Watch the following TED Talk (19:39 mins) where Dan Buettner, the journalist that popularized the Blue Zone concept, describes the Blue Zone communities and the behaviors of the centenarians (elders living 100+ years) in these communities: “How to live to be 100+”
You can also read about the Blue Zones in the Nutrition textbook on Spotlight G.
For Discussion 3 (the last discussion in the course), please comment about the following:
Based on what you have learned from the Blue Zones, what would you recommend to
do to live a long life that is vigorous, enjoyable, and full of quality life?
Generally, colleges are intended to be a transitional experience, a transitioning for understudies and a spot for development of independent grown-ups as it is additionally about instruction and preparing (Holdford, J.C. 2007). It is a spot for understudies to be effectively included, banter, learn and challenge their acumen anyway this doesn't show the commitment of class participation (Bourgeois et al. 1999). Among the advantages of being in college is opportunity, in any case it has gotten tricky as it has become a hindrance among understudies. Because of relative opportunity understudies will in general oftentimes miss classes or missing themselves purposely realizing that guardians and instructors won't drive them to. Various reasons from thinks about are offered regarding why understudies don't go to classes and the majority of these reasons propose that understudies don't pay attention to class participation or as need (Fjortoft, N. 2005). Along these lines they don't see participation as obligatory and significant. Absence of class participation among college understudy has gotten tricky, and a rising test to the speakers just as the organizations of advanced education. Studies show that non-attendance can be inefficient and tedious as it a 'misuse of instructive assets, time and human potential. Understudy non-appearance additionally causes revise and sat around for teachers' Wadesango, N and Machingambi, S (2011). In spite of the systems executed by both the teachers and colleges to guarantee most extreme participation by understudies there still is a high pace of understudies who don't go to classes. Past research has demonstrated that not exclusively does class participation influence understudy's evaluations yet in addition has a long impact of understudy having next to zero information on their control of which they could for all intents and purposes apply in the workplace. Anyway a few examinations have indicated that class participation and course reviews have a backwards relationship that is course reviews are not so much reliant on class participation. Understudies who much of the time go to classes will in general improve yet not exceed expectations and understudies who rarely go to class can likewise improve as their partners (Holdford, J.C. 2007). Additionally look into attempted has exhibited that there is no connection between scholarly execution, despite the fact that participation improves scholastic execution doesn't improve too. This exploration means to research the degree of class non-attendance, reasons why understudies don't go to classes and analyzes the ramifications of understudy truancy and whether there is a connection between scholastic execution and class participation. Reasons why understudies don't go to classes As per the college arrangements there are two sorts of nonattendances which are pardoned and unexcused nonappearances. Pardoned nonappearances are the point at which the college offers authorization to an understudy for certain timeframe to be missing because of ailment, complaint and under sympathetic grounds though unexcused nonattendances are when understudies purposefully missing themselves without a substantial explanation and without consent from the college. Analysts have handled the inquiry why understudies go to classes and why they do. On their ongoing examination on three South African colleges Wadesango and Machingambi (2011) found that participation is 'wild among understudies because of reasons, for example, negative learning conditions, uninteresting or exhausting talks, poor showing techniques by addresses (teacher peruses slides-they would prefer not to go to peruse out loud sessions), understudies figure they can do self investigation, an excessive amount of socialization, they needed to make up for lost time or there was a major test and task coming up, low maintenance employments to increase small bursaries allowed by different patrons and poor relations with the instructor and some missing themselves because of variables outside their ability to control, for example, disease. Obviously a portion of these reasons are totally substantial and happen as a result of life conditions, life occasions and the changing profile of the understudy. In any case, some of the purposes behind non-attendance offered by understudies have all the earmarks of being very trifling in nature and offer ascent to the topic of how much understudies really esteem instructive exercises, for example, talks and instructional exercises. Impacts of understudy truancy Past analysts have contended that talk participation is a critical facilitator of scholastic achievement Moore, et al (2008) that is there are drawbacks of truancy; understudies who rarely go to class are bound to have poor scholarly execution contrasted with ones who go to all the time. In this way they miss on guidance and accentuation on specific ideas (whereby instructor feature the most significant certainties of the prospectus). They additionally pass up models given by speakers to explain troublesome ideas. Additionally teachers give a methods for direct learning, gives an available source and verbal help Gartherer and Manning (1998, p. 123) as cited by Moore, et al (2008) "address participation and scholastic execution might be a marker that instructors furnish understudies with data and arranges that they are more outlandish or less ready to access outside of booked encouraging occasions even in developing instructive conditions' Moore, et al (2008, p.17) Research shows that understudies who regularly didn't go to classes have no commonsense application abilities along these lines they neglect to apply information on their specific control in the work place (particularly in down to earth employments, for example, nursing, building and so on.) non-appearance negatively affects the college and the divisions since it cause revamp, and devastation making instructors to be restless and baffled. In this way it makes negative learning condition conditions where there is no efficiency as talks are compelled to rehash the data and past talks with the goal that understudies can make up for lost time in order to dodge understudies who rehash the control consuming the space for different candidates. Anyway the college, division and teachers reserve the privilege to deny the understudy admission to test because of disappointment of participation despite the fact that their imprints arrive at test passage prerequisites. Discourse Understudy participation and scholarly execution don't really associate. Those understudies who habitually missing themselves improve even however don't exceed expectations. That is, through self-study and online notes understudies can get up to speed. Likewise understudies who consistently go to perform better and not exceed expectations that class participation doesn't encourage scholarly execution. In this manner an expansion in class participation doesn't encourage an increment in scholastic execution. There are different factors, for example, character, insight, assurance and organic components which add to scholastic execution. Despite the fact that non-appearance has many negative impacts and not recommended, it doesn't really imply that to improve scholastic execution understudies should go to classes, the reasons given by understudies and their inspiration to go to class propose that understudies don't take class participation as need or significant. Despite the fact that the supports of truancy appear to be of components outside the ability to control of understudies, there are different reasons which are verifiably given. In this way there are mental reasons given which recommend the low confidence; discipline, has a huge mental test for understudies and shirking (they favor not to confront the challenges of the module). In this way they would not rather go to class yet involve themselves with something different.>GET ANSWER