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Q1: Introduction Despite what the $60 Billion diet industry has told you your whole life, restrictive dieting doesn't work (see article here: https://rightasrain.uwmedicine.org/body/healthy- weight/diets-dont-workLinks to an external site.). Remember the reality tv show The Biggest Loser? Every contestant has gained the weight back. And some weigh more than they were before going on the show! This is because strict, restrictive diets focused on rapid weight loss slow down your metabolism. Your body is designed to fight change. Your body interprets a restrictive diet as a famine. "There was a drought and the crops have died," your body thinks. You are descended from survivors. Your body is going to slow everything way down to weather the storm. So when you go off the diet even a little bit, your body is going to store those calories up in case there's another "famine". This is not a great strategy for the 21st century, where high calorie foods are everywhere. So are all diets bad? Turns out there are "fad diets" and then there are lifestyle choices. Restrictive fad diets focus on weight loss. But there are "diets" that instead focus on listening to your body, preventing disease, long term healthy choices and lifestyle habits. These tend to be more successful. Our class will be evaluating 6 popular diets to assess their long term effectiveness. Each student was put into a discussion group last week. This week, you will be working with your group to choose a popular diet. For the next few weeks, you'll be researching and evaluating this diet. You'll compare this diet to other popular diets and the present your findings to the rest of the class. You are not expected nor even encouraged to try out the diet on your own. Right now, let's work on picking out a diet to evaluate. You'll work with your group to choose one. I'll make sure each group is researching a different diet, so your group might not get its first choice. You might choose to go with one of the big fads right now like Keto, Intermittent Fasting, or, good ol trusty WW. But there are some more creative options here: Latest DietsLinks to an external site. Links to an external site. Initial Post In your initial post, I want each of you to suggest one popular diet to your group. Include a sentence or two on why you chose it. If anyone has posted before you, you have to pick a different plan to suggest. The goal is to have 5-6 choices to vote on. Reply Posts and Voting On Tuesday, read what your classmates posted. Now it's your turn to vote. Make another post in the discussion board with your Top 3 choices, ranked. You can leave it at that, or you can continue the discussion and come to a consensus. If not, I'll tally the votes and choose one for you. I will then reply to the group with the popular diet you'll be researching for the next couple of weeks. You might not get your first choice because I need to make sure every group in the class is doing a different diet. I'll let you know which diet your group will ultimately research next week. I'll also put that information in next week's discussion. Do not proceed with any research until I officially assign a diet to your group.See Answer
Q2:INSTRUCTIONS I need you to draw that graph, and find it the protein of whole milk, low fat milk and egg he doesn't have to change the name of the graph just he has to use mine that I showed you under You have to name, the whole milk, low fat milk, and egg in the graph/nProfein my 12. 0 0.3 0.6 Ab sonlance of 560 mm 0.9 1-2 1.5 Absorbance 66onm 0 0.365 0.776 1.187 1.589 1.993 1.263 (whole milk) 1.284 (low fat milk) (egg) Standard Curve of Protein Concentration. 1.342 (Protein mg/L).See Answer
Q3: Discussion Assignment Week 7: Evaluating your chosen diet plan - Discussion Group 5: Carnivore Now that your group has been assigned a popular diet to research, it's time to evaluate it. I've provided some criteria for evaluation. I want EACH student to answer the 16 questions about the group's assigned diet. Once everyone has posted, look for discrepancies between your posts and discuss those. For example, if one student thinks it's an expensive diet but another doesn't, talk it out a bit. I'd like there to be a general consensus about each of these issues. In a couple of weeks, you'll be presenting the diet to the class, so it's a good idea to work things out now so that you can come up with a summary later. It would be helpful if everyone made their initial posts before Sunday so you have some time to discuss. Initial Post Do some internet research on your assigned diet. Make sure you look through multiple sources so you're not getting information from just one place. 1. What's the eating plan for this diet? What do you eat, how much and how often? 2. Does the program systemically eliminate one group of foods from a person's eating pattern? If so, what do you think the consequences of this are? 3. Does the program encourage specific supplements or foods that can be purchased only from selected distributors? If so, do you think this is a barrier? Why or why not? 4. Do you think this diet plan is expensive to follow? Why or why not? 5. Is this program time intensive? Is there a lot of research or cooking involved? 6. Does the program tout magic or miracle foods or products that burn fat? If so, do you think this will be effective? 7. Does the program have rigid menus? If so, do you think this makes it easier or harder to follow? 8. Is it safe for anyone to follow this plan? Does the program provide a warning to people with diabetes, high blood pressure, or other health problems? 9. Are there any long-term health consequences to this plan (this might take some digging!)? 10. Does the program encourage or promote increased physical activity? 11. Does the program encourage an intake that is very low in calories (below 800 a day)? If so, do you think this is safe? 12. How culturally biased is this diet? Will people of different cultures/religions have difficulty following this diet? 13. Is there a social component to this plan? How are people kept accountable? 14. Can a person be on this diet and still have a dinner at a restaurant or a holiday meal with their family? 15. Does this program have staying power? What percentage of people stick with it for the long term? 16. What is your overall impression of this diet? Reply Posts Reply to each of your fellow group members pointing out areas where you disagree. I'd like to see an actual discussion here, and I'd like you to come to a general consensus about each of the evaluation criteria./nSee Answer
Q4: 1. Activity: ✓ Activity Analysis Form CATEGORY Activities of daily living Instrumental activities of daily living Health management Rest and sleep Education Work Play Leisure Social participation 2. Relevance and importance: - 1- SUBCATEGORY From Thomas H. Occupational and Activity Analysis, Third Edition. SLACK Incorporated; 3. Objects used and their properties: Tools: Supplies: Equipment: Resources: 4. Space demands: 5. Social demands: 6. Sequencing and timing demands: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. Activity Analysis From Thomas H. Occupational and Activity Analysis, Third Edition. SLACK Incorporated; 2 7. Body functions required: FUNCTIONS Specific Mental Functions Higher level cognitive: Judgment, concept formation, metacognition, executive func- tions, praxis, cognitive flexibility, insight Attention: Sustained shifting and divided attention, concentration, distractibility Memory: Short-term, long- term, and working memory Perception: Discrimination of sensations (e.g., auditory, tactile, visual, olfactory, gustatory, vestibular, proprioceptive) Thought: Control and content of thought, awareness of reality vs. delusions, logical and coherent thought Mental functions of sequencing complex movement: Regulating speed, response, quality, and time of motor production Emotional: Regulation and range of emotions; appropriateness of emotions Experience of self and time: Awareness of one's identity (including gender identity), body, and position in the reality of one's environment and time NONE Activity Analysis MINIMALLY MODERATELY GREATLY CHALLENGED CHALLENGED CHALLENGED From Thomas H. Occupational and Activity Analysis, Third Edition. SLACK Incorporated; 3 HOW IT IS USED (continued) FUNCTIONS Global Mental Functions Consciousness: State of awareness and alertness, including the clarity and continuity of the wakeful state Orientation: Orientation to person, place, time, self, and others Psychosocial: Integration of mental functions to form personal and interpersonal skills to esestablisheciprocal social interactions Temperament and personality: Extroversion, introversion, agreeableness, conscientiousness, emotional stability, openness to experience self-control, self-expression, confidence, motivation, impulse control, appetite Energy: Energy level, motivation, appetite, craving, impulse control Sleep: Physiological process, quality of sleep Sensory Functions Visual functions: Quality of vision, visual acuity, visual stability, visual field Hearing functions: Sound detection and discrimination; aware- ness of location and distance of sounds NONE Activity Analysis MINIMALLY MODERATELY GREATLY CHALLENGED CHALLENGED CHALLENGED From Thomas H. Occupational and Activity Analysis, Third Edition. SLACK Incorporated; HOW IT IS USED (continued) FUNCTIONS Vestibular functions: Sensation related to position, balance, and secure movement against gravity Taste functions: Association of taste qualities of bitterness, sweetness, sourness, and saltiness Smell functions: Sensing of odors and smells Proprioceptive functions: Awareness of body position and space Touch functions: Feeling of being touched, touching various textures Interoception: Internal detection of changes in one's internal organs Pain: Localized and generalized pain Sensitivity to temperature and pressure: Thermal awareness (hot and cold), sense of force applied to the skin (thermoreception) Neuromusculoskeletal and Movement-Related Functions Functions of Joints and Bones Joint mobility: Joint range of motion Joint stability: Structural integrity of joints, physiologi- cal stability of joints related to structural integrity Muscle Functions Muscle power: Strength Muscle tone: Degree of muscle tension Activity Analysis NONE MINIMALLY MODERATELY GREATLY CHALLENGED CHALLENGED CHALLENGED From Thomas H. Occupational and Activity Analysis, Third Edition. SLACK Incorporated; 5 HOW IT IS USED (continued)See Answer
Q5: 10:22 ill 69% NUFD117 Community Nutrition... NUFD 117 Grant Proposal In... NUFD 117 Grant Proposal Instructions and Point Allocation Community Nutrition Enhancement Grant Request for Application (RFA) Purpose The purpose of this funding opportunity is to support innovative programming that advances community health, increases access to nutrition assistance and education, and/or reduces food insecurity. The funding opportunity supports community nutrition programs to: expand program reach; enhance existing programming or services; purchase vital equipment; conduct training, needs assessment or research; or implement a new program component. Prior approval of grant topic from grantee (professor Shilts) is required, by submitting a letter of intent (LOI) with a 100 word summary of your project proposal (pre proposal-synopsis of the proposal including identification of the problem, proposed solution (objectives/methods) and tentative amount funding requested). Projects should be relevant to your field placement program and could stem from your needs. assessment results, observations, or discussions with preceptors. Ultimately, these grants are meant to help. identify innovative community nutrition enhancement projects, so that other programs may use them as a ||| 10:22 ill 69% NUFD117 Community Nutrition... NUFD 117 Grant Proposal In... Needs Statement 1 page full proposal). Grant reviewers form their initial impression of a project from the abstract. Make it compelling. Establish a clear, concise, and well- supported problem statement, with a review of the current literature (supported with at least 3 peer review journal articles). "The problem described represents a gap between what currently exists or is known and what could exist. "The needs statement should build a convincing case that the proposed grant project will solve (with at least 1 peer review journal articles). "The basic argument is that there is an unmet need in your target community that the 20 20 ||| 10:22 ✰ ll 69% NUFD117 Community Nutrition... NUFD 117 Grant Proposal In... placement program and could stem from your needs assessment results, observations, or discussions with preceptors. Ultimately, these grants are meant to help identify innovative community nutrition enhancement projects, so that other programs may use them as a model or guide for implementing similar programs. Eligibility and Selection Criteria Eligible applicant organizations include academic institutions, public entities and private nonprofit organizations, and state and local government agencies. Preference will be given to proposals that integrate relevant collaborations and budget request amounts are consistent with the project scope and outcomes. Key Dates 3/29 (8pm) Deadline to submit project topic for approval (Letter of Intent-LOI). • 4/3 Applicants notified if modifications are needed to the project topic. • 4/21 (8pm) Deadline for receipt of full proposal. Total Awards 25 awards are available through this funding opportunity, totaling $600,000. It is expected that awards will range from $5,000 to $25,000 each. Grant periods are flexible, though generally range from 6 months to 2 years Formatting and Length Specifications 12-point font, Double-spaced, 1 inch margins, number each page APA citation format Include the following sections in this table: Required Sections of the Proposal ||| Description 10:22 ill 69% NUFD117 Community Nutrition... NUFD 117 Grant Proposal In... Grant periods are flexible, though generally range from 6 months to 2 years Formatting and Length Specifications 12-point font, Double-spaced, 1 inch margins, number each page APA citation format Include the following sections in this table: Required Sections of the Proposal Description Title page 1 page Abstract Up to 250 words Concise yet descriptive title of your project * Indicate type of grant you are seeking "Amount requested . List all authors Date submitted Provides a succinct summary of the entire proposed ||| project including significance and objectives (write this after you have written your full proposal). Grant reviewers form their initial impression of a project from the 10:22 ill 69% NUFD117 Community Nutrition... NUFD 117 Grant Proposal In... Goal and Objectives Up to 1/2 page there is an unmet need in your target community that the proposed project will resolve. Clearly state the project goal (only 1 needed) and objectives (at least 2) The project's goals and objectives describe what the grant seeker plans to achieve. The goals and objectives are the heart of the proposal and they are the reason why one seeks the grant sponsor's help. Goals are broad, general-purpose statements or ideals (improve food security status of ....) Objectives are specific, measurable and demonstrate what will be accomplished when the project is complete. Once all objectives are written, they should be placed in a 10 |||See Answer
Q6: Assessment Task Sheet Subject Assessment Learning Objectives NUTR1023 Health and Fitness through Diet and Exercise Personal Diet and Exercise Plan 6. Apply the principles of training to develop a personal exercise program with appropriate mode/intensity/frequency to develop the students' own health and fitness. 7. Apply the current dietary guidelines to develop a personal diet plan for the maintenance of the students' own health. Conditions Mode Length and layout Written, Individual Length: 1500 words (excluding reference list, tables, and figures). Anything over this limit will not count towards your assignment. Please list your wordcount at the end of your paper. Layout: Double line spacing in Arial 12-point font. The assignment should contain four parts: 1) Introduction 2) Goal and Strategies 3) Plan 4) Justification and conclusion Submission date 4pm Submission method Supporting Resource Submit to Turnitin via the link under 'Assessments' on Learn.UQ (Blackboard). Note: The submission will be processed by Turnitin, to check for plagiarism. A report template is provided under 'Assessments' on Learn.UQ (Blackboard). This is a guide for you to use and edit as you wish. Context/Purpose of assessment The purpose of this assignment is to allow you to develop a plan for improving your own health and fitness. You should use the knowledge you have developed throughout the NUTR1023 course to construct a personalised diet and exercise plan that will achieve a goal that is important and relevant to your own situation. Task The following is a guideline for the structure of your report, the word limits are suggestions. 1) Introduction (approx. 200-300 words) • Provide some information about your personal situation. Information should be relevant to your health, fitness, diet and exercise. • Suggested information to include: age Assessment Task Sheet O O O O O gender history of physical activity/weight medical conditions that require a special diet or exercise program current social situation (e.g., work, family, living arrangements) factors in your local environment that might influence your diet or physical activity. Important: You are not required to include all the above information. However, you need to include enough information to enable assessment of whether your goal, strategies and plans for diet and exercise are appropriate for your personal situation. 2) Goal and Strategies (approx. 1000-1200 words) Goal: You are required to set ONE of the following overall goals that relate to your own health and fitness: OR - a) Reduced risk of chronic disease – if you choose this goal you need to: ⇒ Select a specific chronic disease (e.g., cardiovascular disease, diabetes, mental health, cancer, etc.) that you may be at risk of developing in the future or want to reduce progression of. ⇒ Then use evidence to explain how diet, physical activity exercise is related to the disease risk and prevention/progression if relevant. b) Improved sport or exercise performance - if you choose this goal you need to: ⇒ Select a specific sport or exercise task in which you want to enhance your performance. ⇒ You need to specify how much you want to improve your performance and use evidence to discuss how changes in your diet and in different components of fitness will help to improve your performance. Use the acronym SMART to help you set focused strategies to achieve your overarching goal. SMART stands for: • • Specific: clearly describe what you want to achieve. Measurable: include targets to help you measure your progress. Achievable: make sure your strategy is achievable - if the task is too large, break it down into smaller ones. Realistic: make sure you can achieve your strategy with your available resources and time. Timed: set a deadline for achieving your strategy so you have a clear target to work towards. Strategies (with justification): • ● • Describe and justify (with evidence) three (3) specific strategies that will help achieve your goal. Strategies must be evidence-based, specific, quantified and relevant to your personal situation. Use this information to clearly justify why using your chosen strategies will be the best possible chance to achieve your goal. The course readings and materials on the LearnX platform will provide a good place to start when developing strategies, though you will also need to use other high-quality sources. Peer-reviewed journal articles are high-quality sources and can be accessed through the UQ Library website search function. Assessment Task Sheet Demonstrate critical thought in the development of your strategies by: ⇒ Identifying the type of study (e.g., RCT) in the articles ⇒ Reflecting on the quality of evidence from that type of study ⇒ And then explain how likely it is for the results of the study to apply to your own personal situation and goal. Examples could be to increase the intake of a nutrient or food group in your diet; change your body composition; increase upper body strength or improve your cardiorespiratory fitness. Remember - the strategies need to be specific and quantified. Therefore, if you want to increase your intake of a specific nutrient, you will need to say exactly how much of that nutrient you are aiming to consume and why. 3) Plans • • Provide a detailed diet and exercise plan that describes the specific foods and exercise tasks you will undertake to achieve your goal. List all the foods you plan to eat and all the exercise you plan to undertake during these time periods. Show how your plan is linked to the strategies described in Section 2 and how you will put these into practice. Example: If your strategy was to consume 120g of protein per day to increase lean body mass and muscle strength to improve shot-put performance. For this strategy you would need to list the exact foods to be consumed throughout the day to achieve an intake of 120g of protein. Reminder: the use of tables or figures will not contribute to your wordcount The diet plan: The diet plan must be one week in duration. The diet plan will need to include all the foods you plan to consume, with estimated calculations of the number of serves of each food group It will need to include a sufficient number of serves of each food group to meet the dietary guidelines for your age and gender as listed in the Australian Guide to Healthy Eating. • Please focus on additional nutrients in your diet plan that you may need to highlight to support your strategies and goal. This may be as the example above for protein, or another example such as saturated fat content to prevent a specific chronic disease. The exercise plan: • The exercise plan will need to demonstrate use of the FITT principle. It must include the type of exercise, the frequency, intensity, and duration of exercise for every activity planned. The exercise plan must be 8 weeks in duration, this will allow you to show how you have applied the FITT principle and progression of intensity, volume and/or duration over the 8-weeks to achieve your goal. The exercise plan will need to meet the current physical activity guidelines for Australian adults. The exercise plan must clearly relate to your strategies for achieving your overall goal. 4) Justification/Conclusion (approx. 200-300 words) Assessment Task Sheet Provide clear justification for your choice of foods and exercises. This final paragraph should include a brief discussion about how the foods and exercises in your plan relate directly to your strategies and overall goal, in the context of your own personal situation. Final tips • The report should be clear and concise with a logical and coherent flow of ideas. Referencing: APA (7th Edition) style is required. ⇒ See https://guides.library.uq.edu.au/referencing/apa7 for comprehensive referencing guidelines. Your report should use double line spacing, Arial 12-point font and should be no longer than 1500 words of text. Anything over this limit will not count towards your assignment. References, tables and figures do not contribute to the word limit. Include your diet and exercise plans as tables or figures. These do not contribute to the total word limit. Please ensure they are formatted appropriately upon submission to Turnitin. Please note that font size and double spacing are not necessary for any tables, to ensure concise presentation. A report template has been provided on Learn.UQ (Blackboard). Use this to develop your diet and exercise plan for this assignment, edit it to suit you./nSee Answer
Q7: AUM American University Of The Middle East Course Assignment 2 Guidelines Assignment Deliverables 1 & 2 FN303: Essentials of Nutrition Assignment Weight: Assignment: Deliverable 1 (70%) + Deliverable 2 (30%) = 100 points Deliverable1- written content= 70% of the total grade= 70 points Deliverable2-presentation skills= 30% of the total grade= 30 points Term: SPRING 2024 I. Introduction II. Learning Outcomes III. Assignment Files IV. Assignment Summary (Scenario) V. Deliverables & Assignment Management VI. Plagiarism VII. Marking Scheme 1 | Page Assignment Title: THINKING TWICE ABOUT POPULAR WEIGHT LOSS DIETS I. Introduction The ability to read, critically assess and understand the different topics related to nutrition and health is essential while studying basic nutrition courses. With that purpose, the current assignment will aim to teach the students how to read, understand, paraphrase, conclude, summarize, and present the different nutrition and health-related topics. The assignment will consist of teamwork, composed of 3-5 members per group. Each group will be asked to read, understand, summarize and present the designated topic provided by the instructor. This semester, the related topics to be targeted focus on popular weight loss diets, their benefits, heath risks and side effects. Each group is required to explain the method of the given diet, to highlight the nutritional facts about the diet such as protein, fat, carbohydrate and calorie intakes, to present and discuss the scientific literature regarding to the diet's benefits and diet-related diseases and complete their discussion with clear conclusions. II. Learning Outcomes The Assignment links to the following learning outcomes from the FN303 course, as described in the course syllabus: • • • • • Understand the role of nutrition to achieve optimal health Be able to make smart nutritional choices to achieve and maintain a healthful body Have a basic knowledge of nutrients and food contaminants Discuss current food regimes including fad diets, eating disorders and diet-related diseases Carry out basic nutritional evaluation III. Assignment Files Assignment description in its entirety will be available on Moodle, and it might be updated throughout the Semester, according to the Syllabus and/or students' needs. Students will need to check the assignment section on Moodle regularly. IV. Assignment Summary (SCENARIO) Assignment Title: Positive eating techniques Rationale: The key to a balanced diet is to eat the appropriate quantity of calories for the level of activity, balancing the energy "in" with the energy "out" to avoid weight gain. A well- balanced diet provides all of the: energy the body needs to keep active throughout the day. 2| Page Positive eating techniques are different approaches to managing eating habits by focusing on individuals' sensual awareness of the food and their experience of the food. Popular diets such as MINDFUL EATING, INTUITIVE EATING, GENTLE NUTRITION, NON-DIET APPRAOCH, COUNCIOUS CONSUMPTION, BODY-POSITIVE EATING, ATTUNED EATING (PAYING ATTENTION TO SIGNALS OF EATING AND FULLNESS), should be carefully investigated before deciding to attempt. Tasks: Deliverable 1 (70%) 1 – Students (Group of 3 - 5 students) will be designated to research one of the popular diets below: MINDFUL EATING, INTUITIVE EATING, GENTLE NUTRITION, NON-DIET APPRAOCH, COUNCIOUS CONSUMPTION, BODY-POSITIVE EATING, ATTUNED EATING (PAYING ATTENTION TO SIGNALS OF EATING AND FULLNESS), other popular diets may be added with the permission of your professor. 2- Regarding to their allocated/ chosen popular diet students will follow a standard scientific research procedure and review the literature. Students in this phase are expected to collect data from governmental or institutional sources and gather opinions from credible scientific sources such as journal articles and books. 3- Students are expected to write the content and finding in Only PowerPoint format with specific criteria discussed below. And submit it on TURNITIN. Deliverable 2 (30%) Students will orally present their submitted PowerPoint in class. V. DELIVERABLES AND ASSIGNMENT MANAGMENT Deliverable 1: PowerPoint Submission- 70% Each group will work on gathering data from credible sources. You should add a reference list of at least 5 references. Reports should have three parts: (10 points) 1- Introduction: Grab attention and introduce the approach. (10 points) Introduction to Positive Diet Techniques - Define positive diet techniques as strategies aimed at promoting health and well- being through mindful eating, balanced nutrition, and sustainable habits. - Discuss the effect of adopting positive diet techniques for long-term health benefits/disadvantages quality of life. 3| Page - Explain the concept of the chosen approach and its benefits for promoting healthier eating habits and preventing overeating. - Introduce its techniques for eating, such as sensory awareness, and eating without distractions... 2- Literature review: a. Nutritional Guidelines and Portion Control: (10 points) - Outline key nutritional guidelines, including the recommended daily intake of macronutrients (carbohydrates, proteins, fats) and micronutrients (vitamins, minerals). - Provide examples of nutrient-rich foods from each food group and emphasize the importance of variety in the diet. - Define portion control as the practice of managing serving sizes to regulate calorie intake and maintain a healthy weight. - Offer practical tips for practicing portion control, such as using smaller plates, measuring servings, and paying attention to hunger and fullness cues. b. Meal Planning and Preparation: (10 points) Provide step-by-step guidance on meal planning, including setting goals, creating a grocery list, and preparing meals in advance. - Offer sample meal plans and recipes that emphasize balanced nutrition and incorporate a variety of healthy ingredients. c. Hydration: (10 points) - Discuss the importance of hydration for overall health and optimal bodily functions. - Provide recommendations for daily water intake based on individual needs and activity levels, along with creative ideas for staying hydrated throughout the day. d. Healthy Substitutions and importance of Physical Activity: (10 points) - Identify common high-calorie or unhealthy ingredients and suggest healthier alternatives for cooking and baking. - Offer practical examples of ingredient substitutions that can reduce calorie and fat intake without sacrificing flavor or texture. - Highlight the benefits of regular physical activity for weight management, cardiovascular health, and stress reduction. - Provide recommendations for incorporating physical activity into daily routines, such as brisk walking, cycling, or strength training exercises. 3- Conclusion - PERSONAL OPINION (NOT SUMMARY) (10 points) a. What is your group's opinion about this diet? b. Justify your decision: why? 4| Page References list: A reference slide including 5 different references. Please apply APA style.... (1 point per reference= 5 points) No conflicts / Conflict resolution (5 marks will be deducted in case of conflict). Submission: PowerPoint format (Deliverable 1) will be submitted on Turnitin. **** If TURNITIN reveals similarities more than 25%; the document will be under investigation. Please refer to plagiarism policy in your syllabus. If you have high similarity but not categorized as plagiarism you may lose 5- 10 points depending on % of similarity. Deliverable 2: Presentation 30% • • • Each group will submit their presentation in class according to a planned schedule. You are expected to be present on time, deliver the presentation and be able to answer at least one question from your class mates and any question from your instructor. You are expected to adhere to the time allocated for your presentation. You are expected to practice as a group; where the grade is allocated for the group. However, if there was great discrepancy in mode of delivery not all members of the group will share the same grade (grades may be individualized for oral presentation). Students should attend all presentations days. Presentations should include the following elements: 1- Introduction 2- Literature Review 3- Conclusion 4- References Your actual presentation will be graded according to the following criteria: Actual delivery of the presentation (30 points) 5- Make sure to have the slides visually appealing in terms of colors, fonts, clarity, no typos, graphs, pictures or tables, properly labelled and informative Visual aids/ graphs/tables/ figures/ clear/ good organization/ font size...etc. (5 points) 6- Speed of delivery and eye contact (5 points) 7- Not reading from slide or notes extensively (5 points) 8- Adherence to time (5 points) 9- Response to Q & A (5 points) 10-Attending both sessions (unless you have a valid excuse accepted by students' affairs such as a valid sick leave report) (5 points) Upload your presentation in a PowerPoint format on TURNITIN. Please be ready and on time when you are called to present in class. 5| PageSee Answer
Q8: BIOS3043 - Changing Behaviour, Promoting Health Assessment Guidelines: Intervention Challenge January 2024 This guidance document has been produced by Jake Sallaway-Costello for students enrolled on BIOS3043 - Changing Behaviour, Promoting Health in the academic year commencing October 2023. Academic staff will always endeavour to maintain module planning throughout an academic year. Circumstances beyond their control may, however, require minor changes to be made to module plans. Such changes will be communicated to students in a timely manner, and students will be provided with an updated version of this document. The details described in this guide are only relevant to academic year 2023/24. BIOS3043 - Changing Behaviour, Promoting Health Assessment Guidance: Intervention Challenge Assessment Guidelines: Intervention Challenge January 2024 The summative assessment for this module challenges you to apply insights from health psychology and health sociology to the design and development of a health promotion intervention. Replicating public health tendering practices in the real world, you will form a multi-professional team to persuade a Grant Panel to give you public funding of up to £20,000 to deliver a health promotion intervention, addressing a public health nutrition issue of your choice. As a group, you will use an appropriate health needs assessments to identify a health threat which meets the requirements of a Funding Brief. You will design an innovative, evidence-based, theoretically-informed intervention to address that challenge. After presenting your proposed intervention as a group, you will receive feedback and further develop your intervention individually, to be submitted as a final written tender report. This is an authentic assessment, designed with practitioners, to give you a genuine experience of public health work. To succeed in this assessment, you will need to: • • • • • Identify a public health nutrition challenge and the health needs of populations. Apply psychological and/or sociological theory to dietary health promotion. Design an evidence-based intervention to achieve improved health outcomes. Evaluate health promotion activity in nutrition and dietetic practice. Communicate public health nutrition needs and interventions to a lay audience. This assessment is worth 100% of the module grade J Sallaway-Costello | School of Biosciences BIOS3043 - Changing Behaviour, Promoting Health Assessment Guidance: Intervention Challenge Intervention Challenge This assessment has two separate elements. You should read this guidance carefully so you understand what is expected of you, and note important details such as the submission deadline, word limit, expected content and other information. You should: Form a group and identify a public health nutrition issue, based upon the criteria set out in the Funding Brief document As a group, design a health promotion intervention to address your chosen issue, employing sound use of social scientific theory Create and submit a poster on your intervention by Receive feedback on your intervention from the Grant Panel: use their recommendations to develop your intervention individually As an individual, write up your final intervention as a tender report, and submit it The word limit is 750 words for the group poster, and 1500 words for the individual tender report. J Sallaway-Costello | School of Biosciences BIOS3043 - Changing Behaviour, Promoting Health Assessment Guidance: Intervention Challenge FREQUENTLY ASKED QUESTIONS 1. What public health nutrition challenge can we address? In January 2024, the Grant Panel released a Funding Brief by email, inviting you to form a group to design a health promotion intervention. The Funding Brief outlines the exact criteria for appropriate tenders, including the types of public health nutrition challenges the Grant Panel seek to use their funding to address. It is important that you examine this document carefully and comply with the requirements it describes. The Funding Brief does not explicitly state any specific examples of interventions the Panel wishes to fund, and does not provide a list of possible issues they seek to address. You should read the Funding Brief carefully with your group, to ensure you understand which interventions the Grant Panel will, and will not, fund in this round. You should start your assessment efforts by consulting a health needs assessment to identify a suitable public health nutrition issue. 2. What can we do for the intervention proposal? This assessment requires you to take a social scientific approach to the exploration, analysis, and confrontation of public health nutrition issues, through the professional practice of health promotion. All proposals must be evidence-based, theoretically informed, and must employ suitable evaluation and impact measures. Examples of interventions groups have designed and presented in previous years have included: • • • Safer Spaces: promoting cardioprotective measures using the activated health model for improved heart health in the transgender community in Nottingham. Freshers Eat Fresh: employing novel positive reinforcements to increase fruit and vegetable consumption in university students in Nottinghamshire. Incredible Edibles: developing a food waste delivery service to build food secure communities in rural Derbyshire using Citizen Participation. Make Whey For Health: increasing protein intake of elderly people living in care homes in Beeston through facilitating gravitation towards self-actualisation. It is very important that you appreciate the professional approach this assessment requires. Amateur, lay attempts to improve health (i.e., telling people what to eat, raising awareness, educating the public, sharing recipes, social media campaigns, etc) are not appropriate for this level of study or professional practice, and may prevent your work from being awarded a pass grade. Your intervention must be theoretically informed: this does not mean it must make use of every social and behavioural theory taught on this module, but rather that you should carefully identify an appropriate theoretical approach, and skilfully apply it to a real public health nutrition challenge. J Sallaway-Costello | School of Biosciences BIOS3043 - Changing Behaviour, Promoting Health Assessment Guidance: Intervention Challenge 3. Do you have any advice on what makes a good intervention? Health promotion is a complex and highly inexact applied science: designing an impactful intervention is a challenging skill. Students in previous cohorts have voiced both their enjoyment of working on this task, and their surprise regarding the nuanced and complicated practice of public health. It is very easy to differentiate between strong and poor interventions. For the first task, the Poster Presentation, former students have suggested that you... • • · Form a group quickly and meet with your group regularly. Designing a robust intervention will take longer than you initially think, and you will fast run out of time to develop the intervention and create the poster if you procrastinate. Make progress each week and don't fall behind. As in the real world where work cannot stop just because someone is on holiday, if someone in your group cannot attend a meeting, hold the meeting anyway and proceed without them. Find a reasonable balance between being ambitious and being realistic. The £20,000 funding available can have considerable and long-lasting impact in local communities, but it will not stretch to city-wide or regional initiatives. For the second task, the Tender Report, former students have suggested that you... Act upon every piece of feedback provided. The Grant Panel will not suggest changes to the intervention without cause, so you should take all of their recommendations seriously when developing the intervention for your report. Communicate professional confidence. Making modest use of professional titles and post-nominals, developing a brand image for your tender, and using appropriate language will give the Grant Panel confidence in your work. • • • Focus on quality rather than quantity. Simply writing "more" or giving more detail will not improve the quality of your report. Instead, pay attention to the use of theory, practice frameworks, health needs assessments, and impact measures. 4. Do you have any advice on what to avoid? Reflecting on characteristics of interventions in previous years which have not been so successful, and required significant development, you are advised to avoid... • • • • Deciding on a public health nutrition issue randomly, or based purely on personal interests, without consulting an appropriate health needs assessment. Designing the intervention "backwards", such as coming up with an idea about what the intervention will be, and then attempting to find theory to support it. Proposing use of clinical methods in non-clinical applications, which is a sure way of guaranteeing the Grant Panel will reject your intervention. Requesting funding for an intervention which embodies methods or ideas the Funding Brief explicitly states the Grant Panel will not consider. J Sallaway-Costello | School of BiosciencesSee Answer
Q9: Compare the amount of fat and calories in a baked, broiled, or steamed food compared to a fried food. Select 3 comparisons to evaluate. Your best bet is to google these products, or use www.myplate.gov. Examples of foods to compare might be baked potatoes versus french fries, baked chicken versus fried chicken, broiled fish versus fried fish. Remember to compare the same serving size of each food. Also, explain why each would be a better food choice then the other, in terms of staying within the RDA. Also, identify the DRI's for fats. Homework Nutrition (1) (3) Criteria details clear enough details that anyone can understand the description and the effects of too much or too little complete all parts of the question are answered completely: serving size tynes of frving, what TOOT Ratings 3 pts Full Marks 5 pts 0 pts No Marks 0 pts No Pts 3 pts Homework Nutrition (1) (3) Criteria details clear enough details that anyone can understand the description and the effects of too much or too little complete all parts of the question are answered completely: serving size, types of frying, what each adds to flavor as well as health application Include the application of this particular nutrient or information < Previous 3 pts Marks Ratings 5 pts Full Marks 2 pts Full Marks 0 pts No Marks 0 pts No Marks 0 pts No Marks Pts 3 pts 5 pts 2 pts Total Points: 10 Next ▸See Answer
Q10: Occupational Analysis Form 1. Occupation: Category and subcategory according to how the client defines the occupation (may be more than ✓ CATEGORY Activities of daily living Instrumental activities of daily living Health management Rest and sleep Education Work Play Leisure Social participation 2. Relevance and importance to the client: SUBCATEGORY From Thomas H. Occupational and Activity Analysis, Third Edition. SLACK Incorporated; 3. Objects used and their properties required of the client: Tools: Supplies: Equipment: Resources: 4. Space demands for the client: 5. Social demands for the client: Occupational Analysis 6. Sequencing and timing demands (how the client typically performs the occupation): 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. From Thomas H. Occupational and Activity Analysis, Third Edition. SLACK Incorporated; 2 7. Body functions required: FUNCTIONS Specific Mental Functions Higher level cognitive: Judgment, concept formation, metacogni- tion, executive func- tions, praxis, cognitive flexibility, insight Attention: Sustained shifting and divided attention, concentra- tion, distractibility Memory: Short-term, long- term, and work-ing memory Perception: Discrimination of sen-sations (e.g., auditory, tactile, visual, olfactory, gustatory, vestibular, proprioceptive) Thought: Control and content of thought, awareness of reality vs. delusions, logical and coherent thought Mental functions of sequencing complex movement: Regulating speed, response, qual- ity, and time of motor production Emotional: Regulation and range of emotions; appropriateness of emotions Experience of self and time: Awareness of one's identity (includ- ing gender identity), body, and position in the reality of one's environment and time NONE Occupational Analysis MINIMALLY MODERATELY GREATLY CHALLENGED CHALLENGED CHALLENGED From Thomas H. Occupational and Activity Analysis, Third Edition. SLACK Incorporated; 3 HOW IT IS USED (continued) FUNCTIONS Global Mental Functions Consciousness: State of awareness and alert-ness, including the clarity and continuity of the wakeful state Orientation: Orientation to person, place, time, self, and others Psychosocial: Integration of men- tal functions to form personal and interpersonal skills to estab- lish reciprocal social interactions Temperament and personality: Extroversion, introver- sion, agreeableness, conscientiousness, emotional stability, openness to experi- ence, self-control, self-expression, confidence, motiva- tion, impulse control, appetite Energy: Energy level, motivation, appe- tite, craving, impulse control Sleep: Physiological process, quality of sleep Sensory Functions Visual functions: Quality of vision, visual acuity, visual stability, visual field Hearing functions: Sound detection and discrimination; aware- ness of location and distance of sounds NONE Occupational Analysis MODERATELY GREATLY MINIMALLY CHALLENGED CHALLENGED CHALLENGED From Thomas H. Occupational and Activity Analysis, Third Edition. SLACK Incorporated; 4 HOW IT IS USED (continued) FUNCTIONS Vestibular functions: Sensation related to position, balance, and secure movement against gravity Taste functions: Association of taste qualities of bitterness, sweetness, sourness, and saltiness Smell functions: Sensing of odors and smells Proprioceptive func- tions: Awareness of body position and space Touch functions: Feeling of being touched, touching various textures Interoception: Internal detection of changes in one's internal organs Pain: Localized and generalized pain Sensitivity to tem- perature and pressure: Thermal awareness (hot and cold), sense of force applied to the skin (thermoreception) Neuromusculoskeletal and Movement-Related Functions Functions of Joints and Bones Joint mobility: Joint range of motion Joint stability: Structural integrity of joints, physiologi- cal stability of joints related to structural integrity Muscle Functions Muscle power: Strength Muscle tone: Degree of muscle tension Occupational Analysis NONE MINIMALLY MODERATELY GREATLY CHALLENGED CHALLENGED CHALLENGED From Thomas H. Occupational and Activity Analysis, Third Edition. SLACK Incorporated; 5 HOW IT IS USED (continued)See Answer
Q11:2. According to the textbook (Table 2-2) most of us do not meet our DRI values for potassium, calcium, fiber, Iron and Vitamin D. Using information from question 1, fill in the second and third column of the table below. If you did not meet the DRI, utilizing the D&W+ (or online and Textbook sources) specify additional foods and amounts you would consume in order to meet your DRI (The Total Intake may be 10% above/below the DRI). Use as many food item columns as necessary. Using Foods To Meet Your DRI Requirements Name of Name of Food & Name of Food & amount: Food & 1 cup tomatoes, DRI Goal e.g. Vitamin A 900 (ug) Potassium (mg) Calcium (mg) Fiber (mcg) Iron (mg) Vitamin D (ug) Your Intake 515 amount: 1 cup fat free milk (161) boiled (178) amount: 2 cups fresh orange juice (50) Name of Food & amount: Total Intake 904See Answer
Q12:/n Nutrition for Health Assignment 1 (Sections A & B): This assignment will help you learn to critically analyze the multitude of nutrition information found in the media to determine what has merit and what is nutrition quackery. You will also learn how to assess your diet compared to Canada's Food Guide. You should have completed the assigned readings for Unit 1 and Unit 2 before attempting this assignment. You will be submitting both a Microsoft Word document and a Microsoft Excel document, as well as a copy of article from Section A into the assignment 1 folder. Policy for Late Assignments: 10% of the total marks will be subtracted for each day that the assignment is late (i.e. 10% for 1 day late, 20% for 2 days late, 30% for 3 days late, etc.). If you are unable to complete the assignment due to medical reasons (medical certificate required), compassionate reasons or university sport related events, please contact the instructor (send an email), preferably before the due date. Marks for Assignment 1 = 42 marks Directions: Download the Assignment 1 Worksheet and answer the questions within the file. Include the following with your assignment: Title Page: Include a title page with your name, student number, course name and section, instructor's name and date. Reference list: include the items referenced in your assignment in APA format, including in-text citations to show where you are using your references throughout your assignment. (As a minimum, everyone should have the article, the textbook (or course notes), and the Canada's Food Guide website listed). Assignment Formatting: Your assignment should be typed, and the Assignment 1 Worksheet should be used. Point form is encouraged. You will be marked for spelling, grammar and clarity. Excel File Formatting: Marks will be deducted for incorrect formatting in the Excel spreadsheet and for missing Excel formulas that are outlined in the assignment guidelines. Section A. Analyzing Dietary/Nutritional Claims Find an article that makes a dietary or nutritional claim. (e.g. “lose weight while you sleep with 'x' diet pill", "gain muscle mass fast and easy with 'x' supplement”, "follow this diet plan to detox your body", "add 'x' super vitamin to your diet to prevent illness"). The article can be from an online magazine, online newspaper or online advertisement. The article is to be from the popular press (directed at consumers) not scientific literature. A copy of the online article must be submitted with your assignment (include a screen shot of the article, a picture of the article or copy and paste the article into a Microsoft Word document. A weblink to the article does not count). Answer the questions on the Assignment 1 Worksheet Consult your course notes for Unit 1 and the corresponding chapter in your textbook, specifically: Consumer Corner: Reading Nutrition News with an Educated Eye Controversy Unit 1: Sorting the Imposters from the Real Nutrition Experts - Figure: Earmarks of Nutrition Quackery - Table: Is this Site Reliable? ● Section B. Using Canada's Food Guide to Evaluate your Diet Note: Please keep an electronic copy of Section B of this assignment as you will need to use this information with Assignment 2. 1. a) Record your food and beverage intake for 2 days (record 1 weekday and 1 weekend day). Present the information in Microsoft Excel (see example file). Create a new sheet for each day and provide a Total Row (with formulas) for each of the three food groups, as well as Other. Document the following information: when you ate (the date and time), where you ate (the location), what you ate and drank (include as much detail as possible), how much you ate (be as specific with the amount of food as possible and record all food amounts as cups), ● how you ate (e.g. slow, fast, distracted, with others, etc.) • why you ate (e.g. hungry, food was offered, went out with friends, etc.). Read through the "Be Mindful of Your Eating Habits" section on the Canada Food Guide website for more information: https://food-guide.canada.ca/en/healthy-eating-recommendations/be-mindful- of-your-eating-habits/ classify which food group the foods you ate/drank was part of (Vegetables & Fruits, Whole Grain Foods or Protein Foods, or if it did not fit into a food group, classify in the "Other" column. Water, plain coffee, and plain tea should be classified in the "Water, plain coffee, tea" column). N15 3 File 1 When You Ate Wed, Sept 20, 4 2 7:30 am 5 6 7 8 9 10 Home Insert Page Layout A 12:30 PM 11 12 13 6:00 PM 14 15 16 17 18 19 22 Total 23 20 9:00 PM 21 Ready Day 1 X B Where You Ate Home School Home Home fx Formulas Data What You Ate whole wheat toast с Becel margarine Peanut butter, low fat Apple Regular coffee, brewed Milk, 1% MF Sugar Raw Carrots Banana Hard Boiled Eggs, large Water, tap BBQ Chicken (with Skin) BBQ Sauce Steamed Broccoli Cooked green Beans Milk, 1% MF Whole grain Bread Water Day 2 Totals Chocolate chip cookies (homemade) + Review = D View How Much You Ate 2 slices (2 cups) 1 Tbsp (1/16 cup) 2 Tbsp (1/8 cup) 1 medium (1 cup) 2 cups ½ cup 1 Tbsp (1/16 1/2 cup Tell me what you want to do... E How You Ate Assignment 1 Sample Excel File (2021) - Excel rushed- had to get to hungry rushed- had to get to hungry Vegetables and Fruits Why You Ate Intake (cups) rushed- had to get to hungry rushed - had to get to hungry rushed - had to get to hungry rushed- had to get to hungry cup) 1 cup 1 medium (1) cup) 2 eggs (1/2 cup) 2 cups 1/2 cup 1/2 cup 2 cups Distracted- chatting w hungry Distracted - chatting w hungry With others (family) With others (family) With others (family) With others (family) With others (family) 1 slice (1 cup) With others (family) 1 cup With others (family) 1.5 cups 2 cups rushed - had to get to hungry Distracted- chatting w hungry Distracted - chatting w hungry F Distracted - watching bored Family was eating Family was eating Family was eatir Family was eatir Family was eating Family was eating Family was eating G 1.00 1.00 1.00 2.00 1.50 6.50 H Whole Grain Foods Intake (cups) 2.00 1.00 3.00 Protein Foods Intake (cups) 0.13 0.50 0.50 0.50 2.00 3.63 Other 0.06 0.06 0.50 0.63 Water, Plain Coffee, Tea 2.00 2.00 0.50 1.00 5.50 L M N O P Q Share A The number you will enter under the food group is the amount of cups consumed. +100 % Notes: • Estimate the amounts of foods consumed very carefully (weigh or measure foods if possible). Use cups as the measurement for all foods (1 cup = 250 mL, ½ cup = 125 mL, 1 tsp = 5 mL = 1/48 cup, 1 Tbsp = 15 mL 1/16 cup) and be consistent throughout the assignment. • The following video discusses how you can use your hand to estimate the amount of food consumed: http://www.unlockfood.ca/en/Videos/Food-Portions-Toolkit/Video-Size-up-your-food- portions.aspx • Specify brand names, preparation/cooking methods, etc. Include as much detail as possible for the foods / beverages that you consumed (you will need this detail for Assignment 2). • For beverages, include water consumption for assessment of your fluid intake • Additional supports for how to create tables in Excel and how to create a Total Row can be found at: https://support.office.com/en-us/article/Video-Create-and-format-tables-bf0ce08b-d012-42ec- 8ecf-a2259c9faf3f?ui=en-US&rs=en-US&ad=US. See specifically: Add a Total row to a table • There is an example of what your excel workbook should look like. You should create your own Excel file, and use the sample as a guide. A File 019 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 1. b) Within your Excel spreadsheet, create a Totals sheet to evaluate the adequacy of your diet according to the recommendations from Canada's Food Guide. Present your information in a Table and then use this information to create a 2-D Pie Chart in Excel. Copy your Total Row number from each of the two days for each food group into your Totals sheet. Compute an Average formula [=AVERAGE(B2:C2)] to determine the average intake each day. Generate a 2-D Pie Chart using the data from columns A and D. 1 Food Group 2 Vegetables and Fruits 3 Whole Grain Foods 4 Protein Foods 5 Other Ready 2. Answer the questions for Section B on the Assignment 1 Worksheet Home Insert Page Layout Formulas Data Review View A Day 1 Day 2 ✓ fx B Day 1 Intake (cups) 6.5 3 3.625 0.625 Totals с Day 2 Intake (cups) 7 4 6 6.8125 + Average Intake per Day (cups) 6.8 3.5 4.8 3.7 E Tell me what you want to do... F Assignment 1 Sample Excel File (2021) - Excel G H 26% 22% I 5% My Average Intake J 47% K L M Vegetables and Fruits Whole Grain Foods Protein Foods Other N O P Q R 8 S T 3. Remember to include a reference list in APA format (include in-text citations to show where you are using your references). 2 X Share U + 100%See Answer
Q13:Nutrition plays an essential role in supporting fitness and exercise. If you increase your level of physical activity, your need for nutrients and calories will also increase. In addition, the foods you eat before and after you exercise will have an impact on your performance during the physical activity and on your recovery afterward. Perform some library research, and in a 2-3 page paper written in APA format using proper spelling/grammar, address the following: 1. Describe the importance of pre- and post-exercise nutrition choices. Provide examples of foods that are appropriate selections for each category. 2. Explain how foods and nutrients (including fluids and electrolytes) help improve a person's performance during physical activity and their recovery afterward. 3. Consider your responses to items 1 and 2 above, and suggest an appropriate nutritional plan for a physically active person. Be sure to explain what the person should consume in an average day to support their caloric and nutritional needs. 4. Cite at least 2 credible references and present the resources in APA format on the References page.See Answer
Q14:7. Create a balance sheet for Cheesy Chuck's Classic Com (assuming $16,850 for Owner's Equity/Cheesy Chuck's Capital). Remember to include Assets, Liables, Total Assets, Owner's Equity, and Total Liabilities and Owner's Equity. See "Tips below. (2.5 points) Cheesy Chuck's Classic Corn Balance SheetSee Answer
Q15:6. Prepare an income statement using the following information for Cheesy Chuck's Classic Com for the month of June 2015. Onclude Revenue, Expenses, Total Expenses, and Net Income). See "Tips below. (2.5 points) CHEESY CHUCK'S CLASSIC CORN Trial Balance For the Month Ended June 30, 2018 Revenues Expenses: Popcorn Toppings and seasonings Employee wages and benefits Lease payments Utilities Advertising Miscellaneous Cash Equipment Accounts Payable Wages Payable Investment by Owner Drawings by Owner $85.000 22,800 17,300 10,700 24,000 3,200 900 300 $ 6,200 $12,500 $ 650 $ 1,200 $12,500 $(1,450) Cheesy Chuck's Classic Corn Income StatementSee Answer
Q16:1. Create a PowerPoint presentation of no more than 15 slides that reflect your understanding of the three macronutrients discussed in this module: Carbohydrates, Lipids, and Proteins. Be creative! Each slide should include information about each macronutrient. o Definition of the macronutrient inclusive of its function and structure o Where they are digested and absorbed O Types and their purpose O Special characteristics and function Clinical applications as they relate to health and diets Use APA Editorial Format for citations and references used other than the textbook. Submit your completed assignment by following the directions linked below. Please check the Course Calendar for specific due dates. Save your assignment as a PowerPoint document. (Mac users, please remember to append the ".pptx" extension to the filename.) The name of the file should be your first initial and last name, followed by an underscore and the name of the assignment, and an underscore and the date. An example is shown below:See Answer
Q17:11. Submit a copy of one peer reviewed research study article on this topic, from question 10 above, with your assignment - the entire article NOT just an abstract. This will allow you to make sure research has been done on this topic and ensure that you can find peer reviewed research studies on your topic plus get you started thinking about your paper. A peer reviewed research study will include an abstract, introduction, methods, results and a conclusion or discussion. If methods and results are not included then it is not an actual research study. Please actually attach the entire article as a pdf or copy and paste it into your assignment document. DO NOT only include a link to the student as I can not always access the links. The actual study must be attached for credit. It is a great idea to go the campus library and ask for help searching databases for just peer reviewed research journals - they are there and can help you. If you find an article online but can't get the article for free the library allows you to request complete research articles at no cost to you as a student. So visit the library - this link will tell you how to get help from the library, some things can be done from your computer so check out the library resources: https://library.csus.edu/services-for-studentsSee Answer
Q18:9. Based on your diet assessment and PES statement(s) above, discuss a possible intervention for yourself to improve your nutrition status. State why you want to make these changes and how you plan to accomplish this intervention (e.g. name specific foods that you would increase or decrease consumption, behavioral changes, etc.). This intervention must address the nutrition problem (s) you identified in question number 8. How will you determine if your intervention is effective.See Answer
Q19:8. Write at least one PES statement about your assessment of your own diet. You may write several but each one should be only about one nutrient. Please be sure to watch the lecture on the Nutrition Care Process, Chapter 3, for instructions on how to write your PES statement. Remember each nutrition problem belong in one PES statement, as one sentence.See Answer
Q20:7. What dietary changes could you make to correct or improve the nutrient you identified in question 6 in your diet? How likely are you to actually make this change in your diet?See Answer

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