Project: Evidence Based Nutrient Analysis Project: Objectives: Students will: 1. Collect nutrient data and complete a computerized analysis of the data. 2. Use evidence based scientific r

Project: Evidence Based Nutrient Analysis Project:

Objectives: Students will:

1. Collect nutrient data and complete a computerized analysis of the data.

2. Use evidence based scientific research to critically evaluate the data.

3. Analyze and interpret the data to determine if it is consistent with accepted scientific evidence as it relates to the adequacy of the nutrient intake and its effects on the body.

Overview of the Project: The project is divided into 3 parts: Part A, Part B and Part C. The due dates for each part of the project are found in the syllabus.

Students will:

Keep a food, beverage & activity log for 3 days (Part A)
Enter data into the computerized nutrient analysis program(Part B)
Print out the required reports for the 3 days (Part B)
Answer questions on the 3 day analysis (Part C)

5. Submit the completed project: Parts A, B and C, and Reflective Summary

Part A: Computerized Nutrient Analysis Project

Due Date for Part A: ______________________

3 DAY FOOD, BEVERAGE & ACTIVITY LOG

· Keep complete records of your food and beverage intake for 3 days using the Food Records/Eating Log. (One copy is attached; print the number of copies as needed.)

· Use as many Eating Log pages as necessary, but always begin a new day’s intake on a new form.

· Submit these forms on the due date. Remember to keep a copy for yourself.

1. The three days must include at least one weekday and one weekend day; Ex: Thursday/Friday/Saturday or Friday/Saturday/Sunday or Saturday/Sunday/Monday

2. List all the foods and beverages you consumed during the three days you selected for your project. Be sure to include all items such as salad dressing, butter on toast, oil used in cooking, condiments (i.e. ketchup, mustard, mayo) and flavorings.

a. Identify the amount of each food consumed using common household measures i.e., 3 oz., 1/2 cup, 1/2 tsp. Also include the quantity of the oil, salad dressing, butter, etc. used on your food. For the most accuracy, weigh and measure all items consumed. Portion size guides also available.

b. When you identify the food you consumed also identify the method of food preparation used such as fried, boiled, baked, etc. and any descriptive information about the food items.

Example on how to complete the Food Records/ Eating Logs:

FOOD ITEM AND PREPARATION AMOUNT

Whole wheat toast 1 slice

Grape jam 2 tsp.

Milk, 1% fat 8 oz.

Baked chicken breast with wing and skin 4 oz.

With canola oil and spices 1 tsp (oil)

Mixed green salad-iceberg lettuce 1 cup

Shredded carrots 1/8 cup

Sliced tomato 1/8

French salad dressing, regular 2 tbsp.

Italian herb croutons 1 tsp.

Black Beans 2cups

With Oil and spices 2 tsp (oil)

Onions 1 tbsp

Rice, white 11/2 cups

With butter and spices 2 tbsp. (butter)

Snapple iced tea, lemon flavored, sweetened 20 oz.

Additional Instructions: Although it may seem overwhelming at first, it is easy to track the foods you eat. One tip is to record foods and beverages consumed as soon as possible after consumption.

1. Measure and record the amounts of foods eaten in portion sizes of cups, teaspoons, tablespoons, ounces, slices, or inches (or convert metric units to these units).

a. Record brand names of all food products, such as “Quick Quaker Oats.”

b. Measure and record all those little extras, such as gravies, salad dressings, taco sauces, pickles, jelly, sugar, catsup, and margarine.

2. For beverages:

a. List the type of milk, such as whole, fat-free, 1%, evaporated, chocolate, or reconstituted dry.

b. Indicate whether fruit juice is fresh, frozen, or canned.

c. Indicate type for other beverages, such as fruit drink, fruit-flavored drink, Kool-Aid, and hot chocolate made with water or milk.

3. For fruits

a. Indicate whether fresh, frozen, dried, or canned.

b. If whole, record number eaten and size with approximate measurements (such as 1 apple—3 in. in diameter).

c. Indicate whether processed in water, light syrup, or heavy syrup.

4. For vegetables

a. Indicate whether fresh, frozen, dried, or canned.

b. Record as portion of cup, teaspoon, or tablespoon, or as pieces (such as carrot sticks—4 in. long, ½ in. thick).

c. Record preparation method.

5. For cereals

a. Record cooked cereals in portions of tablespoon or cup (a level measurement after cooking).

b. Record dry cereal in level portions of tablespoon or cup.

If margarine, milk, sugar, fruit, or something else is added, measure and record amount and type.

6. For breads

a. Indicate whether whole wheat, rye, white, and so on.

b. Measure and record number and size of portion (biscuit—2 in. across, 1 in. thick; slice of homemade rye bread—3 in. by 4 in., ¼ in. thick).

c. Sandwiches: list all ingredients (lettuce, mayonnaise, tomato, and so on).

7. For meat, fish, poultry, and cheese

a. Give size (length, width, thickness) in inches or weight in ounces after cooking for meat, fish, and poultry (such as cooked hamburger patty—3 in. across, ½ in. thick).

b. Give size (length, width, thickness) in inches or weight in ounces for cheese.

c. Record measurements only for the cooked, edible part—without bone or fat left on the plate.

d. Describe how meat, poultry, or fish was prepared.

8. For eggs

a. Record as soft or hard cooked, fried, scrambled, poached, or omelet.

b. If milk, butter, or drippings are used, specify types and amount.

9. For desserts

a. List commercial brand or “homemade” or “bakery” under brand.

b. Purchased candies, cookies, and cakes: specify kind and size.

c. Measure and record portion size of cakes, pies, and cookies by specifying thickness, diameter, and width or length, depending on the item.

SCD 200 Introductory Nutrition Part A: FOOD RECORDS/ EATING LOG (A minimum of 3 copies is needed – one for each day of the project)

NAME DATE WORK DAY

NON-WORKDAY

DAY 1 2 3 (CIRCLE ONE)

Food/Beverage Preparation Method

Amount/Portion size

BREAKFAST – TIME ______

SNACK – TIME ______

LUNCH – TIME ______

SNACK – TIME ______

DINNER – TIME ______

Part B: The data entry component of the Evidenced Based Nutrient Analysis Project will use the NUTRITIONCALC PLUS computer program.

· This computerized nutrient analysis program is accessible through the CONNECT program purchased as part of the textbook package.

· This computer program completes the calculations needed to complete Part C.

1. Students will enter the following information into the NUTRITIONCALC PLUS program:

a. Personal data to create their own profile

b. The food and beverages they consumed for a 3 day period

c. Their physical activity for the same 3 day period

3. Students will print out the assigned reports (see below).

a. After entering all your food, beverage and activity data for 3 days, click on the “reports” tab.

b. Request that the reports are a compilation of the three days input.

c. Print out ONLY the following reports, and submit them on the due date.

· Remember to keep a copy of these documents.

· Select all 3 days before printing the reports:

d. The computer printout reports needed for the project are:

1) Bar Graph (make sure all 3 days are selected)

2) Spreadsheet (make sure all 3 days are selected)

3) Calories and Fat (make sure all 3 days are selected)

4) Activity Summary (make sure all 3 days are selected)

5) MyPlate (make sure all 3 days are selected)

6) Food List (make sure all 3 days are selected)

4. Submit the computer printout reports:

· Due date: ____________

· Place a cover sheet with your name, course and code, semester, and instructor’ name.

Project: Evidence Based Nutrient Analysis Project: Objectives: Students will: 1. Collect nutrient data and complete a computerized analysis of the data. 2. Use evidence based scientific r
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Project: Evidence Based Nutrient Analysis Project: Objectives: Students will: 1. Collect nutrient data and complete a computerized analysis of the data. 2. Use evidence based scientific r
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Project: Evidence Based Nutrient Analysis Project: Objectives: Students will: 1. Collect nutrient data and complete a computerized analysis of the data. 2. Use evidence based scientific r
SOC 101 Ch. 4 Socialization Socialization- the process of learning the roles, statuses, and values necessary for participation in social institutions. Internalization occurs when behaviors and assumptions are learned so thoroughly that people no longer question them, but simply accept them as correct. Freud- Id, ego, superego psychoanalytic theory places great importance on the internal unconscious processes of the human mind. Social learning theory- considers the formation of identity to be a learned response to external social stimuli. Structural Functionalism- Socialization benefits everyone and society. Conflict theory- Socialization benefits those in power. Symbolic Interaction theory-individuals construct self-concept within limits imposed by social structures and social relationships. Looking glass self (Charles Horton Cooley)- is the process of learning to view ourselves as we think others view us. We imagine how we appear to others We imagine how others judge us based on those appearances We ponder, internalize or reject those judgments Role taking (George Herbert Mead) – is the process of putting oneself into the point of view of another. Imitation stage- children merely copy the behavior of those around them. Play stage – children begin to take on the roles of significant people in their environment, not just imitating but incorporating their relationship to the other. Game stage- children begin to comprehend the system of social relationships in which they are located. The children not only see themselves from the perspective of a significant other, but also understand how people are related to each other and how others are related to them. Internalization takes place. Generalized other – the abstract composite of social roles and social expectations. example of community values and general social expectations that adds to their understanding of self. Different for everyone depending on class, ethnicity, gender etc. Social Interaction Status-a recognizable social position that an individual occupies Status set Ascribed status Achieved status Master status Role- the duties and behaviors expected of someone who holds a particular status Role strain- the incompatibility among roles corresponding to a single status Role conflict-the tension caused by competing demands between 2 or more roles pertaining to different statuses. Social Control- the process by which groups and individuals within those groups are brought into conformity with dominant social expectations. Agents of Socialization Family Peers Schools Mass media Religion Socialization through the life course Primary Socialization Anticipatory Socialization Professional Socialization Resocialization Total institutions Ageism- institutionalized practice of age prejudice and discrimination. Age stratification Disengagement theory, drawn from functionalism, predicts that as people age, they gradually withdraw from participation Competition over scarce jobs (conflict) Values and meanings assigned to different age groups Social Construction of reality Dramaturgical theory- the view of social life as a theatrical performance where we are actors on a stage with roles, scripts, costumes and sets. Face- the esteem in which an individual is held by others Ethnomethodology –(Harold Garfinkel)

Project: Evidence Based Nutrient Analysis Project: Objectives: Students will: 1. Collect nutrient data and complete a computerized analysis of the data. 2. Use evidence based scientific r

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