Question 1 of 205.0 PointsA system that focuses on activities .docx

Question 1 of 20
5.0 Points
A system that focuses on activities as the fundamental cost
object and uses the costs for these activities to compile indirect
costs of goods and services is:
MACROBUTTON HTMLDirect
A. appraisal costs.
B. value engineering.
C. activity-based costing.
D. prevention costs.
Question 2 of 20
5.0 Points
Which of the following is a lean strategy?

A. Group like machines together.
B. Produce in smaller batches than a traditional system.
C. Maintain a higher level of inventory than a traditional
system.
D. Lengthen setup times relative to a traditional system.
Question 3 of 20
5.0 Points
The first step in developing an ABC system is:
A. calculate an activity cost allocation rate for each activity.
B. allocate the costs to the cost object using the activity cost
allocation rates.

C. select an allocation base for each activity.
D. identify the primary activities and estimate a total cost pool
for each.
Question 4 of 20
5.0 Points
Which term listed below describes costs incurred when the
company fails to detect poor quality goods or services before
delivery to the customer?
A. Internal failure costs
B. Value-added activity
C. External failure costs
D. Just-in-time production

Question 5 of 20
5.0 Points
The entry to record the purchase of raw materials on account
using a job costing system would include a:
A. credit to work-in-process inventory.
B. debit to accounts payable.
C. debit to work-in-process inventory.
D. debit to raw materials inventory.
Question 6 of 20
5.0 Points
Showboat Corporation had actual manufacturing overhead costs
for the most recent year of $29,500. Manufacturing overhead is
allocated using a predetermined manufacturing overhead rate of
$1.50 per direct labor hour. Direct labor cost is $19 per hour. At
the end of the year, Cabaret Corporation found it had over
allocated manufacturing overhead by $1,250. How much
manufacturing overhead was allocated in total during the year?

A. $28,250
B. $29,500
C. $30,750
D. $1,250
Question 7 of 20
5.0 Points
Venus Crates manufactures custom crates for a variety of uses.
The following data have been recorded for Job 551, which was
recently completed. Direct materials used cost $7,200. There
were 82 machine hours used on this job. The predetermined
overhead rate is $30 per machine hour used. There were 175
direct labor hours worked on this job at a direct labor wage rate
of $24 per hour. What is the total manufacturing cost of Job
551?

A. $13,860
B. $4,200
C. $2,460
D. $7,457
Question 8 of 20
5.0 Points
A(n) ________ is an estimated manufacturing overhead rate
computed before the year begins.
A. cost allocation
B. cost driver

C. predetermined manufacturing overhead rate
D. actual manufacturing overhead rate
Question 9 of 20
5.0 Points
The cost of downtime caused by quality problems with the raw
materials would be classified as what type of cost?
A. Prevention cost
B. Appraisal cost
C. External failure cost
D. Internal failure cost
Question 10 of 20
5.0 Points

Watson's Computer Company uses ABC to account for its
manufacturing process.
Activities
Indirect activity budget
Allocation base (cost driver)
Materials handling
$52,000
Based on number of parts
Machine setup
30,000
Based on number of setups
Assembling
9,750
Based on number of parts
Packaging
15,300
Based on number of finished units
Watson's Computer Company expects to produce 2,250
computers. Watson's Computer Company also expects to use
13,000 parts and have 20 setups. The allocation rate for
materials handling will be:
A. $4.
B. $6.80.

C. $23.11.
D. $7.01.
Question 11 of 20
5.0 Points
In job costing, the journal entry to record the use of direct
materials on jobs is to debit work-in-process inventory and
credit:
A. raw materials inventory.
B. finished goods inventory.
C. manufacturing overhead.
D. wages payable.
Question 12 of 20

5.0 Points
Which term listed below describes a system where companies
purchase raw materials when needed in production and complete
finished goods when needed by customers?
A. Internal failure costs
B. Backflush costing
C. Just-in-time
D. External failure costs
Question 13 of 20
5.0 Points
The predetermined indirect cost allocation rate is computed as:
A. total estimated indirect costs / total estimated amount of the
allocation base.

B. total amount of the allocation base / total estimated indirect
costs.
C. total estimated indirect costs + total estimated amount of the
allocation base.
D. total amount of the allocation base - total estimated indirect
costs.
Question 14 of 20
5.0 Points
Which of the following is a result of cost distortion?
A. Over costing of all products
B. Under costing of all products

C. Accurate costing of all products
D. Over costing of some products and under costing of other
products
Question 15 of 20
5.0 Points
Which of these documents informs the storeroom to send
specific materials to the factory floor?
A. Receiving report
B. Bill of materials
C. Purchase order
D. Materials requisition
Question 16 of 20

5.0 Points
Here are selected data for Sunny Sky Corporation.
Beginning raw materials inventory
$37,000
Beginning work-in-process inventory
$62,200
Beginning finished goods inventory
58,300
Cost of materials purchased
151,000
Cost of direct materials requisitioned
91,300
Direct labor incurred
135,000
Actual manufacturing overhead
160,000
Cost of goods manufactured
287,000
Cost of goods sold
265,000
Manufacturing overhead rate (% of direct labor)
125%
What is the ending work-in-process inventory balance?
A. $161,500
B. $170,250

C. $211,200
D. $229,950
Question 17 of 20
5.0 Points
Service firms develop a predetermined rate for some costs. This
rate is called the:
A. labor rate.
B. direct cost rate.
C. indirect cost allocation rate.
D. hourly cost rate.

Question 18 of 20
5.0 Points
If jobs have been under costed due to under allocation of
manufacturing overhead, then cost of goods sold (COGS) is too
low and which of the following corrections must be made?
A. Decrease COGS for the amount of the under allocation
B. Increase COGS for double the amount of the under allocation
C. Decrease COGS for double the amount of the under
allocation
D. Increase COGS for the amount of the under allocation
Question 19 of 20
5.0 Points
The benefits of using the ABC costing system are higher if the
company:

A. has high indirect costs.
B. produces many different products that use differing amounts
of resources.
C. has high indirect costs and produces many different products
that use differing amounts of resources.
D. produces only one product.
Question 20 of 20
5.0 Points
Kramer Company manufactures coffee tables and uses an
activity-based costing system to allocate all manufacturing
conversion costs. Each coffee table consists of 20 separate parts
totaling $240 in direct materials, and each requires 5 hours of
machine time to produce. Additional information follows.
Activity
Allocation Base
Cost Allocation Rate
Materials handling
Number of parts
$2.00 per part
Machining

Machine hours
$2.75 per machine hour
Assembling
Number of parts
$1.00 per part
Packaging
Number of finished units
$3.00 per finished unit
What is the cost of machining per coffee table?
A. $15
B. $21
C. $13.75
D. $55
Running head: STANDARDIZED TESTS SECTIONS I AND II
1
STANDARDIZED TESTS SECTIONS I AND II 2

Standardized Tests Sections I and II
Sammy North
DeVry University
Standardized Tests Sections I and II
Brittany, an honors student in Atlanta, Georgia, had
worked hard her entire academic career to celebrate what would
be her proudest moment in high school: commencement. She
wanted to walk across the stage to the flash of cameras and the
smiles of her family just like her classmates, and then journey
off to a college in South Carolina where she had already been
accepted. So she gathered her proud family members from
Chicago and Washington, D.C., to come to share in her joy.
Brittany watched as her classmates put on their caps and gowns
and walked across the stage to receive their diplomas. But she
did not, and instead waited all during the day to get a last-
minute waiver signed. She continued to wait through the night,
but it never came. She began to realize that if she graduated, it
would not be quick or easy. Her problem was that she had not
passed one of four subject areas in the state’s graduation test,
which students must pass to earn a regular diploma. She is not
alone. Thousands of students, such as Brittany, every year do
not make it across the stage at graduation due to failing these
state tests. And many of them, such as Brittany, were honors
students who had fulfilled all the other requirements of
graduation except this one (Torres, 2010).
Stories such as this one are far too common and should not
happen. We have the power to change the status quo, so that no
student should have to follow the same path as Brittany. This
problem can be solved, though like Brittany’s case, it will be

neither quick nor easy.
Everyone is affected by the strength of our educational system,
from the students themselves and their ability to succeed in
college and in the workplace, to the employers who hire them—
and everyone in between. Every taxpayer is a stakeholder in
education, because these tests are paid for by tax dollars, and
the return on investment in education is not where it should be.
Standardized tests should be abolished and replaced with end-
of-year subject tests because they will save time and money,
lead to increased mastery of core subjects, and diminish dropout
rates.
This problem resulted on the one hand from national concern
with global competition. When Sputnik rose into the sky in
1957 and Americans were concerned that the Russians were
outgunning us in the Space Race, millions of dollars were
poured into math and science programs to bolster teaching and
resultant learning in these subjects. The 1965 Elementary and
Secondary Education Act helped to fund these efforts.
Confidence in our educational system was renewed when
Americans set foot on the moon in 1969, but by 1983, it had
eroded. Its quality so alarmed the government that its 1983
report, A Nation at Risk, warned that a “rising tide of
mediocrity” would undermine this country’s place in the
competitive 20th century (as cited in Zhao, 2006, p. 28). By
2001, the Bush administration authorized the No Child Left
Behind (NCLB) Act, which began in 2002 and runs parallel in
thinking and intent to the Race to the Top (RTT) initiative,
started under the Obama administration in 2009. NCLB
mandated high-stakes tests for all states, and imposed a carrots-
and-sticks strategy of rewards and punishments if test scores
were not consistently high. The thinking is that students and
teachers will work and learn more if there are serious rewards
or punishments; teachers get financial rewards and schools are
lauded by the media if they do well, but teachers face
termination, schools face closures, and students are retained or
not allowed to graduate if they do poorly (Nichols, Glass, &

Berliner, 2012). Furthermore, it is thought that tests help
produce a world-class education by encouraging students to
reach their full potential, improving our collective productivity,
and reestablishing our competitiveness on a global scale
(Madaus & Russell, 2010).
Another cause of the problem is that these tests are poorly
designed and don’t measure what they should. The NCLB
legislation from the Bush administration promised that all
children would be held to the same high standards in core
subjects such as math and reading, and school districts would
get funding from the government to force children to take these
tests; if schools did poorly, they would be slapped with
improvement plans and further sanctions if they failed to show
annual progress. Schools should be held accountable to—and
raise expectations and standards for—all students, and the
resultant improvement would benefit everyone. So it’s logical to
conclude that these tests, after being in place since 2002, would
improve math and reading test scores, certainly allowing fewer
students into remedial college courses. If these tests improved
complex skills in math and reading, students would not have to
take remediation courses in college at the same rates, but this is
not the case, according to Ravitch (2011): improved scores on
standardized tests do not translate into the kind of proficiency
needed even for first-year college courses. Students are still
taking remedial college courses in large numbers and at
staggering costs to states that must shoulder the burden.
Standardized tests will continue to decrease the class time spent
on history and science and increase the number of skilled test-
takers who aren’t any better at math and reading, despite No
Child Behind legislation and its promise of improvement
through standardized tests (Ravitch, 2011).
One effect is a vicious cycle that is counterproductive to the
mission of NCLB and RTT: schools compete for funding based
on students’ scores, and those with low-scoring students are not
just penalized; they don’t receive the needed funding, which in
turn leads teachers to have fewer resources left to teach with.

So their students are less likely to score well. These initiatives
are aimed at improvement through high standards, great
expectations, and accountability, yet real improvement has not
been borne out in the literature. On the contrary, students’
motivation and teachers’ instructional methods have been
negatively affected by these tests, with negative connections
found between these tests and student achievement and
graduation rates (Nichols, Glass, & Berliner, 2012). The
National Assessment of Education Progress (NAEP) has shown
little improvement in the years under NCLB (Ravitch, 2011).
Nichols, Glass, and Berliner’s (2012) study about the NAEP test
scores in reading and math pre- and post-NCLB concluded that
students were making greater gains in math before NCLB
legislation than after it; reading achievement has been
unchanged pre- and post-NCLB. Scores from the two college
entrance exams, the SAT and ACT, actually declined from 2006
to 2010 (as cited in Onosko, 2011), so skills needed to enter
higher education have not improved despite standardized testing
programs. Our poor showing compared to other developed
nations continues unabated. The Program for International
Student Achievement (PISA) compares 15-year-olds from 65
countries: we rated 10th in reading, 18th in math and 13th in
science, with schools that enjoy autonomy regarding assessment
scoring higher (as cited in Mathis, 2011). Of course, many
factors account for differences in scores between nations
(socioeconomic differences, language barriers, etc.), but this is
still no excuse.
Another effect is the performance gap regarding socioeconomic
factors. One premise of NCLB legislation was that our
educational system was at fault for the low achievement levels
of students from low socioeconomic backgrounds. If teachers
and administrators at schools in poor neighborhoods did a better
job, then students from these areas would excel and not become
“left behind” their more advantaged peers. This has yet to occur
to the extent the NCLB wished for. The narrowing of the
achievement gap between higher and lower income groups has

not occurred according to some studies (as cited in Nichols,
Glass, & Berliner, 2012) or is narrowing but at a very slow rate
(Nichols, Glass, & Berliner, 2012). Berliner (2010) argues that
inadequate healthcare, insufficient nutrition, lead poisoning, air
pollution, domestic violence, and crime are outside factors
among poor children that have more to do with school
achievement than teachers or administrators. Yet these factors
are not accounted for in the current system of standardized
testing, and students and schools are being left further behind.
Schools with at-risk students become institutions for test takers.
Stress caused by standardized testing results in less time for
children to play, sleep, and interact with their parents (as cited
in Clemmitt, 2007), so everyday social interaction and family
cohesiveness are threatened by this kind of testing. But it gets
worse: very often, what happens in the classroom is directly
aligned to state tests.
Students and teachers have learned that their jobs and futures
are tied to how well they do on these tests, so the tests are taken
very seriously. This effect, teaching to the test, is pervasive;
teachers essentially teach only what is tested, often to the
exclusion of anything else (Hillocks, 2002; McNeil &
Valenzuela, 2001). Many subjects such as history or the arts are
de-emphasized; more importantly, skills that are critical to
students’ success in college—research skills and lab
experiments—are not taught. So the more that tests emphasize
test taking, the less they emphasize skills necessary for college,
and the more they leave students unprepared for the rigor and
challenge of college. In many schools, test preparation is the
curriculum (Menken, 2006) and also what is valued in its
content. For example, in writing, the tests influence what is
valued in the instruction of writing and what is encouraged in
student thinking, a kind of formulaic writing or “organized
blether” (Hillocks, 2002, p. 80). Tests are teaching students
very negative ideas about writing: one-hour timed writing on
the five-paragraph theme forces students to make “safe” choices
since drafting and revising are not practiced. Writing tests don’t

require students to examine their work for consistency,
relevance, or impact; it promotes a way of thinking that
removes the necessity of critical thought (Hillocks, 2002). Thus
many classroom hours are spent practicing writing that does not
promote the kind of critical literacy valued in higher education
or the workplace. The tests drain students of higher-order
thinking skills, and are not teaching them to become “creative,
critical and curious learners” (as cited in Koch, 2000, “Current
Situation,” para. 4).
One more by-product of this testing craze is that students feel
disenfranchised from school and simply drop out. Standardized
tests have not improved or, according to recent studies, have
even exacerbated the high school dropout rate (as cited in
Nichols, Glass, & Berliner, 2012). High school dropouts are far
more likely to be unemployed compared to college graduates,
and are much more likely to end up incarcerated and to get
public assistance compared to their counterparts who graduated
from high school (as cited in National Dropout Prevention
Center/Network, 2010). So the indirect costs just of dropouts,
let alone public assistance and correctional facilities, are
overwhelming our government at a time when it can least afford
it. The indirect effects of funding standardized testing are
staggering, considering that these government programs are
funded through taxpayer dollars. Race to the Top’s bill has been
tagged at $4.35 billion (as cited in Onosko, 2011), not to
mention the huge investments in time and energy that all
stakeholders must invest in competing for this money. A
solution is not only desirable; it’s unconscionable not to
consider.
Figure 1: No Child Left Behind Act Being Signed into Law,
2002
Figure 1: President George W. Bush is flanked by members of
Congress and students when he signs the No Child Left Behind
Act into law in 2002. Source: Save Education (and GOP
Consistency): Dump No Child Left Behind (2010).

As shown in Figure 1, NCLB was signed into law in 2002, and
the image above reflects the good intentions that this initiative
engendered: the president and smiling members of Congress,
including Edward M. Kennedy, a Democrat, and John Boehner,
a Republican, along with children in front of the American flag.
Despite their best intentions, these tests have not fulfilled the
promise of raising the quality of education in our schools, and
have instead left a trail of broken promises, high school
dropouts, and no substantial returns on investment. As a result
of standardized tests, our children have been left behind and are
falling to the bottom of the heap!
References
Adelman, C. (1999). Answers in the tool box: Academic
intensity, attendance patterns, and bachelor’s degree attainment.
Washington, DC: U.S. Department of Education, Office of
Educational Research and Improvement.
Albertson, K., & Marwitz, M. (2001). The silent scream:
Students negotiating timed writing assessment. Teaching
English in a Two Year College, 29(2), 144–153.
Berliner, D. C. (2010). Are teachers responsible for low
achievement by poor students? Education Digest, 75(7), 4.
Retrieved from http://www.eddigest.com/
Bridgeland, J., DiIulio, J., & Morison, K. (2006). The silent
epidemic: Perspectives of high school dropouts. Retrieved from
http://www.civicenterprises.net/pdfs/thesilentepidemic3-06.pdf
Clemmitt, M. (2007, July 13). Students under stress. CQ
Researcher, 17, 577-600. Retrieved from
http://library.cqpress.com/cqresearcher/
Hillocks, G. (2002). The testing trap: How state writing
assessments control learning. New York, NY: Teachers College
Press.
Jost, K. (2010, April 16). Revising no child left behind. CQ
Researcher, 20, 337–360. Retrieved from

Koch, K. (2000, September 22). Cheating in schools. CQ
Researcher, 10, 745–768. Retrieved from
Madaus, G., & Russell, M. (2010). Paradoxes of high-stakes
testing. Journal of Education, 190(1/2), 21–30. Retrieved from
http://www.bu.edu/journalofeducation/
Mathis, W. J. (2011). International test scores, educational
policy, and the American dream. Encounter, 24(1), 31–33.
Retrieved from https://great-ideas.org/enc.htm
McNeil, L., & Valenzuela, A. (2001). The harmful impact of the
TAAS system of testing in Texas: Beneath the accountability
rhetoric. In M. Kornhaber & G. Orfield (Eds.), Raising
standards or raising barriers? Inequality and high stakes testing
in public education (pp.127–150). New York, NY: Century
Foundation.
Menken, K. (2006, Summer). Teaching to the test: How No
Child Left Behind impacts language policy, curriculum, and
instruction for English language learners. Bilingual Research
Journal 30(2), 521–546.
National Dropout Prevention Center/ Network. (2010). Model
programs. Retrieved from
http://www.dropoutprevention.org/modelprograms
Nichols, S. L., Glass, G. V., & Berliner, D.C. (2012). High-
stakes testing and student
achievement: Updated analyses with NAEP data. Education
Policy Analysis Archives, 20 (20). Retrieved from
http://epaa.asu.edu/ojs/article/view/1048
Onosko, J. (2011). Race to the Top leaves children and future
citizens behind. Democracy & Education, 19(2), 1–11.
Retrieved from http://democracyeducationjournal.org/home/
Ravitch, D. (2011). Dictating to the schools: A look at the
effect of the Bush and Obama administration on schools.
Education Digest, 76(8), 4-9. Retrieved from
http://www.eddigest.com/
Save Education (and GOP Consistency): Dump No Child Left
Behind (2010). Retrieved from http://madvilletimes.com/

Torres, K. (2010, May 27). Atlanta honors student misses
graduation as she awaits test waiver. The Atlanta Journal-
Constitution. Retrieved from http://www.ajc.com
Truell, A., & Woosley, S. (2008). Admission criteria and other
variables as predictors of business student graduation. College
Student Journal, 42(2), 348–356. Retrieved from
http://projectinnovation.com/College_Student_Journal.html
Zhao, Y. (2006). Are we fixing the wrong things? Educational
Leadership, 63(8), 28–31. Retrieved from
http://www.ascd.org/publications/educational-leadership.aspx
RESEARCH PROPOSAL SEDENTARY LIFESTYLES 2
RESEARCH PROPOSAL SEDENTARY LIFESTYLES 7
Research Proposal Sedentary Lifestyles
Julio Garcia
Chamberlain College of Nursing
Running head: RESEARCH PROPOSAL SEDENTARY
LIFESTYLES 1
Research Proposal Sedentary Lifestyles
Research Question
Is there health risks associated with sedentary lifestyles?
A sedentary lifestyle is defined to be ones way of living where

there is no physical activity involved. According to the Center
of Disease Control (CDC), a normal person is expected to
undergo at least 150 minutes of physical activity. There are also
health experts that agree with the fact that when one walks for
10, 000 steps each day, there is high stake of improving one’s
health and reducing ailments associated with lack of physical
exercise such as heart diseases, diabetes, obesity, cancer, gout,
and muscle loss. Many people have no time for physical activity
and this has contributed to the number of ailments that people
are suffering. Through studies conducted, it is evident that
people who do not engage in physical activity are at a higher
risk of contracting health disorders than those who engage in
physical activity (Wing, et al. 2001). Nevertheless, many have
argued that lack of physical activity is not the only contributor
to increasing health disorders. Poor diet due to the junk foods
can also contribute to health disorders.
When we consider the fact that many people do not engage in
physical activity, there is high stake that these people will not
live healthily due to the fact that the body needs some exercise
in order to remain fit. When we consider the issue of diet, it is
important to note that the food we eat nowadays is not healthy,
from the junk foods to the genetically modified food.
Nonetheless, we cannot misjudge diet to be the cause of health
disorders. According to studies conducted, almost all people are
now into junk foods and so long as people engage in physical
activity, they are bound to live a healthy lifestyle.
Context
The topic on sedentary lifestyle is very important because of the
choices we make in life today. The lifestyle we choose today
could affect our life tomorrow. It is true that there are risks
involved with living a sedentary lifestyle considering the fact
that the food we take today is not healthy. The food has lots of
calories and this is why it becomes important to reduce the
calories in the body through physical activity. The
consequences and effects of human behavior on life expectancy
and mortality had been significant but because of recent

changes in human behaviors there have been shocking news on
the prevalence and increase of cases of health disorders (Wing,
et al. 2001). The main human behaviors that are contributing to
this increase involve the mix and amount of food taken by
individuals and the amount of physical activities they are
engaged in. Although it can be logical to directly identify the
short-term and long-term effects of these human behaviors, it
would be less useful and it is better to understand how
behavioral effects combine together to cause the disorders.
The reason I have chosen to write about this topic is because I
have seen people near me i.e. relatives and friends suffer from
health disorders associated with sedentary lifestyles. People
have chosen to drive to and from their offices without
considering the dangers they are engaging their bodies into.
Kids have also chosen to eat junk foods and take the whole day
glued on television screens while others spend most of their
time on social media sites. It is important to educate people the
importance of choosing healthy lifestyles. Lots of health
disorders can be reduced if people were to be considerate and
choose healthy lifestyles where they have to eat smart and
engage in physical activity.
Audience
The primary audience for this information is the youth i.e. those
aged between 16 and 35 years. The youth are at a higher risk of
contracting health disorders if they choose to live sedentary
lifestyles. The reason why I chose the youth as my primary
audience is because most of them are not engaging in physical
activity and are using their free time on social media sites,
watching television and movies and other social activities such
as drinking and night-outs. It is important for the youth to
understand the importance of physical activity.
Most people can bear witness that the food we take nowadays is
not healthy and therefore there is need for physical activity. The
youth can also bear witness that they are not engaging in
enough physical activity to keep their bodies fit.

Evidence
According to studies conducted it is evident that there are lots
of risks associated with sedentary lifestyles. According to data
obtained from the Behavioral Risk Factor Surveillance System
(BRFSS) to examine the increased cases of health disorders.
According to the study, human behaviors contributed to rising
cases of health disorders because of the choices people made in
life. This was attributed to the choices people have in their
daily engagements, i.e. food intake and physical activities. It
was noted that many people eat food that has more calories and
they do not engage their bodies into physical activities
(Mokdad, et al. 2003). Many people have turned to junk foods
that have high cholesterol levels. The choice to junk foods with
reduced exercises has led to the increase of cholesterol levels in
the body. There are different health disorders such as heart
diseases that are also connected to sedentary lifestyles.
The study indicated that with the correct choice of human
behaviors, rising cases of health disorders would be reduced by
engaging in healthy eating and engaging more in physical
activities. The study by (Mokdad, et al. 2003) revealed that
body disorders brought about by human behaviors can be
reduced when individuals are ready to change their lifestyles.
This can be done if they get more involved in physical activities
and improve the diet they take. This would help in reducing the
body weight and thus reduction in obesity risks. To be able to
reduce weight, individuals have to eat food with fewer calories
and engage in more physical activities such as sports, riding,
walking, etc (Mokdad, et al. 2003).
Conclusion
Considering the fact that the choices we make have will have
consequences, it would be important for us to make the right
choices in terms of living healthy lifestyles. A healthy lifestyle
includes eating food with less calories and engaging in physical
activities. The rate of health disorders in the society can be
reduced today if people were to shun sedentary lifestyles. The
health of an individual is important since it helps in developing

the economy of the country (Wing, et al. 2001). Billions of
shillings are spent by the government to fight health disorders
that can be eradicated if people would seriously engage in
physical activities. it is therefore important to conclude that
sedentary lifestyles fetch many risks to the health of individuals
and should therefore be avoided.
References
Mokdad, A. H., Ford, E. S., Bowman, B. A., Dietz, W. H.,
Vinicor, F., Bales, V. S., & Marks, J. S. (2003). Prevalence of
obesity, diabetes, and obesity-related health risk factors,. Jama,
289(1), 76-79.
Wing, R. R., Goldstein, M. G., Acton, K. J., Birch, L. L.,
Jakicic, J. M., Sallis, J. F., ... & Surwit, R. S. (2001).
Behavioral science research in diabetes lifestyle changes related
to obesity, eating behavior, and physical activity. Diabetes care,
24(1), 117-123.

Running head: FIRST DRAFT TOPIC GOES HERE 1
FIRST DRAFT TOPIC GOES HERE 2
First Draft Topic Goes Here
Your Full Name
Your University
Prewriting
What is your narrowed topic? Be detailed in your answer. You
can use any of the versions you’ve developed for prior
assignments.
Who is your primary audience or reader? Why? Be detailed in
your answer about your audience.
In a sentence or short paragraph, what is your thesis statement,
including your angle? Write what will appear in your essay.
My point is that
What topic sentences will you use as the foundation of your
communication? (If necessary, add more points.)
·
·

·
·
What method of organization and development will you use to
develop your paragraphs?
· Introduction:
·
· Body:
·
·
·
·
· Conclusion:
·
First Draft Topic Goes Here
Start with the attention-grabbing story: Capture your
listeners’ attention right away with a detailed story, an anecdote
about the problem. You will explain that if this happened, there
must be a problem that should be solved.
Identify the topic: This idea lets your readers know what your
proposal is about in general terms. Express the purpose: this
idea allows readers to understand the purpose of your proposal.
Emphasize why the topic is important: Few readers will care
about a topic unless you make them care. Briefly identify
effects and indirect effects that you will develop in the second
section. End with your thesis statement. Be clear and concise
about your solution and why it will succeed; start with your
solution and then identify reasons for why it will work.
Problem Analysis:This section details the history, causes, and
effects of the problem. Offer background information:
Historical or background information will put your topic into a
broader context. You will detail how and when the problem
began and continued to be a problem.
Detail causes of the problem: You will identify, explain, and

support with research the causes of the problem.
Explain effects of the problem: The negative effects of the
problem, including indirect effects, will be explained using
research.
Be sure to include a visual, with a title, caption, and
source information. See the Week 5 Lecture for more
information. Place the visual closest to where you will explain
it further or connect it to an idea.
Thus Section I: Introduction and Section II: Problem
Analysis are detailed in this first draft. See the Week 5 Lecture
for more detailed information on each of the sections above.
The length of this document is about three pages—or five pages
if you’re counting the title page and References page. See
References below. You should have at least three sources for
your References list. Proofread carefully and then turn in this
document to the Dropbox by the end of Week 5 as your last
name first Final Draft Proposal.docx. Good luck!
References
Put your sources cited in-text above here in alphabetical order,
starting with the first line flush left and hanging indent of the
second and each subsequent line. Each in-text citation should
have a corresponding reference entry here. Look up the correct
format, because sources have different formats depending on
their type and location.

ANNOTATED BIBLIOGRAPHY 2
ANNOTATED BIBLIOGRAPHY 3
Annotated Bibliography
Julio Garcia
Chamberlain College of Nursing
Running head: ANNOTATED BIBLIOGRAPHY 1
Annotated Bibliography
Sedentary lifestyle is living a life that lacks physical activity.
There are many health risks that are connected to sedentary
lifestyles. Considering the fact that we have become accustomed
to junk foods, it is important to engage our bodies in physical
activities that would help in reducing the calories in our bodies
as well as the health disorders associated with lack of physical
activities. Different studies have been conducted to identify the
risks involved by choosing sedentary lifestyles. Health

disorders such as obesity, diabetes, gout, cancer and heart
disease have been linked to lack of physical lifestyle. Sedentary
lifestyles are one of the risky choices that people make and it is
important to acknowledge that they have health risks involved.
People should be educated on the importance and benefit of
making the right choices in terms of taking part in physical
activities and avoid the health risks associated with sedentary
lifestyles.
Henson, J., Yates, T., Biddle, S. J., Edwardson, C. L., Khunti,
K., Wilmot, E. G., ... & Davies, M. J. (2013). Associations of
objectively measured sedentary behaviour and physical activity
with markers of cardiometabolic health. Diabetologia, 56(5),
1012-1020.
Sedentary lifestyle is a behavioral paradigm that can lead to
chronic diseases depending on the intensity of physical activity.
According to the article physical activity has to be regular. This
means that people should ensure they engage in physical
activity on a daily basis. According to reports from the article,
those who engage in physical activity regularly have a lower
risk of suffering from chronic diseases than those who have
irregular physical activity. According to the article, it is
important to consider the amount of time in between the
sedentary lifestyle and the physical activity. A long timeline
between the two is not healthy.
The article is useful in the research as it attributes lack of
regular physical activity to chronic health disorders and
therefore supporting this research. Many people undertake
physical activity on an irregular basis and this is not a healthy
lifestyle. People have to engage in physical activity on a regular
basis to ensure that their bodies remain accustomed to daily
exercises.
McGinnis, J. M., Williams-Russo, P., & Knickman, J. R. (2002).
The case for more active policy attention to health promotion.
Health Affairs, 21(2), 78-93.
The article attributes the huge burden that the government and
the health sector have to bear in dealing with health issues that

can be prevented. Most of the health disorders that people are
suffering from nowadays can be prevented if people were to
spare their time and engage in physical activity. The behavioral
patterns that people choose determine the amount of money that
the health sector spends when treating these cases. According to
the article, there is huge government spending when conducting
studies and this is money that can be used in other sectors.
There are results from these studies that show that people who
choose physical activity as part of their behavioral pattern have
less spending to do in terms of treatment. Health agencies have
their attention on a public policy that focuses on preventing
diseases and health promotion rather than treatment.
The article is of great use since it points out on the issue of
behavioral patterns that are connected to health disorders. We
are bound to choose different behavioral patterns and that is the
reason why we suffer from different disorders. On the other
hand, the amount of spending in health care facilities can be
reduced if we despise sedentary lifestyles and engage in
physical activities that involve more of the body than the mind.
Myers, J. (2013). Exercise and cardiovascular health.
Circulation, 107(1), e2-e5.
This article links lack of enough physical activity with
cardiovascular disorders. The study acknowledges the
importance of physical activity in eradicating coronary heart
disease (CHD). In the United States, lots of deaths are linked to
irregular physical activity. According to the article, other health
disorders connected to irregular physical activities include
osteoporosis, colon cancer and hypertension. There are higher
rates of cardiovascular ailments and death rates for people who
are not physically fit. People have to get engaged in recreational
activities to guarantee physical fitness. Despite this fact, many
adults in the US have chosen sedentary lifestyle and this is very
risky. According to the article, engaging in physical exercise
has immense benefits to health in terms of reducing the risks to

high blood pressure and obesity that can be causes of
cardiovascular ailments.
The article is in support of my thesis in regard to the health
risks associated with sedentary lifestyle. The amount of
physical activity we involve our bodies in helps do away with
the excess calories in our bodies. Also, the cholesterol levels
are reduced. Most waste products in our body are removed
through sweat and engaging in physical activities helps us to
sweat thus the removal of these wastes. The source is useful in
proving the fact that many people are risking their health by not
engaging in physical exercise.
Nelson, M. C., & Gordon-Larsen, P. (2012). Physical activity
and sedentary behavior patterns are associated with selected
adolescent health risk behaviors. Pediatrics, 117(4), 1281-1290.
The article contemplates on the association of sedentary
behavior, physical activity and health risks. The study in this
article was done with the sole aim of establishing how this
association leads to risky health behaviors. According to the
article, there are also causes of adolescent morbidity/mortality
that can be associated with sedentary lifestyles. The study
comprised of adults as well as teens. According to the results of
the study, there is health risks associated with sedentary
lifestyles and risk ratio of those who do not take part in
physical activities is very high when compared to those who
engage in physical activity. Adults and teens lack the required
self esteem when they do not engage in physical activity and
this is a risk to healthy lifestyle. The article also suggests on
the involvement of parents in the lifestyles their children
choose to live. Parents have to control the lifestyle of their kids
to ensure they stay healthy. This can be done by co trolling the
amount of time they have to play video games and watch TV
and delegate this time to physical activities that involve the
body more than the mind.
The article is useful in proving that there are health disorders
connected with sedentary lifestyle. The article is in support of
my thesis and it gives a guideline on how parents can play a

role in guiding their children in choosing a lifestyle that does
not threaten their health. Furthermore, the adults are also not
exempted from taking part in physical activity as it improves
their health and life expectancy.
Tremblay, M. S., Colley, R. C., Saunders, T. J., Healy, G. N., &
Owen, N. (2013). Physiological and health implications of a
sedentary lifestyle. Applied Physiology, Nutrition, and
Metabolism, 35(6), 725-740.
According to the article, choosing a sedentary lifestyle has risky
healthy outcomes depending on the rate of physical activity.
The article cites that vigorous physical activity is not healthy
for the body and thus people should participate in moderate
exercises so long as they are regular. Many people have chosen
sedentary lifestyles without considering the implications they
can have on their health. The field of exercise physiology helps
people in understanding the amount of physical activity that
they should take depending on their Body Mass Index (BMI).
Considering the BMI is important in measuring the amount of
physical activity as it helps people in undertaking physical
activity that is beneficial to their bodies rather than undertake
physical activity that may be destructive.
The article is important in supporting this research as it not
only stipulates the importance of physical exercise but also
helps us in understanding that physical activity has to be
measured. Despite this fact, the article emphasizes on the core
thesis of this assignment by relating sedentary lifestyle with
health disorders. Physical activity should be moderate and on a
regular basis though it has to be in relation to ones weight,
height and other relative factors. People should be educated on
the importance of undertaking physical activity in relation to
their BMI to avoid negative consequences. Furthermore, they
have to understand that physical activity is not the cure of all
disorders.

References
Henson, J., Yates, T., Biddle, S. J., Edwardson, C. L., Khunti,
K., Wilmot, E. G., ... & Davies, M. J. (2013). Associations of
objectively measured sedentary behaviour and physical activity
with markers of cardiometabolic health. Diabetologia, 56(5),
1012-1020.
McGinnis, J. M., Williams-Russo, P., & Knickman, J. R. (2002).
The case for more active policy attention to health promotion.
Health Affairs, 21(2), 78-93.
Myers, J. (2013). Exercise and cardiovascular health.
Circulation, 107(1), e2-e5.
Nelson, M. C., & Gordon-Larsen, P. (2012). Physical activity
and sedentary behavior patterns are associated with selected
adolescent health risk behaviors. Pediatrics, 117(4), 1281-1290.
Tremblay, M. S., Colley, R. C., Saunders, T. J., Healy, G. N., &
Owen, N. (2013). Physiological and health implications of a
sedentary lifestyle. Applied Physiology, Nutrition, and
Metabolism, 35(6), 725-740.

Question 1 of 205.0 PointsA system that focuses on activities .docx

Recommended

Recommended

More Related Content

Similar to Question 1 of 205.0 PointsA system that focuses on activities .docx

Similar to Question 1 of 205.0 PointsA system that focuses on activities .docx (20)

More from IRESH3

More from IRESH3 (20)

Recently uploaded

Recently uploaded (20)

Question 1 of 205.0 PointsA system that focuses on activities .docx