Team And Team Performance Evaluation
Have you experienced social loafing or free riding in a team setting? What could have been done or can be done to avoid these effects?
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An Exercise and Sport Behavior Application Paper is a 12-15 page assignment. With the guidance of the instructor, students will select a prominent athlete, coach or sports figure. Throughout the semester, students will subsequently thoroughly evaluate their choice using and applying the ESP class material, the texts, and instructor assistance. The aforementioned “ESP Course Topics” will serve as a general outline for the paper.
With the guidance of the instructor, students will select a prominent athlete, coach or sports figure. Throughout the semester, students will subsequently thoroughly evaluate their choice using and applying the ESP class material, the texts, and instructor assistance. The aforementioned “ESP Course Topics” will serve as a general outline for the paper.Pyschology
Pyschology
EXERCISE AND SPORTS PSYCHOLOGY 17
Exercise and Sports Psychology
Bethany Hamilton: What makes a successful athlete?
Prerna Dayal
Bryant University
Abstract
This application paper undertakes to elaborate various exercise and sport psychology aspects which are relative to the career of a well-known female surfer Bethany Hamilton. It looks at various aspects of her life, and how she applied certain sports psychology principals that helped her become a successful athlete and overcome numerous obstacles.
INTRODUCTION
Bethany Hamilton was born in Lihue, Kauai, Hawaii on February 8 1990. She grew up with two older brothers Noah and Tim. All members of her family had a history and surfing and exposed Bethany to competitive surfing at age 8. Nature and Nurture both intended for her to become one the greatest athletes with her family’s support throughout the process. At age 9 Bethany received her first sponsorship by Rip Curl and by age 13, came second in the NSSA national championships in California.
On October 31st 2003 the water Bethany was lying on with her surf was gleaming and unruffled, what came next was a life changing event for her. She suddenly noticed something grab hold of her entire arm pulling her back and forth, until she saw a pool of red in the water realizing her arm was gone. Within no time the enormous 14ft Tiger shark disappeared into the deep waters. 13-year-old Bethany couldn’t fathom what had happed, as her friend slowly dragged her 200 yards using a surfboard leash. The shark bite was an extremely exasperating since she no longer had an arm; one of the most important tools for surfing. Bethany took it upon herself to change this notion and returned to the water just one month after the attack. The radical change in her body was difficult to adjust to, however, she showed astonishing recovery and a positive attitude. In an interview with ABC News, she mentions “Well, I think that I should just have a positive attitude toward things and the challenges coming up and if I have a bad attitude, then it’s not really going to make it anything better. If I don’t get back on my board, I’ll be in a bad mood forever.” This shows that she wasn’t obligated to express that she could successfully bounce back, but most importantly for her own satisfaction. Bethany surfed for the love of the sport, surfing was in her blood, and she chose to outshine in the male-dominated sport.
Bethany began receiving a lot of support from her fans after returning to the waters. She used this opportunity to motivate others. Her father helped her get back into surfing, and her family was very supportive. She put her heart and soul into relearning how to surf as she mentions “the transition from two arms to one was far from easy”. After one year of rigorous training, Bethany competed in the National Surfing Championship and won her first national trophy. There was no turning back for her she won several championships and began writing about her journey as a surfer. She was also awarded the Best Comeback Athlete by ESPY in 2004 and received the Courage Teen Choice award. Along with continued participation competitively and solely for pleasure MTV published her autobiography the same year called Soul Surfer: A true Story of Faith, Family and Fighting to Get Back on the Board. She received a worthy response for her best-selling book and created a documentary of the book in 2007. In the documentary she talks highly about her faith and how it helped her overcome so many obstacles as a teenager and after the release she claimed that her determination began to decline. She married Adam Dirks in August 2013 and announced that she was pregnant in 2015. Her husband encouraged Bethany to surf competitively and bring her spark back, just one year after their marriage she won the Pipelines Women’s Pro Competition.
RECOVERY AND ACHIEVEMENT MOTIVATION
Bethany Hamilton’s incident of a shark attack was the last thing a surfer could expect while surfing, she lost one of the very significant body part used for the sport. Losing an arm is not only frustrating for an athlete but also difficult to deal with during teenage years, where people are still learning about their bodies. The highest rates of issues related to body image occur during the teen and early adulthood years. However, Bethany was very motivated towards her goal and had a strong sense of self, she was unstoppable despite the harsh circumstances. She claims that her faith in god was something that helped her stay motivated even before the shark attack. Her confidence in god made her believe that everything that was happening to her happened for a bigger and much greater reason. It took the load off her shoulders and lowered her stress levels.
She had a high Achievement Motivation which is the desire to strive for task success, persist in the face of failure and have pride in accomplishments. In her interview with Tampa Bay she mentions (2015) “Just dealing with fame and becoming a girl and struggling with my body image and the media and this world that we live in is so incredibly challenging, it can really bring you down.” Her journey was incredibly hard, but she had the power to bounce back hastily. She felt threatened in various situations while learning how to surf and swim again. Bethany mentions (2015) “I think at first, adjusting to life with one arm was essentially really challenging because I was so used to doing everything with two arms, and all of the sudden, I’m relearning how to put my hair up and relearning how to surf. I remember trying to paddle out surfing, and there were just waves crashing on me over and over again. Sometimes I would come in crying and frustrated and discouraged.” Her achievements motivated her to further motivate other people and being a role model for all her supporters and fans. According to the 5 personality viewpoints Bethany successful fits into the Phenomenological Approach where the person uses they understanding and interpretation of the situation that determines their behavior. She interpreted her shark bite as a learning and never looked at it as a shortcoming she adopted a much more adaptive approach.
Achievement of Goal Theory
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Bethany Hamilton gave birth to her first child after which she continued training rigorously since she had time constraints to train she used her time more judiciously. She competed in the WST Swatch Women’s Pro and stood in the 13th position. Bethany, claims that it was disappointing to lose, but it was also a good learning to motivate her so that she could do better in the future. She focused on both Achievement goals; outcome oriented as well as Task oriented. This determines that she placed a lot of stress on winning as well as getting better to reach optimal performance. She mentioned in an interview with The Guardian (2015) that “I want to make the most of it, so I feel like I’m wiser with my time now.” Bethany experienced role conflict at this stage due to the conflicting demands of competing and being a mother. Yet she persisted to compete further and was supported by her husband at every step, he chose to be a stay at home dad to let Bethany fulfil her training requirements. She looked for more challenging situations and won third place in the Fiji Women’s Pro Competition. In the process, she beat Stephanie Gilmore and Tyler Wright, who were the top-ranked surfers and world champions for surfing. She also got nominated for her first WSL Big Wave Award for her performance on the wave Jaws after her period of loss.
COMPETENCE MOTIVATION THEORY
Competence motivation theory –feelings of competence, worthiness and control influence motivation. The basis of this theory is on the assumption that humans have an inborn motivation to be competent. The competence perception is relative to a person’s effective sate or urge. For instance in the positive effect of this perception, one attempts to follow success for mastery purposes while the negative side following lack of success in bid to improve. In the case of Bethany it was a positive effect as she sought to master the skill of surfing she once was an expert in. The urge to be perceived as competent after losing a limb may have also played a role of getting her back to the ocean once again she always said that sports should not have a disable section but a “section for those who are good at the sport in a unique manner”.
ADAPTIVE PERFECTIONISM
She always set extremely high standards for herself which is what made her a perfectionist. She spent hours training just to be on top, but she used every wave as an opportunity to train, make a mistake and pick herself up. Despite all other distractions after she began to gain fame she made sure to take out time for training. This is a great example of Adaptive perfectionism where there is a healthy commitment to achieve goals.
LEADERSHIP
The term leader has many definitions, but one commonly used definition is that a leader a person who inspires a group of individuals towards the attainment of their set goals or a person who sets a good example to others on how something should be done. In conjunction with this subheading, it is very clear that Bethany Hamilton has portrayed leadership qualities through various actions she has shown to the society.
Bethany Hamilton’s efforts to overcome her disability is relative to a whole group in the society who have disabilities. As it is the norm in the society, people either born with a disability or either those that have acquired a disability are seen as inferior to those people without any disabilities. It is prevalent in the modern day society that people with disabilities are looked down upon and are usually perceived to lack any ability to contribute something important to the society, but Bethany has beaten all odds to overcome that misleading perception.
By chasing her dreams and overcoming various obstacles that stood in the way, Bethany was able to overcome her disability and become a professional surfer. Having set such standards, she has shown other people with a disability that anything can be achieved if you put your mind to it. She has also set a good leadership goal by motivating them to pursue their dreams no matter the disabilities that face them.
Apart from the motivation she gives to people with disabilities, Bethany also sets a good example as a leader as run her charity works such as “The Friends of Bethany” which works to help amputees and survivors of shark attacks. On top of that, she has published some books such as: Devotion for the Soul Surfer, Rise Above, Ask Bethany and A Soul Surfer Bible which not provide motivation to people with disabilities but also to normal people who just lack motivation. Other attributes that portray Bethany as a leader is the perseverance, passion and the courage she has in doing what she does. Not many surfers have had encounters with sharks and still have the guts of going back to the ocean. The passion for surfing which is what made her go back to surfing is also a clear indicator she is an emergent leader as leaders love what they do without being coerced in anyway
SELF CONFIDENCE
Despite Bethany facing many adversities, she has used many of her accomplishments to inspire faith and hope among those who lack motivation. After her attack, Bethany kept a confident attitude, and she hoped to proclaim the word of God and inspire others to have faith anmd trrust in God too. “Raised in a religious family, she clung to the idea that she was part of a greater plan” (Hamilton 2012). Bethany made appearances on many talk shows such as Oprah, and she was interviewed for numerous newspaper and magazine articles that were printed globally. Additionally she has a movie based on her novel ‘The Soul Surfer’. Bethany works hand in hand with organizations such as the World Vision Foundation to help children with disabilities, and taking it upon herself to attend mission trips with her church to help others such as visiting Thailand to help reconstruct homes after a tsunami disaster (Hamilton 2010).
Furthermore, Bethany started a non-profit corporation called ‘Friends of Bethany’ to help other people who have lost limbs; the organization provides emotional support and tries to help families in monetary need with supply of prosthetics. Also, Bethany’s novel Soul Surfer reached the top of the bestseller list, and one of her main priorities for writing her story was to help others deal with difficult moments and find relief and faith in God to overcome their strife’s (Hamilton 2012). Bethany has also won several inspirational awards such as the Best Comeback Athlete ESPY Award and the Special Courage Award at the Teen Choice Awards in 2004 .Also, she has maintained to surf competitively and has won numerous surfing awards. In 2004, she placed fifth in the Pro Junior NSSA regional event in Hawaii only after few months on making her comeback. In the year of 2007, Hamilton completed in the top 20 surfers at both the U.S. Open tournament in Huntington and the Reef Hawaiian Pro competition.
She finished as the fourteenth position on the Women’s World Qualifying Series in 2008 and 2009. Bethany believes, “It’s exciting to know that by being who I am and all that I’ve been through, I’ve had a positive influence on those who require overcoming a barrier to accomplish a goal” (Sandler, 2007). All in all, Bethany Hamilton has achieved many great accomplishments and inspired millions of people worldwide to keep their faith and strive for achievements despite adversities that they have encountered.
PSYCHOLOGICAL SKILLS TRAINING
Also referred to as PST, is a consistent practice of psychological or mental skills. Such mental skills include regulation of arousal levels or maintenance of concentration skills. Psychological skills training is very important to sports participants because at times they fall victim to various mental letdowns or their mistakes thus this mental aspect often overshadows their physical performance aspect but PST functions to regulate this kind of behavior( Kornspan, 2009). With this kind of training sports men and women can enhance their performance as they are well equipped whether mentally or physically.
For people like Bethany who have had a traumatic experience, this kind of training can come in handy. This is because this traumatic experiences usually affect the performance as traumatic experiences are bound to affect subjects psychologically. For Bethany, after losing her hand, she had to make many readjustments, especially in her training. The reality of surfing with one hand was also hard to accept, but eventually, she overcame all these setbacks. Were it not for her attributes of a tough mental athlete she could not have made it. The attributes that make a mentally tough athletes include, remaining unaffected by competition and adversity for instance in the case of Bethany the shark attack leading to amputation to one of her hands did not deter her from pursuing her dreams. Through rehabilitation conducted medical professionals, surfing training and intense workouts and the right mental attitude, Bethany is what she is today.
COMMUNICATION
Communication can be simply defined as the action of conveying anticipated meanings from a person or a group to another group or a person. Communication is a very important aspect of the day to day events of every individual. For individuals who have verbal impairment established forms of communication have been established which help them to go about their lives like normal people.
For people who have undergone any traumatic experience, communication is very important. This is because it helps in reducing the trauma that may have been inflicted and ultimately, eradicate it. For the case of Bethany who also had a traumatic experience, communication came in handy to erase the trauma caused and thus healing emotionally so as getting back to surfing. Frequent communication with family members and concerned professionals helped a lot. In her book The Soul Surfer, Bethany explains how she used to joke around and make fun of herself with members of her family and hospital attendants which in return assisted her to accept who she was eventually helping her overcome her trauma.
Communication to her worldwide readers through her books about her spiritual journey has strengthened her as she talks about her acceptance of the events that happened. Bethany talks about accepting the situation without asking any questions why it happened to her but rather embracing it and growing stronger in God’s faith. Her books also act as a source of motivation to many of her readers globally who are about to despair due to trauma or other similar adverse situations.
TRAITS OF SUCCESSFUL ATHLETES
Successful athletes have various common traits that often contribute to their success. They are consistent in their day to day workout and fitness routines. Despite losing one limb Bethany has learnt to exercise intensely to keep her body fit for surfing competitions a trait she has acquired.They have realistic expectations and work towards them. It was absurd for Bethany to think after her injury she would go on with surfing normally. She knew it was going to be a hard journey and put her mind to it. A trait she acquired and learnt after her ordeal. They have a burning desire to improve on their mistakes and to perfect what they do. Bethany passion for surfing is what made her go back to surfing even after the incident which is not an acquired trait. They have unwavering focus on their set targets. Despite having trouble to get back on the board Bethany did not despair rather she put more effort which is an acquired trait.
AROUSAL REGULATION
Arousal regulation refers to the ability or the capacity to be in a position to control your emotions. Arousal regulation is important because of the following reasons: it helps people to remain focused, it helps subjects to take control of their emotions and final it assists in recuperating from various setbacks (Thatcher & Rahman, 2011). The setbacks may include injuries, poor performance or maybe failing to make the cut for the travelling team.
In the cause of Bethany, an amputation of a limb was the setback she was facing. The loss of a limb or any body part is not an incidence many people are likely to take lightly or overcome whether adults or children, but Bethany was determined to do so. The ability to put her emotions under control helped her understand what is, cannot change. Bethany in her book The Soul Surfer explains how she had made a decision not to pity herself or allow anyone else to. She was not willing to sit around and do nothing either. Bethany also explains how most of the times she would come out of the water after she was unable to swim or keep balance but ultimately she was able through keeping her emotions in control and eventually focusing.
IMAGERY
The imagery in sports basically refers to using all your senses while rehearsing your sport in your mind. Imagery in sports has a number of benefits which include: boosting the ability to compete effectively, it helps the subjects involved to make the most out of training, it assists in helping the subjects involved to remain motivated and finally it helps subjects to keep in good form even when training is hard or next to impossible at all especially after injuries (Kornspan, 2009).
In the instance of Bethany after the aftermath of the shark attack, through therapy, she was able to recuperate. But the major setback she faced was learning to surf without an arm. It is her visualization of seeing herself getting on that surfboard that enabled her to do so without forgetting support from family and friends and the great love for surfing.
CONCLUSION
To conclude, Bethany Hamilton’s is a passionate surfer who was inspired by her parents and siblings and religious faith, struggled through hardships caused by a shark attack, yet used her achievements to encourage others to have faith and hope. Bethany overcame a tragic shark attack that could have ended her surfing career or even ended her life, yet her determination to believe in herself and God has made her known globally as a living miracle and motivation. Bethany believes, “I’m living proof that there’s no such thing as a handicap. It’s only in your head” (Hamilton, 138). As she proceeds to travel around the world while attending and volunteering to aid others in need, Bethany will continue to develop her legacy as a strong-minded and caring soul. Bethany strives to prevail as an icon of hope and inspiration by touching lives through her platform of faith and sport. Overall, Bethany Hamilton’s legacy of faith and hope to overcome difficulty will continue to live on even long after her time.
Bethany Hamilton set an example for millions of people and made various contributions to get her personal message out in the world. She used her experiences for personal growth and life skills. She continues to be an important figure and inspiration, a fearless and courageous woman.
References
Barney, L. (2016, August 25). Bethany Hamilton: surfing with only one arm isn’t as hard as beating the stigma. Retrieved November 15, 2017, from https://www.theguardian.com/sport/2016/aug/25/bethany-hamilton-surfing-espy-award
Bethany Hamilton talks surf and overcoming obstacles. (2015, May 13). Retrieved November 15, 2017, from http://www.tampabay.com/tb-two/news/bethany-hamilton-talks-surf-and-overcoming-obstacles/2229549
Hamilton, B. & Rikkers, D. (2010). Ask Bethany : FAQs : surfing, faith & friends. Grand Rapids, Mich: Zonderkidz.
Hamilton, B. (2012). Soul Surfer : A True Story of Faith, Family and Fighting to Get Back on the Board. New York: Simon & Schuster UK
Kornspan, A. (2009). Fundamentals of sport and exercise psychology. Champaign, IL: Human Kinetics.
Sandler, M. (2007). Bethany Hamilton : follow your dreams. New York: Bearport Pub.
Surfing Star Bethany Hamilton Goes Inside The Ride Of Her Lifetime. (n.d.). Retrieved November 15, 2017, from http://www.espn.com/espnw/athletes-life/article/14555790/surfing-star-bethany-hamilton-goes-ride-lifetime
Thatcher, J., Day, M. & Rahman, R. (2011). Sport and exercise psychology. Exeter England: Learning Matters
News, A. (Ed.). (2005, November 21). Young Surfer Tells Tale of Shark Attack. Retrieved November 15, 2017, from http://abcnews.go.com/2020/story?id=124360&page=1
Weinberg, R.S., & Gould, D.). Foundations of Sport and Exercise Psychology. (6th edition.). Champaign, IL: Human Kinetics.
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The Memo With Problem/Opportunity Identification
you will write a memo that focuses on a specific constituency and a problem on which you would like to focus. Ultimately, you will try to convince your teammates they should adopt your choice of constituency and community issue for your team’s proposal project.
READ THE ATTACHMENT CAREFULLY
Writing Assignment #1: Problem/Opportunity Identification
This term, your team will be writing a proposal to an important partner, The Lundquist College of Business Executive Council on Experiential Learning & Leadership (ExCELL) to address a critical project to be implemented in Fall 2018. For this assignment, you will write a memo that focuses on a specific constituency and a problem on which you would like to focus. Ultimately, you will try to convince your teammates they should adopt your choice of constituency and community issue for your team’s proposal project.
The Executive Council on Experiential Learning & Leadership (ExCELL):
ExCEL is committed to the development of Experiential Learning & Leadership opportunities for LCB Students. They are looking for dynamic and innovative proposals that will help students develop leadership and communication skills outside of the traditional classroom setting. Their mission is to “Prepare students for the to be leaders in the workplace through experiential learning opportunities.”
Experiential learning is the process of learning through experience, and is more specifically defined as “learning through reflection on doing” Experiential learning is distinct from rote or didactic
learning, in which the learner plays a comparatively passive role. It is related to, but not synonymous with, other forms of active learning such as action learning, adventure learning
, free-choice learning, cooperative learning, service-learning, and situated learning
Choosing a Problem/Constituency
With these criteria in mind, think creatively and broadly about leadership and experiential learning. For example, you might choose to focus on service-learning, project-based learning or outdoor education. Your task is not to come up with a solution to a problem, but rather to :
· Low career-readiness, job preparedness
· Lack of experience with leadership, communication or decision-making skills
· Physical of mental health of college students
Note that each of these problems has many possible solutions. That’s good. You’ll know that you have identified a problem instead of a solution when there are many possible ways to address it. We often make the mistake of offering a “solution disguised as a problem.” For example, “not enough parking in Eugene” is not a problem but a solution in disguise (i.e., more parking). If the problem you’ve identified has an obvious solution, then you haven’t traced the problem back far enough.
Note, too, that most promising opportunities identify a specific constituency with a significant problem. You might choose to focus on, for example, youth, college students, seniors, female athletes, underrepresented populations or international student. As you conduct research and attempt to define the particular need, consider the following questions:
· What is the need? Why is it a problem? In other words, who is affected, how are they affected and how is the problem related to the ExCELL’s mission?
· How is it a problem? What are the underlying, salient drivers/causes/features of the problem? Identify those and back them up with evidence.
· What are the current efforts in the community and how/why have they failed to sufficiently address the problem? In other words, why aren’t they working?
· What is the ultimate goal to be achieved by addressing the problem. Do not suggest a solution here but an overarching goal. Do not suggest how you would achieve the goal in this assignment.
Note that this assignment simply asks you to analyze the situation as it is, not to suggest solutions for how to make it better. ExCELL first wants to hear what the issues are in the community and will then put out a call for proposals addressing a smaller set of specific issues with specific solutions.
Formal Guidelines
Write a 1-page (maximum) single-spaced memorandum addressed to EXCELL that:
How you organize this information in your memo is up to you based on your argument and rhetorical goals.
Please keep your memo to one page, single-spaced, 12 pt. font, 1” margins. Follow the attached formatting guidelines to produce high skim value and clear organization..
*Cite sources used for evidence
Evaluation Criteria
I will evaluate your memo based on whether or not it effectively achieved its purpose:
· Did you highlight a community problem and a specific constituency that needs EXCELL’s support?
· Did you use clear, concise, compelling professional language that supports the persuasiveness of your memo?
This memo is an opportunity to practice professional writing with my direct feedback and a chance to make a valuable contribution to your team early in the term.
Post to Vericite and bring two hard copies of your memo to class on the due date.
[High Skim Value Example]
To: Board of Directors
From: Your Name, Vice President of Human Resources Date: September 29, 2016
Re: How to organize and format a business memo
An opening paragraph typically states why you’re writing, sets the proper tone, gives your bottom line recommendation, and previews what you’ll discuss. You do not need a heading for the opening of a short document. This document shows how to organize a memo using major sections and headings and how to break up longer sections with bullets/numbers or subsections. Obviously, your document doesn’t need to look exactly like this. Use your own judgment while following the general guidelines for high skim value.
Descriptive Headings and Short Paragraphs
For your major sections, use descriptive, major headings to organize your document and improve its skim value. By its major headings (which are bolded), this document clearly has two major topics. A reader should get the gist of your memo by skimming the headings alone. So avoid generic headings like “Section 1.” Include enough content to aid understanding.
Keep your paragraphs short. Avoid block text. As a rule of thumb, paragraphs should have more than one sentence but not more than six or seven lines of text. Left justify your paragraphs and use line breaks between them. You should not indent the first line of a paragraph if you’re using line breaks.
Bullets and Subsections
As a rule of thumb, if you have more than three or four paragraphs under a heading, consider using bullets/numbers or subsections to improve the skim value of the major section. If you choose to use bullets or numbered items in your memo, use at least two at a time but not so many that it lowers your skim value:
· List items, sentence fragments, or short sentences in bullets
· Avoid using bullets for paragraphs
· Keep bullets “parallel,” i.e., start them with the same part of speech (e.g., verbs or nouns)
Sometimes, subsections with minor headings are more appropriate than bullets for improving improve skim value.
Subsections vs. Bullets
Whereas bullets and numbered items are useful for lists and single sentences, minor (secondary) sections are good for paragraphs. Consider indenting these.
Using Minor Heading
Use a different graphic emphasis than you use for your major heading (e.g., italics instead of bold). Keep your formatting consistent, and avoid redundant emphasis (e.g., italics and underlining).
A closing paragraph typically summarizes benefits, reinforces the tone, and gives a call to action. You do not need a heading for the closing of a short memo.
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Nutrition Program for Women, Infants, and Children
RESULTS
Nutrition Program for Women, Infants, and Children (“WIC Program”) serves 9.3 million limited-resource, nutritionally at-risk mothers, infants, and children under age 5 in the U.S.1 WIC provides free supplemental healthy foods, nutrition education, breastfeeding support, and healthcare referrals. WIC improves diet quality among low-income children, but participation in the program drops as children age, particularly at ages 2-4.1 Since 2013, the number of persons participating in the program has decreased (Table 1 & 2).1,2 As WIC aims to increase the number of participants in its program, ChEW objectives to disseminate the WIC app within the state of Tennessee has increased with forward progress.2 Going into its 3rd year with Vanderbilt University Medical Center, ChEW intervention is currently in its design phase and pursuing short-term objectives as follows: interview candidates to test the app and ultimately enroll into WIC programs, development of the app through accumulation of healthy recipes and nutrition labels, and accumulation of images not subject to copyright for app design.
https://screenshotscdn.firefoxusercontent.com/images/830042b0-7a40-4ffb-ab0d-3c13373fb253.png https://screenshotscdn.firefoxusercontent.com/images/1a8a4d60-0d25-4bea-b56f-78ba72df416e.png
Table 1. USDA. US Department of Agriculture: Food and Nutrition.
Table 2. USDA. US Department of Agriculture: Food and Nutrition.
I, the student, entered the development phase of ChEW. Short-term objectives to accomplished during 120 practicum hours was the completion of healthy nutrition recipes and labels. To date, an estimated 250 recipes and nutrition labels have been created utilizing NutriPro nutritional software program. It is estimated that a total of 300 recipes will be completed by the end of the practicum hours. Data has not yet begun to pool for results. However, the design phase is necessary for successful intervention and, in compliance with the competencies selected it employs evidence-based and culturally appropriate methods to plan, implement, and administer health interventions to address community and population health needs.
Interviewing participants for the program assists applicants in determining whether they are potentially eligible to receive WIC benefits. Collaborations with the ChEW team (Vanderbilt, Tennessee State, Meharry Alliance) requires effective communication in which demonstrating appropriate and effective communication and advocacy skills when interacting with diverse audiences in the context of health, complies with the second competency selected. Several persons interested in participating in the ChEW research are currently being enrolled for research, and interviews will be conducted in the coming weeks. Results from this process will continue to be updated over time. This process is still undergoing and meets the competencies guidelines in select quantitative and qualitative data collection methods, as it requires the interviewer to analyze quantitative and qualitative data using biostatistics, informatics, computer-based programming and software to determine individual eligibility for the program. To be eligible for the WIC Program, applicants must meet all of the following eligibility requirements:
· Categorical
· Residential
· Income
· Nutrition Risk2,3
Depending on whether the individual is pregnant, postpartum, breastfeeding, an infant, or a child, an eligible individual usually receives WIC benefits from 6 months to a year, at which time she/he must reapply.3
Developing version 2.0 of the CHEW app to enhance the features and functionality, include implementation strategies such as adding appealing images of healthy foods into the app. The Tennessee WIC program plans use the CHEW app in WIC clinics across the state, which will reach over 70,000 families with 2-4-year-old children during the course of the five-year project.4 The overall goal for this project is to evaluate the impact of the CHEW app on increasing the use of WIC benefits, improving diet quality, and reducing other obesity risk factors among preschool-aged children from limited-resource families. Implementation strategies meet the competencies that apply epidemiological methods to the breadth of settings and situations in public health practice.
References:
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Write a 1,050-word paper that explains the functions and limitations of neural plasticity in the participant’s recovery process.
For this assignment, your team will choose a participant to work with who has experienced trauma to the brain and describe the functions and limitations of neural plasticity in the recovery process.
Imagine you are working as a behavioral health specialist in a neurological research center and are responsible for participant education. There are three participants to choose from: Stephanie has experienced a stroke; Jamie has experienced an amputation; and Robert has experienced a traumatic brain injury.
Choose one participant to work with.
Write a 1,050-word paper that explains the functions and limitations of neural plasticity in the participant’s recovery process.
Cite 2 to 3 peer-reviewed sources.
Format your paper according to APA guidelines
Note: When approaching Learning Team assignments, equal group work is required. Reference your Learning Team Charter for the details and guidance.
Click the Assignment Files tab to submit your assignment.
Materials
Grading Guide
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Neural Plasticity task
For this assignment, your team will choose a participant to work with who has experienced trauma to the brain and describe the functions and limitations of neural plasticity in the recovery process.
Imagine you are working as a behavioral health specialist in a neurological research center and are responsible for participant education. There are three participants to choose from: Stephanie has experienced a stroke; Jamie has experienced an amputation; and Robert has experienced a traumatic brain injury.
Choose one participant to work with.
Write a 1,050-word paper that explains the functions and limitations of neural plasticity in the participant’s recovery process.
Cite 2 to 3 peer-reviewed sources.
Format your paper according to APA guidelines
Note: When approaching Learning Team assignments, equal group work is required. Reference your Learning Team Charter for the details and guidance.
Click the Assignment Files tab to submit your assignment.
Materials
Grading Guide
The post Neural Plasticity task appeared first on graduatepaperhelp.
Its Not A home Work Its About C# Coding Language.
need help creating 5 pages and authenticate users,
Please contact me through the chat, most bids are about paper I guess they really don’t understand C# 
***Project Topic and Description
Your Name:Khalid Arab__________
INFS 4950 Project Topic and Description
In the INFS 4950 final project you are required to either (1) complete the development phase of either your Campaign or MountainGoat Outfitters project from INFS 3800 or (2) select a Web Application to develop of your choice.
If you choose to complete the development phase of the Campaign or MountainGoat Outfitters project from INFS 3800, then you will need the analysis and design documents completed in INFS 3800 (primarily the use cases and wire frames). If you do not have your documentation, please contact Dr. Stoney Brooks to retrieve your documents from D2L. The Campaign SQL database and MountainGoat Outfitters SQL database is available for you in D2L. In addition, there is an existing Campaign Web Application and MountainGoat Web Application provided for you in D2L to use as a starting place for your project. You need to complete seven use cases to fulfill requirements for this project.
**Very Important Note: If you choose to develop a Web Application other than the Campaign or MountainGoat Outfitters project from INFS 3800, you will also need to create the SQL Database and Use Cases for your proposed Web Application. You will need to create seven Use Cases to fulfill the requirements for this project.
Please place an “X” beside the option you choose for the final project
_ I choose to develop the Campaign project from INFS 3800.
Place an “X” beside the 7 Use Cases you Plan to Develop for your Campaign Project:
_ Generate Donor History Report
_ Generate Finance Report
_ Identify and Flag Top 20 Contributors
_ Assign Assignments
_ View Assignments
_ Close an Assignment
_ Generate Performance Metrics
_ Update Employee Data
X I choose to develop the MountainGoat Outfitters project from INFS 3800.
Place an “X” beside the 7 Use Cases you Plan to Develop for your Campaign Project:
X Authenticate User
X Maintain Data in the Database
_ Generate List of Customers
X Generate List of Items Above Specified Amount
X Generate List of Products and Categories by City
X Generate List of Employees and Commission Rates
_ Calculate Total Commission Expense
X Generate List of Most Recent Purchase Dates per Product
X Calculate Total Purchases Made
_ Calculate Total Revenue
_ Calculate Sales Counts
_ Calculate Sales by Category
_ Calculate Customer Sales by Category
_ Calculate Product Sales by Category
_ I choose to select a different Web Application to develop. The title of the Web Application I will develop is:__________________________________________.
Note: You only need to fill out the table below if you are NOT developing the Campaign Project or the MountainGoat Outfitters
Include a short description of the Web Application you will be developing here:
Proposed Use Cases for the Project
Short Description of the Corresponding Use Case
Use Case 1:
Use Case 2:
Use Case 3:
Use Case 4:
Use Case 5:
Use Case 6:
Use Case 7:
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Develop a research plan using the Research Plan template
EDUC 815
Group Research Plan Instructions
In groups, you will create a research plan using the Research Plan template. During specified modules/weeks, updates of the assignment will be submitted to demonstrate advancement.
As the Research Plan’s purpose is to demonstrate that you are able to synthesize the content from each module and write a corresponding section of a research plan. Informal comments will be made by the instructor to help guide you each week. You will need to address the comments each week by using one or more of the following tools in Word: comments, track changes, or highlighting.
After reviewing the content for each module/week’s Reading & Study folder, you will complete this assignment in 2 parts: working individually (Part 1) and working in a small group of 3 or 4 members (Part 2).
Part 1
Complete the portion of the template on your own. Type directly into the provided template and utilize current APA format. The template is a tool provided to assist you in organizing your thoughts. You must submit your template through the Group Discussion Board submission link by 11:59 p.m. on Thursday of the assigned modules/weeks. Each team member will submit his/her own worksheet as a thread in order to complete Part 2.
Part 2
Review your group member’s templates and work together to agree a final product. Once the group has completed the template together, one member of the group will submit the finalized group template via Blackboard by 11:59 p.m. (ET) on Sunday of the same modules/weeks.
Group Write-up
Joe collected a self-report questionnaire from students from three different elementary schools in his school district on their overall attitudes toward physical education. Joe wanted to test the following null hypothesis:
H01: There is no statistically significant difference between fourth grade boys and girls overall attitudes toward physical education.
Over the next 8 weeks your group will develop a research plan based on this hypothesis. You will have to use your imagination and creativity to develop this study. This is a future research plan so write in future tense.
Week 2: update 1
This week’s sections will be the title, summary, research question, and hypothesis. To receive full credit on the updates, I look for completeness. This means you addressed all the elements in each section.
Week 3: update 2
This week you will begin your Research Plan Update 2, which will require you to write an Introduction. Remember that the introduction should include 3–5 citations.
Week 4: update 3
This week you will begin your Research Plan Update 3, which will require you to write up the participants and setting section.
Week 5: update 4
You will also begin Research Plan Update 4. This week’s Research Plan Update requires you to write-up your Instrumentation section.
Week 6: update 5
This week’s Research Plan Update requires you to write-up your research design and procedure.
Week 7: update 6
This week’s Research Plan Update requires you to write-up your analysis section. This last plan should be free from comments, track changes, and highlighting.
Week 8: EXAM
Given a hypothesis, write a research plan using the research plan template. Review your groups work research plan update to help you with this assignment.
Module/
Week
Update
Number
Sections
1
Begin to think about your topic
2
1
Title, Overview, Research Question, Hypothesis
3
2
Introduction
4
3
Participants and setting
5
4
Instrumentation
6
5
Research design and procedure
7
6
Analysis
8
Study for Final Exam
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Make a 5- to 10-panel illustrated brochure that includes the following:
In this assignment, you will create a paneled brochure describing the anatomy of neurons, synaptic transmissions, and the functions of neurotransmitters.
Resource: Brochure Builder
Imagine you are working for a neurological research center, and they need additional reading material for their waiting room.
Create a 5- to 10-panel illustrated brochure that includes the following:
The anatomy of a neuron
A description of the neural impulse
The stages of neural conduction
The function of the primary neurotransmitters
An example of a physically painful experience that contrasts the neural conduction process under normal circumstances and under the influence of an opiate drug
Cite 2 to 3 peer-reviewed sources.
Format citations inyour brochure consistent with APA guidelines.
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