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Physics question 20 hw 21

Physics question 20 hw 21.

Complete the following statement: In the laser-based medical procedure known as photorefractive keratectomy (PRK), nearsightedness and farsightedness can be treated using the laser toQuestion 20 options:1) remove small amounts of tissue from the lens and change its curvature.2) change the index of refraction of the aqueous humor.3) alter the fluid pressure within the eye.4) remove small amounts of tissue from the cornea and change its curvature.5) stimulate unused rods and cones on the retina.
Physics question 20 hw 21

DeVry University Learning Management System in School Research Paper.

Front-End Needs AnalysisScenarioYour organization is procuring a new learning management system (LMS) for online education or training needs.Note: You may use the organization that you created in the Week 2 discussion or aspects of existing processes from either your current or a former place of employment. However, you must remove any and all identifying information that would enable someone to discern the organization[s] that you have used. Create or identify all necessary assumptions needed to complete the assignments.ResourcesThe following resources may help you with this assignment:LMS Needs Analysis – Questions to Ask When Reviewing Systems.Resources for Procuring the Right LMS [PDF].InstructionsWrite a 4–6-page paper in which you:Describe your organization and explain what kind of education or training it provides.Explain the current systems and processes used for education or training in your organization.Identify the key internal administrative and educational stakeholders from your organization that will access and/or maintains the LMS. Specify each stakeholder’s role for the LMS.Determine at least five key specific needs of the organization that you foresee will benefit from an LMS based upon the stakeholders’ roles. Justify your response.Prioritize and classify the needs. Justify your response.Suggest a strategy for assessing proprietary and open-access LMSs to correspond with the needs of your organization. Provide a rationale for your suggestion.Provide at least two reliable, relevant, peer-reviewed references (no more than one used previously), published within the last five years that support the paper’s claims.This course requires the use of Strayer Writing Standards. For assistance and information, please refer to the Strayer Writing Standards link in the left-hand menu of your course. Check with your professor for any additional instructions.The specific course learning outcome associated with this assignment is:Conduct a front-end needs analysis for implementing a new LMS.By submitting this paper, you agree: (1) that you are submitting your paper to be used and stored as part of the SafeAssign™ services in accordance with the Blackboard Privacy Policy; (2) that your institution may use your paper in accordance with your institution’s policies; and (3) that your use of SafeAssign will be without recourse against Blackboard Inc. and its affiliates.Institution Release Statement Needs AnalysisGrid ViewList View UnacceptableNeeds ImprovementCompetentExemplaryDescribe your organization and explain what kind of education or training it provides.Points:0 (0.00%)Did not submit or incompletely described your organization; did not submit or incompletely explained what kind of education or training it provides.Points:12 (7.50%)Partially described your organization; partially explained what kind of education or training it provides.Points:13.6 (8.50%)Satisfactorily described your organization; satisfactorily explained what kind of education or training it provides.Points:16 (10.00%)Thoroughly described your organization; thoroughly explained what kind of education or training it provides.Explain the current systems and processes used for education or training in your organization.Points:0 (0.00%)Did not submit or incompletely explained the current systems and processes used for education or training in your organization.Points:12 (7.50%)Partially explained the current systems and processes used for education or training in your organization.Points:13.6 (8.50%)Satisfactorily explained the current systems and processes used for education or training in your organization.Points:16 (10.00%)Thoroughly explained the current systems and processes used for education or training in your organization.Identify the key internal administrative and educational stakeholders from your organization that will access and/or maintain the LMS. Specify each stakeholder’s role for the LMS.Points:0 (0.00%)Did not submit or incompletely identified the key internal administrative and educational stakeholders from your organization that will access and/or maintain the LMS. Incompletely specified each stakeholder’s role for the LMS.Points:12 (7.50%)Partially identified the key internal administrative and educational stakeholders from your organization that will access and/or maintain the LMS. Partially specified each stakeholder’s role for the LMS.Points:13.6 (8.50%)Satisfactorily identified the key internal administrative and educational stakeholders from your organization that will access and/or maintain the LMS. Satisfactorily specified each stakeholder’s role for the LMS.Points:16 (10.00%)Thoroughly identified the key internal administrative and educational stakeholders from your organization that will access and/or maintain the LMS. Thoroughly specified each stakeholder’s role for the LMS.Determine at least five key specific needs of the organization that you foresee will benefit from an LMS based upon the stakeholders’ roles. Justify your response.Points:0 (0.00%)Did not submit or incompletely determined at least five key specific needs of the organization that you foresee will benefit from an LMS based upon the stakeholders’ roles. Incompletely justified your response.Points:18 (11.25%)Partially determined at least five key specific needs of the organization that you foresee will benefit from an LMS based upon the stakeholders’ roles. Partially justified your response.Points:20.4 (12.75%)Satisfactorily determined at least five key specific needs of the organization that you foresee will benefit from an LMS based upon the stakeholders’ roles. Satisfactorily justified your response.Points:24 (15.00%)Thoroughly determined at least five key specific needs of the organization that you foresee will benefit from an LMS based upon the stakeholders’ roles. Thoroughly justified your response.Prioritize and classify the needs. Justify your response.Points:0 (0.00%)Did not submit or incompletely prioritized and classified the needs. Incompletely justified your response.Points:18 (11.25%)Partially prioritized and classified the needs. Partially justified your response.Points:20.4 (12.75%)Satisfactorily prioritized and classified the needs. Satisfactorily justified your response.Points:24 (15.00%)Thoroughly prioritized and classified the needs. Thoroughly justified your response.Suggest a strategy for assessing proprietary and open-access LMSs to correspond with the needs of your organization. Provide a rationale for your suggestion.Points:0 (0.00%)Did not submit or incompletely suggested a strategy for assessing proprietary and open-access LMSs to correspond with the needs of your organization. Incompletely provided a rationale for your suggestion.Points:18 (11.25%)Partially suggested a strategy for assessing proprietary and open-access LMSs to correspond with the needs of your organization. Partially provided a rationale for your suggestion.Points:20.4 (12.75%)Satisfactorily suggested a strategy for assessing proprietary and open-access LMSs to correspond with the needs of your organization. Satisfactorily provided a rationale for your suggestion.Points:24 (15.00%)Thoroughly suggested a strategy for assessing proprietary and open-access LMSs to correspond with the needs of your organization. Thoroughly provided a rationale for your suggestion.Provide at least two reliable, relevant, peer-reviewed references (no more than one used previously), published within the last five years that support the paper’s claims.Points:0 (0.00%)No references provided.Points:12 (7.50%)Does not meet the required number of references; some or all references poor-quality choices.Points:13.6 (8.50%)Meets number of required references; most references high-quality choices.Points:16 (10.00%)Meets number of required references; all references high-quality choices.Writing mechanics, grammar, and formatting.Points:0 (0.00%)Serious and persistent errors in grammar, spelling, punctuation, or formatting.Points:6 (3.75%)Partially free of errors in grammar, spelling, punctuation, or formatting.Points:6.8 (4.25%)Mostly free of errors in grammar, spelling, punctuation, or formatting.Points:8 (5.00%)Error-free or almost error-free grammar, spelling, punctuation, or formatting.Information literacy or integration of sources.Points:0 (0.00%)Serious errors in the integration of sources, such as intentional or accidental plagiarism, or failure to use in-text citations.Points:6 (3.75%)Sources are partially integrated using effective techniques of quoting, paraphrasing, and summarizing.Points:6.8 (4.25%)Sources are mostly integrated using effective techniques of quoting, paraphrasing, and summarizing.Points:8 (5.00%)Sources are consistently integrated using effective techniques of quoting, paraphrasing, and summarizing.Clarity and coherence of writing.Points:0 (0.00%)Information is confusing to the reader and fails to include reasons and evidence that logically support ideas.Points:6 (3.75%)Information is partially clear with minimal reasons and evidence that logically support ideas.Points:6.8 (4.25%)Information is mostly clear and generally supported with reasons and evidence that logically support ideas.Points:8 (5.00%)Information is provided in a clear, coherent, and consistent manner with reasons and evidence that logically support ideas.
DeVry University Learning Management System in School Research Paper

What is Management? Why Does it Matter?

Management is defined as the process of dealing with or controlling things or people (Oxford Dictionary). Management is derived from managerial power; it encourages stable functioning environment. This essay will highlight the role of management and the four functions of management and will identify how efficiency and effectiveness are key objectives for managers to fulfill. Furthermore this essay will aim to identify the importance of good management and why management is fundamental in an organisation. Managers are generally elected by someone higher up in the organisation and their management is a direct result of procedures and guidelines they must follow. When comprising group work or teamwork in an organisation the end result is a clear indication of the communication skills and delegation skills by the manager and leaders (Eunson 2012). Efficiency and effectiveness are key objectives for managers to fulfill. The role of management is extensive and can cover not just the smooth running within a company but also the external factors associated with the company such as stakeholders and other workplaces with which certain business is conducted (Sappy, 2009). Being able to identify problem areas and change areas within a company and to redefine the organizational structure whilst keeping the firm efficient is a challenge, gauging a managers response to the change and ability to apply and optimize the changes in tune with the goals of the specific firm is essentially the role of management in a workplace (Sinclair and Collins 1992). Management is made up of four functions; planning, organising, leading and controlling. These four functions are key to the smooth running of a workplace and ensure that all aspects of the company are covered in regards to management of people, places and resources relevant to the objectives set out for a particular firm. The first component is planning. A manager must define what goals are relative to the organisation and how best to achieve these goals. Generally the business will have mission statement and a manager will keep this in mind when developing a plan. Two critical components of the planning function are setting objectives and following up on the execution of the plan. The second function of management is organising. The goal of a manager is to organise and structure an environment that allows other people to engage, and collaborate to meet the criteria needed for that particular organisation to function efficiently (Samson

Ebola Virus: History, Symptoms and Treatment

help me with my homework Contents Introduction. History of Ebola virus. Characteristics of Ebola virus. Symptoms of Ebola infection. Diagnosis methods. Treatment methods. Conclusion Reference list Introduction A reported by the World Health Organization (2014) Ebola virus disease once known as Ebola haemorrhagic fever is a serious, frequently deadly disease, with a case casualty rate of up to 90%. There are no authorized particular medications or vaccine accessible for utilization in individuals or creatures. Stanford education (2014) states that Ebola virus was initially recognized as a possible new “strain” of Marburg virus in 1976. Stanford education states that Ebola infection is initially wide spreading in Sudan and Zaire. Ebola virus is a member of filoviridae family. Farrar and Piot (2014) reported that as of September 14, 2014, a total of 4507 confirmed and likely instances of Ebola virus disease, and also 2296 deaths from the infection, had been accounted for from five nations in West Africa — Guinea, Liberia, Nigeria, Senegal, and Sierra Leon. Contact with body fluids demonstrated a solid affiliation. Francesconi et al. (2003) comments that Persons who had immediate physical contact with a infected person were more inclined to have gained the disease. History of Ebola virus Peters and Leduc (1999) comments that biomedical science initially experienced the virus family filoviridae when Marburg virus showed up in 1967 and in the late 1970s, the global group was again startled, this time by the revelation of Ebola infection as the causative executor of significant flare-ups of hemorrhagic fever in the Democratic Republic of the Congo (DRC) and Sudan. History of Ebola infection can be found online (Stanfort education, 2014) The first outbreaks of infected in excess of 284 peoples, with a 53% death rate. After the few months the second Ebola infection caused from Yambuku, Zaire, Ebola-Zaire (EBOZ). EBOZ, with the most astounding death rate of any of the Ebola infection (88%), contaminated 318 peoples. In 1989, a novel infection, Reston Ebolavirus (REBOV) was secluded from commonly tainted cynomolgus macaques imported from the Philippines into United States. All shipments aside from one were followed to single supplier in the Philippines; however, the main beginning of the infection and mode of sullying for the office has never been learned. While pathogenic for regularly and tentatively tainted monkeys, constrained information demonstrate that REBOV may not be pathogenic for people as creature overseers without delivering clinical side effects. A review by Georges et al. (1999) reported that, in 1994, at Gabon, Occured in Mékouka and other gold-mining camps profound in the downpour backwoods. At first thought to be yellow fever; recognized as Ebola hemorrhagic fever in 1995. Zuckerman(2008) reported that In 2000, Happened in Gulu, Masindi, and Mbarara areas of Uganda. The three most essential dangers connected with Ebola infection contamination were going to funerals of Ebola hemorrhagic fever patients, having contact with infected patients in one’s family, and giving restorative forethought to Ebola infected patients without utilizing sufficient individual defensive measures. In this situation, reported number of human cases is 425 and reported number of deaths among cases is 224. Characteristics of Ebola virus A review by Sullivan et al. (2003) comments that Ebola was found in 1976 and is a member of the Filovirus family, which are pleomophic, negative-sense RNA viruses whose genome organization is most similar to the paramyxoviridae. Geisbert et al. (2010) states EBOV particles contain a non-infectious RNA genome of roughly 19 kilobases that encodes seven structural proteins and one non-structural protein. The gene order is 3′ leader, nucleoprotein, virion protein 35 , virion protein 40, glycoprotein, virion protein 30, polymerase L protein, and 5′ trailer.3 Four of these proteins—nucleoprotein, virion protein30, virion protein35, and the polymerase L protein—are associated with the viral genomic RNA in the ribonucleoprotein complex.Crowley and Crusberg (2014) states Ebola viruses are long and filamentious, essentially bacilliform. However the viruses mostly get on a “U” shape. The particles of these viruses can be above 14,000 nm in long and average 80 nm in diameter. Visualscience.ru (2014) states Ebola has a layer envelope its shaped from the film of the host cell during virus budding. The viral molecule additionally catches various human proteins. Ebola surface protein, encoded by the gp gene. Transmission of the virus PHAC-ASPC.GC.CA (2014) states, that in an outbreak, it is theorized that the first patient gets to be infected as an aftereffect of contact with an infected animals. Person to person transmission happens by means of close personal contact with an infected individual or their body fluids during the late stages of disease or after death. Centers for Disease Control (2014) reported that Ebola is not spread through the air or by water, or in general, foods. However Ebola is spread through direct contact with blood or body fluids including but not limited to urine, salivation, dung, regurgitation, and semen of an individual who is infected by Ebola. And also Ebola virus can be transmitted by objects like needles and syringes that have been contaminated with the virus. Symptoms of Ebola infection Smith (2014) stats that, the symptoms of Ebola may be shown out from 2 days to 21 days after the infection of Ebola virus, but the average is 8 to 10 days from the infection. The symptoms are quite similar to the flu, cholera, typhoid, and malaria. The symptoms usually include high fever, serious head pain, body weakness, retching, diarrhea, stomach torment, Lack of apptite, and sore throat. Symptoms of Ebola can be found online (Health24, 2014). Progression of Ebola fever causes bleeding inside the body, and from the eyes, ears, nose and anus. Some individuals will vomit or hack up blood, have wicked looseness of the bowels, have impaired kidney and liver function, have continues hiccups and get a rash. Diagnosing methods of Ebola can be found online (Cdc.gov, 2014). In the earlier stage is really very difficult because the early symptoms are quite similar to the symptoms of malaria and typhoid fever. In his analysis Zubay (2005,pp) says that tests with live virus must be performed in Biosafety Level 4 regulation research centers, due to the compelling harmfulness and infectiousness of disease. Diagnosis methods Diagnosing methods of Ebola can be found online (Centers for disease control and prevention, 2014). In the earlier stage is really very difficult because the early symptoms are quite similar to the symptoms of malaria and typhoid fever. In his analysis Zubay (2005,p.71,72) says that tests with live virus must be performed in Biosafety Level 4 regulation research centers, due to the compelling harmfulness and infectiousness of disease. A review by Saijo et al, (2006) says after the isolation, the virus can be detected via various laboratory diagnostic methods like virus isolation, reverse transcription, real time quantitative method , antigen-capture enzyme-linked immune sorbent assay method (ELISA), antigen detection by immunostaining, or IgG-and IgM-ELISA using authentic virus antigens (9, 18, 28-30, 32, 48, 50, 53, 64). Diagnosing methods can differ with the time line of infection which can be found online (Centers for disease control and prevention, 2014). Within a few days after the symptoms shown out we could use Antigen-capture enzyme-linked immunosorbent assay (ELISA) testing or IgM ELISA or Polymerase chain reaction (PCR) or Virus isolation and for retrospectively in deceased patients we need to use Immunohistochemistry testing or PCR or virus isolation and later in the disease course or after recovery we could use IgM and IgG antibodies. In his analysis Bray (2014) says that as indicated by the WHO, people who no more have signs and indications of Ebola infection sickness can be released on the off chance that they have two contrary PCR tests on entire blood, differentiated by no less than 48 hours. Treatment methods Schoenstadt (2014) says that there are no proven treatment methods to kill the Ebola virus therefore, treatment concentrates on giving easing of side effects as the body battles the virus. This is called supportive care. Ziady and Small (2004) stats that patients receive supportive treatments like balancing fluid and electrolytes, maintaining tissue and pulmonary oxygenation, maintaining blood circulation by replacing blood loss, and treating complications symptomatically. Gupta, (2014) comments that chronicled examples in medication improvement recommend that there is a slim likelihood of accomplishment with the current arrangement of potential Ebola treatments. Torrence (2005) stats that scientists have also examined the potential of heterologous live viral vectors in effectively preventing Ebola virus infection. And we also can say good nursing care and using antibiotics to prevent secondary infections from bacteria also supportive care for Ebola. Lamontagne et al. (2014) says General wellbeing mediations including describing the episode the study of disease transmission, contact following, social assembly, and state funded instruction are fundamental steps in ceasing Ebola and will at last spare a lot of people a larger number of lives than can be spared by individual patient forethought. (Geisbert, 2014) says that antibody therapies and several other methodologies mentioned here should ultimately be included in an arsenal of interventions for controlling future Ebola outbreaks. Conclusion Ebola is infection and highly lethal and with no verifiably effective vaccine available. However the ebola hemorraghic fever can be control by spreading virus. First of all, the health ministry of government and who knows about the Ebola virus disease they should be Awareness to essential peoples. Because everyone must be attention about the Ebola infection. The ebola infection only can diagnosis under the advanced laboratory, but there are no lab facilities backwardness areas and also some essential countries. However who the person shows the ebola virus symptoms, we should be try to transfer to where can diagnose. In the future government should be provide advanced lab facilities for diagnose the infection when the infection highly spreading. The medical workers of ebola virus diagnosing or researching they should be wear protective clothing transport a man suffering from Ebola. Reference list Bray, M. (2014). Uptodate. Available at: http://www.uptodate.com/contents/diagnosis-and-treatment-of-ebola-and-marburg-virus-disease# (Accessed 30 October 2014). Centers for disease control and prevention (2014) Available at: http://www.cdc.gov/vhf/ebola/diagnosis/ (Accessed 29 October 2014). Centers for disease and prevention (2014). Transmission of Ebola Hemorrhagic Fever [online] Available at: http://www.cdc.gov/vhf/ebola/transmission/ (Accessed 27 September 2014). Crowley, J. and Crusberg, T. (2014). Genomic Structure, Comparative and Molecular Biology. Available at: http://www.mcb.uct.ac.za/ebola/ebolagen.html (Accessed: 28 September 2014). Farrar, J. and Piot, P. (2014). ‘Ebola Virus Disease in West Africa -The First 9 Months of the Epidemic and Forward Projections’, New England Journal Medicine, 371(16), pp.1481-1495 [Online]. Available at: http://www.nejm.org/doi/full/10.1056/NEJMoa1411100 (Accessed: 6 November 2014) Francesconi, P., Yoti, Z., Declich, S., Onek, P., Fabiani, M., Olango, J., Andraghetti, R., Rollin, P., Opira, C., Greco, D. and Salmaso, S. (2003). ‘Ebola Hemorrhagic Fever Transmission and Risk Factors of Contacts, Uganda’. Emerging Infectous Disease, 9(11), pp.1430-1437, National Center for Biotechnology Information [Online]. Available at: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3035551/ (Accessed: 6 November 2014) Geisbert, T., Lee, A., Robbins, M., Geisbert, J., Honko, A., Sood, V., Johnson, J., de Jong, S., Tavakoli, I., Judge, A., Hensley, L. and MacLachlan, I. (2010). Postexposure protection of non-human primates against a lethal Ebola virus challenge with RNA interference: a proof-of-concept study. 375(9729), pp.1896-1905, The Lancet. (online). Available at: http://dx.doi.org/10.1016/s0140-6736(10)60357-1 (Accessed 28 September 2014) Geisbert, T. (2014). ‘Medical research: Ebola therapy protects severely ill monkeys’, Nature, 514(7520), pp.41-43, Nature Publishing Group [Online]. Available at: http://www.nature.com/nature/journal/vnfv/ncurrent/full/nature13746.html (Accessed:6 November 2014). Georges, A., Leroy, E., Renaut, A., Benissan, C., Nabias, R., Ngoc, M., Obiang, P., Lepage, J., Bertherat, E., B’enoni, D. (1999). Ebola hemorrhagic outbreaks in Gabon. Journal of Infectious Diseases. 179(Supplement 1), pp.65–75. [Online]. Available at: http://www.ncbi.nlm.nih.gov/pubmed/9988167 (Accessed: 6 Oct. 2014). Gupta, R. (2014). ‘Rethinking the development of Ebola treatments’, The Lancet Global Health, 2(10), pp.e563-e564 [Online]. Available at: http://www.thelancet.com/journals/langlo/article/PIIS2214-109X(14)70304-3/fulltext (Accessed: 6 November 2014). Health24 (2014). Available at: http://www.health24.com/Medical/infectious-diseases/Ebola/Signs-and-symptoms-of-Ebola-20140729 (Accessed 29 October 2014). Lamontagne, F., Clément, C., Fletcher, T., Jacob, S., Fischer, W. and Fowler, R. (2014). ‘Doing Today’s Work Superbly Well — Treating Ebola with Current Tools’. New England Journal of Medicine, 371(17), pp.1565-1566 [Online]. Available at: http://www.nejm.org/doi/full/10.1056/NEJMp1411310 (Accessed: 6 November 2014) Mahy, B. and Van Regenmortel, M. (2010). Desk encyclopedia of human and medical virology. Google books [Online]. Available at: http://books.google.lk/books?id=nsh48WKIbhQC

Clackamas Community College Write About the Issue the Letter Is Addressing and How the Letter Engages Essay

Clackamas Community College Write About the Issue the Letter Is Addressing and How the Letter Engages Essay.

Below are the guidelines for your peer review workshop. Each of you must perform two peer reviews and upload those as replies to your peers in this forum. For your peer review, please write a response to each peer about his or her essay using the following prompts to guide you. To receive credit, each peer review must be thorough and complete (1–3 pages). Address each of the following prompts to provide your peer with plenty of critical, constructive feedback. Review your peer’s paper as you would like yours reviewed! Feel free to address any other aspects of your peer’s essay not outlined here. Guidelines Write about the issue the letter is addressing, and how the letter engages you by providing background on the issue, or a relevant example that illustrates the issue. If necessary, provide suggestions for improvement. Write about the central claim of the letter, and what type of claim it is. Write about whether the letter would work better with a different type of claim, and why; Write about the type(s) of factual evidence and/or appeals used to support the claim, and what suggestions you have for improving the support in the letter; Based on your assessment, write about what the underlying warrant or assumption of the letter. Write too about whether you agree or disagree with the letter’s argument; Write about whether the letter organized in a clear, logical fashion. If not, write about how it might be reorganized to be more effective. Is the letter concisely written and does it meet the 250-word count? If not, what suggestions do you have for making it more concise? Write about the strongest and weakest aspects of the draft; Write about what you would add, remove, or change to make the draft stronger; To the best of your ability, please make note of the types of errors in mechanics, grammar, and spelling your peer should watch out for and give an example from her or his paper. Peer #1 Letter To the Editor Peaceful protests are Destroying our Nations monuments, and city streets. The news is filled with images of destruction, and graffiti spouting hateful messages. They’ve shown buildings boarded up in fear. The nightly riots resemble war zones, and any thought of an evening out is shattered. Our history and beauty is being stolen from us, and nobody is being held accountable. Two years ago, my oldest had the opportunity to interact with history on a Washington DC trip with his eighth grade class. His sister has been saving for the same experience next summer. My heart aches; unsure what will be left to tour when this all ends. Will she see only the malice of those taking our rights to history away? Last year I enjoyed a theater night with my oldest three kids in Portland. We went early to walk the beautiful city streets. These country kids were excited to see the tall buildings, the elk statue, and the benson bubbler drinking fountains they learned about in third grade. The possibility of enjoying Portland with my youngest child is now in ruins all because of crimes that joined the vocal to shout for justice. However, it has turned into a violent attack on our nation. As President Lincoln in his Lyceum Address stated about danger, “…if it ever reach us, it must spring up amongst us.” We are constantly developing into a greater nation, but, if left unchecked, we will no longer be indivisible with justice for all. Peer #2 The Student’s Plate Would you want your child eating pizza and chocolate milk five days a week? What if it was their only source of food? That is a possible reality in America. Many students in America do not receive the amount of nutrition needed in a meal. This is due to the lack of healthy options provided by schools. Kids are limited to inadequate meals such as corn dogs, sloppy joe, nachos, or chicken nuggets, and we all know they were recently frozen. Schools receive $2.68 from the federal meal program to spend on each student’s meal. “That $2.68 must cover payment not just for the food, but also any labor, facility, and structural costs a school incurs (The Art Institute of Portland)”. A tight budget makes serving healthier food a challenge. Many schools create contracts with food management companies which hands them power over the allotted money to create and provide these meals. These companies lack the incentive to make lunches nutritious and instead are more money driven. These unhealthy meals could be a contributing factor to the childhood obesity epidemic. According to Centers for Disease Control and Prevention, nearly 1 in 5 children aged 6 to 19 years in the United States are obese. This is not only physically harmful but impacts their mental health which can hinder their academic performance. If children come from a lower socioeconomic background, they may be relying solely on school provided meals. Sadly, many schools are not funded well enough to provide each student healthy meals.
Clackamas Community College Write About the Issue the Letter Is Addressing and How the Letter Engages Essay

Differences between Self-Efficacy and Self-Confidence

Introduction Self-confidence and self-efficacy are the most important self-perceptions in both sports and exercises. They contribute to either good performance or poor performance in sports if not carefully developed. According to – these two major self-perceptions are subject to adjustments and therefore, developing a person’s self-confidence or self-efficacy might contribute to greater improvement in sports and exercise performance. In this research one will major on comparing and contrasting self-efficacy and self-confidence and how they are applicable in both sports and exercise settings. Differences between Self-Efficacy and Self-Confidence Self efficacy is not that judgment of what a person has done but what that person thinks he or she can do. It is that perception of one having the power or a belief to effect and produce by completing particular tasks or activities related to competence. In other word it is the process to understand ones personality. Self efficacy relates to person’s perception of his or her ability to reach certain goals or objectives. For instance, one may believe he or she is capable of performing in certain matter which will produce certain goals. An athlete or a footballer that has high level of self-efficacy has expectations of getting positive outcomes. Self confidence on the other hand is viewed as the ability of a person to possess total sureness of feeling that he is equal to the task. It is described as the self assuredness about an individual’s judgment, power and abilities. If a person has self-confidence, that traits shines through that person in all he or she does, say or in what they look. A confident person can simply combat hurdles of life and can even influence others by their impressive personality and positive attitude. A confident footballer or athlete believes in themselves, they do what they think and feel is right for them and they are never afraid of failure. Thus, self-confidence is very important in every aspect of a sportsman or woman lives since out of confidence, one gets success. Secondly, self-efficacy depends on the past situations. One has to consider when he or she is up to the task in that last situation and what he or she has done previously in that situation. If a person has a high level of self-efficacy in sports or exercises, one feel and act in certain way which catapults him to success. In this manner, one’s motivation to do a specific task or to perform well in particular areas is heavily influenced by her level of self-efficacy. Self-confidence is described as what one realistically expects to do or ones innermost thoughts about his or her realistic capabilities. It can also be viewed as a realistic judgment about what a person is able to do not what he or she deed in the past. Self-confidence is developed from the bottom. Meaning that as an athlete, one should attempt to enhance the self-efficacy by accumulating success experience in a specific situation. As the self-efficacy increases, the state of self-confidence improves. Making a good stop increases once defensive self-efficacy during a game. Thus, a strong overall defensive game enhances the state of self-confidence to play well overall. Self-efficacy is viewed as self-confidence is particular situations. However, self-efficacy affects the choice of sports or activity, persistence at the sports, and the amount of effort extended. For instance, somebody might be generally self-confidence in certain sports but when it comes to playing golf that were not good at, they might have very low self-efficacy in that circumstances. Self-efficacy is described as the belief pin an individual capability in executing and organizing sources of action which are required in managing prospective situations. In other word, self-efficacy is described as the self judgment to an individual’s belief in his or her own abilities and competence. People with very high level of self-efficacy seeks challenges, attribute success to the internal factors such as effort and ability and these elevate confidence and also increases expectations of succeeding in the next challenge. However, individuals with low level of self-efficacy; adopt some avoidance behaviors, give up easily as well as become anxious when a task is difficult and attribute failure to the internal factors. This result to a decrease in confidence and reduces expectations of success in the next challenge. On the other hand, self-confidence lowers the anxiety by creating a positive expectation of success. Additionally, self-confidence increases ones motivation by raising the perceived competence and enhances one concentration by eliminating distraction from a negative personal putdowns and thoughts. Self confidence is described by – as the assertion or the trust in oneself, believing in a person’s own aptitude, making choice that might be referring to the general context or to the specific doings or events. It can also be referred to as self-assurance. On the other hand, self-efficacy is that capability of a person to attain required outcomes. Those sportsmen and women with high level of self-efficacy tends to have high desire , high obligation and also are able to reinstate themselves after facing failures better than those individuals with low level of self-efficacy. Self-efficacy enables individuals to view heavy responsibilities and tasks as challenges to be tackled or handled rather than as a risk or danger which has to be avoided at all times. According to – feelings of a greater or higher level of self-efficacy is associated with improved performance in the athletics competition or in exercises as well as improved levels of any sport related performance. Self-confidence is described by – as the belief which one can successfully execute specific activity instead of the global trait which accounts for the overall optimism. It is a more stable and a comprehensive personality characteristic, whilst self-efficacy is unstable, fluctuating and changing rapidly depending on circumstances. As the self-efficacy builds, the levels of self-perception increases and in return, builds self-confidence. Conclusion In conclusion, self-efficacy plays a crucial role and it is the key contributor to good performance especially in sports and exercises. When a person has high level of self-efficacy, he is expected to perform better in sports than that person who has lower level of self-efficacy. Lacks of any believe in one’s own capacity, one can never perform fit in any task or activity. One will not have the drive to do things if the drive does not come from deep inside a person heart. Understanding self-efficacy as a specific situation can eventually affect the overall levels of the self-confidence of a person, hence coaches or leaders in various sports can see importance of building a subordinate self-efficacy. Since raising the feeling of competence in all the areas of sports or exercise helps in building the overall self-confidence, one must determines the strategies to help in the development of a positive self-efficacy sports and excercises.

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