Discuss The Pathophysiology Of Diabetes Mellitus
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
Discuss The Pathophysiology Of Diabetes Mellitus
Anatomy BMI
MAIN
Matt is a 21 year old male who is 6’1” tall and weighs 250 pounds. Maria is a 19 year old female who is 5’8” and weighs 140 pounds. Matt has a family history of diabetes mellitus. Matt and Maria are close friends and do most things together. On this given day, they were heading out very early in the morning to eat breakfast so that they could get to UCF for their classes before the parking lots filled up. On their way, they stopped at IHOP for breakfast and Matt had the Chicken & Waffles for breakfast, Banana Crepes with Nutella, and one cup of coffee. Maria had BaconTemptation Omelette, a side of Buttered toast, and a 16 oz. of Tropicana Premium Orange Juice.
After their morning classes they met up again for lunch. This time they went to Burger King for a quick bite before heading back to an afternoon in the library. For lunch, Matt had the Whopper w/ cheese, a Dr. Pepper (medium) and a side order of the 9 piece Chicken Nuggets. Maria had the Bacon and cheese crispy chicken sandwich w/o mayo, and a side order of large French fries, and a Coke (large).
They studied until late into the afternoon. On the way home they decided they did not have time to cook, so they stopped at Subway to pick up dinner. At Subway Matt had 12″ Sweet Onion Chicken Teriyaki, a bag of Lay’s classic chips and a Coca Cola (21 oz. with no ice). Maria selected the 6″ Chicken & Bacon Ranch Melt, a Chocolate Chip Cookie and yet again, a Sprite (21 oz. with no ice)
Well into the evening’s feature movie on TV, they both decided that a pizza would be just the right thing to have to finish off the evening. They ordered a 12 ‘’ Medium Pan Pizza: Meat Lover’s Pizza from Pizza Hut. They each had three slices along with a glass of water (they wanted to save the remaining slices for lunch the following day).
The movie ended and they drifted off to bed to rest up to face yet another day tomorrow as UCF students.
This is a typical day for Matt and Maria. Other than their usual study, eat and sleep routine, they do manage to get to the gym about 3 days a week. At the gym they usually manage to get in a good 2.5 miles run at an average of 4.26 mph on the treadmill during each visit.
Assignment 1:
Your responsibility for this report is to:
Determine if Matt and Maria are about the correct weight based on their height. To do this, you can compare their BMI to published medical tables related to ideal values.
Evaluate their diet to determine how many calories they both managed to consumed on this particular day. (Keep track of where you find the information, for we will revisit this data later in the semester for a more detailed analysis).
Being that this is a typical routine for Matt and Maria, would you expect them to be heavier or lighterat the end of one year and by about how many pounds? You might need to consider their Basal Metabolic Rate (BMR) in determining the total caloric expenditure.
Would Matt’s eating lifestyle affect his chance of having diabetes mellitus?
Discuss the pathophysiology of diabetes mellitus and comment on the statement that eating too much sugar causes diabetes.
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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Discuss The Pathophysiology Of Diabetes Mellitus
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