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NUTRITION

 
Q1
DISCUSS THE FOLLOWING FROM A NUTRITION POINT OF VIEW, WITH EMPHASIS ON BOTH THE MACRO-NUTRIENTS AND THE MICRO-NUTRIENTS AND THEIR ROLES IN WEIGHT LOSS. IT SHOULD NOT BE ADDRESSED FROM A MEDICAL POINT OF VIEW. ABOUT 250 WORDS
Carol is a 54 year old school teacher. She feels that she is fairly active, but has always struggled to keep her weight in check. Currently she attends a women’s specific gym for a 30 minute session twice per week as well as taking casual walks with her husband roughly once per week. She is knowledgeable about healthy eating and tries to eat well, although she does claim to have a sweet tooth. She does not smoke, and only drinks alcohol on special occasions. Recently she went to her GP for a check up and discovered that her blood pressure was high. After the GP asked a few questions it became apparent that Kristy has three family members who have been diagnosed with some form of heart disease, included her mother, who had died following a stroke 6 years ago. The GP continues with tests and gathers the following information:

Height: 168cm

Weight: 83kg

Waist circumference: 90cm

LDL cholesterol: 3.4mmol/L

HDL cholesterol: 1.0mmol/L

Triglycerides: 2.5mmol/L

Total cholesterol: 5.2mmol/L

Blood pressure: 138/90mmHg

The GP informs Carol that she has pre-hypertension and is at a high risk of developing cardiovascular disease. The GP encourages her to reduce her risk through making changes to her diet and exercise habits.

Q2
125 WORDS FOR EACH OF THE 7 STATEMENTS
Discuss the following statements from a nutrition point of view;

1. consuming a healthy diet will prevent coronary heart disease
2. the overweight and obesity categories are a problem in Australia
3. the dangers of dietary fat have been over-rated
4. foods containing carbohydrates are beneficial to health
5. the importance to health of “the micros”
6. dietary factors may either cause or protect against some cancers
7. the ‘nature’ of human nutrition, with emphasis on the role that the evidence-based approach plays in the study of the subject

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Tips and Tricks for Literature Searches

n

Literature Reviews: Reviewing and Critiquing Research

You have probably seen television programs or movies set in a court of law. Or, perhaps you have served on a jury or have been a plaintiff or defendant yourself. In the legal setting, conclusions are only said to be reached when the rules and constructs related to evidence are followed. Critical thinking and evidentiary rules protect the parties of a case; even if a conclusion seems foregone, it cannot be reached legitimately without a certain degree of evidence and conclusiveness.

Research follows similar practices. Whether a research study is qualitative, quantitative, or uses mixed methodology, it is incumbent upon the critical thinker to assess the assumptions, procedures, and conclusions reached. In the larger view, that critical thinker must examine a given study in light of similar studies or studies on related topics in order to understand the larger field of study and the literature that supports it.

This week, you will examine how researchers use literature reviews, as well as the purpose and development of a concise article abstract.

Learning Outcomes

By the end of this week, you will be able to:
•Evaluate the use of literature in a scholarly research article
•Organize theories and concepts derived from literature into a coherent vista
•Evaluate a research article abstract
•Produce a research article abstract that complies with doctoral-level practices
•Apply advanced resource searching techniques
Tips and Tricks for Literature Searches

Time is a precious commodity, and as a doctoral student you are keenly aware of its value. You are expected to be thorough and exhaustive in your search for academic resources. These expectations don’t only exist so you can avoid duplicating existing research; they also empower and prepare you to contribute to the foundations of thinking and practice in your chosen area of interest. One key to meeting these expectations is to develop proficiency in online searching.

Share your tips and suggestions for finding relevant academic literature. These tips may relate to navigating particular electronic databases, applying general searching techniques, constructing search term queries, broadening or narrowing your initial search results, finding monographs and other resources, or other topics.

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The Myflower Theater report

 
You are required to research the organisation The Mayflower Theatre Southampton and write a report outlining.

The format must be Arial 12, 1.5 spacing, numbered sections, and referencing.

All of your discussion must be supported by academic and theorical literature using HARVARD System.

Conclusions

Bibliography: A detailed and comprehensive bibliography of all sources used in compiling your report presented in accordance with the HARVARD System.

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please finish these two summaries for different articles:

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please finish these two summaries for different articles:
Summary 1：
Topic: Write a two-paragraph critical summary of Valeria Jefferson’s article The Ethical Dilemma of Genetically Modified Food (attached).

• In the first paragraph, identify the author’s main idea and key supporting points.
• In the second paragraph, comment on any or all of the following: structure, tone, angle, purpose, style, underlying values, persuasive strategies.
• Remember to acknowledge the source at the beginning of your summary and to provide a full citation at the end using the MLA format.
• Carefully proof-read and edit your writing.
• Aim at about 25-30% of the original text.
• Don’t use a cover page.
• Include your full name in the top right-hand corner of the page.
• Use Times New Roman, 12 point.
• Set margins to 1 inch (2.54 cm) on all sides.
• Double-space your writing.

Summary 2:
Read the article Despite Fukushima, … (see the attached pdf file that i’ll send it to you later)

– Then follow in exercise 1 on page 37 to write an argument evaluation for the above article. You don’t need to write two pages; one paragraph will be enough.

Before you start working on your own summary, refer to the steps on page 51. To see what a summary may look like, examine the annotated student summary on pages 43-44.

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Iconography

discussion

 

 

Iconography is the term to describe the “hidden messages” that are contained in works of art – most notably, paintings. Most religions, including Christianity, have their own sets of iconography. For instance, in this painting, there is a vase of lilies on the table. The Virgin Mary is known by her own flower, the lily, which signifies her purity. Her virginity is also denoted by the water urn and the bleach-white towel in the background. If you had a high powered magnifying glass, you would notice that the book on the table is actually the Bible and that it is opened to a passage about her miraculous holy conception. In case you are wondering how the “Immaculate Conception” could be written in a book before it actually happened, you might like to know that the term refers to her own birth. Mary, in some traditions, is believed to have been born without sin. If you look closely, you will see what looks like Casper with a cross zooming in through the window. This symbol is twofold – first of all, the Virgin was thought to have conceived much like a pane of glass – she was impregnated, yet remained undamaged, just as light passes through glass. Secondly, at this point in time, it was commonly thought that she had the spirit of Christ go in through her ear which is exactly where that little Ghost is heading.

On the right hand side of the painting, Joseph is at work in his shop. On his table are carpentry tools, but there is also a mouse trap. This is a complex image that indicates that Christianity will be the trap that contains the evil of Satan, whose iconography is that of a mouse or a rat. On the left hand panel are images of the donors (the people who paid to have this painted). Behind them is a man in red, but I don’t think I have ever read anything that adequately describes who he is.

There are a lot more “messages” in this painting. Note that there is one candle on the fireplace indicating the presence of God – this also appears in the Arnolfini Wedding Portrait chandelier on p. 520 (the book also describes some of the iconography in this painting). Northern painting, in particular, loved using iconography. People felt educated and erudite when they understood paintings such as this. People in the 15th through 18th centuries would have understood complex iconography. Why? Because they were surrounded by art – art in church, art in government buildings, art in middle and upper class homes, etc. We, on the other hand, are surrounded by TV and computers. However, if you look around you, you will see a lot of iconography that even we understand. Red, white and blue are examples of our patriotism; if you see a yellow triangle, you will yield even if it doesn’t have the word “yield” printed on it; the notorious red circle with a line through it means “no”; little abstract stick people tell us which bathroom to use; etc. (End)

Does knowledge of iconography contribute to one’s appreciation of a work of art?
Does ignorance of iconography compromise one’s ability to appreciate a work of art?
Is the beauty inherent or do you need to understand the iconography?
How would someone raised in a non-Christian country respond to this painting (the Merode Altarpiece)?
How much of this painting, in particular, would you have understood if I had not pointed things out?
Please look through the chapter and use other paintings to support your argument.
Remember to do a good job – you are the designated teachers for the other half of the class – back up your arguments with examples and proofread your entries.
If you are an odd age (19, 25, 33, 57, etc.), read Scream Stolen from Norway Museum and Munch Art Thieves Jailed in Oslo, then answer the following questions in the “Munch” thread.

Were these paintings insured? For how much or why not?
What are the values of these paintings?
What determines the value of a work of art (tough question; do some investigating)?
What does the word ‘priceless’ actually mean in relation to art?
What iconography can you find in this work of art? (Your honest answer will go much further with me than something found on the Internet.)
Make sure that you don’t just write a simple, terse sentence to answer each question. I’ll be looking for thorough answers throughout this assignment.

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discussion

 
Investigate one pope and one artist mentioned in the learning activities for this module. It is then up to you to turn any fun information you find on said pope and said artist in to a Jeopardy! question. For instance, let’s say you really want to learn more about Raphael, so you go to the Internet (make sure it is a reputable source) and read about his life. You then find out that he was quite the ‘player’ and all kinds of other fun information. Use the “Click to Launch” link above to go to the “Discussion Board” and put Raphael into the title thread line and post this: “This artist had so many girlfriends that he ended up dying of a venereal disease when he was quite young.” Answer: “Who is Raphael?” and then cite your source (don’t forget to cite your source). You are writing two questions, one about a pope and one about an artist. Then you are to read at least two other posts from other people and respond to them. Ho hum information will not get you a good grade – we are looking for obscure details and fun facts. If you post “This is the real last name of Michelangelo”, answer “What is Buonarrati?”, we will not be impressed. However, if you find information about a pope’s mistress or his illegitimate children, you will win our undying admiration. A well written post, that will receive the highest grade, will also include information that pertains to your answer—a paragraph or two explaining your question and answer.

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Mental Skills Training Program

Use the following numbers and headings when completing the assignment.

1.STATEMENT OF PURPOSE
Things to consider as you answer
Why you think it is important for you to begin or enhance a Mental Skills Training Program (MST) or Sport Psychology Program (SPP) for both you and your athletes?
This can be a broad statement similar to a philosophy of how you want this to impact you as a person, a coach and those who you come in contact with as a part of your coaching profession. Don’t just copy your Coaching Philosophy. This philosophy maybe just one area that fulfills your total coaching philosophy that you have written in other courses
Make sure that you keep it in the framework or specific for MST / SPP.
You can think of and use philosophical issues like enjoyment of sport and life. But if you write it I want you to believe it and then see it in the objective you have and skills you will be teaching.

2. What are you personally working on in your personal life? After all the material you covered and wrote about, evaluate and outline what specifics things you want to do as a part of your own MST? (these are things you plan to work on in your personal life, like improving your Goal Setting, relaxation or personal self-talk)
These don’t have to be complete deficiencies but you realize that you could improve in this area and it will make your coaching and teaching of MST for your athletes more effect both by the example you set and quality in coaching style.
Some examples may be issues of calm, confident, appropriate levels of arousal at different points of practice and competition, your own self talk, personal goal setting, non-verbal expressions during practice and competition.
Write out what it is you are currently doing or plan to do that will be an enhancement for your own Mental Training. For any noted area of change (like Self Talk) then provide bullet point(s) for the steps or goals you have that will help you make the changes you want to see.

3.Key Objectives- What you want to happen as a result of your MST or SPP that you will implement for your athletes and your team.
You can put in statements for yourself, coaching staff, athletes and team.
Write them as complete statements that have specific outcomes for each objective you write. I prefer that they are written a separate bulleted statements and not written into a paragraph.
Make sure you consider your age level and who you are working with. (It is not necessary to throw the kitchen sink of MST at 10 year olds.)
You can and should be realistic here and it should point to what you stated as your purpose. At the same time I don’t want you to sell yourself short. You don’t want to be like athletes we have all had that say “ that’s not for me” “that will never work” or “I could never do that.”

4. List the Foundational Skills You Will Seek to Enhance in Your MST / SPP

For each item you put on this list make sure you write a brief 2-4 sentences(if possible) describing why you believe these are important foundational skills specific to your age group, sport and if so your unique coaching or administrative situation.
Use the examples on (Table 16-2) to get your ideas but remember to be specific to your situation (age, team size, sport) when you write your description.

Table 16-2:

Foundation Skills: Achievement drive, Self-awareness, Productive-thinking, Self-confidence

5.List the Methods/Skills You will Use in Your MST / SPP

5.1 Sub Section(make this a bullet point list) – For each method/skill listed in point 5 provide a description of how each method/skill will help you achieve your Key Objectives already stated
This does not have to be lengthy but it is important to note that if you have a key objective there must be some mechanism to achieve it and you don’t need to be doing things (employing these methods) if they don’t achieve an important objective you have stated.
This becomes your confirmation of why you want to spend time teaching and using these methods/skills

5.2 Sub Section (make this a bullet point) – Again for each method/skill in 5 provide what you will teach for each of the following
What is the skill(s)/techniques your athletes need for this sport psych method/skill
Why it is important for them to learn or control this sport psych method/skill
When can it or should it be used in your sport setting
What do athletes actually have to do to use or implement the method/skill – you need to just cover key basics in this response and not the detail that may have already been used in other assignments. I want to be able to see that you know how to break it down and teach it.

6.For Methods You Listed in section 5 Set a Schedule for Implementing your MST / SPP

This may be more difficult since some of you already mentioned in several assignments that the amount of time to implement would be an issue.
Each of your schedules will be unique and will be different because of rules for athlete contact in off-season, multi sport athletes in the program, coaching more than one sport. You have to find a way to make it work. Teams have won championships without their own facility to practice in – how did they do that – they found a way.
Also consider that you are going to be coaching beyond one year. Can you add or enhance some of the MT methods and strategies in stages and to different levels of your program.

7. Elevator Message

Provide a paragraph that reflects what you would want to say, in a short period of time (elevator ride 30 seconds to 2 minutes) that would make an athlete want to work on MST, a parent want MST for their son or daughter on your team, an assistant to agree to work with you on MST, or an administrator who needs convincing why you are doing MST. Find your best arguments/rational to make this short conversation impactful so that one could hardly argue against you and want to be a part of your MST / SPP.

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Annotated Bibliography

 

Create a list of a minimum of nine references for books, articles, and documents that relate to the topic that you submitted in Unit III for the Research Paper due in Unit VIII. Each reference must be followed by the annotation, a brief descriptive, and an evaluative paragraph.
The purpose of the annotation is to inform the reader of the relevance, accuracy, and quality of the sources cited. Annotations are descriptive and critical; they expose the author’s point of view, clarity, appropriateness of expression, and authority. Creating an annotated bibliography calls for the application of a variety of intellectual skills: concise exposition, succinct analysis, and informed library research.
 First, locate and record citations to books, periodicals, and documents that may contain useful information and ideas on your topic. Briefly examine and review the actual items. Then choose those works that provide a variety of perspectives on your topic.
 Write a concise annotation that summarizes the central theme and scope of the book or article. Include one or more sentences that:
o evaluate the authority or background of the author,
o comment on the intended audience,
o compare or contrast this work with another you have cited, and
o explain how this work illuminates your bibliography topic.
 Your annotations should be at least 100 words in length.
Reference each book, article, or document using APA format.

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Ethical Challenges in Practice

 
Discussion Board: Ethical Challenges in Practice

Discussion Board Instructions

Initial post: Review the two case examples below and respond to the analysis questions. Respond in agreement to at least one of your peer’s postings, and in disagreement with another. Justify your position with evidence and discuss the application of ethical principles in your response.

Related resource:

American Nurses Association Code of Ethics for Nurses

ANA Code of Ethics: See attachment at bottom of page

Case Example #1

You are making a home visit to a patient who was discharged after having a stroke and falling. This fall caused a hip fracture and the patient still has significant pain, but you believe that he should begin more ambulation in his home. You review the level of narcotic pain medication that has been charted as given several times a day by one of the visiting nurses. As you begin your assessment, the patient complains of excessive pain and wishes to stop the ambulation exercises you are doing with him. You determine that he is having significant pain and ask him if he thinks that he needs more medicine. He says, “I haven’t taken any medicine since last week except Tylenol. That’s all the nurse says I need.” By your assessment, the patient is clear, aware, and not forgetful. You then examine all his medication and find that even though prescribed, there are no narcotics, only Tylenol.

Case Example #2

You work closely with several people at your small clinic and have started meeting socially to have a few drinks. You notice one of your fellow nurses, Brad, tends to drink more than the rest of the group. He lives nearby, walks home, and never seems abusive, so you never mention it until one day you return from lunch and you see Brad leaving a bar. In the clinic, you return a patient record to Brad and you smell liquor on his breath. He takes the record, smiles and says, “Thanks, I needed this record. I’m seeing her in ten minutes.”

What concerns do you have as you return to your desk? The quality of Brad’s patient care has never been questioned and patients always compliment him. What professional obligations do you have and how should they be carried out?

Analysis Questions

1. What is your obligation to report each situation to your superior?

2. How quickly must the nurse act in reporting each situation?

3. How does loyalty to your co-worker (Brad) factor into your decision to act?

4. What other factors weaken the willingness of a nurse to confront behaviors (of others) that present immediate risk of harm to patients?

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the principle participants in the Arab-Israeli War of 1973, and identify any relevant lessons for contemporary commanders)

 
(Analyse at the operational level the planning and prosecution of the campaigns waged by the principle participants in the Arab-Israeli War of 1973, and identify any relevant lessons for contemporary commanders)

The essay must be 4000 words including footnote and Bibliography doesn’t account. 10% interdiction 80% main body %10 conclusion.

Interdiction
Main body:
1. Background about the war and who were the principle participants
2. Analyse the operational level the planning of all of them:
• where Strategic and Political objectives are turned into tactical activity – the bridge between strategy and tactics
3. Analyse the prosecution of the copaigns waged of them:
• What were the main planning assumptions? How were the campaigns fought? What were the strengths and weaknesses in the planning and prosecution? Particularly; how well were strategic objectives translated into tactical action?.
4. Any relevant Lessons for cotemporary commanders:
• Identify’ List these lessons and explain why they’re important.
• ‘Suitable Lessons’ These should be lessons that are general, not only relevant to the specific case, and useful for different conflicts.
• ‘Contemporary Commander’ The commander of today.
Conclusion Looks back to the question and draws together the key strands of your CORE ARGUMENT; identifies the wider implications (where appropriate); does not bring in any new information; does not make recommendations.