CHS 202 Arizona Connecting Society and Health Essay
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
CHS 202 Arizona Connecting Society and Health Essay
CHS/SOC 202: CONNECTING SOCIETY AND HEALTH personal reflection journal, prompt #2 Please reflect upon the following questions in an essay about 500 words. You should submit your essay in the personal reflection journal #2 folder on d2l by Thursday Feb 6, 11:59 pm. According to the World Health Organization (WHO), health “is a state of complete physical, mental and social well-being, and not merely the absence of disease of infirmity”. a. What does “health” mean to you? b. What does “healthy” feel like for you? c. What does “illness” mean to you? d. What does “ill” feel like for you? e. How does the WHO definition relate to contemporary public issues of health
Changing the Eating Habit Discussion
The social-ecological model (SEM) focuses on multiple levels of influences from various factors that aides in behavior health intervention (Glanz et al., 2015). This model is very effective against conditions such as obesity. Obesity is a medical condition where an individual carries an excessive amount of weight that might affect their health such as comorbidities. Obesity is measured or determined by a body mass index (BMI) of 30 and above. Therefore, the SEM can tackle obesity at different levels with different intervention methods, such as at the individual level which is genetics and improving attitude towards dieting and exercising. Possible SEM intervention at this level includes improving attitudes toward exercising and behavior by rewarding individuals with incentives for making healthy food choices and partaking in physical activity. The SEM at the interpersonal level includes food choices such as increased consumption of fast food and culture. Culture is a contributing factor to obesity because of the social norms surrounding the food they eat may be unhealthy if consumed too often. Possible SEM intervention at this level includes educating the family about nutritional values of food and encourage parents to act as role models and eat healthily and exercise so their kids can observe and follow their actions (Staniford et al., 2012).
The SEM at the institutional/organizational level includes food choices at school and an opportunity for exercise because more children are preoccupied with technology and not going outside to play. Possible SEM intervention at this level includes providing a nutrition course or class in school or promoting health lunch options at school and promoting physical activities at school through clubs and events. The SEM at the community levels includes access to affordable food and providing parks for the community. Possible SEM intervention at this level includes providing the parks so people are encouraged to walk or play outdoors and having local farmers markets with fresh food. The SEM at the policy levels includes regulation of processed food and putting taxes on products. Possible SEM intervention at this level includes taxing food with high sugar content such as sodas and regulating the amount of sugar content, fat, and salt goes into process food (Staniford et al., 2012).
I think the interpersonal level is the most challenging because it is culturally based and people are raised within these social norms which are governed by thoughts, beliefs, and behavior; therefore, it is hard to break a certain traditional habit. Additionally, cultural views on nutrition, physical activity, dieting, body weight and types of food are deeply rooted within a person’s life. For example, it is like trying to tell families in America to stop eating turkey and ham during thanksgiving and Christmas day because its unhealthy. The cultural habit is very deep-rooted, and recipes and traditions have been passed on from generations, it would be hard for families to stop this act (Caprio et al., 2008).
Reference
Caprio, S., Daniels, R. S., Kaufman, R. F., Palinkas, A. L., Rosenbloom, L. A., & Schwimmer, B. J. (2008). Influence of Race, Ethnicity, and Culture on Childhood Obesity: Implications for Prevention and Treatment. American Diabetes Association, 31(11), 2211-2221. Doi: 10.2337/dc08-9024
Glanz, K., Rimer, B. K., & Viswanath, K. (2015). Health behavior: Theory, research, and practice (5th ed.). San Francisco, CA: Jossey-Bass.
Staniford, J. L., Breckon, J. D., Copeland, J. R. (2012). Treatment of Childhood Obesity: A Systematic Review. Journal of Child and Family Studies, 21(4), 545-564. Doi: http://dx.doi.org/10.1007/s10826-011-9507-7
Respond to the bold paragraph ABOVE by using one of the option below… in APA format with At least two references and a minimum of 200 words….. .(The List of References should not be older than 2016 and should not be included in the word count.)
Ask a probing question.
Share an insight from having read your colleague’s posting.
Offer and support an opinion.
Validate an idea with your own experience.
Make a suggestion.
Expand on your colleague’s posting.
Be sure to support your postings and responses with specific references to the Learning Resources.
It is important that you cover all the topics identified in the assignment. Covering the topic does not mean mentioning the topic BUT presenting an explanation from the context of ethics and the readings for this class
To get maximum points you need to follow the requirements listed for these assignments 1) look at the word/page limits 2) review and follow APA rules 3) create subheadings to identify the key sections you are presenting and 4) Free from typographical and sentence construction errors.
REMEMBER IN APA FORMAT JOURNAL TITLES AND VOLUME NUMBERS ARE ITALICIZED.
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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