Diet Supplement Nutrients Research Paper

The student must visit a health-food store, diet supplement store, or juice bar and review the supplements marketed toward enhancing fitness or performance ( an ergogenic aid or prospect). The student will select a nutritional product of interest and locate a product label, nutrition fact sheet, or advertisement describing the product. The advertisement or label must include some kind of list of the product’s contents (e.g., nutrition label) and it, a picture or a photocopy must be turned in with the project. Choose ONE nutrient from the nutrition fact sheet and follow the exact headings shown here. 1) Introduction: This section will describe the visit, the product, introduction about the specific nutrient you chose, and the claims of the manufacturer (may be inferred). 2) Survey of the Scientific Literature: This will be a summary of science that find by reviewing the available literature in peer-reviewed journals that is related to that nutrient. This section must include reference to at least one peer-reviewed journal article (e.g., Int J of Sport Nutrition, Med and Sci Sports and Exercise, etc.). 3) Does the Evidence support and/or Contradict the Claims? This section will be your own description of how the previously cited literature provides evidence to support and/or contradict the product claims regarding that nutrient. You should consider the strength of the science that you reviewed in drawing your conclusions. 4) List of References: This section will include the scientific references that you used in the project. The format is unimportant, but you must include the authors, journal, volume, pages, and year. The project must be typewritten/computer generated and double-spaced with four distinct section headings for each of the above described sections. One-inch margins and approximately 12 pt font are required. The project must be at least 2 pages in length and should not exceed 3 pages in all.

Part One

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Angel Rodriguez has been teaching 5th grade for six years. He considers himself an enlightened teacher. Colleagues often remark on his classroom management skills, ability to relate to all learners and his drive to know what it is that each learner knows and is able to do. Mr. Rodriguez credits most of his teaching ability to his understanding of how students learn. Each day before class, Mr. Rodriguez prepares for his learners by reflecting on his own teaching practice.

As the students enter the room he asks them to stand and repeat the phrase, “I am here today as an active participant and learner. I will do my very best to collaborate with my peers, give my personal best and discover new knowledge. Today is a great day to learn something new.”

Why does Mr. Rodriguez credit his teaching ability to understanding how students learn?
What possible benefits come from daily reflection on teaching practice?
How does Mr. Rodriguez’s use of a daily mantra relate to verbal anchoring? What is its effect?
Part Two

After direct instruction, Mr. Rodriguez asks students to get into groups. Mr. Rodriguez provides avenues through group work to tap into the individual modalities of learners. He assigns roles to each group member as follows: speaker, a note taker/visual aid analyst, a public relations reporter, and a time keeper.

How does group work help to create a flexible environment and serve as an avenue to tap into student’s learning modalities?
Part Three

After group work, Mr. Rodriguez asks students to return to their seats and answer three questions from the lesson on an exit slip before being excused to lunch. After lunch, he meets with individual students while the rest of the class is reading silently. During the meetings Mr. Rodriguez works with each individual student and reviews their completed exit slip to determine which concepts were understood and why. He then helps any struggling student understand the concepts.

2. Leave in-text comments on the introduction, thesis, and outline. I expect comments on every major part/idea/point. Please also include 2 -4 comments on grammar or sentence structure.

3. Answer in detail and in complete sentences the peer review questions on page 513 of Longman textbook.

4. Finally, answer these question in complete sentences:

Introduction: How does the first paragraph introduce both the paper’s topic and the writer’s approach or general conclusion? Is the first sentence attention-getting and relevant to the topic? What introduction method is used? Is it effective? Provide suggestions.
What can you identify as a thesis statement? Suggest, if possible, a way to improve the introduction or thesis statement. What is the preview of points? Does the thesis meet all that is required for this thesis statement? Provide suggestions.
Structure: Can you identify the organization of the paper from the main idea of each paragraph? What are the main concepts explored in the paper? Does each paragraph make a relevant point that is distinct from what has already been covered? What are the main conclusions? Provide suggestions.Write a short paragraph about what the goal of your survey is. For example, do you want to understand how in person classes are progressing across classes? Do you want to understand how an instructor could change a particular class?
Based on the goals of your survey that you have identified above, what are the concepts that you are trying to measure? List these concepts with a sentence explaining each. Build out a hierarchy if it is helpful to break them down into subconcepts.
Create a survey to measure the concepts you identified. For this survey, you must use at least 10 questions. In your pdf document, list the question and what concept it is measuring.
Make a survey in google forms. You can do this by opening your google drive and going to new and clicking on google forms. I would recommend starting a form without a template.
In the survey, you will create the question and answer choices. You will be graded on the alignment of question format with what you are trying to measure and the alignment of the question with the guidelines discussed in class.
Attach a link to your survey in the document.
Survey Design
To write good surveys, you must get into the respondent’s mind. (You are not your user.) What to consider when writing questions ● What concepts do you need to measure? What to consider when writing questions
● What concepts do you need to measure?
● What type of information is the question asking for?
○ Factual and demographic
○ Attitudes and opinions
○ Behaviors and events
What to consider when writing questions
● What concepts do you need to measure?
● What type of information is the question asking for?
● How will the participants be surveyed?
What to consider when writing questions
● What concepts do you need to measure?
● What type of information is the question asking for?
● How will the participants be surveyed?
● Will the questions be repeated from another survey?
● Will respondents be motivated to answer correctly?
Question formats ● Open-ended questions:
○ Pros: The user can freely answer without limiting their response. When the goal is to collect rich, detailed information from respondents, or when the surveyor is questioning about topics for which little information is known ahead of time.
○ Cons: More likely to be skipped, takes more time, response may not answer the question, hard to assess
Question formats ● Closed-ended nominal questions:
○ Pros: Provide a set of choices with no order. Easy to assess.
○ Cons: As the choices grow, it puts more strain on the participant (grouping can help with this)
Question formats ● Closed-ended ordinal questions:
○ Pros: Provide a set of choices that the user must select where they are on the continuum. Easy to assess.
○ Cons: Cannot assume there is an equal distance between the choices, greater influence of how the question is presented
Question formats ● Partially closed-ended questions:
○ Pros: Choices plus other, have common responses and then do not need all choices
○ Cons: More likely to select option given
Guidelines ● Choosing the appropriate format
○ The question format influences how the participant will respond
○ Questions that do not work in one format can often be converted to another format
● Choosing the appropriate format
● Make sure the question applies to the participant
○ Is there a choice for everyone?
○ Are you making assumptions?
● Choosing the appropriate format
● Make sure the question applies to the participant
● Ask one question at a time
○ Make sure you are not asking multiple things
● Choosing the appropriate format
● Make sure the question applies to the participant
● Ask one question at a time
● The question should be technically accurate
○ Use the correct terminology
● Choosing the appropriate format
● Make sure the question applies to the participant
● Ask one question at a time
● The question should be technically accurate
● Use simple and familiar language and as few words as possible
○ This is not a vocabulary test
○ It is easier to understand shorter sentences
● Choosing the appropriate format
● Make sure the question applies to the participant
● Ask one question at a time
● The question should be technically accurate
● Use simple and familiar language and as few words as possible
● Use complete sentences in question form
Guidelines for open-ended questions
● Specify the type of response desired
● Avoid calculations
● Provide extra motivation
○ Use sparingly
○ Describe why you are asking
● Follow up with a probe for more information
Guidelines for closed-ended questions
● Present both sides of an issue when asking either/or questions
● Answers should include all responsible possible answers
● Answers should be mutually exclusive
● Do you want one or multiple answers?
Guidelines for question ordering
● Group related questions together
● Begin with questions that pertain to all respondents and choose the first question carefully
● Place sensitive or objectionable questions near the end
● Ask questions about events in the order the events occurred
● Avoid unintended question order effects

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