Fluent Essays

Imagine you are in a fast-food restaurant where a lady tells you that she had heard there was a gene for liking or hating the taste of cilantro. You looked on the Internet to investigate this statement, and although you found similar comments on reputable websites, you are yet to find any scientific studies supporting this claim. Should you be skeptical about the scientific merit of this claim after browsing the Internet? Why? Do you think there are times when scientifically-sound research is not accepted for publication? Why? What should you do to continue this investigation? find two peer-reviewed articles discussing genetics and food preference. Using the skills you learned from this weeks lectures, summarize each of them. What is a primary source for any research study? Why is it important to read the primary source? Why do most students settle for reading secondhand or thirdhand accounts of research studies instead of reading the primary source? When might you have to depend on a secondary source of information? Are thirdhand accounts of research studies reliable? Why? The Research Process Imagine you are in a fast-food restaurant where a lady tells you that she had heard there was a gene for liking or hating the taste of cilantro. You looked on the Internet to investigate this statement, and although you found similar comments on reputable websites, you are yet to find any scientific studies supporting this claim. · Should you be skeptical about the scientific merit of this claim after browsing the Internet? Why? Yes, although the internet is widely used for information on different topics, without a verified source such as web MD or a similar site, the information on the internet is hearsay. Unfortunately, people learn from what others tell them and there are tons of forums on thousands of topics in which people read and start believing what they read, instead of finding the actual research and findings for the topic at hand. · Do you think there are times when scientifically-sound research is not accepted for publication? Why? Rejection of scientifically sounds research is a norm on the internet. Reasons include results are not generalized enough for the common public’s understanding, use of the methods of research are obsolete versus methods used today, outdated information or older information, secondary analysis without adding substantial knowledge, studies that report already known information, results that are predictable, results that have no clinical, theoretical or practical implications and findings that are typical or manuscripted that can be searches with ease with the internet. · What should you do to continue this investigation? Use reputable sources to further investigate the topic and use sources that are published by sources with knowledge on the matter. · Using the South University Online Library, find two peer-reviewed articles discussing genetics and food preference. Using the skills you learned from this weeks lectures, summarize each of them. Peer-review 1: “The associations between genetics, salt taste perception and salt intake in young adults”. Food intake highly depends on the liking of the food you ingest. Salt taste perceptions and preference play a role in liking salt and this may be genetically determined. Although, research for salt preference and genetic linking is small and scarce. The link between the taste and preference of salt was linked to the pleasantness the salt complimented the food making it more enjoyable to eat. Salt habits were self-reported in participants on how salty a participant normally likes their food. Studies on the participants were done according to their self-reporting analysis. Genotypes tests on the same participants were also performed. Population: Human, male and female. Age groups: Adulthood (18 yrs & older), Young Adulthood (18-29 yrs),Thirties (30-39 yrs) Tests & Measures: Salt Eating Habit Measures Methodology: Empirical & Quantative Study Reference: Pilic, L., Lubasinski, N. J., Berk, M., Ward, D., Graham, C. A.-M., Da Silva Anastacio, V., King, A., & Mavrommatis, Y. (2020). The associations between genetics, salt taste perception and salt intake in young adults. Food Quality and Preference, 84. https://doi-org.su.idm.oclc.org/10.1016/j.foodqual.2020.103954 Peer-review 2: Population: Human, male and female. Age groups: Adulthood (18 yrs & older) Twins Tests & Measures: Self reporting questionnaire. Quantative study through self reporting on 62 individual foods. Design: : Participants were 2865 twins aged 18–19 y from the TEDS (Twins Early Development Study). Twin studies have established that genes of shared family environment both play important roles in shaping a child’s food preference. Transitioning from child to adolescent is characterized by independence, but the relative influence of genes and the environment on food preferences in late adolescence are unknown. 62 individual foods grouped into 6 categories (fruit, vegetables, meat or fish, dairy, starch foods, and snacks) using factor analysis is how the information was given by participants. Results: vegetables (0.54; 95\% CI: 0.47, 0.59), fruit (0.49; 95\% CI: 0.43, 0.55), starchy foods (0.32; 95\% CI: 0.24, 0.39), meat or fish (0.44; 95\% CI: 0.38, 0.51), dairy (0.44; 95\% CI: 0.37, 0.50), and snacks (0.43; 95\% CI: 0.36, 0.49). All other variances were explained by non-twin in a family setting. Children in same homes were closer in aspects to the same foods than children from different homes. In the older aged or independent adolescence, the influence of the shared family environments had disappeared and those individuals’ symbolized independence in their preferences. This finding suggests that a shared environmental experience that influence food preferences in childhood may not have effects that same preference into adulthood Reference: SMITH, A. D. et al. Genetic and environmental influences on food preferences in adolescence. American Journal of Clinical Nutrition, [s. l.], v. 104, n. 2, p. 446–453, 2016. DOI 10.3945/ajcn.116.133983. Disponível em: https://search-ebscohome com.su.idm.oclc.org/login.aspx?direct=true&db=fsr&AN=117202106&site=eds-live. Acesso em: 8 out. 2021. · What is a primary source for any research study? Why is it important to read the primary source? Historians use the term “primary source” to describe a piece of historical evidence such as an artifact, photograph, newspaper article, book, or letter originally created during the era you are researching. A primary source provides direct or firsthand evidence about an event, object, person, or work of art. Primary sources include historical and legal documents, eyewitness accounts, results of experiments, statistical data, pieces of creative writing, audio and video recordings, speeches, and art objects. Providing a first-hand account of an event or time period and considered to be authoritative. It is important to read the primary source because it gives insight into the ways in which history was understood and internalized how the experience felt while taking place. · Why do most students settle for reading secondhand or thirdhand accounts of research studies instead of reading the primary source? While primary sources provide first-hand accounts, secondary sources offer different perspectives and conclusions of those accounts. Secondary sources can also provide background information and analysis of an event or work, and these sources can also give historical perspective based on other events that have taken place since the original event or work. Students more than likely would rather have the second-hand version of a situation in order to form their own opinions of the subject at hand. Second-hand provides commentary from other researchers therefore making it easier for students to form opinions and their own interpretation of the situation. · When might you have to depend on a secondary source of information? Are thirdhand accounts of research studies reliable? Why? Secondary sources provide good overviews of a subject and are particularly useful if you need to find about an area thats new to you. They are also helpful because you can find keywords to describe a subject area, as well as key authors and key references that you can use to do further reading and research. It is like working backwards to gather the information helps put the puzzle together and make it make sense from a research perspective. Third-hand sources are sources that index, abstract, organize, compile, or digest other sources. Some reference materials and textbooks are considered tertiary sources when their chief purpose is to list, summarize or simply repackage ideas or other information. Third-hand or Tertiary sources provide overviews of topics by synthesizing information gathered from other resources. Tertiary resources often provide data in a convenient form or provide information with context by which to interpret it. It is like three times check system. One is the account, two is the research with all the specifics and third is the check off list to make sure nothing was missed in parts one and two. - Yes. I was skeptical to know more about it after browsing the internet that certain people hate cilantro. But there is a small number of people who dont like the herb. The reason explained by researchers is that the odor triggers the mind to hate it. - No, I dont think scientifically sound research is not accepted for publications. Because earlier editors used to decide that research will go for publication or not, but now it has changed, research is published and people decide it is right or wrong according to their preferences until it is technically correct and scientifically sound research. - To continue the research more information is required and for that more subjects need to study. We have to find new ideas to enhance the research, and we have to rely on true statements. This is how we can continue the investigation. - The primary source of any research is evidence about an event. The object, people, and witnesses are the primary sources of any research study. It is important to read the primary source because it will help the researcher to understand the research, he will understand the basics of it and it will give him the lead, and he will get an idea of what to do next. Reference Lewandowski, G. W., Ciarocco, N. J, & Strohmetz, D. B. (2019). Discovering the Scientist Within: Research Methods in Psychology (2nd ed.). New York, NY: Macmillan Higher Education 10/12/21, 8:57 PM Rubric Assessment - PSY2060-Research Methods SU01 - South University https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=82590&evalObjectId=413962&evalObjectType… 1/4 SUO Discussion Rubric (40 Points) - Version 1.2 Course: PSY2060-Research Methods SU01 Response No Submission 0 points Emerging (F- D: 1-13) 13 points Satisfactory (C: 14-16) 16 points Proficient (B: 17-18) 18 points Exemplary (A: 19-20) 20 points Criterion Score Quality of Initial Posting / 20 No initial posting exists to evaluate. The information provided is inaccurate, not focused on the assignment’s topic, and/or does not answer the question(s) fully. Response demonstrates incomplete understanding of the topic and/or inadequate preparation. The information provided is accurate, giving a basic understanding of the topic(s) covered. A basic understanding is when you are able to describe the terms and concepts covered. Despite this basic understanding, initial posting may not include complete development of all aspects of the assignment. The information provided is accurate, displaying a good understanding of the topic(s) covered. A good understanding is when you are able to explain the terms and topics covered. Initial posting demonstrates sincere reflection and addresses most aspects of the assignment, although all concepts may not be fully developed. The information provided is accurate, providing an in- depth, well thought-out understanding of the topic(s) covered. An in- depth understanding provides an analysis of the information, synthesizing what is learned from the course/assigne d readings. Participation No Submission 0 points Emerging (F- D: 1-6) 6 points Satisfactory (C: 7-8) 8 points Proficient (B: 9) 9 points Exemplary (A: 10) 10 points Criterion Score 10/12/21, 8:57 PM Rubric Assessment - PSY2060-Research Methods SU01 - South University https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=82590&evalObjectId=413962&evalObjectType… 2/4 Participation No Submission 0 points Emerging (F- D: 1-6) 6 points Satisfactory (C: 7-8) 8 points Proficient (B: 9) 9 points Exemplary (A: 10) 10 points Criterion Score Participation in Discussion / 10 No responses to other classmates were posted in this discussion forum. May include one or more of the following: *Comments to only one other students post. *Comments are not substantive, such as just one line or saying, “Good job” or “I agree. *Comments are off topic. Comments to two or more classmates’ initial posts but only on one day of the week. Comments are substantive, meaning they reflect and expand on what the other student wrote. Comments to two or more classmates’ initial posts on more than one day. Comments are substantive, meaning they reflect and expand on what the other student wrote. Comments to two or more classmates’ initial posts and to the instructors comment (if applicable) on two or more days. Responses demonstrate an analysis of peers’ comments, building on previous posts. Comments extend and deepen meaningful conversation and may include a follow-up question. Writing No Submission 0 points Emerging (F- D: 1-6) 6 points Satisfaction (C: 7-8) 8 points Proficient (B: 9) 9 points Exemplary (A: 10) 10 points Criterion Score 10/12/21, 8:57 PM Rubric Assessment - PSY2060-Research Methods SU01 - South University https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=82590&evalObjectId=413962&evalObjectType… 3/4 Writing No Submission 0 points Emerging (F- D: 1-6) 6 points Satisfaction (C: 7-8) 8 points Proficient (B: 9) 9 points Exemplary (A: 10) 10 points Criterion Score Writing Mechanics (Spelling, Grammar, Citation Style) and Information Literacy / 10 No postings for which to evaluate language and grammar exist. Numerous issues in any of the following: grammar, mechanics, spelling, use of slang, and incomplete or missing citations and references. If required for the assignment, did not use course, text, and/or outside readings (where relevant) to support work. Some spelling, grammatical, and/or structural errors are present. Some errors in formatting citations and references are present. If required for the assignment, utilizes sources to support work for initial post but not comments to other students. Sources include course/text readings but outside sources (when relevant) include non- academic/auth oritative, such as Wikis and .com resources. Minor errors in grammar, mechanics, or spelling in the initial posting are present. Minor errors in formatting citations and references may exist. If required for the assignment, utilizes sources to support work for both the initial post and some of the comments to other students. Sources include course and text readings as well as outside sources (when relevant) that are academic and authoritative (e.g., journal articles, other text books, .gov Web sites, professional organization Web sites, cases, statutes, or administrative rules). Minor to no errors exist in grammar, mechanics, or spelling in both the initial post and comments to others. Formatting of citations and references is correct. If required for the assignment, utilizes sources to support work for both the initial post and the comments to other students. Sources include course and text readings as well as outside sources (when relevant) that are academic and authoritative (e.g., journal articles, other text books, .gov Web sites, professional organization Web sites, cases, statutes, or administrative rules). 10/12/21, 8:57 PM Rubric Assessment - PSY2060-Research Methods SU01 - South University https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=82590&evalObjectId=413962&evalObjectType… 4/4 Total / 40 Overall Score No Submissio n 0 points minimum There was no submission for this assignment. Emerging (F to D Range) 1 point minimum Satisfactory progress has not been met on the competencies for this assignment. Satisfactory (C Range) 28 points minimum Satisfactory progress has been achieved on the competencies for this assignment. Proficient (B Range) 32 points minimum Proficiency has been achieved on the competencies for this assignment. Exemplary (A Range) 36 points minimum The competencies for this assignment have been mastered.