This course provides a comprehensive introduction to human nutrition science. Students will learn about macronutrient and micronutrient requirements, their food sources, digestion, and metabolism. The course will also cover energy requirements, body composition, weight management, and nutrition-related health conditions. Assessment includes a tutorial workbook, mid-semester exam, and final exam.
The document provides information about the Bachelor of Science in Nutrition and Dietetics (BSND) program offered at Pangasinan State University in Lingayen Campus, Philippines. It discusses that the 4-year BSND program equips students with knowledge and skills in hospital nutrition, community nutrition, and food service. Students learn the principles and procedures of using food for therapeutic purposes to manage diseases. They are also taught techniques of food production, menu planning, purchasing, storage, preparation, food safety and cost control. The document further lists the career opportunities for BSND graduates such as clinical dietitians, food service managers, public health nutrition consultants, and teachers.
This course provides a comprehensive introduction to human nutrition science. It covers macronutrient and micronutrient requirements, digestion, metabolism, energy balance, dietary guidelines, and nutrition assessments. Students will learn about nutrition topics through lectures, labs assessing dietary intake and nutritional status, and optional tutorials. Assessment includes a midterm exam, lab reports, and a final exam. The course aims to equip students with knowledge of nutrition concepts and an understanding of their own nutritional needs and status.
This document outlines a proposed curriculum to educate college students about improving sleep health. The curriculum aims to increase students' knowledge on topics like the importance of sleep, sleep disorders, and sleep management skills. It provides learning goals and identifies relevant health education curriculums and local community resources. Prevalent health issues in society related to poor sleep quality are also discussed, such as increased risk of type 2 diabetes and cardiovascular disease. The curriculum intends to help students develop strategies to enhance their overall sleep health and quality of life.
The document discusses the implementation of the biology curriculum at the secondary level in Government Girls Urdu School. It provides background on the school and analyzes curriculum implementation based on interviews with the headmistress, teachers, and students. The interviews revealed that while teachers have a good understanding of curriculum objectives and work to help students learn, there are opportunities to improve use of technology in teaching and practical experimentation. Resources and facilities like the biology lab require upgrades to better support hands-on learning.
This document describes a study that compared the effects of traditional teaching methods versus problem-based integrated teaching (PBIT) on second year medical students learning about bronchial asthma. Students were randomly divided into a control group that received traditional teaching and a study group that received PBIT. Scores on pre- and post-tests showed that students in the PBIT group had significantly greater improvements in knowledge compared to the control group. Feedback from students and faculty also indicated majority support and preference for the PBIT approach over traditional methods. The study concluded that PBIT is more effective for teaching and helping students develop clinical understanding compared to traditional fragmented teaching.
This document is a teacher instruction manual for chemistry and physics for Grade 10 in Sri Lanka. It contains 3 main sections: a detailed syllabus, an activity continuum to implement the syllabus, and instruments for assessment. The detailed syllabus outlines competency levels and content for each subject, as well as guidance for school policies. The activity continuum provides sample classroom activities aligned to competencies. The final section gives guidance on assessment to evaluate student learning. The overall goal is to help teachers implement a new, competency-based curriculum centered around student-focused, active learning.
President’s report first quarter 2015 for laguna state polytechnic university sta. cruz main campus created by engr. Ma. Erlyn Eroles together with group 3 of electronics engineering
This document outlines the course syllabus for General and Metabolic Biochemistry at the University of Zambia School of Medicine. The course aims to provide students with an understanding of biomolecule structure, function, and metabolism. Over 120 hours, students will learn about topics like carbohydrates, proteins, lipids, enzymes, and metabolic pathways. Assessment includes tests, assignments, lab reports, and course competencies. The course content is divided into 6 units covering foundational concepts, structures and catalysis, bioenergetics, information pathways, nutritional biochemistry, and clinical biochemistry. Attendance of all lectures and activities is required, and continuous assessment must be completed to sit for the final exam.
The document provides information about the Bachelor of Science in Nutrition and Dietetics (BSND) program offered at Pangasinan State University in Lingayen Campus, Philippines. It discusses that the 4-year BSND program equips students with knowledge and skills in hospital nutrition, community nutrition, and food service. Students learn the principles and procedures of using food for therapeutic purposes to manage diseases. They are also taught techniques of food production, menu planning, purchasing, storage, preparation, food safety and cost control. The document further lists the career opportunities for BSND graduates such as clinical dietitians, food service managers, public health nutrition consultants, and teachers.
This course provides a comprehensive introduction to human nutrition science. It covers macronutrient and micronutrient requirements, digestion, metabolism, energy balance, dietary guidelines, and nutrition assessments. Students will learn about nutrition topics through lectures, labs assessing dietary intake and nutritional status, and optional tutorials. Assessment includes a midterm exam, lab reports, and a final exam. The course aims to equip students with knowledge of nutrition concepts and an understanding of their own nutritional needs and status.
This document outlines a proposed curriculum to educate college students about improving sleep health. The curriculum aims to increase students' knowledge on topics like the importance of sleep, sleep disorders, and sleep management skills. It provides learning goals and identifies relevant health education curriculums and local community resources. Prevalent health issues in society related to poor sleep quality are also discussed, such as increased risk of type 2 diabetes and cardiovascular disease. The curriculum intends to help students develop strategies to enhance their overall sleep health and quality of life.
The document discusses the implementation of the biology curriculum at the secondary level in Government Girls Urdu School. It provides background on the school and analyzes curriculum implementation based on interviews with the headmistress, teachers, and students. The interviews revealed that while teachers have a good understanding of curriculum objectives and work to help students learn, there are opportunities to improve use of technology in teaching and practical experimentation. Resources and facilities like the biology lab require upgrades to better support hands-on learning.
This document describes a study that compared the effects of traditional teaching methods versus problem-based integrated teaching (PBIT) on second year medical students learning about bronchial asthma. Students were randomly divided into a control group that received traditional teaching and a study group that received PBIT. Scores on pre- and post-tests showed that students in the PBIT group had significantly greater improvements in knowledge compared to the control group. Feedback from students and faculty also indicated majority support and preference for the PBIT approach over traditional methods. The study concluded that PBIT is more effective for teaching and helping students develop clinical understanding compared to traditional fragmented teaching.
This document is a teacher instruction manual for chemistry and physics for Grade 10 in Sri Lanka. It contains 3 main sections: a detailed syllabus, an activity continuum to implement the syllabus, and instruments for assessment. The detailed syllabus outlines competency levels and content for each subject, as well as guidance for school policies. The activity continuum provides sample classroom activities aligned to competencies. The final section gives guidance on assessment to evaluate student learning. The overall goal is to help teachers implement a new, competency-based curriculum centered around student-focused, active learning.
President’s report first quarter 2015 for laguna state polytechnic university sta. cruz main campus created by engr. Ma. Erlyn Eroles together with group 3 of electronics engineering
This document outlines the course syllabus for General and Metabolic Biochemistry at the University of Zambia School of Medicine. The course aims to provide students with an understanding of biomolecule structure, function, and metabolism. Over 120 hours, students will learn about topics like carbohydrates, proteins, lipids, enzymes, and metabolic pathways. Assessment includes tests, assignments, lab reports, and course competencies. The course content is divided into 6 units covering foundational concepts, structures and catalysis, bioenergetics, information pathways, nutritional biochemistry, and clinical biochemistry. Attendance of all lectures and activities is required, and continuous assessment must be completed to sit for the final exam.
This document outlines the transition from the Scheme of Studies 2017 to the Chemistry curriculum for grades IX-XII. It discusses developing curricula, textbooks, and disseminating knowledge and skills to achieve the aims of imparting high-quality, student-centered education focusing on STEAM subjects, technical knowledge, and innovative activities. The curriculum, textbooks, and dissemination are the means to realize the objectives of producing disciplined youth with strong character and skills in critical thinking, logical reasoning, and precise communication.
The document discusses the effectiveness of audio-visual aids in teaching social science. It begins with an introduction on audio-visual education and the need for incorporating various media into teaching.
The study aims to evaluate the impact of audio-visual aids on student learning and interest. A survey was conducted among 20 grade 9 students, using a questionnaire, to understand their perceptions of tools like smart classrooms.
The findings suggest that the majority of students have a positive view of audio-visual aids and find lessons more engaging and easier to understand when various media are used. Historical events and concepts seem more realistic through projectors. It makes the classroom experience lively and reduces verbalism.
This document provides the syllabus for the Personal Development, Health and Physical Education Stage 6 courses in New South Wales, Australia. It has been updated multiple times between 2001 and 2012. The syllabus outlines the rationale, aims, objectives, content, course requirements and assessment of the Stage 6 Preliminary and HSC courses. It explains that the courses focus on developing students' intellectual, social, emotional, physical and spiritual growth through maintaining active healthy lifestyles. Content covers topics like health priorities, factors affecting performance, sports in society and improving health and physical performance.
The document describes the typical curriculum for a MD-PhD program at the University of Pennsylvania. It involves integration of medical school and graduate school coursework and research over 7-8 years. Students typically complete the first two years of medical school, followed by graduate school coursework and thesis research in years 3-6. They then resume clinical training in years 7-8 to graduate with an MD and PhD. The curriculum is flexible and emphasizes training physician-investigators through research, mentorship, and experience in both medical and graduate education.
Program: Doctor of Nutrition & Dietetics
Short Title: DND
Duration: 10 Semesters (5 Years)
Credit hours: 166
Eligibility: FSc Pre-Medical with minimum Second Division or equivalent
This document summarizes a study that examined students' attitudes towards the subject of natural science in several junior high schools in Muaro Jambi district, Indonesia. The study surveyed 2815 total students and measured three attitude indicators: 1) pleasure in learning natural science, 2) interest in increasing study time of natural science, and 3) interest in a career in natural science. The results showed that most students had a good attitude for indicator 1 and a fairly good attitude for indicator 2, while for indicator 3 the attitude was more mixed. Interviews with students provided additional context about factors influencing their attitudes, such as teaching methods and teacher engagement.
The document discusses the role of heuristic method in science classes. It notes that the heuristic method allows students to discover knowledge through experiments rather than lectures. Students struggle with concepts like researchers. This practical, hands-on learning helps develop scientific attitudes and research skills. The study aims to understand the effectiveness of the heuristic method compared to traditional lecture-based methods. A questionnaire was used to collect data from 20 students on their experiences learning science through different methods like experiments, lectures, textbooks and role-plays. The findings suggest most students prefer learning by doing experiments, which provide permanent and lasting knowledge compared to lectures or textbooks. The heuristic method helps develop curiosity, scientific attitudes, and research skills in a challenging way.
Needs and significance of teaching in physical scienceNELSONGRACE
This document discusses the aims and objectives of teaching physical science in secondary school. The main purpose is to enable students to systematically grasp the basic knowledge of physical science needed for further study in modern science and technology. Some key aims are to develop experimental skills, ability to think, use mathematics to solve problems, and apply knowledge in industries, defense and agriculture. Objectives should be specific behavioral outcomes for teaching topics or lessons in physical science and include the acquisition of knowledge and development of intellectual abilities like applying knowledge to new problems. Objectives greatly influence how physical science is taught.
The Physical Science Study Committee (PSSC) was formed in 1956 by a group of university and secondary school physics teachers to develop an improved introductory high school physics course. The PSSC organized teams of teachers to create instructional materials including a textbook, films, labs, and tests. These materials were tested in classrooms for 3 years before being finalized. The goal of the PSSC course was to present a modern view of physics and encourage scientific inquiry in students.
Introduction to teaching and learning strategies lecture 1Abeereldeeb2
The document provides an outline for a lecture on strategy of nursing education and health education. It discusses key terminology, the elements of the educational process including the main categories of human behavior, the educational cycle as a spiral process, and types of objectives. It also discusses health education, the definition of education, teaching strategies, factors that affect learning, learning conditions, and compares the education process to the nursing process.
The differential impact of various assessment parameters on the medical stude...lukeman Joseph Ade shittu
This study was designed to assess the convergent validity of the professional anatomy (a multifaceted examination) with other markers of success (the various interactive assessment components of the curriculum) in determining the overall performance of third-year medical students. The aim was to isolate area of academic weakness among the students and to readjust the curriculum content to balance the weakness. A total of 66 third year medical students with records of their grades in the various assessments criteria were analyzed. Parameters on the average End-in course assessment, Short Essays Question (SEQ), Multiple-Choice Questions (MCQ), and Practical (Steeple-chase) were considered. The Practical significantly correlated with overall performance (r = 0.89, P< 0.01). The Practical, MCQ, SEQ and End incourse showed an overall rank order of relative performance in assessment tasks and therefore indicate that, in general, students performance in the Professional examination was better than in the End-incourse examination.
This document outlines a nursing course unit on disorders of the digestive system. The 22-hour unit aims to provide knowledge of different gastrointestinal disorders, their symptoms, and treatments. Specific learning objectives cover explaining the mechanics of digestion and disorders of the oral cavity, esophagus, stomach, intestines, rectum and anus. Teaching methods include lectures, discussions, and assignments. Students will be evaluated through short answers, essays, and exams.
Ppt on evaluation of education programs in nursingArushi Negi
The document discusses guidelines for establishing and evaluating nursing education programs in India. It outlines the requirements to start general nursing, bachelor's, master's, and doctoral programs. Requirements include having an affiliated hospital, meeting physical infrastructure standards, and maintaining appropriate faculty-student ratios. The document also describes various models for conducting program evaluations, emphasizing the importance of ongoing, systematic assessment of curricula, outcomes, teaching effectiveness, and other components to ensure program quality.
Ashley Wilkinson is an experienced employability coach and tutor with over 15 years of experience in project management, business development, and career coaching. She has successfully launched and managed traineeship and apprenticeship programs. Her key skills include excellent communication, enthusiasm, organization, and demanding high standards. Her background includes roles managing recruitment, delivering training programs, and advising individuals on business plans and returning to work.
Gresham Municipal Utilities underwent a journey to implement fixed-base water and electric metering using automated meter reading. They researched options for over 10 years, educating stakeholders and selecting technologies. An RFP process in 2013 led to a system being installed between 2014-2015. Training and software integration followed. Benefits included more efficient operations, new rate options, leak detection, and accountability. Lessons included maintaining communication during integration and anticipating lead times. Additional benefits have been cross-connection inspections, outage troubleshooting, and detecting meter tampering.
Alvin Eaton is seeking a position as a diesel or aircraft technician. He has over 25 years of experience in aircraft maintenance and repair, diesel mechanics, and heavy vehicle repair. His experience includes work for multiple airlines maintaining aircraft, as well as experience working on military vehicles in Iraq, Afghanistan, and Qatar. He has ASE certification in brakes and suspension and an associates degree in diesel technology.
BRIEF REPORT : MARCH AGAINST BRIDE TRAFFICKINGEMPOWER PEOPLE
Finally, the community comes together to stand up against the Bride trafficking. Today there are about 500 community groups having more than 5,000 such community members. The high way of in- country trafficking especially for bride trafficking starts from Assam and West Bengal and goes down to the capital of the country. The mobilisation of the community is very encouraging outcome of the 16 day march started on 1st March 2012. The March had covered 4,400 odd km travelling through 21 districts of the two states.
http://www.empowerpeople.org.in/news/brief-report-march-against-bride-trafficking
This document discusses teaching vocabulary to students and the use of animation movies. It begins by explaining that vocabulary is crucial for understanding written and spoken text but is difficult for students to improve due to a lack of vocabulary. It then proposes that animation movies may help address this problem by gaining students' attention, supporting learning through visual examples, eliciting student responses, providing feedback, and enhancing retention. The document goes on to discuss concepts related to teaching vocabulary, the significance and purpose of the study, and provides definitions of key terms.
http://mypt3.com/kerja-kursus-geografi-pt3
Kerja Kursus Geografi PT3 2016 khusus pelajar Tingkatan 3: Panduan Tugasan berdasar tajuk sistem pengangkutan? Konsep, takrifan,borang soal selidik.
Alhamdulillah, rata-rata pembaca setia Mypt3 yang telah bertungkus lumus menyiapkan kerja kursus sejarah Pt3 2016, hampir kesemuanya telah siap malah ada yang hantar awal kepada guru masing-masing.
Presentation at Environment Management and Policies
By Junior, Cristina and Omar.
How Ecolabelling play a roll for business and the general public understand.
Este documento presenta el caso "Desarticulación del Sistema de Protección Social en Colombia". En 2007, el Ministerio de Protección Social convocó a la Universidad ICESI para que desarrollara un diplomado virtual sobre gestión social y protección social. Los 520 funcionarios que participaron concluyeron que el sistema no funciona debido a la falta de articulación entre sus entes. Como parte del curso, los estudiantes debían analizar las causas del problema y estrategias para resolverlo. El caso también incluye un resumen del Sistema de Protección Social Colombiano
This document outlines the transition from the Scheme of Studies 2017 to the Chemistry curriculum for grades IX-XII. It discusses developing curricula, textbooks, and disseminating knowledge and skills to achieve the aims of imparting high-quality, student-centered education focusing on STEAM subjects, technical knowledge, and innovative activities. The curriculum, textbooks, and dissemination are the means to realize the objectives of producing disciplined youth with strong character and skills in critical thinking, logical reasoning, and precise communication.
The document discusses the effectiveness of audio-visual aids in teaching social science. It begins with an introduction on audio-visual education and the need for incorporating various media into teaching.
The study aims to evaluate the impact of audio-visual aids on student learning and interest. A survey was conducted among 20 grade 9 students, using a questionnaire, to understand their perceptions of tools like smart classrooms.
The findings suggest that the majority of students have a positive view of audio-visual aids and find lessons more engaging and easier to understand when various media are used. Historical events and concepts seem more realistic through projectors. It makes the classroom experience lively and reduces verbalism.
This document provides the syllabus for the Personal Development, Health and Physical Education Stage 6 courses in New South Wales, Australia. It has been updated multiple times between 2001 and 2012. The syllabus outlines the rationale, aims, objectives, content, course requirements and assessment of the Stage 6 Preliminary and HSC courses. It explains that the courses focus on developing students' intellectual, social, emotional, physical and spiritual growth through maintaining active healthy lifestyles. Content covers topics like health priorities, factors affecting performance, sports in society and improving health and physical performance.
The document describes the typical curriculum for a MD-PhD program at the University of Pennsylvania. It involves integration of medical school and graduate school coursework and research over 7-8 years. Students typically complete the first two years of medical school, followed by graduate school coursework and thesis research in years 3-6. They then resume clinical training in years 7-8 to graduate with an MD and PhD. The curriculum is flexible and emphasizes training physician-investigators through research, mentorship, and experience in both medical and graduate education.
Program: Doctor of Nutrition & Dietetics
Short Title: DND
Duration: 10 Semesters (5 Years)
Credit hours: 166
Eligibility: FSc Pre-Medical with minimum Second Division or equivalent
This document summarizes a study that examined students' attitudes towards the subject of natural science in several junior high schools in Muaro Jambi district, Indonesia. The study surveyed 2815 total students and measured three attitude indicators: 1) pleasure in learning natural science, 2) interest in increasing study time of natural science, and 3) interest in a career in natural science. The results showed that most students had a good attitude for indicator 1 and a fairly good attitude for indicator 2, while for indicator 3 the attitude was more mixed. Interviews with students provided additional context about factors influencing their attitudes, such as teaching methods and teacher engagement.
The document discusses the role of heuristic method in science classes. It notes that the heuristic method allows students to discover knowledge through experiments rather than lectures. Students struggle with concepts like researchers. This practical, hands-on learning helps develop scientific attitudes and research skills. The study aims to understand the effectiveness of the heuristic method compared to traditional lecture-based methods. A questionnaire was used to collect data from 20 students on their experiences learning science through different methods like experiments, lectures, textbooks and role-plays. The findings suggest most students prefer learning by doing experiments, which provide permanent and lasting knowledge compared to lectures or textbooks. The heuristic method helps develop curiosity, scientific attitudes, and research skills in a challenging way.
Needs and significance of teaching in physical scienceNELSONGRACE
This document discusses the aims and objectives of teaching physical science in secondary school. The main purpose is to enable students to systematically grasp the basic knowledge of physical science needed for further study in modern science and technology. Some key aims are to develop experimental skills, ability to think, use mathematics to solve problems, and apply knowledge in industries, defense and agriculture. Objectives should be specific behavioral outcomes for teaching topics or lessons in physical science and include the acquisition of knowledge and development of intellectual abilities like applying knowledge to new problems. Objectives greatly influence how physical science is taught.
The Physical Science Study Committee (PSSC) was formed in 1956 by a group of university and secondary school physics teachers to develop an improved introductory high school physics course. The PSSC organized teams of teachers to create instructional materials including a textbook, films, labs, and tests. These materials were tested in classrooms for 3 years before being finalized. The goal of the PSSC course was to present a modern view of physics and encourage scientific inquiry in students.
Introduction to teaching and learning strategies lecture 1Abeereldeeb2
The document provides an outline for a lecture on strategy of nursing education and health education. It discusses key terminology, the elements of the educational process including the main categories of human behavior, the educational cycle as a spiral process, and types of objectives. It also discusses health education, the definition of education, teaching strategies, factors that affect learning, learning conditions, and compares the education process to the nursing process.
The differential impact of various assessment parameters on the medical stude...lukeman Joseph Ade shittu
This study was designed to assess the convergent validity of the professional anatomy (a multifaceted examination) with other markers of success (the various interactive assessment components of the curriculum) in determining the overall performance of third-year medical students. The aim was to isolate area of academic weakness among the students and to readjust the curriculum content to balance the weakness. A total of 66 third year medical students with records of their grades in the various assessments criteria were analyzed. Parameters on the average End-in course assessment, Short Essays Question (SEQ), Multiple-Choice Questions (MCQ), and Practical (Steeple-chase) were considered. The Practical significantly correlated with overall performance (r = 0.89, P< 0.01). The Practical, MCQ, SEQ and End incourse showed an overall rank order of relative performance in assessment tasks and therefore indicate that, in general, students performance in the Professional examination was better than in the End-incourse examination.
This document outlines a nursing course unit on disorders of the digestive system. The 22-hour unit aims to provide knowledge of different gastrointestinal disorders, their symptoms, and treatments. Specific learning objectives cover explaining the mechanics of digestion and disorders of the oral cavity, esophagus, stomach, intestines, rectum and anus. Teaching methods include lectures, discussions, and assignments. Students will be evaluated through short answers, essays, and exams.
Ppt on evaluation of education programs in nursingArushi Negi
The document discusses guidelines for establishing and evaluating nursing education programs in India. It outlines the requirements to start general nursing, bachelor's, master's, and doctoral programs. Requirements include having an affiliated hospital, meeting physical infrastructure standards, and maintaining appropriate faculty-student ratios. The document also describes various models for conducting program evaluations, emphasizing the importance of ongoing, systematic assessment of curricula, outcomes, teaching effectiveness, and other components to ensure program quality.
Ashley Wilkinson is an experienced employability coach and tutor with over 15 years of experience in project management, business development, and career coaching. She has successfully launched and managed traineeship and apprenticeship programs. Her key skills include excellent communication, enthusiasm, organization, and demanding high standards. Her background includes roles managing recruitment, delivering training programs, and advising individuals on business plans and returning to work.
Gresham Municipal Utilities underwent a journey to implement fixed-base water and electric metering using automated meter reading. They researched options for over 10 years, educating stakeholders and selecting technologies. An RFP process in 2013 led to a system being installed between 2014-2015. Training and software integration followed. Benefits included more efficient operations, new rate options, leak detection, and accountability. Lessons included maintaining communication during integration and anticipating lead times. Additional benefits have been cross-connection inspections, outage troubleshooting, and detecting meter tampering.
Alvin Eaton is seeking a position as a diesel or aircraft technician. He has over 25 years of experience in aircraft maintenance and repair, diesel mechanics, and heavy vehicle repair. His experience includes work for multiple airlines maintaining aircraft, as well as experience working on military vehicles in Iraq, Afghanistan, and Qatar. He has ASE certification in brakes and suspension and an associates degree in diesel technology.
BRIEF REPORT : MARCH AGAINST BRIDE TRAFFICKINGEMPOWER PEOPLE
Finally, the community comes together to stand up against the Bride trafficking. Today there are about 500 community groups having more than 5,000 such community members. The high way of in- country trafficking especially for bride trafficking starts from Assam and West Bengal and goes down to the capital of the country. The mobilisation of the community is very encouraging outcome of the 16 day march started on 1st March 2012. The March had covered 4,400 odd km travelling through 21 districts of the two states.
http://www.empowerpeople.org.in/news/brief-report-march-against-bride-trafficking
This document discusses teaching vocabulary to students and the use of animation movies. It begins by explaining that vocabulary is crucial for understanding written and spoken text but is difficult for students to improve due to a lack of vocabulary. It then proposes that animation movies may help address this problem by gaining students' attention, supporting learning through visual examples, eliciting student responses, providing feedback, and enhancing retention. The document goes on to discuss concepts related to teaching vocabulary, the significance and purpose of the study, and provides definitions of key terms.
http://mypt3.com/kerja-kursus-geografi-pt3
Kerja Kursus Geografi PT3 2016 khusus pelajar Tingkatan 3: Panduan Tugasan berdasar tajuk sistem pengangkutan? Konsep, takrifan,borang soal selidik.
Alhamdulillah, rata-rata pembaca setia Mypt3 yang telah bertungkus lumus menyiapkan kerja kursus sejarah Pt3 2016, hampir kesemuanya telah siap malah ada yang hantar awal kepada guru masing-masing.
Presentation at Environment Management and Policies
By Junior, Cristina and Omar.
How Ecolabelling play a roll for business and the general public understand.
Este documento presenta el caso "Desarticulación del Sistema de Protección Social en Colombia". En 2007, el Ministerio de Protección Social convocó a la Universidad ICESI para que desarrollara un diplomado virtual sobre gestión social y protección social. Los 520 funcionarios que participaron concluyeron que el sistema no funciona debido a la falta de articulación entre sus entes. Como parte del curso, los estudiantes debían analizar las causas del problema y estrategias para resolverlo. El caso también incluye un resumen del Sistema de Protección Social Colombiano
This course outline provides information for the 2003HSC Nutrition course offered at Griffith University's Gold Coast campus in 2004. The 10 credit point course is a core requirement for Bachelor of Health Science, Biomedical Science, and Food Science and Nutrition degrees. It introduces students to human nutrition, covering topics like macronutrient and micronutrient needs, digestion and metabolism, energy balance and weight control, dietary guidelines, and the relationship between nutrition and health. Assessment consists of laboratory assignments, an essay, a mid-semester exam, and an end of semester exam. The course is delivered through lectures, tutorials, and laboratory sessions.
Health Psychology_Increasing frequency of breakfast consumption_impact on moo...Amber Trengove
The participant recorded their food intake, mood, and energy levels over two weeks. In the first week, they skipped breakfast three days. After an intervention using positive reinforcement to encourage breakfast, they ate breakfast every day the next week. Their average mood and energy levels increased from 6.1 to 7.1. The results suggest the intervention successfully increased breakfast consumption and correlated with improved mood and energy.
This document provides an overview and training for student volunteers for the GOAL University program. It introduces the program's goals of increasing knowledge and improving attitudes towards nutrition and physical activity for elementary school students. The training covers the public health issues of childhood obesity, the program structure and curriculum, volunteer roles and responsibilities, and initial preparation requirements. The program is implemented through weekly 1-hour sessions at an elementary school, including physical activity, nutrition education, and goal tracking.
1. Why did the Roman Catholic Church come to stress celibacy for i.docxpaynetawnya
1. Why did the Roman Catholic Church come to stress celibacy for its priests?
2. Why was the Byzantine Empire able to stabilize and recover much of its power around 1000?
3. Why had kings finally won the battle for power in Western Europe by 1500?
4. What are the major reasons that pilgrimages became an important part of popular religious practice in Western Europe after 1000?
5. What major religious difference between Latin (Catholic and Protestant) Christianity and Eastern Orthodoxy resulted from their very different political contexts after the 400s?
6. How is The Prince an example of humanism?
7. Why did Spain and Portugal specifically lead the way in European expansion?
8. Why did China cease its voyages of exploration after 1433?
Unit Overview
Grade level 4
Disciplinary Area ESL
Unit Title Health and Nutrition
Population Description
Ages : 9 Years
Grade Level: 4
English Proficiency Levels: Expanding
ESL program Model: ESL Class Period
Summary and Rationale
Health and Nutrition
Cognitive Academic Language Learning Approach (CALLA) is the most appropriate theoretical ground for the unit since it has been based on cognitive theories that are infused into the lesson planning process to create learning strategies that in order to develop content that will increase the academic fluency of the ESL students.
This unit was chosen since health and nutrition is an everyday thing and students have to engage in activities that are related to health and nutrition everyday Further still, with the increasing cognitive abilities of the students, there is need to introduce them to the ideals of balance diets and the terminologies that are used in food and nutrition. Proficiency in health and nutrition as a unit increases the vocabulary base of the ESL students of the chosen age and also increases their prowess and language proficiency.
It is of interest to the teacher that the children learn different types of foods according to their diet categories and also increase their word power. The expectation is that since children at the chosen developmental stage are intrigued by different foods and snacks, teaching concepts and engaging them in ideas will be easy. The activities that are lined up in the teaching/learning process are engaging and fun and the students should have no problem internalizing ideas.
Students are also expected to understand the connections that are there between the physical activities, emotional wellbeing and their social wellness. They should also analyze the needs for the variety and moderation that is offered by a balanced diet.
Health and nutrition is an everyday thing the components of it go beyond the classroom setting to the world. Issues with personal health, fitness and diet have got lasting impressions in the life of a person and the set standards from whence a child is young are the ...
Study Guide
Nutrition
INSTRUCTIONS TO STUDENTS 1
LESSON ASSIGNMENTS 7
LESSON 1: NUTRITION AND THE HUMAN BODY 9
LESSON 2: CARBOHYDRATES, FATS,
AND PROTEINS 17
LESSON 3: MICRONUTRIENTS, MINERALS,
AND WATER 27
LESSON 4: WEIGHT CONTROL AND
NUTRITIONAL NEEDS 35
LESSON 5: LIFE CYCLE, FOOD SAFETY,
AND GLOBAL NUTRITION 41
SELF-CHECK ANSWERS 49
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1
YOUR COURSE
Nutrition is the science that investigates how our body takes
in, breaks down, and uses foods. The course will provide you
with basic information on how these processes take place,
including information about nutrients and how they contribute
to the way the body functions. This will help you to have a
better understanding of your decisions about food and diet.
You’ll also learn about physical activities that can contribute
to a healthier lifestyle. Because a central focus of nutrition
studies is on health promotion, suggestions for individual
nutrition choice will be discussed, as well as tactics for
maintaining a healthy weight and keeping food supplies safe.
Your course materials have been divided into five lessons.
Each lesson is followed by an examination. These lessons
are designed to assist you as you read the course textbook,
Nutrition for Life, Second Edition, by Janice Thompson and
Melinda Manore. This textbook will help you apply nutrition
principles to your everyday life. Because nutrition is in a
state of constant change, with new technology and new
foods introduced to the market daily, your textbook also
examines recent changes.
OBJECTIVES
When you complete this course, you’ll be able to
■ Evaluate the variety of influences that affect your food
choices
■ Utilize a variety of nutrition education materials to
increase your knowledge base
■ Identify macro- and micronutrients, their functions, and
their effects on health and well-being
■ Discuss basal metabolism, various causes of obesity,
and prevention and treatment techniques
■ Identify the components of exercise and the nutritional
fuel required to meet your exercise needs
In
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n
s
In
stru
ctio
n
s
Instructions to Students2
■ Examine the differences in nutritional needs throughout
the life cycle
■ Explain the various factors that affect the safety of food
products and the new technologies that affect food
supplies
■ Discuss issues involving global food supplies and their
relationship to world hunger
KNOW YOUR TEXTBOOK
Nutrition for Life focuses on both knowledge and application
of the facts of nutrition. Throughout this study guide, you’ll
see references to “the textbook” referring you to Nutrition for
Life for supportive information. Your examinations for this
course will be based upon the textbook readings.
Your textbook sets the stage in the first chapter with advice
that will make you more able to prevent nutrition-related dis-
eases. The textbook also offers you “Test Yourself” questions
(the first one is on page 1 in the textbook) that al.
This document outlines an instructional design project for a nutrition course for student athletes. The goal is for students to apply nutrition to their daily routine before, during and after athletics by maintaining a nutrition log. The course is designed for grades 9-12 and will be delivered online. Key elements of the design include learning objectives, instructional materials, formative evaluations, and alignment with standards. The design draws from theories of attitude learning and aims to help students form healthy nutritional habits for athletic performance and long-term health.
1) The document describes a lesson plan for a grade 7 ESL class on healthy eating. It includes activities to introduce the topic, reading passages and videos to build knowledge, and a final project to integrate learning.
2) The lesson incorporates strategies like think-pair-share to develop oral language skills and uses cooperative learning structures to build collaboration skills.
3) Formative assessments include teacher observation of discussions, peer feedback on recipes, and a summative assessment of students' final healthy eating recipe books.
NSG4028 Concepts of Teaching and Learning Simple Less.docxvannagoforth
This lesson plan aims to teach elementary school students who are hospitalized about healthy eating habits using the food pyramid. The lesson will provide a brief lecture about the food pyramid using pictures to identify specific foods in each category. Students will then participate in a discussion to express their opinions on healthy eating. Finally, the teacher will demonstrate how to search the internet for information on the food pyramid, and students will complete a worksheet identifying serving sizes and vitamin content. The goal is to raise students' awareness of nutrition and provide resources to use after discharge from the hospital.
This document provides information about a webquest for 3rd grade students on creating healthy meal plans. It includes an introduction outlining the importance of healthy eating. The task is for students to create a weekly meal plan consisting of balanced and healthy meals for each day. The process involves students researching food groups and healthy foods on various websites and recording this information. They then create their weekly meal plan and post it online. The document provides evaluation criteria and concludes by emphasizing students have learned about food groups and creating a plan to improve health.
This document outlines the curriculum for the first semester of the Generic B.Sc Nursing program at Khyber Medical University. It includes 6 subjects: Fundamentals of Nursing, Microbiology, Anatomy and Physiology-I, Biochemistry for Nurses, English, and Computer Skills. For each subject, it provides an introduction, learning outcomes, and topics of study (TOS) including content, learning objectives, and assessment methods for each week over the 16-week semester.
Pooky knightsmith PhD thesis - development and testing of an eating disorders...Pooky Knightsmith
This is my PhD thesis - it is an example of 'thesis by publication' and was for the award of PhD in psychological medicine from the Institute of Psychiatry, King's College London in 2014.
This work was funded by the National Institute of Health Research as part of the 'ARIADNE' project.
Abstract
Aims:
The overall aims of this thesis were (1) to develop an eating disorders training programme for school staff, informed by stakeholder (student, staff) views and designed to improve staff’s confidence, attitudes and knowledge in recognising and managing student eating disorders and (2) to carry out a feasibility study of this programme.
Method:
In Studies 1 and 2, 11-19 year old school students (n= 511) and school staff (n=826)
completed online questionnaires exploring their respective experiences and complementing perspectives of eating disorders in an integrated way. In Study 3, focus groups were conducted with 63 members of staff from 29 UK schools with the aims of (a) capturing their views on their ability to identify and manage student eating disorders and any obstacles to this, and (b) to identify any specific training needs in this area that school staff may have and to generate recommendations based on these. In study 4, an eating disorders training programme was developed with input from school staff and clinicians and informed by the findings from studies 1-3. 45 school staff took part in the one day face to face eating disorders training programme and completed a questionnaire about their eating disorder knowledge, attitude and confidence prior to the intervention, immediately post intervention and again three months later. The significance of intragroup changes over time was determined using generalised estimating equations (GEE) models.
Results:
Studies 1-3 indicated that both students and staff felt that eating disorder training for school staff would be beneficial but that such training was not currently widely available. Students and staff then went on to make recommendations for the development of a training intervention for school staff. The intervention was tested in study 4 and was found to have a significant positive impact on school staff’s self-reported confidence, attitudes and knowledge about eating disorders with medium to large effect sizes of 0.7, 0.8 and 0.8 respectively. These gains were universally maintained at follow-up three months later.
Conclusions:
The promising results of the feasibility study provide strong motivation and sound indicators for further research in this emerging field. A large scale evaluation of the teacher training using a fully powered stepped wedge design is recommended as the next step.
1) The lesson aims to teach 30 secondary ESL students about healthy eating through a 6-period unit.
2) Activities include reading texts and videos about nutrition, discussing food choices in groups, and writing recipes using modal verbs.
3) Students will apply their knowledge by writing messages evaluating family meals and creating a class recipe book using modal verbs.
NSM-NCD2013 Symposium 2a - Healthy Kids Programme - Development and evaluatio...appfromlab
The document summarizes the Healthy Kids Programme (HKP) in Malaysia, which aims to improve nutrition knowledge and promote healthy lifestyles among school children. It has two main components: 1) an awareness component involving a parent-children website and 2) a research component conducting a longitudinal study to develop and evaluate nutrition education modules for primary schools. The study found the modules effective, with intervention schools showing improved nutritional status, nutrition knowledge, and healthy eating practices compared to control schools over three years.
The document outlines the Centers for Disease Control and Prevention's School Health Guidelines to Promote Healthy Eating and Physical Activity. The guidelines provide science-based guidance for schools to establish supportive environments for nutrition and physical activity. They address 9 areas including policies and practices, school environments, nutrition services, physical education, health education, school health services, family/community engagement, employee wellness, and professional development. The overall goal is to use a coordinated approach to address obesity and support students' health, well-being, and academic success.
This document provides the course outline for the 2003HSC Nutrition course offered at Griffith University, Gold Coast, Australia. It includes information about the course code, title, credits, convenor, teaching team, rationale, description, organization, content, assessment, and required textbook. The primary objective is to develop an understanding of nutrients and their relationship to health. The course involves 2 hours of weekly lectures and 5 laboratory sessions involving assignments, presentations, and exams. Topics include macronutrients, micronutrients, dietary guidelines, assessment methods, and nutrition for health and physical activity.
Approaches To Nutritional Health Awareness And First Aid In Students With Spe...John Berberich
Video: https://youtu.be/xwVOthcoA-U
Approaches to Nutritional Health Awareness and First Aid in Students with Special Needs - Amy Wang, John Berberich, Moizz Akhtar, Aviv Crish, Rahil Desai, Trivianne Franklin, Forest Gries, Navedeep Kaur, Ryan Pavelka, Catherine Shanahan, Kate Whelihan, Joy Lewis DO
AT Still University
This lesson plan focuses on nutrition for grades K-1. Over the course of a week, students will create a recipe book with their favorite healthy foods. They will color pictures, write recipes with help, and describe the foods. The teacher will provide materials and take pictures of each student to attach to their recipe. Creating the books allows students to learn about nutrition, healthy snacks, and follows state standards on how food affects the body. Parents will be invited to send in their own healthy recipes to include.
This daily lesson plan from Sirawan National High School in the Philippines outlines a music lesson on the music of Southeast Asia. The lesson utilizes a learner-centered teaching approach with the objectives of students demonstrating knowledge of musical characteristics of the region and performing Southeast Asian songs correctly. A variety of activities are outlined, including identifying components of health-related fitness, partner activities to assess fitness, group discussions, and assessments. The teacher reflects on using culturally relevant localized materials and collaborative learning approaches to actively engage students and celebrate cultural diversity.
1. COURSE OUTLINE
Academic Organisation: School of Public Health
Faculty: Griffith Health
Credit point value: 10
Student Contribution Band: Band 2
Course level: Undergraduate
Campus/Location/Learning Mode: Gold Coast / On Campus / In Person
Convenor/s: Ms Melinda Spencer (Gold Coast)
Enrolment Restrictions: Nil
This document was last updated: 16 January 2007
BRIEF COURSE DESCRIPTION
This course presents a comprehensive intorduction to the science of nutrition. The focus is on human
nutrition requirements, describing the need for macronutrient and micronutrient needs, their food sources,
digestion, absorption, storage, and metabolism. Students will also gain an understanding of energy
requirements, metabolism, and energy balance, and how body composition is affected, as well as
problems associated with maintaining a healthy body weight, and nutrition-related health conditions.
Students will be introduced to the dietary guidelines, nutiriton recommendations, and food guidance
systems. Methods for measuring food consumption of individuals, and assessment of nutrient intakes from
food composition data, will allow students to undertake dietary self-assessment. They will learn to assess
their nutritional status using anthropometric assessment mehtods, and in conjunction with dietary
assessment, be able to plan a basic diet.
2. 1
SECTION A – TEACHING, LEARNING AND ASSESSMENT
COURSE AIMS
This course presents a comprehensive introduction to the science of nutrition. With the focus on human
nutrition requirements, students will be introduced to the dietary guidelines, nutrition recommendations,
and food guidance systems. Students will learn the need for macronutrient and micronutrient needs, their
food sources, digestion, absorption, storage, and metabolism. Students will also gain an understanding of
energy requirements, metabolism and energy balance, and how body composition is affected, as well as
problems associated with maintaining a healthy body weight, and nutrition-related health conditions.
LEARNING OUTCOMES
These are listed in sequence of content presented throughout the semester of study.
Upon completion of this course, students will be able to:
1. Discuss the key nutrition concepts that represent basic truth and serve as the foundation of our
understanding about normal nutrition.
2. Analyse outrageous and harmful, misleading and fraudulent, sound and beneficial nutrition
information.
3. Identify and discuss the standards of food and nutrition labelling, and evaluate basic nutrition
content and value of food products.
4. Describe the relationship, and change over time of lifestyle behaviours, genetic makeup, and
environment, to the impact on health and longevity.
5. Discuss the rationale for the development of Dietary Guidelines and other nutrient intake
recommendations.
6. Describe the process of digestion and absorption, and metabolism of the macronutrients;
understand the interplay of accessory body systems; and elucidate the resulting consequence of
gastrointestinal problems.
7. Demonstrate a sound knowledge of the various classes and food sources of the macronutrients –
carbohydrates, lipids, and proteins.
8. Describe the metabolism of the digested macronutrient end products, and the major regulatory
controls of homeostatic mechanisms following the fed and fasted state.
9. Understand the factors affecting energy balance, and describe the mechanisms controlling energy
expenditure and regulatory control of food intake.
10. Describe the differing characteristics of fat-soluble and water-soluble vitamins, their chief
functions, food sources, and consequences of deficiency and toxicity.
11. Discuss the major roles of water, and minerals in the body, and their regulatory control of various
homeostatic mechanisms.
12. Discuss the implications of both deficiency and excess consumption of energy and each of the
macronutrients and the impact of certain dietary components on health and diet-related diseases.
3. 2
CONTENT, ORGANISATION AND TEACHING STRATEGIES
LECTURE PROGRAM – 2007
Lectures: 2 x 1 hour per week
CONTENT SUMMARY
Week Date Module Topic
1 Introduction to 2210PBH Nutrition
Key Nutrition Concepts and Terms
1 26 Feb – 2 Mar
2 Ways of Knowing About Nutrition / The Science of Nutrition /
Quackery and Sensationalism
3 Understanding Food & Nutrition Labels
2 5 – 9 Mar
4 Nutrition, Food Choices & Human Health
5 Introduction to Macro- and Micronutrients
3 12 – 16 Mar 6 Nutrition Recommendations, Dietary Guidelines, Food Guidance
Systems
7 Digestion and Absorption – How the Body Uses Food
4 19 – 23 Mar
8 Nutrient-Hormone Relationships / Digestive System Disorders
5 26 – 30 Mar 9 & 10 Carbohydrates – Sugars, Starches and Fibres
6 2 – 6 Apr 11 & 12 Lipids
7 16 – 20 Apr Mid-Semester Exam
8 23 – 27 Apr 13 & 14 Proteins and Amino Acids
15 Alcohol / Water and Fluid – Electrolyte Balance
9 30 Apr – 4 May
16 Metabolism and Energy Budget
17 Energy Balance – Intake and Expenditure
10 7 – 11 May
18 Problems of Energy Balance
19 Vitamins – Fat Soluble
11 14 – 18 May
20 Vitamins – Water Soluble
21 Major Minerals
12 21 – 25 May
22 Minor Minerals / Trace Elements
23 Nutrition and Heart Disease
13 28 May – 1
Jun Review and Evaluation
4. 3
TUTORIAL PROGRAM – 2007
Tutorials: 4 x 1 hour sessions
Tutorial
Group
Day Start Finish Location Weeks
1 Wednesday 11:00 12:00 G16_1.13 4, 6, 10, 13
2 Wednesday 10:00 11:00 G16_1.15 4, 6, 10, 13
3 Tuesday 15:00 16:00 G16_1.11 4, 6, 10, 13
4 Wednesday 14:00 15:00 G06_1.12 4, 6, 10, 13
5 Friday 12:00 13:00 G02_1.26G 4, 6, 10, 13
6 Thursday 13:00 1400 G30_1.13 4, 6, 10, 13
7 Thursday 14:00 15:00 G06_2.35 4, 6, 10, 13
8 Wednesday 13:00 14:00 G06_2.35 4, 6, 10, 13
9 Friday 13:00 14:00 G02_1.26G 4, 6, 10, 13
ORGANISATION OF TEACHING METHODS
Lecture Program
The lecture program of this course will be presented entirely online. The modules scheduled for each
teaching week as indicated in the lecture content program on the previous page will only be accessible
online during the designated week. This approach ensures students take responsibility in keeping abreast
of the lecture program as though each module were delivered in person at a scheduled lecture session. In
this manner, students have to manage their workload in order to stay up-to-date with each module and the
associated tutorial workbook activities for progressive learning.
Online Forum Discussion
The online course discussion forum will provide the means by which you are encouraged to engage in
addressing queries or concerns regarding the course content on a regular basis. It is a useful medium by
which you can all participate in sharing knowledge with each other, to the benefit of all.
Tutorial Program
In-person on campus tutorial sessions have been scheduled at pertinent times throughout the semester –
prior to submission dates of the tutorial workbook, and the timetabled exams. These provide an
opportunity for students to further review and discuss the major concepts presented throughout the course
of study, for consolidation and application of the knowledge to their assessment items.
ASSESSMENT
Tutorial Workbook
The tutorial workbook consists of review questions, critical thinking, and application exercises. Review
questions enable a simple manner of some of the key points, and serve as a basic study guide. Critical
thinking exercises use case histories to guide students through the logical thought processes involved in
solving nutrition problems. Application exercises give students an opportunity to apply critical thinking
skills, and to relate the knowledge gained throughout their study to their own diets, lifestyles and
experiences. Marks for each of the activities and questions of each Module are indicated in the Tutorial
Workbook Booklet.
5. 4
Examinations
Mid-Semester Exam
You will be required to sit the mid-semester exam online, following the mid-semester break in Week 7
between Monday 16 and Friday 16 April.
End of Semester Exam
The final exam, yet to be scheduled, will be held during the central examination period; it is the
responsibility of each student to ascertain when and where it will be held.
Supplementary Exams
At the discretion of the Course Convenor and School of Public Health Assessment Board, a
supplementary exam may be recommended to those students within 5% of a Pass (P) grade of their
overall cumulative semester grading. Should students fail the supplementary exam (i.e. below 45% of
the weighting); a Pass Conceded (PC) can only be awarded as the overall grade.
Summary of Assessment
Item Assessment
Task
Length Weighting Total Marks Relevant
Learning
Outcomes
Due Day
and Time
1 – 6
Modules 1 – 7
Week 4
23rd
March @ 5pm
6, 7
Modules 8 – 14
Week 8
27th
April @ 5pm
1.
Tutorial
Workbook
Submitted to the
Assignment boxes
outside Learning
Centre G05_3.36/2
45%
Marks for
the activities
and
questions of
each
Module are
indicated in
the Tutorial
Workbook
Booklet
6, 8 – 12
Modules 15 – 22
Week 12
25
th
May @ 5pm
2. Mid-Semester
(Online) Exam
50 mins
time limit
15% 1 – 7 Week 7
3. End Semester
Exam
3 hours 40% 6 – 12 Weeks 15 – 16
During central
examination
Return of Assessment Items
Assessment items will be returned to the student as soon as is practical upon completion of them being
marked. Arrangements will be posted on the Learning@Griffith website, as to when and where they can
be collected.
Notification of Availability of Feedback on Assessment
As soon as is practical upon completion of each assessment item being marked, summative (and
formative) assessment where applicable, will be given.
GRADUATE SKILLS
6. 5
The Griffith Graduate Statement lists the graduate skills that students should develop during their degree
programs at Griffith University.
Graduate Skills
(select appropriate boxes )
Taught
Practised
Assessed
Effective communication (written, oral and interpersonal)
Information literacy
Problem solving
Critical evaluation
Work autonomously / in teams
Creativity and innovation
Ethical behaviour in social / professional / work environments
Responsible, effective citizenship
TEACHING TEAM
Course Convenor
Convenor Details Gold Coast
Campus Convenor Melinda Spencer
Email Melinda.Spencer@griffith.edu.au
Office Location Health Sciences, Room 3.09 (G05_3.09)
Phone 07 5552 8352
Fax 07 5552 8042
Consultation Times Available by appointment
COURSE COMMUNICATIONS
Communication with the Course Convenor may be done so by way of email or telephone contact. If face-
to-face consultations are required, appointments can be made by directly contacting the Course Convenor.
TEXTS AND SUPPORTING MATERIALS
Prescribed Text
TO BE ADVISED – New and updated editions are currently under review.
Supporting Materials and Recommended Readings
TO BE ADVISED – New and updated editions are currently under review.
During the semester, you will be notified of other useful references, or required readings will be web-
posted on Learning@Griffth. To access Learning@Griffith, go to the Griffith University home page at
www.griffith.edu.au and click on the link to "Learning@Griffith".
7. 6
Useful Websites
www.foodwatch.com.au - Foodwatch: for the facts - not the fads - on healthy eating. A site
devoted to healthy eating issues. From the Home page, click on ‘Links’ at the bottom left, a new
window ‘Best sites on nutrition’ links to sites that offer sound sensible advice on nutrition and
health, both government and commercial. This site are recommended to consumers looking for
responsible advice on what to eat or answers to special dietary problems. These are the links the
site contains:
www.xyris.com.au - Food Works
www.nhmrc.gov.au - National Health & Medical Research Council
www.foodstandards.gov.au - Food Standards Australia New Zealand
8. 7
SECTION B – ADDITIONAL COURSE INFORMATION
ASSESSMENT - Submission of Assessment Items - Extensions and Penalties
GRADE DESCRIPTIONS
Allocation of course marks will be according to the guidelines of the Griffith University criterion based
assessed policy:
High Distinction (HD) 85% or greater
Distinction (D) 75 – 84.9%
Credit (C) 65 – 74.9%
Pass (P) 50 – 64.9%
Pass Conceded (PC) 45 – 49.9%
Fail < 45%
Students should note that a Pass Conceded (PC) grade would not allow that course to be counted as a
prerequisite for another course for which it is listed as a prerequisite.
ASSESSMENT – Submission of Assessment Items – Extensions and Penalties
Students are required to submit assessment items by the due date, as advised in the Course Outline.
Assessment items submitted after the due date will be subject to a penalty unless an extension of time for
submitting the item is approved by the Course Convenor.
Requests for Extension
- Requests for extension of time to submit an assessment item must be made in writing to the
Course Convenor. Where the request is made on medical grounds, an appropriate medical
certificate must be submitted.
- The request for an extension should be lodged by the due date for the assessment item. A copy
of the extension request should be attached to the assessment item when it is submitted.
Penalties for Late Submission
- An assessment item submitted after the due date, without an approved extension, will be
penalised. The standard penalty is the reduction of the mark allocated to the assessment item by
10% of the maximum mark applicable for the assessment item, for each day or part day that the
item is late. Weekends count as one day in determining the penalty. Assessment items submitted
more than five days after the due date are awarded zero marks.
SPECIAL CONSIDERATION, EXTENSION OR DEFERRED ASSESSMENT
Students may apply for Deferred Assessment if they were prevented from performing an assessment item
on the ground of illness, accident, disability, bereavement or other compassionate circumstances.
Students applying for deferred assessment on medical grounds must submit a medical certificate from a
registered medical or dental practitioner stating:
(i) the date on which the practitioner examined the student;
(ii) the severity and duration of the complaint;
(iii) the practitioner’s opinion of the effect of the complain on the student’s ability to undertake
the assessment item.
A Statement that the student was “not fit for duty” or was suffering from a “medical condition” will not be
accepted unless the information required in (i), (ii), and (iii) above is included.
Students applying for Special Consideration, Extension or Deferred Assessment on other grounds must
submit suitable documentary evidence, such as a funeral notice.
9. 8
SECTION C – LINKS TO KEY UNIVERSITY INFORMATION
ACADEMIC MISCONDUCT
Students must conduct their studies at the University honestly, ethically and in accordance with accepted
standards of academic conduct. Any form of academic conduct that is contrary to these standards is
academic misconduct, for which the University may penalise a student. Specifically it is academic
misconduct for a student to:
present copied, falsified or improperly obtained data as if it were the result of laboratory
work, field trips or other investigatory work;
include in the student's individual work material that is the result of significant assistance
from another person if that assistance was unacceptable according to the instructions or
guidelines for that work;
assist another student in the presentation of that student's individual work in a way that is
unacceptable according to the instructions or guidelines for that work;
cheat; (Cheating is dishonest conduct in assessment);
plagiarise (Plagiarism is knowingly presenting the work or property of another person as if it
were one's own.)
Visit the University’s Policy on Academic Misconduct for further details.
KEY STUDENT-RELATED POLICIES
All University policy documents are accessible to students via the University’s Policy Library website at:
www.griffith.edu.au/policylibrary. Links to key policy documents are included below for easy reference:
Student Charter Academic Standing, Progression and Exclusion Policy
Student Administration Policy Policy on Student Grievances and Appeals
Assessment Policy Examinations Timetabling Policy and Procedures
Academic Calendar Guideline on Student E-Mail
UNIVERSITY SUPPORT RESOURCES
The University provides many facilities and support services to assist students in their studies. Links to
information about University support resources available to students are included below for easy reference:
Learning Centres - the University provides access to common use computing facilities for educational
purposes. For details visit www.griffith.edu.au/cuse
Learning@Griffith - there is a dedicated website for this course via the Learning@Griffith student portal.
Student Services facilitate student access to and success at their academic studies. Student Services
includes: Careers and Employment Service; Chaplaincy; Counselling Service; Health Service; Student
Equity Services (incorporating the Disabilities Service); and the Welfare Office.
Learning Services within the Division of Information Services provides learning support in three skill areas:
computing skills; library skills; and academic skills. The study skills resources on the website include self-
help tasks focusing on critical thinking, exam skills, note taking, preparing presentations, referencing,
writing, proof reading, and time management.
10. 9
SECTION C – KEY UNIVERSITY INFORMATION
ACADEMIC MISCONDUCT
Students must conduct their studies at the University honestly, ethically and in accordance with accepted
standards of academic conduct. Any form of academic conduct that is contrary to these standards is
academic misconduct, for which the University may penalise a student. Specifically it is academic
misconduct for a student to:
present copied, falsified or improperly obtained data as if it were the result of laboratory
work, field trips or other investigatory work;
include in the student's individual work material that is the result of significant assistance
from another person if that assistance was unacceptable according to the instructions or
guidelines for that work;
assist another student in the presentation of that student's individual work in a way that is
unacceptable according to the instructions or guidelines for that work;
cheat; (Cheating is dishonest conduct in assessment);
plagiarise (Plagiarism is knowingly presenting the work or property of another person as if
it were one's own.)
Visit the University’s Policy on Academic Misconduct for further details.
KEY STUDENT-RELATED POLICIES
All University policy documents are accessible to students via the University’s Policy Library website at:
www.griffith.edu.au/policylibrary. Links to key policy documents are included below for easy reference:
Student Charter Academic Standing, Progression and Exclusion Policy
Student Administration Policy Policy on Student Grievances and Appeals
Assessment Policy Examinations Timetabling Policy and Procedures
Academic Calendar Guideline on Student E-Mail
Health and Safety Policy
UNIVERSITY SUPPORT RESOURCES
The University provides many facilities and support services to assist students in their studies. Links to
information about University support resources available to students are included below for easy
reference:
Learning Centres - the University provides access to common use computing facilities for educational
purposes. For details visit www.griffith.edu.au/cuse
Learning@Griffith - there is a dedicated website for this course via the Learning@Griffith student portal.
Student Services facilitate student access to and success at their academic studies. Student Services
includes: Careers and Employment Service; Chaplaincy; Counselling Service; Health Service; Student
Equity Services (incorporating the Disabilities Service); and the Welfare Office.
Learning Services within the Division of Information Services provides learning support in three skill areas:
computing skills; library skills; and academic skills. The study skills resources on the website include self-
help tasks focusing on critical thinking, exam skills, note taking, preparing presentations, referencing,
writing, proof reading, and time management.