for assignment 02.

Emerging Competence Proficiency Mastery
Causes and Diagnostic Tests (5 Pts) Vaguely identified and compared the causes of the disorders and the diagnostic tests used to identify them. Identified and compared some of the causes of the chosen disorders and the diagnostic tests used to identify them. Concisely and accurately identified and compared the causes of the disorder and the diagnostic tests used to identify them. Skillfully identified and compared the causes of disorders and the diagnostic test used to identify them.
Signs and Symptoms (5 Pts) Vaguely identified signs and symptoms of the disorders. Reasonably identified the signs and symptoms of the disorders. Accurately identified the signs and symptoms of the disorders. Provided a comprehensive list of signs and symptoms of each disorder to include assessment findings.
Nurse’s Role in Providing Multidimensional Care (15 Pts) Attempted to describe the nurse’s role in providing multidimensional care for the chosen disorders. Occasionally identified the nurse’s role in providing multidimensional care for the chosen disorders. Concisely identified the nurse’s role in providing multidimensional care for the chosen disorders. Completely identified the nurse’s role in providing multidimensional care for the chosen disorders and provided appropriate interventions.
Response to the Interventions (10 Pts) Attempted to evaluate the responses to interventions for the chosen disorders. Created a moderate list of responses to interventions for the chosen disorders. Created a satisfactory list of responses to interventions for the chosen disorders. Created a detailed list of responses to interventions for the chosen disorders and included an evaluation of the interventions for the disorders.
Spelling and Grammar (5 Pts) Numerous spelling and grammar errors that detract from the audience’s ability to comprehend material. Some spelling and grammar errors that detract from the audience’s ability to comprehend material. Few spelling and grammar errors that do not detract from the audience’s ability

Answer preview

Endocrine disorders involve all the diseases that affect the endocrine glands in the human body. These glands produce hormones that control all body functions. Some nurses are not familiar with certain endocrine disorders. This guide will help them discern different endocrine disorders and how to manage them. Type 2 diabetes and obesity are common endocrine disorders. These two disorders are a result of different factors. Type 2 diabetes is caused by the inability of body cells to interact with insulin. Another cause is when the pancreas does not produce recommended level of insulin (Aljuaid, Almutairi, Assiri, Almalki, & Alswat, 2018). Contrary, the cause of obesity is when the calorie intake is higher than what the body uses. Diagnostic tests for type 2 diabetes include glycated hemoglobin test, which measures sugar level in the blood. On the other hand, obesity tests include body mass index calculation, where a BMI of 30 and above shows that someone is at risk of obesity. Also, obesity diagnosis is done by studying patient family history to see whether there have been cases of obesity. Type 2 diabetes and obesity have different symptoms. People with type 2 diabetes experience increased thirst and hunger. They may also have blurred vision or fatigue. People with obesity have extremely high body mass index. They also have wide waist circumference.

[789 Words]

 

Mental Healthcare for Adolescence and children

Marjorie Benton

Nursing intervention

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Write a 500 word essay addressing each of the following points/questions. Be sure to completely answer all the questions for each bullet point. Separate each section in your paper with a clear heading that allows your professor to know which bullet you are addressing in that section of your paper. Support your ideas with at least two (2) sources in your essay. Make sure to cite using the APA writing style for the essay. The cover page and reference page do not count towards the minimum word amount. Review the rubric criteria for this assignment.

A 68-year-old client lives alone and is independent with all ADLs, has no restrictions for mobility, and is competent, and oriented x4. The client is on a fixed income, but has enough to manage a modest lifestyle. The client has family and social supports but is very independent and is proud of her self-reliance. The client’s height is 5’ 6”, weight is 210 lb. / 95.25 kg.

Please answer the following:

Answer preview

Because the client lives alone and is independent with no restriction, there is a possibility that she survives on fast foods. Besides, the client is self-reliant, and she has numerous daily living activities, meaning she is almost undoubtedly busy most days of the week. The two scenarios place the client in a very risky health position. This is because fast foods contain tremendous amounts of unwanted nutrients like fat and salt and numerous additives that mostly constitute artificial chemicals (Min et al., 2017). Besides, body inactivity leads to the accumulation of excess body calories and obesity (Petridou, Siopi, & Mougios, 2019).

[665 Words]

Nursing intervention

Marjorie Benton

America‘s food industry

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Prompt: explain how and why humans make response choices when confronted with America‘s food industry and The effects or outcomes of those response choices.

Required: minimum 8 sources, MLA format, works cited page
image.png
Answer preview

Still, the idealized origin, preparation process based on hygiene factors, and nature of foods may make an individual reject or accept certain foods in the industry. As Contento (32) emphasizes, an individual’s thoughts and feelings based on how they interact with their environment determine their actions when making food-related decisions. In this regard, the emotional and cognitive stimuli are personal reactions to how an individual perceives the benefits or consequences of food decisions. Although the cultural dispositions are relevant, a counterargument regarding this aspect is the importance of acknowledging that culture plays a significant role in molding personal ideals. According to Savage (8-11), cultural contexts are strategic in molding individuals from childhood to adulthood on their eating habits. However, just like personality development, acknowledging the importance of individual perceptions and values motivates them to identify food habits to adopt.

[1370 Words]

 

America‘s food industry

Marjorie Benton

Cooking methods

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Assignment #5 Cooking Methods This assignment is to have students research current industry trends related to cooking methods. Instructions: You are to identify an industry article that focuses on cooking. Read the article and offer a review on the cooking principles. (discussed in the textbook, On Cooking) shared that make the recipe great. You will be graded based on your ability to 1. Write a 150 to 200-word summary analyzing the cooking method discussed in the article. Share your understanding of key terms, techniques, methods, and equipment used. 2. Reference to periodicals/magazines: Cook’s Illustrated, Cooking Light, Food and Wine, and others focused on cooking techniques. 3. Be prepared to present orally in class. 4. Accurate use of citing your resources. Please reference the article, see below of APA style format for citing resources. Author, A. A., Author, B. B., & Author, C. C. (Year). Title of article. Title of Periodical, volume number (issue number), pages. https://doi.org/xx.xxx/yyyy Author, A. (Year). Title of article. Title of Periodical/Magazine, volume number (issue number)

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. Food that can be prepared using these methods involves, meat, vegetable, and winter squash. The food is first seared, then covered with a braising liquid, and cooked till tender. Reducing involves boiling and cooking a liquid in a source. It consists of burning a liquid until it evaporates to form a thick flavoured soup (Clements, 2021). Skimming involves eliminating the coat of fat from the liquid. Blanching is a technique used to cook vegetables whereby they are immense in boiling water for 1- 5 minutes (Clements, 2021). Emulsion involves mixing two liquids that can’t combine. The combination is enhanced by a bonding agent such as egg yolk. Infusion is a technique of extracting flavor from an aromatic ingredient such as tea and herbs.

[257 Words]

Cooking methods

Marjorie Benton

Nutrition, Exercise, Stress Management

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Topic 1: Nutrition, Exercise, Stress Management: Clinical Prevention Intervention and Evaluation.

Read the required reading. You have a client from a vulnerable population, such as an economically disadvantaged and older adult, who needs to begin lifestyle changes with nutrition, exercise and stress management modifications. Discuss how you would approach nutrition, exercise and/or stress management counseling. Address food aid programs that would be appropriate for referral. What exercise recommendations would be appropriate for your client/s. Comment on stress management factors that may need addressed with your choice of the vulnerable population.

TEXTBOOK INFORMATION

MediaType: Title: Edition: Author: Publisher: Book ISBN: Ebook ISBN:

MediaType: Title: Edition: Author: Publisher: Book ISBN: Ebook ISBN:

Physical
Clinical Epidemiology: The Essentials 5th (2012)
Fletcher, Robert and Fletcher, Suzanne Lippincott
978-1451144475

Physical
Health Promotion Throughout the Life Span 9th (2017)
Edelman, Kudzma and Mandle
Mosby
978-0-323416733

Unit 7 Reading Assignments

In Health Promotion throughout the Lifespan in Nursing Practice, read:

Chapter 11: “Nutrition Counseling for Health Promotion”

Chapter 12: “Exercise”

Chapter 13: “Stress Management”

Chapter 14: “Complementary and Alternative Strategies”

Ackley-Holbrook, E., Minsoo, K., & Morgan, D. W. (2016). Development and evaluation of the Walk for Health Program: A physical activity intervention for adults with visual impairments. Journal of Visual Impairment & Blindness, 110(2), 103-114.

Dietary Guidelines for Americans 2015-2020. (2015). Table of contents. Retrieved from https://health.gov/dietaryguidelines/2015/guidelin…

Physical Activity Guidelines for Americans. (2018). Index. Retrieved from https://health.gov/paguidelines/guidelines/

Riemer, H. C., Mates, J., Ryan, L., & Schleder, B. J. (2015). Decreased stress level in nurses: A benefit of quiet time. American Journal of Critical Care, 24(5), 396-402.

Rosenberg, K. (2017). Complementary medicine relieves some types of chronic pain. American Journal of Nursing, (1), 61.

Web Resources

● Centers for Disease Control and Prevention [CDC]. (2014). Principles of epidemiology in public health practice. An Introduction to applied epidemiology and biostatistics. (3rd ed.).. Retrieved from https://www.cdc.gov/csels/dsepd/ss1978/index.html

● Department of Health and Human Services. (2018). Leading health indicators. Retrieved from http://healthypeople.gov/2020/LHI/default.aspx

● Healthy People 2020. (2018). Topics and objectives. Retrieved from https://www.healthypeople.gov/2020/topics-objectiv…

● United States Preventive Services. (2018, March). USPSTF A and B recommendations. Retrieved from https://www.uspreventiveservicestaskforce.org/Page/Name/uspstf-a-and-b-recommendations/

Requirements: 3 paragraphs

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consumption, and low appetite leading to loss of weight.

A healthy lifestyle, active social life, and relaxation exercises are the main ways to handle stress in old age people. Hence, I would recommend the National Association of Nutrition and Aging Services Programs, which provides nutrition programs, meals, and socialization for its participants. I would recommend foods high in omega-3 fatty acids as they are essential for elder people as they help prevent inflammation, which causes heart diseases and cancer. Protein-rich food such as beans and salmons, and also fruits.  Exercise like strength training, aerobics, including balance and flexibility, brings about a surplus of health benefits to elderly people more than it does for the young. Physical fitness makes you stronger on the inside and outside too. Being healthy means your body can overcome viruses and infections more easily and makes bones stronger for a better balance (Edelman, Mandle, & Kudzma, 2017).

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Nutrition Exercise Stress Management