In the articles listed above, authors compliment some parts of the Dietary Guidelines for Americans 2015 and the educational materials while criticizing other parts.
Choose one criticism or compliment to discuss.
1. State whether or not you agree with the opinion stated. Be specific in citing specific reasons why you do or do not agree and support your judgment by using 2 reliable resources to provide evidence for your point of view.
2. Cite your resources in a works cited section using MLA or APA format.
Part 2 (10 points)
Visit the MyPlate website to learn more about this dietary planning tool.
1. Do you feel this would help to guide you in eating a healthy diet? State specific reasons why or why not as you answer this question.
2. And the next MyPlate is…? It’s your turn to develop educational material that will help Americans eat a healthy diet.
· Choose and state your target audience (young children, teens, adults, older adults).
· Your material should focus on specific food choices (e.g. not just eat more grains, but eat more quinoa that is a whole grain) and correct at least one of the criticisms discussed in the articles.
· Develop your educational material. It can be pictures, prezi or Power Point presentations, songs, a graphic like MyPlate, etc.
“Not all individuals are motivated by the same things. That is, a particular situation may motivate one individual because of prior learning, experience, or expectations, but not another. However, investigators of motivation have described many principles or conditions that seem generalizable enough to warrant their consideration in the design of instructional materials. Keller (1987) has developed a model of motivational design he calls ARCS, an acronym for the following categories of motivational conditions: attention, relevance, confidence, and satisfaction.
The ARCS model is a synthesis of propositions and guidelines from many different motivation theories” (p. 117).
This written assignment will ask you to critically examine aspects of the ARCS model. The Gagne, Briggs, & Wager reading summarizes the major features of the model on p. 118, Table 6-1: Motivational categories of the ARCS model. Each of the domains of the ARCS model: attention, relevance, confidence, and satisfaction are influenced by several motivational categories. Select one of the motivational categories from each of the four major domains of the ARCS model and justify (or challenge) why it serves as a meaningful application of an instructional design choice.
For example, under the domain of attention, the first motivational characteristic (A.1) is perceptual arousal. This includes: What can I do to capture [student] interests? In your paper, find evidence that supports (or challenges) A.1. What evidence justifies the role of perceptual arousal as a beneficial application of attention for classroom instruction? your work should include some practical examples
You do not need to address all of the subcategories. Select only one from each of the four. As you present evidence, be certain to address at least one limitation of the evidence.
If you find it helpful, you may organize your paper as though it was centered on one lesson or unit plan. You may draw on whatever content area or secondary-grade level you choose. This may help to bring a cohesive narrative to your paper as your address each domain of the ARCS model. This approach is not mandatory and is only being offered as a suggestion for your paper’s format.
Submit a paper which is 4-5 pages in length, excluding the Title and References pages. Your paper must be double-spaced and apart from the reference given below cite at least 3 outside sources in APA format. Your paper must be well-written and free from grammar, spelling, and content errors. Be sure that you have properly cited (in APA format) all resources used.
Reference
1. Gagne, R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of instructional design. Harcourt Brace College Publishers. https://www.hcs64.com/files/Principles%20of%20instructional%20design.pdf
Read pp 37-119. Part Two: Basic processes in learning and instruction, Chapters 3-6
Chapter 3: One source of complexity in defining educational goals arises from the need to translate goals from the very general to the increasingly specific. Many layers of such goals would be needed to be sure that each topic in the curriculum actually moves the learner a step closer to the distant goal. Despite the involved nature of this problem, means are available for classifying course objectives into categories that then make it possible to examine the scope of types of human capabilities the course is intended to develop. This chapter groups objectives into five categories of capabilities which are described in a classroom setting.
Chapter 4: This chapter examines the nature of the performance capabilities implied by each of the five categories of learned capabilities. Beginning with intellectual skills and cognitive strategies, the authors’ outline (1) examples of learned performances in terms of different school subjects, (2) the kinds of internal conditions of learning needed to reach the new capability, and (3) the external conditions affecting its learning.
Chapter 5: Chapter 5 provides a description of three different kinds of learning: verbal information, attitudes, and motor skills. Although they have some features in common, their most notable characteristic is that they are in fact different in the kinds of outcome performances which are possible: (1) Verbal information: Verbally stating facts, generalizations, organized knowledge. (2) Attitude: Choosing a course of personal action. (3) Motor skill: Executing a performance of bodily movement.
Chapter 6: Learner characteristics that affect the learning of new instructional material assumes several kinds of organization in human memory. The learned capabilities of intellectual skills, cognitive strategies, verbal information, attitudes, and motor skills have direct effects on the learning of new instances of these same kinds of capabilities. Chapter 6 examines outlines learner abilities, skills, and schemas
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Reply to the following discussion with one reference. Participate in the discussion by asking a question, providing a statement of clarification, providing a point of view with a rationale, challenging an aspect of the discussion, or indicating a relationship between two or more lines of reasoning in the discussion. Cite resources in your responses to other classmates.
Discussion
Discuss the contraceptive methods using the latest evidence-based guidelines that Karen would be medically eligible for.
Evidence-based guidelines from the American College of Obstetricians and Gynecologists (ACOG) (2019) indicate that women with pre-existing medical conditions should avoid the use of hormonal contraceptives. Nevertheless, https://perfectwriterblog.com/humanities/im-working-on-a-humanities-question-and-need-an-explanation-to-help-me-learn-1/ there are various contraceptive methods, apart from condoms, which Karen is medically eligible for. The first option is using a non-hormonal intrauterine device (IUD), also known as the coil. Secondly is using a diaphragm; this is a cup-like device inserted into the vaginal canal to prevent sperm from passing through the cervix to the womb. A third option is the calendar method, whereby the patient calculates their safe days and avoids sex during ovulation (ACOG, 2019).
Identify one method that you feel would be most beneficial to Karen and discuss why you selected it.
Out of all the contraception methods discussed herein, the most beneficial for Karen is the IUD. Firstly, the American Cancer Society (2020) asserts that IUD reduces the risk of cervical cancer; this is important for Karen because she has a family history of the condition. Secondly, the IUD is non-hormonal; this is beneficial for Karen, with DVT https://www.keenessays.xyz/computer-science-homework-help/take-the-assignment-from-the-previous-week-add-at-least-twice-as-much-data-to-t/ and cardiac disease history. Thirdly, according to the case “Karen does not desire pregnancy soon,”; IUDs are effective for as long as 5-10 years.
Are there any methods that you would not recommend for Karen? Why?
There are contraception methods that are not recommended for Karen. These include combined-injectables like depo provera, hormonal implants, and combined patch/vaginal rings containing hormones like estrogen (ACOG, 2019). This is because the use of such contraceptives in women with a history of DVT and cardiac illness may increase their risk of thrombus formation or venous thrombus.
References
American Cancer Society (ACS) (2020, January 3). Risk factors for cervical cancer. American
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Select one of the following to create for this assignment. You only need to do one.
Option 1
Create a PowerPoint presentation outlining guidelines for college students on how to have a successful interview. The presentation must be at least eight slides in length and use at least two references. You may include your textbook as one of the references. Be sure to cite your sources in a reference slide and use proper APA style. All sources and their use must have accompanying APA citations. Be sure to include the content listed below in your presentation.
Describe the steps of an interview.
Differentiate the three types of interviews: information-gathering, job, and appraisal.
Discuss the interviewer and the interviewee’s roles during the opening, body, and closing portion of an interview.
Option 2
Create a two-sided, tri-fold brochure or pamphlet outlining guidelines for college students on how to have a successful interview. Microsoft Word offers a variety of brochure templates that you can use as a starting point. Use at least two references. You may use your textbook as one of the sources. All sources and their use must have accompanying APA citations. Be sure to include the content listed below in your brochure.
Describe the steps of an interview.
Differentiate the three types of interviews: information-gathering, job, and appraisal.
Discuss the interviewer and the interviewee’s roles during the opening, body, and closing portion of an interview.