This document provides 30 tips for starting a food revolution at schools to improve school meals and food education. It suggests educating yourself about the issues, finding supporters, auditing current school food, meeting with officials in charge, setting goals and a plan of action, addressing suppliers, keeping the community informed and involved, fundraising, conducting taste tests, providing teacher training, integrating food into classrooms, hosting cooking classes, making healthy options appealing, serving seasonal local food, growing food, celebrating successes, and remaining committed long-term. The overall goal is to replace junk food with fresh cooked meals and improve nutrition education for students.
Gardening in Schools: A Vital Tool for Children’s Learning
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
Gardening in Schools: A Vital Tool for Children’s Learning
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
Food Fringe CAG India Marketing To ChildrenGordon Renouf
Bharath Jairaj discusses CAG initiatives to improve food marketing and the food sold in schools in India - a focus on how to engage parents and communities.
This is a presentation in English of a Health Education workshop run by Children for Health in Changara District, Tete Province in February 2020. It also sets out the background and context for this workshop. Contact us at www.childrenforhealth.org
This seminar was held in partnership with WFP under the title of "Utilizing evidence-based research to inform policy: The Case of School Feeding Programs"
Children's Participation in Learning and Action for Nutrition in Mozambique, ...ChildrenforHealth
This slide show describes the programme, 'Children's Participation in Learning and Action for Nutrition' in Mozambique. It is led by the Provincial Government of Tete's SETSAN team and is part of the PAMRDC Education strategy and is linked to the global SUN movement.
170 days: US learning on holiday meals by Lindsay GrahamRobin Beveridge
Lindsay Graham's presentation of her study tour of the US, as part of a Winston Churchill Memorial Trust bursary, as delivered to Holiday Hunger North East group on 22 Oct 14.
There are a lot of reasons why a child should be taught to eat healthily
from a very young age. With good eating habits inculcated into a child
daily dietary regiment the assurance of getting all the nutritional
needs for the body will be well under control. It would also ensure the
child’s weight and health conditions are kept to its optimum.
This is an example of a wellness plan to benefit the school and it's community. The goal is to improve education through improving the health of the students, employees, and members of the community.
Title of PaperStudent NameCourseNumberDue DateFaculty Nam.docxjuliennehar
Title of Paper
Student Name
Course/Number
Due Date
Faculty Name
Indirect Compensation
John Wayne
Total Compensation/HRM 324
August 13, 2019
Jerry Davis
Community Teaching Work Plan Proposal
Planning and Topic
Directions: Develop an educational series proposal for your community using one of the following four topics:
1. Bioterrorism/Disaster
2. Environmental Issues
3. Primary Prevention/Health Promotion
4. Secondary Prevention/Screenings for a Vulnerable Population
Planning Before Teaching:
Name and Credentials of Teacher: Patience Nehikhare, ADN
Estimated Time Teaching Will Last: 30 min
Location of Teaching: 5th Ward GO Neighborhood Health & Wellness Fair
3303 Lyons Ave
Supplies, Material, Equipment Needed: Paper to create and make copies of pamphlets, food props to show a healthy plate
Estimated Cost: $150
Community and Target Aggregate: 5th Ward families and minorities
Topic:
Primary Prevention/Health Promotion
Identification of Focus for Community Teaching (Topic Selection): Healthy nutrition for children and families
Epidemiological Rationale for Topic (Statistics Related to Topic): Two-thirds of adults in the US are obese. One-third of US children are overweight and 17% are obese. Excluding illnesses and other genetic factors, poor nutrition is a common factor leading to obesity.
Teaching Plan Criteria
Your teaching plan will be graded based on its effectiveness and relevance to the population selected. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Nursing Diagnosis: Imbalanced nutrition: more than body requirements related to deficient knowledge about nutritional needs, food intake, or food preparation.
Readiness for Learning: Identify the factors that would indicate the readiness to learn for the target aggregate. Include emotional and experiential readiness to learn.
· Voiced interest in improving nutritional habits
· Voiced concern over increasing weight in self or family members
· Psychological capacity to learn healthy nutrition habits
· Open and engaging body language
Learning Theory to Be Utilized: Explain how the theory will be applied.
The Behavior Learning Theory is the best approach to improve nutrition and healthy habits among children and families. With the behavioral approach, I will teach families how to incorporate healthy habits into their daily lifestyle. To accomplish this, I will create a pamphlet for families to take home with them that will include the information covered in my presentation. The pamphlet will also include a list of local resources that the family can use to continue their journey. During my presentation, I will teach families about the important food groups and how much of each should be including in each meal. My presentation will focus on healthier alternatives and ways to modify their current eating habits rather than restricting them from foods ...
Food Fringe CAG India Marketing To ChildrenGordon Renouf
Bharath Jairaj discusses CAG initiatives to improve food marketing and the food sold in schools in India - a focus on how to engage parents and communities.
This is a presentation in English of a Health Education workshop run by Children for Health in Changara District, Tete Province in February 2020. It also sets out the background and context for this workshop. Contact us at www.childrenforhealth.org
This seminar was held in partnership with WFP under the title of "Utilizing evidence-based research to inform policy: The Case of School Feeding Programs"
Children's Participation in Learning and Action for Nutrition in Mozambique, ...ChildrenforHealth
This slide show describes the programme, 'Children's Participation in Learning and Action for Nutrition' in Mozambique. It is led by the Provincial Government of Tete's SETSAN team and is part of the PAMRDC Education strategy and is linked to the global SUN movement.
170 days: US learning on holiday meals by Lindsay GrahamRobin Beveridge
Lindsay Graham's presentation of her study tour of the US, as part of a Winston Churchill Memorial Trust bursary, as delivered to Holiday Hunger North East group on 22 Oct 14.
There are a lot of reasons why a child should be taught to eat healthily
from a very young age. With good eating habits inculcated into a child
daily dietary regiment the assurance of getting all the nutritional
needs for the body will be well under control. It would also ensure the
child’s weight and health conditions are kept to its optimum.
This is an example of a wellness plan to benefit the school and it's community. The goal is to improve education through improving the health of the students, employees, and members of the community.
Title of PaperStudent NameCourseNumberDue DateFaculty Nam.docxjuliennehar
Title of Paper
Student Name
Course/Number
Due Date
Faculty Name
Indirect Compensation
John Wayne
Total Compensation/HRM 324
August 13, 2019
Jerry Davis
Community Teaching Work Plan Proposal
Planning and Topic
Directions: Develop an educational series proposal for your community using one of the following four topics:
1. Bioterrorism/Disaster
2. Environmental Issues
3. Primary Prevention/Health Promotion
4. Secondary Prevention/Screenings for a Vulnerable Population
Planning Before Teaching:
Name and Credentials of Teacher: Patience Nehikhare, ADN
Estimated Time Teaching Will Last: 30 min
Location of Teaching: 5th Ward GO Neighborhood Health & Wellness Fair
3303 Lyons Ave
Supplies, Material, Equipment Needed: Paper to create and make copies of pamphlets, food props to show a healthy plate
Estimated Cost: $150
Community and Target Aggregate: 5th Ward families and minorities
Topic:
Primary Prevention/Health Promotion
Identification of Focus for Community Teaching (Topic Selection): Healthy nutrition for children and families
Epidemiological Rationale for Topic (Statistics Related to Topic): Two-thirds of adults in the US are obese. One-third of US children are overweight and 17% are obese. Excluding illnesses and other genetic factors, poor nutrition is a common factor leading to obesity.
Teaching Plan Criteria
Your teaching plan will be graded based on its effectiveness and relevance to the population selected. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Nursing Diagnosis: Imbalanced nutrition: more than body requirements related to deficient knowledge about nutritional needs, food intake, or food preparation.
Readiness for Learning: Identify the factors that would indicate the readiness to learn for the target aggregate. Include emotional and experiential readiness to learn.
· Voiced interest in improving nutritional habits
· Voiced concern over increasing weight in self or family members
· Psychological capacity to learn healthy nutrition habits
· Open and engaging body language
Learning Theory to Be Utilized: Explain how the theory will be applied.
The Behavior Learning Theory is the best approach to improve nutrition and healthy habits among children and families. With the behavioral approach, I will teach families how to incorporate healthy habits into their daily lifestyle. To accomplish this, I will create a pamphlet for families to take home with them that will include the information covered in my presentation. The pamphlet will also include a list of local resources that the family can use to continue their journey. During my presentation, I will teach families about the important food groups and how much of each should be including in each meal. My presentation will focus on healthier alternatives and ways to modify their current eating habits rather than restricting them from foods ...
Assignment 1 Create Article -Toolkit Parent Education Home to Sc.docxtrippettjettie
Assignment 1: Create Article -Toolkit Parent Education: Home to School Connections
For this Assignment, you will create two newsletter articles to educate others on creating positive relationships. The first article is for families and caregivers on building strong home to school connections.
Assignment Directions: Write 1-page article for each of the following scenarios:
Scenario 1:The first article is for the parent newsletter that is, sent to all families.
Write a 1- Page article on creating positive relationships between school staff and families. In your article, include the following:
1. Why home and school relationships are important. Provide a rationale citing specific references to the Learning Resources and outside resources you researched.
2. Strategies for creating positive relationships between home and school. Ideas for using technology to increase interactions between home and school.
Scenario 2:The second article is for the staff-only newsletter that is, sent to all staff at the school.Write a 1-page article on creating positive school professional to student relationships. Keep in mind that all school professional to student relationships are important, including the secretary, the lunchroom aide, the custodian, etc. In your article, include the following:
1. Why school staff and student relationships are important. Provide a rationale citing specific references to the Learning Resources and outside resources you researched.
2. Strategies for creating positive relationships between school staff and students. Provide ideas for building relationships with students from diverse backgrounds.
Include a reference page of at least 2 outside resources per article (minimum of 4 resources) you used to support your articles.
Helpful Reference
Gurland, S. T., & Evangelista, J. E. (2015). Teacher-student relationship quality as a function of children’s expectancies. Journal of Social and Personal Relationships, 32(7), 879–904.
Wilkins, J. (2014). Good teacher-student relationships: Perspectives of teachers in urban high schools. American Secondary Education, 43(1), 52–68.
Waddell, J. H. (2013). Working with families in urban teacher education: A critical need for all students. Teacher Educator, 48(4), 276–295.
Modue 4
This is a two-part assignment:
First, complete the Goals and Objective Worksheet (supplied electronically in this assignment) on pages 45-46. If there is more than one Project Goal, complete one worksheet for each Goal, listing the Goal at the top of the worksheet. Disect each goal into objectives indicating the direction of change, area of change, target population, degree of change, and time frame.
Next, write the Program Goals and Objectives section (in narrative form) that will be included in the final Grant Proposal. You canname this several different titles, Goals and Objective, Project Goals, Programs Objectives, etc. Look at the sample proposals for examples.
Remember, use the book only as a guide. All works ...
FoodFight is an educational nonprofit whose mission is to revolutionize the way we think about food. Using schools as a platform, we arm students, teachers and parents with the knowledge they need to make healthier eating and buying decisions. Join the fight!
Parenting the AdolescentView Full DescriptionIt is often.docxjakeomoore75037
Parenting the Adolescent
View Full Description
It is often said that there is much similarity in adolescent and toddler development. In fact, some say that the toddler you had comes back as a teenager. Given what you have read about parenting the toddler (Week 3) and the adolescent (Week 5) describe at least one similarity and one difference and describe how parenting is both the same and different. Please note in your post the relevant developmental stages and how parents effectively meet them.
Parenting changes as children get older, offering new challenges to parents at home. School-age children spend more time away from home, and their interactions with others become increasingly complex. Parents maintain many of the same fundamental responsibilities with school-age children as they did with preschoolers. They need to continue to provide love and affection, to set age-appropriate rules and boundaries, and to support physical, cognitive and social development.
Topics to be covered include:
Normal physical, emotional and social development in during the elementary school and early teen years
Ways parents can support their child’s development during the elementary school and early teen years
Techniques to help parents maintain positive relationships with their adolescents as they become more independent and move toward adulthood
Techniques to help school-age children develop positive relationships with family and peers
Ways parents can promote healthy lifestyles with school age children
Effects of media use on children’s development
· Sleep
· Sleep helps attention, emotional well-being, and learning. Adequate sleep helps the body regulate its metabolic processes and weight control. Parents should establish a consistent bedtime schedule as well as bedtime routines to help children develop the habit of sleep. Parents who adopt positive and nurturing parenting styles support healthy sleep patterns in children.
· School-age children usually sleep independently; however, maintaining a normal bedtime routine is part of good sleep hygiene. Sleep hygiene includes a number of practices that support healthy sleep, like avoiding caffeine in the afternoon, having a cool, dark room, and a relaxing bedtime routine. For school-age children, this might involve a shower or bath, a snack, and reading time, either alone or with a parents. It is best to avoid screens, including smartphones and tablets, before bed.
·
CDC RECOMMENDATIONS
· The Center for Disease Control and Prevention (2013) recommends that newborns sleep between 16–18 hours per day. A preschool-age child should sleep between 11–12 hours per day. It is recommended that school-age children get nine to 11 hours of sleep per night. There is some room for individual variation between children, with some managing well on eight hours and others needing 12 hours a night to feel well. If a child is consistently sleeping less than seven hours or more than.
School Lunch ProgramProblems affecting student eating habits..docxkenjordan97598
School Lunch Program
Problems affecting student eating habits.
Solution
s to problem affecting students healthy eating.
Toby Markham
Kaplan University
National school lunch program
This is a program that has been put in place to help enhance student healthy eating habit.
The program ensure the right proportions of nutrients are put in the meals.
This program has faced some challenges like students failing to pay for the program.
Students from rich families opt to take food at home and skip school food.
National lunch program is a program introduced in schools to help prepare healthy foods for the learners. This program has been faced with challenges like student not wanting to participate in the program. Mostly student from rich families do not want to participate while children from low income family want to participate. These student are stigmatized since other students are buying their own food (Gordon, 2003).
2
Issues related to unhealthy eating
Issue of obesity has been on rise as a result of unhealthy eating habits in schools
Students from rich families tends to take junks or eat at home and skip school lunch.
Student from poor or low income families tend to pay for school foods unlike children from rich families.
National lunch program has faced stigmatization.
Unhealthy eating leads to obesity which ahs become a major issue today. Student have access to junk foods which are high in calories value and forego school lunch
3
Obesity problem
Obesity condition has been at rise for the last many years.
Availability of junk foods which are high in calories value has lead to increased students cases of obesity.
Problem associated with children school diet is obesity caused by consumption of unhealthy processed food such as canning, freezing and milling.
These food are very high on calories.
Availability of junk foods in schools ahs been the major cause of unhealthy eating leading to obesity condition increase
4
Other Problems
Students from rich family view healthy eating as denial of their favorite delicacies and are not willing to let go of these foods.
In many schools there is presence of venders machine and cafes which are always ready to provide junk foods.
Students who participate in healthy eating programs feel stigmatized since others are buying their own foods.
Attitude that healthy eating habit is seen as punishment by many student and are not ready to participate in the program. Sometime they eat at home and forego school meals.
5
How to enhance healthy eating
Ensure that vending machines and café are eradicated from the school vicinity.
Directors should ensure that the cooks use right proportion in making foods.
Prices of foods in school should be reduced so that all students can afford the food.
Program management of national school lunch program should ensure continuous improvement of foods offered in school.
To solve the problem of unhealthy eating in schools cafes and vending machin.
Business Ethics 66Thomas Farrow had been evaluated as having b.docxRAHUL126667
Business Ethics 66
Thomas Farrow had been evaluated as having been inflicted by managerial hubris at the time of the bank’s collapse in 1920.
With this in mind, address the following questions, with thorough explanations and well-supported rationale.
1. How did corporate culture, leadership, power and motivation affect Thomas’ level of managerial hubris?
2. Relate managerial hubris to ethical decision making and the overall impact on the business environment.
3. Explain the pressures associated with ethical decision making at Farrows Bank.
4. Evaluate whether the level of managerial hubris would have been decreased if Farrow Bank had a truly ethical
business culture. Could this have affected the final outcome of Farrow Bank? Explain your position.
Parenting the AdolescentView Full Description
It is often said that there is much similarity in adolescent and toddler development. In fact, some say that the toddler you had comes back as a teenager. Given what you have read about parenting the toddler (Week 3) and the adolescent (Week 5) describe at least one similarity and one difference and describe how parenting is both the same and different. Please note in your post the relevant developmental stages and how parents effectively meet them.
Parenting changes as children get older, offering new challenges to parents at home. School-age children spend more time away from home, and their interactions with others become increasingly complex. Parents maintain many of the same fundamental responsibilities with school-age children as they did with preschoolers. They need to continue to provide love and affection, to set age-appropriate rules and boundaries, and to support physical, cognitive and social development.
Topics to be covered include:
· Normal physical, emotional and social development in during the elementary school and early teen years
· Ways parents can support their child’s development during the elementary school and early teen years
· Techniques to help parents maintain positive relationships with their adolescents as they become more independent and move toward adulthood
· Techniques to help school-age children develop positive relationships with family and peers
· Ways parents can promote healthy lifestyles with school age children
· Effects of media use on children’s development· Sleep
· Sleep helps attention, emotional well-being, and learning. Adequate sleep helps the body regulate its metabolic processes and weight control. Parents should establish a consistent bedtime schedule as well as bedtime routines to help children develop the habit of sleep. Parents who adopt positive and nurturing parenting styles support healthy sleep patterns in children.
· School-age children usually sleep independently; however, maintaining a normal bedtime routine is part of good sleep hygiene. Sleep hygiene includes a number of practices that support healthy sleep, like avoiding caffeine in the afternoon, having a cool, dark room, and a r ...
Many parents want their children to indulge in cooking classes. To do this, parents take every step to make their child gets interested in Cooking Classes For Kids.
Kids are the Customers: Marketing Local Food in SchoolsJoanRozelle
Marketing local food in your school food service program can be a positive educational experience and a fundraising program for your school. Learn how to create a responsible school food marketing program that is not only directed at students, but includes school administrators, teachers, parents and the community. Also learn how to replace competitive foods (soda pop and other unhealthy vending machine snacks) with healthy, active fundraising campaigns.
Perchè andare a 30 Km/h in città può fare la differenza, salvando vite umane e riducendo i costi sociali derivanti da 10.000 pedoni e ciclisti uccisi sulle strade in 10 anni. Slides ad opera dell'Architetto Matteo Dondè, per #salvaiciclisti
C N R Inquinamento Da Traffico 18 Aprile 2010Renato Plati
Le slides dell\'intervento tenuto il 18 aprile 2011 presso la sala del CNR dal Dott. Invernizzi, epidemiologo che ha condotto uno studio sui danni prodotti dal traffico di prossimità a Milano. Questi dati dovrebbero essere conosciuti da tutti, a cominciare dagli amministratori pubblici. L\'evento è stato organizzato dal Movimento 5 Stelle di Milano.
Gli effetti dell'inquinamento derivante da traffico ed inceneritori sono allarmanti. Tutti i cittadini dovrebbero essere informati al riguardo, ed i politici non dovrebbero permettersi di prendere nessuna scelta senza coinvolgere le popolazioni interessate.
These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
Report Back from SGO 2024: What’s the Latest in Cervical Cancer?bkling
Are you curious about what’s new in cervical cancer research or unsure what the findings mean? Join Dr. Emily Ko, a gynecologic oncologist at Penn Medicine, to learn about the latest updates from the Society of Gynecologic Oncology (SGO) 2024 Annual Meeting on Women’s Cancer. Dr. Ko will discuss what the research presented at the conference means for you and answer your questions about the new developments.
These lecture slides, by Dr Sidra Arshad, offer a quick overview of physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar leads (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
Ethanol (CH3CH2OH), or beverage alcohol, is a two-carbon alcohol
that is rapidly distributed in the body and brain. Ethanol alters many
neurochemical systems and has rewarding and addictive properties. It
is the oldest recreational drug and likely contributes to more morbidity,
mortality, and public health costs than all illicit drugs combined. The
5th edition of the Diagnostic and Statistical Manual of Mental Disorders
(DSM-5) integrates alcohol abuse and alcohol dependence into a single
disorder called alcohol use disorder (AUD), with mild, moderate,
and severe subclassifications (American Psychiatric Association, 2013).
In the DSM-5, all types of substance abuse and dependence have been
combined into a single substance use disorder (SUD) on a continuum
from mild to severe. A diagnosis of AUD requires that at least two of
the 11 DSM-5 behaviors be present within a 12-month period (mild
AUD: 2–3 criteria; moderate AUD: 4–5 criteria; severe AUD: 6–11 criteria).
The four main behavioral effects of AUD are impaired control over
drinking, negative social consequences, risky use, and altered physiological
effects (tolerance, withdrawal). This chapter presents an overview
of the prevalence and harmful consequences of AUD in the U.S.,
the systemic nature of the disease, neurocircuitry and stages of AUD,
comorbidities, fetal alcohol spectrum disorders, genetic risk factors, and
pharmacotherapies for AUD.
Title: Sense of Taste
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
Key Topics:
Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
Taste Blindness:
Inability to taste certain substances, particularly thiourea compounds
Example: Phenylthiocarbamide
Structure and Function of Taste Buds:
Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
Degeneration of taste buds if the sensory nerve fiber is cut
Abnormalities of Taste Detection:
Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
25% of the population with heightened sensitivity to taste, especially bitterness
Increased number of fungiform papillae
- Video recording of this lecture in English language: https://youtu.be/lK81BzxMqdo
- Video recording of this lecture in Arabic language: https://youtu.be/Ve4P0COk9OI
- Link to download the book free: https://nephrotube.blogspot.com/p/nephrotube-nephrology-books.html
- Link to NephroTube website: www.NephroTube.com
- Link to NephroTube social media accounts: https://nephrotube.blogspot.com/p/join-nephrotube-on-social-media.html
Anti ulcer drugs and their Advance pharmacology ||
Anti-ulcer drugs are medications used to prevent and treat ulcers in the stomach and upper part of the small intestine (duodenal ulcers). These ulcers are often caused by an imbalance between stomach acid and the mucosal lining, which protects the stomach lining.
||Scope: Overview of various classes of anti-ulcer drugs, their mechanisms of action, indications, side effects, and clinical considerations.
Title: Sense of Smell
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
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RESULTS: Overall life span (LS) was 2252.1±1742.5 days and cumulative 5-year survival (5YS) reached 73.2%, 10 years – 64.8%, 20 years – 42.5%. 513 LCP lived more than 5 years (LS=3124.6±1525.6 days), 148 LCP – more than 10 years (LS=5054.4±1504.1 days).199 LCP died because of LC (LS=562.7±374.5 days). 5YS of LCP after bi/lobectomies was significantly superior in comparison with LCP after pneumonectomies (78.1% vs.63.7%, P=0.00001 by log-rank test). AT significantly improved 5YS (66.3% vs. 34.8%) (P=0.00000 by log-rank test) only for LCP with N1-2. Cox modeling displayed that 5YS of LCP significantly depended on: phase transition (PT) early-invasive LC in terms of synergetics, PT N0—N12, cell ratio factors (ratio between cancer cells- CC and blood cells subpopulations), G1-3, histology, glucose, AT, blood cell circuit, prothrombin index, heparin tolerance, recalcification time (P=0.000-0.038). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and PT early-invasive LC (rank=1), PT N0—N12 (rank=2), thrombocytes/CC (3), erythrocytes/CC (4), eosinophils/CC (5), healthy cells/CC (6), lymphocytes/CC (7), segmented neutrophils/CC (8), stick neutrophils/CC (9), monocytes/CC (10); leucocytes/CC (11). Correct prediction of 5YS was 100% by neural networks computing (area under ROC curve=1.0; error=0.0).
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3. Schools have a responsibility to
teach health and nutrition.
The wellbeing of children, both now and in the
future, is affected by their diet and the maintenance of a healthy
weight. Schools can reinforce healthful eating behaviours from a
young age, both in and out of the cafeteria. But this opportunity
is being missed, and the rise in obesity has been accompanied
by a decrease in the number of alternative food options available
at schools, a decline in the quality of food served and a lack of
food education.
While lots of schools around the world provide food education and
great meals in the cafeteria, there are so many schools that need to
change drastically. We need to replace processed and junk food
with fresh meals, cooked from scratch by properly trained cooks
in well-equipped kitchens. We also need to bring food education
back into the classroom, so kids leave school armed with the skills
and knowledge to make the right food choices. Here are some
tips for bringing about change in your local schools.
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4. 1 Educate yourself
Get the facts about childhood obesity and how diet-related diseases impact your
country and your community. Learn the basics about school food in your local
area, whether schools provide lunch or not and what regulations are in place.
Remember every school is different, so you’ll have to do a little digging to find out
what rules apply to schools in your country, state, city or district.
2 Find a core group of supporters
Find allies among parents, staff and community members. Talk to your PTA and find
out if there is already a Health and Wellness Committee or similar at your school.
Have a think about people within the school who can help, and also approach
outsiders such as local paediatricians, health experts and school nurses who can
share their expertise and provide an independent voice. Meet with your group
regularly to define your mission statement and core aims.
3 Get the facts on lunch in your local schools
If you can, eat lunch at your school and find out for yourself what is on the lunch
tray and what other food and drink is available during the day. Do an audit of
the school food to help create a clear picture of what exactly is happening: what
facilities there are, how long kids have to eat their lunch, what equipment the
school has, and what training and skills staff have.
4 Find out who is in charge
You’ll need the support of key people, so get in contact with them. They could be
the head teacher or principal of the school, the person in charge of school meals,
local politicians or even food suppliers. You’ll need to know who has the power to
make the changes to your food, who is supplying the meals, what the contract
situation is and who manages this contract.
5 Investigate the budget and constraints
Find out about the budget constraints your school is facing so you can be realistic
about the changes that are possible, and what you are up against in trying to
make them. But before you believe everything you hear about limited financial
resources for healthy school food, check out Kate Adamick’s book, Lunch Money:
Serving Healthy School Food in a Sick Economy, available at Amazon.
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5. PHOTO BY BEN GIBBS
6 Love your lunch ladies
Start with the people who can help make all this happen! Get in the kitchen and get
to know your lunch ladies. They should be involved every step of the way, so let them
know you are on their side and want to help. Talk with them about the current situation,
how things can improve and discuss any problems that need to be overcome to get
healthier, fresher food in the kitchen.
7 Get students on board
Students can often be the most powerful advocates in making change, so let them
know what is going on and why. see if you can create a student committee to form
and campaign for change, they could also talk to other students to see what they do
and don’t like and what they would want to change. It is the kids that will be eating
the food, so it’s important to get their views and feedback.
8 Set goals and make a plan of actionable steps
Set out a wish list and identify some achievable goals to work towards. Put each
goal into actionable steps and include these goals in your school wellness policy,
set up regular meetings with your group to discuss progress. You’ll find that long-term
change is difficult but achievable — especially if you measure success incrementally,
so start small and think about removing or limiting flavored milks or something similar to
begin with.
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6. 9 Meet with school officials and get them onside
Wherever change starts, it will only be fully implemented with the support of the
stakeholders. The parent/teacher association and health and wellness committee
should approach your head teacher, food service director, council or district
board, superintendent and present your case to them. Have facts and figures to
hand, either from our resources or you own research, to show how things need to
change and why.
10 Develop a health and wellness policy that fits all
Once you have the support of the school and parents, you can start to work on a
policy to improve food and food education. Most schools will already have some
kind of policy in place, often known as a health and wellness policy. Find out what
is in your school’s policy and work out what needs to change or improve. If your
school doesn’t have policy, draw one up to include all the things you would like to
see implemented.
11 Address suppliers
Get them involved – your kitchen is going to need quality, fresh, ingredients. Use this
as an opportunity to approach new suppliers and get competitive quotes. See if
you can find a local farm or producer that can supply seasonal fresh produce that
the supermarkets don’t want. There’s always someone out there looking for new
business.
12 Keep spreading the message
Keep people motivated by raising the issue whenever you can, it is important to
get the support of the community and keep them involved. How you spread the
message depends on who you are talking to. Write a school blog, start a letter-
writing campaign, run surveys, send emails to parents, host meetings in community
places and ask key guests to speak. Take a whole school approach, get everyone
on board and broadcast why these food values are good for your school.
13 Raise money
A major barrier to change will always be funding. Have a think about what you
could raise money for; it could be equipment for a kitchen, wages for helpers,
or ingredients for cooking classes. You’ll also need to work out the best way to
do it. Work closely with the school administrators to make sure they are on board
with fundraising efforts, and remember that small investments can help make a big
change. Set yourself goals and let everyone know what you are fundraising for and
where their money will go.
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7. 14 Taste testers
Before you implement a new menu it’s really important to run taste testers for both
students and parents. You can let them know what is in the food, what changes have
been made and the nutritional benefits of new foods. You’ll also be able to gauge
what goes down well and what doesn’t, so make sure you take in their feedback.
15 Provide training for teachers
Teachers will need information and training about the changes being made and why
they are important, so that they can help support them and incorporate them in their
lessons. Get some professionals in from time to time to help with this – whether health
professionals, chefs or lunch ladies, all these people can come and help educate
students and spread the word.
16 Get food in the classroom
Children should be learning about food in the classroom, not just when they eat. Find
out about the current curriculum and see how you can integrate food education into
this, whether it’s spelling ingredients in English classes, the basics of nutrition in science
or the impact climate has on vegetable growth in geography. Teachers should also
use assembly as time to talk about food education and the changes being made to
the menu.
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8. 17 Get cooking
Studies show that when kids take cooking classes, the likelihood of them eating a
greater variety and quantity of vegetables increases. It leads to more kids asking
for different foods at home and increases the likelihood of them trying the new
foods in the cafeteria. By teaching them how to cook you’ll also be setting them up
with the skills needed to look after themselves for the rest of their lives.
18 Get smarter in the dining hall
It takes time to change school menus, but there are things you can do in the
meantime. Make the healthy foods look appealing and easy to access, push
the less healthy foods to be back and ask food service staff to recommend the
healthier options. Short meal periods also make it difficult to have a proper lunch,
and can mean that more students end up having snacks from vending machines,
so make sure access to dinner is easy and time efficient.
19 Lunchtime champions
Having volunteers during lunchtime can help encourage students to try the different
foods. Whether its lunch staff, teachers, parent volunteers or even other students
acting as lunch room champions, they can encourage students to try new foods
and explain why they are good and what is in them.
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9. 20 Serve fresh food
Make fresh, raw ingredients the basis of school meals. Don’t cheat with processed
sauces, precooked meat or dried mixes. Make a point of always knowing what is
being served — how many ingredients do you recognise, and how many are adding
nutritional value to the food? Real food cooked fresh doesn’t need additives,
preservatives or anything artificial.
21 Eat seasonal & local
Not only is this a great way to support your local community and educate kids on
seasonal foods, but fruit and veggies are usually cheaper and tastier when in season.
Get your school to eat local as often as is possible, even if it is only once a semester,
but serve seasonal foods all year round. You can also make a display of seasonal
foods and implement seasonality into food education in the classroom so kids know
what is in season when.
22 Focus on mealtimes
Assess what snacks and fast foods are available during the school day and how you
can limit these. Make sure that every child gets a proper meal for lunch (and breakfast
if you serve it), and time to sit down and enjoy it. Serve food to students on washable
plates and with proper cutlery.
23 Don’t supersize
You need to make sure that you are giving kids suitably sized meals – not too big so
that they overeat and not too small so that they are hungry. Part of a proper meal
is ensuring that the quantity is right, so use age-based guidelines to ensure that
portions aren’t too big or too small. Ensuring that portions aren’t too big can also help
reduce waste.
24 Serve water
Having free water available through the school day is really important to help kids
keep hydrated. Fresh water is the best thirst quencher, plus it’s cheap and doesn’t
contain any additives or added sugar. Although water is not always a popular choice
with kids, they’ll all be sure to drink it if it is available and advertised, and it’s much
better than flavored milks filled with added sugar and artificial flavourings
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10. 25 Grow something you can eat
Lots of kids are so out of touch with where their food comes from that they don’t
actually know whether it is artificial or grown. A pot of herbs and a tomato plant
are enough to show kids how to make a salad and teach them the basics of mixing
ingredients and flavours. It also gives them a way to touch, feel and interact with
the food and understand where it comes from. If you can grow more and start a
garden at school, even better!
26 Connect with your local farms
Connect with your local farmers to see if they can supply fresh produce to your
school. This way you can use your school programme to support your local
community. See if you can also arrange field trips for students out to local farms or
farmers markets and show them where their food really comes from.
27 Measure the impact
It’s important to prove that any changes make a difference, and to find out what
is working and what isn’t. You could measure the impact on student health, work
out rates of obesity, absences and test scores, and compare them with before the
changes came in. To get others involved and keep them up to date, post stories
and pictures, blog about the changes and ask teachers to create school projects
that ask students how their approach to food is changing.
28 Make it fun!
Introduce some fun elements to get students involved. Thinking of initiatives that
relate to students is really important, and different techniques will work for different
age groups. For younger students, think about having a ‘Colours of the Rainbow’
day, where all the students have to make sure they have all the colours of the
rainbow on their plate — but remember all food needs to be natural, no artificial
additives allowed!
29 Tough love — don’t give up
Remember that it takes time and patience to try something new and could take a
few weeks or even months for changes to come into effect. It will be tough and you
may face opposition, but just take it one step at a time, remind yourself of why you
are doing this, that it is important and that you can make a difference to the health
prospects of your kids.
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11. 30 Celebrate food!
Teach kids that food and cooking is fun and just how much you can do with food.
Celebrate holidays and events with great food, hold cooking classes for both kids
and their parents, involve the whole community in your campaign and remember to
celebrate successes.
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