History 011: U.S. History to 1877 Week 5 U.S. History Textbook https://openstax.org/details/books/us-history#details https://assets.openstax.org/oscms-prodcms/media/documents/USHistory-WEB.pdf PDF. Files 1. American Democracy in the First Half of the Nineteenth Century.pptx 2. Andrew Jackson's First Annual Message to Congress.pdf 3. Memorial of the Cherokee Nation.pdf 4. South Carolina Refuses the Tariff.pdf 1# Week 5 Discussion ( 10 Points) due on Thursday Class, This week you learned about the Nullification Crisis, which was the most serious threat to national unity before the Civil War (1861-1865). The introductory headnote to the primary source South Carolina Refuses the Tariff Download South Carolina Refuses the Tariff, tells us that the Nullification Crisis was a dispute regarding tariffs in the United States; however, the headnote also points out that a much more significant issue was at stake in the Crisis. In this discussion, please respond to the three bolded points below by 11:30 PM on Thursday, September 30. ● Summarize South Carolina's argument for nullification. ● What is the larger issue at stake in the Nullification Crisis? ● Why do you think this larger issue would escalate into a civil war in the United States? After your initial response, please reply to at least two classmates. In your replies to classmates, you will: ● Provide feedback on their summary of South Carolina's argument for nullification ○ If you believe your classmate's summary is correct, please point out the reasons why the summary is correct ○ If you believe your classmate's summary is incorrect, politely point out the reasons why the summary is incorrect ● Agree or disagree with your classmate's assessment about the larger issue at stake escalating into a civil war ○ If you agree with your classmate's assessment, then please explain why ○ If you disagree with your classmate's assessment, then please explain why The replies to your classmates are due by 11:30 PM on Sunday, October 3. This assignment will be worth 10 points (5 points for your initial response; 5 points for your response to at least two classmates; Please see the grading rubric for guidance on what is expected for full credit. Click the "snowman" icon (3 vertical dots in the upper left corner of the screen), then select "Show Rubric." Mobile users: Click Grades, then click into the Discussion. The rubric can then be found on the Grades tab.). Remember, please follow the proper guidelines for online interaction when posting (see the following link for online interactions: Netiquette Graphic or Netiquette Text Assignment Rubric Details Discussion Rubric (1) Criteria Ratings Pts 5 pts This criterion is linked to a Learning Outcome Topic Reply 5 pts 3 pts 0 pts Full Marks Partial Credit No Marks A topic reply is posted before the due date that fulfills required elements A topic reply is posted but may have only partially fulfilled required elements. No topic reply was posted. 5 pts This criterion is linked to a Learning Outcome Peer Reply 5 pts 3 pts 0 pts Full Marks Partial Credit No Marks At least two replies to peers are made before the due date and the replies fulfill required elements. A reply is made to only one peer. Or, replies are posted before the due date, but not all required elements were addressed. No reply to a peer was made. Total Points: 10 2# Quiz 4 ( Points 20 - Questions 10 )Time Limit 20 Minutes due by Wednesday Instructions Choose the most appropriate answer. This quiz will test you on the material from chapter 10 of the U.S. History Textbook You will have two attempts for this quiz, with your highest scoring attempt being kept and recorded. You will have 20 minutes to complete the quiz, per attempt. The quiz is due by Wednesday 3# Quiz 5 (Points 10 - Questions 10) Time Limit 20 Minutes due by Friday Instructions The quiz will test you on the content from chapters 9, 12, and 13 from the U.S. History Textbook. You will have three attempts for this quiz. You will have 20 minutes to complete the quiz, per attempt. Your highest score will be saved and recorded. The quiz consists of 10 multiple-choice questions. American Democracy in the First Half of the Nineteenth Century 1815-1840 Outline I. The Expansion and Limits of Suffrage II. New Democratic Culture III. Election of 1824 i. The “Corrupt Bargain” IV. The Democratic Party and Andrew Jackson i. The Second Bank of the United States ii. The Nullification Crisis iii. Native Americans V. The Whig Party The Expansion and Limits of Suffrage • 1800: only white, male, property owners could vote in most states. – Nearly half of adult white male population unable to vote. • Western expansion increased suffrage. – Most new western states granted suffrage to all white males over 21 years old. – No property qualifications. The Expansion and Limits of Suffrage • 1830: many older states eliminated property qualifications. • 1840: approximately 80% of adult white male population in U.S. voted in the presidential election. The Expansion and Limits of Suffrage • Women and free blacks prohibited from voting. – Racism: blacks deemed inferior to whites. – Patriarchal system: men represented the interests of all members of the household. • Women, therefore, had no need for suffrage. • Inappropriate for women to engage in politics. • Despite the denial of suffrage for some groups, nowhere else in the world was suffrage as widespread as in the United States. New Democratic Culture • The expanded electorate resulted in creation of new popular democratic culture in the United States. • Popular democratic culture characterized by: – Mass political campaigns. • Large political rallies. • Parades. • Big name candidates. New Democratic Culture • Popular democratic culture characterized by: – Politics in newspapers. • News about parades, protests, and celebrations. • Many newspapers published by political parties and were partisan. • Popular (male) participation in politics created a sense of community among the electorate. – Giant national (men’s) club. Election of 1824 • 5 candidates, all from Republican party, ran for presidency. – John Quincy Adams, Secretary of State. – Crawford, Secretary of Treasury. – John C. Calhoun, Secretary of War. – Henry Clay, Speaker of the House of Representatives. – Andrew Jackson. • Legislator from Tennessee. • Popular “Hero of New Orleans”. Election of 1824 • Jackson won 99 electoral votes, Adams won 84, followed by Crawford. – None had a majority of votes to win presidency. – Clay eliminated. • According to Constitution, House of Representatives would choose the president. – Clay persuaded many Representatives to choose Adams. Election of 1824 • Clay supported Adams because: – Adams was better qualified than Jackson; and – Adams, like Clay, was a supporter of the American System. • Adams became the sixth president. – Selected Clay as Secretary of State. • Jackson declared Adams’s election to presidency as a “corrupt bargain”. – Clay and Adams made a “deal” to help one another. Presidency of John Quincy Adams • Adams’s presidency mostly uneventful. – Staunch believer of a strong and powerful national government. • Presidency marked the end of the “Era of Good Feelings”. – After Adams, political parties would re-emerge. New Democratic Party • Martin Van Buren, Senator from New York, helped organize a new Democratic party. • New Democratic party: – Opposed Adams’s strong and powerful government; – Supported a limited government; – Membership included southern farmers and poor workingmen. • In 1828, Democratic party would support Andrew Jackson for president. Election of 1828 • Adams ran for re-election against Jackson. • Both candidates used the new democratic culture to their advantage. – Candidates used it to promote themselves and to attack their opponents. • Jackson benefited the most from the new culture: – Promoted his record as a war hero; – Used it to promote his image as a “self-made man” on the American frontier. Election of 1828 • Jackson enjoyed an overwhelming victory. – Jackson swept the southern states. – Seventh president of the United States. • Despite his insistence on limited government, Jackson strengthened the executive office and exercised his executive power. Andrew Jackson: Strong National Executive • As president, Jackson used the power of veto 12 times. – First 6 presidents: 9 vetoes total. – Evidence that Jackson desired strong national leadership. • President symbolized the popular will of the people and so the president should dominate government. – Executive increasingly instrumental in shaping the law, not just defending it. Jackson Vetoes the Bank • In 1832, (second) Bank of the United States applied for an extension of its 20 year charter. • Jackson an opponent of the national bank. – Bank a private corporation owned and controlled by wealthy individuals. – Worried that the bank benefited only certain individuals. • Created entrenched economic interests. – Jackson believed it was unconstitutional for Congress to create an economic organization that was not accountable to the American people. Jackson Vetoes the Bank • Jackson vetoed the bank bill in 1832. • Argued that the bank would create wide-gaps in society. – Bill would increase the gap between the wealthy and the average American. – Jackson’s argument popular among poor working Americans and southern farmers. • Jackson seen as representing the interests of ordinary Americans. The Nullification Crisis • Origins of the crisis: – Southerners protested against protective tariffs. • Lack of manufacturing made southerners consumers (importers) of foreign goods. • Fear that foreign countries would impose tariffs on American cotton. – Nevertheless, Northern and Western Congressmen continued to approve tariffs. The Nullification Crisis • Congress passed a new tariff in 1828. – Tariff on foreign iron and textiles. • Many southern states, South Carolina in particular, protested the tariff. – Called the “Tariff of Abominations”. • Southerners argued that the tariff was an unconstitutional effort to enrich the North at the South’s expense. – Regional tariff, not a national tariff. The Nullification Crisis • John C. Calhoun wrote a defense of the doctrine of nullification. – Nullification: states could refuse to enforce laws deemed unconstitutional. – Creation of a tariff by federal government was beyond the powers given to it by the Constitution. The Nullification Crisis • South Carolina supported nullification. – Large slave-owning population in South Carolina. • Critical issue at stake for South Carolina and other southern states: – If the federal government could impose tariffs that were not beneficial to some states, what could prevent Congress from creating legislation outlawing slavery? • For southern states, economic and social livelihood depended on slavery system. The Nullification Crisis • 1832: Congress passed a tariff on foreign woolens, iron, and hemp. • 1833: South Carolina nullified the tariff. – South Carolina refused to collect revenues from the tariff; and – Threatened to secede from the Union if tariff was not repealed. The Nullification Crisis • Jackson considered South Carolina’s action as treasonous (threat to national unity). • Jackson convinced Congress to pass the Force Bill. – Force Bill: revenues from the tariff would be collected in South Carolina, at gunpoint if necessary. • Henry Clay negotiated a compromise that ended the threat of violence and potential civil war. • Nullification Crisis was most serious threat to national unity before the Civil War. The Nullification Crisis • The Nullification Crisis highlighted the increasing political loyalty along regional lines in the United States. • Also, it brought to the forefront ambiguities in the Constitution: – What had the authority to make laws regarding slavery? – The federal government? – The individual states? • Persistence of this constitutional ambiguity would be a cause of the American Civil War. Jackson’s Indian Removal Policy • Jackson a supporter of American western expansion. – Advocated the forcible removal of Indians to open up western land for settlement. • Jackson considered Native Americans to be inferior. – As a young man, gained notoriety for being an Indian fighter. • Nickname: “Old Hickory” (tough and rugged individual). Jackson’s Indian Removal Policy • In 1830, Jackson persuaded Congress to pass the Indian Removal Act. – Allocated funds to the federal government to relocate – by force, if necessary – southern Native American tribes. • Five southern tribes targeted: – – – – – Cherokees; Chickasaws; Choctaws; Creeks; and Seminoles. Jackson’s Indian Removal Policy • Throughout 1830’s, southern native tribes were forcibly removed from their territory. – Seminoles in Florida, however, resisted relocation efforts. • Seminoles remained in Florida, but their territory was severely reduced. • 1838: Trail of Tears – Removal of 16,000 Cherokees; – Forced to march, at gunpoint, from Georgia to designated Indian territory (Oklahoma), a distance of 4,000 miles; – About 25% (4,000) Cherokees died. New Political Party: Whigs • Jackson’s exercise of executive authority created many political opponents. • Political opponents of Jackson created the Whig party. • Whigs: – Viewed themselves as defenders of the Constitution – and American liberties – against executive power. • Called Jackson “King Andrew” The Whigs • Whigs: – Considered themselves the heirs to the Federalist party. • Supported a strong national government in the economy (e.g., the American System) – Support resided in Northern states among developing American manufactures, merchants, and industries. The Whigs • For presidential election of 1840, Whig party nominated William Henry Harrison for president. – Harrison a war hero: defeated Tecumseh’s Native American resistance in 1811. • Whigs used the democratic culture to promote Harrison and attack the democratic candidate, President Van Buren. – Van Buren Secretary of State under Jackson. • Elected president in 1836. The Whigs • Harrison handily won the 1840 election. – Died one month after inauguration. • Complications due to pneumonia. • Vice President John Tyler assumed office. – A former Democrat. • As President, Tyler vetoed a series of bills for: – A new national bank; – New tariffs; and – Internal infrastructural improvements. The Whigs • Tyler alienated members of the Whigs. – With lack of party support, Tyler’s presidency was uneventful. • Whig party would win only one more presidential election. – Election of 1848 (Zachary Taylor). – Whig party dissolved in the 1850s. COMMENTARIES Sleep and the Developing Brain Commentary on Touchette et al, Associations between sleep duration patterns and behavioral/cognitive functioning at school entry. SLEEP 30(9);1213-19. Ronald E. Dahl, MD Western Psychiatric Institute and Clinic, University of Pittsburgh Medical Center, Pittsburgh, PA The paper by Touchet et al2 provides an important contribution relevant to this critical area. There are several notable strengths to this study: it utilized a longitudinal design with a large sample of children; examined not only the total amount of night sleep but also the patterns of change in sleep times over development; utilized behavioral measures and cognitive tasks at school entry; and controlled for numerous potentially confounding psychosocial variables that could influence the outcome variables. The finding that short sleep duration in the first 3 years of life was associated with hyperactivity/impulsivity and lower cognitive performance on neurodevelopmental tests at age 6 is provocative and potentially very important. These findings appear to be consistent with previous evidence for short-term effects of sleep loss. Yet some aspects of their findings are quite novel. Notably, they reported that specific cognitive deficits and high hyperactivity scores at age 6 were most strongly associated with a pattern of short sleep duration at age 2.5 years, despite the increase to normative sleep patterns from age 3.5 through 6 years. This suggests that obtaining insufficient sleep during the first few years of life may have long-standing consequences. Of course, as is often the case with pioneering studies, there is a need to replicate and extend this work in several ways. Inclusion of objective measures of sleep duration and examining daytime naps as well as nighttime sleep will be essential. Similarly, a broader assessment of neurobehavioral and cognitive tasks (ideally addressing regulation of emotion as well as cognitive control) also would be extremely valuable additions. Finally, the most provocative implications of the study—suggestive of a critical period of brain development that is sensitive to sleep—requires rigorous study. This possibility raises a set of intriguing questions about sleep, learning, and brain plasticity that could be addressed by translational research. Indeed, there is an emerging body of basic research exploring these ideas. While most of the studies examining sleep in the consolidation of learning focus on adults,3 a recent study has found preliminary evidence for the role of sleep in learning in infants.4 Another exciting body of work is the evidence that sleep homeostasis is involved in basic aspects of neural plasticity.5 Animal studies have long implicated a role for sleep in neural development, but the field now appears to be poised for a deeper and more mechanistic understanding of how sleep may be crucial for specific aspects of neural development and adaptation in response to early experience. These issues represent a major frontier in developmental neuroscience. Moreover, they hold great promise for informing pragmatic social policies about the importance of sleep in brain development in ways that have an enormous capacity to benefit children. It is interesting to imagine which current policies and attitudes about child sleep may someday appear primitive and BROADLY SPEAKING, IT MIGHT BE ARGUED THAT THE MOST FUNDAMENTAL REQUIREMENTS FOR HEALTHY GROWTH AND DEVELOPMENT IN YOUNG CHILDREN include a) loving support and protection by parents/caretakers, b) adequate nutrition, and c) adequate sleep. Regarding the first two categories, there is a long history of accumulating scientific evidence and deepening mechanistic understanding, which has informed clinical and social policies benefiting children. For example, the pioneering work of scientists like Harry Harlow, John Bowlby, and Michael Meany have provided the scientific basis for understanding the role of physical affection and responsive caretaking in the early development of specific neurobehavioral systems, in ways that continue to impact social policy and child health.1 It is valuable to remember some of the official health recommendations in place when Harlow began his studies—when fear of infectious diseases led to harsh admonishments that parents should minimize all touch and affection and assiduously avoid kissing their children, and hospitals only permitted parents to visit their ill children once a week—policies that sound primitive and harmful in light of modern understanding. Similarly, scientific advances in nutrition, such as understanding the role of proteins, carbohydrates, lipids, vitamins, and essential minerals, has led to major health policies, such as adding vitamin D to milk, iodine to salt, WIC programs to support pregnant and lactating mothers, and school lunch programs. Regarding the third category—the importance of sleep—our field is at a relatively early point in the curve of establishing needed scientific understanding. On one hand, many would argue that the current evidence for the fundamental role of sleep in the physical, emotional, and behavioral health of children is already sufficient to advocate for clinical and social policy changes and large-scale educational programs focusing on the value of sleep. On the other hand, skeptics can point to the distressingly small number of studies upon which to base these changes—and the fact that the current data are based almost exclusively on the acute effects of sleep loss. Given the health significance of these issues, there is a need for empirical data to guide the field—particularly studies that address the long-term effects of sleep patterns during early development. Disclosure Statement Dr. Dahl has indicated no financial conflicts of interest. Submitted for publication July, 2007 Accepted for publication July, 2007 Address correspondence to: Ronald E. Dahl, MD, Western Psychiatric Institute and Clinic, 3811 O’Hara Street – Loeffler 320, Pittsburgh, PA 15213; Tel: (412) 383-5431; Fax: (412) 383-5426; E-mail: dahlre@upmc.edu SLEEP, Vol. 30, No. 9, 2007 1079 Commentary—Dahl harmful, and what types of insights and changes will contribute to healthy development. It is truly an exciting time of opportunity for our field. REFERENCES 1. 2. 3. 4. 5. Shonkoff JP, Phillips D, eds.; National Research Council Committee on Integrating the Science of Early Childhood Development. From neurons to neighborhoods: the science of early childhood development. Washington DC: National Academies Press; 2000. Touchette, et al. Associations between sleep duration patterns and behavioral/cognitive functioning at school entry. Sleep 2007;30(9), 1213-19. Walker MP, Stickgold R. Sleep, memory, and plasticity. Annu Rev Psychol 2006;57,139-66. Gomez RL, Bootzin RR, Nadel L. Naps promote abstraction in language learning infants. Psychol Sci 2006;17:670-4. Tononi G, Cirelli C. Sleep function and synaptic homeostasis. Sleep Med Rev 2006;10,49-62. SLEEP, Vol. 30, No. 9, 2007 1080 FAM & CS 021: Nutrition Week-5 Week 5 Overview The following tasks are to be completed this week: 1. Read... Chapters 13 and 14 in your textbook. 2. Participate... in this week's Discussion Board where we will be talking about childhood obesity. Your initial post should be completed by Thursday night, then two follow-up posts. 3. Complete and Submit... Assignment 5 (Planning a Healthy Diet). Be sure to finish it before the deadline! 4. Take... Quiz 5 will cover the information from this week's textbook readings. Reminder: Quizzes and Discussion Boards are only available for credit during the week they are assigned. Be sure to complete them before they close on Sunday night. The late policy for Assignments (including segments of the Diet Analysis Project) can be found on the course Syllabus. And remember, if you have any questions don't hesitate to ask! 1# Discussion Board 5: Addressing Childhood Obesity Worldwide, childhood obesity rates are increasing an alarming pace. Consequences of obesity include the development of chronic diseases, and more and more we are seeing these problems develop at an earlier age. For this discussion board, please read Controversy 13: Childhood Obesity and Early Chronic Diseases at the end of Chapter 13 in our textbook Nutrition Concepts and Controversies, 15th ed. After reading that section, please discuss the challenges of obesity; the type of chronic diseases it can lead to; what contributes to obesity; and what can be done to address the problem. Use only the information from the textbook to support your statements and be sure to cite the source properly using APA formatting. ***IMPORTANT*** Please post your initial response by Thursday. Your initial post should be at least 250 words. Back up your answers with textbook references, and cite your sources! Respond to at least two other students with a well-thought-out reply that advances the conversation academically. Each response to classmates should be at least 100 words. Assignment Rubric Details Discussion Board Rubric (50 pts) Criteria Ratings Pts 26 pts This criterion is linked to a Learning Outcome Initial Post Content & Length The initial post should be at least 250 words in length (not including references), and should fully address the week's topic. 26 pts 20 pts 14 pts 0 pts Full Credit Partial Credit Partial Credit No Credit Initial post is at least 250 words and fully addresses the week's topic. Initial post is a bit below the minimum required 250 words, and/or does not fully address the week's topic. Initial post is below 200 words and/or does not fully address the week's topic. No initial post completed for this week. 4 pts This criterion is linked to a Learning Outcome Initial Post References The initial post should always be backed up with textbook references, cited both in-text and at the end of the post 4 pts 2 pts 0 pts Full Credit Partial Credit No Credit Textbook references are cited both in-text and at the end of the post using proper APA formatting. Textbook references are cited, however there are formatting errors. References should be cited both intext and at the end of the initial post using proper APA formatting. No textbook references cited for initial post. using proper APA formatting. 10 pts This criterion is linked to a Learning Outcome Follow-Up Post #1 Each follow-up post should be at least 100 words in length, and should advance the conversation at an academic level. 10 pts 6 pts 0 pts Full Credit Partial Credit No Credit First follow-up post is over 100 words and advances the conversation at an academic level. First follow-up post is less than 100 words and/or does not advance the topic at an academic level. No first followup post completed for this week. 10 pts This criterion is linked to a Learning Outcome 10 pts 6 pts 0 pts Full Credit Partial Credit No Credit Second follow-up post is over 100 words and advances the conversation at an academic level. Second follow-up post is less than 100 words and/or does not advance the topic at an academic level. No second follow-up post completed for this week. Follow-Up Post #2 Each follow-up post should be at least 100 words in length, and should advance the conversation at an academic level. 0 pts This criterion is linked to a Learning Outcome 0 pts 0 pts Initial Post On Time Late Initial Post Initial post on time. No points deducted. 5 points are deducted for each day the initial post is late (up until the final Sunday night deadline). Timeliness Initial post is due on Thursday. Five points are deducted for each day the initial post is late (up until the final Sunday night deadline). 0 pts This criterion is linked to a Learning Outcome Grammar & Spelling All posts should be well-written using proper spelling and grammar. Points will be deducted for errors. 0 pts 0 pts No Spelling or Grammatical Errors Spelling and/or Grammatical Errors No major spelling or grammatical errors. No points deducted. One or more spelling and/or grammatical errors. Points deducted based on frequency of errors. Total Points: 50 2# Quiz 5 (Points 20- Questions 20) Time Limit 60 Minutes Instructions This open-book quiz covers the current week's assigned textbook readings. You will have 60 minutes to answer 20 multiple-choice questions. This quiz must be completed in one sitting. When the time is up the exam will automatically submit. 3# Assignment 5: Planning a Healthy Diet (Points 50) Using only the healthy recipe cookbooks (found below) you will be creating a 3-day healthy menu. Please make sure to follow these complete instructions: 1. The menu must include breakfast, lunch, snack, and dinner for each of the 3 days; 2. The number of kcalories must be between 1500 and 2000 kcals per day; 3. The amount of fiber per day must be 25 grams (g) or greater; 4. The total fat must be 50 grams (g) or below per day. 5. Recipes must only be from the cookbooks provided and can only be used once; 6. Any beverages consumed (besides water) must have nutrition information from the USDA Nutrient Database (used in Assignment 4) Try to pick recipes that you would like to eat and do not to duplicate recipes during the three days. When entering your data, please note which cookbook the menu item came from. This fillable worksheet may be used to complete this assignment ( Planning a Healthy Diet Download Planning a Healthy Diet ). If you have any issues with the worksheet you may certainly type out your menus on a separate document using the same format. Once finished, submit your document to dropbox. Healthy Cookbook links: "Everyday Healthy Meals" http://www.nutrication.net/PDFdocuments/Cookbooks/EveryDayHealthyMeals.pdf (Links to an external site.) "Healthy Latino Recipes Made with Love" http://www.nutrication.net/PDFdocuments/Cookbooks/HealthyLatinoRecipes.pdf (Links to an external site.) "Soulful Recipes" http://www.nutrication.net/PDFdocuments/Cookbooks/SoulfulRecipes.pdf (Links to an external site.) "Healthy Chinese Cuisine" http://www.nutrication.net/PDFdocuments/Cookbooks/HealthyChineseCuisine.pdf (Links to an external site.) Be sure to save these cookbooks to your computer for use after the class is over! TO COMPLETE THE ASSIGNMENT The fillable Word form attached here ( Planning a Healthy Diet) Download Planning a Healthy Diet ) may be used to complete this assignment. If you have problems with the form it is fine to type out your menus on a separate document and submit that for grading. Be sure to follow the same format as the form, including totals! If using the form, download the "Planning a Healthy Diet" file and save it to your desktop. Once on your desktop you will then be able to fill in the blanks and save the file with your responses. Note: Do not try to fill out or complete this form online using your browser as this will not work correctly. Once you have completed filling out and saving the form (or creating your own document), return to the assignment and upload your submission to the assignment dropbox below. Planning a Healthy Diet Using only the healthy recipe cookbooks (links available online in the assignment instructions) you will be creating a 3-day healthy menu following these guidelines 1. 2. 3. 4. 5. 6. Each daily menu must include breakfast, lunch, snack and dinner The total calories for each day must be between 1500 and 2000 The total fiber for each day must be 25 grams (g) or greater The total fat for each day must be 50 grams (g) or below Food items (recipes) must be from the cookbooks, and each item may only be used once Any beverages must have nutrition information from the USDA Nutrient Database (http://ndb.nal.usda.gov/) Try to pick food items (recipes) that you would like to eat and do not to duplicate recipes during the three days. When entering your data, please include which cookbook you used for each menu item. Don't forget to add up your totals for each of the three days! Abbreviations: Everyday Healthy Meals = EHM Healthy Latino Recipes = HLR Soulful Recipes = SR Healthy Chinese Cuisine = HCC Example Menu Calories Fiber (g) Fat (g) Breakfast Apple Oatmeal – 1 serving (EHM, page 9) Breakfast Fruit Cup – 1 serving (EHM, page 9) Black Coffee – 1 cup (info from USDA Nutrient Database) 157 81 0 4 2 0 1 0 0 Lunch Chicken Tortas – 1 serving (HLR, page 21) Corn & Green Chili Salad – 1 serving (HLR, Page 21) Water – 8 oz (info from USDA Nutrient Database) 379 94 0 6 3 0 15 2 0 Snack Fudgy Fruit – 2 servings (EHM, page 47) 302 8 6 Dinner Oven Fried Catfish w/Stir Fry Greens – 1 serving (SR, p 46) Supreme Mashed Potatoes – 1 serving (SR, page 46) Apple Chunk Cake – 1 serving (HCC, page 46) Non-Fat Milk – 8 oz (info from USDA Nutrient Database) 282 104 239 87 4 2 1 0 7 1 5 0.44 Totals 1725 30 37.44 Day 1 Calories Fiber (g) Fat (g) Breakfast Lunch Snack Dinner Totals Reminders Use only food items from the Healthy Cookbooks. Links provided online in assignment instructions. For beverages you may use the USDA Nutrient Database for nutritional information Remember to include the name of the cookbook where you found each recipe (abbreviations ok). Don’t forget to add up your daily totals and include them on the last line. Total daily calories must be between 1500 and 2000 Total daily fiber must be 25g or more Total daily fat must be below 50g Day 2 Calories Fiber (g) Fat (g) Breakfast Lunch Snack Dinner Totals Reminders Use only food items from the Healthy Cookbooks. Links provided online in assignment instructions. For beverages you may use the USDA Nutrient Database for nutritional information Remember to include the name of the cookbook where you found each recipe (abbreviations ok). Don’t forget to add up your daily totals and include them on the last line. Total daily calories must be between 1500 and 2000 Total daily fiber must be 25g or more Total daily fat must be below 50g Day 3 Calories Fiber (g) Fat (g) Breakfast Lunch Snack Dinner Totals Reminders Use only food items from the Healthy Cookbooks. Links provided online in assignment instructions. For beverages you may use the USDA Nutrient Database for nutritional information Remember to include the name of the cookbook where you found each recipe (abbreviations ok). Don’t forget to add up your daily totals and include them on the last line. Total daily calories must be between 1500 and 2000 Total daily fiber must be 25g or more Total daily fat must be below 50g Quiz #4 (Points 20 - Questions 10) Time Limit 20 Minutes Instructions Choose the most appropriate answer. This quiz will test you on the material from chapter 10 of the U.S. History Textbook and on the notes in the Week 6 module. You will have two attempts for this quiz, with your highest scoring attempt being kept and recorded. You will have 20 minutes to complete the quiz, per attempt. Question 12 pts Which of the following did not characterize political changes in the 1830s? Group of answer choices Stronger partisan ties. Higher voter participation. Increasing political power of free black voters. Political battles between Whigs and Democrats. Question 22 pts Which candidate won the most electoral college votes in the 1824 presidential election? Group of answer choices Andrew Jackson. Henry Clay. John Quincy Adams. Martin Van Buren. Question 32 pts The presidential election of 1828 brought in the first presidency of which political party? Group of answer choices The Republicans. The Democrats. The Democratic-Republicans. The Whigs. Question 42 pts How did President Jackson respond to Congress’s approval for a new charter for the Second Bank of the United States? Group of answer choices He wrote a counterproposal. He gave states the right to implement it or not. He vetoed it. He signed it into law. Question 52 pts How did most whites in the United States view Indians in the 1820s? Group of answer choices As shamans. As savages. As slaves. As being in touch with nature. Question 62 pts The state of South Carolina threatened to nullify which federal act? Group of answer choices The protective tariff on imported goods. The abolition of slavery. The expansion of the transportation infrastructure. The rotation in office that expelled several federal officers. Question 72 pts What did Andrew Jackson label J.Q. Adams's victory in the presidential election of 1824? Group of answer choices The Spoils System. The Corrupt Bargain. The Tariff of Abominations. The Tyranny of the Majority. Question 82 pts The 1830 Indian Removal Act is best understood as ________. Group of answer choices An example of President Jackson forcing Congress to pursue an unpopular policy. An example of laws designed to integrate Indians into American life. An effort to deprive the Cherokee of their slave property. An illustration of the widespread hatred of Indians during the Age of Jackson. Question 92 pts Who or what ultimately decided who won the presidential election of 1824? Group of answer choices The Senate. The popular vote. The House of Representatives. The Supreme Court. Question 102 pts Which group saw an expansion of their voting rights in the early nineteenth century? Group of answer choices Indians. Free blacks. Non-property-owning white men. Women. Week 5 Discussion Post In this discussion, please respond to the three bolded points below by 11:30 PM on Thursday, September 30. ● Summarize South Carolina's argument for nullification. ● What is the larger issue at stake in the Nullification Crisis? ● Why do you think this larger issue would escalate into a civil war in the United States? After your initial response, please reply to at least two classmates. In your replies to classmates, you will: ● Provide feedback on their summary of South Carolina's argument for nullification ○ If you believe your classmate's summary is correct, please point out the reasons why the summary is correct ○ If you believe your classmate's summary is incorrect, politely point out the reasons why the summary is incorrect ● Agree or disagree with your classmate's assessment about the larger issue at stake escalating into a civil war ○ If you agree with your classmate's assessment, then please explain why ○ If you disagree with your classmate's assessment, then please explain why 1)Veronica Munoz ● Summarize South Carolina's argument for nullification. South Carolina did not want to pay high taxes specifically when it favored the North and not the Southern States. Although South Carolina had no authority to make any national law null or void, Southern states went as far as to threaten to withdraw themselves. Calhoun's argument was that any state had the right to reject federal law that it considers unconstitutional. In his argument, the southern states feared the tariffs would discourage trade with other countries and hurt their cotton trading. He also perceived favoritism in the Northern States over the Southern Sates through manufacturing of goods which ultimately would end up in war. ● What is the larger issue at stake in the Nullification Crisis? The States Rights and Federal Jurisdiction was at the forefront of this issue along with the growing divide between the North and the South. President Jackson was willing to use force to protect the power of the national government over the states. With that said the Force Bill was passed to which allowed Jackson to use the Army or Navy to impose such tariff. Although no Civil War ensued, all thanks to Henry Clay who introduced a lower tariff compromise through a span of 10yrs. ● Why do you think this larger issue would escalate into a civil war in the United States? South Carolina wanted to exercise its right to reject laws that were not fit and just. Although the North and Southern states were at a divide, where the South was thought to be less than the Northern States. In my opinion every state wants to be treated as an equal, when equality does not happen then you have a potential for war. If it wasn't for the solution of Clay, the states would have ended in a Civil War. A solution, temporary at best was introduced and possibly not favored by the South but it meant progress was on the horizon. 10yrs is a long time to wait and see a decline in tariffs but it proved to be a slight change in wealth and income on the Southern States. 2) Kimberly Garcia Gutierrez ● Summarize South Carolina's argument for nullification. Andrew Jackson was chosen president in 1828, somewhat because of the South's conviction that he would seek after arrangements more following the interests of Southern growers and slaveholders. Without a doubt, Jackson had picked John C. Calhoun, a local of South Carolina, as his VP. Numerous Southerners expected that Jackson would rescind or, if nothing else, decrease the purported Tariff of Abominations and secure their inclinations better than John Quincy Adams had. In any case, Jackson's inability to address the tax issue opened a fracture between the president and VP. As a result, Calhoun created a flyer named "South Carolina Exposition and Protest," which was distributed secretly and advanced the hypothesis of invalidation—the presentation of government law as invalid and void inside state borders. Then, in July 1832, with an end goal to think twice about, marked another tax charge that brought most import obligations down to their 1816 levels. ● What is the larger issue at stake in the Nullification Crisis? This trade-off measure neglected to fulfill Southern extremists who wished to see the levy revoked. In November 1832, a show of Southern legislators and defenders of states' privileges met to talk about invalidation. The show pronounced the levies of 1828 and 1832 unlawful and unenforceable in South Carolina's territory. Moreover, the agents to the show took steps to withdraw if the central government coercively looked to gather import obligations. President Jackson again tried to think twice about it. Finally, in March 1833, he marked another tax charge that brought down levies considerably further, in this manner mollifying the South. For some Southern extremists, the levy issue had been a simple affection for the danger of withdrawal. These revolutionaries kept on reviewing the national government with serious doubt. They found ways to pull out each time a regulatory methodology or law was looked for as restricting the slaveholding South's inclinations. ● Why do you think this larger issue would escalate into a civil war in the United States? The more significant issue would grow into a common conflict in the United States because, in the end, their competition on bondage would bring about a battle between each other to settle on Confederation Independence or Restoration of the Federal Union. Andrew Jackson, President of the United States, supported states' claims yet accepted that the national government got its strength from individuals, not the states. The bureaucratic laws had more considerable authority than those of the singular forms. Week 5 Discussion Post In this discussion, please respond to the three bolded points below by 11:30 PM on Thursday, September 30. ● Summarize South Carolina's argument for nullification. ● What is the larger issue at stake in the Nullification Crisis? ● Why do you think this larger issue would escalate into a civil war in the United States? After your initial response, please reply to at least two classmates. In your replies to classmates, you will: ● Provide feedback on their summary of South Carolina's argument for nullification ○ If you believe your classmate's summary is correct, please point out the reasons why the summary is correct ○ If you believe your classmate's summary is incorrect, politely point out the reasons why the summary is incorrect ● Agree or disagree with your classmate's assessment about the larger issue at stake escalating into a civil war ○ If you agree with your classmate's assessment, then please explain why ○ If you disagree with your classmate's assessment, then please explain why 1)Veronica Munoz ● Summarize South Carolina's argument for nullification. South Carolina did not want to pay high taxes specifically when it favored the North and not the Southern States. Although South Carolina had no authority to make any national law null or void, Southern states went as far as to threaten to withdraw themselves. Calhoun's argument was that any state had the right to reject federal law that it considers unconstitutional. In his argument, the southern states feared the tariffs would discourage trade with other countries and hurt their cotton trading. He also perceived favoritism in the Northern States over the Southern Sates through manufacturing of goods which ultimately would end up in war. ● What is the larger issue at stake in the Nullification Crisis? The States Rights and Federal Jurisdiction was at the forefront of this issue along with the growing divide between the North and the South. President Jackson was willing to use force to protect the power of the national government over the states. With that said the Force Bill was passed to which allowed Jackson to use the Army or Navy to impose such tariff. Although no Civil War ensued, all thanks to Henry Clay who introduced a lower tariff compromise through a span of 10yrs. ● Why do you think this larger issue would escalate into a civil war in the United States? South Carolina wanted to exercise its right to reject laws that were not fit and just. Although the North and Southern states were at a divide, where the South was thought to be less than the Northern States. In my opinion every state wants to be treated as an equal, when equality does not happen then you have a potential for war. If it wasn't for the solution of Clay, the states would have ended in a Civil War. A solution, temporary at best was introduced and possibly not favored by the South but it meant progress was on the horizon. 10yrs is a long time to wait and see a decline in tariffs but it proved to be a slight change in wealth and income on the Southern States. 2) Kimberly Garcia Gutierrez ● Summarize South Carolina's argument for nullification. Andrew Jackson was chosen president in 1828, somewhat because of the South's conviction that he would seek after arrangements more following the interests of Southern growers and slaveholders. Without a doubt, Jackson had picked John C. Calhoun, a local of South Carolina, as his VP. Numerous Southerners expected that Jackson would rescind or, if nothing else, decrease the purported Tariff of Abominations and secure their inclinations better than John Quincy Adams had. In any case, Jackson's inability to address the tax issue opened a fracture between the president and VP. As a result, Calhoun created a flyer named "South Carolina Exposition and Protest," which was distributed secretly and advanced the hypothesis of invalidation—the presentation of government law as invalid and void inside state borders. Then, in July 1832, with an end goal to think twice about, marked another tax charge that brought most import obligations down to their 1816 levels. ● What is the larger issue at stake in the Nullification Crisis? This trade-off measure neglected to fulfill Southern extremists who wished to see the levy revoked. In November 1832, a show of Southern legislators and defenders of states' privileges met to talk about invalidation. The show pronounced the levies of 1828 and 1832 unlawful and unenforceable in South Carolina's territory. Moreover, the agents to the show took steps to withdraw if the central government coercively looked to gather import obligations. President Jackson again tried to think twice about it. Finally, in March 1833, he marked another tax charge that brought down levies considerably further, in this manner mollifying the South. For some Southern extremists, the levy issue had been a simple affection for the danger of withdrawal. These revolutionaries kept on reviewing the national government with serious doubt. They found ways to pull out each time a regulatory methodology or law was looked for as restricting the slaveholding South's inclinations. ● Why do you think this larger issue would escalate into a civil war in the United States? The more significant issue would grow into a common conflict in the United States because, in the end, their competition on bondage would bring about a battle between each other to settle on Confederation Independence or Restoration of the Federal Union. Andrew Jackson, President of the United States, supported states' claims yet accepted that the national government got its strength from individuals, not the states. The bureaucratic laws had more considerable authority than those of the singular forms. Week 5/ FAM & CS 21 Discussion Board 5: Addressing Childhood Obesity Worldwide, childhood obesity rates are increasing an alarming pace. Consequences of obesity include the development of chronic diseases, and more and more we are seeing these problems develop at an earlier age. For this discussion board, please read Controversy 13: Childhood Obesity and Early Chronic Diseases at the end of Chapter 13 in our textbook Nutrition Concepts and Controversies, 15th ed. After reading that section, please discuss the challenges of obesity; the type of chronic diseases it can lead to; what contributes to obesity; and what can be done to address the problem. Use only the information from the textbook to support your statements and be sure to cite the source properly using APA formatting. Each response to classmates should be at least 100 words. *Prof. Comments We know that lifestyle factors certainly play a role in obesity but there are also other contributing factors. According to Sizer and Whitney (2019), what is the possible relationship between genetics and obesity? Dr. B Reference Sizer, F.S. & Whitney E. (2019). Nutrition Concepts and controversies (15th ed.). Boston, MA: Cengage Learning. 1) Tatiana Zelaya Reading the Controversy 13 which focuses on child obesity and chronic diseases due to obesity, it is safe to say that education on nutrition is vital especially at a young age. Sizer and Whitney mention that obesity has risen among children globally (Sizer & Whitney, 2020, chapter 13-7a). Children do not only suffer the consequences of obesity with their bodies and the underlying consequences of obesity, but they also go through a mental and emotional turmoil from the excess weight and the negative body image they have within themselves. Some of the causes for children obesity at time starts off with the kind of lifestyle the family has, or the parents. In order to diagnose obesity one must not only eye ball it or diagnose based on appearance. A child must visit a physician or a licensed nutritionist wot which the child or teenager then will be evaluated based on his or hers BMI. Depending on the percentile the doctor or nutritionist will determine if the child is obese or overweight. (Sizer & Whitney, 2020, Chapter 13-7b) Some of the conditions that are contributed with overweight or obesity are high lipids which include total numbers for cholesterol, LDL numbers, and triglycerides. The risk for heart disease also raises along with high glucose levels in the fasting test, or diabetes. Children with obesity run the risk of developing asthma and other breathing conditions like sleep apnea and lastly fatty liver. Many more children who are obese are most likely to develop diabetes and not even know that they have it, therefore opening even greater chances of having more underlying condition not only because of the consequences of obesity but also as a result now of diabetes. According to Sizer and Whitney, many times obesity is carried into the adulthood. (Sizer & Whitney,2020, Chapter 13-7e). Of course this is not always the case for everyone, there are children who learn to have better nutrition values like for instance, Darla and her daughter Gabby. I personally enjoyed reading the letter from them and how they have learned about nutrition and having and having a healthier life style. Reference Sizer, F.S. & Whitney E. (2020). Nutrition concepts and controversies (15th ed.). Boston, MA: Cengage Learning. 2) Rosa Urena Obesity can affect anybody but more children between the ages of 2 and 19 years old. Physical complications a child can face are high blood pressure, high cholesterol, high fasting insulin, heart disease, and difficulty breathing while sleeping. As it states in the textbook, “These condition increases a child’s risk for chronic diseases now and into adulthood” (Sizer & Whitney, 2019). Not only do children face physical complications but also suffer psychologically Due to their parents' and peer’s criticism, as well as social media. A child can develop low selfesteem and discouragement to move forward in life. Children can also develop type two diabetes during puberty and, “type 2 diabetes is rapidly encroaching on younger age groups as children grow fatter” (Sizer & Whitney, 2019). Heart disease is another chronic disease due to obesity. Anytime fatty streaks are built up in the coronary arteries of the heart that blocked the blood to pass through which are signs of atherosclerosis. When this happens, heart attacks and strokes are likely to happen during early adulthood. Parents have to take responsibility for what their children eat. When a child is healthy but a risk of being obese or overweight, their diet needs to be restricted and lower the rate of gain as they grow taller. In order to do this, parents have to focus on making healthy food decisions for their child and put them in sports or something that they like as long they are being active to achieve to have a normal wait for their age. Also, most importantly give them love and a lot of support for their kids. Reference Sizer, F.S. & Whitney E. (2019). Nutrition concepts and controversies (15th ed.). Boston, MA: Cengage Learning Instructions The quiz will test you on the content from chapters 9, 12, and 13 from the U.S. History Textbook. You will have three attempts for this quiz. You will have 20 minutes to complete the quiz, per attempt. Your highest score will be saved and recorded. The quiz consists of 10 multiple-choice questions. Question 11 pts Most people who migrated within the United States in the early nineteenth century went ________. Group of answer choices south toward Georgia west toward Ohio north toward Canada east across the Mississippi River Question 21 pts Which of the following groups supported the abolition of slavery? Group of answer choices wage workers. northern business elites. southern planter elites. middle-class northerners. Question 31 pts The abolition of the foreign slave trade in 1807 led to _______. Group of answer choices the rise of a thriving domestic slave trade. the decline of cotton production. a reform movement calling for the complete end to slavery in the United States. a dramatic decrease in the price and demand for slaves. Question 41 pts Under the law in the antebellum South, slaves were ________. Group of answer choices citizens animals indentured servants property Question 51 pts In the context of the antebellum era, what does colonization refer to? Group of answer choices American colonization of the Caribbean Great Britain’s colonization of North America American colonization of Africa the relocation of African Americans to Africa Question 61 pts The first temperance laws were enacted by ________. Group of answer choices state governments local governments temperance organizations the federal government Question 71 pts Which of the following was not one of the effects of the cotton boom? Group of answer choices Port cities like New Orleans expanded. U.S. trade increased with foreign countries, like England. Increased foreign immigration to the south. The need for slave labor grew. Question 81 pts The largest group of whites in the South _______. Group of answer choices owned between one and nine slaves each owned no slaves owned over one hundred slaves each owned between ten and ninety-nine slaves each Question 91 pts Which social class was most drawn to amusements like P. T. Barnum’s museum? Group of answer choices middle-class northerners. northern business elites. southern planter elites. wage workers. Question 101 pts Which of the following was not a factor in the transportation revolution? Group of answer choices the canal system. the government-funded road system. the combustion engine. the steam-powered locomotive. Chapter 7 Quiz Multiple choice, True/ False and matching answers maybe on this quiz Question 1 4 pts Match the description with the definition Group of answer choices Transgender [ Choose ] a classification of individuals as heterosexual, bisexual or gay, based on their emotional, cognitive and sexual attractions and self-identity. individual who may dress or present themselves in the gender of the other sex Individuals with biological and anatomical sex of one gender but he self-concept of the other sex individuals of one biological sex who display characteristics of the other sex sexual orientation [ Choose ] a classification of individuals as heterosexual, bisexual or gay, based on their emotional, cognitive and sexual attractions and self-identity. individual who may dress or present themselves in the gender of the other sex Individuals with biological and anatomical sex of one gender but he self-concept of the other sex individuals of one biological sex who display characteristics of the other sex transexuals [ Choose ] a classification of individuals as heterosexual, bisexual or gay, based on their emotional, cognitive and sexual attractions and self-identity. individual who may dress or present themselves in the gender of the other sex Individuals with biological and anatomical sex of one gender but he self-concept of the other sex individuals of one biological sex who display characteristics of the other sex Cross-Dresser [ Choose ] a classification of individuals as heterosexual, bisexual or gay, based on their emotional, cognitive and sexual attractions and self-identity. individual who may dress or present themselves in the gender of the other sex Individuals with biological and anatomical sex of one gender but he self-concept of the other sex individuals of one biological sex who display characteristics of the other sex Question 2 1 pts Homophobia is commonly used to refer to positive attitudes/ emotions towards homosexuals Group of answer choices True False Chapter 8 Quiz Multiple choice, True/ False and matching answers maybe on this quiz Flag question: Question 1 Question 1 1 pts all of these but one are motivations to marry Please pick the one that is not Group of answer choices Economic security parenthood Psychological well-being Companionship no fulfillment Question 2 1 pts Weddings are marked as a rite of passage that marks a transition from one social status to another Group of answer choices True False Flag question: Question 3 Question 31 pts when one gets married they are often in a disillusionment; which is the high expectation and state of newness tampered by reality. Group of answer choices True False Flag question: Question 4 Question 41 pts refers to the quality of the marriage relationship measured in terms of stability and happiness. Group of answer choices flexibility connection rituals empathy Martial success Flag question: Question 5 Question 51 pts Black-White marriages are the most infrequent Group of answer choices True False CD 48: Samples of Positive Reinforcement Using Encouragement and Positive Guidance Assignment Samples 1)Sample I had heard of positive reinforcement prior to this class and really thought of it as potentially being manipulative. I think that I feel a bit differently now after our readings. Mostly, the explained differences between praise and encouragement helped shift my thinking. When I was nannying and when I first started child development classes, I was told to avoid praise. "Awesome!" and "I'm proud of you" and "good job!" were terms that I have had to shift out of my vocabulary (and I'm still learning to remove other phrases that seem less obviously like praise.) I think learning how to encourage rather than praise is useful, and I can see how that can motivate a child to see themselves and their growth as what should push them forward. Essentially, teach children to be internally motivated and not externally motivated. But it will take some time to really hone in that skill. However, when reading the positive reinforcement article there is mention of 'praise,' and other tactics and strategies that feel in line with the manipulation that positive reinforcement is often critiqued for. I think that positive reinforcement has to avoid any kind of value judgement that could potentially become an external motivator for children. Children should want to grow for themselves, and not to impress others and receive rewards. I think by "log," we're supposed to post our observation log but I'm still working on it and this discussion is due Sept. 22 so I'll be posting my thoughts and I can add my log later. Edited to add log: Day 1: Before Mikey leaves for work, I tell him “Hey dude, I appreciate the fact that you are environmentally conscious and bike to work every day. I think putting the food waste in the compost bin and the containers and wrappings either in the recycling or the trash would add to the environmental activism you already commit yourself to.” He responds nonchalantly with a bit of a skeptical look. That night, he went out to dinner after work with his coworkers, so I didn’t have to deal with the behavioral issue quite yet. Day 2: Today, Mikey decides to make dinner at home. There is no packaging waste, so I didn’t have to look out for trash in the sink. However, I do notice that he puts all the excess food waste into the compost bin. I tell him, “thanks for putting the waste in the bin. That really shows your listening skills. How about I make us dinner tomorrow night as another way of thanks?” He says “wow didn’t expect you to notice. Yeah, you cooking dinner tomorrow would be great.” Day 3: Before Mikey heads to work, I ask him what kind of food he wants to eat for dinner. He tells me he would love enchiladas. I go out during my lunch hour (I work from home) to buy the ingredients. I start prepping the food right before I expect Mikey to get home. Mikey gets home in the middle of food prep and helps chop up the green chilis. Afterwards, he puts the food waste (chili stems) into the waste bin. I thank him again for being a considerate person. Day 4: Mikey has the day off today and he’s spending some of his day off at home. He unwraps a protein bar at some point and leaves the wrapper on the kitchen counter. When I see the wrapper, tell him “hey Mikey, I know you’re naturally caring person, that’s why it’s so great to have you as a roommate. I would appreciate it if you threw away your wrappers afterwards. Let me know if there’s something I can do about the trash cans to make it easier to throw things away.” He responds with “oh yeah I forgot. Will do.” and then throws the wrapper away. Day 5: Today, Mikey’s schedule is different so his shift begins in the afternoon. He decides to make breakfast because of it. He makes a mess in the kitchen and leaves out packaged foods and puts eggshells in the sink. I knock on his door so I can ask him to pick up and put everything away. He opens the door and before I get a word in, says “I’m just getting ready real quick, I promise to put everything away after I shower.” It’s getting closer to the time for him to leave. I still haven’t seen anything being cleaned up. I start to say “hey Mikey” but before I can finish, he responds “I’m on it right now.” and proceeds to clean up, putting the food waste in the bin, putting food away, and throwing away any excess packaging. 2)Sample Positive Reinforcement Using Encouragement and Positive Guidance Identify a behavior in a child or adult that you believe they could use help in changing. I am selecting: A grown man, (approx 35 year old Male), a worker in the apartment building I just moved into. 1. State the behavior that you see needs changing. Behavior that needs changing - Positive Communication Ability! The behavior needing to be changed is relating to him being aggressive, impatient, assumptive, biased, disrespectful and possible violent – even utilizing foul language! 2. Write a short specific description of the behavior you WANT to see. GOAL BEHAVIOR GOAL: I would like to see this adult communicate positively - meaning to display more self-control over his behavior and to have a more patient, detached approach to life so that he doesn’t take unrelated things personal and feel the need to become defensive and aggressive. To see that is behavior trend adjusted and impacted in a positive way so that we (and future residents) can have a healthy non-biased, nonaggressive, interaction with him, is all dependent on him mastering this ability to communicate in a positive, effective and respectful way. LOG DAY 1- Being an adult I don’t personally know well - but am required to interact with created a situation where I had to hope that our frequent interactions would peacefully rectify all issues. On day one I share appreciation and gratitude for his assistance in helping me arrive at my destination and let him know that he was helpful and that I truly appreciate it. Which I said specifically, “I really appreciate your assistance with getting here, thanks so much for your help!” DAY 2 – On day two I communicate that I am having internet issues, let him know of my urgent needs and the gravity of the situation; I reinforce his behavior and efforts in setting out to assist me. “I state, thank you for your assistance with this issue, you are knowledgeable in this field and I really appreciate it” DAY 3 – On day three, I praise his ingenuity and generosity for finding an alternative option for accessing internet service although there is a system outage in the area. I state, “thank you, you are so clever, this is really helpful and useful!” DAY 4 - On day four, I communicate via text that there is an additional mechanical problem (hurricane outage) with the internet and ask questions on how to rectify it further but receive a very volatile text response. I reinforce a more positive behavior by not responding to the emotionally charged text and instead wait for him to “cool off” emotionally during a designated "calm down" period to let him process his emotions. Here my body language of “silence” sends a message of “I can’t communicate or respond to that” and I avoid approaching him again entirely until I feel he may be more balanced and again feeling capable of being helpful, patient and doing his job of helping me rectify the internet issue. DAY 5 – After I report still more problematic issues, he completely loses patience and control of his temper and turns the benign situation into a personal war and attacks me verbally – his body language is frightening, tense and aggressive – his eyes wide and pupils dilated as if he is in an adrenaline fueled “flight of flight” mode and wants to fight; I don't respond that this, but can only reinforce that he will not be allowed to disrespect me with foul language – I vocalize this with positive, calm, loving body language to encourage him to also feel calm and positive and he looks surprised, I explain (in a loving way not a nagging way) that “this is an internet issue not a personal issue and that foul language is not necessary,” I look at him directly with POSITIVE but unwavering eye contact and he stops cussing me, looks bewildered and leaves. 3. If you needed to guide or redirect the child write the words you used to do this. The words I would use would be… “I know that you have come repeatedly to assist me with this internet problem going out of your way to do your job, and how difficult it is for you to have to continue to rectify complex issues like this – I noticed that you were so calm, positive, and respectful today – Thank you for that.” During this interaction, I use no foul language nor did I perpetuate negative behaviors further. I also point out clearly that he will have to handle his responsibilities, this is also a form of guidance. 4.Write a short paragraph at the end describing your thoughts and the outcomes of this intervention. This interaction completely caught me off guard; the reason why is because here was a grown man (supposed to be doing his job) behaving in a childish way, and it seems possible that while growing up he apparently had not been taught how to control his temper or interact with strangers without taking benign incidents personal and attacking individuals that he perceived were “the bad cause of the problem.” I feel also that his behaviors were biased and assumptive in that he expected and anticipated that I would act, react, negatively communicate and escalate my communication with him in a totally different way than I did, so that he purposely positioned himself to be able to "war with that type of person he envisioned I was," not communicate with the person who I actually am! Personally, I feel I was caught off guard by him and his behavior issue because before me stood a grown man, looking responsible, talking big, being the head of his family with a wife and toddler, but he himself was actually emotionally childish, insecure and behaved more like a toddler throwing a tantrum. You see, when I am in “teacher mode” I can teach the multitudes guiding, educating and interacting with them in a patient, loving, respectful, joyous way and that requires a certain persona and behavior from me; however with a grown adult it did not dawn on me that I needed to be in “teacher mode” until day 4 when I realized that I was dealing with a”childish man!” At that point I realized that no matter what, I COULD NOT reinforce his negative emotionally charged communications but instead had to find the window of opportunity to Positively Encourage, and Positively Reinforce his Positive actions; using praise to help him be able to acknowledge himself, his behavior and to mature emotionally! This is a big lesson to learn from a stranger, especially for a grown man who I just met and have no personal relationship with. CD 48: Samples of Positive Reinforcement Using Encouragement and Positive Guidance Assignment Notes Positive Reinforcement-article How to Use Positive Reinforcement for Children Optimal mental, psychological and physical development can be achieved in children by discouraging anti-social behaviors and disobedience. This can be done by reinforcing good attitude and discouraging unhealthy values. Reinforcing positive behaviour help children feel pleasant about the choices they make, which in turn motivates them to further polish the behavior that brings them rewards. Positive reinforcement and praise results in the production of both short-term and long-term benefits as it can enable children to learn habits that will be beneficial and fruitful throughout their lives. Why Should We Use Positive Reinforcement for Children? 1. Children Need Verbal Affirmation It’s simply a way of encouragement, letting the child see how you have recognized and appreciated his efforts. Simply by saying ‘I love the way you keep your room tidy’ can make your child strive to do things that will please you more. Children always look forward to doing things that grant them the sense of self-worth and validity. 2. Contribute to Self-Esteem Punishing your child to improve his behavior might make him associate it with being a bad boy. Contrary to that, positive reinforcement boosts your child’s self-esteem. Therefore, rather than categorizing himself as a bad boy, try to use positive reinforcement which assists him in building confidence and morale. 3. Boost Character Development Positive reinforcement escalates your child’s motivation greater than expected, instead of getting along with minimized required effort for avoiding any punishment. Likewise the rewards and incentives teach the children that positive behavior brings along fruitful consequences. Therefore, it can be said that by positive reinforcement, the personal responsibility in a child may significantly enhance. 4. Good for Making Behavioral Choices Positive reinforcement has one of the most beguiling benefits in children and that is “effective”. In other words, it serves as preventative medicine for the misbehavior that your child might display. Therefore, rather than punishing the child, positive reinforcement can make he feel motivated to collect kudos and praise prior to making any behavioral choice. 5. Stimulate Their Intrinsic Motivation Positive reinforcement assists in creating an intrinsic motivation for the child’s good behavior. This promotes the child’s good behavior because he seeks praise and good feelings, instead of thinking he might get in trouble if he didn’t behave well. This implies that you minimize scrutinizing every movement of your child and allow him often to make his own choices. When Is Positive Reinforcement for Children Most Effective? With the correct use of positive reinforcement, effective results can easily be grasped. Utah State University published a behavioural guidelines checklist, according to which, positive reinforcement turns out more effective by using it right after the behavior. Furthermore, the guidelines recommended that the frequent occurrence and enthusiasm is required for effective positive reinforcement. The connection will turn out to be stronger if the time period between the behaviour and positive reinforcement presentation is shortened. With an elapse of a longer time period between the behavior and reinforcement, the connection will consequently become weak. How to Use Positive Reinforcement for Children A number of ways exist for a behavioural reinforcement. And most of them cost nothing or need fewer efforts. Positive reinforcement does not necessarily have to be some concrete item. You can simply do it by cheering and clapping, giving thumbs-up, patting him on the back or hugging him tightly, offering praise and giving a high five. Listed below are the tips you may need for how to use positive reinforcement: 1. Show Your Feelings When Rewarding Your Child When your child does something that you like, reward him by nodding or smiling, so he could know that you are pleased with what he did. Hugs can be rewarding as well. While praising the child, keep your mind focused on your own feelings rather than being judgmental about the child. Like when you see your kid helping other kids at the childcare, you may say “I saw how you were helping other kids, I’m so proud of you” or something like “I noticed how you asked your sister about playing with her doll, it was very polite of you.” 2. Be Specific with Your Praises Be very specific while praising the good behavior of your child. Acknowledge him about the exact words, actions, behaviors you liked, such as “I’m so proud of the way you rode your bicycle in the race.” or “I liked how you shared your toys with other kids.” 3. Hold on Your Negative Judgment When you find your child doing things you dislike, don’t say something negative yet to terminate the behavior immediately. Yes, at times it’s what we all need to do, but sometimes you have to just wait and look for things he’s doing right, and then discuss it with him. Like if your child makes faces and nags while waiting at a dentist’s clinic, ignore it until he indulges himself in some magazines and then tell him how happy you are to see him waiting patiently and acting like a grown-up. 4. Focus More on the Right Things Children may do both right and wrong things together, but you must heed on the things he did right. Like if you ask him to pick the books from the floor, he may pick them upbut instead of shelving them, he places them on the bed. Be focused on what he did right and appreciate him for it. 5. Make Your Child Know He’s Getting Better While praising, remember to compare the past and present behavior of your child. Avoid comparison between children and don’t look out for perfection. Focus on the improvements in your child. 6. Set Further Goals to Keep Them Improving Set goals to your kids for future to keep the improvement in progress. Like when combing your kid’s hair you may add “I can be surprised if I find you combing your hair on your own. In fact, I’d feel great about it.” Positive reinforcement is required by everyone. Watch the video below and learn more tips to praise your children: Week 4: Differences between Praise and Encouragement Another important concept to understand when guiding young children is in the types of language that we use, and how a child interprets that language, and what understandings of themselves this effects. This is demonstrated in our responses to what they do, or an accomplishment that they have achieved. Praise uses evaluative words, and has a judgement. "Good Job." "Good Boy." "You look pretty." (Reminder: if you are a "Good Boy", then you can always also be judged to be a "Bad Boy." That's the way that judgement words work! AND we wouldn't want children to internalize "Bad Boy," and take that on as their identity!) Separate the person from the deed, in your language. (Good people sometimes do bad things, but that doesn't make them be bad people) Praise is general, Encouragement uses specific, informative words, that focuses on the process of doing. "It looks like that took a long time to do," "I see your hard work in doing this," " It is interesting how that came out," " When I was watching you, I was imagining what you were thinking." "I see that that color of sweater really matches your eyes, and makes their color really noticeable." Encouragement helps build self esteem. Encouragement is specific, thoughtful and individualized, and looks to the further development. So, Praise: to express a favorable judgment of, as judged from another person, focuses on the doer, ex. ‘good girl’ Encouragement: to inspire with courage. To spur on, stimulate further effort, focuses on the deed. "you spent a long time on your building ’ Examples: Praise: “I’m proud of you for getting an A in math.(robs person of ownership of own achievement, because the focus is on the judgement of the person giving the compliment) Encouragement: “That A shows your hard work.” The difference between the two is also in the Locus of Control: Praise : What do others think of me? Encouragement: What do I think about myself? Self Esteem is internalized confidence in one's own worth or abilities; self-respect. Encouragement creates good self esteem. We want children to have an internalized and honest understanding of their own strengths, and not looking for external judgements from others. You feel good about yourself when you know that you have done something well, without someone telling you. Children need to do things for their own self satisfaction, not to please others. Calling a child "smart" might seem like good encouragement, at first. Thinking about this a little more, though, realize that when you call a child, "a smart boy," it discourages him to do anything that he can't look "smart" doing. Discourages trying something new, or something that you can't do yet (dancing? playing the piano? Who begins this by playing perfectly?) Anything that you are good at takes lots of work and practice, and effort. This is the communication that children need to hear, the process of trying is just as important. Your words and language around their achievements give them messages that they internalize about themselves. Long range effect of praise is dependence on others and long range effect of encouragement is self-confidence. "The way that we talk to children becomes their inner voice." Peccy O'Mara "No matter how many mistakes you make, or how slow you progress, you are still way ahead of everyone who isn't trying." Tony Robbins Submit assignment, and tell me a few of your thoughts about this subject. Is there anyone in your life that you think about when reading and reviewing this? Positive Reinforcement Using Encouragement and Positive Guidance Read the following materials to develop an understanding about using Positive Reinforcement Positive Reinforcement-article Praise vs, Encouragement.docx Download Praise vs, Encouragement.docx Practice Using Positive Reinforcement The purpose of this assignment is to practice looking for positive behavior of a child and to reinforce the behavior . If you don't have access to a child, do this activity with anyone you live with, or see everyday. (A co-worker?) You need to do this exercise and keep a log for 5 consecutive days Identify a behavior in a child or adult that you believe they could use help in changing. It is important to focus narrowly on One child or person, and one specific behavior. If it is a child, State the age of the child. You will record your work with the person in this way: 1. State the behavior that you see needs changing. 2. Write a short specific description of the behavior you WANT to see. One behavior, written in positive terms like a goal. For example: I want Ted to listen to directions from the teacher and follow through. 3. For five days list when the child listened and what you did for a reward or reinforcement. Remember the reinforcement has to FOLLOW the behavior you want to see again. The behavior is rewarded verbally or through positive body language. 4. If you needed to guide or redirect the child write the words you used to do this. For example: When the child wakes up, or first comes to school. "I know you will listen to my directions today Ted and we'll have a fun day." This is Positive Guidance. No bribery at all. No reward until you see the behavior you want. The one you have decided to work on, not other behaviors. You are rewarding one specific behavior. 5. Remember during these five days not to use negative language for this behavior in any way. You are looking for the behavior you want and reinforcing it. No nagging either. 6. Write a short paragraph at the end describing your thoughts and the outcomes of this intervention. I need the 5 day 'log' and the paragraph at the end. Example: The log is like a diary; So if your goal is for your child to listen to you. Day 1: "Henry, it's time to turn off your Ipad." Henry does not do it, when I come back in the room he is still playing. I take the Ipad away and don't say anything. Later in the day I tell him to go wash his hands for dinner. He washes his hands right away. When he comes to the table, I say, hugging Henry. "Thanks, Henry for listening right away." Day 2:" Henry, it's time to turn off your Ipad." He shuts it off. "Wow, you listened right away tomorrow you can have 10 more minutes on your Ipad for your good listening." Smiling at him. Day 3: You can use another situation, explain it a bit, What did he do, what did you do or say. For 5 days. One specific behavior you are trying to change, one person. Not like oh you were a good boy today. One specific behavior. Paragraph at the end. The differences between encouragement and praise Encouragement is •Specific •Descriptive and nonjudgmental •About feelings and motivations •Thoughtful and individual •About the process, experience or effort •About the growth of the individual •Encourages self-evaluation Praise is •General •Making a judgment •About external products or rewards •The same for all and holds little meaning for the individual •Focuses on the person or outcome •Focuses on comparing children •Involves judgment from others. Invites dependency
Purchase answer to see full attachment