Educ 215health And Wellness Project Overviewfor This Assignment You W ✓ Solved

EDUC 215 Health and Wellness Project Overview For this assignment, you will complete a 3-part Health and Wellness Project on a topic of interest that relates to early childhood education. The textbook is a good place to begin searching for a topic, but you may also address issues from scholarly sources and current issues in your program. Ideally, the topic you choose will be one you can use in your current program or future classroom. You will complete a project as well as an introductory paper on your topic. You must choose one of the following formats for your project: · Presentation for parents (PowerPoint, Prezi, Adobe Slate). · Parent newsletter · Creation of 5 activity plans that could be used in a preschool classroom The Health and Wellness Project must be completed in 3 parts: · Part 1: Topic and Annotated Bibliography You must state the topic that you plan to address in your Health and Wellness Project.

You must also include an annotated bibliography of at least 5 scholarly, current sources that you might use for your project. You must submit Part 1 in Module/Week 2. · Part 2: Revised Topic Proposal, Rationale, and Revised References Page For Part 2, you must state your revised topic and the format of your project, provide a 200–250 word rationale for your project, and create a references page using feedback you received on your annotated bibliography and topic from Part 1. You must submit Part 2 in Module/Week 4. · Part 3: Practical Classroom Application and Introductory Paper You must complete one of the project formats listed above. You must also complete an Introductory Paper of 4 pages (title page, 2 pages of content, reference page) that explains the activities or points addressed in your project.

You must submit Part 3 in Module/Week 6. For greater detail for each part of this Health and Wellness Project, see the Health and Wellness Project Parts 1,2, and 3 document and the individual grading rubric associated with each part. S21 TAMS 4 Answer template Name: _____________________________ #1 a) p = ____________ b) <show computations or insert scan of your work> c) & d) # of orange pieces Sample proportion Confidence Interval Is p in the confidence interval? (༠or x) e) f) #2 Uber a) b) c) Include screenshot from the app here: d) e) Lyft a) b) c) Include screenshot from the app here: d) e) DO NOT SUBMIT THIS DOCUMENT – USE THE ANSWER TEMPLATE PROVIDED TAMS #4 Assignment: Confidence Intervals and Hypothesis testing Purpose: In this assignment, you will explore how we can make inferences about unknown population parameters, the meaning of the margin of error, and how predictions in the press about a result with a margin of error are to be interpreted.

In the second problem, you will perform a hypothesis test to decide whether the claim made is supported by the data or is too unlikely to happen under the null hypothesis. The mastery standards covered by this assignment are S9 – Confidence Intervals: Students will be able to compute confidence intervals and interpret the interval in the context of the problem. S10 – Hypothesis Testing: Students will be able to perform hypothesis tests for proportions or means and interpret the final result in the context of the problem. MP2 – Communicate a Viable Argument: Students will be able to justify a statistical analysis in words and communicate that justification. Instructions: Note that this is an INDIVIDUAL assignment, and you are responsible for doing your own write-up, even though you may have started to work on this TAMS in class as a pair or group.

You are allowed to discuss this assignment with other class members, but you may NOT work together on an electronic document. “Working together†in this context is ONLY by talking, not by typing. You MUST do your own simulations and produce your OWN written solution. Documents that begin as a shared document and are modified will NOT be accepted and will result in a mastery grade of 0 for everybody involved. DO NOT SUBMIT ANY ANSWERS POSTED ON CHEGG.

ANSWERS THAT MATCH CHEGG WILL BE REPORTED AS A VIOLATION OF THE ACADEMIC HONESTLY POLICY. DO NOT POST ANY SCREENSHOTS OR DOCUMENTS RELATED TO THIS ASSIGNMENT ON CHECK. POSTING IS A VIOLATION OF BOTH THE ACADEMIC HONESTY POLICY AND THE INTELLECTUAL PROPERTY RIGHTS OF THE AUTHOR. You are to submit your answers online through Canvas using the template posted with the assignment. DO NOT SUBMIT THIS DOCUMENT – USE THE ANSWER TEMPLATE PROVIDED Problem 1 – Exploring Confidence intervals Confidence intervals are at the heart of statistical inference.

They tell us how confident we can be that the data we get from a sample truly represents what the population parameter is. Whether it is predicting the outcome of an election, doing market analysis to project the popularity of a consumer product, or testing a medical device for safety and efficacy, confidence intervals allow us to have a sense of what the world looks like. You are a manager at The Hershey Company in charge of manufacturing bags of Reese’s. Each bag has a total of 200 pieces of candy in it. a) Your boss tells you not to have fewer than 20% and not more than 45% of the Reese’s Pieces be orange, but within that range, you get to select. Make a selection of p, the desired manufacturing proportion of orange Reese’s Pieces from the interval [0.20, 0.45], using two decimal places.

Write down this value of p at the top of the answer template. b) Once production of the bags of Reese’s Pieces has started, quality control needs to test that the manufacturing proportion is happening as designed. We’re going to use a Reese’s Pieces app to draw random samples of mixed bags of candy. Go to and set the probability of orange pieces to your choice of the desired manufacturing proportion p (with two decimal places), the number of candies to 200 and the number of samples to 1. Uncheck the box next to “Animateâ€. Then click on Draw Samples.

Write down the number of orange pieces in the second column of the table in the answer template. Then compute the 95% confidence interval and fill in the information in the first row of the table of the answer template. Remember – z* for 95% confidence level is 1.96. • # of orange candies in your sample: _______ (record in column 1 of the table) • Sample proportion: Ì‚ = _______ (record in column 2 of the table) • Standard error: #!"($%!") ' = • Margin of error: ± ð‘§âˆ— ∙ #!"($%!") ' = • Lower bound of 95% confidence interval: Ì‚ − ð‘§âˆ— ∙ #!"($%!") ' = • Upper bound of 95% confidence interval: Ì‚ + ð‘§âˆ— ∙ #!"($%!") ' = • Interval in which the true parameter lies with 95% probability: Either take a photo of your computations and insert it into the answer template or type your calculations into the answer template using the Word equation editor.

DO NOT SUBMIT THIS DOCUMENT – USE THE ANSWER TEMPLATE PROVIDED c) Now go back to the App and create 19 bags of 200 candies, one at a time. After each time you get a bag (sample), record the number of orange pieces in the first column of the table in the answer template. d) You will now use an app for confidence intervals proportion/ which will perform the computations you did in part b by hand for the 19 bags you created in part c. Follow the example in the app instructions document to set up the app and to compute the sample proportions and confidence intervals for the 20 bags. Read off the sample proportions, record them, and use the lower and upper limits of the confidence intervals to write the confidence interval in the table in the format (lower limit, upper limit) in the third column of the table.

Round to three decimal places. Finally, for each row, check whether the value of the desired manufacturing proportion p that you selected (listed at the top of the answer template) is contained in the confidence interval or not. If it is in the interval, put a checkmark into the last column. Otherwise, put an x. Make sure you are checking for p and not p-hat. e) Count how many of the confidence intervals in your table contain your chosen parameter value p (the desired manufacturing proportion), the true proportion of orange pieces that is included in the bag.

Make sure to count each interval separately. In other words, if you had two different bags that had the same number of orange pieces, you count those intervals separately. Once you have counted the intervals that contain p, compute the percentage of intervals (of the 20) that contain your chosen value of p. Show your computation. Give your final percentage in the context of the problem. f) How does your answer in part e relate to the fact that you computed confidence intervals at level 95%?

Write a short paragraph explaining what it means to have a 95% confidence interval in terms of the proportion of orange pieces that you can expect in any given bag of candy. Problem 2 – Hypothesis Testing California has recently been a battleground regarding whether or not “gig economy workersâ€, particularly drivers for companies like Uber and Lyft, should be classified as employees or independent contractors. Being classified as an employee has benefits such as overtime pay and worker’s compensation insurance. Being classified as an independent contractor has benefits such as flexibility and the ability to write off expenses on your taxes. Uber and Lyft say that most of their drivers need the flexibility, as they drive part-time to supplement a second job.

A worker's advocacy group is concerned that despite the companies’ comments that drivers are actually driving for Uber and Lyft as their primary job. The group defines the job as a primary job if income from Uber and Lyft accounts for more than half of a worker’s income. The advocacy group decides to commission a survey of Uber and Lyft drivers to determine if more than 60% of the drivers are driving as their primary job or as a secondary job. DO NOT SUBMIT THIS DOCUMENT – USE THE ANSWER TEMPLATE PROVIDED The advocacy group did a study of 1,127 Uber drivers and found that 714 of them were driving as their primary job. They then did a study of 823 Lyft drivers and found that 510 of them were driving as their primary job.

Conduct an appropriate hypothesis test for each company to check whether the results from this sample provide sufficient evidence that most of the drivers for Uber and/or Lyft are driving as their primary job. a) What is the most appropriate test, a two-tailed test, a right-tailed test, or a left-tailed test? Explain how you know. b) State the null and alternative hypotheses. Make sure to use proper notation. c) Use an app or calculator/z-score table to do the following: i. Calculate the test statistic. ii. Determine the P-value An app option is: If you use an app, Insert a screenshot for each hypothesis test from the app into your answer template and explain how the app answers your question. d) State the conclusion about the null hypothesis. e) For each company, do more than 60% of their drivers drive as a primary job?

Justify your answer with evidence from the hypothesis test. EDUC 215 Health and Wellness Project Part 3 Practical Classroom Application and Introductory Paper 1. Practical Classroom Application You must select one of the following project formats in which to complete the Practical Classroom Application portion of Health and Wellness Project Part 3. 1. Create a presentation for parents (PowerPoint, Prezi, or Adobe Slate). · Include 10–15 slides. · Include at least 2 handouts for parents to take home for future reference that will reinforce the presentation. · Be creative in your use of technology in your PowerPoint presentation. · You must cite and reference the applicable NAEYC standard(s) in addition to your sources.

2. Create a parent newsletter. · Create a 2–4-page newsletter. · Include home and school activities that reinforce the topic. · Include additional resources for parents. · Be creative in your use of technology in format, graphics, and design. · You must cite and reference the applicable NAEYC standard(s) in addition to your sources. 3. Create 5 activity plans that you can use in your preschool classroom to teach your chosen topic. Use the activity plan template found in the Assignment Instructions folder.

Be creative. Each activity plan must include the following: · Target age group; · Applicable NAEYC Standard(s) ; · Discipline focus; · A corresponding children’s book; · Materials required for the activity; · Detailed instructions on how you will implement the plan; · Biblical integration (Bible verse, story, or application); and · Technology integration. 1 title page and 1 reference page may be submitted inclusively for all 5 activity plans. 2. Introductory Paper In addition to your Practical Classroom Application, you must submit an Introductory Paper.

Address the following items in your Introductory Paper: · the age group; · the target topic; and · an explanation of each of the activities in the activity plan or points addressed in the presentation or newsletter, as well as the application, reference, and citation of the NAEYC Standards. Your paper MUST include the following sections: · a title page; · 2 pages of content; · a references page with a minimum of 4 sources (2 scholarly sources, your textbook, and NAEYC). All parts of this assignment must conform to current APA format. Additional resources for scholarly writing and current APA format are available online through tutorials and resources at the Online Writing Center. 3.

Submission of the Health and Wellness Project Review the grading rubric to be sure that you have included all the components of your chosen method. Attach the Introductory Paper (a Word document) and presentation (PowerPoint, Prezi or Adobe Slate), parent newsletter, or activity plan via Blackboard. Be sure to upload all documents for the project before you click “Submit.†You must submit both portions of the Health and Wellness Project Part 3 by 11:59 p.m. (ET) on Monday of Module/ Week 6 . For the big picture of how each part of this project is related to the whole project, see the Health and Wellness Project Overview document. EDUC 215 Health & Wellness Project- Part Points Criteria Levels of Achievement Content Advanced Proficient Developing Not present Project (Options: PowerPoint, Newsletter, Activity Plans) 35 points 32-35 points Project is very organized with well-constructed aspects of the chosen format.

It follows the submitted topic plan and maintains a professional quality. 25-31 points Project is organized with well-constructed aspects of the chosen format. Topic plan is mostly followed and it maintains a professional quality. 1-24 points Project is organized, but aspects of the chosen format are not well-constructed. Topic plan is loosely followed and it does not maintain a professional quality.

0 points Project does not follow the submitted topic plan. The information is poorly organized and does not maintain a professional quality. Paper 35 points 32-35 points The paper follows the submitted topic and is very organized with well-constructed ideas and depth and a minimum of four pages (title page, two pages of content, reference page). 25-31 points The paper mostly follows the submitted topic and is organized with well-constructed ideas and depth and is a minimum of three pages. 1-24 points The paper is not organized well and loosely follows the submitted topic.

The paper lacks content depth and is a minimum of one-two pages. 0 points The paper does not follow the submitted topic plan. It is poorly organized and is less than one page long. NAEYC Standards 17 points 15-17 points NAEYC standards for preparation of Early Childhood professionals are stated and cited in both the project and paper. 12-14 points NAEYC standards for preparation of Early Childhood professionals are stated and cited in either the project or the paper.

1-11 points NAEYC standards for preparation of Early Childhood professionals are stated, but not cited in either the project or the paper. 0 points NAEYC standards for preparation of Early Childhood professionals are not stated or cited. Creativity 18 points 16-18 points Multiple creative aspects evident with the use of technology in the project. 13-15 points At least two creative aspects evident with the use of technology in the project. 1-12 points At least one creative aspect evident with the use of technology in the project.

0 points No creative aspects evident with the use of technology in the project. Structure Advanced Proficient Developing Not present Current APA 25 points 23-25 points The reference page and all citations are formatted properly in current APA style. 18-22 points The reference page and all citations are formatted properly in current APA style with a few errors. 1-17 points The reference page and all citations are not formatted properly in current APA style. 0 points The reference page and citations are missing.

Usage/Mechanics 20 points 18-20 points No noticeable grammatical, spelling or punctuation errors. 14-17 points 1-3 grammatical, spelling or punctuation errors. 1-13 points 4-6 grammatical, spelling or punctuation errors. 0 points 7 or more grammatical, spelling or punctuation errors.

Paper for above instructions

Health and Wellness Project: Topic Proposal and Annotated Bibliography in Early Childhood Education

Part 1: Topic Proposal

Selected Topic: "Promoting Healthy Nutrition in Early Childhood Education"
As childhood obesity rates soar and nutritional education falls short in many areas, it is vital to address the health and wellness of young children through effective nutrition education strategies. The importance of early intervention in establishing healthy eating habits cannot be overstated. Research indicates that children who develop healthy eating habits early are more likely to maintain those habits into adulthood (Hesketh et al., 2021). This project aims to promote healthy nutrition among preschoolers and their families through engaging educational resources and activities.

Annotated Bibliography

1. Hesketh, K. D., Campbell, K. J., et al. (2021). "Healthy Eating Patterns in Preschool Children: A Systematic Review." Journal of Pediatric Gastroenterology and Nutrition, 73(5), 654-663.
- This systematic review identifies key factors that contribute to healthy eating patterns in preschoolers. It discusses the role of family, schools, and community in fostering healthy eating habits, making it a foundational source for understanding the influences on child nutrition.
2. Skinner, J. D., Carruth, B. R., et al. (2021). "Nutritional Patterns in Young Children: The Role of Contextual Factors." Nutritional Reviews, 68(7), 462-474.
- This article explores how contextual factors—such as parental influences, peer relationships, and educational environments—impact the eating behaviors of young children. It highlights practical strategies for enhancing nutrition education within early childhood settings.
3. Hann, A., & Leichner, J. (2022). "Implementing Nutrition Education Programs in Early Childhood Education Settings: A Comprehensive Guide." International Journal of Early Years Education, 30(2), 116-130.
- This guide provides practical frameworks for integrating nutrition education programs in preschool curricula. It offers insights into effective teaching strategies, curriculum development, and assessment methods tailored for early childhood education, reinforcing the project’s aim to develop interactive learning opportunities.
4. Weiss, A., & Evers, C. (2020). "The Impact of Nutrition Education on Childhood Obesity Prevention: A Longitudinal Study." Health Promotion International, 35(2), 345-354.
- This longitudinal study examines the effects of early nutritional education on reducing obesity rates among children. It highlights essential components that contribute to successful nutrition programs and provides evidence for the necessity of early educational interventions.
5. American Academy of Pediatrics. (2023). "Nutrition Policy Statement for Young Children." Pediatrics, 150(3).
- This policy statement outlines the essential components of nutrition education in promoting lifelong healthy eating habits in children. It serves as a critical resource for standards and guidelines that can inform the development of nutrition education initiatives in early childhood education settings.

References

- Hesketh, K. D., Campbell, K. J., et al. (2021). Healthy eating patterns in preschool children: A systematic review. Journal of Pediatric Gastroenterology and Nutrition, 73(5), 654-663.
- Skinner, J. D., Carruth, B. R., et al. (2021). Nutritional patterns in young children: The role of contextual factors. Nutritional Reviews, 68(7), 462-474.
- Hann, A., & Leichner, J. (2022). Implementing nutrition education programs in early childhood education settings: A comprehensive guide. International Journal of Early Years Education, 30(2), 116-130.
- Weiss, A., & Evers, C. (2020). The impact of nutrition education on childhood obesity prevention: A longitudinal study. Health Promotion International, 35(2), 345-354.
- American Academy of Pediatrics. (2023). Nutrition policy statement for young children. Pediatrics, 150(3).

Rationale

Promoting healthy nutrition in early childhood education is paramount due to the alarming rates of childhood obesity and related health issues. Early intervention through nutrition education can instill lifelong healthy eating habits that contribute to overall wellness, physical health, and cognitive development. Research establishes that children's eating habits are influenced by their environment, making it essential to involve parents, educators, and the community in addressing nutritional challenges (Hesketh et al., 2021).
This project will focus on creating engaging, informative resources and activities that empower parents and teachers to integrate nutrition education in preschool classrooms. By utilizing evidence-based insights from the research on child nutrition, our goal is to promote health and wellness effectively, ultimately setting children on a path toward sustainable healthy living. Incorporating resources from credible organizations like the American Academy of Pediatrics will ensure adherence to guidelines that support best practices in nutrition education.

Next Steps

For Part 2, I will revise my topic proposal in response to the feedback received on Part 1 and finalize a project format that best suits the needs of early childhood professionals and families. The selected format will address practical applications for the classroom and parents while adhering to NAEYC standards in early childhood education.

Conclusion

This Health and Wellness Project will serve as a foundation to develop actionable plans that positively influence children's nutrition and overall health. By utilizing scholarly sources and well-established guidelines, the project aims to contribute to creating a healthier future for preschoolers and their families.
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References for Additional Research

1. Kelsey, M. (2021). "Children Curbing Obesity: Early Interventions and Effective Strategies." Public Health Reviews, 42(21).
2. Cottone, E. (2022). "Fresh Starts: The Role of Nutrition Workshops in Schools." Journal of School Health, 92(4), 316-325.
3. Anderson, C. (2020). "Building Strong Foundations: Nutrition Education for Preschool Children." Child Health Review, 58(2), 83-88.
4. Becker, T. (2023). "Home-School Collaboration for Better Nutrition: Strategies and Benefits." Early Child Development and Care, 193(7), 993-1003.
These references provide additional evidence and perspectives on the importance of nutritional education in early childhood settings, further emphasizing the necessity for active involvement from educators and families in improving children's health outcomes.