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Central Europeans, People of the Former Soviet Union (FSU) and Scandinavia Chapter 7 * IntroductionSome of the earliest and largest ethnic groups to the USContributions include Bread baking Dairy farming Meat processing Beer brewing Central Europe FSU/Russian FederationGermanyArmeniaAustriaAzerbaijanHungaryBelarusRomaniaGeorgiaCzech RepublicKazakstanSlovakiaKyrgyzstanPolandRep of MoldaviaSwitzerlandTajikistanLiechtensteinTurkmenistanFSU/Baltic StatesUkraineEstoniaUzbekistanLatviaLithuania * Immigration Patterns: GermansLargest ethnic group in US and least visibleEarliest in early 1700’s Pennsylvania Dutch seeking religious freedom German farmers in Pennsylvania, Ohio, and IndianaSecond group in 1800’s Farmers and their familiesEarly 1900’s Unmarried industrial workers Descendants of Germans who had settled in Russia1930’s brought Jewish refugeesAfter WWII there were German refugees Immigration Patterns: PolesEarliest to US was 1608Most came between 1860 and 1914 German ruled areas of Poland Western GermanyAfter 1890 Poles from areas under Austrian and Russian rule Chicago, Buffalo, and ClevelandAfter WWI came from political dissatisfaction Immigration Patterns: OthersAustrians Initially classified with Hungarians and unskilled Austrian Jews fled Hitler’s arrivalHungarians Early immigrants were wealthy political refugees after 1848 Later Ohio, West Virginia, N Illinois, Indiana coal minesCzechs Nebraska, Wisconsin, Texas, Iowa, Minnesota farmers Skilled laborers settling in the urban areas of New York, Cleveland, and Chicago. Immigration Patterns: OthersSlovaks Northeast and Midwest Coal mines, steel mills, and oil refineriesSwiss Artisans or professionals Urban areas of New York, Philadelphia, Chicago, Cincinnati, St. Louis, San Francisco, and Los AngelesGypsies or Roma Insular ethnic group found throughout the world In US primarily from central Europe Immigration Patterns: FSU Often listed as RussiansLithuania After 1861 and then after WWIIUkraine Recruited to coals mines of Pennsylvania Factory work in Ohio, New York, and MichiganArmenia First in 1890 for economic opportunity Armenians from Turkey came after both WW Los Angeles, Boston, New York, Detroit, Chicago, and the agricultural region of Fresno, California. Current Demographics and Socioeconomic StatusGermans Some maintain aspects of their heritage higher in economic achievement and are generally conservative in attitudinal ratings Heavy anti-German sentiment after WWI Rapid assimilationPoles Just below or solidly at middle-class level Formation and leadership in labor unions Current Demographics and Socioeconomic Status: OthersAustrian Clothing and tailoring, mining Bakeries, meatpacking operations, and restaurants Hungarians Urban, white collar workers EngineersCzech Sales, machinist, or white-collar jobs Founded businesses in cigars, beer and watches Current Demographics and Socioeconomic Status: OthersSlovak White collar families w ...

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Central Europeans, People of the Former Soviet Union (FSU) and Scandinavia Chapter 7 * IntroductionSome of the earliest and largest ethnic groups to the USContributions include Bread baking Dairy farming Meat processing Beer brewing Central Europe FSU/Russian FederationGermanyArmeniaAustriaAzerbaijanHungaryBelarusR omaniaGeorgiaCzech RepublicKazakstanSlovakiaKyrgyzstanPolandRep of MoldaviaSwitzerlandTajikistanLiechtensteinTurkmenistanFSU/ Baltic StatesUkraineEstoniaUzbekistanLatviaLithuania *
Immigration Patterns: GermansLargest ethnic group in US and least visibleEarliest in early 1700’s Pennsylvania Dutch seeking religious freedom German farmers in Pennsylvania, Ohio, and IndianaSecond group in 1800’s Farmers and their familiesEarly 1900’s Unmarried industrial workers Descendants of Germans who had settled in Russia1930’s brought Jewish refugeesAfter WWII there were German refugees Immigration Patterns: PolesEarliest to US was 1608Most came between 1860 and 1914 German ruled areas of Poland Western GermanyAfter 1890 Poles from areas under Austrian and Russian rule Chicago, Buffalo, and ClevelandAfter WWI came from political dissatisfaction Immigration Patterns: OthersAustrians Initially classified with Hungarians and unskilled Austrian Jews fled Hitler’s arrivalHungarians Early immigrants were wealthy political refugees after 1848 Later Ohio, West Virginia, N Illinois, Indiana coal minesCzechs Nebraska, Wisconsin, Texas, Iowa, Minnesota farmers Skilled laborers settling in the urban areas of New York, Cleveland, and Chicago.
Immigration Patterns: OthersSlovaks Northeast and Midwest Coal mines, steel mills, and oil refineriesSwiss Artisans or professionals Urban areas of New York, Philadelphia, Chicago, Cincinnati, St. Louis, San Francisco, and Los AngelesGypsies or Roma Insular ethnic group found throughout the world In US primarily from central Europe Immigration Patterns: FSU Often listed as RussiansLithuania After 1861 and then after WWIIUkraine Recruited to coals mines of Pennsylvania Factory work in Ohio, New York, and MichiganArmenia First in 1890 for economic opportunity Armenians from Turkey came after both WW Los Angeles, Boston, New York, Detroit, Chicago, and the agricultural region of Fresno, California. Current Demographics and Socioeconomic StatusGermans Some maintain aspects of their heritage higher in economic achievement and are generally conservative in attitudinal ratings Heavy anti-German sentiment after WWI Rapid assimilationPoles Just below or solidly at middle-class level Formation and leadership in labor unions Current Demographics and Socioeconomic Status:
OthersAustrian Clothing and tailoring, mining Bakeries, meatpacking operations, and restaurants Hungarians Urban, white collar workers EngineersCzech Sales, machinist, or white-collar jobs Founded businesses in cigars, beer and watches Current Demographics and Socioeconomic Status: OthersSlovak White collar families with high incomes Strong family and cultural ties likelySwiss Multicultural, multilingual Work in Swiss companiesGypsies Tradition of roaming, are very mobile Independent trades and service positions Women are often in the mystical arts Fortunetelling Current Demographics and Socioeconomic Status: Russia/FSURecent immigrants settle in urban areas Ukrainians in PA Armenians in CAMost have easily assimilated In part due to anticommunist sentimentsRecent immigrants with advanced degreesRecent Armenian immigrants may be far below poverty line Worldview – Religion: GermansEarly immigrants primarily LutheranSome JewishSome Roman CatholicMennonites From the Anabaptist movement
Simple lifestyle Rejection of oaths, public office, military serviceAmish Strict sect of Mennonites No electricity or cars * Worldview – Religion: Poles, OthersPoles Devout CatholicsAustrians Most Catholic Some Jewish Hungarian and Slovaks Primarily CatholicCzech Catholic, but many have left the church * Worldview – Religion: GypsiesFrom Asian Indian religionsWorldview called Romaniya Believe in God, devil, ghosts, and predestination. Persons and things are either pure or polluted. Preserve purity Avoid contamination through contact with non-gypsiesSome Gypsy Americans are Christian Often fundamentalists Combined Christian and Gypsy concepts *
Worldview – Religion: Russians and People of the FSURussia Majority are of the Russian Orthodox Church Soviet JewsUkrainian and Lithuanian Americans Roman CatholicArmenian Americans Armenian Apostolic Church Armenian Rite of the Roman Catholic Church * Worldview: FamilyGermans Traditionally large families on farms, later in businesses. Pennsylvania Dutch (descendants of German immigrants) and the Amish still have large familiesPoles Patriarchal with mother caring for home. Wives and children rarely worked outside the home * Family: OthersAustrian Tight nuclear family with father in charge of finances and mother ruling home life.Czech and Hungarian Male dominated with many relatives.Slovaks Strong family ties with respect for parents.
* Family: GypsiesMaintain extended family Temporarily band together while traveling with multifamily groups. Father in charge of all public matters Women take care of family income and manage all money matters Retain power due to ability to communicate with the supernatural worldArranged marriages are common * Family: RussiansTraditionally large familiesWomen legally dependent on their husbands Changing Families are smaller due to women working and with more education Still maintain all household choresRussian families have fewer childrenEducation emphasized Russian language * Family: FSU Ukrainian and Lithuanian early immigrants were single men who were basically forced to intermarry with other ethnic groups.Men dominate the householdWomen run the homeExtended family is the normArmenians are tight-knit with respect for elders maintainedAll are similar to the average American household
* Traditional Health Beliefs and Practices: GermansGerman biomedicine uses botanicals extensivelyIllness may be believed to be caused by infection or stressExpected consequence of hard laborDress properly, avoid drafts, breathe fresh airExercise, work hardTake cod liver oilSuffering is “a blessing from God”Lots of home remedies used * Traditional Health Beliefs and Practices: Pennsylvania DutchHearty diet Home remedies, homeopathy, healers commonSympathy healing Laying on of hands Powwowing or Brauche Charms, spells, and blessings to cure symptoms Healer acts as God’s instrument and requests God’s direct assistance in treatmentsReflexologyHerbal Teas * Traditional Health Beliefs and Practices: PolesShortage of medical supplies in Poland led to widespread use of faith healersFaith in GodReligious medalsAvoid sick peopleHealthy dietSleepKeep warmExerciseLoving homeAvoid gossip
* Traditional Health Beliefs and Practices: GypsiesHealth maintained through marimé Purity and pollution related to Asian Indian beliefsSeparate clean from unclean Upper body and all secretions pure Lower half unclean and shameful Avoid contamination of upper body by touching lower body Left hand only for personal care Menstrual blood especially impure Avoid public places non-Gypsies frequent Don’t touch contaminated surfaces * Traditional Health Beliefs and Practices: GypsiesIllness due to Contact with non-Gypsies Conditions caused by spirits, ghosts, the devil, or breaking cultural rulesHome remediesGypsy healersNon-Gypsy conditions are suitable for treatment by non-Gypsy physicians May still consult a non-Gypsy folk healer * Traditional Health Beliefs and Practices: Russian and the
FSUNatural cures, alternative medicine used extensivelyOften integrated with biomedical therapySaunasMassageSteam bathsBalneotherapy Bathing in mineral springsMud baths, sulfurated hydrogen bathsHomeopathic preparations and herbals * Traditional Health Beliefs and Practices: Russian and the FSUMagic and the occult Cure illnesses due to supernatural Psychics and Znakarki Elder women who whisper charms and sprinkle water with magic powersSiberia Spiritual crisis, soul loss, evil spirits, breach of taboos, curses Shamans realigned life forces, retrieved souls Visualization, singing, chanting, prognostication, dream analysis, séancesRussians who don’t believe in occult practices Illness from social conflict, political problems, war, poor medical care, starvation * Traditional Food Habits: Ingredients and Common FoodsDetermined by what grows in cooler, damper climatesPotatoes, Beans, BeetsCabbage and cabbage familyEggs and Dairy productsPork, Beef, FishSeafood from the BalticFresh fish from local lakesApplesRye, Wheat, Barley
* Traditional Food Habits: Ingredients and Common FoodsDried, pickled, or fermented for preservation Cucumber pickles Sour cream Sauerkraut * Traditional Food Habits: Ingredients & Common Foods: BreadsRye and other grainsDarker Whole or cracked wheat Black Rye or pumpernickel Caraway, egg, or potato Cornmeal PretzelsDumplings May be stuffed or unstuffedPastriesStuffed pocketsBuckwheat - Russia *
Traditional Food Habits: Ingredients & Common Foods: MeatsPork is the most popular Schnitzel Meat cutlet HamBeef Sauerbraten German National DishVeal Young calfPoultry Goose German Holidays Chicken Kiev RussiaGame meats Hasenpfeffer German rabbit dish Bigos Polish “Hunter’s Stew” * Traditional Food Habits: Ingredients and Common Foods: Ground MeatsSeasoned with a binder to stretch meat when it was expensive or scarceSteak Tartare Raw ground beef on toastGround meat to stuff vegetables or make meatballsHungary known for gulyás Goulash Paprika-spiced stew Sweet Hungarian Paprika is ground, dried, red chile peppers with sugar added
* Traditional Food Habits: Ingredients and Common Foods: Sausages (Wurst)Rohwurst Cured and smoked Can be eaten as isBruhwurst FrankfurterKockwurst Like a cold cutBratwurst Similar to raw sausage linksPolish Kikielbasa Garlic flavoredAustria WienersCzechs and Slovaks Jaternice from pork Jelita blood sausage * Traditional Food Habits: Ingredients and Common Foods: FishFresh and salt water fish Fresh, smoked or curedTrout, carp, and eelGermany Pickled herringRussia Smoked salmon and sturgeon Caviar (sturgeon roe)Poland Fish is not popular as associated with Soviet rule *
Traditional Food Habits: Ingredients and Common Foods: Dairy productsEaten dailyCheeses served at any mealMay be fresh and sweet or strongly flavoredFresh milkButterButter milk Kefir (FSU)Sour creamFresh creamWhipped cream daily in Austria and Germany * Traditional Food Habits: Ingredients and Common Foods: Fruits/VegsCold weather fruits and vegetablesRed and green cabbagePotatoesBeetsKohlrabiCucumbersOnions Mushrooms In Poland a meat substitute on religious fast daysTemperate vegetables more common now Cauliflower and tomatoesApples, cherries, plums, berries * Traditional Food Habits: Ingredients and Common Foods: SweetsEnjoyed dailyCheesecake, coffee cakes, doughnuts, nut or fruit-filled individual pastriesApple, cherry, raspberry, chocolate, almond, poppy seed flavorsAustria: Apple strudelGermany: Black Forest CakeLithuania and Poland: Branch CakeRussia Cooked fruits such as the berry pudding kisel *
Traditional Food Habits: Ingredients and Common Foods: BeveragesCentral Europe Coffee is most commonRussia Strong tea Served in samovar Brass urn heated by charcoal * Traditional Food Habits: Ingredients and Common Foods: BeveragesGermany, Austria, Hungary, Beer most popular Excellent winesGerman beer can be sweet, bitter, weak strong and typically bottom-fermented Lager Bock beer is strong flavored Marzenbier Midway between pilsner and bock Weissbier Wheat beer with lemon or raspberry fruit syrup Schnapps Fruit brandy *
Traditional Food Habits: Ingredients and Common Foods: BeveragesCzechs Pilsner Beer Bitter but light in colorPoland Goldwasser Has flakes of gold Mead Fermented from honeyRussia Kvass Sour beer fermented from rye bread or beets Vodka Distilled spirit from potatoes Popular in Poland and Russia * SwitzerlandKnown for Fondue Hot dish of melted cheese, etc., in which food is dippedZesty cheeses with holes Emmenthal Original Swiss cheese Gruyère. * ArmeniaCuisine greatly influenced by Greeks, Turks, Persian, Syrians and other ArabsWord for bread is “meal” or
“food”Lamb is staple meat, pork rarely eatenFreshwater fishYogurt and cheese dailyFresh, dried and pickled fruits and vegetables * Armenian DinnerMezze with anise-flavored aperitif rakiSoups made with yogurt, eggs, lemon, tomatoesSaladsKebabs, stew or casseroleBread such as pitaFruit for dessertCoffee, tea, than Yogurt thinned with water and flavored with mintWine and brandy * Meal Composition and Cycle: Daily PatternsCentral Europe 5 – 6 large meals daily in the past Today 3 meals plus snacksGypsies Two meals daily Morning and late afternoon Social occasionsRussia and the FSU 3 hearty meals daily Snacking is rare *
Meal Composition and Cycle: Daily Patterns: Central EuropeBreakfast Bread Butter and jam Hardboiled eggs Cheese HamMidmorning breakfast Coffee Tea Hot chocolate Pastries Bread and fruit OR A small sandwichLunch Soup Fish, 1-2 Meat dishes with vegetables Stewed fruit Dessert with whipped creamMid-afternoon break Coffee or tea, cake or cookiesEvening meal Lighter Salads Pickled or smoked fish Cheese, ham and sauces Selection of breads * Meal Composition and Cycle: Daily Patterns: Russia and the FSUBreadSoup made from beets BorschtCabbageFishKasha Cooked porridge from barley, buckwheat or milletLithuania
Soup is replaced with salad * Meal Composition and Cycle: Daily Patterns: RussiaCzars ate 4 meals dailyZakuski Part of the traditional czarist evening meal “Small bites” Still part of Russia today An array of appetizers From simple to countless * EtiquetteMore formal than AmericansGermany Invitations for dessert or wine later in the eveningHost begins meal with appropriate announcementGifts are good quality dessert wines, candies, or pastries Not Vodka where it is servedFork in left hand, knife in right In Germany do not use knives unless absolutely necessary Knife to cut potatoes, etc., an insult as it implies the food is toughHands above the table with wrists on edgePass dishes to leftSpecific glasses for each beverage that will be refilled quickly Consume vodka in one shot *
Special OccasionsUsually have religious significanceTraditions often have pre-Christian rootsChristmas and Easter are major holidaysImmigrants brought to the US Christmas tree Easter egg hunt * Special Occasions: GermanyLand of popular festivals Lots of food and drinkMunich’s Oktoberfest Sausage eating and beer drinking World’s largest public eventEaster bunny hides eggs on EasterHam and pureed peas for Easter dinner * Special Occasions: GermanyAdvent and Christmas are holiest seasons Tree lit on Christmas Eve Christ Child brings presents Take tree down on Epiphany Large dinner on ChristmasChristmas Carp on Christmas EveHare or goose with apples and nuts on Christmas DayMarzipanSpice cakesCookiesFruit cakesGingerbread houses *
Special Occasions: PolandChristmas and Easter are the most importantEaster dinner Roast suckling pig, hams, coils of sausages and roast veal Painted hard boiled eggs, grated horseradish Paschal lamb sculpted from butter or white sugar Babka is a rich yeast cake All food blessed by the priest * Special Occasions: PolandChristmas Eve is a fast day Meatless meal served when the first star of the evening is seen Barszcz Wigilijny Soup similar to borscht made with mushrooms and beets Carp on Christmas Even Makowiec A rich Christmas cakeNew Year’s Eve Paczki Jelly doughnutsNew Year’s Day Bigos Washed down with vodka * Special Occasions: Czech RepublicCzechs Eat carp four ways at Christmas Breaded and fried
Baked with dried prunes Cold in aspic Fish soup Vanocka Christmas bread Easter dinner is ham or roasted kid * Special Occasions: SlovakiaChristmasBreak Advent fast with oplatky Wafer with honeyChristmas Eve meal Wild mushroom soup Cabbage Potato dumplings Stuffed cabbage Mulled wine Babalky Bread with poppy seedsEaster Dinner dessert called paska Pyramid shaped dessert Meal will be blessed by the priest on Holy SaturdayHam, sausages, duck or gooseHorseradishSyrek Easter cheese Hrudka Imitation cheese ball * Special Occasions: HungaryEaster is most important holidayPancakes are eaten on Shrove TuesdaySour eggs and herring salad on Ash WednesdayEaster week has new spring vegetables and painted Easter eggsGood Friday meal with wine-
flavored soup, stuffed eggs and baked fish * Special Occasions: EasterFeast of Easter Eve Rich chicken soup with dumplings or noodles Roasted meat Pickled vegetables Stuffed cabbage rolls Cakes and pastries Coffee * Special Occasions: HungaryChristmas Eve Meatless with fish and potatoesChristmas Day Roast turkey, chicken or goose Roast potatoes Stuffed Cabbage Desserts Brandied fruits Fruit compote Poppy seed and nut cakes *
Special Occasions: AustriaChristmas and EasterFasching Originally a pagan ceremony Drive out the evil spirits of winter Parade down the streets ringing cow bells Now a multi-day carnival associated with Lent Doughnuts, fritters, other sweets are typical food * Special Occasions: Russia and the FSUFast days Fish Mushrooms Forest meatEaster is most significant holidayButter Festival Maslenitas Precedes the 40 days of Lent Blini Raised buckwheat pancakes Numerous toppings Butter is traditional as can’t be consumed during Lent * Special Occasions: Russia and the FSUEaster meal after midnight Mass Pasha Cake decorated with XB (Christ is Risen) Kulich Cake made from rich, sweet yeast dough Red or hand decorated eggsPentecost (Trinity) Sunday Kulich leftover from Easter eaten
* Special Occasions: Russia and the UkraineChristmas Eve 12 different dishes represent the 12 apostles Kutia or Sochivo Porridge of wheat grains, honey, poppy seeds and stewed, dried fruitChristmas Day celebrated with festive mealNew Year’s Children receive gifts Spicy ginger cakesKrendel Pretzel shaped sweet bread Eaten on wedding anniversaries and name days * Therapeutic Use of Food: GermansChicken soup Diarrhea, vomiting, sore throatsTea Upset stomachMilk with honey CoughsPennsylvania Dutch Cold drinks are unhealthy Eat meat 3 times per day Herbal teas for many complaints *
Therapeutic use of food: PolesColic Tea, soda water, sauerkrautCramps Chamomile teaColds Tea with dried raspberries WineHigh blood pressure Cooked garlicCoughs Warm beverages“Sweat out” an illness Tea with honey and alcoholic spirits * Therapeutic Use of Food: GypsiesFresh food most nourishing Leftovers unwholesome Canned and frozen items not freshNon-Gypsies carry disease Use disposable plates and utensils in public placesInsufficient intake of lucky foods cause poor health Salt, pepper, vinegar, garlicHome remedies are common Tea with crushed strawberries Asafetida (devil’s dung) Ghost vomit (Fuligo septica) * Therapeutic Use of Food: Russia & the FSUButter EyesightDill DyspepsiaHoney FlatulenceGogomul
Egg yolk, sugar, milk, baking soda Respiratory infectionsTeas Raspberry, chamomile, eucalyptus, cornsilkAlcoholic beverages Kvass cures hangoversBalsam flavored vodka Cures anythingVodka with herbs Supplement Consumed as a shot Added to coffee or teaFull hearty meals To maintain health * Adaptations of Food Habits in USDiet not significantly different from U.S. fareQuantity did increase Especially of meat Many traditional foods have become common US fare3 meals a day but with more dairy and sausagesMore traditional meals served at special occasionsAmish families celebrate religious holidays only Add a day to the celebration Celebrate quietly at home with family Nutritional StatusCentral European diet among highest in animal products, potatoes, sweets, refined/processed itemsGermany Highest in fats and oils of animal origin 50% German woman are obese, 66% for menSlightly lower rates in Czech Republic, Slovakia and HungaryRecent Russian and FSU immigrants consume diet high in saturated fats, sodium, sugarAll at risk of developing CVD and other conditions associated with high-fat items
* Nutritional Status: Russia and FSUImmigrant nutritional deficiencies from lack of vegs/fruitDietary selenium deficiency, moderate iron and manganese deficienciesHigh rates of diabetes, HTN, HLD, CVD, TB, HIVLeukemia and thyroid cancer rates increased 80% of Russian immigrants from regions affected by ChernobylMay resist x-rays * Nutritional Status: Russia and FSUStrongly support breastfeedingHigh rates of iron-deficiency anemia and endemic goiter Heavy alcohol use in Russia, some FSU nations and PolandHigh rates of gastric cancer Lithuania Due in part to a high consumption of salted and cured meats and fishHomemade cheeses with unpastuerized milk Increased risk of listeriaEggs sometimes used raw in uncooked dishes Increased risk of salmonella Nutritional Status: GypsiesBoston Study: High rates of HTN, Type 2 Diabetes, Vascular disease Obesity at 85% Chronic renal insufficiencyEurope Dyslipidemia, obesity and insulin resistanceAt risk for genetic
problems PKU Galactokinase deficiency Citrullinaemina Wilson’s Disease Metchromatic LeucodystrophyHigh rates of infant mortality and unfavorable birth outcomesLife expectancy overall is low * CounselingMay be a language barrier with RussiansGermans – monochronistic Formal, polite, respect education and titles Direct eye contact and handshakePoles – quieter than Americans Uncomfortable with loudness Handshake and direct eye contact Both may be reluctant to seek medical care Counseling: AmishMay need an interpreterReserved and respectful and expect it in returnConservative and modestModern health technology okNo photos, pictures, depictions of human facesMore digestive problems, obesity, bedwettingHigh fat, high sodium dietLess issues with heart disease, alcoholismGenetic issues such as PKU more common Counseling: Gypsy AmericansEnglish may be second
languageIlliteracy common“Man’s worth is in his girth”May seek care only in emergenciesMay refuse injections ImpureWill bring food to patients Contamination feared Counseling: RussiansRussians expect more formalityMay always respond “no”Direct and possible loud communication3 quick kisses and handshake common greetingDirect eye contactPreventive medicine unfamiliarCompliance issues with medication or lifestyle changesAvoid mental health care Counseling: RussiansMany feel ailments/treatments not understood in USCulture specific ailments not familiar in USMedical care in Russia drugs with alternative treatmentsPrefer injections over oral medsMay self medicateAssertive in US as they had to be assertive in RussiaMany are highly acculturated Scandinavians Sweden, Norway, Denmark, Finland, and Iceland * History of Scandinavians in the USLegend says Norsemen first discovered North AmericaDocumented presence in US 1629 when Jonas Bronck (Danish) bought land that became known as the Bronx in NYCImmigration began in 1800’s
Norwegians, Swedes primarily Few IcelandersMoved to homestead Midwest statesDanes developed 24 Danish communities * Current DemographicsAll assimilated wellWere literate, valued educationNorwegians and Sweded Continued farming in Midwest ConstructionSwedes Engineering, architectureDanes Livestock, dairyingFinns Natural resource management, mining engineering, geology Women in home economics, nursing Worldview: ReligionMajority who immigrated were Lutheran Evangelical Lutheran Church in AmericaIf not Lutheran, other Protestant churches * Luther’s Seal Worldview: FamilyNuclear family was center of rural lifeLarge families with father head of householdKinship ties were strong Brought other relatives to US and helped themSmaller families now Finns often with one child
* Traditional Health Beliefs and PracticesFish necessary for good healthNorway Cough and cold confectionaries Herbs and dietary supplement boost immune functionFinns Natural health care Massage, cupping, bloodletting Sauna used for many thingsSwedish Massage Relaxation Increase circulation Promote Healing * Traditional Food HabitsHearty and simpleAbundant seafood Limited foods produced on landPreservation methods of previous centuries used Fish dried, smoked or pickled Milk is fermented or allowed to sour Preserve foods with salt * Ingredients and Common Foods: Staples and Regional VariationsFeature natural flavors with subtle seasoning Black pepper, onions, dill Juniper berries
Caraway, cloves, nutmeg and cardamomLots of FISH Scandinavian dried salt cod Pickled herring Lox Fish sticks Fish with cheese and breadcrumbs * Ingredients and Common Foods: Staples and Regional VariationsCream and butter popularLots of fermented dairy products Sour cream, cheese, buttermilk, yogurt-like products White sauce with milk and parsley Known for cheeses Common for breakfasts and snacks * Ingredients and Common Foods: Staples and Regional VariationsMeats more popular inlandPork is popular, veal, mutton and lambReindeerGame meats such as elkGoose and grouse, not chickenHistorically meat was scarce and chopped and combined with other ingredients Swedish meatballs *
Ingredients and Common Foods: Staples and Regional VariationsCold weather vegetables (especially root crops) RutabagasYellow and green split pea soups with ham or pork Served with pancakesWild mushroomsBerries LingonberriesFruits stewed or made into preserves Sometimes served with meats * Ingredients and Common Foods: Staples and Regional VariationsBreads are often rye Norwegian flatbreads Swedish knäckebröd Like hardtack Norwegian lefse Potato and wheat flour dough Norwegian potato dumplings Tunnbrød from Sweden Thin, tortilla like bread Sold as fast food wrapped around fillings * Ingredients and Common Foods: Staples and Regional VariationsDesserts rich but not overly sweetButter, cream,
sweetened cheese, cardamomAebelskivers Danish pancake puffsPancakes or crepes served with berries or jamsAlmonds, almond paste or marzipanDanes known for their pastries Weinerbrød * Ingredients and Common Foods: Staples and Regional VariationsMilk is popular beverageAquavit Water of life Distilling potatoes or grain Flavored with caraway or other herb Serve ice cold in a Y-shaped glass Down like a shot, chase with a beer * Meal Composition and Cycle: Daily Patterns: Breakfast3 meals a day 3 coffee breaksBreakfast Bread Eggs Pastries Cheese Fruit Potatoes Herring
Sour cream or yogurt like fermented milk Fruit soups in winter * Meal Composition and Cycle: Daily Patterns: LunchLunch in Denmark Smørrebrød Open-faced sandwich Means buttered bread May be a snackSwedes consume hot lunch Pea soup Brisket or hash Mashed rutabaga At work or school cafeteria Swedish SmörgåsbordBuffet mealMeans “bread and butter table”Large variety of hot and cold dishes Served with AquavitStarts with herring, then other fish dishesMeats and saladsHot dishes like Swedish meatballs and mushroom omeletsDessertToday served only on special occasions * Meal Composition and Cycle: Daily Patterns: DinnerHeavier dinner if lunch is light
Appetizer, soup, entrée, vegetables, dessert PotatoesIf heavier lunch, lighter dinner Informal Convenience foods Italian foods3 most common dishes in Swedish homes Falun sausage, spaghetti with meat sauce, pizzaMilk, beer or wine Coffee or wine with dessert EtiquetteFork in left hand and knife in rightSandwiches consumed with fork and knife Only bread eaten with handsKeep hands above the table with wrists on edgePass dishes to the leftFinland: wait for host to initiate eatingNorway: male guest of honor is to thank hosts on behalf of all guestsWine is always appreciated as a hostess gift as it is expensive * Special OccasionsConferences and meetingsMilk and coffee with sweets Cinnamon buns Open-faced sandwiches FruitSandwich cakes Layers of bread and fillings Served mid-afternoon at events *
Special Occasions: ChristmasFrom Advent to St. Canute’s Day on January 13Sweden December 13 St. Lucia’s DayChristmas Eve is the big meal * Special Occasions: Christmas in Norway Rice porridge sprinkled with sugar and cinnamonLutefisk Dried salt cod soaked in lye, then boiledPork ribs and sausages with cabbageDried lamb rib specialty with mashed rutabagaCod or halibut with white sauce and green peasBoiled potatoesCookies and cakes Traditionally 7 types of sweets * Special Occasions: ChristmasChristmas Smörgåsbord in Sweden 20 – 30 dishes Ham, herringDenmark Roast duck, goose or pork with brown gravy Red cabbage and caramelized potatoes Rice pudding with whipped cream and hot cherry sauceFinland Pickled herring and salmon, then ham Vegetable casseroles with potatoes, carrots, or turnips Prunes, cookies, pies *
Special Occasions: ChristmasDozens of cookies Ginger and clovesTree hung with gingerbread figuresDeep- fried, brandy-flavored dough Klejner, klener, klenätterTraditional holiday beverage Glögg Hot alcoholic punch * Special Occasions: Midsummer’s DayJune 24 Swede’s Day in the USMaypoles, bonfire, feastingSweden Boiled new potatoes and wild strawberriesNorway Rømmengrøt Finland New potatoes with dill and smoked salmon * Adaptations of Food HabitsDiet did not change significantly3 meals a day Dairy products Animal proteinMany Scandinavian foods adopted by Americans Nutritional Status: IntakeIn Finland 40% obesity for women, almost 60% for men Somewhat lower for Denmark, Norway, SwedenFinns
High rates of heart disease, stroke, alcoholism, depression, lactose intoleranceScandinavian Americans may be at increased risk for CVD due to high fat, high cholesterol diet * CounselingLow context communicatorsHighly analyticalEmotions controlledSuperficiality and personal inquiries are avoidedDanes are less formalDirect eye contactFirm, brief handshakeOther touching is reserved for friends and relativesSickness considered a weaknessWill avoid talking about it * * * * * * * * * *
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* STUDY GUIDE Online Course NTR 414 – Food, Nutrition, and Culture NTR 414 (3 credit hours) Summer 2015 COLLEGE OF ARTS & SCIENCES DEPARTMENT OF NUTRITION Table of Contents: NTR 414 I. Important Information 1. Blackboard & Navigation ……………………………………….1 · Accessing · Downloading & Printing 2. Contact Information……………………………………………..2 · Faculty Information · Department Head · Dean, College of Arts & Sciences · Information Technology (Dr. Billmire)
3. Grievances………………………………………………………2 4. Faculty Expectations ……………………………………………2-3 5. Study Tips……………………………………………………….3 6. Library Resources……………………………………………….3-5 7. Discussion Etiquette…………………………………………….5 8. Confidentiality of Information………………………………….5 9. Core Competencies as related to the course topics……………..5-6 II. Course Information 1. Course Textbook……………………………………………….6 · Required · Reference 2. Last Day to Drop Course ……………………………………….7 3. Evaluation & other Course Information………………………..7 · General · Course Specifics · Course Description/ Goals & prior knowledge………..7 · General
· Overall objectives · Prior expected knowledge · Projects/Homework/Exams ………………………….8-11 · Rubric for Course Participation · Description of Project/Homework · Rubric for Course Project/Homework · Weekly Course Schedule and Assignments …………12 · Introduction to the Course ……………………………13 · How This Course is Organized……………………….13 · How to Study for This Course ……………………….14 · Weekly Course Outline with Required Reading and Participation Requirement………………………..14-16 Important Information __________________________________________ Internet Access & Course Room Navigation Blackboard You need to have a computer and internet access so you can utilize Blackboard as follows: ACCESSING BLACKBOARD: Blackboard is located at http://blackboard.life.edu/. (Note: This URL will not work if you type in “www.”) It can also be conveniently accessed from the Life University website at www.life.edu by scrolling down
to the current student menu and clicking on “Blackboard,” or from the menu located on the “Webmail – Students” page (also linked on the menu at www.life.edu). Once you are at the home page of Blackboard, click on “Login,” which will take you to the login page. Your user name is your student ID number and your password is also your student ID number (until you change it). Once you are at your page on Blackboard, the courses you are enrolled in should appear. Click on the course you want to access. You can find your study guide for the course under “Course Information”. To participate in class activities, please follow below instructions when you are in blackboard. · Under my course column, click on your course · Click on Communication · Click on Discussion Board · Click on Subject (Week 1) · Click on the Question # that you want to respond to · Read the question · Click on Reply to post your answer · In order to reply to other student’s responses, click on Response and then Reply To access your project · Click on Communication · Click on Discussion Board · Click on Subject (Group project) · Click on the Group # that represents your name and topic If you have any problems accessing your courses through Blackboard, please email the Blackboard coordinator, Dr. Edwin Billmire at [email protected]. Downloading & Printing: To download or print, point your mouse curser to the information and use your right click to get a menu and then select save
as target to download or use print target to print. Course Information Textbooks Required Text: Food and Culture 6th Edition, Kittler and Sucher, 2012. Belmont, CA, Wadsworth ISBN# 0-495-11541-X The textbook for this course is available at Amazon.com, ebay.com or you may purchase your textbooks at the Life University Bookstore. The textbooks are an excellent resource for your use during this course Grievances · Students who have a grievance with the instructor should first speak with the instructor. · If the grievance cannot be resolved, the instructor should submit an Undergraduate Student Action Form and refer the matter to the Department Head. · If the situation is still not resolved, the Department Head will refer the student to the Associate Dean of the College of Arts & Sciences, Raj Pradhan (770) 426-2697. Faculty Expectations This course is offered in an online format, and thus, there are some rules that students are expected to adhere to. The rules are as follows:
1. You are expected to read and be familiar with the study guide and all posted information by your faculty. 2. You are expected to complete each week's assignment in a timely manner. 3. Each new week starts at 12:00 AM Sunday, and ends at 11:59 PM on Sunday. 4. You will need to answer the questions posted by your faculty (each answer must be 200-250 words) and you can use your textbook and assigned reading as resources. 5. In addition, you will need to comment on 1 other student's answers (each comment must be 75-100 words), indicating if you agree or disagree and why. You can also provide another perspective, ask for clarification, or provide additional comments. 6. You are expected to post your answers early in the week so other learners have an opportunity to comment on your answers. 7. You are expected to keep current in class. Students who fall behind are less likely to get feedback from others in online discussions. If something happens that is going to cause you to fall behind, contact your instructor
immediately. Study Tips This course is being offered through online by using the Blackboard system. First read the Study Guide and be familiar with: 1. Each lesson can be completed in one week, starting on Sunday at 11:59 PM and ends the following week Sunday at 11:59PM. 2. You will have 10 weeks to complete the course. 3. Do the assignments by due date as they are given on the syllabus. Make a Schedule Online courses differ from what you are familiar with - a traditional classroom with an instructor setting the pace and essentially “forcing” you to study. In online courses, it is you who will decide when and how much you study. The best thing to do is to make a schedule, and stick with it if at all possible. What you are trying to do is get into the habit of studying on a regular basis without someone else prodding you to do so. Once it becomes a habit, it is much easier to do. Study Times When you study, make sure you read the Study Guide or weekly assignment for that assigned chapter or lesson and then, proceed with your assignment. Project Completion The easiest way to write your project is to start early. The hardest way is to wait until 2 weeks before your project is due
and thrash through all your notes to find what you need. In other words, start working on your project as soon as you get it and as you proceed through the course. HELP! Don’t wait if you need help. The Instructor’s name and contact information is given on this study guide, as well as in the faculty information folder, the Introduction. Use it the first time and every time you need help. Library Resources Definitions · Peer Reviewed: Peer review is the process of review by peers and usually implies a group of authoritative reviewers that are equally familiar and expert in the subject. (a.k.a. Refereed) · Citation: A reference to a source, such as a journal article. It lists the title of the article, author(s), journal, date, and page numbers. · Abstract: A summary or overview of an article, whether in print or online. · PDF (Portable Document Format): A file format developed by Adobe Systems. Adobe PDF files look exactly like original documents and preserve the fonts, images, graphics, and layout of any source file. · HTML (Hyper Text Markup Language): The authoring language used to create documents on the World Wide Web. Searching Strategies
· Boolean Operators: The Boolean connectors AND, OR, and NOT are often used to combine keywords when searching electronic databases. Use of these operators can make your search more focused, thus yielding more precise search results. The connectors AND and NOT generally limit your search (decreases the number of hits) and the connector OR expands it (increases the number of hits). Always use them in CAPS. · Quotation Marks: Use quotation marks to search phrases rather than single words. · Example – “low back pain” · Wildcards or Truncation: Use an asterisk to retrieve all forms of a word. · Example: injur* retrieves injury, injured, injuries Where do I start? · www.life.edu · → Campus Life · → Library (http://www.life.edu/lifes_campus/library.asp) Mantis – www.chiroacces.com · Manual Alternative and Natural Therapy Index System · Two links: on campus OR off campus · On campus no password required · Off campus students can set up a free account · Choose user name and password
· At login school code is: journalvolume · Can limit to Refereed (peer reviewed) · Citations and abstracts Medline (PubMed) – www. Pubmed.gov · Biomedical journals · All peer reviewed · Citations and abstracts w/ links to full-text · Watch for free full-text or green symbol · No password required for on campus or off campus GALILEO – Galileo.usg.edu · GeorgiALIbrary LEarning Online · Many databases in all subject areas · EBSCOhost Databases · Good source for online full-text · Academic Search Premier, Alt HealthWatch, Business Source Premier, Medline, SPORTDiscus · Can limit to Peer Reviewed Scholarly Journals · Currently offering “Quick Search” for multiple databases
· Password for off campus access · Changes quarterly → You need to obtain yours from the Library · Available in the library (not given via telephone or email) Scopus – www.scopus.com · Broad range of subjects · All peer reviewed · Citations and abstracts · Email [email protected] to request off-campus access. Must provide Life University email address. How do I access the full text of an article? Follow these steps….. 1. Does the database you searched provide full-text access online? 2. Full Text Journal List – Is it available through another database? search by 3. Library catalog (life.sirsi.net) – Do we have a print subscription? journal title 4. If the article is not available online or in the library, you can request it through interlibrary loan. · Email [email protected] or ask for a request form in the Library Information provided by: Pam Shadrix Discussion Etiquette · Please be respectful to your classmate and refrain from inappropriate comments. If you make any inappropriate comments, you will not receive any credit for the work and the faculty will remove your comments.
· All students are expected to display honesty and complete all assignment themselves without help from others · Plagiarism is the willful and conscious taking and using another’s work without their prior permission or without formal acknowledgment. · Anyone guilty of cheating and/or plagiarizing in this course, by whatever means, shall receive an F in the course. Plagiarism is not acceptable and handled in accordance to University policy. . Confidentiality Information Life University does not guarantee the confidentiality of the information shared in the course room. It is the responsibility of the students not to share the confidential information. Eight Core Life Proficiencies Eight Core Life Proficiencies Your education at Life University exposes you to the eight core proficiencies, which enables you to inquire and broaden your knowledge base and practice excellence in your field of study. In this class you will practice the following competencies: Core Life Proficiencies Your education at Life University exposes you to the eight core proficiencies, which enables you to inquire and broaden your knowledge base and practice excellence in your field of study. In this class you will practice the following competencies: Integrity and Citizenship
Integrity and citizenship is the bases for completing any nutrition courses within the nutrition/dietetics curricula as students must exhibit personal integrity and function as valued members/citizens within their team and their classroom as they complete their assignments and course requirements. Leadership and Entrepreneurship Through all the nutrition courses and specifically with the management and field experience courses, students will gain the knowledge and skills to be a competent leader as they lead their patients to a healthier life style or as a leader of a health care team in the hospital or any other settings. Learning Theory / Critical Thinking Through course assignments, oral and written presentations, role playing and seeing clients, nutrition students utilize learning theory and critical thinking skills. Students also have to vigorously evaluate quality research papers for completion of their projects or recommendation of proper medical nutrition therapy to their clients. Additionally, the field experience courses as they work with the clients and real situations allow the students to apply learning theory and critical thinking to practice. Philosophy of Human Existence and Health Care Policy Nutritional problems in the communities range from obesity to food insecurity from families to governments. The causes of poor nutrition are multiple and complex, involving biological, economic, social, cultural, and policy issues. Through most of the nutrition courses as well as field experience courses, students will receive in-depth discussion of the contemporary nutritional issues as relates to the Health Care Policy.
Communication and Relationship Theory / Skills Through all the nutrition courses students are expected to utilize advanced communication strategies, for academic success as well as utilization of all the levels of Bloom's Taxonomy specifically as it relates to analysis, synthesis, and evaluation Belief Systems and Performance Through all the nutrition courses students are exposed to a range of contemporary intellectual approaches and technologies that will help them reach higher levels of performance and success. Students will learn criteria by which to judge the usefulness of certain technologies and their applicability to their learning styles. Integrative Change Because of the fact that all of the fields of nutrition are constantly changing, nutrition students are given the knowledge and skills to evaluate, integrate, and accept new philosophies and skills for communicating new concepts of future health care environments. One of the goals of this class is to help students become pioneers and entrepreneurs in the areas of nutrition and dietetics. Through class discussion, small group work and assignments, students will develop their communication skills, such as effective listening and empathy to foster professional health care relationships with their peers and/or their community members. Students will develop their critical thinking skills by teaching them how to gather meaningful data, synthesize new information with existing knowledge, think independently and search for practical application of their knowledge in professional practice and daily life. In this class, you will be challenged to not only learn skills, but to become innovators who contribute positively to their communities.
Students will develop skills that will help them become leaders in the area of risk reduction, disease prevention, and the treatment of disease. Last Day to Drop Course Monday, August 31, 2015Course Evaluation Evaluation Method and Grading General Grading Information The University grading scale will be implemented in this course: A = 90-100% B = 80-89% C = 70-79% D = 60-69% F = < 60% Course Specifics Grading Information Completion of course room assignments 40%
Completion of comments to other learners 20% Completion of group project 20% Completion of individual project 10% Final Exam 10% Please Note: Nutrition majors must have a “C” or better in this course to pass. General Objective/ Course Description: This course covers the social and demographic influence on food-related behaviors of various population groups. The impact of ethnicity, culture, and religion on lifestyle, dietary habits, heath and disease status of individuals and groups are considered. Emphasis is on the development of nutritional intervention methods and dietary systems considering social, economic, and environmental conditions of people. Course Objectives: By the end of this course, the student will be able to: 1. Describe the cultural, economic, technological, and social influences on food behavior of groups and individuals. 2. Analyze and access the food and nutrition intake patterns of
different cultures. 3. Review contemporary food habits in the US. 4. Examine traditional health belief systems focusing on the role of diet 5. Review current and future research on food and culture Prior Expected Knowledge Base: 1. Proficiency in basic writing skills. 2. Proficiency in constructing written client/patient nutrition education materials. 3. Proficiency in demonstrating the ability to work as a team player in a completing a group project 4. Proficiency in understanding the special nutrition requirements at different periods of the life cycle 5. Proficiency in understanding the importance of family eating habits, cultural food experiences and learned behaviors as they relate to the nutritional needs through adulthood. 6. Proficiency in understanding nutritional related diseases. 7. Proficiency in understanding medical nutrition therapy. 8. Proficiency in developing a nutritional care plan for each client based upon his/her assessment of nutritional status, need, drug/nutrient interaction and goals. 9. Proficiency in demonstrating the ability to effectively counsel clients with good communication skills and sound nutritional guidance. 10. Proficiency in evaluating effectiveness of counseling and
care plan and modify goal(s), if needed. 11. Proficiency in evaluating different counseling styles and to determine / develop your own style. Project For this class NTR 414 – Food, Nutrition, and Culture, you must complete two projects. One is the individual project that is due by the end of week 6 and must be posted by 12:00 midnight of the Sunday of the 7th week of the quarter in your course room for your classmate comments. This project counts for 10% of your grade. Your other project is a group project (2 people per group) that is due by the end of week 8 and must be posted by 12:00 midnight of the Sunday of the 9th week of the quarter in your course room for your classmate comments. For this project, you have a choice to either select your partners yourselves or you will be assigned to a group. By the end of week 2, in your classroom, there will be a number of group threads with topics. If you decide on a partner, then you and your partner need to sign your name under a group and complete your group charter (a charter is a contract between you and your partner to decide who does what and when) and post it to your group thread by the end of week 4. If you do not select a partner by the end of week 2, you will be assigned a partner by your instructor by Sunday of week 3. You and your assigned partner then will have until the end of week 4 to complete your group charter and post it by your thread by the end of week 4. This project counts for 20% of your grade and completing/posting of your charter by the due date counts for five points of your total grade for this group project. If you are late you still need to complete and post your charter by the end of week 5, but you will not receive the 5 points for it. If your charter is not competed and posted by the end of week 5, you
will lose 35% of your group project instantly. Your group thread is your forum to discuss and communicate with each other while completing your project. Make sure that you post a copy of any communication you do with your partner regarding completion of your project under this thread. This way your instructor will know that you have fully participated and worked with your partner for completion of this group project. If you find that your partner is not communicating with you to complete your assigned requirements on time such as completion and posting of your charter, you then need to decide on your part and complete the charter with your information and post it on time so that you receive your 5 points for this part of the project and will not be penalized for late posting. Length of Your Project Individual project Yourindividual project must be in PowerPoint and should be between 20-30 slides excluding the cover slide, table of contents or bibliography slides. Group Project Yourgroup project should be between 1500-2000 words (you can use word count under the tool menu within Microsoft word to count your words) or 6-8 pages excluding the cover page, table of contents or bibliography pages.Description of Your Project Individual project You must select an ethnic restaurant of specific population group (ex. South American or Southeast Asian) to dine in and then to provide a presentation on the following topics: · Provide an overall introduction to the restaurant and your experience dining at the restaurant
· Describe the specific population group that you have chosen, food and culture habits · Provide a thorough description of the food patterns (every day and holidays). · Discuss special food habits related to any stage of lifespan, i.e. infancy, pregnancy, teenagers, older adults · Discuss nutritional adequacy in reference to the population (support your description with appropriate references). · Discuss any nutritional contraindications in regards to diabetes, hypertension, and cardiovascular disease. Your presentation must be supported by 3 peer-reviewed articles, in addition to your book. . Use the Life University Library to locate three articles that relate to the specific population group that you have chosen to support and reference your presentation. This assignment should be between 20-30 slides excluding the cover slide, table of contents or bibliography slides. Full credit will be given for preparation, how well the topic was covered and organization of material, presentation skills, and completeness of information. Group project for NTR 414 For this project, each group will be assigned to complete a paper on either Native Americans or Regional Americans. · Provide an overall introduction to the specific population group that you have been assigned, food and culture habits · Provide a thorough description of food patterns (every day and holidays).
· Be sure to describe a typical days’ worth of meals as well as a holiday meal. · Include special food habits related to any stage of lifespan, i.e. pregnant women, teenagers, and special feeding beliefs of the people. · Discuss nutritional adequacy in reference to infants, children, teens, pregnancy, and elderly. · Discuss common nutritional problems, deficiencies or diseases to the specific population group that you have been assigned · Discuss any nutritional contraindications in regards to diabetes, hypertension, and cardiovascular disease. 6 peer-reviewed articles in addition to your book must support your project. Use the Life University Library to locate articles that relate to the specific population group that you have been assigned to support and reference your presentation. Yourgroup project should be between 1500-2000 words (you can use word count under the tool menu within Microsoft word to count your words) or 6-8 pages excluding the cover page, table of contents or bibliography pages. Full credit will be given for preparation, how well the topic was covered and organization of material, presentation skills, and completeness of information. Remember that this is an upper level course with your program of study. By now, you should have mastered good writing style and habits, which you must use when completing these two projects. When completing your projects, please pay attention to the following: Content Make sure that you clearly answer all aspects of the question. In
doing so, you need to obtain and review appropriate and relevant peer reviewed articles to support your answers. Analysis and Critical Thinking As you know, this is one of Life University’s core proficiencies, and thus, you need to show this ability as you thoroughly investigate, analyze, and evaluate the articles you use as references and your answer to the question. Logic and Flow There should be a clear introduction paragraph that informs your reader of the topics that are going to be covered in your paper. Then, clearly discuss your topic with appropriate citation throughout your paper. Discussion should progress logically as was outlined in your introduction and use of appropriate transition statements should be made as you move from one topic to another, and finally, there should be a summary of the paper. Citation and Reference Formatting You are expected to use appropriate, APA style for formatting. You can access this information on the following websites: http://www.wooster.edu/psychology/apa-crib.html http://www.bedfordstmartins.com/online/cite6.html http://slisweb.sjsu.edu/resources/apa/tips.htmlor use American Psychological Association. (2001). Publication manual of the American Psychological Association (6th ed.). Washington, D.C.: Author Appropriate use of Grammar and correct spelling and proper handling of your paper You must use appropriate grammar and correct spelling. Your
projects must be typewritten and double-spaced, use Times New Roman with 12 font. Each project must contain a cover page, table of contents, and bibliography pages (refer to APA for content and formatting). You must post both Projects as Attachments to preserve the format of your paper. For the Grading rubric for your projects, please refer to the Course Materials folder on the Blackboard.Creating A PowerPoint Slide Presentation Click on the Start Button Drag to Programs Drag again to Microsoft PowerPoint Release You will have PowerPoint Screen Choose 1 of the 4 following choices and click okay 1. Auto Content wizard – useful when you have a structured presentation 2. Template – creates one standard background and you create the type of slides 3. Blank presentation – you can create your own backgrounds and any type of slide you wish. 4. Open an existing presentation – used to open an already existing presentation or one you have saved. If you choose template or a blank presentation the first new slide choice is from automatically prearranged slides and the machine automatically selects one that looks like a title page. It has two text boxes that you can use. If you do select this one you can
delete one or both boxes manually or you can add more if desired. You are not limited to this choice. You may select any other or make a custom one from the blank slide at the end of the automatic choices to start your presentation. Adding Information Into A Slide: How to add a text box – move mouse to Insert at thee top of the page, click on insert and drag to width of the intended text box (release), or use the cursor to construct box width. Start typing. If you need more space, you can adjust the size of the box by clicking on the edge of the box and moving the arrow. How to add a picture box – first, copy a picture to the clipboard. Then click on the slide to begin working on it. Then click on Edit and drag to paste. You will be able to enlarge the picture or make it smaller by using the arrows. You can bring up the arrows by moving the cursor around on the box or edge of the picture. How to add animation – click on the text box or picture that you wish to animate. Then click on the “yellow star” in the upper right of your screen. You can choose between several automated animation choices. You may want to experiment with different types of animation to draw specific attention to your point. In order to see what the effect the instructions have, you will want to preview the effect. Click on Custom Animation (the icon that has the timer, the arrow and horn on the bottom right of the animation box), choose preview and click. Removing Information From A Slide: How to delete a text box – First delete any typing or information in the box, then high light the text box by moving the cursor until you have a cross with arrows on the end, and
click the mouse. Making Changes To The Existing Program: How to move an existing slide – click and drag to preferred position. How to insert a new slide into already existing program – place cursor in proper position, click on Insert, drag to new slide and then release. Seeing The Entire Group Of Slides: Click on the icon on the bottom left screen that shows a group of 4 slides. That will bring up the slides all at once an in order. Viewing The Show: Click on icon on the far left of the bottom of the screen that shows a screen. The show begins on the slide that is currently highlighted. So if you want to start from the front, you need to highlight the first slide. Weekly Course Schedule & Reading Assignments Week Date Topic Pages Week 1 Introduction to Food and Culture Traditional Health Beliefs and Practices Chapter 1 Chapter 2
Week 2 Intercultural Communication Food and Religion Chapter 3 & 4 Week 3 Northern and Southern Europeans Assessment and/or Reflection of Lessons Learned Chapter 6 Week 4 Central Europeans, Russians, Scandinavians Chapter 7 Week 5 Africans Greeks, Middle Eastern Chapter 8 Chapter 13
Week 6 Mexicans and Central Americans Assessment and/or Reflection of Lessons Learned Individual Project Must Be Posted To Course Room By Sunday of Week 7, by 12:00 AM EST Chapter 9 Week 7 Caribbean Islanders and South Americans Chapter 10 Week 8 Chinese, Japanese and Koreans Group Project Must Be Posted To Course Room By Sunday of Week 9, 11:59 PM EST Chapter 11 Week 9 Southeast Asians and Pacific Islanders Presentations
Assessment and/or Reflection of Lessons Learned Chapter 1 2 Week 10 Native Americans Regional Americans Chapter 5 Chapter 15 Week 11 Final Exam & Course Evaluations Course content and sequence may vary slightly from the syllabus pending student interest and instructor discretion. Students are responsible for all course material in the syllabus whether the information is presented in class or not. Introduction __________________________________________ NTR 414 – Food, Nutrition, and Culture __________________________________________Overview Welcome to NTR 414. The health care field is changing constantly. These constant changes create a challenging environment for the health care provider to respond to. Both food and culture are important factors in the maintenance of the health and well-being of the human species. Therefore,
understanding food and culture and their effect on populations is critical for dietitians in order to be able to help their clients in today’s society as populations have become more and more heterogeneous. This course is designed to provide the student with knowledge & skill so they feel comfortable in providing counseling to clients of different ethnic, religious and regional backgrounds. The reading assignments, course participations, and projects encompass a variety of cultural concepts and strategic planning tools which enable students to excel in the course and achieve knowledge and skills to meet the challenges of counseling culturally diverse population. Prerequisites The prerequisites for this course are NTR 401 and NTR 402. The course instructor may waive some of the prerequisites, for students who have completed a number of other courses. How This Course is Organized The organization of this course is based on the organization of the text book. The first four chapters form an introduction to the study of food and culture. Chapter 1 discusses changing demographics, the ways in which ethnicity may affect nutrition and health status, and methods for understanding food and food habits within the context of culture. Chapter 2 focuses on the role of diet in traditional health beliefs. Some intercultural communication strategies are suggested in Chapter 3 and Chapter 4 outlines the major Eastern and Western religions and reviews their dietary practices in detail. Chapters 5 through 14 profile North American ethnic groups and their cuisines. We have chosen breadth over depth, discussing groups with significant populations in the United States, as well as smaller, more recent, immigrant groups who have had an impact on the health care system. Other groups with low numbers of immigrants but notable influences on
American cooking are briefly mentioned. Groups are considered in the approximate order of their arrival in North America. Each chapter begins with a history of the group in the United States and current demographics. Worldview (outlook on life) is then examined, including religion, family structure, and traditional health practices. This background information illuminates the cultural context from which ethnic foods and food habits emerge and evolve. The next section of each chapter outlines the traditional diet, including ingredients, some common dishes, meal patterns, special occasions, the role of food in the society, and therapeutic uses of food. The final section explains the contemporary diet of the group, such as adaptations made by the group after arrival in the United States and influences of the group on the American diet. Reported nutritional status is reviewed, and counseling guidelines are provided. One or more cultural food group tables are found in each of the ethnic group chapters. The emphasis is on ingredients common to the populations of the region. Important variations within regions and unique food habits are listed under the “Comments” column of the table. Known adaptations in the United States are also noted. The tables are intended as references for the reader; they do not replace either the chapter content or an in- depth interview with a client. Chapter 15 considers the regional American fare of the Northeast, the Midwest, the South and the West. Each section includes demographic data and an examination of the foods common in the region, followed by state-by-state descriptions of cuisine. This chapter brings the study of American cultural nutrition full circle, discussing the significant influences of different ethnic and religious groups or regional fare. Canadian regional cooking is also briefly considered. How To Study For This Course
Make sure that you read the assigned chapters, Power Point presentations and other reading materials weekly. Participate in the course room activities by answering the posted questions and commenting on other classmate postings. You also need to start your individual and group projects soon. If you have any difficulties understanding any of the topics, please ask questions, so your instructor can assist you. Weekly Course Outline with Required Reading and Participation Requirement Week 1 · Reading Assignments & Course Room Participation Requirements · Read the power point presentation for week 1. You can locate the presentation in the Course Documentation Folder. Read Chapter 1, Introduction to Food and Culture · Pages 2- 30 & Traditional Health Beliefs and Practices Chapter 2 pages 37-53 in your book. · Participation Requirements · For this week, you need to provide answers to two of the four questions listed below and also comment on one other classmate postings. You must comment on the question that you did not answer. · Introduction to This Week Topics Both food and culture are important factors in the maintenance of the health and well-being of the human species. Therefore, understanding food and culture is critical for dietitians in order to be able to help their clients in today 's society as populations have become more and more heterogeneous. Food is any substance that provides the nutrients necessary to
maintain life and growth when ingested. Diet is influenced by biological, environmental, and cultural factors. Successful diets must be compatible with human biological needs · People can only eat what is available Culture is defined as: Beliefs, attitudes, values, customs, and habits accepted by a community. Culture is learned, not inherited Passed on from generation to generation Culturally based food habits are often one of the last traditions people change through acculturation · Questions Question # 1 -Explain how food Habits develop & the role of culture in the development of food habits Question # 2 Explain the factors that influence food habits & what lifestyle factors are important in the development of food habits Question # 3 Explain how the study of cultural foods has specific applications in determining nutritional status and implementing dietary change Question # 4 Compare and contrast the application of physical forces/devices (acupuncture, coining, cupping etc.) with healing practices used by sacred(faith) healers such as Shamans, curanderos and nengs. How are these practices used by different cultures? Week 2 Reading Assignments & Course Room Participation Requirements Read the power point presentation for week 2. You can locate the presentation in the Course Documentation Folder. Read
Chapter 3 &4 -Intercultural Communication & Food and Religion in your book. Participation Requirements For this week, you need to provide answers to two questions of the five listed below and also comment on one other classmate’s postings. There are five questions for this week. Select any two of these questions and provide answers to them. When commenting on others, you must comment on the question that you did notanswer, this way you can have a better understanding of four of the questions. Introduction For intercultural communication to be successful as it relates to provider and client relationship, one must understand the role of each party with regard to communication skills. Barriers to the efficacy of communication do exist and can lead to misunderstanding. As a health care provider, a clinical dietitian has certain responsibilities when interacting with clients. One of these responsibilities is understandings how culture determines how a person defines health, recognizes illness, and seeks treatment. Be aware of cultural definitions of disease, illness, well being, regional and ethnic food practices. Avoid stereotyping and recognize the wide variation that exists within all groups and treat each person individually. Your reading and participation requirement this week will help you understand these concepts better. Objectives for this week session are to understand: Role Of Communication In Health Care Interaction Between Provider & Client Intercultural Challenges Responsibilities Of Health Care Providers Verbal & Non-Verbal Communication Perceptions Of Time, Power, Authority, Status Group And Individuality
Successful Intercultural Communication Intercultural Counseling Checklist For Intercultural Nutrition Counseling Intercultural Nutrition Assessment Intercultural Nutrition Education Intercultural Implementation Strategies Questions Question # 1- What is the role of communication in Health Care? Discuss and give an example of one of the stages of intercultural communication awareness. Question #2 -Describe the roles of fasting and feasting in Islam and Hinduism, using examples of feasting and fasting practices in each religion. Question #3 - Choose any two Western religions and discuss how each religions' dietary laws govern their followers' beliefs re health and illness. Question #4 - Name the best marketing strategies for disseminating health messages to a specific cultural group? What preparation should one do prior to delivering the message? Question #5 - Choose any two Western religions and discuss how each religions' dietary laws govern their followers' beliefs re health and illness. Week 3 Week 3 - Reading Assignments & Course Room Participation Requirements Reading Assignments Read the power point presentation for week 3. You can locate the presentation in the Course Documentation Folder. Read Chapter 6, Northern and Southern Europeans - Pages 139-168 in your book
Participation Requirements For this week, you need to provide answers to two questions and also comment on one other classmate’s postings. There are five questions for this week. Select any two of these questions and provide answers to them. When commenting on others, you must comment on the question that you did notanswer, this way you can have a better understanding of four of the questions. Introduction Some of the largest American ethnic groups come from northern and southern Europe. These ethnic groups introduced many of what we consider to be American foods and food habits. Each ethnic group from northern and southern Europe has brought a unique cuisine that through interactions with other groups and ingredients available here in American, caused what is often considered to be the foundation of the typical American diet. Many of the current, majority cultural beliefs regarding health in America had their origin in northern Europe and a “good” diet is considered essential to health. Your reading and participation requirement this week will help you better understand; the locations of these countries in northern and southern Europe, immigration patterns, historical socioeconomic influences, typical religions, family structures, and traditional health beliefs and practices. Objectives for this week session are to understand •Countries of Northern & Southern Europe •Immigration from Northern & Southern Europe •Religion of Northern & Southern Europe
•Family pattern of Northern & Southern Europe •Health beliefs and practices of Northern & Southern Europe •Traditional food habits & cooking styles of Northern & Southern Europe •Meal composition and cycle of Northern & Southern Europe •Nutrition status of Northern & Southern Europe Questions Question # 1- Discuss the immigration patterns, historical socioeconomic influences, and current locations of these European groups in America today. Question # 2- Compare the typical religions, family structures and traditional health beliefs and practices of these groups---before and after immigration. Question # 3- Discuss the differences between the staples and regional variation in ingredients between northern and southern Europeans. Question # 4- Describe regional specialties and dishes these immigrants have contributed to the current American diet.
Question # 5- Identify health concerns and counseling strategies associated with the nutritional intake of these groups. Week 4 Week 4- Reading Assignments & Course Room Participation Requirements Reading Assignments Read the PowerPoint presentation for week 4. You can locate the presentation in the Course Documentation Folder. Read Chapter 7: Central Europeans, People of the Former Soviet Union, and Scandinavians - Pages 173-199 in your book. Participation Requirements For this week, you must provide answers to two questions and only comment on one other classmate posting. There are five questions for this week. Select any two of these questions and provide answers to them. When commenting on others, you must comment on the question that you did not answer, this way you can have a better understanding of three of the questions. You must identify your group for completion of your project and both of you must sign as a group and complete your charter and post it in the course room under your group. You also need to select your topic, which can be an ethnic group from either Native Americans (chapter 5 Pages 109-126) or Regional Americans (chapter 15 Pages 473-518). Before
selecting your group, check other group topics under the Group Project thread, so you can make sure not to select a topic that has already been selected. Your completed group charter (a charter is a contract between you and your partner to decide who does what and when) is due and must be posted to your group thread by the end of week 4. If you do not select your group mate by the end of the week 4, then that means you are going to do the project by yourself and you still need to complete a charter that indicates how you are planning to do your project by yourself & you must then post it under the Group Project thread by the end of week 4. This project counts for 20% of your grade and completing/posting of your charter by the due date counts for five points of your total grade for this group project. If you are late, you still need to complete and post your charter by the end of week 5, but you will not receive the 5 points for it. If your charter is not completed and posted by the end of week 5, you will lose 35% of your group project instantly. This week you only need to comment on one other classmate, but you also need to reflect on the first three weeks and indicate at least two things that you learned during the past three weeks with regard to food nutrition and culture, what you want to learn (at least two things) in the next three weeks, and what you like best about the online course format (at least two points) and what you like least about the online course format. .Introduction The European settlers from central Europe, the former Soviet Union (FSU), and Scandinavia were some of the earliest and largest groups to come to the U.S. This chapter focuses on the
traditional and adapted foods and food habits of Germans, Poles, and other central European groups; Russians and other FSU populations; and Danes, Swedes, and Norwegians. Immigration continues from these countries to the U.S. and their influence on cuisine. Bread baking, dairy farming, meat processing, and beer brewing are food methods brought to America. Central Europe includes the area from the North and Baltic seas, south to the Alps, and east to the Baltic States. The countries reviewed include Germany, Austria, Hungary, Romania, the Czech republic, Slovakia, Poland Switzerland, and Liechtenstein. The climate of central Europe is harsh and cold but the land is fertile. FSU includes the Commonwealth of Independent States or CIS. Countries include the Russian Federation, Armenia, Azerbaijan, Belarus, Georgia, Kazakhstan, Kyrgyzstan, Republic of Moldavia, Tajikistan, Turkmenistan, Ukraine, and Uzbekistan and the Baltic States (Estonia, Latvia, and Lithuania). This region stretches from China and the Pacific Ocean artic and parts of the Middle East. The harsh winters affect agricultural capacity. Central Europeans foods have become common in the American diet. Germans form one of the largest groups of immigrants in the U.S. Immigration patterns are reviewed. Polish immigrants have arrived in several waves over the last two centuries. Poles have come from Russia and Austria. Other central Europeans reviewed include the Austrians, Hungarians, Czechs, Slovaks and, Swiss. Gypsy immigrants to the US came from various countries but remain a cohesive ethnic group. Objectives for this week session are to understand •Countries of Central Europeans, regions of the Former Soviet Union, and Scandinavians •Immigration from Central Europeans, regions of the Former
Soviet Union, and Scandinavians •Religion of Central Europeans, regions of the Former Soviet Union, and Scandinavians •Family pattern of Central Europeans, regions of the Former Soviet Union, and Scandinavians •Health beliefs and practices of Central Europeans, regions of the Former Soviet Union, and Scandinavians •Traditional food habits & cooking styles of Central Europeans, regions of the Former Soviet Union, and Scandinavians •Meal composition and cycle of Central Europeans, regions of the Former Soviet Union, and Scandinavians •Nutrition status of Central Europeans, regions of the Former Soviet Union, and Scandinavians Questions Questions # 1 Discuss the immigration patterns, historical socioeconomic influences, and current locations of these European, FSU and Scandinavian groups in America today. Questions # 2 Describe the typical religions, family structures and traditional health beliefs and practices of these groups before and after immigration to the United States. Questions # 3 Discuss the differences and similarities between staple foods and preparation techniques within and across these countries. Questions # 4 Identify key foods for each of the food groups for these regions and how these foods have been adapted while living in the U.S. & describe the traditional meal composition and cycles and compare these to the meal composition and cycles of these groups living in America today. Questions # 5 Describe regional specialties and dishes these immigrants have contributed to the current American diet & identify health concerns and counseling strategies associated
with nutritional intake of these groups. Week 5 Week 5 - Reading Assignments & Course Room Participation Requirements Announcement for Week 5- Reading Assignments & Course Room Participation Requirements Reading Assignments Read the PowerPoint presentation for week 5. You can locate the presentation in the Course Documentation Folder. Chapter 8 -Africans Pages 205-222 & Chapter 13 - Greeks, Middle Eastern Pages 407-425 in your book. Participation Requirements For this week, I am giving you two options: Option one - you have to find an article from a peer reviewed journal related to the key foods for each of the food groups for regions of the Middle East and describe the impact of their foods on their health & identify health concerns and counseling strategies associated with the nutritional intake of these groups. Option two - you have to find an article from a peer reviewed journal related to the key foods for each of the food groups for one country or region of Africaand describe the impact of their foods on their health & identify health concerns and counseling strategies associated with the nutritional intake of these groups. Week 6 Week 6- Reading Assignments & Course Room Participation Requirements Reading Assignments Read the PowerPoint presentation for week 6. You can locate the presentation in the Course Documentation Folder. Read Chapter 9: Mexicans
and Central Americans - Pages 235-265 in your book. Participation Requirements For this week, you must provide answers to two questions and comment on one other classmate’s posting. There are five questions for this week. Select any two of these questions and provide answers to them. When commenting on others, you must comment on the question that you did not answer, this way you can have a better understanding of three of the questions. Question #1 Describe the typical religions, family structures and traditional health beliefs and practices of Mexicans and Central Americans before and after immigration to the United States. Question #2 Describe the differences and similarities between staple foods and preparation techniques within and across Mexico and the Central American countries. Question #3 Identify key foods for each of the food groups for both Mexico and Central America and describe how these foods have been adapted in the U.S. Question #4 Describe the traditional meal composition and cycles and compare these to the meal composition and cycles of Mexicans, Mexican Americans, and Central Americans living in America today. Question #5 Describe regional specialties and dishes of Mexico and Central America and identify health concerns and counseling strategies associated with nutritional intake of Mexican, Mexican Americans and Central Americans. Introduction
Latinos are the largest non-European ethnic group in the U.S. Latinos come from a variety of Latin American countries and represent a variety of ethnic groups. Mexico and Central America have a rich cultural history. Spanish occupation of Mexico and Central America introduced new ideas and traditions. Foods of Mexico and Central America reflect the native Indian and European heritage of the region The United Mexican States covers a huge territory and includes diverse geography and climates. The climate ranges from arid desert in the northern plains to tropical lowlands in the south. Almost 2/3 of Mexicans are mestizos, of mixed Indian and Spanish ancestry. Mexican immigration patterns have varied over the history of the interactions between Mexico and the United States. The term chicanos, braceros, and undocumented residents are related to immigration and acculturation status. In the last 30 years Mexicans have been the largest single group of legal immigrants. There may be 21 million Americans of Mexican descent, including 8 million who were born in Mexico. Most Chicanos live in California and Texas. Economic status varies. The economic status of the migrant farm workers is the lowest, urban service workers are in the middle and acculturated, middle-class Chicanos have the highest status. Many still live in poverty, working as unskilled and semiskilled laborers, service, and manufacturing occupations. Mexican Americans often live in culturally homogenous communities. They are proud of their ethnic identity and are also very adaptive culturally. 75-97% are Roman Catholic. Traditional religious occasions are important family celebrations. The family is the most important social unit. Traditional health care in Mexico blends native Indian
supernatural rituals with European folk medicine. A fatalistic approach to health and illness is typical. Home remedies are commonly used with many herbal teas listed as home remedies. Curanderos or curanderas are traditional healers who work with supernatural causes of illness. Illness is believed to be due to excessive emotion, dislocation or organs, magic, or an imbalance in hot or cold. Other diseases are called “anglo” diseases and are treated with biomedical approaches. Week 7 For this week, read your text re the Caribbean and South America. Read the Power Point presentation lecture outlines. (See Weekly Course Schedule and Reading Assignments). Review the discussion questions at the end of the chapter to determine your understanding of the material. · Reading/Weekly Assignment with Chapter Title and Page Numbers · Objectives for the Session · Introduction to the Chapter · Summary of the Chapter via PowerPoint Presentation/Lecture Outline · Key points/ Summary of the session · Discussion Questions Week 8 Week 8- Reading Assignments & Course Room Participation Requirements for NTR 414, Food and Culture. I have made a slight change to this week's course room. For this week, you only have to post your individual project to the
course room, under the Individual Project Thread by Thursday of Week #8 no later than 3:59 PM EST, if you have not done this yet. You also need to review two of your classmates individual projects and grade them by using the rubric for the completion of the project and post the graded rubric to the course room under the thread I made for week 8. You can access the rubric in the Course Material Folder. You also need to reflect on the past four weeks and indicate at least two things that you learned during the past four weeks with regard to food, nutrition, and culture,what you want to learn (at least two things) in the next three weeks, and indicate if youstill like the online course format (at least two points) and what you like least about the online course format. Week 9 · Reading/Weekly Assignment with Chapter Title and Page Numbers · Objectives for the Session · Introduction to the Chapter · Summary of the Chapter via PowerPoint Presentation/Lecture Outline · Key points/ Summary of the session · Discussion Questions · Assessment and/or Reflection of Lessons Learned as it relates to this group (at least two major points) · Week 10 · Reading/Weekly Assignment with Chapter Title and Page Numbers
· Objectives for the Session · Introduction to the Chapter · Summary of the Chapter via PowerPoint Presentation/Lecture Outline · Key points/ Summary of the session · Discussion Questions Read assignments and chapter questions will be selected for your response. Week 11 Final Exam PAGE - 2 -2 PAGE 2
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Central Europeans, People of the Former Soviet Union (FSU).docx

  • 1. Central Europeans, People of the Former Soviet Union (FSU) and Scandinavia Chapter 7 * IntroductionSome of the earliest and largest ethnic groups to the USContributions include Bread baking Dairy farming Meat processing Beer brewing Central Europe FSU/Russian FederationGermanyArmeniaAustriaAzerbaijanHungaryBelarusR omaniaGeorgiaCzech RepublicKazakstanSlovakiaKyrgyzstanPolandRep of MoldaviaSwitzerlandTajikistanLiechtensteinTurkmenistanFSU/ Baltic StatesUkraineEstoniaUzbekistanLatviaLithuania *
  • 2. Immigration Patterns: GermansLargest ethnic group in US and least visibleEarliest in early 1700’s Pennsylvania Dutch seeking religious freedom German farmers in Pennsylvania, Ohio, and IndianaSecond group in 1800’s Farmers and their familiesEarly 1900’s Unmarried industrial workers Descendants of Germans who had settled in Russia1930’s brought Jewish refugeesAfter WWII there were German refugees Immigration Patterns: PolesEarliest to US was 1608Most came between 1860 and 1914 German ruled areas of Poland Western GermanyAfter 1890 Poles from areas under Austrian and Russian rule Chicago, Buffalo, and ClevelandAfter WWI came from political dissatisfaction Immigration Patterns: OthersAustrians Initially classified with Hungarians and unskilled Austrian Jews fled Hitler’s arrivalHungarians Early immigrants were wealthy political refugees after 1848 Later Ohio, West Virginia, N Illinois, Indiana coal minesCzechs Nebraska, Wisconsin, Texas, Iowa, Minnesota farmers Skilled laborers settling in the urban areas of New York, Cleveland, and Chicago.
  • 3. Immigration Patterns: OthersSlovaks Northeast and Midwest Coal mines, steel mills, and oil refineriesSwiss Artisans or professionals Urban areas of New York, Philadelphia, Chicago, Cincinnati, St. Louis, San Francisco, and Los AngelesGypsies or Roma Insular ethnic group found throughout the world In US primarily from central Europe Immigration Patterns: FSU Often listed as RussiansLithuania After 1861 and then after WWIIUkraine Recruited to coals mines of Pennsylvania Factory work in Ohio, New York, and MichiganArmenia First in 1890 for economic opportunity Armenians from Turkey came after both WW Los Angeles, Boston, New York, Detroit, Chicago, and the agricultural region of Fresno, California. Current Demographics and Socioeconomic StatusGermans Some maintain aspects of their heritage higher in economic achievement and are generally conservative in attitudinal ratings Heavy anti-German sentiment after WWI Rapid assimilationPoles Just below or solidly at middle-class level Formation and leadership in labor unions Current Demographics and Socioeconomic Status:
  • 4. OthersAustrian Clothing and tailoring, mining Bakeries, meatpacking operations, and restaurants Hungarians Urban, white collar workers EngineersCzech Sales, machinist, or white-collar jobs Founded businesses in cigars, beer and watches Current Demographics and Socioeconomic Status: OthersSlovak White collar families with high incomes Strong family and cultural ties likelySwiss Multicultural, multilingual Work in Swiss companiesGypsies Tradition of roaming, are very mobile Independent trades and service positions Women are often in the mystical arts Fortunetelling Current Demographics and Socioeconomic Status: Russia/FSURecent immigrants settle in urban areas Ukrainians in PA Armenians in CAMost have easily assimilated In part due to anticommunist sentimentsRecent immigrants with advanced degreesRecent Armenian immigrants may be far below poverty line Worldview – Religion: GermansEarly immigrants primarily LutheranSome JewishSome Roman CatholicMennonites From the Anabaptist movement
  • 5. Simple lifestyle Rejection of oaths, public office, military serviceAmish Strict sect of Mennonites No electricity or cars * Worldview – Religion: Poles, OthersPoles Devout CatholicsAustrians Most Catholic Some Jewish Hungarian and Slovaks Primarily CatholicCzech Catholic, but many have left the church * Worldview – Religion: GypsiesFrom Asian Indian religionsWorldview called Romaniya Believe in God, devil, ghosts, and predestination. Persons and things are either pure or polluted. Preserve purity Avoid contamination through contact with non-gypsiesSome Gypsy Americans are Christian Often fundamentalists Combined Christian and Gypsy concepts *
  • 6. Worldview – Religion: Russians and People of the FSURussia Majority are of the Russian Orthodox Church Soviet JewsUkrainian and Lithuanian Americans Roman CatholicArmenian Americans Armenian Apostolic Church Armenian Rite of the Roman Catholic Church * Worldview: FamilyGermans Traditionally large families on farms, later in businesses. Pennsylvania Dutch (descendants of German immigrants) and the Amish still have large familiesPoles Patriarchal with mother caring for home. Wives and children rarely worked outside the home * Family: OthersAustrian Tight nuclear family with father in charge of finances and mother ruling home life.Czech and Hungarian Male dominated with many relatives.Slovaks Strong family ties with respect for parents.
  • 7. * Family: GypsiesMaintain extended family Temporarily band together while traveling with multifamily groups. Father in charge of all public matters Women take care of family income and manage all money matters Retain power due to ability to communicate with the supernatural worldArranged marriages are common * Family: RussiansTraditionally large familiesWomen legally dependent on their husbands Changing Families are smaller due to women working and with more education Still maintain all household choresRussian families have fewer childrenEducation emphasized Russian language * Family: FSU Ukrainian and Lithuanian early immigrants were single men who were basically forced to intermarry with other ethnic groups.Men dominate the householdWomen run the homeExtended family is the normArmenians are tight-knit with respect for elders maintainedAll are similar to the average American household
  • 8. * Traditional Health Beliefs and Practices: GermansGerman biomedicine uses botanicals extensivelyIllness may be believed to be caused by infection or stressExpected consequence of hard laborDress properly, avoid drafts, breathe fresh airExercise, work hardTake cod liver oilSuffering is “a blessing from God”Lots of home remedies used * Traditional Health Beliefs and Practices: Pennsylvania DutchHearty diet Home remedies, homeopathy, healers commonSympathy healing Laying on of hands Powwowing or Brauche Charms, spells, and blessings to cure symptoms Healer acts as God’s instrument and requests God’s direct assistance in treatmentsReflexologyHerbal Teas * Traditional Health Beliefs and Practices: PolesShortage of medical supplies in Poland led to widespread use of faith healersFaith in GodReligious medalsAvoid sick peopleHealthy dietSleepKeep warmExerciseLoving homeAvoid gossip
  • 9. * Traditional Health Beliefs and Practices: GypsiesHealth maintained through marimé Purity and pollution related to Asian Indian beliefsSeparate clean from unclean Upper body and all secretions pure Lower half unclean and shameful Avoid contamination of upper body by touching lower body Left hand only for personal care Menstrual blood especially impure Avoid public places non-Gypsies frequent Don’t touch contaminated surfaces * Traditional Health Beliefs and Practices: GypsiesIllness due to Contact with non-Gypsies Conditions caused by spirits, ghosts, the devil, or breaking cultural rulesHome remediesGypsy healersNon-Gypsy conditions are suitable for treatment by non-Gypsy physicians May still consult a non-Gypsy folk healer * Traditional Health Beliefs and Practices: Russian and the
  • 10. FSUNatural cures, alternative medicine used extensivelyOften integrated with biomedical therapySaunasMassageSteam bathsBalneotherapy Bathing in mineral springsMud baths, sulfurated hydrogen bathsHomeopathic preparations and herbals * Traditional Health Beliefs and Practices: Russian and the FSUMagic and the occult Cure illnesses due to supernatural Psychics and Znakarki Elder women who whisper charms and sprinkle water with magic powersSiberia Spiritual crisis, soul loss, evil spirits, breach of taboos, curses Shamans realigned life forces, retrieved souls Visualization, singing, chanting, prognostication, dream analysis, séancesRussians who don’t believe in occult practices Illness from social conflict, political problems, war, poor medical care, starvation * Traditional Food Habits: Ingredients and Common FoodsDetermined by what grows in cooler, damper climatesPotatoes, Beans, BeetsCabbage and cabbage familyEggs and Dairy productsPork, Beef, FishSeafood from the BalticFresh fish from local lakesApplesRye, Wheat, Barley
  • 11. * Traditional Food Habits: Ingredients and Common FoodsDried, pickled, or fermented for preservation Cucumber pickles Sour cream Sauerkraut * Traditional Food Habits: Ingredients & Common Foods: BreadsRye and other grainsDarker Whole or cracked wheat Black Rye or pumpernickel Caraway, egg, or potato Cornmeal PretzelsDumplings May be stuffed or unstuffedPastriesStuffed pocketsBuckwheat - Russia *
  • 12. Traditional Food Habits: Ingredients & Common Foods: MeatsPork is the most popular Schnitzel Meat cutlet HamBeef Sauerbraten German National DishVeal Young calfPoultry Goose German Holidays Chicken Kiev RussiaGame meats Hasenpfeffer German rabbit dish Bigos Polish “Hunter’s Stew” * Traditional Food Habits: Ingredients and Common Foods: Ground MeatsSeasoned with a binder to stretch meat when it was expensive or scarceSteak Tartare Raw ground beef on toastGround meat to stuff vegetables or make meatballsHungary known for gulyás Goulash Paprika-spiced stew Sweet Hungarian Paprika is ground, dried, red chile peppers with sugar added
  • 13. * Traditional Food Habits: Ingredients and Common Foods: Sausages (Wurst)Rohwurst Cured and smoked Can be eaten as isBruhwurst FrankfurterKockwurst Like a cold cutBratwurst Similar to raw sausage linksPolish Kikielbasa Garlic flavoredAustria WienersCzechs and Slovaks Jaternice from pork Jelita blood sausage * Traditional Food Habits: Ingredients and Common Foods: FishFresh and salt water fish Fresh, smoked or curedTrout, carp, and eelGermany Pickled herringRussia Smoked salmon and sturgeon Caviar (sturgeon roe)Poland Fish is not popular as associated with Soviet rule *
  • 14. Traditional Food Habits: Ingredients and Common Foods: Dairy productsEaten dailyCheeses served at any mealMay be fresh and sweet or strongly flavoredFresh milkButterButter milk Kefir (FSU)Sour creamFresh creamWhipped cream daily in Austria and Germany * Traditional Food Habits: Ingredients and Common Foods: Fruits/VegsCold weather fruits and vegetablesRed and green cabbagePotatoesBeetsKohlrabiCucumbersOnions Mushrooms In Poland a meat substitute on religious fast daysTemperate vegetables more common now Cauliflower and tomatoesApples, cherries, plums, berries * Traditional Food Habits: Ingredients and Common Foods: SweetsEnjoyed dailyCheesecake, coffee cakes, doughnuts, nut or fruit-filled individual pastriesApple, cherry, raspberry, chocolate, almond, poppy seed flavorsAustria: Apple strudelGermany: Black Forest CakeLithuania and Poland: Branch CakeRussia Cooked fruits such as the berry pudding kisel *
  • 15. Traditional Food Habits: Ingredients and Common Foods: BeveragesCentral Europe Coffee is most commonRussia Strong tea Served in samovar Brass urn heated by charcoal * Traditional Food Habits: Ingredients and Common Foods: BeveragesGermany, Austria, Hungary, Beer most popular Excellent winesGerman beer can be sweet, bitter, weak strong and typically bottom-fermented Lager Bock beer is strong flavored Marzenbier Midway between pilsner and bock Weissbier Wheat beer with lemon or raspberry fruit syrup Schnapps Fruit brandy *
  • 16. Traditional Food Habits: Ingredients and Common Foods: BeveragesCzechs Pilsner Beer Bitter but light in colorPoland Goldwasser Has flakes of gold Mead Fermented from honeyRussia Kvass Sour beer fermented from rye bread or beets Vodka Distilled spirit from potatoes Popular in Poland and Russia * SwitzerlandKnown for Fondue Hot dish of melted cheese, etc., in which food is dippedZesty cheeses with holes Emmenthal Original Swiss cheese Gruyère. * ArmeniaCuisine greatly influenced by Greeks, Turks, Persian, Syrians and other ArabsWord for bread is “meal” or
  • 17. “food”Lamb is staple meat, pork rarely eatenFreshwater fishYogurt and cheese dailyFresh, dried and pickled fruits and vegetables * Armenian DinnerMezze with anise-flavored aperitif rakiSoups made with yogurt, eggs, lemon, tomatoesSaladsKebabs, stew or casseroleBread such as pitaFruit for dessertCoffee, tea, than Yogurt thinned with water and flavored with mintWine and brandy * Meal Composition and Cycle: Daily PatternsCentral Europe 5 – 6 large meals daily in the past Today 3 meals plus snacksGypsies Two meals daily Morning and late afternoon Social occasionsRussia and the FSU 3 hearty meals daily Snacking is rare *
  • 18. Meal Composition and Cycle: Daily Patterns: Central EuropeBreakfast Bread Butter and jam Hardboiled eggs Cheese HamMidmorning breakfast Coffee Tea Hot chocolate Pastries Bread and fruit OR A small sandwichLunch Soup Fish, 1-2 Meat dishes with vegetables Stewed fruit Dessert with whipped creamMid-afternoon break Coffee or tea, cake or cookiesEvening meal Lighter Salads Pickled or smoked fish Cheese, ham and sauces Selection of breads * Meal Composition and Cycle: Daily Patterns: Russia and the FSUBreadSoup made from beets BorschtCabbageFishKasha Cooked porridge from barley, buckwheat or milletLithuania
  • 19. Soup is replaced with salad * Meal Composition and Cycle: Daily Patterns: RussiaCzars ate 4 meals dailyZakuski Part of the traditional czarist evening meal “Small bites” Still part of Russia today An array of appetizers From simple to countless * EtiquetteMore formal than AmericansGermany Invitations for dessert or wine later in the eveningHost begins meal with appropriate announcementGifts are good quality dessert wines, candies, or pastries Not Vodka where it is servedFork in left hand, knife in right In Germany do not use knives unless absolutely necessary Knife to cut potatoes, etc., an insult as it implies the food is toughHands above the table with wrists on edgePass dishes to leftSpecific glasses for each beverage that will be refilled quickly Consume vodka in one shot *
  • 20. Special OccasionsUsually have religious significanceTraditions often have pre-Christian rootsChristmas and Easter are major holidaysImmigrants brought to the US Christmas tree Easter egg hunt * Special Occasions: GermanyLand of popular festivals Lots of food and drinkMunich’s Oktoberfest Sausage eating and beer drinking World’s largest public eventEaster bunny hides eggs on EasterHam and pureed peas for Easter dinner * Special Occasions: GermanyAdvent and Christmas are holiest seasons Tree lit on Christmas Eve Christ Child brings presents Take tree down on Epiphany Large dinner on ChristmasChristmas Carp on Christmas EveHare or goose with apples and nuts on Christmas DayMarzipanSpice cakesCookiesFruit cakesGingerbread houses *
  • 21. Special Occasions: PolandChristmas and Easter are the most importantEaster dinner Roast suckling pig, hams, coils of sausages and roast veal Painted hard boiled eggs, grated horseradish Paschal lamb sculpted from butter or white sugar Babka is a rich yeast cake All food blessed by the priest * Special Occasions: PolandChristmas Eve is a fast day Meatless meal served when the first star of the evening is seen Barszcz Wigilijny Soup similar to borscht made with mushrooms and beets Carp on Christmas Even Makowiec A rich Christmas cakeNew Year’s Eve Paczki Jelly doughnutsNew Year’s Day Bigos Washed down with vodka * Special Occasions: Czech RepublicCzechs Eat carp four ways at Christmas Breaded and fried
  • 22. Baked with dried prunes Cold in aspic Fish soup Vanocka Christmas bread Easter dinner is ham or roasted kid * Special Occasions: SlovakiaChristmasBreak Advent fast with oplatky Wafer with honeyChristmas Eve meal Wild mushroom soup Cabbage Potato dumplings Stuffed cabbage Mulled wine Babalky Bread with poppy seedsEaster Dinner dessert called paska Pyramid shaped dessert Meal will be blessed by the priest on Holy SaturdayHam, sausages, duck or gooseHorseradishSyrek Easter cheese Hrudka Imitation cheese ball * Special Occasions: HungaryEaster is most important holidayPancakes are eaten on Shrove TuesdaySour eggs and herring salad on Ash WednesdayEaster week has new spring vegetables and painted Easter eggsGood Friday meal with wine-
  • 23. flavored soup, stuffed eggs and baked fish * Special Occasions: EasterFeast of Easter Eve Rich chicken soup with dumplings or noodles Roasted meat Pickled vegetables Stuffed cabbage rolls Cakes and pastries Coffee * Special Occasions: HungaryChristmas Eve Meatless with fish and potatoesChristmas Day Roast turkey, chicken or goose Roast potatoes Stuffed Cabbage Desserts Brandied fruits Fruit compote Poppy seed and nut cakes *
  • 24. Special Occasions: AustriaChristmas and EasterFasching Originally a pagan ceremony Drive out the evil spirits of winter Parade down the streets ringing cow bells Now a multi-day carnival associated with Lent Doughnuts, fritters, other sweets are typical food * Special Occasions: Russia and the FSUFast days Fish Mushrooms Forest meatEaster is most significant holidayButter Festival Maslenitas Precedes the 40 days of Lent Blini Raised buckwheat pancakes Numerous toppings Butter is traditional as can’t be consumed during Lent * Special Occasions: Russia and the FSUEaster meal after midnight Mass Pasha Cake decorated with XB (Christ is Risen) Kulich Cake made from rich, sweet yeast dough Red or hand decorated eggsPentecost (Trinity) Sunday Kulich leftover from Easter eaten
  • 25. * Special Occasions: Russia and the UkraineChristmas Eve 12 different dishes represent the 12 apostles Kutia or Sochivo Porridge of wheat grains, honey, poppy seeds and stewed, dried fruitChristmas Day celebrated with festive mealNew Year’s Children receive gifts Spicy ginger cakesKrendel Pretzel shaped sweet bread Eaten on wedding anniversaries and name days * Therapeutic Use of Food: GermansChicken soup Diarrhea, vomiting, sore throatsTea Upset stomachMilk with honey CoughsPennsylvania Dutch Cold drinks are unhealthy Eat meat 3 times per day Herbal teas for many complaints *
  • 26. Therapeutic use of food: PolesColic Tea, soda water, sauerkrautCramps Chamomile teaColds Tea with dried raspberries WineHigh blood pressure Cooked garlicCoughs Warm beverages“Sweat out” an illness Tea with honey and alcoholic spirits * Therapeutic Use of Food: GypsiesFresh food most nourishing Leftovers unwholesome Canned and frozen items not freshNon-Gypsies carry disease Use disposable plates and utensils in public placesInsufficient intake of lucky foods cause poor health Salt, pepper, vinegar, garlicHome remedies are common Tea with crushed strawberries Asafetida (devil’s dung) Ghost vomit (Fuligo septica) * Therapeutic Use of Food: Russia & the FSUButter EyesightDill DyspepsiaHoney FlatulenceGogomul
  • 27. Egg yolk, sugar, milk, baking soda Respiratory infectionsTeas Raspberry, chamomile, eucalyptus, cornsilkAlcoholic beverages Kvass cures hangoversBalsam flavored vodka Cures anythingVodka with herbs Supplement Consumed as a shot Added to coffee or teaFull hearty meals To maintain health * Adaptations of Food Habits in USDiet not significantly different from U.S. fareQuantity did increase Especially of meat Many traditional foods have become common US fare3 meals a day but with more dairy and sausagesMore traditional meals served at special occasionsAmish families celebrate religious holidays only Add a day to the celebration Celebrate quietly at home with family Nutritional StatusCentral European diet among highest in animal products, potatoes, sweets, refined/processed itemsGermany Highest in fats and oils of animal origin 50% German woman are obese, 66% for menSlightly lower rates in Czech Republic, Slovakia and HungaryRecent Russian and FSU immigrants consume diet high in saturated fats, sodium, sugarAll at risk of developing CVD and other conditions associated with high-fat items
  • 28. * Nutritional Status: Russia and FSUImmigrant nutritional deficiencies from lack of vegs/fruitDietary selenium deficiency, moderate iron and manganese deficienciesHigh rates of diabetes, HTN, HLD, CVD, TB, HIVLeukemia and thyroid cancer rates increased 80% of Russian immigrants from regions affected by ChernobylMay resist x-rays * Nutritional Status: Russia and FSUStrongly support breastfeedingHigh rates of iron-deficiency anemia and endemic goiter Heavy alcohol use in Russia, some FSU nations and PolandHigh rates of gastric cancer Lithuania Due in part to a high consumption of salted and cured meats and fishHomemade cheeses with unpastuerized milk Increased risk of listeriaEggs sometimes used raw in uncooked dishes Increased risk of salmonella Nutritional Status: GypsiesBoston Study: High rates of HTN, Type 2 Diabetes, Vascular disease Obesity at 85% Chronic renal insufficiencyEurope Dyslipidemia, obesity and insulin resistanceAt risk for genetic
  • 29. problems PKU Galactokinase deficiency Citrullinaemina Wilson’s Disease Metchromatic LeucodystrophyHigh rates of infant mortality and unfavorable birth outcomesLife expectancy overall is low * CounselingMay be a language barrier with RussiansGermans – monochronistic Formal, polite, respect education and titles Direct eye contact and handshakePoles – quieter than Americans Uncomfortable with loudness Handshake and direct eye contact Both may be reluctant to seek medical care Counseling: AmishMay need an interpreterReserved and respectful and expect it in returnConservative and modestModern health technology okNo photos, pictures, depictions of human facesMore digestive problems, obesity, bedwettingHigh fat, high sodium dietLess issues with heart disease, alcoholismGenetic issues such as PKU more common Counseling: Gypsy AmericansEnglish may be second
  • 30. languageIlliteracy common“Man’s worth is in his girth”May seek care only in emergenciesMay refuse injections ImpureWill bring food to patients Contamination feared Counseling: RussiansRussians expect more formalityMay always respond “no”Direct and possible loud communication3 quick kisses and handshake common greetingDirect eye contactPreventive medicine unfamiliarCompliance issues with medication or lifestyle changesAvoid mental health care Counseling: RussiansMany feel ailments/treatments not understood in USCulture specific ailments not familiar in USMedical care in Russia drugs with alternative treatmentsPrefer injections over oral medsMay self medicateAssertive in US as they had to be assertive in RussiaMany are highly acculturated Scandinavians Sweden, Norway, Denmark, Finland, and Iceland * History of Scandinavians in the USLegend says Norsemen first discovered North AmericaDocumented presence in US 1629 when Jonas Bronck (Danish) bought land that became known as the Bronx in NYCImmigration began in 1800’s
  • 31. Norwegians, Swedes primarily Few IcelandersMoved to homestead Midwest statesDanes developed 24 Danish communities * Current DemographicsAll assimilated wellWere literate, valued educationNorwegians and Sweded Continued farming in Midwest ConstructionSwedes Engineering, architectureDanes Livestock, dairyingFinns Natural resource management, mining engineering, geology Women in home economics, nursing Worldview: ReligionMajority who immigrated were Lutheran Evangelical Lutheran Church in AmericaIf not Lutheran, other Protestant churches * Luther’s Seal Worldview: FamilyNuclear family was center of rural lifeLarge families with father head of householdKinship ties were strong Brought other relatives to US and helped themSmaller families now Finns often with one child
  • 32. * Traditional Health Beliefs and PracticesFish necessary for good healthNorway Cough and cold confectionaries Herbs and dietary supplement boost immune functionFinns Natural health care Massage, cupping, bloodletting Sauna used for many thingsSwedish Massage Relaxation Increase circulation Promote Healing * Traditional Food HabitsHearty and simpleAbundant seafood Limited foods produced on landPreservation methods of previous centuries used Fish dried, smoked or pickled Milk is fermented or allowed to sour Preserve foods with salt * Ingredients and Common Foods: Staples and Regional VariationsFeature natural flavors with subtle seasoning Black pepper, onions, dill Juniper berries
  • 33. Caraway, cloves, nutmeg and cardamomLots of FISH Scandinavian dried salt cod Pickled herring Lox Fish sticks Fish with cheese and breadcrumbs * Ingredients and Common Foods: Staples and Regional VariationsCream and butter popularLots of fermented dairy products Sour cream, cheese, buttermilk, yogurt-like products White sauce with milk and parsley Known for cheeses Common for breakfasts and snacks * Ingredients and Common Foods: Staples and Regional VariationsMeats more popular inlandPork is popular, veal, mutton and lambReindeerGame meats such as elkGoose and grouse, not chickenHistorically meat was scarce and chopped and combined with other ingredients Swedish meatballs *
  • 34. Ingredients and Common Foods: Staples and Regional VariationsCold weather vegetables (especially root crops) RutabagasYellow and green split pea soups with ham or pork Served with pancakesWild mushroomsBerries LingonberriesFruits stewed or made into preserves Sometimes served with meats * Ingredients and Common Foods: Staples and Regional VariationsBreads are often rye Norwegian flatbreads Swedish knäckebröd Like hardtack Norwegian lefse Potato and wheat flour dough Norwegian potato dumplings Tunnbrød from Sweden Thin, tortilla like bread Sold as fast food wrapped around fillings * Ingredients and Common Foods: Staples and Regional VariationsDesserts rich but not overly sweetButter, cream,
  • 35. sweetened cheese, cardamomAebelskivers Danish pancake puffsPancakes or crepes served with berries or jamsAlmonds, almond paste or marzipanDanes known for their pastries Weinerbrød * Ingredients and Common Foods: Staples and Regional VariationsMilk is popular beverageAquavit Water of life Distilling potatoes or grain Flavored with caraway or other herb Serve ice cold in a Y-shaped glass Down like a shot, chase with a beer * Meal Composition and Cycle: Daily Patterns: Breakfast3 meals a day 3 coffee breaksBreakfast Bread Eggs Pastries Cheese Fruit Potatoes Herring
  • 36. Sour cream or yogurt like fermented milk Fruit soups in winter * Meal Composition and Cycle: Daily Patterns: LunchLunch in Denmark Smørrebrød Open-faced sandwich Means buttered bread May be a snackSwedes consume hot lunch Pea soup Brisket or hash Mashed rutabaga At work or school cafeteria Swedish SmörgåsbordBuffet mealMeans “bread and butter table”Large variety of hot and cold dishes Served with AquavitStarts with herring, then other fish dishesMeats and saladsHot dishes like Swedish meatballs and mushroom omeletsDessertToday served only on special occasions * Meal Composition and Cycle: Daily Patterns: DinnerHeavier dinner if lunch is light
  • 37. Appetizer, soup, entrée, vegetables, dessert PotatoesIf heavier lunch, lighter dinner Informal Convenience foods Italian foods3 most common dishes in Swedish homes Falun sausage, spaghetti with meat sauce, pizzaMilk, beer or wine Coffee or wine with dessert EtiquetteFork in left hand and knife in rightSandwiches consumed with fork and knife Only bread eaten with handsKeep hands above the table with wrists on edgePass dishes to the leftFinland: wait for host to initiate eatingNorway: male guest of honor is to thank hosts on behalf of all guestsWine is always appreciated as a hostess gift as it is expensive * Special OccasionsConferences and meetingsMilk and coffee with sweets Cinnamon buns Open-faced sandwiches FruitSandwich cakes Layers of bread and fillings Served mid-afternoon at events *
  • 38. Special Occasions: ChristmasFrom Advent to St. Canute’s Day on January 13Sweden December 13 St. Lucia’s DayChristmas Eve is the big meal * Special Occasions: Christmas in Norway Rice porridge sprinkled with sugar and cinnamonLutefisk Dried salt cod soaked in lye, then boiledPork ribs and sausages with cabbageDried lamb rib specialty with mashed rutabagaCod or halibut with white sauce and green peasBoiled potatoesCookies and cakes Traditionally 7 types of sweets * Special Occasions: ChristmasChristmas Smörgåsbord in Sweden 20 – 30 dishes Ham, herringDenmark Roast duck, goose or pork with brown gravy Red cabbage and caramelized potatoes Rice pudding with whipped cream and hot cherry sauceFinland Pickled herring and salmon, then ham Vegetable casseroles with potatoes, carrots, or turnips Prunes, cookies, pies *
  • 39. Special Occasions: ChristmasDozens of cookies Ginger and clovesTree hung with gingerbread figuresDeep- fried, brandy-flavored dough Klejner, klener, klenätterTraditional holiday beverage Glögg Hot alcoholic punch * Special Occasions: Midsummer’s DayJune 24 Swede’s Day in the USMaypoles, bonfire, feastingSweden Boiled new potatoes and wild strawberriesNorway Rømmengrøt Finland New potatoes with dill and smoked salmon * Adaptations of Food HabitsDiet did not change significantly3 meals a day Dairy products Animal proteinMany Scandinavian foods adopted by Americans Nutritional Status: IntakeIn Finland 40% obesity for women, almost 60% for men Somewhat lower for Denmark, Norway, SwedenFinns
  • 40. High rates of heart disease, stroke, alcoholism, depression, lactose intoleranceScandinavian Americans may be at increased risk for CVD due to high fat, high cholesterol diet * CounselingLow context communicatorsHighly analyticalEmotions controlledSuperficiality and personal inquiries are avoidedDanes are less formalDirect eye contactFirm, brief handshakeOther touching is reserved for friends and relativesSickness considered a weaknessWill avoid talking about it * * * * * * * * * *
  • 45. * STUDY GUIDE Online Course NTR 414 – Food, Nutrition, and Culture NTR 414 (3 credit hours) Summer 2015 COLLEGE OF ARTS & SCIENCES DEPARTMENT OF NUTRITION Table of Contents: NTR 414 I. Important Information 1. Blackboard & Navigation ……………………………………….1 · Accessing · Downloading & Printing 2. Contact Information……………………………………………..2 · Faculty Information · Department Head · Dean, College of Arts & Sciences · Information Technology (Dr. Billmire)
  • 46. 3. Grievances………………………………………………………2 4. Faculty Expectations ……………………………………………2-3 5. Study Tips……………………………………………………….3 6. Library Resources……………………………………………….3-5 7. Discussion Etiquette…………………………………………….5 8. Confidentiality of Information………………………………….5 9. Core Competencies as related to the course topics……………..5-6 II. Course Information 1. Course Textbook……………………………………………….6 · Required · Reference 2. Last Day to Drop Course ……………………………………….7 3. Evaluation & other Course Information………………………..7 · General · Course Specifics · Course Description/ Goals & prior knowledge………..7 · General
  • 47. · Overall objectives · Prior expected knowledge · Projects/Homework/Exams ………………………….8-11 · Rubric for Course Participation · Description of Project/Homework · Rubric for Course Project/Homework · Weekly Course Schedule and Assignments …………12 · Introduction to the Course ……………………………13 · How This Course is Organized……………………….13 · How to Study for This Course ……………………….14 · Weekly Course Outline with Required Reading and Participation Requirement………………………..14-16 Important Information __________________________________________ Internet Access & Course Room Navigation Blackboard You need to have a computer and internet access so you can utilize Blackboard as follows: ACCESSING BLACKBOARD: Blackboard is located at http://blackboard.life.edu/. (Note: This URL will not work if you type in “www.”) It can also be conveniently accessed from the Life University website at www.life.edu by scrolling down
  • 48. to the current student menu and clicking on “Blackboard,” or from the menu located on the “Webmail – Students” page (also linked on the menu at www.life.edu). Once you are at the home page of Blackboard, click on “Login,” which will take you to the login page. Your user name is your student ID number and your password is also your student ID number (until you change it). Once you are at your page on Blackboard, the courses you are enrolled in should appear. Click on the course you want to access. You can find your study guide for the course under “Course Information”. To participate in class activities, please follow below instructions when you are in blackboard. · Under my course column, click on your course · Click on Communication · Click on Discussion Board · Click on Subject (Week 1) · Click on the Question # that you want to respond to · Read the question · Click on Reply to post your answer · In order to reply to other student’s responses, click on Response and then Reply To access your project · Click on Communication · Click on Discussion Board · Click on Subject (Group project) · Click on the Group # that represents your name and topic If you have any problems accessing your courses through Blackboard, please email the Blackboard coordinator, Dr. Edwin Billmire at [email protected]. Downloading & Printing: To download or print, point your mouse curser to the information and use your right click to get a menu and then select save
  • 49. as target to download or use print target to print. Course Information Textbooks Required Text: Food and Culture 6th Edition, Kittler and Sucher, 2012. Belmont, CA, Wadsworth ISBN# 0-495-11541-X The textbook for this course is available at Amazon.com, ebay.com or you may purchase your textbooks at the Life University Bookstore. The textbooks are an excellent resource for your use during this course Grievances · Students who have a grievance with the instructor should first speak with the instructor. · If the grievance cannot be resolved, the instructor should submit an Undergraduate Student Action Form and refer the matter to the Department Head. · If the situation is still not resolved, the Department Head will refer the student to the Associate Dean of the College of Arts & Sciences, Raj Pradhan (770) 426-2697. Faculty Expectations This course is offered in an online format, and thus, there are some rules that students are expected to adhere to. The rules are as follows:
  • 50. 1. You are expected to read and be familiar with the study guide and all posted information by your faculty. 2. You are expected to complete each week's assignment in a timely manner. 3. Each new week starts at 12:00 AM Sunday, and ends at 11:59 PM on Sunday. 4. You will need to answer the questions posted by your faculty (each answer must be 200-250 words) and you can use your textbook and assigned reading as resources. 5. In addition, you will need to comment on 1 other student's answers (each comment must be 75-100 words), indicating if you agree or disagree and why. You can also provide another perspective, ask for clarification, or provide additional comments. 6. You are expected to post your answers early in the week so other learners have an opportunity to comment on your answers. 7. You are expected to keep current in class. Students who fall behind are less likely to get feedback from others in online discussions. If something happens that is going to cause you to fall behind, contact your instructor
  • 51. immediately. Study Tips This course is being offered through online by using the Blackboard system. First read the Study Guide and be familiar with: 1. Each lesson can be completed in one week, starting on Sunday at 11:59 PM and ends the following week Sunday at 11:59PM. 2. You will have 10 weeks to complete the course. 3. Do the assignments by due date as they are given on the syllabus. Make a Schedule Online courses differ from what you are familiar with - a traditional classroom with an instructor setting the pace and essentially “forcing” you to study. In online courses, it is you who will decide when and how much you study. The best thing to do is to make a schedule, and stick with it if at all possible. What you are trying to do is get into the habit of studying on a regular basis without someone else prodding you to do so. Once it becomes a habit, it is much easier to do. Study Times When you study, make sure you read the Study Guide or weekly assignment for that assigned chapter or lesson and then, proceed with your assignment. Project Completion The easiest way to write your project is to start early. The hardest way is to wait until 2 weeks before your project is due
  • 52. and thrash through all your notes to find what you need. In other words, start working on your project as soon as you get it and as you proceed through the course. HELP! Don’t wait if you need help. The Instructor’s name and contact information is given on this study guide, as well as in the faculty information folder, the Introduction. Use it the first time and every time you need help. Library Resources Definitions · Peer Reviewed: Peer review is the process of review by peers and usually implies a group of authoritative reviewers that are equally familiar and expert in the subject. (a.k.a. Refereed) · Citation: A reference to a source, such as a journal article. It lists the title of the article, author(s), journal, date, and page numbers. · Abstract: A summary or overview of an article, whether in print or online. · PDF (Portable Document Format): A file format developed by Adobe Systems. Adobe PDF files look exactly like original documents and preserve the fonts, images, graphics, and layout of any source file. · HTML (Hyper Text Markup Language): The authoring language used to create documents on the World Wide Web. Searching Strategies
  • 53. · Boolean Operators: The Boolean connectors AND, OR, and NOT are often used to combine keywords when searching electronic databases. Use of these operators can make your search more focused, thus yielding more precise search results. The connectors AND and NOT generally limit your search (decreases the number of hits) and the connector OR expands it (increases the number of hits). Always use them in CAPS. · Quotation Marks: Use quotation marks to search phrases rather than single words. · Example – “low back pain” · Wildcards or Truncation: Use an asterisk to retrieve all forms of a word. · Example: injur* retrieves injury, injured, injuries Where do I start? · www.life.edu · → Campus Life · → Library (http://www.life.edu/lifes_campus/library.asp) Mantis – www.chiroacces.com · Manual Alternative and Natural Therapy Index System · Two links: on campus OR off campus · On campus no password required · Off campus students can set up a free account · Choose user name and password
  • 54. · At login school code is: journalvolume · Can limit to Refereed (peer reviewed) · Citations and abstracts Medline (PubMed) – www. Pubmed.gov · Biomedical journals · All peer reviewed · Citations and abstracts w/ links to full-text · Watch for free full-text or green symbol · No password required for on campus or off campus GALILEO – Galileo.usg.edu · GeorgiALIbrary LEarning Online · Many databases in all subject areas · EBSCOhost Databases · Good source for online full-text · Academic Search Premier, Alt HealthWatch, Business Source Premier, Medline, SPORTDiscus · Can limit to Peer Reviewed Scholarly Journals · Currently offering “Quick Search” for multiple databases
  • 55. · Password for off campus access · Changes quarterly → You need to obtain yours from the Library · Available in the library (not given via telephone or email) Scopus – www.scopus.com · Broad range of subjects · All peer reviewed · Citations and abstracts · Email [email protected] to request off-campus access. Must provide Life University email address. How do I access the full text of an article? Follow these steps….. 1. Does the database you searched provide full-text access online? 2. Full Text Journal List – Is it available through another database? search by 3. Library catalog (life.sirsi.net) – Do we have a print subscription? journal title 4. If the article is not available online or in the library, you can request it through interlibrary loan. · Email [email protected] or ask for a request form in the Library Information provided by: Pam Shadrix Discussion Etiquette · Please be respectful to your classmate and refrain from inappropriate comments. If you make any inappropriate comments, you will not receive any credit for the work and the faculty will remove your comments.
  • 56. · All students are expected to display honesty and complete all assignment themselves without help from others · Plagiarism is the willful and conscious taking and using another’s work without their prior permission or without formal acknowledgment. · Anyone guilty of cheating and/or plagiarizing in this course, by whatever means, shall receive an F in the course. Plagiarism is not acceptable and handled in accordance to University policy. . Confidentiality Information Life University does not guarantee the confidentiality of the information shared in the course room. It is the responsibility of the students not to share the confidential information. Eight Core Life Proficiencies Eight Core Life Proficiencies Your education at Life University exposes you to the eight core proficiencies, which enables you to inquire and broaden your knowledge base and practice excellence in your field of study. In this class you will practice the following competencies: Core Life Proficiencies Your education at Life University exposes you to the eight core proficiencies, which enables you to inquire and broaden your knowledge base and practice excellence in your field of study. In this class you will practice the following competencies: Integrity and Citizenship
  • 57. Integrity and citizenship is the bases for completing any nutrition courses within the nutrition/dietetics curricula as students must exhibit personal integrity and function as valued members/citizens within their team and their classroom as they complete their assignments and course requirements. Leadership and Entrepreneurship Through all the nutrition courses and specifically with the management and field experience courses, students will gain the knowledge and skills to be a competent leader as they lead their patients to a healthier life style or as a leader of a health care team in the hospital or any other settings. Learning Theory / Critical Thinking Through course assignments, oral and written presentations, role playing and seeing clients, nutrition students utilize learning theory and critical thinking skills. Students also have to vigorously evaluate quality research papers for completion of their projects or recommendation of proper medical nutrition therapy to their clients. Additionally, the field experience courses as they work with the clients and real situations allow the students to apply learning theory and critical thinking to practice. Philosophy of Human Existence and Health Care Policy Nutritional problems in the communities range from obesity to food insecurity from families to governments. The causes of poor nutrition are multiple and complex, involving biological, economic, social, cultural, and policy issues. Through most of the nutrition courses as well as field experience courses, students will receive in-depth discussion of the contemporary nutritional issues as relates to the Health Care Policy.
  • 58. Communication and Relationship Theory / Skills Through all the nutrition courses students are expected to utilize advanced communication strategies, for academic success as well as utilization of all the levels of Bloom's Taxonomy specifically as it relates to analysis, synthesis, and evaluation Belief Systems and Performance Through all the nutrition courses students are exposed to a range of contemporary intellectual approaches and technologies that will help them reach higher levels of performance and success. Students will learn criteria by which to judge the usefulness of certain technologies and their applicability to their learning styles. Integrative Change Because of the fact that all of the fields of nutrition are constantly changing, nutrition students are given the knowledge and skills to evaluate, integrate, and accept new philosophies and skills for communicating new concepts of future health care environments. One of the goals of this class is to help students become pioneers and entrepreneurs in the areas of nutrition and dietetics. Through class discussion, small group work and assignments, students will develop their communication skills, such as effective listening and empathy to foster professional health care relationships with their peers and/or their community members. Students will develop their critical thinking skills by teaching them how to gather meaningful data, synthesize new information with existing knowledge, think independently and search for practical application of their knowledge in professional practice and daily life. In this class, you will be challenged to not only learn skills, but to become innovators who contribute positively to their communities.
  • 59. Students will develop skills that will help them become leaders in the area of risk reduction, disease prevention, and the treatment of disease. Last Day to Drop Course Monday, August 31, 2015Course Evaluation Evaluation Method and Grading General Grading Information The University grading scale will be implemented in this course: A = 90-100% B = 80-89% C = 70-79% D = 60-69% F = < 60% Course Specifics Grading Information Completion of course room assignments 40%
  • 60. Completion of comments to other learners 20% Completion of group project 20% Completion of individual project 10% Final Exam 10% Please Note: Nutrition majors must have a “C” or better in this course to pass. General Objective/ Course Description: This course covers the social and demographic influence on food-related behaviors of various population groups. The impact of ethnicity, culture, and religion on lifestyle, dietary habits, heath and disease status of individuals and groups are considered. Emphasis is on the development of nutritional intervention methods and dietary systems considering social, economic, and environmental conditions of people. Course Objectives: By the end of this course, the student will be able to: 1. Describe the cultural, economic, technological, and social influences on food behavior of groups and individuals. 2. Analyze and access the food and nutrition intake patterns of
  • 61. different cultures. 3. Review contemporary food habits in the US. 4. Examine traditional health belief systems focusing on the role of diet 5. Review current and future research on food and culture Prior Expected Knowledge Base: 1. Proficiency in basic writing skills. 2. Proficiency in constructing written client/patient nutrition education materials. 3. Proficiency in demonstrating the ability to work as a team player in a completing a group project 4. Proficiency in understanding the special nutrition requirements at different periods of the life cycle 5. Proficiency in understanding the importance of family eating habits, cultural food experiences and learned behaviors as they relate to the nutritional needs through adulthood. 6. Proficiency in understanding nutritional related diseases. 7. Proficiency in understanding medical nutrition therapy. 8. Proficiency in developing a nutritional care plan for each client based upon his/her assessment of nutritional status, need, drug/nutrient interaction and goals. 9. Proficiency in demonstrating the ability to effectively counsel clients with good communication skills and sound nutritional guidance. 10. Proficiency in evaluating effectiveness of counseling and
  • 62. care plan and modify goal(s), if needed. 11. Proficiency in evaluating different counseling styles and to determine / develop your own style. Project For this class NTR 414 – Food, Nutrition, and Culture, you must complete two projects. One is the individual project that is due by the end of week 6 and must be posted by 12:00 midnight of the Sunday of the 7th week of the quarter in your course room for your classmate comments. This project counts for 10% of your grade. Your other project is a group project (2 people per group) that is due by the end of week 8 and must be posted by 12:00 midnight of the Sunday of the 9th week of the quarter in your course room for your classmate comments. For this project, you have a choice to either select your partners yourselves or you will be assigned to a group. By the end of week 2, in your classroom, there will be a number of group threads with topics. If you decide on a partner, then you and your partner need to sign your name under a group and complete your group charter (a charter is a contract between you and your partner to decide who does what and when) and post it to your group thread by the end of week 4. If you do not select a partner by the end of week 2, you will be assigned a partner by your instructor by Sunday of week 3. You and your assigned partner then will have until the end of week 4 to complete your group charter and post it by your thread by the end of week 4. This project counts for 20% of your grade and completing/posting of your charter by the due date counts for five points of your total grade for this group project. If you are late you still need to complete and post your charter by the end of week 5, but you will not receive the 5 points for it. If your charter is not competed and posted by the end of week 5, you
  • 63. will lose 35% of your group project instantly. Your group thread is your forum to discuss and communicate with each other while completing your project. Make sure that you post a copy of any communication you do with your partner regarding completion of your project under this thread. This way your instructor will know that you have fully participated and worked with your partner for completion of this group project. If you find that your partner is not communicating with you to complete your assigned requirements on time such as completion and posting of your charter, you then need to decide on your part and complete the charter with your information and post it on time so that you receive your 5 points for this part of the project and will not be penalized for late posting. Length of Your Project Individual project Yourindividual project must be in PowerPoint and should be between 20-30 slides excluding the cover slide, table of contents or bibliography slides. Group Project Yourgroup project should be between 1500-2000 words (you can use word count under the tool menu within Microsoft word to count your words) or 6-8 pages excluding the cover page, table of contents or bibliography pages.Description of Your Project Individual project You must select an ethnic restaurant of specific population group (ex. South American or Southeast Asian) to dine in and then to provide a presentation on the following topics: · Provide an overall introduction to the restaurant and your experience dining at the restaurant
  • 64. · Describe the specific population group that you have chosen, food and culture habits · Provide a thorough description of the food patterns (every day and holidays). · Discuss special food habits related to any stage of lifespan, i.e. infancy, pregnancy, teenagers, older adults · Discuss nutritional adequacy in reference to the population (support your description with appropriate references). · Discuss any nutritional contraindications in regards to diabetes, hypertension, and cardiovascular disease. Your presentation must be supported by 3 peer-reviewed articles, in addition to your book. . Use the Life University Library to locate three articles that relate to the specific population group that you have chosen to support and reference your presentation. This assignment should be between 20-30 slides excluding the cover slide, table of contents or bibliography slides. Full credit will be given for preparation, how well the topic was covered and organization of material, presentation skills, and completeness of information. Group project for NTR 414 For this project, each group will be assigned to complete a paper on either Native Americans or Regional Americans. · Provide an overall introduction to the specific population group that you have been assigned, food and culture habits · Provide a thorough description of food patterns (every day and holidays).
  • 65. · Be sure to describe a typical days’ worth of meals as well as a holiday meal. · Include special food habits related to any stage of lifespan, i.e. pregnant women, teenagers, and special feeding beliefs of the people. · Discuss nutritional adequacy in reference to infants, children, teens, pregnancy, and elderly. · Discuss common nutritional problems, deficiencies or diseases to the specific population group that you have been assigned · Discuss any nutritional contraindications in regards to diabetes, hypertension, and cardiovascular disease. 6 peer-reviewed articles in addition to your book must support your project. Use the Life University Library to locate articles that relate to the specific population group that you have been assigned to support and reference your presentation. Yourgroup project should be between 1500-2000 words (you can use word count under the tool menu within Microsoft word to count your words) or 6-8 pages excluding the cover page, table of contents or bibliography pages. Full credit will be given for preparation, how well the topic was covered and organization of material, presentation skills, and completeness of information. Remember that this is an upper level course with your program of study. By now, you should have mastered good writing style and habits, which you must use when completing these two projects. When completing your projects, please pay attention to the following: Content Make sure that you clearly answer all aspects of the question. In
  • 66. doing so, you need to obtain and review appropriate and relevant peer reviewed articles to support your answers. Analysis and Critical Thinking As you know, this is one of Life University’s core proficiencies, and thus, you need to show this ability as you thoroughly investigate, analyze, and evaluate the articles you use as references and your answer to the question. Logic and Flow There should be a clear introduction paragraph that informs your reader of the topics that are going to be covered in your paper. Then, clearly discuss your topic with appropriate citation throughout your paper. Discussion should progress logically as was outlined in your introduction and use of appropriate transition statements should be made as you move from one topic to another, and finally, there should be a summary of the paper. Citation and Reference Formatting You are expected to use appropriate, APA style for formatting. You can access this information on the following websites: http://www.wooster.edu/psychology/apa-crib.html http://www.bedfordstmartins.com/online/cite6.html http://slisweb.sjsu.edu/resources/apa/tips.htmlor use American Psychological Association. (2001). Publication manual of the American Psychological Association (6th ed.). Washington, D.C.: Author Appropriate use of Grammar and correct spelling and proper handling of your paper You must use appropriate grammar and correct spelling. Your
  • 67. projects must be typewritten and double-spaced, use Times New Roman with 12 font. Each project must contain a cover page, table of contents, and bibliography pages (refer to APA for content and formatting). You must post both Projects as Attachments to preserve the format of your paper. For the Grading rubric for your projects, please refer to the Course Materials folder on the Blackboard.Creating A PowerPoint Slide Presentation Click on the Start Button Drag to Programs Drag again to Microsoft PowerPoint Release You will have PowerPoint Screen Choose 1 of the 4 following choices and click okay 1. Auto Content wizard – useful when you have a structured presentation 2. Template – creates one standard background and you create the type of slides 3. Blank presentation – you can create your own backgrounds and any type of slide you wish. 4. Open an existing presentation – used to open an already existing presentation or one you have saved. If you choose template or a blank presentation the first new slide choice is from automatically prearranged slides and the machine automatically selects one that looks like a title page. It has two text boxes that you can use. If you do select this one you can
  • 68. delete one or both boxes manually or you can add more if desired. You are not limited to this choice. You may select any other or make a custom one from the blank slide at the end of the automatic choices to start your presentation. Adding Information Into A Slide: How to add a text box – move mouse to Insert at thee top of the page, click on insert and drag to width of the intended text box (release), or use the cursor to construct box width. Start typing. If you need more space, you can adjust the size of the box by clicking on the edge of the box and moving the arrow. How to add a picture box – first, copy a picture to the clipboard. Then click on the slide to begin working on it. Then click on Edit and drag to paste. You will be able to enlarge the picture or make it smaller by using the arrows. You can bring up the arrows by moving the cursor around on the box or edge of the picture. How to add animation – click on the text box or picture that you wish to animate. Then click on the “yellow star” in the upper right of your screen. You can choose between several automated animation choices. You may want to experiment with different types of animation to draw specific attention to your point. In order to see what the effect the instructions have, you will want to preview the effect. Click on Custom Animation (the icon that has the timer, the arrow and horn on the bottom right of the animation box), choose preview and click. Removing Information From A Slide: How to delete a text box – First delete any typing or information in the box, then high light the text box by moving the cursor until you have a cross with arrows on the end, and
  • 69. click the mouse. Making Changes To The Existing Program: How to move an existing slide – click and drag to preferred position. How to insert a new slide into already existing program – place cursor in proper position, click on Insert, drag to new slide and then release. Seeing The Entire Group Of Slides: Click on the icon on the bottom left screen that shows a group of 4 slides. That will bring up the slides all at once an in order. Viewing The Show: Click on icon on the far left of the bottom of the screen that shows a screen. The show begins on the slide that is currently highlighted. So if you want to start from the front, you need to highlight the first slide. Weekly Course Schedule & Reading Assignments Week Date Topic Pages Week 1 Introduction to Food and Culture Traditional Health Beliefs and Practices Chapter 1 Chapter 2
  • 70. Week 2 Intercultural Communication Food and Religion Chapter 3 & 4 Week 3 Northern and Southern Europeans Assessment and/or Reflection of Lessons Learned Chapter 6 Week 4 Central Europeans, Russians, Scandinavians Chapter 7 Week 5 Africans Greeks, Middle Eastern Chapter 8 Chapter 13
  • 71. Week 6 Mexicans and Central Americans Assessment and/or Reflection of Lessons Learned Individual Project Must Be Posted To Course Room By Sunday of Week 7, by 12:00 AM EST Chapter 9 Week 7 Caribbean Islanders and South Americans Chapter 10 Week 8 Chinese, Japanese and Koreans Group Project Must Be Posted To Course Room By Sunday of Week 9, 11:59 PM EST Chapter 11 Week 9 Southeast Asians and Pacific Islanders Presentations
  • 72. Assessment and/or Reflection of Lessons Learned Chapter 1 2 Week 10 Native Americans Regional Americans Chapter 5 Chapter 15 Week 11 Final Exam & Course Evaluations Course content and sequence may vary slightly from the syllabus pending student interest and instructor discretion. Students are responsible for all course material in the syllabus whether the information is presented in class or not. Introduction __________________________________________ NTR 414 – Food, Nutrition, and Culture __________________________________________Overview Welcome to NTR 414. The health care field is changing constantly. These constant changes create a challenging environment for the health care provider to respond to. Both food and culture are important factors in the maintenance of the health and well-being of the human species. Therefore,
  • 73. understanding food and culture and their effect on populations is critical for dietitians in order to be able to help their clients in today’s society as populations have become more and more heterogeneous. This course is designed to provide the student with knowledge & skill so they feel comfortable in providing counseling to clients of different ethnic, religious and regional backgrounds. The reading assignments, course participations, and projects encompass a variety of cultural concepts and strategic planning tools which enable students to excel in the course and achieve knowledge and skills to meet the challenges of counseling culturally diverse population. Prerequisites The prerequisites for this course are NTR 401 and NTR 402. The course instructor may waive some of the prerequisites, for students who have completed a number of other courses. How This Course is Organized The organization of this course is based on the organization of the text book. The first four chapters form an introduction to the study of food and culture. Chapter 1 discusses changing demographics, the ways in which ethnicity may affect nutrition and health status, and methods for understanding food and food habits within the context of culture. Chapter 2 focuses on the role of diet in traditional health beliefs. Some intercultural communication strategies are suggested in Chapter 3 and Chapter 4 outlines the major Eastern and Western religions and reviews their dietary practices in detail. Chapters 5 through 14 profile North American ethnic groups and their cuisines. We have chosen breadth over depth, discussing groups with significant populations in the United States, as well as smaller, more recent, immigrant groups who have had an impact on the health care system. Other groups with low numbers of immigrants but notable influences on
  • 74. American cooking are briefly mentioned. Groups are considered in the approximate order of their arrival in North America. Each chapter begins with a history of the group in the United States and current demographics. Worldview (outlook on life) is then examined, including religion, family structure, and traditional health practices. This background information illuminates the cultural context from which ethnic foods and food habits emerge and evolve. The next section of each chapter outlines the traditional diet, including ingredients, some common dishes, meal patterns, special occasions, the role of food in the society, and therapeutic uses of food. The final section explains the contemporary diet of the group, such as adaptations made by the group after arrival in the United States and influences of the group on the American diet. Reported nutritional status is reviewed, and counseling guidelines are provided. One or more cultural food group tables are found in each of the ethnic group chapters. The emphasis is on ingredients common to the populations of the region. Important variations within regions and unique food habits are listed under the “Comments” column of the table. Known adaptations in the United States are also noted. The tables are intended as references for the reader; they do not replace either the chapter content or an in- depth interview with a client. Chapter 15 considers the regional American fare of the Northeast, the Midwest, the South and the West. Each section includes demographic data and an examination of the foods common in the region, followed by state-by-state descriptions of cuisine. This chapter brings the study of American cultural nutrition full circle, discussing the significant influences of different ethnic and religious groups or regional fare. Canadian regional cooking is also briefly considered. How To Study For This Course
  • 75. Make sure that you read the assigned chapters, Power Point presentations and other reading materials weekly. Participate in the course room activities by answering the posted questions and commenting on other classmate postings. You also need to start your individual and group projects soon. If you have any difficulties understanding any of the topics, please ask questions, so your instructor can assist you. Weekly Course Outline with Required Reading and Participation Requirement Week 1 · Reading Assignments & Course Room Participation Requirements · Read the power point presentation for week 1. You can locate the presentation in the Course Documentation Folder. Read Chapter 1, Introduction to Food and Culture · Pages 2- 30 & Traditional Health Beliefs and Practices Chapter 2 pages 37-53 in your book. · Participation Requirements · For this week, you need to provide answers to two of the four questions listed below and also comment on one other classmate postings. You must comment on the question that you did not answer. · Introduction to This Week Topics Both food and culture are important factors in the maintenance of the health and well-being of the human species. Therefore, understanding food and culture is critical for dietitians in order to be able to help their clients in today 's society as populations have become more and more heterogeneous. Food is any substance that provides the nutrients necessary to
  • 76. maintain life and growth when ingested. Diet is influenced by biological, environmental, and cultural factors. Successful diets must be compatible with human biological needs · People can only eat what is available Culture is defined as: Beliefs, attitudes, values, customs, and habits accepted by a community. Culture is learned, not inherited Passed on from generation to generation Culturally based food habits are often one of the last traditions people change through acculturation · Questions Question # 1 -Explain how food Habits develop & the role of culture in the development of food habits Question # 2 Explain the factors that influence food habits & what lifestyle factors are important in the development of food habits Question # 3 Explain how the study of cultural foods has specific applications in determining nutritional status and implementing dietary change Question # 4 Compare and contrast the application of physical forces/devices (acupuncture, coining, cupping etc.) with healing practices used by sacred(faith) healers such as Shamans, curanderos and nengs. How are these practices used by different cultures? Week 2 Reading Assignments & Course Room Participation Requirements Read the power point presentation for week 2. You can locate the presentation in the Course Documentation Folder. Read
  • 77. Chapter 3 &4 -Intercultural Communication & Food and Religion in your book. Participation Requirements For this week, you need to provide answers to two questions of the five listed below and also comment on one other classmate’s postings. There are five questions for this week. Select any two of these questions and provide answers to them. When commenting on others, you must comment on the question that you did notanswer, this way you can have a better understanding of four of the questions. Introduction For intercultural communication to be successful as it relates to provider and client relationship, one must understand the role of each party with regard to communication skills. Barriers to the efficacy of communication do exist and can lead to misunderstanding. As a health care provider, a clinical dietitian has certain responsibilities when interacting with clients. One of these responsibilities is understandings how culture determines how a person defines health, recognizes illness, and seeks treatment. Be aware of cultural definitions of disease, illness, well being, regional and ethnic food practices. Avoid stereotyping and recognize the wide variation that exists within all groups and treat each person individually. Your reading and participation requirement this week will help you understand these concepts better. Objectives for this week session are to understand: Role Of Communication In Health Care Interaction Between Provider & Client Intercultural Challenges Responsibilities Of Health Care Providers Verbal & Non-Verbal Communication Perceptions Of Time, Power, Authority, Status Group And Individuality
  • 78. Successful Intercultural Communication Intercultural Counseling Checklist For Intercultural Nutrition Counseling Intercultural Nutrition Assessment Intercultural Nutrition Education Intercultural Implementation Strategies Questions Question # 1- What is the role of communication in Health Care? Discuss and give an example of one of the stages of intercultural communication awareness. Question #2 -Describe the roles of fasting and feasting in Islam and Hinduism, using examples of feasting and fasting practices in each religion. Question #3 - Choose any two Western religions and discuss how each religions' dietary laws govern their followers' beliefs re health and illness. Question #4 - Name the best marketing strategies for disseminating health messages to a specific cultural group? What preparation should one do prior to delivering the message? Question #5 - Choose any two Western religions and discuss how each religions' dietary laws govern their followers' beliefs re health and illness. Week 3 Week 3 - Reading Assignments & Course Room Participation Requirements Reading Assignments Read the power point presentation for week 3. You can locate the presentation in the Course Documentation Folder. Read Chapter 6, Northern and Southern Europeans - Pages 139-168 in your book
  • 79. Participation Requirements For this week, you need to provide answers to two questions and also comment on one other classmate’s postings. There are five questions for this week. Select any two of these questions and provide answers to them. When commenting on others, you must comment on the question that you did notanswer, this way you can have a better understanding of four of the questions. Introduction Some of the largest American ethnic groups come from northern and southern Europe. These ethnic groups introduced many of what we consider to be American foods and food habits. Each ethnic group from northern and southern Europe has brought a unique cuisine that through interactions with other groups and ingredients available here in American, caused what is often considered to be the foundation of the typical American diet. Many of the current, majority cultural beliefs regarding health in America had their origin in northern Europe and a “good” diet is considered essential to health. Your reading and participation requirement this week will help you better understand; the locations of these countries in northern and southern Europe, immigration patterns, historical socioeconomic influences, typical religions, family structures, and traditional health beliefs and practices. Objectives for this week session are to understand •Countries of Northern & Southern Europe •Immigration from Northern & Southern Europe •Religion of Northern & Southern Europe
  • 80. •Family pattern of Northern & Southern Europe •Health beliefs and practices of Northern & Southern Europe •Traditional food habits & cooking styles of Northern & Southern Europe •Meal composition and cycle of Northern & Southern Europe •Nutrition status of Northern & Southern Europe Questions Question # 1- Discuss the immigration patterns, historical socioeconomic influences, and current locations of these European groups in America today. Question # 2- Compare the typical religions, family structures and traditional health beliefs and practices of these groups---before and after immigration. Question # 3- Discuss the differences between the staples and regional variation in ingredients between northern and southern Europeans. Question # 4- Describe regional specialties and dishes these immigrants have contributed to the current American diet.
  • 81. Question # 5- Identify health concerns and counseling strategies associated with the nutritional intake of these groups. Week 4 Week 4- Reading Assignments & Course Room Participation Requirements Reading Assignments Read the PowerPoint presentation for week 4. You can locate the presentation in the Course Documentation Folder. Read Chapter 7: Central Europeans, People of the Former Soviet Union, and Scandinavians - Pages 173-199 in your book. Participation Requirements For this week, you must provide answers to two questions and only comment on one other classmate posting. There are five questions for this week. Select any two of these questions and provide answers to them. When commenting on others, you must comment on the question that you did not answer, this way you can have a better understanding of three of the questions. You must identify your group for completion of your project and both of you must sign as a group and complete your charter and post it in the course room under your group. You also need to select your topic, which can be an ethnic group from either Native Americans (chapter 5 Pages 109-126) or Regional Americans (chapter 15 Pages 473-518). Before
  • 82. selecting your group, check other group topics under the Group Project thread, so you can make sure not to select a topic that has already been selected. Your completed group charter (a charter is a contract between you and your partner to decide who does what and when) is due and must be posted to your group thread by the end of week 4. If you do not select your group mate by the end of the week 4, then that means you are going to do the project by yourself and you still need to complete a charter that indicates how you are planning to do your project by yourself & you must then post it under the Group Project thread by the end of week 4. This project counts for 20% of your grade and completing/posting of your charter by the due date counts for five points of your total grade for this group project. If you are late, you still need to complete and post your charter by the end of week 5, but you will not receive the 5 points for it. If your charter is not completed and posted by the end of week 5, you will lose 35% of your group project instantly. This week you only need to comment on one other classmate, but you also need to reflect on the first three weeks and indicate at least two things that you learned during the past three weeks with regard to food nutrition and culture, what you want to learn (at least two things) in the next three weeks, and what you like best about the online course format (at least two points) and what you like least about the online course format. .Introduction The European settlers from central Europe, the former Soviet Union (FSU), and Scandinavia were some of the earliest and largest groups to come to the U.S. This chapter focuses on the
  • 83. traditional and adapted foods and food habits of Germans, Poles, and other central European groups; Russians and other FSU populations; and Danes, Swedes, and Norwegians. Immigration continues from these countries to the U.S. and their influence on cuisine. Bread baking, dairy farming, meat processing, and beer brewing are food methods brought to America. Central Europe includes the area from the North and Baltic seas, south to the Alps, and east to the Baltic States. The countries reviewed include Germany, Austria, Hungary, Romania, the Czech republic, Slovakia, Poland Switzerland, and Liechtenstein. The climate of central Europe is harsh and cold but the land is fertile. FSU includes the Commonwealth of Independent States or CIS. Countries include the Russian Federation, Armenia, Azerbaijan, Belarus, Georgia, Kazakhstan, Kyrgyzstan, Republic of Moldavia, Tajikistan, Turkmenistan, Ukraine, and Uzbekistan and the Baltic States (Estonia, Latvia, and Lithuania). This region stretches from China and the Pacific Ocean artic and parts of the Middle East. The harsh winters affect agricultural capacity. Central Europeans foods have become common in the American diet. Germans form one of the largest groups of immigrants in the U.S. Immigration patterns are reviewed. Polish immigrants have arrived in several waves over the last two centuries. Poles have come from Russia and Austria. Other central Europeans reviewed include the Austrians, Hungarians, Czechs, Slovaks and, Swiss. Gypsy immigrants to the US came from various countries but remain a cohesive ethnic group. Objectives for this week session are to understand •Countries of Central Europeans, regions of the Former Soviet Union, and Scandinavians •Immigration from Central Europeans, regions of the Former
  • 84. Soviet Union, and Scandinavians •Religion of Central Europeans, regions of the Former Soviet Union, and Scandinavians •Family pattern of Central Europeans, regions of the Former Soviet Union, and Scandinavians •Health beliefs and practices of Central Europeans, regions of the Former Soviet Union, and Scandinavians •Traditional food habits & cooking styles of Central Europeans, regions of the Former Soviet Union, and Scandinavians •Meal composition and cycle of Central Europeans, regions of the Former Soviet Union, and Scandinavians •Nutrition status of Central Europeans, regions of the Former Soviet Union, and Scandinavians Questions Questions # 1 Discuss the immigration patterns, historical socioeconomic influences, and current locations of these European, FSU and Scandinavian groups in America today. Questions # 2 Describe the typical religions, family structures and traditional health beliefs and practices of these groups before and after immigration to the United States. Questions # 3 Discuss the differences and similarities between staple foods and preparation techniques within and across these countries. Questions # 4 Identify key foods for each of the food groups for these regions and how these foods have been adapted while living in the U.S. & describe the traditional meal composition and cycles and compare these to the meal composition and cycles of these groups living in America today. Questions # 5 Describe regional specialties and dishes these immigrants have contributed to the current American diet & identify health concerns and counseling strategies associated
  • 85. with nutritional intake of these groups. Week 5 Week 5 - Reading Assignments & Course Room Participation Requirements Announcement for Week 5- Reading Assignments & Course Room Participation Requirements Reading Assignments Read the PowerPoint presentation for week 5. You can locate the presentation in the Course Documentation Folder. Chapter 8 -Africans Pages 205-222 & Chapter 13 - Greeks, Middle Eastern Pages 407-425 in your book. Participation Requirements For this week, I am giving you two options: Option one - you have to find an article from a peer reviewed journal related to the key foods for each of the food groups for regions of the Middle East and describe the impact of their foods on their health & identify health concerns and counseling strategies associated with the nutritional intake of these groups. Option two - you have to find an article from a peer reviewed journal related to the key foods for each of the food groups for one country or region of Africaand describe the impact of their foods on their health & identify health concerns and counseling strategies associated with the nutritional intake of these groups. Week 6 Week 6- Reading Assignments & Course Room Participation Requirements Reading Assignments Read the PowerPoint presentation for week 6. You can locate the presentation in the Course Documentation Folder. Read Chapter 9: Mexicans
  • 86. and Central Americans - Pages 235-265 in your book. Participation Requirements For this week, you must provide answers to two questions and comment on one other classmate’s posting. There are five questions for this week. Select any two of these questions and provide answers to them. When commenting on others, you must comment on the question that you did not answer, this way you can have a better understanding of three of the questions. Question #1 Describe the typical religions, family structures and traditional health beliefs and practices of Mexicans and Central Americans before and after immigration to the United States. Question #2 Describe the differences and similarities between staple foods and preparation techniques within and across Mexico and the Central American countries. Question #3 Identify key foods for each of the food groups for both Mexico and Central America and describe how these foods have been adapted in the U.S. Question #4 Describe the traditional meal composition and cycles and compare these to the meal composition and cycles of Mexicans, Mexican Americans, and Central Americans living in America today. Question #5 Describe regional specialties and dishes of Mexico and Central America and identify health concerns and counseling strategies associated with nutritional intake of Mexican, Mexican Americans and Central Americans. Introduction
  • 87. Latinos are the largest non-European ethnic group in the U.S. Latinos come from a variety of Latin American countries and represent a variety of ethnic groups. Mexico and Central America have a rich cultural history. Spanish occupation of Mexico and Central America introduced new ideas and traditions. Foods of Mexico and Central America reflect the native Indian and European heritage of the region The United Mexican States covers a huge territory and includes diverse geography and climates. The climate ranges from arid desert in the northern plains to tropical lowlands in the south. Almost 2/3 of Mexicans are mestizos, of mixed Indian and Spanish ancestry. Mexican immigration patterns have varied over the history of the interactions between Mexico and the United States. The term chicanos, braceros, and undocumented residents are related to immigration and acculturation status. In the last 30 years Mexicans have been the largest single group of legal immigrants. There may be 21 million Americans of Mexican descent, including 8 million who were born in Mexico. Most Chicanos live in California and Texas. Economic status varies. The economic status of the migrant farm workers is the lowest, urban service workers are in the middle and acculturated, middle-class Chicanos have the highest status. Many still live in poverty, working as unskilled and semiskilled laborers, service, and manufacturing occupations. Mexican Americans often live in culturally homogenous communities. They are proud of their ethnic identity and are also very adaptive culturally. 75-97% are Roman Catholic. Traditional religious occasions are important family celebrations. The family is the most important social unit. Traditional health care in Mexico blends native Indian
  • 88. supernatural rituals with European folk medicine. A fatalistic approach to health and illness is typical. Home remedies are commonly used with many herbal teas listed as home remedies. Curanderos or curanderas are traditional healers who work with supernatural causes of illness. Illness is believed to be due to excessive emotion, dislocation or organs, magic, or an imbalance in hot or cold. Other diseases are called “anglo” diseases and are treated with biomedical approaches. Week 7 For this week, read your text re the Caribbean and South America. Read the Power Point presentation lecture outlines. (See Weekly Course Schedule and Reading Assignments). Review the discussion questions at the end of the chapter to determine your understanding of the material. · Reading/Weekly Assignment with Chapter Title and Page Numbers · Objectives for the Session · Introduction to the Chapter · Summary of the Chapter via PowerPoint Presentation/Lecture Outline · Key points/ Summary of the session · Discussion Questions Week 8 Week 8- Reading Assignments & Course Room Participation Requirements for NTR 414, Food and Culture. I have made a slight change to this week's course room. For this week, you only have to post your individual project to the
  • 89. course room, under the Individual Project Thread by Thursday of Week #8 no later than 3:59 PM EST, if you have not done this yet. You also need to review two of your classmates individual projects and grade them by using the rubric for the completion of the project and post the graded rubric to the course room under the thread I made for week 8. You can access the rubric in the Course Material Folder. You also need to reflect on the past four weeks and indicate at least two things that you learned during the past four weeks with regard to food, nutrition, and culture,what you want to learn (at least two things) in the next three weeks, and indicate if youstill like the online course format (at least two points) and what you like least about the online course format. Week 9 · Reading/Weekly Assignment with Chapter Title and Page Numbers · Objectives for the Session · Introduction to the Chapter · Summary of the Chapter via PowerPoint Presentation/Lecture Outline · Key points/ Summary of the session · Discussion Questions · Assessment and/or Reflection of Lessons Learned as it relates to this group (at least two major points) · Week 10 · Reading/Weekly Assignment with Chapter Title and Page Numbers
  • 90. · Objectives for the Session · Introduction to the Chapter · Summary of the Chapter via PowerPoint Presentation/Lecture Outline · Key points/ Summary of the session · Discussion Questions Read assignments and chapter questions will be selected for your response. Week 11 Final Exam PAGE - 2 -2 PAGE 2