Task Outline

Task 1 – Movement Impairment Syndromes

– Static Malalignments

– Altered Muscle Recruitment

– Dynamic Misalignments

Task 2 – Evidence-Based Review of Common Segmental Movement System

Impairment

– Foot and Ankle

– Hip & Knee

– Low Back

– Shoulder

Task 1 Movement Impairment Syndromes

Instructions:

Movement impairment syndromes are caused by a series of misalignments and altered muscle

recruitment by the CNS depending on posture, joint hypermobility or hypomobility, altered

length tension or force-couple relationships etc. This activity is designed to help the student

understand these syndromes and understand the musculature and physiology involved in

producing these types of syndromes.

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Activity 1-1. Describe an athletic population that might exhibit a forward head and rounded

shoulders. Indicate why they would exhibit this posture and the musculature responsible for this

misalignmentTask 2 Evidence-Based Review of Common Segmental Movement
System Impairments
Instructions:
One of the most important aspects of the NASM Corrective Exercise coursework is the evidencebased nature of the system by which it is implemented. This task will give the student the
opportunity to research the different kinetic chain segments that affect movement and
impairment of movement.
Activity 2-1. Choose the foot and ankle, hip and knee, low back or shoulder and write a
summary report on three of the references associated with the static misalignments, abnormal
muscle activation patterns and dynamic misalignments of your chosen body segment. Written
assignment should be no less than 1500 words in API style with proper grammar and
punctuation.
__________________________________________________________

in his seminal book, Politics of the Budgetary Process, political scientist Aaron Wildavsky criticized the call for “comprehensive rationality” in the budget process. Wildavsky’s research demonstrated that, despite calls for building a budget from the “ground up,” the federal budget was created incrementally, with little change in the base and adjustments on the margin. He argued that incremental budgeting is virtually unavoidable due to cognitive limitations and value conflict. This in turn makes it difficult to address large and increasing deficits, and contributes to political conflict that delays timely passage of the federal budget.

, discuss the tensions between budgetary rationality and incrementalism in a post of approximately 250 words. Explicitly referencing the instructional media and readings, describe the factors that inhibit rationality in the budgetary process. Is incrementalism in budgeting to be expected and/or desired? How can one promote more rational budgetary planning in the face of partisan conflict and institutional constraints?

, respond to at least two student posts (it will count as one of the two if you answer someone’s response to your post).

https://www.brookings.edu/blog/unpacked/2017/11/03/whats-wrong-with-the-congressional-budget-process/ https://www.youtube.com/watch?v=t8cdxTQFNwA&feature=youtu.be

https://www.youtube.com/watch?v=5qhNSLbhkZY&feature=youtu.be

these links have all the information you need

Basic requirements:

Point value: 75 pts
Length requirement: 6–7 pages (excluding cover page, abstract, and references)
Format: APA
Font: Times New Roman size 12

Research requirement:

Research should not be conducted and no source should be cited other than TED-Ed lessons.

Intended audience:

The readers are familiar with TED-Ed but will not know which specific lessons are being written about. They want to learn what the two lessons have in common and whether they are effective at teaching.

Description:

Analytical Essay 2 is comparative analysis of two TED-Ed lessons of the writer’s choice. Writers will write about two lessons from any series on the website. Writers do not use first person singular (“I/me”) but might use the collective “we.” As the paper is a comparative analysis of two TED-Ed lessons, writers do not present outside sources.

Purpose:

The paper analyzes what common “big lesson” we can learn from watching two lessons. The thesis will establish an analytical connection between two TED-Ed lessons (and not an obvious connection like “they’re both about cats”). As a comparative analysis of two lessons, the writer examines how well the lessons’ authors teach the concepts and how the different lessons fit together to make a complete picture.

Key performance criteria:

• The writer meets the basic assignment requirements.
• The writer addresses the assigned intended audience.
• The essay is about two TED-Ed lessons.
• The thesis establishes an analytical connection between two lessons.
• The writer supports the thesis with details and examples from the lessons.
• The writer refrains from personal reflection.
• The writer refrains from summarizing without analyzing.
• The writer refrains from presenting outside sources.

Unit 4 First Draft Submission: Assignment

Instructions

Instructions are among the most common types of documents in technical writing. Instructions are everywhere informing readers how to make, assemble or create something. You may have followed instructions on how to log onto a computer at work to download and use an App on your Smartphone or how to put together furniture. It is likely that you will create instructions often in your career if not as a formal document then at least in a variety of informal written and oral communications.

Keep in mind the differences among instructions, process descriptions, and procedures:

• Instructions inform readers how to assemble, make, create something or perform a specific task
• Process descriptions tell how something works (e.g., how a drug works to relieve systems of seasonal allergies). While instructions are about how to use something, descriptions are about how that thing works (e.g., how to take a prescription drug vs. how that drug works in the human body).
• Procedures are standardized ways of doing things in organizations.

For this assignment, you will focus on writing and designing effective instructions.

Assignment Guidelines

Choose a Technical or Scientific Topic. Begin by reviewing the assigned reading for unit 4. You will then choose your own topic for this assignment. In order to give you practice in technical writing, you must choose a technical or scientific topic. Recipes are not technical or scientific, and thus are not allowed. Ideally, a topic requires a series of steps for assembly or various specific tasks to complete. A topic relevant to nursing may be a good idea, but topics such as “checking blood pressure” “collecting a urine sample” are too common and are not allowed for this assignment.

Choose a topic involving ten (10) or more steps. The following are a few examples of projects from previous classes:

• Setting up a small network in your home office
• Building and hosting your own website
• Installing a solar heating system
• Assembling a skateboard
• How to change an electrical outlet
• How to sew an A-line skirt

Write to a specific audience. You must specify an audience for your instructions. In most instances, your audience should be novice–someone who has never performed the task before. Sample audiences for the instructions mentioned above include home computer owners, small business owners, and homeowners.

Acknowledge all sources. If you use any sources for your instructions, acknowledge your sources on an APA reference page and include this page with your instructions. If you use or adapt illustrations from another source, use APA captions and provide a reference for each illustration.

Format

Regardless of your task, you must include all of the following contents (any omission of the following contents will result in grade deductions):

1. Introduction. Here you will give your reader the following information:
   1. The audience in terms of its knowledge and need for the instructions
   2. What the instructions will allow readers to do
   3. What skill level the audience should have to perform the task successfully
   4. An overview of the steps needed to complete the task
   5. A sense of how long the task will take
   6. Where they should perform the task, i.e., in a well ventilated area, outside, on a flat surface, etc.
2. List of Materials, Tools, or Ingredients
3. Figures (Diagrams, Drawings, Photographs, Illustrations, or Tables)
   1. Include captions for each figure
   2. Label figures using APA guidelines
   3. Give attribution to all figures in references
4. List of Steps, in chronological order, with the following characteristics:
   1. Ten (10) or more steps
   2. Use of the imperative mood, i.e., “Attach the red wire” rather than “The red wire is attached.” With the second, passive sentence, readers will not know whether the wire is already attached or if they need to attach the wire.
   3. Each step must have one specific action only, e.g., “Turn the knob one complete turn.” and not an elaboration or comment, e.g., “Turning the knob will result in a better fit.”
   4. Each step must have one or two sentences max
   5. Use of the second person (you)
   6. Include warnings or cautions before readers will encounter problems
   7. Parallel form (see page 97 in the course textbook)

And, if needed, your instructions should also contain:

• Warnings
• Glossary of terms
• References
• Appendices

Document Design and Figures

Give careful thought to figures and design elements that will make your instructions effective.

• Make sure all of your steps are numbered, 1-2-3, throughout
• Single space the text in paragraphs
• You must include two figures. You may create your own or adapt from other sources. Make sure you provide figure information for each one and document with APA standards
• Use as many of the four basic design principles, CRAP, as possible
• Design your document for consistency (grid patterns, margins, justification, negative space, indentation, typeface, font style and size)
• Design your document for navigation and emphasis (headings, color, shading, boldface, italic, and underlining, bulleted and numbered lists)
• You must use a two-column format

Submission Instructions

• Submit via SafeAssign in Canvas. No assignments will be accepted over email. Assignments incorrectly posted or submitted to the wrong location in Canvas will receive a 10-point deduction
• Required title for final version: your last name-instructions.
• Submit the document as a PDF. (Failure to submit via PDF will result in a 5-point deduction)
• Deadlines:
  • First draft due by 11:59pm CST Friday of week 4
  • Peer review due by 11:59pm CST Sunday of week 4
  • Final draft due by 11:59pm CST Tuesday of week 5

Note: Academic Integrity

You should write the instructions yourself. DO NOT simply copy instructions you found elsewhere (on a how-to website or your nursing textbook) and cite the source. That is not the idea of this assignment. The idea is that you will write your own instructions telling your audience how to complete a task with which you are familiar, so familiar, in fact that writing a set of instructions for it should be easy. That isn’t to say you aren’t allowed to consult secondary sources, but you do need to write the instructions yourself.

If you transcribe (copy) instructions you found elsewhere, you cannot get a 60 or above on this assignment, even if you cite the sources.

If more than 30% (as deemed by unicheck) of your paper is copied from other sources, your assignment will receive a 0, even if the sources are properly documented.

If you do not cite the sources from copied instructions someone else wrote, your assignment will be referred to the Office of Student Conduct for an academic integrity violation.