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    understanding the history of toxicology

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    Hello. Is there anyone that can assist me with my homework. I will have everything that is needed in the upload below. Videos and notes. \ Chapter27HinduismandBuddhism.docx](https://www.sweetstudy.com/files/chapter27hinduismandbuddhism-docx "Chapter27HinduismandBuddhism.docx") \ Chapter27hinduism-…

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    Hello.  Is there anyone that can assist me with my homework.  I will have everything that is needed in the upload below.  Videos and notes.
    \
    Chapter27HinduismandBuddhism.docx](https://www.sweetstudy.com/files/chapter27hinduismandbuddhism-docx "Chapter27HinduismandBuddhism.docx")
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    – ## Assignment5a5b5c-1.docx – edu-special-education-case-study-learning-project-jodi.pdf **## Assignment5a5b5c-1.docx** Assignments A – Special Education Process B – IEP, Individualized Education Program C – Discuss Special Education Process Complete for Submission Thursday 13 November 2025 **A. Sp…

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    – ## Assignment5a5b5c-1.docx

    – edu-special-education-case-study-learning-project-jodi.pdf

    **## Assignment5a5b5c-1.docx**

    Assignments

    A – Special Education Process

    B – IEP, Individualized Education Program

    C – Discuss Special Education Process

    Complete for Submission Thursday 13 November 2025

    **A. Special Education Process**

    You are to create a flowchart which offers an overview of the
    _Special Education Process_. It should be designed to show all steps and the specific details should be discussed. It must show what happens from the time a child is referred for evaluation and is identified as having a disability, through the development of an individualized education program (IEP).

    **B. Writing an IEP**

    A completed IEP will be created using the case-study (in the attachment) of a child assigned by the professor. Go to the Mississippi State Department of Education website and locate the IEP forms and Instructions for writing IEPs.

    **C. Special Education Process Elements**

    The purpose of special education is to provide equal access to education for children aged birth through 21 by providing specialized services that will lead to school success in the general curriculum. If your child’s health care provider, teacher, other interested party or you suspect that your child may be eligible for special education services, it is helpful to know what to expect and where to begin. Discuss the special education process and give a brief descriptions of its elements.

    SE 325 ED01: Educating Exceptional Children and Youth Fall 2025 created Thursday 30 October 2025

    **edu-special-education-case-study-learning-project-jodi.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/edu-special-education-case-study-learning-project-jodi-pdf-10443703)

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    **## Assignment5a5b5c-1.docx**

    Assignments

    A – Special Education Process

    B – IEP, Individualized Education Program

    C – Discuss Special Education Process

    Complete for Submission Thursday 13 November 2025

    **A. Special Education Process**

    You are to create a flowchart which offers an overview of the
    _Special Education Process_. It should be designed to show all steps and the specific details should be discussed. It must show what happens from the time a child is referred for evaluation and is identified as having a disability, through the development of an individualized education program (IEP).

    **B. Writing an IEP**

    A completed IEP will be created using the case-study (in the attachment) of a child assigned by the professor. Go to the Mississippi State Department of Education website and locate the IEP forms and Instructions for writing IEPs.

    **C. Special Education Process Elements**

    The purpose of special education is to provide equal access to education for children aged birth through 21 by providing specialized services that will lead to school success in the general curriculum. If your child’s health care provider, teacher, other interested party or you suspect that your child may be eligible for special education services, it is helpful to know what to expect and where to begin. Discuss the special education process and give a brief descriptions of its elements.

    SE 325 ED01: Educating Exceptional Children and Youth Fall 2025 created Thursday 30 October 2025

    **edu-special-education-case-study-learning-project-jodi.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/edu-special-education-case-study-learning-project-jodi-pdf-10443703)

    **## Assignment5a5b5c-1.docx**

    Assignments

    A – Special Education Process

    B – IEP, Individualized Education Program

    C – Discuss Special Education Process

    Complete for Submission Thursday 13 November 2025

    **A. Special Education Process**

    You are to create a flowchart which offers an overview of the
    _Special Education Process_. It should be designed to show all steps and the specific details should be discussed. It must show what happens from the time a child is referred for evaluation and is identified as having a disability, through the development of an individualized education program (IEP).

    **B. Writing an IEP**

    A completed IEP will be created using the case-study (in the attachment) of a child assigned by the professor. Go to the Mississippi State Department of Education website and locate the IEP forms and Instructions for writing IEPs.

    **C. Special Education Process Elements**

    The purpose of special education is to provide equal access to education for children aged birth through 21 by providing specialized services that will lead to school success in the general curriculum. If your child’s health care provider, teacher, other interested party or you suspect that your child may be eligible for special education services, it is helpful to know what to expect and where to begin. Discuss the special education process and give a brief descriptions of its elements.

    SE 325 ED01: Educating Exceptional Children and Youth Fall 2025 created Thursday 30 October 2025

    **edu-special-education-case-study-learning-project-jodi.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/edu-special-education-case-study-learning-project-jodi-pdf-10443703)

    – 1
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  • [Solved] Discussion 4 MR

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    – ## discussion4.docx **## discussion4.docx** On your TLC Home page, click on “Additional Library Resources” to access the IBISWorld Industry Research tool. · Click on “IBISWorld.” · Search “Business Coaching in the U.S.” · Click individually on the topics across the tan-colored ribbon above the “IB…

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    – ## discussion4.docx

    **## discussion4.docx**

    On your TLC Home page, click on “Additional Library Resources” to access the IBISWorld Industry Research tool.

    · Click on “IBISWorld.”

    · Search “Business Coaching in the U.S.”

    · Click individually on the topics across the tan-colored ribbon above the “IBISWORLD Industry Report 61143” headline

    · Respond to the following:

    1. What does this industry offer to private-sector employers who want to develop the talents of their employees?

    2. Discuss the future of the industry and its major strengths, challenges, and competitors.

    3. As an HR Manager in _______________(please select a type of business), what might the business coaching industry provide for your business? Select two services you think are best to utilize for the organization and explain why they were chosen.

    The Discussion Forum is a graded activity. Your entries will be reviewed for their relevance and insight into the issue(s). At a minimum, you should respond at least three times in each module—addressing the questions, and then responding to at least two of your classmates’ posts. Bring in information from IBISWorld to strengthen your responses. Respond in a timely manner. (Posts that are entered after the module’s due date are not timely, and the opportunity for timeliness points might be lost.)

    Reminder: In the Module 4 discussion forum there is another graded activity—the Summary and Reflection, that is worth an additional 20 points. For that last assignment you need to answer the reflective questions. (No responses to your classmates’ posts are needed in the Summary and Reflection section.)

    **## discussion4.docx**

    On your TLC Home page, click on “Additional Library Resources” to access the IBISWorld Industry Research tool.

    · Click on “IBISWorld.”

    · Search “Business Coaching in the U.S.”

    · Click individually on the topics across the tan-colored ribbon above the “IBISWORLD Industry Report 61143” headline

    · Respond to the following:

    1. What does this industry offer to private-sector employers who want to develop the talents of their employees?

    2. Discuss the future of the industry and its major strengths, challenges, and competitors.

    3. As an HR Manager in _______________(please select a type of business), what might the business coaching industry provide for your business? Select two services you think are best to utilize for the organization and explain why they were chosen.

    The Discussion Forum is a graded activity. Your entries will be reviewed for their relevance and insight into the issue(s). At a minimum, you should respond at least three times in each module—addressing the questions, and then responding to at least two of your classmates’ posts. Bring in information from IBISWorld to strengthen your responses. Respond in a timely manner. (Posts that are entered after the module’s due date are not timely, and the opportunity for timeliness points might be lost.)

    Reminder: In the Module 4 discussion forum there is another graded activity—the Summary and Reflection, that is worth an additional 20 points. For that last assignment you need to answer the reflective questions. (No responses to your classmates’ posts are needed in the Summary and Reflection section.)

  • [Solved] Evidence Based Research

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    What is the problem? What do you hope to achieve by addressing it? Identify your search strategies What level of evidence were you able to find?

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    What is the problem?
    What do you hope to achieve by addressing it?
    Identify your search strategies
    What level of evidence were you able to find?

  • [Solved] week 3 reply 535

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    Responses – ## 535week3reply.docx **## 535week3reply.docx** 1 5 100 words reply each Class 535 Discussion #1 reply to Ron The main reason why the time value of money is used in public sector budgeting and financial decision-making is recognition that money changes value over time. As Chen, Weikart, …

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    Responses

    – ## 535week3reply.docx

    **## 535week3reply.docx**

    1

    5

    100 words reply each

    Class 535 Discussion #1 reply to Ron

    The main reason why the time value of money is used in public sector budgeting and financial decision-making is recognition that money changes value over time. As Chen, Weikart, and Williams (2015), state, “a dollar today is worth more than a dollar tomorrow because the dollar today can be put to work”, earning income through investment or interest. Therefore, the time value of money is critical when making decisions about long-term projects, as it incorporates the opportunity cost of capital and the impact of inflation on cash flows in the future.

    In long-term public investments, such as environmental programs, infrastructure projects, or education initiatives, the time value of money allows us to compare costs and benefits in different time periods-because the future spending is always less valuable than present spending, the future benefits are also less so. To compare the two, the analysts use the time value of money to discount future value to present value. Techniques such as net present value or internal rate of return allow public managers to determine whether benefits of a long-term project outweigh costs. For example, a city government that is considering a $20 million upgrade to a wastewater treatment plant that is expected to save money and have an environmental benefit over the 20-year period would need to determine whether these savings, when presented in present dollars, are worth $20 million. If the future savings are presented in future dollars, the decision would be easier, but the city would not understand the true cost of the investment.

    Without using the time money concept, the governments would be making project justification based on nominal dollars, potentially approving projects that do not generate enough cash in the future to compensate them for the time, lost income from capital, and opportunity costs of the spending. Moreover, it creates inability to make use of more administration-friendly cash accounting methods. Instead, governments would have to decide on each penny spent individually with no regard to whether or not the spent dollars earn money in the future as they have no tools of deciding how much money is worth based on when it can be made.

    The time value of money promotes feasible and fair budgeting by helping to measure investing in long-term projects in future-saving terms today while ensuring taxpayers’ money is used to invest in opportunities efficiently and fairly over time.

    Reference

    Chen, G. G., Weikart, L. A., & Williams, D. W. (2015). Budget tools: Financial methods in the public sector (2nd ed.). CQ Press.

    Discussion #1 reply 2 Yolonda

    The time value of money (TVM) is important in long-term project decisions because it shows that the value of money changes over time. A dollar today is worth more than a dollar in the future because it can be invested to earn interest or returns. This means that when governments or organizations plan long-term projects, such as new roads or buildings, they must consider how the value of money will change during the project’s life (Chen, Weikart, & Williams, 2014).

         Using the time value of money helps managers compare costs and benefits that happen at different times. For example, if a city spends $2 million now on a new bridge but expects to save $3 million in repairs and maintenance over the next ten years, TVM helps calculate whether those future savings are really worth more than the money being spent today. This is done through discounting, which converts future cash flows into their present value so decision-makers can see the real worth of those future benefits (Chen et al., 2014).

         If the time value of money is ignored, an agency might think a project will make money when, in reality, inflation and lost investment opportunities reduce its actual value. According to Brigham and Ehrhardt (2017), the TVM concept is essential in budgeting and investment because it ensures that funds are used wisely and that projects provide true long-term benefits. In short, understanding the time value of money allows public managers to make better, fairer, and more responsible financial choices for the community.

    **References**
    Brigham, E. F., & Ehrhardt, M. C. (2017).
    _Financial Management: Theory & Practice_(15th ed.). Cengage Learning.
    Chen, G. G., Weikart, L. A., & Williams, D. W. (2014).
    _Budget Tools: Financial Methods in the Public Sector_ (2nd ed.). SAGE Publications, Inc.
    [https://ccis.vitalsource.com/books/9781483324050](https://ccis.vitalsource.com/books/9781483324050)

    **Responses to discussion 1: Reflect on your peer’s view of the time value of money. Do you agree with their assessment of its importance in long-term project decisions? Share your perspective and provide an example of how this concept influences decision-making in real-world projects.**

    Discussion #2 reply to Ron

    Another vital factor in a line-item budget is that each expenditure category, such as salaries, utilities, and supplies, must be listed separately. This type is thus one of the most transparent but inflexible models for budgeting. At the same time, preparing a line-item budget also includes inflationary adjustments. As Chen, Weikart, and Williams (2015), note, inflation is the process of reducing the real value of money over time, which means that the same monetary quantity will buy a smaller quantity of goods and services in the future. Therefore, if the impact of inflation is not accounted for, then the agency’s operational capability will be reduced, even if the nominal budget remains sluggish.

    When a member questions whether or not it is necessary to have inflationary increases, it is imperative to clarify that these increases do not mean new spending or new programs; they allow the organization to do the same amount of service as last year. For example, imagine if utility costs increased by 4%, the price of health insurance for our employees increased by 6%, and the cost of supplies increased due to market inflation, the budget did not increase, and the only alternative was to reduce the service or have fewer resources.

    A practical way to communicate this message is to use actual examples. For example, one can say, “We need modest increases in our budget to maintain the same activities, which is analogous to your household costs going up when the prices of groceries or gasoline go up.” Furthermore, the administrator may also share historical inflation data and some cost indices, such as the Consumer Price Index, which is a federal measure of inflation. These general budget moderation discussions will build trust and understanding, all while upholding the value of the agency’s financial plan.

    Reference

    Chen, G. G., Weikart, L. A., & Williams, D. W. (2015). Budget tools: Financial methods in the public sector (2nd ed.). CQ Press

    Discussion #2 reply to eric

    In a line-item budget, inflationary adjustments are necessary to maintain the purchasing power of appropriated funds from one fiscal year to the next. As Chen, Weikart, and Williams (2014) explain, the purpose of these adjustments is not to expand programs or services but to sustain the same level of operational capacity amid rising costs of goods and services. Inflation erodes the real value of money over time, meaning that even if nominal appropriations remain unchanged, the agency’s ability to procure supplies, pay for contracted services, and compensate personnel effectively decreases.

    To explain this to a member or policymaker questioning the need for increases, it is important to emphasize that inflationary adjustments represent cost maintenance, not expansion. For example, if inflation rises by 4%, maintaining last year’s $1 million operating budget without adjustment would result in an effective 4% reduction in purchasing power. Essential items such as fuel, utilities, and equipment would cost more, forcing the agency to either cut back on services or reallocate funds from other critical areas. Chen et al. (2014) note that these baseline adjustments are vital to ensure continuity of operations and prevent deterioration in service quality or response capacity.

    Moreover, as Mikesell (2021) highlights, inflation affects both input costs (such as labor and materials) and capital costs(such as debt service and replacement expenses). Failure to account for inflation may lead to deferred maintenance, workforce attrition, or inefficient cost-cutting measures that can undermine long-term fiscal sustainability. Presenting inflation as an economic reality measured by indices such as the Consumer Price Index (CPI) or Producer Price Index (PPI) helps decision-makers view budget increases as necessary to maintain stable service delivery rather than as discretionary growth. In this way, inflationary adjustments in a line-item budget reflect prudent financial stewardship that preserves, rather than expands, operational capability.

    References
    Chen, G. G., Weikart, L., & Williams, D. (2014). Budget tools: Financial methods in the public sector (2nd ed.). SAGE Publications, Inc.

    Mikesell, J. L. (2021). Fiscal administration: Analysis and applications for the public sector (11th ed.). Cengage Learning.

    **Responses to discussion 2: Review your peer’s explanation of inflation’s impact on the budget proposal. Do you agree with their approach to addressing the member’s concern? Offer your own strategy for explaining why inflation adjustments are necessary, and share how you would communicate this effectively.**

    **## 535week3reply.docx**

    1

    5

    100 words reply each

    Class 535 Discussion #1 reply to Ron

    The main reason why the time value of money is used in public sector budgeting and financial decision-making is recognition that money changes value over time. As Chen, Weikart, and Williams (2015), state, “a dollar today is worth more than a dollar tomorrow because the dollar today can be put to work”, earning income through investment or interest. Therefore, the time value of money is critical when making decisions about long-term projects, as it incorporates the opportunity cost of capital and the impact of inflation on cash flows in the future.

    In long-term public investments, such as environmental programs, infrastructure projects, or education initiatives, the time value of money allows us to compare costs and benefits in different time periods-because the future spending is always less valuable than present spending, the future benefits are also less so. To compare the two, the analysts use the time value of money to discount future value to present value. Techniques such as net present value or internal rate of return allow public managers to determine whether benefits of a long-term project outweigh costs. For example, a city government that is considering a $20 million upgrade to a wastewater treatment plant that is expected to save money and have an environmental benefit over the 20-year period would need to determine whether these savings, when presented in present dollars, are worth $20 million. If the future savings are presented in future dollars, the decision would be easier, but the city would not understand the true cost of the investment.

    Without using the time money concept, the governments would be making project justification based on nominal dollars, potentially approving projects that do not generate enough cash in the future to compensate them for the time, lost income from capital, and opportunity costs of the spending. Moreover, it creates inability to make use of more administration-friendly cash accounting methods. Instead, governments would have to decide on each penny spent individually with no regard to whether or not the spent dollars earn money in the future as they have no tools of deciding how much money is worth based on when it can be made.

    The time value of money promotes feasible and fair budgeting by helping to measure investing in long-term projects in future-saving terms today while ensuring taxpayers’ money is used to invest in opportunities efficiently and fairly over time.

    Reference

    Chen, G. G., Weikart, L. A., & Williams, D. W. (2015). Budget tools: Financial methods in the public sector (2nd ed.). CQ Press.

    Discussion #1 reply 2 Yolonda

    The time value of money (TVM) is important in long-term project decisions because it shows that the value of money changes over time. A dollar today is worth more than a dollar in the future because it can be invested to earn interest or returns. This means that when governments or organizations plan long-term projects, such as new roads or buildings, they must consider how the value of money will change during the project’s life (Chen, Weikart, & Williams, 2014).

         Using the time value of money helps managers compare costs and benefits that happen at different times. For example, if a city spends $2 million now on a new bridge but expects to save $3 million in repairs and maintenance over the next ten years, TVM helps calculate whether those future savings are really worth more than the money being spent today. This is done through discounting, which converts future cash flows into their present value so decision-makers can see the real worth of those future benefits (Chen et al., 2014).

         If the time value of money is ignored, an agency might think a project will make money when, in reality, inflation and lost investment opportunities reduce its actual value. According to Brigham and Ehrhardt (2017), the TVM concept is essential in budgeting and investment because it ensures that funds are used wisely and that projects provide true long-term benefits. In short, understanding the time value of money allows public managers to make better, fairer, and more responsible financial choices for the community.

    **References**
    Brigham, E. F., & Ehrhardt, M. C. (2017).
    _Financial Management: Theory & Practice_(15th ed.). Cengage Learning.
    Chen, G. G., Weikart, L. A., & Williams, D. W. (2014).
    _Budget Tools: Financial Methods in the Public Sector_ (2nd ed.). SAGE Publications, Inc.
    [https://ccis.vitalsource.com/books/9781483324050](https://ccis.vitalsource.com/books/9781483324050)

    **Responses to discussion 1: Reflect on your peer’s view of the time value of money. Do you agree with their assessment of its importance in long-term project decisions? Share your perspective and provide an example of how this concept influences decision-making in real-world projects.**

    Discussion #2 reply to Ron

    Another vital factor in a line-item budget is that each expenditure category, such as salaries, utilities, and supplies, must be listed separately. This type is thus one of the most transparent but inflexible models for budgeting. At the same time, preparing a line-item budget also includes inflationary adjustments. As Chen, Weikart, and Williams (2015), note, inflation is the process of reducing the real value of money over time, which means that the same monetary quantity will buy a smaller quantity of goods and services in the future. Therefore, if the impact of inflation is not accounted for, then the agency’s operational capability will be reduced, even if the nominal budget remains sluggish.

    When a member questions whether or not it is necessary to have inflationary increases, it is imperative to clarify that these increases do not mean new spending or new programs; they allow the organization to do the same amount of service as last year. For example, imagine if utility costs increased by 4%, the price of health insurance for our employees increased by 6%, and the cost of supplies increased due to market inflation, the budget did not increase, and the only alternative was to reduce the service or have fewer resources.

    A practical way to communicate this message is to use actual examples. For example, one can say, “We need modest increases in our budget to maintain the same activities, which is analogous to your household costs going up when the prices of groceries or gasoline go up.” Furthermore, the administrator may also share historical inflation data and some cost indices, such as the Consumer Price Index, which is a federal measure of inflation. These general budget moderation discussions will build trust and understanding, all while upholding the value of the agency’s financial plan.

    Reference

    Chen, G. G., Weikart, L. A., & Williams, D. W. (2015). Budget tools: Financial methods in the public sector (2nd ed.). CQ Press

    Discussion #2 reply to eric

    In a line-item budget, inflationary adjustments are necessary to maintain the purchasing power of appropriated funds from one fiscal year to the next. As Chen, Weikart, and Williams (2014) explain, the purpose of these adjustments is not to expand programs or services but to sustain the same level of operational capacity amid rising costs of goods and services. Inflation erodes the real value of money over time, meaning that even if nominal appropriations remain unchanged, the agency’s ability to procure supplies, pay for contracted services, and compensate personnel effectively decreases.

    To explain this to a member or policymaker questioning the need for increases, it is important to emphasize that inflationary adjustments represent cost maintenance, not expansion. For example, if inflation rises by 4%, maintaining last year’s $1 million operating budget without adjustment would result in an effective 4% reduction in purchasing power. Essential items such as fuel, utilities, and equipment would cost more, forcing the agency to either cut back on services or reallocate funds from other critical areas. Chen et al. (2014) note that these baseline adjustments are vital to ensure continuity of operations and prevent deterioration in service quality or response capacity.

    Moreover, as Mikesell (2021) highlights, inflation affects both input costs (such as labor and materials) and capital costs(such as debt service and replacement expenses). Failure to account for inflation may lead to deferred maintenance, workforce attrition, or inefficient cost-cutting measures that can undermine long-term fiscal sustainability. Presenting inflation as an economic reality measured by indices such as the Consumer Price Index (CPI) or Producer Price Index (PPI) helps decision-makers view budget increases as necessary to maintain stable service delivery rather than as discretionary growth. In this way, inflationary adjustments in a line-item budget reflect prudent financial stewardship that preserves, rather than expands, operational capability.

    References
    Chen, G. G., Weikart, L., & Williams, D. (2014). Budget tools: Financial methods in the public sector (2nd ed.). SAGE Publications, Inc.

    Mikesell, J. L. (2021). Fiscal administration: Analysis and applications for the public sector (11th ed.). Cengage Learning.

    **Responses to discussion 2: Review your peer’s explanation of inflation’s impact on the budget proposal. Do you agree with their approach to addressing the member’s concern? Offer your own strategy for explaining why inflation adjustments are necessary, and share how you would communicate this effectively.**

  • [Solved] Task

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    See Task document and attachments – ## Task.docx – ## Sentencing_Table.pdf – subsection2G2.1-SexualExploitingaMinor.pdf – PleaAgreements.pdf – CHAPTER_4-CriminalHistoryandLivelihood.pdf **## Task.docx** · One full page but no more than two pages total · APA style guidelines · this is a reflection …

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    See Task document and attachments

    – ## Task.docx

    – ## Sentencing_Table.pdf

    – subsection2G2.1-SexualExploitingaMinor.pdf
    – PleaAgreements.pdf
    – CHAPTER_4-CriminalHistoryandLivelihood.pdf

    **## Task.docx**

    · One full page but no more than two pages total

    · APA style guidelines

    · this is a reflection paper, remember that your paper should be grounded in the material covered in this course section

    · Please cite any referred material in-text and on the reference page.

    · reference page does not count toward the total page count

    · must have all pages numbered and double-spaced, with one-inch margins

    · Times New Roman with a 12-point font size and should contain no graphics

    **Assignment**: Review the federal sentencing guidelines for the sexual exploitation of a minor (pp. 211-214), guidelines for plea agreements, and sentencing table (All attached). Afterward, examine each case below and reflect upon the ethical implications of judicial discretion. While reviewing these cases, consider the recommended sentence for the crime committed and the actual sentence received, per the various aspects of each case, such as whether a plea bargain was struck, the location, age, race, and sex of the judge and suspect. Additionally, reflect upon other crimes and the disparities related to prosecution and sentencing regarding those involved.
    **Provide an example (including the reference) that does not pertain to the disparities in crack v powder cocaine.** Lastly, briefly give your thoughts on sentencing guidelines and whether these should be applied.

    Cases:

    [https://www.youtube.com/watch?v=aCU3p8k25uM](https://www.youtube.com/watch?v=aCU3p8k25uM)

    [https://www.youtube.com/watch?v=pRUZdhe6FYU](https://www.youtube.com/watch?v=pRUZdhe6FYU)

    [https://www.youtube.com/watch?v=hq2ufcbBggE](https://www.youtube.com/watch?v=hq2ufcbBggE)

    [https://www.youtube.com/watch?v=1iqyeG9IH20](https://www.youtube.com/watch?v=1iqyeG9IH20)

    **## Sentencing_Table.pdf**

    Ch. 5 Pt. A

    Guidelines Manual (November 1, 2021) ║ 407

    SENTENCING TABLE
    (in months of imprisonment)

    Criminal History Category (Criminal History Points)

    Offense
    Level

    I
    (0 or 1)

    II
    (2 or 3)

    III
    (4, 5, 6)

    IV
    (7, 8, 9)

    V
    (10, 11, 12)

    VI
    (13 or more)

    Zone A

    1 0–6 0–6 0–6 0–6 0–6 0–6
    2 0–6 0–6 0–6 0–6 0–6 1–7
    3 0–6 0–6 0–6 0–6 2–8 3–9
    4 0–6 0–6 0–6 2–8 4–10 6–12
    5 0–6 0–6 1–7 4–10 6–12 9–15
    6 0–6 1–7 2–8 6–12 9–15 12–18
    7 0–6 2–8 4–10 8–14 12–18 15–21
    8 0–6 4–10 6–12 10–16 15–21 18–24

    Zone B
    9 4–10 6–12 8–14 12–18 18–24 21–27
    10 6–12 8–14 10–16 15–21 21–27 24–30
    11 8–14 10–16 12–18 18–24 24–30 27–33

    Zone C

    12 10–16 12–18 15–21 21–27 27–33 30–37
    13 12–18 15–21 18–24 24–30 30–37 33–41

    Zone D

    14 15–21 18–24 21–27 27–33 33–41 37–46
    15 18–24 21–27 24–30 30–37 37–46 41–51
    16 21–27 24–30 27–33 33–41 41–51 46–57
    17 24–30 27–33 30–37 37–46 46–57 51–63
    18 27–33 30–37 33–41 41–51 51–63 57–71
    19 30–37 33–41 37–46 46–57 57–71 63–78
    20 33–41 37–46 41–51 51–63 63–78 70–87
    21 37–46 41–51 46–57 57–71 70–87 77–96
    22 41–51 46–57 51–63 63–78 77–96 84–105
    23 46–57 51–63 57–71 70–87 84–105 92–115
    24 51–63 57–71 63–78 77–96 92–115 100–125
    25 57–71 63–78 70–87 84–105 100–125 110–137
    26 63–78 70–87 78–97 92–115 110–137 120–150
    27 70–87 78–97 87–108 100–125 120–150 130–162
    28 78–97 87–108 97–121 110–137 130–162 140–175
    29 87–108 97–121 108–135 121–151 140–175 151–188
    30 97–121 108–135 121–151 135–168 151–188 168–210
    31 108–135 121–151 135–168 151–188 168–210 188–235
    32 121–151 135–168 151–188 168–210 188–235 210–262
    33 135–168 151–188 168–210 188–235 210–262 235–293
    34 151–188 168–210 188–235 210–262 235–293 262–327
    35 168–210 188–235 210–262 235–293 262–327 292–365
    36 188–235 210–262 235–293 262–327 292–365 324–405
    37 210–262 235–293 262–327 292–365 324–405 360–life
    38 235–293 262–327 292–365 324–405 360–life 360–life
    39 262–327 292–365 324–405 360–life 360–life 360–life
    40 292–365 324–405 360–life 360–life 360–life 360–life
    41 324–405 360–life 360–life 360–life 360–life 360–life
    42 360–life 360–life 360–life 360–life 360–life 360–life
    43 life life life life life life

    **subsection2G2.1-SexualExploitingaMinor.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/subsection2g2-1-sexualexploitingaminor-pdf)

    **PleaAgreements.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/pleaagreements-pdf)

    **CHAPTER_4-CriminalHistoryandLivelihood.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter-4-criminalhistoryandlivelihood-pdf)

    **CHAPTER_4-CriminalHistoryandLivelihood.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter-4-criminalhistoryandlivelihood-pdf)

    **## Task.docx**

    · One full page but no more than two pages total

    · APA style guidelines

    · this is a reflection paper, remember that your paper should be grounded in the material covered in this course section

    · Please cite any referred material in-text and on the reference page.

    · reference page does not count toward the total page count

    · must have all pages numbered and double-spaced, with one-inch margins

    · Times New Roman with a 12-point font size and should contain no graphics

    **Assignment**: Review the federal sentencing guidelines for the sexual exploitation of a minor (pp. 211-214), guidelines for plea agreements, and sentencing table (All attached). Afterward, examine each case below and reflect upon the ethical implications of judicial discretion. While reviewing these cases, consider the recommended sentence for the crime committed and the actual sentence received, per the various aspects of each case, such as whether a plea bargain was struck, the location, age, race, and sex of the judge and suspect. Additionally, reflect upon other crimes and the disparities related to prosecution and sentencing regarding those involved.
    **Provide an example (including the reference) that does not pertain to the disparities in crack v powder cocaine.** Lastly, briefly give your thoughts on sentencing guidelines and whether these should be applied.

    Cases:

    [https://www.youtube.com/watch?v=aCU3p8k25uM](https://www.youtube.com/watch?v=aCU3p8k25uM)

    [https://www.youtube.com/watch?v=pRUZdhe6FYU](https://www.youtube.com/watch?v=pRUZdhe6FYU)

    [https://www.youtube.com/watch?v=hq2ufcbBggE](https://www.youtube.com/watch?v=hq2ufcbBggE)

    [https://www.youtube.com/watch?v=1iqyeG9IH20](https://www.youtube.com/watch?v=1iqyeG9IH20)

    **## Sentencing_Table.pdf**

    Ch. 5 Pt. A

    Guidelines Manual (November 1, 2021) ║ 407

    SENTENCING TABLE
    (in months of imprisonment)

    Criminal History Category (Criminal History Points)

    Offense
    Level

    I
    (0 or 1)

    II
    (2 or 3)

    III
    (4, 5, 6)

    IV
    (7, 8, 9)

    V
    (10, 11, 12)

    VI
    (13 or more)

    Zone A

    1 0–6 0–6 0–6 0–6 0–6 0–6
    2 0–6 0–6 0–6 0–6 0–6 1–7
    3 0–6 0–6 0–6 0–6 2–8 3–9
    4 0–6 0–6 0–6 2–8 4–10 6–12
    5 0–6 0–6 1–7 4–10 6–12 9–15
    6 0–6 1–7 2–8 6–12 9–15 12–18
    7 0–6 2–8 4–10 8–14 12–18 15–21
    8 0–6 4–10 6–12 10–16 15–21 18–24

    Zone B
    9 4–10 6–12 8–14 12–18 18–24 21–27
    10 6–12 8–14 10–16 15–21 21–27 24–30
    11 8–14 10–16 12–18 18–24 24–30 27–33

    Zone C

    12 10–16 12–18 15–21 21–27 27–33 30–37
    13 12–18 15–21 18–24 24–30 30–37 33–41

    Zone D

    14 15–21 18–24 21–27 27–33 33–41 37–46
    15 18–24 21–27 24–30 30–37 37–46 41–51
    16 21–27 24–30 27–33 33–41 41–51 46–57
    17 24–30 27–33 30–37 37–46 46–57 51–63
    18 27–33 30–37 33–41 41–51 51–63 57–71
    19 30–37 33–41 37–46 46–57 57–71 63–78
    20 33–41 37–46 41–51 51–63 63–78 70–87
    21 37–46 41–51 46–57 57–71 70–87 77–96
    22 41–51 46–57 51–63 63–78 77–96 84–105
    23 46–57 51–63 57–71 70–87 84–105 92–115
    24 51–63 57–71 63–78 77–96 92–115 100–125
    25 57–71 63–78 70–87 84–105 100–125 110–137
    26 63–78 70–87 78–97 92–115 110–137 120–150
    27 70–87 78–97 87–108 100–125 120–150 130–162
    28 78–97 87–108 97–121 110–137 130–162 140–175
    29 87–108 97–121 108–135 121–151 140–175 151–188
    30 97–121 108–135 121–151 135–168 151–188 168–210
    31 108–135 121–151 135–168 151–188 168–210 188–235
    32 121–151 135–168 151–188 168–210 188–235 210–262
    33 135–168 151–188 168–210 188–235 210–262 235–293
    34 151–188 168–210 188–235 210–262 235–293 262–327
    35 168–210 188–235 210–262 235–293 262–327 292–365
    36 188–235 210–262 235–293 262–327 292–365 324–405
    37 210–262 235–293 262–327 292–365 324–405 360–life
    38 235–293 262–327 292–365 324–405 360–life 360–life
    39 262–327 292–365 324–405 360–life 360–life 360–life
    40 292–365 324–405 360–life 360–life 360–life 360–life
    41 324–405 360–life 360–life 360–life 360–life 360–life
    42 360–life 360–life 360–life 360–life 360–life 360–life
    43 life life life life life life

    **subsection2G2.1-SexualExploitingaMinor.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/subsection2g2-1-sexualexploitingaminor-pdf)

    **PleaAgreements.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/pleaagreements-pdf)

    **CHAPTER_4-CriminalHistoryandLivelihood.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter-4-criminalhistoryandlivelihood-pdf)

    **## Task.docx**

    · One full page but no more than two pages total

    · APA style guidelines

    · this is a reflection paper, remember that your paper should be grounded in the material covered in this course section

    · Please cite any referred material in-text and on the reference page.

    · reference page does not count toward the total page count

    · must have all pages numbered and double-spaced, with one-inch margins

    · Times New Roman with a 12-point font size and should contain no graphics

    **Assignment**: Review the federal sentencing guidelines for the sexual exploitation of a minor (pp. 211-214), guidelines for plea agreements, and sentencing table (All attached). Afterward, examine each case below and reflect upon the ethical implications of judicial discretion. While reviewing these cases, consider the recommended sentence for the crime committed and the actual sentence received, per the various aspects of each case, such as whether a plea bargain was struck, the location, age, race, and sex of the judge and suspect. Additionally, reflect upon other crimes and the disparities related to prosecution and sentencing regarding those involved.
    **Provide an example (including the reference) that does not pertain to the disparities in crack v powder cocaine.** Lastly, briefly give your thoughts on sentencing guidelines and whether these should be applied.

    Cases:

    [https://www.youtube.com/watch?v=aCU3p8k25uM](https://www.youtube.com/watch?v=aCU3p8k25uM)

    [https://www.youtube.com/watch?v=pRUZdhe6FYU](https://www.youtube.com/watch?v=pRUZdhe6FYU)

    [https://www.youtube.com/watch?v=hq2ufcbBggE](https://www.youtube.com/watch?v=hq2ufcbBggE)

    [https://www.youtube.com/watch?v=1iqyeG9IH20](https://www.youtube.com/watch?v=1iqyeG9IH20)

    **## Sentencing_Table.pdf**

    Ch. 5 Pt. A

    Guidelines Manual (November 1, 2021) ║ 407

    SENTENCING TABLE
    (in months of imprisonment)

    Criminal History Category (Criminal History Points)

    Offense
    Level

    I
    (0 or 1)

    II
    (2 or 3)

    III
    (4, 5, 6)

    IV
    (7, 8, 9)

    V
    (10, 11, 12)

    VI
    (13 or more)

    Zone A

    1 0–6 0–6 0–6 0–6 0–6 0–6
    2 0–6 0–6 0–6 0–6 0–6 1–7
    3 0–6 0–6 0–6 0–6 2–8 3–9
    4 0–6 0–6 0–6 2–8 4–10 6–12
    5 0–6 0–6 1–7 4–10 6–12 9–15
    6 0–6 1–7 2–8 6–12 9–15 12–18
    7 0–6 2–8 4–10 8–14 12–18 15–21
    8 0–6 4–10 6–12 10–16 15–21 18–24

    Zone B
    9 4–10 6–12 8–14 12–18 18–24 21–27
    10 6–12 8–14 10–16 15–21 21–27 24–30
    11 8–14 10–16 12–18 18–24 24–30 27–33

    Zone C

    12 10–16 12–18 15–21 21–27 27–33 30–37
    13 12–18 15–21 18–24 24–30 30–37 33–41

    Zone D

    14 15–21 18–24 21–27 27–33 33–41 37–46
    15 18–24 21–27 24–30 30–37 37–46 41–51
    16 21–27 24–30 27–33 33–41 41–51 46–57
    17 24–30 27–33 30–37 37–46 46–57 51–63
    18 27–33 30–37 33–41 41–51 51–63 57–71
    19 30–37 33–41 37–46 46–57 57–71 63–78
    20 33–41 37–46 41–51 51–63 63–78 70–87
    21 37–46 41–51 46–57 57–71 70–87 77–96
    22 41–51 46–57 51–63 63–78 77–96 84–105
    23 46–57 51–63 57–71 70–87 84–105 92–115
    24 51–63 57–71 63–78 77–96 92–115 100–125
    25 57–71 63–78 70–87 84–105 100–125 110–137
    26 63–78 70–87 78–97 92–115 110–137 120–150
    27 70–87 78–97 87–108 100–125 120–150 130–162
    28 78–97 87–108 97–121 110–137 130–162 140–175
    29 87–108 97–121 108–135 121–151 140–175 151–188
    30 97–121 108–135 121–151 135–168 151–188 168–210
    31 108–135 121–151 135–168 151–188 168–210 188–235
    32 121–151 135–168 151–188 168–210 188–235 210–262
    33 135–168 151–188 168–210 188–235 210–262 235–293
    34 151–188 168–210 188–235 210–262 235–293 262–327
    35 168–210 188–235 210–262 235–293 262–327 292–365
    36 188–235 210–262 235–293 262–327 292–365 324–405
    37 210–262 235–293 262–327 292–365 324–405 360–life
    38 235–293 262–327 292–365 324–405 360–life 360–life
    39 262–327 292–365 324–405 360–life 360–life 360–life
    40 292–365 324–405 360–life 360–life 360–life 360–life
    41 324–405 360–life 360–life 360–life 360–life 360–life
    42 360–life 360–life 360–life 360–life 360–life 360–life
    43 life life life life life life

    **subsection2G2.1-SexualExploitingaMinor.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/subsection2g2-1-sexualexploitingaminor-pdf)

    **PleaAgreements.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/pleaagreements-pdf)

    **CHAPTER_4-CriminalHistoryandLivelihood.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter-4-criminalhistoryandlivelihood-pdf)

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    please read attachment – ## Discussionppppp.docx **## Discussionppppp.docx** 1 We have covered several areas of research that have prompted various levels of controversy, and for various reasons. You have read about the possible comorbidity of ADHD and bipolar disorders in children. You have also re…

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    please read attachment

    – ## Discussionppppp.docx

    **## Discussionppppp.docx**

    1

    We have covered several areas of research that have prompted various levels of controversy, and for various reasons. You have read about the possible comorbidity of ADHD and bipolar disorders in children. You have also read about genetics research in psychological disorders. How might this knowledge impact your personal behavior or thinking about the disorders themselves or the people they affect? While these topics can certainly raise multiple ethical questions, consider each of them from a psychological information and literacy perspective. What information would you want to know as the parent of a child with ADHD or bipolar disorder? If you are the spouse or partner of someone with a psychological disorder, how might the knowledge of genetic contributions impact decisions to have children, or what might you want to be mindful of in the children you already have? Several research studies have been cited and summarized in this chapter. If you wanted to look beyond your text, what sources of information would be most useful to you in trying to learn more about a possible disorder or the contribution of genetics? Where would you find or obtain those sources? What would you look for in each? What are some characteristics of objective data, as opposed to personal reports? Do you know how to interpret a graph or chart? How do you determine if the information is relevant? Can it be generalized to your current situation? — of 1 point Thinking Critically 14.3 After reviewing the questions raised in the last paragraph above, identify at least two information sources you would pursue and what data you would want to get from them..

    :

    Excessive sugar in diet remains a health concern due to its close association with chronic diseases, such as obesity, diabetes, liver disease and cardiovascular diseases. Due to its health risks, it calls for the question as to whether added sugars should be regulated in food supply or not. From my perspective, added sugars should be regulated in the food supply chain due to associated health risks. Some strategies to regulation include requiring all producers to clearly label the amount of added sugars in the packages of their products to allow consumers make informed choices. The other strategy is to limit the marketing of sweetened beverages, such as soda as best products for children. Manufacturers can also be incentivized to reformulate products with zero sugar or low sugar content to ensure a healthy population. Regulation of added sugars in food supply can ensure healthy conscious manufacturers that prioritize a healthy population.

    The responsibility of cost of care to treat chronic disease due to complications associated from consuming much added sugar should be shared between the consumers and the food industry. The food industry bears the greatest burden in shaping consumer choices through marketing, pricing and availability of added sugar products. Consumers, on the other hand, have the responsibility to make healthy choices regarding what diet they consume. Hence, the food industry should bear the greatest burden of cost of care due to their great influence in the food environment through marketing practices used to sell added sugar products (Houghtaling et al., 2021). They can reduce this cost through supporting public health initiatives and nutrition education that champions the consumption of foods with low sugar content. When consumers are aware of the risks of consuming high amounts of added sugars, they can make informed choices, leading to increased preference and purchase for low sugar content foods.

    While the consumption of added sugars may be harmful, it may be beneficial to specific populations or disease states. For example, carbohydrate-rich foods and sugar-sweetened beverages, such as energy drinks may be beneficial for athletes, as they engage in lengthy high-intensity exercises that require a lot of energy, preventing fatigue (Erdmann et al., 2021). When timed appropriately with activity, added sugars have been shown to support athletes’ performance and recovery. In clinical settings, hypoglycemic patients may require quick sources of glucose for energy to compensate for the low glucose levels in the body. Therefore, while added sugars may be harmful to the a significant proportion of the population, special considerations should be made in diet planning, especially for specific populations, such as athletes and specific disease states like in hypoglycemic patients. However, these considerations can only be made with the help of a nutritionist to ensure the individual or patient consumes the right amount of sugars without posing a health risk or severe complication of a disease state.

    References

    Erdmann, J., Wiciński, M., Wódkiewicz, E., Nowaczewska, M., Słupski, M., Otto, S. W., Kubiak, K., Huk-Wieliczuk, E., & Malinowski, B. (2021). Effects of Energy Drink Consumption on Physical Performance and Potential Danger of Inordinate Usage.
    _Nutrients_,
    _13_(8), 2506. https://doi.org/10.3390/nu13082506

    Houghtaling, B., Holston, D., Szocs, C., Penn, J., Qi, D., & Hedrick, V. (2021). A rapid review of stocking and marketing practices used to sell sugar-sweetened beverages in U.S. food stores.
    _Obesity Reviews: An Official Journal of the International Association for the Study of Obesity_,
    _22_(4), e13179. https://doi.org/10.1111/obr.13179

    **## Discussionppppp.docx**

    1

    We have covered several areas of research that have prompted various levels of controversy, and for various reasons. You have read about the possible comorbidity of ADHD and bipolar disorders in children. You have also read about genetics research in psychological disorders. How might this knowledge impact your personal behavior or thinking about the disorders themselves or the people they affect? While these topics can certainly raise multiple ethical questions, consider each of them from a psychological information and literacy perspective. What information would you want to know as the parent of a child with ADHD or bipolar disorder? If you are the spouse or partner of someone with a psychological disorder, how might the knowledge of genetic contributions impact decisions to have children, or what might you want to be mindful of in the children you already have? Several research studies have been cited and summarized in this chapter. If you wanted to look beyond your text, what sources of information would be most useful to you in trying to learn more about a possible disorder or the contribution of genetics? Where would you find or obtain those sources? What would you look for in each? What are some characteristics of objective data, as opposed to personal reports? Do you know how to interpret a graph or chart? How do you determine if the information is relevant? Can it be generalized to your current situation? — of 1 point Thinking Critically 14.3 After reviewing the questions raised in the last paragraph above, identify at least two information sources you would pursue and what data you would want to get from them..

    :

    Excessive sugar in diet remains a health concern due to its close association with chronic diseases, such as obesity, diabetes, liver disease and cardiovascular diseases. Due to its health risks, it calls for the question as to whether added sugars should be regulated in food supply or not. From my perspective, added sugars should be regulated in the food supply chain due to associated health risks. Some strategies to regulation include requiring all producers to clearly label the amount of added sugars in the packages of their products to allow consumers make informed choices. The other strategy is to limit the marketing of sweetened beverages, such as soda as best products for children. Manufacturers can also be incentivized to reformulate products with zero sugar or low sugar content to ensure a healthy population. Regulation of added sugars in food supply can ensure healthy conscious manufacturers that prioritize a healthy population.

    The responsibility of cost of care to treat chronic disease due to complications associated from consuming much added sugar should be shared between the consumers and the food industry. The food industry bears the greatest burden in shaping consumer choices through marketing, pricing and availability of added sugar products. Consumers, on the other hand, have the responsibility to make healthy choices regarding what diet they consume. Hence, the food industry should bear the greatest burden of cost of care due to their great influence in the food environment through marketing practices used to sell added sugar products (Houghtaling et al., 2021). They can reduce this cost through supporting public health initiatives and nutrition education that champions the consumption of foods with low sugar content. When consumers are aware of the risks of consuming high amounts of added sugars, they can make informed choices, leading to increased preference and purchase for low sugar content foods.

    While the consumption of added sugars may be harmful, it may be beneficial to specific populations or disease states. For example, carbohydrate-rich foods and sugar-sweetened beverages, such as energy drinks may be beneficial for athletes, as they engage in lengthy high-intensity exercises that require a lot of energy, preventing fatigue (Erdmann et al., 2021). When timed appropriately with activity, added sugars have been shown to support athletes’ performance and recovery. In clinical settings, hypoglycemic patients may require quick sources of glucose for energy to compensate for the low glucose levels in the body. Therefore, while added sugars may be harmful to the a significant proportion of the population, special considerations should be made in diet planning, especially for specific populations, such as athletes and specific disease states like in hypoglycemic patients. However, these considerations can only be made with the help of a nutritionist to ensure the individual or patient consumes the right amount of sugars without posing a health risk or severe complication of a disease state.

    References

    Erdmann, J., Wiciński, M., Wódkiewicz, E., Nowaczewska, M., Słupski, M., Otto, S. W., Kubiak, K., Huk-Wieliczuk, E., & Malinowski, B. (2021). Effects of Energy Drink Consumption on Physical Performance and Potential Danger of Inordinate Usage.
    _Nutrients_,
    _13_(8), 2506. https://doi.org/10.3390/nu13082506

    Houghtaling, B., Holston, D., Szocs, C., Penn, J., Qi, D., & Hedrick, V. (2021). A rapid review of stocking and marketing practices used to sell sugar-sweetened beverages in U.S. food stores.
    _Obesity Reviews: An Official Journal of the International Association for the Study of Obesity_,
    _22_(4), e13179. https://doi.org/10.1111/obr.13179