Discussion Board Forum 1 Instructions

Thread:

Brief Description: Analyze a food product’s nutrition label and evaluate the nutrient density of the food product.

Details: From this list (Attached), select a food item to analyze and use the corresponding website. The first part of your thread will be a summary of the product information, nutrition facts, and nutrition claims. The second part of your thread will be an identification of placement using the MyPlate nutrition tool and an evaluation of the nutrient density of the product. Be sure to support your answers using the textbook.

Part 1:

1. Identify and record the name of the product, serving size, calories, total fat, total trans-fat, cholesterol, total carbohydrate, fiber, sugar, potassium, sodium, protein, vitamin A, C, calcium, and iron.
2. Include a web-link to the nutrition fact label so that your professor and classmates can link directly to the label and analyze the information.
3. Based on the reading in the textbook and related appendices, determine if any health-related terms, health claims, or nutrient content claims are being made by the manufacturer. These claims are located on the front of the product packaging. If any of these are made, provide the definition for each one made from your text. Verify if the claim is indeed true. Determine if the terms/claims made are misleading or helpful to consumers. Discuss and explain as needed.

Part 2:

1. Compare and contrast the nutrition label to the MyPlate nutrition tool (i.e. the “plate picture”). Use your textbook or the website: www.myplate.com. Which food group(s) would you place this product in? Also, does it contribute in a healthy way to the MyPlate recommendations (i.e. Dietary Guidelines that accompany MyPlate)? Or would it be difficult to fit in a healthy way? Explain your answer.
2. Identify the serving size from the actual label and state it in a clear manner (i.e. if it is crackers and the serving size is in ounces, determine approximately how many crackers this is). Discuss your perceptions of the serving size listed. Is this the amount you typically consume? What most people consume? Discuss personal satisfaction with the recommended serving size.
3. Discuss overall nutrient density for this food product. Give a rating for this food item such as low, moderate, or high in nutrient density. Provide support for this rating by discussing the specific nutrients (i.e. macronutrients and micronutrients) provided (or not provided) in this food item. Use corresponding labeling definitions from your textbook of “low”, “good”, and/or “high” as appropriate when discussing the various nutrients.
4. Based on your evaluation, discuss how this food item can be incorporated into one’s meal plan for the day. Could it work at either snack or meal time? Based on readings from the textbook, how often would you recommend consuming this item? Based on the food group(s) from MyPlate you determined for this item (Question #1, Part 2), what other foods item(s) would you add to improve the overall nutrient density of the snack or meal being consumed? If you feel the food item you selected should NOT be consumed on a regular basic, what replacement food items would you suggest and why?

Health Care Laws and Regulatory Issues

Like all laws, health care laws start as a health care policy and make their way through the legislative process to become a law. It is important to understand that hundreds of policies and ideas work through this process each year; however, only a select few will become a law. The purpose of this assignment is for you to read about a current regulatory issue in health care and understand how laws support the regulation of the health care industry.

Research and identify one article or a current legal case within the last 3 to 5 years (e.g., an issue that went to court to have the court determine the outcome) that involves one of the following issues:

• A regulatory issue in health care
• A regulatory issue specific to institutional health care

Write a 500- to 600-word paper that includes the following:

• Summarize the case or article.
• Define a law involved with the chosen regulatory issue from a state level (choose one common state) and a federal level.
  • Explain how and why the law was created.
• Consider what you have read in the article or legal case on the selected regulatory issue, and explain the impact the regulatory issues and trends have on the health care industry.

Cite 1 peer-reviewed, scholarly, or similar reference to support your paper.

Format your assignment according to APA guidelines.

Globalization Challenges

The topic is cultural challenges faced by companies when they entered or are entering a new country through the lens of consumer behavior considering perception, bias, sex roles, decision-making, culture, income, social class, religion, group mentality, ideal self, pack order and tradition or habit.

Other factors may present a unique problem for the company and should be added as needed. You will then make a suggested approach to overcome the behavior or if the company already entered the market how did they overcome the behavior.

You can select a company that entered a foreign market and failed (Starbucks in Britian initially failed) looking at whether bias, perception, male/female roles etc. were the culprit.  You can select a company that entered a foreign market successfully and explain how they handled the issues of behavior and overcame the challenges (McDonald’s in India), or you can select a company that should/could enter a foreign market (NFL trying to get into Europe) looking at what behaviors they need to overcome and  how they can overcome these issues.  You will need to research the culture understand the topics of perception, bias, decision making, sex roles, income, social class, habits and behaviors and sense of self.  One of these needs to apply the others may not, feel free to consider other behaviors I did not list.

Each paper should have:

• A background paragraph on the company/products.
• A paragraph on the behavior and challenges they will/did/could face.
• A recommendation paragraph.

Assignment 1

This assignment is worth 12% of your total course mark. Please type your answers directly into this document and submit the assignment to your Open Learning Faculty Member.

This assignment includes a field exercise in which you are expected to collect and describe a piece of intrusive igneous rock.  You have the option of mailing a piece of the rock to your Open Learning Faculty Member, or sending a high-quality photograph.  If you choose the mail option, please print out the assignment and mail everything together.

Part A: Short-Answer Questions (20 points in total)

Answer the following questions as succinctly as you can. None of your answers should be more than a couple of sentences (100 words or less).

1. On the diagram to the right, draw the approximate boundaries between the crust and the mantle, and the mantle and the core; and label the crust, mantle, and core. (2 points)

(You could use the “insert shapes” tool of Word to do this, or else draw it by hand and take a photo and then insert it into your document.)

2. What is the lithosphere, and what role or importance does it play in plate tectonics? (2 points)

3. The genus Homo has been around for about 3 million years. What does that represent as a percentage of geological time?  (1 point)

4. Name any two of the inert elements, and explain what it means for an element to be “inert.” (2 points)

5. Name the mineral group for the following minerals: dolomite, serpentine, corundum, and sylvite. (2 points)

6. What is the net charge on the silica tetrahedra part of the mineral pyroxene? (1 point)

7. What is the difference between cleavage and fracture in minerals? (2 points)

8. When a rock is subjected to partial melting, what is the likely compositional difference between the original rock and the magma produced? Explain why this is the case. (2 points)

9. What is the name for an extrusive igneous rock with 60% plagioclase, 25% amphibole, and 15% pyroxene? What is the name for its intrusive equivalent? (2 points)

10. Magma composition has implications for its viscosity. What implications do differences in viscosity have for volcanic eruption styles?  (2 points)

11. Explain how GPS positional information can be used to monitor a volcano that has the potential to erupt. (2 points)

Part B: Exercises (45 points in total)

B1: Making halite crystals  (10 points)

Place about 1/2 teaspoon (~2.5 cm³) of any kind of table salt into a small bowl.  Add about 2 teaspoons (~ 10 mL) of boiling water and swirl it around for a few minutes until all or almost all of the salt has dissolved.  (Please be careful not to splash yourself with the hot water.) Place the bowl in a safe place (windowsill, bookshelf), and check back every 24 hours to see what has happened.  Each time, describe the crystals in terms of size range (in mm), shapes, colour, and any other details that you think are important.

When all of the water has evaporated take a photo or make a sketch of the results, and include it with your assignment.  If you take a photo, It might look a little like the one below, although this was Himalayan rock salt that also has some iron-oxide minerals.  These crystals are up to about 2 mm across.  [SE photo]

© Steven Earle. Used with permission.

B2: Collect and describe a sample of intrusive igneous rock  (20 points)

This exercise involves fieldwork to collect a rock sample and some follow-up research at home.  You may think it will not be possible for you to complete this exercise where you live, but rest assured, you can find good examples of intrusive igneous rocks almost anywhere, except the bottom of the ocean.  If you’re stuck, please ask your Open Learning Faculty Member for some help.

Collect a sample of igneous intrusive rock from an outcrop, stream bed, beach, or other suitable location. Your rock should have visible and identifiable crystals, including feldspar, and probably quartz, amphibole, or mica. Granite and diorite are good examples.

Describe the sample site

Describe where you found the sample (e.g., name of river, beach, road, nearest town, etc.) and briefly the sample location.  Was the sample collected from a stream bed, beach, forest trail, gravel pit, or someone’s driveway?  Was it a loose pebble or boulder lying on the ground, or was it part of the solid rock of an outcrop.  Include a sketch or photograph(s) of the sample site with  a measure of scale such as a notebook, hammer, or person; and where the sample site is located.  It’s very important to show some context in your photo (like the left-hand photo below) or sketch, so your Open Learning Faculty Member can understand the setting.  Also don’t forget to mark on your context photo or sketch where you actually found the sample.  (4 points)

© Steven Earle. Used with permission.

To mark your description, your Open Learning Faculty Member will need to see what the rock looks like.  You have two options.  One would be to take at least two good clear photographs and insert those into your assignment.  You can choose this option if you know how to take good photos.  Remember that strong light (preferably direct sunlight) will give the best results.  The other option is to break the sample in half^* and send part of it (about 2 x 2 x 1 cm) by mail to your Open Learning Faculty Member along with the rest of your assignment. If you have doubts about your ability to take a good photo, it’s best to send the sample.  You will likely lose marks if your Open Learning Faculty Member is unable to evaluate your answers due to an unclear photo.  Keep the remainder of the sample for yourself, so you can understand the comments from your Open Learning Faculty Member.

*There are two good reasons to break the sample.  First, you can keep part of the sample for yourself to help you understand the comments from your Open Learning Faculty Member.  Second, you’ll be able to see a fresh surface of the rock.  You’ll need a heavy hammer to break a rock like granite.  Please wear eye protection.

Describe the sample texture and composition

Describe the overall appearance (colour, texture), range of crystal sizes (in mm), general shapes of the crystals, and any other structures.  You may find that the crystals of one of the mineral types are generally larger or differently shaped than the others, and if so, make a note.  Test its strength and hardness by scratching with a knife.  (The Mohs hardness scale doesn’t apply to rocks—only to minerals—but you can describe rocks as being soft, hard, very hard, etc.) (4 points)

Identify the minerals in the sample and estimate their percentage proportions

This task may seem almost impossible at first, but if you work at it systematically, it won’t be that difficult.  Using Figure 3.17 in your textbook as a guide, estimate the proportion of dark minerals.  If the dark minerals are flaky, they are likely biotite; if they are more prismatic (long and thin), they are likely amphibole.  (Both could be present.) Feldspar tends to be dull white, whereas quartz is typically glassy.  Try estimating the quartz content next (using Figure 3.17 again).  In most cases, everything else should be feldspar.  If some of the feldspar is pink, its likely to be potassium feldspar, and the rest is likely plagioclase, but you don’t have to try to distinguish the two. The percentage proportions must add up to 100.  (6 marks)

Provide a rock name for your sample

In other words, what type of rock is it?  (2 points)

Briefly outline the geological history of your rock

Briefly describe how you think your rock formed, and in what geological setting.  If it wasn’t part of an outcrop, it could have come from 100s of km away.  Describe how you think it got to where you collected it.  (3 points)

B3: Understanding the Mt. Polley area geological map (10 points)

You have been provided with a copy of the geological map of the area around Mt. Polley in central British Columbia.  (Mt. Polley is about 75 km SE of Quesnel and 60 km NE of Williams Lake.) The following questions are based on information in the map legend and on the map itself:

1. What is the rock-type name for an Early Jurassic intrusive igneous rock in this area, and what does that name tell you about its composition? (2 points)

2. On the scale of mafic-intermediate-felsic, how does that rock compare with the Lower Triassic MPd that shows up on cross-section B between Bootjack Lake and Polley Lake? (2 points)

3. Volcanic rocks are listed with sedimentary rocks under “Layered Rocks.” Identify and provide the rock-type names for two different volcanic layers—one from the Pleistocene, Eocene, or Miocene and one from the late Triassic.  (3 points)

4. The rock labelled EJt is described as a “latite tuff.” What does that tell you about its geological origins?  Describe where you might find some of this rock on the map.  (3 points)

B4: Distinguishing between similar-looking minerals  (20 points)

All minerals have some specific distinguishing features, so the key to mineral identification is to know what characteristics to focus on, especially when trying to distinguish one mineral from another that looks similar.  The following table has a list of three pairs of minerals from your kit that can be easily confused.  For each mineral, describe what you think are its most important diagnostic properties, and then describe what tests you would perform on a rock sample to distinguish the two minerals.  Be very explicit in your answer.  It is not sufficient, for example, just to say that a distinguishing feature is “hardness.”  Also, remember that although colour might seem to be the most obvious distinguishing feature of a mineral, it is not always reliable. (16 points)

B5: Characteristics of igneous rocks  (14 points)

1. All igneous rocks form from cooling magma. Arrange the following rocks in a likely cooling order from fastest to slowest, and describe the composition of the magma from which they might have formed: syenite (8), pumice (9), granite (10), pegmatite (11), scoria (14). (5 points)

2. The following diagram is a hypothetical cross section through a zone of active oceanic crust formation (on the left) and ocean-continental plate convergence. Identify, by number and rock name, which of the igneous rocks from your kit is most likely to have formed at locations (a) through (d).  (4 points)

3. List the following minerals in the sequence in which you would expect them to crystallize as the temperature in a typical magma chamber decreases: potassium feldspar (28), quartz (31), biotite (37), amphibole (39), and pyroxene (40). (5 points)

Part C: Longer question  (10 points in total)

Please answer the following question.  Write as much as you think is necessary to answer the question, but don’t forget that someone has to read what you write, so be as concise and clear as possible.  You do not need to reference the textbook or the material in the Course Units, but if you use any outside sources, use in-text citations.  Use any referencing style you are comfortable with.

Two common types of volcanoes are shield volcanoes and composite volcanoes.  Compare these two types by focussing on the plate tectonic setting, shape and size, compositions of magma, and variations in eruption style and frequency.  Give an example of each type of volcano.  You can use a table if you wish.  (10 points)

Many current issues regarding gender, race, and ethnicity in schools have not yet reached the Supreme Court. School districts are presently facing legal challenges dealing with their response to student behavior or speech in these areas. Locate information on one of these legal challenges presently discussed in the media, recently submitted to the courts or recently adjudicated anywhere in the United States. Do further research on the situation. (Media accounts may or may not be accurate.)

Write a 2 page paper, double spaced, explaining the details of the case and its present standing. Conclude the paper with suggestions for school district policy that may prevent other districts from facing similar legal expenses and possibly negative media publicity. A useful source for information would include Legal Clips (www.legalclips.nsba.org/),sponsored by the National School Boards Association (NSBA). You can go to the website and search the archives by topic. You can also sign up to receive their free weekly updates on legal issues facing schools. Wikipedia and newspaper/online news sources are not sufficient sources for information although they may suggest topics for further research. All sources must have a legal rather than media basis. Remember that this assignment is limited to current gender, race, and ethnicity issues in public education (2005-2018)

Gastrointestinal Tract: Disorders of Motility

Jamie is a 3-month-old female who presents with her mother for evaluation of “throwing up.” Mom reports that Jamie has been throwing up pretty much all the time since she was born. Jamie does not seem to be sick. In fact, she drinks her formula vigorously and often acts hungry. Jamie has normal soft brown bowel movements every day and, overall, seems like a happy and contented baby. She smiles readily and does not cry often. Other than the fact that she often throws up after drinking a bottle, she seems to be a very healthy, happy infant. A more precise history suggests that Jamie does not exactly throw up—she does not heave or act unwell—but rather it just seems that almost every time she drinks a bottle she regurgitates a milky substance. Mom thought that she might be allergic to her formula and switched her to a hypoallergenic formula. It didn’t appear to help at all, and now Mom is very concerned.

Cases like these are not uncommon. The mother was concerned and thinking her daughter may have an allergy; she changed to a different formula. However, sometimes babies have immature GI tracts that can lead to physiology reflux as they adapt to normal life outside the uterus. Parents often do not consider this possibility, prompting them to change formulas rather than seeking medical care. As in the case study above, GI alterations can often be difficult to identify because many cause similar symptoms. This same issue also arises with adults—adults may present with symptoms that have various potential causes. When evaluating patients, it is important for the advanced practice nurse to know the types of questions he or she needs to ask to obtain the appropriate information for diagnosis. For this reason, you must have an understanding of common GI disorders such as gastroesophageal reflux disease (GERD), peptic ulcer disease (PUD), and gastritis.

To Complete

Write a 2 page paper that addresses the following:

• Describe the normal pathophysiology of gastric acid stimulation and production. Explain the changes that occur to gastric acid stimulation and production with GERD, PUD, and gastritis disorders.
• Explain how the factor you selected might impact the pathophysiology of GERD, PUD, and gastritis. Describe how you would diagnose and prescribe treatment of these disorders for a patient based on the factor you selected.
• Construct a mind map for gastritis. Include the epidemiology, pathophysiology, and clinical presentation, as well as the diagnosis and treatment you explained in your paper.

Suppose that GE is trying to prevent Maytag from entering the market for high efficiency clothes dryers. Even though high efficiency dryers are more costly to produce, they are also more profitable as they command sufficiently higher prices from consumers. The following payoffs table shows the annual profits for GE and Maytag for the advertising spending and entry decisions that they are facing.

Based on this information, can GE successfully prevent Maytag from entering this market by increasing its advertising levels? What is the equilibrium outcome in this game?

Suppose that an analyst at GE is convinced that just a little bit more advertising by GE, say another $2m, would be sufficient to deter enough customers from buying Maytag, thus, yield less than $0 profits for Maytag in the event it enters. Suppose that spending an extra $2m on advertising by GE will reduce its expected profits by $1.5 m, regardless of whether Maytag enters or stays out. Would this additional spending on advertising achieve the effect of deterring Maytag from entering? Should GE pursue this option?

Guided Response: In 300 words or more, please, provide your response to the above discussion question. Please, show all your calculations and explain your responses.

EXPT # 4: Determining the amount of heat absorbed by fresh water

Student Name: _________________________________  ___________________________

Introduction:

The specific heat of water is the amount of heat needed to raise the temperature of 1gram of water by by 1°C. One of water’s most significant properties is that it takes a lot of heat for it to make it get hot. Precisely, water has to absorb 4.184 Joules of heat for the temperature of one gram of water to increase by 1 degree celsius (°C). Therefore, water has a specific heat capacity of 4.184 J/g.^oC. For comparison sake, it only takes 0.385 Joules of heat to raise the temperature of 1 gram of copper by 1°C, hence the specific heat capacity of copper is 0.385 J/g.^oC. Water has a high specific heat index—it absorbs a lot of heat before it begins to get hot. This is why water is valuable to industries and in your car’s radiator as a coolant. The high specific heat index of water also helps regulate the rate at which air changes temperature, which is why the temperature change between seasons is gradual rather than sudden, especially near the oceans. The specific heat capacity therefore is an intrinsic characteristic of matter and different substances can be identified on basis of their specific heat capacity.

The specific heat capacity, C and the amount of heat that any matter can absorb are related by the equation below.

Q = m x C DT ………………………………equation 1

whereby: Q = heat in Joules (J); m = mass in grams (g), C = specific heat capacity in J/g.^oC,  and

DT = temperature change, (T2-T1) in ^oC.

Purpose:  The purpose of this lab is to determine how much heat is absorbed by certain amount of water if it is heated from T1 to T2. Since the specific heat capacity, C of water is known, for a certain amount of water we can figure out how much heat it absorbs using equation 1.

Materials: (Use household or buy cheaper ones from local store)

Simple Thermometers calibrated in ^oC.

A graduated cup (in mL)

Microwave

Procedure:

1. Using your graduated cup measure about 100 mL of fresh water into a Styrofoam cup.
2. Using your thermometer, record temperature of 100 mL of fresh water in the Styrofoam cup before boiling, T1.
3. Use the microwave to heat the 100 mL of fresh water in Styrofoam for 2 minutes.
4. After 2 minutes, remove the water from the microwave and record the temperature of water, T2.

Post lab Calculations:

1. If the density of fresh water is 1.00g/mL, calculate the mass of the water used in this experiment (show calculations).

1. The initial temperature of water before heating, T1 =____________^oC

iii.        The final temperature of water after heating, T2 = ______________ ^oC

1. Calculate the temperature change(∆T) after heating the water for 2 minutes?

4. If the specific heat of water is 4.184 J/g*^oC, calculate the heat gained by the water after heating for 2 minutes?

3. A 3.25g peace of Aluminum metal absorbed 220J of energy and raised its temperature by 72.0 ^oC. Calculate the specific heat capacity of Aluminum in J/g*^oC?

vii.       Calculate the % error associated with the specific heat capacity of aluminum metal in (vi) above, if the actual specific heat capacity of aluminum is .902 J/g*^oC?

% error = ((Experimental value-Actual value)/Actual value))* 100

TOPIC: MARKETING OF YELLO TAIL WINES IN CANADA
This challenging assessment will provide you a real-world experience through an applied and innovative task.

You have been hired as the Marketing Manager of Yellow Tail Wines
Your CEO has decided to market Yellow Tail™ to:

· Canada

They have asked you to write a report on the marketing of Yellow Tail™ in CANADA, after conducting a strategic analysis of the following environments:
economic and financial;
political and legal;
social and cultural; and
technological.

To prepare the report, you should read CURRENT news articles to ensure you understand the issues faced by this company. It is highly recommended that you also read various academic materials before writing this report, so that you may support your arguments with theories and market information. You will be expected to have consulted books, at least 18 relevant academic journal articles, conference proceedings, theses, dissertations, market reports and so on to prepare the report. You should start working on the assessment as early as.

USE GOOGLE SCHOLAR FOR FINDING THE JOURNAL ARTICLES.

You can use the CQUniversity library database and Google Scholar to find journal articles. Remember to reference them in-text as you use them and add them immediately to your reference list. You must use APA Referencing and if using Endnote, you need to download and use the latest version.

The suggested report structure is as follows:
STRUCTURE
title page with unit name and code, student name, student ID and campus and date;
table of contents;
background information on the product and the country of your choice;
discuss the variables (economic, political/ financial, social/cultural, technological) that may affect your international marketing campaign in that country;
list the references (at least 15 academic references).

Maximum length: 1500 words (excluding references)

Be creative! To enhance the presentation of your report, use numbered headings and sub-headings to specify the information required for each of the above criteria. The assessment marking criteria below should guide you for this assessment task, in particular, the weighting attributed to each section of the assessment task. Please use Times New Roman with font 12 and 1.5 line spacing.