Lesson Structure: Human Nutrition III BRE302

1  Problems With Eating

• Food Risk Factors
• Fats, Lipids and Cholesterol
• Sugar
• Heart Disease
• Obesity and Insulin Resistance
• Metabolic Syndrome
• Cancer
• Protein – Energy Malnutrition (PEM)
• Health Problems and Solutions

2  Dental Problems

• Tooth Structure
• Nutrition and Dental Health
• Nursing Bottle Syndrome
• Preventing Dental Problems
• Reasons to Prevent Tooth Decay
• Causes of Tooth Decay
• Dental Hygene
• Homemade Toothpastes and Mouthwashes

3  Fibre and Bowel Diseases

• Fibre
• Why and How to Improve your Fibre Intake
• Things to Remember

4  Different Ways of Eating

• How we Eat is Important
• Vegetarian, Vegan and Alternative Diets
• Health Considerations with Non-Animal Diets
• Sourcing Non-Animal Foods
• Alternative Diets for Children
• Diet in Pregnancy

5  Food Toxicity A

• Allergies and Sensitivities
• Understand the Terminology
• Allergies
• Food Allergy and Intolerance
• Diagnosing and Dealing with Food Sensitivities
• Food Laws and Labels
• Special Considerations

6  Food Toxicity B

• Bacterial Food Poisoning
• Preventing Bacterial Food Poisoning
• Treatment
• Contamination from Cooking
• Contaminants from Food Processing
• Effects of Food Preparation on Nutrition
• Food Protection and Processing
• Rotting and Deterioration of Food
• Hygene to Practice

7  Detoxification/Body Cleansing

• Detoxification
• Methods of Detoxification
• Fasting
• Water Therapies
• Herbal Treatments
• Herbs and Remedies for Digestive Complaints and Detoxification
• Massage
• Bowel Movements and Urination
• Cautions

8  Consulting/Giving Advice

• Legalities
• Insurance
• Professional Bodies
• Holistic Approach
• Ethics
• The Consultation

Learning Goals:  Human Nutrition III BRE302

• Explain different food related health problems.
• Determine the effect which different physical methods of food intake, can have upon health, including time and order of eating, and chewing.
• Manage food sensitivity problems.
• Implement procedures to avoid food poisoning.
• List food related factors which can have a negative influence on health.
• Distinguish between characteristics of the diets of two healthy people with diets of unhealthy people, studied by the learner.
• Differentiate between dietary and other affects, on the health of a specific individual.
• Explain the significance of cholesterol to health of a specific demographic group.
• Explain the significance of diet to cancer in a specified demographic group.
• Compare differences in physiological responses to different patterns of eating, including:
  • The order in which different types of food are eate
  • The time of day when different types of food are eaten
  • The degree to which different types of foods are chewed
  • The speed of swallowing
  • The amount of time between eating different food types.
• Explain food combining principles, in a diet designed to optimise food combining principles.
• Plan a dietary timetable which optimises the ability of a typical person on a specified budget, to digest and assimilate food.
• Formulate a nutritionally balanced vegetarian diet.
• Formulate a diet compatible with a person’s level of physical activity.
• Manage fibre in the diet.
• Manage diet to optimise dental health.
• Recommend a safe method of detoxification.
• Recommend a nutritional program to a client in a proper and responsible manner.

Practicals:

• List alternative sources for different components of foods normally derived from animal products, including:
  • Tryptophanalt
  • Methionine
  • Valine
  • Threonine
  • Phenylalanine
  • Leucine
  • Isoleucine
  • Lysine
• Explain different specified risks associated with a vegetarian diet.
• Compare in a chart or table, three different styles of vegetarianism.
• Explain procedures practiced by a visited food manufacturer, to control food sensitivity and toxicity problems with their product.
• Develop guidelines to minimise food toxicity problems in a restaurant.
• Develop guidelines to minimise food poisoning your own kitchen, based upon your normal dietary requirements.
• Explain food storage and preparation techniques essential to minimising food poisoning.
• Explain chemical poisoning risks associated with the use of chemicals to control pathological poisoning risks.
• Explain different pathological sources of serious food poisoning; including identification, physiological effects and control.
• List factors which can cause food poisoning.
• Determine guidelines to minimise food toxicity problems in a visited restaurant.
• Explain a procedure used by a health practitioner, to treat someone affected by a specified type of food poisoning.
• Explain first aid treatments for people suspected to be suffering from different food sensitivity or toxicity problems.
• Explain the role of histamines, anti histamines and steroids in human toxicology.
• Describe different scientific procedures used to test for food sensitivities and toxicities.
• Develop a checklist of body reactions which may occur, in response to food sensitivity or toxicity, as a tool for diagnosing possible causes.
• Explain problems associated with common food sensitivity and toxicity including:
  • Gluten Sugar
  • Salt
  • Yeast
  • MSG
• List foods commonly associated with toxicity problems.
• List foods commonly associated with sensitivity problems.
• Distinguish between chemical and pathological toxicity, in four different case studies.
• Distinguish between food sensitivity and toxicity in two different case studies.
• Formulate a balanced vegetarian diet, for a specified individual.
• Explain the relationship between different types of food and exercise.
• Explain the management of diet for a specified situation, before, during and after activity.
• Explain how diet can effect performance of different specified types of exercises.
• Explain the role of fibre in the digestive system, of a specified demographic group.
• Explain possible implications of inadequate fibre in the diet, for different specified demographic groups.
• Compare relative value of the fibre content of dfferent foods.
• Explain inflammatory bowel disease (IBD), in a specified case study.
• Compare fibre content in the diets of different people interviewed.
• Recommend modifications to the fibre intake people interviewed.
• Exlain the biology of the teeth, including anatomy and physiology.
• Explain the effect of different foods on the teeth and gums.
• Describe dental problems influenced by diet.
• Develop guidelines for healthy dental hygiene procedures, including both dietary and other practices.
• List factors which affect accumulation of toxins in the body.
• Explain different benefits of detoxification, for three different demographic groups.
• Explain different techniques of accelerating elimination of toxins from the body:
  • Heat (eg. Sauna)
  • Fasting
  • Diet Modification
  • Antioxidants
  • Exercise
  • Drugs and Herbs
  • Disease Stress control
• Explain the dangers of excessive detoxification, for different demographic groups.
• Evaluate appropriate detoxification needs for an specified individual.
• Recommend a detoxification program based upon a specified evaluation.
• Explain legal risks involved in giving nutritional advice to a client.
• Explain the moral responsibilities involved in providing nutritional advice.
• Determine ways in which specific examples of nutritional advice may be misinterpreted.
• Develop guidelines for a system to ensure nutritional advice is followed by clients as intended, including provision for monitoring.
• Demonstrate a consultation with a client, real or hypothetical, presenting a nutritional program, designed for that client.

Your learning experience with ADL will not only depend on the quality of the course, but also the quality of the person teaching it. This course is taught by Juliette Harris. Your course fee includes unlimited tutorial support throughout from Juliette. Here are her credentials:

Juliette Harris – Nutritional
BSc Hons Biology (University of Sussex)

Juliette has over 10 years experience in teaching and private tutoring. As an undergraduate, she contributed to published research on the behaviour of an endangered bat species,     though her main areas of interest and    specialisation are  genetics and cellular biology. After 7 months in the rainforests & reefs of Central America, Juliette began her teaching career at prestigious private school, Brighton College. She soon  returned to Central America,  headingup a field-trip for A-level students. She has been private tutor & exam coach to a range of students with very diverse backgrounds, aptitudes and expectations.More recently, Juliette has enjoyed working with adults with learning difficulties and enormous barriers to education. Juliette currently splits her time between England and Bulgaria, where she works as a teacher and missionary.

Excerpt from the Course

HOW WE EAT IS IMPORTANT

The affect of food upon the body is not only influenced by what is eaten, but also by how it is eaten.  For example:

• If food is chewed more in the mouth, it will be more broken up before it moves through the digestive tract.
• If food remains longer in the mouth, more saliva may be produced, and digestion through the effect of saliva may be more advanced.
• If food is cut up, minced or blended before ingestion, there may be a greater and faster

    penetration of digestive juices into the food.

• The order in which foods enter the digestive tract may impact upon digestion.
• The frequency of eating may impact on digestion (e.g. lots of small meals, or fewer large meals).

Eating only one type of food at a time is thought to allow better digestion. This is the principle behind “food combining”. (e.g. If carbohydrate is eaten without fats & proteins, the digestive tract will produce gastric juice with enzymes to digest only carbohydrate -without the enzymes to digest fat and protein. With more “pure” digestive juices, digestion may be more effective).

Compatibility of Ingredients

While it is important to vary your diet, casually mixing in lots of different ingredients is not the best approach. Some foods are better not to be eaten together with certain other foods due to the different digestive processes in the stomach. An example of this is meat and milk or meat and starches. Fruits are often best eaten alone, as a separate course, particularly melon fruits. Starches and meats are slow to digest, so when combined together they make digestion even slower. For people with good and quick digestion, this will help them to keep hunger away, but for people with slow digestion, this combination makes things much worse, and in some cases it can provoke chronic health and immune system problems.

Some foods mutually improve each other when eaten together. This is true for plant proteins, where the balance of amino acids is more important than the actual quantity of protein consumed. While meat supplies all of the eight essential amino acids in adequate amounts, plants usually only have some of the essential amino acids. However different plants have different amino acids. By combining grains (eg. corn, wheat) with pulses or legumes (eg. beans, lentils) the nutrition of both foods is enhanced.

Ebook To Compliment This Course

Human Nutrition EBook

Discover a better understanding of food and nutrition, what to eat and what to avoid.  Human Nutrition is an ideal introductory text for students and anyone else interested in learning how diet and harm or help human health.

Human Nutrition

by the Staff of ACS Distance Learning

Human Nutrition eBook course online. It’s surprising how little most people know about the human body and how it works. If we all spent just a small amount of time educating ourselves, we would save years in terms of health problems and hundreds of pounds otherwise spent on health care.

Throughout history there has been a vast array of nutritional claims and dietary advice. For example, there is evidence of dietary regimes involving fasting as far back as in Ancient Greece and many examples since of diet being used either to restrict intake to lose weight or to act as a cure for a medical complaint.  This book will give you the background necessary to understand these theories and make better choices for yourself.

Book Contents

Chapter 1 The Digestive System -Everyone is different

Nutrition and nutrients
Digestion
General health recommendations
Examples of serving size

Chapter 2. Modyfying Diet for a Particular Lifestyle or Genetic Disposition

Lifestyle
Cultural differences
Genetic considerations

Chapter 3. Foods and Nutrition

Why do we need to know the nutritional content in foods?
Nutrients provided by the five food groups

Chapter 4. Nutrition and Health Disorders

How diet may affect skin
Diet and our bones, joints and muscles
Nutrition and the heart
Diet and the respiratory system
Diet and the urinary system
Diet and the digestive system
Diet and the brain/mental health

Chapter 5. How to Find Reliable information on Nutrition

Nutritional research
Sources of nutritional information
Conditions requiring dietary advice
Weight loss diets.

FREQUENTLY ASKED QUESTIONS

Here is a list of the most often asked FAQ’s.

General

Q. Why should I enrol with the Academy for Distance Learning?
A. Here at ADL, our students are our priority – we treat everyone as a unique individual.

Q. Do I need to buy text books?
A. No, as each module has been written by highly qualified industry professionals. The content of the material is presented in such a way that text books are not required. However, if you require additional reading your tutor will be able to supply a list.

Q. What happens if I have to stop studying for a while? (eg. become sick, go on holidays, have a baby, move house, etc)
A. It’s OK to take a break and start up your study at a later point in time. Just let us know.

Q. Is there an age limit?
A. There is no maximum age limit. We do however, have a minimum age limit of 18 years. Below that age parental consent would be required.

Q. Are your courses up-to date?
A. Our courses are revised and updated on a rotation system.

Q. Do you have a Cancellation policy?
A. Yes. We have a cancellation policy that is fair and equitable. For further details please click here.

Q. Will I have any opportunity to engage with other students?
A. We have a Student Community group based on facebook! If you don’t have a facebook account already, you could make one just for talking with fellow students on the group.

Enrolment

Q. When can I enrol/start?
A. You may enrol and start at any time of the year – it’s all self- paced.

Q. Can I study from anywhere in the world?
A. Our courses are available to anyone, anywhere in the world from the comfort of your own home. The course content is relevant to any country, culture or economy.

Q. How long do I have to complete the course?
A. You complete the course at any time that is convenient for you.

Q. Completing a 100 hour module – how long will it take?
A. For some students a 100 hour module will take approximately to 3- 6 months to complete. Others take less time and some even longer.

Assessment

Q. Assessment – how does it work?
A. For each 100 hour module you are assessed by assignments (at the end of each lesson) and a final one and a half hour exam (or you may elect to complete a Project, instead of sitting the exam) – the choice is yours – you sit for the exam in your own location.

Q. I don’t cope well with exams – what can I do?
A. You may elect to undertake a Project (set by your tutor) instead of sitting the exam. Projects are completed from your home and can usually take a couple of weeks to complete.

Q. If my assignment is not up to standard is there an opportunity to resubmit my work?
A. Yes –

Q. How many assignments do I need to complete for each module?
A. At the end of each lesson, there is an assignment – so if a course has say, 10 lessons, there would be 10 assignments.

Q. I am having difficulty attending workshops/industry meetings, what can be done?
A. If your course requires attendance at workshops, conferences, or industry meetings; alternative arrangements can be made in your country.

Qualifications

Q. What qualification will I receive?
A. For individual modules, you would be awarded a Certificate endorsed by TQUK (Training Qualifications, UK), providing you complete all assignments and the exam. If you just want to complete only the assignments and not sit for the exam or finish a Project, then a Letter of Achievement would be awarded. For more details on qualifications available please click here.

Q. Can I customize my diploma/higher qualification?
A. Not all educational institution’s certificates /diplomas meet everyone’s needs. The opportunity to Design Your Own Diploma at the Academy (subject to our approval) is an added bonus, not found at other colleges. You choose modules that you think will help you in achieving your goal.

Q. What do I get when I complete the course? Will I receive a transcript?
A. At the completion of all courses and providing all assignments and exam requirements have been met, you will receive your Award and a Transcript.

Tutors

Q. Our tutors – who are they?
A. We appoint Tutors and require that they must be currently active in their industry, with at least 5 years’ experience in their chosen profession.

Q. Can I contact my tutor at any time?
A. Yes – you have unlimited access to your tutor via email through our Online Classroom. You can always leave a message with ADL requesting your tutor to contact you. You decide on how much or how little contact you wish to have.

Q. Practical work – How is this done?
A. To find out more about this part of the course please visit the section on How Our Courses Work here.