The following assignment is needed;

Part I – Let me know how fast you can have it.

• Read “Amenah’s Story.”
• Identify the thinking styles of at least six of the main characters in the story using the seven possible thinking styles you are presented.
• Define the clear mission and goals of each of the main persons – keeping in mind that they may be different.
• Apply the RED Problem Solving Model to this story.
• Identify and define at least five of the major problems that were encountered in this story.
• Explain how critical thinking was necessary to address each of the major problems you identified.

The paper must follow current APA edition formatting with a cover page, introduction, body headings, conclusion, and reference page.

It should be written in Times New Roman, 12-point font, and should be double-spaced.

Peer-reviewed sources for the entire project must be used.

Part II – needed for 10/4/14

• Correct and adjust your paper based upon your professor’s comments.
• Analyze the responses of the key players with consideration toward how Subject Matter Experts (SME) were used.
• Analyze the challenges of the key players with consideration toward organizational and business impacts (military/government/international relations/private business).
• Discuss any faith-based issues or impacts that you see from the actions of the people involved.
• Describe their worldviews and how they may have changed because of this story.

The paper must follow current APA edition formatting with a cover page, introduction, body headings, conclusion, and reference page.

The paper should be 21-24 total pages in length. It should be written in Times New Roman, 12-point font, and should be double-spaced.

A minimum of 9 peer-reviewed sources for the entire project must be used.

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Amenah’s Story
The Humvee pulled up with a soft whoosh of tires on sandy gravel
as near to the house as the driver could get. Marine Major Kevin
Jarrard climbed out, tugged at his winter fatigues, and looked
around, taking in the places where someone might hide—where
they could take cover themselves if it came to that. By 2007, most
of the insurgents had been driven out of this area, but there were
incidents daily and it was wise to wear caution like an extra coat.
This house, on the northern outskirts of Haditha, was no mansion,
yet it was no appliance box either—a humble but functioning
home for a shepherd with several children. The sky showed the
rumpled gray of clouds bunching for a possible December rain,
even snow. A breeze that swept across the Euphrates tugged at his
short hair. He reached to tug his collar up higher against the chill.
Born and raised in Georgia, he had never welcomed winter. But if
you want warm sunny days and white picket fences, stay back in
the United States.
He nodded to the surgeon, who climbed out of the vehicle with
the interpreter. As they moved toward the house, Navy Captain
John Nadeau asked a question with his eyes. Kevin’s checking on
Alaa Thabit Fatah, the father, hadn’t confirmed that he’d been one
of the insurgents, or that he hadn’t been. He shrugged. That didn’t
seem to ruffle Nadeau, though only two years ago, the local police

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Amenah’s Story

Sample Outline

 

Introduction

• Who is Amenah?
• What is the purpose of this paper?

Thinking Styles Defined

• Why study thinking styles?
• What are the possibilities?

Key Person #1

• Who is he/she?
• What is his thinking style?
• What were his mission and goals?

(Repeat the same process with at least five other key people as you did for Key Person #1)

 

Problem Solving in Amenah’s Story

• Big problems contain many small problems
• Problems solving requires models
• What is RED?

Problem # 1

• State the problem
• Recognize potential assumptions
• Evaluate potential arguments
• Draw potential conclusion
• Evaluate “real” outcome

(Repeat the same process with other key problems as you did for Problem #1)

 

Subject Matter Experts

• What are they?  Define.
• How were they used in the story?
• What are the applications?

Potential Organizational Impacts

• How could the actions taken impact the people and organizations represented – today and in the future?
  • The military
  • The Iraqi people
  • The people from Nashville

Faith and Worldview

• What is Worldview?
• How can Worldview play a role in problem solving?

Application

• What are the applications of this story?
• How could/did critical thinking and thinking styles play a part?
• How could/did problem solving techniques assist in the positive resolution of this story?

Conclusion

• What are the key take-aways from this story?

References

 

Using Headings in Research Writing

 

This page is designed to help you format your paper using appropriate headings.  APA is very specific about how to use headings in research writing.  Here is a link to a great source that is pretty detailed:

https://owl.english.purdue.edu/owl/resource/560/16/

In addition to the link above, here is an example using Major Jarrard as a “Key Person” in your paper and how that section could look using 1, 2, and 3 Level Headings.

Major Kevin Jarrard

 

   Major Kevin Jarrard was a key player in Amenah’s story.  He was able to blah,

blah, blah . . .

Thinking Style

 

   Major Jarrard’s primary thinking style was alskdfs;lkdf.  This style is

characterized by a;lskdjflsdkfj.  He exhibited this by a;lsdjfsdlkfj.

Actions in This Story

 

   Major Jarrard was the centerpiece of much of the actions in this story.  Her

was blah, blah, blah . . .

Mission.  The mission of Major Jarrard was primarily to be the chief

communicator to . . .

Goals.  The main goal of Major Jarrard was to save the life of Amenah.  While

that was the main goal, he had several other goals that included . . .

Problems faced.  Many problems existed that Major Jarrard needed to

address.

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NUTRITION AND ACADEMIC PERFORMANCE

Kelsea Smith

FCS 232 (Section of 232)

Spring 2014

September 18, 2014

 

 

 

 

 

 

Much research has been conducted to establish a correlation between nutrition and academic performance by school going children. This paper will take a look at such a research conducted by Rita Raush (2013) whose findings were published in the Journal of Nutrition and food science. While the author herself did not conduct a field research, she utilized secondary materials that included several peer review journals.  By analyzing multiple articles, she was able to demonstrate the effects of poor nutrition on school going children.

   The article begins by exploring the main focus of the peer that is to explore the cognitive functioning of the school going children in relation to dietary food intake and food insufficiency. According to the author, having too much food and having too little good food have negative consequences on children’s cognitive functioning and as such affects their academic progress. She continues to point out that the terms good and bad are used to denote the nutritional value of food as well as chemical concentrations that the food may contain. Lastly, the paper also indicates that there is a correlation between economic status and academic performance since economic status tends to play a key role in determining the kind of food that children have access to.

Results

   The paper is broken down into several topics, which include nutrition and cognitive capabilities, effects of junk food and iron deficiencies and food insecurity and insufficiency.

Nutrition and Cognitive abilities

   The author points out that Neurotransmitters transmit chemical messages to the brain to increase function, and each chemical plays vital roles in maximizing neuron capabilities. By examining research by Moerley ( as cited by Raush, 2013 ), The author brings to our attention the fact that the brain requires amino acids which is acquired from dietary intake  so that the brain can be able to maintain the necessary amounts of neurons which are responsible for  releasing chemical such as serotonin, acetylcholine, and norepinephrine. These chemicals she explains are useful in controlling sleep, memory, appetite, temperature, learning, mood, behavior, attention, heart beat and the nervous system.

   Woods (as cited by Raush, 2013) further goes on to point that insufficient levels of zinc affects a child’s ability to memories while Erikson (as cited by Raush) breaks down the five components of food and explains that protein-energy malnutrition leads to poor student performance, lethargy, and it also makes children passive and withdrawn. Erikson further mentions that certain fats are necessary for example Omega 3, which is found in fish, is important in preventing inflammation, improve memory, as well as stave off depression. On top of that, vitamins play a vital role in brain development as well as functioning.

Effects of junk food and Iron deficiency

   Raush (2013) describes junk food as a term that is used to denote unhealthy food and goes on to look at a study by Zhang et al(as cited by Raush, 2013) which used a cross-sectional survey to establish amounts of fats in the average American diet which was found to be high in saturated fat and cholesterol and establish a correlation with cognitive functioning.  According to the results of the study, consumption of poly saturated fats were linked to decreased academic performance though the report pointed out that there were some major limitations in the study.Wood (As cited by Raush, 2013) on the other hand conducted a 21-week study that followed volunteers who had borderline anemia and established that iron deficiency among children tended to affect their ability to pay attention to information.

Food insecurity and Insufficiency

   This part looked at how food insufficiency and insecurity led to low academic performance among children by looking and research studies that were conducted by Zhang et al. and Alaimo et al.

   According the author, Zhang et al. (as cited by Raush, 2013) investigated the long-term effects of food insecurity on academic performance, body mass index, weight and height by conducting a longitudinal, as well as cross-sectional study on third grade children. To measure academic performance, the study employed the item response theory. The study established that the stress related to food insecurity leads to increased cortisol levels a chemical associated with depression decreased cognitive functioning and low memory levels.

   Research by Ailamo et al. (as cited by Raush 2013) found that children who come from food insecure families were much more likely to miss school and repeat a grade than children from food secure families. The study also established that food insecurity has not only biological effects but also has psychological effects on children which include worry, feeling of deprivation and stress.

Conclusion

   The study concludes by affirming that nutrition plays an important role in a child’s academic performance with children who take too little food that has sufficient nutrients and those that take allot of junk food suffering the same consequences. Therefore, it is important to note that it is not only important to ensure that children are provided with enough food to fill their stomachs, but it is important to ensure that the food has high nutritional value. The paper acknowledges that there is a need to conduct further research on the causes of child malnutrition in the United States (Raush, 2013).

   I do agree with the author that since there has been allot of research on child malnutrition, there needs to be a more detailed research on the causes of child malnutrition and interventions.So that it can be applied to stem the problem as well as look into whether current interventions like the school food programs are creating the required impacts.

 

 

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Pearson’s RED Critical Thinking Model

The RED model lays out a path for understanding how critical thinking works and for developing each of the essential skills. Let’s take a look at each critical thinking skill.

Recognize Assumptions

This is the ability to separate fact from opinion. It is deceptively easy to listen to a comment or presentation and assume the information presented is true even though no evidence was given to back it up. Noticing and questioning assumptions helps to reveal information gaps or unfounded logic. Taking it a step further, when we examine assumptions through the eyes of different people (e.g., the viewpoint of different stakeholders), the end result is a richer perspective on a topic.

How to use it: When you’re gathering information, listening to what people say, or assessing a situation, think about what assumptions you have going in. Perhaps you assume that a trusted co-worker is providing reliable information – but is there really evidence to back that up? Learn to see gaps in logic, and opinion disguised as fact.

Evaluate Arguments

The art of evaluating arguments entails analyzing information objectively and accurately, questioning the quality of supporting evidence, and understanding how emotion influences the situation. Common barriers include confirmation bias, or allowing emotions-yours or others-to get in the way of objective evaluation. People may quickly come to a conclusion simply to avoid conflict. Being able to remain objective and sort through the validity of different positions helps people draw more accurate conclusions.

How to use it: We often have problems sorting through conflicting information because unknowingly let our emotions get in the way, or because – like just about everyone – we sometimes only hear what we want to hear. Learn how to push all that aside, and analyze information accurately and objectively.

Draw Conclusions

People who possess this skill are able to bring diverse information together to arrive at conclusions that logically follow from the available evidence, and they do not inappropriately generalize beyond the evidence. Furthermore, they will change their position when the evidence warrants doing so. They are often characterized as having “good judgment” because they typically arrive at a quality decision.

How to use it: This is the payoff. When you think critically, the true picture become clear, and you can make the tough decision, or solve a difficult problem.

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While working through problems or case studies, ask these questions.

Recognize Assumptions – Separating fact from opinion.

• What is the key issue/problem that you are trying to resolve?

• What information do you have about this issue?

• What are your ideas and assumptions that support your strategy or plan?

• Is there solid evidence to support those assumptions, and what might be some gaps in your reasoning?

• Who are the key stakeholders and what are their viewpoints?

• What other ideas should be explored, and what else do you need to know?

Evaluate Arguments – Analyzing information objectively and accurately, questioning the quality of supporting evidence, and understanding how emotion influences the situation.

• What are the pros and cons of the solution that you are proposing?

• What are your biases? Is there someone who has a different opinion than yours that you could run your ideas by?

• What impact will your decision have on others? How will you handle this?

• Who would disagree with your proposed solution? What is the rationale that supports their viewpoint?

• What key points, models and/or perspectives do you need to keep in mind as you evaluate the options?

• What will be the impact of your decision?

Draw Conclusions – Bringing diverse information together to arrive at conclusions that logically follow from the available evidence.

• After evaluating all of the facts, what is the best possible conclusion?

• What specific evidence is driving your conclusion?

• Is there new evidence that would impact your decision

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Reference

Rausch, R. (2013). Nutrition and Academic Performance in School-

   Age Children: The Relation to Obesity and Food Insufficiency. Journal of Nutrition          and Food Science.3 (190) Retrieved from http://omicsonline.org/nutrition-and-  academic-performance-in-school-age-children-the-relation%20to-obesity-and-food- insufficiency-2155-9600.1000190.pdf