Disability in Older Adults comprises public domain material from the National Institutes of Health.
http://report.nih.gov/nihfactsheets/Pdfs/DisabilityinOlderAdults(NIA).pdf
Disability in Older Adults
FACT SHEET - Disability in Older Adults
National Institutes of Health
Updated October 2010
1
Yesterday
Thirty years ago, America was steadily aging. In 1980,
approximately 26.1 million people were 65 years of age or
older, compared with 3 million in 1900. And Americans
were living notably longer than they had in the past –
average life expectancy for a child born in 1980 was 73.7
years, up from 47.3 years in 1900. Disability was on the
rise among older people. Studies from the 1970s and early
1980s pointed to modest increases in the prevalence of
disability. For example, in 1976, 4.8 million older people
reported limitations in the number or kinds of major
activities they could undertake.
It was widely believed that aging invariably brought with it
frailty and loss of independence. One study, for example,
predicted that technology would save people’s lives, but
still leave them disabled and an increasing burden on
society. However, groundbreaking research from projects
such as the Baltimore Longitudinal Study of Aging
(http://www.grc.nia.nih.gov/branches/blsa/blsanew.htm),
initiated in 1958, began to suggest that disease and
disability were not inevitable consequences of aging.
The growth in the aging population, the increase in life
expectancy, and concerns about disability led to the
founding in 1974 of the National Institute on Aging (NIA)
within the National Institutes of Health (NIH). The Institute
was charged with “the conduct and support of biomedical,
social, and behavioral research, training, health
information dissemination, and other programs with
respect to the aging process and diseases and other
special problems and needs of the aged.”
Today
People continue to live longer and the U.S. population is
increasingly older. The leading edge of the Baby Boom
turns 65 in 2011, part of a rapid growth in population
aging in the United States – and worldwide. 39 million
people in the United States are age 65 or older, and life
expectancy at birth has reached 78.3 years. Most notable
is the growth in the population of individuals age 85 and
older who are at highest risk for disease and disability.
Research demonstrates that disease and disability are not
an inevitable part of aging. Disability rates can be reduced,
as evidenced by data from the National Long Term Care
Survey (http://www.nltcs.aas.duke.edu/), which found
that between 1982 and 1999, the prevalence of physical
disability in older Americans decreased from 26 percent to
20 percent. Additionally, there is evidence from the Health
and Retirement Study (http://hrsonline.isr.umich.edu/)
that the probability of being cognitively impaired at a
given age has been decreasing (from the mid-1990s up
unt ...
Computers in Human Behavior 45 (2015) 151–157Contents lists .docxdonnajames55
Computers in Human Behavior 45 (2015) 151–157
Contents lists available at ScienceDirect
Computers in Human Behavior
j o u r n a l h o m e p a g e : w w w . e l s e v i e r . c o m / l o c a t e / c o m p h u m b e h
#Gettinghealthy: The perceived influence of social media on young
adult health behaviors
http://dx.doi.org/10.1016/j.chb.2014.12.013
0747-5632/� 2014 Elsevier Ltd. All rights reserved.
⇑ Corresponding author. Tel.: +1 (406) 994 3229.
E-mail addresses: [email protected] (J.M. Vaterlaus), [email protected]
ksu.edu (E.V. Patten), [email protected] (C. Roche), [email protected]
(J.A. Young).
1 Tel.: +1 (208) 861 0727.
2 Tel.: +1 (308) 865 8477.
J. Mitchell Vaterlaus a,⇑, Emily V. Patten b,1, Cesia Roche c, Jimmy A. Young d,2
a College of Education, Health and Human Development, Department of Health and Human Development, Montana State University, P.O. Box 173540, Bozeman, MT
59717-3540, United States
b College of Human Ecology, Department of Hospitality Management and Dietetics, Kansas State University, 110 Justin Hall, Manhattan, KS 66506-1404, United States
c College of Business and Technology, Department of Family Studies and Interior Design, University of Nebraska Kearney, Otto Olsen 205E, Kearney, NE 68849, United States
d College of Natural and Social Sciences, Department of Social Work, University of Nebraska Kearney, 2022 Founders Hall, Kearney, NE 68849, United States
a r t i c l e i n f o
Article history:
Available online 23 December 2014
Keywords:
Social media
Young adulthood
Diet
Exercise
Health
Social ecological theory
a b s t r a c t
Young adults (18–25 years old) spend a majority of their waking hours with technology and young adult-
hood is an important developmental time period for establishing lasting health behaviors. Considering
the relevance of technology and health during young adulthood the current study explored young adults
(N = 34) perceptions of social media’s (e.g., social networking) influence on their health behaviors (i.e.,
diet and exercise) using a social ecological framework. Data was collected through eight focus groups
and four individual interviews. Three themes were identified through phenomenological qualitative
analysis. Young adults perceived that technology could be both a barrier and a motivator for exercise.
Social media was also credited with expanding food choices through creating access to a variety of
recipes, providing a venue for showcasing the food young adults eat or prepare, and distracting young
adults from making positive food choices. Participants also reported that it is common to post statuses
or pictures relating to exercise practices on social media during young adulthood. Young adults indicated
that these posts could be inspirational or misused, depending on the context. Results are discussed in
terms of theory and preliminary implications.
� 2014 Elsevier Ltd. All rights reserved.
1. Introduction
Young adults (18–25 years old) spend more time with media
and techn.
SW 619Infancy and Early Childhood Development of Drug Addicted.docxmabelf3
SW 619
Infancy and Early Childhood Development of Drug Addicted Children
While in the womb fetus is in the it feeds off the food intake and nourishment through the
placenta, which also means that any substances such as drugs, alcohol or tobacco that enters the
mothers system flows through the placenta and is delivered to the fetus as well. From birth to three
years old is the most critical period in a child’s development process. Children of mothers that use
drugs while they are pregnant increase the likelihood that the child will suffer from some form of
birth defect and oftentimes born prematurely. The lasting effects of prenatal cocaine affect the
growth of the fetus physically. The results of the increase of premature birth, and generalized growth
retardation including decreased birth weight, shorter body length, and smaller head circumference
(Bigsby et al, 2011; Covington et al, 2002; Gouin et al, 2011; Mayes et al, 2003).
These toxic chemicals can sometimes have irreversible damage that affect the child’s normal
development process with regards to proper development of organs and brain function.
From the ages of 0-2 months old a child are expected to have develop motor skills that would
include the ability to recognize different colors and shapes, kicking waving, have the ability to
recognize familiar voices and their sleeping patterns would change, meaning that as they grow older
children should be sleeping a little longer than a new born baby. Children from the ages of 2
months old should be able to extend their arm and reach and pick up toys and other objects,
hand coordination by shifting objects from one hand to another. The child should be able to pick up
finger food and bring it to their mouths. Identifying a problem with a child is when they are not able
to perform these age appropriate task.
A toddler ages 3 to 5 years old should be able to perform task such as holding crayons drawing horizontal lines, circles and have the ability to fold and snip paper with scissors. Children that have been exposed to substance may struggle with completing these tasks or will develop these cognitive skills at a slower rate. One study using play behavior (Rodning, Beckwith, & Howard, 1989a) found that preterm toddlers exposed to cocaine
and other drugs to show poorly developed play behaviors, and a lack of interest and motivation in
unstructured situations, in comparison to a group of high risk preterm children. Using play behavior,
one study found preterm toddlers exposed to cocaine and other drugs to show poorly. However, by
3 years of age, there were no changes associated with fine motor performance or behavior observed
with the child externalizing behavioral problems at age 5 years old. Stress and psychological
symptoms of caregivers were found to be in direct correlation with increased child behavioral issues;
indicating that the effected children may have m.
Running head: RESEARCH TOPICS 1
Research topics: 4
RESEARCH TOPICS 5
Research Topics
Kesha Harper
Professor Catherine Cousar
ENG 215
July 13, 2017
Topic 1: Should funding for the U.S space program be changed?
Government should not reduce funds that support space programs. Space exploration protects us from asteroids. We need a well-funded space program which must have the capacity to monitor asteroids which have potential to destroy earth. Space program brings great discoveries. Space research has brought many innovations that are used in everyday life (Steinberg, 2011). Again, it inspires younger generation to specialize in scientific courses or science education. Again, we need to colonize space since we have experienced enough damage here on earth as a result of space effects. Earth currently contains almost 6.9 billion people we need to put all these people somewhere hence colonizing space is the big dream (McCurdy, 2011).
Space administration is one of the programs that U.S government has decided it cannot continue funding. United States government does not believe that space programs are worthy more than 0.5 percent of the United States budget. The government decided to cut down money directed to space program in order to reduce deficit and also boost the economy. In this case, resources that are directed into space program are investment that can stimulate and improve economy. The most crucial reason why space program must be funded is defense. Specifically, the whole planet and all species need protection from space threats (Steinberg, 2011).
The audience will be all stakeholders including government officials, scientists, science students and any other interested party.
Topic 2: Should taxes on alcohol and tobacco be increased to help pay for rising medical costs?
Increasing taxes on tobacco and alcohol will reduce diseases which are curable United State. According to the CDCP (Centers for Disease Control and Prevention), alcohol and smoking causes about 443,000 deaths per year. Doctors estimates that about 44.8 million drunkards and smokers will prematurely die of drug related complication. Drunkards and Smokers are more likely to suffer from heart related diseases (Collins et al 2008). Low levels or quantities of tobacco also increase risks of poor cardiac performance. Alcohol and smoking contents increases risks of stroke to users, pregnancy problems and premature births.
Many policy makers argue that, tax increase on tobacco would be regressive. The centre part of their argument is that, low income earners tend to smoke more which increase ...
Computers in Human Behavior 45 (2015) 151–157Contents lists .docxdonnajames55
Computers in Human Behavior 45 (2015) 151–157
Contents lists available at ScienceDirect
Computers in Human Behavior
j o u r n a l h o m e p a g e : w w w . e l s e v i e r . c o m / l o c a t e / c o m p h u m b e h
#Gettinghealthy: The perceived influence of social media on young
adult health behaviors
http://dx.doi.org/10.1016/j.chb.2014.12.013
0747-5632/� 2014 Elsevier Ltd. All rights reserved.
⇑ Corresponding author. Tel.: +1 (406) 994 3229.
E-mail addresses: [email protected] (J.M. Vaterlaus), [email protected]
ksu.edu (E.V. Patten), [email protected] (C. Roche), [email protected]
(J.A. Young).
1 Tel.: +1 (208) 861 0727.
2 Tel.: +1 (308) 865 8477.
J. Mitchell Vaterlaus a,⇑, Emily V. Patten b,1, Cesia Roche c, Jimmy A. Young d,2
a College of Education, Health and Human Development, Department of Health and Human Development, Montana State University, P.O. Box 173540, Bozeman, MT
59717-3540, United States
b College of Human Ecology, Department of Hospitality Management and Dietetics, Kansas State University, 110 Justin Hall, Manhattan, KS 66506-1404, United States
c College of Business and Technology, Department of Family Studies and Interior Design, University of Nebraska Kearney, Otto Olsen 205E, Kearney, NE 68849, United States
d College of Natural and Social Sciences, Department of Social Work, University of Nebraska Kearney, 2022 Founders Hall, Kearney, NE 68849, United States
a r t i c l e i n f o
Article history:
Available online 23 December 2014
Keywords:
Social media
Young adulthood
Diet
Exercise
Health
Social ecological theory
a b s t r a c t
Young adults (18–25 years old) spend a majority of their waking hours with technology and young adult-
hood is an important developmental time period for establishing lasting health behaviors. Considering
the relevance of technology and health during young adulthood the current study explored young adults
(N = 34) perceptions of social media’s (e.g., social networking) influence on their health behaviors (i.e.,
diet and exercise) using a social ecological framework. Data was collected through eight focus groups
and four individual interviews. Three themes were identified through phenomenological qualitative
analysis. Young adults perceived that technology could be both a barrier and a motivator for exercise.
Social media was also credited with expanding food choices through creating access to a variety of
recipes, providing a venue for showcasing the food young adults eat or prepare, and distracting young
adults from making positive food choices. Participants also reported that it is common to post statuses
or pictures relating to exercise practices on social media during young adulthood. Young adults indicated
that these posts could be inspirational or misused, depending on the context. Results are discussed in
terms of theory and preliminary implications.
� 2014 Elsevier Ltd. All rights reserved.
1. Introduction
Young adults (18–25 years old) spend more time with media
and techn.
SW 619Infancy and Early Childhood Development of Drug Addicted.docxmabelf3
SW 619
Infancy and Early Childhood Development of Drug Addicted Children
While in the womb fetus is in the it feeds off the food intake and nourishment through the
placenta, which also means that any substances such as drugs, alcohol or tobacco that enters the
mothers system flows through the placenta and is delivered to the fetus as well. From birth to three
years old is the most critical period in a child’s development process. Children of mothers that use
drugs while they are pregnant increase the likelihood that the child will suffer from some form of
birth defect and oftentimes born prematurely. The lasting effects of prenatal cocaine affect the
growth of the fetus physically. The results of the increase of premature birth, and generalized growth
retardation including decreased birth weight, shorter body length, and smaller head circumference
(Bigsby et al, 2011; Covington et al, 2002; Gouin et al, 2011; Mayes et al, 2003).
These toxic chemicals can sometimes have irreversible damage that affect the child’s normal
development process with regards to proper development of organs and brain function.
From the ages of 0-2 months old a child are expected to have develop motor skills that would
include the ability to recognize different colors and shapes, kicking waving, have the ability to
recognize familiar voices and their sleeping patterns would change, meaning that as they grow older
children should be sleeping a little longer than a new born baby. Children from the ages of 2
months old should be able to extend their arm and reach and pick up toys and other objects,
hand coordination by shifting objects from one hand to another. The child should be able to pick up
finger food and bring it to their mouths. Identifying a problem with a child is when they are not able
to perform these age appropriate task.
A toddler ages 3 to 5 years old should be able to perform task such as holding crayons drawing horizontal lines, circles and have the ability to fold and snip paper with scissors. Children that have been exposed to substance may struggle with completing these tasks or will develop these cognitive skills at a slower rate. One study using play behavior (Rodning, Beckwith, & Howard, 1989a) found that preterm toddlers exposed to cocaine
and other drugs to show poorly developed play behaviors, and a lack of interest and motivation in
unstructured situations, in comparison to a group of high risk preterm children. Using play behavior,
one study found preterm toddlers exposed to cocaine and other drugs to show poorly. However, by
3 years of age, there were no changes associated with fine motor performance or behavior observed
with the child externalizing behavioral problems at age 5 years old. Stress and psychological
symptoms of caregivers were found to be in direct correlation with increased child behavioral issues;
indicating that the effected children may have m.
Running head: RESEARCH TOPICS 1
Research topics: 4
RESEARCH TOPICS 5
Research Topics
Kesha Harper
Professor Catherine Cousar
ENG 215
July 13, 2017
Topic 1: Should funding for the U.S space program be changed?
Government should not reduce funds that support space programs. Space exploration protects us from asteroids. We need a well-funded space program which must have the capacity to monitor asteroids which have potential to destroy earth. Space program brings great discoveries. Space research has brought many innovations that are used in everyday life (Steinberg, 2011). Again, it inspires younger generation to specialize in scientific courses or science education. Again, we need to colonize space since we have experienced enough damage here on earth as a result of space effects. Earth currently contains almost 6.9 billion people we need to put all these people somewhere hence colonizing space is the big dream (McCurdy, 2011).
Space administration is one of the programs that U.S government has decided it cannot continue funding. United States government does not believe that space programs are worthy more than 0.5 percent of the United States budget. The government decided to cut down money directed to space program in order to reduce deficit and also boost the economy. In this case, resources that are directed into space program are investment that can stimulate and improve economy. The most crucial reason why space program must be funded is defense. Specifically, the whole planet and all species need protection from space threats (Steinberg, 2011).
The audience will be all stakeholders including government officials, scientists, science students and any other interested party.
Topic 2: Should taxes on alcohol and tobacco be increased to help pay for rising medical costs?
Increasing taxes on tobacco and alcohol will reduce diseases which are curable United State. According to the CDCP (Centers for Disease Control and Prevention), alcohol and smoking causes about 443,000 deaths per year. Doctors estimates that about 44.8 million drunkards and smokers will prematurely die of drug related complication. Drunkards and Smokers are more likely to suffer from heart related diseases (Collins et al 2008). Low levels or quantities of tobacco also increase risks of poor cardiac performance. Alcohol and smoking contents increases risks of stroke to users, pregnancy problems and premature births.
Many policy makers argue that, tax increase on tobacco would be regressive. The centre part of their argument is that, low income earners tend to smoke more which increase ...
Series294 www.thelancet.com Vol 380 July 21, 2012L.docxklinda1
Series
294 www.thelancet.com Vol 380 July 21, 2012
Lancet 2012; 380: 294–305
Published Online
July 18, 2012
http://dx.doi.org/10.1016/
S0140-6736(12)60898-8
This is the fi fth in a Series of
fi ve papers about physical activity
*Members listed at end of paper
University of Texas Health
Science Center, Houston School
of Public Health, and University
of Texas at Austin Department
of Kinesiology and Health
Education, Austin, TX, USA
(Prof H W Kohl 3rd PhD);
Canadian Fitness and Lifestyle
Research Institute, Ottawa, ON,
Canada, and School of Public
Health, University of Sydney,
Sydney, NSW, Australia
(C L Craig MSc); UCT/MRC
Research Unit for Exercise
Science and Sports Medicine,
Department of Human Biology,
Faculty of Health Sciences,
University of Cape Town, Cape
Town, South Africa
(Prof E V Lambert PhD); Tokyo
Medical University, Department
of Preventive Medicine and
Physical Activity 5
The pandemic of physical inactivity: global action for
public health
Harold W Kohl 3rd, Cora Lynn Craig, Estelle Victoria Lambert, Shigeru Inoue, Jasem Ramadan Alkandari, Grit Leetongin, Sonja Kahlmeier, for the
Lancet Physical Activity Series Working Group*
Physical inactivity is the fourth leading cause of death worldwide. We summarise present global eff orts to counteract
this problem and point the way forward to address the pandemic of physical inactivity. Although evidence for the
benefi ts of physical activity for health has been available since the 1950s, promotion to improve the health of populations
has lagged in relation to the available evidence and has only recently developed an identifi able infrastructure, including
eff orts in planning, policy, leadership and advocacy, workforce training and development, and monitoring and
surveillance. The reasons for this late start are myriad, multifactorial, and complex. This infrastructure should continue
to be formed, intersectoral approaches are essential to advance, and advocacy remains a key pillar. Although there is a
need to build global capacity based on the present foundations, a systems approach that focuses on populations and
the complex interactions among the correlates of physical inactivity, rather than solely a behavioural science approach
focusing on individuals, is the way forward to increase physical activity worldwide.
The pandemic of physical inactivity should be a
public health priority
Theoretically, prioritisation for public health action is
informed largely by three factors: the prevalence and
trends of a health disorder; the magnitude of the risk
associated with exposure to that disorder; and evidence
for eff ective prevention and control. A practice or
behaviour that is clearly related to a health disorder, is
prevalent, and is static or increasing in its prevalence
should be a primary target for public health policy for
disease prevention and health promotion. Too often,
however, the inertia of tradition, pressure .
This paper investigates the non-pecuniary benets of education using several individuals' health outcomes, health-damaging and health-improving behaviors, and preventive care. We exploit a reform which raised compulsory schooling by three years in Italy to identify the causal effect of lower secondary education and, unlike most previous papers in the literature, we analyze a wide range of health indicators. Our analysis shows that the rise in schooling induced by the reform reduced BMI and the incidence of obesity across Italian women, and raised men's likelihood of
doing regular physical activity and cholesterol and glycemia checks. No effect is found instead on preventive care and health-improving behavior for women, and on smoking prevalence and intensity for both genders. Some potential reasons for the gender differences in the results are discussed.
This draft: December 16, 2016
Preliminary and Incomplete. Please do not cite.
City Trees, Nature and Physical Activity: Keeping People Fit and Healthy
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children =
http://scribd.com/doc/239851214 ~
`
Double Food Production from your School Garden with Organic Tech =
http://scribd.com/doc/239851079 ~
`
Free School Gardening Art Posters =
http://scribd.com/doc/239851159 ~
`
Increase Food Production with Companion Planting in your School Garden =
http://scribd.com/doc/239851159 ~
`
Healthy Foods Dramatically Improves Student Academic Success =
http://scribd.com/doc/239851348 ~
`
City Chickens for your Organic School Garden =
http://scribd.com/doc/239850440 ~
`
Simple Square Foot Gardening for Schools - Teacher Guide =
http://scribd.com/doc/239851110 ~
Project Management
Yaumara Cano
Kaplan University
1
introduction
Clinical studies are purposed to help physicians and other interested parties to make health improvements on how issues are handles.
The United States currently faces a large number of health issues.
Obesity is among the common health issues that the country is facing, which requires intervention.
The country is currently the leading place with the largest number of people with this condition (Booth, Charlton, & Gulliford, 2016).
Obesity has been an issues of concern to many in the United States, mainly because the country is the leading nation in the world with the largest population of obese individuals.
The need to implement effectiveness and ensure that people regain their health is essential for the health industry of the country.
This presentation aims to present a research study on this issue and it provide recommendation of effective intervention measures that should be taken to address the issue.
2
Over view of the study
Obesity is currently affecting more than 37.9 percent of all the adults in the United States.
Annually, the government spends about 147 million dollars to address issues related to obesity only.
With this issue being extremely important, the study aims to obtain more information about the issue in the country.
The study then aims to use the findings that will be obtained to make recommendations of appropriate intervention strategies.
Statistical evidence clarify that obesity is a significant problem in the United States. Through this condition, more than 37.9 percent of the United States feel adverse negative effects, and are considered less healthy compared to other people.
This study has its main purpose being to make sure that effective strategies have been developed through which the issue will become less significant in terms of effect and money.
3
Clinical question definition (PICOT)
PICOT is a research explanation model which stands for people/population, intervention, comparison, outcome and time.
The population that is aimed to benefit from this study is both the young, the youths and the old who can obtain the condition of obesity (Mehta, Elo, Aromaa, & Koskinen, 2017).
The study facts and results are however based on data collected from people between the age of 20 and 30 years
The population under focus on this study is thus youths of between 20 and 30 years of age. This sample population was mainly chosen because it constitutes of the largest population of obese people in the country.
The study however aims at making sure that the identified research study respondents are randomly obtained from different areas and people living in different life styles.
4
Clinical question definition (PICOT)
Intervention that is intended for the patients is to provide recommendation that will help these patients manage to have their lives improved and recovering from the condition.
The study also aims to reduce the rate of pe.
IntroductionSeveral economic types of research have demonstrat.docxnormanibarber20063
Introduction
Several economic types of research have demonstrated that there is a strong positive correlation between years of schooling and health. However, the main question centered in this study is the relationship that exists between education and Health (Buckles, et al.2013). This paper will employ several changes that have been made in education and health studies to test the hypothesis that there is a causal relationship between education and health. Results from this study suggest that there is a causal relation ranging from more schooling to better health, which is more significant than the standards regression suggestions
Description
Public intellectuals and policymakers usually emphasize the essence of education. They argue that education results in expanded job opportunities and higher expected earnings. However, there may be other essential benefits of education, which have not been understood appropriately. Recent economic literature reviews on the effects of education on the health of a population found out that there is substantial evidence that links education not only to increase earning potential of an individual but also to reduce criminal behavior. This is also related to increased voting as well as democratic participation and improved health outcomes. Given the fact that education is a crucial multifaceted component that affects health; the research composed in this paper has education and health policy makers, as its targets audiences due to the multiple causative relationships between the two variables. The ability of policymakers and the governments to understand the Education- Health relationship would help them whenever deciding on whether to invest more in education or healthcare.
.
Literature Review
With the current empirical economics, hypotheses usually go either way, depending on the economist’s perspective. One might assume that better education leads to better health or better health lead to a better education. Or maybe the fact that education brings more income thus betters health; versus better health helping individuals become more educated. But one thing that we could all agree on is the fact that education correlates with health. Education is one of the major social factors that most economic researchers have cited that is linked to longer lifespans in every country where it has been studied. For example; according to the CDC: for every 100,000 deaths amongst non-high school graduate American males aged between 25 to 64 years old, the mortality rate was 655.2; for the males within the same age group but with high-school diplomas, the mortality rate is 600.9. Whereas; the mortality rate for those with college education or higher given the same parameters was 238.9(Martinek, 2017). Such results are a pure reflection of the fact that the more educated people are, the more likely they are better informed thus making better health choices.
Alternatively, health in young adulthood and childhood years may .
12-15 page paper with 5 slide PowerPoint on an current management .docxAlyciaGold776
12-15 page paper with 5 slide PowerPoint on an current management issue, MY ISSUES:
(OPEN COMMUNICATION)
PAPER WILL BE SUBMITTED TO TURNIN!
APA, (6
TH
ED.) paper has to included title page& table of content
No pronouns
Cite all quantitative data
Cite all quotes ( try not to use quotations)
Intro ½ page
Background ¾ page
Literature review 4-5 page
Analysis 3-4 page ( detailed information)
Conclusion ¾ page ( WHAT,WHY,HOW,WHOM)
References page-Minimum of 20 published scholarly sources current as possible
Abstract (these questions has to be answered)
Clear statement of problem or issue
Methods or procedures summarized
Results summarized
Conclusions summarized
DUES BY MAY28 5PM
.
12Working With FamiliesThe Case of Carol and JosephCa.docxAlyciaGold776
12
Working With Families:
The Case of Carol and Joseph
Carol is a 23-year-old, heterosexual, Caucasian female and the
mother of a 1-year-old baby girl. She is currently unemployed,
having previously worked for a house cleaning company. The
baby is healthy and developmentally on target, and she and the
parents appear to be well bonded with one another. Carol lives in
a rented house with her husband, Joseph. Joseph is a 27-year-old,
heterosexual, Hispanic male. He was recently arrested at their
home for a drug deal, which he asserts was a setup. Both parents
were charged with child endangerment because weapons were
found in the child’s crib and drugs were found in the home. The
parents assert that the child never sleeps in the crib but in their
bed. As a result of the parents’ arrest, social services was notified,
and the child was temporarily placed in a kinship care arrangement
with the maternal grandmother, who resides nearby. As a
result of Joseph’s arrest, he was fired from the cleaning company
where he worked, and the family is now experiencing financial
difficulties.
After initial contact was made with the parents, a number of
concerns were noted and the family was recommended for additional
case management. Carol’s mother indicated that she had
concerns about Carol’s drinking habits and stated that Carol’s
father and grandfather were alcoholics. She and the father separated
when Carol was a baby, and Carol has had only limited
contact with him. There appears to be significant tension between
the grandmother and Carol and Joseph. I addressed the alcohol
issue with both parents, who denied there was a problem, but
shortly after the discussion, Carol was involved in a serious car
accident with the baby in the car. She was determined to have been
under the influence of alcohol. I advised Carol that she could not
have any unsupervised contact with her child until she completed
intensive inpatient substance abuse treatment. I made arrangements
for her placement, but after a week, she was discharged
for noncompliance with the rules. She was then referred to an
intensive outpatient program and began therapy there. Initially
her attendance was erratic because she had lost her license as a
result of the DUI. Eventually, however, she became engaged in the
program and began to address her issues. She acknowledged that
she had started using drugs at a very young age but said that she
had only begun drinking in the previous year or so. We discussed
the genetics of her family, and she said that she realized that she
had deteriorated rapidly since beginning to drink and knew that
she simply could not drink alcohol.
Joseph’s mother is deceased, and his father travels extensively
in his job and is not available as a support. Joseph was
very devoted to his mother and was devastated by her premature
death. We discussed the strengths that he and Carol demonstrated
in staying together and working out their p.
12 pages The papers must be typed (12 point font) in Times N.docxAlyciaGold776
1
2
pages
The papers must be typed (12 point font) in Times New Roman Font; double-spaced (unless otherwise noted), with one inch margins.
the organization should be a business or company basis.
Provide the links for the company's news.
You show up for work in a new organization or “parachute” into the organization (often knowing little about the organization).
This analytical paper describes how you observe and orient in this new environment to more fully understand the organization’s behavior.
address the deeper
currents of culture
as well as how
processes
and
mission
drive behavior.
address your place in this organization (from which perspective are you writing), not merely from a “job description” perspective, but from at the individual and group levels of analysis.
While not limited to these topics
address leadership, motivation, communications, and ethics.
In addition to incorporating
a wide variety of specific OB distinctions from the course
, the paper must
analyze
(not merely describe) the organization’s behavior from each zoom level:
individual, group, organization, and inter-organizational.
t
h
ird-person perspective
to analyze the organization.
The paper requires you to think deeply about OB in a specific organization.
use an organization you have experience with or research one where you would like to work.
Ideally, from reading this paper, professor should have the experience of being there with you and gain a valuable understanding of this organization.
Another way to look at this paper is as the document which uncovers the currents of organizational behavior in a methodical way.
The exercise of writing this paper provides you with a template for analyzing your next organization’s behavior, to avoid organizational pitfalls, and more quickly make a valuable contribution.
Organizational behavior concepts include: (analyze at least 8 concepts below from
individual, group, organization, and inter-organizational as well as the culture perspective
)
Diversity
Attitudes and Job Satisfaction
Emotions and Moods
Personality and Values
Perception and Individual Decision Making
Motivation Concepts and Application
Foundations of Group Behavior & Understanding Work Teams
Communication
Leadership
Inter-Organizational Behavior
Power and Politics
Conflict and Negotiation
Foundations of Organizational Structure
Organizational Culture
Organizational Change and Stress Management
.
12 new times roman 4-6 pages double spaced apply ONE of t.docxAlyciaGold776
12 new times roman
4-6 pages
double spaced
apply ONE of the theories listed below to
The Jack-Roller: A Delinquent Boys Own Story
by Clifford R. Shaw book.
Then make prediction on what happened to Stanley (protagonist of the book) BASED on the theory chosen.
Follow the guidelines CAREFULLY
Theories to choose from
·
Gottfredson and Hirschi: Self-Control Theory
·
Sampson and Laub: Age-graded Theory of Informal Social Control
·
Moffitt: Developmental Taxonomy
.
112016 @1000 a.m. 100 percent original 400-600 words with at leas.docxAlyciaGold776
11/20/16 @10:00 a.m. 100 percent original 400-600 words with at least 2 references APA format
To further support the acquisition of a new electronic health record (EHR) system, the chief information officer (CIO) has asked you, as an information technology (IT) manager, to meet with the nursing department heads to summarize the differences and the application of relational and object-oriented databases within an EHR system.
.
10–12 slides (not incl. title or ref slides) with speakers notes.docxAlyciaGold776
10–12 slides (not incl. title or ref slides) with speaker's notes
In learning about energy sources and non-fossil fuel sources, multiple technological advances were identified. These can reduce people's footprint on the planet and reduce the burden on fossil fuels.
Using already existing technology, describe ways in which people could reduce the need for external electrical and heat energy.
In completing this, you should be able to create a house that does not rely on public utilities.
Think of houses that exist in remote areas, where these public services do not reach; how can this be accomplished?
Be sure to include primary sources as well as ensure that your references are documented on the slides as they are being used. It is critical that your presentation tells a story, and is not prescribed by the prompts listed above.
.
11.1 - write a servlet that uses doGet to return a markup document t.docxAlyciaGold776
11.1 - write a servlet that uses doGet to return a markup document that provides your name, electronic mail address, and mailing address, along with a brief autobiography. test your servlet with a simple markup document.
11.2 write a servlet that returns a randomly chosen greeting from a list of five different greeting. The greetings must be stored as constant strings in the program.
.
More Related Content
Similar to Disability in Older Adults comprises public domain material fr
Series294 www.thelancet.com Vol 380 July 21, 2012L.docxklinda1
Series
294 www.thelancet.com Vol 380 July 21, 2012
Lancet 2012; 380: 294–305
Published Online
July 18, 2012
http://dx.doi.org/10.1016/
S0140-6736(12)60898-8
This is the fi fth in a Series of
fi ve papers about physical activity
*Members listed at end of paper
University of Texas Health
Science Center, Houston School
of Public Health, and University
of Texas at Austin Department
of Kinesiology and Health
Education, Austin, TX, USA
(Prof H W Kohl 3rd PhD);
Canadian Fitness and Lifestyle
Research Institute, Ottawa, ON,
Canada, and School of Public
Health, University of Sydney,
Sydney, NSW, Australia
(C L Craig MSc); UCT/MRC
Research Unit for Exercise
Science and Sports Medicine,
Department of Human Biology,
Faculty of Health Sciences,
University of Cape Town, Cape
Town, South Africa
(Prof E V Lambert PhD); Tokyo
Medical University, Department
of Preventive Medicine and
Physical Activity 5
The pandemic of physical inactivity: global action for
public health
Harold W Kohl 3rd, Cora Lynn Craig, Estelle Victoria Lambert, Shigeru Inoue, Jasem Ramadan Alkandari, Grit Leetongin, Sonja Kahlmeier, for the
Lancet Physical Activity Series Working Group*
Physical inactivity is the fourth leading cause of death worldwide. We summarise present global eff orts to counteract
this problem and point the way forward to address the pandemic of physical inactivity. Although evidence for the
benefi ts of physical activity for health has been available since the 1950s, promotion to improve the health of populations
has lagged in relation to the available evidence and has only recently developed an identifi able infrastructure, including
eff orts in planning, policy, leadership and advocacy, workforce training and development, and monitoring and
surveillance. The reasons for this late start are myriad, multifactorial, and complex. This infrastructure should continue
to be formed, intersectoral approaches are essential to advance, and advocacy remains a key pillar. Although there is a
need to build global capacity based on the present foundations, a systems approach that focuses on populations and
the complex interactions among the correlates of physical inactivity, rather than solely a behavioural science approach
focusing on individuals, is the way forward to increase physical activity worldwide.
The pandemic of physical inactivity should be a
public health priority
Theoretically, prioritisation for public health action is
informed largely by three factors: the prevalence and
trends of a health disorder; the magnitude of the risk
associated with exposure to that disorder; and evidence
for eff ective prevention and control. A practice or
behaviour that is clearly related to a health disorder, is
prevalent, and is static or increasing in its prevalence
should be a primary target for public health policy for
disease prevention and health promotion. Too often,
however, the inertia of tradition, pressure .
This paper investigates the non-pecuniary benets of education using several individuals' health outcomes, health-damaging and health-improving behaviors, and preventive care. We exploit a reform which raised compulsory schooling by three years in Italy to identify the causal effect of lower secondary education and, unlike most previous papers in the literature, we analyze a wide range of health indicators. Our analysis shows that the rise in schooling induced by the reform reduced BMI and the incidence of obesity across Italian women, and raised men's likelihood of
doing regular physical activity and cholesterol and glycemia checks. No effect is found instead on preventive care and health-improving behavior for women, and on smoking prevalence and intensity for both genders. Some potential reasons for the gender differences in the results are discussed.
This draft: December 16, 2016
Preliminary and Incomplete. Please do not cite.
City Trees, Nature and Physical Activity: Keeping People Fit and Healthy
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children =
http://scribd.com/doc/239851214 ~
`
Double Food Production from your School Garden with Organic Tech =
http://scribd.com/doc/239851079 ~
`
Free School Gardening Art Posters =
http://scribd.com/doc/239851159 ~
`
Increase Food Production with Companion Planting in your School Garden =
http://scribd.com/doc/239851159 ~
`
Healthy Foods Dramatically Improves Student Academic Success =
http://scribd.com/doc/239851348 ~
`
City Chickens for your Organic School Garden =
http://scribd.com/doc/239850440 ~
`
Simple Square Foot Gardening for Schools - Teacher Guide =
http://scribd.com/doc/239851110 ~
Project Management
Yaumara Cano
Kaplan University
1
introduction
Clinical studies are purposed to help physicians and other interested parties to make health improvements on how issues are handles.
The United States currently faces a large number of health issues.
Obesity is among the common health issues that the country is facing, which requires intervention.
The country is currently the leading place with the largest number of people with this condition (Booth, Charlton, & Gulliford, 2016).
Obesity has been an issues of concern to many in the United States, mainly because the country is the leading nation in the world with the largest population of obese individuals.
The need to implement effectiveness and ensure that people regain their health is essential for the health industry of the country.
This presentation aims to present a research study on this issue and it provide recommendation of effective intervention measures that should be taken to address the issue.
2
Over view of the study
Obesity is currently affecting more than 37.9 percent of all the adults in the United States.
Annually, the government spends about 147 million dollars to address issues related to obesity only.
With this issue being extremely important, the study aims to obtain more information about the issue in the country.
The study then aims to use the findings that will be obtained to make recommendations of appropriate intervention strategies.
Statistical evidence clarify that obesity is a significant problem in the United States. Through this condition, more than 37.9 percent of the United States feel adverse negative effects, and are considered less healthy compared to other people.
This study has its main purpose being to make sure that effective strategies have been developed through which the issue will become less significant in terms of effect and money.
3
Clinical question definition (PICOT)
PICOT is a research explanation model which stands for people/population, intervention, comparison, outcome and time.
The population that is aimed to benefit from this study is both the young, the youths and the old who can obtain the condition of obesity (Mehta, Elo, Aromaa, & Koskinen, 2017).
The study facts and results are however based on data collected from people between the age of 20 and 30 years
The population under focus on this study is thus youths of between 20 and 30 years of age. This sample population was mainly chosen because it constitutes of the largest population of obese people in the country.
The study however aims at making sure that the identified research study respondents are randomly obtained from different areas and people living in different life styles.
4
Clinical question definition (PICOT)
Intervention that is intended for the patients is to provide recommendation that will help these patients manage to have their lives improved and recovering from the condition.
The study also aims to reduce the rate of pe.
IntroductionSeveral economic types of research have demonstrat.docxnormanibarber20063
Introduction
Several economic types of research have demonstrated that there is a strong positive correlation between years of schooling and health. However, the main question centered in this study is the relationship that exists between education and Health (Buckles, et al.2013). This paper will employ several changes that have been made in education and health studies to test the hypothesis that there is a causal relationship between education and health. Results from this study suggest that there is a causal relation ranging from more schooling to better health, which is more significant than the standards regression suggestions
Description
Public intellectuals and policymakers usually emphasize the essence of education. They argue that education results in expanded job opportunities and higher expected earnings. However, there may be other essential benefits of education, which have not been understood appropriately. Recent economic literature reviews on the effects of education on the health of a population found out that there is substantial evidence that links education not only to increase earning potential of an individual but also to reduce criminal behavior. This is also related to increased voting as well as democratic participation and improved health outcomes. Given the fact that education is a crucial multifaceted component that affects health; the research composed in this paper has education and health policy makers, as its targets audiences due to the multiple causative relationships between the two variables. The ability of policymakers and the governments to understand the Education- Health relationship would help them whenever deciding on whether to invest more in education or healthcare.
.
Literature Review
With the current empirical economics, hypotheses usually go either way, depending on the economist’s perspective. One might assume that better education leads to better health or better health lead to a better education. Or maybe the fact that education brings more income thus betters health; versus better health helping individuals become more educated. But one thing that we could all agree on is the fact that education correlates with health. Education is one of the major social factors that most economic researchers have cited that is linked to longer lifespans in every country where it has been studied. For example; according to the CDC: for every 100,000 deaths amongst non-high school graduate American males aged between 25 to 64 years old, the mortality rate was 655.2; for the males within the same age group but with high-school diplomas, the mortality rate is 600.9. Whereas; the mortality rate for those with college education or higher given the same parameters was 238.9(Martinek, 2017). Such results are a pure reflection of the fact that the more educated people are, the more likely they are better informed thus making better health choices.
Alternatively, health in young adulthood and childhood years may .
Similar to Disability in Older Adults comprises public domain material fr (15)
12-15 page paper with 5 slide PowerPoint on an current management .docxAlyciaGold776
12-15 page paper with 5 slide PowerPoint on an current management issue, MY ISSUES:
(OPEN COMMUNICATION)
PAPER WILL BE SUBMITTED TO TURNIN!
APA, (6
TH
ED.) paper has to included title page& table of content
No pronouns
Cite all quantitative data
Cite all quotes ( try not to use quotations)
Intro ½ page
Background ¾ page
Literature review 4-5 page
Analysis 3-4 page ( detailed information)
Conclusion ¾ page ( WHAT,WHY,HOW,WHOM)
References page-Minimum of 20 published scholarly sources current as possible
Abstract (these questions has to be answered)
Clear statement of problem or issue
Methods or procedures summarized
Results summarized
Conclusions summarized
DUES BY MAY28 5PM
.
12Working With FamiliesThe Case of Carol and JosephCa.docxAlyciaGold776
12
Working With Families:
The Case of Carol and Joseph
Carol is a 23-year-old, heterosexual, Caucasian female and the
mother of a 1-year-old baby girl. She is currently unemployed,
having previously worked for a house cleaning company. The
baby is healthy and developmentally on target, and she and the
parents appear to be well bonded with one another. Carol lives in
a rented house with her husband, Joseph. Joseph is a 27-year-old,
heterosexual, Hispanic male. He was recently arrested at their
home for a drug deal, which he asserts was a setup. Both parents
were charged with child endangerment because weapons were
found in the child’s crib and drugs were found in the home. The
parents assert that the child never sleeps in the crib but in their
bed. As a result of the parents’ arrest, social services was notified,
and the child was temporarily placed in a kinship care arrangement
with the maternal grandmother, who resides nearby. As a
result of Joseph’s arrest, he was fired from the cleaning company
where he worked, and the family is now experiencing financial
difficulties.
After initial contact was made with the parents, a number of
concerns were noted and the family was recommended for additional
case management. Carol’s mother indicated that she had
concerns about Carol’s drinking habits and stated that Carol’s
father and grandfather were alcoholics. She and the father separated
when Carol was a baby, and Carol has had only limited
contact with him. There appears to be significant tension between
the grandmother and Carol and Joseph. I addressed the alcohol
issue with both parents, who denied there was a problem, but
shortly after the discussion, Carol was involved in a serious car
accident with the baby in the car. She was determined to have been
under the influence of alcohol. I advised Carol that she could not
have any unsupervised contact with her child until she completed
intensive inpatient substance abuse treatment. I made arrangements
for her placement, but after a week, she was discharged
for noncompliance with the rules. She was then referred to an
intensive outpatient program and began therapy there. Initially
her attendance was erratic because she had lost her license as a
result of the DUI. Eventually, however, she became engaged in the
program and began to address her issues. She acknowledged that
she had started using drugs at a very young age but said that she
had only begun drinking in the previous year or so. We discussed
the genetics of her family, and she said that she realized that she
had deteriorated rapidly since beginning to drink and knew that
she simply could not drink alcohol.
Joseph’s mother is deceased, and his father travels extensively
in his job and is not available as a support. Joseph was
very devoted to his mother and was devastated by her premature
death. We discussed the strengths that he and Carol demonstrated
in staying together and working out their p.
12 pages The papers must be typed (12 point font) in Times N.docxAlyciaGold776
1
2
pages
The papers must be typed (12 point font) in Times New Roman Font; double-spaced (unless otherwise noted), with one inch margins.
the organization should be a business or company basis.
Provide the links for the company's news.
You show up for work in a new organization or “parachute” into the organization (often knowing little about the organization).
This analytical paper describes how you observe and orient in this new environment to more fully understand the organization’s behavior.
address the deeper
currents of culture
as well as how
processes
and
mission
drive behavior.
address your place in this organization (from which perspective are you writing), not merely from a “job description” perspective, but from at the individual and group levels of analysis.
While not limited to these topics
address leadership, motivation, communications, and ethics.
In addition to incorporating
a wide variety of specific OB distinctions from the course
, the paper must
analyze
(not merely describe) the organization’s behavior from each zoom level:
individual, group, organization, and inter-organizational.
t
h
ird-person perspective
to analyze the organization.
The paper requires you to think deeply about OB in a specific organization.
use an organization you have experience with or research one where you would like to work.
Ideally, from reading this paper, professor should have the experience of being there with you and gain a valuable understanding of this organization.
Another way to look at this paper is as the document which uncovers the currents of organizational behavior in a methodical way.
The exercise of writing this paper provides you with a template for analyzing your next organization’s behavior, to avoid organizational pitfalls, and more quickly make a valuable contribution.
Organizational behavior concepts include: (analyze at least 8 concepts below from
individual, group, organization, and inter-organizational as well as the culture perspective
)
Diversity
Attitudes and Job Satisfaction
Emotions and Moods
Personality and Values
Perception and Individual Decision Making
Motivation Concepts and Application
Foundations of Group Behavior & Understanding Work Teams
Communication
Leadership
Inter-Organizational Behavior
Power and Politics
Conflict and Negotiation
Foundations of Organizational Structure
Organizational Culture
Organizational Change and Stress Management
.
12 new times roman 4-6 pages double spaced apply ONE of t.docxAlyciaGold776
12 new times roman
4-6 pages
double spaced
apply ONE of the theories listed below to
The Jack-Roller: A Delinquent Boys Own Story
by Clifford R. Shaw book.
Then make prediction on what happened to Stanley (protagonist of the book) BASED on the theory chosen.
Follow the guidelines CAREFULLY
Theories to choose from
·
Gottfredson and Hirschi: Self-Control Theory
·
Sampson and Laub: Age-graded Theory of Informal Social Control
·
Moffitt: Developmental Taxonomy
.
112016 @1000 a.m. 100 percent original 400-600 words with at leas.docxAlyciaGold776
11/20/16 @10:00 a.m. 100 percent original 400-600 words with at least 2 references APA format
To further support the acquisition of a new electronic health record (EHR) system, the chief information officer (CIO) has asked you, as an information technology (IT) manager, to meet with the nursing department heads to summarize the differences and the application of relational and object-oriented databases within an EHR system.
.
10–12 slides (not incl. title or ref slides) with speakers notes.docxAlyciaGold776
10–12 slides (not incl. title or ref slides) with speaker's notes
In learning about energy sources and non-fossil fuel sources, multiple technological advances were identified. These can reduce people's footprint on the planet and reduce the burden on fossil fuels.
Using already existing technology, describe ways in which people could reduce the need for external electrical and heat energy.
In completing this, you should be able to create a house that does not rely on public utilities.
Think of houses that exist in remote areas, where these public services do not reach; how can this be accomplished?
Be sure to include primary sources as well as ensure that your references are documented on the slides as they are being used. It is critical that your presentation tells a story, and is not prescribed by the prompts listed above.
.
11.1 - write a servlet that uses doGet to return a markup document t.docxAlyciaGold776
11.1 - write a servlet that uses doGet to return a markup document that provides your name, electronic mail address, and mailing address, along with a brief autobiography. test your servlet with a simple markup document.
11.2 write a servlet that returns a randomly chosen greeting from a list of five different greeting. The greetings must be stored as constant strings in the program.
.
10–15 slides with 150–200 words in the notes page.Using all 3 .docxAlyciaGold776
10–15 slides with 150–200 words in the notes page.
Using all
3 Financial Statements
(See attachment) please provide an analysis on Apix’s
assets, liabilities, cash, and profit
. As well, choose
2 additional components
on each of the sheets, and provide your initial impression on the company financial situation.
Need done by Monday morning.
Thanks Friend
.
12-20 slides needed for the business plan report provided. (SEE ATT.docxAlyciaGold776
12-20 slides needed for the business plan report provided. (SEE ATTACHED FILE) This is a new bar called Wonderland, presentation needs to be eye capturing and intriguing to make people want to buy in to the idea to make a reality.
Format
Powerpoint presentation
APA
Reference slides needed
SECOND ATTACHED FILE (PPT PRESENTATION) SHOWS HOW I STARTED IT
I posted wrong file
.
1000+ word essay MLA styleTopic Judging others is human nature..docxAlyciaGold776
1000+ word essay MLA style
Topic
: Judging others is human nature. Some of us may practice fighting the urge to be judgmental more than others, but it is a very active battle. What lessons can you argue the characters from “ A Good Man Is Hard To Find by Flannery Oconnor” and “Young Goodman Brown by Nathaniel Hawthorne” teach readers regarding the dangers of being judgmental?
Please use these strategy questions as the professor is looking for them to be addressed in the writing.
Do you have a lead-in to “hook” your reader? (an example, anecdote, scenario, startling statistic, or provocative question.)
How much background is required to properly acquaint readers with your issue?
Will your claim be placed early (introduction) or delayed (conclusion) in your paper?
What is your supporting evidence?
Have you located authoritative (expert) sources that add credibility to your argument?
Have you considered addressing opposing viewpoints?
Are you willing to make some concessions (compromises) toward opposing sides?
What type of tone (serious, comical, sarcastic, inquisitive) best relates your message to reach your audience?
One written, have you maintained a third person voice? (no “I” or “you” statements)
How will you conclude in a meaningful way? (call your readers to take action, explain why the topic has a global importance, or offer a common ground compromise that benefits all sides?)
I wanted to make the instructions clear so I am not penalized when it comes to grading.
All paragraphs should have a topic sentence and supporting sentences explaining one idea and not multiple ideas.
Things I got hit on, on past papers on here.
Intro
Opposition
Supporting argument
Conclusion
Works cited page
looking for an A+
also have a 2000 word research paper coming up soon that i'm willinng to pay good for will be posting soon
.
1000 - 1500 words in APA format. Draft Final PlanYou work for a p.docxAlyciaGold776
1000 - 1500 words in APA format. Draft /Final Plan
You work for a popular consumer electronics company that sells products such as cell phones, tablets, and personal computers. The vice president of operations has talked to you about setting up a warehousing and distribution process that can support business expansions globally. He has asked you to develop a recommendation that will help build a business plan. You need to focus on the areas of transportation regulations and policies, transportation methodologies, warehousing, distribution, and inventory management.
The company is looking to start its global expansion in the European Union and China. You will focus your analysis and recommendations for this report on importing goods into those areas from the United States and fulfilling customer orders from in-region warehousing or distribution centers. Your outline should include the following:
Part I:
Transportation Regulations and Policies
Define the goal
Explain the relevance
National security
Public safety
Environment
Unrestrained competition
Part II:
Transportation Methodologies
Economic viability
Practical use
Applications in domestic and global markets
Part III:
Warehousing and Distribution
Principles
Design
Storage and handling
Information systems and information technology
Third-party logistics providers (3PL)
Part IV:
Inventory Management
Inventory functions for intermediate and final products
Packaging techniques
.
1000 words an 5 referencesResource Blossoms Up! Case Study .docxAlyciaGold776
1000 words an 5 references
Resource
: Blossoms Up! Case Study and Email No. 3
Numerous emails have been sitting in the HR Director's in-box for two months. Smith is highly agitated that none of his have been responded to. Now that you are hired, he has asked you to address the emails immediately.
Read
Email No. 3
concerning a report needed to respond to Smith's direction that the company have its own retirement plan such as a 401(k) plan, the laws affecting such plans, and what to do about funding it since the company is in a cost-cutting mode.
Complete
Smith's directions and the instructions in the email.
Use
headings to appropriately signal the topics and keep your document organized.
Use
a minimum of five in-text citation sources within your paper and identify them in your APA correctly formatted References page.
Click
the Assignment Files tab to submit your assignment.
.
1000+ word essay MLA styleTopic While Abraham Lincoln and John .docxAlyciaGold776
1000+ word essay MLA style
Topic:
While Abraham Lincoln and John F. Kennedy were superior national leaders, everyday persons also take on the responsibilities and risks of leadership, as illustrated by Robert, The blind man, in Raymond Carver’s “Cathedral”. On the other hand, Lieutenant Jimmy Cross in Tim O’Brien’s “the things they carried” believes he has neglected his duties as the leader of his platoon.
If you were conducting a leadership workshop for your college or local community, how could you use these four individuals to illustrate key points of your presentation? What other examples—contemporary or historical, fictional or factual—might you use to illustrate leadership qualities?
In doing so, consider the Core Value of Integrity emphasized in this course. This assignment asks you to address qualities of leadership. What is the relationship between integrity and leadership? Please include in your writing your own definition of Integrity and whether those in leadership roles are assumed to have (or demonstrate) integrity.
Please use these strategy questions as the professor is looking for them to be addressed in the writing.
Do you have a lead-in to “hook” your reader? (an example, anecdote, scenario, startling statistic, or provocative question.)
How much background is required to properly acquaint readers with your issue?
Will your claim be placed early (introduction) or delayed (conclusion) in your paper?
What is your supporting evidence?
Have you located authoritative (expert) sources that add credibility to your argument?
Have you considered addressing opposing viewpoints?
Are you willing to make some concessions (compromises) toward opposing sides?
What type of tone (serious, comical, sarcastic, inquisitive) best relates your message to reach your audience?
One written, have you maintained a third person voice? (no “I” or “you” statements)
How will you conclude in a meaningful way? (call your readers to take action, explain why the topic has a global importance, or offer a common ground compromise that benefits all sides?)
I wanted to make the instructions clear so I am not penalized when it comes to grading.
All paragraphs should have a topic sentence and supporting sentences explaining one idea and not multiple ideas.
Things I got hit on, on past papers on here.
Intro
Opposition
Supporting argument
Conclusion
Works cited page
.
1000 words and dont use the InternetFrom the book answer the qu.docxAlyciaGold776
1000 words and don't use the Internet
From the book answer the questions
A. Did any of these authors have followed historical methods of Said's book ( Orientalism) or subaltern historians? Please give an example to prove your argument.
B. How do these histories of non-westren women contribute to non-westten historiograph?
.
100 original 0 plagiarism, with introduction and conclusion.I.docxAlyciaGold776
100% original 0 plagiarism, with introduction and conclusion.
I need no more late than tomorrow Jun 6 at 7 pm.
Middle Childhood and Adolescence Paper
(
Addresses the issue in the Population of Puerto Rico. Discusses the cultural aspects that influence.)
Prepare a 950 word paper in which you describe changes that occur during middle childhood and adolescence concerning family and peer relationships, and how they might influence future development. Be sure to include the following items in your description:
Evaluate the effect of functional and dysfunctional family dynamics on development (e.g., family structure, function, and shared and nonshared environments).
Determine the positive and negative impact of peers and changes in peer relations from middle childhood to adolescence.
Examine additional pressures faced in adolescence compared to middle childhood.
Discuss the development of moral values from middle childhood into adolescence.
Use a minimum of two peer-reviewed sources.
Format your paper consistent with APA guidelines.
.
100 Original Work.Graduate Level Writing Required.DUE .docxAlyciaGold776
100% Original Work.
Graduate Level Writing Required.
DUE: Sunday, June 12, 2020 by 5pm Eastern Standard Time.
Background:
Views on justice impact many areas of criminal justice, including the concepts of fairness, equality, and impartiality, and influence the ethical standards you apply in various situations in the field. Your views on justice and how you act in situations will affect the opinions others have of you in the communities you serve. Views on justice also impact actions taken and decisions made that affect the wider population.
Write
a 1,150- to 1,400-word paper describing the origins of the concept of justice and how you believe they are defined today.
Include the following:
-Explain Aristotle’s ethical ideas of distributive and procedural justice.
-Compare substantive justice and procedural justice, including how procedural justice impacts wrongful convictions and moral perceptions of racial discrimination, such as the Central Park Five and the story of Brian Banks, a former football star.
-Explain how you understand justice as defined by today’s modern criminal justice agencies. Include reasoning and examples in your explanation to support your opinion.
Include at least four additional scholarly reference.
Format your paper consistent with APA guidelines
.
Must Be Graduate Level Writing
100% Original Work
.
10-1 Discussion Typical vs. Atypical DevelopmentThroughout this c.docxAlyciaGold776
10-1 Discussion: Typical vs. Atypical Development
Throughout this course, we have explored different aspects of development, and research has presented a variety of influences in the form of biological, social, emotional, and cognitive domains. At the end of nearly every chapter reading, a holistic position began to emerge that acknowledges the contribution by each domain. In our final discussion, reflect on whether a holistic approach is just as effective for accounting for atypical development as it is for typical development. Utilize examples from the course to support your position, or consider using an issue of atypical development to provide context (e.g., autism or antisocial behavior).
*******JUST NEEDS TO BE 2 TO 3 PARAGREAPHS WITH REFERENCES**********
.
100 words only 1 APA REFERENCEThe traditional approach for ide.docxAlyciaGold776
100 words only 1 APA REFERENCE
The traditional approach for identifying qualified applicants is often driven by old traditions like looking at resumes, degree, years of experience, and even looks. What other, more quantifiable measures might be used when hiring a new employee? Be specific.
.
100 Words minimumDiscussion TopicWhat is the difference betwe.docxAlyciaGold776
100 Words minimum
Discussion Topic:
What is the difference between “community intervention” and “intervention in the community”? How can health advocates thoroughly address each in, for example, public policymaking of one of the following (choose one and discuss or choose a health concern of your own liking):
Youth violence
Asthma in children
Walking track and other public access to exercise/fitness
Heart disease
Lack of availability of health food (in stores, restaurants, etc.)
.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2024.06.01 Introducing a competency framework for languag learning materials ...
Disability in Older Adults comprises public domain material fr
1. Disability in Older Adults comprises public domain material
from the National Institutes of Health.
http://report.nih.gov/nihfactsheets/Pdfs/DisabilityinOlderAdults
(NIA).pdf
Disability in Older Adults
FACT SHEET - Disability in Older Adults
National Institutes of Health
Updated October 2010
1
Yesterday
approximately 26.1 million people were 65 years of age or
older, compared with 3 million in 1900. And Americans
were living notably longer than they had in the past –
2. average life expectancy for a child born in 1980 was 73.7
years, up from 47.3 years in 1900. Disability was on the
rise among older people. Studies from the 1970s and early
1980s pointed to modest increases in the prevalence of
disability. For example, in 1976, 4.8 million older people
reported limitations in the number or kinds of major
activities they could undertake.
ly brought with it
frailty and loss of independence. One study, for example,
predicted that technology would save people’s lives, but
still leave them disabled and an increasing burden on
society. However, groundbreaking research from projects
such as the Baltimore Longitudinal Study of Aging
(http://www.grc.nia.nih.gov/branches/blsa/blsanew.htm),
initiated in 1958, began to suggest that disease and
disability were not inevitable consequences of aging.
rease in life
expectancy, and concerns about disability led to the
founding in 1974 of the National Institute on Aging (NIA)
within the National Institutes of Health (NIH). The Institute
was charged with “the conduct and support of biomedical,
social, and behavioral research, training, health
information dissemination, and other programs with
respect to the aging process and diseases and other
special problems and needs of the aged.”
Today
n is
increasingly older. The leading edge of the Baby Boom
turns 65 in 2011, part of a rapid growth in population
aging in the United States – and worldwide. 39 million
people in the United States are age 65 or older, and life
3. expectancy at birth has reached 78.3 years. Most notable
is the growth in the population of individuals age 85 and
older who are at highest risk for disease and disability.
an inevitable part of aging. Disability rates can be reduced,
as evidenced by data from the National Long Term Care
Survey (http://www.nltcs.aas.duke.edu/), which found
that between 1982 and 1999, the prevalence of physical
disability in older Americans decreased from 26 percent to
20 percent. Additionally, there is evidence from the Health
and Retirement Study (http://hrsonline.isr.umich.edu/)
that the probability of being cognitively impaired at a
given age has been decreasing (from the mid-1990s up
until at least 2004), although the rapidly increasing
population of older adults means that the absolute
number of cognitive impaired individuals is still increasing.
of disability has continued since 1999, and researchers are
analyzing multiple data sources to ascertain the trend.
There is some evidence suggesting that while the decline
in disability may have continued among the oldest old
(those age 85+), the decline in disability ended or was
reversed in the new cohorts recently entering old age.
disability rates include improved medical treatment
(particularly treatments such as beta blockers and ACE
inhibitors for cardiovascular disease), positive behavioral
changes, more widespread use of assistive technologies,
rising education levels, and improvements in
socioeconomic status. The NIH supports research to
understand the underlying causes of this decline in order
to develop behavioral and multi-level interventions to
maintain and accelerate this trend.
4. healthier aging and longer life expectancy. Epidemiologic
studies suggest that lifespan and health are determined by
both genetic and environmental influences, with genetics
accounting for about 35 percent of lifespan and modifiable
environmental factors contributing most to this complex
interaction.
people function. Researchers at the NIH-supported Claude
D. Pepper Older Americans Independence Centers
(https://www.peppercenter.org/public/home.cfm), for
example, have developed effective ways to prevent falls,
FACT SHEET - Disability in Older Adults
National Institutes of Health
Updated October 2010
2
improve muscle function (size, strength and power), and
reduce delirium related to hospital stays. One NIH study
dramatically demonstrated that even 90-year-olds can
improve muscle strength and mobility with simple weight
training exercises.
threatened by recent increases in obesity levels. According
to the National Health Interview Survey
(http://www.cdc.gov/nchs/nhis.htm), the disability rate
5. among people ages 18 to 59 rose significantly from the
1980s through the 1990s, with the growing prevalence of
obesity factoring into the trend. Obesity and overweight
put people at increased risk for potentially disabling
chronic diseases such as heart disease, type 2 diabetes,
high blood pressure, stroke, osteoarthritis, respiratory
problems, and some forms of cancer.
Tomorrow
for specific types of disability. NIH investigators have
identified several markers, including grip strength, gait
(walking) speed, circulating levels of the protein IL-6, and
measures of lung function, that can be used to predict the
onset of limitations in mobility. Researchers are currently
conducting a genome-wide association study to identify
genes and genomic regions associated with trajectories of
change in each of these markers.
(http://web.jhu.edu/popaging/nhats.html), a new
nationwide NIH-funded study of 12,000 people age 65 and
older, will provide data to disentangle the physical, social,
technological and environmental factors in disability
prevalence, onset, and recovery. The study will also help
us understand the social and economic consequences of
late-life disability for individuals, families and society.
(http://hrsonline.isr.umich.edu/), a nationwide NIH-
funded survey of more than 22,000 people age 50 and
older, is allowing researchers to examine the interactions
among physical and mental health, insurance coverage,
financial well-being, family support, work status,
6. retirement planning and the impact of these variables on
disability. Improved ability to forecast disability trends will
help give policymakers more accurate projections of
national expenditures for the Social Security and Medicare
programs. Researchers will also assess disability risks in
understudied populations within the United States,
minorities, and the medically underserved.
arch may bring new treatments to prevent or
minimize disability from stroke, diabetes, and other acute
and chronic health problems. For example, NIH-supported
researchers are developing interventions to improve
quadriceps muscle function after total knee replacement
and muscle conditioning (muscle size, strength and power)
in community dwelling individuals at high risk for falls and
mobility disability. Other studies are evaluating the ability
of an exercise and health promotion intervention to
facilitate maintenance of physical and cognitive function in
older adults with mild cognitive impairment (often a
precursor condition to Alzheimer’s disease). In addition,
researchers are conducting a clinical trial of testosterone
in men with impaired physical functioning.
older people. For example, the ongoing Lifestyle
Interventions and Independence for Elders (LIFE) Study
(https://www.thelifestudy.org/public/index.cfm) will
assess the effect of an exercise intervention to prevent
mobility disability in older adults. NIA also funds a
randomized trial of a social engagement intervention, the
Experience Corps
(http://www.experiencecorps.org/index.cfm), which
places older volunteers, mostly inner-city residents, in
elementary schools in cognitively demanding and socially
productive roles. Preliminary data have shown
7. improvements in both mental and physical health for
seniors, as well as benefits for the schools.
Contact:
Medical aspects of disability: Lyndon Joseph, Ph.D.,
[email protected]
Disability trends: Richard Suzman, Ph.D.,
[email protected]
National Institute on Aging (NIA) website:
http://www.nia.nih.gov
First Principles by Merrill_Week 3.pdf
First Principles of Instruction
M. David Merrill
For the past several years the author has been
reviewing instructional design theories in an
attempt to identify prescriptive principles that
are common to the various theories. This paper
is a preliminary report of the principles that
have been identified by this search. Five first
principles are elaborated: (a) Learning is
promoted when learners are engaged in
solving real-world problems. (b) Learning is
promoted when existing knowledge is
activated as a foundation for new knowledge.
(c) Learning is promoted when new knowledge
is demonstrated to the learner. (d) Learning is
promoted when new knowledge is applied by
the learner. (e) Learning is promoted when
8. new knowledge is integrated into the learner’s
world.
Representative instructional design
theories are briefly examined to illustrate how
they include these principles. These include:
Star Legacy by the Vanderbilt Learning
Technology Center, 4-Mat by McCarthy,
instructional episodes by Andre, multiple
approaches to understanding by Gardner,
collaborative problem solving by Nelson,
constructivist learning environments by
Jonassen, and learning by doing by Schank.
It is concluded that, although they use a
wide variety of terms, these theories and
models do include fundamentally similar
principles.
Recent years have seen a proliferation of in-
structional design theories and models. Ten-
nyson, Schott, See, and Dijkstra (1997) and
Reigeluth (1999) summarize a number of these
different positions. Instructional design theory,
as represented in Reigeluth, varies from basic
descriptive laws about learning to broad cur-
riculum programs that concentrate on what is
taught rather than on how to teach. Are all of
these design theories and models merely alter-
native ways to approach design? Do all of these
design theories and models have equal value?
Do these design theories and models have fun-
damental underlying principles in common? If
so what are these underlying first principles?
The purpose of this paper is to identify and ar-
ticulate the prescriptive design principles on
which these various design theories and models
are in essential agreement.
9. Reigeluth (1999) distinguishes two major
kinds of instructional methods: basic methods
and variable methods. This paper identifies
what Reigeluth calls basic methods but which I
prefer to call first principles of instruction. This
paper refers to variable methods as programs
and practices. A principle (basic method) is a
relationship that is always true under ap-
propriate conditions regardless of program or
practice (variable method). A practice is a specific
instructional activity. A program is an approach
consisting of a set of prescribed practices. Prac-
tices always implement or fail to implement un-
derlying principles whether these principles are
specified or not. A given instructional approach
may only emphasize the implementation of one
or more of these instructional principles. The
same principles can be implemented by a wide
variety of programs and practices. A given
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theory may specify both principles and practices
for implementing these principles. For some ex-
amples in Reigeluth (1999) a program is
specified but the underlying first principles are
not specified. Parsimony would dictate that
there should be only a few first principles of in-
struction that can support a wide variety of in-
structional programs and practices (design
10. theories, models, and methods).
What are the properties of first principles of
instruction? First, learning from a given pro-
gram will be promoted in direct proportion to its
implementation of first principles. Second, first
principles of instruction can be implemented in
any delivery system or using any instructional
architecture. Third, first principles of instruction
are design oriented or prescriptive rather than
learning oriented or descriptive. They relate to
creating learning environments and products
rather than describing how learners acquire
knowledge and skill from these environments or
products.
In this paper, I have identified the principles
that are included in a variety of design theories
and models. There is no attempt in this paper to
identify the empirical support for these prin-
ciples. I assume, perhaps without sufficient jus-
tification, that if a principle is included in several
instructional design theories, the principle has
been found either through experience or empiri-
cal research to be valid. My associates and I are
involved in a review effort to identify empirical
research that supports or fails to support these
design principles. The present report merely
identifies the principles that have been iden-
tified by a variety of theorists and model
builders.
The premise of this paper is that there is a set
of principles that can be found in most instruc-
tional design theories and models and even
though the terms used to state these principles
11. might differ between theorists, the authors of
these theories would agree that these principles
are necessary for effective and efficient instruc-
tion. This premise also assumes that these
design principles apply regardless of the in-
structional program or practices prescribed by a
given theory or model. If this premise is true,
there will be a decrement in learning and perfor-
mance when a given instructional program or
practice violates or fails to implement one or
more of these first principles. Obviously, the
support for this hypothesis can only come from
evaluation studies for a given instructional
product or research studies comparing the use
and misuse of these principles.
The theories cited in this paper are illustra-
tive of our approach rather than exhaustive. Not
all of the principles stated in this paper are in-
cluded in the theories that are very briefly
described. The vocabulary used to describe
these theories and their implementation details
varies significantly. Each of the theories and
models reviewed here tends to emphasize dif-
ferent principles.
This paper will provide a concise statement
of these first principles of instruction and then
review selected theories to see how these prin-
ciples are incorporated by each of these theories.
As each theory is reviewed, there will be an at-
tempt to translate the vocabulary of the theory to
the vocabulary of the first principles as stated.
INSTRUCTIONAL PHASES
12. Many current instructional models suggest that
the most effective learning products or environ-
ments are those that are problem-centered and
involve the student in four distinct phases of
learning: (a) activation of prior experience, (b)
demonstration of skills, (c) application of skills,
and (d) integration of these skills into real-world
activities. Figure 1 illustrates these four phases.
Much instructional practice concentrates
primarily on the demonstration phase and ig-
nores the other phases in this cycle of learning.
Most of the theories reviewed in this paper
stress problem-centered instruction and include
some (if not all) of these four phases of effective
instruction. Figure 1 provides a conceptual
framework for stating and relating the first prin-
ciples of instruction. The first principle relates to
problem-centered instruction. Four more prin-
ciples are stated for each of the four phases for
effective instruction. These five first principles
stated in their most concise form are as follows:
1. Learning is promoted when learners are
engaged in solving real-world problems.
2. Learning is promoted when existing
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44 ETR&D, Vol. 50, No. 3
13. knowledge is activated as a foundation for
new knowledge.1
3. Learning is promoted when new knowledge
is demonstrated to the learner.
4. Learning is promoted when new knowledge
is applied by the learner.
5. Learning is promoted when new knowledge
is integrated into the learner’s world.
FIRST PRINCIPLES OF INSTRUCTION
In the following paragraphs, I elaborate the five
prescriptive design principles for problem-
centered instruction and for each of the four in-
structional phases. First, I state each principle
and its corollaries including a short descriptor
for each principle or corollary. After this concise
statement, I elaborate and explain the principle
and its corollaries in more detail citing some rep-
resentative theorists or investigators who have
suggested the principle.
Principle 1—Problem-centered: Learning is
promoted when learners are engaged in solving
real-world problems.
• Corollary—Show task: Learning is promoted
when learners are shown the task that they
will be able to do or the problem they will be
able to solve as a result of completing a
module or course.
• Corollary—Task level: Learning is promoted
14. when learners are engaged at the problem or
task level, not just the operation or action
level.
• Corollary—Problem progression: Learning is
promoted when learners solve a progression
of problems that are explicitly compared to
one another.
Problem-centered
Much of the current work in cognitive psychol-
ogy has shown that students learn better when
engaged in solving problems (Mayer, 1992a).
Problem-centered learning is well represented
by a number of recent instructional models in-
cluding: Collins, Brown and Newman (1989),
Cognitive Apprenticeship; Schank, Berman, and
Macperson (1999), Goal Based Scenarios; Jonassen
(1999), Constructivist Learning Environments;
Savery and Duffey (1995), Problem-Based Learn-
ing; Clark and Blake (1997), Novel Problem Solv-
ing; and van Merriënboer (1997), Whole Task
Practice in 4C/ID Model.
The definition of a problem varies among
theorists. For some, a problem is engaging in
some form of simulation of a device or situation.
For others, it merely means being involved in
some form of real world task. I use the word
problem to include a wide range of activities,
with the most critical characteristics being that
the activity is some whole task rather than only
components of a task and that the task is repre-
sentative of those the learner will encounter in
15. the world following instruction. Problem-
centered instruction is contrasted with topic-
centered instruction where components of the
task are taught in isolation (e.g., “You won’t un-
derstand this now but later it will really be im-
portant to you”) before introducing the real
world task to the students.
Figure 1 Phases for Effective Instruction
1. I used the word knowledge in its broadest connotation to
include both knowledge and skill, and to represent the
knowledge and skill to be taught as well as the knowledge
and skill acquired by the learner.
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FIRST PRINCIPLES 45
Show task
It has become common practice to state learning
objectives at the beginning of module or lesson
material. These objectives are usually some form
of: “The learner will be able to . . . .” Objectives
of this form are abstract and often only under-
stood following the instruction. Most theorists
suggest that a specific demonstration of the par-
ticular whole task similar to those the learners
will be able to do following instruction provides
a better orientation to the instructional material
to follow than a list of abstract objective state-
ments. Van Merriénboer (1997) recommended
16. that the first problem in a sequence should be a
worked example that shows students the type of
whole task that they will learn to complete.
Task level
Much available instruction teaches commands
or individual actions and assumes that the
learner will be able to put these individual com-
ponents together to do real world tasks. Too
much traditional instruction is topic based,
teaching all the prerequisites before introducing
the real world whole task or problem. Learning
to complete a whole task involves four levels of
instruction: (a) the problem, (b) the tasks re-
quired to solve the problem, (c) the operations
that comprise the tasks, and (d) the actions that
comprise the operations. Effective instruction
should engage students in all four levels of per-
formance: the problem level, the task-level, the
operation-level, and the action-level. Schank et
al. (1999) stressed that one shortcoming of tradi-
tional instruction is the emphasis on decontex-
tualized skills. Jonassen (1999) stressed that
learners will assume ownership only if the
problems to be solved are interesting, relevant
and engaging. Other theorists have stressed that
effective learning requires engaging the learners
in authentic problems (Savery & Duffy, 1995;
Nelson, 1999).
Problem progression
Some of the problems or whole tasks that
learners must complete are very complex. Most
theorists would agree that solving a single prob-
17. lem or receiving little or no guidance (sink-or-
swim) is not effective. To master a complex
problem students must first start with a less
complex problem. When the first problem is
mastered, students are then given a more com-
plex problem. Through a progression of increas-
ingly complex problems, the students’ skills
gradually improve until they are able to solve
complex problems. Problem progression is ad-
vocated by Elaboration Theory (Reigeluth, 1999),
4C/ID Model (van Merriënboer, 1997), work model
progression (Gibbons, Bunderson, Olsen, &
Robertson, 1995), scaffolding (Collins, et al.,
1989), and understanding-performances (Perkins &
Unger, 1999).
Activation Phase
Principle 2—Activation: Learning is promoted
when relevant previous experience is activated.
• Corollary—Previous experience: Learning is
promoted when learners are directed to
recall, relate, describe, or apply knowledge
from relevant past experience that can be
used as a foundation for the new knowledge.
• Corollary—New experience: Learning is
promoted when learners are provided
relevant experience that can be used as a
foundation for the new knowledge.
• Corollary—Structure: Learning is promoted
when learners are provided or encouraged to
recall a structure that can be used to organize
18. the new knowledge.
Activation
It has long been a tenet of education to start
where the child is. It is therefore surprising that
many instructional products jump immediately
into the new material without laying a sufficient
foundation for the students. If students have had
relevant experience, then the first phase of learn-
ing is to be sure that this relevant information is
activated ready for use as a foundation for the
new knowledge. If students have not had suffi-
cient relevant experience, then the first phase of
learning a new skill should be to provide three-
dimensional experience that they can use as a
foundation for the new knowledge. Too much
instruction starts with abstract representations
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46 ETR&D, Vol. 50, No. 3
for which learners have insufficient foundation.
This paper borrowed the term activation from
Andre (1997) who provided one of the best
recent discussions of this principle.
Previous experience
When learners think that they already know
some of the material to be taught, then their ex-
isting experience can be activated by an ap-
19. propriate opportunity to demonstrate what they
already know. This activity can be used to help
direct students to the yet-to-be-learned new
material and thus result in more efficient in-
struction. Requiring students to complete the
usual information-oriented pretest of the
material to be taught when they don’t feel that
they know the material is frustrating and not
productive in activating prior experience. A
simple recall of information is seldom effective
as an activating experience. Andre (1997) cited
theory and research supporting schema activa-
tion and advance organizers.
Provide experience
Often the new learning may be foreign to the
previous experience of the learner. When in-
struction jumps immediately to this new
material the learner feels overwhelmed. Elemen-
tary school teachers understand this
phenomenon and spend considerable time
providing experiences upon which later learn-
ing can be built. As learners mature the educa-
tional system seems to feel that providing
relevant experience prior to instruction is no
longer necessary. Consequently students must
resort to memorizing the material presented be-
cause they lack previous mental models based
on experience that can be used to structure the
new knowledge.
Structure
Activation is more than merely helping students
recall previous experience or providing relevant
20. experience. Activation also involves stimulating
those mental models that can be modified or
tuned to enable learners to incorporate the new
knowledge into their existing knowledge. Andre
(1997) cited theory and research showing that
themes can serve as an organizing structure if
they are relevant to the content being taught.
There is a current emphasis on introducing
motivational themes into instruction, for ex-
ample, playing golf, flying a space ship, and so
forth. When these themes are irrelevant to the
content of the instruction, they activate inap-
propriate mental models and may actually inter-
fere with, rather than promote instructional
effectiveness. In an attempt to promote motiva-
tion, these themes may actually increase the cog-
nitive load required to acquire the target
knowledge. If learners have a mental model that
can be used to organize the new knowledge,
they should be encouraged to activate this men-
tal model. However, if the mental model is in-
sufficient to adequately organize the new
knowledge, then learning is promoted if the in-
struction provides a structure that the learner
can use to build the required organizational
schema for the new knowledge. Andre (1997)
discussed the role of advance organizers in
providing structure for later learning. Mayer
(1975) indicated that providing learners with a
conceptual model can facilitate the acquisition of
problem solving. Clark and Blake (1997) recom-
mended presenting dynamic schema and analog
models to promote far transfer.
Demonstration Phase
21. Principle 3—Demonstration (Show me): Learning
is promoted when the instruction demonstrates
what is to be learned rather than merely telling
information about what is to be learned.
• Corollary—Demonstration consistency: Learn-
ing is promoted when the demonstration is
consistent with the learning goal: (a) ex-
amples and nonexamples for concepts, (b)
demonstrations for procedures, (c) visualiza-
tions for processes, and (d) modeling for be-
havior.
• Corollary—Learner guidance: Learning is
promoted when learners are provided ap-
propriate learner guidance including some of
the following: (a) learners are directed to
relevant information, (b) multiple repre-
sentations are used for the demonstrations, or
(c) multiple demonstrations are explicitly
compared.
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FIRST PRINCIPLES 47
• Corollary—Relevant media: Learning is
promoted when media play a relevant in-
structional role and multiple forms of media
do not compete for the attention of the
learner.
22. Demonstration (Show me)
Knowledge to be learned exists at two levels: (a)
information and (b) portrayal. Information is
general and inclusive and refers to many cases
or situations. Portrayal is specific and limited
and refers to a single case or a single situation.
Presenting information is by far the most com-
mon form of instruction. Often instruction is
merely information followed by a few remem-
ber-what-you-were-told questions. This tell-
and-ask instruction by itself is seldom effective
instruction. Instruction is far more effective
when it also includes the portrayal level in that
the information is demonstrated via specific
situations or cases. Learners remember and can
apply information far more readily when the in-
formation includes specific portrayals. Van Mer-
rienboer (1997) identified a number of different
problem formats. He indicated that showing a
learner what to do via a worked-out example
and modeling examples, which show the learner
how to do the problem, are important first steps
in an instructional sequence. Merrill (1994) cited
research that shows that presenting examples is
more effective than merely presenting informa-
tion; presenting examples in addition to practice
promotes better learning than practice alone.
Demonstration consistency
Gagné (1985) identified categories of learning
and suggested that effective learning occurs
when the conditions of learning were consistent
with the desired category of learned perfor-
mance. Merrill (1994) elaborated the categories
23. of Gagné and prescribed primary and secondary
presentation forms consistent with each out-
come category. Merrill (1997) identified the
knowledge structure, presentation, practice, and
learner guidance that are consistent for each of
these different kinds of learning outcomes.
Dijkstra & van Merriënboer (1997) identified
three classes of problems: (a) problems of
categorization, (b) problems of design (plans
and procedures), and (c) problems of interpreta-
tion (principles, models, and theories). Each of
these different classes of problems require dif-
ferent knowledge structures (corresponding to
the desired cognitive structure) and different
constituent skills (concepts, activities, and
processes) if learning is to be efficient and effec-
tive. Van Merriënboer (1997) has extended this
work in the context of problem-centered instruc-
tion. These theorists agree that if demonstrations
are inconsistent with the intended learning out-
comes then learning will be ineffective. The con-
sistency criterion should be applied first since if
the presentation is inconsistent with the in-
tended learning outcome then it doesn’t matter
if there is learner guidance or if the media is
relevant.
Learner guidance
Clark & Blake (1997) indicated that problem
solving (far transfer) is promoted when the
structural features are carefully identified and
explicitly mapped for the student. This explicate
guidance focuses the learner’s attention on
relevant information in the task. Early in an in-
24. structional presentation this attention-focusing
function facilitates knowledge acquisition.
However, as the instruction progresses this in-
formation focusing role should be faded and
students expected to attend to and focus their
own attention on the relevant aspects of the in-
formation (Andre, 1997).
Another form of guidance is to provide
learners with multiple representations of the
ideas being taught and the demonstration being
provided. Spiro and Jehng (1990), Schwartz, Lin,
Brophy, and Bransford (1999), and Clark and
Blake (1997) all stressed the importance of alter-
native points of view, especially for ill-defined
domains and nonrecurrent skills. Spiro, Fel-
tovich, Jacobson and Coulson (1992), in cogni-
tive flexibility theory, stressed the importance of
coming at a given topic from multiple perspec-
tives.
Gentner and Namy (1999) have demon-
strated that merely presenting alternative repre-
sentations is not sufficient. When learners are
explicitly directed to compare different view-
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points they are forced to tune their mental
models to provide a broader perspective.
25. Relevant media
Mayer (1992b, 2001) has demonstrated that
gratuitous illustrations make little or no instruc-
tional contribution and are often ignored by
learners or may actually interfere with efficient
learning He has also demonstrated that some
combinations of multimedia (e.g., text and a
graphic) compete for attention and therefore in-
crease the cognitive load for the student. Other
combinations of media, such as audio and
graphics, support one another and promote
more effective learning.
Application Phase
Principle 4—Application (Let me): Learning is
promoted when learners are required to use
their new knowledge or skill to solve problems.
• Corollary—Practice consistency: Learning is
promoted when the application (practice)
and the posttest are consistent with the stated
or implied objectives: (a) information-about
practice—recall or recognize information, (b)
parts-of practice—locate, and name or
describe each part, (c) kinds-of practice—
identify new examples of each kind, (d) how-
to practice—do the procedure and (e)
what-happens practice—predict a conse-
quence of a process given conditions, or find
faulted conditions given an unexpected con-
sequence.
• Corollary—Diminishing coaching: Learning is
promoted when learners are guided in their
26. problem solving by appropriate feedback
and coaching, including error detection and
correction, and when this coaching is
gradually withdrawn.
• Corollary—Varied problems: Learning is
promoted when learners are required to
solve a sequence of varied problems.
Application (Let me)
Merrill (1994) cited research demonstrating that
adding practice to information and examples in-
creases learning. Most instructional design
theories advocate application of knowledge and
skill as a necessary condition for effective learn-
ing. Gagné (1985) stated eliciting performance
and providing feedback as necessary instruc-
tional events. Gardner (1999) and Perkins and
Unger (1999) both emphasized the necessity of
many opportunities for performance. All of the
problem-based models (Clark & Blake, 1997;
Jonassen, 1999; Nelson, 1999; Savery & Duffy,
1995; Schank et al., 1999; Schwartz et al., 1999;
van Merriënboer, 1997) emphasized the impor-
tance of being involved in doing real-world
tasks or problems. It is astounding that with this
almost universal agreement on the importance
of applying knowledge to real-world tasks, so
much instruction merely includes a few multi-
ple-choice questions that are labeled practice.
Such remember-what-you-were-told questions
do little to promote learning.
Practice consistency
27. Just as there are different components of
knowledge, presentation, and learner guidance
appropriate for different kinds of instructional
goals, so there are different kinds of practice ap-
propriate for different instructional goals. En-
gaging in practice that is inconsistent with the
desired instructional goal will do little to im-
prove performance. Gagné (1965, 1985) and
Merrill (1994, 1997) identified appropriate prac-
tice for each of the kinds of knowledge and skill
identified. Learning is promoted when the prac-
tice is consistent with the learning goal. The con-
sistency criterion should be applied first. If the
application is inconsistent with the intended
goals of the instruction, then it will be ineffective
and it won’t matter whether or not there is ap-
propriate coaching and feedback or a sequence
of problems.
Diminishing coaching
One theory of effective instruction is scaffolding
(Burton & Brown, 1979; Collins et al., 1989). The
idea is that early in learning students need con-
siderable support, but as the learning progresses
this support is gradually taken away leaving the
students eventually on their own. Scaffolding in-
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FIRST PRINCIPLES 49
28. volves performing parts of the task that the stu-
dents cannot perform and gradually reducing
the amount of guidance and shifting the control
to the student.
Feedback has long been recognized as the most
important form of learner guidance. All theories
advocate some form of feedback as a necessary
condition for learning. Gagné (1985) included
feedback as one of the events for instruction.
Andre (1997) included feedback as one of his three
phases of effective instruction. Numerous research
studies have demonstrated the importance of feed-
back while investigating a number of variables
about what type of feedback is most effective (Kul-
havy, 1977; Kulhavy & Stock, 1989).
Making errors is a natural consequence of
problem solving. Most learners learn from the
errors they make, especially when they are
shown how to recognize the error, how to
recover from the error, and how to avoid the
error in the future. Error diagnosis and correc-
tion is a fundamental principle of minimialism
(van der Meij & Carroll, 1998).
Varied problems
Applying knowledge to a single problem is in-
sufficient for learning a cognitive skill. Adequate
practice must provide multiple opportunities for
learners to use their new knowledge or skill for a
variety of problems. Andre (1986) indicated the
importance of providing learners with a range of
examples. Merrill, Tennyson, and Posey (1992)
indicated that a necessary condition for effective
29. concept instruction was a range of divergent ex-
amples. Tennyson & Park (1980) and Tennyson
& Cocchierella (1986) reviewed research
demonstrating the value of a sequence of varied
examples in concept instruction, and van Mer-
rienboer (1997) stressed variability of practice.
Integration Phase
Principle 5—Integration: Learning is promoted
when learners are encouraged to integrate
(transfer) the new knowledge or skill into their
everyday life.
• Corollary—Watch me: Learning is promoted
when learners are given an opportunity to
publicly demonstrate their new knowledge
or skill.
• Corollary—Reflection: Learning is promoted
when learners can reflect on, discuss, and
defend their new knowledge or skill.
• Corollary—Creation: Learning is promoted
when learners can create, invent, and explore
new and personal ways to use their new
knowledge or skill.
Integration
McCarthy (1996) suggested that the fourth
phase of effective instruction is creating per-
sonal adaptations of the new knowledge and
skill. The Vanderbilt group (Schwartz et al.,
1999) included reflecting back on the experience
30. as a step in their Star Legacy system. Current in-
struction literature has much to say about the
importance of motivation. Often glitz, anima-
tion, multimedia, and games are justified as
motivational elements of an instructional
product. However, for the most part, these
aspects have a temporary effect on motivation.
The real motivation for learners is learning.
Learners have integrated instruction into their
lives when they are able to demonstrate im-
provement in skill, to defend their new
knowledge, and to modify their new knowledge
for use in their everyday lives.
Watch me
Whenever learners acquire new skills, their first
desire is to show a close friend or associate their
newly acquired ability. Learning is the most
motivating of all activities when the learner can
observe his or her own progress. One of the
main attractions of computer games is the in-
creasing skill level that is apparent to the player.
Effective instruction must provide an oppor-
tunity for learners to demonstrate their newly
acquired skills. This principle of going public
with their newly acquired knowledge is em-
phasized in Teaching for Understanding (Gardner,
1999; Perkins & Unger, 1999) and for Vander-
bilt’s Star Legacy (Schwartz et al., 1999).
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31. Reflection
Learners need the opportunity to reflect on,
defend, and share what they have learned if it is
to become part of their available repertoire. Nel-
son (1999) cites a number of problem-solving
models that include synthesize and reflect as an
important process activity for collaborative
problem solving. Laurillard (1993) stressed the
role of reflection in her Conversational Framework
model of instruction. Boud, Keogh, and Walker
(1985) presented a model for reflection in learn-
ing.
Creation
Modifying new knowledge to make it one’s own
is where a learner moves beyond the instruction-
al environment and takes the new knowledge
and skill into the world beyond. McCarthy
(1996) stressed creating, revising, editing, syn-
thesizing, and refocusing as important final
phases of a learning experience.
AN ANALYSIS OF REPRESENTATIVE
INSTRUCTIONAL THEORIES
This section briefly reviews several instructional
theories. The theories described in this section
all implement some of the first principles and
their corollaries. Since the vocabulary is often
different, this paper attempts to do some transla-
tion of theorist’s terms to be consistent with the
terms used in the above statement of the prin-
32. ciples. I have sometimes quoted these authors to
provide the reader with the vocabulary of the
theorists so that the reader can see first hand
how the statements have been interpreted as
representative of the first principles outlined in
this paper. This overview is representative only
and does not present all of the principles
specified by the theory, but only enough to give
the reader a feel for the correspondence with the
first principles stated. The reader is encouraged
to examine these and other theories in detail to
determine whether or not the theory reflects the
first principles as stated.
Herbart (1776 – 1841)
The first principles of instruction presented in
this paper are not new. Johann Friedrich Herbart
is often identified as the father of scientific peda-
gogy. He recommended that the teacher should
first prepare the pupils to be ready for a new les-
son. Further, he suggested that the pedagogy
should associate the new lesson with ideas
studied earlier. Both of the recommendations
are consistent with the principle of activation.
He also recommended that the pedagogy should
use examples to illustrate the lesson’s major
points. Clearly, he also emphasized demonstra-
tion in addition to the presentation of informa-
tion. Finally he recommended that the pedagogy
should test pupils to ensure they have learned
the new lesson. This is the principle of applica-
tion (Hilgenheger, 1993).
Vanderbilt Learning Technology
Center—Star Legacy
33. The Learning Technology Center at Vanderbilt
(Schwartz et al., 1999) described Star Legacy, a
software shell for instruction. The Vanderbilt
approach is a good illustration of the phases of
instruction and the five general principles that
have been identified. They describe a learning
cycle that, they believe, involves important, yet
often implicit, components of effective instruc-
tion. They emphasize making the learning cycle
explicit. Their learning cycle is illustrated in Fig-
ure 2.
Look ahead provides the learning context and
learning goals. The challenges are problems to be
solved. The Vanderbilt group (Schwartz et al.,
1999) uses the metaphor of successively higher
mountains to represent a progression of increas-
ingly difficult problems. Generate ideas is an ac-
tivation activity where learners interact with
other learners to share experience and to share
what they already know related to the challen-
ges. Multiple perspectives is an opportunity for
students to compare their view of the problem
and possible solutions with the view of other
students and, more importantly, with the view
of experts. During multiple perspectives con-
cepts, procedures and principles that the student
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FIRST PRINCIPLES 51
34. may need in order to solve the problem are
demonstrated. Research and revise continues the
demonstration phase and moves into the ap-
plication phase; students gather numerous dif-
ferent ideas and try them out to see how they
might solve the problem. Check your mettle is an
opportunity for students to apply their ideas
and receive feedback before they go public with
their solutions. Go public is a chance for the stu-
dents to demonstrate their solutions and to
defend their ideas. This is an important com-
ponent of the integration phase of instruction.
Reflect back is an opportunity for the students to
review their learning activities and is another
important aspect of integration. Because the
authors believe that the learning cycle should be
made explicit, Star Legacy is one of the most ex-
plicit representations of the learning cycle that
forms the structure for the first principles of in-
struction. This same cycle of learning is also
found in other theories and models, but it is fre-
quently more subtle and not as explicit as in Star
Legacy.
McCarthy—4-MAT
McCarthy (1996) represented a model used by
many teachers in K–12 education. McCarthy is
seldom cited in the instructional technology
literature. Her work is important to our con-
sideration of first principles because she made
the learning cycle explicit. McCarthy ap-
proached this idea from a consideration of stu-
dent learning styles but concluded that,
although learners may have preference for
35. various approaches to learning, effective in-
struction requires them to be involved in the
whole cycle of learning activities. Figure 3 il-
lustrates some of the ideas that she emphasized
in her 4-MAT approach.
McCarthy did not emphasize problem solv-
ing as much as did the Learning Technology
Center. Her emphasis was on the various types
of activities that might be appropriate for each of
the learning phases and how these learning ac-
tivities reflect learning preferences of various
types of learners. Her Phase 1 serves the role of
activation, in which the learners share what they
know and try to find meaning related to the new
material they will learn. 4-MAT Phase 1 is
similar to Star Legacy’s generate ideas, but em-
phasizes a more learner-centered approach,
whereas the Vanderbilt group is more problem
focused. 4-MAT Phase 2 is the demonstrate
phase, where the learners acquire new
knowledge and relate it to what they already
know. McCarthy (1996) included subphases, the
description of which is beyond the scope of this
Figure 2 Learning Cycle of Star Legacy (Schwartz et al., 1999)
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52 ETR&D, Vol. 50, No. 3
presentation, but which provide practices and
theory for making the transition from one phase
36. to the next. Phase 3 is clearly the application
phase, where learners use what they know to do
something, make something, or play with the
ideas. This phase is also related to the Star
Legacy research and revise and test your mettle
components. McCarthy Phase 4 is where
learners make the knowledge their own. This is
the integration phase of first principles, and I
borrowed McCarthy’s term integration for this
phase. The formulation of the learning cycle for
first principles and the graphic representation of
these phases were influenced by McCarthy’s
work. She provided perhaps the most explicit
articulation of the cycle of learning and the
phases required for effective instruction.
Andre—Instructional Episode
Andre’s (1997) work was focused on the research
supporting instruction rather than a theory per
se. He described an instructional episode consist-
ing of three major phases: (a) activation phase
(from which first principles borrowed the term),
(b) instructional phase, and (c) feedback phase.
For Andre the instructional phase consisted of
presentation, discovery and practice (the first
principles demonstration and application phase).
His feedback phase was only part of the first
principles application phase as described above.
Andre did not emphasize problem solving or in-
tegration following the practice-feedback phase.
Andre described research findings that support a
number of the corollaries stated above.
Figure 3 McCarthy 4-MAT Cycle of Learning (McCarthy, 1996)
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FIRST PRINCIPLES 53
Gardner—Multiple Approaches to
Understanding
Gardner’s (1999) performance approach to under-
standing emphasized understanding content
(“important questions and topics of the world”
p. 73) rather than problem solving, but his ap-
proach did embrace each of the four phases of
instruction as described in this paper. He
stressed that understanding can only be ob-
served when students engage in “performances
that can be observed, critiqued, and improved”
(p. 73). He organized his theory around phases
he identified as entry points, telling analogies, and
approaching the core.
Entry points are a form of activation. “One
begins by finding a way to engage the students
and to place them centrally within the topic. I
have identified at least six discrete entry points,
which can be roughly aligned with specific intel-
ligences” (p. 81). He then described entry points
from these six viewpoints: (a) narrational, (b)
quantitative-numerical, (c) foundational-exis-
tential, (d) aesthetic, (e) hands-on, and (f) social.
Telling analogies forms a transition from ac-
tivation to demonstration. “[C]ome up with in-
structive analogies drawn from material that is
38. already understood, and that can convey impor-
tant aspects of the less familiar topic” (p. 82).
Approaching the core includes some of the
prescriptions for demonstration. “[P]ortray the
topic in a number of ways . . . [use] multiple ap-
proaches [that] explicitly call upon a range of in-
telligences, skills, and interests” (p. 85).
He also stressed application. “[M]ultiple repre-
sentations is one component of effective teaching;
the complementary component entails the
provision of many opportunities for performance,
which can reveal to the student and to others the
extent to which the material has been mastered”
(p. 86). “Although it is easy to fall back on the tried-
and-true—the short answer test, the essay ques-
tion—there is no imperative to do so.
Performances can be as varied as the different
facets of the topic, and the diverse sets of skills of
students” (p. 87). Gardner did emphasize entry
points and multiple approaches to the topic consis-
tent with different kinds of intelligences, however,
in his paper, he did not explicitly identify practice
consistency with these different intelligences.
Perhaps the primary emphasis of Gardner
was on those prescriptions for integration that
involve going public. “When students realize
that they will have to apply knowledge and in-
sights in public form, they assume a more active
stance vis-à-vis material, seeking to exercise
their ‘muscles of performance’ whenever pos-
sible” (p. 74).
Nelson—Collaborative Problem Solving
39. Nelson’s (1999) theory emphasized problem
solving and included all of the phases, but with
more emphasis on application and less em-
phasis on demonstration. She attempted to pro-
vide “an integrated set of guidelines . . . to
design and participate in authentic learning en-
vironments which invoke critical thinking,
creativity, and complex problem solving while
developing important social interaction skills”
(p. 246). She provided an extensive list of
guidelines, and the source for these guidelines,
organized under nine process activities:
1. Build readiness.
2. Form and norm groups.
3. Determine a preliminary problem definition.
4. Define and assign roles.
5. Engage in an iterative collaborative problem-
solving process.
6. Finalize the solution or project.
7. Synthesize and reflect.
8. Assess products and processes.
9. Provide closure. (Nelson, 1999, Table 11.2, p.
258)
Some of these activities are clearly related to col -
laboration and, as such, are not included in our
40. set of first principles (see especially numbers 2,
4, and 9). I view collaboration as one way to im-
plement first principles; thus the activity
guidelines for collaboration provided by Nelson
are viewed as implementation guidelines rather
than first principles.
Nelson (1999) was clearly problem oriented
as demonstrated by the following guideline:
“Develop an authentic problem or project
scenario to anchor instruction and learning ac-
tivities” (p. 258).
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She promoted activation via the following
learning activities: “[a] Negotiate a common un-
derstanding of the problem, [b] Identify learning
issues and goals, and [c] Brainstorm preliminary
solutions or project plans” (Nelson, 1999, p. 258).
She provided guidelines for gathering infor-
mation that may be required for the problem-
solving process. I view these activities as part of
application rather than demonstration per se:
“[a] Identify sources of needed resources, [b]
Gather preliminary information to validate the
design plan, [c] Acquire needed information,
resources, and expertise, and [d] Collaborate
with instructor to acquire additional resources
and skills needed” (Nelson, 1999, p. 258).
41. Application activities include: “[a] Select and
develop initial design plan, [b] Refine and
evolve the design plan, [c] Engage in solution or
project development work, [d] Conduct forma-
tive evaluations of the solution or project, [e]
Draft the preliminary final version of the solu-
tion or project, [f] Conduct the final evaluation
or usability test of the solution or project, [g]
Revise and complete the final version of the
solution or project, and [h] Evaluate the
products and artifacts created” (Nelson, 1999, p.
258).
Integration activities include: “[a] Identify
learning gains, [b] Debrief experiences and feel-
ings about the process, and [c] Reflect on group
and individual learning processes” (Nelson,
1999, p. 258).
Jonassen—Constructivist Learning
Environments (CLE)
Jonassen’s (1999) approach emphasized prob-
lem solving and included all four phases of in-
struction. The primary emphasis of CLE is
problem solving as reflected in the following
statements: “The goal of the learner is to inter-
pret and solve the problem or complete the
project” (p. 217), “. . . the problem drives the
learning” (p. 218), “Students learn domain con-
tent in order to solve the problem, rather than
solving the problem as an application of learn-
ing” (p. 218), and “. . . you must provide inter-
esting, relevant, and engaging problems to
solve. . . . The problem should not be overly cir-
42. cumscribed. Rather, it should be ill defined or ill
structured, so that some aspects of the problem
are emergent and definable by the learners” (p.
219). Jonassen recommended problem progres-
sion: “Start the learners with the tasks they
know how to perform and gradually add task
difficulty until they are unable to perform
alone” (p. 235).
Some attention was directed toward activa-
tion. “What novice learners lack most are ex-
periences. . . . Related cases [demonstrations]
can scaffold (or supplant) memory by providing
representations of experiences that learners
have not had” (Jonassen, 1999, p. 223).
Demonstration was stressed: “Carefully
demonstrate each of the activities involved in a
performance by a skilled (but not an expert) per-
former. . . . Modeling provides learners with an
example of the desired performance. . . . Two
types of modeling exist: . . . Behavioral modeling
. . . demonstrates how to perform the activities
identified. . . . Cognitive modeling articulates
the reasoning . . . that learners should use while
engaged in the activities” (Jonassen, 1999, p.
231). “A widely recognized method for model-
ing problem solving is worked examples” (p.
232).
Application was also stressed, with an em-
phasis on coaching and scaffolding. “[I]n order
to learn, learners will attempt to perform like the
model, first through crude imitation, advancing
through articulating and habituating perfor-
43. mance, to the creation of skilled, original perfor-
mances. At each of these stages the learner will
likely improve with coaching” (Jonassen, 1999,
p. 232). “The most important role of the coach is
to monitor, analyze, and regulate the learners’
development of important skills” (p. 233). Jonas-
sen “. . . suggests three separate approaches to
scaffolding of learning: adjust the difficulty of
the task to accommodate the learner, restructure
the task to supplant a lack of prior knowledge,
or provide alternative assessments” (p. 235).
The reflection aspect of integration was sug-
gested as one role of coaching. “[A] good coach
provokes learners to reflect on (monitor and
analyze) their performance” (p. 233).
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FIRST PRINCIPLES 55
Van Merriënboer—Four Component
Instructional Design Model (4C/ID)
Van Merriënboer (1997) provided perhaps the
most comprehensive recent model of instruc-
tional design that is problem-centered and in-
volves all of the phases of instruction identified
in this paper. His model integrated more direc-
tive approaches to instruction with problem-
based approaches all in the context of what is
known about cognitive processing. The model
described multiple approaches to analysis and
44. how the products of these various analysis tech-
niques lead to instructional designs that focus on
whole task practice. This short summary is in-
adequate to illustrate the comprehensive nature
of the 4C/ID model.
The model was clearly problem-based. “At
the heart of this training strategy is whole-task
practice, in which more and more complex ver-
sions of the whole complex cognitive skill are
practiced. . . . In . . . the analysis phase . . . the
skill is decomposed in a hierarchy of constituent
skills; . . . classified as recurrent constituent
skills, which require more-or-less consistent per-
formance over problem situations, or nonrecur-
rent constituent skills, which require highly
variable performance over situations” (van
Merriënboer, 1997, p. 8). “While learners prac-
tice simple to complex versions of a whole task,
instructional methods that promote just-in-time
information presentation are used to support the
recurrent aspects of the whole task while, at the
same time, instructional methods that promote
elaboration are used to support the nonrecurrent
aspects of the task” (p. 10).
Van Merriënboer’s (1997) model did not ex-
plicitly address the issue of activation. However,
his detailed attention to analysis and the various
kinds of knowledge that comprise an instruc-
tional sequence certainly addressed some of the
concerns of activation.
Demonstration was addressed at several
levels. The first problems in a sequence should
be worked-out examples of how to perform the
45. task. As the student progresses through the se-
quence of problems other information is
presented or demonstrated. These include part-
task practice for development of “situation
specific, automated rules . . .” (van Merriënboer,
1997, p. 12). For just-in-time information,
“Demonstration is usually needed to illustrate
the application of rules or procedures and to ex-
emplify concepts, principles, or plans that are
prerequisite to a correct application of those
rules or procedures [in solving the problem]”
(p.13). The heuristic methods used by skilled
performers were modeled for the student. It
should be noted that all of this demonstration
occured in the context of having the student
engage in whole-task performance or problem
solving.
Application and integration were at the cen-
ter of the model. “The heart of the 4C/ID model
concerns the design of whole-task practice. . . .
The design of information presentation
[demonstration] is always subordinate to, al-
though integrated with, the design of practice”
(van Merriënboer, 1997, p. 170). The emphasis of
the model was on a sequence of problems so that
demonstration and application are an integrated
whole rather than distinct phases. The model
described in some detail both product-oriented
problem formats and process-oriented problem
formats. The model suggested that appropriate
practice involves scaffolding of problems, but
rather than leaving the definition of scaffolding
somewhat unspecified, the model suggested
how different types of problem formats relate to
46. cognitive load and practice sequences that were
likely to promote the most effective skill
development. The whole-task practice model
led the student toward a real-world task that
van Merrienboer thought should promote maxi-
mum integration.
Schank—Learning by Doing
Shank’s (Schank et al., 1999) model was clearly
problem-centered with a very strong emphasis
on the application phase of instruction. In this
model there was limited emphasis on activation
and demonstration and, while integration was
certainly the goal, there was very little in the
model to direct the integration process per se.
“GBS [goal-based scenario] is a learn-by-doing
simulation in which students pursue a goal by
practicing target skills and using relevant con-
tent knowledge to help them achieve their goal”
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56 ETR&D, Vol. 50, No. 3
(p. 165). “There are seven essential components
of a GBS: the learning goals, the mission, the
cover story, the role, the scenario operations, the
resources, and the feedback, including coaches
and experts” (p. 173).
Scenarios (problems) were carefully defined.
“[T]he first step in creating a GBS is determining
47. a goal or mission that will be motivational for
the student to pursue. . . . The cover story is the
background story line that creates the need for
the mission to be accomplished. . . . the most im-
portant thing to consider is whether the story
will allow enough opportunities for the student
to practice the skills and seek the knowledge you
wish to teach. . . . The role defines who the stu-
dent will play within the cover story. . . . it is im-
portant to think about what role is the best in the
scenario to practice the necessary skills” (Schank
et al., 1999, p. 173–175).
Schank et al., stressed that new cases
(memories) are developed from existing cases
(memories). Activation is elicited via stories.
“The memories that contribute to our library of
cases [memories] are of specific events in the
form of stories. . . . the best way to convey infor-
mation is . . . to embed lessons in stories
[portrayal] that the learner can understand as an
extension of the stories he or she already knows
[activation]” (1999, p. 177).
Demonstration was provided within the con-
text of the scenario. “[T]he resources we provide
are usually experts telling stories about the in-
formation the student needs [demonstration]”
(Schank et al., 1999, p. 177). “Information is
provided primarily via feedback during the
operation of the scenario in three ways: . . . con-
sequence of actions . . . coaches . . . [who] pro-
vide . . . a just in time source to scaffold the
student through tasks . . . and domain experts
who tell stories that pertain to similar experien-
ces” (p. 178).
48. “The scenario operations [application] com-
prise all of the activities the student does in
order to work toward the mission goal” (Schank
et al., 1999, p. 175). “The scenario operations
should . . . have consequences that become evi-
dent at various points throughout the student
interaction. . . . It is important that . . . little time
be spent talking to the student about the
scenario, and much more time be spent with the
student practicing the skills and learning the in-
formation that comprise the learning goals” (p.
176).
The model did not address integration direct-
ly but assumed that, if the mission is motivating
and of interest to the student, the student will in-
ternalize the case (memories) and it will be avail-
able in later real-world or other instructional
scenarios.
CONCLUSION
Do the theories and models reviewed in this
paper involve fundamentally different first prin-
ciples? The answer appears to be no.
• All the theories and models reviewed incor-
porate some of these principles.
• No theory or model reviewed includes all of
these principles.
• Some theories and models reviewed include
principles or prescriptions that are not
49. described in this paper. These represent areas
for further investigation.
• No theory or model reviewed includes prin-
ciples or prescriptions that are contrary to
those described in this paper.
How do these theories and models differ?
The vocabulary used to describe these
theories and their implementation details vary
significantly.
These theories and models tend to emphasize
different principles. Gardner (1999) stressed
public exhibition of understanding (integration)
and different kinds of intelligence (which is not
included in the prescriptions of this paper). Nel-
son (1999) emphasized collaboration (which is
not included in the prescriptions of this paper).
Collaboration is emphasized by a number of
current models, especially constructivist
models. I agree that collaboration is a very im-
portant implementation of activation and in-
tegration but I am not yet convinced that
collaboration is a first principle. Jonassen (1999)
emphasized problem solving in learning en-
vironments. Van Merriënboer (1997) em-
phasized problem sequence and the sequence of
supporting information. Schank (Schank et al.,
1999) emphasized stories (a form of demonstra-
tion) and problem solving (cases).
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50. FIRST PRINCIPLES 57
This survey of instructional theories and
models demonstrates that these theories do in-
clude first principles of instruction that are
similar, regardless of theory or philosophical
orientation.
M. David Merrill [[email protected]] is a Professor
in the Department of Instructional Technology at
Utah State University.
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FIRST PRINCIPLES 59
Week 1 Notes.html
An open system continuously interacts with its environment. If
you think of training as an open system, we can see that the
needs of the trainees must be considered by the training
58. development process. Training needs would be input of the
process, and the output would be the training. A training
process that does not interact with its environment would
probably not be able to meet the training needs because it has
no way of knowing what the training needs are.
An open system model:
•Depends on the environment for inputs
•Environmental inputs are transformed into outputs
•In effective systems, the system output influences the
environment to supply new supportive inputs
A system must be responsive to the needs and demands of its
environment because environment provides the input needed for
the system to continue and replenish itself. Training is a
subsystem within a larger human resource unit.
Inputs: Organizational Needs, Training budget, Staff,
Equipment
Outputs: Improved knowledge, skills, and attitudes, Job
performance
Looking at training from an open systems perspective shows
how interconnected training activities are with what is
happening elsewhere in the organization.
59. Training Process Model: ADDIE
All training processes are critical to the success of training. An
effective training system is a set of processes designed to
transform organizational inputs into outputs that meet the
organizational needs. Training should be viewed as a set of
integrated processes in which organizational and employee
needs are analyzed and responded to in a rational, logical and
strategic manner.
The ADDIE training process model is a 5 step process for
developing effective training programs. The acronym ADDIE
stands for Analyze, Design, Develop, Implement, and Evaluate.
Each stage of the model has a specific purpose, and serves as a
foundation and input for the next phase, ensuring an effective
and comprehensive approach to training.
Click here to learn more about the ADDIE model
60. Addie_model.png
Table of Contents.htmlHRMN 406 7381 Employee Training and
Development (2212) - Week 3: March 31 - April 6 2021
1. First Principles by Merrill_Week 3
2. Week 3 Notes
State Strategies for Promoting Wellness and Healthy
Lifestyles for People with Disabilities
62. the same reasons that the general population does. Despite this
knowledge, people with disabilities
experience barriers to preventive healthcare services, which can
lead to poor health status, delayed
treatment of chronic illnesses, and failure to prevent secondary
conditions or health problems related to
a disability. Research indicates that people with disabilities may
be disproportionately affected by excess
weight or obesity; increased risk for diabetes, hypertension,
substance abuse, injury, depression, and
stress; and receive less frequent cancer screenings compared to
people without disabilities.7 Health
disparities for people with disabilities vary by ethnicity, age,
gender, and income level.8
Several national initiatives are focused on people with
disabilities and provide leadership for an
increased public health focus on the health issues that affect
people with disabilities. Some of these
include:
• The American Public Health Association (APHA) Disability
Section.9
• The Healthy People 2020 inclusion of a focus area on
disability and health.10
63. • The U.S. Surgeon General’s Call to Action to Improve the
Health and Wellness of Persons with
Disabilities.11
• HHS’s National Partnership for Action to End Health
Disparities.12
In addition, CDC’s National Center on Birth Defects and
Developmental Disabilities (NCBDDD)13 supports
18 state-based programs to ensure that individuals with
disabilities are included in ongoing state disease
prevention, health promotion, and emergency response
activities.
More people with disabilities are living longer, higher-quality
lives due to the positive impact of public
health, medical, and other interventions. State and territorial
health agencies play a key role in ensuring
people with disabilities have access to these healthcare and
health promotion services. This issue brief
provides some background on the barriers and challenges to
accessing preventive healthcare and health
promotion services and highlights some of the initiatives that
state public health agencies have
undertaken to remove those barriers.
65. (202) 371-9090 www.astho.org
Barriers to Preventive Health and Health Promotion Activities
and Services
There are significant health inequities that lead to inadequate
access to preventive health and other
health promotion services among people with disabilities.
People with disabilities are more likely to
experience disadvantages in health and well-being compared to
the general population, and barriers to
preventive health services can often delay treatment of chroni c
conditions and failure to prevent
secondary conditions. Widespread challenges to accessing
healthcare services and health promotion
activities for people with disabilities include physical,
environmental, programmatic, and attitudinal and
cultural barriers. To begin removing these barriers, public
health needs to consider a new approach where accessibility
and accommodation for people with disabilities is part of the
overall agenda. Public health can also help eliminate health
inequities by addressing social determinants of health (e.g.,
education and poverty) that exist among people with
disabilities.
66. Physical Barriers
Due to the lack of accessible places to be physically active
(e.g., sidewalks, parks, fitness centers, green
spaces), individuals with disabilities are more likely to be less
physically active than people without
disabilities. In 2008, the National Health Interview Survey
reported that 27.3 percent of people with
disabilities met the 2008 Physical Activity Guidelines for
Americans, whereas 46.9 percent of the general
population met the same guidelines. Engaging in regular
physical activity is one of the most important
things that people of all ages and abilities can do to improve
their health, well-being, and quality of life.
Although the causes of obesity are diverse and complex, lack of
accessible places to be physically active,
combined with other food access factors (e.g., difficulty
preparing and shopping for healthy foods),
create additional barriers for people with disabilities. Having
access to places and spaces to be physical
active may also help to prevent some secondary conditions.
Consequently, when public spaces—
schools, offices, healthcare facilities, and parks—are built, they
should be designed using the Universal
Design14 principles so they can be used by all people,
67. regardless of age and ability.
People with disabilities also often lack access to basic primary
and preventive health services due to
medical equipment that is not accessible.15, 16 Despite being at
higher risk of developing certain chronic
and secondary conditions, these individuals are frequently
prevented from receiving routine physical
exams and weigh-ins, dental exams, x-rays, mammographies,
Pap tests, colonoscopies, and vision
screenings.
Environmental Barriers
Environmental features affect a person’s ability to participate in
various preventive health and health
promotion activities and services. The built environment
includes a community’s physical form (e.g.,
urban design, land use patterns, and the transportation system)
as well as the accessibility of public
buildings, facilities, and housing. When communities are not
walkable/bikable/rollable, it contributes to
inadequate healthcare service access, levels of physical
inactivity, and social isolation of people with
disabilities. In addition, finding accessible housing can be a
challenge for people with disabilities who
69. Programmatic Barriers
Programmatic access to primary and preventive healthcare
services can refer to both the practices and policies that
are part of the delivery system. Medical equipment that is
not accessible, healthcare professionals who are not
appropriately trained, lack of interpreters during exams,
and lack of individual accommodations prevent many
people with disabilities from accessing basic medical
services.21,22 Access can be particularly challenging in rural
areas where workforce challenges are more prevalent. In
addition, people with disabilities often lack health
insurance or coverage for specialty care services, including
long-term care, care coordination, prescription
medications, durable medical equipment, and assistive
technologies.23
Obtaining treatment and achieving recovery can be
challenging for anyone struggling with substance abuse,
but people with disabilities are often inhibited by
additional obstacles. A number of risk factors, including
lack of access to prevention and treatment services, make
people with disabilities more vulnerable to encountering
problems associated with substance abuse.24 Research
shows that substance abuse prevalence rates are higher
70. for people with disabilities (e.g., traumatic brain inj uries,
spinal cord injuries, or mental illness) compared to the
general population.25,26
Attitudinal and Cultural Barriers
Attitudinal and cultural barriers related to healthcare
services often lead to discrimination toward people with
disabilities and can be more challenging to overcome than
physical, environmental, and programmatic barriers.
Healthcare providers may overlook mental health and
substance abuse needs because they are focused on a
patient’s disability, often leading to misdiagnosis or not
being diagnosed at all.27 If left untreated, non-disability-
related health conditions could exacerbate other
secondary conditions.
Providers may also mistakenly assume that people with
disabilities are not sexually active, especially i f the disability is
severe or disfiguring. Therefore, this
population often is not screened for sexually transmitted
diseases (STDs), and women are not given
regular gynecological exams or advised about preconception
health and healthy pregnancies.28
Women with Disabilities
71. About 27 million women in the United
States have disabilities. Research
indicates that women with disabilities
may not receive health screenings
regularly or screenings that adhere to the
recommended guidelines.18 Failure to
provide comprehensive services for
women with disabilities can have
significant implications on their health.
Breast Health
• Women with disabilities may have
delayed diagnosis or treatment of
breast cancer due to inaccessible
mammography equipment. Self-
reported mammography use is lower
for women with a disability (72.2%
for 40 years of age or older; 78.1%
for 50-74 years of age) than women
without a disability (77.8% and
82.6%, respectively).19
73. 2231 Crystal Drive, Ste 450, Arlington, VA
(202) 371-9090 www.astho.org
Strategies for State and Territorial Health Agencies
State and territorial health agencies play an important role in
expanding health promotion and wellness
activities for people with disabilities. CDC currently supports
18 states with implementing disability and
health programs, 11 of which are a collaboration with or housed
within the state health agency. Even
when states do not have specific disability and health programs,
state health agencies can include
people with disabilities in health promotion services and
activities. Strategies that states may consider
to reduce the barriers for people with disabilities include the
following:
• Work with healthcare providers to ensure medical equipment
(e.g., exam tables, scales),
facilities, and buildings are accessible to increase the utilization
of preventive services.
• Encourage providers to advocate for their patients with
74. disabilities and ensure that all available
resources are used to treat a patient.
• Work with healthcare providers to ensure that staff are
adequately trained to provide
preventive services to people with disabilities.
• Develop policies to encourage health insurers to provide
provisional transition services to
ensure continuity of care in the event of provider or service plan
change.
• Develop, strengthen, and enforce policies that further the
Americans with Disabilities Act’s
scope. Many healthcare providers lack awareness of what is
required to ensure patients with
disabilities have access to culturally-appropriate care.
• Include people with disabilities in the planning, reporting, and
evaluation of topics such as
medical reimbursement, health service delivery, community
planning, communication, and
transportation.
• Include people with disabilities in the design, planning, and
75. implementation of community
interventions. Have individuals with disabilities conduct staff
trainings.
• Target people with disabilities in all health promotion,
preventive health, mental health, and
substance abuse outreach and programs.
• Partner with organizations that advocate and serve people with
disabilities to leverage the work
they are already doing, expand efforts, and create greater reach.
• Educate people with disabilities about the importance of
preventive health services. Encourage
them to advocate for their health needs and speak up when they
are not being met.
• Work with wellness and fitness centers to reduce the barriers
to physical activity programs by
ensuring access to facilities and equipment. Encourage
implementation of programs that target
individuals with disabilities.
• Facilitate partnerships with a variety of state, local, and
private agencies (including mental
76. health services, social services, Medicaid, transportation, and
other programs) to coordinate
efforts to increase services and decrease physical,
environmental, attitudinal, and cultural
barriers for all programs and interventions.
• Develop materials in accessible formats (e.g., braille, large
print, audio tape, e-text) that are at
the appropriate reading level and available in different
languages.
• Include pictures of people with disabilities and of different
ethnicities in program materials and
messaging (posters, flyers, brochures, PSAs, videos) to
encourage participation.
State Strategies for Promoting Wellness and Healthy
Lifestyles for People with Disabilities
78. promotion programs offered through the mini-
grants: Women Walking Out, Building Better
Bones, and Life Smart for Women. Specific
disability-related questions were also added to
the mini-grant quarterly reports in fiscal year
2013 to identify the number of women with
disabilities who participate in the programs. By
continuing to collect this data in 2014 and
beyond, the programs will learn how many
women with disabilities participate in women’s
health programs and increase disability
awareness among grantees.
The Massachusetts Department of Public
Health promotes and provides sensitivity
training to healthcare providers on the unique
health needs of people with disabilities. With
CDC funding, the state Health and Disability
Program (HDP) adapted its “Welcoming
Workshops” presentation to include
“Navigating the Patient with a Disability” for
patient navigators. This modification includes
information on the Massachusetts Facility
Assessment Tool, accessible print materials, and
planning accessible meetings. HDP also tailors
79. its workshops to include audience-specific
information to achieve high impact. By
strengthening ties to other programs within the
state, HDP has a direct impact on healthcare
providers working with people with disabilities.
The Michigan Department of Community
Health (MDCH) has been promoting the
evidence-based, chronic disease self-
management, Personal Action Toward Health
(PATH) program to people with disabilities, so
about half of the PATH participants have a
disability. This goal has been achieved by
offering workshops at disability-friendly
locations throughout the state; collaborating
with disability service, advocacy, and behavioral
health organizations; training people with
disabilities as PATH leaders; and targeting
marketing. In addition, MDCH developed a
postcard to market disability-friendly physical
activity options to people with disabilities. The
postcards are placed in disability advocacy and
service locations statewide. MDCH has also
worked with the state American Cancer Society
chapter and the state’s Breast and Cervical
80. Cancer Prevention Program to determine the
building and equipment accessibility of
mammography facilities throughout the state.
Through an online portal, women with
disabilities are able to search for accessible
facilities in their county.29
The Montana Disability and Health Program
(MTDH) works to infuse disability health and
wellness goals into the plans, policies,
programs, and procedures of state agencies and
community service providers by having people
with disabilities serve as “disability advisors” in
public health standing committees. As part of
the planning process, disability advisors identify
disability-specific resources to protect and
promote or barriers to remove. MTDH has
created practice guidelines that offer
suggestions on how to involve people with
State Strategies for Promoting Wellness and Healthy
Lifestyles for People with Disabilities
82. effect and reach. DHP also developed a
Medicaid Buy-In Program for Working People
with Disabilities (MBI-WPD),32 which allows
working people with disabilities to earn
additional income without the possibility of
losing critical healthcare coverage. A toolkit has
also been created to help New Yorkers
determine if they would like to apply for MBI-
WPD and assist with the application process.33
The North Carolina Office on Disability and
Health (NCODH) collaborated with the Center
for Universal Design to develop “Removing
Barriers to Health Clubs and Fitness Facilities: A
Guide for Accommodating All Members,
Including People with Disabilities and Older
Adults”.34 NCODH developed a community-
centered training model based on this guide
with the goal of creating fitness environments
that are accessible, safe, and support people of
all abilities. NCODH also offers the Work
Healthy, Live Healthy program, which focuses
on providing environmental supports for health
promotion at worksites to promote healthy
83. lifestyle choices. The program targets adults
with disabilities who receive services at
community rehabilitation agencies.
The South Carolina Interagency Office of
Disability and Health (SCIODH) has partnered
with the University of South Carolina to teach
future medical professionals and
paraprofessionals about the specials needs of
people with disabilities. Students are taught
how to lift patients from wheelchairs and onto
an examination table, how to communicate in a
sensitive way, and what it means to have a
disability. SCIODH also partnered with the state
Department of Disabilities and Special Needs
and the state health agency to develop the
Steps to Your Health program, which is
designed for people with intellectual
disabilities. Program participants reported
increased knowledge, healthier self-reported
diet, more frequent physical activity, and
reduction in body mass index following the
program.35 SCIODH follows up with class
attendees after one year to see if they have
maintained the healthy lifestyles they learned.
84. Conclusion
State health agencies are increasingly focusing on health and
wellness promotion initiatives for people
with disabilities. However, these programs currently exist in a
limited number of states, indicating room
for growth at the national and state levels. Research indicates
that disability and health programs are
beneficial not only for people with disabilities, but for the
population and economy as a whole because
these programs decrease healthcare expenditures due to
preventable illness, reduce disparities, and
promote inclusiveness and access for all. As public health
moves toward integrating disability into its
overall agenda, state health agencies need to continue to
prioritize accessibility; accommodations and
alternative formats; messaging and communications; and
disability sensitivity, cultural awareness, and
etiquette to ensure that people with disabilities can participate
to their full extent.