PROGRAM ANALYSIS 2
PROGRAM ANALYSIS 8
Program Analysis
Sample Paper
Running head: PROGRAM ANALYSIS 1
PHE 525 Milestone Three: Program Analysis
Overview
The Massachusetts Childhood Obesity Research Demonstration Project, known as Mass In Motion, is a state-wide initiative to promote a healthy lifestyle in places where people work, live and play. The initiative was funded by in 2011 by a grant through the Affordable Care Act with a goal to create a multilevel and multisector intervention strategy to prevent and control obesity, combining interventions in the health care setting with public health interventions in the community. (Davison et al., 2015)The project was designed to be a comprehensive wellness initiative, incorporating evidence-based interventions in primary healthcare with community programs, WIC and other nutrition programs, as well as early childhood education centers and schools/afterschool programs. The goal was to form a partnership among the many different social and environmental factors that effect a child’s health and well-being, as well as to identify and target these factors to institute a change in health behaviors. (MA-CORD Study Group, 2015)
The program began as a part of a 2009 initiative started by Governor Deval Patrick which funded projects in 14 cities and towns across Massachusetts. In 2011 the state was awarded a grant through the CDC which allowed the program to be expanded to cover 52 Massachusetts cities and towns, impacting 33% of the state population, and as of 2014 there are 60 cities and towns with active Mass in Motion projects. While the main focus of the CORD component, funded by the CDC was on children 2-12 year sold, the Mass In Motion program has also developed programs for improving worksite health and overall community health. These programs have increased workplace productivity, lowered stress levels, encouraged weight loss, and improved green space across the state. (Mass in Motion, 2016)
Theoretical Approach
The framework of Mass in Motion is the social ecological model, a model which looks at the complex relationships between an individual, his/her personal relationships, community, institutional elements, community, and overall social policy. This framework is not designed to distinguish one factor as a reason or cause for the obesity, but rather looks at the interaction of these factors and how they can effect individual risk for obesity. The MA-CORD Study Group then developed interventions based on Social Cognitive Theory, recognizing and emphasizing the importance of social influence and reinforcement for behavior change.
Figure 1. MA-CORD Intervention Sectors
As seen in Figure 1, the project is designed to combat childhood obesity by impacting the individual and environmental factors that can contribute to living a non-healthy lifestyle. At the individual level, children and parents are both given information and support to develop healthy habits while in the school .
Running head CHILDHOOD OBESITY 1CHILDHOOD OBESITY 7.docxsusanschei
Running head: CHILDHOOD OBESITY 1
CHILDHOOD OBESITY 7
Qualitative Research Critique and Ethical Considerations
Qualitative Research Critique and Ethical Considerations
Summary of the Study
The study seeks to evaluate the efficacy of school-based programs in treating and managing overweight and obesity among children. Childhood obesity is increasingly becoming both national and global public health concern that has resulted in increased childhood morbidity and mortality. In particular, childhood obesity has catapulted the increase in health problems such as cardiovascular diseases, diabetes, as well as osteoarthritis later in adulthood (Mahmood et al. 2014). Schools can provide one of the most effective channels through which childhood obesity interventions can be directed. In this respect, policies, procedures, and guidelines have been passed in many nations and states for the implementation of school-based interventions. In the United States, many studies have recommended the utilization of school-based obesity management programs to address the unending crisis of childhood obesity. In light of this concern, this study seeks to investigate the efficacy of school-based interventions in treating and managing childhood obesity. In particular, the study will also assess school methodologies such as incorporation of obesity education into the routine curriculum in minimizing the constantly-increasing cases of obese children population.
Method of Study
The study is also going to use qualitative design in order to examine the perception of children towards school-based obesity management initiatives. Previous studies conducted by Clarke et al. (2015) also sought to investigate the experiences and views of kids who went through school-based obesity management programs. This can help to improve knowledge and understanding of better ways to address the problem of childhood obesity within school settings. In order to provide a comprehensive finding that guides future clinical decision-making, the study will evaluate efficacy of school-based interventions with respect to many key areas. They include cost efficiency of school-based interventions, improvements in physical activities and healthy eating habits following interventions, as well as level of awareness among children on the dangers of childhood obesity and the ways in which it can be averted. Furthermore, effectiveness will be investigated through evaluation of body weight and BMI before and after the introductions of these interventions (Mahmood et al. 2014). Most significantly, cardiovascular fitness and other outcome measures will be investigated. The target population and participants of the study will mainly be school-going children. Both boys and girls with an average age of between 8 and 16 years will be incorporated into the study.
Schools vary in the ways in which they utilize such interventions. For instance, some schools utilize planet health programs that incorpo ...
1Running head NUTRITION IN SCHOOLSNUTRITION IN SCHOOLS .docxvickeryr87
1
Running head NUTRITION IN SCHOOLS
NUTRITION IN SCHOOLS 2
Nutrition in Schools
Author
Institution
Nutrition in Schools
The children are the future of this great nation. As such, it is important that adequate attention and consideration is put into ensuring the future of the nation is secured. The growing incidences of child obesity should thus, be considered a threat to the future of the country. One is termed as being obese when they have a body mass percentage that is at and/ or goes over the 95th percentile of the CDC sex specific BMI charts. As a nurse, I feel that there is immediate need to address the matter of childhood obesity and nip it in the bud before it grows and becomes an even more troublesome issue. According to a report released by the Center for Disease Control and Prevention (CDC) recently, approximately 13.7 million children aged between the ages of 2 and 19 suffered from obesity (CDC, 2018). These numbers are very alarming especially seeing that there is an anticipated increase. The purpose of this paper is to communicate the author’s desire to implement policies in schools that will help manage and eventually reduce the prevalence of obesity in the nation by proposing solutions to the problem.
The Problem of Obesity
The food an individual consumes plays an important role in shaping their health. As such, it is very worrying when children continue to feed on heavily processed foods that are not nutritionally beneficial to them. Child obesity, just like adult obesity, is caused by the consumption of high-calorie foods and beverages that are lacking essential nutrients. This, paired with living a sedentary lifestyle, increases the chances of becoming overweight and eventually, obese (Dawes, 2014).
Obese children have very many health risks including, high cholesterol as well as high blood pressure which makes them susceptible to developing heart conditions, breathing problems such as asthma, joint problems; they may also develop mental health conditions such as anxiety and depression. Childhood obesity also negatively impairs the child’s social development and ability to associate properly with their peers. This is due to the feelings of low self-esteem they may develop as a result of being jeered at by other children because of their weight. They become anxious about whether they will be socially accepted by their age mates and conclude that they will not be. As a result, they end up isolating themselves and if this is left unaddressed, they may become depressed (Halfon, Larson & Slasser, 2016). When this children grow up to become adults, they are at risk of even more health problems such as adult obesity which brings with it even more serious health conditions such as risk of developing Diabetes type 2, Heart disease as well as cancer. According to CDC, when child obesity is left to advance into adu.
Running head CHILDHOOD OBESITY 1CHILDHOOD OBESITY 7.docxsusanschei
Running head: CHILDHOOD OBESITY 1
CHILDHOOD OBESITY 7
Qualitative Research Critique and Ethical Considerations
Qualitative Research Critique and Ethical Considerations
Summary of the Study
The study seeks to evaluate the efficacy of school-based programs in treating and managing overweight and obesity among children. Childhood obesity is increasingly becoming both national and global public health concern that has resulted in increased childhood morbidity and mortality. In particular, childhood obesity has catapulted the increase in health problems such as cardiovascular diseases, diabetes, as well as osteoarthritis later in adulthood (Mahmood et al. 2014). Schools can provide one of the most effective channels through which childhood obesity interventions can be directed. In this respect, policies, procedures, and guidelines have been passed in many nations and states for the implementation of school-based interventions. In the United States, many studies have recommended the utilization of school-based obesity management programs to address the unending crisis of childhood obesity. In light of this concern, this study seeks to investigate the efficacy of school-based interventions in treating and managing childhood obesity. In particular, the study will also assess school methodologies such as incorporation of obesity education into the routine curriculum in minimizing the constantly-increasing cases of obese children population.
Method of Study
The study is also going to use qualitative design in order to examine the perception of children towards school-based obesity management initiatives. Previous studies conducted by Clarke et al. (2015) also sought to investigate the experiences and views of kids who went through school-based obesity management programs. This can help to improve knowledge and understanding of better ways to address the problem of childhood obesity within school settings. In order to provide a comprehensive finding that guides future clinical decision-making, the study will evaluate efficacy of school-based interventions with respect to many key areas. They include cost efficiency of school-based interventions, improvements in physical activities and healthy eating habits following interventions, as well as level of awareness among children on the dangers of childhood obesity and the ways in which it can be averted. Furthermore, effectiveness will be investigated through evaluation of body weight and BMI before and after the introductions of these interventions (Mahmood et al. 2014). Most significantly, cardiovascular fitness and other outcome measures will be investigated. The target population and participants of the study will mainly be school-going children. Both boys and girls with an average age of between 8 and 16 years will be incorporated into the study.
Schools vary in the ways in which they utilize such interventions. For instance, some schools utilize planet health programs that incorpo ...
1Running head NUTRITION IN SCHOOLSNUTRITION IN SCHOOLS .docxvickeryr87
1
Running head NUTRITION IN SCHOOLS
NUTRITION IN SCHOOLS 2
Nutrition in Schools
Author
Institution
Nutrition in Schools
The children are the future of this great nation. As such, it is important that adequate attention and consideration is put into ensuring the future of the nation is secured. The growing incidences of child obesity should thus, be considered a threat to the future of the country. One is termed as being obese when they have a body mass percentage that is at and/ or goes over the 95th percentile of the CDC sex specific BMI charts. As a nurse, I feel that there is immediate need to address the matter of childhood obesity and nip it in the bud before it grows and becomes an even more troublesome issue. According to a report released by the Center for Disease Control and Prevention (CDC) recently, approximately 13.7 million children aged between the ages of 2 and 19 suffered from obesity (CDC, 2018). These numbers are very alarming especially seeing that there is an anticipated increase. The purpose of this paper is to communicate the author’s desire to implement policies in schools that will help manage and eventually reduce the prevalence of obesity in the nation by proposing solutions to the problem.
The Problem of Obesity
The food an individual consumes plays an important role in shaping their health. As such, it is very worrying when children continue to feed on heavily processed foods that are not nutritionally beneficial to them. Child obesity, just like adult obesity, is caused by the consumption of high-calorie foods and beverages that are lacking essential nutrients. This, paired with living a sedentary lifestyle, increases the chances of becoming overweight and eventually, obese (Dawes, 2014).
Obese children have very many health risks including, high cholesterol as well as high blood pressure which makes them susceptible to developing heart conditions, breathing problems such as asthma, joint problems; they may also develop mental health conditions such as anxiety and depression. Childhood obesity also negatively impairs the child’s social development and ability to associate properly with their peers. This is due to the feelings of low self-esteem they may develop as a result of being jeered at by other children because of their weight. They become anxious about whether they will be socially accepted by their age mates and conclude that they will not be. As a result, they end up isolating themselves and if this is left unaddressed, they may become depressed (Halfon, Larson & Slasser, 2016). When this children grow up to become adults, they are at risk of even more health problems such as adult obesity which brings with it even more serious health conditions such as risk of developing Diabetes type 2, Heart disease as well as cancer. According to CDC, when child obesity is left to advance into adu.
Early Childhood Risk and Obesity in Preschool-age Children via Salivary Testing UCLA CTSI
Principal Investigators: Francisco Ramos-Gomez (UCLA) and Robert Jones (University of Minnesota)
UCLA CTSI and University of Minnesota Cross-Institutional Award Projects
The overall goal of our study is to develop an integrated care plan that effectively addresses the shared risk factors of early childhood dental decay, early childhood cavities (ECC) and obesity. It encourages parents of disadvantaged and of minority backgrounds to adopt broad self-management goals and overall comprehensive health-promoting habits. There is a pressing need for community-based participatory early intervention approaches to prevent both early childhood dental decay and obesity at a younger age. Within the recent healthcare environment, oral health (dentistry) may play an important role within the whole community approach to obesity prevention as an entry point for discussing diet and nutrition early on. Some key reasons for the importance of oral health integration into obesity prevention is that children’s oral health diseases share key risk factors with early obesity. In our study, the Infant Oral health visit promotes dietary guidance early in childhood, and oral health promotion is done in a culturally manner, which we use to discuss other broad health-promoting habits. Our immediate goal utilizes a university and community-based team to improve the ability to predict future dental decay in children and integrate oral health risk assessment with broad health-promoting habits that may one day prevent obesity in the key early years of the child development.
Presented at the European Obesity Forum which took place in Bucharest on October 16th, the presentation describes the concept "Healthy Living" and outcome of its first school-based pilot in ORT junior-high schools.
Aene project a medium city public students obesity studyCIRINEU COSTA
Identifying undernutrition and obesity on students and propose public policies of health are urgent issues. This paper presents a study with weight and stature from students collected by physical education teachers (PEF) in schools of a city near São Paulo. The PEF collected the data and they were inserted in a program especially developed for each school Department (AENE Project). The datas were analyzed by software and evaluation done based on a World Health Organization (WHO_2007) table, that develops health programs worldwide. The results evaluations were used to raise the students and family, teachers and responsibles for treatment search (when required).
Childhood obesity, a very complex health issue that becomes a growing problem in the U.S. In fact, “over the past three decades, childhood obesity rates have tripled in the U.S., and today, the country has some of the highest obesity rates in the world: one out of six children is obese, and one out of three children is overweight or obese.” (Child obesity, n.d.). Physical diseases and conditions are often accompanying obesity. Also, obesity may have an adverse effect on various systems in a child’s body, such as heart, lungs, muscles and bones, kidneys, digestive tract, and hormones that control blood sugar and puberty. Furthermore, it can take a toll on social life because obese kids and teenagers are more likely to have low self-esteem. “Childhood obesity is one of the most serious threats to the health of our nation.” (Building evidence to prevent childhood obesity, n.d.). Children and youth who are obese and overweight will likely remain overweight or obese into adulthood.
References
Building evidence to prevent childhood obesity. (n.d.). Retrieved from https://www.rwjf.org/content/rwjf/en/how-we-work/grants-explorer/featured-programs/healthy-eating-research.html
Childhood obesity. (n.d.). Retrieved from https://www.hsph.harvard.edu/obesity-prevention-source/obesity-trends/global-obesity-trends-in-children/
-I am unable to accept emailed exams or late exams. No exception.docxgertrudebellgrove
-I am unable to accept emailed exams or late exams. No exceptions.
-For technical issues you would need to go through tech support.
-Turn in work early to avoid technical issues. Technical issues are not a valid reason for failing to submit work.
-Make sure to research the exam drop box and where to find it a week or more ahead.
-Make sure to read all announcements and most importantly around exam times.
-The Professor has 2-3 days to grade the exam and once graded you need to check your grade book. I do not release exam grades via email.
-For any directions only contact your Professor, DO NOT use “all student” email to email other students because this only confuses them and points will be deducted as well as violations of the course policies
--Most exams you are given a FULL WEEK to complete. I also indicate day one of the course what the exam will cover and include. Do not email me the last minute to turn in work or ask any questions. I may not be available the hour before an exam so it is important to plan ahead.
- Review the sample exam to gain an A. Follow the length, and structured, apply APA format and go in depth. It is not too rough but points are deducted for failing to following the samples.
-Please do BOTH (1) copy and paste your work into the dropbox comment are or area provided, PLUS (2) attach the file. PLEASE DO BOTH. For attachments it must be in word. If it is any other format, or I am unable to open the file (such as word perfect) a 0 (zero) will be granted and no re-submissions will be allowed)
-See your course due dates for any dates as well as announcements. These are set and well planned week 1.
-Do not use work you previously submitted this term or a past one, do not work with anyone and do not plagiarize. This will result in a 0/F and I want you to gain an A!
-1 page each question, APA format.
-Keep an eye on your gradebook for grades. I am unable to respond to “confirm” if it is submitted or not, you can do so with tech support if needed.
NOTE +++IF YOUR TEXT DOES NOT HAVE END OF CHAPTER QUESTIONS, YOU MAY SUMMARIZE EACH CHAPTER IN DEPTH, THAT MEANS ALL CHAPTERS 7,8,9,10,11,12
EXAM worth 25 points.
READ ALL OF THE DIRECTIONS OR POINTS WILL BE DEDUCTED.
Grades will be final and I will not discuss the grade or
change a grade under any circumstances.
Work alone.
IMPORTANT NOTES:
Feel free to attach and/or copy and paste the work into the provided drop box.
No emailed papers will count.
IF YOUR CLASS HAS A DROPBOX THAT IS THE MAIN AREA TO SUBMIT THE EXAM
If I cannot open it I will not GRADE IT.
I will not accept ANY late work for exams.
FOLLOW THE DATES IN THE SYLLABUS ONLY!
YOU HAVE till the date listed on the syllabus to email it back to me. Good luck!
USE APA FORMAT
Please email me with any questions. DO NOT WORK WITH ANYONE! Put time into it and go IN DEPTH!
Please apply Primary sources, journals, articles, etc.
The Midterm is essay/short answer. Use the readings, the discussion .
-delineate characteristics, prevalence of exceptionality-evalua.docxgertrudebellgrove
-delineate characteristics, prevalence of exceptionality
-evaluate causes and concerns of each exceptionality
-critique and analyses component of the IEP
-identify and analyze instructional assessment and strategies to the individual with the exceptional needs
Follow the rubs. 4 DOUBLE SPACE with running head
.
More Related Content
Similar to PROGRAM ANALYSIS2 PROGRAM ANALYSIS8 Program A.docx
Early Childhood Risk and Obesity in Preschool-age Children via Salivary Testing UCLA CTSI
Principal Investigators: Francisco Ramos-Gomez (UCLA) and Robert Jones (University of Minnesota)
UCLA CTSI and University of Minnesota Cross-Institutional Award Projects
The overall goal of our study is to develop an integrated care plan that effectively addresses the shared risk factors of early childhood dental decay, early childhood cavities (ECC) and obesity. It encourages parents of disadvantaged and of minority backgrounds to adopt broad self-management goals and overall comprehensive health-promoting habits. There is a pressing need for community-based participatory early intervention approaches to prevent both early childhood dental decay and obesity at a younger age. Within the recent healthcare environment, oral health (dentistry) may play an important role within the whole community approach to obesity prevention as an entry point for discussing diet and nutrition early on. Some key reasons for the importance of oral health integration into obesity prevention is that children’s oral health diseases share key risk factors with early obesity. In our study, the Infant Oral health visit promotes dietary guidance early in childhood, and oral health promotion is done in a culturally manner, which we use to discuss other broad health-promoting habits. Our immediate goal utilizes a university and community-based team to improve the ability to predict future dental decay in children and integrate oral health risk assessment with broad health-promoting habits that may one day prevent obesity in the key early years of the child development.
Presented at the European Obesity Forum which took place in Bucharest on October 16th, the presentation describes the concept "Healthy Living" and outcome of its first school-based pilot in ORT junior-high schools.
Aene project a medium city public students obesity studyCIRINEU COSTA
Identifying undernutrition and obesity on students and propose public policies of health are urgent issues. This paper presents a study with weight and stature from students collected by physical education teachers (PEF) in schools of a city near São Paulo. The PEF collected the data and they were inserted in a program especially developed for each school Department (AENE Project). The datas were analyzed by software and evaluation done based on a World Health Organization (WHO_2007) table, that develops health programs worldwide. The results evaluations were used to raise the students and family, teachers and responsibles for treatment search (when required).
Childhood obesity, a very complex health issue that becomes a growing problem in the U.S. In fact, “over the past three decades, childhood obesity rates have tripled in the U.S., and today, the country has some of the highest obesity rates in the world: one out of six children is obese, and one out of three children is overweight or obese.” (Child obesity, n.d.). Physical diseases and conditions are often accompanying obesity. Also, obesity may have an adverse effect on various systems in a child’s body, such as heart, lungs, muscles and bones, kidneys, digestive tract, and hormones that control blood sugar and puberty. Furthermore, it can take a toll on social life because obese kids and teenagers are more likely to have low self-esteem. “Childhood obesity is one of the most serious threats to the health of our nation.” (Building evidence to prevent childhood obesity, n.d.). Children and youth who are obese and overweight will likely remain overweight or obese into adulthood.
References
Building evidence to prevent childhood obesity. (n.d.). Retrieved from https://www.rwjf.org/content/rwjf/en/how-we-work/grants-explorer/featured-programs/healthy-eating-research.html
Childhood obesity. (n.d.). Retrieved from https://www.hsph.harvard.edu/obesity-prevention-source/obesity-trends/global-obesity-trends-in-children/
-I am unable to accept emailed exams or late exams. No exception.docxgertrudebellgrove
-I am unable to accept emailed exams or late exams. No exceptions.
-For technical issues you would need to go through tech support.
-Turn in work early to avoid technical issues. Technical issues are not a valid reason for failing to submit work.
-Make sure to research the exam drop box and where to find it a week or more ahead.
-Make sure to read all announcements and most importantly around exam times.
-The Professor has 2-3 days to grade the exam and once graded you need to check your grade book. I do not release exam grades via email.
-For any directions only contact your Professor, DO NOT use “all student” email to email other students because this only confuses them and points will be deducted as well as violations of the course policies
--Most exams you are given a FULL WEEK to complete. I also indicate day one of the course what the exam will cover and include. Do not email me the last minute to turn in work or ask any questions. I may not be available the hour before an exam so it is important to plan ahead.
- Review the sample exam to gain an A. Follow the length, and structured, apply APA format and go in depth. It is not too rough but points are deducted for failing to following the samples.
-Please do BOTH (1) copy and paste your work into the dropbox comment are or area provided, PLUS (2) attach the file. PLEASE DO BOTH. For attachments it must be in word. If it is any other format, or I am unable to open the file (such as word perfect) a 0 (zero) will be granted and no re-submissions will be allowed)
-See your course due dates for any dates as well as announcements. These are set and well planned week 1.
-Do not use work you previously submitted this term or a past one, do not work with anyone and do not plagiarize. This will result in a 0/F and I want you to gain an A!
-1 page each question, APA format.
-Keep an eye on your gradebook for grades. I am unable to respond to “confirm” if it is submitted or not, you can do so with tech support if needed.
NOTE +++IF YOUR TEXT DOES NOT HAVE END OF CHAPTER QUESTIONS, YOU MAY SUMMARIZE EACH CHAPTER IN DEPTH, THAT MEANS ALL CHAPTERS 7,8,9,10,11,12
EXAM worth 25 points.
READ ALL OF THE DIRECTIONS OR POINTS WILL BE DEDUCTED.
Grades will be final and I will not discuss the grade or
change a grade under any circumstances.
Work alone.
IMPORTANT NOTES:
Feel free to attach and/or copy and paste the work into the provided drop box.
No emailed papers will count.
IF YOUR CLASS HAS A DROPBOX THAT IS THE MAIN AREA TO SUBMIT THE EXAM
If I cannot open it I will not GRADE IT.
I will not accept ANY late work for exams.
FOLLOW THE DATES IN THE SYLLABUS ONLY!
YOU HAVE till the date listed on the syllabus to email it back to me. Good luck!
USE APA FORMAT
Please email me with any questions. DO NOT WORK WITH ANYONE! Put time into it and go IN DEPTH!
Please apply Primary sources, journals, articles, etc.
The Midterm is essay/short answer. Use the readings, the discussion .
-delineate characteristics, prevalence of exceptionality-evalua.docxgertrudebellgrove
-delineate characteristics, prevalence of exceptionality
-evaluate causes and concerns of each exceptionality
-critique and analyses component of the IEP
-identify and analyze instructional assessment and strategies to the individual with the exceptional needs
Follow the rubs. 4 DOUBLE SPACE with running head
.
-1st play name is READY STEADY YETI GO-2nd play name is INTO .docxgertrudebellgrove
-1st play name is "READY STEADY YETI GO"
-2nd play name is "INTO THE WOODS "
REVIEW PAPER GUIDELINES (3 pages,
Essay format) Introduction
Plot
What happens?
E.g., “Mother Courage follows the misadventures of Courage and her children over a ten year period during the 100 Years War...”
How does it happen?
E.g., “The play is built in a series of episodes, alternating personal struggles against a backdrop of the larger social/political struggles.”
What does it mean?
A one-two sentence that captures the essence of the action. In the case of Epic Theatre, this statement is primarily about the intended “lesson” of the play. E.g., “MC is about how capitalism inevitably leads to the corruption then destruction of society—from nations to families.”
Rhythm
Flow of the plots?
Character
Main character Description
E.g., “Courage is a middle-aged mother of three who will stop at nothing to exploit the financial opportunities she encounters. Her role in the play is ‘survivor.’ Her character is the ‘anti-mom’—a woman who sees her children (and other human beings) as a collection of debits and credits.”
Second Character Description
Thought—what are the ideas in the play
e.g., Mother Courage looks at the intersection of war and commerce and how one feeds off the other, to the destruction of land, civilization, and families. The ideas arise out of the work of Karl Marx. Summarize--
Historical (Where and When) Philosophical (What & Why)
Diction--
Summarize the language the playwright uses. How do the characters speak?
E.g., prose, poetry, cliché, long speeches, short, etc.?
7 of 8
Music—
is more than song, but the SOUND of the play. Describe the aural environment created and executed in the production.
Spectacle
—describe the visual environment of light and scenery created for the production, and their execution and relevance (e.g., it could look great but mean nothing, or it could look terrible but somehow it works!)
Conclusion
A paragraph about your particular feelings about the play—did it engage you? Were you changed, even a little? Goethe asked three questions—What was it trying to do? How well was it done? Was it worth doing? Answer these questions.
.
-6th-Edition-Template-without-Abstract.dotWhat are Heuristics .docxgertrudebellgrove
-6th-Edition-Template-without-Abstract.dot
What are Heuristics and can it lead to bias?
Why is Maslow's Hierarchy a basic psychological stable? (Watch the video for better understanding and cite it)
How does FEAR keep you alive? (See emotions and feelings video)
Please write 300 or more words and APA to address the above concepts for week four.
.
- write one 5-7 page paper about All forms of Euthanasia are moral..docxgertrudebellgrove
- write one 5-7 page paper about All forms of Euthanasia are moral.
- Argumentative/Persuasive paper structure
- Include an introduction and conclusion. The main points of your paper should be identified in
the introduction.
- include at least three arguments to support the position
- Include at least one opposing argument against your topic
- times new roman font
- double spaced
- 12 point font size
- work cited page
.
-1st Play name is BERNHARDTHAMLET -2nd Play name is READY ST.docxgertrudebellgrove
-1st Play name is "BERNHARDT/HAMLET "
-2nd Play name is "READY STEADY YETI GO"
PREVIEW PAPER GUIDELINES
1. Title of Show
2. Playwright (and, if musical, Composer, Librettist)
3. Creative Team: Lead actors, Director, Designers (if musical, Choreographer and Music Director)
4. Venue: Broadway, Off-Broadway, College, etc. (incl. # of seats, cost of a regular ticket
5. Audience: (that is, what demographic is the production trying to attract?) Whom do you think would come and enjoy the performance?
Substantiate this claim by citing advertising evidence--type of ad, where it is advertised (e.g., NY Times, TimeOut New York, Internet, radio)
6. In one sentence, what's the story about?
7. In three sentences, what is your expectation? E.g., Deliriously excited? Modestly intrigued? Morbidly curious? Apathetic? Anxiously anticipating? Horrifically terrified? Dolefully dreading? And why?
.
. 1. Rutter and Sroufe identified _____________ as one of three impo.docxgertrudebellgrove
. 1. Rutter and Sroufe identified _____________ as one of three important areas of focus in the future of developmental psychopathology.
A. How cause and effect underlie childhood disorders
B. The role of the media in the life of the modern child.
C. Creating a stricter definition of normal behavior.
D. Fetal development’s influence on childhood behavior
2. Which of the following questions is not appropriate on a mental status exam?
A. What’s four times five?
B. Who’s the current president of the United States?
C. What day of the week is it today?
D. Who wrote the Harry Potter books?
3. State laws can influence decision making in all the following ways, except
A. who can legally provide consent for the child.
B. beneficence and maleficence
C. timelines for reporting suspected child abuse
D. custodial versus noncustodial parental rights
4. The transactional model was developed to
A. illustrate how even very disabled children are able to adapt to their environments.
B. analyze exactly which characteristics are passed from a caregiver to a child.
C. predict the future of a child’s development by analyzing past events and behaviors.
D. show how a child adapts to an environment and how the environment changes as a result.
5. All of the following are true concerning the APA 10 ethical standards except
A. the standards were useful in past decades but are no longer useful.
B. the standards address appropriate advertising and displays of public information.
C. the standards address matters pertaining to research and publication.
D. the standards assist professionals to resolve ethical issues.
6. Which of the following is true regarding the age of majority?
A. It’s 18 in 34 of the U.S. States.
B. It’s 19 years in all Canadian provinces.
C. It’s 18 years of age in every USA State
D. It’s not an important consideration for psychologists working with children.
7. In the context of Sue’s 2006 article on cultural competent treatment, gift giving refers to
A. giving a token gift to the client
B. rules about barbering
C. accepting a gift from the client
D. gifts of therapy, such as reduced tension
8. Which of the following is one of the guiding principle of the American Psychological Association (APA).
A. Generosity
B. Duplicity
C. Felicity
D. Integrity
9. Mash and Wolfe (2002) suggest three goals of assessment . Which of the following is not one of the goals?
A. Diagnosis
B. Treatment planning
C. Prognosis
D. Research
10. Using the K-3 Paradigm involves knowledge of
A. brain chemistry
B. the Diagnostic and Statistical Manual of Mental Disorders
C. a child’s family medical history
D. developmental expectations
12. Which of the following is true regarding a functional behavioral assessment?
A. An FBA assesses the degree to which a behavior exists.
B. An FBA is norms-based.
C. The FBA was developed to analyzed why a behavior exists.
D. The use of FBA has been discouraged by the American Psycholo.
-Prior to the Civil War, how did the (dominant) discourse over the U.docxgertrudebellgrove
-Prior to the Civil War, how did the (dominant) discourse over the United States’ future reach a crisis point? What were the arguments regarding the Constitutionality of slavery and notions of citizenship? How did relative definitions of liberty/freedom/equality become irreconcilable?
.
- Using the definition Awareness of sensation and perception to ex.docxgertrudebellgrove
- Using
the definition Awareness of sensation and perception to explain why or why not dolphins have consciousness
!
-
two to three paragraph explanation
-
Specify the definition you are using.
Then demonstrate appropriate application of that definition.
- You should describe the creature you are exploring and its behavior for those unfamiliar with it.
- Stick to behaviors that are relevant to whether the creature has consciousness or not under your chosen definition.
- The behavior must be observable! You declaring that a creature "looks fearful/happy/sad" is not on observation, it's an opinion.
- Present arguments that illustrates your position.
* For example, "Research has shown (citation if available can help) that Orangutans can recognize themselves in the mirror and realize the image they see is a reflection of themselves. This suggests they have awareness of their themselves as separate from the environment and others."
.
- should include an introduction to the environmental issue and its .docxgertrudebellgrove
- should include an introduction to the environmental issue and its location
- next portion should be about the opposing views (atleast 3 cons. and 3 possible solutions to the cons) The cons needs to be focused on the environmental impact of the problem, not just how it's affecting humans. What is it doing to the ecosystems?
- must be 4 pages double-spaced not including references and include in-text citation
-not opinion based!!
.
- FIRST EXAM SPRING 20201. Describe how the view of operations.docxgertrudebellgrove
- FIRST EXAM SPRING 2020
1. Describe how the view of operations as a process can be applied to the following:
a. Acquisition of another company
b. Marketing Research for a New Product
c. Design of an Information System
2. An operations manager was heard complaining
“My boss never listens to me ----- all the boss wants from me is to avoid making waves. I rarely get any capital to improve operations. Also, we do not have weekly, biweekly or even monthly meetings with our product managers, supply chain department, customer service or the sales department. We only meet with the accounting and finance departments when there are issues with the monthly budgets. Furthermore, our department has interacted with information service department about four times in past fiscal year”
Please assess the following:
a. Whether this business has a business strategy ?
b. Does it have an operations strategy?
c. What would you recommend?
3. Firm A has recorded the following costs in 2018:
Incoming materials and inspection $20,000
Training of Personnel $40,000
Warranty $45,000
Process Planning $15,000
Scrap $13,000
Quality Laboratory $30,000
Rework $25,000
Allowances $10,000
Complaints $14,000
a. What are the Prevention, Appraisal, Internal Failure and External Failure costs?
b. What inferences can you draw on Quality Measures taken by Firm A?
c. What would you recommend to improve quality programs in Firm A?
d. What initiatives should Firm A implement for 2019 and 2020?
4. Please explain the House of Quality (QFD) as discussed in class.
5. A certain process is under statistical control and has a mean value of 130 and a standard deviation of 8. The specifications for the process are:
a. USL (upper specification limit) = 150
b. LSL(lower specification limit) =100
a. Calculate the cp and cpk
b. Which of these indices is a better measure of process capability and why?
c. Assuminng a normal distribution what percentage of output is expected to fall ourside the specification. Why is it important to know this?
d. What would you recommend?
2
Chapter 7
Government Ethics
and the Law
William A. Myers, Ph.D.
Learning Objectives (1 of 2)
• Describe some of the reasons why there has
been a loss of trust in government.
• Explain the purpose of various government
committees on ethics.
• Discuss how public policy protects the rights of
citizens.
Learning Objectives (2 of 2)
• Describe federal laws designed to protect each
individual’s rights.
• Explain the concept of political malpractice.
• Understand the importance of ethics in public
service.
Let every American, every lover of liberty, every
well wisher to his posterity, swear by the blood
of the Revolution, never to violate in the least
particular, the laws of the country; and never to
tolerate their violation by others.
—Abraham Lincoln
Executive Branch:
U.S. Office of Government Ethics
• Exercises leadership .
- Considering the concepts, examples and learning from the v.docxgertrudebellgrove
- Considering the concepts, examples and learning from the various modules you have attended this year, summarise and reflect on in a critical way what you think are the key elements (both internal and external to businesses) that organisations should consider to develop and grow responsibly and effectively in today’s economy.
.
- Discuss why a computer incident response team (CIRT) plan is neede.docxgertrudebellgrove
- Discuss why a computer incident response team (CIRT) plan is needed, and its purpose.
- Why are the roles and responsibilities important to be listed and kept updated for a CIRT plan.
- Connect the dots: Discuss your understanding of the CIRT incident handling procedures, the role policies play, and the importance of communication escalation procedures.
- What are some best practices for implementing a CIRT plan? Do some personal research to answer this questions.
.
- Discuss why a computer incident response team (CIRT) plan is n.docxgertrudebellgrove
- Discuss why a computer incident response team (CIRT) plan is needed, and its purpose.
- Why are the roles and responsibilities important to be listed and kept updated for a CIRT plan.
- Connect the dots: Discuss your understanding of the CIRT incident handling procedures, the role policies play, and the importance of communication escalation procedures.
- What are some best practices for implementing a CIRT plan? Do some personal research to answer this questions.
.
- 2 -Section CPlease write your essay in the blue book.docxgertrudebellgrove
- 2 -
Section C
Please write your essay in the blue book.
Write an informal narrative about "some" composing process of yours. Essentially, you will write a Reflective Self-Evaluation of yourself as a college writer. What exactly does that mean? It requires you to:
a. look back over a recently completed process
b. think reflectively about that process
c. critically evaluate what went well, what didn’t go well, or what you might have done differently
As the aforementioned examples suggest, reflective writing is writing that describes, explains, interprets, and evaluates any past performance, action, belief, feeling, or experience. To reflect is to turn or look back, to reconsider something in the past from the perspective of the present. So, in your final essay, you will reflect and make an evaluation of your experience in this course.
Remember, reflection involves multiple angles of vision. Just as light waves are thrown or bent back from the surface of a mirror, so, too, reflective writing throws our experience, action, or performance back to us, allowing us to see differently. We view the past from the angle of the present, what was from the angle of what could have been or what might be. Multiplying your angle of vision through reflection often yields new insights and more complicated (complex) understanding of the issue on which you are reflecting.
Professors generally look for four kinds of knowledge in reflective self-evaluation essays: self-knowledge, content knowledge, rhetorical knowledge, and critical knowledge (aka judgment). Following are ideas for each of these types of knowledge, which may be used to generate ideas for your essay. Choose only a few of the questions to respond to, questions that allow you to explain and demonstrate your most important learning for the course.
You may write about your composing process for academic papers or creative genres or a combination of both. Reflect as thoroughly as possible upon your writing process and explain it. Your narrative should include whatever you DO when you write, as well as whatever you DO when you compose. Composing should be understood in the broad sense, i.e. composing goes on in your mind when you are cleaning your refrigerator, mowing your grass, etc. It also occurs when you are researching, taking notes, or procrastinating. In essence you are NEVER NOT composing something. So the key to your reflections is to include everything you do that makes a difference in your writing, from having to use a certain pen, to listening to music or sitting in the library. Both your formal and informal processes impact the way you produce a written work, if you use a formal method of note taking or outlining, if you compose on the computer or with pen and paper explore any and all of these activities that are helpful to you in your process. Explore all possible aspects that apply. This is a useful exercise for now and for you to revisit and revise in the future .
- Confidence intervals for a population mean, standard deviation kno.docxgertrudebellgrove
- Confidence intervals for a population mean, standard deviation known
- Confidence intervals for a population mean, standard deviation unknown
-Confidence intervals for population proportion
- Confidence intervals for a standard deviation
.
) Create a new thread. As indicated above, select two tools describ.docxgertrudebellgrove
) Create a new thread. As indicated above, select two tools described in chapter 7 from different categories, and describe how these tools could be used to develop a policy for optimizing bus and local train schedules to minimize energy use and passenger wait times in a SmartCity environment.
tools
•Visualization
•Argumentation
•eParticipation
•Opinion mining
•Simulation
•Serious games
•Tools specifically designed for policy makers
•Persuasive
•Social network analysis (SNA)
•Big data analytics
•Semantics and linked data
.
(Write 3 to 4 sentences per question) 1. Describe one way y.docxgertrudebellgrove
(Write 3 to 4 sentences per question)
1.
Describe one way you can leverage any strengths you have in research and information literacy to promote your success.
Consider successes, lessons learned, or skills you have gained as a result of your past academic, personal, or professional experiences.
2.
1.
Why do you think it is important to use source materials to support your viewpoints?
Why is it important that the sources you use in your coursework be scholarly sources?
.
( America and Venezuela) this is a ppt. groups assignment. Below is .docxgertrudebellgrove
( America and Venezuela) this is a ppt. groups assignment. Below is my part.
Explain how an American would apply the knowledge of verbal and nonverbal communication to foster effective cross-cultural communication within the selected country.
Lastly, summarize how cultural differences affect cross-cultural communications.
.
++ 2 PAGES++Topic Make a bill to legalize all felon has the rig.docxgertrudebellgrove
++ 2 PAGES++
Topic: Make a bill to legalize all felon has the right to vote with no condition (become a green state) https://www.aclu.org/issues/voting-rights/voter-restoration/felony-disenfranchisement-laws-map
Guideline: **only do part 2 (3-55)** follow guideline on this website: https://leg.wa.gov/CodeReviser/Documents/2019BillDraftingGuide.pdf
additional websites (or you can search more info beside the websites i provide):
https://www.sos.wa.gov/elections/voters/felons-and-voting-rights.aspxhttps://www.sos.wa.gov/elections/voter-eligibility.aspx
.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
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.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
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.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
PROGRAM ANALYSIS2 PROGRAM ANALYSIS8 Program A.docx
1. PROGRAM ANALYSIS 2
PROGRAM ANALYSIS 8
Program Analysis
Sample Paper
Running head: PROGRAM ANALYSIS 1
PHE 525 Milestone Three: Program Analysis
Overview
The Massachusetts Childhood Obesity Research
Demonstration Project, known as Mass In Motion, is a state-
wide initiative to promote a healthy lifestyle in places where
people work, live and play. The initiative was funded by in
2011 by a grant through the Affordable Care Act with a goal to
create a multilevel and multisector intervention strategy to
prevent and control obesity, combining interventions in the
health care setting with public health interventions in the
community. (Davison et al., 2015)The project was designed to
be a comprehensive wellness initiative, incorporating evidence-
based interventions in primary healthcare with community
programs, WIC and other nutrition programs, as well as early
childhood education centers and schools/afterschool programs.
The goal was to form a partnership among the many different
2. social and environmental factors that effect a child’s health and
well-being, as well as to identify and target these factors to
institute a change in health behaviors. (MA-CORD Study
Group, 2015)
The program began as a part of a 2009 initiative started by
Governor Deval Patrick which funded projects in 14 cities and
towns across Massachusetts. In 2011 the state was awarded a
grant through the CDC which allowed the program to be
expanded to cover 52 Massachusetts cities and towns, impacting
33% of the state population, and as of 2014 there are 60 cities
and towns with active Mass in Motion projects. While the main
focus of the CORD component, funded by the CDC was on
children 2-12 year sold, the Mass In Motion program has also
developed programs for improving worksite health and overall
community health. These programs have increased workplace
productivity, lowered stress levels, encouraged weight loss, and
improved green space across the state. (Mass in Motion, 2016)
Theoretical Approach
The framework of Mass in Motion is the social ecological
model, a model which looks at the complex relationships
between an individual, his/her personal relationships,
community, institutional elements, community, and overall
social policy. This framework is not designed to distinguish one
factor as a reason or cause for the obesity, but rather looks at
the interaction of these factors and how they can effect
individual risk for obesity. The MA-CORD Study Group then
developed interventions based on Social Cognitive Theory,
recognizing and emphasizing the importance of social influence
and reinforcement for behavior change.
Figure 1. MA-CORD Intervention Sectors
As seen in Figure 1, the project is designed to combat childhood
obesity by impacting the individual and environmental factors
that can contribute to living a non-healthy lifestyle. At the
individual level, children and parents are both given
3. information and support to develop healthy habits while in the
school the child is also getting reinforcement through school-
based learning programs. Because the MA-CORD grant was
focused on improving childhood obesity, the Mass in Motion
program focused on institutional changes in early childhood
education centers, public schools, and after school programs.
However, worksite programs were funded by the state
legislature to work with employers across the state to improve
healthy lifestyle choices in adults. At the community level there
were initiatives to work with local restaurants to improve
healthy menu options, expand community garden space, and
improve parks and greenspace for healthy activity. The overall
funding and advocacy for the program, and its continued
expansions was done at the policy level of the social ecological
model.
Social and Behavioral Risks
Obesity is complex global epidemic and it is increasingly
effecting the health and livelihood of children. While there are
genetic components to obesity risk, there are many social and
behavioral risks that contribute to the epidemic. There are
individual risk factors including race/ethnicity, diet, and
activity level as well as social and economic factors like family
income level, and living environment. In order to decrease
current childhood obesity levels, and prevent obesity in future
generations, all of these contributing factors must be addressed.
Diet plays a significant role in a child’s risk for obesity. While
changes in diet seem like an easy way to prevent obesity, there
are multiple factors that contribute to a person’s diet. Parents
control the nutritional and physical environment for a child that
influence the health behaviors that will develop over the child’s
lifetime. In low-income families there is a higher rate of
obesity, this can often be attributed to less availability of
healthy foods as well as the higher cost of healthy foods.
(Sonneville, LaPelle, Taveras, Gilman, & Prosser, 2009)
4. Healthy foods are also more time consuming to prepare, and
many low income families are limited in time with difficult
work schedules and transportation issues. Fast food is often a
convenient and affordable option for low-income working
families, and the intense marketing campaigns by many fast
food companies contributes to the child’s desire to eat fast food.
The increasing sedentary lifestyle lives by most Americans also
contributes to the overall obesity crisis, and particularly to
childhood obesity. Many schools have reduced recess time and
physical education programs. Children in low-income homes are
less likely to participate in sports because of costs and often
these communities do not have safe outdoor spaces where
children can play. (Sonneville et al., 2009) The increase of
television, tablets, and computers has created the concern of
sedentary “screen time” activities and the impact they may have
on childhood obesity. The Harvard School of Public Health
(2016) found that the more TV a child watched, the more likely
they were to be overweight or obese and that in addition to
screen time contributing to weight by reducing physical activity
there is evidence that the food marketing on TV is having an
impact on diet. (HSPH, 2016)
The MA-CORD Mass in Motion project partnered with early
childhood and public schools to implement several national
programs including “I Am Moving, I am Learning”, “Eat Well,
Keep Moving”, and “Planet Health”. These are school-based
programs that give children the knowledge, skills, and support
to lead healthier lives, make healthy food choices, and be more
physically active. These programs have been implemented in
many early childhood centers and schools nationwide, and they
incorporate education with physical activity and nutrition
education which teach children that healthier choices are the
better choices. In early childhood centers, like Head Start, the
children participate in movement activities and teachers use
music and dance to help children get daily exercise. “Eat Well
and Keep Moving” and “Planet Health” elementary students
have physical and problem-solving activities to teach children
5. to make healthy food choices, reduce screen time, and increase
physical activity. Children spend a significant amount of time in
the school environment which makes this an idea place to
influence health behavior, in addition the programs are designed
to educate and include parents to help children reinforce healthy
behaviors at home.
Neglected Factors
While overall Mass in Motion, and the MA-CORD project, are
positive steps in the fight against childhood obesity, there are
some areas where the programs are lacking. There is no program
or initiative in either program to address the many economic
factors that impact a child’s health. In a 2009 focus group
(Sonneville et al., 2009), economic factors was one of the
biggest barriers to healthy eating. The Mass in Motion program
is adequately educating parents and children on the importance
of healthy choices, but it is not addressing the problem of a
parent not being able afford to buy a healthier cereal option or
fresh fruits and vegetables.
The Mass in Motion program also does not address problems
with food access. Many low income communities have low
access to healthy food options, often defined as “Food Deserts”
by the USDA. These areas often lack grocery stores or farmers
markets, and residents rely on convenience stores and fast-food
chains. This limits food choices to fast food, convenience foods
(frozen dinners/vegetables), or snack foods like chips and
candy. (Food Empowerment Project, n.d.) Parents and children
in Mass in Motion communities may be getting the education
they need about healthy food choices, but without access to
grocery stores that provide these foods there is little
opportunity to make change. While some Mass in Motion
communities have begun working with farmer’s markets to
create more health food access, this is not a complete solution
to the food access problem.
Overall Impact
6. Actual data on the outcomes of the MA-CORD program, as part
of Mass in Motion, will be released this summer, but the
Commonwealth of Massachusetts has released two reports for
2012 and 2013 highlighting different MIM projects and
successes. These outcomes include the improvement of healthy
menu options at 126 restaurants across 14 Massachusetts
communities. Improved school nutrition programs, including
partnerships with local farms to provide produce and allowing
children recess time before lunch so they can build up an
appetite and avoid eating in a rush. Since the adoption of the
program, Mass in Motion communities have expanded walking
in bike trails and implemented a safe routes program allowing
students to increase physical activity by walking or biking to
school. In many communities previously abandoned lots have
been changed into green spaces and parks, and community
garden space has been expanded to allow families to grow fresh
fruits and vegetables. (MHHS, 2015)
The general success of Mass in Motion, and programs using a
wide-scale community intervention approach show promise in
reducing childhood obesity. A 2005 study looking at school-
based program in Florida (HOPS/OWG) found that the programs
show positive outcomes in improving health and academic
achievement in low-income students. Children in these
programs had improvement in body mass and blood pressure, as
well as showing academic improvement in reading and math.
These programs were not as comprehensive an approach as Mass
in Motion, and were subject to some loss of value over the
summer when children were out of school. (Hollar et al., 2010)
Programs like Mass in Motion, and the other CORD projects,
show that a comprehensive childhood obesity strategy must use
a multisector approach, incorporating public policy, healthcare
centers and providers, community, legislative and financial
tools, and a range of settings where children and families can be
reached.
References
7. Davison, PhD, K. K., Falbe, ScD, MPH, J., Taveras, MD, MPH,
E. M., Gortmaker, SD, S., Kulldorff, PhD, M., Perkins, MPH,
M., ... Land, PhD, T. (2015). Evaluation Overview for the
Massachusetts Childhood Obesity Research Demonstration
(MA-CORD) Project. Childhood Obesity, 11.
http://dx.doi.org/10.1089
Food Empowerment Project. (n.d.).
http://www.foodispower.org/
Harvard School of Public Health. (2016). Television Watching
and “Sit Time”. Retrieved from
http://www.hsph.harvard.edu/obesity-prevention-source/obesity-
causes/television-and-sedentary-behavior-and-obesity/
Hollar, PhD, MHA, MS, D., Lombardo, DC, M., Lopez-Mitnik,
MS, MPhil, G., Hollar, PhD, T., Almon, MS, RD, M., Agatston,
MD, A., & Messiah, PhD, MPH, S. E. (2010). E!ective Multi-
level, Multi-sector, School-basedObesity Prevention
Programming Improves Weight,Blood Pressure, and Academic
Performance,Especially among Low-Income, Minority Children.
Journal of Health Care for the Poor and Underserved, 21, 93-
108. Retrieved from
https://www.researchgate.net/profile/T_Hollar/publication/4458
3434_Effective_Multi-level_Multi-sector_School-
based_Obesity_Prevention_Programming_Improves_Weight_Bl
ood_Pressure_and_Academic_Performance_Especially_among_
Low-
Income_Minority_Children/links/552554a30cf223aa5573f5e9.pd
f
MA-CORD Study Group. (2015, February). Design of the
Massachusetts Childhood Obesity Research Demonstration
(MA-CORD) Study. Childhood Obesity, 11.
http://dx.doi.org/10.1089
Mass in Motion. (2016).
http://www.mass.gov/eohhs/gov/departments/dph/programs/com
munity-health/mass-in-motion/
Mass in Motion Kids. (n.d.).
http://massinmotionnewbedford.org/mim-kids/mass-in-motion-
8. kidsabout-mim-kids/
Massachusetts Department of Health and Human Services.
(2015). Mass in Motion: Community Success Stories. Retrieved
from
http://www.mass.gov/eohhs/gov/departments/dph/programs/com
munity-health/mass-in-motion/community/stories/
Sonneville, K. R., LaPelle, N., Taveras, E., Gilman, M., &
Prosser, L. (2009, December 21). Economic and other barriers
to adopting recommendations to prevent childhood obesity:
results of a focus group study with parents. BMC Pediatrics.
http://dx.doi.org/10.1186/1471-2431-9-81