*Below is the brief requirement.I attached the specific requirement and simple(IMPORTANT!) which is a PPT in addition files. I also attached ALL of the readings of this class, which you can choose from. Please follow the instruction.

*Please send me a brief outline of what topic you will use and what citations you will use by Dec 6, 11 pm Before you officially start.

ANTHROPOLOGY OF FOOD:Annotated Bibliography

Assignment Description

There is no formal final paper for this course. Instead, you will prepare an annotated bibliography, including a well-developed thesis statement (a.k.a. “primary argument” or “main claim”) followed by a minimum of 5 annotated citations to support that statement.


Must be formatted according to the Chicago Manual of Style Author-Date format
At least three must be articles or books/excerpts we have read for this class
At least two must be scholarly sources you have found on your own using JSTOR, Ebsco, or another approved scholarly search engine
The minimum number of citations is 5; the maximum is 10


Under each citation, give a brief (2-3 complete sentences) description of the reference being cited and explain how/why it works to support your thesis statement/main claim/primary argument. Remember, even though this is not a full paper, you are still expected to write your annotations in a scholarly, academic register appropriate to a 200-level university student!

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Vegetarian Challenge Research Assignment

Vegetarian Challenge
Vegetarian Challenge

Vegetarian Challenge

For 10 points extra credit towards quizzes, please accept the vegetarian challenge to  go a week without eating meat. Submit a 250 word reflection  (including two questions). If you are a vegetarian already, invite your friends to share a vegetarian meal that you have prepared, or take them to a restaurant where vegetarian options are on the menu.

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Deciding What to Eat For Dinner Brain Paper

Deciding What to Eat For Dinner Brain Paper The brain paper is your chance to investigate and learn about the biopsychological perspectives of some of your own everyday experiences. Each paper will contain a particular event related to a specific time of day: morning, afternoon, evening, or night. Such events could reflect aspects of behavior, emotion, cognition, or a psychological condition or experience.

Deciding What to Eat For Dinner Brain Paper
Deciding What to Eat For Dinner Brain Paper

For example, students in the past have chosen things such as anxiety while taking a test in the evening, jogging in the morning, forgetting one’s grocery list at home, having a bizarre dream, laughing at a funny joke, etc. Just about anything has the potential to work. It’s entirely up to you which of your own personal experiences you choose to investigate.

Choosing Your Paper Topic Requirements

This paper will focus on one event you experienced related to a particular time of day (morning, afternoon, evening, or night). Please note you cannot choose to examine the same type of event for both papers. For example, you couldn’t investigate taking a cat-nap in the afternoon for one paper and sleeping during the night for the 2nd paper. Each paper’s event must be distinctly different from the other. Each paper should also reflect a different time of day and an event related to a distinctly different chapter than the other paper. Note that you don’t have to stick with concepts and chapters discussed in this class. You’re welcomed and encouraged to broaden your scope to materials outside of the classroom experience. If you are struggling with coming up with ideas or unsure whether a particular event would be a good choice, please feel free to contact your instructor for feedback.

The Context of Each Paper

Within the body of each paper, you’ll be asked to fulfill certain requirements to demonstrate your understanding of the event in relation to biopsychology. Note that I include an expected page length minimums for various sections of the paper. However, there is no penalty for having longer sections than what is listed in this outline. The important factor is successfully meeting the requirements, clearly and accurately providing your information to demonstrate your knowledge gained from researching the event. Having said that, I find typical papers are usually between 6-10 pages in total length (when using 11 size font – 1.5 spacing).

Title: You’ll need to include a title on each entry, specifying the time of day for the entry (i.e. morning, afternoon, evening, night) and the specific event chosen.

Reasoning: Next, you’ll need to include an explanation of why you chose to investigate the behavior. This should include putting the specific event into context for the reader. The reasoning portion is expected to be a minimum of 1-2 paragraphs.

Research Perspectives: After that, you’ll be required to provide information on what researchers know about your chosen event based on two of the perspectives (e.g. functional, evolutionary, or ontogenetic) we discussed in the lectures. One of these must be the cyto-architectonic perspective. This section will require a minimum of 4 references, with one representation from either the somatic or the behavioral approaches clearly outlined (it may be helpful to go back and review the first lessons). In other words, I would expect you to specifically state what are the independent and dependent variables in the study and why it would be considered a somatic or behavioral approach. The research perspectives portion is expected to be at least 2 pages in length.

Research Methods: For this next portion of the entry, you’ll need to select two research methods (i.e. autopsy, modern imaging, histology, lesion studies, psychophysiological procedures, etc.) from the lectures. For each method, locate one good peer reviewed study that uses an aspect of that method to investigate your event (for example, an MRI study for the modern imagining methodology). Now, clearly outline the goal of this study, what they did, who were the participants, and how their results fit within the context of your event. Again, please remember you are picking one significant paper to outline for EACH of the research methods you’ve chosen. The research methods portion is expected to be a minimum of 1.5 pages.

Reflection: Finally, you’ll be asked to reflect on your findings. This should include a discussion of how the results of your examination of the event relate to your own personal experiences of the event. In other words, make sure to tie it back to specific experiences from your event! It should also include a discussion of the implications of your findings, such as potential flaws/promises/meanings gleaned from the results as well as directions for future research. The reflection section is expected to be a minimum of 2 paragraphs in length.

All resources must be empirical articles.

Depression and Eating Disorders in Teens Populations at Risk

Depression and Eating Disorders in Teens Populations at Risk M7A1: Instructions for Final Paper

Depression and Eating Disorders in Teens Populations at Risk
Depression and Eating Disorders in Teens Populations at Risk

For the final writing assignment in this course you will be writing a research paper 6 – 8 pages in length (Times Roman, 12 point, double spaced) not including title page or reference pages. Choose a topic based on the instructions below. Research your topic referencing a minimum of 3 peer-reviewed journal articles, government and health organization research and literature, and current texts that you find in the Excelsior library. Reflect upon the research strategies you used in previous assignments this term, research your chosen topic applying the same search techniques.

Customize a personal topic to research by choosing one population from the list below and two risk factors from the second list below. For example, you might choose Teens as a population and Depression and Eating Disorders as risk factors. This will be your “Population at Risk”.

Note: If you would like to customize off this list, you MUST get a prior written agreement from me, your instructor.

Populations at Risk Table

Risk Factors: choose two

Populations: choose one




Eating Disorders

Chronic pain

Chronic illness


High stress


Older Adults




Pregnant Women







Summarize your research findings about the risk factors for the population you selected. (If you found conflicting research or research that changed your understanding, explain).

Include how lifestyle and behavior decisions influence health specific to this population. (CO1)

Distinguish how culture, diversity, and life stage for this population impact health behavior choices in general. (CO4)

Develop a health plan to specifically support/coach your chosen population at risk. Include all of the four general ways of improving health behaviors: stress management, physical exercise, nutrition and pain management. Support your recommendations with references to theories, evidence-based practices, and other findings in the research. (CO3, CO5, CO6)

Recommend a prevention plan, prevention strategies, and treatment plan if the risk factor develops for your chosen population. (CO2, CO6)

Investigating an Actual Food and Beverage

Investigating an Actual Food and Beverage Operation Nando’s case study Report Brief Students will investigate an actual food and beverage operation.

Investigating an Actual Food and Beverage
Investigating an Actual Food and Beverage

– It may be an independent restaurant or part of a national/international chain. The research will highlight the differing characteristics of the operation and will allow students to assess and identify a range of critical issues relating to the delivery, productivity, and procedural systems, focusing on both consumers as well as operational demands. This will require the use of analytical tools and conceptual models to highlight those areas of the operation which are successful and those where remedial action and recovery is required. Learning Outcomes • Analyse hospitality operations and suggest solutions to problems within the business • Understand the factors both internal and external which impact on company/ unit productivity • Demonstrate an in-depth knowledge of the tools available to efficiently monitor and evaluate hospitality operations • Identify and highlight evidence in order to make positive changes to the operational systems Your report should be clearly structured and demonstrate the following The characteristics of the operation and its positions within the market – This should include the product /service range and key positioning features Investigation of the customer experience and the use of systems or tools to measure customer satisfaction Clear knowledge and understanding of operational systems analysis An appreciation of the operations performance allowing for an insight into both effective performance and systems failures Based on operational analysis, propose solutions for positive change and objective justification for change.

What Does Children Nutrition Inclusion Mean

What Does Children Nutrition Inclusion Mean Base on the readings that you had in this module, discuss a typical activity that you would do for teaching children about nutrition and then list four modifications you might make for a child that refuses to try new foods?

What Does Children Nutrition Inclusion Mean
What Does Children Nutrition Inclusion Mean

Make sure to use the labels provided in the readings so we all know what modification type you are making.
You will also make a second component to this discussion which is to list any type of special diet a child may have and what modifications you might make to accommodate this child.

Parenting Matters: Supporting Parents of Children Ages 0-8.
Parenting Knowledge, Attitudes, and Practices
This chapter responds to the first part of the committee’s charge—to identify core parenting knowledge, attitudes, and practices that are associated with positive parent-child interactions and the healthy development of children ages birth to 8. The chapter also describes findings from research regarding how core parenting knowledge, attitudes, and practices may differ by specific characteristics of children and parents, as well as by context. The chapter begins by defining desired outcomes for children that appear frequently in the research literature and inform efforts by agencies at the federal, state, and local levels to promote child health and well-being. It then reviews the knowledge, attitudes, and practices identified in the literature as core—those most strongly associated with healthy child development—drawing primarily on correlational and experimental studies. This is followed by a brief discussion of the family system as a key source of additional determinants of parenting. The chapter concludes with a summary. The core knowledge, attitudes, and practices identified in this chapter serve as a foundation, along with contextual factors that affect parenting, for the committee’s review of the effectiveness of strategies for strengthening parenting capacity in subsequent chapters of this report.
To determine the salient features of core parenting knowledge, attitudes, and practices, the committee first identified desired outcomes for children. Identifying these outcomes grounds the discussion of core parenting knowledge, attitudes, and practices and helps researchers, practitioners, and policy makers establish priorities for investment, develop policies that provide optimal conditions for success, advocate for the adoption and implementation of appropriate evidence-based interventions, and utilize data to assess and improve the effectiveness of specific policies and programs.

Child outcomes are interconnected within and across diverse domains of development. They result from and are enhanced by early positive and supportive interactions with parents and other caregivers. These early interactions can have a long-lasting ripple effect on development across the life course, whereby the function of one domain of development influences another domain over time. In the words of Masten and Cicchetti (2010, p. 492) (Links to an external site.)Links to an external site., “effectiveness in one domain of competence in one period of life becomes the scaffold on which later competence in newly emerging domains develops . . . competence begets competence.” From the literature, the committee identified the following four outcomes as fundamental to children’s well-being. While the committee focused on young children (ages 0-8), these outcomes are important for children of all ages.
Physical Health and Safety
Children need to be cared for in a way that promotes their ability to thrive and ensures their survival and protection from injury and physical and sexual maltreatment. While such safety needs are important for all children, they are especially critical for young children, who typically lack the individual resources required to avoid dangers (National Research Council and Institute of Medicine, 2000 (Links to an external site.)Links to an external site.). Rather, young children rely on parents and other primary caregivers, inside and outside the home, to act on their behalf to protect their safety and healthy development (Institute of Medicine and National Research Council, 2015 (Links to an external site.)Links to an external site.). At the most basic level, children must receive the care, as reflected in a number of emotional and physiological protections, necessary to meet normative standards for growth and physical development, such as guidelines for healthy weight and receipt of recommended vaccinations (Institute of Medicine and National Research Council, 2015 (Links to an external site.)Links to an external site.). Physical health and safety are fundamental for achieving all of the other outcomes described below.
Emotional and Behavioral Competence
Children need care that promotes positive emotional health and well-being and that supports their overall mental health, including a positive sense of self, as well as the ability to cope with stressful situations, temper emotional arousal, overcome fears, and accept disappointments and frustrations. Parents and other caregivers are essential resources for children in managing emotional arousal, coping, and managing behavior. They serve in this role by providing positive affirmations, conveying love and respect and engendering a sense of security. Provision of support by parents helps minimize the risk of internalizing behaviors, such as those associated with anxiety and depression, which can impair children’s adjustment and ability to function well at home, at school, and in the community (Osofsky and Fitzgerald, 2000 (Links to an external site.)Links to an external site.). Such symptoms as extreme fearfulness, helplessness, hopelessness, apathy, depression, and withdrawal are indicators of emotional difficulty that have been observed among very young children who experience inadequate parental care (Osofsky and Fitzgerald, 2000 (Links to an external site.)Links to an external site.).

What Does Children Nutrition Inclusion Mean and Social Competence

Children who possess basic social competence are able to develop and maintain positive relationships with peers and adults (Semrud-Clikeman, 2007 (Links to an external site.)Links to an external site.). Social competence, which is intertwined with other areas of development (e.g., cognitive, physical, emotional, and linguistic), also may include children’s ability to get along with and respect others, such as those of a different race or ethnicity, religion, sexual orientation, or economic background (Institute of Medicine and National Research Council, 2015 (Links to an external site.)Links to an external site.). Basic social skills include a range of prosocial behaviors, such as empathy and concern for the feelings of others, cooperation, sharing, and perspective taking, all of which are positively associated with children’s success both in school and in nonacademic settings and can be fostered by parents and other caregivers (Durlak et al., 2011 (Links to an external site.)Links to an external site.; Fantuzzo et al., 2007 (Links to an external site.)Links to an external site.). These skills are associated with children’s future success across a wide range of contexts in adulthood (e.g., school, work, family life) (Elias, 2

Nutrition News Article Review Assignment

Nutrition News Article Review
Nutrition News Article Review

Nutrition News Article Review

1) Identify a story in the lay press (i.e. Detroit Free Press, NY Times, Huffington Post, Wall St. Journal, Today Show, Fox News, etc.) that relates to the course material. This could be a story about about nutrition or disease that ties into a topic we covered this semester. Be sure to include a URL so that I can find the story about which you are writing.

2) Briefly summarize the main point and use the understanding of biochemistry you developed this semester to explain how the story relates to the course material.

3) Evaluate any claims made by the author. Are they accurate? Are they biased? Are there areas that are speculative but could be accurate, we just don’t have sufficient knowledge yet? Describe your perspective on the story as a result of having studied biochemistry and metabolism this term.

Scale and scope: Use standard 1 inch margins and 12 pt fonts. The paper should be no shorter than 1 pg single spaced and no longer than 2 pages.

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Group therapy helping eating disorders

Group therapy helping eating disorders
Group therapy helping eating disorders

Group therapy helping eating disorders

How does group therapy help people with eating disorders.
Ways it encourages them, gives the accountability, and progress.

One of the most empowering aspects of group therapy is that it brings to light the fact that you are not alone in your struggle.There are a great deal of benefits from group therapy, including provision of education, normalizing (group members learn that they are not alone in their disease), support and acceptance (group members learn compassion and empathy for themselves and others), interpersonal skills and friendship, and confrontation of unhealthy behaviors. Groups may be homogeneous, where all members have the same eating disorder, or heterogeneous (members have any type of eating disorder). A heterogeneous group typically includes anorexics and bulimics as they are more similar to each other than to binge eaters.

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Eating Disorders Across Cultures Research Paper

Eating Disorders Across Cultures
             Eating Disorders Across Cultures

Eating Disorders Across Cultures

This paper utilizes The Electronic Human elations Area Files – eHRAF. This is being used to conduct a cross-cultural comparison of one or more body practices across ten different cultures. This is a group paper between two people, we have come up with an outline and sources already that will be attached. We are just looking for someone to write the paper.

Title: Eating Disorders Across Cultures

Research Question: How do eating disorders differ across different cultures?


  • What are the types of eating disorders and how do they differ?
  • What is the percent of those who suffer from the disorder?
  • How is it treated in each culture?
  • How is it viewed in each culture?


  • Palestinians
  • Amhara
  • Korea
  • Chicanos
  • Akan
  • Iran
  • Huichol
  • San
  • Ojibwa
  • Mapuche


Bornstein, Avram S. “Crossing The Green Line Between The West Bank And Israel.” Ethnography Of Political Violence 2002: x, 170. Web. 26 Oct. 2018.

Casillas Romo, A., & Chávez, C. (1996). Shaman Who Defeated Etsá Sickness (Smallpox): Traditional Huichol Medicine In The Twentieth Century. People Of The Peyote: Huichol Indian History, Religion, & Survival. Albuquerque: University of New Mexico Press. Retrieved from

Field, M. J. (Margaret J. (1970). Search For Security: An Ethno-Psychiatric Study Of Rural Ghana. Norton Library. New York, N.Y.: W. W. Norton & Company, Inc. Retrieved from

Hilger. (1957). Araucanian Child Life And Its Cultural Background. Smithsonian Miscellaneous Collections. Washington: Smithsonian Institution. Retrieved from

Howell, N. (1979). Demography Of The Dobe !Kung. Population And Social Structure. New York: Academic Press. Retrieved from

Kendall, L. (1985). Shamans, Housewives And Other Restless Spirits: Women In Korean Ritual Life. Studies Of The East Asian Institute. Honolulu, Hawaii: University of Hawaii Press. Retrieved from

Kiev, A. (1968). Curanderismo; Mexican-American Folk Psychiatry. New York: Free Press. Retrieved from

Massé, H., & Messner, C. A. (1954). Persian Beliefs And Customs. Behavior Science Translations. New Haven [Conn.]: Human Relations Area Files. Retrieved from

Trawick, M. (1990). Notes On Love In A Tamil Family. Berkeley: University of California Press. Retrieved from

Vecsey, C. (1983). Traditional Ojibwa Religion And Its Historical Changes. Memoirs. Philadelphia: American Philosophical Society. Retrieved from

Young, A. L. (1972). Medical Beliefs And Practices Of Begemder Amhara. Ann Arbor, Michigan: University Microfilms. Retrieved from

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One Day Menu Market Basket Assignment

One Day Menu Market Basket Assignment Your task is to develop a one-day menu for three people (yourself and your two children) with the allotted $13 per day from Supplemental Nutrition Assistance Program (SNAP).

One Day Menu Market Basket Assignment
One Day Menu Market Basket Assignment

The purpose of this assignment is to place you in the shoes of a low-income individual, and in so doing, discover how difficult it can be to prepare menus and meals that are interesting, nutritious and within the allotted budget.
You will price out items at a grocery store and then using the items you purchased to plan a ONE DAY meal using the food you priced that meets the Daily Recommended Intake (DRI) for the nutrients specified. For menu ideas, be sure to use this resource, particularly pages 14-17: (Links to an external site.)Links to an external site.