Identify a theory that can be used to support your proposed solution.

Write a summary (250-500 words) in which you:
1.Describe the theory and your rationale for selecting the theory.
2.Discuss how the theory works to support your proposed solution.
3.Explain how you will incorporate the theory into your project.

Refer to the “Topic 2: Checklist.”

Prepare this assignment according to the APA guidelines. You are not required to submit this assignment to Turnitin.

Due Date: Feb 01, 2015 17:00 EST

**Please remember to write this assignment according to the PICO topic identified. I have included this in an attachment along with other material identifying the problem I want researched and written about. Remember to follow guidelines in the checklist and make the assignment nursing related.

Topic 2: Checklist

Review of Literature and Incorporating Theory

Learning Objectives Covered:

1. Identify spirometry equipment and testing techniques used to perform pulmonary function testing.

2. Recognize normal and abnormal spirometry results.

Media

Please make sure you review the media for week four before beginning your work this week.

Background

Pulmonary function testing is a great tool that can provide valuable diagnostic and treatment information about the respiratory system. Various measurements are available to aid in the diagnosis and assessment of pulmonary diseases; determine the need for therapy; and evaluate the effectiveness of respiratory care. For respiratory therapists, knowledge of these tests and the ability to interpret the measurements are essential for assessing patients objectively and for planning and implementing effective patient care.

Prompt

Provide detailed responses to the following:

1. Pulmonary function tests measure lung functions in many ways. Define the following terms:

1. Tidal volume (VT)

2. Minute volume (MV)

3. Vital capacity (VC)

4. Forced vital capacity (FVC)

5. Forced expiratory volume (FEV)

6. Forced expiratory volume in one second (FEV1)

7. Flow volume loop

8. Total lung capacity (TLC)

9. Peak expiratory flow rate (PEFR)

2. What is the FEV1% and what does it tell us about the patient’s pulmonary status in the presence of a decreased FEV1?

3. Which measure of pulmonary function is the most definitive in distinguishing a pulmonary restrictive disorder from an obstructive disorder and why?

4. A patient’s bedside spirometry results (as compared to normal) are as follows:

· FVC decreased

· FEV1 normal

· FEV1% increased.

What is the most likely general diagnosis?

Submit your answers in at least 500 words on a Word document. You must cite at least three references in APA format to defend and support your position.

I only need help with my introduction I will also give you two examples this should help. this is my learning outcomes: 1. Recognise the significance of the prime areas of children’s learning and development 2. Justify the emphasis on PSED in the development of children in the early years. 3. Identify and articulate the characteristics of effective learning and their practical application within the identified prime areas of learning. 4. Demonstrate an understanding of planning developmentally appropriate activities for the identified prime areas of learning. PLEASE REMEMBER THIS IS JUST AN INTRODUCTION. 1st example. Every child is unique. The Statutory framework for the Early Years Foundation stage (EYFS) para1.3:7 makes it compulsory for practitioners to reflect on the different ways that children learn by focusing on the characteristics of effective learning (CoEL) which are playing and exploring active learning, and creating and thinking critically when planning and guiding children’s activities. This implies that children’s individual needs interest and stage of development should be taken full account of when planning challenging and enjoyable experiences for them and places huge responsibility on practitioners to provide structure, support and direction to develop children’s potential and learning experience in their early years. (Macblain, 2014). Vygotsky (1978) acknowledged that the role of adults who understand how children learn and foster their abilities to become effective learners is crucial. All areas of development are important and interconnected but three areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning and for building their capacity to learn, form relationships and thrive (Statutory Framework for the Early Years Foundation Stage (EYFS); DfE 2014:7). These are Physical Development (PD), Communication and Language (CL) and Personal Social and Emotional Development (PSED). Dame Tickell in her review of the EYFS (2010) believed that the prime areas are essential blocks for securing positive outcomes for young children later in life and into adulthood. This is evidenced in practice by the attention practitioners give to planning and assessment of children in the prime area of learning and development because they are fundamental and support development in all other areas (Development Matters 2012). PSED is recognized as one of the building blocks of success in life and by promoting the emotional wellbeing of children through their early year’s experiences practitioners can support children to develop positive sense of themselves, respect for others, social skills and a positive disposition to learn. In this piece of work, the practitioner will discuss the significance of the prime areas of learning and development through three activity plans and how PSED underpins the development of children in their early years. The identified characteristics of effective learning will be discussed using development theories on play and role of practitioners in promoting children’s learning. References will be made to both the Statutory Framework for the EYFS (2014) and Development Matters (DM) in the EYFS (2012) to support discussion. Physical development involves providing opportunities for young children to be active and interactive and to develop their coordination control and movement (EYFS 2014:9). It is suggested that movement is essential for healthy development and is the medium for learning. The provision of a quality environment that is safe and stimulating will help children to develop curiosity and coordination, confidence to engage, explore, and develop coordination and physical abilities. Being physically active promotes learning through movement, manipulative skill and the functioning of all senses and sensory systems (Woodfield, 2004). By supporting their wellbeing (PSED) and learning strategies children can exercise control over their lives. Fisher (1996) explained that being active is not just moving about but the totality of opportunities for children to engage with a wide range of experiences actively. Through these experiences gained from interactions with their environment children are confident to carry out their plans, individually, in pairs or in groups. The activities planned would allow children to engage in experiential play by using their senses to explore take a risk and learn by trial and error and purposeful play. Woodfield 2004 and Louis 2013 suggested that experiential and schematic play provides children with possibilities of thinking and opportunity to develop their actions and ideas by trial and error. Jerome Bruner, cited in Macblain (2014:145) argued that learning is not something that happens to individuals but something which they themselves make happen by the manner in which they handle incoming information and put it to use. 2nd example of introduction. A theoretical discussion of the characteristics of effective learning with a specific focus on PSED This assignment will focus on the significance of the prime areas of children’s learning and development that have been implemented into early year’s education by the Development Matters framework (2012), whilst highlighting just how important the Personal, Social and Emotional development of children is in today’s education. The prime areas are most effective to a child’s development when the characteristics of effective learning are used together with them. These characteristics will be analysed thoroughly to create an understanding of how important they are to the development of a child. Enclosed in the appendix are three carefully selected activity plans catered to the children’s individual needs, which were found through observations in a reception setting, that aim to develop the children in each of the prime areas, the use of the characteristics of effective learning has been applied throughout to ensure that the children remain engaged and challenged by the activities as Development Matters (2012) states that ‘the ways in which the child engages with other people and their environment underpin learning and development across all areas and support the child to remain an effective and motivated learner.’ These activity plans will be used as examples of how the characteristics of effective learning are applied to a setting with the use of relevant work from theorists and reports to provide an in depth approach and support any arguments that are made in aim to produce an overall understanding of how a child develops throughout their growth into a successful adult.

Energy drinks and other products are used by many people especially those who work more than 8 hours a day and those that are forced to work through the night. College students have also adapted their behavior to keep them awake when they are working as well as in other activities such as training and sports (Kayantaş &1 Yilmaz, 2018). The problem with the behavior is that it has some health-related problems especially when they used for a long time (Kim & Anagondahalli, 2017). According to research, male college students are the highest consumer of energy drinks while women are the least users (Gallucci et al. 2017). The male mostly uses the energy drink mixed with alcohol to stimulate the partying mood. Other students use the energy drink to help them conquer sleep especially when they are studying (David et al. 2013). Therefore, all the group of students in colleges uses energy drink in one way or the other.

However, the use of energy drink by many students in colleges is not excessive, but the negative effect starts when the drink is mixed with alcohol or used during exercise. According to the survey, many students do not understand that consumption of energy drink has an adverse effect on their young life (Goţia & Gurban, 2013). Therefore, the first step in eliminating the problem should be to educate the student about the energy drink by conducting campaigns which they can participate in like a concert. Caffeine, on the other hand, is the most used stimulant especially in the morning by consuming coffee. More than 70% of college student consume coffee as the main beverage (Poulos & Pasch, 2015). The problem with the consumption of energy drink is that the students who adopt the behavior eventually overdo it which becomes a problem.

The consumption of energy drink vary depending on the activities of the college students. Research has been conducted to determine the population of students that are affected most by the problem of energy drink consumption. Another factor which is used to ensure data, in this case, is the prescriptions. For many years students are prescribed energy-related products to increase their body mechanism (Kayantaş &1 Yilmaz, 2018). The prescriptions become a problem where the college students misuse them. For example, if a college student has a friend who uses prescribed to such conditions they also are tempted to use the product to get hyped. Most of the male students who consume a lot of energy do it for athletic activities or sexual activities (Kim & Anagondahalli, 2017). Therefore, one of the adverse effects of overconsumption energy drinks is unwanted sexual behavior among college students.

The second effect of high consumption of energy drink is lack of sleep. When student party the whole semester and exams time come they sleep out late trying to catch up with the syllabus. Such situations can lead to over-consumption of energy drinks to keep them awake through the night. When students do not sleep, they get fatigue which makes it difficult to participate in class activities (Arriaa et al. 2017). The effect of not being active in class leads to poor performance. The lifestyle on campus is also a contributing factor to high consumption of energy drinks in colleges. For example, in college, the students are always in a hurry to move from one place to another. Many of them do not have a good eating habit where only a few of them eat their meals in a day (Goţia & Gurban, 2013). They go to a fast food stall and gets coffee and a snack for any meal. The eating habits have made the college students to consume a lot of coffee.

. Remember to add another paragraph or two for the final and then at the end of the intro should be a paragraph about your hypothesis and why it makes sense (based upon everything you just wrote) to conduct an experiment based on that hypothesis

Method

Participants

Participants were obtained via text messaging and social media like Twitter. There was a total of 30 participants in the current study, with most of the participants being 22 years of age. 19 were female and 11 were male. All of the participants are students who attend Montclair State University.

Measures

The survey “Caffeine/Energy Drink Consumption and Meals Per Day” was a 16-item questionnaire to assess the demographics of age and gender and amount of time spent at work or in class and how many days per week. Also, usage of caffeine related beverages such as coffee and energy drinks were measured to look at rates of consumption as well as how many meals were had in a day and if that was possibly affected by schedule.

Procedure

The survey link was given out through text messaging, Twitter, and e-mail asking participants to take the survey and were brought to the survey on Google Forms upon clicking on the link. It took each participants about 5 minutes to complete the survey. No personal information, such as email address was taken, and the survey remained anonymous with all questions being required in order to move to the next one.

Results

There was a mean age of 22 in the sample obtained with a total of 30 participants. A Pearson r correlation was conducted in order to assess if there was a relationship between how much coffee one consumes per week with how many times one has class or work, if coffee consumed is related to hours of time spent in class, along with the time one wakes up with how much caffeine they consume to help wake up. There was not a significant correlation between the two variables and it was negative, r (put number of cases here) = -.17, n = 30, p > .05. In regard to coffee consumed with how many hours are spent per day in class, there was a non-significant and also negative correlation between the two, r = -.35, n = 30, p > .05. There was no significant correlation between the earlier one wakes up, the more caffeine is consumed to help wake up, r = .01, n = 30, p > .05.

A Pearson r correlation was also done in order to see if there was a relationship between gender and energy drinks. The Pearson test revealed that there was no correlation between the two, r = .26, n = 30, p > .05.

A Pearson r correlation was conducted in order to assess if the amount of the amount of meals replaced with how many hours were spent in class or work per day along with if the amount of caffeine consumed was correlated with if meals were replaced. There was no correlation between if meals were replaced with how many hours were spent in class or work r = 1.72, n = 30, p > .05. However, it is important to note that 88.7% of participants reported missing a meal because of school or work and 76.7% find it difficult to fit meals in during the day. There was a significant, positive correlation between amount of caffeine consumed with meals being replaced, r = -.52, n = 30, p = .003. A Pearson r correlation examined the relationship between time waking up and class per week as well. There was a significant positive correlation between the two, r = .47, n = 30, p .05.

An independent sample t-test was run to compare time waking up, coffee per week, and meals replaced based on gender. There was no significant difference between the time one wakes up for males (M = 8.45, SD = 1. 75) and females (M = 7.68, SD = 1.63); t(28)=1.21, p = .24, along with no significant difference with coffee per week for males (M = 4.09, SD = 2.81) and females (M = 2.47, SD = 2.55); t(28)= 1.61, p = .56. Lastly, there was no significant difference revealed by the independent sample t-test comparing meals replaced with caffeine for males (M = 1.82, SD = .40) and females (M = 1.68, SD = .48); t(28)= .78, p = .1.

References

Arriaa, A., Caldeiraa, K., Bugbeea, B.,Vincenta, K., Grady, K. (2017). “Trajectories of energy drink consumption and subsequent drug use during young adulthood.” Retrieved from http://www.elsevier.com/locate/drugalcdep

David, K. Spierer, D., Blanding, N., Santella, A. (2013). “Energy Drink Consumption and Associated Health Behaviors among University Students in an Urban Setting.” Springer Science Business Media New York

Gallucci, A., Martin, R., Morgan, G. (2017). “The Consumption of Energy Drinks Among a Sample of College Students and College Student Athletes.” CrossMark

Goţia, S. & Gurban, C. (2013). “Nutrition, coffee, alcohol consumption in students’ life style.” 7-11

Kayantaş, I. &1 Yilmaz, G. (2018). “A Study On Energy Drinking Consumption Behaviors And Awareness Of University Students.” Pdf

Kim, J. & Anagondahalli, D. (2017). The Effects of Temporal Perspective on College Students’ Energy Drink Consumption.” Health Psychology: 898–906

Poulos, N. & Pasch, K. (2015). “Socio-demographic differences in energy drink consumption and reasons for consumption among US college student.” The University of Texas at Austin. 318-330