Nutritional needs vary throughout life and depend on factors like age, gender, activity level and medical conditions. Maintaining a balanced diet, avoiding excess sugar and alcohol, and balancing calorie intake with physical activity can help reduce the risk of many health issues and support healthy growth and development at all stages of life. Certain groups have specific nutritional needs, such as more iron during pregnancy or a gluten-free diet for celiac disease.
Nutritional Needs discusses the components of a balanced diet including food, nutrients, health, calorie intake, and the functions and classification of different foods. It also covers the factors that determine energy needs and recommendations for a balanced diet. Meal planning involves considering nutritional needs, food preferences, budget, and time available to plan healthy, balanced meals for individuals and families. Proper meal planning and budgeting strategies can help ensure nutritional needs are met affordably and efficiently.
This document provides information about nutrition for adolescents. It discusses the nutritional needs of teenagers, including increased calorie, protein, calcium and iron requirements to support growth. Examples of healthy foods to meet these needs are given. The document also describes eating disorders like anorexia nervosa and bulimia nervosa and their symptoms. Adolescents are advised to eat a variety of nutritious foods, stay hydrated, and avoid extreme dieting or unhealthy eating behaviors.
This document discusses nutrients and their functions. It defines nutrients as substances in food that fuel energy, support growth, repair the body, and maintain functions. The five main nutrients are carbohydrates, protein, fat, vitamins, and minerals. Carbohydrates, protein and fat are called macronutrients and provide energy, while vitamins and minerals are micronutrients needed in smaller amounts. Each nutrient plays an important role and getting too much or too little can be harmful. Food sources and functions of carbohydrates, protein, fat, fiber, vitamins and minerals are described. Maintaining a balanced diet with variety and moderation is key to meeting nutritional needs.
Nutritional Needs Lesson One - Macro Nutrients
Learn about macronutrients Proteins, Carbohydrates and Fats and their functions.
Suitable for the Scottish Curriculum for Excellence Benchmark
Nutritional Needs of others
This document provides an overview of nutrition and healthy eating. It defines key nutrition terms like nutrients, macronutrients, micronutrients, vitamins, minerals, and calories. Carbohydrates, proteins, fats, and dietary guidelines like Canada's Food Guide are explained. Physical activity, vegetarian diets, dietary supplements, sports drinks, and cholesterol are also summarized.
This document discusses the functions of different nutrients found in food and their importance for maintaining good health. It explains that a balanced diet provides energy, allows growth and repair of tissues, and supports immune function. The main nutrients discussed are carbohydrates, proteins, fats, vitamins, minerals, and fluid. Carbohydrates provide energy and are found in sugars, starches, and fiber. Proteins aid growth and maintenance of tissues. Fats also provide energy and some vitamins. Vitamins and minerals perform essential roles but must be obtained through diet. A balanced intake of nutrients from a variety of foods is necessary for health.
The document provides information on nutrition and health. It discusses the importance of nutrition for physical and mental development as well as preventing deficiency diseases. It defines malnutrition as under-nutrition or over-nutrition and describes their negative health effects. The document also outlines the major food groups, including carbohydrates, proteins, fats, vitamins and minerals. It emphasizes the importance of a balanced diet with varieties of foods to provide all necessary nutrients.
1. The document discusses maternal nutrition during pregnancy, outlining nutrient requirements and dietary guidelines. It covers topics like pre-pregnancy nutrition, ideal weight gain, increased needs for calories, protein, iron and other nutrients during pregnancy.
2. Nutritional concerns during pregnancy like nausea, constipation and heartburn are addressed, along with interventions like eating small frequent meals and staying hydrated.
3. Inadequate or excessive weight gain is also covered, noting the risks and recommended rates of gain depending on pre-pregnancy BMI. Maintaining a balanced diet according to daily food group guidelines is emphasized.
Nutritional Needs discusses the components of a balanced diet including food, nutrients, health, calorie intake, and the functions and classification of different foods. It also covers the factors that determine energy needs and recommendations for a balanced diet. Meal planning involves considering nutritional needs, food preferences, budget, and time available to plan healthy, balanced meals for individuals and families. Proper meal planning and budgeting strategies can help ensure nutritional needs are met affordably and efficiently.
This document provides information about nutrition for adolescents. It discusses the nutritional needs of teenagers, including increased calorie, protein, calcium and iron requirements to support growth. Examples of healthy foods to meet these needs are given. The document also describes eating disorders like anorexia nervosa and bulimia nervosa and their symptoms. Adolescents are advised to eat a variety of nutritious foods, stay hydrated, and avoid extreme dieting or unhealthy eating behaviors.
This document discusses nutrients and their functions. It defines nutrients as substances in food that fuel energy, support growth, repair the body, and maintain functions. The five main nutrients are carbohydrates, protein, fat, vitamins, and minerals. Carbohydrates, protein and fat are called macronutrients and provide energy, while vitamins and minerals are micronutrients needed in smaller amounts. Each nutrient plays an important role and getting too much or too little can be harmful. Food sources and functions of carbohydrates, protein, fat, fiber, vitamins and minerals are described. Maintaining a balanced diet with variety and moderation is key to meeting nutritional needs.
Nutritional Needs Lesson One - Macro Nutrients
Learn about macronutrients Proteins, Carbohydrates and Fats and their functions.
Suitable for the Scottish Curriculum for Excellence Benchmark
Nutritional Needs of others
This document provides an overview of nutrition and healthy eating. It defines key nutrition terms like nutrients, macronutrients, micronutrients, vitamins, minerals, and calories. Carbohydrates, proteins, fats, and dietary guidelines like Canada's Food Guide are explained. Physical activity, vegetarian diets, dietary supplements, sports drinks, and cholesterol are also summarized.
This document discusses the functions of different nutrients found in food and their importance for maintaining good health. It explains that a balanced diet provides energy, allows growth and repair of tissues, and supports immune function. The main nutrients discussed are carbohydrates, proteins, fats, vitamins, minerals, and fluid. Carbohydrates provide energy and are found in sugars, starches, and fiber. Proteins aid growth and maintenance of tissues. Fats also provide energy and some vitamins. Vitamins and minerals perform essential roles but must be obtained through diet. A balanced intake of nutrients from a variety of foods is necessary for health.
The document provides information on nutrition and health. It discusses the importance of nutrition for physical and mental development as well as preventing deficiency diseases. It defines malnutrition as under-nutrition or over-nutrition and describes their negative health effects. The document also outlines the major food groups, including carbohydrates, proteins, fats, vitamins and minerals. It emphasizes the importance of a balanced diet with varieties of foods to provide all necessary nutrients.
1. The document discusses maternal nutrition during pregnancy, outlining nutrient requirements and dietary guidelines. It covers topics like pre-pregnancy nutrition, ideal weight gain, increased needs for calories, protein, iron and other nutrients during pregnancy.
2. Nutritional concerns during pregnancy like nausea, constipation and heartburn are addressed, along with interventions like eating small frequent meals and staying hydrated.
3. Inadequate or excessive weight gain is also covered, noting the risks and recommended rates of gain depending on pre-pregnancy BMI. Maintaining a balanced diet according to daily food group guidelines is emphasized.
1. The document provides information on nutrition and eating disorders. It includes a lecture on nutrition for adolescents that discusses their calcium, iron, protein, and carbohydrate requirements.
2. The document also discusses signs of eating disorders and types such as anorexia nervosa, bulimia nervosa, binge eating, and pica. It provides diagnostic criteria and symptoms for bulimia nervosa.
3. Students are given various activities to learn about nutrition including a word search, creating definition maps, and assessing their own eating behaviors through a checklist.
The Science of Weight Loss: Why Most Diets Fail & How to SucceedJohn Mauremootoo
In this presentation, I review weight management approaches that have shown success in high quality peer reviewed publications. I begin by listing the evidence filters I use to assess the science, briefly summarise the rising obesity epidemic, reveal the (underwhelming) secret of weight loss - spoiler alert: its calories in vs. calories out! However, the devil is in the detail and the remainder of the presentation unpacks this detail to provide information on the components of weight loss and how to manipulate these components to maximise success and long term well-being.
This document provides tips and information for maintaining healthy habits related to diet, exercise, and weight lifting. Some key recommendations include eating a balanced diet with fruits and vegetables in appropriate portion sizes, cooking at home instead of eating fast food, exercising for 60 minutes daily, and lifting weights at least three times a week. Regular exercise and weight lifting are emphasized as important for muscle and bone strength, heart health, mental well-being, and disease prevention.
This document discusses nutrition and fitness topics. It begins by defining nutrition and discussing dietary considerations. It then covers topics like calculating daily calorie needs, macronutrient breakdown, pre and post-workout meals, hydration, and supplement use. The document provides guidance on timing and components of pre and post-workout meals to aid recovery and muscle growth. It emphasizes the importance of a balanced diet and appropriate nutrition to support exercise goals.
This document provides nutrition guidelines for toddlers ages 1 to 3. It discusses calorie needs, which range from 1000-1400 calories per day depending on age, size and activity level. Protein requirements are 1.05 grams per kg per day. Important micronutrients discussed include zinc (RDA 3-5 mg), iron (RDA 7-10 mg), calcium (RDA 700 mg), and vitamin D (RDA 10 mcg or 400 IU). Food sources for these nutrients are provided. The document also discusses essential fatty acids, DHA needs, portion sizes, choking prevention tips, and maintaining a balanced diet for toddlers.
This document discusses the importance of child nutrition. It notes that proper nutrition is important for children's growth and development and to establish healthy eating habits. A balanced diet with fruits, vegetables, whole grains, protein foods and dairy helps children get essential nutrients and maintain good health. The document provides daily serving guidelines for different age groups and notes foods that are important sources of key nutrients like protein, vitamins and minerals. It emphasizes limiting added sugars, saturated and trans fats, and sodium. Healthy eating supports children's academic performance and brain development.
This document discusses nutrition and fitness. It begins by defining nutrition and discussing dietary considerations like diet, food processing, and food safety. It then covers topics like daily calorie requirements, macronutrient breakdown, pre and post-workout meals, hydration, and supplements. The document provides guidelines for what to eat before, during, and after workouts including amounts and timing of protein, carbohydrates, and fluids. It also discusses food supplements and considerations for athletes.
A presentation that the Greek team created and presented during the 1st Learning Meeting in Greece in February 2018, for the Erasmus+ project:"Pro-healthy lifestyle with your mobile phone".
Role of dietician in hospital and community.pptxmiityadav
Registered dietitians are trained nutrition professionals who assess, diagnose, and treat dietary and nutritional problems. They work in various settings, including hospitals, schools, long-term care facilities, and community health programs. Dietitians translate the science of nutrition into practical food and diet recommendations. They provide medical nutrition therapy, educate the public on nutrition topics, and manage food service programs. The basic principles of diet therapy include ensuring diets are adequate, balanced, at a healthy calorie level, nutritionally dense, practiced in moderation, and include a variety of foods.
ch.3 food,nutrition ,health &fitnessclass xi Document from Anita Malhotra (2)...study2007
1) Food provides nutrients essential for life and health, including energy, growth, tissue repair, and protection from disease. Nutrition involves the ingestion, digestion, absorption, and metabolism of foods and their effects on the body.
2) A balanced diet includes a variety of foods that meet the Recommended Dietary Allowances for all nutrients in correct proportions. Physical fitness refers to the body's ability to function efficiently and includes aerobic capacity, strength, endurance, flexibility and body composition.
3) Adolescent diets often lack important nutrients due to irregular eating patterns and consumption of fast foods and snacks. Maintaining healthy eating behaviors through balanced meals, limited screen time, exercise, and avoidance of substance abuse
The document discusses nutrition and nutrients. It defines nutrition as the study of how the body uses food, and defines nutrients as substances in food that help maintain the body. It lists the main nutrients - vitamins, minerals, water, protein, carbohydrates, and fats. It discusses calories and variables that affect nutrient needs like age, gender, activity level, climate, health, and state of nutrition. It provides guidelines on healthy eating and weight management. Finally, it discusses some nutrition-related health issues that disproportionately affect women.
The document discusses nutrition and healthy eating. It defines nutrition as the study of how the body uses food, and nutrients as substances in food that help maintain bodily functions. Key nutrients include vitamins, minerals, water, protein, carbohydrates, and fats. The document provides tips for healthy eating like following the nutrition pyramid, choosing whole grains and fruits/vegetables, and balancing calories. Issues like obesity, eating disorders, and women's health are also addressed.
How to optimize your child’s growth and brain development? Check it out…
For info log on to www.healthlibrary.com. 'Nutrition for Healthy Growth in Children' By Dr. Zubeda Tumbi held on 5 Oct 2015.
The document provides information about food groups, nutrition, and healthy eating habits. It discusses the importance of water, recommended number of meals per day, food vocabulary terms, types of cooking, breakfast foods, whole grains, proteins, dairy, and the food pyramid. The key points are that a balanced diet contains foods from all major groups like grains, proteins, fruits, vegetables and dairy; water represents 60% of our body and is important for energy and toxin elimination; the standard recommendation is 3-5 meals per day with an energizing breakfast being important; and a healthy diet focuses on whole grains, proteins and less fried or sugary foods that are found at the top of the food pyramid.
The document discusses nutrition as an important tool for athletic performance and health. It provides guidance on choosing a balanced plate based on nutrition guidelines, with an emphasis on nutrient density. Key recommendations include eating mostly whole grains, lean proteins, fruits and vegetables, and plant-based fats, while eating less sugar and saturated fat. Proper nutrition, along with adequate hydration and sleep, are described as important factors for health, training, performance and academic success.
Food for pregnant ladies and nurshing motherNavtejSatya
The document provides nutritional guidelines and recommendations for a healthy diet during pregnancy and breastfeeding. It discusses the increased nutritional needs during pregnancy and importance of consuming a balanced diet with adequate intake of key nutrients like folic acid, iron, calcium and vitamin D. The document recommends consuming a variety of foods from the major food groups while limiting intake of foods high in fat, sugar and salt. It also advises against consuming alcohol, smoking and excessive caffeine during pregnancy.
This document provides an overview of key concepts in human nutrition. It begins by outlining the learning objectives, which are to describe major nutrition research studies, summarize characteristics of a healthy diet and influences on food choices, define nutrients, and discuss how daily choices impact long-term health. It then defines nutrition and divides human nutrition into undernutrition, overnutrition, and optimal nutrition. Key points include that nutrients provide energy, serve as building blocks, and support growth. The six major nutrients - water, carbohydrates, fats, proteins, vitamins, and minerals - are also defined. The document discusses factors that influence food choices and describes different types of dietary studies.
REHIS Food and Health 4 - Eating for health CJMcErlean
The document discusses the Eatwell Guide, a model for healthy eating in Scotland. It provides recommendations for intake from five main food groups: fruit and vegetables; potatoes, bread, rice etc.; dairy; proteins; and oils. The guide promotes increased intake of fruits, vegetables and whole grains, and moderate intake of proteins, dairy and oils. It suggests limiting foods high in fat, salt and sugar. The guide applies to people over 5 years old and shows balanced proportions of food groups to provide nutrients without too much fat, salt or sugar.
Food Hygiene 3 - Incidences of food poisoning .pptxCJMcErlean
The document discusses food poisoning, its causes, and prevention. It describes how food poisoning can be caused by bacteria, viruses, chemicals, metals, plants, fish/shellfish, and molds. The most common cause is bacteria. Five main bacteria that can cause food poisoning are described - Salmonella, Clostridium perfringens, Staphylococcus aureus, Clostridium botulinum, and Bacillus cereus. Foodborne illnesses like Campylobacter, E. coli, Listeria, Typhoid, and Norovirus are also discussed. The document emphasizes breaking the food poisoning chain through proper food handling, personal hygiene, cleaning/sanitation, storage, and prevention of
1. The document provides information on nutrition and eating disorders. It includes a lecture on nutrition for adolescents that discusses their calcium, iron, protein, and carbohydrate requirements.
2. The document also discusses signs of eating disorders and types such as anorexia nervosa, bulimia nervosa, binge eating, and pica. It provides diagnostic criteria and symptoms for bulimia nervosa.
3. Students are given various activities to learn about nutrition including a word search, creating definition maps, and assessing their own eating behaviors through a checklist.
The Science of Weight Loss: Why Most Diets Fail & How to SucceedJohn Mauremootoo
In this presentation, I review weight management approaches that have shown success in high quality peer reviewed publications. I begin by listing the evidence filters I use to assess the science, briefly summarise the rising obesity epidemic, reveal the (underwhelming) secret of weight loss - spoiler alert: its calories in vs. calories out! However, the devil is in the detail and the remainder of the presentation unpacks this detail to provide information on the components of weight loss and how to manipulate these components to maximise success and long term well-being.
This document provides tips and information for maintaining healthy habits related to diet, exercise, and weight lifting. Some key recommendations include eating a balanced diet with fruits and vegetables in appropriate portion sizes, cooking at home instead of eating fast food, exercising for 60 minutes daily, and lifting weights at least three times a week. Regular exercise and weight lifting are emphasized as important for muscle and bone strength, heart health, mental well-being, and disease prevention.
This document discusses nutrition and fitness topics. It begins by defining nutrition and discussing dietary considerations. It then covers topics like calculating daily calorie needs, macronutrient breakdown, pre and post-workout meals, hydration, and supplement use. The document provides guidance on timing and components of pre and post-workout meals to aid recovery and muscle growth. It emphasizes the importance of a balanced diet and appropriate nutrition to support exercise goals.
This document provides nutrition guidelines for toddlers ages 1 to 3. It discusses calorie needs, which range from 1000-1400 calories per day depending on age, size and activity level. Protein requirements are 1.05 grams per kg per day. Important micronutrients discussed include zinc (RDA 3-5 mg), iron (RDA 7-10 mg), calcium (RDA 700 mg), and vitamin D (RDA 10 mcg or 400 IU). Food sources for these nutrients are provided. The document also discusses essential fatty acids, DHA needs, portion sizes, choking prevention tips, and maintaining a balanced diet for toddlers.
This document discusses the importance of child nutrition. It notes that proper nutrition is important for children's growth and development and to establish healthy eating habits. A balanced diet with fruits, vegetables, whole grains, protein foods and dairy helps children get essential nutrients and maintain good health. The document provides daily serving guidelines for different age groups and notes foods that are important sources of key nutrients like protein, vitamins and minerals. It emphasizes limiting added sugars, saturated and trans fats, and sodium. Healthy eating supports children's academic performance and brain development.
This document discusses nutrition and fitness. It begins by defining nutrition and discussing dietary considerations like diet, food processing, and food safety. It then covers topics like daily calorie requirements, macronutrient breakdown, pre and post-workout meals, hydration, and supplements. The document provides guidelines for what to eat before, during, and after workouts including amounts and timing of protein, carbohydrates, and fluids. It also discusses food supplements and considerations for athletes.
A presentation that the Greek team created and presented during the 1st Learning Meeting in Greece in February 2018, for the Erasmus+ project:"Pro-healthy lifestyle with your mobile phone".
Role of dietician in hospital and community.pptxmiityadav
Registered dietitians are trained nutrition professionals who assess, diagnose, and treat dietary and nutritional problems. They work in various settings, including hospitals, schools, long-term care facilities, and community health programs. Dietitians translate the science of nutrition into practical food and diet recommendations. They provide medical nutrition therapy, educate the public on nutrition topics, and manage food service programs. The basic principles of diet therapy include ensuring diets are adequate, balanced, at a healthy calorie level, nutritionally dense, practiced in moderation, and include a variety of foods.
ch.3 food,nutrition ,health &fitnessclass xi Document from Anita Malhotra (2)...study2007
1) Food provides nutrients essential for life and health, including energy, growth, tissue repair, and protection from disease. Nutrition involves the ingestion, digestion, absorption, and metabolism of foods and their effects on the body.
2) A balanced diet includes a variety of foods that meet the Recommended Dietary Allowances for all nutrients in correct proportions. Physical fitness refers to the body's ability to function efficiently and includes aerobic capacity, strength, endurance, flexibility and body composition.
3) Adolescent diets often lack important nutrients due to irregular eating patterns and consumption of fast foods and snacks. Maintaining healthy eating behaviors through balanced meals, limited screen time, exercise, and avoidance of substance abuse
The document discusses nutrition and nutrients. It defines nutrition as the study of how the body uses food, and defines nutrients as substances in food that help maintain the body. It lists the main nutrients - vitamins, minerals, water, protein, carbohydrates, and fats. It discusses calories and variables that affect nutrient needs like age, gender, activity level, climate, health, and state of nutrition. It provides guidelines on healthy eating and weight management. Finally, it discusses some nutrition-related health issues that disproportionately affect women.
The document discusses nutrition and healthy eating. It defines nutrition as the study of how the body uses food, and nutrients as substances in food that help maintain bodily functions. Key nutrients include vitamins, minerals, water, protein, carbohydrates, and fats. The document provides tips for healthy eating like following the nutrition pyramid, choosing whole grains and fruits/vegetables, and balancing calories. Issues like obesity, eating disorders, and women's health are also addressed.
How to optimize your child’s growth and brain development? Check it out…
For info log on to www.healthlibrary.com. 'Nutrition for Healthy Growth in Children' By Dr. Zubeda Tumbi held on 5 Oct 2015.
The document provides information about food groups, nutrition, and healthy eating habits. It discusses the importance of water, recommended number of meals per day, food vocabulary terms, types of cooking, breakfast foods, whole grains, proteins, dairy, and the food pyramid. The key points are that a balanced diet contains foods from all major groups like grains, proteins, fruits, vegetables and dairy; water represents 60% of our body and is important for energy and toxin elimination; the standard recommendation is 3-5 meals per day with an energizing breakfast being important; and a healthy diet focuses on whole grains, proteins and less fried or sugary foods that are found at the top of the food pyramid.
The document discusses nutrition as an important tool for athletic performance and health. It provides guidance on choosing a balanced plate based on nutrition guidelines, with an emphasis on nutrient density. Key recommendations include eating mostly whole grains, lean proteins, fruits and vegetables, and plant-based fats, while eating less sugar and saturated fat. Proper nutrition, along with adequate hydration and sleep, are described as important factors for health, training, performance and academic success.
Food for pregnant ladies and nurshing motherNavtejSatya
The document provides nutritional guidelines and recommendations for a healthy diet during pregnancy and breastfeeding. It discusses the increased nutritional needs during pregnancy and importance of consuming a balanced diet with adequate intake of key nutrients like folic acid, iron, calcium and vitamin D. The document recommends consuming a variety of foods from the major food groups while limiting intake of foods high in fat, sugar and salt. It also advises against consuming alcohol, smoking and excessive caffeine during pregnancy.
This document provides an overview of key concepts in human nutrition. It begins by outlining the learning objectives, which are to describe major nutrition research studies, summarize characteristics of a healthy diet and influences on food choices, define nutrients, and discuss how daily choices impact long-term health. It then defines nutrition and divides human nutrition into undernutrition, overnutrition, and optimal nutrition. Key points include that nutrients provide energy, serve as building blocks, and support growth. The six major nutrients - water, carbohydrates, fats, proteins, vitamins, and minerals - are also defined. The document discusses factors that influence food choices and describes different types of dietary studies.
REHIS Food and Health 4 - Eating for health CJMcErlean
The document discusses the Eatwell Guide, a model for healthy eating in Scotland. It provides recommendations for intake from five main food groups: fruit and vegetables; potatoes, bread, rice etc.; dairy; proteins; and oils. The guide promotes increased intake of fruits, vegetables and whole grains, and moderate intake of proteins, dairy and oils. It suggests limiting foods high in fat, salt and sugar. The guide applies to people over 5 years old and shows balanced proportions of food groups to provide nutrients without too much fat, salt or sugar.
Food Hygiene 3 - Incidences of food poisoning .pptxCJMcErlean
The document discusses food poisoning, its causes, and prevention. It describes how food poisoning can be caused by bacteria, viruses, chemicals, metals, plants, fish/shellfish, and molds. The most common cause is bacteria. Five main bacteria that can cause food poisoning are described - Salmonella, Clostridium perfringens, Staphylococcus aureus, Clostridium botulinum, and Bacillus cereus. Foodborne illnesses like Campylobacter, E. coli, Listeria, Typhoid, and Norovirus are also discussed. The document emphasizes breaking the food poisoning chain through proper food handling, personal hygiene, cleaning/sanitation, storage, and prevention of
Food Hygiene 1 - Intro to food hygiene.pptxCJMcErlean
This document provides an introduction to an elementary food hygiene course. The course aims to teach learners about food safety, food poisoning, food contamination, and food safety hazards. It discusses the importance of personal hygiene for food handlers and maintaining a hygienic working environment. Specific topics that will be covered include bacteria, foodborne illness prevention, pest control, cleaning practices, and food safety legislation. Maintaining high standards of food hygiene is beneficial as it satisfies customers, ensures compliance with laws, reduces food waste and increases profits. Poor food hygiene can result in food poisoning outbreaks, complaints, loss of business, and legal costs.
Cleaning involves removing dirt and debris using a detergent and hot water, while disinfection reduces bacteria to a safe level using a disinfectant chemical that meets British Standards. Proper cleaning and disinfection procedures include pre-cleaning, washing, rinsing, disinfecting, final rinsing and drying of equipment and utensils. Food premises should also be kept clean through regular cleaning of refuse areas, floors, surfaces and equipment. Maintaining high standards of cleanliness and disinfection is important for food safety.
The document summarizes UK and Scottish food safety legislation for food handlers. It outlines the key requirements of the Food Safety Act 1990, Regulation (EC) 852/2004, the Food Hygiene (Scotland) Regulations 2006, the General Food Regulation 2004, and the roles and powers of authorized enforcement officers. Specifically, it discusses temperature controls for food, food safety procedures, training requirements, obligations of food business operators, and offenses that may result in court action.
Food Hygiene 5 - The working environment.pptxCJMcErlean
The document discusses the importance of maintaining clean and sanitary food premises, equipment, and utensils according to law. It notes that food premises must be kept clean, in good repair with proper design and facilities. Equipment must also be kept clean and installed to allow thorough cleaning. The responsibility of employees is to report any defective, dirty or unsuitable issues to supervisors. Numerous photos show examples of improperly maintained areas that could pose food safety risks.
The document discusses Hazard Analysis Critical Control Point (HACCP), a food safety management system. It notes that all food businesses must implement a food safety system based on HACCP principles according to law. HACCP identifies and controls hazards from purchase to service. The key components of a HACCP system are identified as identifying hazards and controls, determining critical control points, establishing critical limits, monitoring controls, corrective actions, verification procedures, documentation, and review if changes are made. It also mentions Cook-Safe and Retail-Safe food safety assurance systems developed in Scotland which contain pre-prepared HACCP information and records.
Suitable for CFE Journey of Food
Environmental impact of choosing foods out of season.
Benefits of choosing local and seasonal foods. Calculate food miles.
The document provides guidance on how to calculate the cost of recipes:
- Determine the unit cost of each ingredient by dividing its price by the weight or volume sold
- Multiply the unit cost by the quantity of each ingredient used in the recipe to get the individual ingredient costs
- Add up the individual ingredient costs to get the total cost of the recipe
- Divide the total recipe cost by the number of portions to determine the cost per portion
The document discusses the legal requirements for food labeling in the UK. It explains that pre-packaged foods must display certain information by law, including the name of the food, ingredients, weight/volume, date marks, storage instructions, and nutrition information. It also notes that loose or bulk foods are exempt from many labeling laws. The document provides details on each legally required label element and some additional voluntary information some manufacturers choose to include.
NN3 - Nutritional needs and health conditions.pptxCJMcErlean
This document discusses nutritional needs for different age groups and diet-related health problems. It begins by explaining the UK Eatwell Guide for healthy eating and then describes nutritional requirements that change throughout life, such as the need for protein and calcium during growth periods. Specific age groups discussed include children ages 2-5, 5-12, teenagers, adults, pregnant women, and elderly adults. The document also identifies potential health conditions from poor diets, such as obesity, high blood pressure, high cholesterol, and diabetes. It provides tasks for learning about menu planning based on nutritional needs and researching causes and effects of coronary heart disease and iron deficiency.
Nutritional Needs Lesson Two - Micro Nutrients
Learn about micronutrients Minerals and Vitamins and their functions.
Suitable for the Scottish Curriculum for Excellence Benchmark
Nutritional Needs of Others
This document discusses the links between food and health. It notes that the Scottish diet is generally high in saturated fat, sugar, and salt but low in fiber, fruits and vegetables, wholegrains, and oily fish. Eating an unbalanced diet can negatively impact health and lead to increased risks of diseases like heart disease, stroke, cancer, high blood pressure, obesity, and type 2 diabetes. Maintaining a healthy, balanced diet as shown in the Eatwell Guide can help reduce risks of illness and disease. Food choices are influenced by a variety of factors including cost, family preferences, cooking skills and time availability.
Nutritional Needs Lesson One - Macro Nutrients
Learn about macronutrients Proteins, Carbohydrates and Fats and their functions.
Suitable for the Scottish Curriculum for Excellence Benchmark
Nutritional Needs of others
Developing Healthy Choices Lesson 5 Reading Food Labels
Traffic light system on food labels
Suitable for Curriculum for Excellence Benchmark for Food an Health, Developing Healthy Choices
Scottish System of Education
This document outlines food safety legislation that food handlers must comply with, including potential penalties for non-compliance. It discusses the Food Safety Act 1990, Regulation (EC) 852/2004, the Food Hygiene (Scotland) Regulations 2006, the General Food Regulation 2004, and the EU Food Information for Consumers Regulation 1169/2011 and Food Information Regulations 2014. Food handlers are responsible for understanding and following the applicable laws regarding food preparation, storage, labeling, and withdrawal of unsafe food. Authorized officers such as environmental health officers and food safety officers are responsible for enforcing this legislation and have powers such as inspecting premises, issuing notices, closing facilities, and seizing food products or records.
This document discusses the links between food and health. It notes that the Scottish diet is typically high in saturated fat, sugar, salt and low in fiber, fruits and vegetables. Eating an unbalanced diet can negatively impact physical and mental health and increase risks for diseases like heart disease, stroke, cancer, diabetes and obesity. Maintaining a healthy diet with a variety of nutrients can help reduce these risks. The document also examines influences on food choices and recommends keeping a food diary to reflect on dietary habits and influencing factors.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
1. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
REHIS FOOD & HEALTH
L3
Energy Measures and
Influences on Food Intake
2. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Energy
• Energy is vital for life. Every cell of the body need energy
• Energy is measured in calories or joules
• Energy is needed for the Basal Metabolic Rate plus activities
3. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Energy balance
Metabolism
Movement
Physical activity
Energy
Output
• Food
• Drink
• Alcohol
Energy
Input
4. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Energy Balance
Body aims to achieve balance (where energy input = energy output)
Excess input of energy - stored as fat
Starvation - inadequate energy - body compensates by reducing activity
Note: If you eat 130 (kcal), about 1 packet of crisps, more than you use up each day, then by
the end of 4 weeks you will have stored 3,500 kcals, which is equal to 1lB of fat.
If you continue eating that extra packet of crisps every day for 1 year and not using up the
energy, that would mean a gain of almost 13Ibs of fat, almost a stone.
We need to match up what we eat with what we do to maintain the same weight.
5. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Energy balance
If you eat or drink more energy than you need, the excess will be stored as
fat and you will gain weight
If you eat or drink less energy than you need, you will lose weight
If you eat or drink the right amount of energy you need, your weight will
stay the same.
6. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
What is a healthy weight?
BMI = body weight
(kg)/height (m)2
Categories
• <18.5 = underweight
• Between 18.5 – 24.9 = healthy weight
• Between 25 – 29.9 = overweight
• >30 or more = very overweight or obese.
7. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Sleeping 16kcal
Reading 20kcal
Driving 30kcal
Walking 80kcal
Vacuuming 85kcal
Gardening 100kcal
Swimming 110kcal
Jogging 140kcal
Running fast 200kcal
Energy used
The average energy used with different activities.
Note how exercise increases energy requirement.
Activity Energy used in 20 minutes
8. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Energy Needs
• Gender
• Age
• Physical activity
• Size
• Life events (e.g. pregnancy, illness)
• Medical conditions
Average woman
Around
2000kcals
Per day
Average man
Around
2500kcals
Per day
Different needs – different people
9. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Estimated average requirements EARs kcal/day
Males Females
19 - 24 years 2772 2175
25 - 34 years 2749 2175
35 - 44 years 2629 2103
45 - 54 years 2581 2103
55 - 64 years 2581 2079
65 - 74 years 2342 1912
75+ years 2294 1840
Last trimester of pregnancy – extra 200 kcal/day
Breastfeeding – 1 month 450, 2 months 530, 3 months 570 kcal/day
(NB Trimester is the way that the 40 weeks of pregnancy is split into 3 periods, each period being called a trimester.)
Consider the general trend for energy requirements the differences in gender,ages and life stages etc.
NB Althoughrelativelysmall,ababy’senergy requirements are proportionately very high.
10. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Babies
Breast or formula fed
For first 6 months
Breast milk
Health benefits for baby and mother.
Breast milk - ideal first food
Provides antibodies that provide resistance to infection,
e.g. stomach upsets, ear infections, urinary tract and less allergies.
11. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Weaning Introduction of foods other than breastorformulamilk.Sometimesreferredto as introduction tosolids
From around 6 months
•Mashed up and finger foods
No added salt or sugar
No honey until 1 year old
Avoid giving whole nuts to those under 5 as
there is a risk of choking
If weaning before 6 months
(not recommended):
• Puree foods (e.g. baby rice,
fruit and vegetables)
Introduce ordinary full fat milk
from 12 months (can be used in
cooking from 6 months)
Semi-Skimmed milk can be
introduced after 2 years of age
Skimmed and 1% milk can be
introduced after 5 years of age
Supplements - A, C and D vitamins
from around 6 months - 5 years.
12. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Weaning
Avoid
• Wheat
• Fish and shellfish
• Cow’s milk
• Eggs
• Liver
• Peanuts or foods containing peanuts
• Soft and unpasteurised cheeses
• Nuts and seeds
• Soya
• Citrus fruits and juices
• Berries.
If weaning before 6 months (not recommended)
13. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Pre-school children
• Move towards a balanced diet
• Low salt
• Low sugar
• High energy needs
• Energy-dense diet
• Not too high in fibre
• Protein
• Iron
• Calcium
• Vitamin D
• Supplements – A, C and D
• Healthy start
• Dental health
• Avoid
• Raw/undercooked eggs, shellfish
• Whole nuts.
14. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Children
• Growing fast and usually very active
• Protein
• Carbohydrate
• Iron (and vitamin C)
• Calcium, phosphorus and vitamin D
• Dental health
• Sensible eating habits
• Avoid sugary snacks and drinks
• Clean teeth.
15. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Dental caries
Sugar – frequency of consumption
Sucrose – particularly promotes plaque formation where bacteria thrive.
(The bacteria produce acid which attacks the enamel of teeth.)
• Avoid sugar between meals (if childreneatsweets,theyshoulddosoaftera meal.
• Limit sugary drinks
Fluoride – protective effect – excess staining if too much fluoride is taken.
Fluoride strengthens enamel of teeth.
Acids – also affect, e.g. fruit juices. Dilute fruit juices with water
Baby bottles (containing sugary drinks, juices) – encourage drinking from a cup
16. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Group Discussion – Sugar Savy?
Think about sugar in food terms,
i.e. how much sugar is in our foods?
17. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Teenagers
• Peer pressure
• Increasing independence
• Growth – Protein
• Carbohydrate
• Iron (also vitamin C) required for formation of haemoglobin
boys require 11.3 mg per day and girls 14.8 mg. Girls require more as they menstruate.
• Calcium and vitamin D (Vital for future health of skeleton)
45% of adult skeleton laid down in adolescence
boys require 1000 mg per day and girls 800 mg
18. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Women
• Approx. 70g total fat per day maximum (no more
than 20g sat fat).
• 2000 calories no more than 35% should be from fat.
• Folic acid - essential for those hoping to
become pregnant.
• Iron - 14.8 mg per day for women - extra
needed when menstruating
• Calcium - around 700 mg per day.
• Energy intake to balance output
• Fluid - 1.5-2 litres per day, helps to prevent constipation.
19. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Pregnancy
• Iron (plus vitamin C to help absorption)
• Calcium
• Folate (folic acid)
• Vitamin D
• Avoid liver and supplements containing vitamin A
• Food poisoning (e.g. salmonella, listeria)
• Avoid alcohol
• Limit oily fish to maximum 2 portions per week
• Limit caffeine
• Avoid Big Fish shark, swordfish and marlin due to high mercury levels
• Supplements/Healthy start.
20. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Men
• 95g total fat per day maximum (no more than 30g sat fat)
• for average man taking 2500 calories 35% from fat
• Larger muscles - require more protein and energy
• Larger liver - able to tolerate a higher level of alcohol
• Fertility - Require more Zinc
• Activity - require more energy
• CHD - men at more risk
• Obesity - men deposit weight especially around waist - central obesity
21. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Older people
• Varied group
• Many factors affecting food intake, such
as food access, availability and
affordability.
• Some older people may have low
intakes of some vitamins and minerals
• Malnutrition/dehydration may be an
issue
22. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Group Exercise –
Identify and discuss some things which might cause too low or too high an intake of food in
older people. Record the responses for discussion.
23. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
SUMMARY
Nutritional needs vary throughout a
person’s life, but the general principles
of a balanced diet remain the same.
24. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Vegetarians
Vegetarians
• Vegetarians do not eat meat, fish or animal
products, and some do not eat eggs or diary
• There are different types of vegetarian diets
• Lacto-ovo-vegetarians
• Lacto-vegetarians
• Vegans
Vegans
• Excludes any
animal-derived
ingredients
Vegetarians
Vegetarians may have low intakes of
some vitamins and minerals
(e.g. Vitamin B12 and iron)
Vegans
Vegans may have low intakes of calcium,
iron and Vitamin B12
25. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Vegans
Exclude any animal-derived ingredients added to manufactured food,
such as emulsifiers derived from animal fats (e.g. lecithin) and firming
agents (e.g. gelatin) used in sweets and jellies.
Avoids products which are seen to involve the exploitation of animals
(e.g. honey), or which have undergone safety testing using animals may
also be avoided.
Vegan diets require careful consideration to ensure that they provide
sufficient protein, vitamins and minerals
Avoidance of dairy products can increase the risk of low intakes of
calcium, vitamin B2 and vitamin B12.
Vegans are at a higher risk of iron and zinc deficiency
Vegans
26. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Long-term conditions
Body is less able to control the amount of glucose (sugar) in the blood
• Principles of diet
• If overweight, lose weight
• Eat plenty of fruit and vegetables per day (at least 5 portions)
• Reduce your fat intake
• Eat less sugar and salt
• Eat regular meals
• Avoid diabetic foods
• Limit alcohol intake.
Diabetes
27. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Gluten-free diets (coeliac disease)
• Around 1 in 100 in Scotland is sensitive to gluten
• Coeliac disease causes bowel symptoms and weight loss
• Avoid all gluten-containing foods(e.g. wheat, rye, barley,
sometimes oats, beer).
Gluten-free products available on prescription from a
doctor.
Naturally gluten-free cereals include rice, sago, millet,
maize and sorghum. Therefore rice-based cereals,
cornflakes and cornflour can be used.
28. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Food allergies and intolerances
• A food allergy is a reaction to a food involving
the immune system and can be life-threatening
• A food intolerance does not involve the
immune system and is not life-threatening
• True food allergies affect 6 - 8% of children
and around 2% of adults
• Common allergenic foods include milk, eggs, peanuts, nuts, fish,
shellfish, soya and wheat.
29. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Major health problems associated with a poor diet
• Obesity
• Heart disease
• Strokes
• Certain cancers
• Type 2 diabetes
• Osteoporosis
• High blood pressure.
30. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
• Do not smoke
• Limit alcohol consumption
• Do eat a healthy balanced diet
• Do regular exercise
• Do have a healthy body weight.
Reducing our risk of major health problems
31. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Cancer
Cancers - affects more than 1 in 3 of the Scottish population
and is a major cause of death.
Breast, lung, prostate and bowel are the most common in the UK.
Many risks cannot be changed such as age and genes
Cancer Research UK estimates that more than 4 in 10 cancers can
be prevented by lifestyle changes
32. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Reducing our risk of cancer
• Don’t smoke
• Eat a healthy diet, (High Fibre, low in sugar, low saturated fat)
• Take regular exercise
• Be a healthy weight
• Limit consumption of red meats and avoid processed meats
• Limit/avoid alcohol consumption
• Limit salt consumption
33. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Risk factors for heart disease
Some risks cannot be changed:
• Age – risk increases with age
• Being a man – women may be protected up until menopause
• Genes – susceptibility can run in families
• Ethnicity (Afro-Caribbeans and S.E. Asians have an increased risk)
34. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Reducing Risk of Heart Disease
• Don’t smoke
• Eat a healthy diet (Mediterranean diet recommended)
• Take regular exercise
• Be a healthy weight
• Eat less saturated fat
• Eat less salt
• Don’t drink too much alcohol
• Monitor blood pressure and cholesterol levels
35. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Stroke
1 in 6 people in Scotland will have a stroke - it is the 3rd most common cause
of death after heart disease and cancer and is the leading cause of disability.
To reduce risk of stroke
Know your blood pressure (high blood pressure is the biggest risk factor)
Do not smoke
Limit alcohol consumption
Eat a healthy balanced diet
Eat less salt
Exercise regularly
Maintain a healthy weight
36. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Problems associated with obesity
• Heart disease
• High blood pressure
• Joint problems
• Breathlessness
• Type 2 diabetes
• Strokes
• Varicose veins
• Accidents
• Certain cancers
• Poor recovery from surgery
• Psychological problems
• Social problems.
37. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Bone Health Problems
Balance of bone calcification and recalcification
• Rickets (toddlers and teenagers)
• Lack of vitamin D - poor diet/lack of sunlight
• Thin bones, bowed legs and knock knees
• Asian children more prone (lack of Vit D due to total covering with clothes)
• Osteomalacia (Adult equivalent of rickets) Bone demineralisation
• Osteoporosis - affects around 3 million people in the UK.
38. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Osteoporosis
Risk of osteoporosis increases with age and is more common in women.
The associated problems from hip fractures are a major cause of death, e.g.
chest infections.
• Number of factors - bone development in teenage years important
• Hormonal effect - oestrogen in women and testosterone in men.
• Exercise (weight bearing is best for bones)
• Smoking - increases risk of osteoporosis
• Alcohol - excess increases risk of osteoporosis
• Balance of diet - adequate calcium and vitamin D protects bones
• Medication - e.g. steroids, long-term increases risk of osteoporosis
• Very thin individuals are at greater risk of osteoporosis
39. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
SUMMARY
Eating a balanced diet leads to a reduced risk of:
• Obesity
• Heart disease
• Some cancers
• Type 2 diabetes
• Osteoporosis
• Strokes
40. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Dietary habits
Life circumstances e.g. social, cultural and religious have a direct
influence on dietary habits.
Consider the food we eat and how it is influenced by social,
cultural and religious issues.
Many things influence what we eat.
The food people eat depends on what they can buy. This depends
on what is available locally and what it costs. The skills and
resources that people have in preparing foods are important, as
are tastes and expectations.
41. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Group Exercise
Divide into groups
Consider what are the factors influencing food choice?
42. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Factors influencing food choice
• Culture
– religion
– ethnic background
• Peer pressure
– friends
– family
• Personal preference
• Habit
• Taste
• Status
• Income
• Price
• Access and availability
• Advertising
43. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Factors affection food choices
• Food is one of the most noticeable aspects of someone’s cultural identity
and it is closely linked with religious, social and economic circumstances.
• All over the world, societies have developed traditional eating patterns
over centuries. These are based on foods available locally, influenced by
cultural and religious beliefs.
• We enjoy many different types of traditional foods from many different
cultures today.
44. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Barriers to dietary change
There are barriers faced by many people trying to achieve
an acceptable diet for themselves, their families and their
communities.
This is especially true for those on low incomes.
• Reluctance to try anything new
• Family and peer pressures
• Cost of healthier foods
• Cultural and religious beliefs
• Poor cooking skills
45. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Barriers to dietary change
• Cooking and storage facilities
• Eating away from home
• Food likes and dislikes
• Access to shops and availability
• Lack of knowledge
• Lack of time.
46. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Food and Feelings
• Psychological wellbeing
• How we eat and why is often
related to how we feel
• What we eat can affect our mental
health and well-being
• Eating is a social behaviour
47. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Exercise
Think of examples of how we eat and why we eat
and record them on the flipchart. Some suggestions, if needed,
are below:
48. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Food and self-esteem
Psychological wellbeing
Eating is something very personal. It can affect our self-esteem, social
relationships and psychological well-being.
How we eat and why we eat is often related to how we feel.
Eating a healthy balanced diet is considered to be important for our
mental health.
Ask participants to think of examples of how we eat and why we eat
and record them on the flipchart. Some suggestions, if needed, are
below:
49. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Food and self-esteem
How we eat and why is often related to how we feel
Some people don’t eat when they feel low or an anxious, while others over-eat.
If you follow a healthy lifestyle it can make you feel very good about yourself.
Often there are many other issues that affect what we eat.
What we eat can affect our mental health and well-being
Sometimes we feel guilty or ashamed about what we eat.
It can be difficult to think about making changes. However, small changes, like a
piece of fruit rather than a biscuit, can make a difference.
50. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Food and self-esteem
Eating and social relationships –
Eating is a social behaviour and loss of social contact/relationships can result in poor
eating habits.
Eating together with the family is often the only time everyone gets together.
People who eat alone do not feel it is worth the bother of making a meal, as there is
no-one to share it with.