Great follow-up to our webinar “Plant-based Eating: Enhancing Health Benefits, Minimizing Nutritional Risks” Learn more about vitamin B12 deficiency, assessment methods, and the role of B12 in the prevention and treatment of certain health conditions.
Learning Objectives:
1. List populations and groups at risk of vitamin B12 deficiency/inadequate vitamin B12 status?
2. Understand what constitutes adequate vitamin B12 intake
3. Distinguish between reliability of different vitamin B12 assessment methods
What constitutes adequate vitamin B12 status?
Indirect indicators of vitamin B12 deficiency
4. Assess the role of vitamin B12 in prevention and treatment of selected health conditions
CVD
Osteoporosis/Bone fractures
Brain Atrophy
B12 and EPA & DHA
5. Evaluate the efficacy of different vitamin B12 deficiency treatment options
PRESENTER
Roman Pawlak, Ph.D., RD
Associate Professor
Department of Nutrition Science
East Carolina University
Author of several books, Dr. Pawlak has lectured internationally about diet and nutrition.
The effects of a deficiency of one vitamin would not ordinarily be expected to be highly dependent on the presence or absence of another vitamin in the diet, since the symptoms of deficiency of each vitamin are usually quite distinct. Nevertheless, antagonistic or synergistic interactions between vitamins may occur to a greater or less extent. While several mechanisms can be proposed whereby vitamins can be synergistic, it is more difficult to conceive of one which could explain vitamin antagonism.
Minerals and vitamins are interrelated in the sense that both belongs to the same class of nutrients called as micro nutrients, because both are needed in the body in small quantity as compared to other nutrients like carbohydrates, fat and protein.
Great follow-up to our webinar “Plant-based Eating: Enhancing Health Benefits, Minimizing Nutritional Risks” Learn more about vitamin B12 deficiency, assessment methods, and the role of B12 in the prevention and treatment of certain health conditions.
Learning Objectives:
1. List populations and groups at risk of vitamin B12 deficiency/inadequate vitamin B12 status?
2. Understand what constitutes adequate vitamin B12 intake
3. Distinguish between reliability of different vitamin B12 assessment methods
What constitutes adequate vitamin B12 status?
Indirect indicators of vitamin B12 deficiency
4. Assess the role of vitamin B12 in prevention and treatment of selected health conditions
CVD
Osteoporosis/Bone fractures
Brain Atrophy
B12 and EPA & DHA
5. Evaluate the efficacy of different vitamin B12 deficiency treatment options
PRESENTER
Roman Pawlak, Ph.D., RD
Associate Professor
Department of Nutrition Science
East Carolina University
Author of several books, Dr. Pawlak has lectured internationally about diet and nutrition.
The effects of a deficiency of one vitamin would not ordinarily be expected to be highly dependent on the presence or absence of another vitamin in the diet, since the symptoms of deficiency of each vitamin are usually quite distinct. Nevertheless, antagonistic or synergistic interactions between vitamins may occur to a greater or less extent. While several mechanisms can be proposed whereby vitamins can be synergistic, it is more difficult to conceive of one which could explain vitamin antagonism.
Minerals and vitamins are interrelated in the sense that both belongs to the same class of nutrients called as micro nutrients, because both are needed in the body in small quantity as compared to other nutrients like carbohydrates, fat and protein.
Food For Thought - Optimal Eating for IT-professionalsOlli Sovijärvi
Slides from my presentation to Wunder IT company on how to optimize brain function, blood sugar regulation and energy levels with food and supplements.
How International Is Our School? MA DissertationStephen Taylor
Title: A pilot-test of a visualization and set of evaluation rubrics for factors affecting the promotion of international-mindedness and global engagement (IMaGE) of a school.
Defining Inquiry for the PreK-12 continuum. Inquiry as a 'theory of everything' of good education, built on a solid foundation of well-taught knowledge, skills and concepts.
This is an assignment for my University of Bath MA in International Education, based on the tensions in transition from MYP to DP. It revolved around the different schools of through about learning and, most importantly, inquiry. It focuses on the different approaches to inquiry characterised by Dewey and Vygotsky, before moving onto a modern look at evidence-based practices.
MA International Education University of Bath assignment (Education in and International Context).
In this assignment I have tried to propose an original idea for helping schools define and measure the degree to which they demonstrate the values of international education.
I use this lab sequence over a couple of lessons to get to grips with some basics of different types of reactions, balancing, writing formulas and problem-solving.
In this formative in-class Criterion C task, we connect the content from the last unit with some basics on Forces, using the Red Bull Stratos jump as a basis.
This presentation is for my class to work through as teachers are on a series of PD days. It is based on a very bad One Direction joke cracked in a class about vectors.
I split the presentation for the unit into two, as I added so many slides to help with student questions and misconceptions. This one focuses on mathematical aspects of the unit.
In the first week of High School, my Grade 9 Chemistry class were asked to put on a short show for the BBP and KA students (3-5 year-olds) about water. We used it as a chance to get to know each other and to formatively assess Criterion B: Communication and F: Attitudes in Science.
1. Energy in Human Diets
Stephen Taylor
Image: 'untitled'
http://www.flickr.com/photos/28025847@N05/7694792428
Found on flickrcc.net
2. Assessment Statements Obj.
A2.1 Compare the energy content per 100g of carbohydrate, fat and protein. 3
A2.2 Compare the main dietary sources of energy in different ethnic groups. 3
Explain the possible health consequences of diets rich in carbohydrates,
A2.3 3
fats and proteins. (Explain consequences of excess of each separately).
A2.4 Outline the function of the appetite control centre in the brain. 2
Calculate the body mass index (BMI) of a person from their weight and
A2.5 2
height.
Distinguish, using the BMI, between being underweight, normal weight,
A2.6 2
overweight and obese.
Outline the reasons for increasing rates of clinical obesity in some
countries, including the availability of cheap high-energy foods, large
A2.7 2
portion sizes, increasing use of vehicles for transport, and a change from
active to sedentary occupations.
A2.8 Outline the consequences of anorexia nervosa. 2
Command terms: http://i-biology.net/ibdpbio/command-terms/ Assessment statements from: Online IB Biology Subject Guide
3. What is food energy and how can it be measured?
Food energy: from carbohydrates, proteins, fats.
Units: food calories (kcal) or kilojoules (1kcal = 4.18kJ)
1 food Calorie = 1000 calories
(1 calorie = the energy required to raise the
temperature of 1g water by 1oC.)
SI unit: kilojoules
1 food Calorie = 4.1kJ (kilojoules)
As humans are autotrophs, we take
energy from food, in form of
carbohydrates, lipids or proteins.
Image: 'Big Mac'
http://www.flickr.com/photos/7236030@N03/2741811882
http://nutritiondata.self.com/facts/fast-foods-generic/8053/2 Found on flickrcc.net
4. Compare carbohydrate, fats and proteins in
terms of energy storage.
Energy /100g Carbohydrates Fats Proteins
kJ 1,760 4,000 1,720
kcal (Calories) 421 956 411
Image: 'Big Mac'
http://www.flickr.com/photos/7236030@N03/2741811882
http://nutritiondata.self.com/facts/fast-foods-generic/8053/2 Found on flickrcc.net
5. Compare carbohydrate, fats and proteins in
terms of energy storage.
Energy /100g Carbohydrates Fats Proteins
kJ 1,760 4,000 1,720
kcal (Calories) 421 956 411
Carbohydrates are broken down into monosaccharides (sugars)
during digestion, absorbed into the blood and assimilated into
cells for respiration.
Foods rich in sugars or simple (processed) carbohydrates give a
quick release of blood sugar. More complex carbohydrates give
a slower, more sustained release of sugars to the blood.
http://nutritiondata.self.com/facts/fast-foods-generic/8053/2
6. Compare carbohydrate, fats and proteins in
terms of energy storage.
Energy /100g Carbohydrates Fats Proteins
kJ 1,760 4,000 1,720
kcal (Calories) 421 956 411
Fats are a highly efficient store of energy as they contain long-
chain fatty acids, made with many carbon atoms. During the
link reaction of respiration, pairs of carbon atoms are
transported into the Krebs cycle and used to produce ATP.
So… long chains + lots of carbons = lots of energy storage.
They are easier to build than they are to break down, though!
http://nutritiondata.self.com/facts/fast-foods-generic/8053/2 http://en.wikipedia.org/wiki/Triglyceride
7. Compare carbohydrate, fats and proteins in
terms of energy storage.
Energy /100g Carbohydrates Fats Proteins
kJ 1,760 4,000 1,720
kcal (Calories) 421 956 411
Proteins are long-chain polymers of
amino acids and contain carbon
atoms. They can be used for cell
respiration, though they are harder
to metabolise than lipids or
carbohydrates.
http://nutritiondata.self.com/facts/fast-foods-generic/8053/2 http://en.wikipedia.org/wiki/Protein_(nutrient)
8. Reading Food Labels
Calculate the % Calories from fat in this burger.
Calculate the % fat by weight in the burger.
http://nutritiondata.self.com/facts/fast-foods-generic/8053/2
9. Reading Food Labels
Calculate the % Calories from fat in this burger.
(295/563) X 100 = 52.4%
Calculate the % fat by weight in the burger.
http://nutritiondata.self.com/facts/fast-foods-generic/8053/2
10. Reading Food Labels
Calculate the % Calories from fat in this burger.
(295/563) X 100 = 52.4%
Calculate the % fat by weight in the burger.
(33/219) X 100 = 15.1%
Why “99% Fat Free” could be a lie…
http://nutritiondata.self.com/facts/fast-foods-generic/8053/2 http://www.youtube.com/watch?v=yd9XnyNGXGs
12. Staple diets vary by geographical region and culture
Food staples are the main source of dietary energy for a population.
http://click4biology.info/c4b/a/A2.htm
Geographical Region/ Culture Main food energy source
Continental Europeans, USA
UK & Northern Europe
Central Africa & Brazil
Americas & Africa
Asia
Eskimo Tribes
Isolated Island Populations
26. Exercise & Energy
“How many calories are in your favorite foods?
How much exercise would you have to do to
burn off these calories?
What is the relationship between calories and
weight?
Explore these issues by choosing diet and
exercise and keeping an eye on your weight.”
PhET Lab: Eating & Exercise http://phet.colorado.edu/en/simulation/eating-and-exercise
You can try Wolfram | Alpha too.
What does it say about your favourite
forms of exercise?
51. Image: 'untitled'
http://www.flickr.com/photos/28025847@N05/7694792428
Found on flickrcc.net
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