What questions would you have for Amiee? What concerns would you have about Amiee’s nutritional status and overall health? o What would you do to monitor/assess Amiee during this process?

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Athlete case study 5 pts

Description
Review the Athlete case study-2.docx and provide answers to the following questions:
o What questions would you have for Amiee?

o What concerns would you have about Amiee’s nutritional status and overall health? o What would you do to monitor/assess Amiee during this process?

Describe the procedures you would use to test the hypothesis. Identify the independent and dependent variables. Why should good records be kept? Explain how the scientific method results in more questions.

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 FPD project

Consider your FPD project in answering these questions. Refer to pp. 12-13 in the lab manual.

Name of your product and category

What is one problem or question you have about your product?

State a hypothesis to address the problem .

Procedure:

Describe the procedures you would use to test the hypothesis. Identify the independent  and dependent variables.

Why should good records be kept?

Explain how the scientific method results in more questions.

 

From what you learned in the CIP Food Justice Case Study Report, would you say this organization falls only under food charity or also leans towards food justice? Explain.

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Community Nutrition Website Review Assignment

Guidelines:
For this week’s Engagement Activity, you will be reviewing the Oregon Food Bank, which provides a source of food support and free or low-cost meals or meals for the elderly, or opportunities to grow food.
After you complete your website research you will write a short paper (roughly 250-500 words) that addresses what you learned from the website including:
● Program/organization name
● Organizational mission
● Target population (who they serve)
● Community setting (where are they located (e.g. the town, state, in a neighborhood, school, etc.)
● How the organization/program serves the target population.
● How the organization/program is funded (e.g., government (state/federal/local funds); non-profit (e.g., sliding scale, donations); private (e.g. for profit)
● How it relates to community nutrition within the context of the social ecological model.
● If there is an advocacy component that the organization states, they participate in.
● Why you chose this organization or program.
● From what you learned in the CIP Food Justice Case Study Report, would you say this organization falls only under food charity or also leans towards food justice? Explain.

In approximately 100 words or less, what additional information do you wish you could have found out about the organization?

Draw the exogenous, endogenous, and reverse cholesterol transport pathways together in one picture.

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Draw the exogenous, endogenous, and reverse cholesterol transport pathways together in one picture.

  • Label all major apolipoproteins on each lipoprotein.
  • List all enzymes which can metabolize lipoproteins as well as uptake sites and uptake receptors,
  • Use different colors to denote each different pathway.

 

How easy or challenging was it to find organically grown foods? How were the organic foods labeled? If your local grocery store, discount outlet, or farmer’s market does not regularly stock organic foods what is the reason for it?

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Unit 6 Assignment

Organic Versus Conventional Food Cost Comparison

Choose five produce items (fruits and/or vegetables) to compare.

Produce Item Name Conventional: Cost Organic: Cost
     
     
     
     
     

 

Questions to Answer:

  1. How easy or challenging was it to find organically grown foods?
  2. How were the organic foods labeled?
  3. If your local grocery store, discount outlet, or farmer’s market does not regularly stock organic foods what is the reason for it?
  4. Discuss any cost difference you found. How would you explain the price difference to clients?

 

Take a picture of 6 foods labels in your food pantry. Look at the servicing size, Check out the total calories, check out the nutrient terms, look at the ingredients. How many ingredients are in the each food item?

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 Food pantry

A ppt of at least 600 words total (At least 100 words for each food)

1-Take a picture of 6 foods labels in your food pantry. (The pictures are already given)

2- Look at the servicing size, Check out the total calories, check out the nutrient terms, look at the ingredients. How many ingredients are in the each food item?

3-Classify the foods as a healthy, and unhealthy foods.

4- Classify the foods as process and highly process.

5-Discuss why are the foods healthy or not healthy? why are highly process? You need to explain based on the food lable.

6- Make a presentation and show the photos in the presentation. i uploaded the food I want to used in this presentation

 

How long did the NFPE take? Did you have any difficulties performing the exam? Where there any findings to support a diagnosis of malnutrition? If so, what?

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Nutrition Focused Physical Exam

  

Name  ______________________________
Last                        First

 

  • OBJECTIVES:
  • Gain hands on experience performing a nutrition-focused physical exam
    • Video record your physical exam with your client and provide the link in this assignment where indicated.
  • Become familiar with diagnosis criteria for moderate (non-severe) malnutrition and severe malnutrition and use NFPE data to diagnosis nutrition status

 

Part 1: Conduct a Nutrition-Focused Physical Exam

Please find a “client” to practice completing a NFPE and fill out the checklist table below.  Please video record yourself conducting this exam on your “client”.  You can use the “head to toe” method presented in class or go in any order you would like.  Please offer comments on ALL sites even if your observation does not suggest malnourishment (describe what the well-nourished site looks like).  In other words, if you do not see any evidence of fat or muscle loss or other irregularities, please indicate that in your comment.

 

  Site Instructions/Tips Comments
  Subcutaneous Fat Exam    
Orbital Fat Pads Palpate (touch) for fat loss under eye; dark circles and loose skin  
Buccal fat Palpate below cheek bone for hollow/sunken appearance  
Triceps Bend arm to 90 degrees, pinch fat and roll between fingers (do not include muscle in pinch)  
Ribs Palpate lower back and mid-axillary line, grasp above iliac crest for fat stores, look for separation between ribs, instruct person to push against something  
  Muscle Exam    
Temples Look for thinning of muscle over temporal bone, palpate in scooping motion, ask person to chew  
Clavicle Observe for prominence, palpate for muscle just below clavicle, person sitting upright (not hunched)  
Shoulder Arm at side, look for squaring vs. round shape, feel shoulder to assess muscle, do both sides  
Scapula Observe for prominence, inspect for trapezius and latissimus dorsi muscle loss, instruct person to push against something, do both sides  
Interosseous Ask person to make “OK” sign and press pointer finger and thumb together. Inspect for indentation and palpate muscle. Do both sides.  
Quadriceps/Thigh Ask person to sit, prop leg and press heal into floor/bed. Palpate quadriceps to differentiate muscle from fat. Do both sides.  
Knee Prop leg, palpate for musculature around patella.  Do both sides.  
Calf Grasp calf to determine muscle. Do both sides.  

 

 
  Micronutrient Exam*    
Hair Not easily plucked, thick (no patches), smooth, shiny, no irregularity in color.  
Eyes Use penlight in “W” motion. Ask person to look L, then look R.  Examine for irregularities. Can focus on sclera (whites of eyes) – look for Bitot’s spots (“silvery” or translucent patches/areas on sclera). Ask person to pull down lower lids to look at conjunctiva.  
Mouth (Oral Mucosa) Use penlight to look for irregularities in mouth. Mucosa should be moist with pink hue.  
Lips Look for irregularities (dryness, angular stomatitis, fissures, etc,)  
Gums Ask person to pull down lower lip. Look for irregularities. Gums should be pink (not red, swollen or bloody).  
Tongue Ask person to stick out tongue.  Look for irregularities (glossitis, swelling, red/beefy, pale)  
Nails Examine all nails for irregularities. Test for capillary refill (squeeze fingertip and should turn from pale to pink within 2-3 seconds)  

 

 
Skin Assess skin turgor. Examine all exposed skin for irregularities (rashes, spots, dryness, wounds, etc.)  
  Fluid Accumulation Exam    
Upper Body Assess skin turgor. Look for generalized edema.  
Lower body/extremities Press with 1-2 fingers on top of foot, ankle and shin.  
Sacral (non-ambulatory) For those not walking, can examine sacral area for edema. Only examine if subject cannot walk
  Functional Status Exam**    
Hand grip strength Use dominant hand, arm at 90 degree angle with elbow close to body, grip with the space between knuckles flat and forward facing. Can adjust grip for different hand sizes. Encourage person to squeeze as hard as they can. May need to repeat. If person falls 2 standard deviations below the mean for their age and gender, can be used as an indicator for severe malnutrition.  

* pen light needed to complete exam.  If you do not have one, in a pinch, a flashlight or phone light can work when doing this for practice and not professionally.

**dynamometer needed to complete exam.  Points will not be deducted if proper equipment is not available as long as you indicate this in the comment section.

 

How long did the NFPE take? Did you have any difficulties performing the exam?  Where there any findings to support a diagnosis of malnutrition?  If so, what?

 

 

Zoom link to video: _ (also copy and paste it to assignment submission comments in Canvas)

(see next page for Part 2)

 

 

Part 2: Case Study

Resources:

Muscle wasting and fat loss pictures to give you an example of what mild, moderate and severe loss looks like can be found under “Additional Readings & Resources” section of the this week’s module on Canvas (entitled “NFPE Tools and Resources”).

 Diagnostic criteria for moderate (non-severe) malnutrition and severe malnutrition in all 3 scenarios (acute, chronic or environmental/social) can be found:

-Slide 18 of notes (In our case study, our patient would fall under the acute category, so just compare the left columns of both the moderate and severe malnutrition criteria to see which she meets more of)

-NFPE diagnostic criteria file uploaded to Canvas

Micronutrient deficiencies can be found:

-Slides 20-25 of notes

-Micronutrient exam – clinical interpretations file uploaded to Canvas

-Pgs. 17-19 of the NFPE resource from Utah AND meeting file uploaded to Canvas

 

Patient Information:

read the following case study and answer the questions below.

A 32-year-old female patient was admitted to the hospital for exacerbation of her Crohn’s disease.  It has been well controlled since approximately 3 weeks ago (hint: acute inflammation present).

You have been consulted because of the patient’s decreased oral intake and severe weight loss.

 

Ht: 5’4”

Usual body weight: 120#

Wt one month ago: 120#

Current body weight: 114#

 

The dietitian asks the patient for more details in a diet history/recall and finds that patient has been eating maybe 1 meal per day (usually eats 3 meals with 1 snack) for the past 6 days, reports her clothes are not fitting the same, has diarrhea episodes 5+ per day and reports being weak, not moving around very much except to go to the bathroom (you can take this to mean decreased functional status).

NPFE observations/pictures: Ask yourself – is the loss mild, moderate or severe by comparing these pictures with those found in the “NFPE Tools and Resources” page on Canvas.

 

 

Subcutaneous fat loss Muscle wasting
 

Orbital

  

Temple
 

Buccal

 

  

Clavicle
 

Triceps

  

Shoulder
 

Ribs

  

Interosseous
   

Thigh
   

Calf

 

 

Additional findings: No edema, but pale conjunctiva, pallor (pale), and a pale/sore tongue.

 

Questions (1-7):

 

  • Which statement best reflects the patient’s current food intake (circle/highlight)?

 

≤ 50% total estimated energy requirement ≥ 5 days

< 75% total estimated energy requirement > 7 days

 

 

  • Which statement best reflects the patient’s unintentional weight loss (circle/highlight)?

 

5% in 1 month

> 5% in 1 month

 

 

  • Which category best reflects the patient’s level of subcutaneous fat loss (circle/highlight)? Look for observations (if offered) at orbital, buccal, triceps, and rib sites.  If examination of sites support both mild and moderate loss, select the category that is reflected in the majority of sites.

 

Mild loss

Moderate loss

 

  • Which category best reflects the patient’s level of muscle loss (circle/highlight)? Look for observations at temples, clavicle, shoulder, interosseous, thigh, and calf sites. If examination of sites support both mild and moderate loss, select the category that is reflected in the majority of sites.

 

Mild loss

Moderate loss

 

  • Which category best reflects the patient’s edema (circle/highlight)?

 

None

Mild

Moderate to severe

 

  • Given the diagnostic criteria below, find your answers from Q 1-5 on the colored chart (below). What would this patient be classified as (highlight/circle below)? (Remember: need to meet at least 2 of the criteria to be considered either moderate or severely malnourished)

Moderately (non-severe) malnourished

Severely malnourished

  • What do the findings of the patient’s mouth, eyes and overall skin suggest as possible micronutrient deficiency/deficiencies?

What are some problems you face with communicating effectively? Why is it hard to listen attentively at times? What recommendations would you give to help others listen more effectively?

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Decision-making

  • http://www.youtube.com/watch?v=-4EDhdAHrOg

Description
This portion of your exam is not timed. The questions will assess your knowledge of the content covered within the chapters.

Instructions
Read and thoroughly answer all questions.
In writing your responses, be absolutely certain that 1) your essay actually answers the question being posed; and 2) you deploy the course’s required readings, including primary sources, in making your case. In the case of your paragraphs, the topic sentence should relate the content of the paragraph to your answer to the question being posed. You may find it useful or necessary to recount a set of specific facts in your essay, but you need to be sure that the connection between those facts and your answer to the question is articulated explicitly. If your essay does not answer the question it will be downgraded substantially.

There is no word/paragraph limits to the essay questions.
Multiple
Attempts
Not allowed. This test can only be taken once.
Force
Completion
This test can be saved and resumed later.
Your answers are saved automatically.

QUESTION 1
1. Managers engage in many types of decisions, Decision-making is a process. It includes following a series of actions to achieve a specific outcome. A decision is defined as the process of choosing among two or more alternative paths forward. Decisions occur in response to a problem– a situation without a clear solution. Examples include resolving a conflict or choosing among potential opportunities.
Review the following video by clicking the link and provide your scholary response to the questions below

Values-Drive Decision-Making at Bumble
https://pearson-a.akamaihd.net/default/Pearson_Education/495/899/main2053513283733_1658263798492_2053512771959_mp4_video_1280x720_2432000_primary_audio_eng_5.mp4?__gda__=st=1667000694~exp=1667000754~acl=/default/Pearson_Education/495/899/main2053513283733_1658263798492_2053512771959_mp4_video_1280x720_2432000_primary_audio_eng_5.mp4*~hmac=2774893e508776ce321ce5cd9423e1f06c9dc9dadd026bf58aa136cb04d0de6b&X-SPP-AUTHORIZED=9llsesD88OchVekGfkwTlxweOJuGzN+5gwS/CJCeyo4=

1. Think about what Wolfe Herd considered both in taking Bumble public and for how she built the app in general to be used beyond just a customer’s dating journey.
-Using the decision making process outlined in chapter 11, describe a situation where you had to make an indiviudalized decision that had a huge impact. If you dont have a situation, improvise the decision making process as Wolfe Herd.

2. As a manager think about the incorporation of Artificial Intelligence and how its being utlized more now than in the past.

-What are the benefits to using AI for decisions? Are there any drawbacks?

QUESTION 2
1. Communication is defined as a social process of exchanging information involving two or more people. There are barriers to the successfulness of this communication exchange. In the video, the female member states “You always want to fix things and I need you to just listen.” This highlights the communication barriers of emotion and mental. In addition, the male member is failing to exhibit effective listening skills.

Review the following video and provide your scholary response to the questions below 2.
3. Watch Video
4. It’s Not About The Nail
Duration: 1:42
User: n/a – Added: 5/22/13

  • YouTube URL: http://www.youtube.com/watch?v=-4EDhdAHrOg

What are some problems you face with communicating effectively?
Why is it hard to listen attentively at times?
What recommendations would you give to help others listen more effectively?
What type of leadership style would be of ideal use when managing a newly employed young person?
An experienced older employee? Explain your answers.

Explain some of the terms used in GMO production, benefits, risks, legislation and labeling involved in this food production method, and your personal reflection about genetic modification.

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Discuss genetically modified foods as they relate to global food markets, considering their risks, benefits, and legislation

Instructions:

Complete the Assignment instructions listed below:

Genetically Modified Organisms

Develop this assignment on GMOs that is suitable for an older adult (people who are 65 and older) audience. The assignment should include an introduction and conclusion, a list of defined terminology used (a minimum of 3 terms), risks and benefits of GMOs, and appropriate references.

Although the primary focus of the Assignment is to be informative in nature, you can take a stance for or against using GMOs in your assignment. A minimum of 2 academically credible sources are to be used to support sentiments in this assignment.

Explain some of the terms used in GMO production, benefits, risks, legislation and labeling involved in this food production method, and your personal reflection about genetic modification.

Analyze the impact foodborne illnesses have on consumers and on the global food markets. Demonstrate college-level communication through the composition of original materials in Standard English.

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Foodborne

HW320-3: Analyze the impact foodborne illnesses have on consumers and on the global food markets.

GEL-1.02: Demonstrate college-level communication through the composition of original materials in Standard English.

Assignment Directions:

Part 1: Foodborne Pathogen Tracing

  • Trace the path of a recent (within the last 10 years) food-borne illness outbreak in the U.S. How could this have been prevented? What changes have been made as a result of this outbreak? How can foodborne pathogen outbreaks like the one you reviewed impact global food markets?
  • Be sure to provide at least two credible references to support your claims.

Part 2: Reflection

In a 100-word reflection, explain any of the food safety misconceptions that surprised you from the YouTube videos in the Unit 4 Reading. Were there any misconceptions which you previously held as true? Perhaps there are other food safety myths you have further questions about?