Healthy Behaviors and Wellness Discussion
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
Healthy Behaviors and Wellness Discussion
1.You’ve been invited to lead a brief presentation for a group of seniors in high school who are preparing to start college to introduce ideas and strategies that will help them succeed in their degree path.
Begin outlining your presentation by defining “wellness.” (30 points)
Define the abstract concept of “wellness” as it has been explored in this course using your own words. (10 pts)
In this course, we differentiated wellness from health (the absence of disease) and fitness (one’s readiness or adaptability for a specific task). Explain the relationships between these concepts of health, fitness, and wellness. (10 pts)
Reflect on the course, specifically the morbidity and mortality information, and brainstorm (in 3-5 sentences) what the phrase “lifetime wellness” means in the context of all that you’ve learned and how you would communicate that to the group. (10 pts)
- Now that you have outlined the introduction to your presentation, introduce the idea of metacognition and explore how it can help in studying and working toward greater well-being. (30 points)
Using what you’ve learned from our course content and your Reflections, first explain the concept of metacognition in your own words. (10 pts)
Provide a specific, relevant example to demonstrate a metacognitive strategy that high school seniors or college freshmen would find relatable and useful. (10 pts)
Describe how using metacognitive strategies to be a self-directed learner can help them take control of their studies and succeed in their career and personal goals (10 pts).
- Finally, round out your outline by identifying some major ideas and linking them together in the context of what you’ve planned out. What would be helpful for them to know? (20 pts)
Review our course content, then identify and list at least 3 additional topics from this class that you would share with this group of high school students to help prepare them to manage their well-being in college and beyond. (5 pts)
For each topic you chose, list at least one specific piece of information from our class that you think they should know. (5 pts)
In a few sentences, demonstrate your understanding of how the topics and information you selected to share relate to your earlier explanation of the idea of “lifetime wellness.” (10 pts)
Discussion:
We began our term by learning about the concept of metacognition, or thinking about thinking, and the abstract concept of “wellness.” We explored ideas around the built environment, logical thinking, emotional intelligence, media literacy, and pseudo information.
In our second third, we looked at practical behaviors related to the wellness dimensions, and gained a working understanding of the systems of the human body that govern and are affected by these behaviors.
Most recently, we explored the idea of nutrition, both from the physiological perspective of one’s own body and how society can affect our ability to meet our nutritional needs and live a full, healthy life.
What connections can you draw between all these ideas and other concepts, practices, and ideas explored during our course?
What was most useful to you? What will you remember in a few months, years, or decades?
What would you want to say to your classmates who you’ve gotten to know over the last few weeks?
Reflection:
How do you feel now that you are essentially finished with this course?
- What has been the most surprising topic to learn about? Why?
- What was the most uninteresting part? Why?
- How has your understanding of the word “wellness” changed since before this course?
- Has learning about the extent of cognitive biases affected how you view the world? Why or why not?
- What parts of our material felt most relevant to your experience? Why?
- Have you shared anything you’ve learned with your family? If not, why not? If so, what was that like?
- If you were asked to give a presentation on wellness to a group of prospective freshmen tomorrow, what information would you include?
- Of what you learned in this course, what would you not want to forget?
- Imagine you can travel back in time and speak to yourself at the beginning of this class. How would you explain what you have learned?
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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