Food, Water, and NutritionBefore posting to the Discussion this .docx

•Download as DOCX, PDF•

0 likes•2 views

Food, Water, and Nutrition Before posting to the Discussion this week, log into your Global Health Learning Account and complete ONE of the following trainings: 1) Diarrheal Disease, 2) Nutrition: An Introduction OR 3) Social and Behavioral Change for Nutrition, and earn a certificate. After completing the training upload your certificate to the discussion. Share three interesting things you learned from the training. How did it relate to this week’s required reading? Which of the required reading items did you find most interesting and why? Were there differences in approach between the reading and the training? What is the global impact of the issue? (provide hard data) What is one evidence-based solution? Use the training name as your subject line. Include a full APA formatted reference list. Number and label each item. .

Education

Similar to Food, Water, and NutritionBefore posting to the Discussion this .docx

Step 1 Worksheets Analyze issues and needs to state program behavioral goals Before you design any nutrition education intervention, whether it is a few sessions or a larger program with several components, it is important to determine your intervention focus and identify your intended primary audience. When those have been determined, you will need detailed information on the behaviors and practices that contribute to the issue or problem you have selected as your intervention focus. Step 1 worksheets will help you conduct assessments to obtain the information you will need. Think of yourself as a detective as you work through these worksheets. You are trying to find out as much as you can to determine which core behaviors or behavioral goals will be the targets for your educational sessions. The information you collect may be quite extensive, depending on the scope and duration of your intervention, and will vary by category. Cite information sources (e.g., journal article, government report, observation, interview) used in the worksheet in a bibliography at the end of this step. At the end of the Step 1 worksheets, you should have products for Steps 1A, 1B, and 1C as follows: Step 1A: Health issues or needs (one or two) and primary intended audience for the nutrition education intervention. Examples are “overweight in teenagers” or “low rates of breastfeeding in a low-income audience.” Step 1B: High-priority behaviors contributing to the selected issues. A set of one to a few nutrition-related behaviors or community practices that contribute to the health issue(s) that you identified. Step 1C: Statement of the program’s behavioral or action goals. The behavioral or action goals describe the purpose or behavioral outcomes for the program in terms of behaviors or community practices. Use these worksheets as guides to help you identify program behavioral goals. Cite information sources in the text and add references to the bibliography at the end of the step. Electronic versions of these worksheets are available at http://nutrition.jbpub.com/education/2e. If you are unable to access the worksheets electronically, you can write onto this blank worksheet or create a text document that uses the same flow of information. Step 1A: Issues and intended audience Describe the demographics of your audience (e.g., age, subgroup, ethnicity) and the location of the site. Step 1 Worksheets Analyze issues and needs to state program behavioral goals Analyze the priority health issues for your audience. Research. What does scientific research suggest as the major health issues for this audience? Policy. What do governmental guidelines recommend as priority health issues? + + + Audience. What are specific health issues and needs related to the intended audience (from objective and subjective data)? Organization.

Step 1 WorksheetsAnalyze issues and needs to state program behav.docx

rafaelaj1

NR‐222 HEALTH AND WELLNESS REQUIRED UNIFORM ASSIGNMENT: HEALTH PROMOTION PROJECT PURPOSE To apply concepts you have learned about health promotion concepts and strategies, enhance your written communication skills, and demonstrate a beginning understanding of cultural competency. COURSE OUTCOMES This assignment enables the student to meet the following course outcomes. CO #1 Discuss the professional nurse’s role in health promotion activities. (PO #1 & 2) CO #3 Discuss health promotion, illness prevention, health maintenance, health restoration, and rehabilitation in relation to the nurse’s role in working with various populations. (PO #1 & 2) CO #7 Identify health promotion strategies throughout the life span. (PO #1 & 2) DUE DATE The Health Promotion Project (RUA) is due in Unit 5. However, refer to the Course Calendar for variations in campus requirements and details. The Late Assignment Policy applies to this assignment. TOTAL POINTS POSSIBLE 100 Points REQUIREMENTS 1. Identify a health problem or need for health promotion for a particular stage in the life span of a population from a specific culture in your area (this might include age and gender population as well). Choose one of the Leading Health Indicators (LHI) priorities from Healthy People 2020 (see the Healthy People.gov 2020 Leading Health Indicators website link in the Assignment section for Unit 2 under “Web Links). Students in a cultural concentration will use that specific cultural focus to complete this assignment. 2. Research a topic related to health and wellness associated with one of the Healthy People 2020 topic areas. Students in a cultural concentration will use that specific cultural focus to complete this assignment. 3. Submit your topic to the instructor for approval at least 2 weeks prior to the assignment (during Unit 3) but earlier if desired. All topics must be approved. 4. You will develop an educational health promotion project addressing the population/culture in your area. For or example, if you are in the Hispanic concentration, your project might be educational interventions to address how food choices are related to the high rates of diabetes among Latinos; or, a community project that addresses the statistic that Hispanics experience new HIV infections at more than twice the rate of whites; or, finding opportunities to intervene with Puerto Ricans, a Hispanic subculture, who suffer asthma at twice the rate of the general population (2020 LHI Topic Three: Environmental Quality: (see the Healthy People.gov 2020 Leading Health Indicators website link in the Assignment section for Unit 2 under “Web Links). 5. General expectations  All articles must be from nursing or scholarly journals and should include health promotion and wellness content. Articles must be published within the last five (5) years. If you are unsure whether the article is appropriate, ask your instructor. You could lose significant.

NR‐222 HEALTH AND WELLNESS REQUIRED UNIFORM ASSIGNMENT HE.docx

cherishwinsland

Sample project

OLGA TORRES SED SEC. EDUCACIÓN DE BOGOTA

Hcs 457 hcs457

GOODCourseHelp

Health 9 Learners Module draft 3.24.2014

Crystal de Silva

Syllabus College Science and Humanities SCI/220 Version 7 Human Nutrition Schedule: 1/11/2014 – 2/8/2014 Copyright © 2010, 2008, 2006, 2005, 2004, 2003, 2002, 2000, 1997 by University of Phoenix. All rights reserved. Course Description This course introduces the basic concepts of food and nutrition to highlight ways that students can integrate good nutrition into their lifestyles. Principles of digestion and absorption, the function of nutrients, lifecycle nutritive needs, disease prevention, diet modifications, and weight management are covered. Practical application of these principles to the students' lives is emphasized. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: University policies: You must be logged into the student website to view this document. Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Grosvenor, M. B., & Smolin, L. A. (2010). Visualizing nutrition: Everyday choices. Hoboken, NJ: Wiley. Wardlaw, G. M., & Smith, A. M. (2009). Contemporary nutrition (8th ed.). New York, NY: McGraw-Hill. Supplemental Resources WileyPLUS® and iProfile All electronic materials are available on the student website. Edited in accordance with University of Phoenix© editorial standards and practices. Summary of Course Assignments with Point Values: ASSIGNMENTS Points Individual (70%) Week 1: Quiz on Readings (8), Health and Nutrition Worksheet (8). 18 Week 2: Quiz on Readings (8). Food Intake Paper(20) 28 Week 3: Quiz on Readings (8), Vitamin/Mineral Paper (10). 18 Week 4: Quiz on Readings (8), Food Safety Bulletin (10). 18 Week 5: Final Exam (30), 30 Participation (6 points per week). 30 Learning Team (30%) Week 1: 0 Week 2: Discussion Questions (10), Learning team Log (1), Team Charter (1). 12 Week 3: Discussion Questions (10), Learning Team Log (1). 11 Week 4: Discussion Questions, (10), Learning Team Log (1), PowerPoint Slides (8). 19 Week 5: Discussion Questions (5), Final Group Presentation (12), Learning Team Log (1). 18 Total 200 Team Presentation Lifecycle Nutrition Presentation · Each group will be choose (or be assigned) a stage in the lifecycle. These stages include childhood (0-10), adolescent (10-21), reproductive adult (21-45) and post-reproductive adult (45 and above). Instructor approval is required to avoid duplication of presentations. · Address the following: · What are the physiological characteristics of individuals at this stage of the life cycle? (1) What is the status of the physiological organ systems? (2) What systems are showing signs of deteri ...

SyllabusCollege Science and HumanitiesSCI220 Version 7H.docx

mattinsonjanel

NR‐222 HEALTH AND WELLNESS REQUIRED UNIFORM ASSIGNMENT .docx

cherishwinsland

NR‐222 HEALTH AND WELLNESS REQUIRED UNIFORM ASSIGNMENT: HEALTH PROMOTION PROJECT PURPOSE To apply concepts you have learned about health promotion concepts and strategies, enhance your written communication skills, and demonstrate a beginning understanding of cultural competency. COURSE OUTCOMES This assignment enables the student to meet the following course outcomes. CO #1 Discuss the professional nurse’s role in health promotion activities. (PO #1 & 2) CO #3 Discuss health promotion, illness prevention, health maintenance, health restoration, and rehabilitation in relation to the nurse’s role in working with various populations. (PO #1 & 2) CO #7 Identify health promotion strategies throughout the life span. (PO #1 & 2) DUE DATE The Health Promotion Project (RUA) is due in Unit 5. However, refer to the Course Calendar for variations in campus requirements and details. The Late Assignment Policy applies to this assignment. TOTAL POINTS POSSIBLE 100 Points REQUIREMENTS 1. Identify a health problem or need for health promotion for a particular stage in the life span of a population from a specific culture in your area. Choose one of the Leading Health Indicators (LHI) priorities from Healthy People 2020 (see the Healthy People.gov 2020 Leading Health Indicators website link in the Assignment section for Unit 2 under “Web Links). Students in a cultural concentration will use that specific cultural focus to complete this assignment. 2. Research a topic related to health and wellness associated with one of the Healthy People 2020 topic areas. Students in a cultural concentration will use that specific cultural focus to complete this assignment. 3. Submit your topic to the instructor for approval at least 2 weeks prior to the assignment (during Unit 3) but earlier if desired. All topics must be approved. 4. You will develop an educational health promotion project addressing the population/culture in your area. For or example, if you are in the Hispanic concentration, your project might be educational interventions to address how food choices are related to the high rates of diabetes among Latinos; or, a community project that addresses the statistic that Hispanics experience new HIV infections at more than twice the rate of whites; or, finding opportunities to intervene with Puerto Ricans, a Hispanic subculture, who suffer asthma at twice the rate of the general population (2020 LHI Topic Three: Environmental Quality: (see the Healthy People.gov 2020 Leading Health Indicators website link in the Assignment section for Unit 2 under “Web Links). 5. General expectations • All articles must be from nursing or scholarly journals and should include health promotion and wellness content. Articles must be published within the last five (5) years. If you are unsure whether the article is appropriate, ask your instructor. You could lose significant points if the article is no.

NR‐222 HEALTH AND WELLNESS REQUIRED UNIFORM ASSIGNMEN.docx

cherishwinsland

Health 9-lm-draft-3.24.2014

Jillian Barrio

MAPEH Health Grade 9

KASJSantiago

K TO 12 GRADE 9 LEARNER’S MATERIAL IN HEALTH

LiGhT ArOhL

NRS 429V WEEK 5 ASSIGNMENT CLC Just Click on Below Link to Download This Course: http://www.tutorialsexperts.com/product/nrs-429v-week-5-assignment-clc/ NRS 429V Week 5 Assignment CLC Health Promotion and Community Resource Teaching Project NRS429V Details: This is a Collaborative Learning Community (CLC) assignment. It is important to promote the professional role of the nurse to provide health promotion and disease preventive care. Collaborating with other health care

Nrs 429 v all week assignments package

NsgCourses

Running head: YOUR TITLE GOES HERE 1 YOUR TITLE GOES HERE 2 Students: There are two things here: first is the sample format, with the questions you are to answer. Underneath it is a completed sample paper. Yours should look the sample paper. Your Course Project Title Goes Here The purpose of a proposal is to highlight standout ideas, and to do so in a manner that can convince an audience to support a project. Proposals delivered in a workplace are often part of a competitive process in which the strongest proposal is offered the business. In these contexts, effective word choice and professional delivery define the effective communication of an idea. Your research proposal will be presented as a sentence outline. As the name suggests, the sentence outline presents complete thoughts in complete sentences as opposed to phrases. In each section of the proposal, choose ideas with the goal of persuading your reader to believe that you are interested in the topic and ready to learn how to develop the topic into a project. Use a complete sentence to provide the response to each of the questions below. You can use first person. Use APA documentation for the final section of the proposal to document any sources referenced in your proposal. Remember to put at least two items at any given level of the outline, as shown in this template and the sample proposal. I. Introduction A. Topic 1. What is your research question? 2. What is your working thesis? (It answers your research question and defines the direction of your argument.) 3. What is your angle on the topic? (Your angle is your unique perspective or view on the issue.) B. Context 1. Justify for your reader why the topic is important. 2. Justify for your reader why you are the one to write about it. What do you bring to the topic? C. Audience 1. Who is your primary audience? (These are the readers who would be best affected by what you have to say. They can be readers of an existing publication.) 2. Who is your secondary audience? (Identify this audience as your professor and fellow students.) 3. Does your audience share your opinions and values? (Determine if the audience is on your side or if they may be skeptical.) II. Evidence A. What research have you gathered so far? (What have you found that supports your purpose and angle?) B. What research do you need to gather? (What other kinds of information will you need as support? What will you use to represent the opposing view?) III. Conclusion A. (What are you proposing to achieve with your project? What would you like approval on in order to proceed with the project?) IV. References (must be correctly formatted according to the APA Publication Manual). Here is the sample paper. Make yours look like this. Proposal for Standardized Tests I. Introduction A. Topic 1. Research question: Have standardized tests in the United States improved schools or demonstrated stronger student learning achievement? 2. Working th.

Running head YOUR TITLE GOES HERE1YOUR TITLE GOES HERE2.docx

agnesdcarey33086

Similar to Food, Water, and NutritionBefore posting to the Discussion this .docx (13)

Step 1 WorksheetsAnalyze issues and needs to state program behav.docx

NR‐222 HEALTH AND WELLNESS REQUIRED UNIFORM ASSIGNMENT HE.docx

Sample project

Hcs 457 hcs457

Health 9 Learners Module draft 3.24.2014

SyllabusCollege Science and HumanitiesSCI220 Version 7H.docx

NR‐222 HEALTH AND WELLNESS REQUIRED UNIFORM ASSIGNMENT .docx

NR‐222 HEALTH AND WELLNESS REQUIRED UNIFORM ASSIGNMEN.docx

Health 9-lm-draft-3.24.2014

MAPEH Health Grade 9

K TO 12 GRADE 9 LEARNER’S MATERIAL IN HEALTH

Nrs 429 v all week assignments package

Running head YOUR TITLE GOES HERE1YOUR TITLE GOES HERE2.docx

More from keugene1

Following all Discussion guidelines, in your own words and in detail: explain how managers use data-based decision making; explain the use of forecasting techniques in planning; describe how to use Gant charts, milestone charts, and PERT planning techniques; describe how to use break-even analysis, and decision trees for problem solving and decision making; describe how to manage inventory by using the economic-order quantity (EOQ), the just-in-time (JIT) system, and LIFO versus FIFO; describe how to identify problems using a Pareto Diagram .

Following all Discussion guidelines, in your own words and in de.docx

keugene1

Follow-Up Post Peer Response Please write a minimum of five complete sentences for your one peer posting. You should also consider referencing some information from the course textbook , lecture lessons , or a scholarly source to help support your written response post. Writing Requirements Minimum of 2 sources cited (assigned readings/online lessons and an outside scholarly source) APA format for in-text citations and list of references Youtube Video: PHILOSOPHY: Immanuel Kant Please find information related to Immanuel Kant below. Immanuel Kant was born in what is known today as Kaliningrad, Russia. He was known for publishing sixty-nine philosophical publications. Kant was not only a philosopher and teacher; he was also a chair in the field of mathematics. He was a believer in morals and doing what was right. This philosopher was also known for having multiple diseases over the course of his life (Fellin & Ble, 1997). During the course of his life, Immanuel Kant wrote about human socialization and how antagonism can impact humans and society. For instance, Immanuel Kant blames “man’s own absurd natural predispositions” for his own problems (Valdez, 2017, p. 827). Some of these problems consisted of barbaric behavior as well as war. This was difficult for Kant. As a moral philosopher, Immanuel Kant believed in doing the right thing. Similarly, Kant believed in peacebuilding. Thus, building trust was a great way to maintain peace (Yu, 1998). Kant also believed that there were times when individuals were confident in their ability to be among others in society. He also believed that there were times when individuals felt isolated from the same society that they often enjoyed engagement. Moreover, Kant believed that autonomy was a necessary part of human nature (Pirc, 2018). Like, Aristotle, Immanuel Kant believed in respect and dignity for human life. This connectedness stemmed from a common thread that Kant labeled as the formula for humanity. This philosopher furthered believed in two distinct domains as it related to the categorical imperative. One of these was the doctrine of right. The other distinct domain was referred to as the doctrine of virtue (DiCenso, 2019). Kant’s categorical imperative was one method of illuminating this message. In other words, people mattered. According to Ruggiero (2012), they should never be used as a means to someone else’s end. “To treat people “as an end” means, on the most superficial level, treating them well. We must promote their welfare, respect their rights, avoid harming them, and generally “endeavor, so far as we can, to further the ends of others” (Rachels & Rachels, 2019, p. 147). Needless to say, cruelty and evil exists but Kant believed that it was important for people to act morally. At times; however, Kant viewed human beings as animals. Kant argued, “that if we develop a habit of treating animals cruelly this will damage our character and ultimately lead to in.

Follow-Up Post Peer ResponsePlease write a minimum of five c.docx

keugene1

Followership and Leadership This week, you are focusing on the importance of followership and leadership. As you reflect on the course readings, respond to the following: Discuss the role of a follower. Why do you think so little emphasis is given to followership compared to leadership in organizations? As a leader, what would you want most from followers? As a follower, what would you want most from your leader? How do these differ, and why? .

Followership and LeadershipThis week, you are focusing on the im.docx

keugene1

Follow-Up Post Instructions Respond to at least one peer and the instructor Please write a minimum of five complete sentences for your one peer posting. You should also consider referencing some information from the course textbook , lecture lessons , or a scholarly source to help support your written response post. Writing Requirements Minimum of 2 sources cited (assigned readings/online lessons and an outside scholarly source) APA format for in-text citations and list of references This discussion focuses on shame. Shame can be categorized as an emotion that has been deeply hidden (Bateman & Engel, 2018). Ruggiero (2012) stated that the human condition of shame can have adverse impacts on an individual as well as society. Israeli and Raveh (2018) support this by citing that shame is common to humanity. For instance, shame conditions the way that a person lives in the world. According to Uebel (2009), shame can cause an individual to structure their world in a particular way especially when engaging with others. Shame, like emotivism, deals with emotions or feelings (Rachels & Rachels, 2019). Shame can be defined as humiliation. Furthermore, shame can be viewed as an isolating experience. This term can also be used to communicate how people live out shameful experiences. For example, “Pennebaker (1990) pointed out that many citizens of Dallas felt ashamed of their city for many years after the assassination of President Kennedy, even though there was no sense in which Dallas or its citizens were responsible for what happened. Assassin Lee Harvey Oswald was from New Orleans” (Uebel, 2009, p. 236). Shame has several main functions. The first functions deals with the intuitiveness of shame. Shame is visual. It is considered as being identical to exposure. “Shame is an emotion routed through the eyes and its mise-en-scène is thus specularity and exposure, involving the spatial organization of a spectator who can be external, internal, or both at once” (Uebel, 2009, p. 234). Secondly, shame has been viewed as a function of the spectatorial and spatial dimensions. Uebel (2009) noted that an individual who experiences shame is suspended between what is known verses unknown. Thirdly, shame has dramaturgical or performative meaning. For example, an actor or actress who is unaware of themselves at some point becomes aware. This awakened awareness makes the individual feel like an actor or actress that is engaging in a real life performance before others. In other words, there is a double-ness to shame. This occurs when one can see their behavior. The fourth function of shame is its transformative disruption of what we think we know about ourselves. Shame deals with the experience of an individual’s own limitations. Fifth is shames relationship-seeking quality or ethical significance. Sixth is shame has a moral relevance. Lastly, shame functions as guilt. In brief, Uebel (2009) noted that shame can encompass guilt. Howeve.

Follow-Up Post InstructionsRespond to at least one peer and th.docx

keugene1

Follow-Up Post Instructions Respond to at least one person. Further the dialogue by providing more information and clarification. Minimum of 2 sources cited (assigned readings/online lessons and an outside scholarly source) APA format for in-text citations and list of references Please write a minimum of five complete sentences for your one peer posting. You should also consider referencing some information from the course textbook , lecture lessons , or a scholarly source to help support your written response post. This discussion focuses on Ayn Rand and self-interest. Kim (2014) stated that the most common definition used for self-interest includes the ability to maximize material resources while decreasing the level of harm caused to an individual. This harm can include a person’s health. It can also include a person’s wealth. Self-interest is considered a powerful motivator. According to Kim (2014), self-interest is the motivation behind humans setting goals. It is also the reason behind individuals achieving them. Kim (2014) also noted that engaging in pleasure that makes an individual feel subjectively good can lead to self-interest. This can happen even if the person does not obtain any monetary gain. Likewise, this can occur even if an individual’s health is not impacted. For example, “the taxpayer who wants to pay taxes simply because it makes him feel good to help society would be self-interested because of the hedonistic benefits he accrues” (Kim, 2014, p. 100). Likewise, an individual who engages in risky sexual behaviors and/or smoking cigarettes both could be interpreted as self-interest. Kim (2014) stated that the pleasure feelings that individuals experience are self-interested even if these feelings coming with expenses to the health of the individual engaging in them. As it relates to the public’s view on self-interest, many American voters in the 1950’s declared self-interest as playing a pivotal role in society (Weeden & Kurzban, 2017). Since the 1950’s; however, researchers have completed studies that reflect the opposite. Voters are now finding self-interest to play less of a role in society. In closing, it is important to know that Alexis de Tocqueville held his own views related to self-interest. These views were no precursor to the views of philosopher Ayn Rand. Tocqueville believed that self-interest could lead a person to support others or it could lead to an individualized focus (Frohnen, 2000). Rand believed in the individualism as well as man’s ability to reason. Moreover, Rand believed “when we describe one person’s action as altruistic and another person’s action as self-interested, we may be overlooking the fact that in each case the person is merely doing what he or she most wants to do ”(p. 69). Attached is a video with more information related to Ayn Rand and self-interest verse altruism (Common Sense Capitalism, 2013). Youtube: Ayn Rand: Self Interest versus Altruism Referen.

Follow-Up Post InstructionsRespond to at least one person. Furth.docx

keugene1

Follow-Up Post (Response) Instructions Respond to at least one peer or the instructor. Further the dialogue by providing more information and clarification. Please write a minimum of five complete sentences for your one peer posting. You should also consider referencing some information from the course textbook , lecture lessons , or a scholarly source to help support your written response post. Remember, you need a minimum of five complete sentences and a reference from the course textbook or lecture lesson is fine. Hello class. This discussion focuses on multiculturalism. Multiculturalism consists of customary behaviors. It represents diverse cultures as well as how societies believe and think. For instance, Western culture holds more of an individualist view of society. Individualism often overlooks the value of group based identities or cultural ties that exists within a community (Goo, 2018). Likewise, multiculturalism is used as a method to examine various cultural views whether it is racial or religious. “Even policies that go well beyond an individual-centered approach—such as Germany’s funding of Islamic faculties at some state universities or France’s state subsidies for mosque construction—are not really multiculturalism but merely a “prolongation of long-established ways of dealing with religious diversity” (Ryan, 2019, p. 155). Additionally, multiculturalism consists of various communication formats among various cultural groups. Wu (2019) stated that language plays a role in preserving a society. For instance, if Mandarin Chinese is the preferred language of a particular cultural group such as in Taiwan and someone speaks Taiwanese Hokkien, they can be punished based on local custom. According to Wu (2019), this was a reason for the discouraged use of vernaculars. Thus, understanding context is highly valued within this culture. Preserving tradition is important for some cultural groups (Wu, 2019). For example, in some cultures, men are viewed as strong or heroic. On the other hand, women are viewed as passive or in need of a husband or savior. This can be viewed in many traditional Western stories where the male character, often characterized as superman, batman, or a prince, saves a female who is in trouble (Goo, 2018). Different countries hold different views of multiculturalism. For instance, Taiwan takes great delight in its status as a multicultural society (Wu, 2019). In Western culture; however, there is still fear of diversity (Goo, 2018). In America, individualism is considered the more acceptable norm (Lois, 1999). Individualism focuses on standing out. It focuses on personal success or fulfillment. Likewise, individualism focuses on a person’s self direction or interest (Carola, 2019). According to Rachels and Rachels (2019), “To call a custom “correct” or “incorrect” would imply that we can judge it by some independent or objective standard of right and wrong” (p. 16). In brief, multiculturali.

Follow-Up Post (Response) InstructionsRespond to at least one pe.docx

keugene1

Follow up discussion post Please read and give your comment or additional information one paragraph with proper citation intext and reference I have taken the quiz, and I was categorized as a disaffected Democrat. I am a democrat, but I needed to research exactly what a disaffected one was. Here is what Pew Research had to say: Defining values: Disaffected Democrats strongly believe the economic system unfairly favors powerful interests and that business corporations make too much profit. Relatively few believe their family has achieved the American Dream, and 24% believe it is out of reach for their family. Most say the government should do more to help the needy and that poor people have hard lives because government benefits do not go far enough to help them live decently. In contrast to other Democratic-oriented groups, a majority (63%) characterizes government as “almost always wasteful and inefficient.” Political attitudes: Though less politically engaged, Disaffected Democrats share Solid Liberals’ disapproval of Donald Trump: 91% disapprove of his job performance, including 85% who do so strongly. Just 43% of Disaffected Democrats say voting gives people like them some say about how the government runs things, the lowest percentage of any typology group. Who they are: Over half (56%) of Disaffected Democrats are non-white. Highly financially stressed, they are the least likely to own a home and – along with Devout and Diverse – would have a tougher time than other typology groups if they needed to live off of their savings. Lifestyle notes: Most Disaffected Democrats (55%) say they have lived in or near their local community for their entire life. Most (58%) say they enjoy volunteering “a lot.” My ideological placement would be a Solid Democrat because I would like to stand firm in my beliefs, but also because the quiz defines them as financially comfortable, highly educated, and expressing liberal attitudes on virtually every issue. I do mostly agree with the results, and how the quiz defines me. While it is not completely accurate, it does display most of my beliefs, my lifestyle, and my voting record accurately which is “while support for democracy as a principle is widespread, many citizens have become less satisfied with the way democracy performs” (Klingemann, H., 2015) REFERENCES Klingemann, H. (2015). Dissatisfied Democrats. The Civic Culture Transformed, 116-157. doi:10.1017/cbo9781139600002.010 PEW Research Center. (2017, October 24). Appendix 1: typology group profiles. U.S. Politics & Policy. Retrieved from https://www.pewresearch.org/politics/2017/10/24/appendix-1-typology-group-profiles-2/ Whitman Cobb, W. N. (2020). Political science today. (1st ed.). Washington, DC: Sage, CQ Press .

Follow up discussion post Please read and give your comment or addi.docx

keugene1

Follow this link to access this week's reading Social Justice Standards: Unpacking Identity. Learning Objectives Learners will: Define what shapes our identities; Understand the five identity anchor standards in the Teaching Tolerance Social Justice Standards; and Relate how identity has many characteristics and affects relationships within the school building and classroom. Post to Module 1 Discussion your work. https://www.youtube.com/watch?v=L9--vdDEk6I .

Follow this link to access this weeks reading Social Justice Stan.docx

keugene1

follow these instructions: Describe the vocal and instrumental performance and the lyrics, paying special attention to: a) The instruments that stand out and any solo instrumental parts. b) Technique used in strumming, plucking, bowing, etc. c) Vocal production: breath control and vowel placement in singing technique; use of chest voice or falsete. d) Singing style: phrasing. e) Lyrics (Refer to the reader for translations.): Do the lyrics convey any message? Is there any imagery used? What is the tone of the lyrics? Defiant? Tender? Remorseful? Passionate? Detached? Lyrically, is this a happy, sad, introspective, or superficial piece? f) List the following at the beginning of each review: 1. Title of the selection and genre: son jarocho, son de mariachi, huapango, corrido, etc. 2. Name of the composer (if known). 3. Name of the vocalist or ensemble. .

follow these instructionsDescribe the vocal and instrumental pe.docx

keugene1

For almost 30 centuries—from its unification around 3100 B.C. to its conquest by Alexander the Great in 332 B.C.—ancient Egypt was the preeminent civilization in the Mediterranean world. Egypt’s majesty has long entranced archaeologists and historians and created a vibrant field of study all its own: Egyptology. The main sources of information about ancient Egypt are the many monuments, objects and artifacts that have been recovered from archaeological sites, covered with hieroglyphs that have only recently been deciphered. The picture that emerges is of a culture with few equals in the beauty of its art, the accomplishment of its architecture or the richness of its religious traditions. PREDYNASTIC PERIOD (C. 5000-3100 B.C.) Encompassed at least 2,000 years of gradual development of the Egyptian civilization. This took place in the late Stone Age/Neolithic period. 4 Neolithic (late Stone Age) communities in northeastern Africa exchanged hunting for agriculture and made early advances that paved the way for the later development of Egyptian arts and crafts, technology, politics and religion (including a great reverence for the dead and possibly a belief in life after death). Mesopotamia also believe in this religion 5 Around 3400 B.C., two separate kingdoms were established: the Red Land to the north, based in the Nile River Delta and extending along the Nile perhaps to Atfih; and the White Land in the south, stretching from Atfih to Gebel es-Silsila. King Menes would subdue the north and unify the country, becoming the first king of the first dynasty. ARCHAIC (EARLY DYNASTIC) PERIOD (C. 3100-2686 B.C.) The Archaic Period saw the development of the foundations of Egyptian society, including the all-important ideology of kingship. To the ancient Egyptians, the king was a godlike being, closely identified with the all-powerful god Horus. The earliest known hieroglyphic writing also dates to this period. In the Archaic Period, as in all other periods, most ancient Egyptians were farmers living in small villages, and agriculture (largely wheat and barley) formed the economic base of the Egyptian state. The annual flooding of the great Nile River provided the necessary irrigation and fertilization each year; farmers sowed the wheat after the flooding receded and harvested it before the season of high temperatures and drought returned. OLD KINGDOM: AGE OF THE PYRAMID BUILDERS (C. 2686-2181 B.C.) The Old Kingdom began with the third dynasty of pharaohs. Around 2630 B.C., the third dynasty’s King Djoser asked Imhotep, an architect, priest and healer, to design a funerary monument for him; the result was the world’s first major stone building, the Step-Pyramid at Saqqara, near Memphis. Pyramid-building reached its zenith with the construction of the Great Pyramid at Giza, on the outskirts of Cairo. Built for Khufu, who ruled from 2589 to 2566 B.C. Two other pyramids were built at Giza for Khufu’s successors K.

For almost 30 centuries—from its unification around 3100 B.C. to.docx

keugene1

For all their benign appearance, are sites like Facebook and Twitter.docx

keugene1

FOr Acadamic onlinetutor Assign 1 or 2 individuals of the group to 1 or 2 of the following until all have been assigned. Those individuals will be responsible for the areas assigned for the final project: What is the background of the problem? What will be the outcome of the project? Describe the audience for this report and the implications for structuring your report. Describe how the hotline will work. What are the advantages of this project? What will the project cost? What are the qualifications of those involved? Please add your file. Group Portion (2–4 pages): As a group, you will need to take the information that has been collected from the individual portions and write a proposal to D. M. Krupinsky Foundation for the costs of the proposed hotline. Please add your file. For assistance with your assignment, please use your text, Web resources, and all course materials. The following grading criteria will apply to this assignment: .

FOr Acadamic onlinetutorAssign 1 or 2 individuals of the group t.docx

keugene1

For all Assessments, the following general requirements hold: (1) Assignments should be 2-3 double-spaced pages, with reasonable (12 pt.) font and reasonable (1 inch) margins. (2) Citations to the material and in-text citations are required(MLA style). (3) Assignments should be turned into eCampus (for the collection of artifacts for scoring). !! Assignment Three: When You Win…SLO #3 1. Research the committees of the House ( http://www.house.state.tx.us/committees/ ) and state senate (http://www.senate.state.tx.us/committees.php ) 2. Choose at least three (3) committees on which you’d serve, if elected. a. Explain each committee’s functions. b. Explain why your placement on these committees is justified. How does it serve your district’s needs? How does it emphasize your experiences/interests? 3. What kind of constituent service would you be likely to do? What kind of “home style” would you create (and how?) Most Texans do not know who their legislators are. How do you seek to solve that problem? !! Assignment Two: The Campaign: SLO #2 How much does it cost to run for office in Texas? https://www.texastribune.org/2017/03/01/heres-how-much-texas-candidates-spent-vote-general-election/ How will you raise money? (read this handy info from the Texas Democratic Party before you violate any campaign finance laws: https://www.txdemocrats.org/act/run-for-office ) Name interest groups that will support/oppose you? Go to https://votesmart.org/interest-groups/TX/#.WXjT4ojyuUk and identify two (2) interest groups that you think will support your campaign, and two (2) who will oppose your campaign. Explain why? (referring to your platform). What’s your SLOGAN? Design a campaign sign How do you get out the vote? Given your issue stands, what voter groups do you need to target? (refer back to the district analyses documents on your current legislator’s homepage Assignment One: Why not you? Why not now? For this project, you will hypothetically be running for office. Choose whether you would like to run for the Texas House of Representatives OR the Texas State Senate. We will be doing the project in chunks, as we cover the material in class, so tasks may be assigned out of sequence. Preparing to run: SLO #1 1. Know your district. Go to: http://www.fyi.legis.state.tx.us/Home.aspx, and discover the district number, and who represents you in the Texas house or state senate. Which political party is your state house/state senate representative affiliated with? (if you choose to run as a House or Senate representative, check the district that you want to run for.) 2. Go to your current representative’s page, and look at the district analysis documents. 1. What does your district look like (in terms of population, age, education, employment, election results)? 2. What issues arise based on the district’s demographics (this will help you think about your platform) 3. Is your district gerrymandered? http://www.fyi.legis.state.tx.us/Info.as.

For all Assessments, the following general requirements hold.docx

keugene1

*for A-Z answers only* offshoring and its impact of labor and growth within the countries of Sierra Leone and Norway. Throughout our research we will hope to provide substantial details on how offshoring could provide major benefit to its host country but also have adverse unintentional consquences. By exploring the different roles offshoring plays within an undeveloped nation versus developed nation we will provide extensive information in hope to conclude whether or not the opportunity for growth does truly exist. We will also be exploring the political and social environments of both countries and how they interact with regards to offshoring. Finally we will be conducting a direct comparison of the two nations which will include policies and the implications offshoring could have both countries and the world economies. .

for A-Z answers onlyoffshoring and its impact of labor and growt.docx

keugene1

Footloose projectMost of the differences between the two versi.docx

keugene1

For 1-Hour Writer ONLY This author cited, "Allport (1937) refers to these internal factors as psychophysical systems; this term implies that personality composed of both body and mind elements fashioned into heterogeneous, inextricable unity. He maintained that all the traits we apparently share with others are, at base, idiosyncratic and craved to take into account the fact that we not only adjust to our environment by behaving in certain ways, but we also reflect on it. By so doing, we ensure not only survival but growth". What does this mean? Summarize in your own words! [200 word count reference and citation needed] .

For 1-Hour Writer ONLY This author cited, Allport (1937) refers.docx

keugene1

Foodborne illness can have severe consequences. In a minimum of 300 words, list the categories of food supply contaminants, identify and briefly discuss a minimum of four microbiological agents implicated in foodborne illness, state the significance of foodborne illnesses in the food supply, and state measures and regulations for preventing foodborne illness and protecting the safety of food from carcinogens. How does this topic relate to your selected environmental health issue? .

Foodborne illness can have severe consequences. In a minimum of 300.docx

keugene1

Football - A starting point could be headlines 'Premier League suspended indefinitely following Corona virus crisis meeting' What does this mean for fandom? - can you still be a fan if there is no football? How are fans coping without live football? The theoretical underpinnings for this are the sociology of fandom (women or men) - eg Tomlinson, or Stacey Pope Issues around IDENTIT(IES) how has peoples identity changed with the isolation around football - going to the pub to watch the game, drinking culture, how have they adapted? DATA COLLECTION METHODS You can still observe some things - for example your family's reaction to the suspension, then the final decision etc Your story also is important. Observations from the news clips even. Interviews - semi-structured interviews - you still need to retain the ethics code - the consent forms and informed participant information forms - then conduct the iinterviews face to face ONLY in your household, or by Zoom or phone call - obviously get permission to record the conversation. Coding data- into emergent themes - both from the theories and the data you have collected Critical analysis - remember your findings need to be critical - the points you make linked back to the literature you have set up in your review of literature. .

Football- A starting point could be headlines Premier League susp.docx

keugene1

Foods deteriorate in quality due to a wide range of reactions including some that are physical, some that are chemical, some enzymatic and some microbiological. The various forms of spoilage and food poisoning caused by microorganisms are preventable to a large degree by a number of preservation techniques, most of which act by preventing or slowing microbial growth. These include freezing, chilling, drying, curing, conserving, vacuum packing, modified atmosphere packing, acidifying, fermenting, and adding chemical preservatives. This is section 13, Chemical food protection. We’ll look at the other food preservation mechanisms in future modules. 1 From the moment a food source is harvested in begins to deteriorate. It is estimated that 25% of the worlds food is lost to microbial decay annually. This equals more than a billion dollars per year. 2 Salting as a means of preserving foods predates written history. The Mesopotamians were known 3000 B.C.E. generally used salt to preserve meat and fish. Early Roman writers such as Cato (234‐149 B.C.E.) clearly explained the need to salt perishable meats and vegetables to preserve them. We have already seen in past chapters that salt binds water reducing water activity and also is toxic to enzymatic and DNA processes in cells. 3 Today, nearly all manufactured foods have different chemical preservatives because it makes financial sense. Food additives maintain or improve freshness, safety, nutritional value, taste, texture, or appearance. Consumers demand and enjoy a food supply that is flavorful, nutritious, safe, convenient, colorful and affordable. 4 No audio. 5 No audio. 6 In the United States, neither the Food and Drug Administration (FDA) nor the U.S. Department of Agriculture (USDA) has labeling claim rules for “natural." The FDA explicitly discourages the food industry from using the term. The Food, Drug, and Cosmetic Act prohibits labeling that is false or misleading, but does not give any specifics. The USDA's Agricultural Marketing Service has a standard for organic food, but there is no legal definition for natural foods. Despite no legal U.S. definition for natural foods, there are numerous unofficial or informal definitions, none of which are applied uniformly to foods labeled "natural". 7 So, are food chemical additives safe? 8 In 1958, the US created food additive legislation stating that the FDA must approve all food additives and ingredients that are not generally recognized as safe. The GRAS list contains food additives that have been used historically and have shown no hazards during that time. Easily recognized examples are sodium chloride, sucrose and acetic acid. Less easily recognized are many of the common food preservatives such as sodium benzoate, potassium sorbate, and calcium propionate. 9 The U.S. FDA maintains a list of over 3000 approved, generally recognized as safe, food ingredients including food.

Foods deteriorate in quality due to a wide range of reactions .docx

keugene1

Food Truck to Ethiopia · Define what kind of food · Coffee is a big deal · https://theculturetrip.com/africa/articles/can-coffee-tourism-save-these-countries-coffee-species-from-extinction/ · Largely vegetarian · Gluten Free / vegan friendly · Maybe Breakfast food · https://ethiopianfood.wordpress.com/2014/05/01/a-short-qurs-on-ethiopian-breakfast/ · Maybe our company can have an app so that people can order and pay on the app before picking up their food - this way we have more to cover under “technology environment” · By around 9 or so each morning, the Fojol Bros.’ Twitter page announces Benethiopia’s location. They begin serving between 11:30 and noon, and they serve until they run out of food, usually by 2. A line begins to form soon after the truck arrives at its daily destination, and by noon it’s a dozen people long and stays that way until there’s nothing left to sell, at which time they tweet once more that they’re closed for the day. https://ethiopianfood.wordpress.com/2011/07/21/ethiopian-food-on-wheels/ Table of Contents 1. Introduction a. Nestled in the center of the country,Ethiopia‘s capital city, Addis Ababa, is quickly evolving and growing. Addis captures much of the diversity unique to the country, with over80 distinctive languages and numerous dialects belonging to a variety of religious communities and peoples. The city takes pride in its diversity, which is perhaps best represented by the city’s food culture and lively restaurant scene b. 2. About Company-Laura Located in the bustling area of Addis Abada, Sishu is one of Ethiopia’s most popular and trendiest restaurants. While Sishu serves a variety of sandwiches, the restaurant has become known for the burgers. With homemade sweet buns, delectably seasoned ground meat, tangy homemade sauces, and crisp French fries, both locals and tourists palates go wild when tasting the food at Sishu. Drawn mostly from word of mouth, crowds flock to Sishu throughout the day. Initially established by American expat Mathews Teshome and local Selamawit Deneke, the twosome was able to create a space with delicious food based on both American and Ethiopian cultures. Sourcing as many ingredients locally as possible, the restaurant focuses on food quality and taste. Since the demand for burger places in Addis is extremely high, customers would likely forgive a miss in quality. However, the two partners are very focused on constantly improving and keeping service standards high. To maintain high service standards, the restaurant hires more staff than the minimum requirement and slowly training new employees to avoid mistakes. Moreover, new employees come by referrals, and are often a mix of Ethiopians and expats, so that cultural barriers and differences can be navigated through the different perspectives. Additionally, Sishu keeps productive high and employees happy by paying them double what they would make elsewhere maximizing its limited resources with the formation of revenue .

Food Truck to Ethiopia· Define what kind of food· Coffee is a .docx

keugene1

More from keugene1 (20)